NAME;

RAHILA RASHID

ROLL NO; 9793

QUESTION ;01

How would you teach numbers 0 to 10 to a child according to Montessori

Method? Explain all the exercises in this group briefly in your own words.
ANS;

Thi
s system in which a child is constantly moving objects with his hands and
actively exercising his senses, also takes into account a childs special
aptitude for mathematics. When they leave the material, the children very
easily reach the point where they wish to write out the operation. They thus
carry out an abstract mental operation and acquire a kind of natural and
spontaneous inclination for mental calculations (Dr. Maria Montessori)
Montessori approach is quite different and one of the easiest ways to
teaching the concept of numbers to the children in the early years of life. In
Montessori education, they provide many appropriate ways to the children for
exploring the world of mathematics. The math journey commences in the
childs life with concrete experiences and then leads the child towards
abstractions. The opportunities of learning and teaching the mathematics are
found very easily from the daily life of the child. It is said that the childs brain
is like a sponge, he greedily absorbs all what is shown and taught to him.
It would be very surprising to know that the child starts learning mathematics
from the very early age of his life, even though from the age of toddler.
Teaching the Mathematics to the child in the early years of life is not taken as
a daunting task in the Montessori Education. The basic and chief task of
teaching to the child through Montessori education is to make the concept
very clear and comprehensible.
In Montessori education numbers are taught in the various ways so that the
children may learn them with perfection because the perfection in the childs

life, was the basic motive of Maria Montessori . We should make mathematics
as a part of everyday activity for the children. Learning can be a great fun for
the children if taught playfully. It has been widely observed and understood
that children can learn faster and quickly when visual teaching practices are
used. There are countless activities which can make the math as a fun for not
only toddlers but also kids (4 to 6 years old)
It is scientifically proved that the little children are naturally attracted to the
science of numbers. Mathematics, like language, is the product of the human
intellect. It can be clearly said that human beings have a mathematical mind.
Montessori took this idea, that the human has a mathematical mind, from the
French philosopher Pascal. Children mind is always ready to estimate the
quantity of the things, similarity, difference, patterns, to make order,
sequence in things and to control error in everyday life.
Indirect Preparation of Number
Understanding of numbers develops through experiences with concrete
objects, which are used in EPL Exercises because it contributes effectively in
the development of mathematical mind. EPL are the everyday household
activities. The child is naturally attracted to these activities as these
experiences are essential part for full development and self dependence. By
taking the participation in these activities, the child becomes a responsible
and helping member of the society who can deal with the problems of
everyday living. Along with it, at the unconscious level, practicing these
activities forms the essential patterns in the nervous system that leads to the
conceptual development of order, concentration, coordination, and
independence, which are all crucial elements of mathematical mindset.
These skills are learned by the child through EPL, without even knowing.
Order is one of the basic elements for math, as we cannot do any
mathematics task without the capacity of sequencing and ordering. Similarly,
ability to the concentration on a task is also essential for math as it helps
develop logical thinking and problem solving. EPL also gives children good
eye-coordination and controlled movements, which are required to do work
effectively with the math materials present in a Montessori classroom and at
home.
There are different ways and materials of teaching numbers to the kids in
Montessori,
The Number Rods (The Red Rods)
Sandpaper Numbers
The Spindle Boxes

