Lesson No. 1
Program content
Continue to learn how to compare adjacent numbers within 8 and understand the relationships between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number... greater than the number... ", "How much is the number... less than the number..."
Introduce the number 5.
Develop the eye, the ability to find objects of the same length, equal to the sample.
Improve the ability to distinguish and name familiar volumetric and flat geometric figures.
Develop the ability to see and establish a number of patterns.
Demonstration material. Three-strip inlaid fabric, 22 circles white(snowballs), a house made of stripes, flannelgraph, 2 baskets, a set of flat and three-dimensional “ice” shapes, silhouettes of skis different lengths(3 pieces), a picture of a glove on right hand, cards with numbers from 1 to 5.
Handout. Two-page cards, “ice pieces” different shapes(20 pieces for each child), sets of counting sticks, silhouettes of skis (according to the number of children), cards with numbers from 1 to 5, sheets of paper, colored pencils.
Guidelines
Game situation “Snow Town”.
Part I. Game exercise"Building a snow fortress."
The work is organized on a three-strip typesetting canvas.
After completing the task, the teacher finds out why the children counted so many lumps. (I counted seven lumps because seven is one more than six.)
On the third strip, children count one lump more than on the second strip and answer the questions: “What number did you get? Why did you count eight lumps?” (Children justify their answer by comparing the numbers 8 and 7.)
The teacher draws the children’s attention to the number of lumps on all three strips: “What numbers can be used to indicate the number of lumps on each strip? What can you say about the number seven? (Seven is more than six by one, but less than eight by one.) So we built a snow fort.”
Part II. Game exercise “Playing with pieces of ice.”
The teacher asks the children: “On the top strip of the card, count one “ice” more than the number I name. (The teacher calls the number eight.) How many “ice” have you counted? (Nine.) Why did you count nine pieces of ice? (I counted nine pieces of ice because nine is one more than eight.) Count one less piece of ice on the bottom strip of the card than on the top strip. How many “ice pieces” did you count? (Eight.) Why did you count eight “ice pieces”?”
The teacher invites the children to equalize the number of “ice pieces” in any way and justify their choice.
Part III. Game exercise “Find a pair of skis.”
On the flannelgraph there are three skis of different lengths; the children have a sample ski for which they need to find a pair.
The teacher invites the called child to find a ski that matches the length of his ski. The child names ways to check the task and shows them.
The task is repeated with other samples.
Part IV. Game exercise “Wear gloves for a walk.”
The teacher shows a picture of a glove and invites us to look at it: “How many “houses” for fingers does the glove have? (Five.) Show the number indicating the number one.”
The called child places the number 1 above the thumb house.
Then the children, together with the teacher, designate “houses” for the index, middle and ring fingers with numbers.
The teacher shows the number 5 and explains that this number can indicate the number 5, and places the number 5 above the “house” for the little finger.
Children name the numbers in order.
Then they trace their palms on sheets of paper, count how many fingers there are, lay out cards with numbers from 1 to 5 over them and name the numbers. They circle the number five with a colored pencil.
Part V. Relay game “Who can break up the ice the fastest.”
Children are divided into two teams by counting “first - second”.
The teacher invites the children to place the “ice pieces” into two baskets.
The first team selects and puts all the flat pieces of ice into the basket, and the second team - all the three-dimensional pieces of ice. During the verification process, children name the shape of “ice pieces.”
Part VI. Game exercise “Building an ice house.”
The teacher invites the children to build a house using counting sticks based on the model, and then rearrange the two sticks so that the house faces the other direction (see picture).
The called child rebuilds the house using a model, the rest of the children complete the task on the spot.
Lesson No. 2
Program content
Continue to teach understanding the relationships between adjacent numbers 9 and 10.
Introduce number 6.
Continue to develop your eye and the ability to find objects of the same width, equal to the sample.
Strengthen spatial concepts and the ability to use words: left, right, below, in front (in front), behind (behind), between, next to.
Practice naming the days of the week sequentially.
Didactic visual material
Demonstration material. Flannelograph, model of a room with flat images of Dunno's furniture and items of clothing, Dunno's letter, "scarves" - strips of the same length and color, but of different widths (according to the number of children), 6 circles different color, cards with numbers from 1 to 6.
