"Developing games in the formation
elementary mathematical concepts
in children of the 2nd junior group "
Efimova L. A,
Efimova L. A.
Expected result: activation of the cognitive interest of preschoolers; development of attention, memory, speech, imagination, logical thinking
The purpose of my work: to form in children elementarymathematical representations through educational
games; develop children's intellectual abilities.
Expected Result:
activation of the cognitive interest of preschoolers;
development of attention, memory, speech, imagination,
logical thinking;
formation of elementary mathematical
representations.
She began her work with the production of demonstration material on magnets for use in games to consolidate the quantitative
She began her work by makingdemonstration material on magnets for
using it in reinforcing games
quantitative counting and comparison of 2 groups
items.
I made didactic games: “Let's treat nesting dolls”, “Find a pair” (mittens, socks), geometric shapes on magnets of different colors and sizes
I made didactic games: "Let's treat nesting dolls","Find a pair" (mittens, socks), geometric
figures on magnets of different colors and sizes,
“Each doll has its own object”, “Color the picture”. I made file cabinets: “Educational games for
formation of elementary mathematical
performances”, “Games and exercises for
development of mental processes in children
3 years (note
thinking, memory,
imagination)",
"Entertaining
mathematics. about numbers and
numbers in verse In the formation of mathematical representations in children
make extensive use of entertaining math
material. In direct educational
activities for the formation of elementary
mathematical representations I use various
didactic games: with numbers from 1 to 5 (because in their
work using methodological recommendations
"Player"), for comparing 2 groups of objects, for
orientation in space, games using
geometric shapes, games for the development of logical
thinking and attention.
To consolidate the concept of “one - many”, she offered the children the game “Visiting Grandma Arina”. The children called what kind of pets there are many, and who
one. What vegetables are grown in the gardenArina's grandmother What vegetables are many? And about what
vegetables can say "one"?
She offered the children games: “Let's treat the hedgehogs with apples”, “Let's treat the rabbits with carrots” The purpose of these games: the formation of the concepts of “more, less, equally”;
She offered children games: “Let's treat the hedgehog with apples”,"Let's treat the rabbits with carrots"
The purpose of these games: the formation of the concepts of "more,
less, equally"; form
ability to compare 2 groups of objects
overlay methods;
equalize two
groups of objects with two
ways.
Games: Let's treat the hedgehog with mushrooms", "Let's treat the squirrels with nuts", "Hide the bunny from the fox" Purpose: to form the ability to compare two groups of objects
Games: Treat the hedgehog with mushrooms,"Let's treat the squirrels with nuts",
"Let's hide the bunny from
foxes"
Purpose: to form the skill
compare two groups of objects
application methods;
equalize two groups of objects
two ways.
To compare 2 groups of objects, she offered the children the following task: the dolls want to ride in a car. Can all dolls ride? asking
For comparison of 2 groups of objects, the children were offeredsuch a task: the dolls want to ride in a car. All
will the dolls be able to ride? Asked the children:
Can you put a doll in a car? (No). Can
put the car under the doll? (no) Offered to children
count dolls and cars. And the second option:
connect each doll with a car. Came to
the conclusion that there are more dolls than cars.
Games to strengthen the ability to compare objects by size. To consolidate the concepts of “big - small”, she suggested that children color the bo
Skill gamescompare items by
size.
To reinforce concepts
"big small"
asked the children to color
big red train
pencil, and a small one
blue.
She asked the children to choose
flowers to a vase in size.
Children put together a flower
with matching vase.
The game "Each doll has its own object" Purpose: Compare objects by size. First, the children laid out the dolls according to their height, then they picked up the dolls
The game "Each doll has its own object"Purpose: Compare items by
size.
First, the children laid out
dolls
by height, then selected
dolls
bows and balls,
corresponding to the size of the doll.
Game task "Let's assemble a pyramid" Purpose: connect the ring with a stick in accordance with its location: at the bottom - the largest, at the top - with
Game task "Assemble the pyramid"Purpose: to connect the ring with the stick in accordance
with its location: below is the largest,
top is the smallest.
Game task "Let's build and decorate a ladder" Purpose: comparison of stripes by color and length. Fixing the names of geometric shapes.
The children laid out the strips from the longest to the longest.short, applying one strip to another;
called the color of the longest and shortest
stripes, named color
stripes are longer
yellow but shorter
red; then on
a strip of a certain
colors
laid out
a certain figure.
Compare items by height. They completed the task: paint a tall flower with a red pencil, and a low one with a yellow pencil.
Compare objects by width. Invited the children to jump over the wide road, and then over the narrow path.
The children then completed the task individually.
Offered children games to consolidate knowledgegeometric shapes.
The game "Sew the rug"
Purpose: to develop the skill
pick up
relevant
in form
"patches".
Consolidate knowledge
geometric shapes.
The game "Recognize the figure" Children with their eyes closed examine the geometric figure with their hands and name it. Purpose: consolidation of knowledge geometrically
The game "Recognize the figure"Children with their eyes closed examine with their hands
geometric figure and name it.
Purpose: consolidation of knowledge of geometric shapes (circle,
square, triangle) based on tactile motor examination
Game tasks for developing the ability to correlate figures by color and size: “Remove the big yellow triangle, the small red square, etc.
Game tasks for developing the ability to correlate figuresby color and size: “Remove the big
yellow triangle, small red square
etc. They played the game “Which figure hid”, “What
the figures are swapped
The group has board didactic games to consolidate knowledge of geometric shapes. "Geometric Lotto", "Make an object from fi
The group has board didactic games onconsolidation of knowledge of geometric shapes.
"Geometric Lotto",
"Make an object out of figures",
"Pick the object to the figure"
Inserts "Geometric Lotto". In this game, children assemble a figure from parts. The game "Color the picture" Children lay out the contours of the subject
Liners "Geometriclotto". In this game children
assemble a figure from parts.
Game "Color the picture"
Children lay out
the contours of their objects
color images.
In my work I use the methodological recommendations of the "Player", so I introduce children to the numbers 1-5. I told the children a poem
In my work I use methodological recommendations"Player", so I introduce children to the numbers 1-5.
I told the children a poem from I Marshak
"Merry Account" and other poems collected in a card file.
The children posted the numbers corresponding to
the number of items.
She offered the children a game “What number is hidden?
The game "Toys were brought to the store" Purpose: to arrange the toys on the shelves. To form the ability to correlate the number of objects with a number.
