Montessori Maths at Home: From Birth to Age 6

I still remember the moment Amon counted out blackberries as we walked along a hedgerow full of them, looked up at me with bright eyes, and said, “Mummy, I have eaten 5 blackberries!” She was around 3 years old, holding more blackberries in her little hands, mouth stained and she’d just discovered addition on her own.

No flashcards. No worksheets. No drilling. Just berries, concrete experience, and a mind ready to make connections.

This is Montessori Maths. It meets children where they are, builds on what they can touch and see, and trusts their natural ability to discover mathematical relationships through exploration.

Why Maths Looks Different in Montessori

“Why is that child counting beads instead of doing sums?”

“Shouldn’t they be learning their times tables by now?”

“Why are they pouring water and sorting buttons when they could be filling in worksheets?”

If you’ve ever peeked into a Montessori classroom, you might have wondered why maths looks so different from the worksheets and flashcards we remember from our own childhoods. The answer is simple but profound, Montessori Maths isn’t about memorizing abstract numbers. It’s about understanding what numbers actually mean through concrete, hands-on experiences.

Before a child ever writes “2 + 3 = 5” on paper, they’ve held 2 blocks, added 3 more blocks, counted all 5 blocks, and physically experienced what addition means. This foundation moving from concrete objects to abstract symbols is what makes Montessori maths so powerful.

This guide shares our journey with Montessori-inspired maths at home, from the earliest counting games with a toddler to the moment when abstract number concepts suddenly click. You don’t need expensive materials or a teaching degree—just everyday objects, a bit of patience, and trust in your child’s natural mathematical mind.

Understanding the Montessori Approach to Maths

Maria Montessori believed that children are born with a “mathematical mind”, an innate ability to categorize, order, sequence, and understand quantity. Our job isn’t to force-feed mathematical facts but to provide experiences that let this natural mathematical thinking flourish.

The Montessori Maths progression:

1. Indirect preparation (birth-3 years): Sorting, ordering, one-to-one correspondence
2. Introduction to quantity (2.5-4 years): Counting with objects, understanding “how many”
3. Introduction to symbols (3-4.5 years): Numerals 0-10, matching symbols to quantities
4. Decimal system (4-5 years): Understanding tens, hundreds, thousands with concrete materials
5. Operations (4.5-6 years): Addition, subtraction, multiplication, division with materials
6. Abstract (5-6+ years): Moving toward abstract calculation

Notice that memorization comes LAST, not first. Children understand the “why” and “how” before they memorize the “what.”

My Experience: Why Maths Matters

I’ll be honest, maths wasn’t my favorite subject growing up. I memorized formulas without understanding them, stressed over timed tests, and felt like numbers were mysterious codes I could never fully crack.

When Amon came along, I was determined her experience would be different. I wanted her to see maths as logical, beautiful, and dare I say it, fun. The Montessori approach gave me a framework to do just that.

Watching her count out three strawberries for her snack, sort her toys by size, measure ingredients while baking, and notice patterns in nature showed me that mathematical thinking is everywhere. It’s not confined to worksheets or textbooks. It’s woven into daily life.

This post shares what worked for us: the activities we did, the materials we made (and the expensive ones we skipped), and the progression we followed from counting fingers to understanding place value.

Stage 1: Indirect Preparation (Birth to 3 Years)

Before children can understand “3,” they need to develop several foundational concepts through everyday experiences.

Mathematical Concepts in Practical Life

Every practical life activity builds mathematical thinking:

One-to-one correspondence:

• Setting the table (one plate per person, one fork per plate)
• Putting away shoes (one shoe per foot, two shoes make a pair)
• Distributing snacks (one biscuit for you, one for me)
• Buttoning buttons (one button per buttonhole)

Sorting and classifying:

• Sorting laundry (socks together, shirts together)
• Putting away toys (blocks in this bin, cars in that one)
• Organizing cutlery (spoons, forks, knives in separate sections)
• Sorting by color (red toys, blue toys, yellow toys)

Ordering by size:

• Stacking rings on a post (biggest to smallest)
• Nesting cups or boxes
• Ordering shoes by size (baby’s, child’s, adult’s)
• Comparing “big” and “small” items

Measurement and estimation:

• Pouring specific amounts when cooking
• Filling containers (full, half-full, empty)
• Comparing weights (heavy, light)
• Understanding spatial relationships (in, on, under, beside)

Our Kitchen as Maths Lab

Because Amon loved helping in the kitchen, she got constant exposure to mathematical concepts:

Counting: “We need three eggs. Can you count them?”

