No. 1 named after. M. Gorky"
A collection of games aimed at developing “elementary mathematical concepts” for children aged 2–3 years.
The collection is intended for preschool teachers.
Krasnoyarsk
The collection is compiled in accordance with federal state requirements for the structure of the basic general education program of preschool education.
Compiled by Vshivkov. V.V., Bueva. E.I., Filatova. T. Yu.
Collection of tasks for younger preschoolers.
Krasnoyarsk 2013
annotation
The methodological development is a collection of plot-based role-playing games, which includes games aimed at developing elementary mathematical concepts in children of early preschool age. These games can be played in all preschool educational institutions. The collection is intended for teachers of preschool educational institutions, students of pedagogical colleges and students of pedagogical universities.
Abstract……………………………………………………….1
Maintaining………………………………………………………3
Games…………………………………………………………………………………..5
“Mother’s Daughters” ……………………………………………………
"Guests" ………………………………………………………………
“Builders”………………………………………………………
"Supermarket" ……………………………………………………...
Conclusion …………………………………………………………
Bibliography…………………………………
Introduction:
Play is a special form of social life for preschool children, in which they unite at will, act independently, realize their plans, and explore the world. Independent play activities contribute to the physical and mental development of each child, the education of moral and volitional qualities, and creative abilities. The game is the best way to train certain skills. After all, in the game, children must learn to independently organize various games, negotiate, distribute roles, play together, and follow the established rules. Role-playing games for preschool children play a big role in the formation of the child’s personality, the development of his thinking and logic. Therefore, it is better to form elementary mathematical concepts through a role-playing game.
In independence and in living together with adults, a new type of activity is born - role-playing game, in which the child takes on the role of an adult and, reproducing his life, activities and relationships with other people, thereby living a common life with him and writing. Through the content of the game, the child joins the life of adults.
Role-playing game is the main type of game for a preschool child. In the game there is no direct dependence of the child on the adult; in it he gains greater independence than in educational and work activities. However, forms of play activity are learned by children under the guidance of adults, and this process begins very early. The content of the game is of great importance, during which the child’s personality is formed, qualities such as kindness, caring, politeness, love of work, and respect for working people are cultivated.
It is early age that is unique and decisive for all subsequent mental, physical, speech and emotional development of the child. This is the period of formation of functional systems, the formation of higher cortical functions as a result of the child’s interaction with the environment, which occurs especially intensively in the first three years of life. During this period, the brain's ability to receive
signals from the outside world, process and store information, processes of perception, visual-effective and visual-figurative thinking, memory, memory, attention are formed, which creates the basis for further mental development. Therefore, deviations in motor, mental, speech and emotional development, which appear already at an early age.
Researchers consider a child normal under the following conditions:
When her level of development corresponds to that of the majority of children of her age or older, taking into account the conditions of development of the society of which she is a member;
When a child develops in his own natural way, which contributes to the development of his individual qualities, abilities and capabilities, overcoming possible negative influences from his own body and environment;
When a child develops in accordance with the requirements of society, which determines both the intellectual elite's forms of behavior and the further prospects for its adequate creative social functioning in the period of maturity (L. Pozhar).
In the third year of life, children become more independent. Subject activity and situational business communication between a child and an adult continue to develop; perception, speech, initial forms of voluntary behavior, games, visual and effective thinking are improved. The game is procedural in nature, the main thing in it is action. They are performed with game items that are close to reality. They learn to perform all actions with objects through role-playing game.
By the end of training in a preschool institution, a young child should have formed elementary mathematical concepts, namely: shape; color; quantity; size; orientation in space.
Quantity - involve children in forming groups of homogeneous objects. Learn to distinguish the number of objects: many - one (one - many).
Magnitude– attract children’s attention to objects of contrasting sizes.
Form- learn to distinguish objects by shape and name them (cube, brick, ball).
Orientation in space– continue to accumulate children’s experience in the practical development of the surrounding space (group premises and kindergarten area).
Learn to find the bedroom, playroom, washroom and other rooms in the center.
Expand the experience of orientation in parts of your own body (head, face, arms, eyes, ears, legs, back).
Learn to follow the teacher in a certain direction.
Color - learn to distinguish four colors, such as: red, blue, yellow, green.
This collection presents a set of role-playing games that contribute to the formation of elementary mathematical concepts in children of early preschool age. With the help of these games, children learn to act according to the rules and learn to play story games.
In practice, role-playing games were carried out with children of early preschool age. I offer them to your attention:
"Mother's Daughters."
Target: The game is aimed at the formation of elementary mathematical concepts such as: “shape”, “quantity”, “magnitude”.
Tasks: when playing, use the words big; small; square shape; round shape; one; a lot of.
Materials: counter layout; product mockups; cash layout.
There is a buyer in the store. The seller (adult) offers the buyer (child) objects of different sizes: a large watermelon, a small cherry, etc. The buyer (adult) asks the seller (child) to present a product of a given size and shape. The words “big”, “small”, “square-shaped”, “round-shaped” are used.
Methodical techniques:
- use of product dummies.
Use of product pictures.
Using words denoting size, shape, quantity.
Please provide an item “of the same size.”
Please provide the item “of the same shape.”
Please provide a “certain number of items.”
Please indicate the “size of the object with a word.”
“round shape”, “square shape”. The teacher’s speech must correspond to the age characteristics of the child, so that the child can understand what the teacher wants from him. If the child is not involved in the game process, then the teacher can start the game process alone, motivating the child to play with his actions and words.
"Guests"
Target: The game is aimed at the formation of elementary mathematical concepts such as “magnitude”, “quantity”, “color”.
Tasks: when playing, use the words big; small; one; a lot of; yellow; Red color; Blue colour; green color.
Materials: table, chairs, set of dishes, napkins, children's wardrobe.
Didactic possibilities of the game:
In this game there is a host (educator) and a guest (child). An adult offers to play as a guest; you can place toys on chairs at the table, creating a homely atmosphere. An adult offers the child tea (while showing how to properly place the dishes on the table). After which the child is invited to treat the guests to tea. Using words in the game such as: take a red mug, take a big spoon, etc.
Methodical techniques:
Use sets of utensils of different sizes (plates, spoons, forks, mugs).
Using interior items to create home comfort.
Please “pour tea into a big red mug.”
Please “pass me a little yellow spoon.”
Please “serve one plate.”
Please “serve a lot of green plates.”
Please “denote the color of the plate with a word.”
Please “indicate the size of the spoon.”
How to properly arrange dishes for guests, how to arrange napkins correctly. In order for the child to better navigate with objects, the teacher needs to use words such as: small yellow mug, large plate, many spoons. The teacher must explain to the child based on the child’s age characteristics.
Builders.
Target: The game is aimed at the formation of elementary mathematical concepts such as: color, size , form.
Tasks: when playing, use words such as: yellow constructor, green circle, blue square, etc.
Materials: construction set of different types, mat.
Didactic possibilities of the game: in this game the teacher and the child act as builders. The teacher directs the child to the construction plan, offers to build a house of bricks, a bridge, a city. Using words in the game such as: take a red construction set, take a blue square, etc.
Methodical techniques:
Using constructors of different types and from different materials.
Play mat.
Clarification of the teacher and the child, what they will build.
The child’s choice of a certain type of construction set.
Please “give me a square cube”
Please “submit a red round construction set.”
