Alexandra Kulborisova
Tasks:
Teach children the action of constructing models of quantitative relationships on abacus used to compare two groups items. Practice counting up to 10. Strengthen quantity ratios items with number and number card. Develop attention and the ability to draw conclusions. Nurture the community, answer questions when called by the teacher.
Material: Demonstration. 1. Seven caps, seven dwarfs2. Numbers, number cards with circles (five – ten)
Dispensing. 1. Cards with painted pebbles, numbers, and abacus.
Progress of the lesson.
Part 1. The teacher turns to children: “Guys, this morning I came to kindergarten and found a cap. Listen and guess who could have lost it.”
"Who walked around the city
Lost my cap
The cap was not simple
And magical, golden.”
(Children's answers)
Educator. “Guys, this happened, look at each other, you have become very small.”
Miracles in our world
The children have become small
Stand on one leg
Turn around yourself
Find yourself in the school of little wizards
Every morning at school begins with a warm-up with a ball.
Well done, you did the warm-up and grew a little.
Guys, what do little gnomes like to do most?
That's right they love to search gems, and then recalculate them. Our gnomes have a lot of work and they can’t cope, they ask us to help. Shall we help?
Next task, take a card with pebbles of the same color as your icon, count and find the same number on the number card and the number. (Cards and numbers are laid out on cubes, children stand in threes at each table and talk about the completed task, check each other.)
B. “We are getting higher and higher
We reach the roofs with our hands
Up for a two count
Three four hands down"
Part 2. Guys, look, the cap is truly magical, there was only one, but now there are many.
How to find out how many caps there are?
How can you indicate the number of caps?
(put aside the bones on the abacus) And today, guys, we will work on abacus.
Working at tables.
Guys, to complete the next task, prepare an abacus. Count out how many caps and how many gnomes there are on the abacus? - How many caps are there in total and how many gnomes are there in total?
Do all the gnomes have enough caps? Why isn't it enough? Which number is greater than gnomes or caps?
How to help a gnome who is left without a cap?
Where have we been today? Who did you help today? What did you do? Did we manage to cope with the work of the gnomes?
Publications on the topic:
Summary of the lesson on the formation of elementary mathematical concepts “Journey to the land of mathematical knowledge” Topic: “Journey to the land of mathematical knowledge” Program objectives: To consolidate children’s knowledge about the sequence of days of the week; continue.
Program content: - consolidate the ability to distinguish and name geometric shapes: circle, square, rectangle; parts of the day. -exercise.
Summary of a lesson on the formation of elementary mathematical concepts in the middle group Math notes middle group Formation of elementary mathematical representations. Program content: Strengthen skills.
Summary of the lesson on the formation of elementary mathematical concepts “Space travel” MBDOU Syavsky kindergarten "Bell" Summary of direct educational activities on the formation of elementary mathematical skills.
Summary of educational activities on the formation of elementary mathematical concepts in the middle group on the topic: “Mathematics is.
Summary of a lesson on the formation of elementary mathematical concepts. Program content: - consolidate quantitative and ordinal counting skills within 5; -Practise the ability to name and distinguish.
Summary of a lesson on the formation of elementary mathematical concepts “The Adventure of Thumbelina” Summary of direct educational activities in educational fields: “Cognition”, “Music”, “Fiction”, “Mathematics”.
An open lesson on the formation of elementary mathematical concepts for children of the senior group on the topic: “Journey to the Land of Mathematics.”
(educational field "Cognitive development")
Prepared and conducted by: teacher of the first qualification category Klevtsova O.I. Monino, 2016
Methods: verbal, visual, practical.
Target:
To create conditions for the development of logical thinking, intelligence, attention and demonstrate the skills of complex application of mathematical concepts, knowledge and methods of action, the ability to practically use them through the game - a journey.
