Organization: MB DOU "Kindergarten No. 36"
Location: Kemerovo Region, Novokuznetsk
Goals:
- introduce the formation of the number 3 and the number 3; practice naming numbers first, second; learn to navigate in space
- introduce a new figure - a triangle,
- to consolidate the concepts of "more", "less"; "circle", "one", "many";
- learn to coordinate nouns with numerals;
- to develop mental operations, creativity, the ability to justify the correctness of the decision, to cultivate perseverance, accuracy in completing tasks.
Previous work: reading the fairy tale "Three Bears".
Equipment and materials: figures of three bears, pictures of a carrot, a roof, a ball, a cube, several large and small triangles of the same color and different colors, cubes, cards with the numbers 1, 2, 3 for each child.
Lesson progress:
1. Organizational moment.
Today we are going to a fairy tale. And to whom, you will find out when you guess the riddle:
Near the forest on the edge
Three of them live in a hut.
There are three chairs and three mugs,
Three beds, three pillows.
Guess without a clue
Who are the heroes of this tale?
(Three Bears)
Once upon a time there was a father on the edge of the forest - a bear, what was his name? (Mikhailo Potapych)
Mama bear. What was her name? (Nastasya Petrovna)
How many bears are on the edge? Let's count (1,2).
Two bears go home. Who goes first? Second?
And now they have switched places. How is Mikhailo Potapych going? And Nastasya Petrovna?
But their son came running to them. What's his name? (Mishutka)
How many bears have become? (3) - So, two and one more will turn out 3.
Mishutka wants to play with you. He loves to play with cubes.
caregiver: Place one cube in front of you. How many cubes were placed? Show the number 1. To the right of the cube, place two cubes on top of each other. How many cubes are there? What number should be used to represent two cubes? What needs to be done so that the cubes are equally divided? (Place one more cube on top of one.)
The formation of the number 3.
Place another cube on top of two cubes. More cubes? Let's count the cubes: one, two, three, three cubes in total. The number three is denoted by the number 3. (Shows the number 3.) Make it so that there are 2 cubes. What did you do to make it 2 cubes and not 3? Add another cube. How much is now? What did you do so that there were not 2, but 3 cubes? Is 3 greater than 2? Put the numbers in order: 1, 2, 3. (Asks the children to close their eyes and removes the number 2.) What number is missing?
We played, now we will rest with Mishutka
Fizminutka
Three bears were walking home (children walk like a bear).
Dad was big, big (raise their hands up).
Mom is with him - smaller in stature, (arms at chest level, stretched forward).
And the son is just a baby, (squat down).
He was very small
Walked with rattles
Ding-ding-ding (get up and imitate the game on the rattles, raise your hands up and pronounce the words).
Educator: Guys, I invite you to visit. But we will not just go, but we will pick mushrooms. (Children pick mushrooms and put in a basket)
Guys, how many mushrooms did we collect? (Many)
How many mushrooms do I have in my hand? (1 mushroom)
Mishutka found interesting figures in the forest today, but he does not know what they are called. Can you help him find out what these figures are?
Mishutka, you sit down, and the guys will tell you what kind of figures they are. (Children have circles and triangles on their tables)
I show a circle and ask:
What is this figure? (A circle)
Why do you think so? (It can be rolled)
That's right, put a circle and take another figure. Can we roll it? Why? (Corners get in the way)
Let's count how many sides this figure has?
How many corners? (Also 3)
Therefore, this figure is called a triangle.
Now Mishutka do you know what these figures are called?
1 game "What looks like a triangle?"
Mishutka: Guys, I have a lot of toys. And I love to play with them. They are all different shapes. Let's select only those toys that have a triangular shape. (Drawings of toys hang on the board: roofs, carrots, a ball and a cube, a flag)
2 game "Third extra"
Oh, guys, something got mixed up with us. Come on, guys, let's see what figure is superfluous here? Why?
(On the desk)
a) 2 triangles of the same color and size and a circle.
b) 2 triangles of different sizes and a small circle.
That's what good fellows, guys. All figures were put in place.
And our guys are very good at drawing. And now they will draw one of your toys - a flag.
Reflection.
With the help of a teacher, children count up to three surrounding objects: toys, pencils, etc.
Summary of the lesson for children 4-5 years old "Number and number 3"
Material Description
I offer you a summary of direct educational activities for children of the middle group on the topic "Number and Number 3". This is a summary of the lesson, in which children get acquainted with the concept of a number series, numerals from 1 to 3, and also learn to name them correctly and navigate them correctly.
Target
To acquaint with the formation of the number 3 and the number of the same name; teach to name the numbers 1, 2 and 3; lay out and count things from left to right with the right hand; learn to navigate in space.
materials
Materials for educator:
* ball
* number cards
Materials for children:
* cards with numbers 1, 2 and 3
* identical cubes - 6 pieces
* cards with raspberries - 4 pieces
* cards with strawberries - 4 pieces
* number card
Instead of the corresponding cards, you can take toys in the form of raspberries and strawberries.
Lesson progress
At the table (sitting)To start, invite the guys to put one cube.
- How many cubes did you put in?
- Now show me that number.
- And what figure was shown and why exactly it?
- Now, to the right of the cube, add a column of 2 cubes.
- How many cubes are in this column? That's right, one, two, just two cubes.
- And what number should indicate 2 cubes? Show number 2.
- And now next make another column of two cubes and put another one on it. Are there more cubes?
- Let's count together how many cubes are in the last column: one, two, three - only 3 cubes.
- The number 3 is indicated by the number 3 ( show).
- Make sure that in the 2nd and 3rd columns there are equal cubes - 2 each.
Check the correct execution of the task.
How many cubes are in the 2nd column? And in the 3rd? Put another die in the 3rd column. How many cubes are in the 3rd column now? Where are more cubes: in the 2nd or 3rd column? Show the number that represents the number 3.
Write the numbers 1 and 2 on the board.
Where should the number 3 be? After what digit in the number series should it be placed?
Let's play a game
Game "What has changed?"On the board is a row of numbers from 1 to 3.
The guys close their eyes, the teacher removes the number 2. Opening their eyes, they name the “disappeared” number and put it in the right place in the row. The next time, when the game is repeated, one of the children removes the number.
For the first time, it is the number 2 that should be removed, because the guys should see the boundaries of the number series.
Physical education minute
"Who quickly?" - mobile gameWorking with a card
The teacher gives the guys to raise their right hand and tell the individual guys which hand they showed. After that, he asks to demonstrate his left hand.
On the top "shelf" of the card, put this many strawberries.
Indicates the number 2.
How many strawberries are on the card? Show 2 strawberries.
The guys make a circular gesture, circling two strawberries.