Handout. Two-strip cards, snowflakes (20 pieces for each child), “scarf” strips, the width of which is equal to one of the “scarf” samples - strips of the same length and color, but different widths (4 pieces for each child), colored pencils ( 6 pieces for each child), cards with numbers from 1 to 6, sheets of paper.
Guidelines
Part I. Game exercise “Answer Dunno’s questions.”
The teacher informs the children about a letter from Dunno, in which he asks for help: “The pencil drew ten snowflakes, and I drew nine snowflakes. I want Pencil and I to have an equal number of snowflakes.”
The teacher asks the children to place 10 snowflakes on the top strip of a two-line counting card, and 9 on the bottom. Then he asks: “What numbers can be used to indicate the number of snowflakes? Which number is greater: ten or nine? Which number is smaller: nine or ten? How much greater is the number ten than nine? How much is nine less than ten?
The teacher invites the children to help Dunno equalize the number of snowflakes. Children discuss options for completing the task, perform equalization in any way and explain their actions, for example: “I added one more to nine snowflakes and there were ten of them, equally.”
Part II. Game exercise “Selecting colors for a pencil.”
The teacher invites the children to help Pencil select five colors for the picture. The called child counts 5 circles of different colors on the board. Children check the quantity and color of paints. Then indicate the number of colors with the corresponding number on the board.
The pencil asks to pick up another paint for him. The called child completes the task, other children check how many colors there are.
The teacher clarifies: “What number did you get? What number represents the number six?
He listens to the children's answers and shows a card with the number 6. The children find it in their possession, circle it with their hand and guess what it looks like.
Part III. Game exercise “Draw multi-colored paths with a Pencil.”
The pencil invites children to draw 6 multi-colored paths on a sheet of paper.
The teacher asks the children: “How many paths have you drawn? What number represents the number six?
Then he asks to find and show the number 6.
Part IV. Game exercise “Let's find scarves for Dunno and Pencil.”
Sets of scarves (4 pieces each) of the same length and color, but of different widths are laid out on the children's cribs and on the teacher's table. Children each have one scarf, equal in width to one of the four scarves.
The teacher asks the called child to find a scarf of the same width among the scarves lying on the table and check the correctness of the choice by directly comparing the scarves.
Then the teacher asks the children to remember the width of their scarves and find scarves of the same width on their cribs. Children check the correctness of the task by directly comparing scarves.
Part V Outdoor game “Days of the week, line up.”
The game is played 3-4 times with changing cards (see December, lesson 4).
Part VI. Game exercise “Let's help Dunno find things.”
On the flannelgraph there is a layout of Dunno's room (you can use doll furniture). Dunno's things are hidden in different places rooms: hat near the closet, shoes next to the chair and behind the bed, etc.
The teacher asks the children the location of each item: “Where is the hat? (The hat lies near the closet.) Where are the shoes?
The children help Dunno get ready to visit Pencil.
Lesson No. 3
Program content
Continue to form ideas about the equality of groups of objects, learn to form groups of objects according to a given number, see the total number of objects and call it one number.
Introduce number 7.
Continue to develop your eye and the ability to find objects of the same height, equal to the sample.
Learn to navigate on a sheet of paper.
Didactic visual material
Demonstration material. Three-step ladder, magnetic board, foxes, bear cubs and bunnies (9 pieces each), circles of red, yellow, green and blue colors(1 piece each), 4 Christmas trees of different heights, cards with numbers from 1 to 7.
Handout. Three-page cards, sheets of paper, Christmas trees (according to the number of children), sets of colored pencils, circles, squares, triangles (9 pieces for each child), cards with numbers from I to 7.
Guidelines
Part I. Game exercise “Count the same amount.”
The exercise is performed on a three-step ladder.
The teacher invites the child to place 7 chanterelles on the top step of the ladder. After completing the task, he asks: “How many chanterelles did you count? What number represents seven chanterelles? What number represents the number seven?
The teacher shows the number 7. The children find it and circle it with their hand.
On the second step the child places as many bear cubs as there are foxes on the first step. (“Why did you count so many bear cubs?”) On the third step there are as many bunnies as there are bear cubs. (The questions are the same.)
