Oksana Petrovicheva
Formation of elementary mathematical concepts through didactic games
Development is an extremely important part of the intellectual and personal development of a preschooler. The success of his further education largely depends on how well and timely a child is prepared for school.
“Without play there is not and cannot be full-fledged mental development.
The game is a huge bright window through which a life-giving stream enters the child’s spiritual world. submissions, concepts.
Play is the spark that ignites the flame of inquisitiveness and curiosity.”
V. A. Sukhomlinsky.
The research hypothesis is that the use of certain methods, tasks and techniques when studying mathematics in kindergarten directly affects children’s understanding of the material.
The relevance of the study is to show that, along with the basic concepts necessary in a child’s life, they also receive basic knowledge in mathematics. The diploma project reflects how the learning process is structured in a preparatory school group.
Research objectives:
1. Consider the tasks and techniques that are used when working with children.
2. Consider methods for studying elementary mathematical concepts.
3. Consider the exercises that are used in mathematics classes.
4. consider the material that children must learn during the school year.
Research methods:
1. visual aid method
2. practical training method
3. use of educational games
Chapter 1. Methodological techniques for the formation of elementary mathematical knowledge, by section
1.1 Quantity and counting
At the beginning of the school year, it is advisable to check whether all children, and especially those who have come to kindergarten for the first time, can count objects, compare the number of different objects and determine which are more (less) or equal; what method is used to do this: counting, one-to-one correlation, identification by eye or comparison of numbers? Do children know how to compare the numbers of aggregates, distracting from the size of objects and the area they occupy?
Sample tasks and questions: “How many big nesting dolls are there?” Count out how many small nesting dolls there are. Find out which squares are more numerous: blue or red. (There are 5 large blue squares and 6 small red ones lying randomly on the table.) Find out which cubes are more: yellow or green.” (There are 2 rows of cubes on the table; 6 yellow ones stand at large intervals from one another, and 7 blue ones stand close to each other.)
The test will tell you to what extent children have mastered counting and what questions should be paid special attention to. A similar test can be repeated after 2-3 months in order to identify children’s progress in mastering knowledge.
Formation of numbers. During the first lessons, it is advisable to remind children how the numbers of the second heel are formed. In one lesson, the formation of two numbers is sequentially considered and they are compared with each other (6 - from 5 and 1; 6 without 1 is equal to 5; 7 - from 6 and 1; 7 without 1 is equal to 6, etc.). This helps children learn the general principle of forming a subsequent number by adding one to the previous one, as well as obtaining the previous number by removing one from the subsequent one (6-1 = 5). The latter is especially important because children are much more difficult to obtain a smaller number, and therefore highlight the inverse relationship.
As in the older group, not only combinations of different objects are compared. Groups of objects of the same type are divided into subgroups (subsets) and compared with each other (“Are there more tall or low Christmas trees?”), a group of objects is compared with its part. (“Which is more: red squares or red and blue squares together?”) Children must tell each time how a given number of objects was obtained, to what number of objects and how many they added, or from what number and how many they subtracted. In order for the answers to be meaningful, it is necessary to vary the questions and encourage children to characterize the same relationships in different ways (“equally,” “the same,” “6 each,” etc.).
It is useful to begin each lesson devoted to the formation of subsequent numbers by reviewing how the previous numbers were obtained. You can use a number ladder for this purpose.
Double-sided blue and red circles are laid out in 10 rows: in each subsequent row, counting from the left (top), the number increases by 1 (“1 circle more”), with the additional circle turned the other side. The numerical ladder is gradually built up as subsequent numbers are received. At the beginning of the lesson, looking at the ladder, children remember how the previous numbers were obtained.
Children practice counting and counting objects within 10 throughout the school year. They must firmly remember the order of the numerals and be able to correctly correlate the numerals with the items being counted, and understand that the last number named when counting indicates the total number of items in the collection. If children make mistakes when counting, it is necessary to show and explain their actions.
By the time children enter school, they should have developed the habit of counting and arranging objects from left to right using their right hand. But, answering the question how many?, children can count objects in any direction: from left to right and from right to left, as well as from top to bottom and bottom to top. They are convinced that they can count in any direction, but it is important not to miss a single object and not to count a single object twice.
Independence of the number of objects from their size and shape of arrangement.
The formation of the concepts of “equally”, “more”, “less”, conscious and strong numeracy skills involves the use of a large variety of exercises and visual aids. Particular attention is paid to comparing the numbers of many objects of different sizes (long and short, wide and narrow, large and small), differently located and occupying different areas. Children compare collections of objects, for example, groups of circles arranged in different ways: they find cards with a certain number of circles in accordance with the sample, but arranged differently, forming a different figure. Children count the same number of objects as circles on the card, or 1 more (less), etc. Children are encouraged to look for ways to count objects more conveniently and quickly, depending on the nature of their location.
By talking each time about how many objects there are and how they are located, children become convinced that the number of objects does not depend on the space they occupy, their size and other qualitative characteristics.
Grouping objects according to different criteria (formation of groups of objects). From comparing the numbers of 2 groups of objects that differ in one characteristic, for example, size, we move on to comparing the numbers of groups of objects that differ in 2, 3 characteristics, for example, size, shape, location, etc.
Children practice sequentially identifying features of objects. What is this? What is it for? What shape? What size? What colour? How many? in comparing objects and combining them into groups based on one of the selected characteristics, in the formation of groups. As a result, children develop the ability to observe, clarity of thinking, and ingenuity. They learn to identify features that are common to an entire group of objects or only to part of the objects of a given group, that is, to identify subgroups of objects according to one or another characteristic, and to establish quantitative relationships between them. For example: “How many toys are there in total? How many nesting dolls? How many cars? How many wooden toys? How many metal ones? How many big toys? How many little ones?
In conclusion, the teacher suggests coming up with questions with the word how many, based on the ability to identify the characteristics of objects and combine them according to a characteristic common to a given subgroup or group as a whole.
Every time the child is asked the question: why does he think this way? This promotes a better understanding of quantitative relationships. While practicing, children first establish which objects are more and which are less, and then count the objects and compare the numbers, or first determine the number of objects that fall into different subgroups, and then establish quantitative relationships between them: “What is more if there are 6 triangles and 6 circles?” 5?"
Techniques for comparing sets of objects. By comparing sets of objects (identifying relations of equality and inequality), children master methods of practical comparison of their elements: superimposition, application, arranging objects of 2 sets in pairs, using equivalents to compare 2 sets, and finally, connecting objects of 2 sets with arrows. For example, a teacher draws 6 circles on the board, and 5 ovals on the right and asks: “Which figures are there more (less) and why? How to check? What if we don’t count?” One of the children is asked to connect each circle with an arrow to an oval. Finds out that 1 circle turned out to be extra, which means there are more of them than other figures, 1 oval was not enough, which means there are fewer of them than circles. “What needs to be done to make the figures equal?” Etc. Children are asked to draw the indicated number of figures of 2 types themselves and compare their number in different ways. When comparing the numbers of sets, each time they establish which objects are more and which are less, since it is important that the relations “more” and “less” constantly appear in connection with each other (if there is 1 extra object in one row, then in the other there is, respectively, 1 lacks). Equalization is always done in 2 ways: either the item is removed from a larger group, or added to a smaller group.
Techniques are widely used to emphasize the importance of methods of practical comparison of elements of populations to identify quantitative relationships. For example, the teacher puts up 7 Christmas trees. The children count them. The teacher asks them to close their eyes. Place 1 mushroom under each Christmas tree, and then ask the children to open their eyes and, without counting the mushrooms, say how many there are. The guys explain how they guessed that there are 7 fungi. You can give similar tasks, but place 1 more or less item in the second group.
Finally, objects of the second group may not be presented at all. For example, the teacher says: “In the evening, a tamer performs at the circus with a group of trained tigers; the workers have prepared 1 stand for each tiger (places the cubes). How many tigers will participate in the performance?
The nature of the use of comparison methods is gradually changing. First, they help to clearly identify quantitative relationships, show the meaning of numbers and reveal the connections and relationships that exist between them. Later, when counting and comparison of numbers increasingly become a means of establishing quantitative relationships (“equally,” “more,” “less”), methods of practical comparison are used as a means of verification and proof of established relationships.
It is important that children learn to independently use the methods of their judgments about connections and relationships between adjacent numbers. For example, a child says: “7 is more than 6 by 1, and 6 is less than 7 by 1. To check this, let’s take cubes and bricks.” He arranges the toys in 2 rows, clearly shows and explains: “There are more bricks, 1 is extra, and there are fewer bricks, only 6, 1 is missing. This means that 7 is more than 6 by 1, and 6 is less than 7 by 1.”
Equality and inequality of numbers of sets. Children should ensure that any collections containing the same number of elements are denoted by the same number. Exercises in establishing equality between the numbers of sets of different or homogeneous objects that differ in qualitative characteristics are performed in different ways.
Children must understand that there can be an equal number of any objects: 3, 4, 5, and 6. Useful exercises require indirect equalization of the number of elements of 2-3 sets, when children are asked to immediately bring the missing number of objects, for example , so many flags and drums so that there is enough for all the pioneers, so many ribbons so that it is possible to tie bows for all the bears. To master quantitative relations, along with exercises in establishing equality of numbers of sets, exercises are also used in violating equality, for example: “Make it so that there are more triangles than squares. Prove that there are more of them. What needs to be done so that there are fewer dolls than bears? How many will there be? Why?"
And a qualitative improvement in the system of mathematical development of preschoolers allows teachers to look for the most interesting forms of work, which contributes to the development of elementary mathematical concepts. 3. Didactic games give a great charge of positive emotions and help children consolidate and expand their knowledge in mathematics. PRACTICAL RECOMMENDATIONS 1. Knowledge of properties by children 4-5 years old...
It is necessary to rely on a question that is significant for the child, when a preschooler is faced with a choice, sometimes makes a mistake, and then corrects it independently. In the senior group, work on the formation of elementary mathematical concepts, begun in the junior groups, continues. Training is carried out over three quarters of the academic year. In the fourth quarter, it is recommended to consolidate the received...
Views. It is high-class teachers who are able to bring into play the reserves of the main educational age - preschool. 1.4. Pedagogical conditions for the intellectual development of a senior preschooler in the process of forming primary mathematical concepts Academician A.V. Zaporozhets wrote that the optimal pedagogical conditions for realizing the potential capabilities of a small child ...
experience
“Formation of elementary mathematical concepts in preschool children through didactic games”
Author:
Educator
MADOOU№185
Tyukavkina I.A.
The development of elementary mathematical concepts is an extremely important part of the intellectual and personal development of a preschooler. In accordance with the Federal State Educational Standard, a preschool educational institution is the first educational level and a kindergarten performs an important function of preparing children for school. And the success of his further education largely depends on how well and timely the child is prepared for school.
Relevance
Mathematics has a unique developmental effect. “Mathematics is the queen of all sciences! She puts her mind in order! Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, and creative potential of the individual. I believe that teaching children mathematics in preschool age contributes to the formation and improvement of intellectual abilities: logic of thought, reasoning and action, flexibility of the thought process, ingenuity and ingenuity, and the development of creative thinking.
In my work I use the ideas and recommendations of the following authors: T.I. Erofeeva “Mathematics for preschoolers”, Z.A. Mikhailova “Mathematics from 3 to 7”, T.M. Bondarenko “Didactic games in kindergarten”, I.A. Pomoraeva, V.A. Pozin "FEMP" and others.
Having studied the literature on the formation of elementary mathematical concepts in preschoolers, taking into account that gaming activity is the leading one for preschool children, I came to the conclusion that the maximum effect with FEMP can be achieved using didactic games, entertaining exercises, and tasks.
To determine the effectiveness of my work, I conduct pedagogical diagnostics of the formation of elementary mathematical concepts in children through didactic games. The main goal of which is to identify the possibilities of the game as a means of forming acquired material in educational activities and the formation of elementary mathematical concepts in preschoolers.
Having analyzed the diagnostic results, I found that children have a fairly low level of mastering knowledge of elementary mathematical concepts. I decided that in order for children to better assimilate program material, we need to make sure that the material is interesting to children. Remembering that the main activity of preschool children is play, I came to the conclusion that in order to increase the level of children’s knowledge, they need to use more didactic games and exercises. Therefore, as part of my self-education work, I studied in depth the topic “Formation of elementary mathematical concepts in preschool children through didactic games.”
Work system.
As mentioned above, the main form of work with preschoolers and their leading activity is play. V. A. Sukhomlinsky noted in his works: “Without play there is no, and there cannot be, full mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts flows into the child’s spiritual world. The game is the spark that ignites the flame of inquisitiveness and curiosity."
It is the game with educational elements that will help in the development of the cognitive abilities of a preschooler. This kind of game is a didactic game.
I believe that didactic games are necessary in the teaching and upbringing of preschool children. A didactic game is a purposeful creative activity, during which students comprehend the phenomena of the surrounding reality more deeply and clearly and learn about the world. They allow preschoolers to expand their knowledge, consolidate their ideas about quantity, size, geometric shapes, and teach them to navigate in space and time.
A.V. Zaporozhets, assessing the role of the didactic game, emphasized: “We need to ensure that the didactic game is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child.”
Working on this topic, I set a goal: the development of memory, attention, imagination, logical thinking through didactic games with mathematical content.
The implementation of this goal involves solving the following tasks:
1. Create conditions for the development of children’s memory, attention, imagination, and logical thinking through didactic games with mathematical content.
2. Develop a long-term plan for the use of didactic games in educational activities and routine moments.
3. Make a selection of didactic games for the development of mathematical concepts in preschoolers.
One of the conditions for the successful implementation of a program for the formation of elementary mathematical concepts is the organization of a subject-spatial, developmental environment in age groups.
In order to stimulate the intellectual development of children, I equipped an entertaining mathematics corner, consisting of educational and entertaining games, created a center for cognitive development, where didactic games and other entertaining game materials are located: Dienesh blocks, Cuisenaire shelves, the simplest versions of Voskobovich games, etc. I collected and systematized visual material on logical thinking, riddles, labyrinths, puzzles, counting rhymes, proverbs, sayings and physical education exercises with mathematical content. I made a card index of games with mathematical content for all age groups.
The organization of the developmental environment was carried out with the feasible participation of children, which created in them a positive attitude and interest in the material, and a desire to play.
I attach great importance to didactic games in the process of forming elementary mathematical concepts. This is primarily due to the fact that their main goal is educational. Systematizing games, she developed a long-term plan for the formation of elementary mathematical concepts using didactic games. (Annex 1)
I build the educational process for the formation of elementary mathematical abilities taking into account the following principles:
1) Accessibility - correlation of the content, nature and volume of educational material with the level of development and preparedness of children.
2) Continuity - at the present stage, education is designed to form among the younger generation a sustainable interest in the constant replenishment of their intellectual baggage.
3) Integrity - the formation of a holistic understanding of mathematics in preschoolers.
4) Scientificity.
5) Consistency - this principle is implemented in the process of interconnected formation of a child’s ideas about mathematics in various types of activities and an effective attitude towards the world around him.
To develop cognitive abilities and cognitive interests in preschoolers, I use the following innovative methods and techniques:
elementary analysis (establishing cause-and-effect relationships). To do this, I give tasks of the following nature: continue the chain, alternating squares, large and small circles of yellow and red in a certain sequence. After the children have learned to perform such exercises, I make the tasks more difficult for them. I suggest completing tasks in which you need to alternate objects, taking into account color and size at the same time. Such games help develop children's ability to think logically, compare and contrast, and express their conclusions. (Appendix 2)
comparison; (for example, in the exercise “Let’s feed the squirrels,” I suggest feeding the squirrels with mushrooms, the small squirrels with small mushrooms, the big ones with large ones. To do this, children compare the size of the mushrooms and squirrels, draw conclusions and lay out handouts in accordance with the task. (Appendix 3)
solving logical problems. I offer children tasks to find a missing figure, to continue a series of figures, signs, to find differences. Getting acquainted with such tasks began with elementary tasks on logical thinking - chains of patterns. In such exercises there is an alternation of objects or geometric shapes. I invite the children to continue the series or find the missing element. (Appendix 4)
Recreation and transformation. I offer children exercises to develop their imagination, for example, draw a figure of the child’s choosing and complete it. (Appendix 5)
Health-saving technologies (physical exercises, dynamic pauses, psycho-gymnastics, finger exercises in accordance with mathematical topics). I created a card index of physical exercises (“Mice”, “One, two – keep your head up”, “We rode”, etc.) and finger games. (“1,2,3,4,5..”), mathematical content. (Appendix 6)
Depending on the pedagogical objectives and the set of methods used, I carry out educational activities with students in various forms:
organized educational activities (fantasy travel, game expedition, themed leisure). Direct educational activities “Travel in a group”, “Visiting the number 7”, “Let’s play with Winnie the Pooh”, entertainment “Mathematical KVN”.
training in everyday everyday situations; (“Find the same shape as mine, objects in the group”, “Let’s collect beads for Masha’s doll”); conversations (“What time of year is it now, what time of year will it be after..”);
independent activity in a developing environment. I offer children games to reinforce shapes, colors, create sequences, etc.
Having analyzed the available didactic games for the formation of mathematical concepts, I divided them into groups:
1. Games with numbers and numbers
2. Time travel games
3. Games for spatial orientation
4. Games with geometric shapes
5. Logical thinking games
I offer the task to children in a game form, which consists of cognitive and educational content, as well as game tasks, game actions and organizational relationships.
