Simultaneously with the study of colors, the child can begin to show cards of geometric shapes. On our site you can download them for free.
How to study figures with a child using Doman's cards.
1) You need to start with simple shapes: circle, square, triangle, star, rectangle. As you master the material, start studying more difficult shapes: oval, trapezoid, parallelogram, etc.
2) You need to work with your child on Doman cards several times a day. When demonstrating a geometric figure, clearly pronounce the name of the figure. And if during classes you still use visual objects, for example, collect inserts with figures or a toy - a sorter, then the baby will quickly master the material.
3) When the child remembers the name of the figures, you can move on to more complex tasks: now, showing the card, say - this is a blue square, it has 4 equal sides. Ask the child questions, ask him to describe what he sees on the card, etc.
Such activities are very useful for the development of memory and speech of the child.
Here you can download Doman cards from the series "Flat geometric shapes" There are 16 pieces in total, including cards: flat geometric shapes, octagon, star, square, ring, circle, oval, parallelogram, semicircle, rectangle, right triangle, pentagon, rhombus, trapezoid, triangle, hexagon.
Lessons by Doman cards perfectly develop visual memory, attentiveness, speech of the child. This is a great exercise for the mind.
You can download and print everything for free doman flashcards flat geometric shapes
Click on the card with the right mouse button, click "Save image as ..." so you can save the image to your computer.
How to make Doman cards yourself:
Print cards on thick paper or cardboard, 2, 4 or 6 cards on 1 sheet. To conduct classes according to the Doman method, the cards are ready, you can show them to the baby and name the name of the picture.
Good luck and new discoveries to your baby!
An educational video for children (toddlers and preschoolers) made according to the Doman method "Wunderkind from the cradle" - developing cards that develop pictures on various topics from part 1, part 2 of the Doman method, which you can watch for free here or on our Channel early childhood development on youtube
Educational cards according to the method of Glen Doman with pictures of flat geometric shapes for children
Educational cards according to the method of Glen Doman with pictures of flat geometric shapes for children
Educational cards according to the method of Glen Doman with pictures of flat geometric shapes for children
Educational cards according to the method of Glen Doman with pictures of flat geometric shapes for children
Educational cards according to the method of Glen Doman with pictures of flat geometric shapes for children
Educational cards according to the method of Glen Doman with pictures of flat geometric shapes for children
Educational cards according to the method of Glen Doman with pictures of flat geometric shapes for children
Educational cards according to the method of Glen Doman with pictures of flat geometric shapes for children
Educational cards according to the method of Glen Doman with pictures of flat geometric shapes for children
Educational cards according to the method of Glen Doman with pictures of flat geometric shapes for children
Educational cards according to the method of Glen Doman with pictures of flat geometric shapes for children
Educational cards geometric shapes according to the method of Glen Doman with pictures of flat geometric shapes for children
Educational cards geometric shapes according to the method of Glen Doman with pictures of flat geometric shapes for children
Educational cards geometric shapes according to the method of Glen Doman with pictures of flat geometric shapes for children
More of our Doman cards according to the “Wunderkind from the cradle” method:
- Doman Cards Ware
- Doman cards National dishes
In this post, I will give some drawings drawn using mathematical formulas. The purpose of these drawings is not just to draw something on the screen (there is computer graphics for this), but to offer a simple formula that determines the drawing.
The first picture shows a lotus. The figure was built in the Wolfram Mathematica program.
The code
phi = 0; dphi = 2*Pi/7; theta := 0.4*r; theta1 := 1*r; theta2 := 0.7*r; Show[ ParametricPlot3D[(r*Cos, r*Sin, 0), (r, 0, 0.8), (phi, 0, 2 Pi), PlotStyle -> Darker, Mesh -> None], ParametricPlot3D[(r*Cos , r*Sin, 0.02), (r, 0, 0.15), (phi, 0, 2 Pi), PlotStyle -> Yellow, Mesh -> None], ParametricPlot3D[ Join[ Table[ (r*Cos]*Cos[ (i*dphi) + t*dphi/2*r*(1 - r)^1.5*5], r*Cos]*Sin[(i*dphi) + t*dphi/2*r*(1 - r )^1.5*5], r*Sin]), (i, 0, 6)], Table[(r*Cos]*Cos[(i*dphi) + t*dphi/2*r*(1 - r )^1.5*5], r*Cos]*Sin[(i*dphi) + t*dphi/2*r*(1 - r)^1.5*5], r*Sin]), (i, 0, 6)], Table[(r*Cos]* Cos[(dphi/2 + i*dphi) + t*dphi/2*r*(1 - r)^1.5*5], r*Cos]* Sin[ (dphi/2 + i*dphi) + t*dphi/2*r*(1 - r)^1.5*5], r*Sin]), (i, 0, 6)]], (r, 0, 1), (t, -1, 1), PlotStyle -> Directive, 20], RGBColor, Lighting -> (("Directional", Darker, (2, 0, 2)), ("Ambient", Darker)) ], Mesh -> None], PlotRange -> ((-0.85, 0.85), (-0.85, 0.85), (0, 0.8))]
These formulas are easier to represent in a spherical coordinate system: the length of the radius vector, latitude, longitude. The parameter is entered here. Its meaning lies in the fact that we take a point with longitude and retreat from it by
towards decreasing and increasing longitude. The next drawing is a pretty flower. The formula is given in the spherical coordinate system, and the compression transformation along the axis is also done z.
