## Thursday, July 27, 2017

Okay, so your little ones can count up to ten, so what’s next?  In this post, I’m going to show you how the Montessori math method, teaches a child the quantity and number symbols of eleven to nineteen.  There’s a BIG difference being able to “count” from one to twenty or a hundred compared to grasping the concept of what these numbers stand for.  This is where the beauty of Montessori math would stand out, it allows the child to experience the use of materials and its purpose, and once confidence is gained the child can work with the material independently.

To demonstrate this, here’s our journey of learning the “teens”.

What is Montessori Teen Board?

These are  two rectangular wooden boards each divided into five sections by a raised slat.  The number “10” is written in each section.  The boards are accompanied by nine tablets called “Digits” each printed with numbers “1” to “9” and this can be slid between the slats to cover the “0” in the “10”s.

Purpose

To associate the names of “eleven” to “nineteen” to their quantities and number symbols.

For what age?

3 years and up.

Materials Needed for the Activities

• Montessori Teen Boards

How to Use the Montessori Teen Board

QUANTITY

Using the short bead stairs and the ten bars, we first formed eleven, that is showing to the child a ten bar and one bead.  We counted the ten bar and the red bead saying “eleven”.  Do the same thing for twelve to fifteen, counting slowing and naming the teen beads.  Remember to place the beads from left to right.  Conduct a three lesson period on these teens.

Note:  I mentioned fifteen, but if your child gets tired or uninterested, you can stop in between.

On separate occasions, repeat the same process of introducing the remaining numbers up to “nineteen”.  Always start on the numbers the child has already learned, working your way from left to right, and conducting a three lesson period after which.

SYMBOL

Show and name to the child the Montessori Teen Board.  Position the boards into one long column with the five “10s” on top.Familiarize the child with the board, let the child identify the number written on the slots (10).  Place the “Digits” on right of the boards randomly or in an ordered stack with the “1” on top.

Take the 1 Digit and gently slide it into the first “10” replacing the “0” and sat“This is eleven”.  Do the same thing to numbers “12” to “19”.  In my experience, after we named “12”, Vito voluntered to do the sliding of Digits to the board.   I am not sure if this is allowed in a Montessori classroom, but in our case I made him do it.  He was fascinated on how the tablet would work its way into the slats, so by letting him slid the Digits into the boards prolonged his interest into activity.

Hand-eye coordination is also promoted into this other than learning how to count

After the lesson, you can continue exploring the boards by letting your child create his own number and let him name it.

QUANTITY AND SYMBOL

This is the stage wherein you combine and mix the quantities and number symbols.  In our case, I represent each “10s” with the ten bar and the Digits with the short beads.  After I slid the Digit, I would say “ten and one is eleven”, then I would let Vito assemble the equivalent beads and place it on the right of the board (sometimes he places them on the left).    Do the same for the rest:  “ten and two is twelve”, “ten and three is thirteen”, “ten and four is fourteen”…

Assist the child if he needs it, without correcting.  To correct, just count the beads and ask if it matches to the number symbol. Like for example we were doing eighteen, Vito is sometimes confused by the brown and dark blue beads. One time, he places ten bar and dark blue beads on18, so I told him “let’s count if it matches with 18”.  When he counted he realized it didn’t match, so he pick-up the brown bead, counted it first before placing it on the 18.

He worked on this most of the time as it became his favourite morning activity obsessed with “ten and one is eleven” counting.  Because of the daily work, he’s able to work on this independently, assembling the work and counting through “eleven” to “nineteen”.