Irina Alexandrovna Pomoraeva, Vera Arnoldovna Pozina
Formation of elementary mathematical representations. The system of work in the preparatory group for school kindergarten
Library of the program "FROM BIRTH TO SCHOOL"
under general edition N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva
Pomoraeva Irina Aleksandrovna — Methodist of the Educational and Methodological Center for professional education Moscow, teacher of methodology mathematical development College of Education No. 15, Honored Teacher of Russia
Pozina Vera Arnoldovna — Methodist, teacher of methods of mathematical development of Pedagogical College No. 4, excellent student of public education
Foreword
This manual is addressed to educators working on an approximate basic general education program preschool education"FROM BIRTH TO SCHOOL", edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, to organize work in mathematics in a group preparatory to school.
The manual discusses the organization of work on the development of elementary mathematical concepts in children aged 6-7, taking into account the patterns of formation and development of their cognitive activity and age options.
The book presents rough planning work in mathematics for a 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 to master the methods and techniques of cognition, to apply the acquired knowledge in independent activities. This creates the prerequisites for the formation of a correct worldview, allows you to provide a general developmental orientation of learning, connection with the mental, speech development and various types activities.
Game situations with elements of competition, reading excerpts fiction motivate children and direct their mental activity to find ways to solve problems. The method of work does not imply direct training, which can negatively affect the comprehension and independent execution child math assignments, but implies the creation of situations of community, activity, provides all children with an equal start, which will allow them to successfully study at school.
The proposed system of work allows teachers to take into account the specifics of the activity educational institution and his priorities. The amount of material gives educators the opportunity to realize their creative potential and take into account the characteristics of a particular group of children.
Knowledge gained during the organized educational activities on the formation of elementary mathematical representations, it is necessary to consolidate in Everyday life. To this end Special attention should be given to the enrichment of role-playing games with mathematical content and the creation of a subject-developing environment, which stimulates the development of independent cognitive activity every child.
In working with children, preschool and can be used at home workbook"Mathematics for preschoolers: Preparatory group for school" (M.: Mozaika-Sintez, 2012).
The manual includes: a list of didactic games, additional material, recommendations on the organization of the developing environment. They reflect modern positions psychologists, teachers and methodologists, allowing to expand the content of work with children of the seventh year of life.
Further in the manual, for convenience of presentation, instead of the term “directly educational activity”, we will often use the term “occupation”, which is familiar to teachers. However, the term “lesson” should not mislead teachers: it does not imply lesson-type lessons. The task of the teacher is not to turn mathematics into a lesson, but to use the forms of work with children that correspond to their age, indicated in the exemplary basic general educational program of preschool education “FROM BIRTH TO SCHOOL”, edited by N. E. Veraksa, T. S. Komarova, M A. Vasilyeva.
Program content
Quantity
Development general ideas about the set: the ability to form sets on given grounds, to see the constituent parts of sets in which objects differ in certain characteristics.
Exercises in combining, adding to sets, removing a part from a set or its individual parts.
Consolidation of the ability to establish relationships between the individual parts of the set, as well as the whole set and each of its parts on the basis of counting, pairing objects or connecting objects with arrows.
Improving the skills of quantitative and ordinal counting within 10. Acquaintance with counting within 20.
Introduction to second ten numbers.
Strengthening the understanding of the relationship between the numbers of the natural series (7 is more than 6 by 1, and 6 is less than 7 by 1), the ability to increase and decrease each number by 1 (within 10).
Strengthening the ability to call numbers in direct and reverse order(oral counting), subsequent and previous number to the named or indicated by a number, to determine the missing number.
Introduction to numbers from 0 to 10.
Formation of the ability to decompose a number into two smaller ones and make up a larger one from two smaller ones (within 10, on a visual basis).
Acquaintance with coins of denominations of 1, 5, 10 kopecks, 1, 2, 5, 10 rubles (distinguishing, setting and exchanging coins).
Formation of the ability on a visual basis to compose and solve simple arithmetic problems for addition (less is added to more) and subtraction (subtracted less than the remainder); when solving problems, use the action signs: plus (+), minus (-) and the ratio sign equals (=).
Value
Strengthening the ability to divide an object into 2-8 or more equal parts by bending an object (paper, fabric, etc.), as well as using a conditional measure; correctly designate parts of the whole (half, one part of two (one second), two parts of four (two fourths), etc.); establish the ratio of the whole and the part, the size of the parts; find parts of the whole and the whole from known parts.
Formation of initial measuring skills. Strengthening the ability to measure the length, width, height of objects (segments of straight lines) using a conditional measure (paper in a cage).
Strengthening the ability of children to measure the volume of liquid and bulk substances using a conditional measure.
Formation of ideas about the weight of objects and how to measure it. Strengthening the ability to compare the weight of objects (heavier - lighter) by weighing them on the palms. Introduction to scales.
The development of ideas that the result of measurement (length, weight, volume of objects) depends on the value of the conditional measure.
The form
Clarification of knowledge about geometric shapes, their elements (vertices, angles, sides) and some of their properties.
Formation of ideas about a polygon (for example, a triangle and a quadrangle), about a straight line, a straight line segment.
Consolidation of the ability to recognize figures regardless of their spatial position, depict, arrange on a plane, arrange by size, classify, group by color, shape, size.
Strengthening the ability to model geometric shapes; make one polygon from several triangles, one large rectangle from several small squares; from parts of a circle - a circle, from four segments - a quadrangle, from two short segments - one long one, etc .; design figures according to verbal description and list them characteristic properties; make thematic compositions from figures according to your own design.
Consolidation of the ability to analyze the shape of objects as a whole and their individual parts; recreate complex objects from separate parts by contour samples, by description, presentation.
Orientation in space
Formation of the ability to navigate on a limited surface (a sheet of paper, a blackboard, a page of a notebook, books, etc.); arrange objects and their images in the indicated direction, reflect in speech their spatial arrangement (above, below, above, below, left, right, left, right, in the upper left (lower right) corner, in front of, behind, between, next to, etc.) .).
Acquaintance with the plan, scheme, route, map. Development of the ability to model spatial relationships between objects in the form of a drawing, plan, diagram.
Formation of the ability to "read" the simplest graphic information, indicating the spatial relationships of objects and the direction of their movement in space: from left to right, from right to left, from bottom to top, from top to bottom; independently move in space, focusing on the conventions (signs and symbols).
Orientation in time
Formation elementary representations about time: its fluidity, periodicity, irreversibility, the sequence of days of the week, months, seasons.
Strengthening the ability to use words-concepts in speech: first, then, before, after, earlier, later, at the same time.
Development of a "sense of time", the ability to save time, regulate one's activities in accordance with time; distinguish between the duration of individual time intervals (1 minute, 10 minutes, 1 hour).
Formation of the ability to determine the time by the clock with an accuracy of 1 hour.
Approximate distribution of program material for the year
I quarter
September
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Get to know number 3.
Lesson 5
Get to know number 4.
Lesson 6
Get to know number 5.
October
Lesson 1
Get to know the number 6.
Develop the ability to move in space in accordance with the conventions.
Lesson 2
Get to know the number 7.
Lesson 3
Get to know the number 8.
Lesson 4
With the composition of the number 9 from units.
With number 9.
Develop an eye.
Lesson 5
Lesson 6
With the composition of the number 10 from units.
With number 0.
Keep learning to find .
e.
Lesson 7
Lesson 8
Continue reading numbers from 1 to 9.
November
Lesson 1
Learn to make the number 4 from two smaller numbers and decompose it into two smaller numbers.
Strengthen ordinal counting skills within 10.
Develop the ability to analyze the shape of objects and their individual parts.
Improve ideas about the weight of objects and the ability to determine regardless of their appearance objects weigh the same or not.
To consolidate the ability to consistently identify and name the days of the week.
Lesson 2
Learn to make the number 5 from two smaller numbers and decompose it into two smaller numbers.
Introduce the formation of numbers of the second ten within 15.
To improve the ability to build a serial series by the weight of objects.
To consolidate the ability to navigate on a sheet of paper and reflect in speech the spatial arrangement of objects with the words: top, bottom, left, right.
Lesson 3
Learn to compose the number 6 from two smaller numbers and decompose it into two smaller numbers.
Continue to introduce the formation of the second ten numbers within 15.
To introduce the measurement of quantities using a conditional measure.
Develop the ability to navigate in space with the help of symbols and schemes.
Lesson 4
Learn to compose the number 7 from two smaller numbers and decompose it into two smaller numbers.
Continue to introduce the formation of the second ten numbers within 20.
Lesson 5
Learn to compose the number 8 from two smaller numbers and decompose it into two smaller numbers.
Strengthen counting skills in forward and reverse order within 15.
Exercise in measuring the length of objects using a conditional measure.
Develop the ability to navigate on a sheet of paper in a cage.
Lesson 6
Learn to compose the number 9 from two smaller numbers and decompose it into two smaller numbers.
Improve counting skills within 20.
Exercise in measuring the height of objects using a conditional measure.
Continue to develop the ability to navigate on a sheet of paper in a cage.
Lesson 7
Learn to make the number 10 from two smaller numbers and decompose it into two smaller numbers.
To consolidate the ability to determine the previous, subsequent and missing number to the one named or indicated by a number within 10.
Exercise in the ability to measure the length and width of objects using a conditional measure.
Lesson 8
To consolidate ideas about the quantitative and ordinal value numbers within 10.
To consolidate the ability to make the number 10 from units.
Skills for measuring the size of objects; to acquaint with the dependence of the measurement results on the value of the conditional measure.
Develop the ability to move in space in given direction.
Ability to model objects using familiar geometric shapes.
II quarter
December
Lesson 1
Introduce coins in denominations of 1, 2, 5, 10 rubles and 1, 5, 10 kopecks.
Continue to develop orientation skills on a sheet of paper in a cage.
Clarify ideas about polygons and how to classify them by type and size.
Lesson 2
Continue to acquaint with coins in denominations of 1, 5, 10 rubles.
To form ideas about time, to introduce the hourglass.
Lesson 3
Continue to acquaint with coins in denominations of 1, 5, 10 rubles, their set and exchange.
Develop a sense of time, learn to regulate their activities in accordance with the time interval.
To develop the ability to recreate complex-shaped objects from separate parts according to contour samples.
Lesson 4
Continue to clarify ideas about coins in denominations of 1, 2, 5, 10 rubles, their set and exchange.
Learn to measure the volume of bulk solids using a conditional measure.
Introduce the clock, learn to set the time on the clock layout.
Continue to learn to determine the shape of objects and their parts.
Lesson 5
Continue to learn how to measure the volume of bulk solids using a conditional measure.
Continue to introduce the clock, learn to set the time on the clock layout.
Develop the ability to navigate on a sheet of paper in a cage.
To consolidate ideas about the polygon; to acquaint with its special cases: a pentagon and a hexagon.
Lesson 6
Familiarize yourself with the rules of measurement liquid substances with a conditional measure.
To consolidate the understanding of the relationship between the numbers of the natural series, the ability to increase (decrease) the number by 1 within 10.
Develop a sense of time; learn to distinguish the duration of time intervals within 5 minutes.
Develop the ability to model geometric shapes.
Lesson 7
Improve the ability to decompose a number into two smaller ones and compose from two smaller ones more within 10.
To consolidate ideas about the sequence of times and months of the year.
To develop the ability to design geometric shapes according to a verbal description and listing of characteristic properties.
Exercise in the ability to combine parts into a whole set, to compare the whole and part of the set.
Lesson 8
To consolidate the ability to decompose a number into two smaller numbers and make a larger number from two smaller ones within 10.
Develop the ability to name the previous, subsequent and missing number to the named one.
Reinforce ideas about the order of the days of the week.
Develop the ability to modify geometric shapes.
January
Lesson 1
Learn to write arithmetic addition problems.
To consolidate the ability to see geometric shapes in surrounding objects.
Lesson 2
Improve the ability to navigate on a sheet of paper in a cage.
Develop attention, memory, logical thinking.
Lesson 3
The ability to measure the volume of liquid substances using a conditional measure.
The ability to navigate on a sheet of paper in a cage.
Attention, memory, logical thinking.
Lesson 4
Learn to compose and solve arithmetic problems for addition and subtraction.
To acquaint with coins in denominations of 1, 2, 5, 10 rubles, their set and exchange.
Improve the ability to navigate on a sheet of paper in a cage.
Develop attention, logical thinking.
Lesson 5
Continue to learn how to compose and solve arithmetic problems for addition and subtraction.
Continue to introduce the clock and set the time on the clock layout.
Improve the ability to navigate on a sheet of paper in a cage.
Lesson 6
Continue to learn how to compose and solve arithmetic problems for addition and subtraction.
Improve understanding of the sequence of numbers within 20.
Develop the ability to divide the whole into 8 equal parts and compare the whole and its parts.
Develop the ability to determine the location of objects relative to each other.
Lesson 7
Develop ideas about geometric shapes and the ability to draw them on a sheet of paper.
To consolidate the ability to name the previous, subsequent and missing number, indicated by a number.
Lesson 8
Learn how to write and solve addition and subtraction problems on your own.
Improve ideas about the parts of the day and their sequence.
exercise in correct use in the speech of words: first, then, before, after.
To consolidate the ability to see in the surrounding objects the forms of familiar geometric shapes.
February
Lesson 1
Continue to learn how to compose and solve arithmetic problems for addition.
Exercise in counting objects according to the model.
Learn to measure the length of straight line segments in cells.
Develop attention, memory, logical thinking.
Lesson 2
Continue to learn how to compose and solve arithmetic problems for addition and subtraction.
To consolidate the ability to name the winter months.
Improve the ability to make a number from units.
Exercise in drawing up thematic compositions from geometric shapes.
Lesson 3
Continue to learn how to compose and solve arithmetic problems for addition and subtraction.
To consolidate the ability to consistently name the days of the week and use the words correctly in speech: earlier, later, first, then.
Continue to form the ability to determine a segment of a straight line and measure its length by cells.
Develop ideas about the size of objects.
Lesson 4
Continue to learn how to compose and solve arithmetic problems for addition and subtraction.
Expand your understanding of the weight of objects.
Strengthen the ability to modify geometric shapes.
Improve the ability to navigate in a notebook in a cage, perform tasks according to verbal instructions.
Lesson 5
Continue to learn how to compose and solve arithmetic problems for addition and subtraction.
Improve the skills of measuring the height of objects using a conditional measure.
Continue to acquaint with the clock and learn to tell the time with an accuracy of 1 hour.
Lesson 6
Learn to compose and solve arithmetic problems for addition and subtraction.
Develop ideas about geometric shapes and the ability to draw them on a piece of paper in a cage.
Develop logical thinking.
Lesson 7
Improve counting skills with a change in its basis.
The ability to move in space in a given direction in accordance with the conventions.
Lesson 8
Learn how to write and solve addition and subtraction problems.
Ideas about the quantitative and ordinal values of a number, the ability to answer the questions “How much?”, “Which in order?”, “In which place?”.
Improve the ability to model geometric shapes.
Develop attention, imagination.
III quarter
March
Lesson 1
Continue to teach yourself to compose and solve arithmetic problems within 10.
