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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 is Unit 5: Basic Concepts: Solids to Points to Solids

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. Save yourself HOURS of work!

This resource includes:

• A series of 7 Presentations
• 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

This resource is the 5th unit of the Montessori Geometry Curriculum for 6-9 year olds.

### Standards

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.

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