ASSIGNMENT MODULE 7
ZUBIA ASLAM
ROLL NO DK3075
Question 1: EXPLAIN DIFFERENT GROUPS OF MONTESSORI MATH EXERCISES
AND HOW THE DIRECTRESS SHOULD EFFICIENTLY PRESENT EXERCISES
THROUGH SEQUENTIAL AND PARALLEL WORK IN VARIOUS GROUPS.
Answer: Montessori mathematical exercises are normally grouped into the following groups,
Counting till ten
Number rods, sandpaper numbers, number rods and cards, spindle boxes, cards and counters
and memory games
Decimal system
Bead material introduction, symbols introduction, passing nine game, group counting game
and group game identification of numerals, exchanging, addition, multiplication, subtraction,
division, stamp game, small number rods, short bead stairs, dot game, word problems
Counting beyond ten
Quantity and symbol 11 to 19, association and quantity 20 to 90, association 20 to 90, linear
counting 1 to 100 and 1 to 1000, skip counting, number roll
Tables of arithmetic
snake game, boards, charts, bead for addition, subtraction, multiplication and division
Abstraction
Fractions
The preschool age (4 to 6 years) curriculum normally includes the first three to four groups,
while the rest is introduced later at lower elementary and upper elementary stages.
The directress should work through different groups by sometimes carrying out sequential work,
while sometimes by presenting parallel exercises from different groups.
POINT FOR PRESENTING EXERCISES IN DIFFERENT GROUPS
1. Exercises in group 1(counting till ten) should be introduced first and the child must master
them before moving ahead to exercises in other groups.
2. When child has mastered the group 1 exercises then introduce the group 2 exercises (the
decimal system).
3. The group 3 exercises can be presented when the group is well underway.
4. The exercise in group 4 (memorization of arithmetic tables) can be introduced while the later
work of the decimal system and linear and skip counting exercises are going on.
ASSIGNMENT MODULE 7
ZUBIA ASLAM
ROLL NO DK3075
5. The exercises in group 5 (passage to abstraction) allow the child to stop the use of
Montessori material and work on paper. As soon as the child is well familiar with tables of a
mathematical operation such as addition, he may move ahead into the abstraction phase of
that operation while learning the tables of other operations.
6. The exercises in group 6 (fractions) can run parallel to group 5 (passage to abstractions).
Sensorial work with fraction material can be introduced even sooner.
ASSIGNMENT MODULE 7
ZUBIA ASLAM
ROLL NO DK3075
Question 2: EXPLAIN THE EXERCISES WHICH ENABLE THE CHILD TO COUNT
TILL 1000?
Answer: The child enables to count till 1000 through linear counting. Linear counting is
presented in 2 stages, in first the child learns to count till 100 and in the second stage he counts
till 1000.
STAGE 1
THE HUNDRED CHAIN
MATERIAL
The hundred chain consisting of 10 bars of ten connected to each other.
The hundred square made up of 10 bars of ten connected to each other
Small containers having arrow labels:
1. Green labels marked 1 to 9
2. Blue labels marked 10 to 90
3. A red label marked 100
A large sized mat or runner.
PRESENTATION
Shift the materials along the children to the workplace.
The children are invited to the chain cabinet and shown the bars on the shelves and
discuss if they have seen bars like these before.
Take the chain of hundred to workplace and unroll the runner.
Show the kids how to hold the 100 chain by both ends and lay it out vertically at the bottom
of the mat.
Slowly fold the chain together to create the hundred square, emphasizing that it looks like the
hundred square. The hundred square is placed on top of the folded 100 chain to show that
they are the same.
The hundred square is removed and the chain gently re-straightened.
The teacher takes out the green unit tickets and tells the kids what they are called.
ASSIGNMENT MODULE 7
ZUBIA ASLAM
ROLL NO DK3075
They are lined in a vertical line to the left of the 10 chain.
The children are then shown the blue ten tickets which are placed in a vertical line above the
unit tickets.