1. The first group of games includes teaching children to count forward and backward. Using a fairy tale plot and didactic games, she introduced children to the concepts of “one-many” by comparing equal and unequal groups of objects (didactic games “Squirrels and Nuts”, “Place the Animals in Houses”); “wide-narrow”, “short-long”, using techniques of superposition and comparison of two groups of objects (didactic games “Show the way to the bunny”, “Russian bear cubs in houses”). Comparing two groups of objects, she placed them either on the bottom or on the top strip of the counting ruler. I did this so that children would not have the misconception that the larger number is always on the top band, and the smaller number on the bottom.
Didactic games such as “Make a sign”, “Who will be the first to name what is missing?” I use “Butterflies and Flowers” and many others in my free time to develop children’s attention, memory, and thinking.
Such a variety of didactic games and exercises used in classes and in free time helps children learn program material.
2. Games – I use time travel to introduce children to the days of the week, the names of the months, and their sequence (the didactic game “When It Happens”).
3. The third group includes games for spatial orientation. My task is to teach children to navigate in specially created spatial situations and determine their place according to a given condition. With the help of didactic games and exercises, children master the ability to determine in words the position of one or another object in relation to another (didactic games “Name where”, “Who is behind whom”).
4. To consolidate knowledge about the shape of geometric figures, I suggest that children recognize the shape of a circle, triangle, and square in surrounding objects. For example, I ask: “What geometric figure does the bottom of a plate resemble?”, “Find one similar in shape”, “What does it look like” (Appendix 7)
Any mathematical task involving ingenuity, no matter what age it is intended for, carries a certain mental load. In the course of solving each new problem, the child engages in active mental activity, striving to achieve the final goal, thereby developing logical thinking.
The solution to the question of how to use didactic games in the process of preschool education largely depends on the games themselves: how didactic tasks are presented in them, in what ways they are solved, and what the role of the teacher is in this.
The didactic game is under the control of the teacher. Knowing the general program requirements and the uniqueness of the didactic game, I creatively create new games that are included in the fund of pedagogical tools. Each game, repeated several times, can be played by children independently. I encourage such independently organized and conducted games, discreetly providing children with assistance. Consequently, the management of a didactic game consists of organizing the material center of the game - in the selection of toys, pictures, game materials, in determining the content of the game and its tasks, in thinking through the game plan, in explaining game actions, the rules of the game, in establishing relationships between children, in guiding the course games, taking into account its educational impact.
When working with younger children, I get involved in the game myself. First, I involve children in games with didactic material (turrets, cubes). Together with the children, I disassemble and assemble them, thereby arousing in the children an interest in the didactic material and a desire to play with it.
In the middle group I teach children, at the same time playing with them, trying to involve all the children, gradually leading them to the ability to monitor the actions and words of their comrades. At this age, I select games during which children must remember and consolidate certain concepts. The task of didactic games is to organize, generalize, group impressions, clarify ideas, distinguish and assimilate the names of shapes, colors, sizes, spatial relationships, sounds.
During didactic games, older children observe, compare, juxtapose, classify objects according to certain characteristics, perform analysis and synthesis accessible to them, and make generalizations.
Family and kindergarten are two educational phenomena, each of which gives the child social experience in its own way. But only in combination with each other do they create optimal conditions for a little person to enter the big world. Therefore, I make every effort to ensure that parents consolidate the knowledge and skills acquired by children in kindergarten at home. I use different forms of working with parents:
- general and group parent meetings;
- consultations, for example, “Didactic game in a child’s life.” “Bright and interesting games”;
- making didactic games together with parents;
- participation of parents in the preparation and holding of holidays and leisure activities;
- joint creation of a subject-development environment;
- survey “What games do your children like to play?”
Thanks to the use of a well-thought-out system of didactic games in regulated and unregulated forms of work, children acquire mathematical knowledge and skills according to the program without overload and tedious activities.
In conclusion, we can draw the following conclusion: the use of didactic games in the formation of elementary mathematical concepts in preschool children contributes to the development of cognitive abilities and cognitive interest of preschool children, which is one of the most important issues in the upbringing and development of a preschool child. The success of his studies at school and the success of his development in general depends on how developed a child’s cognitive interest and cognitive abilities are. A child who is interested in learning something new, and who succeeds in it, will always strive to learn even more - which, of course, will have the most positive impact on his mental development.
Bibliography
1. Kasabuigsiy N.I. et al. Mathematics "O". - Minsk, 1983.
Logic and mathematics for preschoolers. Methodical publication E.A. Nosova;
2. R.L. Nepomnyashchaya. - St. Petersburg: "Aktsident", 2000.
3. Stolyar A.A. Methodological instructions for the textbook "Mathematics "O". - Minsk: Narodnaya Asveta, 1983.
4. Fiedler M. Mathematics already in kindergarten. M., "Enlightenment", 1981.
5. Formation of elementary mathematical concepts in preschoolers. / Ed. A.A. Joiner. - M.: "Enlightenment",
Annex 1
Didactic games on FEMP
"Into the forest to pick mushrooms"
Purpose of the game: to form in children ideas about the number of objects “one - many”, to activate the words “one, many” in children’s speech.
Progress of the game: we invite children to the forest to pick mushrooms, find out how many mushrooms are in the clearing (a lot). We suggest picking one at a time. We ask each child how many mushrooms he has. “Let's put all the mushrooms in a basket. How much did you put in, Sasha? How much did you put in, Misha? How many mushrooms are there in the basket? (a lot) How many mushrooms do you have left? (no one)
.
"Raspberries for bear cubs"
The purpose of the game: to form in children the idea of equality based on the comparison of two groups of objects, to activate in speech the words: “as much - as, equally”, “equally”.
Progress of the game. The teacher says:
- Guys, the bear cub loves raspberries very much, he collected a whole basket in the forest to treat his friends. Look how many cubs have arrived! Let's arrange them with our right hand from left to right. Now let's treat them to raspberries. You need to take so many raspberries so that there is enough for all the cubs. Tell me, how many cubs are there? (a lot of). And now we need to take the same number of berries. Let's treat the bear cubs with berries. Each bear should be given one berry. How many berries did you bring? (many) How many cubs do we have? (a lot) How else can you say? That's right, they are the same, equally; There are as many berries as there are cubs, and there are as many cubs as there are berries.
"Treat the bunnies"
Progress of the game. The teacher says: “Look, the little bunnies came to visit us, how beautiful and fluffy they are. Let's treat them to carrots. I'll put the bunnies on the shelf. I'll put one bunny, another one, another one and another one. How many bunnies will there be? (a lot) Let's treat the bunnies with carrots. We will give each bunny a carrot. How many carrots? (a lot of). Are there more or fewer of them than there are bunnies? How many bunnies will there be? (a lot of). Will there be an equal share of rabbits and carrots? That's right, they are equal. How else can you say it? (the same, the same amount). The bunnies really enjoyed playing with you.”
Appendix 2
“Let’s treat the squirrels with mushrooms”
The purpose of the game: to form in children ideas of equality based on the comparison of two groups of objects, to activate the words in speech: “as much - as, equally”, “equally”, equally.”
Progress of the game. The teacher says: “Look who came to visit us. Red-haired, fluffy, with a beautiful tail. Of course, these are squirrels. Let's treat them with mushrooms. I'll put the squirrels on the table. I’ll put one squirrel, leave a window, put another squirrel and another. How many squirrels are there in total? And now we will treat them with mushrooms. We'll give one squirrel the fungus, then another, and another. Did all the squirrels have enough fungi? How many mushrooms? How else can you say it? That's right, there are equal numbers of squirrels and fungi, they are the same. Now you will treat the squirrels with mushrooms. The squirrels really enjoyed playing with you.”
"Bugs on the leaves"
Purpose of the game: to develop children’s ability to compare two groups of objects based on comparison, to establish equality and inequality of two sets.
Progress of the game. The teacher says: “Children, look how beautiful the bugs are. They want to play with you, you will become bugs. Our bugs live
on the leaves. Each bug has its own house - a leaf. Now you will fly around the clearing, and at my signal you will find yourself a house - a leaf. Bugs, fly! Bugs, into the house! Did all the bugs have enough houses? How many bugs? How many leaves? Are there equal numbers? How else can you say it? The bugs really enjoyed playing with you.” Next, we repeat the game, establishing “more, less” relationships, while learning to equalize sets by adding and subtracting.
"Butterflies and Flowers"
Purpose of the game: to develop children’s ability to compare two groups of objects based on comparison, to establish equality and inequality of two sets, to activate the words in speech: “as much - as, equally”, “equally”.
Progress of the game. The teacher says: “Children, look how beautiful the butterflies are. They want to play with you. Now you will become butterflies. Our butterflies live on flowers. Each butterfly has its own house - a flower. Now you will fly around the clearing, and at my signal you will find yourself a house - a flower. Butterflies, fly! Butterflies, to the house! Have all the butterflies had enough houses? How many butterflies? How many flowers? Are there equal numbers? How else can you say it? The butterflies really enjoyed playing with you.”
Appendix 3
Didactic games to develop ideas about quantities
"Let's decorate the rug"
Progress of the game. The teacher says: “Children, a bear came to visit us. He wants to give his friends beautiful rugs, but he hasn't had time to decorate them. Let us help him decorate the rugs. How will we decorate them? (in circles) What color are the circles? Are they the same size or different? Where will you put the big circles? (in the corners) Where will you put the small circles? (middle) What color are they? Bear really liked your rugs, he will now give these rugs to his friends.”
"Houses for bear cubs"
Progress of the game. The teacher says: “Guys, I’ll tell you now. Once upon a time there were two bear cubs, and then one day they decided to build houses for themselves. They took the walls and roofs for the houses, but they just don’t understand what to do next. Let us help them make houses. Look how big our cubs are? What is the size of this bear cub, big or small? What kind of house are we going to make for him? Which wall will you take, big or small? What kind of roof should I get? How big is this little bear? What kind of house should he make? What kind of roof will you take? What color is it? Let's plant Christmas trees near the houses. Are the Christmas trees the same size or different? Where will we plant a tall Christmas tree? Where should we plant a low Christmas tree? The cubs are very happy that you helped them. They want to play with you."
"Treat the mice with tea"
Purpose of the game: to develop children’s ability to compare two objects by size, to activate the words “big, small” in children’s speech.
Progress of the game. The teacher says: “Look who came to visit us, gray mice. Look, they brought treats with them. Look, are the mice the same size or different? Let's treat them to tea. What is needed for this? First we'll take the cups. What size is this cup, large or small? Which mouse will we give it to? “Then we compare the size of saucers, candies, cookies, apples and pears and compare them with the size of the mice. We invite the children to give the mice water and treat them with fruit.
“Choose paths to the houses”
Purpose of the game: to develop children’s ability to compare two objects in length, to activate the words “long, short” in children’s speech.
Progress of the game: we tell the children that the animals built houses for themselves, but did not have time to build paths to them. Look, here are the houses of the bunny and the fox. Find paths to their houses. What path will you make for the bunny, long or short? What path will you put to the fox's house? Next, we select paths to the houses of other animals.
"Fix the rug"
Purpose of the game: to develop children’s ability to compare two objects by size, to activate the words “big, small” in children’s speech.
Progress of the game. The teacher says: “Look at the rugs the bunnies brought us, beautiful, bright, but someone ruined these rugs. The bunnies now don’t know what to do with them. Let us help them fix the rugs. What are the largest rugs? What patches will we put on the big rug? Which ones should we put on the small rug? What color are they? So we helped the bunnies fix the rugs.”
"Bridges for Bunnies"
Purpose of the game: to develop children’s ability to compare two objects by size, to activate the words “big, small, long, short” in children’s speech.
Progress of the game. The teacher says: “Once upon a time there were two bunnies in the forest and they decided to make bridges for themselves into a clearing. They found the tablets, but they just couldn’t figure out who should take which tablet. Look, are the bunnies the same size or different? How are the planks different? Place them side by side and see which one is longer and which one is shorter. Run your fingers along the boards. Which tablet will you give to the big bunny? Which one for the little one? Let's plant Christmas trees near the bridges. How tall is this Christmas tree? Where do we put her? What kind of Christmas tree will we plant near the short bridge? The bunnies are very glad that you helped them."
"Harvesting"
Purpose of the game: to develop children’s ability to compare two objects by size, to activate the words “big, small” in children’s speech.
Progress of the game. The teacher says that the bunny has grown a very large crop, now it needs to be harvested. We look at what has grown in the beds (beets, carrots, cabbage). Let's clarify what we will use to collect vegetables. The teacher asks: “What is the size of this basket? What vegetables should we put in it? “At the end of the game, we generalize that the large basket contains large vegetables, and the small basket contains small ones.
Appendix 4
Logic problems
Two goslings and two ducklings
They swim in the lake and scream loudly.
Well, quickly count
How many babies are in the water?
(four)
Five funny pigs
They stand in a row at the trough.
The two went to bed
How many pigs does the trough have?
(three)
A star fell from the sky,
Popped in to visit the kids
Three shout after her:
"Don't forget your friends!"
How many bright stars have disappeared?
Has the star fallen from the sky?
(four)
Natasha has two flowers
And Sasha gave her two more.
Who can count here?
What's 2 2?
(four)
Brought by the mother goose
Five children walking in the meadow
All the goslings are like balls:
Three sons, how many daughters?
(two daughters)
Appendix 5
Recreation and transformation games
"Right as left"
Goal: mastering the ability to navigate on a sheet of paper.
The nesting dolls were in a hurry and forgot to complete their drawings. You need to finish drawing them so that one half is similar to the other. The children draw, and the adult says: “Dot, dot, two hooks, minus a comma - it’s a funny face.” And if there is a bow and a little skirt, the man is a girl. And if he has a forelock and shorts, that little man is a boy.” Children look at the drawings."
Appendix 6
Physical exercises
Hands to the side
Hands to the sides, in a fist,
Unclench it to the side.
Left up!
Right up!
To the sides, crosswise,
To the sides, down.
Knock-knock, knock-knock-knock!
Let's make a big circle.
We counted and were tired. Everyone stood up in unison and quietly.
They clapped their hands, one-two-three.
They stomped their feet, one, two, three.
And they stomped and clapped even more.
They sat down, stood up, and didn’t hurt each other,
We'll rest a little and start counting again.
Once - rise, stretch,
Two - bend over, straighten up,
Three - clap, three claps,
Three nods of the head.
Four - arms wider,
Five - wave your arms,
Six - sit down quietly.
"Count, do."
You jump so many times
How many butterflies do we have?
How many green Christmas trees?
Let's do so many bends.
How many times will I hit the tambourine?
Let's raise our hands so many times.
We'll put our palms to our eyes
We'll put our palms to our eyes,
Let's spread our strong legs.
Turning to the right
Let's look around majestically.
And you need to go left too
Look from under your palms.
And - to the right! And further
Over your left shoulder!
The text of the poem is accompanied by the movements of an adult and a child.
Everyone leaves in order
Everyone leaves in order - (walking in place)
One two three four!
Doing exercises together -
One two three four!
Arms higher, legs wider!
Left, right, turn,
Tilt back,
Lean forward.
Appendix 7
Introduction to geometric shapes
"Find the object"
Goal: learn to compare the shapes of objects with geometric ones
samples.
Material. Geometric shapes (circle, square,
triangle, rectangle, oval).
Children
stand in a semicircle. In the center there are two tables: on one - geometric
forms, on the second - objects. The teacher tells the rules of the game: “We will
play like this: whoever the hoop rolls to will go to the table and find the object
the same shape as I will show. The child to whom the hoop rolled comes out
The teacher shows the circle and offers to find an object of the same shape. Found
the object rises high, if it is chosen correctly, the children clap their hands.
Then the adult rolls the hoop to the next child and offers a different shape. A game
continues until all items match the samples.
"Pick a figure"
Goal: to consolidate children’s ideas about
geometric shapes, practice naming them.
Material. Demo: circle, square,
triangle, oval, rectangle, cut out of cardboard. Handout: cards
with contours of 5 geometric lotto.
The teacher shows the children the figures, circles them
each with a finger. Gives a task to the children: “You have cards on your tables with
figures of different shapes are drawn, and the same figures on trays. Lay everything out
figures on the cards so that they hide.” Asks children to circle each
figure lying on the tray, and then puts (“hide”) it on the drawn
figure.
"Three squares"
Goal: to teach children to correlate by size
three objects and indicate their relationships with the words: “big”, small”, “medium”,
biggest", "smallest".
Material. Three squares of different sizes,
flannelograph; Children have 3 squares, flannel.
Teacher: Children, I have 3 squares,
like this (shows). This one is the biggest, this one is smaller, and this one is the most
small (shows each of them). Now show me the biggest ones
squares (children pick up and show), put them down. Now raise the averages.
Now - the smallest ones. Next, V. invites the children to build from squares
towers. Shows how this is done: placed on a flannelgraph from bottom to top
first a large one, then a medium one, then a small square. "Make it like this
tower on their flannelographs,” says V.
Geometric Lotto
Goal: teach children to compare shapes
of the depicted object with a geometric figure, select objects according to the geometric
sample.
Material. 5 cards with image
geometric shapes: 1 circle, square, triangle, rectangle,
oval. 5 cards each with images of objects of different shapes: round (tennis
ball, apple, marble, soccer ball, balloon), square mat, scarf,
cube, etc.; oval (melon, plum, leaf, beetle, egg); rectangular
(envelope, briefcase, book, domino, picture).
