Module 5 (mathematical exercises part 1)

Name: Marwa saqib

Roll no:
Question no 1: how would u 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;
Introduction to Mathematics:
 Mathematic deals with the shape, space, numbers, their relationships and
attributes by the use of numbers and symbols.
 It is the study of the science of pattern and includes patterns of all kinds, such
as numerical patterns, abstract patterns, pattern of shape and motion.

Mind is mathematical in nature:

 Little children are naturally attracted to the science of numbers.
 Mathematics, like language is the product of human intellect.it can be
therefore be said that human beings have a mathematical mind.
Rarely, however, can he count with certainty the fingers of one hand
And when he does succeed in doing this, there is always the
Difficulty of knowing why, the extreme exactness and
Correctness of a child s mind needs clear and
Precise help.
Dr Maria Montessori.
 At this level children learn different numbers and start counting. For
correctness and precision we do different exercises with kids in order to help
them learn numbers.

The number rods:

  Number rods are the material we r going to use at this level.
 These are wooden rods vary in size. From 1dm to 1m. Each decimetre is
coloured alternately. Which is actually red and blue.
 Following exercises are the part of introduction to numbers from 0 to 10.

Exercise 1: The number rods (introductory exercise).

 This exercise is one of the introductory exercise in which we are going to use
number rods and a floor mat. This exercise is preferably for the child of 4
years and onwards.
 Now this exercise can be start by setting the mat and inviting kids to work
place and for kids interest, we might ask them about today’s activity.
 Now show them the rods and let them tell you about their previous
experience and whatever they want to share just let them talk.
 Now arrange the rod length wise in such a way that red ends will be on the
left and lined up evenly.
 All the child to take over if he wants to.

Exercise 2: The number rods (learning to count the numbers)

  In this exercise we are going to introduce those numbers and how to actually
count them one by one.
 Now start by setting the mat on the work place take three rods and start third
period lesson.
 Now introduce the rods to child by saying this is rod 1 this rod 2 and this is rod
3.
 Repeat it once more
 Now by making sure that the child knows the name of every rod very well,
now ask them to show rod one then two or three.
 Now point at any rod and ask the child: what is this?
 By naming the rod correctly ask the child to count it too. Like on pointing
towards rod three ask him or her to count them one, two, three.
 Repeat several times. On succeeding days, add one rod to the already learned
until the child can count all the rods.

Exercise 3: Sandpaper numbers

  In this exercise we are going to need ten wooden/acrylic cards with the
numerals 0 to 9.on which we will mount cut out of the finest grade sandpaper.
 Sensitize your and child’s finger.
 Zero is introduced after child has worked with spindle boxes.
 Now bring the numeral in front of you. Now with the help of your intex finger
and middle finger trace the numeral 3 times by saying this is one that’s how
we can write one.
 Now let the child do this. Make sure that the child is tracing the numeral
correctly or it will affect its writing basis.
 Ask the child to repeat it again and again.
 Now put away numeral 2 and then 3 and repeat the same exercises.
 Now put the cards of one two three in front of you and ask the child: can you
show me one?
 After when he shows you ask him to trace it too.
 Now repeat the same exercise with 2 and 3.
 Now place all the numerals in front of a child and ask him what is this?
 When the child tell you the names, ask him to trace. Let him work by
himself.
 Guide the child to put back all the material so that he also learns to put
back things.
 Now motivate the child by saying today we have learned how to write 1,
2, 3.
Exercise 4: Number rods and numerals.

Exercise 1
 This exercise is actually the combination of number rods and numeral cards.
 The child can work up with the help of previous experiences.
 We are going to need number rods and numerals.
  Now randomly spread the rods on workplace and ask the child to count the
rods and then find the corresponding numeral cards
Exercise 2
 Now ask the child to find the rod 2 that means you are now going a slight
particular in testing ones learning approach.
 And tell him or her to find the rod and then find the numeral card as well.
Exercise 3
 Now in exercise 3 you need to work differently than last two exercise.
 In this exercise arrange the rods in the foam of stairs and number each stair by
one two three four………
 Now tell them that this stair is stair no 1 and then the rest of stairs.
 Continue till the cards are placed in correct order along with the stairs made
of rods.

Exercise 5: The spindle boxes.

