Montessori AMI Primary Guide
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Three Period Lesson
Memory Games
Visual Sense
  Cylinder Blocks
  Pink Tower
  Brown Stairs
  Red Rods
  Color Tablets
  Geometric Cabinet
  Constructive Triangles
    Rectangular Triangles
    Blue Rectangular Box
    Triangular Box
    Large Hexagonal Box
    Small Hexagonal Box
  Geometrical Figures
  Sensorial Decanomial
  Knobless Cylinders
  Binomial Cube
  Trinomial Cube
  Leaf Cabinet
Tactile Sense
  Sensitizing Fingertips
  Touch Boards
  Touch Tablets
Baric Sense
  Baric Tablets
Thermic Sense
  Thermic Bottles
  Thermic Tablets
Auditory Sense
  Sound Boxes
Olfactory Sense
  Smelling Jars
Gustatory Sense
  Tasting Bottles
Stereognostic Sense
  Geometric Solids
  Sorting Trays
  Mystery Bag
  Sandpaper Globe
  Painted Globe
  Puzzle Maps
    The World
    The Continents
    The Country

Large Hexagonal Box


- One large yellow equilateral triangle with a black line along all sides.
- Ten obtuse-angled isosceles triangles:
A red pair, with a black line along the longer side
A gray pair, with a black line along one of the equal sides
Six yellow, of which:
Three have a black line along two of the equal sides
Three have a black line along the longer side



Invite the child by telling him you have something to show him. Bring him over to the correct shelves. Show the child clearly that you are choosing the large hexagonal box. Have him carry it to the table and have him place it near the top right corner of the table. Have the child sit to your left, and then you sit down.

- Remove the lid of the box using both hands.
- Place the lid directly in front of the box and place the box on top of the lid.
- Take out the pair of red triangles, and the pair of gray triangles. - Place them randomly to the left of the box.
- Move the box above the lid and then replace the lid on the box.
- Using the black lines as your guide, create a rhombus with the two red triangles.





- Slide the rhombus up to the top left corner of the table.
- Using the black lines as a guide, create a parallelogram with the two gray triangles.





- Slide the parallelogram up to the right of the rhombus.
- Mix up the triangle and allow the child to build the two shapes.
- Remove the lid of the box as before and remove all of the yellow triangles.
- Place them randomly on the table and close the box.
- Place the equilateral triangle in front of you.
- Choose the three triangles (one at a time) with the black line opposite the
obtuse-angle and place accordingly around the equilateral triangle, thus creating a hexagon.









Slowly and gently fold one of the three yellow triangles over onto the
equilateral triangle.









- Repeat for the other two until they are now creating an equilateral triangle
above the original equilateral triangle. This shows the child that they make the
same equilateral triangle.
- Unfold the three triangles to come back to the hexagonal shape.
- Build an equilateral triangle with the three remaining triangles.

- Then superimpose them over the large equilateral triangle or in the center of
the hexagon.
- Slide two triangles away from the hexagon to form a rhombus.






- Repeat to make two more rhombi.
- Place them under the red rhombus to show the similarity.
- Mix up the yellow triangles and allow the child to build the shapes.
- Once the child is done, show him how to put all of the triangles back into the
box: first put the large yellow equilateral triangles, then cover the space that is
left with the three yellow obtuse-angled triangles (with the black line along the
longer side), then place the other three yellow obtuse-angled triangles on top,
and then put in the gray and red triangles.


As the child has been taught the names with the geometry cabinet, there is no language lesson given with this material.


To show that by joining together different triangles, four-sided figures are formed.

Preparation for geometry: to show that all plane figures constructed with straight lines are composed of triangles.

Extending the understanding for the concept of equivalence and its application for finding the area of plane figures.

Control of Error

The black lines.

4 – 5 years

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