- The child must be able to construct the binomial cube easily
- before being introduced to the trinomial cube.
- A cube composed of twenty-seven wooden blocks which fit together
- form the cube of (a + b + c). Each face that is "a2"
is red, "b2" is
- blue, and "c2" is yellow and all other faces are
- a = hundreds
- b = tens
- c = units
Formula for the cube (a+b)3
a + b + c
x a + b + c
+ ab + ac
bc + c2
+2ab +2ac +b2
x a + b + c
+ b2c +2bc2 +c3
- Exactly like the first, but in plain wood. There are no painted
- The child, at the period of the absorbent mind, develops a
- predisposition to understand math.
CONTROL OF ERROR:
- The child matches the pieces by color. The result is a cube.
- 4 to 6 years
- Cube 1: Colored Trinomial
- The binomial and trinomial cubes come in both hinged and
non-hinged boxes. If the box is not hinged, use the following
- The teacher sits next to the child at a table. Holding the lid on
the box, she turns it upside down on the table. She lifts the box off
the cube carefully, and looks at the different sides of the cube and
with the child. The teacher removes one layer of the cube at a time and
places it on the table.
- If the box is hinged, the teacher may simply begin removing
pieces from the hinged box and set out three layers on the table.
- Starting with the tallest layer and the red cube (a3),
the teacher removes pieces in order and lays out according to the
formula. She does the same with the second layer (selecting the piece
with a red face "a2b" first), continuing in the sequence of
the formula. She is careful
- to lay pieces of the same size in front of each other. Finally,
- selects the piece with the red face, "a2c", from the
- and continues until the whole cube shows the formula in the
- arrangement of pieces on the table.
- The child and teacher spend a little time looking at the lay-out.
- Then the teacher reconstructs the cube, layer by layer, beginning
- with "a3", matching faces of the same color. The
- teacher, by the way she handles the pieces, helps the child to
- understand that she is matching faces by color. The child will
- time that the pieces are also matched by size. The teacher gives
- help until the child is able to work alone. Most children will
- need more demonstrations on subsequent days.
- Cube 2: Unpainted Trinomial
- When the child has had sufficient experience in working with Cube
- 1, he or she can use Cube 2. In most cases, the teacher will need
- by the child and arrange the pieces of the cube according to the
- formula in an orderly way (as with the Cube 1), and reconstruct
- the cube as the child watches. Here, the faces must be matched by
- size alone. There is no color to guide the choice. The child,
- therefore, is able to get a clearer conception of the mathematics
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