Montessori Maths Activity: Numbers & Counters

AGE: From 4 years old (after The Spindle Box has been introduced)

OBJECTIVE(S):

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

2. To reinforce the sequence 1 – 10 and how many separate units go to form each number.

3. To introduce the concept of odd and even numbers.

4. To provide indirect preparation for divisibility of numbers.

MATERIALS:

1. 10 numeral cards (1 – 10)

2. 55 counters of the same color.

3. A straight edge.

PRESENTATION:

Day 1: Cards

1. Name the Numbers and Counters and show where they are kept.

2. Ask the child to lay out a floor mat.

3. Lay out the number cards randomly on the mat and have the child say the numbers out loud.

4. Arrange the number cards in numerical order by saying: “Give me Card 1” and have the child put the Card 1 down. Repeat for the other cards until all the cards are laid out in numerical order.

5. Point to Card 1 and ask: “How many counters should you place under this card?”

6. The child should answer 1 and give you a counter.

7. Put the counter below Card 1 and ask the child to count the counter. Ask: “What comes next?”

8. Repeat for the other numbers placing even numbers in pairs and placing the odd numbers with the last counter under and to the middle of the pair until the child understands. (See diagram above)

9. Explain the concept of odd and even numbers: even numbers are those you can find a friend for each of them two-by-two; odd numbers are those with one left alone and has no friend :-(

Day 2: Odd and Even

1. The child constructs the Numbers and Counters from Day 1’s presentation.

2. Run the tip of your index finger down the middle of each column of pairs; for each row in which your finger strikes an unpaired counter at the end of the column, move the card a little above where it was.

3. Tell the child that the numbers which does not have a friend (i.e. an unpaired counter) are “odd” numbers, because you cannot divide it when you draw your finger down (你不能分割ge3), by saying: “This one does not have a friend, so it is an odd number.”

 

1. Repeat for counters 2 and after you have run your finger through the two counters, tell the child that the numbers with a friend standing two-by-two (i.e. pairs of counters) are “even” numbers, because you can divide it by saying: “This one has a friend, so it is an even number.”

2. Have the child repeat for the remaining counters.

3. Do a Three Period Lesson for odd and even.

4. Once the child is finished, look at all of the cards that are slightly higher than the others (cards 1, 3, 5, 7, 9) and tell the child that these are odd numbers (Stage 1)

5. Point to the other cards (cards 2, 4, 6, 8) and tell the child that these are even numbers (Period 1)

6. Repeatedly ask your child to find one that is odd or even or ask your child whether a particular number is odd or even (Period 2).

7. Point to a number and ask: “What is this?” (Period 3).

VIDEO DEMONSTRATION:

http://www.youtube.com/watch?v=5TA5xdgzRUc

CONTROL OF ERROR:

1. The correct number of counters and numerals are provided.

2. The visual image of the pattern of the counters.

NOTE:

1. Introduce this activity in parallel with the spindle box.

2. On day 1, you put out the pattern until the child get it, and you may stay longer to see if the child need help.

ADDITIONAL INFORMATION:

C tried this again on 1 May 2020 (3Y11M15D). She was able to place the glass stones until 5, however, not exactly in the formation of even and odd numbers. J (3Y7M10D) tried this on 15.10.2012 and 17.10.2012.

REFERENCES:

http://www.infomontessori.com/mathematics/numbers-through-ten-cards-and-counters.htm

http://faculty.fullerton.edu/syen/mts/math/_link.htm

http://www.moteaco.com/albums/casa/casamath.html

 1 May 2020 (3Y11M15D)

Supermarket Grocery Shopping Pretend Play Set-Up

I saw some toy shelves for supermarket pretend play at the toy shop last week. I thought it is a very good idea to display the products on a shelf and make the set up look more like a supermarket. But the toy shelf cost a bomb. I found some wooden boxes at home and stack them together like shelves. And I display the supermarket goods as below. Some pictures for memory.

