Lesson notes on the development of elementary mathematical concepts. Irina Aleksandrovna Pomoraeva, Vera Arnoldovna Pozina Classes on the formation of elementary mathematical concepts in the senior group of kindergarten
Preface
This manual is addressed to educators working under the “Program of Education and Training in Kindergarten” edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, for organizing mathematics classes in the senior group.
The manual discusses issues of organizing work on the development of elementary mathematical concepts in children 5–6 years old, taking into account the patterns of formation and development of their cognitive activity and age-related capabilities.
The book provides approximate planning of mathematics classes for the year. The structure of the classes allows you to combine and successfully solve problems from different sections of the program. The proposed system of classes, which includes a set of tasks and exercises, various methods and techniques for working with children (visual, practical, playful), helps preschoolers master the ways and techniques of cognition, and apply the acquired knowledge in independent activities. This creates the prerequisites for the formation of a correct understanding of the world, allows for a general developmental orientation of learning, connection with mental, speech development and various types of activities.
Game situations with elements of competition, used in the classroom, motivate children’s activities and direct their mental activity to find ways to solve assigned problems. The method of conducting classes does not involve direct teaching, which can negatively affect the child’s comprehension and independent performance of mathematical tasks, but implies the creation of situations of collaboration and activity. Activation of mental activity develops the child’s active position and develops learning skills.
The scope of classes allows teachers to realize their creative potential and take into account the characteristics of a specific group of children.
The knowledge gained in classes on the formation of elementary mathematical concepts must be consolidated in everyday life. To this end, special attention should be paid to role-playing games, in which conditions are created for the application of mathematical knowledge and methods of action.
When working with children both in a preschool institution and at home, you can use the workbook for the “Program of education and training in kindergarten” “Mathematics for preschoolers: Senior group” (M.: MOSAIKA-SINTEZ, 2009).
The manual includes additional material compiled in accordance with the recommendations of modern psychologists, teachers and methodologists, which allows expanding the content of work with children of the sixth year of life.
Approximate distribution of program material for the year
I quarter
September
Lesson 1
.
morning afternoon Evening Night.
Lesson 2
.
Lesson 3
.
Clarify your understanding of the meaning of words yesterday, Today, Tomorrow.
October
Lesson 1
Learn to compose a set from different elements, isolate its parts, combine them into a whole set and establish a relationship between the whole set and its parts.
Strengthen ideas about familiar flat geometric shapes (circle, square, triangle, rectangle) and the ability to sort them into groups according to qualitative characteristics (color, shape, size).
Improve the ability to determine spatial direction relative to yourself: forward, backward, left, right, top, bottom.
Lesson 2
Learn to count within 6, show the formation of the number 6 based on a comparison of two groups of objects expressed by adjacent numbers 5 and 6.
Continue to develop the ability to compare up to six objects in length and arrange them in ascending and descending order, denoting the comparison results with words: the longest, shorter, even shorter... the shortest (and vice versa).
To consolidate ideas about familiar volumetric geometric figures and the ability to sort them into groups according to qualitative characteristics (shape, size).
Lesson 3
Learn to count within 7, show the formation of the number 7 based on a comparison of two groups of objects expressed by the numbers 6 and 7.
Continue to develop the ability to compare up to six objects in width and arrange them in descending and ascending order, denoting the comparison results with words: the widest, narrower, even narrower... the narrowest (and vice versa).
Continue to learn to determine the location of surrounding people and objects relative to yourself and indicate it with words: in front, behind, left, right.
Lesson 4
Continue to teach counting within 6 and introduce the ordinal value of the number 6, correctly answer the questions: “How much?”, “Which one?”, “In which place?”
Continue to develop the ability to compare up to six objects in height and arrange them in descending and ascending order, denoting the comparison results with the words: with the highest, lower, even lower... the lowest(and vice versa).
Expand ideas about the activities of adults and children at different times of the day, about the sequence of parts of the day.
November
Lesson 1
Learn to count within 8, show the formation of the number 8 based on a comparison of two groups of objects expressed by adjacent numbers 7 and 8.
Practice counting and counting objects within 7 using a model and by ear.
Improve the ability to move in a given direction and denote it with words: forward, backward, right, left.
Lesson 2
Learn to count within 9; show the formation of the number 9 based on a comparison of two groups of objects expressed by adjacent numbers 8 and 9.
To consolidate ideas about geometric shapes (circle, square, triangle, rectangle), to develop the ability to see and find objects in the environment that have the shape of familiar geometric shapes.
Continue to learn to determine your location among surrounding people and objects, to indicate it with words: in front, behind, next to, between.
Lesson 3
Introduce the ordinal value of the numbers 8 and 9, learn to correctly answer the questions “How much?”, “Which one?”, “In which place?”
Practice the ability to compare objects by size (up to 7 objects), arrange them in descending and ascending order, and indicate the results of comparison with words: the largest, smaller, even smaller... the smallest (and vice versa).
Practice the ability to find differences in images of objects.
Lesson 4
Introduce the formation of the number 10 based on a comparison of two groups of objects expressed by the adjacent numbers 9 and 10, teach how to correctly answer the question “How much?”
Strengthen ideas about the parts of the day ( morning afternoon Evening Night) and their sequences.
Improve your understanding of the triangle, its properties and types.
II quarter
December
Lesson 1 (final)
Improve counting skills by model and by ear within 10.
Strengthen the ability to compare 8 objects by height and arrange them in descending and ascending order, denote the results of comparison with the words: the highest, lower, even lower... the lowest (and vice versa).
Practice the ability to see the shapes of familiar geometric figures in surrounding objects.
