Abstract of the lesson on FEMP for children of the preparatory group of the preschool educational institution

This material will be useful for educators of pre-school groups, for teachers of additional education.
Topic: Forest Adventures.
Target: generalization of children's knowledge.
Tasks: Consolidate knowledge of ordinal counting from 1 to 20, solve examples for addition and subtraction, find the right solution, develop logical thinking, consolidate children's knowledge about geometric shapes and their features, orientation in time; develop attention, memory, fine motor skills, cultivate cognitive interest, mutual assistance.
Equipment: an envelope with a letter, a map-scheme, task cards for each child, pencils, Bear - a surprise, tangrams, a ball.

Course progress.

Greetings: Hello guys. I am glad to welcome you all today. Let's greet each other with the words: Let our kind smile warm everyone with its warmth. Reminds you how important it is to share happiness and kindness in life.
A letter came to the address of our kindergarten from an old man - a forest man. Let's read it now.
"Dear Guys! I invite you to visit me. But know that the way to my house is fraught with many obstacles. I believe you can do it. And a wonderful surprise awaits you!”
Educator: Alright guys, let's hit the road. What can be poisoned to visit? (children's answers). I suggest we go on foot. And so that we don’t get lost along the way, a map will help us. (Pay attention to the children on the route).
Well, what's next.
Educator: The first point is "Berry meadow". You need to help Masha pick berries so that she can cook berry jam for Lesovichka.
Task number 1: Connect in order the berries with numbers from 1 to 20. (mutual check). Well done, we have collected a berry, Masha will cook the jam and treat Lesovichka with delicious jam.

Let's go further. Guys, tell me, what grows in the forest? (children's answers)
Right. Mushrooms grow in the forest. Lesovichok loves mushrooms very much. Let's. We will prepare a surprise for him, as a gift we will bring him baskets of mushrooms.
Task number 2. Collect mushrooms in a basket.
Well done. Our baskets are full.
Now let's play a little. Game: "smarts and smarts".
Questions: What shape is called a square? Name the objects in the group that look like a square. In February, 3 daisies and 2 roses bloomed on our site. How many flowers bloomed in our area? 5 mice were playing on the porch. The cat came running and sat on the porch. How many animals were on the porch in total? Grandma Dasha has a grandson Pasha, a cat Fluff, a dog Druzhok. How many grandchildren does the grandmother have?
Well done! Let's go further. The next item is health. Fizminutka.
The children were walking in the forest
Watching nature. They looked up at the sun and their rays warmed up.
Butterflies flew and flapped their wings.
Let's clap together 1, 2, 3, 4, 5, it's time for us to collect the bouquet.
One sat down, two sat down.
Lilies of the valley sang in their hands.
Have a rest? Then go. Item: Who lives in the forest? Working with tangrams.
Rita, whom did you meet in the forest? Vanya, who did you meet?
Well done!
We have reached the final destination of our journey. We met an artist here. He paints landscapes. Lesovichok loves his paintings very much. But here's the problem - the artist mixed up the seasons in his paintings. Help. Please fix the problem.
Task: highlight the signs of the seasons: Autumn. Winter, Spring, Summer.
Well done! All tasks were completed, gifts were prepared.
And here is Lesovichka's house. Strange, but Lesovichka is not at home yet. But what is it? Yes, this is a true friend - Mishutka. And Mishutka does not meet us empty-handed. In his basket are magical flowers - flowers - seven-flowers! Guys, why does Mishutka meet us with these flowers? (reasoning of children). Yes you are right!
Reflection: Well, now our adventures are over and it's time for us to return to kindergarten. Guys. What did you like? What difficulties did you experience? What was easy?
Thank you all for your attention!
Photo Applications:

Municipal budgetary preschool educational institution kindergarten No. 1 "Solnyshko"

Summary of educational activities

In the area - "Cognition"
Development of mathematical representations in the preparatory group

Educator: Kiryukhina A.A.
group number 3 "Violet"

r.p. Ilyinogorsk 2017

GCD on the development of mathematical representations in the preparatory group
Topic: "A game-journey to the country of Mathematics"
Target: development of interest in the subject of mathematics, based on cognitive activity and curiosity.
Tasks: educational area "Cognition":
Educational:
Continue to form the ability to solve arithmetic problems, logical problems;
to consolidate the ability to increase and decrease the number by 1;
improve counting skills in forward and reverse order within 10;
consolidate the ability to navigate on a sheet of paper in a cage;
develop logical thinking, attention, concentration, visual memory, ingenuity, imagination;
To promote the formation of the ability to apply mathematical knowledge in non-standard practical problems. To consolidate knowledge about the composition of numbers within 10
Develop the ability to model, guided by the rules, orientation on a sheet of paper in a cage. Practice drawing geometric shapes.

Educational. Develop mental operations: analogy, systematization, generalization, observation, planning. Develop creative imagination, perception of the ability to analyze, compare objects, the ability to generalize.

Educational. Contribute to maintaining interest in mathematics, the formation of the ability to work in a team.
To develop the ability to work in a team, in pairs. Improve the style of partnerships (the ability to negotiate, take into account the opinion of the other.)

Methods:- Game
Visual (use of illustrations).
Verbal (questions, creation of problem situations, individual answers of children).
Practical problem solving and examples.
tricks children's activities management:
1. Techniques for setting goals and motivating children's activities: game
situation.
2. Techniques for activating the activities of children in the process of GCD: didactic
games, tasks for logical thinking.
3. Techniques for organizing the practical activities of children: conversation, demonstration, explanation.
4. Techniques for maintaining interest in children: a game, a show.
5. Techniques for assessment and self-assessment: encouragement, self-assessment.

