Presentation of the Decimal System - Exercise
- The material is made of golden beads all the same size.
- There are simple units, tens, hundreds, and units of thousands.
- A unit is a single bead --a point.
- Ten is ten beads strung together on a wire--a line.
- A hundred is 10 ten bars fastened together side by side--a
- A unit of thousands is 10 hundreds fastened together to form a
cube 10x10x10 --a point.
- This pattern of a point, a line, a square, repeats through the
- A single golden bead
- A ten bar
- A hundred square
- A thousand cube
- Dark green table mat
- To help the child understand the relative value of a unit, ten,
one hundred, and one thousand. To help the child understand the
decimal system. To teach the names hundred and thousand.
- 4 years onwards
- The three period lesson is used. The material is taken to
the child's table. The teacher sits by the child. She keeps
the material to one side. The teacher places the single bead in
front of the child and asks him how much it is. He says,
"1." She removes it and places the ten bar in front of him.
She asks him to count the beads. He does so and tells her there
are ten. She can point to each bead as he counts with her pencil
tip if she feels it would help him not to miscount. "Yes, this is
ten." She removes the ten bar and places the hundred square in
front of him and tells him, "This is one hundred." She makes it sound a
little impressive; after all, one hundred is a large quantity!
She counts the ten bars of which it is composed with him. "One
ten, two tens, three tens... ten tens. Ten tens make one
hundred...one hundred." She repeats the name several times.
The hundred is put to one side. The teacher puts the thousand
cube in front of the child. "This is one thousand...a thousand...a
thousand...a thousand." She can show the child that it is made up
of ten hundred squares by counting them with the child. "Ten
hundred make a thousand."
- As in previous exercises, the teacher proceeds to the second
period, placing all the quantities in front of the child, and asks him
to point to the quantity she names. In the third period the
teacher places one quantity at a time in front of the child and asks
him to tell her its name.
- The material is placed in order in front of the child.
Thousand, hundred, ten, one. He can see their relative
value. He can name them thousand, hundred, ten, and one.
- The material is kept on a tray. The child can help himself
to it, count it, and look at it whenever he likes. It is
important that he do so.