Put the same number of raspberries at the bottom. How many raspberries did you put in?
- What can be said about raspberries and strawberries?
- Put another raspberry in a row. What berries have become smaller? And what more?
- What needs to be done to make them equal, 3 each?
- What number should be put near raspberries and strawberries? Why this number?
Tips for Parents
For example, put 3 cups on the table and ask the question: “How many plates do you need to put, put spoons if there are 3 people?”
Abstract of a lesson on the formation of elementary mathematical representations using sand therapy on the lexical topic "Berries": "Formation of the number 3"
Short description: summary of a lesson on the formation of elementary mathematical representations using sand therapy on the lexical topic "Berries".Purpose of the material: the abstract can be used by the educator, teacher - defectologist and parents.
Topic:"The Formation of the Number 3"
Target: Formation of elementary mathematical concepts through sand therapy.
Tasks:
- to consolidate the skill of counting objects, regardless of movement and location in space;
- perception of quantity with the help of auditory, motor, tactile analyzers;
- to develop the ability to work in a team, to form positive communication skills.
Types of children's activities: cognition, communication, physical education.
Planned results: children count objects within 3, regardless of location and movement in space;
Materials and equipment for organizing joint activities: sandbox, numbers 1,2,3; the image of three plates and three jars of jam, three bears, a strip with the image of berries and 3 cards with berries to it; toys three bears, three chairs; Organizing time.
Defectologist: There is a hut in the sandbox. The teacher holds the doll Masha in his hands and begins to read the fairy tale "Three Bears".
Main part.
Defectologist: Once upon a time there was a girl Masha. She went to the forest. In the forest, she saw a hut.
Masha was very inquisitive, and therefore she entered the hut.
(the house opens in the sandbox, you can see the table).
-What did Masha see in the house?
(She saw the table.)
What did she see on the table? (plates)
- Count how many plates?
What size plates?
-Next to the plates, Masha put cups with sweet compote.
- Count the cups.
-What can you say (They are the same. Two each.)
Masha noticed a plate on the shelf and put it on the table next to the rest of the plates.
- Count how many plates there are?
- Guys, what is missing on the table? (children's answers)
- Right. I need to add another cup.
- Which one (we put a small one).
-Now let's count (pay attention to the equality of plates and cups).
- Guys, what do you think, who lives in this hut?
-Why do you think so?
- Suddenly the door opened and the bears began to enter the hut.
Let's count how many there are.
-First, Mikhailo Ivanovich entered (they count one).
-Nastasya Petrovna (two) entered after him
-Mishutka appeared last (three)
- How many bears are there?
- They went to the forest for berries and got tired. Let's put our bears on the chairs.
(Children take bears and high chairs. The method of application determines the number and equality).
-Now let's pick up a chair for each bear (survey of children)
Why did you put this chair on this bear? (Is it big or small).
-Now let's see if there were enough chairs for all the bears? (we establish equality).
Fizminutka:
Bear cubs lived in more often.
They turned their heads. (Circular motions)
Like this, like this, head in different
The sides turned their heads.
Bear cubs looking for honey
Together they shook the tree, (Tilts to the sides),
Like this, like this, hands forward.
Friendly tree rocked
They walked around. (Walking like a bear)
And they drank water from the river ... (tilts forward).
Like this, like this
And they drank water from the river.
And then they danced
The paws were raised higher. (Jumps in place).
Like this, like this
The paws were raised higher.
- Game "Pies"(children are given pictures with drawn berries in a row, and three
separate cards with the image of berries of different sizes).
The bears baked a cake and decorated it with berries, but they didn't finish the job. Help them.
- A game of attention. If I show you a picture with one object, you show a card with the number 1, if there are two objects in the picture, you show a card with the number 2, with three. If there are more items in the picture, you don't show anything.
How can you summarize these pictures? (these are berries).
Reflection.
What did you guys like the most today?
Goals: introduce the formation of the number 3 and the number 3; practice naming numbers first, second; learn to navigate in space, Materials and equipment: cubes, cards with numbers 1, 2, 3 for each child.
Lesson progress
1. Organizational moment.
caregiver. Place one cube in front of you. How many cubes were placed? Show the number 1. To the right of the cube, place two cubes on top of each other. How many cubes are there? What number should be used to represent two cubes? What needs to be done so that the cubes are equally divided? (Place one more cube on top of one.)
The formation of the number 3.
Place another cube on top of two cubes. More cubes? Let's count the cubes: one, two, three, three cubes in total. The number three is denoted by the number 3. (Shows the number 3.) Make it so that there are 2 cubes. What did you do to make it 2 cubes and not 3? Add another cube. How much is now? What did you do so that there were not 2, but 3 cubes? Is 3 greater than 2? Put the numbers in order: 1, 2, 3. (Asks the children to close their eyes and removes the number 2.) What number is missing? (Gives children cards with pictures of apples and cherries.) Put this many apples (shows number 2). How many apples did you put in? Put the same number of cherries. How many cherries did you put in? What can you say about apples and cherries? Put in another cherry. What fruits have become more, less? What should be done to make them equal, three? What number should be placed next to the apples? Cherries?
Children's answers.
Oznak numbness with ordinal numbers"first second".
caregiver (attaches pictures of a red and green apple to the board). How many apples? Where is the first apple? Where is the second? Is the first apple red? Is the second apple green? Which apple is green? Which is red?
Children's advice.
Children receive cards with different and identical objects. Identical items must differ in color and size. The teacher says how to arrange the objects: the first apple is large, the second is small.
An exercise in orientation in space.
According to the instructions of the teacher, the children put the named objects to the left (to the right, under, above) of the main object.
The children form a circle and stand in groups of three. The teacher asks questions:
Who is to your right (left)? Who is behind you? Who is in front of you?
Mobile speech games.
Warm up
We put our hands on our shoulders Hands to shoulders, rotation
shoulders
We start to rotate them. back and forth.
This is how we fix our posture.
One, two, three, four, five!
Put your hands in front of your chest Hands in front of the chest, jerks
hands to the sides.
We part to the sides.
We will do a workout
In any weather.
Let's raise our right hand One straight arm up
the other - down, smooth movement
Let's put the other one down. one hand goes down,
We are swapping them. the other at the same time
rises.
We move our hands smoothly.
Now let's get together Walking in place.
Let's all walk in place.
Reflection.
With the help of a teacher, children count up to three surrounding objects: toys, pencils, etc.