Demonstration material for the lesson: a letter, a chest, a tree with cones-tasks, a sheet with a table, Pencils, felt-tip pens, sheets of paper, a Telegram from the Fairy from the magical Land of Mathematics, cards with numerical inequalities, cards with dots and numbers, counting sticks, surprise (chest), magnetic board , flannelgraph.
R teaching material for class: a sheet with a table, a sheet in a box, counting sticks, pencils, a fan with numbers Geometric shapes for building a square.
Location: group room.
organizational part. Children stand in a circle.
Educator: Guys, stroke your hands, head, tummy, you are so cute, kind, smile and greet each other.
. A psychological study "Tenderness" is being carried out.
- Look at your faces, who would I be friends with here?
- I am Albina Alexandrovna. And who are you? - I, Timoshenko - my friend!
- I, Dashulya - a light. - I, - Arishenka - girlfriend.
- I, Lizonka, am a merry fellow. I am Cinderella - laughter.
-We are Alinochki - ballerinas. - I, Arsyushka, am a know-it-all. -
And I, Diana, am sad. -I, Timurchik, I, Maxim, I, Misha, we are friends!
Educator: - Hello, dear children, you are the most beautiful in the world. Here are such good ones, such handsome ones, I invite you on a trip! Do you agree? Children: - Yes!
Introduction to the game situation:
Educator: Guys, this morning, the postman handed me a telegram addressed to our group. Let's read it
Telegram:
“Hello dear guys, the Fairy from the Land of Mathematics writes to you. I invite you to the Land of Mathematics. But the path to this country will not be easy. To get into it, you need to know a lot. And to show your knowledge, you need to complete tasks. Whoever completes these tasks will receive a prize."
Educator: Guys, do you want to get into the Land of Mathematics?
Children: Yes.
Educator: Then let's get ready for the journey and do a warm-up for the mind.
And I have a game for you called:
"Name the Number"
In order to start the game, we need to stand in a circle.

After the children stand in a circle, the teacher explains the rules of the game to the children.
-I will throw the ball and call the number, you, throwing the ball back to me, call the previous number (specify).
- What is the number that comes before the number 12; (11) ,16,18,10
And now you need to call the next number (specify).
- What is the number that comes after the number 9; (10),14,10.15

Let's make it harder.
- What is the number that is between the numbers 8 and 10; (9), 14 and 16; (15), 18 and 20 (19)
How many eyes do we open early in the morning? (2)
How many ears do two mice have? (4)
How many angles are in a triangle? (3)
- If two is more than one, then one ... (less than two).
- If the mouse is smaller than the wolf, then the wolf ... (more than the mouse).
- If a fox is more fun than a bunny, then a bunny ... (sader than a fox).
- There are three branches on the oak, on each branch there are two pears. Guess how many pears are on the oak? - Well done! Now I see you are really ready to go on a journey.
Educator: - Think and say: "What can I travel on"?
Children: - by car, train, plane, boat, balloon, etc.
- To find out on what transport we will go to travel, you need to connect the dots on the sheets in order. And there will be a picture. I'll give you a little hint, a riddle.
Riddle: Did the blue tail wonder bird fly into a flock of stars? (rocket)
Educator: Well done, you completed the task, but in order for the rocket to take off, we need to complete the following task:
- Numerical expressions are written on the board
8+1= 7+2= 4+5= 2+7= 6+3= 8 - 4=
Educator: Among these numbers there is one extra. How to find it? How will you complete the task?
Children: First you need to solve numerical expressions, and then find the extra number.
Teacher: Well done guys. Our rocket is ready to take off. We flew.

1 stop: Zadachkina
Educator: Fairies live with a variety of animals and birds, and they love to come up with different tasks for travelers. They invite you to work in pairs and come up with a problem based on a numerical example (cards with examples on the tables of children).
Educator: Let's remember what a task is. What parts does it consist of? To do this, we will assemble a pyramid
1. What is a condition? (Condition, this is what is already known)
2. What is a task question? (Question, this is what we do not know, and what needs to be found)
3. What is a problem solution? (A solution is something that can be added, combined, added)
4. What is the answer of the problem? (The answer to the problem is what happened and we know)
Children: Task: condition ------- question ------ solution ------ answer.

Educator: If a part is removed from the whole in a task. It becomes less than it was and it is required to find the remainder, what action solves such a problem?
Children: Subtraction
Educator: Subtraction - does this mean that you need to increase or decrease?
Children: Reduce.
Zoom out to find the rest.
Educator: If parts are combined in the task. It becomes more than it was, what action solves the problem?
Children: Addition.
Educator: Addition - does this mean that you need to increase or decrease?
Children: Enlarge. Combine the parts and find the whole.
Children at the tables with the help of numerical cards compose and solve problems.
Educator: To make it easier to work, let's do a warm-up.
.Fizkulminutka.
(Children perform movements according to the text. The teacher monitors the posture of children, focuses on the transfer of the characteristic image of animals by children.)
We have good posture
We brought the shoulder blades
We are like socks
And then on the heels.
Let's go soft like foxes
And like a clumsy bear.
And like a gray wolf.
And like a hare-coward,
Here the wolf curled up into a ball,
Because he's cold.
The ray of the hedgehog touched
The hedgehog stretched sweetly.
2. Stop “Counting”
Teacher: You have come to a beautiful clearing, where many beautiful flowers grow 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?
a) Children answer questions with a fan with numbers
b) Educator: And here is another test.
In this clearing, there is a wonderful Christmas tree. Cones are hanging on the Christmas tree. On each cone there is a task.
1. There are three titmouses on a birch
Selling gloves.
Five more arrived.
How much will they sell? (Answer: 3 +5= 8)
2. Five babies - cubs
They lie quietly in the cradles.
One can't sleep
How many people have a good dream? Answer: (5 - 1 = 4)
3. Forest animals gathered.
In the meadow near the spruce.
New Year! New Year!
The round dance began.
Gray wolf with rogue fox
They dance so well!
Eight squirrels, three hares
They dance merrily on the sidelines.
Count quickly
How many animals are here? (Answer: 1 + 1 + 8 + 3 = 13)
4 . To the clubfoot for his birthday
Friends came by invitation:
sparrow, titmouse,
Lisonka - sister,
Bunny here and squirrel here
Can you count all the guests? (Answer: 1+1+1+1+1=5)
* The chicken stands on one leg. Her weight on one leg is 2 kg. How many kilograms will a chicken weigh if it stands on two legs? (2 kg.)
* Two dads, two sons and a grandfather and grandson came to the cafe. How many men entered the cafe? (Three)
* One family had five sons. Each has one sister. How many children are in the family? (Six)
* Three walked along the road, found ten nails. If six people follow, how many nails will they find? (None - the previous three took everything)
* Three girls played with dolls for an hour. How many hours did each girl play? (One hour)

