Alena Podgornaya (Slyusarenko)
Summary of the lesson on FEMP in the middle group "Quantity and counting. Magnitude."
Target:- to reinforce the idea that the result of counting does not depend on the size of objects;
Learn to compare three objects by height, arrange them in descending and ascending order;
Practice the ability to find identical toys by color or size.
Material: table, 4 dolls, large and small plates, math workbooks.
Progress of the lesson:
The teacher invites the children to set the table for tea, arranging large and small plates in a row.
Children figure out how many small (four) and how many large plates (three).
The teacher suggests comparing the number of large and small plates. asks: “Which number is greater: four or three? Which number is less than three or less? Place a small plate on each large plate. How to make it so that there are equal numbers of large and small plates?”
The teacher discusses with the children ways to equalize the number of objects. Children equalize the number of plates and clarify how many large and small plates there are now.
Work in notebooks.
Children need to select an object of the required size for each nesting doll (sundress, apron, bucket, connecting the matryoshka with a line to the corresponding object.
Game "Line up the guys by height."
The teacher calls three children of different sizes. The rest of the children help him build the boys according to their height.
To the music, children move around the group; at the end of the melody, they stop in different places in the group and line up in ascending order by height.
The exercise is repeated again with the participation of other children.
Thank you for your attention!
Publications on the topic:
Open lesson on FEMP in the middle group of hearing-impaired children “Quantity and counting. Form" KGBS (K)OU "Ozerskaya S (K)O boarding school type." Open lesson in the middle group. on the formation of elementary.
Summary of the lesson on FEMP in the preparatory group “Quantity and counting. Counting within 10" Goal: To foster a strong interest in children.
Abstract of GCD in mathematics in the preparatory group “Quantity and counting. Count within 20" Abstract of GCD in mathematics in the preparatory group “Quantity and counting. The score is within 20" Teacher Komarova Natalya Anatolyevna. G.
Summary of an open lesson on FEMP using ICT in the middle group “Counting to four, getting to know the number 4” GBOU Secondary School No. 1056 Preschool Department No. 2 Summary of an open lesson on cognitive development in the middle group “Counting to four.”
Summary of the lesson on FEMP in the preparatory group “Ordinal and quantitative calculation” Summary of a lesson on the formation of elementary mathematical concepts in the preparatory group Topic: “Ordinal and quantitative.
Goal: Practice counting sounds by ear within 5. Clarify ideas about the meaning of words far - close. Learn to compare three objects.
Lesson notes on FEMP in the senior group. Game "Easy counting in verse" Target. The game trains children in counting forward and backward to 10 and reinforces their knowledge of the composition of numbers within 10. The game develops the child's speech.
Long-term planning of individual work on FEMP" in the middle group
LESSON 1"Make a Pattern"
Goal: develop the perception of shape, learn to analyze the arrangement of objects in space.
2nd week
LESSON 2
"Do as I do"
Target: promotes the development of intellectual, creative abilities, intelligence, spatial imagination, logical thinking.
Material: main parts of children's construction set (cube, cylinder, prism, cone, parallelepiped)
3rd week
LESSON 3
Didactic game "Wonderful bag"
Objectives: To consolidate children’s knowledge of geometric shapes and the ability to guess objects by touch.
Material: Bag, set of Dienesha blocks.
Progress of the game:
All figures are put into a bag. Ask your child to touch all the round blocks (all the big ones or all the thick ones). Then all square, rectangular, triangular.
4th week
LESSON 4
Game "Snake"
Target. Teach children to form a group of individual objects. Reinforce the concepts of “one” and “many”. Learn to compare objects by length, to indicate in words the result of the comparison: longer, shorter, equal in length.
Material. Colored counting sticks: for half of the children 4 pink, for the rest 4 blue.
Description: Children sit in pairs, opposite each other. One child has 4 pink sticks, the other has 4 blue ones. The teacher suggests placing the snake on the table with its head raised (thus emphasizing that one stick should stand vertically).
Questions
– What color are the sticks?
– How many pink sticks? How many blue ones?
– Use your finger to show the length of your snake.
– Whose snake is longer? Whose is shorter?
October
1st week
LESSON 1
Didactic game “Second Row”
Tasks:
Develop the ability to analyze, highlight the properties of figures, find a figure that is different in one way.
How to play: Place any 5-6 pieces in a row. Build a second row under them, but so that under each figure in the top row there is a figure of a different shape (color, size); the same shape, but different color (size); different in color and size; not the same in shape, size, color.
2nd week
LESSON 2
"Composition of geometric shapes"
Tasks:
3rd week
LESSON 3
"Which?"
Goal: Improve the ability to compare 2 objects by size (length, width, compare 2 objects by thickness, using adjectives
Material: ribbons of different lengths and widths.
Progress of the game: Lines 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.
4th week
LESSON 4
. Game "Who has more"
Target. Fix the name of the geometric figure “triangle”. Learn to make a figure from sticks, compare figures by size. Develop imagination.
Material. Colored counting sticks: for half of the children 3 yellow, for the rest 3 red.
Description: The teacher invites the children to make a triangle out of sticks.
Questions
– What color are the triangles?
– Which one of you has a big triangle? Who has a small one?
– What are the largest triangles?
– Why did you get different triangles?
– Look at your figures and say what else could be of this shape (kerchief, cap, Christmas tree).
November
1st week
LESSON 1
Educational game “Fold the square” (V. P. Nikitina)
Goals: promotes the development of intellectual, creative abilities, intelligence, spatial imagination, logical thinking.
2nd week
LESSON 2
Miracle crosses
Goal: creating silhouettes from geometric shapes.
Tasks:
1. Develop the ability to compose an image according to a diagram.
2. Develop creative imagination.
3. Cultivate interest in games.
3rd week
LESSON 3
Columbus egg. Learn to read schematic images, build an image according to a diagram.
Tasks:
learn to analyze complex shapes and recreate them from parts on
the basis of perception and formed ideas;
develop sensory abilities in children, spatial
presentation, figurative and logical thinking, imagination, ingenuity
and intelligence;
form a habit of mental work;
develop control and self-control skills in the process of mental
activities.
4th week
LESSON 4,
Didactic game "Magic Tree"
Objectives: To develop the ability to classify blocks according to three characteristics and the ability to identify the main characteristics. Develop logical and imaginative thinking.
Material: Tree with branches without leaves, the color of the branches is indicated, symbols of figures - leaves - are depicted on the branches, a set of blocks.
Progress of the game: The teacher suggests growing a magic tree with geometric shapes instead of leaves. Each branch has its own color. Children choose geometric shapes by color and place “leaves” on the branches.
December
1st week
LESSON 1
Game "Colorful trailers"
Target. Teach children to classify objects by color and length. Learn to work according to the algorithm; compare objects by length; determine which train has more cars without counting (“as many”, “equally”).
Material. Colored counting sticks: 5 blue, 5 yellow, 1 pink (for each child).
Description: Children sit opposite each other.
Each child has a set of sticks: 5 blue, 5 yellow, 1 pink.
Questions and tasks
– How many chopsticks are there on the tray?
– Place the blue sticks on one side and the yellow sticks on the other.
– How many sticks of each color?
– Riddle: there is a ladder in the field, a house is running up the stairs. What is this? (Train.)
The teacher invites the children to build a train out of sticks. The pink stick is a steam locomotive, the carriages will alternate: blue - yellow and so on until the end.
At the end of the work, the teacher clarifies:
– Whose train is longer?
– Name the color of each carriage in order.
– What can you say about the trailers by comparing them?
– Check with each other to see if the carriages are alternating correctly by color.
2nd week
LESSON 2
“Why doesn’t the oval roll?”
Purpose: to introduce children to an oval shape, to teach them to distinguish between a circle and an oval shape
Content. Models of geometric shapes are placed on the flannelgraph: circle, square, rectangle, triangle. First, one child, called to the flannelograph, names the figures, and then all the children do this together. The child is asked to show the circle. Question: “What is the difference between a circle and other figures?” The child traces the circle with his finger and tries to roll it. V. summarizes the children’s answers: a circle has no corners, but the rest of the figures have corners. 2 circles and 2 oval shapes of different colors and sizes are placed on the flannelgraph. “Look at these figures. Are there any circles among them? One of the children is asked to show the circles. Children's attention is drawn to the fact that there are not only circles on the flannelgraph, but also other figures. , similar to a circle. This is an oval-shaped figure. V. teaches to distinguish them from circles; asks: “How are oval shapes similar to circles? (Oval shapes also have no corners.) The child is asked to show a circle, an oval shape. It turns out that the circle is rolling, but the oval-shaped figure is not. (Why?) Then they find out how the oval-shaped figure differs from the circle? (oval shape
3rd week
LESSON 3
Tasks:
Progress of the game: Children look at cards on which the properties of blocks are conventionally indicated (color, shape, size, thickness). Then the child is presented with a card and asked to find all the same blocks and name them. Game exercises with two or more cards are carried out in a similar way.
4th week
LESSON 4
1. Voskobovich square (two-color)
Goal: to develop children’s skills in inventing and folding figures according to a diagram.
Tasks:
1. To promote the development of techniques for constructing figures according to diagrams (boat, fish).
2. Develop speech, imagination, creative abilities.
January
1st week
LESSON 1
"Name your bus"
Goal: to practice distinguishing a circle, square, rectangle, triangle, to find figures of the same shape, differing in color and size,
Content. V. places 4 chairs at some distance from each other, to which models of a triangle, rectangle, etc. (brands of buses) are attached. Children board the buses (stand in 3 columns behind the chairs. The teacher-conductor gives them tickets. Each ticket has the same figure on it as on the bus. At the “Stop!” signal, the children go for a walk, and the teacher swaps the models. At the “On the bus” signal. Children find faulty buses and stand next to each other. The game is repeated 2-3 times.
2nd week
LESSON 2
"Let's collect beads"
Goal: to develop the ability to group geometric shapes according to two properties (color and shape, size and color, shape and size), to see the simplest patterns in the alternation of shapes.
Equipment. There is a long ribbon on the floor, on it, from left to right, in a certain alternation, figures are laid out: red triangle, green circle, red triangle, etc.
