Game "Mother hen and chickens".
Goals: consolidate counting skills; develop auditory attention.
cards with the image of chickens of different numbers.
Description: The cards show different numbers of chicks. Distribute roles: children - "chickens", one child - "hen". The "brood hen" is chosen with the help of a rhyme:
They say at dawn
Gathered on the mountain
Dove, goose and jackdaw ...
That's the whole rhyme.
Each child receives a card and counts the number of chicks on it. The teacher addresses the children:
The chickens want to eat.
We need to feed the chickens.
The "mother hen" begins her game actions: knocks on the table several times - calls the "chickens" to the grains. If the "brood hen" knocks 3 times, the child who has a card with the image of three chickens squeaks 3 times (pee-pee) - his chickens are fed.
Game "Number houses".
Target: to consolidate knowledge about the composition of the number of the first ten, basic mathematical signs, the ability to compose and solve examples.
: silhouettes of houses with inscriptions on the roof of one of the houses from 3 to 10; set of cards with numbers.
Description: houses are distributed to the players, the child examines cards with numbers. Ask the child to name the numbers and put them in order. Put a large card with a house in front of the child. A certain number lives in each of the houses. Invite the child to think and say what numbers it consists of. Have the child identify their options. After that, he can show all the options for the composition of the number, laying out cards with numbers or dots in the windows.
The game "guess the number".
Target: to consolidate the skills of addition and subtraction, the ability to compare numbers.
Description: ask the child to guess which number they have in mind. The teacher says: "If you add 3 to this number, you get 5" or "The number that I made my mind is more than five, but less than seven." You can change roles with children, the child thinks the number, and the teacher guesses.
Game "Collect a flower".
Target: develop counting skills, imagination.
Game material and visual aids: the core of the flower and separately seven petals cut from cardboard, on each of the petals an arithmetic expression for addition or subtraction up to 10.
Description: invite the child to collect a magical seven-flowered flower, but you can insert a petal into the core only if the example is correctly solved. After the child picks the flower, ask what wishes he would make for each petal.
The game "Decompose the numbers."
Target: exercise children in forward and backward counting.
Game material and visual aids: cards with numbers from 1 to 15.
Description: arrange the prepared cards in random order. Invite the child to lay out the cards in ascending order of numbers, then in descending order. You can choose other layouts, for example: "Lay out the cards, skipping every second (third) number."
Game "Conversion of numbers".
Target: Train children to perform addition and subtraction actions.
Game material and visual aids: counting sticks.
Description: invite the child to play wizards who turn several numbers into one: "What do you think the numbers 3 and 2 can turn into?" Using the counting sticks, move three to two, then remove two of the three. Record the results obtained as examples. Ask your child to become a wizard and use magic wands to turn one number into another.
Game "Holiday of the Number".
Target: reinforce the skills of addition and subtraction.
Description: declare every day a holiday on a certain date. On this day, the “birthday” number invites other numbers to visit, but with the condition: each number must choose a friend for itself, who will help it turn into the number of the day. For example, the holiday of the number seven. The number 7 invites the number 5 to visit and asks who will accompany her. The number 5 thinks and answers: "2 or 12" (5 + 2; 12 - 5).
Game "Amusing squares".
Target: to consolidate the skills of addition, mathematical actions.
Game material and visual aids: outlined squares.
Description: in the drawn squares, it is necessary to arrange the numbers in the cells so that the same definite number is obtained along any horizontal and vertical rows, as well as along any diagonal.
Number 6
Game "Mathematical Kaleidoscope".
Target: develop ingenuity, ingenuity, the ability to use mathematical actions.
Description:
Three boys - Kolya, Andrey, Vova - went to the store. On the way, they found three kopecks. How much money did Vova find alone if he went to the store alone? (Three kopecks.)
Two fathers and two sons ate 3 eggs at breakfast, each of them getting a whole egg. How could this have happened? (There were 3 people at the table: grandfather, father and son.)
How many ends do 4 sticks have? And 5 sticks? And what about 5 and a half sticks? (4 sticks have 8 ends, 5 have 10 ends, 5 and a half have 12 ends.)
The field was plowed by 7 tractors. 2 tractors stopped. How many tractors are there in the field? (7 tractors.)
How to bring water in a sieve? (Freeze her.)
At 10 o'clock the baby woke up. When did he go to bed if he slept for 2 hours? (At 8:00.)
Three kids were walking. One is in front of two, one is between two, and one is behind two. How did the kids go? (One after another.)
Sister is 4 years old, brother is 6 years old. How old will a brother be when his sister turns 6? (8 years.)
The goose weighs 2 kg. How much will he weigh when he stands on 1 leg? (2 kg.)
7 candles were burning. Two were extinguished. How many candles are left? (Two because the others burned out.)
Kondrat was walking to Leningrad,
And to meet - twelve guys.
Each has three baskets.
Each basket contains a cat.
Each cat has 12 kittens.
How many of them went to Leningrad?
K. Chukovsky
(One Kondrat went to Leningrad, the rest went to meet him.)
Game "Collect the scattered geometric shapes."