One of the leading principles of modern preschool education is the principle of developing education. This also applies to mathematics classes in the middle group of kindergarten. The formation of elementary mathematical representations (abbreviated as FEMP) stimulates the intellectual and personal development of babies, contributes to the formation of abstract thinking and logic, the improvement of attention, memory and speech, which helps the child to actively learn and master the world around him. An entertaining journey to the country of geometric shapes and arithmetic problems will be a great help in educating such qualities as curiosity, purposefulness, organization, and will introduce the basic spatial and temporal concepts. The article also provides examples of abstracts.
Goals and objectives of the formation of elementary mathematical representations (FEMP)
The study of mathematics is an integral part of the educational process. The rapid development of science and technology in a large number of industries - from the construction of buildings to space exploration - requires the appropriate knowledge from a modern person. Therefore, the child takes the first steps in this direction in kindergarten. Another couple of abbreviations worth remembering are GCD, direct educational activity, and OOD, organized educational activity. The formation of mathematical representations also correlates with them.
The general educational value of the course of mathematics, like any other subject, lies primarily in those general concepts that it gives and which expand the horizons and ways of approaching a person to the phenomena of life. From this point of view, mathematics is important, firstly, for its logic, consistency and accuracy of conclusions. Secondly, mathematics is useful because it is difficult. Her abstract rigorous reasoning requires great and prolonged mental effort, requires not so much memory as understanding and consideration.
A. D. Alexandrov, mathematician,
Academician of the Academy of Sciences of the USSR and the Russian Academy of Sciences
The goals of the formation of elementary mathematical representations (FEMP):
- the development of children's understanding of the quantitative ratios of objects;
- mastering specific techniques in the cognitive sphere (analysis, synthesis, comparison, systematization, generalization);
- stimulating the development of independent and non-standard thinking, which will contribute to the development of intellectual culture as a whole.
Tasks for the development of mathematical skills for pupils of the middle group:
- learning numbers, learning ordinal counting within five;
- training in comparison operations using a conditional measure, building ordered series according to some attribute;
- familiarity with geometric shapes: rectangle and square; cylinder, ball and cube; cone and cylinder, oval and circle;
- the formation of the ability to separate the form from other features of the object;
- improving the skills of moving and turning the body in the indicated direction, orientation in two-dimensional space (forward-backward; up-down; left-right);
- the development of temporal representations: the sequence of annual seasons and parts of the day;
- mastering special terminology that allows you to pronounce the properties of objects.
Toddlers in a playful way learn quantitative counting, study numbers
Basic methods of working with children 4-5 years old
The teacher can use a wide range of tools in methodical work.
Visual techniques (sample, demonstration)
The teacher's demonstration is accompanied by the active actions of the kids themselves, which helps to achieve effective assimilation and consolidation of new material. Children perform simple mathematical operations, pronouncing their actions in chorus. These include:
- determination of the number of a set of objects;
- determination of their length;
- elementary account.
Mastering new intellectual skills (comparing objects according to some attribute, counting) requires a full-fledged, detailed, consistent display with detailed verbal instructions and examining a sample. As children learn new concepts, expressions and words, the display is replaced by oral comments on actions.
Photo gallery: visual aids in mathematics for children 4–5 years old
The manual teaches to correlate the number with the number (within five) The game teaches ordinal counting The child puts a “brick” on the same number on the house The game teaches to correlate the number of points on the butterflies with the number on the flowers Teaches to compare equivalent sets; understand the expression “as much as”, “equally” Teaches to correlate the number of objects with a number Children catch numbers with a fishing rod, count who caught how much Mathematical carousel helps to fix numbers within 5, geometric shapes, primary colors
Video: do-it-yourself educational games
Verbal tricks
Verbal techniques, such as instructions, explanations, questions stimulate the active attention of children, help to remember new terms and lexical expressions. Explanations should be clear, concise and easy to understand for children.. During the answers of the children, the teacher shows patience, does not interrupt, listens to the end, tries not to answer for the child, if necessary, asks additional questions that help the child cope with the task on their own.
The psycho-intellectual feature of children of the fifth year of life is their desire for sensory-motor exploration of the world around them. The teacher puzzles the kids with problems, solving which the guys can feel like little scientists and discoverers, for example, trying to understand why the wheels of a bicycle are round and not square. The teacher tries to lead the children to an independent answer with the help of leading questions and tips: “Trace the square with your finger. What does this figure have, but the circle does not? Why can't a square roll? . Intellectual insight will help to experience a sense of satisfaction, bring joy from the process of knowing the world.
It is important to note that pupils of the middle group must be given cognitive tasks from the first lessons in order to develop natural curiosity and inquisitiveness of the mind. Knowledge acquired through self-examination will become a valuable experience, and new words and concepts will be perceived more consciously.
Video: cognitive tasks and outdoor games in a math class
Game techniques: education and entertainment
The teacher uses in pedagogical practice elements of games of a search and competitive nature with a variable variety of exercises and tasks according to the level of complexity. It will also help to attract characters, fairy tales. “Weeding the garden” with the rabbit in search of carrots (and counting the remaining number of weeds) is much more interesting for the child than solving mathematical examples outside the game context.