5 children take part. Teacher
reviews the material with the children. Children name figures and objects. Then
according to V.’s instructions, they select cards with
depicting objects of the desired shape. The teacher helps the children to name correctly
shape of objects (round, oval, square, rectangular).
"What types of shapes are there?"
Goal: to introduce children to new shapes: oval, rectangle, triangle, pairing them with already familiar ones: square-triangle, square-rectangle, circle-oval.
Material. Doll. Demonstration: large cardboard figures: square, triangle, rectangle, oval, circle. Handout: 2 pieces of each smaller shape.
The doll brings figures. The teacher shows the children a square and a triangle and asks what the first figure is called. Having received an answer, he says that there is a triangle in the other hand. The examination is carried out by tracing the contour with a finger. Draws attention to the fact that a triangle has only three angles. Invites children to pick up triangles and put them together. Similarly: a square with a rectangle, an oval with a circle.
Appendix 8
Summary of direct educational activities on FEMP in the junior group
Theme "Let's play with Winnie the Pooh"
Goal: Mastering the ability to classify sets according to two properties (color and shape). Development of the ability to find and identify a geometric figure by touch, and name it. Development of combinatorial abilities.
Methodological techniques: game situation, didactic game, riddles, work with diagrams.
Equipment: Winnie the Pooh toy, wonderful bag, Dienesh blocks, cards - symbols, hoops 1 pc., pictures of a bear, toys, Christmas tree, hare.
Progress:
1. Org. moment. Children stand in a circle on the carpet.
We kick stomp.
We clap-clap our hands.
We shrug our shoulders.
We are with the eyes of a moment.
1-here, 2-there,
Turn around yourself.
1 - sat down, 2 - stood up.
Everyone raised their hands to the top.
1-2,1-2
It's time for us to get busy.
2. Children sit on the carpet. There is a knock on the door.
V-l: Guys, guests have come to us. Who could it be? (Winnie the Pooh appears with a wonderful bag in his hands.). Yes, it's Winnie the Pooh! Hello Winnie the Pooh! (children greet the character).
V-P: Guys, I brought something interesting for you! (shows a magic bag)
I'm a wonderful little bag
You guys, I'm a friend.
I really want to know
How are you? do you like to play? (children's answers)
V-P: Great! I also love to play. Let's play together? I will ask riddles, if you guess, you will find out what is in the bag.
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?
(circle)
He's known me 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)
Three corners, three sides,
Can be of different lengths.
If you hit the corners,
Then you’ll quickly jump up yourself.
(triangle)
V-P: Well done guys, you know how to solve riddles. What do you think is in the bag? (children's answers). That's right, circle, square and triangle. How can you call them in one word? (children's answers) Yes, these are geometric shapes.
V-l: well, Winnie the Pooh, please show us the figures from your wonderful bag. (Children examine the figures, determine its shape and color.)
Hey guys, let's play another game with Winnie the Pooh.
Physical exercise “Bear cubs”
The cubs lived in the thicket
They turned their heads
Like this, like this, they twisted their heads.
The cubs were looking for honey
Together they rocked the tree
Like this, like this - they rocked the tree together.
And they went to the wrecking yard
And they drank water from the river
Like this, like this - and they drank water from the river
And they also danced
Together they raised their paws
Like this, like this - they raised their paws up.
There's a swamp on the way! How can we cross it?
Jump and jump, jump and jump!
Have fun, my friend!
Hey guys, let's play another game with Winnie the Pooh? It's called "Zhmurki". I will hide all the figures in a bag, and you, one by one, by touch, will have to determine what kind of figure it is and name it. (Winnie the Pooh is the last to determine the figure)
V-P: It’s great you guys know how to play. And when I took out the figure, I felt something else in the bag. I will show you now. (takes out symbols from the card bag) what could this be?
Vs: Winnie the Pooh, these are cards - symbols. They indicate color, shape, size. (examining cards). You can play with them too. We will teach you Winnie the Pooh too. Only for this game we will still need hoops. (bring in three hoops)
Vs: I will place three symbol cards in the center of each hoop. Do you remember what they mean?
The teacher takes turns showing the symbol cards, the children name
Vs: I will arrange the figures around the hoop. You will need to place a hoop in the center
Tyukavkina Irina Aleksandrovna
Didactic games in mathematics (card index)
2nd junior group
"Quantity and Counting"1. Didactic game “Guess who is behind whom”
Goal: to form in children an idea of how some objects are obscured by others. Clarify the idea that large objects obscure smaller ones, and smaller ones do not obscure larger ones; consolidate the words “more”, “less”, “before”; introduce the word “obscure”.
Content. 1st option. The toys are on the teacher’s table. He asks you to look at what is on the table and close your eyes. He takes two toys, puts them aside a little and stands up so that he obscures them with himself. The children open their eyes and discover that two toys are missing. “I didn’t leave the table. Where did the toys go? - says the teacher. If one of the children guesses, the teacher says in surprise: “Oh, I stood up and shielded them.” If the children do not find them, then he searches for them himself and, having discovered the missing toys, explains the reason for their disappearance. After this, the teacher removes the toys and invites two children to the table: one tall, large, the other small. Children are again convinced of the principle of obscurity when the little one stands behind the back of the big one. The teacher discusses the results of the game with the children, why Tanya is not visible behind Kolya, but Kolya is visible behind Tanya: “The larger one obscures the smaller one, but the smaller one cannot obscure the larger one.” 2nd option. A game of hide and seek is played. One child hides, and the rest of the children, under the guidance of the teacher, look for him, sequentially examining the furniture in the room.
2. Didactic game “Let’s build houses”
Goal: to learn to visually correlate the size of objects and check your choice by superimposing; develop attention; consolidate words that define the relativity of quantities “more”, “less”, “same”.
Equipment.
1st option. Three cardboard houses of different sizes with slots for doors and windows, without roofs; cardboard windows, doors, roofs of three sizes, corresponding to the size of the houses. 2nd option. Small cardboard houses without roofs with slots for windows and doors, elements for them (roofs, doors, windows) for each child.
Content. The teacher inserts large images of three houses into the typesetting canvas, placing them in random order and not in a row. The elements of houses (roofs, windows, doors) are mixed up on the table. Then he tells the children that they will be builders, they will complete houses, which should be neat and level; All parts should be selected so that they fit the required parts. The children go around and take turns “finishing” the houses. Those sitting at the table take part in the assessment of each stage of the work. At the end, the teacher sums it up: “We installed smaller doors, a smaller roof, and smaller windows for the largest house. And the smallest house has the smallest windows, the smallest door, the smallest roof.”
3. Game "Helper"
Goal: Development of fine and gross motor skills, coordination, dexterity. Instill hard work. Equipment: Containers with fillers, scoops, fillers.
Contents: The teacher invites the child to transfer the contents from one container to another. Equipment: Containers with fillers, scoops, fillers.
4. Didactic game. "Raspberries for bear cubs"
Goal: to form in children the idea of equality based on the comparison of two groups of objects, to activate the words in speech: “as much - as, equally”, “equally”.
Content. The teacher says: “Guys, the bear cub loves raspberries very much, he collected a whole basket in the forest to treat his friends.” Look how many cubs have arrived! Let's arrange them with our right hand from left to right. Now let's treat them to raspberries. You need to take so many raspberries so that there is enough for all the cubs. Tell me, how many cubs are there? (a lot of). And now we need to take the same number of berries. Let's treat the bear cubs with berries. Each bear should be given one berry. How many berries did you bring? (many) How many cubs do we have? (a lot) How else can you say? That's right, they are the same, equally; There are as many berries as there are cubs, and there are as many cubs as there are berries.
Geometric shape
1. Didactic game “Pick a figure”
Goal: to consolidate children’s ideas about geometric shapes and practice naming them.
Equipment. Demonstration: circle, square, triangle, cut out of cardboard, cards with outlines of 3 geometric lottos.
Contents: The teacher shows the children the figures, traces each with a finger. Gives the children a task: “You have cards on your tables with figures of different shapes on them, and the same figures on trays. Place all the figures on the cards so that they are hidden.” Asks the children to trace each figure lying on the tray, and then places (“hide”) it on the drawn figure.
2. Didactic game “Make an object”
Goal: to practice composing the silhouette of an object from individual parts (geometric shapes).
Equipment. On the teacher’s table there are large toys: a house, a tumbler, a snowman, a Christmas tree, a truck. There are sets of different geometric shapes on the floor.
Content. The teacher offers to name the toys that are on his table and make any of them using a set of geometric shapes. Encourages and stimulates children's actions. He asks: “What did you make up? From what geometric shapes?” Children examine the resulting silhouettes of toys, remember the corresponding poems, riddles. It is possible to combine the compiled silhouettes into a single plot: “House in the Forest”, “Winter Walk”, “Street”
3. Didactic game “Learn and Remember”
Goal: to teach children to remember what they perceive, to make choices based on presentation.
Equipment. Cards depicting three single-color geometric shapes (circle, square, triangle; circle, oval, square), a set of small cards depicting one shape to be placed on large cards.
Content. In front of the child is a card with a picture of 3 shapes. The teacher asks to look at it and remember what shapes are drawn there. Then he gives the children sheets of paper and asks them to cover their cards with them. After that, he shows a small card. puts it face down on the table, mentally counts to 15, asks the children to take off the paper and show on their cards the same shape that he demonstrated. To check, the teacher again shows the sample card. As children master the game, they are given two cards (6 forms), then three (9 forms).
4. Didactic game “Mailbox”
Goal: to teach to see the shape in an object, to correlate the shape of the slot and the inlay, to compose a whole from different geometric shapes and their parts, selecting the ones you need through testing and trying on.
Equipment. Boards with slots for laying out shapes, identical in color, but different in configuration, with the image of a ball, a balloon (from two semi-ovals), a two-story house (from two rectangles); figures (two semicircles of different colors, two semi-ovals of the same color, two rectangles).
Content. Mixed boards and figures are placed in front of the child. The teacher asks the child to compose all the pictures, and then say which image he got.
5. Didactic game “Search and Find”
Goal: to learn to find objects of different shapes in a room by word name; develop attention and memory.
Content. The teacher lays out toys of different shapes in different places in the group room in advance and says: “We will look for round-shaped objects. Find everything that is round in our room and bring it to my table.” The children disperse, the teacher provides assistance to those who are having difficulty. Children bring objects, place them on the teacher’s table, sit down. The teacher examines the objects they brought with them, evaluates the result of completing the task. The game is repeated, children look for objects of a different shape.
Quantities.
1. Didactic game “Three squares”
Goal: to teach children to correlate three objects by size and indicate their relationships with the words: “big”, small”, “medium”, largest”, “smallest”.
Equipment. Three squares of different sizes, flannelgraph; Children have 3 squares, flannel.
Contents. Educator: Children, I have 3 squares, like these (shows). This one is the biggest, this one is smaller, and this one is the smallest (each of them shows). Now show the largest squares (children pick them up and show them), put them down. Now raise the averages. Now - the little ones. Next, the teacher invites the children to build towers from the squares. He shows how this is done - he places first a large, then a medium, then a small square on the flannelgraph from bottom to top. “Make such a tower on your flannelographs,” says the teacher.
2. Didactic game “Wide - Narrow”
Goal: to form a “broad - narrow” idea.
Contents: The lesson is conducted in a similar way, but now children learn to distinguish the width of objects, i.e. wide and narrow ribbons of the same length. When creating a game situation, you can use the following game technique. Two cardboard strips are laid out on the table - wide and narrow (of the same length). A doll and a bear can walk along a wide strip (path), but only one of them can walk along a narrow strip. Or you can play the story with two cars
3. Didactic game “Three Bears”
Purpose: to practice comparing and ordering objects by size.
Equipment. The teacher has silhouettes of three bears, the children have sets of toys in three sizes: tables, chairs, beds, cups, spoons.
Content. The teacher gives the children a set of objects of the same type: three spoons of different sizes, three chairs and says: “Once upon a time there were three bears. What were their names? (Children name). Who is it? (Puts a silhouette of Mikhail Ivanovich). What size is he? ? And who is this? (Nastasya Petrovna). Is she bigger or smaller than Mikhail Ivanovich? Which one is Mishutka? (Little). Let's arrange a room for each bear. The biggest bear, Mikhail Ivanovich, will live here. Which of you has a bed, a chair. for Mikhail Ivanovich? (Children place objects near the bear; in case of a mistake, Mikhail Ivanovich says: “No, this is not my bed.”) Do you have a bed, a chair for Mishutka? (Children arrange a room for him). And who are these objects left for? ? (For Nastasya Petrovna). What size are they? (Smaller than for Mikhail Ivanovich, but larger than for Mishutka). Let's take them to Nastasya Petrovna. The bears set up their home and went for a walk in the forest. Who is going ahead? Who is behind him? Who is last? (The teacher helps the children remember the corresponding fragments of the fairy tale).
4. Didactic game “Hedgehog”
Goal: to learn to correlate objects by size, to highlight size as a significant feature that determines actions; consolidate the meaning of the words “big”, “small”, “more”, “less”, introduce them into the children’s active vocabulary.
Equipment. Cardboard stencils depicting hedgehogs and umbrellas of four sizes.
Content. The teacher says that now he will tell a fairy tale about hedgehogs: “A family of hedgehogs lived in the forest: dad, mom and two hedgehogs. One day the hedgehogs went for a walk and went out into the field. There was neither a house nor a tree there (Invites the children to find hedgehog figures on trays and put them in front of them. He approaches each one and places the figures in a row according to size). Suddenly daddy the hedgehog said: “Look how big the cloud is. It's going to rain now." “Let’s run into the forest,” suggested the hedgehog’s mother. “Let’s hide under the tree.” But then it started to rain, and the hedgehogs did not have time to hide. You guys have umbrellas. Help the hedgehogs, give them umbrellas. Just look carefully at which umbrella is suitable for whom. (See if children use the principle of comparing objects by size.) “Well done, now all the hedgehogs are hiding under umbrellas. And they thank you." The teacher asks someone why he gave one umbrella to daddy the hedgehog and another to mommy hedgehog; next child - why did he give the little hedgehogs other umbrellas? Children answer, and the teacher helps them formulate the answer correctly.
Oriented in space
1. Game “Right as Left”
Goal: mastering the ability to navigate on a sheet of paper.
Content. The nesting dolls were in a hurry and forgot to complete their drawings. You need to finish drawing them so that one half is similar to the other. The children draw, and the adult says: “Dot, dot, two hooks, minus a comma - it’s a funny face.” And if there is a bow and a little skirt, the man is a girl. And if he has a forelock and shorts, that little man is a boy.” Children look at the drawings."
2. Didactic game “Let’s decorate the scarf”
Goal: to learn to compare two equal and unequal groups of objects, to practice orientation on a plane.
Equipment: “scarves” (large - for the teacher, small - for children), a set of leaves of two colors (for each child).
Content. The teacher suggests decorating the scarves with leaves. He asks how this can be done (each child completes the task independently). Then he says: “Now let’s decorate the handkerchiefs differently, everything is the same. I will decorate my scarf, and you will decorate the little ones. Decorate the top edge with yellow leaves, like this. (Shows). Put as many leaves as I did. With your right hand, arrange them in a row from left to right. And we will decorate the bottom edge of the scarf with green leaves. Let's take as many green leaves as yellow ones. Add another yellow leaf and place it on the top edge of the scarf. Which leaves have increased in number? How can we make them equal?” After checking the work and evaluating it, the teacher suggests decorating the left and right sides of the scarf with leaves of different colors. Place as many leaves on the right side of the scarf as on the left. (Shows). In conclusion, the children decorate all sides of the scarf in their own way and talk about it.
3. Didactic game “Hide and find”
Goal: to teach how to navigate the space of a room, to consistently inspect it; develop attention and memory; learn to identify objects in the field of view from the surrounding environment.
Equipment. Various toys.
Contents. 1st option. The teacher shows the children a bright, colorful toy. He says that they will hide her now, and then they will look for her. Together with the children, he walks around the room, examining and discussing everything that is there: “Here is the table at which you look at books. And here is a rack with toys. Let's go further. There's a closet here. Here you can hide our toy on a shelf with books. Let's put it on the shelf (the shelf should be open). Now let’s go play.” The teacher conducts a simple outdoor game, for example, “Do as I do.” After a while he offers to find a toy. He records the result: “The toy was on the shelf.” Next time, they hide the dim toy, and inspect the room from the other side. When children learn to find a toy located at their eye level, it is hidden first above and then below the child’s eye level. 2nd option. The children hide the toy, and it is found by the teacher, who slowly, consistently examines the room and the objects in it. Children must master the search sequence as a way of orienting themselves in space. Walking around the room, the teacher names the direction in which he is moving and the objects encountered on his way. For example: “Here is a window. I'll go from the window to the door. There's a closet here. I'll look up - there's nothing up there, I'll look down - there's nothing below. I’ll go further,” etc. 3rd option. The toy is hidden by the children under the guidance of the teacher, and one of the children is looking for it. He goes out the door early and doesn’t see how they hide the toy. The teacher invites him to search, sequentially examining the room.
4. Didactic game “Painting”
Goal: to learn to place objects on a sheet of paper (top, bottom, sides); develop attention, imitation; consolidate the perception of holistic objects and distinguish them from each other.
