Project submitted by

Moumita Paul Halderpstti.com

ACKNOWLEDGEMENTI would like to express my gratitude to our principal Mrs Sadaf Mazhar who gave me the golden opportunity to do this wonderful project on the topic Introduction and Presentation of Geometric Solids, which also helped me in doing a lot of Research and I came to know about so many new things.

I express my deepest thanks to Mrs.Prathima Rudresh,Montessori trainer, for taking part in useful decision & giving necessary advices and guidance. I choose this moment to acknowledge her contribution gratefully.

I am thankful for their aspiring guidance, invaluably constructive criticism and friendy advice during the project work. I am sincerely grateful to them for sharing their truthful and illuminating views on a number of issues related to the project.

I express my warm thanks to Ms. Nishtha and Daya Sir for their support to use all required   materials to complete the  task.

I perceive this opportunity as a big milestone in my career development.

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AIMS & OBJECTIVES

Direct

Development of muscular – tactile sense

Sharpens visual perception of solid figures

Introduce child to new vocabulary

To refine the stereognostic sense.

To make the child aware of the solid shapes that surrounds him

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Use of this material makes the child familiar with 3 dimensional geometric shapes and teaches their names. This activity prepares the child for geometry.`

Indirect aim : Preparation for geometry

AIMS & OBJECTIVES

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IntroductionGeometric solids is a magnificent material that a child sensorially explores.

Geometrical solid is displayed after the geometrical cards. These are displayed on a tray one after another.

They are three dimensional geometrical solids lending themselves to pairing activity. Some at the faces are identical therefore they are practical pairs. Pairing activity is possible with visual sense.

This material makes possible the stereognostic activities also. This sense is a combination of tactile and the muscular sense. The sense registers the shape of three dimensional solids. The impression is gathered by touching all over and with an experience the sense recognizes the shape by grasping. The stereognostic memory is very good and it operates over a distance.pstti.com

DESCRIPTIONCube : We have a cube, all sides measuring 6 cms. Cuboids : Cuboids are rectangular prism. The longer

dimension is 10 Cms, the shorter is 6 Cms.

Triangular Prism : It is made of three 3 rectangular phases, measuring 10 Cms and 6 Cms. The two opposite faces are equilateral triangle. The sides measuring 6 Cms.

Square Pyramid : The base is square with sides equal to 6 cms. The height of the pyramid is 10 cms.

Triangular Pyramid : The base is an equilateral triangle which the sides equal to 10 Cms and height equal to 10 Cms.pstti.com

….continuedCone : The base of the cone is circle. The diameter is equal to 6 cms and the height is equal to 10 Cms.

Cylinder : The base is a circle. The diameter is equal to 6 Cms and height of it is equal to 10 Cms.

Sphere : A sphere with a diameter is equal to 6 Cms.

Ellipsoid : The longer axis is equal to 10 Cms and shorter axis is equal to 6 Cms.

Ovoid : The longer axis is equal to 10 Cms and the shorter axis is 6 Cms.

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Preparing for presentation

Invitation : “We have another material called the geometrical solids. Shall we see how to work with that?”

Preparation: Have a work mat at the place of presentation. Go along with the child to the place of display, introduce him to the material and then ask him to bring a tray which is big enough to fit all the solids and a soft cloth in the tray to

give the cushioning effect to the solids. Spread the solids on the tray and carry it to the place of presentation. Rings are left behind in the tray which is on shelf. Spread the solids on work mat very much in front of the child and put the tray back. You sit on to the right of the child.

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The Three Period Lesson

Period 1: Naming Period consists in pronouncing the necessary noun or adjective connected with the object very clearly, without adding any other information e.g 'This is sphere (help child to feel object), this is cube'.

Period 2 :Recognition and association period is to ascertain whether the child has managed to make the correct associations. The teacher asks the child questions very slowly and distinctly, using only the noun or adjective that has been taught e.g. "Which one is sphere? Which one is cube?" The child will be asked to point his finger at the relevant object and the teacher knows whether or not he has understood. This stage is the most important one of the three and comprises the real lesson and assistance to the associative memory.