After completing the exercise, the teacher asks: “What can you say about the number of chanterelles, bear cubs and bunnies?” (Seven, equally.)
The teacher summarizes: “Seven foxes, seven bear cubs, seven bunnies, seven of all.” Then asks the children to show the corresponding number.
Part II. Working with handouts.
Children perform a similar task on three-line cards. They put 9 triangles on the top strip, 9 circles on the second, and 9 squares on the third.
Physical education minute
The teacher reads the poem and performs the appropriate movements together with the children.
Two frogs
We see them jumping along the edge of the forest (Hands on the belt, half squats with a turn to the right and left.)
Two green frogs.
Jump-jump, jump-jump, (Jump.)
Jump from heel to toe. (Stepping from toe to heel.)
There are two girlfriends in the swamp, (Hands on the belt, half squats with a turn to the right and left.)
Two green frogs
In the morning we washed ourselves early, (Movements according to the text.)
Rubbed with a towel,
They stomped their feet,
They clapped their hands,
Leaned to the right
They leaned to the left.
That’s the secret of health, (Walking in place.)
Hello to all physical education friends!
Part III. Game exercise “Place it correctly.”
The teacher and the children examine the magnetic board: “What geometric figure does the board look like? What does the board have? rectangular shape? (Gestures sides and corners.)
The teacher invites the called child to show the sides of the magnetic board and name them. (Top side, bottom side, etc.)
The teacher shows and names the corners: “Upper right corner, lower left corner.” Then he gives the task: “Put a red circle in the upper right corner, a green circle in the lower right corner, a yellow circle in the upper left corner and a blue circle in the lower left corner. (Children take turns doing the tasks.) In which corner did you place the red circle? In which corner is the green circle? etc.
Part IV. Game exercise “Drawing a pattern.”
The teacher asks the children along top side of the sheet, draw a line with a red pencil, along the bottom side with a blue pencil, draw a yellow line on the right, and a green line on the left.
Then he finds out: “Which side is the red line drawn along? Which side is the blue line on? etc. Children are invited to draw a pattern using any geometric shapes in the middle of the sheet.
Part V. Game exercise “Find a Christmas tree of the same height.”
Children have sample Christmas trees. In the group room there are 4 Christmas trees of different heights.
The teacher invites the children to remember the height of their Christmas trees and find Christmas trees of that height among those standing in the group. The correctness of the task is verified by direct comparison.
Lesson No. 4
Program content
Introduce the quantitative composition of the number 3 from units.
Introduce the number 8.
Improve the ability to see the shape of familiar geometric shapes in surrounding objects: rectangle, square, circle, triangle.
Continue to learn how to navigate on a sheet of paper, identify and name the sides and corners of the sheet.
Didactic visual material
Demonstration material. Counting ladder, little fox, little bear, little hare; objects of different shapes (according to the number of children), 8 snowflakes, cards with numbers from 1 to 8.
Handout. Sets of flat geometric shapes, flat or three-dimensional geometric shapes (according to the number of children), multi-colored sheets of paper square shape, snowflakes (10 pieces for each child), cards with numbers from 1 to 8.
Guidelines
Part I. Game exercise “Let’s make a number.”
There are 3 toys displayed on the counting ladder: a little fox, a bear cub, and a bunny. The teacher asks the children: “What toys do you see? How many toys are there in total? How many toys do you see? (One little fox, one little bear, one little bunny.) How did you make up the number three?” (One, one and one - will be the number three.)
Part II. Working with handouts.
The teacher invites the children to make up the number three using different geometric shapes. In this case, no geometric figure should be repeated twice. After completing the task, the teacher finds out: “How many geometric shapes are there in total? How many geometric shapes did you take? How did you come up with the number three?
Part III. Didactic game “Find an object of the same shape.”
The teacher clarifies what geometric shapes the children know and suggests first naming only flat geometric shapes, then only three-dimensional ones.
The teacher invites the children to take one figure each. When given a signal, they find objects in the group whose shape is similar to their geometric shapes. Then children talk about the shape of objects, comparing them with the figure. (I found a square-shaped napkin. It also has four corners and four sides, like a square.)
