Pakistan Montessori Council

Name: Madiha Sharif

Roll No: D16441 M3
Assignment:Module-3
 QUESTION-1
Write a comprehensive on the importance of sensorial
exercises?

Answer:
Dr. Montessori developed the concept of sensorial work long before sensory play was put into
practice. In Montessori philosophy, the child is considered the “sensorial explorer” and learns to
perceive qualities through sensorial experiences.

Sensorial excercises are used in Montessori learning to help children in discrimination and order.

They also help broaden and refine a child's senses. Since a child naturally uses all his powers of
observation during his early years, this is the ideal time to give the child equipment which would
sharpen his senses and enable him to understand the many impressions he receives through
them. Sensorial comes from the words sense or senses. As there are no new experiences for the
child to take from the Sensorial work, the child is able to concentrate on the refinement of all his
senses.logical, perceptive, and aware.

The importance and aim of Sensorial exercises are for the child to acquire clear,
conscious, information and to be able to then make classifications in his environment. It is
believed that sensorial experiences began at birth. Through his senses, the child studies his
environment. working with the sensorial materials, the child is given the keys to classifying the
things around him, which leads to the child making his own experiences in his environment.
Through the classification, the child is also offered the first steps in organizing his intelligence,
which then leads to his adapting to his environment.

Different Grouping in Senses:

Sensorial Exercises were planned to cover every quality that can be apparent by the senses such
as size, shape, composition, texture, loudness or softness, matching, weight, temperature, etc.
Because the Exercises cover such a wide range of senses, Montessori categorized the Exercises
into eight different groups:

Visual
Sense
Stereognosti
Tactile
c
Sense
Sense

Olfactory Baric
Senses
Sense Sense

Gustatory Thermic
Sense Sense

Auditory
Sense

 Visual sense: is the ability to

understand and interpret what is seen.
The visual system uses the eyes to
receive information about contrast of
light and dark, color and movement. It
detects visual input from the
environment through light waves
stimulating the retina.

 Auditory Sense: is the ability to

interpret information that is heard. The
auditory system uses the outer and
middle ear to receive noise and sound
information. They receive information
about volume, pitch and rhythm. It is
important for the refinement of sounds
into meaningful syllables and words.
 Gustatory Sense: is the ability to
interpret information regarding taste in
the mouth. It uses the tongue to receive
taste sensations, and detects the
chemical makeup through the tongue to
determine if the sensation is safe or
harmful.

 Olfactory Sense: is the ability to

interpret smells. It uses the nose to
receive information about the chemical
makeup of particles in the air to
determine if the smell is safe or
harmful.

 Tactile sense: is the ability to interpret

information coming into the body by the
skin. It uses receptors in the skin to
receive touch sensations like pressure,
vibration, movement, temperature and
pain. It is the first sense to develop (in
the womb), and as such is very
important for overall neural
organization.

 Baric sense: is the ability to feel the

difference of pressure or weight of
different objects. This sense is
heightened through the use of a
blindfold or of closing your eyes.
  Thermic: the child works to refine his
sense of temperature. The thermic sense
takes the tactile sense a step further and
teaches the child to distinguish
temperature.

 Stereognostic : is the ability to feel

objects and make recognitions based on
what he feels. “When the hand and arm
are moved about an object, an
impression of movement is added to
that touch. Such impression is attributed
to a special ,sixth sense, which is called
a muscular sense, and which permits
many impressions to be stored in
“muscular memory”, which recalls
movement that have been
made”(Montessori, Maria(1997) the
discovery of the child
,oxford,england:clio press)

All the sensory systems need to work together for effective sensory processing. It is
important to recognise that there are in fact 8 senses that make up the sensory system and it is
these sensory systems that process information as the building blocks to many other skills.