Equipment. A large sheet of paper for the panel, large applique details (sun, strip of land, house, figurine of a boy or girl, tree, bird), sheets of paper, the same small applique elements, trays, glue, tassels, oilcloths, rags according to the number of children.
Content. The teacher tells the children that they will make a beautiful picture: he will do it on a large sheet of paper attached to the board, and they will do small ones on their own sheets of paper. You just need to watch carefully and do everything as the teacher does. Then the teacher distributes material for the application to the children. First, he sticks a strip of earth at the bottom and the sun at the top. The teacher does everything slowly, recording his actions at every moment and giving the children the opportunity to choose each element and place it correctly on paper. If necessary, helps the child determine the place on a piece of paper (top, bottom). Upon completion, the teacher compares the children’s work with his own, discussing the spatial arrangement of objects, praises them, causing a positive attitude towards the result of the work. Then he briefly describes the content of the resulting image, fixing the spatial arrangement of objects: “The boy went out into the street. I looked - the earth was below, the sky was above. The sun is in the sky. Below, on the ground, is a house and a tree. The boy is standing near the house on one side, and the tree is on the other side. A bird is sitting on a tree."
Time oriented
1. Didactic game “Our Day”
Goal: to consolidate the idea of the parts of the day, to teach how to correctly use the words “morning”, “day”, “evening”, “night”.
Equipment. Bi-ba-bo doll, toy bed, dishes, comb, etc.; pictures showing children's actions at different times of the day.
Content. Children sit in a semicircle. The teacher, with the help of a doll, performs various actions by which children must determine the part of the day: the doll gets out of bed, gets dressed, combs its hair (morning), has lunch (day). Then the teacher names the action, for example: “The doll washes itself,” invites the child to perform it and name the part of the day corresponding to this action (morning or evening). The teacher reads an excerpt from Petushina’s poem: The doll Valya wants to sleep. I’ll put her in bed. I’ll bring her a blanket so she can fall asleep faster. Children put the doll to sleep and say when this happens. The teacher shows pictures in time sequence and asks what part of the day these actions occur. Then he mixes the pictures and, together with the children, places them in the order of the actions of the day. Children arrange their pictures in accordance with the teacher's pictures.
Middle group
"Quantity and Counting"1. Didactic game. "Correct account"
Goal: to help master the order of numbers in the natural series; strengthen forward and backward counting skills.
Equipment.ball.
Content: children stand in a circle. Before starting, they agree in what order (direct or reverse) they will count. Then they throw the ball and string a number. The one who caught the ball continues counting by throwing the ball to the next player
2. Didactic game: “A lot and a little”
Goal: to help understand the concepts of “many”, “few”, “one”, “several”, “more”, “less”, “equally”.
Content: ask the child to name single objects or objects that are many (few). For example: there are many chairs, one table, many books, few animals. Place cards of different colors in front of the child. Let there be 7 green cards and 5 red cards. Ask which cards are more and which are fewer. Add 2 more red cards. What can we say now?
3. Didactic game: “Guess the number”
Goal: to help prepare children for basic mathematical operations of addition and subtraction; help consolidate the skills of determining the previous and subsequent numbers within the first ten.
Content: ask, for example, which number is greater than three but less than five; what number is less than three but greater than one, etc. Think of, for example, a number within ten and ask the child to guess it. The child names different numbers, and the teacher says more or less than the intended number. Then you can switch roles with your child.
4. Didactic game: “Counting mosaic”
Purpose: to introduce numbers; learn to match quantities with numbers.
Equipment.counting sticks.
Contents: Together with your child, make up numbers or letters using counting sticks. Invite the child to place the corresponding number of counting sticks next to the given number.
5. Didactic game: “Read and count”
Purpose: to help master the concepts of “many”, “few”, “one”, “several”, “more”, “less”, “equally”, “as much”, “as much”; the ability to compare objects by size.
Equipment. counting sticks.
Contents: while reading a book to a child, ask him to put aside as many counting sticks as, for example, there were animals in the fairy tale. After counting how many animals there are in the fairy tale, ask who there were more, who were fewer, and who were the same. Compare toys by size: who is bigger – a bunny or a bear? Who is smaller? Who is the same height?
Geometric shape.
1. Didactic game: “Pick according to shape”
Goal: to teach children to highlight the shape of an object, distracting from its other features.
Equipment. one large figure of each of the five geometric shapes, cards with outlines of geometric shapes, two figures of each shape of two sizes of different colors (the large figure matches the outline image on the card).
Contents: children are given figures and cards. Educator: “We are now going to play the game “Match by Shape.” To do this, we need to remember the names of the different forms. What shape is this figure? (this question is then repeated with other figures shown). You must arrange the shapes according to shape, without paying attention to color." For children who have placed the figures incorrectly, the teacher asks them to trace the outline of the figure with their finger, find and correct the mistake.
2. Didactic game: "Loto"
Goal: mastering the ability to identify various forms.
Equipment. cards with images of geometric shapes.
Content. Children are given cards on which 3 geometric shapes of different colors and shapes are depicted in a row. The cards differ in the arrangement of geometric shapes and their color combinations. Children are presented with the corresponding geometric shapes one by one. The child, on whose card there is a presented figure, takes it and puts it on his card so that the figure coincides with the drawn one. Children say in what order the figures are located.
3. Didactic game: “Find your house”
Goal: to consolidate the ability to distinguish and name a circle and a square.
Equipment. circle, square, 2 hoops, circles and squares according to the number of children, tambourine.
Contents: The teacher places two hoops on the floor at a great distance from each other. Inside the first hoop he places a square cut out of cardboard, inside the second - a circle. The children should be divided into two groups: some have a square in their hands, and others have a circle. Then the teacher explains the rules of the game, which consist in the fact that the children run around the room , and when he hits the tambourine, they must find their houses. Those with a circle run to the hoop where the circle lies, and those with a square run to the hoop with a square.
When the children run to their places, the teacher checks what figures the children have, whether they have chosen the house correctly, clarifies what the names of the figures are and how many there are. When playing the game again, you need to swap the places of the figures lying inside the hoops.
4. Didactic game: “Guess”
Goal: to strengthen the ability to distinguish between circles, squares and triangles.
Equipment. ball; circles, squares, triangles of different colors.
Content: Children stand in a circle, in the center of which there is a teacher with a ball. He says that now everyone will come up with what the object that will be shown looks like. First, the teacher shows a yellow circle and puts it in the center. Then he invites you to think and say what this circle looks like. The child to whom the teacher rolls the ball answers. The child who caught the ball says what the circle looks like. For example, on a pancake, in the sun, on a plate... Then the teacher shows a large red circle. Children fantasize: an apple, a tomato... Everyone takes part in the game. In order for the children to understand the meaning of the “Guess” game more clearly, show them the illustrations. So, the red circle is a tomato, the yellow circle is a ball.
Quantities.
1. Didactic game: “Fruit picking”
Goal: to develop an eye when choosing objects of a certain size based on a model.
Equipment. sample apples (cut out of cardboard) of three sizes large, smaller, small; three baskets large, smaller, small; a tree with hanging cardboard apples of the same size as the samples (8-10 apples were of the same size). The diameter of each apple is 0.5 cm smaller than the previous one.
Content: the teacher shows a tree with apples, baskets and says that small apples should be collected in a small basket, and large ones in a large one. At the same time he calls three children, gives each one a sample apple and invites them to pick one of the same apples from the tree. If the apples are picked correctly, the teacher asks to put them in the appropriate baskets. Then a new group of children completes the task. The game can be repeated several times.
2. Didactic game: “One, two, three - look!”
Goal: to teach children to build an image of an object of a given size and use it in play activities.
Equipment. Single-color pyramids (yellow and green), with at least seven rings. 2-3 pyramids of each color.
Content. Children sit on chairs in a semicircle. V. lays out pyramids on 2-3 tables, mixing the rings. He places two pyramids on a small table in front of the children and takes one of them apart. Then he calls the children and gives each of them a ring of the same size and asks them to find a pair for their ring. “Look carefully at your rings and try to remember what size they are, so as not to make a mistake. Which ring do you have, big or small? If the child finds it difficult to answer, V. suggests going to the assembled pyramid and placing your ring on a ring of that size. Then invites children to leave their rings on the chairs and go in search of other rings of the same size. You need to look for rings only after all the children say the following words: “One, two, three, look!” Having chosen a ring, each child returns to his place and places it on his sample, which remains on the high chair. If the child makes a mistake, he is allowed to correct the mistake by replacing the selected ring with another one. For variety, when repeating the game, you can use a pyramid of a different color as a sample.
3. Didactic game: "Who has the longer tail?"
Goal: Mastering the ability to compare objects of contrasting sizes in length and width, to use in speech the concepts: “long”, “longer”, “wide”, “narrow”.
Content. Noise outside the door. Animals appear: a baby elephant, a bunny, a bear, a monkey - friends of Winnie the Pooh. Animals argue about who has the longest tail. Winnie the Pooh invites children to help the animals. Children compare the length of the ears of a hare and a wolf, the tails of a fox and a bear, the length of the neck of a giraffe and a monkey. Each time, together with V., they define equality and inequality in length and width, using the appropriate terminology: long, longer, wide, narrow, etc.
4. Didactic game: “Who will roll the tape sooner”
Goal: continue to form an attitude towards size as a significant feature, pay attention to length, introduce the words “long”, “short”.
Content. The teacher invites the children to learn how to roll the tape and shows how to do it, gives everyone a try. Then he offers to play the game “Who will roll the tape sooner?” Calls two children, gives one a long ribbon, the other a short one, and asks everyone to see who will be the first to roll up their ribbon. Naturally, the one with the shorter ribbon wins. After this, the teacher lays out the ribbons on the table so that their difference is clearly visible to the children, but does not say anything. Then the children change ribbons. Now the other child wins. Children sit down, the teacher calls the children and invites one of them to choose a ribbon. He asks why he wants this tape. After the children’s answers, he calls the ribbons “short” and “long” and summarizes the children’s actions: “The short ribbon rolls up quickly, and the long ribbon rolls up slowly.”
Oriented in space
1. Didactic game: “Who is where”
Goal: to learn to distinguish the position of objects in space (in front, behind, between, in the middle, on the right, on the left, below, above).
Equipment. toys.
Contents: place toys in different places in the room. Ask the child which toy is in front, behind, nearby, far, etc. Ask what is on top, what is below, on the right, on the left, etc.
2. Didactic game: “Run to the number”
Purpose: to practice memorizing and distinguishing numbers, the ability to navigate in space; develop auditory and visual attention.
Equipment: cards with numbers, hung in different places in the room.
Contents: Low mobility game. The teacher (driver) calls one of the numbers, the children find a card with its image in the room and run to it. If any child makes a mistake, he is out of the game for a while. The game is played until a winner is identified.
You can complicate the task by inviting the children, standing near the number, to clap their hands (or stomp, or sit down) the number that it represents.
3. Didactic game: “Elevator”
Goal: to consolidate forward and backward counting to 7, to consolidate the basic colors of the rainbow, to consolidate the concepts of “up”, “down”, to remember ordinal numbers (first, second...)
Contents: The child is asked to help residents raise or lower them on the elevator to the desired floor, count floors, find out how many residents live on the floor.
4. Didactic game: “Three steps”
Goal: orientation in space, ability to listen and follow instructions.
Contents: Players are divided into two equal teams and stand one after the other. The task of each team is to reach the finish line as quickly as possible in full, evenly, strictly following the rules: they pronounce the rules in chorus: three steps to the left, three steps to the right, one step forward, one back and four straight.
Time oriented
1. Didactic game: “When it happens”
Goal: to consolidate children’s knowledge about the seasons and their characteristic features; develop coherent speech, attention and resourcefulness, endurance.
Equipment. pictures by seasons.
Contents: Children sit around the table. The teacher has several pictures in his hands depicting different seasons, 2-3 pictures for each season. The teacher explains the rules of the game, the teacher gives everyone a picture. Then rotates the arrow in a circle. The one she pointed to carefully examines his picture and then talks about its contents. Then the arrow is turned again and the one it pointed to guesses the season. A variant of this game could be for the teacher to read excerpts from works of art about seasonal natural phenomena and search for pictures with the corresponding content.
2. Didactic game: “Name the missing word”
Goal: learn to name time periods: morning, evening, day, night.
Equipment: ball.
Contents: Children form a semicircle. The teacher rolls a ball to one of the children. Begins a sentence, omitting the names of parts of the day: - We have breakfast in the morning, and have lunch... The children name the missing word. - In the morning you come to kindergarten, and go home... - In the afternoon you have lunch, and have dinner...
3. Didactic game: “Who came first? Who's later?
Goal: to consolidate children's knowledge about time representations: first, then, before, after, earlier, later.
Contents: Staging of fairy tales using illustrations “Turnip”, “Teremok”, “Kolobok”, etc.
4. Didactic game: “Traffic light”
Goal: to consolidate children's ideas about the seasons.
Content: The teacher says, for example, “Summer is over, spring has come.” Children raise a red circle - a stop signal, mistakes are corrected.
5. Didactic game: “Name the missing word”
Goal: to consolidate children’s knowledge about the parts of the day, their sequence, to consolidate concepts - yesterday, today, tomorrow.
Contents: Children in a circle. The presenter begins a phrase and throws the ball to one of the players: “The sun shines during the day, and the moon ....”. The one who finishes the phrase comes up with a new one: “In the morning we came to kindergarten, and returned ...”, “If yesterday was Friday, then today ...”, “Winter is replaced by spring, and spring ...”.
Senior group.
"Quantity and Counting"1. Didactic game. “Pick up a toy”
Goal: to practice counting objects by the named number and memorizing it, to learn to find an equal number of toys.
Content. V. explains to the children that they will learn to count out as many toys as he says. He calls the children one by one and gives them the task of bringing a certain number of toys and placing them on one table or another. Other children are instructed to check whether the task has been completed correctly, and to do this, count the toys, for example: “Seryozha, bring 3 pyramids and put them on this table. Vitya, check how many pyramids Seryozha brought.” As a result, there are 2 toys on one table, 3 on the second, 4 on the third, and 5 on the fourth. Then the children are asked to count out a certain number of toys and place them on the table where there are the same number of such toys, so that it can be seen that there are equal numbers of them. After completing the task, the child tells what he did. Another child checks whether the task was completed correctly.
2. Didactic game: “Is it enough?”
Goal: to teach children to see equality and inequality of groups of objects of different sizes, to bring them to the concept that number does not depend on size.
Content. V. offers to treat the animals. First he finds out: “Will the bunnies have enough carrots and the squirrels have enough nuts? How to find out? How to check? Children count the toys, compare their numbers, then treat the animals by placing small toys next to large ones. Having identified an equality and inequality in the number of toys in the group, they add the missing item or remove the extra one.
3. Didactic game: “At the poultry farm”
Goal: to train children in counting within limits, to show the independence of the number of objects from the area they occupy.
Content. V.: “Today we will go on an excursion to a poultry farm. Chickens and chickens live here. There are 6 hens sitting on the top perch, 5 chicks on the bottom perch. Compare hens and chickens and determine that there are fewer chickens than hens. “One chicken ran away. What needs to be done to get an equal number of hens and chicks? (You need to find 1 chicken and return it to the chicken). The game repeats itself. V. quietly removes the chicken, the children look for a mother hen for the chicken, etc.
4. Didactic game: “Count the birds”
Purpose: to show the formation of numbers 6 and 7, to teach children to count within 7.
Content. The teacher places 2 groups of pictures (bullfinches and titmice) in one row on a typesetting canvas (at some distance from one another and asks: “What are these birds called? Are they equal? How to check?” The child places the pictures in 2 rows, one below the other. He finds out that there are equal numbers of birds, 5 each. V. adds a titmouse and asks: “How many titmouses are there? How did you get 6 titmouses? How many were there? How many were added? How many are there? Which birds are there more? How many are there? Which are fewer? How many are there? is the number greater: 6 or 6? Which is smaller? How to make the birds equal in number to 6. (He emphasizes that if you remove one bird, then there will also be an equal number of 5.) He removes 1 tit and asks: “How many of them are there? How did the number turn out?” 5". Again, he adds 1 bird in each row and invites all children to count the birds. In a similar way, introduces the number 7.
5. Didactic game: “Count and name”
Goal: to practice counting by ear.
Content. V. invites children to count sounds by ear. He reminds us that this must be done without missing a single sound or getting ahead of ourselves (“Listen carefully to how many times the hammer hits”). Extract (2-10) sounds. In total they give 2-3 fortune tellings. Then V. explains the new task: “Now we will count the sounds with our eyes closed. When you count the sounds, open your eyes, silently count the same number of toys and put them in a row.” V. taps from 2 to 10 times. Children complete the task. They answer the question: “How many toys did you place and why?”
Geometric shape.
1. Didactic game: “Pick a figure”
Goal: to strengthen the ability to distinguish geometric shapes: rectangle, triangle, square, circle, oval.
Equipment: each child has cards on which a rectangle, square and triangle are drawn, the color and shape vary.
Content. First, V. suggests tracing the figures drawn on the cards with your finger. Then he presents a table on which the same figures are drawn, but of a different color and size than the children’s, and, pointing to one of the figures, says: “I have a big yellow triangle, what about you?” Etc. Calls 2-3 children, asks them to name the color and size (large, small of their figure of this type). “I have a small blue square.”
