Mathematical Exercises Part I: Andleeb Javed
Mathematical Exercises Part I: Andleeb Javed
Exercises Part I
Module 5
Andleeb Javed
Andleeb javed Module 5 Roll # D10816
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?
ANSWER:
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 1-10. 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
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Material Description:
Ten wooden rods, identical to the Red Rods, graded in length from 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
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.
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.
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
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Give there names in a Three Period Lesson, asking the child to trace and name the
Cypher
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
Arithmetic of Groups
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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 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, and Working Mat
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
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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
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
and A mat for each child
Presentation:
With a group of children take the cards and explain the game
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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
QUESTION 02
What do you know about the decimal system? How would you enable children to count any
quantity and identify numerals till 9999?
ANSWER:
the hundreds printed in red and the thousand printed in green, Three small trays with small dishes
and two mats placed at a distance.
Build the beads and cards in this pattern with the child on mats spread at a distance.
Unroll a second mat at a distance; arrange the top categories of the Large Cards along the top of
the mat. Put them in order with the units on the farthest right. Lay the other cards out as for the
beads.
Ask the child to identify the card of 1 then ask her, what comes after 1?, and place
the cards in sequence to 9. At nine ask, what comes next and where the 10 card can be found.
Continue to count in tens while placing the cards vertically. At 90 ask her/him what comes next,
if she says, ten tens ask her what ten tens is, and then where 100 is. Do the same for 900 and
indicate the final card of 1,000.
introduced after few instances so that student is able to tell every number from 1 to 9999.
Teacher could also reverse the game by asking a quantity to place in the tray.
QUESTION 03
Explain addition and multiplication exercises in your own words?
ANSWER:
Exercise 1: Addition without Exchanging:
This is a group exercise for a few children. In all the group exercises
with the golden beads, the teacher is in control. She needs to be able to
work fluently and simply. The teacher can stand at the back. Often one large
table is used for the entire set up of the bank games, or several small tables
could be pushed together. The bank (golden bead material) is on the left, the
number cards in the middle, and the problems are worked on the right. The
golden bead material is arranged in order on the mat. A child is chosen to sit
at this table. Her duties are to
The large number cards are laid out on another table, in columns, so
that they can all be seen. The small number cards are also laid out so that
they can all be seen. One child is in charge of the large cards and another is
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in charge of the small ones. These children keep the cards in order and hand
the teacher cards as necessary during the working of a problem. They put
cards back in place when a problem is finished. These children stand, so
they can easily reach the cards. The area on which the problems will be
worked is covered with a green mat. The teacher will stand at this table.
There is a felt lined tray for each child who will be collecting an addend. The
teacher tells the children, "We are going to work addition problems." The
teacher will decide on a problem which will not involve exchanging, such as,
2435 plus 1241. The teacher makes the addends in small number cards and
puts one on each of two trays. She hands a tray to each of two children, and
asks them each in turn to read the numeral on their tray. The children go
together to the bead table and help themselves, both at once, to the
material they need. They bring their trays back to the teacher. The teacher
does not check the material they have brought. She takes a tray and while
taking the material off the tray and arranging it on the mat she says, "John,
you have brought two thousand, four hundred, three tens, five." She takes
the small number cards, "2435," off his tray and places them at the top of
the mat. She takes the second tray. While taking the quantity off the tray
and arranging it under the first she says, "Jen, you have brought one
thousand, two hundred, four tens, one." She takes the small number cards
off her tray and places them under the first ones at the top of the mat. The
small cards are placed to look like a written problem. The teacher now draws
the group's attention to the quantities on the mat. "Here we have two
thousand, four hundred, three tens, five, and here we have one thousand,
two hundred, four tens, one. I am going to add them together. First, I will
add the units." She pushes the two quantities together as she says this. "I
will add the tens." She does so. "I will add the hundreds. I will add the
thousands." The addition is done. Instead of two groups of golden beads,
there is one group. The teacher now says, "We have added two thousand,
four hundred, three tens, five and one thousand, two hundred, four tens,
one. We will count the sum and see how much there is." She asks one of the
children to count the material. The teacher superimposes the large number
cards and places them under the small cards at the top of the table. The
teacher recaps the procedure saying, "We had 2435 and 1241. We added
them together and made 3676." She points to each numeral as she says
this. The teacher points to 2435 and tells the children, "This is called an
addend." She points to 1241 and says, "This is another addend." She points
to 3676 and says, "This is the sum."
