One of the leading principles of modern preschool education is the principle of developing education. The formation of initial mathematical knowledge and skills stimulates the comprehensive development of children, forms abstract thinking and logic, improves attention, memory and speech, which will allow 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 and organization.
Goals and objectives of mastering the basics of mathematics for different groups of kindergarten
Arithmetic is the foundation on which the ability to perceive reality correctly is built, and creates the basis for the development of the mind and ingenuity in relation to practical matters.
I. Pestalozzi
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 mental 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.
Program tasks:
- The first junior group (two-three years):
- to teach the skills of determining the number of objects (many-few, one-many);
- learn to distinguish objects by size and designate in verbal form (large cube - small cube, large doll - small doll, large cars - small cars, etc.);
- to teach to see and name the cubic and spherical shape of an object;
- develop orientation within the group premises (game room, bedroom, toilet, etc.);
- to give knowledge about the parts of the body (head, arms, legs).
- Second junior group (three-four years):
- Middle group (four-five years):
- Senior and preparatory groups (five to seven years):
Pedagogical techniques of FEMP
- Visual (sample, display, demonstration of illustrative material, videos, multimedia presentations):
- Verbal (explanations, questions, instructions, comments):
- Practical:
- Exercises (tasks, independent work with sets of didactic materials), during which the kids repeatedly repeat practical and mental operations. In one lesson, the teacher offers from two to four different tasks with two or three repetitions of each for consolidation. In the middle and senior group, the complexity and number of exercises increases.
- Game techniques involve the active use of a surprise moment in the classroom, mobile, didactic games. With older preschoolers, they begin to use a set of game tasks and word games based on the action of representation: “Where is more (less)?”, “Who will be the first to name?”, “Say the opposite”, etc. The teacher uses elements of games in pedagogical practice search and competitive nature with a variable variety of exercises and tasks according to the level of complexity.
- Experimentation invites the child, through trial and error, to independently come to some important conclusion, measure volume, length, width, compare, discover connections and patterns.
- Modeling geometric shapes, building numerical ladders, creating graphic models stimulate cognitive interest, help develop interest in mathematical knowledge.
Video: LEGO math class (middle group)
How to Get Kids Interested in Math at the Beginning of a Class
To activate the attention of their pupils, the teacher can use poems, riddles, didactic games, costumed performances, demonstration of illustrations, viewing multimedia presentations, videos or animated films in the work. A surprise moment is usually built around a fairy tale or literary plot that is popular and loved by children. Its heroes will create an interesting situation, an original intrigue that will involve children in a game or invite them on a fantastic journey:
Table: card file of game tasks in mathematics
| Name of the game | Game content |
| Compilation of geometric shapes |
|
| Chain of examples | An adult throws a ball to a child and calls a simple arithmetic, for example, 3 + 2. The child catches the ball, gives an answer and throws the ball back, etc. |
| Help Cheburashka find and fix the mistake | The child is invited to consider how geometric shapes are located, in which groups and on what basis they are combined, to notice an error, correct and explain. The answer is addressed to Cheburashka (or any other toy). The error may lie in the fact that in the group of squares there may be a triangle, and in the group of blue figures - red. |
| Only one property | Two players have a full set of geometric shapes. One puts any piece on the table. The second player must put on the table a piece that differs from it in only one sign. So, if the first put a yellow big triangle, then the second puts, for example, a yellow big square or a blue big triangle. The game is built like a domino. |
| Find and name | |
| name the number | The players are facing each other. An adult with a ball in his hands throws the ball and calls any number, for example, 7. The child must catch the ball and name adjacent numbers - 6 and 8 (first the smaller one). |
| Fold the square | For the game, you need to prepare 36 multi-colored squares measuring 80 × 80 mm. Shades of colors should be noticeably different from each other. Then cut the squares. Having cut the square, you need to write its number on each part (on the back). Tasks for the game:
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| Which? | Material: ribbons of different lengths and widths. Game progress: Ribbons and cubes are laid out on the table. The teacher asks the children to find ribbons of the same length, longer - shorter, wider - narrower. Children speak using adjectives. |
| guess the toy | Material: 3-4 toys (at the discretion of the teacher) Game progress: The teacher talks about each toy, naming external signs. The child guesses the toy. |
| Lotto "Geometric shapes" | Material: Cards with the image of geometric shapes: circle, square, triangle, ball, cube and rectangle. Cards with the image of objects of round, square, triangular, etc. shapes. Game progress: The teacher gives the children cards with the image of geometric shapes and asks them to find an object of the same shape. |
| Tell me about your pattern | Each child has a picture (a rug with a pattern). Children should tell how the elements of the pattern are located: in the upper right corner - a circle, in the upper left corner - a square. In the lower left corner - an oval, in the lower right corner - a rectangle, in the middle - a circle. You can give the task to tell about the pattern that they drew in the drawing class. For example, in the middle there is a large circle, rays depart from it, in each corner there are flowers. Above and below - wavy lines, to the right and left - one wavy line with leaves, etc. |
| What number is next | Children become in a circle, in the center it is leading. He throws the ball to someone and says any number. The one who catches the ball calls the previous or next wislo. If the child is wrong, everyone calls this number in unison. |
| Count and name | “Count how many times the hammer will hit, and show a card on which the same number of objects are drawn” (The teacher extracts from 5 to 9 sounds). After that, he invites the children to show their cards. |
Video: outdoor games in mathematics in the preparatory group
Table: mathematics in poems and riddles
| Geometric figures | Check | Days of the week |
| I have no corners And I look like a saucer On a plate and on a lid On the ring, on the wheel. Who am I, friends? (A circle) Four sticks folded And here is the square. He has known me for a long time Every angle in it is right. All four sides Equal length. I'm glad to present it to you And his name is ... (Square) The circle has one friend, Everyone knows her face! She walks on the edge of the circle And it's called a circle! I took a triangle and a square, He built a house out of them. And I am very happy about this: Now a gnome lives there. We will put two squares, And then a big circle. And then three more rounds, Triangular cap. Here comes the merry eccentric. The triangle has three sides And they can be of different lengths. The trapezium is more like a roof. The skirt is also drawn with a trapezoid. Take a triangle and remove the top - Trapeze can be obtained in this way. | A puppy sits on the porch Warms his fluffy side. Another one came running And sat down next to him. How many puppies were there? A rooster flew up on the fence, I met two more there. How many roosters were there? Who has an answer? Five puppies playing football One was called home. He looks out the window, he thinks How many are playing now? Four ripe pears It swayed on a branch. Pavlusha took off two pears, How many pears are left? Led mother goose Six children walk on the meadow. All goslings are like balls. Three sons, how many daughters? Grandson Shura good grandfather Gave seven pieces of candy yesterday. Grandson ate one candy. How many pieces are left? Badger Grandmother baked pancakes, Invited three grandchildren Three pugnacious badgers. Well, how many badgers Waiting for supplements and silent? This flower has Four petals. How many petals Two of these flowers? | On Monday I washed I swept the floor on Tuesday. On Wednesday I baked kalach, All Thursday I was looking for the ball, I washed the cups on Friday I bought a cake on Saturday. All girlfriends on Sunday Called for a birthday. Here is a week, it has seven days. Get to know her quickly. First day of all weeks It's called Monday. Tuesday is the second day He stands in front of the environment. Middle Wednesday It's always been the third day. And Thursday, the fourth day, He wears his hat sideways. Fifth - Friday sister, A very fashionable girl. And on Saturday, the sixth day We rest with the whole crowd And last Sunday We appoint a day of fun. - Where's the slacker Monday? - Tuesday asks. - Monday is not a loafer, He is no slacker He is a great janitor! He's for Wednesday's cook He brought a bucket of water. To the stoker Thursday He made a poker. But Friday came Shy, tidy, He left all work And rode with her on Saturday Sunday for lunch. I sent you my regards. (Yu. Moritz). |
Photo gallery: didactic games for the development of mental counting
How many flowers does a bee need to fly around? How many apples are on the branch, how many are on the grass? How many mushrooms are under a high tree, and how many are under a low one? How many hares are in the basket? How many apples did the children eat, and how many are left? How many ducks? How many fish swim to the right, how many to the left? How many Christmas trees were there, how many were cut down? How many trees, how many birches? How many carrots in total, how many did the bunny eat? How many apples were there, how many are left?