Measurement: “Pour water to this line on the measuring cup.”

Fractions: “Let’s cut the sandwich in half. Now you have two pieces!”

Time: “The timer will beep in 5 minutes when the cookies are ready.”

Estimation: “Do you think this bowl is big enough for all the flour?”

None of this felt like “maths lessons.” It was just cooking together. But every time we cooked, she was building number sense, measurement understanding, and logical thinking.

Language of Mathematics

Even before formal maths activities, we can build mathematical language:

Quantity words:

• More, less, fewer, same
• All, none, some
• Full, empty, half
• Enough, too much, not enough

Position words:

• First, last, middle
• Before, after, between
• Top, bottom, next to
• Inside, outside, beside

Size and comparison words:

• Big, bigger, biggest
• Small, smaller, smallest
• Tall, short, long, wide
• Heavy, light, thick, thin

Number words:

• Counting everything: steps, buttons, toys, crackers, flowers
• Singing counting songs
• Reading counting books
• Noticing numbers in the environment (house numbers, prices, phone buttons)

Sensorial Activities Build Mathematical Minds

Remember those expensive Montessori sensorial materials I mentioned in the writing post? They’re more useful for maths than they were for literacy!

Pink tower: Ten wooden cubes graduated in size (1cm³ to 10cm³)

• Teaches dimension, size discrimination, visual ordering
• Builds understanding of the decimal system (each cube is exactly 1cm³ different)

Brown stairs: Ten wooden prisms graduated in height and width

• Teaches seriation (ordering by size)
• Prepares for understanding numerical order

Red rods: Ten wooden rods graduated in length (10cm to 100cm)

• Teaches length discrimination
• Visual representation of numbers 1-10

Knobbed cylinders: Four blocks with cylinders that vary by height, width, or both

• Teaches size discrimination and gradation
• Prepares for understanding dimensions

My honest experience: We had brown stairs and knobbed cylinders (hand-me-downs from a friend). Amon used them occasionally and they were helpful for understanding gradation. But you absolutely don’t have to buy them.

DIY alternatives that work just as well:

• Stack different sized boxes or containers
• Order stones or sticks by size
• Arrange books from smallest to largest
• Stack cans or jars by height
• Use measuring cups in graduated sizes
• Create your own red rods from painted cardboard tubes cut to different lengths

The expensive materials are beautiful and precise, but the concept—ordering by size, understanding gradation, comparing dimensions—can be taught with everyday objects.

Stage 2: Introduction to Quantity (Ages 2.5-4 Years)

Once children understand basic mathematical language and concepts through practical life, they’re ready to connect quantity with counting.

Number Rods: Understanding Quantity 1-10

What they are: Ten wooden rods painted in red and blue segments, graduated from 10cm (representing 1) to 100cm (representing 10).

What they teach:

• Each number is a distinct quantity
• Numbers grow in a predictable sequence
• Visual and physical experience of “how much” each number represents

How to use them:

1. Lay out the rods in random order
2. Invite child to order them from shortest to longest
3. Count the segments on each rod: “One. One-two. One-two-three…”
4. Compare rods: “Five is longer than three. Three is shorter than seven.”

DIY alternative: Make your own with:

• Cardboard tubes or wooden dowels cut to lengths (10cm, 20cm, 30cm, etc.)
• Paint alternating sections in two colors
• Or use colored tape to mark segments
• Or simply use sticks from the garden ordered by length!

