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Chapter 5 The Study Of Numbers Up To 10

1

From the rods to a written symbol

The child should at this stage be capable of reading and writing what the rods say once a pattern has been made. Recording what he has just discovered with his rods should present no difficulty if he has the necessary knowledge of the written conventions at his disposal. 2

From written symbols to the rods

The reverse process of interpreting a written statement in terms of a rod pattern has already received some attention during oral activities. When told to make the rod pattern showing that three plus four equals five plus two, the child usually has no difficulty. However, when the same statement is written on the blackboard and the child simply sees 3 + 4 = 2 + 5, there is sometimes some hesitancy in translating it into a rod pattern. Thus, a second step towards mastery of written exercises is to require the making of rod patterns from a wide selection of written statements. 3

From written symbols direct to an answer

At this stage, the child is presented with an incomplete expression, e.g. 3 + 4 = 2 + , which has to be completed in writing. If unable to complete it he must resort to his rods, but after a while he will write the answer down directly without recourse to the rods at all. The question is frequently asked: ‘But when are the rods discarded altogether?’ The above provides the answer—the child

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The Cuisenaire Gattegno method of teaching Mathematics  
The Cuisenaire Gattegno method of teaching Mathematics  

The Cuisenaire Gattegno method of teaching Mathematics

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