Assignment # 7 Mathematical Exercises (part 22)

Amina Syed Roll No. D13075

Question# 1
Explain different groups of Montessori Math exercises and how the directress should efficiently present
exercises through sequential parallel work in various groups.

Answ er:
Learning mathematical concepts in a Montessori classroom begins concretely and progresses towards the abstract.
They are developed from simple to complex.Process is taught first and facts come later. Order, coordination,
concentration, and inde-pendence are experienced by the child using these materials. The math activities are
organized into following six groups.

I. Numbers through ten

1- Numbers through tens: This group introduces sets of one through ten which prepares the child
for counting and teaches the value of quantity. Children begin to associate numeral and quantity with number rods
and number cards & child will gain a growing understanding of sequence. Teacher can add following materials and
activities to reinforce the one through the numeral concepts.

Number Rods
Sandpaper Numbers
Number Rods and Cards
Spindle Boxes
Concept of Zero
Cards and Counters
Memory Game

2- The Decimal System: This work begins after the child has mastered the lesson of number, symbols
and quantities 0-10.The Decimal System lessons lay a strong foundation for all future math. They
illustrate to the child with real materials the difference between one unit and one thousand, etc. The
Montessori approach uses the Decimal System materials to introduce addition, multiplication, division
and subtraction.
 Introduction to quantity
 Symbols
 Formation of Numbers
 Changing
 Addition
 Multiplication
 Subtraction
 Division
 Stamp Game
 Dot Game
 Word Problem
3- Linear & Skip Counting: Learning the number facts to ten (what numbers make ten, basic addition up to
ten); learning the teens (11 = one ten + one unit), counting by tens (34 = three tens + four units) to one hundred.
Teens: Quantity
Teens: Symbol
Tens: Association
Linear Counting
Skip Counting
Number Roll
4- Arithmetic Tables: In the Montessori classroom, five families with math are presented to the
child:arithmetic, geometry, statistics and calculus. More precisely, the concepts covered in the Primary class are
numeration, the decimal system, computation, the arithmetic tables, whole numbers, fractions, and positive
numbers.Following materials and activities can be chosen for this.
 Addition Snake Game
 Strip Board – exercises
 Addition Strip Board
 Addition Charts
 Subtraction Snake Game
 Subtraction Strip Board
 Subtraction Charts
 Multiplication Bead
 Multiplication Board
 Multiplication Charts
 Unit Division Board
 Division Charts
5- Passage to Abstraction
By this stage children record work on paper. Materials are:
 Small Bead Frame
 Wooden Hierarchical Material
 Large Bead Frame
 Racks and Tubes
6- Fractions: fractions can work parallel to the group of making abstractions and the early work with the fraction
can begin with sensorial work.
Question#2

Explain the exercises which enable the child to count till 1000.

Answer:

Linear excrcises help the child learn to count till 1000 along with getting familiar with the decimal system relationship,
including the concepts of squares and cubes of numbers. Linear counting is presented in two stages.In first stage child learns
to count till 100 and in second stage he masters counting till 1000.

Materials

Presentation 1:
The hundred chain consisting of 10 bars of 10.
The hundred square
An envelop containing arrowed labels:
- Green labels marked 1 – 9
- Blue labels marked 10 – 90
- A red label marked 100
- A large sized mat or runner

Presentation 2:
A thousand chain consisting of 100 bars of 10
Ten squares of ten
The thousand cube
An envelop containing arrowed labels:
- Green labels marked 1 – 9
- Blue labels arrowed 10 – 990
- Red labels from 100 – 900
- A large green label marked 1,000
- A large sized mat or runner

Presentation 1

The 100 Chain

Bring the child to the chain cabinet.

Show the child the bars on the shelves and discuss with the child if he has seen bars like these before.

Begin counting with the child starting from the unit to the 10 bar.

Have the child unroll the runner just a little ways.

Show the child how to hold the 100 chain by both ends and have him lay it vertically at the bottom of the mat.

Have him place the tray below the 100 chain.

Slowly fold the chain together to create the hundred square.

Notice that it looks like the hundreds square.

Remove the hundred square and have the child gently re-straighten the ten chain.

Take out the unit tickets (green) and tell the child what they are called. Line them in a vertical line to the left of the ten chain.

Show the child the ten tickets (blue) and place in a vertical line above the unit tickets.

Label the first ten by using the unit tickets and placing them on the left of the chain.

Count with the child 11-20. At the 20 mark, place the ticket that has 20 on it to the right of the 20 bead.

Counting by units, continue placing the ten tickets until you reach 100. Have the child place the red 100 ticket next to the
100. Tell the child: “You have just counted to 100.”

Ask, “How many beads are in this chain?” (100) Point to the hundred square, “And how many are in this?” (100)

Count with the child all of the tickets: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.

Then count backwards: 100, 90, 80, 70, 60, 50, 40, 30, 20, 10, 9, 8, 7, 6, 5, 4, 3, 2, 1.

Have the child replace the tickets into their correct envelops and then replace the rest of the material.

Presentation 2

Tell the child that today we are going to look at an even longer chain than the 100 chain.

Have the child unroll the runner all the way.

Show the child how to hold the 1000 chain.

The directress carries the chain to the runner, with all of the strands laid out straight.

Have the child bring over the cube and the large box on a tray over to the runner. Also bring over the hundred squares.

Tell the child that you are going to try to fold the chain just like you did with the 100 chain.

Make a hundreds and ask the child what you made. Place a hundred square next to the one you just made.

Repeat until the whole chain has been folded in hundred squares. (The child can begin to make them after a while)

Place each of the hundred squares next to the hundred square you have made with the child.
Then place the hundred squares on top of the hundred squares you and the child have made.

Count with the child to see how many hundred squares there are.

Have the child place each hundred square on top of each other.

Notice that it looks just like the cube. When we have 10 hundred squares, we know that we have 1000 beads

Place the cube next to the ten hundred squares (placed on top of one another) to show this to the child.

Have the child gently pull the 1,000 chain straight. (Have him keep the chain near the left side of the runner.

Have the child lay out all of the tickets.

Count each bead and place the correct ticket when needed as in Presentation 1. When you get to 100, place the ticket as well
as a hundred square next to the 100th bead. Repeat this for every hundred. (Even at the 1,000th bead)

At the 1,000th bead, also place the cube.

Stand at the beginning of the runner and walk all the way to the end. Stand at the end and look at the work of the child.

Go back to the beginning and count: 100, 200, 300, 400, 500, 600, 700, 800, 900.

Ask the child how many he had at the end: 1000.

Go back to the beginning and count the tens. 10, 20, 30, 40, 50, … 100, 110, 120, … 400, 410, 420, … 980, 990, 1000.

Then have the child count by tens backwards.

Then child can then put the material away.

Purpose

Direct
- To consolidate the child’s knowledge of counting. Up
until now, he worked with tens and hundreds in the decimal system. With these Exercises, he becomes familiar with the
sequence of numbers from 1 through 1,000.
- Counting is a restful activity and tends to become mechanical. Through repetition, the child establishes the mechanism of
counting.
- When the two chains are placed parallel to each other, they show in a striking and sensorial way the difference between the
square and the cube of ten. In this way, the decimal system relationships are further established by the child.

Control of Error
As the labels have to be placed at the end of each bar, the child easily perceives he has made a mistake in counting.

Age
5-5 1/2 years