Professional Documents
Culture Documents
NAME OF ACTIVITY:
Knobbed cylinders
AREA:
AGE:
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Pincer grip
Crossing the mid-line
Eye-hand co-ordination
Fine motor co-ordination
Alignment and Judgement
One to one correspondence
Patience and Concentration
Indirect preparation for reading
Indirect preparation for geometry
Strengthening of the finger muscles
Visual discrimination of dimension
To provide a controlled experience of seriation
To introduce the child to the opposites, comparatives, and
superlatives
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show them how to carry the cylinder block one hand on each side, thumbs in front and
fingers at the back.
Place the cylinder block on the mat, the broadest cylinder on the left and the thinnest on
the right. Leave enough space to place the cylinders onto the mat.
Using your right hand in the pincer grip, lift the broadest cylinder out of the block and
place it onto the mat.
Continue to do this working from left to right. Work slowly so that the child can absorb the
work properly.
When placing the cylinders on the mat, do so randomly (if the child is very young or
struggles do not muddle them too much).
When all the cylinders are laid out on the mat, tell the child that you are going to put them
all back into the block.
Using the pincer grip put all the cylinders back from broadest to thinnest.
When doing so, look at the socket and then at the base of the cylinder, to show that you
are looking for the correct size.
Always pause to show the child that you are looking for the next size cylinder.
When all the cylinders are back invite the child to have a turn.
Thank the child for working with you.
NOTE: Repeat this exercise with all the knobbed cylinder blocks with the child in the same
manner. This gives the child plenty of practice and understanding of the work.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show them how to carry the cylinder block one hand on each side, thumbs in front and
fingers at the back.
Place the cylinder block on the mat, the broadest cylinder on the left and the thinnest on
the right.
Present a three period lesson using only 2 opposites in each lesson.
a) Block 1
-Introduce large and small using the second/third largest and second/third smallest
cylinders.
b) Block 2
-Introduce deep and shallow using the second/third deepest and second/third most
shallow cylinders.
c) Block 3
-Introduce thick and thin using the second/third thickest and second/third thinnest
cylinders.
d) Block 4
-Introduce tall and short using the second/third tallest and the second/third shortest
cylinders.
First period- Remember to isolate in the first period. Place each cylinder on the mat one at
a time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the cylinders from the mat.
Third period- Remember to isolate in the third period. Place only one cylinder on the mat
at a time and ask the child to name it for you.
Consolidate by placing all the cylinders back on the mat and saying, so today we learnt
that this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 3:
1.
2.
3.
4.
5.
6.
7.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show them how to carry the cylinder block one hand on each side, thumbs in front and
fingers at the back.
Place the cylinder block on the mat, the broadest cylinder on the left and the thinnest on
the right.
Give a three period lesson on comparatives (block 1,3,4 not shallow) to the child.
Use 2 cylinders near either end of the block to teach the comparatives. Only teach one
concept at a time. I.e. Either tall/short, never both at the same time. It will only confuse the
child
a) Block 1
-Introduce large and larger/ small and smaller
b) Block 3
-Introduce thick and thicker/ thin and thinner
8.
9.
10.
11.
12.
13.
c) Block 4
-Introduce tall and taller/ short and shorter
First period- Remember to isolate in the first period. Place each cylinder on the mat one at
a time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the cylinders from the mat.
Third period- Remember to isolate in the third period. Place only one cylinder on the mat
at a time and ask the child to name it for you.
Consolidate by placing all the cylinders back on the mat and saying, so today we learnt
that this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 4:
1.
2.
3.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Show them how to carry the cylinder block one hand on each side, thumbs in front and
fingers at the back.
4.
Place the cylinder block on the mat, the broadest cylinder on the left and the thinnest on
the right.
5.
Give a three period lesson on superlatives (block 1,3,4 not shallow) to the child.
6.
Use 3 cylinders near either end of the block to teach the superlatives. Only teach one
concept at a time. I.e. Either tall/short, never both at the same time. It will only confuse the
child
a) Block 1
-Introduce large, larger, and largest/ small, smaller, and smallest
b) Block 3
-Introduce thick, thicker, and thickest/ thin, thinner, thinnest
c) Block 4
-Introduce tall,taller, tallest/ short, shorter, shortest
7.
First period- Remember to isolate in the first period. Place each cylinder on the mat one at
a time. Name it for the child. Ask the child to repeat the name.
8.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the cylinders from the mat.
9.
Third period- Remember to isolate in the third period. Place only one cylinder on the mat
at a time and ask the child to name it for you.
10. Consolidate by placing all the cylinders back on the mat and saying, so today we learnt
that this isand this is etc.
11. Help the child to pack the work away.
12. Thank the child for working with you.
NOTE: You can play games with the child to further reinforce this concept. I.e.: Place a cylinder
on the mat and tell the child that this is small, and then ask them to find a cylinder that is smaller.
Alternatively place a cylinder that is large and ask the child to find one that is larger, and one
that is even larger etc. You can repeat this with all the cylinder blocks using the corresponding
language each time.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
EXTENSIONS AND GAMES USING THE KNOBBED CYLINDERS
1.
Place two cylinder blocks parallel to one another unpack and repack them.
2.
3.
4.
5.
Place the cylinder on the table, remove all the cylinders and place them elsewhere in the
environment. Take a flag and place it in one of the sockets in the cylinder block and ask
the child to fetch the cylinder that corresponds to the socket. This stimulates the childs
memory, as they need to remember which socket they need to fill. The child can run their
fingers around the socket first, to obtain a feel of the size cylinder they are looking for. An
extension of this could be to place all the cylinders in different places in the environment
and the child has to find the correct cylinder without having them all together for
comparison.
7.
Place all the cylinders from one of the blocks in the environment and ask the child to go
and look for the cylinders and bring them back in the correct order or series.
8.
Place all the cylinders of one of the blocks into the stereognostic / mystery bag. Invite the
child to feel the socket and then feel for the corresponding cylinder in the bag.
NAME OF ACTIVITY:
Pink tower
AREA:
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the cube using your right hand, thumb in front, fingers at the
back and your left hand slightly beneath the cube as a precaution.
Take the cubes off the shelf, one by one placing them randomly on the mat. Help the child
to carry the cubes.
Tell the child that you are going to build a tower.
First pick up the biggest cube with your right hand, thumbs in front and fingers behind and
place it centrally on the mat.
Then pick up the next size cube and holding it in the same way as the first, place it gently
and centrally on top of the first cube.
Always pause to show the child that you are looking for the next size cube.
Work your way up to the smallest cube by repeating the process.
Once the tower is built invite the child to have a look at it with you. Walk around it and
look at it from above.
11.
12.
13.
14.
Ask the child to help you to unpack the tower take the cubes down one at a time and
place them randomly on the mat.
Invite the child to have a turn.
When they are finished, help them to unpack the tower and return the cubes to the shelf
one by one.
Thank the child for working with you and tell them that they can work with the material
whenever they choose to.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the cubes, and help him carry them one by one to the mat.
Tell the child that today you are going to build the tower differently.
First pick up the biggest cube with your right hand, thumbs in front and fingers behind and
place it centrally on the mat.
Pause to show the child that you are looking for the next size cube.
Place it on top of the first cube, but this time align it with the back left-hand corner.
Run your left hand down the side to indicate that it is aligned
Work your way up to the smallest cube by repeating the process.
When they are all in place, take the smallest cube in your right hand and run it around the
edge of each cube from bottom to top.
Invite the child to have a look at it with you. Walk around it and look at it from above.
Ask the child to help you to unpack the tower take the cubes down one at a time and
place them randomly on the mat.
Invite the child to have a turn.
When they are finished, help them to unpack the tower and return the cubes to the shelf
one at a time.
Thank the child for working with you and tell them that they can work with the material
whenever they choose to.
NOTE: If too difficult, use the 5 biggest cubes, the 5 smallest cubes or 5 successive cubes from
the middle.
PRESENTATION 3:
1.
2.
3.
4.
5.
6.
7.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the cubes, and help him carry the 2 cubes you will be using
that day to the mat.
Present a three period lesson using only 2 opposites in the lesson. I.e. Use the
second/third largest cube together with the second/third smallest cube to reinforce the
concept of large and small.
First period- Remember to isolate in the first period. Place each cube on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the cubes from the mat.
Third period- Remember to isolate in the third period. Place only one cube on the mat at a
time and ask the child to name it for you.
8.
9.
10.
Consolidate by placing all the cubes back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 4:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the cubes, and help him carry the 2 cubes you will be using
that day to the mat.
Give a three period lesson on comparatives to the child.
Use 2 cubes near either end of the tower to teach the comparatives. I.e. use 2 of the
largest cubes to introduce large and larger/ 2 of the smallest cubes to introduce small
and smaller. Only teach one concept at a time. I.e. Either large/small, never both at the
same time. It will only confuse the child
First period- Remember to isolate in the first period. Place each cube on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me. Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the cubes from the mat.
Third period- Remember to isolate in the third period. Place only one cube on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the cubes back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 5:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the cubes, and help him carry the 3 cubes you will be using
that day to the mat.
Give a three period lesson on superlatives to the child.
Use 3 cubes near either end of the tower to teach the superlatives. I.e. use 3 of the largest
cubes to introduce large, larger, and largest/ 3 of the smallest cubes to introduce
small, smaller, and smallest. Only teach one concept at a time. I.e. Either large/small,
never both at the same time. It will only confuse the child.
First period- Remember to isolate in the first period. Place each cube on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the cubes from the mat.
Third period- Remember to isolate in the third period. Place only one cube on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the cubes back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
NOTE: You can play games with the child to further reinforce this concept. I.e.: Place a cube on
the mat and tell the child that this is small, and then ask them to find a cube that is smaller.
Alternatively place a cube that is large and ask the child to find one that is larger, and one that is
even larger etc.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
2.
This is an art extension. Place each cube on a floor mat and then trace around each cube
onto paper. Allow the child to cut the pieces out and then use them to: - Stick on top of one other as they would appear in each presentation.
- Make a mobile with them. Join them together using a piece of string and tying a knot
the paper to hold it in place. Use a needle and thread to join the pieces. You may have
to assist the child with the needle and thread, but they can still sequence the pieces for
you. Here the child will see the difference between a 3-D cube and 2-D square.
- Make a fan. Place squares on top of each other - place a split-pin though a corner and
fan them out.
1.
Build the tower on a floor mat. Ask the child to close their eyes as you remove one of the
cubes from the tower. Now ask the child to open their eyes and to tell you where you took
the cube from/where the irregular spacing is. (The child can also keep their eyes closed
and feel where the cube is missing from).
2.
Take a cube from the tower and place it in a stereognostic bag. Let the child feel the cube
in the bag and then tell you where it came from in the tower. An extension of this would be
to take two cubes from the tower one small and one of the bigger cubes. Place one of
them in a stereognostic bag and ask the child to guess which one of the two he is feeling.
3.
Dismantle the tower and place the cubes around the environment where the child can see
them. Ask the child to re-build the tower by fetching the cubes one by one in the correct
sequence. If the child fetches the incorrect cube he must take it back to where he found it
and then try again to find the correct cube.
4.
Place a cube on a piece of paper and use a thumbtack to prick around the cube. Place
another cube down, overlapping the first and prick around it. Continue until you have
pricked around a few cubes. Allow the child to feel the raised part of the paper.
5.
Place 2 floor mats down on the carpet, and place all the cubes onto one of them. Sit with
the children at the mat without cubes. Ask one child to go to the other mat and find the
biggest cube. When they bring it back they must place it on the mat. Ask another child to
bring the smallest cube and to place it onto the mat next to the biggest cube. Continue to
ask them to fetch the biggest and smallest cubes. (The bigger ones get smaller and the
smaller ones get bigger)
6.
Place cubes on a scale small cube on one side and big cube on another and ask the
child which cube is heavier. An extension of this is to take something from the
environment e.g. an apple and a cube and ask the child which one they think is heavier.
Check on the scale for the correct answer. See how many golden beads would weight the
same as the smallest cube.
7.
Give 10 children each a cube and ask them to stand randomly on the mat. Ask the child
with the biggest cube to come forward. The child with the next size cube must follow etc.
until a line has been formed from the biggest to the smallest.
8.
9.
Give 10 children each a cube and ask them to stand randomly on the mat. Ask the child
with the biggest cube to come forward. The child with the next size cube must follow etc.
until a line has been formed from the biggest to the smallest.
NAME OF ACTIVITY:
Broad stair
AREA:
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
CONTROL OF ERROR:
If you are unable to run your hand down the stair then it is
incorrectly built.
If smallest prism is not flush with each stair
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the prism using your right hand, thumb in front, and fingers at
the back. This will give the child a muscular impression of each prism.
Hold your left hand slightly beneath the prism as a precaution.
Help the child carry the prisms, one by one, placing them randomly on the mat.
Tell the child that you are going to build a stair.
Extend your right hand over the broadest prism to pick it up and place it on the left-hand
side of the mat. Follow with the next size prism, placing it just in front of the first, and then
slide it into place with your hands on each side. Run your right index and middle fingers
along the side for alignment.
Always pause to show that you are looking for the next size prism.
Repeat the process until all the prisms have been placed and the stair is formed.
Run your hand slowly over the stair to get the whole impression. Invite the child to run
their hand down the stair.
Take the narrowest prism with your hand on each side and fit it into every ledge from the
bottom to the top.
Ask the child to help you to unpack the stair randomly on the mat. Invite the child to have a
turn. When he is finished, help him to pack the prisms back on the shelf.
Thank the child for working with you.
