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Becky Parker
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| Posted: April 30 2009 at 7:58pm | IP Logged
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My 5yo has no problem counting to 10, but is really having a hard time with 11+. He's a very hands on learner, and I try to use Montessori Materials. He's done the number rods, and cards and counters, but I'm not sure what to use to help him get to 20. Does this make any sense? Any suggestions? We do a lot of counting and I'm surprised he doesn't know by now. We've been working on this most of the year.
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Becky
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lapazfarm
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| Posted: April 30 2009 at 9:54pm | IP Logged
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I recommend a hundred board.
You could also use a teens board, which is the next logical material, and then a tens board, but I find those two materials to be more limited in use, while a hundred board is extremely versatile.
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Theresa
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Becky Parker
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| Posted: May 01 2009 at 7:25am | IP Logged
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Thanks Theresa. I do have a hundred board. It is magnetic. He isn't too interested in it, but maybe I need to find some better ways to use it. So far all he's done is place the numbers over the number on the board and then we try counting them.
I find it interesting that the Montessori resources I've read seem to go from the cards and counters type activity (1-10) to the decimal system. My older two never had much problem learning to count so it was no big deal to follow this course. I think it would be confusing for this ds to try to go to the decimal system before he can count to 20. Am I way off base? I've read enough about the Montessori Method to just make me dangerous I'm afraid.
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Becky
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CatholicMommy
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| Posted: May 01 2009 at 10:19am | IP Logged
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I would definitely recommend doing the teens and tens boards next - some children can go straight from 1-10 into the decimal system (you only NEED to know how to count to ten - anything over that makes the first 10 go to the next category - and when saying numbers it would sound like "4 thousands, 5 hundreds, 2 tens, 7 units" (rather than saying twenty-seven) until the child has done the teens and tens.
But some children would prefer to do teens and tens first, and then potentially move on to the short and long chains - going back to the decimal system later (this is my son!).
The teens and tens can be drawn out on thick cardboard or cardstock; make the number cards from index cards cut in half; the beads we used were just pony beads strung on matching colored pipe cleaners. For the teens and tens, this worked JUST FINE.
HTH!
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mooreboyz
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What Catholicmommy describes is similar to what I did with my 4 year old. I introduced teens by explaining that the 1 in front represents 10 and so we need 1 10 bar, the second number represents ones and so we need however many single units. So for 13 we need one 10 and 3 ones. We spent a while just talking about them like this, not naming them. I had index cards with each of the teen numbers and we'd make them with the beads. After that seemed to be understood I did the old Mont 3 part lessons to learn their names..."this is 13", "point to 13", and then "what number is this (while pointing to 13)". This clicked pretty quickly with him. We also did calender work daily which helped make him identify the numbers and the place units each day. I use this site for ideas on setting up calender work and it worked super. We did it all year and learned so much from just the few minutes each morning.
calender math
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Jackie
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Maryan
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FYI - Not Montessori, but Montessori trained, Joan Cotter in Right Start has the Kers counting in decimal system:
One, two.... ten
One ten one, one ten two, one ten three..... two ten
Two ten one, two ten two,
She switches eventually, but she claims that most other languages count in decimal system and it helps the kids understand place value better than eleven, twelve, thirty...
We use an abacus when we're counting.
Eventually she switches back. My kids just count bothways.
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Becky Parker
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| Posted: May 04 2009 at 6:53am | IP Logged
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Thanks everyone. I've taken the teens board that I made a few years ago off the shelf and will give that a try. I think he will enjoy working with that and the beads. He's very "hands on". I'm also wondering about the 100 board. Can anyone recommend a resource for using it effectively? As I mentioned, he doesn't seem to get much out of just placing the numbers on the board.
I will definitely be using my calendar more! The Calendar Math site was pretty neat! I'm usually the one that has a hard time being consistant with that sort of thing though. We have a calendar now, and the kids are always telling me we are 2-5 days behind. I need to work on that myself.
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Becky
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Molly Smith
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Becky, I'm certainly no expert, but if you'd like something a little more casual maybe try counting things in every day life that don't add up to 10. This is what we always do here. For example, counting the steps when we go upstairs (15), counting the spoons in the silverware drawer (12), and such. My almost 5yo is not ready to understand place values, but the counting part and the familiarity with the number themselves and values greater than 10, he gets. Just a suggestion.
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mooreboyz
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Becky,
You know not long after my son learned the teens he moved onto the hundred chain and absolutely loved it. He would sneak into the materials and do it at night even. I think it really helped him understand how the tens proceed. He skipped onto the thousand chain not much after that and this is a special treat for him because he can't have it out when his 2 year old brother is around as he would destroy it.
We don't have a hundred board, but what I did for all my boys was took a simple index card and wrote the numbers from 1 to 100 on it...ending with the 10,20,30, etc on each line. For a few weeks they'd take it everywhere. I'd hear them counting the numbers while we drove, they'd recite them before bed, all on their own. We're packing right now to move and I actually found my 7 year olds' card in his dresser drawer with all his other special things.
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Jackie
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ALmom
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A few other games that help you with place value - and a cheap hands on way to count above ten:
Use something like toothpicks and rubberbands. We bundled the rubber bands into groups of ten and then added one more, etc. I used cardboard with matching number flippers (clear for units and yellow for tens but use any color that coordinates with whatever else you are doing) and we matched numbers (ie there would be a yellow 1 for 1 ten and a clear covered 1 for the units side by side above the bundled ten and unit sitting under like colored transparent sheets. The number was clearly 11 and I simply named it 11.
The other thing we did is made up silly games with our color coded thingy and made up names for what if I could only use numbers up to 2, etc. We were not intent on working abstract problems in other base systems but in having fun learning that we use a base system, that there is a convention and once you know it, it is fun to use. We had all kinds of funny names for base systems we made up.
We followed MUS recommendation of having a street and only x number will fit in a certain house kind of thing- with visuals - ie we drew the street and houses.
Sometimes at younger ages children are just not ready for moving to the next level. I had a very precocious, mathematically minded child who kept asking the older children for the numbers after 10. He could recite some things from imitation but things he did clearly showed he really didn't understand the base concept. We simply just let things gell for a while and I did let him work with pegs and holes of numbers above 10, but basically transitioned a bit more emphasis on reading to let the math sink in and some maturity/readiness happen before pushing forward or introducing anything new.
Now we may go back to it at 6 as he seems more like he has a better idea of the meaning behind it all.
I also think it is a good idea for them to have a real understanding of the different ways that zero is used - gradually getting more and more depth of understanding. This seems to go right along with a good grasp of place value - but also a lot more ideas. It might be a good time to double check that concept, too.
Janet
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4Real Forums : Living and Loving Numbers
Topic: Counting Help
