Do I have to buy all the Montessori Equipment?
A few people emailed me and asked me whether they have to buy all the equipment in order to teach their children the Montessori way, or some concluded that Montessori is not going to be viable at home since the materials are so expensive.
Well, the good news is: you don’t need any of this equipment in order to practice the Montessori philosophy at home, just like you don’t need a whole set of fitness equipment in order to exercise. Plus, it’s not practical to have whole set of equipment to use for 2-3 children only for a few years!
The materials are not the most important thing, the philosophy is. You may have the whole room of equipments, and yet not following Montessori, and you can have very little or none of the materials, yet you can be following the Montessori way.
There maybe two different approaches to apply Montessori in the home, one is to improvised, second is to do without the materials.
Your home is your classroom, the child wants to do what you are doing, showing him/her the steps to do it, and involving him in your daily life, it is called “Practical Life” activities in the Montessori classroom.:-)
As you are holding your child’s hands walking through life, stop to smell the roses, touch the wood grains, feel the warmth and coolness of day, compare the size of mummy’s hands and theirs, it’s called sensorial education in a Montessori classroom.:-)
Pointing out different things on the supermarket shelves and naming them, have intelligent conversation discussing interesting stuff with them can be part of your language development program. :-)
Do you get the ideas? It’s all up to your creativity and the limit is your imagination.:-)
Filed under Uncategorized | Comment (0)Learn more about Montessori Education?
I get asked this often: “where do I start to learn more about Montessori method?”
IMHO, books are good start. In my enthusiasm to introduce people to this wonderful way of raising children, I used to loan out a couple of books that I have never seen them again. In the midst of busyness, I could not even remember who I have loaned them to.:-)
BTW, these are some good starter books, some are quite easy read.
(1) How To Raise An Amazing Child the Montessori Way
(2) Montessori from the Start: The Child at Home, from Birth to Age Three
If you are the type that need a lot of evidents and proofs before you embrace something.
(4) Montessori: The Science behind the Genius
And, if you would like to know how to apply Montessori at home without have to go through all the jargons. These two books are very practical.
(5)Basic Montessori: Learning Activities For Under-Fives
(6)Teaching Montessori in the Home: Pre-School Years: The Pre-School Years (Teaching Montessori in the Home)
Of course, there are books written by Maria Montessori herself, though not always easy to read, provide the first hand information about the method and the philosophy.
(7)The Absorbent Mind
(8)Secret of Childhood
(9)The Montessori Method
(10)Discovery of the Child
Montessori Sensorial Education
You may read the following posts:
The Rational of Sensorial Activities
The Principles in Using Montessori Materials
Montessori Sensorial Materials in The Order of Presentation (You may click on the links to get the presentations of the individual sensorila activity)
1.Knobbed Cylinder Block #1 (Order)
2.Pink Cubes – Horizontal and Matching Cards
3. Brown Quadrilateral Prisms – Horizontal and Matching Cards
4. Color Box #1 – Introduction and isolate red
7.Geometric Solids – Introduction
8.Color Box #1 – isolate yellow and match to environment
9.Knobless Cylinders – Horizontal Grading
10.Tactile Boards – Introduction of #1, #2 and #3
11.Power of 2 – Introduction
12.Tactile Boards – Touch Extension
13.Geometric Solids with Bases – Introduction
14.Tactile Boards – Touch Extension
17.Geometric Solids – 3 Period Lessons
18.Fabric Boxes #1, #2, #3 (Tactile) – Introduction
19.Geometry Demonstration Tray – Order
20.Fabric Boxes #1, #2 and #3 (Tactile) – Mixed Order
21.Geometry Demonstration Tray – Mixed Order
22.Fabric Boxes #1, #2 and #3 (Tactile) – Blindfolded
23.Geometry Demonstration Tray – Names
24.Thermic Cylinders or Tablets – Introduction