I set up two cashiers, one for Little FECS and one for Baby FECS :-)

This activity can get messy with cleaning up, so brave yourself and choose a day, when you have more surplus and are not in the rush to clean up together with your child. Cleaning up is part of learning for your child too, so it's not time wasted :-)

Below is a re-production of the lesson plan from my previous post reproduced here for convenience:

Age: From 4 years old

Objective(s):

1. A fun way to learn:

- number recognition
- counting
- addition
- subtraction
- uses of money
- personal financial management

all into one

Materials:

1. Goods
2. Price tags
3. Toy cash register
4. Money (If you don't have toy money, you can photocopy real money, make it an activity for your child to cut it out, or cut it out for younger children)
5. Shopping basket (optional)
6. Some rough paper and a pen (optional)

Directions:

1. Collect various empty supermarket goods' packaging such as tea, pasta, rice, cheese, eggs, salt, milk, jam, ice-cream box, can food, etc.

2. Arrange them with price tag on a mat. Start with the numbers you want your child to learn. For example, I am revising 1-20 with J, and slowly to 100. Each day, I will concentrate on 20 numbers at a time.

3. Set up the counter with the cash register.

4. Display the price of the items.

5. Start by being the shopper, then take turn to be the cashier and the shopper.

6. As the shopper, point to an item and ask your child how much it costs. He should read the number and tell you the answer.

7. Say the item you wish to buy and give your child that item to scan into his cash register. Reinforce your child's learning by asking him to enter the price into key pad of the cash register. Verify if he has entered correctly. (J loves this the most. At times, when I could not get him to repeat or write the number after me, I would ask him to enter into the cash register the correct number.)

8. Give your child the right amount of money and ask him to verify that it is correct. To increase the level of difficulty later in the game, give your child a bigger note and ask him how much change he should give you back. This teaches the child subtraction and also money management.

9. Put the item that you have bought in your shopping basket.

10. Continue this for a few items and change roles thereafter.

Tips:

1. You can buy two things at the same time and ask your child how much they cost in total? For example choose an item costing $2 and another item costing $4. Ask your child how much in total you should pay him, and let him advise you. Then give him the amount of money he asked.

If he asked for an incorrect amount, revise the addition with him by writing down on paper:

2+4=6

2. Increase the difficulty of this game by increasing the number of items you wish to buy at a single time and invite your child to sum them up.

Additional Information:

J requested for to play Grocery Store or Supermaket Pretend Play often, but it is not my favorite activity, because it is time-consuming and boring for me. I realized that it is because our play has been rather haphazard, messy and a little lacking in purpose. After a few rounds of experience, I have come up with a more fun and clear lesson plan and will quickly jot it down here, before I forget.

Since J loves this so much, to inspire me and excite me to play this game with zest and with my whole heart with him, I think it is worth for me taking the time to make it more structured and more educational. Usually everything I commit to making a lesson plan, I am also more commited to play with J, instead of mommy yawning and falling asleep :-)

This game is very useful in teaching number recognition, counting, addition, subtraction, uses of money and even personal financial management. Oh, why didn't I start working on this earlier, instead of simply making J do more Maths worksheet and Montessori! All because I dreaded to prepare this pretend play! I can't wait to try with J tomorrow!

Gauge as you go along, and be careful not to make it too academic that it loses its fun. I have the tendency to be so.

References:

Here are some links to other ideas with Grocery Play:
http://www.educatall.com/page/442/Grocery-store.html
http://www.preschoolexpress.com/theme_station05/nov05_grocery.shtml
http://www.ehow.com/info_8497233_preschool-activities-supermarkets.html

Without price tags for the younger kids

With price tags for the older kids

Float or Sink - Orange Buoyancy Science Experiment

Age: From 4 years old

Materials:
1. 1 orange
2. 1 jug of water
3. 1 tray

Directions:
1. Ask your child to guess what will happen to the orange if he drops it into the jug of water, will it float or sink?

2. Ask your child to try dropping the orange into the water and find out for himself.

3. Peel off the orange skin.

4. Ask your child now to guess again what will happen to the orange if he drops it into the jug of water, will it float or sink?

