MECR Sensorial

Lorie Federman/2015

CYLINDER BLOCKS

  1. Material: Four wooden blocks containing 10 cylinders with knobs, each which fit into corresponding holes. The four sets of cylinders show all the differences in dimension that exist in objects.

Block A: The height of the cylinders is the same while the diameters increase from thin to thick. This set shows differences in two dimensions only, width and breadth.

Block B: Beginning with the smallest the cylinders increase in all three dimensions: width, breadth, and height.

Block C: The difference is also in three dimensions; the thickest is the shortest while the tallest is the thinnest. They increase in height while decreasing in diameter.

Block D: The cylinders all have the same diameter (width and breadth) and increase in height only.

  1. Presentation: (Block A is presented first.)
  1. Control of Error: Mechanical control in the material.
  2. Direct Aim: visual discrimination of size

Indirect Aim: preparation for writing

  1. Age: 2 ½ to 3 ½

MECR Sensorial

Lorie Federman/2015

  1. Language:

Block A: thick/thin

Block B: large/small

Block C: none

Block D: tall/short; deep/shallow

VII. Following Exercises:

  1. Two blocks
  1. Invite child to bring any two blocks to table.
  2. Place in inverted “v”.
  3. Take out all cylinders at random, place mixed in empty space.
  4. Return 3 or 4 to holes.
  5. Invite child to continue.
  1. Three blocks
  1. Invite child to bring any three blocks to table.
  2. Place in triangle on table.
  3. Invite child if s/he has not proceeded to remove cylinders.
  1. Four blocks
  1. Invite child to bring all four blocks to table.
  2. Proceed as before, with block in rectangle.
  1. Work through series with blindfold
  1. Put on blindfold; place it on forehead.
  2. Remove cylinders.
  3. Pull blindfold over eyes.
  4. Feel circumference, depth, breadth of cylinder. Then feel dimensions of hole with other hand.
  5. Insert cylinder into hole.
  6. Continue with two or three cylinders.
  7. Invite child.

VIII. Memory Games: 1 and 2

MECR Sensorial

Lorie Federman/2015

PINK TOWER

  1. Material:
  • Ten wooden pink cubes, differing in all three dimensions, whose size increases progressively in the algebraic series of the third power.
  • A small wooden stool so that the tower can be viewed from three sides and the smallest child can reach the top cube.
  1. Presentation:
  1. Control of Error: visual disharmony

IV. Direct Aim: visual discrimination of differences in dimension

education of voluntary movement

Indirect Aim: preparation of the mathematical mind

  1. Age: 2 ½ to 3 ½

VI. Language: large/small

MECR Sensorial

Lorie Federman/2015

VII. Following Exercises: Show child how to build tower with two sides adjacent. With adjacent sides away from child, show him that the smallest cube is the unit of measure by running it along ledge of two or three of the bottom cubes. Invite child.

VIII. Memory Games: 1, 2, 4

MECR Sensorial

Lorie Federman/2015

BROWN STAIR

  1. Material:
  • Ten wooden, brown prisms which all have the same length, 20 cm., but differing in breadth and height, increasing in size progressively in the algebraic series of the second power.
  • A rug
  • A place on the shelf where the stairs can be viewed from two dimensions: the side and the front.
  • Tape to mark its place on the shelf.
  1. Presentation:

III. Control of Error: visual disharmony

IV. Direct Aim: visual discrimination of differences in dimension: thickness

Indirect Aim: preparation of the mathematical mind

MECR Sensorial

Lorie Federman/2015

  1. Age: 2 ½ to 3 ½

VI. Language: thick/thin

VII. Following Exercises

  1. Show child that thinnest prism is the unit of measure. Place thinnest prism on top step down, then second step down. Invite child to continue measuring after you do two or three.
  2. Invite child to combine Pink Tower and Brown Stair, after s/he has discovered many variation with each separately. Give invitation only; no presentation necessary.

VIII. Memory Games: 1, 2, 4

MECR Sensorial

Lorie Federman/2015

MYSTERY BAG

I. Material:

  • An attractive bag with a variety of familiar but surprising objects inside such as a rock, walnut, thimble, key, candle, pinecone, feather, etc.
  • Have about ten objects at a time and change them from time to time to maintain interest.
  • Include cultural objects that you have had around the room: e.g., a china bell from Holland, petrified wood from Arizona, a Japanese doll, etc.

II. Presentation:

  1. Control of Error: Name given does not correspond to an object.
  1. Direct Aim: Development of stereognostic sense

Development of ability to visualize mentally.

  1. Age: 3 to 6
  1. Language: none (Names are learned in enrichment of vocabulary lessons).
  1. Following Exercises:
  1. Pairs of objects:
  2. Have one pair in a box, other pair in mystery bag.
  3. Take an object out of the box. Place on table.
  4. Feel inside bag for its mate. Place mate on table beside other one.

MECR Sensorial

Lorie Federman/2015

FABRIC MATCHING

  1. Material:
  • First box: Pairs of fabrics, each piece made of a natural substance.
  • Each pair is a different color and pattern from the other pairs.
  • Second box: Pairs of fabrics that show different weaves.
  • A large table
  • Blindfold
  1. Presentation:
  2. Introduction:
  1. First Game with Blindfold (next day or same day):
  1. Second Game with Blindfold:

MECR Sensorial

Lorie Federman/2015

  1. Third Game with Blindfold:
  1. Control of Error: Visual: color/design of pairs differ.
  1. Direct Aim: Refinement of tactile sense

Indirect Aim: Recognition of various fabrics

  1. Age: 3 ½ to 5 (after child has had rough and smooth boards and touch boards)
  2. Language:

First Box (fibers): cotton, silk, linen, wool, burlap, etc.

Second Box (weaves): broadcloth, velvet, lace, corduroy, jersey, flannel, crepe, pique, satin, brocade, net, knit, etc.

  1. Memory Games: 1, 2, 3

*Note: These fabrics lend themselves to stories relating to geography, botany, etc.