Mathematical

Exercises Part II
Module 7
Andleeb Javed
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QUESTION 01
Explain different groups of Montessori Math exercises and how the directress should
efficiently present exercises through sequential and parallel work in various groups.
ANSWER:

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 independence are experienced by the child using these
materials. The math activities are organized into five groups.

1. Numbers through ten

2. Decimal system
3. Counting beyond ten linear and skip counting
4. Memorization of the arithmetic tables
5. Passage to abstractions and Fractions

These exercises are grouped, some works sequentially and some works
parallel.

1) Numbers through ten

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. A child will gain a
growing understanding of sequence. Spindle boxes, cards and counters, the
short bead stair, and other 1- 10 additional counting activities a teacher may
add, reinforce the one through ten numeral concepts.

2) Decimal system

Group two involves the decimal system using the golden bead material. The
child will become familiar with the names of the decimal categories; units,
tens, hundreds, and thousands. A concrete experience with each category is
represented by beads. Quantity will be followed by symbol and association.

3) Counting beyond ten linear and skip counting

Group three deals with the operations using the golden bead material. The
concept and process of addition, subtraction, multiplication, and division are
presented. Children work with each other and benefit from these exercises
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using the bank game. Progression then continues using operations with the
stamp game.

4) Memorization of the arithmetic tables

Group four consists of linear counting. Quantity is presented using the teen
and ten boards followed by symbol and association. The one-hundred board
and bead chains develop number concepts and recognition of numbers one
through one-hundred. The bead chains also introduce the child to skip
counting; five, ten, fifteen, twenty, etc.

5) Passage to abstractions and Fractions

Group five contains activities such as strip boards, snake game, and
memorization of facts. Fractions are also a part of this group. Fraction skittles
and insets serve this purpose.

The activities in the Math area are not to be implemented at a set pace.
Providing the child with the materials at precisely the right challenge level
will enable the child to demonstrate his development to the teacher through
his progress. A child that is able to grasp such math concepts as addition and
subtraction demonstrates the successful use of the math materials. The
materials are so beautifully designed and appropriate for each child during
his sensitive periods of learning math. Mathematical apparatus provides the
necessary stimulation for the child to learn math concepts.
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QUESTION 02
Explain the exercises which enable the child to count till 1000.
ANSWER:
Linear Counting

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

The purpose of these exercises is to consolidate the childs 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.

Exercise 1: THE HUNDRED CHAIN

This exercise requires the hundred chain consisting of 10 bars of 10, the
hundred square, an envelope containing arrowed labels Green labels marked
1 9, Blue labels marked 10 90, A red label marked 100 and a large sized
mat

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.
Place the hundreds square on top of the folded ten chain to show that they
are the same. 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
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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.

Exercise 2: THE HUNDRED BOARD

In the activity, the child practices counting linearly from one to one-hundred.

This exercises needs board with a 10 x 10 grid, square tiles with numbers 1-
100 and bowl or basket.

Carry the board and container of number tiles to a mat or table. Sort the
number tiles into columns by tens place. Don't worry about getting them in
the correct order within each column. Starting with 1 in the upper left corner,
lay out the number tiles in order. Continue until all of the number tiles are in
the correct place.

Exercise 3: THE THOUSAND BOARD

This exercise requires 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 and large sized mat.
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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.
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QUESTION 03
Print Dot Game Paper and send three solved problems, each carrying four addends?
ANSWER:
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QUESTION 04
Explain the presentations of Multiplication Board and division Boards in your own words.
Also make illustrations.
ANSWER:
Exercise 1: Multiplication Board

Purpose of this exercise is to give practice in multiplication leading to the memorization of the
essential multiplication tables.
Materials

A perforated board with 100 holes in rows of 10 arranged in a square. At the left side of
the board is a window with a slot for the insertion of the cards.
A red, wooden disc.
Tables of multiplication
A set of cards from 1 to 10
Charts 1 and 2

Chart 1

Chart 2
Presentation
Show the child the material and have him bring it to the table. Show the child the numbers along
the top of the board. Tell the child, These numbers tell us how many times to take a number.
Show the child how to slide the card (4) into the slot on the side of the board. Tell the child,
This tells us we will be doing the table of 4. Place the little red disc above the 1 at the top of
the board. Say, This tells us we need to take 4 one times. Using the red beads, place 4 one times
in a vertical line. Have the child count how many beads there are on the board. Tell the child, 4
x 1 is 4 Have the child write the answer on the paper next to the equation. Move the disc over
above the 2. Tell the child, We now need 4 two times. But we already have 4 one times. Have
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the child place the red beads in a vertical line next to the first four. Have the child count the total
number of beads on the board. Say, 4 x 2 is 8.