The code
r := If[(Pi/2 - Abs< Pi/8), 0.25*Sin,
Sin*Cos];
Show*Cos*Cos,
r*Cos*Sin,
r*Sin/Sqrt},
{theta, -Pi/2, Pi/2}, {phi, 0, 2*Pi}, Mesh ->None, PlotStyle -> Orange, PlotRange -> All, MaxRecursion -> 4], SphericalPlot3D]
Here is another flower.
The code
xx := 0; yy := -0.75 t*(1 - t); zz := -3t; rr = 0.05; x1 := 0; y1 := -0.15 + 0.5t; z1 := -1.6 + 0.5t; r := If[(Pi/2 - Abs< Pi/8), 0.25*Sin,
Sin*Cos];
Show*Cos*Cos,
r*Cos*Sin,
r*Sin/Sqrt},
{theta, -Pi/2, Pi/2}, {phi, 0, 2*Pi}, Mesh ->None, PlotStyle -> Orange, PlotRange -> All, MaxRecursion -> 4], SphericalPlot3D, ParametricPlot3D[(xx[t] + rr*Cos, yy[t] + rr*Sin, zz[t]), (t, 0, 1), (phi, 0, 2 Pi), Mesh -> None, PlotStyle -> Green], ParametricPlot3D[(x1[t] + phi*t*(1 - t), y1[t] - 0.5 phi *t*(1 - t)^3, z1[t]), (t, 0, 1), (phi, -1, 1), Mesh -> None, PlotStyle -> Green], Boxed -> False, Axes -> None]
This figure shows balls obtained as a surface of revolution for some function.
The code
x1 = 0; y1 = 0; z1 = -0.2; x2 = 0.8; y2 = 0.3; z2 = 0; x3 = -0.8; y3 = 0.5; z3 = 0.1; f := z*(1 - z); f := 0.3z^0.5*Exp; gz := -0.6t; gy := 0.1 t*(1 - t); gx := 0.05 Sin; Show*Cos, y1 + f*Sin, z1 + z), (z, 0, 1), (phi, 0, 2*Pi), PlotStyle -> Directive, 30], Lighter, Lighting -> (("Directional ", White, (1.5, 0, 3)), ("Ambient", Darker))], Mesh -> None], ParametricPlot3D[(x1 + gx[t], y1 + gy[t], z1 + gz[ t]), (t, 0, 1), PlotStyle -> Directive, Lighter]], ParametricPlot3D[(x2 + f*Cos, y2 + f*Sin, z2 + z), (z, 0, 1), ( phi, 0, 2*Pi), PlotStyle -> Directive, 30], Lighter, Lighting -> (("Directional", White, (1.5, 0, 3)), ("Ambient", Darker))], Mesh -> None], ParametricPlot3D[(x3 + f*Cos, y3 + f*Sin, z3 + z), (z, 0, 1), (phi, 0, 2*Pi), PlotStyle -> Directive, 30] , Lighter, Lighting -> (("Directional", White, (1.5, 0, 3)), ("Ambient", Darker))], Mesh -> None], ParametricPlot3D[(x2 + gx, y2 + gy, z2 + gz), (t, 0, 1), PlotStyle -> Directive, Lighter]], ParametricPlot3D[(x3 + gx[t], y3 + gy, z3 + gz), (t, 0, 1), PlotStyle -> Directive, Lighter]], PlotRange -> All]
The picture is reminiscent of the ACM World Team Programming Championship, the quarter-finals of which take place in autumn. (At the final of this championship, a team is given a ball for a correctly solved problem.)
