Assignment Module –5

Mathematical
Exercises
(Part 1)
 MODULE 5 : Mathematical Exercises (Part 1) BINISH JAMIL – ROLL NO. 20309

Question No. 1
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:

NUMBER RODS

These are ten wooden rods similar to the Red Rods.

Their lengths vary from 1 decimeter to 1 meter. Each
decimeter is painted in red and blue sections. The
shortest rod that is 1 decimeter is red. The second is 2
decimeter long, with one-half painted red and the
other half blue. All the other rods are divided in a similar
manner.

Exercise 1: Introductory Exercise

Material :
• Ten number rods
• A floor mat.
Age : 4 years Onwards
Purpose :
• To introduce the number rods
• To establish the likeness between long rods and
number rods
• Enhance Visual and Tactile Learning
Presentation:
• The teacher bring the child over to the long Rods and remind him its use.
• She then tell them that there are rods similar to long rods except for they are red
and blue in colour.
• She then encourages the kids to arrange the rods in similar fashion to how they
did with the long rods, with the red ends on the left and evenly lined.

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Exercise 2: Learning to count from 1 to 10

Material :

• Ten number rods

• A floor mat.

Age :
4 years Onwards

Purpose :

• Children learn to count in order from 1 to 10

• helps them associate spoken numbers with actual
quantities
• The rods follow a logical order, helping children
recognize number patterns and relationships.

Presentation:

• The directress takes the first three rods and points to the 1st rod and says,
“This is one.”
• She repeats for emphasis and does the same for the other two rods as well by
calling them by their respective numerical names.
• She proceeds by carrying out Period 2 and 3 of the Three Period Lesson to
familiarize children with the numbers,
• After which she carries on by progressing to rods 4 and so on until all 10
numbers are attempted.

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Exercise 3: Sandpaper Numbers

Material :

• Numbers from 0 to 9,
• Cut out of sandpaper and mounted on wooden or
acrylic green cards. (The 0 is presented after the
Spindle Boxes).

Age :
4 years Onwards
Purpose :

• To recognize the written symbol for numbers 0 to 9

• Associate spoken names with numerals.

Presentation:

• The teachers begins by sensitizing fingers and

introducing the children to the material.
• She then takes out Number 1, traces it with her
fingers and pronounces it as being “One”, asking
the child to repeat after her.
• She repeats this exercise for Number 2 and
3, moving on to doing Three Period Lessons for
them before progressing towards the rest of
the numbers.

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Exercise 4: The Number Rods & the Numerals

Material :
• The numbers rods
• A set of wooden or acrylic cards with numbers from 1
to 10
• A floor mat.
Age : 4 years Onwards
Purpose :
• To relate the numbers 1 to 10 with corresponding
quantities
• Numeral 1 to 10 in sequence
Presentation 1:
• The directress starts off by placing the Number Rods
as well as the cards onto the mat.
• She then points at a rod and asks the child to
pronounce its’ numerical name as well as bring over
the relevant number card and place it next to it.
• She repeats until the exercise has been repeated for
all the rods and numbers.
Presentation 2:
• The teacher ask the child to find rod 1 and number 1 and place
the card next to the rod.
• She ask him to keep placing the cards to their corresponding
rods.
Presentation 3:
• She ask the child to build
stairs out of rods and place the
numbers cards next to the
corresponding rod.
• She continue until all the
cards are, placed in sequence

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Exercise 5: The Spindle Box

Material :
• A wooden box with ten compartments.
• At the back of each compartment is painted a number in
black, starting from 0 up to 9 and
• 45 wooden spindles.

Age :
4 years Onwards

Purpose :

• To introduce the concept of ZERO

• Numerals 0 to 9 in sequence
• To associate the corresponding loose quantities with the
numerals

Presentation :

• The teacher introduces the materials to the child.

• She points at the compartments as well as the numbers each
and asks the child to name the numbers.
• She explains to the child that these numbers will tell us how
many spindles to put into the box.
• She starts this part of the exercise by pointing to the
number ‘1’ and having the child read it out loud and
then ask him to put ‘1’ spindle in the box.
• She repeats for all the numbers, at the end of which, she
points at compartment ‘0’ and says, “This is Zero.
• Zero means nothing, which is why there is nothing in
this compartment.”