Games to consolidate the ability to understand and use prepositions in speech that express spatial relations (above, about, under, behind, on). And
Skill gamesunderstand and use prepositions in speech,
expressing spatial relations (over,
near, under, behind, on). Game "Draw a picture"
The game "Where is the matryoshka"
offered to tellwhere is the fungus
on each of the pictures.
Games for the development of the ability to navigate in space The game "Find your place" Invited children to stand behind, near, in front of the named child
Games to develop the ability to navigate inspace
The game "Find your place" Invited the children to stand
behind, about, in front of the named child.
The game "Find your house" Purpose: on a signal, stand in a hoop of a certain color corresponding to the color of the flag in your hand.
Games for the development of attention.
What forgot to drawartist?"
"Find in the picture and
color only the balls"
"Let's give animals toys"
Purpose: to recognize the toy by reception
tactile-motor
examinations.
not on a stump. Where will the butterfly land? Children decide
task by elimination. She offered children a game task to develop the ability to select an object from a set according to certain characteristics. Circle the item that
Offered children a game task for the formation
the ability to select an object from a multitude of
certain signs. Circle the item that
suitable for circles: prickly, green; grey,
long-eared, fluffy.
.Game "Find a Pair" Purpose: to find logical connections between objects.
Game situation "Path for the car" Purpose: to form the ability to establish the order of alternation of bricks by color.
We learn to choose antonyms for words.
I use pictures
in the book "High -
Short" The game "The fourth extra" Purpose: to find an extra item in the group and generalize the rest of the items.
Individually, children perform tasks to find something superfluous in a group of objects.
Children play board - didactic games that develop thinking, attention. These are games: "I am a magician", "Associations", various puzzles,
Conclusions: The study of the chosen topic helped me in organizing the FEMP. I tried to innovate in these classes, began to use non-traditional
Conclusions: Studying the chosen topic helped me in
organizations
by FEMP. I tried to innovate
these classes, began to use non-traditional
forms of organization of classes. With this I was able
to interest children, children have an interest in
mathematics lessons. Difficult topics on FEMP steel
much easier for children to digest.
Outlook for the 2017-2018 academic year:
1. Continue work
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Slides captions:
GCD for FEMP in the younger group Compiled by Mokhova O.Yu. Journey to the fairy tale "Teremok"
Objectives: 1. To consolidate the concepts of "shorter", "longer"; geometric shapes (circle, square, triangle, oval, rectangle). 2. Develop thinking, visual memory, attention. 3. Cultivate friendliness, kindness, responsiveness.
It stands in the Teremok field. He is not low, not high. As a mouse ran across the field, Teremok saw
What path can the Mouse take to Teremok?
The frog jumps in the swamp. She wants to live in the tower!
magic beads
How many little animals began to live in Teremka?
A bunny ran out to the edge ...
Fizkultminutka Bunnies will not be bored, Let's do exercises together? Turn right, turn left, bend down and rise. Paws up, paws to the side And in place of a jump, a jump, a jump. And now let's skip, Well done, my bunnies! Slow down, kids, step in place, stop! Like this!
How many little animals began to live in Teremka?
Hush, hush, don't make noise, Someone is coming to us here! Well, fox of course!
The fox decided to decorate the teremok with colorful flags
How many little animals began to live in Teremka?
Volchok runs through the forest and says: “Let me go to the teremok!” The house itself is small, But it is roomy. It can accommodate a variety of residents. There is no lock on it. This house is ... (Teremok)
And a bear is walking through the forest. Suddenly he saw a tower - how he roared: “You let me into the tower!”
On the topic: methodological developments, presentations and notes
Presentation for the lesson on FEMP in the senior group, using the activity method "Meeting with a bunny"
The presentation will help teachers to conduct the lesson in an interesting way, without preparing demonstration material....
Presentation for the lesson on FEMP in the preparatory group
The presentation was made according to the lesson for the methodological manual Pomoraeva I.A. for prep group...
It is difficult to overestimate the role of mathematics in the intellectual development of the child. The study of this subject stimulates thought processes, trains memory, forms ideas about the properties of objects, space and time, cultivates patience, perseverance, independence. In a preschool institution, targeted teaching of elementary mathematical concepts to children begins with the second junior group, respectively, of the Federal State Educational Standard. And on how much the teacher will be able to interest children in classes and other types of work on FEMP, their further successful education at school depends.
Tasks for the formation of elementary mathematical concepts in the second junior group and methods for their implementation
Classes on the formation of elementary mathematical representations in the second younger group of children are aimed, first of all, at the assimilation by children of a number of primary concepts and skills, on which the successful mastery of more complex logical operations and mathematical actions in older groups will be based (solving problems and examples for addition and subtraction, determination of the composition of a number, adjacent numbers in the natural series, etc.).
Problems of formation of elementary mathematical representations
During educational activities, children of the fourth year of life should learn the following concepts:
- Set (group). Preschoolers learn to identify a common feature in a set of objects (for example, all balls are round, this group of cubes is blue, the other is large), make groups of identical objects and isolate individual ones from them. A more difficult task is to look for homogeneous objects in the environment (for example, bring all the green cubes).
- Quantity. At a younger age, the study of numbers has not yet been introduced, the number of objects is determined only by such concepts as “one”, “many” or “none” (this is how the kids answer the teacher’s question “how much?”). Pupils of the younger group also learn to compare groups of objects by comparison (for example, you need to plant a squirrel on each Christmas tree), establish equality between unequal groups (add one more squirrel so that there are as many of them as Christmas trees). Toddlers master the concepts of "more", "less" and "equally" (synonymous with "equally"). In the future, qualitative relationships will gradually turn into quantitative ones in the understanding of preschoolers.
- Value. Toddlers learn to compare objects on a specific basis - this is size, length, width and height, using the concepts of "long" and "short", wide and "narrow", "high" and "low", "big" and "small", "equal". For comparison, they master the techniques of imposition and applications.
- The form. Children get acquainted with the basic geometric shapes - circle, square and triangle, explore them using sight and touch. Preschoolers should be able to recognize these shapes despite their different sizes and colors.
Also, kids should be able to:
- Orientation in space. The children learn to navigate in the location of their body parts, to distinguish directions relative to themselves (to the right or left, above or below), on a plane.
- Orientation in time. At a younger preschool age, children master the concepts of "morning", "day", "evening", "night", learn to use them correctly in speech.
