328 THE MONTESSORI METHOD
B, on which side the stair ascends. This results in the same numeration as when we counted the longest rod — 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Wishing to know the number of rods, we count them from the side A and the same numeration results; 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. This correspondence of the three sides of the triangle causes the child to verify his knowledge and as the exercise interests him he repeats it many times.
We now unite to the exercises in numeration the earlier, sensory exercises in which the child recognised the long and short rods. Having mixed the rods upon a carpet, the directress selects one, and showing it to the child, has him count the sections; for example, 5. She then asks him to give her the one next in length. He selects it by his eye, and the directress has him verify his choice by placing the two pieces side by side and by counting their sections. Such exercises may be repeated in great variety and through them the child learns to assign a 'particular name to each one of the pieces in the long stair. We may now call them piece number one; piece number two, etc., and finally, for brevity, may speak of them in the lessons as one, two, three, etc.
THE NUMBEES AS REP RESENTED BY THE GBAPHIC SIGNS
At this point, if the child already knows how to write, we may present the figures cut in sandpaper and mounted upon cards. In presenting these, the method is the same used in teaching the letters. " This is one." " This is two." "Give me one." "Give me two." "What number is this ?" The child traces the number with his finger as he did the letters.
Exercises with Numbers. Association of the graphic sign with the quantity.