Table: card file of didactic games for ordinal counting and simple arithmetic calculations
| "Correct Account" | Purpose: to help master the order of the numbers of the natural series; to consolidate the skills of direct and reverse counting. Material: ball. Description: Children stand in a circle. Before starting, they agree in what order (forward or reverse) they will count. Then they throw the ball and call the number. The one who caught the ball continues the count by passing the ball to the next player. |
| "Who where" | Purpose: to teach to distinguish the position of objects in space (in front, behind, between, in the middle, on the right, on the left, below, above). Material: toys. Description: arrange toys in different places in the room. Ask the child which toy is in front, behind, next, far, etc. Ask what is on top, what is below, on the right, on the left, etc. |
| "A lot, a little" | Purpose: to help to learn the concepts of "many", "few", "one", "several", "more", "less", "equally". Description: ask the child to name single objects or objects that are many (few). For example: there are many chairs, one table, many books, few animals. Put cards of different colors in front of the child. Let there be 7 green cards and 5 red ones. Ask which cards are more, which are fewer. Add 2 more red cards. What can be said now? |
| "Guess the Number" | Purpose: to help prepare children for elementary mathematical operations of addition and subtraction; help to consolidate the skills of determining the previous and next number within the first ten. Description: ask, for example, what number is greater than three, but less than five; what number is less than three, but more than one, etc. Think of a number within ten and ask the child to guess it. The child calls different numbers, and the teacher says whether the named number is more or less than the intended number. Then you can switch roles with the child. |
| "Counting Mosaic" | Purpose: to introduce numbers; learn how to match numbers with numbers. Material: counting sticks. Description: Together with the child, make up numbers or letters using counting sticks. Invite the child to place the corresponding number of counting sticks next to the given number. |
| "Traveling Point" | Purpose: to introduce the basics of writing numbers; develop fine motor skills. Material: checkered notebook, pen. Description: the teacher sits down at the table, puts the notebook correctly, shows the child how to hold the pen correctly. Offers to play point-traveler. To do this, you need to invite the child to put a dot in the upper right corner of the cell, then in the fourth cell of the left corner at the bottom of the notebook, etc. |
| "Reading and counting" | Purpose: to help to learn the concepts of "many", "few", "one", "several", "more", "less", "equally", "as many", "how many"; the ability to compare objects by size. Material: counting sticks. Description: when reading a book to a child, ask him to put aside as many counting sticks as, for example, there were animals in a fairy tale. After counting how many animals are in the fairy tale, ask who was more, who was less, and who was the same. Compare toys by size: who is bigger - a bunny or a bear? Who is less? Who is the same height? |
| "When It Happens" | Purpose: to consolidate children's knowledge about the seasons, their characteristic features; develop coherent speech, attention and resourcefulness, endurance. Material: pictures of the seasons. Description: Children sit around the table. The teacher has several pictures in his hands depicting different seasons, for each season 2-3 pictures. The teacher explains the rules of the game and gives everyone a picture. Then rotates the arrow in a circle. The one she pointed to carefully examines his picture and then talks about its content. Then the arrow is turned again and the one she pointed to guesses the time of year. A variant of this game can be the educator reading excerpts from works of art about seasonal natural phenomena and searching for pictures with relevant content. |
| "Choose the Shape" | Purpose: to develop in children the skill of highlighting the shape of an object with a distraction from its other features. Material: one large figure of each of the five geometric shapes, cards with contours of geometric shapes, two figures of each shape of two sizes of different colors (the large figure coincides with the contour image on the card). Description: Children are given figures and cards. Educator: “Now we will play the game “Pick up the shape”. To do this, we need to remember the names of different forms. What shape is this figure? (further this question is repeated with the display of other figures). You must arrange the figures according to their shape, regardless of the color. For children who have incorrectly laid out the figures, the teacher offers to circle the contour of the figure with a finger, find and correct the mistake. |
| "Fruit Picking" | Purpose: to develop an eye when choosing objects of a certain size according to the sample. Material: sample apples (cut out of cardboard) in three sizes - large, smaller, small; three baskets: large, smaller, small; a tree with hanging cardboard apples of the same size as the samples (8–10 apples of each size). The diameter of each apple is 0.5 cm smaller than the previous one. Description: the teacher shows a tree with apples, baskets and says that small apples should be collected in a small basket, and large ones in a large one. At the same time, he calls three children, gives each one a sample apple and offers to “pick” one of the same apple from the tree. If the apples are picked correctly, the teacher asks to put them in the appropriate baskets. Then the task is performed by a new group of children. The game can be repeated several times. |
Video: math game tasks in the middle group
Motivating start to class
For learning to be effective, children need to be properly set up for work, to interest them in the process. To do this, preschool pedagogy has a whole range of measures.
Playing out the scenario and thematic nature of the lesson
A lively interest in completing complex tasks and exercises will help awaken the teacher's creative approach. To activate the attention of your pupils, you can use in your work a fairy-tale or literary plot, popular and beloved by children, interesting visual aids, mathematical poems, riddles, counting rhymes, etc. The appearance of a fairy-tale hero will create a situation that will involve children in the game or invite them on a fantastic journey.
- “The fairy tale calls us to visit” - the teacher, together with the children, invites the Russian folk tale “Teremok”. The magic house will open the door only to those who solve all the riddles and solve all the puzzles.
- "Masha saves her brother" - the lesson is built around the plot of the popular folk tale "Geese Swans". The teacher tells a story about a naughty girl Masha, who, against her parental will, ran away into the forest with her friends, and left her brother alone at home. Masha was so carried away by picking berries and mushrooms that she lost her call to the house. The teacher asks the children to help pick up the correct key of a certain geometric shape that will open the door. Once in the house, Masha discovers that Vanechka was taken away by evil birds to Baba Yaga. Now the guys need to overcome the trials and save the little brother.
Examples of questions for an introductory conversation (children look at pictures):
- Did you recognize the fairy tale?
- How many trees around Teremka?
- How many windows are in the house?
- How many mushrooms and berries did Masha collect?
- How many girls are in the clearing?
- How many girls were left when Masha ran home?
Educational films and video clips
Short videos, animated films on the topic being studied are also useful in the work of a teacher, as this is an easy way to attract the attention of a child. However, you should not abuse them, it is recommended to use no more than 2-3 videos per lesson.
Video: educational cartoon about numbers "We count with Paula" (number 5)
Methods for the development of sensory perception and logical thinking in preschool education
Recently, author's methods of early development of children have become more and more popular, elements of original pedagogical techniques are successfully used by teachers of ordinary kindergartens. With the correct application of the techniques, the child gradually masters more and more serious logical and mathematical operations, moving from simple manipulations with numbers to more complex computational exercises. Specialists can also use methods for diagnosing the mental development of children for compliance with age norms, in order to refer the child for an individual consultation with a child psychologist, if necessary.
Logic blocks of the Hungarian mathematician Zoltan Gyeneš
An effective game technique using a set of 48 geometric flat figures and three-dimensional blocks in three primary colors (red, blue, yellow) and four shapes (circle, square, rectangle, triangle). In addition, volumetric blocks differ in thickness (thick-thin) and size (large-small).
The main goal of the original methodology is to teach the skills of solving logical exercises and tasks based on classification by features.
Games and exercises are presented in three levels of difficulty:
- First, the child learns to operate with one property.
- The second one develops the skills of comparing and systematizing objects according to two criteria at the same time.
- The third one offers tasks that require the ability to operate with three properties at once.
- construction from blocks, the study of color, shape, size;
- combining into groups according to qualitative characteristics (select elements of a triangular shape or all blue blocks, etc.);
- rhythmic pattern, for example, a rug with a geometric pattern or beads with a rhythmic combination of details;
- a logical chain that is built according to a given condition for alternating shape, color, size.
Video: Gyenes Logic Blocks
Maria Montessori Method
The Italian teacher and psychologist Maria Montessori developed a whole range of didactic materials:
- insert figures,
- rough letters,
- number machines,
- zipper frames,
- other.
These teaching aids were specially developed to stimulate attention, the will to achieve success, observation, focus on the task, while their meaning was also that the child himself found and eliminated his mistake, without the help of a leader.
