Explain all exercises briefly in chapter 4.

1 Exploring
Dimensions. Make illustrations and mention
vocabulary also?
Visual exercise is an integral part of Montessori sensorial training program. In
exploring dimension child learns to develop his ability to discriminate between
objects having similar shapes and colors but varying in length, width, height or
thickness. The cylinder block Cylinder Blocks Materials 4 blocks, each containing
10 cylinders with knobs, each cylinder fitting into its respective hole. Block 1: The
cylinders vary in two dimensions: The diameter increases from 1cm to 5.5cm The
height remains constant at 5.5cm Block 2: The cylinders vary in three dimensions:
The diameter increases from 1c, to 5.5cm The height increases from 1cm to 5.5cm
Block 3: The cylinders vary in three dimensions: The diameter increases from 1cm
to 5.5cm The height decreases from 1cm to 5.5cm Block 4: The cylinders vary in
one dimension: The diameter remains the same. The height increases from 1cm to
5.5cm Presentation Introduction Invite the child by telling him you have something
to show him. Bring him over to the cylinder blocks and tell him: These are cylinder
blocks. Show the child how to carry one of the blocks by gripping the blocks on
both sides with both hands and carrying it at waist level and parallel to the ground.
Have the child carry the block over to the table and show the child where to place
it near the median line of the table. Have the child sit down to your left and then
you sit down. Taking Out - Begin by pinching from above the knob of the cylinder
furthest to the right using you thumb and two fingers. - Slowly pull the cylinder out
of its hole completely. - Place the cylinder standing up in front on the hole. Repeat by taking out the cylinder in the same way that is furthest to the left. - Place
this cylinder in front of this hole. - Continue taking out at random each of the
cylinders. - Alternating sides after each cylinder, place them next to the furthest
right cylinder and then next to the furthest left cylinder until all of the cylinders are
out of their holes. - Tilt the block slightly forward to show the child that all of the
holes are now empty. Putting Back - Replace all of the cylinders back into their
appropriate hole, one at a time and in a random order. - Hold the knobs of each
cylinder in the same way as above and slowly slide each cylinder down into its
hole until you hit the bottom. Invite the child to take out and put back each of the
cylinders. The child is now free to work with any of the cylinder blocks. Exercise

Exercise 1 The child works individually with the other blocks as in the
presentation. (Blocks 2, 3, and 4). Exercise 2 The child works individually with
two blocks. Exercise 3 The child works individually with three of the blocks.
Exercise 4 The child works individually with the four blocks. Language Block 1:
Thick and Thin Block 2: Large and Small Block 3: No language because no
dimension is isolated Block 4: Tall and Short. The positives, comparatives, and
superlatives. Pink Tower Materials - 10 pink wooden cubes ranging from 1cm3 to
10cm3, differing in 3 dimensions. The cubes increase progressively in the
algebraic series of the third power. Therefore, the second cube equals 8 of the first;
the third cube equals 27 of the first etc. - A floor mat of contrasting color. - A small
stand on which to keep the tower where it can be seen from at least 3 sides.
Presentation Introduction Invite the child by telling him you have something to
show him. Tell the child that for this lesson, we will need a mat. Have the child
fetch and unroll a mat. Bring him over to the Pink Tower stand and tell him: This is
the Pink Tower. Building - Show the child how to carry the top cube by gripping
from above the top edges using your right - Place your left hand flat under the cube
and carry the cube at waist level. - Then reset the cube on the Pink Tower and have
the child carry the cube over to the mat. - Show the child where to place the cube
in the right haft of the mat. (Never have the child place a cube on the left half.) Have the child bring over the rest of the cubes and place them randomly on the
mat. - Once the cubes get too big for the child to pick up and carry by only using
one hand, show the child how to gently tilt the cube back using your right hand and
sliding your left hand flat under the cube (first picture). Then lift the cube up and
place your left hand flat under the entire cube (second picture), and index finger. Then bring the cube to waist level and place your right hand flat on top of the cube.
- Carry the remaining cubes one at a time over to the mat. - Once all of the cubes
have been placed, have the child stand to your left. - As you remain standing,
carefully pick up the largest cube and place it near the front left corner of the mat
(closest to the child). - Turn to the child and tell him that you are now looking for a
specific cube. - Go over to the right half of the mat and carefully choose the next
biggest cube. - In a steady and precise movement, place the cube in the center of
the bottom cube. - Once it has been placed, check to see if it is well centered. Continue placing all of the cubes in correct order until the last cube has been
placed on the top. - Stand looking over the tower to check if all of the cubes are
centered. - Allow the child to do the same. - Then check from every side by