Photo gallery: mathematical concepts and skills that pupils of the second junior group should master in a year of study
Toddlers should recognize the circle, square and triangle, regardless of their color and size One of the tasks of teaching at a younger preschool age is to get acquainted with the concept of quantity Pupils of the second younger group master the concept of size In the second younger group, kids learn to navigate in space relative to themselves 
Children of the 4th year of life get acquainted with the concept of "part of the day"
Photo gallery: tasks for orientation in space
"Who is where?" "What's on the left, what's on the right?" “Who is under the chair, who is on the chair?” "Who is on the shore, and who is in the water?" “Who is in front of the house, who is in the house?”
Photo gallery: tasks for the formation of the concepts of "big", "small", "long", "short"
The sheep is big and the lamb is small The cat is big and the mouse is small The cat is big and the kitten is small Pencils of different lengths Comparison of ribbons by length Example of pictures for series by size Pictures for series by size “Locks and keys”
When working with children of primary preschool age, the teacher uses special teaching methods.
Techniques for the formation of mathematical representations
- emotional impact. Kids learn much better any material if it is presented emotionally. This will help the appropriate tone of the teacher, the ability to empathize with what is happening in the classroom, rejoice and grieve along with the children, expressively present this or that problem situation.
- Game reception. The main activity of a preschooler is a game. Therefore, the introduction of the game component is mandatory in the FEMP classes. These can be didactic or outdoor games, and it is desirable to involve all children in them so that no one has to wait in line for a long time. However, game techniques should fulfill their task - to help the development of a certain mathematical concept, and not just entertain the guys. They are especially relevant at the stages of repetition and consolidation. When a property is highlighted for the first time, game moments can be kept to a minimum.
- Training should be visual and effective. The child follows the movements of the adult, listens to his instructions (extremely clear and precise) and repeats the manipulations with the didactic material. The teacher must give a detailed pattern of action, otherwise the child will not cope with the task and will quickly lose interest in it. Visualization should be expressive - the teacher uses pictures and toys in which a particular property is clearly expressed, without unnecessary details. For a better perception, it is recommended for kids to examine the object with the help of touch, for example, to hold a pen along the ribbons (comparing them in length).
- In the second younger group, the reception of repetition is especially relevant. For better assimilation of knowledge, the educator repeatedly shows and designates a specific method of action, while changing the visual material. Preschoolers also perform the same type of exercises two or three times, changing the methods of work (to avoid fatigue).
- To maintain the attention and activity of young children, a change in the nature of the activity is necessary. It is unacceptable for children to sit at tables during the entire lesson. They must move, some task can be performed on the carpet. In addition, the integration of educational areas, for example, the combination of mathematics and fine arts, will help to avoid fatigue: the guys fold a simple image (house) from paper geometric shapes, and then stick it on the base.
- The teacher reinforces each new property and concept with the help of the exact word. Moreover, it should be pronounced slowly, with an excretory intonation. The kids in chorus repeat the word after the teacher (several preschoolers can do this individually at the request of the teacher). As practice shows, the greatest difficulties for kids are the use of the unions “a”, “and”, which reflect mathematical relationships, in speech. At first, the teacher helps the children with leading questions, and then asks to summarize the story (How many squirrels? How many bumps? Now tell me about squirrels and bumps). If the child finds it difficult to answer, then you can start the phrase, and he will already finish it.
- In their free time, it is useful to give younger preschoolers assignments that reinforce mathematical knowledge. For example, the teacher asks the child to bring as many spoons as the children are sitting at the table, or to take pencils out of the box and give each child one at a time.
Photo Gallery: Learning Techniques for Working with Toddlers
Changing activities is a mandatory technique for working with children of the second younger group. A game component will help to attract the attention of preschoolers, for example, the appearance of an unusual hero in class. The teacher should provide the kids with a maximum of visual material
Motivation of cognitive activity of children (looking at pictures, talking, playing)
The attention of 3–4 year olds is still unstable, therefore, in order to interest them in cognitive activity, a FEMP lesson should begin with surprise moments, the appearance of toy characters, unusual things, and the arrival of guests.
To motivate preschoolers to activities (both cognitive and visual), the following motives can be successfully used: a request from a fairy-tale hero or toys for help, an invitation to go on a journey, transformation (into a wizard, a representative of any profession) and creating a situation of success (request teacher to teach a toy or character something that he does not know how). All these motives are acceptable when working in a mathematical lesson with pupils of the second junior group.
For example, the teacher brings in a plush Mishutka and notices that for some reason he is sad. Mishutka "whispers" in the teacher's ear that he accidentally spilled two boxes of cubes. One had large ones, the other had smaller ones, but now they are mixed on the carpet. Mishka alone, of course, cannot cope, and he asks the guys to help him sort the cubes into boxes. Such a request will inspire the kids, and they will gladly agree to help their favorite toy, while mastering the concept of quantity.
The bear is sad that his cubes have crumbled and mixed
Another option for motivation is that a chicken (toy) appears in the group. She is also sad. Children express their assumptions about her condition: the bird is sick, tired, bored. The teacher finds out from the chicken that she is really bored: there is no one to play with. And the guys can help - put together chickens from geometric shapes with which she can play.
Another option for starting the lesson is a knock on the door, the teacher brings the doll in and shows it to the children. This is the girl Masha, she “tells” that she did not obey her parents, went alone into the dense forest and, of course, got lost. With the help of a teacher, children guess that this is the heroine of the fairy tale "Three Bears" they know. There is a short conversation about the need to always obey mom and dad, and then Masha asks the guys to help her find her way home. The girl reports that she lives in a large beautiful house, to which a wide path leads. And at home, animals live with her and her parents - a kitten, a puppy and a cockerel. Based on this information, the main content of the lesson is built: choose a wide path from two paths, select the necessary animals and determine their number (a lot).
The lesson can be started with the appearance of the heroine of a familiar fairy tale
The teacher can use the motive of travel as motivation for the kids. For example, children are invited to go to the forest to cute forest dwellers with whom they can play interesting games, but for this you need to show attention and ingenuity. The kids will go on the train - the teacher appoints one child as a steam locomotive, and the rest become wagons, all together imitating the movements and sounds that the train makes.
For greater effect, you can turn on the audio recording from the cartoon "The Train from Romashkovo" or sing a fun song about traveling by train together.
Here is our train
The wheels are rattling
And in our train
The guys are sitting.Choo-choo, choo-choo-choo-choo
The steam locomotive is running.