Recommendations: In this game, the teacher takes on the role of guide. He must control the child’s actions and his own actions. With this game, the teacher can not only form elementary ideas, but also develop the child’s thinking. The child can come up with “unusual houses.” In order for elementary mathematical concepts to be formed, the teacher needs to use words such as yellow circle, green square, and name objects with words during the game.
Conclusion
Bibliography:
1) Educational and methodological manual / Scientifically edited. oppression, - Kremenchug: Christian Dawn, 20 p.
2) Educational and methodological manual / Edited by.
Mathematics rightfully occupies a very important place in the preschool education system. She sharpens a child's mind
develops flexibility of thinking, teaches logic.
When we talk about mathematics, the first thing that comes to mind is counting. But the study of mathematics is not limited to this.
Achieve the development of the prerequisites for mathematical thinking simply by studying the concept of number and teaching
conscious counting is impossible, because the subject of mathematics is a broader concept that includes many
directions.
Already from infancy, a child is faced with the need to take into account the size, shape of objects,
correctly navigate in space and time. These are all mathematical concepts.
So, directions for mastering mathematics:
Formation of ideas about shape, size
Study of geometry (solids, figures, point, line, etc.)
Quantity and counting. Operations on sets of objects (comparison, reduction, increase)
Formation of ideas about time
Orientation in space and on a plane
Development of logical thinking
Formation of ideas about numbers and numbers
Mathematics 3-4 years
Program for the development of elementary mathematical concepts of children 3-4 years old.
Quantity and count:
- Acquaintance with the concepts of “ONE” - “MANY”;
Comparison of groups of objects by quantity based on pairing (equal - unequal, more - less);
Formation of ideas about quantity conservation;
Quantitative and ordinal counting up to 5;
Familiarity with numbers 1 - 5, developing the ability to correlate quantities with numbers.
Comparison:
- Comparison of objects by size, color, shape.
Combining objects into groups according to size, color, shape, purpose, identifying the “extra” object from the group.
Comparison of objects by length, width, height using the method of superimposition and application.
Orientation in space:
- Formation of spatial representations: right - left, above - below, in front - behind. For – on – over – under, inside, outside and others.
Vertical, horizontal arrangement of objects.
Learn to distinguish between right and left hands.
Time orientation:
- Formation of temporary representations: morning - evening, day - night.
Parts of the day.
Establishing the sequence of events: earlier, later, simultaneously.
Distinction between concepts: today, tomorrow, yesterday.
Geometric material:
- Introduction to geometric shapes: circle, square, triangle, oval, rectangle.
Introduction to geometric bodies: ball, cube.
Formation of the ability to find objects of the same shape in the environment.
^
Mathematics 3-4 years
Lesson 1
Lesson notes
Topic: Alone. A lot of.
Goal: To learn to find many similar objects in the environment and isolate one object from it.
Objectives: To introduce the concepts of “one”, “many”. Work on the ability to coordinate the numeral “one” with nouns in gender and case. Get acquainted with the concept of “right” and “left” hand. Form spatial concepts (the concepts of “in front of, behind, above”).
Materials: a basket with balls of different colors according to the number of children + 1 ball for the teacher.
During the classes.
1. Children sit on the carpet and play with their fingers to the rhyme “Let's count our fingers.”
1, 2, 3, 4, 5 we will count fingers.
(we bend our fingers)
Here is a fist, and here is a palm.
(Show fist and palm)
A cat sits on your palm and sneaks away slowly,
(The other palm moves along the palm, fingering it)
Maybe a mouse lives there?
The cat is guarding the mouse. Meow!
(Like a cat scratching her palm with her fingers, and quickly hide her hands from the cat at the last word)
2. The teacher has a basket with balls of different colors according to the number of children +1 to the teacher.
What's in my basket? (Balls)
How many balls do I have in the basket? (A lot of)
I'll take one ball. I have one red ball.
Sasha, take the ball. How many balls did you take? What kind of ball do you have? You have one green ball. Repeat. (Hand out all the balls)
How many balls were in the basket? A lot of.
Now how much is left? No one.
There were a lot of balls, we took one at a time, and not a single ball was left.
3. Physical exercise.
Take the ball in your right hand. (The teacher stands facing the children and shows all movements in a mirror image) Transfer the ball to your left hand. Raise the ball above your head. Hide it behind your back. Hold the ball in front of you. Jumping in place with a ball in your hands to the poem:
Girls and boys jumped up and down like balls.
We jumped, got tired, stood up on our toes,
They slowly spun around and sank onto the mat.
4. Let's collect the balls in a basket.
How many balls are there in the basket? (No one)
I will put 1 red ball in the basket.
Sasha, put the ball in the basket. How many balls did you put in?
(Collect all the balls in a basket)
How many balls are there in the basket? (A lot of)
We put one at a time, and there were a lot of them.
5. Game "Peozd".
We were sitting, we were tired,
And now we stand up together.
They stomped their feet,
Hands patted.
We'll assemble a locomotive,
to take us on a visit.
Children move in a group one after another to the song “The locomotive is moving, the locomotive is moving,” with their hands on the shoulders of the person in front. The locomotive “drives up” to a corner of nature.
What items do we have a lot of? Which item is one? (Many cones, one squirrel) Take the one object and place it on the table.
“Drive up” to the construction corner. - What kinds of objects are there a lot? Which one? (Many blue cubes, one red.) Take 1 cube from those that are many and place it on the table.
“Drive up” to the doll corner. There are toys at the table. - How many bears? (One) How many dogs? (One) How many dolls? (One) How many cats? (One) How many toys are there in total? (A lot) Take 1 toy and put it on the table. etc.
“Drive up” to the table. - What's on the table? What are they for? - These are toys, they are needed for that. to play. How many toys are on the table? (A lot of)
What else can you say “many” or “one” about?
6. Lesson summary.
Which game did you like best? You and I counted which items were many and which were one at a time.
^
Games on the topic of the lesson
:
1. With ribbons (movable):
The teacher hands out ribbons to the children. - How many ribbons did I give you and what color? (One red ribbon) Pick up the red ribbons. - How many red ribbons? (Lots of) Raise the blue ribbons. - How many blue ribbons? (A lot) We sat down and hid the ribbons. Ribbons, which I will name, will dance to the music.
The teacher plays a musical fragment, after which the children crouch and hide the ribbons.
And to the music now,
blue (red, green, yellow) ribbons began to dance.
2. Flashlights (movable):
It is carried out similarly to the game with ribbons. - How many flashlights do you have and what color? (One, red) How many flashlights are there? How many red, blue?.. Children raise lanterns of the desired color and spin to the music.
The red sun has set.
It became dark outside.
You guys help us
Light the blue lanterns.
It's morning again.
The lights all went out.
At the end of the words, the children hide the flashlights.
3. Pilots (mobile):
There are paper airplanes of different colors on the chairs. - Take an airplane each. How many airplanes do you have? How many airplanes are there in total? Yellow (blue, red) planes began to land. - How many planes are left to fly? (No one)
^
Worksheet lesson 1
Count and color. Who is there in the picture and who is alone?
Lesson 2
Lesson notes
Topic: Alone. A lot of. Grouping items by size.
Goal: Learn to compare objects by size (by eye).
Objectives: To consolidate the ability to find and make a group of homogeneous objects and select one of them in size and perform an action on them. Clarify knowledge about the concepts “one”, “many”. Teach children to navigate by stripes of different colors.
Materials: Vegetables of large and small sizes, 2 baskets, strips of green and yellow cardboard for each child, red mugs, 5 pieces large and small for each child.
Demonstration material: stripes of 2 colors and red circles of 2 sizes.
During the classes.