Exercise the ability to move in a given direction and denote it with the appropriate words: forward, backward, left, right.
Lesson 2
Reinforce the idea that the result of counting does not depend on the size of objects and the distance between them (counting within 10).
Give an idea of a quadrilateral based on a square and a rectangle.
Strengthen the ability to determine spatial direction relative to another person: left, right, front, behind.
Lesson 3
To consolidate ideas about triangles and quadrilaterals, their properties and types.
Improve counting skills within 10 using various analyzers (by touch, counting and reproducing a certain number of movements).
Introduce the names of the days of the week (Monday, etc.).
Lesson 4
Learn to compare adjacent numbers within 10 and understand the relationships between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number... greater than the number...”, “How much more?” number... less than number..."
Continue learning to determine the direction of movement using signs indicating the direction of movement.
January
Lesson 1
Continue to learn how to compare adjacent numbers within 10 and understand the relationships between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number... greater than the number...”, “By how much is the number... less than the number..."
Develop the eye, the ability to find objects of the same length, equal to the sample.
Improve the ability to distinguish and name familiar three-dimensional and flat geometric shapes.
Develop the ability to see and establish a number of patterns.
Lesson 2
Continue to teach understanding the relationships between adjacent numbers 9 and 10.
Continue to develop your eye and the ability to find objects of the same width, equal to the sample.
Strengthen spatial concepts and the ability to use words: left, right, below, in front (in front), behind (behind), between, next to.
Practice naming the days of the week sequentially.
Lesson 3
Continue to form ideas about the equality of groups of objects, learn to form groups of objects according to a given number, see the total number of objects and call it one number.
Continue to develop your eye and the ability to find objects of the same height, equal to the sample.
Learn to navigate on a sheet of paper.
Lesson 4
Introduce the quantitative composition of the number 3 from units.
Improve the ability to see the shape of familiar geometric shapes in surrounding objects: rectangle, square, circle, triangle.
February
Lesson 1
Introduce the quantitative composition of the numbers 3 and 4 from units.
Continue to learn how to navigate on a sheet of paper, identify and name the sides and corners of the sheet.
Lesson 2
Introduce the quantitative composition of the number 5 from units.
Develop the ability to indicate in speech the position of one object in relation to another and one’s location in relation to another person (front, back, left, right).
Lesson 3
To consolidate ideas about the quantitative composition of the number 5 from units.
Form the idea that an object can be divided into two equal parts, learn to name the parts, compare the whole and the part.
Improve the ability to compare 9 objects by width and height, arrange them in descending and ascending order, and label the comparison results with appropriate words.
Lesson 4
Improve counting skills within 10 and practice counting according to the model.
Continue to form the idea that an object can be divided into two equal parts, learn to name the parts and compare the whole and the part.
Improve the ability to see the shape of familiar geometric shapes (flat) in surrounding objects.
Learn to compare two objects in length using a third object (conditional measure) equal to one of the objects being compared.
III quarter
March
Lesson 1
To consolidate the idea of the ordinal value of the numbers of the first ten and the composition of the number of units within 5.
Improve the ability to navigate the surrounding space relative to oneself (right, left, front, back) and another person.
Improve the ability to compare up to 10 objects in length, arrange them in ascending sequence, and designate the comparison results with appropriate words.
Lesson 2
Continue learning to divide a circle into two equal parts, name the parts and compare the whole and the part.
Continue to teach how to compare two objects in width using a conditional measure equal to one of the objects being compared.
Strengthen the ability to consistently name the days of the week.
Lesson 3
Learn to divide a square into two equal parts, name the parts and compare the whole and the part.
Improve counting skills within 10.
Develop the idea that the result of a count does not depend on its direction.
Improve the ability to move in a given direction, changing it according to a signal (forward - back, right - left).
Lesson 4
Continue to introduce the division of a circle into 4 equal parts, learn to name the parts and compare the whole and the part.
Develop the idea of the independence of number from the color and spatial arrangement of objects.
Improve your understanding of triangles and quadrilaterals.
April
Lesson 1
Introduce the division of a square into 4 equal parts, learn to name the parts and compare the whole and the part.
Continue to teach how to compare objects in height using a conditional measure equal to one of the objects being compared.
Improve the ability to navigate on a sheet of paper, determine the sides, corners and middle of the sheet.
Lesson 2
Improve counting skills within 10; teach to understand the relationships of adjacent numbers: 6 and 7, 7 and 8, 8 and 9, 9 and 10.
Develop the ability to navigate on a sheet of paper, determine the sides, corners and middle of the sheet.
Continue to develop the ability to see the shape of familiar geometric shapes (flat) in surrounding objects.
Lesson 3
Continue to learn to understand the relationships of adjacent numbers within 10.
Improve the ability to compare the size of objects by presentation.
Strengthen the ability to divide a circle and a square into two and four equal parts, learn to name parts and compare the whole and the part.
Lesson 4
Improve the ability to form the number 5 from units.
Practice the ability to move in a given direction.
Strengthen the ability to consistently name the days of the week, determine what day of the week is today, what it was yesterday, what it will be tomorrow.
May
Work to consolidate the material covered.
Lesson Plans
September
Lesson 1
Program content
Strengthen counting skills within 5, the ability to form the number 5 based on comparison of two groups of objects expressed by adjacent numbers 4 and 5.
Improve the ability to distinguish and name flat and three-dimensional geometric shapes (circle, square, triangle, rectangle; ball, cube, cylinder).
Clarify ideas about the sequence of parts of the day: morning afternoon Evening Night.
Demonstration material. A set of three-dimensional geometric shapes (5 cubes, cylinders, balls each), 4 pictures depicting children’s activities at different times of the day.