Far, far
He took the guys.We arrived in the forest
Stopping again
Get up guys
Go for a walk.Music by N. Metlov, lyrics by T. Babajan
You can start your math class by riding an imaginary train
Methodology for conducting GCD in mathematics at primary preschool age (forms of work, structure)
FEMP classes in the second junior group begin in mid-September, since the first two weeks the kids go through an adaptation period (after all, some of them did not attend the first junior group, but came to the kindergarten at the age of three). Until October, it is better for the educator to do mathematics in turn with two subgroups of children, and then to involve the entire team in cognitive activity at once.
The structure of the lesson is determined by its content: the study of a new concept, the repetition and consolidation of what has been learned, or the verification of acquired knowledge. Each lesson always has three stages:
- Motivational and incentive beginning (2–3 min).
- The main organizational and search part (10 min).
- Final part (2 min).
In between cognitive activities, it is imperative to conduct a physical education session, an outdoor game or finger gymnastics - this will relieve the stress of the pupils (physical and mental).
Physical education or an outdoor game is necessarily included in the structure of a mathematical lesson
The lesson in the second younger group lasts 15 minutes, but if preschoolers get acquainted with unfamiliar material (which requires more stress from them), then it can be slightly reduced to 10–12 minutes. At the same time, the teacher closely monitorsstate andbehavior of children - after all, fatigue inevitably leads to a loss of interest.
At the FEMP lesson with children of the fourth year of life, the teacher uses various forms of work. In the process of individual activity, preschoolers are engaged in handouts. It is given to each pupil in a separate set - a box, an envelope or on a tray. If the guys add up a figure from homogeneous elements, for example, a house of counting sticks, then you can put one tray on a table for two children.
Working with handouts allows you to feel your independence
It is good if children have already familiarized themselves with this material before the lesson: then it will be easier for them to focus on the properties of objects. Toys or paper figures should not be too small and heavy. Preschoolers should be taught to take care of teaching aids, and after completing the work, put them back on a tray, in an envelope, etc.
Also in the second younger group, you can organize pair work when two kids simultaneously complete the task. For example, one makes a long sofa for a large doll out of cubes, while the other makes a shorter one for a small one. Two children can be compared in length with their fingers or palms in width.
Outdoor games and physical education, of course, involve teamwork.
Topic options, temporary lesson plan
According to the learning objectives, the teacher selects topics for mathematics in the second junior group. During the GCD, one or two tasks are solved (for example, repeat the comparison of two sets of objects and learn to distinguish between the left and right hand). At the end of the school year (May), final classes are usually held: children systematize their knowledge, the teacher evaluates the components of their readiness for further mathematical development.
Table: thematic planning for FEMP by the educator of the second junior group L.V. Poletaeva
| № p/n |
Subject | Goals |
| 1. | "Ball and Cube" | To consolidate the ability to distinguish and name a ball (ball) and a cube (cube), regardless of their size and color. |
| 2. | "Kitties" | To consolidate the ability to distinguish between contrasting objects in size, using the words "big", "small". |
| 3. | "Journey to the Zoo" | To consolidate the ability to distinguish between the number of objects, using the words "one", "many", "few". |
| 4. | "Flowers" | To acquaint with the methods of composing groups of separate objects and a group of one object, to learn to understand the words "many", "one", "none". |
| 5. | "Caterpillar" | Get to know the circle to teach to answer the question “how much?”, to teach to define aggregates with the words “many”, “one”, “none”. |
| 6. | "Kolobok" | Learn to compare circles in size - large, small. |
| 7. | "Andryusha and the chicken" | Learn to compare two objects in length and indicate the result of the comparison with the words “long”, “short”, “longer”, “shorter”; to consolidate the ability to distinguish between the number of objects, using the words "one", "many", "few". |
| 8. | "Journey to the Forest for Mushrooms" | Learn to find one and many objects in a specially created environment, answer the question "how much?" Using the words "one", "many"; compare two objects by length in the ways of superposition and application. |
| 9. | "Princess Nesmeyana" | Introduce the square, learn to distinguish between a circle and a square, indicate these figures in the pictures at the request of the teacher, put their images in the order suggested by the teacher. |
| 10. | "Patches for rugs" | To consolidate the ability to determine the number of objects (one and many), use the concepts of “one”, “many”, distinguish and name a circle and a square. |
| 11. | "Journey to the Forest" | To improve the ability to compare two objects in length, denote the comparison results with the words “long”, “short”, “longer”, “shorter”, “same in length”. |
| 12. | "Circle and Square" | To consolidate the ability to distinguish and name a circle and a square; to improve the ability to compare two objects in length, to find one and many objects in the environment. |
| 13. | "Cat and Mice" | To learn to compare two different groups of objects in an overlay way, to understand the word "equally", to navigate the location of parts of one's own body, to distinguish between the right and left hand. |
| 14. | "Christmas tree" | Learn to compare objects in length, depict Christmas trees; develop creative imagination, fine motor skills; to activate the use of the words "short", "long", "low", "high" in speech. |
| 15. | "Hares" | To learn to compare two objects that are contrasting in width, using overlay and application techniques, to designate the results of the comparison with the words “wide”, “narrow”, “wider”, “narrower”. |
| 16. | "Squirrel and Bunny" | Improve the ability to compare two objects in width; to consolidate the ability to distinguish and name a circle and a square. |
| 17. | "Triangle" | Get to know the triangle learn to distinguish and name a figure, use the words “wider”, “narrower”, “same in width”. |
| 18. | "House for the Frog" | Continue to introduce the triangle; learn to compare a triangle with a square. |
| 19. | "Horse photography" | Improve the ability to distinguish and name familiar geometric shapes (circle, square, triangle). |
| 20. | "Cockerel" | To acquaint with the methods of comparing two objects in height; learn to understand the words "high", "low", "higher", "lower". |
| 21. | "Christmas Trees" | Exercise in comparing two objects in height, two equal groups of objects in the way of superposition and application. |
| 22. | "Airplane for Dad" | To learn to compare two unequal groups of objects in an overlay way, to designate the results of the comparison with the expressions “more”, “less”, “as much as”. |
| 23. | "Two Dolls" | Learn to compare two unequal groups of objects, designate the results of the comparison with the words “more”, “less”, “as much”, “how much”. |
| 24. | "Postcards for moms" | To consolidate the ability to compare two objects in length, width, height, designate the results with the appropriate words. |
| 25. | "Competition" | To consolidate the ability to distinguish and name parts of the day: day, night. |
| 26. | "Ships" | To form the ability to distinguish the number of sounds by ear (many and one); consolidate ways of comparing objects. |