Teacher: Well done guys! You did great on this challenge!
Stick game.
Post a figure like mine.
move two sticks so that it forms
five equal squares.
Post the same figure. Remove two sticks to make four identical squares

Stop "Final"
Educator: Guys, our journey has come to an end. Look guys in this beautiful clearing, I found a chest. But I can't open it, I need a key. I suggest you complete one more task, maybe it will help us. Let's not waste time. Sit down at the tables, move the papers, put the pencil on the red dot. Begin.
4 cells - to the right 2 cells - up
cells - right
cells - down 4 cells - to the left
cells - up 4 cells - to the left 1 cell - down
1 cell - to the left 1 cell - down
cell - left
cells - up
cells to the right
Teacher: What happened?
Children: Key.
. Educator: To open the chest you need to solve the last task, put the numbers correctly in order
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Teacher: Guys, our journey has come to an end. Did you enjoy traveling? What stations did you visit today?
Children's answers: sum up.
Educator: What good fellows! I am very pleased with your knowledge, all the children were very attentive, active and diligent. Therefore, for her knowledge, the Fairy awarded all the children.

Lesson 1

To develop fine motor skills of the hands in children;

Develop children's intellectual abilities;

Develop speech, attention, memory, logical thinking.

Lesson Objectives:

1. To form orientation skills according to an elementary plan, the ability to correctly determine the relative position of objects in space.

2. To form the ability to make the simplest geometric shapes from sticks and threads on the plane of the table, to examine and analyze them in a visual-tactile way.

3. Strengthen counting skills within five, teach counting backwards from 5 to 1.

4. Cultivate a good attitude towards forest dwellers, a culture of behavior.

Material for classes: Tickets to the theater, a table with a plan, a set of numbers from 1 to 10, matches, shoelaces, cereals, a pencil for each child. Long cord, audio recordings, toys, screen, tape recorder.

Game "Theater"

I. Move: Formation of counting skills from 1 to 10 and vice versa.

1. I propose to go to the theater of animals for this you need to buy tickets.

Lots of applicants! Line up at the checkout.

Who is in line first, third, fifth, fourth, second, etc.?

I give the children the numbers corresponding to their numbers. Let's count from 1 to 10.

Now name the numbers, in order, starting from the “tail” of the queue (one at a time, all together). Well done! Guys, and the cards that you have in your hands have turned into tickets and now you can go to the theater.

2. We go to the theater. Everyone will sit in a seat according to the ticket (at this stage, visual, tactile and auditory analyzers are activated).

Are there enough chairs for everyone?

How to check?

It turned out that one chair was missing. What can be said about the number of chairs in this case? How to equalize? I'm adding a chair. Children sit on chairs.

II. Working with a plan.

Fairy tale, fairy tale, joke, telling it is not a joke,

so that the fairy tale sounds like a murmuring river.

So that by the end, not old, not small, do not doze off under it.

Once upon a time there was a Hare and a Fox. Tired of them quarreling, they decided to live together. The fox invited the hare to visit, but she lived far away, and you won’t reach it right away. The Fox Hare drew the way to her house. The hare cannot understand.

Guys, let's take the Bunny to the Fox.

Children sit at tables. Every child has a plan.

Who will explain how we will get to the Fox's house? The child describes the path according to the plan.

I go straight, I pass a birch tree which is on my left, I turn to the right, I reach a flower field, I turn to the left, I go straight, I turn to the right and I see a lake.

Game with cereals (rice, buckwheat)

Sounds of falling water.

"Let's select white stones from dark ones."

Finger game.

The bunny had a garden, two flat beds.

And of course in the garden, the bunny is happy to go.

He will first dig everything up, and then he will level everything.

He sows seeds deftly and goes to plant carrots.

A hole is a seed, a hole is a seed, and you look at the garden again

Peas and carrots will grow, and when autumn comes,

Harvest your own.

III. Compilation of geometric shapes from sticks and laces on the plane of the table.

Each child has two shoelaces and matches on the table.

Name the geometric figures you know. We will make figures on the table and talk about them.

Make a triangle and a small square. How many sticks did it take to make a square, a triangle?

Show the sides of a square, a triangle? How many? How many corners?

Next to the small square, make a large square. How many matches did it take to make one side of the big square? And the other side? Why are all sides of the square made up of the same number of matches?

Make a circle and an oval out of the laces. Is it possible to make a circle, an oval out of matches? Why? What are the similarities and differences between a circle and an oval?

IV. Physical education minute

I give the children a thick rope tied into a ring. Children are taken with both hands and form a circle, oval, triangle.

We perform movements in accordance with the words:

Get in the circle again

Let's play in the sun.

We are cheerful rays, we are frisky and hot,

1,2,3,4 expand the circle wider.

We continue to move according to plan.

The child explains his actions. We see that in the middle of summer a snowman appeared. What's this? Can this happen?

V. Game "Fable"

Development of attention, memory, speech, logical thinking.

Warm spring now, the grapes are ripe with us.

A horned horse in the meadow jumps in the snow in summer.

In late autumn, the bear loves to sit in the river.

And in winter, among the branches, a nightingale sang ha-ha-ha.

Quickly give me an answer - is it true or not.

This was the last test, here is the fox's house.

VI. We arrived at Lisa's house.

The fox appears.

Bunny, how did you get to my house so quickly?

How did the kids help you? What was the most difficult?

What is the most interesting?

Children return along the short road back, with the words:

Walking along a narrow path

Because ballerinas walk.

We held on to each other.

We were portrayed as a snake.

Oh, we're tired, let's rest

Let's go again later.

