The age of 5-6 years is an important stage in the life of any child. At this time, fantasy, logical thinking begin to actively develop, the arbitrariness of mental processes, self-esteem are formed. Children are very curious, they are interested in causal relationships (why? How? Why?). In kindergarten, systematic preparation for school begins, aimed at development cognitive activity... This is precisely the goal pursued by FEMP classes in the senior group.
Deciphering the concept
FEMP is a name abbreviated to an abbreviation. The full name of the discipline sounds like "the formation of elementary mathematical concepts." The concept arose within the framework of preschool pedagogy. The Federal State Educational Standard indicates the importance of preparing children for the successful mastering of school mathematics, while focusing on their all-round development.
According to modern standards, training should not resemble "drill", blunt coaching. A child should not only be able to count to 10 back and forth, but also analyze information, compare, classify various phenomena, identify general patterns, be smart, and argue his point of view. All this should be taken into account when organizing FEMP classes in the older group. The "From birth to school" program was developed as a guideline for educators.
Approximate program according to the Federal State Educational Standard: senior group
FEMP classes for children 5-6 years old involve the study of the following sections:
- Quantity and counting (direct and reverse counting within 10, ordinal numbers, concepts "less", "equal", "more", the ability to add and subtract the number "one", writing numbers, creating sets according to different criteria).
- Size (comparison of objects in length, height, thickness, width; the ability to divide the whole into parts and determine which is greater).
- Form (repetition of well-known geometric shapes, familiarity with the oval, introduction of the concept of "quadrangle").
- and on a piece of paper (consolidation of the concepts "left-right", "front-back", "top-bottom", "back and forth", prepositions of place).
- Ideas about time (parts of the day, sequence of events: "yesterday-today-tomorrow", "earlier-later").
Requirements for classes
Children get acquainted with mathematical concepts in everyday situations, when communicating with parents, during independent games with didactic material, on a specially organized celebrations... But the leading role belongs to FEMP classes. In the older group, they are held once a week and last 25-30 minutes.
It is very important that classes challenge children positive emotions, were available on the submission of the material. To this end, educators resort to creating game situations... Exciting plots are introduced: travel, competition, treasure hunt, rescue of a character in trouble. Didactic games, all kinds of experiments and experiments are widely used. To maintain cognitive activity, the teacher uses ingenious riddles, creative tasks, creates problem situations that children must solve on their own.
Didactic material
To understand the topic of the FEMP lesson in the older group, cards, pictures, measurements, toys and other attributes help. The child must attach one strip to the other to figure out which is longer; divide the sheet into parts and come to the conclusion that the whole is always greater. Practical work is present at every lesson, therefore, a variety of didactic material is used.
It can be:
- volumetric figures and cards with their image;
- tables with a different number of items;
- small toys, barrels, sticks, geometric figures for counting;
- strips of various lengths and widths;
- pictures depicting different seasons, parts of the day;
- games for orientation in space: maps, labyrinths, room layouts;
- entertaining cubes, Dienesh blocks, Kuisener sticks, Rubik's snakes;
- numerical and geometric lotto, dominoes;
- board games "Number houses", "Collect the picture", etc.
Calendar-thematic planning
Work on the formation of mathematical concepts in children is carried out during school year gradually getting more complicated. First, the material studied in middle group, then new knowledge is given in portions. They systematically return to the topics covered, improve the acquired skills. At the end of the academic year, the turn of the generalizing, testing sessions begins.
An annual plan, which includes monthly distribution of program tasks, helps to manage educational process... Educators develop in advance the goals and topics of FEMP lessons in the senior group. Pomoraeva, in collaboration with Pozina, published a manual designed to help them with this. The structure of classes proposed by them consistently solves all the tasks provided for by the program, skillfully combining them.
FEMP in the senior group: class notes
Pomoraeva and Pozina developed game lesson plans, including, in addition to educational tasks, a description of the necessary didactic material, as well as methodological instructions for the teacher with a detailed list of tasks, exercises and even physical education minutes. This is a useful cheat sheet for young professionals, on the basis of which they can draw up their outline plans.
The authors propose to give up boring education. Interesting tasks for children are offered by Malvina, the wizard and other characters. In the classroom, many visual and practical techniques are used, different organs of perception are involved. For example, a child must put on the table the number of objects corresponding to the drum beats; paint as many tumblers as they see in the picture.