Children stand in a circle, in front of them are boxes with multi-colored geometric shapes. The teacher suggests making beads for the New Year tree. He points to a tape with laid out geometric shapes and says: “Look, the Snow Maiden has already started making them. What shapes did she decide to make the beads from? Guess which bead is next.” Children take two of the same figures, name them and begin to make beads. They explain why they lay out this particular figure. Under the guidance of the teacher, mistakes are corrected. Then V. says that the beads have scattered and need to be collected again. He lays out the beginning of the beads on the tape, and invites the children to continue. He asks which figure should be next and why. Children choose geometric shapes and arrange them in accordance with a given pattern.
3rd week
LESSON 3
Didactic game "Chain"
Goal: analyzes, highlights the properties of shapes, finds a shape based on a given characteristic.
Material: Dienesh logic blocks set.
Progress of the game.
From a randomly selected figure, try to build the longest chain possible. Options for constructing a chain:
So that there are no figures of the same shape (color, size, thickness) nearby;
So that there are no figures nearby that are identical in shape and color (in color and size, in size and thickness, etc.);
So that there are figures nearby that are the same in size, but different in shape, etc.;
So that nearby there are figures of the same color and size, but different shapes (the same size, but different colors).
4th week
LESSON 4
Multi-colored flags
Target. Fix the names of geometric shapes. Practice counting and the ability to answer questions: “How much?” Which count?” Material. Card, colored counting sticks: 2 burgundy, 10 blue, 10 red. Description The teacher invites the children to make a “rope” out of two burgundy sticks, connecting their ends to each other, then says: “We will hang “flags” on this rope.” Make a triangular flag out of three sticks and hang it on a string. Now make a rectangular flag from red sticks and hang it next to the flag
triangular shape. Make a triangular flag again. What shape will the next checkbox be?
February
1st week
LESSON 1
Didactic game "Floors"
Goal: to develop the ability to classify and generalize geometric shapes according to their characteristics. Practice counting. Develop spatial orientation, attention, logical thinking.
Material: Dienesh logic blocks set.
Progress of the game.
We suggest placing several figures in a row - 4 - 5 pieces. These are the residents of the first floor. Now we build the second floor of the house so that under each figure of the previous row there is a piece of a different color (or size, shape).
Option 2: part of the same shape, but a different size (or color).
Option 3: we build a house with other details in color and size.
2nd week
LESSON 2
"Seek and find"
Goal: to learn to find objects of different shapes in a room by word name; develop attention and memory.
Equipment. Toys of different shapes.
The teacher lays out toys of different shapes in different places in the group room in advance and says: “We will look for round-shaped objects. Find everything that is round in our room and bring it to my table.” The children disperse, the teacher provides assistance to those who are having difficulty. Children bring objects, place them on the teacher’s table, and sit down. The teacher examines the objects brought with them and evaluates the result of completing the task. The game is repeated, children look for objects of a different shape.
3rd week
LESSON 3
Game "Triangles"
Target. Teach children to form triangles from sticks of different lengths. Practice counting within 3. Learn to distinguish between quantitative and ordinal counting, answer the questions: “How much?”, “Which?” Learn to navigate in space (“left”, “right”, “in front”, “behind”).
Material. Colored counting sticks: 3 red, 3 yellow, 3 blue.
Description: The teacher gives the children the task: “Make a triangle out of yellow sticks. Place a blue triangle next to the side on one side and a red triangle on the other.”
Children, at their own discretion, lay out triangles on any side.
Questions
– How many triangles did you get?
– Explain how the triangles are arranged.
– Name the color of the triangles to the left and right of yellow.
– Which is the red triangle? Blue?
– Count the triangles in order, naming the color.
4th week
LESSON 4
Game "Building houses"
Target. Teach children to model an object from four sticks of the same length, to compare objects by height. Practice counting; in distinguishing quantitative and ordinal counting, the ability to answer the questions: “How much? Which one?
Material. Colored counting sticks: 3 white, 6 blue, 6 red, 4 pink and 2 yellow; card.
Description: The teacher invites the children to count out 4 blue sticks and make walls, floor and ceiling out of them.
Questions and tasks
– What happened? (House.)
– Build a large house on one side of the house, and a small one on the other. Which side is the big house on? Which side is the small house on?
– How many houses are there in total?
– Which house is the tallest? Which house is the lowest?
– Between which houses is the blue house located?
– Pick up a stick and make windows in the house. How many windows are there in each house?
– How many windows are there in total?
– How big are the windows?
March
1st week
LESSON 1
Voskobovich square (four-color)
Goal: to develop children’s skills to fold figures according to a diagram.
Tasks:
1. To promote the development of techniques for constructing figures according to diagrams
2nd week
LESSON 2
Game "Housewarming"
Target. Strengthen the ability to compare sticks by length; relate the size of an object to a limited space.
Material. Colored counting sticks: white, blue, pink, yellow; A4 size cardboard.
Description: The teacher invites the children to arrange a housewarming party: “In front of you is an apartment (shows a sheet of cardboard). Let's arrange furniture in it. When arranging furniture, remember that there are several items in the room and they should not be very large. Otherwise it won’t fit.” Next, the teacher lists the furniture that will need to be in the room: wardrobe, bed, table, chair, armchair. After completing the task, the teacher asks the children questions:
– How much furniture is there in the room?
– What's the highest thing about her?
– How many sticks is the cabinet made of? What colour is he? And the bed?
– What number does each color represent? What is higher - a cabinet or a table?
– Where is the closet? Bed? Armchair? Chair?
Work in pairs
– Compare the interiors of your rooms by comparing images of objects and their location.
3rd week
LESSON 3
"Find the error"
Goal: analysis of geometric shapes, comparison and finding what is superfluous.
Progress of the game. The preschooler is asked to analyze the rows of geometric shapes and point out the error, offering a correction option with an explanation. An error could be a circle in a row of squares, or a red figure among yellow ones.
4th week
LESSON 4
" Left right"
Make a train of brown, orange and red cars so that the orange one is to the left of the burgundy one, and the burgundy one is to the left of the red one. Which carriage is to the left: red or brown?
Make a train of blue, yellow and orange cars so that the orange one is to the right of the blue one and the yellow one is to the right of the blue one. Name the colors of the carriages from left to right.
April
1st week
LESSON 1
Didactic game “Find the right block”
Tasks:
Introduce children to cards with block properties depicted
Develop logical thinking, the ability to encode and decode information
Material: Set of logical blocks of Dienesh, cards - property designations.
Progress of the game: Children look at cards on which the properties of blocks are conventionally indicated (color, shape, size, thickness). Z
2nd week
LESSON 2
"Shop and Geometry"
Goal: training in recognizing basic geometric shapes, improving communication skills.
Progress of the game. On the table there are objects of various shapes put up for “sale”. Each student - buyer receives a card - a receipt, on which a figure is drawn: a circle, a triangle, a square or a rectangle. He can purchase any item, provided that the shape of the product matches the picture on the card. Having accurately made a choice and proven it, the child receives a purchase.
3rd week
LESSON 3
Didactic game "Teremok".
Didactic task. Learn to place objects on a sheet of paper (top, bottom, left, right, develop intelligence and attention.
Game rules. Name the location of wild animals in the house.
Game action. Place the animals in the direction indicated by the teacher.
Progress of the game. The teacher shows the children a landscape sheet with a drawing of “Teremok”, pictures of animals, and tells the children that they will populate the Teremok with animals. Discuss with the children the location of animals. Describe the content of the resulting image. For example: a bear cub will live at the bottom right, a cockerel at the top, a fox at the bottom left, a wolf at the top right, and a mouse at the top left.
4th week
LESSON 4
Game "Roll up the Ribbon"
Goal: To develop children's ability to determine the length of ribbons based on their comparison.
Description: The teacher shows how to twist (roll up) a ribbon. Children try to carry out this play action. Everyone starts rolling the ribbons at the same time, but it turns out that some children did it faster than others. The reason is revealed: the tapes are of different lengths. In order to make sure of this, children place the ribbons on the floor, placing one next to the other, using the words: identical, longer, shorter. Children, in a conversation with the teacher, clarify that a short ribbon twists faster than a long one, and vice versa.
May
1st week
LESSON 1
"Find a place for yourself"
Didactic tasks: exercise the ability to distinguish numbers, determine their correspondence to a number.
Equipment: 2-5 hoops, each with a card with a number; the total sum of numbers should equal the number of children in the group.
2nd week
LESSON 2
« Live numbers"
Didactic tasks: practice finding the place of numbers in a number line,
subsequent and previous numbers; consolidate the ability to decrease and increase a number by several units.
Equipment: number cards or number emblems.
Progress of the game.
Each child puts on an emblem with a number, i.e. turns into its corresponding number. If there are many children, you can choose judges who will evaluate the correctness of the tasks.
Task options:
the teacher invites the “number” children to place themselves in ascending (or descending) order;
shows the number in one of the ways (on flannel cards, using toys, etc.) - a child comes to the judges with the corresponding number;
shows a number, and the child comes out with a number one unit more or less;
shows a number, and children come out with “neighboring” numbers;
invites each number to increase by one unit and tell what number it will become, what number it will be designated (options - increase by 2, 3, decrease by 1, 2, 3);2
3rd week
LESSON 3
Drawing up geometric shapes
Goal: to practice drawing geometric figures on the plane of the table, analyzing and examining them in a visually tangible way.
Material: counting sticks (15-20 pieces), 2 thick threads (length 25-30cm)
Tasks:
1. Make a small square and triangle;
2. Make small and large squares;
3. Make a rectangle, the top and bottom sides of which will be equal to 3 sticks, and the left and right sides will be equal to 2;
4. Make sequential figures from threads: circle and oval, triangles. Rectangles and quadrangles.
4th week
LESSON 4
Construction game “Cribs for little mice”
Children are invited to remember the little mice from the cartoon “Leopold the Cat”; Pictures with their images are hung on the board. The teacher draws the children's attention to the fact that in front of them are two different mice - one fat and the other thin - and offers to build beds for them. And he leads children to the conclusion that a skinny mouse needs a narrow bed, and a fat mouse needs a wide one. After construction, the children draw a conclusion: the shorter the stick (the lower the number), the narrower the crib and vice versa.
In the middle group, classes on the development of elementary mathematical concepts are held weekly, starting in September on a certain day of the week. Duration of classes - 20 minutes. At each lesson, work is carried out simultaneously on a new topic and repetition of the material covered.