Working with the plan, children mark their path with a pencil (visual and tactile analyzers are activated).

Lesson Analysis

In this lesson, preschoolers formed the ability to count to ten, navigate in space, memory, logical thinking. At the same time, at various stages of the lesson, tactile, visual and auditory analyzers were activated. Throughout the lesson, the children behaved well, actively participated in the proposed game moments. The lesson was entirely built on the activation of involuntary interest, which made it possible to better assimilate the theoretical material.

Lesson 2

Program content:

Exercise children in quantitative and ordinal counting; in orientation on a sheet of paper in a cage;

To teach to solve logical problems, to develop the ability to think, reason, prove, independently form answers and questions; Practice identifying numbers and colors.

Equipment:

1. Colored squares - 10 pieces each

2. Image of a snow slide with passages - for each child

3. Card for mathematical dictation

4. Blank cards - for each child

5. Pencil case with geometric shapes

6. Picture of machines

7. Image of a Christmas tree

8. Image of garlands

Lesson progress

Enchanted winter

The forest is bewitched

And under the snowy fringe

Fairy tales are quietly spoken.

We love you, winter,

Your frost and ice.

And fluffy snow on the branches,

And the sled and the skating rink.

You turn everything into a fairy tale

When your snow is falling.

Here comes the winter. Her first month has arrived. And what is it called?

Children: December.

Yes, the first month of winter is December. This is an unusual month. He dresses up our land in a fluffy, snow-white, fabulous outfit.

In December, the old year ends and a new one begins. Showers the new year

Land of miracles.

Here are the tales at the gate

All are looking forward to meeting with us.

Guys, miracles have begun. Look out the window, a fabulous guest, the postman Pechkin, is coming to us.

The doorbell rings, Pechkin enters. (auditory and visual analyzers are activated)

Pechkin: Hello. I have a telegram for you. Please receive and sign. And I went, I need to deliver mail to other recipients. Goodbye.

Goodbye. Who is this telegram from? What is written in it?

"The sleigh is racing,

Rushing fast

Through fields and forests.

Sweeping sparkling snow

With wind, blizzard and snow

Gray-haired Santa Claus rushes.

Waves with long arms.

Throws stars over the earth.

Get ready for the meeting."

Guys, since guests are coming to us, we must decorate the group, prepare a treat - a pie. And we will decorate our holiday cake with berries and nuts, which you will receive as a reward for the correct solution of problems. We hang a garland of beads on the Christmas tree.

“I made beads from different numbers,

And in those circles where there are no numbers,

List the pros and cons

To get the right answer."

I suggest that children write plus or minus signs in the right circles. After the children write the signs, I invite them to read the examples (Seven plus two equals nine; ten minus five equals five; six plus three equals nine).

Whoever collected the garland first gets a berry to decorate the cake. We made a garland of beads, now we will hang multi-colored flags on our Christmas tree. (A sheet with a drawn thread and colored squares of different colors)

Oh, what beautiful garlands you have made, well done! Now let's play a question and answer game.

1) How many flags do you have, Masha? And you have Arseniy, and you, Lisa?

2) What is the order of the blue flag?

3) What color is the sixth flag?

4) What order is the flag between red and yellow?

5) What color is the flag to the left (to the right) of brown?

Well done! They did a good job and everyone got the berries. All of you went downhill on sleds, on skis or just like that. And how many had to dig tunnels in the hill to make a labyrinth? Not? Would you like to? Let's try. Look at the drawing. This is your snow slide with a labyrinth. It has gates that are open to the passage.

Take a red felt-tip pen and carefully, passing through the gate, connect the star of the labyrinth and the base of the flag with a continuous line.

Started! Happened? Okay. Put away the markers. (I distribute berries for the pie).

Physical education "Steady soldier"

Stay on one leg

If you are a tough soldier

Left leg - to the chest,

Look, don't fall.

Now stay on the left

If you are a brave soldier.

(Children complete the task according to the text of the poem)

Now I will quickly show (2 times) a card on which something is drawn, and you carefully look at it and fill it all out.

Then I take the card, and you accurately redraw what you saw into a rectangle from memory. Get ready! Look! (10 Seconds). Take a blue felt-tip pen and draw whatever you can remember. Finished? Put away the markers.

Those who do it correctly are given berries.

And now let's get back to the pleasant New Year's preparations.

The pre-holiday bustle includes postal cars carrying greeting cards and letters, parcels with toys and sweets. One car is in urgent need of repair. Here it is on your table. How to get out of the situation? Hint in the picture. Take a red felt-tip pen and draw the missing parts of the car.

Distribution of berries.

“It happens in the world

That only once a year

They light up the tree

A wonderful star.

You can always find her in the forest

Let's go for a walk and meet:

Stands prickly like a hedgehog

In winter in a summer dress.

And it will come to us on New Year's Eve -

The kids will be happy."

Guys, what is the New Year without a Christmas tree? In the figure, a Christmas tree is drawn to the left of the flower. Please take a green felt-tip pen and to the right of the flower, starting from the asterisk, draw exactly the same Christmas tree in the cells. Started! Happened? Fine! Put down a marker. What is a Christmas tree without lights? Let's light it up. Please close your eyes and put your finger on the sheet with the circles, then open your eyes and look at what number you hit - on such a circle you should hang a flashlight.

Look how beautiful our tree is:

"On the Christmas tree, a garland sparkles with lights,

The Christmas tree is playing with us.

Up the circles

From toy to toy

Can climb

To the very top"

Guys, the lantern from the Christmas tree wants to play with you. We will pass it to each other in a circle to the music. With the end of the music, whoever has a flashlight will answer his question. Questions:

1. What was interesting about the lesson?

2. What did you like the most?

3. What was the most difficult activity?

4. And the lightest?

5. Do you think you did a good job?

6. Why did you decide so (a)?

7. What would you praise yourself for?

Thank you very much guys.

You answered correctly, diligently and accurately worked. Thank you, and now stick the remaining berries on the pie. May all your wishes come true without delay. And a ray of sunshine in the morning comes to visit you more often! Let it be fun around, let there be a faithful friend nearby. And every day, like the New Year, he calls you to a good fairy tale.

