Mathematical city of geometric shapes. "Journey to the City of Figures" (middle group). Briefly about Blender

Topic: "

(project)

Objective of the project : create a layout of the city (sketch) based on the knowledge gained on the topic "Geometric bodies".Project objectives :
- to study educational and encyclopedic literature on the topic "Geometric bodies";

Use the acquired knowledge to build sweeps of geometric bodies necessary to create a layout of a fantastic city;

Develop communication skills when working in different groups;

Develop research skills and systems thinking.

Lesson plan:

1. Introductory part.

2. Implementation of the theoretical part

3. Performer of the practical part.

4.Result.

During the classes:

1. Introduction to the lesson.
Dominant activity of students: practice-oriented, creative.

Complexity of the project: monoproject (drawing)

Project duration: short-term (3 lessons)

Theoretical part

Theoretical significanceThe project lies in the fact that we have systematized encyclopedic knowledge on the following issues:

Solids of Plato, solids of Archimedes, solids of revolution

Practical part.

Practical significanceof this project is determined by the fact that we have learned how to make scans of various geometric bodies and with the help of models of geometric bodies we will make a layout (sketch) of a fantastic city.

Relevance of this project, we see that any modern person in his life cannot do without knowledge of mathematics, drawing, visual arts, and in particular without the ability to see geometric shapes, bodies and objects in the world around us.

Project stages:

They develop general and individual action plans, determine the amount of material studied, questions for search activities, determine sources for finding answers to the questions posed.

1.4

Defining forms for expressing totals project activities

Takes part in the discussion, offers his options.

In groups, and then in the class, they discuss the forms of presenting the result of research activities.

Project development

Advising and coordinating student work

Carry out search activities.

2.1

Together with groups of students, it selects the necessary theoretical material on the issue under study

They search for answers to the questions posed using literary sources, the Internet. Perform the selection of the necessary material.

2.2

Implementation of the practical part of the project

Helps students in building sweeps of various geometric bodies, determining the required dimensions.

Build scans of various geometric bodies, glue models. Determine the number, shape and dimensions of the geometric bodies required to complete the layout study guide. Produce selected models.

Registration of results

Advises, coordinates the work of students, helps in drawing up the layout of the textbook.

First, by groups, and then in cooperation with other groups, they draw up the results in accordance with the accepted rules.

Reflection

Evaluates own performance and student performance

They express wishes, collectively discuss the difficulties that have arisen and offer ways to solve them in future work.

Implementation of the theoretical part of the project

Exercise 1 . (1 group)

To study the theoretical material on the topic "Plato's Solids".

