## Geometry Cards

### MATERIAL:

Three sets of cards, each with representations of the figures
in the geometric cabinet.

Set 1. A box of white cards each with a picture representing
a figure in the cabinet. The figures on the cards are the same
size as those in the cabinet and the same color.

Set 2. A box of white cards each representing a figure in
the same size and color as those in the cabinet
except these figures are drawn in wide outline.

Set 3. A box of white cards with a replica of each figure
printed in very fine outline the same size and color
as the figures in the cabinet.

 Set 1. Solid Set 2. Thick Outline Set 3. Fine Outline

In each box the cards are separated into sets, each with a rubber
band around it, so that each set corresponds to a drawer. For
example, the six circles have a rubber band around them.

### PURPOSE:

To recognize representations of shapes leading to an abstract
conception of form.

### PRESENTATION:

Take a group of cards from Set 1 (e.g. the circles) and their
corresponding tray from the cabinet to the child's table. Arrange
the cards in an orderly fashion on the table.

Take the largest circle from the tray and cover its representation
of the card exactly with the wooden circle. Take another circle
from the tray and cover its representation exactly. When the child
understands the exercise he or she can join in. The child will cover each
picture with the corresponding wooden circle.

The child may help him or herself to any tray and the corresponding cards
from Set 1 and do the exercise in this way.

### EXTENSION:

When the children are using the first set of cards without
mistakes, the second may be used in the same way. This set is more
difficult.

When the child is using the second set well, then he or she may use the
third set of cards in the same way. These are the most difficult.
The child must recognize that a solid can be represented by a thin
outline.

### CONTROL OF ERROR:

With most figures, if a mistake is made, some part of the picture
will show outside the card. Where a picture can be covered
completely, if a mistake is made, then the last figure will be
smaller than the last picture.

### GAME 1:

Lay all the trays out on a large table. Let the children stand
around the table. The teacher asks for a figure, e.g. "Give me the
octagon." All the children look for the octagon and someone hands
it to her. She replaces the octagon and asks for another. "Who can
find the right-angled isosceles triangle?" Children who know the
figures love to show what they know. Those who have not yet
learned all the names are stimulated to do so.

### GAME 2:

Place all the drawers and tray on a table at the far end of the
room. The children stand around the table. The teacher has box 1.
She selects any card, shows it to a child for a brief moment, and
asks him or her to fetch the corresponding figure from the drawers. She
places the card on the table beside her. The child returns with a
figure and all the children watch while he or she matches the figure on
the card. If the child has brought the wrong one he or she must return it and
look for the correct one. The teacher continues to show cards to
children until every card has the correct figure on it.

### GAME 3:

Three tables as far apart as possible are chosen. The drawer and
tray are laid out on one table. One set of cards is laid out on
another table so that each card can be seen. A second set of cards
is laid out on a third table. The teacher has the third set. She
divides this set among the children giving each the same number of
cards. Each child must collect the two cards and the figure to
match each of the cards he or she has been given, and bring them back to
the teacher's table. The child lays them on the table, testing with the
figure by placing it in turn on the cards, to see if he or she brought
the correct cards.

NOTE:

These games are not played during individual work time. They are
played at the end of the morning or when there is some spare time,
e.g. a wet day when children cannot be in the playground.
A less able child can join in if the teacher is careful to give
him or her the easiest examples in each game, or another child often
likes to help.