Handout. Sets of flat geometric shapes (5 squares and rectangles for each child), drawings-tablets depicting geometric shapes, two-page cards.
Guidelines
Part I. Game exercise “Malvina teaches Pinocchio.”
Geometric shapes are laid out on the table. Malvina gives Pinocchio the task: “Name and show familiar geometric shapes.” (Cubes, cylinders, balls.) Pinocchio completes the task with the help of children. Then Malvina offers to count out 4 cubes and check the correctness of the task (using counting); count the same number of cylinders and place them in pairs with cubes so that it is clear that there are an equal number of figures.
“What can we say about the number of cubes and cylinders? – asks Malvina. – How many cubes and cylinders? How to make it so that there are five cubes?
Children help Pinocchio complete his assignments.
“How many cubes are there now? – Malvina finds out. (Children count the cubes.) How did you get the number five? (One was added to four.)
How many cubes? How many cylinders? Five cubes and four cylinders - compare, which is bigger? Four cylinders and five cubes - compare, which is smaller? Which number is greater: five or four? Which number is smaller: four or five?
Malvina offers Pinocchio to establish equality in two ways. (Children help Pinocchio complete the task.)
Pinocchio counts incorrectly: he misses objects, counts objects twice, gives the wrong answer.
Malvina clarifies the rules of counting with the children and finds out how many figures there are and how the new number came about.
Part II. Game exercise “Count the figures.”
Pinocchio gives the children tasks: “Count out four squares and place them on the top strip of the card. Count out five rectangles and place them on the bottom strip of the card. How many squares? How many rectangles? Five rectangles and four squares - compare, which is bigger? Four squares and five rectangles - compare which is smaller? Which number is greater: five or four? Which number is smaller: four or five? Make sure there are equal numbers of rectangles and squares.”
Children complete the task in any way and explain their actions.
Physical education minute
The teacher reads a poem, and the children perform the appropriate movements.
Part III. Game exercise “Complete the missing figure.”
One two three four five!
We can all count
We also know how to relax -
Let's put our hands behind our backs,
Let's raise our heads higher.
And let's breathe easily.Stretch on your toes
So many times
Exactly as many as fingers
On our hand!
One two three four five.One, two, three, four, five Stomp our feet.
One two three four five
We clap our hands.
Malvina invites children to look at the drawings-plates (see example on p. 14), determine which figures are missing, complete them and prove the correctness of their decisions.
After discussing the task, Malvina shows ways to solve it. The check is carried out by alternating geometric shapes and determining their number (there should be 3 of them). Part IV. Game exercise “Let’s help Pinocchio sort out the pictures.”
Pinocchio looks at the pictures with the children and asks: “Who drew the pictures? What are the characters depicted doing? When does this happen?
Then he suggests putting the pictures in order and naming the parts of the day.
Lesson 2
Program content
Practice counting and counting objects within 5 using various analyzers (by touch, by ear).
To consolidate the ability to compare two objects according to two parameters of size (length and width), the result of the comparison is indicated by appropriate expressions (for example: “The red ribbon is longer and wider than the green ribbon, and the green ribbon is shorter and narrower than the red ribbon”).
Improve the ability to move in a given direction and define it in words: forward, backward, right, left.
Didactic visual material
Demonstration material. Drum, pipe, counting ladder, 6 tumblers, 6 pyramids, card in a case with 4 sewn buttons, large and small dolls, 2 ribbons (red - long and wide, green - short and narrow), flannelograph, audio recording, box with stars number of children.
Handout. Workbooks (page 1, task B), colored pencils.
Guidelines
Part I. Game exercise “Count the same amount.”
The teacher asks the child to count out as many tumblers as the number of drum beats he hears. The rest of the children check whether the task is completed correctly.
“How many tumblers are there on the table? Why did you count out so many tumblers?” asks the teacher.
The task is repeated 2 times using different musical instruments.
Then the teacher asks the child to count as many pyramids as there are buttons on the card (the card with buttons sewn on is in the case).
The teacher clarifies the rules for counting objects by touch. After completing the task, he asks the children questions: “How many pyramids did you count? How to check whether the task is completed correctly? (The child takes the card out of the case, and the children correlate the number of buttons on the card with the number of pyramids on the step of the counting ladder.)
Part II. Game exercise “Color the same amount” (done in a workbook).
The teacher invites the children to paint as many circles as there are tumblers (pyramids) drawn in the picture.
After completing the task, he clarifies: “How many circles did you paint? Why so many?
Part III. Game exercise “Let's tie bows for the dolls.”
The teacher draws the children’s attention to the ribbons located on the flannelgraph: “What is the difference between the ribbons? Are they the same color? What can you say about the length of the ribbons? (He suggests comparing the ribbons by length and clarifies the rules of comparison: the ribbons must be placed one under the other, aligning them on the left side.) How long is the red ribbon compared to the green? How long is the green ribbon compared to the red one? (The teacher gives a sample answer: “The red ribbon is longer than the green ribbon.”)
What can you say about the width of the ribbons? (Suggests comparing ribbons by width, arranging them so that the top or bottom edges of the ribbons are in line.) How wide is the red ribbon compared to the green? How wide is the green ribbon compared to the red one? Show the wide (narrow) ribbon. Which ribbon is suitable for a small doll's bow? What kind of ribbon is suitable for a bow for a large doll?”
The teacher ties the bows and finds out why the red bow turned out to be big. He listens to the children’s answers and generalizes: “The red bow turned out to be big because the ribbon is long and wide.”
The teacher invites the children to tell them about the size of the green bow.
Part IV. Game exercises “If you go right, you will find a treasure.”
“The wizard has hidden a treasure and invites you to find it,” the teacher tells the children.
