ADVANCE DIPLOMA IN MONTESSORI

EDUCATION

ADME 5

MODULE IV C

SCIENTIFIC & MATHEMATICAL

DEVELOPMENT

SUBMITTED BY: MS. NIGHAT SAJJAD

SUBMITTED TO: MS. HALIMA ABUBAKAR

 ACTIVITY
Tick the skills required fr the given areas.

Skills Sets C Opr. Shp. Size Qty Prob T Cale

oun . Sol ime nd

Sorting

Matching

Identifying

Judgment

Sequencin
g

Measuring

Compariso
n

Problem
Solving

Calculation

Imaginatio
n

Memorizati
on

Drill
 ESTIMATION ACTIVITIES

How many rods complete this

rectangular shape?

Teacher asks the children “How

many rods complete this
rectangular shape?” Children
Estimate and give the answer.
After giving the answer teacher
pick up the rod and measure the
rectangular shape.

How many pages in this book?

Teacher show a book and ask the

children “How many pages in this
book?” Children Estimate in their
mind and give answer according to
their estimate. Then teacher open
the book and count the pages with
the students.
HOW MANY FLOWERS FILL THE BOX?

Teacher show the box and flowers to the students and ask “how many

flowers fill this box?” Students estimate in their mind and give

answer according to their estimation, then teacher put the flowers in

the box and show how many flowers complete this box.
Color the STARS 1,4,7,10 Yello w, 3,6,9 Re d, 2,5,8,11

Blu e

1 2 3 4

5 6 7 8

9 10 11
SORTING

Color the FRUITS:

 NUMBER RHYMES

Flying the butterfly shoo by

shoo
Flying the butterfly shoo by
shoo
Skip to your place my
darling
Skip to your place my
darling
Eating a bun one by one
Eating a bun one by one
Skip to your place my
darling
Skip to your place my
darling
Climbing the tree three by
three
Climbing the tree three by
three
Shutting the door four by
four
Shutting the door four by
four
Skip to your place my
darling
Skip to your place my
darling
Learning to dive five by five
 Learning to dive five by five
Skip to your place my
darling
Skip to your place my
darling

One. Two, What I say must be true.

Three, Four, My faith must be sure.
Five, Six, Try not to play tricks
Seven, Eight, My way must be straight.
Nine, Ten, Help women and men

Number Rods

12345678910
Number Rods - ages 3 ½ to 6 years old:

10 wooden rods varying in length from 10 centimeters to 1 meter. Each rod is

colored in an alternating red and blue pattern. The first rod is re. The second, which
is 20 centimeters divided in to 10 centimeters sections, is red and blue. The rods go
on until the last rod is divided into 10 sections that are red-blue-red-blue-red-
blue-red-blue-red-blue.

Exercise 1:

Have your child mix the rods on a mat. Let him or her build them into a stair like the red rods,
starting from the shortest to longest with the red rods even on the left side.

Exercise 2:

After this lesson is complete, count with your child using the 3 period lessons. Point to one and say,
“This is one.” Point to two and say, “This is two.” Then pointing with your finger count the sections,
“one, two.” Start with 2 or 3 number rods to begin with. Add number rods as your child masters the
lesson. Repeat until your child really understands counting and the association of numbers to the
rods.

Exercise 3:

Mix the number rods. Randomly ask your child to give you the correct rod for the number you are
asking for. For example, “Give me two.” The child gives you the rod with two sections. When your
child gives you the rod, have her or him count the number of sections. When your child does this
successfully.
COUNT AND MATCH

7
5
 FIND THE ODD ONE OUT

AliAiman
AdilAdnanAsadMangoBananaGrapesChillyMelonCircleTri
angleHandSquareOvalRoseTulipLillyNeem
SunflowerCrowSwanOwalFoxRobin
 M E M O RY G A M E

Proc ed ur e:

1. Separate the cards and the beads.

2. One child takes a secret message.
3. The child read the secret message and leave the message on the rug.
4. Take a tray and go to beads and bring back the appropriate objects.
5. Let other child guess what is the message.
6. Let one children open and check the message.
7. Let another child take turn.

BOUNCING GAME

Proc ed ur e:

1. One child bounce a ball

2. All the group of children look at that child and wait for their turn.
3. He counts how many times he bounces the ball. Other children count also.
4. When he was out, another child takes turn.
5. Which one bounce the ball more than others, appreciate him/her.
 ADDITION

a) 10 + 3 = ________

b) 15 + 9 = ________

c) 22 + 13 = ________

d)51 + 10 = ________

e)32 + 0 = ________

f)88 + 2 = ________

g)71 + 50 = ________

h)44 + 35 = ________

i) 10 + 20 = ________

j) 55 + 5 = ________
 SUBSTRACTION

Mother bakes 29 cookies for the children. Sara hides out 8 cookies.
How many cookies are left?

Sana had 18 chocolates. She gave 5 chocolates to her brother. How

many chocolate are left to the Sana.

Ahmad buys 16 eggs. He takes out 8 eggs. How many eggs are
left?
COUNT AND WRITE
 THEME CONCEPTS

Things around usAnimals

Dark – Light
Heavy – light
Big – small
Slow – fast
Day – night
Hot – cold
Far – near
Dry – wet
Float – sink

Big – small
Tall – short
Fat – thin
Fast – slow
Heavy – light
Wild – pet
Young – old
Soft – hard

SCIENCE PROCESS SKILLS

1. Observation
2. Hypothesizing
3. Predicting
4. Investigating
5. Concluding
6. Communicating
 HOT AND COLD

Teacher takes two bowls full of water. In one bowl hot water
and another bowl is cold water. Teacher dip her hand in hot
water and say HOT, then teacher dip her hand in cold water
and say COLD. Children observe the activity and hypothesizing
that the water of this bowl is cold and that is hot. When
children do this activity by their own, they investigate that
which bowl of water is hot and which is cold. Then they
conclude that the water of this bowl is hot and that is cold.
They communicate to others to say hot/cold.

H E AV Y A N D L I G H T

Teacher sits with children in small group to introduce the

concept of heavy and light. She has a stone, lock, bottle of
water, ball, book and marker. Teacher picks up one thing at a
time and say heavy or light. Teacher put the heavy things in
one bowl and light things in another bowl. Children observe this
activity. When teacher pick up one thing (for example lock)
they predicting that this thing is light. When children do this
activity by their own, they investigate and conclude that these
things are heavy and that things are light. They keep heavy
and light things separately to communicate the others.
COUNT AND MATCH