Synopsis of femp nodes in the preparatory group with a presentation. Synopsis of nodes for femp in the preparatory group Femp in the preparatory group for fgos abstract
Irina Alexandrovna Pomoraeva, Vera Arnoldovna Pozina
Formation of elementary mathematical representations. The system of work in the kindergarten preparatory group for school
Library of the program "FROM BIRTH TO SCHOOL"
under general edition N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva
Pomoraeva Irina Aleksandrovna — Methodist of the Educational and Methodological Center for professional education Moscow, teacher of methods of mathematical development of Pedagogical College No. 15, Honored Teacher of Russia
Pozina Vera Arnoldovna — Methodist, teacher of methods of mathematical development of Pedagogical College No. 4, excellent student of public education
Foreword
This manual is addressed to educators working on an exemplary basic general education program preschool education"FROM BIRTH TO SCHOOL", edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, to organize work in mathematics in a group preparatory to school.
The manual discusses the organization of work on the development of elementary mathematical concepts in children aged 6-7, taking into account the patterns of formation and development of their cognitive activity and age options.
The book presents an approximate planning of work in mathematics for the year. The structure of the classes allows you to combine and successfully solve problems from different sections of the program. The proposed system of work, which includes a set of tasks and exercises, various methods and techniques of working with children (visual-practical, gaming, verbal), helps preschoolers to master the methods and techniques of cognition, apply the knowledge gained in independent activity. This creates the prerequisites for the formation of a correct understanding of the world, allows for a general developmental orientation of education, a connection with mental, speech development and various activities.
Game situations with elements of competition, reading excerpts fiction motivate children and direct their mental activity to find ways to solve problems. The method of work does not imply direct teaching, which can negatively affect the comprehension and independent performance of mathematical tasks by the child, but implies the creation of situations of community, cooperation, provides all children with an equal start, which will allow them to successfully study at school.
The proposed system of work allows teachers to take into account the specifics of the activities of the educational institution and its priorities. The volume of material gives educators the opportunity to realize their creative potential and take into account the characteristics of a particular group of children.
Knowledge gained in the course of organized educational activities on the formation of elementary mathematical concepts must be consolidated in Everyday life. To this end, special attention should be paid to the enrichment of role-playing games with mathematical content and the creation of a subject-developing environment, which stimulates the development of independent cognitive activity every child.
In working with children both in a preschool institution and at home, you can use the workbook "Mathematics for preschoolers: a preparatory group for school" (M .: Mozaika-Sintez, 2012).
The manual includes: a list of didactic games, additional material, recommendations on the organization of the developing environment. They reflect the modern positions of psychologists, teachers and methodologists, allowing to expand the content of work with children of the seventh year of life.
Further in the manual, for convenience of presentation, instead of the term "directly educational activities"we will often use the term "occupation" familiar to educators. However, the term “lesson” should not mislead teachers: it does not imply lesson-type lessons. The task of the teacher is not to turn mathematics into a lesson, but to use the forms of work with children that correspond to their age, indicated in the exemplary basic general educational program of preschool education “FROM BIRTH TO SCHOOL”, edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva.
Program content
Quantity
Development general ideas about the set: the ability to form sets on given grounds, to see the constituent parts of sets in which objects differ in certain characteristics.
Exercises in combining, adding to sets, removing a part from a set or its individual parts.
Consolidation of the ability to establish relationships between the individual parts of the set, as well as the whole set and each of its parts on the basis of counting, pairing objects or connecting objects with arrows.
Improving the skills of quantitative and ordinal counting within 10. Acquaintance with counting within 20.
Introduction to second ten numbers.
Strengthening the understanding of the relationship between the numbers of the natural series (7 is more than 6 by 1, and 6 is less than 7 by 1), the ability to increase and decrease each number by 1 (within 10).
Consolidation of the ability to name numbers in forward and reverse order (oral counting), the subsequent and previous number to the one named or indicated by a number, to determine the missing number.
Introduction to numbers from 0 to 10.
Formation of the ability to decompose a number into two smaller ones and make up a larger one from two smaller ones (within 10, on a visual basis).
Acquaintance with coins of denominations of 1, 5, 10 kopecks, 1, 2, 5, 10 rubles (distinguishing, setting and exchanging coins).
Formation of the ability on a visual basis to compose and solve simple arithmetic problems for addition (less is added to more) and subtraction (subtracted less than the remainder); when solving problems, use the action signs: plus (+), minus (-) and the ratio sign equals (=).
Value
Strengthening the ability to divide an object into 2-8 or more equal parts by bending an object (paper, fabric, etc.), as well as using a conditional measure; correctly designate parts of the whole (half, one part of two (one second), two parts of four (two fourths), etc.); establish the ratio of the whole and the part, the size of the parts; find parts of the whole and the whole from known parts.
Formation of initial measuring skills. Strengthening the ability to measure the length, width, height of objects (segments of straight lines) using a conditional measure (paper in a cage).
Strengthening the ability of children to measure the volume of liquid and bulk substances using a conditional measure.
Formation of ideas about the weight of objects and how to measure it. Strengthening the ability to compare the weight of objects (heavier - lighter) by weighing them on the palms. Introduction to scales.
The development of ideas that the result of measurement (length, weight, volume of objects) depends on the value of the conditional measure.
Form
Clarification of knowledge about geometric shapes, their elements (vertices, angles, sides) and some of their properties.
Formation of ideas about a polygon (for example, a triangle and a quadrangle), about a straight line, a straight line segment.
Consolidation of the ability to recognize figures regardless of their spatial position, depict, arrange on a plane, arrange by size, classify, group by color, shape, size.
Strengthening the ability to model geometric figures; make one polygon from several triangles, one large rectangle from several small squares; from parts of a circle - a circle, from four segments - a quadrangle, from two short segments - one long one, etc .; construct figures according to a verbal description and enumeration of their characteristic properties; make thematic compositions from figures according to your own design.
Consolidation of the ability to analyze the shape of objects as a whole and their individual parts; recreate objects of complex shape from separate parts according to contour samples, according to description, presentation.
Orientation in space
Formation of the ability to navigate on a limited surface (a sheet of paper, a blackboard, a page of a notebook, books, etc.); arrange objects and their images in the indicated direction, reflect in speech their spatial arrangement (above, below, above, below, left, right, left, right, in the upper left (lower right) corner, in front of, behind, between, next to, etc.).
Acquaintance with the plan, scheme, route, map. Development of the ability to model spatial relationships between objects in the form of a drawing, plan, diagram.
Formation of the ability to "read" the simplest graphic information, indicating the spatial relationships of objects and the direction of their movement in space: from left to right, from right to left, from bottom to top, from top to bottom; independently move in space, focusing on the conventions (signs and symbols).
Orientation in time
Formation of elementary ideas about time: its fluidity, periodicity, irreversibility, sequence of days of the week, months, seasons.
Strengthening the ability to use words-concepts in speech: first, then, before, after, earlier, later, at the same time.
Development of a "sense of time", the ability to save time, regulate one's activities in accordance with time; distinguish between the duration of individual time intervals (1 minute, 10 minutes, 1 hour).
Formation of the ability to determine the time by the clock with an accuracy of 1 hour.
Approximate distribution of program material for the year
I quarter
September
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Get to know number 3.
Lesson 5
Get to know number 4.
Lesson 6
Get to know number 5.
October
Lesson 1
Get to know the number 6.
Develop the ability to move in space in accordance with the conventions.
Lesson 2
Get to know the number 7.
Lesson 3
Get to know the number 8.
Lesson 4
With the composition of the number 9 from units.
With number 9.
Develop an eye.
Lesson 5
Lesson 6
With the composition of the number 10 from units.
With number 0.
Keep learning to find .
e.
Lesson 7
Lesson 8
Continue reading numbers from 1 to 9.
November
Lesson 1
Learn to make the number 4 from two smaller numbers and decompose it into two smaller numbers.
Strengthen ordinal counting skills within 10.
Develop the ability to analyze the shape of objects and their individual parts.
To improve ideas about the weight of objects and the ability to determine, regardless of their appearance, objects weigh the same or not.
To consolidate the ability to consistently identify and name the days of the week.
Lesson 2
Learn to make the number 5 from two smaller numbers and decompose it into two smaller numbers.
Introduce the formation of numbers of the second ten within 15.
To improve the ability to build a serial series by the weight of objects.
To consolidate the ability to navigate on a sheet of paper and reflect in speech the spatial arrangement of objects with the words: top, bottom, left, right.
Lesson 3
Learn to compose the number 6 from two smaller numbers and decompose it into two smaller numbers.
Continue to introduce the formation of the second ten numbers within 15.
To introduce the measurement of quantities using a conditional measure.
Develop the ability to navigate in space with the help of symbols and diagrams.
Lesson 4
Learn to compose the number 7 from two smaller numbers and decompose it into two smaller numbers.
Continue to introduce the formation of the second ten numbers within 20.
Lesson 5
Learn to compose the number 8 from two smaller numbers and decompose it into two smaller numbers.
Strengthen counting skills in forward and reverse order within 15.
Exercise in measuring the length of objects using a conditional measure.
Develop the ability to navigate on a sheet of paper in a cage.
Lesson 6
Learn to compose the number 9 from two smaller numbers and decompose it into two smaller numbers.
Improve counting skills within 20.
Exercise in measuring the height of objects using a conditional measure.
Continue to develop the ability to navigate on a sheet of paper in a cage.
Lesson 7
Learn to make the number 10 from two smaller numbers and decompose it into two smaller numbers.
To consolidate the ability to determine the previous, subsequent and missing number to the one named or indicated by a number within 10.
Exercise in the ability to measure the length and width of objects using a conditional measure.
Lesson 8
To consolidate ideas about the quantitative and ordinal value of a number within 10.
To consolidate the ability to make the number 10 from units.
Skills for measuring the size of objects; to acquaint with the dependence of the measurement results on the value of the conditional measure.
Develop the ability to move in space in a given direction.
Ability to model objects using familiar geometric shapes.
II quarter
December
Lesson 1
Introduce coins in denominations of 1, 2, 5, 10 rubles and 1, 5, 10 kopecks.
Continue to develop orientation skills on a sheet of paper in a cage.
Clarify ideas about polygons and how to classify them by type and size.
Lesson 2
Continue to acquaint with coins in denominations of 1, 5, 10 rubles.
To form ideas about time, to introduce the hourglass.
Lesson 3
Continue to acquaint with coins in denominations of 1, 5, 10 rubles, their set and exchange.
Develop a sense of time, learn to regulate their activities in accordance with the time interval.
To develop the ability to recreate complex-shaped objects from separate parts according to contour samples.
Lesson 4
Continue to clarify ideas about coins in denominations of 1, 2, 5, 10 rubles, their set and exchange.
Learn to measure the volume of bulk solids using a conditional measure.
Introduce the clock, learn to set the time on the clock layout.
Continue to learn to determine the shape of objects and their parts.
Lesson 5
Continue to learn how to measure the volume of bulk solids using a conditional measure.
Continue to introduce the clock, learn to set the time on the clock layout.
Develop the ability to navigate on a sheet of paper in a cage.
To consolidate ideas about the polygon; to acquaint with its special cases: a pentagon and a hexagon.
Lesson 6
To introduce the rules for measuring liquid substances using a conditional measure.
To consolidate the understanding of the relationship between the numbers of the natural series, the ability to increase (decrease) the number by 1 within 10.
Develop a sense of time; learn to distinguish the duration of time intervals within 5 minutes.
Develop the ability to model geometric shapes.
Lesson 7
Improve the ability to decompose a number into two smaller ones and compose from two smaller ones more within 10.
To consolidate ideas about the sequence of times and months of the year.
To develop the ability to design geometric shapes according to a verbal description and listing of characteristic properties.
Exercise in the ability to combine parts into a whole set, to compare the whole and part of the set.
Lesson 8
To consolidate the ability to decompose a number into two smaller numbers and make a larger number from two smaller ones within 10.
Develop the ability to name the previous, subsequent and missing number to the named one.
Reinforce ideas about the order of the days of the week.
Develop the ability to modify geometric shapes.
January
Lesson 1
Learn to write arithmetic addition problems.
To consolidate the ability to see geometric shapes in surrounding objects.
Lesson 2
Improve the ability to navigate on a sheet of paper in a cage.
Develop attention, memory, logical thinking.
Lesson 3
The ability to measure the volume of liquid substances using a conditional measure.
The ability to navigate on a sheet of paper in a cage.
