Summary of a lesson on the formation of elementary mathematical concepts in the senior group “Journey to the Land of Fairy Tales” outline of a lesson in mathematics (senior group) on the topic. Summary of a lesson on femp in the senior group “a journey through mathematics”
Lesson No. 1
Program content
Learn to compose a set from different elements, isolate its parts, combine them into a whole set and establish a relationship between the whole set and its parts.
Strengthen ideas about familiar flat geometric shapes (circle, square, triangle, rectangle) and the ability to sort them into groups according to qualitative characteristics (color, shape, size).
Improve the ability to determine spatial direction relative to yourself: forward, backward, left, right, above, below.
Demonstration material. A doll, a bear, 3 hoops, 2 pyramids, 2 cubes, a bell, a box with a set of geometric shapes (circles, squares, triangles and rectangles in three colors, each color is available in two sizes).
Handout. Three boxes with the same set of geometric shapes.
Guidelines
Part I. Game exercise “Let's collect toys for the doll.”
A doll comes to visit the children. The teacher and the children invite the doll to play with toys. He puts 2 cubes and 2 pyramids on the table and asks: “How many cubes? How many pyramids? What can you say about the number of pyramids and cubes?”
The teacher puts the cubes and pyramids together: “How many toys does the doll have in total? (Children count toys.) There are four toys in total, two of them are pyramids. What is more (less): toys or pyramids? What is more (less): toys or cubes? There are more toys (generalizing gesture) than pyramids. (Points to the pyramids.) There are more toys than cubes.” (Points to the cubes.)
The teacher invites the doll to play with toys with the bear, and the children to divide the objects equally between them (for the doll - pyramids, and for the bear - cubes).
Part II. Game exercise “Don’t make a mistake.”
Children are divided into 3 teams. The teacher places 3 boxes with geometric shapes on the carpet. Together with the children, he examines geometric shapes, clarifies the names, colors and shapes. Then he invites the first team to arrange the geometric shapes by shape, the second team by size, the third team by color (each team puts the geometric shapes in its own box).
After completing the tasks, the teacher asks: “How many groups have you divided the geometric shapes into? On what basis did you divide them?”
The game exercise is repeated 2-3 times with a change of task.
Part III. Relay race "Who is faster".
The teacher invites each team, at a signal, to transfer geometric shapes from the box to the hoop. Children carry one figure at a time.
Part IV. Didactic game "Merry Circle".
Children stand in a circle. The teacher explains the rules of the game: “You close your eyes and determine where the bell rings.”
The teacher walks in a circle, stops near the child and rings the bell. The child determines where the bell rings. (In front, behind, left, right, above, below.) The teacher moves on to the next child. And so on.
Lesson No. 2
Program content
Introduce the ordinal value of the numbers 8 and 9, learn to correctly answer the questions “How much?”, “Which one?”, “In which place?”.
Practice the ability to compare objects by size (up to 7 objects), arrange them in descending and ascending order, designate the results of comparison with words: the largest, smaller, even smaller... the smallest (and vice versa).
Practice the ability to find differences in images of objects.
Didactic visual material
Demonstration material. A fan consisting of 8 petals of different colors, 2 pictures of dolls (the pictures have 9 differences), flannelgraph, 9 red bows, 1 green bow.
Handout. Red bows (9 pieces for each child), green bows (one for each child), 7 circles-beads of different colors and sizes (one set for two children), a thread (one for two children).
Guidelines
Part I. Game exercise “Counting in order.”
The teacher shows the children a fan consisting of 8 multi-colored petals and asks them to count them. Then he draws attention to the fact that the petals are different colors, and gives the task to count them in order.
The teacher gives the children the task: “Remember the location of the petals and close your eyes.” At this time he removes one petal. Children open their eyes and determine which petal is missing and where it was located (which is counted).
The game is repeated 2-3 times. Each time the order of the petals is restored.
Part II. Game exercise “Let’s arrange the bows.”
Children each have nine red bows and one green bow. The teacher suggests counting the red bows, then taking a green bow and putting it between the second and third red bows. (“Which place is the green bow?”)
The correctness of the answer is checked by counting the bows in order.
The teacher gives the children 2-3 more tasks, for example: “Put a green bow on the eighth place. Between which number of red bows is there a green bow?”
At the same time, the summoned child, under the supervision of the teacher, completes tasks using demonstration material.
Physical education lesson “Do the same”
Children perform movements or reproduce “figures” that the teacher shows.
Part III. Game exercise “Collecting beads for a doll” (work in pairs).
The teacher invites the children to determine the color and size of the circles (“beads”) and arrange them on a “string”, starting with the largest and ending with the smallest. At the end of the task, the children talk about the size of each “bead”. They then string the beads, starting with the smallest and ending with the largest.
Part IV. Game exercise “Find the differences”.
The teacher shows the children two pictures of dolls and asks them to find the differences between them (approximately 9 differences).
Lesson No. 3
Program content
Reinforce the idea that the result of counting does not depend on the size of objects and the distance between them (counting within 10).
Introduce numbers 1 and 2.
Give an idea of a quadrilateral based on a square and a rectangle.
Strengthen the ability to determine spatial direction relative to another person: left, right, in front, behind.
Didactic visual material
Demonstration material. Flannelograph, a set of squares and rectangles of different colors and sizes, model stripes, a set of flat geometric shapes, large and small circles of the same color (10 pieces each), a ball, 2 cubes, 2 boxes.
Handout. Sets of flat geometric shapes, cards with numbers 1 and 2.
Guidelines
Part I. Game exercise “Compare the figures.”
A square and a rectangle are laid out on a flannelgraph (magnetic board). The teacher asks the children what the figures are called and how they differ: “What do these figures have in common? (Four sides and four corners.) How can you call them in one word? (Quadrangles.) The teacher draws attention to the ratio of the side lengths of each figure using model strips.
Part II. Game exercise “Find the quadrilaterals.”
The children have geometric shapes laid out on their tables. The teacher suggests finding quadrangles among them. One child completes the task on a flannelgraph (magnetic board).
Then the teacher checks the task and asks the children to justify their choice.
Part III. Game exercise “Find the number”
On the teacher’s table there are 2 boxes with geometric shapes (a ball, 2 cubes), marked with numbers 1 and 2.
He shows a box with the number 1 and clarifies: “Who knows what number is on the box? How many items can there be in a box?
The teacher opens the box, shows the ball and asks: “How many balls are in the box? What number represents the number one? Pays attention to the number on the box and asks: “What does number one look like?”
The teacher invites the children to find the number 1, show it and circle it with their finger.
Similarly, the teacher introduces children to the number 2.
Part IV. Game exercise “Show the number.”
The teacher names the parts of the body and invites the children to show the corresponding numbers: one nose, two eyes, one head, two ears, etc.
During the exercise, the teacher asks the children: “What number did they show? Why did they show the number one (two)?” (I showed the number one because the number one is represented by the number one.)
The teacher draws a conclusion: the number is a sign. She shows the number.
Part V. Game with circles.
In the upper part of the flannelgraph, the teacher places 10 large circles close to each other, and in the lower part - 10 small circles far from each other.
“What is the difference between the circles at the top and bottom of the board? - asks the teacher. - Are they the same size and are they located the same? What can you say about the number of circles? How can this be checked? (Using counting and overlay and application methods.)