Plato's solids are regular polyhedra. A polyhedron is called regular if: it is convex, all its faces are equal , in each the same number of edges converge.
Regular polyhedra have been known since ancient times. Their ornamental models can be found on created during the late , in , at least 1000 years before Plato. In the dice with which people played at the dawn of civilization, the shapes of regular polyhedra are already guessed. To a large extent, regular polyhedra have been studied . Some sources (such as ) are credited with the honor of their discovery . Others argue that only the tetrahedron, cube and dodecahedron were familiar to him, and the honor of discovering the octahedron and icosahedron belongs to a contemporary of Plato. In any case, Theaetetus gave a mathematical description of all five regular polyhedra and the first known proof that there are exactly five. Regular polyhedra are characteristic of philosophy , in honor of which they received the name "Platonic solids". Plato wrote about them in his treatise (360 BC), where he compared each of the four elements (earth, air, water and fire) to a certain regular polyhedron. Earth was compared to a cube, air to an octahedron, water to an icosahedron, and fire to a tetrahedron. There were the following reasons for the emergence of these associations: the heat of the fire is felt clearly and sharply (like small tetrahedrons); air is made up of octahedrons: its smallest components are so smooth that they can hardly be felt; water pours out when taken in the hand, as if it were made of many small balls (which are closest to icosahedrons); in contrast to water, cubes that are completely unlike a ball make up earth, which causes the earth to crumble in the hands, in contrast to the smooth flow of water. With regard to the fifth element, the dodecahedron, Plato made a vague remark: "... God defined it for the Universe and resorted to it as a model." added a fifth element, ether, and postulated that the heavens were made of this element, but he did not juxtapose it with the Platonic fifth element. gave a complete mathematical description of regular polyhedra in the last, XIII book . Propositions 13-17 of this book describe the structure of the tetrahedron, octahedron, cube, icosahedron and dodecahedron in this order. For each polyhedron, Euclid found the ratio of the diameter of the circumscribed sphere to the length of the edge. Proposition 18 states that there are no other regular polyhedra. Andreas Speiser defended the point of view that the construction of five regular polyhedra is the main goal of the deductive system of geometry in the form as it was created by the Greeks and canonized in Euclid's Elements . Much of the information in Book XIII of the Elements may have come from the writings of Theaetetus.
In the 16th century, a German astronomer tried to find a connection between the five planets known at that time (excluding the Earth) and regular polyhedra. In The Secret of the World, published in 1596, Kepler outlined his model solar system. In it, five regular polyhedra were placed one inside the other and separated by a series of inscribed and circumscribed spheres. Each of the six spheres corresponded to one of the planets ( , , , , And ). The polyhedra were arranged in the following order (from inner to outer): octahedron, followed by icosahedron, dodecahedron, tetrahedron, and finally the cube. Thus, the structure of the solar system and the relationship of distances between the planets were determined by regular polyhedra. Later, Kepler's original idea had to be abandoned, but the result of his search was the discovery of two laws of orbital dynamics - , - which changed the course of physics and astronomy, as well as regular stellated polyhedra (Kepler-Poinsot bodies).

Types of Platonic Solids

Tetrahedron

Task 2. (Group 2)

To study the theoretical material on the topic "The bodies of Archimedes".

The bodies of Archimedes are called semiregular homogeneous convex polyhedra, that is, convex polyhedra, all polyhedral angles of which are equal, and the faces are regular polygons of several types (this is how they differ from the Platonic solids, whose faces are regular polygons of the same type)

Some types of bodies of Archimedes

Task 3. (group 3)To study the theoretical material on the topic "Body of revolution".

Solids of revolution - three-dimensional bodies that arise when a flat figure, bounded by a curve, rotates around an axis lying in the same plane.

Examples of bodies of revolution:

2. Implementation of the practical part of the project. Exercise 1. (individual)Learn how to build sweeps of geometric bodies: a cube, a rectangular parallelepiped, a pyramid, a cylinder. Make a model of each geometric body from paper. Task 2. (group)Draw a sketch of a part of a fantasy city. Calculate how many and what geometric bodies are needed to complete the layout of a part of a fantastic city.Run models of the necessary geometric bodies. Run a mock-up of a part of a fantastic city, prepare to defend the project.

The first group made a layout of the central part of the city. This layout consists of 4 cubes, 8 parallelepipeds, 3 pyramids. With the help of the listed geometric bodies, the buildings of the bank, museum, shop were made. In the center of the layout is a fountain in the form of a hexagonal pyramid.

The second group made a layout of the residential quarter of the city. This layout consists of 13 cubes, 4 parallelepipeds, 14 pyramids, 2 cylinders. With the help of the listed geometric bodies, residential buildings and a water tower were made.

The third group made a model of the school of the fantastic city. This layout consists of 4 cubes, 6 boxes. With the help of the listed geometric bodies, the school building, the children's zoo, the stage, and the sports ground were made.

Outcome.
During the implementation of this project, we have learned to recognize the geometric bodies in the buildings and structures around us, and we will be able to describe the geometric composition of any building. All students in the class are able to make sweeps and models of geometric bodies: a cube, a rectangular parallelepiped, various regular pyramids. During the project, we learned to evaluate the work of each participant, and were able to express our opinion. This project is the first experience of the whole class on the project technology of studying educational material mathematics.

The results can be used in the lessons of mathematics and geometry, drawing, art.

State budgetary educational institution Samara region

average comprehensive school"Educational Center" p.g.t. Roshinsky

municipal district Volzhsky, Samara region

Topic:

« Building a fantasy city geometric shapes».

