Summary of directly organized educational activities in FAMP. Famp node in the second junior group "Journey on the Magic Engine"
Current page: 1 (book has 6 pages in total)
Irina Pomoraeva, Vera Pozina
Classes on the formation of elementary mathematical concepts in the second junior group of kindergarten
Lesson Plans
3rd edition, corrected and expanded
Library “Programs of education and training in kindergarten” under the general editorship of M. A. Vasilyeva, V.V. Gerbova, T.S. Komarova
Pomoraeva Irina Aleksandrovna– methodologist at the Educational and Methodological Center for Vocational Education in Moscow, teacher of methods of mathematical development at Pedagogical College No. 15, Honored Teacher of Russia.
Pozina Vera Arnoldovna– methodologist, teacher of methods of mathematical development at Pedagogical College No. 4, excellent student in public education.
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, to organize mathematics classes in the second junior group.
The manual discusses issues of organizing work on the development of elementary mathematical concepts in children 3–4 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 proposed system of classes includes a set of game tasks and exercises, visual and practical methods and techniques for the formation of elementary mathematical concepts; helps children master ways and techniques of cognition, apply acquired knowledge and skills in independent activities. This creates the prerequisites for the formation of a correct understanding of the world, which, in turn, allows for a general developmental orientation of learning, connection with mental, speech development and various types of activities.
The plot of the lessons and specially selected tasks contribute to the development of mental processes (attention, memory, thinking), motivate the child’s activities and direct his mental activity to find ways to solve the assigned problems. The method of conducting classes does not involve direct teaching, but implies the creation of situations of collaboration and collaboration, which increases the child’s activity in comprehending and independently completing mathematical tasks. The knowledge acquired by children in classes must be consolidated in everyday life. For this purpose, 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 Kids” (M.: Mozaika-Sintez).
The manual includes additional material compiled in accordance with the recommendations of modern psychologists and teachers, which allows you to expand the content of work with children of the fourth year of life and increase their interest in tasks with mathematical content.
Approximate distribution of program material for the year
Taking into account the adaptation period of children, classes on the formation of elementary mathematical concepts in the second junior group are held from the second half of September once a week (32–34 classes per year).
I quarter
September
Lesson 1
Lesson 2
big small.
Lesson 1
one, many, few.
Lesson 2
many, one, none.
Lesson 3
one, many, none.
Lesson 4
Improve the ability to form a group of individual objects and select one object from the group, to designate the aggregates with words one, many, none.
big small.
Lesson 1
Learn to compare two objects by length and indicate the result of the comparison in words
Improve the ability to compose a group of objects from individual objects and select one object from the group; denote aggregates with words one, many, none.
Lesson 2
Learn to find one or many objects in a specially created environment, answer the question “how many?” using words one, many.
Continue to teach how to compare two objects in length using the methods of superimposition and application, to indicate the results of comparison in words long - short, longer - shorter.
Lesson 3
Continue to teach how to find one or many objects in a specially created environment, to designate collections with words one, many.
Introduce the square, teach to distinguish between a circle and a square.
Lesson 4
To consolidate the ability to find one or many objects in a specially created environment, to designate collections with words one, many.
Continue to learn to distinguish and name a circle and a square.
II quarter
Lesson 1
Improve the ability to compare two objects in length, indicate the results of comparison in words long - short, longer - shorter, equal in length.
Exercise the ability to find one or many objects in the environment.
Lesson 2
Continue to improve the ability to find one or many objects in the environment.
Improve the ability to compare two objects in length using methods of superimposition and application; express comparison results in words long - short, longer - shorter.
Lesson 3
Learn to compare two equal groups of objects using the superposition method, understand the meaning of words by many, equally.
Practice orientation on your own body, distinguish between right and left hands.
Lesson 4
Continue to teach how to compare two equal groups of objects using the method of superposition, to activate expressions in speech
Improve the ability to compare two objects in length using overlay techniques and applications and words long - short, longer - shorter.
Lesson 1
Learn to compare two objects that are contrasting in width, using overlay techniques and applications, to indicate the results of comparison in words wide is narrow, wider is narrower.
Continue to teach how to compare two equal groups of objects using the method of superimposition, to indicate the results of comparison in words by a lot, equally, as much - as.
Lesson 2
Continue to teach how to compare two objects in width using the methods of overlay and application, determine the results of the comparison in words wide is narrow, wider is narrower.
Improve the skills of comparing two equal groups of objects using the method of superimposition; ability to express comparison results in words by a lot, equally, as much - as.
Strengthen the ability to distinguish and name a circle and a square.
Lesson 3
Introduce the triangle: learn to distinguish and name the figure.
Improve the ability to compare two equal groups of objects using the method of superimposition, indicate the results of comparison in words by a lot, equally, as much - as.
Strengthen the skills of comparing two objects in width, learn to use words wide - narrow, wider - narrower, equal in width.
Lesson 4
Learn to compare two equal groups of objects using the application method, denote the results of comparison in words by a lot, equally, as much - as.
Continue introducing the triangle, learning to name and compare it with a square.
Lesson 1
Continue learning to compare two equal groups of objects using the application method, denoting the comparison results in words by a lot, equally, as much - as.
Improve the ability to distinguish and name familiar geometric shapes (circle, square, triangle).
Practice determining spatial directions from yourself and denoting them with words above - below.
Lesson 2
Introduce techniques for comparing two objects in height, learn to understand words
Practice determining spatial directions from yourself.
