Difference between revisions of "Constructive Triangles: First Box"
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(New page: === Age === <br> === Materials === <br> === Preparation === <br> === Presentation === <br> === Control Of Error === <br> === Points Of Interest === <br> === Purpose...) |
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Line 1: | Line 1: | ||
+ | [[Image:ConstructiveTriangleSet1.gif]]<br> | ||
+ | |||
=== Age === | === Age === | ||
− | <br> | + | 6-9.<br> |
=== Materials === | === Materials === | ||
− | <br> | + | 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<br>(Each triangle has a black line along one side)<br> | ||
=== Preparation === | === Preparation === | ||
Line 13: | Line 21: | ||
=== Presentation === | === Presentation === | ||
− | <br> | + | #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.<br> | ||
=== Control Of Error === | === Control Of Error === | ||
Line 32: | Line 52: | ||
=== Links === | === Links === | ||
− | |||
− | |||
=== Handouts/Attachments === | === Handouts/Attachments === | ||
− | <br> | + | [http://jmjpublishing.com/JMJpdfs4all/09ConstTriangles1-5.pdf Constructive Triangles Boxes # 1-5] <br> |
− | [[Category:Mathematics]] | + | [[Category:Mathematics]] [[Category:Mathematics_6-9]] |
Latest revision as of 04:41, 5 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