Assignment 5: What are teens and tens boards?

Explain their purpose and

usage.
The names of the numbers are introduced in Group 1 with the 'Formation of Numbers'
when the Director checks the correspondence of the quantities with the card, she uses
the conventional names for the tens and combinations of tens and units. As the child
works with the decimal system she may shown an interest in the names and the Group
3 activities can be introduced, otherwise we give the conventional names to the child
before she leaves the Casa at five to six years.
There are three groups of names
1. Names for a combination of a ten and units one to nine, these are 'teens'
2. Names for a group of ten - ten, twenty, thirty etc.
3. Names for figures from the tens category and a unit, these help with linear
counting 11 -19 Teens (Beads only)
Material Description:
9 bars of ten Golden Beads, one of each coloured bead bar, representing the units 1 - 9
and box for each of these. For older children give forty five single beads, or use these
only in the second Period with younger children
Each quantity is distinguished by a different colour
1. red
2. green
3. pink
4. yellow
5. light blue
6. grey or violet
7. white
8. violet or brown
9. dark blue
A small felt cloth on a Working Mat
Display

With the material for linear counting

Presentation:
Introduction
Show the material to the child; removing one bead bar at a time ask the child to
identify the number of beads in each bar at random, make reference to the colour and
provide a three period lesson if necessary
Sort the bead bars into an isosceles triangle, known as a Bead Stair
Three Period Lesson
First Period

Take the bar of ten and place the unit to the right of it, adjacent to the first bead
Count the beads
Say, "One ten and one are also called 'eleven'"
Repeat the sequence for 'twelve' and 'thirteen'
Second Period
Mix all the previously introduced bead bars and invite the child to make the numbers,
continue mixing to maintain the child's interest
Third Period

Make a quantity and ask the child to name it

Begin each subsequent three Period Lesson counting up from eleven
Control of Error:
The child's own sound knowledge of the numbers 1 to 10 and their numerical order
acts as a guide
Direct Aim:
The coloured bead bars show clearly the separate entities from 1 to 9, in combination
with the tens they show the child that numbers 11 to 19 are made of ten AND a
number 1 to 9
To learn the names of the quantities 11-19
To learn the sequence of the numbers 11-19
Age at Presentation:
Four and a half years onwards, when the child knows the numbers 1 to 10 well, after
the 'Formation of Numbers', parallel to, or after the 'Decimal System' and before the
child leaves the Casa.

Footnote:
Explain that, 'teen' indicated 'ten', so 'sixteen' means 'six and ten'
When the child has learnt the numbers 11 to 19 choose a moment to verify by forming
a quantity and asking the child to name it. Ask the child to make her on quantities
and, also make the quantities 11 to 19 in order, ask her to count forward and
backwards
The 'bar of ten' is placed vertically so that the units can be built parallel with it, almost
forming a new ten. Placing the 'bar of ten' horizontally can be done to prepare for
linear counting
The child can also use loose Golden Beads for her activity
11 -19 Teens Board (cards only)
Material Description:
Two wooden slated boards with five partitions each, on nine of the partitions a large
10 is written in black, the last partition is empty
Loose wooden cards with the digits 1 to 9 which slide into the boards from the right,
covering the '0'
Working Mat
Display
The box is kept after the beads 11-19
Presentation:
Place the boards on the Working Mat, and the cards at random nearby
Give the symbols in a three Period Lesson
First Period
Slip the '1' over the 0' of the first ten, saying, "This is eleven", do the same with
'twelve' and 'thirteen'
Second Period
Ask the child to identify previously introduced numbers by moving the cards and
mixing them, ask the child to make a number using the cards and boards
Third Period
Make a number with the cards and ask the child to identify it
Continue till 19 on the same day or later, depending on the child
When complete ask the child to count forwards and backwards
Control of Error:

