A large wooden box containing a cylinder cube ellipsoid cone sphere
square-based pyramid triangular-based pyramid ovoid rectangular
prism and triangular prism painted in glossy blue. The box includes
five wooden plane figures and three wooden stands for the curved
solids.
Geometric solids, blue in color.
Cube, sphere, ellipsoid, ovoid, cylinder, cone, square base
pyramid, triangular base pyramid, rectangular prism, triangular
prism.
Bases for the solids.
Presentation
The Directress shows the child how to carry the baskets of solids
to the table.
Directress sits beside the child, removes all the solids from the
basket and places it on the mat. Directress picks up a solid and
invites the child to feel it. Then Directress demonstrates: Solids
that can roll, can slide, can roll and slide. Invite the child to
try rolling or sliding the solids.
Invite the child to divide the solids into sets: those that can
roll, can only slide, can roll and slide.
The Directress may then gradually introduce the solids and name
them using the Three Period Lesson, starting with two solids at a
time.
Points Of Interest
It is important that the Directress should help to make the child
aware of the geometric solids to be found on the everyday
environment. This can be done informally or as a class project. The
children can be asked to collect and bring to school such items as
empty cardboard boxes, tins, etc. that correspond in shape to the
solids and these can be displayed in the classroom.
Another way of
interesting him in the solid geometrical forms is to make them
move. The sphere rolls in every direction; the cylinder rolls in
one direction; the cone rolls round itself; the prism and the
pyramid, however, stand still, but the prism falls over more easily
than the pyramid.
Purpose
Provide experiences of solid shapes in the environment and
stimulate interest in discerning these shapes in the world around
the child.
Develop an understanding of the relationship between shapes.
Develop language.
Variation
Exercise 1:
The child is asked to experiment with the solids and
place one or two together to try and form other solids. (Take only
those solids that can be built on. Remove those that can not stand
on its own). This should be followed by a discussion, "Which solid
can stand on the other?" e.g. cone on top of a cube, cube on top of
a rectangular prism and a square based pyramid,...etc.
Exercise 2;
Using the set of bases, the child is asked to place
each solid on its base. Using the appropriate language the child is
helped to discover which solids have the same bases. The languages
used is important so that the child realizes the importance of
straight edges and curves. (Note: "Solids have at least one base.
Some have more than one base. Some can not stand on its own.")
Exercise 3:
The Directress places all the solids in the basket and
places the cloth over it. The child is then asked to feel the
solids, name them and then take it out to confirm.