Formation of mathematical concepts in preschool children. Formation of mathematical concepts in preschoolers Orientation in space
Irina Aleksandrovna Pomoraeva, Vera Arnoldovna Pozina
Formation of elementary mathematical concepts. System of work in the kindergarten preparatory group
Library of the program “FROM BIRTH TO SCHOOL”
under the general editorship of N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva
Pomoraeva Irina Aleksandrovna - Methodologist at the Educational and Methodological Center for Vocational Education in Moscow, teacher of methods of mathematical development at Pedagogical College No. 15, Honored Teacher of Russia
Pozina Vera Arnoldovna - Methodist, teacher of methods of mathematical development at Pedagogical College No. 4, excellent student of public education
Preface
This manual is addressed to educators working on the approximate basic general educational program of preschool education “FROM BIRTH TO SCHOOL”, edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, for organizing work in mathematics in a preparatory school group.
The manual discusses issues of organizing work on the development of elementary mathematical concepts in children 6-7 years old, taking into account the patterns of formation and development of their cognitive activity and age-related capabilities.
The book provides an approximate planning of mathematics work 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, playful, verbal), helps preschoolers master the ways and techniques of cognition, and apply the acquired knowledge in independent activities. This creates the prerequisites for the formation of a correct understanding of the world, allows for a general developmental orientation of learning, connection with mental, speech development and various types of activities.
Game situations with elements of competition, reading passages of fiction motivate children and direct their mental activity to find ways to solve assigned problems. The method of work does not involve direct teaching, which can negatively affect the child’s comprehension and independent performance of mathematical tasks, but implies the creation of situations of community, collaboration, and provides all children with an equal start, which will allow them to study successfully at school.
The proposed work system 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 specific group of children.
The 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 enriching role-playing games with mathematical content and creating a subject-development environment that stimulates the development of independent cognitive activity of each child.
When working with children both in a preschool institution and at home, you can use the workbook “Mathematics for preschoolers: Preparatory group for school” (M.: Mozaika-Sintez, 2012).
The manual includes: a list of didactic games, additional material, recommendations for organizing a developmental environment. They reflect the modern positions of psychologists, teachers and methodologists, which make it possible 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 “direct educational activity,” we will often use the term “occupation,” which is familiar to teachers. However, the term “class” should not mislead teachers: it does not imply lesson-type classes. The teacher’s task is not to turn mathematics into a lesson, but to use forms of work with children appropriate to their age, indicated in the approximate 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 of general ideas about sets: the ability to form sets on given grounds, to see the components of sets in which objects differ in certain characteristics.
Exercises in combining, complementing sets, removing parts or individual parts from a set.
Consolidating the ability to establish relationships between individual parts of a set, as well as the whole set and each of its parts based on counting, making pairs of objects or connecting objects with arrows.
Improving quantitative and ordinal counting skills within 10. Introducing counting within 20.
Getting to know the second ten numbers.
Consolidating an understanding of the relationships between numbers in the natural series (7 is greater than 6 by 1, and 6 is less than 7 by 1), the ability to increase and decrease each number by 1 (within 10).
Consolidating the ability to name numbers in forward and reverse order (oral counting), the next and previous number to the one named or indicated by a number, and determine the missing number.
Introducing the composition of numbers from 0 to 10.
Forming the ability to decompose a number into two smaller ones and make a larger one from two smaller ones (within 10, on a visual basis).
Introduction to coins in denominations of 1, 5, 10 kopecks, 1, 2, 5, 10 rubles (distinguishing, setting and exchanging coins).
Formation of the ability to visually compose and solve simple arithmetic problems on addition (the smaller is added to the larger) and subtraction (the subtracted is less than the remainder); When solving problems, use action signs: plus (+), minus (-) and the equal sign (=).
Magnitude
Consolidating the ability to divide an object into 2-8 or more equal parts by bending the object (paper, fabric, etc.), as well as using a conventional measure; correctly designate parts of a 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 a whole and a whole from known parts.
Formation of initial measurement skills. Consolidating the ability to measure the length, width, height of objects (straight line segments) using a conventional measure (checked paper).
Strengthening children's ability to measure the volume of liquid and granular substances using a conditional measure.
Formation of ideas about the weight of objects and methods of measuring it. Consolidating the ability to compare the weight of objects (heavier - lighter) by weighing them on the palms of your hands. Getting to know the scales.
Development of the idea that the result of measurement (length, weight, volume of objects) depends on the size 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 (using the example of a triangle and a quadrilateral), a straight line, a straight segment.
Consolidating the ability to recognize figures regardless of their spatial position, depict, arrange on a plane, arrange by size, classify, group by color, shape, size.
Consolidating the ability to model geometric shapes; make one polygon from several triangles, and 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, etc.; construct figures based on verbal descriptions and listing their characteristic properties; create thematic compositions from figures according to your own ideas.
Consolidating the ability to analyze the shape of objects as a whole and their individual parts; recreate objects of complex shape from individual parts using contour patterns, descriptions, and presentation.
Orientation in space
Formation of the ability to navigate on a limited surface (sheet of paper, blackboard, notebook page, book, etc.); place objects and their images in the indicated direction, reflect in speech their spatial location (above, below, above, below, left, right, left, right, in the upper left (lower right) corner, in front, behind, between, next to, etc. .).
Getting to know the plan, diagram, 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 conventional designations (signs and symbols).
Time orientation
Formation of elementary ideas about time: its fluidity, periodicity, irreversibility, sequence of days of the week, months, seasons.
Consolidating the ability to use words and 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 the duration of individual time intervals (1 minute, 10 minutes, 1 hour).
Formation of the ability to determine time using a 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
Introduce number 3.
Lesson 5
Introduce number 4.
Lesson 6
Introduce the number 5.
October
Lesson 1
Introduce number 6.
Develop the ability to move in space in accordance with symbols.
Lesson 2
Introduce number 7.
Lesson 3
Introduce the number 8.
Lesson 4
With the composition of the number 9 from ones.
With the number 9.
Develop your eye.
Lesson 5
Lesson 6
With the composition of the number 10 from ones.
With the number 0.
Continue learning to find .
e.
Lesson 7
Lesson 8
Continue familiarizing yourself with numbers from 1 to 9.
November
Lesson 1
Learn to form the number 4 from two smaller numbers and decompose it into two smaller numbers.
Strengthen the skills of ordinal counting within 10.
Develop the ability to analyze the shape of objects and their individual parts.
Improve your understanding of the weight of objects and the ability to determine whether objects weigh the same or not, regardless of their appearance.
Strengthen the ability to consistently identify and name the days of the week.
Lesson 2
Learn to form 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.
Improve the ability to build a serial series based on the weight of objects.
Strengthen the ability to navigate on a sheet of paper and reflect in speech the spatial arrangement of objects in words: top, bottom, left, right.
Lesson 3
Learn to form the number 6 from two smaller numbers and decompose it into two smaller numbers.
Continue to introduce the formation of numbers of the second ten within 15.
Introduce the measurement of quantities using a conditional measure.
Develop the ability to navigate in space using symbols and diagrams.
Lesson 4
Learn to form the number 7 from two smaller numbers and decompose it into two smaller numbers.
Continue to introduce the formation of numbers of the second ten within 20.
Lesson 5
Learn to form the number 8 from two smaller numbers and decompose it into two smaller numbers.
Strengthen counting skills in forward and backward order within 15.
Practice measuring the length of objects using a conventional measure.
Develop the ability to navigate on a sheet of squared paper.
Lesson 6
Learn to form the number 9 from two smaller numbers and decompose it into two smaller numbers.
Improve counting skills within 20.
Practice measuring the height of objects using a conventional measure.
Continue to develop the ability to navigate on a sheet of squared paper.
Lesson 7
Learn to form the number 10 from two smaller numbers and decompose it into two smaller numbers.
Strengthen the ability to identify the previous, subsequent and missing number to the one named or indicated by a number within 10.
Practice the ability to measure the length and width of objects using a conventional measure.
Lesson 8
Strengthen ideas about the quantitative and ordinal value of numbers within 10.
Strengthen the ability to form the number 10 from ones.
Skills in measuring the size of objects; introduce the dependence of 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 your orientation skills on a sheet of squared paper.
Clarify ideas about polygons and how to classify them by type and size.
Lesson 2
Continue to introduce coins in denominations of 1, 5, 10 rubles.
Form ideas about time, introduce the hourglass.
Lesson 3
Continue to introduce coins in denominations of 1, 5, 10 rubles, their collection and exchange.
Develop a sense of time, learn to regulate your activities in accordance with the time interval.
Develop the ability to recreate objects of complex shape from individual parts using contour patterns.
Lesson 4
Continue to clarify ideas about coins in denominations of 1, 2, 5, 10 rubles, their collection and exchange.
Learn to measure the volume of bulk solids using a conventional measure.
Introduce clocks, teach how to set the time on a clock model.
Continue learning to determine the shape of objects and their parts.
Lesson 5
Continue learning to measure the volume of bulk solids using a conventional measure.
Continue to introduce clocks, teach how to set the time on a clock model.
Develop the ability to navigate on a sheet of squared paper.
Reinforce ideas about polygons; introduce its special cases: pentagon and hexagon.
