Making Montessori Materials: Bead Chain Arrows

I got tired of the paper/cardstock arrows. So thin, they slip around, hard to pick up when the focus should be on counting. They get *lost*.

The file I original used has two of the colors switched; I was able to change them (after I'd already printed the wrong arrows), then ran out of ink so had to wait. One thing leads to another, years have passed and the children are just making their own arrows out of paper for those two colors. I tried to print them again, but lost the modified file and don't have Adobe that lets me modify things anymore (and don't want to pay for it). Yeah. Craziness.

I kept saying I was going to switch to popsicle sticks.

Well, I started making the Keys of the Universe elementary Montessori mathematics videos - and my mission is to work on the corresponding materials as I get to the videos that need them. So there you go - or there I go. A simple project that became a big deal when it sat in my living room for months ;)

This material is indeed very easy.

What do you need?

• A package of normal size popsicle sticks 
• A package of tongue depressors
• White very-fine-tip paint marker (for writing on darker colors)
• Black very-fine-tip paint marker (for writing on most of the colors)
• Paint in each of the bead cabinet colors (for "gold", I kept the sticks natural)
• I also used a gold paint marker to outline the wide stick that represents the cube of the number. 
• Note: I did not do the initial counting up at the beginning - these ones I will do in cardstock to keep them narrow. Easy enough to replace those for primary use (elementary students don't use them)

TIME: These took less time to make than printing, laminating and cutting the cardstock arrows.... Just saying.

I chose to paint just one end - just on one side at first; but I found it was easier to sort them and use them with the bead chains when the color was on both sides. So the *number* is currently only on one side (could be on both). 

The numbers are written so the arrows are placed below the bead chain; I really could have, should have written them so the numbers are placed on the far side of the bead chain from the child, yet readable. Wasn't thinking much at the time. ;) 

They still work for elementary. Will have to test for primary.

A video from elementary:

Longevity of Montessori: Mathematics

The Montessori approach meets the needs of children where they are at - both collectively and individually. Therefore, it is an approach that meets the needs of ALL children. The only limitation is the preparedness of the adult to meet those needs ;)

A recent post at MariaMontessori.com introduces this concept as it applies to primary (3-6) and elementary (6-12). Montessori is Developmental

Even in our material,


Let's look at math specifically - just some highlights: 

With infants and toddlers, we do a lot of natural one-to-one correspondence. Few toys, each that belongs in a particular place. Matching activities in sizes, shapes, colors. Helping to set the meal-table using a diagram of what goes where.

We can also give the language of numbers (counting), and children love language at this age, so most do pick up on counting numbers, although they typically skip a few numbers or repeat a few sequences ;)



Primary Mathematics:
While we don't typically start math in primary until around age 4, we begin with a few materials that extend into primary mathematics as well as into use at elementary and adolescence. Sensorial and Mathematics materials are both noted here:

• Red rods - extend into the number rods 
• All the groups of ten we have extend into the decimal system
• Pink Tower and Brown Stair can be used in geometry at elementary
• Binomial Cube and Trinomial Cube (elementary and adolescence)
• Geometry Cabinet and Solids (elementary)
• Golden beads (elementary and adolescence)
• Bead Cabinet and contents (elementary and portions in adolescence)
• Snake games (if you purchase the negative snake game, it includes all you need for primary as well as elementary and adolescence)
• Decanomial bead bar box (elementary and adolescence)
• Stamp game (elementary and adolescence)
• Short Division with Racks and Tubes becomes Long Division with Racks and Tubes (elementary)

Common Threads: 

• Place value color-coding remains consistent throughout all levels - into the checkerboards that are the visualization of the multiplication process, the bank game (just numbered cards, no beads), and more.
• The bead cabinet colors also remain consistent through all levels - even into the solid wood blocks of the cubing material that is used in elementary and adolescence. 

Additional posts of interest:

Toddler Exercises of Practical Life

All Montessori Trails posts on Mathematics

Mathematics Logic Game from Wff'n Proof

Review post on Adolescent Algebra Album

And that, dear friends, is today's show ;) 

School Days - Botany, EPL, Language, Geography/History

We have been so way-laid from our plans these last few months as you will see with our botany studies... but I feel like we have utilized this season of Lent to really freshen up and clear out. So now, we can focus on things we love to do :)


Practical Life: 
Legoboy got right onto his morning chores, clearing up corners that he'd not quite done just properly the last few days. He even vacuumed (an extra). He must think it's almost time for his birthday ;) Actually, he has really begun to appreciate having a clean home where he can spread out his Lego projects and still find everything.

