Montessori Early Childhood Sensorial Curriculum - White Background PDF

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2. Sense of sight, visual training to enhance visual discrimination

2.1 Perception of Dimension
2.1.1 The Knobbed Cylinder
Block 3
Block 1
Block 2 Block 4
Material Descreption
•Block 1: The cylinders vary in one dimension (the diameter)

•Block 2: The cylinders vary in two dimensions: The diameter and the height.
•Block 3: The cylinders vary in one dimension (The height)
•Block 4: The cylinders vary in two dimensions (tall, short & thick, thin)
Direct Aim
•Visual discrimination of dimensions (Length, width and height)
Indirect Aims
•Preparation for writing (pencil grip)

•Preparation for math (concept of ten)
•Preparation for language: ( Large, small, tall, short, thick, thin and their comparative
words)
•Refinement of movement.
•Develops cognitive skills such as thinking, judging, associating, comparing Concentration
and matching.
• Preparation for writing: Directionality from left to right.
Control of error
•If the block doesn't fit in the hole
Age
•2.5 and above

Presentation:
■ Invite the child to the shelf. Telling him “please come I want to show you a new activity”
and tell him "Today we are going to work with knobbed cylinder
■ This is where we keep it ■ This is how we hold it
■ Ask the child to choose his working area and get the activity to the working area, Sit on the
child's dominant side and start presenting the activity.
■ Carry out the cylinder as shown in the ■ Put the cylinders out randomly
photo
■ Replace all of the cylinders back into ■ Hold the knob of the cylinder and
their appropriate hole (start picking the slowly slide it into its hole until you hit
blocks from left to right) the bottom
■ After getting all the cylinders back Invite the child to work with the activity "would you like
to do it yourself"?
■ Once the Child is done ask him to clean up "would you please clean up"?
NOTE: The same presentation with the rest of the cylinder blocks, once the child masters
activity present the next one.
Extensions:
Extension 1:
After the Child masters the First 2 cylinder blocks I present this extension
Extension 2:
After the Child masters the First 3 cylinder blocks I present this extension
Extension 3:
2.1.2 The Pink Tower
• 10 pink wooden cubes ranging from 1cm3 to 10cm3, differing in 3

dimensions
Direct Aim
• To develop the child’s visual and muscular perception of dimension in

judging sizes
Indirect Aims
• Preparation for math (concept of ten)

• Preparation for Language (Big- Small- Bigger- smaller- biggest- smallest)
• Refinement of movement
• Develops cognitive skills such as thinking, judging, associating, comparing
Concentration and matching.
• Muscular memory of weght
Control of error
• Visual (the child's ability to discriminate dimensions)
Age
• 2.5 and above

Presentation (1): (Building)
and tell him "Today we are going to work with Pink Tower”
■ Ask the child to choose his working area and unroll a mat on the floor and get the activity
to the working area, Sit on the child's dominant side and tell him "today we are going to
learn how to match build the pink tower"
■ Get the cubes put them randomly on ■ Pick the largest cube, Turn to the
the mat child and tell him that you are now
looking for the next largest cube.
■ Place each cube in the center of the ■ Take a round around the Tower after
bottom cube. we are done with it to check the work
■ Invite the child to work with the activity "would you like to do it yourself"?
Presentation (2): (Show the control of error)
■ When the child get the activity mastered, I represent the activity doing the same steps in
the previous presentation, But this time will build it as shown in the below picture.
■ Pick the smallest cube and start fitting it in the step between the cubes, if it fits go to the
next one
■ Invite the child to try fitting the smallest cube himself in the rest of the stairs.
Extensions:
Extension 1:
Matching with the cards

Extension 2:
2.1.3 The Broad Stairs
•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
Direct Aim
•Visual discrimination of dimensions (thickness)
Indirect Aims
•Refinement of voluntary movement

•Muscular memory
•Preparation for mathematics
•Develops cognitive skills such as thinking, judging, associating, comparing
•Language (Thick and Thin), the positives, comparatives, and the superlatives
Control of error
•The control of error lies within the child being able to discriminate the
dimensions
Age
•3- 3.5 years

Presentation (1): (Building)
and tell him "Today we are going to work with the brown stairs
■ This is where we keep it ■ And this is how we hold it
■ Ask the child to choose his working area and unroll a mat on the floor and then get the
activity to the working area.
■ Sit on the child's dominant side and tell him "today we are going to build the brown stairs"
■ Tell the child that you are looking for the ■ Place the largest prism horizontally on the mat,
largest prism Continue grading prisms in a stair form
■ Move your hands above the stairs in

■ Then check to see if they are well
order to feel the degradation of the stairs.
aligned by sliding your hand along the left
side of the prisms
the previous presentation
■ After finishing the presentation, Show the child the control of error as shown in the
pictures
■ Pick the smallest prism and start fitting it in the step between the prisms, if it fit go
to the next one
■ Invite the child to try fitting the smallest prism himself in the rest of the stairs.
Extensions:
Extension 1
Sun rays
Extension 2:
Build it vertically
Extension 3:
Matching with the cards

2.1.4 The Long Rods
•10 red rods differing in one dimension – length (from 10cm to 100cm). The unit
of difference between each rod is 10cm.
Direct Aim
•Visual discrimination of one dimension (length)
Indirect Aims