To improve the ability to divide a circle into 8 equal parts, correctly designate parts, compare the whole and its parts.
Exercise in the ability to determine the time on the clock with an accuracy of 1 hour.
Develop attention.
Lesson 2
Strengthen understanding of relationships standing numbers within 10.
Improve the ability to navigate on a sheet of paper in a cage.
Develop attention.
Lesson 3
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Improve the ability to measure the length of objects using a conditional measure.
Improve the ability to orientate on a sheet of paper in a cage.
To consolidate the ability to name successively the times and months of the year.
Lesson 4
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Exercise in the ability to compose a number from two smaller numbers and decompose a number into two smaller numbers.
To consolidate ideas about coins in denominations of 1, 2, 5, 10 rubles.
Develop the ability to orientate on a sheet of paper in a cage.
Exercise in the ability to determine the weight of objects using scales.
Lesson 5
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Develop the ability to combine parts of a set, compare the whole and its parts based on the count.
To improve the ability to see in the surrounding objects the forms of familiar geometric shapes.
Lesson 6
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Strengthen the ability to consistently name the days of the week.
Develop the ability to model spatial relationships between objects on the plan.
Develop spatial perception of form.
Lesson 7
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Develop the ability to navigate on a sheet of paper in a cage.
Improve the ability to design three-dimensional geometric shapes.
Practice counting forward and backward within 20.
Lesson 8
Exercise in decision arithmetic problems for addition and subtraction within 10.
Develop the ability to navigate on a sheet of paper in a cage.
Improve counting skills with a change in counting base within 20.
Develop attention, memory, logical thinking.
April
Lesson 1
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Exercise in the ability to navigate on a sheet of paper in a cage.
Develop the ability to measure the length of objects using a conditional measure.
Develop attention, memory, logical thinking.
Lesson 2
Exercise in the ability to navigate on a sheet of paper in a cage.
Develop the ability to consistently name the days of the week, months and seasons.
Develop attention, memory, logical thinking.
Lesson 3
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Exercise in the ability to navigate on a sheet of paper in a cage.
Develop attention, memory, logical thinking.
Lesson 4
Continue to teach yourself to compose and solve problems for addition within 10.
Exercise in the ability to navigate on a sheet of paper in a cage.
To develop the ability to create complex-shaped objects from separate parts according to the presentation.
Develop attention, memory, logical thinking.
Lesson 5
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Exercise in the ability to navigate on a sheet of paper in a cage.
To consolidate the ability to make a number from two smaller ones and decompose it into two smaller numbers within 10.
Develop attention, memory, logical thinking.
Lesson 6
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Exercise in the ability to navigate on a sheet of paper in a cage.
To consolidate ideas about three-dimensional and flat geometric shapes.
Develop attention, memory, logical thinking.
Lesson 7
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Exercise in the ability to navigate on a sheet of paper in a cage.
Develop attention, memory, logical thinking.
Lesson 8
Continue to learn how to independently compose and solve problems for addition and subtraction within 10.
Exercise in the ability to navigate on a sheet of paper in a cage.
To improve the ability to navigate in the surrounding space relative to oneself and another person.
Develop attention, memory, logical thinking.
May
Work to consolidate the material covered.
September
Lesson 1
Program content
Exercise in dividing the set into parts and combining its parts; to improve the ability to establish the relationship between the set and its part.
Ordinal counting skills within 10, the ability to answer the questions “How much?”, “Which one?”, “In which place?”.
Ideas about relative position objects in space (in a row): left, right, before, after, between, in front of, behind, next to.
Ability to consistently identify and name the days of the week.
Demo material. Cards on which circles are drawn (from 1 to 7), Dunno things (hat, shoes, etc.), doll furniture or room layout, doll, bear, 3 cubes, 3 pyramids.
I part. Game "Live week".
The teacher calls seven children to the board and invites them to take cards on which circles are drawn (from 1 to 7). Children perform various movements to the music on the instructions of the leader. At the end of it, they line up, forming a week: the child gets up first, who has one circle drawn on the card (Monday), the second - who has two circles on the card (Tuesday), etc. Checking is carried out by roll call with the names of the days of the week .
The game is repeated 2-3 times with a change of participants.
II part. Didactic game"Who left?"
Ten children come to the blackboard and line up. The rest count them in order, memorize the sequence of construction and close their eyes. At this time, one of those standing in the line leaves. Children open their eyes and determine who left and where the departed stood.
The game is repeated 2-3 times with the change of children in the line.
III part. game exercise"Let's help Dunno find things."
On the flannelgraph is a model of Dunno's room (you can use doll furniture). Dunno's things lie in different places in the room: a hat is near the closet, one shoe is next to a chair, the other is behind the bed, etc.
The teacher informs the children that Dunno is going to visit the Pencil, but cannot find his things. The teacher invites the children to help Dunno. Children name the location of each thing: “The hat is near the closet,” etc. Dunno thanks for the help.
IV part.
The teacher tells the children that a doll has come to visit them and offers to play with it. He puts 3 cubes and 3 pyramids on the table and asks: “How many cubes? How many pyramids? What can be said about the number of pyramids and cubes?
The teacher puts the cubes and pyramids together and asks: “How many toys does the doll have in total? (Children count toys.) Six toys. How many pyramids? Which is more: toys or pyramids? How many cubes? What is less: cubes or toys? Group of toys (generalizing gesture) more group pyramids, its parts (shows). A group of toys is larger than a group of cubes, its parts.
The teacher offers the doll to play with the bear, and the children equally divide the toys between them (consider different variants equality). The correctness of the task is checked on the basis of the score.
Lesson 2
Program content
Exercise in dividing the set into parts and combining the parts into a whole group; to improve the ability to establish the relationship between the set and its part.
The ability to divide a circle and a square into 2 and 4 equal parts, compare and name them.
Ability to recognize and name familiar geometric shapes.
Didactic visual material
Demo material. Doll, bear, bunny, 3 cubes, 3 pyramids, 3 cars, 5 circles of the same color, 2 baskets, 2 sets building material(with flat and voluminous geometric shapes- in accordance with the program content).
Handout. Envelopes containing 1/4 of a circle or square, a box with the rest of the figures, squares of the same color (5 pcs for each child).
Guidelines
I part.
There are 5 circles of the same color on the flannelgraph. Children determine their number.
Children, together with the teacher, count the circles in reverse order (from 5 to 1). Then the teacher asks: “What did we do when we counted from five to one?” (Reduced by one.)
II part.
The teacher offers to perform a similar task using squares of the same color. Children count the squares, remove one at a time and determine how many are left. Together with the teacher, they call the numbers in reverse order. (Five, four, three, two, one.)
III part. Relay game "Who will decompose the building material faster?".
Children are divided into two teams by counting the first or second. The first command must find in the basket and transfer to another basket all flat figures, and the second - all three-dimensional figures.
In the process of checking the task, the children show and name the figures.
IV part. Didactic game "Make a whole according to its part."
Children have envelopes with parts of geometric shapes. The teacher suggests compiling a whole geometric figure by selecting the missing parts from the box.
After completing the task, the children determine which figures they got and how many parts they consist of.
Then the teacher asks the children: “How can you name each part of your figure? Which is larger: the whole or one second (one fourth) part? Which is smaller: one second (one fourth) part or the whole?
V part. Game exercise "We collect toys for the doll."
The teacher informs the children that a doll has come to visit them, and offers to play with it. He puts three groups of toys on the table (3 cubes, 3 pyramids, 3 cars) and asks: “How many cubes? How many pyramids? How many cars? What can be said about the number of pyramids, cubes and cars? (Cubes, pyramids, cars equally, three each.)
The teacher puts cubes, pyramids and cars together and asks: “How many toys does the doll have in total? (Children count toys.) That's right, nine toys. How many pyramids? Which is bigger: nine toys or three pyramids? Which is smaller: three pyramids or nine toys? (Similarly, toys and blocks, toys and cars are compared.)
The teacher concludes: “A group of toys (generalizing gesture) is larger than a group of pyramids (shows) and more than a group of cubes, its parts.”
Then the teacher invites the doll to play with the bear and the bunny, and the children equally share the toys between them. The correctness of the task is checked on the basis of the score.
Lesson 3
Program content
Introduce the numbers 1 and 2 and learn to denote numbers by numbers.
Exercise in the skills of quantitative counting forward and backward within 10.
To consolidate the ability to navigate on a sheet of paper, determine the sides and corners of the sheet.
Improve your understanding of triangles and quadrilaterals.
Didactic visual material
Demo material. Cards with numbers 1 and 2, dummies of mushrooms (1 white mushroom and 2 boletus), 10 triangles of the same color, pattern sample.
Handout. Cards with numbers 1 and 2, rectangles of the same color (10 pieces for each child), sheets of paper, colored pencils.
Guidelines
I part. Game exercise "Count the mushrooms."
On the teacher's table are dummies of mushrooms: 1 white mushroom and 2 boletus.
The teacher clarifies the names of mushrooms in children, finds out whether they are edible or not. Then he asks: “How many white mushrooms? Who knows what digit can represent the number one?
The teacher shows a card with the image of the number 1, places it next to the porcini mushroom and asks: “What does the number one look like? Find a card with the number one and circle it with your finger.
Clarifies: "The number one stands for the number one."
Similarly, the teacher introduces children to the number 2.
II part. Didactic game "Find the same".
The teacher shows the number. Children find the appropriate number of objects in the group and justify their choice. (One watch, two vases, two paintings...)
The teacher clarifies: "The number one (two) shows the number one (two)."
The teacher calls the number of items, the children show the corresponding number.
III part. Game exercise "Count the figures."
There are 10 triangles of the same color on the flannelgraph. Children determine their number. Then the teacher asks: “How many triangles will be left if we remove one triangle each time?”
Children, together with the teacher, count the triangles in reverse order (from 10 to 1). The teacher clarifies: “What did we do when we counted from ten to one?”
IV part. Working with handouts.
Children have ten rectangles. The teacher offers to perform a similar task. Children count the rectangles, remove one at a time and determine how many are left. Together with the teacher, they call the numbers in reverse order. (Ten, nine, eight... one.)
V part. Didactic game "Remember and perform" (auditory dictation).
Children have sheets of paper and colored pencils. The teacher specifies the name of the sides and corners of the sheet.
Then he gives the children tasks:
1) draw a straight line along the top side of the sheet with a red pencil (along the bottom side - with a green pencil, along the left side - with a blue pencil, along the right side - with a yellow pencil);
2) in the upper left corner, draw a circle with a red pencil (in the lower left corner - with a blue pencil, in the upper right corner - with a yellow pencil, in the lower right corner - with a green pencil);
3) put a dot in the middle of the sheet with a red pencil.
The children check the correctness of the task according to the model of the educator.
The teacher clarifies: “What and where did you draw?”
Children name the details, their color and location.
Lesson 4
Program content
Get to know number 3.
Learn to name the previous and subsequent number for each number of the natural series within 10.
To improve the ability to compare 10 objects (by length, width, height), arrange them in ascending and descending order, indicate the results of the comparison with the appropriate words.
Exercise in the ability to move in a given direction.
Didactic visual material
Demo material. Image cards various items(on a card from 1 to 3 items), 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 number of circles, cards with circles (from 1 to 10 circles; see fig. 1), cards with labyrinths, pencils, 10 multi-colored strips different lengths and width, 1 strip of paper (for each child), cards with numbers from 1 to 3 (for each child), stars.
Guidelines
I part. Game exercise "Count the sounds (objects, movements)."
In front of the children are cards with numbers from 1 to 3. The teacher offers to find a card with the number 1 and put it in front of you. Then he asks: “What number can be denoted by this figure? What is the only one in the group?
The teacher asks the children to find a card with the number 2 and put it next to the number 1: “What number does the number two represent? Why does a person have two? (Two eyes, two ears...)
The teacher shows a card with the image of three objects and asks the children how many objects are on the card. Then he shows a card with the number 3 and clarifies that the number 3 stands for the number 3.
What does the number three look like? - the teacher asks the children. - Find a card with the number three and circle it. Now put the number three next to the number two and call the numbers in order.
Then the teacher invites the children to play: "Indicate the number of sounds heard (objects on the card, movements seen)." Each time the teacher specifies what number the children indicated the number of sounds (objects, movements) and why.
II part. Game exercise "Name the previous and subsequent number."
Each child has a card with circles (from 1 to 10) and a set of 10 cards with circles (from 1 to 10).
Rice. one
The teacher explains to the children: “Each number has two neighbor numbers: the younger one is less than one, it stands in front and is called the previous number; the older one is greater by one, it comes after and is called the subsequent number. Examine your cards and determine the neighbors of your number.
Children determine the previous and subsequent numbers to the number of circles shown on the card and cover the empty squares with a card with a certain number of circles.
After completing the task, the children explain: what number is the previous (next) to the number indicated on the card and why these numbers were called neighbors.
III part. Game exercise "Lay out and tell about the length and width of the strips."
Children have 10 strips of different lengths, widths and colors. The teacher together with the children finds out the differences between them. Gives tasks: “Lay out the strips, starting with the shortest and ending with the longest, and name the length of each of them. What can you say about the length of the adjacent stripes: red and brown? (The red stripe is longer than the brown one.) What can you say about the length of the brown and green stripes? (The brown stripe is longer than the green one.) The brown stripe is shorter than the red one, but longer than the green one.
Now lay out the strips of different widths: from the widest to the narrowest from left to right (see Fig. 2), and tell us how you arranged them. (The teacher clarifies the rules for unfolding.)
The teacher draws the attention of the children to the fact that each subsequent strip is reduced by the same amount, and offers to check this with a strip of paper. Children apply a strip of paper to the first strip on the right, determine how much the width of the strips differs, mark this value with a fold line and cut off the resulting measure. Then they apply the measure to all the strips and make sure that the width of each strip differs by the same amount.
Rice. 2
IV part. Game exercise "Let's put the cylinders in a row."
Cylinders of different heights are randomly placed on the carpet. The teacher offers to arrange the columns in a row: from the lowest to the highest. Preliminarily clarifies the rules for laying out objects in height.
Children take turns completing the task: each child, choosing the next cylinder, pronounces his actions (“I choose the lowest cylinder from the remaining cylinders, compare it with all the cylinders and put it next to me.”)
One child gets a cylinder of the same height as the previous one. The teacher notices that the cylinders are the same height, and checks this with the children. Then he proposes to remove the extra cylinder.
After completing the task, the children talk about the height of each cylinder in the row.
V part. Game exercise "Find a way out of the maze."
The teacher offers to consider the maze, find a way out of it and draw it with a pencil. In the process of completing the task, the children comment on their actions and correct mistakes.
Children who successfully completed the task receive stars.
Lesson 5
Program content
Get to know number 4.
To consolidate ideas about the quantitative composition of the number 5 from units.
To consolidate the ability to compare two objects in size (length, width) using a conditional measure equal to one of the compared objects.
Develop the ability to indicate in speech your location relative to another person.