Attention, memory, logical thinking.
Lesson 4
Learn to compose and solve arithmetic problems for addition and subtraction.
To acquaint with coins in denominations of 1, 2, 5, 10 rubles, their set and exchange.
Improve the ability to navigate on a sheet of paper in a cage.
Develop attention, logical thinking.
Lesson 5
Continue to learn how to compose and solve arithmetic problems for addition and subtraction.
Continue to introduce the clock and set the time on the clock layout.
Improve the ability to navigate on a sheet of paper in a cage.
Lesson 6
Continue to learn how to compose and solve arithmetic problems for addition and subtraction.
Improve understanding of the sequence of numbers within 20.
Develop the ability to divide the whole into 8 equal parts and compare the whole and its parts.
Develop the ability to determine the location of objects relative to each other.
Lesson 7
Develop ideas about geometric shapes and the ability to draw them on a sheet of paper.
To consolidate the ability to name the previous, subsequent and missing number, indicated by a number.
Lesson 8
Learn how to write and solve addition and subtraction problems on your own.
Improve ideas about the parts of the day and their sequence.
Exercise in the correct use of words in speech: first, then, before, after.
To consolidate the ability to see in the surrounding objects the forms of familiar geometric shapes.
February
Lesson 1
Continue to learn how to compose and solve arithmetic problems for addition.
Exercise in counting objects according to the model.
Learn to measure the length of straight line segments in cells.
Develop attention, memory, logical thinking.
Lesson 2
Continue to learn how to compose and solve arithmetic problems for addition and subtraction.
To consolidate the ability to name the winter months.
Improve the ability to make a number from units.
Exercise in drawing up thematic compositions from geometric shapes.
Lesson 3
Continue to learn how to compose and solve arithmetic problems for addition and subtraction.
To consolidate the ability to consistently name the days of the week and use the words correctly in speech: earlier, later, first, then.
Continue to form the ability to determine a segment of a straight line and measure its length by cells.
Develop ideas about the size of objects.
Lesson 4
Continue to learn how to compose and solve arithmetic problems for addition and subtraction.
Expand your understanding of the weight of objects.
Strengthen the ability to modify geometric shapes.
Improve the ability to navigate in a notebook in a cage, perform tasks according to verbal instructions.
Lesson 5
Continue to learn how to compose and solve arithmetic problems for addition and subtraction.
Improve the skills of measuring the height of objects using a conditional measure.
Continue to acquaint with the clock and learn to tell the time with an accuracy of 1 hour.
Lesson 6
Learn to compose and solve arithmetic problems for addition and subtraction.
Develop ideas about geometric shapes and the ability to draw them on a piece of paper in a cage.
Develop logical thinking.
Lesson 7
Improve counting skills with a change in its basis.
The ability to move in space in a given direction in accordance with the conventions.
Lesson 8
Learn how to write and solve addition and subtraction problems.
Ideas about the quantitative and ordinal values of a number, the ability to answer the questions “How much?”, “Which in order?”, “In which place?”.
Improve the ability to model geometric shapes.
Develop attention, imagination.
III quarter
March
Lesson 1
Continue to teach yourself to compose and solve arithmetic problems within 10.
To improve the ability to divide a circle into 8 equal parts, correctly designate parts, compare the whole and its parts.
Exercise in the ability to determine the time on the clock with an accuracy of 1 hour.
Develop attention.
Lesson 2
To consolidate the understanding of the relationship of adjacent numbers within 10.
Improve the ability to navigate on a sheet of paper in a cage.
Develop attention.
Lesson 3
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Improve the ability to measure the length of objects using a conditional measure.
Improve the ability to orientate on a sheet of paper in a cage.
To consolidate the ability to name successively the times and months of the year.
Lesson 4
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Exercise in the ability to compose a number from two smaller numbers and decompose a number into two smaller numbers.
To consolidate ideas about coins in denominations of 1, 2, 5, 10 rubles.
Develop the ability to orientate on a sheet of paper in a cage.
Exercise in the ability to determine the weight of objects using scales.
Lesson 5
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Develop the ability to combine parts of a set, compare the whole and its parts based on the count.
To improve the ability to see in the surrounding objects the forms of familiar geometric shapes.
Lesson 6
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Strengthen the ability to consistently name the days of the week.
Develop the ability to model spatial relationships between objects on the plan.
Develop spatial perception of form.
Lesson 7
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Develop the ability to navigate on a sheet of paper in a cage.
Improve the ability to design three-dimensional geometric shapes.
Practice counting forward and backward within 20.
Lesson 8
Exercise in solving arithmetic problems for addition and subtraction within 10.
Develop the ability to navigate on a sheet of paper in a cage.
Improve counting skills with a change in counting base within 20.
Develop attention, memory, logical thinking.
April
Lesson 1
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Exercise in the ability to navigate on a sheet of paper in a cage.
Develop the ability to measure the length of objects using a conditional measure.
Develop attention, memory, logical thinking.
Lesson 2
Exercise in the ability to navigate on a sheet of paper in a cage.
Develop the ability to consistently name the days of the week, months and seasons.
Develop attention, memory, logical thinking.
Lesson 3
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Exercise in the ability to navigate on a sheet of paper in a cage.
Develop attention, memory, logical thinking.
Lesson 4
Continue to teach yourself to compose and solve problems for addition within 10.
Exercise in the ability to navigate on a sheet of paper in a cage.
To develop the ability to create complex-shaped objects from separate parts according to the presentation.
Develop attention, memory, logical thinking.
Lesson 5
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Exercise in the ability to navigate on a sheet of paper in a cage.
To consolidate the ability to make a number from two smaller ones and decompose it into two smaller numbers within 10.
Develop attention, memory, logical thinking.
Lesson 6
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Exercise in the ability to navigate on a sheet of paper in a cage.
To consolidate ideas about three-dimensional and flat geometric shapes.
Develop attention, memory, logical thinking.
Lesson 7
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Exercise in the ability to navigate on a sheet of paper in a cage.
Develop attention, memory, logical thinking.
Lesson 8
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Exercise in the ability to navigate on a sheet of paper in a cage.
To improve the ability to navigate in the surrounding space relative to oneself and another person.
Develop attention, memory, logical thinking.
May
Work to consolidate the material covered.
September
Lesson 1
Program content
Exercise in dividing the set into parts and combining its parts; to improve the ability to establish the relationship between the set and its part.
Ordinal counting skills within 10, the ability to answer the questions “How much?”, “Which one?”, “In which place?”.
Ideas about relative position objects in space (in a row): left, right, before, after, between, in front of, behind, next to.
Ability to consistently identify and name the days of the week.
Demo material. Cards on which circles are drawn (from 1 to 7), Dunno things (hat, shoes, etc.), doll furniture or room layout, doll, bear, 3 cubes, 3 pyramids.
Guidelines
I part. Game "Live week".
The teacher calls seven children to the board and invites them to take cards on which circles are drawn (from 1 to 7). Children perform various movements to the music on the instructions of the leader. At the end of it, they line up, forming a week: the first to get up is the child who has one circle drawn on the card (Monday), the second - who has two circles on the card (Tuesday), etc. The check is carried out by roll call with the names of the days of the week.
The game is repeated 2-3 times with a change of participants.
II part. Didactic game "Who left?".
Ten children come to the blackboard and line up. The rest count them in order, memorize the sequence of construction and close their eyes. At this time, one of those standing in the line leaves. Children open their eyes and determine who left and where the departed stood.
The game is repeated 2-3 times with the change of children in the line.
III part. Game exercise "Let's help Dunno find things."
On the flannelgraph is a model of Dunno's room (you can use doll furniture). Dunno's things lie in different places in the room: a hat is near the closet, one shoe is next to a chair, the other is behind the bed, etc.
The teacher informs the children that Dunno is going to visit the Pencil, but cannot find his things. The teacher invites the children to help Dunno. Children name the location of each thing: “The hat is near the closet,” etc. Dunno thanks for the help.
IV part.
The teacher tells the children that a doll has come to visit them and offers to play with it. He puts 3 cubes and 3 pyramids on the table and asks: “How many cubes? How many pyramids? What can be said about the number of pyramids and cubes?
The teacher puts the cubes and pyramids together and asks: “How many toys does the doll have in total? (Children count toys.) Six toys. How many pyramids? Which is more: toys or pyramids? How many cubes? What is less: cubes or toys? A group of toys (generalizing gesture) is larger than a group of pyramids, its parts (shows). A group of toys is larger than a group of cubes, its parts.
The teacher offers the doll to play with the bear, and the children equally divide the toys between them (consider different options for equality). The correctness of the task is checked on the basis of the score.
Lesson 2
Program content
Exercise in dividing the set into parts and combining the parts into a whole group; to improve the ability to establish the relationship between the set and its part.
The ability to divide a circle and a square into 2 and 4 equal parts, compare and name them.
Ability to recognize and name familiar geometric shapes.
Didactic visual material
Demo material. Doll, bear, bunny, 3 cubes, 3 pyramids, 3 cars, 5 circles of the same color, 2 baskets, 2 sets of building materials (with flat and volumetric geometric shapes - in accordance with the program content).
Handout. Envelopes containing 1/4 of a circle or square, a box with the rest of the figures, squares of the same color (5 pcs for each child).
Guidelines
I part.
There are 5 circles of the same color on the flannelgraph. Children determine their number.
Children, together with the teacher, count the circles in reverse order (from 5 to 1). Then the teacher asks: “What did we do when we counted from five to one?” (Reduced by one.)
II part.
The teacher offers to perform a similar task using squares of the same color. Children count the squares, remove one at a time and determine how many are left. Together with the teacher, they call the numbers in reverse order. (Five, four, three, two, one.)
III part. Relay game "Who will decompose the building material faster?".
Children are divided into two teams by counting the first or second. The first team must find in the basket and transfer to another basket all flat figures, and the second - all three-dimensional figures.
In the process of checking the task, the children show and name the figures.
IV part. Didactic game "Make a whole according to its part."
Children have envelopes with parts of geometric shapes. The teacher suggests compiling a whole geometric figure by selecting the missing parts from the box.
After completing the task, the children determine which figures they got and how many parts they consist of.
Then the teacher asks the children: “How can you name each part of your figure? Which is larger: the whole or one second (one fourth) part? Which is smaller: one second (one fourth) part or the whole?
V part. Game exercise "We collect toys for the doll."
The teacher informs the children that a doll has come to visit them, and offers to play with it. He puts three groups of toys on the table (3 cubes, 3 pyramids, 3 cars) and asks: “How many cubes? How many pyramids? How many cars? What can be said about the number of pyramids, cubes and cars? (Cubes, pyramids, cars equally, three each.)
The teacher puts cubes, pyramids and cars together and asks: “How many toys does the doll have in total? (Children count toys.) That's right, nine toys. How many pyramids? Which is bigger: nine toys or three pyramids? Which is smaller: three pyramids or nine toys? (Similarly, toys and blocks, toys and cars are compared.)
The teacher concludes: “A group of toys (generalizing gesture) is larger than a group of pyramids (shows) and more than a group of cubes, its parts.”
Then the teacher invites the doll to play with the bear and the bunny, and the children equally share the toys between them. The correctness of the task is checked on the basis of the score.
Lesson 3
Program content
Introduce the numbers 1 and 2 and learn to denote numbers by numbers.
Exercise in the skills of quantitative counting forward and backward within 10.
To consolidate the ability to navigate on a sheet of paper, determine the sides and corners of the sheet.
Improve your understanding of triangles and quadrilaterals.
Didactic visual material
Demo material. Cards with numbers 1 and 2, dummies of mushrooms (1 white mushroom and 2 boletus), 10 triangles of the same color, pattern sample.
Handout. Cards with numbers 1 and 2, rectangles of the same color (10 pieces for each child), sheets of paper, colored pencils.
Guidelines
I part. Game exercise "Count the mushrooms."
On the teacher's table are dummies of mushrooms: 1 white mushroom and 2 boletus.
The teacher clarifies the names of mushrooms in children, finds out whether they are edible or not. Then he asks: “How many white mushrooms? Who knows what digit can represent the number one?
The teacher shows a card with the image of the number 1, places it next to the porcini mushroom and asks: “What does the number one look like? Find a card with the number one and circle it with your finger.
Clarifies: "The number one stands for the number one."
Similarly, the teacher introduces children to the number 2.
II part. Didactic game "Find the same".
The teacher shows the number. Children find the appropriate number of objects in the group and justify their choice. (One watch, two vases, two paintings...)