When planning classes, you need to know when to stop. Games should not become an end in itself. From a large number preschoolers get tired of fun, there is no time left for thinking about the problem, explaining their point of view, a short conversation on the topic.
Integrated lesson
Preschoolers perceive the world as a whole. Any material is more firmly assimilated by them if its study involves participation in a communicative, playful, artistic, motional or creative activity... That is why the FSES calls the principle of integration the main one for preschool education.
Outdoor games with numbers, reading poetry, laying out numbers from a mosaic - all this helps the child to feel abstract mathematical concepts. Such elements can be used occasionally by the teacher or form the basis for FEMP in the older group.
More often than not, it is an interesting game with a consistently evolving storyline. At the end, the children will have a happy ending. For example, traveling to the winter forest, children learn about its inhabitants, remember words with the sound "z", solve problems about animals and at the end find a surprise from Santa Claus. A fabulous trip to the city will help you remember the rules road traffic, and will also consolidate knowledge about geometric shapes... The choice of a topic depends on the imagination of the teacher. Children usually take part in such games with pleasure.
Non-standard forms of classes
The use of non-traditional forms of organizing educational activities helps to captivate children with mathematics. These include:
- conversation classes, in which kids learn to exchange information, logically express their opinion and listen to the interlocutor, prove the correctness of their solution to the problem;
- quiz classes, competitions, developing ingenuity and teaching teamwork;
- travel lessons, when children move from point to point, along the way completing tasks and consolidating the material;
- classes involving work with maps, diagrams (treasure search);
- dramatization classes during which mathematical fairy tales are played out.
An open lesson in FEMP in the senior group is also a special form. For employees kindergarten you have to demonstrate your work to the parents of children, colleagues, experts in the framework of a pedagogical competition or certification. The main purpose of open classes is to show the experience accumulated by the educator, the innovative application of various pedagogical methods. It is important that the children receive at the same time the same amount of knowledge and skills that they would receive in a regular lesson.
Analysis of the FEMP lesson in the older group
To see if studying proccess the assigned tasks need control. The analysis of classes can be carried out by a methodologist, a psychologist, a kindergarten manager, colleagues or the teacher himself in order to correct working moments. This allows you to identify problems in time, see which goals have not yet been achieved, in which direction you need more work. The following points are taken into account:
- Time of the lesson, the number of children present.
- Compliance of the methods and techniques used with the tasks set, as well as the age of the children.
- Clarity and completeness of instructions, explanations of the teacher.
- The interest of children, the degree of their activity during the lesson.
- Carrying out work on the development of coherent speech of pupils, the ability to logically substantiate the answer.
- Organization of independent activities for children.
- Application of an individual approach, the use of differentiated tasks.
- Summarizing.
FEMP classes in the senior group should gradually introduce preschoolers into the beautiful world of mathematics. They not only prepare for learning in the first grade, but also develop independent thinking, interest in everything new and the skills of cognitive communication.
Topic: Ordinal count up to 10
Cognitive.
Tasks:
Educational: to contribute to the accumulation of skills to count to 10 and back, the ability to correlate the number of objects with a figure; knowledge of geometric shapes (circle, oval, square, rectangle, triangle), names of days of the week, seasons, months and their sequence. To consolidate the ability to navigate on a piece of paper.
Developing: to develop social skills of 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: playful, productive, musical and artistic.
Forms of organization:
Implementation form: use of benefits, musical accompaniment, demonstration of illustrative manuals, ICT; search engines and problematic issues to children, encouragement, explanation, conclusion; creation of game motivation, vigorous activity of children, comparison, juxtaposition, a surprise moment.
Equipment: fairy-tale music, geometric shapes, cards with numbers, magnetic board, bell, "stones".
Demo material: Drawing of the castle, entrance, littered with stones.
Handout: Cards with numbers, Kuisener's counting sticks, lined sheets, an envelope with geometric shapes, colored pencils, coloring books.
GCD move
1. Organizational moment.
Children join the group to music.
Educator: The bell rang, invited me to gather in the circle!
2. The main part.
Educator: Do you guys 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, a fairy tale is not simple, magical, with mathematical tasks. And to get into a fairy tale you need to close your eyes and say the magic words "1, 2, 3 turn around, find yourself in a fairy tale." We open our eyes. The tale begins.