NOTE: Use 5 biggest, 5 smallest or 5 from the middle if child finds it too difficult.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the prisms, and help him carry the 2 prisms you will be
using that day to the mat.
Present a three period lesson using only 2 opposites in the lesson. I.e. Use the
second/third largest prism together with the second/third smallest prism to reinforce the
concept of broad and narrow.
First period- Remember to isolate in the first period. Place each prism on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the prisms from the mat.
Third period- Remember to isolate in the third period. Place only one prism on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the prisms back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 3:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the prisms, and help him carry the 2 prisms you will be
using that day to the mat.
Give a three period lesson on comparatives to the child.
Use 2 prisms near either end of the stair to teach the comparatives. I.e. use 2 of the
largest prisms to introduce broad and broader/ 2 of the smallest prisms to introduce
narrow and narrower. Only teach one concept at a time. I.e. Either broad/narrow, never
both at the same time. It will only confuse the child
First period- Remember to isolate in the first period. Place each prism on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the prisms from the mat.
Third period- Remember to isolate in the third period. Place only one prism on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the prisms back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 4:
1.
2.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Remind the child how to carry the prisms, and help him carry the 3 prisms you will be
using that day to the mat.
Give a three period lesson on superlatives to the child.
Use 3 prisms near either end of the stair to teach the superlatives. I.e. use 3 of the largest
prisms to introduce broad, broader, and broadest/ 3 of the smallest prisms to introduce
narrow, narrower, and narrowest. Only teach one concept at a time. I.e. Either
broad/narrow, never both at the same time. It will only confuse the child.
First period- Remember to isolate in the first period. Place each prism on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the prisms from the mat.
Third period- Remember to isolate in the third period. Place only one prism on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the prisms back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
NOTE: You can play games with the child to further reinforce this concept. I.e.: Place a prism on
the mat and tell the child that this is narrow, and then ask them to find a prism that is narrower.
Alternatively place a prism that is broad and ask the child to find one that is broader, and one
that is even broader etc.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
2.
Place the prisms in the environment and ask the child to look for them and bring them
back to you in the correct order from broadest to narrowest.
3.
Give 10 children each a prism they must arrange themselves in the order of the prisms
they are holding.
4.
Patterning and art extensions can be done see pink tower extensions.
5.
Place all the prisms on 2 mats and ask the children to fetch first the biggest and then the
smallest etc.
6.
Build the stair and remove one prism ask the child which one has been removed.
7.
8.
Extensions can be done using the Pink tower and Broad stair together allow the child to
experiment.
NAME OF ACTIVITY:
Knobless cylinders
AREA:
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Pincer grip
Crossing the mid-line
Eye-hand co-ordination
Fine motor co-ordination
Alignment and Judgement
Patience and Concentration
Indirect preparation for reading
Indirect preparation for seriation
Strengthening of the finger muscles
Visual discrimination of dimension
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show them how to carry the cylinder box thumbs on top and fingers underneath.
Take the lid off and place it to the top left-hand corner of the mat.
Unpack the cylinders randomly onto the mat using the pincer grip invite the child to help
you.
Place the empty box to the left-hand side of the mat and bring the lid to the centre of the
mat to use as a base.
Tell the child that you are going to build a tower with the cylinders.
Take the broadest cylinder using the pincer grip and place it on top of the lid.
Then place the next broadest cylinder on top of the first.
Always pause to show the child that you are looking for the next size cylinder.
Continue this process until all the cylinders are built into a tower from the broadest to the
thinnest.
Once the tower is built ask the child to unpack them back onto the mat.
Invite the child to have a turn to build a tower with the cylinders.
Once the child is finished, remind them how to place the cylinders back into the box, by
placing the broadest cylinder in first to ensure that they all fit.
Thank the child for working with you.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show them how to carry the cylinder box thumbs on top and fingers underneath.
Take the lid off and place it to the top left-hand corner of the mat.
Unpack the cylinders randomly onto the mat using the pincer grip invite the child to help
you.
Place the empty box on top of the lid.
Tell the child that you are going to grade the cylinders.
Take the broadest cylinder using the pincer grip and place it to the left-hand side of the
mat.
Then place the next broadest cylinder next to the first one on its right-hand side.
Always pause to show the child that you are looking for the next size cylinder.
Continue this process of grading from the broadest to the thinnest until all the cylinders
have formed a line.
Once you have finished, ask the child to randomly place the cylinders on the mat again.
Invite the child to have a turn to grade the cylinders.
When they have finished, show them how to place the cylinders back into the box, by
placing the broadest cylinder in first to ensure that they all fit.
Thank the child for working with you.
Take all 4 knobless cylinder boxes and unpack them onto a floor mat. Grade them all by
height and diameter. You will end up with a mixture of all 4 cylinders together. You can
set it out in the form of a snake to make it more interesting for the child.
2.
Take all 4 knobless cylinder boxes with the exception of the blue box. Place them all on a
floor mat. Ask the child to find the biggest one from each set and to make a tower with
them. Then make a tower with the next biggest one from each set and continue until you
have made a tower with all of the cylinders.
3.
Make a tower or train with one of the knobless cylinder sets. Ask the child to close their
eyes and remove one of the cylinders. Ask the child to tell you where you took the
cylinder from where is there irregular spacing.
4.
Trace around each of the cylinders of one of the sets. The child can then colour them in
and cut them out. You can stick them onto a piece of paper in the shape of a caterpillar.
5.
6.
By placing first the yellow cylinders, then the green and lastly the red cylinders on top of
one another, you can show the child how the same height is formed.
7.
Trace different diameters of different cylinders onto a piece of paper. The child must
match the cylinders to the corresponding circles on the paper.
Place one set of knobless cylinders on a mat in a line. Show the child how the knobbed
cylinders from the corresponding block are the same by placing them on top of the
knobless cylinders.
2.
Show the child how the knobless cylinders fit into the corresponding knobbed cylinder
blocks.
3.
A game of snap can be played between 2 children. One child puts a knobbed cylinder
onto the mat and the other child must find the corresponding knobless cylinder.
NAME OF ACTIVITY:
Red rods
AREA:
AGE:
4+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Patience
Alignment
Judgement
Concentration
Crossing the mid-line
Co-ordination of movement
Education of the muscular senses
Gross and fine motor movement
Indirect preparation for mathematics
Indirect preparation for the number rods
Visual and muscular impression of length
Strengthening of the hand and finger muscles
To introduce the child to the opposites, comparatives, and
superlatives
CONTROL OF ERROR:
Visual if small rod does not fit into each successive step
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the rods hold it vertically with the right index and middle
fingers at the top and the left index and middle fingers at the bottom.
Help the child to carry the rods, one by one to the floor mat.
Place them randomly on the mat, making sure that that each rod is aligned to the left-hand
side of the mat.
Tell the child that you are going to build the red rods.
Begin by looking for the smallest rod. Pick it up, using both hands in a horizontal position
and place it on the edge of the mat where the two bottom corners meet.
Stroke the length of the rod using the right index and middle fingers, holding the L.H.S. of
the rod for support.
Now look for the next size rod and position it just above the first rod.
Stroke the length of the rod lightly and then slide it into place.
Run your left index and middle fingers along the left side of the rods to show that they are
aligned.
Repeat the above process until all the rods are lined up on the mat.
13.
14.
15.
16.
17.
Now take the smallest rod and fit it into each step to check that it has been correctly done.
Invite the child to help you muddle the rods up on the mat. Make sure that they are all
aligned to the L.H.S. of the mat.
Invite the child to have a turn to build the rods.
Help the child to pack the rods away.
Thank the child for working with you.
NOTE: If the child is struggling to grasp the concept, let them feel the stair or use only the first
five rods.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the rods, and help him carry the 2 rods you will be using
that day to the mat.
Present a three period lesson using only 2 opposites in the lesson. I.e. Use the
second/third longest rod together with the second/third shortest rod to reinforce the
concept of long and short.
First period- Remember to isolate in the first period. Place each rod on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the rods from the mat.
Third period- Remember to isolate in the third period. Place only one rod on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the rods back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 3:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the rods, and help him carry the 2 rods you will be using
that day to the mat.
Give a three period lesson on comparatives to the child.
Use 2 rods near either end of the stair to teach the comparatives. I.e. use 2 of the longest
rods to introduce long and longer/ 2 of the shortest rods to introduce short and
shorter. Only teach one concept at a time. I.e. Either long/short, never both at the same
time. It will only confuse the child
First period- Remember to isolate in the first period. Place each rod on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the rods from the mat.
Third period- Remember to isolate in the third period. Place only one rod on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the rods back on the mat and saying, so today we learnt that
this isand this is etc.
10.
11.
PRESENTATION 4:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the rods, and help him carry the 3 rods you will be using
that day to the mat.
Give a three period lesson on superlatives to the child.
Use 3 rods near either end of the stair to teach the superlatives. I.e. use 3 of the longest
rods to introduce long, longer, and longest/ 3 of the shortest rods to introduce short,
shorter, and shortest. Only teach one concept at a time. I.e. Either long/short, never
both at the same time. It will only confuse the child.
First period- Remember to isolate in the first period. Place each rod on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the rods from the mat.
Third period- Remember to isolate in the third period. Place only one rod on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the rods back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
NOTE: You can play games with the child to further reinforce this concept. I.e.: Place a rod on
the mat and tell the child that this is short, and then ask them to find a rod that is shorter.
Alternatively place a rod that is long and ask the child to find one that is longer, and one that is
even longer etc.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
The longest rod is 1 m in length and the shortest is 10 cm. You can use the rod for
measurement. If you are reading a story for the children and it mentions a dinosaur that is
5 m tall for example, you can take the longest red rod and measure 5 m on the floor to
show the children just how long 5 m actually is.
2.
Take 2 red rods off the shelf and place them on the mat. Ask the child to find something
in the environment that is longer than the shorter one, but shorter than the longest one.
This is indirect preparation for mathematics bigger than, smaller than.
3.
You can make a square / triangular maze on the mat using the red rods.
4.
Show the child how to balance the rods on top of each other to form different patterns.
5.
For an art extension, trace the rods onto paper. Colour them in and cut them out. You
can use them for patterning.
6.
You can use all the dimension materials together allow the child to experiment.
NAME OF ACTIVITY:
AREA:
Tactile sense
AGE:
3+
MATERIALS USED:
AIM:
PRESENTATION:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Invite the child, or 2/3 children, to work with you. Name the activity that you are going to
work with. Show the child how to carry the basket. Bring it to the table.
Place the basket on the mat.
Tell the children that these are different blindfolds that they can use to cover their eyes.
Explain that there are different exercises in the environment where they cover their eyes
and that they will use these blindfolds for them.
Ask the child/ren to choose a blindfold. Show them how to put it on.
You can put one on too. Comment on how dark it is.
Let the child/ren try different ones if they like.
Replace them all in the basket.
Pack the work away.
Thank the child for working with you.
2.
3.
Tell the child that you are going to sensitise his fingers.
4.
5.
Place the fingertips of one of your hands into the bowl and hold them there for a while.
6.
Remove the fingers from the water and, using a cloth, rub each fingertip vigorously.
7.
Ask the child to place his hand into the water and repeat the process.
8.
Ask the child to place his other hand in the water and allow him this time to rub his own
fingertips vigorously.
NAME OF ACTIVITY:
Touch boards
AREA:
Tactile sense
AGE:
3+
MATERIALS USED:
Sensitising tray
Touch board 1- A rectangular board, one half shiny wood the
other half sandpaper
Touch board 2- A rectangular board, 5 strips of sandpaper
alternating with 5 smooth strips vertically all sandpaper has
the same roughness
Touch board 3- A rectangular board with 5 strips of sandpaper
increasing in roughness
DIRECT AIM:
INDIRECT AIM:
Language development
To isolate the sense of touch
To make the child aware of and sensitive to different textures
in the environment
Indirect preparation for sandpaper numbers, letters and the
sandpaper globe
Lightness of touch
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the touch boards with one hand on each side, and ask the
child to bring a mat to the table.
Sensitise the childs fingers.
The first touch board is used first. Place it on the mat with the sandpaper on the left.
Tell the child that this is a touch board.
Using your right index and middle fingers, stroke the sandpaper from top to bottom and
say, rough.
Let the child have a turn to feel and say rough.
Then rub the fingers in the same manner down the smooth wood and say, smooth.
Let the child have a turn to feel and say smooth.
Do a simple 3 period lesson with the child.
Put the first board aside and place the second board onto the mat.
Place it on the mat so that the first strip of sandpaper is on the left.
Using the right index and middle fingers, stroke the sandpaper from top to bottom and say,
rough.
Then rub the fingers in the same manner down the smooth section and say, smooth.
Continue until you reach the end of the board.
17.
18.
19.
20.
21.
If the child has definitely grasped the concept of rough and smooth then you can move
straight onto the second presentation. If not then repeat this presentation another day
before you move on.
Thank the child for working with you.
22.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the board and ask the child to bring a mat to the table.
Sensitise the childs fingers.
The third touch board is used here. Place it on the mat so that the least rough strip of
sandpaper is on the left.
Using the right index and middle fingers, stroke the sandpaper from top to bottom, but this
time say, rough, rougher, rougher, rougher, roughest.
Invite the child to have a turn to feel the degrees of roughness.
Do a simple 3 period lesson with the child.
Thank the child for working with you.
NAME OF ACTIVITY:
Touch tablets
AREA:
Tactile sense
AGE:
3+
MATERIALS USED:
Sensitising tray
5 pairs of graded sandpaper tablets
A blindfold
DIRECT AIM:
INDIRECT AIM:
Language development
To refine the sense of touch
To develop tactile discrimination
To develop fine motor co-ordination
To make the child aware of and sensitive to different textures
in the environment
Indirect preparation for sandpaper numbers and letters
Lightness of touch
To introduce the child to the opposites, comparatives, and
superlatives
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show them how to carry the boxes and ask the child to bring a mat to the table.