1. Children sit on the carpet and play with their fingers to the rhyme “Vegetables.”
Lariska has 2 radishes,
Antoshka has 2 potatoes.
Tomboy Earring has 2 green cucumbers.
And Vovka has 2 carrots,
Moreover, Petka has 2 tailed radishes.
(we bend our fingers for each name)
2.Game “Gather vegetables in baskets”
- Look what's on the table? Name it in one word. Vegetables. - Are the vegetables the same? Big and small. - Let's reap the harvest. We will collect large vegetables in a large basket, and... small ones in a small basket. - Sasha, take a vegetable. What is the name of this vegetable? What size is it? Which basket will you put it in? What size vegetables are in the large basket? In a small basket?
3. Physical exercise. “We’ll go to the garden.”
We'll go to the garden
We'll reap the harvest.
We'll dig up potatoes
We'll drag carrots
We'll cut a head of cabbage
Round, round, very tasty.
Let's pick a little sorrel
And let's go back along the path.
(perform movements according to the text of the poem)
What vegetables did you collect?
4.Riddle.
- Guess the riddle, find the answer in the basket.
Like in our garden
Riddles have grown
Juicy and large,
They're so round.
In summer they turn green,
By autumn they turn red.
Tomatoes.
5.Game "Let's arrange the vegetables in the beds."
Each child has 2 stripes - beds. Let's put strips - beds in front of us. First, take the green strip and place it horizontally. Like this. Show. Now take the yellow stripe and put it under the green one. Like this. Show.
1) We will place one large tomato on the green stripe of the bed. With your left hand, hold the strip by the corner, like this, and with your right hand take a large tomato. Place it on the “bed” on the left, next to your fingers.
We will put a lot of small tomatoes on the yellow stripe. We hold the yellow stripe with our left hand. Take one small tomato and place it on the left, next to your fingers. Now take one more and place it next to it. Place a lot of small tomatoes, laying them out from left to right.
With your left hand we hold the strip tightly and do not let go, and with our right hand we lay it out. - How many tomatoes are there in the green bed? One. - How many small tomatoes are there in the yellow bed? A lot of.
Let's collect all the vegetables in a plate.
2) In another year, the tomatoes grew differently. Place a lot of large tomatoes on the top, green stripe, and one small one on the bottom, yellow stripe.
6. Lesson summary.
Today we learned to find large and small objects and put them on shelves from left to right. - Which game did you like best?
^
Games on the topic of the lesson:
1. “Who is more/less? Name it" (ball game):
The teacher throws the ball, the child names who is more/less and returns the ball back. -Who is bigger, the elephant or the butterfly? (dog or mouse, pencil or book? Etc.)
2. “Who is more/less? Cover with a card" (board game):
The child has a card with pictures of various objects. -Which item is larger? Cover it with a red square.
See examples of cards here.
Cards can be covered with squares cut from colored transparent corner folders, since after closing the pictures, they shine through such a plate and you can see whether the task was completed correctly.
3. “Big Legs” (outdoor game):
Big feet walking down the road
Top, top, top, top.
(Children walk with big steps)
Little feet ran along the path
Top-top-top-top-top-top.
Top-top-top-top-top-top.
(Children stomp in small steps)
4. “Put it in Order” (board game):
Children have a card with empty windows and 5 images of one object of different sizes. (Look here)
Arrange the cards in ascending (or descending) order. Help with questions: - Which is the biggest/smallest? Place it in the first window on the left. Like this. Show. - Which of the remaining pictures is the largest/smallest? Let's put it next to the first one. Etc.
^ OUTDOOR GAMES CAN BE USED AS PHYSICAL ACTIVITIES DURING CLASSES.
Mathematics 3-4 years
Worksheet lesson 2
2. Put large toys in a large box, small ones in a small one. Draw the lines. Color it. 
Lesson 3
Lesson notes
Topic: Alone. A lot of. Grouping objects by color.
Goal: Learn to compare objects by color.
Objectives: To clarify knowledge about the concepts of “one”, “many”.
Strengthen the ability to find and make a group of homogeneous objects and select one from it by color and perform an action on them; learn to agree the numeral one with nouns; Form spatial representations (the concepts of “in front of, behind, on, above”).
Material:
Demo material:
During the classes.
1. Children sit on the carpet and play with their fingers to the rhyme “Fruits.”
1, 2, 3, 4, 5
(Clench and unclench your fists)
We go to the garden to collect
(We bend our fingers, starting with the little finger)
Pears, apples and plums,
Tangerines, oranges.
2.Game “Let’s Harvest.”
On the board there is an apple tree with apples of 3 colors and 2 sizes. - What grew on the apple tree? We will collect the harvest in baskets. - How many red baskets? One. - How many green baskets? One. - How many yellow ones? One. - How much in total? A lot of. (three if one of the children can count) You need to put the apples in the baskets so that each one contains similar apples. If you collect by size, then one basket will be extra. You need to collect apples in baskets according to color.
We will collect red apples in the first basket, green ones in the second, and yellow ones in the third.
Sasha, take one apple. How many apples did you pick? What color is it? You have a big red apple. Repeat.
Which basket will you put this apple in?
Arrange all the apples.
3. Physical exercise.
We'll stomp a little, like this, like this,
We'll clap our hands, like this, like this,
We'll jump a little, like this, like this,
And we’ll sit down on the path, like this, like this.
Children perform movements according to the text of the poem.
4. . Game "Find who is alone"
Find a chair with the same object on it and say what is on it. There are pictures attached to the chairs, paired pictures from the teacher. There are toys on the chairs, for example, 1 nesting doll and a lot of mice. 1 pear and many plates. - Bring the item that is alone on this table. What did you bring? Why did you bring this particular item? There is only one matryoshka doll, so I put it on the table.
5. Game “Where is what?”
What's on the table? Name it in one word. Fruits. I'll put the basket down. Where did I put the basket? On the table. I'll arrange the fruit. Where did I put the pear? Add to cart. Where is the apple? In front of the basket. Where is the orange? Do you see him? Where is he hiding? Behind the basket. Take a banana and put it in the basket. Where did you put the banana? Place a red apple in front of the basket. Where did you put the red apple? Etc.
6. Lesson summary.
Which game did you like best? Today we arranged objects by color and counted where there was one object and where there were many.
^
Games on the topic of the lesson:
1. “Hide the toy” (movable):
The teacher takes the dog and says: “Ball wants to play hide and seek with you. He will hide, and you will look for him. But when you find it, don’t pick it up with your hands, but immediately run to the chair, whoever sits down first will tell you where Sharik is hiding and help him hide next time.”
2. “Pick up toys for the nesting doll” (tabletop):
The children in the box have matryoshka dolls of 4 colors and toy pictures of the same color.
Choose toys for the nesting dolls that are the same color as their dresses.
See sample here.
3. “Hide the ball” (table):
Children have sheets of cardboard of different colors and mugs of the same color.
If we put a red ball on a yellow shelf, it can be clearly seen. And on what shelf should I put the red ball so that it is not visible? (On red.) Hide all the balls.
^ OUTDOOR GAMES CAN BE USED AS PHYSICAL ACTIVITIES DURING CLASSES.
Mathematics 3-4 years
Worksheet lesson 3 
3. Color the ball that lies in front of the cube red,
behind the cube - blue, near the cube - yellow.
Lesson 4
Lesson notes
Topic: Alone. Number and figure one.
Goal: Learn to select one item from a group. Introduce number and number 1.
