If you're looking for affordable Large Number Cards for your decimal system, check out: montessoriprintshopusa.com/collections/operations/products/large-number-cards Or check out the entire math operations bundle here: montessoriprintshopusa.com/collections/math-bundles/products/math-operations-bundle?ref=base10montessori
the only part i don't like about our videos is the different size number cards and the fact that there aren't operation cards. bc we are coming from a non montessori math background and i want the numbers to stack with the operation on the left hand side the way they do in paper math.
The presentation was simply superb and very useful for beginner teachers , could you please show presentation of all areas one by one , it’s my humble request . Thank you very much
Thank you! Sometimes I wonder how well I translate my thoughts to video, so I’m glad I made it easy to follow! I know I have a very simple setup and I’m very limited for filming, so it’s nice to know it’s still helping others to keep making these videos!
Watch My Following Videos on How To Present the Decimal System: 5 Reason Why The Collective Exercises Are So Important: th-cam.com/video/KBudff8LcdM/w-d-xo.htmlsi=f7OQxrLxZtcJRb-d Addition With The Golden Beads: th-cam.com/video/uIOz46VhLxA/w-d-xo.htmlsi=1-fo3GoOZeZrx7Ww Subtraction With The Golden Beads: th-cam.com/video/1j55WU4Gs9I/w-d-xo.htmlsi=MF0Dr5KNu6iNjbuy Exchanging With The Golden Beads: th-cam.com/video/obFJDYYYPJU/w-d-xo.htmlsi=fz1F4W1JYlKdt5gP Multiplication th-cam.com/video/IrKVuPA6LuQ/w-d-xo.htmlsi=WiesHLMDk1gcKC5m Short Division With The Golden Beads: th-cam.com/video/B4KKzdkpaf4/w-d-xo.htmlsi=pSL3i6k651GXoNyq Long Division With The Golden Beads: th-cam.com/video/P2EmqWVmpM0/w-d-xo.htmlsi=0ZjAo6oopye2-XfJ
I’m introducing this to my 5yo and when I ask him to Bring Me something he is constantly asking me to repeat the number. It turned into a game of him being the banker and I’m the customer and he calls me when he gets to the bank and asks for what I needed again. This is his way of making it more engaging bc he is older and it takes more to get him into the activity but I don’t know if this goes against any of the Montessori guidelines for presenting/practicing lessons with a child?
So this is a great question and I want to give an answer in 2 different ways. First, the traditional AMI Montessori perspective and then secondly from a "realistic" perspective - because pretend play is built so much into our culture we can't just ignore it. It does mean something and we need to work with it and guide it. This goes deep into Montessori philosophy, so I know I'm going a bit long and overboard with my response, but your question is such a good one that I want to be thorough. I'll also reference that in the Absorbent Mind there is a section on "fugues" and "barriers" that Montessori talks more about the psychology behind her philosophy. So, first of all, technically, Montessori philosophy doesn't use fantasy or pretend play during the 0-6 age group lessons because the brain development is so concrete at this age. Being that my first degree is in early childhood, I did a ton of pretend play before I was introduced to Montessori philosophy. That was the entire basis of learning and teaching, but when I got to Montessori I realized that we introduce pretend play and fantasy more often than we need to for younger ages and that children often learn better without the extra distraction of fantasy and pretend. It's not something I ever would have believed in my younger years, though. So for the general rule of the classroom, children don't need the extra information of fantasy - the concrete experiences are actually more meaningful, create better focus, and don't send out extra messaging the brain doesn't need at that age. However, with all that being said, there are exceptions. Let's talk about "reality" instead of the perfect Montessori environment. One thing I will say is that since your child is a little bit older and he is tipping more towards the abstract mind at 5 years old, I would say that if it works for you in this context, then go for it. It can be difficult to get older children interested in the golden beads, so if this was your window of opportunity to get him interested, then I think it was a good decision. This is where additional Montessori training from places like MMPI can help teachers become more "realistic" about what is happening in our classrooms instead of having only one strict way of doing things and never venturing outside of our original albums. Reality requires more flexibility than our original training offers! We have to start somewhere, and if this is what worked to get started, I'll say, "Well done!" Sometimes we just need to do what works to get a starting point in our lessons, right? I actually know some AMI Montessori teachers that introduce some fantasy with this lesson, and while I wouldn't do that myself unless it was for a child with very particular needs, it certainly isn't going to cause harm. And that brings up the question, "If it doesn't harm them, why can't we use pretend play in Montessori?" As a Montessori teacher, I want to go back to my theory and think about WHY this pretend experience is working well for you and expand on what is appealing to your 5 year old, because that's really the key to expanding his learning success. I think the most important thing to think about is why this fantasy of being a banker is appealing to him and connect it to reality - find a way to give him more real life experiences. Now that you see a passion, you can bring it more into reality. We often find children engaging in pretend play with something and we never want ignore it. We use it as a window into their mind and soul. It's telling us something important about the child and what they want to experience, so we need to take that information seriously and create lessons based on those particular desires. Once he is mastering the concrete aspect of the math, maybe start introducing the experience of money and look for ways for him to interact with real banking experiences. It's not that fantasy is bad, but it indicates a personal desire from the child for a real world experience - and pretend experiences are so limiting. Real experiences are more fulfilling and empowering. Once we find an appropriate outlet for that real world experience, it is more engaging for the child. Montessori always wanted to find ways to bring into reality the experiences that children "pretend" to do. So as long as you look for opportunities to connect that pretend part of the work to the real world, his love for his lessons will only grow deeper and have more meaning. So it isn't that these experiences are harmful, but that they represent a deeper desire in the child that needs to be guided and empowered in the right way. Money lessons would be a great way to bring some reality to this game - but only when you feel like he is ready for that lesson. Montessori teachers look for ways to connect fantasy to something real, but we never dismiss that appeal in the child because it shows there is something there that is sparking their interest. And we never want to extinguish the flame for learning once a child has shown us something that interests them!