Sensitise the childs fingers.
Tell the child that these are touch tablets.
Unpack the first box one by one, allowing the child to feel the tablets while you do so.
Lay out these tablets vertically down the L.H.S. of the mat.
Ask the child to help you unpack the second box.
Place these corresponding tablets randomly on the R.H.S. of the mat.
Tell the child that these tablets are the same and that each one has a matching pair.
Tell the child that you are going to match the tablets.
Avert your eyes so as not to look at the tablets.
Use your left hand to touch the first tablet in the row on the L.H.S.
Keep your left hand on that tablet and use your right hand to find the corresponding tablet
on the right.
When you find the tablet, pick it up and place it next to the tablet on the L.H.S.
Repeat with all the tablets, making a column on the L.H.S. of the mat.
When completed, feel each pair to double check whether they match.
18.
19.
20.
21.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the box and ask the child to bring a mat to the table.
Sensitise the childs fingers.
Take out only one tablet of each pair and place them randomly on the mat; let the child
help you to do so.
Tell the child that you are going to grade the tablets from the roughest to the smoothest.
Avert your eyes and feel the tablets to find the roughest one.
When you find the tablet, pick it up and place it to the left of the mat.
Feel the remaining tablets and find the next one that is just slightly smoother.
Repeat with all the tablets until all have been graded.
Tell the child that you have now graded the tablets.
Ask the child to feel the tablets.
Muddle them up and invite the child to have a turn to grade them. Ask the child if they
would like to wear the blindfold while they grade them.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 3:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the touch tablets, and ask help him to carry them to the mat.
Sensitise the childs fingers.
Present a three period lesson using only 2 opposites in the lesson. I.e. Use the
second/third roughest tablet together with the second/third smoothest tablet to reinforce
the concept of rough and smooth.
Using your thumb and index fingers, take out the two tablets that you will use for the
presentation.
First period- Remember to isolate in the first period. Place each tablet on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the tablets from the mat.
Third period- Remember to isolate in the third period. Place only one tablet on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the tablets back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 4:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the touch tablets, and ask him to carry them to the mat.
Sensitise the childs fingers.
Give a three period lesson on comparatives to the child.
Use 2 touch tablets to teach the comparatives. I.e. use 2 of the roughest tablets to
introduce rough and rougher/ 2 of the smoothest tablets to introduce smooth and
smoother. Only teach one concept at a time. I.e. Either rough/smooth, never both at the
same time. It will only confuse the child
Using your thumb and index fingers, take out the two tablets that you will use for the
presentation.
First period- Remember to isolate in the first period. Place each tablet on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the tablets from the mat.
Third period- Remember to isolate in the third period. Place only one tablet on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the tablets back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 5:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the touch tablets, and ask him to carry them to the mat.
Sensitise the childs fingers.
Give a three period lesson on superlatives to the child.
Use 3 tablets to teach the superlatives. I.e. use 3 of the roughest tablets to introduce
rough, rougher, and roughest/ 3 of the smoothest tablets to introduce smooth,
smoother, and smoothest. Only teach one concept at a time. I.e. Either rough/smooth,
never both at the same time. It will only confuse the child.
Using your thumb and index fingers, take out the three tablets that you will use for the
presentation.
First period- Remember to isolate in the first period. Place each tablet on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the tablets from the mat.
Third period- Remember to isolate in the third period. Place only one tablet on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the tablets back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
NOTE: You can play games with the child to further reinforce this concept. I.e.: Place a tablet on
the mat and tell the child that this is rough, and then ask them to find a tablet that is rougher.
Alternatively place a tablet that is smooth and ask the child to find one that is smoother, and one
that is even smoother etc.
NOTE: Move fingers up and down on the tablets to discriminate between them.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
EXTENSIONS AND GAMES USING THE TOUCH TABLETS
1.
Take a piece of cardboard and make 2 columns on it one for smooth and on for rough.
Ask the child to find something in the environment that is smooth then place it in the
smooth column. Ask the child to find something rough and place it in that column.
Continue to do this with a few children in the class. The children are learning to classify
and categorise.
2.
Place one set of tablets on a table and the other set elsewhere in the environment. Ask
the child to feel one of the tablets on the table and then they must go and find the
matching tablet in the environment. Start with only 3 pairs and move up to 5.
3.
Make your own touch tablets with cut out pieces of cardboard. You could stick sand on
one, leather on another, netting on another, sawdust on another and powder on the last
one. Allow the child to feel them for roughness and smoothness. You can make
matching pairs for the child to do a matching exercise.
NAME OF ACTIVITY:
Touch fabrics
AREA:
Tactile sense
AGE:
3+
MATERIALS USED:
Sensitising tray
5-7 pairs of different types of fabric in pieces of about
10 cm x 8 cm. Place them in a box with 2 compartments
The materials may include denim, wool, silk, towelling etc.
Blindfold
DIRECT AIM:
INDIRECT AIM:
Refinement of touch
Language development
Develops a sense of order
One to one correspondence
To develop fine motor co-ordination
Develops a conscious awareness of different fabrics and their
textures
To teach the names of the different fabrics in a three period
lesson
Lightness of touch
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Sensitise the childs fingers.
Tell the child that these are touch fabrics.
Unpack the first side one by one, allowing the child to feel the fabrics while you do so.
Lay out these fabrics vertically down the L.H.S. of the mat.
Ask the child to help you unpack the second side.
Place these corresponding fabrics randomly on the R.H.S. of the mat.
Tell the child that these fabrics are the same and that each one has a matching pair.
Tell the child that you are going to match the fabrics.
Avert your eyes so as not to look at the fabrics.
Use your left hand to identify the first fabric in the row on the L.H.S. rub the fabric with
your thumb on top and fingers underneath.
Keep your left hand on this piece of fabric use your right hand in the same manner to find
the corresponding fabric on the right.
When you have found the corresponding fabric, pick it up and place it next to the fabric in
the row on the L.H.S.
Repeat with all the pieces of fabric until all the pairs are matched.
When completed, feel each pair to double check whether they match.
17.
18.
Muddle the corresponding fabrics on the R.H.S. of the mat and invite the child to have a
turn to match the fabrics. Ask the child if they would like to wear the blindfold while they
grade them.
Help the child to pack the work away and thank the child for working with you.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Sensitise the childs fingers.
Take out only one set of fabrics and place them randomly on the mat; let the child help
you do so.
Tell the child that you are going to grade the fabrics from rough to smooth.
Avert your eyes and feel the fabrics to find the roughest one.
When you find the fabric, pick it up and place it to the left of the mat.
Feel the remaining fabrics and find the next one that is just slightly smoother.
Repeat with all the fabrics until all have been graded from left to right.
Ask the child to feel the fabrics.
Muddle them up and invite the child to have a turn to grade them. Ask the child if they
would like to wear the blindfold while they grade them.
Help the child to pack the work away.
Thank the child for working with you.
NOTE: The child can feel the fabric on the side of the cheek or inside of the arm as a way to
increase tactile discrimination sensitivity.
PRESENTATION 3:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Sensitise the childs fingers.
Pick three different fabrics to do a three period lesson with the child so as to name the
fabrics.
Place them on the right hand side of the mat.
First period- Place one fabric on the mat and tell the child that this is towelling. Let them
feel it and say towelling. Place it aside.
Bring another fabric forward and tell the child that it is denim. Let them feel it and say
denim. Place it aside.
Bring another fabric forward and tell the child that it is satin. Let them feel it and say
satin.
Second period- Place all three fabrics on the mat in the same order (towelling, denim,
satin). Ask the child to show you towelling, and then to show you denim, and then satin.
Muddle them up on the mat. Ask the child again to point to the one that you name.
Continue doing this for a lengthy period of time continuously moving the fabrics.
Third period- Remove all three fabrics from the mat (replace them on the right hand side
of the mat). Place the towelling one on the mat and ask the child to name it. Place it aside.
Place the denim one on the mat and ask the child to name it. Place it aside.
Place the satin one on the mat and ask the child to name it. Place it aside.
Consolidate:
Bring all three onto the mat in the same order (towelling, denim, satin)
10.
11.
Say to the child, so today we learnt that this is and this is and this is pointing to
each fabric as you do so.
Help the child to pack the work away.
Thank the child for working with you.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
NAME OF ACTIVITY:
AREA:
Chromatic sense
AGE:
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Patience
Concentration
To develop fine motor co-ordination
To give child experience in matching
To develop the childs visual perception of colour
To teach the names of the colours
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the box with your thumb on top and fingers underneath.
Take the lid off the box using your right hand and place it on the top L.H.S. of the mat.
Using your thumb and index fingers, take the tablets out of the box, picking them up on the
white edges. Let the child help you.
Pick up one tablet with your right index finger and thumb on the white edges
Tell the child that this is a colour tablet and this is how we hold it.
Place the box on the lid.
Take one red, one blue and one yellow tablet and line them up vertically on the L.H.S. of
the mat. The white edges must be on the top and the bottom of the tablet.
Move the remaining 3 randomly to the R.H.S. of the mat.
Tell the child that these tablets are the same and that each one has a matching pair.
Tell the child that you are going to match the tablets.
Then deliberately look for the matching red tablet, pick it up on the white edges and place
it next to the red tablet on the L.H.S. of the mat, aligning them.
Continue with the other colours until all the pairs are matched.
Muddle the corresponding tablets on the R.H.S. of the mat again.
Invite the child to have a turn.
When the child is finished, help them to pack the work away.
Thank the child for working with you.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Take the lid off the box using your right hand and place it on the top L.H.S. of the mat.
Using your thumb and index fingers, take only 1 red, one yellow and 1 blue tablet out of
the box.
Place the lid on the box and move it aside.
First period only place one tablet in front of the child. Tell the child, this is...
yellow/red/blue and say yellow /red / blue. Isolate the tablet by putting it aside and then
repeat the process with the next colour.
Second period - place all 3 tablets on the mat in front of the child. Ask the child to identify
the colour by saying, show me yellow /red /blue. Repeat this process several times with
all the colours, mixing them around and asking again.
Third period Isolate again and ask the child to name the colour.
Repeat this process with all 3 colours then consolidate by placing all three on the mat and
pointing to each colour so that the child can name them.
Help to pack the work away.
Thank the child for working with you.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
NAME OF ACTIVITY:
AREA:
Chromatic sense
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Patience
Concentration
To teach names of colours
To develop fine motor co-ordination
To give child experience in matching
To develop the childs visual perception of colour
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the box with your thumb on top and fingers underneath.
Work with the mat vertically laid out.
Take out the 3 pairs of primary colours and ask the child if they remember matching them.
First place the tablets in a line the L.H.S. of the mat and muddle the corresponding tablets
on the R.H.S.
Ask the child to match them.
Take out the 3 pairs of secondary colour tablets and repeat the process as with the
primary colour tablets.
If the child is able to match them correctly, repeat with the tertiary tablets and then the
black and white pair.
If they cannot match them, thank them and help to pack the work away.
Thank the child for working with you.
PRESENTATION 2:
1.
2.
3.
4.
5.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Take the lid off the box using your right hand and place it on the top L.H.S. of the mat.
Using your thumb and index fingers, take only 1 red, 1 green and 1 purple tablet out of the
box 1 known and 2 unknown colours.
Place the lid on the box and move it aside.
6.
7.
8.
9.
10.
11.
First period only place one tablet in front of the child. Tell the child, this is...
green/red/purple and say green /red / purple. Isolate the tablet by putting it aside and
then repeat the process with the next colour.
Second period - place all 3 tablets on the mat in front of the child. Ask the child to identify
the colour by saying, show me green /red /purple. Repeat this process several times
with all the colours, mixing them around and asking again.
Third period Isolate again and ask the child to name the colour.
Repeat this process with all 3 colours then consolidate by placing all three on the mat and
pointing to each colour so that the child can name them.
Help to pack the work away.
Thank the child for working with you.
NOTE: Continue in this manner, using 1 known and 2 unknown colours, until all the names of
the colours in colour box two have been learnt.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
NAME OF ACTIVITY:
AREA:
Chromatic sense
AGE:
4+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Patience
Concentration
To develop fine motor co-ordination
To refine the childs visual perception of colour
To broaden the childs knowledge of the colour spectrum
To introduce the child to the opposites, comparatives, and
superlatives
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the box with your thumb on top and fingers underneath.
Take the lid off the box using your right hand and place it on the top L.H.S. of the mat.
Choose a simple colour (blue) and place them randomly on the mat one at a time allow
the child to help you.
Take the darkest tablet and tell the child that it is a dark tablet. Then take the lightest tablet
and tell the child that it is a light tablet.
Tell the child that you are going to grade the tablets from darkest to lightest.
Clearly show that you are looking for the darkest one.
When you see it, pick it up on the frame and place it vertically on the L.H.S. of the mat.
Look for the next darkest shade and place it next to the first, aligning them.
Continue until all the tablets are graded.
Muddle the tablets up again and invite the child to have a turn.
If he is able to grade the colour, place it back in the box and choose another colour.
When the child has had enough, help them to pack the work away.
Thank the child for working with you.
NOTE: Continue grading the colour tablets until each set has been graded.
PRESENTATION 2:
1.
2.
3.
4.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Ask the child to bring colour box three and a plate to the mat.
Place the plate in the centre of the mat.
5.
6.
7.
8.
9.