Lesson Analysis

At senior preschool age, the main form of conducting classes is a game. The frequent change of game situations used during the lesson made it possible not to lose involuntary interest in the material being studied. Children actively took part in didactic games, which contributed to the coverage of the entire team of the group and their assimilation of the necessary educational information. The activation of various analyzers contributed to effective learning and did not make it possible to tire the children during didactic games.

Lesson 3

Program content: to consolidate the idea of ​​\u200b\u200bgeometric shapes, to form the ability to group them according to various criteria; compare items by quantity; improve the skill of orientation in space (left to right, top, bottom); exercise in distinguishing primary colors; develop logical thinking, the ability to guess riddles; Practice counting up to 5.

Organization of the environment and children: the studio "Tsvetik-Semitsvetik" is designed as the "Kingdom of Mathematics": numbers, geometric shapes are visible everywhere. Near one of the walls there is a mathematical tower with a lock on the door, in front of it there is a table with geometric figures of different colors and sizes. Against the other wall is an open “Wonderful Book”, the pages of which are lined with flannel. A square is attached at the top of one page, a triangle on another, and a circle on the third. On the carpet in front of the book, illustrations depicting objects of round, square, triangular shapes, with flannel glued on the reverse side, are randomly scattered. There are colored paper caps (according to the size of a child's head) and colored paper lanterns on the shelves. There are tables near the window, on which two-strip cards are laid out (according to the number of children): five gnomes are depicted on the top strip, the bottom one is blank. There are also plates with paper hatchets. Aside (invisibly for children: hats of bees and a bear, two cords - green and red, five squares and circles of the same color, but of different sizes. A lock with a triangular hole hangs on the door of the studio, next to it in the box are several keys of various geometric shapes and sizes In the free locker of the waiting room, the teacher hides the crown and the mantle of the "Queen of Mathematics" before class.

The teacher informs the children that today a wonderful guest promised to come to their lesson, but for some reason she is late. Maybe by chance I looked into another group? He comes out to meet, quickly changes clothes and enters the group in the costume of the Queen of Mathematics:

Hello guys! I, the Queen of Mathematics, invite you to my kingdom, the kingdom of the great science - Mathematics!

The children follow her and stop in front of a locked door.

Getting into my Kingdom is not easy. See what a huge lock weighs on the door? How to open it?

The game "Pick the key to the lock"

How many keys were there? (a lot). And only ... (one) came up to the lock.

Enter the group.

Oh, how ugly it turned out, she invited guests, and there is such a mess in the Kingdom! Probably, it was the naughty Deuce who was mischievous! Children, can you help me clean up?

From the pictures lying on the floor, children first choose an image of round objects and attach them to the page of the “Wonderful Book” where the circle is attached, then select square and triangular objects and attach them to the corresponding pages of the book.

The Queen of Mathematics leads the children to the tables on which cards with gnomes lie (visual and auditory analyzers are activated):

This is where my dwarf friends live. Gnomes are hard workers. Every morning they go to the cave of the big mountain and mine colorful stones there. They need axes to work. Look how many there are! Will all the gnomes have enough axes? How to find out?

Children with their right hand from left to right under each gnome lay out hatchets using the application technique.

What can be said about the number of gnomes and hatchets? (they are equally divided, there are as many hatchets as gnomes).

On behalf of the gnomes, she gives children colorful caps and lanterns. The game "Colorful lanterns" is being played.

After work, the gnomes return home. Morning has come. It became light. The blue lanterns went out (children with blue lanterns squat), the yellow (red, green ...) lanterns went out. But then the evening came, it got dark, the lanterns were lit (the children get up) and the gnomes with lanterns start dancing.

Children dance to any cheerful tune. The game is repeated.

Guys, do you want to see what else is in my kingdom? (leads the children to the tower).

In an open field, a teremok, a teremok,

He's not low, he's not high, he's not high

There was a triangle from the swamp,

He sees the gates are locked.

Hey lock, back off, back off!

Teremochek, open up, open up!

The "triangle" enters - the disguised child of the group.

What could a triangle tell about itself if it could speak? (a triangle has three angles, three sides). The Triangle wanted to enter the tower, but he could not.

The triangle makes riddles, children find and name riddles.

I don't have corners

And I look like a saucer

On the ring, on the wheel.

Who am I, friends? (a circle)

He has known me for a long time

Every corner is right

All four sides

Equal length.

I'm glad to present it to you

And his name is ... (square).

Three corners, three sides

May be of different lengths.

If you hit the corners

Then you jump up on your own. (triangle).

The triangle thanks the children for their help, for their ingenuity and hides in the tower. The queen of mathematics divides the children into two teams: red and green.

Listen carefully to a very difficult task: the red team needs to draw a path from the largest square to the smallest from a red string. And the green team needs to draw a path from the smallest circle to the largest with a green thread.

The children are doing the task.

Ay, well done! Now turn over the smallest square. Who is on it? (bear). Turn over the largest circle. Who is drawn on it? (bees). How many bees? (a lot, (can be counted)). And the bear? (one).

An outdoor game "The Bear and the Bees" is being held.

Oh, and merry guests! But it's time to say goodbye, I hope you liked my kingdom and you'll visit me often.

The Queen of Mathematics escorts the children to the group, falls behind a little on the way, takes off her crown and mantle and enters the group after the children:

I went around the whole garden, but did not find our guest. And I didn't see you in the group either. Where were you?

Children share their experiences.

Lesson Analysis

During the lesson, various didactic games were used, based on the visual, auditory and tactile analyzers of preschoolers. The participation of preschoolers themselves in the organization of games contributed to a better assimilation of the material. The fact of assimilation of the material is checked and fixed in the final part of the lesson, which contributes to the development of the memory of preschoolers.

Lesson 4

Purpose: to improve the ability to distinguish and name geometric shapes (circle, square, triangle), regardless of their size and color. Develop observation and imagination.