Part IV. Game exercise “Let's prepare snowflakes for a napkin.”
The teacher suggests adding one more to the seven snowflakes and counting how many snowflakes there are. Then he finds out what number can be used to represent the number 8.
He shows a card with the number 8. Children find it in their possession and trace it along the outline.
The teacher clarifies: “What number does the number eight represent? What does she look like?
Part V. Game exercise “Arrange the snowflakes correctly.”
In children square sheets papers of different colors.
The teacher suggests decorating the napkins with snowflakes: “Put one snowflake in the middle of the napkin. Place one snowflake in the upper left corner. One snowflake - in the lower left corner,” etc. (After completing each task, he clarifies: “Where did they put the snowflake?”)
Topic: Ordinal counting to 10
Cognitive.
Tasks:
Educational: to promote the accumulation of skills to count to 10 and back, the ability to correlate the number of objects with a number; knowledge of geometric shapes (circle, oval, square, rectangle, triangle), names of days of the week, seasons, months and their sequence. Strengthen the ability to navigate on a sheet of paper.
Developmental: develop social skills, the ability to work in a group, in pairs; find a solution and draw conclusions. Develop attention logical thinking, memory and speech.
Types of children's activities: gaming, productive, musical and artistic.
Forms of organization:
Implementation form: use of benefits, musical accompaniment, demonstration of illustrative aids, ICT; search and problematic issues to children, encouragement, explanation, leading to a conclusion; creating play motivation, active children's activities, comparison, comparison, surprise moment.
Equipment: fairy-tale music, geometric shapes, cards with numbers, magnetic board, bell, “stones”.
Demo material: Drawing of a castle, entrance covered with stones.
Handout: Cards with numbers, Cuisenaire counting sticks, lined sheets, an envelope with geometric shapes, colored pencils, coloring books.
GCD move
1. Organizational moment.
Children enter the group to the music.
Educator: The bell rang and invited us to gather in a circle!
2. Main part.
Educator: Guys, do you like listening to fairy tales? Would you like to get into a fairy tale and help our heroes?
– Today I want to tell you a fairy tale, it’s not a simple fairy tale, it’s magical, with math problems. And to get into a fairy tale you need to close your eyes and say magic words“1, 2, 3 turn around, find yourself in a fairy tale.” We open our eyes. The fairy tale begins.
Once upon a time there lived a king. And he had a beautiful daughter. Once the king left on his royal business, but his daughter remained at home. She went out into the garden for a walk, and then the wind came, picked up the princess and carried her off to a distant kingdom. Ivan Tsarevich became sad and went to look for the princess. A day goes by, two days go by. Approaches the hut on chicken legs. And Baba Yaga lives there. Ivan Tsarevich told about his misfortune. Baba Yaga promised to help if Ivan Tsarevich answered her questions.
Listen carefully to Baba Yaga's questions:
– What day of the week is it today?
– What day of the week was yesterday?
– What day of the week will it be tomorrow?
– What day of the week will the day after tomorrow be?
– What seasons do you know? Name it.
- How many months are there in a year? Name it.
– Name the parts of the day. Name it.
– We completed Baba Yaga’s task. Baba Yaga gave a ball and sent the Tsarevich to Kikimora. She has a map. The ball rolled, and the Tsarevich followed it. The ball rolled towards the swamp. And Kikimora appeared in front of the Tsarevich. She listened to the Tsarevich and decided to help, and in order to get the card, she had to complete her task.
- Let's help Ivan Tsarevich. In front of you are pencils and paper. Get ready to listen to the task and draw (graphic dictation):
draw a red triangle in the upper left corner;
draw a green square in the lower right corner;
draw a black oval in the center;
draw a blue rectangle in the lower left corner;
Draw a yellow circle in the upper right corner.
- Now let's check. What geometric figure did Vanya draw in the lower right corner? Where did Sofia draw the yellow circle?
– In what corner did Andrey draw the oval?
– What figures did we not draw? (Rhombus, trapezoid). Tell us about them.
“We completed the task, and Kikimora gave a map to Ivan Tsarevich, so we can move on.” The ball rolled further and brought Ivan Tsarevich into the fairy-tale forest.