Once upon a time there was a king. And he had a daughter - a beauty. Once the king left on his royal affairs, and the daughter remained at home. She went out into the garden for a walk, and then the wind blew, picked up the princess and carried her to the far-off kingdom. Ivan Tsarevich got disgusted and went to look for the princess. One day goes by, two go. Comes to the hut on chicken legs. Baba Yaga lives there. Ivan Tsarevich told about his misfortune. Baba Yaga promised to help if Ivan Tsarevich answered her questions.
Listen carefully to the questions of Baba Yaga:
- What day of the week is it today?
- What was the day of the week yesterday?
- What will be the day of the week tomorrow?
- What day of the week will be the day after tomorrow?
- What seasons do you know? Name.
- How many months in a year? Name.
- Name the parts of the day. Name.
- We coped with the task of Baba Yaga. Baba Yaga gave a ball and sent the Tsarevich to Kikimora. She has a map. The ball rolled, and the Tsarevich followed him. The ball rolled to the swamp. And Kikimora appeared before 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. Before you are pencils and paper. Get ready to listen to the assignment and draw (graphic dictation):
in the upper left corner, draw a red triangle;
in the lower right corner, draw a green square;
draw a black oval in the center;
in the lower left corner, draw a blue rectangle;
in the upper right corner, draw a yellow circle.
- And now we'll check. What geometric shape did Vanya draw in the lower right corner? Where did Sofia draw the yellow circle?
- In which corner did Andrei draw an oval?
- What figures did we not draw? (Rhombus, trapezoid). Tell us about them.
- We coped with the task, and Kikimora gave the map to Ivan Tsarevich, you can go further. The ball rolled further and led Ivan Tsarevich into the fairy forest.
- So we got into 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 tummies do 5 hippos have? (5)
- Birds flew over the river: a dove, 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 me to gain strength in order to move on.
Physical education
Ivan Tsarevich once - bent down, straightened out,
Two - bent down, straightened out, spread his arms to the sides, and went,
went, followed the Princess into the wilderness of the forest,
suddenly he saw a stump quietly sat down 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 disassemble the stones. He will sort out Roma at the board, and we will help him at the tables. Here is a series of numbers from 1 to 10. Everyone got ready and started to work.
- name a number greater than 2 by 1 (3)
- the smallest number (1), the 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 cannot 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 crashed and got lost.
Children, in order to find the key for us, we need to collect it. (from the sticks of Kuisener.)
- Well done. And now we 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 "present" the children with coloring books. Fairy tale characters say goodbye to children.
Educator: And 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,
The kindergarten is very glad to us.
3. The final part.
- Where did we travel today, guys?
- What did you like?
- What would you like to wish our guests?
2nd version of the summary of GCD on FEMP in the senior group according to the standards of the Federal State Educational Standard “Travel to a fairy tale. Ordinal count up to 10 "
Comprehensive program "From birth to school" edited by N. Ye. Veraksa, T. S. Komarova, M. A. Vasilyeva.
Age group: older
Topic: “A journey into a fairy tale. Ordinal count up to 10 "
Leading educational area: cognitive
Purpose: to create conditions for securing the ordinal count up to 10.
Tasks:
Educational: to contribute to the accumulation of skills to count to 10 and back, the ability to correlate the number of objects with a figure; knowledge of geometric shapes; the names of the days of the week and their sequence.
Developing: to develop social skills of the ability to work in a group, in pairs; find a solution and draw conclusions.
Educational: foster restraint, perseverance, benevolence, a sense of mutual assistance, a desire to come to the rescue.
Types of children's activities: play, productive, musical and artistic.
Forms of organization: frontal, individual, group, work in pairs.
Implementation form: use of manuals, musical accompaniment, demonstration of illustrative manuals;
search and problem questions for children, encouragement, explanation, conclusion;
creation of game motivation, a surprise moment, games, active activity of children, comparison, juxtaposition.
Equipment: flying carpet, fairy-tale music, geometric shapes, toy-goblin, "plaques" with numbers, illustrations with fairy-tale characters, dress model.
GCD move
Introductory part
Children, together with the teacher, stand in a circle. Creation of game motivation.
Educator: Guys, a letter from a sorceress came to our group. The Fairy Godmother invites us to go on a fairytale journey on Thursday and encloses a map with her letter.