Video: educational cartoon (learning to count)
Stages of development of counting activity by age groups
Preparatory "pre-numerical" stage (three to four years). Mastering the methods of comparison:
- Overlay is the easiest way to teach using toys, as well as sets of colorful illustrative cards with images of three to six objects. For adequate perception during this period of training, the drawn elements are arranged in one horizontal row. As a rule, additional handouts (small-sized elements) are attached to the cards, which are placed or superimposed on the images by moving the hand from left to right so as not to completely cover the pictures. The teacher guides the kids to understanding and memorizing the sequence of actions, the meaning of the expressions "as much", "one to one", "as much as", "equally". The teacher accompanies the demonstration of the overlay technique with his clarifying explanations and questions: “I give each hedgehog an apple. How many apples did I give out to the hedgehogs? After the children's understanding of the principle of correspondence is consolidated, the teacher proceeds to explain the concept of "equally": "There are as many apples as there are hedgehogs, that is, equally."
- Appendix - to master the technique, the principle of two parallel rows is used, objects are drawn in the upper row, the lower row can be drawn into squares for ease of perception. Having superimposed objects on the drawings, the teacher moves them to the corresponding squares in the bottom row. Both techniques are practiced when children master the concept of inequality: “more than; less than", while the quantitative groups for comparison differ in only one element.
- Paired comparison, for which the teacher makes pairs of different objects (cars and nesting dolls), then turns to the children with the question: “How did we know that cars and nesting dolls are equally divided?”.
Video: mathematics in the second junior group
Account stage within 5 (four-five years):
- The first step is a numerical comparison of two groups of elements arranged in two horizontal rows, which are placed one under the other for greater clarity. Differences (greater than, less than, equal to) are fixed by words denoting numerals, due to which children perceive the relationship between the number and number of elements. The teacher adds or subtracts one item, which helps to see and understand how you can get the next or previous number.
- The second step 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. Then the kids are asked to form a quantitative group according to the named number, for example, "Collect 2 cubes and 4 balls."
Video: score in the middle group
The counting stage is within ten (five to seven years).
The basic ones are still methods based on the principle of obtaining the next number from the previous one and vice versa by adding or subtracting one. The exercises are built around a visual comparison of two groups of different objects, for example, cars and nesting dolls, or objects of the same type, but divided into groups according to a certain attribute, for example, houses are red and blue. As a rule, two new numbers are received in the lesson, following each other, for example, six and seven. In the third quarter of the older group, children are introduced to the composition of the number of units.
For the development of mental counting operations, the exercises become more complicated, children are offered tasks related to counting sounds (clapping or sounds of musical instruments), movements (jumping, squatting) or counting by touch, for example, to count the small details of a designer with eyes closed.
Video: score in the senior group
How to plan and deliver a math class
A math lesson is held once a week, the duration depends on the age of the children:
- 10-15 minutes in the younger group;
- 20 minutes ;
- 25-30 in senior and preparatory.
During the classes, both collective and individual forms of work are actively practiced. The individual format involves performing exercises near the demonstration board or at the teacher's desktop.
Individual exercises, along with collective forms of training, help to solve the problems of mastering, consolidating knowledge and skills. In addition, individual exercises play the role of showing a sample for collective performance. The best option for organizing and conducting mathematics classes involves dividing children into subgroups, taking into account different intellectual abilities. Such an approach 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.
Video: individual lesson with kids of three years
Table: card file of topics on acquaintance with numbers in the preparatory group
| Topic | Tasks |
| "Numbers 1–5" | Review numbers 1-5: education, spelling, composition; to consolidate the skills of quantitative and ordinal counting; develop graphic skills; to consolidate the concepts of "next" and "previous" numbers. |
| "Number 6. Number 6" | Introduce the formation and composition of the number 6, the number 6; consolidate the understanding of the relationship between the part and the whole, ideas about the properties of objects, geometric representations, consolidate ideas about the triangle, exercise children in solving problems, identifying parts in a problem. |
| "Longer, shorter" | To form the ability to compare the length of objects “by eye” and with the help of direct imposition, introduce the words “longer”, “shorter” into speech practice, consolidate the relationship of the whole and parts, knowledge of the composition of numbers 2–6, counting skills: direct and reverse counting, solution tasks for addition and subtraction, exercise in writing the solution of the problem, in compiling tasks according to the proposed expression. |
| "Measurement of length" (three lessons) | To form an idea of measuring length with the help of a measure, to introduce such units of measurement of length as a step, span, elbow, fathom. To consolidate the ability to compose mini-stories and expressions from drawings, counting skills in forward and reverse order, repeat the composition of the number within 6, introduce the centimeter and meter as generally accepted units of length measurement, form the ability to use a ruler to measure the lengths of segments. |
| "Number 7. Number 7" (three lessons) | Introduce the formation and composition of the number 7, number 7, consolidate the idea of the composition of numbers 2–6, the relationship of the whole and parts, the concept of a polygon, exercise children in solving examples like 3 + 1, 5─, improve the ability to work with a plan and map, the ability measure the length of segments with a ruler, repeat the comparison of groups of objects using pairing, methods of counting and counting one or more units on a numerical segment, consolidate the ability to compare the number of objects, use signs<, >, =. |
| "Heavier, lighter" | Forming ideas about concepts is harder - easier on the basis of a direct comparison of objects by mass. |
| "Measuring Mass" | To form in children ideas about the need to choose a measure when measuring weight. Introduce the measure of 1 kg. |
| "Number 8. Number 8" | Introduce the formation and composition of the number 8, the number 8, consolidate ideas about the composition of numbers 2–7, counting skills in forward and reverse order, the relationship of the whole and parts. |
| "Volume" | To form an idea about the volume (capacity), comparing vessels by volume using transfusion. |
| "Number 9. Number 9" | To introduce the composition and formation of the number 9, the number 9, to introduce the clock face, to form ideas about determining the time by the clock, to exercise children in drawing up tasks from pictures, writing solutions, solving labyrinths. |
| "Square" | To form ideas about the area of \u200b\u200bfigures, comparing figures by area directly and using a conditional measure. |
| "Number 0. Number 0" | To consolidate the idea of the number 0 and the number 0, the composition of the numbers 8 and 9, to form the ability to make numerical equalities according to the drawings and vice versa, to move from drawings to numerical equalities. |
| "Number 10" | To form ideas about the number 10: its formation, composition, recording, to consolidate the understanding of the relationship between the whole and parts, the ability to recognize triangles and quadrangles, to develop graphic skills, the ability to navigate on a sheet of paper in a box (graphic dictation). |
| "Ball. cube. Parallelepiped" | To form the ability to find in the environment objects shaped like a ball, cube, parallelepiped. |
| "Pyramid. Cone. Cylinder" | To form the ability to find objects in the environment in the form of a pyramid, cone, cylinder. |
| "Symbols" | To introduce children to the use of symbols to indicate the properties of objects (color, shape, size). |
Video: mathematics in the preparatory group
Structure and outline of the lesson
Lesson structure:
- The organizational part is the motivating beginning of the lesson.