Objectives: Learn to count one object from a group at a time, learn to navigate on two stripes. Get acquainted with the concepts of “equally”, “same amount”. Repeat the concepts of “top” and “bottom” strip. Learn to form number 1 from two stripes. Length comparison "by eye".
Materials: clothespins, a kitten, pictures of animals from 1 to 5, pictures of balls, handouts: pictures of a dog and a cat for each, strips for laying out.
During the classes.
1. Finger gymnastics. Kitty.
The kitten, the baby, bites painfully.
He thinks it's not a finger, but a mouse.
If you bite, I'll tell you shoo!
(with a clothespin, quietly try to grab the tips of your fingers or simply open and close the clothespin)
2. Learn to highlight one object.
- It’s boring for a kitten to play alone. Let's find those who are alone and introduce them to the kitten so that they can play together. There are pictures on the board with 1 to 5 animals on each. Children choose those pictures that show 1 animal and attach them next to the kitten.
3.Work on the board.
There are 2 stripes on the board. The teacher attaches 1 red circle to the top strip. - How many circles are on the top shelf? One.
The teacher places 1 green circle on the bottom shelf. - How many circles are on the bottom shelf? One. The red circle has a pair. One red and one green circle. They say that the circles are equal or the same number. The teacher adds 1 red circle. And now the circles are equal?
No, 1 red circle does not have a pair. There are more red circles. How to make it equal again? (2 ways)
4. Physical exercise. Let's play hopscotch
Let's play hopscotch
Jump on one leg.
And now a little more
Let's jump on the other leg.
(Jumping on one leg.)
5.Laying out on strips.
Take the strips, place them horizontally one below the other, like this. Show the top strip, the bottom strip. Hold the strip with your left hand. With the right one, place on the top strip as many dogs as I have circles. 1. How many dogs did you put in? Why? Place as many cats on the bottom strip as you have dogs. How many cats did you put in? Why?
6.Introduction to the number 1.
- People came up with a special icon to indicate that you have one item. This icon is called a number. - This is the number “One”. To make the number 1 you need to take 2 strips. Should the strips be the same length? Take a long strip, lay it vertically, like this. Take a short strip and place it diagonally from top to bottom. Like this. The result was number 1. The breeze blew. Blow on the number. The number is broken. Collect the number again.
7. Lesson summary.
- What number did you meet?
Games on the topic of the lesson:
1. Let’s get into pairs (movable):
Children have cards with images of various objects (up to 5).
Place the same number of circles (squares, etc.) as there are objects on the card.
^ OUTDOOR GAMES CAN BE USED AS PHYSICAL ACTIVITIES DURING CLASSES
Lesson 4 worksheet
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Lesson 5
Lesson notes
Topic: Number and figure one. Count to two.
Goal: Learn to count to two.
Objectives: Learn to count one item from a group at a time, learn to lay out counting material on a strip from left to right. Learn to lay out as many items as on the card. Reinforce the concepts of “equally”, “same amount”. Consolidate knowledge of number 1. Learn to form number 1 from two stripes.
Materials: Number one, mushrooms of different types one at a time, mushrooms for counting 2 pieces, squirrels 2, pictures with images from 1 to 5 items.
Handouts: cards with 2 hedgehogs, 3 mushrooms, strips for the game “Collect number 1”.
During the classes.
1. Finger gymnastics. Fingers in the forest.
One two three four five.
(clench and unclench your fists)
The fingers went out for a walk.
(“walking” on the table)
This finger found a mushroom.
I began to clean this finger.
This one cut.
Well, this one just looked!
(extend fingers)
2.Number and figure one.
- What is shown on the board? Mushrooms. - How many mushrooms? A lot of. - How many fly agarics? Boletuses? Boletus mushrooms? Chanterelles? White? (one by one)
Here's number one.
Here is one, or one,
Very thin, like a knitting needle.
3. Firecrackers.
- Now I will show you pictures, if there is only 1 object on the card, we will clap our hands, and if there is more, we will hide our hands behind our backs
4.Fixing the image of the number one.
- Let's make up the number of one of the stripes. Are the stripes the same? One is long, the other is short. Make up the number one.
5. Physical exercise.
We'll go to the woods, they're walking
We'll find the fungus.
In a smart hat, raise your arms to your sides
Light chocolate. and connect your fingers above your head
Don't hide the fungus. Wag your finger.
Under the leaf your side.
The kids need you. Circular movements of the palm.
In the evening for dinner. on the stomach.
6. Count to two.
There is a squirrel on the board. - How many squirrels? One. - Let's treat her to a mushroom. How many mushrooms? One. We have as many mushrooms as squirrels.
Another squirrel came to us. - How many squirrels are there? Two. Are there now as many mushrooms as squirrels or not? How can you get as many mushrooms as squirrels? Add. Now there are equal numbers of squirrels and mushrooms? How many mushrooms are there now? Two and two are the same, equally.
7.Working with individual cards.
Children have cards with 2 hedgehogs on them. - Who is drawn? - How many hedgehogs? Let's put as many mushrooms as there are hedgehogs. - How to do it?
Show your right hand, hide your left hand behind your back. We will hold the card with our left hand, like this, and with our right hand we will lay out the mushrooms from left to right, like this. - How many mushrooms did you put in?
8. Lesson summary.
- What number did you remember collecting today? One.
Who did we treat with mushrooms? Squirrels and hedgehogs. - How many squirrels were there? Hedgehogs?
Which game did you like the most?
Games on the topic of the lesson:
1. "Domino" (tabletop)
2. "Find a pair" (board)
Children have cards with 1 - 2 objects on each. You need to find 2 identical cards or 2 with the same number of objects.
3. “Collect the number” (tabletop)
From the parts, assemble the number 1.
4. “Find out the number by touch” (desktop)
Numbers cut out of velvet or sandpaper are glued to a sheet of cardboard. Children must find the number one by touch.
5. “Let’s collect mushrooms” (movable)
Mushrooms have “grown” in the group: there are cards with pictures of mushrooms in different places. - What mushrooms do you know? Now we will collect mushrooms. Everyone will take only one mushroom, which I will name.
One, two, three, collect fly agarics. - How many fly agarics do you have? One. Let's put it in the basket. - How many fly agaric mushrooms did you get? A lot of.
One, two, three, collect the chanterelles.
One, two, three, collect the porcini mushrooms.
One, two, three, collect the boletus.
6. "Drying mushrooms." (desktop)
- How to preserve mushrooms for the winter? Dry, salt. We will dry and collect only edible mushrooms on a string.
Children have cards with mushrooms and a colored cord. Children must collect all the cards on a string, leaving the fly agaric on the table.
^
OUTDOOR GAMES CAN BE USED AS PHYSICAL ACTIVITIES DURING CLASSES.
Lesson 6
Lesson notes
Topic: Counting to two. Number 2.
Goal: Introduce the number 2. Strengthen the count to two.
Objectives: Learn to lay out counting material on a strip from left to right. Learn to compare collections of objects by making pairs.
Reinforce the concepts of “equally”, “same amount”. Strengthen the ability to identify the right and left hand. Learn to alternate objects.
Materials: Boxes with numbers one, two. Images of kittens, puppies, 4 fish.
Handout: Bows for display and cards with two kittens. Bows for the game “Bows” for each child are red and blue.
1. Riddle about a kitten.
The muzzle is mustachioed,
Striped fur coat,
Washing frequently
But I don’t know about water.
Attach 1 kitten to the board.
1 more kitten came running. How many kittens are there now? Two.