Goals: to consolidate knowledge of geometric shapes; to teach by drawing (sample) to collect geometric shapes in a certain sequence in space; keep children willing to play.
Game material and visual aids: a set of color schemes depicting geometric shapes and colored geometric shapes for each child.
Description: children choose for themselves any geometric figure of a certain color, but first they choose a leader who will collect geometric figures in a certain order. To music or a tambourine, children run around the group room or kindergarten area. As soon as the music stops, the children freeze in place. The presenter arranges the children according to the picture shown on the sheet.
Note. Geometric shapes can be in the form of hats.
One of the leading principles of modern preschool education is the principle of developmental education. The formation of initial mathematical knowledge and skills stimulates the all-round development of kids, forms abstract thinking and logic, improves attention, memory and speech, which will allow the child to actively learn and master the world around him. An entertaining journey to the country of geometric shapes and arithmetic problems will be an excellent help in fostering such qualities as curiosity, purposefulness and organization.
Arithmetic is the foundation on which the ability to correctly perceive reality is built, and creates the basis for the development of the mind and intelligence in relation to practical issues.
I. Pestalozzi
The goals of the formation of elementary mathematical representations (FEMP):
Program tasks:
To activate the attention of his pupils, the teacher can use poems, riddles, didactic games, costume performances, demonstration of illustrations, watching multimedia presentations, videos or cartoons in their work. A surprise moment is usually built around a popular and beloved fairy tale or literary plot. His characters will create an interesting situation, an original intrigue that will involve children in the game or invite them on a fantastic journey:
| Name of the game | Game content |
| Drawing up geometric shapes |
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| Chain of examples | An adult throws a ball to a child and names a simple arithmetic, for example, 3 + 2. The child catches the ball, gives an answer and throws the ball back, etc. |
| Help Cheburashka find and fix the error | The child is invited to consider how the geometric shapes are located, in which groups and on what basis they are combined, to notice the error, correct and explain. The answer is addressed to Cheburashka (or any other toy). The error may consist in the fact that in the group of squares there may be a triangle, and in the group of blue shapes - red. |
| Only one property | Two players have a full set of geometric shapes. One puts any piece on the table. The second player must put on the table a piece that differs from it in only one sign. So, if the first one puts a yellow large triangle, then the second puts, for example, a yellow large square or a blue large triangle. The game is built like a domino. |
| Find and name | |
| Name the number | The players are facing each other. An adult with a ball in his hands throws the ball and calls any number, for example, 7. The child must catch the ball and call the adjacent numbers - 6 and 8 (lower first). |
| Fold square | To play, you need to prepare 36 multi-colored squares measuring 80 × 80 mm. The shades of colors should be noticeably different from each other. Then cut the squares. Having cut the square, you need to write its number on each part (on the back). Tasks for the game:
|
| Which? | Material: tapes of different lengths and widths. Course of the game: Ribbons and cubes are laid out on the table. The teacher asks the children to find ribbons of the same length, longer - shorter, wider - narrower. Children speak using adjectives. |
| Guess the toy | Material: 3-4 toys (at the discretion of the teacher) Course of the game: The teacher talks about each toy, naming external signs. The child guesses the toy. |
| Lotto "Geometric Shapes" | Material: Cards depicting geometric shapes: circle, square, triangle, ball, cube and rectangle. Cards depicting objects of round, square, triangular, etc. shapes. Course of the game: The teacher distributes cards with the image of geometric shapes to the children and asks them to find an object of the same shape. |
| Tell us about your pattern | Each child has a picture (a rug with a pattern). Children should tell how the elements of the pattern are located: in the upper right corner - a circle, in the upper left corner - a square. In the lower left corner - an oval, in the lower right corner - a rectangle, in the middle - a circle. You can give an assignment to tell about a pattern that they drew in a drawing lesson. For example, in the middle there is a large circle, rays radiate from it, flowers in each corner. Above and below there are wavy lines, on the right and left - one wavy line with leaves, etc. |
| What number is next | Children stand in a circle with a driver in the center. He throws the ball to someone and says any number. The one who catches the ball calls the previous or next hang. If the child is mistaken, everyone calls this number in chorus. |
| Count and name | “Count how many times the hammer will strike, and show the card on which the same number of objects are drawn” (The teacher makes 5 to 9 sounds). After that, he invites the children to show their cards. |
| Geometric figures | Check | Days of the week |