Vanechka (a big doll) came to visit the children. He does not yet know geometric figures. Wants to watch children play and learn from them.

"What does it look like?"

Children stand in a circle. They pass the ball to each other and name what a circle, square, triangle looks like.

"Pay attention"

On the board - a circle, a square, a triangle. I propose to consider the figures and remember their location. Then I ask the children to close their eyes, and at this time I remove one figure. Opening their eyes, the children say what has changed.

"Find the Shape"

I show the children one card at a time, on which objects are drawn (wheel, scarf, tent, ball, TV, etc.). Name the figure of the same shape (circle, square, triangle).

"Messed up"

I say that I brought the figures to the children to show, but they were all mixed up in the box. We need to separate them and put them on plates. (Triangles, squares and circles).

"Find a house"

Children have one shape. I give the task to disperse in a group, and find such a figure on the wall, on the closet, etc.

"Let's play with figures"

Lay out the drawing with geometric shapes. I distribute cards to the children, and suggest putting the figures in the right place. I ask questions:

How many triangles? How many circles? How many squares?

"Color"

I know that all children and adults love gifts. Let's give Vanechka a present. Give him cards with geometric shapes. To make them beautiful, they need to be painted. Squares are red, circles are green, and triangles are blue.

Lesson Analysis

In the course of the lesson, visual, auditory and tactile analyzers were activated, contributing to the assimilation of such mathematical knowledge as geometric shapes, counting, orientation in space. The use of didactic games contributed to the activation of the involuntary interest of children, and, consequently, to a better assimilation of the material.

Current page: 1 (total book has 8 pages) [available reading excerpt: 2 pages]

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Irina Aleksandrovna Pomoraeva, Vera Arnoldovna Pozina

Classes on the formation of elementary mathematical representations in the senior group of kindergarten. Lesson plans

Foreword

This manual is addressed to educators working under the "Program of Education and Training in Kindergarten" edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, to organize mathematics classes in the senior group.

The manual deals with the organization of work on the development of elementary mathematical concepts in children aged 5–6, taking into account the patterns of formation and development of their cognitive activity and age-related capabilities.

The book presents an approximate planning of classes in mathematics for the year. The structure of the classes allows you to combine and successfully solve problems from different sections of the program. The proposed system of classes, which includes a set of tasks and exercises, a variety of methods and techniques for working with children (visual-practical, playful), helps preschoolers to master the methods and techniques of cognition, apply the acquired knowledge in independent activities. This creates the prerequisites for the formation of a correct understanding of the world, allows for a general developmental orientation of education, a connection with mental, speech development and various activities.

Game situations with elements of competitions used in the classroom motivate children's activities and direct their mental activity to find ways to solve the tasks. The methodology of conducting classes does not imply direct teaching, which can negatively affect the comprehension and independent performance of mathematical tasks by the child, but implies the creation of situations of community, collaboration. Activation of mental activity develops the active position of the child and forms the skills of learning activities.

The volume of classes allows educators to realize their creative potential and take into account the characteristics of a particular group of children.

The knowledge gained in the classes on the formation of elementary mathematical representations must be consolidated in everyday life. To this end, special attention should be paid to role-playing games, in which conditions are created for the application of mathematical knowledge and methods of action.

In working with children both in a preschool institution and at home, you can use the workbook for the “Program of Education and Training in Kindergarten” “Mathematics for Preschoolers: Senior Group” (M .: MOZAIKA-SINTEZ, 2009).

The manual includes additional material compiled in accordance with the recommendations of modern psychologists, teachers and methodologists, which allows expanding the content of work with children of the sixth year of life.

Approximate distribution of program material for the year

I quarter

September

Lesson 1

.

morning afternoon Evening Night.

Lesson 2

.

Lesson 3

Improve counting skills within 5, learn to understand the independence of the counting result from the qualitative characteristics of objects (colors, shapes and sizes).

Exercise in comparing five objects in length, learn to arrange them in decreasing and increasing order, indicate the results of the comparison with the words: .

Clarify understanding of the meaning of words yesterday, today, tomorrow.

Lesson 1

Learn to make a set of different elements, highlight its parts, combine them into a whole set and establish a relationship between the whole set and its parts.

To consolidate ideas about familiar flat geometric shapes (circle, square, triangle, rectangle) and the ability to decompose them into groups according to qualitative characteristics (color, shape, size).

To improve the ability to determine the spatial direction relative to oneself: forward, backward, left, right, up, down.

Continue to develop the ability to compare up to six objects in length and arrange them in ascending and descending order, denote the results of the comparison with the words: the longest, shorter, even shorter… the shortest (and vice versa).

To consolidate ideas about familiar three-dimensional geometric shapes and the ability to decompose them into groups according to qualitative characteristics (shape, size).

Continue to develop the ability to compare up to six objects in width and arrange them in decreasing and increasing order, denote the results of the comparison with the words: the widest, narrower, even narrower ... the narrowest (and vice versa).

Continue to learn to determine the location of surrounding people and objects relative to yourself and designate it with the words: front, rear, left, right.

Lesson 4

Continue to develop the ability to compare up to six objects in height and arrange them in decreasing and increasing order, denote the results of the comparison with the words: with highest, lower, even lower… lowest(and vice versa).

Expand ideas about the activities of adults and children at different times of the day, about the sequence of parts of the day.

Exercise in counting and counting objects within 7 according to the model and by ear.

Improve the ability to move in a given direction and designate it with the words: forward, backward, right, left.

To consolidate ideas about geometric shapes (circle, square, triangle, rectangle), develop the ability to see and find objects in the environment that have the shape of familiar geometric shapes.

Continue to teach to determine your location among the surrounding people and objects, designate it with the words: in front, behind, next to, between.

Lesson 3

Introduce the ordinal value of the numbers 8 and 9, learn how to correctly answer the questions “How much?”, “Which number?”, “In which place?”

Exercise in the ability to compare objects by size (up to 7 objects), arrange them in decreasing and increasing order, indicate the results of the comparison with the words: biggest, smaller, even smaller… smallest (and vice versa).