Finally point to the hundred ticket in red and place above the blue arrow tickets.
The first ten beads are labeled using the green unit-arrow-tickets and placed to the left of the
chain.
On reaching the 10th bead of the first bar, place the blue ticket marked 10.
Tell the children to place the next ticket at the end of each bar.
Continue counting from 11 to 20, the ticket that marked 20 is placed with the 20th bead.
Continue placing the blue tickets until reach 100.
Place the red ticket to the 100th bead and say “You have just counted to 100.”
Also place the hundred square at the end of the chain.
Explain to the child there are 100 beads in the square and on the chain.
All the tickets are then counted alongside the kids: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40,
50, 60, 70, 80, 90, and 100.
They are then counted backwards: 100, 90, 80, 70, 60, 50, 40, 30, 20, 10, 9, 8, 7, 6, 5, 4, 3, 2,
1.
Children are instructed to count again or else place the materials at their appropriate places.
STAGE 2
THE THOUSAND CHAIN
MATERIAL
A Thousand Chain consisting of 100 bars of 10 connected to each other
Ten squares of hundred
The Thousand Cube
Containers having arrow labels:
1. Green labels marked 1 – 9
2. Blue labels arrowed 10 – 990
3. Red labels from 100 – 900
4. Large green label marked 1,000
A large sized mat or runner
A tray
ASSIGNMENT MODULE 7
ZUBIA ASLAM
ROLL NO DK3075
PRESENTATION
Shift the materials to the workplace with the help of child and unroll the runner.
The directress takes the child to the bead cabinet and introduce him to the 1000 chain. She
then carries the chain to the runner with all of the strands laid out straight.
She tells him that they are going to fold the chain similar to how they did with the 100 chain.
She stops at a hundred square and ask the child “what is this?”
Place a hundred square next to it, let the child notice the similarity and recall the 100 chain.
Continue the folding of whole chain and keep on placing the hundred squares below each
with the child.
She then counts with the child to see how many hundred squares there are in total.
Then place all the hundred squares on top of the hundred squares of the chain.
Ask the child to pile up the hundred square into cube and place the cube next to the pile.
She then has them gently pull the 1,000 chain straight and lay out all of the tickets.
Each bead is counted and the correct ticket placed as similar to the above presentation.
When the 100th is reached, the ticket as well as a hundred square is placed next to the 100th
bead, repeating for every hundred reached, including the 1000th bead.
At 1000th bead, place the cube as well.
Walk all the way from the beginning of the runner to the end to look at the child ‘s work.
going back to the beginning and counting; 100, 200, 300, 400, 500, 600, 700, 800, 900.
She then asks the child how many beads are there at the end; his answer would be 1000.
now go back to the beginning and count the tens; 10, 20, 30, 40, 50, . . . 100, 110,
120, . . .400, 410, 420, . . . 980, 990, 1000.
The children are then told to count backwards by tens.
When finished ask the child to return all the materials.
Question 3: PRINT *DOT GAME PAPER (FROM THE LINK GIVEN BELOW) AND
SEND THREE SOLVED PROBLEMS, EACH CARRYING FOUR ADDENDS?
ASSIGNMENT MODULE 7
ZUBIA ASLAM
ROLL NO DK3075
Question 4: EXPLAIN THE PRESENTATIONS OF MULTIPLICATION BOARD AND
DIVISION BOARD IN YOUR OWN [Link] MAKE ILLUSTRATIONS.
ASSIGNMENT MODULE 7
ZUBIA ASLAM
ROLL NO DK3075
MULTIPLICATION BOARD
The purpose of multiplication bead board is to practice multiplication table 1x1 through 10x10.
The box contains a perforated multiplication working board with 100 holes in rows of ten
arranged in a square, a box of 100 red beads, a box of small plastic cards numbering 1-10 which
represent the multiplicand and a red disc to marks the multiplier. The board has a slot on the left
side for the insertion of cards.
