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MAKING RANGOLI

Materials Required :

Colour pencil, Paper, a booklet on rangoli.

Invitation :

Shall we do an interesting activity with colour pencil? See

some people make patterns in front of their houses every

morning. Have you seen such patterns anywhere?

Preparation :

Adult calls a group of children to the presentation area and

Shows the booklets and the colours of rangoli. Ask the

children to bring the mat and the material to the work place

Presentation :

Adult : Which colour do you like?

Child : Black .

Adult : I will put some dots on the paper.

(Adult makes four dots in a row at fixed distances.)

. . . .(Adult invites a child.)Adult : Can you make some more dots on this page? The dots must be in such a

way that each dot must be at equal distance.


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(Adult gives necessary instructions while putting dots.)

Child : Does.

. . . .

(Adult invites another child .)

Adult : Can you make two more rows in the same way by keeping the same

distance.

Child : Does.

. . . .

Adult : We shall draw a line starting from first dot of third line to the second dot

of second line and third dot of first line with red colour.

Adult : Now we can join the second dot of first row to the third dot of the second

line and fourth dot of the third line with same red colour.


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Child : Does.

. . . .

Adult : Draw another line starting from the fourth dot of second line to the third

dot of third line and second dot of fourth row with red colour.

Child : Does.

. . . .

Adult : Join the third dot of fourth row , second dot of third row and first dot of

second row.

Child : Draws.


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. . . .

Adult : Now join the corners with straight lines .

(Adult helps the child by showing how to join the corners.)

Child : Joins the corners.

. . . .

Adult : Can you fill this columns with different colours?

Child : Does.

(Adult also helps the child in filling the colours.)


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Adult : Now we got a beautiful rangoli pattern. Thus we can make different

beautiful rangoli patterns using dots.

Winding Up :

Ask the child to do the same activity once again by putting dots.

Adult can also show a booklet of rangoli patterns and ask

to draw more rangoli patterns.

Follow Up :

Give papers with dots and ask them to draw rangoli patterns of

their imagination.

Make a booklet with more rangoli patterns.

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LEARNING SOME CLOSED CURVED

FIGURES

Materials required: Geometric cabinet (Closed curved figures tray which

include circle ,oval ,ellipse, quatrefoil and curvilinear

triangle), big mat , Nomenclature cards and Name slips.

Invitation: Today let us know more about closed curved figures.

Preparation: (Call those children who have already finished the

presentations on closed curved figures.)Ask the children

to carry the closed curved tray from cabinet to the work

area after showing the tray.

Presentation:

1st PART

(INTRODUCING CIRCLE , OVAL AND ELLIPSE)

Adult places the circle in front of the child and ask the child.

Adult : Would you like to feel it?

Child : Feels the circle.

Adult : How does it look like ?

Child : It is round in shape .We call it as circle.


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Next adult places the oval on the mat and ask the child

Adult : Would you like to feel it?

Child : Yes( Feels the oval.)

Adult : How does it look like ?

Child : It looks like an egg (may or may not say).

Adult: Yes, One end is narrow and other end is wide. So it looks like an egg. Since

it looks like an egg we call this figure as oval.

Adult : (pointing to the ellipse) How does it look like? And ask see, it looks like a

circle but something happened .which is squashed or pressed from both

sides. This squashed circle we call it as ellipse .

Adult : Now can you compare and say what a circle and an ellipse ?

Child : A circle is exactly round in shape. In an oval one end is narrow and the

other end is wide just like an egg where as an ellipse also looks like a


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circle but it is squashed or pressed from both sides.

Winding Up :

Give name slips and ask them to match it with correct insets

2nd PART

Next day we can give other figures.

(INTRODUCING QUATREFOIL AND CURVILINEAR

TRIANGLES )

Adult :( places the insets of circle, ellipse, oval) and ask them to say the namesof

the insets.

Child: Say the names.

Adult takes one curvilinear triangle and places it in front of the child and ask

Adult : Would you like to feel?

Child: Yes.(feels the figure)

Adult: How does this figure look like ?

Child : Triangle.

Adult : But how are the sides ? Are they straight or curved ?

Child : They are curved.

Adult : So it is a curved sided triangle. We call it as curvilinear triangle.

