Math Activities for the Monarch Class
The early Math lessons in the Montessori environment teach students how to identify and quantify numbers. Below is a list of activities similar to those we do in the classroom.
The activities have been listed in order of difficulty. It is best to start each child with the activity under which they are listed. Once they have mastered that activity, you can move on to the next. Not all children will be ready for the next step, so be patient. You can also incorporate math into your daily routine simply by counting (to 20 while washing hands, the amounts of forks on the table, the number of steps down the stairs, etc.). Counting in sequence is an important skill to master at this age.
l. Activity titles and student names:
Number review activity: appropriate for all but particularly for Owen, Beckett, Adam, Evan and Dylan
Number and counters activity: appropriate for all but particularly for Owen, Beckett, Adam, Evan and Dylan
Writing numbers activity: appropriate for all but particularly for Owen, Adam, Beckett, Dylan, Evan.
Teen Board: Emma, Audrey, Lauren, Desmond, Sasha, Letizia, Noah, Enya, Elizabeth, Eva,
Emi, Emily, Mila, Olive, Quinn, Sasha, Shareef and Noelle.
Ten Board: Review and practice, appropriate for Emily, Emi, Enya, Mila, Quinn, and Noah.
100 Board Chart: Practice and review, appropriate for Emily, Mila, Quinn, Noah Letizia, Eva and Elizabeth
Addition with bead bars: Lauren, Letizia, Emi, Emily, Noah, Quinn, and Enya.
ll. Activity description:
Number review activity
How to: Print and cut the number cards 1-10 (the first sheet of the pdf: https://www.eduplace.com/math/mthexp/g1/visual/pdf/vs_g1_19.pdf ; alternatively you can use a deck of playing cards which has cards numbered 1-10). Review the numbers with your child using a three period lesson format described below.
The three period lesson:
This is the core lesson used to teach vocabulary in the Montessori environment. It is called a three period lesson because it unfolds in three stages:
1. Introducing the new vocabulary
2. Playing an active vocabulary word game
3. Verifying that the child has learned the vocabulary
Three new vocabulary words are always introduced together (this eliminates the luck of 50/50 odds guessing when using only two words, forcing children to actually distinguish between vocabulary; it can be played with more than three words). This format can also be used to learn language sounds and any other vocabulary that can be physically represented (e.g shapes, types of materials, etc.). So here is a description of such a lesson for number learning using number cards:
1. Introduce the vocabulary: choose three number cards and introduce each individually to the child (e.g.: for cards 1, 2, and 3: isolate the first card and say “this is one”, then isolate the second card and say “this is two,” then isolate the third card and say “this is three”).
2. Play an active vocabulary word game: Place all three cards face up on the table and ask the child to identify the cards using various commands. It is important that both the child and the cards move during this step. Movement is essential for learning and if you don’t switch the position of the cards, children can simply memorize their positions without learning the vocabulary.. Commands often used are: point to_, give me_, move_over here, put _on your head, trace_etc. (e.g.: “point to 1, point to 2, give me 3, move 2 over here, etc.---again, shuffle the position of the cards on the table every once in a while between commands)
3. Verify: once the child has been successful in identifying the numbers in the playing round, ask the child directly what each card represents (e.g.: What do we call this?)
Alternate number activity: With the child place 3 or more of the number cards somewhere in the house (on counters, shelves, in closets, etc). Then ask the child to bring you the cards one by one by name. This will allow the child to move around the house while learning to distinguish the various numbers!
Numbers and counters activity:
How to: Print and cut the number cards 1-10 (first sheet of the pdf:. https://www.eduplace.com/math/mthexp/g1/visual/pdf/vs_g1_19.pdf; alternatively you can use a deck of playing cards which has cards numbered 1-10). Review the numbers with your child (for example, see three period lesson above). Place cards upside down and randomly pull a number. Ask the child to identify the number, and then to bring (on a tray if possible) that number of the same object in the house (e.g: if the number is four, the child could bring four spoons, or four potatoes, four matchbox cars etc.). Make sure to verify/ count the number of objects the child has chosen/ brought.
Alternate activity using the same number cards: Find 55 objects to use as counters (e.g.: beans, marbles, beads, popping corn, etc.) and work with the child to place the correct amount of counters below each number. It will look something like this: https://livingmontessorinow.com/wp-content/uploads/2011/10/Ladybug-Cards-and-Counters-Layout.jpg
Another alternate activity: Print both sheets of the pdf above (so the number cards and the counter cards). Cut out both sets of cards and work with the child to match the number card with the appropriate counter card (make sure you ask the child to carefully count the counter dots).
Writing numbers activity:
How to: If you have a whiteboard or a chalkboard, ask your child to write the numbers. It is often helpful if the child has an example as a reference while writing (so you can either write the number yourself or use the number cards here https://www.eduplace.com/math/mthexp/g1/visual/pdf/vs_g1_19.pdf). This activity can also be done on paper. You may have to pre-write the numbers for them to trace. Alternatively there are a variety of number writing worksheets like this one on the web: https://i.pinimg.com/564x/da/2e/ca/da2ecade11a710ac43898211d9531519.jpg. Make sure to emphasize that the child holds the pencil correctly while writing.
How to: Print the control chart https://www.imagineourlife.com/printables/BeadStair-control.pdf . Review each bead chain by counting the number of beads and identifying the number and color. Print the bead stair chart and ask the child to color the beads (each bead circle individually) and if possible to add the number next to each bead chain (they may need help and you may write the number first for them to trace): https://www.imagineourlife.com/printables/BeadStair-colorsheet.pdf
See Youtube video for presentation: https://youtu.be/oBDM8zwFmYw
1.Use a large mat. Arrange the teen boards one above the other in a vertical
2. Ask the child what the numerals on the board say: “then say ten, if we add
one to ten, what do we get? we have eleven. This is how we write eleven.”
4.Slide the numeral one over the zero in the first ten. Trace it with your
finger, say eleven and underline it with your finger. Invite your child to say
5. Continue adding numerals in this manner, a few at a time assessing the
child’s interest and giving the three-period lesson often.
Invite your child to learn the symbols for tens. Spread the mat and boards in
the same manner as the teen boards.
1. Invite your child to spread out the mat and set out the boards. Point to ten: “Do
you remember what this is? Yes, it is ten.”
2. Point to 20: “Do you remember what this is? Yes, it is 20. Can you say
3. Point to 30: “Do you remember what this is? Yes, it is 30. Can you say
30?”Complete a three period lesson on each symbol.
4. Continue in this manner up to 99. Allow your child to take breaks.
Try to have the child do most of the work. To reinforce this, mix up the numbers
on the bars and have the child reorder.
Print and cut out chart:
You can either print Roll to 100 sheets for your child on regular paper you can laminate them and your child can use vis-a-vie markers (wet-erase marker) to complete the activity. This latter option would allow you to reuse the same pages over and over again.
1. Children can either play this by themselves or in pairs. If they are playing in pairs, each person will need to pick their own color of crayon (or vis-a-vie if laminated).
2. Each Child will take a turn rolling the dice. The person with the highest number will go first.
3. Player one will roll the dice. They will then count that many places starting at number one. When they get to the correct spot on the mat, they will place on “X” on the number.
4. Player two will then roll the dice. They will count the correct number of spots and place on “X” on the corresponding number with their color.
5. The players will continue taking turns until someone makes it to 100!
Addition with Bead Bars
How to print out worksheets: http://cleverlearner.com/number-activities/images/set-2- kindergarten-addition-worksheets-1d.pdf