5. Ask your child to drop the peeled orange and find out for himself.

6. Explain that there are many thick air pockets in the orange peel, that makes it less dense than the water. Thus, the orange "dressed" in its skin float on water.

7. Explain that the peeled orange is denser than the water, thus it sink.

8. Explain that the orange with its skin on is like a child wearing a float, when he goes swimming. He will float on water.

9. Explain that the orange without its skin is like a child going into the swimming pool without a float, he will sink, unless he knows how to swim.

Additional Information:

Our Little FECS wanted to do more Science Experiments. I came across this idea from the blog, and saving it to do it with J. Today, we had a play date with M, and we did this activity.

We tried this activity last Sunday 10 April 2016 (7Y1M5D) during a playdate. Both the boys guessed it correctly.

References:

http://www.playdoughtoplato.com/orange-buoyancy-science-experiment/

Fireworks in a Jar

This Science experiment idea is from I Can Teach My Child

Age: From 4 years old

Materials:

1. 1 large mason jar 3/4 filled with warm water

2. 1 saucer 4 TBS cooking oil

3. 4 drops of red, green, yellow and blue food coloring each

4. 1 fork to stir the color

5. 1 spoon

6. 4 droppers (optional)

Directions:

1. Fill 1 large mason jar 3/4 with warm water.

2. Add 4 TBS of oil into a saucer.

3. Add 4 drops of food coloring red, blue, green and yellow each into the saucer with oil.

4. Stir gently if necessary to mix the oil and color.

5. Pour gently into the jar of water.

Additional Information:

J (6Y0M28D) wanted very much to make some Science experiments with me and have been pestering me for it. He wanted to do something with water and color. But I am too lazy to prepare the materials. Today, we finally sit down to do it. Ours doesn't look as good as the one from I Can Teach My Child. We repeated our experiment 3 times, but J still found it fun. Oh well, it is the process that counts :-)

References:

http://www.icanteachmychild.com/fireworks-in-a-jar

0. Prepare your materials

1. Fill 1 large mason jar 3/4 with warm water.

Close-up

2. Add 4 TBS of oil into a saucer.

 3. Add 4 drops of food coloring red, blue, green and yellow each into the saucer with oil.

4. Stir gently if necessary to mix the oil and color.

5. Pour gently into the jar of water.

Montessori Activity: Table of Pythagoras

Objectives: The Table of Pythagoras is used to build the decanomial, to better understand the pattern of numbers.

Note:
The number presentation is the Montessori Pythagoras Board.

Video Demonstration:
https://vimeo.com/22405496

References:
http://teachingfromatacklebox.blogspot.dk/2012/10/decanomial-who-knew.html
http://moosehuntress.blogspot.dk/2011/03/square-of-pythagoras-first-presentation.html

Teaching Montessori Fraction Skittles with LEGO

AGE: 4 years

OBJECTIVE(S):

1. To introduce the concept of fractions.
2. To demonstrate how a whole may be divided into parts. 

MATERIALS:

1. 4 sets of LEGO bricks (1 LEGO brick is a whole, 1 is divided into halves, 1 is divided into fourths, 1 is divided into eighths)
2. 1 worksheet with the following written: 1 whole, 1/2 (一半), 1/4 (四分之一) and 1/8 (八分之一)
3. 1 butter knife
4. 1 tray

PRESENTATION:

1. Take the whole LEGO brick and run both hands down the sides from top to bottom to feel that is whole. Allow the child to feel the LEGO brick. 
2. Say "This is whole" and hand it to the child again. 
3. Take a set of two halves of LEGO bricks, placing them side by side with the red surface facing you. Run your index finger down the two flat sides, picking each one up one at a time, and say, "This is one half." 
4. Allow the child to feel the LEGO brick. 
5. Take the fourths in the same manner, saying, “This is one fourth".
6. Take the eights and say, "This is one eight." 
7. Give three period lesson to find if the child has the concept. 