(Lesson extracurricular activities)

5th grade

Teacher of fine arts, MHC, drawing

Tatarinova A.N.

Maria Malakhova
Summary of the lesson "Journey to the city of geometric shapes" in the middle group

Integration of educational regions: "Cognitive Development", « Speech development» , , "Physical development".

Target: develop ideas about geometric shapes.

Tasks:

2. To form the ability to respond to questions: "How?", "Which one?", "Which place?" ("Cognitive Development").

3. Strengthen the ability to distinguish and name colors ( "Cognitive Development").

4. Exercise in the ability to distinguish and name geometric figures: circle, square, triangle, rectangle ( "Cognitive Development").

5. To form the ability to conduct a dialogue with teacher: listen and understand the question asked, answer clearly, speak slowly, without interrupting ( "Speech development").

6. Develop attention, thinking, ability to guess riddles ( "Cognitive Development").

7. Cultivate interest in mathematics ( "Social and communicative development").

Methods and techniques:

- practical: posting pictures

- visual: viewing, showing geometric shapes

- verbal: riddles, situational storytelling

Materials and equipment:

Demo Material: layout cities« geometric shapes» ; geometric figures: circle, triangle, square, rectangle.

Handout: boards (15x25cm) for each child, a set of colored geometric shapes for each child.

Forms and methods of joint activities

Children's activities Forms and methods of organizing joint activities

Cognitive and research tour of "Magic, geometric city» , problem solving

Game Game situations

Communicative Guessing riddles, situational conversations, questions

Motor Fizkultminutka

construction game

Logic of educational activity

1 The teacher offers to join hands and stand in a circle to give each other their warmth so that everyone has good mood. Children fulfill the request of the teacher An interest in the upcoming activity has been formed

2 The teacher talks about what is unusual in the world city« geometric shapes» and yesterday this city bewitched by an evil wizard, and no one can disenchant. The teacher suggests going to travel, in city« geometric shapes» and try to disenchant him Children accept the teacher's offer

3 The teacher makes riddles in order to open the gate cities:

“Since childhood, I have been your friend, every corner here is straight

All four sides are the same length.

I am glad to introduce myself to you, but my name is ... "

I have no corners and I look like a saucer,

On a plate and on a lid, on a porch, on a wheel"

"My riddle is short : 3 sides and 3 corners. Who am I?" Children guess puzzles:

(square (circle (triangle) Success situation organized

4 The teacher thanks the children, opens the gate and draws attention to an interesting path from geometric shapes different colors Children answer from which geometric shapes what color is the path (from circles) Improved ability to recognize and name geometric figure(circle, distinguish color (red, yellow, blue, green)

7 The teacher offers a game "What changed?" To do this, you need to look carefully at the circles, remember in what order they lie. Offers to close their eyes and swaps two circles Children remember where the circles are, close their eyes.

Children open their eyes and tell what has changed, what circles have changed The ability to remember the location of objects and determine the new location of objects is fixed

8 The teacher praises the children for the completed task and offers to go further along the path that leads to the houses with geometric shapes. The teacher reports that the evil wizard has bewitched geometric figures, and now they don't know what they're called. Children go to the houses with geometric shapes Created interest in upcoming activities

9 The teacher offers to help name and disenchant shapes Children name geometric shapes, defining and naming the form by the window of the house The ability to compare, analyze, draw conclusions is fixed

10 The teacher draws attention to the circle and the triangle, which quarreled and cannot reconcile, as they are also bewitched. The teacher offers to dance "We quarreled and reconciled" Children dance to music "We quarreled and reconciled" Success situation organized

11 The teacher reports that journey to the city of geometric shapes has come to an end and proposes that the inhabitants of this cities no longer quarreled and they always had a good mood, lay out from friends figures funny pictures. Children put pictures on boards geometric shapes The idea of geometric shapes

Final event: looking at funny pictures.

Related publications:

Summary of the lesson "Journey to the country of geometric shapes" Circle of joy: Hello golden sun, hello blue sky. Hello free breeze, Hello little oak. Hello morning.