Number Cards and Counters

Memory Game
Actions Game
Number Poems and Rhymes
It is understood that the strong math skills will make the children more
successful and confident in the life. A positive attitude is used in teaching the
math that shows a strong love for math in children behavior. By using
mathematical concepts on a regular basis in daily life, we can make the
children mind sharp and extraordinary. Learning to use the concrete way, will
certainly aid the child in solving math problems faster and easier.
Whenever, the child finds difficulty in understanding a new concept in
learning, encourage him/her, and explain whenever is needed. The goal is not
to memorize by rote, but make the understanding clear the basics concepts
of the math. If the child grasps quickly and answers questions correctly,
appreciate the efforts. If you feel the child is getting bored, stop teaching the
same thing. Change the subject and teach another thing in relax and happy
mood, do not stress the child in learning the same thing. Continuing the same
thing even after the child has lost interest will not work; it will turn the child
away from developing the sense of interest towards mathematics.
Arithmetic of Variables (Group 1)
The Number Rods, Sand Paper Cyphers and Number Rods and Cards form the
first half of the Maths Materials for Group 1, in which the Addition of
Variables takes place
The Number Rods
The Number Rods are similar to the Red Rods, only here they are rendered
countable by blue stripes, so that each rod is clearly a multiple of the first
rod, (the unit), each section of the subsequent number rods is equal in length
to the first one. These rods materialise the quantities of the numbers from 110. Through the Number Rods quantities can be seen as an unbroken
multiple of a unit in which quantities are measured in terms of a unit; the
Arithmetic of Variables. After completing these first activities of Group 1 the
child is given quantities according to the Arithmetic of Groups, quantities
formed by loose identical units (Spindles and Counters).
The advantages of using Number Rods to initially represent quantity are;
.Past experience with the Red Rods helps the child to use the Number Rods,
sensorially appreciating the difference between them

.The childs intelligence accepts, understands and associates different names

with the differences she can see between the Rods.
.Each Rod differs by the same increment, which is equal to the first in the
series (the unit)
.The Rods show the position of the succession of numbers 1 to 10
.They show the close relationship between Ordinal and Cardinal numbers
Material Description:
.Ten wooden rods, identical to the Red Rods, graded in length form 10 cms to
1 metre, each rod is coloured in alternate red and blue 10 cm long partitions.
The first rod and the first partition in each succeeding rod is red
.Working Mat

Presentation:
..Invite the child, introduce the material and help her to bring the rods to a
Working Mat, place them in sequence pointing out that the red partition goes
on the left
.Isolate the shortest three rods and give there names in a Three Period Lesson
First Period
.Begin with the 10 cm rod, touching it and saying, This is one
..Then take the 20 cm rod, touching each partition and saying, This is two
.Then take the 30 cm rod, touching each partition and saying, This is three
Second Period
.Mix up the rods and give various commands including asking the child to count

the partitions. Continue to mix and give directions until the child can recognise
them with ease
Third Period
.Take any rod and ask the child to name, saying, what is this?, mixing frequently
Note
.The other Number Rods are introduced in the same way, first check her
understanding of rods introduced earlier and mix these in during the second
period
Exercises:
.The rods are placed randomly on the mat, the director asks for a particular one
and the child brings it. The child is asked to verify by touching each partition
.The rods are placed randomly on the mat, the directress picks a particular one
and the child names it. The child is asked to verify by touching each partition
Criteria of Perfection (Control of Error):
.The partitions guide the child
Direct Aim:
.To teach the names 1 to 10 with the corresponding quantity
.To show that each number from 1 to 10 is a separate object
.To help the child memorise the sequence of numbers 1-10
Age at Presentation:
Four years onwards
Footnote
.Even if the child immediately recognises and names the rod it is still necessary
to verify by touching and counting to fix the sequence of numbers.
The Sand Paper Cyphers
With the help of the Director, the children already know the names of the
numbers 1-10 and associate them with their quantities and sequence, having
worked with the Number Rods. The Cyphers are symbols for the quantities and
different from the Sand Paper Letters (which the child will have already used)

because they represent not just a sound, but a whole idea

Material Description:
The Numbers 1 to 9 and 0, cut rom sandpaper and mounted on separate boards.
Note
.It is important to check the childs knowledge of the Number Rods before
proceeding
.Do not introduce the 0 at this stage
Presentation:
.Ask the child to sensitise her fingers and select a group of three Sand Paper
Cyphers in any order
.Invite the child, introduce the material and bring it to a chowki
.Trace each numeral with two fingers as with the Sand Paper Letters
.Give there names in a Three Period Lesson, asking the child to trace and name
the Cypher
Games:
Two children can be show how to play these games together
.Show a Cypher, ask the child to name it and trace it
.Lay the Cyphers on a mat, say a number and ask one child to go to the mat, find
it and return with it and trace it.
Criteria of Perfection (Control of Error):
.The Director and the Sand Paper which guides the childs fingertips
Direct Aim:
.To teach the written symbol or the quantities 1 to 10 which the child has learnt
with the Number Rods
.To give the child a key to the World of Number
.Preparation for the writing of numerals
Age at Presentation:

Four years, after the Number Rods

The Number Rods and Cards
Material Description:
.Number Rods
.Set of wooden or cardboard cards on which are printed the numbers 1 to 10
.Working Mat
Presentation:
..Invite the child, introduce the material and help her bring it to a Working Mat,
placing the Number Rods at random
.Ask the child to collect the Cards and name them, while placing them randomly
on the mat
.Introduce the child to the card with the symbol for ten (ensure that the child is
familiar with this before proceeding)
.Ask the child to find the rod of ten and place the card on the last partition
.Show the child another card, at random and ask her to find its pair
.Continue to do this till all the rods are labeled
Exercises:
.Exercise 1 as above
.Exercise 2 the Two Mat Game the Directress shows a card and the child
brings the rod
.Exercise 3 the Two Mat Game the Directress points to a rod and the child
brings the card
.Exercise 4 Rods in Sequence
.Arrange the rods as for the Red Rods
Place the cards randomly on a floor mat, point to any rod in the series and the
child counts the partitions and places the card on the last partition
.Ask the child to read the numbers in ascending and descending sequence

Criteria of Perfection (Control of Error):

The child counts the number of partitions
Direct Aim:
.To associate the written symbol with the corresponding quantity
.To introduce the sequence of the symbols
Age at Presentation:
Four to four and a half years, after the Sand Paper Numerals
Footnote
.This introduces the symbol for 10 and is the first time the child sees
the role of 0 to symbolise 10
Special Exercises:
These special exercises are done after the Card and Counters
Impressions of putting together (addition)
1 Ask the child to build the Number Rods in sequence in the middle of
a Working Mat and to place the cards on the last partition of each rod
2 Ask the child to move the rod of ten to the top of the mat
3 Ask her to put the rod of nine below it and then say, Lets make the
rod of nine an long as the rod of ten
4 The child places the rod of one adjacent to the rod of nine and
puts their cards in place
5 Continue until the rods of six and four have been placed
6 Move the rod of five beneath the rod of six and ask the child where
we can get a rod to complete the length possibly flip the rod of five,
another rod of five from a different set or use the corresponding Red
Rod to give the impression that the rod of five twice is equal to the
rod of ten
7 The same activity can be done with totals of the rod of nine etc.
Variations:

The child can later make any total using three or more rods
Impressions of taking away (subtraction)
1 Build the Number Rods and cards to the place where impressions of
addition was completed, with the rod of five in its original place,
below the rod of six and four
2 Remove the rod of four and the child sees that the rod of six
remains
3 Continue nil the rods are in their original Red Rod position
Direct Aim:
.To associate the written symbol with the corresponding quantity
.To introduce the sequence of the symbols
Indirect Aim:
.The building of tens is an indirect preparation for addition while the
removal of rods gives a fleeting impression of subtraction
.The flipping of the rod of five gives a fleeting impression of
multiplication and division
Arithmetic of Groups
The Spindle Boxes, where the symbols are fixed and Cards and
Counters and Memory Game , where loose quantities are associated
with loose symbols form the second half of the Maths Materials for
Group 1, in which the Arithmetic of Groups takes place
The Spindle Boxes
The Spindle Boxes are presented after the child has had sufficient
experience with the Arithmetic of Variable an is mentally prepared for
the abstraction required for the Arithmetic of Groups
Material Description:
.Two boxes, each exactly the same, divided into five compartments or
one box divided into ten compartments. At the interior back of each
compartment is a painted symbol of the numbers 0 to 9

.45 spindles in a basket or box

.Eight green coloured ribbons or bands
.Sand Paper Cypher for 0
.Working Mat
Note
The Spindle Boxes should be displayed empty

