The memorization of the tables in multiplication. The various charts give the possibility of repetition, which helps to fix these in the memory of the child. Materials:
1. The Montessori Multiplication Finger Working Charts 5
2. 1 box of multiplication equation slips.
3. 1 empty box (optional)
4. 1 box of answer tiles (optional)
5. A paper, pencil & eraser
6. 1 tray (optional)
Presentation 3: Multiplication Chart 5 - The Blank Multiplication Chart also called "The Bingo Chart"
1. Take out all of the tiles and place them in numerical order. If there is more than one of the same tile, place it on top of the other to make a stack. These should also be placed in lines of units, teens, 20’s, 30’s, etc…
2. Take an equation slip from the box and read it e.g. 4 x 6 = ?
3. Read and write down the equation on a piece of paper.
4. Place your right index finger on the blue 4 and your left index finger on the red 6.
5. As in Presentation 1, run your fingers to meet. Hold the spot with your left index finger and using your right hand, place the correct answer tile on the spot.
6. Write down the answer on the piece of paper 4 x 6 = 24 and show your child tocheck answer using the Control Chart 1 or Multiplication Finger Chart 3.
7. Invite your child to try.
Video Demonstration:
Pictorial Demonstration:
2. Take an equation slip from the box and read it e.g. 4 x 6 = ?
3. Read and write down the equation on a piece of paper.
4. Place your right index finger on the blue 4 (denoted by the pencil)
your left index finger on the red 6 (denoted by the pencil)
5. As in Presentation 1, run your fingers to meet. Hold the spot with your left index finger and using your right hand, place the correct answer tile on the spot.
6. Write down the answer on the piece of paper 4 x 6 = 24 and show your child to check answer using the Control Chart 1 or Multiplication Finger Chart 3.
The memorization of the tables in multiplication. The various charts give the possibility of repetition, which helps to fix these in the memory of the child. Materials:
1. The Montessori Multiplication Finger Working Chart 4
2. 1 box of multiplication equation slips.
3. 1 empty box (optional)
4. A paper, pencil & eraser
5. 1 tray (optional)
The memorization of the tables in multiplication. The various charts give the possibility of repetition, which helps to fix these in the memory of the child. Materials:
1. The Montessori Multiplication Finger Working Charts 3
2. 1 box of multiplication equation slips.
3. 1 empty box
4. A paper, pencil & eraser
5. 1 tray
Presentation 1: Multiplication Chart 3 - Finger chart with all the products from 1-10
1. Choose an equation slip from the box, read and write it on the piece of paper, e.g. 5 x 4 = ?
2. Place your right index finger on the blue 5 at the top of the board.
3. Place your left index finger on the red 4 on the side of the board.
4. Run your right finger down and your left finger to the right until the two fingers meet.
5. Say, “5 x 4 is 20.”
6. Write the answer on the piece of paper and read it.
7. Place the used equation slip into the empty box.
8. Choose another equation slip from the slip box and repeat in similar manner from step 1-7.
1. Choose an equation slip from the box, read and write it on the piece of paper, e.g. 5 x 4 = ?
2. Place your right index finger on the blue 5 at the top of the board.
3. Place your left index finger on the red 4 on the side of the board.
4. Run your right finger down and your left finger to the right until the two fingers meet.
5. Say, “5 x 4 is 20.”
6. Write the answer on the piece of paper and read it.
Additional Information: J tried this on 28 May 2016 (7Y2M23D). At first, he did the equations for 2 time table and 3 time tables and got all the answers correct. We then went on to 4 time table, and I taught him to check the answer on the chart only if he got the answer wrong. Thereafter, he didn't bother to try the equation, going to check the chart for the correct answer straight away. He said that it was fun. References:
Additional Information:
Our Little FECS has been playing with this toy since he was 2 years old. Now he can use it to learn about Fractions :-) You can also take the opportunity to practice with your child when you are eating real pizza :-)
1. Show your child the whole pizza, explain that it is cut into equal size of 6 pieces. Therefore, we call it 6/6. Show the card 6/6.