Meaning of Montessori materials:
- arouse a keen interest in completing the task, additionally motivate the child;
- enable the child to easily correct the mistake without the help of adults;
- maximally activate sensory perception;
- give priority to practical activities, rather than abstract explanations, the child works a lot with his hands;
- break the learning process into its component parts, which allows you to improve each stage separately;
- develop independence and autonomy;
- increase the concentration of attention, since they suggest the possibility of repetition without limiting the time for mastering the skill.
In kindergarten, you can equip a corner with Montessori materials.
Montessori games perfectly develop logical thinking
Sensory Development Zone
With the help of auxiliary materials, the senses that the baby uses to learn about the world around are activated, the child's orientation in reality improves. The emphasis is on developing:
- vision (tablets of different colors, a pink tower, geometric figures to understand the differences in shape, size);
- hearing (musical instruments, bells, rustling boxes);
- sense of smell (jars with a smell);
- touch (shreds of fabrics, boards).
Math area
Mathematical development sets the following goals for students:
- familiarity with numbers
- understanding of numerical digits and the decimal system;
- mastering the comparison of mathematical symbols;
- the ability to carry out basic mathematical operations on addition, subtraction, division with four-digit numbers;
- knowledge of the square of a number;
- understanding fractions and working with them.
Didactic material:
- sets of gold beads and boxes with digital cards for learning arithmetic digits and mastering the skills of four actions;
- rods;
- spindles;
- Segen boards.
Video: teaching mathematics in the Montessori system
Kuizener's sticks
The technique of the Belgian teacher George Kuizener suggests using a set of multi-colored counting sticks that differ in size and color as a multifunctional mathematical aid for kids from one to seven years old. The technique in a playful, relaxed form introduces the baby to the world of color and shape.
The value of the Kuizener technique:
- helps to visually demonstrate the composition of a number, to form the concept of a logical sequence of a number series;
- improves attention, fine motor skills, stimulates imagination and fantasy;
- promotes the development of spatial thinking and combinatorial abilities;
- activates creativity, arouses interest in mathematical games and exercises.
- sticks are used as a design set, from which, arbitrarily or according to a picture-instruction, children model various forms;
Randomly or according to the instruction picture, children model various forms
- ladders in size;
A colored ladder helps to learn the concept of magnitude, as well as master counting skills.
- the formation and composition of the number up to five, with the addition and subtraction of one stick;
- strengthening the skills of direct and reverse counting.
Cuisiner set develops children's creativity
"Gifts of Froebel"
The methodology of the German teacher Friedrich Froebel involves the use of the author's game didactic material.
The purpose of Froebel's gaming technique is to stimulate interest in active research, sensory development, and the formation of a child's communication skills.
Didactic games "Gifts of Froebel" for children 4-5 years old:
- a wooden cube, which includes eight more identical small cubes. The manual promotes acquaintance with the concepts of the whole and the part, teaches counting, develops design abilities;
- eight tiles that develop analytical skills;
- building creative sets of cubes, geometric shapes, bars, etc.
Video: playing material according to the Froebel method
The technique of the Nikitin spouses
Game aids are educational puzzles made of cubes and a variety of construction kits based on the principle of inventing a holistic image. Tasks can be in the form of a drawing, model or blueprint and are a kind of mind trainer.
Video: fragment of the lesson. "Fold the Square"
We are preparing a summary of a lesson in mathematics in the middle group of kindergarten
The duration of the lesson is 20 minutes, in comparison with the younger group, children perform a larger amount of tasks, the overall pace of work noticeably accelerates. Classes are traditionally held once a week, but you should not be limited to the narrow time frame of long-term planning of educational activities. To consolidate the program material, you can organize game mathematical situations during a walk or free play outside of class.
- the teacher begins to study new material after repeating the previously studied material. The repetition takes no more than five minutes and is carried out in a playful way, for example, “Help Pinocchio count the coins”, “Find a mistake with the Kid”, etc., as well as using thematic poems, riddles, songs. Such exercises are aimed primarily at stimulating natural resourcefulness and children's ingenuity, directing attention in the necessary creative direction, creating a positive emotional climate and joyful mood, helping each child to reveal their intellectual capabilities;
- it is difficult for children of four or five years old to cope with monotonous monotonous work, therefore it is advisable to carry out motor, finger or breathing exercises with small fidgets in time, to connect outdoor games of a mathematical orientation in the process of work.
Forms of work and individual approach
The best option for organizing and conducting mathematics classes involves dividing children into pairs or small subgroups, taking into account different intellectual abilities. This will help improve the quality of education and create the necessary conditions for the implementation of an individual approach and rational dosing of mental and psychological stress, depending on the degree of preparation of children.
The best option for organizing and conducting math classes involves dividing children into small subgroups
Individualized work with children can be done in two ways:
- capable children who show passion for mathematics can be given more complex tasks of a problematic nature;
- for children who experience difficulties during the fulfillment of program requirements for various reasons (the baby has individual intellectual characteristics of perception or poor performance), it is more expedient to give simple tasks that they can solve. Such a differentiated approach will help keep the child's interest in mathematics, and gifted children will be able to fully realize their mathematical abilities.
Practical methods and means of work for the educator
In the middle group, the volume of tasks gradually increases, which already includes two or three links, for example, children must count the bunnies in the picture and the same number of squares on the card.
Difficulties in working with children 4–5 years old:
- children can hardly hold their attention while explaining the task, so it is important to teach them to listen to the information to the end and not allow them to start the task ahead of time. It is desirable that children start working together, without interfering with each other, adhering to the correct algorithm of actions;
- questions addressed to a particular child are answered in chorus, shouting from their seats. The task of the teacher is to cultivate a benevolent attitude towards each other, a desire to help a friend, but to teach them to answer one at a time, pronouncing the words loudly and clearly.
Methodology for teaching quantity and ordinal counting within five
The first stage is a quantitative comparison of two groups of objects arranged in two horizontal parallel rows, which are arranged one under the other for greater clarity. Initially, groups consist of one and two or two and three items, later they move on to more complex combinations of four and three, four and five items. Differences (greater than, less than, equal to) are fixed by words denoting numerals, due to which children perceive the relationship between the number and quantity of objects. The teacher counts the objects of both groups (in one there is one object more), clarifies which objects are more and which are less, translates into a numerical ratio, draws the attention of children to the final result. The teacher quantitatively changes the composition of one of the groups by adding or subtracting one item, which helps to see and understand how the next or previous number can be obtained. Children are asked to show and name the number of objects, to say where there are more and where there are less, which helps to fix new numeral words in memory. Final skill: children must learn to distinguish between the quantitative composition of a group of objects and answer the question "How much?"
