Topic: "Number and number 0"

Target: familiarization with the number and number 0.

Tasks:

1) educational:

To form a motivational basis for educational activities, a positive attitude to the lesson, an understanding of the need for learning.
Develop the ability to recognize numbers in a sign environment.
Teach correctly, write the number 0 and correlate the number of objects with the number.

2) developing:

Develop the ability to analyze, compare, compare and generalize.
Work on self-esteem and an adequate understanding of the reasons for success or failure in educational activities.
To promote the manifestation of independence in various activities.

3) educational:
- promote the development of friendly relations, mutual understanding, the ability to work with each other; fostering interest in the subject, adequately assess the result of their work;
health-saving:
- to preserve the health of children by alternating various types of activities and outdoor activities, using ICT, creating a comfortable and trusting atmosphere in the classroom.

Lesson methods: visual, partly - search, practical, explanatory and illustrative, independent work.

Lesson forms: individual, frontal, collective, in pairs.

Resources: multimedia board, computer, Power Point presentation, visual and handout material, workbook for the textbook for grade 1 "Mathematics" 1 part.

During the classes

1. Organizational moment.

Target:Organize the attention of students, ensure a positive attitude to the lesson.

We all came together to class.

We have math.

You turn to your neighbor

And smile at each other.

Wish everyone good luck

Only in this way, and not otherwise.

Let's smile at our guests. I am glad to see your faces again, your smiles and I think that the lesson will bring us all the joy of communicating with each other. You will learn a lot and learn a lot.

Who is ready to work, wants to learn something new, interesting in the lesson - show a smiley.

2. Message about the topic and purpose of the lesson.

Target: To prepare students for the perception of new material, based on old knowledge.
- Today in the lesson we will not just count and decide - we will go traveling. But traveling alone is boring and uninteresting, so you need to take friends with you. What for? But who we will take on a trip, you will find out by completing the task.

Name the geometric shapes.

How can they be called in one word?

What other geometric shapes do you know?

Listen to the riddle. Who is she talking about? What geometric shape does it look like?

They blinded him from flour,
After they put it in the oven,
On the window, he was chilling,
Rolled along the path.
Who is this? KOLOBOK

- How does the story begin?

Gingerbread man left his grandparents and went to travel.

The path leads us uphill, and the hill is not easy - numerical, we will climb up the numerical hill and go down. (Counting forward and backward from 1 to 10)

2. Actualization of knowledge.

Target:Further successful assimilation of new knowledge or learning activities.

Who did you meet first?(hare)

BUT Hare He speaks:

Memorize everything without verbal counting

No work will budge.

If you solve the problem,
I love you without punishment
On the way-track outfit
And I will let go.
And if you don't solve my problems,
You don't see good luck!

Guys, you need to quickly save Kolobok,
Help him escape from the Bunny.

Let's help Kolobok solve Zaikin's problems.

Repetition of the composition of the numbers "Settled houses"(at the blackboard)

And at this time we will solve problems (fan of numbers).

Previous number number 4? (3)

The next number is 1? (2)

Increase 3 by 1 (4)

Reduce 4 by 3 (1)

Sum of numbers 1 and 4 (5)

3 subtracted, 1 subtracted, difference value (2)

Vaska - a clever fisherman -

Catches fish on a hook.

Three he caught at dawn,

And one in the evening.

You count all the fish

And give me the answer now (4)

One two three four five…

You can give three for breakfast.

If you give three for breakfast,

They will no longer be 5. (2)

The mouse walked along the path,

She carried nine grains.

Four - gave the bird,

How much did you add to the cart ?(5)

Five mushrooms grew near the spruce.

Two of them were eaten by the squirrels.

You say now, my friend,

How many mushrooms will there be? (3)

Well done! We coped with Zaikin's tasks!

Wolf:

With a song, Kolobochek, do not rush,
You better solve the problem for me.
If you decide
Then boldly run.

On the desk:

How many balls ?

What number do we denote this number of items?

Two burst. How much is left? How to write an expression? 3-2=1

Bursted more, how much is left?

Zero is how many items?

What number do we denote this number of items?

Choose zero from the row of numbers on the board.

3. Setting the goal of the lesson. Opening new.

Target: Form ideas about what new they will learn in the lesson, what they will learn.

