montessori MESSENGER
Woodland Hill Montessori School
Pink Tower of Jewels
by J.T. Rinker, Ph.D.
Behold the iconic pink tower, a sensorial work that assists the child in developing fine and gross motor control, gradation skills, ordering skills, and so much more. Somewhere else in our well prepared primary classroom stands the elegant bead cabinet, located near other math materials. Intuitively, for the child, they know that everything is connected, even these materials, but it isn’t until Upper Elementary that they begin to understand and can calculate how related these materials are.
The bead cabinet holds space in each classroom from Primary through Upper Elementary. The cabinet contains several elements: two sets of bead chains; one set of short chains which is a series of color coded bead bars chained or linked together enough to make a square (five bead bars of five beads or (5 x 5) or 5²); one long bead chain with enough bead bars to make a cube (for example, 25 bead bars of five beads, or (5² x 5) or 5³; bead
squares to compliment the short bead chains; bead cubes to compliment the long bead chains; and number tags to numerate each bead bar in the respective chains.
When the bead cabinet is introduced in primary classrooms it may only have the short chains and squares available for use. The use is for numeration, counting forward from a value (instead of always starting at one), and ultimately skip counting. As the year progresses long chains may be added to the cabinet as the children’s desire and ability to count and skip count higher numbers increases. The physical space that the long chains occupy is impressive as well, and provides the children who complete the long chains with a deep sense of accomplishment -as well as a concrete sense of what 9³ or 10³ represents in terms of a concrete quantity.
As children transition into Lower Elementary classrooms, they leave behind many of the practical life and sensorial works (including the pink tower) that filled their work cycles. But, many are often relieved to find their good friend, the bead cabinet, holding a place of prominence in the classroom. On the first day of Lower Elementary, the bead cabinet is available for use, complete with short chains, long chains, squares, cubes, and numerical tags. Practice with the materials continues in the same manner as Primary, with an emphasis on skip counting, doing mental math to add to previous sums, and beginning to memorize and internalize multiplication facts. Near the end of Lower Elementary, a complimentary material to the bead cabinet is presented; the decanomial bead box. This material is basically the bead bars of the bead cabinet unchained. The decanomial bead box contains 55 of each numeration (color) of bead bar. The direct aim of the material is to build a Pythagorean Square in several configurations.
This gives the children a geometric sense of the multiplication table (here 4 x 5 has a shape as well as product) and continues (along with other materials) to solidify their math facts. The first two passages
of the decanomial are a horizontal presentation where the beads are laid out in rows (one taken one time, one taken two times, etc..) and a vertical passage where the beads are configured in columns. (Figure 1) In some classrooms, intrepid math minded children make their way through these presentations and a third presentation that is represented in Upper Elementary.
previous cube to create what is known as the “tower of jewels” which is the same proportionally to our pink tower of years gone by.
When children transition to Upper Elementary, they find many of the same math materials from their LE classroom still on the shelf next to undiscovered materials (and forgotten favorites). The bead cabinet and decanomial bead box are there to greet them. In Upper Elementary, the decanomial bead box is used as review for math facts, but also to make a connection between materials that they’ve been working with for half their lives. The final passage of the decanomial is referred to as the angular layout. (Figure 2) Here the square of a factor is placed first -diagonally from the previous square, and then the other bead bars are placed horizontally and vertically to the left and above the square respectively (2² is placed first the (2 x 1) is placed to the left of the square and (1 x 2) is place above the square).
This configuration requires borrowing higher value bead bars from a second decanomial box as the children start to discover that 64 eight (brown) bead bars are required to complete the row and column, 81 nine (blue) bead bars are needed to complete the row and column, and 100 ten (gold) bead bars to complete the final row and column. These are precisely the number of bead bars in the respective colored long bead chains of the bead cabinet. Once the angular layout of the decanomial is complete, a guide demonstrates how alternate groupings of the rows and columns of similarly colored bead bars can be combined to make squares. Surprisingly, there are 10 ten (gold) squares that can be stacked to create a 1000 cube (10³), 9 nine (blue) squares that can be stacked to make a 729 cube (9³), and so on until we’ve replaced each stack of squares with its corresponding cube from the bead cabinet. For the grand finale, each successively smaller cube is stacked on top of the
Whether this is revealed to the child by a guide or they intuitively reason a connection what is astonishing is this realization that our old friend, the bead cabinet (with us from the beginning) is a mathematical and geometric expression of the pink tower and children now have several methods for calculating the volume of the pink tower.
The after-bonanza of the big reveal of the tower of jewels is that there is one final articulation of the decanomial, the algebraic decanomial. Here numbers are traded for letters (variables) where a = 1, b = 2, c = 3, to j = 10. Then the children solve (a + b + c + d + e + f + g + h + i + j)² using the distributive property of multiplication and the angular decanomial layout as a guide.