The teacher clarifies: "The number one (two) shows the number one (two)."
The teacher calls the number of items, the children show the corresponding number.
III part. Game exercise "Count the figures."
There are 10 triangles of the same color on the flannelgraph. Children determine their number. Then the teacher asks: “How many triangles will be left if we remove one triangle each time?”
Children, together with the teacher, count the triangles in reverse order (from 10 to 1). The teacher clarifies: “What did we do when we counted from ten to one?”
IV part. Working with handouts.
Children have ten rectangles. The teacher offers to perform a similar task. Children count the rectangles, remove one at a time and determine how many are left. Together with the teacher, they call the numbers in reverse order. (Ten, nine, eight... one.)
V part. Didactic game "Remember and perform" (auditory dictation).
Children have sheets of paper and colored pencils. The teacher specifies the name of the sides and corners of the sheet.
Then he gives the children tasks:
1) draw a straight line along the top side of the sheet with a red pencil (along the bottom side - with a green pencil, along the left side - with a blue pencil, along the right side - with a yellow pencil);
2) in the upper left corner, draw a circle with a red pencil (in the lower left corner - with a blue pencil, in the upper right corner - with a yellow pencil, in the lower right corner - with a green pencil);
3) put a dot in the middle of the sheet with a red pencil.
The children check the correctness of the task according to the model of the educator.
The teacher clarifies: “What and where did you draw?”
Children name the details, their color and location.
Lesson 4
Program content
Get to know number 3.
Learn to name the previous and subsequent number for each number of the natural series within 10.
To improve the ability to compare 10 objects (by length, width, height), arrange them in ascending and descending order, indicate the results of the comparison with the appropriate words.
Exercise in the ability to move in a given direction.
Didactic visual material
Demo material. Cards with the image of various objects (on a card from 1 to 3 objects), cards with numbers from 1 to 3, 10 cylinders of different heights and 1 cylinder, equal in height to one of the 10 cylinders, a pipe, stars.
Handout. Cards with a different number of circles, cards with circles (from 1 to 10 circles; see Fig. 1), cards with the image of labyrinths, pencils, 10 multi-colored strips of different lengths and widths, 1 strip of paper (for each child), cards with numbers from 1 to 3 (for each child), stars.
Guidelines
I part. Game exercise "Count the sounds (objects, movements)."
In front of the children are cards with numbers from 1 to 3. The teacher offers to find a card with the number 1 and put it in front of you. Then he asks: “What number can be denoted by this figure? What is the only one in the group?
The teacher asks the children to find a card with the number 2 and put it next to the number 1: “What number does the number two represent? Why does a person have two? (Two eyes, two ears...)
The teacher shows a card with the image of three objects and asks the children how many objects are on the card. Then he shows a card with the number 3 and clarifies that the number 3 stands for the number 3.
What does the number three look like? - the teacher asks the children. - Find a card with the number three and circle it. Now put the number three next to the number two and call the numbers in order.
Then the teacher invites the children to play: "Indicate the number of sounds heard (objects on the card, movements seen)." Each time the teacher specifies what number the children indicated the number of sounds (objects, movements) and why.
II part. Game exercise "Name the previous and subsequent number."
Each child has a card with circles (from 1 to 10) and a set of 10 cards with circles (from 1 to 10).
Rice. 1
The teacher explains to the children: “Each number has two neighbor numbers: the younger one is less than one, it stands in front and is called the previous number; the older one is greater by one, it comes after and is called the subsequent number. Examine your cards and determine the neighbors of your number.
Children determine the previous and subsequent numbers to the number of circles shown on the card and cover the empty squares with a card with a certain number of circles.
After completing the task, the children explain: what number is the previous (next) to the number indicated on the card and why these numbers were called neighbors.
III part. Game exercise "Lay out and tell about the length and width of the strips."
Children have 10 strips of different lengths, widths and colors. The teacher together with the children finds out the differences between them. Gives tasks: “Lay out the strips, starting with the shortest and ending with the longest, and name the length of each of them. What can you say about the length of the adjacent stripes: red and brown? (The red stripe is longer than the brown one.) What can you say about the length of the brown and green stripes? (The brown stripe is longer than the green one.) The brown stripe is shorter than the red one, but longer than the green one.
Now lay out the strips of different widths: from the widest to the narrowest from left to right (see Fig. 2), and tell us how you arranged them. (The teacher clarifies the rules for unfolding.)
The teacher draws the attention of the children to the fact that each subsequent strip is reduced by the same amount, and offers to check this with a strip of paper. Children apply a strip of paper to the first strip on the right, determine how much the width of the strips differs, mark this value with a fold line and cut off the resulting measure. Then they apply the measure to all the strips and make sure that the width of each strip differs by the same amount.
Rice. 2
IV part. Game exercise "Let's put the cylinders in a row."
Cylinders of different heights are randomly placed on the carpet. The teacher offers to arrange the columns in a row: from the lowest to the highest. Preliminarily clarifies the rules for laying out objects in height.
Children take turns completing the task: each child, choosing the next cylinder, pronounces his actions (“I choose the lowest cylinder from the remaining cylinders, compare it with all the cylinders and put it next to me.”)
One child gets a cylinder of the same height as the previous one. The teacher notices that the cylinders are the same height, and checks this with the children. Then he proposes to remove the extra cylinder.
After completing the task, the children talk about the height of each cylinder in the row.
V part. Game exercise "Find a way out of the maze."
The teacher offers to consider the maze, find a way out of it and draw it with a pencil. In the process of completing the task, the children comment on their actions and correct mistakes.
Children who successfully completed the task receive stars.
Lesson 5
Program content
Get to know number 4.
To consolidate ideas about the quantitative composition of the number 5 from units.
To consolidate the ability to compare two objects in size (length, width) using a conditional measure equal to one of the compared objects.
Develop the ability to indicate in speech your location relative to another person.
Didactic visual material
Demo material. Dolls (one of them with a pigtail), cards with numbers from 1 to 4, cards with images of items of clothing and shoes (from 3 to 5 items on a card), 2 ribbons of different lengths, measures (a cardboard strip equal to the length of a short ribbon for a doll, stick, rope, etc.).
Handout. Cards with numbers from 1 to 4 (for each child), pencils of different colors (5 pcs. for each child), cars, sets of blocks (for each pair of children), strips of paper (1 pc. for a pair of children).
Guidelines
I part. Game exercise "Let's help the dolls find the numbers."
The dolls ask the children to guess what numbers they show (within 3). Children guess, find the same ones and put the cards on the table. Then call the numbers in order.
The dolls show the children four cards with the number 1, offer to determine what number they made up, and explain how they made it up.
The teacher asks the children what number four can be. The dolls help to find the number and ask the children what it looks like. Children find cards with the number four, put them next to other cards and call the numbers in order.
II part. Game exercise "Make the number correctly."
The teacher asks the children to make up a number using pencils of different colors. He shows the children cards with the image of items of clothing or shoes and asks them to determine what number can be used to indicate the number of items, and make up this number with pencils.
The game exercise is repeated 3-4 times.
After each task, the teacher asks the children: “What number can indicate the number of items on the card? How many pencils did you take in total? How many pencils of what color did you take?
III part. Game exercise "Let's tie bows to the doll."
The teacher shows the children a doll with one pigtail and offers to change her hairstyle by making two pigtails with bows. The teacher explains: “One ribbon is already there. What needs to be done to cut another ribbon of the same length?
The children make their suggestions. The teacher leads them to the need to use a conditional measure. Children, together with the teacher, consider conditional measures and choose a cardboard strip. By direct comparison, they check the equality of the lengths of the cardboard strip and the ribbon. Using a cardboard strip, the called child measures and cuts the tape to the desired length. Another child compares the ribbons in length, makes sure that they are equal (the children indicate the equality of the ribbons with the words: “Identical in length”) and, together with the teacher, tie bows to the doll.
IV part. Game exercise "We build roads for cars."
The teacher tells the children that the dolls want to go to visit by car, but for this you need to build a road. Children perform the task in pairs on the carpet. During the exercise, the teacher asks them questions: “What parts will we build the road from? (From the bars.) How wide must the road be for a car to drive on it? (A little more than the width of the machine.) How to determine the width of the car? (Make a strip of paper equal to the width of the machine.)
Children make a sample-measure for the width of the machine by bending a strip of paper. Then they make a road, drive a car along it and make sure that the task is completed correctly.
V part. Game exercise "Where is the object located?".
The teacher invites the children to complete the following tasks: “Determine where the closet (clock, board, doll corner ...) is located relative to you. Where is the board relative to me? (The closet is on your left.)
The exercise can be carried out in the form of a competition between two teams, tasks can be given by children (leaders) following the example of a teacher.
Lesson 6
Program content
Introduce the quantitative composition of the number 6 from units.
Get to know number 5.
Strengthen the ability to sequentially name the days of the week.
Continue to form the ability to see in the surrounding objects the shape of familiar geometric shapes.
Didactic visual material
Demo material. Basket with items: compass, clock, thermos, mug, telephone, ball of rope, box, flag; backpack, cards with numbers from 1 to 5, cards with the image of various objects (from 1 to 5 objects).
Handout. Sets of geometric shapes, "leaves" of trees of different colors (8 pieces for each child), cards with numbers from 1 to 5.
Guidelines
Game situation "Walking in the forest".
I part. Game exercise "What does it look like?".
The teacher draws the attention of the children to the basket with objects. He takes them out one by one and asks the children to determine what geometric figure this or that object looks like. Children show the corresponding geometric shapes.
II part. Game exercise "Going on a hike."
The teacher invites the children to pack things for the trip and specifies what they need to take with them.
On the table are a compass, a basket, a backpack, a watch, a thermos, a mug, a computer, a phone. The teacher gives the children the task of choosing six items that they will need on the trip. Then he clarifies: “How many items did you take? What number did you make? How did you make up the number six?
III part. Game exercise "Collect an autumn bouquet."
The teacher gives the children a riddle:
Came without colors
And no brush
And repainted all the leaves.
(Autumn)
On the floor there are "leaves" of trees of different colors. The teacher invites the children to make up the number 6 with their help so that the same color is not repeated twice.
Then the teacher asks the children: “How many leaves are in your bouquet? How many leaves of which color? How did you make up the number six?
IV part. Game exercise "Let's put the numbers in a row."
The teacher reads a poem to the children. Children show the corresponding cards with numbers and put the cards on the board.
Numbers lined up
We count everything:
Nose - one (Show number.)
And the head is one. (Show number.)
Eyes - two (Show number.)
And two ears. (Show number.)
The three of us are always heroes, (Show number.)
And three pigs too. (Show number.)
Four corners in the room (Show number.)
Four legs on the table. (Show number.)A. Usachev
The teacher asks the children: “How many fingers are on one hand?”
The teacher shows a card with the number 5 and explains: “This is the number five, it means the number five. Find a card with the number five and circle it with your finger.
And then she went to dance
Number five on paper.
Stretched out her hand to the right
The leg was sharply bent.
Children, on the instructions of the teacher, show the “handle” and “leg” at the number 5.
The teacher completes the number row with a card with the number 5. Children call the numbers in order. Then they lay out the numbers in order on their table, find similar numbers (numbers 5 and 2) and explain how they differ.
Then the teacher invites the children to find a card with the image of five objects on the board (on the board there are cards that show from 1 to 5 objects) and says:
Five fingers exactly on the hand,
And five - a mark in the diary.
V part.
The teacher asks the children: “What day is today? On the same day, schoolchildren went on a hike and will return two days later for the third. On what day of the week will the schoolchildren return from the campaign?
The teacher offers the children 2-3 more similar tasks.
Lesson 1
Program content
Continue to learn how to make the number 6 from units.
Get to know the number 6.
Clarify the methods of dividing the circle into 2-4 and 8 equal parts, learn to understand the ratio of the whole and the parts, name and show them (half, one second, one fourth, one eighth, etc.).
Develop the ability to move in accordance with the conventions in space.
Didactic visual material
Demo material. Basket, models of fruits (apple, pear, orange, tangerine, peach, pomegranate) and vegetables (potato, carrot, beetroot, cucumber, zucchini, tomato, onion, eggplant), 2 plates, cards with numbers from 1 to 5, circle, 1/4 of the circle, scissors, truck, tree silhouette, “route” scheme (see Fig. 3).
Handout. Sets of colored pencils, white aspen (or maple) leaves cut out of paper, circles, scissors, cards with numbers from 1 to 6.