Take out a set of colours, one at a time and show the child how to grade the tablets
extending outwards from the plate in the centre of the mat from darkest to lightest.
Take out the next colour and repeat the process.
Allow the child to continue until all the colours have been used and a colour wheel has
been formed.
When the child is finished, help them to pack the work away.
Thank the child for working with you.
PRESENTATION 3:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry colour box 3, and ask help him to carry it to the mat.
Present a three period lesson using only 2 opposites in the lesson. I.e. Use 2 colour
tablets from the same set. Pick the second/third darkest tablet together with the
second/third lightest tablet to reinforce the concept of dark and light.
Using your thumb and index fingers, take out the two tablets that you will use for the
presentation.
Place the lid on the box and move it aside.
First period- Remember to isolate in the first period. Place each tablet on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the tablets from the mat.
Third period- Remember to isolate in the third period. Place only one tablet on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the tablets back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
NOTE: Repeat this lesson with all the different sets in colour box 3.
PRESENTATION 4:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry colour box 3, and ask him to carry it to the mat.
Give a three period lesson on comparatives to the child.
Use 2 colour tablets from the same set to teach the comparatives. I.e. use 2 of the
darkest tablets to introduce dark and darker/ 2 of the lightest tablets to introduce light
and lighter. Only teach one concept at a time. I.e. Either dark/light, never both at the
same time. It will only confuse the child
Using your thumb and index fingers, take out the two tablets that you will use for the
presentation.
Place the lid on the box and move it aside.
First period- Remember to isolate in the first period. Place each tablet on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the tablets from the mat.
10.
11.
12.
13.
Third period- Remember to isolate in the third period. Place only one tablet on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the tablets back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
NOTE: Repeat this lesson with all the different sets in colour box 3.
PRESENTATION 5:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry colour box 3, and ask him to carry it to the mat.
Give a three period lesson on superlatives to the child.
Use 3 tablets from the same set to teach the superlatives. I.e. use 3 of the darkest tablets
to introduce dark, darker, and darkest/ 3 of the lightest tablets to introduce light,
lighter, and lightest. Only teach one concept at a time. I.e. Either dark/light, never both
at the same time. It will only confuse the child.
Using your thumb and index fingers, take out the three tablets that you will use for the
presentation.
Place the lid on the box and move it aside.
First period- Remember to isolate in the first period. Place each tablet on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the tablets from the mat.
Third period- Remember to isolate in the third period. Place only one tablet on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the tablets back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
NOTE: You can play games with the child to further reinforce this concept. I.e.: Place a tablet on
the mat and tell the child that this is dark, and then ask them to find a tablet that is darker.
Alternatively place a tablet that is light and ask the child to find one that is lighter, and one that is
even lighter etc.
PRESENTATION 6:
1.
2.
3.
4.
5.
6.
7.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry colour box 3, and ask him to carry it to the mat.
A three period lesson can be done using three different shades of a colour/set and giving
their precise names (e.g. auburn, maroon, and lavender etc.)
Using your thumb and index fingers, take out the three tablets that you will use for the
presentation (1 known and 2 unknown colours).
Place the lid on the box and move it aside.
First period- Remember to isolate in the first period. Place each tablet on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
8.
9.
10.
11.
12.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the tablets from the mat.
Third period- Remember to isolate in the third period. Place only one tablet on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the tablets back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
NOTE: Continue in this manner, using 1 known and 2 unknown colours, until all the names of
the colours in colour box three have been learnt.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
2.
Using colour box one, take one of each tablet and place it on the mat. Allow the child to
see them and then cover them with a cloth. Remove one tablet without the child seeing
you do so. Remove the cloth and ask the child to tell you, which colour is missing. You
can use colour box two with 4 to 5 colours to improve the childs memory.
3.
Use colour box two. Place one set of colours on one table and another set on another
table. Sit with the children and point to one of the colours and ask the child to retrieve it
from the other table. This is a visual memory game.
4.
Use colour box three. Pick one colour group out of the box and place them randomly on
the table. Move to another table. Ask a child to fetch the darkest tablet from the first
table. Continue asking for the darkest tablet until all the tablets have been graded from
darkest to lightest on the second table.
5.
While doing the colour wheel, have a basket with different coloured objects in it. Once the
colour wheel is complete ask the child to match the object to the closest colour on the
colour wheel. You can also ask the child to find other corresponding items in the
environment that match their colour.
6.
You can take two different sets of colours from colour box three and muddle them up on
the mat. The child must then sort them into their different sets, also grading them as he
does.
7.
Have a card with 3 to 4 colours on it. Allow the child to study it for a few moments. Turn
the card over and invite the child to re-create your card on their own piece of card. Use
your card as a control of error.
8.
NAME OF ACTIVITY:
Sound cylinders/boxes
AREA:
Auditory sense
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show them how to carry a cylinder box with both their hands.
Place the blue box on the top L.H.S. of the mat with the lid underneath it.
Take the red lid off and place it to the top R.H.S. of the mat
Take the cylinders out of the red box, shaking each cylinder twice at each ear before
placing it down
Allow the child a turn to listen to the cylinder.
Continue until all the cylinders from that box are on the mat.
Place the cylinders randomly on the mat, and place the box on top of its lid.
Tell the child that these cylinders are the same as the others in the box and that each one
has a matching pair.
Tell the child that you are going to match the cylinders.
Pick up a blue cylinder from the box using your left hand. Shake it next to each ear.
Keeping it in your left hand, use your right hand to find the corresponding cylinder, by
trying each red cylinder one by one.
14.
15.
16.
17.
18.
19.
20.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show them how to carry a cylinder box with both their hands. Bring a mat for the table.
Only use the red sound cylinders.
Take them out of the box and place the cylinders randomly on the mat. Let the child help
you.
Tell the child that you are going to grade the cylinders from the loudest to the softest.
Pick up a cylinder from the table and shake it next to each ear.
Continue to pick up the cylinders so as to find the loudest one.
When you have found it, place it on the L.H.S. of the mat.
Repeat to find the one that is a little less loud.
Place them in a horizontal row across the mat as you do so.
Repeat until all of the cylinders have been graded from loudest to softest.
Check that they are all in the correct order by shaking and listening to them again.
Let the child listen to them.
Muddle them up and then invite the child to have a turn to grade the cylinders.
When they have finished, help them to pack the work away
Thank the child for working with you.
PRESENTATION 3:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the sound cylinders, and ask help him to carry one box to
the mat.
Present a three period lesson using only 2 opposites in the lesson. I.e. Use the
second/third loudest cylinder together with the second/third softest cylinder to reinforce the
concept of loud and soft.
Using your thumb and index fingers, take out the two cylinders that you will use for the
presentation.
First period- Remember to isolate in the first period. Place each cylinder on the mat one at
a time. Shake it next to each ear. Name it for the child. Ask the child to shake the cylinder
and repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to shake the cylinders and point out
which one it is you are referring to. Remove all the cylinders from the mat.
Third period- Remember to isolate in the third period. Place only one cylinder on the mat
at a time and ask the child to shake it and then name it for you.
Consolidate by placing all the cylinders back on the mat, shaking each one, and saying,
so today we learnt that this isand this is etc.
Help the child to pack the work away.
6.
7.
8.
9.
10.
11.
12.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the sound cylinders, and ask him to carry one box to the
mat.
Give a three period lesson on comparatives to the child.
Use 2 sound cylinders to teach the comparatives. I.e. use 2 of the loudest cylinders to
introduce loud and louder/ 2 of the softest cylinders to introduce soft and softer. Only
teach one concept at a time. I.e. Either loud/soft, never both at the same time. It will only
confuse the child
Using your thumb and index fingers, take out the two cylinders that you will use for the
presentation.
First period- Remember to isolate in the first period. Place each cylinder on the mat one at
a time. Shake it next to each ear. Name it for the child. Ask the child to shake the cylinder
and repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to shake the cylinders and point out
which one it is you are referring to. Remove all the cylinders from the mat.
Third period- Remember to isolate in the third period. Place only one cylinder on the mat
at a time and ask the child to shake it and then name it for you.
Consolidate by placing all the cylinders back on the mat, shaking each one, and saying,
so today we learnt that this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 5:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the sound cylinders, and ask him to carry one box to the
mat.
Give a three period lesson on superlatives to the child.
Use 3 cylinders to teach the superlatives. I.e. use 3 of the loudest cylinders to introduce
loud, louder, and loudest/ 3 of the softest cylinders to introduce soft, softer, and
softest. Only teach one concept at a time. I.e. Either loud/soft, never both at the same
time. It will only confuse the child.
Using your thumb and index fingers, take out the three cylinders that you will use for the
presentation.
First period- Remember to isolate in the first period. Place each cylinder on the mat one at
a time. Shake it next to each ear. Name it for the child. Ask the child to shake the cylinder
and repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to shake the cylinders and point out
which one it is you are referring to. Remove all the cylinders from the mat.
Third period- Remember to isolate in the third period. Place only one tablet on the mat at a
time and ask the child to shake it and then name it for you.
Consolidate by placing all the cylinders back on the mat, shaking each one, and saying,
so today we learnt that this isand this is etc.
Help the child to pack the work away.
12.
NOTE: You can play games with the child to further reinforce this concept. I.e.: Place a cylinder
on the mat, shake it and tell the child that this is loud, and then ask them to find a cylinder that is
louder. Alternatively place a cylinder that is soft on the mat, shake it and ask the child to find one
that is softer, and one that is even softer etc.
NOTE: The blue sound cylinders are the control set and the red ones are the variable set.
The sound cylinders are a very valuable piece of apparatus in the classroom. They help the
child to listen and concentrate. If the child has a hearing defect, it will readily be discovered with
the sound cylinders.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
Use one of the sound boxes and remove the loudest and the softest cylinder. Shake
each one, telling the child which is loud and which is soft. Ask the child to turn their back
and then shake one cylinder and then ask the child which one it was.
2.
Take a fairly loud cylinder from one of the boxes. Ask the child to close their eyes and
then go to any place in the room and shake it and then return to the mat. Ask the children
to point to where they think the sound came from.
3.
Invite the children to sit on the mat. Fetch one of the sound boxes and place the cylinders
around the environment, shaking them before you put them down. Ask one of the children
to fetch the loudest cylinder. Then ask another child to fetch another one that is slightly
softer. Ask another child to find the softest one. Start by using only 3 cylinders and them
work your way up to 6.
4.
Use the cylinders as a musical instrument. Ask the children to clap to the beat as you
shake the cylinder.
Bell
NAME OF ACTIVITY:
AREA:
Auditory sense/Music
AGE:
3+
MATERIALS USED:
DIRECT AIM:
1.To teach the child how to carry and how to strike a bell
2.To teach the child how to use the damper
INDIRECT AIM:
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Invite the child to work with you and name the activity. Show the child where the bell
cabinet is kept in the classroom.
Tell the child that the bells make the same sounds as the keys on a piano.
Tell the child that these are the bells and that there is a very special way of handling this
material. I will show you how to carry a bell and how to play it.
Select a brown bell, preferably the third or fourth.
Show the child how to pick up and carry a bell one hand on the stem and your other
hand supporting the base underneath.
Carry it to the table. Set it down carefully so that there is no noise when the bell meets the
table.
With the child go back to the bell cabinet.
Pick up a mallet. Tell the child, This is a mallet.
Show the child how to carry the mallet to the table with the head cradled in one hand while
the fingers of the other hand hold the opposite end of the mallet. Let him carry it to the
table.
Sit with the child at the table.
The mallet should now be held in a suspended position by your right thumb and first two
fingers. The mallet should be able to swing freely, like the tongue of a bell.
Point to the rim of the bell. Tell the child to watch. Strike the rim.
Keep listening until the sound can no longer be heard.
Then tell the child to listen. Strike and listen.
Then tell the child to listen until you cannot hear it anymore. Strike and listen.
Invite the child to strike the bell with the mallet.
If the child has a problem with the procedure tell him it is my turn again. Then in your
demonstration emphasise the part that gave the child difficulty.
(When the child is reasonably successful leave the child and observe from a distance.)
When finished the child will return the bell and mallet to the bell cabinet. Assist the child if
necessary.
exercise and who do it and display their ability. These children show the way to the others, who
begin by listening. If this exercise is carried out a little every day, one very soon has the whole
class in a condition to follow this singing exactly. (Anna Maccheroni, unpublished lectures,
1921, London)
NAME OF ACTIVITY:
AREA:
Auditory sense/Music
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Patience
Concentration
Matching
To develop memory of pitches
To develop the ability to hold a sound in ones head (to hear
music in ones head)
CONTROL OF ERROR:
PRESENTATION:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Invite the child to work with you and name the activity. Take the child to the bell cabinet.
Pick up the mallet and check the bells by playing up the brown bells and down the white
bells. (All presentations from now begin in this way)
Place it down.
Take 3 contrasting brown bells, widely spaced (but not the lowest bell and the highest bellpossibly the first, fourth, and sixth bells) and place them in reverse order in front of the
bells at the right end of the bell set up. The bases of all 3 bells should be touching.
Pick up the mallet and strike the lowest white bell (of the 3 you removed), and then strike
the first brown bell (the bell on the far left in the row of 3 bells).
It should not be a match. Shake your head to indicate that it is not a match, but do not talk.
Move that brown bell slightly to the left, leaving a small gap between it and the other 2
bells in the row.
Strike the white bell again, then the next brown bell.
It still should not be a match. Shake your head to indicate no again.
Move that brown bell slightly to the left.
Strike the white bell again, then the next brown bell.
It should be a match. Nod your head to indicate that it is a match.