He arranged the prayer table a new way - with only a week to go until the start of Holy Week, he wants to be ready for some planning he has been doing for the Triduum. He lit the candles for prayer time and replace the old with new.


Botany: 
I wanted to replant our herbs in October or November, start the seedlings then, so that they could benefit from our south-facing balcony window through the winter and be strong hardy plants by now.
All of our herbs except marshmallow did NOT make the full cycle of life from our last planting. :(

Yeah. Um. Or not. Here it is April - we finally got them in.

According to our plans from last time, we made some changes:

• use a seed starter within the egg cartons
• make holes in the bottom of the cartons for the roots to not have to through so much thickness of cardboard (even soaked, many of the roots worked their way between the layers of cardboard, but not all the way OUT --- even after watering only the soil to attract the roots to the soil. 
• place the egg cartons in the seedling planters immediately (well, they now have holes in them after all)
• place directly in a warm window (we don't get as much direct sunlight right now, but a friend has a sun-lamp to loan us if needed)
• use this blue rack that has been making the rounds (we've used it for home stuff, Montessori stuff, in an atrium, in a Montessori co-op, in Legoboy's bedroom, and now into the living room stacked tall and narrow) --- it really helps all the plants reach the light, uses vertical space and not our entire floor space or play area. 

After getting this all squared away, Legoboy wanted to listen to some of the Herb Fairy stories again (Herb Fairies is currently offering a free herb cookbook and will soon open up their yearly Herb Fairy adventures ---- we are SO NOT into "fairies" and the like in our home, but we love this learning adventure!). We chose the one about roses today. Oh! All the things that a rose plant can help with! And the candy from the fruit! (actually you can make candy from the petals too, but the story didn't share that part - which means there is SO much more to learn about all the herbs we've been studying!). So we listened while I worked on tracing figures for a Garden of Francis order and Legoboy built some Lego structures. 

Practical Life Moment (as if herbs aren't practical ;) ) --- he went down to check the mail....
And we got our package from a Mountain Rose Herbs giveaway - I love winning giveaways!!! In this giveaway, we received a package of dried herbs: marshmallow root, chicory root, astragalus root powder, milk thistle seed, and burdock root --- all of which go along quite nicely with this month's Herbal Roots Zine which is on chicory. Many times, we can't do all of the recipes because we don't have the ingredients on hand. No excuse this time ;) So when we get to actually reading the Zine next week, we'll have what we need. Yay!

Our herbal studies have really gone deep. I blame Montessori on that. I can't imagine having time or energy to explore the options and make any basic herb-learning selection if we used any other curriculum. Using Montessori, this IS our botany studies (after the basic lessons). I know I gush about that freedom of time we have - but it is SO true! We worked out a plan today to choose one day a week to be our herb day - it could be reading the Zine and doing some of the activities, doing activities or watching videos from the various newsletters we are signed up for (Learning Herbs, Herbal Roots Zine, are the two that come to mind right away), doing or creating something from the kids herbal books he has, doing a recipe from the Mountain Rose Herbs catalogs (because they have recipes in there --- teas, foods, medicines, candies, you name it!).


Mathematics: 
We are taking a short break from the Montessori lessons while I create the follow-up cards for the upper elementary portions - I want him to work on these sections from the beginning, rather than what he's been doing (reviewing the lower elementary follow-up cards for typos and logic).

We played Act Your Wage again today and discussed some variations to try out next time. I'll post how all that goes ;)

I then assigned him some real life word problems of a sort, using our home finances as the foundation. It is amazing the insights he comes up with by "handing over" the finances to him. Not that he is really doing our home finances, but allowing him real life participation in real numbers and real situations, he sometimes comes up with ideas or asks just the right question to get me thinking of something better. And he finds the applicable Scripture passages when it comes to certain situations as well. He is the one to coin the phrase I have used a lot frequently: "the wife is to increase what the husband provides for the family". Well, that is perhaps a topic for our Catholic Hearts blog, but it ties in so well with our Montessori studies of real life, real experiences, inter-connecting all areas of school and life.

With these word problems, he has been looking at basic interest rates, savings rates, expenses, ways to expand our budget, etc. Utilizing both math skills, as well as logic, problem solving and ethics.