| I have no corners And I am like a saucer On the plate and on the lid On the ring, on the wheel. Who am I, friends? (Circle) Four sticks folded And now I got a square. He has known me for a long time Each corner in it is straight. All four sides Same length. I'm glad to introduce him to you, And his name is ... (Square) The circle has one friend Everyone knows her appearance! She walks along the edge of the circle And it's called - a circle! Took a triangle and a square He built a house out of them. And I am very happy about that: Now the gnome lives there. We'll put two squares And then a huge circle. And then three more circles Triangular cap. So a funny eccentric came out. A triangle has three sides And they can be of different lengths. The trapezoid looks more like a roof. The skirt is also drawn with a trapezoid. Take a triangle and remove the top - The trapezoid can be obtained anyway. | A puppy sits on the porch Warms his fluffy side. Another one came running And sat down next to him. How many puppies are there? A rooster flew to the fence, I met two more there. How many roosters are there? Who has the answer ready? Five puppies were playing football, One was called home. He looks out the window, thinks How many are playing now? Four ripe pears It swayed on a twig. Pavlusha took off two pears, How many pears are left? Brought the mother goose Six children for a walk on the meadow. All the goslings are like balls. Three sons, and how many daughters? Good grandfather to grandson Shura Gave seven pieces of candy yesterday. A grandson ate one candy. How many pieces are left? Badger-grandmother I baked pancakes I invited three grandchildren Three pugnacious badgers. Well, how many badgers Are they waiting for supplements and are silent? This flower Four petals. How many petals Two of these flowers? | On Monday I washed She swept the floor on Tuesday. On Wednesday I baked a roll, I was looking for a ball all Thursday I washed the cups on Friday, And on Saturday I bought a cake. All girlfriends on Sunday Called for my birthday. Here is a week, it has seven days. Get to know her as soon as possible. First day for all weeks It's called Monday. Tuesday is the second day He stands in front of Wednesday. Middling Wednesday The third day has always been. And Thursday, the fourth day, He wears a hat on one side. Fifth - sister friday A very fashionable girl. And on Saturday, the sixth day We rest with the whole crowd And last, Sunday, We set it as a day of fun. - Where's the slacker Monday? - Asks Tuesday. - Monday is not a bum, He's not a slacker He's a great janitor! He's for Wednesday's chef He brought a bucket of water. Fireman Thursday He made a poker. But Friday came - Modest, neat girl, He left all work And went with her on Saturday By Sunday for lunch. I said hello to you. (J. Moritz). |
How many flowers does a bee need to fly around? How many apples are there on the branch, how many are there on the grass? How many mushrooms are under a tall tree, and how many are under a low one? How many hares are in the basket? How many apples did the children eat and how many are left? How many ducklings? How many fish swim to the right, how many to the left? How many trees were there, how many were cut down? How many trees, how many birches? How many carrots are there in total, how many did the bunny eat? How many apples were there, how many are left?
Preparatory "pre-number" stage (three to four years). Mastering the techniques of comparison:
Counting stage within 5 (four to five years):
Counting stage within ten (five to seven years).
The pivotal ones are still techniques based on the principle of obtaining the next number from the previous one and vice versa by adding or subtracting one. The exercises are built around a visual comparison of two groups of different objects, for example, cars and nesting dolls, or objects of the same type, but divided into groups according to a certain criterion, for example, red and blue houses. As a rule, in the lesson two new numbers are received, following each other, for example, six and seven. In the third quarter, the older group of children is introduced to the composition of the number of units.
For the development of the mental operation of counting, exercises become more complicated, children are offered tasks related to counting sounds (claps or sounds of musical instruments), movements (jumps, squats) or counting by touch, for example, counting small details of the constructor with closed eyes.
A math lesson is held once a week, the duration depends on the age of the children:
During classes, both collective and individual forms of work are actively practiced. The individual format involves performing exercises near a demonstration board or at the teacher's desk.
Individual exercises along with collective forms of learning help to solve the problems of assimilation, consolidation of knowledge and skills. In addition, individual exercises play the role of showing a model for collective performance. The best option for organizing and conducting mathematics classes involves dividing children into subgroups, taking into account different intellectual abilities. This approach will help to improve the quality level of education and create the necessary conditions for the implementation of an individual approach and rational dosage of mental and psychological stress.
| Theme | Tasks |
| "Numbers 1-5" | Review numbers 1-5: education, writing, composition; consolidate the skills of quantitative and ordinal counting; develop graphic skills; to consolidate the concept of "subsequent" and "previous" numbers. |
| "Number 6. Number 6" | To acquaint with the formation and composition of the number 6, the number 6; to consolidate the understanding of the relationship between the part and the whole, ideas about the properties of objects, geometric representations, to consolidate the ideas about the triangle, to exercise children in solving problems, identifying parts in a task. |
| "Longer, shorter" | To form the ability to compare the length of objects "by eye" and by means of direct superposition, to introduce into speech practice the words "longer", "shorter", to consolidate the relationship of the whole and parts, knowledge of the composition of numbers 2-6, counting skills: direct and reverse counting, solution problems for addition and subtraction, exercise in writing the solution to the problem, in drawing up problems according to the proposed expression. |
| "Measuring length" (three sessions) | To form an idea of measuring length using a measure, to introduce such units of length as step, span, elbow, fathom. To consolidate the ability to compose mini-stories and expressions from drawings, counting skills in forward and reverse order, repeat the composition of the number within 6, introduce the centimeter and meter as generally accepted units of length measurement, form the ability to use a ruler to measure the lengths of segments. |
