Tuesday, July 17, 2012

Montessori Trainning (Sensorial)- Volume 01



SENSE OF SIGFHT- Visual a. Dimension 1, Knobbed Cylinder Title: Single Cylinder Materials: - 4 wooden blocks each containing 10 cylinder’s with knobs. - The cylinders very by 0.5 cm in each dimension. Presentation: 1) Collect the child and introduce about the materials. 2) Show the child how to carry the materials. 3) Put your thumbs in front of cylinder and support form back side with other two fingers and hold the cylinder with other rest fingers. 4) Put out the cylinder form hole serially clockwise and place it on the mat, in front of the hole. 5) Demonstrate one by one cylinder in different size. 6) Give one cylinder to the child to analyze the size of cylinder big and small. 7) Collect all the cylinder on the left side of the mat the block then after right. 8) Put out the all cylinder from hole then tell to child re-put all the cylinder from lift to right. 9) Put each cylinder on the hole and look well to find out the depth of hole. 10) After demonstrate all the processes, call one child and repeat the processes. Control of Error: If one cylinder could not go correct hole at the end, their will be more cylinder remain. Direct aim: This exercise aims to developed holed the pen correctly and visual concentration. Indirect aim: it helps to hold pencil. Age: 18 months to 5 years. Language: Large, Larger, Largest, Small, Smaller, Smallest, Thick, Thicker, Thickest, Deep, Deeper, and Deepest. 1, Knobbed Cylinder Excerse-1 (2 cylinders) Take knobbed cylinders two (2) A and B make, A shape and take out the cylinder from hole using by three fingers, from clockwise. Put in front of hole, after that put in hole clockwise. 1, Knobbed Cylinder Exercise-2 (3 cylinders) Take 3 cylinders and make triangle shape, take out the cylinder from clock wise put infront of hole, place it randomly, put in correct hole from clockwise. Let to child do exercise. 1, Knobbed Cylinder Exercise -3 (4 cylinders) Take 4 cylinders and make square shape and take out cylinder from clockwise. Using three fingers, place it randomly in front of hole, after that put incorrect hole in clock wise, one by one, let to child do exercise. 2, Pink Tower Title: Building of Tower Materials: -10 pink cubes, - Difference in length, - Width and height. - The cubes increase/decrease regularly in size such that smallest is 1cm” and the largest in 10cm. Presentation: 1) Bring to the child to the self and point out the material. 2) Show him/her how to carry the cubes by hold, on left hand and the top of with the right hand. 3) Give to the child to carry and feel cubes to the mat. 4) Place the cubes on the mat randomly carefully, about the level empty space in the middle of the green mat. 5) Take a largest cube and pick up and place it in the center of the mat. We should sit right side of the child. 6) Again, we have to select the next largest pieces, pick it up and place it exactly centered on top of the first cube finally. We make a pink tower. 7) Finally we make a pink tower and look form the top of the tower birds eye view. 8) Invite the child to look roundly and birds eye view. 9) Remove the tower one by one carefully place on the mat randomly. 10) Give to the child to try themselves. Direct aim: This exercise aim to develop the Childs visual discrimination of dimensions and refinement of fine muscular coordination and movement. Indirect aim: The exercise gives to the child metical mind. Later work in geometry knowledge and numbers, regular difference in size of the cubes. Mathematical language and aids in the muscular education on the hand. Age: 2-4 years. Language: Big, bigger, biggest, small, smaller, smallest. 2, Pink Tower Title: Building of tower flush Collect the child and introduce about the material. It made of wood like able with pink color, with the child sitting on your left. In green mat we can make a pink tower. We have to start from left side. Next one also place the same left side top of the previous one, After make a pink tower we found that regular difference between to blocks. We can see bird eye. We can check regular’s difference with smallest one. Remove the tower gent gently from top of the tower and give to child make themselves. 2, Pink Tower Title: Horizontal arrangement Make pink tower horizontal arrangement first select biggest one and make form left hand corner from biggest cube and then second biggest one regular. After finest make horizontal arrangement shows to the child and remove form top and place it randomly. Give to the child make themselves. Chose only 5 cube for 2.5 years. We need to select right material for 2.5 years child. We can choose the 5 blocks from biggest one and start 1st , 2nd ….7th, 8th, 9th regularly. 