Children leave most of these brilliant interconnected Montessori math materials behind when they move up to Middle School -because they have moved to abstraction with the aid of materials. The Middle School teachers here at WHMS have found ways to incorporate aspects of the materials (color coding) and material layout to aid children with all manner of complex calculations, for example, combing like terms in linear algebra equations.
Fall Family Fun Day
Woodland Hill’s Fall Family Fun Day on Saturday, October 19, was an incredible celebration of community and seasonal joy! Families gathered to enjoy a beautiful autumn day filled with activities, treats, and creativity. The Trunk or Treat was a big hit, featuring 17 uniquely decorated cars. The “In My Montessori Era” car, inspired by Taylor Swift’s Eras Tour, took the prize with its thoughtful details, including over 200 handmade bracelets for kids to take home. The event also included face painting, delicious chili and treats for sale, and a chance for students to interact with friendly reptiles. It was a perfect fall day filled with laughter, friendship, and fun memories!
a n d i n s p i r a t i o n !
W H A T T O E X P E C T
A n a t m o s p h e r e o f c o l l a b o r a t i v e
e d u c a t i o n o n s u s t a i n a b i l i t y & r e p a i r
c u l t u r e
E l e c t r o n i c s r e p a i r
S m a l l a p p l i a n c e r e p a i r
T e x t i l e a n d c l o t h i n g r e p a i r
F u r n i t u r e r e p a i r
Fun and educational for the whole family! C O S T
E l e c t r i c a l r e p a i r
B i c y c l e r e p a i r
L i g h t r e f r e s h m e n t s
K n i f e s h a r p e n i n g
W H E R E
Woodland Hill Montessori School 100 Montessori Place North Greenbush, NY 12144
W H E N
Saturday, November 2, 2024 10 am - 2 pm
Voluntary contributions welcomed
Voyage of Discovery - Mathematics Curriculum
On October 26, 24 parents participated in the Voyage of Discovery, an engaging parent education event that guided them through the Montessori math curriculum, level by level. This unique experience allowed parents to step into their children’s shoes, deepening their understanding of the Montessori approach to learning math. Parents thoroughly enjoyed the immersive activities and felt a new appreciation for their children's learning journey. After the event, they shared a delicious meal catered by Ragonese Imports. We invite all parents to join us for our next Voyage of Discovery in the spring, where we’ll explore the language curriculum!
Gather with us as we celebrate the annual Lantern Walk! The evening will begin with a lively drum circle in the school gym, followed by a DIY lantern-making session and a peaceful walk through the woods, lighting up the night with our handmade creations.
We’ll wrap up the evening in the amphitheater, gathered around cozy fires to sing folk songs together.
We’re also still collecting small glass jars for our lanterns! If you have any to donate, please bring them along or drop them off with Nicholle in the main office beforehand.
Looking forward to a magical evening with our WHMS community!
Kickball Showdown
The third annual Upper School Kickball Showdown on Monday, September 30, brought students, parents, and teachers together for an evening of friendly competition and fun. Upper School students faced off against parents in an exciting kickball game on our newly completed baseball field, with other lawn games and pizza adding to the festivities. The parents took home the win once again, but everyone displayed great sportsmanship, making it a wholesome, end-of-summer evening for all.
Lower Elementary Paint and Sip
Lower Elementary families joined in for their own special night with the first-ever Paint and Sip event. Led by our creative Primary teacher and art enthusiast Cassandre Rowe, students and their families gathered to paint a "Midnight Moon" masterpiece. Glitter paint, laughter, and juice boxes made the evening extra joyful, as everyone enjoyed this creative bonding time. We’re excited to continue hosting memory-making family nights that bring our community together!
Friday, November 15 6-8 pm
Join us for an evening of delicious food and local talent! Hosted by the WHMS Diversity Committee, this special event on Friday, November 15, from 6–8 pm, will feature dinner catered by Allie B's Cozy Kitchen and performances from local groups. This event is free for WHMS families, with a suggested donation of $5 per person. Contributions are very much appreciated, but not required.
Please RSVP by November 12 to help us with catering arrangements. We look forward to seeing you there!
Service Learning at WHMS
By Cora Heiser
A service component has long been an integral part of a Montessori Secondary curriculum, rooted in both the writings of Maria Montessori and the observable characteristics of the young adolescent. Montessori envisioned a world where people engage harmoniously with one another and the environment, and she actively pursued this vision throughout her life, using education as the primary means to achieve it.
Montessori’s call to educate students for world peace is no small task for the Montessori educator. One way to cultivate peaceful hearts in our students is by creating opportunities for them to serve others.
Montessori referred to adolescents as ‘social newborns’. During this third plane of development, young adolescents engage in a deeper exploration of their surroundings and actively question their emerging identities and how they relate to the broader context of the world around them. Strong secondary Montessori programs expose students to the complexities of society, both past and present, and offer opportunities for the students to participate actively in the issues of the present day. When students contribute positively to society through service, they build a greater sense of independence and agency, empowering them to advocate for change and promote justice. As they begin to see themselves as active participants in their communities, they gain confidence in their ability to make a difference and shape the world around them.
