MATHS POEMS

There were two birds sat on a stone, Fa, la, la, la, lal, de; One flew away and then there was one, etc. The other flew after, and then there was one... And so the poor stone was left all alone... One of the birds then back again flew... T'other came after, and then there were two... Said one t'other--How do you do?... Very well, thank you, and how are you?... __________________________________________________________ One, two, buckle my shoe; Three, four, open the door; Five, six, pick up sticks; Seven, eight, lay them straight; Nine, ten, a big fat hen; Eleven, twelve, I hope you're well; Thirteen fourteen, draw the curtain; Fifteen, sixteen, the maid's in the kitchen; Seventeen, eighteen, she's in waiting; Nineteen, twenty, my stomach's empty. Please, ma'am, to give me some dinner.

Hot cross buns! Hot cross buns! One a penny, two a penny,

Hot cross buns! If your daughters do not like them Give them to your sons; But if you haven't any of these pretty little elves You cannot do better than eat them yourselves. Four white feet, sell him right away; Three white feet, keep him not a day; Two white feet, sell him to a friend; One white foot, keep him to the end. There were two blackbirds Sat upon a hill, The one named Jack, The other named Jill, Fly away Jack, Fly away Jill, Come again, Jack, Come again Jill. One, two, three, Four and five, I caught a hare alive; Six, seven, eight, Nine and ten, I let him go again. Why did you let it go? Because it bit my finger so. Which finger did it bite? The little finger on the right. One, two, three, four, five, six, seven, All good children go to heaven, Some fly east, Some fly west, Some fly over the cuckoo's nest. One for the money, Two for the show, Three to make ready And four to go!

My father, he left me, just as he was able, One bowl, one bottle, one table, Two bowls, two bottles, two tables, Three bowls, three bottles, three tables.... There once were two cats of Kilkenny, Each thought there was one cat too many, So they fought and they fit, And they scratched and they bit, Till, excepting their nails And the tips of their tails, Instead of two cats, there weren't any. Robbin and Bobbin, Two great bellied men, They eat more victuals Than threescore men. I love sixpence, a jolly, jolly sixpence, I love sixpence as my life; I spent a penny of it, I spent a penny of it, I took a penny home to my wife. I love four pence, a jolly, jolly, four pence, I love four pence as my life; I spent two pence of it, I spent two pence of it, i took two pence home to my wife. I love nothing, a jolly, jolly nothing, I love nothing as my life, I spent nothing of it, I spent nothing of it, I took nothing home to my wife. There were two wrens upon a tree, Whistle and I'll come to thee; Another came, and there were three, Whistle and I'll come to thee; Another came and there were four. You needn't whistle any more, For being frightened, off they flew, And there are none to show to you.

There was a monkey climbed a tree, When he fell down, then down fell he. There was a crow sat on a stone, When he was gone, then there was none. There was an old wife did eat an apple, When she ate two, she ate a couple. Little Betty Blue Lost her holiday shoe, What can little Betty do? Give her another To match the other, And then she may walk out in two. The dove says coo, coo, what shall I do? I can scarce maintain two. Pooh, pooh, says the wren, I have got ten, And keep them all like gentlemen! On the first day of Christmas, My true love sent to me A partridge in a pear tree. On the second day of Christmas My true love sent to me Two turtle doves, and A partridge in a pear tree. On the third day of Christmas My true love sent to me Three French hens, Two turtle doves, and A partridge in a pear tree. On the fourth day of Christmas My true love sent to me Four colly birds, Three French hens, Two turtle doves, and A partridge in a pear tree.

On the fifth day of Christmas My true love sent to me Five gold rings, Four colly birds, Three French hens, Two turtle doves, and A partridge in a pear tree. On the sixth day of Christmas My true love sent to me Six geese a-laying, Five gold rings, Four colly birds, Three French hens, Two turtle doves, and A partridge in a pear tree. On the seventh day of Christmas My true love sent to me Seven swans a-swimming, Six geese a-laying, Five gold rings, Four colly birds, Three French hens, Two turtle doves, and A partridge in a pear tree. On the eighth day of Christmas My true love sent to me Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five gold rings, Four colly birds, Three French hens, Two turtle doves, and A partridge in a pear tree. On the ninth day of Christmas My true love sent to me Nine drummers drumming, Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five gold rings, Four colly birds,

Three French hens, Two turtle doves, and A partridge in a pear tree. On the tenth day of Christmas My true love sent to me Ten pipers piping, Nine drummers drumming, Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five gold rings, Four colly birds, Three French hens, Two turtle doves, and A partridge in a pear tree. On the eleventh day of Christmas My true love sent to me Eleven ladies dancing, Ten pipers piping, Nine drummers drumming, Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five gold rings, Four colly birds, Three French hens, Two turtle doves, and A partridge in a pear tree. On the twelfth day of Christmas My true love sent to me Twelve lords a-leaping, Eleven ladies dancing, Ten pipers piping, Nine drummers drumming, Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five gold rings, Four colly birds, Three French hens, Two turtle doves, and A partridge in a pear tree.