25.Geometry Demonstration Tray – Circle Extension
26.Thermic Cylinders or Tablets – Environment
27.Geometry Demonstration Tray – Square Extension
28.Thermic Cylinders or Tablets – Blindfolded
29.Geometry Demonstration Tray – Triangle Extension
30.Sound Cylinders – Introduction – using 3 pairs
31.Geometry Demonstration Tray – Rectangle Extension
32.Sound Cylinders – Introduction – using 6 pairs
33.Knobbed Cylinder Block #1 – Mixed Order
34.Sound Cylinders – Sound Extension
35.Pink Cubes – Vertical/Centered
36.Sound Cylinders – Sound Extension
37.Brown Quadrilateral Prisms – Vertical/Centered
38.Sound Cylinders – Sound Extension
40.Knobless Cylinders – Vertical Grading
41.Hue Matching Box #2 – Introduction
42.Visual Fabric Box (Patterns) – Introduction…one at a time
43.Hue Matching Box #2 – Memory
44.Visual Fabric Box (Patterns) – Mixed Order
45.Hue Matching Box #2 – Environment
46.Visual Fabric box (Patterns) – Visual Extension
47.Triangle Box – Introduction
48.Visual Fabric Box (Patterns) – Visual Extension
49.Geometry Cabinet – Circles
50.Visual Fabric Box (Patterns) – Visual Extension
51.Geometry Cabinet – Triangles
52.Geometric Solids – Environment
53.Geometry Cabinet – Rectangles
54.Baric Tablets – Blindfolded
55.Geometry Cabinet – Regular Polygons
56.Smelling Cylinders – Introduction…3 pairs
57.Geometry Cabinet – Quadrilateral Figures
58.Smelling Cylinders – Introduction…6 pairs
59.Geometry Cabinet – Curvilinear Figures
60.Smelling Cylinders – Smell Extension
61.Large Hexagon Box – Introduction
62.Smelling Cylinders – Smell Extension
63.Geometry Cabinet with Cards – Solid
64.Smelling Cylinders – Smell Extension
65.Geometry Cabinet with Cards – Thick-lined and Thin-lined
66.Knobbed Cylinder Block #1 (order, feel hole, select cylinder and match)
67.Geometry Cabinet with Cards – 3 sets at once
68.Tasting Bottles – Introduction…sweet, salty, bitter
69.Pink Cubes – Vertical/Edged
70.Tasting Bottles – Introduction…sour
71.Binomial Cube – Introduction
72.Tasting Bottles – 3 Sweet Matching Pairs
73.Knobless Cylinders – Combining Boxes and Matching Cards
74.Tasting Bottles – 3 Sour Matching Pairs
75.Trinomial Cube – Introduction
76.Tasting Bottles – 1 Set and Match to Foods
77.Geometric Solids with Bases – Blindfolded
78.Tasting Bottles – Taste Extension
79.Baric Tablets – Add Medium Tablet
80.Tasting Bottles – Taste Extension
81.Brown Quadrilateral Prisms – Vertical/Edged
82.Tasting Bottles – Taste Extension
83.Red Rods – Maze
84.Knobbed Cylinder Block #1 (Mixed order and feel hole, select cylinder and match)
85.Geometric Solids – Blindfolded
87.Color Grading Box #7 – Introduction…using 1 set 
88.Brown Quadrilateral Prisms – Blindfolded
89.Geometric Solids – Mystery Bag
90.Small Hexagon Box – Introduction
91.Color Grading Box #7 – Introduction…using all sets at once
92.Geometric Solids – Categorize
93.Rectangle Box – Introduction
94.Geometric Solids – Tracking
95.Rectangle Box – Blue – Introduction
96.Knobbed Cylinder Blocks – Introduction…matching cards
montessori materials, montessori training, montessori school, montessori course
Sensorial - Knobless Cylinders
Materials:
Red box of Knobless cylinders (vary in height & diameter)
May be done on floor rug or a table mat
General Presentation - Horizontal Grading:
1.Invite the child or group of children.
2.Go over to where the Red Box of Knobless Cylinders is kept.
3.The teacher should name the material for the child, “Knobless Cylinders”.
4.The teacher should demonstrate how to carry the box with two hands (thumbs on the top of the unopened lid and fingers underneath the box).
5.Invite the child to carry the box over to a table.
6.Invite the child to get a table mat and place it on the table.
7.Place the box on the table in the upper left-hand corner.
8.Remove the lid and place it to the right of the box, color side up (you may prefer to placeit under the box).
9.Remove each cylinder at random and place it below the box and lid. Place them in mixed order from left to right in a horizontal line.
10. Find the largest cylinder and place it first in a horizontal line below the mixed order line.
11. Find the next largest cylinder and place it to the right of the first cylinder. 12. Continue until the cylinders are graded from largest to smallest.