Pick it up with both hands, as before, and place it in front of the white space.
Repeat this process for the other 2 pairs.
When all 3 pairs of bells have been matched and are sitting in front of their white spaces,
check each match by striking the white bell and then the brown bell matched to it. If they
match move the brown bell onto its white space.
Repeat this with all the pairs.
Then check the bells by playing up the brown bells and down the white bells.
Take out the 3 bells and invite the child to have a turn.
19.
Note:
1. The child can increase the number of bells used. If after a lot of practice with the bells the
child does not increase the number of bells used, you can suggest it.
2. Since the focus of this presentation should be on the sound of the bells, it is important that
the sound of the human voice does not intrude because it would divert the childs focus from
the sound of the bells.
3. It is important to set up the exercise so that a match is not found on the first try because that
would make it difficult for the child to see the point of the exercise.
NAME OF ACTIVITY:
AREA:
Auditory sense/Music
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Patience
Concentration
To develop memory of the order of pitches
Further work with the bells, and developing the childs musical
knowledge
CONTROL OF ERROR:
Directress
PRESENTATION:
1.
2.
3.
4.
5.
6.
7.
Invite the child to work with you and name the activity. Take the child to the bell cabinet.
Pick up the mallet and check the bells by playing up the brown bells and down the white
bells.
After checking the bells simply play the ascending scale on the brown bells and say, This
is going up the scale, the sound gets higher.
Play the descending scale on the white bells and then say, This is going down the scale,
the sound gets lower.
The child may be invited to play the ascending and descending scale.
Do a three period lesson to ensure the child has grasped the concept.
Thank the child for working with you.
Note:
There is nothing about the visual appearance of the bells that indicates which way to play in
order to progress up and down the scale. This very quick little demonstration may be shown to
any child who can successfully strike and carry a bell.
EXTENSIONS AND GAMES WITH THE ASCENDING AND DESCENDING SCALES
1. Movement games that deal with movement on the part of the children. The children may
show the direction the music moves with whole body movement in the following way: The
children hold onto the back of a chair and begin in a squatting position. As the music ascends
the children raise themselves. As the music descends the children lower themselves. For an
added challenge they can turn around so that they cannot see the person playing the bells. (It
is okay if they peek, eventually they will only need the auditory clue)
2. The children may also sing with the scale. They can either sing ah or la, vowel or
consonant sounds, or the name of a child on each note of the scale. They can sing the first
note loudly and the remaining notes softly.
NAME OF ACTIVITY:
AREA:
Auditory sense/Music
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Patience
Concentration
Further work with the bells, and developing the childs musical
knowledge
CONTROL OF ERROR:
Directress
PRESENTATION:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Invite the child to work with you and name the activity. Take the child to the bell cabinet.
Pick up the mallet and check the bells by playing up the brown bells (ascending scale) and
down the white bells (descending scale).
After checking the bells and ascertaining that there is knowledge of ascending and
descending scales, choose a low bell and a high bell. Usually the first and the seventh bell
(c and b) are used in the first presentation, as this is the widest possible contrast.
Move the 2 bells onto the bell table in front of their white spaces.
Strike the low bell, listen, stop the tone of the bell with the damper and then say (or sing in
the pitch) This is a low bell.
Invite the child to strike and listen to the low bell.
Introduce the high bell in the same manner.
Do a three period lesson with the child to ensure they grasped the concept.
Thank the child for working with you.
Note:
1. This vocabulary lesson may be given to any child or small group of children who understand
going up and down the scale.
EXTENSIONS AND GAMES WITH HIGH AND LOW BELLS
1. Later you can ask the child to close their eyes or turn around so they cannot see which bell is
being played and then they must guess if it is high or low.
2. You can introduce high, higher, highest- or low, lower, lowest to the child (three period
lesson)
3. You can play a movement game with the children where they pretend to pick fruit. Choose a
fruit that grows high on a tree (apples) for a high sound, and a fruit that grows low on the
ground (strawberries) for low sound. When the children hear a high sound they pretend to
pick the apples (stretching up high), and when they hear a low sound they pretend to pick
strawberries (bending down low).
4. The children may speak in high voices or low voices. They may listen to hear who has the
highest or the lowest voice in the group.
5. You can also listen to songs with the children and they must listen for a high or low note in
the song and they raise their hand when they hear one.
NAME OF ACTIVITY:
AREA:
Auditory sense/Music
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Patience
Concentration
Refining their auditory sense
To develop memory of pitches
To develop the ability to hold a sound in ones head (to hear
music in ones head)
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Invite the child to work with you and name the activity. Take the child to the bell cabinet.
Pick up the mallet and check the bells by playing up the brown bells and down the white
bells.
Mix the brown bells on the front of the bell cabinet.
Find the first 2 bells in the scale by matching (c and d).
When c and d are matched play the bells for c and d and then the first bell in the row on
the front of the bell cabinet. If it is the third bell in the scale place it in its appropriate white
space. If it is not the correct bell, move it slightly to the left (as in matching).
Play c and d again and then the second bell in the row on the front of the bell cabinet.
Continue in this manner until the third bell in the scale is found.
The remaining bells are then moved back to the right.
Play c, d, and e (first three bells) and the first bell in the row, and continue as before to
find the fourth bell in the scale, etc.
Invite the child to have a turn.
Thank the child for working with you.
Note:
You can make this exercise slightly more difficult by only matching the first bell (c) to begin with.
7.
Invite the child to work with you and name the activity. Take the child to the bell cabinet.
Pick up the mallet and check the bells by playing up the brown bells and down the white
bells.
Mix the brown bells on a table.
Put the first bell in front of the second bell.
Play them both.
Keep the lower one and move it in front of the third bell. Play them both and keep the
lower one.
Continue in this manner until the end of the row is reached.
8.
9.
10.
11.
12.
13.
14.
The last bell selected should be the lowest one of them all.
Place it on the lowest white space on the bell cabinet.
Do not check it with the corresponding white bell.
Repeat the procedure to find the next lowest bell.
Continue in this manner until all the brown bells are on the bell cabinet.
Now play up the brown to see if they have been grade properly.
Invite the child to have a turn.
3.
4.
5.
6.
PRESENTATION 3:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Invite the child to work with you and name the activity. Take the child to the bell cabinet.
Pick up the mallet and check the bells by playing up the brown bells and down the white
bells.
Mix the brown bells on a table.
Listen for the lowest bell as you play them all.
Take the lowest bell and place it on the lowest white space on the bell cabinet.
Do not check it with the corresponding white bell.
Listen for the lowest bell as you play the remaining brown bells.
Take that bell and place it on the next white space on the bell cabinet.
Do not check it with the corresponding white bell.
Continue in this manner until all of the brown bells are on the bell cabinet.
Now play up the brown bells to see if they have been correctly graded.
Invite the child to have a turn.
Thank the child for working with you.
Note:
1. Children may think of other ways to grade from lower to higher.
You will observe that certain children will repeat this exercise an almost incredible number of
times. Perhaps you will hardly believe me when I say that children have performed this
exercise a hundred times; I myself would have found difficult to believe f I had not seen it. If the
child repeats the exercise so often, it is because, if you will allow me the expression, he is
hungry for it- almost insatiable. If the child is hungry for it, it is because he is in this sensitive
period in which he requires it, a period which ends by knowing all these notes. Then there is no
longer any need for him to begin the exercise by finding the lowest note; he will be able to
recognize at once the correct place for each note in the scale. (Maria Montessori, unpublished
lectures, London, 1925)
2. We demonstrate lowest to highest because that is the way we think in music theory. When
children are secure with lower to higher, they may try higher to lower only if THEY think of
it!!
EXTENSIONS AND GAMES WITH GRADING OF THE BELLS
1. Mix the brown bells on a table. Choose a white bell and pull it slightly forward. Play it. Ask the
child if he can fetch one that is just higher than that one.
2. Play the first 3 bells. Ask the child to sing the next bell.
3. Here there are 9 children. 8 children have a bell each and the 9th child plays each bell. The
children need to figure out how to get in order of the scale.
NAME OF ACTIVITY:
AREA:
Auditory sense/Music
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Patience
Concentration
To develop memory of pitches
To increase musical vocabulary
CONTROL OF ERROR:
Directress
PRESENTATION:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Invite the child to work with you and name the activity. Take the child to the bell cabinet.
Pick up the mallet and check the bells by playing up the brown bells and down the white
bells.
Select 2 bells such as c and g (the first and fifth bells).
Set them in front of their places.
Strike the first bell. Say (or sing), This is c.
Let the child strike and listen to c.
Strike the second bell. Say (or sing), This is g.
Let the child strike and listen to g.
Do a three period lesson to ensure the child has grasped the concept.
Thank the child for working with you.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
Note:
1. On another day check to see if the child remembers c and g. If they do, add one or two more
bells and do a three period lesson with all three or four bells. If they did not remember c and
g repeat the lesson with just those two pitches.
2. Perfect pitch- a child with this kind of pitch remembers the names of the pitches.
Relative pitch- a child with this kind of pitch does not remember the names of the sounds of
the pitches. If it is obvious that the child is not remembering the sounds in relation to their
names, show them that the names of the bells use the first seven letters of the alphabet.
Place the white discs with the appropriate note names in front of the bells. At some point this
should also be done with children with perfect pitch.
If offered at the right age, more people would develop perfect pitch.
3. After a child has mastered one method of naming, other systems may be of interest
do, re, mi, fa, sol, la, ti, do
c- do
d- re
e- mi
f- fa
g- sol
a- la
b- ti
c- do
NAME OF ACTIVITY:
Thermic bottles
AREA:
Thermic sense
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
CONTROL OF ERROR:
Childs thermic sense- they will fell if the bottles are incorrectly
matched/ graded
Directress for 3 period lesson
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show them how to carry the thermic box with both their hands.
Sensitise the fingers.
Introduce the thermic bottles from one set to the child. Present the 2 extremes of
temperature first i.e. hot / cold.
Allow the child to feel them.
Continue until all the bottles from that set are unpacked.
Place the cylinders randomly on the mat. Place the box on the top L.H.S of the mat.
Tel the child that these bottles are the same as the others in the box and that each one
has a matching pair.
Tell the child that you are going to match the bottles.
Take the first bottle from the control group using your left hand and feel the temperature.
Keeping it in your left hand, use your right hand to find the corresponding bottle, by feeling
each bottle in the variable group.
Place the pair on the L.H.S. of the mat.
Repeat until all of the pairs have been matched.
Check that each pair is correctly matched by feeling each pair again.
Replace the control set back in the box and muddle up the corresponding set.
Invite the child to have a turn to match the bottles.
When they have finished, help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Sensitise the childs fingers.
Only use one set of bottles.
Take out only one bottle of each pair and place them randomly on the mat. Let the child
help you.
Tell the child that you are going to grade the bottles from the coolest to the hottest.
Feel the bottles to find the coolest one.
When you find the bottle, pick it up and place it to the left of the mat.
Feel the remaining bottles and find the next one that is just slightly warmer.
Repeat with all the bottles until all have been graded from left to right.
Check that they are in the correct order by feeling them in order.
Ask the child to feel the bottles.
Muddle them up and invite the child to have a turn to grade them.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 3:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the box.
Sensitise the childs fingers.
Using three thermic bottles at a time, do a three period lesson with the child.
Use cold, warm, hot, cool, etc.
First period- Remember to isolate in the first period. Place each bottle on the mat one at a
time. Feel it. Name it for the child. Ask the child to feel it and repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to feel the bottle and point out
which one it is you are referring to. Remove all the bottles from the mat.
Third period- Remember to isolate in the third period. Place only one bottle on the mat at a
time and ask the child to feel it and then name it for you.
Consolidate by placing all the bottles back on the mat, feeling them, and saying, so today
we learnt that this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
NAME OF ACTIVITY:
Thermic tablets
AREA:
Thermic sense
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Let the child bring the box to the table holding it with one hand on each side.
Sensitise the childs fingers.
Tell the child that these are thermic tablets.
Remove the steel tablet from the box and tell the child that it is cold.
Allow the child to feel it.
Remove one set tablets one by one, allowing the child to feel them as you do so.
Lay the control tablets vertically down the L.H.S. of the mat.
Ask the child to help you unpack the second set.
Place the corresponding set randomly on the mat.
Place the box on the top left hand side of the mat.
Tell the child that these tablets are the same and that each one has a matching pair.
Tell the child that you are going to match them.
Avert your eyes so as not to look at the thermic tablets.
Use your left hand to identify the first tablet in the row on the L.H.S.
Keep your left hand on this tablet use your right hand in the same manner to find the
corresponding tablet on the right.
18.
19.
20.
21.
22.
23.
24.
When you have found the corresponding tablet, pick it up and place it next to the tablet in
the row on the L.H.S.
Repeat until all the pairs are matched.
When completed, feel each pair to double check whether they match.
Muddle the corresponding fabrics on the R.H.S. of the mat and invite the child to have a
turn to match the tablets.
Ask the child if they would like to wear the blindfold while they match them.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Remind the child how to carry the box.
Sensitise the childs fingers.
Take out only one tablet of each pair and place them randomly on the mat. Let the child
help you do so.
Tell the child that you are going to grade the tablets from the coldest to the warmest.
Avert your eyes and feel the tablets to find the coldest one.
When you find the tablet, pick it up and place it to the left of the mat.
Feel the remaining tablets and find the next one that is just slightly warmer.
Repeat with all the tablets until all have been graded from left to right.
Ask the child to feel the tablets.
Muddle them up and invite the child to have a turn to grade them. Ask the child if they
would like to wear the blindfold while they match them.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 3:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Sensitise the childs fingers.