A gaping wide-mouthed waddling frog. Two pudding ends would choke a dog, With a gaping wide-mouthed waddling frog. Three monkeys tied to a clog. Two pudding ends would choke a dog, With a gaping wide-mouthed waddling frog. Four horses stuck in a bog. Three monkeys tied to a clog. Two pudding ends would choke a dog, With a gaping wide-mouthed waddling frog. Five puppies by our dog Ball, Who daily for their breakfast call; Four horses stuck in a bog. Three monkeys tied to a clog. Two pudding ends would choke a dog, With a gaping wide-mouthed waddling frog. Six beetles against a wall, Close by an old woman's apple-stall Five puppies by our dog Ball, Who daily for their breakfast call; Four horses stuck in a bog. Three monkeys tied to a clog. Two pudding ends would choke a dog, With a gaping wide-mouthed waddling frog. Seven lobsters in a dish, As fresh as any heart could wish. Six beetles against a wall, Close by an old woman's apple-stall Five puppies by our dog Ball, Who daily for their breakfast call; Four horses stuck in a bog. Three monkeys tied to a clog. Two pudding ends would choke a dog, With a gaping wide-mouthed waddling frog. Eight joiners in joiner's hall, Working with their tools and all; Seven lobsters in a dish, As fresh as any heart could wish.

Six beetles against a wall, Close by an old woman's apple-stall Five puppies by our dog Ball, Who daily for their breakfast call; Four horses stuck in a bog. Three monkeys tied to a clog. Two pudding ends would choke a dog, With a gaping wide-mouthed waddling frog. Nine peacocks in the air, I wonder how they all came there, I don't know nor I don't care; Eight joiners in joiner's hall, Working with their tools and all; Seven lobsters in a dish, As fresh as any heart could wish. Six beetles against a wall, Close by an old woman's apple-stall Five puppies by our dog Ball, Who daily for their breakfast call; Four horses stuck in a bog. Three monkeys tied to a clog. Two pudding ends would choke a dog, With a gaping wide-mouthed waddling frog. Ten comets in the sky, Some low and some high; Nine peacocks in the air, I wonder how they all came there, I don't know nor I don't care; Eight joiners in joiner's hall, Working with their tools and all; Seven lobsters in a dish, As fresh as any heart could wish. Six beetles against a wall, Close by an old woman's apple-stall Five puppies by our dog Ball, Who daily for their breakfast call; Four horses stuck in a bog. Three monkeys tied to a clog. Two pudding ends would choke a dog, With a gaping wide-mouthed waddling frog. Eleven ships sailing o'er the main, Some bound for France and some for Spain; Ten comets in the sky,

Some low and some high; Nine peacocks in the air, I wonder how they all came there, I don't know nor I don't care; Eight joiners in joiner's hall, Working with their tools and all; Seven lobsters in a dish, As fresh as any heart could wish. Six beetles against a wall, Close by an old woman's apple-stall Five puppies by our dog Ball, Who daily for their breakfast call; Four horses stuck in a bog. Three monkeys tied to a clog. Two pudding ends would choke a dog, With a gaping wide-mouthed waddling frog. Twelve huntsmen with horn and hounds, Hunting over other men's ground; Eleven ships sailing o'er the main, Some bound for France and some for Spain; Ten comets in the sky, Some low and some high; Nine peacocks in the air, I wonder how they all came there, I don't know nor I don't care; Eight joiners in joiner's hall, Working with their tools and all; Seven lobsters in a dish, As fresh as any heart could wish. Six beetles against a wall, Close by an old woman's apple-stall Five puppies by our dog Ball, Who daily for their breakfast call; Four horses stuck in a bog. Three monkeys tied to a clog. Two pudding ends would choke a dog, With a gaping wide-mouthed waddling frog. Three young rats with black felt hats, Three young ducks with white straw flats, Three young dogs with curling tails, Three young cats with demi-veils, Went out to walk with two young pigs In satin vests and sorrel wigs.