| "Number 7. Number 7" (three lessons) | To acquaint with the formation and composition of the number 7, the number 7, to consolidate the idea of the composition of numbers 2-6, the relationship of the whole and parts, the concept of a polygon, to exercise children in solving examples like 3 + 1, 5─, to improve the ability to work with a plan and a map, the ability measure the length of segments with a ruler, repeat the comparison of groups of objects using pairing, techniques for counting and counting one or more units on a numerical segment, consolidate the ability to compare the number of objects, use signs<, >, =. |
| "Harder, Lighter" | It is harder to form ideas about concepts - it is easier on the basis of direct comparison of objects by mass. |
| "Measuring mass" | To form in children the idea of the need to choose a measure when measuring mass. Introduce 1 kg measurement. |
| "Number 8. Number 8" | To acquaint with the formation and composition of the number 8, the number 8, to consolidate the ideas about the composition of numbers 2-7, the skills of counting in forward and reverse order, the relationship of the whole and parts. |
| "Volume" | To form an idea of the volume (capacity), comparing vessels by volume using transfusion. |
| "Number 9. Number 9" | To acquaint with the composition and formation of the number 9, the number 9, to acquaint with the clock face, to form ideas about determining the time by the clock, to train children in drawing up tasks from pictures, recording solutions, solving labyrinths. |
| "Square" | To form ideas about the area of figures, comparing figures by area directly and using a conditional measurement. |
| "Number 0. Number 0" | To consolidate the idea of the number 0 and the digit 0, the composition of the numbers 8 and 9, to form the ability to draw up numerical equalities from pictures and vice versa, to move from pictures to numerical equalities. |
| "Number 10" | To form ideas about the number 10: its formation, composition, recording, to consolidate an understanding of the relationship between the whole and its parts, the ability to recognize triangles and quadrangles, to develop graphic skills, the ability to navigate on a sheet of paper in a box (graphic dictation). |
| "Ball. Cube Parallelepiped" | To form the ability to find objects in the form of a ball, cube, parallelepiped in the environment. |
| "Pyramid. Cone. Cylinder" | To form the ability to find objects in the form of a pyramid, cone, cylinder in the environment. |
| "Symbols" | To acquaint children with the use of symbols to indicate the properties of objects (color, shape, size). |
Lesson structure:
| Targets and goals | Didactic goal: to form an idea of children about how the number 8 is formed. Tasks:
Material: counting material (carrots, colored strips of paper, buns, bagels), drawings of felt boots with geometric patterns, album sheets depicting the tracks of a hare, 3 boxes of different sizes, figurines of animals and magpies, a Kolobok figurine. |
| Organizational part | - Children, this morning I saw a bird on my table. Do you know what this bird is? (Magpie). They say that she fly everywhere, knows everything, brings news on her long tail. So today she brought us some kind of message. Let's read. “I left my grandmother, I left my grandfather. Got into trouble. Save. " There is no signature. Apparently, someone was in a great hurry. Do you know from whom the magpie brought this note? (from Kolobok). Children who want to help our friend? But travel can be dangerous. Are you not afraid? Then let's hit the road. (On the floor there are sheets with a picture of the tracks of a hare)
Children, what animal left these tracks? (Hare) |
| Main part | - Hello, dear hare. Please tell me if our friend, Kolobok, has passed here? (The hare "whispers" in the ear). Yes, children, Kolobok was here. The bunny will help us, but we will also help him. - The bunny brought a whole basket of carrots home. The Bunny has a big family - 8 hares. Will his kids have enough carrots? Let's help him count how many carrots (count up to 7). Oh, look, another one is at the bottom. How much is now? How much was, how much was added, how much has become? (counting in the forward and backward direction). Children, the bunny thanks us and says that the Kolobok went to the Wolf. - Hello, dear Wolf! Have you met our friend, Kolobok? (The wolf "whispers" in the ear). Yes, our friend was here. The Gray Wolf will help us. Come on and we will help him. The Wolf was going to fix his dwelling for the winter, and he brought some planks. Let's help him to decompose them. Select 7 planks each, put them in front of you. There are still boards left. Think about what needs to be done so that everyone has 8 boards. How much was, how much did they take, how much did it become? Let's build a house for the Wolf from planks. (Children construct houses for the Wolf) Children, The Wolf really liked your houses, he says that every day he will change his home, moving from one house to another. And now he invites you to rest. Physical education "The wind of the Christmas tree shakes"
Well, guys, it's time for us to hit the road, Kolobok went to the Bear.
Children, Chanterelle is waiting for guests, baked buns and bagels, baked a lot and wondered if all the guests would have enough equally? That is why she hid our flour sweet Kolobok. Let's help Lisa, compare the number of bagels and buns (compare in pairs, equalize sets).
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| The final part | - Children, are you glad you saved Kolobok? Well done! Let's tell our friend whom we met along the way, whom we helped. (Children, passing a toy to each other, talk about their journey). |
The giftedness of a baby is individual bright manifestations of a strong, active, non-standard, rapidly developing intellect, which is significantly ahead of the average age indicators. The purpose of working with gifted children is to create favorable conditions for motivating the development of mathematical abilities.
Gifted children can be offered a quantitatively different volume, as well as a search, problematic nature of the presentation of educational material. To implement this approach to learning, it is advisable to use tasks of increased complexity, taken from the training program for older children.
Gifted children can be offered a quantitatively different volume, as well as a search, problematic nature of the presentation of educational material.
