1.

KNOBBED CYLINDERS
OBJECTIVE:

• Develops pencil grip

• Awareness of dimensions.

Vary in height, width Vary in height, width

and Diameter. and Diameter. Vary in Diameter. Vary in height.

Tallest one has largest Tallest one has

diameter. smallest diameter.
Shortest has smallest Shortest has largest
diameter. diameter.

INVITATION: Mary today we are going to work with knobbed cylinders. Please come with me, I will show you
where the materials are kept. This is the place where we keep the material. This is the material. This is the
way we carry the material. For doing this activity we need a small rug. Please take a rug and spread in the
work area.

INTRODUCTION

Mary today we are going to work with knobbed cylinders.

This is the mat and these are knobbed cylinders.
Watch me carefully, you will have your turn later.
(Take out all the cylinders one at a time from left to right by holding the knob with a pincer grip. Place the
at the bottom of the workspace in a random order. Select a cylinder you think will fit and try it in the first
hole. If it doesn't fit, try a different one. Continue until all of the cylinders are back in place.)

Mary would you like to try?

Conclusion: Mary today we have worked with knobbed cylinders. Please feel free to work with the material
whenever you want. Now please put back the material.

METHOD

1. Bring the child to the shelf and invite them to take the knobbed cylinder block.
2. Take the cylinder block to a mat or table and place the it at the top of the workspace. (Be sure
the cylinder blocks are placed in the correct direction as shown in the pictures.)
3. Take out all the cylinders one at a time from left to right by holding the knob with a pincer
grip. Place the at the bottom of the workspace in a random order.
4. Indicate that you are looking for the cylinder that fits in the left-most hole.
5. Select a cylinder you think will fit and try it in the first hole. If it doesn't fit, try a different one.
6. Continue until all of the cylinders are back in place.
 2. PINK TOWER (FLOOR ACTIVITY)
OBJECTIVE: The Pink Tower aims to refine a child's visual sense by discriminating differences in dimension

Pink tower consists of 10 Pink cubes

Pink tower

Concentric pink tower. Tangential Pink Tower.

Carry one cube at a time.

This is the way to carry the pink cubes. Left palm underneath and hold tightly

Using the right fingers. Brown rect. Prisms are also carried the same way.
 ACTIVITY 1 – CONCENTRIC TOWER

INVITATION: Mary today we are going to work with Pink Cubes. Please come with me, I will show you where
the materials are kept. This is the place where we keep the material. This is the material. This is the way we
carry the material. For doing this activity we need a large rug. Please take a rug and spread in the work area.

INTRODUCTION

“Mary today we are going to work with Pink cubes.

Now we will construct a concentric tower.
Watch me carefully, you will have your turn later.”

(The teacher sits beside the child and builds a tower in order of size starting with the largest
cube. Each cube is placed concentrically on the one before in one movement. She pauses and
looks at the cubes. The child sees that a deliberate choice is being made.)

“ Now we have made a concentric tower please come with me. We will have look.”

(Go around and have a look with the child. Teacher then dismantles)
“Mary would you like to try?”

Conclusion: “Mary today we have worked with Pink Cubes. Please feel free to work with the material
whenever you want. Now please put back the material.”

ACTIVITY 2- TANGENTIAL TOWER

INVITATION: Mary today we are going to work with Pink Cubes. Please come with me, I will show you where
the materials are kept. This is the place where we keep the material. This is the material. This is the way we
carry the material. For doing this activity we need a large rug. Please take a rug and spread in the work area.

INTRODUCTION

Mary today we are going to work with Pink cubes.

Now we are going to build a tangential tower using the pink cubes.
Watch me carefully, you will have your turn later.

(Build the tower with one corner of each cube exactly above the other all the way up, with the
corner and two faces of the cube exactly flush i.e., Aligned to one side.)
Now we have made a Tangential tower, now we are going to measure the difference between each cube.
**Smallest cube is the measuring unit**
(Teacher then dismantles)
Mary would you like to try?

Conclusion: Mary today we have worked with Pink Cubes. Please feel free to work with the material whenever
you want. Now please put back the material.
 3. BROAD STAIR/BROWN STAIR.
OBJECTIVE:

• Awareness of dimensions.