Guidelines
I part. Game exercise "Harvesting".
Children lay out cards with numbers from 1 to 5 on the table in front of them and call them in order.
The teacher shows the children a basket and puts 5 vegetables in it in turn. Then he asks: “How many vegetables are in the basket? What number can represent this number?
Children show the number 5.
The teacher adds a sixth vegetable and offers to count the vegetables in the basket. Then he asks: “What number can denote the number six? That's right, number six. (Shows a card with the number 6. The children find it with themselves.) What does the number six look like?
The teacher reads a poem about the number six:
"Six" is like a castle
And a cool ram's horn
On the jump of the gymnast "somersault"
And on the curl of the viola.A.Usachev
Children call the numbers in order and circle the number 6 with a finger.
II part. Game exercise "We lay out the harvest."
The basket contains fruits (apple, pear, orange, tangerine, peach, pomegranate) and vegetables (potato, carrot, beetroot, onion, tomato, cucumber, zucchini, eggplant).
The teacher invites the children to arrange fruits and vegetables on plates, then count the fruits and indicate their number by a number.
III part. Game exercise "Colorful leaves".
The teacher gives the children a task: “Make the number six using pencils of different colors. How many pencils are there? How many pencils of what color did you take? How did you make up the number six?
The teacher offers to color the aspen leaf in any color.
Physical education "Autumn leaves"
To the music, children with leaves in their hands perform dance movements on the instructions of the teacher (circle, squat, run). At the end of the music, they attach the leaves to the silhouette of the tree.
IV part. Game exercise "Let's help the driver to bring vegetables and fruits to the fruit and vegetable base."
The teacher examines with the children a diagram of the movement of the car: the arrows indicate the direction of movement, and the numbers indicate the stops (see Fig. 3).
1 - stop "Vegetable field";
2 - stop "Orchard";
3 - stop "Fruit and vegetable base".
Rice. 3
The teacher, together with the children, discusses the features of the route (the beginning and direction of movement). Then the children drive the truck in accordance with the scheme (there are cards with numbers on the floor indicating the stops) and at each stop they load vegetables and fruits and take them to the fruit and vegetable base.
V part. Game exercise "Fruit pie".
The teacher asks the children: “What can be prepared from fruits?” (Bake a pie.)
The teacher shows the children a round cake and offers to divide it into two equal parts. Then he asks: “Into how many parts did you divide the circle? What is the name of each part? Which is larger: a whole or one half? Which is smaller: half or whole?
The teacher asks the children to divide each part into two more equal parts: “How many parts did it turn out? What is the name of each part? What is larger: a whole or one fourth? Which is less: one fourth or a whole?
The teacher invites the children to show 2/4 of the circle and finds out how 2/4 can be called differently. (Half.) Then he asks to find and show 3/4 of the circle (lay out in front of him) and asks: “Which is larger: a whole or three fourths? How many fourths are there in total? Now divide each quarter in half. (As shown by the teacher.) How many parts did it turn out? What is the name of each part? Which is larger: a whole or one eighth? Which is less: one eighth or a whole? How many eighths are in each quarter (half, whole)? How many guests can we serve our pie?”
Lesson 2
Program content
Introduce the composition of the numbers 7 and 8 from units.
Get to know the number 7.
Clarify the methods of dividing a square into 2, 4 and 8 equal parts; learn to understand the relationship between the whole and parts, name and show them (half, one second, one fourth, one eighth, etc.).
Reinforce the concept of triangles and quadrilaterals.
To consolidate the ability to consistently identify and name the days of the week.
Didactic visual material
Demo material. Geometric figures (all types of triangles and quadrangles), planar images of Dunno, Pencil, Znayka, Samodelkin, 2 boxes, 9 cards with images of different tools (saw, hammer, drill, etc.), cards with numbers from 1 to 7.
Handout. Sheets of square paper, scissors, cards with numbers from 1 to 7.
Guidelines
I part. Game exercise "Let's put things in order."
The teacher draws the children's attention to the geometric shapes located on the flannelograph and clarifies their name. He offers to help Dunno arrange the figures in two rows: in the top row - triangles, in the bottom - quadrangles.
The task is performed by two children.
At the end of the work, the teacher asks the children: “Is the task completed correctly? What figures are in the top row and why were they selected? (These are triangles. They have three angles and three sides.) What figures are in the bottom row and why were they selected? (These are quadrilaterals. They have four corners and four sides.)
Then the children help Dunno to put things in order: arrange triangles and quadrangles in 2 boxes.
II part. Game exercise "Let's help the Dunno to divide a sheet of paper."
Children have square-shaped sheets of paper. The teacher lays out a square on the flannelograph and asks: “What shape do the sheets of paper look like?”
Dunno asks the children to help divide a sheet of paper between him and the Pencil into equal rectangles. The teacher explains how this can be done. (Fold a sheet of paper in half, align opposite sides and corners, make a fold and cut along it.)
After completing the task, the teacher asks: “How many parts did it turn out? Are they the same size? How to check it? (By superimposing one part on another.) What is the name of each part? What is larger: a whole or a half? Which is smaller: half or whole? What can be said about the value of half and one half?
Then Dunno asks the children: “How to divide a sheet of paper if more guests come and there will be four of us?”
The teacher discusses division techniques with the children. Children divide each half of the sheet in half again so that the sheets are square in shape. Then he clarifies: “How many parts did it turn out? What is the name of each part? What is larger: the whole square or part of it? Which is less: one fourth or a whole?
“But how to divide a sheet of paper if more guests come and there will be eight of us?” - Dunno asks again.
The teacher discusses division techniques with the children. Children divide each half of the sheet in half again so that the sheets are rectangular in shape.
After completing the task, he asks the children questions: “How many parts did it turn out? What is the name of each part? What is larger: the whole square or part of it? Which is less: one eighth or a whole? What is more: one fourth or one eighth? (In accordance with the answer, the children show parts of the rectangle.)
III part. Game exercise "How many of us?".
Znayka together with Dunno call 7 children with different names. Children say names. Then the teacher asks: “How many children came to the blackboard? How many names have you heard? What number did we make? How did we make the number seven? What is the number for the number seven? Find the number seven on the number row on the board. What does the number seven look like?
The teacher reads the poem:
"Seven" - a braid, and a poker,
And a regular leg.A.Usachev
Children on their tables lay out digital rows from cards with numbers from 1 to 7 and circle the number 7 with their finger.
IV part. Game exercise "Let's help Dunno to make a number."
There are 9 cards on the flannelgraph with the image of different tools.
Dunno asks children to help his friend Samodelkin make the number 8 using different tools.
The called child performs the task. Then the teacher clarifies: “How many tools did you count out in total? How many tools did you take? How did you make up the number eight?
V part. Game exercise "Week, build up."
The teacher calls 7 children to the board and invites them to take one card from the table with numbers from 1 to 7 from the table.
The teacher asks the children how many days there are in a week, asks them to list them and, on a signal, line up in a line, forming a week.
The rest of the children check the correctness of the task.
The game exercise is repeated 2-3 times with the change of children and the day of the week for its formation.
Lesson 3
Program content
Continue to learn to make the numbers 7 and 8 from units.
Get to know the number 8.
Fix the consecutive naming of the days of the week.
Develop the ability to compose a thematic composition according to the model.
Didactic visual material
Demo material. Cards with circles (from 1 to 8 circles), an oval divided into parts (see Fig. 4), 8 circles of different colors, 8 cards of different colors, cards with numbers from 1 to 8.
Handout. Colored pencil sets, cards with circles (from 1 to 8 circles), ovals divided into parts, cards with numbers from 1 to 8, bird pattern from parts of an oval.
Guidelines
I part. Game exercise "Let's collect a seven-color flower." The teacher pronounces the magic words from the fairy tale "Flower-Semitsvetik":
Fly, fly, petal,
Through the west to the east
Through the north, through the south,
Come back, make a circle.
As soon as you touch the ground
To be in my opinion led.
The teacher offers the children to collect a magic flower from 7 colored pencils so that the same color is not repeated twice. After completing the task, the teacher asks: “How many colored pencils did you take? How many colored pencils are in your flower? How did you make up the number seven?
II part. Relay game "Who will get to the house faster?".
The teacher lays out 8 cards of different colors on the floor (they represent bumps) and asks the children to count them: “How many bumps are on the floor? How many bumps of what color? What number is made up? How did you make up the number eight?
Children are divided into 2 teams. The teacher invites them to get to the house over bumps without stepping twice on a bump of the same color.
Children check the correctness of the task.
III part. Game exercise "Find the number."
Numbers on the board. The teacher reads an excerpt from S. Marshak's poem "Merry Account":
The number "eight" - two rings,
Without beginning and end.
The called child finds the number 8 on the board. The teacher asks the children what else it might look like. Children, together with the teacher, draw it in the air and find the corresponding card with the number 8.
The teacher asks the children: “What number does the number eight represent? Count the same number of pencils. How many pencils did you count? Why did you count out eight pencils?” (The number eight stands for the number eight.)
IV part. Game exercise "Name the day of the week."
The teacher gives the children tasks:
What day of the week is today? What day of the week will be tomorrow? What day of the week was yesterday?
We leave in a balloon on Monday and land two days later on the third. What day of the week will it be? (Wednesday.)
Using the circle cards, make up a week starting on Wednesday. Name each day of the week.
The called child performs the last task on the board.
V part. Didactic game "Columbus egg".
The teacher invites the children to consider the "Columbian egg" on the board: count its parts and make a picture on their tables according to the model.
Rice. 4
Lesson 4
Program content
Introduce the composition of the number 9 from units.
Get to know the number 9.
Improve the ability to call numbers in direct and reverse order from any number.
Develop an eye.
To consolidate the ability to navigate on a sheet of paper, identify and name its sides and angles.
Didactic visual material
Demo material. Ball, cards with the image of animals (wolf, fox, hare, bear, elk, wild boar, hedgehog, squirrel, lynx, cat, dog, rabbit), cards with numbers from 1 to 9, 4 chairs, 4 cards with images of circles of different sizes.
Handout. Circles of different colors (10 pieces for each child), sheets of paper, pencils, circles of different sizes (in size they correspond to the circles on the cards from the demonstration material).
Guidelines
I part. Didactic game "Count further."
Children stand in a circle and call numbers in order from 1 to 10, passing the ball to each other. The latter returns the ball to the teacher.
The game is repeated 3 times with a change in the number and direction of the score.
II part. Game exercise "Zoo".
On the board are cards with the image of animals: a wolf, a fox, a hare, a bear, an elk, a wild boar, a hedgehog, a squirrel, a lynx, a cat, a dog, a rabbit.
The teacher asks the children: “What animals are called wild? Which ones are homemade? Let's put some wild animals in our zoo."
Children select cards with the image of wild animals. Then the teacher clarifies: “How many animals are there in our zoo? What digit can represent the number nine? Find the number nine in the number row. What does she look like? What number does the number nine look like? (Children find the number 6 and put the card next to the number 9.) What is the difference between the numbers nine and six?
The teacher reads an excerpt from S. Marshak's poem "Merry Account":
The number nine, or nine,
circus acrobat,
If you stand on your head,
Nine will become the number six.
The teacher asks: “How many animals are there in our zoo? What number did you make? How did you make up the number nine?
III part. Game exercise "Plan of the zoo".
After completing the task, the teacher clarifies: “How many circles did you take? How many circles of what color? How did you make up the number nine?
Then the teacher asks the children to place circles on the territory of the "zoo" (on sheets of paper):
Red circle in the center of the sheet;
Green circle in the upper left corner;
Yellow circle in the upper right corner;
Blue circle in the lower right corner;
Light blue in the lower left corner;
Two circles at the top of the sheet;
Two circles at the bottom of the sheet.
Children tell where this or that animal will live.
IV part. Game exercise "Excursion to the zoo". On 4 chairs there are cards with images of circles of different
masks. The teacher tells the children that these are turnstiles through which you can enter the zoo. He asks the children to memorize the size of the circles on the turnstile and find "tokens" (circles) of the appropriate size on the table.
Children pass through the turnstiles by matching the "tokens" with the circles on the cards. Then the teacher asks riddles about animals, and the children find the pictures on the board.
Less tiger, more cat
Above the ears - brush-horns.
In appearance meek, but do not believe:
Terrible in anger this beast.
(Lynx)
A ball is rolling in the forest,
It has a prickly side.
He hunts at night
For bugs and mice.
He looks like a sheepdog.
Every tooth is a sharp knife!