Using two/three thermic tablets at a time, do a three period lesson with the child.
Use cold and warm (temperature)/steel, wool, felt (names)
First period- Remember to isolate in the first period. Place each tablet on the mat one at a
time. Name it for the child. Ask the child to repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the tablets from the mat.
Third period- Remember to isolate in the third period. Place only one tablet on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the tablets back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
NAME OF ACTIVITY:
Tasting bottles
AREA:
Gustatory sense
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Language development
Discrimination of tastes
To develop the childs gustatory sense
To make the child more aware of and sensitive to different
tastes in their environment
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show them how to carry the gustatory tray to the table.
Introduce the tasting bottles to the child.
Remove one set from the tray, allowing the child to taste from each bottle as you do so.
Show the child how to wipe their hand inbetween tastes.
Place a drop of liquid on the pressure point of the left hand and tell the child what each
taste is sweet, bitter etc.
Take the corresponding set and place them randomly on the mat.
Tell the child that you are going to match the bottles.
Take the first bottle from the control group and place a drop on your hand to taste it.
Close the bottle and move it to the L.H.S. of the mat.
Pick up each variable bottle, one by one, tasting each one as you do until you find the
matching taste.
Wipe your hand inbetween tastes.
Place the matching bottle next to the control group on the L.H.S. of the mat.
Repeat until all of the bottles have been matched.
Check that each pair is correctly matched by tasting each pair again.
Replace the control set back on the tray and muddle up the corresponding set.
Invite the child to have a turn to match the bottles.
When they have finished, help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Bring the gustatory tray to the table.
Using three bottles at a time, do a three period lesson with the child. (Use sweet, sour,
bitter, salty, etc.)
First period- Remember to isolate in the first period. Place each bottle on the mat one at a
time. Taste it. Name it for the child. Ask the child to taste it and repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to taste it and point out which one it
is you are referring to. Remove all the bottles from the mat.
Third period- Remember to isolate in the third period. Place only one bottle on the mat at a
time and ask the child to taste it and then name it for you.
Consolidate by placing all the bottles back on the mat, tasting them, and saying, so today
we learnt that this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
NAME OF ACTIVITY:
Baric tablets
AREA:
Baric sense
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Language development
To extend the childs concentration
To develop discrimination of weight
To make the child aware of and sensitive to different weights
in their environment.
Indirect preparation for lightness of touch
Crossing the mid-line
CONTROL OF ERROR:
Childs baric sense they will feel if the tablets are not of
equal weight
(The child will see if they are not matched)
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Bring the light and heavy boxes to the table, holding them with one hand on each side.
Sit opposite the child at the table. Place the mat on the table and put the boxes on top.
Tell the child that these are baric tablets.
Ask the child to put out his hands, palm facing upwards.
Place a heavy tablet on one hand and tell the child that it is heavy, and then put a light
tablet on the other hand and tell him that it is light. Show the child how to move their hands
up and down in this position to feel the discrimination in weight
Remove both tablets from their hands and place the heavy one on one side of the mat,
and the light one on the other side of the mat.
Then repeat step 6, but place the tablets on the opposite hands.
Remove them from the childs hands and place them on their corresponding piles next to
the mat.
Tell the child that they are going to carry on feeling the different tablets and placing them
on their corresponding piles.
Ask them if they would like to put the blindfold on to do the presentation.
Place a light tablet on one of their hands, and a heavy tablet on the other.
Tap the table next to the heavy pile and ask the child to put the heavy tablet there.
Then tap the table next to the light pile and ask the child to put the light tablet there.
16.
17.
Continue in this manner. You can give the child two of the same tablets and ask them if
they can feel that they are the same, and that they are heavy/light. Tap next to the
corresponding pile. Let the child put the tablets there.
When the child is finished feeling all the tablets let them take off their blindfold and look at
their piles.
18.
Now that you have oriented the child with the different weights and with placing them in
the different piles you can move onto a further part of the presentation. If the child has not
grasped the concept at all stop at this point, and pack the work away.
19.
Tell the child that you are going to muddle up the tablets by placing them randomly in one
pile.
Take the two piles from each side of the mat and randomly place each tablet in one pile in
the middle of the mat. You can have two of the same tablets one after the other in the pile.
Tell the child that you are going to put the blindfold on and try to place the tablets in their
correct piles on either side of the mat.
Put the blindfold on.
Pick up a tablet from the pile in one hand and another in the other hand.
Place one on one side of the mat and the other on the other side of the mat. Remember
which side you put the heavy tablet and which side you put the light tablet.
Continue to pick up two tablets at a time and place them in the corresponding pile on
either side of the mat.
When you have finished take off your blindfold and look at the piles you made.
Ask the child if they would like a turn.
Ask the child if they would like to muddle up the tablets by placing them randomly in one
pile.
Let the child put the blindfold on and complete the exercise.
When they are finished let them take off their blindfold and look at their piles.
Help them to pack the work away.
Thank the child for working with you.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Bring the light and medium boxes to the table holding them with one hand on each side.
Repeat as with the first presentation.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 3:
1.
2.
3.
4.
5.
6.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Bring the medium and heavy boxes to the table holding them with one hand on each side.
Repeat as with the first presentation.
Help the child to pack the work away.
Thank the child for working with you.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Bring all three of the boxes to the table holding them with one hand on each side.
Take a light tablet out and let the child feel it. Remind him that it is light. Place it back in
the box.
Take a medium tablet out and let the child feel it. Remind him that it is medium. Place it
back in the box.
Take a heavy tablet out and let the child feel it. Remind him that it is heavy. Place it back
in the box.
Tell the child that you are going to muddle up all three boxes by randomly placing them in
a pile.
Take out the tablets one by one and randomly place them in a pile in the middle of the
mat. You can have two of the same tablets one after the other in the pile.
Tell the child that you are going to put the blindfold on and try to place the tablets in their
correct piles around the mat.
Put the blindfold on.
Pick up a tablet from the pile in one hand and another in the other hand.
Begin to build the piles- this time one on the left, one on the right, and one above the mat.
Continue weighing the tablets and putting them in their corresponding piles.
When you have finished take off the blindfold and look at your piles.
Ask the child if they would like a turn.
Ask the child if they would like to muddle up the tablets by placing them randomly in one
pile.
Let the child put the blindfold on and complete the exercise.
When they are finished let them take off their blindfold and look at their piles.
Help them to pack the work away.
Thank the child for working with you.
PRESENTATION 5:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Bring all three of the boxes to the table holding them with one hand on each side.
Do a three period lesson with the child to teach him the names light, medium, and heavy.
First period- Remember to isolate in the first period. Place each tablet on the mat one at a
time. Feel it. Name it for the child. Ask the child to feel it and repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to feel and point out which one it is
you are referring to. Remove all the tablets from the mat.
Third period- Remember to isolate in the third period. Place only one tablet on the mat at a
time and ask the child to feel it and name it for you.
Consolidate by placing all the tablets back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
Take a pair of old socks and fill them with a variety of different objects e.g. stones and
chalk. Allow the child to feel them and discriminate between heavy and light.
2.
NAME OF ACTIVITY:
Scent/smelling bottles
AREA:
Olfactory sense
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Discrimination of scent
To develop the childs olfactory sense
To extend the childs vocabulary
To make the child more aware of and sensitive to different
scents in their environment
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show them how to carry the smelling box with both their hands.
Move the control box to the top L.H.S. of the mat with the lid underneath it.
Take one bottle out of the box and show the child how to remove the lid and smell the
scent.
Place the lid on the R.H.S. of the mat.
Repeat with the other bottles. Form a vertical line with the lids on the R.H.S of the mat.
The bottles must be randomly placed on the R.H.S of the mat.
Tell the child that these bottles are the same as the others in the box and that each one
has a matching pair.
Tell the child that you are going to match the bottles.
Take the first bottle from the control group using your left hand and remove the lid. Begin a
new line on the R.H.S of the mat next to the other lids.
Keeping it in your left hand, use your right hand to find the corresponding bottle, by
smelling each bottle in the variable group.
Place the pair on the L.H.S. of the mat.
Repeat until all of the pairs have been matched.
Check that each pair is correctly matched by smelling each pair again.
Muddle up the variable set on the mat.
Ask the child to help you put the lids back on the control set, and then back them back in
their box.
Invite the child to have a turn to match the bottles.
19.
20.
When they have finished, help the child to put the lids back on the bottles and to pack the
work away.
Thank the child for working with you.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show them how to carry the smelling box with both their hands.
Use only one of the boxes.
You can do a 3 period lesson with the child using only 3 scents (Lavender, thyme, lemon
grass etc.)
First period- Remember to isolate in the first period. Place each bottle on the mat one at a
time. Smell it. Name it for the child. Ask the child to smell it and repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to smell and point out which one it
is you are referring to. Remove all the bottles from the mat.
Third period- Remember to isolate in the third period. Place only one bottle on the mat at a
time and ask the child to smell it and then name it for you.
Consolidate by placing all the bottles back on the mat and saying, so today we learnt that
this isand this is etc.
When you have finished, help the child to pack the work away.
Thank the child for working with you.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
EXTENSIONS AND GAMES USING THE SCENT BOTTLES
1.
Make your own smelling objects using pieces of cardboard with plasters stuck on them.
Drop different substances onto each plaster. Ask the child to identify the smell or do two
of each and do a matching exercise.
2.
Place one set of bottles on a table and the other set in the environment. Allow the child to
smell one bottle at the table and ask them to find the matching one in the environment.
Continue until all are matched.
3.
Make up a smelling box of special cylinders that coincide with actual materials in the
accessible environment, especially the outdoor environment. Present these cylinders one
at a time, and ask the child, Can you find me something nearby that smells like this?
4.
Explore and point out to one another scents in the garden or on an outdoor walk.
NAME OF ACTIVITY:
Stereognostic bag
AREA:
Stereognostic sense
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Bring the stereognostic bag to the table.
Show the child how to insert both hands into the stereognostic bag. Let them have a turn.
Show the child how to slip the strings around your neck and place the bag on your lap.
Tell the child that you are going to find matching shapes today.
Put your hand inside the bag and bring out a shape.
Place it on the top L.H.S of the mat.
Tell the child that you are going to find the matching shape.
Put your hand in the bag and feel around for the matching shape. Once you have found it
place it next to the corresponding shape on the mat.
Continue in this manner until 2/3 the shapes have been matched.
Invite the child to have a turn to match the remaining shapes.
Hand the bag to the child and help them to put it around their neck if need be.
Once the child is finished matching the shapes help them to replace all the objects back
into the bag.
Thank the child for working with you.
NOTE: Repeat this with all the different stereognostic bags in the same manner.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Bring the stereognostic bag to the table.
Remind the child how to insert both hands into the stereognostic bag. Let them have a
turn.
Show the child how to slip the strings around your neck and place the bag on your lap.
Tell the child that you are going to feel inside the bag for matching shapes, but this time
you are going to find both the shapes at the same time.
Put both hands into the bag and find a matching pair.
Once you have found a matching pair, take them out of the bag and place them on the
L.H.S of the mat.
Continue until 2/3 sets have been matched then allow the child to match the rest.
Hand the bag to the child and help them to put it around their neck if need be.
Once the child is finished matching the shapes help them to replace all the objects back
into the bag.
Thank the child for working with you.
NOTE: Repeat this with all the different stereognostic bags in the same manner.
EXTENSION: The child could do presentation two with a blindfold on.
PRESENTATION 3:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Bring the stereognostic bag to the table.
Remind the child how to insert both hands into the stereognostic bag. Let them have a
turn.
Show the child how to slip the strings around your neck and place the bag on your lap.
Tell the child that you are going to find matching shapes today, but this time you are going
to find one and they can find the matching one.
Put your hand inside the bag and bring out a shape.
Place it on the top L.H.S of the mat.
Ask the child to put their hand inside the bag and find the matching shape. Move the bag
slightly over towards the child so that he can slip his hand into the slit.
Continue in this manner until all the shapes have been matched.
Once you and the child have finished matching the shapes help them to replace all the
objects back into the bag.
Thank the child for working with you.
NOTE: Repeat this with all the different stereognostic bags in the same manner.
NAME OF ACTIVITY:
Mystery bag
AREA:
Stereognostic sense
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Ask the child to bring the mystery bag to the table.
Tell the child that today you are going to see what is in this bag.
Empty the bag of objects onto the table allowing the child to view the contents of the bag.
Name each object as you do so.
Replace the objects back into the bag.
Show the child how to slip the strings around your neck and place the bag on your lap.
Tell the child that you are going to put your hand in the bag and guess which object you
have picked up before you take it out the bag.
Put your hand in the bag, pick up an object, name it, then remove it from the bag and put it
on the top L.H.S of the mat.
Invite the child to pick an object in the bag and to name it before removing it from the bag.
Hand the bag to the child and help them to put it around their neck if need be.
Once the child is finished help him to replace all the objects back into the bag.
Thank the child for working with you.
NOTE: You can repeat this exercise with many different mystery bags containing different
objects.
PRESENTATION 2:
1.
2.
3.
4.
5.
6.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Ask the child to bring the mystery bag to the table.
Remind the child about working with the mystery bag before, and tell them that today they
are going to identify the objects without seeing them first.
Show the child how to slip the strings around your neck and place the bag on your lap.
Slip your hands into the slits, pick up an object, name it, then remove it from the bag and
put it on the top L.H.S of the mat.
7.
8.
9.
10.
Invite the child to pick an object in the bag and to name it before removing it from the bag.
Hand the bag to the child and help them to put it around their neck if need be.