13. Replace the cylinders in the box beginning with the largest one.
14. Replace the lid on the box.
15. Return the box of cylinders to the shelf carrying them properly.
16. If you were using a rug on the floor, or a table mat, return it to its place.
Blue Box of Knobless Cylinders:
The Blue Box of Knobless Cylinders vary in height and diameter (same as the Red Box). Do everything the same as the Red Box presentation including using the terminology of large and small, tallest to shortest.
Green Box of Knobless Cylinders:
The Green Box of Knobless Cylinders vary in diameter. Do everything the same as the Red Box presentation except the terminology will vary with degrees of diameter…thick and thin, widest to narrowest.
Yellow Box of Knobless Cylinders:
The Yellow Box of Knobless Cylinders vary in height. Do everything the same as the Red Box presentation except the terminology will vary with measurement of height…tall and short, largest to smallest.
Second Presentation – Vertical and Centered:
Begin as in the first presentation until all cylinders have been removed from the box and placed in random order in a left to right horizontal line below the box and lid.
Pick the largest cylinder and place it on top of the lid. Select the next largest cylinder and place it on top of the first cylinder and center it. Continue until all of the cylinders have been placed and centered.
Repeat presentation with the Blue Box, Green Box and Yellow Box.
Variation #1 – Using more than one box at a time:
Red and Green Boxes - Height
Choose the Red Box and the Green Box and follow the general presentation through Step #12. When both boxes of cylinders have been graded, ask the child if they can find any two cylinders that are exactly the same height? Ask child if they can find any two cylinders that are similar in any way.
Red and Green Boxes - Comparing Surface Area
Choose the Red Box and the Green Box and follow the general presentation through Step #12. When both boxes of cylinders have been graded, place the largest cylinder of each box on top of each other. Point out to the child that both cylinders have the same surface area. Ask the child to continue comparing the surface areas of the two sets.
Red and Yellow Boxes - Height
Choose the Red Box and the Yellow Box and follow the general presentation through Step #12. When both boxes of cylinders have been graded, ask the child if they can find any two cylinders that are exactly the same height?
Red and Yellow Boxes - Comparing Surface Area
Choose the Red Box and the Yellow Box and follow the general presentation through Step #12. When both boxes of cylinders have been graded, place the largest cylinder of each box on top of each other. Point out to the child that both cylinders have the same surface area. Ask the child to continue comparing the surface areas of the two sets.
Green and Yellow Boxes - Height
Choose the Green Box and the Yellow Box and follow the general presentation through Step #12. When both boxes of cylinders have been graded, ask the child if they can find any two cylinders that are exactly the same height? Make sure that the cylinders are close to each other so they may be compared. Now, reverse grading order and see that they are the same height.
Green and Yellow Boxes - Comparing Surface Area
Choose the Green Box and the Yellow Box and follow the general presentation through Step #12. When both boxes of cylinders have been graded, place the largest cylinder of each box on top of each other. Point out to the child that both cylinders have the same surface area. Ask the child to continue comparing the surface areas of the two sets.
Blue and Red Boxes - Height
Choose the Blue Box and the Red Box and follow the general presentation through Step #12. When both boxes of cylinders have been graded, ask the child if they can find any two cylinders that are exactly the same height? Make sure that the cylinders are close to each other so they may be compared.
Blue and Red Boxes - Comparing Surface Area
Choose the Blue Box and the Red Box and follow the general presentation through Step #12. When both boxes of cylinders have been graded, place the largest cylinder of each box on top of each other. Point out to the child that both cylinders have the same surface area. Ask the child to continue comparing the surface areas of the two sets.
Blue and Yellow Boxes - Height
Choose the Blue Box and the Yellow Box and follow the general presentation through Step #12. When both boxes of cylinders have been graded, ask the child if they can find any two cylinders that are exactly the same height? Make sure that the cylinders are close to each other so they may be compared.
Blue and Yellow Boxes - Comparing Surface Area
Choose the Blue Box and the Yellow Box and follow the general presentation through Step #12. When both boxes of cylinders have been graded, place the largest cylinder of each box on top of each other. Point out to the child that both cylinders have the same surface area. Ask the child to continue comparing the surface areas of the two sets.
Blue and Green Boxes - Height
Choose the Blue Box and the Green Box and follow the general presentation through Step #12. When both boxes of cylinders have been graded, ask the child if they can find any two cylinders that are exactly the same height? Make sure that the cylinders are close to each other so they may be compared.
