Description

Teens: Quantity

Materials
– One short bead stair – 1 red, 2 green, 3 pink, 4 yellow, 5 light blue, 6 purple, 7 white, 8 brown, 9 dark blue.
– Nine bars of ten.


Presentation

Stage A

    • Have the child bring over the material to the table.
    • Unroll the little cloth and take out each bead bar, having the child count the beads on each.
    • Once all of the bead bars have been placed on the cloth, ask for bead bar 1.
    • Have him choose it, count it, and place it at the bottom left corner of the cloth.
    • Ask for 2. Have the child repeat as before, placing it directly above bead bar 1 and centered. Bring attention to the color.
    • Repeat for bead bar 3, 4, 5, 6, 7, 8, and

 

Teens-Quanity-Stage A

    • Take out the ten-bars and review these with the child.
    • Place a ten-bar vertically at the top of the cloth.
    • Place the one-bar directly to the right of the ten-bar.
    • Count with the child, beginning with at the bottom of the ten-bar and adding, as you point to the one-bar: “Eleve
    • Take out the ten-bars and review these with the child.
    • Place a ten-bar vertically at the top of the cloth.
    • Place the one-bar directly to the right of the ten-bar.
    • Count with the child, beginning with at the bottom of the ten-bar and adding, as you point to the one-bar: “Eleven.
      • Have the child create the numbers 11-13.Do a Three Period Lesson for 11-13.
      • Then repeat for 14-16 and 17-19. Finish each Three Period Lesson with the numbers in order.

Stage B

      • Ask the child to make 12.
      • Have the child verify by counting.
      • Then have the child make 16 to the right of 12. Check by counting.
      • Ask the child to make each teen number possible, one at a time. Keep 11 as the last number created.
      • Discuss with the child how many of the numbers have the word “teen” in them. Review some of the numbers that have the word teen in it.
      • Tell the child that the word “teen” means there is a ten in the number.
      • Look at different examples such as seven-teen. “That means that there is a 7 and a 10.”
      • After a few examples, look at 11 and say that this however doesn’t have the word teen in it.
      • Have the child mix the bead bars and then create numbers 11-19 in order.
      • Do a Three Period Lesson.

Purpose

Direct
The bead stair clearly distinguishes each number up to 9 as
separate entities of differing quantities. The bead bars hat compose it facilitate the construction of the numbers from 11 to 19 and show respectively their relation to the quantity of 10.

Control of Error
The child’s own foolproof knowledge of the numerical order from 1 to 10 will be his guide in forming the series. He needs only to become familiar with the new names and their sequence.

Materials
– Two boards each divided into five compartments. In nine of these compartments a large 10 is printed in black.
– A set of cards, on which are printed the figures 1 – 9, which will slide into the boards, covering the ‘0’.


Presentation

Introduction

    • Have the child unroll a long mat.
    • Show the child the material and have him bring over the material. Sit at the mat so it is vertically in front of you.
    • Place the two boards in a vertical line at the top of the mat.
    • Place all of the cards, in random order, to the right of the board.
    • Point to the first slot and ask what it is. (10)
    • Point to each until the child realizes that each has 10.
    • Slide the 1 card into the units spot in the top slot. Say, “This is eleven.”
    • Slide in the 2 card into the second slot and tell the child, “This is twelve.”
    • Repeat to create 13 under 12.

skip and counting symbols illustration

 

  • Do a Three Period Lesson for 11, 12, 13. For the 2nd Period, take out the cards and have the child “create” 11, 12, 13.
  • Repeat, three numbers at a time until you have done 11-19.


Stage B

  • Have the child make the numbers 11-19 in random order directed by the directress.
  • Have the child take out the cards and have him create 11-19 in order.
  • Once the child is done, count all the numbers in order, and then backwards.

 

Purpose

Direct
To connect name and symbol.

Materials
– Presentation 1:
Two boards similar to the teen boards but with the numbers 10 – 90 printed on them.
Nine bead bars of 10

– Presentation 2:
The ten boards
A set of loose cards from 1 – 9
Nine ten bars
Ten unit beads


Presentation 1: Terminology

  1. Place all the beads at the top of the mat and then lay out the cards and boards in the same way as in the Teens Presentation.
  2. Read all of the numbers on the board with the child. (The child will probably say: 1 ten, 2 ten, 3 ten, etc.)
  3. Give the correct names (ten, twenty, thirty, etc) three at a time in a Three Period Lesson.
  4. Once the child knows the names for all of the numbers, read through them forward and then backward with the child.
  5. Emphasize that most of them end in “ty”. Look with the child at the numbers that do this: 20, 30, 40, 50, 60, 70, 80, 90. Tell the child that the “ty” tells us that there is a ten in the number. “40 tells us that there are 4 tens.”

Presentation 2: Boards and Beads

Layout of the mat and
materials ready tobegin the presentation:
layout of the mat
  1. Take out and place all of the beads onto the mat. Then place the 1 card to make 11 in the top slot.
  2. Place a ten-bar and a unit next to the cards. Have the child count and say how many there are.
  3. Ask if that is what the cards say. Yes.
  4. Have the child add on unit. Have him count the beads. (12) Ask if that is how many the cards say. No
  5. Have the child change the cards to read 12.
  6. Once you have made 14, show the child that we can simply point to the ten-bar and automatically know there are ten.
  7. Repeat until the child has formed 19.
  8. When you reach 20 (made by a ten bar and ten unit beads), have the child take a ten and exchange it for the ten unit beads bar to make 2 tens.
  9. Ask if the cards say 20. No. Take the 9 card out of the slot and ask if there is a place that says 20 (the second slot does).
  10. Have the child bring the two ten-bars down next to the second slot.
  11. Add a unit next to the two ten bars.
  12. Have the child count: 10, 20, 21.
  13. Ask if that is what the cards say. No. Have the child add the 1 card to the 20 to make 21.

    Shows only half of the board

    montessori, tens association

  14. Repeat in this manner until 99.

Purpose

Presentation 1
To teach the names twenty, thirty, forty, etc…and to
show the child that twenty is two tens and so for the up to ninety.

Presentation 2
To teach sequence, the numbers from 11 to 99.

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