id,type,lvl1,lvl2,lvl3,lvl4,description,lesson_type,archetype
<br><h2>2|X|group|Practical Life</h2><br>2|X1|Practical life is the heart of the Montessori classroom. These are the first activities a child will be introduced to and they maintain their interest through the kindergarten year. Through these activities the new child integrates into the social and physical environment of the classroom; develops and refines fine and gross motor skills; learns to take care of herself and the environment; and explores crafts and arts. The older child will develop a sense of stewardship for the classroom and consciously help in its maintenance.<br><h2>3|X|group|Preliminary Exercises</h2><br>3|X1|These activities isolate fine motor skills for the young child. By doing these activities the young child develops physical skills that will enable her to greater independence as she grows.<br><h2>4|X|lesson|Carry A Container of Water</h2>5|C|* A hefty, clear, glass pitcher filled with water that the child practices carrying around the classroom. The child's goal is to not spill the water while walking. 
<br>7|R|* Coordination of movement of the whole body
<br>8|R|* Development of equilibrium
<br>9|R|* Adaptation to the environment
<br>11|H|* Have your child carry large or heavy objects so that they walk carefully.
<br>12|H|* Allow your child to carry bowls or glasses of water without spilling<br><h2>13|X|lesson|Carrying a Chair</h2>14|C|* We just use a chair from the classroom for this. The child is shown to carry a chair with the legs pointing to the ground (for safety) by standing to the side of the chair and lifting it by placing a hand under the seat and on the back of the chair. The child walks a little around the classroom and then places the chair quietly back on the ground.
<br>16|R|* Control and coordination of movement
<br>17|R|* Development of equilibrium
<br>18|R|* Adaptation to environment
<br>20|H|* Allow your child to practice carrying chairs at home. 
<br>21|H|* Show your child carrying other objects and practicing setting them down without making a sound<br><h2>22|X|lesson|Carrying A Tray with Something on it</h2>23|C|* The child takes a tray and places a clear object on top of it, picking a very particular spot to place it on the tray. He walks around the room very carefully keeping the object in the exact spot he placed it. The child also practices placing the tray down quietly and without tipping it (still keeping the object in the same place).
<br>24|C|* Often the child is shown how to carry an empty tray or basket first (in two hands with thumbs on top and fingers underneath).
<br>25|C|* Variations on this activity are: Carrying a bowl full of water without spilling a single drop, large baskets, boxes with something in them without making a sound, carrying scissors on a tray, carrying a pencil in a container (so it doesn't move). 
<br>27|R|* Coordination of movement of the whole body
<br>28|R|* Development of equilibrium
<br>29|R|* Adaptation to the environment
<br>30|R|* Motive for concentration
<br>32|H|* Allow your child to practice carrying objects on a tray without having the objects slide around. This requires your child to walk very carefully.
<br>33|H|*  You can both practice walking around your house very carefully<br><h2>34|X|lesson|Pouring Water</h2>35|C|* Two identical pitchers on a tray, one is approx. 2/3 full of water, with a small sponge or cloth to clean up spills. 
<br>36|C|* The child takes the tray to his table and practices pouring the water from one pitcher to the other without spilling. 
<br>37|C|* When he's mastered this, he can move on to pouring from one pitcher to the other in the air. 
<br>38|C|* This activity can be expanding to pouring water from a pitcher into smaller containers, pouring water into a vase using a funnel, or even liquid measuring preparation for cooking and baking.
<br>40|R|* Hand-eye and fine motor coordination
<br>41|R|* Motive for repetition and concentration
<br>42|R|* Functional independence
<br>43|R|* Development of the will (self-control)
<br>44|R|* Preliminary activity for using liquids
<br>46|H|* Make a pouring water activity and let your child practice. Create a way for your child to clean up any spills she makes on her own (provide her with a sponge or cloth and a small bowl). 
<br>47|H|* Allow your child to help you measure liquids while cooking or baking<br><h2>48|X|lesson|Unrolling and Rolling a Floor Mat</h2>49|C|* This is how we teach the children to either roll or fold the work rugs in the classroom. We first show the child how to carry the rug carefully without allowing it to unroll to where it's going to be used. Then we set it down carefully and show the child specific, simple motions to carefully unroll the rug. After, we show them how to roll it evenly and tightly and carry it back to where it belongs.
<br>51|R|* Control and coordination of movement
<br>52|R|* Development of equilibrium
<br>53|R|* Adaptation to the environment
<br>54|R|* Development of order through a sequence of actions
<br>56|H|* Allow your child to help fold laundry or roll clean socks and put them away. 
<br>57|H|* If you have placemats that can be rolled, allow your child to practice on them. Or even, keep them rolled when they're put away and give your child this job when cleaning up from a meal.",ongoing,36745
<br><h2>58|X|lesson|Folding Cloths</h2>59|C|* A set of 6 square cloths with indicator lines sewn in to them.
<br>60|C|* The child folds each cloth along the indicator line to create different shapes. One cloth has no indicator line and the child can choose to fold this cloth however she desires. 
<br>61|C|* Two cloths are folded along the diagonals, two into squares, and one in an envelope fold.
<br>63|R|* Hand-eye coordination
<br>64|R|* Manual dexterity
<br>65|R|* Adaptation to the environment
<br>66|R|* Indirect preparation for geometry - visual discrimination of shape
<br>68|H|* Allow your child to help fold napkins for the dinner table.
<br>69|H|* Show your child how to fold his clothes in the laundry and have him help you do this<br><h2>70|X|lesson|Spooning</h2>71|C|* A set of 2 identical bowls with a small quantity of dry (uncooked) grains or beans with a spoon, on a tray. 
<br>72|C|* The child spoons beans from one bowl to the other trying not to spill any of them off the spoon. The child pays extra attention to how he's holding his spoon (in the pencil grip).
<br>73|C|* Not every child will need this activity as some children enter the classroom already proficient at using a spoon.
<br>75|R|* Hand-eye coordination
<br>76|R|* Fine motor coordination (wrist and hand)
<br>77|R|* Motive for repetition and concentration
<br>78|R|* Preliminary action for care of the person (feeding oneself)
<br>80|H|* It is easy to set this work up at home for your child to practice.
<br>81|H|* If your child is proficient at using a spoon, you can set up activities at home for your child to measure dry ingredients while you're cooking or baking<br><h2>82|X|lesson|pouring grains</h2>83|C|* A tray with 2 identical pitchers, one of which has a quantity of grain in it. 
<br>84|C|* The child pours the grains from one pitcher to the other paying close attention to the way he is holding the pitcher and focusing on not spilling any grains. 
<br>85|C|* When the child has mastered pouring from one pitcher into the pitcher still on the tray, he can work on holding both pitchers in the air and pouring the grains back and forth without spilling the grains. This is more challenging because now the pitchers are only being held with one hand instead of two. 
<br>87|R|* Hand-eye coordination
<br>88|R|* Fine motor coordination (wrist and hand)
<br>89|R|* Motive for repetition and concentration
<br>90|R|* Preliminary activity for pouring liquids
<br>92|H|* This is another activity that is easy to set up at home. Try to find pitchers that pour well - wide spouts make it easier to pour the grains<br><h2>93|X|lesson|Open and Closing Containers</h2>94|C|* A basket or box of containers similar to those used in other activities around the classroom, with a variety of ways to open them. For example: a lid that needs to be screwed off, a container that has a snap mechanism to open the lid, a cork, a lid that needs to be pushed down and popped open (like a lotion bottle), etc... 
<br>95|C|* The child takes the basket to a workspace and practices opening and closing the different containers. 
<br>97|R|* Preliminary activity to prepare the child to open containers used in other activities in the classroom.
<br>98|R|* Hand-eye and fine motor control
<br>99|R|* Motive for repetition and concentration
<br>100|R|* Functional independence
<br>102|H|* This activity can easily be assembled at home with containers you have around the house<br><h2>103|X|lesson|Cutting Paper</h2>104|C|* A tray with a pair of scissors. Several pieces of paper with different types of lines printed on them, such as straight lines, diagonal, squiggle. As the children grow in proficiency these can be changed into spirals, shapes, and things with corners.
<br>105|C|* The child takes the scissors and a sheet of paper and concentrates cutting along the line that is printed on the paper. We pay special attention to the way the child holds the scissors and help them hold them properly if needed (thumb on top, fingers below, cutting away from your body with the wrist straight).
<br>107|R|* Hand-eye coordination and fine motor control
<br>108|R|* Motive for repetition and concentration
<br>109|R|* Functional independence
<br>110|R|* Preliminary activity for using scissors in other activities in the classroom
<br>112|H|* Get your child a pair of small scissors and allow them to practice cutting out shapes. Help them correct their grip on the scissors if you notice them holding the scissors awkwardly<br><h2>113|X|lesson|Stringing Large Beads</h2>114|C|* A basket or box of large beads, a long shoelace with a knot at the end so the beads won't fall off.
<br>115|C|* The child carefully strings the beads on the shoelace and then takes them off. 
<br>116|C|* This can be very challenging for the young child and a great motive for concentration. After the child masters this, he often moves on to stringing smaller beads to make necklaces or bracelets.
<br>118|R|* Hand-eye coordination and fine motor control
<br>119|R|* Motive for repetition and concentration
<br>120|R|* Functional independence
<br>121|R|* Indirect preparation for threading a needle
<br>123|H|* This is an easy activity to put together at home. Help your child hold the bead steady and carefully thread the shoelace through it. Shoelaces are easiest for the children to thread through at this age because of the plastic end<br><h2>124|X|group|Grace and Courtesy</h2><br>124|X1|Grace and Courtesy lessons give the child vocabulary and movements that enable him to be aware of and responsive to the people and environment around him. They orient him to his social environment.<br><h2>125|X|lesson|Grace and Courtesy</h2><br>125|X1|These are lessons that we give to small groups of children that teach them how to be and act in the classroom. They are often presented as little plays. We use them to help promote behavior we want to see in the classroom by showing the children "what they can do if..."; "what they can do when..."; and "How to..." <br><h2>126|X|group|Control and Coordination of Movement</h2><br>126|X1|These activities support children develop their coordination of whole body movements. These movements range from holding stillness to moving in rhythm.<br><h2>127|X|material|Walking on the Line</h2><br>127|X1|<br><h2>128|X|lesson|Rhythm</h2>129|C|* A large ellipse taped or drawn onto the floor. Often there is a small hand drum or other percussion instrument.
<br>130|C|* The guide taps out a rhythm on the drum and the children walk or move with that rhythm on the line. The goal is for the children to keep their feet on the line while walking and moving. 
<br>131|C|* This can be varied by changing the way the children move. For example, natural walking, heel-to-toe walking, skipping, tiptoe walking, etc...
<br>133|R|* Coordination of movement of the whole body.
<br>134|R|* Development of equilibrium
<br>135|R|* Motive for concentration.
<br>136|R|* Development of the will
<br>137|R|* Social cohesion",ongoing,36748
<br><h2>138|X|lesson|Equilibrium</h2>139|C|* See [Walking on the Line: Rhythm]
<br>140|C|* With the addition of a selection of object for the children to carry, the adult instructs the children to walk on the line (natural walking or heel-to-toe) while balancing an object. 
<br>141|C|* Some examples of objects are flags (for the youngest children who are still mastering walking), spoons with balls on them, bells (trying not to ring the bell while walking), baskets with grains or full cups of water (don't spill), beanbags to balance on the head or shoulders, etc...
<br>143|R|* See [Walking on the Line: Rhythm]",ongoing,36749
<br><h2>144|X|lesson|Silence Game</h2>145|C|* This is a game we play with the children to encourage the ability to be silent when needed. The guide can facilitate this game through gathering a group of children, having them sit quietly and whispering each child's name until they are all gathered around her. 
<br>146|C|* Another way to play this game when all the children are very familiar with it, is for the guide to write silence on the chalkboard. As children notice the sign, they begin to let other children know, until the whole class is quite. At this point the guide may choose to do many things: call the children's names quietly (as previously), sit quietly for a moment before inviting the children to return to their work, recite a poem, etc...
<br>148|R|* Coordination and refinement of movements of the whole body
<br>149|R|* Development of the will
<br>150|R|* Social cohesion
<br>152|H|* Spend some quite time with your child at home. If you meditate, invite your child to join you for some of that time.",ongoing,36750
<br><h2>153|X|group|Care of Self</h2><br>153|X1|These activities enable the child to care for himself; fostering independent choice and action.<br><h2>154|X|lesson|Dressing Frames</h2>155|C|* Wooden frames covered in cloth with fasteners such as: snaps, buttons, buckles, zipper, hooks and eyes, bows, shoe laces, safety pins, boot laces, etc..
<br>157|R|* Hand-eye coordination
<br>158|R|* Fine motor coordination
<br>159|R|* Manual dexterity
<br>160|R|* Development of order
<br>161|R|* Motives for repetition and concentration
<br>162|R|* Functional independence
<br>163|R|* Care of the self/person
<br>165|H|* Let your child attempt to fasten his or her own clothing and shoes. Only help if they show frustration or ask for help (this can be a long process). Show them how to fasten or tie on your own clothing and let them copy on their own<br><h2>166|X|lesson|Snap frame</h2>167|C|* See [Dressing Frames]
<br>168|C|* Children learn to unfasten and fasten snaps
<br>169|C|* Later the child may learn the language for the parts of the sna<br><h2>170|X|lesson|Large button frame</h2>171|C|* See [Dressing Frames]
<br>172|C|* Children learn to unbutton and butto<br><h2>173|X|lesson|Buckle frame</h2>174|C|* See [Dressing Frames]
<br>175|C|* Children learn to unfasten and fasten a buckle
<br>176|C|* Later the child may learn the language for the parts of the buckl<br><h2>177|X|lesson|Zipper frame</h2>178|C|* See [Dressing Frames]
<br>179|C|* The children learn to unzip and zip a zipper
<br>180|C|* Later the child may learn the language for the parts of the zippe<br><h2>181|X|lesson|Bow-tying frame</h2>182|C|* See [Dressing Frames]
<br>183|C|* The children learn to untie and tie a bow<br><h2>184|X|lesson|Shoelace frame</h2>185|C|* See [Dressing Frames]
<br>186|C|* The children learn to unlace and re-lace a shoe and then tie a bow at the end<br><h2>187|X|lesson|Garments</h2>188|C|* This is a way that the adults can help children learn to put on and take off their own clothing. 
<br>189|C|* Another aspect of this is activities that show the children how to care for various parts of their wardrobe.
<br>191|R|* To promote functional independence in the children
<br>193|H|* Allow your child to care for their own clothing or help you care for it. 
<br>194|H|* Show your child how to put their own clothing on and allow them to do it as much as possible.",ongoing,37469
<br><h2>195|X|lesson|Grooming</h2>196|C|* The guides may create activities around grooming, such as face washing, combing your hair, brushing teeth, etc.. 
<br>198|R|* To help the child become functionally independent",ongoing,36762
<br><h2>199|X|lesson|Making tea</h2><br>199|X1|<br><h2>200|X|lesson|Washing Face</h2><br>200|X1|<br><h2>201|X|lesson|Washing hands</h2>202|C|* This can be set up at a child-size sink in the classroom, or in a more old-fashioned way with a basin and pitcher.
<br>203|C|* The child is shown how to wash their hands very carefully and with attention to detail of how to rub hands together and how to lather, rinse, and dry. The child may learn how to use a nail brush or apply lotion. 
<br>205|R|* Hand-eye coordination
<br>206|R|* Fine motor control
<br>207|R|* Development of order by following a logical sequence of movements
<br>208|R|* Motive for repetition and concentration
<br>209|R|* Functional independence
<br>210|R|* Care of the self/person
<br>212|H|* Allow your child to practice washing their hands at home<br><h2>213|X|lesson|Sewing a Button</h2>214|C|* The child is shown how to thread a needle, sew on a button (usually a large button with only 2 holes), post it, and tie off the thread.
<br>215|C|* From here the child may learn how to sew on different types of buttons, learn different types of stitches, learn embroidery, use buttons for embellishment of other sewing work,
<br>217|R|* Fine motor coordination
<br>218|R|* Hand-eye coordination
<br>219|R|* Manual dexterity
<br>220|R|* Development of order through following a logical sequence of events
<br>221|R|* Motive for repetition, concentration, and exactness
<br>222|R|* Development of the will (self-control)
<br>223|R|* Care of the self/person
<br>224|R|* Preparation for further sewing activitie<br><h2>225|X|group|Care of the Environment</h2><br>225|X1|These activities enable the child to care for the environment around her; the classroom. The young child will do these activities out of fascination with the materials; the process; and the effect. Older children will do them out of a desire to maintain the classroom.<br><h2>226|X|lesson|Dusting</h2>227|C|* The child learns to fold a dust cloth, motions to use while dusting, and what to do with the cloth when finished. This is usually done with the child dusting a table. From here, the child may learn to dust other items in the classroom.
<br>229|R|* Coordination of movement of the whole body
<br>230|R|* Development of equilibrium
<br>231|R|* Orientation and adaptation to the environment
<br>232|R|* Care of the environmen<br><h2>233|X|lesson|Washing A Table</h2>234|C|* The child is shown precise movements to wash a table. First he wets the table, then scrubs it, then rinses and dries the table. 
<br>236|R|* Coordination of movement of the whole body
<br>237|R|* Development of equilibrium
<br>238|R|* Fine motor control
<br>239|R|* Development of order through exact use of each item and through following a logical sequence of activity
<br>240|R|* Motive for repetition and concentration
<br>241|R|* Development of the will (self control)
<br>242|R|* Care of the environmen<br><h2>243|X|lesson|Wood Polishing</h2>244|C|* The child learns to use just the right amount of polish to polish a wooden object. This can be presented using a table, or a smaller wooden object.
<br>246|R|* Coordination of movement of the whole body
<br>247|R|* Development of equilibrium
<br>248|R|* Fine motor control
<br>249|R|* Development of order through exact use of each item and through following a logical sequence of activity
<br>250|R|* Motive for repetition and concentration
<br>251|R|* Development of the will (self control)
<br>252|R|* Care of the environmen<br><h2>253|X|lesson|Chalkboard Washing</h2>254|C|* The child learns to use a cloth and a small amount of water to wash a chalkboard. 
<br>256|R|* Coordination of movement of the whole body
<br>257|R|* Development of equilibrium
<br>258|R|* Development of order through following a logical sequence 
<br>259|R|* Motive for repetition and concentration
<br>260|R|* Care of the environmen<br><h2>261|X|lesson|Sweeping</h2>262|C|* This activity allows the child to learn to sweep without the stress of actually needing to clean a space (like after lunch or snack, or a big spill).
<br>263|C|* The child scatters sweeping material (either dried flower petals or confetti) in a small area of the classroom. 
<br>264|C|* He can either put down a small sticky dot or use a sweeping guide to create a focus for his sweeping. 
<br>265|C|* He then uses the broom to get all the sweeping material to his focus spot and a dustpan and brush to get it to the trash. 
<br>266|C|* From here, the guide may come up with several other practical life activities having to do with cleaning the floor, as is needed in his or her classroom. For example: mopping, carpet sweeping, rug/carpet beating, sweeping paved areas outside, scrubbing the floor, etc...
<br>268|R|* Coordination of movement of the whole body
<br>269|R|* Development of equilibrium
<br>270|R|* Development of order through exact use of each item and through following a logical sequence of activity
<br>271|R|* Motive for concentration and exactness
<br>272|R|* Development of the will (self control)
<br>273|R|* Care of the environmen<br><h2>274|X|lesson|Metal Polishing</h2>275|C|* There are a few more steps to this than in [wood polishing], but the concept is the same. The child uses materials and precise steps and movements to polish a piece of metal in the classroom (usually brass or silver).
<br>276|C|* The child must apply the right amount of polish, work it in, and buff the object vigorously to create a shine. 
<br>278|R|* Fine motor coordination
<br>279|R|* Development of order through the exact use of each item and following a logical sequence of activities
<br>280|R|* Motivation for repetition, concentration, and exactness
<br>281|R|* Care of the environmen<br><h2>282|X|lesson|Washing an Underlay</h2>283|C|* This is similar to chalkboard washing. The child uses a brush to spot clean the underlays that are used in the classroom. 
<br>285|R|* Fine motor movements
<br>286|R|* Development of equilibrium
<br>287|R|* Development of order through exact use of each item and through following a logical sequence of actions
<br>288|R|* Motive for repetition, concentration, and exactness
<br>289|R|* Care of the environment",ongoing,36752
<br><h2>290|X|lesson|Window Washing</h2>291|C|* The child uses a bucket and a chamois to clean the windows (or mirrors) in the classroom.
<br>293|R|* Coordination of movement of the whole body
<br>294|R|* Fine motor movements
<br>295|R|* Development of equilibrium
<br>296|R|* Development of order through exact use of each item and through following a logical sequence of actions
<br>297|R|* Motive for repetition, concentration, and exactness
<br>298|R|* Care of the environmen<br><h2>299|X|lesson|Watering Plants</h2>300|C|* The child uses a watering can to water the plants in the environment. 
<br>301|C|* The guide may include as part of this lesson testing the soil of the plants to see if it is dry and the plant needs watering.
<br>302|C|* This activity can also be connected to watering plants outdoors, potting and repotting plants, sprouting seeds, etc...
<br>304|R|* Coordination of movement of the whole body
<br>305|R|* Orientation and adaptation to the environment
<br>306|R|* Fine motor control
<br>307|R|* Motive for repetition and concentration
<br>308|R|* Care of the environment
<br>309|R|* Indirect preparation for botany",ongoing,36751
<br><h2>310|X|lesson|Washing the Leaves of a Plant</h2>311|C|* The child uses cotton balls and water to gently wipe the leaves of plants in the classroom.