Methods for working with gifted children:
Logic tasks with geometric pictures Graphic tasks and diagrams Didactic tasks with numbers Tasks for identifying a logical sequence Interesting examples in pictures Logic tasks in diagrams and pictures Logical patterns in signs and symbols Paired counting in pictures Examples in tables Distribution of objects by signs Connect the points in order Task to determine the correspondence of the problem and the scheme Numerical patterns and patterns by cells Numerical patterns and graphic pictures Numerical puzzles
| Targets and goals | Purpose: to diagnose the ability of children to independently find a solution to the problem. Tasks: Develop:
To fix:
|
| Form of conducting | "Lesson without a teacher" |
| Materials (edit) |
|
| Organizational part | The teacher invites the children to "launch a rocket into space", and for this they need to complete several tasks on their own, without the help of adults. For each correctly completed task, some elements will be given that will help launch the rocket. The teacher reminds the children that tasks can be completed only if they act together and listen to the opinion of the other. Draws attention to the fact that during the game, sound signals will sound, indicating to the players that they are going in the wrong direction and that they need to look for another way to solve the problem. (Sound signals are necessary, as this allows children to navigate a little in the options for solutions and not to stagnate). |
| Main part |
|
Features of the development of mathematical skills in children with general speech underdevelopment (GSD):
Features of corrective complex work on FEMP in a speech therapy group:
| Tasks | Educational:
Correctional and developmental:
|
| Materials (edit) | Demonstration material: planar geometric shapes (circle, square, rectangle), a point made of paper and a magnet of the same color for working on a board. |
| Organizational part | Creation of a positive emotional background. - Guys, I want to give you a good mood, and a smile will help me in this. I give you a smile and a good mood, and you smile back at me. Motivational - indicative stage Educator: - Children, I know that you are very fond of listening to fairy tales? Wouldn't you like to get into a fairy tale yourself? Once upon a time there was a small dot. She lived in the land of geometric shapes. But the evil wizard kidnapped her and does not want to let her go. Guys, we need to help our heroine - Tochka. She really wants to get home - to the magical land of geometric shapes. She is so small, timid, and only you can help her. Good? The tale begins, and you are the main characters in it. Heroes always help those in trouble. - Today we will travel together through a fairy tale, the tale is not simple, but magical, with math tasks. And to get into a fairy tale, you need to close your eyes and say the magic words: "A wonderful miracle, happened, and we find ourselves in a fairy tale." We open our eyes. We guys are in a fairy tale. Well, let's get down to business and help out our point? |
| Main part |
Educator:
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| The final part | - Where have we been with you guys today? - What did you like? - What would you like to wish your friends? |
Children group figures according to the shape Two numbers together should make up the number 5 Large dots conventionally depict animal houses, it is proposed to connect houses with felt-tip pens with paths of different colors As a result of the experiment, children understand that ribbons of different lengths Children connect cut pictures of animals into a single image Game "Roll up ribbons" Children it is proposed to connect geometric shapes in a certain color
Hearing impairment is a complete or partial loss of the ability to perceive sounds. Depending on the degree of development of the problem, hearing-impaired children may have a sufficiently developed speech with significant defects, the second group of hearing-impaired children includes children with serious speech underdevelopment.
One way or another, but all children with hearing impairment have problems associated with mental and speech development, face difficulties in interacting with people around them. The main channel of perception of the external world is the visual one, therefore, such children have a lower threshold of fatigue, unstable attention, as a result of which they make more mistakes. Hearing impaired children study in special kindergartens of a compensatory type, a combined type with specialized (no more than six children) or integrated mixed (one or two children in a regular group) groups.
Teaching methods:
Punched cards are cardboard cards with cut-out "windows" in which kids write their answers. Such a visual-practical method expands the possibilities for the implementation of individual training.
An example of punched cards for work in a correctional group:
The task requires a sufficiently developed logical thinking from the children.
The task is aimed at consolidating the skills of comparison and the use of signs "more", "less"
Children should write in squares and numbers in accordance with the number of shapes, and an inequality sign
In this task, you need to finish the missing number of items in an empty cell
It is difficult for preschoolers to cope with monotonous monotonous work, therefore, it is advisable to carry out motor, finger or breathing exercises with little fidgets in time, to connect moving games of a mathematical orientation in the process of work.