More problems can be worked in this way. There can be more than two
addends, but the sum of the numbers in any hiercrchy (units, tens, hundred,
or thousands) cannot be greater than 9. The teacher can use the
terminology without comment in working problems.
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This exercise requires the same material as required in addition without exchanging. This
is a group exercise for a few children. The material is arranged as for the previous addition
exercise. One child is put in charge of the golden bead table, another of the large number cards,
and a third child is responsible for the small number cards. This problem will include three
addends, in order to involve more children in the activity. Again, the sum must not be more than
9999, the limit of the material.
3465 +1876 +1389 =
The teacher takes three trays. She asks the number card person to make the addends
3465, 1876, and 1389 in small number cards and place one addend on each tray. The child does
so, making each addend from a separate set of small number cards. The teacher hands a tray to
each of three children. She asks each child, in turn, to read the numeral on his or her tray. When
they have all done so, she asks them to collect the golden beads which correspond to the numeral
on their tray. The children help themselves to material and bring it back to the teacher. She does
not stop to check the quantities. e assumes the children have brought the right amount. She
takes a tray and says, "You have brought 3465." She takes the golden beads off the tray and
places them on the mat. She takes the addend and places it at the top of the
mat. The teacher takes the next tray and says, "You have brought 1876."
She takes the golden beads off the tray and places them beneath the first
quantity. She places the addend under the first addend at the top of the mat.
The teacher takes the third tray and says, "You have brought 1389." She
takes the golden beads off the tray and places them under the other quantities
on the mat. She places the addend under the other two addends at the top of
the mat. She is careful always to place the hierarchies under each other. The teacher indicates the
material and says, "Here we have 3465, 1876, and 1389. We will add them together and see how
much we have all together. She can do the addition herself or ask a child to add the quantities by
pushing them together.
When the
quantities have
been added (placed
together), she asks
one of the children
to count the units. (It is wise always to get the child to count the units into the lid of the unit
box. There is less likelihood of a mistake and the units do not get lost.) The child counts the
units and when he reaches ten, the teacher asks him to take the ten units to the banker and
exchange them for a ten bar. The ten bar is placed above the ten bars on the table, where a
carrying figure would be recorded in a written problem. It is found that units can be exchanged
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for ten bars twice. There are no units left over. The teacher points out to the children that there
are two ten bars resulting from changing units for tens and that these must be counted with the
tens. The tens are counted. There are enough to exchange for 2 hundred squares and to have 3 ten
bars left. The large number card "30" is placed beside them. The hundreds are counted. Ten
hundred are changed for one thousand at the bank. The thousand is placed above the thousands
on the mat. The rest of the hundreds are counted. There are seven. The large number card "700"
is placed beside them. The thousands are counted. There are six thousand so the large number
card "6000" is placed beside them.
The teacher superimposes the number cards to get 6730. She puts them below the
addends at the top of the mat. The teacher repeats the problem. "We took 3465, 1876, and
1389. When we added them together, we got 6730." More problems are worked in this way.
Exercise 3: Multiplication with or without Exchanging:
This exercise requires the same material as required in addition without exchanging. The
purpose of this exercise is to understand multiplication. This exercise is for children 5 years
onwards
This is a group exercise for a few children. The material is arranged as for addition. One child is
in charge of the golden bead material. One child is responsible for the large number cards. One
child is in charge of the small number cards. There must be at least as many sets of small
number cards set out as the multiplier in the problem to be worked. The teacher thinks of a
problem, e.g. 1345 x 3. (Note: The problem involves exchanging in at least one hierarchy. The
product may not be greater than 9999.)
1345 multiplicand
x 3 multiplier
4035 product
The teacher tells the children they will be doing multiplication. She asks the child in
charge of the small number cards to put the cards "1345" on each of three trays. She chooses
three children and gives one tray to each of them. She asks each child in turn to read the numeral
on his or her tray. She stresses the fact that each has the same amount by commenting on the
fact. She asks the three children to collect 1345 each. They collect the material from the bead
table and return to the teacher. The teacher takes each tray in turn. She takes the bead material
off each tray. She arranges the three quantities, one under the other, on the mat. She takes the
small number cards off each tray and places one under the other at the top of the mat. The
Andleeb javed Module 5 Roll # D10816
teacher stresses that the quantities are equal. She says, "Today we are doing multiplication. We
have 1345 three times. We will add them together." One child counts the units. When she has
ten, she exchanges them with the banker for a ten bar. She places the ten bar over the tens on the
mat. She counts the rest of the units. There are 5, so the large number card "5" is placed beside
them.