Period 3: Pronouncing PeriodOnce the directress is sure that the child can name the object, she challenges the child to name the objects himself. For example the directress might point to one of the objects and ask: “What is this?” The child should then respond, for example, “This is a cube.” pstti.com

Presentation (Individual presentation /Individual activity)

Place any of the solid in front of the child and say to child “Can you find another solid which will fit exactly in to this phase” indicating the phase with your index finger to the child.After the child finds ask him to keep the solid on the isolated solid. Now isolate another solid and indicate the child to find another pair for it.At last there will be one solid which is left out, which does not have any pair.Now dismantle all the solids and first isolate solid which did not have pair earlier.Now say to child “first find a pair for this solid” indicating with index finger.Then isolate another solid and ask him to find a pair for that.At last he will be left out with one solid without pair.Ask the child, again to dismantle everything and first find a pair for the solid which was left out without a pair. Then similarly ask the child to find a pair for remaining solids.Then allow him to work, once you feel that the child has understand the activity, leave the place.

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Points of Interest

Placing solids with one intentional movement.One solid left out without a pair.Placing one solid on top of the other.

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It lies in the visual sense.

Control of errors

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Age of Presentation

After the child has worked with geometrical insets and cards, After child has gained consciousness of shapes and dimensions.

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EXERCISES

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Exercise 1

Invitation: “Shall I show you another way of working with this material”Preparation: Ask the child to have a work mat at the place of presentation and ask him to bring the geometrical solids in the tray and spread them on work mat and then call you. Presentation:

Isolate any one solid and indication to the child with your index finger to the phase of isolated solid.Say to child “Find out all the solids which will fit only on this phase.”After child finds out all the solids (pairs) for the isolated one.Say to the child “Shall we do it again?”Isolate another solid and ask him to find out all the solids which will fit exactly on indicated phase of the isolated solid.

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Exercise 2

Invitation : “Shall I show you another activity with geometrical solids”Preparation: Ask the child to have a work mat at the place of presentation and ask him to bring the geometrical solids and spread them on work mat and then call you.Presentation: Isolate any one solid and indicating the child with your index finger to the various phases of the solid.Ask him “will you find out the solids which will fit to these phases.After child finds out all solids which will fit on various phases of isolated solid.Ask the child “shall we do it again”If he says “yes” then isolate another one and repeat the same as above.

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. Child can associate real life objects with the

respective geometrical shapes.

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LessonCircle the cylinders with red.

Circle the cubes with yellow.

Circle the cones with green.

Circle the spheres with blue.

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PRISMS

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CUBES

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SPHERES

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CYLINDERS

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PYRAMIDS

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CONES

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OTHERS

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SUGGESTION

Montessori Geometric Solids are a fantastic way to

Introduce child to new vocabulary encouraging tactile exploration the ability to make judgments and comparisons with geometric form allows the child to compare different three-dimensional shapes improve concentration,coordination, independence,problem solving skills

Real life objects, should be brought in to demonstrate to children that items in your house or that you see daily are considered geometric solids too. They have the similar attributes. Pictures of various real-life items can be showed to the class of where these geometric solids are seen daily. Lastly, while listing all of the physical characteristics of each solid, we would make a detailed, visual chart as a class. This will provide a better understanding when processing these concepts.

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CONCLUSION

In Summary, after this lesson child will be able to

recognize name explore the properties of geometric solids. identify geometric solids in the world around them.

Visual discrimination of difference in dimension, width, length, and size can be found in this material.

The Sensorial materials are designed with a built-in feed back to control of error to show when mistakes have been made. The child then remains independent of your oversight and develops an inner, personal incentive to practice and improve. pstti.com

REFERENCE / BIBLIOGRAPHY

1.PSTTI sensorial skills book2. www.infomontessori.com3. www.justmontessori.com4.http://www.instructorweb.com/basicskills/lessons/geosolids.asp

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