Children close their eyes, and the teacher places 8 large circles close to each other, and some - far from each other. Children determine the number of circles (the questions are similar to the previous ones).
Part VI. Game exercise “Don’t make a mistake.”
Children stand facing the teacher, who invites them to repeat the following movements: raise their right (left) hand up, tilt to the right (left), determine what is in front (behind) of the teacher.
Lesson No. 4
Program content
To consolidate ideas about triangles and quadrilaterals, their properties and types.
Improve counting skills within 10 using various analyzers (by touch, counting and reproducing a certain number of movements).
Introduce number 3.
Introduce the names of the days of the week (Monday, etc.).
Didactic visual material
Demonstration material. Musical instrument, screen, bag of acorns, 4 pictures depicting parts of the day; a square divided into parts and a picture of a house for the game “Pythagoras”, 7 number cards with images from 1 to 7 circles, 3 cones, cards with numbers 1, 2, 3, cards with numbers 1 and 2.
Handout. Sets of squares and triangles, cards with numbers 1, 2, 3.
Guidelines
Part I. Game exercise “Who can count the fastest.”
The teacher gives the children tasks: “Jump on two legs as many times as there are circles on the card. How many times have you jumped? Why did you jump so many times? Take as many steps as you hear sounds. Clap your hands as many times as the number shows. (Number 1.) How many times did you clap your hands? Why did they clap once?” (A similar task is performed with the number 2.)
One child completes the task at the board, the rest are on the ground.
Part II. Game exercise “Count the acorns.”
The teacher calls the child and invites him to count the acorns in the bag. The child counts the acorns and claps his hands as many times as there are acorns in his bag. Children count the claps and explain why the child made so many claps. The task is checked by directly counting the acorns.
Part III. Game exercise “Denote by number.”
As instructed by the teacher, children place the numbers 1 and 2 on the table and name them.
The teacher puts 3 cones on the table and asks the children how many cones are on the table. He shows a card with the number 3 and clarifies: “The number three means the number three.”
“What does the number three look like? - the teacher asks the children. - Find a card with the number three and circle it. Place the card with the number three next to the number two and say the numbers in order.”
The teacher invites the children to play: “Indicate with a number the number of sounds heard (objects on the card, movements seen).”
Each time the teacher clarifies what number the children used to indicate the number and why.
Part IV. Game exercise “Days of the week”.
In front of the children on the board are pictures with images of morning, afternoon, evening and night. The teacher clarifies the names and sequence of parts of the day and suggests denoting them in one word. (Day.)
The teacher explains: “Adults often replace the word day with the words all day. Seven such days make up a week (cards with images of 1 to 7 circles are displayed on the board). Every day has its own name: Monday, Tuesday... Sunday.” Children, together with the teacher, repeat the names of the days of the week and determine their ordinal place. Then the teacher asks the children what they are doing on each day of the week in class.
Part V Didactic game "Pythagoras".
The teacher invites the children to look at the parts of the square and determine what shapes it consists of.
Then, on the instructions of the teacher, the children select all the triangles and squares, lay them out on two trays and assemble the proposed picture (house).
Lesson No. 1
Program content
Introduce the quantitative composition of the numbers 3 and 4 from units.
Introduce the number 9.
Continue to learn how to navigate on a sheet of paper, identify and name the sides and corners of the sheet.
Strengthen the ability to consistently name the days of the week, determine what day of the week is today, what it was yesterday, what it will be tomorrow.
Demonstration material. Utensils (10 items), a card with images of geometric figures of different colors (the figures are located in the middle and corners of the card), cards with numbers from 1 to 9.
Handout. Sets of colored pencils, sheets of paper, number cards with images of 1 to 7 circles, cards with numbers from 1 to 9.
Guidelines
Part I.
The teacher invites the children to make up the number 3 using different utensils. After completing the task, he asks: “How many dishes are there in total? How many utensils did you take? How did you make up the number three? How many pieces of each type of tableware?
The teacher adds another piece of utensils and asks: “How many utensils are there now? How many pieces of utensils are there? What number have we made now? How did we come up with the number four?
Part II. Working with handouts.
The teacher invites the children to make up the number 4 using pencils of different colors. (The questions are similar to the previous ones.)
Part III. Game exercise “Let’s help Fedora collect the dishes.”
The teacher reads the quatrain and asks the children to determine which work these lines are from (K. Chukovsky “Fedorino’s grief”),
And behind them along the fence
Fedora's grandmother gallops:
"Oh oh oh! Oh oh oh!
Come home!”
The children remember what happened to Fedora and why the dishes ran away from her.
The teacher invites the children to collect Fedorin's dishes and shows the number 8. He clarifies the name of the number and finds out how many dishes need to be collected. The called child performs the task on the board.
The teacher asks the children: “What utensils have you collected? How many items did you collect? What number indicated eight pieces of utensils?
Children find the number 8 and place it in front of them.
The teacher adds 1 more piece of utensils and asks them to count how many there are in total. He finds out what number can be used to represent the number 9. Then he shows the number 9.
The teacher invites the children to find a card with the number 9, circle it and determine what the number looks like.
The called child builds a number line from 1 to 9. The teacher, together with the children, names the numbers in order.
The teacher once again draws the children’s attention to the number 9 and asks them to think about what number it resembles. Children find the number 6, place it next to the number 9 and determine how the numbers are similar and how they differ.
The teacher clarifies: “How many pieces of dishes did you help Fedora collect?” - and reads the passage:
I won't, I won't
I will offend the dishes.
I will, I will, I will do the dishes
And love and respect!
Part IV. Didactic game “Memorize and repeat.”
The teacher shows the children a card with images of geometric shapes, specifies their location and color. Then he offers to remember how the figures are located and asks to repeat them in the same order. The game is repeated 2-3 times.
Part V Game exercise “Name the day of the week.”
The teacher, together with the children, remembers the names of the days of the week, their sequence, determines what day of the week is today, what it was yesterday, what it will be tomorrow.
Part VI. Game "Live Week".
Children have cards with circles (from 1 to 7). According to the instructions of the leader, children perform various movements to the music. At the end of it, they line up in a row in accordance with the number of circles on the card, indicating the days of the week. The task is checked by roll call.
Lesson No. 2
Program content
Introduce the quantitative composition of the number 5 from units.
Continue introducing numbers 1 to 9.
Improve your understanding of triangles and quadrilaterals.
Develop the ability to indicate in speech the position of one object in relation to another and one’s location in relation to another person (in front, behind, left, right).
Didactic visual material
Demonstration material. A fan of 10 petals of different colors, a picture of a bird made using triangles and quadrangles, cards with numbers from 1 to 9.
Handout. Sets of pictures depicting birds (6-7 pieces, of which 4 pictures depict wintering birds); squares divided into triangles and quadrilaterals, sets of triangles and quadrilaterals, cards with numbers from 1 to 9.
Guidelines
Part I. Game exercise “Assembling a fan.”
The teacher invites the children to make a series of numbers from 1 to 9. The children name the numbers in order and show them.
The teacher asks the children to collect a fan of 9 multi-colored petals on the board. Children check the correctness of the task and mark each petal with the corresponding number.
Part II. Game exercise “Game with a fan.”