2. Introducing the number 2.
Grandmother sent the kittens a treat. The teacher has 2 boxes. One has the number 1 on it, the other has 2. There is 1 fish in one box, two in the other. One kitten is crying. Why? He is offended that he has 1 fish.
How can I make it equal? Add 1 fish. Equally now? Let's count 2 for one kitten, 2 for the other. 2 and 2 – equally.
Adults came up with special icons - numbers. You can look at them and find out how many fish are in the box. You already know this number. What is it called? And this is the number two.
3. Finger gymnastics.
Show me your palm, I’ll tell you about the cat.
One two three four five.
Here is a fist, and here is a palm.
A cat sat on the path
And sneaks away slowly
Maybe a mouse lives there?
The cat is guarding the mouse. Meow!
4. Reinforcing the concept of “the same amount.”
Look at the picture. How many kittens? Kittens love to play. Place as many bows as kittens. How many bows did you put?
5. Physical exercise.
This handle is right, this handle is left.
I press the ball, I do exercises.
The right will be strong, the left will be strong,
My hands will be strong and skillful.
6. Game "Bows".
Take the red bow in your right hand and the blue one in your left. Lift the bows up, hide them behind your back, and stretch them forward.
How many bows are in your right hand? One. How much is in your left hand? One. Take the bows in one hand. How many bows are there in total? One and one is two. How many bows do you have? Two. Hide 1 bow. How many bows are left? One. Show the bows again. How many bows do you have?
7. Alternation of objects.
Kittens are friends with puppies. They are still small and do not understand why adult cats and dogs quarrel. They love to dance in circles. Let's make a round dance. The teacher lays out first the kitten, then the puppy, then the kitten again, then the puppy, the children continue in the given order.
Lesson summary:.
What new number did you find out? What games did you play? Which game did you like the most?
Lesson 7
Lesson notes
Topic: Counting to two. Circle.
Purpose: To introduce the geometric figure - the circle.
Materials: 2 squirrels, 2 bunnies for a typesetting canvas, a circle for getting to know the shape, circles for drawing round objects.
Handout: cards with cars, 3-5 circles for each person for laying out, large circles for studying the shape.
1. Finger gymnastics. Thumb-boy, where have you been?
Boy - finger, where have you been?
I wandered through the forest for a long time.
I met a bear, a wolf,
a bunny, a hedgehog with needles,
met a squirrel, a fox,
met a moose and a titmouse,
He gave gifts to everyone,
everyone thanked me.
(we bend our fingers when listing)
Who did the finger meet in the forest? What are all these animals called? Wild.
2. Comparison of groups of objects.
Guess the riddle.
Who deftly jumps along the branches and flies up into the oak trees?
Who hides nuts in a hollow and dries mushrooms for the winter? Squirrel.
And here are the squirrels. How fluffy. How many squirrels came to visit us? 2
And who is this?
Gray in summer and white in winter. Bunny.
How many bunnies? Two. Are our bunnies and squirrels the same? Every squirrel has a pair. That means they are equal. Two and two are the same, there are as many squirrels as bunnies.
Close your eyes. The teacher removes one squirrel. Open your eyes. What changed? And now there are equal numbers of squirrels and bunnies? Who is there more? How to make it equal again? One way is to add the missing squirrel. Two and two are equal again.
Close your eyes again. The teacher cleans up the bunny. What changed? Are there now equal numbers of squirrels and bunnies? Who is there more? How to make it equal again? The bunny ran into the forest and will not return. We need to remove one squirrel. One and one - equally, equally.
3. Reinforcing the concept of “the same amount.”
Laying out. What is shown on the card? Cars. How many cars? Two. Put as many wheels as cars. How many wheels did you put in? Why?
4.Introduction to the circle.
Getting to know the circle.
What shape does the wheel resemble? To the circle. So a circle came to visit us.
Hello guys. You recognized me? I am a circle. I really like to roll along the path. I have no corners, so I can quickly roll to where I want.
Take one circle at a time. Try to ride it. Are they rolling in circles? Show your left hand - this handle is left, press the circle with your left hand to the table. Draw a circle around the edge with the fingers of your right hand. Did you find any corners? There is none of them. This is a circle.
5. Physical exercise. Bubble.
Blow up the bubble
swell big
don't burst out.
6. Dreamers.
What objects does a circle resemble?
Now I will draw a circle to the object, and you tell me what happened. The teacher completes the circles, and the children name, for example, a clock, a sun, a balloon, etc.
Now you take a card with a circle and draw it yourself to some object.
7. Lesson summary.
What games did you play? Which game did you like the most?
^
Games on the topic of the lesson
:
1. Rubber band (movable):
Children stand in a circle and pick up an elastic band, the ends of which are sewn together. Task: use an elastic band to show a large circle, a small one. You can depict any geometric figure.
2. Put the same amount (tabletop):
Children have cards with images of various objects (up to 5). Assignment: put the same number of circles (squares, etc.) as there are objects on the card.
3. Geometric Lotto. (desktop)
There is a circle on the large card. Task: find all the cards with round-shaped objects and put them in the “windows”.
4. Geometric mosaic. (desktop)
Children have cards with a picture of some object made from geometric shapes. Assignment: choose from a set of geometric shapes the ones needed to create a given picture and add them together.
Option 1: put geometric shapes on the card,
Option 2: Post the same image as on the card yourself.
Option 3: remember and post the image of the object from memory.
^
OUTDOOR GAMES CAN BE USED AS PHYSICAL ACTIVITIES DURING CLASSES.
Lesson 8
Lesson notes
Topic: Counting to two. Ball.
Purpose: To introduce the geometric body - the ball.
Materials: pictures depicting 1 and 2 objects, houses with numbers 1 and 2, objects shaped like a circle and a ball, a tray, a ball and a circle.
Handout: cards with 1 and 2 objects to play for each person.
1. Finger gymnastics.
(clench and unclench your fingers)
You and I made a snowball.
(“making” a snowball)
Round, strong, very smooth,
(show)
But not at all sweet.
(show palms)
Once - we'll throw, 2 we'll catch,
3 will be dropped and broken.
2. Numbers one and two.
This number is like a spoke,
A very thin girl. (1)
The figure arches his neck,
The tail is dragging behind her. (2)
3. Numbers one and two.
Guess the riddle, find out the number.
This number is like a spoke,
A very thin girl. (1)
The figure arches his neck,
The tail is dragging behind her. (2)
4.Count to two
There are 2 houses on the board. On one there is the number 1, on the other - 2. The children have cards with objects of 1 and 2. Place the animals in your house. If there is 1 item on the card, then go to the house with the number 1, and if there is 2, then to the house with the number 2.
5. Physical exercise.
We were sitting, we were tired, and now we stood up together.
They stamped their feet and clapped their hands.
And now all the boys were bouncing like balls.
And now all the girls were jumping up and down like squirrels.
And now we have circled and landed in place.
6.Introduction to the ball.
Hello guys, do you recognize me? Circle. I have a friend. Here he is. Do you know what his name is? Ball. My friend and I are very similar. Who is attentive, tell me how we are similar? How are we different?
The teacher has a tray with objects. If the object has the shape of a ball, put it on a plate near the ball, and if the shape is more like a circle, then next to the circle.
7. Lesson summary.
What numbers do you remember? What geometric body did you meet? What games did you play? Which game did you like the most?
Lesson 9
Lesson notes
Topic: Counting to two. Long short.