Need of Sensorial Exercises:

It is possible for children, to receive any number of sensory impressions and be none the richer.
Sense impressions are not enough by themselves; the mind needs education and training to be
able to discriminate and appreciate. Montessori materials help the child to distinguish, to
categorize, and to relate new information to what he already knows. Dr. Montessori believed that
this process is the beginning of conscious knowledge. It is brought about by the intelligence
working in a concentrated way on the impressions given by the senses.
Sensorial materials are self-correcting to allow independent use, they foster muscular
development which lays the foundation for writing skills, and they are produced to precise metric
tolerances. Correct terminology (binomial cube, isosceles triangle) and mathematically exact
relationships enrich the child's experience so that abstract concepts may attach to familiar reality.
 QUESTION-2
What is Stereognostic Sense and How Can we Develop it?

Answer:
The Early Childhood Montessori classrooms provide rich supports as children refine their
abilities to perceive through their senses and to order and classify what they perceive. Each all
the senses is represented in the Sensorial area of the curriculum, with materials to help build
children's visual, tactile, auditory, olfactory and gustatory senses. 
The "sixth" sense is the stereognostic sense, and it's represented here, too. The stereognostic
sense, sometimes called tactile gnosis, is your ability to identify an object without looking at it,
smelling it, tasting it or hearing its sounds. When you can find your alarm clock on your bedside
table before you open your eyes in the morning: that's your stereognostic sense. When you can
find your keys in the bottom of your bag: that's your stereognostic sense. In the classroom, we
help to support this development through the use of blindfolds and mystery bags. Absent a visual
cue, children use their fingers to feel the shapes and weights of various objects, identifying one
from another. They may play identifying games, like putting all the pieces of the US States map
into a mystery bag and challenging each other to "find New Jersey" or "find Texas." Or they may
sort and classify objects as seen in the picture here, placing objects of the same dimension into
piles or containers together. 

“What the hand does, the mind remembers” - Dr Maria Montessori

The Montessori materials and exercises used in the stereognostic sense are Geometric solids,
Mystery bags, Sorting Trays, Puzzle maps, and Sandpaper Globe.

How to develop Stereognostic Sense: The development of the Stereognostic sense is an

important part of the child’s work in the sensorial area. Just as important as any of the other of
senses, the stereognostic sense allows the child to discriminate size and shape through the use of
touch. The use of this sense allows the child to have a mental picture through the use of touch
and movement. Once the child knows how to feel the object in the hand and is familiar with it,
the objects are then used with the blindfold. In addition to using our sense of touch to determine
texture and weight, our sense of touch can also provide information about size and shape.

Exercises for Stereognostic Sense: Below are few exercises that can be used to enhance this
sense. The directress needs to do all these exercise in front of the child herself. The stereognostic
activities are first done with eyes open and then by using blindfold. But try not to force children
to use blindfold. By doing very simple but interesting exercises we can start developing strong
stereognostic sense.

 Doing this task develops the stereognostic sense of touch to create a mental picture of the object
in the child’s mind which he is then able to recognise, remember and describe.

Mystery Bags:

The purpose of the activity is to help children develop their stereognostic senses, our ability to
identify objects based on touch alone, and support their material visualization.

 A bag that has a drawstring to hide the contents.

 fill that bag with amazing contents such as tiny pebbles, glass marbles, soft feathers, wooden
blocks, ribbon, spoons, key, small cars, etc. and anything else you find interesting.
 Child look all these objects, feel them by touching via hands. Introduce names of each item.
 Then closes his eyes or used blindfold, put his hand in the bag feel the object and named it
and then takes it out from the bag.
 Then open his eyes and sees what it is.

Sorting Trays:
A number of collections of small objects, which vary either in shape or size. The objects used
can often be found in the home, or otherwise bought inexpensively.The collections can be graded
in difficulty. They should start with two types to a set and later have three, four, or even five
types to a set. In the first sets, the objects will be fairly large.
Sets of small, attractive dishes and plain trays will be needed.There will be one container in the
middle of each tray large enough to contain all the objects to be sorted. There will be smaller
dishes around this one: one dish for each type of object to be sorted. Each type of object will be a
different color from the other types in the set.