Tasks:
Educational
- Practice composing a variety of elements of different quality (items of different colors), in obtaining equality from inequality by removing or adding one item;
- Strengthen the skill of counting forward and backward, days of the week by arranging a number series in forward and reverse order;
- Strengthen children's ideas about geometric shapes ah: the ability to distinguish and compare by properties (by color, shape) geometric shapes such as circle, oval, square, rectangle, triangle; getting to know the trapezoid.
- Form mental operations.
5. Develop constructive praxis;
7. Develop speech, the ability to give reasons for your statements.
Educational:
8. Foster independence and the ability to understand learning task and do it yourself.
Equipment and material:
Magnetic board; a letter decorated with numbers and geometric shapes; cards with tasks from the letter; geometric shapes of different colors and sizes; ball; number cards from 1 to 10 (1 set); counting sticks for each child; medals.
1. Organizational moment
Children go to the group.
Vosp: Guys, we have guests today, let’s say hello to them.
(Children say hello and line up on the mat)
While the children are leaving, the teacher takes out an envelope.
Vosp.: Guys, look and tell me what I have in my hands? (Letter)
Yes, that's right. Are you wondering who this letter is from?
Now I will open it and read it.
Reads a letter
“Hello, friends! The Queen of the Country of Mathematics writes to you. I watched you for a long time, how you played interestingly in mathematics classes. There has been confusion in my country, and I want to invite you to my place to help me put things in order.
Shall we help you guys?
And in order for us to get into the country, we need to say the magic words:
We go, we go, we never get tired!
We can easily overcome all the obstacles on the way! (walk in place).
Main part.
The teacher approaches the board and draws the children’s attention to the board, where cards with numbers are in a disorderly position.
1 task. - Guys, the numbers have forgotten their places, let's help them find their place.
Didactic game "Build the numbers"
To the music, the children take the numbers and line them up in order), then the teacher asks each "Number" name your neighbors (children call).
At the end of the game, they add up the numbers and sit down at the tables.
Children go to the tables, where for each child there is a set of 5 geometric shapes: circle, oval, triangle, square, rectangle) and counting sticks.
The teacher reads the following task: Guys, the geometric figures have forgotten their names, let’s remind the figures what their names are? - Yes.
2. Didactic game "Guess the figure"
The teacher asks a riddle, and the children show the geometric figure mentioned in the riddle.
1. Three peaks,
Three corners
Three sides
Who am I? (triangle)
Guys, let's look around and find objects in our group that look like a triangle.
2. He has been my friend for a long time,
Every angle in it is right,
All four sides
Same length.
I'm glad to introduce him to you.
And his name is... (square).
Guys, let's look around and find objects in our group that look like a square.
3. I have no corners
And I look like a saucer
On the plate and on the lid,
On the ring, on the wheel.
Who am I, friends?
Call me! (Circle)
Guys, let's look around and find objects in our group that look like a circle.
4. These figures are rushing around the city,
Children are taken to kindergartens and schools.
There is a bus, a trolleybus, a tram.
You're on the road, don't yawn!
The houses look like this figure.
What am I talking about? Answer, friends!
(rectangle)
5. He looks like an egg
Or on my face.
This is the circle
Very strange appearance.
The circle became flattened.
Suddenly it turned out... (oval)
Guys, let's look around and find objects in our group that look like an oval.
Well done guys, now let's warm up a little, go out onto the mat and stand in a circle.
Fizminutka
We played and counted (walk in place)
We walked together together
They clapped their hands - one, two, three, (clap)
They stomped their feet - one, two, three. (stomp)
Got up and sat down, got up and sat down, (squats)
And they didn’t hurt each other.
Higher arms, wider shoulders (raise hands)
One, two, three - breathe more evenly! (take a breath)
3. The teacher reads the third task
Guys, the days of the week have forgotten their names. Let's remind them! But first, tell me, how many days are there in a week?
Didactic game "Name the day of the week"
Children pass the ball around and call the days of the week in order.
Dear guests, the guys have prepared a surprise for you - now they will turn into Days of the Week and read their poems for you.