Purpose: To introduce the concepts of “long” and “short”. Learn to compare by length using the application method (overlay)
Tasks: To consolidate counting to two, the ability to correlate numbers 1 and 2 with quantity, to consolidate concepts on the right and left.
Materials: coins with numbers 1 and 2, wallet, small toys.
Handouts: track strips for comparing lengths by overlay, cards with houses, cards with the image of 2 cars with numbers 1 and 2, cards with toys,
1. Finger gymnastics.
(alternately connect the fingertips, according to the text, simultaneously on both hands)
Visiting the big toe
came straight to the house
Index and middle
nameless and last
The little finger itself is a baby
knocked on the threshold.
Together fingers - friends -
They can't live without each other!
2.Lay paths.
Children have stripes-paths and cards with houses. - Are the paths the same? - What is the difference? -Which one is longer? Place one strip on top of the other so that one end matches. Let's put a long path between the red and blue houses, and a short path between the yellow and green houses. -Where is the path longer at the top or at the bottom? Place the car on a long path. - What color is the house to the right of it? Left? Place the car on a short path. - What color is the house to the right of it? Left?
3. Physical exercise.
On the street of our car, car,
Small cars, big cars.
Trucks hurry, cars snort,
They are in a hurry, rushing, as if they were alive.
Hey cars, full speed ahead.
I am an exemplary pedestrian.
I don't like to rush
I'll make way for you.
4. Place passengers in cars.
The children have cards with cars. On one machine there is written the number 1, on the other - 2 and cards with the image of 1 and 2 toys. - We will put one toy in the machine with the number 1, and two - with the number 2. Find the machine with the number 1. Put one toy in this machine.
5.Shop.
The teacher has coins with numbers 1 and 2 in his wallet. Children take turns taking coins out of their wallet and “buying” the number of toys indicated by the number.
6. Lesson summary.
What numbers did you remember? - What games did you play? - How did you compare the tracks? - Which game did you like best?
^
Games on the topic of the lesson:
1. Lay it out by length.
Children have 4 sticks of different lengths. Let's break it down by length.
Find the longest log and place it horizontally, now find the longest remaining log and place it under the first one, etc.
Let's get into pairs (movable):
Children stand in 2 rows opposite each other. One child remains without a partner. Which row has more children? (Boys or girls?) Why? Everyone has a pair, but Lena doesn't have a pair. means there are more boys than girls. Children run away to the music and, when the music ends, stand in 2 rows again. Now who has more girls or boys? The number of children has not changed. Which row has more children? (boys or girls?), etc.
2. Place on plates.
Children have cards with plates. The numbers 1 or 2 are written under the plates. Task: put the required number of candies on each plate. There can be 3, 4 or 5 plates. Under each one you need to write the numbers 1 or 2. You can make the numbers removable and then you can use the same cards when attaching other numbers and counting a different number of items.
3. Collect a picture.
Children have cards with numbers 1 and 2 of different colors, cut into 2 parts. - Collect the numbers. - What are their names?
Lesson 10
Lesson notes
Topic: Counting to three. Orientation in space.
Purpose: To introduce the formation of the number three.
Objectives: Learn to count to three, consolidate the concepts of the same, equal, more, less. Continue to teach how to compare groups of objects based on pairing. Form spatial relationships, consolidate the concepts of for, on, above, under, in.
Materials: characters from the fairy tale “The Three Bears”, 3 pictures of chairs, a toy dog.
Handout: 4 cones and mushrooms per person, 10 mugs.
1.Riddle:
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?
2. Formation of the number 3.
There were bears in the house. Mom, Nastasya Petrovna, and dad, Mikhail Potapovich. How many bears? Let's put the same number of chairs as bears. One for mom and one for dad. How many chairs? Does everyone have a chair? What can we say about bears and chairs? We have the same number of chairs as there are bears, equally divided – two each.
Mishutka came running. How many bears are there? Let's count. How did three bears come to be? There were two, another one came, it became three.
What are more bears or chairs? Why? Mishutka has no stool - there are more bears.
How can I make it equal again? Add a chair or remove one bear. (Mishutka ran for a walk again)
Conclusion: two and two are equal, three and three are equal.
3. Physical exercise. The bear is clubfooted.
A clubfooted bear is walking through the forest,
He collects cones and sings a song.
Suddenly a lump fell right on Mishka’s forehead.
The bear got angry and stomped his foot!
I won't go for a walk in the forest anymore!
I won't go collecting pine cones anymore!
4.Laying out
Place as many cones on the top strip as I clap my hands once. We count. Two. Place the same number of mushrooms on the bottom strip. How many mushrooms did you put in? Why? What can we say about pine cones and mushrooms? There are equal numbers of them. There are as many mushrooms as there are cones. Place another pine cone. How many cones are there? Let's count. (In chorus and individually). And now there are equal numbers of cones and mushrooms? What more? Why? The cone has no pair. There are three cones, and two mushrooms. Three is more than two. How can I make it equal? (2 ways)
5. Game "Hide and Seek"
Teddy bear will hide, and you look,
just don’t shout from your seat,
and speak quietly,
don't point fingers
tell where they found it.
Children close their eyes, and the teacher hides the toy so that the children practice correctly using the prepositions on, above, under, for, in.
6.Game in pairs.
Children are divided into pairs. Each pair has 10 yellow and red circles.
One child puts a certain number of circles, his partner must put the same number of his own.
7. Lesson summary.
What games did you play? Which one did you like best?
The following books were used in preparing the classes:
L.G. Peterson, E.E. Kochemasova Playing game. Practical mathematics course for preschoolers. Guidelines. - M.: "Balass" 2002 (2nd ed.).
V.N. Volchkova, N.V. Stepanova "Development and education of children of primary preschool age. A practical guide for kindergarten teachers." - Voronezh: Shopping Center "Teacher", 2001.
Zemtsova O.N. Smart books 2-3. Numbers and numbers
Zemtsova O.N. Smart books 2-3. Right-left, up-down. Let's orient ourselves in space.
Zemtsova O.N. Smart books 3-4. Right-left, up-down. Orienting ourselves in space
Zemtsova O.N. Smart books 3-4. Numbers and numbers
Second early age group
(from 2 to 3 years)
Quantity. Involve children in forming groups of homogeneous objects. Learn to distinguish the number of objects (one - many).
Magnitude. Draw children's attention to objects of contrasting sizes and their designation in speech (big house - small house, big matryoshka - small matryoshka, big balls - small balls, etc.).
Form. Learn to distinguish objects by shape and name them (cube, brick, ball, etc.).
Orientation in space. Continue to accumulate experience in children’s practical development of the surrounding space (group premises and kindergarten area).
Expand the experience of orientation in parts of your own body (head, face, arms, legs, back).
Learn to follow the teacher in a certain direction.
Junior group
(from 3 to 4 years)
Quantity. Develop the ability to see a common feature of objects in a group (all balls are round, these balls are all red, these balls are all big, etc.).
Learn to form groups of homogeneous objects and isolate individual objects from them; distinguish between the concepts “many”, “one”, “one at a time”, “none”; find one or several identical objects in the environment; understand the question “How much?”; When answering, use the words “many”, “one”, “none”.
Compare two equal (unequal) groups of objects based on mutual comparison of elements (objects). To introduce the techniques of sequential application and application of objects of one group to objects of another; teach to understand the questions: “Is it equal?”, “What is more (less)?”; answer questions using sentences like: “I put a mushroom on each circle. There are more circles, but fewer mushrooms” or “There are as many circles as mushrooms.”
Learn to establish equality between groups of objects that are unequal in number by adding one object or objects to a smaller group or subtracting one object from a larger group.