| The sun raises us to charge, We raise our hands at the command “one”. And above them the foliage rustles merrily. We drop our hands at the command "two". | The mice came out once See what time it is. One two three four - The mice pulled the weights ... Suddenly there was a terrible ringing The mice ran away. |
| The darkness fell all around. One two Three - Run, run! Pinocchio stretched Once - bent down, Two - bent down, Three - bent down. He spread his arms to the sides, Apparently, I didn't find the key. To get us the key We need to stand on our toes. | Fingers fell asleep Curled up into a fist. (Fingers clenched into fists). One two three four five! (Alternately straighten your fingers). We wanted to play! The sun looked into the bed ... One, two, three, four, five. We all do our exercises We need to sit down and get up Stretch your arms wider. One, two, three, four, five. Bend over - three, four, And stand still. On the toe, then on the heel - We all do exercises. |
| One, two - the head is higher, Three, four - arms are wider. Five, six - sit quietly, Seven, eight - let's discard laziness. | One, two, three, four, five, We can all count. We know how to relax too - Put our hands behind your back Raise your head higher And we will breathe easily, easily. Pull up on toes so many times Exactly as much as fingers on your hand. |
| One, two - the head is higher. Three, four - arms are wider. Five, six - sit down quietly. Once - rise. Pull up. Two - bend, straighten. Three - three claps in your hands, Head three nods. Four - arms wider Five - wave your hands, Six - sit quietly at the table. We considered friendly with you And they talked about numbers. And now we got up together They kneaded their bones. At the expense of "one" we will clench a fist. At the expense of "two" in the elbows bend. On the count of "three" - press it to the shoulders. Four to heaven. Bent well And they smiled at each other. Let's not forget about the "five" - we will always be kind. | Let's all raise our hands - one! Two sat down, hands down Look at your neighbor. Once! - and up, Two! - and down, Look at your neighbor. We'll get up together To give your legs work. Once they sat down, two got up. Who tried to squat Maybe I’m resting. One, two, three, four, five. We know how to relax. We got up, sat down a little And the neighbor was not hurt. Now I have to get up Sit down quietly and continue. |
Diagnostics of mathematical development is a study that helps to identify the degree of correspondence of real knowledge and skills of children to the program goals and objectives of FEMP. The information obtained allows us to draw useful conclusions and choose the most effective technology for achieving a high result, as well as adjust the further pedagogical strategy of work. Material for research usually includes playful written and oral assignments, questions for conversation, similar to those discussed in the classroom.
Method of carrying out:
The study allows you to adjust the further pedagogical strategy of work
The results of the study make it possible to determine the level of development of mathematical knowledge of the subjects:
| Development indicators (what is estimated) | Games and exercises |
| The ability to distinguish from which parts a group of objects is made up, to name their characteristic features (color, shape, size). | Find and color game Invite the children to color only the squares. - How many squares have you painted? (3) - How big are the squares? - What color did you paint the big, smaller, smallest square? |
| To be able to count and count within 5, to know the total of the account. | Game "Guess the riddle" - Draw in the rectangle as many circles as there are birds in the picture. |
| Ability to reproduce quantity by pattern and number. | Count and Draw game - Draw as many circles in the lower rectangle as there are in the upper one. - Draw as many balls in the lower rectangle as there are in the upper one. |
| Ability to establish a connection between number and quantity. | Find and color game - Color in as many squares as the number represents. |
| Ability to determine the length, to correlate several objects in length. | Exercise "Short and Long" The child is given a set of strips of the same width but different lengths. - Lay out the strips from longest to shortest. - Which strip is long (short)? - Which of the stripes is longer than the green one? - Which of the stripes is shorter than the red one? |
| Ability to see and name the properties of objects (width). | Game "Wide, narrow" - Paint over a wide path with a yellow pencil, and a narrow path with green. - Who walks the wide path? - Along the narrow? |
| The ability to distinguish between objects in length and width. | Compare Track Exercise Two lanes of different lengths and widths, a tennis ball. The teacher offers to compare the tracks in length and width. - Show me the long path (short). - What can you say about the width of the tracks? - Show the wide track (narrow). - Roll the ball along a narrow (wide) path; along a long (short) track. |
| Ability to independently find a way to compare objects (overlay, application). | Exercise "Circles and squares" 1. The child is invited to lay out all the circles on the upper strip of the counting ruler, and all the squares on the lower strip. - How many circles have you laid out, and how many squares? - What can you say about the number of circles and squares? (equally divided) - Put one square in the box. Now what about the number of circles and squares? 2. A box with figures is placed in front of the child. - How to determine which pieces in the box are more and which are fewer? (Count). - And how can you check? (Superimpose on top of each other, or put in pairs). |
| Ability to name geometric shapes (circle, square, triangle), geometric bodies (ball, cube, cylinder). | Find and paint game. - Name the geometric shapes (circle, oval, square, rectangle). - Name the volumetric bodies: ball, cube, cylinder. - Color the ball with red pencil, the cube with blue, and the cylinder with green. - What did you paint in red? Blue? Green? |
| Ability to independently determine the shape of objects, independently use visual and tactile-motor examination methods to highlight the features of geometric shapes. | Find and name game On the table in front of the child, 10-12 geometric shapes of different colors and sizes are laid out in a mess. The facilitator asks to show various geometric shapes, for example: a large circle, a small blue square, etc. |