- The main part - practical explanations of the teacher, independent performance of tasks and exercises by children.
- The final part is the analysis and evaluation by children of the results of their work.
Table: summary of the lesson by S. V. Smirnova “In the footsteps of Kolobok” in the senior group
| Targets and goals | Didactic goal: to form children's ideas about how the number 8 is formed. Tasks:
Material: counting material (carrots, multi-colored strips of paper, buns, bagels), drawings of felt boots with geometric patterns, album sheets depicting hare tracks, 3 boxes of various sizes, figures of animals and magpies, a Kolobok figure. |
| Organizational part | - Children, this morning I saw a bird on my table. Do you know what kind of bird this is? (Magpie). They say that she flies everywhere, knows everything, brings news on her long tail. And today she brought us a message. Let's read. “I left my grandmother, I left my grandfather. Got into trouble. Save." There is no signature. It looks like someone was in a hurry. Do you know from whom the magpie brought this note? (from Kolobok). Children, who wants to help our friend? But travel can be dangerous. Are you not afraid? Then we'll hit the road. (On the floor there are sheets with the image of hare footprints)
Children, what animal left these traces? (hare) |
| Main part | - Hello, dear hare. Tell me, please, did our friend, Kolobok, pass here? (The hare "whispers" in the ear). Yes, children, Kolobok was here. The bunny will help us, but let's help him too. - A bunny brought home a whole basket of carrots. Bunny has a big family - 8 rabbits. Will his kids have enough carrots? Let's help him count how many carrots (count up to 7). Oh, look, there's another one at the bottom. How much is now? How much was, how much was added, how much became? (counting forward and backward). Children, the bunny thanks us and says that Gingerbread Man went to the Wolf. - Hello, dear Wolf! Have you met our friend, Kolobok? (The wolf "whispers" in the ear). Yes, our friend was here. The Gray Wolf will help us. Let's help him too. The Wolf was going to fix his dwelling for the winter, dragged boards. Let's help him sort them out. Choose each of 7 boards, put in front of you. There are still boards left. Think about what needs to be done so that everyone has 8 planks. How much was it, how much did they take, how much did it become? Let's build a house for the Wolf from planks. (Children design houses for the Wolf) Children, the Wolf really liked your houses, he says that every day he will change his home, moving from one house to another. And now he invites you to rest. Physical education "The wind shakes the Christmas tree"
Well, guys, it's time for us to go, Gingerbread Man went to the Bear.
Children, Chanterelle is waiting for guests, baked buns and bagels, baked a lot and thought, but will there be enough for all the guests equally? That's why she hid our floury sweet Kolobok. Let's help Lisa, compare the number of bagels and buns (compare in pairs, equalize the sets).
|
| Final part | - Children, are you glad that you saved Kolobok? Well done! Let's tell our friend whom we met along the way, whom we helped. (Children, passing each other a toy, talk about their journey). |
Video: FEMP lesson in the senior group "Journey through mathematics with Masha and the Bear"
Features of a lesson in mathematics for gifted children
The giftedness of a baby is an individual bright manifestation of a strong, active, non-standard, rapidly developing intellect, which is significantly ahead of the average age indicators. The purpose of working with gifted children is to create favorable conditions for motivating the development of mathematical abilities.
Gifted children can be offered a quantitatively different volume, as well as a search, problematic nature of the presentation of educational material. To implement this approach to learning, it is advisable to use tasks of increased complexity taken from the training program for older children.
Gifted children can be offered a quantitatively different volume, as well as a search, problematic nature of the presentation of educational material.
Methods of working with gifted children:
- A specially organized developmental environment that stimulates the development of observation, curiosity, and creative thinking (developing mathematical games, didactic material for experimentation, construction kits).
- Organization of the work of the mathematical circle.
- Non-traditional author's methods of early development, which have proven their high efficiency, for example, Gyenes logical blocks, Kuizener's sticks, puzzle games of the Nikitin spouses.
- The use of modern ICT teaching aids, which will make classes more interesting, creative, vivid, emotionally rich.
- Individual format of work, the use of game techniques that develop the mathematical abilities of children.
Photo gallery: an example of tasks for working with gifted children
Logical tasks with geometric pictures Graphic tasks and diagrams Didactic tasks with numbers Tasks for identifying a logical sequence Interesting examples in pictures Logic tasks in diagrams and pictures Logical patterns in signs and symbols Pair counting in drawings Examples in tables Distribution of objects by features Connecting dots in order Assignment to determine the correspondence between the task and the scheme Numerical patterns and patterns by cells Numerical patterns and graphic pictures Numerical puzzles
Table: summary of the mathematics lesson "Rocket at the start" for working with gifted children by the author S. A. Goreva
| Targets and goals | Purpose: to diagnose the ability of children to independently find a solution to the problem. Tasks: Develop:
Fasten:
|
| Conduct form | "Occupation without a teacher" |
| materials |
|
| Organizational part | The teacher offers the children to “launch a rocket into space”, and for this they need to complete several tasks on their own, without the help of adults. For each correctly completed task, some elements will be given that will help launch the rocket. The teacher reminds the children that tasks can be completed only if they act together and listen to the opinion of the other. Note that as the game progresses, beeps will sound, indicating to players that they are going in the wrong direction and need to look for another way to solve the problem. (Sound signals are necessary, as this allows children to navigate a little in the solutions and not to stagnate). |
| Main part |
|
Video: Nikitin's game "Fold the square"
Features of the lesson in mathematics in preschool children with general underdevelopment of speech
Features of the development of mathematical skills in children with general speech underdevelopment (OHP):
- Slurring, unintelligibility of speech, poor vocabulary leads to the fact that children often feel insecure during frontal lessons.
- A speech defect leads to problems of unstable attention, a small amount of memory, a low level of development of logical and abstract thinking, respectively, there are difficulties with the perception of educational material:
- mirror way of writing numbers;
- difficulties with building a number series;
- problems with spatial and temporal orientation.