Lesson 6
Introduce the rules for measuring liquid substances using a conventional measure.
To consolidate an understanding of the relationships between numbers in the natural series, the ability to increase (decrease) a 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 make a larger number from two smaller ones within 10.
Reinforce ideas about the sequence of times and months of the year.
Develop the ability to construct geometric figures using verbal descriptions and listing characteristic properties.
Exercise the ability to combine parts into a whole set, compare the whole and part of the set.
Lesson 8
Strengthen the ability to decompose a number into two smaller numbers and make a larger number within 10 from two smaller ones.
Develop the ability to name the previous, subsequent and missing numbers to the named one.
Reinforce ideas about the sequence of days of the week.
Develop the ability to modify geometric shapes.
January
Lesson 1
Learn to compose arithmetic problems involving addition.
Strengthen the ability to see geometric shapes in surrounding objects.
Lesson 2
Improve your ability to navigate on a sheet of squared paper.
Develop attention, memory, logical thinking.
Lesson 3
The ability to measure the volume of liquid substances using a conventional measure.
Ability to navigate on a sheet of squared paper.
Attention, memory, logical thinking.
Lesson 4
Learn to compose and solve arithmetic problems involving addition and subtraction.
Introduce coins in denominations of 1, 2, 5, 10 rubles, their collection and exchange.
Improve your ability to navigate on a sheet of squared paper.
Develop attention and logical thinking.
Lesson 5
Continue learning to compose and solve arithmetic problems involving addition and subtraction.
Continue introducing the clock and setting the time on the clock layout.
Improve your ability to navigate on a sheet of squared paper.
Lesson 6
Continue learning to compose and solve arithmetic problems involving addition and subtraction.
Improve your understanding of the sequence of numbers within 20.
Develop the ability to divide a 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.
Strengthen the ability to name the previous, subsequent and missing numbers, indicated by a number.
Lesson 8
Continue to teach yourself how to compose and solve addition and subtraction problems.
Improve your understanding of the parts of the day and their sequence.
Practice using words correctly in speech: first, then, before, after.
Strengthen the ability to see the shapes of familiar geometric figures in surrounding objects.
February
Lesson 1
Continue learning to compose and solve arithmetic addition problems.
Practice counting objects according to the model.
Learn to measure the length of straight line segments using squares.
Develop attention, memory, logical thinking.
Lesson 2
Continue learning to compose and solve arithmetic problems involving addition and subtraction.
Strengthen the ability to name the winter months.
Improve the ability to form numbers from units.
Practice creating thematic compositions from geometric shapes.
Lesson 3
Continue learning to compose and solve arithmetic problems involving addition and subtraction.
Strengthen the ability to consistently name the days of the week and correctly use the words in speech: earlier, later, first, then.
Continue to develop the ability to determine a straight line segment and measure its length in cells.
Develop ideas about the size of objects.
Lesson 4
Continue learning to compose and solve arithmetic problems involving 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 squared notebook and complete tasks according to verbal instructions.
Lesson 5
Continue learning to compose and solve arithmetic problems involving addition and subtraction.
Improve skills in measuring the height of objects using a conventional measure.
Continue to introduce watches and teach how to tell time with an accuracy of 1 hour.
Lesson 6
Learn to compose and solve arithmetic problems involving addition and subtraction.
Develop ideas about geometric shapes and the ability to sketch them on a sheet of checkered paper.
Develop logical thinking.
Lesson 7
Improve counting skills by changing its base.
The ability to move in space in a given direction in accordance with symbols.
Lesson 8
Learn to independently compose and solve addition and subtraction problems.
Understanding of the quantitative and ordinal values of a number, the ability to answer the questions “How much?”, “Which is in order?”, “In which place?”.
Improve your ability to model geometric shapes.
Develop attention and imagination.
III quarter
March
Lesson 1
Continue to teach yourself how to compose and solve arithmetic problems within 10.
Improve the ability to divide a circle into 8 equal parts, correctly label parts, compare the whole and its parts.
Exercise the ability to determine time on a clock with an accuracy of 1 hour.
Develop attention.
Lesson 2
Strengthen your understanding of the relationships between adjacent numbers within 10.
Improve your ability to navigate on a sheet of squared paper.
Develop attention.
Lesson 3
Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.
Improve the ability to measure the length of objects using a conventional measure.
Improve your ability to orientate yourself on a sheet of squared paper.
Strengthen the ability to consistently name the seasons and months of the year.
Lesson 4
Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.
Practice the ability to form a number from two smaller numbers and decompose a number into two smaller numbers.
Reinforce ideas about coins in denominations of 1, 2, 5, 10 rubles.
Develop the ability to orientate yourself on a sheet of squared paper.
Practice the ability to determine the weight of objects using scales.
Lesson 5
Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.
Develop the ability to combine parts of a set, compare the whole and its parts based on counting.
Improve the ability to see the shapes of familiar geometric figures in surrounding objects.
Lesson 6
Continue to teach yourself how to compose and solve problems involving 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 a plan.
Develop spatial perception of shape.
Lesson 7
Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.
Develop the ability to navigate on a sheet of squared paper.
Improve the ability to design three-dimensional geometric shapes.
Practice counting forward and backward within 20.
Lesson 8
Practice solving arithmetic problems involving addition and subtraction within 10.
Develop the ability to navigate on a sheet of squared paper.
Improve counting skills by changing the counting base within 20.
Develop attention, memory, logical thinking.
April
Lesson 1
Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.
Practice your ability to navigate on a sheet of squared paper.
Develop the ability to measure the length of objects using a conventional measure.
Develop attention, memory, logical thinking.
Lesson 2
Practice your ability to navigate on a sheet of squared paper.
Develop the ability to consistently name the days of the week, months and seasons.
Develop attention, memory, logical thinking.
Lesson 3
Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.
Practice your ability to navigate on a sheet of squared paper.
Develop attention, memory, logical thinking.
Lesson 4
Continue to teach yourself how to compose and solve addition problems within 10.
Practice your ability to navigate on a sheet of squared paper.
Develop the ability to create objects of complex shape from individual parts according to imagination.
Develop attention, memory, logical thinking.
Lesson 5
Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.
Practice your ability to navigate on a sheet of squared paper.
Strengthen the ability to form a number from two smaller ones and decompose it into two smaller numbers within 10.
Develop attention, memory, logical thinking.
Lesson 6
Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.
Practice your ability to navigate on a sheet of squared paper.
Strengthen ideas about three-dimensional and flat geometric shapes.
Develop attention, memory, logical thinking.
Lesson 7
Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.
Practice your ability to navigate on a sheet of squared paper.
Develop attention, memory, logical thinking.
Lesson 8
Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.
Practice your ability to navigate on a sheet of squared paper.
Improve the ability to navigate in the surrounding space relative to yourself and another person.
Develop attention, memory, logical thinking.
May
Work to consolidate the material covered.
September
Lesson 1
Program content
Practice dividing a set into parts and combining its parts; improve the ability to establish a relationship between a set and its part.
Skills in ordinal counting within 10, the ability to answer the questions “How much?”, “Which one?”, “In which place?”.
Ideas about the relative arrangement of objects in space (in a row): left, right, before, after, between, before, behind, next to.
Ability to consistently identify and name the days of the week.
Demonstration material. Cards with circles drawn on them (from 1 to 7), Dunno's things (hat, boots, etc.), doll furniture or room layout, doll, bear, 3 cubes, 3 pyramids.
Guidelines
Part I. Game "Live Week".
The teacher calls seven children to the board and invites them to take cards with circles drawn on them (from 1 to 7). Children perform various movements to the music, as instructed by the presenter. At the end of it, they line up, forming a week: the first to stand is the child who has one circle drawn on the card (Monday), the second is the child who has two circles on the card (Tuesday), etc. The check is carried out by roll call naming the days of the week .
The game is repeated 2-3 times with a change of participants.
Part II. Didactic game “Who left?”
Ten children come to the board and line up. The rest count them in order, remember 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 person who left stood.
The game is repeated 2-3 times with children changing in the line.
Part III. Game exercise “Let's help Dunno find things.”
On a flannelgraph there is a model of Dunno's room (you can use doll furniture). Dunno's things lie in different places in the room: a hat near the closet, one shoe next to the chair, the other behind the bed, etc.
The teacher tells the children that Dunno is going to visit Pencil, but cannot find his things. The teacher invites the children to help Dunno. Children name the location of each item: “The hat is near the closet,” etc. Dunno thanks for the help.
Part IV.
The teacher tells the children that a doll has come to visit them and invites them to play with it. He puts 3 cubes and 3 pyramids on the table and asks: “How many cubes? How many pyramids? What can you say 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? What is more: toys or pyramids? How many cubes? What is less: cubes or toys? The group of toys (generalizing gesture) is larger than the group of pyramids, its parts (shows). A group of toys is larger than a group of cubes, a part of it.”
The teacher invites 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 based on the score.
Lesson 2
Program content
Practice dividing a set into parts and combining parts into a whole group; improve the ability to establish a relationship between a set and its part.
The ability to divide a circle and a square into 2 and 4 equal parts, compare and name them.
The ability to distinguish and name familiar geometric shapes.