The teacher asks the child to use fan petals of different colors to make the number 4. After completing the task, he asks: “How many petals are there in total? How many petals of what color did we take? How did we come up with the number four?
The teacher adds 1 more petal of a different color to the 4 petals, asks similar questions and shows the composition of the number 5 from ones.
Part III. Game exercise “Let’s make a number.”
The teacher gives the children the task: “Select four to five pictures depicting wintering birds. How many pictures did you select? How many wintering birds did you find? What number did you make up? How did you come up with the number four?
The teacher invites the children to find the numbers 4 (5).
Physical education lesson “It flies, it doesn’t fly.”
The teacher names objects. If the object can fly, the children wave their arms; if it cannot, they do not raise their arms.
Part IV. Didactic game "Tangram".
The teacher asks the children a riddle:
A spider dreams at night
Miracle Yudo for a bitch.
A long beak and two wings...
Arrives - things are bad.
Who is the spider afraid of?
Did you guess it? This is... (bird).
Together with the teacher, the children look at a picture of a bird made using triangles and quadrangles.
Then the children look at the square, divided into triangles and quadrangles. Determine the shapes into which it is divided. Then the set of geometric shapes is divided into two groups: triangles and quadrangles.
According to the teacher’s instructions, children lay out an image of a bird from triangles and quadrangles.
Part V. Game exercise “What is where”.
The teacher asks the children questions: “Who are you sitting in front of? Who are you sitting to the left of? What's to the left of the closet? What's to my right?" etc.
Lesson No. 3
Program content
Strengthen ideas about the quantitative composition of the number 5 from units.
Introduce counting forward and backward within 5.
Form the idea that an object can be divided into two equal parts, learn to name the parts, compare the whole and the part.
Improve the ability to compare 9 objects by width and height, arrange them in descending and ascending order, and label the comparison results with appropriate words.
Didactic visual material
Demonstration material. Doll, apple, ball, 9 cylinders of different heights and 1 cylinder equal to the tallest cylinder, 5 bows of different colors, cards with numbers from 1 to 9.
Handout. Circles of different colors (7-8 pieces for each child), stripes of different colors and widths (9 pieces for each child), stripes for determining the width of the stripes (according to the number of children), cards with numbers from 1 to 9.
Guidelines
Part I. Game exercise “Treat the guest.”
The teacher says: “A friend came to visit the doll. The doll wants to give her an apple, but there is only one apple. How can I help the doll do this?
The teacher discusses with the children how to divide an apple into parts. Then he cuts the apple in half and asks: “How many equal parts did we cut the apple into?” What is each part of the apple called? (Half.) How many halves did you get? How can you call one half differently?” (A half.)
The teacher shows two parts of an apple and explains: “This is one part and this is one part (shows each part). There are two of them, so one part can be called one half. What is greater: the whole or one part (one second)? What is smaller: one part (one second) or the whole? How many parts does the whole consist of?
Part II. Game exercise “Let’s make a number.”
The teacher invites the children to “make up” the number 5 using circles of different colors. After completing the task, he asks: “How many laps did you count? How many circles of what color did you take? What number did you make up? How did you come up with the number five?
Part III. Didactic game “I know 5 names...”
Children stand in a circle. The teacher explains the rules of the game: “Name three (four, five) names of a girl (boy) and for each name you hit the ball on the floor once. The one whose ball rolled is out of the game.”
Part IV. Game exercise “Hide and Seek”.
The teacher shows the children a card with the number 5 and asks the children to count out as many bows of different colors as the number shows. Children count out bows.
The teacher says: “Masha, Dasha, Katya, Sasha and Natasha had different bows: red, yellow, blue, green and white. They were playing hide and seek."
The teacher hides 1 bow from right to left (covers it with his hand). Children count each time how many bows are left and show the corresponding number.
Children lay out numbers from 1 to 5 on their tables and call them in forward and reverse order.
Part V Game exercise “Put the strips in order.”
The teacher asks the children to lay out 9 strips of different widths and different colors in descending order, starting with the widest and ending with the narrowest (from left to right). After completing the task, he clarifies the layout rules.
The teacher draws the children's attention to the fact that each subsequent strip decreases by the same amount. He suggests checking this using a strip of paper (a conditional measure).
Part VI. Game exercise “Place the columns in a row.”
Columns (cylinders) of different heights are randomly placed on the carpet.
The teacher suggests placing the columns in a row, starting with the lowest and ending with the highest. First, the teacher clarifies the rules for arranging objects.
Children take turns doing the task. Each child, choosing the next column, pronounces his actions: “I choose the lowest of the remaining columns, compare it with other columns and put it next to it.”
One child gets a cylinder of the same height as the previous one. The teacher draws attention to the fact that the cylinders are the same height and suggests removing one of them.
Then the children talk about the height of each column in the row.
Lesson No. 4
Program content
Improve counting skills within 10 and practice counting according to the model.
Introduce counting forward and backward within 10.
Continue to form the idea that an object can be divided into two equal parts, learn to name the parts and compare the whole and the part.
Improve the ability to see the shape of familiar geometric shapes (flat) in surrounding objects.
Learn to compare two objects in length using a third object (conditional measure) equal to one of the objects being compared.
Didactic visual material
Demonstration material. A doll, ribbons, a cardboard strip equal in length to one of the ribbons, 4-5 cards with images of 6 to 10 circles, an outline of a dress, 10 button circles of the same color.
Handout. Rectangular napkins, scissors, cards divided into 9 squares (the central square shows a geometric figure: circle, square, triangle or rectangle; 4 cards for each child), tray with a set of cards depicting objects of round, square, triangular and rectangular shapes , cards with images of 6 to 10 circles, 15 circles-buttons of the same color.
Guidelines
Part I. Game exercise “Let’s help the dolls choose buttons for a new dress.”
The teacher shows the children the doll's dress and asks them to choose 10 buttons of the same color. The child is called, and the rest of the children in their places count out 10 button circles of the same color.
The teacher asks: “How many buttons did you count?” Then he offers to “sew” buttons to the dress, removing one button from right to left and counting how many are left. Children complete the task together with the teacher.
Part II. Game exercise “Tie a bow for the doll.”
The teacher shows the children a doll with one braid, offers to make two braids for her and tie bows. The teacher explains that she already has one ribbon and needs to pick up a pair of the same length.
“What do you need to do to cut the ribbon the same length?” - asks the teacher.
Children express their suggestions. The teacher leads them to the need to use a conditional measure. Children, together with the teacher, consider adequate conditional measures and choose a cardboard strip. Then the equality of the lengths of the cardboard strip and the ribbon is checked by direct comparison.
Using a cardboard strip, the teacher, together with the children, measures and cuts a ribbon of the required length, compares it with the first ribbon and ties bows for the doll.
Part III. Game exercise “Napkins for dolls.”
The teacher draws attention to a rectangular napkin and offers to give the doll and her friend a napkin of the same size.
“What needs to be done to make two napkins from one napkin?” - asks the teacher. Children discuss ways to divide a rectangular napkin: you need to fold it in half so that the short sides match. Children cut the napkin in half along the fold line and check the equality of the resulting napkins.
The teacher clarifies: “How many parts did you get? What can you call each part? (Half, one half.) What is greater: the whole or the part? What is smaller: a part or a whole?”
Children give napkins to dolls.
