Box One – Rectangle Box – First Presentation

1. Invite the child to the shelf to work with the constructive Triangles.
2. Introduce the box: This is called the rectangle box of the constructive triangles.”  Have the child repeat.
3. Show the child how to carry the box in the usual manner, thumbs on top, fingers underneath.
4. Place the box horizontally in the upper right hand corner of the rug.
5. Remove the lid and place it below the box.  Place the box on the lid.
6. Remove the contents of the box, with two hands, and place the pieces randomly on the lower right corner of the rug.
7. With two hands, tip the box towards the child and say: “The box is empty.”
8. Place the box in the upper right corner of the rug and place the lid on the box.
9. Hunt for the large green right angle isosceles triangles.
10. One at a time, place them in the lower part of the rug, in front of the child (right angles towards lower left corner)

1. With two fingers of the direct hand, trace the black line of the left triangle first, then trace the black line of the right triangle.
2. Rotate the right triangle to match line with the left triangle.
3. When matched, trace both black lines from top to bottom.
4. Slide the figure to left top corner of the rug.
5. Hunt for the large yellow right angled isosceles triangles.
6. One at a time, place them in the lower part of the rug, in front of the child.  Place them as follows:

1. Starting on the left, trace the lines on each triangle from top to bottom.
2. Rotate the second triangle counter clockwise and match the lines.
3. Trace the double line, and slide the parallelogram up to the top of the rug.  Place it to the right of the large green square.
4. Hunt, for the green right-angled scalene triangles.
5. Place them on the rug with the right angles facing the left corner.

1. Trace first the left triangle, then the right.  Rotate the right triangle as shown above.  Trace the double line.
2. Place the parallelogram below the green square, slightly to the right.
3. Hunt for the yellow right-angled scalene triangle.
4. Place them together in the lower part of the rug, right angles pointing to the top left corner.

1. Repeat the tracing procedure, rotate the right triangle, trace the double line and place the figure underneath the large yellow parallelogram.
2. Place the gray right angled scalene triangles in the lower part of the rug, right angle facing left corner.
3. Trace the left triangle, trace the right, rotate the right triangle to match the lines of the left.  Trace the double line, and set it next to the second yellow parallelogram.

1. Place the yellow equilateral triangles in the lower part of the rug, pointing downward.

1. Trace the left triangle, then the right; rotate the right to match the left.  Trace the double line.  Place the rhombus below the second yellow parallelogram.
2. Place the red right angled scalene triangle in the lower part of the rug.  Place the red obtuse angled scalene triangle to the right of the scalene triangle.

1. Trace the left triangle, trace the right triangle.  Rotate the right triangle, and trace the double line.  Slide the trapezoid up and place it below the yellow rhombus.

POINTS OF INTEREST

• Touching the black line.
• Matching the triangles.
• Indirect superimposing when triangles fit in the box.
• Naming the shapes and the various triangles used to make them.

CONTROL OF ERROR

• Black guidelines of triangles.
• Color of triangles.

DIRECT AIMS

• Show the various four sided forms constructed from two shapes.
• Development of 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.

LANGUAGE

• Names of quadrilaterals and names of triangles.