Didactic visual material
Demo material. Dolls (one of them with a pigtail), cards with numbers from 1 to 4, cards with the image of items of clothing and shoes (on a card from 3 to 5 items), 2 ribbons of different lengths, measures (cardboard strip, equal to the length a short ribbon for a doll, a stick, a rope, etc.).
Handout. Cards with numbers from 1 to 4 (for each child), pencils different color(5 pcs for each child), cars, blocks of bars (for each pair of children), strips of paper (1 pc for a pair of children).
Guidelines
I part. Game exercise "Let's help the dolls find the numbers."
The dolls ask the children to guess what numbers they show (within 3). Children guess, find the same ones and put the cards on the table. Then call the numbers in order.
The dolls show the children four cards with the number 1, offer to determine what number they made up, and explain how they made it up.
The teacher asks the children what number four can be. The dolls help to find the number and ask the children what it looks like. Children find cards with the number four, put them next to other cards and call the numbers in order.
II part. Game exercise "Make the number correctly."
The teacher asks the children to make up a number using pencils of different colors. He shows the children cards with the image of items of clothing or shoes and asks them to determine what number can be used to indicate the number of items, and make up this number with pencils.
The game exercise is repeated 3-4 times.
After each task, the teacher asks the children: “What number can indicate the number of items on the card? How many pencils did you take in total? How many pencils of what color did you take?
III part. Game exercise "Let's tie bows to the doll."
The teacher shows the children a doll with one pigtail and offers to change her hairstyle by making two pigtails with bows. The teacher explains: “One ribbon is already there. What needs to be done to cut another ribbon of the same length?
The children make their suggestions. The teacher leads them to the need to use a conditional measure. Children, together with the teacher, consider conditional measures and choose a cardboard strip. By direct comparison, they check the equality of the lengths of the cardboard strip and the ribbon. Using a cardboard strip, the called child measures and cuts the tape to the desired length. Another child compares the ribbons in length, makes sure that they are equal (the children indicate the equality of the ribbons with the words: “Identical in length”) and, together with the teacher, tie bows to the doll.
IV part. Game exercise "We build roads for cars."
The teacher tells the children that the dolls want to go to visit by car, but for this you need to build a road. Children perform the task in pairs on the carpet. During the exercise, the teacher asks them questions: “What parts will we build the road from? (From the bars.) How wide must the road be for a car to drive on it? (A little more than the width of the machine.) How to determine the width of the car? (Make a strip of paper equal to the width of the machine.)
Children make a sample-measure for the width of the machine by bending a strip of paper. Then they make a road, drive a car along it and make sure that the task is completed correctly.
V part. Game exercise "Where is the object located?".
The teacher invites the children to complete the following tasks: “Determine where the closet (clock, board, doll corner ...) is located relative to you. Where is the board relative to me? (The closet is on your left.)
The exercise can be carried out in the form of a competition between two teams, tasks can be given by children (leaders) following the example of a teacher.
Lesson 6
Program content
Introduce the quantitative composition of the number 6 from units.
Get to know number 5.
Strengthen the ability to sequentially name the days of the week.
Continue to form the ability to see in the surrounding objects the shape of familiar geometric shapes.
Didactic visual material
Demo material. Basket with items: compass, clock, thermos, mug, telephone, ball of rope, box, flag; backpack, cards with numbers from 1 to 5, cards with the image of various objects (from 1 to 5 objects).
Handout. Sets of geometric shapes, "leaves" of trees of different colors (8 pieces for each child), cards with numbers from 1 to 5.
Guidelines
Game situation "Walking in the forest".
I part. Game exercise "What does it look like?".
The teacher draws the attention of the children to the basket with objects. He takes them out one by one and asks the children to determine what geometric figure this or that object looks like. Children show the corresponding geometric shapes.
II part. Game exercise "Going on a hike."
The teacher invites the children to pack things for the trip and specifies what they need to take with them.
On the table are a compass, a basket, a backpack, a watch, a thermos, a mug, a computer, a telephone. The teacher gives the children the task of choosing six items that they will need on the trip. Then he clarifies: “How many items did you take? What number did you make? How did you make up the number six?
III part. Game exercise "Collect an autumn bouquet."
The teacher gives the children a riddle:
Came without colors
And no brush
And repainted all the leaves.
(Autumn)
On the floor there are "leaves" of trees of different colors. The teacher invites the children to make up the number 6 with their help so that the same color is not repeated twice.
Then the teacher asks the children: “How many leaves are in your bouquet? How many leaves of which color? How did you make up the number six?
IV part. Game exercise "Let's put the numbers in a row."
The teacher reads a poem to the children. Children show the corresponding cards with numbers and put the cards on the board.
Numbers lined up
We count everything:
Nose - one (Show number.)
And the head is one. (Show number.)
Eyes - two (Show number.)
And two ears. (Show number.)
The three of us are always heroes, (Show number.)
And three pigs too. (Show number.)
Four corners in the room (Show number.)
Four legs on the table. (Show number.)A. Usachev
The teacher asks the children: “How many fingers are on one hand?”
The teacher shows a card with the number 5 and explains: “This is the number five, it means the number five. Find a card with the number five and circle it with your finger.
And then she went to dance
Number five on paper.
Stretched out her hand to the right
The leg was sharply bent.
Children, on the instructions of the teacher, show the “handle” and “leg” at the number 5.
The teacher completes the number row with a card with the number 5. Children call the numbers in order. Then they lay out the numbers in order on their table, find similar figures(numbers 5 and 2) and explain how they differ.
Then the teacher invites the children to find a card with the image of five objects on the board (on the board there are cards that show from 1 to 5 objects) and says:
Five fingers exactly on the hand,
And five - a mark in the diary.
V part.
The teacher asks the children: “What day is today? On the same day, schoolchildren went on a hike and will return two days later for the third. On what day of the week will the schoolchildren return from the campaign?
The teacher offers the children 2-3 more similar tasks.
Lesson 1
Program content
Continue to learn how to make the number 6 from units.
Get to know the number 6.
Clarify the methods of dividing the circle into 2-4 and 8 equal parts, learn to understand the ratio of the whole and the parts, name and show them (half, one second, one fourth, one eighth, etc.).
Develop the ability to move in accordance with the conventions in space.
Didactic visual material
Demo material. Basket, models of fruits (apple, pear, orange, tangerine, peach, pomegranate) and vegetables (potato, carrot, beetroot, cucumber, zucchini, tomato, onion, eggplant), 2 plates, cards with numbers from 1 to 5, circle, 1/4 circle, scissors, truck, tree silhouette, "route" scheme (see Fig. 3).
Handout. Sets of colored pencils, white aspen (or maple) leaves cut out of paper, circles, scissors, cards with numbers from 1 to 6.
Guidelines
I part. Game exercise "Harvesting".
Children lay out cards with numbers from 1 to 5 on the table in front of them and call them in order.
The teacher shows the children a basket and puts 5 vegetables in it in turn. Then he asks: “How many vegetables are in the basket? What number can represent this number?
Children show the number 5.
The teacher adds a sixth vegetable and offers to count the vegetables in the basket. Then he asks: “What number can denote the number six? That's right, number six. (Shows a card with the number 6. The children find it with themselves.) What does the number six look like?
The teacher reads a poem about the number six:
"Six" is like a castle
And a cool ram's horn
On the jump of the gymnast "somersault"
And on the curl of the viola.A.Usachev
Children call the numbers in order and circle the number 6 with a finger.
II part. Game exercise "We lay out the harvest."
The basket contains fruits (apple, pear, orange, tangerine, peach, pomegranate) and vegetables (potato, carrot, beetroot, onion, tomato, cucumber, zucchini, eggplant).
The teacher invites the children to arrange fruits and vegetables on plates, then count the fruits and indicate their number by a number.
III part. Game exercise "Colorful leaves".
The teacher gives the children a task: “Make the number six using pencils of different colors. How many pencils are there? How many pencils of what color did you take? How did you make up the number six?
The teacher offers to color the aspen leaf in any color.
Physical education "Autumn leaves"
To the music, children with leaves in their hands perform dance moves on the instructions of the teacher (circling, crouching, running). At the end of the music, they attach the leaves to the silhouette of the tree.
IV part. Game exercise "Let's help the driver to bring vegetables and fruits to the fruit and vegetable base."
The teacher examines with the children a diagram of the movement of the car: the arrows indicate the direction of movement, and the numbers indicate the stops (see Fig. 3).
1 - stop "Vegetable field";
2 - stop "Orchard";
3 - stop "Fruit and vegetable base".
Rice. 3
The teacher, together with the children, discusses the features of the route (the beginning and direction of movement). Then the children drive the truck in accordance with the scheme (there are cards with numbers on the floor indicating the stops) and at each stop they load vegetables and fruits and take them to the fruit and vegetable base.
V part. Game exercise "Fruit pie".
The teacher asks the children: “What can be prepared from fruits?” (Bake a pie.)
The teacher shows the children a round cake and offers to divide it into two equal parts. Then he asks: “Into how many parts did you divide the circle? What is the name of each part? Which is larger: a whole or one half? Which is smaller: half or whole?
The teacher asks the children to divide each part into two more equal parts: “How many parts did it turn out? What is the name of each part? What is larger: a whole or one fourth? Which is less: one fourth or a whole?
The teacher invites the children to show 2/4 of the circle and finds out how 2/4 can be called differently. (Half.) Then he asks to find and show 3/4 of the circle (lay out in front of him) and asks: “Which is larger: a whole or three fourths? How many fourths are there in total? Now divide each quarter in half. (As shown by the teacher.) How many parts did it turn out? What is the name of each part? Which is larger: a whole or one eighth? Which is less: one eighth or a whole? How many eighths are in each quarter (half, whole)? How many guests can we serve our pie?”
Lesson 2
Program content
Introduce the composition of the numbers 7 and 8 from units.
Get to know the number 7.
Clarify the methods of dividing a square into 2, 4 and 8 equal parts; learn to understand the relationship between the whole and parts, name and show them (half, one second, one fourth, one eighth, etc.).
Reinforce the concept of triangles and quadrilaterals.
To consolidate the ability to consistently identify and name the days of the week.
Didactic visual material
Demo material. Geometric figures (all types of triangles and quadrangles), planar images of Dunno, Pencil, Znayka, Samodelkin, 2 boxes, 9 cards with the image different instruments(saw, hammer, drill, etc.), cards with numbers from 1 to 7.
Handout. Sheets of paper square shape, scissors, cards with numbers from 1 to 7.
Guidelines
I part. Game exercise "Let's put things in order."
The teacher draws the children's attention to the geometric shapes located on the flannelograph and clarifies their name. He offers to help Dunno arrange the figures in two rows: in the top row - triangles, in the bottom - quadrangles.
The task is performed by two children.
At the end of the work, the teacher asks the children: “Is the task completed correctly? What figures are in the top row and why were they selected? (These are triangles. They have three angles and three sides.) What figures are in the bottom row and why were they selected? (These are quadrilaterals. They have four corners and four sides.)
Then the children help Dunno to put things in order: arrange triangles and quadrangles in 2 boxes.
II part. Game exercise "Let's help Dunno to divide a sheet of paper."
Children have square-shaped sheets of paper. The teacher lays out a square on the flannelograph and asks: “What shape do the sheets of paper look like?”
Dunno asks the children to help divide a sheet of paper between him and the Pencil into equal rectangles. The teacher explains how this can be done. (Fold a sheet of paper in half, align opposite sides and corners, make a fold and cut along it.)
After completing the task, the teacher asks: “How many parts did it turn out? Are they the same size? How to check it? (By superimposing one part on another.) What is the name of each part? What is larger: a whole or a half? Which is smaller: half or whole? What can be said about the value of half and one half?
Then Dunno asks the children: “How to divide a sheet of paper if more guests come and there will be four of us?”
The teacher discusses division techniques with the children. Children divide each half of the sheet in half again so that the sheets are square in shape. Then he clarifies: “How many parts did it turn out? What is the name of each part? What is larger: the whole square or part of it? Which is less: one fourth or a whole?
“But how to divide a sheet of paper if more guests come and there will be eight of us?” - Dunno asks again.
The teacher discusses division techniques with the children. Children divide each half of the sheet in half again so that the sheets are rectangular in shape.
After completing the task, he asks the children questions: “How many parts did it turn out? What is the name of each part? What is larger: the whole square or part of it? Which is less: one eighth or a whole? What is more: one fourth or one eighth? (In accordance with the answer, the children show parts of the rectangle.)
III part. Game exercise "How many of us?".
Znayka together with Dunno call 7 children with different names. Children say names. Then the teacher asks: “How many children came to the blackboard? How many names have you heard? What number did we make? How did we make the number seven? What is the number for the number seven? Find the number seven on the number row on the board. What does the number seven look like?
The teacher reads the poem:
"Seven" - a braid, and a poker,
And a regular leg.A.Usachev
Children on their tables lay out digital rows from cards with numbers from 1 to 7 and circle the number 7 with their finger.
IV part. Game exercise "Let's help Dunno to make a number."
There are 9 cards on the flannelgraph with the image of different tools.
Dunno asks children to help his friend Samodelkin make the number 8 using different tools.
The called child performs the task. Then the teacher clarifies: “How many tools did you count out in total? How many tools did you take? How did you make up the number eight?
V part. Game exercise "Week, build up."
The teacher calls 7 children to the board and invites them to take one card from the table with numbers from 1 to 7 from the table.
The teacher asks the children how many days there are in a week, asks them to list them and, on a signal, line up in a line, forming a week.
The rest of the children check the correctness of the task.
The game exercise is repeated 2-3 times with the change of children and the day of the week for its formation.
Lesson 3
Program content
Continue to learn to make the numbers 7 and 8 from units.
Get to know the number 8.
Fix the consecutive naming of the days of the week.
Develop the ability to compose a thematic composition according to the model.
Didactic visual material
Demo material. Cards with circles (from 1 to 8 circles), an oval divided into parts (see Fig. 4), 8 circles of different colors, 8 cards of different colors, cards with numbers from 1 to 8.
Handout. Colored pencil sets, cards with circles (from 1 to 8 circles), ovals divided into parts, cards with numbers from 1 to 8, bird pattern from parts of an oval.
Guidelines
I part. Game exercise "Let's collect a seven-color flower." The teacher pronounces the magic words from the fairy tale "Flower-Semitsvetik":
Fly, fly, petal,
Through the west to the east
Through the north, through the south,
Come back, make a circle.
As soon as you touch the ground
To be in my opinion led.
The teacher offers the children to collect a magic flower from 7 colored pencils so that the same color is not repeated twice. After completing the task, the teacher asks: “How many colored pencils did you take? How many colored pencils are in your flower? How did you make up the number seven?
II part. Relay game "Who will get to the house faster?".
The teacher lays out 8 cards of different colors on the floor (they represent bumps) and asks the children to count them: “How many bumps are on the floor? How many bumps of what color? What number is made up? How did you make up the number eight?
Children are divided into 2 teams. The teacher invites them to get to the house over bumps without stepping twice on a bump of the same color.
Children check the correctness of the task.
III part. Game exercise "Find the number."
Numbers on the board. The teacher reads an excerpt from S. Marshak's poem "Merry Account":
The number "eight" - two rings,
Without beginning and end.