Part IV. Didactic game "Geometric Lotto".
Children are divided into four subgroups. Each subgroup has a map divided into 9 squares. The central square depicts a geometric figure (circle, square, triangle, rectangle). Cards with images of objects of the corresponding shape lie on a common tray.
The teacher invites the children to cover the empty squares with cards that depict objects of one shape or another. The team that completes the task faster wins. During the verification process, children name objects and their shape.
The game is repeated 2-3 times with changing cards.
Part V Outdoor game "Cars and Garages".
Cards with images of 6 to 10 circles are laid out on the carpet. These are garages. Children have the same cards indicating car numbers.
The teacher explains the rules of the game: “Each garage has its own number, indicated by a certain number of circles. Your cars have the same license plates. At my signal, place your cars in the garages with the appropriate numbers and explain your choice.”
The game is repeated 3-4 times. Each time the children change cards.
The game can be played with musical accompaniment.
Consolidating and developing class for children of the senior group of kindergarten.
The lesson is intended for kindergarten teachers working under the program “Mathematical Steps” by E. V. Kolesnikova.
Summary of a lesson on the formation of elementary mathematical concepts in the senior group “An Unusual Journey.”
Goals:
consolidation
Names of geometric shapes;
Number row up to 7;
Knowledge of numbers;
Counting and counting within 7;
Skills for solving simple problems;
development
Attention, observation, intelligence and logic;
Skills in using substitutes;
Feature extraction skills;
Equipment: visual aids (geometric shapes, posters with images of animals made from geometric shapes, a poster with two drawings (find the differences), illustrations for the task “Name the opposite word”), attributes for the game “Garages”, the game “Animals on the tracks”, magnetic numbers, magnetic board.
Progress of the lesson:
Guys, we meet a lot of interesting and unusual things in our classes. Today we will go with you to the land of Mathematics. You are ready? Then our train departs...
Children line up in a “train” and move to the first “station” to the music.
The first city we came to is the City of Geometric Shapes.
Amazing people live in this city. To see them, you need to solve riddles:
1. I have no corners
And I look like a saucer
On the plate and on the lid,
On the ring, on the wheel
Who am I, friends? (circle)
2. He has known me for a long time
Every angle in it is right
All four sides
Same length.
I'm glad to introduce him to you,
And his name is... (square)
3. Three corners, three sides
Can be of different lengths.
If you stand in the corners
Then you’ll quickly jump up yourself. (triangle)
4. I am like a circle, almost like him,
But they will be flattened on both sides. (oval)
5. My angles are right
Just like a square.
But the length is on both sides
Different, guys.
Every schoolchild knows me.
And my name is... (rectangle)
While solving riddles, the teacher places images of geometric shapes on a magnetic board.
So we met our friends. But we can meet them not only in the country of Mathematics, but also everywhere we go. Let's look at them carefully and say what these figures look like.
Game “What does the figure look like”
You guys know that you can build a lot of interesting things from geometric shapes. Look at the poster and tell me what geometric shapes these drawings are made of?
Analysis of a drawing of geometric shapes.
Children form a “train” and move to the next “station” to the music.
We found ourselves in the City of Numbers. Do you know the numbers? We'll check this now.
Riddles (read in random order. When guessing, a number is placed on the board in random order):
A number like the letter O
But it doesn't mean anything. (0)
Two hares sat near the house in the morning
And they sang a cheerful song together.
One ran away, and the second looked after
How many hares are there near the houses? (1)
A puppy is sitting on the porch
Warms his fluffy side.
Another one came running
And sat down next to him.
How many puppies are there? (2)
Will not go without orders
Neither the conductor nor the driver.
People look into both eyes
What time is the traffic light? (3)
I'm drawing a cat's house
Three windows, a door with a porch.
There is also a window at the top so that it is not dark.
Count the windows
In the cat's house. (4)
There are tubs against the wall
Each one contains exactly a frog.
If there were five tubs
How many frogs were there in them? (5)
The mother rabbit lost her babies.
And the little rabbits lie and are silent.
One is behind the willow tree,
Two - behind the broom,
One is under the leaf,
Two are under a bush.
How to find children quickly
Does mom have a little more than 5 of them? (6)
How many notes and days of the week
And a rainbow of colors?
And, I hope, give a name
You're ready for this number! (7)
Well done! Now look, are our numbers correct? (No)
Who can put them correctly?
Children lay out a number series (0-7)
The numbers are so fidgety! They are constantly confused. Help me guys put them correctly.
Game "Digit Lost"(the cards have two numbers with a space between them. A variant of the game “Neighbors”).
Well done! Everyone entered the numbers correctly. Let's play the game now.
Physical education lesson “Garages and cars”
Progress: signs with numbers from 1 to 7 are placed around the group. Children are given cards with circles 1-7. The child must count the circles on the card and “go” to the garage, indicated by the number of circles. The game is played several times with changing cards.
Guys, while we were playing with you, we approached another city.
And it's called the City of Errors.
It was called that because very tricky and, at times, difficult questions await its residents and guests. You need to be very careful and not get distracted.
And the first person we met was an artist. He wanted to draw two identical pictures, but he got something wrong. Let's help him.
Finding differences in two drawings.
The artist thanks you and decided to give you his paintings. They are with a secret.
Each of them contains words with opposite meanings.
Try to find them.
Game "Name the opposite word."
Well done! Now we can return home. But along the way we will help the animals who cannot line up on the path. Let's help them.
Game "Animals on the tracks"
(Children must replace geometric shapes with images of animals according to the schematic map.)
Here we are at home. Did you like our trip? Where have we been and what have we done? (children’s answers, summing up the lesson)
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Irina Aleksandrovna Pomoraeva, Vera Arnoldovna Pozina
Classes on the formation of elementary mathematical concepts in the senior group of kindergarten. Lesson Plans
Preface
This manual is addressed to educators working under the “Program of Education and Training in Kindergarten” edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, for organizing mathematics classes in the senior group.
The manual discusses issues of organizing work on the development of elementary mathematical concepts in children 5–6 years old, taking into account the patterns of formation and development of their cognitive activity and age-related capabilities.
The book provides approximate planning of mathematics classes for the year. The structure of the classes allows you to combine and successfully solve problems from different sections of the program. The proposed system of classes, which includes a set of tasks and exercises, various methods and techniques for working with children (visual, practical, game), helps preschoolers master the ways and techniques of cognition, and apply the acquired knowledge in independent activities. This creates the prerequisites for the formation of a correct understanding of the world, allows for a general developmental orientation of learning, connection with mental, speech development and various types of activities.
Game situations with elements of competition, used in the classroom, motivate children’s activities and direct their mental activity to find ways to solve assigned problems. The method of conducting classes does not involve direct teaching, which can negatively affect the child’s comprehension and independent performance of mathematical tasks, but implies the creation of situations of collaboration and activity. Activation of mental activity develops the child’s active position and develops learning skills.
The scope of classes allows teachers to realize their creative potential and take into account the characteristics of a specific group of children.
The knowledge gained in classes on the formation of elementary mathematical concepts must be consolidated in everyday life. To this end, special attention should be paid to role-playing games, in which conditions are created for the application of mathematical knowledge and methods of action.