The child counts the tens. When she has ten, she exchanges them for a hundred square.
She places the hundred square over the hundreds on the mat. She counts the rest of the tens.
There are three. The large number card "30" is placed beside them. The child counts the
hundreds. There are 10, so she changes them with the child in charge of the bank for a thousand
cube. The thousand cube is placed over the thousands on the mat. There are no hundreds
remaining. The child counts the thousands. There are 4, so the large number card "4000" is
placed beside them. The teacher superimposes the large number cards and re-caps. "We
multiplied 1345
times three. Our
multiplicand is
1345. We multiplied
this by 3, our
multiplier,
represented by
our three students.
The product is
4035." More problems are worked in this way.
Andleeb javed Module 5 Roll # D10816
QUESTION 04
Explain how would you give the concepts of subtraction and division?
ANSWER:
Exercise 1: Subtraction without Exchanging:
This exercise requires the same material as required in addition without exchanging. The
purpose of this exercise is to give an understanding of subtraction and to give the
vocabulary: subtraction, minuend, subtrahend, and difference. This exercise is
for children 4 and half years and onwards
4326 minuend
- 2112 subtrahend
- 1103 subtrahend
difference
The teacher tells the children, "Today we are going to work subtraction
problems." The teacher makes the minuend, 4326, in golden bead material
and the large number cards, and places them on the mat. She makes the
subtrahends, 2122 and 1103, in small number cards and puts them on two
trays. She gives a tray to each of two children, Mary and John. She asks the
children to read the numbers on their trays. They do so in turn. As the
children have not worked subtraction before, she guides them through the
process. "How many units do you want?" "Two." "Yes. You can take two of
these units." Student does so. "How many tens do you need?" "One." "You
can take one ten then." Student continues until she has subtracted 2112 in
golden beads. The teacher takes the small number cards 2112 off student's
tray and puts them under the large ones which form the minuend at the top
of the mat. "Now, other student may subtract 1103. How many units will
you take?" Other student continues until he has subtracted 1103 in golden
beads.
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The
teacher takes the subtrahend off other student's tray, saying, "You have
subtracted 1103." She puts it under 1st student's subtrahend at the top of
the mat. The teacher then asks a child to count the bead material remaining
on the mat, and place the corresponding small number cards underneath.
"We have 1111 left." She superimposes the small number cards, and places
them underneath the subtrahends at the top of the mat to form the answer
of the written problem. The teacher then reviews the problem. "We had
4326, and 1st student subtracted 2112 from it, and other one subtracted
1103. We have 1111 left."
This exercise requires the same material as required in addition without exchanging. The
purpose of this exercise is to give an understanding of subtraction. This exercise is for
children 5 years and onwards. The material is arranged as for addition.
3273 minuend
- 1538 subtrahend
- 487 subtrahend
--------------------
1248 difference
One child is in charge of the golden bead material. One child is in charge of the large
number cards and another of the small number cards. The teacher thinks of a problem, e.g. 3273
- 1528 - 487. She makes the minuend, 3273, with the large number cards and the golden bead
material, and places them on the dark green mat. She makes the subtrahends, 1538 and 487,
from the small number cards and places them in the upper right hand corner of the felt lined
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trays. She gives a tray to each of the children who will be doing the subtraction and asks them to
read their numerals. They do so.
Exercise 3:
Division with Exchanging:
This exercise requires the same material as required in addition without exchanging. The
purpose of this exercise is to give an understanding of division. This exercise is for
children 5 years and onwards. The material is arranged as for addition. The material is arranged
as for addition. One child is in charge of the golden bead material. One child is in charge of the
large number cards. Another is in charge of the small number cards. The teacher tells the
children that they are going to work division problems. The teacher thinks of a problem that will
require exchanging: e.g. 5672 2. The teacher makes 5672 in golden bead material and the large
number cards and places them on the mat on the table.