Name the topic of the lesson. (Number and digit zero)

What will we learn in class? (let's get acquainted with the number and number 0, learn how to write the number 0)

What does the number 0 look like?

A number like the letter O is zero or nothing.

Round zero like KOLOBOK so cute,

But it doesn't mean anything.

I can call it a ball

And if you want, we'll call it a hole,

Or maybe a donut, almost round,

On the hoop , to the full moon
,

Zero looks like a round earth and the sun in the sky

But whatever we call it

It is called .... zero.

Zero appeared in India, denoted by a circle, they called it "sifr". A few centuries later, he was given the name "zero", which means "nothing".

Zero is the only figure to which a monument was erected in Hungary, in the center of the city of Budapest. All distances in the country are measured from this monument. The number 0 and the inscription "km" at the bottom indicate the beginning of all roads in Hungary.

Our bun is tired
Settled on a stump.
He suddenly felt hot

You have to blow on him.

4. Physical Minute(in Kazakh)

5. Primary fastening. Work in notebooks.

Target: Develop writing skills for the number 0.

And now back on the road. Gingerbread man rolls along the path in the forest, and the Bear meets him.

Our bun was scared
He quickly climbed onto the stump.
Just started singing the song
Let's roar like a bear.

You don't sing to me, Kolobok,
Don't talk tooth.
Better you, my friend, hurry up
Write down your number.

- Now we will learn how to write the number 0.

I'll open the notebook and put it obliquely,
I won't hide my friends from you
This is how I hold my hand.
I'll sit straight, I won't bend
I'll take the job.

How many elements does the number 0 have? (1 oval)

We start writing just below the top of the upper right corner, round off, touching the top side of the cage, lead down, round off, touching the middle of the bottom side of the cage, round off and lead up to the beginning of the oval.

Write the number in your notebook. Choose the most beautiful, correctly written number, put a dot under it.

-And now back on the road. Gingerbread man rolls, rolls, and the Fox meets him.

I will eat you, Kolobok,
But first I will give you a deadline:
To manage in 3 minutes
Decide everything that is in the notebook.
Work in pairs P.s. 45 No. 2

6. Physical Minute.
cup with teapot,
Teapot with lid
lid with hole,
Steam hole. (Pointing with hands.)

- Didn't notice anything? (We just modeled the number 0 with our fingers.)

Modeling.
- Let's model this figure with the help of a thread.

7. Assimilation of new theoretical educational material.

Target: Development of the ability to recognize the number 0.

Work according to the textbook p.56

Help the baby camel to find a place for zero.

Where is the place of zero on the number line?

On a number line, ZERO is always in front of all numbers.

What can you say about 0 when compared to other numbers?

0 is a natural number? (no, why? (H natural numbers, which are obtained by counting objects.)

8. Generalization of what has been learned.

Target: Fix, repeat, continue the formation of UUD.

You are waiting for "Funny questions" (in chorus).

How many fingers are on 1 hand?

How many apples are on an oak tree?

How many legs does a person have? At the snake?

How many grandparents are in our class?

Independent work.

If we complete the task, the fox will release the KOLOBOK.

Cards (check SLIDE)

9. Summing up. Reflection.

Target: Summarize the material studied during the lesson, check the level of assimilation of the material.

Well, Lisa will have to let Kolobok go - after all, he solved all the tasks with excellent marks. And how did you guys help him in this?

We thought, we decided, we discussed.

What number did you meet?

What does the number zero mean? (Nothing, not at all.)

Rate your work.
Green zero - everything worked out.
Yellow zero - there were minor difficulties.
Red zero - it was difficult.

Well done! Thank you for your work.

Memory training
> Methods for memorizing numbers
Method of associations by form

In this chapter, we will also talk about association. But here we will use the word "association" in a slightly different sense, in the sense of similarity. What might the numbers look like? 0 before 9 ? Each number has a shape (how it looks when written), and this shape can remind you of the outlines of some objects, animals, etc.

In other words, the figures in shape may be similar to some objects, that is, with these objects associate. Surely you are familiar with such a school expression: "Bring home a swan." Where did it come from? Of course, due to the fact that the deuce in shape is very reminiscent of a swan. And such a commonly used name for the lowest school grade - "kol"?

