一般的學校教11以上的識數都會使用工作紙或平面教具。而Montessori用的是short bead stair+ten bead bar.先讓孩子了解11-19的量, 後再介紹數字(Numeral Formation)  

1. Place the short bead stair randomly on the right side of mat.
2. Have the child to bring the bead “1” by asking them “Can you find bead “1” for me please?”. Then let the child to put it on the top of the mat.
3. Have the child to find the bead “2” by asking them “Can you find bead “2” for me please?”. Then let the child to put it on the just below bead “1”
4. Do it likewise until bead “9”, placing the beads under each number to set up a triangle.

Child like to take time to count. And she is very happy that the triangle has been built!

 Control of error

• The short bead stair, triangle cannot set up when the beads being put wrongly.

Then I introduce the ten bead bar to the child and let her to grap the concept of 10 and 1 make eleven and so on……

This picture show we are doing 3PL in order to let her familiar the concept. 

Lastly, I have her to make 11-19 by using the short bead stair and the ten bead bar.

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The child is feeling “how long” is the rod.

He is arranging the rods from short to long.

The aims of working with the long rods are:

1. Introduce the concept of conservation of length.
2. Visual discrimination of difference in dimensions (length).
3. Prepare child for number rods and counting 1-10.

What we need:

Mat, 10 red rods of varying lengths (length from 10cm to 100cm). The unit of difference between each rod is 10cm.

These are the steps how we present to the child, remember before presentation you have to tell the child prepare working area.

1. Bring him over to the Red Rod and tell him: “This is the Red Rod”.
2. Show the child how to hold the red rod (Carry the rod vertical and so your hands are at waist level).
3. 
4. Let the child bring the longest and the shortest red rods.
5. Have the child carry all of the rods over one at a time and place them horizontally in random order on the left of the mat.
6. 
7. Pick the shortest rod.
8. Place it in front of the teacher, run the right hand index and middle fingers from left to right slowly.
9. 
10. Then bring the shortest rod at the lower left of the mat.
11. Take the next shortest rod then repeat the steps 8 and 9 until the stair case is built.
12. 
13. Dismantle the rods and put them randomly and invite the child to have his turn.

Building a maze act as one of the variation.

Control of error

 The child will know whether his works right or wrong by observe the outcome (harmony)

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