4. Children take the numbers corresponding to the day of the week and line them up in order.
1st child "Monday"
Kindergarten, kindergarten
Waiting for the guys every day.
There are fun and toys here.
Dolls, books, rattles.
On Monday we count
We add, we subtract.
2nd child (Tuesday):
Tuesday is a sports day here,
We are not too lazy to run and jump.
3rd child (Wednesday):
On Wednesday we have music
We dance - just great.
4th child (Thursday):
We read the book on Thursday,
We learned a lot of new things.
5th child (Friday):
On Friday we sculpted birds:
Bullfinches and tits.
6th child (Saturday):
And on Saturday and Sunday
Mom and I baked cookies
7th child (Sunday):
Dad and I rode down the hill
And then they rolled around in the snow.
Well done guys (children put cards on the table and sit down).
Now come out, let's play a little (children leave and take their places):
5. D/i "Count and do"
The teacher shows a card with a number and says: “Sit down so many times.” (jump, slap, stomp, etc.), and children must, in accordance with the number on the card, perform the specified action the corresponding number of times.
Clap 3 times
Stomp 6 times
Sit down 4 times
Jump 10 times
Well done guys.
Children go to the tables
6. Now let's play another game. It's called "Name one more (less)»
Didactic game "Name one more (less)»
The teacher throws the ball and calls the number. And the child, throwing the ball back to the teacher, calls the number one more (less)
And the last task:
7. Didactic game "Funny puzzles"
We will solve them using counting sticks (The teacher reads the problem, and the children lay out counting sticks on the tables).
- The hedgehog put 4 yellow leaves and 2 red ones in a vase. How many leaves are in the vase?
- The bunny had 6 carrots, he gave 1 carrot to the bear. How many carrots are left?
- Near the bridge there are 4 birches and 4 linden trees. How many trees are there near the bridge?
- The squirrel had 10 mushrooms, she gave 3 mushrooms to the Hedgehog. How many mushrooms does the squirrel have left?
Result:
Guys, did you like our lesson? Now let's check if you remember everything: I will name what happens, and if I name it correctly, clap your hands, if incorrectly, shake your head.
8. D/I "True-false"
- after Saturday comes Sunday
- Monday follows Wednesday
- Thursday before Friday
- seven is one more than six
- there are 5 days in a week
- the egg looks like a circle
- the bus looks like a rectangle
Well done guys, we completed all the tasks, and the Queen of Mathematics thanked you and gave you rewards and treats.
Ability to solve riddles using an algorithm. Practice the ability to select definitions for a given word. Practice creative storytelling. Activate children's mental activity. , memory, logical thinking, creative imagination. Develop the ability to justify answers. Cultivate goodwill, a desire to create something new, and the ability to evaluate an activity.
Preliminary work: selection and study of literature on this topic, selection of games, methods and techniques, writing notes, preparing material.
Preliminary work with children: conducting games “Yes-no”, “Good-bad”, “Contradictions”, reading fairy tales, conducting a lesson on composing a fairy tale in a new way.
Materials: illustrations for fairy tales, an image of a turnip, an envelope, leaves, trees, clouds, sun, rain, yellow and blue cards.
Progress of the lesson
Guys, tell me what time of year it is now? (Autumn)
Right. What do you think: is autumn good or bad? (Both good and bad).
Why is it good? (Lots of vegetables and fruits, beautiful nature, the trees are golden, you can run on the leaves, they rustle, etc.)
Why is it bad? (Because it often rains, the streets are dirty, you can get sick, short days etc.)
What kind of rain is there?
What does rain look like?
What kind of rain is it in summer?
What kind of rain is it in autumn?
At this time there is a knock on the door.
Guys, what is this? (Someone knocks)
Who do you think it is? (Children's answers)
Why do you think he came here? (Children's answers)
Now let's see who's there. We received a letter. A kind storyteller invites us to visit the City of Fairy Tales. Do you want it? (Yes)
Guys, do you like fairy tales? (Yes)
Now let's see. To find out the first fairy tale, your help is needed. I will ask you questions, and you will answer.