When working with children both in a preschool institution and at home, you can use the workbook for the “Program of education and training in kindergarten” “Mathematics for preschoolers: Senior group” (M.: MOSAIKA-SINTEZ, 2009).
The manual includes additional material compiled in accordance with the recommendations of modern psychologists, teachers and methodologists, which allows expanding the content of work with children of the sixth year of life.
Approximate distribution of program material for the year
I quarter
September
Lesson 1
.
morning afternoon Evening Night.
Lesson 2
.
Lesson 3
Improve counting skills within 5, teach to understand the independence of counting results from the qualitative characteristics of objects (color, shape and size).
Exercise in comparing five objects by length, learn to arrange them in descending and ascending order, and indicate the results of comparison with words: .
Clarify your understanding of the meaning of words yesterday, Today, Tomorrow.
Lesson 1
Learn to compose a set from different elements, isolate its parts, combine them into a whole set and establish a relationship between the whole set and its parts.
Strengthen ideas about familiar flat geometric shapes (circle, square, triangle, rectangle) and the ability to sort them into groups according to qualitative characteristics (color, shape, size).
Improve the ability to determine spatial direction relative to yourself: forward, backward, left, right, top, bottom.
Continue to develop the ability to compare up to six objects in length and arrange them in ascending and descending order, denoting the comparison results with words: the longest, shorter, even shorter... the shortest (and vice versa).
To consolidate ideas about familiar volumetric geometric figures and the ability to sort them into groups according to qualitative characteristics (shape, size).
Continue to develop the ability to compare up to six objects in width and arrange them in descending and ascending order, denoting the comparison results with words: the widest, narrower, even narrower... the narrowest (and vice versa).
Continue to learn to determine the location of surrounding people and objects relative to yourself and indicate it with words: in front, behind, left, right.
Lesson 4
Continue to develop the ability to compare up to six objects in height and arrange them in descending and ascending order, denoting the comparison results with the words: with the highest, lower, even lower... the lowest(and vice versa).
Expand ideas about the activities of adults and children at different times of the day, about the sequence of parts of the day.
Practice counting and counting objects within 7 using a model and by ear.
Improve the ability to move in a given direction and denote it with words: forward, backward, right, left.
To consolidate ideas about geometric shapes (circle, square, triangle, rectangle), to develop the ability to see and find objects in the environment that have the shape of familiar geometric shapes.
Continue to learn to determine your location among surrounding people and objects, to indicate it with words: in front, behind, next to, between.
Lesson 3
Introduce the ordinal value of the numbers 8 and 9, learn to correctly answer the questions “How much?”, “Which one?”, “In which place?”
Practice the ability to compare objects by size (up to 7 objects), arrange them in descending and ascending order, and indicate the results of comparison with words: the largest, smaller, even smaller... the smallest (and vice versa).
Practice the ability to find differences in images of objects.
Lesson 4
Introduce the formation of the number 10 based on a comparison of two groups of objects expressed by the adjacent numbers 9 and 10, teach how to correctly answer the question “How much?”
Strengthen ideas about the parts of the day ( morning afternoon Evening Night) and their sequences.
Improve your understanding of the triangle, its properties and types.
II quarter
Lesson 1 (final)
Improve counting skills by model and by ear within 10.
Strengthen the ability to compare 8 objects by height and arrange them in descending and ascending order, denote the results of comparison with the words: the highest, lower, even lower... the lowest (and vice versa).
Practice the ability to see the shapes of familiar geometric figures in surrounding objects.
Exercise the ability to move in a given direction and denote it with the appropriate words: forward, backward, left, right.
Lesson 2
Reinforce the idea that the result of counting does not depend on the size of objects and the distance between them (counting within 10).
Give an idea of a quadrilateral based on a square and a rectangle.
Strengthen the ability to determine spatial direction relative to another person: left, right, front, behind.
Lesson 3
To consolidate ideas about triangles and quadrilaterals, their properties and types.
Improve counting skills within 10 using various analyzers (by touch, counting and reproducing a certain number of movements).
Introduce the names of the days of the week (Monday, etc.).
Lesson 4
Learn to compare adjacent numbers within 10 and understand the relationships between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number... greater than the number...”, “How much more?” number... less than number..."
Continue learning to determine the direction of movement using signs indicating the direction of movement.
Lesson 1
Continue to teach how to compare adjacent numbers within 10 and understand the relationships between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number... greater than the number...”, “By how much is the number... less than the number..."
Develop the eye, the ability to find objects of the same length, equal to the sample.
Improve the ability to distinguish and name familiar three-dimensional and flat geometric shapes.
Develop the ability to see and establish a number of patterns.
Lesson 2
Continue to teach understanding the relationships between adjacent numbers 9 and 10.
Continue to develop your eye and the ability to find objects of the same width, equal to the sample.
Strengthen spatial concepts and the ability to use words: left, right, below, in front (in front), behind (behind), between, next to.
Practice naming the days of the week sequentially.
Lesson 3
Continue to form ideas about the equality of groups of objects, learn to form groups of objects according to a given number, see the total number of objects and call it one number.
Continue to develop your eye and the ability to find objects of the same height, equal to the sample.
Learn to navigate on a sheet of paper.
Lesson 4
Introduce the quantitative composition of the number 3 from units.
Improve the ability to see the shape of familiar geometric shapes in surrounding objects: rectangle, square, circle, triangle.
Lesson 1
Introduce the quantitative composition of the numbers 3 and 4 from units.
Continue to learn how to navigate on a sheet of paper, identify and name the sides and corners of the sheet.
Lesson 2
Introduce the quantitative composition of the number 5 from units.
Develop the ability to indicate in speech the position of one object in relation to another and one’s location in relation to another person (front, back, left, right).
Lesson 3
Strengthen ideas about the quantitative composition of the number 5 from units.
Form the idea that an object can be divided into two equal parts, learn to name the parts, compare the whole and the part.
Improve the ability to compare 9 objects by width and height, arrange them in descending and ascending order, and label the comparison results with appropriate words.
Lesson 4
Improve counting skills within 10 and practice counting according to the model.
Continue to form the idea that an object can be divided into two equal parts, learn to name the parts and compare the whole and the part.
Improve the ability to see the shape of familiar geometric shapes (flat) in surrounding objects.
Learn to compare two objects in length using a third object (conditional measure) equal to one of the objects being compared.
III quarter
Lesson 1
To consolidate the idea of the ordinal value of the numbers of the first ten and the composition of the number of units within 5.
Improve the ability to navigate the surrounding space relative to oneself (right, left, front, back) and another person.
Improve the ability to compare up to 10 objects in length, arrange them in ascending sequence, and designate the comparison results with appropriate words.
Lesson 2
Continue learning to divide a circle into two equal parts, name the parts and compare the whole and the part.
Continue to teach how to compare two objects in width using a conditional measure equal to one of the objects being compared.
Strengthen the ability to consistently name the days of the week.
Lesson 3
Learn to divide a square into two equal parts, name the parts and compare the whole and the part.
Improve counting skills within 10.
Develop the idea that the result of a count does not depend on its direction.
Improve the ability to move in a given direction, changing it according to a signal (forward - back, right - left).
Lesson 4
Continue to introduce the division of a circle into 4 equal parts, learn to name the parts and compare the whole and the part.
Develop the idea of the independence of number from the color and spatial arrangement of objects.
