Printed Numerals: International Version
Wooden tablets with the numerals one to ten printed in red, used beside the Number Rods so that a quantity and its symbol arrive together. That pairing is the whole exercise: the child has already built and compared the rods, and this is the moment the written sign gets attached to something they can already feel the length of. This is the international version, and a US version of the same material is a separate item. The Number Rods are sold separately. Wood.
“Education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.”
The Printed Numerals introduce abstract mathematical symbols through concrete wooden tiles that children can physically arrange and rearrange.
- Recognition of numerals 0-9 and their distinct visual characteristics
- One-to-one correspondence between quantity and symbol
- Sequential ordering and number patterns
- Visual discrimination between similar numerals (6 and 9, 1 and 7)
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Each 5×5 cm square tile presents a single numeral in clear red print, allowing the child to isolate and focus on one symbol at a time. The wooden tiles bridge the gap between quantity (concrete beads or counters) and symbol (abstract numerals), providing a crucial stepping stone in mathematical abstraction. By physically handling these wooden squares, children internalize the visual forms of numerals through repeated sensorial experiences. The red numerals on smooth wood create a distinct visual and tactile impression, helping children form clear mental images of each number symbol. These tiles serve as a reference point throughout the mathematics curriculum, from initial number recognition to complex operations, making the abstract concept of written numbers accessible through tangible wooden pieces.
How to present it
Follow the Montessori method of presentation for optimal child development.
Place the wooden numeral tiles in a basket on a tray. Choose a work mat in a quiet area with good lighting. Initially present only numerals 1-3, gradually introducing more as the child gains confidence.
- 1
Introduce three tiles (1, 2, 3) using the three-period lesson. Place tile 1 on the mat: 'This is one.' Trace the numeral with two fingers
Move slowly and deliberately when tracing, modeling the correct formation direction - 2
Mix the three tiles and ask the child to identify: 'Can you show me two?' Allow the child to point or hand you the tile
If the child hesitates, reduce to two tiles temporarily - 3
Point to each tile randomly and ask: 'What is this?' Wait for the child to name each numeral
Celebrate correct responses with a smile rather than excessive praise - 4
Once 1-3 are mastered, introduce 4-6, then 7-9, and finally 0, following the same three-period process
Some children need several days with each group, follow their pace - 5
Create games: arrange tiles in sequence, match to quantity cards, or play 'find the missing number'
Let children create their own games once they know all numerals
Every Child Is a Little Creator
Heritage
Since 1929
Brands used by
schools worldwide
European brands
AMI
Endorsed
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