Synopsis of the GCD in the middle group "Journey to the forest of geometric shapes" Software content. 1. Consolidate children's knowledge of geometric shapes (circle, square, triangle, rectangle); name the form.

Abstract of an open lesson in mathematics in the senior group "Journey to the city of geometric shapes" Purpose: systematization of knowledge about geometric shapes and their properties. Program tasks: - to consolidate knowledge about geometric shapes;

Abstract of the lesson in the middle group on cognitive development "Journey to the country of games and geometric shapes" Summary of GCD for cognitive development(mathematical representations) in the middle group. Prepared by the teacher Dubrovina E.V. Topic: Journey.

Sections: School psychological service

The problem of determining the level of a child's readiness for the beginning of school education has arisen relatively recently and is associated, first of all, with the earlier start of systematic education. It is necessary to distinguish between pedagogical, psychological, social and physical readiness for schooling.

Pedagogical readiness reflects the level of awareness of the child, possession of elementary school skills, such as knowledge of letters, numbers, etc.

I would like to dwell on the psychological readiness of the child for school.

The psychological readiness of the child for school is the formation of his readiness to accept a new social position of the student- position of the student. The student's position obliges him to take a different position in society, with new rules for him. This personal readiness is expressed in a certain attitude of the child to school, to the teacher and educational activities, to peers, relatives and friends, to himself.

Attitude towards school. Comply with the rules of the school regime, come to class on time, comply with study tasks at school and at home.

relationship with the teacher and learning activities. Correctly perceive the situations of the lesson, correctly perceive the true meaning of the actions of the teacher, his professional role.

In the situation of the lesson, direct emotional contacts are excluded, when it is impossible to talk about extraneous topics (questions). It is necessary to ask questions on the case, first raising your hand. Children who are ready in this regard for schooling behave adequately in the classroom.

Thus, in order to successfully and quickly adapt to future first-graders, so that they begin to learn, make friends, and communicate. I offer you one of the introductory developmental activities that will help children to adapt to learning activities at the initial stage.

Lesson at the school of Preschooler No. 1

Topic: Building a city from geometric shapes

Introduce children to each other, develop the ability to work in pairs.
Development of cognitive processes.
Learning to maintain good relationships.

Equipment: business cards, colored pencils, a ball, geometric shapes by the number of children (circle, triangle, square, polygon), cards with hares, fish (by the number of children), Drawings: Karkusha, wolf, Baba Yaga,

Lesson progress

Acquaintance

Hello guys. My name is (teacher's name). Today we met for the first time, and, probably, no one knows each other. What do we need to do?

That's right, let's get to know each other. At the expense of 1-2-3, everyone will loudly call his name, and at the signal "silent" (finger on his lips) he will close his mouth with his palm.

Were you able to hear and remember who's name is? Why do you think? (It's just noise).

But what do we need to do? How can we get to know each other? ( in turn).

What do you mean everyone takes turns saying their name? ( someone will start first):. If someone speaks, others listen and do not interrupt. If you know, raise your hand.

Guys, who came to our lesson? (Karkusha)

Look how sad she is, and what the weather is like on her island (the sky is dark). What do you think happened to her?

Baba Yaga is chasing her! She wants Karkusha to take her to school, Baba Yaga also wants to learn how to write and count. But Karkusha is afraid of her, will we help Baba Yaga?

Why do people go to school? Why is it necessary to learn to read and count, write?

Outcome (reflection of answers)

Karkusha invites us to Friendship Island. What do you think the rules are here? And who lives there?

Friendship Island

If you want to get to know someone, how can you do it? Shall we try? (and with adults:)

They get acquainted, remind about the rules with which they introduced Baba Yaga.

The game "Snowball" (ball) Call their name and the names of their neighbors. Further, you can complicate: whoever has the ball in his hands, he is silent, and the rest must guess what his name is.

For the implementation of the rules - everyone gets a circle chip.

Hares Island

Who is meeting us here? (Wolf) What do you think he's doing? (asking for help, Baba Yaga gave him a task: Count the hares in the forest)

For completing the task - everyone gets a square chip.