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She tells the children, "I have 5672. I am going to divide it between two children. They
will each get exactly the same amount." She gives a tray to each of the two children. They stand
in front of her holding their trays. The teacher says, "Here are five thousand. I will divide them
between you." She gives each child a thousand, and then a second thousand. There is one
thousand left. The teacher says, "I cannot give this thousand to either of you, because then the
other would not get one. You each must have the same amount. What can I do with this
thousand?" Occasionally a child will suggest changing the thousand for ten hundreds.
Otherwise, the teacher explains that a thousand is the same as ten hundred, and can be changed
for ten hundreds. She asks a child to take the thousand to the child in charge of the golden bead
material and exchange it for 10 hundred squares. The child does so and brings the hundred
squares back. The teacher takes them and puts them above the hundreds on the table, indicating
that these are hundreds obtained by exchanging.
She says, "We have 10 hundred and 6 hundred which make 16 hundred. I am going to
divide the 16 hundred between you two." She divides the hundreds one by one. Each child gets
8 hundred and is given a small number card 800. The teacher says, "Now, I will divide the tens
between you." There are 7 tens. Each child gets three tens and there is 1 ten left. The teacher
explains that there are not enough tens and that the ten must be exchanged for units. She gives a
ten bar to a child who is watching and asks him to change it for 10 units. He takes the ten bar to
the child in charge of the golden beads and receives 10 units in exchange. He brings them back
to the teacher.
The teacher puts the 10 units above the units on the table mat and says, "We have 10
units and 2 units, so we have 12 units altogether. I will divide 12 units between the two
children." Each child gets 6 units and is given a small number card 6.
The teacher asks the children to superimpose their small number cards. Each child tells
her how much he has. Each child has 2836. The teacher takes the small cards off one tray and
puts them above the large number cards on the table. She re-caps. "I had 5672. I divided it
between two children. They each got 2836." More problems are worked in this way.
Exercise 4: Division without Exchanging:
Andleeb javed Module 5 Roll # D10816
This exercise requires the same material as required in addition without exchanging. The
purpose of this exercise is to give an understanding of division and to teach the
vocabulary division, dividend, divisor, and quotient. This exercise is for children 5 years and
onwards.
The material is arranged as for addition. One child is in charge of the golden bead
material. Another child is in charge of the large number cards, and another is in charge of the
small number cards. There are as many children to do the division as the divisor (for example,
two if the divisor is 2, three if the divisor is 3, etc.). The teacher tells the children that they are
going to work division problems. The teacher thinks of a problem that does not involve
exchanging: e.g. 4862 2. The teacher makes 4862 in golden bead material and the large
number cards and places them on the mat on the table.
She tells the children, "I have 4862. I am going to divide it between two children. They
will each get exactly the same amount." She gives a tray to each of two children. They stand in
front of her holding their trays. The teacher says, "I will divide the thousands between you first.
There are four thousand." She puts a thousand on each tray; then, a second thousand on each
tray. There are no more thousands. Each child has two thousand. The teacher puts a small
number card 2000 on each tray. She says, "You each have two thousand. You each have the
same. Now I will divide the hundreds between you." There are eight hundred. She divides the
hundreds, one by one. There are no hundreds left. Each child has four hundred. The teacher
gives them each a small number card 400. She says, "You each have four hundred. You each
have the same. Now I will divide the tens between you. I have six tens. We will see how many
you each get." She divides the tens, one by one. Each child gets
three tens and is given the small number card 30. The teacher says,
"You each have three tens. I have no tens left, so I will divide the
units between you." There are 2 units. She puts one unit on each
tray. Each child is given the small number card 1.
QUESTION 05
What are teens and tens board? Explain their Purpose and Usage.
ANSWER:
Stamp Game
Tens Boards
With the Tens Boards, the child explores the number names of the tens and
the sequence of numbers 11-99. Bead quantities are created from the ten
bars and unit beads in the Tens Bead Box and are associated with the
corresponding numeral on the Tens Board.
Hundred Board
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Bead Material
This extensive set of bead material is used for the exercises of linear and
skip counting the quantities of the squares and cubes of the numbers 1-10. It
prepares the child for later activities in multiplication, squaring and cubing,
as well as base number work.
This two-compartment box with lid contains plastic chips, one set with
equations printed on them and one set with the answers to be used with the
addition working charts. These aid the child in practice and memorization of
the unit addition combinations.
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The colored bead stairs are used for activities of addition, subtraction and
multiplication.
The addition snake game introduces the child to addition combinations of the
unit numbers.