INVITATION: Mary today we are going to work with Broad stair. Please come with me, I will show you where the
materials are kept. This is the place where we keep the material. This is the material. This is the way we carry
the material. For doing this activity we need a large rug. Please take a rug and spread in the work area. Carry
the material also to the sensorial work place.

INTRODUCTION

“Please sit down”

“Mary today we are going to make a stair using rectangular prism. This is the mat; these are rectangular brown
prisms. Watch me carefully, you will have your turn later.”

(Place first the biggest block on the left centre of the mat and keep placing adjacent prisms,
align and feel the sides after keeping each block.)

-After constructing feel the stair by touching from top to bottom.

“Now we are going to measure the difference between each rectangular prism.” – The thinnest prism is
the measuring unit, keep the thinnest prism in each gap)

“Mary would you like to try?”

Conclusion: “Mary today we have worked with Broad stair, we have built the stair using rectangular prism.
Please feel free to work with the material whenever you want. Now please put back the material.”

SMALLEST PRISM IS THE MEASURING UNIT

 4. KNOBELESS CYLINDERS
Knob less cylinders consists of four sets of ten cylinders in each set, varying in height or diameter.
Each set is in separate wood box with a lid painted the same color. As the cylinders. Red, green,
yellow and blue.

• Red: varies in diameter

• Yellow: varies in height & diameter (the widest cylinder is also the tallest)
• Green: varies in height & diameter (opposite to yellow, so the widest cylinder is also the
shortest)
• Blue: varies in height only

PURPOSE:

• 1) Grading by size
• 2) To train the eye to perceive fine differences in dimensions
• 3) To recognize difference and similarities (when using more than one set)
• 4) Co-ordination of movement

ACTIVITIES:

i) Vertical grading
ii) Horizontal grading
___________________________________________________________________
 ACTIVITY 1 - KNOB LESS CYLINDER (VERTICAL GRADING/ RED BOX)
**Grading activities, box should be kept on top right of the mat***
INVITATION
Mary today we are going to work with knob less cylinders. Please come with me, I will show you where the materials are
kept. This is the place where we keep the material. This is the material. This is the way we carry the material. For doing
this activity we need a large rug. Please take a rug and spread in the work area.

INTRODUCTION (VERTICAL GRADING)

Mary today we are going to work with knob less cylinders.

Now we are going to do vertical grading.
This is the mat; these are the knob less cylinders.
Watch me carefully, you will have your turn later.

CONCLUSION: Mary today we have worked with knob less cylinders. Now we have done vertical grading. Please feel free
to work with the material whenever you want.

___________________________________________________________________

To Build A Tower: The teacher lays out a green mat on the floor and
brings a box of the knob-less cylinders to the mat. The
teacher sits beside the child and shows the child how to slide the lid
off the box, and place it under the box. The teacher removes the
cylinders from the box, placing them in a random order as they are taken
out. The teacher then selects the largest, placing it away from the other
cylinders. Pause. The teacher lets the child see she is deliberately
selecting the next larger cylinder. She places the cylinder
concentrically on top of the largest cylinder in one movement. She
continues choosing the cylinders in order and builds a tower.

**keep the empty box/tray in the top right of the mat for grading activities and on top left of the mat
in matching activities. **

II) KNOB LESS CYLINDERS (HORIZONTAL GRADING/YELLOW BOX)

INVITATION: Mary today we are going to work with knob less cylinders. Please come with me, I will show you
where the materials are kept. This is the place where we keep the material. This is the material. This is the way
we carry the material. For doing this activity we need a large rug. Please take a rug and spread in the work
area.

INTRODUCTION (HORIZONTAL GRADING)

Mary today we are going to work with knob less cylinders.

Now we are going to do horizontal grading.
This is the mat; these are the knob less cylinders.
Watch me carefully, you will have your turn later.

Conclusion: Mary today we have worked with knob less cylinders. Now we have done horizontal grading.
Please feel free to work with the material whenever you want. Now please put back the material.
 5. COLOR BOX 1 (PRIMARY COLORS RBY)
Activity 1 – Matching
1. Keep together color tablet in RYB form and align – top left of the mat below the box.
2. Dismantle the matched color tablets.

