Skip counting Montessori Mathematic Lesson Teens and Tens/Counting (Third Group) AMI version

Описание: Skip Counting
Prerequisite:
Linear counting and 100 -1000 chain    • How to present the Linear Counting 100 Cha...  
Direct Purpose:
To give the child further means of counting one by one

Material:
Short and long chains for the square and cube of each number from 1 to 9
The squares and cubes for each number from 1 to 9
A mat

Presentation:
Short Chain of 3
Invite a child
Introduce the activity
Invite the child to take a tray and to bring a short chain of 3 beads, a 3 square, arrows that corresponds to 3 chain and a counter.
Bring the to the floor mat
Place the 3 chains on the mat
Invite the child to count the number of beads in the first segment: 1,2,3,6,9 (this called skip counting)
Either you or a child fold the chain into a square. We can say: three one time, three two time, three three time,
Invite the child superimposed the 3 square over the folded square to compare
Put the square aside
With the help of the child, pull out the 3 chains so it is straight
Invite the child to count each beads then label with the arrows
When done invite the child to count all the arrow from 1 to 9 and backward
When done invite him to repeat and bring back the material to the cabinet
Depending on the child, you can introduce the long chain of 3 immediately

The Long Chain of 3
Invite the child to bring the long chain of 3, all the 3 squares, the cube of 3, the box of arrows for the long chain of 3. If we do this presentation another day from the short chain then we also need to bring the short chain of 3 on the mat.
Place the chain on the mat
Start folding the long chain of 3, 3 times to make a square
When you make the first folded square, super impose the square of 3 over it to show that is the same and place it above it.
Invite the child to continue folding until you have 3 squares (all the chain folded), every time you have to super impose and place the square above the folded square.
Take all the 3 squares, stack them while counting how many squares, and put them next to the cube. Ask the child: How many square of 3 make a 3 cube. The child answers: 3.
Invite the child to count: Ask the child to hold one segment and the guide pull the chain along the mat until it is straight
Place the cube over the last segment of the chain
Take the arrows of the container, with the help of the child, organize them in groups
Start counting and labeling the beads
Invite him to read the arrow 1 to 27 and 27 to 1
Take the short chain and place it above the first segment of the long chain, label it as usual manner and compare with the child. The child will observe and see the difference (in length as a sensorial experience) between the square of 3 and the cube of 3.
When done, invite the child to repeat
When the child done
Have the child put the material away

Note:
After this he can work with any other chain

Following Exercise:
1. Invite the child to write the number, every numbers on grid paper

2. Which short chains share the same numbers?
Presentation:
Invite the child to bring all the chains to the mat
Label them
The child to compare all the short chains
The child has to find out which ones has the same label/arrows
Ask: Which chain are similar (multiple number)
For example: 4 chains and 8 chains have same labels


3. Make Shapes
Presentation:
Invite the child
Have the child take a tray and place the chains on the tray
Place the chains on the table: start with the red one at the bottom and other chain all the way up. The longest on the top
First isolate the red one, ask: can we make shape with this? he would say: No. Tell him: it is only a point.
Isolate the green one and say: can we make a shape with this? this is a line makes by two points or two points makes a line
Isolate the pink 3 chains one and say: can we make a shape with this? we can make like this, this is called a triangle
Isolate the yellow 4 chains and say: can we make a shape with this? Make the shape and say: this is called a square
Take the 5 chains. Ask: can we make a shape with this? Make the shape and say: this is a pentagon.
Continue in the same manner: Ask, make the shape and name the shape.


Control of Error:
Counting of the arrows

Direct Purpose:
To give the child further means of counting one by one

Indirect Purpose:
Indirect preparation for multiplication
Indirect preparation for squaring and cubing

Age:
5, 4 1/2