2, Pink Tower Title: Language (s) Meterials: -The smallest and largest cubes from the pink tower, Presentation: First period: Bring out a cube and snow the child and say “this is big” tell to child 3 times in different way. Take a smallest one cube and tell to child “this is small” tell 3 times in different way. Second period: Put toughter big and small and ask the child which is big/small. Replace the cube and ask which is small and big. Third period: Show the child big one only and ask “what is this?” After that show smallest one and ask “what is this?” Today we have learn big and small, lets say together small/big. Tomorrow, we will learn more. Control of error: The directress Direct aim: to teach the child language associated with dimensions big/small Age: 3.-5years 3. Title: Broad stair (wooden bloks) Exercise 1-Making of stairs We have to take 10 blokes board stair with difference breath, Presentation from biggest one and place it horizon and again take another few smallest one and arrange with frish one. We have to arrange regular from biggest to smallest broad stair. After arrange, we go to feel by using two finger of right hand. Feeling will come same hand. After remove it from vertical to horizontal one by one. 3, Broad Stair Title: Flushing Take 10 bloks are broad stair, place it randomly on green mat and take from biggest on make stair from left hand side. Take again few smallest one and arrange it , we have to arrange from biggest to smallest one, after that we have to take smallest one and flushing from right to left, top to bottom, one by one, we can found same distance at last closing. 3, Broad Stair Title: Language (T A) We have to take broad stair. One thick one and one thin one with the child in left had side. Materials: -Two size broad made by thick and thin wood (blocks). Presentation: First period: Tell to child about the lesion which is going to learn. Bring out a wooden broad thick one and tell the child this is thick. Let the child to pronounce this word at least times by asking in a different way. Second period: Put both of the block stick and thin broads and ask the child which is thick and thin? After that replace them and ask the child which is thick / Thin. Third period: Pick up a broad and ask, what is this? Allow the child to answer and pick up another broad and ask what this is? And let’s say tougher thick/thin. Conclude the lesson by telling the child that we have to learn “thick” and “thin” and that we will learn more tomorrow. If the child gives the wrong answer, do not correct. Repeat the exercise latter. Language: Thick and thin Age: 2-4 years. 4, Broad Stair/ Pink Tower (combination) Title: Vertical First, we have to take two material and show to the child both material to child already know about them, from two side together to make pink tower and broad stair. We have to start pink tower form left hand side and broad stair from right hand side and after make a combination tower. We have to remove it the owned side. Pink tower remove their side and broad stair remove their side. Place them own side. 4, Broad Stair/ Pink Tower (combination) Title: Zig-zag Take two material and mixed them. Pink tower and broad stair one by one and side by side, make a new combination. It will be very beautiful zig-zig combination tower, and remove the slowly from pink tower one by one pink, only and at last then after remove broad stair remove slowly one by one, place them their owned side. 5, Long stair ( Red Rod) Title: Making of stairs (s) Take long stair materials and place it green mat from left side randomly start form smallest rod. Take a smallest one call the child in left side and first feel and place it left of the bottom one green mat. Every red rods give to child rod one by one and place on green mat left of the bottom. On green mat put randomly feel and arrange this from smallest to biggest. We have to remove it from the top and place it randomly. Materials: -Ten red wooden rods of the same squares cross section. - varying in length from one decimeter to one meter. -Each rod increase in the length by one decimeter a floor mat. Presentation: 1. Bring the child and show the material. 2. We should be hold rod vertically with two hands. 3. Carefully place the rods on the mat at the left corner. 4. Choose a small rod one and feel and arrange in left of mat 5. Show the child, how to feel along the rods each time 6. See select the next rod according to previous lent. 7. Pick it up and place it exactly next to the first rod. 8. Repeat all the step rods. 9. After making the stair gives the visual observation to the child. 