Suggested Collections

1. Two types of buttons differing in shape. As the child becomes proficient he or she
can use 3 or 4 types.
2. Two types of buttons, different in size. Later 3 or 4 sizes.
3. Two different kinds of beads different in size and shape. Later 3 or 4 kinds.
4. Different shapes of macaroni.
5. Different kinds of beans or seeds.
6. Small wooden objects such as cubes and cylinders.
7. Types of nuts - Brazil nuts, walnuts, etc.
8. Rice and barley (when the child is really proficient).
A blindfold made of white cotton cloth with a piece of elastic to go behind the ears is provided
for those children who would like to use it.

Note: When introducing the blindfold for the fist time in a class the teacher should choose an
extrovert who enjoys new experiences.This child will like using the blindfold and others will
then want the same experience. Never insist on the use of a blindfold.

 A tray having four or more saucers.

 Each saucer contains different kind of grains, seeds, beans, peas, rice, lentils etc. separately.
 Another tray of same quantity of saucer but empty.
 Child first checks all these things by their hands and feels them. And then put each item in
the second tray’s saucer separately. Introduce names of each item.
 Then child closes his eyes or used blindfold, again feel the items, named it, and then put it
into the second tray.
 Then open his eyes and sees how perfectly he done.
 It can also be done by changing this exercise as by mixing all these items in one bowl and
child needs to separate them in different saucers.

Puzzle Maps:

Puzzle maps are the child’s introduction to the world we live in.Starting with the map of the
world and progressing through continents and then countries, the puzzle maps showcase the
difference between land and water, and help to develop an appreciation for spatial awareness.
How far is Lahore from Islamabad? Is Karachi closer to Multan, or Quetta?

 A puzzle map of Pakistan and a Globe.

   Let’s take the puzzle map of Pakistan, where puzzles are divided in provinces.
 Show the child a globe and the complete map of Pakistan. Show the child where
is Pakistan in the Globe. After that put that globe aside.
 Focus on puzzle.
 Child point out the outline of each province and named the province.
 Slowly and carefully put all pieces of puzzles one by one back into the puzzle.

Sandpaper Globe:
 The Sandpaper Globe, also known as the land and water globe, is an introductory geography
material from the Sensorial Curriculum.This material introduces the child to the concept of the
globe as a representation of earth, and clearly defines the concepts of land and water.Outstanding
features of the Sandpaper Globe are the blue water and elevated land formations with a sandy
texture.The Sandpaper Globe prepares children for the second Montessori globe, the Coloured
Globe, which indicates the different continents of the world in different colours.

 A world Globe with land areas covered with sandpaper and water are with blue paint.
  Child holds the globe and calls its name.
 Child point to the sandpaper area and says “This is land”, the point to blue area and
say “This is water”.
 Feel another area on the globe and repeat where land is and where water is.

The stereognostic sense exercises enable the child to develop concepts by feeling objects and
making recognition based on the feeling. The exercises include also movement of the hand
and arm around the object, creating an impression of movement as added to the sense of
touch, resulting in what is known as muscular memory. This is the knowledge derived from
the recognition of the movements made.

QUESTION-3
Write a note on Three Period-Lesson and Memory Games.
 Answer:
The three-period lesson was developed by Edouard Seguin, a French physician who worked with
special needs children in France and the United States during the late 19th century. He discovered
ways to increase children's cognitive abilities and believed in the importance of developing their self-
reliance and independence. Seguin's writings were a major inspiration to Maria Montessori and the
source of many of her practical ideas.