squatting down low to check for it being centered. - Have the child check as well.
Dismantling Dismantle the tower in the same way you did when you were bringing
the tower over to the mat from the stand and place them back on the right half of
the mat. Invite the child to build the Pink Tower. To help him get started, ask him
which cube he is going to start with. If the child seems to understand, you can let
him work alone. Once he is done, have him replace the cubes in correct order and
centered back on the stand. Exercises: Exercise 1 The child builds the tower
individually as was shown in the demonstration. Exercise 2 Once the child has
seemed to master the building of the tower, the directress will show him another
way of building the Pink Tower. The directress will demonstrate in the same
manner as above but instead of placing each cube in the center of the cube under it,
she will line them up at a right angle will two sides adjacent. Once the entire tower
has been built in this way, the directress will pinch the top cube with her thumb and
index finger and place it on the ledge of the bottom cube. Starting at the far back,
the directress will slide the smallest cube along the length of the entire ledge. This
will be repeated for every ledge, by working you way up from one ledge to
another. The child will then try. Once he is done, the child will replace the tower
centered on the stand. Language Large and Small The positives, comparatives, and
the superlatives Brown Stairs Materials - 10 brown prisms of the same length
(20cm) but differing in height. They vary from 10cm x 10cm x 20cm to 1cm x 1cm
x 20cm. - A floor mat of contrasting color. Presentation Introduction Invite the
child by telling him you have something to show him. Tell the child that for this
lesson, we will need a mat. Have the child fetch and unroll a mat. Bring him over
to the correct shelves and point to the Brown Stairs. Tell the child: These are the
Brown Stairs. Building - Show the child how to hold the thinnest prism by gripping
over the top of the center part of the prism using your right thumb and fingers. Slowly slide the prism off of the shelves until it is fully out. - Carry the prism
vertical and at waist level. - Have the child carry all of the prisms over one at a
time and place them randomly on the right side of the mat. (Show the child to place
his hand underneath some of the thicker prisms.) - Once all of the prisms have
been brought over to the mat, have the child stand to your left. - As you remain
standing, carefully pick up the thickest prism (using both hands), and place it near
the back left corner of the mat. - Turn to the child and tell him that you are now
looking for a specific one. - Go over to the right half of the mat and carefully
choose the next thickest prism. (Use both hands) - In a steady and precise

movement, place the prism directly under the thickest prism and align them so that
they are well aligned. - Once it has been placed, check to see if it is well aligned by
sliding your hand along the left side of the two prisms. - Continue placing all of the
prisms in correct order and placing them so they come closer an Exercises Exercise
1 The child builds the stairs individually as was shown in the demonstration.
Exercise 2 Once the child has seemed to master the building of the stairs, the
directress will show him an additional step. The directress will carefully place the
thinnest prism on the ledge of the second thickest prism and up against the thickest
prism. Show the child that by doing so, the second thickest prism is now at the
same height as the thickest. Repeat this on every edge of every prism by working
your way down. Closer to you as each is placed. Language Thick and Thin The
positives, comparatives, and the superlatives Red Rods Materials - 10 red rods
differing in one dimension length (from 10cm to 100cm). The unit of difference
between each rod is 10cm. - A large floor mat or two regular mats. Presentation
Introduction Invite the child by telling him you have something to show him. Tell
the child that for this lesson, we will need 2 mats. Have the child fetch and unroll a
mat. The have him bring another mat and have him place it next to the first mat to
form an shape. Bring him over to the correct shelves and point to the Red Rods.
Tell the child: These are the Red Rods. Constructing - Show the child how to hold
the shortest rod by gripping over the top of the center part of the rod using your
right thumb and fingers. - Slowly slide the rod off of the shelves until it is fully out.
- Grip the rod with your left hand below your right hand. - Carry the rod vertical
and so your hands are at waist level. - Have the child carry all of the rods over one
at a time and place them randomly on one of the mats. - Once all of the rods have
been brought over to the mat, have the child stand to your left. - Carefully pick up
the longest rod and as you kneel in front of the mat, place it horizontally near the
back of the other mat. - Turn to the child and tell him that you are now looking for
a specific one. - Go over to the other mat and carefully choose the next longest rod.
- Kneel in front of the longest rod and in a steady and precise movement, place the
rod directly under the longest rod on the other mat, and align them so that the left
edges are well aligned. - Once it has been placed, check to see if it is well aligned
by sliding your hand along the left edge of the two rods. - Continue placing all of
the rods in correct order and placing them so that they come closer and closer to
you as each rod is placed. Taking Apart - Take apart the Red Rods by removing the
shortest to the longest and placing them on the now empty mat. Invite the child to

construct the Red Rods. To help him get started, ask him which one he is going to
start with. If the child seems to understand, you can let him work alone. Once he is
done, have him replace the rods from longest to shortest back on the shelves.
Exercises Exercise 1 The child works individually with the material as shown
during the presentation. Exercise 2 Once the child has seemed to master the
constructing of the rods, the directress will show him an additional step. The
directress will carefully place the shortest rod to the direct right of the second
longest rod and up against the side of the longest rod. Show the child that by doing
so, the second longest rod is now at the same length as the longest. Repeat this on
every end of every rod by working your down to the shortest rod. Language Long
and Short . The positives, comparatives and the superlatives.