•Preparation for language: ( Large, small, tall, short and their comparative words)
• Muscular memory of length
Control of error
•Visual discrimination when the child is able to discriminate dimensions he can

see the disharmony in the building of the rods .
Age
•3.5 to 4 years
Presentation 1:
and tell him "Today we are going to work with the red rods”
■ Ask the child to choose his working area and spread a mat on the floor and get the rods to
the working area, Sit on the child's dominant side and Tell the Child "today we are going to
learn about different lengths "
■ Invite the child to help you carry all of ■ Carefully pick up the shortest rod and
the rods over one at a time and Put them place it horizontally on the mat after
randomly on the mat. sliding my index and middle finger to feel
the length
-
■ Turn to the child and tell him that I'm ■ place the rod directly above the
now looking for the next shortest one shortest rod on the mat, and so on.
■ After finishing the presentation, Show the child the control of error as shown in the
pictures
■ Pick the shortest rod and start fitting it in the space between the rods, if it fit go to the
next one
Extensions:
Extension 1:
Build it vertically
Extension 2:
Build a maze Walking in the maze

2.1.5 The Knobbles Cylinder
Block 2 Block 4
Block 1 Block 3
•Set of yellow: The cylinders vary in two dimensions: The diameter and the height (Big and
Small)
•Set of green: The cylinders vary in two dimensions as in Block one but the tallest one is
the thinnest one
•Set of red: The cylinders vary in one dimension (the diameter)
•Set of blue: The cylinders vary in one dimension (The height)
Direct Aim
•Visual discrimination of dimensions (Length, width and height)
Indirect Aims

•Preparation for language: ( Large, small, tall, short, thick, thin and their comparative
words)
•Develops cognitive skills such as thinking, judging, associating, comparing Concentration
and matching.
• Preparation for writing: Directionality from left to right.
Control of error
•Visual (the child's ability to discriminate dimensions)
Age
•2.5 and above

Presentation:
(The Yellow Box)
■ Invite the child to the shelf. Telling him “I would like to show you a new activity” and tell
him "Today we are going to work with knobbless cylinders
■ Ask the child to choose his working area and unroll a mat on the table and get the box to
the working area, Sit on the child's dominant side and tell him "today we are going to learn
how to arrange the knobbless cylinders from Large one to small one”
■ Get the cylinder from the box put ■ Pick the largest cylinder and start
them randomly on the mat grading (from left to right)
■ Grade the cylinder from largest to ■ Get all the cylinders graded from the
smallest. largest to the smallest
NOTE: The same presentation with the rest of the Boxes (Green, Red, Blue).
Extensions:
Extension 1:
Using knobbless cylinder with knobbed cylinder blocks

and the same with the rest of the boxes
Extension 2:
Build a tower on the lid

Extension 3:
Build the 2 boxes "Yellow and Red" together because they have the same diameter
Extension 4:
Build a tower using the 4 boxes

2.2 Perception of color (Chromatic sense)
2.2.1 The Color Box 1
•Color Box 1:
6 tablets; a pair of each of the primary colours (red, yellow, blue)
Direct Aim
• Visual discrimination of colours (Develop the chromatic sense)
Indirect Aims
• Preparation of Language (Colour names)

•Language (Colour names)
Control of error
•(Visual) The child’s ability to discriminate colours.
Age
• 3.5 and above

Color Box 1:
Presentation (Part 1 matching)
and tell him "Today we are going to work with with colour box 1
■ This is where we keep it ■ Show the child how to hold the box.
the working area.
■ Sit on the child's dominant side and tell him "today we are going to learn how to match
and name different colors"
■ Place the tablets randomly on the mat ■ Isolate one color and tell the child, "I’m
looking for the match for this one”
■ Choose the tablet that matches and ■ If the child is willing to do it again,
place it next to the first tablet. And mix the pairs and invite the child to pair.
Continue for the rest of the pairs
Color Box 1:
Presentation: (Part 2 Naming)
Introducing the names of the colours using the 3 period lesson
First Period: Naming Period
■ Put the tablets on the right side of the mat and pick one of the tablets "yellow" tell the
child "this is yellow" and let him repeat the name and so on with the rest of the tablets
Second Period – Recognition Period
■ put them in front of the child “can you show me
Third Period – Recall Period
■ place the tablets in front of the child and ask him "What is this"?
■ Invite the child to work with the activity "would you like to work with it yourself"?
•Color Box 2:
22 tablets; a pair of each of the primary colours, the secondary colours (green,
orange, purple), and also (pink, brown, black) then white and grey.
Direct Aim
Indirect Aims

Control of error
Age
• 3.5 and above

Color Box 2:
Presentation:
and tell him "Today we are going to work with with colour box 1
the working area, set on the child dominate side and tell the him "today we are going to
learn how to match and name different colors"
■ Begin by revising the first three primary colors in the box.
■ Get the followed three colors (Green, ■ Introducing the names of the
orange and Purple) and ask the child to colours using the 3 period lesson,
match tablets together with the same steps as in color box
one (Naming Period - Recognition
Period - Recall Period)
■ Repeat the same steps with the next three colours (pink, brown, grey) , followed by black
and white.
NOTE: We don't present all the colours in one presentation, we separate them in 3 groups in
3 presentations, First (Green, orange and Purple), Then (pink, brown, black) and finally (black,
white)
•Color Box 3:
63 tablets; 7 shades of 9 colours: red, yellow, blue, green, orange, purple, brown,
pink, and grey.
Direct Aim
Indirect Aims