The second stage is devoted to mastering the operations of ordinal counting and the skill of counting, children are taught to show objects of the feminine, masculine and neuter gender (doll, ball, apple) in order and name the corresponding numeral word. To form and consolidate counting skills, a variety of game exercises are used, alternating collective and individual forms of work with visual aids. In the future, children train in the ability to count objects, independently select them in groups and place them in the indicated place (shelf, table, chair). Then the kids are asked to form a quantitative group according to the named number, for example, "Collect 2 cubes and 4 balls." At the same time, work is being done on the formation of spatial orientation skills: “Put it to the left, to the right, above, below. Stand in front, behind, etc.” In addition, it is important to pay attention to the development of the ability to determine the qualitative characteristics of objects, such as color, size, length, width, shape, and comparisons by one of the properties.
Video: getting to know the number and number three
A common childhood mistake: a child often uses the word "one" instead of the numeral "one". The teacher shows the toy and asks the question: “How many cars do I have?” - “One machine”, - the kid answers. Such a dialogue will help to remember the correct use of numeral words.
Comparing Items of Different Sizes: Learning Planning
A good eye is a guarantee of the safety of the movement of children in space. A lot depends on how the child is able to assess the distance between objects in the world and their size. Much attention is paid to this aspect in preschool education. The chronological distribution of classes according to the annual grid has its own characteristics.
- The first three months of the school year are devoted to training the ability to compare two objects (laces, scarves, toys, cardboard strips, designer parts, etc.) in terms of height, length, width, thickness, volume. Approaches of imposition, applications and comparison by eye are used.
- In winter, kids are taught to conduct a comparative analysis of two flat objects, considering their length and width, while pairs of objects are selected that differ in either length or width. When children confidently cope with the task of establishing the relationship of two objects, you can safely expand the quantitative range to five and proceed to exercises related to laying out objects in a row according to the principle of increasing or decreasing according to a certain attribute.
- In the third quarter, special attention is paid to the development of children's eye. Children are asked to determine by eye whether an object is larger or smaller, and they are also taught how to use a measure. You can also ask children to estimate the distance between pieces of furniture by eye: what is farther, what is closer, how many balls will fit between two chairs, etc.
Useful advice: it is advisable to use a motor analyzer (a brain area responsible for tracking muscle activity and body position in space): invite children to “run their fingers” along the edge of objects, make fingers move along, across, from bottom to top, determine which object the finger runs over longer. It is also important to train and develop mathematical skills in drawing, appliqué, and music classes.
Lesson Plan
- Organizational introductory part (3–5 minutes) – a motivating start to the session.
- Practical - the teacher explains the essence of the tasks and exercises that children must cope with (3-5 minutes).
- The main one is independent work of children (15 minutes).
- Final - analysis and evaluation by children of the results of their work. Children are taught to reasonably formulate their point of view and independently talk about the sequence of the task (3 minutes). Questions worth discussing:
- how well the task was completed;
- new techniques that the children got acquainted with;
- causes of errors and ways to correct them.
It is also useful to think over weekly FEMP lesson plans on various topics.
Table: a fragment of the abstract of a lesson in mathematics in the middle group according to the Federal State Educational Standard "Counting to five" by the educator T. S. Lyovkina
| general information | Purpose: to form children's knowledge of geometric shapes, to consolidate knowledge in counting up to 5. Handout:
visual material:
|
| Repetition of the material covered | Educator: How many fingers are on the hand And a penny in a patch, At the starfish rays, The beaks of five rooks, Blades at maple leaves, And the corners of the bastion Tell about it all The number will help us ... (five). Educator: “Guys, today we will consolidate our knowledge in counting up to 5. And we will repeat with you the name of geometric shapes.” Teacher: Look at the blackboard. (Pictures depicting numbers from 1 to 5) Let's try to count! (Children count aloud together with the teacher. Repeat 3 times) Educator: Now let's learn to count backwards. (Children count together with the teacher in reverse order. Repeat 3 times.). What good fellows you are! |
| Organizational part | Oh, hush, it seems that someone came to us. (We take out a toy: a doll) Educator: Masha doll is our guest, let's say hello to her. Masha told me that today, on her way to school, she mixed up the numbers in an envelope and now she can't put them in order. Let's help her? (We choose a child who wants to, who puts the numbers in order on the board) Educator: “Well done, Danya, helped Masha, but that's not all. Today Masha will be present at our lesson and see which of the guys is the most diligent and smart.” (We distribute geometric shapes to each child, 5 pieces each) |
| Physical education minute | Teacher: "Let's have some rest. One, two, three, four, five, Let's repeat together One yes four, there will be five, Two and three is also five, All five studied And now we'll rest Let's start counting again." |
| Practical part | Educator: "We had a little rest, and now take geometric shapes and count how many of them you have on your table." (Children count the figures. Children's answers) Educator: “That's right, there are only 5 of them. And what figures are present in our lesson?” (children's answers) Educator: “Now, guys, the task is more difficult. I will give you counting sticks, and you will try to make the figures that I gave you out of them. But Masha gives you a hint that you can’t make all the figures out of sticks.” |
| Independent work of children | Children make figures out of counting sticks, the teacher corrects mistakes, helps each child in doing the work). Educator: What good fellows you are, but some figure is missing and it was not possible to make it with the help of counting sticks, what do you think, which one? (children's answers) Educator: That's right, we didn't get two figures - this is a circle and an oval. After all, it is impossible to build these figures from counting sticks. (We show a picture depicting 5 geometric shapes). |
| Final part | Educator: guys, let's repeat the name of the shapes with you: square, circle, triangle, rectangle, oval. (Repeat with children). Educator: Masha really liked how you all answered today, you are such smart and talented kids! She will not leave now, but will remain with you in the group and each of you will be able to play with her. Educator: guys, let's remember what we did in class today? (Children's answers. The teacher tells the children if they find it difficult to answer) Educator: You were all great today, the lesson is over. |
Video: lesson "Journey to the Land of Mathematics"
Project activity in mathematics in the middle group
Let us analyze individual concepts related to the educational program of preschoolers.
A lesson in mathematics is a narrowly focused way of carrying out educational activities. And an educational project is a combined and expanded version of the implementation of educational activities, combining several multidirectional artistic, aesthetic and practical classes (mathematics, speech development, music, drawing, modeling, etc.) that have a common theme.
The project can be:
- short-term - from one lesson to one week;
- long-term - from a month to a year.
Project structure:
- preparatory work;
- main part;
- final stage.
Directions and forms of implementation:
- Intellectual and cognitive development:
- educational conversations with parents and pupils;
- quizzes and intellectual games;
- hometasks;
- demonstration material and didactic aids (information stands, sliding folders, posters, newspapers, etc.);
- festive events;
- excursions, visits to museum expositions and theatrical performances.
- Educational games (didactic, artistic, role-playing).
- Artistic practical activity (drawing, application, music, modeling).