Cost: £60-80 to buy vs. under £10 to DIY

Counting with Real Objects

Before introducing formal materials, children need LOTS of experience counting real objects.

What we counted:

• Toys (cars, blocks, dolls)
• Food (grapes, crackers, pasta pieces)
• Natural objects (stones, shells, leaves, flowers)
• Body parts (fingers, toes, eyes, ears)
• Steps (counting as we climbed stairs)
• Household items (spoons, buttons, pegs)

Counting games we played:

“How many?” game: Place a small number of objects in front of the child. “How many cars are there? Let’s count together: one, two, three, four. Four cars!”

Counting basket: Keep a basket of interesting small objects (shells, buttons, small toys). Practice counting them daily—the number can vary.

Counting during routines: “Let’s count the plates. We need four—one, two, three, four!” “Count the steps as we go up: one, two, three…”

Movement counting: “Jump five times! One, two, three, four, five!” “Clap three times!”

One-to-one correspondence: Give child 5 cups and 5 toy animals. “Give each animal a cup. Is there one cup for each animal?”

Sandpaper Numbers: Introduction to Symbols

Just like sandpaper letters for literacy, sandpaper numbers connect the visual symbol with the tactile experience.

What they are: Numerals 0-9 cut from sandpaper and mounted on cards.

What they teach:

• Recognition of numeral symbols
• Correct formation of numerals (traced in the direction they’re written)
• Connection between symbol and name

How to make them:

1. Print large numeral templates (0-9), about 4-5 inches tall
2. Trace onto back of medium-grit sandpaper
3. Cut out carefully
4. Glue onto cardstock rectangles
5. Optional: Use green cards (Montessori color code for maths)

How to use them: Same three-period lesson as with sandpaper letters:

Period 1: “This is one.” (trace the numeral) Period 2: “Show me three.” “Where is seven?” Period 3: “What number is this?”

Start with 1, 2, 3 and gradually introduce more numbers.

Time to make: 2-3 hours total Cost: Under £8

Cards and Counters: Quantity and Symbol Together

This is where quantity and symbol come together beautifully.

What you need:

• Number cards 1-10 (just written or printed numerals)
• 55 small objects to use as counters (buttons, stones, blocks, beans)

How it works:

1. Lay out number cards 1-10 in order
2. Child places the correct quantity of counters below each card
3. Below the “3” card, they place 3 counters
4. Below the “7” card, they place 7 counters
5. Continue for all numbers

Important twist: Arrange counters in pairs to introduce odd and even:

• 2, 4, 6, 8, 10 make perfect pairs (even)
• 1, 3, 5, 7, 9 have one left over (odd)

What this teaches:

• Matching symbol to quantity
• Counting accurately
• One-to-one correspondence
• Introduction to odd and even numbers

DIY version:

• Write numbers 1-10 on index cards
• Use any small objects you have (buttons are perfect!)
• Cost: essentially free

Spindle Box: Understanding Zero and Precise Quantity

What it is: A wooden box with 10 compartments labeled 0-9. Child places the correct number of spindles (thin dowels) in each compartment.

What makes it special:

• The “0” compartment remains EMPTY (teaching that zero means none)
• Spindles are bundled with an elastic band, reinforcing that each number is a distinct quantity
• It’s a self-correcting activity—you have exactly 45 spindles, no more, no less

DIY alternative:

• Use an egg carton or ice cube tray (or make compartments from small boxes)
• Label sections 0-9
• Use chopsticks, pencils, or sticks as “spindles”
• Small rubber bands to bundle them
• Cost: free to £2

Our experience: I made a version using a cardboard box divided into 10 sections and chopsticks cut into safe lengths (no sharp points!). Amon loved bundling the sticks with tiny elastic bands; the physical act of gathering and binding each quantity reinforced the concept beautifully.

Stage 3: The Decimal System (Ages 4-5 Years)

This is where Montessori Maths gets really clever. Instead of teaching “carrying” and “borrowing” as mysterious procedures, children physically experience what hundreds, tens, and ones actually mean.