The child's own knowledge of the numbers from 1 to 10 and their numerical order
acts as a guide.
Direct Aim:
To introduce the child to the symbols for the numbers 11 to 19 and to continue to
associate their names.
Age at Presentation:
Four and a half years of age, after presenting the quantities
Footnote:
Explain that 'teen' indicated 'ten', so 'sixteen' means 'six and ten'
When the child has learnt the numbers 11 to 19 choose a moment to verify by forming
a quantity and asking the child to name it. Ask the child to make her on quantities
and, also make the quantities 11 to 19 in order, ask her to count forward and
backwards.
11 -19 Teens Boards and Beads
Material Description:

Short Bead Stair

9 bars of ten in a box
Teen boards
Working Mat
For the exercises have one ten card in blue and 1 to 9 unit cards in green.
Presentation:

Lay out the boards on the mat, with the cards placed at random to the right, and the
beads, in a Bead Stair, to the left, the tens in their box
Place a 'bar of ten' and a bead to form eleven to the left of the top section of the board
and slip the card of '1' over the '0' to form the figure '11'
Place a 'bar of ten' and two beads to form twelve to the left of the top section of the
board and slip the card of '2' over the '0' to form the figure '12'
Let the child continue till she reaches 19
When she completes ask her to count forwards and backwards
Exercises:
Let the child make the numbers with the beads and cards in order and randomly
Use the large cards instead of the boards
Also use the loose golden beads instead of the bars

Control of Error:
The child's own knowledge of the numbers from 1 to 10 and their numerical order
acts as a guide
Direct Aim:
Continued association of the quantity, name and symbol for 11 to 19; to reinforce the
sequence 11 to 19
Age at Presentation:
Four and a half years of age, after presenting the quantities and their symbols.
11 - 99 Tens Boards and Beads
Material Description:
Two wooden slated boards with five partitions each, on nine of the partitions are the
tens numbers, 10, 20, 30 etc, the last partition is empty, later use Large cards
Loose wooden cards with the digits 1 to 9 which slide into the boards from the right,
covering the '0'
45 bars of ten in a box
Working Mat
Presentation:
Names of the Tens
Layout the boards on the working mat, place the boxes with the beads to the left.
Place one bar of ten by the first ten
Indicate '20' beneath and the child names however she likes, say, "Twenty also means
two tens", continue this till you reach '90'
Give a Three Period Lesson for any of the names the child is unfamiliar with.
Control of Error:
The child's own knowledge of the numbers and their order will guide her
Direct Aim:
To learn the conventional names of the tens from 10 to 90 and to realise that 20 is the
same as two tens etc
To realise how the numbers progress from one ten to the next and to see the pattern in
making and counting numbers up to 99
Age at Presentation:

Four and a half onwards, after the presentation of teens

Second Activity for Tens Boards and Beads

On a separate day give the following presentation
Material Description:

Two wooden slated boards with five partitions each, on nine of the partitions are the
tens numbers, 10, 20, 30 etc, the last partition is empty, later use Large cards
Loose wooden cards with the digits 1 to 9 which slide into the boards from the right,
covering the '0'
45 bars of ten in a box and box with nine Golden Bead units
Working Mat
Presentation
This activity helps the child to count from 11 to 99
Keep the sets of cards in a stack and the beads together to the left of the boards
To write '11' place a 'bar of ten' and a unit to the left of the boards and slot in the card
of '1' over the '0', then add another bead to make '12' and replace the '1' card with the
'2' card.
Continue to 19, say, "If we had one more bead we would get a ten (indicate the loose
beads) so we would have two tens, two tens are also called 'twenty'".
Put two 'bars of ten' together by the second partition and change the cards of the one
above
Continue to 99, composing the words verbally, in beads and symbols
Exercises:
The child's own exercises with the material
The child forms her own numbers using the bead material and the Large Cards
Control of Error:
The child's own knowledge of the numbers and their order will guide her
Direct Aim:
To learn the conventional names of the tens from 10 to 90 and to realise that 20 is the
same as two tens etc
To realise how the numbers progress from one ten to the next and to see the pattern in
making and counting numbers up to 99
Age at Presentation:
Four and a half onwards, after the presentation of teens