- Verbal techniques aimed at the development of speech (poems, tongue twisters, riddles, literary works, folklore materials, fairy tales).
- Physical development (mobile and sports games and competitions).
Photo gallery: final presentation of a short-term project in mathematics
Project: “Why does a cook need mathematics” Information about the author, participants Formulation of goals and objectives Statement of the problem Research activity Children determine the color and shape of vegetables Pots are arranged according to height Measuring cereals with a conventional measure Distributing waffles equally (after which children can treat each other) Final conclusions
Photo gallery: report on a long-term project in mathematics
Mathematics project “Fairytale Mathematics” Designing a mathematical and theatrical corner Studying geometric shapes Acquaintance with geometric shapes and modeling them Using didactic games in the classroom Studying ordinal counting (the fairy tale “Turnip”) Developing ordinal counting skills (the fairy tale “Teremok”) Individual work with the manual "Mathematical Theater"
Lesson in mathematics using ICT, multimedia
Modern information and communication technology tools significantly expand the range of creative opportunities for organizing interesting classes, increase visibility in the presentation of new material and the quality level of its assimilation. The main form of using ICT is a multimedia presentation or active work with a multimedia board.
Video: consolidating elementary knowledge in mathematics using a multimedia board
Photo gallery: pictures for presentation: numbers, counting and figures
Digit 1 Digit 5 Digit 3 Digit 6 Digit 4 Digit 2 Insert the missing number Choose a silhouette and count Task for counting training Logical task for distinguishing geometric shapes To develop logic and consolidate knowledge of geometric shapes
How to organize a math holiday
This is another complex form of organizing a lesson: where mathematics is fun, children will not be bored. In combination with friendly communication, tasks help kids learn politeness, develop attentiveness and patience.
Table: mathematical riddles and counting rhymes about bears, bunnies and other characters
| Number | Mystery | counting |
| 2 | In the apiary three bear cubs They played hide and seek by the barrel. One barely got into the barrel, And how much ran into the forest? | There was a grandmother from overseas, Carried a box. In that box The mushrooms lay To whom - a mushroom, to whom - two, And you, child, the whole box. |
| 3 | Lions came to visit the zebra And they brought gifts. The first lion brought a coconut And the second brought two of them. To add one plus two The third was called a lion. | We have gathered play, Well, who start off? One two Three, You start. |
| 4 | With your nose up high, The hare carried six carrots. Suddenly stumbled and fell - Lost two carrots How many carrots Does the rabbit have any left? | The mouse came out once See what time it is. One two three four, The mouse pulled the weights. Suddenly there was a loud ringing. Get out of the circle. |
| Kolya launched paper boats. There were already 3 boats in the stream. 1 more is about to touch the water. How many boats heading off to swim? | One two three four. Let's count the holes in the cheese. If there are many holes in the cheese, So the cheese is delicious. If it has one hole So it was delicious yesterday. |
|
| Under the bushes by the river May beetles lived: Daughter, son, father and mother - Who can count them? | One two three four, The cat was taught to read and write: Don't read, don't write And jump after mice. |
|
| 5 | Two spoiled puppies They run, they run, To playful three friends They rush with a loud bark - Together will be more fun. How many friends are there? | One two three four. Who lives in our apartment? Dad, mom, brother, sister, Murka cat, two kittens, My puppy, cricket and me - That's my whole family! One, two, three, four, five - I'll start counting again. |
| Seryozhka fell into the snow, And behind him is Alyoshka. And behind him Irinka, And behind her is Marina. And then Ignat fell. How many were all the guys? | One, two, three, four, five, The bunny went out for a walk. What should we do? How can we be? You need to catch a rabbit. We will count again: One, two, three, four, five. |
|
| Six funny bear cubs They rush to the forest for raspberries But one of them is tired I lagged behind my comrades, Now find the answer: How many bears are ahead? | One, two, three, four, five! We need to count the spoons! One, two, three, four, five! We need to count the forks! Spoons, forks, spoons, forks... Sawdust rustling in my head! |
|
| six happy piglets They stand in a row at the trough. Here one lay down to sleep, Piglets left... | One, two, three, four, five. We can't count our friends And life is hard without a friend Get out of the circle. |
|
| Six funny bear cubs Hurry for the snowdrop But one kid is tired I lagged behind my comrades, Now find the answer: How many bears are ahead? | One burbot lived in the river, Two ruffs were friends with him, Three ducks flew to them Four times a day And taught them to count - One, two, three, four, five. |
|
| 6 | Gives granny fox Three grandchildren mittens: “This is for you for the winter, grandchildren, two mittens. Take care, don't lose How many of all count!” | We shared an orange There are many of us, and he is one. This slice is for the hedgehog, This slice is for a swift, This slice is for ducklings, This slice is for kittens, This slice is for the beaver, And for a wolf - peel. He is angry with us. Trouble! Run away whoever! |
| 7 | six puppies Plus mom like. How much will? Count! | The countdown begins: A jackdaw sat on a birch, Two crows, a sparrow, Three magpies, nightingale. |
| 8 | One two three four, Five, six, seven, eight - Grandma walks With a long nose And behind her grandfather. How old is grandfather? Speak quickly Don't stop people! | One two three four, The mice lived in the apartment. A friend came to them The cross is a large spider. Five, six, seven, eight We ask the spider: "You glutton, don't go!" Come on, Mashenka, drive! |
| 9 | The seagull warmed up the kettle. Invited eight seagulls: "Come all for tea!" How many seagulls? Answer! | Numbers are easy and simple Children line up according to height: One, two, three, four, five, Six, seven, eight, nine! Let's learn to count together More fun together! |
| 10 | How to stand in a circle under the tree Bunny, squirrel and badger, A hedgehog and a raccoon got up, Elk, boar, fox and cat. And last up was the bear! How many animals are there? Answer! | One, two, three, four, five, The sun must rise. Six seven eight nine ten, The sun is sleeping, there is a month in the sky. Run away, whoever Tomorrow is a new game. |
Games with mathematical content
Here is a selection of several games that are relevant for the middle group.
"Electronic"
Strengthens the skills of spatial orientation, teaches you to clearly set the task.
At the beginning of the game, the child playing the role of Electronics leaves the game room, the rest of the participants hide a toy somewhere, which must be found by Electronics. The robot starts moving only on a clearly formulated command, which accurately indicates the direction of movement and the number of steps. When the main condition of the game is met, the robot gives a verbal signal: “I hear the command, I understand it, I execute it.” If the robot did not understand the task, then it says the following phrase: “I did not understand the task, repeat it again.”
Each participant in the game formulates his task, for example:
- take as many steps forward as I clap;
- take four steps with your eyes closed;
- turn to the right, take two steps and recite the poem.