Using a counting rhyme, a leader is selected.
The leader completes the task: takes five steps straight, turns right and takes three more steps in pre-arranged circles. The rest of the children follow him. Children find a box and take out stars from it (music plays).
Kady-bady
Pour some water
Cow to drink
You should drive.
Lesson 3
Program content
Improve counting skills within 5, teach to understand the independence of counting results from the qualitative characteristics of objects (color, shape and size).
Exercise in comparing five objects by length, learn to arrange them in descending and ascending order, and indicate the results of comparison with words: the longest, shorter, even shorter... the shortest (and vice versa).
Svetlana Gavrichenko
Summary of a lesson on the formation of elementary mathematical concepts for children of the senior group
Summary of a lesson on the formation of elementary mathematical concepts for children of the senior group on the topic: “Let's help Zimushka-winter”
Program content:
Educational objectives:
Refine and expand knowledge children about wild animals;
- form an idea about the formation of the next number by adding one; introduce the number and number 8;
Practice counting in within 8 using various analyzers in forward and reverse order;
Consolidate knowledge about the sequence of numbers in a number series in within 7;
Strengthen the ability to understand the relationships of adjacent numbers (5b by 1. b"5 by 1);
Compare adjacent numbers in within 8 based on comparison of specific sets; obtain equality from inequality (inequality from equality by adding one to a smaller number item or removing one from a larger number item;
Consolidate knowledge about geometric shapes; - develop the ability to design and lay out objects from geometric shapes according to instructions.
Developmental tasks:
Develop mental processes: perception, memory, thinking;
Develop gross and fine motor skills. spatial orientation;
Develop social skills of being able to work in group. paired with; find a solution and draw conclusions.
Educational tasks:
To cultivate in children a love for living nature;
Develop a sense of empathy;
Cultivate restraint, perseverance, goodwill, feelings of mutual assistance, and a desire to help.
Forms of organization: frontal, individual, group. work in pairs.
Demo material: audio recording, multimedia, costume. Snowflake, pictures of wild animals (hare, squirrel, fox, bear, hedgehog). Christmas tree, snowflakes, card with dots (7, geometric shapes with numbers written in them (from 1 to 7, squirrels and mushrooms.
Dispensing material: counting rulers, 7 squirrels and 7 mushrooms each. diagrams of a hare and a bear from geometric shapes (1 per table, massage balls, blanks - with numbers printed on them within 7, album sheets, with half-drawn candy, simple pencils, clothespins.
Progress of the lesson
Organizing time. (The children enter group and stand in a circle.)
Greeting game "Say hello".
Guys, we have guests today. let's say hello.
Let's say hello with your hands like this, like this. (Children clench and unclench their fists.)
Let's say hello with your eyes like this, like this. (Look into the neighbor's eyes and blink)
Let's say hello with a nod like this, like this. (Nods your head to the right and left.)
Let's say hello with our mouths. (Hello.)
Oh, what is this we hear?
Audio recording "The wind blows".
The door opens and group"flies" spinning "magic snowflake".
Snowflake:
Hello guys. The name is Snowflake. I am a friend of the sorceress Zimushka. Zimushka sent me to you for help. The evil sorceress bewitched all her friends - the forest inhabitants.
Educator:
How can forest animals be called differently? (Wild animals)
Snowflake:
If you are ready to go on a journey into the winter forest, I will help you and show you the way. And if we start with this magical clearing. These snowflakes are my girlfriends, assistants, they are not ordinary, but magical, with tasks.
Main part
(Children sit on chairs)
Educator:
Well, let's start our journey?
“About the branches jumping, but not a bird,
Red, but not a fox" (squirrel)
Let's check if Dima did the right thing.
Dima, what needs to be done first? (First you need to count the circles. (counts)
How many circles are there? (Total 6 circles)
How many squirrels should I post? (6)
Do the math. How many squirrels did you post? (Total 6 squirrels)
Children, did Dima post it correctly? Okay Dima, sit down.
(the teacher asks 3-4 children)
And now Sasha will tell you about her squirrels. And all listen carefully and check whether he did the right thing.
Sasha, how many squirrels did you post? (6)
Why did you post 6 squirrels? (Because there are 6 circles on the board)
-…. Count how many squirrels there are? (Total 6 squirrels)
Children, Sasha put it correctly. (If incorrect, the teacher asks children how to fix the error).
(the teacher removes the circles from the board)
Now put as many mushrooms on the bottom strip as many times I clap my hands. (5 (A child works at the board, all other children are at the tables.)
How many mushrooms did you put out?
Why did you post 5 mushrooms? (because you clapped 5 times)
-...count how many mushrooms there are in total? (Total 5 mushrooms)
(The child sits down at the board. If all the children have done it correctly, you don’t have to ask individually)
How can you find out if all the squirrels had enough mushrooms? (Need to attach (move) 1 mushroom for each squirrel. (perform).
What can you say about the number of squirrels and mushrooms? Equal amount of squirrels and mushrooms? (Not the same).
Which is more squirrels or mushrooms? (More protein than mushrooms).
How long? (for one)
Which is smaller, mushrooms or protein? (There are fewer mushrooms than protein)
How long? (for one)
-Which number is greater:6 or5? (The number 6 is greater than the number 5 by 1)
Which number is smaller? (the number 5 is less than 6 by 1)
Do it equally.
How many are there? (6)
Do the math.
What can we now say about the number of squirrels and fungi? (That they became equal, 6 each. Six equals six)
Children, did Sasha do it right?
Now I’ll wave the flag, and you’ll add the same number of squirrels. (1.)
