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Constructive Triangles

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  1. Box One - Rectangle Box - Contents
  2. Box One - Rectangle Box - First Presentation
  3. Box One - Rectangle Box - Second Presentation
  4. Box One - Rectangle Box - Third Presentation
  5. Box 2 - Triangle Box - Materials
  6. Box 2 - First Presentation
  7. Box 2 - Second Presentation
  8. Box 2 - Third Presentation
  9. Box 2 - Fourth Presentation
  10. Box Three - Large Hexagonal Box Materials
  11. Box Three - First Presentation
  12. Box Three - Second Presentation
  13. Box Three - Third Presentation
  14. Box Four - Small Hexagonal Box - Materials
  15. Box Four - First Presentation
  16. Box Four - Second Presentation
  17. Box Five - Blue Triangle Box - Contents
  18. Box Five - First Presentation
  19. Box Five - Second Presentation

Participants 38

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Constructive Triangles Box 2 – First Presentation
Lesson 6 of 19
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Box 2 – First Presentation

Collin January 14, 2022
  1. Invite the child to the shelf.  Introduce the Triangle Box of the Constructive Triangles.
  2. Carry the box in the usual manner, and place it in the upper right corner of the rug.
  3. Remove the lid, place it below the box, place the box on the lid.
  4. Re-introduce the name: “This is the triangular box of the constructive triangles.” Have the child repeat.
  5. Remove the contents of the box, and place the pieces randomly at the bottom right corner of the rug.
  6. Tilt the box towards the child and indicate it is empty.
  7. Place the box in the upper right corner of the rug.  Place the lid on the box.
  8. Hunt for the Gray Equilateral Triangle.
    • Place it in the lower part of the rug, in front of the child.
    • Pause for a moment, then place the triangle in the upper left corner of the rug.
  • Hunt for the two green right-angled scalene triangle.
    • Place them in the lower part of the rug, lines facing each other.
    • Trace the left, trace the right. 
  • Move the triangles close together to match the lines, then trace double line.
  • Slide the triangle up to the right of the first one.
  1. Find the three Yellow Obtuse angled Isosceles Triangles.  Place them in the lower part of the rug, obtuse angle facing up.
    1. Trace both lines of each triangle, starting with the left one, going left to right.
  • Now trace the left line of the middle triangle.  Trace the right side of the left triangle.  Rotate the left triangle to match the lines traced, and trace the double line.
  • Trace the lines exposed from left and middle triangles together, starting from the top.  Trace the third triangle, left side, then right side.  Rotate the right triangle to match the lines, then trace the double line.
  • Slide the triangle up next to the green one on its right.
  1. Place the red equilateral triangles in front of the child, the triangle with three black lines to the left and the others to the right of the first with black lines facing up.
    1. Trace all the lines on all the triangles, to attract the child’s attention.
  • Trace the left side of the first triangle, and the line of the second triangle. 
  • Rotate the second to match the left side of the first triangle. 
  • Trace the double line.
  • Trace the top side of the first triangle.  Trace the line on the third triangle. 
  • Rotate the third to match the top side of the first triangle. 
  • Trace the double line.
  • Trace the right side of the first triangle.  Trace the line on the fourth triangle. 
  • Rotate the fourth triangle to match the first.
  • Trace the double line.
  • Slide the triangle up to the right of the yellow triangle.

POINTS OF INTEREST

  • Tracing the black lines.
  • Matching the triangles.
  • Superimposing the gray triangle.
  • Making the one big triangle.
  • Indirect superimposing when putting them back in the box.
  • Naming the shapes and the various triangles used to make them.

CONTROL OF ERROR

  • Black guides.
  • Different colors of triangles.

DIRECT AIMS

  • Showing that different sets of triangles, when put together, are equal in size to the gray triangle.
  • Development of the ability to discriminate geometric forms.
  • Growth in concentration and independence.

INDIRECT AIMS

  • Preparation for Geometry.
  • Development of appreciation of line and form.
  • Development of creativity.

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