In the middle group, you need to limit yourself to working on only one or two software tasks. In some cases, you can simultaneously consolidate previously covered material if its repetition is an organic part of working on new material and contributes to its better assimilation.
The attention of four-year-old children, like three-year-olds, is still unstable. To ensure a lasting assimilation of knowledge, they must be interested in work. A relaxed conversation with children, which is conducted at a leisurely pace, the attractiveness of visual aids, the widespread use of play exercises and didactic games - all this creates a good emotional mood in children. Games are used in which the game action is at the same time an elementary mathematical action: “Find the same amount!”, “Put it in order!” and etc.
At the end of the lesson, outdoor games can be played, including walking and running: “Find your house!”, “Cars and garages.” They give children motor relief.
In the classroom, visual and effective teaching methods are used: the teacher shows examples and methods of action, children perform practical tasks, including elementary mathematical activities (establishing correspondence between sets of objects, counting, etc.).
In the fifth year of life, children intensively develop the ability to conduct research. In this regard, they are encouraged to more or less independently identify the properties and relationships of mathematical objects.
The teacher poses questions to the children that require searching. (“Why does the circle roll, but the square doesn’t?”) He prompts, and if necessary, shows what needs to be done to find the answer to them: “Trace the square with your finger! Look what this figure has.”
Children acquire knowledge through experience and reflect in speech what they have directly observed. Thus, it is possible to avoid the separation of the verbal form of the statement from the content expressed in it, i.e. eliminate formal acquisition of knowledge. This is especially important. Children of this age easily remember words and expressions, sometimes without relating them to specific objects or their properties. From the first lessons, children in this group are given cognitive tasks either in the form of a task (“Today you will learn to count”), or they are formalized in the content of an action - practical, playful (“Find your bus!”, “Treat all the squirrels!”). Setting goals makes children's actions purposeful.
The place and nature of the use of visual (sample, demonstration) and verbal (instructions, explanations, questions, etc.) teaching methods are determined by the level of children’s assimilation of the material being studied. When children become acquainted with new types of activities (counting, counting, comparing objects by size), a complete, detailed demonstration and explanation of all methods of action, their nature and sequence, and a detailed and consistent examination of the sample are necessary. Instructions encourage children to follow the actions of the teacher or a child called to his table, familiarize them with the exact verbal designation of these actions. Explanations should be concise and clear. It is unacceptable to use words and expressions that children do not understand.
During the explanation of new material, children are involved in joint actions with the teacher. For example, they can show how long an object is, count objects together (in unison), etc. New knowledge for children of this age only gradually acquires a generalized meaning. In the middle group, as in the younger group, it is necessary to repeatedly demonstrate actions that are new to children, while visual aids change, tasks and work methods vary slightly. This ensures that children are active and independent in learning new ways of doing things. The more varied the children’s work with visual aids, the more consciously they acquire knowledge.
The teacher poses questions so that new knowledge is reflected in the exact word. Children are constantly taught to explain their actions, talk about what they did and how they did it, and what happened as a result. The teacher patiently listens to the children's answers, does not rush with a hint, and does not finish speaking for them. If necessary, gives a sample answer, poses additional questions, in some cases begins a phrase, and the child finishes it. When correcting mistakes in speech, the teacher offers to repeat words and expressions, encourages children to rely on visual material (“Look which strip is shorter!”). As children master the appropriate vocabulary and discover the semantic meaning of words, they no longer need a full, detailed demonstration.
In subsequent classes, they act mainly according to verbal instructions. The teacher shows only some techniques. By answering questions, the child repeats the instructions. For example, it tells you what size strip should be placed first, and which one after. Children learn to talk coherently about the completed task. In the future, they act only on the basis of verbal instructions. However, if the children find it difficult, the teacher resorts to a model, a demonstration, and additional questions. All errors are corrected in the process of working with the didactic material. Gradually increase the volume of tasks to 2-3 units, for example, count the circles on a card and count the same number of toys.
It is important from the first lessons to develop in children the ability to observe the actions of the teacher and listen to his instructions.
The most difficult thing is to teach children of this age to listen to a task to the end. “Put the toys back! I haven’t said everything yet!” - the teacher stops the children, not allowing them to act ahead of time.
The teacher constantly encourages children to listen carefully and remember the task, to carry it out willingly and accurately, following a certain sequence of actions. Children must learn to start and finish work at the same time, to act independently, not to interfere with each other, and to finish the job.
They learn to answer questions addressed to all children one at a time. “I will ask questions to everyone, and the one I call will answer,” the teacher formulates this requirement. However, in some cases, to activate the children, he resorts to choral responses: “Let’s name (count) everything together!” Children learn to address answers to their friends. (“Say it loud so everyone can hear!”)
The development of the ability to closely monitor the actions and responses of comrades requires special care. Children are asked to help a friend: clarify, supplement, correct the answer. At the same time, they maintain a friendly attitude towards each other.
By constantly assessing the results of children’s work, the teacher teaches them to control their actions, compare what they did with what should have been done (according to the model), notice inaccuracies and mistakes, and strive to correct them.
In the middle group, much attention continues to be paid to instilling careful handling of manuals and the ability to use them correctly (maintaining order during work, putting manuals back in place).
In the first classes, handouts are given in individual sets, and later (in the 2nd and 3rd quarters) - on common trays. The children learn to use manuals together, take counting material from a common tray, and exchange it as they work.
The teacher constantly keeps children interested in classes. Encouragement, verbal support, showing achievements, and positive evaluation have a good effect on children, which allows children to feel satisfaction from their achievements. They develop a taste for acquiring knowledge.
Didactic games in mathematics (card index)
2nd junior group
"Quantity and Counting"1. Didactic game “Guess who is behind whom”
Goal: to form in children an idea of how some objects are obscured by others. Clarify the idea that large objects obscure smaller ones, and smaller ones do not obscure larger ones; consolidate the words “more”, “less”, “before”; introduce the word “obscure”.
Content. 1st option. The toys are on the teacher’s table. He asks you to look at what is on the table and close your eyes. He takes two toys, puts them aside a little and stands up so that he obscures them with himself. The children open their eyes and discover that two toys are missing. “I didn’t leave the table. Where did the toys go? - says the teacher. If one of the children guesses, the teacher says in surprise: “Oh, I stood up and shielded them.” If the children do not find them, then he searches for them himself and, having discovered the missing toys, explains the reason for their disappearance. After this, the teacher removes the toys and invites two children to the table: one tall, large, the other small. Children are again convinced of the principle of obscurity when the little one stands behind the back of the big one. The teacher discusses the results of the game with the children, why Tanya is not visible behind Kolya, but Kolya is visible behind Tanya: “The larger one obscures the smaller one, but the smaller one cannot obscure the larger one.” 2nd option. A game of hide and seek is played. One child hides, and the rest of the children, under the guidance of the teacher, look for him, sequentially examining the furniture in the room.
2. Didactic game “Let’s build houses”
Goal: to learn to visually correlate the size of objects and check your choice by superimposing; develop attention; consolidate words that define the relativity of quantities “more”, “less”, “same”.
Equipment.
1st option. Three cardboard houses of different sizes with slots for doors and windows, without roofs; cardboard windows, doors, roofs of three sizes, corresponding to the size of the houses. 2nd option. Small cardboard houses without roofs with slots for windows and doors, elements for them (roofs, doors, windows) for each child.
Content. The teacher inserts large images of three houses into the typesetting canvas, placing them in random order and not in a row. The elements of houses (roofs, windows, doors) are mixed up on the table. Then he tells the children that they will be builders, they will complete houses, which should be neat and level; All parts should be selected so that they fit the required parts. The children go around and take turns “finishing” the houses. Those sitting at the table take part in the assessment of each stage of the work. At the end, the teacher sums it up: “We installed smaller doors, a smaller roof, and smaller windows for the largest house. And the smallest house has the smallest windows, the smallest door, the smallest roof.”
3. Game "Helper"
Goal: Development of fine and gross motor skills, coordination, dexterity. Instill hard work. Equipment: Containers with fillers, scoops, fillers.
Contents: The teacher invites the child to transfer the contents from one container to another. Equipment: Containers with fillers, scoops, fillers.
4. Didactic game. "Raspberries for bear cubs"
Goal: to form in children the idea of equality based on the comparison of two groups of objects, to activate in speech the words: “as much - as, equally”, “equally”.
Content. The teacher says: “Guys, the bear cub loves raspberries very much, he collected a whole basket in the forest to treat his friends.” Look how many cubs have arrived! Let's arrange them with our right hand from left to right. Now let's treat them to raspberries. You need to take so many raspberries so that there is enough for all the cubs. Tell me, how many cubs are there? (a lot of). And now we need to take the same number of berries. Let's treat the bear cubs with berries. Each bear should be given one berry. How many berries did you bring? (many) How many cubs do we have? (a lot) How else can you say? That's right, they are the same, equally; There are as many berries as there are cubs, and there are as many cubs as there are berries.
Geometric shape
1. Didactic game “Pick a figure”
Goal: to consolidate children’s ideas about geometric shapes and practice naming them.
Equipment. Demonstration: circle, square, triangle, cut out of cardboard, cards with outlines of 3 geometric lotto.
Contents: The teacher shows the children the figures, traces each with a finger. Gives the children a task: “You have cards on your tables with figures of different shapes on them, and the same figures on trays. Place all the figures on the cards so that they are hidden.” Asks the children to trace each figure lying on the tray, and then places (“hide”) it on the drawn figure.
2. Didactic game “Make an object”
Goal: to practice composing the silhouette of an object from individual parts (geometric shapes).
Equipment. On the teacher’s table there are large toys: a house, a tumbler, a snowman, a Christmas tree, a truck. There are sets of different geometric shapes on the floor.
Content. The teacher offers to name the toys that are on his table and make any of them using a set of geometric shapes. Encourages and stimulates children's actions. He asks: “What did you make up? From what geometric shapes?” Children examine the resulting silhouettes of toys, remember the corresponding poems, riddles. It is possible to combine the compiled silhouettes into a single plot: “House in the Forest”, “Winter Walk”, “Street”
3. Didactic game “Learn and Remember”
Goal: to teach children to remember what they perceive, to make choices based on presentation.