But suddenly it chanced to rain And so they all went home again. I bought a dozen new-laid eggs, Of good old farmer Dickens; I hobbled home upon two legs, And found them full of chickens. Chook, chook, chook, chook, chook, Good morning, Mrs. Hen. How many chickens have you got? Madam, I've got ten. Four of them are yellow, And four of them are brown, And two of them are speckled red, The nicest in the town. How many miles to Babylon? Three score miles and ten. Can I get there by candle-light? Yes, and back again. If your heels are nimble and light, You can get there by candle-light. There was an old woman had three cows, Rosy and Colin and Dun. Rosy and Colin were sold at the fair, And Dun broke her heart in a fit of despair, So there was an end of her three cows, Rosy and Colin and Dun. Round about the rosebush, Three steps, Four steps, All the little boys and girls Are sitting On the doorsteps. Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall;

Threescore men and threescore more, Cannot place Humpty Dumpty as he was before. The fiddler and his wife, The piper and his mother, Ate three half-cakes, three whole cakes, And three-quarters of another. Three little ghostesses, Sitting on postesses, Eating buttered toastesses, Greasing their fistesses, Up to their wristesses, Oh, what beastesses To make such feastesses! Sing a Song of Sixpence, A bag full of Rye, Four and twenty blackbirds Baked in a pie. When the pie was opened, The birds began to sing: Was not that a dainty dish, To set before the king? The king was in his counting-house, Counting out his money; The queen was in the parlor, Eating bread and honey. The maid was in the garden, Hanging out the clothes, There came a little blackbird, And snapped off her nose. When I was a little boy, I washed my Mother's dishes. I put my finger in my ear And pulled out little fishes.

My mother called me Good boy, And bid me pull out more, I put my finger in my ear, And pulled out fourscore. Robin the Bobbin, the big-bellied Ben, He ate more meat than fourscore men; He ate a cow, he ate a calf, He ate a butcher and a half, He ate a church, he ate a steeple, He ate the priest and all the people! As I was going to St. Ives, I met a man with seven wives, Each wife had seven sacks, Each sack had seven cats, Each cat had seven kits; Kits, cats, sacks, and wives, How many were going to St. Ives? Hickety, pickety, my black hen, She lays eggs for gentlemen; Gentlemen come every day To see what my black hen doth lay, Sometimes nine and sometimes ten, Hickety, pickety, my black hen. Twelve pears hanging high, Twelve knights riding by; Each knight took a pear, And yet left eleven there. Thirty days hath September, April, June, and November; All the rest have thirty-one, Excepting February alone, And that has twenty-eight days clear And twenty-nine in each leap year.
Thirty white horses Upon a red hill,

Now they tramp, Now they champ, Now they stand still. (your teeth)

Tuesday, July 15, 2008

Montessori Philosophy: Moving from Concrete to Abstract
"If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future"

Maria Montessori (1870-1952) The phrase concrete to abstract is heard frequently in the Montessori community. In fact, Ive read many Montessori progress reports that state that a child is not yet working abstractly or is still using concrete materials. But what exactly does that mean? The phrase can be rather ambiguous, especially to a new Montessori teacher or parent who may have little working knowledge of Montessori terms and practices.

The objective of Montessori is to develop the concept first. By using concrete materials during the early, sensitive years, the Montessori child can learn the basic concepts of mathematics and language. Montessori students use concrete hands-on learning materials that make abstract concepts more clear. Lessons and activities are introduced simply and concretely in the early years and are reintroduced several times during the following years at increasing degrees of abstraction and complexity. All of the materials in the Montessori classroom have been specifically designed to attract the

interest of the student, while at the same time teaching an important concept. The purpose of each material is to isolate a certain concept the child is bound to discover. Montessori believed that what the hand does, the mind remembers. Concrete materials make concepts real, and therefore easily internalized. The student works abstractly (paper and pencil) when he or she has internalized the pattern and no longer needs the Montessori material. Maria Montessori believed that all humans are born with a mathematical mind. From the beginning, the students are introduced to mathematical concepts in concrete form. The use of concrete materials to learn abstract concepts and operations is fundamental to the development of

the mathematical mind in the Montessori classroom as the materials represent abstract ideas. The materials can be felt and manipulated so that the hand is always involved in the learning process. This approach to math is logical, clear and extremely effective. It allows the students to internalize math skills by using concrete materials and progressing at their own pace toward abstract concepts. Students understand and develop a solid foundation in mathematics. Later, as they master the concrete they begin to move to the abstract, where the child begins to solve problems with paper and pencil while still working with the materials. Geometry too, relies on the concreteness of the materials. Traditionally, geometry is taught as an abstract series of rules, theorems, and propositions meant to be memorized by the student. Maria Montessori saw geometry as firmly rooted in reality. Her geometry curriculum uses concrete, sensorial experimentation that lead students to concepts through concrete research. The focus of the geometry work is not as dependent on the result as it is by the work the student has done to achieve the result. Concrete materials are not just used for math and geometry. The practical life activities in the Montessori preschool not only provide self-confidence and independence, but helps with concentration and memory which leads to more abstract learning in math and reading. Elementary students use concrete grammar symbols to demonstrate the parts of speech. Once they have mastered these, they move on to more abstract grammar work with the grammar boxes and sentence analysis. Timelines are another concrete material in the Montessori classroom. They are a concrete, linear representation of history. The materials found in the Montessori classroom play an important part in the development of the child. They provide a way for children to construct their own reality and awareness by presenting it first concretely and allowing the children to manipulate and discover the next level of abstraction. Earn your Montessori teaching diploma with NAMC today! www.montessoritraining.net Posted by Michelle Irinyi at 9:50 AM Labels: Montessori Classroom, Montessori Curriculum, Montessori General, Montessori Philosophy, Montessori Schools