Improve your understanding of triangles and quadrilaterals.
Lesson 1
Introduce the division of a square into 4 equal parts, learn to name the parts and compare the whole and the part.
Continue to teach how to compare objects in height using a conditional measure equal to one of the objects being compared.
Improve the ability to navigate on a sheet of paper, determine the sides, corners and middle of the sheet.
Lesson 2
Improve counting skills within 10; teach to understand the relationships of adjacent numbers: 6 and 7, 7 and 8, 8 and 9, 9 and 10.
Develop the ability to navigate on a sheet of paper, determine the sides, corners and middle of the sheet.
Continue to develop the ability to see the shape of familiar geometric shapes (flat) in surrounding objects.
Lesson 3
Continue to learn to understand the relationships of adjacent numbers within 10.
Improve the ability to compare the size of objects by presentation.
Strengthen the ability to divide a circle and a square into two and four equal parts, learn to name parts and compare the whole and the part.
Lesson 4
Improve the ability to form the number 5 from units.
Practice the ability to move in a given direction.
Strengthen the ability to consistently name the days of the week, determine what day of the week is today, what it was yesterday, what it will be tomorrow.
Work to consolidate the material covered.
Lesson Plans
September
Lesson 1
Program content
Strengthen counting skills within 5, the ability to form the number 5 based on comparison of two groups of objects expressed by adjacent numbers 4 and 5.
Improve the ability to distinguish and name flat and three-dimensional geometric shapes (circle, square, triangle, rectangle; ball, cube, cylinder).
Clarify ideas about the sequence of parts of the day: morning afternoon Evening Night.
Demonstration material. A set of three-dimensional geometric shapes (5 cubes, cylinders, balls each), 4 pictures depicting children’s activities at different times of the day.
Handout. Sets of flat geometric shapes (5 squares and rectangles for each child), drawings-tablets depicting geometric shapes, two-page cards.
Guidelines
Part I. Game exercise “Malvina teaches Pinocchio.”
Geometric shapes are laid out on the table. Malvina gives Pinocchio the task: “Name and show familiar geometric shapes.” (Cubes, cylinders, balls.) Pinocchio completes the task with the help of children. Then Malvina offers to count out 4 cubes and check the correctness of the task (using counting); count the same number of cylinders and place them in pairs with cubes so that it is clear that there are an equal number of figures.
“What can we say about the number of cubes and cylinders? – asks Malvina. – How many cubes and cylinders? How to make it so that there are five cubes?
Children help Pinocchio complete his assignments.
“How many cubes are there now? – Malvina finds out. (Children count the cubes.) How did you get the number five? (One was added to four.)
How many cubes? How many cylinders? Five cubes and four cylinders - compare, which is bigger? Four cylinders and five cubes - compare, which is smaller? Which number is greater: five or four? Which number is smaller: four or five?
Malvina offers Pinocchio to establish equality in two ways. (Children help Pinocchio complete the task.)
Pinocchio counts incorrectly: he misses objects, counts objects twice, gives the wrong answer.
Malvina clarifies the rules of counting with the children and finds out how many figures there are and how the new number came about.
Part II. Game exercise “Count the figures.”
Pinocchio gives the children tasks: “Count out four squares and place them on the top strip of the card. Count out five rectangles and place them on the bottom strip of the card. How many squares? How many rectangles? Five rectangles and four squares - compare, which is bigger? Four squares and five rectangles - compare which is smaller? Which number is greater: five or four? Which number is smaller: four or five? Make sure there are equal numbers of rectangles and squares.”
Children complete the task in any way and explain their actions.
Physical education minute
The teacher reads a poem, and the children perform the appropriate movements.
One two three four five!
We can all count
We also know how to relax -
Let's put our hands behind our backs,
Let's raise our heads higher.
And let's breathe easily.Stretch on your toes
So many times
Exactly as many as fingers
On our hand!
One two three four five.One, two, three, four, five Stomp our feet.
One two three four five
We clap our hands.
Part III. Game exercise “Complete the missing figure.”
Malvina invites children to look at the drawings-plates (see example on p. 14), determine which figures are missing, complete them and prove the correctness of their decisions.
After discussing the task, Malvina shows ways to solve it. The check is carried out by alternating geometric shapes and determining their number (there should be 3 of them). Part IV. Game exercise “Let’s help Pinocchio sort out the pictures.”
Pinocchio looks at the pictures with the children and asks: “Who drew the pictures? What are the characters depicted doing? When does this happen?
Then he suggests putting the pictures in order and naming the parts of the day.
Lesson 2
Program content
Practice counting and counting objects within 5 using various analyzers (by touch, by ear).
To consolidate the ability to compare two objects according to two parameters of size (length and width), the result of the comparison is indicated by appropriate expressions (for example: “The red ribbon is longer and wider than the green ribbon, and the green ribbon is shorter and narrower than the red ribbon”).
Improve the ability to move in a given direction and define it in words: forward, backward, right, left.
Didactic visual material
Demonstration material. Drum, pipe, counting ladder, 6 tumblers, 6 pyramids, card in a case with 4 sewn buttons, large and small dolls, 2 ribbons (red - long and wide, green - short and narrow), flannelograph, audio recording, box with stars number of children.
Handout. Workbooks (page 1, task B), colored pencils.
Guidelines
Part I. Game exercise “Count the same amount.”
“How many tumblers are there on the table? Why did you count out so many tumblers?” asks the teacher.
The task is repeated 2 times using different musical instruments.
The teacher clarifies the rules for counting objects by touch. After completing the task, he asks the children questions: “How many pyramids did you count? How to check whether the task is completed correctly? (The child takes the card out of the case, and the children correlate the number of buttons on the card with the number of pyramids on the step of the counting ladder.)
Part II. Game exercise “Color the same amount” (done in a workbook).
The teacher invites the children to paint as many circles as there are tumblers (pyramids) drawn in the picture.
After completing the task, he clarifies: “How many circles did you paint? Why so many?
Part III. Game exercise “Let's tie bows for the dolls.”
The teacher draws the children’s attention to the ribbons located on the flannelgraph: “What is the difference between the ribbons? Are they the same color? What can you say about the length of the ribbons? (He suggests comparing the ribbons by length and clarifies the rules of comparison: the ribbons must be placed one under the other, aligning them on the left side.) How long is the red ribbon compared to the green? How long is the green ribbon compared to the red one? (The teacher gives a sample answer: “The red ribbon is longer than the green ribbon.”)
What can you say about the width of the ribbons? (Suggests comparing ribbons by width, arranging them so that the top or bottom edges of the ribbons are in line.) How wide is the red ribbon compared to the green? How wide is the green ribbon compared to the red one? Show the wide (narrow) ribbon. Which ribbon is suitable for a small doll's bow? What kind of ribbon is suitable for a bow for a large doll?”
The teacher ties the bows and finds out why the red bow turned out to be big. He listens to the children’s answers and generalizes: “The red bow turned out to be big because the ribbon is long and wide.”
The teacher invites the children to tell them about the size of the green bow.
Part IV. Game exercises “If you go right, you will find a treasure.”
“The wizard has hidden a treasure and invites you to find it,” the teacher tells the children.
Using a counting rhyme, a leader is selected.
Kady-bady
Pour some water
Cow to drink
You should drive.
