My dear readers and friends, hello! Sukhikh Tatyana is in touch and is ready to acquaint you with information on the topic: a lesson on FEMP in the 2nd junior group. For those who are not in the know, I will decipher the abbreviation - the formation of elementary mathematical concepts. Although the school year is rapidly ending, April is already here, and May is just around the corner, but the educational activity in the head of the educator does not stop all year round.

The mathematical development of children in the kindergarten is carried out strictly according to the Federal State Educational Standard, according to the age characteristics of the kids. As an educator, I set tasks that are feasible for their intellect and help them look for answers. At the same time, the formation of elementary ideas about the concepts of mathematics is carried out not only in preschool educational institutions, but also at home.

I do not mean counting and other mathematical operations, but the simplest concepts of size, shape, time, space, quantity. The main form of education for children is classes, and they are planned taking into account the principles of science, accessibility, individual approach, consistency, visibility, connection with life, etc.

Games are the most appropriate form of learning for preschoolers. Therefore, I practice such classes for the smallest, where didactic games and entertaining developmental exercises are necessarily used. Usually, FEMP classes are held for the whole group at the same time, frontally. But only in the 2nd junior it is recommended to divide children into subgroups at the beginning of the school year, so that they gradually learn to study together.

Mathematics in the garden does not take much time - only 1 lesson per week for the little ones, 2 for the older ones. At first, the duration of the lesson does not exceed 15 minutes, gradually increasing to 25-30 minutes in the preparatory group. GCD (Direct Educational Activities) is planned so that children gradually learn the concepts and can see their own progress.

The children and I study each program task for several lessons and constantly return to the material covered during the school year. This ensures a good understanding of the material.

But we consider not only mathematical topics in the classroom, in parallel there is a development of speech, logic, thinking, educational goals are achieved that form the personality of the baby. Take my word for it that the kindergarten development and education program is an extremely complex mechanism that should ensure that children are well prepared for school and build positive skills for a happy and fulfilling life.

Books are the key to the methodological savvy of the teacher

We, teachers, cannot do without self-education, and, therefore, independent study of literature on the upbringing and education of preschoolers. I really enjoy the process of finding new cool manuals and manuals for myself and my colleagues. It's not difficult, because you just have to "go" to the catalog of the UchMag online store, I immediately find everything I need.

Let's say you're planning an open math class for your junior group. Need to write a summary, right?

I made a good selection of thematic literature:

• "Mathematics. The second junior group: planning, abstracts of game lessons "- with the help of these materials you will be able to build a FEMP training system in the 2nd junior group;
• “Formation of elementary mathematical concepts in preschoolers. Abstracts of classes. 2nd year of study»– materials fully comply with the requirements of educational programs approved by the Ministry;
• “Formation of elementary mathematical representations. The first and second junior groups of kindergarten "(Pomoraeva I.A., Pozina V.A.) - a CD with excellent materials, designed as a set of gaming activities and exercises;
• “Knowledge of the objective world. Junior group (from 3 to 4 years old)»- the manual will help the educator to realize the goals set by the general education program;
• Thematic planning. Comprehensive classes according to the program "From birth to school" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. The second junior group "is a CD that contains all the necessary materials in order to draw up a competent long-term lesson plan for FEMP.

I think we need an electronic file of methodological literature, what do you think? Probably, I will deal with this issue at my leisure (which is practically non-existent).

What mathematical concepts do children of the second younger group study?

In order for FEMP planning in a group to be as competent and effective as possible, it is important to understand what concepts are available to the intelligence of kids at this age.

So, the 2nd youngest learns to operate with the following concepts:

• Quantity. My task at this stage is to develop the ability of kids to understand and highlight a common feature of objects of the same group: all these oranges are orange, round, large. We are learning to independently group objects according to the same criteria: select all red balls, all small ones, etc. Understand the meanings of the words one, many, none, one at a time. Realize the concept of "how much" and be able to give an answer, using the words many, one, none.

We also learn how to make a simple comparative analysis of the same and unequal quantities or groups of objects by comparing objects with each other. We begin to understand the concept of equally, not equally, what is more, what is less.