10. Remove the rods and place them at the top of the mat. 11. Invite the child to try this. Control of error: Visual harmony. Direct aim: To developed the child visual and muscular participation. Indirect aim: Comparison mathematical knowledge different lengths. Age: 2.5 years Language: Long longer, longest, short, shorter, shortest. 5, Long stair ( Red Rod) Title: Flushing, After all red rods arrange, we have to take smallest one and then flushing in every rods, it will come same difference in all red rods. Choosing in 5 (2.5 years), After arrange all red rods, we have to take longest one 1st and 3rd, 5th, 7th, 8th, 9th regularly. 5, Long stair ( Red Rod) Title: Zig-zag We have to take longest one and choose open space. Place it vertically zig-zag, after then we can walk there with children. 5, Long stair ( Red Rod) Title: Mage/ pazzal Take a shorten one red rod, place it east to west then place north south, few longest one at the end of first rod, again place another few longest one parallel of the first rod, do it continue to make a puzzle. Call a child and tell to them to walk in puzzle road. 5, Long stair ( Red Rod) Title: Language Materials: -Longest one rod and shortest one rod. Presentation: Today, we are going to learn about long & short. First period: Take long one rod feel and say this is long, let to child feel and say feel and say this is long, say 3 times in different way. Take short one feel and say this is short let to child feel and say this is short (3 times) Second period: Put tougher long and short, and then ask to child who is long & short. Replace them and ask which is long & short. Third period: Put one rod and ask the child “what is this?” Ask both long & short. Today, we have learn about length, let’s say toughter long & short. Tomorrow, we will learn more. Direct aim: Develop the knowledge about length. Language: Long, longer, longest / Short, shorter, shortest. 6, Knobbless cylinders Title: Single Tower with all the cylinders Materials: -Four sets of cylinder. -Ten in each set -Cylinders varying in each set red. -Cylinders varying in highest and diameter-yellow -Cylinders-varying in height and diameter-green -Cylinder varying in high-blue Presentation: 1. Bring the child and if he/she want to carry give them. 2. We hold knobbles cylinder, we have to press by thumbs. 3. Open the lid of the box and remove the cylinder one at time. Place the cylinders randomly at the right hand side. 4. Take a largest cylinder, pick up and place it in the center of the green mat. 5. Select the next largest cylinder pick it up and place it exactly center top of the first cube. 6. Repeat all stapes until the last. 7. invite the child to see bird eye. 8. Gently remove the tower fore the top and place it randomly. 9. Give to the child to try. Control of error: visual harmony. Direct aim: Visual perception of dimension fine motor control Indirect aim: Mathematic help and new experience. Age: 3-5 years Language: Tall, taller, short, shorter, thick, thin 6, Knobbless cylinders Title: Single -horizontal Take a one knobbles cylinder and we have to hold by two hands and press thumbs, open the lid of the box and talk out the cylinders from the box. Place it right hand side. In single horizontal, we take biggest one cylinder and place it from left corner of green mat. Take it another biggest one cylinder, place before the first and place it regular, all cylinder gently. It will be single horizontal, remove one by one, give to child to try single horizontal. 6, Knobbless cylinders Title: Comparing We have to take 4 colures of knobbles cylinder and make vertical arrange, all are four colors knobbles cylinder and we can compare that we will found in their each diameter and very is difference but blue clours cylinder vary and diameter is same. 6, Knobbless cylinders Title: Combination with two. Take tow knobbles cylinders baste. First red color knobbless cylinders. Take out cylinder from box and place it randomly right hand side. Take from big red cylinder and make it horizonalt form left side, after hold with yellow coulder knobbles cylinder. It makes red and yellow combination. Removed from top of one by one gentally and place it randomly. After give to child try it. 6, Knobbless cylinders Title: Combination with three. We have to take three colures knobbles cylinders. Red, green and yellow. First take a one colors suppose red cylinder and make horizontal and combine another with green cylinder after then one the top