He runs, baring his mouth,
Ready to attack the sheep.
(Wolf)
Lesson 5
Program content
Improve the ability to make the number 9 from units.
Continue reading numbers from 1 to 9.
Develop an understanding of the independence of the result of the count from its direction.
Give an idea of the weight of objects and compare them by weighing on the palms; learn to label comparison results with words heavy, light, heavier, lighter.
Develop the ability to group geometric shapes by color and shape.
Didactic visual material
Demo material. Cards with numbers from 1 to 9, 5 cards with the number 1, a tape on which nine units are written in different colors, wooden and metal balls of the same size, 2 cans of water.
Handout. Cards with numbers from 1 to 9, sheets of paper with images of three circles, sets of geometric shapes (squares, rectangles and rhombuses in red, green and blue), trays.
Guidelines
I part. Game exercise "Cheerful account". The teacher reads an excerpt from S. Marshak's poem "From One to Ten" ("Merry Account"):
Here is one, or one,
Very thin, like a needleAnd here is the number two.
Love what it's like:Arches the deuce of the neck,
Tail dragging behind her.And behind the deuce - look -
The number three comes up.Troika - the third of the icons -
Consists of two hooks.Three comes after four
Sharp elbow of a bulge.And then she went to dance
Number five on paper.Stretched out her hand to the right
The leg was sharply bent.Number six - door lock:
Hook on top, circle on bottom.Here is a seven - a poker.
She has one leg.The figure eight has two rings
Without beginning and end.Number nine, or nine, -
Circus acrobat…
One child is at the blackboard, and the rest of the children in the field lay out cards with the corresponding numbers. Then they call the numbers in order.
The teacher clarifies: “The numbers represent numbers. People need numbers to count things."
II part. Game exercise "Let's make up the numbers."
Children have sets of cards with numbers from 1 to 9.
The teacher shows the children five cards with the number 1. He offers to count the units and show the corresponding card with the number.
Then the teacher asks the children: “What number did I make? (Five.) How many units did I make the number five?
The teacher shows the children a tape on which nine units are written in different colors, asks to count them and show a card with the corresponding number. Then he asks: “How many units did I make the number nine?”
III part. Musical pause.
Children stand in a circle. The teacher invites them to break into two teams using a counting rhyme:
One two three four five,
The bunny went out for a walk.
Children who left the circle for the words of the counting rhyme form the first team; the rest of the children - the second team.
To the music, children perform various movements. At the end of it, they stand in two lines opposite each other. One team counts the children in the other team from left to right and right to left.
Then the teacher asks: “How many children are on the team? Did the number of children change when you counted them from right to left?”
The second team performs the same task.
The teacher concludes: “The number of children has not changed. The number does not depend on the direction in which we counted.
IV part. Game exercise "What is harder, what is lighter?".
The teacher shows the children metal and wooden balls of the same size and offers to determine which ball is heavier (lighter).
First, children determine the weight of the balls by eye, and then weigh them on their palms (2-3 children).
The teacher offers two children to dip the balls into jars of water. Then he asks: “Why did one ball sink, while the other floats on the surface of the water? What material is the heavy ball made of? What material is the light ball made of?
The teacher leads the children to the conclusion: "Metal is heavier than wood, it sinks, and wood floats, it is lighter."
V part. Didactic game "Each figure has its own house."
Children have sheets of paper with images of three circles and sets of quadrangles (squares, rectangles, rhombuses in red, green and blue).
The teacher invites the children to consider the figures and asks: “How can you name all the figures with one word? (Quadrangles.) What quadrilaterals do you have on your tray? Lay out all the shapes that are similar in shape into three circles. Name the shapes in each circle.
Lay out in three circles the figures of the same color. Name the shapes in each circle and their color.
The teacher discusses with the children options for completing the task.
Lesson 6
Program content
Introduce the composition of the number 10 from units.
Get to know the number 0.
Keep learning to find the previous number to the named, the subsequent number to the named.
Clarify ideas about the weight of objects and the relativity of weight when comparing them.
To form ideas about temporary relationships and learn to designate them with words: first, then, before, after, earlier, later e.
Didactic visual material
Demo material. Ball, matryoshka, pictures depicting the seasons, cards with numbers from 0 to 9, 9 circles of the same color, magnetic board, 3 opaque buckets with different amounts of millet.
Handout. Cards with numbers from 0 to 9, colored circles (12 pcs for each child).
Guidelines
I part. Game exercise "Name the number."
Children stand in a semicircle. The teacher reminds: “A number has two neighbors: one number is one less, it is the previous one, the other is one more, it is the next one. Name the previous number five.
The teacher passes the ball to the child, who calls the number 4 and returns the ball to the teacher.
The teacher offers 3-4 more similar tasks to determine the previous and subsequent numbers to the one named.
II part. Game exercise "Let's collect multi-colored beads."
Children have sets of colored circles. The teacher invites them to make beads for nesting dolls from 10 multi-colored beads.
At the end of the task, the teacher clarifies: “How many beads did you take? How many beads of what color? How did you make ten? How many units are there in ten?
III part. Game exercise "How much is left?".
On the board is a number row (from 1 to 9).
The teacher invites the children to lay out cards with numbers from 1 to 9 on the table. Then he draws their attention to the board on which there are 9 circles of the same color, asks them to count them and show the corresponding card with the number.
The teacher begins to clean one circle from right to left, and the children show with a number how many circles are left. When not a single circle remains, the teacher explains: “There is a figure that shows that there is not a single object here. It's number zero."
The teacher shows a card with the number 0, circles it in the air with the children and puts it in a row in front of the number 1. Then he reads a poem:
Zero is like a hundred things
From bracelets to berets:
Round table, ring, watch,
On a circle of sausage
Drum, bagel, drying ...
And on a bald head.
How many pens does a cat have?
How many feathers does a mole have?
How many legs does a snake have?
Do squirrels have scales?Children justify their answer.
IV part. Game exercise "Mishkina porridge".
On the table are three buckets with different amounts of millet. The teacher reminds the children of N. Nosov's story "Mishkin's porridge" and asks to help the boy find a bucket with the right amount of millet: it should not be the heaviest and not the lightest. (“How to find the right bucket of millet?”)
The teacher invites the children to take two buckets and compare them by weight, weighing them in their hands. Then he clarifies: “Which bucket is heavier? Which one is easier? Put a heavy bucket on the table. And now compare the light bucket with the third bucket. Put a heavy bucket on the table, and compare a light bucket with the first and second buckets in pairs and arrange them in increasing order of gravity, naming the weight of each bucket of millet. Of the three buckets, choose not the heaviest and not the lightest.
V part. Game exercise "What first, what next?".
On the board are pictures depicting the seasons. The teacher reads excerpts from poems to the children and offers to guess what time of the year they are talking about and find the corresponding illustrations.
Blizzards came to us
The cracks were covered with snow.
There is frost on the window
He applied the painting with ice.(Winter)
Admire
Spring is coming
Cranes fly in a caravan
The day is drowning in bright gold,
And streams on ravines rustle.I. Nikitin. Spring
The teacher asks the children which illustration they put first and which one later.
Summer, summer has come to us,
It's dry and warm!
Straight down the track
They walk barefoot.V. Berestov. Summer
The teacher asks the children after what time of the year summer comes and where the corresponding illustration should be located.
Autumn drops gold
The cold of the birds steals ...
Goodbye, forest and meadow,
We are flying to the warm south.O. Ivanenko. Autumn
The teacher specifies the location of the illustration in the row. Children name the seasons in order.
VI part. Didactic game "Name the neighbors." The teacher makes riddles, the children guess them and determine the neighbors of a given time of the year, using prepositions before And after or words earlier And Later. (Spring is earlier than summer, and autumn is later ...)
I am woven from the heat
I carry warmth with me
I warm the rivers
"Swim!" - I invite.
And love for it
You are all of me. I… (summer).
In the morning we go to the yard -
Leaves fall like rain
Rustle underfoot
And fly, fly, fly...(Autumn)
Messed up the paths
Decorated the windows.
Gave joy to children
And she rode on a sled.(Winter)
She comes with affection
And with my own story.
magic wand
will wave,
Snowdrop in the forest
will bloom.(Spring)
Lesson 7
Program content
Continue to learn how to make the number 10 from units.
Learn about the number 10.
Strengthen counting skills in forward and reverse order within 10.
Give an idea of a polygon using the example of a triangle and a quadrilateral.
To consolidate the ability to navigate in space with the help of symbols on the plan, to determine the direction of movement of objects, to reflect their spatial position in speech.
Didactic visual material
Demo material. Ball, task envelopes, number cards from 0 to 9, picture cards different quantity objects (up to 10 objects), triangles, quadrangles, a magnetic board, a picture of a Woodcutter made up of different polygons (see Fig. 5).
Handout. Sheets of paper, colored pencils, polygons (triangles different types, square, rectangle, rhombus).
Guidelines
Game situation "Let's help Ellie return home" (based on the work of A. Volkov "The Wizard of the Emerald City").
I part. The teacher reminds the children of a passage from a fairy tale in which the girl Ellie and her friend Totoshka ended up in another country after a hurricane. The teacher offers the children to help her return home. Together with the children, he considers a plan to return home:
The teacher draws the attention of the children to the fact that Ellie's path is indicated on the plan by numbers, and in the group - by envelopes with assignments. Children find the number 1 on the plan, and in the group - an envelope with the number 1.
The teacher invites the children to perform the game exercise "Count Further", during which they count from one to ten, passing the ball to each other.
II part. The teacher invites the children to find the number 2 on the plan and determine in which direction the arrow should be drawn (from left to right from the lower left corner to the lower right corner). Children find an envelope with the number 2 in the group.
The teacher introduces the children to the task: the little men of the Land of Winkies are asked to “sew” ten caps of different colors for them.
Children draw 10 triangular caps of different colors on sheets of paper. Then the teacher clarifies: “How many hats did you“ sew ”? How much what color? How did you make ten? How many residents have we helped?
III part. The teacher invites the children to find the number 3 on the plan and draw an arrow from the number 2 to the number 3, determining the direction of movement. Children open the envelope with the number 3.
The child puts cards with numbers from 1 to 9 on the typesetting canvas. Children call them in order.
The teacher reads an excerpt from S. Marshak's poem "Merry Account":
Said merry round zero (Shows a card with the number 0.)
Neighbor-unit:
- Let me be by your side
Stay on my page.She threw him
Angry, proud look:
- You, zero, are not worth anything,
Don't stand next to me!The teacher puts a card with the number 0 in front of the unit and summarizes: “There are only ten numbers, but there are a lot of numbers.”
Zero answered: - I admit
That I'm worth nothing
But you can become ten
If I will be with you.So alone you are now
Small and skinny
But you will be ten times more
When I'm on the rightThe teacher puts after the number 9 cards with the numbers 1 and 0 and asks the children: “How many digits does the number ten represent? What are these numbers called?
The called child finds a card with the image of 10 objects and puts it next to the number 10. The teacher specifies the location of the numbers and reminds that if 0 comes after 1, then these numbers indicate the number 10.
IV part. The teacher invites the children to find the number 4 on the plan, determine the direction of movement, draw the arrow from the number 3 to it and find the envelope with the number 4.
The teacher invites the children to assemble the Woodcutter from geometric shapes.
On the board in two rows are triangles and quadrangles. The teacher asks the children: “Which figures are located in the first row? What do they have in common? (Triangles have three sides and three angles—these are all triangles.) What figures are in the second row? What do they have in common? What is the name of all these figures? (Quadrangles.) How many angles do the figures have? What is the word for these figures? (These figures have many angles - they are polygons.)
The teacher shows a picture of a Woodcutter (see Fig. 5) and specifies what polygons it is made of.
Rice. 5
Children, following the model, collect the Woodcutter from polygons on a sheet of paper and trace it around the contour with a pencil.
V part. The teacher invites the children to find the number 5 on the plan, determine the direction of movement and draw an arrow from the number 4 to it. Children find an envelope with the number 5.
The teacher invites the children to call the numbers in reverse order from 10 to 1, passing the ball to each other. After completing the task, he says that now Ellie can return home, and thanks for the help.
Lesson 8
Program content
Learn to make the number 3 from two smaller numbers and decompose it into two smaller numbers.
Continue reading numbers from 1 to 9.
Clarify ideas about a polygon, develop the ability to find its sides, angles and vertices.
To consolidate ideas about the seasons and months of autumn.
