# Difference between revisions of "Large Hexagonal Box"

(New page: === Age === <br> === Materials === <br> === Preparation === <br> === Presentation === <br> === Control Of Error === <br> === Points Of Interest === <br> === Purpose...) |
|||

Line 1: | Line 1: | ||

=== Age === | === Age === | ||

− | <br> | + | 3 -5 years<br> |

=== Materials === | === Materials === | ||

− | <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.<br> |

=== Preparation === | === Preparation === | ||

− | <br> | + | <br> |

=== Presentation === | === Presentation === | ||

− | + | #Invite the child to work with the 'large hexagonal box'. | |

+ | #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. | ||

+ | #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. | ||

+ | #Place the box on a rug. | ||

+ | #Place the box in the upper left side of the rug. | ||

+ | #Remove the lid and place it to the right of the box. | ||

+ | #Say, "I will make shapes with triangles." | ||

+ | #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 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. | ||

+ | #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. | ||

+ | #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. | ||

+ | #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. | ||

+ | #Replace the material into the box, beginning with the grey rhombus. | ||

+ | #Return the material to the shelf in the manner indicated in step #3. | ||

=== Control Of Error === | === Control Of Error === | ||

− | <br> | + | Visual disharmony. Black guidelines and colors of triangles. <br> |

=== Points Of Interest === | === Points Of Interest === | ||

− | <br> | + | Touching and mapping of the black lines. Mixing and pairing the triangles. Naming the various types of triangles and other geometric shapes formed. <br> |

=== Purpose === | === Purpose === | ||

− | + | *To show the various plane figures included in the hexagon. | |

+ | *Refinement of the discrimination of geometric shapes. | ||

+ | *Development of concentration, order, coordination, and independence. | ||

+ | *Preparation for geometry. | ||

+ | *Development of the appreciation of line and form. | ||

+ | *Development of creativity. | ||

=== Variation === | === Variation === | ||

− | + | #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. | |

+ | #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. | ||

+ | #Trace the figures on construction paper and cut them out. Then make a bookelt containing the variations. | ||

+ | #Look for hexagonal figures in the environment, in materials, in floor designs, in pictures, etc. | ||

+ | #Label the various figures. | ||

=== Links === | === Links === | ||

− | <br> | + | <br> |

=== Handouts/Attachments === | === Handouts/Attachments === | ||

− | <br> | + | <br> |

[[Category:Sensorial]] | [[Category:Sensorial]] |

## Revision as of 02:46, 14 June 2009

## Contents

### Age

3 -5 years

### Materials

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.

### Preparation

### Presentation

- Invite the child to work with the 'large hexagonal box'.
- 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.
- 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.
- Place the box on a rug.
- Place the box in the upper left side of the rug.
- Remove the lid and place it to the right of the box.
- Say, "I will make shapes with triangles."
- 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 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.
- 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.
- 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.
- 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.
- Replace the material into the box, beginning with the grey rhombus.
- Return the material to the shelf in the manner indicated in step #3.

### Control Of Error

Visual disharmony. Black guidelines and colors of triangles.

### Points Of Interest

Touching and mapping of the black lines. Mixing and pairing the triangles. Naming the various types of triangles and other geometric shapes formed.

### Purpose

- To show the various plane figures included in the hexagon.
- Refinement of the discrimination of geometric shapes.
- Development of concentration, order, coordination, and independence.
- Preparation for geometry.
- Development of the appreciation of line and form.
- Development of creativity.

### Variation

- 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.
- 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.
- Trace the figures on construction paper and cut them out. Then make a bookelt containing the variations.
- Look for hexagonal figures in the environment, in materials, in floor designs, in pictures, etc.
- Label the various figures.

### Links

### Handouts/Attachments