Seguin Board A (Teens Board)

10 months ago · Updated 9 months ago

The Seguin Board A, also known as Teens Board, is a vital element of the Montessori Seguin Board material in the Montessori mathematics curriculum, providing a tactile and engaging method for young children to explore and understand the teen numbers.

Benefits of Montessori Seguin Board A

Montessori Principles of Seguin Board A

How to Present the Montessori Seguin Board A

Child interacting with Montessori Seguin Board A, arranging wooden cubes numbered 11, 12, and 13, to learn about teen numbers through hands-on activities. — This board helps children understand the decimal system by introducing the concept of the 'teens' (11-19), emphasizing the relationship between units and tens.

📏 Range Age: 4 - 6 years (activity should be adjusted based on the child's age and skill level).

🧠 Prerequisites: Math Activities (Number Rods, short beads staris), Language Activities (vocabulary building activities for numbers and counting), Cognitive Activities (understanding of number sequences, introduction to the decimal system)
🛠️ Enhancement Skills: Mathematical Skills (recognition and construction of numbers from 11 to 19, understanding the relationship between tens and units), Cognitive Development (numerical thinking, sequencing), Fine Motor Skills (placing beads and number tiles on the board).

This article discusses the design of the Teens Board, its educational importance, and effective strategies for integrating it into home learning environments.

Content

What is the Montessori Seguin Board A?
Benefits of The Montessori Seguin Board A
Purpose of the Montessori Seguin Board A
Direct Aim
Indirect Aim
Control of Error
Point of Interest
How to Present the Montessori Seguin Board A?
References

What is the Montessori Seguin Board A?

The Montessori Teens Board is designed to introduce children to the numeration of the teen numbers (11-19).

It consists of a board with sockets for placing numeral and quantity rods, helping children associate numeric symbols with their corresponding quantities in a concrete way.

Benefits of The Montessori Seguin Board A

Engaging children with the Montessori Teens Board offers numerous educational benefits:

🔢 Numeracy Skills: Enhances understanding of numbers 11 through 19, establishing a foundation for future math learning.
🧮 Concept of Place Value: Introduces early concepts of place value, essential for arithmetic operations.
👁️ Visual Learning: Supports visual recognition of numbers and quantities, reinforcing learning through visual aids.
🤹 Hand-Eye Coordination: Develops fine motor skills and hand-eye coordination through the manipulation of small objects.
🔄 Self-Correction: Promotes independent learning and self-correction as children match numbers to their corresponding rods.

Purpose of the Montessori Seguin Board A

The Montessori Teens Board is primarily used to deepen a child’s understanding of the numbering system for teen numbers, bridging the gap between single-digit numbers and larger values.

Direct Aim

The direct educational goal of the Teens Board is to give children a concrete understanding of the numbers 11 to 19, provide materials that combine symbols and quantities to form new numbers, and teach the sequence of the teens. This helps to solidify the child’s comprehension of the numerical order and value from 11 to 19.

Indirect Aim

Indirectly, the Teens Board prepares children for more complex mathematical concepts and operations, such as understanding the transition from 19 to 20, and the basics of addition and subtraction within this number range.

Control of Error

The Teens Board is designed with specific features to serve as a built-in control of error, ensuring that children can independently verify their work.
The child’s knowledge of numbers guides initial attempts, while physical attributes of the board, such as a ridge between the one and zero in the frame, prevent misplacement of unit cards. Additionally, different colors for the tens and units help children differentiate and correctly position the components.
Verification by the Directress and counting the beads provide further opportunities for error correction, guiding children towards the correct configuration through tactile and visual feedback

Point of Interest

The hands-on nature of the Teens Board, where children see a new number emerge by adding a unit card to the ten, and the act of sliding unit cards into place, captivates their interest.
Observing the unit card position relative to the ten, alongside the comparison of bead bars, promotes sustained engagement.

The activity is designed to develop a child's number sense, helping them recognize number patterns, sequences, and the foundational concepts of adding ten.

How to Present the Montessori Seguin Board A?

Important: Before we proceed with the upcoming presentation, it is essential to first complete the 'Tens Board - Understanding Tens' presentation (to connect name and symbol of numbers 11-19). This foundational step ensures a thorough understanding of tens, setting the stage for a more effective and meaningful learning experience in the subsequent activities.

Materials

Two wooden frames, each featuring nine sections with the numeral '10' printed one below the other. Each section includes slots where unit cards can be inserted, covering the "0" in "10" to transform it into teen numbers. The last section of the second frame remains blank for flexibility in instruction.
A set of unit cards, numbered from 1 to 9, designed to be affixed alongside the tens to facilitate the comprehension and formation of teen numbers.
Bead bars: 9 golden ten bars to represent groups of ten, and one set of colored bead bars numbered from 1 to 9, which help illustrate the addition of units to tens in forming numbers from 11 to 19.

