Visually scan the cylinders for the thickest one. Carefully place the cylinder to the left on the table, in front of the child. Continue to the cylinders from thickest to thinnest. Replace the cylinders back into the box, starting with the thickest cylinders in the top right corner of the box. Replace the remaining cylinders in the box moving counterclockwise in the box. 8. Replace the box of cylinders on the shelf, inviting the child to explore the other 3 boxes (individual lessons are not necessary for each box). Presentation #2: When the child has mastered the lesson, provide a new challenge by giving language lessons (relational words, comparatives and superlatives). Presentation #3: To keep the child interested in handling the materials, play the Sensorial games with the child. Work of the Teacher: Points of Emphasis: Careful handling of the material. Placing the thickest cylinders in the box and moving counterclockwise. Language: Refer to the material description as the language changes with each box. Points of Interest: Bright color of the material. Placement of the cylinders in the box. Work of the Child: Points of Consciousness: Cylinders come in different sizes. Control of Error: Visual disharmony (the child’s eye). Variations: Exploring 2, 3 and 4 boxes together. Sensorial games. Extensions: Match to pattern cards; explore the relationship with the Knobbed Cylinders. Source: Martha Monahan, NMI; 2004
Preparation: Geometric Solids, Geometric Solids and Age: Year Presentation of the Lesson: Presentation #1: Demonstration Tray Remove the shapes from the drawer and randomly on the rug in front of the tray. Using the writing fingers of the dominant hand, trace the frame of the shape you are exploring. Trace the frame counter clockwise three times. The subdominant hand may be used to ‘secure’ the frame. Pick up the corresponding with the pincer grip of the sub- dominant hand. Turn the shape over and hold before the child. Trace the inset with the writing fingers of the dominant hand. Trace three times clockwise posing the following questions: “Do my fingers stay on the shape?” “Do my fingers move while I trace?” “Do my fingers stop they started?” The purpose of the questions is to focus the child’s attention on the shape. 5, Place the inset carefully into the frame, first touch one edge down. Repeat above procedure for the remaining two shapes. Give a three period lesson on the triangle, square and circle. Presentation #2: Introduction to Other Drawers in the Cabinet (The Circle Drawer shows the greatest gradation and is commonly used in the first presentation.) Presentation is the same as is done for the Demonstration (Demo) tray. Arrange a rug lengthwise with a small rug in the lower corner.
Presentation #3: Building the Cube outside of the Box Remove the pieces and arrange in columns as done in Presentation #2. Move the solid red cube to the center of the workspace. Build the cube outside of the box. Explore the cube by splitting it vertically, noting the pattern on the inside. (Can also separate into horizontal layers.)* Work of the Teacher: Points of Emphasis: Gentle handling of the material. of removing pieces from the box and placing in formation. Language: binomial, cube Points of Interest: putting the cube together as a puzzle Work of the Child: Points of Consciousness: Reproducing the pattern on the lid in returning the pieces to the box. Control of Error: Box will not close if pieces are not placed In the box properly. Variations: see presentations #2 & #3, also: *Change horizontal layers into vertical layers and push back together to form cube. (Color pattern can be observed in all manner of separation of layers.) Extensions: Exploring the relationship between the binomial and trinomial cube. Building the cube blindfolded. Source: Martha Monahan, NMI; 2005
Work of the Child: Points of Consciousness: Careful listening is required to distinguish between the various pitches of the bells. Control of Error: (Matching) Labels of note names may be placed on the front of the control bells (the black and white bells) with matching note names on the bottom of the neutral bells. The control is therefore visual. (Grading) When grading, the neutral bells are placed in front of the control bells, which are left graded on the shelf. After the exercises, the child can check by playing the two sets to see if they match (auditory check.) Checking can also be done with note names, if available, as bells do not come with such labels. Variations: Matching at a distance. Grading the bells at a distance. Bring neutral bells to one table and select one to bring to second table. Then find the bell that is ‘just higher’/’just lower’ at a distance. Extensions: Introduce the note pattern boards. Source: Montessori Institute of Atlanta (MIA/AMI); 1978 Revised: Donald Manahan, NMI; 2001, 2005
Presentation #2: Grading This activity is done with only one set of tablets. Stack the tablets in the center of the work place. Place a control table in front of stack. Stroke the control tablet from top to bottom. Stroke the tablet on the top of the pile; if it is rougher, replace it as the control, placing the smoother tablet in the discard pile. As each new ‘roughest’ (just smoother) tablet is identified, place in sequence beside previously identified tablet(s), which will progress from roughest to smoothest when finished. 5 Invite child to repeat or return materials to shelf. Work of the Teacher: Points of Emphasis: Method of arranging tablets on the table. Touching the tablets without visual cues. Using fingers of the dominant hand. Language: rough, smooth/rougher, roughest/less rough Points of Interest: Some tablets look very similar but are different. Challenge of matching and grading tablets. Work of the Child: Points of Consciousness: Even though the tablets look much the same, they can be distinguished from each other by touch. Control of Child’s touch. Last pairs will not match if an error has been made previously; color coding can be added as a control of error. Variations: Children can play together, handing tablets to each other. Extensions: Labels for grading. Divide sets and play matching at a distance. Source: Martha Monahan, NMI; May 2005
Work of the Child: Points of Consciousness: “I can match the temperatures by using my hands,” “If the bottle is hot, my hand gets hot.” Control of Error: matched pairs Variations: use or more bottles Extensions: Do other temperature activities. Example: prepare a bowl of hot water and a bowl of cold water. Prepare a larger bowl of warm water. Put left hand in the cold water and right hand in the hot water. Place both hands in the warm water. Describe what you feel. Source: Martha Monahan, NMI; June 2005