Repeat in this manner. When the child reaches 4 x 4, have him say the equation with you. If the
child is making the table with ease, when he reaches 4 x 8 show him that 4 x 7 was 28. Count
from 28 up four more. Repeat in this way until he has finished the board. Have the child read all
of the equations and answers written on the piece of paper. The child can check his work on
Multiplication Chart 1.
Exercise 2: Unit Division Board

The purpose of this exercise is to familiarize the child with the various ways in which numbers
may be divided.
Materials

The unit division board

9 green skittles
A box with 81 green beads
Printed division slips
Introduction
Show the child the material and have him 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 dividend. Tell him the numbers on the side will be the answer. Write 27 9
= on squared paper. Begin by telling the child the two rules: the answer cannot be larger than 9
and the remainder cannot be equal to or larger than the divisor. Place 27 green beads into the
glass bowl. Ask the child how many times will we give 27 out. (9) Place 9 green skittles along
the top of the board. Give each skittle a bead until there are no beads left.
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Table of division

division remainder

Say, 27 9 is 3. Point to the 3 along the vertical side of the board. Have the child write in the
answer to the equation. Have him replace the beads into the bowl. Ask the child how many beads
we have in the bowl. (27) Tell him as you write the next part of the equation on the second line
of paper, 27 8 = Have him do this equation as he had just done the last. Have him write the
answer with the remainder. Read the whole equation with the child. Tell the child that there is
something special about the remainder: We can have a remainder as long as it is smaller than
the dividend. Repeat as above for 27 6 = After the child has written the answer and the
remainder check to see if the remainder is smaller than the dividend. Repeat in this way for the
entire sheet of paper. When you reach 27 2, your remainder will be bigger than the dividend.
Point this out to the child and then cross out the entire equation because: We can never have a
remainder that is the same or bigger than the dividend.
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Presentation

Write 81 9 =. Have the child count 81 beads into the glass bowl and place nine skittles at the
top of the board. Have the child do this equation as written above. Read the finished equation out
loud with the child. Then write: 81 8 =. Have the child do this equation and write in the
remainder. Look with the child at the remainder and notice that it is bigger than the dividend.
Cross off the whole equation. Repeat for 81 7 =. Repeat for 81 6 = Look at the last three
crossed off equations and wonder out loud: I wonder if the others will also have a remainder
larger than the dividend? The child should notice that the remainder gets bigger and bigger as
the dividend gets smaller and smaller. Decide together that because of this pattern, only 81 9
works. You can finish this presentation here.
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QUESTION 05
How is Stamp Game introduced to the Child? Also explain how subtraction problems can
be solved with the stamp game?
ANSWER:
Stamp Game

Materials

Large quantities of wooden squares of equal size about 1 inch square like stamps:
o Each stamp of 1 is green marked with 1.
o Each stamp of 10 is blue marked with 10.
o Each stamp of 100 is red marked with 100.
o Each stamp of 1000 is green marked with 1000.
A pencil and ruler
Special grid paper
Introduction
Invite the child to come and work with you. Show the child the material and have him first bring
over the paper needed. Then show the child the material and have him bring over the box of
wooden tiles as well as the tray from Introduction to Quantity. Show the child the 1 green tile
and show the 1 unit to the child. Tell the child that it is the same as the unit bead. Show the child
the blue tile and have him read the 10 written on it. Tell the child that this is just like the ten-
bar. Repeat for the tiles of 100 and 1000. Do a Three Period Lesson with the 1, 10, 100, and 1000
tiles. Show the child that when we take out the 1 tiles, we place them directly in front of the
compartment where the other 1s are. Tell the child that you are going to take out 5. Take out 5 of
the 1 tiles and place them all in front of the 1 compartment. Put them back and give the child a
few numbers to take out. Such as make 3 tens, or 5 hundreds, or 2 thousands. Then give the child
a larger number. Say, Now we are going to make a larger number. This number will have 3
units, 5 tens, 2 hundreds, 1 thousand. As you give the child each number, have him take out the
appropriate tiles. Count to check the final product and then have the child put the tiles back into
their compartments.
Exercise 1: Static Substraction
Invite the child to come and work with you. Write a first number and a second number. Introduce
the new subtraction sign.
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Have the child construct the first number. Tell the child that we are going to take 3 units from the
four units constructed. Have the child move 3 units off to the left side of the table. Count how
many units you have left and write the answer. Have the child take 2 tens away from the 5 and
more them off to the side of the table. Count and then write how many tens are left. Repeat for
the hundreds and thousands. Read the answer with the child.

Exercise 2: Dynamic Substraction

Write a first large number and a second number under it. Make sure that this will lead to dynamic
subtraction. Have the child create the first number. Ask the child how many units we are going to
take away: 3 units. But as the child becomes stuck, say that we are going to have to change one
of the tens for units. Take out ten units and replace it with one of the ten tiles. Then have the
child take 3 units away from the now 12 units. Place the unneeded tiles off to the side of the
table.
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Have the child write how many units he has left. Repeat for the tens, hundreds, and thousands.
Change when needed. Read the final problem with the answer with the child. Repeat until the
child feels comfortable to work alone.