(Children perform)
Olya, count how many squirrels there are in total? (Total 7 squirrels)
How many mushrooms? (Total 6 mushrooms)
Equal parts squirrels and mushrooms? (No)
What is more and what is less? .
How many more squirrels than mushrooms, and how many fewer mushrooms than squirrels? (by 1)
Which number is greater and which is less? (The number 7 is greater than the number 6 by 1, and the number 6 is less than the number 7 by 1)
Do it equally. (Children perform)
Olya, how did you do it equally? (I added 1 more mushroom to 6 mushrooms, and there were 7 of them)
What can we now say about the number of squirrels and mushrooms? (They became equal, 7 each. Seven equals seven.)
How can you level it differently? (You need to remove 1 squirrel).
How many are there? (Equally, 6 each)
(Work at the board)
And now, children, we will get acquainted with the new number 8. To do this, we need to add more to the squirrels - Sasha, go add it. (Child adds 1 squirrel)
Let's count how many squirrels I have on the board now? (8)
(Child counts)
Children, what needs to be done to get a new number? (add 1)
Right. How many mushrooms? (7)
Equal parts squirrels and mushrooms? (No)
What is more and what is less? (There are more squirrels than mushrooms, and fewer mushrooms than squirrels)
How much? (by 1)
Which number is greater than 7 or 8? (The number 8 is greater than 7 by 1, and the number 7 is less than 8 by 1)
Educator:
Have we treated all the squirrels? So we disenchanted them.
(Exhibits an image of a squirrel on the flannelgraph)
Squirrel thanks you.
2. Didactic game "Gather a figure"
Educator:
Children, look what is in your plates? (Geometric figures)
Name them. (Circle, square, rectangle, triangle)
Are there any identical figures here?
Compare them and tell me how they are similar, what do they have in common? (comparison by form, color and size)
How are the figures different?
Which figure do you think is the odd one out? (a circle has no corners)
Educator: Next task.
Child - (takes a snowflake) Exercise following: play a game "Gather a figure". I will ask 2 riddles about animals. Each table must quickly lay out one animal from geometric shapes. The table that lays out the table faster and more correctly will win. Listen attentively.
The tail is shorter than the ear,
Quick habits.
He rushes as fast as he can,
He rushes without looking back.
Guess who he is.
Well, of course (bunny)
In the summer he walks through the forest,
In winter it rests in a den. (Bear)
(Children do. The child checks and determines the winner.)
Educator: Well done, guys, you disenchanted the bunny and the bear, because you did the right thing and worked together. They say thank you.
(Puts out images or toys of a bunny and a bear on the board).
Well, the next snowflake awaits us.
(The child takes off the snowflake. Makes a riddle).
3. Exercise "Collect beads for the fox".
Look - what a...
Everything burns like gold,
Walks around in a fur coat dear,
The tail is fluffy and large (Fox)
(On the flannelgraph there are scattered geometric shapes of different colors, but the same size with numbers from 1 to 7)
Educator:
The fox made beads for her grandmother, but the evil witch scattered all the beads.
She asks us for help. Shall we help her fix the beads for her grandmother?
What did the squirrel make the beads from? (from geometric shapes)
What is written in them? (numbers)
You need to arrange the beads in order, starting with one.
(1 child at the board, the rest help him)
Let us name the numbers in order from 1 to 7.
Say the numbers in reverse order.
The number 7 is written in what geometric figure?
And what is the number in the red rectangle?
The number 3 is written in what geometric figure?
And what is the number in the blue rectangle?
What number comes before the number 6?
What number comes after the number 4?
Name the neighbors of the numbers 2.6?
Educator:
So we cast a spell on the fox. (Exhibits the fox on the flannelgraph)
The fox says thank you.
And it's freezing outside. Probably, the angry witch still won’t calm down. If we sit still for a long time, we will freeze. Let's warm up and relax. And Kolya will help us with this. He will show you the movements, and you you will repeat after him.
(the child spends a physical education session with the children)
"We came to the winter forest"
(imitation of movements according to the text of the poem together with a snowflake)
Background music is playing.
We came to the winter forest,
There are so many miracles around here!
On the right is a birch tree in a fur coat,
To the left, the Christmas tree is looking at us.
So the bunny galloped up,
He ran away from the fox
This is a gray wolf prowling,
He is looking for prey.
We'll all hide now
Then he won't find us,
Only the bear sleeps in its den,
He'll sleep like that all winter.
Educator:
You had a good rest, and now sit quietly on the chairs. And we continue our journey!
(The child takes off the snowflake. Makes a riddle)
The ball is not fluffy,
Prickly and rough.
When you touch it you will understand.
That this is not a ball, but... (hedgehog).
4. Exercise "Help the hedgehog".
(Every child has blanks on their tables - “Cardboard hedgehogs without needles” with numbers printed on them within7. Plates with clothespins - 1 on the desk).
Educator:
What are our hedgehogs missing? (Needles)
Will you and I help our hedgehogs?
And we’ll replace their needles with magic clothespins.
You must give the hedgehog as many needles as shown in the number.
(Children complete the task. After this, the teacher checks with the children).
Educator:
How beautiful your hedgehogs turned out. So we disenchanted the hedgehogs.
(Hedgehog exhibition at the stand).
They were very pleased and thank you.
Well done boys! All tasks completed!
Well, we have the last snowflake left. But first, let's play with our fingers, massage them so that they obey us better.
(the child performs finger gymnastics with the children.
Finger gymnastics "The Bunny and the Hedgehog".
Bunny - ears on top of head -
(Children place the ball on their right palm. Show index and middle fingers - "bunny ears")
Jumping, galloping along the edge of the forest.