<br>313|R|* Fine motor control
<br>314|R|* Manual dexterity
<br>315|R|* Hand-eye coordination
<br>316|R|* Motive for repetition, concentration, and exactness
<br>317|R|* Care of the environment
<br>318|R|* Indirect preparation for botany",ongoing,36754
<br><h2>319|X|lesson|Flower Arranging</h2>320|C|* The child learns to measure, cut, and arrange flowers in to a pleasing (to them) arrangement that they then place somewhere in the classroom. 
<br>321|C|* The child carefully selects the flowers she will use, decides which vase to use, uses a funnel to pour water into the vase, and uses sharp scissors to trim the flowers. 
<br>323|R|* Hand-eye coordination
<br>324|R|* Development of order through following a logical sequence of activity
<br>325|R|* Development of aesthetic perception
<br>326|R|* Care of the environment
<br>327|R|* Social cohesion
<br>328|R|* Indirect preparation for botan<br><h2>329|X|lesson|Slicing a Banana</h2>330|C|* The child uses a real knife to slice a banana into bite size pieces. 
<br>331|C|* This activity requires that the child have a certain level of self control and ability to handle long sequences of activity. She usually peels the banana, slices carefully, places each piece onto a plate, and then must clean up after herself. 
<br>332|C|* This work can lead to and connect with many other food preparation activities, such as: baking activities, cucumber, carrot, or apple cutting, flour, coffee, or spice grinding, etc...
<br>334|R|* Motive for concentration and exactness
<br>335|R|* Supports the development of order through following a logical sequence of activity
<br>336|R|* Development of the will (self control)
<br>337|R|* Social cohesio<br><h2>338|X|group|Sensorial</h2><br>338|X1|The Sensorial materials are designed to support children in refining their sense of vision; touch; smell and taste. They offer children the opportunity to explore these senses and identify the unique aspects of each sense in isolation. This precision supports the work they are doing in all other areas; but particularly Language and Mathematics.<br><h2>339|X|group|Touch</h2><h2>340|X|material|Rough and Smooth Boards</h2><br>340|X1|<br><h2>341|X|lesson|1</h2>342|C|* One board with a rough + a smooth part. 
<br>343|C|* The child touches the rough part and says ""rough"", the smooth part and says ""smooth"".
<br>345|R|* To give the child language of rough + smooth
<br>346|R|* Refinement of the perception of texture
<br>347|R|* Muscular control for lightness of touch
<br>348|R|* Indirect preparation for writing; lightness of touch when using a writing instrument
<br>350|H|Provide hands-on sensorial experiences with texture<br><h2>351|X|lesson|2</h2>352|C|* Smaller strips of rough + smooth. 
<br>353|C|* The child feels with fingertips this time.
<br>355|R|see [Rough and Smooth Boards: 1]
<br>357|H|see [Rough and Smooth Boards: 1<br><h2>358|X|lesson|3</h2>359|C|* Gradation of texture, from very rough to very smooth.
<br>360|C|* The child learns the language rougher, roughest, smoother, smoothest.
<br>362|R|see [Rough and Smooth Boards: 1]
<br>364|H|see [Rough and Smooth Boards: 1<br><h2>365|X|material|Touch Tablets</h2><br>365|X1|<br><h2>366|X|lesson|Pairing</h2>367|C|* Two identical sets of five gradations of sand paper. 
<br>368|C|* The child puts on a blindfold and pairs the sets.
<br>370|R|* Refinement of the perception of texture
<br>371|R|* Indirect preparation for writing; lightness of touch when using a writing instrument
<br>373|H|Provide hands-on sensorial experiences with texture<br><h2>374|X|lesson|Grading</h2>375|C|* see [Touch Tablets: Pairing]
<br>376|C|* The child grades one set from roughest to smoothest
<br>378|R|* see [Touch Tablets: Pairing]
<br>380|H|* see [Touch Tablets: Pairing<br><h2>381|X|material|Thermic Bottles</h2><br>381|X1|<br><h2>382|X|lesson|Pairing</h2>383|C|* Four pairs of identical metal bottles with markers on them (to identify the 2 separate sets). Each pair contains water at various temperatures: hot, body temperature, cool, cold.
<br>384|C|* The child feels each bottle with his hand and pairs it with the one that matches it in temperature.
<br>385|C|* The child learns the language hot, warm, cool, cold.
<br>387|R|* Refinement of the perception of temperature
<br>388|R|* Awareness that the same substance can have different temperatures
<br>390|H|Provide hands on concrete sensorial experiences with temperature<br><h2>391|X|lesson|Grading</h2>392|C|* see [Thermic Bottles: Pairing]
<br>393|C|* The child grades one set from hot to cold.
<br>395|R|* see [Thermic Bottles: Pairing]
<br>397|H|* see [Thermic Bottles: Pairing<br><h2>398|X|lesson|Thermic Tablets</h2>399|C|* Six identical sets of tablets of different natural materials. 
<br>400|C|* The child puts on a blindfold and feels each tablet with his wrist in order to pair them.
<br>402|R|* Refinement of the thermic perception
<br>403|R|* Awareness that different substances at the same temperature have different apparent temperatures due to their heat conducting properties
<br>405|H|Provide hands-on sensorial experiences with temperature<br><h2>406|X|lesson|Fabric Box 1</h2>407|C|* A box of pairs of fabric squares. Each pair is made of a different natural substance offering a contrast in texture. ex. - wool, cotton, linen, burlap, silk, leather, etc... The fabrics are contrasting according to the fibers from which they are made.
<br>408|C|* The child puts on a blindfold, feels each piece of fabric and matches it to its pair. 
<br>410|R|* The refinement of the perception of texture
<br>412|H|Provide hands-on sensorial experiences with natural materials of differing textures<br><h2>413|X|lesson|Fabric Box 2</h2>414|C|* A box of matching fabric squares. Each pair showing different weaves. ex. - lace, denim, tweed, velvet, flannel, corduroy, brocade, jersey knit, etc... The fabrics are contrasting according to how the substance is woven. There are lots of opportunities here to switch these cloths around and try different ones. 
<br>415|C|* The child puts on a blindfold to match pairs of fabric. 
<br>417|R|* See [Fabric Box 1]
<br>419|H|* See [Fabric Box 1<br><h2>420|X|lesson|Baric Tablets</h2>421|C|* A box full of tablets made from 3 different types of wood (6-10 of each type). There are 3 distinct densities, which can be sorted visually by the color of the wood. 
<br>422|C|* The child puts on a blindfold and weighs each tablet in his hands and sorts it according to its weight. 
<br>423|C|* The child learns the language heavy, heavier, heaviest, or light, lighter, lightest.
<br>425|R|* Refinement of the baric perception (weight through touch)
<br>427|H|* Provide hands-on sensorial experiences with different densities<br><h2>428|X|group|Visual</h2><h2>429|X|material|Knobbed Cylinders</h2>430|C|Four wooden blocks each containing 10 cylinders with knobs, each cylinder fits into a corresponding hole. The child will take out all of the cylinders in a block and match the cylinder with the space for it.
<br>431|C|* Block One: The cylinders change in two dimensions; width and length (diameter). The diameter increases from 1 cm to 5.5 cm. The height is constant at 5.5 cm.
<br>432|C|* Block Two: The cylinders change in three dimensions; width, height, and length. The diameter increases from 1 cm to 5.5 cm and the height increases from 1 cm to 5.5 cm.
<br>433|C|* Block Three: The cylinders change in three dimensions; width, height, and length. The diameter increases from 1 cm to 5.5 cm and the height decreases form 5.5 cm to 1 cm.
<br>434|C|* Block Four: The cylinders change in one dimension. The diameter remains constant at 2 cm. The height increases from 1 cm to 5.5 cm. 
<br>436|R|* Visual discrimination of dimensions
<br>437|R|* Indirect preparation for handwriting; how to hold a writing instrument
<br>438|R|* Indirect refinement of voluntary movement
<br>439|R|* Indirect preparation of the mathematical mind
<br>440|R|* Indirect preparation for mathematics
<br>442|H|* Provide hands-on sensorial experiences with objects of different dimension.",,183187
<br><h2>443|X|lesson|Introduction</h2>444|C|Four wooden blocks each containing 10 cylinders with knobs, each cylinder fits into a corresponding hole. The child will take out all of the cylinders in a block and match the cylinder with the space for it.
<br>445|C|* Block One: The cylinders change in two dimensions; width and length (diameter). The diameter increases from 1 cm to 5.5 cm. The height is constant at 5.5 cm.
<br>446|C|* Block Two: The cylinders change in three dimensions; width, height, and length. The diameter increases from 1 cm to 5.5 cm and the height increases from 1 cm to 5.5 cm.
<br>447|C|* Block Three: The cylinders change in three dimensions; width, height, and length. The diameter increases from 1 cm to 5.5 cm and the height decreases form 5.5 cm to 1 cm.
<br>448|C|* Block Four: The cylinders change in one dimension. The diameter remains constant at 2 cm. The height increases from 1 cm to 5.5 cm. 
<br>450|R|* Visual discrimination of dimensions
<br>451|R|* Indirect preparation for handwriting; how to hold a writing instrument
<br>452|R|* Indirect refinement of voluntary movement
<br>453|R|* Indirect preparation of the mathematical mind
<br>454|R|* Indirect preparation for mathematics
<br>456|H|* Provide hands-on sensorial experiences with objects of different dimension<br><h2>457|X|lesson|Multiple Blocks</h2>458|C|* The guide invites the child to choose more than one cylinder block to work with at once. (He can use from 2-4 at a time.)
<br>459|C|* See [Knobbed Cylinders<br><h2>460|X|material|Pink Tower</h2>461|C|* Ten pink wooden cubes, differing in all three dimensions. Size increases progressively in the algebraic series of the 3rd power, 1 cubic cm through 10 cubic cm
<br>462|C|* The child mixes them up and then builds them into a tower from the largest to the smallest. 
<br>463|C|* Additional lessons may include : exploration of the material and sensorial language - small, smaller, smallest, and large, larger, largest.
<br>465|R|* Visual discrimination of dimension; size (changes in all three dimensions)
<br>466|R|* Indirect refinement of voluntary movement 
<br>467|R|* Indirect muscular education of grip
<br>468|R|* Indirect preparation of the mathematical mind
<br>469|R|* Indirect preparation for mathematics
<br>471|H|* Provide hands-on sensorial experiences with objects of different dimensions.",,183188
<br><h2>472|X|lesson|Introduction</h2>473|C|* Ten pink wooden cubes, differing in all three dimensions. Size increases progressively from 1 cubic cm through 10 cubic cm
<br>474|C|* The child mixes them up and then builds them into a tower from the largest to the smallest. 
<br>475|C|* Additional lessons may include : exploration of the material and sensorial language - small, smaller, smallest, and large, larger, largest.
<br>477|R|* Visual discrimination of dimension; size (changes in all three dimensions)
<br>478|R|* Indirect refinement of voluntary movement 
<br>479|R|* Indirect muscular education of grip
<br>480|R|* Indirect preparation of the mathematical mind
<br>481|R|* Indirect preparation for mathematics
<br>483|H|* Provide hands-on sensorial experiences with objects of different dimensions<br><h2>484|X|lesson|Unit of Measure</h2>485|C|* See [Pink Tower]
<br>486|C|* The child takes the smallest cube and runs it along the edges to show that each cube is getting larger by the size of the smallest cube (1cm).
<br>488|R|* Prepares the child for math (numbers move from 1-10 by increments of exactly 1)
<br>490|H|* See [Pink Tower<br><h2>491|X|material|Brown Stairs</h2>492|C|* Ten brown wooden prisms, 20 cm in length, differing in width and height in the algebraic series of the 2nd power - 1 cm squared through 10 cm squared (length stays the same).
<br>493|C|* The child builds them in a stair from thickest to thinest.
<br>494|C|* Additional lessons may include : exploration of the material and sensorial language - thick, thicker, thickest, and thin, thinner, thinnest (or wide and narrow).
<br>496|R|* Visual discrimination of dimension; thickness
<br>497|R|* Indirect refinement of voluntary movement
<br>498|R|* Indirect education of muscular grip
<br>499|R|* Indirect preparation of mathematical mind
<br>500|R|* Indirect preparation for mathematics
<br>502|H|* Provide hands-on sensorial experiences with objects of different thickness.",,183189
<br><h2>503|X|lesson|Introduction</h2>504|C|* Ten brown wooden prisms, each 20 cm in length, and differing in width and height progressively from 1 cm squared through 10 cm squared.
<br>505|C|* The child builds them in a stair from thickest to thinest.
<br>506|C|* Additional lessons may include : exploration of the material and sensorial language - thick, thicker, thickest, and thin, thinner, thinnest (or wide and narrow).
<br>508|R|* Visual discrimination of dimension; thickness
<br>509|R|* Indirect refinement of voluntary movement
<br>510|R|* Indirect education of muscular grip
<br>511|R|* Indirect preparation of mathematical mind
<br>512|R|* Indirect preparation for mathematics
<br>514|H|* Provide hands-on sensorial experiences with objects of different thickness<br><h2>515|X|lesson|Unit of Measure</h2>516|C|* See [Brown Stairs]
<br>517|C|* The child takes the thinest stair and walks it up or down the stair to show that each stair is getting thicker by the size of the smallest stair (1cm).
<br>519|R|* Indirectly prepares the child for math (numbers move from 1-10 by increments of exactly 1<br><h2>520|X|material|Red Rods</h2>521|C|* 10 wooden rods, each rod is 2.4 cm x 2.4 cm. Each rod increases in length by 10 cm, from 10 cm to 100 cm (1 meter).
<br>522|C|* The child builds them into a stair from shortest to longest.
<br>523|C|* Additional lessons may include : exploration of the material and sensorial language - short, shorter, shortest, and long, longer, longest.
<br>525|R|* Visual discrimination of dimension; length
<br>526|R|* Indirect preparation for mathematics
<br>528|H|* Provide hands-on sensorial experiences with objects of different length.",,183190
<br><h2>529|X|lesson|Introduction</h2>530|C|* 10 wooden rods, each rod is 2.4 cm x 2.4 cm. Each rod increases in length by 10 cm, from 10 cm to 100 cm (1 meter).
<br>531|C|* The child builds them into a stair from shortest to longest.
<br>532|C|* Additional lessons may include : exploration of the material and sensorial language - short, shorter, shortest, and long, longer, longest.
<br>534|R|* Visual discrimination of dimension; length
<br>535|R|* Indirect preparation for mathematics
<br>537|H|* Provide hands-on sensorial experiences with objects of different length<br><h2>538|X|lesson|Unit of Measure</h2>539|C|* See [Red Rods]
<br>540|C|* The child takes the shortest rod and moves it along the ends of the rest of the rods to show that each rod is getting longer in increments of 10cm (the size of the smallest rod).
<br>542|R|* Indirectly prepares the child for math (numbers move from 1-10 by increments of exactly 1<br><h2>543|X|material|Color Tablets</h2><br>543|X1|<br><h2>544|X|lesson|1</h2>545|C|* A box containing 3 pairs of identical tablets isolating red, blue, and yellow (the primary colors).
<br>546|C|* The child mixes up the identical sets and then brings them together in pairs on the rug.
<br>548|R|* To give the keys to the world of color 
<br>549|R|* To develop the chromatic perception
<br>551|H|* Provide hands-on sensorial experiences with objects of different color<br><h2>552|X|lesson|2</h2>553|C|* A box containing 11 pairs of identical tablets - isolating red, blue, yellow, green, purple, orange, brown, pink, white, black, and grey.
<br>554|C|* The child mixes up the identical sets and then brings them together in pairs on the rug.
<br>555|C|* Additional presentations include the names of the colors.
<br>557|R|* See [Color Tablets: 1]
<br>559|H|* See [Color Tablets: 1<br><h2>560|X|lesson|3</h2>561|C|* A box containing tablets in 9 colors, showing gradations from light to dark with 7 gradations in each color, the middle tablet in each set should be identical to the tablet of that color in Box #2. Include 3 primary colors, 3 secondary colors, brown, pink, and the grey scale.
<br>562|C|* The child takes out one color gradation and grades them from darkest to lightest and then takes out the next color.
<br>563|C|* Eventually the child will be able to grade all the colors in the box and may lay them out in a circle around the globe.
<br>565|R|* See [Color Tablets: 1]
<br>567|H|* See [Color Tablets: 1<br><h2>568|X|material|Geometry Cabinet</h2><br>568|X1|<br><h2>569|X|lesson|Introducing the Contrasts</h2>570|C|A wooden cabinet with six drawers. Each drawer contains six square divisions. In most of the divisions there is a wooden inset with a knob. 
<br>571|C|* First Drawer - 6 circles, decreasing in diameter
<br>572|C|* Second Drawer - 1 square + 5 rectangles with decreasing bases
<br>573|C|* Third Drawer - 6 triangles
<br>574|C|* Fourth Drawer - 6 regular polygons
<br>575|C|* Fifth Drawer - An equilateral triangle, 4 quadrilaterals
<br>576|C|* Sixth Drawer - 4 curved figures
<br><h2>577|X||</h2><br>577|X1|<br>* Set 1 - the figure is filled in completely
<br>* Set 2 - each figure has a 1 cm wide outline
<br>* Set 3 - each figure has a 1 mm wide outline
<br>The child takes 3 shapes and mixes them up. She traces the frame and finds the matching shape, then traces the shape and matches them together.
<br>583|R|* Discrimination of shape (or form)
<br>584|R|* Enhancement of Visual memory
<br>585|R|* Preparation for mathematics; Geometry
<br>586|R|* Preparation for writing; 
<br>587|R|* * The three-fingered grip for holding a writing instrument
<br>588|R|* * Following a contour when using a writing instrument 
<br>589|R|* * Firmness of touch when using a writing instrument 
<br>590|R|* * Visual discrimination of shape
<br>592|H|Provide hands-on sensorial experiences with different shapes. You could even trace them together<br><h2>593|X|lesson|One Drawer</h2>594|C|* See [Geometry Cabinet: Introducing the Contrasts]
<br>595|C|* The child takes out an entire drawer to mixup, trace, and match. 
<br>596|C|* When a child can match one drawer completely, you can invite them to do more than one at a time.
<br>598|R|* See [Geometry Cabinet: Introducing the Contrasts<br><h2>599|X|lesson|Card Activities</h2>600|C|* The material for the Geometry Cabinet. See [Geometry Cabinet: Introducing the Contrasts]
<br>601|C|Plus:
<br><h2>602|X||</h2><br>602|X1|<br>* Set 1 - the figure is filled in completely
<br>* Set 2 - each figure has a 1 cm wide outline
<br>* Set 3 - each figure has a 1 mm wide outline
<br>The child sets out the cards for a single drawer or multiple drawers on a workspace and sets up the corresponding shapes at a workspace far away. She chooses a card and places a memory marker on it. She then goes across the classroom to find the matching shape, trace it, and bring it back to the card.
<br>608|R|* See [Geometry Cabinet: Introducing the Contrasts<br><h2>609|X|group|Stereognostic</h2><h2>610|X|material|Geometric Solids</h2><br>610|X1|<br><h2>611|X|lesson|Introduction</h2><h2>612|X| cone| cylinder rectangular prism triangular prism square pyramid</h2><br>612|X1| tetrahedron (triangular pyramid)<br>* This lesson uses the solids with the greatest contrast : sphere, cube, cone.
<br>* The child closes her eyes and feels the solid, then does a [Three Period Lesson] with the guide to learn the names of the shapes.
<br>* The child continues this game over a period of time until all the names of all the shapes are learned.
<br>617|R|* Refinement of stereognostic perception
<br>618|R|* To help the child become aware of the solid geometric forms around him
<br>619|R|* Mental visualization
<br>620|R|* Indirect preparation for mathematics; Geometry 
<br>622|H|* Lots of exposure to solids of different shapes - point out shapes.",ongoing,36795
<br><h2>623|X|lesson|Stereognostic Game</h2>624|C|* Using the Geometric Solids (see [Geometric Solids: Introduction]), the child plays a game where she covers them with a cloth and tries to guess what shape she's feeling without looking.
<br>626|R|* See [Geometric Solids: Introduction]
<br>628|H|* See [Geometric Solids: Introduction]
<br>629|H|",ongoing,36796
<br><h2>630|X|lesson|Solids and Bases</h2>631|C|* The Geometric Solids. See [Geometric Solids: Introduction]
<br>632|C|* 5 bases: rectangle, acute-angled isosceles triangle, square, circle, equilateral triangle. They are in proportion to the solids and wooden with a blue outline or cards with a thin outline.
<br>633|C|The child is invited to see how many sides of the solids match the bases.
<br>635|R|* See [Geometric Solids: Introduction]
<br>637|H|* See [Geometric Solids: Introduction]",ongoing,36797
<br><h2>638|X|material|Sorting</h2><br>638|X1|<br><h2>639|X|lesson|1</h2>640|C|* This lesson uses objects that can be felt with the whole hand. Ex: shells, various types of nuts in shells, different types of large beads.
<br>641|C|* The child mixes all the objects together in a large container, then, wearing a blindfold, she feels them and sorts them into smaller containers according to their differences.
<br>643|R|* Further refinement of the stereognostic perception
<br>645|H|* Make your own sorting work and do it with your child<br><h2>646|X|lesson|2</h2>647|C|* Same as [Sorting 1], except that this lesson uses objects that can be felt between the thumb and index finger and still be seen while the object is being explored. Ex: different beans, grains, popcorn.
<br>649|R|* See [Sorting 1]
<br>651|H|* See [Sorting 1<br><h2>652|X|lesson|3</h2>653|C|* Same as [Sorting 1], except that this lesson uses grains and seeds that disappear when held between the index finger and thumb. Ex: lentil, coriander, barley, rice.
<br>655|R|* See [Sorting 1]
<br>657|H|* See [Sorting 1<br><h2>658|X|lesson|Mystery Bag</h2>659|C|* A pleasing bag with a drawstring that contains 10 to 12 familiar objects such as; small rock, key, thimble, lid of a jar, paper clip, yarn, walnut in its shell.