- So we found ourselves in a fairy forest. Miracles happen in the forest. The forest dwellers have prepared a task.
- How many ears do two mice have? (4) Why?
– How many bellies do 5 hippos have? (5)
– Birds were flying over the river: a pigeon, a pike, two tits? How many birds? (3) Why?
– How many hooves does a horse have when the horse lies in the grass? (4) Explain.
– How many houses do 100 ants have?
– How many times a year does Ivan Tsarevich have a birthday? And you?
– The inhabitants of the forest advised us to gain strength to move on.
Physical education minute
Ivan Tsarevich once bent over, straightened up,
Two - he bent down, straightened up, spread his arms to the sides, and walked,
went, followed the Princess into the wilderness of the forest,
Suddenly he saw a tree stump, sat down quietly and dozed off.
Educator: Children, open your eyes, you see, there is a castle in front of us. Here is the entrance to the castle.
The door behind which the Princess is hidden is littered with stones. To enter the castle you need to dismantle the stones. Roma will sort it out at the board, and we will help him at the tables. Here is a number series from 1 to 10. Everyone got ready and started working.
– name a number greater than 2 by 1 (3)
– smallest number (1), largest (10)
– a number that is less than 7 by 1 (6)
– name the neighbors of the number 6 (5 and 7)
– show a number greater than 3 by 1.(4)
– name the neighbors of the number 9. (8 and 10)
Educator: Well done, we cleared the door to the castle of stones. But we can’t enter, we need to complete one more task, if everything is done correctly, the door will open. Ivan Tsarevich dropped the crystal key to the ground, and it may have broken and been lost.
Guys, in order for us to find the key, we need to collect it. (from Cuisenaire sticks.)
- Well done. And now you and I will insert the key into the lock and free the Princess.
(Children insert the key into the lock and open the gate) The heroes of the fairy tale come out, thank the children for their help and “give” the children coloring books. Fairy-tale characters say goodbye to children.
Educator: Now it’s time for us to return to kindergarten. Close your eyes and start counting from 1 to 5.
(Children count in chorus)
Here we are in kindergarten.
We've been in a fairy tale
We learned a lot
We returned back
Kindergarten We are very happy.
3. Final part.
– Where did we travel today, guys?
- What did you like?
– What would you like to wish our guests?
2nd version of the GCD summary for FEMP in the senior group according to the standards of the Federal State Educational Standard “Journey to a Fairy Tale. Ordinal counting up to 10"
Comprehensive program “From birth to school” edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva.
Age group: older
Topic: “Journey into a fairy tale. Ordinal counting up to 10"
Presenter educational field: educational
Goal: to create conditions for consolidating ordinal counting up to 10.
Tasks:
Educational: to promote the accumulation of skills to count to 10 and back, the ability to correlate the number of objects with a number; knowledge of geometric figures; names of the days of the week and their sequence.
Developmental: develop social skills, the ability to work in a group, in pairs; find a solution and draw conclusions.
Educational: to cultivate restraint, perseverance, goodwill, feelings of mutual assistance, and the desire to help.
Types of children's activities: gaming, productive, musical and artistic.
Forms of organization: frontal, individual, group, pair work.
Implementation form: use of manuals, musical accompaniment, demonstration of illustrative aids;
searching and problematic questions for children, encouragement, explanation, leading to a conclusion;
creation of play motivation, surprise moment, games, children's active activities, comparison, comparison.
Equipment: flying carpet, fairy-tale music, geometric figures, Goblin toy, “boards” with numbers, illustrations with fairy-tale characters, dress model.
GCD move
Introductory part
The children and the teacher stand in a circle. Creating gaming motivation.
Educator: Guys, our group received a letter from a sorceress. The Good Fairy invites us to go to fabulous trip on Thursday and encloses a map with the letter.
- Guys, what day of the week is today? (Thursday.) So it’s time for us to hit the road.
- But first, tell me, how many days are there in a week? (7)
- Guys, name the days of the week in order. (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.)
- What a day the week goes by after Tuesday? Thursday? Saturday? (Wednesday, Friday, Sunday.)
– What day of the week comes before Tuesday? environment? Sunday? (Monday, Tuesday, Saturday.)