Golden Beads: The Foundation

What they are:

• Individual beads (representing 1)
• Bars of 10 beads (representing 10)
• Squares of 100 beads (representing 100)
• Cubes of 1,000 beads (representing 1,000)

These golden materials let children see and feel that 10 ones make one ten, 10 tens make one hundred, and 10 hundreds make one thousand.

What they teach:

• The decimal system (base 10)
• Place value (ones, tens, hundreds, thousands)
• That larger numbers aren’t scary—they’re just organized groups
• Foundation for all four operations

Activities with golden beads:

Introduction to hierarchy: “This is one.” (show single bead) “This is ten.” (show 10-bar) “See? Ten ones make one ten.” “This is one hundred.” (show 100-square) “Ten tens make one hundred.” “This is one thousand.” (show 1000-cube) “Ten hundreds make one thousand.”

Forming numbers: Adult says: “Bring me 2 hundreds, 3 tens, and 4 ones.” Child collects: 2 hundred-squares, 3 ten-bars, and 4 unit beads. Together count: “234!”

Comparing quantities: “Which is more – 3 hundreds or 5 tens?” Child can see that 3 hundreds (300) is much more than 5 tens (50).

DIY alternative: Honestly? Golden beads are hard to DIY effectively. But you have options if you have the time:

Option 1: Buy golden beads secondhand Check eBay, Facebook Marketplace, or Montessori resale groups. Full sets can be found for £20-40 used vs. £80-120 new.

Option 2: Use base-10 blocks These are commonly available from educational suppliers and work similarly:

• Unit cubes (ones)
• Rods of 10 cubes (tens)
• Flats of 100 cubes (hundreds)
• Cost: £15-25

Option 3: DIY with beads and wire (ambitious!)

• String beads onto wire for 10-bars
• Create 10×10 grids for hundreds (tedious but possible)
• Cost: £10-15 and several hours

Option 4: Use manipulatives you already have

• Units: individual blocks, beans, buttons
• Tens: groups of 10 in small bags or containers
• Hundreds: groups of 100 in larger containers
• Not as elegant, but the concept is the same

My choice: I tried to DIY these but there was an online shop that was about to close business at the time and all the materials were discounted, so I managed to buy the set of beads. Given how foundational they are to Montessori Maths, this was worth it for us. But we also used blocks and other manipulatives for additional practice.

Number Cards 1-9000: Matching Symbol to Quantity

What they are: Large cards showing numbers in place value:

• Green cards: 1, 2, 3, 4, 5, 6, 7, 8, 9 (units)
• Blue cards: 10, 20, 30, 40…90 (tens)
• Red cards: 100, 200, 300…900 (hundreds)
• Green cards: 1000, 2000…9000 (thousands)

What they teach:

• Place value visually (the cards overlap to form complete numbers)
• That 234 is really 200 + 30 + 4
• The size of numerals reflects the size of the number (9000 is printed much larger than 9)

How to use them:

Activity 1: Building numbers Adult: “Make 342” Child: Selects 300 card, places 40 card over it, places 2 card over that Result: 342 appears as a complete number

Activity 2: With golden beads Child forms 2,365 with golden beads (2 thousand-cubes, 3 hundred-squares, 6 ten-bars, 5 unit beads) Then finds matching number cards and places them beside the quantity

DIY version:

• Make cards using cardstock
• Write numbers clearly with proper place value colors if possible
• Alternatively, print templates available online
• Cost: Under £5
• Time: 2-3 hours

I made these while watching TV over several evenings. They’re time-consuming but straightforward, and Amon used them extensively.

Stage 4: The Four Operations (Ages 4.5-6 Years)

Once children understand the decimal system, they’re ready to add, subtract, multiply, and divide but not through memorization. They do it with materials first, understanding the process before moving to abstract calculation.