The called child finds the number 8 on the board. The teacher asks the children what else it might look like. Children, together with the teacher, draw it in the air and find the corresponding card with the number 8.
The teacher asks the children: “What number does the number eight represent? Count the same number of pencils. How many pencils did you count? Why did you count out eight pencils?” (The number eight stands for the number eight.)
IV part. Game exercise "Name the day of the week."
The teacher gives the children tasks:
What day of the week is today? What day of the week will be tomorrow? What day of the week was yesterday?
We fly to 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 up a week starting on Wednesday. Name each day of the week.
The called child performs the last task on the board.
V part. Didactic game "Columbus egg".
The teacher invites the children to consider the "Columbian egg" on the board: count its parts and make a picture on their tables according to the model.
Rice. four
Lesson 4
Program content
Introduce the composition of the number 9 from units.
Get to know the number 9.
Improve the ability to call numbers in direct and reverse order from any number.
Develop an eye.
To consolidate the ability to navigate on a sheet of paper, identify and name its sides and angles.
Didactic visual material
Demo material. Ball, animal cards (wolf, fox, hare, bear, elk, boar, hedgehog, squirrel, lynx, cat, dog, rabbit), number cards 1 to 9, 4 chairs, 4 circle cards different sizes.
Handout. Circles of different colors (10 pieces for each child), sheets of paper, pencils, circles of different sizes (in size they correspond to the circles on the cards from the demonstration material).
Guidelines
I part. Didactic game "Count further."
Children stand in a circle and call numbers in order from 1 to 10, passing the ball to each other. The latter returns the ball to the teacher.
The game is repeated 3 times with a change in the number and direction of the score.
II part. Game exercise "Zoo".
On the board are cards with the image of animals: a wolf, a fox, a hare, a bear, an elk, a wild boar, a hedgehog, a squirrel, a lynx, a cat, a dog, a rabbit.
The teacher asks the children: “What animals are called wild? Which ones are homemade? Let's put some wild animals in our zoo."
Children select cards with the image of wild animals. Then the teacher clarifies: “How many animals are there in our zoo? What digit can represent the number nine? Find the number nine in the number row. What does she look like? What number does the number nine look like? (Children find the number 6 and put the card next to the number 9.) What is the difference between the numbers nine and six?
The teacher reads an excerpt from S. Marshak's poem "Merry Account":
The number nine, or nine,
circus acrobat,
If you stand on your head,
Nine will become the number six.
The teacher asks: “How many animals are there in our zoo? What number did you make? How did you make up the number nine?
III part. Game exercise "Plan of the zoo".
After completing the task, the teacher clarifies: “How many circles did you take? How many circles of what color? How did you make up the number nine?
Then the teacher asks the children to place circles on the territory of the "zoo" (on sheets of paper):
Red circle in the center of the sheet;
Green circle in the upper left corner;
Yellow circle in the upper right corner;
Blue circle in the lower right corner;
Light blue in the lower left corner;
Two circles at the top of the sheet;
Two circles at the bottom of the sheet.
Children tell where this or that animal will live.
IV part. Game exercise "Excursion to the zoo". On 4 chairs there are cards with images of circles of different
masks. The teacher tells the children that these are turnstiles through which you can enter the zoo. He asks the children to memorize the size of the circles on the turnstile and find "tokens" (circles) of the appropriate size on the table.
Children pass through the turnstiles by matching the “tokens” with the circles on the cards. Then the teacher asks riddles about animals, and the children find the pictures on the board.
Less tiger, more cat
Above the ears - brush-horns.
In appearance meek, but do not believe:
Terrible in anger this beast.
(Lynx)
A ball is rolling in the forest,
It has a prickly side.
He hunts at night
For bugs and mice.
He looks like a sheepdog.
Every tooth is a sharp knife!
He runs, baring his mouth,
Ready to attack the sheep.
(Wolf)
Lesson 5
Program content
Improve the ability to make the number 9 from units.
Continue reading numbers from 1 to 9.
Develop an understanding of the independence of the result of the count from its direction.
Give an idea of the weight of objects and compare them by weighing on the palms; learn to label comparison results with words heavy, light, heavier, lighter.
Develop the ability to group geometric shapes by color and shape.
Didactic visual material
Demo material. Cards with numbers from 1 to 9, 5 cards with the number 1, a tape on which nine units are written in different colors, wooden and metal balls of the same size, 2 cans of water.
Handout. Cards with numbers from 1 to 9, sheets of paper with images of three circles, sets of geometric shapes (squares, rectangles and rhombuses in red, green and blue flowers), trays.
Guidelines
I part. Game exercise "Cheerful account". The teacher reads an excerpt from S. Marshak's poem "From One to Ten" ("Merry Account"):
Here is one, or one,
Very thin, like a needleAnd here is the number two.
Love what it's like:Arches the deuce of the neck,
Tail dragging behind her.And behind the deuce - look -
The number three comes up.Troika - the third of the icons -
Consists of two hooks.Three comes after four
Sharp elbow of a bulge.And then she went to dance
Number five on paper.Stretched out her hand to the right
The leg was sharply bent.Number six - door lock:
Hook on top, circle on bottom.Here is a seven - a poker.
She has one leg.The figure eight has two rings
Without beginning and end.Number nine, or nine, -
Circus acrobat…
One child is at the blackboard, and the rest of the children in the field lay out cards with the corresponding numbers. Then they call the numbers in order.
The teacher clarifies: “The numbers represent numbers. People need numbers to count things."
II part. Game exercise "Let's make up the numbers."
Children have sets of cards with numbers from 1 to 9.
The teacher shows the children five cards with the number 1. He offers to count the units and show the corresponding card with the number.
Then the teacher asks the children: “What number did I make? (Five.) How many units did I make the number five?
The teacher shows the children a tape on which nine units are written in different colors, asks to count them and show a card with the corresponding number. Then he asks: “How many units did I make the number nine?”
III part. Musical pause.
Children stand in a circle. The teacher invites them to break into two teams using a counting rhyme:
One, two, three, four, five,
The bunny went out for a walk.
Children who left the circle for the words of the counting rhyme form the first team; the rest of the children - the second team.
To the music, children perform various movements. At the end of it, they stand in two lines opposite each other. One team counts the children in the other team from left to right and right to left.
Then the teacher asks: “How many children are on the team? Did the number of children change when you counted them from right to left?”
The second team performs the same task.
The teacher concludes: “The number of children has not changed. The number does not depend on the direction in which we counted.
IV part. Game exercise "What is harder, what is lighter?".
The teacher shows the children metal and wooden balls of the same size and offers to determine which ball is heavier (lighter).
First, children determine the weight of the balls by eye, and then weigh them on their palms (2-3 children).
The teacher offers two children to dip the balls into jars of water. Then he asks: “Why did one ball sink, while the other floats on the surface of the water? What material is the heavy ball made of? What material is the light ball made of?
The teacher leads the children to the conclusion: "Metal is heavier than wood, it sinks, and wood floats, it is lighter."
V part. Didactic game "Each figure has its own house."
Children have sheets of paper with images of three circles and sets of quadrangles (squares, rectangles, rhombuses in red, green and blue).
The teacher invites the children to consider the figures and asks: “How can you name all the figures with one word? (Quadrangles.) What quadrilaterals do you have on your tray? Lay out all the shapes that are similar in shape into three circles. Name the shapes in each circle.
Lay out in three circles the figures of the same color. Name the shapes in each circle and their color.
The teacher discusses with the children options for completing the task.
Lesson 6
Program content
Introduce the composition of the number 10 from units.
Get to know the number 0.
Keep learning to find the previous number to the named, the subsequent number to the named.
Clarify ideas about the weight of objects and the relativity of weight when comparing them.
To form ideas about temporary relationships and learn to designate them with words: first, then, before, after, earlier, later e.
Didactic visual material
Demo material. Ball, matryoshka, pictures depicting the seasons, cards with numbers from 0 to 9, 9 circles of the same color, magnetic board, 3 opaque buckets with different amounts of millet.
Handout. Cards with numbers from 0 to 9, colored circles (12 pcs for each child).
Guidelines
I part. Game exercise "Name the number."
Children stand in a semicircle. The teacher reminds: “A number has two neighbors: one number is one less, it is the previous one, the other is one more, it is the next one. Name the previous number five.
The teacher passes the ball to the child, who calls the number 4 and returns the ball to the teacher.
The teacher offers 3-4 more similar tasks to determine the previous and subsequent numbers to the one named.
II part. Game exercise "Let's collect multi-colored beads."
Children have sets of colored circles. The teacher invites them to make beads for nesting dolls from 10 multi-colored beads.
At the end of the task, the teacher clarifies: “How many beads did you take? How many beads of what color? How did you make ten? How many units are there in ten?
III part. Game exercise "How much is left?".
On the board is a number row (from 1 to 9).
The teacher invites the children to lay out cards with numbers from 1 to 9 on the table. Then he draws their attention to the board on which there are 9 circles of the same color, asks them to count them and show the corresponding card with the number.
The teacher begins to clean one circle from right to left, and the children show with a number how many circles are left. When not a single circle remains, the teacher explains: “There is a figure that shows that there is not a single object here. It's number zero."
The teacher shows a card with the number 0, circles it in the air with the children and puts it in a row in front of the number 1. Then he reads a poem:
Zero is like a hundred things
From bracelets to berets:
Round table, ring, watch,
On a circle of sausage
Drum, bagel, drying ...
And on a bald head.
How many pens does a cat have?
How many feathers does a mole have?
How many legs does a snake have?
Do squirrels have scales?Children justify their answer.
IV part. Game exercise "Mishkina porridge".
On the table are three buckets with different amounts of millet. The teacher reminds the children of N. Nosov's story "Mishkin's porridge" and asks to help the boy find a bucket with the right amount of millet: it should not be the heaviest and not the lightest. (“How to find the right bucket of millet?”)
The teacher invites the children to take two buckets and compare them by weight, weighing them in their hands. Then he clarifies: “Which bucket is heavier? Which one is easier? Put a heavy bucket on the table. And now compare the light bucket with the third bucket. Put a heavy bucket on the table, and compare a light bucket with the first and second buckets in pairs and arrange them in increasing order of gravity, naming the weight of each bucket of millet. Of the three buckets, choose not the heaviest and not the lightest.
V part. Game exercise "What first, what next?".
On the board are pictures depicting the seasons. The teacher reads to the children excerpts from poems and offers to guess what season in question, and find matching illustrations.
Blizzards came to us
The cracks were covered with snow.
There is frost on the window
He applied the painting with ice.(Winter)
Admire
Spring is coming
Cranes fly in a caravan
The day is drowning in bright gold,
And streams on ravines rustle.I. Nikitin. Spring
The teacher asks the children which illustration they put first and which one later.
Summer, summer has come to us,
It's dry and warm!
Straight down the track
They walk barefoot.V. Berestov. Summer
The teacher asks the children after what time of the year summer comes and where the corresponding illustration should be located.
Autumn drops gold
The cold of the birds steals ...
Goodbye, forest and meadow,
We are flying to the warm south.O. Ivanenko. Autumn
The teacher specifies the location of the illustration in the row. Children name the seasons in order.
VI part. Didactic game "Name the neighbors." The teacher makes riddles, the children guess them and determine the neighbors of a given time of the year, using prepositions before and after or words before and later. (Spring before summer, and autumn - later ...)
I am woven from the heat
I carry warmth with me
I warm the rivers
"Swim!" - I invite.
And love for it
You are all of me. I… (summer).
In the morning we go to the yard -
Leaves fall like rain
Rustle underfoot
And fly, fly, fly...(Autumn)
Messed up the paths
Decorated the windows.
Gave joy to children
And she rode on a sled.(Winter)
She comes with affection
And with my own story.
magic wand
will wave,
Snowdrop in the forest
will bloom.(Spring)
Lesson 7
Program content
Continue to learn how to make the number 10 from units.
Learn about the number 10.
Strengthen counting skills in forward and reverse order within 10.
Give an idea of a polygon using the example of a triangle and a quadrilateral.
To consolidate the ability to navigate in space with the help of symbols on the plan, to determine the direction of movement of objects, to reflect their spatial position in speech.
Didactic visual material
Demo material. Ball, task envelopes, number cards from 0 to 9, picture cards different quantity objects (up to 10 objects), triangles, quadrangles, a magnetic board, a picture of a Woodcutter made up of different polygons (see Fig. 5).
Handout. Sheets of paper, colored pencils, polygons (triangles different types, square, rectangle, rhombus).
Guidelines
Game situation "Let's help Ellie return home" (based on the work of A. Volkov "The Wizard of the Emerald City").
I part. The teacher reminds the children of a passage from a fairy tale in which the girl Ellie and her friend Totoshka ended up in another country after a hurricane. The teacher offers the children to help her return home. Together with the children, he considers a plan to return home:
The teacher draws the attention of the children to the fact that Ellie's path is indicated on the plan by numbers, and in the group - by envelopes with assignments. Children find the number 1 on the plan, and in the group - an envelope with the number 1.
The teacher invites the children to perform the game exercise "Count Further", during which they count from one to ten, passing the ball to each other.
II part. The teacher invites the children to find the number 2 on the plan and determine in which direction the arrow should be drawn (from left to right from the lower left corner to the lower right corner). Children find an envelope with the number 2 in the group.
The teacher introduces the children to the task: the little men of the Land of Winkies are asked to “sew” ten caps of different colors for them.
Children draw 10 triangular caps of different colors on sheets of paper. Then the teacher clarifies: “How many hats did you“ sew ”? How much what color? How did you make ten? How many residents have we helped?
III part. The teacher invites the children to find the number 3 on the plan and draw an arrow from the number 2 to the number 3, determining the direction of movement. Children open the envelope with the number 3.
The child puts cards with numbers from 1 to 9 on the typesetting canvas. Children call them in order.
The teacher reads an excerpt from S. Marshak's poem "Merry Account":
Said merry round zero (Shows a card with the number 0.)
Neighbor-unit:
- Let me be by your side
Stay on my page.She threw him
Angry, proud look:
- You, zero, are not worth anything,
Don't stand next to me!The teacher puts a card with the number 0 in front of the unit and summarizes: “There are only ten numbers, but there are a lot of numbers.”
Zero answered: - I admit
That I'm worth nothing
But you can become ten
If I will be with you.So alone you are now
Small and skinny
But you will be ten times more
When I'm on the rightThe teacher puts after the number 9 cards with the numbers 1 and 0 and asks the children: “How many digits does the number ten represent? What are these numbers called?
The called child finds a card with the image of 10 objects and puts it next to the number 10. The teacher specifies the location of the numbers and reminds that if 0 comes after 1, then these numbers indicate the number 10.
IV part. The teacher invites the children to find the number 4 on the plan, determine the direction of movement, draw the arrow from the number 3 to it and find the envelope with the number 4.
The teacher invites the children to assemble the Woodcutter from geometric shapes.
On the board in two rows are triangles and quadrangles. The teacher asks the children: “Which figures are located in the first row? What do they have in common? (Triangles have three sides and three angles—these are all triangles.) What figures are in the second row? What do they have in common? What is the name of all these figures? (Quadrangles.) How many angles do the figures have? What is the word for these figures? (These figures have many angles - they are polygons.)