Exercise in the ability to find differences in the images of objects.

Lesson 4

Introduce the formation of the number 10 based on a comparison of two groups of objects expressed by neighboring numbers 9 and 10, learn to correctly answer the question "How much?"

To consolidate ideas about parts of the day ( morning afternoon Evening Night) and their sequences.

Improve understanding of the triangle, its properties and types.

II quarter

Lesson 1 (final)

Improve counting skills according to the model and by ear within 10.

To consolidate the ability to compare 8 objects in height and arrange them in decreasing and increasing sequence, indicate the results of the comparison with the words: the highest, lower, even lower ... the lowest (and vice versa).

Exercise in the ability to see in the surrounding objects the forms of familiar geometric shapes.

Exercise in the ability to move in a given direction and designate it with the appropriate words: forward, backward, left, right.

Lesson 2

To consolidate the idea that the result of the count does not depend on the size of objects and the distance between them (count within 10).

Give an idea of ​​a quadrilateral based on a square and a rectangle.

To consolidate the ability to determine the spatial direction relative to another person: left, right, front, back.

Lesson 3

To consolidate ideas about triangles and quadrangles, their properties and types.

Improve counting skills within 10 using various analyzers (by touch, counting and reproducing a certain number of movements).

Introduce the names of the days of the week (Monday, etc.).

Lesson 4

Learn to compare adjacent numbers within 10 and understand the relationship between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number ... more than the number ...”, “How much number… less than number…”

Continue to learn to determine the direction of movement, using signs - indicators of the direction of movement.

Lesson 1

Continue to learn how to compare adjacent numbers within 10 and understand the relationship between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number ... more than the number ...”, “On how much is the number ... less than the number ... "

To develop an eye, the ability to find objects of the same length, equal to the sample.

Improve the ability to distinguish and name familiar three-dimensional and flat geometric shapes.

Develop the ability to see and establish a number of patterns.

Lesson 2

Continue to teach to understand the relationship between the adjacent numbers 9 and 10.

Continue to develop the eye and the ability to find objects of the same width, equal to the sample.

To consolidate spatial representations and the ability to use words: left, right, bottom, front (in front), behind (behind), between, next to.

Practice naming the days of the week.

Lesson 3

Continue to form ideas about the equality of groups of objects, learn to make groups of objects according to a given number, see the total number of objects and call it one number.

Continue to develop the eye and the ability to find objects of the same height, equal to the sample.

Learn to navigate on a sheet of paper.

Lesson 4

Introduce the quantitative composition of the number 3 from units.

To improve the ability to see in the surrounding objects the shape of familiar geometric shapes: a rectangle, a square, a circle, a triangle.

Lesson 1

To acquaint with the quantitative composition of the numbers 3 and 4 from units.

Continue to learn to navigate on a sheet of paper, identify and name the sides and corners of the sheet.

Lesson 2

Introduce the quantitative composition of the number 5 from units.

To develop the ability to indicate in speech the position of one object in relation to another and its location relative to another person (front, rear, left, right).

Lesson 3

To consolidate ideas about the quantitative composition of the number 5 from units.

To form the idea that an object can be divided into two equal parts, to learn to name the parts, to compare the whole and the part.

To improve the ability to compare 9 objects in width and height, arrange them in decreasing and increasing sequence, designate the results of the comparison with the appropriate words.

Lesson 4

Improve counting skills within 10 and practice counting according to the model.

Continue to form the idea that an object can be divided into two equal parts, learn to name the parts and compare the whole and the part.

To improve the ability to see in the surrounding objects the shape of familiar geometric shapes (flat).

Learn to compare two objects in length using a third object (conditional measure) equal to one of the compared objects.

III quarter

Lesson 1

To consolidate the idea of ​​​​the ordinal value of the numbers of the first ten and the composition of the number of units within 5.

Improve the ability to navigate in the surrounding space relative to oneself (right, left, front, back) and another person.

Improve the ability to compare up to 10 objects in length, arrange them in ascending order, indicate the results of the comparison with the appropriate words.

Lesson 2

Continue to learn to divide the circle into two equal parts, name the parts and compare the whole and the part.

Continue to teach how to compare two objects in width using a conditional measure equal to one of the compared objects.

Strengthen the ability to sequentially name the days of the week.

Lesson 3

Learn to divide a square into two equal parts, name the parts and compare the whole and the part.

Improve counting skills within 10.

Develop the idea that the result of a count does not depend on its direction.

Improve the ability to move in a given direction, changing it on a signal (forward-backward, right-left).

Lesson 4

Continue to introduce the division of the circle into 4 equal parts, learn to name the parts and compare the whole and the part.

Develop an idea of ​​the independence of numbers from color and spatial arrangement of objects.

Improve your understanding of triangles and quadrilaterals.

Lesson 1

Introduce the division of the square into 4 equal parts, learn to name the parts and compare the whole and the part.

Continue to teach how to compare objects in height using a conditional measure equal to one of the compared objects.

Improve the ability to navigate on a sheet of paper, determine the sides, corners and middle of the sheet.

Lesson 2

Improve counting skills within 10; learn to understand the relationship of adjacent numbers: 6 and 7, 7 and 8, 8 and 9, 9 and 10.

Develop the ability to navigate on a sheet of paper, determine the sides, corners and middle of the sheet.

Continue to form the ability to see in the surrounding objects the shape of familiar geometric shapes (flat).

Lesson 3

Continue to learn to understand the relationship of adjacent numbers within 10.

Improve the ability to compare the size of objects according to the presentation.

To consolidate 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.

Lesson 4

Improve the ability to make the number 5 from units.

Exercise in the ability to move in a given direction.

To consolidate the ability to consistently name the days of the week, determine which day of the week is today, which was yesterday, which will be tomorrow.

Work to consolidate the material covered.

Lesson plans

September

Lesson 1

Program content

To consolidate counting skills within 5, the ability to form the number 5 based on a comparison of two groups of objects expressed by neighboring numbers 4 and 5.