<br>660|C|* One child reaches in and describes what she is feeling in sensorial qualities. For example, a rock might be ""cold, hard, smooth, sphere-like"". The second child guesses what he thinks it is, then they remove the object from the bag to see if his guess was correct. 
<br>661|C|* The objects are periodically changed so the children don't get bored or become so familiar with the objects that they know what they are with just one word.
<br>663|R|* Further refinement of the stereognostic perception
<br>664|R|* Mental visualization
<br>666|H|* Make a mystery bag and play the game! 
<br>667|H|* Use sensorial language to describe the world around you.",ongoing,36801
<br><h2>668|X|group|Auditory</h2><h2>669|X|material|Sound Boxes</h2><br>669|X1|<br><h2>670|X|lesson|Pairing</h2>671|C|* Two sets of 6 identical cylinders. One set painted red and the other blue. The cylinders contain different materials such as beads, rice, sand, etc. in varying amounts so that each cylinder produces a different degree of loudness when shaken. Each set forms a gradation from loud to soft. 
<br>672|C|* The child shakes each cylinder and listens to the sound. Then he finds its match. He does this with each of the 6 cylinders.
<br>673|C|* The child learns the language loud, louder, loudest, and soft, softer, softest
<br>675|R|* Refinement of the auditory perception of volume
<br>677|H|* Experiment with noticing sounds of different volumes<br><h2>678|X|lesson|Grading</h2>679|C|* See [Sound Boxes: Pairing]
<br>680|C|* The child shakes and listens to the cylinders and grades them by volume from loudest to softest.
<br>682|R|* See [Sound Boxes: Pairing]
<br>684|H|* See [Sound Boxes: Pairing<br><h2>685|X|lesson|Timbre Game</h2>686|C|* Several objects from around the room collected on a tray.
<br>687|C|* Children close their eyes and listen to the different sounds, such as: paper tearing apart, ringing a bell, flicking a paperclip, etc...
<br>688|C|* They then guess which object made the sound.
<br>690|R|* Experience that there a different tone colors (timbres) to different things
<br>692|H|* Listen to music with different instruments and point them out. 
<br>693|H|* Listen to how different people's voices sound different.",ongoing,36804
<br><h2>694|X|material|Bells</h2><br>694|X1|<br><h2>695|X|lesson|Listening to One Bell</h2>696|C|* 2 identical sets of 13 bells ranging from middle C to high C. One set has black and white stands and corresponds to the black and with keys of the piano. The other set has stands of natural finished wood. 
<br>697|C|* 2 green boards with black and white rectangles resembling a piano keyboard. The brown bells live on top of the black and white rectangles and the black and white bells are placed behind the black and white rectangles. 
<br>698|C|* The child takes one brown bell, plays it with the mallet, and listens to the sound. Then she stops it with a damper.
<br>700|R|* Development and refinement of auditory discrimination for pitch
<br>701|R|* Indirect preparation for musical education
<br>703|H|* Listen to lots of music. 
<br>704|H|* Sing or dance to music (singing ""Do-Re-Mi"" is always a good option to clearly hear the notes). 
<br>705|H|* Any way you can experience music together at home - playing, listening, dancing.
<br>706|H|<br><h2>707|X|lesson|Pairing the Diatonic Scale</h2>708|C|* Using the materials from [Bells: Listening to One Bell], the child mixes up the brown bells that match just the white bells.
<br>709|C|* Then the child chooses a brown bell and places it in front of the first available white bell. She plays first the brown bell and dampens it, then the white bell. If it matches, she places the brown bell on the boards in front of the white bell. If not, she moves on to the next white bell and plays both again. 
<br>710|C|* She continues in this manner until all the bells are matched.
<br>712|R|* See [Bells: Listening to One Bell]
<br>714|H|* See [Bells: Listening to One Bell<br><h2>715|X|lesson|Grading the Diatonic Scale</h2>716|C|* See [Bells: Listening to One Bell]
<br>717|C|* The child mixes the brown bells (as for [Bells: Pairing the Diatonic Scale]). Then, playing one brown bell at a time, she grades them from lowest to highest pitch.
<br>718|C|* She uses the white bells to check her accuracy.
<br>720|R|* See [Bells: Listening to One Bell]
<br>722|H|* See [Bells: Listening to One Bell<br><h2>723|X|lesson|Naming Diatonic Pitches</h2>724|C|* See [Bells: Listening to One Bell]
<br>725|C|* Using a [3 Period Lesson], the guide shares the names of the notes of the Diatonic Scale (represented by the white bells) - C, D, E, F, G, A, B, and C again.
<br>727|R|* See [Bells: Listening to One Bell]
<br>729|H|* See [Bells: Listening to One Bell<br><h2>730|X|lesson|Pentatonic Scale</h2>731|C|* For this lesson, the child uses the brown bells that correspond only to the black notes on a piano (represented by the black bells).
<br>732|C|* The child pairs and later grades these bells in the same manner as [Bells: Pairing the Diatonic Scale] and [Bells: Grading the Diatonic Scale]
<br>734|R|* See [Bells: Listening to One Bell]
<br>736|H|* See [Bells: Listening to One Bell<br><h2>737|X|lesson|Chromatic Scale</h2>738|C|* For this lesson, the child uses the brown bells that correspond to both the white + black notes on a piano (the complete set of bells).
<br>739|C|* She performs the work in the same manner as [Bells: Pairing the Diatonic Scale] and [Bells: Grading the Diatonic Scale]
<br>741|R|* See [Bells: Listening to One Bell]
<br>743|H|* See [Bells: Listening to One Bell<br><h2>744|X|group|Olfactory</h2><h2>745|X|lesson|Smelling Bottles</h2>746|C|* 3-6 pairs of jars. The sets of jars are distinguishable from each other and have matching pairs of familiar substances with distinctive smells. We begin with familiar scents (ex. lavender, garlic, mint, Vick’s vapor rub). Then introduce less familiar scents (ex. vanilla, soap, wood polish, coffee, lemon). As scents are rotated, the contrast may be narrowed. (ex. all floral scents, all culinary scents). We avoid putrid smells or having all sweet smells and keep the scents mild. 
<br>747|C|* The child takes one bottle from one set and, by smelling each bottle, pairs it with its mate in the other set.
<br>749|R|* Refinement of the olfactory sense
<br>750|R|* The awareness of scent in the environment
<br>752|H|* Let your child smell different things around your house, especially food. Children love to smell food!
<br>753|H|* Take your child outside and explore your environment through smell (and talk about the different ways things smell): smell the rain, smell leaves, flowers, herbs, notice the smell of garbage as you walk past rubbish bins, etc...
<br>754|H|* See if you can identify smells as you're walking around the city. Is it a food, a flower, etc...",ongoing,36811
<br><h2>755|X|group|Gustatory</h2><h2>756|X|lesson|Tasting</h2>757|C|* 2 sets of bottles that have sour, salty, sweet, and bitter flavors of water.
<br>758|C|* The child takes one of the droppers and drops a little on a spoon and tastes. Then he finds its pair in the other set by tasting until he finds a match.
<br>760|R|* To refine the gustatory sense
<br>761|R|* Isolation of the gustatory sense to develop an awareness of the four fundamental tastes
<br>763|H|* Taste different flavors and talk about if they are salty, sweet, sour, or bitter.",ongoing,36812
<br><h2>764|X|group|Mixed Impressions</h2><h2>765|X|lesson|Graded geometrical figures</h2>766|C|* Three boxes, differing only in color (red, blue, and yellow), each containing a set of graded figures as follows:
<br>767|C|    - a set of 10 squares with increasing sides of length 1cm to 10cm 
<br>768|C|    - a set of 10 circles increasing in diameter from 1cm to 10cm
<br>769|C|    - a set of 10 equilateral triangles with sides ranging from 1cm to 10cm.
<br>770|C|* This activity is an exploration of shape. The child can design anything with the shapes in the boxes.
<br>772|R|* To explore the relationships between and among geometric shapes. 
<br>774|H|* You can make these shapes at home out of paper.",ongoing,36813
<br><h2>775|X|lesson|Decanomial</h2>776|C|* A box containing: 10 squares increasing in size from 1 cm2 to 10 cm2. Each square has corresponding rectangles, except for the square of one. (See illustration) Each square and its corresponding rectangles are of a different color, corresponding to the bead stairs in the math area.
<br>777|C|* The child takes out the color of the smallest square and places it down. Then, she takes out all the pieces of the next color (representing 2) and builds a larger square with it. She repeats this process until she has made a square using all the pieces in the box.
<br>779|R|* Building squares 
<br>780|R|* Indirect preparation for mathematics: Squaring
<br>782|H|* Make this material out of paper. 
<br>783|H|* Cut shapes out of paper and build with them.",ongoing,36814
<br><h2>784|X|lesson|Binomial Cube</h2>785|C|A box with
<br>786|C|* 1 red cube, 3 red and black identical rectangular prisms, 1 blue cube, 3 identical blue and black rectangular prisms
<br>787|C|* The box has a red, blue, and black pattern on the lid that matches the pattern of the cube when it is constructed properly
<br>788|C|* When assembled the eight pieces form the cube of a binomial: (a+b)^3=a^3+3a^2b+3ab^2+b^3
<br>789|C|The child takes it out of the box and then puts it back in. They know it's correct if they can shut the lid and the lid matches.
<br>790|C|* At the primary level, this material is just a puzzle to be built.
<br>792|R|* To build the binomial cube
<br>793|R|* Indirect preparation for mathematics: the cube of a binomial (How to create a cube out of two factors)
<br>794|R|* Preparation for cube root
<br>795|R|* Introduction to algebra and preparation for the proof of the formula (a+b)^3
<br>797|H|* Play puzzles and build with with blocks<br><h2>798|X|lesson|Trinomial Cube</h2>799|C|A box with two hinged sides containing : 3 cubes, 18 square based prisms, 6 all black prisms
<br>800|C|* all red sides match one side of the red cube, all blue sides match one side of the blue cube, and all yellow sides match one side of the yellow cube
<br>801|C|* once assembled the 27 pieces form the cube of a trinomial:   
<br>802|C|(a+b+c)^3 = a^3 + 3a^2b + 3a^2c + b^3 + 3ab^2 + 3b^2c + c^3 + 3ac^2 + 3bc^2 + 6abc 
<br>803|C|* the box has a red, blue, yellow, and black pattern on the lid that matches the pattern of the cube when it is constructed properly.
<br>804|C|* The child takes it out of the box and then puts it back in. They know it's correct if they can shut the lid and the lid matches.
<br>805|C|* Again, at this level, this is only a puzzle to be built.
<br>807|R|* To build the trinomial cube
<br>808|R|* Indirect preparation for mathematics: the cube of a trinomial (cubing a quantity with 3 factors)
<br>809|R|* Preparation for cube root
<br>810|R|* Preparation to understand the formula (a+b+c)^3 at the elementary level
<br>812|H|* Play puzzles and build with with blocks<br><h2>813|X|material|Constructive Triangles</h2>814|C|* Boxes with different types of triangles that, when put together, form a larger triangle, rhombus, parallelogram, hexagon, or trapezoid. 
<br>815|C|* The child constructs shapes out of different types of triangles by matching the black lines painted on their edges.
<br>817|R|* To show that most shapes can be constructed by combinations of different types of triangles. 
<br>819|H|* Notice different shapes and their names. 
<br>820|H|* You can make the constructive triangles at home out of paper.",,183197
<br><h2>821|X|lesson|Introduction</h2>822|C|* Boxes with different types of triangles that, when put together, form a larger triangle, rhombus, parallelogram, hexagon, or trapezoid. 
<br>823|C|* The child constructs shapes out of different types of triangles by matching the black lines painted on their edges.
<br>825|R|* To show that most shapes can be constructed by combinations of different types of triangles. 
<br>827|H|* Notice different shapes and their names. 
<br>828|H|* You can make the constructive triangles at home out of paper.",ongoing,36817
<br><h2>829|X|lesson|Rectangle Box</h2>830|C|* A rectangular box containing several sets of different triangles, each with a black line along one edge.
<br>831|C|* The child sorts the triangles according to exact type and size of triangle it is. Then he matches triangles of the same color, and brings their black lines together. Thus making new shapes (trapezoid, rhombus, rectangle, square, and 3 different parallelograms.
<br>833|R|* To show that 2 triangles form quadrilaterals when equal sides are matches. 
<br>834|R|* Preparation to show that all plane geometric figures constructed with straight lines are made with triangles.
<br>836|H|* Explore the ways different shapes combine to make larger shapes. 
<br>837|H|* Look for triangles in other shapes.",ongoing,36818
<br><h2>838|X|lesson|Blue Triangle Box</h2>839|C|* A rectangular box with several triangles painted blue with no black lines. 
<br>840|C|* The child uses these triangles to explore what shapes he can make. 
<br>842|R|* To show the constructive power of the triangle by exploring all possible shapes using 2 triangles.
<br>844|H|* See [Constructive Triangles: Rectangle Box]",ongoing,36819
<br><h2>845|X|lesson|Triangular Box</h2>846|C|* A triangle-shaped box containing one large equilateral triangle, 4 small equilateral triangles, 3 isosceles triangles, and 2 right-angled scalene triangles, with black line on some of the sides.
<br>847|C|* The child uses the smaller triangles to make larger triangles.
<br>848|C|* Related language that can be presented by a [Three Period Lesson]: sides, angles, vertex, altitude/height, bisector of the angle, center, midpoint.
<br>850|R|* To realize that an equilateral triangle can be subdivided into other types of triangles.
<br>852|H|* See [Constructive Triangles: Rectangle Box]",ongoing,36820
<br><h2>853|X|lesson|Small Haxagonal Box</h2>854|C|* A small hexagonal box containing 11 small equilateral triangles of different colors with black lines.
<br>855|C|* The child uses these equilateral triangles to make a rhombus, trapezoid, and hexagon.
<br>857|R|* To show that a regular hexagon is composed of 6 equilateral triangles, 3 rhombi, and 2 trapezoids.
<br>859|H|* See [Constructive Triangles: Rectangle Box]",ongoing,36821
<br><h2>860|X|lesson|Large Haxagonal Box</h2>861|C|* A large hexagonal box containing one large equilateral triangle and 10 obtuse-angled isosceles triangles, of differing colors, whose bases are the same length as the side of the equilateral triangle.
<br>862|C|* The child uses the isosceles triangles to make a large equilateral triangle, a rhombus, and a parallelogram. He combines 3 isosceles triangles with the large equilateral triangle to make a large hexagon.
<br>864|R|* To show what figures can be built with an obtuse-angled isosceles triangle that is 1/3 the size of an equilateral triangle.
<br>866|H|* See [Constructive Triangles: Rectangle Box]",ongoing,36822
<br><h2>867|X|lesson|Knobless Cylinders</h2><h2>868|X||</h2><br>868|X1|<br>* Red = Block 1
<br>* Yellow = Block 2
<br>* Green = Block 3
<br>* Blue = Block 4
<br>The child explores with them, designing and building things. She notices the contrast between different boxes.
<br>875|R|* To observe and compare the relationship between and among the different series. 
<br>877|H|* Build with blocks.",ongoing,36823
<br><h2>878|X|group|Extensions</h2><h2>879|X|lesson|Magnetic/non-magnetic</h2>880|C|* A tray with several objects that are magnetic and several objects that are non-magnetic mixed together.
<br>881|C|* The child uses a magnet to sort the objects.
<br>883|R|* To give the child sensorial experience with magnetism. 
<br>885|H|* Explore with magnets.",ongoing,36824
<br><h2>886|X|lesson|Botany puzzles</h2>887|C|* Puzzles of the parts of different botanical objects: tree, flower, leaf.
<br>888|C|* The child does the puzzle.
<br>889|C|* Later the child may use the puzzle as a guide while drawing the parts of a tree (for example) and then labeling it. 
<br>891|R|* To give the child sensorial experience of the parts of different plants.
<br>893|H|* Do puzzles. 
<br>894|H|* Look at plants and discuss all the different parts: roots, stems, leaves, flowers, fruits, and seeds.",ongoing,36825
<br><h2>895|X|lesson|Leaf Cabinet</h2>896|C|A wooden cabinet with drawers. The drawers contain insets in frames for various leaf shapes. It is organized like the [Geometry Cabinet: Introducing the Contrasts]. The frames and the insets are in contrasting colors, each inset had a knob. The bottom of each drawer can be the same color as the insets. 
<br><h2>897|X||</h2><br>897|X1|<br>* Set 1 - the figure is filled in completely
<br>* Set 2 - each figure has a 1 cm wide outline
<br>* Set 3 - each figure has a 1 mm wide outline
<br>The child traces these shapes in the manner of the [Geometry Cabinet: One Drawer], but instead of using his fingers, he uses a wooden stylus. 
<br>* When the child is familiar with all the leaf shapes, he may use the cards in the same way as the cards were used for the [Geometry Cabinet: Card Activities].
<br>* Later the guide may return and teach him the names of each leaf shape with a [3-Period Lesson].
<br>905|R|* The visual discrimination of shape
<br>906|R|* Indirect preparation for botany
<br>907|R|* Indirect preparation for handwriting: the use of a writing instrument
<br>909|H|* Observe leaves in your yard or on walks. Talk about their different shapes. Look up the names of the leaves if possible as well as identifying what type of plant they come from<br><h2>910|X|group|Language</h2><br>910|X1|Children begin their work with Language right away with Spoken Language. Poems; songs and verbal games build their vocabulary; support future authorship and creative expression. Next; children will begin learning the sounds for letters and building their own words phonetically. With a strong base in writing; children will being deciphering words and grow more confident in reading through the study of phonograms; puzzle words; grammar and comparative words.<br><h2>911|X|group|Spoken Language</h2><br>911|X1|Spoken Language includes songs; poems; stories; verbal identification of objects; areas of the classroom; materials. Spoken language is everywhere in the classroom all the time. It is how the children enlarge their vocabulary mostly by listening to the adults and other children in the environment. <br><h2>912|X|lesson|Three Period Lesson</h2>913|C|* This is the technique that is used to introduce all new language to the children in the classroom. There are three parts:
<br>914|C|## The adult points to the part, piece, item, or picture and names it. (E.g. ""This is red, this is blue, this is yellow."") In general, this is done with only three pieces of language at a time.
<br>915|C|## The the adult says the name and asks the child to do something with the object that has been named. (E.g. ""Place red here (pointing to place). Place blue in your lap. Give me yellow.)
<br>916|C|## The adult asks the child to produce the name. (E.g. ""What color is this?"") This third period only comes after the child has consistently moved the correct object when named by the teacher. Sometimes this step is skipped until the child is confident with the second period. 
<br>918|R|* To build self-confidence in language (which supports the development of the child's personality)
<br>919|R|* To enlarge/enrich the child's vocabulary
<br>920|R|* To aid in the child's classification of the environment
<br>921|R|* Refinement of auditory memory (to remember what you hear from just hearing it once)
<br>922|R|* Preparation for further studies (e.g. art, music, geography, botany, etc...)
<br>924|H|* If you're introducing new foods, or other items in your home, name them for your child.",ongoing,37930
<br><h2>925|X|material|Enrichment of Vocabulary</h2><br>925|X1|<br><h2>926|X|lesson|Object in the Environment</h2>927|C|* The children should know the names of every object in the environment, particularly objects that are organized or grouped together. Classifications can be very general (parts of the room) or very specific (parts of a door). They can be based on the construction of the objects (material they are made of, etc...) or according to function (containers). Names that the child doesn't know are given through three period lessons (See [Three Period Lesson]).
<br>929|R|* See [Three Period Lesson]",ongoing,36827
<br><h2>930|X|lesson|Sensorial Vocabulary</h2>931|C|* The child learns all the vocabulary for the Sensorial Area through three period lessons, after he has had experience with the activities. It is important that the child has experience with objects before naming them so that he has something to attach the name to. 
<br>933|R|* See [Three Period Lesson]",ongoing,36828
<br><h2>934|X|lesson|Classified Cards</h2>935|C|* Classrooms have various sets of picture cards organized according to obvious classifications. These cards are used to introduce children to language that may not be possible to have interactions with in the classroom (for example: objects you see on an urban  street, animals found on a specific continent, major bones of the human body, parts of a horse, etc...). The child is introduced to the language for these cards through three period lessons. 
<br>937|R|* See [Three Period Lesson]",ongoing,36829
<br><h2>938|X|lesson|Extensions of the Second Period</h2>939|C|* Also known as ""the bring-me game"" because a key part of extensions of the second period is the adult asking for something by saying ""Bring me...""
<br>940|C|* The guide chooses a classification and then directs children in his group to go fetch the items he names. For example, ""Bring me something brown."" 
<br>941|C|* The child brings it to him. The adult asks the child what she brought, and the child names the object. If the child cannot remember the name, the adult names the object. Also, if the child brought an object different from the one asked for, the adult names the object that was brought. 
<br>942|C|* This activity can use any material in the classroom (Math materials, materials from various activities on the shelf, classified cards, etc...)
<br>944|R|* See [Three Period Lesson]",ongoing,36830
<br><h2>945|X|lesson|Extensions of the Third Period</h2>946|C|* The adult thinks of a category with the children and then the children think of things that belong in that category. It is a game without objects and is helpful for the child's memory and classification of information. For example: ""Let's think of all the animals we know that live on the continent of Africa."" Then the children would name all the animals they could think of.  
<br>948|R|* See [Three Period Lesson]",ongoing,36831
<br><h2>949|X|lesson|Modeled Language Experience</h2>950|C|* These activities are based in everyday experiences but will include children's books, stories, and poetry, as well as pictures on the walls and objects and artifacts in the environment.
<br>951|C|* Some examples of modeled language are: Telling true stories (about how you had breakfast to a story about a famous person from history), singing songs, reading books out loud, reciting poetry from memory.  
<br>953|R|* To build confidence in language.
<br>954|R|* To help the child express ideas clearly and in logical sequence.
<br>955|R|* Preparation for creative writing.
<br>957|H|* You can give these experiences to your child at home. 