Features of correctional complex work on FEMP in a speech therapy group:
- The implementation of program mathematical tasks is combined with the implementation of speech therapy tasks. The work is planned on the basis of the thematic principle, for example, while studying the theme of the week “Fruits”, children count them, compare them by color, shape, size, divide them into groups, and make up the simplest tasks.
- For the formation of counting skills, it is important to track the correct use of case forms of cardinal numbers paired with nouns (one apple - three apples).
- It is necessary to stimulate children in a friendly way to detailed answers, improve monologue speech, and develop communication skills.
- The speech of the educator should be clear, unhurried, accompanied by repetitions of important information for a more detailed and in-depth understanding of it.
- If possible, use individual and group lessons in the morning and evening hours more often.
- Try to consolidate the skills of ordinal and quantitative counting during everyday activities (we count floors, cars during a walk, objects and heroes in reading classes, movements in physical education classes, etc.).
- In the classroom for fine arts and paper design, consolidate spatial representations.
Table: summary of the lesson in mathematics "Journey of a point" in the senior speech therapy group by the author L. S. Krivokhizhina
| Tasks | Educational:
Correction-developing:
|
| materials | Demonstration material: planar geometric figures (circle, square, rectangle), paper dot and a magnet of the same color for working on the board. |
| Organizational part | Creating a positive emotional background. - Guys, I want to give you a good mood, and a smile will help me with this. I give you a smile and a good mood, and you smile back at me. Motivational - indicative stage Educator: - Children, I know that you really like to listen to fairy tales? Wouldn't you like to be in a fairy tale yourself? There lived a small dot. She lived in a country of geometric shapes. But the evil wizard kidnapped her and does not want to let go. Guys, we need to help our heroine - Point. She really wants to get home - to the magical land of geometric shapes. She is so small, timid, and only you can help her. Good? The fairy tale begins, and you are the main characters in it. Heroes always help those who are in a quandary. - Today we will travel together through a fairy tale, a fairy tale is not simple, but magical, with mathematical tasks. And to get into a fairy tale, you need to close your eyes and say the magic words: “A wonderful miracle, come true, and we will find ourselves in a fairy tale.” We open our eyes. We guys are in a fairy tale. Well, let's get down to business and help out our dot? |
| Main part |
Educator:
|
| Final part | - Where have we been today, guys? - What did you like? - What would you like to wish your friends? |
Photo gallery: didactic material for the lesson
Children group the figures in shape. Two numbers together should make the number 5 Large dots conditionally depict animal houses, it is proposed to connect the houses with paths of different colors with felt-tip pens. As a result of the experiment, the children understand that the ribbons are of different lengths. Children connect the cut pictures of animals into a single image. it is proposed to connect geometric shapes with a certain color
Features of a lesson in mathematics for hearing-impaired preschoolers
Hearing impairment - complete or partial loss of the ability to perceive sounds. Depending on the degree of development of the problem, hearing-impaired children may have sufficiently developed speech with significant defects, the second group of hearing-impaired children includes children with serious speech underdevelopment.
One way or another, but all children with hearing impairment have problems associated with mental and speech development, face difficulties in interacting with people around them. The main channel of perception of the outside world is visual, therefore, such children have a lower fatigue threshold, unstable attention, as a result of which they make more mistakes. Hearing-impaired children study in special compensatory, combined type kindergartens with specialized (no more than six children) or integrated mixed (one or two children in a regular group) groups.
Teaching methods:
- Sign language - a specific gesture is a symbolic image of a word, a finger alphabet, when a finger sign displays a letter.
- An oral method that teaches oral speech without gesticulation.
Punched cards - cardboard cards with cut-out "windows" in which the kids enter the answers. Such a visual-practical method expands the possibilities of implementing individual learning.
An example of punched cards for working in a correctional group:
- "Draw the figure" - a task to detect patterns.
The task requires sufficiently developed logical thinking from children.
- “Put the right sign” - strengthening comparison skills.
The task is aimed at strengthening the skills of comparison and the use of signs "greater than", "less than"
- "Enter the signs and numbers" - a task to determine equality, inequality, involving knowledge of numbers and signs.
Children must enter in the squares and numbers in accordance with the number of figures, and the inequality sign
- "Draw the missing fruits, fish ..." - an exercise on the ability to correlate the number of objects with a number.
In this task, you need to finish the missing number of items in an empty cell
Mathematical exercises in kindergarten
It is difficult for preschool children to cope with monotonous monotonous work, therefore it is advisable to carry out motor, finger or respiratory gymnastics with small fidgets in time, and in the process of work to connect outdoor games of a mathematical orientation.
Video: math exercises
Table: poems for mathematical exercises
| The sun lifts us up to recharge, We raise our hands on the command "one". And the foliage rustles merrily above them. We lower our hands on the command "two". | The mice came out once See what time it is. One two three four - The mice pulled the weights... Suddenly there was a terrible sound The mice ran away. |
| Darkness lay all around. One two Three - Run run! Pinocchio stretched, Once - bent over Two - bent over Three - bent over. Raised his hands to the sides, Apparently the key has not been found. To get us the key You have to get on your toes. | Fingers fell asleep Curled into a fist. (Clench your fingers into fists.) One two three four five! (Alternately straighten your fingers). Wanted to play! The sun peeked into the bed ... One, two, three, four, five. We all do exercises We need to sit down and stand up Stretch your arms wider. One, two, three, four, five. Bend over - three, four, And stand still. On the toe, then on the heel - We all do exercises. |
| One, two - above the head, Three, four - hands wider. Five, six - sit down quietly, Seven, eight - let's discard laziness. | 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. Pull up on your toes so many times Exactly as much as fingers on your hand. |
| One, two - head up. Three, four - hands wider. Five, six - sit down quietly. Once - get up. Pull up. Two - bend, unbend. Three - in the hands of three claps, Three head nods. Four - arms wider Five - wave your hands, Six - sit quietly at the table. Together with you, we considered And we talked about numbers. And now we stand together They crushed their bones. Let's make a fist at the expense of "one". At the expense of "two" bend at the elbows. On the count of "three" - press to the shoulders. On four - to heaven. well caved in And they smiled at each other. Let's not forget about the "five" - we will always be kind. | Let's all raise our hands! Two sat down, hands down, Look at your neighbor. Once! - and up Two! - and down Look at your neighbor. We will rise together To give your feet a job. Once sat down, two got up. Who tried to squat Maybe even rest. One, two, three, four, five. We know how to rest. Rise up, squat a little And the neighbor was not hurt. And now you have to get up Quietly sit down and continue. |
Diagnostics of the mathematical development of preschoolers
Diagnostics of mathematical development - a study that helps to identify the degree of compliance of real knowledge and skills of children with the program goals and objectives of the FEMP. The information obtained allows us to draw useful conclusions and choose the most effective technology for achieving a high result, as well as adjust the further pedagogical work strategy. The research material usually includes written and oral game assignments, questions for conversation, similar to those considered in the classroom.