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MODULE 5 : Mathematical Exercises (Part 1) BINISH JAMIL – ROLL NO. 20309

Exercise 6: Number Cards and Counters:

Material :
• Number cards with numbers from 1 to 10 and
• 55 counters of same colour and size
Age :
4 years Onwards
Purpose :
• Concept of even and odd numbers
Presentation :
• The teacher show different cards to the child and have
him say the numbers aloud.
• Place the number 1 card to the left side and the
number 10 card to the right side of the table.
• Ask the child to put the other cards in order.
• She tell the child that he is going to put the number of
counters under the corresponding card.
• She point to card 1 and ask the child to, gently slide
one counter under this card.
• For card 2 she ask to place the counters next to each
other.
• For card 3 she ask to put two counter next to each
other but place the last counter under and to the
middle of the two counters.
• She make sure that the child place the rest of the
counters in a similar way as she has shown.
• The exercise continues until all of the counters have been, placed.
• She then runs her finger through the counters that is places her index finger above
the first counter (under card 1) and try to run it down, when the finger hits the
counter she says “odd”.
• She Repeat for counters 2 and after running her finger through the two counters,
she says “even”. She repeats it for the rest of the numbers.
• After finishing the first period, she ask the child to show her the odd and even
numbers.
• Lastly using the 3rd period she points to a number and ask the child what number
is it.

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Reinforcing the concept that each number is, made up of separate quantities.
 Learning sequence of numbers
 Learning the odd and even number
 Learn the qualities and names of each number
 Memorize the sequence of numbers from 0 to 10.
 Learn the symbols for the numbers he knows.
 Preparing for the writing of numbers.
 Introducing the concept of zero and its symbol.
Activities like memory games, action games, poems and rhymes are also used to teach
numbers from 0 to ten.

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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?

THE DECIMAL SYSTEM

The decimal system is a numeral system which organizes and classifies numerical quantities
into different hierarchies of units and lays a strong foundation for all future math.
It is introduced to the children when they have mastered counting from 1 to 10, and can
recognize the properties of zero as well as the numbers 1 to 9. The child is given the total
decimal system in a clear and simple manner with real materials that illustrates the difference
between one unit and one thousand etc.
The Montessori approach uses the Decimal System materials to introduce addition,
multiplication, division and subtraction as well. The children learn the operations using
numbers in the thousands, but it is easy for them because of the concrete objects and order of
the lessons. They are learning place value from a very early age, but it is in simple intervals
that makes it approachable.

Introduction to Golden Beads:

This material is, made up of golden beads of similar size. They are, used to introduce and
understand functioning of decimal system and the four operations that is addition,
multiplication, division and subtraction.

Materials:

 A single golden bead

 A ten bar
 A hundred square

 A thousand cube

1 'golden bead' is a 'unit'/'point'
10 'golden beads' make a 'bar of ten'
 Table mat
 10 'bars of ten' make a 'hundred square'
 10 'hundred squares' make a 'thousand cube'
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Exercise 1: Presentation of the Decimal system:

Material :
• Single golden bead,
• a ten-bar,
• a hundred square,
• a thousand cube and a
• dark green tablemat.

Age : 4 years Onwards

Purpose :

• To introduce decimal system

• To introduce unit, tens, ones , hundred and
thousand

Presentation :

• The teacher introduces the material to the child.

• Using the three period lesson the teacher places a single bead in front of the child and
tells him that this is "1." Then she places a ten bar in front of him. In addition, tells
him that this is one ten. She do the same with hundred square and thousand cube.
• During the second period, she ask the child to show her one unit, one ten, and one
hundred and one thousand.
• Lastly, she points to the quantity and ask him what quantity is this.

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Exercise 2: Passing Nine Game

Material :
• Nine unit beads,
• Nine ten beads,
• Nine hundred square,
• One thousand cube and
• A mat.

Age : 4 to 5 years

Purpose :
• To introduce complete decimal system
• To give idea that after every nine
progression go to the next hierarchy

Presentation :
• The teacher ask the child to count the single beads and arrange them horizontally.
• When he reaches nine the teacher hands him the bar of ten and ask him to count.
• She tell him that this bar is, called as one ten.
• She then ask him to count the bars of ten when he reaches 9 she introduces him to
the hundred square and ask him to count the tens bars.
• She then tell him that we call 10 tens one hundred.
• Finally, she asks to count the square of hundreds by putting them on top of each
other. When he finish counting until ten hundreds, she show him the cube of
thousand.
• Ask him to count the square of hundreds in the cube. When he completes she tells
him that 10 hundreds are, called one thousand.
• She repeats the lesson until the child start enjoying it.