During the 18 years that I have been teaching at
Woodland Hill, there has always been a service component in our Middle School. This has ranged from tracking and requiring a set number of service hours, special ‘senior service projects,’ and numerous whole group endeavors. In fact, many best-practice schools around the world incorporate elements of service into their curriculum's. However, last year, we took a significant step at Woodland Hill Montessori Middle School by making service-learning a dedicated class on our weekly schedule. This means that each student in the Middle School will have the opportunity to participate in a trimester-long service learning class each year.
During this service learning course, students explore issues at the school, local, and global levels, select topics of interest, contact organizations, and initiate plans to execute their service projects. After topics are selected, the teachers establish learning objectives to align with their projects, offering lessons, learning materials, and resources for the students to meet these objectives. We aim for students to understand the background of the issues, learn more about the organization they are partnering with, and consider the work that still needs to be done. The final step of the service-learning project is reflecting on the successes and roadblocks that were encountered during the process and sharing all of these learning experiences with the broader Middle School community.
By incorporating service learning as a course in our Middle School, we demonstrate our commitment to student-initiated and student-led work, enabling our students to lead with both their hearts and minds while making a meaningful impact on the world around
them. When students initiate a project at our school, they are doing more than just collecting items in a lobby or hanging a poster in the hallway. Students are researching the issues, contacting organizations, stocking shelves, witnessing inequality or injustice firsthand, and collaborating with others toward a goal. Our hope is that this work will leave a lasting impact on their ability to see themselves as changemakers and leaders in a more peaceful future. Through these experiences, we aim to inspire and guide our students to embrace Montessori's vision of peace, compassion, and social responsibility, equipping them to become agents of positive change in their communities.
We’re excited to introduce Helping Hands (HH), a new student-led, parent-supported community service club at WHMS, open to Upper Elementary and Middle School students. As the club grows, we hope to involve more students from other levels in our work.
Through Helping Hands, members work together to plan, organize, and carry out service projects that benefit both the WHMS community and the broader community. The club is structured with sub-groups—finance, communications, and project development—allowing students to explore their talents and learn how organizations operate. Each sub-group presents their plans to the full group for discussion and decision-making, encouraging teamwork and leadership.
Here are some upcoming Helping Hands projects:
November Fudgeraiser: Students will develop recipes, package fudge, and manage pricing and communications to raise funds for future
projects. Fudge orders will be available soon, with distribution before Thanksgiving break.
December Winter Concert Clothing Shop: HH will collect donations of holiday attire and create a “shop” where community members can select free, gently used outfits for the WHMS Winter Concert or other seasonal events.
January Helping Hands Bags: Members will assemble care bags with essential items (e.g., toiletries, shelf-stable food) for distribution within the WHMS community, so anyone in need can access them. HH will seek donations and use funds from the Fudgeraiser to purchase additional items.
While this is a student-led club, we may reach out to parents, friends, and community members for support. As part of project planning, students consider the skills needed and identify people outside the group who could help make their projects a success.
If you’re interested in learning more or have questions about participating, please contact Lisa Holland at HelpingHandsWHMS@gmail.com or 518-527-4172.
T h i s i n f o r m a t i o n s e s s i o n w i l l f o c u s o n h o w s t u d e n t s a n d p a r e n t s c a n
p r e p a r e f o r a s m o o t h t r a n s i t i o n f r o m W H M S t o h i g h s c h o o l . L a u r a L e e ,
a s c h o o l c o u n s e l o r f r o m T e c h V a l l e y H i g h S c h o o l , w i l l p r o v i d e v a l u a b l e
i n s i g h t s o n c o n n e c t i n g w i t h y o u r l o c a l p u b l i c h i g h s c h o o l , s e l e c t i n g
c o u r s e s , c r e a t i n g a s c h e d u l e , a n d o t h e r t i p s t o e n s u r e a s u c c e s s f u l
h i g h s c h o o l e x pe r i e n c e f o r y o u r f a m i l y .
E R A E N A F R A I T E S - G O N Z A L E Z
D i r e c t o r o f A d m i s s i o n s 1 0 0 M o n t e s s
1 8 - 2 8 3 - 5 4 0 0
e f r a i t e s @ w o o d l a n d h i l l . o r g
The Woodland Hill Wolfpack wrapped up an amazing Fall season! Our cheer team energized the crowd at two soccer games, while the soccer team enjoyed a packed, funfilled season. Meanwhile, our small but mighty cross country team made strides as some of the fastest students in the area. A huge thank you to Coaches Ben, Patrick, and Hannah for their dedication and all they’ve done for our athletes this year.
Next up: Basketball and Volleyball!
Go Wolfpack!
A Restorative Approach
Wednesday, November 20 | 7 p.m.
Passcode:
