Difference between revisions of "Constructive Triangles: First Box"
From wikisori
(→Links) |
|||
| Line 1: | Line 1: | ||
| + | [[Image:ConstructiveTriangleSet1.gif]]<br> | ||
| + | |||
=== Age === | === Age === | ||
| − | 6-9.<br> | + | 6-9.<br> |
=== Materials === | === Materials === | ||
| − | Box 1- | + | Box 1- |
| − | *Two yellow equilateral triangles | + | *Two yellow equilateral triangles |
| − | *Two yellow, two green right-angled isosceles triangles | + | *Two yellow, two green right-angled isosceles triangles |
| − | *Two yellow, two green, two gray right-angled scalene triangles | + | *Two yellow, two green, two gray right-angled scalene triangles |
| − | *One red smaller right-angled scalene triangle | + | *One red smaller right-angled scalene triangle |
*On red obtuse-angled scalene triangle<br>(Each triangle has a black line along one side)<br> | *On red obtuse-angled scalene triangle<br>(Each triangle has a black line along one side)<br> | ||
=== Preparation === | === Preparation === | ||
| − | <br> | + | <br> |
=== Presentation === | === Presentation === | ||
| − | #Invite the child to remove the triangles from the box, and then sort the triangles according to shape. | + | #Invite the child to remove the triangles from the box, and then sort the triangles according to shape. |
| − | #Having done this, ask the child to separate each pile according to color, resulting in various piles of triangles having both shape and color in common. | + | #Having done this, ask the child to separate each pile according to color, resulting in various piles of triangles having both shape and color in common. |
| − | #Isolate the two red ones to be used later. | + | #Isolate the two red ones to be used later. |
#The directress takes the pile of two equilaterals and separates them in such a way that the two black lines are facing each other. | #The directress takes the pile of two equilaterals and separates them in such a way that the two black lines are facing each other. | ||
#Watch, these black lines are like a magnet. | #Watch, these black lines are like a magnet. | ||
#Slide the two triangles together so that the black lines meet. | #Slide the two triangles together so that the black lines meet. | ||
| − | #Invite the child to do the same, leaving the joined triangles in place. | + | #Invite the child to do the same, leaving the joined triangles in place. |
| − | #Identify the figures that have been constructed: a yellow rhombus, a green square, and a gray rectangle. | + | #Identify the figures that have been constructed: a yellow rhombus, a green square, and a gray rectangle. |
| − | #The directress identifies the other three figures as common parallelograms (parallelogram: Greek parallelogramium <parallelos, parallel, and grame, figure>). | + | #The directress identifies the other three figures as common parallelograms (parallelogram: Greek parallelogramium <parallelos, parallel, and grame, figure>). |
# Therefore a parallelogram is a plane figure having parallel sides. | # Therefore a parallelogram is a plane figure having parallel sides. | ||
#By simultaneously running two fingers along two parallel sides, the directress gives a sensorial impression of parallel. | #By simultaneously running two fingers along two parallel sides, the directress gives a sensorial impression of parallel. | ||
| Line 35: | Line 37: | ||
=== Control Of Error === | === Control Of Error === | ||
| − | <br> | + | <br> |
=== Points Of Interest === | === Points Of Interest === | ||
| − | <br> | + | <br> |
=== Purpose === | === Purpose === | ||
| − | <br> | + | <br> |
=== Variation === | === Variation === | ||
| − | <br> | + | <br> |
=== Links === | === Links === | ||
| − | [http://jmjpublishing.com/JMJpdfs4all/09ConstTriangles1-5.pdf Constructive Triangles Boxes # 1-5] | + | |
| − | <br> | + | [http://jmjpublishing.com/JMJpdfs4all/09ConstTriangles1-5.pdf Constructive Triangles Boxes # 1-5] <br> |
=== Handouts/Attachments === | === Handouts/Attachments === | ||
| − | <br> | + | <br> |
[[Category:Mathematics]] [[Category:Mathematics_6-9]] | [[Category:Mathematics]] [[Category:Mathematics_6-9]] | ||
Revision as of 03:25, 4 January 2010
Contents
Age
6-9.
Materials
Box 1-
- Two yellow equilateral triangles
- Two yellow, two green right-angled isosceles triangles
- Two yellow, two green, two gray right-angled scalene triangles
- One red smaller right-angled scalene triangle
- On red obtuse-angled scalene triangle
(Each triangle has a black line along one side)
Preparation
Presentation
- Invite the child to remove the triangles from the box, and then sort the triangles according to shape.
- Having done this, ask the child to separate each pile according to color, resulting in various piles of triangles having both shape and color in common.
- Isolate the two red ones to be used later.
- The directress takes the pile of two equilaterals and separates them in such a way that the two black lines are facing each other.
- Watch, these black lines are like a magnet.
- Slide the two triangles together so that the black lines meet.
- Invite the child to do the same, leaving the joined triangles in place.
- Identify the figures that have been constructed: a yellow rhombus, a green square, and a gray rectangle.
- The directress identifies the other three figures as common parallelograms (parallelogram: Greek parallelogramium <parallelos, parallel, and grame, figure>).
- Therefore a parallelogram is a plane figure having parallel sides.
- By simultaneously running two fingers along two parallel sides, the directress gives a sensorial impression of parallel.
- We also call them common parallelograms to differentiate them from the square, rectangle, and rhombus which could also be considered parallelograms.
- The child names each figure as they are indicated by the directress.
Control Of Error
Points Of Interest
Purpose
Variation
Links
Constructive Triangles Boxes # 1-5
Handouts/Attachments