| Ability to correlate the shape of objects with geometric shapes. | Game "Match the shape with the geometric figure." Object pictures (plate, handkerchief, ball, glass, window, door) and geometric shapes (circle, square, cylinder, rectangle, etc.). The teacher asks to correlate the shape of objects with known geometric shapes: a plate - a circle, a shawl - a square, a ball - a ball, a glass - a cylinder, a window, a door - a rectangle, etc. |
| Orientation in space. | Game "Where will you go, what will you find?". The teacher, in the absence of children, hides toys in different places of the room, taking into account the intended location of the child (in front, behind, on the left, on the right). For example, in front of him hides a bear behind a screen, and places a matryoshka doll on the back shelf, etc. Explains the task: "Today you will learn to find hidden toys." Calling the child, he says: “You will go forward - you will find a bear, you will go back - you will find a matryoshka. Where do you want to go and what will you find there? " The child must choose a direction, name it and go in that direction. Having found a toy, he says which toy and where he found it. (“I went back and found a nesting doll on the shelf”). Note. Initially, the child is offered to choose a direction only from 2 paired directions offered to him (forward-backward, left-right), and later - from 4. Gradually increase the number of toys located on each side. The task can be offered simultaneously to 2 children. |
| Ability to independently determine the location of objects in relation to oneself. | Game "Assignment". Material: a set of toys (matryoshka, car, ball, pyramid). The child sits on the carpet facing the teacher. - Arrange the toys as follows: the matryoshka is in front (relative to yourself), the car is in the back, the ball is on the left, the pyramid is on the right. |
| Ability to navigate on a sheet of paper, on the plane of the table. | Exercise "What's where" - In the right rectangle draw:
Tell me how the shapes are located in the rectangle. |
| Ability to navigate in a group room. | Game "Say what you see". On the instructions of the teacher, the child gets up in a certain place in the group. Then the teacher asks the child to name the objects that are in front (right, left, back) of him. Asks the child to show his right, left hand. |
| Ability to highlight and designate with words spatial relationships ("right" - "left"). | Exercise "Left, Right." Invite the children to color the clothes of the skier who is going to the right with a blue pencil, and to the left with red. - Which way is the skier in red clothes going? (to the left). - In blue clothes? (to the right). |
| Ability to distinguish and correctly name parts of the day, their sequence | The game "When does this happen?" Pictures depicting parts of the day, nursery rhymes, poems about different parts of the day. Listen carefully to the nursery rhyme, determine the time of day and find the corresponding picture. Further, the teacher reminds the child all parts of the day (with the help of poetry). |
| The ability to understand temporary relationships in the present, past and future tenses: today, yesterday, tomorrow. | Exercise "Answer Correctly" The teacher speaks to the children: - What do you have to do today? (Walk, dine, sleep). - What did you do yesterday? (We drew, played, watched TV). - What are you going to do tomorrow? (Come to kindergarten, go to the pool, go to visit). |
| Formation of the concepts "fast" - "slow". | Game "Guess Who Is Faster" - The lion and the turtle had an argument about who would be the first to reach the palm tree. - Color the one who runs to the palm first. (A lion). - Whom did you paint? (Leo). - Why? (Because the turtle walks slowly and the lion runs fast.) |
Thematic control over the work of preschool educational institutions, aimed at the formation of mathematical knowledge, skills and abilities among pupils, pursues certain goals.
Thematic control is carried out by a special commission consisting of representatives of the kindergarten administration and teachers on the basis of the order of the head of the preschool educational institution and the control plan.
| Control issues | Control methods | Working materials | Responsible |
| 1. Survey of the level of development of cognitive interests and curiosity in children. | Supervision ped. process. | GCD analysis map (activities of children). | Art. educator |
| Studying the cognitive interest of children. | Questionnaire "Studying the cognitive interests of children", the method "Little curious". | ||
| 2. The system of planning educational activities with children in groups. | Analysis of work programs for working with children on this topic. | Card for checking work programs with children. | Art. educator |
| 3. The level of professional skills of educators. | Analysis of the organization and holding of open events. | An introspection map of an open event for the cognitive development of children. | Head of the preschool educational institution, Art. educator |
| Analysis of the professional skills of educators. | Self-assessment card of prof. the skill of the educator. | ||
| 4. Creation of conditions | Analysis of the conditions for the cognitive development of children according to the Federal State Educational Standard of DO. | Map of the survey of conditions for the cognitive development of children according to the Federal State Educational Standard of DO. Regulations on the review competition for the best methodological support of the "Center for Entertaining Mathematics". | Art. educator, educational psychologist, teacher speech therapist |
| Review-competition of educational games and the center of entertaining mathematics. | |||
| 5. Working with parents | Parents' questioning. | Questionnaire for parents on this issue. |
Anahit Tovmasyan
Abstract of GCD for mathematical development for children of the preparatory group "Number 15, number 15"
Software content: Introduce education numbers 15 and with a new unit of account; teach write education number 15, read the entry; teach to write number 15; develop the ability to recreate silhouettes according to the model; continue to develop the skill of self-control and self-esteem; to consolidate knowledge about forward and backward counting, about neighbors numbers, days of the week; to educate the ability not to interrupt an adult. To cultivate the ability to listen to an adult and not interrupt.
Material: colored pencils, plain pencil, "Vietnam game".
1. Math warm-up: Children stand in a circle, pass the ball along circle:
Direct account from 1 to 14;
Countdown from 14 to 1;
Name your neighbors numbers 2,3,5…
Name the days of the week;
What day of the week is Monday, Tuesday ...
2. "Listen, read, write down" work in a notebook
Reading a poem by V.P. Gudimova:
Vanya has one game:
"To the battle, sailors, more fun!"