 It is actually a wooden box with ten compartments. The numerals 0 to

9written at the back of the box and 45 wooden/ plastic spindle.
 Bring the material to the table.
 Take out all the spindles from the box
 Make sure the child can recognize all the numbers from 0 to 9.
 Now point to any compartment and ask the child about the name of that
number.
 For example if you point at 2 the child probably tell the name easily because
it’s the very first number that was taught.
 Now pick up the spindles and one in your right hand and one in your left hand.
 Now loudly say by giving the spindle of right hand one and by giving the other
say two. In this way we refresh child s counting ability.
  Drop both of them no 2 compartment and tell the child that’s how we fill
each compartment.
 Continue this way till all the right quantity will fill-up each compartment.
 At this level we introduce zero to children.
 You can introduce the compartment of zero by saying: look at the
compartment of zero see this compartment is empty because zero means
nothing.
 Zero can be easily introduced at this level.

Exercise 6: Number cards and counters.

 This exercise is a combination of usage of cards and counters

 You need 55 counter and numeral cards.
 Introduce the material to the child and bring to a big table.
 Take out all the cards and mix them.
 Find 1 and place it on the extreme left hand side of table.
 And find 10 and put it on the extreme right side.
 Now ask the child to arrange the rest of the numerals between 1 to 10.
 Now point towards any number card and ask the child about number.
 Afterwards ask the child to drop the same number of counters in front of the
number. Ask him to complete the same procedure with rest of number cards.
 You can simply explain the arrangement by touching the base of the number
card and saying: this is the number 1 and it’s an odd number without touching
the counters.
 And then by moving to card no 2, touch the base of number without having
any contact with counter say: this is 2 and an even number.
  In the same manner keep on giving the introduction of even and odd
numbers.
 Further you can explain like even numbers can be divide and odd numbers
cannot divide.
 After giving the concept of even and odd let the child practice the whole
exercise.
 Test the child by pointing to any number and ask the child either its even or
odd.
 If the child cannot answer easily repeat the exercise.

Question no: 2 what do you know about the decimal system? How
would you enable children to count any quantity and identify
numerals till 9999?
Answer: decimal system is a numeral system, which arranges and categorizes
numerical quantities into different groups of units. In a Montessori, it is offered
when a child can count and recognize the symbols from zero to ten with complete
understandings. During Montessori math early childhood, the numerals of decimal
system are introduced.

Introduction to golden beats:

 As evident from its name, Golden beat material is made up of golden beats of
same size. This material is used to introduce to decimal system, how it
functions and the four operation. Addition, multiplication, subtraction and
division. The material contains unit, tens, hundred and thousand.
 A unit is a single bead --- a point
  Ten is ten beads strung on a wire --- a line
 A hundred is 10 bars fastened together side by side --- a square
 A unit of thousand is 10 hundreds fastened together to form a cube --- a point.

Exercise 1:
Presentation of a decimal system:
 You will need a single golden beads, a ten bar, a hundred square, a thousand
cube and a dark green mat.
 Bring the tray containing the material.
 Spread the mat on the table.
 Bring the unit bead in front of a child and introduce by saying this is one unit.
 Then show the bar of ten and say this is one ten.
 Move to the bar of hundred and say this is one hundred.
 Finally place the cube of one thousand and say this is the cube of one
thousand.
 For next level in this exercise, make sure the child can recognise each quantity
correctly then as the child for any quantity to show.
 Like ask the child to show one unit.
 If he answer correctly then move to next level in which you are supposed to
Point to any quantity and ask the child what is this?
 If the child feel difficulty to answer the questions you ask then repeat exercise
again and again.

Exercise 2:
Passing nine game:
 In this exercise you will need 9 unit beads, 9 ten bead bars, 9 hundred square,
1 thousand cube and a mat.
 Bring the beads close to child and ask the child about the beads. The child will
probably count them and tell you that they are nine beads.
 Then you will need to ask what comes after nine, the answer is probably be
ten.
 Now show the bar of ten and tell him that this is the bar of ten. Demonstrate
further by saying: Can you see the units on this bar of ten.
 Afterwards tell him that we call ten unit one ten.
 Then begin to count unit by unit and arrange tens as you are making the
square of hundred.
 Show the child the square of hundred and ask him can you see the tens on the
square of hundred.
  Tell him by saying we call ten tens one hundred.
 Now if the child begin to count the hundreds put one by one each hundreds
on top of each other.
 When the child can count all the hundred on the cube of thousand tell him
that we call it one thousand.
 In this way we introduce the cube of thousand, hundreds, and tens with the
help and concept of unit.