| 27. | "Chick" | Learn to reproduce a given number of objects and sounds according to a model within three (without counting and naming a number). |
| 28. | Russian folk tale "Teremok" | Exercise in the ability to compare two objects in size, designate the results of the comparison with the words “big”, “small”. |
| 29. | "Toy Store" | Learn to distinguish a certain number of movements and call them the words "one", "many". |
| 30. | "Morning and Evening" | To consolidate the ability to distinguish and name parts of the day: morning, evening; develop thinking. |
| 31. | "The Story of Grandma and Grandpa" | To consolidate the ability to compare two equal groups of objects by way of superposition and application. |
| 32. | "Kittens" | |
| 33. | "Acquaintance" | To form in children the main components of readiness for successful mathematical development; help each child to feel satisfaction with the learning process, not to experience uncertainty and fear when completing tasks. |
| 35. | "Birthday of a good sorceress" | Improve the ability to distinguish and name geometric shapes: circle, square, triangle, cube; develop attention, thinking, memory, imagination. |
Table: fragments of abstracts of classes in mathematics in the second junior group
| Author and topic GCD | Lesson progress |
| Antonova O. "One figurine, two figurines" |
The teacher informs the preschoolers that a guest will come to them and make a riddle: The funny animal is sewn from plush: There are paws, there are ears. Give the beast some honey And arrange a lair for him. Who is it guys? (Bear) A plush Mishutka appears in the group, who wants to play with the guys. Game task "Put the cubes into boxes" (Performed on the carpet). It is necessary to sort into boxes large and small cubes that the bear accidentally scattered. Children also name the colors of objects and, at the request of the teacher, show large and small. Physical education "Bear" is held: Raise your paws Bear paws down Teddy bear, Teddy bear spin around And then touch the ground And rub your tummy - one, two, three! Task "One-many" (individual work with handouts at the tables: yellow plates and green circles in a box). Mugs are placed and removed from the plates - the concepts of “none”, “one”, “many” are fixed. An outdoor game “Even circle” is held: preschoolers walk in a circle, holding hands, repeating the words after the teacher: In an even circle One after another We go step by step Stay where you are! together Let's do it like this! For the last words, you need to perform certain movements that the teacher shows: jump, stamp your foot, sit down, etc. The guys say goodbye to Mishutka, and he leaves. |
| Motkova L.V. "Little Birds" |
The teacher invites the children to play with the birds: he shows toy figures, and then distributes them to the children. The concept of "One - many" is fixed (everyone has one bird, and everyone has a lot of them together). Kids show how birds fly - make movements with a toy in the air. There is a horizontal track on the board. There you need to put the birds in one row, name their number (a lot), determine whether they are the same in size (different - large and small). Several people answer (at the choice of the teacher). The teacher offers preschoolers to feed the birds - for this, children are given yellow magnets (grains). The teacher puts a magnet under the first bird, and then the children “feed” the others (several people go to the board in turn). It turns out that one bird did not have enough seeds - there are more birds than grains. We need to balance them out. The teacher brings the kids to different ways of equation - add one more grain or remove the bird. Game task "Let's close the windows in the houses." There are colored houses on the tables. Each child receives several geometric shapes (from 3 to 6 - according to the level of development). The teacher recites the poem: The birds are sitting in the houses And they look through the windows. The wind blew! (children blowing) Help! Close all windows! And the children at this time should close the windows of all the houses with windows - geometric shapes (selecting the right ones). The kids, moving freely between the tables, cover all the windows with multi-colored geometric shapes. An outdoor game is held at the request of the children - “Birds and a cat” or “Birds and a car”. Graphic task. On the magnetic board there are large and small birds, and next to them there are nests of different sizes. It is necessary to connect a bird and a nest of the appropriate size with a line: the teacher does this with a marker on the board, and the children then perform the same task on an individual card. The results of the lesson are summed up, the children tell which games they liked the most. |
| Simonova E.A. "Visiting the forest dwellers" |
Bear Misha (a toy) comes to visit the guys from the forest. The teacher invites the kids to go to the forest, for this he says the magic words: “Turn around yourself and find yourself in the forest.” Silhouettes of Christmas trees are displayed on the board: the concept of height (high and low trees) and quantity (there are many Christmas trees, but only one bear) is fixed. A physical education session is held (children perform movements according to the text - rub their sides, stroke their legs, tickle their ears, etc.): The bear is exhausted Berries, mushrooms wore, We'll rub his sides To loosen them up a bit And then we stroke the legs, To rest a little. And then we scratch the belly, Tickle near the ear, He ran into the woods We growled thanks. The teacher reports that Mishka also did exercises and dropped his basket. Geometric figures woke up from it - circles, squares, triangles, which he needed to help him collect. Another guest from the forest appears in the group - a squirrel. The bear wants to give her beautiful ribbons. Children, with the help of a teacher, find out that they differ in color, length and width. To compare the tapes in length and width, you need to put them one on top of the other: preschoolers complete the task. The journey to the forest ends, Mishka leaves the treat and says goodbye. |
Features of conducting an open lesson in accordance with the Federal State Educational Standard
In the second junior group, open classes in mathematics are practiced. This is a responsible job for the teacher and preschoolers, primarily because children 3-4 years old can behave differently in the presence of guests. Babies at this age are unpredictable: someone may cry, and someone can look at adults all the time, not paying attention to the actions of the teacher. Therefore, it is advisable to conduct an open lesson with a subgroup of children. In addition, the guys need to be psychologically prepared in advance, to explain that guests will come to the group who do not need to be afraid.
At the beginning of the lesson, you need to show the kids the guests, let them examine them, say hello - this will satisfy the children's curiosity, and the teacher will be able to calmly continue the lesson.
An open math review is different from a regular class. The educator must demonstrate some innovative methodology, an innovative method of presenting material, unusual didactic material, effective forms of working with children. In this case, colleagues will be interested, and they will enrich their pedagogical experience, learn something new and useful for themselves.
There is no need to rehearse with the kids in advance all the games and questions that will be presented in an open lesson. In this case, they will not be interested - and the guests will immediately understand this. It is better to work out similar tasks with children, but using different didactic material (visual and handouts). As for physical education and finger gymnastics, you can do it with the guys in advance.