Control of error
Age
• 3.5 and above

Color Box 3:
Presentation (1): (Shading each colour separately )
and tell him "Today we are going to work with with colour box 3"
the working area.
■ Sit on the child's dominant side and tell him "today we are going to learn how to match
and name different colors"
■ Take the tablets of one colour set ■ Get the darkest tablet and the lightest
randomly on the mat tablet as shown
■ Tell the child "this is dark blue and this is light blue know we will grade them from the
darkest to the lightest
■ Get the lightest far from the darkest ■ Get all the tablets graded from
and start looking for the next darkest one darkest to lightest
NOTE: The same presentation with the rest of the shades
Color Box 3:
Presentation (2): (Sun Ray)
■ When the child get the activity mastered, I invite the child to show him the activity in a
new way
■ Ask the child to choose his working area and unroll 2 mats on the floor and get the box to
the working area.
■ Sit on the child's dominant side and tell him today we are going to make sun ray using all
the color tablets"
■ Get all the 63 tablets on the mat ■ Arrange the tablets around the circle
randomly and the plastic circle in the starting by the darkest shade tablet of each
middle. color.
■ Encourage the child to continue
■ Continue grading the color tablets from the darkest to the lightest until finishing all the
color tablets
■ After grading all the shades around the circle Wrap up by saying "today we learned how to
make sun ray with the color tablets"
3.Tactile training: to enhance the sense of touch
3.1 Touching
2.1.2 The Touch tablets
•Touch Board1
One divided into two halves: the first half is polished or covered with a smooth paper and the
second half is covered in sandpaper.
•Touch Board 2
One divided into ten strips: five strips are smooth and five strips are covered in sandpaper
•Touch Board 3
One divided into five strips from very rough to nearly smooth.
Direct Aim
•Develop the tactile discrimination of child.
Indirect Aims
•Preparation for sandpaper letters

•.Preparation for writing.
• Introduce new words and their comparatives example: rough, rougher, roughest, smooth,
smoother and smoothest.
•Develops cognitive skills such as thinking, judging, associating & comparing
•Preparation for sandpaper numbers.
•refining the dominant hand
Control of error
•Tactile sense of the child.
Age
•2 & half not later than 3

Presentation:
(Rough and Smooth Board 1)
■ Invite the child to the shelf “Telling him please come I want to show you a new activity”
and tell him "Today we are going to work with touch board, please go wash your hands with
warm water"
the working area, Set on the child's dominate side and tell him "today we are going to learn
how to feel different surfaces"
■ Open the box putting the lid under the box and then get the first board out, then close the
box and put it at the top left side of the mat,
■ Slowly slide the finger tips of the dominant hand along the first smooth half of the board
then Pause and say Smooth twice
■ Invite the child to feel the smooth surface and encourage him to say Smooth . "Would you
please feel and say smooth".
■ Repeat the same with the other rough half of the board
■ Ask the child then to feel smooth and rough "can you feel smooth?" Then "can you feel
rough?"
■ Wrap up by saying "So today we learned how to feel and say smooth and rough", Invite
the child to work with the activity "would you like to do it yourself"?
Presentation:
■ Repeat the same steps in the previous presentation but get the second board instead of
the first.
■ Use the index and the middle finger of the dominant hand to slide from top to bottom
starting from the first strip to the left, feeling the texture and pausing and making eye
contact with child then say the name smooth rough till the end of the ten strips.
■ Ask the child then to feel smooth and rough.
Presentation:
■ Repeat the same steps but get the third board.
■ Introduce the words "Rough, Rougher ,Roughest" along with the corresponding strips at
age 4 and above "comparative words"
■ Ask the child then to feel smooth and rough.


3.1 Touching
2.1.2 The Touch tablets
•A wooden box with five matching pairs of rectangular tablets mounted with
different textures of sandpaper. Each pair differs in degree of roughness.
Direct Aim
•Develops the child’s tactile sense
Indirect Aims
•Refines dominant hand, Stimulates non-dominant hand.

•Preparation for Language (rough, rougher, roughest, smooth, smoother and
smoothest)
•Preparation for Language: it prepares for the sand paper letters
•Develops the child’s co-ordination of movement and fine motor control
Control of error
•Tactical sense (the child's ability to discriminate different roughness degree)
Age
•3 years and above

Presentation (1): (Matching without the blindfold)
and tell him "Today we are going to work with touch tablets, please go wash your hands with
warm water"
child's dominant side and tell him "today we are going to learn how to fell and match
different surfaces"
■ Get the tablets out of the box, put ■ Drag the first tablet and fell it's
them randomly on the table surface by the dominant hand first
■ Then feel it with the non-dominant ■ Start looking for the match for this
hand tablet using the dominate hand
■ Do the same with the rest of the ■ Get all the pairs together
tablets
Presentation (2): (Matching with the blindfold)
■ When the child get the activity mastered, repeat the same steps in the previous
presentation but with the blindfold and the child is the one who is doing the whole
presentation, repeating the same steps of presentation (1).
2.1Touching
2.1.3 The Fabrics
•A rectangular wooden box divided to 2 compartments, containing six pairs of

different fabrics of same color and dimension.
Direct Aim
•Develops the child’s visual tactile discrimination of texture
Indirect Aims
•● Refines dominant hand, Stimulates non-dominant hand.

● Develops cognitive skills such as thinking, judging, associating, comparing
● Develops the child’s co-ordination of movement and fine motor control
● Language: New vocabulary :Later on the types of fabrics can be introduced
using three period name lesson as :cotton, linen, velvet, felt, chiffon, wool, silk,
satin etc..
● Preparation for writing: Directionality from top to bottom and from left to
right.
Control of error
•Tactical sense of the child.
Age
•3 & above years

and tell him "Today we are going to work with the fabrics, please go wash your hands with
warm water"
child's dominant side and tell him "today we are going to learn how to fell and match
different fabrics"
■ Get the fabrics out of the box put ■ Start to feel the first piece of fabric
them randomly on the table using your thumb and two fingers with
the dominant hand
■ Turn to the child and tell him that