Didactic visual material
Demonstration 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 three-dimensional geometric shapes - in accordance with the program content).
Handout. Envelopes containing 1/4 of a circle or square, a box with the remaining parts of the figures, squares of the same color (5 pieces for each child).
Guidelines
Part I.
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?” (Decreased by one.)
Part II.
The teacher suggests completing 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.)
Part III. Relay game “Who can decompose the building material faster?”
Children are divided into two teams by counting first or second. The first team must find all flat figures in the basket and transfer them to another basket, and the second - all three-dimensional figures.
In the process of checking the task, children show and name the figures.
Part IV. Didactic game “Make the whole from its part.”
Children have envelopes with parts of geometric shapes. The teacher offers to create a whole geometric figure by selecting the missing parts from the box.
After completing the task, the children determine what shapes they got and how many parts they consist of.
Then the teacher asks the children: “What can you call each part of your figure? What is greater: the whole or one second (one fourth) part? What is less: one second (one fourth) part or the whole?”
Part V Game exercise “Collecting toys for a doll.”
The teacher tells the children that a doll has come to visit them and invites them 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 you say 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? What is more: nine toys or three pyramids? Which is smaller: three pyramids or nine toys? (Toys and blocks, toys and cars are compared in a similar way.)
The teacher concludes: “The group of toys (generalizing gesture) is larger than the group of pyramids (shows) and larger than the group of cubes, its part.”
Then the teacher invites the doll to play with the bear and the bunny, and the children equally divide the toys between them. The correctness of the task is checked based on the score.
Lesson 3
Program content
Introduce numbers 1 and 2 and learn to denote numbers with numbers.
Practice counting skills forward and backward within 10.
Strengthen 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
Demonstration material. Cards with numbers 1 and 2, dummies of mushrooms (1 porcini mushroom and 2 aspen mushrooms), 10 triangles of the same color, sample pattern.
Handout. Cards with numbers 1 and 2, rectangles of the same color (10 pieces for each child), sheets of paper, colored pencils.
Guidelines
Part I. Game exercise “Count the mushrooms.”
There are dummies of mushrooms on the teacher’s table: 1 porcini mushroom and 2 aspen mushrooms.
The teacher asks the children the names of the mushrooms and finds out whether they are edible or not. Then he asks: “How many porcini mushrooms?” Who knows what number can be used to represent the number one?”
The teacher shows a card with a picture 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 means the number one.”
Similarly, the teacher introduces children to the number 2.
Part II. Didactic game “Find the same amount.”
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 names the number of objects, the children show the corresponding number.
Part III. 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 remain 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?”
Part IV. Working with handouts.
Children have ten rectangles. The teacher offers to complete 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.)
Part V Didactic game “Remember and complete” (auditory dictation).
Children have sheets of paper and colored pencils. The teacher clarifies 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) draw a circle in the upper left corner 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.
Children check the correctness of the task using the teacher’s model.
The teacher clarifies: “What and where did you draw?”
Children name the details, their color and location.
Lesson 4
Program content
Introduce number 3.
Learn to name the previous and subsequent numbers for each number in the natural series within 10.
Improve the ability to compare 10 objects (by length, width, height), arrange them in ascending and descending order, and indicate the comparison results with appropriate words.
Practice the ability to move in a given direction.
Didactic visual material
Demonstration material. Cards with images 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 different numbers of circles, cards with circles (from 1 to 10 circles; see Fig. 1), cards with mazes, 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
Part I. Game exercise “Count sounds (objects, movements).”
In front of the children are cards with numbers from 1 to 3. The teacher suggests finding a card with the number 1 and putting it in front of you. Then he asks: “What number can be designated by this figure? What’s the only thing in a 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 do people have two?” (Two eyes, two ears...)
The teacher shows a card with a picture 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 means 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 name the numbers in order.”
Then the teacher invites the children to play: “Indicate with a number the number of sounds heard (objects on the card, movements seen).” Each time, the teacher clarifies what number the children used to indicate the number of sounds (objects, movements) and why.
Part II. Game exercise “Name the previous and next number.”
Each child has a card with a picture of 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 neighboring numbers: the youngest is one less, it stands in front and is called the previous number; the higher one is greater by one, it comes after and is called the subsequent number. Look at 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 is the previous (next) number to the number indicated on the card and why these numbers were called neighbors.
Part III. Game exercise “Lay out and talk about the length and width of the strips.”
Children have 10 stripes of different lengths, widths and colors. The teacher, together with the children, finds out the differences between them. Gives tasks: “Arrange 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 layout rules.)
The teacher draws the children's attention to the fact that each subsequent strip decreases by the same amount, and suggests checking 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
Part IV. Game exercise “Put the cylinders in a row.”
Cylinders of different heights are randomly placed on the carpet. The teacher suggests arranging the columns in a row: from lowest to highest. Preliminarily clarifies the rules for arranging objects in height.
Children take turns performing the task: each child, choosing the next cylinder, pronounces his actions (“I choose the lowest one from the remaining cylinders, compare it with all the cylinders and put it next to it.”)
One child gets a cylinder of the same height as the previous one. The teacher notices that the cylinders are the same in height and checks this with the children. Then he suggests removing the extra cylinder.
After completing the task, children talk about the height of each cylinder in the row.
Part V Game exercise “Find a way out of the maze.”
The teacher suggests looking at the labyrinth, finding a way out of it and drawing it with a pencil. While completing the task, children comment on their actions and correct mistakes.
Children who successfully complete the task receive stars.
Lesson 5
Program content
Introduce number 4.
Strengthen ideas about the quantitative composition of the number 5 from units.
Strengthen the ability to compare two objects in size (length, width) using a conditional measure equal to one of the objects being compared.
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 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 the doll’s short ribbon , stick, rope, etc.).
Handout. Cards with numbers from 1 to 4 (for each child), pencils of different colors (5 pieces for each child), cars, sets of bars (for each pair of children), strips of paper (1 piece for each pair of children).
Guidelines
Part I. Game exercise “Let's help the dolls find the numbers.”
The dolls ask children to guess which numbers they show (within 3). Children guess, find the same ones and lay out the cards on the table. Then the numbers are called in order.
The dolls show the children four cards with the number 1, ask them to determine what number they made up and explain how they made it up.
The teacher asks the children what number can be used to represent the number four. The dolls help find the number and ask the children what it looks like. Children find cards with the number four, place them next to other cards and call out the numbers in order.
Part II. Game exercise “Make the number correctly.”
The teacher invites the children to make up a number using pencils of different colors. He shows the children cards with pictures of items of clothing or shoes and asks them to determine what number can be used to indicate the number of items, and to compose this number using pencils.
The game exercise is repeated 3-4 times.
After each task, the teacher asks the children: “What number can be used to indicate the number of objects on the card? How many pencils did you take in total? How many pencils of what color did you take?”
Part III. Game exercise “Tie a bow for the doll.”
The teacher shows the children a doll with one braid and offers to change her hairstyle by making two braids with bows. The teacher explains: “There is already one ribbon. What needs to be done to cut another ribbon of the same length?
Children express 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 required length. Another child compares the ribbons in length, makes sure they are equal (children indicate the equality of the ribbons with words: “Same in length”) and, together with the teacher, tie bows for the doll.
Part IV. Game exercise “Building roads for cars.”
The teacher tells the children that the dolls want to go to visit by car, but for this they 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 use to build the road? (From bars.) How wide must the road be for a car to pass on it? (A little more than the width of the car.) How to determine the width of the car? (Make a strip of paper equal to the width of the machine.)
Children make a standard gauge for the width of the machine by folding a strip of paper. Then they make a road, drive the car along it and make sure that the task is completed correctly.
Part V Game exercise “Where is the object located?”
The teacher invites the children to complete the following tasks: “Determine where the closet is located (clock, board, doll corner...) relative to you. Where is the board relative to me? (The closet is to 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 the teacher.
Lesson 6
Program content
Introduce the quantitative composition of the number 6 from units.
Introduce the number 5.
Strengthen the ability to consistently name the days of the week.
Continue to develop the ability to see the shape of familiar geometric shapes in surrounding objects.
Didactic visual material
Demo material. Basket with items: compass, watch, thermos, mug, telephone, ball of rope, box, flag; backpack, cards with numbers from 1 to 5, cards with images 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 “Hike into the forest.”
Part I. Game exercise “What does it look like?”
The teacher draws the children's attention 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 resembles. Children show the corresponding geometric shapes.
Part II. Game exercise “Getting ready for a hike.”
The teacher invites the children to pack their things for the hike and specifies what needs to be taken with them.
On the table there is a compass, a basket, a backpack, a watch, a thermos, a mug, a computer, and a telephone. The teacher gives the children the task of choosing six items that they will need on the hike. Then he clarifies: “How many items did you take? What number did you make up? How did you come up with the number six?
Part III. Game exercise “Collect an autumn bouquet.”
The teacher asks the children a riddle:
Came without paints
And without a brush
And repainted all the leaves.
(Autumn)
There are “leaves” of trees of different colors on the floor. The teacher invites the children to use them to compose the number 6 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 what color? How did you come up with the number six?
Part IV. Game exercise “Putting the numbers in a row.”
The teacher reads a poem to the children. Children show the corresponding number cards and place the cards on the board.