Table: a fragment of the script for an open lesson on a fairy-tale theme “There is a tower in the field” by the educator T. B. Chernets
| GCD stage | Stage content |
| Introductory part | The teacher draws the attention of preschoolers to the guests, the guys greet them. The teacher invites the children to hold hands, smile at each other and have a wonderful day, and then invites the children to take a trip to a fairy tale. Train riddle: I ride in it on the top shelf To the sun, to the south. And the wheels are incessant Knock-Knock. |
| Main part | Preschoolers have to go to a fairy tale on a magic train. The teacher gives them tickets - geometric shapes are drawn on them. Each child takes a seat in accordance with his figure (there are also pictures on the chairs) The conductor (teacher) checks the tickets and the train sets off. A stop is announced - the children get off the train. On the floor they see a long and a short path. The teacher shows a toy mouse and says: Stands in the field Teremok. He is not low, not high. As the mouse ran across the field, I saw Teremok. The kids must determine which path the mouse will quickly get to the tower (compare the paths in length). The teacher continues to tell the tale - a frog appears. She is crying because she lost her beads while riding. You need to help the frog - lay out beads from geometric shapes (individual work with handouts under the instructions of the teacher - he names the shapes that need to be taken). A bunny appears. He has trouble - his shorts are torn (he caught on a bush while he was in a hurry to the teremok). You need to help him - pick up a patch to the hole (in the form of a circle, square or triangle). A physical education session “Bunny” is being held: It’s cold for a bunny to sit, you need to warm the paws (children rub their hands). Paws up, paws down rose on toes (actions according to the text). We put our paws on the side, on toes lope - lope - lope (jumps). The fox decorates the tower with flags, and the children name their colors. The game “What flag is gone” is being played: the guys close their eyes (night has come), and the teacher removes one object (the game is repeated several times). A big bear appears. Children, with the help of a teacher, argue whether he will fit into the tower (no, it's too big). To console the bear, the guys decide to build him a new big house later. |
| Final part | Children name the fairy tale they have visited and share their impressions. The teacher praises all the children. |
Video: FEMP open viewing in the second junior group
https://youtube.com/watch?v=NpcrlpdrxwI Video can’t be loaded: Kindergarten “Bakyt-Aktau”, Open lesson in the younger group “Mishutka” (https://youtube.com/watch?v=NpcrlpdrxwI)
The lesson is aimed at studying the concept of quantity. There are game characters (grandmother - an adult and a bunny - his role is played by a pupil of the group).
How to conduct a lesson analysis with kids
In the second junior group, the teacher begins to analyze each lesson, including mathematics. Talking with the children, he asks them to remember what they did, what they especially liked, and what seemed difficult. At this age, it is important to praise all the pupils, since a child of the fourth year of life may perceive the indication of mistakes incorrectly: he will be upset, withdraw into himself and next time will not want to do anything. The teacher should tell the guys what they learned in the lesson and delicately indicate to some kids what needs to be worked on (in no case say that the task was done poorly).
If the lesson in mathematics was open, then the present teachers analyze it according to a certain plan (this is also done by the teacher himself for self-analysis).
Here are some examples of such a plan.
- The level of development of preschoolers, their behavior and atmosphere in the team (corresponding to age, all the children were active, good discipline, friendly relations between children).
- Evaluation of the content and structure of the GCD (the lesson is not prolonged, the children have learned the material and at the same time are not tired, the material is presented sequentially, all stages are interconnected).
- Selection of didactic material (visibility and handouts correspond to the topic of the lesson, the didactic material is expressive and interesting).
Card file of entertaining material (riddles, tasks, poems, mathematical counting rhymes)
In order for the FEMP lesson in the second junior group to be exciting, the teacher should include various entertaining material in its content - riddles, counting rhymes, short poems, tasks that are appropriate for a given age. It will also develop speech and train the memory of babies (they learn new words, and funny poetic texts are always well remembered).
If the teacher offers riddles to the kids, then it is advisable to demonstrate the answer with visual material, for example, show the kids a traffic light model, a real mitten, a table, and so on). In this case, the cognitive process will be more efficient.
Mathematical riddles for the second junior group
- Who has one foot, and that one without a shoe? (mushroom).
- Many arms, one leg (tree).
- Two ends, two rings, and in the middle of carnations (scissors).
- Each face has two beautiful lakes.
There is a mountain between them.
Name them, kids (eyes). - Two look and two listen (eyes and ears).
- It has two wheels and a saddle on the frame
there are two pedals at the bottom, they are twisted with their feet (bicycle). - I have two horses, two horses.
They carry me on the water.
And the water is as hard as stone! (skates). - Has 4 teeth. Every day appears at the table, and does not eat (fork).
- One hundred clothes, and all without fasteners (cabbage).
- The grandfather is sitting in a hundred fur coats, whoever undresses him sheds tears (bow).
- He has colored eyes
Not eyes, but three lights,
He took turns by them
Looks at me from above (traffic light). - Four legs, but cannot walk (table).
- Four brothers stand under one roof (table).
- All four petals moved at the flower.
I wanted to pluck it, it fluttered and flew away (butterfly). - Five brothers live in one house (mitten.)
Riddles about geometric shapes and fairy-tale characters are interesting.
- I have no corners
And I look like a saucer
On a plate and on a lid
Who am I, friends? (A circle) - He has known me for a long time
Every angle in it is right.
All four sides
Equal length.
I'm glad to present it to you
And his name is ... (Square) - Near the forest on the edge
Three of them live in a hut.
There are three chairs and three mugs,
Three beds, three pillows.
Guess without a clue
Who are the heroes of this tale? (Mashenka and three bears).
Poems with mathematical content
Short poems are close to riddles, which preschoolers must finish on their own - choose the last word that is suitable in meaning and rhyme:
- Spinning on one leg
Carefree, cheerful.
In a colorful skirt, a dancer,
Musical ... (yula). - oval frog,
But not an animal at all.
A well done vegetable -
Green ... (cucumber.) - The sky is like a blue house
There is one window in it:
Like a round window
In the sky sparkles ... (the sun.)
Children of the fourth year of life will like funny math verses, but they should not be too long so as not to tire the kids:
- I took a triangle and a square,
He built a house out of them.
And I am very happy about this:
Now a gnome lives there. - We will put two squares,
And then a big circle.