I blew, - and swam in the bath
All fifteen ships.
How many large ships are there? (ten)
How can you say otherwise? (One dozen)
Let's color them green.
How many small boats are there? (five)
Let's color them yellow.
How many ships did you get in the picture? (fifteen)
How did it happen number 15? (add five to ten)
Write how it happened number 15, and read the entry. (ten plus five equals fifteen)
3. "We write Number 15»
Invite children to write number 15 to the end of the line as shown in
4. Physical education: "Fast rockets await us ..."
Chairs stand in a circle, children run freely around group and say the words with educator:
Fast rockets await us
For walking around the planets.
Whichever we want
We'll fly to this one!
But there is one secret in the game -
There is no place for latecomers.
The teacher removes one chair and the children sit down for the last words. The game is repeated 2-3 times.
5. "Vietnam game"
An adult informs the children that the fish are scattered while they are playing. Requests
help collect them. Have children there are two sets of different colors. Children sort by color and collect fish silhouettes by pattern.
6. "Who will name more proverbs and catchphrases with numbers?»
One for all and all for one.
It is better to see once than hear a hundred times.
One head is better, two is better.
You will chase two hares, you will not catch a single one.
Do not recognize a friend in three days - recognize in three years.
The horse has four legs, and even that one stumbles.
Have at one's fingertips. (Know well)
Try on seven times, cut once.
Seven don't wait for one.
Seven Fridays a week.
Absolute zero, round zero. (Useless man)
7. Self-control and self-assessment of the work performed in the notebook
Let's check the work with you in notebooks:
1) Green ships painted over 10
2) Yellow ships painted over 5
3) An entry must be made 10 + 5 = 15
4) Written number 15 skipping one box
Those who have no errors - green, 1 - 2 errors - yellow, if the task is not completed - red. (traffic signals).
I really liked that you were today attentive, quick-witted, persistent and therefore you managed to find treasures. Our journey is over.
Related publications:
Synopsis of the lesson on mathematical development for children of the middle group "Counting to four. Number and digit 4 " Abstract on mathematical development for children of the middle group “Counting up to four. Number and digit 4 "as of 06.10.2017 Prepared by: Ovcharenko.
Theme:"Dividing the whole into parts, counting up to 15"
Tasks:
Divide the whole into parts, establish the relationship between the whole and the part;
Count up to 15, understand the quantitative relationships between numbers.
2. Fix:
Symmetrical arrangement of objects on a plane;
Addition and subtraction of numbers by 2 when solving problems.
Demo material: 2 potatoes of different sizes; a bowl; knife; 2 chef toys; toys for counting (14 and 15 pieces).
Handout: notebooks in a box; colored pencils (markers).
Children sit in a semicircle. On the table in front of them are potatoes, a bowl, a knife, and 2 toy chefs.
- The cooks decided to boil potatoes today. There are two potatoes here. They are the same? (One is larger, the other is smaller.) How do you split these 2 potatoes equally between two cooks?
(The reasoning of the children.)
The teacher cuts a large potato in half.
The teacher cuts a small potato in half.
- How did I cut this potato? (In half.) How many pieces did I get? Are they equal?
The teacher gives one cook 2 parts of a large potato, and the other two parts of a small potato.
- So I divided the potatoes equally. Did I do the right thing? (Children's reasoning.) Why is it wrong? I gave 2 parts to one chef and 2 parts to the other? It turned out equally.
Children prove that the number of parts of potatoes is the same, but that these parts are different in size.
- Well done, guys, helped me figure it out. I propose to split into 2 teams and play the game "Collect toys". Each team needs to collect toys and place them on their table: the first team puts 13 toys, and the second team puts 14 toys.
Children collect toys in a group and place them on the table.
- How many toys did your team supply? (13.) How much is yours? (14.) Who has more toys? How much?
- Now have the second team put another toy on the table. How many toys does the second team have in total? (15.) Now we are familiar with the number 15.
The teacher explains to the children the formation of the number 15 (similar to lesson 59), shows them the numbers 1 and 5.
- These numbers correspond to the number 15, they are familiar to you.
The teacher thanks the children for their work and invites them to go to the tables with notebooks and colored pencils (felt-tip pens).
- Open your notebooks. I suggest you complete the task "Draw the second half" using colored pencils (felt-tip pens)
- You did an excellent job with the task, it's time to solve the problems. I read the problem to you, you solve it, and one of you draws up an example on the board for this problem.
Tasks
The mushrooms were drying up on the trees,
Well, in the rain, of course, they got wet.
Three yellow butter,
Two thin honey agarics.
You guys don't be silent
How many mushrooms are there? Tell!
There were ten trees in the garden.
Two were cut down last year.
Guys, I can't find the answer:
How many trees are left in the garden?
Four Alenkas, two Natashki
They played tag under the spring sun.
So how many guys answer soon,
Children playing under the spring sun?
Six handkerchiefs. And two of them are embroidered with patterns.
How much we have left to embroider -
We will calculate soon.
V. Volina
- You did a great job today. Thanks everyone!