Addition with Golden Beads

The setup: Two children (or child and adult) each form a number with golden beads. Child 1: 1,234 (1 thousand-cube, 2 hundred-squares, 3 ten-bars, 4 units) Child 2: 2,321 (2 thousand-cubes, 3 hundred-squares, 2 ten-bars, 1 unit)

The process:

1. Combine all the materials together
2. Count units: 4 + 1 = 5 units
3. Count tens: 3 + 2 = 5 tens
4. Count hundreds: 2 + 3 = 5 hundreds
5. Count thousands: 1 + 2 = 3 thousands
6. Form the answer with number cards: 3,555!

What this teaches:

• Addition is combining quantities
• You add like categories (units with units, tens with tens)
• The process of addition (which will later be done abstractly)

Exchanging (carrying): If you have 10 units, exchange them for 1 ten-bar. If you have 10 ten-bars, exchange them for 1 hundred-square. This is “carrying” done concretely!

Subtraction with Golden Beads

The setup: Start with a large number (e.g., 5,432) Subtract a smaller number (e.g., 2,311)

The process:

1. Form 5,432 with golden beads
2. Remove 2,311 from it
3. Count what remains: 3,121

Exchanging (borrowing): What if you need to subtract 5 units but only have 3? Exchange 1 ten-bar for 10 units (now you have 13 units!) Subtract 5 units (8 remain) This is “borrowing” done concretely!

Multiplication: Repeated Addition

The concept: 3 × 4 means “3 groups of 4”

With golden beads: Make 4 groups, each containing 4 unit beads Count them all: 16 Therefore 4 × 4 = 16

Skip counting: Count by groups: “4, 8, 12, 16” This prepares for times table memorization later

Division: Sharing Equally

The concept: 12 ÷ 3 means “share 12 into 3 equal groups”

With golden beads or counters: Get 12 unit beads Distribute them equally to 3 friends (or 3 bowls) Each friend gets 4 beads Therefore 12 ÷ 3 = 4

Practical application: “We have 15 raspberries. If we share them equally among 3 people, how many does each person get?” Child physically divides the raspberries: 5 each!

Stamp Game: Moving Toward Abstraction

What it is: Small colored tiles representing:

• Green stamps = units (1)
• Blue stamps = tens (10)
• Red stamps = hundreds (100)
• Green stamps = thousands (1000)

Why it’s transitional: Children still manipulate physical objects, but the objects are more abstract than golden beads. They’re stepping stones between concrete materials and paper-and-pencil calculation.

All four operations can be done with the stamp game, following the same processes learned with golden beads.

DIY version:

• Cut colored cardstock into small squares
• Write values on them (1, 10, 100, 1000)
• Laminate if possible for durability
• Cost: Under £5
• Time: 1-2 hours

Stage 5: Abstract and Mental Maths (Ages 5-6+ Years)

Only after children deeply understand operations with concrete materials do they begin memorizing math facts.

Addition and Subtraction Charts

Addition strip board: A board with squares numbered 1-18 across the top. Children use red and blue strips to visualize addition combinations.

Addition chart: A grid showing all addition facts from 1+1 to 9+9. Child works through systematically.

Purpose: Not to drill facts but to discover patterns:

• Commutative property (3 + 5 = 5 + 3)
• Patterns in sums (all the 10s, all the 12s)
• Relationships between numbers

DIY version:

• Print blank addition charts online
• Child fills them in gradually
• Notice patterns together
• Cost: free

Multiplication and Division Boards

Similar concept: materials help children discover multiplication and division facts through pattern recognition rather than rote drill.

Eventually: After extensive work with materials, children naturally begin calculating mentally. They’ve internalized what’s happening mathematically, so abstract calculation makes sense.

Practical Maths Activities for Daily Life

The most powerful maths learning happens outside formal “maths time.” Here’s how we wove maths into everyday life:

In the Kitchen (Our Favourite!)

Measuring:

• “We need 2 cups of flour. Can you measure it?”
• “Pour 50ml of milk”
• “Use 3 tablespoons of honey”

Fractions:

• “Cut the apple into quarters. How many pieces?”
• “We need half a cup of sugar”
• “Divide the pizza into 8 slices”

Time:

• “The cake bakes for 25 minutes. When will it be ready?”
• “Stir for 2 minutes”

Multiplication:

• “If each muffin needs 1 egg, how many eggs for 6 muffins?”