Now let me give you some holiday drawings.
Here is a drawing made for the New Year. This is a Christmas tree built using segments.
The code
a = 1; b = 0.5; c = 1.5; h = 3.5; dr := b + (c - b)/n*k; dz := -(a - a/n*k); z := h - h*k/n; cnt=0; Do = dr[i]*Cos; ldy = dr[i]*Sin; ldz = dz[i]; lz = z[i], (j, 1, m)], (i, 1, n)] ParametricPlot3D[ Table[(ldx[i]*t, ldy[i]*t, lz[i] + ldz[ i]*t), (i, 1, cnt)], (t, 0, 1), PlotStyle -> Directive, Thickness]
The code
gamma = Pi/10; rho = 1; p = rho*Sin; k := Floor[(phi + 0.2*Pi)/(0.4*Pi)]; s := Sign*Pi]; alpha := s*(Pi/2 - gamma) + 0.4*k*Pi; PolarPlot], (phi, 0, 2*Pi), PlotStyle -> Directive]]
The asterisk is given using the polar equation of a straight line.
By the way, the parameter (half the angle of the star beam) can be varied. This star corresponds to the value.
When we get an asterisk that looks like a starfish:
When we get a pointed star:
Here is a picture that suits Valentine's Day.
The code
f := x^2 + (y - (x^2)^(1/3))^2 - 1; h1 := (x^2)^(1/3) + Sqrt; h2 := (x^2)^(1/3) - Sqrt; Do = 1 - (i - 1)/6; y0[i] = h1]; k[i] = 4 + i, (i, 1, 6)]; x0 = 0; y0 = h1; k = 7; xx0 = 0.95; yy0 = h2; kk = 6; Do = 1.1 - 0.15*i; yy0[i] = h2]; kk[i] = 4 + i, (i, 2, 6)] xx0 = 0; yy0 = h2; kk = 6; RegionPlot[ Or @@ Table[(f[(x - x0[i])*k[i], (y - y0[i])*k[i]]<=
0) || (f[(x + x0[i])*k[i], (y - y0[i])*k[i]] <= 0), {i, 1,
7}] ||
Or @@ Table[(f[(x - xx0[i])*kk[i], (y - yy0[i])*kk[i]] <=
0) || (f[(x + xx0[i])*kk[i], (y - yy0[i])*kk[i]] <= 0), {i, 1,
7}],
{x, -1.5, 1.5}, {y, -2.5, 2.5}, PlotStyle ->Red, AspectRatio -> 0.9, PlotRange -> All, MaxRecursion -> 5]
One can even make a mathematical confession:
And here is another math heart. An autonomous system of 2 differential equations of the 1st order is considered. A phase portrait of this system is constructed (trajectories of the system are drawn under different initial conditions) and the general integral of the system is found.
This system can be obtained by differentiating the general integral with respect to t. In this way (by solving a system of differential equations) one can plot equations.
And this is a mathematical postcard for March 8. The figure shows some abstract computer that plotted the Bernoulli lemniscate.
Little kids are ready to learn anywhere and anytime. Their young brain is able to capture, analyze and remember as much information as it is difficult even for an adult. What parents should teach their kids has generally accepted age limits.
Children should learn the basic geometric shapes and their names at the age of 3 to 5 years.
Since all children are multi-educational, these boundaries are only conditionally accepted in our country.
Geometry is the science of shapes, sizes, and arrangement of figures in space. It may seem that this is difficult for babies. However, the subjects of this science are all around us. That is why having basic knowledge in this area is important for both children and adults.
To captivate children in the study of geometry, you can resort to funny pictures. In addition, it would be nice to have aids that the child can touch, feel, circle, color, recognize with his eyes closed. The main principle of any activity with children is to keep their attention and develop a craving for the subject using game techniques and a relaxed, fun environment.
The combination of several means of perception will do the job very quickly. Use our mini-manual to teach your child to distinguish geometric shapes, to know their names.
The circle is the very first of all shapes. In nature around us, much is round: our planet, the sun, the moon, the core of a flower, many fruits and vegetables, the pupils of the eyes. A volumetric circle is a ball (ball, ball)
It is better to start studying the shape of a circle with a child by looking at drawings, and then reinforce the theory with practice by letting the child hold something round in his hands.
A square is a figure in which all sides have the same height and width. Square objects - cubes, boxes, a house, a window, a pillow, a stool, etc.