• Value. Again, we understand the meaning of concepts through a comparison of objects or groups of objects: comparing them with each other, we realize which one is large, small in size. Comparing the height, we will understand which object is high, low. Similarly, in length - long, short, and in width - narrow, wide. We also compare identical or different objects according to a given parameter (height, width, etc.);
• The form. We study geometric shapes: triangle, circle, square. We learn to explore the shape of objects through sight and touch. We understand that a circle has no corners, no beginning and no end. It is convenient to use surrounding objects to study geometric shapes;
• Space. We learn to navigate in space, to understand what is ahead, behind, above, below. In parallel, we learn where we have the right handle, where is the left. During the study of these concepts, I use the furniture in the group, it is easier to explain: the chair is in front or on the right. Often children before preparation and even later confuse right-left. To prevent this, individual work with children who find it difficult to orient themselves in space is appropriate;
• Time. Cognitive development in this direction is carried out by studying the signs by which night or day, morning or evening is determined.

What should a baby of the 2nd junior group be able to do by the end of May?

Spring ends, and with it, classes in the kindergarten stop and the results are summed up.

What should I teach kids about math:

• The ability to independently group objects according to a common feature (by shape, color, size);
• To be able to find one object that is not the same as all the others;
• Distinguish between the concepts of one and many;
• Understand the meaning of the concepts more-less, the same, not the same;
• Correlate groups of objects by quantity: more or less, the same;
• Be able to identify signs by length, height, width;
• Know simple geometric shapes - triangle, circle, square;
• Distinguish where the right hand is, where the left hand is, and directions - in front, behind, above, below, above, below;
• Know and understand the meaning of the words morning, afternoon, night, evening.

Do you find it all difficult? In fact, for kids, such math classes are entertainment, because we play, travel, talk in class, and do not hammer dry theory ...

In the learning process, I use technological maps, other didactic material, so that cognition as a thought process occurs naturally, without tension. My task for FEMP is to make the study of the primary concepts of mathematics exciting, unusual, fabulous, in order to form a strong interest in science by the school period.

We do mathematics projects with children, I already wrote about project activities in kindergarten, I will not repeat myself.

So, but I will move on to the process of compiling a summary of FEMP for the 2nd junior group. You can choose any topics: transport, vegetables, create game situations.

The lesson is a kind of presentation for the kids of the wonderful world of mathematics. Therefore, it is so important at first to show children the attractiveness of mental activity.

An exemplary outline of a lesson on FEMP in the younger group

Theme: "Fairytale Journey"

• To consolidate knowledge about the concept of one, many;
• To teach to distinguish where there is one object, and where there are many of them;
• Continue studying the geometric shapes square and circle.

Didactic materials:

• Demonstration material: group play corner, bookshelf, pre-prepared train silhouette;
• Handout: red cardboard squares and circles.

Educator: Children, today we will go on an interesting journey by train, do you agree? Here is a train, but without wheels. See what wheels can be made from? That's right, circles. Go!

How is the train buzzing? "Tu-tu!" First stop "Book". What do we see here? Yes, books. How many? Many or one? Are there small books among the books? A lot of them? And find, Katya, the biggest book. Well done. And Petya will show a small book. Good girl.

Well done kids, are you a little tired of driving? Need to stretch! (physical education minute).

Oh, while we were playing, the train broke down again. What is missing? Wheels, what are they? Round? What colour? Red. Why don't we have windows? What can they be made from? From squares. Well done! Why can't wheels be square? The corners will get in the way, right.

Results. What did we do today? Traveling, right. What shape is the wheel, remember? And the windows? What have we seen with you? Lots of books and lots of toys. Well done guys.

Do not forget to write a self-analysis at the end. Here, something like this is a summary of the lesson on FEMP. Of course, more detailed samples can be found in large quantities on the Internet.

Remember that we combine group and individual work with children. In this way, we will ensure excellent assimilation of the material.

Instead of an afterword...

In the work on the formation of initial knowledge in mathematics, it is necessary to use a variety of didactic material. These can be sticks and logical blocks of Kuzner, Gyenesh, for example. Such things will make kindergarten math really interesting for kids.

Well, that's all for now. I ask you to subscribe to the news and share links to my articles with your friends.

Sincerely, Tatyana Sukhikh! Till tomorrow!

Lesson on FEMP in the 2nd junior group: how to make a summary?

Lesson 1

Program content

Improve the ability to compare two objects in length, denote the results of the comparison with the words long - short, longer - shorter, the same in length.

Exercise in the ability to find one and many objects in the environment.

Demo material. Equipment and attributes of the gym, 2 cords of different colors and lengths (rolled into large and small balls), a bun.

Guidelines

I part. Gingerbread Man shows the children two balls and asks: “What is this? What color are the balls? What can be said about the size of the glomeruli?

Gingerbread Man invites the children to go for the balls and see where they lead. With a large ball, children enter the gym. “What interesting things do you see here? the teacher asks. - What items are there a lot, what can all children play? What items one at a time, what can only a bun play with?