Equipment. Cards depicting three single-color geometric shapes (circle, square, triangle; circle, oval, square), a set of small cards depicting one shape to be placed on large cards.
Content. In front of the child is a card with a picture of 3 shapes. The teacher asks to look at it and remember what shapes are drawn there. Then he gives the children sheets of paper and asks them to cover their cards with them. After that, he shows a small card. puts it face down on the table, mentally counts to 15, asks the children to take off the paper and show on their cards the same shape that he demonstrated. To check, the teacher again shows the sample card. As children master the game, they are given two cards (6 forms), then three (9 forms).
4. Didactic game “Mailbox”
Goal: to teach to see the shape in an object, to correlate the shape of the slot and the inlay, to compose a whole from different geometric shapes and their parts, selecting the ones you need through testing and trying on.
Equipment. Boards with slots for laying out shapes, identical in color, but different in configuration, with the image of a ball, a balloon (from two semi-ovals), a two-story house (from two rectangles); figures (two semicircles of different colors, two semi-ovals of the same color, two rectangles).
Content. Mixed boards and figures are placed in front of the child. The teacher asks the child to compose all the pictures, and then say which image he got.
5. Didactic game “Search and Find”
Goal: to learn to find objects of different shapes in a room by word name; develop attention and memory.
Content. The teacher lays out toys of different shapes in different places in the group room in advance and says: “We will look for round-shaped objects. Find everything that is round in our room and bring it to my table.” The children disperse, the teacher provides assistance to those who are having difficulty. Children bring objects, put them on the teacher’s table, sit down. The teacher examines the objects they brought with them, evaluates the result of completing the task. The game is repeated, children look for objects of a different shape.
Quantities.
1. Didactic game “Three squares”
Goal: to teach children to correlate three objects by size and indicate their relationships with the words: “big”, small”, “medium”, largest”, “smallest”.
Equipment. Three squares of different sizes, flannelgraph; Children have 3 squares, flannel.
Contents. Educator: Children, I have 3 squares, like these (shows). This one is the biggest, this one is smaller, and this one is the smallest (each of them shows). Now show the largest squares (children pick them up and show them), put them down. Now raise the averages. Now - the little ones. Next, the teacher invites the children to build towers from the squares. He shows how this is done - he places first a large, then a medium, then a small square on the flannelgraph from bottom to top. “Make such a tower on your flannelographs,” says the teacher.
2. Didactic game “Wide - Narrow”
Goal: to form a “broad - narrow” idea.
Contents: The lesson is conducted in a similar way, but now children learn to distinguish the width of objects, i.e. wide and narrow ribbons of the same length. When creating a game situation, you can use the following game technique. Two cardboard strips are laid out on the table - wide and narrow (of the same length). A doll and a bear can walk along a wide strip (path), but only one of them can walk along a narrow strip. Or you can play the story with two cars
3. Didactic game “Three Bears”
Purpose: to practice comparing and ordering objects by size.
Equipment. The teacher has silhouettes of three bears, the children have sets of toys in three sizes: tables, chairs, beds, cups, spoons.
Content. The teacher gives the children a set of objects of the same type: three spoons of different sizes, three chairs and says: “Once upon a time there were three bears. What were their names? (Children name). Who is it? (Puts a silhouette of Mikhail Ivanovich). What size is he? ? And who is this? (Nastasya Petrovna). Is she bigger or smaller than Mikhail Ivanovich? (Little one). Let’s arrange a room for each bear, Mikhail Ivanovich. for Mikhail Ivanovich? (Children place objects near the bear; in case of a mistake, Mikhail Ivanovich says: “No, this is not my bed.”) Do you have a bed, a chair for Mishutka? (And who are these objects left for?) ? (For Nastasya Petrovna.) What size are they? (Smaller than for Mikhail Ivanovich, but larger than for Mishutka.) Let's take them to Nastasya Petrovna. Who is going for a walk? him? Who is the last? (The teacher helps the children remember the corresponding fragments of the fairy tale).
4. Didactic game “Hedgehog”
Goal: to learn to correlate objects by size, to highlight size as a significant feature that determines actions; consolidate the meaning of the words “big”, “small”, “more”, “less”, introduce them into the children’s active vocabulary.
Equipment. Cardboard stencils depicting hedgehogs and umbrellas of four sizes.
Content. The teacher says that now he will tell a fairy tale about hedgehogs: “A family of hedgehogs lived in the forest: dad, mom and two hedgehogs. One day the hedgehogs went for a walk and went out into the field. There was neither a house nor a tree there (Invites the children to find hedgehog figures on trays and put them in front of them. He approaches each one and places the figures in a row according to size). Suddenly daddy the hedgehog said: “Look how big the cloud is. It's going to rain now." “Let’s run into the forest,” suggested the hedgehog’s mother. “Let’s hide under the tree.” But then it started to rain, and the hedgehogs did not have time to hide. You guys have umbrellas. Help the hedgehogs, give them umbrellas. Just look carefully at which umbrella is suitable for whom. (See if children use the principle of comparing objects by size.) “Well done, now all the hedgehogs are hiding under umbrellas. And they thank you." The teacher asks someone why he gave one umbrella to daddy the hedgehog and another to mommy hedgehog; next child - why did he give the little hedgehogs other umbrellas? Children answer, and the teacher helps them formulate the answer correctly.
Oriented in space
1. Game “Right as Left”
Goal: mastering the ability to navigate on a sheet of paper.
Content. The nesting dolls were in a hurry and forgot to complete their drawings. You need to finish drawing them so that one half is similar to the other. The children draw, and the adult says: “Dot, dot, two hooks, minus a comma - it’s a funny face.” And if there is a bow and a little skirt, the man is a girl. And if he has a forelock and shorts, that little man is a boy.” Children look at the drawings."
2. Didactic game “Let’s decorate the scarf”
Goal: to learn to compare two equal and unequal groups of objects, to practice orientation on a plane.
Equipment: “scarves” (large - for the teacher, small - for children), a set of leaves of two colors (for each child).
Content. The teacher suggests decorating the scarves with leaves. He asks how this can be done (each child completes the task independently). Then he says: “Now let’s decorate the handkerchiefs differently, everything is the same. I will decorate my scarf, and you will decorate the little ones. Decorate the top edge with yellow leaves, like this. (Shows). Put as many leaves as I did. With your right hand, place them in a row from left to right. And we will decorate the bottom edge of the scarf with green leaves. Let's take as many green leaves as yellow ones. Add another yellow leaf and place it on the top edge of the scarf. Which leaves have increased in number? How can we make them equal?” After checking the work and evaluating it, the teacher suggests decorating the left and right sides of the scarf with leaves of different colors. Place as many leaves on the right side of the scarf as on the left. (Shows). In conclusion, the children decorate all sides of the scarf in their own way and talk about it.
3. Didactic game “Hide and find”
Goal: to teach how to navigate the space of a room, to consistently inspect it; develop attention and memory; learn to identify objects in the field of view from the surrounding environment.
Equipment. Various toys.
Contents. 1st option. The teacher shows the children a bright, colorful toy. He says that they will hide her now, and then they will look for her. Together with the children, he walks around the room, examining and discussing everything that is there: “Here is the table at which you look at books. And here is a rack with toys. Let's go further. There's a closet here. Here you can hide our toy on a shelf with books. Let's put it on the shelf (the shelf should be open). Now let’s go play.” The teacher conducts a simple outdoor game, for example, “Do as I do.” After a while he offers to find a toy. He records the result: “The toy was on the shelf.” Next time, they hide the dim toy, and inspect the room from the other side. When children learn to find a toy located at their eye level, it is hidden first above and then below the child’s eye level. 2nd option. The children hide the toy, and it is found by the teacher, who slowly, consistently examines the room and the objects in it. Children must master the search sequence as a way of orienting themselves in space. Walking around the room, the teacher names the direction in which he is moving and the objects encountered on his way. For example: “Here is a window. I'll go from the window to the door. There's a closet here. I'll look up - there's nothing up there, I'll look down - there's nothing below. I’ll go further,” etc. 3rd option. The toy is hidden by the children under the guidance of the teacher, and one of the children is looking for it. He goes out the door in advance and does not see how they hide the toy. The teacher invites him to search, sequentially examining the room.
4. Didactic game “Painting”
Goal: to learn to place objects on a sheet of paper (top, bottom, sides); develop attention, imitation; consolidate the perception of holistic objects and distinguish them from each other.
Equipment. A large sheet of paper for the panel, large applique details (sun, strip of land, house, figurine of a boy or girl, tree, bird), sheets of paper, the same small applique elements, trays, glue, tassels, oilcloths, rags according to the number of children.
Content. The teacher tells the children that they will make a beautiful picture: he will do it on a large sheet of paper attached to the board, and they will do small ones on their own sheets of paper. You just need to watch carefully and do everything as the teacher does. Then the teacher distributes material for the application to the children. First, he sticks a strip of earth at the bottom and the sun at the top. The teacher does everything slowly, recording his actions at every moment and giving the children the opportunity to choose each element and place it correctly on paper. If necessary, helps the child determine the place on a piece of paper (top, bottom). Upon completion, the teacher compares the children’s work with his own, discussing the spatial arrangement of objects, praises them, causing a positive attitude towards the result of the work. Then he briefly describes the content of the resulting image, fixing the spatial arrangement of objects: “The boy went out into the street. I looked - the earth was below, the sky was above. The sun is in the sky. Below, on the ground, is a house and a tree. The boy is standing near the house on one side, and the tree is on the other side. There is a bird sitting on a tree."
Time oriented
1. Didactic game “Our Day”
Goal: to consolidate the idea of the parts of the day, to teach how to correctly use the words “morning”, “day”, “evening”, “night”.
Equipment. Bi-ba-bo doll, toy bed, dishes, comb, etc.; pictures showing children's actions at different times of the day.
Content. Children sit in a semicircle. The teacher, with the help of a doll, performs various actions by which children must determine the part of the day: the doll gets out of bed, gets dressed, combs its hair (morning), has lunch (day). Then the teacher names the action, for example: “The doll washes itself,” invites the child to perform it and name the part of the day corresponding to this action (morning or evening). The teacher reads an excerpt from Petushina’s poem: The doll Valya wants to sleep. I’ll put her to bed. I’ll bring her a blanket so she can fall asleep faster. Children put the doll to sleep and say when this happens. The teacher shows pictures in time sequence and asks what part of the day these actions occur. Then he mixes the pictures and, together with the children, places them in the order of the actions of the day. Children arrange their pictures in accordance with the teacher's pictures.