Improve the ability to distinguish and name flat and three-dimensional geometric shapes (circle, square, triangle, rectangle; ball, cube, cylinder).

Clarify ideas about the sequence of parts of the day: morning afternoon Evening Night.

Demo material. A set of volumetric geometric shapes (5 cubes, cylinders, balls each), 4 pictures depicting the activities of children at different times of the day.

Handout. Sets of flat geometric shapes (5 squares and rectangles for each child), tablet drawings depicting geometric shapes, two-lane cards.

Guidelines

I part. Game exercise "Malvina teaches Pinocchio."

Geometric figures are laid out on the table. Malvina gives Pinocchio the task: "Name and show familiar geometric shapes." (Cubes, cylinders, balls.) Pinocchio completes the task with the help of children. Then Malvina offers to count 4 cubes and check the correctness of the task (using the account); count the same number of cylinders and put them in pairs with cubes so that it can be seen that there are an equal number of figures.

“What can be said about the number of cubes and cylinders? asks Malvina. - How many cubes and cylinders? How to make it so that there are five cubes?

Children help Pinocchio complete tasks.

“How many cubes have become? Malvina explains. (Children count the cubes.) How did you get the number five? (One added to four.)

How many cubes? How many cylinders? Five cubes and four cylinders - compare, which is more? Four cylinders and five cubes - compare which is smaller? Which number is greater: five or four? Which number is smaller: four or five?

Malvina offers Pinocchio to establish equality in two ways. (Children help Pinocchio complete the task.)

Pinocchio counts incorrectly: skips objects, counts the object twice, gives the wrong answer.

Malvina clarifies the counting rules together with the children and finds out how many figures there are and how the new number came about.

II part. Game exercise "Count the figures."

Pinocchio gives the children tasks: “Count four squares and place them on the top strip of the card. Count five rectangles and place them on the bottom strip of the card. How many squares? How many rectangles? Five rectangles and four squares - compare, which is more? Four squares and five rectangles - compare which is smaller? Which number is greater: five or four? Which number is smaller: four or five? Make it so that the rectangles and squares become equal.

Children perform the task in any way and explain their actions.

Physical education minute

The teacher reads the poem, and the children perform the corresponding movements.

One, two, three, four, five!
We all know how to count
We can also rest
Put your hands behind your back
Let's raise our heads higher.
And let's breathe easy.

Stretched out on toes
So many times
Exactly as many as fingers
On our hand!
One, two, three, four, five.

One, two, three, four, five We stomp our feet.
One, two, three, four, five
We clap our hands.

III part. Game exercise "Draw the missing figure."

Malvina invites the children to look at the drawings-plates (see the example on p. 14), determine which figures are missing, complete them and prove the correctness of their decisions.

After discussing the task, Malvina shows ways to solve it. Verification is carried out by alternating geometric shapes and determining their number (there should be 3 of them). IV part. Game exercise "Let's help Pinocchio to lay out the pictures."

Pinocchio, together with the children, examines the pictures and asks: “Who painted the pictures? What are the characters depicted doing? When does it happen?

Then he offers to put the pictures in order and name the parts of the day.

Lesson 2

Program content

Practice counting and counting objects within 5 using various analyzers (by touch, by ear).

To consolidate the ability to compare two objects by two parameters of magnitude (length and width), indicate the result of the comparison with the appropriate expressions (for example: “The red ribbon is longer and wider than the green ribbon, and the green ribbon is shorter and narrower than the red ribbon”).

Improve the ability to move in a given direction and define it with words: forward, backward, right, left.

Didactic visual material

Demo material. Drum, pipe, counting ladder, 6 tumblers, 6 pyramids, card in a case with 4 sewn buttons, large and small dolls, 2 ribbons (red - long and wide, green - short and narrow), flannelograph, audio recording, chest with asterisks on the number of children.

Handout. Workbooks (p. 1, task B), colored pencils.

Guidelines

I part. Game exercise "Count the same."

“How many tumblers are on the table? Why did you count out so many tumblers?” the teacher asks.

The task is repeated 2 times with the help of different musical instruments.

The teacher clarifies the rules for counting objects by touch. After completing the task, he asks the children questions: “How many pyramids did you count? How to check the correctness of the task? (The child takes the card out of the case, and the children correlate the number of buttons on the card with the number of pyramids on the step of the counting ladder.)

II part. Game exercise "Color the same" (performed in a workbook).

The teacher invites the children to paint over as many circles as there are tumblers (pyramids) drawn in the picture.

After completing the task, he clarifies: “How many circles did you paint over? Why so many?

III part. Game exercise "Let's tie bows to the dolls."

The teacher draws the attention of the children to the tapes located on the flannelograph: “What is the difference between the tapes? Are they the same color? What can be said about the length of the tapes? (He suggests comparing the ribbons in length and clarifies the rules for comparison: the ribbons must be placed under each other, trimming them on the left side.) What is the length of the red ribbon compared to the green one? How long is the green ribbon compared to the red? (The teacher gives a sample answer: “The red ribbon is longer than the green ribbon.”)

What can be said about the width of the tapes? (Suggests comparing the widths of the ribbons, arranging them so that the top or bottom edges of the ribbons are in line.) How wide is the red ribbon compared to the green? How wide is the green ribbon compared to the red? Show a wide (narrow) ribbon. Which ribbon is suitable for a bow for a small doll? Which ribbon is suitable for a bow for a large doll?

The teacher ties the bows and finds out why the red bow turned out to be big. He listens to the children's answers and summarizes: "The red bow turned out to be big, because the ribbon is long and wide."

The teacher invites the children to tell about the size of the green bow.

IV part. Game exercises "You will go the right way, you will find the treasure."

“The magician has hidden the treasure and invites you to find it,” the teacher tells the children.

With the help of a counting rhyme, a leader is selected.

Kady-bady
Pour water
cow to drink,
You to lead.

The leader performs the task: takes five steps straight, turns right and takes three more steps in pre-laid circles. The rest of the kids follow him. Children find a chest and take out stars from it (music sounds).