Counting and adding:

• “Count 12 chocolate chips for each cookie”
• “We have 5 tomatoes. We need 8. How many more?”

Around the House

Money:

• Play shop with real or play money
• “This costs 50p. You gave me £1. How much change?”
• Sorting coins by value

Time:

• Reading analogue clocks
• “In 15 minutes, we need to leave”
• Understanding calendar concepts (days, weeks, months)

Measurement:

• “How tall are you? Let’s measure!”
• “How many of your feet across is the room?”
• Comparing who’s taller, which object is heavier

Out and About

Counting in nature:

• How many ducks at the pond?
• How many petals on this flower?
• How many steps to the gate?

Patterns:

• Spotting number patterns on houses
• License plate games (“Add up those numbers!”)
• Patterns in nature (symmetry, spirals)

Shopping:

• “We need 6 apples. Count them as we put them in the bag”
• “Which costs more, this or that?”
• Estimating total cost

Games and Activities

Board games: Almost every board game involves Maths:

• Counting spaces
• Adding dice rolls
• Strategic thinking

Card games:

• War (comparing numbers)
• Memory/Snap (matching and patterns)
• Go Fish (counting sets)

Building and construction:

• Blocks, Lego, Duplo (measurement, spatial awareness)
• Puzzles (problem-solving, spatial reasoning)

Common Questions and Challenges

“My child can count to 20 but doesn’t understand quantity. What should I do?”

This is common—they’ve memorized the counting sequence but don’t connect it to actual amounts.

Solution: Go back to counting real objects, not just reciting numbers:

• Count toys, putting one in the basket for each number
• Show different quantities: “Here are 3 blocks. Here are 6 blocks. Which is more?”
• Play “How many?” games constantly

“Should I teach maths formally or just through play?”

Both! Montessori blends structured activities (sandpaper numbers, golden beads) with playful exploration (counting during games, measuring during cooking).

The key is:

• Formal materials when child is interested and ready
• Maths woven into daily life all the time
• No pressure or stress

“My child is 5 and doesn’t know their addition facts. Should I be worried?”

Not if they understand what addition means! Montessori prioritizes understanding over memorization.

If they can:

• Combine quantities to find totals
• Solve simple problems with materials
• Understand the concept of addition

Then memorizing facts will come naturally with time and practice.

“We can’t afford Montessori Maths materials. Can we still follow this approach?”

Absolutely! Here’s what’s actually essential:

Free/cheap:

• Counting with everyday objects
• Sandpaper numbers (DIY)
• Number cards and counters (DIY)
• Spindle box (DIY)
• Kitchen measuring and cooking
• Games and daily life activities

Worth buying if possible:

• Golden beads or base-10 blocks (secondhand if possible)
• A simple abacus
• Math-focused books and games

Not essential:

• Expensive wooden materials
• Complete Montessori math sets
• Specialized equipment

The principles matter more than the materials. Understanding, hands-on learning, moving from concrete to abstract—these can be achieved with household items.

“How do I know when my child is ready for the next step?”

Signs of readiness:

• Shows interest in the next level
• Has mastered the current level
• Asks questions that indicate readiness (“What comes after 10?” “How much is 2 and 2?”)
• Seems bored with current activities

Don’t rush:

• Better to spend longer on foundations than rush to the next step
• Mastery comes from repetition and practice
• Every child’s timeline is different

Age-by-Age Summary

Here’s a quick reference for what typically happens when (but remember—every child is different!):

Ages 0-2:

• Practical life activities (sorting, ordering)
• Mathematical language (more, less, big, small)
• Counting songs and books
• One-to-one correspondence in daily life

Ages 2-3:

• Counting objects to 10
• Comparing quantities (more, fewer, same)
• Sorting by multiple attributes
• Simple patterns
• Beginning number recognition

Ages 3-4:

• Counting to 20+
• Number rods (quantities 1-10)
• Sandpaper numbers
• Cards and counters
• Spindle box (understanding 0-9)
• Introduction to teen numbers (11-19)

Ages 4-5:

• Golden beads introduction
• Understanding decimal system (1, 10, 100, 1000)
• Forming large numbers
• Introduction to operations (with materials)
• Skip counting
• Beginning addition and subtraction

Ages 5-6:

• All four operations with golden beads
• Stamp game (moving toward abstraction)
• Memorizing addition/subtraction facts
• Introduction to fractions
• Beginning multiplication and division
• Mental math emerging

Ages 6+:

• Abstract calculation
• Larger numbers and operations
• Problem-solving
• Practical applications
• Building fluency

Our Journey: Reflections

Looking back at our Montessori Maths journey, I’m struck by how natural it felt. Because we started with concrete experiences from counting fruit and toys, measuring flour, comparing stick lengths on our walks, Maths never seemed scary or abstract to Amon. Or she just does not think it Maths but a part of life.

What worked beautifully:

• Kitchen activities (constant, natural maths practice)
• Golden beads (expensive but genuinely transformative for understanding place value)
• DIY materials (perfectly adequate and we made them together)
• No pressure approach (following her readiness, not a curriculum)

What surprised me:

• How much Maths is already in daily life if you just notice it
• That understanding came before memorization, and that was okay
• How excited she got about numbers once they made sense
• That I actually enjoyed teaching maths (I who hated maths in school!)

What I’d do differently:

• Trust the process even more in the early stages
• Not worry about whether she was “ahead” or “behind”
• Spend less on materials we barely used
• Focus more on real-world applications

The biggest lesson: Maths is not about memorizing formulas or drilling facts. It’s about understanding quantity, relationships, patterns, and logic. When children build this foundation through hands-on experiences, abstract maths later makes sense instead of seeming like magic tricks.

Getting Started: Your Action Plan

Feeling overwhelmed? Start here:

This Week:

• [ ] Count everything during daily routines
• [ ] Set the table together (one-to-one correspondence)
• [ ] Measure ingredients while cooking
• [ ] Play one counting game
• [ ] Use mathematical language naturally (more, less, bigger, smaller)

This Month:

• [ ] Make or buy sandpaper numbers (0-9)
• [ ] Create a counting basket with interesting objects
• [ ] Play board games that involve counting
• [ ] Introduce number songs and books
• [ ] Count stairs, steps, toys, food every day

This Quarter:

• [ ] Make cards and counters activity
• [ ] DIY or buy spindle box
• [ ] Introduce number rods (or DIY alternative)
• [ ] Regular counting practice to 20+
• [ ] Begin noticing numbers in the environment

This Year:

• [ ] Introduce golden beads or base-10 blocks (if child is ready, around age 4-5)
• [ ] Make number cards for large numbers
• [ ] Begin simple operations with materials
• [ ] Continue daily life maths activities
• [ ] Follow child’s pace and interests

Final Thoughts

Montessori Maths at home has been a revelation for us. Watching Amon move from counting fingers to understanding place value, from adding beans to solving abstract problems, showed me that when Maths is taught with understanding from the start, it’s logical, accessible, and even beautiful.

You don’t need a fully equipped Montessori classroom. You don’t need to spend hundreds on materials. You just need:

• Everyday objects to count and manipulate
• Time and patience
• Willingness to let them learn through doing
• Trust in their mathematical mind

The path to mathematical understanding doesn’t have to involve stress, tears, or feelings of inadequacy. It can be a joyful exploration of quantity, pattern, and logic—a journey taken at the child’s own pace with an adult who supports, guides, and trusts.

Your child has a mathematical mind. Your job is simply to provide the experiences that let it flourish.