2. Didactic game: “Name your bus”
Goal: to practice distinguishing a circle, square, rectangle, triangle, to find figures of the same shape, differing in color and size,
Content. V. places 4 chairs at some distance from each other, to which models of a triangle, rectangle, etc. (brands of buses) are attached. Children board the buses (stand in 3 columns behind the chairs. The teacher-conductor gives them tickets. Each ticket has the same figure on it as on the bus. At the “Stop!” signal, the children go for a walk, and the teacher swaps the models. At the “On the bus” signal. Children find faulty buses and stand next to each other.The game is repeated 2-3 times.
3. Didactic game: “Assemble a figure”
Goal: learn to count objects that form a figure.
Content. V. invites the children to move the plate with chopsticks towards them and asks: “What color are the chopsticks? How many sticks of each color? He suggests arranging sticks of each color so that different shapes are obtained. After completing the task, the children count the sticks again. Find out how many sticks went into each figure. The teacher draws attention to the fact that the sticks are arranged differently, but there are equal numbers of them - 4 “How to prove that there are equal numbers of sticks? Children lay out the sticks in rows, one below the other.
4. Didactic game: “Why doesn’t the oval roll?”
Purpose: to introduce children to an oval shape, to teach them to distinguish between a circle and an oval shape
Content. Models of geometric shapes are placed on the flannelgraph: circle, square, rectangle, triangle. First, one child, called to the flannelograph, names the figures, and then all the children do this together. The child is asked to show the circle. Question: “What is the difference between a circle and other figures?” The child traces the circle with his finger and tries to roll it. V. summarizes the children’s answers: a circle has no corners, but the rest of the figures have corners. 2 circles and 2 oval shapes of different colors and sizes are placed on the flannelgraph. “Look at these figures. Are there any circles among them? One of the children is asked to show the circles. Children's attention is drawn to the fact that there are not only circles on the flannelgraph, but also other figures. , similar to a circle. This is an oval-shaped figure. V. teaches to distinguish them from circles; asks: “How are oval shapes similar to circles? (Oval shapes also have no corners.) The child is asked to show a circle, an oval shape. It turns out that the circle is rolling, but the oval-shaped figure is not. (Why?) Then they find out how the oval-shaped figure differs from the circle? (the oval shape is elongated). Compare by applying and superimposing a circle on an oval.
Quantities.
1. Didactic game: “Sticks in a row”
Goal: to consolidate the ability to build a sequential series in size.
Content. V. introduces the children to the new material and explains the task: “You need to line up the sticks in a row so that they decrease in length.” Warns children that the task must be completed by eye (trying on and rearranging sticks is not allowed). “To complete the task, it’s true, you need to take the longest stick each time out of all those that are not laid in a row,” explains V.
2. Didactic game: “Fold the boards”
Goal: to exercise the ability to build a sequential row in width, to organize the row in 2 directions: descending and ascending.
Equipment. 10 boards of different widths from 1 to 10 cm. You can use cardboard.
Content. Participants are divided into 2 groups. Each subgroup receives a set of tablets. Both sets fit on 2 tables. Children of two subgroups sit on chairs on one side of the table. Free benches are placed on the other sides of the tables. Both subgroups of children must line up the boards in a row (one in decreasing width, the other in increasing width). One child at a time comes to the table and places 1 board in a row. When performing a task, trials and movements are excluded. Then the children compare. Determine which subgroup completed the task correctly.
3. Didactic game: “New Year trees”
Goal: to teach children to use a measure to determine height (one of the height parameters).
Equipment: 5 sets: each set contains 5 Christmas trees with a height of 5, 10, 15, 20, 25 cm (Christmas trees can be made from cardboard on stands). Narrow cardboard strips of the same length.
Content. V. gathers the children in a semicircle and says: “Children, the New Year is approaching, and everyone needs Christmas trees. We will play like this: our group will go to the forest, and everyone will find a Christmas tree there, according to their measurements. I will give you the measurements, and you will select the Christmas trees of the desired height. Whoever finds such a Christmas tree will come to me with a Christmas tree and a measure and show me how he measured his Christmas tree. You need to measure by placing the measure next to the Christmas tree so that the bottom matches, if the top also matches, then you have found the right tree (shows how to measure).” The children go to the forest, where there are different Christmas trees mixed on several tables. Everyone chooses the Christmas tree they need. If the child makes a mistake, he returns to the forest and picks up the right Christmas tree. In conclusion, a trip around the city and delivery of Christmas trees to places is played out.
4. Didactic game: “Broken Stairs”
Goal: to learn to notice violations in the uniformity of increase in values.
Equipment: 10 rectangles, the size of the large one is 10x15, the smaller one is 1xl5. Each subsequent one is 1 cm lower than the previous one; flannelograph.
Content. A staircase is built on a flannelgraph. Then all the children, except one leader, turn away. The leader takes out one step and moves the rest. Whoever points out where the ladder is “broken” before others becomes the leader. If children make mistakes when playing the game for the first time, then you can use a measure. They measure each step with it and find the broken one. If children cope with the task easily, you can remove two steps at the same time in different places.
5. Didactic game: “Sisters go mushroom hunting”
Goal: to consolidate the ability to construct a series by size, establish correspondence between 2 series, and find the missing element of a series.
Equipment: flannelgraph, 7 paper nesting dolls (from 6 cm to 14 cm), baskets (from 2 cm to 5 cm high). Dispenser: the same, only smaller.
Content. V. tells the children: “Today we will play a game like little sisters going into the forest to pick mushrooms. Matryoshka dolls are sisters. They are going to the forest. The eldest will go first: she is the tallest, followed by the eldest of the remaining ones, and so on according to height,” calls a child who builds nesting dolls on a flannelgraph according to height (as in a horizontal row). “They need to be given baskets in which they will collect mushrooms,” says the teacher. He calls the second child, gives him 6 baskets, hid one of them (but not the first and not the last), and offers to place them in a row under the nesting dolls so that The nesting dolls took them apart. The child builds the second sectional row and notices that one nesting doll was missing a basket. Children find where in the row there is the largest gap in the size of the basket. The called child places baskets under the nesting dolls so that the nesting dolls can take them apart. One is left without a basket and asks her mother to give her a basket. V. will give the missing basket, and the child puts it in its place.
6. Didactic game: “Who picks up the boxes faster”
Purpose: to train children in matching objects by length, width, height.
Content. Having found out how the boxes standing on the table differ from each other, V. explains the task: “The boxes are arranged mixed up: long, short, wide and narrow, high and low. Now let's learn how to select boxes that are suitable in size. Let's play "Who can pick the right size boxes faster?" I will call 2-3 people and give them one box each. Children will tell you what length, width, height their box is. And then I will give the command: “Pick up boxes equal to your length (width - height). The one who picks up the boxes the fastest wins. Children may be asked to line up the boxes (from tallest to shortest or longest to shortest).
Oriented in space.
1. Didactic game: “Name and count”
Goal: to teach children to count sounds by calling the final number.
Content. It is better to start the lesson by counting toys, calling 2-3 children to the table, then say that children are good at counting toys and things, and today they will learn to count sounds. V. invites the children to count, using his hand, how many times he hits the table. He shows how to swing the right hand, standing on the elbow, in time with the blows. The blows are made quietly and not too often so that the children have time to count them. At first, no more than 1-3 sounds are produced, and only when the children stop making mistakes does the number of beats increase. Next, you are asked to play the specified number of sounds. The teacher calls the children to the table one by one and invites them to hit the hammer or stick against a stick 2-5 times. In conclusion, all children are asked to raise their hand (lean forward, sit down) as many times as the hammer hits.
2. Didactic game: “Tell me about your pattern”
Goal: to teach to master spatial representations: left, right, above, below.
Content. Each child has a picture (a rug with a pattern). Children must tell how the elements of the pattern are located: in the upper right corner there is a circle, in the upper left corner there is a square. In the lower left corner there is an oval, in the lower right corner there is a rectangle, in the middle there is a circle. You can give the task to talk about the pattern that they drew in the drawing lesson. For example, in the middle there is a large circle - rays extend from it, and flowers in each corner. At the top and bottom are wavy lines, to the right and left are one wavy line with leaves, etc.
3. Didactic game: “Stand in place”
Goal: to train children in finding locations: in front, behind, left, right, in front, behind.
Content. V. calls the children one by one, indicates where they need to stand: “Seryozha come to me, Kolya, stand so that Seryozha is behind you. Vera, stand in front of Ira” Etc. Having called 5-6 children, the teacher asks them to name who is in front and behind them. Next, the children are asked to turn left or right and again name who is standing from them and where.
4. Didactic game: “Where is the figure”
Goal: to teach correctly, name the figures and their spatial location: middle, top, bottom, left, right; remember the location of the figures.
Content. V. explains the task: “Today we will learn to remember where each figure is. To do this, they need to be named in order: first the figure located in the center (middle), then above, below, left, right.” Calls 1 child. He shows and names the figures in order and their location. Shows it to another child. Another child is asked to arrange the figures as he wants and name their location. Then the child stands with his back to the flannelgraph, and the teacher changes the figures located on the left and right. The child turns and guesses what has changed. Then all children name the shapes and close their eyes. The teacher swaps the places of the figures. Opening their eyes, the children guess what has changed.
5. Didactic game: “Find a toy”
Goal: to teach to master spatial concepts.
Content. “At night, when there was no one in the group,” says V., “Carlson flew to us and brought toys as a gift. Carlson likes to joke, so he hid the toys, and in the letter he wrote how to find them.” He opens the envelope and reads: “You need to stand in front of the table, walk straight, etc.”
Oriented in time.
1. Didactic game: “Yesterday, today, tomorrow”
Goal: in a playful way, to exercise the active distinction of temporary concepts “yesterday”, “today”, “tomorrow”.
Content. In the corners of the playroom, three houses are drawn with chalk. These are “yesterday”, “today”, “tomorrow”. Each house has one flat model, reflecting a specific temporary concept. Children walk in a circle, reading a quatrain from a familiar poem. At the end they stop, and the teacher says loudly: “Yes, yes, yes, it was... yesterday!” The children run to the house called “yesterday”. Then they return to the circle and the game continues.
2. Didactic game: “Parts of the day”
Purpose: to train children in distinguishing parts of the day.
Equipment: pictures: morning, day, evening, night.
Content. V. draws 4 large houses on the floor, each of which corresponds to one part of the day. A corresponding picture is attached behind each house. Children line up facing the houses. The teacher reads the corresponding passage from a poem, and then gives a signal. The passage should characterize part of the day, then the game will be more entertaining and interesting. 1. In the morning we go into the yard, the leaves are falling like rain, rustling under our feet, and flying, flying, flying...
2.Happens on a sunny day
You will go into the forest in the wilderness
Sit down and try it on a stump
Do not rush…
Listen…
3. It’s already evening.
Dew.
Glistens on nettles.
I'm standing on the road
Leaning against the willow...
4. The yellow maples cried at night:
We remembered the maples,
How green they were...
3. Didactic game: “Day and Night”
Goal: to consolidate children’s knowledge about the parts of the day.
Content. In the middle of the site, two parallel lines are drawn at a distance of 1-1.5 m. Both sides of them are the lines of houses. The players are divided into two teams. They are placed at their lines and turned to face the houses. The names of the “day” and “night” commands are determined. The teacher stands at the center line. He's the leader. At his command “Day!” or “Night!” - the players of the named team run into the house, and their opponents catch up with them. Those who have been contaminated are counted and released. The teams line up again at the center lines, and V. gives the signal.
Option #2. Before giving the signal, V. invites the children to repeat various physical exercises after him, then suddenly gives a signal.
Option No. 3. The presenter is one of the children. He throws up a cardboard circle, one side of which is painted black, the other white. And, depending on which side he falls, he commands: “Day!”, “Night!”.
4. “About yesterday”
Goal: show children how to save time.
Contents: Once upon a time there lived a boy named Seryozha. He had an alarm clock on his desk, and a thick and very important tear-off calendar hung on the wall. The clock was always in a hurry somewhere, the hands never stood still and always said: “Tick-tock, tick-tock - take care of time, if you miss it, you won’t catch up.” The silent calendar looked down on the alarm clock, because it showed not hours and minutes, but days. But one day the calendar couldn’t stand it and spoke:
-Oh, Seryozha, Seryozha! It’s already the third day in November, Sunday, this day is already coming to an end, and you haven’t done your homework yet. ...
“Yes, yes,” said the clock. - The evening is coming to an end, and you keep running and running. Time flies, you can’t catch up with it, you missed it. Seryozha just waved away the annoying clock and thick calendar.
Seryozha began to do his homework when darkness fell outside the window. I can not see anything. Eyes stick together. Letters run across the pages like black ants. Seryozha put his head on the table, and the clock told him:
-Tick-tock, tick-tock. I lost so many hours, I walked away. Look at the calendar, soon Sunday will be gone and you will never get it back. Seryozha looked at the calendar, and on the sheet of paper it was no longer the second number, but the third, and not Sunday, but Monday.
“I lost a whole day,” says the calendar, a whole day.
-No problem. What is lost can be found,” Seryozha answers.
-But go, look for yesterday, let's see if you find it or not.
“And I’ll try,” Seryozha answered.
As soon as he said this, something lifted him, spun him around, and he found himself on the street. Seryozha looked around and saw that the lifting arm was dragging the wall with the door and windows to the top, the new house was growing higher and higher, and the builders were rising higher and higher. Their work is going well. The workers do not pay attention to anything, they are in a hurry to build a house for other people. Seryozha threw his head back and shouted:
- Uncles, can you see from above where yesterday went?
-Yesterday? - the builders ask. - Why do you need yesterday?
-I didn’t have time to do my homework. – Seryozha answered.
“Your business is bad,” say the builders. We overtook yesterday, and we are overtaking tomorrow today.
“These are miracles,” Seryozha thinks. “How can you overtake tomorrow if it hasn’t come yet?” And suddenly he sees his mother coming.
-Mom, where can I find yesterday? You see, I somehow accidentally lost it. Just don’t worry, mommy, I’ll definitely find him.
“It’s unlikely that you will find him,” my mother answered.
Yesterday no longer exists, but there is only a trace of it in a person’s affairs.
And suddenly a carpet with red flowers unfolded right on the ground.
“This is our yesterday,” says mom.
We wove this carpet at the factory yesterday.
Next V. Conducts a conversation about why Seryozha lost yesterday, and how to save time.
Preparatory group.
"Quantity and Counting"1. Didactic game: “Dunno Visiting”
Goal: to teach to see an equal number of different objects, to consolidate the ability to count objects.
Equipment: 3 groups of toys of 5, 6, 7 pieces; cards with circles.
Contents:V. addresses the children: Today we have Dunno as our guest. I asked him to put a card for each group of toys with the same number of circles as there are toys. See if Dunno arranged the cards correctly.” After listening to the children’s answers, the teacher invites 1 child to select the appropriate card for each group. Organizes an inspection. Children take turns (two children) count the toys of one of the groups and the mugs on the card presented on it. The teacher asks all children to count the last group of toys together.
2. Didactic game: “Guess which number is missing”
Goal: determine the place of the number in the natural series, name the missing number.
Equipment. Flannelograph, 10 cards with circles on them from 1 to 10 (on each card there are circles of a different color) flags.
Content. V. arranges the cards on the flannelgraph in natural sequence. Invites the children to look at how they stand, to see if any numbers are missing. Then the guys close their eyes, and V. removes one card. After the children guess which number is missing, he shows the hidden card and puts it in its place. The first person to name the missing number gets a flag.
3. Didactic game: “Trip”
Purpose: to teach children to compare numbers and determine which number is greater or less.
Equipment. Typesetting canvas, 8 large triangles, 8 small ones.
Content. V. says: “Guys, I went to kindergarten by tram. Schoolchildren entered the carriage: girls and boys. There were empty seats and the boys gave them up to the girls. All the girls sat next to each other, and the boys stood along the entire carriage. I will denote girls with small triangles, and boys with large triangles. Who were more on the tram: boys or girls? How did you guess? Which number is greater (smaller)? Why did some children think there were more boys? How to prove that the number 8 is greater than 7, and 7 is greater than 8.” One child places small triangles under large ones, exactly one under one. V. concludes: “We have seen that the number of objects does not depend on the space they occupy. To find out which objects are more and which are smaller, you need to count the objects and compare their numbers.”
4. Didactic game: “How much?”
Goal: development of thinking.
Content. V. invites children to answer the questions:
-How many tails do seven donkeys have?
-How many noses do two dogs have?
-How many fingers does one boy have?
-How many ears do five babies have?
-How many ears and three old ladies? etc.
5. Didactic game: “Flowerbed”
Goal: to consolidate the concept that the number of objects does not depend on the distance between them.
Equipment. A typesetting canvas with 2 stripes, object pictures depicting flowers (7 pieces each), cards with 2 free stripes.
Content. On the typesetting canvas, 6 drawings of poppies and asters are located in 2 rows exactly one below the other. V. says: “Imagine that this is a flowerbed and flowers grow on it in two rows. How many poppies? Let's count everything together! Can you tell how many asters are there without counting them? Why can this be said? Let's check. Kolya, count the asters out loud! Now I will replant poppies and asters. V. places poppies close to each other and increases the distance between asters. What changed? How do poppies grow now? Asters? Are there equal numbers of flowers now? How can you prove that there are equal numbers of flowers? (Adds 1 poppy). How many poppies are there? How did we get 7 poppies? Which colors are there more (fewer) now? How to prove that there are more poppies? Which number is greater? (less: 6 or 7?) How can I make it clear that there are more poppies than asters?