With a small ball, children enter ... (at the discretion of the teacher) and answer similar questions.

The teacher offers to unwind the balls and compare the cords in length: “Find and show a long cord. Find and show a short string. What about the length of the red cord compared to the blue cord? What about the length of the blue cord compared to the red cord?

The teacher summarizes the answers of the children, emphasizes that a large ball can be wound from a long thread, and a small ball from a short one.

II part. Carousel game.

Children take the cords and form two "carousels": large and small. "Carousels" move to the music.

Lesson 2

Program content

Continue to improve the ability to find one and many objects in the environment.

To consolidate the ability to distinguish and name a circle and a square.

To improve the ability to compare two objects in length by methods of superposition and application, to designate the results of the comparison with the words long - short, longer - shorter.

Didactic visual material

Demo material. Circle (diameter 14 cm), square (side length 14 cm) of the same color; cat toy, large and small glasses for pencils, a tray for geometric shapes.

Handout. Pencils of different colors (length - 10 cm and 20 cm); circles (diameter 7-8 cm), squares (side length 7-8 cm).

Guidelines

I part. With the words “a gray cat sat on the window”, the teacher brings the cat in and puts it on the windowsill. Together with her, the children look out the window and answer the questions of the teacher: “What do you see on the street? What items are there in the street? Which items one at a time?

II part. The teacher invites the children to take green and yellow pencils and compare them in length. Clarifies the ways of comparing objects (overlay or application) and asks to run a hand along the pencils, showing and naming their length: “What can be said about the length of the green pencil? What can be said about the length of the yellow pencil? Put the pencils in cups: in a large one - a long pencil, in a small one - a short pencil.

III part. Mobile game "Find your house".

On the carpet lie a circle and a square. Children take one geometric figure from the tray, name them and begin to move to the music. At the end of the melody, they must find their houses: those who have a circle in their hands run to the circle, those who have a square run to the square. When the children take their places, the teacher asks them to justify their choice.

Repeating the game, the teacher swaps the figures.

At the end of the lesson, everyone sings a song for the cat together.

Lesson 3

Program content

To learn to compare two equal groups of objects in an overlay way, to understand the meaning of words in many, equally.

Exercise in orientation on your own body, distinguish between right and left hands.

Didactic visual material

Demo material. Snowman toy, 4 buckets, 4 scoops.

Handout. One-strip cards with images of 3-4 snowmen without bucket hats, on trays - 3-4 bucket hats, outline images of mittens for the right and left hands.

Guidelines

I part. Educator. A snowman came to visit us and brought gifts: buckets and scoops. Let's line up the buckets.

The child arranges buckets. The teacher accompanies his actions with the words: "One bucket, one more ..."

Educator. How many buckets did you put in? (A lot.) And now put one scoop in each bucket.

The child completes the task, specifying the sequence of actions.

Educator. How many scoops did you put in? (A lot.) Is there a scoop in every bucket? How many pails and scoops do we have? (A lot.) That's right, a lot, but you can say equally.

II part. Children, together with the teacher, look at cards with the image of snowmen.

caregiver. What is on the card? How many snowmen? What's wrong with snowmen? (Buckets.) Let's put on a bucket hat for each snowman.

The teacher clarifies the rules for laying out objects using step-by-step instructions.

Educator. How many bucket hats? (A lot.) Does every snowman have a hat? What can be said about the number of snowmen and hats? (A lot.) How else can you say: how many snowmen and hats? (Equally.)

III part. Game exercise "Find the lost mitten."

At the beginning of the game, the teacher asks the children to show the right and left hands. Then he distributes mittens to the children, but only on one hand. Children determine which hand they already have a mitten on, and pick up a mitten on the other hand (they lie on the teacher's table). Children check the correctness of the task by directly putting their hands on the mitten.

Lesson 4

Program content

Continue to teach how to compare two equal groups of objects in an overlay way, activate expressions in speech by many, equally, as many as.

Improve the ability to compare two objects in length, using the techniques of imposition and application and the words long - short, longer - shorter.

Didactic visual material

Demo material. Two scarves of the same color but different lengths, doll.

Handout. Branches of different lengths (2 pieces for each child), birds cut out of cardboard (5 pieces for each child), cords.

Guidelines

I part. Game situation "Let's collect the doll for a walk."

The teacher informs the children that the doll is going for a walk and asks to help her choose a scarf. The teacher shows the scarves and asks: “What color are the scarves? How should the scarves be laid out so that it can be seen whether they are the same length or different?