It is very simple to build all sorts of houses from square cubes. Drawing a square is easier to do on a piece of paper in a cage.
A rectangle is a relative of a square, which differs in that it has the same opposite sides. Just like a square, a rectangle is all equal to 90 degrees.
You can find many items that have the shape of a rectangle: cabinets, appliances, doors, furniture.
In nature, mountains and some trees have the shape of a triangle. From the immediate environment of the kids, one can cite as an example the triangular roof of the house, various road signs.
Some ancient structures, such as temples and pyramids, were built in the shape of a triangle.
An oval is a circle that is elongated on both sides. For example, an oval shape is possessed by: an egg, nuts, many vegetables and fruits, a human face, galaxies, etc.
An oval in volume is called an ellipse. Even the Earth is flattened from the poles - ellipsoidal.
Rhombus
Rhombus - the same square, only elongated, that is, it has two obtuse angles and a pair of sharp ones.
You can study a rhombus with the help of visual aids - a drawn picture or a three-dimensional object.
Memorization techniques
Geometric shapes are easy to remember by name. Learning them for children can be turned into a game by applying the following ideas:
- Buy a children's picture book that contains fun and colorful drawings of figures and their analogies from the outside world.
- Cut out more different figures from multi-colored cardboard, laminate them with adhesive tape and use them as a constructor - you can lay out a lot of interesting combinations by combining different figures.
- Buy a ruler with holes in the shape of a circle, square, triangle and others - for children who are already friends with pencils, drawing with such a ruler is an interesting activity.
You can come up with many opportunities to teach kids to know the names of geometric shapes. All methods are good: drawings, toys, observation of surrounding objects. Start small, gradually complicating the information and tasks. You will not feel how time flies, and the baby will surely please you with success in the near future.
When needed: to identify types of personalities: manager, performer, scientist, inventor, etc.
TEST
"Constructive drawing of a man from geometric shapes"
Instruction
Draw, please, a figure of a person, made up of 10 elements, among which there may be triangles, circles, squares. You can increase or decrease these elements (geometric shapes) in size, overlay each other as needed.
It is important that all these three elements are present in the image of a person, and the sum of the total number of figures used is equal to 10. If you used more figures when drawing, then you need to cross out the extra ones, but if you used less than 10 figures, you need to finish the missing ones.
The key to the test "Constructive drawing of a person from geometric shapes"
Description
The test "Constructive drawing of a person from geometric shapes" is designed to identify individual typological differences.
The employee is offered three sheets of paper measuring 10 × 10 cm. Each sheet is numbered and signed. On the first sheet, the first test drawing is performed, then, respectively, on the second sheet - the second, on the third sheet - the third.
The employee needs to draw a human figure on each sheet, made up of 10 elements, among which there may be triangles, circles, squares. The employee can increase or decrease these elements (geometric shapes) in size, overlay each other as needed. It is important that all these three elements are present in the image of a person, and the sum of the total number of figures used is 10.
If, when drawing, the employee used more figures, then he needs to cross out the extra ones, but if he used less than 10 figures, he needs to finish the missing ones.
If the instruction is violated, the data is not processed.
An example of drawings made by three graded
Result processing
Count the number of triangles, circles and squares spent in the image of a little man (for each drawing separately). Write the result as three-digit numbers, where:
- hundreds indicate the number of triangles;
- tens - the number of circles;
- units - the number of squares.
These three-digit numbers make up the so-called drawing formula, according to which the drawings are assigned to the corresponding types and subtypes.
Result interpretation
Own empirical research, in which more than 2000 drawings were received and analyzed, showed that the ratio of various elements in constructive drawings is not accidental. The analysis allows us to identify eight main types, which correspond to certain typological characteristics.
The interpretation of the test is based on the fact that the geometric shapes used in the drawings differ in semantics:
- the triangle is usually referred to as a sharp, offensive figure associated with the masculine;
- circle - a streamlined figure, more in tune with sympathy, softness, roundness, femininity;
- square, rectangle are interpreted as a specific technical constructive figure, a technical module.
A typology based on the preference for geometric shapes allows one to form a kind of system of individual typological differences.
Types
Type I - leader
Drawing formulas: 901, 910, 802, 811, 820, 703, 712, 721, 730, 604, 613, 622, 631, 640. Subtypes 901, 910, 802, 811, 820 are most severely dominated over others; situationally - in 703, 712, 721, 730; when exposed to speech on people - verbal leader or teaching subtype - 604, 613, 622, 631, 640.
