Carrying out activities related to matching and conservation and recording observations
Analysis of observations and conclusions related to matching and conservation
1. Solid Shapes
Children are concerned from babyhood with feeling, observing and arranging solid shapes. They are interested in properties of solid shapes long before they are ready to consider plane shapes. Free play and building with solids, and junk modelling, involve children in stacking and packing shapes, seeing how they fit or do not fit together , how the same box can represent either the body of a lorry or a tower , how the same cylinder can represent either a wheel or a ship’s funnel, and so on.
(We could draw a human face on it.) A face is surrounded by edges that can be seen and felt. They may be straight or curved.
Edges meet each other at corners.
Everyday objects, such as boxes, tins, packets, balls, toilet-roll holders, are just as useful as commercially produced solid shapes for introducing these concepts.
The language introduced above can be reinforced by a matching game of the following nature. For the game, you need two identical sets of solid shapes, one set on display , the other in a box hidden from view
The teacher picks one shape from the box and gives it to a child to feel behind his back, so that no one can see the shape. The child must describe what he can feel - a round part, perhaps, or only flat parts, some edges, some corners. Other children must try to guess from the description which shape is ‘just like’ or ‘congruent to’ the shape this child is feeling. Lastly , the child who was feeling the shape tries to identify
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