“But an adult, if he is to provide proper guidance, must always be

calm and act slowly so that the child who is watching him can clearly
see his actions in all their particulars.” ~Maria Montessori

Purposes of the ‘Three Period Lesson’

1. They expose the child to terms she might not otherwise hear (e.g. geometric terms)
2. They expose the child to terms she might hear habitually used without precision (e.g. big, large,
tall)
3. To help the child perfect the language she already has (e.g. adding ‘lighter’ to the term blue)
4. To help use precise terms for familiar objects, enriching the quality and quantity  of her
vocabulary (e.g. ‘oval’ table)
5. To satisfy her underlying hunger for words, during her Sensitive Period for language, her
tendencies for gregariousness, communication and order and orientation and the qualities of her
Absorbent Mind bring about a vital need to receive the names for things, this is a universal development
phenomena and once met the need results in easy, joyful learning and contentment.

The names are only given after sufficient experience with the pairing activity has built up the
concept. The comparative and superlative are given after the grading exercises, before the games.

The Technical Features

1. The lesson is given in three periods, with a slight pause in between
2. As a rule two to three new names are given over the course of a lesson, for example
3. Circle, Triangle, Square
4. Small and Large
5. Roots, Stem, Leaves
6. Objects and pictures which the child has used and developed her concepts around are used.
7. The whole set of material is brought, even though only a few pieces are used so that an
incomplete set is not picked up by another child and because the child may ask for additional names
8. The set is left with the child as once the words have been learnt the child’s interested may be
rekindled and she may wish to use the material again.
9. The two or three objects chosen should be those with the maximum contrast in name and
appearance to reduce confusion.
10. Use the same furniture and set up as for the original presentation.
11. In the second part of the ‘Three Period Lesson’ suggest that the child repeats the associated action
given in the presentation to bring together the kinaesthetic sense, the sense connected with the material
and the auditory processing.
Adjectives OF THREE PERIOD LESSON:
Adjective Description Example

 Three period lesson for
grading-positive
While introducing the F irs t P eriod: The
adjectives , the N aming P has e
directress always takes
two extremes in the
beginning . for T his is biiiiig/this is small.
example ,in the case of
pink tower she will
take the biggest cube S econd P eriod: The
and the smallest. she A ss ociation P has e
puts them on the table
in front of the child
.she tells him that these Show me biiiig/show me small
are both cubes ,and she
is going to tell
something about them.
Third P eriod: The
Recall ing P has e

What is this?

 Three period lesson for
grading-comparatives
When the child has
successfully completed three
period lesson with positives,
the directress may go ahead
with introducing the
comparatives.at this stage the
child is already familiar with
the terms big/small. she takes
three big cubes and asks the
child if they are big cubes
from pink tower or small ones.
being familiar with the terms
big and small the child will
reply big.
F irs t P eriod: The
N aming P has e
This one is slightly bigger than
this/ This one is slightly
smaller than this.
S econd P eriod: The
A ss ociation P has e
Can you please show me a
cube which is slightly bigger
than this? /

 Three period lesson for
superlatives
When the child has
successfully completed three
period lesson with
comparatives, the directress
may go ahead with
introducing the superlatives .
at this stage the child is
already familiar with the terms
big/small and bigger/smaller.
she takes all ten cubes or a
selection of cubes and starts
three period lesson.
Can you please show me a
cube which is slightly smaller
than this?
Third P eriod: The
Recall ing P has e
What is this as compared to
this.. bigger or smaller?
F irs t P eriod: The
N aming P has e
Among all these this is the
biggest…the biggest/among
all these this is the
smallest..the smallest.
S econd P eriod: The
A ss ociation P has e
Can you show me the biggest
amongst all these?/ can you
show me the smallest amongst
all these?
Third P eriod: The
Recall ing P has e
What is this amongst all
these…the biggest or the
smallest?
FIRST PERIOD: THE NAMING PHASE

As this period’s name denotes, it is the period where the nomenclature (vocabulary) is
introduced.

During this period, the two most important things to remember are: isolation and
repetition.

Introduce one item at a time and focus on the one object only before moving on to the
next object.

Always give the answers by pointing and saying the name.