The following instructions are the Montessori presentation of Teens Board:

Presentation

Setup: Place the first frame in the upper center of the rug to set a clear visual foundation for the activity.
Material Organization: Arrange all other materials in the upper right corner of the rug for accessibility and order.
Bead Stair Creation: Remove the colored bead bars and construct a stair from them to visually demonstrate the incremental increase of units.
Golden Bead Arrangement: Lay out the golden bead bars side by side in sequential order next to the colored bead bars to represent tens.
Symbol Card Placement: Remove the symbol cards from 1 to 4 and lay them in a line on the rug, creating an organized display of unit symbols.
Material Coverage: Cover the box with the remaining frame and symbol cards from 5 to 9 to introduce these items progressively.
Ten Identification: Point to the ten in the first frame and ask the child, "What is this?" or "How many tens in this?" The child should respond with "one ten" or "one."
Ten Bar Request: Ask the child, "Give me one ten bar."
Ten Bar Placement: When the child hands you the ten bar, place it next to the ten symbol in the first frame on the left side of the frame.
Unit Request: Indicate the colored bead bars and ask the child, "Give me one unit."
Unit Placement: Place the unit bead bar next to the ten bead bar to visually demonstrate what part of the ten one unit represents.
Combination Explanation: State, "We have one ten and one unit," while indicating with your index finger.
Symbol Card for Unit: Request the card that says "one" from the child.
Symbol Placement: Slide the 1 symbol card into the slot, covering the zero in the ten on the frame.
Verbal Confirmation: Point to the numeral and bead bars, saying, "one ten and one unit," to reinforce the concept.
Repetition for Understanding: Repeat the process with the second slot in the frame, now saying, "one ten and two units."
Completion of Frame: Continue this method until the first frame is fully completed with appropriate bead and symbol placements.
Sequence Review: Repeat bead bar and symbol names in sequence to reinforce memory and understanding.
Active Recall: Ask the child to name the symbols and quantities, using the second phase of the three period lesson to test comprehension.
Introduction of Second Frame: Add the second half of the teen boards and symbols as soon as the child has mastered the first frame.
Naming Teen Numbers: As the child recognizes the numbers as combinations of tens and units, introduce the names of numerals 11, 12, 13, etc.
Concept of Twenty: Use the empty section at the bottom of the second frame to introduce the concept of "20" or "2 tens." Use the blue 20 symbol printed on the cards and show the construction of 20 using a ten bar and additional units to form another ten.
Practical Demonstration: Place a ten bar before the child, add the nine bar next to it, and then the one bar. Count and replace the 9 and 1 with a 10 bar. Show the child that you now have "2 tens" or "20".

Variations & Extensions

Variations

Introduce different materials such as strings of beads or different colored bars to represent units and tens, making the learning more visual and varied.
Include miniature teen boards that the child can manipulate individually or in small groups to encourage collaborative learning.
Offer activities that incorporate writing numbers to complement the bead work, reinforcing number formation and hand-eye coordination.

Extensions

Extend the activity to include numbers beyond 19, gradually introducing the twenties, thirties, etc., to provide a seamless transition into larger numbers.
Introduce simple addition and subtraction tasks using the teens board to apply the concept of tens and units in practical scenarios.
Engage the child in games that involve finding missing numbers or solving puzzles using the bead bars and number cards, enhancing critical thinking and problem-solving skills.

Recommendations

Regularly assess the child’s understanding and comfort with the activity, ensuring each concept is fully grasped before introducing more complex ideas.
Encourage the child to explore and experiment with the bead bars and cards, promoting self-directed learning and discovery.
Maintain a calm and organized environment, allowing the child ample time and space to focus on the learning task, fostering a deeper understanding of the mathematical concepts presented.

References

Montessori, M. (1989). To Educate the Human Potential. Santa Barbara, CA: ABC-CLIO. pp. 150-165.
Montessori, M. (1988). The Child in the Family. New York: Clio Press. pp. 75-90.
Montessori Education Programs - Montessori Academy
Montessori Blog - The Center for Guided Montessori Studies

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Hi! I'm Chris Palomino, a B.S. in Psychology, and a mother of a precious one-year-old girl. Over the past eight years, I've been guiding children, particularly those aged 3 to 6 facing developmental and learning challenges, with a special focus on autism and ADHD.

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