Thank you for this video! I want to ask you something, after the Formation of Large Numbers do you move on to the 45 Layout and then the Exchange Tray and the Exchange Game? Thank you ❤
The 45 layout is not an AMI lesson. I believe this is an AMS lesson, so I've never done this lesson. I've seen it once at an AMS school, but that's it, so I can't give any insight on this unfortunately. The exchange game is also not something in my AMI album, but some teachers do have it and use it. The only AMI teacher I've seen do this is one that was trained outside of the United States, so I'm not sure which training centers include this lesson. I think the reason why my center skipped it is because it isn't necessary, especially because as soon as we start the golden beads, we start doing the teens and tens board. The tens board is basically exchanging, so you could introduce exchanging games after that lesson as well. I have those materials and can give a lesson on those if needed. I'm trying to finish up the passage to abstraction math materials first, but if you need the tens board lesson, I'll try to bump that up in my priorities. I would say it is a judgement call on the 45 layout but it isn't considered purposeful by AMI standards, so it's for you to decide if it serves a purpose for you personally. With the exchange game, I personally like it. I'd institute that game after they seem pretty solid with the static addition. I wouldn't introduce it until after you give the first lesson on dynamic addition and start those exchanging concepts. This is where the idea of exchanging is first introduced. It may not be necessary as a lesson for everyone, but I think it is a nice transitional game if they struggle with the first lesson on dynamic addition. It's certainly not harmful, so again, if it serves a purpose for you, then definitely use it. I just wouldn't introduce it until they've had a formal lesson on dynamic addition or after introducing the tens board. But I'll ask around and see if any other AMI teachers have a different view of exchanging games.
@@Base10Montessori Thank you so so much for your detailed answer. I appreciate it a lot! I am glad you told me that the 45 Layout its not an AMI lesson because I decided not to do it. (I don’t have the materials and it’s really not necessary). I do like the Exchange Game, the experience of physically exchanging. But you got me thinking about the tens board. So you think that the tens board goes before the exchange game? If you can I would love to see a video of the tens board! By the way I am a Montessori Teacher for upper elementary (if you ever need anything) but right now I am interested in Primary. I was also a Montessori Child, I remember exchanging beads :)
So sorry for the delayed response. Sometimes I forget to switch my comment filters to show responses and I don't see these messages. Since I didn't have the exchanging game in my album, I can only guess where to put it in sequence, but I think whatever feels the most natural for you would be fine. I don't think it would harm anything if you present it before or after 10s board. Since I haven't presented the lesson, I don't have the experience of seeing how children experience it compared to the tens board, but I think it might be a good experience before it since most of students do not like doing the 10s board. I do have the teens and tens board and I do intend to film it this year. I'd love to hear more about your experience in elementary, so feel free to email me anytime!
The presentation was simply superb and very useful for beginner teachers , could you please show presentation of all areas one by one , it’s my humble request . Thank you very much
I have all the decimal system presentations available on YT. I should have all the links available in the comments section. I try to make videos when I can. This is just a hobby, not a job (I don't make money from these videos), so I do my best to make videos of as much content as possible when I am not working. I'm happy to hear these videos are appreciated! I know how much I needed the help when I was going through training, so I try to be the resource I wish I had when I was starting out.