Blue and Green Boxes - Comparing Surface Area
Choose the Blue Box and the Green Box and follow the general presentation through Step #12. When both boxes of cylinders have been graded, place the largest cylinder of each box on top of each other. Point out to the child that both cylinders have the same surface area. Ask the child to continue comparing the surface areas of the two sets.
Variation #2 - Memory:
Follow the General Presentation through Step #12. Then, roll out a second rug some distance away from the first one. Carry the largest cylinder over to the second rug and grade the cylinders in exactly the same way as you did on the first rug. This is the first memory exercise called order to order. The second memory exercise should be mixed order to order. The last one should be mixed order until you get to the middle cylinder and then grade toward the largest cylinder.
Variation #3 - Blindfolded:
After one of the Knobless Cylinder Boxes have been carried to the rug and are in mixed order, have the child use a blindfold. The first blindfolded exercise has the child grade horizontally as in the General Presentation. The second blindfolded exercise has the child grade vertically.
Variation #4 – Horizontal & Matching Cards:
After one of the Knobless Cylinder Boxes have been carried to the rug and are in mixed order, show the child where the matching cards are kept. Take the matching cards over to the rug and place the card with the largest circle on it at the bottom left-hand corner of the rug. Place the cards from largest to smallest in a horizontal line left to right. Find the largest cylinder and match it to the card and place it on top of the card. Continue until all of the cylinders are matched to a card.
Variation #5 – Combined Boxes & Matching Cards:
After two of the Knobless Cylinder Boxes have been carried to the rug and are in mixed order, show the child where the matching cards are kept for combined boxes. Take the matching cards over to the rug and place the card with the largest circle on it at the bottom left-hand corner of the rug. Place the cards from largest to smallest in a horizontal line left to right. Each one of the cards has two circles on them. Find the largest cylinder and match it to the card and place it to the right of the card. Find the cylinder that matches the inside circle on the card and place it on top of the first cylinder. Continue until all of the cylinders are matched to a card.
Points of Interest:
1.Progression of sizes
Control of Error:
1.Visually
2.Vertical tower falls over
Aims:
Visual discrimination, grading size, order, concentration, coordination, etc.
Age:
3 and up
Language:
Height, diameter, large, small, tall, short, thick, thin, wide, narrow, center, vertical, horizontal, etc.
Sensorial - Brown Quadrilateral Prisms/Brown Stairs/Broad Stairs
Brown Quadrilateral Prisms/Brown Stairs/Broad Stairs
Materials:
Brown Quadrilateral Prisms
Floor rug
L: The prisms have cross sectional areas from 1cm x 1cm to 10cm x 10 cm, the length is 20cm.
R: My carpenter cousin made this from rubber wood and stained them. A bit darker to my liking, but they do look gorgeous and functional.
General Presentation:
1.Invite the child or group of children.
2.Go over to where the floor rugs are kept.
3.Choose a rug and take it over to the floor and unroll it as you have been shown before.
4.Go over to where the Brown Quadrilateral Prisms are kept.
5.The teacher should name the material for the child, “Brown Quadrilateral Prisms”.
6.The teacher should demonstrate how to carry the prisms one at a time by placing one hand on each end.
7.Invite the child to carry the prisms (thickest one first) over to the rug.
8.Place the prism on the rug.
9.Continue placing the prisms (not in order) until the thinnest prism has been placed on the rug.
10.Pick up the thickest prism with both hands and move it to the bottom left-hand side of the rug.
11.Continue to select the next thickest prism and place it next to the prism placed before, left to right, in a horizontal line.
12.After the prisms have been graded from thick to thin, slide your hand, palm side down, over the tops of the prisms, from left to right. Say, “Thickest to thinnest prisms”.
13.Invite the child to do the same.
14.Next take the thinnest prism and move it up the top of each prism in turn, pausing to note that every other prism becomes level with the thinnest prism.
15.Now, take the thinnest prism and move it down the “stairs” pausing to note that every other prism becomes level with the thinnest prism.
16.Return the prisms to the shelf carrying them properly and starting with the thinnest prism.
17.Roll your rug as you have been show and return it to its place.
Second Presentation – Vertical and Centered:
Follow the General Presentation through Step #12. Then, grade the prisms vertically, one at a time, and center each prism as you go. When you are finished, take each prism in turn and place it on the rug in a horizontal line and then continue to put them away (see General Presentation).