How to:
- the study is conducted at the beginning (questions on the program of the previous year of study) and at the end of the academic year by teachers of the preschool educational institution (head, methodologist, educators with a qualification category, specialist teachers);
- the form of holding can be both group (no more than ten or twelve people) and individual;
- the task is read at a calm pace, up to three minutes are allotted for completion, they proceed to the next task when the majority (about ninety percent) of the children have completed the task;
- the duration of the study should not exceed the time frame of a regular lesson corresponding to a certain age.
The study allows you to adjust the further pedagogical strategy of work
The results of the study allow us to determine the level of development of mathematical knowledge of the subjects:
- High - the child copes with the solution of the tasks set on his own, productively using the acquired baggage of knowledge and skills. Answers are formulated in a detailed form, with explanations of the algorithm of actions and logically correctly built reasoning. The subject operates with special terms and demonstrates a high level of speech development.
- Average - the child copes with the task partially, the stock of program knowledge and skills is not enough to solve problems without additional help, hints, leading questions. A limited supply of special words does not allow giving a well-formulated, complete answer, the child finds it difficult to explain the sequence of actions performed.
- Low - the child experiences serious difficulties during the execution of tasks, makes erroneous actions, skips some tasks, the help of the teacher does not lead to a positive result. He does not speak special terms, the level of speech development is low.
Table: examples of tasks for diagnostics in the middle group
| Development indicators (what is valued) | Games and exercises |
| The ability to distinguish what parts a group of objects is made up of, to name their characteristic features (color, shape, size). | Game "Find and color" Invite the children to color only the squares. - How many squares did you color? (3) - What size are the squares? - What color did they decorate the largest, smaller, smallest square? |
| Be able to count and count within 5, know the total score. | Game "Guess the riddle" - Draw as many circles in the rectangle as there are birds in the picture. |
| The ability to reproduce quantity according to the model and number. | Game "Count and draw" - Draw as many circles in the lower rectangle as there are in the upper one. - Draw as many balls in the bottom rectangle as there are in the top one. |
| The ability to establish a relationship between number and quantity. | Game "Find and color" - Color as many squares as the number represents. |
| The ability to determine the length, to correlate several objects in length. | Exercise "Short and long" The child is given a set of strips of the same width but different lengths. - Arrange the strips from longest to shortest. - Which strip is long (short)? Which of the stripes is longer than green? Which of the stripes is shorter than red? |
| The ability to see and name the properties of objects (width). | The game "Wide, narrow" - Color the wide path with a yellow pencil, and the narrow one with green. - Who is walking on the wide path? - Narrow? |
| The ability to distinguish objects by length and width. | Exercise "Compare tracks" Two tracks of different lengths and widths, a tennis ball. The teacher offers to compare the tracks in length and width. - Show a long track (short). - What can you say about the width of the tracks? - Show a wide track (narrow). - Roll the ball along the narrow (wide) track; along the long (short) track. |
| The ability to independently find a way to compare objects (overlay, application). | Exercise "Circles and squares" 1. The child is invited to lay out all the circles on the upper strip of the counting ruler, and all the squares on the lower strip. - How many circles did you lay out, and how many squares? What can you say about the number of circles and squares? (they are equally divided) - Put one square in the box. What can now be said about the number of circles and squares? 2. A box with figures is placed in front of the child. - How to determine which figures in the box are larger and which are smaller? (Count). - How else can you check? (Lay on top of each other, or put in pairs). |
| Ability to name geometric shapes (circle, square, triangle), geometric bodies (ball, cube, cylinder). | Find and color game. - Name the geometric shapes (circle, oval, square, rectangle). - Name three-dimensional bodies: sphere, cube, cylinder. - Color the ball with a red pencil, the cube with blue, and the cylinder with green. What was painted red? Blue? Green? |
| The ability to independently determine the shape of objects, independently use visual and tactile-motor methods of examination to highlight the signs of geometric shapes. | Game "Find and name" On the table in front of the child, 10-12 geometric shapes of different colors and sizes are laid out in disorder. The facilitator asks to show various geometric shapes, for example: a large circle, a small blue square, etc. |
| The ability to correlate the shape of objects with geometric shapes. | The game "Relate the shape with a geometric figure." Object pictures (plate, scarf, ball, glass, window, door) and geometric shapes (circle, square, cylinder, rectangle, etc.). The teacher asks to correlate the shape of objects with known geometric shapes: a plate - a circle, a scarf - a square, a ball - a ball, a glass - a cylinder, a window, a door - a rectangle, etc. |
| Orientation in space. | The game "Where will you go, what will you find?". The teacher, in the absence of children, hides toys in different places in the room, taking into account the expected location of the child (in front, behind, left, right). For example, he hides a bear behind a screen in front, and puts a nesting doll on the back of the shelf, etc. Explains the task: “Today you will learn how to find hidden toys.” Calling the child, he says: “If you go forward, you will find a bear, if you go back, you will find a matryoshka. Where do you want to go and what will you find there? The child must choose a direction, name it and go in that direction. Having found a toy, he says which toy and where he found it. (“I went back and found a nesting doll on the shelf”). Note. At first, the child is offered to choose a direction only from 2 paired directions offered to him (forward-backward, left-right), and later - from 4. Gradually increase the number of toys located on each side. The task can be offered to 2 children at the same time. |
| The ability to independently determine the location of objects in relation to oneself. | Game "Assignment". Material: a set of toys (matryoshka, car, ball, pyramid). The child sits on the carpet facing the teacher. - Arrange the toys as follows: nesting doll - in front (relative to yourself), the car - behind, the ball - on the left, the pyramid - on the right. |
| The ability to navigate on a sheet of paper, on the plane of the table. | Exercise "What is where" - In the right rectangle draw:
Tell me how the shapes are arranged in the rectangle. |
| Ability to navigate in a group room. | The game "Name what you see." On the instructions of the teacher, the child stands in a certain place in the group. Then the teacher asks the child to name the objects that are in front (right, left, behind) of him. Asks the child to show the right, left hand. |
| The ability to identify and designate spatial relationships with words (“right” - “left”). | Exercise "Left, Right" Invite the children to color the clothes of a skier who rides to the right with a blue pencil, to the left - with red. - In which direction is the skier in red going? (left). - In blue clothes? (to the right). |
| The ability to distinguish and correctly name parts of the day, their sequence | Game "When does it happen?" Pictures depicting parts of the day, nursery rhymes, poems about different parts of the day. Listen carefully to the nursery rhyme, determine the time of day and find the corresponding picture. Further, the educator reminds the child of all parts of the day (with the help of a poem). |
| The ability to understand temporal relationships in the present, past and future tense: today, yesterday, tomorrow. | Exercise "Answer correctly" The teacher speaks to the children: - What do you have to do today? (walk, eat, sleep). - What did you do yesterday? (Draw, played, watched TV). - What are you going to do tomorrow? (Come to kindergarten, go to the pool, go to visit). |
| Formation of the concepts "fast" - "slow". | Game "Guess who is faster" - The lion and the tortoise argued who would be the first to reach the palm tree. - Color the one who runs to the palm tree first. (A lion). Who has been painted? (Leo). - Why? (Because the tortoise walks slowly and the lion runs fast). |
Thematic control on FEMP
Thematic control over the work of teachers of the preschool educational institution, aimed at the formation of mathematical knowledge, skills and abilities in pupils, pursues certain goals.