Middle group
"Quantity and Counting"1. Didactic game. "Correct account"
Goal: to help master the order of numbers in the natural series; strengthen forward and backward counting skills.
Equipment.ball.
Content: children stand in a circle. Before starting, they agree in what order (direct or reverse) they will count. Then they throw the ball and string a number. The one who caught the ball continues counting by throwing the ball to the next player
2. Didactic game: “A lot and a little”
Goal: to help understand the concepts of “many”, “few”, “one”, “several”, “more”, “less”, “equally”.
Content: 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. Place cards of different colors in front of the child. Let there be 7 green cards and 5 red cards. Ask which cards are more and which are fewer. Add 2 more red cards. What can we say now?
3. Didactic game: “Guess the number”
Goal: to help prepare children for basic mathematical operations of addition and subtraction; help consolidate the skills of determining the previous and subsequent numbers within the first ten.
Content: ask, for example, which number is greater than three but less than five; what number is less than three but greater than one, etc. Think of, for example, a number within ten and ask the child to guess it. The child names different numbers, and the teacher says more or less than the intended number. Then you can switch roles with your child.
4. Didactic game: “Counting mosaic”
Purpose: to introduce numbers; learn to match quantities with numbers.
Equipment.counting sticks.
Contents: Together with your 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.
5. Didactic game: “Read and count”
Purpose: to help master the concepts of “many”, “few”, “one”, “several”, “more”, “less”, “equally”, “as much”, “as much”; the ability to compare objects by size.
Equipment. counting sticks.
Contents: while reading a book to a child, ask him to put aside as many counting sticks as, for example, there were animals in the fairy tale. After counting how many animals there are in the fairy tale, ask who there were more, who were fewer, and who were the same. Compare toys by size: who is bigger - a bunny or a bear? Who is smaller? Who is the same height?
Geometric shape.
1. Didactic game: “Pick according to shape”
Goal: to teach children to highlight the shape of an object, distracting from its other features.
Equipment. one large figure of each of the five geometric shapes, cards with outlines of geometric shapes, two figures of each shape of two sizes of different colors (the large figure matches the outline image on the card).
Contents: children are given figures and cards. Educator: “We are now going to play the game “Match by Shape.” To do this, we need to remember the names of the different forms. What shape is this figure? (this question is then repeated with other figures shown). You must arrange the shapes according to shape, without paying attention to color." For children who have placed the figures incorrectly, the teacher asks them to trace the outline of the figure with their finger, find and correct the mistake.
2. Didactic game: "Loto"
Goal: mastering the ability to identify various forms.
Equipment. cards with images of geometric shapes.
Content. Children are given cards on which 3 geometric shapes of different colors and shapes are depicted in a row. The cards differ in the arrangement of geometric shapes and their color combinations. Children are presented with the corresponding geometric shapes one by one. The child, whose card contains the presented figure, takes it and puts it on his card so that the figure coincides with the drawn one. Children say in what order the figures are located.
3. Didactic game: “Find your house”
Goal: to consolidate the ability to distinguish and name a circle and a square.
Equipment. circle, square, 2 hoops, circles and squares according to the number of children, tambourine.
Contents: The teacher places two hoops on the floor at a great distance from each other. Inside the first hoop he places a square cut out of cardboard, inside the second - a circle. The children should be divided into two groups: some have a square in their hands, and others have a circle. Then the teacher explains the rules of the game, which consist in the fact that the children run around the room , and when he hits the tambourine, they must find their houses. Those with a circle run to the hoop where the circle lies, and those with a square run to the hoop with a square.
When the children run to their places, the teacher checks what figures the children have, whether they have chosen the house correctly, clarifies what the names of the figures are and how many there are. When playing the game again, you need to swap the places of the figures lying inside the hoops.
4. Didactic game: “Guess”
Goal: to strengthen the ability to distinguish between circles, squares and triangles.
Equipment. ball; circles, squares, triangles of different colors.
Content: Children stand in a circle, in the center of which there is a teacher with a ball. He says that now everyone will come up with what the object that will be shown looks like. First, the teacher shows a yellow circle and puts it in the center. Then he invites you to think and say what this circle looks like. The child to whom the teacher rolls the ball answers. The child who caught the ball says what the circle looks like. For example, on a pancake, in the sun, on a plate... Then the teacher shows a big red circle. Children fantasize: an apple, a tomato... Everyone takes part in the game. In order for the children to understand the meaning of the “Guess” game more clearly, show them the illustrations. So, the red circle is a tomato, the yellow circle is a ball.
Quantities.
1. Didactic game: “Fruit picking”
Goal: to develop an eye when choosing objects of a certain size based on a model.
Equipment. sample apples (cut out of cardboard) of 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 were of the same size). The diameter of each apple is 0.5 cm smaller than the previous one.
Content: 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 invites them to pick one of the same apples from the tree. If the apples are picked correctly, the teacher asks to put them in the appropriate baskets. Then a new group of children completes the task. The game can be repeated several times.
2. Didactic game: “One, two, three - look!”
Goal: to teach children to build an image of an object of a given size and use it in play activities.
Equipment. Single-color pyramids (yellow and green), with at least seven rings. 2-3 pyramids of each color.
Content. Children sit on chairs in a semicircle. V. lays out pyramids on 2-3 tables, mixing the rings. He places two pyramids on a small table in front of the children and takes one of them apart. Then he calls the children and gives each of them a ring of the same size and asks them to find a pair for their ring. “Look carefully at your rings and try to remember what size they are, so as not to make a mistake. Which ring do you have, big or small? If the child finds it difficult to answer, V. suggests going to the assembled pyramid and placing your ring on a ring of that size. Then invites children to leave their rings on the chairs and go in search of other rings of the same size. They need to look for rings only after all the children say the following words: “One, two, three, look!” Having chosen a ring, each child returns to his place and places it on his sample, which remains on the high chair. If the child makes a mistake, he is allowed to correct the mistake by replacing the selected ring with another one. For variety, when repeating the game, you can use a pyramid of a different color as a sample.
3. Didactic game: "Who has the longer tail?"
Goal: Mastering the ability to compare objects of contrasting sizes in length and width, to use in speech the concepts: “long”, “longer”, “wide”, “narrow”.
Content. Noise outside the door. Animals appear: a baby elephant, a bunny, a bear, a monkey - friends of Winnie the Pooh. Animals argue about who has the longest tail. Winnie the Pooh invites children to help the animals. Children compare the length of the ears of a hare and a wolf, the tails of a fox and a bear, the length of the neck of a giraffe and a monkey. Each time, together with V., they define equality and inequality in length and width, using the appropriate terminology: long, longer, wide, narrow, etc.
4. Didactic game: “Who will roll the tape sooner”
Goal: continue to form an attitude towards size as a significant feature, pay attention to length, introduce the words “long”, “short”.
Content. The teacher invites the children to learn how to roll the tape and shows how to do it, gives everyone a try. Then he offers to play the game “Who will roll the tape sooner?” Calls two children, gives one a long ribbon, the other a short one, and asks everyone to see who will be the first to roll up their ribbon. Naturally, the one with the shorter ribbon wins. After this, the teacher lays out the ribbons on the table so that their difference is clearly visible to the children, but does not say anything. Then the children change ribbons. Now the other child wins. Children sit down, the teacher calls the children and invites one of them to choose a ribbon. He asks why he wants this tape. After the children’s answers, he names the ribbons “short” and “long” and summarizes the children’s actions: “The short ribbon rolls up quickly, and the long ribbon rolls up slowly.”
Oriented in space
1. Didactic game: “Who is where”
Goal: to learn to distinguish the position of objects in space (in front, behind, between, in the middle, on the right, on the left, below, above).
Equipment. toys.
Contents: place toys in different places in the room. Ask the child which toy is in front, behind, nearby, far, etc. Ask what is on top, what is below, on the right, on the left, etc.
2. Didactic game: “Run to the number”
Purpose: to practice memorizing and distinguishing numbers, the ability to navigate in space; develop auditory and visual attention.
Equipment: cards with numbers, hung in different places in the room.
Contents: Low mobility game. The teacher (driver) calls one of the numbers, the children find a card with its image in the room and run to it. If any child makes a mistake, he is out of the game for a while. The game is played until a winner is identified.
You can complicate the task by inviting the children, standing near the number, to clap their hands (or stomp, or sit down) the number that it represents.
3. Didactic game: “Elevator”
Goal: to consolidate forward and backward counting to 7, to consolidate the basic colors of the rainbow, to consolidate the concepts of “up”, “down”, to remember ordinal numbers (first, second...)
Contents: The child is asked to help residents raise or lower them on the elevator to the desired floor, count floors, find out how many residents live on the floor.
4. Didactic game: “Three steps”
Goal: orientation in space, ability to listen and follow instructions.
Contents: Players are divided into two equal teams and stand one after the other. The task of each team is to reach the finish line as quickly as possible in full, evenly, strictly following the rules: they pronounce the rules in chorus: three steps to the left, three steps to the right, one step forward, one back and four straight.
Time oriented
1. Didactic game: “When it happens”
Goal: to consolidate children’s knowledge about the seasons and their characteristic features; develop coherent speech, attention and resourcefulness, endurance.
Equipment. pictures by seasons.
Contents: Children sit around the table. The teacher has several pictures in his hands depicting different seasons, 2-3 pictures for each season. The teacher explains the rules of the game, the teacher 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 contents. Then the arrow is turned again and the one it pointed to guesses the season. A variant of this game could be for the teacher to read excerpts from works of art about seasonal natural phenomena and search for pictures with the corresponding content.
2. Didactic game: “Name the missing word”
Goal: learn to name time periods: morning, evening, day, night.
Equipment: ball.
Contents: Children form a semicircle. The teacher rolls a ball to one of the children. Begins a sentence, omitting the names of parts of the day: - We have breakfast in the morning, and have lunch... The children name the missing word. - In the morning you come to kindergarten, and go home... - In the afternoon you have lunch, and have dinner...