More Montessori Resources

• Montessori at Home: Practical Life at 0-6 Years
• Montessori Writing and Reading at Home
• The Montessori Way: Back-to-School Tips
• How to Set Up a Montessori Art Area at Home

Connect Maths with Cooking

One of the most natural ways to practice Maths is through cooking! Every recipe involves:

• Counting: “We need 3 eggs”
• Measuring: “Pour 250ml of milk”
• Fractions: “Use half a cup of sugar”
• Time: “Bake for 25 minutes”
• Addition: “If we double the recipe, how many eggs do we need?”

Why not choose something to cook together? Browse easy recipes and let your child help with the measuring, counting, and timing. It’s Maths practice that results in something delicious!

Perfect recipes for Maths practice:

• Filipino Garlic Fried Rice – counting cups of rice, measuring oil
• Golden Fried Rice – counting eggs, measuring ingredients
• Baking projects – the ultimate Maths activity!

Are you exploring Montessori Maths at home? I’d love to hear about your experience! What activities does your child enjoy? What materials have you made or bought? What challenges are you facing? Leave a comment below or connect with me on Instagram @ccookingmummy.

Browse more recipes and parenting content here or follow along on Facebook, Pinterest, and Instagram for updates on life in the countryside and beyond.

Quick Reference: Essential Montessori Maths Materials

Free or Nearly Free (Under £5):

• Counting with everyday objects (buttons, stones, toys)
• DIY sandpaper numbers (cardstock + sandpaper)
• Cards and counters (index cards + buttons)
• DIY spindle box (egg carton + chopsticks)
• Kitchen measuring activities
• Number songs and counting books
• DIY number rods (cardboard tubes or sticks)

Worth Buying (£5-30):

• Set of sandpaper numbers (if you don’t want to DIY): £15-25
• Wooden number rods (secondhand): £15-30
• Base-10 blocks (cheaper alternative to golden beads): £15-25
• Games and puzzles: varies

Investment Pieces (£30+):

• Golden beads set (new £80-120, secondhand £25-40)
• Complete number cards 1-9000: £20-40 (or DIY for £5)
• Pink tower, brown stairs, red rods (£40-80 each new, much less secondhand)

My recommendation: Start with free DIY materials. If your child loves them and you find Montessori Maths valuable, invest in golden beads secondhand. Everything else can be improvised or made at home.

Recommended Books and Resources

For Parents:

• “Montessori from the Start” by Paula Polk Lillard and Lynn Lillard Jessen
• “The Montessori Toddler” by Simone Davies
• “How to Raise an Amazing Child the Montessori Way” by Tim Seldin
• Association Montessori Internationale (AMI) website: amiusa.org
• American Montessori Society website: amshq.org

Counting Books for Children:

• “Ten Black Dots” by Donald Crews
• “Chicka Chicka 1, 2, 3” by Bill Martin Jr.
• “The Very Hungry Caterpillar” by Eric Carle (counting and days)
• “How Do Dinosaurs Count to Ten?” by Jane Yolen
• “Feast for 10” by Cathryn Falwell

YouTube Channels and Blogs:

• The Kavanaugh Report (Montessori at home)
• How We Montessori (practical Montessori ideas)
• Living Montessori Now (free printables and activities)

Final Encouragement

If you take away nothing else from this post, remember this: Your child is naturally mathematical. They’re born with the ability to recognize patterns, understand quantity, and think logically. Your job isn’t to force-feed mathematical facts but to provide the experiences that let their natural mathematical mind flourish.

Start where you are. Use what you have. Count the toys you already own. Measure with the cups in your kitchen. Sort the laundry together. Notice numbers on your walks. These simple, everyday activities build the foundation for all future mathematical learning.

And when you’re ready for more structured materials be they sandpaper numbers, golden beads, number cards; you can make many of them yourself for just a few pounds and a few hours of your time.

Maths doesn’t have to be stressful. It doesn’t have to be scary. It doesn’t have to involve tears, frustration, or feelings of inadequacy. When taught with understanding from the beginning that is moving from concrete objects to abstract symbols at the child’s own pace, Maths becomes what it should be: logical, accessible, beautiful, and even fun.

Trust your child. Trust the process. Trust that mathematical understanding will emerge when the foundation is strong and the timing is right.