(Take the ball in either hand and "jumping" them in the palm of the other hand, then change hands).
And behind him is a prickly hedgehog
(Children place the ball on their right palm. Using each finger of their left hand, they alternately press the tubercles of the ball, then change hands.)
Walked on grass without paths.
(Roll the ball in your hands, making back and forth movements between your palms)
(The child takes off the snowflake. Makes a riddle)
6. Exercise “What will happen?”.
Educator:
Winter - winter has prepared a surprise for you. We have a hint drawn on a piece of paper.
Listen to the riddle.
Bright golden candy wrapper,
and sometimes it’s silver,
Unwrapped the candy wrapper of Sveta
there beloved... (candy)
Now you know what surprise awaits you. Complete the answer dot by dot.
(Checking posture and landing children at tables. Children finish drawing the candy dot by dot)
What did you get? (Candy)
On our journey, we helped animals and did many good and useful deeds.
All the wild animals were happy.
Were you interested?
What tasks did you and I complete today? What number did you meet?
We have completed Winter's instructions. It's time for us to return home.
Snowflake:
What a great fellow you are! You made wonderful drawings.
I liked being friends with you. You know, you know a lot, you are kind and sympathetic. Guys, you helped Zimushka disenchant her friends. Here's a surprise for you.
Surprise moment. (A song sounds. Snowflake takes out a bag of gifts from behind the tree and distributes them to the children.)
Anna Sakharova
Summary of a lesson on the development of mathematical concepts for children of the preparatory group “Subtraction”
Training tasks:
1. Shape the idea of subtraction as the removal of part of a group of objects.
2. Introduce the sign «-» .
3. Expand representation about geometric figures and their properties.
Developmental tasks:
1. Develop dialogical speech.
2. Develop attention, logical thinking, memory.
3. Develop cognitive activity, curiosity.
Educational tasks:
1. Build cooperation skills on class.
2. Formation of communication skills.
3. Continue to develop self-esteem skills.
Progress of the lesson.
Guys, look who came to us? Sign «-» he invites us to visit, to the land of Knowledge in the city Mathematics. Shall we go on a trip? Who lives there?
We will travel with one resident from this city, a minus sign.
What does he look like.? When a minus appears, what happens? everything decreases, declines or disappears completely.
Let's hold hands together
And let's smile at each other.
We'll shake hands
The heat will run in a circle.
Guys, in the Land of Knowledge, a flower will help us - a seven-flowered flower.
1 petal
"Connect the dots"
If we complete the task correctly and quickly, we will find out what we can go on. (on a rocket)
2 petals
"Make a control panel" (there are pencils and a sheet of paper on the tables)
Draw a circle in the middle.
There is a square in the upper left corner.
There is a triangle in the upper right corner.
There is a rectangle in the lower left corner.
In the lower right corner there is an oval.
Educator:
We're all ready to fly: there is a rocket, a control panel.
Get ready to launch the rocket. Team 1 of girls counts to 20, and team 2 of boys counts back from 20. (forward and reverse counting)
3 petal
Stories in which minus is involved can also be written down in numbers.
There were seven eggs on the table. The mouse ran, waved its tail, five eggs fell and broke. How many eggs are left on the table? (two is correct)
And it is written like this
Now guys, I’ll write down examples, and you can come up with stories to go with them.
Children tell their stories (optional)
Name the neighbors of the numbers 8, 10, 15
Name it previous number: to numbers 5, 9, 13
Say the next number: to numbers 4, 19, 11
Name single digit numbers
Name two-digit numbers
Well done on this task. Well, what do we go next?
4 petal
Name the flat geometric ones figures:
circle, square, triangle, rhombus, trapezoid, oval, rectangle, octagon,
Which 2 figures can be removed from this groups(Why)
Circle and oval - these figures have no corners.
What other figures are redundant? (triangle and octagon)
Physical education minute.
Once - rise, stretch,
Two - bend over, straighten up,
Three - three claps of your hands,
Three nods of the head.
Four - arms wider,
Five - wave your arms,
Six is the place to sit again.
5 petal
Six nuts mommy pig
For carried the children in a basket.
The hedgehog met a pig
And he gave four more.
How many nuts pig
Did you bring it to the kids in a basket?
Three bunnies, five hedgehogs
How many kids are there in the garden?
Five pies were in a bowl.
Lariska took two pies,
Another one was stolen by the pussy.
How much is left in the bowl?
6 petal
A task of ingenuity
How many ears do 3 mice have?
How many tails do 5 cats have?
How many heads do 4 cows have?
7 petal
Well, here is the last petal left. Listen to the riddle.
Day and night they go.
Never get tired.
They whisper monotonously to the beat:
Tick, tock, tick, tock.
The arrows look like mustaches.
They are called... (watch)
If you set the time correctly, then you and I will return again to our group
Why does a person need a watch? Why do we need to know time?
Take a watch and set it to 11 o'clock exactly.
Bottom line:
Now let’s count down together. (Count down from 5 to 1)
To land softly, let's say magic words:
Fly, fly rocket
To the West, to the East
Counting the kilometers
arriving on time.
Here we are at home.
Did you enjoy the trip?
What kind of chest is this? Yes, this is the "-" sign sent you stickers for
completed tasks.
Publications on the topic:
Notes for a lesson on the development of elementary mathematical concepts (20–25 minutes) (2nd year of study, 2nd quarter) Notes for a lesson on the development of elementary mathematical concepts (20-25 minutes) (2nd year of study, 2nd quarter) Topic: “Long concepts.”
Summary of an integrated lesson in mathematics (formation of mathematical concepts) for the senior group Goal: Learn to count to 8; fix the days of the week, the names of geometric shapes (oval, circle, triangle, rectangle, square) Software.