3. Didactic game: “Who came first? Who's later?
Goal: to consolidate children’s knowledge about time representations: first, then, before, after, earlier, later.
Contents: Staging of fairy tales using illustrations “Turnip”, “Teremok”, “Kolobok”, etc.
4. Didactic game: “Traffic light”
Goal: to consolidate children's ideas about the seasons.
Content: The teacher says, for example, “Summer is over, spring has come.” Children raise a red circle - a stop signal, mistakes are corrected.
5. Didactic game: “Name the missing word”
Goal: to consolidate children’s knowledge about the parts of the day, their sequence, to consolidate concepts - yesterday, today, tomorrow.
Contents: Children in a circle. The presenter begins a phrase and throws the ball to one of the players: “The sun shines during the day, and the moon ....”. The one who finishes the phrase comes up with a new one: “In the morning we came to kindergarten, and returned ...”, “If yesterday was Friday, then today ...”, “Winter is replaced by spring, and spring ...”.
Senior group.
"Quantity and Counting"1. Didactic game. “Pick up a toy”
Goal: to practice counting objects by the named number and memorizing it, to learn to find an equal number of toys.
Content. V. explains to the children that they will learn to count out as many toys as he says. He calls the children one by one and gives them the task of bringing a certain number of toys and placing them on one table or another. Other children are instructed to check whether the task has been completed correctly, and to do this, count the toys, for example: “Seryozha, bring 3 pyramids and put them on this table. Vitya, check how many pyramids Seryozha brought.” As a result, there are 2 toys on one table, 3 on the second, 4 on the third, and 5 on the fourth. Then the children are asked to count out a certain number of toys and place them on the table where there are the same number of such toys, so that it can be seen that there are equal numbers of them. After completing the task, the child tells what he did. Another child checks whether the task was completed correctly.
2. Didactic game: “Is it enough?”
Goal: to teach children to see equality and inequality of groups of objects of different sizes, to bring them to the concept that number does not depend on size.
Content. V. offers to treat the animals. First he finds out: “Will the bunnies have enough carrots and the squirrels have enough nuts? How to find out? How to check? Children count the toys, compare their numbers, then treat the animals by placing small toys next to large ones. Having identified an equality and inequality in the number of toys in the group, they add the missing item or remove the extra one.
3. Didactic game: “At the poultry farm”
Goal: to train children in counting within limits, to show the independence of the number of objects from the area they occupy.
Content. V.: “Today we will go on an excursion to a poultry farm. Chickens and chickens live here. There are 6 hens sitting on the top perch, 5 chicks on the bottom perch. Compare hens and chickens and determine that there are fewer chickens than hens. “One chicken ran away. What needs to be done to get an equal number of hens and chicks? (You need to find 1 chicken and return it to the chicken). The game repeats itself. V. quietly removes the chicken, the children look for a mother hen for the chicken, etc.
4. Didactic game: “Count the birds”
Purpose: to show the formation of numbers 6 and 7, to teach children to count within 7.
Content. The teacher places 2 groups of pictures (bullfinches and titmice) in one row on a typesetting canvas (at some distance from one another and asks: “What are these birds called? Are they equal? How can I check?” The child places the pictures in 2 rows, one below the other. He finds out that there are 5 birds each. V. adds a titmouse and asks: “How many titmouses were there? How many were there? How many were there? is the number greater: 6 or 6? Which is smaller? How to make the birds equal in number to 6. (He emphasizes that if one bird is removed, then there will also be an equal number of 5 birds) and asks: “How many of them are there?” 5.” Again, he adds 1 bird in each row and invites all children to count the birds in the same way.
5. Didactic game: “Count and name”
Goal: to practice counting by ear.
Content. V. invites children to count sounds by ear. He reminds us that this must be done without missing a single sound or getting ahead of ourselves (“Listen carefully to how many times the hammer hits”). Extract (2-10) sounds. In total they give 2-3 fortune tellings. Then V. explains the new task: “Now we will count the sounds with our eyes closed. When you count the sounds, open your eyes, silently count the same number of toys and put them in a row.” V. taps from 2 to 10 times. Children complete the task. They answer the question: “How many toys did you place and why?”
Geometric shape.
1. Didactic game: “Pick a figure”
Goal: to consolidate the ability to distinguish geometric shapes: rectangle, triangle, square, circle, oval.
Equipment: each child has cards on which a rectangle, square and triangle are drawn, the color and shape vary.
Content. First, V. suggests tracing the figures drawn on the cards with your finger. Then he presents a table on which the same figures are drawn, but of a different color and size than the children’s, and, pointing to one of the figures, says: “I have a big yellow triangle, what about you?” Etc. Calls 2-3 children, asks them to name the color and size (large, small of their figure of this type). “I have a small blue square.”
2. Didactic game: “Name your bus”
Goal: to practice distinguishing a circle, square, rectangle, triangle, to find figures of the same shape, differing in color and size,
Content. V. places 4 chairs at some distance from each other, to which models of a triangle, rectangle, etc. (brands of buses) are attached. Children board the buses (stand in 3 columns behind the chairs. The teacher-conductor gives them tickets. Each ticket has the same figure on it as on the bus. At the “Stop!” signal, the children go for a walk, and the teacher swaps the models. At the “On the bus” signal. Children find faulty buses and stand next to each other. The game is repeated 2-3 times.
3. Didactic game: “Assemble a figure”
Goal: learn to count objects that form a figure.
Content. V. invites the children to move the plate with chopsticks towards them and asks: “What color are the chopsticks? How many sticks of each color? He suggests arranging sticks of each color so that different shapes are obtained. After completing the task, the children count the sticks again. Find out how many sticks went into each figure. The teacher draws attention to the fact that the sticks are arranged differently, but there are equal numbers of them - 4 “How to prove that there are equal numbers of sticks? Children lay out the sticks in rows, one below the other.
4. Didactic game: “Why doesn’t the oval roll?”
Purpose: to introduce children to an oval shape, to teach them to distinguish between a circle and an oval shape
Content. Models of geometric shapes are placed on the flannelgraph: circle, square, rectangle, triangle. First, one child, called to the flannelograph, names the figures, and then all the children do this together. The child is asked to show the circle. Question: “What is the difference between a circle and other figures?” The child traces the circle with his finger and tries to roll it. V. summarizes the children’s answers: a circle has no corners, but the rest of the figures have corners. 2 circles and 2 oval shapes of different colors and sizes are placed on the flannelgraph. “Look at these figures. Are there any circles among them? One of the children is asked to show the circles. Children's attention is drawn to the fact that there are not only circles on the flannelgraph, but also other figures. , similar to a circle. This is an oval-shaped figure. V. teaches to distinguish them from circles; asks: “How are oval shapes similar to circles? (Oval shapes also have no corners.) The child is asked to show a circle, an oval shape. It turns out that the circle is rolling, but the oval-shaped figure is not. (Why?) Then they find out how the oval-shaped figure differs from the circle? (the oval shape is elongated). Compare by applying and superimposing a circle on an oval.
Quantities.
1. Didactic game: “Sticks in a row”
Goal: to consolidate the ability to build a sequential series in size.
Content. V. introduces the children to the new material and explains the task: “You need to line up the sticks in a row so that they decrease in length.” Warns children that the task must be completed by eye (trying on and rearranging sticks is not allowed). “To complete the task, it’s true, you need to take the longest stick each time out of all those that are not laid in a row,” explains V.
2. Didactic game: “Fold the boards”
Goal: to exercise the ability to build a sequential row in width, to organize the row in 2 directions: descending and ascending.
Equipment. 10 boards of different widths from 1 to 10 cm. You can use cardboard.
Content. Participants are divided into 2 groups. Each subgroup receives a set of tablets. Both sets fit on 2 tables. Children of two subgroups sit on chairs on one side of the table. Free benches are placed on the other sides of the tables. Both subgroups of children must line up the boards in a row (one in decreasing width, the other in increasing width). One child at a time comes to the table and places 1 board in a row. When performing a task, trials and movements are excluded. Then the children compare. Determine which subgroup completed the task correctly.
3. Didactic game: “New Year trees”
Goal: to teach children to use a measure to determine height (one of the height parameters).
Equipment: 5 sets: each set contains 5 Christmas trees with a height of 5, 10, 15, 20, 25 cm (Christmas trees can be made from cardboard on stands). Narrow cardboard strips of the same length.
Content. V. gathers the children in a semicircle and says: “Children, the New Year is approaching, and everyone needs Christmas trees. We will play like this: our group will go to the forest, and everyone will find a Christmas tree there, according to their measurements. I will give you the measurements, and you will select the Christmas trees of the desired height. Whoever finds such a Christmas tree will come to me with a Christmas tree and a measure and show me how he measured his Christmas tree. You need to measure by placing the measure next to the Christmas tree so that the bottom matches, if the top also matches, then you have found the right tree (shows how to measure).” The children go to the forest, where there are different Christmas trees mixed on several tables. Everyone chooses the Christmas tree they need. If the child makes a mistake, he returns to the forest and picks up the right Christmas tree. In conclusion, a trip around the city and delivery of Christmas trees to places is played out.
4. Didactic game: “Broken Stairs”
Goal: to learn to notice violations in the uniformity of the increase in values.
Equipment: 10 rectangles, the size of the large one is 10x15, the smaller one is 1xl5. Each subsequent one is 1 cm lower than the previous one; flannelograph.
Content. A staircase is built on a flannelgraph. Then all the children, except one leader, turn away. The leader takes out one step and moves the rest. Whoever points out where the ladder is “broken” before others becomes the leader. If children make mistakes when playing the game for the first time, then you can use a measure. They measure each step with it and find the broken one. If children cope with the task easily, you can remove two steps at the same time in different places.
5. Didactic game: “Sisters go mushroom hunting”
Goal: to consolidate the ability to construct a series by size, establish correspondence between 2 series, and find the missing element of a series.
Equipment: flannelgraph, 7 paper nesting dolls (from 6 cm to 14 cm), baskets (from 2 cm to 5 cm high). Dispenser: the same, only smaller.
