Material
- 10 rods, similar to the long stair but the number of rods are divided into red and blue partitions. The smallest rod is colored red only, the second rod which is twice the size of the first is divided into two, one half red, the other half blue. The third rod, which is three times the size of the first, is divided into three partitions and color alternatively red and blue. All the other rods are divided in similar fashion. The number of partitions in each rod represents the number of each rod.
Direct Aim
Learning the names of the numbers and memorizing the sequence.
Age of Great Interest
4 to 5 years
Control of Error
The number of partitions will guide the child’s memory.
Teacher’s presentation
- First place the mat correctly on the floor.
- The guide shows the child where the rods are, and how to handle them correctly. The rods are held at each end, in this way giving the child an impression of length.
- The rods are placed in any position on the mat.
- The directress shows the child how to place the rods in their formation, starting with the ‘one’ at the bottom left-hand side of the mat.
- The child is asked if he would like to arrange the rods.
- When the rods are in correct position, the teacher isolates the first three.
- Via the Three-Period Lesson, Number name of the rod is given.
First Period Lesson
“Here is 1.” Show the child how to feel it in the center with he first two fingers – the child inspects this and counts as well. “Here is 2.” Show the definite division between 1 and 2. The same for number 3, and compare the different lengths. Let the child feel the rods as much as possible and count them himself.
Second Period Lesson
The rods are mixed. “Which is number 3?” “Put number 2 here.” “Give me number 1.” Encourage counting and feeling.
Third Period Lesson
Ask the child to close his eyes, place one in his hand. Ask the child to open his eyes and to count it and say what rod it is. This is repeated with the other rods. When the child has learnt these three rods, he is ready for the next two. When the child knows 1 – 3, introduce 4 – 10, two rods at a time.
N.B. The child has already learned the terms of shortest and longest with the long stair. With the number rods he does later exercises expanding these compsaratives and superlatives: smallest, biggest, small, smaller than; big bigger than, (“is the number rod of 6 greater than the rod of 4?”) “Show me a rod greater than – smaller than – this.” “show me a rod less – more – than this”. “These two are equal to this.” “This rod is in the middle of these.”