Details
Mishina Galina Anatolievna , senior educator Municipal budgetary preschool educational institution Kindergarten of combined type No. 14 "Firefly" Khimki, Moscow Region
Lesson type: intellectual development.
Subject: " The game is a journey to the country of Mathematics.
Age: 6 - 7 years old.
Location: music hall.
Lesson duration: 30 minutes.
Preliminary work: FEMP classes, production of attributes, manuals for didactic games, didactic games with mathematical content, learning dynamic pauses, gymnastics for the eyes.
Target: To consolidate children's ideas about elementary mathematical concepts.
Tasks:
Educational
- Strengthen the ability to spread number series.
- Improve forward and backward counting skills within 10.
- Practice counting.
- To consolidate the ability to guess mathematical riddles, write down the solution and answer of riddles using cards with numbers and signs.
- To consolidate knowledge about the days of the week, seasons.
- To consolidate the idea of \u200b\u200bgeometric shapes, the skill of grouping shapes according to certain characteristics.
- Fix spatial representations: left, right, center, under over.
Educational
- Develop logical thinking, mental operations of analysis and generalization.
- Develop ingenuity, visual memory, imagination.
- To promote the formation of mental operations, the development of speech, the ability to argue their statements.
Educational
- To cultivate a culture of communication, emotional responsiveness, the ability to understand learning task and perform it independently or in pairs, act according to the instructions of the teacher.
- Cultivate interest in mathematics.
Health saving
- Teach kids to watch their posture.
- Continue to develop coordination of movement.
Priority educational area: "Cognition".
Integration educational areas: "Communication", "Socialization", "Labor".
Socialization:
- educate children in curiosity, mutual assistance, self-esteem skills.
Communication:
- to develop in children free communication, speech, memory, attention, thinking
- activate children's vocabulary.
Work:
Take away workplace, keep it ok
Methodical methods:
Game.
Visual.
Verbal.
Practical.
Material:Demo: Magnetic board, cards with numbers and signs, multimedia presentation, pointer, coloring chest. Dispensing: Geometric figures, cards with numbers from 1 to 10, white laminated cardboard sheets.
GCD progress:
I. Organizing time(5 minutes.)
II. Main part (22 min.)
III. Outcome (educator summary) (3 min.)
SLIDE 1.
Organizing time.
Guys, guests came to our lesson today to see what you have learned and how much you know. Greet your guests.
Let's stand in a circle, hold hands and smile at each other .
Children, together with the teacher, stand in a circle.
In a wide circle, I see
All my friends got up.
We will now go to the right 1, 2. 3.
And now let's go left 1, 2. 3.
In the center of the circle we will gather 1, 2. 3.
And we will all return to the place 1, 2. 3.
Smile, wink,
And let's start the lesson.
Children, together with the teacher, perform exercises in accordance with the text 1 time.
Take your seats at the tables. (children take their places)
We are now doing math. Mathematics is a very necessary science, Tatyana will tell us a poem about this.
Without mathematics, friends, we can’t live in any way.
Mathematics has been given to us for many hundreds of years,
After all, even the most ancient people considered mammoths.
Without mathematics, a person will not be able to decide, measure and count. It is impossible to build a house, count the money in your pocket, measure the distance. If a person did not know mathematics, he would not be able to invent an airplane, a car, a washing machine, a refrigerator, a television and other equipment. All over the world children are taught mathematics.
But before we start doing math, let's remember the rules of behavior during the lesson:
During class, you, sit still and behave .... (dignified)
A chair and a table are not a bed and you can’t sit on them ...... (lie down)
If you want to answer - do not make noise, but only your hand .... (pick up)
I will ask you to remember these rules throughout the lesson.
And before you raise your hand, think carefully about the answer, do not rush. Remember what they say about those people who are always in a hurry? (“Hurry up and make people laugh”)
Guys, do you like fairy tales? (children's answer) Then listen ... In a certain kingdom, in a certain state, there lived a king.
SLIDE 2.
And he ruled the country, which was called - Mathematics. And he decided to go around his cities in the kingdom, to see if everything was fine with him, if everything was in order with him. He looked around, but he had no assistants. What to do?
(Children make their guesses)
Tsar-father, and our children can help you, although they are small, they are very smart. (the teacher addresses the king).
Guys, what do travelers need when traveling so as not to get lost? (children's answers)
That's right, a map!
SLIDE 3.
And here it is, some kind of strange map, and one question mark. Guys, and the king suggested to me that in order to start the journey and find out the name of the first city we get to, we need to conduct a mathematical warm-up called "Don't yawn, answer questions quickly!"
1. What day of the week is it today?
2. How many days are there in a week?
3. What day comes after Tuesday?
5. What is the name of the fifth day of the week?
6. What are the days off called?
7. How many seasons are there?
8. What season comes after winter?
9. What season comes after summer?
10. Name an extra word in a series of words:
a) winter Wednesday, Spring Summer Autumn;
b) one, two, three circle, four five;
c) plus, minus, Friday, equals;
d) circle, square, December, polygon.
SLIDE 4.
Well done, well done with the workout! And on the map appeared the first city to which we will go. This city is called Chistograd, numbers live in this city, they have been preparing for a meeting with you for so long that they have completely confused their places in the number series. Help them guys find their place.
Didactic game "Find a place in the row."
Target: to consolidate the ability of children to make a number series, exercise in direct and backward counting.
On your tables in envelopes are cards with numbers from one to ten. Please arrange these cards in order, starting with the card with the number one, just do not forget that the number series must be laid out from left to right. (children do the task)
Let's count in unison from one to ten, and now in unison from ten to one.
Didactic game "Neighbors of the number".
Purpose: to exercise in determining the next and previous number to the named number.
Each number has neighbors, a previous number, and a next number.
Masha name the neighbors of the number 5.
Leonid name the neighbors of the number 8.
Nastya, name the neighbors of the number 3.
Didactic game "Colorful trees".
Purpose: to exercise children in ordinal counting, in the ability to correlate a number with the place of an object in a given row.
The guys in Chislograd have a park where colorful trees grow. Count and show with a card with a number how many trees grow in the park.
Show with a card with a number what is the yellow tree in the park, if you count from left to right.
With what number was the card raised? Why? (because the tree with the yellow crown is the fifth in a row if you count from left to right).
Show with a card with a number what is the blue tree in a row, if you count from right to left?
With what number was the card raised? Why? (because the blue tree is the seventh in a row if you count from right to left).
Show with a card with a number what is the gray tree if you count from left to right?
With what number was the card raised? Why? (because the gray tree is the ninth in a row if you count from left to right).
Well done! Mission accomplished! Put the number cards in the envelope.
(children remove cards, teacher removes easel)
SLIDE 5.
SLIDE 6.
Dynamic pause "How pleasant it is to swim in the river!"
How nice it is to swim in the river!
Beach on the left, beach on the right.
(Tilts left and right.)
River ribbon ahead.
(Sipping - hands forward.)
Above the bridge - look.
(Sipping - hands up.)
To swim faster
We need to row faster.
We work with our hands.
Who will follow us?
(Swimming movements.)
And now it's time for us, brothers,
(Hands behind the neck)
Lie on the sand.
We get out of the river
(Walking in place.)
And rest on the grass.
SLIDE 7.
So we got to the city of "Fun Tasks"!
All animals live here in peace and harmony.
SLIDE 8.
They have prepared mathematical riddles for you, if you correctly guess all the riddles, the map will show which city we will go to next. -----Let's try to guess these riddles?
Didactic game "Fun tasks".
Purpose: To consolidate the ability to guess mathematical riddles, write down the solution and answer of the problem using cards with numbers and signs. 1. Four goslings and two ducklings
They swim in the lake, scream loudly.
Well, count quickly -
How many babies are in the water?
How did the number 6 come about? Maxim, with the help of cards with numbers and signs on the easel, lay out the solution and the answer to the riddle. (2+4=6)
2. Seven tiny kittens
What they give them, they eat everything,
And one - asks for supplements
How many kittens are there? (8)
How did the number 8 come about? Pasha, with the help of cards with numbers and signs on the easel, lay out the solution and the answer to the riddle (7 + 1 = 8)
3. The hedgehog walked through the forest
Found mushrooms for lunch.
Two - under a birch, three - under an aspen,
How many will be in a wicker basket? (5)
How did the number 5 come about? Masha, with the help of cards with numbers and signs on the easel, lay out the solution and answer of the riddle
SLIDE9.
- Well done, you have guessed all the riddles, and look, the next city has appeared on the map, to which we will now go, it is called Geometric Shapes. The entrance to the city is locked. In order for the lock to open, we must do gymnastics for the eyes.
We've been doing it for so long. Hyour eyes are so tired
We'll let them rest
And with the palms of the eyes (children rub their palms, warm them up)We will close slowly(close their eyes with their palms, then follow the text)Let's sit in the dark.
Black paint everywhere.
And now we open them
And we blink a little: one, two, three, four, five.
Don't turn your headLook to the left
Look to the right.
Eyes up, eyes down
Work hard, don't be lazy!
SLIDE 10.
The castle has opened, and we are met by the inhabitants of this city, geometric figures, look how different they are!
On what basis can they be divided into groups? - How many figures will be included in the group of large geometric shapes? (6) - Nastya name these figures.
How many figures will be included in the group of small geometric shapes (9)
How many figures will be included in the group of triangles? (3) - Yaroslav, name these figures.
How many figures will be included in the trapezoid group? (2)
Maxim, name these figures. - How many figures will be included in the group of red figures?
Masha, name them.
Didactic game "Assemble the pattern."
Purpose: to teach to master spatial representations: left, right, above, below.
The guys, geometric figures, presented the king with a gift, a carpet with their image, so that the king would never forget about them. On this carpet, geometric figures are arranged in a certain order, if you correctly arrange the figures you have in the trays on the sheet that you find under the trays, then you can also admire the beauty of this carpet. - Shall we try? - Then put the papers in front of you, and listen carefully.
Place the circle in the center of the sheet.
Square - in the upper left corner of the sheet.
Oval - in the upper right corner of the sheet.
The rectangle is in the lower right corner of the sheet.
The triangle is in the lower left corner of the carpet.
Rhombus in the middle above the circle.
A trapezoid in the middle under the circle.
SLIDE 11. - Well done, and coped with this task! And look at the map, the final stop appeared, “The Residence of the Tsar”, this is where our today's journey ends, but we will go to travel around the cities of the magical country MATHEMATICS more than once where we will meet old friends and make new ones.
SLIDE 12.
Summary of the lesson.
And now let's remember what cities we visited when traveling through a magical land where everything is connected with mathematics? (children's answers) - What did you like? Which tasks were easy for you and which were difficult? (children's answers)
And now I invite you to evaluate your work. Anyone who believes that they have completely coped with the tasks - let them raise a yellow star, and whoever thinks that not everything worked out for him today - let him raise a red star.
Children make their choice.
The king decided to thank you for your good service and gives you a whole chest with mathematical coloring pages, now we will return to the group, and you can examine and color your pictures as you wish.
Bibliography:
- Pomoraeva I.A., Pozina V.A. Classes on the formation of elementary mathematical representations in the kindergarten group preparatory to school. Lesson plans. - M.: MOSAIC-SYNTHESIS, 2012.
Synopsis of organized educational activities in the preparatory group for school as of September 18, 2018
Region: Cognitive Development (FEMP)
Subject: « Fractional parts»
Target: creation of conditions for the development of skills to lay out examples, to fix the ordinal score up to 10.
Tasks:
exercise in counting within 10 in direct order;
improve the ability to navigate in space, on a sheet of paper;
to consolidate the ability to decompose a number into two smaller ones within 8, to name the neighbors of given numbers;
learn to name fractional parts within 8;
create conditions for logical thinking, ingenuity, attention;
cultivate interest inmath lessons.
Dictionary activation: fraction, fourth part, eighth part.
Used technologies (methods):
gaming;
Visual;
verbal;
Problematic.
Demo material: letter, Math country picture, dark color picture, Math king, apple picture.
Handout: sheets of paper, colored pencils, a simple pencil, cards for the game "Fractions", numbers from 1 to 10,.
Course progress.
Organizing time.
Educator: - Guys, I am very glad to see you. Please stand in a circle.
All the children gathered in a circle
I am your friend and you are my friend.
Let's hold hands tightly
And let's smile at each other!
Educator: - Guys, give each other a smile.
Educator: - I came to work in kindergarten and saw the letter. I wonder who it's from? Let's read it and everything will become clear to us.
Introductory part.