Exercise 3:
Group counting game:
 In this exercise you will need 9 unit beads, 9 ten bar, 9 hundred bar and 9
thousand cube, a tray and a mat.
 Now bring the material on the table.
 Now lay out mat and arrange the material in a correct manner.
 Now begin with low quantities.
 Now show any quantity with bead on tray and ask the children who will count
this?
 if anyone answered correctly then again put 3 thousand quantity on tray and
ask the child to tell whether he can perfectly answer the question or not,
 Now use quantities from more than two hierarchies.
 Continue the exercise till the child can learn to count any quantity till 9999.

Numeration of the decimal system:

Exercise 1:
Introduction to large cards and introduction to decimal symbol:
 Large number cards are 36 white wooden plastic cards of varying sizes with
numeral written on them as described below;
 The units printed in green from 1 to 9
 The tens printed in blue from 10 to 90.
 Hundreds printed in red 100 to 900
 Thousands printed in black 1000 to 9000
 The tens cards are twice the with of a unit card
 The hundred cards are three times the width of the unit cards.
 The thousand cards are four times the width of the unit cards.
 Place the numeral cards on the table from 1, 10, 100, and 1000.
 Point to unit cards and say: this is how we write one unit.
 Then point to tens and say this is how we write one ten.
  Then points towards hundred and thousands and tell them that’s how we
write one hundreds and one thousands.
 Taking this exercise to next level, and demand to show one tens , thousand
and one by one each if the child learn to work with numeral cards and answer
correctly then can work on next level.
 But if he feels difficulty then repeat the above exercise and ask again.
 If the child learn the second level then point to any number cards and ask the
child what is this?
 If the child answer correctly then there is no need to repeat but keep the new
activity in child’s routine so that he won’t be able to forget things
 Keep in view that revising things make the concept stronger and clear.
 Try to avoid any type of error so that there is no need to check the report of
child again and again as if we might think he have copied any wrong step and
keep on practicing it.
 At the end read and practice numbers like 1111. We read it as one thousand
one hundred one tens and one unit.

Exercise 2:
Complete layout of large number cards:
 You will need large number cards and a mat.
 This exercise is same like some work we have done before so the child might
feel happy to do this because he will easily do this.
 Take out unit cards and arrange them in vertical manner from 1 to 9 on
extreme left.
 Now offer the child to say their names.
 Now ask the child what comes after 9 units?
 Show the child one ten cards and say we call ten units one tens.
 Now begin to arrange tens vertically with units from 10 to 90.
 Show the child a card of hundred and say we call ten tens one hundred.
 Now begin to arrange hundreds on left and start making the line vertically.
 Now tell him that we call ten hundred a thousand.
 In the same manner apply for thousands and arrange the cards of thousands
and guide the child.
 Let the child to say the names of all those numbers which are in front of him.
 Repeat the activity every single day so that a child learn to work up with all
types of numbers.
 Keep the material on lower shelf so that a child could work wit it whenever he
likes to.
Exercise 3:
Group game identifying numerals.
 This exercise in the foam of game can be done. You will need a complete set
of large number of cards and a tray.
 This exercise can only be done in group of 3 to 5 children.
 Put any number from mat and drop the number in a tray now ask the child:
what is this? Can you name this number? The child probably say yes mam I
can.
 The whole group will answer this.
 Now if the child has answered correctly then ask from the second group.
 If every child in a group as well as in the class has participated in this activity.
 Try to call the child which is avoiding the participation.

Exercise 4:
Group game matching numbers and quantities:
 You will need set of large cards, 9 golden bead units, 9 ten bars, 9 hundred
square, 9 thousand cube and a tray.
 Lay out set of large number cards on one table in the right order. Arrange the
golden bead material in sequence on a green felt mat on another table.
 Begin with only one hierarchy, until the children are doing the work easily.
 Put a quantity on the tray e.g. 3 hundred squares.
 Show it to the children and ask: who will count how much it is?
 When the child has counted correctly, now ask them : who will like to put the
numeral with the quantity.
 If the child has done his work precisely and correctly then continue placing
quantities in the tray and practice the exercise.