Geography/History: 
As an upper elementary student he is really delving into exploring the various beliefs about the origins of the earth and the early history of humankind. Last year, he explored various creation myths from around the world; he wants to get that book again from the library - I will post about when we do because it is recommended in the elementary Montessori albums and he wants to create some sort of analysis of the similarities amongst each one, as well as the differences - then see what those differences have to do with the culture the story came from.

Today he read a chapter from a book he has on Creation vs. Evolution.


Language: 
We finally had our discussion on what a debate is, how it works, no winners/losers yet how we can analyze a person's evidence as well as the presentation of that evidence. Look at the questions still unanswered and how many debates prompt people to do their own research.
All of this ties into his earth origins studies, because of the recent Nye/Ham debate (the link is creation perspective but I am short on time and can't find a link without a "bias") - we own the DVD - I watched part of it online but didn't have time to finish. We'll be watching the debate soon, tracking the evidence each one puts forth and see how well each one does in responding to the other.

REVIEW POST: Primary Grade Challenge Math - Zaccaro

(UPDATE 10/28/14: We have added Upper Elementary Challenge Math to our repertoire and couldn't be happier :) See the associated Montessori Trail post.)


Legoboy has another New Love:

Challenge Math by Zaccaro

We are starting with this one - covering grades 1-4 for "gifted children".

I ended up purchasing the entire of books in this series for several reasons:

1. looking for a good set of word problems to review earlier concepts
2. Montessori math and geometry do not align with any other available curriculum (I group the Montessori-inspired curricula options somewhere in the middle)
3. Something just didn't sit right with me concerning the other options. They are useful; I will not say don't use them (especially if they are working great for you! Keep going with what works!) - but there was a mis-match for our family, my principles and my understanding of Montessori. 
4. This set of books (there are several in the series) are designed for gifted children - children of younger ages who have particular gifts that correspond with typically older children. 
5. I wanted to review them for the sake of other families looking for a resource to fill a similar need. 
6. This series also includes some of those allegedly missing concepts, perfectly tying them into the included album pages (associating money with decimal fractions, converting into percents, etc. (NOTE: Please do not flame me in comments regarding missing concepts - I've covered this topic before, I am not saying Montessori is wrong, and I'm not saying the concepts aren't there - I am fully trained, I know where the concepts are and where they fit in. Comments of a flaming nature will be removed. I'm done with flaming when I speak peacefully. Thank you for speaking respectfully.)

Word Problems: 

     A few people have shared a few solutions to the dearth of word problems - and the lack of time to create their own (and my lack of time to create my own!) for each and every concept. Especially in a sporadic co-op/tutoring, mostly homeschooled by himself situation, there just aren't classmates around to pull up the caliber - and I am one person unable to cover everything (stop laughing!). ;) 

Montessori Mathematics and Geometry Studies: 

     Montessori math and geometry use hands-on materials to bring the children to the point of abstraction. In some areas, it seems that the children hold on to the materials longer than their public school counterparts, but once they release the materials, they are almost always ahead in conceptual understanding. Where we have children not able to apply the concepts, we have a situation where the adult likely didn't assure the child was working with appropriately challenging work and likely didn't ensure there were appropriate real life word problems and experiences available. 

Not sitting right: 

     What is about the other options that didn't sit right? I think because they are geared towards public school curriculum, several of the options have already been re-written to correspond to Common Core (the dumbing down of our country's children), and I just don't want to participate. 

     In addition, I really wanted something that more closely resembled Montessori. Life of Fred is a great complement to Montessori elementary mathematics but there are few word problems. 

     I think this is my main thing - I don't want to dig into 4th grade books to find word problems to give to a 1st grader, just to find math skills that fit.  

Young Age - Older Work: 

     Isn't that the mis-match of Montessori to other expectations again? 

Perhaps my reason are the same thing over and over - with different words: I wanted something that better corresponds what we are doing as compared to constantly tweaking, reading, adjusting, pulling "7th grade" materials for a 2nd grader who isn't "special" in that way, but simply has been given the tools to go deep with his understanding.... I was (and am!) tired of tweaking already!!!!

What we are using: 

     Legoboy is 1st year upper elementary, or 4th year elementary - and I would NOT say he is gifted in this way. However, he has received the keys provided through Montessori throughout his life. As a "4th grader", we started with the primary level book to review past concepts - kind of catch up in the word problem category. We did great for 1st-3rd grade, but I'm done tweaking (have I said that yet!?) and I have to be done looking too. 