Numbers lined up
We count everything:
Nose - one (Show numbers.)
And there is only one head. (Show numbers.)
Eyes - two (Show numbers.)
And two ears. (Show numbers.)
The three of us are always heroes, (Show numbers.)
And there are also three pigs. (Show numbers.)
There are four corners in the room, (Show numbers.)
Four legs at the table. (Show numbers.)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 I went to dance
On paper the number is five.
She extended her hand to the right,
The leg was bent sharply.
Children, as instructed by the teacher, show the “hand” and “leg” of the number 5.
The teacher supplements the number series with a card with the number 5. Children name the numbers in order. They then lay out the numbers in order on their table, find similar numbers (numbers 5 and 2) and explain how they are different.
Then the teacher invites the children to find a card on the board with a picture of five objects (on the board there are cards that show from 1 to 5 objects) and says:
Five fingers exactly on the hand,
And five is a mark in the diary.
Part V
The teacher asks the children: “What day is it today? On the same day, the schoolchildren went on a hike and returned two days later on the third. What day of the week will the schoolchildren return from the trip?”
The teacher offers the children 2-3 more similar tasks.
Lesson 1
Program content
Continue learning to form the number 6 from ones.
Introduce number 6.
Clarify the techniques for dividing a circle into 2-4 and 8 equal parts, teach to understand the relationship between the whole and the parts, name and show them (half, one-half, one-fourth, one-eighth, etc.).
Develop the ability to move in accordance with symbols in space.
Didactic visual material
Demonstration material. Basket, dummies of fruits (apple, pear, orange, tangerine, peach, pomegranate) and vegetables (potatoes, carrots, beets, cucumber, zucchini, tomato, onion, eggplant), 2 plates, cards with numbers from 1 to 5, circle, 1/4 part of a circle, scissors, truck, tree silhouette, “route” diagram (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
Part I. Game exercise “Harvest”.
Children lay out cards with numbers from 1 to 5 on the table in front of them and name them in order.
The teacher shows the children a basket and puts 5 vegetables in it one by one. Then he asks: “How many vegetables are in the basket? What number can be used to denote this number?
Children show the number 5.
The teacher adds a sixth vegetable and asks to count the vegetables in the basket. Then he asks: “What number represents the number six? That's right, number six. (Shows a card with the number 6. The children find it with them.) 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,
For a gymnast's somersault jump
And on the viola curl.A. Usachev
Children call the numbers in order and circle the number 6 with their finger.
Part II. Game exercise “Laying out the harvest.”
The basket contains fruits (apple, pear, orange, tangerine, peach, pomegranate) and vegetables (potatoes, carrots, beets, onions, tomatoes, cucumbers, zucchini, eggplant).
The teacher invites the children to place fruits and vegetables on plates, then count the fruits and indicate their number.
Part III. Game exercise “Colorful leaves”.
The teacher gives the children the task: “Make the number six using pencils of different colors. How many pencils are there in total? How many pencils of what color did you take? How did you come up with the number six?
The teacher offers to paint the aspen leaf in any color.
Physical education lesson “Autumn Leaves”
To the music, children with leaves in their hands perform dance movements according to the instructions of the teacher (spinning, squatting, running). When the music ends, they attach the leaves to the silhouette of the tree.
Part IV. Game exercise “Let’s help the driver bring vegetables and fruits to the fruit and vegetable base.”
The teacher reviews with the children the movement pattern of the car: arrows indicate the direction of movement, and numbers indicate stops (see Fig. 3).
1 - stop “Vegetable Field”;
2 - stop “Fruit Garden”;
3 - stop "Fruit and vegetable base".
Rice. 3
The teacher and the children discuss the features of the route (start and direction of movement). Then the children transport the truck in accordance with the diagram (cards with numbers are laid out on the floor indicating stops) and at each stop they load vegetables and fruits and take them to the fruit and vegetable base.
Part V Game exercise “Fruit pie”.
The teacher asks the children: “What can be made from fruits?” (Bake a pie.)
The teacher shows the children a round pie and offers to divide it into two equal parts. Then he asks: “How many parts have you divided the circle into? What can you call each part? What is greater: the whole or one half? Which is smaller: half or the whole?”
The teacher asks the children to divide each part into two more equal parts: “How many parts are there in total? What can you call each part? Which is greater: a whole or one-fourth? Which is smaller: 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 it out in front of you) and asks: “Which is larger: a whole or three-quarters? How many quarters are there in total? Now divide every fourth part in half. (As shown by the teacher.) How many parts did you get? What can you call each part? Which is greater: a whole or one-eighth? Which is smaller: one eighth or a whole? How many eighths are there in each quarter (half, whole)? How many guests can we serve with our pie?
Lesson 2
Program content
Introduce the composition of the numbers 7 and 8 from ones.
Introduce number 7.
Clarify the techniques for dividing a square into 2, 4 and 8 equal parts; teach to understand the relationship between the whole and parts, name and show them (half, one-half, one-fourth, one-eighth, etc.).
Reinforce ideas about triangles and quadrilaterals.
Strengthen the ability to consistently identify and name the days of the week.
Didactic visual material
Demo material. Geometric shapes (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
Part I. Game exercise “Let’s put things in order.”
The teacher draws the children's attention to the geometric shapes located on the flannelgraph and clarifies their name. He offers to help Dunno arrange the figures in two rows: in the top row - triangles, in the bottom - quadrangles.
Two children complete the task.
At the end of the work, the teacher asks the children: “Was the task completed correctly? What figures are in the top row and why were they chosen? (These are triangles. They have three angles and three sides.) What figures are in the bottom row and why were they chosen?” (These are quadrilaterals. They have four corners and four sides.)
Then the children help Dunno put things in order: put triangles and quadrangles into 2 boxes.
Part II. Game exercise “Let's help Dunno divide a sheet of paper.”
Children have square sheets of paper. The teacher places a square on the flannelgraph and asks: “What shape do the sheets of paper look like?”
Dunno asks the children to help divide the sheet of paper between him and Pencil into equal rectangles. The teacher clarifies how this can be done. (Fold a piece 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 you get? Are they the same size? How can I check this? (Putting one part on top of another.) What can you call each part? What's bigger: a whole or a half? Which is smaller: half or whole? What can you say about the size of half and one half?”
Then Dunno asks the children: “How to divide a sheet of paper if more guests come and there are four of us?”
The teacher discusses division techniques with the children. Children divide each half of the sheet in half again so that they get square sheets. Then he clarifies: “How many parts did you get? What can you call each part? What is larger: the whole square or part of it? Which is smaller: one fourth or a whole?”
“How can we divide a sheet of paper if more guests come and there are 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 they get rectangular sheets.
After completing the task, he asks the children questions: “How many parts did you get? What can you call each part? What is larger: the whole square or part of it? Which is smaller: one eighth or a whole? Which is greater: one-fourth or one-eighth?” (According to the answer, children show parts of the rectangle.)
Part III. Game exercise “How many of us?”
Znayka and Dunno call 7 children with different names. Children call names. Then the teacher asks: “How many children came to the board? How many names have you heard? What number did we make? How did we make up the number seven? What number represents the number seven? Find the number seven in the number row on the board. What does the number seven look like?
The teacher reads a poem:
“Seven” - a scythe and a poker,
And an ordinary leg.A. Usachev
Children lay out rows of cards with numbers from 1 to 7 on their tables and circle the number 7 with their finger.
Part IV. Game exercise “Let's help Dunno make up a number.”
There are 9 cards on the flannelgraph depicting different instruments.
Dunno asks the children to help his friend Samodelkin make the number 8 using different tools.
The called child completes the task. Then the teacher clarifies: “How many instruments did you count out? How many instruments did you take? How did you come up with the number eight?
Part V Game exercise “Week, line 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.
The teacher asks the children how many days there are in the week, asks them to list them and, at a signal, form a line, forming a week.
The rest of the children check whether the task is completed correctly.
The game exercise is repeated 2-3 times, changing children and the day of the week for its education.
Lesson 3
Program content
Continue learning to form the numbers 7 and 8 from ones.
Introduce the number 8.
Reinforce the sequential naming of the days of the week.
Develop the ability to compose a thematic composition based on a 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. Sets of colored pencils, cards with circles (from 1 to 8 circles), ovals divided into parts, cards with numbers from 1 to 8, a bird sample from parts of an oval.
Guidelines
Part I. Game exercise “Let’s collect a seven-flowered flower.” The teacher pronounces the magic words from the fairy tale “The Little Flower of Seven Flowers”:
Fly, fly, petal,
Through west to east,
Through the north, through the south,
Come back after making a circle.
As soon as you touch the ground -
To be in my opinion led.
The teacher invites the children to assemble 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 in total? How many color pencils are there in your flower? How did you come up with the number seven?
Part II. Relay game “Who can 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 there on the floor? How many hummocks of what color? What number is made up? How did you come up with the number eight?
Children are divided into 2 teams. The teacher invites them to get to the house along the hummocks without stepping on a hummock of the same color twice.
Children check whether the task is completed correctly.
Part III. Game exercise “Find the number”.