The leader completes the task: takes five steps straight, turns right and takes three more steps in pre-arranged circles. The rest of the children follow him. Children find a box and take out stars from it (music plays).
The senior group of the kindergarten includes children aged 5-6 years, who at this time are actively developing logical thinking, imagination, and curiosity. For successful learning at school, preschool educational institutions provide so-called pre-mathematical classes - mastering the simplest mathematics. Classes are aimed at developing children’s cognitive activity and systematically preparing preschool children for school, which are implemented through.
Mathematics in kindergarten is designed to improve intellectual abilities and form:
- develop creative thinking, intelligence and ingenuity;
- teach the logic of actions, reasoning and thoughts;
- stimulate flexibility of thinking.
IMPORTANT MATERIALS FOR DEPARTMENT MANAGERS ON THE TOPIC:
How to develop a cognitive interest in mathematics in preschoolers? (recommendations in the magazine “Handbook of the head of a preschool institution”)
FEMP in the senior group according to the Federal State Educational Standard
The number of lessons on studying a specific topic on FEMP depends on the success of children mastering the material. In the summer, classes in simple mathematics are not held, but knowledge is consolidated in everyday activities: on walks, during outdoor or board games, in creative activities.
Program tasks that are solved during the implementation of FEMP
In addition to the educational tasks of mastering elementary mathematics, work is carried out in the classroom to cultivate personal qualities, develop thinking and speech.
Educators often make serious mistakes in the implementation of FEMP, including inaccuracy in asking questions, violation of the sequence of presentation of the material, its monotony, or unattractiveness of the visual information chosen to demonstrate the topic. To avoid mistakes, teachers should carefully plan the sequence and essence of the selected material, monitor the diversity and compliance of information with the level of development of children.
The teacher in FEMP classes should help create an entertaining atmosphere that stimulates the creative and playful activity of children, their imagination and ingenuity. The use of integrated activities is encouraged - a combination of educational activities with creative, motor, gaming, artistic and communicative activities. The study of numbers and figures is combined with drawing, mastering counting with outdoor games or reading poetry. If an integrated lesson is built on the principle of an exciting game with a developing plot, preschoolers will have a happy ending and a situation of success.
To determine the effectiveness of work on FEMP, teachers, the head of a preschool educational institution, a psychologist or a methodologist analyze classes to obtain basic mathematical knowledge. The assigned tasks and work methods chosen for their implementation, types of activities in the lesson, differentiation of tasks, the use of an individual approach and methods of integration with other areas of activity are assessed.
Methods for mastering elementary mathematics in preschool education
| Method |
Characteristic |
| Practical | The main method of work, which uses didactic games and exercises, game tasks of all levels, so that students not only listen to information and perceive it, but also take an active part in resolving them. The effectiveness of mastering material on FEMP depends on the completion of practical tasks. |
| Game |
It is included in the basic category, since gaming activity for preschoolers is a key way of understanding the world and the main type of activity. In a playful way, children learn basic mathematics faster and better. Didactic games in the context of FEMP are divided into:
Game complexes allow you to develop attention, stimulate cognition, and after situations of success, children treat their friends more kindly and feel a desire to learn. They help children in the senior group of kindergarten gradually enter the world of science, introduce them to numbers, and broaden their horizons. |
| Verbal | Relies on dialogue with children and is not the key. The teacher asks the children direct (How? How much?) or searching questions (Why? Why did you decide this? What can be done?). |
Various means are used to form elementary mathematical representations:
- equipment for independent work and children's games;
- educational literature on pre-mathematics preparation;
- sets of visual demonstration and didactic material;
- collections of exercises and didactic games for the development of space-time concepts;
- teaching aids for teachers with sample lesson notes.
The above tools perform a number of functions:
- present mathematical concepts in a form accessible to preschoolers, helping them master the methods of action necessary to obtain basic mathematical knowledge;
- implement the principle of clarity, intensify the educational process, rationalize it;
- expand the capabilities of teachers, allowing them to more effectively organize educational and cognitive activities and solve developmental and educational problems;
- help children gain experience in perceiving relationships and properties, expand and enrich knowledge.
Structure of a lesson on FEMP in the senior group
The form of a traditional school lesson has lost its effectiveness in mastering the simplest mathematical knowledge and skills, giving way to observation, didactic games, and practical activities in all its forms. The structure of the lesson is dictated by its program content and depends on the age of the children and the assigned tasks. FEMP classes according to the method Pomoraeva in the senior group involves the use of several types of activities and three to five stages during the implementation of the main program task. The parts of the lesson are equivalent and closely interrelated with each other.
Following a strict lesson structure allows you to:
- combine and implement various software tasks;
- activate not only individual children, but also the whole group frontally;
- use a set of didactic tools and methods;
- master and consolidate new knowledge, repeat what has been learned previously.
Approximate structure of FEMP in the senior group
| First and second stages | New material is studied at the beginning of the lesson, when children are maximally concentrated and ready to gain new knowledge, and as it is mastered, it is moved to other stages to be consolidated in further lessons. At this stage, the teacher motivates children to set a lesson goal, strives to interest them in the topic of the lesson, and then demonstrates an example of using a mathematical skill. |
| Motor pause | Physical education sessions are held after learning new material and help restore the performance of preschoolers and neutralize fatigue. The signal for an active pause is distraction, weakening of children’s attention, and motor restlessness. Short-term physical exercises in elementary mathematics classes are not only exercises for the fingers or eye gymnastics, but also exercises for the limbs and torso (jumping, bending, squats). You can increase the effectiveness of motor pauses if you accompany them with music, songs or poems. To consolidate, you can combine simple physical and mathematical exercises during warm-up: raise your right or left hand at the command of the teacher; squat as many times as the teacher shows; jump one time less or more than indicated in the picture. Didactic games can be used as physical education. |
| Third stage | Independently completing tasks to consolidate acquired knowledge and establish connections between new material and what has already been studied. |
| Fourth stage | The end of the lesson is a time for didactic games that help to apply the acquired knowledge in practice and consolidate what has been learned. |
In the senior group, practical FEMP classes are actively used in the form of didactic exercises, which, through the use of handouts and demonstration materials, allow children to gain mathematical concepts. In such lessons, the teacher explains, shows, points, demonstrates a sample, and evaluates the work. Since in older preschool age educational activities are motivated by educational or practical tasks, the structure of classes includes exciting exercises to determine length or width, compare shapes and colors, and clarify space-time relationships. To stimulate practical, object-sensory, cognitive and educational activities, various game elements can be included in the exercises.
More often than others, preschool educational institutions use classes in the form of didactic exercises and games, combining gaming and practical methods. Games and exercises in such classes are separate parts that are sequentially combined.
Visibility in FEMP in the senior group according to Federal State Educational Standards
A key condition for effectiveness classes on FEMP in the senior group is the use of visualization methods, which, when properly selected, contribute to the assimilation of knowledge, increasing the effectiveness of learning. Preschoolers think concretely, so it is easier for them to deal with things, and only then with words, therefore in the older group the principle of visualization plays a big role in teaching mathematics.
Principles for using visual material:
- Visualization is effective only in combination with a verbal explanation and highlighting the essence. The teacher directs the children's observation, helping them master the shape of objects or counting. Using visual material, preschoolers do not deepen their knowledge about balls, apples or hedgehogs, but learn to abstract, highlighting the shape, color or number of objects.