MATERIALS
Multiplication board
A red disc
Printed sheet of multiplication tables
A set of cards from 1 to 10
Multiplication chart 1 for control of error.
EXERCISE
Bring the material to the table and arrange
with the board in the center.
Show the child how to slide the ‘4’ card
into the slot on the side of the board.
Explain the child this number represents
the number which is going to be multiplied
means “we will be doing the Table of 4.”
Pointing towards the numbers along the top of the board, tell the child that these numbers
show how many times we need to take a number.
She then places the red disc above the 1 at the top of the board and says, “This tells us we
need to take 4 one time.”
Using the red beads, place 4 one time in a vertical line and asks the child to count the total
number of beads that are on the board and tells, “4 x 1 = 4”.
The child is then instructed to write the answer on the paper next to the equation.
She then moves the disc over the ‘2’ and tells the child, “We now need 4 two times, but we
already have 4 one time.” The children are told to place the red beads in a vertical line next to
the first four.
then count the total number of beads on the board. She then says “4 x 2 = 8”.
The directress repeats it till the children reach 4 x 4 and then encourage the child to say the
equation along with the directress.
As the child progresses, tell him to start counting from the previous answer in the table for
example when he reaches 4 x 4 show him that 4 x 3 was 12, so he can count from 12 onwards
on the last column.
ASSIGNMENT MODULE 7
ZUBIA ASLAM
ROLL NO DK3075
This exercise should be repeated until they have finished the board.
The directress makes the child read all of the equations and answers are written on a piece of
paper. They can check their work on Multiplication Chart 1.
1 X 4 = 4
2 X 4 = 8
3 X 4 =
4 X 4 =
5 X 4 =
6 X 4 =
7 X 4 =
8 X 4 =
Unit Division Board
ASSIGNMENT MODULE 7
ZUBIA ASLAM
ROLL NO DK3075
Division board helps the child practice the tables of division with the dividends 1 to 81 and the
divisors 1 to 9. The material consists of a unit division working board, a box containing 9 green
unit skittles and 81 green plastic beads.
MATERIALS
division board
9 green skittles
A box with 81 green beads
Squared paper
Division tables
Summary of division tables up to 81
Printed division slips
A glass bowl
EXERCISE
Show the child the material and help him to bring it to the table.
Look at the board with the child. Show him all the places for the beads.
Show him the numbers at the top of the boards and tell him that they are the divisors.
Place a skittle below the number 1 on the board and say this represents that the divisor is one,
then place another skittle below number 2 and says this is divisor 2. Repeat adding a few
more skittles.
Tell him the numbers on the left side will be the answer (quotient) mad the answer and
remainder cannot larger than 9.
Select a division table (e.g. table of 27).
Place 27 green beads into the glass bowl and this is dividend.
Ask the child what is the divisor in the question.
Place 9 green skittles along the top of the board.
Give each skittle a bead until there are no beads left.
This will completely fill 3 row with beads till 9. So, our answer is 3.
Pointing to 3 along the left side of the board say, 27/9 =3 and record the answer.
Remove the skittle above 9, saying let try 27/8.
Start [Link] beads from 9th column to the 4th row. The 4th row will be incomplete with only
3 beads.
Ask the child to count the beads in the incomplete row. This is the remainder.
the answer of 27/8 is 3 with 3 remainder.
record the answer
ASSIGNMENT MODULE 7
ZUBIA ASLAM
ROLL NO DK3075
proceed in the same way for 27/7,27/6 27/5,27/4 and 27/3.
When you reach 27/2 say, it will not be possible on the board as on this board we cannot
have a remainder which is bigger than the divisor.
Let the child work with some more tables to ensure that he has understood the exercise.
ASSIGNMENT MODULE 7
ZUBIA ASLAM
ROLL NO DK3075
Question 5: HOW IS STAMP GAME INTRODUCED TO THE CHILD? ALSO EXPLAIN
HOW SUBSTRACTION PROBLEMS CAN BE SOLVED WITH STAMP GAME.