■ Get all the pairs together
you are now looking for the match for
this one and start looking for it using
the non-dominant hand
presentation
2.2 Stereognostic sense
2.1.1 Stereognostic Bags
• A bag as attractive as possible with approximately 10 objects that are

very different from each other such as, a key, a cotton ball, a pine cone, a
button, a small basket, etc.
• Second bag consists of ten geometrical shapes; each one has its identical
shape.
Direct Aim
• To refine the child stereognostic sense.
Indirect Aims
• Develops cognitive skills such as thinking, judging, associating,

concentration and matching.
• Develops the child’s co-ordination of movement and fine motor control.
• Development of Language.
Control of error
• The shapes of objects (the child steriognstic sense)
Age
• 3.5 to 4 years
Presentation (1) Stereognostic Bag:
and tell him "Today we are going to know what is Mystery bags and what inside them"
■ Ask the child to choose his working area and get the box to the working area and spread
floor mat, Sit behind him and tell him "let’s see what’s inside the bag"
■ Put your hand inside the bag without ■ Take the first one out of the bag and
looking inside it. Ask the child to feel the search for its match. Repeat the same
objects. steps as shown above.
■ After finish the presentation let the

child see that all the objects has a
match.
Presentation (2) Mystery Bag:
■ Repeat the same method used in Stereognostic bags in this presentation.
■ In this presentation the child should feel and name the objects.
2.2 Stereognostic sense
2.1.2 The Baric tablets
•Wooden tablets, each polished or varnished.

Each set is a different wood, color, and weight.
Light: 20 grams
Medium: 30 grams
Heavy: 40 grams
Direct Aim
•To help develop the child’s baric sense.
Indirect Aims
•Refinement of voluntary movement

•Muscular memory
•Language (Light and Heavy), the positives, comparatives, and the superlatives
Control of error
•Weight of the tablet
Age
•3.5 to 4 years
Presentation (1):
■ Invite the child to the shelf. Ask them to wash his hands then tell him “please come I want
to show you a new activity” and tell him "Today we are going to work with baric tablets"
■ Ask the child to choose his working area, spread table mat and get the box to the working
area, Sit in front of the child and tell him "today we are going to baric tablets and we will feel
different weights "
■ Encourage the child to get the tablets

■ Put the heavy and light tablets
with different weights from the boxes.
above each other.
■ Take the tablets and put it on the ■ Ask him to keep his arms relaxed,
child fingertips. your palms up and your thumbs .Ask
him to move his hands up and down
slowly.
■ Let him to classify and feel the heavy
and light tablets.
Presentation (2): (Mid weight bars and heavy weight bars)
■ Repeat the same method used in presentation (1) but with the medium and heavy tablets.
Presentation 3 (Blindfold)
■ Get the tablets of the three weights ■ Repeat the same method used in
heavy, medium and light randomly in the presentation (1) with the three weights
middle of the mat. using the blind fold.
Extension:
Three period lessons of baric tablets
Give lessons on the comparatives and superlatives of heavy (Heavier, heaviest) and light
(lighter, lightest)
2.1 Sense of temperature
2.1.3 Thermal Tablets
•Six tablets of the same size, amounting to three pairs but differing in
temperature. Example wood, metal, glass, cork, cardboard, etc
Direct Aim
•Develops the child’s tactile discrimination of temperature
Indirect Aims
• Refines dominant hand, Stimulates non-dominant hand.

• Develops the child’s co-ordination of movement and fine motor control
•Language: New vocabulary :Later on the types of fabrics can be introduced using
three period name lesson as :cotton, linen, velvet, felt, chiffon, wool, silk, satin
etc..
• Preparation for writing: Directionality from top to bottom and from left to right.
Control of error
•Visual (the child's ability to discriminate different temperature)
Age
•3 to 4 years
and tell him "Today we are going to work with the fabrics, please go wash your hands with
warm water"
■ Ask the child to choose his working area and get the box to the working area, Sit on the
child's dominant side and tell him "today we are going to learn how to feel and match
different temperatures"
■ Get the tablets out of the box put ■ Drag the first tablet and fell it's
them randomly on the table surface by the dominant hand first as
shown
■ Then feel it with the non-dominant ■ Start looking for the match for this
hand tablet using the dominate hand
■ Do the same with the rest of the tablets and get all the pairs together
presentation
4. Olfactory training: to enhance the sense of smell
4.1 Smelling Bottles
• A tray with two sets of bottles, each containing a different kind

of an odor but each pair from the two sets contains the same
scent (or herb)
Direct Aim
• Refinement of the olfactory sense
Indirect Aims
• Refinement of voluntary movement

comparing Concentration and matching.
Control of error
• The ability of the child to discriminate odors and/or fragrance
Age
• 3.5 years onwards

Presentation (1):
■ Invite the child to the shelf. Ask them to wash his hands then tell him “please come I want
to show you a new activity” and tell him "Today we are going to work with Smelling bottles "
■ Show the Child where we keep the activity and how we hold it
■ Ask the child to choose his working area, spread table mat and get the box to the working
area, Sit on the Child's dominant side and tell him "today we are going to smell different
fragrances "
■ place the tray on the mat as shown. ■ Take out one set of the tray, and line
them up in parallel lines after smelling
each bottle
■ Have the child smell the same bottle you smelled by moving the bottle from side to side
under your nose
■ Start taking bottles from the other line opening , smell it and compare it with the other
set
■ Have the child smell and compare each bottle with you.
■ once you find the match for your bottle , put the paired bottles back to the tray in order