- Guys, what day of the week is it today? (Thursday) So it's time for us to hit the road.
- But first, tell me, how many days are there in the week? (7)
- Guys, name the days of the week in order. (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.)
- What day of the week comes 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 journey to a fairyland - choosing a magical transport.
Educator: Well done! And what are we going to take to a fabulous country (Bus, train, plane.) Guys, remember, if we go to a fabulous country, then our transport should also be fabulous and extraordinary. Do you want to fly the flying carpet? (Yes.)
Correlation of numbers.
- Then take the tickets. Now we take seats on the flying carpet in accordance with the number on the ticket and the number on the seats in our transport.
Main part
Travel to a fabulous country on the map.
Station "Geometric Shapes"
- Guys, we are flying to a fairyland, what fairy tales do you know? (Children call their favorite fairy tales.)
- Look, we are in a clearing of geometric shapes! See, all the shapes are messed up. By what criteria can these figures be divided? And what groups can they be divided into? (In color, in shape, in size.)
- Guys, let's split into three teams: the first team will collect red pieces, the second - yellow, the third - blue. How else can we disassemble the shapes? (In shape, size). Now disassemble it in shape. Well done! And now the largest. (Independent work of children).
- So how many bands did you get? (3)
- Name them. (By shape, by color, by size.)
- Well done! They put the clearing in order. Move on!
Bridge Repair Station
- Guys, look, we have a river in front of us, and the bridge is dismantled. Let's fix it up. Each tablet has a number on it. For our bridge to be strong, the plates with numbers must be folded in order, from 1 to 10. (Independent work of children).
- Let's check. Count the boards in order. Did you miss anything? (No) Now count in reverse order.
- What is the number before the number 6, 8, 10? (5, 7, 9.)
- What are the neighbors of the numbers 4, 6, 9? (3 - 5, 5 - 7, 8 - 10.)
Well done, we did everything right!
Station "Forest thicket"
- Guys, who is this sitting in the green more often on a stump? (Goblin.)
- What is he? (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 devil (He does not know the numbers, he cannot draw a drawing) Guys, you can help him cope with the task. (individual work on cards). What did Goblin want to draw, but could not? (Mushroom)
- Well done, they helped Leshem! He tells us thank you very much... It's time to move on!
Station "Fairy town"
- Guys, we came to a fabulous city. Who lives here? (Malvina, Pinocchio, Pierrot)
Let's show our heroes how we can relax.
Dynamic pause: "Pinocchio stretched"
- What are they doing? (sit at the table, write, draw)
- No, they solve problems. Let's help them? (Yes)
Malvina:
The Hedgehog brought three apples from the garden,
I gave the most ruddy to Belka!
Belka was happy to receive the gift.
Count the apples in the Hedgehog's plate. (2)
Pinocchio:
Five crows sat on the roof,
Two more flew to them.
Answer quickly, boldly!
How many of them flew in? (7)
Pierrot:
Six funny cubs
They rush to the forest for raspberries.
But one kid is tired
He lagged behind his comrades.
Now find the answer:
How many bears are ahead? (5)
- Well done!
Malvina invites you to the table. We sit down at the tables in pairs in accordance with the numbers on the tickets. (Children sit down.) Malvina is very fond of beautiful dresses. Let's draw her Nice dress and give it to you.
Independent work at tables, in pairs.
Final part:
- Guys, our journey has come to an end. It's time to go home.
- Did you like the trip? How did you like it? What difficulties did you encounter along the way? Today you were friendly, helped the fairytale heroes to cope with the tasks. Say goodbye to your friends. It's time for us to go home.
(Children with a teacher sit on a flying carpet and fly home.)
Software content
Introduce the division of a square into 4 equal parts, teach how to name the parts and compare the whole and the part.
Continue to teach how to compare objects in height using a conditional measure equal to one of the compared objects.
Improve the ability to navigate a sheet of paper, determine the sides, corners and the middle of the sheet.
Consolidate knowledge of numbers from 0 to 9.
Demonstration material. Scissors, 2 squares, flannelograph, box with 4 squares of different colors and sizes, cut into 4 equal parts; a sheet of paper, at the corners and sides of which straight lines and circles of different colors are depicted, a point is drawn in the center of the sheet.
Handout. Squares, scissors, sample strips (one for two children), cubes (10 pieces for two children), plates (one for two children), sheets of paper, colored pencils.