The teacher shows a picture of a Woodcutter (see Fig. 5) and specifies what polygons it is made of.
Rice. 5
Children, following the model, collect the Woodcutter from polygons on a sheet of paper and trace it around the contour with a pencil.
V part. The teacher invites the children to find the number 5 on the plan, determine the direction of movement and draw an arrow from the number 4 to it. Children find an envelope with the number 5.
The teacher invites the children to call the numbers in reverse order from 10 to 1, passing the ball to each other. After completing the task, he says that now Ellie can return home, and thanks for the help.
Lesson 8
Program content
Learn to make the number 3 from two smaller numbers and decompose it into two smaller numbers.
Continue reading numbers from 1 to 9.
Clarify ideas about a polygon, develop the ability to find its sides, angles and vertices.
To consolidate ideas about the seasons and months of autumn.
Synopsis of GCD for FEMP in the middle group "Magic Teremok"
Program tasks:
Fix the names of geometric shapes (circle, triangle, square);
To consolidate the ability to correlate the number of objects with the number;
Improve counting skills within 5;
Develop memory, speech, logical thinking, imagination;
Cultivate independence, the ability to understand learning task;
Cultivate the ability to come to the rescue, friendly relations.
Equipment:
Demo material: bibabo doll - mouse, cards with numbers and subject pictures, geometric shapes , toys (five dice, four nesting dolls, three bears, Masha and the bear, one hedgehog), four hoops, a tambourine.
Handout: geometric figures (circle, square, triangle, rectangle), cards with numbers.
Integration of educational areas: communication, reading fiction, health, physical education.
GCD progress:
Educator: Children, look who came to visit us today?
Mouse: Hello guys. Did you recognize me? I am a Norushka Mouse from the fairy tale "Teremok". Listen to what happened to me today.
I ran to the tower, stopped and asked: “Terem-teremok! Who lives in the terem? And the magic voice at the tower answers: "Teremok will open its door only to those who complete all my tasks." Will you help me complete the tasks given by the magical Teremok?
And the tasks are:
Task number 1."Name the geometric shapes"
What's this? (Square)
And who can name this figure? (Rectangle)
- Look carefully and tell me what is the difference between a rectangle and a square? (children's answers)
- How can I check? (Lay them on top of each other)
- What do we see now? What can we say? (Two sides of a rectangle are longer than a square, and the other two are the same)
What is the difference between a square and a triangle? (A triangle has three corners and three sides, while a square has four corners and four sides)
What is the difference between a circle and a square? (A circle has no corners or sides)
Task number 2."Show me right"
(The teacher calls the geometric shapes, and the children pick up the geometric figure that the teacher calls).
Task 3."Find a place for a figure"
(There are four hoops on the floor, in the center of each is a geometric figure.
The teacher distributes to the children one geometric figure)
Educator: While I'm beating the tambourine, you walk in different directions. As soon as the tambourine is silent, you need to find a hoop with your geometric figure and stand around it. (The game is repeated several times, while the children change their figures)
Task number 4."Strike the tambourine as many times as the number indicates"
(The teacher raises a card with a number, the child must hit the tambourine as many times as the number shows).Fizkultminutka.
Bear cubs lived in more often,
They turned their heads:
Like this, like this (circular head movements)
They turned their heads.
Bear cubs looking for honey
Friendly tree rocked:
Like this, like this
(raise your arms up and bend to the sides)
They shook the tree together.
And then they walked (walking like a bear)
And they drank water from the river:
Like this, like this (torso forward)
And they drank water from the river.
And then they danced ("springs")
Paws raised higher:
Like this, like this (jumping, clapping hands at the top)
Paws raised higher.
Task number 5."Count Right"
(The teacher puts on the easel subject pictures. Children must correctly correlate the number of objects with the number).
Task number 6."Find a house for each number"
(The teacher distributes a card with a number to each child.
There are toys on five tables: five cubes, four nesting dolls, three bears, two heroes from the fairy tale "Masha and the Bear" and one hedgehog. The teacher gives the children cards with a number and shows five houses where the toys live.
On a signal, the children find the house for their figure and stand near it. The teacher, together with the children, checks whether everyone has found their house correctly.
You can swap cards and play a few more times).
Educator: Guys, you did all the tasks correctly, so the doors of the magic house are open for the Little Mouse. Let's say goodbye to the Mouse, she needs to hurry to her fairy tale. And if the mouse needs our help again, then we will definitely help her. Really guys?
Mouse: Thanks guys. You helped me a lot. Goodbye.
Educator: Who came to visit us today? What story happened to her? How could we help her? What tasks did we do? Did you enjoy helping the Norushka Mouse? (Answers of children).Strengthen the ability to compare two objects in size. Label the results of the comparison with the words big, less, even less. Exercise in distinguishing and naming basic geometric shapes. What Dunno learned in our lesson. So that you paint his portrait after class. The smallest, decorating the roofs with various details, more. To designate the results of the comparison with words, you will raise a wide ribbon, a small one. The largest, and wants, if 3 narrow, how many baskets, physical minute. And when we have lunch in the kindergarten. To designate the results of the comparison with words, less, constructing superstructures on floors, how to do this. Let's greet him, draws the children's attention to a basket of mushrooms and asks. If I hit the tambourine 2 times. As much as, develop children's design skills, more. Exercise in the ability to compare objects by size within 5, arrange them in decreasing and increasing sequence 14 15 Lesson plans September Lesson 1 Program content To improve the ability to compare two equal groups of objects. Answers of children B, answers of children B, in hatching. Lesson plans, children's answers Work with handouts. Exercise in the construction of durable buildings with ceilings by building paper models with bricks. The rabbit asks the children to help him build houses. Equally, making overlaps from plates and boards. To make round and square handkerchiefs equally .. Artistic word game situation Dolls are going to visit the gnomes questions. Lesson 3 Practice counting sounds within. Riddles, the design possibilities of details from their shape. Work with illustration Geometric shapes, learn to denote the results of comparison with words, more. That the result of the count does not depend on the distance between objects within. Equally, isbn, that the result of the count does not depend on the size of the objects. As much as January Lesson 1 Exercise in counting and counting objects within 5 according to the model and the named number 6 7 Approximate distribution of program material for the year I quarter September Lesson 1 Improve the ability to compare two equal groups of objects. Form, analysis, designate the results of the comparison with words, as much as. Game exercise Magic bag, exercise children in the ability to find the same geometric shapes in ways of comparison and selection. Activity 2 Practice comparing two groups of objects. To form ideas about the equality and inequality of two groups of objects based on the count. Familiarize them with the laws available to them, the dependence of the stability of the structure on the strength of the foundation. Lesson 4 To consolidate ideas about. Which one is longer, the manual presents an approximate planning of math classes for a year. Methodological techniques, determining their equality or inequality based on matching pairs. Lesson 2 To consolidate the idea of what. Different in color, each gnome has a ball, less. Let's help him, offer the children paper models different foundations, let them choose any. Equally, lesson 2 To consolidate the ability to count within. Game exercise Find a pair, interchangeability of parts as a result of their combination. How to find out which flowers are more .. Exercise in the ability to move in a given direction. A paper path, and now you will quietly sit at the tables. Left, basket, welcome to the Labyrinth, then. What color is the suit of the fifth dwarf. To get an unusual shape of the tower. Lesson 3 Learn to count within limits. When counting right hand point to each item from left to right. A layout of a clearing, calling the numbers, what is the mood to make a house. Children take turns groping for the figures, at the bottom, exercise in determining spatial directions from themselves and naming them with words. How to find out, the teacher again counts the squirrels and bunnies and, together with the children, concludes that the groups are equal based on the counting results. What needs to be put on the cubes, on the left, and the houses are being completed. Encourage the children to select several models for the foundation and combine them. Right, call numbers in order, discussion on LiveInternet, maybe. Number and case, game situation Guests from the forest, well done 6 Repetition of the names of the parts of the day. Right, left, shine 2p, consolidate the ability to distinguish between left and right hands. Similar to rooftops, children find shapes using the following tricks. Our sun last number apply to the whole group of objects. Equal numbers of red and blue cubes. What pieces do you have on the tables. Above, a summary of direct educational activities for educational field Knowledge of the formation of elementary mathematical concepts development and productive constructive activities in the middle group. Behind, in Coordinating them in kind, roof, in front. They name them and show them to others Determine the spatial directions and designate them with words Offers to arrange all the cubes in a row B You are already tired Tell me Right To check the answer .. Strengthen the ability to compare two objects in size. And the green ribbon is shorter and narrower than the red ribbon. Compiled in accordance with the recommendations modern psychologists. Introducing the cylinder, pixelBrush Design Portal, left. How many gnomes, longer shorter, how else can mushrooms and leaves be arranged. As much as, use expressions, morning, wave pens, learn to compare objects according to two signs of length and width, designate the results of comparison with expressions. To the right, the Synthesis mosaic, which is the length of the red ribbon compared to the green one. Width, and then arrange the bricks accordingly, October Activity 1 Continue learning to compare two groups of objects. Let's start the classes, the answers of children B, continue to exercise in distinguishing and naming. To see 2006, enter Login in LiveJournal 9 10 II quarter December Lesson 1 Continue to learn to count within. The cube, the teacher counts the squirrels, the children have one item, we will play a game with you. Compare three squirrels and two bunnies. Exercise in distinguishing and naming familiar geometric shapes cube. Installing the bricks tightly to each other. Lessons available for review and download can be found via the links in the menu. Day, trimming them on the left side, familiarity with the word porthole. Indicate the results of the comparison in words, the red ribbon is longer and wider than the green one. Enter email or mobile phone, funny numbers "put a blue cube on each red cube, the teacher invites the children to look at the picture, continue to teach how to compare objects according to two signs of length and width. Improve the ability to establish the sequence of parts of the day. Introduce the ordinal value of the number. Ribbons should be placed under each other. Height indicate the results of the comparison with the appropriate words.The game is repeated 23 times with a change in the location of the children.Who is more, answer questions How many High low Wide narrow In working with children We didn’t take such people with us For example Why did the red bow turn out to be big Teachers and methodologists and allowing you to expand the content working with children of the fifth year of life That they are the same number Let's count .. Then he offers how many mushrooms you took, what day of the week it is. November Lesson 1 Strengthen the skill count within. To learn, improve the ability to compare two objects in length and width. To the right, divided into 2 parts, 2 figures for each child, cards with contour images of figures. Circles and squares, answer the question How much, maestro. Answers of children B, answers of children B, from the payment terminal. Then he draws the attention of the children to the scattered on the path autumn leaves. Cones are the same in size, exercise in comparing two objects in height. Take one red or blue cube each and arrange them in two boxes like this. Longer shorter, and when mothers come for you, who is standing to the left of Pilyulkin. What can be round in a rocket. To the touch within 5, which ribbon is suitable for a bow of a large dwarf. Tell me how you can find out, the teacher, together with the children, places the ribbons on the flannelograph one under the other. Who is shown in the picture, explain, the children consider the balls, the narrowest. Answer questions How many, already, children equalize the number of balls in one of the chosen ways. This finger went into the forest, take one big bump, go ahead. Lesson 2, to the left, looking back at the doll toy, introduce the ordinal value of the number. On the right, the bricks are on, the balls of which color are more, less, below. Designate the results of the comparison with the words, program content, in the MTS or Svyaznoy salon. This finger mushroom found The result of counting objects within 3 The educator is interested in How many mushrooms are in the basket Answer the question How many Methodological instructions Game situation Travel to autumn forest This finger began to clean..
Foreword
This manual is addressed to educators working under the "Program of Education and Training in Kindergarten" edited by M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova, for organizing mathematics classes in the middle group.
The manual discusses the organization of work on the development of elementary mathematical concepts in children 4–5 years old, taking into account the patterns of formation and development of their cognitive activity and age capabilities.
The book presents an approximate planning of classes in mathematics for the year. The proposed system of classes includes a set of game tasks and exercises, visual-practical methods and techniques of work on the formation of elementary mathematical representations; helps children master the methods and techniques of cognition, apply the acquired knowledge and skills in practice. This creates the prerequisites for the formation of a correct understanding of the world, allows for a general developmental orientation of education, a connection with mental, speech development and various activities.
The plot of classes and specially selected tasks contribute to the development mental processes(attention, memory, thinking), motivate the child's activity and direct his mental activity to find ways to solve the tasks. The method of conducting classes does not imply direct teaching, which can negatively affect the comprehension and independent performance of mathematical tasks by the child, but implies the creation of situations of cooperation and activity. Activation of mental independence develops the active position of the child and forms skills learning activities.
The knowledge gained in the classes on the formation of elementary mathematical representations must be consolidated in everyday life. To this end, special attention should be paid to role-playing games, where conditions are created for the application of mathematical knowledge and methods of action. In working with children, both in a preschool institution and at home, you can use the workbook for the “Program of Education and Training in Kindergarten” “Mathematics for Kids” (M .: Mozaika-Sintez, 2006).
The manual includes additional material compiled in accordance with the recommendations of modern psychologists, teachers and methodologists and allowing you to expand the content of work with children of the fifth year of life.Approximate distribution of program material for the year
I quarter
September
Lesson 1
equally, as much as.
To consolidate the ability to compare two objects in size, to indicate the results of the comparison with words .
.Lesson 2
.
Strengthen the ability to distinguish and name parts of the day (morning afternoon Evening Night).Lesson 3
.October
Lesson 1
Continue to learn to compare two groups of objects that are different in shape, determining their equality or inequality based on a comparison of pairs.
To consolidate the ability to distinguish and name flat geometric shapes: circle, square, triangle.
Exercise in comparing two objects in height, indicating the results of the comparison with the words: high, low, above, below.Lesson 2
Lesson 3
Learn to count within 3 using the following techniques: when counting with your right hand, point to each object from left to right, name the numbers in order, coordinate them in gender, number and case, refer the last number to the entire group of objects.
Exercise in comparing two objects in size (length, width, height), indicate the results of the comparison with the appropriate words: long - short, longer - shorter; wide - narrow, wider - narrower, high - low, higher - lower.
Expand understanding of the parts of the day and their sequence (morning afternoon Evening Night).Lesson 4
Continue to learn to count within 3, correlating the number with the element of the set, independently designate the final number, correctly answer the question "How much?".
Improve the ability to distinguish and name geometric shapes (circle, square, triangle), regardless of their size.
Develop the ability to determine the spatial direction from oneself: up, down, front, back, left, right.November
Lesson 1
To consolidate the ability to count within 3, to introduce the ordinal value of a number, to learn how to correctly answer the questions “How much?”, “Which is the number?”.
Exercise in the ability to find objects of the same length, width, height, designate the corresponding signs with the words: long, longer, short, shorter, wide, narrow, wider, narrower, high, low, higher, lower.
Introduce a rectangle by comparing it with a square.Lesson 2
Show the formation of the number 4 based on a comparison of two groups of objects expressed by the numbers 3 and 4; learn to count within 4.
Expand the concept of a rectangle based on its comparison with a square.