2.1.4 The Long Rods
• two wooden boxes one with blue lid having six pairs of sound cylinders
with blue top and another with red lid and six pairs of sound cylinders
with red tops
Direct Aim
• Stimulates and develops the auditory sense
Indirect Aims
• Preparation for language (preparation for phonemic awareness)

comparing Concentration and matching.
• preparation for sound consciousness
• Language New Vocabulary: (soft- softer- softest, loudest, louder, loud
Control of error
• The ability of the child to discriminate the sounds.
Age
• 3 to 4 years
Presentation (1): (Familiarization)
and tell him "Today we are going to work with the sound cylinders"

child's dominant side and tell him "today we are going to listen to different sounds
■ Get out the sound cylinders and ■ Hold the cylinder from the middle,
invite the child to help moving each one up and down
■ Shake the cylinder and listen to the ■ Invite the child to do the same and
voice with the other ear using the same then go to the next cylinder
side hand
Presentation (2): (Matching)
■ Follow the same steps in the previous presentation but get the 2 boxes this time and tell
the child "Today we are going to learn how to match different sounds"
■ Get the cylinders out of the boxes as shown

■ Invite the child to hear starting and tell the child "Can you please listen to this one
■ Listen to the first cylinder using the right hand and the right ear and then the left hand
with the left ear (there is no specific order)
■ Ask the child "Can you find the match for this one"
■ Let the child get cylinders from the ■ Put every cylinder beside it's match
other row and start comparing.
Presentation (3): (Grading)
■ Follow the same steps in the previous presentations but get only one box this time and tell
the child "Today we are going to learn how to grade different sounds"
■ Get the cylinders out of the box as shown
■ Look to the child and tell him now I'm looking for the loudest sound
■ Start hearing each cylinder from left to right passing the cylinder from the left ear to the
right ear
■ After finding the loudest one tell the child "now I'm looking for the softest sound"
■ Here is the loudest one on the left and ■ Tell the child now I'm going to grade
the softest sound on the right the sounds from the loudest to the
softest
■ Start listing to each cylinder starting from left to right passing the cylinder from the left
ear to the right ear
■ Get the cylinders graded from the
loudest to the softest
7. Preparation for early geometry
7.1 Cabinet of Geometric figures
7.1.1 The Presentation Tray
•A tray Contains the basic geometric figures (circle, square, and triangle).
Direct Aim
•Develops the child’s Visual discrimination of form
Indirect Aims
• Pre-geometry (preparation for geometric shapes)

• Develops the child's muscular and visual memory
• Preparation for writing (pencil grip)
• Language: New vocabulary (Square, Rectangle, Triangle
Control of error
•Visual (If the inset didn't fit into the hole)
Age
•2.5 and above

Presentation (1):
and tell him "Today we are going to work with the presentation tray"
■ Ask the child to choose his working area and get the tray to the working area, Sit on the
child's dominant side and tell him "today we are going to learn more about different shapes"
■ Start getting the shapes out using ■ Put all the shapes randomly below
thump, index and middle fingers (pencil as shown
grip)
■ Pick the first inset and trace the ■ Trace the empty wooden shape and
edge of the shape as shown (from top Place the shape in it
to bottom left to right)
■ Get all the shapes back in its places
Presentation (2): (Naming)
Introducing the names of the shapes using the 3 period lesson
■ Put the shapes on the right side of the table and pick one of the shapes "Circle" tell the
child "this is a Circle" and let him repeat the name and so on with the rest of the shapes
Second Period – Recognition Period Third Period – Recall Period
■ put them in front of the child “can you ■ place the tablets in front of the child
show me "circle" and so on and ask him "What is this"?
Presentation (3): (Matching with the cards)
 (Solid Set)
■ When the child masters the activity, I invite the child to show him the activity in a new way
■ Follow the same steps in the previous presentation and get the cards with the tray
■ Start with the solid set, put them ■ Get the first shape, fit it on it's card
randomly as shown
■ Get all the shapes on their cards

■ Put the shapes back after back following the same steps shown in the previous
presentation (Fell the shape's edges and fell the shape's frame in the tray and fit it in
 (Thick outline Set)
■ Get the solid cards and the thick out line cards
■ Pick up the first shape ■ Fit the shape on the solid ■ Fit the shape on the thick
card outline card
■ Go to the next shape do the same steps till getting all the shapes on its thick out line cards
 (Thin outline Set)
■ Get the solid cards and the thick out line and the thin outline cards
■ Pick up the first shape

■ Fit the shape on the solid
card
■ Fit the shape on the thick outline ■ Fit the shape on the thin outline
card card
■ Go to the next shape do the same steps till getting all the shapes on its thin out line cards.
Presentation (1):
and tell him "Today we are going to work with the drawer 6 in the Geometric cabinet"
■ Show the Child where we keep the cabinet and then get the drawer and show the child
how to hold it
■ Ask the child to choose his working area and get the tray to the working area, Sit on the
child's dominant side and tell him "today we are going to learn more about different shapes"
■ Start getting the shapes out using ■ Put all the shapes randomly below
thump, index and middle fingers (pencil as shown
grip)
■ Pick the first inset and trace the ■ Trace the empty wooden shape and
edge of the shape as shown (from top Place the shape in it
to bottom left to right)
■ Get all the shapes back in its places
Presentation (2): (Matching with the cards)
 (Solid Set)
■ When the child masters the activity, I invite the child to show him the activity in a new way
■ Follow the same steps in the previous presentation and get the cards with the tray
■ Start with the solid set, put them ■ Get the first shape, fit it on it's card
randomly as shown
■ After getting all the shapes on their cards, put the shapes back after back following the
same steps shown in the previous presentation (Fell the shape's edges and fell the shape's
frame in the tray and fit it in
 (Thick outline Set)
■ Get the solid cards and the thick out line cards
■ Fit the shape on the thick outline