Methodical instructions
Part I.Play exercise"Divide the square into parts."
The teacher tells the children: “We need to divide the square into four equal parts. How many parts can we already divide the square into? (Asks the two called children to divide the square into two equal parts different ways and explain your actions.) How many parts did each of you make? What shapes did you get? (Rectangles and triangles.) What can you name each part? Which is bigger: a whole square or a part of it? Which is less: one-half of a square or a whole square? How do you get four equal parts? That's right, you need to cut each half in half again. "
The called children fold and cut each half in half, the teacher comments on their actions and attaches the pieces to the flannelegraph. Then he clarifies: “How many parts did each of you come up with? What can you name each part? (One fourth.) Which is larger, a whole square or one fourth? Which is less: one fourth of a square or one second of a square? Which is bigger: half a square or one fourth of a square? Which is less: one fourth of a square or one second of a square? " (The teacher shows the parts to be compared.)
The teacher has 4 squares of different colors and sizes in the box, cut into four equal parts in different ways. There he also places the cut square from the flannelegraph.
The teacher calls four children, distributes parts of the square to them and offers to compose a whole figure on the flannelgraph.
Part II. Game exercise "Divide the square and show its parts."
The teacher asks the children to divide the squares into four equal parts in any way. Previously, the children talk about the sequence of their actions.
After completion, the teacher offers to play: “I will give assignments, and you will show the parts of the square. Make a whole square of four parts. Show one fourth (one second, two quarters, three quarters). "
Part III. Game exercise "Let's build a gate for the car."
Children sit in pairs on the carpet. The teacher offers them to build a gate of such height from cubes and plates, through which a car can pass: “How can this be done? (You need to measure the height of the car at its highest point.) How can you measure the height? "
The teacher, together with the child, measures the height of the car using a strip of paper. Children build a gate the height of which is equal to the reference strip.
After the gate has been built, the teacher drives the cars through each gate.
Part IV. Didactic game Remember and repeat.
Children have sheets of paper and colored pencils.
The teacher invites them to complete tasks:
- along the top side of the sheet, draw a straight line with a red pencil (along the bottom side with a green pencil, along the left side with a blue pencil, along the right side with a yellow pencil);
- in the upper left corner, draw a circle with a red pencil (in the lower left corner - with a blue pencil, in the upper right - with a yellow pencil, in the lower right - with a green pencil);
- in the middle of the sheet, put a point with a red pencil.
After completing the assignment, the teacher asks: "What and where did you draw?" (Children name the figure, its color, location and check their work with the teacher's model.)
Lesson number 2
Software content
Continue to learn to understand the relationship of adjacent numbers within 10.
Improve the ability to compare the size of objects by presentation.
Strengthen the ability to divide a circle and a square into two and four equal parts, learn to name the parts and compare the whole and the part.
Didactic visual material
Demonstration material. Flannelegraph, 10 triangles and 10 squares; card with three windows (in the central window - a number card with 2 circles and cards with 1 and 3 circles).
Handout. Two-lane cards, triangles and squares (12 for each child); cards with three windows (from 2 to 9 circles are shown in the central window of the number card), sets of number cards with the image from 1 to 10 circles; envelopes containing parts of geometric shapes (one second or one fourth of a circle, square or rectangle), boxes with the remaining parts of the figures (one for two children), cards with numbers from 0 to 9.
Methodical instructions
Part I... Didactic game "Count down".
The teacher invites the children to complete the tasks:
- Count on the top strip of the card one more triangle than the number 9. How many triangles have you counted? Why did you count so many triangles?
- count on the bottom strip of the card one square less than the number 10. (The questions are the same.)
Each time, children designate numbers with numbers and call them.
Then the teacher clarifies: “What numbers can denote this number of triangles (squares)? Which number is greater: ten or nine? Which number is less, nine or ten? How much is ten more than nine? How much is nine less than ten? How can these numbers be equalized? "
The children equalize the numbers in the chosen way and explain their actions. At the same time, several children perform this task in a flannelgraph.
Part II. Didactic game "Find your neighbors".
The teacher explains to the children the rules of the game: “Each number has two neighbors. We must find them. For example, a number two has a senior neighbor number three, it is one more, and a junior neighbor is number one, it is one less. (As the numbers are called, the teacher shows the corresponding number cards and covers them with empty squares.) Now fill in your cards. "
Children, at the signal of the teacher, complete the task and justify their choice.
