http://wikisori.org/api.php?action=feedcontributions&feedformat=atom&user=Corkiepug 2026-04-17T15:17:53Z User contributions MediaWiki 1.27.1 http://wikisori.org/index.php?title=Teaching_Resources&diff=3697 2009-09-29T20:58:28Z

<p>Corkiepug: </p> <hr /> <div>This page is a place to add links to other websites that provide valuable resources for Montessorians.&lt;br&gt;<br /> <br /> &lt;br&gt;<br /> <br /> == Free Web Resources ==<br /> <br /> *[http://www.montessori-work.blogspot.com On The Shelf: A Picture Diary Of Montessori Work In A Primary Classroom] <br /> *[http://www.teachthechildrenwell.com Teach The Children Well] <br /> *[http://flickr.com/groups/323097@N25/ Handmade Montessori Materials] <br /> *[http://www.michaelolaf.net Montessori Overview for Birth to Twelve] <br /> *[http://www.michaelolaf.net/bhutan08.html Montessori in Bhutan] <br /> *[http://www.amonco.org AMC 2008 Montessori Winter Hands On Newsletter] <br /> *[http://therealshmi.googlepages.com/home Free Canadian Montessori Resources] <br /> *[http://www.montessoriforeveryone.com/Free-Downloads_ep_35-1.html Free Downloads from Montessori for Everyone] <br /> *[http://www.montessorimaterials.org Montessori Materials] Your Resource for Home and School <br /> *[http://www.countryreports.org/ Country Information] <br /> *[http://www.loc.gov/rr/international/portals.html Portals to the World] <br /> *[http://kids.nationalgeographic.com/Places/ Kids National Geographic: People and Places]&lt;br&gt;<br /> <br /> &lt;br&gt;<br /> <br /> == Resources By Location ==<br /> <br /> === Arizona, USA ===<br /> <br /> *[http://www.treasures4teachers.org/ Treasures 4 Teachers, Tempe, Arizona]&lt;br&gt;<br /> *[http://www.dollardays.com/wholesale-office-and-school-supplies.html Dollar Days]<br /> <br /> === California, USA ===<br /> <br /> *[http://www.youtube.com/watch?v=bLkky_DNo3g Rediscover Center, Venice, California] <br /> *[http://www.raft.net/index.php?pg=main RAFT - Resource Center for Teachers, San Jose, California]<br /> <br /> === Florida, USA ===<br /> <br /> *[http://www.reusableresources.org/ Florida Reuseable Resources Network] <br /> *[http://www.alachuacounty.us/government/depts/pw/waste/toolsforschools/ Tools for Schools, Gainesville, Florida] <br /> *[http://www.reusecenterbrevard.org/page/page/1853249.htm Reuseable Resources Adventure Center,&amp;nbsp; Melborne Beach, Florida] <br /> *[http://www.browardedfoundation.net/bef_supplies.html Kids In Need Resource Center, Fort Lauderdale, Florida] <br /> *[http://www.trash2treasurefl.org/ Trash To Treasure, Fort Lauderdale, Florida] <br /> *[http://www.schoolofed.nova.edu/crayons/ Teacher Universe (Crayons to Computers), North Miami, Florida&lt;br&gt;]<br /> *[http://www.rethinkandreusemiami.org/aboutus.HTML Rethink And Reuse Center,&amp;nbsp; Miami, Florida] <br /> *[http://www.educationfund.org/ Ocean&amp;nbsp; Bank Center for Educational Materials, Miami Florida] <br /> *[http://www.agiftforteaching.org/ A Gift for Teaching, Orlando, Florida] <br /> *[http://www.resourcedepot.net/index.php?sid=2ab8a6b5984e677dea55b45e63e71006 The Resource Depot, Riviera Beach, Florida]<br /> <br /> === Illinois, USA ===<br /> <br /> *[http://www.montessoriforeveryone.com/Free-Downloads_ep_35-1.html Free Downloads from Montessori for Everyone]<br /> <br /> === Indiana, USA ===<br /> <br /> *[http://www.mcswmd.org/ Materials for the Arts,&amp;nbsp; Bloomington, Indiana]<br /> <br /> === Maine, USA ===<br /> <br /> *[http://www.ruths.org/ Ruth's Recycle Resources, Scarborough, Maine]<br /> <br /> === Massachusetts, USA ===<br /> <br /> *[http://www.exclrecycles.org/ Extra's for Creative Learning, Dorchester, Massachusetts.]<br /> <br /> === Michigan, USA ===<br /> <br /> *[http://www.artsandscraps.org/ Arts and Scraps, Detroit, Michigan]&amp;nbsp; <br /> *[http://www.scrapbox.org/ The Scrap Box,&amp;nbsp; Ann Arbor, Michigan]<br /> <br /> === Missouri, USA ===<br /> <br /> *[http://www.sltrc.com/ St., Louis Teacher Recycle Center, Manchester, Missouri]<br /> <br /> === New Hampshire, USA ===<br /> <br /> *[http://www.donationnetworks.org/ Donations Network, Manchester, New Hampshire]<br /> <br /> === Ohio, USA ===<br /> <br /> *[http://www.crayons2computers.org/ Crayons to Computers, Cincinnati, Ohio&lt;br&gt;]<br /> <br /> === Oregon, USA ===<br /> <br /> *[http://www.materials-exchange.org/ MECCA Materials Exchange Center for the Community Arts, Eugene, Oregon]<br /> <br /> === Italy ===<br /> <br /> *[http://zerosei.comune.re.it/inter/remida.htm Pedagogista, Remida: The Recycling Center, Reggio Emilio, Italy&lt;br&gt;]<br /> <br /> &lt;br&gt;</div>

Corkiepug http://wikisori.org/index.php?title=Teaching_Resources&diff=3696 2009-09-29T20:57:55Z

<p>Corkiepug: </p> <hr /> <div>This page is a place to add links to other websites that provide valuable resources for Montessorians.&lt;br&gt;<br /> <br /> &lt;br&gt;<br /> <br /> == Free Web Resources ==<br /> <br /> *[http://www.montessori-work.blogspot.com On The Shelf: A Picture Diary Of Montessori Work In A Primary Classroom] <br /> *[http://www.teachthechildrenwell.com Teach The Children Well] <br /> *[http://flickr.com/groups/323097@N25/ Handmade Montessori Materials] <br /> *[http://www.michaelolaf.net Montessori Overview for Birth to Twelve] <br /> *[http://www.michaelolaf.net/bhutan08.html Montessori in Bhutan] <br /> *[http://www.amonco.org AMC 2008 Montessori Winter Hands On Newsletter] <br /> *[http://therealshmi.googlepages.com/home Free Canadian Montessori Resources] <br /> *[http://www.montessoriforeveryone.com/Free-Downloads_ep_35-1.html Free Downloads from Montessori for Everyone] <br /> *[http://www.montessorimaterials.org Montessori Materials] Your Resource for Home and School <br /> *[http://www.countryreports.org/ Country Information] <br /> *[http://www.loc.gov/rr/international/portals.html Portals to the World] <br /> *[http://kids.nationalgeographic.com/Places/ Kids National Geographic: People and Places]<br /> *[[perpetualpreschool.com|perpetualpreschool.com]]<br /> <br /> &lt;br&gt;<br /> <br /> == Resources By Location ==<br /> <br /> === Arizona, USA ===<br /> <br /> *[http://www.treasures4teachers.org/ Treasures 4 Teachers, Tempe, Arizona]&lt;br&gt;<br /> *[http://www.dollardays.com/wholesale-office-and-school-supplies.html Dollar Days]<br /> <br /> === California, USA ===<br /> <br /> *[http://www.youtube.com/watch?v=bLkky_DNo3g Rediscover Center, Venice, California] <br /> *[http://www.raft.net/index.php?pg=main RAFT - Resource Center for Teachers, San Jose, California]<br /> <br /> === Florida, USA ===<br /> <br /> *[http://www.reusableresources.org/ Florida Reuseable Resources Network] <br /> *[http://www.alachuacounty.us/government/depts/pw/waste/toolsforschools/ Tools for Schools, Gainesville, Florida] <br /> *[http://www.reusecenterbrevard.org/page/page/1853249.htm Reuseable Resources Adventure Center,&amp;nbsp; Melborne Beach, Florida] <br /> *[http://www.browardedfoundation.net/bef_supplies.html Kids In Need Resource Center, Fort Lauderdale, Florida] <br /> *[http://www.trash2treasurefl.org/ Trash To Treasure, Fort Lauderdale, Florida] <br /> *[http://www.schoolofed.nova.edu/crayons/ Teacher Universe (Crayons to Computers), North Miami, Florida&lt;br&gt;]<br /> *[http://www.rethinkandreusemiami.org/aboutus.HTML Rethink And Reuse Center,&amp;nbsp; Miami, Florida] <br /> *[http://www.educationfund.org/ Ocean&amp;nbsp; Bank Center for Educational Materials, Miami Florida] <br /> *[http://www.agiftforteaching.org/ A Gift for Teaching, Orlando, Florida] <br /> *[http://www.resourcedepot.net/index.php?sid=2ab8a6b5984e677dea55b45e63e71006 The Resource Depot, Riviera Beach, Florida]<br /> <br /> === Illinois, USA ===<br /> <br /> *[http://www.montessoriforeveryone.com/Free-Downloads_ep_35-1.html Free Downloads from Montessori for Everyone]<br /> <br /> === Indiana, USA ===<br /> <br /> *[http://www.mcswmd.org/ Materials for the Arts,&amp;nbsp; Bloomington, Indiana]<br /> <br /> === Maine, USA ===<br /> <br /> *[http://www.ruths.org/ Ruth's Recycle Resources, Scarborough, Maine]<br /> <br /> === Massachusetts, USA ===<br /> <br /> *[http://www.exclrecycles.org/ Extra's for Creative Learning, Dorchester, Massachusetts.]<br /> <br /> === Michigan, USA ===<br /> <br /> *[http://www.artsandscraps.org/ Arts and Scraps, Detroit, Michigan]&amp;nbsp; <br /> *[http://www.scrapbox.org/ The Scrap Box,&amp;nbsp; Ann Arbor, Michigan]<br /> <br /> === Missouri, USA ===<br /> <br /> *[http://www.sltrc.com/ St., Louis Teacher Recycle Center, Manchester, Missouri]<br /> <br /> === New Hampshire, USA ===<br /> <br /> *[http://www.donationnetworks.org/ Donations Network, Manchester, New Hampshire]<br /> <br /> === Ohio, USA ===<br /> <br /> *[http://www.crayons2computers.org/ Crayons to Computers, Cincinnati, Ohio&lt;br&gt;]<br /> <br /> === Oregon, USA ===<br /> <br /> *[http://www.materials-exchange.org/ MECCA Materials Exchange Center for the Community Arts, Eugene, Oregon]<br /> <br /> === Italy ===<br /> <br /> *[http://zerosei.comune.re.it/inter/remida.htm Pedagogista, Remida: The Recycling Center, Reggio Emilio, Italy&lt;br&gt;]<br /> <br /> &lt;br&gt;</div>

Corkiepug http://wikisori.org/index.php?title=Fabric_Box_1&diff=3190 2009-07-22T20:34:09Z

