Geometry Cards

---

MATERIAL:

Three sets of cards, each with representations of the figures

in the geometric cabinet.

 

Set 1. A box of white cards each with a picture representing

a figure in the cabinet. The figures on the cards are the same

size as those in the cabinet and the same color.

 

Set 2. A box of white cards each representing a figure in

the same size and color as those in the cabinet

except these figures are drawn in wide outline.

 

Set 3. A box of white cards with a replica of each figure

printed in very fine outline the same size and color

as the figures in the cabinet.

 

In each box the cards are separated into sets, each with a rubber

band around it, so that each set corresponds to a drawer. For

example, the six circles have a rubber band around them.

PURPOSE:

To recognize representations of shapes leading to an abstract

conception of form.

PRESENTATION:

Take a group of cards from Set 1 (e.g. the circles) and their

corresponding tray from the cabinet to the child's table. Arrange

the cards in an orderly fashion on the table.

 

Take the largest circle from the tray and cover its representation

of the card exactly with the wooden circle. Take another circle

from the tray and cover its representation exactly. When the child

understands the exercise he or she can join in. The child will cover each

picture with the corresponding wooden circle.

 

The child may help him or herself to any tray and the corresponding cards

from Set 1 and do the exercise in this way.

EXTENSION:

When the children are using the first set of cards without

mistakes, the second may be used in the same way. This set is more

difficult.

 

When the child is using the second set well, then he or she may use the

third set of cards in the same way. These are the most difficult.

The child must recognize that a solid can be represented by a thin

outline.

CONTROL OF ERROR:

With most figures, if a mistake is made, some part of the picture

will show outside the card. Where a picture can be covered

completely, if a mistake is made, then the last figure will be

smaller than the last picture.

GAMES WITH THE PLANE FIGURES AND CARDS

GAME 1:

Lay all the trays out on a large table. Let the children stand

around the table. The teacher asks for a figure, e.g. "Give me the

octagon." All the children look for the octagon and someone hands

it to her. She replaces the octagon and asks for another. "Who can

find the right-angled isosceles triangle?" Children who know the

figures love to show what they know. Those who have not yet

learned all the names are stimulated to do so.

GAME 2:

Place all the drawers and tray on a table at the far end of the

room. The children stand around the table. The teacher has box 1.

She selects any card, shows it to a child for a brief moment, and

asks him or her to fetch the corresponding figure from the drawers. She

places the card on the table beside her. The child returns with a

figure and all the children watch while he or she matches the figure on

the card. If the child has brought the wrong one he or she must return it and

look for the correct one. The teacher continues to show cards to

children until every card has the correct figure on it.

GAME 3:

Three tables as far apart as possible are chosen. The drawer and

tray are laid out on one table. One set of cards is laid out on

another table so that each card can be seen. A second set of cards

is laid out on a third table. The teacher has the third set. She

divides this set among the children giving each the same number of

cards. Each child must collect the two cards and the figure to

match each of the cards he or she has been given, and bring them back to

the teacher's table. The child lays them on the table, testing with the

figure by placing it in turn on the cards, to see if he or she brought

the correct cards.

NOTE:

These games are not played during individual work time. They are

played at the end of the morning or when there is some spare time,

e.g. a wet day when children cannot be in the playground.

A less able child can join in if the teacher is careful to give

him or her the easiest examples in each game, or another child often

likes to help.

 

 

 

Home Page | Readings and Reference

Table of Contents