The teacher invites one of the children to compare scarves. (“What can be said about the length of scarves?”) If necessary, the teacher provides assistance; makes sure that the children, showing the length (“Show a long (short) scarf”), run their hand along the scarf from beginning to end.

After comparing the scarves, the teacher finds out: “Which scarf will we tie the doll: long or short?”

II part. The teacher draws the attention of the children to the branches that lie on the trays: “What is this? (Twigs.) What can be said about the length of the branches? Compare them. Show a long (short) branch. Plant one bird on a short branch. How many birds did you plant on a short branch? Plant a lot of birds on a long branch. How many birds did you plant on a long branch?

The teacher summarizes the answers of the children.

III part. Mobile game "Birds in the nest".

Children stand in two rows opposite each other. Each child makes a nest for himself out of a cord, arranging it in the shape of a circle. To the music, the guys imitate the movements of the birds.

At the end of the music, to the words: “The weather has deteriorated, it starts to rain,” the children hide - each in his own nest. The teacher comments: “There is one bird in this nest, there is also one in this one ...” Then he asks the children to compare the number of birds and nests: “How many nests? How many birds? What can be said about the number of birds and nests? (Equally.)

The game is repeated several times.

All parents want their child to be smart and developed. Therefore, many try to teach kids to count and write right away. Teachers do not recommend doing this with children in this way. They believe that the child must first master elementary mathematical concepts. These are not numbers. First of all, the child must understand: few, many, top, bottom, big, small, etc. Numbers are a small part of mathematics. They should be available to the baby no earlier than 4 years. Every year, the child's understanding of mathematics expands more and more. Children in the second younger group learn well what shapes, colors, etc. are. It is even considered mathematics. Therefore, FEMP in the second junior group does not provide for numbers.

Before training, you need to develop a lesson plan for the year. This way you will be sure that the children will get all the necessary understanding of mathematics.

Planning for FEMP in a preschool educational institution

It is hard to imagine a school without mathematics. Children are prepared for it from a young age. Parents and educators make a lot of efforts so that the kids have an idea about elementary mathematics. The plan plays a lot important role. Without it, there can be no consistent study of this science. First, the plan is distributed for a year by months. It describes what children need to be taught in a year, what they should know at the end. Then he signs for a month by day. It indicates the days of classes. In the second junior group, they are held once a week. The plan outlines the goal, objectives, conduct of didactic games, acquaintance with the outside world. Next, a prospective weekly lesson plan is created. take place according to the same scheme, but the games are served differently.

For example:

September - 1 week:

1. Task: didactic game "Studying nesting dolls".

2. Purpose: to understand what “one”, “there is not one”, “many” is (to develop ideas about a group of objects).

September - 2nd week:

1. Task: didactic game "Balloons".

2. Purpose: To develop an understanding of form, plurality and colors.

September - 3rd week:

1. Task: Didactic game "We lay out the objects correctly."

2. Purpose: to learn to develop attention, thinking.

September - 4th week:

1. The task is the didactic game "Let's hide the bear."

2. Purpose: to learn forms and objects, how to correlate them correctly.

As you noticed, FEMP in the second junior group is studied exclusively through. Also, the plan must be written for other months. Then the children, parents and educators will not have questions.

Features of quantitative representations

It has been proven that children are easier to learn while playing. If you conduct only classes with them, it will be boring, uninteresting, the kids will quickly stop liking to learn new things. It is necessary for children to give an orientation to the formation of elementary mathematical representations only in the form of games. In the second younger group, they learn to distinguish when there are many objects, and when there is not a single one. Try giving two toy rabbits and then ask how many he has. The kid will say: "Here is one and here is one." If you give a child 3.4 years old 5-6 toys, he will say: "A lot."

You can hide them for 3 minutes and ask: “How many toys do you have?” The child will answer: "There is none." These are general answers. They may differ, depending on the individuality of the baby, but the meaning will be the same. This applies to those children who do not know how to count.

The concept of magnitude

The plan should specify how to compare and measure quantities. Take nesting dolls and explain to the kids where the smallest and largest are. It is undesirable to compare 3 or more objects at once, children will get confused quickly. For starters, two toys will suffice. The value can be compared not only in height, but also in length. It can be bright multi-colored ribbons (long - green, short - pink). Also in thickness (the doll is thin, the bunny is fat).

