Show me the shortest. Show me the next shortest. How many of these splints are longer than B? 3. Blocks of this shape are called cubes. Which is the largest cube? Which is the next largest cube? Which is the smallest cube? Which is the next smallest cube? How many cubes are larger than C? How many cubes are smaller than A? What can you tell me about B? C 4 Which is longer, the length of your desk or its width? Which is wider, the sidewalk or the street? Which is longer, your arithmetic or your slate? Which is thicker, your book or your slate? Which is larger, a boy or a man? Which is higher, your house or the school-house? 5. Here are two groups of cubes. Which is the larger group? How many more cubes in the larger group than in the smaller one? Which of these rings has the most dots in it? The ring on the left has how many more dots than the one on the right? Are there more girls than boys in the class? How many more? NOTE.-Children should be given sufficient exercise in making comparison to familiarize them with the use of the terms longer, shorter, larger, smaller, higher, wider, etc. They may compare solids, surfaces, lines, sounds, or any objects within reach or sight. 6. Here are pictures of a square, a circle, a triangle, and a sphere. Show me the square. Show me the circle. Now show me the triangle. Show me the sphere. Take four sticks of the same length and make a square. Cut a square out of paper. Name something that resembles a square in shape. From pasteboard cut out six equal squares. Make a box of them. What have you? Name some object shaped like a cube. Lay a penny on paper and draw a line around it. Cut out the circle. Name something that is a circle. in shape. Draw a square on the blackboard. Now draw a circle. Did you draw straight lines in making the square? What kind of line around the circle? Here is a marble. What is it shaped like? Is your ball a sphere? What part of the body is almost a sphere? NOTE. Have pupils observe and handle solids until they know the familiar cube, sphere, square, triangle, circle. Have them model simple forms, and cut squares, circles, etc., from paper. Counting to Twelve. 7. How many boys are in the class? How many girls? How many seats are in this row? How many sides has this square? Count the faces of this cube. How many pairs of shoes in the class? How many groups of three blocks? Here are twelve spools. Arrange them in pairs, and count the number of pairs. Arrange them in groups of three, and count the groups. Draw a line as long as the one above. Cut four sticks each as long as the line. How long is each stick? How many sticks are as long as the line below? Then how long is this line? Find how many inches wide this book is. How long is your pencil? Draw a line four inches long. An inch lower, draw another line four inches long. 9. How long is this square? How wide is it? Are all four sides of the same length? A square that is an inch on a side is called a square inch. Draw a square inch on paper. Cut it out. Cut out a piece of paper two inches long and one inch wide. How many square inches can you make of it? Into how many square inches can you cut it? 10. This is a picture of a ruler reduced in size. 12 Measure this line on the blackboard. How long is it? What is the length of this blackboard? Cut a strip of paper an inch long. Find how many strips are as long as the foot-rule. There are twelve inches in a foot. The Numbers One and Two. 11. How many dots are on the first card? |