Next adult places the quatrefoil in front of the child and ask to feel the sides.

Adult : How does it look like?

Child : It looks like a flower or petals of a flower.

Adult : As it looks like a flower we call this figure by a special name called


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Quatrefoil . Quatri means 4.

Winding up:

Mix the figures and ask them to match correct name slips. And

ask them to say the dissimilarities between ellipse and oval.

( Next day we can give the nomenclature cards and ask them to identify , read and

match the slips.)

Follow up: 1. Make a booklet of closed curved figures.

2.Find out objects like this shapes and make a booklet.

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PARTS OF A TRIANGLE

Materials required: Stick materials and board, nomenclature cards, mat.

Invitation: You all know what is a triangle ?Shall we know more

about triangles today?

Preparation: Ask the children to bring the stick material and board

from the shelf to the presentation area .Ask them to

make a triangle using stick material and pins.

Presentation:

Adult makes a triangle on the mat and asks.

Adult: What is this?

Child: Triangle.

Adult points to the angles and ask

Adult: Can you remember what do we call this empty space?

Child: Angle.


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Adult : how many angles are there ?

Child : Three .

Adult points to the sides and ask

Adult: What do we call these lines?

Child: Sides. (May or may not say.)

(Then adult has to say that these lines are called the sides of the triangle.)

Adult : How many sides are there ?

Child : Three .

Adult: (pointing to the vertex) what do we call this?

Child: Vertex.

Adult : How many vertex are there ?

Child : Three .

Adult : So we can call it as vertices.


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Adult : See, what I am going to do now ?

(Adult makes the triangle into a straight line.)

Adult: Shall we measure this with a ruler ?Can you do it?

(The child measures and records the measurement .)

Adult : When we measure all the three sides of a triangle , we got 30 cm. It is

called the Perimeter of the triangle.

(Adult again puts back the triangle in original shape .)

Adult feels the space inside the triangle and ask.

Adult : Do you want to feel the space inside the triangle?

Child : Yes.(feels inside the triangle)

Adult : The space bounded by three sides of the triangle is called the Area of the

triangle.

(Adult makes another triangle and keeps it in the standing position .Pointing to

bottom side which touches the table adult says)


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Adult : The bottom part which touches the table on which the triangle is standing

is called the Base of the triangle.

Adult: This point opposite to base (pointing) is called Apex of the triangle. Can

you point out apex part of this triangle?

Child: Does it.

Adult: How many angles are here (pointing to the base)

Child: Two.

Adult: These angles are called the base angles. What do we call this part?

(Pointing apex)

Child: Apex

Adult: Yes, so we call this angle as apex angle.

Winding up: Ask them to make a triangle and show the different parts. Next day

we can give the nomenclature cards.

Follow up: Make a booklet on parts of a triangle


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*******************************

HEIGHT OF A TRIANGLE

Materials required: Stick material box, Plumb line and marker, Ruler and a small

Chawki.

Invitation : Today let us do an interesting activity with triangle.

Preparation: (Call those children who have already finished the

presentations parts of a triangle .) Ask the children to carry

the Stick material box along with the mat to the work

area . Ask the children to sit around the mat.

Presentation:

Adult takes the whole group of children towards the wall and measure their height

and says.

Adult : (Ask the children to sit around the mat again.) When I measured your

height I got 125cm . And see, for measuring your height I had to measure

from your head to toe.

Adult : (Make a triangle with the stick material and keep it on the table.)

Adult : Children do you remember the parts of a triangle ?


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Child : Yes.

Adult : (pointing to the Vertex of a triangle)What is this point called ?

Child : Vertex.

Adult : (Pointing to the sides)What is this called?

Child : Sides

Adult : (pointing to the angles)What is this point called ?

Child : Angle

Adult : Today we are going to measure the height of the triangle. For

measuring your height I had to measure from head to toe. In the

same way, for measuring the height of a triangle we have to measure

the triangle from apex to base .Now keep the triangle in the standing

position in the chawki .

(Show Plumb line and introduce it to the children. )

Adult : Have you seen this anywhere?

Child : May or may not say.

Adult : This is known as plumb line and it is used to measure the height of a

triangle.

Adult : Keep the plumb line above the apex of the triangle and slowly drop it

down till it reaches below the baseline of the triangle. Then make a point

on the thread at the baseline and at the apex point.