gently. Make combination by yellow coulours knobbvless cylinder. After then remove it from top other wise remove all. After give to the child try themselves. b. Color Title: Color box 1 The primary color Matching & 3pl Material: -A green mat -Pairs of 3 colors (Red, Blue, Yellow) tablets in box. Presentation: Give introductionaout theexzcersie to be done and invitethe child. show the right place of the materiuals and holding the box with two hands and botyh sides of the box. brih the box to the middle of the mat. open the cover the placeing it beside the box and take out the tablets holding at the edge of the bablet with thumb and index finger. Layout on the right sight of the mat randomly. cover the box and put it a side of the mat. bring blue tablet holding it at its edge with thumb and index finger of right hand, show the child and child place it on the mat. search the similar blue tablet from the right side, pick it and show it to the child. Match both blue color tablets, keep it on the top of left side of mat. do the same presentation with rest of the tablet. Remove the tablets one by one from below and keep randomly on the right side of mat. bring the box and put all. the tablet in it and cover it. Invite the child to try the exercise. Control of error: Visual, the last pair will not match. Direct aim: To develop the child’s sense of sight and able to recognize the object awareness of the colors. Age: 2.5 years Language: Box, Tablet b. Color Title: Color Box -3 pl We have to take primary color box, after that keep out 3 colors, red, blue and yellow. Materials: -Primary color First Period: Tell to child about the lesion which is going to learn. Take a on color suppose Red and tell the child, this is red let the child to pronounce this word at last 3 times by asking in a different way. Second Period: Put both of color together and ask which color after that put tougher then ask name of colors one by one. Third period: Pick up a color and ask to the child, what color is this? After that ask the name of other colors in this same way, and let’s say tougher name about colors. Conclude: The lesson by telling the child that we have learn about name of color tomorrow, we will learn more. b. Color Title: Color box 2 Secondary color Take secondary color box and put on green mat. Take out the two secondary colors and one primary color. Put randomly on green mat on the left side. Take any one to make pairs and show the child, put on top right side. Let child to do this exercise. b. Color Title: Color box 3 -Gradation of colors (5 years) Let the child to choose the color Pick up the dark one and keep it in the center. Take another few darker and compare it with the first one & place it on top left corner, leaving space for 1 tablet. Again pick few light color and place at the end of color tablet continually. Keep continue this processes to make gradation of color. In this way, we can make sun flower also. Sense of touch: Tactile a. Texture Title: Rough and smoth board (T A) Material: -Rough and smoth Board Presentation: First take a rough and smooth board, tell to child about the lesion which is going to learn. First period Show the child rough and smooth board and tell child touch and feel and say rough / Smooth. Let the child to touch and feel board and tell to say this is rough / Smooth at last three times by asking in different way. Second period Ask to the child feel and say which one rough and which one smooth. Third period: Ask the child to feel and say “what is this?” Rough / smooth. Language: Rough, Rougher, Roughest / Smooth, Smoother, Smoothest Sense of touch: Tactile a. Texture Title: Texture board Texture board is a board there is four surfaces smooth, rough, rougher, and roughest. We can tell to child tow rough & smooth, we already learn yesterday and now, we learn about two more rougher and roughest. Show to the child touch and feel after that let to child touch and feel. Sense of touch: Tactile a. Texture Title: Touch pairing tablets Hold the tablets box and open the lid, pick out the tablets from the box, place it right side. We can take any one tablet. After that feel first with right hand, after that feel with left hand and make pair tablets and put on top. Let to child repent same pressing, after that remove form left and place it right side. Sense of touch: Tactile a. Texture Title: Fabric Box Hold the two fabric box; one is same color and different color and difference texture first. We have to take same color and different texture, take any one fabric touch and feel and serch pair and make pair after that put left top and let to