Once the child is finished help him to replace all the objects back into the bag.
Thank the child for working with you.
NOTE: You can repeat this exercise with many different mystery bags containing different
objects.
SPATIAL RELATIONS
Aim:
- To draw the childs attention to where things are in space.
- To develop an awareness of the childs own body in space.
- To establish language terms when relating an event or story and being able to do so
correctly.
Exercise 1
Compare the size of things in the environment with your body e.g. is your hand narrower or
broader than the broad stair? Is your foot shorter or longer than a red rod?
Exercise 2
Compare the size of clothing e.g. Take a childs jacket and place it against you to compare the
size.
Exercise 3
Demonstrate the meaning of terms. E.g. over, behind, in, out, in front of, on top of etc.
Exercise 4
Demonstrate the understanding of concepts in relation to your body. E.g. near, far, up and
down.
Exercise 5
Describe and object in relation to its position is space e.g. the box is beside the sink. The sink is
above the floor.
Exercise 6
Recall the position of objects in the room from memory. E.g. tell the child to close his eyes and
ask him where a certain object is in the environment.
Exercise 7
Do exercises with the child to help them to discriminate between their left and their right.
GEOMETRIC SOLIDS
The geometric solids are categorised into three groups - Curved ones (on stands)
-Curved and Plane ones
-
Plane ones
Sphere
b)
c)
Ellipsoid
Cube (Hexahedron)
b)
Triangular-based prism
a)
Square-based prism
d)
Triangular-based pyramid
e)
Square-based pyramid
b)
Cone
Cylinder
The plane and plane and curved geometric solids are all kept in a basket. All the geometric
solids are blue in colour. Cards with the outline of the base of each geometric shape are also
found in the basket.
NAME OF ACTIVITY:
Geometric solids
AREA:
Geometry
AGE:
3+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
CONTROL OF ERROR:
EXTENSION:
PRESENTATION 1:
This is a feeling exercise to familiarise the child with the solids
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the basket, and you can bring the one on a stand.
Take one geometric shape from each group viz. a sphere, a cube and a cone and place it
on the mat.
Tell the child that you are going to feel the geometric solid and that he can have a turn
after you.
Choose one shape. Tell the child what it is (incidental naming) and feel it with both your
hands (you can avert your eyes or use a blindfold at a later stage). The entire shape must
be felt the top, sides and the bottom.
Invite the child to have a turn to feel the solid.
Feel the other shapes in the same manner.
You will then say to the child, Should we see how they roll?
The sphere will roll in a straight line, the cone will roll around its apex, and the cube will not
roll at all - this exercise will help the child to distinguish between the 3 different geometric
shape families.
When the child is familiar with the above solids, the other solids can be introduced in the
same way.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 2:
Here you work with the solids and bases it is a matching exercise
1.
2.
3.
4.
5.
6.
7.
8.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Take out the geometric bases and place them randomly on the mat.
Tell the child that you are going to match the solids to the bases.
Take a solid out of the basket and match it to its base.
Match a few solids in this way and then allow the child to match the rest.
Help the child to pack the work away.
Thank the child for working with you.
NOTE: Work with the bases only once you have felt and rolled all the geometric solids. Here
you can include the curved solids and their bases. Show the child how some of the solids fit
onto more than one base. Again incidental naming can occur here.
PRESENTATION 3:
This is a naming exercise
1.
2.
3.
4.
5.
6.
7.
8.
9.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf and how to carry it.
Names of the solids can be introduced using a three period lesson at first take one from
each category. For example a sphere, a cube and a cone.
First period- Remember to isolate in the first period. Place each solid on the mat one at a
time. Feel it. Name it for the child. Ask the child if they want to feel it and repeat the name.
Second period- Spend a great deal of time in the second period. Ask the child, show
me Continue to repeat the names and ask the child to point out which one it is you are
referring to. Remove all the solids from the mat.
Third period- Remember to isolate in the third period. Place only one solid on the mat at a
time and ask the child to name it for you.
Consolidate by placing all the solids back on the mat and saying, so today we learnt that
this isand this is etc.
Help the child to pack the work away.
Thank the child for working with you.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
In this exercise the child has to sort the solids into their groups i.e. those that are curved,
those that are plane and those that are curved and plane. Tell the child that the plane
ones stand, but do not roll; the curved ones roll, but do not stand; and that the curved and
plane ones roll and stand.
2.
In this exercise the child can experiment with the solids by building one on top of the other.
By doing this they can see which can stand on top of the others and which cannot. They
can also see what they are able to build. It makes the child aware that there are different
shapes in our environment.
3.
The materials needed here are two identical baskets with a set of solids in each. Cover
both the baskets with a cloth. Place your one hand under one cloth and your other under
the next. Try to find the matching pairs by feeling the solids in each basket. Alternatively
you can take out one and ask the child to find the matching one in their basket.
4.
This exercise is done with a child of between 4 and 5 years of age. The materials used
here are one basket of solids and a cloth. Ask the child to put their hand under the cloth
and find the cylinder, cone or cube etc. (associate words and shapes). The child can as
an extension feel and name the solid himself.
5.
Once the child has learnt all the names, you can ask the child to place each solid on its
correct base by using the correct language e.g. Place the cylinder on the circular base.
This is for a child of five.
GEOMETRIC CABINET
The materials used are:
1) A presentation tray that has a square, a circle and an equilateral triangle.
Drawer 1: - 6 circles of various sizes (1 is the same as the presentation tray and the
remaining 5 are successively smaller)
Drawer 2: - A square (same as presentation tray) and 5 rectangles
Drawer 3: - 6 triangles: equilateral (same as presentation tray), acute-angle isosceles,
right-angle isosceles, obtuse-angle isosceles, right-angle scalene, obtuse-angle scalene
Drawer 4: - 6 Polygons: pentagon (5), hexagon (6), heptagon (7), octagon (8), nonagon
(9), decagon (10)
Drawer 5: - Quadrilaterals: chevron, parallelogram, trapezoid, kite, rhombus, trapezium
Drawer 6: - 4 curvilinear figures: ellipse, curvilinear triangle, quatrefoil, oval
CURVED SHAPES
1) Oval 2 dimensional ovoid, tapers on one end
2) Ellipse 2 dimensional ellipsoid, symmetrical on either end
3) Quatrefoil 4-leaf clover
4) Curvilinear triangle- rounded triangle
QUADRILATERALS (4-SIDED)
1) Chevron
2) Kite
3) Parallelogram (slanted rectangle)
4) Rhombus (slanted square)
5) Trapezoid one right angle and one acute angle
6) Trapezium two acute angles
NAME OF ACTIVITY:
Geometric cabinet
AREA:
Geometry
AGE:
2+ (feeling)
3 + (matching, naming)
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Pincer grip
Language development
Eye-hand co-ordination
Fine and gross motor co-ordination
Visual perception and memory
Preparation for later geometry
Awareness of different shapes in the environment
Indirect preparation for writing from tracing around the insets
Matching
CONTROL OF ERROR:
1+2) There is only one correct inset for each socket (feeling)
3,4,5) There will be an inset left over without a corresponding
card if one has been placed on an incorrect card (matching)
6,7) The Directress (3 period lesson)
EXTENSIONS:
7.
8.
9.
10.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the tray, thumbs on top and fingers underneath.
Tell the child that you are going to feel the different shapes.
With your right hand in the pincer grip, slowly remove the blue insets and place them on
the opposite blank yellow squares.
Lift the square with your left hand. Feel around the back of the inset with your right hand
and middle index finger in an anticlockwise direction. Replace the inset on the blank
square.
Feel the socket in the same manner. Replace the inset with your right hand.
Repeat with the other shapes.
Invite the child to have a turn to feel the shapes.
Thank the child for working with you.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the tray, thumbs on top and fingers underneath.
Start with the circular drawer.
Tell the child that you are going to feel the shapes.
With your right hand in the pincer grip, slowly remove all the circles and place them on the
mat around the drawer.
Lift a circle with your left hand. Feel around the back of the inset with your right hand and
middle index finger in an anticlockwise direction and then put it back on the mat.
Feel the socket in the same manner. Replace the inset with your right hand.
Repeat with all the circles.
Invite the child to have a turn to feel the circles.
Thank the child for working with you.
NOTE: Feel all the drawers in this manner before moving to the next presentation.
PRESENTATION 3: (Here you use one drawer and set 1 of the cards - solid outline)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
NOTE: Complete all the drawers using the solid cards before moving to the next presentation.
PRESENTATION 4: (Here you use one drawer and set 2 of the cards broad outline)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
NOTE: Complete all the drawers using the broad outline cards before moving to the next
presentation.
PRESENTATION 5: (Here you use one drawer and set 3 of the cards thin outline)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
NOTE: Complete all the drawers using the thin outline cards before moving to the next
presentation.
8.
9.
10.
11.
8.
9.
10.
11.
Place a drawer from the cabinet at one end of the room. Take the solid outline cards (set
1). Show the child a card and ask him to collect the corresponding inset. You could also
show him the inset and ask him to fetch the corresponding card.
2.
Scatter the broad outline (set 2) of one set on the mat. Place the drawer next to them.
Take one card away and ask the child to point out which one is missing.
3.
Use one whole set of cards (1, 2 and 3). Place the solids on one table, the broad outline
cards on another. Place the corresponding drawer on a third table. Give the child a thinoutline card and ask him to fetch the matching card and inset.
4.
Use the solid and broad outline cards from one set. Spread the solid cards out on one
table and the broad ones on another. Place them face-up on the table. Invite the child to
sit at one table and you sit at the other. Hold up 1 card so that the child can see it. He
must then show you his corresponding card and then place it facedown on the table.
Repeat until all the cards are facedown.
5.
Give the child a broad outline card and ask him to memorise it. Turn it face down. Now
hold up a solid outline card. The child must remember and recognise if his card
corresponds to your card.
6.
Use the broad outline cards from 1 set. Place the corresponding drawer on another table.
Put 3 cards out and allow the child to see and memorise them. Turn your cards over and
ask the child to repeat your sequence with the insets.
CONSTRUCTIVE TRIANGLES
-
NAME OF ACTIVITY:
Rectangular Box
AREA:
Geometry
AGE:
MATERIALS USED:
The rectangular box that contains - 2 grey right angle scalene triangles that make a rectangle
- 2 red triangles, 1 right angled scalene and 1 obtuse angled
scalene that make a trapezium
- 2 yellow equilateral triangles that make a rhombus
- 2 green right angle scalene triangles that make a
parallelogram
5 - 2 green (bigger) right angle scalene triangles that make a
6 parallelogram
- 2 yellow (bigger) right angle isosceles triangles that make a
parallelogram
- 2 yellow (medium) right angle scalene triangles that make a
parallelogram
DIRECT AIM:
INDIRECT AIM:
Judgement
Patience and Concentration
Preparation for mathematics (geometry)
To give the child the opportunity to experiment with geometric
shapes
To discover, at a sensorial level, the various ways in which the
shapes can be divided & combined to form other shapes
To discover how many different quadrilaterals can be formed
from different triangles.
To show the child that all plane geometric figures constructed
with straight lines are composed of triangles
CONTROL OF ERROR:
Black lines
PRESENTATION:
1.
2.
3.
4.
5.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the box, thumbs on top and fingers underneath.
Place the box on the mat, open it and place the lid underneath the box.
Unpack four complete triangle sets (one green set, one yellow set, one red set, and one
grey set) one at a time, ensuring that you scatter them on the mat.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Bring one set of triangles forward (e.g. the green triangles) and trace along the black lines
with your right index and middle fingers.
Slide the triangles together with the black lines matching to form a parallelogram.
The child may recognise the shape that has been formed and may be very excited about
it. If not, you can incidentally mention that a parallelogram has been formed.
Repeat until all are matched, mentioning the new shapes names as you do so.
Then muddle them up on the mat.
Invite the child to have a turn to build the quadrilaterals.
When he has finished building them successfully ask him if he would like to build some
more shapes. If the child says no then thank the child for working with you and pack the
work away. (If the child was not successful at first then do not offer for him to build more,
just thank the child and pack the work away)
If the child says yes then unpack the rest of the triangles in the box and invite the child to
match them in the same way as before.
Help to pack the work away and thank the child for working with you.
NAME OF ACTIVITY:
Experimental Box
AREA:
Geometry
AGE:
4+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Patience
Judgement
Concentration
Preparation for mathematics (geometry)
To give the child the opportunity to experiment with different
geometric shapes
To discover, at a sensorial level, the various ways in which the
shapes can be divided & combined to form other shapes
To show the child that all plane geometric figures constructed
with straight lines are composed of triangles
CONTROL OF ERROR:
PRESENTATION 1:
1.
2.
3.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the box, thumbs on top and fingers underneath. You bring the
other box.
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Place the boxes on the mat. Open the rectangular box and place the lid underneath the
box.
Unpack each triangle one at a time.
Ask the child if he remembers how to build the triangles. Ask him to do so.
Unpack the experimental box containing the blue triangles onto the mat.
Show the child how they match the triangles from the rectangular box.
Place a few of the blue triangles on top of the coloured triangles, and then invite the child
to help you with the rest of them.
Show the child how the blue triangles also fit on top of different triangles.
Let the child discover where different triangles fit.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 2:
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10.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the box, thumbs on top and fingers underneath.
Place the box on the mat, open it and place the lid underneath the box.
Unpack each triangle one at a time, ensuring that you scatter them on the mat.
Show the child how to place triangles together to form different shapes.
Repeat with all the other triangles.
Allow the child to experiment with the triangles.
Help the child to pack the work away.
Thank the child for working with you.