EXERCISE:

1. Take out the LEGO bricks the same way and have the child name them. Ask "Do you think the halves are same as the whole?" Compare and interrelate all of the skittles. 
2. Mix them and ask your child to sort them back. Could be done with blindfold.

VIDEO DEMONSTRATION:

https://youtu.be/ILUJdSsT32c

ADDITIONAL INFORMATION:

This is similar to the Montessori Fraction Skittles lesson plan. We tried this on 27 December 2015 (6Y8M22D). J understood this basic lesson, but was challenged when I tried to change it to a different whole number. He got a little confused when we did addition fraction. I will repeat this basic lesson for a few times, before we move on.

0. Prepare your materials

1. Take the whole LEGO brick and run both hands down the sides from top to bottom to feel that is whole. Allow the child to feel the LEGO brick. 

2. Say "This is whole" and hand it to the child again. 

3. Take a set of two halves of LEGO bricks, placing them side by side with the red surface facing you. Run your index finger down the two flat sides, picking each one up one at a time, and say, "This is one half." 

4. Allow the child to feel the LEGO brick. 

5. Take the fourths in the same manner, saying, “This is one fourth".

6. Take the eights and say, "This is one eight."

7. Give three period lesson to find if the child has the concept. 

27 December 2015 (6Y8M22D)

27 December 2015 (6Y8M22D)

Danish Christmas Decoration

21 December 2015 (6Y8M16D): Christmas Decoration done at the group playdate all by himself

Re-post 30 November 2015

11 December 2011

It is one of the joy of Christmas in Denmark to make Christmas decoration from the Danish forest. If one doesn't have the time to gather these items from the Danish forests, they are sold in all Danish supermarkets.

Age: From 4 years old

Materials:
- Candle
- Snow berries, pine tree needles, pine tree cones, oat tree cones, etc. from the Danish forests
- Carpet of moss
- Clay (taken from my homemade playdough)
- Tray (Recycled from the plastic sushi tray)
- Ribbon
- White spray paint for fake snow (optional)
- Golden spray paint for glitter (optional)

Directions:
Place the clay below as base for inserting the candles, the pine tree needles and the carpet of moss.

Additional Information:
It is actually my first time making them. My Chinese friend, YL, the art teacher among us, who is new to Denmark, wanted to experience the Danish way of celebrating Christmas for the kids. I thought it was a very good idea. Wondered why I had never thought of it all these years!!! Yesterday, we went out together to gather the materials along the road and from the forests. Most of the materials can be bought from Netto Supermarket. The pebbles were bought from IKEA previously.

The children didn't show any interest making these decorations, as I think they are too young. I think it would be more suited for children above 4 years old. D (2.5 yeas old) was more interested with playing with Thomas the train. J (2Y9M6D) just woke up from his nap and was a little cranky and very hungry, and he was only interested in eating. A (3 years old) preferred to play with the playdough. Then the children played with LEGO. It ended up with just us three mothers making the decorations, but it was nice to chit-chat, while the children play by themselves.

These decorations are placed in the centre on the coffee table along with all the other Christmas goodies during the festive season.

One has to be careful with the candle though and make sure that it does not catch fire.

Hope we will get to do it with J's cousins next year. I have to remember to suggest it!

11 December 2011

11 December 2011 (2Y9M6D): Impromptu Christmas decoration activity with our neighbours, Yang Li and Meixia

Christmas cookies from farmor

J enjoying his Christmas cookie

30 November 2012 (4Y7M29D): J made this from his kindergarten and took it home :-)

6 December 2013 (4Y8M1D): J made this from his kindergarten and took it home :-)

16 December 2014 (5Y8M11D): J made this from his kindergarten and took it home :-)

Updates: 28 November 2015 (6Y7M23D)
At this age, J is more interested in making decoration. He made the decoration all by himself and wasn't distracted.

28 November 2015: Christmas decoration made completely by Our Little FECS (6Y7M23D)

21 December 2015 (6Y8M16D): Christmas Decoration done at the group playdate