- To identify the degree of effectiveness of pedagogical work by such methods:
- introspection of professional skills;
- interviews with teachers;
- analysis of self-education of educators;
- analysis of the content of the subject-developing environment, information stands for parents;
- diagnostics of mathematical development of children;
- survey of parents.
- To promote the exchange of pedagogical experience, to popularize the methods and techniques of work that have demonstrated a high level of effectiveness.
- To provide methodological assistance to teachers who are faced with problems in the work on the mathematical development of children.
Thematic control is carried out by a special commission consisting of representatives of the kindergarten administration and teachers on the basis of the order of the head of the preschool educational institution and the control plan.
Table: example of a thematic control plan for FEMP
| Control issues | Control methods | Working materials | Responsible |
| 1. Examination of the level of development of cognitive interests and curiosity in children. | Observation of ped. process. | GCD analysis map (children's activities). | Art. educator |
| The study of the cognitive interest of children. | Questionnaire "Studying the cognitive interests of children", the technique "Little inquisitive". | ||
| 2. The system of planning educational and educational activities with children in groups. | Analysis of work programs for working with children on this topic. | Card for checking work programs with children. | Art. educator |
| 3. The level of professional skills of educators. | Analysis of the organization and holding of open events. | Self-analysis map of an open event on the cognitive development of children. | Head of DOU Art. educator |
| Analysis of the professional skills of educators. | Self-assessment map prof. teacher skill. | ||
| 4. Conditioning | Analysis of the conditions for the cognitive development of children according to the Federal State Educational Standard. | Map of the survey of conditions for the cognitive development of children according to the Federal State Educational Standard. Regulations on the competition for the best methodological support of the Center for Entertaining Mathematics. | Art. educator, educational psychologist, teacher speech therapist |
| Review competition of developing games and entertaining mathematics center. | |||
| 5. Working with parents | Parent survey. | Questionnaire for parents on this issue. |
Games for mathematical development for children of the preparatory group of the preschool educational institution
The game "The mother hen and chickens."
Goals: reinforce counting skills; develop auditory attention.
cards with the image of chickens of different numbers.
Description: The cards show different numbers of chickens. Distribute roles: children - "chickens", one child - "hen". The mother hen is chosen using a counting rhyme:
They say at dawn
Gathered on the mountain
Pigeon, goose and jackdaw...
That's the whole count.
Each child receives a card and counts the number of chickens on it. The teacher addresses the children:
The chickens want to eat.
We must feed the chickens.
The mother hen begins her game actions: she knocks on the table several times - she calls the “chickens” to the grains. If the “hen” knocked 3 times, the child who has a card with the image of three chickens squeaks 3 times (pee-pee-pee) - his chickens are fed.
Game "Number houses".
Target: to consolidate knowledge about the composition of the number of the first ten, basic mathematical signs, the ability to compose and solve examples.
: silhouettes of houses with inscriptions on the roof of one of the houses from 3 to 10; set of cards with numbers.
Description: playing houses are distributed, the child examines cards with numbers. Ask the child to name the numbers and put them in order. Put a large card with a house in front of the child. A certain number lives in each of the houses. Invite the child to think and say what numbers it consists of. Let the child name their options. After that, he can show all the options for the composition of the number, laying out cards with numbers or dots in the windows.
Game "Guess the number".
Target: to consolidate the skills of addition and subtraction, the ability to compare numbers.
Description: Invite the child to guess what number they have in mind. The teacher says: “If you add 3 to this number, you get 5” or “The number that I thought of is more than five, but less than seven.” You can change roles with children, the child guesses the number, and the teacher guesses.
Game "Collect a flower".
Target: develop counting skills, imagination.
Game material and visual aids: the core of a flower and separately seven petals cut out of cardboard, on each of the petals an arithmetic expression for addition or subtraction up to 10.
Description: invite the child to collect a magical seven-color flower, but inserting a petal into the core is possible only if the example is correctly solved. After the child collects the flower, ask what wishes he would make for each petal.
The game "Spread the numbers."
Target: exercise children in forward and backward counting.
Game material and visual aids: cards with numbers from 1 to 15.
Description: lay out the prepared cards in random order. Invite the child to lay out the cards in ascending order of numbers, then in descending order. You can choose other layout options, for example: "Lay out the cards, skipping every second (third) number."
Number transformation game.
Target: to train children in the performance of addition and subtraction.
Game material and visual aids: counting sticks.
Description: invite the child to play wizards who turn several numbers into one: “What number do you think the numbers 3 and 2 can turn into?” Using counting sticks, add three to two, then remove two of three. Record the results obtained in the form of examples. Ask the child to become a magician and use magic wands to turn one number into another.
The game "Feast of the Number".
Target: reinforce addition and subtraction skills.
Description: declare every day a holiday of some date. On this day, the “birthday” number invites other numbers to visit, but with the condition that each number must pick up a friend who will help it turn into the number of the day. For example, the holiday of the number seven. Number 7 invites number 5 to visit and asks who will accompany her. The number 5 thinks and answers: "2 or 12" (5 + 2; 12 - 5).
The game "Entertaining squares".
Target: to consolidate addition skills, mathematical actions.
Game material and visual aids: drawn squares.
Description: in the drawn squares, it is necessary to arrange the numbers in the cells so that the same definite number is obtained along any horizontal and vertical rows, as well as along any diagonal.
Number 6
The game "Mathematical Kaleidoscope".
Target: to develop ingenuity, ingenuity, the ability to use mathematical operations.
Description:
Three boys - Kolya, Andrey, Vova - went to the store. On the way they found three kopecks. How much money did one Vova find if he went to the store alone? (Three kopecks.)
Two fathers and two sons ate 3 eggs for breakfast, and each of them got a whole egg. How could this happen? (3 people were sitting at the table: grandfather, father and son.)
How many ends do 4 sticks have? What about 5 sticks? What about 5 and a half sticks? (4 sticks have 8 ends, 5 sticks have 10 ends, 5 and a half sticks have 12 ends.)
The field was plowed by 7 tractors. 2 tractors stopped. How many tractors are in the field? (7 tractors.)
How to bring water in a sieve? (Freeze it.)
At 10 o'clock the baby woke up. When did he go to bed if he slept for 2 hours? (At 8:00.)
There were three goats. One is in front of the two, one is between the two, and one is behind the two. How were the goats? (One by one.)
Sister is 4 years old, brother is 6 years old. How old will the brother be when the sister turns 6? (8 years.)
The goose weighs 2 kg. How much will he weigh when he stands on 1 leg? (2 kg.)
Burned 7 candles. Two extinguished. How many candles are left? (Two because the rest burned down.)
Shel Kondrat went to Leningrad,
And towards - twelve guys.
Each has three baskets.
In each basket - a cat.
Each cat has 12 kittens.
How many of them all went to Leningrad?