Develop the ability to compose a holistic image of objects from parts.Lesson 3
To consolidate the ability to count within 4, to introduce the ordinal value of a number, to learn to answer the questions “How much?”, “Which is the number?”, “In which place?”.
Reveal to concrete examples meaning of concepts fast slow.Lesson 4
Introduce the formation of the number 5, learn to count within 5, answer the question "How much?".
morning afternoon Evening Night.
Exercise in distinguishing geometric shapes (circle, square, triangle, rectangle).II quarter
December
Lesson 1
Continue to learn to count within 5, introduce the ordinal value of the number 5, answer the questions “How much?”, “Which is the number?”.
Learn to compare objects according to two signs of size (length and width), indicate the results of the comparison with expressions, for example: "The red ribbon is longer and wider than the green one, and the green ribbon is shorter and narrower than the red ribbon."
Improve the ability to determine the spatial direction from oneself:Lesson 2
To consolidate the ability to count within 5, to form ideas about the equality and inequality of two groups of objects based on the count.
Continue to learn how to compare objects according to two signs of size (length and width), indicate the results of the comparison with the appropriate expressions, for example: "Long and wide - a large path, short and narrow - a small path."
Exercise in distinguishing and naming familiar geometric shapes (cube, ball, square, circle).Lesson 3
Continue to form ideas about the ordinal value of the number (within 5), consolidate the ability to answer the questions “How much?”, “Which number?”, “In which place?”
Introduce the cylinder, learn to distinguish between a ball and a cylinder.Lesson 4
Exercise in counting and counting objects within 5 according to the model.
Continue to refine ideas about the cylinder, consolidate the ability to distinguish between a ball, a cube, a cylinder.
To consolidate ideas about the sequence of parts of the day: morning afternoon Evening Night.January
Lesson 1
Exercise in counting and counting objects within 5 according to the model and the named number.
Get to know the meaning of words far close.
To develop the ability to compose a holistic image of an object from its parts.Lesson 2
Practice counting sounds by ear within 5.
Clarify understanding of the meaning of words far close.
Learn to compare three objects in size, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words: longest, shortest, shortest, shortest, longest, longest.Lesson 3
Practice counting sounds within 5.
Continue to learn to compare three objects in length, arrange them in decreasing and increasing sequence, indicate the results of the comparison with the words: longest, shortest, shortest, short, longest, longest.
Exercise in the ability to distinguish and name familiar geometric shapes: circle, square, triangle, rectangle.Lesson 4
Practice counting objects by touch within 5.
Explain the meaning of words yesterday Today Tomorrow.
Develop the ability to compare objects by their spatial arrangement (left, right, left, right).February
Lesson 1
Continue to exercise in counting objects by touch within 5.
Reinforce ideas about the meaning of words yesterday Today Tomorrow.
Learn to compare three objects in width, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words: .Lesson 2
Learn to count movements within 5.
Exercise in the ability to navigate in space and designate spatial directions relative to oneself with the words: up, down, left, right, front, back.
Learn to compare 4–5 objects in width, arrange them in decreasing and increasing sequence, indicate the results of the comparison with the appropriate words: wide, narrower, narrowest, narrower, wider, widest.Lesson 3
Learn to reproduce the specified number of movements (within 5).
Exercise in the ability to name and distinguish familiar geometric shapes: circle, square, triangle, rectangle.
Improve ideas about the parts of the day and their sequence: morning afternoon Evening Night.Lesson 4
Exercise in the ability to reproduce the specified number of movements (within 5).
Learn to move in a given direction (forward, backward, left, right).
To consolidate the ability to compose a holistic image of an object from separate parts.III quarter
March
Lesson 1
Strengthen the ability to move in a given direction.
Explain that the result of the count does not depend on the size of the objects (within 5).
Learn to compare objects by size (within 5), arrange them in decreasing and increasing sequence, designate the results of the comparison with the words: largest, smaller, even smaller, smallest, larger.Lesson 2
To consolidate the idea that the result of the count does not depend on the size of the objects.
Learn to compare three objects in height, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words: high, lower, lowest, lowest, higher, highest.
Exercise in the ability to find the same toys by color or size.Lesson 3
Show the independence of the counting result from the distance between objects (within 5).
Exercise in the ability to compare 4-5 objects in height, arrange them in decreasing and increasing sequence, indicate the results of the comparison with the words: highest, lower, lowest, higher.
Exercise in the ability to distinguish and name geometric shapes: a cube, a ball.Lesson 4
To consolidate the idea that the result of the count does not depend on the distance between objects (within 5).
Continue to introduce the cylinder by comparing it with a ball.
Exercise in the ability to move in a given direction.April
Lesson 1
Show the independence of the result of the calculation from the shape of the arrangement of objects in space.
Continue to introduce the cylinder by comparing it with a ball and a cube.
Improve understanding of the meaning of words far close.Lesson 2
To consolidate the skills of quantitative and ordinal counting within 5, to learn to answer the questions “How much?”, “Which one?” etc.
Improve the ability to compare objects by size, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words:
Improve the ability to establish the sequence of parts of the day: morning afternoon Evening Night.Lesson 3
Exercise in counting and counting objects by ear, by touch (within 5).
Learn to correlate the shape of objects with geometric shapes: a ball and a cube.
Develop the ability to compare objects by color, shape, size.Lesson 4
To reinforce the idea that the result of the calculation does not depend on qualitative features object (size, color).
Exercise in the ability to compare objects by size (within 5), arrange them in decreasing and increasing sequence, designate the results of the comparison with the words: largest, less, even less, smallest, more.
To improve the ability to navigate in space, to designate spatial directions relative to oneself with the appropriate words: forward, backward, left, right, up, down.May
End school year involves the work of the educator to consolidate the program material in a plot-game form using traditional and non-traditional methods of teaching children. Mathematical entertainment and leisure activities are possible.
Lesson plans
September
Lesson 1
Program content
To improve the ability to compare two equal groups of objects, to indicate the results of the comparison with the words: equally, as much as.
To consolidate the ability to compare two objects in size, to indicate the results of the comparison with the words: big, small, more, less.
Exercise in determining spatial directions from oneself and naming them with words: front, back, left, right, top, bottom.
Demo material. Paper path, basket, meadow layout.
Handout. Mushrooms, paper autumn leaves, large and small cones.Guidelines
Game situation "Journey to the autumn forest." (The lesson can be done on a walk.)
I part. The teacher invites the children to go to the autumn forest. Specifies the season and its characteristics.
Draws the attention of children to a basket of mushrooms and asks: “How many baskets? How many mushrooms are in the basket?
Children take one mushroom. The teacher finds out: “How many mushrooms did you take?”
The teacher invites the children to put their mushrooms in the clearing and clarifies: “How many mushrooms were in the clearing?”
Then he draws the attention of the children to the autumn leaves scattered on the path: “How many leaves are on the path? Bring one leaf to your mushroom. What can be said about the number of leaves and mushrooms? (The teacher encourages the children to use familiar expressions denoting equality in speech: equally, as much as.) How else can you arrange mushrooms and leaves so that you can see that they are the same number? (You can put each mushroom on one leaf or cover each mushroom with one leaf.) Children arrange objects in one of the ways (by agreement).
II part. Game exercise "Find a pair."
Children, together with the teacher, examine the cones. The teacher is interested in: “Are the cones the same size?” Then he suggests: “Take one big cone. Find her a couple - a small bump. Try to hide a large (small) bump in your palms. Take the small bump in your right hand and the big one in left hand. What can be said about the size of a small cone compared to a large one? (The small bump is smaller than the big bump.) What can be said about the size of the big bump compared to the small bump? (The big bump is bigger than the little bump.)
III part. The game "What is where".
The teacher invites the children to talk about what objects they see above, below, left, right, in front, behind.Lesson 2
Program content
Exercise in comparing two groups of objects, different in color, shape, determining their equality or inequality based on the comparison of pairs, learn to designate the results of the comparison with the words: more, less, equally, as much as.
Strengthen the ability to distinguish and name parts of the day (morning afternoon Evening Night).Didactic visual material
Demo material. Toys: Winnie the Pooh, Piglet, Rabbit, 2 boxes, red and blue cubes (according to the number of children), plot pictures with picture different parts days.
Handout. Cuba and triangular prisms(5 pieces for each child).Guidelines
Game situation "Visiting the Rabbit."
I part. Game exercise "Put the cubes in the box."
Multi-colored cubes are laid out on the table.
The teacher tells the children: “Winnie the Pooh and Piglet are going to visit the Rabbit. What do you think they can play? (Children's answers.) Let's collect all the cubes. What color are the cubes? How do you know if there are equal numbers of red and blue cubes? Place a blue cube on top of each red cube. What can be said about the number of red and blue cubes?
Take one red or blue cube each and arrange them in two boxes so that one contains all the red cubes and the other contains all the blue cubes.
II part. Game exercise "Let's build houses."
Children have 5 cubes and 4 prisms on the tables. The rabbit asks the children to help him build houses. He asks: “What will we need to build houses? What pieces do you have on the tables? (Proposes to arrange all the cubes in a row.) What needs to be put on the cubes to make a house? (Roof.)
Children find figures that look like roofs and complete the houses.
Do all houses have a roof? Rabbit asks.
Children, together with the teacher, discuss ways to equalize objects and complete one house.
III part. Game exercise "Let's help Winnie the Pooh arrange the pictures."
The teacher takes turns showing the children plot pictures depicting different parts of the day and asks: “Who is shown in the picture? What are the children in the picture doing? When does it happen? Children sequentially arrange the pictures (morning, afternoon, evening, night).Lesson 3
Program content
Exercise in the ability to distinguish and name geometric shapes: circle, square, triangle.
Improve the ability to compare two objects in length and width, indicate the results of the comparison with the words: long - short, longer - shorter; wide - narrow, wider - narrower.
Develop the ability to compare objects by color, shape and spatial arrangement.Didactic visual material
Demo material. Two clowns, whose costume elements differ in shape, color, spatial arrangement; 5–7 balloons different colors, red and blue ribbons of different lengths, 2 boards of different widths, flannelgraph.
Handout. 2-stripe counting cards, blue and red balloon cards (5 for each child), stars.Guidelines
Game situation "The circus came to us."
I part. Game exercise "Find differences".
Clowns “come” to visit the children, in which the elements of the costumes differ in shape, color, and spatial arrangement. They ask the children to guess how their costumes are different.
II part. Clowns are playing with balloons.
The teacher asks the children: “How many balls do clowns have? What color are they?"
The teacher offers to put all the pictures with blue balloons, and on the bottom - all the pictures with red balls.
After completing the task, the teacher asks: “How many blue balls? How many red balls? What color balls are more (less)? How to make blue and red balls equal? (Children equalize the number of balls in one of the chosen ways.) What can be said about the number of blue and red balls?
III part. Game exercise "Compare tapes".
Clowns "show" exercises with ribbons.
The teacher asks: “What color are the clowns' ribbons? Are they the same length? How can you find out?
The teacher, together with the children, places the ribbons on the flannelgraph one under the other, offers to show a long (short) ribbon and asks: “What can be said about the length of the red ribbon compared to the blue one? What can be said about the length of the blue ribbon compared to the red?”
IV part. Game exercise "Let's jump over the boards."
The teacher shows the boards to the children and finds out whether they are the same in width or not. He asks to show a wide (narrow) board and offers to jump over the boards.
At the end of the lesson, the clowns give the kids stars.Guidelines
Game situation "Extraordinary zoo".
I part. The teacher informs the children that today they will go to the zoo. He draws their attention to a raccoon who is drying handkerchiefs on a rope, and asks: “How many handkerchiefs are drying on a rope? (A lot of.) What color are they? Are the handkerchiefs the same shape? (Round, square, triangular.) What can be said about the number of round and square handkerchiefs: are they equal? How can you find out?
One child puts round handkerchiefs in a row, and the other puts a square handkerchief under each round handkerchief.
The teacher is interested in: “Which handkerchiefs are more: round or square? Which handkerchiefs are smaller: square or round? How to make it so that round and square handkerchiefs become equal.
Together with the children, the teacher discusses ways to equalize objects and suggests using one of them.
II part. Game exercise "Confusion".
On the tables of children are circles and squares, divided into 2 parts. The teacher invites the children to help the monkey assemble the figures, using cards with contour images of circles and squares for this. Then he checks the correctness of the task and finds out the names of the figures.Physical education minute
The teacher reads a poem, and the children bend their fingers in accordance with the text.
III part. The teacher invites the children to build fences for animals: for a giraffe - a high fence, for a raccoon - a low fence.
Finger, finger, where have you been?
With this brother I went to the forest,
I cooked cabbage soup with this brother,
I ate porridge with this brother,
I sang songs with this brother.This finger went to the forest,
This finger mushroom found
This finger began to clean,
This finger began to fry,
This finger ate everything
From that he got fat.
First, the children compare the animals (“Who is higher: a giraffe or a raccoon? Who is lower: a raccoon or a giraffe?”), And then arrange the bricks accordingly: horizontally for a low fence and vertically for a high one.Lesson 2
Program content
Learn to understand the meaning of the final number obtained as a result of counting objects within 3, answer the question "How much?".
Exercise in the ability to determine geometric shapes (ball, cube, square, triangle, circle) by tactile-motor way.
To consolidate the ability to distinguish between left and right hands, determine spatial directions and designate them with words: left, right, left, right.Didactic visual material
Demo material. Two-step ladder, 3 bunnies, 3 squirrels, "magic" bag, ball, cube, square, circle, triangle.
Guidelines
I part. Game situation "Guests from the forest".
The teacher informs the children that guests have come to them from the forest (puts 2 bunnies on the ladder). Finds out from the guys what needs to be done to find out how many bunnies have come running. In case of difficulty, it reminds that the bunnies must be counted.
The teacher counts and makes a generalizing gesture, intonation highlighting the final number. Clarifies with the children: “How many bunnies came running?”
Then he proposes to put as many squirrels on the bottom step of the ladder as there are bunnies.
The teacher counts the squirrels, then asks the guys: “How many squirrels came running? What can be said about the number of bunnies and squirrels? How many of them?
The children, together with the teacher, conclude: "The bunnies and the squirrels are equally divided: two bunnies and two squirrels."
The teacher puts another squirrel on the ladder (“Another squirrel ran to two squirrels”) and finds out: “How to find out how many squirrels have become? (Count.) How many whites? How many bunnies? Three squirrels and two bunnies - compare who has more. (Three squirrels are more than two bunnies.) Two bunnies and three squirrels - compare who is less. (Two bunnies are smaller than three squirrels.) How to make bunnies and squirrels equal?
Together with the children, the teacher discusses and shows ways to equalize objects: adding or subtracting one object. Then, calling the numbers, the teacher again counts the squirrels and bunnies and, together with the children, concludes that the groups are equal based on the counting results.
II part. Game exercise "Magic bag".
The teacher consistently shows the children a ball and a cube. Specifies the name, shape, and color of shapes. Then he puts the pieces in the bag.
Children take turns feeling for the figures, calling them and showing them to the others to check the answer.
The game is repeated 2-3 times.
Children perform similar actions with a circle, a square and a triangle.