In order for children to be interested in knowing the size, you can tell them a story: “The prince and princess are going to the carnival, they need beautiful belts, there are ribbons, short and long, who will we tie them to?” Two children go out and tie. After a while, the teacher says: “Oh, the prince and princess want to exchange belts, who will help them?” Two other kids come out. As a result, the ribbons can be superimposed one on top of the other and show how to figure out where the short and long ones are. Thus develops in children the fingers and the idea of ​​\u200b\u200bsize.

The study of geometric shapes

All objects that surround the child have their own shape. Best of all, children remember geometric shapes in the game. Are you playing ball? Explain to the baby that he is round. Are you looking out the window? Say it's square. Thus, you are also studying FEMP in the second junior group.

The teacher or parents can draw geometric shapes on the sheet, cut out shapes from cardboard under them. Let the child apply them to the drawing. Rest assured, kids will find the right shape in a matter of seconds. They are very easy to learn. Children can be shown a picture where they will be drawn: a circle, a plate, a piano, a cup. Ask them to find round objects. Children love this lesson in FEMP very much, and therefore they will not remain indifferent to it.

Spatial representation in children

Children should be able to navigate in space: on the street, in the room, on a piece of paper, in the movement of direction, in time. Throw the ball with the baby, while explaining that it flies up, falls down. Plant 3 toys in order. In the middle, for example, a bunny. Let the children explain who is sitting in front, behind, left, right, etc. It is advisable to swap toys. During breakfast, explain to the children that it is morning. Also at lunch or dinner. Talk to the children about the night. During art classes, have the children draw paths and explain where they lead: forward, left, right.

Classes in kindergartens about space develop children's imagination, attention, fine motor skills, form the ability to navigate both in a group and on the street.

Didactic games on FEMP in the second junior group

Interesting tasks in a playful way help children learn a lot of new and interesting things. With preschoolers, you need to learn through didactic games. The formation of elementary mathematical representations offers many didactic games for learning the material. During the summer period, you can consolidate all the knowledge gained during the school year. This must be done by playing: “Let's compare objects” (offer the children 2 toys: high and low). “Who has learned to compare stripes? Where is wide, where is narrow? "What color ran away from us?" (show 5 squares of primary colors, then hide one. They like to guess which color is gone).

You can also hide geometric shapes. There is a very interesting and famous game at all times: “hot-cold” (let them play detective and find a small toy hidden by the teacher). This game is great for helping you navigate in space. Prepare for children a lot of geometric shapes of the same shape. Let's say squares. Only they need to be made half large - one size, and the other - small. Give them two boxes. Let them sort them by size.

In fact, there are a lot of didactic games, you can’t count them all. Parents and educators can come up with their own options. The main thing is that during the classes the children have fun and interesting.

What should children be able to do at the end of the school year?

When all the classes that were planned have been completed, then you can consolidate what you have learned with the kids. As a result, children should be able to:

1. Find out how many items they have (many, few, none).

2. Must understand the difference between big and small.

3. What strip, ribbon, path (wide-narrow, long-short).

4. Where the toy is thick, where it is thin.

5. What is morning or night.

6. Should be able to determine: what is below, above, in front, behind, left, right.

7. Where are their heads, arms, legs, etc.

8. Must distinguish between shapes, colors.

There is no need to scold the baby if something does not work out for him. Or he forgot the name of the shape or color. You can disappoint him in studies. If the baby cannot cope with something, help him affectionately, with a smile on his face. You will see with what willingness he wants to prove to others that he can do anything. In pedagogy, the most important thing is to be patient. What is elementary for adults, seems very difficult for a child. Put yourself in the place of the baby: how will you feel if you are yelled at? Of course, anger. The baby also feels the same, but he cannot express much. Be a kind and patient teacher, only then you can achieve the desired results.

Irina Patlina

Synopsis of the final lesson in the second junior group on FEMP"AT guests to the bunny»

Basic educational areas: artistic and aesthetic, cognitive, social and communicative, physical.

Target: consolidation and generalization of the material covered.

Program tasks:

Educational: consolidate children's knowledge of geometric shapes, one-many, improve children's knowledge of colors and shapes, consolidate concepts of size, width, length, height,

Educational: clarify usage in speech words: large - small wide - narrow, high - low, long - short, develop speech, thinking, observation, mental activity.

Develop confidence, activity, initiative.

Educational: to cultivate interest in mathematical classes independence and friendship towards each other.

Encourage the desire to help those in need.

To cultivate the ability to empathize, to distinguish the emotional state of the interlocutor.

Demo material: cubes. baskets, toy bunny, plates, carrots, picture "Three Bears", "Beds for Bears" rugs, bus tickets.

Handout: plates, carrots, bus tickets.