K. Chukovsky
(One Kondrat went to Leningrad, the rest went towards him.)
The game "Collect the scattered geometric shapes."
Goals: consolidate knowledge of geometric shapes; to teach according to a drawing (sample) to assemble geometric shapes in a certain sequence in space; encourage children to play.
Game material and visual aids: a set of color schemes depicting geometric shapes and colored geometric shapes for each child.
Description: children choose for themselves any geometric figure of a certain color, but first they choose a leader who will collect geometric shapes in a certain order. To music or a tambourine, children run around the group room or kindergarten area. As soon as the music stops, the children freeze in place. The facilitator arranges the guys according to the picture shown on the sheet.
Note. Geometric shapes can be in the form of caps.
Very often, parents, trying to give their child a first understanding of mathematics, focus exclusively on ordinal counting or memorizing numbers. Naturally, both are useful activities, however, if you really want to teach a child to count, then you need to introduce him not to numbers, but quantities and not just memorize the count to ten with the baby, but help him understand the spoken values, develop mathematical thinking. For a child, the words “Four apples” should not be an empty phrase, the kid should clearly understand how many apples it is and understand that, for example, four is more than two.
Mathematics for kids. Basic principles
The math games I want to talk about in this article are best for for children 2-4 years old (and something even earlier). The main goal of these games is to teach the child to visually recognize the number, to understand which is larger, which is smaller, which are the same, how many correspond to each digit, and what will happen if one more is added to three apples. I would like to note that these are games, not lessons. Children at this age will not like it very much if you constantly torture them with questions like “Show the number 3” “Tell me, how many sticks are there?”. They need to be interested, unobtrusively add mathematical problems to everyday ones. I notice the highest interest in my daughter when her favorite toy personally tells her about her problem and asks for help (for the toy, of course, I say).
Do not try to play with big numbers at once! It is enough to limit yourself to games within 4-5. Agree, it is much more attractive to help a child master various operations with numbers not exceeding the number 4, to develop mathematical thinking, than just to learn how to count up to ten, not knowing how to act with each of these numbers. A child who has mastered operations with small numbers will then easily transfer his skills to large numbers.
So, math games for kids:
1. Ordinal counting in everyday life
First of all, draw your child's attention to the fact that everything around us can be counted and enter the account into your everyday life. Count the stairs you climb, the cars in front of the house, the spoons before dinner, the pigs in the fairy tale, the stick candles on your sand cake, and so on. So gradually the child will remember the sequence you regularly say “one, two, three ...” and slowly begin to correlate it with the amount seen. You can do this from 1 year old.
2. We study the concept of "The same"
Here are a few examples of our very first number games (played around age 2):
We seat 2-3 toys at the table, inform the baby that one of them has a birthday today, so all the guests need to be fed. To begin with, we count together how many guests there are and with the words “So, there are only 3 guests, which means that we will also need 3 plates,” we count three plates with the baby. We arrange them for the guests, check that everyone had enough, which means that the plates as many how many toys. Similarly, you can give tasks for the distribution of spoons or chairs for toys.
Then, in the voice of Masha's doll, we say "Can I have 3 mushrooms, please." We count Masha 3 mushrooms. Then we argue that it would be necessary to put the frog the same amount so as not to offend. We also count 3 mushrooms for him. Re-established the concept as many ».
In the game, you can use any available counting material (cones, buttons, counting sticks), as well as purchased (various mushrooms, carrots, tomatoes; here is another example chic set).
- It is not necessary to be limited only to the topic of tea drinking, mathematics can be added to any. For example, put as many houses as there are animals, draw as many berries as there are hedgehogs in the picture, etc. The main thing is to harmoniously weave the task into the plot of the game, telling the story that the little animals were left without housing, etc.
3. Compare "More-less"
- Continuing the theme of the birthday of the toy, we lay out 2 mushrooms for one of the guests, and 4 for the other, together we think about who has more and who has less. To begin with, we give the baby a try to determine by eye, if he is mistaken, we count together.
- If the child is already good at comparing similar objects, you can offer him more difficult task : lay out in front of him 2 different amounts of objects of different sizes, for example, buttons. For example, we put 3 large buttons and 5 small ones and ask where there are more. At first, babies usually get confused, pointing to large buttons. Your task is to explain that in this problem you are not comparing the size, but the number of buttons.
4. We study the concept of "Zero"
Even the smallest, one-year-old children can easily notice the fact that the items were and ended, as well as catch the moment when this happened. Therefore, having distributed sweets, mushrooms and other joys to toys, spread your arms in bewilderment and say, “But we have nothing left - zero sweets.” The concept of "zero", as a rule, is acquired by children very easily.
5. Board games
Board games with dice and chips are one of the best and most fun ways to practice ordinal counting with your child. In addition, by constantly counting the same number of dots on the cube, the baby learns to recognize the number without recalculation, which is also very useful and will help in the future to easily operate with numbers in the mind.
Taisiya and I started playing board games at the age of 2.5, at this age she could already catch the fact that you need to play by the rules, there is an order of moves, etc. I wrote in detail about all our first board games. And you can download a walking game made especially for kids.
6. Countdown
Show your child not only direct, but also reverse counting. So, for example, when putting rings on a pyramid, count as usual, and when disassembling a pyramid, count in reverse order, thereby showing that the number of rings is decreasing. The same can be done by folding / laying something out of the box, assembling / disassembling a path (turret) from cubes. This is a very useful game, it prepares the child well for the subtraction operation.
7. Simple operations with objects: addition and subtraction
No, of course, I will not write here that it would be time to solve examples. We will simply unobtrusively during the game give the child an elementary and very simplified idea of \u200b\u200bsuch mathematical operations as addition and subtraction. Everything is just in the form of a game! If the child finds it difficult or does not want to count, we simply pronounce the conclusion from the game situation ourselves "There were three sweets, one was eaten, two remained." Here are some examples of games with which you can train a child’s mathematical thinking (I remind you that so far we use only the smallest numbers in our games - within 4-5):
We take some toy and go with it together into the forest in search of berries. For example, we played with a cat. Walking around the room, we found pebble-berries of two colors under the chairs and tables. Well, at the end they counted: “How many orange berries did the cat find? Three. How many yellow ones? Two. Now let's count how many berries he found in total. Five. It turns out that we have collected 2 yellow berries and 3 orange ones, and only 5!”
- The fixies were going to fix the chair. They have 3 bolts. Let's calculate whether each fix is enough for a bolt. How many more bolts do you need to find?
- We transport the cubes in the car to the construction site (let's say 3 pieces). During transportation, one cube falls out. We count how many cubes are left.
- We give the bear three sweets, he eats two. We count how much he has left.
- It is very interesting to play the so-called "hide-and-seek-reader". For example, we draw four apples, then close one with our palm, how many are left? Then we close two, and so on.
8. Composition of the number
It is very useful to decompose numbers into their components with the child (for example, 3 is 2 + 1, 1 + 1 + 1, 3 + 0). This will help the child with the count in the future. Game options:
- Look, you and I have three apples, let's divide them between a bear and a bunny. We will give one apple to the bunny, and two to the bear. Try to redistribute the apples between the toys in different ways, showing different ways of decomposing the number.