Game "Yes-no" picture of a turnip.
Is this a flower?
Is this an animal?
Is this a vegetable?
Is it square?
Is it round?
Is it red?
Is it yellow?
Is it with a ponytail?
Does it grow in the ground?
Is this a turnip?
So this fairy tale is “Turnip”. She gives you sunshine.
Listen: “Don’t sit on the tree stump, don’t eat the pie. Bring it to grandma, bring it to grandpa.” Tell me, what fairy tale are these words from? (Mashenka and the Bear).
Tell me, is Masha good or bad in this fairy tale? (Good)
Why? (because she helped the bear)
What kind of bear? (Bad)
Why? (Because he didn’t let Masha home)
This fairy tale gives you a cloud.
Showing an illustration from the fairy tale “Kolobok”
What fairy tale is this from? (Kolobok)
What kind of bun is in this fairy tale? (Good).
Look at these koloboks and find ours (I show koloboks with different moods)
Children find a funny bun.
This is our bun.
The music is playing and the children are distracted. At this time, the teacher changes the image of the good kolobok to an evil one.
Look what a funny bun we have. (No, he's not funny. He's evil.)
Exactly what happened to our kolobok. (Answers)
We'll probably have an evil fairy tale today. Let's try to tell it. How does it start? (Once upon a time)
Once upon a time there lived a grandfather and a woman. The grandfather asks the woman: “Bake me a bun.” She says: “There is no flour.” But he is still his own. The grandmother decided to go to her neighbor. She asked for flour. And the neighbor was angry and she also had torment... (angry). The grandmother brought flour home, kneaded the dough, and baked it into a bun. What do you think the bun made from evil flour turned out to be? (Also angry).
What did this bun do?
He lay there and lay there, jumped from the window and rolled, and when he rolled around the garden, what did he do? (Trampled seedlings, crushed flowers, scattered chickens).
He rolls and rolls, but who is there to meet him? (Hare)
The hare is good, he is kind and polite. What is he saying? (Kolobok, Kolobok, sing me your song)
What does the bun answer? (Get out of the way or I'll eat you).
The bunny got scared and ran away. Who did the bunny meet later? (Wolf)
What was the wolf talking about? (I'll eat you).
Right. But our bun is evil, so what did he say? (When I jump on you, I’ll tear you apart and swallow you).
The bear was kind and walked through the forest. What did he say? (Hello bun. How are you?)
And the bun for him (Go away, now I’ll tear it up)
Then I met a bun who? (to the fox)
What kind of fox? (Cunning). Let it be bad. What did she say? (Kolobok, I will eat you)
And the bun for her (Just try it, I’ll eat you myself. Come on, sing me a song yourself).
And the fox sang: (I am a little fox-sister and smart and cunning. I’ll eat everyone)
What should they do now? Are they going to fight now? (Answers)
We need to come up with something to make them kind. Maybe let someone show up? (Good Wizard).
Right. And what did he do? (Treated them with something or good rain fell and they said good things).
Let's close our eyes and imagine how it was.
At this time, the teacher exchanges the bad kolobok for a good one.
Look, our cheerful and kind bun is back. And the main thing is that we were able to come up with a fairy tale ourselves.
For this, the storyteller gives you rain, leaves and trees.
What did they give us? (Autumn).
And now you have blue and yellow cards. If you liked the activity, then raise a yellow card, and if not, then a blue one.
A lesson summary on developing children's creative activity was prepared by E. Lanevskaya
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 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 their formation and development cognitive activity and age capabilities.
The book presents 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 the mental, speech development And various types 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 given role-playing games, in which conditions are created for the application of mathematical knowledge and methods of action.
In working with children as in 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 program material for a 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 make a set of different elements, select 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 understanding of the activities of adults and children in different times 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 in 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.
Practice 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, back.