Maria Montessori believed that the children can absorb mathematical concepts naturally. She recognized that there were sensitive periods in the childs development whereby the acquisition of mathematics was eagerly and joyfully explored through indirect preparation and repetition of activities with concrete, scientifically developed didactic materials. By means of the Montessori Practical Life and Sensorial activities, children experience the concepts of order, sequence, measurement, calculations, and exactness. In order to fully develop the developing mathematical mind, Montessori teachers and parents acquaint the child with order and exactness by the intentional way we set up and organize the

shelves and trays and how work is laid out on a work mat in the Montessori environment. Work is displayed in a progressive and sequential fashion and each activity is broken down into logical and sequential steps. Young Montessori students learn about making calculations and estimating by determining how many drops of water it takes to fill a vessel and about precision and exactness by learning to measure out drops of food coloring or plant food. These Montessori Practical Life activities not only help the child gain independence, but also provide the indirect preparation for higher level math skills.

The Montessori Sensorial activities help the child learn to discriminate between similarities and differences. Young Montessori students discover relationships, make scientific hypothesis, and draw conclusions as they construct and compare a series of sensorial activities. The activities heighten the childs awareness of the mathematical relationships found in the natural world. As the child develops in the Montessori environment, she is ready to encounter more concrete math materials in which to explore more abstract thought, beginning with quantity. Dr. Montessori discovered that a child who could count and recognize the symbols 1-9 could count in quantities of hundreds and thousands. The Montessori Golden Bead material was developed to give children the concrete exploration of the decimal system. Montessori Math: Lower Elementary The lower elementary Montessori classroom is full of ongoing discoveries. Spurred on by the telling of the fifth Great Lesson, The History of Mathematics, children are motivated to learn about their own number system and uncover the mysteries as did those who came before. The absorbent mind of early childhood has given way to a reasoning mind which enjoys learning

about natural truths and laws of nature. The mathematical facts learned in the Montessori Childrens House are now tested to see if there are rules and laws to be

discovered and manipulated. Patterns are sought as the child seeks to discover the empirical truths of the universe through the use of the concrete Montessori math materials. It is now that children are able to use their imaginations to see beyond the immediate. They are able to see beyond the concrete representations and imagine higher place values within the decimal system. Montessori lower elementary age children are much more social beings than they were in the Montessori Childrens House. They enjoy working collaboratively and sharing their discoveries with each other. After all, the laws of the universe are too incredible not to share! Montessori Math: Upper Elementary The inquisitiveness of the upper elementary Montessori student is astounding. The beauty of the advanced squaring and cubing materials beckons like beacons, inviting the students to come explore and learn with them. They dive into the study of fractions and decimals, eager to move beyond to more complex mathematics, geometry, and algebra. While the concrete materials are still in place, the need for repetition is gone. Show me. Then, show me more is the litany of the upper elementary Montessori math students. Upper elementary students move quickly from the concrete experience to abstract thought. They are eager to test their knowledge with pencil and paper and need, at times, a gentle reminder to return to the materials as a way of building neurological pathways.

Mathematics The Mathematics program provides the framework for a strong understanding of concepts. Manipulative materials are used to enhance the child's grasp of mathematics and to illustrate practical applications. Dr. Montessori observed human tendencies to abstract, investigate, calculate, measure, imagine and create. If the child is allowed to develop these tendencies through manipulating concrete materials, allowing for repetition and concentration, there is an easy transition to abstraction and a love for mathematics. Of all the Montessori materials, the math materials are the most impressive in design. From the 1000 chain with a thousand golden beads beaded together in tens to stretch the length of the classroom to the number rods that allow a child to physically understand quantity, these materials provide a foundation for understanding the four operations of math. They are designed to give the child his own manipulative experience with numbers as we move step by step from the concrete to the abstract. A child who doesn't love math is a child who has been to led to abstraction before he has a concrete understanding of the concepts. In doing addition, subtraction, multiplication and division, the children actually carry, borrow and change the golden beads to reach their answer.

Dear, dear, what can the matter be? Three old women got up in an apple tree, One stayed up, and one came down, And the third got stung by a bumblebee!