The game is repeated 3-4 times with a change of cards.
Part III. Didactic game "Make a whole according to its part".
Each child's envelope contains one second (one fourth) part of a geometric figure.
The teacher offers to compose a whole geometric figure according to its part, choosing the missing ones from the box.
After completing the task, the children determine which figures they have turned out and how many parts they consist of.
Then the teacher asks the children: “How can you name each part of your figure? Which is greater: the whole or one-second (one-fourth) part? Which is less: one second (one fourth) part or whole? "
Part IV. Game exercise "Define correctly."
Children stand in a semicircle. The teacher asks a question and throws the ball to the child, who must answer it. For example: “Which is higher: a kindergarten building or a birch tree on our site? What's below: lilac bushes on our site or mountain ash? " etc.
Lesson number 3
Software content
Improve the ability to make the number 5 from units.
Exercise in the ability to move in a given direction.
Strengthen the ability to consistently name the days of the week, determine what day of the week is today, what was yesterday, what will be tomorrow.
Didactic visual material
Demonstration material. Three movement plans, cards with the image of 3 to 5 circles, a calendar of the week in the form of a disk with an arrow, a card with the number 5.
Handout. Pictures depicting clothes and shoes, colored pencils (6 pieces for each child), boxes with stars (4 pieces for each child), cards depicting labyrinths (for each child), pencils, number cards (5 pieces each) for each child).
Methodical instructions
Part I. Game exercise "Make the number correctly."
The teacher asks the children to compose a number using objects: "Determine what number can be used to designate the number of circles on the card, and compose this number using pencils of different colors (cards depicting items of clothing, shoes)."
The game exercise is repeated 3-4 times with a change of cards.
After completing the assignment, the teacher asks the children questions: “With what number did you indicate the number of objects on the card? How many items did you take in total? How many items did you take? How did you come up with the number? "
The teacher shows the children a card with the number 5 and offers to make this number out of ones. Then he clarifies: “How many units did we take? How did you make the number five? " (One, one, one, one, and one more.)
Part II. Game exercise "Let's find the secret according to the plan."
The teacher, together with the children, examines the plan and guidelines for movement and suggests going along a certain path, for example: forward to the building corner, turn right and walk to the doll corner, turn left and walk to the corner of nature (boxes with stars). The reference point for movements is the teacher's table.
The next time the reference point, direction of movement and landmarks change. The exercise is performed in turn by 3-4 children. After each assignment, the children talk about the direction of their movement.
Part III... Game exercise "Name the days of the week."
The teacher, together with the children, examines the calendar and specifies the name of each day of the week, indicating it with arrows. Then he gives the children tasks:
- show on the calendar what day of the week it is, and name it;
- show and name what day of the week was yesterday;
- show and name what day of the week will be tomorrow.
Part IV. Game exercise "Find a way out of the labyrinth."
Each child has a maze card. The teacher offers to examine the labyrinths, find exits from them and draw them with a pencil. After completing each task, the children talk about their actions.
At the end of the lesson, children receive stars.
Firming and developing class for kids senior group kindergarten.
The lesson is intended for kindergarten teachers working according to the program of E. V. Kolesnikova "Mathematical Steps".
Summary of the lesson on the formation of elementary mathematical concepts in the senior group "Unusual journey".
Goals:
anchorage
Names of geometric shapes;
Digital row up to 7;
Knowledge of numbers;
Counting and counting within 7;
Skills in solving simple problems;
development
Attention, observation, ingenuity and logic;
Skills in using substitutes;
Feature selection skills;
Equipment: visual aids (geometric shapes, posters depicting animals 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.
Course 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 leaves ...
Children are built on a "train" and to the music they move to the first "station".
The first city where we got to, the City of Geometric Figures.
This city is home to amazing people. To see them, you need to guess riddles:
1. I have no corners
And I am 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 corner in it is straight
All four sides
Same length.
I'm glad to introduce him to you,
And his name is ... (square)
3. Three corners, three sides
Lengths may vary.
If you stand in the corners
You will soon jump up yourself. (triangle)
4. I am like a circle, almost like him,
But flattened on both sides. (oval)
5. I have straight corners,
Like a square.