The teachers says, “This is ______.” and names the object, materials or concept. 

For example, when the teacher is introducing the Geometric Solids, she will point to the
shape and say “This is a sphere. This is a blue sphere. Sphere.”

Repetition creates more of a memory imprint in the child’s mind, so don’t be shy to
repeat in different ways.
SECOND PERIOD: THE ASSOCIATION PHASE

During this period, the teacher will no longer point to an object and say the name.

Now, it is the child’s turn to show recognition of what was presented during the first period.

The teacher will say, “Show me _______.” and name the object, material or concept.

Always begin with the object that was introduced last (unless it is a Math presentation, in which
case you do present it in the correct numerical order).

Wait for the child to find the object.

For example, when the teacher is introducing the Geometric Solids, she will focus on the object
names as all objects are blue.

TH IR D PER IOD : TH E R EC A LLIN G PH A SE

In this phase, the child will confirm that he/she has learned the material thoroughly and,
hopefully, has mastered it.

In this phase, the teacher will know whether the Three-Lesson Period needs to be
repeated or not.

The teachers will point to an object and say, “What is this?” and wait for the child to
name the object.

As you can see, the teacher is no longer using any of the nomenclature, but is rather
putting that on the child to recall.

You may decide to (and agree on) use the third period for nomenclature (object name) or
you may also use it for object size or color as well.

Make sure the child understand that if you point to an object and expect size and he
answers with “a cube,” even though the object’s name is correct, you are expecting
“large, medium or small.”

Memory games:

As kids grow up and head towards school age, the importance of learning through playing
increases. Through games and playing, children can nurture their imagination, improve their
ability to listen, as well as develop important cognitive skills that will aid their future
development. And memory games are a vital part of this. 

Everyone has played some kind of memory game at some point. Whether that’s spot the
difference, simple pairing games using playing cards, or even doing a crossword. They all
require the players to use their memory to complete the game. And in doing so, users are
developing their key skills.
We’ve got a classic memory game to play in Curious World today. So just how do memory
games help kids develop? 

Main purposes of memory games:

 Playing memory games can improve other brain functions, such as attention,
concentration, and focus. Memory games give space to critical thinking and that helps
children nurture their attention to detail. 
 Memory games can improve visual recognition. With many memory games based on
spotting differences, or linking two related images, children improve their visual
discrimination. This will lead to an acceleration in distinguishing images from one and
another. 
 Short-term memory is key to playing memory games and playing them often will
improve function in this area. A good short-term memory can improve a person's long-
term memory too. Both are linked and being able to move things from your short-term
memory into long-term will improve learning in other areas. 
 Though memory games are a short-term boost, players have to plan their moves as they
go. From revealing a card to plotting their next move, children can learn the importance
of thinking ahead and plotting their next choice.

Game 1: Matching at a distance:

Once two different tables or mats have been placed at a distance from one another, place one of
a pair of materials ,one on each mat/table .the directress then selects one of the pairs, experiences
it and allows the child to experience it, and then have the child fetch the match from the other
mat/table .repeat this until all of the matches have been matched.

Game 2:Grading from a distance: (only possible after the child has already completed the
Three Period Lessons)

a) From an extreme:

The directress places two different tables or mats at a distance

Places the grading materials at random on one of the tables/mats.

She than picks up one the extreme (for example : the largest cube of pink tower),move to
other mat and place it there.

Ask the child to feel it and bring the cube which is just a little smaller than this one.

Continue up to the smallest cube.

b) From a midpoint:
 The directress places two different tables or mats at a distance.

Places the grading materials at random on one of the tables/mats.

She than picks up one OF THE PIECES near the middle(for example: one of the middle
sized cubes in pink tower.

Ask the child to feel it and bring the cube which is just a little smaller than this one.