<br>958|H|* It is important to keep reading to your child even after she's learned to read herself. The key is to read her stories that are just beyond her own reading level.",ongoing,36832
<br><h2>959|X|material|Guided Language Experience</h2><br>959|X1|<br><h2>960|X|lesson|Conversation</h2>961|C|* This is a way to teach children about how to have a conversation. Usually an adult invites a small number of children and they either choose a topic of interest in the class at the moment, or a photo/piece of art from the wall, or object from the classroom. The adult starts the conversation and helps keep the children on topic. An important part of conversations in how to end them. The adults model this for the children.
<br>963|R|* See [Modeled Language Experience]
<br>965|H|* Have conversations with your child.",ongoing,36833
<br><h2>966|X|lesson|Question Game</h2>967|C|* This is a way to help the children formulate a story about something that happened in the past. It can be an experience that the whole class had, or that one or two children had over a weekend, or even an event that happened in the broader community that some of the children may have attended, or even a weather phenomenon.
<br>968|C|* The adult starts the Question Game by vaguely suggesting the topic, then asks who, what, when, where, why, to whom, and how questions to elicit the details from the children. At the end, the adult may recap the story with the information gained from the children. 
<br>970|R|* See [Modeled Language Experience]
<br>972|H|* Play the Question Game with your chil<br><h2>973|X|group|Writing</h2><br>973|X1|Writing includes learning letter shapes and ways to practice forming letters with the hand; as well as composition and creating stories and writing them using the movable alphabet (which takes out dependence on the hand to write).<br><h2>974|X|lesson|The Sound Game</h2>975|C|* The guide gathers a number of known objects from around the environment to play this game with a group of children. 
<br>976|C|* There are four levels to this game, but it is played with all children of all levels at the same time. It is a lesson that is played with all children from the moment they have entered the classroom.
<br>977|C|Level 1
<br>978|C|* The adult says the beginning sound of an object and the child identifies the object. The difficulty can change according to where the object is located ( by itself, or on the tray with all the other objects).
<br>979|C|Level 2
<br>980|C|* The adult says the beginning and ending sounds of an object and the child identifies the object.
<br>981|C|Level 3
<br>982|C|* The child identifies the object from hearing the beginning and ending sounds and then is asked what other sounds he hears in the word. He can identify as many or as few as he likes. 
<br>983|C|Level 4
<br>984|C|* The child identifies the object from the beginning and ending sounds and then is asked for the other sounds in the word in order.
<br>986|R|* To help the child become aware of the phonemes (sounds) used in speech. 
<br>987|R|* To prepare the child to explore words for their component sounds.
<br>988|R|* To assist articulation and pronunciation of words (mostly through adult modeling).
<br>989|R|* Indirect preparation of the mind for writing.
<br>991|H|* Sound out the names of objects around your house and in your daily life with your child. 
<br>992|H|* A variation of this game is sounding out the name of an object without saying the whole word and have your child blend it back together to find what the object is.",ongoing,36834
<br><h2>993|X|lesson|Individual Sandpaper Letters</h2>994|C|* The 26 individual letters of the alphabet made of sandpaper on colored boards (blue for vowels, pink for consonants). 
<br>995|C|* The adult gives the child a [Three Period Lesson] to introduce the shapes of each sound. They continue with these lessons (a few a day) until the child knows all the letters of the alphabet. 
<br>997|R|* To give the child the symbols for the sounds of his own language by means of three senses: touch, vision, and hearing.
<br>998|R|* Preparation for handwriting<br><h2>999|X|lesson|Double Sandpaper Letters</h2>1000|C|* Sometimes referred to as Phonograms in the classroom, these sandpaper letters represent the other sounds in the English language that are represented by combining two individual letters (such as: ei, sh, th, oa, ai, ar, etc...)
<br>1001|C|* For presentation see [Individual Sandpaper Letters]
<br>1003|R|* See [Individual Sandpaper Letters<br><h2>1004|X|lesson|Sandpaper Letters Connection Lesson</h2>1005|C|* The child brings all know sandpaper letters to the table. She chooses a vowel and, one at a time, places it next to every consonant. They trace the vowel and say it carrying the sound over to tracing the consonant, which they also say. E.g. ""Aaaaaa-t"". She can then combine any letters she knows in this manner. Later she can start setting aside combinations that sound like words she knows.
<br>1007|R|* See [Individual Sandpaper Letters]
<br>1008|R|* Indirect preparation for reading - this is a sort of blending gam<br><h2>1009|X|lesson|Movable Alphabet</h2>1010|C|* A compartmentalized box with all 26 letters of the alphabet in lower case, vowels in blue and consonants in some shade of red. Each letter has several copies.
<br>1011|C|* The child uses this alphabet to form words (and later sentences) on a work rug. It is useful because the child can identify the shapes that go with the alphabet sounds, but may not be able to form the shape with his hand yet. So the Movable Alphabet serves as a first step toward writing - it allows him to compose without having to hand write his composition. 
<br>1012|C|* Later, as his hand develops, the child is encouraged to copy his writing with the movable alphabet on paper. 
<br>1014|R|* To help the child explore and analyze known language in order to represent words with graphic symbols.
<br>1015|R|* Preparation for writing and reading",ongoing,36836
<br><h2>1016|X|lesson|Small Movable Alphabet</h2>1017|C|* This is a smaller version of the [Movable Alphabet] that is usually printed on cards rather than large letters, and is small enough for a child to use at a table on his own. It usually has capitol letter printed on the back of the lower case letters as well as punctuation. 
<br>1019|R|* To give the child more experience with the English language and using capitol letters and punctuatio<br><h2>1020|X|lesson|Metal Insets</h2>1021|C|* Ten metal geometric shapes with metal frames (in contrasting colors).
<br>1022|C|* The child chooses any shape and its frame. He places the frame on specially cut paper that is the same size as the frame and traces the empty space (where the shape inset fits). Then he places the shape over the outline and traces it. This creates 2 lines very close to each other. He then very carefully colors in the shape without lifting his pencil using very close lines.
<br>1023|C|* After he can successfully fill in the shape in this manner, he can use more than one inset to create a geometric design, and explore how the shapes relate.
<br>1025|R|* Mastery of the hand in using and controlling a writing instrument: both in keeping within limits and lightness of touch. 
<br>1026|R|* To cultivate a sense of geometric design.
<br>1027|R|* To enhance the artistic sense.",ongoing,36837
<br><h2>1028|X|lesson|Handwriting Extensions</h2>1029|C|* There are many ways handwriting can be expanded upon in the classroom. The children are given writing supplies and can create books, stories, pages, and other written materials. They can also illustrate their written materials
<br>1031|R|* To help further the child's understanding of written language and build their confidence in their ability to communicate through writing.
<br>1033|H|* Provide your child with the materials they would need to write at home. Perhaps give them a journal and some nice pencils. Write stories with them. Share your written material, read it out loud to each other.",ongoing,44500
<br><h2>1034|X|group|Reading</h2><br>1034|X1|Through this area the child practices reading more and more complex material; as well as analyzing what he is reading and learning the parts of speech.<br><h2>1035|X|lesson|Phonetic Object Box</h2>1036|C|* A box with several objects whose names are spelled phonetically, and a bag of printed labels for every object in the box. 
<br>1037|C|* The child chooses a label and sounds out the word. Then he places it with the object that it describes and moves on to the next label. 
<br>1039|R|* To help the child realize that he can analyze and synthesize the graphic symbols of a written word to discover its meaning. 
<br>1040|R|* An introduction to reading as silent communication<br><h2>1041|X|lesson|Phonogram Object Box</h2>1042|C|* Similar to the [Phonetic Object Box], this box contains objects whose names are spelled with one key phonogram each, the rest of the word being phonetic, and a bag of printed labels. 
<br>1043|C|* The child does the work exactly as with the [Phonetic Object Box].
<br>1045|R|* To assist further exploration of the child's own language.
<br>1046|R|* To give more keys to reading and spelling<br><h2>1047|X|material|Phonogram Booklets</h2><br>1047|X1|<br><h2>1048|X|lesson|Key Phonograms</h2>1049|C|* A booklet for each key phonogram which has the phonogram printed on the front and contains 8-12 words using that specific phonogram (one word per page). 
<br>1050|C|* The child takes a booklet and reads each word in the booklet. They will sometimes isolate the phonogram they are working on before reading the whole word. 
<br>1052|R|* See [Phonogram Object Box<br><h2>1053|X|lesson|Alternate Spelling Packets</h2>1054|C|* Booklets made exactly like the ones for [Phonogram Booklets: Key Phonograms], but with alternate spellings for that key phonogram. On the back of each booklet is printed the key phonogram to which it corresponds. 
<br>1055|C|* The child reads the words in each packet of booklets. If he needs to remind himself of which key phonogram he is working with, he looks on the back of the booklet. 
<br>1057|R|* See [Phonogram Object Box<br><h2>1058|X|lesson|Writing One Key Phonogram</h2>1059|C|* The child chooses a phonogram and writes it with the movable alphabet. If it is consonant based (like 'sh') he adds a vowel to the front of it. Then, starting with 'a', he places each letter of the alphabet in front of the phonogram. If it makes sense to the child as a word, it's left on the rug, if not, it's taken away and another letter is tried. 
<br>1061|R|*  See [Phonogram Object Box<br><h2>1062|X|lesson|Spelling</h2>1063|C|* The child uses two small movable alphabets of different color for this work. There are two ways the child can do this work:
<br>1064|C|Variation 1:
<br>1065|C|The child chooses a familiar phonogram booklet. He reads through it and leaves it at a workspace across the room. He returns to his movable alphabet and writes all the words he can remember from the booklet. Then he fetches the booklet and uses it to check his work. 
<br>1066|C|Variation 2:
<br>1067|C|This variation is done with two children. They can choose either one phonogram booklet and have one child read the words and the other write them. Or, they can choose 2 alternate spelling packets and the reading child can read a word from either booklet. The writing child has to determine which spelling to use and writes the word under the correct heading (see picture). They then use the booklets to check their work and switch roles. 
<br>1069|R|*  See [Phonogram Object Box<br><h2>1070|X|lesson|Movable Alphabet with One Key Phonogram</h2>1071|C|* This lesson is done with two small moveable alphabets of different colors. The child chooses an object from the [Phonogram Object Box] and writes the word for it with the movable alphabet, using one color for the phonogram and the other color for the rest of the word.
<br>1072|C|* She then thinks of another word with that key phonogram sound in it and writes it (using the other color for the phonogram). She continues like this until she can think of no more words. Then she begins again with a different key phonogram.
<br>1074|R|* See [Phonogram Object Box<br><h2>1075|X|material|Puzzle Words</h2>1076|C|* This material is made up of packets of printed words that must be memorized (such as: here, a, the, once, cough, two, etc...). 
<br>1077|C|* The child is introduce to the words using the [Three Period Lesson]. He works through all the packets in this manner and once he has learned them all he can move on to writing them. 
<br>1079|R|* To help the child read and write irregularly spelled words.",,183202
<br><h2>1080|X|lesson|Introduction</h2>1081|C|* This material is made up of packets of printed words that must be memorized (such as: here, a, the, once, cough, two, etc...). 
<br>1082|C|* The child is introduce to the words using the [Three Period Lesson]. He works through all the packets in this manner and once he has learned them all he can move on to writing them. 
<br>1084|R|* To help the child read and write irregularly spelled words<br><h2>1085|X|lesson|Spelling</h2>1086|C|* See [Puzzle Words]
<br>1087|C|* The child practices writing the puzzle words using either the movable alphabet or writing them by hand on paper. He writes as many from one packet that he can remember and then uses the packet to check his work. He could also fetch a friend to read the words to him while he writes them.
<br>1089|R|* See [Puzzle Words<br><h2>1090|X|material|Reading Classification</h2><br>1090|X1|<br><h2>1091|X|lesson|Objects in the Environment</h2>1092|C|* The children have already learned all the names of the objects in the environment through the [Three Period Lesson] and [Enrichment of Vocabulary: Object in the Environment]. 
<br>1093|C|* An adult can write labels for the child to read and attach to the object, or he can choose the printed labels and label the objects in the environment. Alternately, he can write his own labels for the objects.
<br>1095|R|* Reading exercises to introduce the child to the written form of the vocabulary he already knows.
<br>1096|R|* Preparation for further study.",ongoing,37908
<br><h2>1097|X|lesson|Sensorial Vocabulary</h2>1098|C|* The child should already know all the language for the Sensorial Area. He can use the printed slips to label the objects or he can have an adult write the words for him to label the materials with. Alternately, he can write his own labels for the materials.
<br>1100|R|* See [Reading Classification: Objects in the Environment]",ongoing,37909
<br><h2>1101|X|lesson|Three Part Cards</h2>1102|C|* The child revisits the classified cards he knows from [Enrichment of Vocabulary: Classified Cards], but this time the names for the pictures are printed. The child reads the labels and matches them to the appropriate picture. He uses control cards (pictures and words are all on one card) to check his work. He can do this work with any Classified Cards for which he knows all the language.
<br>1104|R|* See [Reading Classification: Objects in the Environment]",ongoing,37910
<br><h2>1105|X|lesson|Definition Booklets</h2>1106|C|* The child chooses a definition booklet that corresponds to any classified card set and reads it.
<br>1108|R|* See [Reading Classification: Objects in the Environment]",ongoing,37911
<br><h2>1109|X|lesson|Definitions in Three Stages</h2>1110|C|* Along with a set of pictures, there are cards that have the definitions on them to be matched to the pictures. The second stage requires the child to match the picture, word, and definition. The third stage separates the definitions into small phrases that the child then has to form into coherent definitions. The child uses the definition booklets to check his work.
<br>1112|R|* See [Reading Classification: Objects in the Environment]",ongoing,37912
<br><h2>1113|X|material|Function of Words</h2><br>1113|X1|<br><h2>1114|X|lesson|Grammar Symbols</h2>1115|C|* The symbols used by the child to label the parts of speech while diagraming a sentence. 
<br>1116|C|* Small light blue triangle - definite and indefinite article
<br>1117|C|* Medium dark blue triangle - Adjective
<br>1118|C|* Large black triangle - Noun
<br>1119|C|* Small pink rectangle - Conjunction
<br>1120|C|* Small green crescent - Preposition
<br>1121|C|* Large red circle - Verb
<br>1122|C|* Small orange circle - Adverb
<br>1124|R|* To help the child visualize the purpose of each word in a sentence.",ongoing,38082
<br><h2>1125|X|lesson|Definite and Indefinite Article</h2>1126|C|* A box with several objects: some in sets of identical objects and some with no multiples. Also, a set of printed labels of the names of all the objects with their corresponding articles ('a's and 'the's).
<br>1127|C|* The child chooses the box and reads the labels and labels the objects. He then puts the proper article in front ('a' for the identical objects, 'the' for the unique objects).
<br>1129|R|* To help the child become aware of the definite and indefinite articles and their functions.
<br>1130|R|* Create opportunities for the child to read<br><h2>1131|X|lesson|Adjective</h2>1132|C|* This work consists of printed labels of adjectival phrases for a classification of objects in the environment. 
<br>1133|C|* The child takes the slips and labels the appropriate objects (bringing them to his table as he does so). Then, using the Grammar Symbols for the Function of Words work, he places the symbols for adjective, noun, and article above the proper word in the phrase.
<br>1134|C|* The child can play a game by re-arranging the words in the phrase and see if they still make sense to hime.
<br>1136|R|* To help the child become aware of the function of an adjective as a word that describes.
<br>1137|R|* To help the child become aware of the position of the adjective in a noun phrase. 
<br>1138|R|* To promote practice of reading<br><h2>1139|X|lesson|Logical Adjective Game</h2>1140|C|* This work consists of several nouns printed on black paper, and several adjectives (that describe at least one of the nouns) printed on blue paper. 
<br>1141|C|* The child takes out the slips of paper, reads them, and matches one adjective to one noun. He continues matching until he has no more adjectives, or until he has an adjective that doesn't make sense to him. If this occurs, he re-arranges the adjectives until they all make sense.
<br>1142|C|* A variation of this game is to choose a noun and put all the adjectives in front of it that make sense with that noun. 
<br>1144|R|* To help the child become aware that there can be more than one adjective for a noun. 
<br>1145|R|* To help the child become aware that there are different adjectives for different nouns. 
<br>1146|R|* Preparation for creative composition.
<br>1147|R|* To stimulate exact observation<br><h2>1148|X|lesson|Detective Adjective Game</h2>1149|C|* This game requires that the child knows all the names of the triangles from the [Geometry Cabinet]. It consists of a box of 63 triangles: 7 types in 3 colors and 3 sizes.
<br>1150|C|* The adult writes a word for the child to read (starting with 'the triangle') and narrows down which triangle by adding adjectives for the child to read and then go choose a triangle. Eventually the child will have a triangle with a description like ""the small red scalene acute-angled triangle""
<br>1151|C|* There are printed labels for each description that the child can choose from to do the work by himself.  
<br>1153|R|* To help the child become aware that adjectives can single out an object from a group (the detective powers of the adjective)<br><h2>1154|X|lesson|Conjunction</h2>1155|C|* Using several objects that are related to each other, but are distinguishable by some quality (like pencils of different colors), and something that can join these objects together (like a ribbon), the adult introduces the child to the idea that 'and' is a word used to join objects together. The child uses the Grammar Symbols to label the word slips. A small pink rectangle represents the conjunction.
<br>1157|R|* To help the child become aware of the function of the conjunction as a word that connects<br><h2>1158|X|lesson|Preposition</h2>1159|C|* The adult uses several objects as in [Function of Words: Conjunction] that can be placed in, under, behind, on top, etc... of another object to demonstrate the purpose of the preposition. The child then uses the Grammar Symbols to label the different parts of speech, using a green crescent to indicate the preposition. 
<br>1161|R|* To help the child become aware of the function of the preposition as a word that indicates a relationship<br><h2>1162|X|lesson|Verb</h2>1163|C|* The adult plays a game with the child to demonstrate that verbs are words that tell you something to do. Then, the child reads the labels and does what they tell him to do. After the child has experience with this, the adult introduces the large red circle as the symbol for the verb and the child symbolizes them. After the child is familiar with this work he can move on to some related activities.
<br>1165|R|* To help the child become aware of the function of the verb as an action word. 
<br>1166|R|* To give the child the impression of a verb as energy in contrast to a noun as matter. 
<br>1167|R|* To give the impression that verbs describe actions which have an effect on matter. 
<br>1168|R|* To stimulate interest and engage the child's whole personality in reading. 
<br>1169|R|* To help the child appreciate the sentiment or feeling in literature<br><h2>1170|X|lesson|Verb: Actions with Objects</h2>1171|C|* The verb is combined with a noun (e.g. hum a tune, wet a sponge). The child chooses a slip and performs the action written on it (she hums a tune, or wets a sponge). She may choose to write out the phrase and cut it up, rearranging it to see if it makes sense any other way, and using the Grammar Symbols to label the parts of speech.
<br>1173|R|* See [Function of Words: Verb<br><h2>1174|X|lesson|Verb: Transitive and Intransitive Verbs</h2>1175|C|* This is a game that the adults play with the children (there is no independent work on the shelf for the child). 
<br>1176|C|* The children are given slips of paper that have either a transitive (finite - you do it and you're done - e.g. lift a chair) or intransitive (unlimited - there is nothing to tell you when you're finished, it's up to you - e.g. sing, skip) verbs or verb phrases written on them. The children each perform their action and then they talk about the difference with each other and the adult. After a few rounds they may symbolize the phrases.
<br>1178|R|* See [Function of Words: Verb<br><h2>1179|X|lesson|Verb: Tenses</h2>1180|C|* This is a game that the adults play with the children (there is no independent work on the shelf for the child). 
<br>1181|C|* This game uses the present tense, present participle (-ing), and past tense of the verbs. The tenses are teased out of the children by the adult, or the adult states them for the child. This game is just to give the children experience with the tenses. 
<br>1183|R|* See [Function of Words: Verb<br><h2>1184|X|lesson|Verb: Internal Actions</h2>1185|C|* This is a game that the adults play with the children (there is no independent work on the shelf for the child). 
<br>1186|C|* Several verbs are written down and handed out to the children. Each child reads his quietly and does the action. One child has a verb that describes an internal action (like, remember a story). The adult asks that child about what he is doing. Then the children and the adult discuss the different types of verbs.
<br>1188|R|* See [Function of Words: Verb<br><h2>1189|X|lesson|Adverb</h2>1190|C|* A child reads a verb and performs the action. Then the adult writes another word (an adverb that changes the way the child was doing the action) and has the child read it and do the action again. They symbolize the words, and the adult introduces the small orange circle as the adverb. They transpose the words as well to see that an adverb can be either in front of or after the verb. The child can select printed slips to do the work independently.
<br>1192|R|* To help the child become aware of the function of the adverb as a word that modifies or changes an action. 
<br>1193|R|* Preparation for the dramatic arts. 
<br>1194|R|* The preparation of the mind for a deeper understanding of what is read<br><h2>1195|X|lesson|Logical Adverb Game</h2>1196|C|* This activity is similar to [Function of Words: Logical Adjective Game] but the child matches adverbs and verbs instead of nouns and adjectives. He can also experiment with adding several adverbs to one verb and changing the order around until it makes the most sense to him.
<br>1198|R|* To help the child become aware that there can be more than one adverb for each verb. 
<br>1199|R|* To help the child become aware that there are different adverbs for different verbs<br><h2>1200|X|lesson|Continuation of Commands</h2>1201|C|There are three parts to this game:
<br>1202|C|* The child is given slips with two verbs and he reads and performs both actions (e.g. listen and nod, yawn and stretch)
<br>1203|C|* The child is given slips with two verbs, one of which has a direct object (e.g. ring a bell and hum, grasp some chalk and draw). He reads them and performs the actions.
<br>1204|C|* Finally the child is given slips with two verbs each with a direct object (e.g. play the bells and sing a song, tell a story and ask a question). He reads the slips and performs the actions.