If you're looking for affordable Large Number Cards for your decimal system, check out:
montessoriprintshopusa.com/collections/operations/products/large-number-cards
Or check out the entire math operations bundle here:
montessoriprintshopusa.com/collections/math-bundles/products/math-operations-bundle?ref=base10montessori
the only part i don't like about our videos is the different size number cards and the fact that there aren't operation cards. bc we are coming from a non montessori math background and i want the numbers to stack with the operation on the left hand side the way they do in paper math.
Ive found this video at the right time! Thank you
I'm so glad! Let me know if you have any questions!
Wonderful presentation
Thank you! I'm glad I can be of some help!
This was incredibly helpful thank you so much!
The presentation was simply superb and very useful for beginner teachers , could you please show presentation of all areas one by one , it’s my humble request . Thank you very much
Beautiful presentation. Thank you
Thank you! Sometimes I wonder how well I translate my thoughts to video, so I’m glad I made it easy to follow! I know I have a very simple setup and I’m very limited for filming, so it’s nice to know it’s still helping others to keep making these videos!
This is really helpful.
Thank you! I'm glad it helped!
Watch My Following Videos on How To Present the Decimal System:
5 Reason Why The Collective Exercises Are So Important:
th-cam.com/video/KBudff8LcdM/w-d-xo.htmlsi=f7OQxrLxZtcJRb-d
Addition With The Golden Beads:
th-cam.com/video/uIOz46VhLxA/w-d-xo.htmlsi=1-fo3GoOZeZrx7Ww
Subtraction With The Golden Beads:
th-cam.com/video/1j55WU4Gs9I/w-d-xo.htmlsi=MF0Dr5KNu6iNjbuy
Exchanging With The Golden Beads:
th-cam.com/video/obFJDYYYPJU/w-d-xo.htmlsi=fz1F4W1JYlKdt5gP
Multiplication
th-cam.com/video/IrKVuPA6LuQ/w-d-xo.htmlsi=WiesHLMDk1gcKC5m
Short Division With The Golden Beads:
th-cam.com/video/B4KKzdkpaf4/w-d-xo.htmlsi=pSL3i6k651GXoNyq
Long Division With The Golden Beads:
th-cam.com/video/P2EmqWVmpM0/w-d-xo.htmlsi=0ZjAo6oopye2-XfJ
I’m introducing this to my 5yo and when I ask him to Bring Me something he is constantly asking me to repeat the number. It turned into a game of him being the banker and I’m the customer and he calls me when he gets to the bank and asks for what I needed again. This is his way of making it more engaging bc he is older and it takes more to get him into the activity but I don’t know if this goes against any of the Montessori guidelines for presenting/practicing lessons with a child?
So this is a great question and I want to give an answer in 2 different ways. First, the traditional AMI Montessori perspective and then secondly from a "realistic" perspective - because pretend play is built so much into our culture we can't just ignore it. It does mean something and we need to work with it and guide it. This goes deep into Montessori philosophy, so I know I'm going a bit long and overboard with my response, but your question is such a good one that I want to be thorough. I'll also reference that in the Absorbent Mind there is a section on "fugues" and "barriers" that Montessori talks more about the psychology behind her philosophy.
So, first of all, technically, Montessori philosophy doesn't use fantasy or pretend play during the 0-6 age group lessons because the brain development is so concrete at this age. Being that my first degree is in early childhood, I did a ton of pretend play before I was introduced to Montessori philosophy. That was the entire basis of learning and teaching, but when I got to Montessori I realized that we introduce pretend play and fantasy more often than we need to for younger ages and that children often learn better without the extra distraction of fantasy and pretend. It's not something I ever would have believed in my younger years, though. So for the general rule of the classroom, children don't need the extra information of fantasy - the concrete experiences are actually more meaningful, create better focus, and don't send out extra messaging the brain doesn't need at that age.
However, with all that being said, there are exceptions. Let's talk about "reality" instead of the perfect Montessori environment. One thing I will say is that since your child is a little bit older and he is tipping more towards the abstract mind at 5 years old, I would say that if it works for you in this context, then go for it. It can be difficult to get older children interested in the golden beads, so if this was your window of opportunity to get him interested, then I think it was a good decision. This is where additional Montessori training from places like MMPI can help teachers become more "realistic" about what is happening in our classrooms instead of having only one strict way of doing things and never venturing outside of our original albums. Reality requires more flexibility than our original training offers! We have to start somewhere, and if this is what worked to get started, I'll say, "Well done!"
Sometimes we just need to do what works to get a starting point in our lessons, right? I actually know some AMI Montessori teachers that introduce some fantasy with this lesson, and while I wouldn't do that myself unless it was for a child with very particular needs, it certainly isn't going to cause harm. And that brings up the question, "If it doesn't harm them, why can't we use pretend play in Montessori?"