child make pair with two hands. Pairing fabric, remove from left side to right place it randomly and keep it in box. Sense of touch: Tactile b. Weight Title: The baric tablets Materials: -Those are three sets of wooden tablets, same in size but different in weigh and color. -There are three different weights, light, medium and heavy, and the tablets very in their natural color according to the degree of heaviness. Presentation: In this presentation child should sit in front of the teacher, take the light and heavy sets and place a light tablet on child’s hands in palm and a heavy one the other so that the child can feel the difference in weight. Let the child to show the hands palm facing the arms and solder recorded. This exercise is presented first with the eyes open and later the child may be blind folded. Control of error: Visual the difference in weight. Direct aim: Decimation of difference in weight. Age: 4 years. Language: heavy, light, medium weight. Sense of touch: Tactile c. Stereognostic sense Title: The sorting trays Take a material trays and show to the child, first you do your self and take one material from tray to touch and feel with tow finger. After that put in next tray in right place, until finish, after that let to child do exercise. Sense of touch: Tactile c. Stereognostic sense Title: The mystery bag Take a mystery bag, we can play game with child, first show the child all materials. In this game with cut see, we have to insert hand in mystery bag and what we can get from bag, after that, show same process, keep again all the materials in the mystery bag. Sense of touch: Tactile c. Stereognostic sense Title: The mystery box (TA) Materials: -Box with holes in left and right 2 side. -Two materials with similar size and shape. Presentation: Bright the box on the mat, Insert both hands from the hole of both sides of the box. Find the pairs of materials without looking Take out the pair one must be use one hand. Just make a pair and place it over the box. Show the pairs and again keep it in the box. Control of error: Teacher Direct aim: To be successful the child make pairs. Indirect aim: Child will be able to know the name of shape. Age: 2-5 years. Sense of touch: Tactile d. Temperature Title: The thermic tables, Bring the box on the mat. Remove all the tables from box and place it right side randomly. Pick any one tablet and feel the temperature for 2-3 minutes rising by the palm. First press with right and again with left hand. After that keep on pressing the tablet by left hand and search the correct pair right hand. As you get the pair feel the temperature of both tablets at the same time, let the child do the same. Arrange this and put it on top left corner and do same procedure for all tablets. Put away the tablets in right hand side randomly and keep it in the box. Sense of touch: Tactile d. Temperature Title: The thermic bottles (s) Materials: -Bottles, which are filled with water at different temperatures. -There are 8 bottles, each pair contains the same temperature water, 2 fairly hot, 2 warm, 2 tepid. Presentation: Bring the box on the mat. Take out the lid of the box and lay out the bottles in left corner and right corner vertically having different temperature in one row. Temperature should not be repeated. Take on of the bottle from top left corner and feel the temperature for 2-3 minutes. Let the child feel in the same way. After that keep on feeling the bottle by left hand and search the correct pair. After getting the correct pair, let child feel and put the correct pair in top center of the mat. Do the same procedure for all bottles and pair it vertically. Now speed all the bottles, put in their own side. Control of error: The teacher must act the control. Direct aim: to develop the therinic sense. Age: 3-4 years Language: hot, hotter, hottest / Cold, colder, coldest, warm Sense of small: olfactory a. Small Title: The selling bottles Materials: -A box, mat, 8 identical bottles with caps, each pair of bottle with the smelling things which child can smell. Presentation: Bring the box on the mat. Take out the lid of the box & lay out the bottes on the top cornor of the mat. Select any one bottle and smell it, 3 times holding left, right and left. Let the child smell in the same way. Search the correct pair of it and smell again it correct pair, place it on top center. Do the same press and place the matching bottles blow the first pair of matched bottles. Spread the pair of bottles and put it in correct place. Put it randomly in the box. Control of error: Directress may put stickers on the base of the bottles to