Conduct form: Team work.

The motive of children's activities: Help the bunny remember what you have learned over the year.

Activity progress:

Children stand in a circle.

caregiver: Guys, today we were invited to birthday guests, and to whom we will go, we will find out how we will guess riddle:

fluff ball,

long ear,

Jumping smartly

Loves carrots. (hare)

Children: hare.

caregiver: Correctly. We are with you to bunny let's go by bus. To do this, you need to take each ticket with geometric shapes and sit down according to the indicated places.

caregiver: We arrived, put the tickets on the table, they will still be useful to us in order to return back.

caregiver: Say hello guys bunny.

Children: Hello, bunny.

caregiver:

Guys, something our bunny is sad! Let's ask him why he is so sad?

Guys, he just didn't have time to collect the cubes. And, really, guys, the cubes are scattered on the floor. Look - kA on them:

Guys, look carefully at the cubes! What can be said about them?

What are they?

The kids are in charge: big and small.

And what colors are they?

The kids are in charge: red, blue.

- Bunny asks to spread the ball on baskets: large cubes in a large basket, and small cubes in a small basket. Let us help Bunny. Look at the cubes. Show big cube; show small. (children show)

Guys, look what kind of basket is this? (large)

And what is this? (small)

Guys, look at the big cube, I will put it in a large basket, and a small one in a small basket (the children complete the tasks after the teacher explains, they come up one by one and put the cubes in the baskets.)

Well done! Here we helped Bunny: The big cubes are placed in a large basket, and the small cubes are placed in a small basket. Bunny loved it how quickly you helped him!

Educator. Guys, it's the bunny's birthday today. Let's congratulate happy birthday bunny.

Children: Happy birthday, bunny!

caregiver: Guys, bunny prepared a treat for friends, but did not have time to put them on plates, let's help him.

Children: help.

Children sit at the tables, in front of them are plates and carrots.

Plates are laid out on the table. Each child has their own white plate with handouts. (carrot) and counting strip.

Guys, you have white plates on the table. What form is it? (round). And in front of you is a big white plate, what's in them? (carrots)

What color is she? (white) how many carrots? (lot).

What about on plates? (none)

Now you take one carrot and put it on your plate. How many carrots do you have on a plate? (one by one).

How much is left in the box? (lot). Now make sure that there is one carrot on the plates, and none on the plate. The children are doing the task.

How many carrots are in a bowl? (none)

And on your plates? (one by one) .

Guys, look, how many carrots does Bunny have in a plate? (none). Let's each of you put one carrot on a plate to him.

Timosha, how many carrots will you put? (one)

Sofia, how old are you? (one)

One, one, one more, look. How many carrots did Bunny collect from you? (lot)

There wasn't one, but there were many. Let's give this plate to Bunny.

Bunny, guys, says thank you! How polite he is!

caregiver: Well done guys, everyone did it.

And now he's offering us some rest.

Phys. minute

A little white bunny sits and moves its ears,

Like this, like this, he moves his ears

It's cold for a bunny to sit, you need to warm up your paws

Like this, like this, you need to warm your paws,

It's cold for a bunny to stand, a bunny needs to jump like this like this

Bunny needs to jump.

caregiver: Guys, look at us already the guests have come(picture of three bears)

Julia, show me the tallest bear

Masha, show me a little bear?

Albert, show me the middle bear.

Children's answers.

Educator. Guys, the bears came with a gift (show rugs)

What rug did Nastasya Petrovna bring in length? Long

What rug did Mishutka bring? Short

And did Bunny prepare beds for the Bears?

Let's see what beds Bunny has prepared?

Here is this bed for Mikhail Ivanovich

What is the width of the bed for Mikhail Ivanovich? Wide

What is the width of Mishutka's bed? narrow

What is the width of Anastasia Petrovna's bed? Wider.

Children's answers.

Educator. Well done guys, now let's say goodbye to bears, say goodbye to bunny and it's time for us to go back to the d / s.

The children say goodbye, sort out the tickets and board the bus.

caregiver: so we came back to the d / s.

Outcome lessons.

Guys, who are we to guests went today?

Where were we today?

What did you do?

What did we serve guests?

What were the bears like?

What were the tracks?

The material offered in this section is a generalization of the experience of a teacher with children of the fourth year of life.

Lesson notes are built on the basis of active practical activity, wide use of visual material.

The main direction in the organization of classes is the development of sensory and general intellectual abilities in gaming activities. The goal for children is to play, not to learn.