As a Montessori teacher, I want to go back to my theory and think about WHY this pretend experience is working well for you and expand on what is appealing to your 5 year old, because that's really the key to expanding his learning success. I think the most important thing to think about is why this fantasy of being a banker is appealing to him and connect it to reality - find a way to give him more real life experiences. Now that you see a passion, you can bring it more into reality. We often find children engaging in pretend play with something and we never want ignore it. We use it as a window into their mind and soul. It's telling us something important about the child and what they want to experience, so we need to take that information seriously and create lessons based on those particular desires.
Once he is mastering the concrete aspect of the math, maybe start introducing the experience of money and look for ways for him to interact with real banking experiences. It's not that fantasy is bad, but it indicates a personal desire from the child for a real world experience - and pretend experiences are so limiting. Real experiences are more fulfilling and empowering. Once we find an appropriate outlet for that real world experience, it is more engaging for the child. Montessori always wanted to find ways to bring into reality the experiences that children "pretend" to do. So as long as you look for opportunities to connect that pretend part of the work to the real world, his love for his lessons will only grow deeper and have more meaning.
So it isn't that these experiences are harmful, but that they represent a deeper desire in the child that needs to be guided and empowered in the right way. Money lessons would be a great way to bring some reality to this game - but only when you feel like he is ready for that lesson. Montessori teachers look for ways to connect fantasy to something real, but we never dismiss that appeal in the child because it shows there is something there that is sparking their interest. And we never want to extinguish the flame for learning once a child has shown us something that interests them!
Thank you for this video! I want to ask you something, after the Formation of Large Numbers do you move on to the 45 Layout and then the Exchange Tray and the Exchange Game? Thank you ❤
The 45 layout is not an AMI lesson. I believe this is an AMS lesson, so I've never done this lesson. I've seen it once at an AMS school, but that's it, so I can't give any insight on this unfortunately.
The exchange game is also not something in my AMI album, but some teachers do have it and use it. The only AMI teacher I've seen do this is one that was trained outside of the United States, so I'm not sure which training centers include this lesson. I think the reason why my center skipped it is because it isn't necessary, especially because as soon as we start the golden beads, we start doing the teens and tens board. The tens board is basically exchanging, so you could introduce exchanging games after that lesson as well. I have those materials and can give a lesson on those if needed. I'm trying to finish up the passage to abstraction math materials first, but if you need the tens board lesson, I'll try to bump that up in my priorities.
I would say it is a judgement call on the 45 layout but it isn't considered purposeful by AMI standards, so it's for you to decide if it serves a purpose for you personally. With the exchange game, I personally like it. I'd institute that game after they seem pretty solid with the static addition. I wouldn't introduce it until after you give the first lesson on dynamic addition and start those exchanging concepts. This is where the idea of exchanging is first introduced.
It may not be necessary as a lesson for everyone, but I think it is a nice transitional game if they struggle with the first lesson on dynamic addition. It's certainly not harmful, so again, if it serves a purpose for you, then definitely use it. I just wouldn't introduce it until they've had a formal lesson on dynamic addition or after introducing the tens board. But I'll ask around and see if any other AMI teachers have a different view of exchanging games.
@@Base10Montessori Thank you so so much for your detailed answer. I appreciate it a lot! I am glad you told me that the 45 Layout its not an AMI lesson because I decided not to do it. (I don’t have the materials and it’s really not necessary). I do like the Exchange Game, the experience of physically exchanging.
But you got me thinking about the tens board. So you think that the tens board goes before the exchange game? If you can I would love to see a video of the tens board!
By the way I am a Montessori Teacher for upper elementary (if you ever need anything) but right now I am interested in Primary. I was also a Montessori Child, I remember exchanging beads :)
So sorry for the delayed response. Sometimes I forget to switch my comment filters to show responses and I don't see these messages. Since I didn't have the exchanging game in my album, I can only guess where to put it in sequence, but I think whatever feels the most natural for you would be fine. I don't think it would harm anything if you present it before or after 10s board. Since I haven't presented the lesson, I don't have the experience of seeing how children experience it compared to the tens board, but I think it might be a good experience before it since most of students do not like doing the 10s board. I do have the teens and tens board and I do intend to film it this year.
I'd love to hear more about your experience in elementary, so feel free to email me anytime!
👍 thanks ☺️
Any time! I appreciate the support!
The presentation was simply superb and very useful for beginner teachers , could you please show presentation of all areas one by one , it’s my humble request . Thank you very much
I have all the decimal system presentations available on YT. I should have all the links available in the comments section.
I try to make videos when I can. This is just a hobby, not a job (I don't make money from these videos), so I do my best to make videos of as much content as possible when I am not working. I'm happy to hear these videos are appreciated! I know how much I needed the help when I was going through training, so I try to be the resource I wish I had when I was starting out.