<br>1206|R|* To help the child to interpret what he has read. 
<br>1207|R|* To develop concentration and memory of what has been read<br><h2>1208|X|material|Reading Analysis</h2><br>1208|X1|<br><h2>1209|X|lesson|Simple Sentences: Hunting the Subject</h2>1210|C|* This is an adult led activity, the independent work comes later.
<br>1211|C|* The children are presented a written sentence and read it. They decide what the action is and place the verb on a red circle. They take an arrow and point it to the left of the verb. After asking 'who does the action?', they place the subject on a small black circle.
<br>1212|C|* This is expanded to sentences with more than one subject or more than one verb. The child uses the arrows and colored circles to illustrate the way the verbs act on the subjects.
<br>1214|R|* To introduce sentences as an experience of Total Reading (comprehension, interpretation of emotional content, appreciation of individual style).
<br>1215|R|* To help the child become aware of a sentence as a complete thought. 
<br>1216|R|* To assist the development of creative writing or authorship<br><h2>1217|X|lesson|Simple Sentences: Hunting the Object</h2>1218|C|* This is an adult led activity, the independent work comes later.
<br>1219|C|* The child uses the same arrows and colored circles as in [Reading Analysis: Simple Sentences: Hunting the Subject]. He puts the verb on the red circle and the subject to the left of the verb. Then he asks himself ""How are things affected?"", ""Whom, or what?"". He places the object on a black circle to the right of the verb.
<br>1220|C|* This is also expanded to sentences with several subjects, objects, and verbs.
<br>1222|R|* See [Reading Analysis: Simple Sentences: Hunting the Subject<br><h2>1223|X|lesson|Simple Sentences: Independent Work</h2>1224|C|* This is the independent work for [Reading Analysis: Simple Sentences: Hunting the Subject] and [Reading Analysis: Simple Sentences: Hunting the Object]
<br>1225|C|* The child is given arrows with the questions ""Who is it that?/What is it that?"" and ""Whom?/What?"" printed on them to use in their sentence analysis. They are also given a number of printed sentences that they must copy down before cutting up. 
<br>1227|R|* See [Reading Analysis: Simple Sentences: Hunting the Subject<br><h2>1228|X|lesson|Simple Sentences: Extensions</h2>1229|C|* This activity introduces a number of new arrows with new questions in order to further aid the child in analyzing the rest of the sentence. These new arrows are orange and the words that answer them are placed on orange circles. The questions for this activity are: Why? Where? When? How? What for? With whom?/With what?, From whom?/From where?, By whom?/By what?, By means of whom?/By means of what?. The only new black arrow reads ""To whom?/To what?"" 
<br>1231|R|* See [Reading Analysis: Simple Sentences: Hunting the Subject<br><h2>1232|X|lesson|Simple Sentences: Attributes</h2>1233|C|* This activity introduces the use of adjectives in our diagraming. The child is given a blue arrow with the questions ""Which? What kind of?"" that he uses to find the adjective that tells us more about the nouns in the sentence he is diagraming. The attributes are labeled with blue triangles.
<br>1235|R|* See [Reading Analysis: Simple Sentences: Hunting the Subject<br><h2>1236|X|lesson|Simple Sentences: Appositions</h2>1237|C|* This activity introduces appositions (words or phrases that can take the place of the noun) to the child. The same blue arrow from Attributes is used for this work, however, the child tries exchanging the noun with the phrase to see if it can be replaced. If it can, he labels it as an apposition (using a black triangle), if not, he labels it as an attribute.
<br>1239|R|* See [Reading Analysis: Simple Sentences: Hunting the Subject<br><h2>1240|X|lesson|Word Study</h2>1241|C|* This game starts out being played verbally in a group with a teacher. Later, it becomes a reading activity and even a spelling activity. 
<br>1242|C|* The child takes the stack of cards that come first and reads each one and places them in a column. Then he reads the words that come second and one by one places them next to a word that makes sense to him. After he's matched all the words he can fetch the control card and read them to see if he matched them all correctly. 
<br>1243|C|* Some sample word study categories: Singular and plural, opposites/antonyms, synonyms, contractions, compound words, related nouns, collective nouns. 
<br>1245|R|* To enrich the child's vocabulary.
<br>1246|R|* To increase the understanding of the nature of words<br><h2>1247|X|group|Mathematics</h2><br>1247|X1|The Mathematics area offers children the experience of quantity which is then combined with language for a deep understanding of numbers. This experience builds as children learn to understand larger numbers; into the millions and and smaller numbers in fraction and begin work with the mathematical operations.<br><h2>1248|X|group|Numbers 1-10</h2><h2>1249|X|material|Number Rods</h2><br>1249|X1|<br><h2>1250|X|lesson|Introduction to Quantity</h2>1251|C|* Ten wooden rods whose dimensions are the same as the red rods. The shortest rod is 10 cm long red and represents ‘1’. The next rod is twice the length of the first rod, 20 cm long: 10 cm are painted red and 10 cm are painted blue, this rod represents two. The remaining rods are painted in alternating sections of red and blue, the number of sections is the number the rod represents. 
<br>1252|C|* The child is introduced to the language of each rod 1-10 through a [Three Period Lesson].
<br>1254|R|Direct
<br>1255|R|* To experience the quantities of each number and to learn their respective names. 
<br>1256|R|* To show each number through a single object separate from the others: quantity as a single entity. 
<br>1257|R|* To memorize the sequence of the numbers 1-10
<br>1259|H|* Count to 10 with your child
<br>1260|H|* Talk about things being long or short
<br>1261|H|* Make this material at home out of paper!
<br>1262|H|* Use number languag<br><h2>1263|X|lesson|Games with Quantities</h2>1264|C|The child lays out all the rods in random order. Then you ask them to bring you 6, or 2, ...
<br>1266|R|* To reinforce [Number Rods: Introduction to Quantity]
<br>1267|R|* To be sure the child has all the ideas of quantity before introducing symbols
<br>1269|H|See [Number Rods: Introduction to Quantity<br><h2>1270|X|lesson|Sandpaper Numerals</h2>1271|C|* A set of numerals 0-9 cut out of sandpaper and mounted on separate boards. 
<br>1272|C|* The materials for sensitizing fingertips
<br>1273|C|* The child is introduced to the name of each symbol using a [Three Period Lesson]. They trace, say, and see the name of each symbol while they are working.
<br>1275|R|* To introduce the child to the symbols for the numbers s/he already knows
<br>1276|R|* To provide a key to the world of written numbers
<br>1277|R|* Preparation for writing numerals
<br>1279|H|* Point out numerals in the child's life and say their name
<br>1280|H|* Make flashcards of numerals and practice with your child
<br>1281|H|* Point out numerals in environment (billboards, clocks, etc...<br><h2>1282|X|material|Number Rods and Cards</h2><br>1282|X1|<br><h2>1283|X|lesson|Association of Quantity and Symbol</h2>1284|C|* The child is guided by the adult to put the corresponding number cards on the number rods.
<br>1286|R|* Connects the symbols and the concrete representation of quantity + shows the child they are the same.
<br>1288|H|See [Number Rods: Introduction to Quantity<br><h2>1289|X|lesson|Distance Games</h2>1290|C|* The rods and cards are on 2 rugs that are distant from each other.
<br>1291|C|* The child matches the rods and cards.
<br>1293|R|* To reinforce [Number Rods and Cards: Association of Quantity and Symbol]
<br>1295|H|* Play ""bring me"" games at home where you have cards with the numbers at a distance<br><h2>1296|X|lesson|In Order</h2>1297|C|The child sets up the number rods the same as the [Red Rods] and then puts the number cards on them from 1 - 10.
<br>1299|R|* To see the hierarchical order 1-10 exactly laid out.
<br>1301|H|see [Number Rods: Introduction to Quantity<br><h2>1302|X|lesson|Sums of 10 and Less than 10</h2>1303|C|* The child sets up the rods like the [Red Rods].
<br>1304|C|* Then sees how many ways they can make ""10"" (3+7, 9+1, ...)
<br>1306|R|* To show concrete example of ways to add quantities.
<br>1307|R|* Precursor to addition + subtraction.
<br>1309|H|See [Number Rods: Introduction to Quantity]",ongoing,36848
<br><h2>1310|X|lesson|Spindle boxes</h2>1311|C|* 1 or 2 boxes with 10 total compartments, separated by partitions. At the back of each compartment there is a symbol printed in black: 0-9 in order
<br>1312|C|* A container with 45 spindles
<br>1313|C|* 8 binders (something to connect the spindles together, such as ribbon)
<br>1314|C|* Child counts the spindles into their hands and then into the boxes
<br>1316|R|Direct
<br>1317|R|* To clarify quantity as a set of separate objects
<br>1318|R|* To clarify that symbols represent a certain quantity of separate objects
<br>1319|R|* To introduces zero as the empty set and its symbol
<br>1320|R|* To reenforce the sequence of the numerals 0-9
<br>1321|R|Indirect
<br>1322|R|* To reenforce the idea that 0-9 are the only numerals in our system of numeration
<br>1324|H|* Count things and match them a symbol (count 3 of something and draw a number 3<br><h2>1325|X|lesson|Zero Game</h2>1326|C|* The adult starts by playing a command game with numbers with the child. The adult might say ""hop 3 times"",  ""go hug 2 people"".
<br>1327|C|* Then the adults ask the child to do something zero times, ""give me zero high fives!""
<br>1329|R|* To provide a concrete experience that zero is a place holder for nothing.
<br>1331|H|* Play the game.",ongoing,36845
<br><h2>1332|X|material|Cards and Counters</h2>1333|C|* A set of cards with numerals 1-10. It is nice if these cards look like the cards for Number Rods and Cards.
<br>1334|C|* 55 counters. These are usually small red disks, but they could be any small identical set of objects.
<br>1335|C|* The child lays out the numbers and then puts as many counters as the symbol says.
<br>1337|R|Direct
<br>1338|R|* To reenforce the knowledge that each number is made up of separate quantities
<br>1339|R|* To verify the sequence of numbers from 1-10
<br>1340|R|* To verify the quantities that correspond to each symbol
<br>1341|R|* To indicate the odd and even numbers
<br>1342|R|Indirect
<br>1343|R|* Preparation for the divisibility of numbers
<br>1345|H|* Count objects, match what you're counting with the symbol you're counting",,183208
<br><h2>1346|X|lesson|Introduction</h2>1347|C|* A set of cards with numerals 1-10. It is nice if these cards look like the cards for Number Rods and Cards.
<br>1348|C|* 55 counters. These are usually small red disks, but they could be any small identical set of objects.
<br>1349|C|* The child lays out the numbers and then puts as many counters as the symbol says.
<br>1351|R|Direct
<br>1352|R|* To reenforce the knowledge that each number is made up of separate quantities
<br>1353|R|* To verify the sequence of numbers from 1-10
<br>1354|R|* To verify the quantities that correspond to each symbol
<br>1355|R|* To indicate the odd and even numbers
<br>1356|R|Indirect
<br>1357|R|* Preparation for the divisibility of numbers
<br>1359|H|* Count objects, match what you're counting with the symbol you're countin<br><h2>1360|X|lesson|Odds and Evens</h2>1361|C|* Child sets up counters in two rows, then child runs fingers through it. Evens have exactly 2 rows, odds are uneven.
<br>1363|R|* To see the concrete difference between odds and evens.
<br>1365|H|* Count things - we don't actually talk about the words ""odd"" or ""even"".
<br>1366|H|* Lay out several pennies and notice the pattern it makes.",ongoing,36847
<br><h2>1367|X|lesson|Memory game of Numbers</h2>1368|C|* Slips of paper folded in half, each having a numeral from 0-10. There has to be some way to hide the numeral of the slip, such as a cover. 
<br>1369|C|* The teacher gathers a group of two or more children. Each child draws a slip with a number, and then they one at a time gather that many objects from the environment, and then reveal their objects to the group.
<br>1370|C|* This is the test for numbers 1-10. It lets you know the child gets the concept of counting in symbols 1-10.
<br>1372|R|* To develop the power of memory to hold a numeric symbol in the mind
<br>1373|R|* To help the child transfer knowledge of the numbers from 0-10 from the specific materials to the objects of daily life
<br>1375|H|* Play the game. Make your own number slips and take turns getting that many things from the environment. (They just have to be of the same thing - so 3 apples, etc)<br><h2>1376|X|group|Decimal System: Static</h2><h2>1377|X|material|Golden Beads</h2><br>1377|X1|<br><h2>1378|X|lesson|Introduction to Quantity</h2>1379|C|* With the tray on the table, place one of each category in front of the child so that the unit is on the right and the thousand is on the left.
<br>1380|C|* The child does a [Three Period Lesson] with the guide, associating thousand, hundred, ten, and unit with the golden beads corresponding to those words.
<br>1382|R|* To introduce the names for quantities in each category (“unit”; “ten”; “hundred”; “thousand”)
<br>1383|R|* To show the relationship between one category and the next
<br>1384|R|* To offer the child the sensorial experience of the relative sizes of the categories (bulk)
<br>1385|R|* To extend the sensorial experience of the different categories and the difference in bulk, for instance, between 6 units and 6 hundreds
<br>1387|H|* Use the language for the categories + count (tens, hundreds, thousands...)
<br>1388|H|* Compare the sizes of things to each other as you walk aroun<br><h2>1389|X|lesson|Games with Quantities</h2>1390|C|* The child plays a [Bring Me Game] with the adult, bringing different amounts of beads of a certain category.
<br>1392|R|* Reinforces [Golden Beads: Introduction to Quantity]
<br>1394|H|* See [Golden Beads: Introduction to Quantity]",ongoing,36851
<br><h2>1395|X|lesson|Introduction to Symbol</h2>1396|C|* Language lesson for the symbols of the categories 1000, 100, 10, 1
<br>1398|R|* To show the relationship between one category and the next.
<br>1399|R|* To offer the child the sensorial experience of the relative sizes of the categories (bulk).
<br>1400|R|* To introduce the symbols for the quantities in the Decimal System.
<br>1402|H|* Notice number when walking around and read them aloud.
<br>1403|H|* Count in the categories with your child<br><h2>1404|X|lesson|Games with Symbols</h2>1405|C|* The child plays a [Bring Me Game] with the adult, bringing different symbols of a certain category.
<br>1407|R|* To reinforce language of the categories
<br>1408|R|* To introduce the symbols for multiple 1000's, 100's, 10's, 1's
<br>1410|H|* You could make the number cards and play the game at home<br><h2>1411|X|material|Association of Quantity and Symbol</h2><br>1411|X1|<br><h2>1412|X|lesson|Bead to Card</h2><br>1412|X1|The reverse of [Association of Quantity and Symbol: Card to Bead]<br><h2>1413|X|lesson|Card to Bead</h2>1414|C|* The child lays out beads and cards.
<br>1415|C|* The adult puts a card on their tray and ask the child to get the beads that match that card.
<br>1417|R|* To associate the concrete representation and symbolic representation of the categories.
<br>1419|H|* Notice number when walking around and read them aloud.
<br>1420|H|* Count in the categories with your child<br><h2>1421|X|lesson|Formation of Numbers</h2>1422|C|* A [Bring Me Game] where the child brings beads from every category (X 1000's, X 100's, X 10's, X 1's)
<br>1424|R|* To introduce the names for quantities in each category (“unit”; “ten”; “hundred”; “thousand”)
<br>1425|R|* To show the relationship between one category and the next
<br>1426|R|* To offer the child the sensorial experience of the relative sizes of the categories (bulk)
<br>1427|R|* To extend the sensorial experience of the different categories and the difference in bulk, for instance, between 6 units and 6 hundreds
<br>1428|R|* To introduce the symbols for the quantities in the Decimal System
<br>1430|H|* Use the language for the categories + count (tens, hundreds, thousands…)
<br>1431|H|* Compare the sizes of things to each other as you walk aroun<br><h2>1432|X|lesson|Formation of Numbers with Zero</h2>1433|C|* This is the same as [Formation of Numbers] except that you skip a category.
<br>1435|R|* To ensure the child knows that zero can hold a place for a category.
<br>1437|H|* See [Formation of Numbers<br><h2>1438|X|lesson|Tray of Nine/Change Game</h2>1439|C|* A tray with nine unit beads, 9 ten bars, 9 hundred squares and one thousand cube. Once a child is familiar with the quantities this material can also be used with matching cards.
<br>1441|R|* To show that 10 category equals 1 of the next higher category.
<br>1442|R|* To understand the role of changing from one category to the next<br><h2>1443|X|group|Decimal System: Dynamic</h2><h2>1444|X|lesson|Change Game</h2>1445|C|* A large quantity of Golden Bead Material, the change tray + a large tray, basket, or scarf
<br>1446|C|* The child gets out a large quantity of golden beads from each category. The child counts the beads, starting with the units. Every time the child reaches 10, they take the beads back to the store, and trade ten of that unit for one of the next category. They count whatever remains in each category. They continue until the whole sum is counted.
<br>1448|R|* To show that 10 of a category equals 1 of the next higher category: the dynamics of the decimal system
<br>1449|R|* To understand the role of changing from one category to the next
<br>1451|H|* Count change together<br><h2>1452|X|material|Collective Exercise</h2><br>1452|X1|<br><h2>1453|X|lesson|Addition</h2>1454|C|* Each child has a small set of numbered cards - they have a card for every digit, tens, hundreds, and 1,2,+3 thousands.
<br>1455|C|* Each child puts one card from each category on their tray and get that many golden beads from the store.
<br>1456|C|* Then they all bring their sums together, and mix the beads, lining up the cards.
<br>1457|C|* And then everyone together counts the sum of beads - and you get large number cards to represent the sum.
<br>1459|R|* To give the sensorial impression of addition: Putting quantities together to form a larger quantity
<br>1460|R|* To show that 10 of a category equals 1 of the next higher category: the dynamics of the decimal system
<br>1461|R|* To practice the role of changing from one category to the next
<br>1463|H|* Count out things at home. Even add on your fingers<br><h2>1464|X|lesson|Subtraction</h2>1465|C|* The children goes to the store of golden beads and get out large wooden number of cards to form a number. They get that quantity of golden beads.
<br>1466|C|* Each child gets a number from their small wooden cards.
<br>1467|C|* One at a time, they subtract that number from the large wooden quantity.
<br>1468|C|* They count out whatever remains and symbolize it with small number cards.
<br>1470|R|* To give the sensorial impression of subtraction: Taking away smaller quantities from a larger quantity
<br>1471|R|* To further the understanding of the dynamics of the Decimal System
<br>1472|R|* To reinforce the role of changing from one category to the next – from higher to lower category
<br>1474|H|* Play subtraction games with your fingers or with objects (especially things you can eat - it's fun to subtract something by consuming it)<br><h2>1475|X|lesson|Multiplication</h2>1476|C|* Like [Collective Exercise: Addition], but each child brings the same number.
<br>1477|C|* After the first time they play it, you show them that they can get out a single set of unit cards + a number for the number of times (2573 x 3)
<br>1479|R|* To give the sensorial impression of multiplication: Putting together equal quantities to form a larger quantity
<br>1480|R|* To show that multiplication is the addition of equal quantities
<br>1482|H|* Count sets of things.
<br>1483|H|* Count multiples of 2s, 5s, etc<br><h2>1484|X|lesson|Short Division</h2>1485|C|* Like [Collective Exercise: Subtraction], but each child will get the same number out.
<br>1486|C|* Starting with the 1000s, literally say ""one for you, one for you, one for you"" - putting any remainders aside.
<br>1487|C|* After the first time they play it, the teacher tells them they can divide by any single digit card.
<br>1489|R|* To give the sensorial impression of division: Sharing a quantity into a certain number of equal parts
<br>1491|H|* Divide things out equally among peopl<br><h2>1492|X|lesson|Long Division</h2>1493|C|* Setup like [Collective Exercise: Short Division].
<br>1494|C|* Children wear a ribbon to denote if they represent 1, 10, or 100 shares.
<br>1495|C|* If you give a thousand to the ""10 child"", you have to give a hundred to the ""1 child"".
<br>1497|R|* To show how quantities are distributed in Long Division 
<br>1498|R|* To show that the answer in Division is the amount that one of the units in the divisor receives
<br>1499|R|* To reinforce the dynamics of the Decimal System
<br>1500|R|* To reinforce the role of changing from one category to the next – from higher to lower category
<br>1502|H|* Divide things out equally among people<br><h2>1503|X|material|Stamp Game</h2><br>1503|X1|<br><h2>1504|X|lesson|Introduction</h2>1505|C|* A box divided into compartments with Green, Blue, Red, Green  wooden squares with 1, 10, 100, and 1000 written on them.
<br>1506|C|* A game the child plays with an adult. 
<br>1507|C|* The adult shows the child the categories on the stamps are the same as the golden beads by bring the beads over.
<br>1508|C|* The adult and child practice building quantities out of the stamps together.
<br>1509|C|* They record the quantities that they've built onto paper.
<br>1510|C|* Play games where the child builds a quantity and the adult records it, or the adult specifies the quantity and the child builds it to practice.
<br>1512|R|* To reinforce and consolidate by means of individual work the understanding of each operation acquired through the collective exercises
<br>1513|R|* To further the sensorial experience of place value	
<br>1514|R|* To begin to write compound numbers (quantities of more than one category)
<br>1515|R|* To apply the symbols for the operations:  +   -   x   ÷  , to the decimal system
<br>1517|H|* Notice numbers on signs.
<br>1518|H|* Count by 10s, 100s, or 1000s.
<br>1519|H|* Write out numbers on paper<br><h2>1520|X|lesson|Addition</h2>1521|C|* The child takes out the stamps and writes out two or more numbers (using all four categories - thousands, hundreds, tens, and units) on the paper.
<br>1522|C|* She builds the numbers with stamps with spaces in between each one.
<br>1523|C|* She then slides them together, counts them all up, and records the sum.
<br>1524|C|* After the 1st time of doing it, she is shown the ""+"" symbol and to underline the equation for an equal sign so that she can use them from then on.