Third Presentation – Vertical and Edged:
Follow the General Presentation through Step #12. Then, grade the prisms vertically, one at a time, making sure that one corner and two sides are even with the prism before. When you are finished, take your fingers and stroke the prisms from bottom to top on each side that is edged (even). Take the thinnest prism and go down and up the stairs showing that there is only one unit of increase in every prism.
Variation #1 - Memory:
Follow the General Presentation through Step #12. Then, roll out a second rug some distance away from the first one. Carry the thickest prism over to the second rug and build the horizontal tower exactly the same way as you did on the first rug. This is the first memory exercise called order to order. The second memory exercise should be mixed order to order. The last one should be mixed order until you get to the middle prism and then grade toward the thickest prism.
Variation #2 - Blindfolded:
After the prisms have been carried to the rug and are in mixed order, have the child use a blindfold. The first blindfolded exercise has the child grade horizontally as in the General Presentation. The second blindfolded exercise has the child grade vertically and centered. The last one should be have the child grade vertically and edged.
Variation #3 – Horizontal & Matching Cards:
After the prisms have been carried to the rug and are in mixed order, show the child where the matching cards are kept. Take the matching cards over to the rug and place the card with the thickest brown rectangle on it in the bottom left-hand corner of the rug. Using the cards, grade the brown rectangles from thickest to thinnest horizontally. Find the thickest prism and match it to the card and place it on top of the card. Continue until all of the prisms are matched to a card.
Points of Interest:
1.The relationship of the thinnest prism to each prism
Control of Error:
1.Visually
Aims:
Visual discrimination, order, concentration, coordination, etc.
Age:
2 ½ and up
Language:
Thick, thin, brown, quadrilateral, prism, edge, corner, center, vertical, horizontal, etc.
Sensorial - Geometric Solids
Materials:
10 solid geometric solids
-cube
-cylinder
-cone
-quadrilateral prism
-triangular prism
-square-based pyramid
-triangle-based pyramid
-sphere (on base/napkin ring)
-ovoid (on base/napkin ring)
-ellipsoid (on base/napkin ring)
Floor rug
General Presentation - Introduction:
1.Invite the child or group of children.
2.Carry a floor rug in the way shown before over to an empty place on the floor. Roll the rug out.
3.Go over to where the Geometric Solids are kept.
4.The teacher should name the material for the child, “Geometric Solids”.
5.The teacher should demonstrate how to carry the basket with two hands (one on either side of the basket).
6.The teacher should demonstrate how to carry the solids that are not in a basket by using two hands.
7.Invite the child to carry the Geometric Solids over to the rug.
8.Place the solids on the rug.
9.Pick-up each solid, one at a time, and hold in both hands. Feel the surface all over with both hands. Lay the solid on the rug and gently push it to see if it rolls.
10. Replace the solids that belong in the basket.
11. Return the basket to the shelf where it belongs.
12. Return the remaining solids, one at a time, where they belong.
13. Roll your rug as you have been shown and return it to its place.
Second Presentation – Three Period Lessons (Naming):
Follow the General Presentation through Step #8. Teach the names of the solids giving Three Period Lessons.
Variation #1 – Environment Search:
Follow the General Presentation through Step #8. This is where the child looks for objects that are similar in shape as to the solid. The first exercise is to take the solid and go find a similar solid in the environment. The second exercise is to study the solid, leave it, and go look for a similar solid in the environment. The third exercise is to recall the solid from memory and go look for a similar solid in the environment. The fourth exercise is to recall the solid from memory and to recall an object from the environment that is of a similar solid.
Variation #2 - Blindfolded:
Follow the General Presentation through Step #8. Have the child put on a blindfold and to pick-up one solid at a time. The child should use both hands to feel the solid and they identify it by name. The second exercise would be where the child is asked to find a specific solid on the rug. The third exercise would be for the child to find a specific solid and to give its name.
Variation #3 – Mystery Bag:
Follow the General Presentation through Step #8. The teacher should place several solids at a time in a cloth bag and the child would try to find a specific solid. The second exercise is where the child finds a specific solid and to give its name.
Variation #4 – Categorize:
Follow the General Presentation through Step #8. Have the child put together a group of solids that roll and those that don’t roll. The next exercise would be for the child to put together a group of solids that have a point and those that don’t have a point, etc.
Variation #5 – Tracking the Solids:
Follow the General Presentation through Step #8. Take a tray and put about an inch of salt/cornmeal in it. Roll each shape, one at a time, and see what kind of tracking marks it leaves.