Abstract of GCD on the development of elementary mathematical concepts for children of the first junior group. Abstract of GCD on the development of elementary mathematical concepts for children of the first junior group. Educational areas: “Cognition” “Communication”.
Abstract of GCD for the development of elementary mathematical concepts according to the “Development” program in the preparatory group MADOU MO, Nyagan "D/s No. 8 "Rosinka" Performer Chupina Zulfira Gabdullovna Abstract of GCD for the development of elementary mathematical concepts.
Abstract of OOD on the development of mathematical concepts for speech therapy preparatory group Program objectives: Summarize the knowledge acquired during the year. Strengthen the ability to compose arithmetic problems and write down their solutions.
Notes on the development of elementary mathematical concepts in the preparatory group. Development of logical thinking Goal: Continue measuring using a ruler. Develop logical thinking. Material: Cards with images; rulers; colored sticks.
Gaming technology
Lesson on the formation of elementary mathematical concepts
"Let's help Cinderella."
with children in pre-school group
Malozemova Maria Nikolaevna,
teacher, kindergarten No. 39
Frunzensky district of St. Petersburg
Target:
development of logical thinking
Tasks:
1. educational:
· continue to develop the ability to perform arithmetic operations within 10
· continue to develop problem-solving skills
· continue to develop the ability to classify blocks according to two or four criteria using symbols
· consolidate the skill of counting forward and backwards
· strengthen the skill of navigating on a plane
2. correctional and developmental:
· develop fine motor skills and coordination of movements
· develop logical thinking, creative abilities
· develop auditory and visual attention
· develop the ability to compose complex and complex sentences
· develop the grammatical structure of speech (coordinate numerals with nouns and adjectives)
3. educational:
· cultivate feelings of mutual assistance and friendliness
· develop self-control and accuracy in work
· develop independence and the ability to work in a team, in pairs
· develop interest in mathematical studies
Equipment:
cloak for the Fairy, magic wand, game with buttons “Count and name”, Dienesh blocks, symbol cards, hoops 4 pcs., cards with numbers on one side and letters on the other side, geometric shapes with Velcro (trapezoid, rhombus, semicircle, square, rectangle, oval), carpet graph, square of ribbons on the carpet graph, a mathematical set of numbers and signs for each child, images of flowers (for composing problems), a drawn door with a keyhole, cards with figures (keys), a magic box.
Preliminary work:
reading the fairy tale “Cinderella” by Ch. Perrault, conversation on the fairy tale, board game “Cinderella”, solving simple arithmetic problems, games with Dienesh blocks, games with buttons “Count and name”, individual lessons; Didactic games - “Number houses”, “Let’s play”, “One, two, count”, “Make a word”; Educational games - “Fold a pattern”, “Tangram”, “Columbus egg”, etc., “Solve the puzzle”, “Find your house”, “Logic tables”, educational puzzles “Learning to count”, dominoes.
Lesson plan:
1. Surprise moment.
2. Division into teams through the game with buttons “Count and name”
3. The first task (on the carpet) is to decompose the Dienesh blocks into sets according to four characteristics, using 2 intersecting hoops and symbol cards.
4. The second task (from the carpet maker) is to arrange geometric shapes (trapezoid, semicircle, rhombus, circle, square, rectangle) on a plane.
5. Physical minute.
6. Task three (at the table) - solving 2 simple addition and subtraction problems.
7. Task four (at the door) - pick up the “key” to the keyhole.
8. Summary of the lesson.
Progress of the lesson:
1.Surprise moment:
Today we will take an amazing journey through a fairy tale....
You will find out which fairy tale by placing the numbers correctly in reverse order from 7 to 1.
Children lay out the numbers, turn them over and read the resulting word.
What fairy tale have we found ourselves in today? ("Cinderella")
Guys, who helped Cinderella get to the ball? (Fairy)
Magic awaits you today! Close your eyes (I put on my cloak and take my magic wand)
With a magic wand
Let's wave in the air.
The magic will appear
Let's get into a fairy tale.
Open your eyes. Today I will be a Fairy, and you are my good helpers.
So, to help Cinderella get to the ball and become a princess, together we must help her complete all the tasks of her evil stepmother. Ready? (Yes)
2. Division into teams:
But first you need to divide into two teams, and a game with buttons will help us with this. Gaming technology.
Divide into a team with an even number of buttons and a second team with an odd number of buttons.
3. Game with Dienesh blocks (on the carpet):
The stepmother ordered Cinderella to sort out the cereal. For us these will be blocks. Arrange the blocks into hoops.
The first team - in the blue hoop there are only small round blocks, in the red hoop there are only thin yellow blocks. The second team - in the blue hoop there are only thick triangular blocks, in the red hoop there are only large red blocks (I put the corresponding symbol cards in the hoops).
Children complete the task. Gaming technology.
Prove that you did the right thing.
3. Carpeting task.
The stepmother came up with difficult tasks. Cinderella needed to wash the floors and arrange the furniture.
In front of you is a square - this is a room and geometric shapes are furniture.
I call one child at a time to the carpet maker.
So, place a semicircle in the upper left corner - this will be the bed.
There is a circle in the center - this will be a table.
In the lower right corner there is a diamond - this is a mirror.
In the upper right corner there is a trapezoid - this is a chair.
In the lower left corner there is a rectangle - this is a closet.
To the left of the table, the square is a chair.
4. Fizminutka:
At the king's ball
His friends gathered.
We stood up quietly in pairs.
We went to the palace for a ball.
(I turn on the music to which the children dance the waltz in pairs).