Game 3:Stereognostic :

This game is to be done in a group, the directress would have the children sit in a circle around a
mat. She woul then hand out the material ( for example one cube of the pink tower to each child).
The children hold the cube to be placed on the mat.by feeling their cube, the children are being
asked to feel for the recognition of the sizes of the cubes . continue asking for certain cubes
working your way from the biggest cube to the smallest cube, until all the cubes have been
placed on the mat.

Game 4:Material to the environment:

After a mat has been rolled out,place the color tablets onto the mat at random. The directress can
point to one of the colors/shades and ask the child to find something in the environment of that
same color shade. Repeat for all of the colors or all of the shades of color.

Game 5:Environment to the material:

(this is a similar game to the game above , but this time , the child will be asked to find the piece
of material that is closest to something in the environment) . after a mat has been rolled out,
place the red rods or color tablets at random onto the mat . the directress will then show the child
something in the environment ,for example a leaf or the length of a table , and ask the child to
find the color tablets closest to the color of the leaf or the rod closest to length of table.

QUESTION-4
Explain all exercises briefly in chapter 4.1 Exploring Dimension . Make
illustrations/diagrams and mention vocabulary also.

Answer:
Exploring Dimensions: 
Young children like to explore, experiment, tinker, and try things. They like to touch,
feel, and manipulate objects. They feed their minds through activity. They learn
through their senses and hands. They have an insatiable appetite for things to do.
The following sensory-motor materials are specially designed to enable children to
develop through this natural process. These materials enable children to use their
hands to explore attributes of their world, refine the use of their senses, and develop
their ability to explore patterns and relationships.
Exploring dimension is a basic division of Visual sense. In these exercises child can
differentiate between objects which have similar shapes and color but different in length, width,
height and thickness. Below are the few exercises:

1. TheCylinder Blocks
2. The Pink Tower
3. The Broad Stairs
4. The Long Rods
5. The knob less cylinders

The Cylinder Blocks:

A child’s first encounter with a material from the sensorial area could very well be one of the
four Cylinder Blocks. Each wooden block contains 10 cylinders with knobs, which even when
sitting innocuously on the shelf, are enticing to the young child.

Material:

Block 1 Cylinders Block 2 Cylinders Block 3 Cylinders Block 4 Cylinders

Big/Small Deep/Shallow Thick/thin Tall/short
Vary in height, length  and Vary in height, length  and Same height of 5.5cm Same diameter of 2.5 or 3
diameter, 5.5cm to 1cm diameter by 1/2cm(5.5cm cm
to 1cm)
Largest one is tallest and Height increases by Diameter decreases by Height decreases by
thickest 0.5cm(from 1cm to 5.5cm) 0.5cm(from 5.5cm to 1cm) 0.5cm(from 5.5cm to 1cm)
Appropriate age : 2.5 to 5 years
Vocabulary :

Block-1:big/small,big/bigger/biggest,small/smaller/smallest

Block-2:deep/shallow,deep/deeper/deepest,shallow/shallower/shallowest

Block-3:thick/thin,thick/thicker/thickest,thin/thinner/thinnest

Block-4:tall/short,tall/taller/tallest,short/shorter/shortest

Aim

Direct Aim Indirect Aim

Abstract enhanced
Muscular judge size by manipulative
mathematical interest in
awareness sight skills
concepts observation
Exercise-1:

The directress takes the consent of child.

She moves block-1 to workplace and (preferably a table)
She also indicates the place of the block in shelf to place it back after use.
The child is made to sit/stand on opposite hand side of directress for clear view.
She begins the exercise by holding knob of each cylinder with first two fingers and thumb of her
dominant hand.
She removes each cylinder one by one and places it on table in front of block without making
noise.
After bringing all the cylinders from Block 1 to the table, directress put each cylinder back into
the block without making noise.
She repeats this exercise with Block 2 and 3.
When few children mastered in these three blocks after that Block 4 introduce.

Exercise-2:
 In this exercise directress guide the child how to use two blocks at a time.
    