And then three more rounds,
Triangular cap.
Here comes the merry eccentric. - The sun lifts us up to recharge.
We raise our hands on the command "one".
And the foliage rustles merrily above them.
We lower our hands on the command "two". - The mice came out once
See what time it is.
One two three four -
The mice pulled the weights...
Suddenly there was a terrible sound
The mice ran away.
Math counting
The guys should also be taught fun math counting rhymes, which will be useful to them later for collective games:
- One two three four five,
The bunny went out for a walk.
Suddenly the hunter runs out,
Shoots straight at the bunny
But the hunter didn't hit
The gray bunny ran away. - One two three four five,
The bunny went out for a walk.
What should we do? How can we be?
You need to catch a rabbit.
We will count again:
One, two, three, four, five. - There were a hundred guys.
Everyone went to kindergarten
Everyone sat down for dinner
Everyone ate a hundred cutlets,
And then they went to sleep
Start counting again. - One two three four.
Who lives in our apartment?
Dad, mom, brother, sister,
Murka cat, two kittens,
My puppy, cricket and me -
That's my whole family!
One two three four five -
I'll start counting again.
Leisure and entertainment in mathematics
As pedagogical practice shows, preschoolers are very fond of mathematical leisure and entertainment. And you can introduce children to this fun and interesting joint cognitive activity from the second younger group. They differ from the usual classes in a relaxed atmosphere and a light atmosphere. Children can move freely around the group or the music hall (if the event is held there), be more active - talk more, freely speak out and make suggestions.
If a kid gets tired or loses interest during the entertainment, then he may well change the type of activity (the teacher thinks in advance what to do with such children).
The task of the teacher is to think over an exciting game program, for this game characters are usually used, but not just toys, but life-size puppets or disguised adults (you can connect a colleague, junior teacher or one of the parents who want to show their acting abilities). There is definitely a surprise moment that will cause a surge of activity in the kids.
A bright game character is an obligatory component of mathematical leisure in a preschool educational institution
The scenario of mathematical entertainment is best drawn up based on a fairy tale or cartoon familiar to the kids, while the actions should not be clearly tied to the plan, leaving room for the leader's creative improvisation. The material should be familiar to the children, not cause difficulties, since the main purpose of leisure is entertainment. The teacher should look for unusual and interesting visualization and didactic aids.
Conducting mathematical leisure requires a certain pedagogical skill from the educator. For example, before the event, you should analyze the individual characteristics of your pupils. After all, some of the children have speech problems, someone is afraid to take the initiative. In accordance with this, it is necessary to select tasks for the children so that each child feels comfortable and joyful.
Mathematical leisure should not be held too often (no more than once a quarter): let it be a small holiday for preschoolers. In addition, for this event to be worthy, a lot of preparation is needed.
Table: a fragment of the synopsis of mathematical entertainment in the second junior group
| Author and subject | Event progress |
| Kurchukova E.V. "What a miracle - these fairy tales!" (conducted in music flax hall) |
Kolobok appears before the children, who tells the children that he is lost and wants to return to his fairy tale. The teacher invites preschoolers to go on a trip, gives them rudders. Each child names the color of their steering wheel. To the music and words of the teacher, the children go on their way: |
Tasks and topics of self-education of the educator according to FEMP in the second junior group
Mathematics provides great opportunities in choosing a topic for self-education of the educator. The most important thing is to find innovative playful and entertaining techniques necessary for teaching children of this age. After all, it is very interesting to develop new manuals, create didactic games with your own hands, which will later be very useful for improving the qualifications of a teacher.
The educator can creatively arrange a report on his topic of self-education, for example, in the form of a presentation for colleagues, an exhibition for parents. You can even organize a creative mini-performance - play a mathematical fairy tale, where kids will be the heroes.
Here are examples of possible self-education topics related to mathematics.
- The role of didactic games in teaching children of the second younger group of mathematical concepts.
- The development of fine motor skills in the classroom for FEMP in the second junior group.
- Mathematical fairy tales for pupils of the second junior group.
- Riddles, joke tasks, entertaining questions in teaching mathematics to younger preschoolers.
Mathematics plays an important role in the modern world, penetrating into various fields of knowledge. This subject needs to be given attention from early preschool age. Moreover, the child should not just memorize various information, but also learn to analyze objects and concepts. In an accessible form, introducing children to the number, shape, size of objects, teaching them the primary skills of orientation in space and time, the teacher not only gives knowledge, but also contributes to the development of logical and abstract thinking of children.
GCD theme: "Journey to the spring forest"
Integration of educational areas:"Cognition" (formation of a holistic picture of the world), "Communication", "Artistic creativity" (drawing), "Reading fiction", "Health".Types of children's activities: playful, communicative, productive.
Target: to form emotional responsiveness, independence, the desire to act successfully and effectively.
Program content:
improve the ability to compare objects by size "wide", "narrow", by color (red, green, yellow, blue);
exercise the ability to display the location of objects in speech using prepositions (on, under, below, above, etc.);
to consolidate children's ideas about geometric shapes (circle, square, triangle);
to expand children's ideas about seasonal changes in nature, to clarify the signs of spring; wild animals;
enrich vocabulary, involve children in dialogue, activate children's speech, encouraging them to make statements in the form of full sentences;
develop thinking, attention, memory, fine motor skills, interest in the non-traditional drawing technique "poking";
create conditions for solving a problem situation;
Contribute to the prevention of flat feet.
Material and equipment:
Demonstration material, basket stencil, paints, geometric shapes, envelopes with tasks, wagons, flowers, butterflies. Toys: fox, hare, hedgehog, bear.
Multimedia projector, screen, tape recorder, audio recordings: sounds of nature, animals.
Preliminary work:
Reading fiction: fairy tales, educational stories. Viewing pictures; conversations about spring, about wild animals. Didactic games with mathematical content.
GCD progress:
Children go into the hall. (Under audio recording)
Educator:
The kids got up in the morning
They came to their kindergarten.
We are glad to see you, as always.
We have guests here since morning,
Say hello, friends!
Children: Hello!
Educator: Guys I have a riddle for you? Listen carefully.
The sun warms and bakes
A stream flows from the mountain.
The snow is melting, the water is all around,
So, spring has come to us ... ... slide number 1 (spring forest)
Educator: That's right, spring has come. And what happens to nature in spring?
(Children read poems about the signs of spring)
April! April!
Drops are ringing in the yard.