The educator involves children in meaningful cognitive games based on children's experience, game exercises, tasks, situations, and practical actions.

All abstracts of classes with children of the fourth year of life are built taking into account the methodology for the formation of elementary mathematical representations by A.M. Leushina and A.A. joiner. In this technique, much attention is paid not only to the education of preschoolers, but also to the improvement of cognitive children's activities, general mental development.

The main tasks of the mathematical development of children of the fourth year of life are:

Mastering the properties of objects and the relationships between them;

Development of independence of knowledge;

Development of cognitive and speech skills.

Demonstration and handouts for classes are objects of the surrounding reality, illustrations, this is the didactic material already available in the preschool educational institution, both factory-made and self-made.

During the classes, the educator should always take into account the real possibilities of each child, as well as carry out individual work with children. The task of the teacher is to support the desire for independence, to help each child notice the growth of their achievements.

The educator should always create a situation of community, co-creation. At the same time, it is necessary to take into account the visual-effective, visual-figurative nature of the thinking of children.

Classes are held once a week, except for preschool holidays: the last week of December and the first week of January.

In order for mathematical knowledge and skills to be strong, do not limit yourself only to classes. Create game mathematical situations in different types of children's activities.

If the program task is difficult for children to master, organize a game of exercises, a situation with this task before the lesson. By doing this, you will prepare the child for the assimilation of the program material.

These lesson notes should not be strictly copied to work with children. A necessary condition for success in work is the teacher's creative attitude to classes: varying game exercises and tasks, repeating the material in one form or another, individualizing the requirements for children.

We hope that these materials will help you in working with children to develop their mathematical abilities.

Tasks of mathematical development of children of the fourth year of life

Properties

Build ideas about:

The length of two items: short, long;

The height of two items: high, low;

The size of two items: large, small;

Geometric shapes: circle, square, triangle.

To give an idea that geometric shapes can have a different shape, color, size.

Relations

1. Learn to determine the relationship of objects by:

Length: longer - shorter;

Height: above - below;

Size: more - less.

2. Learn to determine the relationship of objects by quantity, establishing equality and inequality of objects.

3. Give an idea of:

Spatial relations: above - below, above - below, in front - behind, right - left, side by side, in a row, one after another;

Temporal relations: first - then, morning - evening, day - night.

4. Give an initial idea of ​​the seasons. Saving quantity

Give an idea that the number of items (3) does not change from their other location.

Speech skills

Use words from special terminology in speech: “size”, “color”, “shape”, etc.;

Use phrases: “the same”, “not the same as this one”;

To name on the basis of comparison what is different and the same in objects and geometric shapes;

Understand and use words in speech - the names of size, shape;

Name in speech words that characterize quantitative, spatial, temporal relationships;

Answer the questions, explaining the course of the practical action.

Abstract of a lesson on FEMP in kindergarten in the second junior group on the topic "Visiting a hedgehog" Author: Levshina Yulia Sergeevna, educator Purpose: to form in children the ability to compare objects in length and height. Tasks: 1. To improve the ability to compare two objects, to designate the results of the comparison with the words “higher-lower”, “longer-shorter”. 2. To consolidate the ability to compare groups of objects by number by pairing and equalize the number of groups of objects. 3. Develop attention, re...

Summary of educational activities on the formation of mathematical representations "How forest animals prepared for winter" for children of the 2nd junior group (3-4 years old). Purpose: the formation of mathematical representations. Tasks: To promote the development of logical thinking, we continue to get acquainted with the seasons - winter; to acquaint with the features of preparation for the winter period of forest animals; Clarify the characteristic features of the seasons; differentiation of a circle from a ball; Get to know the characteristics of...

Summary of the lesson on FEMP in the second junior group on the topic “Left, right, middle” Purpose: Development of cognitive interests of children; Tasks: To develop the ability to navigate the location of parts of your body and, in accordance with them, distinguish spatial directions from yourself: left, right, middle. Clarify the concepts of the signs of the seasons (winter, cold, snow, wind, frost, etc.). Fix the names of the primary colors (red, black, green, blue, white, etc.). Will introduce...

Abstract of the lesson on cognitive development. FEMP on the theme "Ball and Cube" To the project in the 2nd junior group "Learning to Distinguish Colors" Author: Sotnikova Valentina Nikolaevna - teacher-speech therapist at the Children's Development Center - Kindergarten No. 33 "Rainbow", Gubkin, Belgorod Region. Tasks: 1. Introduce children to the geometric shapes of a ball and a cube. Learn to find objects of round and square shape in a specially created environment. 2. Improve the ability to distinguish between red, green and yellow ...