There is a number row on the board. The teacher reads an excerpt from S. Marshak’s poem “Merry Count”:
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. The 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 out the same number of pencils. How many pencils did you count? Why did you count out eight pencils?” (The number eight represents the number eight.)
Part IV. Game exercise “Name the day of the week.”
The teacher gives the children tasks:
What day of the week is it today? What day of the week will be tomorrow? What day of the week was yesterday?
We leave in a hot air 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 a week, starting with Wednesday. Name each day of the week.
The called child performs the last task on the board.
Part V Didactic game "Columbus Egg".
The teacher invites the children to look at the “Columbus egg” on the board: count its parts and make a picture on their tables based on the model.
Rice. 4
Lesson 4
Program content
Introduce the composition of the number 9 from units.
Introduce the number 9.
Improve the ability to name numbers in forward and reverse order from any number.
Develop your eye.
Strengthen the ability to navigate on a sheet of paper, identify and name its sides and angles.
Didactic visual material
Demonstration material. Ball, cards with images of animals (wolf, fox, hare, bear, elk, 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 (the size corresponds to the circles on the cards from the demonstration material).
Guidelines
Part I. 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 the number and direction of the count changing.
Part II. Game exercise “Zoo”.
On the board are cards with images of animals: wolf, fox, hare, bear, moose, wild boar, hedgehog, squirrel, lynx, cat, dog, rabbit.
The teacher asks the children: “What animals are called wild? Which ones are homemade? Let's add wild animals to our zoo."
Children select cards with pictures of wild animals. Then the teacher clarifies: “How many animals are there in our zoo? What number represents the number nine? Find the number nine in the number line. What does she look like? What number does the number nine resemble? (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 Count”:
The number "nine", or nine,
Circus acrobat,
If it gets on your head,
The number six will become nine.
The teacher asks: “How many animals are there in our zoo? What number did you make up? How did you come up with the number nine?
Part III. Game exercise “Plan of the Zoo”.
After completing the task, the teacher clarifies: “How many circles did you take in total? How many circles of what color? How did you come up with 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;
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.
Part IV. Game exercise “Excursion to the Zoo”. Cards with images of circles of different sizes are laid out on 4 chairs.
disguises. The teacher tells the children that these are turnstiles through which you can enter the zoo. He asks the children to remember the size of the circles on the turnstile and find “tokens” (circles) of the appropriate size on the table.
Children go through the turnstiles by matching the “tokens” with the circles on the cards. Then the teacher makes riddles about animals, and the children find picture clues on the board.
Less tiger, more cat
Above the ears there are brushes-horns.
Looks meek, but don't believe it:
This beast is terrible in anger.
(Lynx)
A ball is rolling through the forest,
He has a prickly side.
He hunts at night
For bugs and mice.
He looks like a shepherd.
Every tooth is a sharp knife!
He runs with his mouth bared,
Ready to attack a sheep.
(Wolf)
Lesson 5
Program content
Improve your ability to form the number 9 from ones.
Continue familiarizing yourself with numbers from 1 to 9.
Develop an understanding of the independence of the counting result from its direction.
Give an idea of the weight of objects and compare them by weighing them on the palms; learn to denote comparison results in words heavy, light, heavier, lighter.
Develop the ability to group geometric shapes by color and shape.
Didactic visual material
Demonstration 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 jars 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 diamonds in red, green and blue), trays.
Guidelines
Part I. Game exercise “Fun Counting”. The teacher reads an excerpt from S. Marshak’s poem “From One to Ten” (“Merry Counting”):
Here is one, or one,
Very thin, like a knitting needle,But this is number two.
Admire what it's like:The deuce arches his neck,
The tail is dragging behind her.And look behind the deuce -
The number three appears.Troika - the third of the icons -
Consists of two hooks.After three come four,
Sharp protruding elbow.And then I went to dance
On paper the number is five.She extended her hand to the right,
The leg was bent sharply.Number six - door lock:
There is a hook on top, a circle on the bottom.Here is the seven - a poker.
She has one leg.Eight has two rings
Without beginning and end.Number nine, or nine, -
Circus acrobat...
One child is at the board, and the rest of the children in their seats lay out cards with the corresponding numbers. Then they say the numbers in order.
The teacher clarifies: “The numbers represent numbers. People need numbers to count objects.”
Part II. Game exercise "Let's make 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 use to make the number five?
The teacher shows the children a tape on which nine units are written in different colors, asks them to count them and show a card with the corresponding number. Then he asks: “How many units did I use to make the number nine?”
Part III. Musical pause.
Children stand in a circle. The teacher invites them to split into two teams using a rhyme:
One two three four five,
The bunny went out for a walk.
The children who left the circle at the words of the counting rhyme form the first team; the rest of the children are the second team.
Children perform various movements to the music. At the end of it, they stand in two ranks opposite each other. One of the teams counts the children in the other team from left to right and right to left.
Then the teacher asks: “How many children are in 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 which direction we counted.”
Part IV. Game exercise “Which is heavier, which is lighter?”
The teacher shows the children metal and wooden balls of the same size and asks them 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 invites two children to put the balls into jars of water. Then he asks: “Why did one ball drown and the other float 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, but wood floats, it is lighter.”
Part V Didactic game “Each figure has its own house.”
Children have sheets of paper with images of three circles and sets of quadrangles (squares, rectangles, diamonds in red, green and blue).
The teacher invites the children to look at the figures and asks: “How can you name all the figures in one word? (Quadrangles.) What quadrilaterals do you have on your tray? Arrange all shapes that are similar in shape into three circles. Name the shapes in each circle.
Place shapes of the same color in three circles. Name the shapes in each circle and their color.”
The teacher discusses options for completing the task with the children.
Lesson 6
Program content
Introduce the composition of the number 10 from ones.
Introduce the number 0.
Continue learning to find the previous number to the named one, the next number to the named one.
Clarify ideas about the weight of objects and the relativity of weight when comparing them.
To form ideas about temporary relationships and learn to denote them with words: first, then, before, after, earlier, later e.
Didactic visual material
Demonstration material. A ball, a nesting doll, pictures depicting the seasons, cards with numbers from 0 to 9, 9 circles of the same color, a magnetic board, 3 opaque buckets with different amounts of millet.
Handout. Cards with numbers from 0 to 9, colored circles (12 pieces for each child).
Guidelines
Part I. 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. State the previous number of 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.
Part II. Game exercise “Collecting multi-colored beads.”
Children have sets of colored circles. The teacher invites them to make beads for a nesting doll 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 come up with the number ten? How many ones are in the number ten?
Part III. Game exercise “How much is left?”
There is a number row on the board (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 remove one circle at a time from right to left, and the children show with a number how many circles are left. When there is not a single circle left, the teacher explains: “There is a number that shows that there is not a single object here. This is number zero."
The teacher shows a card with the number 0, traces it in the air with the children and places it in a row in front of the number 1. Then reads the poem:
Zero is like a hundred objects -
From bracelets to berets:
Round table, ring, watch,
For a slice of sausage,
Drum, steering wheel, dryer...
And on the bald top of my head.
How many arms does a cat have?
How many feathers does a mole have?
How many legs does a snake have?
Does a squirrel have scales?Children justify their answer.
Part IV. Game exercise “Mishkina porridge”.
There are three buckets with different amounts of millet on the table. The teacher reminds the children of N. Nosov’s story “Mishkina Porridge” and asks them 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? Place a heavy bucket on the table. Now compare the light bucket with the third bucket. Place the heavy bucket on the table, and compare the light bucket with the first and second bucket in pairs and arrange them in increasing order by weight, naming the weight of each bucket of millet. Of the three buckets, choose not the heaviest and not the lightest.”
Part V Game exercise “What first, what then?”
Pictures depicting the seasons are hung on the board. The teacher reads excerpts from poems to the children and asks them to guess what time of year they are talking about and find the corresponding illustrations.
Snowstorms have arrived to us,
They covered the cracks with snow.
There is frost on the window,
I painted it with ice.(Winter)
Admire it
Spring is coming
The cranes are flying in a caravan,
The day is drowning in bright gold,
And the streams in the ravines are noisy.I.Nikitin. Spring
The teacher asks the children which illustration they put first and which one later.
Summer, summer has come to us,
It became dry and warm!
Straight along the path
The feet walk barefoot.V. Berestov. Summer
The teacher asks the children after what time of year summer begins and where the corresponding illustration should be located.
Autumn drops gold,
The cold is driving away the birds...
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.
Part VI. Didactic game “Name the neighbors.” The teacher asks riddles, the children guess them and identify the neighbors of a given time of year, using prepositions before And after or words earlier And Later. (Spring is earlier than summer, and autumn is later...)
I'm made of heat
I carry the warmth with me,
I warm the rivers
"Take a bath!" - I invite you.
And love for it
You all have me. I… (summer).
In the morning we go to the yard -
Leaves are falling like rain,
They rustle underfoot
And they fly, fly, fly...(Autumn)
Powdered the paths
I decorated the windows.
Gave joy to children
And I went for a sledding ride.(Winter)
She comes with affection
And with my fairy tale.
With a magic wand
Will wave
Snowdrop in the forest
It will bloom.(Spring)
Lesson 7
Program content
Continue learning to form the number 10 using units.
Introduce the symbol for the number 10.
Strengthen counting skills forward and backward within 10.