But the length on both sides
Different guys.
Every student knows me.
And my name is ... (rectangle)
While guessing riddles, the teacher lays out images of geometric shapes on a magnetic board.
So we met our friends. But we can meet them not only in the land of Mathematics, but everywhere we go. Let's take a close look at them and tell you what these shapes 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, from what geometric shapes are these drawings built?
Analysis of a drawing from geometric shapes.
Children are built on a "train" and to the music move to the next "station".
We got to the City of Figures. Do you know the numbers? We will now check it out.
Riddles (read in random order. When guessing, put a number on the board in random order):
A number like the letter O
But it doesn't mean anything. (0)
In the morning two hares were sitting by the house
And they sang a merry song together.
One ran away, and the second looks after
How many hares do the houses have? (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 an order
Neither the conductor nor the driver.
People look in both eyes
What time is the traffic light? (3)
I paint the cat's house
Three windows, a door with a porch.
There is also a window upstairs so that it is not dark.
Count the windows
In the cat's house. (4)
There are tubs against the wall
Each has exactly one frog.
If there were five tubs
How many frogs were there? (5)
The rabbit has lost the bunnies.
And the rabbits lie and are silent.
One - for the willow,
Two behind the broom
One - under the sheet,
Two are under the bush.
How to find children as soon as possible
Mom has a little more than 5 of them? (6)
How many notes and days of the week
And a rainbow of colors?
And hopefully give a name
You are ready for this figure! (7)
Well done! Now see if our numbers are right? (No)
Who can put them correctly?
Children lay out the number series (0-7)
The numbers are so fidgety! They are constantly confused. Help me guys put them right.
Game "Number Lost"(on the cards there are two numbers with a gap between them. A variant of the game "Neighbors").
Well done! Everyone has inserted the numbers correctly. Let's play a game now.
Physical education "Garages and cars"
Move: there are plates with numbers from 1 to 7. 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 a change of cards.
Guys, while we were playing, we approached another city.
And it is called the City of Errors.
It was named that way because very tricky and, at times, difficult questions await its residents and guests. You need to be very careful and not be 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 pictures.
The artist thanks you and decided to donate his paintings to you. They are with a secret.
In each of them, opposite words in meaning were hidden.
Try to find them.
Game "Say the opposite word".
Well done! Now we can go home. But on the way, we will help the animals that cannot line up on the path. Let's help them.
The game "Animals on the tracks"
(Children should replace geometric shapes with animals according to the schematic map.)
Here we are at home. Did you enjoy our trip? Where have we visited and what did we do? (children's answers, summing up the results of the lesson)
Alsu Khananova
Synopsis of the FEMP lesson in the senior group "Traveling along mathematical paths"
Goals:
Fix the account within ten (direct, reverse);
To form the experience of self-overcoming difficulties under the guidance of a teacher on the basis of a reflexive method, the experience of self-control.
Tasks:
Consolidate knowledge of geometric shapes;
Exercise in solving logical problems and tasks with ingenuity;
Raise children's interest in mathematics feeling confident in their knowledge.
Train mental operations - analysis, comparison, generalization, abstraction.
Develop attention, memory, speech, fantasy, imagination, logical thinking, Creative skills, initiative;
Develop fine motor skills hands.
Raise children's interest in mathematics feeling confident in your knowledge
To cultivate a benevolent attitude towards each other.
Demonstration material: a picture of eight butterflies and nine flowers, an image of numbers from 1 to 10 on sheets of A4 paper for physical education, a typesetting canvas, geometric shapes, a magnetic board, a tray, red and green cardboard apples, a poster with an apple tree drawing.
Dispensing material- cards-numbers from 1 to 10; sets of geometric planar figures, album sheets according to the number of children.
Methods and techniques: explanation, indication, explanation, questions, demonstration, game technique, encouragement, pedagogical assessment
... Introductory part:
Organizing time.
a) greeting children;
c) psychological attitude;
c) a surprise moment;
Guys, do you love travel? Today we will have an unusual travel math paths... Will go with us Old Man - Lesovichok, he's everything he knows the paths in the mathematical forest... We will have to go through a lot today and solve many problems along the way. So let's go to the fabulous travel.
Main part.
And here is the first halt. And it is called "Difficult tasks".
We will sit at a halt and solve the problems.
How many fingers are on one hand?