STAMP GAME
Stamp game provide practice in addition, subtraction, multiplication and division in decimal
system. The following items are enclosed in Stamp Game Box.
Colored wooden tiles marked as below,
- Green tiles marked 1
- blue tiles marked 10
- Red tiles marked 100
- Green tiles marked 1000
Green, red and blue skittles
Green, red and blue circles
INTRODUCING STAMP GAME
MATERIAL
the stamp game
a unit bead, a bar of ten, a square of hundred and cube of thousand.
A container to hold the unit beads
A tray
Grid paper to write equations
PRESENTATION
Move the materials to the workplace with the help of child.
Introduce the stamp box and arrange the golden bead apparatus on the workplace.
Take a green tile from the stamp box and say this tile is marked 1 and same as one-unit bead.
Ask the child, can you show me the unit bead? Once the child shows correctly, place the tile
beside the unit bead.
Similarly, associate the blue tile, marked 10, with the bar of ten, the red tile marked 100 with
the hundred square and green tile marked 1000 with the cube.
Remove the bead material and do a three period lesson with the 1,10,100 and 1000 tiles.
Place the tiles back to their compartments after three period lesson completes.
ASSIGNMENT MODULE 7
ZUBIA ASLAM
ROLL NO DK3075
Next show the tiles how to place a tile right below the compartment that contains similar
tiles, leaving no distance between them.
Place all 1 tiles back, and repeat for 10s, 100s and 1000s.
Ask the child to place tiles under their respective compartments e.g. say make five units,
make four hundred, make three thousand.
Next show the child, how to make numbers by tiles including more than one hierarchy of
numbers e.g., 3556.
Then give a number to the child and ask him to take out the tiles himself and make the
number.
Verify and give him another number to make.
Return the tiles to the respective compartments after making each number.
SUBTRACTION WITH STAMP BOX
Exercise 1
Static subtraction with stamp box
Material
The stamp box
A pencil
Grid paper
A minus sign card
Presentation
Move the material to the workplace.
Write the problem on the grid paper, along saying clearly e.g. the number is 3465 say 3
thousand 4 hundred and sixty-five.
Then write second number 2304 and say “we are going to subtract, 2 thousand 3 hundred and
four.
Also point the subtraction sign.
Ask the child to make the first number with tiles starting from thousands.
Then draw the attention of the child to the second number saying “this means that we need to
take away 2304 from the first number”.
Tell the child to start subtracting from the units.
Tell the child to count the 4 units from the existing tiles on the table and then put them back
into the box in the respective compartment.
Point to the 0 ten in the second number and tell him that we do not need to take away any
tens.
Similarly remove 3 hundred and 2 thousand tiles from the existing tiles on the table.
ASSIGNMENT MODULE 7
ZUBIA ASLAM
ROLL NO DK3075
Once the subtraction of tiles has been done, ask the child to count the remaining tiles of
1,10,100 and 1000 on the table one by one and record the answer.
Conclude saying “we had 3465 …we subtracted 2304 and our answer is 1161.”
Guide the child to repeat with some more problems himself.
Exercise 2
Dynamic subtraction with stamp box
Material
Same as above.
Presentation
Select the problem that requires exchanging e.g. 4364 – 2839 and write on the grid, while
reading the question louder. Also point to the – sign.
Ask the child to make the first number with the tiles.
Now draw the attention of the child to the second number that is 2839.
As we need to take away 9 units, so one ten blue tile is exchanged with 10 unit green tiles.
Now take 9 tiles from 14 tiles, remaining 5 green tiles are left.
Repeat for tens, hundreds and thousands in the same way exchanging whenever necessary.
Once the second number has been removed from the tiles, ask the child to count the
remaining tiles, start from the units and record the answer.
Read the problem and answer with the child.
Guide the child to repeat with some more problems.