■ Pick up the first shape and Fit it on
card
the solid card
■ Go to the next shape do the same steps till getting all the shapes on its thick out line cards
 (Thin outline Set)
■ Get the solid cards and the thick out line and the thin outline cards
■ Pick up the first shape
■ Fit the shape on the solid

card
■ Fit the shape on the thick outline ■ Fit the shape on the thin outline
card card
■ Go to the next shape do the same steps till getting all the shapes on its thin out line cards
7.1 Cabinet of Geometric figures
7.1.2 The Geometrical Drawers 1to 6
7.1.3 The Geometrical Drawers and cards
7.1.4 Games with the Geometrical cards and the cabinet
• A wooden cabinet with 6 drawers and a presentation tray. Each drawer

and the tray contain 6 wooden divisions. In most of the divisions, there is a
wooden inset with a knob to lift it out. The inset and the bottom of the
drawer are painted the same color blue. The square frames of the insets
are a contrasting wood color and are removable. In the presentation tray
as, in some drawers where there are not 6 insets, the remaining square
divisions are whole.
• 3 stes of cards ro each darwer (Solid ,Thick outline ,Thin outline)
Direct Aim
Indirect Aims

•Preparation for writing (pencil grip)
•Language: New vocabulary (Square, Rectangle, Triangle)
Control of error
•There is a build in control of error in the material.
Age
•3 to 4 1/2 years
7.2 The Geometric Solids
• A wooden basket with ten blue three dimensional wooden solids:

Cylinder
Cone
Sphere
Rectangular base prism
Triangular based prism
Square based pyramid
Triangular based pyramid
Square based pyramid
Triangular based pyramid
Ovoid
Ellipsoid
• A basket with wooden bases 7 bases, 2 rectangular, 2 squares, 2 triangles
and one circle base, 3 stands with circular holes for the solids that has no
bases: sphere, ellipsoid and ovoid
Direct Aim
Indirect Aims
• Building the mathematical mind

• Recognizing that solids have different bases, and that some solids don't
have a base like the sphere the ovoid and the ellipsoid
• Language: after 4 years introducing the names of the solids through three
period name lesson
• Refines dominant hand, Stimulates non-dominant hand.
• Language: New vocabulary (the names of the solids)
• Preparation for writing: Directionality from top to bottom and from left to
right.
Control of error
•Presentation 1: No control of error

•Presentation 2: the solid fits on the base
•Presentation 3: (The Teacher) Naming
•Presentation 4: Recognizing the solid through the steriognostic sens (tactile)
Age
•Four to five
Presentation (1): (feel under a cloth)

and tell him "Today we are going to work with the Geometric solids, please go wash your
hands with warm water"
■ Ask the child to unroll a mat on the floor and get the basket to the working area, Sit on the
child's dominant side and tell him "today we are going to feel different shapes"
■ Cover the whole basket with a cloth ■ Get the solid out and feel it again all
and reach your hand under the cloth, around including all the angles the
feel one of the solids borders and the base
■ Place the solid near the top left corner ■ Follow the same steps with the rest
of the mat of the solids.
Presentation (2): (matching with their bases)
presentation but this time get the three sets : the geo solid basket , the bases basket and the
holed bases basket.
■ Ask the child to unroll a mat on the floor and get the basket to the working area, Sit on the
child's dominant side and tell him "today we are going to match the solids with its bases"
■ Get the solids basket and the bases

■ Arrange the solids horizontally
baskets to the mat
starting from the top and from left to
right, leave the non based solids in the
basket
■ Arrange the wooden bases ■ Hold the first solid at the top left
randomly at the bottom close to the and hold it in front of the child and
child feeling the border of its base
■ Fit the solid on its correct base
■ After fitting the solids to their bases, there will be extra bases left with no solids to match
with.
■ Take one of the solids already matched before that has a different base example: the
rectangular prism has a square base, feel the square outline of the prism and fit it on one of
the extra square bases.
■ Continue until the child recognize the different bases of each shape and match them
■ Get the holed bases of the ■ Put the sphere ,the ovoid and
sphere ,the ovoid and the ellipsoid the ellipsoid in them and tell the
child these solids has no bases
■ Point to one of the extra bases and ask the child to find a match to this one.
Presentation (3): (three period name lesson naming the ten solids)
Introducing the names of the colours using the 3 period lesson, following the same steps in
■ Put the geometric solids on the right side of the mat and pick one of them "rectangular
based prism" tell the child "this is a rectangular based prism " and let him repeat the name
and so on with the rest of the solids
Second Period – Recognition Period
■ Put them in front of the child and ask “can you show me
Third Period – Recall Period
■ Place the Geo solids in front of the child and ask him "What is this "?
NOTE: We don't present all the names of the geometric solids in one presentation, we
introduce them 3 by three
Presentation (4): (under a cloth and naming the solid)

7.3 The constructive triangles
7.3.1 The triangular box
•A box containing:
•One large grey equilateral triangle
•Two green scalene right-angled triangles; black lines on the longer of the two sides
enclosing the obtuse angle. Each green triangle is equal to one-half of the large
grey one.
•Three yellow isosceles right-angled triangles; black lines on the each of the two
sides enclosing the right angle. Each yellow triangle is equal to one-third of the
large grey one.
•Four red equilateral triangles; three have black lines on the one of the sides,
one has black lines on the all of the sides Each red triangle is equal to one-fourth
of the large grey one.
Direct Aim
•To realise that the Equilateral triangle can be sub-divided into other types of
triangle
Indirect Aims
•Preparation of geometry
•Building the mathematical mind
•Preparation for understanding the concept of equivalence and its application for
finding the area of plane figures
•Refinement of movement
•Preparation for writing: Directionality from top to bottom and from left to right
•Language: Later on the terms side, vertex, base can be used
Control of error
•The black lines and the gray triangle
Age
•Four to five
Presentation: (Triangular Box)
and tell him "Today we are going to work with the Triangular Box
child's dominant side and tell him "today we are going to work with the Triangular Box and
will learn how to make triangles "
■ Get all of the triangles out of the box by order and lay them horizontally on the
top of the table from left to right
■ Drag the green triangles and ■ Match the triangles along the
tracing the black lines with index black lines
and middle finger
■ Pick up the Grey triangle and put on the green triangle that we have now to show the child
that they are equal
■ Drag the yellow triangles and ■ Match the triangles along the
tracing the black lines with index and black lines
middle finger
■ Drag the red triangles and tracing the ■ Match the triangles along the black
black lines with index and middle finger
lines
■ Pick up the Grey triangle and put it on all the triangles that we have now to show the
child that they are all equal
7.3.2 The Rectangular box
• A pair of yellow equilateral triangles with a black line along on of the