Give an idea of a polygon using the example of a triangle and a quadrilateral.
Strengthen the ability to navigate in space using symbols on the plan, determine the direction of movement of objects, and reflect their spatial position in speech.
Didactic visual material
Demonstration material. A ball, envelopes with tasks, cards with numbers from 0 to 9, cards with images of different numbers of objects (up to 10 objects), triangles, quadrangles, a magnetic board, a picture with the image of a Lumberjack made up of different polygons (see Fig. 5).
Handout. Sheets of paper, colored pencils, polygons (various types of triangles, square, rectangle, rhombus).
Guidelines
Game situation “Let's help Ellie get home” (based on the work of A. Volkov “The Wizard of the Emerald City”).
Part I. The teacher reminds the children of an excerpt from a fairy tale in which the girl Ellie and her friend Totoshka ended up in another country after a hurricane. The teacher invites the children to help her return home. Together with his children, he considers a plan to return home:
The teacher draws the children's attention to the fact that Ellie's path is indicated on the plan with numbers, and in the group - with envelopes with tasks. 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 on,” during which they count from one to ten, passing the ball to each other.
Part II. 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 people of the Land of Winks ask them 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 have you “sewn”? How many of which color? How did you come up with the number ten? How many residents have we helped?
Part III. The teacher invites the children to find the number 3 on the plan and draw an arrow from number 2 to number 3, determining the direction of movement. Children open an envelope with the number 3.
The child places cards with numbers from 1 to 9 on a typesetting canvas. Children call them in order.
The teacher reads an excerpt from S. Marshak’s poem “Merry Count”:
Said the cheerful round zero (Shows a card with the number 0.)
To a neighbor unit:
- With you next to me, let me
Stand for me on the page.She looked him over
With an angry, proud look:
- You, zero, are worth nothing,
Don't stand next to me!The teacher puts a card with the number 0 in front of one and generalizes: “There are only ten numbers, but you can make a lot of numbers.”
Zero answered: - I admit,
That I'm worth nothing
But you can become ten
If I'm with you.You're so lonely now
Small and thin
But you will be ten times larger
When I stand on the right.The teacher puts cards with the numbers 1 and 0 after the number 9 and asks the children: “How many digits does the number ten represent? What are these numbers called?
The called child finds a card with a picture of 10 objects and places 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.
Part IV. The teacher invites the children to find the number 4 on the plan, determine the direction of movement, draw an arrow to it from the number 3 and find an envelope with the number 4.
The teacher invites the children to assemble a Lumberjack from geometric shapes.
There are triangles and quadrangles on the board in two rows. The teacher asks the children: “What figures are located in the first row? What do they have in common? (Triangles have three sides and three angles - that's all triangles.) What figures are in the second row? What do they have in common? What word can be used to name all these figures? (Quadrangles.) How many angles do the figures have? What word can you call these figures? (These figures have many angles - they are polygons.)
The teacher shows a picture of a Lumberjack (see Fig. 5) and clarifies what polygons it is made of.
Rice. 5
Using the model, children assemble a Lumberjack from polygons on a sheet of paper and trace it along the outline with a pencil.
Part V The teacher invites the children to find the number 5 on the plan, determine the direction of movement and draw an arrow to it from the number 4. The children find an envelope with the number 5.
The teacher invites the children to name the numbers in reverse order from 10 to 1, passing the ball to each other. After completing the task, he says that Ellie can now return home and thanks her for her help.
Lesson 8
Program content
Learn to form the number 3 from two smaller numbers and decompose it into two smaller numbers.
Continue familiarizing yourself with numbers from 1 to 9.
Clarify your understanding of a polygon, develop the ability to find its sides, angles and vertices.
Strengthen ideas about the seasons and months of autumn.
Yulia Vishnevskaya
Goals: formation of mathematical skills, mental operations children; development of thinking.
Educational: consolidate knowledge children about geometric shapes, adding numbers (by counting) when solving simple arithmetic problems, ordinal counting skills; practice laying out geometric figures from counting sticks, transforming them from one to another,
Developmental: promote the development of figurative, logical thinking, imagination, involuntary attention, develop logical thinking, attention.
Educational: cultivate purposefulness, sustainability, interest in mathematical knowledge.
Stages Activities of the teacher Activities children Planned results
1. Motivational To drive ships,
To fly into the sky, you need to know a lot,
You have to know a lot!
Those children who answer the questions correctly can sit at the table.
1) name the neighbors of the number 7; 5;
2) list the winter months; spring months;
3) name which two digits must be added to get the number 8, 5;
4) count backwards from 10 to 5.
1) 6 and 8, 4 and 6
3) 4 and 4, 2 and 3
4) 10, 9, 8, 7, 6, 5 Emotional contact with the teacher. Readiness children to communication with adults and joint activities
2. Preparatory - Today, you and I will travel around the country mathematicians.
What do you think is mathematics?
Mathematics- This is the queen of all sciences. She studies quantities, numbers, geometric shapes.
At each of our stops and along the route, we have to complete simple and complex tasks.
I wonder, guys, what will we travel with today? How do you think?
Now we will check which of you guessed right! In front of you, the leaves on it have begun a drawing, you will need to finish it. Please note that the beginning of our drawing is marked with a red dot. Let's put the pencils at the beginning of the path, on the red dot. Attentively We listen to commands and carry out the task. Graphic dictation: 5 cells to the right, 2 cells down, 2 cells to the right, 2 cells down, 2 cells to the left, 1 cell diagonally left up, 1 cell diagonally left down, 3 cells left, 1 cell diagonally left up, 1 cell diagonally left down, 1 cell left, 2 cells up, 3 cells right, 2 cells up.
What did you get? What are we going to travel with? Assumptions children.
By helicopter, boat...
Car Gaining knowledge about mathematics as science.
Ability to perform graphic dictation.
3. Basic
4. Physical education lesson - While our car is rolling along the road, please tell me what day of the week it is today? If today is Friday, what day was yesterday? What day of the week will be in 2 days? How many days a week do you rest? How many days of the week do you know?
So we got to the city to talk "Fun logic puzzles"! Let's see who can figure it out the fastest and give the correct answer. We agree not to shout from our seats, but to raise our hand. Answer when I ask you.
1) How many horns do 2 cows have?
2) 4 are sitting on a tree birds: 2 sparrows, the rest crows. How many crows?
3) Vadim found 9 mushrooms,
And then another one.
You answer the question:
How many mushrooms did he bring?
4) Hedgehog gave the ducklings a present
Seven spring snowdrops.
Which one of the guys will answer?
How many ducklings were there?
5) 6 funny bear cubs
They are rushing for the snowdrop,
But one kid is tired,
I fell behind my comrades,
Now find the answer
How many bears are there ahead?
And we continue our journey! We can see a lot while traveling if we attentive. And now the task is for you such: Find geometric shapes in the group. I show you the figures, and you tell me all the objects that are similar in shape to the sample. Ready?
Square, circle, triangle, rectangle.
It's time to get out of our car and get some rest. We will do a dynamic exercise with you "On the Path"
Along the path, along the path Jumping on your right foot
Let's gallop on the right leg
And along the same path Jumping on the left foot
We gallop on our left leg
Don't slouch, chest forward Correct your posture
Wonderful people
Let's run along the path, easy running on tiptoes
Let's run to the lawn
On the lawn, on the lawn Jumping in place
We'll jump like bunnies
Sweetly stretched, Hands up, stretching
Everyone smiled.
Answers children
4) 75) 5 Repetition of the days of the week.
Ability to solve logical problems.
Repetition of geometric shapes and finding similarities with them in the surrounding world.
You need to compare the number of items depicted.
Well done! The quantity was determined correctly.
And while we're driving, so we don't get bored, let's solve logic problems with counting sticks.
1- count out 6 counting sticks and make a house out of them.
Arrange 2 sticks to form a flag;
2- count 5 sticks and lay out 2 equal triangles with a common side;
3- count 7 sticks and lay out 2 equal squares with a common side.
Add 2 sticks to make 4 triangles
Well, we are approaching the last station of our journey. A city of serious problems. Let's see how you can solve and compose problems!
What is shown in the picture?
Create a task "On the Ice" based on this picture, (Example compiled tasks: 8 penguins were swimming on an ice floe, they were joined by 3 more penguins. How many penguins are there?
How do we know how many penguins there are?
Write down the solution to the problem. Please read this decision.
Our journey across the country has ended mathematics, but we need to go back, so we get back into the car and go to our kindergarten. And while we're driving, let's have a little mental exercise warm-up:
If a ruler is longer than a pencil, then is it a pencil?
If the table is higher than the chair, then the chair?
If the road is wider than the path, then is it a path?
If the sister is older than the brother, then the brother? Compare the number of items.
Lay out figures with counting sticks
Sea, ice floe, penguins on it
You need to add 3 to 8 and you get 11
Younger Ability to compare objects by quantity.
Ability to construct with counting sticks.
Formation Ability to formulate simple problems and solve them.
Ability to measure objects by width, length, height, age.
6. Summing up - Now, we have reached our kindergarten. Did you enjoy traveling to "Country mathematicians» ?
What's happened mathematics?