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Exercise 3: Group Counting Game

Material :
• 9 single beads,
• 9 ten bars,
• 9 hundred square,
• 9 thousand cubes,
• A tray and a tablemat.

Age : 4 years onwards

Purpose :
• Enable child to count till 9999

Presentation :
• This exercise is, done in a group.
• The teacher put a quantity on a table and ask the children to count them.
• When they answer correctly, she put another quantity and ask the same
question. It is important to initially, use quantities from one hierarchy.
• After the children have mastered it, use two hierarchies and so on.
• She continue the exercise until the children can count to 9999.
• She can also do the exercise in reverse order by saying the number and asking
the child to put that quantity in the try.

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Numeration of the Decimal system:

INTRODUCTION TO LARGE NUBER CARDS:

 Large number cards are 36 wooden cards of

different sizes and number written on them as,
 The units (1 to 9) are, printed in green on white card.
 The tens (10 to 90) are, printed in blue on white card.
 The hundreds (100 to 900) are, printed in red on white
card.
 The units of thousands (1000 to 9000) are, printed in green on white card.
 The ten cards are twice the width of the unit cards. The hundred cards are three times
the width of the unit cards. The thousand cards are four times the width of the unit
cards.

PURPOSES:

• Introducing decimal system and one unit, one ten, one hundred and one
thousand.
• Introducing the idea that after every nine progressions there is a new
hierarchy.
• Enabling the child to count any quantity till 9999.
• Introduction of written numeric symbols.
• Enabling the child to read and compose any quantity till 9999.
• Associating numerals to quantities.
• Familiarizing with the process of exchanging.
• Giving a bird’s eye view of the decimal system.

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Exercise 1: Introduction to Decimal Symbols:

Material :
• Large number cards of 1, 10, 100, and 1000 as described above.
Age : 4 to 5 years

Presentation :
• The teacher introduces the numbers 1, 10,
100 and 1000 to the child by using the cards.
• She uses the three period lesson by
introducing the numbers written on the cards
in the first period, by asking the child to
show a particular card in the second period
and by placing a card and asking as what
number is, written on it.

Exercise 2: Complete Layout of Large Number Cards:

Material :
Large number cards and a large size mat.
Age : 4 years & Older
Presentation :
• In this exercise the teacher with the help of a child,
arrange the number cards horizontally.
• She starts with the number cards from 1 to 9, then from
10 to 90, from 100 to 900 and from 1000 to 9000.
• She keep on naming the numbers and asking the child
to repeat with her so that child learns them.
• She repeat this exercise until the child start enjoying it.

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Exercise 3: Group Gaming Identifying Numerals:

Material :
Large number cards and a tray.
Age : 4 ½ years & Older
Presentation :
• This activity is, done in a group.
Beginning with one hierarchy the teacher
places a number card in a tray and ask the
child as “who can tell her how much is
this”? When a child answers correctly, she
put another card in the same manner.
• She can use two hierarchies at the same
time if she think that the children are
ready. This activity can also be, played in
reverse order where the teacher ask the
children to show her the desired quantity.

Exercise 4: Group game matching numbers and quantities:

Material :
A set of large number cards, 9 single golden beads, 9 ten bars, 9 hundred
squares, 9 thousand cubes and a tray.
Age : 4 ½ to 5 ½ years
Presentation :
• This activity is, also done in a group.
• The teacher lays out the number cards on one side
and the beads material in sequence on the other
side.
• Using only one hierarchy, she put a quantity and
ask the children to count it. When a child count it
correctly,
• She ask another child to put the correct number
card beside it. She repeat the activity with other quantities.

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Exercise 5: Exchanging Game:

Material :
Golden beads material, trays, pots and floor mat.
Age : 4 ½ to 5 ½ years
Presentation :
• The teacher starts with single beads and ask the child to
arrange the beads horizontally, when she he reaches ten
she asks him to exchange it with a bar of ten and places it
above the other bars of ten.
• Then start counting the other single beads.
• She continues to exchange all the single beads with the
bar of ten until the single beads left are less than ten.
• She then ask him to start building square of hundred by combining the ten bars
and exchanging them with a square of hundred until he reach a point where the
ten bars are less than 10 and so on. The same done with thousand cube.
• The teacher can ask the child to place corresponding number cards and place them
beside the quantities.