Usually these are people who have a penchant for leadership and organizational activities, focused on socially significant norms of behavior, may have the gift of good storytellers, based on a high level of speech development. They have good adaptation in the social sphere, dominance over others is kept within certain boundaries.
It must be remembered that the manifestation of these qualities depends on the level of mental development. At a high level of development, individual features of development are realizable, quite well understood.
At a low level, they may not be detected in professional activities, but they may be present situationally, worse, if inadequate to situations. This applies to all features.
II type - responsible executor
Drawing formulas: 505, 514, 523, 532, 541, 550.
This type of people has many features of the "leader" type, being disposed towards him, however, there are often hesitation in making responsible decisions. Such a person is focused on the ability to do business, high professionalism, has a high sense of responsibility and exactingness to himself and others, highly appreciates being right, that is, he is characterized by increased sensitivity to truthfulness. Often he suffers from somatic diseases of nervous origin due to overexertion.
Type III - anxious and suspicious
Drawing formulas: 406, 415, 424, 433, 442, 451, 460.
This type of people is characterized by a variety of abilities and talents - from fine manual skills to literary talent. Usually these people are closely within the same profession, they can change it to a completely opposite and unexpected one, they can also have a hobby, which is essentially a second profession. Physically do not tolerate disorder and dirt. Usually conflict because of this with other people. They are highly vulnerable and often doubt themselves. They need encouragement.
In addition, 415 - "poetic subtype" - usually people with such a drawing formula have poetic talent; 424 is a subtype of people recognizable by the phrase “How can this work badly? I can't imagine how bad it can be." People of this type are distinguished by special care in their work.
IV type - scientist
Drawing formulas: 307, 316, 325, 334, 343, 352, 361, 370.
These people easily abstract from reality, have a conceptual mind, and are distinguished by the ability to develop all their theories. Usually they have peace of mind and rationally think through their behavior.
Subtype 316 is characterized by the ability to create theories, mostly global ones, or to carry out large and complex coordination work.
325 - a subtype characterized by a great enthusiasm for the knowledge of life, health, biological disciplines, medicine. Representatives of this type are often found among people involved in synthetic arts: cinema, circus, theater and entertainment directing, animation, etc.
Type V - intuitive
Drawing formulas: 208, 217, 226, 235, 244, 253, 262, 271, 280.
People of this type have a strong sensitivity of the nervous system, its high exhaustibility. It is easier to work on switching from one activity to another, they usually act as lawyers for the minority. They are highly sensitive to novelty. They are altruistic, often show concern for others, have good manual skills and imaginative imagination, which gives them the opportunity to engage in technical forms of creativity. Usually they develop their own moral standards, have internal self-control, that is, they prefer self-control, reacting negatively to encroachments concerning their freedom.
235 - often found among professional psychologists or people with an increased interest in psychology;
244 - has the ability for literary creativity;
217 - has the ability to inventive activity;
226 - has a great need for novelty, usually sets very high criteria for achievement for himself.
VI type - inventor, designer, artist
Pattern formulas: 109, 118, 127, 136, 145, 019, 028, 037, 046.
Often found among individuals with a technical vein. These are people with a rich imagination, spatial vision, often engaged in various types of technical, artistic and intellectual creativity. More often they are introverted, just like the intuitive type, they live by their own moral standards, do not accept any outside influences, except for self-control. Emotional, obsessed with their own original ideas.
Also distinguish the features of the following subtypes:
019 - found among people who have a good command of the audience;
118 - the type with the most pronounced design capabilities and the ability to invent.
VII type - emotive
Pattern formulas: 550, 451, 460, 352, 361, 370, 253, 262, 271, 280, 154, 163, 172, 181, 190, 055, 064, 073, 082, 091.
They have heightened empathy for others, are hard pressed by violent scenes in the film, can be unsettled for a long time and be shocked by violent events. The pains and concerns of other people find in them participation, empathy and sympathy, for which they spend a lot of their own energy, as a result, it becomes difficult to realize their own abilities.
Type VIII - the opposite of emotive
Drawing formulas: 901, 802, 703, 604, 505, 406, 307, 208, 109.
This type of people has the opposite tendency to the emotive type. Usually does not feel the experiences of other people, or treats them with inattention, or even increases the pressure on people. If this is a good specialist, then he can force others to do what he sees fit. Sometimes it is characterized by callousness, which occurs situationally, when, for some reason, a person closes in a circle of his own problems.