The teacher, together with the children, plans the Electronics route, thinking over the direction and number of steps that will lead him to the hidden surprise.
"Thread Magic" - a game with elements of thread writing
The game introduces numbers, develops imaginative thinking, trains fine motor skills of hands. Materials: velvet colored paper, woolen thread up to thirty centimeters.
The teacher shows a certain number of items on the interactive board or with the help of illustrations, toys. The number can "hide" in a riddle or tongue twister. Children determine the number and lay out its silhouette on paper with a thread. The correct answer is rewarded with a symbolic sign (sun, flower, etc.).
The child "draws" the number with a thread
"Little Photographers"
Equipment: a set of small designer parts or a set of buttons, cards made of thick paper or cardboard.
The teacher asks the children to "take a picture" of the figure, laying out its silhouette on the map using small improvised material.
Children lay out the numbers with the help of buttons
"Numbers Alive"
Children put on a digital emblem, turning into a “live figure”. Numbers from one to five are used.
- Children must form an ascending or descending chain of numbers.
- The teacher shows the number, the child recognizes his number and leaves.
- In a similar game situation, children come out with neighboring numbers (one more or less).
- Each child is invited to answer the question: “If your number grows by one, what number will it turn into?”.
"Hide from the rain" - outdoor game
Strengthens the ability to distinguish between the simplest geometric shapes of a circle and a square.
The teacher puts two hoops on the floor, inside one is a cut-out silhouette of a square shape, inside the other is a round one. Children are divided into two subgroups, the players of one group are given cards with a drawn square, children from the other group, respectively, get cards with a circle. Kids play freely and move around the room, but when they hear "thunder". (drum beat), then they immediately run to their houses. The guys who have cards with squares find their “square house”, and those who have cards with circles hide in a “round house”. With the further development of the game, the teacher swaps the silhouettes of the figures in the hoops.
"Space flight"
The space theme is an excellent setting for a whole day of play with children, it can include both dance and motor activity and various tasks - connect cut pictures, as Svetlana Viryasova recommends, for example, or count the number of astronauts. Such an activity is more likely designed for the older group, but something can be adapted for the middle group.
The teacher asks the students to assemble a rocket. The task has three levels of difficulty.
- Lay out a rocket from geometric shapes according to a template (5 geometric shapes).
- Lay out a rocket from geometric shapes (6 geometric shapes).
- Lay out a rocket from geometric shapes and from counting sticks.
This reinforces the knowledge of geometric shapes, trains fine motor skills, the skill of ordinal counting.
"Fun Train"
Helps to fix the sequence of the number series.
A silhouette of a train with wagons is cut out of cardboard, each wagon has a pocket for a number. Some wagons have lost their numbers. Children are asked to help the wagons and pick up the right number.
The game with the train is suitable for learning and fixing the ordinal score.
Table: a fragment of the scenario of a mathematical holiday
| Author and name of the holiday | O. Yu. Smetanina "Visiting Mathematics" |
| Equipment |
|
| The course of the holiday | |
| Introduction | Children and parents enter the hall to the music. Host: Today we have a mathematical holiday. What do you expect from the holiday? Of course, smiles, jokes, songs, dances, surprises and gifts. I hope the hopes come true. Our holiday is not just a holiday, but a holiday-game. We have gathered in this hall to find out how you can count, solve riddles, how resourceful and dexterous you are. The Znayki team (children) and the Umniki team (parents) take part in our competition. (Introduces captains). A flag is awarded for each correctly completed task. At the end we will count them. The team with the most flags wins. |
| Warm up | Moderator: Let's start the competition with a warm-up. It is necessary to guess riddles about geometric shapes. Riddles are made one for each team.
|
| "Who will find the items faster" | Look, there are baskets with the image of a circle, a square, a triangle and a rectangle. Anything that is round, put it in the basket with the image of a circle. Square items in the basket with the image of a square, triangular items here, and rectangular items must also be placed in the appropriate basket (only one item can be taken at each approach to the table). The team that completed the task first receives a flag. |
| "Say the opposite" | The host says a word (one for each team), and the team says the opposite word, antonym.
|
| "Logic endings" | The facilitator begins the sentence, and the teams take turns finishing.
|
| Physical education minute | "Funny Aunt" |
| Captains competition | Labyrinths are drawn on two paper sheets. The captains complete the task: "Go through the maze quickly." |
| "Continue row" | The teams are offered a sample of a logical series of Lego blocks and the teams continue the logical series according to the model. The team that completes the task without mistakes and quickly wins. |
| "Collect a Picture" | Each team has sheets of white paper and objects made of colored paper. It is necessary to decompose objects according to landmarks. Host: Place the sun in the upper right corner. Two clouds - in the upper left corner. In the middle is a red tree. In the lower left corner - a lake with four lilies, and in the lower right - two green Christmas trees and one orange tree. |
| Physical education minute | "One two Three" |
| Go to the next part | Who will be the smartest We want to know. Let's stand in two lines And let's start playing. |
| "Line up in order" | Captains, count five of your crew and line them up. (Children and parents perform). Each child receives a card with a number depicted on it (from 1 to 5), but in one team the cards are yellow and in the other blue. Leading: Now, to the music, you will perform different movements: march, run, dance. And when the music ends, you need to quickly line up in order. The first team to line up gets the flag. (The game is repeated 3 times.) |
| "Build a house" | Each team has one house scheme and a large Lego constructor. The team that builds the house without mistakes and quickly wins. |
| The final | Leading: All riddles are solved, games are played. While the jury is summing up the results of the competitions, I suggest you take a break. They include a song from the m / f "Fixies" "Helper", children and parents perform movements to the music. After the announcement of the results, sweet prizes are distributed to everyone. All participants march around the hall, the winning team goes in front. |
Video: math holiday in kindergarten
Topics for educators on self-education of a mathematical orientation
- Formation in children of middle preschool age of primary ideas about the properties and relationships of objects in the world through didactic games of mathematical content. (It's about shape, color, size, quantity, number, etc.)
- The development of mathematical concepts in children using Kuizener sticks and Gyenesch blocks.
- Formation of elementary mathematical representations of preschoolers in the process of various activities.
- The use of ICT in mathematics classes in the middle group.
Acquaintance with the most important logical operations, the formation of an elementary level of mathematical representations, the study of the abstract concept of number, the ability to determine the qualitative features of objects and systematize them according to certain properties is a significant condition for the high-quality intellectual preparation of children for school life. Developing and educating their little wards, educators understand that the future successful development of mathematical knowledge and the intellectual culture of children as a whole depends on how successful and productive their pedagogical efforts will be.