NAME OF ACTIVITY:
Triangular Box
AREA:
Geometry
AGE:
4+
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Patience
Judgement
Concentration
Preparation for mathematics (geometry)
To give the child the opportunity to experiment with different
geometric shapes
To discover, at a sensorial level, the various ways in which the
shapes can be divided & combined to form other shapes
To discover how many ways you can divide and equilateral
triangle
To show the child that all plane geometric figures constructed
with straight lines are composed of triangles
CONTROL OF ERROR:
Black lines
Grey triangle
PRESENTATION:
1.
2.
3.
4.
5.
6.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the box, thumbs on top and fingers underneath.
Place the box on the mat, open it and place the lid underneath the box.
Unpack each triangle one at a time, ensuring that you scatter them on the mat.
Begin with the green triangles. Bring them forward and trace along the black lines with
your right index and middle fingers.
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NOTE: The red triangle has one triangle with black lines on all 3 sides start with this triangle
with the point facing down so that the large triangle formed is the right way up.
NAME OF ACTIVITY:
AREA:
Geometry
AGE:
MATERIALS USED:
The large hexagonal box that contains - 6 yellow obtuse angle isosceles triangles
- 2 grey obtuse angle isosceles triangles
- 1 yellow equilateral triangle
5 - 2 red obtuse angle isosceles triangles
DIRECT AIM:
INDIRECT AIM:
Patience
Judgement
Concentration
Preparation for mathematics (geometry)
To lay a foundation for reasoning
To give the child the opportunity to experiment with different
geometric shapes
To discover, at a sensorial level, the various ways in which the
shapes can be divided & combined to form other shapes
To show the child what figures can be built with the obtuse
angled triangle, which is a third of the equilateral triangle.
To show the child that all plane geometric figures constructed
with straight lines are composed of triangles
CONTROL OF ERROR:
PRESENTATION:
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Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the box, thumbs on top and fingers underneath.
Place the box on the mat, open it and place the lid underneath the box.
Unpack each triangle one at a time, ensuring that you scatter them on the mat.
The large yellow triangle is the basis of this work.
Trace along the black lines of this triangle.
Take the 3 yellow triangles with the black lines on their base and trace down these lines.
Place them on the black lines of the large triangle as you do so.
This forms a hexagon.
Now take the other 3 yellow triangles and trace the black lines, and join them to form a
triangle on top of the large yellow triangle.
Fold these 3 triangles over onto the initial 3 triangles (they are now upside down). Another
hexagon has been formed, and the large triangle can be seen inside the centre area.
Remove the large triangle and rebuild the hexagon with the 3 upside down triangles in the
centre. (Can let the child have a turn to build the yellow triangles at this point)
Take the 2 red triangles next and join them together. They form a rhombus.
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Show the child how if you divide the hexagon (with the 6 yellow triangles) in 3 you have 3
rhombi.
Then join the grey triangles. They form a parallelogram.
Compare the parallelogram to the rhombus. Let the child see how much longer it is.
Show the child how if you place to 2 grey triangles back to back they also make a
rhombus.
Help the child to pack the work away.
Thank the child for working with you.
NAME OF ACTIVITY:
AREA:
Geometry
AGE:
MATERIALS USED:
DIRECT AIM:
INDIRECT AIM:
Patience
Judgement
Concentration
Preparation for mathematics (geometry)
To lay a foundation for reasoning
To give the child the opportunity to experiment with different
geometric shapes
To discover, at a sensorial level, the various ways in which the
shapes can be divided & combined to form other shapes
To show the child that figures can be contained in an
equilateral triangle.
To show the child that all plane geometric figures constructed
with straight lines are composed of triangles
CONTROL OF ERROR:
PRESENTATION:
1.
Invite the child to work with you and name the activity.
2.
Show him where it is kept on the shelf.
3.
Show the child how to carry the box, thumbs on top and fingers underneath.
4.
Place the box on the mat, open it and place the lid underneath the box.
5.
Unpack each triangle one at a time, ensuring that you scatter them on the mat.
6.
Take the 3 red isosceles triangles and join them by tracing along the black lines.
7.
They make 3 rhombi.
8.
Show the child how if you join all 3 rhombi together they form a hexagon.
9.
Now place the yellow triangle on top of the red triangle that has formed in the middle.
Another hexagon has been formed.
10. Then join all the grey triangles together, and another hexagon is formed.
11. Join all the green triangles together, they form a trapezium.
12. Show the child how if you divide the grey hexagon 2 trapezium can be formed.
13. Compare the grey and green trapeziums. The child will see that they are the same.
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Join the red triangles, they form a rhombus. Push the 2 grey trapeziums back into a
hexagon and then show the child how if you divide it into three, 3 rhombi are formed.
Invite the child to have a turn to work with the triangles.
Help the child to pack the work away. Thank the child for working with you.
NAME OF ACTIVITY:
AREA:
Geometry
AGE:
4+
MATERIALS USED:
The small rectangular box that contains - 12 blue right-angled scalene triangles - none of the triangles
have black lines on them
DIRECT AIM:
INDIRECT AIM:
Patience
Judgement
Concentration
Preparation for mathematics (geometry)
To lay a foundation for reasoning
To give the child the opportunity to experiment with different
geometric shapes
To discover, at a sensorial level, the various ways in which the
shapes can be divided & combined to form other shapes
To show the child that all plane geometric figures constructed
with straight lines are composed of triangles
To show that figures change when the triangles are placed in
a different way
Exploration and construction with right-angled scalene
triangles
CONTROL OF ERROR:
PRESENTATION 1:
1.
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9.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the box, thumbs on top and fingers underneath.
Place the box on the mat, open it and place the lid underneath the box.
Unpack each triangle one at a time.
Show the child how to make a 12-point star. Place the points of the triangle in the centre
and fan out the triangles, ensuring that they are all facing the same way.
Invite the child to have a turn to build a 12-point star.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 2:
1.
2.
3.
4.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the box, thumbs on top and fingers underneath.
Place the box on the mat, open it and place the lid underneath the box.
5.
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PRESENTATION 3:
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Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the box, thumbs on top and fingers underneath.
Place the box on the mat, open it and place the lid underneath the box.
Unpack each triangle one at a time.
Show the child how to make a 4-point star. Place the right angles of the triangle in the
centre.
Invite the child to have a turn to build a 4-point star. You can make 3 stars with this box.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 4:
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Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the box, thumbs on top and fingers underneath.
Place the box on the mat, open it and place the lid underneath the box.
Unpack each triangle one at a time.
Ask the child if he remembers how to make a 12-point star. Ask him to build it. (Place the
points of the triangle in the centre and fan out the triangles, ensuring that they are all
facing the same way.)
Show the child how if you slide the median side (second longest side) along the
hypotenuse (opposite the right angle) until the angles meet that a diaphragm is formed.
Let the child help you.
Help the child to pack the work away.
Thank the child for working with you.
NAME OF ACTIVITY:
Binomial cube
AREA:
Algebra
AGE:
4 years +
MATERIALS:
A box with a removable lid and a hinged side. Inside the box
are 8 assorted cubes and rectangle prisms-blue, red, and
black.
2 control of error charts.
DIRECT AIM:
INDIRECT AIM:
Memory
Patience
Judgement
Concentration
Discrimination of colour
Develops the pincer grip
To give the child a sub-conscious knowledge of the algebraic
formula (a+b)(a+b)(a+b)
Preparation for maths and algebra.
CONTROL OF ERROR:
The lid- if the cubes are not packed correctly the lid will not
close.
When you feel with your hand, if it is not flat.
EXTENSIONS:
1.Build the binomial cube without the lid or the control charts.
2.Show the child when you split the cube vertically and
horizontally the colours still match.
3.Match the coloured faces together.
PRESENTATION 1:
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10.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the box with 2 hands.
Open the box by removing the lid. Ensure that the hinged side is closest to you.
Then put the lid between the open hinges, ensuring that the red square is closest to the
right angle that the flaps form.
The shallower cubes must be at the top, while the deeper cubes are at the bottom.
With your right hand remove the cubes from the top row one by one, and place them on
the corresponding colour on the lid. Start with the blue cube.
Ensure that the child sees that you have not turned the cube around.
Once you have finished the first layer put a flat right hand on top of the cubes on the lid to
indicate that they are all the same height.
Proceed to the next layer, again beginning with the blue cube.
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Place a flat right hand on top of the complete layer to show the child that they are all the
same height.
Now put the cubes back in the box.
Start by placing the red cube in the corner.
Now wrap the other cubes around the red cube.
Feel to ensure the same height.
Repeat with the shallow cubes.
Show the child the matching colours and shapes of the cubes with the picture on the lid.
Lift the sides of the box up and replace the lid.
Invite the child to have a turn.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 2:
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Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the box with 2 hands.
Bring the control cards to the table.
Place the control charts horizontally next to the mat, one below the other. The card for the
deepest cubes must be at the top with the red block on the L.H.S.
Open the box by removing the lid. Ensure that the hinged side is closest to you.
Then put the lid between the open hinges, ensuring that the red square is closest to the
right angle that the flaps form.
The shallower cubes must be at the top, while the deeper cubes are at the bottom.
With your right hand remove the cubes from the top row one by one, and place them on
the corresponding colour on the lid. Start with the blue cube.
Ensure that the child sees that you have not turned the cube around.
Once you have finished the first layer put a flat right hand on top of the cubes on the lid to
indicate that they are all the same height.
Proceed to the next layer, again beginning with the blue cube.
Place a flat right hand on top of the complete layer to show the child that they are all the
same height.
Now match the cubes from the top layer to the control of error chart at the top.
Once all the cubes from that row are on the control chart repeat with the next layer.
Now pack the cubes back into the box.
Start with the deeper cubes on the top chart, first packing the red cube into the corner.
Now wrap the other cubes around the red cube.
Feel to ensure the same height.
Repeat with the shallow cubes.
Show the child the matching colours and shapes of the cubes with the picture on the lid.
Lift the sides of the box up and replace the lid.
Invite the child to have a turn.
Help the child to pack the work away.
Thank the child for working with you.
NAME OF ACTIVITY:
Trinomial cube
AREA:
Algebra
AGE:
4 years +
MATERIALS:
A box with a removable lid and a hinged side. Inside the box
are 27 multi-coloured cubes and rectangle prisms.
3 control of error charts.
DIRECT AIM:
INDIRECT AIM:
Memory
Patience
Judgement
Concentration
Discrimination of colour
Develops the pincer grip
To give the child a sub-conscious knowledge of the algebraic
formula (a+b+c)(a+b+c)(a+b+c)
Preparation for maths and algebra.
CONTROL OF ERROR:
The lid- if the cubes are not packed correctly the lid will not
close.
When you feel with your hand, if it is not flat.
EXTENSIONS:
1.Build the trinomial cube without the lid or the control charts.
2.Show the child when you split the cube vertically and
horizontally the colours still match.
3.Match the coloured faces together.
PRESENTATION 1:
1.
2.
3.
4.
5.
6.
7.
Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the box with 2 hands.
Open the box by removing the lid. Ensure that the hinged side is closest to you.
Then put the lid between the open hinges, ensuring that the red square is closest to the
right angle that the flaps form.
The shallower cubes must be at the top, the middle cubes in the middle, and the deeper
cubes are at the bottom.
With your right hand remove the cubes from the top row one by one, and place them on
the corresponding colour on the lid. Start with the yellow cube.
8.
9.
10.
11.
12.
13.
14.
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17.
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20.
21.
Ensure that the child sees that you have not turned the cube around.
Once you have finished the first layer put a flat right hand on top of the cubes on the lid to
indicate that they are all the same height.
Repeat with the middle and bottom row.
Place a flat right hand on top of each complete layer to show the child that they are all the
same height.
Now put the cubes back in the box.
Start with the deepest layer by placing the red cube in the corner.
Now wrap the other cubes around the red cube.
Feel to ensure the same height.
Repeat with the middle and then the shallow cubes.
Show the child the matching colours and shapes of the cubes with the picture on the lid.
Lift the sides of the box up and replace the lid.
Invite the child to have a turn.
Help the child to pack the work away.
Thank the child for working with you.
PRESENTATION 2:
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Invite the child to work with you and name the activity.
Show him where it is kept on the shelf.
Show the child how to carry the box with 2 hands.
Bring the control cards to the table.
Place the control charts horizontally next to the mat, one below the other. The card for the
deepest cubes must be at the top with the red block on the L.H.S.
Open the box by removing the lid. Ensure that the hinged side is closest to you.
Then put the lid between the open hinges, ensuring that the red square is closest to the
right angle that the flaps form.
The shallower cubes must be at the top, the middle cubes in the middle, and the deeper
cubes are at the bottom.
With your right hand remove the cubes from the top row one by one, and place them on
the corresponding colour on the lid. Start with the yellow cube.
Ensure that the child sees that you have not turned the cube around.
Once you have finished the first layer put a flat right hand on top of the cubes on the lid to
indicate that they are all the same height.
Repeat with the middle and the deeper rows.
Place a flat right hand on top of each complete layer to show the child that they are all the
same height.
Now match the cubes to the control of error chart.
With your right hand take one cube at a time from the deeper row, to the control chart on
the top, by matching the colours.
Once all the cubes from that row are on the control chart repeat with the second and third
layers.
Now pack the cubes back into the box.
Start with the deeper cubes on the far right, first packing the red cube into the corner. Now
wrap the other cubes around the red cube.
Feel to ensure the same height.
Repeat with the middle and then the shallow cubes.
Show the child the matching colours and shapes of the cubes with the picture on the lid.
Lift the sides of the box up and replace the lid.
Invite the child to have a turn.
24.
25.