Exercise 5:
Exchanging games:
 You will need golden bead material, tray and pots, a floor mat.
 Bring the material to work place.
 Set up the bank with the help of a child.
 Put a lot of bead material in a tray. Making sure that there are more than 10
unit beads.
 Ten bars of ten 10 hundred squares but a few thousands so that the total
quantity does not exceed 9999.
 Take help from children.
 Now ask the child to count the units, placing them under one another as if
building a bar of ten.
 When he reaches 10 ask him to exchange the ten unit beads wit a ten bead
bar from the bank.
 Place the ten bead bar a little above the existing bars of tens, and proceeds
with the rest of the units.
 Continue to exchange the units in the same way whenever the child reaches
10, until they are less than 10
 When there are less than 10 units left, proceed with counting the ten bead
bars. Also include the ten bead bar placed top, counting them as 1 ten, 2 ten,
 While counting place the bars as if building a square of hundred.
 When the child reaches 10 tens ask him to change it with a hundred square
from the bank.
 Place the hundred square a little above the existing squares of hundred in the
same way as you placed the exchanged bar of ten.
 Proceed with counting the rest of the ten bead bar. Each time the child
reaches ten tens, he must replace them with a hundred squares in the same
manner.
 Replacing every ten hundred squares witrh a thousand cube.
Exercise 6:
The bird’s eye view.
 Materials: 45 golden beads units, 45 ten bars, 45 hundred squares, 1
thousand cube, a set of large number card 1 to 1000, a felt lined tray, a
large green felt mat.
 Purpose: to enable the child to have a bird’s eye view of the decimal
number system arranged with question and their corresponding numerals.
 Age: 4.5 to 5.5 years.
 Invite a child who has done the previous exercise and bring the material to
the work place.
 Starting with the unit cards, take one card and place it towards the top
right position of the mat.
 Ask the child how much is this. When he says One, ask him to bring one
unit bead and place it along with it.
 Then place the 2 cards just below the previous card and ask the child how
much is that.
 Ask him to place two unit beads beside that. Ask him to place the first
bead and then then second bead below it. In this way the progressive
pattern with appear as if we are building a bar of ten.
 Continue in the same way till the whole set of large number cards is laid
out in the correct order along with the corresponding quantities.

Q:3 Explain addition and multiplication exercises in your own

words?
Ans: Addition is a mathematical operation in which smaller quantities are put
together to make larger quantities.
Exercise-1: Addition without exchanging In this exercise the addend are small
number cards and the sum is a large number cards.
Material: Golden beads bank, a set of large number cards, a set of small
number cards, 3 tray and small container and a floor mat.
Presentation: This activity is, done in a group. The teacher write down the
addends on a slip of paper. Then arrange the numerals using small number
cards in two trays and hand each tray to two children. Then ask the children to
bring the quantities of beads according to the numbers. She then separate the
small number card of the first child and ask him to place the correct beads
quantity under the card. Then take small number card of the second child,
place it under the first number card and ask the child to place beads of the
quantity above it. Take the set of numbers and place the first one above and
the second one under it like an addition equation. She introduces the sign of
“+” on this stage. Place a ruler or a paper strip under the equation. Places the
golden beads bank together. Ask one child to count the units and place the
correct number card under it. Ask the other child to count the tens and place
the correct number card under it. It is, done with the hundreds and
thousands. Then she explains to the children the addends and the sum of
those addends. Finally, she shows the children to record the answer on paper.
Addition with exchanging:
Material: same as addition.
Presentation: The teacher write down the addends on a slip of paper in such a
way that the answer must be above 9999. She ask the children to make their
number using the small number cards in their trays. Then she ask them to
bring quantity of beads according to their number. Take the small number
card of the first child, place it on the mat and place the quantity of beads
under it. Then the small number card of the second child place it under the
first number and place the quantity of beads above it. She do the same with
the tens, hundreds and thousands cards. Then she take the first set of
numbers and place it on the side of the mat, place the second set beneath it.
She ask a child to count unit beads if the answer is larger than 10, she ask him
to exchange it with a 10 bead bar and if it is less then she ask him to place the
corresponding number beneath it. She ask the other child to add the tens, if
the answer is greater than ten tens she ask him to exchange it with hundred
square. The same goes with the hundreds. Finally, the thousands are, counted
and large number card is, placed under the equation. She then explains the
equation to the children. In addition, show them to record it on the paper.
Multiplication: Multiplication means adding the same number again and
again. It may be introduced at any time after children have learned
addition.
Presentation: This is an exercise to be done in group. Invite the children
and arrange material just like addition. Think of the quantity to be
multiplied and write the same quantity on slips of paper as many time as
u want to multiply that number. The quantity should be so selected that
the sum of their product does not exceed 9999 and does not involve
exchanging e.g 2121 three times. Give each slip to each child to place in
the tray upside down telling not to show his/her number to others and
to build the number with small number cards. When they have built
their numbers with small number cards, take the slips back. Ask each
child to go to the bank and bring the quantity of beads according to his
numbers. After verifying if the children have brought the cards with
correct number of beads. Take a small number cards of the first child
and place it on the mat.
Then ask the child to take the bead material and place under the
numbers correctly. Now do the same thing with other quantities as well.
Now place the number cards asid and place the sign ‘+’ beside and place
a ruler underneath to make all number look like an equation.
The material is then added into each other, making sure that units,tens
and hundreds and thousands stay in their respective hierarchies.
Invite each child to start the activity.ask child to count the beads
beginning with units. When the units are added together and if they ar
more than 10, then the children are remindd that they can exchange the
10 units with a ten bead bar at the bank. This ten bead bar is placed on
the top of the ‘ten’ column.
If the calculated figure is less than 10 units left, the child is asked to
bring the corresponding large number card and place it under the
equation.
Ask the same another child to proceed with counting the ten bars. Child
should be reminded to remember to include the ten bead bar that was
changed earlier as he continue counting. When he reaches the tens, he
may change them with hundred square. When there are less ten tens
left, the child is asked to bring the corresponding large number card and
place under the equation. Now the same thing will happen with
hundreds also. Whenever there are ten hundreds available, he should
change them with a 1thousanndd cube. When there are less than ten
hundreds left, the child is asked to bring the corresponding large number
card and place under the equation. To finish ask the first or alternative
child too count thee thousands and bring the particular thousand card.
Tell the number 2121 three times is equal to 6363. When we add same
number over and over agai….it is multiplication
At the end, show the children how too record thee answer.

Q4: EXPLAIN HOW WOULD YOU GIVE THE CONCEPTS OF SUBTRACTION

AND DIIVISION?
ANS: SUBTRACTION: Subtraction means taking away smaller quantities
from larger quantity. Large quantities known as, smaller quantity as
subtrahends. The subtrahends are smaller than minuend and the
difference between them as well.
Exercise-1: Subtraction without exchanging
Material: Material is same as used in addition exercises.
Presentation: This activity is done in group. The teacher will write the
minuend and the subtrahend on two separate paper slips. She will give
the minuend to the children and ask them to build it using large cards
and bring the beads for the quantity. She will place the beads with their
matching numbers on the mat. Then she will give them the subtrahend
slip, ask them to build the number with small number card and ask him
to take the beads quantity equal to the subtrahend away from the
minuend beads and place them in his tray. She will place the subtrahend
number cards under the minuend, will place a ruler underneath the
numbers done in the subtraction, will make known to the subtraction
sign and will place it beside the number cards. She will then start
counting the remaining bead quantity starting from units and placing a
small number card under the corresponding numeral. She will explain
there that they have to start with a large number, take away a small
number that is, subtracted and get our answer.

Exercise-2: Subtracting with exchanging Material: Material is same.

Presentation:
Material is, arranged in the same way as in the above exercise. The
teacher write the minuend and subtrahend on two slips, that is, 5832-
4543. Minuend slip is, given to one child, small number cards are build
and beads are, placed with the numbers.
Subtrahend number slip is, given to the other child and number cards
are build. The teacher ask the second child to take away the beads
quantity equivalent to the subtrahend from the minuend beads. The
child will realize that the subtrahend unit number is larger than
minuend. The teacher will suggest exchanging ten unit beads with a bar
of ten, he will have twelve beads from which he can take away three. It
will goes with tens, where available beads are two, as being, already
exchanged while he need four. The teacher will again suggest
exchanging ten bars of ten with a square of hundred where he will be,
left with twelve from which he will take way 4 and so on. Finally, all the
beads are, counted and children places the corresponding number card
as answers.
DIVISION: Division is spitting a quantity into equal parts or groups.
There are two value in a division sum,
a. Quantity to be, divided, the dividend.
b. The number by which another number is to be, divided, the divisor.
Exercise-1: Division without exchanging Material: Golden beads bank, 2
to 3 sets of small number cards, a set of large number cards, 3 trays and
containers and a floor mat.
 Presentation: It is a group exercise. The teacher wil take 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.). She write a dividend on a paper slip
e.g. 4862, hand it over to a child, ask him to build the number with large
number cards and bring the corresponding beads quantity. She will tell
the children that she will divide the quantity between them. She then
will place equal amount of beads starting from thousand cubes, then
hundred squares, bars of ten, and unit beads, into their trays. She will
ask them to build their numbers with small number cards. They both
write 2431. She will take the small cards from one tray and places them
over the large number cards; tell the children that by dividing 4862
between 2 children, each get 2431 and nothing is, left.
Exercise-2: Division without exchanging
Material: Material is same as used above.
Presentation: The teacher has to invite two children for the exercise
think of a dividend and a divisor, so that the sum involve exchanging.
e.g. 5672 ÷ 2. She will write the dividend on a paper slip, give it to the
child, ask him to build the number using large number cards and bring
the beads quantity. She will place the bead material and the large
number cards on the floor mat. She will tell the children that she has
5672; she is going to divide it between both children. She start the
division from thousand cubes; give two cubes to each child making the
children realize that one thousand is left. She will ask them what shall
they do. In addition, wait for their reply. Sometimes a child will suggest
exchanging it with ten hundred squares. By doing so she will get 16