Legoboy loves it! He is actually working out the math in his head or on paper as needed, then he challenges me with it. Even with Life of Fred, I have to "encourage" him to record any work, or answer out loud. He just wants to read the story (although he can do the math in the books). 

How it is set up: 

Each chapter contains some background/how-to-solve information on a particular topic - most is review for Legoboy, some is new or said in a new way. Then there are 4 pages of problems - 1-2 page(s) for each "level". The chapters can be done in any order, but easier concepts are towards the beginning. Chapters can cover a variety of topics but are generally somewhat grouped together.

The four core books we will be using are the following: 

1. Primary Challenge Math - grades 1-4: Includes chapters on Sequences, Problem-solving, Money, Percents, Algebraic Thinking, Negative Numbers, Logic, Ratios, Probability, Measurements, Fractions, Division. This book includes topics that Montessori has in upper elementary. Guess what? That tells me it is likely to trust a child's abilities and correspond well. I am NOT disappointed. 
2. Upper Elementary Challenge Math - grades 3-5 (this is available for pre-order, shipping in April)
3. Challenge Math - grades 4-9: Includes chapters on Astronomy, Algebra, Problem Solving, Percents, Fractions, Decimals, Ratio & Proportions, Physics, Statistics, Probability, Metric System, Perimeters, Area, Volumes, Trigonometry, Calculus
4. Real World Algebra - grades 4-9: Includes chapters on Language of Algebra, Geometry and Algebra, Proportions and Algebra, Physics, Levers, Pythagorean Theorem, Percents and Algebra, Simultaneous Equations, Algebra and Money

We also have the following that at first skim have been great: 

• Becoming a Problem Solving Genius: A Handbook of Math Strategies
• 10 Things All Future Mathematicians and Scientists Must Know (but are rarely taught)
• 25 Real Life Math Investigations That Will Astound Teachers and Students
• Scammed by Statistics: How we are lied to, cheated and manipulated by statistics and why you should care

I am working on something of a correlation between the AMI mathematics album and these books - slowly creating a correlation. I will share this on the Keys of the Universe Discussion Community in Excel format and will likely post it on this blog at some point in pdf format (this will happen faster if those who are interested, let me know - I'll prioritize it ;) ). 

Sample - Chapter 4 - On Money

 

 

Adolescent Algebra - and More

UPDATE 2019: This review is for the original Algebra for the Adolescent. Mike Waski has now published a second version, in two volumes (one for lower and one for older adolescents) and has separated out the Geometry to its own album entirely. Please visit The Math Institute to learn about all the resources for adolescent math studies!

The algebra album has new lessons and even more photos than before, from all that I hear. And the first two chapters of the Geometry album? Yep. Spectacular!


Original Post:

At long last, there is an "album" for the adolescent age - at least for mathematics - and OH does it COVER mathematics!
Signed Numbers, Graphing, Lines, Inverse Operations, Inequalities, Exponents, Combining Like Terms, Factoring, Absolute Value, Binomial Theorem, Quadratics, Transformations, Sequences, Functions, Exponential and Logarithmic Functions, Polynomials, Trigonometry, Complex Numbers, Further Work (Matrices, Vectors, Conic Sections), Calculus - ALL get their own chapters!

Then Geometry (a whole section on Euclid) and Arithmetic (one page description of what to do) each get an appendix. 

It is perfect! I love it! I can't wait to delve into it with my son (well, yes, I can, because I don't want him to grow up TOO fast; but I am also SO satisfied we have the perfect resource for the middle school and possibly early high school years).

It arrived via UPS yesterday. Yes, I paid $16 and change for shipping. I didn't feel like contacting them to have them send it media mail. I probably could have driven and picked it up for less, but it saved time. (Edit: 8/20/2019 - Shipping prices are different now with the new website, see links below)

It comes printed on front/back, 3-hole punched, ready for a binder....

Or 2 binders. I didn't want that many pages in one thick binder. So I split it, noting the chapter headings contained in each. It comes with two printed cover pages (presumably a "cover" and a "title" page, so I split those to the binders).

Fully Illustrated!!!