We will also travel around "Country mathematicians» ? - Yes
- Mathematics is a science
Yes They learn to express their opinions.
Publications on the topic:
A newspaper for children and caring parents on the formation of elementary mathematical concepts “Pochemuchka” Author - compiler: T. F. Petrova Dear readers: children and adults (parents and teachers, in front of you is the newspaper “Pochemuchka”. In the newspaper.
Abstract of an integrated educational activity for the formation of elementary mathematical concepts using ICT with children 4-6 years old “Travel.
Abstract of GCD on the formation of elementary mathematical concepts for middle-aged children Purpose: - to train children in comparing equal and unequal groups of objects, using the technique of applying objects of one group to objects.
Summary of educational activities for the formation of elementary mathematical concepts with children 6–7 years old “Solving addition problems” GOAL: developing children’s ability to compose and solve arithmetic problems involving addition OBJECTIVES: 1. Continue to teach how to explain the structure of arithmetic.
Summary of a lesson on the formation of elementary mathematical concepts for children of the senior group Summary of a lesson on the formation of elementary mathematical concepts for children of the senior group on the topic: “Let's help Zimushka-winter” Software.
Olga Vakulenko
Development of elementary mathematical concepts in children 6–7 years oldDevelopment of elementary mathematical concepts in children 6-7 years old.
Preschool institutions solve an important social problem - comprehensive education developed personality. Educators and educators must prepare a thinking and feeling child who can apply his knowledge in life.
Important role in education children belongs to mathematics. It contains enormous opportunities for development of children's thinking in the process of their education from early childhood.
Formation and development logical structures of thinking must be implemented in a timely manner. You need to choose the right path leading to the acceleration of intellectual child development.
From my experience working with children, I can conclude that successful learning mathematics is determined the degree of formation of the child’s mental operations and speech, the ability and desire to think. Possession of counting skills and the ability to solve counting problems is necessary for children to begin successful education at school. Every child strives to be active. It is important that the desire does not disappear. Therefore, it is necessary to help the child express himself in a more intimate, natural and accessible form of activity - play. It is in this type of activity that intense intellectual, emotional and personal development occurs. child development, which again is the basis for successful schooling.
:In my opinion, development of mathematical abilities occupies a special
place in the intellectual child development, the proper level of which determined qualitative features of children’s assimilation of such initial mathematical representations and concepts,how to count, number, measurement, magnitude, geometric shapes, spatial relationships. Hence it is obvious that the content of training should be aimed at developing children of these basic mathematical concepts and concepts and arming them with techniques mathematical thinking by comparison, analysis, reasoning, generalization, inference.
Guided by an idea developmental education, I strive to focus not on the level reached by children development, but looking ahead a little so that children can make some effort to master mathematical material.
The goal of my work was: create a condition for intellectual and cognitive development of preschool children, formations children's mathematical abilities.
For myself I set the following tasks:
1. Form children's performance about the importance of numbers, space-time relationships, size and shape in human life subject.
2. To carry out the formation of visual-figurative and logical
Conceptual forms of thinking, develop perception, imagination, spatial performance, attention, memory (verbal, semantic, visual).
3. Develop mental abilities, find dependencies and patterns, possess systematic perception, generalized and forms of thinking (generalize objects and actions) and basic logical operations (comparison, classification, generalization).
4. Develop quality of mind: flexibility, criticality, logic and independence.
Based on the identified tasks, I divided the work into 3 stages. On the first
carried out diagnostics mathematical abilities of children 6-7 years old. Assessed skills development of mental arithmetic, the degree of mastery of visually figurative and logical thinking, space-time relations.
At the second stage, I studied and generalized the teaching experience in development of children's mathematical abilities scientists and practicing teachers. Developed a long-term work plan for the following age categories.
3-4 years. The main result should be the formation of children's interest in learning, developing their attention, memory, speech, mental operations. At the same time, they must have developed the following basic knowledge, skills and skills:
1. The ability to identify and explain signs of similarity in the simplest cases
and the differences between the two items(by color, shape, size).
2. The ability to continue a series made up of items or figures with one changing characteristic. The ability to independently compose similar series.
items by length and width.
4. Quantitative and ordinal counting within 1О.
S. Ability to recognize simple geometric shapes (square, circle, triangle). Find in the environment objects similar in shape.
items arranged in a row.
2. The ability to answer questions “how much in total >>”, “which (Which)"according to the account.
3. Learn to compare two groups items and form based on the account
idea of equality(inequality).
4. Improve skills children compare two objects according to
size (length, width, height).
5. Introduce children with rectangle, teach to recognize and name it.
Continue learning to recognize and name a circle, square, triangle.
b. Define direction of movement away from you (right, left, forward,
back, up, down, know right and left hand.
1. The ability to identify and express in speech signs of similarity and difference
individual objects and aggregates.
2. Ability to unite groups items, select part, install
relationship between part and whole.
use ordinal and cardinal numbers.
4. Ability to name each number in within 10 previous and
subsequent numbers.
5. The ability to recognize and name geometric shapes and bodies.
6. The ability to name parts of the day, the sequence of days in the week,
sequence of months in a year.
2. The ability to compare numbers in within 10 using visual material and install, how much one number is greater or less than another.
3. Ability to directly compare items by length, mass, volume (capacity, area.
4. The ability to practically measure length and volume using various standards.
5. The ability to recognize and name geometric shapes and find them in the environment objects similar in shape.
At the third stage I I envision the creation of a subject-development environment. My work is based on the principle from simple to complex. I I offer children games saturated with logical and mathematical content: "geometric lotto", “choose according to shape”, <<заполни квадрат», “match pictures to numbers”. While playing, children do not notice that they are being taught something, but unbeknownst to themselves, in the game the children learn to compare (didactic games “how are they similar and how are they different”, "Find differences",
"find two identical subject» , analyze ( "find the pairs", "what first, what then", generalize ( "name objects in one word» , "what common"), classify items("stripped items no indication» ,
“choose according to shape”, learn to formulate simple conclusions. To enhance mental activity children, I try to ask questions: For what? Why? For what? how else?
My teaching experience was is provided in consultations for parents on the topic "features of thinking children 6-7 years old» , in the conversation “games and game exercises in teaching children mathematics».
At the final stage of working with children, I conducted an open frontal lesson and summed up result: 85o/o coped, 15% had difficulties. Thus, the result of my work was the creation of conditions that ensure children's mathematical development, integration of tasks according to development of elementary mathematical concepts in different types of activities. U children a high level has been formed development mental abilities - mastering generalized forms of thinking, the ability to find dependencies and patterns.
Prospects for my professional activity I see:
In the implementation of new projects based on interests and needs children
and their parents.
Dissemination and generalization of my work experience among educators
working under the program "Community".
Sections: Corrective pedagogy
Leading educational area“Cognition”
Integration of educational areas: cognition, socialization, physical development, communication.
Target: Teach children to compose and solve simple arithmetic problems involving addition and subtraction within 10 on a visual basis; learn to “write” tasks using the signs “+”, “-”, “=”.
Tasks:
- Educational: practice counting within 10; teach children to solve simple arithmetic problems in one step; learn to “write down” tasks using the signs “+”, “-”, “=”; consolidate the ability to name a word that is opposite in meaning to the one proposed; activate and consolidate children's knowledge about the days of the week and their sequence.
- Corrective: expand and activate the vocabulary on the topic of nodes; stimulate children's speech activity and develop coherent speech; readiness to solve problematic problems; train in the ability to independently formulate problematic tasks; stimulate, support and develop children’s physical activity through dynamic pauses, physical education sessions, and outdoor didactic games; develop attention, memory, fine motor skills, logical thinking; continue to form mental operations (comparison, generalization, classification);
- Educational: fosters in children an interested attitude towards learning activities and mathematical studies in particular; instill in children a caring attitude towards equipment (handouts), cultivate a sense of tact (the ability to listen to a friend), continue to develop the skills of fully answering questions; consolidate the ability to work together with friends, sit correctly at the table, hold a pencil correctly.
Types of children's activities: playful, productive
Forms of organization: individual, group
Implementation form: use of manuals, demonstration of illustrated manuals, ICT, search and problem questions for children, encouragement, explanation, drawing to a conclusion, creating play motivation, active children's activity, comparison, comparison
Equipment:
- Demo material: cardboard cards with numbers from 1 to 10; ball, cubes,
- Handout: math sets “I count by myself” by the number of children;
GCD move
1. Introductory part. Organizing time.
Ball game “Name the word with the opposite meaning”
Children form a circle. In the center of the circle stands a speech pathologist teacher. He throws a ball to one of the children and says a word. The child who catches the ball says the word with the opposite meaning and returns the ball to the teacher. Now the speech pathologist teacher throws the ball to another child and the game continues.
Words: Above - (below). Left - (right), right (left), bottom (top), right (left), left (right), right (left), top (bottom), bottom (top), right (left).
2. Main part.
1) Work at the table with cards and draw up a task.
The teacher-speech pathologist asks the children to sort the numbers in order from 1 to 10.
Guys, today I brought you cards with numbers, but while I was carrying them, they all got mixed up, what should I do now? (children's answers). How to be? (arrange the cards in order). What a good idea to put the cards in order, let's do that, let's put the cards from 1 to 10.