Synopsis of the GCD for children 3-4 years old "Introduction to the square of Voskobovich V.V" Tasks: Introduce the two-color square of Voskobovich V.V. Develop sensory abilities and elementary mathematical representations. To form ideas about geometric shapes (triangle, square) at the level of the image. Activate children's speech, creative thinking. Develop fine motor skills of the fingers. Course of the lesson: Children stand in a circle. The game of low mobility "All the children gathered in a circle." I am your friend and...

Summary of GCD on cognitive development (formation of elementary mathematical representations) on the topic "The Tale of the Triangle" (using elements of TRIZ technology). The second junior group PURPOSE: to create conditions for the formation of elementary mathematical representations. OBJECTIVES: EDUCATIONAL: consolidate knowledge about color, geometric shape - a triangle, using a combination of TRIZ and design methods. DEVELOPING: develop spatial thinking. Activate in speech ...

Synopsis of GCD for children of primary preschool age on the formation of elementary mathematical representations “We have kittens ...” Author: teacher Kubasova Elena Nikolaevna Place of work: MAOU “Progymnasium No. 81”, Syktyvkar Form of joint activity: integrated. Age group: 3-4 years (younger preschool age) Form of organization: group, subgroup. Preliminary work with children: didactic games aimed at developing sensory representations. Di...

Didactic game "Dress up the nesting doll" for children of primary and secondary preschool age Purpose: to consolidate knowledge about geometric shapes. Tasks: to teach the grouping of objects by color, the ratio of objects in shape by the overlay method; to develop fine motor skills of the hands; to consolidate the ordinal count within 4. Material : Matryoshka dolls with geometric drawings, diagrams, geometric shapes, "paths" Game progress: Option 1 - The child lays out geometric ...

Summary of the lesson on the formation of elementary mathematical abilities “Visiting the heroes of the fairy tale“ Teremok ”Purpose: Trainers - to exercise in counting up to 5, to consolidate knowledge of numbers from 1 to 5. To form the ability to correlate the number of objects with the number. Learn to recognize geometric shapes. To fix the concept of "long - short". Learn to compare the number of objects, fix colors, develop attention, memory, imagination. Developing - developing...

Abstract of a lesson in mathematics in the second junior group, a journey on the "Merry Train"Author: Pavlenko Tatyana Dmitrievna, teacher of the MBDOU "Kindergarten No. 128", Ryazan. Description of the material: I offer a summary of mathematics classes in the second junior group, a trip on the "Merry Train" Objectives: To consolidate knowledge about geometric shapes, answer the question of what shape, what colors. To form the ability to solve tasks, fixing orientation in space. Pre...

Synopsis of an open lesson in mathematics in the 2nd junior group "Journey to the Magic Forest" Purpose: Formation of the passed mathematical representations in children of the 2nd junior group. Tasks: 1. Educational. To consolidate the ability to distinguish and name geometric shapes; To fix the concept: long - short, wide - narrow; colors: yellow, blue, red, green; shape - circle, square, triangle. To consolidate the ability to focus on three signs at the same time (color, shape, size ...

Synopsis of GCD on FEMP "Sea School" for the younger group using an interactive whiteboard. Games with geometric shapes. Author: Skuratovich Violetta Sergeevna, teacher of MBDOU 129 Kindergarten "Rainbow", Murmansk. Description of work: the lesson is intended for children of the younger group, educators and teachers of additional education. Program content Purpose: To systematize children's knowledge of geometric shapes. Tasks: Educational: 1. Learn to highlight the special features of figures ...

Abstract of the GCD in mathematics in the younger group Abstract of the GCD in the preschool educational institution for younger preschoolers "Visiting the Bunny"Author: Sterlina Natalia Isaakovna, teacher of the preschool unit of the GBOU school No. 368 "Losiny Ostrov", Moscow. Description material: the material can be useful to teachers in organizing direct educational activities in the educational field of cognition with children of a younger age group. Also, the material may be of interest to parents by offering them how to get to know them in a playful way ...

Summary of the final lesson in mathematics in the younger group on the topic: “Squirrel visiting the guys” Purpose: consolidation and systematization of elementary mathematical ideas in children. Tasks: 1. Strengthen the ability to distinguish and name geometric shapes, differentiate primary colors, practice counting up to 5 2. Strengthen the ability to establish relationships between the concepts of “one”, “many”: “more” and “less”; 3. To consolidate the ability to distinguish between parts of the day: morning, afternoon, evening, night; 4. Exercise...