Mix cylinders and then put them back to their right position.

Exercise-3:
In this exercise directress guide the child how to use three blocks at a time while placing
them in a triangular shape.
She takes out all cylinders and place in the middle of the triangle.
The cylinders are then placed back in their corresponding pockets.

  Exercise-4:
When child masteres with all three blocks then directress guide the child how to use all
blocks at a time.
She places all blocks on table in shape of square.
The cylinders are brought out and placed inside the square.
cylinders are mixed inside the square
The cylinders are then placed back in their corresponding pockets.

2:The Pink Tower:

The Pink Tower is the iconic Montessori material.

Often called the 'symbol of Montessori', it is a
welcoming sign in any Montessori environment, and a
favourite with educators globally. Part of the sensorial
area, it is comprised of 10 pink wooden cubes, in 3
different dimensions.
 Aim

Direct Aim Indirect Aim

Visual Abstract Use of

Muscular
descrimination mathematical multiple
awareness
of dimensions concepts senses at once

Materials:

1. 10 pink wooden cubes ranging from 1 cubic centimeter to 1 cubic decentimeter

(1 cm3 to 1 0cm3 )
2. A pink tower is available in two different dimensions

(1) cubes finely painted with pale pink paint.(strong pink must be avoided)

(2)plain wooden cubes finely lacquered .

3. A small stand on which to keep the tower where it can be seen from at least 3 sides.

Vocabulary:
 Cube

Large,small

Large ,larger,largest

Small,smaller,smallest

Exercise-1:

 Select a mat(preferably)/table and speread it on the floor to work.

 Take the concent of child and move pink tower to the place with help of the child
indicating the place of tower in shelf to place it back after use.
 The child is made to sit(preferably)/stand on opposite hand side of directress for clear
view.

 Hold the largest cube with both hands and move it closer to other cubes for comparison to
make sure that you are holding biggest one.

 Place biggest cube on the mat in front of you,and find second biggest one.
 Hold second biggest cube ,compare it ,and make sure its second biggest cube of pink
tower.
 Place second biggest cube concentrically on the previously placed cube.
 Pause and look at the cubes,then go for next one.
 Compare and place all remaining cubes in the same way.
 After placing the last/smallest cube at the top of the tower ,place both hands on sides of
biggest cube and gently move upwards .let the hands join each other over the top of
tower.

Exercise-2:

 Build the tower with one corner of each cube exactly above the other all the way up,with
two sides of cube exactly in alignment.
 This will result in formation of two ledges (1cm wide) ,on the other two sides of tower.
 As the smallest cube is 1cm from all sides ,it will fit on these ledges .
 Take the smallest cube and run the cube along each ledge in turn with your index finger
carefully.
 This demonstrates that there is a difference of size .

Exercise-3:
 In this exercise the chikd grades the cube in a row horizontaly on the floor rather than
building them into a tower.
 Take the material to the mat with help of child.(one cube at time)
 Take biggest cube and place it on right handside on the mat.
 Take second biggest cube and place it next to it with one side of each cube in
complete contact with eachother.
 Place the cubes at right place and avoid readjustments.
 Repeat the same with all remaining cubes


Games: Grading from extreme,Grading from a midpoint,Stereognostic.

3-The Broad Stairs:

Ten, brown, wooden prisms all the same length but varying height and width. All the
prisms have same length (i-e 20 cm),but vary in height and width from 1 centimeters.
Thus , the dimensions are as follow :

Prism-1 Prism-2 Prism-3 Prism-4 Prism-5 Prism-6 Prism-7 Prism-8 Prism-9 Prism-10

Length 20cm 20cm 20cm 20cm 20cm 20cm 20cm 20cm 20cm 20cm
width 1cm 2cm 3cm 4cm 5cm 6cm 7cm 8cm 9cm 10cm
height 1cm 2cm 3cm 4cm 5cm 6cm 7cm 8cm 9cm 10cm