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 teach 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.
Fasten spatial representations and 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 ones.
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
Strengthen 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, and 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 ones 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 ones.
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 material. 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 figures.” (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 material. 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 can I check that the task is being 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” (performed in 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 offers to compare 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 qualitative signs objects (color, shape and size).
Practice comparing five objects by length, learn to arrange them in descending and ascending order, and indicate the results of the comparison with words: the longest, shorter, even shorter... the shortest (and vice versa).
Ulmeken Aliyeva
Type classes: familiarization with new material.
Age group: senior group.
Subject:Formation of a general concept"birds"
Target: Enrichment of the active dictionary.
Types of children's activities: communicative, gaming, perception fiction, motor.
Program content:
1. Educational and cognitive task: expand children's knowledge about birds, species, where they live, what benefits they bring.
2. Speech task: continue to teach children to answer competently, reasonably, and comprehensively.
3. Vocabulary task: A) enrich: birds, wintering, migratory.
b) secure: sparrow, tit, bullfinch, pigeon, magpie, waxwing.
c) intensify: wintering, migratory.
4. Educational task: to cultivate love for birds, the desire to take care of them.
5. Corrective tasks: develop thinking, attention, memory, imagination.
Teacher training: I thought through the techniques, selected the visuals, the artistic word.
Preparing children:organization of observations birds on a walk, excursion to the park.
Materials and equipment: illustrations birds, aids for the game.
Logical and educational activities.
1. Introductory part.
The teacher makes riddles about birds and exposes illustrations:
On decorated branches
Snow fringe,
Apples are rosy
They grew up in winter.
Apples on an apple tree
They scurry about merrily
Ice cream caterpillars
Apples are pecked. (bullfinches)
Questions for children:who is this? how did you guess?
In a gray feather coat
And in the cold he is a hero,
Doesn't fly away for the winter
Lives under the eaves. (sparrow) Right. Well done.
There's a fun house on the pole
With a small round window.
So that the children fall asleep
The house is shaking in the wind.
Father sings on the porch -
He is both a pilot and a singer. (starling)
The teacher sets a goal: We will talk about all this with you today.
2. Main part.
a) Children, under the guidance of a teacher, find common and distinctive features (species, wintering, migratory, what benefits they bring) Conclusion: that's how many different we know birds, and how many differences there are between them.
b) Physical exercise "A nimble tit is galloping"
c) Let’s establish what is common between them? difference (feathers, wings, beak.)
Conclusion: we call it in one word " birds". Children say generalizing concept in chorus, clear and loud. Then we repeat individually.
3. Final part.
A did/consolidation game is being played generalizing concept or on the formation of word formation.
D/game "What is this bird". Reflection.
Publications on the topic:
Synopsis of a comprehensive general lesson for children with disabilities aged 6–7 years on the lexical topic “Utensils” Program content: Strengthen children's knowledge about dishes. Learn to name and distinguish dishes. Answer questions in full sentences.
Synopsis of a comprehensive general lesson “Winter. Winter fun" Goal: to continue to consolidate children’s knowledge about the seasons, namely winter; continue to teach children to listen and understand speech addressed to them.
Lesson summary “Repetition. Chess concepts, moves of chess pieces." 2nd year of study, 1 lesson Lesson summary for the discipline “Teaching the game of checkers and chess” (2nd year of study) Prepared by: Sharapova A. S. Date: 09.19.18.
Goal: to consolidate children’s knowledge about fruits, to teach them to describe objects according to a reference diagram, to make 2-3-4 word sentences based on a picture. Fasten.
Compiled and conducted by teacher Natalya Andreevna Sivova, Moscow State Budget Educational Institution School No. 2000 02/21/2018 Purpose: to identify the degree of learning by children.
Summary of a general lesson on the development of mathematical concepts with children of the preparatory group for school Summary of a general lesson on the development of mathematical concepts with children of the preparatory group for school Compiled and conducted by the teacher.