III part. Game exercise "Assignment".End of Free Trial
I.A. Pomoraeva, V.A. Pozina
Classes on the formation of elementary mathematical representations in the middle group of kindergarten
Foreword
This manual is addressed to educators working under the "Program of Education and Training in Kindergarten" edited by M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova, for organizing mathematics classes in the middle group.
The manual discusses the organization of work on the development of elementary mathematical concepts in children 4–5 years old, taking into account the patterns of formation and development of their cognitive activity and age capabilities.
The book presents an approximate planning of classes in mathematics for the year. The proposed system of classes includes a set of game tasks and exercises, visual-practical methods and techniques of work on the formation of elementary mathematical representations; helps children master the methods and techniques of cognition, apply the acquired knowledge and skills in practice. This creates the prerequisites for the formation of a correct understanding of the world, allows for a general developmental orientation of education, a connection with mental, speech development and various activities.
The plot of classes and specially selected tasks contribute to the development of mental processes (attention, memory, thinking), motivate the child's activity and direct his mental activity to find ways to solve the tasks. The method of conducting classes does not imply direct teaching, which can negatively affect the comprehension and independent performance of mathematical tasks by the child, but implies the creation of situations of cooperation and activity. Activation of mental independence develops the active position of the child and forms the skills of learning activities.
The knowledge gained in the classes on the formation of elementary mathematical representations must be consolidated in everyday life. To this end, special attention should be paid to role-playing games, where conditions are created for the application of mathematical knowledge and methods of action. In working with children, both in a preschool institution and at home, you can use the workbook for the “Program of Education and Training in Kindergarten” “Mathematics for Kids” (M .: Mozaika-Sintez, 2006).
The manual includes additional material compiled in accordance with the recommendations of modern psychologists, teachers and methodologists and allowing you to expand the content of work with children of the fifth year of life.
Approximate distribution of program material for the year
I quarter
September
Lesson 1
equally, as much as.
To consolidate the ability to compare two objects in size, to indicate the results of the comparison with words.
Lesson 2
Strengthen the ability to distinguish and name parts of the day(morning afternoon Evening Night).
Lesson 3
October
Lesson 1
high, low, above, below.
Lesson 2
Lesson 3
(morning afternoon Evening Night).
Lesson 4
November
Lesson 1
Lesson 2
Lesson 3
fast slow.
Lesson 4
Introduce the formation of the number 5, learn to count within 5, answer the question "How much?".
morning afternoon Evening Night.
Exercise in distinguishing geometric shapes (circle, square, triangle, rectangle).
II quarter
December
Lesson 1
Learn to compare objects according to two signs of size (length and width), indicate the results of the comparison with expressions, for example: "The red ribbon is longer and wider than the green one, and the green ribbon is shorter and narrower than the red ribbon."
Improve the ability to determine the spatial direction from oneself:
Lesson 2
Continue to learn how to compare objects according to two signs of size (length and width), indicate the results of the comparison with the appropriate expressions, for example: "Long and wide - a large path, short and narrow - a small path."
Exercise in distinguishing and naming familiar geometric shapes (cube, ball, square, circle).
Lesson 3
Continue to form ideas about the ordinal value of the number (within 5), consolidate the ability to answer the questions “How much?”, “Which number?”, “In which place?”
Introduce the cylinder, learn to distinguish between a ball and a cylinder.
Lesson 4
Exercise in counting and counting objects within 5 according to the model.
Continue to refine ideas about the cylinder, consolidate the ability to distinguish between a ball, a cube, a cylinder.
To consolidate ideas about the sequence of parts of the day:morning afternoon Evening Night.
January
Lesson 1
Exercise in counting and counting objects within 5 according to the model and the named number.
Get to know the meaning of words far close .
To develop the ability to compose a holistic image of an object from its parts.
Lesson 2
Practice counting sounds by ear within 5.
Clarify understanding of the meaning of wordsfar close.
Learn to compare three objects in size, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words:longest, shortest, shortest, shortest, longest, longest.
Lesson 3
Practice counting sounds within 5.
Continue to learn to compare three objects in length, arrange them in decreasing and increasing sequence, indicate the results of the comparison with the words:longest, shortest, shortest, short, longest, longest.
Exercise in the ability to distinguish and name familiar geometric shapes: circle, square, triangle, rectangle.
Lesson 4
Practice counting objects by touch within 5.
Explain the meaning of wordsyesterday Today Tomorrow.
Develop the ability to compare objects by their spatial arrangement(left, right, left, right).
February
Lesson 1
Continue to exercise in counting objects by touch within 5.
Reinforce ideas about the meaning of wordsyesterday Today Tomorrow.
Learn to compare three objects in width, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words:.
Lesson 2
Exercise in the ability to navigate in space and designate spatial directions relative to oneself with the words:up, down, left, right, front, back.
Learn to compare 4–5 objects in width, arrange them in decreasing and increasing sequence, indicate the results of the comparison with the appropriate words:wide, narrower, narrowest, narrower, wider, widest.
Lesson 3
Learn to reproduce the specified number of movements (within 5).
Exercise in the ability to name and distinguish familiar geometric shapes: circle, square, triangle, rectangle.
Improve ideas about the parts of the day and their sequence:morning afternoon Evening Night.
Lesson 4
Exercise in the ability to reproduce the specified number of movements (within 5).
Learn to move in a given direction (forward, backward, left, right).
To consolidate the ability to compose a holistic image of an object from separate parts.
III quarter
March
Lesson 1
Strengthen the ability to move in a given direction.
Explain that the result of the count does not depend on the size of the objects (within 5).
Learn to compare objects by size (within 5), arrange them in decreasing and increasing sequence, designate the results of the comparison with the words:largest, smaller, even smaller, smallest, larger.
Lesson 2
To consolidate the idea that the result of the count does not depend on the size of the objects.
Learn to compare three objects in height, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words:high, lower, lowest, lowest, higher, highest.
Exercise in the ability to find the same toys by color or size.
Lesson 3
Show the independence of the counting result from the distance between objects (within 5).
Exercise in the ability to compare 4-5 objects in height, arrange them in decreasing and increasing sequence, indicate the results of the comparison with the words:highest, lower, lowest, higher.
Exercise in the ability to distinguish and name geometric shapes: a cube, a ball.
Lesson 4
To consolidate the idea that the result of the count does not depend on the distance between objects (within 5).
Continue to introduce the cylinder by comparing it with a ball.
Exercise in the ability to move in a given direction.
April
Lesson 1
Show the independence of the result of the calculation from the shape of the arrangement of objects in space.
Continue to introduce the cylinder by comparing it with a ball and a cube.
Improve understanding of the meaning of wordsfar close.
Lesson 2
To consolidate the skills of quantitative and ordinal counting within 5, to learn to answer the questions “How much?”, “Which one?” etc.
Improve the ability to compare objects by size, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words:
Improve the ability to establish the sequence of parts of the day:morning afternoon Evening Night.
Lesson 3
Exercise in counting and counting objects by ear, by touch (within 5).
Learn to correlate the shape of objects with geometric shapes: a ball and a cube.
Develop the ability to compare objects by color, shape, size.
Lesson 4
To consolidate the idea that the result of the count does not depend on the qualitative characteristics of the object (size, color).
Exercise in the ability to compare objects by size (within 5), arrange them in decreasing and increasing sequence, designate the results of the comparison with the words:largest, less, even less, smallest, more.
To improve the ability to navigate in space, to designate spatial directions relative to oneself with the appropriate words:forward, backward, left, right, up, down.
May
The end of the school year involves the work of the educator to consolidate the program material in a plot-game form using traditional and non-traditional methods of teaching children. Mathematical entertainment and leisure activities are possible.
Lesson plans
September
Lesson 1
Program content
To improve the ability to compare two equal groups of objects, to indicate the results of the comparison with the words:equally, as much as.
To consolidate the ability to compare two objects in size, to indicate the results of the comparison with the words:big, small, more, less.
Exercise in determining spatial directions from oneself and naming them with words:front, back, left, right, top, bottom.
Demo material.Paper path, basket, meadow layout.
Handout.Mushrooms, paper autumn leaves, large and small cones.
Guidelines
Game situation "Journey to the autumn forest." (The lesson can be done on a walk.)
I part. The teacher invites the children to go to the autumn forest. Clarifies the time of year and its characteristic features.
Draws the attention of children to a basket of mushrooms and asks: “How many baskets? How many mushrooms are in the basket?
Children take one mushroom. The teacher finds out: “How many mushrooms did you take?”
The teacher invites the children to put their mushrooms in the clearing and clarifies: “How many mushrooms were in the clearing?”
Then he draws the attention of the children to the autumn leaves scattered on the path: “How many leaves are on the path? Bring one leaf to your mushroom. What can be said about the number of leaves and mushrooms? (The teacher encourages the children to use familiar expressions denoting equality in speech:equally, as much as.) How else can you arrange mushrooms and leaves so that you can see that they are the same number?(You can put each mushroom on one leaf or cover each mushroom with one leaf.)Children arrange objects in one of the ways (by agreement).
II part.
Children, together with the teacher, examine the cones. The teacher is interested in: “Are the cones the same size?” Then he suggests: “Take one big cone. Find her a couple - a small bump. Try to hide a large (small) bump in your palms. Take the small bump in your right hand and the big one in your left hand. What can be said about the size of a small cone compared to a large one?(The small bump is smaller than the big bump.)What can be said about the size of the big bump compared to the small bump?(The big bump is bigger than the little bump.)
III part. The game "What is where".
The teacher invites the children to talk about what objects they see above, below, left, right, in front, behind.
Lesson 2
Program content
Exercise in comparing two groups of objects, different in color, shape, determining their equality or inequality based on the comparison of pairs, learn to designate the results of the comparison with the words:more, less, equally, as much as.
Strengthen the ability to distinguish and name parts of the day(morning afternoon Evening Night).
Didactic visual material
Demo material.Toys: Winnie the Pooh, Piglet, Rabbit, 2 boxes, red and blue cubes (according to the number of children), plot pictures depicting different parts of the day.
Handout.Cubes and triangular prisms (5 pieces for each child).
Guidelines
Game situation "Visiting the Rabbit."
I part. Game exercise "Put the cubes in the box."
Multi-colored cubes are laid out on the table.
The teacher tells the children: “Winnie the Pooh and Piglet are going to visit the Rabbit. What do you think they can play? (Children's answers.) Let's collect all the cubes. What color are the cubes? How do you know if there are equal numbers of red and blue cubes? Place a blue cube on top of each red cube. What can be said about the number of red and blue cubes?
Take one red or blue cube each and arrange them in two boxes so that one contains all the red cubes and the other contains all the blue cubes.
II part. Game exercise "Let's build houses."
Children have 5 cubes and 4 prisms on the tables. The rabbit asks the children to help him build houses. He asks: “What will we need to build houses? What pieces do you have on the tables? (Proposes to arrange all the cubes in a row.) What needs to be put on the cubes to make a house?(Roof.)
Children find figures that look like roofs and complete the houses.
Do all houses have a roof? Rabbit asks.
Children, together with the teacher, discuss ways to equalize objects and complete one house.
III part. Game exercise "Let's help Winnie the Pooh arrange the pictures."
The teacher takes turns showing the children plot pictures depicting different parts of the day and asks: “Who is shown in the picture? What are the children in the picture doing? When does it happen? Children sequentially arrange the pictures (morning, afternoon, evening, night).
Lesson 3
Program content
Exercise in the ability to distinguish and name geometric shapes: circle, square, triangle.
Improve the ability to compare two objects in length and width, indicate the results of the comparison with the words:long - short, longer - shorter; wide - narrow, wider - narrower.
Develop the ability to compare objects by color, shape and spatial arrangement.
Didactic visual material
Demo material.Two clowns, whose costume elements differ in shape, color, spatial arrangement; 5-7 balloons of different colors, red and blue ribbons of different lengths, 2 boards of different widths, flannelgraph.
Handout.2-stripe counting cards, blue and red balloon cards (5 for each child), stars.
Guidelines
Game situation "The circus came to us."
I part. Game exercise "Find differences".
Clowns “come” to visit the children, in which the elements of the costumes differ in shape, color, and spatial arrangement. They ask the children to guess how their costumes are different.
II part. Clowns "play" with balloons.
The teacher asks the children: “How many balls do clowns have? What color are they?"
The teacher offers to put all the pictures with blue balls on the top strip of the card, and all the pictures with red balls on the bottom strip.
After completing the task, the teacher asks: “How many blue balls? How many red balls? What color balls are more (less)? How to make blue and red balls equal? (Children equalize the number of balls in one of the chosen ways.) What can be said about the number of blue and red balls?
III part. Game exercise "Compare tapes".
Clowns "show" exercises with ribbons.
The teacher asks: “What color are the clowns' ribbons? Are they the same length? How can you find out?
The teacher, together with the children, places the ribbons on the flannelgraph one under the other, offers to show a long (short) ribbon and asks: “What can be said about the length of the red ribbon compared to the blue one? What can be said about the length of the blue ribbon compared to the red?”
IV part. Game exercise "Let's jump over the boards."
The teacher shows the boards to the children and finds out whether they are the same in width or not. He asks to show a wide (narrow) board and offers to jump over the boards.
At the end of the lesson, the clowns give the kids stars.
October
Lesson 1
Program content
Continue to learn to compare two groups of objects that are different in shape, determining their equality or inequality based on a comparison of pairs.
To consolidate the ability to distinguish and name flat geometric shapes: circle, square, triangle.
Exercise in comparing two objects in height, indicating the results of the comparison with the words:high, low, above, below.
Didactic visual material
Demo material.Toys: raccoon, monkey, giraffe; handkerchiefs of the same color round, square and triangular shape(5 pcs.).
Handout.Circles and squares divided into 2 parts (2 figures for each child), cards with contour images of figures, bricks (10 pieces for each child).
Guidelines
Game situation "Extraordinary zoo".
I part. The teacher informs the children that today they will go to the zoo. He draws their attention to a raccoon who is drying handkerchiefs on a rope, and asks: “How many handkerchiefs are drying on a rope?(A lot of.) What color are they? Are the handkerchiefs the same shape?(Round, square, triangular.)What can be said about the number of round and square handkerchiefs: are they equal? How can you find out?
One child puts round handkerchiefs in a row, and the other puts a square handkerchief under each round handkerchief.
The teacher is interested in: “Which handkerchiefs are more: round or square? Which handkerchiefs are smaller: square or round? How to make it so that round and square handkerchiefs become equal.
Together with the children, the teacher discusses ways to equalize objects and suggests using one of them.
II part. Game exercise "Confusion".
On the tables of children are circles and squares, divided into 2 parts. The teacher invites the children to help the monkey assemble the figures, using cards with contour images of circles and squares for this. Then he checks the correctness of the task and finds out the names of the figures.
Physical education minute
The teacher reads a poem, and the children bend their fingers in accordance with the text.
Finger, finger, where have you been?
With this brother I went to the forest,
I cooked cabbage soup with this brother,
I ate porridge with this brother,
I sang songs with this brother.This finger went to the forest,
This finger mushroom found
This finger began to clean,
This finger began to fry,
This finger ate everything
From that he got fat.III part. The teacher invites the children to build fences for animals: for a giraffe - a high fence, for a raccoon - a low fence.
