Math - DRAFT

Number Formation

Straight line down and then you’re done. That’s the way you make a 1.
Around and down, now out go you. That’s the way you make a 2.
Around the tree and around the tree. That’s the way you make a 3.
Down and across and down some more. That’s the way you make a 4.
Five has a neck and a big belly, straight line across, he wears a hat.
Around and back on the railroad track… 6,6,6,6.
Straight across and down from heaven. That’s the way you make a 7.
Make an S and then don’t wait. Go back up and make an 8.
Make a circle, then a line. That’s the way you make a 9.
Straight line down, then around with a grin. That’s the way you make a 10.

Numbers to Ten

The foundation of math is numbers to ten. The exercises in this section must be firmly rooted in the child before continuing through the math materials. The child learns the names of the numbers and the fact that each number represents a certain quantity. The child learns to associate the language, written symbol, and quantity of each number from 0 to 9. Sensorially he is shown even and odd numbers, as well, the child learns to fix a number in his mind and remember it after a long period of time.

Number Rods
Sandpaper Numbers
Number Rods and Cards
Spindle Boxes
Numbers and counters
Memory Game of Numbers

Decimal System

The foundation of math is numbers to ten. The exercises in this section must be firmly rooted in the child before continuing through the math materials. The child learns the names of the numbers and the fact that each number represents a certain quantity. The child learns to associate the language, written symbol, and quantity of each number from 0 to 9. Sensorially he is shown even and odd numbers, as well, the child learns to fix a number in his mind and remember it after a long period of time.

Presentation with Beads
Presentation with Cards
Association of Beads and Cards
Formation of Complex Numbers with Beads
Changing Exercise - Bank Game
Addition - Collective Exercise
Multiplication - Collective Exercise
Subtraction - Collective Exercise
Short Division - Collective Exercise
Long Division with Bows - Collective Exercise
The Stamp Game - Addition
The Stamp Game - Multiplication
The Stamp Game - Subtraction
The Stamp Game - Division
The Dot Game

Teens and Tens

The foundation of math is numbers to ten. The exercises in this section must be firmly rooted in the child before continuing through the math materials. The child learns the names of the numbers and the fact that each number represents a certain quantity. The child learns to associate the language, written symbol, and quantity of each number from 0 to 9. Sensorially he is shown even and odd numbers, as well, the child learns to fix a number in his mind and remember it after a long period of time.

11 to 19 Beads Only
Teen Boards
Teen Boards and Beads
Ten Boards and Beads
Linear Counting 100 to 1000 Chains
Skip Counting

The Exploration and Memorization of Tables

The foundation of math is numbers to ten. The exercises in this section must be firmly rooted in the child before continuing through the math materials. The child learns the names of the numbers and the fact that each number represents a certain quantity. The child learns to associate the language, written symbol, and quantity of each number from 0 to 9. Sensorially he is shown even and odd numbers, as well, the child learns to fix a number in his mind and remember it after a long period of time.

Snake Game - Addition
Addition Strip Board with Charts #1 and #2
Addition Work Chart #3
Addition Work Chart #4
Addition Work Chart $5
Addition Work Chart #6
Negative Snake Game - Subtraction
Negative Strip Board with Subtraction Chart #1
Subtraction Work Chart #2
Subtraction Work Chart #3
Multiplication with bead Bars
Multiplication Board with Control Charts #1 and #2
Multiplication Work Chart #3
Multiplication Work Chart #4
Multiplication Work Chart #5
Unit Division Board
Division Charts #1 and #2

Transitional Materials

These materials allow the child to re-examine all the concepts he has already learned. The child begins to realize that the materials hinder his efficiency and that he no longer requires the materials to do the operations. When the child reaches this point, he can now think abstractly.

Small Bead Frame
Large Bead Frame
Short & Long Division with Racks & Tubes

Fractions

The last section of the math area introduces the child to fractions and has the child explore the materials in order to discover the rules of each fraction operation.