Exercise 6: The Bird’s Eye View:

Material :
45 golden bead units, 45 ten bars, 45 hundred square, 1
thousand cube, large number cards from 1 to 1000, a felt lined tray
and a green felt mat.
Age : 4 ½ to 5 ½ years
Presentation :
• The teacher ask the child to arrange the number cards. Then she
start asking the name of the number by pointing at each card and
then asking him to put the correct quantity using the beads
beside it. She continues until the whole set of number cards is
laid out in the correct order along with the corresponding
quantities.
•

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Question No.3
Explain addition and multiplication exercises in your own words?

ADDITION

This is a mathematical operation, in which smaller quantities are, summed up to make larger
quantity. In a Montessori environment, teachers uses golden beads and large number cards
to teach this concept to children. Let us evaluate exercises used to make addition simple to
learn:

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, a 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

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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.

Exercise 2: Addition with exchanging:

Material :
Golden beads bank, a set of large number
cards, a set of small number cards, 3 tray,
a small container and a floor mat.

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.

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MULTIPLICATION

This is another very important concept of math. Multiplication refers to as adding the same
number repeatedly. This concept is, introduced to the child when he has mastered addition.

Exercise: Multiplication with or without Exchanging:

Material: Material used is same as used in the addition exercises.

Presentation :
• This activity is, done in a group.
• The teacher write the quantities for each child to be,
multiplied, several time on paper slips.
• She make sure that the product of those quantities do
not exceed 9999 and do not involve exchanging, for
example, 1212 three times. She give the slips to every,
child and ask them not to show their quantities to
other and build these quantities using small number
cards in their trays.
• After building their numbers, she ask them to bring
the quantity of beads according to these numbers. She
take out the number cards of first child and place them
on the mat.
• She ask the child to place the correct quantities of
beads, bars, square and cubes, place them under the
corresponding numbers.
• She then place the small number cards on one-side.
• Places an addition sign and a paper strip under them. She ask the children to add the
number making sure that units, tens, hundreds and thousands stay in their hierarchy.
• She invite the child to count the beads beginning with units, then bar of tens, then
square of hundreds and then the cube of thousands.
• If exchanging is involved same concept as shown in the addition with exchange
exercise, is applied.
• At the end of the exercise the teacher explains that 1212 three times is 3636 that is,
if a same quantity is, added repeatedly, known as multiplication.

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Question No.4
Explain how would you give the concepts of subtraction and division?

SUBTRACTION

Subtraction means taking away smaller quantities from larger quantity. Large quantities
known as, minuend and 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 is a group presentation.
• The teacher writes the minuend and the
subtrahend on two separate paper slips.
• She gives the minuend to the children and
ask them to build it using large cards and
bring the beads for the quantity.
• She places the beads with their
corresponding numbers on the mat. Then she
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 place the subtrahend number cards under the minuend, places a ruler
underneath, introduces the subtraction sign and places it beside the number cards.
She start counting the remaining bead quantity starting from units and placing a
small number card under the corresponding numeral.
• She explains that they started with a large number, took away a small number that
is, subtracted and get our answer.

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Exercise 2: Subtraction with Exchanging:

Material :
Material is same as used in addition exercises.

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.

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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 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 tells the children that she will divide the
quantity between them.
• She places equal amount of beads starting from
thousand cubes, then hundred squares, bars of
ten, and unit beads, into their trays.
• She asks them to build their numbers with small number cards. They both write
2431.
• She takes 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.

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Exercise 2: Division with 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 :
 The directress will two children for the
exercise.
 She will think of a dividend and a
divisor, so that the sum involves
exchanging. e.g. 5672 ÷ 2.
 She will write the dividend on a paper
slip, give it to the child and ask him to
build the number using large number
cards and bring the beads quantity.
 She will then place the bead material
and the large number cards on the floor mat, as
She tells the children that she has 5672 and divide it between both children.
 She will start the division from a thousand cubes, giving two cubes to each child
making the children realize that one thousand is left.
 She will ask them about what they should do next and wait for their reply.
Occasionally a child will suggest exchanging it with ten hundred squares. By doing
so, she gets 16 hundred squares which she will equally divide between them. She
repeats it with the tens and units.
 When the quantity is equally divided, she will ask the children to build their numbers
using small number cards. Each child has 2836.
 She takes 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.