It is not difficult to guess where it came from - from the obvious similarity of the shape of the figure " 1 and a cola (a long, pointed stick). So, for the transformation, we will use the similarity of the shapes of numbers with the shapes of objects. Let's start with the simplest numbers, for which in the world around us there is the largest number of objects that resemble them in shape. It " 0 " and " 1 ". Any round or oval object reminds us of " 0 ", and any long and narrow one is similar to " 1 ".

*** Exercise 6.

See what the numbers might look like" 0 " and " 1 ", and try to come up with no less 5 their associations to these numbers. Try to keep your associations varied (rather than listing all the piercing objects you know for one and vegetables and fruits for zero). On the one hand, this exercise already requires the presence of imagination and fantasy, and on the other hand, its implementation will help you develop them.

Write down or draw your associations to the numbers " 0 " and " 1 ". Try to mentally imagine what you come up with.

For the rest of the numbers, it is more difficult to come up with visual associations, but more interesting. When you do Exercise No. 6, be sure to sketch, at least schematically, exactly how you represent a number in the form of an object, since many of the association objects are similar to numbers only from a certain angle.

The benefit of the drawing is also that in the future, when you again need to recode the number into an object, you can mentally refer to your drawing. It will, as it were, fix your association in memory. This will take much less time than searching for similar items again.

*** Exercise 7.

Look carefully at the pictures to the numbers from 2 before 9 . Come up with and sketch your associations to these numbers. The more - the better, but not less than 4-5 to each. It is likely that this task will seem difficult to you, so do not try to complete the entire exercise at once. You may have successful associations with numbers tomorrow and in a week. Do not forget that numbers in different fonts can be written differently (for example, 4 and H, seven with a stick in the middle and without, etc.).

Actively use these differences when inventing associations to numbers. The more associations you can come up with for each number, the easier it will be for you to remember them in the future, so it is in your interest to pick up as many of them as possible. You can look closely at the objects around you at home, on the street, at work and ask yourself the question: "What number does it look like?" In doing so, unexpectedly for yourself, you will find many similarities between the shape of the numbers and the objects around you.

You can change the object so that it looks like some number, for example, it is very easy to get a number from a mushroom " 4 ". You just have to imagine that part of his hat has fallen off, or bite an apple so that it looks like a number" 5 ", You can tie a scarf around your neck, and it will already become like" 0 ".

There are a great many objects or their parts that look like numbers (almost every object, with the proper level of imagination, can resemble one or another number in form). Moreover, people with a rich imagination in any subject can "find" a given figure. Sometimes for this the object must be mentally transformed.

For those of you who think he has a lot of fantasy and imagination, you can try the following exercise (quite difficult in my opinion, but perhaps more creative than anything else).

* * * Exercise 8.

Here are three items, in each of which you need to find all ten numbers: WOOD, PACK OF CIGARETTES, KETTLE. You can transform the object in any way, you can use its details and functions. If you can't find all the numbers in one object, find as many as you can, five numbers is already a great result.

Lesson type: ONZ.
Lesson topic: Number and number 0.
Lesson Objectives:
1.Formation of knowledge about the number 0 and its properties.
2. Formation of skills to write the number 0 correctly.
3. Formation of skills of fast and correct counting within 9.

During the classes:

1. Organizational moment.
Children at our lesson there are many guests. Since ancient times, Russian people have said: "Guests in the house, joy in the house."
Our fun 1st grade
Will show you everything now
What we have achieved
While still on the road.
2.Motivation for learning activities.
We often visit fairy tales in class.
Skok yes skok
Skok yes skok
The bun rolled
Round and ruddy
Straight to the field.
From which fairy tale did the gingerbread man roll? The gingerbread man is not simple, but magical.
(slide)
He will help us learn.
_What does it mean to be able to learn?
Where does the lesson start? (We repeat what we need to discover new knowledge).
3. Actualization of knowledge.
- A gingerbread man rolls along a clearing, and a bunny meets him. Slide.
- "Gingerbread Man, Gingerbread Man, complete my task, otherwise I'll eat you." Slide.
1) slide. Take the same card.
-What should be done?
Complete the task yourself.
Self-test. Slide.
- Who did it right? Put +.
- Which of you made a mistake? Where is the mistake?
-Fix it. The bun rolled on.
2) A gingerbread man rolls along a clearing, and a gray Wolf meets him. Slide.
Gingerbread Man, Gingerbread Man, do my oral task, otherwise I'll eat you.
Memorize everything without verbal counting
No work will budge.
Find the sum of numbers 3 and 4.
What is the difference between 5 and 3.
The first term is 6, the second term is 2. What is the sum.
Decreased 7, subtracted 2. What is the difference.
Subtract 8 from 9.
Add 1 to 3.
Sum 6. First term3. What is the second term.
Find the sum of 5 and 4.
What is the difference between 9 and 3
4. Definition of the topic and objectives of the lesson.
Opening new.
What did you repeat?
What will we do next?
(Perform the task on new knowledge).
Three guys were rolling down the hill.
Yegor ran away home.
And then Vadim left
And Seryozha followed him.
How many children are left on the hill?
Who counted, answer soon!
Zero is how many items?
Choose zero from the row of numbers on the board.
1 3 2 7 4 6 0 8 5 9
What goals will we set for ourselves? Slide.
Name the topic of the lesson. Slide.
What number do we represent this number with?
What does the number 0 look like?
-A number like the letter o is zero or nothing.
Round zero is so pretty
But it doesn't mean anything.
Zero appeared in India, denoted by a circle, they called it "sifr".
A few centuries later, he was given the name "zero", which means "nothing".
Zero is the only figure to which a monument was erected in Hungary, in the center of the city of Budapest. All distances in the country are measured from this monument. Slide.
Zero is an important number in our counting system. It does not mean anything, but if it stands to the right of the number, then the number will increase several times. Slide.
Who can name these numbers?
- And if you put zero to the left of the number, then we get strange numbers. Slide.
Have you met them in your life?
(01 02 03 04)
People say "Let's start from scratch".
-When do they say that?
-Determine the place of zero on the numerical segment. Slide.
- What can you say about zero, if you compare it with other numbers?
-Does 0 have a graphical model?
-What is the composition of this number?
- 0 is a natural number? Why?
Fizkultminutka.
I'll get on my toes
Stretch well
One - slope, two slope
Like the number 0 I'll curl up
And I jump a little
And I'll twist my hands
Stand on my right foot
And I'll turn my head
Quietly sit down, smile
And I'll get to work.
5. The letter of the number 0.
Now we will learn how to write the number 0.
-Depict 0 with a thread.
- Print the number 0 on the palms of each other.
How many elements does the number 0 have? Slide.
Consider a pattern for writing a number.
Explain how to write it.
Open your notebooks and write 1 line of the number 0.
6.Opening properties 0.
And our bun rolled on. Meet him Bear.
Gingerbread Man, Gingerbread Man, complete my tasks, otherwise I'll eat you.
- Open your textbooks on page 32.
-Look. Does 0 occur in the examples?
Do people say
"Don't play with fire!"
And the numbers say:
"Don't Mess With Zero"!
At zero in reserve
A hundred secrets and tricks.
He needs an eye for an eye.
- Now we will reveal these secrets.
Let's complete the task number 1, p.32.
Does adding a number to 0 always produce the same number?
-Give examples.
Your examples can be written in general terms using letters.
What will be required in the entry? Slide.
-Who will formulate this property?
Other properties are treated similarly.
0+a=a a-0=a a-a=0 Slide.
What can you do with public properties?
7. Primary fastening.
No. 2, p. 32. With commentary.
8. Kolobok rolled on and met the Fox.
- Gingerbread Man, Gingerbread Man, if the children cope with my task on their own, I won't eat you.
Independent work.
Slide 5-5= 6+0=
8-0= 0+7=
Self-test.
-Who did it right?
-Who made mistakes?
-What is your mistake? Fix it. Well done.
9. Summary and reflection.
-Summarize the lesson.
-What did you learn in the lesson?
Slide. I found out…
I remembered….
I can…
Rate your work.
Green zero - everything worked out.
Yellow zero - there were minor difficulties.
Red zero - it was difficult.

You can turn it
Put your head down
The number will remain the same.
Is it true, tell me?

A number like the letter O
It's zero or nothing.
Round zero is so pretty
But it doesn't mean anything!

(S. Marshak)

I can call it a ball
And if you want, we'll call it a hole,
And maybe a bagel
Almost round.
But whatever we call it
It's called zero!