– What day of the week is between Wednesday and Friday? Saturday and Monday? (Thursday, Sunday.)
Preparing for a trip to a fairyland - choosing magical transport.
Educator: Well done! And what will we use to go to a fairyland (Bus, train, plane.) Guys, remember, if we are going to a fairyland, then our transport should also be fabulous and extraordinary. Do you want to fly on a magic carpet? (Yes.)
Correlation of numbers.
-Then take your tickets. Now we take seats on the magic carpet in accordance with the number on the ticket and the number on the seats in our transport.
Main part
Travel to a fairyland according to the map.
Station "Geometric Shapes"
- Guys, we are flying to a fairyland, what fairy tales do you know? (Children name their favorite fairy tales.)
– Look, we find ourselves in a clearing of geometric shapes! You see, all the figures are mixed up. By what criteria can these figures be divided? And what groups can they be divided into? (By color, by shape, by size.)
- Guys, let's divide into three teams: the first team will collect red pieces, the second is yellow, the third is blue. How else can we make out the figures? (By shape, size). Now take it apart according to the form. Well done! And now in size. (Independent work of children).
– So, how many groups did you have? (3)
– Name them. (By shape, by color, by size.)
- Well done! They put the clearing in order. Go ahead!
Station "Bridge Repair"
- Guys, look, there is a river in front of us, and the bridge has been dismantled. Let's repair it. Each board has a number. In order for our bridge to be strong, the boards with numbers must be folded in order, from 1 to 10. (Independent work for children).
- Let's check. Count the boards in order. Did you miss anything? (No) Now count backwards.
– Tell me what number comes before the numbers 6, 8, 10? (5, 7, 9.)
– What are the neighbors of the numbers 4, 6, 9? (3 – 5, 5 – 7, 8 – 10.)
Well done, you did everything right!
Station "Forest Thicket"
- Guys, who is this sitting in the green thicket on a stump? (Leshy.)
-What is he like? (Sad.) Something must have happened to him. Look, he has an envelope in his hands, let's see what's in there. (Children open the envelope and see cards with dots and numbers.) What do you think happened to the goblin (He doesn’t know the numbers, he can’t draw a picture) Guys, can you help him complete the task. ( individual work by cards). What did Leshy want to draw, but couldn’t? (Mushroom)
- Well done, you helped Leshy! He tells us Thanks a lot. It's time to move on!
Station "Fairytale City"
- Guys, we have come to a fairy-tale city. Who lives here? (Malvina, Pinocchio, Pierrot)
Let's show our heroes how we know how to relax.
Dynamic pause: “Pinocchio stretched”
- What are they doing? (sitting at the table, writing, drawing)
- No, they solve problems. Shall we help them? (Yes)
Malvina:
The hedgehog brought three apples from the garden,
He gave the most rosy thing to Belka!
Belka happily received the gift.
Count the apples in the Hedgehog's plate. (2)
Pinocchio:
Five crows sat on the roof,
Two more arrived to them.
Answer quickly and boldly!
How many of them arrived? (7)
Piero:
Six funny little bears
They rush into the forest for raspberries.
But one kid is tired,
I fell behind my comrades.
Now find the answer:
How many bears are there ahead? (5)
- Well done!
Malvina invites you to the table. We sit at tables in pairs according to the numbers on the tickets. (Children sit down.) Malvina really loves beautiful dresses. Let's draw her Nice dress and we'll give it away.
Independent work at tables, in pairs.
Final part:
- Guys, our journey has come to an end. It's time to go home.
– Did you enjoy the trip? What did you like? What difficulties did you encounter along the way? Today you were friendly, you helped fairy-tale heroes cope with tasks. Say goodbye to your friends. It's time for us to return home.
(Children with a teacher board a magic carpet and fly home.)
Consolidating and developing class for children of the senior group of kindergarten.
The lesson is intended for kindergarten teachers working under the program “Mathematical Steps” by E. V. Kolesnikova.
Summary of a lesson on the formation of elementary mathematical concepts in the senior group “An Unusual Journey.”