Streams run through the fields
Puddles on the roads.
Ants coming soon
After the winter cold.
Bear sneaking
Through thick deadwood.
The birds began to sing songs
And the snowdrop blossomed.
(S. Ya. Marshak)
On a clear day, icicles cry -
The sun melts their sides.
At night, dark tears are hidden -
Spring sadness.
(N. Rodivilina)
Educator: Guys, what are the signs of spring? slide number 2, 3.4.
Children's answers (The sun warms brightly, snow melts, drops, streams murmur, buds swell on the trees and the first leaves appear, the first flowers bloom - snowdrops).
Educator: Guys, let's make spring drops with our fingers. slide number 5.6 (spring drops, birds in spring)
Finger gymnastics "Spring cape le"
Drip-drip-drip, spring has come We connect the thumb of the right hand with the rest
Drip-drip-drip, icicles are melting We connect the thumb of the left hand with the rest
Brooks ran Movement to the left, to the right with both palms
Rooks flew to us
Educator: Right. Guys, I have another riddle for you?
He slept in a fur coat all winter,
He sucked his brown paw,
And when he woke up, he began to cry.
This forest animal - ... .. (bear) slide No. 6 (bear cub)
Educator: That's right, it's a bear. Look guys, who is sitting here so sad? (bear cub). Guys, Little Bear wants to tell me something (imitation of a conversation). The bear cub said that he woke up after hibernation, and his friends were nowhere to be found, asking for help to find his friends. Will you guys help?
Educator: Bear cub, don't be upset, the guys will help you find your friends. Guys, where does the teddy bear and his friends live?
Educator: Right in the woods. What do you think, on what you can go to the forest?
Educator: I propose to go on our journey by train. And here is our train, only trailers - then they are locked, how to open the lobes?
Educator: Look how many keys there are and you need to pick up your own key for each lock, then the trailers will open! (box with keys).
Educator: Guys, what do the keys look like?
On geometric shapes: square, triangle, circle. Each wagon has a geometric figure. You need to pick up exactly the same figure.
Educator: That's great, the trailers are all open, now you can go. I will be a train, and you are trailers, stand for each other, and to make it more fun to go, we will sing a song! (an audio recording is turned on, the children follow the teacher, imitating a train and singing).
"We're going, we're going, we're going. To distant lands. Cheerful neighbors. And friendly family
First stop. Slide number 7 (audio recording is turned on - the noise of the forest)
Educator: Guys, here we are in the forest. Look who is sitting under the bush? (Bunny). And in his paws he has an envelope, let's see what's in it. Here the task is to solve riddles: "Who lives in the forest?»
1. A fluffy tail sticks out from the top.
What is this strange animal?
Cracks nuts finely.
Well, of course it is... (squirrel) slide number 8
2. Cunning cheat,
red head,
Fluffy tail - beauty.
Who is it? (fox) slide number 9
3. Who is cold in winter
Is an angry, hungry wandering in the forest? (wolf) slide number 10
4. He is afraid of everyone in the forest:
Wolf, owl, fox.
Runs from them to escape
With long ears... (hare) slide number 11
5. Under the birch, I or the tree,
Needles are sticking out of me
Looks like a soccer ball
They call me - … (hedgehog) slide number 12
Educator: Well done guys, guessed all the riddles!
Guys, how in one word can you call the animals that live in the forest, get their own food? slide number 13 (audio recording is turned on - the noise of the forest)
Educator: Guys what's the noise? Listen, these are the sounds of nature. What sounds did you hear? Children's answers. (The noise of the forest, the murmur of the stream ...).
Now we will go through the forest full of fairy tales and miracles. Guys, look at those tracks, are the tracks the same? Children's answers. (No, different, wide track and narrow track). Become all in a row and we will go further on the path.
Walking on correctional paths am
Educator: On a flat path, Our legs are walking, Through a puddle, jump-jump, jump-jump, Oh, where did we get to? We walked, we walked. Yes, they came to visit the squirrel.
Second stop.
Educator: Guys, look, the squirrel has an envelope with a task.
"Gather raspberries for Little Bear."
Will the guys help fill the basket with raspberries? slide number 14
Look how big the basket is, and we will draw berries with magic wands, (pokes), but first we will stretch our fingers.
Finger game.
Berry by berry. I put it in a basket. Berry by berry. Ripe raspberries.
1, 2, 3, 4, 5. He likes to draw with his finger. (With the left hand we depict a branch with berries.
With the fingers of the right hand, we “remove” the berries from the branches).
Well done, now let's fill our basket with berries. (Children perform collective work).
Educator: What good fellows! Full basket, what juicy red berries. The teddy bear will be very happy with the gift.
And we continue, guys, our way. We walk one after another. Forest and green meadow. The colorful wings flicker. Butterflies flutter in the forest.
Third stop.
Educator: Look what a beautiful flower meadow! Let's stop, admire and breathe in the scent of spring flowers.
Breathing exercises "Fragrance of flowers" - through the nose we take a calm breath, hold our breath and slowly exhale "Ah!".
Educator: How many flowers are in the meadow? (Lot).
Educator: And what are they? (Different, beautiful). Guys, how many butterflies are in the clearing? (Lot)
Educator: Guys, here is a hedgehog, he has an envelope. What is in it? And there is one more task in it - "Help the butterflies find their flower."
Everyone needs to take one butterfly and plant it on a flower of the same color. What color is your butterfly and flower Liza, Cyril, Anya. How many butterflies do you have…..? And how many flowers?
Educator: Tell me, how many butterflies? (There are as many butterflies as flowers, equally divided). (audio recording turns on - bear roar) slide number 15
Educator: Guys, here is our Bear cub. (The teacher draws the attention of the children to the screen). Let's tell Bear cub where one of the little animals hid: where did the hedgehog hide? (hedgehog under the tree); where is the squirrel? (on the Christmas tree); where is the bunny? (bunny in front of the Christmas tree); what is the fox sitting on? (chanterelle on a stump)
Educator: So we found the Bear cub of his friends. Look how happy they are to meet you. Let's give Teddy Bear and his friends our basket with berries.
And it's time for us to say goodbye and return to kindergarten. Guys, let's close our eyes and say the magic words: “One, two, three four, five. We are all in kindergarten again.
Educator: So we are back in kindergarten! Did you enjoy our trip? What did you like most about our trip? Would you like to go on a trip too? Okay, next time we'll take a boat trip.