(F. Daglaja)

He does not look like a penny,
Doesn't look like a bagel
He is round, but not a fool,
With a hole, but not a donut!

(E. Aleksandrova)

A LITTLE HISTORY

Here it is, look at it - 0. They call it zero or zero and designate “nothing” with it. Add zero to five - you get the same five. After all, we did not add anything to the number, so it remained unchanged. Subtract zero from six and you get six again. It would seem that there is nothing to talk about him: zero and zero are empty. No wonder a worthless person is called "zero without a wand."

So, some will think, zero is a completely trifling figure, without which it is easy to do without. But that's not the case at all.

If you figure it out, it turns out that zero is a very important person. How to write 10, 100, 1,000,000 if there is none? How to write 102 or 1905 if there is no magic circle between the numbers? It will turn out 12, 195, but not at all what is needed. One pain!

This is how people suffered for centuries. In order for the numbers to turn out correct, so that exactly 102, 1905 came out, and not 12 and 195, they had to be written down on a special scribbled board - an abacus. There were cells separately for millions, separately for hundreds and tens of thousands, just for thousands, just for hundreds, tens and, finally, for units. In a word, the abacus was then something like the present abacus, only without stones. A circle with the desired number was placed on each column of the abacus, and the zero place was left empty. Then they began to cover this empty place with an empty circle. Thus, our zero was born. In memory of the abacus, he remained like a circle.

It is believed that they first began to designate zero in this way in India, but some scientists think that zero appeared even earlier, among the Babylonians. But everywhere he was designated and called a circle. In the language of ancient India, "circle" - "sunya". The Arabs translated this word into their own language, and our zero became known as "sifr". Doesn't it remind you of something? Correctly! "Sifr" - "number".

It just so happened that the Arabic name of zero - this youngest of the digital family - has since been called all of his brothers and sisters. All of them are now digits: 0 is a digit, and 5 is a digit, and 6 is a digit, and 9 is also a digit. And the word "zero" itself arose later (from the Latin nullum- nothing).

Oddly enough, "nothing" is the most important figure in our counting system! It would seem, emptiness, air - and what a force! After all, zero only means nothing when it stands to the left of the number. But as soon as he stands on the right, the number immediately increases tenfold. From zero, you can expect all sorts of tricks. Even songs are sung about him in the labyrinth of numbers:

People say:
"Don't play with fire!"
And we say:
"Don't mess with zero!"
At zero in reserve
Hundreds of tricks and pranks,
Need an eye for it
Yes eye!

(You can read about the pranks of zero in the book by E. Aleksandrov and V. Levshin "In the labyrinth of numbers".)

This figure has another important meaning. We usually think that zero is at the beginning of a series of numbers and that any number (one, two, three, etc.) will be greater than zero. Take a look, however, at the thermometer. Here zero is placed between two rows of numbers that go up and down from it. Up are numbers indicating degrees of heat, down - degrees of cold. About numbers located above zero, we say: "Above zero." And about numbers below zero: "Below zero." What does "below" mean? So less than zero? But how can a number be less than zero? It turns out it can. Such numbers are called negative. To distinguish them from positive numbers; located above zero, mathematicians put a minus sign in front of them. For example, the number -3 is read as "minus three". And everyone understands that this is a negative number. Thus, zero is, as it were, a boundary pillar between two infinite series of numbers: positive and negative. Now, perhaps you will agree that zero is an important invention of the ancient mathematicians.

Merry Poems

This is zero or nothing.
Listen to a story about him.

Said merry round zero
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!

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 right

In vain they think that zero
Plays a small role.

We'll turn a deuce into twenty.
Of triplets and fours
We can if we want
Make thirty, forty.

Let them say that we are nothing, -
With two zeros together
One hundred will come out of one,
From the deuce - as many as two hundred!

(S. Marshak)

Zero in place on empty
They put, as you know,
Only he, with everything
Not an empty space.

If you add zero to a number
Or you take away from him,
You will receive an immediate response
Again the same number.

Hitting as a multiplier among numbers,
He brings everyone to nothing in an instant,
And therefore in the work
One for all bears the answer.

Zero without a wand - the place is empty.
Remember the rule is simple.
Zero is King if the wand is on the left
Stand side by side like a queen.

