AGE: From
3.5 years old (after mastery of The Number Rods and Sandpaper Numbers)
OBJECTIVE(S):
1.
To
associate symbol and quantity.
2.
To
prepare for addition.
MATERIALS:
1.
Set
of Red Rods or Number Rods
2.
Set
of Number Tablets (or Sandpaper Numeral Cards)
3.
1
mat
PRESENTATION:
1.
Arrange
the Number Rods in sequential stair formation on the mat.
2.
Take
out the cards and place them randomly onto the square mat.
3.
Separate
Rod 10 from the others to the top of the mat.
4.
Have
the child count it and the mark it with the appropriate card.
5.
Tell
your child that you are going to make tens with the number rods.
6.
Move
Rod 9 up beside Rod 10.
7.
Have
the child say what rod it is, count it and place the correct card.
8.
Ask
the child: “I wonder which rod we can put to make this nine the same length as
the ten?”
9.
Have
the child join Rod 1 to the end of Rod 9 and place Tablet 1 at the end of the Rod
1.
10. As you point to the numbers, say: “9 + 1 makes 10.”
11. The Number Tablets may be used to state equation together
with the “+” symbol.
12. Repeat in the same way for the Rod 8 and make it the same
length as the Rod 10. Say: “8 + 2 makes 10.”
13. Repeat for Rod 7 and Rod 6.
14. When the child gets to Rod 5, show him how to flip it to the
right hand side and say: “If we had another 5, we could make 10.”
15. Ask the child if we have something in the classroom that is
similar to the Rod 5.
16. Have the child bring over the fifth rod from the Red Rods
and see if it is the same length as the Number Rod 5.
17. Place it to the left of the Number Rod 5 and say: “See it
makes the same length as Rod 10.”
18. Take away 5 by flipping the Rod 5 back. Ask the child what
is left. State equation: “10 take away 5 is 5.”
19. Repeat for the other combinations of tens and then nines,
eights, etc.
20. Put back The Red Rod back on the shelf and have the child
rebuild The Number Rods in stair formation.
21.
Put
back the cards in the box.
TIPS:
Repeat but this time start with the
number rod 9 and have the child make 9’s. (Remove rod 10 and place it on the
empty mat, out of the way.). For making 8’s, remove the Rod 10 and Rod 9. For
making 7’s, remove the Rods 10, 9, and 8 rods, etc.
CONTROL OF ERROR:
The number of partitions on each rod
acts as a guide.
NOTES:
The child can work on his own as
shown in the presentation as an exercise.
ADDITIONAL INFORMATION:
J (3Y10M24D) tried this for the
first time today. He was able to find out that intuitively adding Rod 1 to Rod 9
will make 10 and he could do it all the way to adding to the end by adding Rod 5 to Rod 5. As this was the first
time we did this activity, we conducted it in Mandarin. I was hoping that we would repeat this in
English the following day, he requested it again to be conducted in Mandarin as well.
So far, J has the tendency to name 5
wrongly in English and sometimes also naming 6 wrongly. However, he has no problem in Mandarin.
Research has shown that reaction
time tend to be faster when one thinks in Mandarin when doing Maths because
numbers in Chinese are single syllabus. Chinese numbers are also very logical when articulated in Mandarin, contributing to the faster thinking time. However, I also want him to be
fluent in English so that he can follow the Montessori classes in Singapore, when we are back home on vacation.
I am not sure if I am doing the right thing by repeating the lesson in English, or whether I should just use Mandarin all the way. I will
wait and see and observe more, until I decide. Maybe I might only teach and do
Maths activities solely in Mandarin.
REFERENCES:
http://www.infomontessori.com/mathematics/numbers-through-ten-number-rods.htmhttp://web.archive.org/web/20050212085156/http://www.ux1.eiu.edu/~cfsjy/mts/math/_link.htm
http://www.moteaco.com/albums/casa/casamath.html#anchor2979127
Basic Montessori Learning Activities for Under-Fives
I just stumbled upon your blog, googling Montessori, and I love all your Montessori lessons! It is wonderful how you pinpoint your objective and your thorough thought process! Thanks for sharing :)
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