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## Item description

The geometric concept of moving from the solid to the point and from the point to solid is the first series of concepts in Montessori geometry. These presentations are used:

• To demonstrate that every solid occupies a space.
• To demonstrate that solids are limited by the surface.
• To demonstrate that surfaces are limited by lines.
• To demonstrate lines are limited by points.
• To apply nomenclature to the basic concepts

This resource includes:

• Geometric Box of Sticks Materials Analysis
• Presentation 1: Introduction to Curved and Straight Lines
• Presentation 1: Kinds of Lines – Making Lines with the Golden Beads
• Presentation 2: Kinds of Lines – Curved and Straight Lines
• Presentation 2 Extension – Grammar Analysis
• Presentation 1: Parts of a Straight Line
• Presentation 1 Extension – Finding Lines in the Environment
• Presentation 1: Positions of Straight Lines in Relation to the Earth – Concept of the Horizontal Line
• Presentation 2: Positions of Straight Lines in Relation to the Earth – Concept of the Vertical Line
• Presentation 3: Positions of Straight Lines in Relation to the Earth – Concept of the Oblique Line
• Presentation 4: Positions of Straight Lines in Relation to the Earth – The Line as Seen on the Geometric Plane
• Presentation 1: Relationship Between Two Lines – Parallel Lines, Convergent Lines, and Divergent Lines
• Presentation 2: Relationship Between Two Lines – Intersecting and Perpendicular Lines
• Presentation 1: Construction of the Angle
• Presentation 1: Positions of Two Straight Lines – Oblique Lines
• Presentation 2: Positions of Two Straight Lines – Perpendicular Lines
• Presentation 1: Rays and Line Segments Having a Common Point
• Presentation 1: Relationships of Three Straight Lines – Two Non-parallel Lines Cut by a Transversal
• Presentation 2: Relationships of Three Straight Lines – Two Parallel Lines Cut by a Transversal
• Lines in Botany
• Detailed step-by-step presentation instructions
• Dozens of photographs and illustrations
• With each presentation is given the purpose, direct aim(s), indirect aim(s), control of error, and points of consciousness

Save yourself HOURS of work.

This is Unit 6: Study of the Line

This resource is relevant to ANY child, regardless of whether they have been in a Montessori environment or not. It is suitable for parents and/or teachers and perfect for homeschooling.

This resource is the 6th unit of the Montessori Geometry Curriculum for 6-9 year olds.

*Please message me if you have any questions; I am happy to help.

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### Standards

Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.