Variation #6 – Matching (Faces):
Follow the General Presentation through Step #8. Match the face of one solid to that of another.
Variation #7 – Matching (Two Dimensional):
Follow the General Presentation through Step #8. Match solids to two dimensional representations.
Variation #7 – Recall:
Follow the General Presentation through Step #8. Place a cloth over three or four solids. Without the child seeing, remove one of the solids. Take the cloth off and ask what is missing?
Points of Interest:
1.The details of each solid (corners, points, faces, etc.)
2.The way each solid moves
Control of Error:
1.Drop the solids
Aims:
Visual discrimination, grading size, order, concentration, coordination, etc.
Age:
3 and up
Language:
Names of the solids, faces, corners, points, tracks, etc.
Sensorial - Knobbed Cylinders
*This is one of those materials that you can’t DIY without spending more than they cost on tools. :-)
First Block:
The first block has (10) knobbed cylinders that are all the same in height.
All of the cylinders decrease in diameter.
All vary in length and width.
Second Block:
The second block has (10) knobbed cylinders that are not equal in any way.
All of the cylinders decrease in height and diameter.
All vary in length and width and height.
Third Block:
The third block has (10) knobbed cylinders that are not equal in any way.
All of the cylinders decrease in width and increase in height.
All vary in length and width and height.
Fourth Block:
The fourth block has (10) knobbed cylinders that are all the same in width.
All of the cylinders decrease in height.
All vary in height.
Floor rug
General Presentation – Order to Order:
1.Invite the child or group of children.
2.Carry a floor rug in the way shown before over to an empty place on the floor. Roll the rug out.
3.Go over to where the Knobbed Cylinder Blocks are kept.
4.The teacher should name the material for the child, “Knobbed Cylinder Blocks”.
5.The teacher should demonstrate how to carry the block with two hands (thumbs on top and fingers underneath the block).
6.Invite the child to carry the block over to the rug.
7.Place the block (largest cylinder on the left) at the top and center of the rug.
8.Pick-up the largest cylinder by grasping the knob with your thumb, index and middle fingers of the dominant hand. Be sure to go slowly so the child sees you bring the cylinder up vertically and then move it horizontally and then lower it to the rug vertically. The cylinder should be placed below the block directly next to the hole in which it came out of.
9.Continue to pick up each cylinder in order and form a horizontal line (left to right).
10. Admire your work.
11. Return each cylinder to it’s hole. Start with the first one on the left and proceed until they are back in the block.Be sure to go slowly and replace the cylinders quietly.
12. Admire your work.
13. Return the block to the shelf where it belongs.
14. Roll your rug as you have been shown and return it to its place.
Presentation #2 – Mixed Order:
Follow the General Presentation through Step #7. Place the cylinders, as they are removed, in mixed order. Then, return each cylinder to it’s hole. Start with the first one on the left and move it from left to right over the block to choose the right hole.
Presentation #3 – Tactile Choice, Order to Order:
Follow the General Presentation through Step #7. Place the cylinders, as they are removed, in order. Start to return each cylinder by feeling the first hole on the left of the block and finding the cylinder that matches. Place the cylinder in the hole.
Presentation #4 – Tactile Choice, Mixed Order:
Follow the General Presentation through Step #7. Place the cylinders, as they are removed, in mixed order. Start to return each cylinder by feeling the first hole on the left of the block and finding the cylinder that matches. Place the cylinder in the hole.
Variation #1:
Repeat the general presentation and #2, #3, and #4 for Block #2, #3 and #4.
Variation #2:
Follow the General Presentation through Step #7. Choose another block and place the two blocks in a “v” shape. Make sure that the point of the “v” is pointing away from the child. Work Presentation 1-4 by placing the cylinders inside the space of the “v”.
Variation #3:
Follow the General Presentation through Step #7. Choose two other blocks and place the three blocks in a “triangle” shape. Work Presentation 1-4 by placing the cylinders outside of the “triangle”. More than one child may participate.
Variation #4:
Follow the General Presentation through Step #7. Choose the remaining three blocks and place them in a “square” shape. Work Presentation 1-4 by placing the cylinders inside the “square”. More than one child may participate.