Content. V. tells the children: “Today we will play a game like sisters going into the forest to pick mushrooms. Matryoshka dolls are sisters. They are going to the forest. The eldest will go first: she is the tallest, followed by the eldest of the remaining ones, and so on according to height,” calls a child who builds nesting dolls on a flannelgraph according to height (as in a horizontal row). “They need to be given baskets in which they will collect mushrooms,” says the teacher. He calls the second child, gives him 6 baskets, hid one of them (but not the first and not the last), and offers to place them in a row under the nesting dolls so that The nesting dolls took them apart. The child builds the second sectional row and notices that one nesting doll was missing a basket. Children find where in the row there is the largest gap in the size of the basket. The called child places baskets under the nesting dolls so that the nesting dolls can take them apart. One is left without a basket and asks her mother to give her a basket. V. will give the missing basket, and the child puts it in its place.
6. Didactic game: “Who picks up the boxes faster”
Purpose: to train children in matching objects by length, width, height.
Content. Having found out how the boxes standing on the table differ from each other, V. explains the task: “The boxes are arranged mixed up: long, short, wide and narrow, high and low. Now let's learn how to select boxes that are suitable in size. Let's play "Who can pick the right size boxes faster?" I will call 2-3 people and give them one box each. Children will tell you what length, width, height their box is. And then I will give the command: “Pick up boxes equal to your length (width - height). The one who picks up the boxes the fastest wins. Children may be asked to line up the boxes (from tallest to shortest or longest to shortest).
Oriented in space.
1. Didactic game: “Name and count”
Goal: to teach children to count sounds by calling the final number.
Content. It is better to start the lesson by counting toys, calling 2-3 children to the table, then say that children are good at counting toys and things, and today they will learn to count sounds. V. invites the children to count, using his hand, how many times he hits the table. He shows how to swing the right hand, standing on the elbow, in time with the blows. The blows are made quietly and not too often so that the children have time to count them. At first, no more than 1-3 sounds are produced, and only when the children stop making mistakes does the number of beats increase. Next, you are asked to play the specified number of sounds. The teacher calls the children to the table one by one and invites them to hit the hammer or stick against a stick 2-5 times. In conclusion, all children are asked to raise their hand (lean forward, sit down) as many times as the hammer hits.
2. Didactic game: “Tell me about your pattern”
Goal: to teach to master spatial representations: left, right, above, below.
Content. Each child has a picture (a rug with a pattern). Children must tell how the elements of the pattern are located: in the upper right corner there is a circle, in the upper left corner there is a square. In the lower left corner there is an oval, in the lower right corner there is a rectangle, in the middle there is a circle. You can give the task to talk about the pattern that they drew in the drawing lesson. For example, in the middle there is a large circle - rays extend from it, and flowers in each corner. At the top and bottom are wavy lines, to the right and left are one wavy line with leaves, etc.
3. Didactic game: “Stand in place”
Goal: to train children in finding locations: in front, behind, left, right, in front, behind.
Content. V. calls the children one by one, indicates where they need to stand: “Seryozha come to me, Kolya, stand so that Seryozha is behind you. Vera, stand in front of Ira” Etc. Having called 5-6 children, the teacher asks them to name who is in front and behind them. Next, the children are asked to turn left or right and again name who is standing from them and where.
4. Didactic game: “Where is the figure”
Goal: to teach correctly, name the figures and their spatial location: middle, top, bottom, left, right; remember the location of the figures.
Content. V. explains the task: “Today we will learn to remember where each figure is. To do this, they need to be named in order: first the figure located in the center (middle), then above, below, left, right.” Calls 1 child. He shows and names the figures in order and their location. Shows it to another child. Another child is asked to arrange the figures as he wants and name their location. Then the child stands with his back to the flannelgraph, and the teacher changes the figures located on the left and right. The child turns and guesses what has changed. Then all children name the shapes and close their eyes. The teacher swaps the places of the figures. Opening their eyes, the children guess what has changed.
5. Didactic game: “Find a toy”
Goal: to teach to master spatial concepts.
Content. “At night, when there was no one in the group,” says V., “Carlson flew to us and brought toys as a gift. Carlson likes to joke, so he hid the toys, and in the letter he wrote how to find them.” He opens the envelope and reads: “You need to stand in front of the table, walk straight, etc.”
Oriented in time.
1. Didactic game: “Yesterday, today, tomorrow”
Goal: in a playful way, to exercise in the active discrimination of temporary concepts “yesterday”, “today”, “tomorrow”.
Content. In the corners of the playroom, three houses are drawn with chalk. This is “yesterday”, “today”, “tomorrow”. Each house has one flat model, reflecting a specific temporary concept. Children walk in a circle, reading a quatrain from a familiar poem. At the end they stop, and the teacher says loudly: “Yes, yes, yes, it was... yesterday!” The children run to the house called “yesterday”. Then they return to the circle and the game continues.
2. Didactic game: “Parts of the day”
Purpose: to train children in distinguishing parts of the day.
Equipment: pictures: morning, day, evening, night.
Content. V. draws 4 large houses on the floor, each of which corresponds to one part of the day. A corresponding picture is attached behind each house. Children line up facing the houses. The teacher reads the corresponding passage from a poem, and then gives a signal. The passage should characterize part of the day, then the game will be more entertaining and interesting. 1. In the morning we go into the yard, the leaves are falling like rain, rustling under our feet, and flying, flying, flying...
2.Happens on a sunny day
You will go into the forest in the wilderness
Sit down and try it on a stump
Do not rush…
Listen…
3. It’s already evening.
Dew.
Glistens on nettles.
I'm standing on the road
Leaning against the willow...
4. The yellow maples cried at night:
We remembered the maples,
How green they were...
3. Didactic game: “Day and Night”
Goal: to consolidate children’s knowledge about the parts of the day.
Content. In the middle of the site, two parallel lines are drawn at a distance of 1-1.5 m. Both sides of them are the lines of houses. The players are divided into two teams. They are placed at their lines and turned to face the houses. The names of the “day” and “night” commands are determined. The teacher stands at the center line. He's the leader. At his command “Day!” or “Night!” - the players of the named team run into the house, and their opponents catch up with them. Those who have been contaminated are counted and released. The teams line up again at the center lines, and V. gives the signal.
Option #2. Before giving the signal, V. invites the children to repeat various physical exercises after him, then suddenly gives a signal.
Option No. 3. The presenter is one of the children. He throws up a cardboard circle, one side of which is painted black, the other white. And, depending on which side he falls, he commands: “Day!”, “Night!”.
4. “About yesterday”
Goal: show children how to save time.
Contents: Once upon a time there lived a boy named Seryozha. He had an alarm clock on his desk, and a thick and very important tear-off calendar hung on the wall. The clock was always in a hurry somewhere, the hands never stood still and always said: “Tick-tock, tick-tock - take care of time, if you miss it, you won’t catch up.” The silent calendar looked down on the alarm clock, because it showed not hours and minutes, but days. But one day the calendar couldn’t stand it and spoke:
-Oh, Seryozha, Seryozha! It’s already the third day in November, Sunday, this day is already coming to an end, and you haven’t done your homework yet. ...
“Yes, yes,” said the clock. - The evening is coming to an end, and you keep running and running. Time flies, you can’t catch up with it, you missed it. Seryozha just waved away the annoying clock and thick calendar.
Seryozha began to do his homework when darkness fell outside the window. I can not see anything. Eyes stick together. Letters run across the pages like black ants. Seryozha put his head on the table, and the clock told him:
-Tick-tock, tick-tock. I lost so many hours, I walked away. Look at the calendar, soon Sunday will be gone and you will never get it back. Seryozha looked at the calendar, and on the sheet of paper it was no longer the second number, but the third, and not Sunday, but Monday.
“I lost a whole day,” says the calendar, a whole day.
-No problem. What is lost can be found,” Seryozha answers.
-But go, look for yesterday, let's see if you find it or not.
“And I’ll try,” Seryozha answered.
As soon as he said this, something lifted him, spun him around, and he found himself on the street. Seryozha looked around and saw that the lifting arm was dragging the wall with the door and windows to the top, the new house was growing higher and higher, and the builders were rising higher and higher. Their work is going well. The workers do not pay attention to anything, they are in a hurry to build a house for other people. Seryozha threw his head back and shouted:
- Uncles, can you see from above where yesterday went?
-Yesterday? - the builders ask. - Why do you need yesterday?
-I didn’t have time to do my homework. – Seryozha answered.
“Your business is bad,” say the builders. We overtook yesterday, and we are overtaking tomorrow today.
“These are miracles,” Seryozha thinks. “How can you overtake tomorrow if it hasn’t come yet?” And suddenly he sees his mother coming.
-Mom, where can I find yesterday? You see, I somehow accidentally lost it. Just don’t worry, mommy, I’ll definitely find him.
“It’s unlikely that you will find him,” my mother answered.
Yesterday no longer exists, but there is only a trace of it in a person’s affairs.
And suddenly a carpet with red flowers unfolded right on the ground.
“This is our yesterday,” says mom.
We wove this carpet at the factory yesterday.
Next V. Conducts a conversation about why Seryozha lost yesterday, and how to save time.
Preparatory group.
"Quantity and Counting"1. Didactic game: “Dunno Visiting”
Goal: to teach to see an equal number of different objects, to consolidate the ability to count objects.
Equipment: 3 groups of toys of 5, 6, 7 pieces; cards with circles.
Contents:V. addresses the children: Today we have Dunno as our guest. I asked him to put a card for each group of toys with the same number of circles as there are toys. See if Dunno arranged the cards correctly.” After listening to the children’s answers, the teacher invites 1 child to select the appropriate card for each group. Organizes an inspection. Children take turns (two children) count the toys of one of the groups and the mugs on the card presented on it. The teacher asks all children to count the last group of toys together.
2. Didactic game: “Guess which number is missing”
Goal: determine the place of the number in the natural series, name the missing number.
Equipment. Flannelograph, 10 cards with circles on them from 1 to 10 (on each card there are circles of a different color) flags.
Content. V. places cards on the flannelgraph in natural sequence. Invites the children to look at how they stand, to see if any numbers are missing. Then the guys close their eyes, and V. removes one card. After the children guess which number is missing, he shows the hidden card and puts it in its place. The first person to name the missing number gets a flag.
3. Didactic game: “Trip”
Purpose: to teach children to compare numbers and determine which number is greater or less.
Equipment. Typesetting canvas, 8 large triangles, 8 small ones.