Magnitude. Compare objects of contrasting and similar sizes; when comparing objects, compare one object with another according to a given size characteristic (length, width, height, size as a whole), using the techniques of superposition and application; denote the result of comparison with words (long - short, identical (equal) in length, wide - narrow, identical (equal) in width, high - low, identical (equal) in height, large - small, identical (equal) in size).
Form. Introduce children to geometric shapes: circle, square, triangle. Learn to examine the shape of these figures using vision and touch.
Orientation in space. Develop the ability to navigate the location of parts of your body and, in accordance with them, distinguish spatial directions from yourself: above - below, in front - behind (behind), right - left. Distinguish between right and left hands.
Time orientation. Learn to navigate contrasting parts of the day: day - night, morning - evening.
Middle group
(from 4 to 5 years)
Quantity and counting. Give children the idea that a set (“many”) can consist of elements of different quality: objects of different colors, sizes, shapes; learn to compare parts of a set, determining their equality or inequality based on pairing objects (without resorting to counting). Introduce expressions into children’s speech: “There are many circles here, some are red, others are blue; there are more red circles than blue ones, and fewer blue circles than red ones” or “there are equal numbers of red and blue circles.”
Learn to count to 5 (based on visualization), using the correct counting techniques: name the numbers in order; correlate each numeral with only one item of the group being counted; relate the last numeral to all counted objects, for example: “One, two, three - only three mugs.” Compare two groups of objects called numbers 1–2, 2–2, 2–3, 3–3, 3–4, 4–4, 4–5, 5–5.
To form ideas about ordinal counting, to learn how to correctly use cardinal and ordinal numbers, to answer the questions “How much?”, “Which one?”, “In which place?”.
Form an idea of equality and inequality of groups based on counting: “Here are one, two bunnies, and here are one, two, three Christmas trees. There are more Christmas trees than bunnies; 3 is more than 2, and 2 is less than 3."
Learn to equalize unequal groups in two ways, adding one (missing) object to a smaller group or removing one (extra) object from a larger group (“To 2 bunnies they added 1 bunnie, there were 3 bunnies and also 3 Christmas trees. There are equal numbers of Christmas trees and bunnies - 3 and 3" or: "There are more Christmas trees (3), and fewer bunnies (2). They removed 1 Christmas tree, there were also 2 of them. There were equal numbers of Christmas trees and bunnies: 2 and 2").
Count items from a larger quantity; lay out, bring a certain number of items in accordance with a sample or a given number within 5 (count out 4 cockerels, bring 3 bunnies).
Based on counting, establish the equality (inequality) of groups of objects in situations where objects in groups are located at different distances from each other, when they differ in size, in the shape of their location in space.
Magnitude. Improve the ability to compare two objects by size (length, width, height), as well as learn to compare two objects by thickness by directly superimposing or applying them to each other; reflect the results of comparison in speech using adjectives (longer - shorter, wider - narrower, higher - lower, thicker - thinner or equal (identical) in length, width, height, thickness).
Learn to compare objects based on two dimensions (the red ribbon is longer and wider than the green one, the yellow scarf is shorter and narrower than the blue one).
Establish dimensional relationships between 3–5 objects of different lengths (width, height), thickness, arrange them in a certain sequence - in descending or increasing order of size. Introduce into children’s active speech concepts denoting the dimensional relationships of objects (this (red) turret is the highest, this (orange) is lower, this (pink) is even lower, and this (yellow) is the lowest," etc. ).
Form. To develop children's understanding of geometric shapes: circle, square, triangle, as well as ball and cube. Learn to identify special features of figures using visual and tactile-motor analyzers (presence or absence of angles, stability, mobility, etc.).
Introduce children to a rectangle, comparing it with a circle, square, triangle. Learn to distinguish and name a rectangle, its elements: angles and sides.
Form the idea that figures can be of different sizes: large - small cube (ball, circle, square, triangle, rectangle).
Learn to correlate the shape of objects with known geometric shapes: plate - circle, scarf - square, ball - ball, window, door - rectangle, etc.
Orientation in space. Develop the ability to determine spatial directions from oneself, move in a given direction (forward - backward, right - left, up - down); denote in words the position of objects in relation to oneself (there is a table in front of me, a door to my right, a window to my left, toys on the shelves behind me).
Introduce spatial relationships: far - close (the house is close, but the birch tree grows far away).
Time orientation. Expand children's understanding of the parts of the day, their characteristic features, sequence (morning - day - evening - night).
Explain the meaning of the words: “yesterday”, “today”, “tomorrow”.
Senior group
(from 5 to 6 years)
Quantity and counting. Learn to create sets (groups of objects) from elements of different quality (objects of different colors, sizes, shapes, purposes; sounds, movements); to break multitudes into parts and reunite them; establish relationships between the whole set and each of its parts, understand that the set is greater than the part, and the part is less than the whole set; compare different parts of a set based on counting and correlating elements (objects) one to one; determine the larger (smaller) part of the set or their equality.
Compare adjacent numbers within 10 based on comparison of specific sets; obtain equality from inequality (inequality from equality) by adding one item to a smaller quantity or removing one item from a larger quantity (“7 is less than 8, if you add one item to 7, there will be 8, equally”, “8 is more than 7; if from 8 If you remove one item, then there will be 7, equally”).
Develop the ability to understand the relationships of adjacent numbers (5< 6 на 1, 6 >5 to 1).
Count out objects from a large quantity according to a pattern and a given number (within 10).
Introduce numbers from 0 to 9.
Introduce ordinal counting within 10, learn to distinguish between the questions “How much?”, “Which?” (“Which one?”) and answer them correctly.
Continue to develop ideas about equality: identify equal numbers in groups consisting of different subjects; correctly generalize numerical values based on counting and comparing groups (here there are 5 cockerels, 5 nesting dolls, 5 cars - all toys equally - 5 each).
Exercise children in understanding that number does not depend on the size of objects, the distance between objects, shape, their location, as well as the direction of counting (from right to left, from left to right, from any object).
Introduce the quantitative composition of numbers from units within 5 on specific material: 5 is one, one more, one more, one more and one more.
Magnitude. Learn to establish dimensional relationships between 5–10 objects of different lengths (height, width) or thickness: systematize objects, arranging them in ascending (descending) order by size; reflect in speech the order of arrangement of objects and the relationship between them in size: “The pink ribbon is the widest, the purple one is a little narrower, the red one is even narrower, but it is wider than the yellow one, and the green one is narrower than yellow and all other ribbons,” etc.
Compare two objects in size (length, width, height) indirectly - using a third (conditional measure) equal to one of the objects being compared.
Develop the eye, the ability to find objects longer (shorter), higher (lower), wider (narrower), thicker (thinner) than the sample and equal to it.
Form the concept that an object (sheet of paper, tape, circle, square, etc.) can be divided into several equal parts (two, four).
Learn to name the parts obtained from division, compare the whole and parts, understand that the whole object is larger than each of its parts, and the part is smaller than the whole.
Form. Introduce children to an oval by comparing it with a circle and a rectangle.
Give an idea of a quadrilateral: lead to the understanding that a square and a rectangle are varieties of a quadrilateral.
To develop geometric vigilance in children: the ability to analyze and compare objects by shape, to find objects of the same and different shapes in the immediate environment: books, paintings, blankets, table tops - rectangular, tray and dish - oval, plates - round, etc.
Develop ideas about how to make another from one form.