2. Empty the tray of pizza.
3. Put 1 piece of pizza in the tray, explain to your child that 1 piece is the same as 1/6, and show the card 1/6.
4. Add 1 more piece of pizza into the tray, explain that we call 2 pieces out of 6 pieces as 2/6 and show the card 2/6.
5. Add 1 more piece of pizza into the tray, explain that we call 3 pieces out of 6 pieces as 3/6 and show the card 3/6.
6. Add 1 more piece of pizza into the tray, explain that we call 4 pieces out of 6 pieces as 4/6 and show the card 4/6.
6. Add 1 more piece of pizza into the tray, explain that we call 5 pieces out of 6 pieces as 5/6 and show the card 5/6.
6. Finally add back the 6th piece, explain again that 6/6 is also called 1 whole. This means that we cut 1 whole pizza into 6 pieces.
7. Invite your child to match the pizza pieces and the cards himself.
Presentation 2:
1. After your child has understood the concept of fraction in presentation 1, show presentation 2.
2. Explain that 6/6 = 1 whole. Show the whole pizza of 6 pieces.
3. Empty the tray of pizza.
4. Place 2 pieces of pizza into the tray and show the card 2/6 is the same as 1/3. Divide the pizza into 3 sets of 2 to illustrate 1/3 part of the pizza.
5. Place 3 pieces of pizza into the tray and show the card 3/6 is the same as 1/2. Divide the pizza into 2 sets of 3 to illustrate 1/2 part of the pizza.
6. Place 4 pieces of pizza into the tray and show the card 4/6 is the same as 2/3. Divide the pizza into 3 sets of 2 to illustrate 2/3 part of the pizza.
7. Finally add back the 6th piece, explain again that 6/6 is also called 1 whole. This means that we cut 1 whole pizza into 6 pieces.
8. Invite your child to match the pizza pieces and the cards himself.
2. Explain that square is simply 4-sided figure with the same number on each side, and they will always end up looking square-shape. For example, 2 x 2 = 4, which is also known as 2 square.
For example,
3+3+3 =
3 x 3 =
3 square =
9
3. Explain that the length of each side is always the same.
4. Invite your child to measure the length of each side with a ruler.
ADDITIONAL INFORMATION: J tried this on 27 December 2015 (6Y8M22D). He loved writing the fractions down. It took some time to explain this problem sum to him, but when I varied it to 2/4 + 2/4, he got a little confused. So I need to repeat this lesson at a later date.
0. Prepare your materials
1. Place 1/4 brick on the worksheet.
2. Place 3/4 brick on the worksheet.
3. Put them together on the left of the equation, saying "This is 1/4 + 3/4."
4. Place four 1/4 bricks, and say, "Which is equal to 4/4."
5. Place 1 whole brick and say, "4/4 is the same as 1 whole."
To demonstrate how a whole may be divided into parts.
To prepare for working with the fractional insets.
To prepare for working with the abstract notation of fractions.
MATERIALS:
2 apples
1 worksheet with the following written: 1 whole, 1/2, 1/4 and 1/8
1 knife
1 tray
PRESENTATION:
Take the whole apple and ask your child what it is. Your child will say, it is an apple. Tell him that it is a whole apple and place it on the worksheet.
Take another apple, invite your child to cut it into half, and say, "This is one half."
Place it on the worksheet.
Invite your child to cut the apple into 4 pieces and say, “This is one fourth."
Place it on the worksheet.
Cut the apple into 8 pieces and say, "This is one eight."
Give three period lesson to find if the child has the concept.
ADDITIONAL INFORMATION:
At dinner tonight, I took the opportunity to introduce J to fraction. I showed J an apple, and we cut it into 1/2. 1/4 and 1/8. He could answer half and one quarter, but could not described one eight. We also did the same with "æbleskriver," a Danish dessert.
We also tried it with the Danish apple desert during dinner today.