Goals:
consolidation
Names of geometric shapes;
Number row up to 7;
Knowledge of numbers;
Counting and counting within 7;
Skills for solving simple problems;
development
Attention, observation, intelligence and logic;
Skills in using substitutes;
Feature extraction skills;
Equipment: visual aids(geometric shapes, posters with images of animals made from geometric shapes, a poster with two drawings (find the differences), illustrations for the task “Name opposite word"), attributes for the game "Garages", the game "Animals on the tracks", magnetic numbers, magnetic board.
Progress of the lesson:
Guys, we meet a lot of interesting and unusual things in our classes. Today we will go with you to the land of Mathematics. You are ready? Then our train departs...
Children line up in a “train” and move to the first “station” to the music.
The first city we came to is the City of Geometric Shapes.
Amazing people live in this city. To see them, you need to solve riddles:
1. 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)
2. He has 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)
3. Three corners, three sides
Can be of different lengths.
If you stand in the corners
Then you’ll quickly jump up yourself. (triangle)
4. I am like a circle, almost like him,
But they will be flattened on both sides. (oval)
5. My angles are right
Just like a square.
But the length is on both sides
Different, guys.
Every schoolchild knows me.
And my name is... (rectangle)
While solving riddles, the teacher places images of geometric shapes on a magnetic board.
So we met our friends. But we can meet them not only in the country of Mathematics, but also everywhere we go. Let's look at them carefully and say what these figures look like.
Game “What does the figure look like”
You guys know that you can build a lot of interesting things from geometric shapes. Look at the poster and tell me what geometric shapes these drawings are made of?
Analysis of a drawing of geometric shapes.
Children form a “train” and move to the next “station” to the music.
We found ourselves in the City of Numbers. Do you know the numbers? We'll check this now.
Riddles (read in random order. When guessing, a number is placed on the board in random order):
A number like the letter O
But it doesn't mean anything. (0)
Two hares sat near the house in the morning
And together a funny song sang.
One ran away, and the second looked after
How many hares are there near the houses? (1)
A puppy is sitting on the porch
Warms his fluffy side.
Another one came running
And sat down next to him.
How many puppies are there? (2)
Will not go without orders
Neither the conductor nor the driver.
People look into both eyes
What time is the traffic light? (3)
I'm drawing a cat's house
Three windows, a door with a porch.
There is also a window at the top so that it is not dark.
Count the windows
In the cat's house. (4)
There are tubs against the wall
Each one contains exactly a frog.
If there were five tubs
How many frogs were there in them? (5)
The mother rabbit lost her babies.
And the little rabbits lie and are silent.
One is behind the willow tree,
Two - behind the broom,
One is under the leaf,
Two are under a bush.
How to find children quickly
Does mom have a little more than 5 of them? (6)
How many notes and days of the week
And a rainbow of colors?
And, I hope, give a name
You're ready for this number! (7)
Well done! Now look, are our numbers correct? (No)
Who can put them correctly?
Children lay out a number series (0-7)
The numbers are so fidgety! They are constantly confused. Help me guys put them correctly.
Game "Digit Lost"(the cards have two numbers with a space between them. A variant of the game “Neighbors”).
Well done! Everyone entered the numbers correctly. Let's play the game now.
Physical education lesson “Garages and cars”
Progress: signs with numbers from 1 to 7 are placed around the group. Children are given cards with circles 1-7. The child must count the circles on the card and “go” to the garage, indicated by the number of circles. The game is played several times with changing cards.
Guys, while we were playing with you, we approached another city.
And it's called the City of Errors.
It was called that because very cunning and, at times, difficult questions. You need to be very careful and not get distracted.
And the first person we met was an artist. He wanted to draw two identical pictures, but he got something wrong. Let's help him.
Finding differences in two drawings.
The artist thanks you and decided to give you his paintings. They are with a secret.
Each of them contains words with opposite meanings.
Try to find them.
Game "Name the opposite word."
Well done! Now we can return home. But along the way we will help the animals who cannot line up on the path. Let's help them.
Game "Animals on the tracks"
(Children must replace geometric shapes with images of animals according to the schematic map.)