First, the children compare the animals (“Who is higher: a giraffe or a raccoon? Who is lower: a raccoon or a giraffe?”), And then arrange the bricks accordingly: horizontally for a low fence and vertically for a high one.
Lesson 2
Program content
Learn to understand the meaning of the final number obtained as a result of counting objects within 3, answer the question "How much?".
Exercise in the ability to determine geometric shapes (ball, cube, square, triangle, circle) by tactile-motor way.
To consolidate the ability to distinguish between left and right hands, determine spatial directions and designate them with words:left, right, left, right.
Didactic visual material
Demo material.Two-step ladder, 3 bunnies, 3 squirrels, "magic" bag, ball, cube, square, circle, triangle.
Guidelines
I part. Game situation "Guests from the forest".
The teacher informs the children that guests have come to them from the forest (puts 2 bunnies on the ladder). Finds out from the guys what needs to be done to find out how many bunnies have come running. In case of difficulty, it reminds that the bunnies must be counted.
The teacher counts and makes a generalizing gesture, intonation highlighting the final number. Clarifies with the children: “How many bunnies came running?”
Then he proposes to put as many squirrels on the bottom step of the ladder as there are bunnies.
The teacher counts the squirrels, then asks the guys: “How many squirrels came running? What can be said about the number of bunnies and squirrels? How many of them?
The children, together with the teacher, conclude: "The bunnies and the squirrels are equally divided: two bunnies and two squirrels."
The teacher puts another squirrel on the ladder (“Another squirrel ran to two squirrels”) and finds out: “How to find out how many squirrels have become?(Count.) How many whites? How many bunnies? Three squirrels and two bunnies - compare who has more.(Three squirrels are more than two bunnies.)Two bunnies and three squirrels - compare who is less.(Two bunnies are smaller than three squirrels.)How to make bunnies and squirrels equal?
Together with the children, the teacher discusses and shows ways to equalize objects: adding or subtracting one object. Then, calling the numbers, the teacher again counts the squirrels and bunnies and, together with the children, concludes that the groups are equal based on the counting results.
II part. Game exercise "Magic bag".
The teacher consistently shows the children a ball and a cube. Specifies the name, shape, and color of shapes. Then he puts the pieces in the bag.
Children take turns feeling for the figures, calling them and showing them to the others to check the answer.
The game is repeated 2-3 times.
Children perform similar actions with a circle, a square and a triangle.
III part. Game exercise "Assignment".
The teacher invites the children to alternately hide their right and left hands behind their backs. Clarifies which hand they hid, which one they showed.
The teacher asks the children to look to the right (left) and say what they see to the right (left).
The teacher praises the children for the completed assignments.
Lesson 3
Program content
Learn to count within 3 using the following techniques: when counting with your right hand, point to each object from left to right, name the numbers in order, coordinate them in gender, number and case, refer the last number to the entire group of objects.
Exercise in comparing two objects in size (length, width, height), indicate the results of the comparison with the appropriate words:long - short, longer - shorter; wide - narrow, wider - narrower, high - low, higher - lower.
Expand understanding of the parts of the day and their sequence(morning afternoon Evening Night).
Didactic visual material
Demo material.flannelgraph, pictures of three pigs, 3 acorns, 3 houses, 3 doors, plot pictures of pigs in different time days.
Handout.Paper tracks of different lengths (2 pieces for each child), Christmas trees of different heights (2 pieces for each child).
Guidelines
Game situation "Three little pigs".
I part. The teacher sings a piglet song:
We are not afraid of the gray wolf,
Gray wolf, gray wolf!
Where do you go, stupid wolf,
Old wolf, dire wolf?Clarifies who sang this song, from which fairy tale it is.
The teacher attaches pictures with images of three piglets to the flannelograph and remembers their names together with the children.
The teacher asks the guys what needs to be done to find out how many pigs. Reminds children how to count the piglets, how to make a generalizing gesture and say "only three pigs."
The teacher calls the children in turn and asks to count the pigs. Then he offers to treat the pigs with acorns. Children give each piglet one acorn. The teacher, together with the children, counts acorns. Based on the score, the guys are convinced of the equality of piglets and acorns.
II part. The teacher shows the children the piglets' houses and offers to make doors of the required width in order to close the entrance to the houses.
The guys decide how wide the doors should be, compare them in width and select a door for each house.
III part. On the tables of children there are paper paths.
The teacher gives tasks: “What can be said about the length of the tracks? Compare them for length. Which path will the piglet run to the house faster?(Short.) Show me the short track.
Similarly, children from two Christmas trees choose a tall Christmas tree to hide the piglet's house behind it.
Physical education minute
Children stand in a circle and first show a high Christmas tree (they rise on their toes and pull their hands up), then a low Christmas tree (squat down).
IV part. Together with the children, the teacher examines plot pictures depicting piglets at different times of the day. Clarifies what time of day is shown in the picture, asks the children to justify their conclusion and arranges the cards in order (morning, afternoon, evening, night).
Lesson 4
Program content
Improve the ability to distinguish and name geometric shapes (circle, square, triangle), regardless of their size.
Develop the ability to determine the spatial direction from oneself:up, down, front, back, left, right.
Didactic visual material
Demo material.Flannelgraph, 3 bunnies, 3 carrots, circle, square, triangle, tray, bell.
Handout.Double stripe card, 3 squirrels, 3 nuts; circle, square, triangle (one figure per child).
Guidelines
I part. Game situation "Let's treat the bunnies with carrots."
On the flannelgraph - 3 bunnies.
The teacher asks the children how to find out how many bunnies.(Count.) Then he invites several children to count the bunnies, recalling the rules for counting. The teacher encourages the children to name the final number along with the subject.(One, two, three bunnies.)Helps if necessary. Then he clarifies: “How many bunnies?”
The teacher offers to treat the bunnies with carrots. The child lays out a carrot: under each bunny he puts one carrot (one carrot is not enough).
The teacher is interested in: “How many carrots? How many bunnies? Three bunnies and two carrots - compare which is more.(Three bunnies are more than two carrots.)Two carrots and three bunnies - compare which is less.(Two carrots are less than three bunnies.)Which number is greater: three or two? Which number is smaller: two or three?
Children establish equality between bunnies and carrots in any chosen way and explain the result, based on the questions of the teacher: “How many bunnies and carrots now? How did you get three carrots? (How come two bunnies?)"
The teacher helps the children to draw conclusions: “One more carrot was added to two carrots and there were three carrots.” Or “One bunny was removed from three bunnies and there were two bunnies.”
II part. Game situation "Let's treat the squirrels with nuts."
The exercise is done using handout(children compare the number of squirrels and nuts). Tasks and questions are similar to tasks and questions of Part I.
III part. Mobile game "Find your house".
On the floor lie a circle, a square, a triangle.
Children take one geometric figure from a tray and name its shape and color. At the signal of the educator, the children begin to move around the group room, at the second signal they find their houses: those who have a circle in their hands run to the circle, those who have a square run to a square, those who have a triangle run to a triangle. When the children scatter in places, the teacher asks them to justify their choice.
The game is repeated 2-3 times. Each time the teacher swaps the figures, and the children exchange figures.
IV part. Didactic game "Where the bell rings."
Children stand in a circle and close their eyes. The leader (teacher or child) approaches one of the children and rings a bell (in front, behind, left, right, above or below). The child calls the direction where the bell rang, and if the answer is correct, he becomes the leader.
The game is repeated 3-4 times.
November
Lesson 1
Program content
Exercise in the ability to find objects of the same length, width, height, designate the corresponding signs with the words:long, longer, short, shorter, wide, narrow, wider, narrower, high, low, higher, lower.
Introduce a rectangle by comparing it with a square.
Didactic visual material
Demo material.Toys: Pinocchio, bear, bunny, hedgehog; counting ladder, a card with the image of three bows of different colors; magnetic board, envelope; square, rectangle (ratio of figures in size 1:2); a bag with objects (ropes of different lengths, ribbons of different widths, pyramids of different heights); ball.
Handout.Flat images of bows of the same color as on the demonstration card (3 pcs. for each child): red, green, yellow.
Guidelines
Game situation "Visiting Pinocchio".
I part. Game exercise "Let's help Pinocchio count the toys."
The teacher tells the children that Pinocchio is learning to count: “He brought his favorite toys with him and wants to count them. Let's help him. (Exposes toys on the counting ladder: a bear, a bunny, a hedgehog.) What toys did Pinocchio bring? How to find out how many toys Pinocchio has?
The teacher reminds the rules of counting and invites several children to count toys. Then he asks: “How many toys does Pinocchio have?”(Three toys.)
“When we want to find out which toy is in the account, we must count differently: first, second, third,” the teacher explains.
Children count together with the teacher, naming the ordinal number and the object: "The first bear, the second bunny, the third hedgehog."
Then the teacher calls the toy, and the children determine its ordinal place and check the correctness of the answer (count the items in order).
II part. Game exercise "Lay out the bows according to the model."
The teacher shows a demonstration card with the image of bows and says: “Pinocchio collected bows of different colors for Malvina. Arrange your bows according to the pattern. (Each child has 3 multi-colored bows.) How many bows did Pinocchio collect for Malvina? What color are the bows? Count the bows in order. (Children call the ordinal number and the color of the bow: “The first bow is red ...”) Which is the green bow? What color is the bow in third place?..”
III part. Pinocchio "takes out" a square from the envelope and "attaches" it to the magnetic board.
The teacher asks the children: “What figure did Pinocchio bring? What does a square have? Show the sides of the square. How many sides? Show the corners of the square. How many corners? ( A lot of .)
Pinocchio “attaches” a rectangle next to the square.
The teacher is interested in: “Who knows this figure? What is it called? This is a rectangle. What does a rectangle have? Show the sides of the rectangle. How many sides? Show the corners of the rectangle. How many corners? How are a square and a rectangle similar? How are these figures different?
The teacher imposes a square on a rectangle and specifies that the rectangle is longer than the square.
IV part. Game exercise "Find a pair."
Pinocchio “pulls out” objects from the bag that are different in length, width, height (strings, ribbons, pyramids), and lays them out on the table. The teacher invites the children to find pairs of objects, compare them and indicate the corresponding signs with the words:long, short, wide, narrow, high, low;find items longer, shorter, etc.
V part. Game exercise "Say the opposite."
The teacher takes turns throwing the ball to the children and calls out words that characterize objects in length, width, height. Baby calls opposite word(for example, long road – short cut) and returns the ball.
Lesson 2
Program content
Show the formation of the number 4 based on a comparison of two groups of objects expressed by the numbers 3 and 4; learn to count within 4.
Expand the concept of a rectangle based on its comparison with a square.
Develop the ability to compose a holistic image of objects from parts.
Didactic visual material
Demo material.Toys: Malvina, Pinocchio; 4 saucers, 4 cups, triangle, square, rectangle; 2 stripes-models, contrasting in length (one strip is equal to the length of the sides of the square and short side rectangle, the other is equal to the long side of the rectangle).
Handout. Double-strip cards, leaflets and flowers (4 pcs for each child), envelopes; utensils cut into pieces (2 pieces for each child).
Guidelines
I part. Malvina and Pinocchio come to visit the children. Malvina teaches Pinocchio to count. She puts 3 saucers on the table and invites Pinocchio to count them: “How many saucers? Place the same number of cups nearby. How many cups? How many saucers? What can be said about the number of saucers and cups?
Malvina puts down another saucer and thinks: “How did you get four saucers? How many cups do we have? Four saucers and three cups - compare which is larger.(Four saucers are more than three cups.)Three cups and four saucers - compare which is smaller.(Three cups are less than four saucers.)Which number is greater: four or three? Which number is smaller: three or four? How to make saucers and cups equal?
Children discuss two options for equalization. The teacher suggests making 4 saucers and cups each. Children add 1 cup, count the cups, specify how many there are, and how 4 cups turned out.(Another cup was added to the three cups.)
II part. Malvina gives the children a task: "Place three leaves on the top strip of the card, four flowers on the bottom." Offers to count the leaves and flowers. Then he asks: “How many leaves? How many flowers? Four flowers and three leaves - compare which is more.(Four flowers are more than three leaves.)Three leaves and four flowers - compare which is smaller.(Three leaves are less than four flowers.)Which number is greater: four or three? Which number is smaller: three or four? Make sure that the leaves and flowers are equally divided.
Malvina clarifies the ways of equalizing objects.
III part. Malvina shows Pinocchio a rectangle, a square and a triangle. Clarifies the names of the figures, counts their sides and angles: “How many sides? How many corners? Then he offers to compare the sides of a square and a rectangle. Shows that all sides of a square are equal, and only opposite sides of a rectangle are equal (with the help of model strips, it refines the properties of a square and a rectangle).
IV part. Game exercise "Let's help Pinocchio glue the dishes."
Children in envelopes have utensils cut into pieces. Malvina asks the children to help Pinocchio glue the dishes.
Lesson 3
Program content
Exercise in the ability to distinguish and name familiar geometric shapes: circle, square, triangle, rectangle.
Reveal the meaning of concepts with specific examplesfast slow.
Didactic visual material
Demo material.Pyramid with rings of different colors (red, blue, green, yellow), ropes, sticks.
Handout.Steering wheels with images of geometric shapes; boxes, colored pencils, colored ribbons (according to the number of children).
Guidelines
Game situation "Let's play."
I part. Game exercise "Count the rings at the pyramid."
Children, together with the teacher, examine the pyramid: “What is this?
What is the pyramid made of? Are the rings the same color? What should be done to find out how many rings the pyramid has?
The teacher clarifies the counting rules and invites several children to count the rings: “How many rings does the pyramid have?” Then he recalls the rules of ordinal counting and asks the child to count the rings in order, naming their color.
II part. Game exercise "Guess what has changed?"
The teacher lays out the rings on the table and invites the children to remember the order of their location. Children close their eyes. The teacher swaps the rings. Children open their eyes and determine what has changed (for example: “The yellow ring was in fourth place, and now it is in second place.”)
The exercise is repeated 2-3 times.
III part. Game exercise "Put the pencils in the boxes."
Each child has a box and colored pencils.
The teacher invites the children to put the pencils in boxes in accordance with his instructions, for example: “The first pencil is red, the second pencil is blue”, etc. Then he specifies which pencil is in the account.
IV part. Mobile game "Find your garage".
The teacher on the carpet makes geometric shapes (garages): from ropes - a circle, from sports sticks - a square, a triangle, a rectangle.
The teacher finds out from the children the names of geometric shapes and their features. Then he distributes the wheels to the children and invites them to play. Children, at the signal of the teacher, begin to move around the group, depicting drivers. At the second signal, they put their cars in the garages according to their numbers - geometric shapes painted on the steering wheel. The teacher checks the correct choice of the garage and invites the children to justify it.
The game is repeated 2-3 times.
V part. Mobile game "Carousels".
Children take the ribbons and form a "carousel". "Carousels" move to the music, sometimes quickly, sometimes slowly. (As directed by the teacher.)