The teacher reads the letter: “Dear guys, in the countryMathematics is in trouble. An evil wizard has bewitched all the inhabitantsthis country- all the numbers are messed up, and the geometric shapes have forgotten their names anda countryfell apart. Only you can remove the spell. Having completed all the tasks of the Evil Wizard. Inhabitantscountries Mathematics».
Guys, do you want to help the residentscountries MathematicsAre you afraid of difficulties? How can we help them? How?
Children's answers.
Educator: - Well done! I know that you will definitely break the spell of the Evil Wizard. Each correctly completed task will help to savecountryfrom destruction.
Main part.
Educator: - How can we go to the country? (children's answers). Sit down at the tables, in front of you is a piece of paper with a task: you need to connect the numbers from 1 to 10 with a pencil and you will find out what we will fly on. (children do the task).
Educator: - What will we fly with you? What did we get? (Rocket). Well done! But in order for our rocket to rise, we need to correctly count from 1 to 10. Sit up straight, fasten your seat belts. Let's start the countdown! (Children take turns counting to 10).
Educator:- Something flashed behind the windows of the rocket! It was the Evil Wizard who conjured the "meteor-geometric" rain. Let's look at our monitors (sheets of paper) and determine what kind of geometric meteorites are flying at us:
Flying in the upper right corner blue color meteorite(Children draw a geometric figure as directed by the teacher, the teacher is on the blackboard) . What is this figure?(square) ;
A yellow meteorite appeared in the lower left corner of the monitor. What shape is it?(rectangular) .
A blue meteorite flies in the lower right corner. What is the name of this figure?(trapeze) .
In the upper left corner is a green meteorite. What shape is it(triangular) .
Educator: - Well done! "Meteoritic-geometrical" rain is over. It means that we have done this task correctly.
Fizminutka :
We are with you children
We fly on a rocket.
Get up on your toes
And then hands down.
One two three four-
Here comes the rocket
(1-2 stance on toes, arms up, palms form a “rocket dome; 3-4-main stance).
Educator: - Look, guys, the Evil Wizard even painted beautiful flowers in a dark color. (The teacher draws the attention of the children to the picture). From this, in the country of Mathematics, it became sad, joyless. To remove his spell, you must complete the following tasks. Are you ready to move on?
Collective work in pairs.
In order to complete these tasks, it is necessary to decompose the number series from 1 to 10.
1. Put a sign between the numbers 8 and 9.
2. Find neighbors of number 9
3. Find a neighbor of numbers 4 and 6
4. Put a sign between the numbers 5 and 5
5. Put a sign between the numbers 7 and 6
6. What sign should be put in this example: 7….1=8
Educator: - The evil wizard has prepared tricky puzzles for you. Are you ready to solve them?
How many ears do two mice have?
How many tails do three cats have?
Two pots fell: iron and clay. What fragments will be more?
3 apples grew on a birch, 1 apple was plucked. How many apples are left on the birch?
There are 4 carrots and 3 cucumbers on the table. How many fruits are on the table?
Educator: Look guys, we are met by the king of the country "Mathematics"! Why are you so sad?
Educator: Guys, did you guess why?
Educator: He wants to treat us with 2 apples, but does not know how to share. Let's help him!
(Children come to the common table.)
Educator: Guys, how should we share the apples?
(Children's answers.)
(The teacher divides one apple into 4 parts and the second into 8 parts.)
Educator: - When I divided the apple into 4 parts, these parts are parts of the whole apple. Let's count the parts of the whole apple. (children do the task)
Educator: - Each part has its own name. Just as people have names, cities have names... parts of these circles also have their own names-names.
The teacher writes down the fraction ¼ in numbers with explanations (there was 1 apple, divided into 4 parts it turned out ¼, and the second apple into 8 parts turned out 1/8 part).
Educator: Thank you King of the country "Mathematics". And if you want, we will teach you how to compare parts.
The teacher shows the circle, explains. Here is half the circle. How to write it down? There was 1 circle, divided into 2 parts, it turned out 1/2. Now I will cut the circle into 4 parts, what will the 1 part be called? Yes, a quarter or ¼ part. Which part is bigger?
Educator: Guys, what do you think is more than ½ or 1/8? 1/2 or 1/3? Let's get a look.
Independent work children with cards "Fractions"
Educator: Unfortunately, it's time for us to say goodbye. Well done!
Dynamic pause.
We tried - let's have a rest,
Let's get up, take a deep breath.
Hands to the side, forward
Left, right turn.
Three bends, stand up straight.
Raise your hands up and down.
Hands slowly lowered
Everyone was given smiles.
Final part.
Educator: So all the parts are connectedcountries Mathematics! You and I defeated the Evil Wizard, residentscountries saved! Attention! From the space centerEarth received a signal to return home. Crew, take your seats! Fasten seat belts! Countdown from 10 to 1(Children count in chorus)
Reflection:
Educator: Guys, we landed. Where were we? What did we do? What tasks were the most difficult?
Educator: Residentscountries Mathematicsthank you for your help and excellent work, because you have shown not only ingenuity and intelligence, but kindness and responsiveness.
Theme "Journey to the Kingdom of Mathematics"
Program tasks:
Educational area "Cognitive development"
- Practice counting within 20. Practice counting backwards.
Exercise in the classification of geometric shapes; in the construction of geometric figures from counting sticks.
- Continue to learn to determine the place of a number in the natural series.
Continue learning to identify the missing number, name the previous and next numbers.
- Strengthen your knowledge of numbers.
To improve the ability of children to solve the simplest arithmetic problems for addition and subtraction within 10,identify a condition, a question, a solution, an answer in a problem,lay out the solution from the numbers.
To consolidate the ability to consistently name the days of the week, to call the "neighbors" of the day.
To form the ability to distinguish spatial directions and navigate on a sheet of paper.
Educational area: « Speech development»
Learn to express and draw the simplest conclusions, express your thoughts clearly for others.
To form the ability to conduct a dialogue between the teacher and children; learn to be friendly and correct interlocutors.
Educational area: "Physical development"
To develop the ability to maintain correct posture in various activities.
Educational area: "Socially communication development»
To cultivate friendly relations between children, to develop the ability to unite for a joint game, to negotiate, to help each other.
Materials: 2 letters from a first grader, geometric shapes, counting sticks; numbers-cards from 1 to 10; , three hoops, planar numbers from 1 to 10, “flying carpet”, pencils, worksheets.
Methods and techniques:
Verbal: questions, discussion, explanations,reminder, clarification, assessment of children's activities, anticipatory assessment
Visual: comparison with a sample, slides
Gaming: didactic games« Choose a patch"», « Live week,"Name the neighbors”, “Workshop of geometric shapes”
Practical: problem solving, graphic dictation, laying out of counting sticks.
Integration of educational areas: cognitive development, physical development, social and communicative development.
GCD progress
Greetings:
All the children gathered in a circle.
I am your friend and you are my friend.
Let's hold hands tightly
And we smile at each other.Guys, lookI received this letter this morning. Timur Novikov sent it to us (first grader, he went to school from the senior group, the children are familiar ). He already goes to school. Listen to what he writes:
“Hello, dear guys! I am in the first grade, in order to study well at school, you need to know a lot, be able to, think, guess. And also solve unusual tasks, perform tasks for ingenuity and ingenuity. I am interested in studying at school, like reading, writing and solving problems. But I was given such lessons, I find it difficult to carry them out. Help me please".
What are we going to do guys?
Let's help Timur solve tasks?“But in order to help him, we need to travel through the mathematical realm. And today I invite you there.
“But getting into this realm is not easy at all. Remember, to cope with all the difficulties, you must be smart, attentive and observant. But the most important thing is that we will be able to return only if we cope with all the tasks. Well, have you changed your mind? Then go!”
How do you think we will get to the mathematical kingdom-state? (by plane, by train…)
Children, but the realm of Mathematics is fabulous, then we can get on a fabulous vehicle, what do you think?
And let's fly on a carpet - an airplane (I take out a carpet).
Guys, it lay rolled up for so long, and mice have eaten it, take the patches, we will fix it together now.
D \ I "Pick up a patch"
Now you can fly (children stand on the carpet and count to 20.)
slide 1 - Well, here we are., but to enter the realm of mathematics, you need to remember the password. (pass password)
Children line up in a column and take turns answering the questions of the teacher:
Guys, and the password is in riddles, listen:
1. How many ears do two cats have? (4)
2. How many days are there in a week? (7)
3. How many eyes does a traffic light have? (3)
4. How many fingers are on one hand? (5)
5. How many suns are in the sky? (1)
6. How many paws do two dogs have? (8)
7. How many fingers are on two hands? (10)
8. How many days off are there in a week? (2)
9. How many suns are in the sky at night? (0)
10. What number is greater than 8 but less than 10? (9).
11. What day of the week is it today?
12. How many months in a year? (12)
13. How many colors does the rainbow have? (7)
14. How many seasons are there?(4)
Educator: Well done, we remembered the password, and now we are with youwe are ingeometric city figures . slide 2
And here is the first task: in this city all geometric shapes are confused, youyou need to arrange them so that: all the large figures are inside the blue hoop; inside yellow - all yellow; and inside the green - all round.
Now each take two figures, and put them in a given circle (let's check if the figures are correctly positioned).Well done, now the figures are all in place. You have corrected the task!
D / I "Workshop of geometric shapes"
Guys, we have to make geometric shapes with counting sticks (sit down).The teacher gives the children the task:
1. Build a figure that has 3 corners and 3 sides (triangle).
2. Build a figure in which all sides are equal (square).
3. Build a figure that has 2 sides long and 2 sides short (rectangle).
4. Build a figure that has 2 sharp corners and 2 blunt (rhombus).
5. Build a figure that has 5 corners and 5 sides (pentagon).
6. Build a figure that has 6 corners and 6 sides (polygon)
Guys, and now we will solve tasks in the city of Numbers. slide 3
"Lost Numbers" We must lay out the numbers in order from 1 to 10.
Game "Day-night"
There is a mistake in the row on the easel and we need to fix it. (I change the numbers in places, then the children offer their own options for “permutations”, the children at the blackboard correct the changes.
Tasks on the slides:
« What number is missing ? - children name the missing number from the "number series".7, 8, 10, 11, 12 Slide 4
10, 11, 13, 14, 15 Slide 5
13, 14, 16, 17, 18 Slide 6
15, 16, 17, 18, 20. Slide 7
"Name the previous, next number" or "Name the Neighbors"
8, 11, 15, 17. Slides 8, 9, 10, 11
D \ and "Live Week",
And now we will go to the city of time. In this city, the days of the week are mixed up, we need to build them one after another in the right sequence. To do this, you must divide into two teams. Each team has its own table, on which there are cards with numbers face down. On command, take one card at a time and line upin order according to the number on your card.
Physical education "Let's jump and jump!"
One two three four five!
Let's jump and jump!(Jumping in place.)
The right side tilted.(Tilts of the body to the left-to the right.)
One two Three.
Leaned left side.
One two Three.
Now let's raise our hands(Hands up.)
And we'll reach the cloud.
Let's sit on the path(Sit down on the floor.)
We'll stretch our legs.
Bend the right leg(Bend legs at the knee.)
One two Three!
Bend the left leg
One two Three.
Feet raised high(raise your legs up .)
And they held on a little.
shook their heads(Head movements.)
And everyone stood up together.(Stand up.)
On command: “Build up for a week!”, the children run to their tables, take one card at a time and line up in their team.
Task - questions for children :
Let's remember what the 1st day of the week is called (2,3,4,5,6,7.)
Name your day of the week!
Name your neighbors.
What day of the week is next.
What day of the week is the holiday. Well done! Everyone completed the task.
Then we will go to the city of Tasks (take a seat).In this citywe have to solve problems.
Guys, what are the parts of the task? (condition, question, answer of the problem).
What tasks do you know? (for subtraction and addition).
Lay out the solution of the problem using planar numbers, read the entry.10-6 (apples) - there were 10 apples in the vase, 6 apples were eaten. How many apples are left?
2 + 8 (mushrooms) - there were 2 mushrooms in the clearing, after the rain another 8 grew. How many mushrooms were there?
Guys, to get out of the mathematical kingdom-state, now each of you will try to draw a map.
Listen carefully to the task and draw:
In the upper left corner - the sun,
In the lower left corner - a Christmas tree,
in the lower right corner - a mushroom,
in the upper right corner - a cloud,
above the house - a bird flies.