Karkusha invites us to visit the following island:

Island of Words (M P A S H I O N A H R D)

Words need to be assembled from letters. For example: world, dad, etc. (show)

For completing the task - everyone receives a triangle chip.

Guys, Baba Yaga is tired of studying, she wants to relax. While she is resting, we will play a game (children make movements in the course of f / m)

Physical education minute

Hands raised and shook - these are trees in the forest.
Hands bent, brushes shaken off - the wind knocks down the dew.
Hands to the sides, gently wave - these are birds flying towards us.
We will also show how they sit down - the wings are folded back.

Look, Baba Yaga is already on the island:

Task Island (Activity View)

The guys watch the animation and make up a task based on it, after which they solve it.

For completing the task - everyone gets a polygon chip.

From the figures received, the children make up a house for Karkusha (we repeat the names of geometric shapes, you can play Magic Bag)

Karkusha is very happy with the new house, she will invite her friends to live in your houses.

Guys, we will now collect all our houses, here on this sheet of paper, what will happen: (the city of "Geometric shapes"), and what can be added to it? (trees, flowers, pond, etc.) The guys cut out and make up a composition (or you can prepare blanks from geometric shapes)

What new did we learn in the lesson? Whom did you meet?

Do you think Baba Yaga changed her mind about going to school? Why? - And you?

What was interesting about the lesson? (the result is summed up by the psychologist)

A gift from Karkusha (fish). (Then they can be cut out and “launched” into the pond.

Occupation

for the development of elementary

mathematical representations.

Topic:

Teacher: Kunchun

Ayana Anatolievna.

Tasks:

Raise interest in learning activities by performing logical tasks;
Learn to compare signs symbols with a specific geometric figure;
To consolidate knowledge of geometric shapes;
Develop logical and imaginative thinking;
Imagination through the performance of a creative task.

Preliminary work: performing tasks on logical thinking using Gyenes blocks.

Vocabulary work: geometric figure, sign, block, color, shape, thickness, size.

Equipment: demonstration equipment - cards with signs and symbols located on the board, handout - Gyenes blocks, cards with a coded geometric figure.

Lesson progress:

Organizational moment: the game "Train".

Educator: - Today we are going to travel around the city of geometric shapes, but first let's remember their shapes. See which objects in our group have a rectangular (square, round, triangular) shape?

The children look and respond.

Educator: - Well done, you are very observant. It's time for us to go and we will go on a large comfortable bus, go through and take your seats. Our first stop is the sign district. How many streets do you think there are in this area?

Children: - Four.

Educator: - Why only four streets?

Children: - Geometric shapes have four features.

Educator: - What is the name of the first street in the area of \u200b\u200bsigns?

Children: - Street of color.

Educator: - if we decompose our geometric shapes by color, how many groups will we get?

Children: - Three.

Educator: - Why only three?

Children: - Our figures have only three colors - blue, yellow and red.

Educator: - Lay out the model of this sign on your tables.

Children lay out three figures of different colors. Next is carried out similar work in all respects - shape, size and thickness.

Educator: - Well done, you did an excellent job, but we have been driving for so long, let's make a stop, get up and warm up a little.

There is a physical session.

Educator: - I have cards of three colors in my hand. Each color coded a specific action: blue - jumping, red - clapping, yellow - marching. Now let's see which of you is the most attentive and quick-witted.

The teacher shows the cards, the children perform the movements. The pace may pick up. Children sit at tables. The sad Dunno enters.

Dunno: - Guys, it's good that I met you. Znayka invited me to visit, but he didn’t name the street on which he lives, but he gave me these cards, the name is encrypted on them. Help me find out where Znayka lives.

Educator: - Children, will we help Dunno?

Children: - Yes, we will help.

Dunno distributes cards on which, with the help of signs - symbols, a geometric figure - a square is encoded.

Educator: - Look carefully at your cards and find a block that fits all the criteria.

Children find a geometric figure on a card. Everyone has different figures (thick, thin, different colors, large, small), but all are square.