6. Didactic game: “Count, don’t be mistaken”
Goal: to consolidate knowledge that the number of objects does not depend on their size
Equipment: Inlaid canvas with 2 stripes, 10 large 10 small cubes,
Content. V. addresses the children “Now I will put the cubes in a row, and you count them!” How many cubes did I put in? (8). Close your eyes! (For every large cube, a small one will do). Open your eyes! Is it possible to tell without counting how many small cubes I have placed? Why can this be done? Prove that there are equal numbers of small cubes and large cubes! How to make there be 1 more small cubes than large ones. How many will there be then? (Adds a small cube). Which cubes have increased? How many are there? which ones are smaller? How many are there? Which number is greater? (less?). What do we need to do so that there are equal numbers of large and small cubes again?
7. Didactic game: “Guess which number is missing?”
Goal: consolidate knowledge and sequences of numbers.
Content. V. invites the children to play the game “Guess which number I missed?”, explains its content: “I will name 2 numbers, skipping one between them, and you guess which number I missed. Let’s see which row of kids win.” Names numbers: 2 and 4, 3 and 5, 4 and 6, 5 and 7, 8 and 10, etc.
Geometric shape.
1. Didactic game: “Learning to draw circles”
Goal: learn to draw circles in squares.
Contents V. reminds what shapes they drew in the cells and says: “Today we will learn to draw circles. To make the circle even, it is more convenient to draw it in a square. Look, I'll put a circle on a square. You see, the circle touches all sides of the square, and the corners remain free.” Then the children draw squares, the teacher shows on the board how to draw circles (draw circles in the squares with a red pencil).
2. Didactic game: “Broken Car”
Goal: to teach to notice irregularities in the depicted object.
Equipment: a machine consisting of geometric shapes, on which any part is missing.
Content. A machine consisting of geometric shapes is built on a flannelgraph. Then all the children, except one - the leader, turns away. The presenter removes any part of the machine. Whoever says before others what is missing and what shape it is in becomes the leader. If children cope with the task easily, you can remove two parts at the same time.
3. Didactic game: “Pick a figure”
Purpose: to practice comparing the shapes of objects depicted in paintings with geometric figures.
Equipment: A stand on which models of geometric shapes are placed, pictures on which objects consisting of several parts are drawn.
Content. V. explains the task: “I will point to the figures, and you, among your pictures, choose those on which objects of the same shape are drawn. If you have an object that has a part of the same shape, show that card too.”
4. Didactic game: “Put it together with sticks”
Goal: practice making geometric shapes from sticks.
Equipment: counting sticks for each child.
Content. The child, according to the model, lays out any image or figure from the counting folders.
5. Didactic game: “Fold the figure”
Goal: make models of familiar geometric shapes from parts according to the model.
Equipment: Flannelograph. Models of geometric shapes.
Content. V. puts a model of geometric figures on a flannelgraph, calls the child, asks him to show and name the figures. Explains the task: “Each of you has the same geometric figures, but they are cut into 2 or 4 equal parts; if they are correctly applied to each other, then whole figures are obtained.” While completing the task, children tell how many they made the figure from.
6. Didactic game: “Who will see more”
Goal: consolidate knowledge about geometric shapes.
Equipment: Flannelograph, geometric shapes.
Content. Various geometric shapes are placed in random order on the flannelgraph. Preschoolers look at and remember them. The leader counts to three and closes the pieces. The children are asked to name as many geometric shapes that were on the flannelgraph as possible. The one who remembers and names the most figures wins. Continuing the game, the leader changes the number of pieces.
7. Didactic game: “Find your figure”
Goal: to teach children to distinguish and correctly name geometric shapes, to select shapes according to a visually perceived pattern.
Equipment: A cardboard box with cut holes in triangular, round, square, etc. shapes, geometric shapes selected according to the slots on the box, envelopes with images of geometric shapes.
Content. The game is that some children drop geometric figures into a box (each into a corresponding slot), while others must select them from the box, focusing on the images in their envelopes. In this game, cognitive communication between children necessarily arises, due to which children’s speech activity arises, children clearly see each other’s mistakes: “What are you taking? You have a triangle!” It is recommended to swap groups of children in this game.
Card index of FEMP games for children of the middle and senior groups
KSU "Taranovskaya Secondary School named after B. Mailina
Department of Education of the Akimat
Taranovsky district"
Project " Formation
at
preschoolers
elementary
mathematical
submissions
through
didactic
games
»
Performed:
Polubinskaya N.P.
2016
Relevance
The development of mathematical abilities is a rather complex, complex concept. It consists of interrelated and interdependent ideas about quantity that form the child’s “scientific” and “everyday” concepts. At the same time, the concept of “mathematical development” is interpreted mainly as the formation and accumulation of mathematical knowledge. The task of us adults is to develop in children an interest in mathematical knowledge, independence, intelligence, the ability to compare and generalize, and prove the correctness of judgments. Therefore, modern education requires focused work, specially organized training of children in mathematical skills and abilities.
These characteristics are formed in the child during FEMP classes. The knowledge gained in classes on the formation and development of elementary mathematical concepts must be consolidated in everyday life. For this purpose, special attention should be paid to didactic games, where conditions are created for the application of mathematical knowledge and methods of action.
Objective of the project:
Developing in students an interest in mathematical knowledge, independence, creative imagination, flexibility of thinking, the ability to compare and generalize, and prove the correctness of judgments. To increase the level of readiness of older preschool children for school.
Tasks:
To form in preschoolers elementary ideas about geometric shapes and bodies; numbershot 0 to 10;
Develop imaginative and logical thinking, the ability to perceive and display, compare, generalize, classify, modify, etc.;
Develop the ability to carry out actions in accordance with the perceived sequence.
Learn to compare, classify by properties.
Plan project implementation:
1. Selecting the topic of the project, its type, number of participants.
2. Formulation of the problem.
3. Setting a goal.
4. Thinking through the steps to achieve the goal, forms and methods of work, distribution of roles.
Preparatory stage.
Conduct conversations, classes, and involve parents in participating in the project. Through FEMP we introduce children to geometric shapes and bodies, teach them to give descriptions, introduce numbers and various lines. Through research activities, figures, bodies, numbers and lines are found in the surrounding reality, in objects of the immediate environment, in nature. Through the development of speech, they compose descriptive stories and compose fairy tales. Through familiarization with fiction and modeling we introduce works in which there are round-shaped objects “Kolobok”, “Seven-flowered Flower”, “Three Bears”. Through physical education, we reinforce geometric shapes, bodies, numbers and lines in outdoor games and competitive games.
Work with children.
Before starting work on the project, conduct conversations with children about geometric shapes, bodies, numbers and lines.
Material classification
Mathematical material is made more interesting by the game elements contained in each problem, logical exercise, and entertainment, be it checkers or the most basic puzzle. For example, in the question: “How can I make a square out of two sticks on a table?” - the unusualness of its production makes the child think in search of an answer, get involved in the play of imagination.
The variety of entertaining material - games, tasks, puzzles - provides the basis for classification, although it is quite difficult to divide into groups such diverse material created by mathematicians, methodologists and us educators. It can be classified according to various criteria: by content and meaning, the nature of mental operations, as well as by its generality and focus on the development of certain skills.
Based on the logic of actions carried out by the student, a variety of elementary entertaining material can be classified.
Formation of ideas about number and quantity:
Develop general ideas about sets: the ability to form sets on given grounds, to see the components of a set in which objects differ in certain characteristics.
Improve quantitative and ordinal counting skills
within 10.
Development of ideas about form:
Refine your knowledge of known geometric figures, their elements (vertices, angles, sides) and some of their properties.
Learn to recognize figures regardless of their spatial position, depict, arrange on a plane, arrange by size, classify, group by color, shape, size.
Learn to compose figures from parts and break them into parts, construct figures using a verbal description and listing their characteristic properties; create thematic compositions from figures according to your own ideas.
Development of spatial orientation:
Learn to navigate in a limited area; arrange objects and their images in the indicated direction, reflect their spatial location in speech.
Development of time orientation:
Give children a basic understanding of time: its fluidity, periodicity, irreversibility, the sequence of all days of the week, months, seasons.
Learn to use words and concepts in speech: first, then, before, after, earlier, later, at the same time.
Principle:
A holistic view of the world;
Availability;
Visibility
Expected Result.
Teaching the formation of mathematical concepts of preschoolers in preschool educational institutions is a long and continuous process that includes various methods and forms. All this is carried out at subsequent stages of work, depending on the results achieved. The child is active and independent in using mastered methods of cognition (comparing, counting, measuring, ordering) in order to solve practical, problematic problems and transfer them to new conditions.
Learn to compose and solve one-step problems involving addition and subtraction, use numbers and arithmetic signs (+, -, =)
The teacher successfully solves logical problems;
Learn to correlate a schematic image with real objects;
Develop quick thinking;
Shows interest in experimentation.
Project summary:
Generalization of the results of the work. The project will allow children to expand their mathematical knowledge about geometric shapes, bodies, numbers and various lines, and to develop the ability to use this knowledge in independent activities. Project activities will stimulate the development of logical thinking and imagination in children, and will increase motivation for research activities. Parents will develop a strong interest in creativity together with their children.
Bibliography:
Agaeva E.L., Brofman V.V., Bulycheva A.I. “What doesn’t happen in the world.” M., “Enlightenment”, 2014.
Bondarenko A.K. "Didactic games in kindergarten." M., “Enlightenment”, 2015.
Wenger L.A., Yachenko O.M., Govorova R.I. "Games and exercises to develop mental abilities in preschool children." M., “Enlightenment”, 2013.
4. Voronova V.Ya. "Creative games for preschoolers."
5. Zaporozhets A.V., Usova A.P. “Sensory education of preschool children”,
M., "Academy", 2014.
6. Kasabudsky N.I., Skobelev N.G., Stolyar A.A., Chebotareva T.N., “Let's Play” (mathematical games for children 5-6 years old). M., “Enlightenment”, 2014.
7. Smolentsova A.A. “Plot-based didactic games with mathematical content.” M., “Enlightenment”, 2015.
8. Solovyova E.P. "Mathematics and logic for preschoolers"
M., “Enlightenment”, 2013.
9.Mathematics from three to seven - a textbook for kindergarten teachers. M., 2014
10. Falkovich T.A. “Formation of mathematical concepts.
Contents of classes .
October
November
December
January
February
March
April
Application
Annex 1
"Tell me about your pattern"
Target: teach to master spatial representations: left, right, above, below.
Content: Each child has a picture (a rug with a pattern). Children must tell how the elements of the pattern are located: in the upper right corner there is a circle, in the upper left corner there is a square. In the lower left corner there is an oval, in the lower right corner there is a rectangle, in the middle there is a circle. You can give the task to talk about the pattern that they drew in the drawing lesson. For example, in the middle there is a large circle with rays extending from it, and flowers in each corner.
Appendix 2
Item properties
Target: develop the ability to identify a characteristic feature of an object (color), group objects by color.
Materials: Pencil Pictures; landscape sheet of paper; pictures of animals; five ovals, five circles, five squares.
Progress of the lesson
The teacher holds pencils of all colors of the rainbow in his hands.
Listen to what the pencils told us. (Children go to the board.)
Orange: " I’m an orange, a carrot!”
Yellow: I am chicken, sun, turnip!
Green: " I am grass, foliage, green forest!
Blue: I am forget-me-not, sky, ice!
Blue: I am ink, sea, cornflower!
Violet: I am plum, lilac, twilight, bell!
The cheerful pencil whispered one word to me. Guess which one?
Through the fields, through the meadows,
An elegant arc has arisen. (Rainbow.)
Who knows the colors of the rainbow?
Making a rainbow from colored pencils.
Physical education lesson “Look both ways”
Children line up in a row of 7-8 people. They choose a leader using a counting rhyme. The driver must determine what has changed; the children are rebuilding.
Strengthening the ability to highlight the properties of objects.
Conversation about vegetables. Guessing riddles.
The red nose has grown into the ground,
And the green tail is outside,
We don't need a green tail
All you need is a red nose. (Carrot.)
In the summer in the garden - fresh, green,
And in winter, in a barrel - yellow, salty. (Cucumbers.)
Round side, yellow side,
Gingerbread man sitting on the garden bed
He was rooted firmly into the ground.
What is this? (Turnip.)
He's big, like a football
It tastes so good!
What kind of ball is this? (Watermelon.)
Game "What does it look like?"
Vegetables are displayed - you need to choose a geometric figure that the vegetables resemble.
Bottom line
Appendix 3
Mathematical game "Where is the figure"
Target : teach correctly, name the figures and their spatial location: middle, top, bottom, left, right; remember the location of the figures.
Content. The teacher explains the task: “Today we will learn to remember where each figure is. To do this, they need to be named in order: first the figure located in the center, then at the top, left, right.” Calls 1 child. He shows and names the figures in order and their location. Another child is asked to arrange the figures as he wants and name their location. Then the child stands with his back to the board, and the teacher changes the pieces located on the left and right. The child turns and guesses what has changed. Then all children name the shapes and close their eyes. The teacher switches the places of the figures. Opening their eyes, the children guess what has changed.
Appendix 4
Quantity and counting.Number and figure 1
Goals: consolidate knowledge about number and number 1.
Material : numbers from 1 to 10; number 1 – elegant, pictures about September.
Progress of the lesson
Reading by the teacher of a poem by I. Blumkin:
This number is one.
Do you see how proud she is?
Do you know why?
Starts counting everything!
Learning to write the number 1
Circle the number 1 in dots, and then write it in each cell to the end of the line.
Physical education minute
(Children perform movements according to the text of the poem.)
Stand on one leg,
It's like you're a steadfast soldier!
Left foot to the chest, look - don’t fall,
Now stand on the left,
It's like you're a brave soldier!
Logical riddle “When does this happen?”
In what month does summer end and autumn begin? (In September.)
Bottom line
Appendix 5
Mathematical game "Stand in Place"
Target : Exercise children in finding locations: in front, behind, left, right, left, in front, behind.
The teacher calls the children one by one, indicates where they need to stand: “Seryozha come to me, Kolya, stand so that Seryozha is behind you. Vera, stand in front of Ira” Etc. Call 5-6 children, the teacher asks them to name who is in front and behind them. Next, the children are asked to turn left or right and again name who is standing from them and where.
Appendix 6
Quantity and counting. Number and digit 2, signs “+” and “=”
Goals: consolidate knowledge about number and number 2; learn to write the number 2; introduce the signs “+” and “=”; learn to correlate the shape of an object with a geometric figure.
Material: cards with numbers and mathematical signs for the teacher and children.
Progress of the lesson
Game "Guess the riddle"
There's a puppy sitting on the porch
Warms his fluffy side.
Another one came running
And sat down next to him.
How many puppies are there? (Two.)
How did you get the number 2? (1+1=2.)
Children work out equalities using cards.
Write the number 1 in the first and second square.
The teacher reads a poem by I. Blyumkin:
Number two, horse is a miracle,
He rushes, waving his mane.
Demonstration of number 2
Circle the dots around the number 2 in the third square.
Draw + and = signs in the right corner; you can use them to write down solutions to riddles and problems.
Reading the poem “Plus Sign”
I'm a plus
And I'm proud of this!
I'm fit for addition.
I am a good sign of connection,
And this is my purpose.
Write “+” in the circle between the numbers 1.
Reading the poem “Equal Sign”
And to find out what happens,
The equals sign helps.
Introduction to proverbs
(At the word two, the children clap their hands.)
One mind is good, but two are better.
If you chase two hares, you won't catch either.
An old friend is better than two new ones.
Physical education lesson “Two claps”
(Children perform movements according to the text.)
Two claps overhead
Two claps in front of you,
Let's hide two hands behind our back
And let's jump on two legs.
The game “What figure does the object resemble?”
Name the object" (Ball, flowers, house, sun.)
Name the geometric shapes. (Circle, square, rectangle, square, oval.)
Match the object with the geometric figure it resembles.
Visual dictation
Draw the geometric shapes in the right rectangle in exactly the same way as they are located in the left rectangle.
Where did you draw the circle? (In the upper right corner.)
Where did you draw the oval? (In the upper left corner.)
Where did you draw the rectangle? (In the middle.)
Where did you draw the square? (In the lower right corner.)
Self-monitoring and self-assessment of work performed.
Summary: the teacher sums up the lesson based on the children’s impressions.
Appendix 7
Mathematical game “Pick up a figure”
Target : consolidate the ability to distinguish geometric shapes: rectangle, triangle, square, circle, oval.
Material : Each child has cards. On which rectangle, square, and triangle are drawn, the color and shape vary.
Content : First, the teacher suggests tracing with your finger the figures drawn on the cards. Then he presents the table. On which the same figures are drawn. But a different color and size than the children’s, and pointing to one of the figures, he says: “I have a big yellow triangle, what about you?” I.D. Calls 2-3 children, asks them to name the color and size (large, small of their figure of a given type). “I have a small blue square.”
Appendix 8
Lesson "One - Many" »
Goals: consolidate the concepts of “one”, “many”; give an idea of addition and subtraction; form spatial representations: right - left.
Material: pictures depicting the starry sky and the moon; clearings with many flowers and one tree; set of toys .
Progress of the lesson
Playing with objects
Children are divided into two groups. The first group sits down at a table with many cubes and one ball. The second is at a table where there are many soldiers and a horse. Take your favorite toy.
Who has the cube?