Content. V. says: “Guys, I went to kindergarten by tram. Schoolchildren entered the carriage: girls and boys. There were empty seats and the boys gave them up to the girls. All the girls sat next to each other, and the boys stood along the entire carriage. I will denote girls with small triangles, and boys with large triangles. Who were more on the tram: boys or girls? How did you guess? Which number is greater (smaller)? Why did some children think there were more boys? How to prove that the number 8 is greater than 7, and 7 is greater than 8.” One child places small triangles under large ones, exactly one under one. V. concludes: “You and I have seen that the number of objects does not depend on the space they occupy. To find out which objects are more and which are smaller, you need to count the objects and compare their numbers.”
4. Didactic game: “How much?”
Goal: development of thinking.
Content. V. invites children to answer the questions:
-How many tails do seven donkeys have?
-How many noses do two dogs have?
-How many fingers does one boy have?
-How many ears do five babies have?
-How many ears and three old ladies? etc.
5. Didactic game: “Flowerbed”
Goal: to consolidate the concept that the number of objects does not depend on the distance between them.
Equipment. A typesetting canvas with 2 stripes, object pictures depicting flowers (7 pieces each), cards with 2 free stripes.
Content. On the typesetting canvas, 6 drawings of poppies and asters are located in 2 rows exactly one below the other. V. says: “Imagine that this is a flowerbed and flowers grow on it in two rows. How many poppies? Let's count everything together! Can you tell how many asters are there without counting them? Why can this be said? Let's check. Kolya, count the asters out loud! Now I will replant poppies and asters. V. places poppies close to each other and increases the distance between asters. What changed? How do poppies grow now? Asters? Are there equal numbers of flowers now? How can you prove that there are equal numbers of flowers? (Adds 1 poppy). How many poppies are there? How did we get 7 poppies? Which colors are there more (fewer) now? How to prove that there are more poppies? Which number is greater? (less: 6 or 7?) How can I make it clear that there are more poppies than asters?
6. Didactic game: “Count, don’t be mistaken”
Goal: to consolidate knowledge that the number of objects does not depend on their size
Equipment: Inlaid canvas with 2 stripes, 10 large 10 small cubes,
Content. V. addresses the children “Now I will put the cubes in a row, and you count them! How many cubes did I put in? (8). Close your eyes! (For every large cube, a small one will do). Open your eyes! Is it possible to tell without counting how many small cubes I have placed? Why can this be done? Prove that there are equal numbers of small cubes and large cubes! How to make there be 1 more small cubes than large ones. How many will there be then? (Adds a small cube). Which cubes are there more? How many are there? which ones are smaller? How many are there? Which number is greater? (less?). What do we need to do so that there are equal numbers of large and small cubes again?
7. Didactic game: “Guess which number is missing?”
Goal: consolidate knowledge and sequences of numbers.
Content. V. invites the children to play the game “Guess which number I missed?”, explains its content: “I will name 2 numbers, skipping one between them, and you guess which number I missed. Let’s see which row of kids win.” Names numbers: 2 and 4, 3 and 5, 4 and 6, 5 and 7, 8 and 10, etc.
Geometric shape.
1. Didactic game: “Learning to draw circles”
Goal: learn to draw circles in squares.
Contents V. reminds what shapes they drew in the cells and says: “Today we will learn to draw circles. To make the circle even, it is more convenient to draw it in a square. Look, I'll put a circle on a square. You see, the circle touches all sides of the square, and the corners remain free.” Then the children draw squares, the teacher shows on the board how to draw circles (draw circles in the squares with a red pencil).
2. Didactic game: “Broken Car”
Goal: to teach to notice irregularities in the depicted object.
Equipment: a machine consisting of geometric shapes, on which any part is missing.
Content. A machine consisting of geometric shapes is built on a flannelgraph. Then all the children, except one - the leader, turns away. The presenter removes any part of the machine. Whoever says before others what is missing and what shape it is in becomes the leader. If children cope with the task easily, you can remove two parts at the same time.
3. Didactic game: “Pick a figure”
Purpose: to practice comparing the shapes of objects depicted in paintings with geometric figures.
Equipment: A stand on which models of geometric shapes are placed, pictures on which objects consisting of several parts are drawn.
Content. V. explains the task: “I will point to the figures, and you, among your pictures, choose those on which objects of the same shape are drawn. If you have an object that has a part of the same shape, show that card too.”
4. Didactic game: “Put it together with sticks”
Goal: practice making geometric shapes from sticks.
Equipment: counting sticks for each child.
Content. The child, according to the model, lays out any image or figure from the counting folders.
5. Didactic game: “Fold the figure”
Goal: make models of familiar geometric shapes from parts according to the model.
Equipment: Flannelograph. Models of geometric shapes.
Content. V. puts a model of geometric figures on a flannelgraph, calls the child, asks him to show and name the figures. Explains the task: “Each of you has the same geometric figures, but they are cut into 2 or 4 equal parts; if they are correctly applied to each other, then whole figures are obtained.” While completing the task, children tell how many they made the figure from.
6. Didactic game: “Who will see more”
Goal: consolidate knowledge about geometric shapes.
Equipment: Flannelograph, geometric shapes.
Content. Various geometric shapes are placed in random order on the flannelgraph. Preschoolers look at and remember them. The leader counts to three and closes the pieces. The children are asked to name as many geometric shapes that were on the flannelgraph as possible. The one who remembers and names the most figures wins. Continuing the game, the leader changes the number of pieces.
7. Didactic game: “Find your figure”
Goal: to teach children to distinguish and correctly name geometric shapes, to select shapes according to a visually perceived pattern.
Equipment: A cardboard box with cut holes in triangular, round, square, etc. shapes, geometric shapes selected according to the slots on the box, envelopes with images of geometric shapes.
Content. The game is that some children drop geometric figures into a box (each into a corresponding slot), while others must select them from the box, focusing on the images in their envelopes. In this game, cognitive communication between children necessarily arises, due to which children’s speech activity arises, children clearly see each other’s mistakes: “What are you taking? You have a triangle!” It is recommended to swap groups of children in this game.
Card index of FEMP games for children of the middle and senior groups
Planning according to FEMP for the middle group
for the month of February
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1 Week |
Morning reception |
Walk |
Free activities for children |
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Monday |
A game "Counting" Target: Exercise children in ordinal counting. |
Didactic game “Put a beetle on a flower!” Target: Strengthening children's counting, knowledge of geometric shapes and colors. |
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Tuesday |
Subject: Comparison of objects by height. Target: Learn to compare objects by height, establish equality between two groups of objects, distinguish between quantitative and ordinal counting, |
Didactic game "What We Are" Target: Exercise children in comparing objects by height. |
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Wednesday |
Individual work (With Ulyana and Maxim) "Snowballs" Target: Consolidation quantitative and ordinal counting. Practice orientation in space: left, right, above, below |
Didactic game « Mathematical Kingdom» Target: consolidation of counting up to 5 and in reverse order, knowledge of geometric shapes, knowledge of the location of objects. |
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Thursday |
Didactic game"Colorful figures" Target: Fix the names of geometric shapes; learn to find objects of the named shape; fixing color; learn to compare objects by length and reflect the result of the comparison in speech. Develop logical thinking and imagination. Cultivate the desire to complete the work started. |
Individual work (with Ivan, Egor, Sasha) "When it happens" Target: Strengthen ideas about the time of day, teach correctly, use the words “today”, “tomorrow”, “yesterday”; |
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Friday |
Didactic game "Whose tail is longer" Target: fastening compare objects of different sizes by length and width |
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2 week |
Morning reception |
Walk |
Free activities for children |
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Monday |
Didactic game "Merry Drum" Target: Fasten the count to 5, |
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Tuesday |
Subject: Comparison of objects by size. Target: Continue to teach how to compare objects by size and reflect the result of the comparison in speech. |
Didactic game "Who will collect it sooner" Target: Learn to compare objects by size, arranging them in a certain sequence - from largest to smallest |
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Wednesday |
Didactic game"Continue the chain" Target: Recall and consolidate knowledge of geometric shapes (square, circle, triangle, oval, rectangle) and colors. |
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Thursday |
Individual work (with Kirill and Natasha) "Funny Ball" Target: Continue to develop the ability to navigate in space, correctly determining the direction. |
Games in the math corner “Pyramid”, “Loto”, “Colored Carousel”, etc. |
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Friday |
P/game "Merry Circle" Target: Reinforcing the concept of “sick-small”; ability to navigate in space. |
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3 week |
Morning reception |
Walk |
Free activities for children |
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Monday |
Didactic game "Lotto" Target: Mastering the ability to identify different shapes. |
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Tuesday |
Subject: Time orientation. Target: To consolidate ideas about the time of day, learn to correctly use the words “today”, “tomorrow”, “yesterday”; Develop logical thinking, memory, imagination. Cultivate perseverance. |
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Wednesday |
Didactic game "Compare the object"Target: Consolidate comparison of two groups of objects by superimposition and application, find identical ones, be able to navigate in space. Develop attention and thinking. |
P/game "Fast Engine" Target: Consolidation of ordinal counting; Distinguish objects by size. |
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Thursday |
Didactic game "Wonderful bag" Target: practice counting with the help of various analyzers, consolidate ideas about quantitative relationships between numbers |
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Friday |
Didactic game "Make an object" Target: practice composing the silhouette of an object from individual parts (geometric shapes) |
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4 week |
Morning reception |
Walk |
Free activities for children |
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Monday |
Didactic game "Stop Arrow" Target: consolidation of ideas about quantitative relationships between numbers |
Games in the math corner “Magic Box”, “Shop”, “Color Paths”, etc. |
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Tuesday |
Subject: Measuring objects. Target: Learn to compare 2 objects using a conventional measure. Develop attention, memory, thinking, fine motor skills. Cultivate perseverance. |
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Wednesday |
P/game "Let's all gather in a circle" Target: Consolidating the count up to 5; consolidating the representation of “more-less” |
Didactic game "Let's collect beads" Target: develop the ability to group geometric shapes according to two properties (color and shape; size and color), |
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Thursday |
Individual work (with Violetta and Anna) "Our day" Target: consolidate the idea of the parts of the day, learn to correctly use the words “morning”, “day”, “evening”, “night” |
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Friday |
Didactic game "Let's decorate the rug" Target: To develop the ability to group objects according to given characteristics and determine the number of objects. |
