Sensorial: Difference between revisions
From Montessori Album
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== Visual Discrimination of Form == | == Visual Discrimination of Form == | ||
[[Geometric Solids]] <br> | <div style="float: left; width: 50%"> | ||
[[Geometric Cabinet]] <br> | [[Geometric Solids]] <br> [[Image:Geometric Solids icon.jpg|link=Geometric Solids|120 px|left]] | ||
</div><div style="float: left; width: 50%"> | |||
[[Geometric Cabinet]] <br> [[Image:Geometric Cabinet icon.jpg|link=Geometric Cabinet|120 px|left]] | |||
</div> | |||
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<div style="float: left; width: 20%"> | |||
[[Constructive Triangles - Triangular Box]] <br> | [[Constructive Triangles - Triangular Box]] <br> | ||
</div><div style="float: left; width: 20%"> | |||
[[Constructive Triangles - Rectangular Box]] <br> | [[Constructive Triangles - Rectangular Box]] <br> | ||
</div><div style="float: left; width: 20%"> | |||
[[Constructive Triangles - Blue Rectangular Box]] <br> | [[Constructive Triangles - Blue Rectangular Box]] <br> | ||
</div><div style="float: left; width: 20%"> | |||
[[Constructive Triangles - Large Hexagonal Box]] <br> | [[Constructive Triangles - Large Hexagonal Box]] <br> | ||
</div><div style="float: left; width: 20%"> | |||
[[Constructive Triangles - Small Hexagonal Box]] <br> | [[Constructive Triangles - Small Hexagonal Box]] <br> | ||
[[Powers of Two Cube]] <br> | </div> | ||
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<div style="float: left; width: 33%"> | |||
[[Powers of Two Cube]] <br> [[Image:Powers of Two Cube icon.jpg|link=Powers of Two Cube|120 px|left]] | |||
</div><div style="float: left; width: 33%"> | |||
[[Binomial Cube]] <br> | [[Binomial Cube]] <br> | ||
</div><div style="float: left; width: 33%"> | |||
[[Trinomial Cube]] <br> | [[Trinomial Cube]] <br> | ||
</div> | |||
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== Tactile Sense == | == Tactile Sense == | ||
[[Touch Boards]] <br> [[Touch Tablets]] | [[Touch Boards]] <br> [[Touch Tablets]] |
Revision as of 14:58, 31 October 2009
The goal of this subject area is the refinement of the senses.
Visual Discrimination of Size
Visual Discrimination of Color
Visual Discrimination of Form