You and me, yes you and me. How many of us?
Name the seasons. (Spring, summer, autumn and winter).
How many ends do two sticks have?
Dasha's grandmother had a grandson Pasha, a cat Fluff, a dog Druzhok. How many grandchildren does she have?
Which figure has no beginning or end?
Perched on a tree 4 birds: 2 sparrows, the rest are crows. How many crows?
Kolya ran home from school first, and Olya second. Who runs faster and who runs slower?
Well done boys! You have completed the task, and we go further.
We walked, we walked, we walked, walked, to the second halt "Guess - ka" came.
And here all the numbers scattered, started playing in the clearing.
I'll ask all the guys to build numbers quickly in a row!
(Children should lay out a number of cards with a picture digits:
1 2 3 4 5 6 7 8 9 10). Group and individual account back and forth.
And now Old man- the woodsman invites us to play the game "Guess - ka".
The teacher calls the number, the children find and show the corresponding card with the number. (The smallest number (1, the largest number (10, number 3, number 5; number living between numbers: 3 and 5, 6 and 8, 7 and 9; neighbors of numbers 4, 8, 3, etc.)
Well done boys! Let's go for An old man - a forest man along the path further.
We walked, walked, walked, walked, and came to the third halt. And it is called "Riddles".
Guys, let's try to guess riddles The old man is a lesovichka?
1) I have no corners
And I am like a saucer,
On the plate and on the lid
On the ring, on the wheel. (Circle.)
2) My riddle is short:
Three sides and three corners.
Who am I? (Triangle.)
3) Since childhood, I am your acquaintance,
Every corner is right here.
All four sides are the same length.
I'm glad to introduce myself to you.
And my name is ... (Square.)
4) I have no corners,
I have no sides.
And I look like a melon.
Well, who guessed
What is my name ... (Oval.)
5) There are four sides -
The opposites are equal.
Four more right angles
I look like a refrigerator.
Well, think, friends
What is everyone calling me? (Rectangle.)
Well, how Old Man - Lesovichok, did the guys guess everything correctly? Move on?
We walked, walked, walked, walked, and now the fourth halt is ahead. And it is called "Hide and seek". Old man- the woodsman and his friends, geometric figures, want to play hide and seek with us.
(The teacher attaches geometric figures to the magnetic board - a circle, square, triangle, oval and rectangle, shows them, and the children name geometric figures. Then the teacher is talking: "Night"... Children close their eyes, and he hides one figure. Educator is talking: "Day"... Children open their eyes and show a geometric figure that does not exist. And then the teacher returns the figure to its place. The hide and seek game is repeated for all geometric shapes. Also, the teacher can simply swap the figures without removing them.)
We walked, walked, we walked, walked, and here is the fifth halt ahead. And it is called "Physical culture minute"... Look guys how many trees there are. And the wind that has risen shakes the trees, picks off the leaves.
Old man- the woodsman wants to play with you.
Physical education "The wind plays with the leaves ..."
“The wind plays with the leaves,
It will rise, then it will drop.
Falling leaves spinning in a waltz.
Late autumn outfit.
On the branches of a white birch
7(3,9,4,6) leaves survived. "
Children run to the figure that the teacher calls.
The old man - the forest man wants so that each of you comes up with a picture and compiles it from geometric shapes on an album sheet.
Children complete the task on their own.
Now tell To the old man - the woodsman, from which geometric shapes did you make your figurines: boat, fish, flag, tree, etc.
Well done, now Old man- the woodsman leads us along mathematical path further and here is our last halt "Counting glade".
You have come to a beautiful meadow where a lot grows beautiful flowers and many colorful butterflies flutter.
The teacher shows a picture of flowers and butterflies.
How many butterflies?
How many flowers?
What is more? What is less? How much?
Well done, guys, you returned all the numbers to their places, our the journey is over... Everything trails overcame without hesitation.
... Summarizing:
Guys, did you like our travel?
What surprised you?
What do you remember?
Now rate your participation in travel... If you are satisfied with your progress today and rate your work on "Great"- take a red apple on a tray and stick it on the apple tree on the poster, and if you think that something didn't work out for you and you could have done better - take and stick a green apple. (Children evaluate their work.)
- The lesson is over, thanks Old man- to the forestry for our fabulous travel! Let's say goodbye to him, it's time for him to go to his forest domain!
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