Presentation:
.Invite the child, introduce the material and help her to bring the
Spindles and Spindle Boxes to a Working Mat
.Point to the symbols and ask the child to identify them
.Skipping zero, take one spindle with your right hand, place it in your
left and aloud count one, place it in the corresponding compartment
.Then take two spindles, one at a time, counting them in her hand and
then puts them on the mat and places a green band around them
before putting them in the compartment. (This shows they have been
grouped together counting them on to the mat in front of you and then
transfer them as a group into the corresponding compartment).
.Continue up till nine
.Point to 0 and explain to the child, zero means not anything
.Show the Sand Paper Cypher for 0 and ask the child to trace it and
associate it with the symbol on the first compartment

Criteria of Perfection (Control of Error):

.The number of spindles
Direct Aim:
.While the Number Rods were each a quantity in themselves, the
spindles show a number which is composed of separate objects
.The concept of zero is introduced as representing no quantity when
the first compartment is left empty
Indirect Aim:
.Indirect preparation for the fact that there are no other symbols but 0
to 9 in the decimal system
Age at Presentation:
Four to four and a half years, after number rod and cards
Footnote
.The child may participate in the presentation after compartment 5
.Alternatively the child places the spindles directly into the boxes and
completes the activity, later she removes the contents from one
compartment at a time, counting them aloud and places the band
around them before replacing them in the compartment to show they
have been grouped together The child removes the contents from one
compartment at a time, counting them aloud and places the band
around them before replacing them in the compartment to show they
have been grouped together.
Games to reinforce the concept of Zero
With either one child or a small group ask children to perform actions a
number of times, when you ask for zero times pause expectantly and
see if the child can explain why she hasnt performed an action
Cards and Counters
Material Description:
.Small Number Cards 1 to 10

.55 identical counters in a box

Presentation:
.Invite the child, introduce the material and help her to bring the Cards
and Counters to a Working Mat
.Place the Number Cards at random on the Working Mat
.Ask the child to place them in sequence horizontally leaving a gap
between them the width of her palm
.Place the correct number of counters in pairs under each symbol if the
number is odd put the remaining counter centrally beneath the last
pair
Note
When the child understands how to arrange the counters let her take
over
Exercise:
.As above
.Much later build the sequence and run your index finger from the base
of the Card between the counters, saying the name of the numeral,
stopping abruptly at the blocking counter if the number is odd, or
continuing, lengthening the word if the number is even
Criteria of Perfection (Control of Error):
.The number of counters
Direct Aim:

.To reinforce the knowledge that each number is made up of separate

quantities
.To verify whether the child has mastered;
.the sequence of numbers
.how many separate units form each number
Indirect Aim:
.To sensorially indicate the odd and even numbers
.To give a visual impression of odd and even
.Indirect preparation for the divisibility of numbers as well as multiples
and sub-multiples (e.g. even numbers divide by two)
Age at Presentation:
Five and a half years, after the Spindle Boxes
Footnote:
Give the words odd and even only after the decimal system has
been presented
Memory Game of Numbers
Can be played with up to ten children, if less children, use less cards
but ensure that 0 is always in circulation
Material Description:
.Folded Cards, with a number from 0 to 10 written
.A basket for these cards
.55 identical counters
.A mat or chowki for each child

Presentation:
.With a group of children take the cards and explain the game
.Each child chooses a card, reads the number silently, memorises it,
refolds it and puts it on her mat or chowki
.One at a time each child is asked to collect the amount of counters
corresponding to the number on her card
.The child with zero will not move however much the Director entices
her
.When all of the children have their objects they count them to verify to
themselves and the Director hat they have understood
Variation:
.Later an older child can take the place of the Director
.Later use objects other than the counters
Criteria of Perfection (Control of Error):
.The Director
Direct Aim:
.To train the childs memory to keep the numerical symbol in her mind
.To relate the understanding of quantities 0 to 10 to any object in the
environment
Age at Presentation:
Around four and a half years,

Footnote:
This exercise also develops character and will as the children have to
restrain themselves from taking more than their card allows, especially
difficult for the child with zero, inhibiting their actions.