5. Solving problems (at tables):
Let's continue to help our good Cinderella. The harmful stepmother ordered to plant 3 red roses and 2 white roses. How many roses should Cinderella plant?
What did I read? (Task)
What is the condition in the problem? (3 red roses and 2 white roses) What is the question in the problem? (How many roses are there in total?)
Lay out the solution to the problem on the table. Read...
There were 6 carnations growing in the garden. Cinderella cut 3 carnations for the bouquet. How many carnations are left in the garden?
What did I read? (Task).
What is the condition in the problem? (There were 6 carnations, 3 carnations were cut off).
What is the question in the problem? (How much is left?)
Post the solution to the problem. Read...
6. Selection of keys for a keyhole:
The stepmother locked Cinderella with a key. You need to pick up a key for the keyhole.
(I give the guys cards with “key” figures.)
Children pick up the key.
7. Lesson summary:
Together we helped the kind, hardworking Cinderella complete all the tasks of her insidious stepmother.
What tasks did you complete?
What did you like?
I, Fairy, have prepared magic for you.
Look, the box is empty (I show the empty box).
I'll wave my magic wand,
I'll make a wish.
I believe in miracles
That's why I always meet him.
Unnoticed by the children, I turn the box over, open it on the other side, and there is a treat.
Game summary - lesson
"Let's help the Fairy of Purity"
Completed by: Svetlana Aleksandrovna Shcherbinina
Clarify knowledge about personal hygiene items, develop logic and thinking
To form in children an idea of the importance of following the rules of personal hygiene;
Strengthen cultural and hygienic skills with children (washing hands, faces, combing);
Cultivate neatness, neatness, attention
Preliminary work:
Reading the poem by A. Barto “The Dirty Girl”, K. Chukovsky “Moidodyr”, V. Mayakovsky “What is good, what is bad” and looking at illustrations for the works;
Memorizing nursery rhymes, poems about cleanliness, health, hygiene items;
Guessing riddles;
Conversations on the topics “Our good friends”, “Personal hygiene”;
Modeling “Soap for dirty people”; drawing "Pattern on a handkerchief", application "Combs for dolls""
Role-playing game “Shop”, “Barbershop”;
Excursion to an older group;
Material and equipment:
Demonstration material: - video, bag of toys;
Handouts: cards with algorithms, pictures of combs, colored pencils, soap, combs, shampoo, toothbrush, toothpaste, handkerchief;
Guys, today when I woke up, I saw this box on my bed. Having opened it, I received a video message from the Fairy of Purity. Want to watch it? Let's take a look (view message form).
Children, what happened to the Fairy?
(children's answers)
Who mixed up everything in the magical camp of neaties?
(children's answers)
How can we help Fairy?
(children's answers)
Of course, we need to fix everything. In order to fix everything, we need to put the contents of the box in order. Shall we begin? (children's answers)
(We take out cards with algorithms from the box).
Guys, look at the pictures. What do they show?
(children's answers)
In order for the residents of the country “Chistyuli” to remember how to wash their hands (face) correctly, we need to lay out the cards in the right order (Execution)
Well done. Did you do everything correctly?
(children's answers)
Now residents will be able to wash their hands (face) correctly. Why do they need to be washed?
(children's answers)
Of course, to be clean and beautiful. Now let's put aside what we have already corrected. We continue to help Fairy.
(We take out sheets of paper from the box on which combs without teeth are drawn).
Guys, look what these drawings are, what do they look like?
(children's answers)
Remember, the Fairy said that the residents even stopped combing their hair. What is a comb for?
(children's answers)
Do you think it will be possible to use such a comb to get your hair in order?
(children's answers)
What needs to be done to make these drawings look like combs?
(children's answers)
Let's finish drawing the teeth. (Children complete the drawing of the teeth with pencils)
How different everyone’s combs turned out. Well done boys. Fine. And we completed this task. Now residents will be able to comb their hair. Let's put our combs aside for the hand washing pictures.
There's something else in the box. What are these guys? (Showing the contents of the box. It contains various hygiene products, toys, cubes)
(children's answers)
But what's wrong here? The Evil Fairy tried her best and mixed everything up. What needs to be done, what do you guys think?
(children's answers)
We need to sort everything. How to do it?
(children's answers)
Residents of the country “Chistyuli” need body care products. How will we select what we need?
(children's answers)
The options you offer are good. I have one more suggestion. I propose to split into two teams. Do you agree? (children's answers). I will divide Yavas into two teams. One team will be called “clean cheeks”, and the other “clean hands”. Now you will take turns taking items out of this bag. Whoever gets the red item will be on the “clean cheeks” team. And whoever gets an item of any other color is on the “clean hands” team. (We invite the children to take an object out of the bag, naming its color. We distribute the children into teams)
What do you think we will do?
(children's answers)
One team will choose and bring cleanliness products, and the other team will bring those items that are not needed for the cleanliness of our body.
(Game running)
Guys, you did it perky and fun. Do you think everything was distributed correctly?
(children's answers)
Let's check, we don't want to leave the Fairy in an enchanted land. And if, suddenly, we made a mistake in something, we will correct it. (We check the contents of the baskets). Everything worked out for us.
Look guys, there's nothing left in the box. This means that we have completed all the tasks. What tasks did we complete?
(children's answers)
For whom did we try?
(children's answers)
Now we need to return the box to the Fairy. You need to carefully put everything in a box, without disturbing the order, and give it to her. But how to do this, we don’t know where the country “Chistul” is located?
(children's answers)
How did the box come about?
(children's answers)
The box appeared while I was sleeping. Let's take the box to our group. And when you wake up to sleep, the Fairy will take her away. Do you agree? (children's answers)
(Children take the box and return to the group)