<br>1526|R|* See [Stamp Game: Introduction]
<br>1528|H|* Notice numbers on signs.
<br>1529|H|* Count by 10s, 100s, or 1000s.
<br>1530|H|* Write out numbers on paper<br><h2>1531|X|lesson|Subtraction</h2>1532|C|* The child takes out the stamps and writes out one large number and one small number on the paper.
<br>1533|C|* She builds the large number with stamps.
<br>1534|C|* She then slides the stamps she is subtracting down so that it looks like the initial set up for addition.
<br>1535|C|* After the 1st time of doing it, she is shown the ""-"" symbol so that she can use it from then on.
<br>1537|R|* See [Stamp Game: Introduction]
<br>1538|R|* The way the stamps are used shows the children that subtraction is the opposite of addition.
<br>1540|H|* Notice numbers on signs.
<br>1541|H|* Count by 10s, 100s, or 1000s.
<br>1542|H|* Write out numbers on paper.
<br>1543|H|* Counting out change together at the store and talk about how much is being taken away and how much is left (change)<br><h2>1544|X|lesson|Multiplication</h2>1545|C|* The child takes out the stamps and writes one number on the paper along with a multiplier.
<br>1546|C|* She builds the number with stamps as many times as the multiplier says to with spaces in between each one.
<br>1547|C|* She then slides them together, counts them all up, and records the sum.
<br>1548|C|* After the 1st time of doing it, she is shown the ""x"" symbol so that she can use it from then on.
<br>1550|R|* See [Stamp Game: Introduction]
<br>1551|R|* To show the child that multiplication is just adding the same number a certain number of times.
<br>1553|H|* Notice numbers on signs.
<br>1554|H|* Count by 10s, 100s, or 1000s.
<br>1555|H|* Write out numbers on paper.
<br>1556|H|* Notice when you see things in daily life that represent the idea that multiplication is essentially addition<br><h2>1557|X|lesson|Short Division</h2>1558|C|* The child takes out the stamps and writes a number for the dividend on the paper, and is shown the  ""÷"" symbol. 
<br>1559|C|* She chooses a single digit divisor and is shown the ""="" symbol.
<br>1560|C|* She places skittles (for example, four skittles if dividing by four).
<br>1561|C|* Then she starts sharing out the dividend starting with the thousands, and writes each quantity down until she has a complete answer including hundreds, tens, and units.
<br>1563|R|* See [Stamp Game: Introduction]
<br>1564|R|* To show the child that Division is the opposite of Multiplication
<br>1566|H|* Anytime it comes up that things at home have to be shared equally amongst people, allow your child to help<br><h2>1567|X|lesson|2 Digit Divisor</h2>1568|C|* The child takes out the stamps and writes a number for the dividend on the paper. 
<br>1569|C|* She chooses a divisor (from 1-99).
<br>1570|C|* She places skittles for each hierarchy represented in the divisor (blue skittles for the tens and green skittles for the units).
<br>1571|C|* Then she starts sharing out the dividend starting with the thousands, and writes each quantity down until she has a complete answer including hundreds, tens, and units.
<br>1573|R|* See [Stamp Game: Introduction]
<br>1574|R|* To practice long division
<br>1576|H|* Anytime it comes up that things at home have to be shared equally amongst people, allow your child to help<br><h2>1577|X|lesson|3-4 Digit Divisor</h2>1578|C|* The child takes out the stamps and writes a number for the dividend on the paper. 
<br>1579|C|* She chooses a divisor with three or more digits.
<br>1580|C|* She places skittles for each hierarchy represented in the divisor (adding green for thousands and red for hundreds along with the blue and green skittles).
<br>1581|C|* Then she starts sharing out the dividend starting with the thousands, and writes each quantity down until she has a complete answer including hundreds, tens, and units.
<br>1583|R|* See [Stamp Game: Introduction]
<br>1584|R|* To practice long division
<br>1586|H|* Anytime it comes up that things at home have to be shared equally amongst people, allow your child to help<br><h2>1587|X|lesson|0 in the Middle of the Divisor</h2>1588|C|* The child takes out the stamps and writes a number for the dividend on the paper. 
<br>1589|C|* She chooses a divisor with zero in the middle.
<br>1590|C|* She places skittles for each hierarchy represented in the divisor (adding green for thousands and red for hundreds along with the blue and green skittles), making sure to place a flat marker to indicate the place where the zero is in the divisor.
<br>1591|C|* Then she starts sharing out the dividend starting with the thousands, and writes each quantity down until she has a complete answer including hundreds, tens, and units.
<br>1593|R|* See [Stamp Game: Introduction]
<br>1594|R|* To practice long division and understand what to do when there is a zero in the middle of the divisor.
<br>1596|H|* Anytime it comes up that things at home have to be shared equally amongst people, allow your child to help<br><h2>1597|X|lesson|0 in the Units of the Divisor</h2>1598|C|* The child takes out the stamps and writes a number for the dividend on the paper. 
<br>1599|C|* She chooses a divisor with zero in the units place.
<br>1600|C|* She places skittles for each hierarchy represented in the divisor (adding green for thousands and red for hundreds along with the blue and green skittles), making sure to place a flat marker to indicate the zero in the units place.
<br>1601|C|* Then she starts sharing out the dividend starting with the thousands, and writes each quantity down until she has a complete answer including hundreds, and tens, the unit place is empty.
<br>1602|C|* The child will notice that she cannot get an answer because we need to know what just one skittle has, but that place is empty. She will then set out ten green skittles and divide what one ten (blue skittle) has amongst the ten green skittles. What one green skittle has is her answer
<br>1604|R|* See [Stamp Game: Introduction]
<br>1605|R|* To practice long division and understand what to do when there is a zero in the units place of the divisor.
<br>1607|H|* Anytime it comes up that things at home have to be shared equally amongst people, allow your child to help<br><h2>1608|X|material|Dot Game</h2><br>1608|X1|<br><h2>1609|X|lesson|One Number at a Time</h2>1610|C|* A sheet of paper with five columns headed with the number hierarchies 10 000, 1 000, 100, 10, and 1 in the hierarchical colors. The columns are divided into a 10x25 grid. Each column has 2 blank spaces at the bottom and there is a blank column to the far right. 
<br>1611|C|* The child gets the paper and two pencils, one regular writing pencil and an orange colored pencil (for carrying)
<br>1612|C|* She writes a long column of large numbers to be added. 
<br>1613|C| * Starting with the first addend, the child makes one dot for each unit under the units column from left to right. Then she repeats the process for all the categories in the addend. She repeats this process for each addend until they are all recorded as dots.
<br>1614|C|* She then counts the dots starting in the units column. When she reaches 10, she crosses them out and adds an orange dot at the bottom of the page to carry over later. She continues until all the units are counted. She writes the numeral for the remaining dots at the bottom of the page.
<br>1615|C|* She counts her orange dots (each representing ten units) and brings them over to the tens column (using the orange pencil to add them on to the dots that are already there).
<br>1616|C|* She repeats this process with all the categories and eventually arrives at an answer to her massive addition problem. 
<br>1618|R|* To focus on the mechanism of carrying numbers up to the next category
<br>1619|R|* To reinforce the relationship of one category to another
<br>1620|R|* To prepare the child for abstract addition (addition without the use of manipulatives).
<br>1622|H|* This is an easy exercise to duplicate at home once the child has enough experience with it. 
<br>1623|H|* Play the change game (you can use colored beads, or different types of beans, to represent the different hierarchies)<br><h2>1624|X|lesson|Column Addition</h2>1625|C|* This is a shortcut, a faster way for the child to do the dot game.
<br>1626|C|* The child gets out a piece of dot game paper (she is already very familiar with this material), and sets it up with her long addition problem.
<br>1627|C| * Instead of starting with the first addend, the child starts with the units of the first addend, and makes one dot for each unit under the units column from left to right. Then she repeats the process for all the units in all the addends (instead of moving on to the tens right away). 
<br>1628|C|* After recording all the units, she counts the dots and puts an orange dot for each 10 units in the tens column. When all the units are added, she records the remainder at the bottom of the units column.
<br>1629|C|* Then she starts over with the tens. 
<br>1630|C|* She continues this process until she has arrived at a solution to her addition problem.
<br>1632|R|* To focus on the mechanism of carrying numbers up to the next category.
<br>1633|R|* To reinforce the relationship of one category to another.
<br>1634|R|* To prepare the child for abstract addition.
<br>1636|H|* See [Dot Game: One Number at a Time<br><h2>1637|X|lesson|Word Problems</h2>1638|C|* A set of printed cards that have stories asking a question that can be solved as an operation of the decimal system. The quantities in the question include all the hierarchies from units to thousands. The quantities in the questions are printed as numerals. There are small, color-coded operation signs on the back of the cards so the children can tell what operation they should be doing if they are unsure. All operations are included in one mixed set.
<br>1639|C|* The child reads a card and performs the operation using any material appropriate for the operation. He may record the resulting equation in numerical form, or he may copy the entire word problem as it appears on the card and write in the answer. 
<br>1640|C|* According to the child's interest, he may repeat the same operation with a different material and compare the results. Or,
<br>1641|C|* Two children could take the same problem and solve it simultaneously (but individually) with different materials and then compare their results. 
<br>1643|R|* To verify the concepts of the operations of the decimal system.
<br>1644|R|* To offer an opportunity to apply the knowledge of the operations to real-life situations. 
<br>1645|R|* To give the child another outlet for his explosion into reading and writing.
<br>1647|H|* Work on reading books and materials with numbers in the text. 
<br>1648|H|* When you have a ""story problem"" talk about it with your child and explain how you'd come up with an answer, or ask them to help you think of what operation to do to solve your problem.",ongoing,36876
<br><h2>1649|X|group|Continuation of Counting</h2><h2>1650|X|material|Teens</h2><br>1650|X1|<br><h2>1651|X|lesson|Introduction to Quantity</h2>1652|C|* This work is presented in a series of 3-period lessons in order from 11-19.
<br>1653|C|* The child is introduced to the colored bead stair (each number also represented by the color of the beads), and counts the beads on each bar.
<br>1654|C|* Placing the colored bead bar next to a golden ten bar, the child counts up all the beads. 
<br>1655|C|* The teacher names the quantity for the child.
<br>1657|R|* To introduce the quantities 11-19 with their names.
<br>1658|R|* To see the relationship of the numbers 1-9 to the number 10. 
<br>1660|H|* Identify when you are working with quantities in the teens and count them with your child. 
<br>1661|H|* Point out that teens are made of a ten with some left over beads. E.g. 13 is one 10 and 3 units<br><h2>1662|X|lesson|Games with Quantities</h2>1663|C|* A continuation of Teens: Introduction to Quantity, this lesson allows for the child to become secure with his knowledge of the teens quantities through playing games. 
<br>1664|C|* The child sets out the colored bead stair and the tens bars. 
<br>1665|C|* He goes to a teacher or a child who is secure in their knowledge of the teens quantities and asks for a quantity. 
<br>1666|C|* He brings them the quantity and they count it together. 
<br>1667|C|* Soon, the child is shown a quantity and asked ""What is this?"" When he can accurately answer with all the names for the teens out of order he is ready for the next step - combining quantity and symbol.
<br>1669|R|* To introduce the quantities 11-19 with their names.
<br>1670|R|* To see the relationship of the numbers 1-9 to the number 10. 
<br>1672|H|* Identify when you are working with quantities in the teens and count them with your child. 
<br>1673|H|* Point out that teens are made of a ten with some left over beads. E.g. 13 is one 10 and 3 units<br><h2>1674|X|lesson|Introduction to Symbols</h2>1675|C|* The child is introduced to the Teens Boards: two boards consisting of 5 spaces each with the numeral 10 printed on it, and a set of numeral cards from 1-9 that slide into the slot and cover the zero of the tens. 
<br>1676|C|* The child is introduced to the numerals for the teens with a 3-period lesson. Similar to when they were introduced to the quantities, they are shown the 10 and 1 come together to make 11.
<br>1677|C|* Once all the numerals have been given to the child via the 3-period lesson, he can move on to Teens: Games with Symbols.
<br>1679|R|* To give the symbols for the numbers 11-19. 
<br>1681|H|* Whenever you see a printed numeral for one of the teens, you can point it out to your child and say the name<br><h2>1682|X|lesson|Games with Symbols</h2>1683|C|* The numeral cards are set out at random and the guide asks the child to build a numeral (e.g. ""Build 15"". The child finds the 5 card and places it on top of a ten). The child and guide continue this game until the child seems secure with building the numerals he is asked to build.
<br>1684|C|* The guide builds a numeral and asks the child ""What is this?""
<br>1686|R|* To help the child become secure with the symbols for the numbers 11-19. 
<br>1688|H|* Whenever you see a printed numeral for one of the teens, you can point it out to your child and think about what it is together. Give your child the chance to say what it is if he knows it<br><h2>1689|X|lesson|Association of Quantity and Symbol</h2>1690|C|* The child gets out the teens boards and the colored bead stair with the ten bars. 
<br>1691|C|* The guide builds 11 with the beads next to the boards and adds the 1 card to the board to make it read 11. 
<br>1692|C|* The child then repeats this with the rest of the teens. 
<br>1693|C|* She can play this game as much as she'd like, mixing up the order of the numerals. 
<br>1694|C|* If she needs more help the adult can play more games with her until she is secure with the numerals and quantities 11-19.
<br>1696|R|* Association of the quantity, mane, and symbol for the teens (11-19).
<br>1698|H|* See previous Teen lessons<br><h2>1699|X|material|Tens</h2><br>1699|X1|<br><h2>1700|X|lesson|Naming the Tens</h2>1701|C|* A [3 Period Lesson] where the child is introduced to the names for 10, 20,...,90.
<br>1702|C|* The child lays out ten bars and the adult connects them to the numeral and names them. They play some games. Once the child is familiar with the names of the tens we move to [Tens: Counting from 10-99]
<br>1704|R|* To introduce the conventional names for the tens quantities: “twenty”, “thirty”, “forty”…”ninety”
<br>1705|R|* To realize how the numbers progress from one ten to the next
<br>1706|R|* To connect name, quantity, and symbol for the numbers 11-99
<br>1708|H|* Count by 10s together<br><h2>1709|X|lesson|Counting from 10-99</h2>1710|C|* The child gathers the boards and cards for the tens work and all the ten bars and units. 
<br>1711|C|* We start by laying out one 10 bar and one unit, counting to 11 and making 11 with the numeral cards.
<br>1712|C|* Next she adds a unit and counts to 12 and builds 12 with the numeral cards. 
<br>1713|C|* This continues until the child comes to 19. The adult helps her transition from 19 to 20. 
<br>1714|C|* This process is repeated until the child reaches 99. The adult helps with the transitions from one ten to the next as needed. 
<br>1716|R|* To realize how the numbers progress from one ten to the next
<br>1717|R|* To connect name, quantity, and symbol for the numbers 11-99
<br>1719|H|* Count by 10s together<br><h2>1720|X|lesson|100 Chain</h2>1721|C|* This work uses a chain of 100 golden beads composed of 10 bars of 10, a square of 100 and a box of labels with the numbers 1-10, and 20-100
<br>1722|C|* The child takes out the chain and counts the first ten beads, labeling each bead.
<br>1723|C|* He continues to count but now only labels the 10s all the way to 100. 
<br>1724|C|* Here, the adult shows him how the chain folds up into a square like the square of 100, to point out that 10 tens is equal to 100.
<br>1726|R|* To consolidate linear counting.
<br>1727|R|* To solidify the idea that 100 is 10 tens.
<br>1728|R|* To give sensorial impression of the difference between 10^2 and 10^3.
<br>1729|R|* Indirect preparation for squaring and cubing.
<br>1731|H|* Count by 10s together.
<br>1732|H|* Count to 100<br><h2>1733|X|lesson|1000 Chain</h2>1734|C|* This work uses a chain of 1000 golden beads composed of 100 bars of 10, a cube of 1000, 10 squares of 100, and a box of labels with the numbers 1-10, and 20-1000 (by tens).
<br>1735|C|* The child takes out the chain and counts the first ten beads, labeling each bead.
<br>1736|C|* He continues to count but now only labels the 10s all the way to 100. 
<br>1737|C|* Here, the adult reminds him how the 100 chain folded up into a square like the square of 100, and they place one of the squares above 100. They repeat this process until they reach 1000.
<br>1738|C|* At 1000, the adult shows the child how we can stack the ten 100 squares up so they look like the 1000 cube (to show the child that 10 100s is the same as 1000).
<br>1740|R|* To consolidate linear counting.
<br>1741|R|* To solidify the idea that 100 is 10 tens, and 10 hundreds is 1000.
<br>1742|R|* To give sensorial impression of the difference between 10^2 and 10^3.
<br>1743|R|* Indirect preparation for squaring and cubing.
<br>1745|H|* Count by 10s up to 1000 together.
<br>1746|H|* Count to 1000<br><h2>1747|X|lesson|Short Chains</h2>1748|C|* This work uses the Bead Cabinet. The short chains consist of chains of colored beads matching the colors the child learned with the colored bead stair in [Teens: Introduction to Quantity], strung together to make the squares of the numbers. E.g. the short chain of 5 is made up of 5 bead bars of 5 light blue beads each (totaling 25 beads). Along with the chain each number has a square that matches it.
<br>1749|C|* The child folds the chain and compares it to the square that matches the chain he is counting.
<br>1750|C|* She counts the chain and labels it as she did with the [100 Chain] and [1000 Chain].
<br>1751|C|* She can choose any of the chains from 1-10 to count.
<br>1752|C|* The adult encourages the child to read the labels out loud after counting the whole chain. Sometimes we'll read them backward as well.
<br>1754|R|* Comparison of the squares of the numbers 1-10
<br>1755|R|* To give the child another means of counting in a series.
<br>1756|R|* More practice in linear counting.
<br>1757|R|* Indirect preparation for multiplication, squaring, and bases other than base ten.
<br>1759|H|* Count by multiples of different numbers from 1-10 (count by 5s, 3s, 9s, etc...) with your child<br><h2>1760|X|lesson|Long Chains</h2>1761|C|* This work uses the Bead Cabinet. The long chains consist of chains of colored beads matching the colors the child learned with the colored bead stair in [Teens: Introduction to Quantity], strung together to make the cubes of the numbers 1-10. E.g. the long chain of 7 is made up of 49 bead bars of 7 white beads each (totaling 343 beads). Along with the chain and squares, each number has a cube that matches it.
<br>1762|C|* The child folds the chain and compares it to the squares and cube that match the chain he is counting.
<br>1763|C|* She counts the chain and labels it as she did with the [Short Chains].
<br>1764|C|* She can choose any of the chains from 1-10 to count.
<br>1765|C|* The adult encourages the child to read the labels out loud after counting the whole chain. Sometimes we'll read them backward as well.
<br>1767|R|* Comparison of the cubes of the numbers 1-10.
<br>1768|R|* To give the child another means of counting in a series.
<br>1769|R|* More practice in linear counting.
<br>1770|R|* Indirect preparation for multiplication, squaring, cubing, and bases other than base ten.
<br>1772|H|* Count by multiples of different numbers from 1-10 (count by 5s, 3s, 9s, etc...) with your child<br><h2>1773|X|material|Recording the Chains</h2><br>1773|X1|<br><h2>1774|X|lesson|Number Pyramid</h2>1775|C|* The child gets out each short chain and records the numbers as h/she counts it onto gridded paper. Each paper is cut to look like the square of each chain. For example, the three chain is a grid of 3x3 squares in which the child will write 1 - 9. 
<br>1777|R|* Practice writing numerals.
<br>1778|R|* Motivation to repeatedly count the long and short chains.
<br>1780|H|* Write numbers with your child; random, large numbers up to 1000. 
<br>1781|H|* You could point out that there are numbers bigger than 1000 if your child is interested. 
<br>1782|H|* If your child is very curious, you could tell them that numbers can go on forever (infinity) because you can always add another 1 to the biggest number you can think of together.",ongoing,36888
<br><h2>1783|X|group|Exploration and Memorization of Essential Combinations</h2><h2>1784|X|material|Addition Snake Game</h2><br>1784|X1|<br><h2>1785|X|lesson|Counting the Snake</h2>1786|C|* A set of three boxes containing bars of ten, colored bead bars, and one black and white bead stair (bead bars from 1-9, with 1-5 being black, 6-9 have 5 black beads and then white beads to make up the numeral)
<br>1787|C|* The child gets the boxes out and uses the colored beads to make a ""snake""
<br>1788|C|* She counts the beads and exchanges them for golden bars of ten, using the black and white bead stair for remainders. 
<br>1789|C|* Eventually the entire snake is golden with possibly one black and white bar at the ""tail""
<br>1790|C|* We show the child how to count the ten bars to see how long their snake was
<br>1792|R|* To give the first practice in memorization of the essential combinations in addition
<br>1793|R|* To help the child experience the fact that no two quantities less than ten can make more than eighteen
<br>1794|R|* To reenforce all of the possible combinations that make ten
<br>1796|H|* Continue counting and adding with your child, and using adding language in the home<br><h2>1797|X|lesson|Two by Two</h2>1798|C|* The child uses the Addition Snake Game for this work. They set it up as in [Addition Snake Game: Counting the Snake].
<br>1799|C|* When the child starts counting we show them how to isolate the first 2 bars on the mat above the snake and count them using conventional language (teens, etc...). We then use golden and black & white bars to represent the amount. 
<br>1800|C|* They set aside the colored bars to use to check their work later, and replace the golden and black & white bars in the snake. Then they take the very first bar after the ten and the next one in the snake and repeat until the snake is golden. 
<br>1801|C|* We show a control of error here that uses multiplication if the child is comfortable with multiplication.
<br>1803|R|* See [Addition Snake Game: Counting the Snake]
<br>1805|H|* See [Addition Snake Game: Counting the Snake<br><h2>1806|X|material|Addition Snake Game Control of Error</h2><br>1806|X1|<br><h2>1807|X|lesson|Matching the 10's</h2>1808|C|* The child does the snake game and preforms it with relative accuracy.