Thank you guys for helping me with the cards. I also brought you some cubes. A speech pathologist teacher gives one child six blocks and asks him to put them in a row on the table.
How many cubes did Vanya place on the table? (Vanya put six dice on the table)
Dima, put another cube on the table.
Guys, did everyone see what the boys did? What question can you ask about what the boys did? (How many cubes are there on the table?). We made up a problem: Vanya placed 6 cubes on the table, Dima placed one cube. How many cubes did the boys put on the table? The speech pathologist teacher asks two or three children to repeat the task.
Guys, what do you think needs to be done to find out how many cubes are on the table? (you need to solve the problem). You need to solve the problem correctly and then you and I will find out how many cubes are on the table. Let's think, after Dima placed another cube, were there more or fewer cubes? (There are more cubes). How many cubes are there on the table? (There are seven dice on the table in total). Let's give the full answer (there are seven dice on the table). Let's now “write” the problem. I will do this on the board, and you will do it on your tables. Look, each of you has a set of “Counting by myself”
How many cubes did Vanya put on the table? (six pack). Let's answer with a complete answer (Vanya put six dice on the table). The teacher-defectologist puts the number 6 on the board, and the children put the number 6 on their table (each child himself).
Dima placed another cube. Are there more or fewer cubes? (more). Let's answer with a complete answer (there are more cubes).
What do you think, if there are more cubes, what sign should we put? (we will put a plus sign). Well done guys, you answered my question with a complete answer.
How many dice did Dima bet? (Dima placed one die). So, what number should we put after the plus sign? (after the plus sign we will put the number 1).
On the board and children’s tables there is a “write”:
Why? (because we didn’t find out how many cubes there are on the table)
What question will we ask in the problem? (How many cubes are there on the table?)
To “write down” how many cubes are on the table, what sign should we put? (we must put an equal sign)
Put an equal sign.
“Writing” on the board and children’s tables
The speech pathologist teacher once again clarifies what each number and each sign of the “record” means, and then invites the children to solve the problem and finish the “record.”
Guys, we just solved the problem, you did great.
2) Ball game “Name it quickly”
The game is played in a circle and a leader is chosen. He throws the ball to one of the children and asks: “What day of the week is it before Friday?” The child who caught the ball answers: “Thursday.” Now he becomes the leader, throws the ball to another child and asks the question: “What day of the week was yesterday?” So the role of the leader gradually passes from one child to another.
Name the day of the week after Tuesday;
Name the day of the week between Wednesday and Friday;
If one of the players cannot immediately give an answer, the leader asks all the children to help him. Children may not give complete answers, since in the game it is important to activate and consolidate children’s knowledge about the days of the week and their sequence
3) Drawing up a task.
Guys, let's solve one more problem. The teacher-defectologist puts 5 cars on the table. How many cars are on the table? (there are 5 cars on the table). One car left. Are there more or fewer cars? (there are fewer cars).
Let's create a task. (There were 5 cars on the table, one car left)
What can you ask about the cars that were left on the table? (How many cars are left?)
The speech pathologist teacher invites the children to “write down” the task using numbers and signs from the “Count myself” set and does the same on the board.
How many cars were on the table? (There were 5 cars on the table). How many cars left? (One car left). Are there more or fewer cars now? (There are fewer cars). If there are fewer cars, then what needs to be done, what sign should we put in the “record?” (We will put a minus sign in the entry) If we put a minus sign, does that mean we are adding or subtracting? (We subtract).
Solve the problem and finish the “record.” On the board of the speech pathologist teacher and on the children’s tables there is a “write-down”:
How many cars are left? (4 cars left). How did we solve the problem? (One car was taken away from five cars. Four cars remained)
What was the answer to the problem? (Four cars).
3. Final part.
Summary of the lesson.
Did you enjoy the activity?
What did you like most?
What did we learn to do in class today? (To solve problems).
Used Books.
1 V.P. Novikova. Mathematics in kindergarten 6–7 years old. M. Mosaic-Sinetz 2014
2 HP Metlina. Mathematics in kindergarten M. Education 2000
3 D Popova. The best games for child development and preparation for school St. Petersburg 2013
4 G.M. Blinova. Cognitive development of children M. Creative Center Sphere 2010
5 O. N. Krylova. Introduction to mathematics M. Exam 2010
6 G.A. Zuckerman. Types of communication in teaching M. 2009
7 How to design universal educational activities in elementary school: from action to thought: a manual for teachers / edited by A.G. Asmolov. M. Education 2008
8 E. Bortnikova. Learning to solve problems M. Litur 2016
9 A.V. Golovchenko. Think, decide, consider M. Creative Center Sphere 2015
MKDOU Kindergarten No. 2 “Sun”
Interactive games
and tasks
by formation
elementary
mathematical
submissions
for children 6 – 7 years old
Developed by:
teacher of the 1st qualification category Bushueva Olga Vladimirovna.
Fill in the missing numbers.
Match pairs of socks. How many pairs are there in total?
Color in the answer.
1 2 3 4 5 6 7 8 9 10
How many apples should be added to
does each basket have 9 apples?
Find the mistake and erase it with an eraser
the required number of points.
What numbers do the numbers consist of?
, 7 1 6 4 4 2 9 9 5 3 2 1 3 8 7 5 4 7 7 2 8 3 9 0 0 " width="640"
Place the signs
Solve examples and connect with
the correct answer.
Count in tens from 10 to 100 and
connect in number order.
Count in tens from 100 to 10 and
fill in the missing numbers.
Add the numbers.
1. 10 11
2. 16 15
3. 14 15
4. 20 19
5. 11 12
Name all the coins you see
on the picture? Trace with a blue pencil
penny coins, and red - ruble coins.
How long are the segments?
Compare the lengths.
Which segment is the longest and shortest?
Which segments are the same in length?
Draw paths for each animal.
Longest for a wolf, longest for a hare
long, for a fox short, and for a hedgehog
the shortest one.
How many liters of water are in each carafe?
How can you measure quantity?
water in the carafe?
How many liters of water are in a small jar?
The large jar holds 5 liters
water. How many times will it take to pour
small cans?
What's easier? Why?
With the help of what device can we
find out the weight of each item?
Balance math scales .
Place the numbers from the widest tape
to the narrowest, in descending order.
Solve the problem.
The bear prepared a lot of logs for
building your house. For his hut
6 wide logs have been prepared, and for
4 narrow roofs. How many logs are there in total?
did the bear prepare to build a house?
How high will the garage be needed?
every car?
Solve the problem.
The children played with construction sets.
Sasha, built a house 5 meters high,
and Lesha built a house 3 meters high.
How many meters
Lesha's house is lower than Sasha's?
Make up of counting sticks
geometric figures.
Make a rocket using counting sticks as in the picture,
finish drawing portholes.
In each row, find the extra figure and
cross it out. Explain why it is redundant?
Divide all these geometric ones
figures into four groups.
Make one triangle
polygon made of several squares
one rectangle.
Connect the geometric ones with a line
figures with geometric bodies.
What are these geometric ones called?
figures?
How many lines, how many rays are there in the picture?
how many segments?
Using what geometric shapes
can you draw the sun, a bench and a house?
Draw these objects and color them.
Orientation in
space
Graphic dictation No. 1. Pattern.
Now indent 1 line and reflect in
the resulting pattern in the mirror.
Graphic dictation No. 2. Pattern.
Continue drawing until the end of the line.
Now indent 2 lines and reflect in
the resulting pattern in the mirror.
What number indicates the diagram?
plan, route and map?
Which of the guys walks from left to right,
from right to left, from bottom to top, from top to bottom?
The cat meows, screams, he doesn’t sit still.
Put him on a chair, and now under the chair.
Place it on the left, on the right, and also forward and backward.
The cat will be very happy.
Write the letter "M" at the beginning and the letter "C" at the end.
in the middle there is the letter “O”, after the “O” - the letter “D”,
before “C” - the letter “E”, next to “M” - “O”, and
for "O" - the letter "L".
Orientation in
time
Guess the riddles.
Name the sequence of seasons
starting in winter.
Even though there is snow and ice,
The snow is melting, the meadow has come to life.
And when he leaves, he sheds tears.
The day comes, when does it happen?.
The sun is shining, the linden tree is blooming.
Came without paints and without a brush.
When does rye ripen?
And repainted all the leaves.
What time of year is depicted on each
picture? Match the pictures with the matching one
title. How many seasons are there in total?
Summer
Autumn
Winter
Spring
Arrange the trees in the correct order
sequences starting in spring .
Put the months in order .
April
June
December
July
November
October
September
February
January
August
March
Put the days of the week in order and
you will find out what kind of fairy tale is hidden.
Color the rectangles this color
so that they match the colors of the rainbow.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Draw the minute and hour on the clock
arrows so that they show:
7 o'clock
3 hours
12 hours
1 hour
What time does the clock show?
Write the numbers.
How many seasons, months of the year,
days in a week, hours in a day, minutes in an hour?
Circle the correct answers.
Months of the year
Seasons
14 12 10
Hours in a day
minutes in an hour
60 24 12
Days in a week
What lasts the longest?
What is the shortest time?
Connect with an arrow from smallest to largest.
Minute
Day