You can attach several clothespins to the hanger, install small toys around the edges and redistribute the clothespins between them, imagining that these are, for example, sweets. It turned out to be an excellent replacement for the usual boring bills. Another option: you can put bagels on a ribbon and redistribute them in the same way, saying who got how much.
9. Get acquainted with the numbers, establish the relationship between numbers and quantities
When the child has some idea of the quantities, you can begin to enter numbers. Now, having counted something, you not only call the number, but also show the corresponding figure. Here are some more math game options:
We build towers from the designer or cubes of the appropriate size;
- We attach a suitable number of clothespins-hair ( HERE YOU CAN DOWNLOAD our head templates);
- We select dominoes with the required number of dots (to diversify the game, you can offer the child to deliver dominoes to numbered houses on a typewriter);
- We lay out the tracks from the counting sticks and select the appropriate numbers - the length of the resulting tracks will help the child understand which number is larger;
- We put the right number of matches in numbered boxes;
- We impose the required number of cubes in cars with numbers (cars can be drawn on paper);
- You can also use ready-made solutions, like this games "Numbers" (Ozone, labyrinth, My shop)
or insert frame
(Ozone, My shop,read)
10. Repeat numbers
To consolidate the numbers, games in which the child needs to find the same numbers and combine them will be useful. For example, you can select houses for toys by numbers, arrange cars in numbered garages, etc.
Or play in the math game "Steam Train" . To do this, draw on paper or build a steam locomotive from the designer by numbering the cars. Each passenger, approaching, will call the number of his car, and let the kid seat everyone in their places.
Books with poems about numbers like "Merry Account" Marshak (Ozone, labyrinth, My shop). We were lucky, and the size of the numbers in the book exactly matched the size of our soft numbers, so we superimposed them while reading.
I also really like "Merry Account" by N. Vladimirova (Ozone, labyrinth, My shop), I wrote about it earlier.
11. Sequence of numbers
In my opinion, before 3 years there is no need to focus the child's attention on the sequence in which the numbers are in the number series, so as not to confuse the baby while he forms his idea of quantities. Well, after three children, such mathematical games may already be of interest:
- « Baba Yaga mixed up the numbers". The kid must put the confused numbers in order.
- . In fact, this game is the same as the previous one, only more interesting, in my opinion, because by arranging the numbers, the kid can see a beautiful picture. A few examples of puzzles can be DOWNLOAD HERE.
- "Name the neighbors of the number." Having added the numbers by numbers, you can ask the baby what neighbors, for example, the number 4 has.
- Connect dots by numbers. The easiest number mazes, which are ideal as a first, in my opinion, are presented in KUMON workbook "Learning to count from 1 to 30" (Ozone, labyrinth, My shop)
Well, in conclusion, I would like to give a few more useful books that will help you teach your child to count.
- Zemtsov "Numbers and counting". Sticker books (Ozone, labyrinth, My shop)
The books contain simple tasks for counting, memorizing numbers. The tasks are quite diverse, the presence of stickers in books definitely increases the child's interest in them. Benefits will be a great help in mastering mathematics.
.- Magnetic book-toy "Account" (Ozone, labyrinth, My shop)
- Photobook "Learning colors and numbers" (Ozone, labyrinth, My shop)
In this book, the child is asked to look for different objects while simultaneously counting them. An excellent book for practicing conscious counting skills, attention. We did not immediately become interested in her, somewhere after 2.5 years.
So, if you introduce the simplest mathematics into your everyday game situations with a child from an early age, then this science will be easy for the baby. I wish you interesting and rich games!
Taisiya and I continue to slowly expand the repertoire of our mathematical games, so I think there will be a continuation of this article soon. Subscribe to blog updates so you don't miss out Email, Instagram, In contact with, Facebook). Oh, and by the way, do not forget to read the article about the study of geometric shapes, because the development of spatial thinking is also an integral part of mathematics for kids:
Anahit Tovmasyan
Synopsis of GCD on mathematical development for children of the preparatory group "Number 15, number 15"
Program content: Introduce education numbers 15 and with a new counting unit; learn to write education number 15, read entry; learn to write number 15; develop the ability to recreate silhouettes according to the model; continue to form the skill of self-control and self-esteem; consolidate knowledge about forward and backward counting, about neighbors numbers, days of the week; educate the ability not to interrupt an adult. Cultivate the ability to listen to an adult and not interrupt.
Material: colored pencils, simple pencil, "Vietnamese game".
Lesson progress:
1. Math warm-up: Children stand in a circle, pass the ball around circle:
Direct counting from 1 to 14;
Count down from 14 to 1;
name the neighbors numbers 2,3,5…
Name the days of the week
What day of the week is Monday, Tuesday...
2. "Listen, count, write" work in a notebook
Reading a poem by V.P. Gudimova:
Vanya has one game:
"To battle, sailors, have fun!"
He blew - and swam in the bath
All fifteen ships.
How many big ships are in the picture? (ten)
How can you say otherwise? (one ten)
Let's color them green.
How many small boats are in the picture? (five)
Let's color them yellow.
How many ships are there in the picture? (fifteen)
How come number 15? (add five to ten)
Write how it turned out number 15, and read the entry. (ten plus five equals fifteen)
3. "We write Number 15»
Have the children write number 15 to the end of the line, as shown in
4. Physical education: “Fast rockets are waiting for us…”
Chairs stand in a circle, children run freely around group and pronounce words teacher:
Fast rockets are waiting for us
For planet walks.
What we want
Let's fly to this one!
But there is one secret in the game -
There is no room for latecomers.
The teacher removes one chair and the children sit down on the last words. The game is repeated 2-3 times.
5. "Vietnamese game"
The adult informs the children while they were playing that the fish were scattered. Requests
help collect them. At children there are two sets of different colors. Children sort by color and collect the silhouettes of fish according to the pattern.
6. “Who will name more proverbs and popular expressions with numbers?»
One for all and all for one.
Better to see once than hear a hundred times.
One head is better, two is better.
If you chase two hares, you won't catch one.
If you don't recognize a friend in three days, you will recognize in three years.
A horse with four legs, and even he stumbles.
Have at one's fingertips. (Know well)
Try on seven times, cut once.
Seven do not wait for one.
Seven Fridays in a week.
Absolute zero, round zero. (useless man)
7. Self-control and self-assessment of the work performed in a notebook
Let's check the work with you notebooks:
1) 10 green ships painted over
2) Yellow ships painted over 5
3) The entry 10+5=15 must be made
4) Written number 15 skipping one cell
Who has no errors - green, 1 - 2 errors - yellow, if the task is not completed - red. (traffic signals).
I really liked that you were today attentive, quick-witted, persistent and therefore you managed to find treasures. Our journey is over.
Related publications:
Abstract of a lesson on mathematical development for children of the middle group “Counting to four. Number and number 4" Synopsis on mathematical development for children of the middle group “Counting to four. The number and number 4" on 10/06/2017 Prepared by: Ovcharenko.
