Introduction to quantity

Materials 1
– A tray containing 1 golden bead unit, 1 golden ten-bar, 1
golden hundred square and 1 thousand cube.

Presentation 1

    1. Invite a child to come and work with you. Bring him to the shelf, name the lesson and have him bring the material over to the shelf.
    2. Have him unroll the small mat onto the table.
    3. Take the unit, feel it, and name it. “This is a unit.”
    4. Give it to the child to feel and name it.
    5. Have him place it on the right side of the small mat.
    6. Repeat for the ten-bar.
    7. When the child places it onto the small mat, count the beads.
    8. Place the ten-bar vertically to the left of the unit.
    9. Repeat for the hundred square.
    10. Lay it on the mat to the left of the ten-bar.
    11. Use the ten-bar to count how many tens are in the hundred.
    12. Repeat for the thousand cube.
    13. Place it to the left of the hundred square and use the hundred to count how many hundreds are in a thousand.

  1. Do a Three-Period Lesson for them.
  2. End the 2nd Period with the categories in the correct order: (from left to right) thousand, hundred, ten, unit.
  3. For the 3rd Period, point to each category and ask the child to name it.
  4. Show the child how to put the material away, making sure the beads are placed in the correct order on the tray.
  5. Materials 2
    – A supply box with unit beads, ten-bars, hundred square and thousand cube with beads drawn on them.
    – A tray as in Presention 1
    – A tray with a dish on it.

    Presentation 2

      1. Invite a child to come and work with you. Have him bring the material over to the table.
      2. Have him unroll a mat and have him bring over the material.
      3. Compair the material in the box to the mterial that is on the tray that was used in Presentation1. This will show the child that units and tens are the same.
      4. Take out a hundred from the box and comapir it to the hundred on the tray.
      5. Tell the child that the hundred on the tray is made of beads but the hundred in the box has beads drawn on it. But explain that they are still both hundreds.
      6. Put the hundred from the box at the top of the mat.
      7. Repeat and discuss for the thousand.
      8. Place the thousand from the box above the hundred at the top of the mat.
      9. Take the material out of the box and set it up as shown :

    Thousand Cubes

    Hundred Squares
    Ten Bars
    Bowl with units

    This mat is called the Supply May

    1. Have the child bring over a small mat and place it far away from the supply mat.
    2. Have him also bring over a tray with a small dish on it and have him place it onto the small mat.
    3. Sit next to the small mat with the child.
    4. Ask the child for a precise amount of units, such as 5 units.
    5. Have the child go over to the supply mat with the tray and count out 5 units. Have him place these units into the dish on the tray. If needed, go with the child.
    6. Have the child bring the material over to the small mat and have him count it to check.
    7. Repeat by giving the child other amounts to get, such as : 4 tens, or 7 hundreds, or 5 thousands.
    8. After some time, you place an amount of material onto the tray and have the child count to tell you how much there is.
    9. Repeat this until the child seems comfortable with this exercise.
    10. When the child can work well with one catergory, introduce two categories  such as 4 units ans 2 tens. Continue like this for three categories and then four categories.


    To introduce the child to the concept of the decimal system.
    To make the child familiar with the names and relative sizes of the categories
    To help the child with the difference in bulk between e.g. 6 units and 6 thousands.

    Control of Error
    The directress and the child’s own knowledge


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