make matching pairs. Direct aim: This presentation helps to developed sense of small of and sense. Indirect aim: the exercise also detects any olfactory detects. Sense of taste: Gustatory a. Tastes Title: The testing bottles: Materials: -A dropper -8 dark bottles contain a pair of different solution water for rinsing mouth. Presentation: Place the bottles randomly in 2 rows. Using the dropper, teacher will taste the solution first. Let the child taste it. Taste the solution in the other bottles until you find the matching one. After getting the paired solution place it on top center. Repeat the same process for all bottles. Split the bottles and keep it in the box randomly. Control of error: This exercise will help to develop the child’s gustatory sense and discrimination of taste. Aim: This exercise aim to develop the child gustatory sense. Age: 3 ½ -6 years. Language: sweet, sour, bitter, salty. Sense of hearing: Auditory a. The sound cylinders Title: Pairing up Introduction Cylinder which produces sound is called sound cylinder. Materials: -2 boxes, each with 6 cylinder contains containing objects - matching various sound, -the cylinder of box with red tops and another with blue tops. Presentation: Put the cylinders vertically in the left and right side. Hold the cylinder correctly by thumb on down and 2 first fingers on the top. Start from the top left and hear it, 3 times first in right ear and then in left ear. Let the child also hear in the same way. Put the cylinder on the mat and search the pair by listening the bottles of opposite side one by one. When the correct pair is selected listen the both cylinder again to confirm it. If it’s correct pair then let the child to hear it again and place it on the top center. Continue the same process and place the pairs below the first pair vertically. Control of errors: color dots of the bottles. Direct aim: Child will be able to listen more carefully. Indirect aim: Child will be able to listen more carefully. Age: 3 ½ years. Language: loud, soft, quiet. Sense of hearing: Auditory a. The sound cylinders Title: Gradation Today, we are going to sound gradation with sound cylinders. Open the box and put the bottles horizontally on the mat. Start to listen the sound of bottle from top left. Select the softest one first and place it on the centre of mat. Keep on listening the bottle and select the sound of bottles in increasing order it little bit. Loud, louder, loudest. Sense of hearing: Auditory a. The sound cylinders Title: Language Today we are going to learn about the name of sound First period: Listen & say loud / soft Hear, it and say loud/soft Repeat to say again loud / soft. Second period: Hear carefully both cylinder and say which is loud /soft Third period: Can you hear it and say what sound does it produces. Today, we do exercise of sounds. Sense of sight and indirect preparation for Geometry Shapes 1, The geometric cabinet Title: Single presentation (5) Materials: -Three sets of matching cards come, sponding with all the plane figures in the cabinet. Presentation: The teacher and child work with the individual try, lays out the cards in a row randomly, below the tray and ask the child to find the right shape to place over each card, if we do mistake it will not match. We have to work from left and place it left to right, need to feel each frame and shape. Control of error: The child matches the plane shapes to outline on the cards. Direct aim: Matching the figures from the cabinet with the shapes. Indirect aim: Give to the child geometrical knowledge, study in future. Age: 2-5 years on ward. Shapes 1, The geometric cabinet Title: Combination, For combination at least two frames one necessary pick up the shape feel it and place it randomly below the frame. Apply same process for all the shapes. Start with left, feel the shape feel all the socket and put the shape in correct socket repeat the same procedure. Shapes 2, The geometric cards: Title: Solid Materials: -Three sets of matching cards, corresponding with all the plane, figures in the cabinet, same matching solid cards. Presentation: Take a geometric cards and same matching solid cards. Put on the mat cards fram. Put on the mat solid cards in front of the fram. Take out the card from frams and put in solid card in correct shape. Work fram the top lef of the tray place it right side randomly. We have to need feel from two fingers clockwise, after that put on solid card in corredt shape. Let to child do this. Control of error: Visual, the child matches the plane shapes to the outline on the cards. Direct aim: Discrimination by matching