Check - slide, (I specify the location of objects)
Well done guys, you were all attentive! You did an excellent job with all the tasks. It's time for us to go home. Let's go to our carpet. Let'scount down the time, starting from 10and back to d / s.
- Well, here we are in kindergarten ...Guys, now tell me, was it very difficult for you?(It's not difficult at all, and even interesting!)
What task did you enjoy doing?slide 12 (photo by Timur) - email.
Who could have sent the letter!?
Timur's letter:"Dear friends! Thank you very much for your help! You helped me complete all the tasks. You did a great job, you did it without any mistakes. You are just great, I want to tell you that you are brave, you can go to school! To you, my friends, in gratitude from me, I present the best school grades 5 "
- Guys, thanks to the knowledge gained in kindergarten, you helped Timur. You are all great!Synopsis of GCD on FEMP in preparatory group. Topic: "Visiting Lesovichka"
Target: To consolidate children's mathematical knowledge, skills and abilities.
Tasks:
Improve the skills of forward and backward counting within 10; continue to form the ability to solve problems by adding and subtracting numbers, the ability to write down the solution of problems in numbers; consolidate knowledge about the sequence of days of the week, about the composition of the number 8;
Create conditions for the development of logical thinking, attention, attentiveness; contribute to the formation of mental operations, the ability to argue their statements and understand the learning task.
Develop the ability to exercise self-control of the work performed.
To cultivate activity, respect for each other, discipline, independence,
Equipment:
Letter, audio recording "Sounds of the Forest", "The Appearance of Kikimora"; presentation, cards with numbers from 1 to 10 (for each child), counting sticks, workbooks E.V. Kolesnikova "I count to twenty", pencils.Lesson progress
Organizing time
Educator: (standing near the teacher in a circle)- Guys, today is a beautiful day! Let's all join hands and smile at each other. A game"Tell a friend your mood"
Educator: Guys, today I came to kindergarten and on my desktop I found a letter addressed to you. Let's read it! Want to? I wonder what is written in it, and who sent it: (slide 2)
"Hello guys!
I invite you to our magical forest. The titmouse told me that very friendly, cheerful and courageous guys live in the kindergarten. They know numbers, can count well, solve problems. If you want to check whether you know everything, are not afraid of difficulties, then come to our forest on Tuesday. I will be waiting for you. Lesovichok."
Educator: Well, guys, let's go on a trip? Do you want to visit the fairy forest?
Children: Yes!
Repetition and consolidation of the studied:
Educator: Guys, what day of the week are we today?
Children: Tuesday!
Educator: That's right, but when did Lesovichok invite us? So we can hit the road. What day of the week was yesterday then?
Children: Monday.
caregiver Q: How many days are there in a week?
Children: Seven!
Educator: Well done! Well then, let's go! Close your eyes and imagine that we are walking through the forest.
(Sound recording "Sounds of the Forest").
Educator: Can you hear the birds singing and the leaves rustling under your feet? Open your eyes, look, we are in a forest clearing. At the edge of the forest, squirrels play with numbers (slide 3). Each squirrel has only one card with a number, and you need to count how many squirrels play in total. (9)
- Arrange the numbers in order, starting with the smallest number. (1,2,3,4,5,6,7,8,9)
Educator: Suddenly, a cunning red fox jumps out of the thicket of the forest. What will the fox be if we all count together? (10)
- Report the number one more number on your table.
Now let's count the numbers backwards. (10, 9, 8, 7, 6, 5, 4, 3, 2, 1)
- Well done!
Educator:(slide 4) The squirrels were frightened by the fox and hid in their hollow, began to play further, but the fox did not leave, hid and listened to what would happen next.
What number will be greater than 7 or 8? - one squirrel asked the others.
Educator: Guys, let's check ourselves. What would you say? Show. (8)
(children show a card with a number)
- How much is 3 plus 4? - asked another squirrel.What number would you say? Show.(7)
- Which number is greater, 5 or 6, and by how much? (6 more than 5 by one)
What number is between 7 and 9? (8)
- What are the neighbors of the number 9? (8 and 10)
Educator: Very correct answers! Guys, you coped with everything better than the squirrels, they did not immediately answer, they got confused.
And the fox listened all the time, and thought that the squirrels were smart, they knew a lot, but she didn’t. Then the fox decided to ask the squirrels to play, but they set a condition for her to learn how to solve problems, then they would take her into the game.
Educator: Guys, let's help the fox solve problems. We will show the answer as a number.
Completing a task in workbook Kolesnikova(lesson 8, task 1,2)
Intelligence tasks:
1) Apples fell from a branch to the ground.
Crying, crying, tears shed
Tanya collected them in a basket.
Brought as a gift to my friends
Two Seryozhka, three Antoshka,
Katerina and Marina
Olya, Sveta and Oksana,
Speak quickly
How many Tanya's friends?2) A star fell from the sky,
She ran to visit the children.
Two shout after her:
"Don't forget your friends!"
How many bright stars are gone
Has it fallen from the starry sky?3) The old woman decided to bake cheesecakes.
I put the dough in and fired up the oven.
The old woman decided to bake cheesecakes,
And how many they need - I completely forgot.
Two things - for the granddaughter,
Two things - for grandfather,
Two things - for Tanya,
Neighbor's daughters...
I thought, I thought, but I lost my way,
And the oven is completely fired up!
Help the old lady count the cheesecakes.
Educator: Well, well done, guys, you and I taught the fox to solve problems, which means that the squirrels will take it into their game and they will have fun. Let them now count together, and we will rest.
Fizminutka: Children stand in a circle.
Is it good that the sun is shining? (depict the sun)
Fine! (clap hands)
Well, what's the wind blowing? (depict the wind)
Fine! (clap hands)
Is it good to go with friends? (walking)
Fine! (clap hands)
Is it good to snuggle up to mom? (hug themselves)
Fine! (clap hands)
Is it good in your native land? (spread arms out to sides)
Fine! (clap hands)
Well, where is our home? (depict a house)
Fine! (clap hands)
Is it good to dance? (circling)
Fine! (clap hands)
It's good that we are all together (thumbs up)Educator:(music and slide 5) Guys, something dark is getting like. Scary! I see a hut, it stands in a swamp ( children open their eyes).
Educator: Who lives in this hut? Maybe you can tell who lives in it, describe appearance hostess and her character (children's answers).
Kikimora: What, were not afraid, complained to me?
Children: came.
Kikimora: I've been waiting for a long time, my dears. I was waiting for you for a reason, I want you to complete my task. No one has been able to solve it yet, let's see if you can do it too. Logical tasks in the workbook of E.V. Kolesnikova lesson 8, task 4(slide 6)
(sitting in my seats)
Exercise: Draw a circle and a rectangle so that the rectangle is inside the circle, the circle is inside the rectangle
Kikimora: Well, well done! I didn't expect you to be so smart. Well go on, have a good trip!
Educator: How smart you guys are! Don't let each other down! We continue our journey through the fairy forest (slide 7, Lesovichok appears).
Lesovichok: Oh, guys, how nice it is to see you in our forest. It was I who invited you to our fairy forest. I have lived a lot in my lifetime, I know and can do a lot. And try to complete my task. Recently, the forest dwellers built a house for themselves, and they didn’t figure out who lives in which apartment, because they quarreled .. There is a number 8 on the roof of the house, which means how many animals should live on each floor? (8) Reconcile them and put them back in your apartments. ( Each child works on the composition of the number 8. And the child who coped the fastest puts this composition of the number in a big house).(slide 8)
Lesovichok: Well done! Great guys, you did a great job. I watched you all the way and was pleased. You know the rules of behavior in the forest, you didn’t offend anyone, you didn’t break anything. I will give you this autumn bouquet as a keepsake. It will remind you of an unusual journey into a magical forest. (slide 9)
Educator: Guys, it's late, it's time to go back to kindergarten. Close your eyes and count to three. ( forest music sounds)
Summary of the lesson:
- Tell me, please, did you like to travel through the fairy forest, to perform unusual tasks of forest heroes? How?
- With whom did we meet and talk in the forest?
- What tasks did you like, what caused difficulties?Presentation on the topic: On a visit to Lesovichka
Alsu Khananova
Program content:
Educational area: "Cognitive Development".
Area integration: "Social and communicative development", "Artistic and aesthetic development", "Physical development", "Speech Development".
Goals:
Organize and consolidate mathematical children's performances preparatory group;
To form the experience of independent overcoming of difficulties under the guidance of an educator based on the reflective method, the experience of self-control;
Tasks of GCD:
Educational:
Cultivate personal qualities in everyone child: curiosity, purposefulness, stability of interest in knowledge and skills, independence;
Educational:
Develop psychological processes: auditory and visual attention, logical thinking, fine motor skills of hands, imagination, quick wits;
Develop social skills: the ability to work individually and in a team, negotiate, take into account the opinion of a partner.
Educational:
Practice finding numbers (fixing active words before, after, between, neighbors);
To consolidate knowledge about geometric shapes;
To consolidate the ability to measure the length of a segment using a ruler;
To consolidate knowledge about the sequence of days of the week, seasons, months;
To consolidate the skills of orientation in the surrounding space and on a sheet of paper;
Lesson progress
I. Organizational moment.
In a wide circle, I see
All my friends got up.
We'll go right now
Now let's go to the left
Let's gather in the center of the circle.
Let's smile, wink
And we will start working.
II. Main part
Guys, what can travel?
By bus, plane, boat, train, bicycle.
And today we will go to travel by train.
To board the train you need to know the forward and backward count to 10. (ball game)
Well done guys, you did it. We can now take our seats on the train. (music plays, children sit down)
In order not to get bored on the way, we will play with you. And the game is called "Be attentive» .I call exercise. and you show me the correct answer.
a) show, please, the number that comes after the number 5,2,7;
b) please show the number that comes before the number 3,8,10;
c) stands between the numbers 2 and 4, 7 and 9, 3 and 5;
d) please show the neighbors of the number 2; (numbers4);
Great! We made it through task Let's give ourselves a clap!
Guys, here comes the stop. "Znayki".While the train is standing, shall we rest in the clearing?
(find a note with questions in the clearing)
What season is it now?
How many seasons are there?
What month is it?
How many days are there in a week?
How many working days in a week?
How many days off in a week?
Which flower fulfilled all the wishes of the girl Zhenya?
Is there a circle with three corners?
Is there a round square? Why?
So cool! We made it through task!
Guys, the train is leaving. (they sit down to the music)
In order not to miss the road, let's fix the work with the rulers. On the ruler are written (numbers that indicate (centimeters).
Using a ruler, please measure the length of the segments. (after that, the children change jobs and check the work of their neighbor, evaluate)
III. Fizkultminutka. (according to rhythmic music, with massage tracks)
Next stop "Orders".Guys, when doing these assignments, be very careful!
1) draw a circle and a rectangle so that the rectangle is inside the circle;
2) draw a triangle, inside the triangle is a + sign, next to the number 8;
3) connect the upper right corner and the lower left corner;
4) draw two vertical and two horizontal lines;
5) cross out the first letter of the word and circle the last letter (toy);
6) divide the square into 4 parts;
IV. Outcome. General questions on the topic. Self control.
Well done guys! Well, how do you like our journey(children's answers)
And now the last exercise. There are 3 cubes in front of you. (red,yellow,green)
(children evaluate themselves, raise squares).Red color - the child did not understand anything. Yellow color - understood, but not all. Green - got it.
Related publications:
Synopsis of an integrated lesson in accordance with the Federal State Educational Standard “Visiting the hostess of the Copper Mountain!” in the preparatory group Abstract of the integrated lesson Age group: preparatory (6-7 years) Number of children: 15-17 people Theme: “On a visit to the Hostess.
Abstract of the final lesson on FEMP in the preparatory group in accordance with the Federal State Educational Standard Purpose: consolidation of elementary mathematical concepts. Tasks: 1. Educational: To consolidate the ability to navigate in the environment.
Abstract of the final lesson on teaching literacy in the preparatory group for school in accordance with the Federal State Educational Standard Abstract of the final lesson on teaching literacy in the preparatory group. Theme "Olympic Rings"
Synopsis of the GCD for FEMP in the preparatory group, taking into account the Federal State Educational Standard "Snow White's Journey" Purpose: to activate mental activity. Tasks: Educational: 1. To consolidate the ability to make the first ten numbers out of two.
Synopsis of organized activities in the senior preparatory group "What do our names mean" in accordance with the Federal State Educational Standard Municipal preschool educational institution kindergarten No. 16 "Romashka" of the Kursk municipal district of the Stavropol Territory)