<br>1809|C|* We then come and show them a way to check their work using the method from [Number Rods and Cards: Sums of 10 and Less than 10].
<br>1810|C|* We take all the colored beads and sort them in order at the top of the mat.
<br>1811|C|* Then we place one of the golden bars down and using a 9 and a 1 bar we make ten next to it. We continue making tens until we have no tens left - pointing out to the child that we only use 2 bars to make a ten.
<br>1812|C|* When there are no combinations of 2 bars that will make ten, we trade in 2 smaller bars for a longer colored bar of the same length as the last black and white bar. (Sums of 10 can be 2 bars, anything less is one bar).
<br>1814|R|* It is another way for the child to check his own work.
<br>1815|R|* To reinforce all of the possible combinations that make 10.
<br>1817|H|* See [Addition Snake Game: Counting the Snake]
<br>1818|H|* Talk about number combinations that make 10. 
<br>1819|H|*  Use change to do practice exchanging for 10 (pennies, nickels, and dimes)<br><h2>1820|X|material|Addition Strip Board</h2><br>1820|X1|<br><h2>1821|X|lesson|Exploration</h2>1822|C|* A board with a grid with numbers along the top (1-10 in red and 11-18 in blue) with a red line dividing the grid between 10 and 11. Blue and red wooden strips with numbers on them to match their length. Papers and writing supplies
<br>1823|C|* The child takes the work to a table and sets it up with the blue strips to the left and red strips to the right of the board. 
<br>1824|C|* The child chooses a blue strip and places it on the board. The he adds a red strip. They look for the answer above the last red square. 
<br>1825|C|* In this manner the child explores random combinations and gets a feel for using the strip board. 
<br>1826|C|* He can say his equations out loud if he likes (we always do this while working with a child), ""Seven plus six equals thirteen.""
<br>1828|R|* To guide the child through all of the possible essential combinations of addition in a systematic fashion.
<br>1829|R|* To show that no essential combination exists beyond 9 + 9 = 18
<br>1830|R|* Purpose for the red line on board: To show how quantities greater than 10 are divided into two sections - one section of ten and the second section leading toward another ten.
<br>1831|R|* To reinforce the mechanism of addition helping the child to see and memorize the essential combinations of addition.
<br>1833|H|* Keep practicing adding numbers from 1-9 in random combinations. 
<br>1834|H|* Think of lots of ways you can make the same sum. (9 + 3 = 12, 8 + 4 = 12, 7 + 5 = 12, etc...<br><h2>1835|X|lesson|Using the Tables</h2>1836|C|* After the child has completed his first paper with [Addition Strip Board: Essential Combinations], we introduce him to the Addition Control Charts. 
<br>1837|C|* The Addition Control Charts are charts with all the essential combinations for addition with their answers printed in red. Chart 1 has all the combinations for all the numbers. Chart 2 takes away any repeats and is used only with the Commutative Law.
<br>1838|C|* The child fetches the chart and finds the equation he is working on. He checks that his answer matches the number printed in red in the equation on the chart. If it doesn't match, he corrects it. 
<br>1839|C|* The child uses the chart to check his work after he finishes each paper. So if he sits and does all nine papers, he'll take 9 trips to get the control chart (this is so that other children can be using them at the same time).
<br>1841|R|*  See [Addition Strip Board: Exploration]
<br>1842|R|*  Using the control charts is how the child will check their work for all the following addition, subtraction, multiplication, and division works.
<br>1844|H|* See [Addition Strip Board: Exploration<br><h2>1845|X|lesson|Essential Combinations</h2>1846|C|* When the child has been exploring the Addition Strip Board for a while and they seem comfortable working with it, we have the child fetch one of the packets of paper from the shelf. 
<br>1847|C|* We look at the papers with the child and explain how they'll use them (the number at the top tells them what blue strip to use). 
<br>1848|C|* The child places the blue strip and starts placing the red strip to match the equation and find the sum. They then record the sum on the paper and move on to the next problem. 
<br>1849|C|* The child can continue in any order with the papers (they go from 1 to 9), but the goal is that the child completes them all. 
<br>1851|R|*  See [Addition Strip Board: Exploration]
<br>1853|H|* See [Addition Strip Board: Exploration<br><h2>1854|X|lesson|How Many Ways?</h2>1855|C|* The child gets the addition strip board and some blank math paper. 
<br>1856|C|* They choose a number and write it at the top of the paper. They are going to find how many ways they can make that number. 
<br>1857|C|* Starting with the blue 1, they add the red strip that makes the number and write down the equation. They continue building sums of the chosen number and writing down the resulting equations without removing the previous sums from the board.
<br>1858|C|* He then gets the control chart and checks all his answers.
<br>1860|R|*  See [Addition Strip Board: Exploration]
<br>1862|H|* See [Addition Strip Board: Exploration<br><h2>1863|X|lesson|The Commutative Law</h2>1864|C|* The child does [Addition Strip Board: How Many Ways?], leaving all the combinations on the board, but does not write anything down.
<br>1865|C|* We go through the combinations and find the ones that are the same (8 + 1 = 9 and 1 + 8 = 9) and point out that we don't need both of them. We scoot the extra one to the bottom of the board. The child continues in a like manner until all the superfluous sums are eliminated. 
<br>1866|C|* We help the child understand that those ones are not needed, and they only write down the sums left at the top of the board. 
<br>1867|C|* We show them how to check their work using Control Chart 2, pointing out that they took all the extras out of the chart too. 
<br>1869|R|* See [Addition Strip Board: Exploration]
<br>1870|R|* To introduce the Commutative Law: the order of the addends does not affect the sum.
<br>1872|H|* See [Addition Strip Board: Exploration<br><h2>1873|X|material|Subtraction Snake Game</h2><br>1873|X1|<br><h2>1874|X|lesson|Counting the Snake</h2>1875|C|* This material is the same as [Addition Snake Game: Counting the Snake] with the addition of a forth box of bead bars. The bars in this fourth box are similar to the black and white bead stair, but in shades of grey. There are several bars of varying length in this box. 
<br>1876|C|* The child fetches the material and builds a snake as with [Addition Snake Game: Counting the Snake] except adding in the grey bars every other bar. 
<br>1877|C|* The child starts counting the snake as before, but when he reaches a grey bar he has to subtract (take away that many beads from the snake). If there are remainders, he uses the black and white bead bars. 
<br>1878|C|* The child keeps all the colored and grey bead bars for the control of error.
<br>1879|C|* He should end up with a golden snake much shorter than the snake he started out with.
<br>1881|R|* To familiarize the child with all of the essential combinations in subtraction.
<br>1882|R|* To offer the first step toward memorizing the essential combinations in subtraction.
<br>1883|R|*  Indirectly to prepare the child for algebra: Equal quantities of opposite signs cancel each other (this is not something we ever tell the children - it's just to give them some experience).
<br>1885|H|* Talk to your child about subtraction whenever you have to ""take away"". 
<br>1886|H|* Use subtraction language and let them help when you're doing subtractions<br><h2>1887|X|lesson|Control of Error</h2>1888|C|* When the child has finished building his golden snake (see [Subtraction Snake Game: Counting the Snake]), he sorts the colored bead bars at the top of his workspace (exactly as he does with [Addition Snake Game Control of Error: Matching the 10's]). He then repeats this process with the grey bars beneath the colored bars. 
<br>1889|C|* First the child matches the colored bars to the grey bars (one-to-one, so he may have to trade some in). When that is finished, he proceeds to matching tens with the rest of the colored bars. Ideally, there are no extras.
<br>1891|R|* See [Subtraction Snake Game: Counting the Snake]
<br>1893|H|* See [Subtraction Snake Game: Counting the Snake<br><h2>1894|X|lesson|Two by Two</h2>1895|C|* This is done as in [Addition Snake Game: Two by Two] with these differences:
<br>1896|C|* The child brings up the grey bar and the one immediately preceding it. He counts how many he has to take away. If there are not enough beads on the other bar, he has to borrow a ten from the snake.
<br>1897|C|* He places a black and white bar for the remainder and it is the only one that is returned to the snake. The others are kept for the control of error.
<br>1899|R|* See [Subtraction Snake Game: Counting the Snake]
<br>1901|H|* See [Subtraction Snake Game: Counting the Snake<br><h2>1902|X|material|Subtraction Strip Board</h2><br>1902|X1|<br><h2>1903|X|lesson|Exploration</h2>1904|C|* A board similar to the Addition Strip Board, with the addition of unmarked wooden strips. The child uses this board in a similar manner as the Addition Strip Board to do subtractions.
<br>1905|C|* The child is introduced to this board and does some random subtractions using the motions the guide has shown him. 
<br>1907|R|* To practice subtraction, leading to the memorization of the essential combinations in subtraction.
<br>1909|H|* See [Subtraction Snake Game: Counting the Snake<br><h2>1910|X|lesson|Essential Combinations</h2>1911|C|* The child uses the Subtraction Strip Board with printed papers to find all the essential combinations for subtraction. 
<br>1912|C|* Once he has filled out an entire paper, he fetches the Subtraction Control Chart and checks his work. He continues in this manner until he has finished all 18 pages (this may take several different sessions with the work).
<br>1914|R|* See [Subtraction Strip Board: Exploration]
<br>1916|H|* See [Subtraction Snake Game: Counting the Snake<br><h2>1917|X|lesson|How Many Ways?</h2>1918|C|* The child is familiar with ""how many ways?"" from the [Addition Strip Board: How Many Ways?], and just changes it to work with subtraction. 
<br>1919|C|* In order to do this he first chooses a number and builds how many ways as we do with addition, then he takes them apart.
<br>1920|C|* For example, he would build all the ways he could make four (including the 4 strip). Then he takes away the four strip (4-4=0), next he takes away the 3 strip (4-3=1), etc...
<br>1922|R|* See [Subtraction Strip Board: Exploration]
<br>1923|R|* To show that subtraction is the opposite action of addition.
<br>1925|H|* See [Subtraction Snake Game: Counting the Snake<br><h2>1926|X|material|Multiplication Bead Bars</h2><br>1926|X1|<br><h2>1927|X|lesson|Exploring the Tables</h2>1928|C|* A box with 10 compartments, sorted into these compartments are 50 of each bead bar from 1-10.
<br>1929|C|* The child chooses a number he wants to multiply (say 7), and starts laying out the matching bead bars (see image) according to what they're being multiplied by (starting with one). 
<br>1930|C|* After he's built 7x1=7 (see image) he count the beads and puts a bead bar of that number underneath (in this case, another 7). He continues multiplying his chosen number up to 9 and counting the number of beads. He builds the number underneath using ten bars and other colored bead bars (see image)
<br>1931|C|* Once he's finished with one number multiplied up to 9, he clears away the beads and chooses another multiplicand.
<br>1933|R|* To familiarize the child with all of the essential combination in multiplication
<br>1934|R|* To show the geometric form of multiplication demonstrating that the multiplier is not a solid body - it merely indicates how many times a quantity is repeated - and a succession of lines creates a plane (surface).
<br>1935|R|* Preparation for Division - helping the child visualize the divisibility of numbers. 
<br>1936|R|* Indirect preparation for algebra and geometry.
<br>1938|H|* Casually talk about multiplication when you encounter it<br><h2>1939|X|lesson|How Many Ways?</h2>1940|C|* See [Multiplication Bead Bars: Exploring the Tables]
<br>1941|C|* The child takes out the work and instead of building the multiplication tables, she chooses one quantity (say 6 taken 8 times) and builds it.
<br>1942|C|* Then she looks at it and sees that she can make the same shape with 8 taken 6 times.
<br>1943|C|* She builds it the second way and checks that it's exactly the same by counting to see if it's the same number of beads. 
<br>1944|C|* She can continue as long as she wants with different quantities.
<br>1946|R|* See [Multiplication Bead Bars: Exploring the Tables]
<br>1948|H|* See [Multiplication Bead Bars: Exploring the Tables<br><h2>1949|X|lesson|Multiplying by 10</h2>1950|C|* The child takes any number and multiplies it by ten and sees what happens.
<br>1952|R|* See [Multiplication Bead Bars: Exploring the Tables]
<br>1953|R|* To introduce to the child that you just add a zero on the end of any number multiplied by 10.
<br>1955|H|* See [Multiplication Bead Bars: Exploring the Tables<br><h2>1956|X|lesson|Multiplication Bead Board</h2>1957|C|* A wooden board with 100 dimples in 10 rows and columns and the numbers 1-10 printed across the top, printed multiplicand cards (1-10), a red disk to indicate the multiplier, and 100 small beads.
<br>1958|C|* The child fetches the work , multiplication packet, and a pencil. He chooses a multiplicand.
<br>1959|C|* Following the problems printed on the paper, he uses the red disk to indicate the multiplier he's working with and builds the problem. 
<br>1960|C|* He counts the beads and writes the answer on his paper. 
<br>1961|C|* When the whole sheet is finished, he gets the multiplication control chart to check his work.
<br>1962|C|* He continues until he's done the entire packet. There are also printed multiplication problems that the children can use for more practice.
<br>1964|R|* To practice multiplication leading to memorization of the essential combinations.
<br>1966|H|*  See [Multiplication Bead Bars: Exploring the Tables<br><h2>1967|X|material|Unit Division Board</h2><br>1967|X1|<br><h2>1968|X|lesson|Exploration</h2>1969|C|* A wooden board with a green band along the top with the numerals 1-9 printed on it with a round divot under each numeral (representing the divisor). There are 81 small dimples in a square on the board - each row with a numeral from 1-9 representing the answer. 81 green beads, 9 green skittles, printed division problems and math writing supplies. 
<br>1970|C|* The child takes out the board, chooses a number to divide and counts that number of beads into a dish. He then writes that number at the top of his sheet of paper. 
<br>1971|C|* He sets out all 9 skittles on the board and starts sharing out the beads by placing one under each skittle. 
<br>1972|C|* He continues until all the beads have been shared. Then he completes the equation by writing the number of skittles (divisor) and the answer (how many full rows of beads there are - if there is a row that is not complete, he counts the number of beads and records it as a remainder)
<br>1973|C|* He then continues dividing his chosen number with 8 skittles, and so on, until he reaches a number where there are not enough spaces on the board for the beads (e.g. 27/2). 
<br>1974|C|* This lesson is mainly an introduction and if the child gets it we move straight on to [Unit Division Board: Division from 81]
<br>1976|R|* To familiarize the child with the various ways that quantities can be divided.
<br>1977|R|* To show that not every quantity is evenly divisible, and to show that some quantities are divisible only by a few numbers. 
<br>1978|R|* To discover the essential combinations of division.
<br>1979|R|* To practice division leading to the memorization of the essential combinations of division.
<br>1980|R|* To see the relationship between multiplication and division.
<br>1982|H|* Let your child see you doing division.
<br>1983|H|* Talk about how things are divided equally, and how sometimes there is some left over (this works really well when cutting and dividing pies or cakes or other food items)<br><h2>1984|X|lesson|Division from 81</h2>1985|C|* The child takes out the materials for [Unit Division Board: Exploration] and the division writing materials.
<br>1986|C|* He sets the board up with all 81 beads and divides them among 9 skittles. He will get the answer 81/9=9 with 0 remainder. He is done with 81 (because if he divides by 8 all the beads won't fit on the board). 
<br>1987|C|* He takes one bead away and starts over dividing by 9, continuing in a like manner until no beads fit on the board.
<br>1988|C|* The child can work on these papers as long as he'd like. Eventually, he will have finished all 81 pages. 
<br>1990|R|* See [Unit Division Board: Exploration]
<br>1992|H|* See [Unit Division Board: Exploration<br><h2>1993|X|lesson|Finding Essential Combinations</h2>1994|C|* The child must have a complete set of 81 accurate pages for this work [see Unit Division Board: Division from 81]. 
<br>1995|C|* The adult shows him how to find the essential combinations (any equation with 0 remainder). He goes through his papers one by one and circles all the essential combinations in red pencil. 
<br>1996|C|* He then goes through the papers and records all the combinations by divisor to create his own set of division tables. These will become the child's control tables for the rest of his work with division. 
<br>1998|R|* See [Unit Division Board: Exploration]
<br>2000|H|* See [Unit Division Board: Exploration<br><h2>2001|X|lesson|Connection to Multiplication</h2>2002|C|* The child fetches the Unit Division Board and the Multiplication Bead Bars. 
<br>2003|C|* The child chooses a quantity and a divisor and finds the answer using the unit division board. 
<br>2004|C|* Then he builds the quantity out of the multiplication bead bars (multiplying the answer by the divisor). 
<br>2005|C|* The child can then experiment with any quantity from his division tables or using any number he wants that can be divided on the unit division board. 
<br>2006|C|* This gives the child a great visual for the idea that division is the opposite operation for multiplication.
<br>2008|R|* See [Unit Division Board: Exploration]
<br>2010|H|* See [Unit Division Board: Exploration<br><h2>2011|X|material|Addition Chart</h2><br>2011|X1|<br><h2>2012|X|lesson|Full</h2>2013|C|* A chart with the numbers 0-9 printed across the top in blue and 1-9 printed down the left side in red, and a grid showing all the sums of the combinations of those numbers (see image).
<br>2014|C|* The child fetches the chart, a pouch of printed addition problems, and blank math paper. 
<br>2015|C|* They draw a problem from the pouch and use their fingers on the chart to find the answer. Then they write down the entire equation on their paper. 
<br>2016|C|* Once they have filled the entire paper with equations (there are 10 lines) they fetch the Addition Control Chart 1 and use it to check their work. 
<br>2017|C|* Note: The child may be doing this work before [Addition Strip Board: Commutative Law]
<br>2019|R|* Further memorization of the essential addition combinations.
<br>2020|R|* To offer the possibility of repetition.
<br>2022|H|* Think of combinations of numbers less than 10 and add them in your head (out loud so your child can hear you<br><h2>2023|X|lesson|Commutative</h2>2024|C|* Similar board to [Addition Chart: Full], but all the repeated equations have been removed (see image).
<br>2025|C|* The child does this chart in a similar manner as [Addition Chart: Full], but the finger movements are slightly different, both starting on the left side and connecting only after the smaller addend reaches the end of it's line. 
<br>2027|R|* See [Addition Chart: Full]
<br>2029|H|* See [Addition Chart: Full<br><h2>2030|X|lesson|Odd and Even</h2>2031|C|* This chart has had all the superfluous sums removed and leaves only one representations of each sum. 
<br>2032|C|* The child uses ""skipping"" finger motions to navigate this chart, otherwise the work is done exactly the same as the previous work with the charts. See [Addition Chart: Full]
<br>2034|R|* See [Addition Chart: Full]
<br>2036|H|* See [Addition Chart: Full<br><h2>2037|X|lesson|Blank</h2>2038|C|* This chart looks similar to [Addition Chart: Full] except all the boxes in the grid are blank. In addition to the bag of printed problems, this chart has a box of tiles with numbers printed on them in red.
<br>2039|C|* This chart is sort of the test for the child's knowledge of the essential combinations for addition, so it is only presented after the guide sees that the child is confident in his knowledge of them.
<br>2040|C|* The child does not get writing materials for this work, he will supply the answers with the tiles. 
<br>2041|C|* He choses a problem, does the finger motions from [Addition Chart: Full] and then finds the tile that has the answer on it and places it in the square. 
<br>2042|C|* He repeats this process until the entire chart is filled in. If the child has misplaced a tile, the board will let him know - he can then use the Addition Chart: Full to tell him where he made the mistake and correct it.
<br>2044|R|* See [Addition Chart: Full]
<br>2045|R|* To focus the child's attention on the few combination he still needs to memorize, serving as a test of known facts.
<br>2047|H|* See [Addition Chart: Full<br><h2>2048|X|material|Subtraction Chart</h2><br>2048|X1|<br><h2>2049|X|lesson|Practice</h2>2050|C|* A chart  with all the essential combinations for subtraction (similar to the Addition Charts) - see picture.
<br>2051|C|* The child takes out the chart, a bag of printed problems, and blank math paper. 
<br>2052|C|* He uses the chart to solve the problem strip using finger motions on the board to find the answer. Then he records the entire equation on his paper. 
<br>2053|C|* When he's finished his paper, he uses the subtraction control chart to check his work. 
<br>2055|R|* Further exploration of the essential combinations in subtraction. 
<br>2056|R|* To offer the possibility of repetition.
<br>2058|H|* Use subtraction language, and talk about subtraction when you're doing things around the house like cooking (""We have 5 limes and we're using 3 to make guacamole, that leaves only 2 in the fruit basket.""<br><h2>2059|X|lesson|Blank</h2>2060|C|* This chart is exactly the same as the [Subtraction Chart: Practice], but all the answer squares are blank. 
<br>2061|C|* The child gets out the chart, a box of tiles with the answer numbers printed on them, and the bag of problems. 
<br>2062|C|* He reads a problem, finds where the answer should go, and places the tile with the answer on the chart. He sets the problem aside so he doesn't do it again. 
<br>2063|C|* He continues in this manner until he's filled the entire blank chart. Then he fetches the Practice Chart to check his work.
<br>2065|R|* See [Subtraction Chart: Practice]
<br>2066|R|* To focus the child's attention on the few combinations that he still needs to memorize, and to serve as a test of known facts.
<br>2068|H|* See [Subtraction Chart: Practice<br><h2>2069|X|material|Multiplication Chart</h2><br>2069|X1|<br><h2>2070|X|lesson|Full</h2>2071|C|* A chart similar to the [Addition Chart: Full], but filled with the multiplication essential combinations.
<br>2072|C|* The child uses finger motions to find the answers to printed multiplication problems and writes them down. 
<br>2073|C|* She uses the Multiplication Control Charts to check her work.
<br>2075|R|* To further memorization of the essential combinations of multiplication.
<br>2076|R|* To offer repetition.