the plane figure from the cabinet with the shapes. Indirect aim: To prepare the child for later study of geometry by giving the child visual and muscular exercise of shapes. Age: 2.5 years on wards. Shapes 2, The geometric cards: Title: Title: Thick / Thin Take from box thick and thin shape and cabinet cards fram also. Put on mat thick / thin shape, infront of frame. Take out the card from left top of tray, feel clock wise from two fingers and place it correct shape over the cards, do regularyly same way, let to do this to child. Shapes 3, Geomatric solids Title: Language (3pl) Materials: -One solids tray, -Three different shapes materials. Today, we are going learn about shape. First period: Bring out a shape of cylinder and tell the child “this is cylinder”. Keep the shapes and bring out the other shape and say “this cylinder/cube/ovoid”. Second period: Place all shapes in front of the child and ask “which is cylinder/cube/ovoid?” ask all about the shapes in different way. Third period: Pick up the cylinder shape and ask to child “what shape is this? And ask about all shape in same way. Put one by one all shapes things and say their shapes name together with child. Conclude: the lesson by telling the child that, we have learnt about name of shapes. Tomorrow, we will learn about more names of shapes. Control of error: Direct aim: It helps to child geometric knowledge. Age: 3 years Shapes 3, Geomatric solids Title: Solid & Base Today, we are going to do the presentation of geometric solid with its base chose any 3 materials. Bring the solid on right side. Put all the solid one the mat horizontally. Put the base according to its solid it’s sate card. Remove the solid from the base exchange the bases. Put the solid by feeling. Shapes 4, Tessellation Title: Construction We can make any kinds of design, which is child know easily. We can make flow, home, animals, man, woman, sunflower etc. in this excurse child will be very happy and be creative . It helps to child, lay out the tessellation materials and take which one we need and make start. 5. Constructive Triangles Title: Triangular Box Materials: A box containing - 1 large grey eauilateral triangle - 2 green right angled tringles, with a black line along the longest side of the right angle. - 3 yellow obtuse angled tringles wtiht a black line along the 2 sides contatinign the obtuse angle. - 4 red auadrilateral triangles one has a black line on all side the other 3 have a black line online only on 1 side Presentation: 1. Remove the box lid and take out materials from the box placing the randomly on the bottom right side of mat. 2. Close the box and place it on the far right corner of the mat. 3. Look for and pick up the large grey triangle. 4. Using your right index and middle fingers trace the outline of triangle. 5. Slide the triangle to top left corner of the mat. 6. Pick up a green triangle and use your right index and middle finger your along the back line. 7. Pick up the second green triangle and trace the black line with your right index and middle fingers. 8. Join the 2 green triangles along the black line, sliding the second triangle from the bottom. 9. slide the green triangles below the grey triangle 10. Pick up a yellow triangle and trace the black line sliding the second triangle from the bottom 11. Slide the green triangle below the grey triangle. 12. Pick up a yellow triangle and trace the black line with your right index and middle fingers do this for the other 2 triangles. 13. join the 3 triangles along the black lines to from a large triangle sliding the second and then third pieces from the bottom. 14. Slide the large yellow triangle below the green triangle. 15. pick up the red triangle with the black line on all sides. 16. using your right index and middle fingers trace the black lines. 17. Pickup a red triangle with a black line along 1 side and trace the black line with your index and middle fingers. Do this for the other 2 red triangles. 18. join the red triangles along the black line to from a large triangle. 19. slide the red triangle below the yellow triangle. Control of Error: the black line must meet and the new forms must be triangles. Direct aim: this exercise aims to develop the child appreciation of line and from and aids understanding the make up of geometrical shapes with triangles. Indirect aim: the exercise also helps the child to memorize geometrical patterns aids muscular coordinating. It is also preparation for writing and later study in geometry by giving the child visual and muscular experience of shapes. Age: 3 years Language: Triangle, Names of colors