• OBJECTIVE
Perception of color. (Chromatic sense)

(Matching activities the box is kept on top left of the mat)

NVITATION: Mary today we are going to work with color box 1. Please come with me, I will show you where the
materials are kept. This is the place where we keep the material. This is the material. This is the way we carry
the material. For doing this activity we need a large rug. Please take a rug and spread in the work area.

INTRODUCTION

Mary today we are going to work with Color box 1.

Now we are going to match the primary colors.
This is the mat; this is the color box1, these are the primary color tablets.
Watch me carefully, you will have your turn later.

Conclusion: Mary today we have worked with color box 1. Now we have matched the primary colors. They are
(Point Out) RED, YELLOW and BLUE. Please feel free to work with the material whenever you want. Now
please put back the material.

Activity 2 – COLOR BOX – 1 3 PL (3 Period lesson)

Keep one tablet of each color out in line, in the top right.

INVITATION: Mary today we are going to work with color box 1. Please come with me, I will show you where the
materials are kept. This is the place where we keep the material. This is the material. This is the way we carry
the material. For doing this activity we need a large rug. Please take a rug and spread in the work area.

INTRODUCTION

Mary today we are going to work with Color box 1.

Now we are going to learn the names of primary colors.
This is the mat; this is the color box1, these are the primary color tablets.
Watch me carefully, you will have your turn later.

1st period – 1st day! 2nd Period – 2nd day! 3rd Period
Teacher - This is red, say read. Place the tablets in a row, Teacher – Which color is this?
Child – Red. Teacher – Can you Show me
Teacher – This yellow, say red.
yellow. Teacher – Can you Show me
Child – Yellow blue.
Teacher - This is Blue, Say Teacher – Can you Show me
Blue. yellow
Child – Blue

Conclusion (Last Period)

Mary today we have worked with color box 1. Mary today we have learnt he names of primary colors. They are
red yellow and blue. Please feel free to work with the materials. Now, please put back the materials.
 6. COLOR BOX II (SECONDARY COLORS)

Activity 1 – Matching

(Matching activities the box is kept on top left of the mat)

NVITATION: Mary today we are going to work with color box 1. Please come with me, I will show you where the
materials are kept. This is the place where we keep the material. This is the material. This is the way we carry
the material. For doing this activity we need a small rug. Please take a rug and spread in the work area.

INTRODUCTION

Mary today we are going to work with Color box 1.

Now we are going to match the primary colors.
This is the mat; this is the color box1, these are the primary color tablets.
Watch me carefully, you will have your turn later.

** Keep the box in the middle and place randomly in the right.)

Conclusion: Mary today we have worked with color box 2. Now we have matched the primary colors. They are
(Point Out) RED, YELLOW and BLUE. Please feel free to work with the material whenever you want. Now
please put back the material.

Box ( top left )

Align and map

etc.

Place all the tablets randomly(right)

Student Teacher

(Small mat)

Align and map

 Activity 2 – COLOR BOX – 2 3 PL (3 Period lesson)

Color box 2 (Rectangle) has both primary and secondary colors in it, which

Is total of 22 tablets (11 pairs).

Only up to 3 colors should be taught in 1 class

INVITATION: Mary today we are going to work with color box 2. Please come with me, I will show you where
the materials are kept. This is the place where we keep the material. This is the material. This is the way
we carry the material. For doing this activity we need a small rug. Please take a rug and spread in the
work area. Please sit down.

INTRODUCTION

Mary today we are going to work with Color box 2.

Now we are going to learn the names of some secondary colors.
This is the mat; this is the color box-2, these are the primary and secondary color tablets.
Watch me carefully, you will have your turn later.

pairs of blue, red, yellow, green, orange,

purple, black, white, grey, brown, and pink .

Student (Left) Teacher (Right)

**Keep the empty color box in the top right.

1st period – 1st day! 2nd Period – 2nd day! 3rd Period
Teacher - This is red, say Place the tablets in a row, Teacher – Which color is
read. Teacher – Can you Show this?
Child – Red. me red.
Teacher – This yellow, say Teacher – Can you Show
yellow. me blue.
Child – Yellow Teacher – Can you Show
Teacher - This is Blue, me yellow
Say Blue.
Child – Blue

Conclusion (Last Period)

Mary today we have worked with color box 2. Mary today we have learnt he names of some secondary
colors. they are orange, green and purple. Some other day, we will learn the names of some other colors.
feel free to work with the materials whenever you want. Now please put back the materials.
 7. TOUCH BOARD

OBJECTIVE: Development of tactile sense.