Adult keeps the plumb line on the mat and measures it with a ruler and tells that

the height of the triangle is 10 c.m.(Or ask the child to measure it.)

Winding Up :

Make another triangle and ask them to measure the height of the


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triangle.

Follow Up :

* Make different triangles and measure their height and record it.

* Change the bases and measure the heights.

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SORTING OUT SHAPES


Geometric cabinet, Nomenclature cards and a big mat .

Invitation :

You have already worked with geometric cabinet, so shall

We do an interesting activity with geometric cabinets today.

Preparation :

Call a group of children and show them the place where the

materials are kept. Ask the children to carry each tray from

the geometric cabinet and two big mats to the presentation

area. Spread the mat and place the shapes randomly on the

mat and put back the trays.

Presentation :

(Adult points to the different shapes and asks.)

Adult : Have you seen such shapes like this in your home before ?

Child : Yes.

Adult : Which shape do you like the most among all these shapes ?

(Child picks up a triangle.)

Adult : Would you like to feel and say how many sides does this shape has ?


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Child : (Feels the sides of the triangle and says) Three.

Adult : Can you pick out all the shapes having three sides and keep them

together?

Child : Does.

(Adult takes a quadrilateral and places it on the mat in front of the children and

asks.)

Adult : Can you count and say how many sides does it has ?

Child : Four.

Adult : Can you sort out all the shapes having four sides and keep them together ?

Child : Does.

(Adult takes a polygon and places it on the mat and ask.)

Adult : Can you count and say how many sides does it have ?

Child : Five.

Adult : Would you like to pick up shapes having 5,6,7,8,9 and10 sides and keep


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together ?

Child : Does.

(Adult picks up a circular shape and ask.)

Adult : Can you tell what is its shape ?

Child : Round.

Adult : Can you feel the sides ?

Child : Does.

Adult : See, it has only curved sides. Would you like to pick up all the figures that

has curved sides and keep them together ?

Child : Does.

(Adult keeps the curvilinear figures in front of the children and asks.)

Adult : What about these shapes ?Can you feel the sides of these figures and say

how it is ?Is it straight or curved ?

Child : The sides are curved .

Adult : As the sides of these figures are curved , we can call these figures

with curved sides as Curvilinear figures. So what are they called?


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Child : Curvilinear figures.

(Adult points to the triangles and say.)

Adult : These three sided figures are called Triangles. What are they called?

Child : Triangles.

(Adult points to the quadrilaterals and say)

Adult : Figures that have four sides are called Quadrilaterals. So what are they

called?

Child : Quadrilaterals.

(Adult points to the curvilinear figures and say.)

Adult : Figures that have curved shapes are called Curvilinear figures. So what

are they called?

Child : Curvilinear figures.

(Adult points to the polygons and say.)

Adult : See ,this group has 5,6,7,8,9 and 10 sides. We call this group as Polygons.

So what do you call them ?

Child : Polygons.

Winding Up :

Adult gives the name slips to the children and ask them read and

match properly.

Follow Up :

Use the inset frames and draw different shapes.


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Find out examples of each figure from your environment.

Cut out different shapes in the chart, colour it and paste.

****************************

SORTING OF SHAPES

Presenting Nomenclature cards.


Nomenclature cards, Slips and a big mat.

Invitation :

Today shall we do an interesting activity ?

Preparation :

Call a group of children and ask them to bring the materials

to the presentation area and ask them to sit in a semicircle.

Presentation :

Adult : We have sorted out shapes yesterday. Do you know what do we call

figures having three sides?

(Adult places the nomenclature card of triangles)

Child : Triangles

(Adult places the nomenclature cards of quadrilaterals)

Adult : We have sorted out these shapes many times yesterday. Do you know

what do we call figures having four sides?

Child : Quadrilaterals.

(Adult places the figures that have curved shapes and asks)


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Adult : What do we call these type of figures?

Child : Curvilinear .

(Adult places the name slips in front of the child and ask them to read and match

with the correct shapes.)

Winding Up :

Adult ask the child to read the name slips and match it with the

cards.

Follow Up :

Draw pictures of different shapes.

Make a booklet of different polygons.

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