- The framework for using visuals is important: after mastering the method of action, cards, pictures or figures will distract the child and interfere with his independence. After showing the sample, children must complete the task following verbal instructions.
Educators should carefully consider the place and method of using visuals, the nature of the material, so that preschoolers learn to independently use it to find an answer or monitor the correctness of performance. Demonstration and didactic tools are divided very conditionally, since the same materials can be used both in practical tasks and to explain new things.
There are two types of visual material in FEMP classes:
- Small dispenser. As visual material, small handouts are used, which each child receives, and demonstration aids, which are printed on a magnetic board or flannelograph. All of them must be understandable and attractive in appearance in order to arouse interest in children and provoke the interaction of logical and sensory thinking. It is important for educators to remember the availability of spare material so that demonstration and distribution materials are available in the classroom in sufficient quantities for each student.
- Demonstration and didactic. Didactic material in kindergarten classes on FEMP are counting sticks, cards, small toys, three-dimensional numbers, labyrinths, maps, geometric lotto, dominoes, entertaining cubes, geometric figures for counting, tables, cards with images of objects or seasons, board games and much more. To study quantities (thickness, width, height and length), objects of different sizes are used; spatial relationships help to master sets of teaching aids; A calendar or a clock model introduces time in the best possible way; graduated test tubes or jars demonstrate the difference in depth and volume.
It is important that the size of the handout allows each student to place it freely on the table without disturbing others. The demonstration material is shown frontally, so it should be much larger and larger. To provide one senior group with FEMP classes, you will need 25 sets of handouts and one or two sets of demonstration material.
When working with older preschoolers, teachers use visual aids that model mathematical concepts and develop deductive thinking. A flannelgraph or other canvas measuring 60x30 cm with special strips for laying out cards and images is used. Musical instruments and any objects that produce sounds can be used that will help in establishing hearing power (spoons, tambourines, drums, watches and even drops of water). Information technologies - presentations and tables - serve as one of the forms of visualization that contributes to the development of mental abilities in preschool children.
An alternative to visual learning is entertaining mathematical material, which is distinguished by its variety and systematic use. The tasks involve increasing complexity of exercises and games, so that in the process of their implementation conditions are created for independent searches and direct teaching methods are used. Entertaining material has a comprehensive effect on the development of students’ mathematical abilities, positively influencing their sense of purpose, logical thinking, spatial imagination, and the ability to find ways of action to solve cognitive and practical problems. For these purposes, the following types of entertaining material can be used in kindergarten:
- Puzzle toys - “Pyramid”, “Rubik’s Snake”, “Unicube” and others, which consist of folding or rotating volumetric geometric shapes.
- Geometric construction sets - “Pythagoras”, “Tangram”, “Magic Circle”, where you need to put together a plot image from flat geometric figures according to a plan or model.
- Logical exercises, tasks to find a missing figure or find signs of similarity/difference, recognize parts as a whole or restore the whole from parts.
- Labyrinths are exercises that require mental and visual analysis to find the shortest path from point to point.
Game complexes in the acquisition of elementary mathematical knowledge
Methodology Pomoraeva and Pozina carried out proved that game complexes are of fundamental importance in obtaining the simplest mathematical knowledge, increasing efficiency and facilitating children’s mastery of knowledge in full, developing thinking, logic and memory. Classes in the traditional form provoke rapid fatigue in children and the development of physical inactivity, therefore active forms of learning and play activities are an effective alternative to the usual lessons. Game complexes promote the development of attention and intelligence (through puzzles and joke problems), logical thinking (through reasoning over the progress of solving a task), independence and memory.
Examples of practical application of gaming activities:
- Mastering the concepts of equality and inequality - didactic games “Correct the mistake”, “Which number is missing?”, “Confusion”, “Name the neighbors”, with the help of which children learn to perform operations with numbers within 10 and explain their actions.
- Development of memory and thinking - the game “Which toy is missing?” and “Make up a number.”
- Studying the days of the week and their names is an observation during which children designate each day with multi-colored circles to make it easier for them to understand the sequence; games “Live Week” and “Days of the Week” are played to consolidate knowledge.
- Getting to know the calendar and months - games “All Year Round”, “Twelve Months” and others.
- Orientation skills in space - didactic exercises to determine your position in space and the position of objects.
- Getting to know geometric shapes is a game of searching for squares, triangles or circles in surrounding objects.
Game situations in the educational process must correspond to the time and place and not be random. Having mastered the simplest mathematical concepts, students will be able to transfer knowledge to non-standard situations. A variety of FEMP classes are holiday classes or entertainment lessons, which are based on an entertainment component, but also fulfill educational tasks. They stimulate children's intellectual activity, and their competitive nature motivates them to work effectively.
Didactic manuals on FEMP in the senior group
To develop skills in elementary mathematics among preschoolers, teachers of preschool institutions use tested didactic aids, among which the logic sticks and blocks of X. Kuzener and Z. Dienesh, as well as lesson plans in FEMP in the senior group by I.A. Pomoraeva and V.A. Pozina.
Logical blocks and sticks are a set of flat and volumetric geometric bodies, where each block can have properties (thickness, size, color and shape). To work with 3.Dyenesha blocks, children receive cards with a task, which symbolically indicates the sequence in which they need to make a chain of geometric bodies, and the pattern that needs to be taken into account. With the help of X. Kusener's sticks, which are called “colored numbers”, you can simulate numbers by composing the treasured numbers from cubes and parallelepipeds, thus becoming familiar with their composition.
The methodological developments of V.A. Pozina and I.A. Pomoraeva are designed to help educators not only in developing the topics and objectives of classes, but also in realizing their goals. Lesson plans, taking into account the principles of systematicity and consistency, combine and solve all the tasks assigned to teachers by the program. In game classes using the Pomoraeva and Pozina method, didactic material is used, physical education lessons are held, the study of elementary mathematics takes place in a fun way without boring memorization, since tasks for children are given by fairy-tale characters, wizards and kind animals.
V.A. Pomoraeva and I.A. Pozina: lesson plans for FEMP in the senior group
Methodology classes Pozina and Pomoraeva relies on game and visual-practical methods of work and does not involve direct teaching. On the contrary, the developed principles make it possible to stimulate the mental activity of children, and for educators to show their creative potential.
Since in the senior group, introduction to elementary mathematics takes place once a week and involves studying the simplest numbers and performing basic calculations, becoming familiar with geometric shapes, learning ways to visually display figures, numbers and mathematical elements, the approximate distribution of program material is as follows:
FEMP classes in the senior group according to the method Pomoraeva and Pozina are most effective if basic mathematical knowledge is reinforced in the home environment, for which educators conduct explanatory conversations with parents, give teaching material, and speak at parent meetings, since the development of mathematical concepts takes place not only in the conditions of the corresponding lesson in a preschool educational institution, but also in everyday life environment and home. It has been proven that the interaction of parents and teachers helps children master simple mathematics faster and better.
You can learn more about the formation of elementary mathematical knowledge in preschool educational institutions in the articles:
1. FEMP classes in the middle group
2. Techniques for developing spatial concepts in preschool children
3. Summary of a lesson on the formation of elementary mathematical concepts for children of middle preschool age “Saving the Snowman”