Educator: - Check each other - did your neighbor do the job correctly? Now raise your figures and examine them carefully. Are they all the same?

Children: - No, they are different.

Dunno: - So on what street does Znayka live, where should I go?

Educator: - Take your time Dunno, now the guys will find the correct answer. All the blocks in your hands are different, but it seems to me that they are somewhat similar

What sign unites them?

Children: - The general shape, all these figures are squares.

Educator: - Maybe someone has already guessed the name of the street where Znayka lives?

Children: - Street of Squares.

Dunno: - Thank you, finally I will get to visit Znayka, I will run to look for Kvadratov Street.

Educator: - Goodbye, Dunno! And you close your eyes and try to imagine your street in the city of geometric shapes.

Children close their eyes for 10-15 seconds.

Educator: - What did you see on your streets? (children answer) take boxes with blocks and try to build your own street. It turns out the whole city.

Teacher: - Let's see what you got. What a beautiful city! How many streets, houses, roads, cars! What a bright and colorful one! And most importantly, you made this city all together and it is built of …

Children: - Geometric shapes.

Educator: - What did you like to do most of all in our lesson? (children answer). You completed all the tasks today without errors. Well done!

Summary of GCD using ICT

by FEMP in senior group

"Journey to the City of Geometric Shapes"

Compiled by: Kochergina I.V.

Target: generalization of previously acquired knowledge about geometric shapes and their properties.
Tasks:
educational:

deepen children's ideas about the characteristic features of geometric shapes;
teach children to navigate on a sheet of paper;
exercise in quantitative counting;

developing:

develop visual and auditory perception, figurative and logical thinking;
develop the ability to act in accordance with the task of the teacher;
develop fine motor skills;

educational:

educate positive motivation for learning, interest in mathematics;
cultivate a friendly attitude towards each other.

Demo material:presentation, cards with the image of scales, geometric trees, houses.

Handout:sets of geometric shapes; worksheets with tasks: “geometric trees”, “geometric houses”, “geometric swings”; cards with the image of houses with empty windows.

Ι. Organizing time.
- In a wide circle, I see,
All my friends got up.
We will now go to the right: one, two, three.
And now let's go to the left: one, two, three.
Let's gather in the center of the circle: one, two, three.
And we will all return to the place: one, two, three.
Smile, wink,
We will start to work.
Surprise moment "Letter"

Guys, a letter has come to our group. Do you want to know what is in this letter?
- Let's open the envelope. We were sent a letter by a resident of the country of geometric shapes Geometric. He invites us to visit him.

ΙΙ. Main part.

Educator. Guys, accept the invitation? Then today we are going on a journey through the city of geometric shapes. Why do you think it's called that?

Children. Geometric figures live in this city.

Educator. Right. IN geometric city figures everywhere. And what geometric shapes live in this city, you will find out by guessing riddles:

1. I am a figure - no matter where,
Always very smooth
All angles in me are equal
And four sides.
Cube is my favorite brother
Because I…. (square) .

2. I have no corners,
And I look like a saucer
On a plate and on a lid
On the ring, on the wheel.
Who am I, friends?
Answer: Circle

3. Look at the figure
And in the album draw
Three corners. three sides
Connect with each other.
It turned out not a square,
And beautiful ... (triangle)

4. He looks like an egg
Or on your face.
Here is a circle -
Very strange appearance
The circle became flattened.
It turned out suddenly .... (oval).

5. We stretched the square
And presented at a glance
Who did he look like
Or something very similar?
Not a brick, not a triangle -
It became a square ... (rectangle)
Educator. You correctly guessed the riddles, and we go on a journey.

Let's turn around ourselves, join hands together

Let's close our eyes - say "AH" - and we will be visiting"

I suggest you sit down at the tables.

Educator. Here we come to the city. Guys, look what a beautiful gate. What is unusual about them? (slide)

Exercise "Name and count

Children. They are made from geometric shapes.

Educator. Pass through these gates and get into the city can only be the one who calls and counts all the figures.