Orientation in space. Improve the ability to navigate in the surrounding space; understand the meaning of spatial relationships (above - below, in front (in front) - behind (behind), left - right, between, next to, about); move in a given direction, changing it according to a signal, as well as in accordance with signs indicating the direction of movement (forward, backward, left, right, etc.); determine your location among the surrounding people and objects: “I stand between Olya and Tanya, behind Misha, behind (behind) Katya, in front of Natasha, near Yura”; to indicate in speech the relative position of objects: “To the right of the doll sits a hare, and to the left of the doll stands a horse, behind is a bear, and in front is a car.”
Learn to navigate on a sheet of paper (right - left, top - bottom, middle, corner).
Time orientation. Give children the idea that morning, evening, day and night make up a day.
Teach using specific examples to establish the sequence of various events: what happened earlier (first), what later (then), determine what day is today, what was yesterday, what will be tomorrow.
Preparatory group for school
(6 to 7 years old)
Quantity and counting. 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.
Practice combining, supplementing sets, removing parts or individual parts from a set. Establish relationships between individual parts of a set, as well as the whole set and each of its parts, based on counting, pairing objects, or connecting objects with arrows.
Improve the skills of quantitative and ordinal counting within 10. Introduce counting within 20 without operations on numbers.
Introduce the numbers of the second ten.
To consolidate an understanding of the relationships between numbers in the natural series (7 is more than 6 by 1, and 6 is less than 7 by 1), the ability to increase and decrease each number by 1 (within 10).
Learn to name numbers in forward and reverse order (oral counting), the next and previous number to the one named or indicated by a number, and determine the missing number.
Introduce the composition of numbers within 10.
Learn to decompose a number into two smaller ones and make a larger one from two smaller ones (within 10, on a visual basis).
Introduce coins in denominations of 1, 5, 10 kopecks, 1, 2, 5, 10 rubles (distinguishing, setting and exchanging coins).
Learn to visually compose and solve simple arithmetic problems involving addition (the smaller is added to the larger) and subtraction (the subtracted is less than the remainder); When solving problems, use action signs: plus (+), minus (–) and the equal sign (=).
Divide an object into 2–8 or more equal parts by bending the object (paper, fabric, etc.), as well as using a conventional measure; correctly designate parts of a whole (half, one part of two (one second), two parts of four (two fourths), etc.); establish the ratio of the whole and the part, the size of the parts; find parts of a whole and a whole from known parts.
To develop children’s initial measurement skills. Learn to measure the length, width, height of objects (straight line segments) using a conventional measure (checked paper).
Teach children to measure the volume of liquid and granular substances using a conventional measure.
Give an idea of the weight of objects and how to measure it. Compare the weight of objects (heavier - lighter) by weighing them on your palms. Introduce scales.
Develop the idea that the result of a measurement (length, weight, volume of objects) depends on the size of the conditional measure.
Form. Refine your knowledge of known geometric figures, their elements (vertices, angles, sides) and some of their properties.
Give an idea of a polygon (using the example of a triangle and a quadrilateral), a straight line, a straight segment (no definitions are given).
Learn to recognize figures regardless of their spatial position, depict, arrange on a plane, arrange by size, classify, group by color, shape, size.
Model geometric shapes; make one polygon from several triangles, and one large rectangle from several small squares; from parts of a circle - a circle, from four segments - a quadrangle, from two short segments - one long, etc.; construct figures based on verbal descriptions and listing their characteristic properties; create thematic compositions from figures according to your own ideas.
Analyze the shape of objects as a whole and their individual parts; recreate objects of complex shape from individual parts using contour patterns, descriptions, and presentation.
Orientation in space. Learn to navigate in a limited area (sheet of paper, educational board, notebook page, book, etc.); place objects and their images in the indicated direction, reflect in speech their spatial location (above, below, above, below, left, right, left, right, in the upper left (lower right) corner, in front, behind, between, next to, etc. .).
Introduce the plan, diagram, route, map.
Develop the ability to model spatial relationships between objects in the form of a drawing, plan, diagram.
Learn to “read” the simplest graphic information indicating the spatial relationships of objects and the direction of their movement in space: from left to right, from right to left, from bottom to top, from top to bottom; independently move in space, focusing on conventional designations (signs and symbols).
Polina Elkhova
Formation of elementary mathematical concepts in children 2–3 years old. "A lot is not enough."
Subject: « Much is not enough»
Age: from 2 to 3 years
Integration of educational regions: speech development, social – communicative, cognitive.
Tasks: exercise children group objects by quantity(cognitive development);
Use appropriate adverbs in your speech (speech development)
Promote the development of conversational communication during the lesson (social - communicative development) .
Materials and equipment: 2 dolls, baskets, 5 apples.
Methods and techniques: explanation, questions, didactic game.
Logic of educational activities.
Activities of the teacher Activities of pupils Expected results
The teacher turns to the children and says that the dolls Masha and Tanya came to visit them. The dolls brought apples in baskets. Children listen to the teacher and look at the dolls. Children come into contact with the teacher and get ready for the lesson.
Educator offers children to see what apples the dolls brought and how many. Children approach the teacher and the teacher's dolls. Children accept and follow the teacher's instructions.
The teacher places the baskets on the table and places Masha’s doll’s apples next to her, and the teacher places Tanya’s doll’s apples next to her. The teacher explains to the children that the doll Masha brought 1 apple (points to this apple and says "one" apple, And Tanya the doll brought 4 apples (points to apples, counts them, says “four” apples). The teacher explains to the children that the Masha doll has few apples, and the doll Tanya many apples. The teacher repeats the words with the children a lot of. few. Children watch the actions of the teacher. The words are spoken behind him a lot of, few. Children understand simple form and the content of the teacher’s explanation.
The teacher asks children: "Which doll few apples?» (at Masha's), and which doll has many apples? (at Tanya's). Children answer the teacher's questions. Children understand simple form and content questions from the teacher.
Reflection. The teacher plays the game « Much is not enough» . Hands out cubes of the same size and color to the children and asks children give the doll Masha a few cubes, and the doll Tanya a lot of cubes(shows an example, Masha has one cube « few» , Tanya has 5 cubes « a lot of» . During the game, children perform a task to show the teacher. Children understand and follow the teacher's instructions.
Publications on the topic:
Formation of elementary mathematical concepts in children of the second younger group through didactic games For the mental development of children, their acquisition of mathematical concepts, which actively influence their formation, is essential.
We teach children by playing. Formation of elementary mathematical concepts in children of the second younger group through games Relevance Since in early preschool age, play is the main activity that contributes to the accumulation of a stock of bright ones.
Summary of the lesson on FEMP based on the fairy tale “Geese and Swans” Educational area: “Cognition” Integration of educational areas: “Cognition” (mathematics, “Communication”, “Socialization”, “Physical.
Formation of elementary mathematical concepts in children 3–7 years old in a social welfare institution“Mental work in mathematics lessons is a touchstone of thinking” (V. A. Sukhomlinsky) Mathematics is one of the spheres of culture, interaction.
Formation of elementary mathematical concepts in preschool children using LEGO construction sets Mathematical games “LEGO COUNTING LADDER” (MIDDLE GROUP) Purpose: To identify and experimentally test the formation of mathematical ones.
Formation of elementary mathematical concepts in regime moments Mathematics originated in ancient times from human attempts to comprehend the laws of the universe. Like a great scientist, a child is not interested in counting.
Municipal autonomous educational institution of the city of Rostov-on-Don “School No. 30” (preschool level) CONSULTATION OF NOD according to.