If you are familiar with Montessori math (NAMTA presumes you have training when you purchase this album), you will be able to follow along very quickly; the introduction chapter provides a good outline for how to work through the material with the children - not in linear fashion. There is also a flow chart in the appendix which shows initial presentation (everyone gets one way or another), suggested follow-up presentations (not everyone "needs" - some things the child needs to demonstrate understanding one way or another; some things are entirely optional) and the ultimate key experiences (all children should get to those ones).

If you are new to Montessori math, the wordy introduction might be overwhelming but will be VERY helpful.

The materials list is decent, although it lists chapter number rather than presentation needed for (but, ahem, that is more information than the Keys of the Universe albums provide - only listing the material and not even the chapter or specific album page it is used for. Yes that organization is in progress! ). 

GUESS WHAT!? Those expensive wooden squares and cubes we elementary Montessori homeschoolers keep balking at the price for a few small elementary presentations!? And think we might just going to skip? Yeah. They're in here! I am so happy - it means more work with them, more use of a somewhat expensive material - and more fuel for my adamant stance that we don't need "more" materials - we just need to go DEEPER with what we have.
(for the record, I did try to think of cheaper alternatives; in the end, I went with the wooden set from IFIT - I am 100% pleased and I know I can re-sell them if/when the time comes)

Indeed, there are very few new materials, comparatively speaking; most of which can be hand-made, with instructions included; or find relatively easy alternates. 

Other elementary materials include (I'm not promising I am covering it all here - there could be more as I'm just browsing quickly down the list): 

• Geometry sticks
• fraction circles
• bead bars, squares, cubes
• wooden cubing material (noted above)
• Powers of 2 and 3 (AMI only includes the power of 2 at elementary; but the power of 3 is available)
• Second and Third Pythagorean Insets
• Binomial Cube (my friend! the link here is about the trinomial, but the concepts apply)
• Checkerboard
• Pegboard
• Fourth and Fifth Power Material (not included in AMI KotU albums - other albums may use these???)
• Special Triangle Box (the box of 12 blue right-angle triangles)
• Yellow Material (area and volume)
• Large and Small Solids

Drawbacks:

• no page numbers noted in the table of contents. ANNOYING. 
• needs tabs to find the chapters (because of no page numbers) - easy enough fix. 

This album covers a LOT of ground at just over 800 pages. I could imagine using this material for the equivalent of 7th, 8th AND 9th grades, with possibly some of it being a foundation for additional high school studies - it gets into trigonometry, etc. We may very likely do this album for middle school, then see about placement testing or other testing into/out of high school math courses (or seeing how Life of Fred fits into the whole thing when the time comes - I cannot yet say if there are enough credit-hours here for which courses on a high school transcript - I need more time with it, comparing directly with actual trig coursebooks, for example).
EDIT: after attending his workshop, there are portions here that are solidly high school. This album set goes all the way through. 

I highly recommend picking up this resource when your elementary child is around age 10 - so you can have time to get organized with it ---- the author suggests that some of the work could begin in elementary with a ready-child; and the AMI albums (including KotU) have work that COULD bridge into adolescence. So you'll want some time to get a feel for it and find what path your child will need.


From a Facebook post in 2015:

A tidbit for anyone who owns the Montessori Algebra for the Adolescent album/book by Michael Waski ----
pg 221 has a typo he wants corrected: it should say "multiplication over addition" in the next to last line.

And get this - the algebra tiles that are used a LOT? They can be made out of foam-sheets (not foam board - that would be too thick - just the foam sheets that can easily be cut by hand! Awesome stuff. (the algebra tiles include the "green/gray counters" and "skittles" noted in the album)

Links for it (non-affiliate):
The Math Institute (also has some of the materials available for sale)
Table of Contents (will be updated soon)
Samples (will be updated)


I am writing this review on a snow/ice day with lots and lots and lots to do around our home - so I know I've not covered everything I'd've liked to cover. Please ask any and all questions and I'll respond with what is pertinent to what people want to know :)

Caveat: I cannot answer how this album aligns with following any elementary albums besides the AMI ones, because I have only seen tiny portions of non-AMI upper elementary albums.



6/15/2019: Updating to reflect a longer-term link for purchase and to note: GEOMETRY is now available as well!

Material Making Mistakes - Mathematics

Just sharing one experience we had that I wish I had done differently from the beginning:

I purchased our decimal fraction material after using a cardstock version for a while, with makeshift pieces. The number cards that it came with the purchased material align with the columns perfectly.

I can't find the aligned photo off-hand - but here are the cards it came with. 

