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Montessori Little Addition Memorization Games using Snake Game and Bead Bars

Montessori Little Addition Memorization Games using Snake Game and Bead Bars
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Learn all of the original Montessori memorization games for little addition here from an accredited Montessori source.

This document includes Snake Game Addition Material Analysis and 8 addition presentations.

All of these presentations prepare the child's mind indirectly for the concept of algebra.

Details:

Game 1: Snake Game Addition
Direct Aim:
To aid the child in memorizing all the addition combinations.

To familiarize the child with all the possible number combinations that make ten.

To memorize addition facts.

Indirect Aim:

To prepare the mathematical mind.

To prepare for counting in base ten.

To develop order, concentration, coordination, and independence.

Game 2: Static Addition

Direct Aim:

To show that an addition can be made with bead quantities.

Indirect Aim:

To develop independence and sharpen the mathematical mind.

Game 3: Dynamic Addition

Direct Aim:

To show that an addition can be made with bead quantities.

Indirect Aim:

To develop independence and sharpen the mathematical mind.

Game 4: Commutative Property of Addition

Direct Aim:

To show the commutative law.

Indirect Aim:

To develop independence and sharpen the mathematical mind.

Game 5: Associative Property of Addition

Direct Aim:

To introduce the associative law.

To introduce mental division, where the child must keep a sub-total of one combination in mind and then add it to another addend. At this point we are moving beyond chart 1.

Indirect Aim:

To develop independence and sharpen the mathematical mind.

Game 6: Using Parentheses in Addition

Direct Aim:

To introduce work with parentheses.

Indirect Aim:

To develop independence and sharpen the mathematical mind.

Game 7: Dis-associative Property of Addition

Direct Aim:

To give the dis-associative law.

Indirect Aim:

To develop independence and sharpen the mathematical mind.

Game 8: Addends Greater than 10 (Static and Dynamic)

Direct Aim:

To help the child to abstractly perform dynamic addition mentally.

Indirect Aim:

To develop independence and sharpen the mathematical mind.

This work can be completed without the use of the bead bars during the lesson, but it is more effective for the child if they can experience the lesson sensorially.

The colours used in the images follow Montessori's bead bar colours.

to see state-specific standards (only available in the US).
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
Total Pages
17 pages
Answer Key
N/A
Teaching Duration
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