Who has the ball?
Who else? Why doesn’t anyone else have a ball? (There was only one, but there were many cubes.)
The horse and soldiers are played in the same way.
Working with pictures
Look at the picture. What can you call it? (Starry sky, moon and stars, etc.)
Guess the riddles:
Black swan across the sky
Scattered miracle grains... (Stars.)
Chubby, white-faced,
Looks in all the mirrors (Moon.)
How many stars are there in the sky? (A lot.) And the moon? (One.)
How can you say “a lot?” (About snowflakes, rain, grains of sand, blades of grass, trees in the forest, flowers in the meadow.)
What can you say: one, one, one? (About the Moon, Sun, Earth, mother.)
How many stars are there in the clear sky!
How many ears of corn are there in the fields!
How many songs does the bird have!
How many leaves are on the branches!
Only mother is alone in the world.
Physical education lesson “Centipede” (Children walk in a circle in a round dance.)
The old lady was sewing boots
Centipede boots,
(Imitate the movements of an old woman.)
Absent-minded old lady
I took a needle, a spool,
The old woman was sewing, in a hurry,
And that's what I forgot about. (They jump alternately, now on the right leg, now on the left leg.)
On right and left legs
They make different kinds of boots. (Children turn one after another. Place their hands on the shoulders of the person in front and jump in a circle on their right leg.)
The old lady has all forty boots
I sewed it for the right legs.
Poor centipede
Waiting for her boots to be sewn
An old woman on her left legs.
Reinforcement of concepts: one, many
Which mushroom is the only one in the picture? (White.)
What kind of mushrooms are there in abundance? What do you know about honey mushrooms? (Yellow in color, always growing in a bunch.)
What in the picture can we say “mushroom” and what can we say “mushrooms?”
(The mushroom is white, there is only one, the mushrooms are honey mushrooms, there are many of them.)
If there is one, then a closet,
If there is a lot - ... (cabinets)
If one - then a day,
If it’s a lot, then... (days).
If there is one, then it’s home,
If there is a lot, then... (at home).
If one, then the eye,
If there is a lot, then... (eyes).
There are 2 blue squares in 1 bag - this is the first part. The second part is 2 red and 1 yellow circle. Let's add them up. The total will be 2 red. 2 blue and 1 yellow is a whole.
Let's switch places. (The rearrangement of the parts does not change the whole.)
In a large bag - all the figures: take 1 part - the second will remain; Let's take part 2 - the first will remain.
Summary: the teacher sums up the lesson based on the children’s impressions.
Appendix 9
“Quantity and counting. Number and figure 3. Composition of number 3.
Goals: consolidate knowledge about number and number 3; consolidate the ability to establish correspondence between the number of objects, number and figure; learn to identify logical patterns in the process of solving problems; secure
Class: «Knowledge of geometric shapes .»
Material: numbers from 1 to 10; counting sticks; riddles and pictures, three little pigs, three bears.
Progress of the lesson
Game exercise “Guess the riddle”
Being greedy, of course, is BAD,
Who was deceived by the fox - the rascal?
Remember two inseparable animals
And quickly tell a fairy tale about them. (Two little bears.)
Round nose, snout,
It is convenient for them to rummage in the ground.
Small crochet tail
Instead of shoes - hooves.
Three of them - and to what extent?
Friendly brothers look alike.
Guess without a hint
Who are the heroes of this fairy tale? (Three piglets.)
Near the forest on the edge
Three of them live in a hut,
There are three chairs and three mugs,
Three beds, three pillows.
Guess without a hint
Who are the heroes of this fairy tale? (three Bears.)
How to make there be three bear cubs? (2+1=3.)
Reading a poem by I. Blyumkin:
Arching his neck - a goose and nothing more,
The number three hurries after two.
Learning to write the number three
Game exercise “Draw the balls” »
Draw as many balls in each rectangle. So that their number corresponds to the number written below it.
How many balls did you draw in the first rectangle?
How many balls did you draw in the second rectangle?
How many balls did you draw in the third rectangle?
Introduction to proverbs
Children raise their hand when they see the number three.
Don't recognize a friend in three days - recognize him in three years.
It takes three years to learn hard work, and only three days to learn laziness.
Physical education lesson “Three Bears” »
Three bears were walking home -
(They waddle.)
Dad was big -
(Raise their hands above their heads.)
Mom is with him - shorter -
(Hands at chest level.)
And my son is just a little baby,
He was very small.
(They squat.)
Logical task “Complete the missing figures »
Name the shapes in the top row of the first square. (Oval, square. Triangle.)
Draw the missing shape in the second row. (Square.)
Name and draw the missing figure in the third row. (Oval.)
Working with counting sticks
Are you paying attention to me?
Look carefully
After all, I have everything - everything - only three!
Three sides and three angles
Three peaks - points.
I like it quite well
After all, I am (triangle).
How many sticks do you need to make a triangle? Fold a triangle on the table.
Bottom line : The teacher summarizes the lesson based on the children’s impressions.
Appendix 10
Mathematical game “Why doesn’t the oval roll?”
Target : continue to introduce children to an oval shape, to distinguish between a circle and an oval shape.
Content . Models of geometric shapes are placed on the board: circle, square, rectangle, triangle. First, one child called to the board names the pieces, and then all the children do this together. The child is asked to show the circle. Question: “What is the difference between a circle and other figures?” The child traces the circle with his finger and tries to roll it. B. Summarizes the children’s answers: a circle has no corners, but the rest of the figures have corners. 2 circles and 2 oval shapes of different colors and sizes are placed on the board.
« Look at these figures. Are there any circles among them? One of the children is asked to show the circles. Children's attention is drawn to the fact that there are not only circles on the board. But also other figures similar to a circle. This is an oval-shaped figure. V. Teaches to distinguish them from circles, asks: “How are oval-shaped figures similar to circles? (Oval-shaped figures also have no corners.) The child is asked to show a circle, an oval-shaped figure. It turns out that the circle is rolling, but the figure is not oval. (Why?) Then they find out how the figure of applying and superimposing a circle on an oval differs.
Appendix 11
Lesson: “Quantity and counting. Number and Digit 4. Composition of the number 4"
Goals: consolidate children's knowledge about number and number 4; introduce the composition of the number 4; develop the ability to establish a correspondence between the number of objects and numbers; learn to solve mathematical problems by writing the solution using signs and numbers.
Material: big circles and small circles; number 4; checkered sheet.
Progress of the lesson
Game "Guess and Write"
I draw a cat's house:
Three windows, a door with a porch.
So that it is not dark.
Count the windows
In the cat's house.
How many windows does a cat have in her house?(4)
How did you get the number 4? (3 and 1)
Write the numbers in the empty squares according to the text of the riddle, and in the last square circle the number 4 with dots.
Write the corresponding signs (+ =) in the circles.
Read the entry: 3+1=4.
Composition of number 4
A peacock was walking in the garden,
Another one came up.
Two peacocks behind the bushes.
How many are there? Count for yourself.(1+1+2.)
Anya has two goals,
Vanya has two goals.
Two balls, yes two. Baby!
How many are there? Can you figure it out? (2+2=4.)
The teacher reads a poem by I. Blumkin:
The number four surprises everyone:
Arm bent at the elbow
Never lets down.
Game "Count and Write" Invite the children to count the objects and write the corresponding number in the square below them.
What number did you write? Why?
Game "Who is bigger?"
Who is bigger:
Little elephant or big mouse?
Little donkey or big bunny?
Little giraffe or big fox?
Physical education lesson “One, two, three, four”
One, two - there is a rocket.
Three, four - plane.
One, two - clap your hands,
And then on every account.
One two three four-
Arms higher, shoulders wider.
One two three four
And they walked around on the spot.
Drawing circles and tumblers
Circle the dots.
What geometric shapes does the tumbler consist of? (From circles of different sizes: a large one, a smaller one and two small ones.)
Trace the tumbler along the dots and draw it, as shown in the picture, to the end of the line.
Result: The teacher summarizes the lesson based on the children’s impressions
Appendix 12
Modeling "Kolobok"
Goals: Continue to teach children to sculpt a figure - a ball; consolidate various sculpting techniques with palms and fingers. Form an aesthetic attitude towards your works, learn to evaluate them.
Materials: plasticine, modeling board, stack (for each child.)
Appendix 13
Lesson: “Quantity and counting. Number and figure 5. Composition of the number 5"
Goals: consolidate children's knowledge about number and number 5; improve mental counting skills within five; introduce the composition of the number 5.
Material: number 5; cards with numbers and mathematical symbols.
Progress of the lesson
Game "Fun Challenges"
Sanya has four colors,
Little brother has one.
Count all the colors yourself,
Well, try your best, guys! (4+1=5.)
(Children put out cards.)
There are tubs against the wall.
There's exactly a frog in each one,
If there were five tubs, how many frogs were in them?
How did you get the number five?
(1+1+1+1+1=5.)
Game "Guess and Write"
Two spoiled puppies
They run, frolic,
Three friends for the naughty girls
They rush with loud barks.
It will be more fun together.
How many friends are there in total? (Five.)
How did you get the number 5? (3+2=5) The teacher reads a poem by I. Blumkin.
Who can get dizzy like that?
Who can dance like that?
Who can ride like that?
Well, of course, the number 5!
Learning to write the number 5
Children write in dots, and then in each cell until the end of the line.
Physical education lesson “Slick Jack”
Children form a circle with Jack in the center
A very clever person?
Look how it is now
He will jump forward five times.
Now five times in a row
Nimble Jack will jump back.
One two three four five!
Game “Add grains to the chickens”
Add enough grains so that each chicken has 5 of them. (2+3=5; 4+1=5)
Getting to know proverbs that contain the number 5
Know like the back of your hand (know well.)
The fifth wheel in the cart (extra.)
Game “What did the artist mix up”
On Basseynaya street
One artist lived.
And sometimes absent-minded
For weeks he was, Something was probably wrong.
What did the eccentric artist mess up?
Draw as many circles in the rectangle as there are inconsistencies in the picture.
How many circles did you draw? (5.)
Why? (In autumn, they don’t decorate the Christmas tree, don’t go sledding, don’t make snowmen, don’t grow lilies of the valley, don’t catch fish while sitting on a cloud.)
Result: The teacher summarizes the lesson based on the children’s impressions.
Appendix 14
Drawing “Flower - seven flowers”
Goals: Continue teaching children to depict oval and round objects; convey the shape and arrangement of parts, their ratio in size.
Materials: album sheets, colored pencils.
Appendix 15
Mathematical game “Pick up a toy”
Target: practice counting objects by the named number and memorizing it, learn to find an equal number of toys.
Content: The teacher explains to the children that they will learn to count so many toys. How much will he say? He calls the children one by one and gives them the task of bringing a certain number of toys and placing them on one table or another. Instructs other children to check. Is it true that the task has been completed, and to do this, count the toys. For example: “Seryozha, bring 3 pyramids and place them on this table. Vitya, check how many pyramids Seryozha brought.” As a result, there are 2 toys on one table, 3 on the second, 4 on the third, 5 on the fourth. Then the children are asked to count a certain number of toys and place them on the table where there are the same number of such toys, so that they can be seen. That they are equal. After completing the task, the child tells what he did. Another child checks. The task was completed correctly.
Appendix 16
Lesson “Quantity and counting. Number 6. Number 6. Composition of number 6"
Goals: introduce the number 6 and the number 6, the composition of the number 6; improve mental counting skills within ten.
Material : cards with pictures of pencils and segments of different lengths for each child.
Progress of the lesson:
Game "Guess the riddle"
The hedgehog walked through the forest, walked,
I found mushrooms for lunch.
Five under the birch, one near the aspen.
How many will there be in a wicker basket? (6.)
How did you get the number 6? (5+1)
Learning to write the number 6
We draw a hook on top
And smoothly down, draw a circle.
This is how the number six turned out.
Well done, my young friend.
Find the number 6 on the right among the others - circle it.
Circle the number 6 in dots, and then write in each cell to the end of the line.
Physical education lesson “Count and do”
One - 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 - sit down quietly.
Working with cards
1. Children must complete the drawings of objects so that there are 6 of them, and write a number corresponding to the number of completed objects in the empty square.
2+4=6; 3+3=6; 4+2=6; 5+1=6.
2.- How does one pencil differ from another? (Length.)
How long should the first pencil be? (The longest, the shortest.)
Game exercise “Shade it right”
Shade:
1 pencil - red;
2 pencil – blue;
3 pencil – green;
4 pencil – yellow;
5 pencil – orange;
6 pencil – brown.
Where is the blue pencil? (On the second.)
What color is the fifth pencil? (Orange.)
Result: The teacher summarizes the lesson based on the children’s impressions.
Appendix 17
Lesson “Quantity and counting. Number and figure 7. Composition of the number 7"
Goals: introduce the number and number 7, the composition of the number 7; consolidate knowledge of geometric shapes: triangle, square, rectangle and the ability to divide them into parts; improve ordinal counting skills within six.
Material : pictures of a goat, 7 kids; ruler; colour pencils; square sheet of paper.
Progress of the lesson:
Guys, what fairy tale are these words from?
Where are you, my little goats?
Where are you, my boys?
Find yourself, respond. Your mother came and didn’t find you at home.
How many kids were there in the fairy tale?
We denote the number 7 by the number 7. (Demonstration.)
Seven is definitely a sharp scythe
Mow your scythe while it's sharp.
There's a flag on the roof, look everyone.
After all, he looks like the number seven
The mother goat first found six kids. How much does she have left to find? (One.) To get the number 7, you need to add 1 to 6: (6+1=7.)
Physical education lesson “Name it quickly”
Children stand in a circle. The teacher has a ball, throws it to the child and asks a question. Children return the ball to the teacher and answer. Questions for children:
What time of year is it now?
Name the second month of the year.
Name the number one less than 5.
How many parts are there in a day?
What's 2 2?
Game “Listen and Count”
Tannin’s toys stand in a row on the shelf.
Next to the monkey is a teddy bear.
Next to the fox is a bunny with a scythe.
Following them are a hedgehog and a frog.
How many toys does Tanya have? (6.)
What toy is in fifth place? (Hedgehog.)
Where is the bear in? (On the second.)
In what place is the frog? (On the sixth.)
What toy comes in third place? (Fox.)
Game "Divide the square"
Fold the square to make two triangles.
Fold the square to make two rectangles.
Fold the square to make four small squares.
Result: The teacher summarizes the lesson based on the children’s impressions
Appendix 18
Lesson “Quantity and counting. Number and figure 8 »
Goals: introduce the number and number 8; improve mental counting skills within eight.
Material : cards with numbers and mathematical symbols.
Progress of the lesson:
Game "Guess the riddle"
Seven tiny kittens
What do they give them? Everyone eats
And one asks for sour cream.
How many kittens then? (8.)
How many kittens are there in total? (8.)
How did you get the number 8? (7+1=8.)
(Children show equality using cards.)
Getting to know the number 8
Two friends, two circles
They stand on top of each other.
We ask all the guys to remember,
The result is number eight!
Working with cards
Find the number 8 among the others and circle the pattern in the upper right corner.
Circle the number 8 along the dots, and then write it in each cell to the end of the line.
Physical education lesson “One - bend over” »
Once - bend over, straighten up,
Two - bend down, stretch,
Three - three claps of hands, three nods of the head.
Four - arms wider,
Five, six - sit down quietly
Seven. Eight – let’s discard laziness.
Game "Connect correctly"
What season? (Winter.)
Match the small pictures with the large ones so that they belong to the same time of year.
Result: The teacher summarizes the lesson based on the children’s impressions.
Appendix 19
Modeling "Three Bears"
Goals: teach children to sculpt the body of a bear, correctly conveying the shape (head - round, body - oval, paws - oval, observing proportions; consolidate the ability to use techniques for connecting parts.
Materials: plasticine, modeling board, stack (for each child)
Appendix 20
Mathematical game “Is Enough?”
Goals : teach children to see equality and inequality of groups of objects of different sizes, bring them to the concept that number does not depend on size.
Content : The teacher offers to treat the animals. First he finds out: “Will the bunnies have enough carrots and the squirrels have enough nuts? How to find out? How to check? Children count the toys, compare their numbers, then treat the animals by placing small toys next to large ones. Having identified equality and inequality in the number of toys in the group, they add the missing item or remove the extra one.
Appendix 21
Class "Addition »
Goals: form an idea of addition as the unification of a group of objects; consolidate knowledge about the properties of objects (color, size.)
Materials : m beds of mushrooms and vegetables; cards with + and = signs and numbers; a set of geometric shapes for every child.
Progress of the lesson:
Game "In the grocery store" »
Bought:
2 cucumbers – Masha;
3 tomatoes - Misha.
(Show pictures on the board, children duplicate with geometric shapes.)
We put all the vegetables in one basket.
The action that children perform by putting each of their vegetables into one basket is called addition.
What happened inresult of addition? (3+2=5.)
Physical education minute
Grisha walked - walked - walked,
I found a white mushroom.
One is a fungus, two is a fungus.
They put it in the box.
Children imitate movements.
Reinforcing the concept of addition
Hedgehog. I found 2 boletuses.
Hedgehog. And I have 3 boletus mushrooms.
Both. Put them together, there will be more.
How many mushrooms do hedgehogs have? (5.)
Then the hedgehogs swapped places.
Conclusion: the parts were swapped.
Consolidating ideas about the properties of objects
Working with pictures
- What kind of trees are in the forest? Flowers?