- Count how many circles are shown on the gate? (4)

- How many triangles? (five)

- How many squares? (2)

- How many rectangles? (3)

Educator. Well done! You have completed the task. We can go into the city.

- Guys, look, we are met by a resident of this city, Geometric. (slide)

Educator. A geometrician wants to test how well we know geometric shapes? Listen to the first task.

Exercise "Find the Differences"

– Geometric has a friend who is very similar to him. Look at the little men and tell me how they are similar and how are they different? (slide)

Children. It looks like these little men are made up of geometric shapes.

Differences: the little man on the left has a blue square, and the little man on the right has a green square; the little man on the left has square buttons, and the little man on the right has round ones; the little man on the left has triangular legs, and the little man on the right has rectangular legs; the triangle-cap is turned in different directions.

Educator. Well done boys. You have named everything correctly, and we are moving on.

Exercise "Geometric trees"

Educator. In the city of figures, even the trees are geometrically shaped. Before you cards, which depict trees.
- Show a tree with a crown similar to a circle (oval, triangle, rectangle, square).

Let's calculate how many trees are in the picture? We will count in order. (Five trees).
- Which tree has a round crown? (oval, triangular, rectangular, square)?

Educator. Well done boys! You have completed the task. And now, guys, Geometric offers us a little rest. Leave the tables and stand in a circle.

Fizkultminutka.

How many dots are in this circle
Let's raise our hands so many times.
How many sticks to the point
We stand on our toes so much.
How many green Christmas trees
Let's make so many bends.
How many circles do we have here
So many jumps.
(Sit down at the tables) (slide)

Educator. Have a little rest, and nowwe are going to Geometric street. Consider the houses that are on this street.

Exercise "Geometric houses"

- House numbers are marked at the top. In the house under what number do triangles, squares, circles, ovals live?
Which house is the tallest (lowest)?
- Which house is the widest (narrowest)?
Which house does the longest (shortest) path lead to?

- Well done, you did a great job.

Educator. There is a magic swing in the city of geometric shapes. Geometric figures ride on a swing.

Exercise "Geometric swing"

- Let's remember where the right (left) side of the swing is on the card?

- On the left side of the swing, put two red squares to ride.

- And on the right side, plant three blue squares.

- Which squares are more (less)?

What do you think, which squares are heavier? Why?

– What can be done to make the red and green squares equal?

Children. Add one red square or remove one green square.

The geometrician is a very cheerful little man, he invites us to relax a bit and stretch our fingers.

Finger gymnastics "Cheerful little man"
I am a cheerful person
I walk and drink.
I am a cheerful person
I love to play very much.The index and middle fingers of both hands "walk" on the table.
I rub my hands hardRubbing their palms.
I twist each finger
I say hello to him
And I'll start pulling.Cover each finger at the base and rotational movements rise to the nail phalanx.
I will then wash my handsThey rub their palms.
I'll put my finger to my finger,
I'll lock them up
And keep warm.Put your fingers in the castle.

Educator. And now we go to the building street.

Exercise "Settle the house with geometric shapes"

Educator. The guys, in a geometric city, built a new house in which different figures will live. Let's help them move in. I will tell you where the figures live, and you will settle them in apartments.

– Place the square in the upper right corner.
- Circle in the middle of the house.
- Triangle in the lower left corner.
- Oval in the upper left corner.
- Rectangle in the lower right corner.

How many empty apartments are left?

- Well done guys, we also coped with this task.

Educator. Our trip around the city

geometric shapes ends. Geometric says

you GOODBYE! He hopes you like it. We have completed all the tasks and it is time for us to return to kindergarten.

“We stomp our feet - clap our hands

Let's turn around ourselves

Let's close our eyes - say "AH" - and find ourselves in our kindergarten»

ΙΙΙ. Reflection.

Educator. Did you enjoy our trip? Where have we been?

What tasks did you find interesting?

– Which ones are difficult?

What tasks did you complete faster?

- Today we visited an unusual city, where everything is connected with mathematics and geometric shapes. All of you tried, listened attentively, and therefore coped with all the tasks.

- Thanks guys. And now you can go to rest.