<br>2078|H|* Demonstrate that you know your multiplication essential combinations, and allow your child to demonstrate the ones they know without pressure<br><h2>2079|X|lesson|Commutative</h2>2080|C|* A chart similar to the [Addition Chart: Commutative] with the multiplication tables. 
<br>2081|C|* The child uses the same finger motions as [Addition Chart: Commutative] to find the answers to the printed multiplication problems. 
<br>2082|C|* She checks her work with the second multiplication control chart ( it has all the repeat equations taken out).
<br>2084|R|* See [Multiplication Chart: Full]
<br>2086|H|* See [Multiplication Chart: Full<br><h2>2087|X|lesson|Blank</h2>2088|C|* A blank chart exactly the same as the [Addition Chart: Blank], a box of tiles printed with all the numbers needed to complete the chart. 
<br>2089|C|* The child does this exactly the same as all the other blank charts. 
<br>2090|C|* When he is finished, he gets the [Multiplication Chart: Full] to check his work.
<br>2092|R|* See [Multiplication Chart: Full]
<br>2093|R|* To focus the child's attention on the few combinations she still needs to memorize and to offer a test of known facts.
<br>2095|H|* See [Multiplication Chart: Full<br><h2>2096|X|material|Division Chart</h2><br>2096|X1|<br><h2>2097|X|lesson|Practice</h2>2098|C|* A large chart showing all the essential combinations for division, printed problem slips for division, math writing materials.
<br>2099|C|* The child uses finger motions to find the answers to the division problems and records them on his paper. 
<br>2100|C|* He uses his own division tables to check his answers. 
<br>2102|R|* To further memorization of the essential combination in division.
<br>2103|R|* To offer the possibility of repetition.
<br>2105|H|* Talk about division and give your child the opportunity to use his knowledge<br><h2>2106|X|lesson|Blank</h2>2107|C|* The same chart as [Division Chart: Practice] but without answers, a box of tiles with the missing answers printed in blue. 
<br>2108|C|* The child draws a problem, finds the space where it belongs and places the tile with the answer on it. He continues until the chart is complete. 
<br>2109|C|* He uses the division practice chart to check his answers.
<br>2111|R|* See [Division Chart: Practice]
<br>2112|R|* To focus the child's attention on the few combinations he still needs to memorize, serving as a test of know facts. 
<br>2114|H|* See [Division Chart: Practice<br><h2>2115|X|group|Passage to Abstraction</h2><h2>2116|X|material|Small Bead Frame</h2><br>2116|X1|<br><h2>2117|X|lesson|Introduction</h2>2118|C|* A frame with beads on wires representing units, tens, hundreds and thousands (looks somewhat like an abacus) and small bead frame paper (see image).
<br>2119|C|* The child fetches the frame and the [Golden Beads: Introduction to Quantity] Intro Tray.
<br>2120|C|* The adult helps the child see the connection between the golden beads and the beads on the bead frame.
<br>2121|C|* The child builds quantities with each category.
<br>2122|C|* When he seems comfortable, he returns the Intro Tray, and we move right on to introducing the paper.
<br>2123|C|* The teacher explains how to use the paper and has the child practice recording quantities on it (paying attention to moving to the left as he goes up in the hierarchy)
<br>2124|C|* The adult then shows the child how we can write a zero to indicate that there are no units, etc..., in an empty category.
<br>2125|C|* After the introduction to zero as a place holder, the child plays a formation of numbers game. The adult writes down a quantity and the child builds it with the frame. Then the adult builds a quantity and the child records it. We do this until the child is comfortable using the frame and paper, and with zero as a place holder. 
<br>2127|R|* To provide the child with an opportunity to work in a more symbolic way with addition, subtraction, and multiplication.
<br>2128|R|* To offer an opportunity for the child to apply memorized knowledge of the essential combinations.
<br>2129|R|Small Bead Frame Paper
<br>2130|R|* To reinforce that there are not more than 9 in any category in the decimal system.
<br>2131|R|* To reinforce zero as a place holder.
<br>2132|R|* To reinforce the importance of straight lines when recording columns of numbers.
<br>2133|R|* To offer an opportunity to practice recording quantities.
<br>2135|H|* Help your child to write large lists of numbers.
<br>2136|H|* You can make a bead frame with a shoebox and colored beads for your child to work on at home<br><h2>2137|X|lesson|Addition</h2>2138|C|* The child takes out the small bead frame (see [Small Bead Frame: Introduction]) and some bead frame paper.
<br>2139|C|* The child writes a large addition problem and by sliding over the beads on the frame he uses it to solve the problem. He records his answer on the paper. 
<br>2141|R|* See [Small Bead Frame: Introduction]
<br>2143|H|* See [Small Bead Frame: Introduction<br><h2>2144|X|lesson|Subtraction</h2>2145|C|* The child gets the small bead frame and the paper (see [Small Bead Frame: Introduction]). 
<br>2146|C|* The child uses the frame to solve subtraction problems that he creates.
<br>2148|R|* See [Small Bead Frame: Introduction]
<br>2150|H|* See [Small Bead Frame: Introduction<br><h2>2151|X|lesson|Naming Quantities by Category</h2>2152|C|* The child gets the small bead frame  (see [Small Bead Frame: Introduction]) and plays a verbal game with the teacher that involves building large quantities. 
<br>2153|C|* This is to help the child grasp that twelve 10s is 120 and it is represented by one red bead and 2 blue beads (etc...). 
<br>2154|C|* This games introduces the idea that eighteen hundred is the same as one thousand eight hundred, and thirteen tens is one hundred thirty, etc...
<br>2155|C|* When the child is secure with this we move on to multiplication with the small bead frame.
<br>2157|R|* See [Small Bead Frame: Introduction]
<br>2159|H|* See [Small Bead Frame: Introduction<br><h2>2160|X|lesson|Multiplication</h2>2161|C|* The child fetches the small bead frame and paper  (see [Small Bead Frame: Introduction]). 
<br>2162|C|* The child uses the small bead frame to solve her own multiplication problems and records them on the paper.
<br>2164|R|* See [Small Bead Frame: Introduction]
<br>2166|H|* See [Small Bead Frame: Introduction<br><h2>2167|X|material|Wooden Hierarchical Material</h2><br>2167|X1|<br><h2>2168|X|lesson|Introduction to Quantity</h2>2169|C|* Seven wooden solids representing the following hierarchical values:
<br><h2>2170|X||</h2><br>2170|X1|<br><h2>2171|X| divided into equal parts by green lines so that        each section represents the preceding value (1)
|</h2><br>2171|X1|<br><h2>2172|X| divided into equal parts by blue lines so that each section represents the preceding value (10)
|</h2><br>2172|X1|<br><h2>2173|X|000—A green cube 5cm x 5cm x 5cm| divided into equal parts by red lines so that each section represents the preceding value (100) 
</h2><br>2173|X1|<br><h2>2174|X|000—A blue bar 5cm x 5cm x 50cm| divided into equal parts by green lines so that each section represents the preceding value (unit of 1000)
</h2><br>2174|X1|<br><h2>2175|X|000	—A red square 5 cm x 50cm x 50cm| divided into equal parts by blue lines so that each section represents the preceding value (ten of 1000)
</h2><br>2175|X1|<br><h2>2176|X|000|000—A green cube 50cm x 50cm x 50cm divided into equal parts by red lines so that each section represents the preceding value (hundred of 1000)
</h2><br>2176|X1|<br>Small Number Cards, with the corresponding numerals 1; 10; 100; 1000; 10000; 100000; 1000000.
<br>* The children set the material up on rugs in order from right to left (1-1000000).
<br>* The adult connects it to the intro tray. Showing how the small green unit is the same as the unit bead, etc...
<br>* Once the children have been introduced to the quantity names, they play a [3-Period Lesson] with it. 
<br>* There may be extended games at the second period and memory games played.
<br>2183|R|* To help the child become aware of the hierarchies of the decimal system up to one million by quantity, symbol, and name.
<br>2184|R|* To familiarize the child with the reading and writing of large numbers<br><h2>2185|X|lesson|Introduction to Symbol</h2>2186|C|* See [Wooden Hierarchical Material: Introduction to Quantity]
<br>2187|C|* The children take out the numeral cards for the hierarchical material (1-1000000).
<br>2188|C|* The adult introduces 10000 - 1000000 to the children and then they play a [3-Period Lesson].
<br>2189|C|* The adult may also connect the numerals to the wooden material at this point. 
<br>2191|R|* See [Wooden Hierarchical Material: Introduction to Quantity<br><h2>2192|X|lesson|Association of Quantity and Symbol</h2>2193|C|* See [Wooden Hierarchical Material: Introduction to Quantity]
<br>2194|C|* The children take out the numerals and the wooden material. 
<br>2195|C|* They label all the wooden material with the cards. The adult only stays by to help if needed.
<br>2197|R|* See [Wooden Hierarchical Material: Introduction to Quantity<br><h2>2198|X|material|Large Bead Frame</h2><br>2198|X1|<br><h2>2199|X|lesson|Introduction</h2>2200|C|* The large bead frame (similar to the small bead frame, but with wires for 10000, 100000, and 1000000). Paper to use with the large bead frame (similar to that for the small bead frame, but longer and with the extra hierarchy up to million).
<br>2201|C|* The adult helps the child see the connection between the small bead frame and the large bead frame, and introduces the frame and paper in a similar manner. See [Small Bead Frame: Introduction].
<br>2203|R|* We are continuing to provide the child the opportunity to work in a more symbolic way with addition, subtraction, and multiplication.
<br>2204|R|* To offer an opportunity for the child to apply memorized knowledge of the essential combinations<br><h2>2205|X|lesson|Operations</h2>2206|C|* See [Large Bead Frame: Introduction]
<br>2207|C|* The child uses this frame in a similar manner as the small bead frame to do the operations of addition, subtraction, and multiplication.
<br>2208|C|* See [Small Bead Frame: Addition], [Small Bead Frame: Subtraction], and [Small Bead Frame: Multiplication].
<br>2210|R|* See[Large Bead Frame: Introduction<br><h2>2211|X|material|Racks and Tubes</h2><br>2211|X1|<br><h2>2212|X|lesson|Short Division</h2>2213|C|* Seven racks of test tubes, 3 racks are white, 3 grey, and one is black. Each rack holds 10 test tubes; each test tube holds 10 beads. The simple and thousands families have a rack of units, a rack of tens, and a rack of hundreds in the corresponding hierarchical colors. The millions has only units. There are seven painted cups, one for each rack - the outside color corresponds to white, grey, or black, and the inside color to the hierarchical colors of red, blue, and green. A set of nine green skittles. A board of the same design as the [Unit Division Board]. Writing supplies and blank slips of blue paper.
<br>2214|C|* At this age, this material is usually only used for short division.
<br>2215|C|* The child creates a division problem and writes it on her paper.
<br>2216|C|* The child lays out the same number of skittles on the board as her divisor.
<br>2217|C|* She takes out the right number of beads for each category according to her quotient, and places them in the corresponding cups. 
<br>2218|C|* Starting with the largest hierarchy, she begins to divide the beads among the skittles. 
<br>2219|C|* She records the answer, puts any remaining beads into the next cup, and clears the board.
<br>2220|C|* Then she repeats for each succeeding number, exchanging as needed, until she has come up with an answer to her division problem. 
<br>2221|C|* The child can continue to make up her own problems to solve as long as she likes.
<br>2223|R|* To provide the opportunity to work in a more symbolic way with division. 
<br>2224|R|* To offer the opportunity for the child to apply memorized information for the essential combinations in division<br><h2>2225|X|group|Fractions</h2><h2>2226|X|lesson|Making Designs</h2>2227|C|* 10 frames with circular insets 10cm in diameter. One inset is a complete circle with a knob. The other insets are divided into 2, 3, 4, 5, 6, 7, 8, 9, and 10 equal sections, each section with a knob.
<br>2228|C|* The child takes out all of the insets.
<br>2229|C|* She can use them to explore different shapes and find some sensorial equivalencies. 
<br>2230|C|* If she makes a design she really likes, she can trace it on some paper and color it in like the [Metal Insets]. 
<br>2232|R|* To give the child a beginning understanding of the nature of fractions.
<br>2233|R|* To discover the relationships between factions and whole numbers.
<br>2234|R|* To give the child experience using the 4 operations with fractions.
<br>2236|H|* Talk to your child about how fractions are equal parts of a whole ( a pie is a good place to start).
<br>2237|H|* Play around with fractions and making geometric designs with them.",ongoing,36934
<br><h2>2238|X|lesson|Introduction to Quantity</h2>2239|C|* See [Making Designs]
<br>2240|C|* The adult helps the child make the connection that the whole circle is like the unit bead.
<br>2241|C|* They talk about dividing a whole thing into parts to share (like a pie or a pizza).
<br>2242|C|* The child is introduced to the word 'fractions' and what it means.
<br>2243|C|* The child is shown how all of the fractions in one inset are the exact same size and how the whole circle fits in their space when they are removed.
<br>2245|R|* See [Making Designs]
<br>2247|H|* See [Making Designs<br><h2>2248|X|lesson|Naming the Fractions</h2>2249|C|* See [Making Designs] and [Introduction to Quantity]. This lesson may follow directly after Introduction to Quantity.
<br>2250|C|* The adult names each of the fractions for the child and they play a [3-Period Lesson].
<br>2252|R|* See [Making Designs]
<br>2254|H|* See [Making Designs<br><h2>2255|X|lesson|Introduction to Symbols</h2>2256|C|*  The child is introduced to how we write fractions. He is shown that the number on the bottom says how many equal pieces we have in total and the number at the top tells us how many of those pieces we have right now. 
<br>2257|C|* The child is introduced to the printed fraction labels and can label all the fractions on the shelf.
<br>2259|R|* See [Making Designs]
<br>2261|H|* See [Making Designs<br><h2>2262|X|lesson|Equivalence</h2>2263|C|* The child takes one fraction out of an inset and sees how many of another fraction will fit in its space. 
<br>2264|C|* The child starts by taking out 1/2 and trying to fill the space with thirds. It doesn't work evenly. Then he tries with fourths. When it fits evenly he places the 2/4 next to the 1/2 piece on the table. He notices the 2/4 equals 1/2. He continues until he has all the equivalencies for 1/2 (2/4, 3/6, 4/8, 5/10). 
<br>2265|C|* He records the equivalencies on his paper (1/2=2/4=3/6=4/8=5/10).
<br>2266|C|* He continues in a like manner for other fractions, recording the equivalencies on paper. 
<br>2268|R|* See [Making Designs]
<br>2270|H|* See [Making Designs<br><h2>2271|X|lesson|Addition</h2>2272|C|* The child fetches the insets and the packet of printed addition problems (these problems only use fractions with the same denominator as addends).
<br>2273|C|* The child builds each of the addends separately and then pushes them together and counts them to find his answer. 
<br>2274|C|* He records the whole equation on his paper.
<br>2275|C|* He can draw and solve as many problems as he wants. 
<br>2277|R|* See [Making Designs]
<br>2279|H|* See [Making Designs<br><h2>2280|X|lesson|Subtraction</h2>2281|C|* The child fetches the insets and the packet of printed subtraction problems (these problems only use fractions with the same denominator for the minuend and subtrahend).
<br>2282|C|* The child builds the minuend and then takes away the subtrahend. He counts the remainder (difference) and records the equation on his paper. 
<br>2283|C|* He can draw and solve as many problems as he wants. 
<br>2285|R|* See [Making Designs]
<br>2287|H|* See [Making Designs<br><h2>2288|X|lesson|Multiplication</h2>2289|C|* The child fetches the insets and the packet of printed multiplication problems (these problems only use whole numbers for the multipliers).
<br>2290|C|* The child builds the multiplicand the required number of times separately, then pushes them all together and counts them. 
<br>2291|C|* He records the equation on his paper. 
<br>2292|C|* He can draw and solve as many problems as he wants. 
<br>2294|R|* See [Making Designs]
<br>2296|H|* See [Making Designs<br><h2>2297|X|lesson|Division</h2>2298|C|* The child gets the fractions, the division problems, and the skittles. 
<br>2299|C|* He gets out the amount of fractions and number of skittles he needs for the problem. 
<br>2300|C|* He shares the fractions among the skittles and then records the number of fractions one skittle has.
<br>2301|C|* He continues drawing and solving problems as long as he wants.
<br>2303|R|* See [Making Designs]
<br>2305|H|* See [Making Designs<br><h2>2306|X|group|Geography</h2><br>2306|X1|Geography begins with learning language to describe the globe and then moves in towards a child\'s home country and region. This includes the study of different continents; countries; types of lands and cultures.<br><h2>2307|X|group|Geography</h2><h2>2308|X|lesson|Sandpaper Globe</h2>2309|C|* A globe with sandpaper representing the land and a smooth surface (typically painted blue) representing the water. 
<br>2310|C|* The child feels the globe while the guide gives her the language ""land"" and ""water"" through a [Three Period Lesson]. 
<br>2312|R|* Preparation for the later study of physical geography.
<br>2314|H|* Talk about the earth and it's place in space, talk about land masses and oceans, look at globes.",ongoing,36943
<br><h2>2315|X|lesson|Painted Globe</h2>2316|C|* A globe identical to the [Sandpaper Globe], except that each continent is painted a different color (and is no longer rough).
<br>2317|C|* The child learns the language ""continent"" and ""ocean"" through a [Three Period Lesson].
<br>2319|R|* Preparation for the later study of geography.
<br>2321|H|* See [Sandpaper Globe]",ongoing,36944
<br><h2>2322|X|lesson|Map of the Continents</h2>2323|C|* A puzzle map in which each continent on the [Painted Globe] becomes an individual puzzle piece (depending on orientation, sometimes a continent is split into 2 pieces).
<br>2324|C|* The child takes out the pieces, mixes them up, and then returns them to the map. 
<br>2325|C|* When the child can do this consistently by herself, the guide returns and teaches her the names of the continents and oceans using a [Three Period Lesson].
<br>2327|R|* Preparation for the later study of geography.
<br>2329|H|* See [Sandpaper Globe]
<br>2330|H|* Look at maps together and talk about different continents and countries.",ongoing,36945
<br><h2>2331|X|lesson|North America Map</h2>2332|C|* A puzzle map for each individual continent, each continent is subdivided into countries which are differentiated by color. The knob for each country is placed in the location of the country's capitol city.
<br>2333|C|* The child does the puzzle.
<br>2334|C|* When he can consistently return all the pieces to the map without help, the guide returns and starts teaching the names of the countries through the [Three Period Lesson].
<br>2336|R|* See [Map of the Continents]
<br>2338|H|* See [Map of the Continents]",ongoing,36946
<br><h2>2339|X|lesson|South America Map</h2>2340|C|* See [North America Map]
<br>2342|R|* See [North America Map]
<br>2344|H|* See [North America Map]",ongoing,36947
<br><h2>2345|X|lesson|Africa Map</h2>2346|C|* See [North America Map]
<br>2348|R|* See [North America Map]
<br>2350|H|* See [North America Map]",ongoing,36948
<br><h2>2351|X|lesson|Asia Map</h2>2352|C|* See [North America Map]
<br>2354|R|* See [North America Map]
<br>2356|H|* See [North America Map]",ongoing,36949
<br><h2>2357|X|lesson|Oceania Map</h2>2358|C|* See [North America Map]
<br>2360|R|* See [North America Map]
<br>2362|H|* See [North America Map]",ongoing,36950
<br><h2>2363|X|lesson|Europe Map</h2>2364|C|* See [North America Map]
<br>2366|R|* See [North America Map]
<br>2368|H|* See [North America Map]",ongoing,36951
<br><h2>2369|X|lesson|USA Map</h2>2370|C|* Puzzle map that shows the political divisions of the child's home country (in this case, the USA). 
<br>2371|C|* The child does the puzzle. 
<br>2372|C|* When the child can consistently do the puzzle on her own, the guide teaches her the names of the states using a [Three Period Lesson].
<br>2374|R|* See [North America Map]
<br>2376|H|* See [North America Map]
<br>2377|H|* Talk about the states you've lived in, what states family lives in, places you've visited. Talk about our country.",ongoing,36952
<br><h2>2378|X|lesson|Geography Folder</h2>2379|C|* A set of 7 folders (one for each continent) with pictures inside representing people, biomes, and animals of each continent. 
<br>2380|C|* The children can take out one folder at a time and look at the pictures inside. This may lead to conversations about the pictures with other children or adults, or possibly looking at a map.
<br>2382|R|* To further interest the child in the study of geography
<br>2384|H|* Look at National Geographic (or other such magazines or books) and have conversations about what you see and where it is located.",ongoing,36953
<br><h2>2385|X|lesson|Continent Tracing</h2>2386|C|* The child traces the continents from the [Map of the Continents] onto a large sheet of paper and colors them in and labels them with their names so they have a map of the world to take home.
<br>2388|R|* To further interest the child in the study of geography
<br>2390|H|* Draw maps.",ongoing,36954
<br><h2>2391|X|lesson|Land and Water Forms</h2>2392|C|* 6 models representing contrasting land and water forms. 
<br>2393|C|* The child fills the forms with water to see the contrasts (for example between an island and a lake).
<br>2394|C|* Later the adult will return and give the language for the forms: island & lake, peninsula & gulf, isthmus & strait.
<br>2396|R|* Preparation for the further study of geography. 
<br>2398|H|*  Look at maps, talk about different land and water forms.",ongoing,36955
<br><h2>2399|X|group|Observations</h2><h2>2400|X|group|Observations</h2><h2>2401|X|lesson|Social & Emotional Development</h2><br>2401|X1|We use this label to tag any observation we take of the children that has to do with their social or emotional development in the classroom. This may include interactions with other children; cases of them helping other children; or disagreements with other children. It will also include behaviors we may be concerned about; such as biting of other children.<br><h2>2402|X|lesson|Notes</h2><br>2402|X1|This is just a tag we can use to pass information on to parents about specific issue<br>",ongoing,36957
<br>>";