Cards and Counters – Montessori
Cards and Counters come beautifully presented in a small wooden box with a sliding lid. The inside of the box is divided into two sections – one for the numerals and the other for the counters. This presentation and storage box helps to promote a sense of order and organization. This can help to encourage the child to engage in responsible behaviors (such as ‘packing up’ the activity after it is finished) and can help to retain all of the pieces.
The initial portion of the exercise involves the child ordering the numerals. The first time a child uses the activity the teacher should take the lead by actively presenting the steps. After this initial demonstration, the child can complete each step independently.
Materials
– A series of cards with numbers from 1 to 10
– A box with 55 counters
Presentation
Introduction
Invite a child to come work with you. Bring him over to the shelf and have him bring the material to the table.
Open the box and place it on the lid.
Show the different cards to the child and have him say the numbers out loud.
Lay the cards on the table in front of the child.
Have the child put the card written 1 to the left side of the table.
Explain that you will need a little space between the cards.
Ask the child to put the other cards to the right of the first card in numerical order.
Tell the child that you are going to put the number of counters each card asks for under the corresponding card.
Point to card 1 and ask the child how many counters should place under this card.
Repeat until the child seems to understand.
Have the child place the rest of the counters in a similar way as you have shown. Direct the child on how many counters and where he will place them through questions.
Repeat until all of the counters have been placed.
Tell the child that you are going to see if you can run your fingers through the counters.
Place your right index finger above the first counter and try to run it down the table through the counter.
Stop before touching the counter and tell the child that you cannot divide it. Move card 1 a little above where it was.
Repeat for counters 2 and after you have run your finger through the two counters, tell the child that you can divide it.
Repeat for 3 and after, move the card a little higher to the level of card 1.
Have the child repeat for the others. You or the child move the cards up for those numbers where you can’t run your fingers through.
Once the child is finished, look at all of the cards that are slightly higher than the others (cards 1, 3, 5, 7, 9) and tell the child that these numbers are odd.
Point to the other cards (cards 2, 4, 6, 8) and tell the child that these numbers are even.
Do a Three Period Lesson for odd and even.
Direct
To reinforce the knowledge that each number is made up of separate quantities.
To verify whether the child has mastered:
– his sequence of numbers
– How many separate units go to form each number
To indicate the odd and even numbers
Indirect
To prepare for the divisibility of numbers
If the counting has been incorrect, at the end there will be either an insufficient number of counters or some left over.