sides.
• A pair of gray scalene right-angled triangles with a black line along the
hypotenuse.
• A pair of green scalene right-angles triangles with a black line along the
hypotenuse.
• A pair of yellow isosceles right-angled triangles with a black line along one
of the two sides.
• A pair of green isosceles right-angled triangles with a black line along the
longer side.
• A pair of yellow scalene right-angled triangles with a black line along the
shorter side.
• One smaller red scalene right-angled triangle with a black line along the
longer side.
• One red scalene obtuse-angled triangle with a black line along the side
opposite the obtuse angle.
Direct Aim
•To show that from different triangles, 4-sided figures are formed: square ,
parallelogram, rectangle,…etc
Indirect Aims
• Preparation for writing (pencil grip)
• Language: New vocabulary (Square, Rectangle, Triangle
Control of error
•The black lines
Age
•Four to Five years old
Presentation: (Rectangular Box)
and tell him "Today we are going to work with the Rectangular Box
child's dominant side and tell him "today we are going to work with the Triangular Box and
will learn how to make triangles "
■ Get all of the triangles out of the box by order and lay them horizontally on the
top of the table from left to right
■ Drag the yellow isosceles right- ■ Match the triangles along the
angles triangles and trace the black black lines to make a large
lines with index and middle finger rhombus
■ Drag the green isosceles right-angles ■ Match the triangles along the
triangles and trace the black lines with black lines to make a triangle
index and middle finger
■ Follow the same steps with the yellow ■ Follow the same steps with the
scalene right-angles triangles to get a green scalene right-angles to get a
parallelogram rhombus
■ Follow the same steps with the grey ■ Follow the same steps the yellow
scalene right-angles triangles to get a equilateral triangles to get a rhombus
square
■ Follow the same steps with the red
scalene right-angled triangle and the red
scalene obtuse-angled triangle to get a
trapezium
7.3.1 The Blue Box
•A box containing:
•A pair of equilateral triangles.
•A pair of isosceles right-angled triangles.
•A pair of scalene right-angled triangles.
•A smaller scalene right-angled triangle.
•A scalene obtuse-angled triangle.
•All the materials are blue with no black lines
Direct Aim
•To show that joining together different types of triangle quadrilaterals are
formed
Indirect Aims
•Preparation of geometry
•Building the mathematical mind
•Preparation for understanding the concept of equivalence and its application
for finding the area of plane figures
•Refinement of movement
•Preparation for writing: Directionality from top to bottom and from left to
right
•Language: Later on the terms side, vertex, base can be used
Control of error
•The child's ability to make different shapes and differentiate between them
Age
•Four to five
Presentation: (Rectangular Box)
and tell him "Today we are going to work with the Blue Box"
■ This is how we hold it

■ This is where we keep it
child's dominant side and tell him "today we are going to work with the Blue Box and will
learn how to make different shapes from different triangles "
■ Get all of the triangles out of the box by order and lay them horizontally on the top of the
table from left to right
■ Pick up the 2 equilateral triangles ■ Make a rhombus using the 2

equilateral triangles
■ Pick up the isosceles right-angled ■ Make a square using the 2
triangles equilateral triangles
■ Make a trapezoid using the scalene

■ Pick up the scalene right-angled
right-angled triangle and the obtuse-
triangle and the obtuse-angled triangle
angled triangle
■ Pick up the 2 scalene right-angled triangles and make a parallelogram
■ Now we have 4 shapes (square, rhombus, trapezoid, parallelogram)


7.4Tesselations
•Plastic box with different shapes in two or three colours. Examples (triangles and
polygons)
Direct Aim
•To develop the child’s visual and muscular perception of dimension in judging
sizes
Indirect Aims
•Give the child experiences with different shapes and find their properties.
•Mathematical understanding of symmetry
•Understanding of geometry, e.g. any side of the square will fit any side of the
other squares; the equilateral triangles will tessellate, but every other triangle
must be rotated 180 degrees
•Understanding of art, appreciation of the beauty of geometrical design,
developing an ability to create designs
•Intelligent observation of the environment
•Develops the child’s co-ordination of movement and fine motor control
Control of error
•Visual (the child's ability to discriminate dimensions)
Age
•4 & above
Presentation
and tell him "Today we are going to work with tessellation
child's dominant side and tell him "today we are going to learn how to make different
patterns"
■ Show the child how to make a symmetrical pattern and let the child make pattern and
discover tessellation. Example if he begins to put triangles shapes beside each other he will never
found spaces between them.
■ Let the child take any shape and find if it will tessellate or not. He'll find that he can
tessellate with triangles, squares, hexagons, etc., but that pentagons, octagons, etc., leave
gaps
5.1 Tasting solutions:

Presentation 1
Invite the child to the activity.