<p>Corkiepug: New page: === Age === &lt;br&gt; === Materials === &lt;br&gt; === Preparation === &lt;br&gt; === Presentation === &lt;br&gt; === Control Of Error === &lt;br&gt; === Points Of Interest === &lt;br&gt; === Purpose...</p> <hr /> <div>=== Age ===<br /> <br /> &lt;br&gt; <br /> <br /> === Materials ===<br /> <br /> &lt;br&gt; <br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Presentation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Control Of Error ===<br /> <br /> &lt;br&gt; <br /> <br /> === Points Of Interest ===<br /> <br /> &lt;br&gt; <br /> <br /> === Purpose ===<br /> <br /> &lt;br&gt; <br /> <br /> === Variation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Links ===<br /> <br /> &lt;br&gt; <br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt; <br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Fabric_Box-Patterns&diff=3189 2009-07-22T20:30:55Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 2 1/2 - 4 1/2 yrs&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> An open box containing nine squares of material: three with a polka-dot pattern, three with a check pattern, and three with a striped pattern, (or any highly contrasting pattern).&lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> This is an individual exercise, which may be done on a neutral colored mat on the table or floor. (Note: Work cycle to be observed). &lt;br&gt;&lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'fabric patterns'. Show the child where the fabric patterns are located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child.<br /> #Indicate the procedure of carrying the material: one hand on each side of the box, with the thumbs on the top and the fingers on the bottom.<br /> #Place the box on a rug in the upper left corner.<br /> #Say, &quot;I will match fabric patterns.&quot;<br /> #Remove the top fabric square and place it below the box. Note the pattern of the fabric.<br /> #Remove the next square from the box, and place it next to the first fabric square, noting whether it is similar. If similar, leave it to the right of the first square. If different, place the second fabric square below the first fabric square.<br /> #Proceed with the remaining squares, matching similar patterns.<br /> #When the material has been completed, return the fabric squares one at a time, beginning at the top left&amp;nbsp; and continuing left to right and top to bottom.<br /> #Return the material to the shelf in the manner described in #3.<br /> <br /> === Control Of Error ===<br /> <br /> Visual disharmony&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> Though the same pattern, it may be large or small, thick or thin, etc. Material of clothing has describable patterns.&lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> *Development of concentration, order, coordination, and independence.<br /> *Discern patterns in materials.<br /> *Development of visual sense of size and shape (pattern).<br /> *Responds to the sensitive need of order in the child.<br /> *Development of problem solving techniques.<br /> <br /> === Variation ===<br /> <br /> #Proceed as in Presentation 1 through step #4. Remove each fabric square and place it on the rug in mixed order in a horizontal line at the top. Select the fabric square to the left and place it below the empty box. Beginning at the left of the line of fabric squares, select the next fabric square. Place it next to the first fabric square selected, and if it has the same pattern, leave the square where it is. If it does not match, place it below the first fabric square. Select the next fabric, and place it to the right of the first fabric. Proceed in the manner until all fabric patterns have been matched.<br /> #Place the matching fabric squares at a rug a distance apart. Continue making matches from rug to rug.<br /> #Select a fabric square, and go through the classroom to match the pattern to an object in the environment. Return the pattern and object to the rug.<br /> #Remembering the pattern, go through the environment to match the pattern of the fabric square on the rug with a pattern in the classroom.<br /> #Cover the patterns. Name the pattern, go through the classroom and, by memory, select an object with a similar pattern.<br /> #As a group activity, have a child select a fabric from the box and match it to a child wearing a similar pattern.<br /> #Enlarge the selection of patterns to include plaid, paisley, small flowers, checked, etc.<br /> #Have the child bring from home material to classify according to pattern.<br /> #Expand the patterns to include other materials. For example, patterns in corregated cardboard, metals, plastic.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Fabric_Box-Patterns&diff=3188 2009-07-22T19:52:56Z

<p>Corkiepug: New page: === Age === &lt;br&gt; === Materials === &lt;br&gt; === Preparation === &lt;br&gt; === Presentation === &lt;br&gt; === Control Of Error === &lt;br&gt; === Points Of Interest === &lt;br&gt; === Purpose...</p> <hr /> <div>=== Age ===<br /> <br /> &lt;br&gt; <br /> <br /> === Materials ===<br /> <br /> &lt;br&gt; <br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Presentation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Control Of Error ===<br /> <br /> &lt;br&gt; <br /> <br /> === Points Of Interest ===<br /> <br /> &lt;br&gt; <br /> <br /> === Purpose ===<br /> <br /> &lt;br&gt; <br /> <br /> === Variation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Links ===<br /> <br /> &lt;br&gt; <br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt; <br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Power_of_Two&diff=3187 2009-07-22T19:51:14Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 2 1/2-4 yrs&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> Seven wooden prisms: three yellow cubes, two white quadrilateral prisms, and two gree quadrilateral prisms. When organized together, these prisms form a cube that is contained in a box with a lid.&lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> This is an individual exercise, which may be done on a neutral colored mat on the table. (Note: Work cycle to be observed). &lt;br&gt;&lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'power of two'. <br /> #Show the child where the power of two is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child. <br /> #Indicate the procedure for carrying the material: place one hand on each side of the box. <br /> #Place the box on a table or rug. Move the box to the left, and remove the lid. <br /> #Say, &quot; I will build this cube on the lid.&quot; <br /> #Pemove the smallest yellow cube and continue the removal of the prisms from the smallest to the largest, building the first layer outside the box. <br /> #The second layer is a single green prism. To remove the prism, place the left hand over the prism and place the right hand behind the lid. With the right hand, tilt the entire box over allowing the green prism to slip into the left hand. Gently lower the right hand and close the lid on the box. <br /> #Place the large green prism on the layer built outside the box. <br /> #Rebuild the cube in the box, beginning with the large green prisms. In rebuilding the top layer in the box, select the large white prism to be placed in the top layer back. Then proceed from left to right to rebuild the top layer front, going from the largest to the smallest prism. <br /> #Return the material to the shelf in the manner described indicated in step #3.<br /> <br /> === Control Of Error ===<br /> <br /> The prisms will fit in the box only if placed correctly.&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> The prisms of the same color are also of the same shape.&lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> *Development of the visual sense of shape. <br /> *Development of concentration, order, corrdinantion, and independence. <br /> *Development of an appreciation for beauty of form in three dimensions. <br /> *Responds to the sensitive need for order in the child. <br /> *Preparation for the mathematical concepts involved in the power of two.<br /> <br /> === Variation ===<br /> <br /> #Proceed as in presentation 1 through step #4. Beginning with the smallest prism, place the prisms in a row from right to left. A horizontal line of prisms is then formed. Replace the prisms, beginning with the largest and proceeding to the smallest, from left to right. <br /> #Proceeding as in presentation 2. Before replacing the prisms, select the smallest prism (the yellow cube)&amp;nbsp;and place it in front of the large yellow cube. Select the small white prism and place it in front of the large white prism. Select the small green prism and place it in front of the large green prism. Note the similarity of the prisms matched. <br /> #Proceed as in presentation 2. Slide the two small yellow cubes together. Then slide the two small yellow cubes next to the small white prisms. Note that the two yellow cubes are equivalent to the small white prism. Move the two small yellow prisms and small white prism next to the small green prism. Note the equivalence of the prisms to the green prism. Place the prisms on the small green prism and move this set of prisms to the large yellow cube. Not that this set of prisms is equivalent to the large yellow cube. Then move these prisms to the large yellow prism. Note that the set of prisms is equivalent to the large white prism. Move all these prisms next to the large green prism. Note that the set of prisms is equivalent to the large green prism. <br /> #Proceed as in presentation 2. Place the emptied box a distance away on a table or rug. Rebuild the cube inside the box, transfering the prisms one at a time into the box. <br /> #Proceed as in presentation 2. Using a blindfold, replace the prism into the box.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]][[Category:Sensorial 3-6]]</div>

Corkiepug http://wikisori.org/index.php?title=Small_Hexagonal_Box&diff=3186 2009-07-22T19:44:50Z

<p>Corkiepug: </p> <hr /> <div>&lt;videoflash&gt;MEEDIBiUs6g&amp;NR&lt;/videoflash&gt; <br /> <br /> === Age ===<br /> <br /> 3-6 &lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> Six grey equilateral triangles with black lines on two sides. Three green equilateral triangles, one of which has black lines on two sides and two with black lines on one side. Six red isosceles obtuse triangles that have a black line on the side opposite the obtuse angle. One yellow equilateral triangle. Two red equilateral triangles with a black line on one side. &lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> This is an individual exercise, which may be done on a neutral colored rug. (Note: Work cycle to be observed). &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'Small hexagonal box'. <br /> #Show the child where the small hexagonal box is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child. <br /> #Indicate the procedure for carrying the material: one hand on each side of box with thumbs on the top and the fingers on the bottom. <br /> #Place the box on a rug. <br /> #Place the box in the upper left side of the rug. <br /> #Say, &quot;I will make shapes with the triangles.&quot; <br /> #Remove the lid. Select the yellow equilateral triangle and place it to the right of the lid. <br /> #Select six Isosceles obtuse triangles, one at a time placing them in a straight line below the box. Trace the black line with the index and middle fingers. Slide the triangles together to foram a rhombus and continue until you have made three rhombi. <br /> #With two hands, make the first two rhombi point to the top of the rug. Slide the third rhombi below forming the hexagon. Slide Hexagon to the left. <br /> #Select the six grey equilateral triangles, one at a time placing them in a straight line at the bottom of the rug. Trace the black lines with the index and middle fingers. Slide the triangles to form a hexagon. <br /> #Select the three green triangles, one at a time placing them in a straight line to the right of the grey hexagon. Trace the black lines with the indeax and middle fingers. Slide the triangles together to form a trapezoid. <br /> #Select two red quilateral triangles one at a time placing them in a straight line to the right of the red hexagon. Trace the black lines with the index and middle fingers. Slide the triangles together to form a rhombus. <br /> #Replace the material into the box beginning with the red rhombus. <br /> #Return the material to the shelf in the manner indicated in #3.&lt;br&gt;&lt;br&gt;<br /> <br /> === Control Of Error ===<br /> <br /> Visual disharmony as well as black guidelines and colors of triangles. <br /> <br /> === Points Of Interest ===<br /> <br /> Touching and mapping of the black lines. Mixing and pairing the triangles. Naming the various geometric shapes formed. <br /> <br /> === Purpose ===<br /> <br /> *To show the various plane figures included in a hexagon.<br /> *Refinement of the discrimination of geometric form.<br /> *Development of concentration, order, coordination, and independence. <br /> *Responds to the sensitive need for order in the child.<br /> *Preparation for geometry.<br /> *Development of the appreciation of line and form.<br /> *Develoment of creativity.<br /> <br /> === Variation ===<br /> <br /> #Proceed as in peresentation 1 throught step #9. Move the six grey triangles of the hexagon to form three rhombi. Then form trapezoids. The unite them to form the hexagon. <br /> #Move the six red triangles of the hexagon to form three rhombi. Then unite them to form the hexagon. <br /> #Compare the green trapezoid with the grey hexagon by removing three grey triangles that form a trapezoid and replace it with the green one. <br /> #Compare one of the rhombi formed by the red triangles with the grey hexagon by removing two of the grey traingles and replacing it with the red rhombus. Remove a second grey rhombus and replace it with a red rhombus. Finally, remove the last grey rhombus from&amp;nbsp;the hexagon and replace it with the last red rhombus. With your index finger, indicate that the black lines show an equilateral triangle contained in the hexagon. <br /> #Fold the grey hexagon in half by overlapping the equilateral triangle, forming a trapezoid. <br /> #Fold over 1 green equilateral triangle, to form a rhombus. <br /> #Fold over the grey trapezoid, to form an identical rhombus. Point out the red, green, grey rhombi again. <br /> #Fold over the two red equilateral triangles (formerly a rhombus) to form another equilateral triangle. <br /> #Fold over the green equilateral triangles (formerly a rhombus) to form another equilateral triangle. <br /> #Fold over all the grey equilateral triangles (formerly a rhombus) to form another equilateral triangle. <br /> #Fold over the red hexagon along the black lines, forming an equilateral triangle. <br /> #Superimpose the yellow control equilateral triangle over the red triangle, to see if it's the same. Line up all the equilateral triangles, pointing out each one (red, green, grey, red, yellow) and place left to right in a row. <br /> #Trace the figures on construction paper and cut them out. Paste on poster board for charts. <br /> #Trace the figures on construction paper and cut them out. Then past the variations on paper and make a booklet. <br /> #Look for hexagonal figures in the environment, in material, in art work, etc. <br /> #Label the various figures.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]][[Category:Sensorial 3-6]]</div>

Corkiepug http://wikisori.org/index.php?title=Rectangular_Box_2&diff=3185 2009-07-22T19:44:18Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 3-5 years&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> Eight blue triangles with no black lines. Two isosceles right triangles. Two scalene right triangles. Two equilateral triangles. One scalene right triangle and one obtuse triangle.&lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> This is an individual exercise, which may be done on a neutral colored rug. (Note: Work cycle to be observed). &lt;br&gt;&lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'rectangular box'.<br /> #Show the child where the rectangular box is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child. <br /> #Indicate the procedure for carrying the material: one hand on each side of the rectangular box with the thumbs on the top and fingers on the bottom.<br /> #Place the box in the upeer left side of the rug.<br /> #Remove the lid and place it to the right of the box.<br /> #Say, &quot;I will make shapes from the triangles.&quot;<br /> #Remove the two isosceles right triangles one at a time, and place them in a straight line below the lid. Slide them against each other, forming a square. Again, slide them together to form a rhomboid. Slide them together, to form a different rhomboid.<br /> #Select the two scalene right triangles one at a time. Slide them against eachother, forming a rectangle. Again, slide them together to form a rhomboid. Slide them together to form a different rhomboid. <br /> #Select the two equilateral&amp;nbsp;triangles one at a time. Slide them against eachother, to form a rhombus.<br /> #Select the one scalene right triangle and the one scalene obtuse triangle one at a time. Slide them together, to form a trapezoid.<br /> #Replace the material into the box beginning with the trapezoid on thr right.<br /> #Return the material to the shelf in the manner described in #3.<br /> <br /> === Control Of Error ===<br /> <br /> Visual disharmony.&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> Superimposing the blue triangles on the various other triangles. Mixing and pairing the triangles.&lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> *To show the quadrilateral figures formed by various triangles.<br /> *Refinement of perception.<br /> *Development of concentration, order, coordination, and independence.<br /> *Responds to the sensitive need of order in the child.<br /> *Preparation for geometry.<br /> *Development of appreciation of line and form.<br /> *Development of creativity.<br /> <br /> === Variation ===<br /> <br /> #Remove all triangles from the box and freely explore the possible relationships between triangles.<br /> #Combination of rectangular box 1 with the blue triangles from rectangular box 2 for matching equal quadrilateral figures created. Superimpose the figures.<br /> #When the child has exhausted the possible geometric figures, 'flip' one of the triangles with a figure and create a new geometric figure.<br /> #Trace the triangles on construction paper and cut out. Paste the variations on paper and make a booklet.<br /> #Trace the triangles on construction paper and cut out.&amp;nbsp;Paste the variations on poster board for charts.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]][[Category:Sensorial 3-6]]</div>

Corkiepug http://wikisori.org/index.php?title=Rectangular_Box_1&diff=3184 2009-07-22T19:43:27Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 3-5 years&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> Four isosceles right triangles, equal in size. Two green triangles with black lines on the hypotenuse, and two yellow triangles with black lines on the equal sides. Six scalene right triangles equal in size. Two grey triangles with a black line on the hypotenuse. Two green triangles with a black line on the longer side that describes the right angle. Two yellow triangles with a black line on the shorter side that describes the right angle. Two yellow equilateral triangles with a black line on one side. One red scalene right triangle with&amp;nbsp;a black line on the longer side that describes the right angle. One red scalene obtuse triangle with a black line on the side opposite the obtuse angle.&lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;This is an individual exercise, which may be done on a neutral colored rug. (Note: Work cycle to be observed). &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'rectangular box'. <br /> #Show the child where the rectangular box is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child. <br /> #Indicate the procedure for carrying the material: one hand on each side of the rectangular box with thumbs on top and fingers on the bottom. <br /> #Place the box in the upper left side of the rug. <br /> #Remove the lid and place to the right of the box. <br /> #Say, &quot;I will&amp;nbsp;make shapes from the triangles.&quot; <br /> #Remove from the box the two green and two yellow isosceles triangles one at a time and place them in a straight line at the bottom of the rug. With the index and&amp;nbsp;middle fingers, trace the black lines on the green triangles. Slide them together, forming a square. Move the square below the rectangle box. With the index and middle fingers, trace the black lines on the yellow triangles. Slide them together, forming a rhomboid. Move the rhomboid to the right of the square. <br /> #Select from the box ,the two grey, two green, and two yellow scalene right triangles one at a time and place them in a straight line at the bottom of the rug. Trace the black line on the grey triangles. Slide them together, forming a rhomboid. Trace the black line on the yellow triangles. Slide them together, forming a rhomboid. <br /> #Select from the box the two yellow equilateral triangles and the red scalene triangles one at a time and place them in a straight line at the bottom of the rug. Trace the black line on the two yellow triangles. Slide them together, forming a rhombus. Trace the black line on the red triangles. Slide them together, forming a trapezoid. <br /> #Replace the material into the box beginning with the trapezoid to the lower left, rhombus in upper left, right angle triangles in right as rectangles, and isosceles triangles as a square. <br /> #Return the material to the shelf in the manner as indicated in #3.<br /> <br /> === Control Of Error ===<br /> <br /> Visual. Black guidelines and colored triangles.&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> Touching and mapping black lines. Mixing and pairing the triangles. Working with an increasingly larger assortment of triangles. Naming the equilateral figures formed by the triangles.&lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> *To show the equilateral figures formed by various triangles. <br /> *Refinement of perception. <br /> *Development of concentration, order, coordination, and independence. <br /> *Respond to the sensitive need for order in the child. <br /> *Preparation for geometry. <br /> *Appreciation of line and form. <br /> *Development of creativity.<br /> <br /> === Variation ===<br /> <br /> #Remove all triangles at one time and make the figures in presentation 1 <br /> #Trace the figures on construction paper and cut them out. Then paste the variations on paper and make a booklet. <br /> #Trace the figures on construction paper and cut them out. Then paste the variations on poster board for charts. <br /> #Look for the figures formed in the environment, in material, floor patterns, etc. <br /> #Label the various figures.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]][[Category:Sensorial 3-6]]</div>

Corkiepug http://wikisori.org/index.php?title=Color_box_IIII&diff=3183 2009-07-22T19:42:42Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 3 -4 1/2 yrs&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> A box with eight sections, each section containing four matching pairs. The colors are red, rose, yellow, blue, green, purple, brown, and grey.&lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;This is an individual exercise, which may be done on a neutral colored mat or rug. (Note: Work cycle to be observed). &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'tint box'.<br /> #Show the child where the color tint box is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child.<br /> #Indicate the proceedure of carrying the material: one hand on each side of the box, with thumbs on top and fingers on the bottom. <br /> #Place the box on a rug in the upper left corner.<br /> #Remove the lid and place it under the box (or next to the box if the lid is to be replaced after the materials are removed). <br /> #Say, &quot;I will match and then grade the color tablets.&quot;<br /> #Remove one section of the tablets holding the wooden or plastic edges, and place them in mixed order in a horizontal line toward the top of the table or rug.<br /> #Select the darkest tint and place it below the box.<br /> #Select the matching color tablet and place it to the right of the darkest tablet.<br /> #Continue in the same manner with the remaining tablets, choosing the darkest and then finding the match.<br /> #When the eight tablets have been matched and graded, select another section of tablets and continue in the same manner. <br /> #Return the material to the box, one tablet at a time, holding the tablets as described in step #6. Begin at the top, and move from left to right.<br /> #Return the material to the shelf in the manner indicated in step #3.<br /> <br /> === Control Of Error ===<br /> <br /> *visual disharmony&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> <br /> <br /> *Tints are found in the environment.<br /> <br /> === Purpose ===<br /> <br /> *Development of concentration, order, coordination, and independence.<br /> *Development of chromatic sense.<br /> *Development of an awareness of an appreciation for beauty of color in the environment.<br /> *Later work in art with color.<br /> <br /> === Variation ===<br /> <br /> #Proceed through step #6. Place two rugs a distance apart. Place one tablet of each pair on each rug. Proceed as in presentation 1, making a match of the tabet from rug to rug.<br /> #Taking the color tablet, go through the classroom to match by color the tablet to an object. Bring the object back to the rug, and place it to thr right of the matching color tablet.<br /> #Remembering the color of a tablet, go through the classroom to match the tablet on the rug to an object of the same color.<br /> #Cover the tablets. Name the color to be found in the classroom, and by memory go through the environment to locate an object with the color.<br /> #Cover one of the colors, and name the missing color by viewing the remaining tablets.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Color_box_IIII&diff=3182 2009-07-22T19:38:10Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 3 -4 1/2 yrs&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> A box with eight sections, each section containing four matching pairs. The colors are red, rose, yellow, blue, green, purple, brown, and grey.&lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'tint box'.<br /> #Show the child where the color tint box is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child.<br /> #Indicate the proceedure of carrying the material: one hand on each side of the box, with thumbs on top and fingers on the bottom. <br /> #Place the box on a rug in the upper left corner.<br /> #Remove the lid and place it under the box (or next to the box if the lid is to be replaced after the materials are removed). <br /> #Say, &quot;I will match and then grade the color tablets.&quot;<br /> #Remove one section of the tablets holding the wooden or plastic edges, and place them in mixed order in a horizontal line toward the top of the table or rug.<br /> #Select the darkest tint and place it below the box.<br /> #Select the matching color tablet and place it to the right of the darkest tablet.<br /> #Continue in the same manner with the remaining tablets, choosing the darkest and then finding the match.<br /> #When the eight tablets have been matched and graded, select another section of tablets and continue in the same manner. <br /> #Return the material to the box, one tablet at a time, holding the tablets as described in step #6. Begin at the top, and move from left to right.<br /> #Return the material to the shelf in the manner indicated in step #3.<br /> <br /> === Control Of Error ===<br /> <br /> *visual disharmony&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> <br /> <br /> *Tints are found in the environment.<br /> <br /> === Purpose ===<br /> <br /> *Development of concentration, order, coordination, and independence.<br /> *Development of chromatic sense.<br /> *Development of an awareness of an appreciation for beauty of color in the environment.<br /> *Later work in art with color.<br /> <br /> === Variation ===<br /> <br /> #Proceed through step #6. Place two rugs a distance apart. Place one tablet of each pair on each rug. Proceed as in presentation 1, making a match of the tabet from rug to rug.<br /> #Taking the color tablet, go through the classroom to match by color the tablet to an object. Bring the object back to the rug, and place it to thr right of the matching color tablet.<br /> #Remembering the color of a tablet, go through the classroom to match the tablet on the rug to an object of the same color.<br /> #Cover the tablets. Name the color to be found in the classroom, and by memory go through the environment to locate an object with the color.<br /> #Cover one of the colors, and name the missing color by viewing the remaining tablets.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Color_box_IIII&diff=3181 2009-07-22T19:25:08Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 3 -4 1/2 yrs&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> A box with eight sections, each section containing four matching pairs. The colors are red, rose, yellow, blue, green, purple, brown, and grey.&lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'tint box'.<br /> #Show the child where the color tint box is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child.<br /> #Indicate the proceedure of carrying the material: one hand on each side of the box, with thumbs on top and fingers on the bottom. <br /> #Place the box on a rug in the upper left corner.<br /> #Remove the lid and place it under the box (or next to the box if the lid is to be replaced after the materials are removed). <br /> #Say, &quot;I will match and then grade the color tablets.&quot;<br /> #Remove one section of the tablets holding the wooden or plastic edges, and place them in mixed order in a horizontal line toward the top of the table or rug.<br /> #Select the darkest tint and place it below the box.<br /> #Select the matching color tablet and place it to the right of the darkest tablet.<br /> #Continue in the same manner with the remaining tablets, choosing the darkest and then finding the match.<br /> #When the eight tablets have been matched and graded, select another section of tablets and continue in the same manner. <br /> #Return the material to the box, one tablet at a time, holding the tablets as described in step #6. Begin at the top, and move from left to right.<br /> #Return the material to the shelf in the manner indicated in step #3.<br /> <br /> === Control Of Error ===<br /> <br /> *visual disharmony&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> <br /> <br /> *Tints are found in the environment.<br /> <br /> === Purpose ===<br /> <br /> *Development of concentration, order, coordination, and independence.<br /> *Development of chromatic sense.<br /> *Development of an awareness of an appreciation for beauty of color in the environment.<br /> *Later work in art with color.<br /> <br /> === Variation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Color_box_IIII&diff=3180 2009-07-22T19:22:08Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 3 -4 1/2 yrs&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> A box with eight sections, each section containing four matching pairs. The colors are red, rose, yellow, blue, green, purple, brown, and grey.&lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'tint box'.<br /> #Show the child where the color tint box is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child.<br /> #Indicate the proceedure of carrying the material: one hand on each side of the box, with thumbs on top and fingers on the bottom. <br /> #Place the box on a rug in the upper left corner.<br /> #Remove the lid and place it under the box (or next to the box if the lid is to be replaced after the materials are removed). <br /> #Say, &quot;I will match and then grade the color tablets.&quot;<br /> #Remove one section of the tablets holding the wooden or plastic edges, and place them in mixed order in a horizontal line toward the top of the table or rug.<br /> #Select the darkest tint and place it below the box.<br /> #Select the matching color tablet and place it to the right of the darkest tablet.<br /> #Continue in the same manner with the remaining tablets, choosing the darkest and then finding the match.<br /> #When the eight tablets have been matched and graded, select another section of tablets and continue in the same manner. <br /> #Return the material to the box, one tablet at a time, holding the tablets as described in step #6. Begin at the top, and move from left to right.<br /> #Return the material to the shelf in the manner indicated in step #3.<br /> <br /> === Control Of Error ===<br /> <br /> *visual disharmony&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> <br /> <br /> *Tints are found in the environment.<br /> <br /> === Purpose ===<br /> <br /> &lt;br&gt;<br /> <br /> === Variation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Color_box_IIII&diff=3179 2009-07-22T19:20:35Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 3 -4 1/2 yrs&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> A box with eight sections, each section containing four matching pairs. The colors are red, rose, yellow, blue, green, purple, brown, and grey.&lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'tint box'.<br /> #Show the child where the color tint box is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child.<br /> #Indicate the proceedure of carrying the material: one hand on each side of the box, with thumbs on top and fingers on the bottom. <br /> #Place the box on a rug in the upper left corner.<br /> #Remove the lid and place it under the box (or next to the box if the lid is to be replaced after the materials are removed). <br /> #Say, &quot;I will match and then grade the color tablets.&quot;<br /> #Remove one section of the tablets holding the wooden or plastic edges, and place them in mixed order in a horizontal line toward the top of the table or rug.<br /> #Select the darkest tint and place it below the box.<br /> #Select the matching color tablet and place it to the right of the darkest tablet.<br /> #Continue in the same manner with the remaining tablets, choosing the darkest and then finding the match.<br /> #When the eight tablets have been matched and graded, select another section of tablets and continue in the same manner. <br /> #Return the material to the box, one tablet at a time, holding the tablets as described in step #6. Begin at the top, and move from left to right.<br /> #Return the material to the shelf in the manner indicated in step #3.<br /> <br /> === Control Of Error ===<br /> <br /> *visual disharmony&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> &lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> &lt;br&gt;<br /> <br /> === Variation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Color_box_IIII&diff=3178 2009-07-22T19:20:11Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 3 -4 1/2 yrs&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> A box with eight sections, each section containing four matching pairs. The colors are red, rose, yellow, blue, green, purple, brown, and grey.&lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'tint box'.<br /> #Show the child where the color tint box is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child.<br /> #Indicate the proceedure of carrying the material: one hand on each side of the box, with thumbs on top and fingers on the bottom. <br /> #Place the box on a rug in the upper left corner.<br /> #Remove the lid and place it under the box (or next to the box if the lid is to be replaced after the materials are removed). <br /> #Say, &quot;I will match and then grade the color tablets.&quot;<br /> #Remove one section of the tablets holding the wooden or plastic edges, and place them in mixed order in a horizontal line toward the top of the table or rug.<br /> #Select the darkest tint and place it below the box.<br /> #Select the matching color tablet and place it to the right of the darkest tablet.<br /> #Continue in the same manner with the remaining tablets, choosing the darkest and then finding the match.<br /> #When the eight tablets have been matched and graded, select another section of tablets and continue in the same manner. <br /> #Return the material to the box, one tablet at a time, holding the tablets as described in step #6. Begin at the top, and move from left to right.<br /> #Return the material to the shelf in the manner indicated in step #3.<br /> <br /> === Control Of Error ===<br /> <br /> &lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> &lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> &lt;br&gt;<br /> <br /> === Variation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Color_box_IIII&diff=3177 2009-07-22T19:08:39Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 3 -4 1/2 yrs&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> A box with eight sections, each section containing four matching pairs. The colors are red, rose, yellow, blue, green, purple, brown, and grey.&lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Control Of Error ===<br /> <br /> &lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> &lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> &lt;br&gt;<br /> <br /> === Variation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Color_box_IIII&diff=3176 2009-07-22T19:06:57Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 3 -4 1/2 yrs&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> A box with eight sections &lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Control Of Error ===<br /> <br /> &lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> &lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> &lt;br&gt;<br /> <br /> === Variation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Color_box_IIII&diff=3175 2009-07-22T19:04:50Z

<p>Corkiepug: New page: === Age === &lt;br&gt; === Materials === &lt;br&gt; === Preparation === &lt;br&gt; === Presentation === &lt;br&gt; === Control Of Error === &lt;br&gt; === Points Of Interest === &lt;br&gt; === Purpose...</p> <hr /> <div>=== Age ===<br /> <br /> &lt;br&gt; <br /> <br /> === Materials ===<br /> <br /> &lt;br&gt; <br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Presentation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Control Of Error ===<br /> <br /> &lt;br&gt; <br /> <br /> === Points Of Interest ===<br /> <br /> &lt;br&gt; <br /> <br /> === Purpose ===<br /> <br /> &lt;br&gt; <br /> <br /> === Variation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Links ===<br /> <br /> &lt;br&gt; <br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt; <br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Leaf-Shape_Cabinet_and_cards&diff=3174 2009-07-22T19:02:11Z

<p>Corkiepug: /* Variation */</p> <hr /> <div>=== Age ===<br /> <br /> 3yrs to 4 1/2 yrs&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> A wooden cabinet with three drawers, each drawer containing six divisions. Drawer 1 Leaf forms: cordate, obcordate, ovate, obovate, orbiculate, reniform. Drawer 2 Leaf Forms: elliptical, spatulate, hastate, saggitate, deltoid. Drawer 3 Leaf Forms: linear, aciculate, lanceolate. <br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the leaf-shape cabinet.<br /> #Show the child where the leaf-shape cabinet is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child.<br /> #Indicate the procedure for removing and carrying the drawers: with thumb, index, and middle fingers, grasp the knob of the drawer and remove the drawer halfway. Then place a hand on each side of the drawer and remove it entirely from the cabinet.<br /> #Carry the drawer to the rug. Place the drawer in the top left corner.<br /> #Indicate the insets to the child saying, &quot;These are the shapes that some leaves have. After I remove the insets, I will match the inset to the frame.&quot;<br /> #Begin with the inset in the upper left and remove the insets proceeding from left to right. Grasp the knob of the inset with the thumb, index, and middle fingers of the dominant hand, and place them in a horizontal line below the drawer.<br /> #With the subdominant hand, select the inset on the left, trace the edge of the inset with the index and middle fingers of the dominant hand.<br /> #Select the matching frame and trace it with the dominant hand, moving clockwise. Place the inset in the frame.<br /> #Continue in this manner with all the remaining insets until all the insest are returned to the drawer. <br /> #Return the drawer to the leaf-shape cabinet in the manner described in step #3.<br /> <br /> With Cards:<br /> <br /> #Start the work in the manner described above through step #4. <br /> #Carry the cards to the rug. Place them below the drawer. <br /> #Select the cards of the solid figure and place them in mixed order in a horizontal line at the top of the rug.<br /> #Select the inset in the upper left of the drawer and match it to the appropriate card. Note that the printed figure is hidded by the placement of the inset.<br /> #Continue with all the insets, selecting insets from left to right, top to bottom of the drawer.<br /> #Begin to the left, and move the card with the inset to the top and right of the drawer. Continue to move the remaining cards with the insets to the top in a horizontal row.<br /> #Then return the insets to the drawer, moving left to right.<br /> #Collect the cards by moving from left to right.<br /> #Return the materials to the shelf in the manner indicated in #3.<br /> <br /> === Control Of Error ===<br /> <br /> When the inset is placed on a card with a figure larger than the inset, the border shows. The inset does not match the frame. The final inset does not match the card remaining.&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> There are basic forms that leaves have. Pattern of shapes created when all the cards are displayed.&lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> *Introduction to the leaf shapes.<br /> *Development of tactile sense.<br /> *Development of visual discrimination of the leaf shapes.<br /> *Development of concentration, order, coordination, and independence.<br /> *Responds to the sensitive need for order in the child.<br /> *Preparation for writing<br /> *Preparation for the classification of leaves by shape and margins.<br /> <br /> === Variation ===<br /> <br /> #In removing the insets and cards, place them in mixed order.<br /> #Trace the frame first, then select the inset that will fit in the frame. Upon the selection of an inset, trace the figure and place it in the appropriate frame.<br /> #The insets are removed on one rug, the drawer is placed on another rug a distance away. Select an inset. Move to the rug with the frames and make a selection.<br /> #A blindfold is introduced to make this a stereognostic exercise. <br /> #Cobine two drawers and proceed.<br /> #Combine three drawers and proceed.<br /> #Go to the outside environment and collect leaves. Match these leaves with the botanical leaf forms.<br /> #Match pictures of leaves to the basic leaf forms.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]][[Category:Sensorial 3-6]]</div>

Corkiepug http://wikisori.org/index.php?title=Leaf-Shape_Cabinet_and_cards&diff=2419 2009-07-02T22:31:03Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 3yrs to 4 1/2 yrs&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> A wooden cabinet with three drawers, each drawer containing six divisions. Drawer 1 Leaf forms: cordate, obcordate, ovate, obovate, orbiculate, reniform. Drawer 2 Leaf Forms: elliptical, spatulate, hastate, saggitate, deltoid. Drawer 3 Leaf Forms: linear, aciculate, lanceolate. <br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the leaf-shape cabinet.<br /> #Show the child where the leaf-shape cabinet is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child.<br /> #Indicate the procedure for removing and carrying the drawers: with thumb, index, and middle fingers, grasp the knob of the drawer and remove the drawer halfway. Then place a hand on each side of the drawer and remove it entirely from the cabinet.<br /> #Carry the drawer to the rug. Place the drawer in the top left corner.<br /> #Indicate the insets to the child saying, &quot;These are the shapes that some leaves have. After I remove the insets, I will match the inset to the frame.&quot;<br /> #Begin with the inset in the upper left and remove the insets proceeding from left to right. Grasp the knob of the inset with the thumb, index, and middle fingers of the dominant hand, and place them in a horizontal line below the drawer.<br /> #With the subdominant hand, select the inset on the left, trace the edge of the inset with the index and middle fingers of the dominant hand.<br /> #Select the matching frame and trace it with the dominant hand, moving clockwise. Place the inset in the frame.<br /> #Continue in this manner with all the remaining insets until all the insest are returned to the drawer. <br /> #Return the drawer to the leaf-shape cabinet in the manner described in step #3.<br /> <br /> With Cards:<br /> <br /> #Start the work in the manner described above through step #4. <br /> #Carry the cards to the rug. Place them below the drawer. <br /> #Select the cards of the solid figure and place them in mixed order in a horizontal line at the top of the rug.<br /> #Select the inset in the upper left of the drawer and match it to the appropriate card. Note that the printed figure is hidded by the placement of the inset.<br /> #Continue with all the insets, selecting insets from left to right, top to bottom of the drawer.<br /> #Begin to the left, and move the card with the inset to the top and right of the drawer. Continue to move the remaining cards with the insets to the top in a horizontal row.<br /> #Then return the insets to the drawer, moving left to right.<br /> #Collect the cards by moving from left to right.<br /> #Return the materials to the shelf in the manner indicated in #3.<br /> <br /> === Control Of Error ===<br /> <br /> When the inset is placed on a card with a figure larger than the inset, the border shows. The inset does not match the frame. The final inset does not match the card remaining.&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> There are basic forms that leaves have. Pattern of shapes created when all the cards are displayed.&lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> *Introduction to the leaf shapes.<br /> *Development of tactile sense.<br /> *Development of visual discrimination of the leaf shapes.<br /> *Development of concentration, order, coordination, and independence.<br /> *Responds to the sensitive need for order in the child.<br /> *Preparation for writing<br /> *Preparation for the classification of leaves by shape and margins.<br /> <br /> === Variation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Leaf-Shape_Cabinet_and_cards&diff=2418 2009-07-02T21:55:10Z

<p>Corkiepug: New page: === Age === &lt;br&gt; === Materials === &lt;br&gt; === Preparation === &lt;br&gt; === Presentation === &lt;br&gt; === Control Of Error === &lt;br&gt; === Points Of Interest === &lt;br&gt; === Purpose...</p> <hr /> <div>=== Age ===<br /> <br /> &lt;br&gt; <br /> <br /> === Materials ===<br /> <br /> &lt;br&gt; <br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Presentation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Control Of Error ===<br /> <br /> &lt;br&gt; <br /> <br /> === Points Of Interest ===<br /> <br /> &lt;br&gt; <br /> <br /> === Purpose ===<br /> <br /> &lt;br&gt; <br /> <br /> === Variation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Links ===<br /> <br /> &lt;br&gt; <br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt; <br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Square_of_Pythagoras&diff=2311 2009-06-17T00:11:42Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 4 1/2 yrs&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> A wooden box divided into ten sections. Each section contains a square and rectangles of a color. One red square, one green square, and two green rectangles; one pink square and four pink rectangles; one yellow square, and six yellow rectangles; one blue square and eight blue rectangles; one purple square and ten purple rectangles; one white square and twelve white rectangle; one brown square and fourteen brown rectangles; one dark blue square and sixteen dark blue rectangles; one beige square and eighteen beige rectangles. A masonite board fifty cm. square with a ledge on two sides to prevent the squares and rectangles from falling off the board. &lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'square of pythagoras'.<br /> #Show the child where the&amp;nbsp;square of pythagoras&amp;nbsp;is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child. <br /> #Indicate the procedure for carrying the material: one hand&amp;nbsp;at each side of the box with the thumbs on the top and fingers on the bottom.<br /> #Place the box on the upper left corner of the rug.<br /> #Remove the lid and place it to the right of the box. <br /> #Say, &quot;I will make increasingly large squares with these different colored rectangles and squares.&quot;<br /> #Remove the red square from the box and place it below the board. Move the red square to the upper left corner of the board where the ledge from the two sides of the board meet. <br /> #Remove the three green pieces from the box and replace the lid of the box. Place them in a straight line below the board. Select the green square and place it adjacent to the red square with the corners touching. Select the green rectangle and place it to the right of the red square. Select the remaining green rectangle and replace it beneath the red square.<br /> #Proceed through the material in the following order: pink, yellow, blue, purple, white, brown, dark blue, beige. Each time, remove the square and all the rectangles of a color and place them in a straight line below the board. Replace the lid on the box. Then select the square and place it adjacent to the proceeding square. select the thinnest rectangle and place it vertical to the square. Select the thinnest remaining rectangle and place it to the left of the square. Continuing in this manner until all sections of the box have been emptied.<br /> <br /> === Control Of Error ===<br /> <br /> Visual disharmony and matching of sides.&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> The relationship of the squares to each other.&lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> *Development of the visual sense of shape.<br /> *Development of concentration, order, coordination, and independence.<br /> *Responds to the sensitive need for order in the child.<br /> *Preparation of mathematics/multiplication <br /> *Building a square from rectangles.<br /> <br /> === Variation ===<br /> <br /> #Proceed as in presentation 1 through step #5. Remove the square of one of the colors. Suggest to the child the building of equal squares from rectangles of the same color. Note green forms 1, pink forms 2, yellow forms 3, blue forms 4, purple forms 5, white forms 6, brown forms 7, dark blue forms 8, and beige forms 9 squares.<br /> #Proceed as in presentation 1 through step #5. Remove completely one of the colors. Ask the child to discover the rectangles that need to be removed from the box in order for the figure to be formed.<br /> #Proceed as in presentation 1 through step #5. Using different colors, form similar squares.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Square_of_Pythagoras&diff=2310 2009-06-16T23:50:12Z

<p>Corkiepug: New page: === Age === &lt;br&gt; === Materials === &lt;br&gt; === Preparation === &lt;br&gt; === Presentation === &lt;br&gt; === Control Of Error === &lt;br&gt; === Points Of Interest === &lt;br&gt; === Purpose...</p> <hr /> <div>=== Age ===<br /> <br /> &lt;br&gt; <br /> <br /> === Materials ===<br /> <br /> &lt;br&gt; <br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Presentation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Control Of Error ===<br /> <br /> &lt;br&gt; <br /> <br /> === Points Of Interest ===<br /> <br /> &lt;br&gt; <br /> <br /> === Purpose ===<br /> <br /> &lt;br&gt; <br /> <br /> === Variation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Links ===<br /> <br /> &lt;br&gt; <br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt; <br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Trinomial_Cube&diff=2309 2009-06-16T23:42:33Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 3-5 yrs&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> Twenty seven prisms: one red cube, one blue cube, one yellow cube, six red and black prisms, six blue and black prisms, six yellow and black prisms, six all black prisms. When organized, these prisms form a cube that is contained in a box with two sides which open to expose the color pattern of the sides of the cube. The lid of the box has the color pattern contained on it. &lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'trinomial cube'. <br /> #Show the child where the&amp;nbsp;trinomial cube&amp;nbsp;is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child. <br /> #Indicate the procedure for carrying the material: Place one hand on each side of the box. <br /> #Place the box on a table or rug in the upper left corner <br /> #Remove the lid and place it by the box. Indicate the pattern on the lid and on the top of the cube of prisms. <br /> #Say&quot; I will build the cube on the lid.&quot; <br /> #Open the two sides of the box. Indicate the pattern on the two sides and the top of the prisms. <br /> #Remove the prisms from the box, beginning with the top layer. Begin at the right with the yellow cube, then to the next prism on the left which is yellow and black, and then the yellow and black prism to the left. Continue in the same order, moving from right to left removing all the prisms on the top layer and build the top layer lid. <br /> #Remove the second and third layers of prisms in the same manner and build on the lid. <br /> #Rebuild the cube in the box, beginning with the red cube and proceed from left to right as the bottom layer is built. Continue with the middle and top layers in the same manner. Indicate with the index finger the mapping of 'faces' of the same color. <br /> #Upon completion, note the pattern of the sides and the top layer of the cube. <br /> #Close up the two sides of the box. Replace the lid on the box. <br /> #Return the material to the shelf in the manner described in #3.<br /> <br /> === Control Of Error ===<br /> <br /> The prisms will fit in the box only if placed correctly.&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> Seeing the pattern on the lid, the top, and the sides of the cube. Seeing the binomial contained within the trinomial cube. Touching the colors which match and joining the prisms on identical sides. &lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> *Development of the visual sense of shape. <br /> *Development of concentration, order, coordination, and independence. <br /> *Development of an appreciation for beauty of form in three dimensions. <br /> *Responds to the sensitive need for order in the child. <br /> *Preparation of the algebraic concepts involved in the trinomial theorem.<br /> <br /> === Variation ===<br /> <br /> #Proceed as in presentaion 1 through step #6. Build the layers outside the box without the lid. <br /> #Proceed as in presentation 1 through step #6. Build the second layer to the right of the first layer. Build the third layer to the right of the second layer. <br /> #Proceed as in presentation 1 through step #6. Remove the prisms and place them in three horizontal rows from right to left. Then replace the prisms in the box. <br /> #Proceed as in presentation 1 through step #6. Remove the prisms and place them in a horizontal row, beginning with the yellow cube and proceeding left to right and back to front, organizing the prisms by shape. Replace the prisms. <br /> #Place the emptied box at another table or rug. Rebuild the prism into the box, transfering the prisms one at a time. <br /> #Using a blindfold replace the prisms in the box.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Trinomial_Cube&diff=2308 2009-06-16T23:18:24Z

<p>Corkiepug: New page: === Age === &lt;br&gt; === Materials === &lt;br&gt; === Preparation === &lt;br&gt; === Presentation === &lt;br&gt; === Control Of Error === &lt;br&gt; === Points Of Interest === &lt;br&gt; === Purpose...</p> <hr /> <div>=== Age ===<br /> <br /> &lt;br&gt; <br /> <br /> === Materials ===<br /> <br /> &lt;br&gt; <br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Presentation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Control Of Error ===<br /> <br /> &lt;br&gt; <br /> <br /> === Points Of Interest ===<br /> <br /> &lt;br&gt; <br /> <br /> === Purpose ===<br /> <br /> &lt;br&gt; <br /> <br /> === Variation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Links ===<br /> <br /> &lt;br&gt; <br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt; <br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Power_of_Two&diff=2307 2009-06-16T23:13:38Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 2 1/2-4 yrs&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> Seven wooden prisms: three yellow cubes, two white quadrilateral prisms, and two gree quadrilateral prisms. When organized together, these prisms form a cube that is contained in a box with a lid.&lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'power of two'. <br /> #Show the child where the power of two is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child. <br /> #Indicate the procedure for carrying the material: place one hand on each side of the box. <br /> #Place the box on a table or rug. Move the box to the left, and remove the lid. <br /> #Say, &quot; I will build this cube on the lid.&quot; <br /> #Pemove the smallest yellow cube and continue the removal of the prisms from the smallest to the largest, building the first layer outside the box. <br /> #The second layer is a single green prism. To remove the prism, place the left hand over the prism and place the right hand behind the lid. With the right hand, tilt the entire box over allowing the green prism to slip into the left hand. Gently lower the right hand and close the lid on the box. <br /> #Place the large green prism on the layer built outside the box. <br /> #Rebuild the cube in the box, beginning with the large green prisms. In rebuilding the top layer in the box, select the large white prism to be placed in the top layer back. Then proceed from left to right to rebuild the top layer front, going from the largest to the smallest prism. <br /> #Return the material to the shelf in the manner described indicated in step #3.<br /> <br /> === Control Of Error ===<br /> <br /> The prisms will fit in the box only if placed correctly.&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> The prisms of the same color are also of the same shape.&lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> *Development of the visual sense of shape. <br /> *Development of concentration, order, corrdinantion, and independence. <br /> *Development of an appreciation for beauty of form in three dimensions. <br /> *Responds to the sensitive need for order in the child. <br /> *Preparation for the mathematical concepts involved in the power of two.<br /> <br /> === Variation ===<br /> <br /> #Proceed as in presentation 1 through step #4. Beginning with the smallest prism, place the prisms in a row from right to left. A horizontal line of prisms is then formed. Replace the prisms, beginning with the largest and proceeding to the smallest, from left to right. <br /> #Proceeding as in presentation 2. Before replacing the prisms, select the smallest prism (the yellow cube)&amp;nbsp;and place it in front of the large yellow cube. Select the small white prism and place it in front of the large white prism. Select the small green prism and place it in front of the large green prism. Note the similarity of the prisms matched. <br /> #Proceed as in presentation 2. Slide the two small yellow cubes together. Then slide the two small yellow cubes next to the small white prisms. Note that the two yellow cubes are equivalent to the small white prism. Move the two small yellow prisms and small white prism next to the small green prism. Note the equivalence of the prisms to the green prism. Place the prisms on the small green prism and move this set of prisms to the large yellow cube. Not that this set of prisms is equivalent to the large yellow cube. Then move these prisms to the large yellow prism. Note that the set of prisms is equivalent to the large white prism. Move all these prisms next to the large green prism. Note that the set of prisms is equivalent to the large green prism. <br /> #Proceed as in presentation 2. Place the emptied box a distance away on a table or rug. Rebuild the cube inside the box, transfering the prisms one at a time into the box. <br /> #Proceed as in presentation 2. Using a blindfold, replace the prism into the box.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Power_of_Two&diff=2306 2009-06-16T22:45:02Z

<p>Corkiepug: New page: === Age === &lt;br&gt; === Materials === &lt;br&gt; === Preparation === &lt;br&gt; === Presentation === &lt;br&gt; === Control Of Error === &lt;br&gt; === Points Of Interest === &lt;br&gt; === Purpose...</p> <hr /> <div>=== Age ===<br /> <br /> &lt;br&gt; <br /> <br /> === Materials ===<br /> <br /> &lt;br&gt; <br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Presentation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Control Of Error ===<br /> <br /> &lt;br&gt; <br /> <br /> === Points Of Interest ===<br /> <br /> &lt;br&gt; <br /> <br /> === Purpose ===<br /> <br /> &lt;br&gt; <br /> <br /> === Variation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Links ===<br /> <br /> &lt;br&gt; <br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt; <br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Large_Hexagonal_Box&diff=2305 2009-06-14T03:53:45Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 3 -5 years&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> One yellow equilateral triangle, with black lines on all sides. Three yellow isosceles obtuse triangles with a black line on the side opposite to the obtuse angle. Three yellow isosceles obtuse triangles similar to the three other yellow triangles, but with the black lines on the two equal sides. Two red isosceles obtuse triangles similar to the yellow triangles, but with the black line on the side opposite the obtuse angle. Two grey isosceles obtuse triangles similar to the yellow and red triangles, but with the black line on one of the sides that describes the obtuse angle.&lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'large hexagonal box'. <br /> #Show the child where the large hexagonal box is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child. <br /> #Indicate the procedure for carrying the material: one hand on each side of the hexagonal box, with the thumbs on top and fingers on the bottom. <br /> #Place the box on a rug. <br /> #Place the box in the upper left side of the rug. <br /> #Remove the lid and place it to the right of the box. <br /> #Say, &quot;I will make shapes with triangles.&quot; <br /> #Remove the yellow equilateral triangle and place it at the bottom of the rug. Remove the three isosceles obtuse triangles with the black line on the side opposite to the obtuse angle and place them in a straight line to the right of the equilateral triangle. With the index and middle fingers trace the black line of the&amp;nbsp;equilateral triangle and the black line of one of the isosceles obtuse triangles. Slide the black line of the second triangle against the black line of the equilateral triangle. Continue with the remaining triangles in the same manner, thus forming a hexagon. Indicate the equilateral triangle inscribed in the hexagon by tracing the black line with the index and forefinger. <br /> #Select from the box the yellow isosceles obtuse triangles with the black line on the two sides adjacent to the obtuse angle and place them in a straight line to the right of the yellow hexagon just formed. With thr index and middle fingers, trace the black line of the first isosceles triangle and the black line of the second isosceles triangle. Continue in the same manner with the third triangle. Superimpose the large yellow equilateral triangle over the equilateral triangle formed by the three isosceles triangles. Return the equilateral triangle. <br /> #Select the two red triangles one at a time and place them in a straight line to the right of the equilateral triangle. With the index and middle fingers, trace the black line on each triangle. Then slide the triangles together at the black lines forming a rhombus. <br /> #Select from the box two grey triangles one at a time and place them in a straight line to the right of the red rhombus. With the index and middles fingers, trace the black line on each triangle. Then slide the triangles together at the black lines forming a rhomboid. <br /> #Replace the material into the box, beginning with the grey rhombus. <br /> #Return the material to the shelf in the manner indicated in step #3.<br /> <br /> === Control Of Error ===<br /> <br /> Visual disharmony. Black guidelines and colors of triangles. &lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> Touching and mapping of the black lines. Mixing and pairing the triangles. Naming the various types of triangles and other geometric shapes formed. &lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> *To show the various plane figures included in the hexagon. <br /> *Refinement of the discrimination of geometric shapes. <br /> *Development of concentration, order, coordination, and independence. <br /> *Preparation for geometry. <br /> *Development of the appreciation of line and form. <br /> *Development of creativity.<br /> <br /> === Variation ===<br /> <br /> #Take two of the yellow triangles which have the black line on the longest side. Map these lines to form a rhombus equal to the red one. Compare the two rhombi. Mix the pairs of triangles and allow the child to match and compare them. <br /> #Take two of the yellow triangles which have black lines on the two equal sides. Join the triangles on one of their equal sides to form a rhomboid equal to the grey one. Comapre the two. Mix the two pairs of triangles and allow the child to match and compare. <br /> #Trace the figures on construction paper and cut them out. Then make a bookelt containing the variations. <br /> #Look for hexagonal figures in the environment, in materials, in floor designs, in pictures, etc. <br /> #Label the various figures.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Small_Hexagonal_Box&diff=2304 2009-06-14T03:53:09Z

<p>Corkiepug: </p> <hr /> <div>&lt;videoflash&gt;MEEDIBiUs6g&amp;NR&lt;/videoflash&gt; <br /> <br /> === Age ===<br /> <br /> 3-6 &lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> Six grey equilateral triangles with black lines on two sides. Three green equilateral triangles, one of which has black lines on two sides and two with black lines on one side. Six red isosceles obtuse triangles that have a black line on the side opposite the obtuse angle. One yellow equilateral triangle. Two red equilateral triangles with a black line on one side. &lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'Small hexagonal box'. <br /> #Show the child where the small hexagonal box is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child. <br /> #Indicate the procedure for carrying the material: one hand on each side of box with thumbs on the top and the fingers on the bottom. <br /> #Place the box on a rug. <br /> #Place the box in the upper left side of the rug. <br /> #Say, &quot;I will make shapes with the triangles.&quot; <br /> #Remove the lid. Select the yellow equilateral triangle and place it to the right of the lid. <br /> #Select six Isosceles obtuse triangles, one at a time placing them in a straight line below the box. Trace the black line with the index and middle fingers. Slide the triangles together to foram a rhombus and continue until you have made three rhombi. <br /> #With two hands, make the first two rhombi point to the top of the rug. Slide the third rhombi below forming the hexagon. Slide Hexagon to the left. <br /> #Select the six grey equilateral triangles, one at a time placing them in a straight line at the bottom of the rug. Trace the black lines with the index and middle fingers. Slide the triangles to form a hexagon. <br /> #Select the three green triangles, one at a time placing them in a straight line to the right of the grey hexagon. Trace the black lines with the indeax and middle fingers. Slide the triangles together to form a trapezoid. <br /> #Select two red quilateral triangles one at a time placing them in a straight line to the right of the red hexagon. Trace the black lines with the index and middle fingers. Slide the triangles together to form a rhombus. <br /> #Replace the material into the box beginning with the red rhombus. <br /> #Return the material to the shelf in the manner indicated in #3.&lt;br&gt;&lt;br&gt;<br /> <br /> === Control Of Error ===<br /> <br /> Visual disharmony as well as black guidelines and colors of triangles. <br /> <br /> === Points Of Interest ===<br /> <br /> Touching and mapping of the black lines. Mixing and pairing the triangles. Naming the various geometric shapes formed. <br /> <br /> === Purpose ===<br /> <br /> *To show the various plane figures included in a hexagon.<br /> *Refinement of the discrimination of geometric form.<br /> *Development of concentration, order, coordination, and independence. <br /> *Responds to the sensitive need for order in the child.<br /> *Preparation for geometry.<br /> *Development of the appreciation of line and form.<br /> *Develoment of creativity.<br /> <br /> === Variation ===<br /> <br /> #Proceed as in peresentation 1 throught step #9. Move the six grey triangles of the hexagon to form three rhombi. Then form trapezoids. The unite them to form the hexagon. <br /> #Move the six red triangles of the hexagon to form three rhombi. Then unite them to form the hexagon. <br /> #Compare the green trapezoid with the grey hexagon by removing three grey triangles that form a trapezoid and replace it with the green one. <br /> #Compare one of the rhombi formed by the red triangles with the grey hexagon by removing two of the grey traingles and replacing it with the red rhombus. Remove a second grey rhombus and replace it with a red rhombus. Finally, remove the last grey rhombus from&amp;nbsp;the hexagon and replace it with the last red rhombus. With your index finger, indicate that the black lines show an equilateral triangle contained in the hexagon. <br /> #Fold the grey hexagon in half by overlapping the equilateral triangle, forming a trapezoid. <br /> #Fold over 1 green equilateral triangle, to form a rhombus. <br /> #Fold over the grey trapezoid, to form an identical rhombus. Point out the red, green, grey rhombi again. <br /> #Fold over the two red equilateral triangles (formerly a rhombus) to form another equilateral triangle. <br /> #Fold over the green equilateral triangles (formerly a rhombus) to form another equilateral triangle. <br /> #Fold over all the grey equilateral triangles (formerly a rhombus) to form another equilateral triangle. <br /> #Fold over the red hexagon along the black lines, forming an equilateral triangle. <br /> #Superimpose the yellow control equilateral triangle over the red triangle, to see if it's the same. Line up all the equilateral triangles, pointing out each one (red, green, grey, red, yellow) and place left to right in a row. <br /> #Trace the figures on construction paper and cut them out. Paste on poster board for charts. <br /> #Trace the figures on construction paper and cut them out. Then past the variations on paper and make a booklet. <br /> #Look for hexagonal figures in the environment, in material, in art work, etc. <br /> #Label the various figures.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Rectangular_Box_2&diff=2303 2009-06-14T03:52:04Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 3-5 years&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> Eight blue triangles with no black lines. Two isosceles right triangles. Two scalene right triangles. Two equilateral triangles. One scalene right triangle and one obtuse triangle.&lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'rectangular box'.<br /> #Show the child where the rectangular box is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child. <br /> #Indicate the procedure for carrying the material: one hand on each side of the rectangular box with the thumbs on the top and fingers on the bottom.<br /> #Place the box in the upeer left side of the rug.<br /> #Remove the lid and place it to the right of the box.<br /> #Say, &quot;I will make shapes from the triangles.&quot;<br /> #Remove the two isosceles right triangles one at a time, and place them in a straight line below the lid. Slide them against each other, forming a square. Again, slide them together to form a rhomboid. Slide them together, to form a different rhomboid.<br /> #Select the two scalene right triangles one at a time. Slide them against eachother, forming a rectangle. Again, slide them together to form a rhomboid. Slide them together to form a different rhomboid. <br /> #Select the two equilateral&amp;nbsp;triangles one at a time. Slide them against eachother, to form a rhombus.<br /> #Select the one scalene right triangle and the one scalene obtuse triangle one at a time. Slide them together, to form a trapezoid.<br /> #Replace the material into the box beginning with the trapezoid on thr right.<br /> #Return the material to the shelf in the manner described in #3.<br /> <br /> === Control Of Error ===<br /> <br /> Visual disharmony.&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> Superimposing the blue triangles on the various other triangles. Mixing and pairing the triangles.&lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> *To show the quadrilateral figures formed by various triangles.<br /> *Refinement of perception.<br /> *Development of concentration, order, coordination, and independence.<br /> *Responds to the sensitive need of order in the child.<br /> *Preparation for geometry.<br /> *Development of appreciation of line and form.<br /> *Development of creativity.<br /> <br /> === Variation ===<br /> <br /> #Remove all triangles from the box and freely explore the possible relationships between triangles.<br /> #Combination of rectangular box 1 with the blue triangles from rectangular box 2 for matching equal quadrilateral figures created. Superimpose the figures.<br /> #When the child has exhausted the possible geometric figures, 'flip' one of the triangles with a figure and create a new geometric figure.<br /> #Trace the triangles on construction paper and cut out. Paste the variations on paper and make a booklet.<br /> #Trace the triangles on construction paper and cut out.&amp;nbsp;Paste the variations on poster board for charts.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Rectangular_Box_2&diff=2302 2009-06-14T03:24:39Z

<p>Corkiepug: New page: === Age === &lt;br&gt; === Materials === &lt;br&gt; === Preparation === &lt;br&gt; === Presentation === &lt;br&gt; === Control Of Error === &lt;br&gt; === Points Of Interest === &lt;br&gt; === Purpose...</p> <hr /> <div>=== Age ===<br /> <br /> &lt;br&gt; <br /> <br /> === Materials ===<br /> <br /> &lt;br&gt; <br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Presentation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Control Of Error ===<br /> <br /> &lt;br&gt; <br /> <br /> === Points Of Interest ===<br /> <br /> &lt;br&gt; <br /> <br /> === Purpose ===<br /> <br /> &lt;br&gt; <br /> <br /> === Variation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Links ===<br /> <br /> &lt;br&gt; <br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt; <br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Rectangular_Box_1&diff=2301 2009-06-14T03:23:30Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 3-5 years&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> Four isosceles right triangles, equal in size. Two green triangles with black lines on the hypotenuse, and two yellow triangles with black lines on the equal sides. Six scalene right triangles equal in size. Two grey triangles with a black line on the hypotenuse. Two green triangles with a black line on the longer side that describes the right angle. Two yellow triangles with a black line on the shorter side that describes the right angle. Two yellow equilateral triangles with a black line on one side. One red scalene right triangle with&amp;nbsp;a black line on the longer side that describes the right angle. One red scalene obtuse triangle with a black line on the side opposite the obtuse angle.&lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'rectangular box'. <br /> #Show the child where the rectangular box is located on the shelf. When the child has made the selection of the material, begin with the third step after naming the material for the child. <br /> #Indicate the procedure for carrying the material: one hand on each side of the rectangular box with thumbs on top and fingers on the bottom. <br /> #Place the box in the upper left side of the rug. <br /> #Remove the lid and place to the right of the box. <br /> #Say, &quot;I will&amp;nbsp;make shapes from the triangles.&quot; <br /> #Remove from the box the two green and two yellow isosceles triangles one at a time and place them in a straight line at the bottom of the rug. With the index and&amp;nbsp;middle fingers, trace the black lines on the green triangles. Slide them together, forming a square. Move the square below the rectangle box. With the index and middle fingers, trace the black lines on the yellow triangles. Slide them together, forming a rhomboid. Move the rhomboid to the right of the square. <br /> #Select from the box ,the two grey, two green, and two yellow scalene right triangles one at a time and place them in a straight line at the bottom of the rug. Trace the black line on the grey triangles. Slide them together, forming a rhomboid. Trace the black line on the yellow triangles. Slide them together, forming a rhomboid. <br /> #Select from the box the two yellow equilateral triangles and the red scalene triangles one at a time and place them in a straight line at the bottom of the rug. Trace the black line on the two yellow triangles. Slide them together, forming a rhombus. Trace the black line on the red triangles. Slide them together, forming a trapezoid. <br /> #Replace the material into the box beginning with the trapezoid to the lower left, rhombus in upper left, right angle triangles in right as rectangles, and isosceles triangles as a square. <br /> #Return the material to the shelf in the manner as indicated in #3.<br /> <br /> === Control Of Error ===<br /> <br /> Visual. Black guidelines and colored triangles.&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> Touching and mapping black lines. Mixing and pairing the triangles. Working with an increasingly larger assortment of triangles. Naming the equilateral figures formed by the triangles.&lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> *To show the equilateral figures formed by various triangles. <br /> *Refinement of perception. <br /> *Development of concentration, order, coordination, and independence. <br /> *Respond to the sensitive need for order in the child. <br /> *Preparation for geometry. <br /> *Appreciation of line and form. <br /> *Development of creativity.<br /> <br /> === Variation ===<br /> <br /> #Remove all triangles at one time and make the figures in presentation 1 <br /> #Trace the figures on construction paper and cut them out. Then paste the variations on paper and make a booklet. <br /> #Trace the figures on construction paper and cut them out. Then paste the variations on poster board for charts. <br /> #Look for the figures formed in the environment, in material, floor patterns, etc. <br /> #Label the various figures.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Rectangular_Box_1&diff=2300 2009-06-14T02:48:00Z

<p>Corkiepug: New page: === Age === &lt;br&gt; === Materials === &lt;br&gt; === Preparation === &lt;br&gt; === Presentation === &lt;br&gt; === Control Of Error === &lt;br&gt; === Points Of Interest === &lt;br&gt; === Purpose...</p> <hr /> <div>=== Age ===<br /> <br /> &lt;br&gt; <br /> <br /> === Materials ===<br /> <br /> &lt;br&gt; <br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Presentation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Control Of Error ===<br /> <br /> &lt;br&gt; <br /> <br /> === Points Of Interest ===<br /> <br /> &lt;br&gt; <br /> <br /> === Purpose ===<br /> <br /> &lt;br&gt; <br /> <br /> === Variation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Links ===<br /> <br /> &lt;br&gt; <br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt; <br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Large_Hexagonal_Box&diff=2299 2009-06-14T02:46:48Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 3 -5 years&lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> One yellow equilateral triangle, with black lines on all sides. Three yellow isosceles obtuse triangles with a black line on the side opposite to the obtuse angle. Three yellow isosceles obtuse triangles similar to the three other yellow triangles, but with the black lines on the two equal sides. Two red isosceles obtuse triangles similar to the yellow triangles, but with the black line on the side opposite the obtuse angle. Two grey isosceles obtuse triangles similar to the yellow and red triangles, but with the black line on one of the sides that describes the obtuse angle.&lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'large hexagonal box'. <br /> #Show the child where the large hexagonal box is located on the shelf. When the child has made the selection of the material, begin witht he third step after naming the material for the child. <br /> #Indicate the procedure for carrying the material: one hand on each side of the hexagonal box, with the thumbs on top and fingers on the bottom. <br /> #Place the box on a rug. <br /> #Place the box in the upper left side of the rug. <br /> #Remove the lid and place it to the right of the box. <br /> #Say, &quot;I will make shapes with triangles.&quot; <br /> #Remove the yellow equilateral triangle and place it at the bottom of the rug. Remove the three isosceles obtuse triangles with the black line on the side opposite to the obtuse angle and place them in a straight line to the right of the equilateral triangle. With the index and middle fingers trace the black line of the&amp;nbsp;equilateral triangle and the black line of one of the isosceles obtuse triangles. Slide the black line of the second triangle against the black line of the equilateral triangle. Continue with the remaining triangles in the same manner, thus forming a hexagon. Indicate the equilateral triangle inscribed in the hexagon by tracing the black line with the index and forefinger. <br /> #Select from the box the yellow isosceles obtuse triangles with the black line on the two sides adjacent to the obtuse angle and place them in a straight line to the right of the yellow hexagon just formed. With thr index and middle fingers, trace the black line of the first isosceles triangle and the black line of the second isosceles triangle. Continue in the same manner with the third triangle. Superimpose the large yellow equilateral triangle over the equilateral triangle formed by the three isosceles triangles. Return the equilateral triangle. <br /> #Select the two red triangles one at a time and place them in a straight line to the right of the equilateral triangle. With the index and middle fingers, trace the black line on each triangle. Then slide the triangles together at the black lines forming a rhombus. <br /> #Select from the box two grey triangles one at a time and place them in a straight line to the right of the red rhombus. With the index and middles fingers, trace the black line on each triangle. Then slide the triangles together at the black lines forming a rhomboid. <br /> #Replace the material into the box, beginning with the grey rhombus. <br /> #Return the material to the shelf in the manner indicated in step #3.<br /> <br /> === Control Of Error ===<br /> <br /> Visual disharmony. Black guidelines and colors of triangles. &lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> Touching and mapping of the black lines. Mixing and pairing the triangles. Naming the various types of triangles and other geometric shapes formed. &lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> *To show the various plane figures included in the hexagon. <br /> *Refinement of the discrimination of geometric shapes. <br /> *Development of concentration, order, coordination, and independence. <br /> *Preparation for geometry. <br /> *Development of the appreciation of line and form. <br /> *Development of creativity.<br /> <br /> === Variation ===<br /> <br /> #Take two of the yellow triangles which have the black line on the longest side. Map these lines to form a rhombus equal to the red one. Compare the two rhombi. Mix the pairs of triangles and allow the child to match and compare them. <br /> #Take two of the yellow triangles which have black lines on the two equal sides. Join the triangles on one of their equal sides to form a rhomboid equal to the grey one. Comapre the two. Mix the two pairs of triangles and allow the child to match and compare. <br /> #Trace the figures on construction paper and cut them out. Then make a bookelt containing the variations. <br /> #Look for hexagonal figures in the environment, in materials, in floor designs, in pictures, etc. <br /> #Label the various figures.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Large_Hexagonal_Box&diff=2298 2009-06-14T02:13:06Z

<p>Corkiepug: New page: === Age === &lt;br&gt; === Materials === &lt;br&gt; === Preparation === &lt;br&gt; === Presentation === &lt;br&gt; === Control Of Error === &lt;br&gt; === Points Of Interest === &lt;br&gt; === Purpose...</p> <hr /> <div>=== Age ===<br /> <br /> &lt;br&gt; <br /> <br /> === Materials ===<br /> <br /> &lt;br&gt; <br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Presentation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Control Of Error ===<br /> <br /> &lt;br&gt; <br /> <br /> === Points Of Interest ===<br /> <br /> &lt;br&gt; <br /> <br /> === Purpose ===<br /> <br /> &lt;br&gt; <br /> <br /> === Variation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Links ===<br /> <br /> &lt;br&gt; <br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt; <br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Small_Hexagonal_Box&diff=2297 2009-06-14T02:08:52Z

<p>Corkiepug: /* Variation */</p> <hr /> <div>&lt;videoflash&gt;MEEDIBiUs6g&amp;NR&lt;/videoflash&gt; <br /> <br /> === Age ===<br /> <br /> 3-6 &lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> Six grey equilateral triangles with black lines on two sides. Three green equilateral triangles, one of which has black lines on two sides and two with black lines on one side. Six red isosceles obtuse triangles that have a black line on the side opposite the obtuse angle. One yellow equilateral triangle. Two red equilateral triangles with a black line on one side. &lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'Small hexagonal box'.<br /> #Show the child where the small hexagonal box is located on the shelf. When the child has made the selection of the material, begin witht he third step after naming the material for the child.<br /> #Indicate the procedure for carrying the material: one hand on each side of box with thumbs on the top and the fingers on the bottom.<br /> #Place the box on a rug.<br /> #Place the box in the upper left side of the rug. <br /> #Say, &quot;I will make shapes with the triangles.&quot;<br /> #Remove the lid. Select the yellow equilateral triangle and place it to the right of the lid. <br /> #Select six Isosceles obtuse triangles, one at a time placing them in a straight line below the box. Trace the black line with the index and middle fingers. Slide the triangles together to foram a rhombus and continue until you have made three rhombi. <br /> #With two hands, make the first two rhombi point to the top of the rug. Slide the third rhombi below forming the hexagon. Slide Hexagon to the left.<br /> #Select the six grey equilateral triangles, one at a time placing them in a straight line at the bottom of the rug. Trace the black lines with the index and middle fingers. Slide the triangles to form a hexagon. <br /> #Select the three green triangles, one at a time placing them in a straight line to the right of the grey hexagon. Trace the black lines with the indeax and middle fingers. Slide the triangles together to form a trapezoid.<br /> #Select two red quilateral triangles one at a time placing them in a straight line to the right of the red hexagon. Trace the black lines with the index and middle fingers. Slide the triangles together to form a rhombus.<br /> #Replace the material into the box beginning with the red rhombus.<br /> #Return the material to the shelf in the manner indicated in #3.&lt;br&gt;&lt;br&gt;<br /> <br /> === Control Of Error ===<br /> <br /> Visual disharmony as well as black guidelines and colors of triangles. <br /> <br /> === Points Of Interest ===<br /> <br /> Touching and mapping of the black lines. Mixing and pairing the triangles. Naming the various geometric shapes formed. <br /> <br /> === Purpose ===<br /> <br /> *To show the various plane figures included in a hexagon.<br /> *Refinement of the discrimination of geometric form.<br /> *Development of concentration, order, coordination, and independence. <br /> *Responds to the sensitive need for order in the child.<br /> *Preparation for geometry.<br /> *Development of the appreciation of line and form.<br /> *Develoment of creativity.<br /> <br /> === Variation ===<br /> <br /> #Proceed as in peresentation 1 throught step #9. Move the six grey triangles of the hexagon to form three rhombi. Then form trapezoids. The unite them to form the hexagon. <br /> #Move the six red triangles of the hexagon to form three rhombi. Then unite them to form the hexagon. <br /> #Compare the green trapezoid with the grey hexagon by removing three grey triangles that form a trapezoid and replace it with the green one. <br /> #Compare one of the rhombi formed by the red triangles with the grey hexagon by removing two of the grey traingles and replacing it with the red rhombus. Remove a second grey rhombus and replace it with a red rhombus. Finally, remove the last grey rhombus from&amp;nbsp;the hexagon and replace it with the last red rhombus. With your index finger, indicate that the black lines show an equilateral triangle contained in the hexagon. <br /> #Fold the grey hexagon in half by overlapping the equilateral triangle, forming a trapezoid. <br /> #Fold over 1 green equilateral triangle, to form a rhombus. <br /> #Fold over the grey trapezoid, to form an identical rhombus. Point out the red, green, grey rhombi again. <br /> #Fold over the two red equilateral triangles (formerly a rhombus) to form another equilateral triangle. <br /> #Fold over the green equilateral triangles (formerly a rhombus) to form another equilateral triangle. <br /> #Fold over all the grey equilateral triangles (formerly a rhombus) to form another equilateral triangle. <br /> #Fold over the red hexagon along the black lines, forming an equilateral triangle. <br /> #Superimpose the yellow control equilateral triangle over the red triangle, to see if it's the same. Line up all the equilateral triangles, pointing out each one (red, green, grey, red, yellow) and place left to right in a row. <br /> #Trace the figures on construction paper and cut them out. Paste on poster board for charts. <br /> #Trace the figures on construction paper and cut them out. Then past the variations on paper and make a booklet. <br /> #Look for hexagonal figures in the environment, in material, in art work, etc. <br /> #Label the various figures.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Small_Hexagonal_Box&diff=2296 2009-06-10T03:41:27Z

<p>Corkiepug: </p> <hr /> <div>&lt;videoflash&gt;MEEDIBiUs6g&amp;NR&lt;/videoflash&gt; <br /> <br /> === Age ===<br /> <br /> 3-6 &lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> Six grey equilateral triangles with black lines on two sides. Three green equilateral triangles, one of which has black lines on two sides and two with black lines on one side. Six red isosceles obtuse triangles that have a black line on the side opposite the obtuse angle. One yellow equilateral triangle. Two red equilateral triangles with a black line on one side. &lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'Small hexagonal box'.<br /> #Show the child where the small hexagonal box is located on the shelf. When the child has made the selection of the material, begin witht he third step after naming the material for the child.<br /> #Indicate the procedure for carrying the material: one hand on each side of box with thumbs on the top and the fingers on the bottom.<br /> #Place the box on a rug.<br /> #Place the box in the upper left side of the rug. <br /> #Say, &quot;I will make shapes with the triangles.&quot;<br /> #Remove the lid. Select the yellow equilateral triangle and place it to the right of the lid. <br /> #Select six Isosceles obtuse triangles, one at a time placing them in a straight line below the box. Trace the black line with the index and middle fingers. Slide the triangles together to foram a rhombus and continue until you have made three rhombi. <br /> #With two hands, make the first two rhombi point to the top of the rug. Slide the third rhombi below forming the hexagon. Slide Hexagon to the left.<br /> #Select the six grey equilateral triangles, one at a time placing them in a straight line at the bottom of the rug. Trace the black lines with the index and middle fingers. Slide the triangles to form a hexagon. <br /> #Select the three green triangles, one at a time placing them in a straight line to the right of the grey hexagon. Trace the black lines with the indeax and middle fingers. Slide the triangles together to form a trapezoid.<br /> #Select two red quilateral triangles one at a time placing them in a straight line to the right of the red hexagon. Trace the black lines with the index and middle fingers. Slide the triangles together to form a rhombus.<br /> #Replace the material into the box beginning with the red rhombus.<br /> #Return the material to the shelf in the manner indicated in #3.&lt;br&gt;&lt;br&gt;<br /> <br /> === Control Of Error ===<br /> <br /> Visual disharmony as well as black guidelines and colors of triangles. <br /> <br /> === Points Of Interest ===<br /> <br /> Touching and mapping of the black lines. Mixing and pairing the triangles. Naming the various geometric shapes formed. <br /> <br /> === Purpose ===<br /> <br /> *To show the various plane figures included in a hexagon.<br /> *Refinement of the discrimination of geometric form.<br /> *Development of concentration, order, coordination, and independence. <br /> *Responds to the sensitive need for order in the child.<br /> *Preparation for geometry.<br /> *Development of the appreciation of line and form.<br /> *Develoment of creativity.<br /> <br /> === Variation ===<br /> <br /> &lt;br&gt;<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Geometry_Demonstration_Tray&diff=2295 2009-06-10T02:59:14Z

<p>Corkiepug: </p> <hr /> <div>=== Age ===<br /> <br /> 2 1/2- 4 1/2 &lt;br&gt;<br /> <br /> === Materials ===<br /> <br /> Wooden tray containing six wooden squares, three of which have insets: the triangle, the square, and the circle. These insets are painted blue in contrast to the natural wood finish of squares. The geometric figures contain a small knob in the center to remove the figures from the tray. &lt;br&gt;<br /> <br /> === Preparation ===<br /> <br /> &amp;nbsp;&lt;br&gt;<br /> <br /> === Presentation ===<br /> <br /> #Invite the child to work with the 'geometry demonstration tray'. <br /> #Show the child where the geometry demonstration tray is located on the shelf. <br /> #Indicate procedure for carrying the material: a hand on each side of the tray, thumbs on top, fingers underneath. <br /> #Place the tray on a table or rug. <br /> #Say, &quot;After I remove the insets, I will match each inset to it's frame.&quot; <br /> #Remove each figure, indicating to the child hoe each knob is to be held between the thumb, index, and middle fingers of the dominant hand. <br /> #As each figure is removed, beginning at the left and proceeding to the right, place the figures in order in front of the tray. <br /> #With the dominant hand, grasp the figure to the left by the knob. With index and middle fingers of the subdominant hand, moving clockwise, trace the edge of the figure. Select the frame in the demonstration tray that matches. Trace the frame and insert the inset. Continue until all figures have been replaced into their proper frames. <br /> #Return the material to the shelf in the manner indicated in step #3.<br /> <br /> Note: Square, circle, and triangle is the sequence of figures in the demonstration tray. <br /> <br /> === Control Of Error ===<br /> <br /> Each inset will properly fit only in it's proper frame.&lt;br&gt;<br /> <br /> === Points Of Interest ===<br /> <br /> Some figures turn in their inset when rotated, some do not. Some figures can nest in the frames of other figures.&lt;br&gt;<br /> <br /> === Purpose ===<br /> <br /> *Development of visual discrimination of shape. <br /> *Development of concentration, coordination, and independence. <br /> *Responds to the sensitive need of order in the child. <br /> *Preparation for writing. <br /> *Preparation for geometry. <br /> *Development of tactile sense. <br /> *Introduction to plane geometry nomenclature.<br /> <br /> === Variation ===<br /> <br /> #Mixed Order: Proceed as in Presentation 1 through step #6. Place all three insets on the rug in mixed order. Have the child replace them in proper order. <br /> #Three Period Lesson: Proceed as in Presentation 1 through step #6. Introduce names of the shapes with the Three Period Lesson. <br /> #Other Shapes: Introduce all shapes in the geometric cabinet using the demontration tray and proceeding as in Presentation 1. Select groups of three figures of highest contrast. After the sensorial experience, introduce vocabulary.<br /> <br /> === Links ===<br /> <br /> &lt;br&gt;<br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt;<br /> <br /> [[Category:Sensorial]]</div>

Corkiepug http://wikisori.org/index.php?title=Geometry_Demonstration_Tray&diff=2294 2009-06-10T02:29:02Z

<p>Corkiepug: New page: === Age === &lt;br&gt; === Materials === &lt;br&gt; === Preparation === &lt;br&gt; === Presentation === &lt;br&gt; === Control Of Error === &lt;br&gt; === Points Of Interest === &lt;br&gt; === Purpose...</p> <hr /> <div>=== Age ===<br /> <br /> &lt;br&gt; <br /> <br /> === Materials ===<br /> <br /> &lt;br&gt; <br /> <br /> === Preparation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Presentation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Control Of Error ===<br /> <br /> &lt;br&gt; <br /> <br /> === Points Of Interest ===<br /> <br /> &lt;br&gt; <br /> <br /> === Purpose ===<br /> <br /> &lt;br&gt; <br /> <br /> === Variation ===<br /> <br /> &lt;br&gt; <br /> <br /> === Links ===<br /> <br /> &lt;br&gt; <br /> <br /> === Handouts/Attachments ===<br /> <br /> &lt;br&gt; <br /> <br /> [[Category:Sensorial]]</div>

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