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Exercise 3: Division with Reminder:

Material :
Golden beads bank - 2 to 3 sets of small number cards - A set of large number
cards - 3 trays and containers - A floor mat

Presentation :
 The teacher thinks of a division
sum that will leave a remainder,
e.g. 457 ÷ 3.
 She writes the dividend on a paper
slip and hands it over to a child,
asking him to build the
number using large number cards
and to bring the quantity.
 She then arranges it onto the mat.
She tells 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
exchanges it for 10 ten bars and then divides 15 tens among the children. Each child
gets 5 bars of ten and finally, she starts dividing the seven beads unit. Each child gets
2 units whereas one unit is left.
 She explains that she does not have enough units for everyone; and this will be called
a ‘remainder’.
 She then asks each child to build their amounts using small number cards and each
will have 152. She takes the small number cards from one tray, puts them above the
dividend and says that she had 457, which she divided equally among three children
so each child got 152, while one was a remainder.
 The teacher can reinforce the terms, dividend, divisor, quotient and remainder as
many times as she deems appropriate.
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Question No. 5
What are teens and tens boards? Explain their purpose and usage.
Before using the teens and tens boards, the teacher has to familiarize the child with the
colored beads bars. They are bars from single bead to nine beads. Each bar has different
color beads. The teacher demonstrate exercises relating bead bars so that they prepare for the
board exercises and count from 11 to 19.

TEENS BOARDS

They are, also known as Seguin boards, designed by Dr. Edouard Seguin. It include set of
two boards:
 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 11 TO 19

Material :
Tens boards are used in this exercise.
Presentation :
The teacher place the boards on the mat and ask
the child as what number is, written on the board.
When the child answer correctly, she slide card of
one and hide the zero. Using the three period
lesson, her first name the number, repeating it
several times by slide the number one in and out.
She do the same with twelve and thirteen. In the
second period, she ask the child to show her eleven,
twelve and thirteen one by one. Finally in the third period, pointing to the numbers she
ask the child as what number is this. After practicing from 11 to thirteen she introduce
the other three numbers until they reach number nineteen.
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EXERCISE 2: QUANTITIES NUMERALS 11 TO 19

Material :
Teens number boards, number cards from 1 to 9, nine ten
bars, a set of colored bead bars i-e, one to nine and a floor
mat.
Presentation :
The teacher arrange the boards and the colored beads bars
on the floor mat. She put a bar of ten beside the board and
places a one colored bead on its right side, ask the child to
count them. She then slide the one number card on the board
over the zero. Tell the child that ten and one are eleven. She
repeat this exercise until they reach nineteen.

EXERCISE 3: LEARNING THE NAMES 10 TO 90

Material :
45 ten bars and a felt mat.
Presentation :
The teacher 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 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 do this activity
until they reaches 90.

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 MODULE 5 : Mathematical Exercises (Part 1) BINISH JAMIL – ROLL NO. 20309

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.

EXERCISE 1: IDENTIFYING NUMERALS 10 TO 90

Material :
Ten boards are required.
Presentation :
By using three period lesson, the teacher chooses first 3
numbers i-e, 10, 20 and 30. In the first period teacher points
to the number and tell the child that these are 10, 20 and 30.
Repeat it several times. In the second period, she ask the
child to show her 10, then 20 and then thirty. In the third
period, she point to the numbers one by one and ask him
what this is. She repeat the exercise for all the numbers.

EXERCISE 2: QUANTITIES & NUMERALS 10 TO 90

Material :
Ten boards are required.
Presentation :
The teacher arranges the boards on the floor mat. She
place a bar of ten beside the number ten, ask the child
to count the beads and say the number. Then she places
two ten bars beside the number twenty, ask the child to
count them and tell him that this is twenty. She keep on
doing the exercise until the child recognize and count
the numbers to ninety.

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 MODULE 5 : Mathematical Exercises (Part 1) BINISH JAMIL – ROLL NO. 20309

EXERCISE 3: ASSOCIATING QUANTITIES & NUMERALS 11 TO 99

Material :

Nine bars of ten, colored bead bars, tens boards, cards 1-9
which can fir in the tens boards and floor mat.

Presentation :
The teacher arrange the material on the floor mat. She
take number one card and slide it on the zero beside
one. She tell the child that one and one make eleven.
She also places a bar of ten and a colored bead beside
11 and ask the child to count them. Then she build the
number twelve using the bead bars, ask the child to
count them and slide the two number card beside two
over the zero. Tell the child that two and two makes
twenty-two. She ask the child to keep on building
numbers and making numbers on the board. When he
has made numbers until 29 move to 30s and so on.

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