Ask him to Unroll a mat on the table.
Show him where we keep the material and how to hold it.
Then ask him to take the material to the table.
Teacher: "today we are going to work with The teacher takes the first dropper.
the tasting droppers to taste different
tastes."
She drops one drop in the spoon, and then tastes the solution. Then she drinks some water.
Teacher: "would you like to taste?" The child takes the dropper and put one
drop of the solution.
Then tastes the solution. Drinks some water.
The teacher and the child do likewise with the rest of the tasting droppers.
Teacher: "so today we learn to taste different tastes, would you like to clean up?"
Aim:
Direct aim:
 Refine the gustatory sense of the child.
Indirect aim:
 Introduction to different tastes.
 Concentration, judging, comparing.
 Preparation for language: through learning new vocabulary (bitter, sweet, salty, sour)
Age: 3 ½ years and above.
Control of error: the gustatory sense of the child.

5.1 Tasting solutions:
Presentation 2
Invite the child to the activity.

Ask him to Unroll a mat on the table.
Show him where we keep the material and how to hold it.
Then ask him to take the material to the table.
Teacher: "today we are going to work with the tasting droppers to taste different tastes."
The teacher takes out the first set of droppers top left and arrange them vertically
Then she takes the other set of droppers from left bottom and arranges them the same way.
Teacher: "please taste from this set of The child takes the dropper and put one
droppers and match it with the other set." drop of the solution.
Then tastes the solution. Drinks some water.
Then the child closes the dropper cap and places it top left.
Now the child starts tasting from different droppers to find the right match.
When the child finds the right match he places it on top left then does likewise matching the rest of
the tasting dropper
Aim:
Direct aim:
 Refine the gustatory sense of the child.
Indirect aim:
 Introduction to different tastes.
 Concentration, judging, comparing.
 Preparation for language: through learning new vocabulary (bitter, sweet, salty, sour)
 .
Age: 3 ½ years and above.
Control of error: the gustatory sense of the child and the dropper caps.
8. Preparation for Algebra
8.1 Trinomial Cube:
• Three wooden cubes: red, blue and yellow

• Eighteen square based prisms.
• 3 red and black, the same height as the blue cube.
• 3 red and black, the same height as the yellow cube.
• 3 yellow and black, the same height as the red cube.
• 3 yellow and black, the same height as the blue cube.
• 3 blue and black, the same height as the yellow cube.
• All the pieces, once assembled form a cube of binomial (a+b+c) (a+b+c)
(a+b+c) the square of the binomial is painted on the lid.
Direct Aim
• To develop further the child’s visual perception of three dimensions

(Length, width and height).
Indirect Aims
• Prepare the child for the mathematics equation and pre algebra (a+b+c)
(a+b+c) (a+b+c)
concentration and matching.
Control of error
• The colors of the Cubes and the draw of the led.
Age
• 3 to 3.5 years
Presentation (1):
and tell him "Today we are going to work with Trinomial Cube"
■ Ask the child to choose his working area and get the box to the working area, Sit beside
him and tell him "today we are going to Build the trinomial cube "
■ Convert the box as shown in the

■ Remove the box from the led slowly.
picture
■ Gently remove the big cube from the ■ Remove the cubes, sorting them on
box and place it above the led. the table by order as shown in the
photo
■ Take the first cube as shown in the photo. Match the colour of the cube
with the led as shown in the above two pictures.
■ Repeat the same method to the end of the activity,

Show the child that they match together.
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Montessori Early Childhood Sensorial Curriculum - White Background PDF

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2. Sense of sight, visual training to enhance visual discrimination

•Block 1: The cylinders vary in one dimension (the diameter)

•Visual discrimination of dimensions (Length, width and height)

•Preparation for writing (pencil grip)

•If the block doesn't fit in the hole

•2.5 and above

■ This is where we keep it ■ This is how we hold it

• 10 pink wooden cubes ranging from 1cm3 to 10cm3, differing in 3

• To develop the child’s visual and muscular perception of dimension in

• Preparation for math (concept of ten)

• Visual (the child's ability to discriminate dimensions)

• 2.5 and above

■ This is where we keep it ■ This is how we hold it

Presentation (2): (Show the control of error)

Matching with the cards

•Visual discrimination of dimensions (thickness)

•Refinement of voluntary movement

•3- 3.5 years

■ This is where we keep it ■ And this is how we hold it

■ Move your hands above the stairs in

Matching with the cards

•Visual discrimination of one dimension (length)

•Preparation for math (concept of ten)

•Visual discrimination when the child is able to discriminate dimensions he can

■ This is where we keep it ■ This is how we hold it

Presentation (2): (Show the control of error)

Build a maze Walking in the maze

•Visual discrimination of dimensions (Length, width and height)

•Preparation for math (concept of ten)

•Visual (the child's ability to discriminate dimensions)

•2.5 and above

■ This is where we keep it ■ This is how we hold it

Using knobbless cylinder with knobbed cylinder blocks

Build a tower on the lid

Build a tower using the 4 boxes

• Visual discrimination of colours (Develop the chromatic sense)

• Preparation of Language (Colour names)

•(Visual) The child’s ability to discriminate colours.

• 3.5 and above

Introducing the names of the colours using the 3 period lesson

First Period: Naming Period

Second Period – Recognition Period

■ put them in front of the child “can you show me

Third Period – Recall Period

• Visual discrimination of colours (Develop the chromatic sense)

• Preparation of Language (Colour names)

•(Visual) The child’s ability to discriminate colours.

• 3.5 and above

■ Begin by revising the first three primary colors in the box.

• Visual discrimination of colours (Develop the chromatic sense)

• Preparation of Language (Colour names)

•(Visual) The child’s ability to discriminate colours.

• 3.5 and above

NOTE: The same presentation with the rest of the shades

•Develop the tactile discrimination of child.

•Preparation for sandpaper letters

•Tactile sense of the child.

•2 & half not later than 3

■ This is where we keep it ■ This is how we hold it

■ Ask the child then to feel smooth and rough.

■ Repeat the same steps but get the third board.

■ Ask the child then to feel smooth and rough.