Variation #5 - Memory:
Follow the General Presentation through Step #9. Then, roll out a second rug some distance away from the first one. Carry the cylinder block over to the second rug. Return to the first rug and select the first cylinder on the left and carry it to the cylinder block on the second rug and place it in the correct hole. This is the first memory exercise called order to order. The second memory exercise should be mixed order to order. The third one should be hole to cylinder in order. The last exercise is hole to cylinder in mixed order.
Variation #6 - Blindfolded:
Follow the General Presentation through Step #9. Have the child put on a blindfold. The first blindfolded exercise has the child replace the cylinders that have been placed in order horizontally (left to right) into the right hole. The second exercise should be mixed order to order. The third one should be hole to cylinder in order. The last exercise is hole to cylinder in mixed order.
Variation #7 – Solid, Thick and Thin Lines:
Repeat the presentations from the Geometry Cabinet with Cards for each Knobbed Cylinder Block.
Points of Interest:
1.If you put a short cylinder into the wrong hole it will disappear
2.If you put a tall cylinder into the wrong hole it will stand way above the block
Control of Error:
1.Each cylinder has only one hole in one block that it fits
Aims:
Order, concentration, coordination, control, preparation for writing, etc.
Age:
2 and up
Language:
Block #1 and #2……thick, thin, wide, narrow
Block #2 and #3……big, large, small
Holes……deep, shallow, wide, narrow
Observations:
Use a toothpick to help remove a short cylinder in a deep hole that is not it’s own.
When the child is doing Presentation 3 and 4, a removable arrow may be used as a marker so that the child can remember which hole they had selected.
#1 Knobbed Cylinder Block is similar to the Red Knobless Cylinder Box
#2 Knobbed Cylinder Block is similar to the Yellow Knobless Cylinder Box
#3 Knobbed Cylinder Block is similar to the Green Knobless Cylinder Box
#4 Knobbed Cylinder Block is similar to the Blue Knobless Cylinder Box
Sensorial - Primary Color Box # 1
Primary Color Box #1
Materials:
1 box containing:
(6) wooden tablets (2 are red, 2 are blue, 2 are yellow)
May be done on floor rug or a table mat
* Note: for homeschooling purpose, you can easily DIY this using the color cards.
General Presentation - Introduction:
1.Invite the child or group of children.
2.Go over to where Primary Color Box #1 is kept.
3.The teacher should name the material for the child, “Primary Color Box #1”.
4.The teacher should demonstrate how to carry the box with two hands (thumbs on top and fingers underneath the box).
5.Invite the child to carry the box over to the table.
6.Invite the child to get a table mat and place it on the table.
7.Place the box at the top left hand corner of the table.
8.Take off the lid and place it underneath the box.
9.The teacher should show the child how to carefully take out each tablet by holding only the non-colored edges.
10. Remove each tablet and place them in mixed-order in a horizontal line (left to right) at the top of the table mat.
11. Pick-up one of the red tablets and place it directly below the box.
12. Find the other red tablet and place it to the right of the first red tablet. 13. Pick-up one of the yellow tablets and place it directly below the first red tablet.
14. Find the other yellow tablet and place it to the right of the first yellow tablet.
15. Pick-up one of the blue tablets and place it directly below the first yellow tablet.
16. Find the other blue tablet and place it to the right of the first blue tablet. 17. Return each tablet by carefully holding it by the non-colored edges to the box. Start with the first red tablet on the left (left to right, top to bottom).
18. Return the box to the shelf where it belongs.
19. Replace your table mat as you have been shown to its appropriate place.
Presentation #2 – Three Period Lessons:
Introduce the names of the colors using the Three Period Lessons.
Variation #1 - Memory:
Follow the General Presentation through Step #10. Then, roll out a second rug some distance away from the first one. Place one set of colors on one rug and the second set of colors on another rug and match tablets rug to rug.
Variation #2 – Matching to Environment:
Invite the child to match the tablet to an object in the classroom that is the same color. The next exercise would be to remember one of the colored tablets and go out in the classroom and find an object that is the same color. The last exercise would be to place a scarf over the tablets and have the child say which color she is going to go out in the classroom to find an object that is the same color.
Variation #3 – What’s Missing?:
The teacher should cover one set of the tablets and have the child name which set of color tablets are missing.
Points of Interest:
1.Holding by the edges
2.Colors are precious
Control of Error:
1.End up without a match for the last tablet
Aims:
Color names, chromatic sense, order, concentration, independence, an appreciation for color, etc.
Age:
2 ½ and up
Language:
Red, yellow, blue, tablets, edges, etc.