I hand-made ALL of our other number card material, including all of primary, the Bank Game (Bank Game is elementary; the "primary bank game" is called Change Game in AMI albums), and others.

Handmade Bank Game cards - with the white card coming from the primary material;
additional categories created to add on

For a portion of the work with the decimal fractions, we show how the whole numbers are flipped over, gain a decimal point, and become decimal fractions.

In addition, we sometimes use whole numbers with the decimals to show how it works on the board - most children move through that stage quickly, but even so it is nice to have those whole numbers actually align with the board.

Even most importantly for the first exercise - when we use those whole numbers they know, flip them around to become the decimals, then replace with the actual decimal cards, the numbers should align with the columns.

Mistake made??? - I didn't have any whole numbers that corresponded to the column size on the decimal fraction board.

If I could do it again, I would love to make at least one set of cards that correspond with the decimal fraction board, so that I save myself making a set of cards ;)





Our Bank Game material corresponds with our primary cards, so that I just "added on" rather than created a new set. This should work for most homeschools - but some (with several elementary and several primary might want two entirely separate sets). These cards are larger, but perhaps I could have made them narrower....

Then our wooden hierarchical material - I did ultimately re-create this number card set (for primary we used the number card material I already had, and added on the higher categories - elementary needs commas, so I did create new ones for that in order to keep the primary set comma-free for use with my co-op children). Since these have commas, they don't work for flipping over....

Or perhaps I just need to deal with un-aligned columns or make a new set.

;)

Decimal Fraction Board - when to start

Here's a question I am asked a LOT - whether this particular material or others. And most particularly those material that in reality bridge lower and upper elementary, making that "break" between the two ages within some albums cumbersome at best.

(this particular material has been asked about 5 times in the last month alone, hence I pick on this one ;) )

First "years" - definition: my numbering of "years" assumes the child will have the opportunity for a full 6 years' worth of elementary Montessori. If this is not going to be the case, then it can very roughly be considered as equivalent grade levels - in the US, a 6 year old is 1st grade; 7 year old is 2nd grade; etc. as of the beginning of the year.

When should a child start the Decimal Fraction Board?
It's really whenever the child is ready and depends on how strong was their primary and earliest lower elementary experiences. My albums have them noted as beginning between years 2 and 3 - so definitely starting in lower elementary. Year 2 if they have a very solid foundation or catch on quick; and year 3 to begin if if they needed a lot of remedial work or have teachers using albums that don't have the same foundation OR just plain don't have interest in fractions enough to get them there until year 3.
Anecdote: my son was voracious about fractions and I thought he would get to this work early - NOT SO. He took a seriously long break from all things fractions, but applied what he knew to real life, and only recently (year 3!) has come back around to fractions-study in general - and now he is starting this decimal fractions work. He had a bit of an intro to it because of a strong interest in money in years 1 and 2, but this material just wasn't cutting it for him. I backed off and now he's going at it full-force. 

With the extensions, it definitely lasts a year or a year and a half, so for most children would start in lower elementary and finish up in upper elementary (some children won't need it in upper elementary if they started in year 2 and "get it").

This is one of those works that shows how difficult it can be to delineate between lower and upper elementary ;)


Here is what my album page has for pre-requisites (the most important thing than actual age) -

Prerequisites: 

• concept of parts of numbers (fraction work); 
• knowledge of multiplication facts (esp. multiplying by ten – large bead frame, bank game); 
• familiarity with decimal system categories (golden bead, wooden hierarchical); 
• hierarchically colored beads/pegs (stamp game, pegboard, decimal system number cards, multiplication checkerboard, racks and tubes, etc. - enough of this work that the colors are intuitive to them now)

Shortly after working on this material, a few months, a year, maybe even days if you have a child for whom this material truly connects, you'll move the child on, at the right time, to the decimal fraction checkerboard:

By the time, they have the decimal fraction board, they have typically had the regular multplication checkerboard, and it is now just a matter of merging a few concepts. Wait until the child has each of the concepts down pat - or if there is a struggle, the particular type of struggle would be addressed with a synthesis - and go for it. The introductory lesson itself (just laying out the individual square of felt) will be enough to tell you if the child is ready or not. 

Thus the Decimal Fraction Checkerboard is potentially a lower elementary work as well - indeed, upper elementary prefer to use fewer beads, so introduce this work as early as is appropriate for the child in question. 

Above all else - have FUN with it!