hundred squares which she will equally divide between them. She will
repeat it with the tens and units. When the quantity is, equally divided,
she ask the children to build their numbers using small number cards.
Each child has 2836. She will take the small cards from one tray and
puts them above the large number cards and says that when she divided
5672 between two children, each got 2836 and nothing is left.
Exercise-3: Division with remainder
Material: Material is same as used above.
Presentation: The teacher thinks of a division sum that will leave a
remainder, e.g. 457 ÷ 3. She will write the dividend on a paper slip hand
 it over to a child, ask him to build the number using large number cards
and bring the quantity. She will arrange it on the mat. She will tell the
children that she is going to divide 457 equally among three children.
She starts with the hundred squares where 1 hundred is left. She
exchanged it for 10 ten bars. Then she will divide 15 tens among the
children. Each child gets 5 bars of ten. Finally, she start dividing the
seven beads unit. Each child gets 2 units whereas one unit is left. She
explain that she does not have enough units for everyone; so this will be,
called as remainder. She then ask each child to build their amounts using
small number cards. Each has 152. She willw take the small number
cards from one tray, puts them above the dividend and tell that she had
457. Which she divided equally among three children. Each child got
152, and one was a remainder. The teacher can reinforce the terms,
dividend, divisor, quotient and remainder.
Q#5: what are teens and tens boards? Explain their purpose and usage.
Ans: Before using teens and tens board, the teacher has to familiarize the children
with color bead bards while explaining them. They are bars from single bead to 9
beads. Each bar has different colour beads. The teacher will demonstrate exercises
relating bead bars so that they can prepare for board exercises and count from 11 to
19.
Teens board: they are also known as seguin boards, designed by Dr. Edouard seguin.
It includes set of two bars.
Board A, number “10” is, printed 5 times on it.
Board B, number “10” is, printed four times on it.
Cards of appropriate size from 1 to 9 which can slide through the board.

Exercise 1: identifying numerals from 11 to 19.

The teacher will start the activity by placing the board on the mat asking the
child as what number is, written on the board. When the child answers
correctly, she will slide card of one and hide the zero. By using three period
lesson, she will frirstly name the number, repeat it several times whle sliding
the number one in and out. She will do the same with twelve and thirteen. In
the secong period,she will ask the child to show her eleven twelve and thirteen
one by one. Finally in the third period, she will point out to the number she
asked the child as what number is. After practicing till thirteen, she will
introduce other numbers until they reach 19.
Exercise#2: quantities ang numerals 11 to 19.
Teens number boards, number cards fro 1 to 9, nibe ten bars, a set of coloured
bead bars i.e one to nine and a floor mat.
Presentation:
The teacher arranges the boards and the colored beads bars in this exercise on
the floor mat. She will put a bar of ten beside the board and place a one
colored bead on its right side, ask the child to count them. She will then slide
the one number card on the board over the zero. Tell the child that ten and
one are eleven. She will repeat this exercise until they reach nineteen.
Exercise3: learning the names 10 to 90.

Material: 45 ten bars and a felt mat.

Presentation:
The teacher will take a bar of ten, ask the child what it is and put it aside. Then place
two ten bars, ask the child what it is, he will say two ten bars and the teacher will tell
him that two ten bars are, called twenty. She will repeat it several time. Using the
three period lesson, in the first period teacher introduce ten, twenty and thirty to the
child, in second period she ask the child to show her these quantities and in the third
period she point to the quantity and ask him what this is. She will do this activity until
they reach 90.
Tens boards:
These are, also known as Seguin boards, designed by Edouard Seguin. It is also a set
of two boards.
Board A has 10, 20, 30, 40 and 50 written on them.
Board B has 60, 70, 80 and 90 written on them.
Exercise1: identifying numerals 10 to 90.
Material: Tens boards are required.
Presentation: