# Difference between revisions of "Rectangular Box 2"

From wikisori

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

− | 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.<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.<br> | ||

− | === Preparation === | + | === Preparation === |

This is an individual exercise, which may be done on a neutral colored rug. (Note: Work cycle to be observed). <br><br> | This is an individual exercise, which may be done on a neutral colored rug. (Note: Work cycle to be observed). <br><br> | ||

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

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

− | #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. | + | #Show the child where the rectangular box is located on the shelf. |

− | #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. | + | #When the child has made the selection of the material, begin with the third step after naming the material for the child. |

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

− | #Remove the lid and place it to the right of the box. | + | #Place the box in the upeer left side of the rug. |

− | #Say, "I will make shapes from the triangles." | + | #Remove the lid and place it to the right of the box. |

− | #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. | + | #Say, "I will make shapes from the triangles." |

− | #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. | + | #Remove the two isosceles right triangles one at a time, and place them in a straight line below the lid. |

− | #Select the two equilateral triangles one at a time. Slide them against eachother, to form a rhombus. | + | #Slide them against each other, forming a square. |

− | #Select the one scalene right triangle and the one scalene obtuse triangle one at a time. Slide them together, to form a trapezoid. | + | #Again, slide them together to form a rhomboid. |

− | #Replace the material into the box beginning with the trapezoid on thr right. | + | #Slide them together, to form a different rhomboid. |

+ | #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. | ||

+ | #Select the two equilateral triangles one at a time. | ||

+ | #Slide them against eachother, to form a rhombus. | ||

+ | #Select the one scalene right triangle and the one scalene obtuse triangle one at a time. | ||

+ | #Slide them together, to form a trapezoid. | ||

+ | #Replace the material into the box beginning with the trapezoid on thr right. | ||

#Return the material to the shelf in the manner described in #3. | #Return the material to the shelf in the manner described in #3. | ||

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

− | *To show the quadrilateral figures formed by various triangles. | + | *To show the quadrilateral figures formed by various triangles. |

− | *Refinement of perception. | + | *Refinement of perception. |

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

− | *Responds to the sensitive need of order in the child. | + | *Responds to the sensitive need of order in the child. |

− | *Preparation for geometry. | + | *Preparation for geometry. |

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

*Development of creativity. | *Development of creativity. | ||

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

− | #Remove all triangles from the box and freely explore the possible relationships between triangles. | + | #Remove all triangles from the box and freely explore the possible relationships between triangles. |

− | #Combination of rectangular box 1 with the blue triangles from rectangular box 2 for matching equal quadrilateral figures created. Superimpose the figures. | + | #Combination of rectangular box 1 with the blue triangles from rectangular box 2 for matching equal quadrilateral figures created. Superimpose the figures. |

− | #When the child has exhausted the possible geometric figures, 'flip' one of the triangles with a figure and create a new geometric figure. | + | #When the child has exhausted the possible geometric figures, 'flip' one of the triangles with a figure and create a new geometric figure. |

− | #Trace the triangles on construction paper and cut out. Paste the variations on paper and make a booklet. | + | #Trace the triangles on construction paper and cut out. Paste the variations on paper and make a booklet. |

#Trace the triangles on construction paper and cut out. Paste the variations on poster board for charts. | #Trace the triangles on construction paper and cut out. Paste the variations on poster board for charts. | ||

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<br> | <br> | ||

− | [[Category:Sensorial]][[Category: | + | [[Category:Sensorial]] [[Category:Sensorial_3-6]] |

## Latest revision as of 23:46, 12 October 2009

## Contents

### Age

3-5 years

### Materials

- 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.

### Preparation

This is an individual exercise, which may be done on a neutral colored rug. (Note: Work cycle to be observed).

### Presentation

- Invite the child to work with the 'rectangular box'.
- 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.
- 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.
- Place the box in the upeer left side of the rug.
- Remove the lid and place it to the right of the box.
- Say, "I will make shapes from the triangles."
- 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.
- 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.
- Select the two equilateral triangles one at a time.
- Slide them against eachother, to form a rhombus.
- Select the one scalene right triangle and the one scalene obtuse triangle one at a time.
- Slide them together, to form a trapezoid.
- Replace the material into the box beginning with the trapezoid on thr right.
- Return the material to the shelf in the manner described in #3.

### Control Of Error

Visual disharmony.

### Points Of Interest

Superimposing the blue triangles on the various other triangles. Mixing and pairing the triangles.

### Purpose

- To show the quadrilateral figures formed by various triangles.
- Refinement of perception.
- Development of concentration, order, coordination, and independence.
- Responds to the sensitive need of order in the child.
- Preparation for geometry.
- Development of appreciation of line and form.
- Development of creativity.

### Variation

- Remove all triangles from the box and freely explore the possible relationships between triangles.
- Combination of rectangular box 1 with the blue triangles from rectangular box 2 for matching equal quadrilateral figures created. Superimpose the figures.
- When the child has exhausted the possible geometric figures, 'flip' one of the triangles with a figure and create a new geometric figure.
- Trace the triangles on construction paper and cut out. Paste the variations on paper and make a booklet.
- Trace the triangles on construction paper and cut out. Paste the variations on poster board for charts.

### Links

### Handouts/Attachments