Touch Board 1 Touch board 2 Touch board 3

A. Touch board – 1. (Smooth, rough (x3 times)

INVITATION
Mary today we are going to work with touch board 1. Please come with me, I will show you where the materials are kept.
This is the place where we keep the material. This is the material. This is the way we carry the material. For doing this
activity we need a large rug. Please take a rug and spread in the work area. Carry the material also to the work area.
Please take your seat.

INTRODUCTION

Mary today we are going to work with touch board – 1. Now we are going to feel different surfaces. This is the mat; these is
the TB-1. Watch me carefully, you will have your turn later. (Touch or feel top to bottom 3 times)
Would you like to try?

CONCLUSION: Mary today we have worked TB-1. We have felt the different surfaces, smooth and rough. Feel free to use
the material whenever you want. Please put back the material.

B. Touch board – 2 (Smooth, Rough, smooth, rough…)

INVITATION
Mary today we are going to work with touch board 2. Please come with me, I will show you where the materials are kept.
This is the place where we keep the material. This is the material. This is the way we carry the material. For doing this
activity we need a large rug. Please take a rug and spread in the work area. Carry the material also to the work area.
Please take your seat.

INTRODUCTION

Mary today we are going to work with touch board – 1. Now we are going to feel different surfaces of smooth and rough
alternatively. This is the mat; these is the TB-2. Watch me carefully, you will have your turn later.

Would you like to try?

CONCLUSION: Mary today we have worked TB-2. We have felt the different surfaces, smooth and rough surfaces
alternatively. Feel free to use the material whenever you want. Please put back the material.

B. Touch board – 3 (Smoothest, smooth, rough, rougher, roughest)

INVITATION
Mary today we are going to work with touch board 2. Please come with me, I will show you where the materials are kept.
This is the place where we keep the material. This is the material. This is the way we carry the material. For doing this
activity we need a large rug. Please take a rug and spread in the work area. Carry the material also to the work area.
Please take your seat.

INTRODUCTION

Mary today we are going to work with touch board – 1. Now we are going to feel different surfaces of smooth and rough
alternatively. This is the mat; these is the TB-2. Watch me carefully, you will have your turn later.
Would you like to try?
CONCLUSION: Mary today we have worked TB-3. We have felt the different surfaces, smooth and rough surfaces. Feel
free to use the material whenever you want. Please put back the material.
 7. TOUCH TABLETS

Objective: Development of tactile sense.

Randomly feel with both hands.

box
First take smooth, align and map with fingers
and then move to below box.

Match.
Align and map.

INVITATION
Mary today we are going to work with Touch tablets. Please come with me, I will show you where the materials are kept.
This is the place where we keep the material. This is the material. This is the way we carry the material. For doing this
activity we need a large rug. Please take a rug and spread in the work area. Carry the material also to the work area.
Please take your seat.

INTRODUCTION

Mary today we are going to work with touch tablets. Now we are going to feel and match different touch tablets. This is the
mat; These are touch tablets. This is the blind fold. Watch me carefully, you will have your turn later.
Would you like to try? (Dismantles)
CONCLUSION:

Mary today we have worked Touch tablets. We have felt and matched different touch tablets blind folded. They are
smoothest smooth rough rougher and roughest. Feel free to use the material whenever you want. Please put back the
material.

8. THE FABRICS
(DENIM, VELVET, SATIN, COTTON ETC)

INVITATION
Mary today we are going to work with Fabrics. Please come with me, I will
show you where the materials are kept. This is the place where we keep the BOX
material. This is the material. This is the way we carry the material. For doing
this activity we need a large rug. Please take a rug and spread in the work
area. Carry the material also to the work area. Please take your seat.

INTRODUCTION

Mary today we are going to work with fabrics. Now we are going to feel and
match different touch fabrics blindfolded This is the mat; These are fabrics..
This is the blind fold. Watch me carefully, you will have your turn later.
Would you like to try? (Dismantles)
CONCLUSION:

Mary today we have worked fabrics. We have felt and matched different textured fabrics blind folded. Feel free to use the
material whenever you want. Please put back the material.