Here we are at home. Did you like our trip? Where have we been and what have we done? (children’s answers, summing up the lesson)
Summary of the final lesson on the formation of elementary mathematical concepts in the senior group “Hare and Mishutka”
Program content:
Reinforce quantitative and ordinal counting within 10 with children;
Strengthen your knowledge of geometric shapes;
Practice equalizing two numbers in two ways;
Practice dividing a square into 4 parts in a straight line and diagonally;
Practice orientation on a sheet of paper;
Reinforce knowledge of the parts of the day;
Reinforce knowledge of the days of the week;
Exercise children in naming the “neighbors” of a number;
Practice orientation on a limited plane;
Practice matching the numbers to the number of objects.
Develop logical thinking and interest in mathematics.
Foster mutual assistance and mutual control.
Material:
Pencil case with numbers; cards with 2 free stripes; set of geometric shapes; counting material; square of paper; paper; cards with numbers, sets of toys and objects; toys: Hare and Bear.
Progress of the lesson:
Guys, today our friend Bunny, whom we went to for his birthday, came to visit us. Remember? And he came with his friend Mishutka. It turns out that a dispute arose between them. The little hare persuades him to go with him to the forest school, and Mishutka claims that school is uninteresting, boring, and he will get tired. So the Little Bunny decided to show him how we easily cope with various tasks in our garden, how interesting it is for us. Shall we show? /Yes/.
Educator:
Now, guys, come to the tables and be careful. The one who completes my task will sit:
Name the days of the week - 1st child;
Name the parts of the day - 2nd child;
Name the next number for the 5th, 7th, 9th - 3rd, 4th, 5th child;
Name the neighbors of the numbers “6”, “4”, “3” - 6th, 7th, 8th child;
Count from 1 to 10;
Count from 10 to 1.
Well done, everyone did a great job.
Educator:
Now, please, take a card with 2 free stripes and complete the task: put 4 Christmas trees on the top strip, and 1 less mushroom on the bottom strip, insert the corresponding numbers from the pencil case into them. Now align the Christmas trees and mushrooms so that they are equal. /2 answers: remove 1 Christmas tree and add one mushroom/.
Well done.
Educator: Now take a sheet of paper and listen carefully to the task:
Place 4 squares in the upper left corner;
There are 7 ovals in the upper right corner;
In the lower left corner - 6 circles;
In the lower right corner - 8 triangles;
In the middle - 1 trapezoid.
Now check each other’s completed task and tell us how the pieces should have been placed.
Educator:
Guys, on the edge of the table you have a card with a number. Take it, get up, walk around the group and find toys or objects that match your number.
Well done guys, we found everything, now come closer standing child and check that your choice is correct.
Leave the card next to the objects and please come to the “clearing” to rest.
Physical exercise “One, two, three, four, five!”
One two three four five!
We can all count
We also know how to relax.
Let's put our hands behind our backs.
Let's raise our heads higher
And let’s breathe easily...
One, two! - head up,
Three, four - arms wider.
Five, six - sit down quietly.
One - get up, pull yourself up,
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 quietly at the table.
Educator:
Guys, while we were resting, Mishutka gave us another task and thinks that we won’t be able to complete it. Take paper square and think about how it can be divided into several parts, what geometric shapes can be obtained? Whoever guessed it can complete the task.
Vadim, what did you do? / “I bent the square in half along a straight line and in half again, it turned out 4 squares.”/.
And you, Georgy, what and how much did you get?
/"I divided the square 2 times diagonally, and I got 4 triangles"/.
Educator:
Look, Mishutka, how quick-witted and smart our children are, how they tried to quickly complete the task, and were not at all tired. Really, guys?
Mishutka:
Now I have seen for myself how interesting and exciting it is to complete tasks. I will definitely go to forest school on September 1st with the Little Hare. Thanks guys.
Bunny:
Guys, I was sure that you would not let me down, and I turned out to be right in our dispute with Mishutka. For this I brought you a treat.
About everything in the world:
In 1930, the film “The Rogue Song,” about the kidnapping of a girl in the Caucasus Mountains, was released in America. Actors Stan Laurel, Lawrence Tibbett and Oliver Hardy played local crooks in this film. Surprisingly, these actors are very similar to the characters...
Section materials
Lessons for the younger group:
Classes for the middle group.