(M. Plyatskovsky)

Skok yes skok
Skok yes skok -
the bun rolled
round and ruddy
straight to the field.
Us a gingerbread man
draw,
Like zero in a notebook
Write.

Yes, only zero
Not a bun
But he just
Empty circle.
And this number means
That there is nothing here.
And the animals ate the bun.
That's what it is
Zero is a circle.

(V. Bakaldin)

I
With a wave of the hand,
Took
Lessons done honestly
I did it with no regrets!
So what?
Useless!
So no one
Didn't ask!

(B. Zakhoder)

READING TOGETHER

TALE ABOUT ZERO

Zero lived in the world. At first he was small, very small, like a poppy seed. Zero never gave up on semolina and grew big, big. Numbers 1, 4, 7, thin and angular, envied Zero. He was so round and imposing.

To be his leader, - they prophesied around.

And Zero put on airs and swelled like a turkey.

Somehow they put Zero in front of the two, three and five, and even separated it from them with a comma to emphasize its exclusivity. And what? The size of the numbers suddenly decreased tenfold! We put Zero in front of other numbers - the same thing. Everyone is surprised. And some even began to say that Zero has only appearance, but no content.

Zero heard this and became sad ... But sadness is not an assistant to trouble. Something must be done, Zero stretched out, stood on tiptoe, squatted, lay down on his side, but the result is still the same.

Null was now glancing enviously at the other figures: though unobtrusive in appearance, each one meant something. Some managed to grow into a square or a cube, and then they became important quantities.

I also tried to climb Zero into a square, then into a cube, but nothing happened.

Zero wandered around the wide world, unhappy, destitute. Once he saw the numbers lined up in a row, one after another, and reached out to them: he was tired of loneliness. Zero approached imperceptibly, became modestly behind everyone! O miracle! He immediately felt strength in himself, and all the numbers looked at him affably: after all, he had multiplied their size tenfold.

DISPUTES OF FIGURES

Once the numbers argued with Zero:

Although you are a number, you mean nothing at all. Here, a student will take the number “two” and, accordingly, put two dice, and he will take “zero” and put nothing.

True, true, nothing, said the Five.

No-che-voch-ka, no-che-voch-ka, - the figures chattered.

You don't understand anything, - said Null. - Here's the unit. I will stand next to you on the right. What have you become now? Answer! And if I stand next to you on the right, Five, what will you mean?

Zero stood to the right of the number 5, and it became five tens, the number 50.

Zero stood up to the right of each digit and asked to call the formed number.

I increase each number by 10 times, and you called me nothing. And how will you write down the answer if I'm not there, in such examples: 5-5=... 7-7=...?

But the numbers still started a dispute:

I mean the most, - said the Nine, - because I'm not a One.

One laughed, stood to the left of the number "nine" and asked:

Who is bigger now: you or me?

The number "seven" ran up and took the place of the One. The result is 79.

I'm seven dozen, seventy, you know?

So all the numbers became next to the Nine and all turned out to be more than the Nine. Nine was surprised, embarrassed.

But everything is simply explained. The most important thing is the place of the numbers in the number. Nine is the largest when the numbers live separately, but when they stand next to each other, things change. Units are written in the first place from the right, tens are written in the second place from right to left.

The figures understood everything and have since stopped arguing.

Here are educational cards - pictures "What do the numbers look like?". Each number in the picture is depicted as an object or object, and in order to quickly learn and remember all the numbers on the cards, funny poems about numbers are printed along with illustrations.

These cards are also suitable for learning numbers at home and in kindergarten.

Download and unpack the archive with cards, print the pictures, stick them on cardboard, cut them and you can work with your child.

With very young kids, you can learn one digit a day, start with one. Show the picture with the number 1 (), then show the picture from the series “What does the number 1 look like?”. Read a rhyme to the child, lay out different toys in front of the baby in 1 piece: 1 ball, 1 cube, 1 ring from the pyramid. So the child will understand what is at stake and he will quickly master the material.

The next day, repeat the exercises with the number 1, and then go to the number 2, add toys: now there are 2 balls, 2 cubes and so on.

If you use as much visual colorful and bright material as possible, then it will be much more interesting for children to study.

We wish you pleasant and interesting activities with the kids!