Who's the odd one out here?
The extra chicken is big, the rest are small.
An extra ant - it does not have wings, but the rest do.
Bottom line : The teacher summarizes the lesson based on the children’s impressions.
Appendix 22
Lesson: “Composition of the number 8. Quantity and counting”
Goals : introduce the composition of the number 8; teach the subject to be divided into 2 and 4 parts; develop the ability to count objects within eight; improve ordinal counting skills within eight.
Material: two paper circles with a diameter of 6-8 cm; numbers from 1 to 8; a set of geometric shapes for every child.
Progress of the lesson:
Game "Gifts from Santa Claus"
Santa Claus has arrived,
He brought gifts for everyone.
Bunny to Galina,
Teddy bear to Marina,
Sonya - a matryoshka doll,
Kole - accordion,
Tole - drum
Rita - sundress,
Nina - fairy tales,
Rimme - paints.
How many children received gifts? (Can be recalculated.)
Game "Circle"
We take 2 circles. Fold the circle in half.
The resulting part of the circle is called half the circle; it is always smaller than the circle.
Fold half of the circle in half again. (A quarter of a circle.)
Is a quarter circle larger or smaller than a circle? Why? (Because the whole turned into four parts.)
Physical education lesson “Two claps”
Game "Divide correctly"
Divide the orange with two lines so that all children in the picture get an equal share.
How many parts did you divide the orange into? (Into four.)
Why? (4 children are drawn.)
Result: The teacher summarizes the lesson based on the children’s impressions.
Appendix 23
Mathematical game “Sticks in a Row”
Target: consolidate the ability to build a sequential series in size.
Content: The teacher introduces the children to new material and explains the task: “You need to build the sticks in a row so that they decrease in length.” Warns children that the task must be completed by eye (trying on and rearranging sticks is not allowed). “To complete the task, that’s right, each time you need to take the longest stick out of all those that are not stacked,” explains the teacher.
Appendix 24
Drawing “Picture of geometric shapes”
Target: consolidate knowledge about geometric shapes.
Materials: paints; tassels; oilcloth; album sheet.
Appendix 25
Mathematical game "Count the birds"
Target: show the formation of numbers 6 and 7, continue to teach children to count within 7.
Content : the teacher places 2 groups of pictures (bullfinches and titmice) on a typesetting canvas in one row (at some distance from one another and asks: “What are these birds called? Are they equal? How to check.” The child places the pictures in 2 rows, one below the other. Finds out that there are equal numbers of birds, 5 each. V. Adds a titmouse and asks: “How many titmouses are there? How did you get 6 titmouses? How many were there? How many were added? How many were there? Which birds were there more? How many are there? Which ones are fewer? How many are there? Which one? the number is greater? How to make the birds become equally 6. (He emphasizes that if you remove one bird, then there will also be an equal number of 5.) He removes 1 tit and asks: “How many of them are there? How did the number 5 come about, etc.” .
Appendix 26
Mathematical game “Yesterday, today, tomorrow”
Target : in a playful form, exercise in the active discrimination of temporary concepts “yesterday, today, tomorrow.”
Content : Three houses are drawn with chalk in the corners of the playroom. This is “yesterday, today, tomorrow”, in each house there is one flat model reflecting a specific time concept; children walk in a circle, while reading a quatrain from a familiar poem, stop at the end, and the teacher says loudly: “Yes, yes, yes, that was... yesterday!”
Children run to the house called “yesterday”. Then they return to the circle, the game continues.
Appendix 27
Drawing "Truck"
Goals: continue for children to depict objects consisting of several parts of a rectangular and round shape; learn to correctly convey the shape of each part, its characteristic features (the cabin and engine are rectangular in shape with a cut corner), and correctly position the parts when depicting them; consolidate the skill of drawing vertical and horizontal lines; correct painting of objects (without gaps, in one direction, without going beyond the contour lines).
Materials: album sheets; colour pencils.
Appendix 28
Lesson “Quantity and counting. Number and figure 9"
Goals: introduce the number and number 9; strengthen the ability to navigate in time; develop the ability to count objects within nine.
Material: cards with numbers from 1 to 9; mathematical signs “+”, “-”, “=”.
Progress of the lesson:
Game "Guess the riddle"
Sasha has eight packs
Pasha has another cube.
You are these cubes
Count it, children!
How many cubes do Sasha and Pasha have? (9.)
How did you get the number 9? (8+1=9.)
(Children lay out using cards.)
Getting to know the number 9
Number nine
It's not difficult for us to get.
All you need is the number six
Turn upside down carefully!
Find the number 9 among the others and circle it according to the pattern.
Circle the number 9 along the dots, and then write it in each cell to the end of the line.
A moment to rest: “Bunny”
Game "Days of the week"
What days of the week are drawn on the calendar sheets? (The second is Tuesday; the fifth is Friday.)
What day of the week is it today?
What will it be like tomorrow?
What was it like yesterday?
Draw the missing days of the week on the calendar sheets.
List the days of the week in order.
Result: The teacher summarizes the lesson based on the children’s impressions.
Appendix 29
Mathematical game “Tell me about your pattern”
Target: continue to learn to master spatial concepts.
Content: Each child has pictures (a rug with a pattern); children must tell how the elements of the pattern are located: in the upper right corner - a square, in the lower left corner - an oval, in the lower right corner - a rectangle, in the middle - a circle.; in the lower left corner there is an oval, in the lower right corner there is a rectangle, in the middle there is a circle.; you can give the task to talk about the pattern that they drew in a drawing lesson, for example, in the middle there is a large circle - rays extend from it, flowers in each corner.
Appendix 30
Lesson “Number 10 Composition of the number 10”
Goals : introduces the numbers 10; practice counting within ten; consolidate the skills of ordinal counting within 10.
Material : characters from the fairy tale “About the Little Goat Who Could Count to Ten”: little goat, calf, cow, bull, horse, pig, rooster, dog, ram, cat, boat; ball; card with number 10.
Progress of the lesson:
The teacher reads the fairy tale “About a Little Goat...”, and as the tale progresses, heroes appear on the board.
How many characters are there in the fairy tale?
Whom did the kid consider first, second, etc.?
A minute to rest (at V’s choice)
Game "Relay"
Children stand in a circle. They pass the ball around in a circle, counting: “I’m first, I’m second, etc.”
Circle the numbers 1 and 0 according to the example.
Composition of the number 10
Children independently complete the recording using visual material. At the end, children check their work against the finished sample.
Result:
Appendix 31
Lesson “Game - a journey to the land of Mathematics” (final)
Goals : consolidate knowledge of the properties of objects; strengthen spatial orientation skills; consolidate quantitative and ordinal counting skills within 10.
Material: pictures - guesses with images of vehicles; table for consolidating knowledge about the composition of numbers; set geom. figures; ind. card with flags; number segments.
Progress of the lesson:
We are going on a journey to the land of mathematics.
To choose a vehicle for travel, we need to solve riddles.
V. make riddles about a bus, a plane, a rocket.
Game "Geometric Station"
You need to find shapes that are not square, not oval.
V. shows pictures. You need to find the similarities and differences of what figures they are made of.
Continue the series
Children work using cards.
Game "Chislograd"
The houses were filled with numbers.
Physical training “Live numbers”
Game "Railroad"
Find errors and fix them. Justify your answer.
Result: V. summarizes the lesson based on the children’s impressions.
Play is not only pleasure and joy for a child, which in itself is very important, but with its help you can develop the child’s attention, memory, thinking, and imagination. While playing, a child can acquire new knowledge, skills, abilities, and develop abilities, sometimes without realizing it. [ 4]
Game as a method of teaching and forming elementary mathematical concepts involves the use of individual elements of different types of games (role-playing games, dramatization games, moving games, etc.), game techniques (surprise moment, competition, search, etc.), organic a combination of playful and didactic principles in the form of the leading, teaching role of an adult and the increasing cognitive activity and independence of the child.
Game learning is a form of educational process in conditional situations, aimed at recreating and assimilating social experience in all its manifestations: knowledge, skills, abilities, emotional and evaluative activity.
The most important properties of the game include the fact that in the game children act as they would act in the most extreme situations, at the limit of their strength to overcome difficulties. Moreover, such a high level of activity is almost always achieved by them voluntarily, without coercion.
The high activity and emotional content of the game also generates a high degree of openness among the participants. It has been experimentally shown that in a situation of some absent-mindedness, it is sometimes easier to convince a person to accept a point of view that is new to him. If you distract a person’s attention with something insignificant, the effect of persuasion will be stronger. Perhaps this, to some extent, determines the high productivity of the educational impact of gaming situations.
At all stages of preschool childhood, the play method in the classroom plays a large role. It should be noted that “educational game” (although the word educational can be considered synonymous with the word didactic) emphasizes the use of the game as a teaching method, rather than consolidation or repetition of already acquired knowledge.
Using didactic games and exercises to form mathematical concepts
To develop mathematical concepts in preschoolers, a variety of didactic games that are entertaining in form and content are widely used. They differ from typical educational tasks and exercises in the unusual setting of the problem (find, guess), and the unexpectedness of its presentation on behalf of some literary fairy-tale character.
All types of didactic games (subject-based, board-printed, verbal, etc.) are an effective means and method of developing elementary mathematical concepts in children of all age groups. Subject and verbal games are carried out in and outside of mathematics classes, board and printed games, as a rule, in free time from classes. All of them perform the basic functions of education - educational, educational and developmental.
Also, when forming elementary concepts in preschoolers, you can use: plane modeling games, puzzle games, joke tasks, crosswords, puzzles, educational games
In kindergartens, didactic games are used to clarify and consolidate children’s ideas about the sequence of numbers, the relationships between them, the composition of each number, etc. When teaching the beginnings of mathematics, teachers widely use games in which children develop new mathematical knowledge, skills and skills (for example, games like “lotto”, “dominoes”, etc.). Preschoolers perform a large number of actions, learn to implement them in different conditions, on different objects, thereby increasing the strength and awareness of knowledge acquisition.
Didactic games for the formation of mathematical concepts are conventionally divided into the following groups:
1. Games with numbers and numbers
2. Time travel games
3. Space navigation games
4. Games with geometric shapes
5. Logical thinking games
The first group of games includes teaching children to count forward and backward. Using a fairy tale, children are introduced to the formation of all numbers within 10 by comparing equal and unequal groups of objects. Two groups of objects are compared, located either on the lower or on the upper strip of the counting ruler. This is done so that children do not have the misconception that the larger number is always on the top band and the smaller number on the bottom.
By playing such educational games as “Which number is missing?”, “How much?”, “Confusion?”, “Correct the mistake”, “Remove the numbers”, “Name the neighbors”, children learn to freely operate with numbers within 10 and accompany them with words your actions.
Didactic games such as “Think of a number”, “Number what is your name?”, “Make a sign”, “Make a number”, “Who will be the first to name which toy is missing?” and many others are used in classes in their free time, with the aim of developing children's attention, memory, and thinking.
The second group of mathematical games (games - time travel) serves to introduce children to the days of the week and months. It is explained that each day of the week has its own name. Children are told that the names of the days of the week indicate which day of the week it is: Monday is the first day after the end of the week, Tuesday is the second day, Wednesday is the middle of the week, Thursday is the fourth day, Friday is the fifth. After such a conversation, games are offered to reinforce the names of the days of the week and their sequence. Children enjoy playing games: “Live Week”, “Name It Quickly”, “Days of the Week”, “Name the Missing Word”, “All Year Round”, “Twelve Months” - which help children quickly remember the names of the days of the week and the names of the months, their sequence.
The third group includes games for spatial orientation. Children's spatial representations are constantly expanding and strengthened in the process of all types of activities. The teacher’s task is to teach children to navigate in specially created spatial situations and determine their place according to a given condition. With the help of didactic games and exercises, children master the ability to determine in words the position of one or another object in relation to another. For example, there is a hare to the right of the doll, a pyramid to the left of the doll, etc. The child is selected and the toy is hidden in relation to him (behind his back, to the right, to the left, etc.). This arouses children's interest and organizes them for the activity. In order to interest children so that the result is better, object games are used with the appearance of some fairy-tale hero.
There are many games and exercises that promote the development of spatial orientation in children: “Find a similar one”, “Tell me about your pattern”, “Carpet workshop”, “Artist”, “Travel around the room” and many other games. By playing the games discussed, children learn to use words to indicate the position of objects.
Fourth group: Games and exercises with geometric shapes and their models (blocks) are the main methods of familiarizing children with the shape of objects.
In this regard, it is important to turn to classical pedagogy (M. Montessori, F. Froebel), as well as modern research (L. V. Artemova, L. A. Wenger, Z. E. Lebedeva, V. V. Kolechko, etc.) .
For children of primary and secondary preschool age, three groups of didactic games and exercises are mainly used:
to master the features of geometric shapes. For example, “Name the geometric figure”, “Dominoes of figures”, “Guess what it is?”, “Wonderful bag”;
comparison of the shape of objects with geometric patterns. For example, “Find an object of the same shape”, “What is in the bag”, “Geometric lotto”, “Find what I will show you”, “Shop”, “Errands”;
analysis of a complex form: “Laying out an ornament”, “What figures does the object consist of”, “Cut pictures”, “Glue a teapot”, “Make a whole from parts”, “Has it changed?”
In the senior and preparatory school groups, you can conduct games and exercises with the following content:
familiarization with the varieties of geometric shapes;
mastering the consistent examination of the shape of objects using a system of geometric patterns (find the same pattern, find it by description, who sees more, who has the same toy, find it by touch);
analytical perception of a complex form and its reconstruction from elements (“We make parsley”, “Master with a hammer”, “Lay out from a colored mosaic”, “Invent it yourself”, etc.);
educational games: “Factory”, “Hoops”, “Tree”, etc. (A. A. Stolyar).
Of particular interest to children are games and exercises for creating objects of complex shapes from familiar geometric shapes: three-dimensional and planar. For example, the game “Shapes from colored mosaics”.
The value of such exercise games is that children develop an internal plan of activity, a plan of ideas. The child can foresee future changes in the situation, visually imagine various transformations and changes in objects. At the same time, as psychologists note, in older preschoolers, cognitive activity is often accompanied by speaking out loud. It is important that the teacher correctly organizes this activity to highlight the essential features and relationships in this activity.
Fifth group: In preschool age, children begin to develop elements of logical thinking, i.e. The ability to reason and make your own conclusions is formed. There are many didactic games and exercises that influence the development of creative abilities in children, as they have an effect on the imagination and contribute to the development of non-standard thinking in children. These are games such as “Find a non-standard figure, how are they different?”, “Mill”, and others. They are aimed at training thinking when performing actions.
Option #1.
Task 1. Make 2 equal squares from 7 matches. Tell us about your progress.
Task 2. Build a house according to this model (drawn on the board). Instructions:
Look at the board, count how many matches you need to build this house;
How many matches should you add or remove from the number you had on the table?
Tell us how you did your job, proving that the task was completed correctly.
Task 3. Make a flag out of the house (transfiguration). Instructions:
Arrange two matches to make a flag;
Explain how you did it; teach a friend if he can’t do it.
Task 4. Look at the board, count how many matches need to be removed or added from those that are on the table in front of you. Make a TV, compare with the sample. Tell us how you did it, help a friend. If the children complete the task efficiently and quickly, they are asked to make any figure of their own choosing from a certain number of matches. In this case, a detailed statement about what was planned and how the task was carried out is required.
Option #2.
Task 1. Make a clock out of matches according to the pattern.
Instructions:
Look at the blackboard;
Count how many matches it will take to lay out this clock (10 matches + 2 for the hands).
What time does the clock show?
Task 2. Lay out an umbrella from matches according to the pattern.
Instructions:
Count how many matches you need to make such an umbrella;
Place the umbrella on the desk (choose matches from the box one at a time);
Do the work carefully so that it looks beautiful.
Task 3. Make 3 equal triangles from an umbrella (transfiguration).
Instructions:
Arrange 2 matches so that you get 3 equal triangles;
From 7 matches, make 3 equal triangles arranged differently. Task 4. Make any figure (object) from 10 matches - of your choice.
Option #3.
Task 1. Make a steamer out of matches according to the pattern.
Instructions:
Count how many matches are needed to lay out the top line of the steamer, the bottom line of the steamer, the side lines, and the pipe;
Lay out the steamer and compare it with the sample.
Task 2. a) Lay out a deer from matches according to the pattern. Instructions:
Look at the board, determine what is drawn;
Count how many matches are needed to lay out the body, head, legs, tail, antlers of the deer;
Set aside the required number of matches;
Lay out the deer and compare it with the sample.
b) Move 2 matches so that the deer faces the other way.
Task 3. Think about what can be made from this number of matches, and lay out any figure.
Option number 4.
Task 1. Laying out butterflies from matches according to the pattern.
Instructions:
Look carefully at the board, determine what is drawn on it;
Count how many matches are needed to lay out the upper wings, lower wings, antennae;
Set aside the required number of matches;
Lay out the butterfly and compare it with the sample.
Task 2. Laying out a shape from matches that looks like a key. Instructions:
Look at the board, count how many matches it will take to lay out a figure that looks like a key; lay out the figure; compare it with the sample;
Arrange four matches to make 3 squares.
Task 3. Lay out a portrait of yourself, your friend or a fairy-tale character from any number of matches. Tell us what the mood of the person depicted is.
Following the completion of the task, children give a detailed verbal report about their plan and methods for its implementation.