Improve skills in comparing two equal groups of objects using application methods and using words by a lot, equally, as much - as.
Lesson 3
Continue to teach how to compare two objects in height using the methods of superimposition and application, to indicate the results of comparison in words high - low, higher - lower.
Continue to improve the skills of comparing two equal groups of objects using methods of superimposition and application, denoting the results of comparison in words equally, as much - as.
Lesson 4
Learn to compare two unequal groups of objects using the method of superposition, denote the results of comparison in words more - less, as much - as.
Improve the ability to compare two objects of contrasting height in familiar ways, indicate the results of comparison in words high - low, higher - lower.
III quarter
Lesson 1
Continue to teach how to compare two unequal groups of objects using methods of superimposition and application, to indicate the results of comparison in words more - less, as much - as, equally.
Improve the ability to distinguish and name a circle, square, triangle.
Lesson 2
Improve the ability to compare two equal and unequal groups of objects, use expressions equally,
Reinforce methods for comparing two objects in length and height, and indicate the results of the comparison with appropriate words.
Lesson 3
Practice comparing two groups of objects using methods of superimposition and application and use words as much - as much, more - less.
day Night.
Lesson 4
Reinforce methods for comparing two objects in length and width, and indicate the results of the comparison with appropriate words.
To develop the ability to distinguish the number of sounds by ear (many and one).
Practice identifying and naming geometric shapes: circle, square, triangle.
Lesson 1
Learn to reproduce a given number of objects and sounds according to a model (without counting or naming the number).
Improve the ability to distinguish and name familiar geometric shapes: circle, square, triangle.
Lesson 2
Strengthen the ability to reproduce a given number of objects and sounds according to a model (without counting or naming the number).
Exercise the ability to compare two objects in size, indicate the result of comparison in words big small.
Practice the ability to distinguish spatial directions from yourself and denote them with words: front - back, left - right.
Lesson 3
Learn to distinguish between one and many movements and indicate their number in words one, many.
Exercise the ability to distinguish spatial directions relative to oneself and designate them in words in front - behind, above - below, left - right.
Improve the ability to form a group of objects from individual objects and select one object from the group.
Lesson 4
Exercise the ability to reproduce a given number of movements and name them in words a lot of And one.
Strengthen the ability to distinguish and name parts of the day: morning evening.
Lesson 1
Strengthen the ability to compare two equal and unequal groups of objects using methods of superposition and application, use expressions as much - as much, more - less.
Exercise in comparing two objects by size, denoting the results of comparison in words big small.
Learn to determine the spatial arrangement of objects using prepositions on, under, in etc.
Lesson 2
Improve the ability to distinguish and name geometric shapes: circle, square, triangle, ball, cube.
Lessons 3–4
Free planning of work taking into account the assimilation of program material and the characteristics of a specific age group.
Lesson Plans
September
Lesson 1
Program content
Strengthen the ability to distinguish and name a ball (ball) and a cube (cube), regardless of the color and size of the figures.
Demonstration material. Large and small red balls, large and small green cubes; 2 boxes of red and green colors; toys: bear, truck.
Handout. Little red balls, little green cubes.
Guidelines
Part I. The teacher brings a truck into the group, in the back of which there is a bear, balls and cubes, and asks: “Who came to us? (Children look at the bear.) What did the bear bring in the truck?”
The teacher invites the children to find the ball (gives the concept ball): “What did you find? What color is the ball?
The teacher asks to show what can be done with the ball. (Ride.)
Children perform similar tasks with a cube. (Actions with a cube are indicated by the word put.)
Part II. Game exercise “Hide the cube (ball).”
The teacher invites one of the children to take a ball in one hand and a cube in the other and hide one of the figures behind their back. The rest of the children must guess what the child hid and what is left in his hand.
Part III. The teacher asks the children to help the bear put balls and cubes into boxes: the balls should be put in the red box, and the cubes in the green box.
While completing the task, the teacher asks the children: “What did you put in the box? How many balls (cubes)? Are they the same color? How else are balls and cubes different? (Big and small.)
Mishka thanks the children for their help and says goodbye to them.
Lesson 2
Program content
Strengthen the ability to distinguish objects of contrasting size using words big small.
Didactic visual material
Demonstration material. Large and small dolls, 2 beds of different sizes; 3-4 large cubes.
Handout. Small cubes (3-4 pieces for each child).
Guidelines
Part I. Two dolls come to visit the children. The children, together with the teacher, examine them, find out that one doll is large and the other small, and give them names.
Then the teacher draws the children’s attention to the cribs: “Are the cribs the same size? Show me the big crib. And now the little one. Where is the bed for a large doll, and where for a small one? Put the dolls to sleep. Let’s sing them a lullaby “Tired toys are sleeping.”
Part II. Game exercise "Let's build turrets."
The teacher places large and small cubes on the table, invites the children to compare them by size, and then build towers. The teacher builds a tower from large cubes on the carpet, and the children build towers from small cubes. At the end of the work, everyone looks at the buildings together and shows a large (small) tower.
Lesson 1
Program content
Strengthen the ability to distinguish the number of objects using words one, many, few.
Didactic visual material
Demo material. Doll.
Handout. Matryoshka dolls (two more than children).
Guidelines
Educator. Matryoshka dolls came to visit the doll Katya, and we will all dance around her together. Look how many nesting dolls came to visit? (A lot of.) Take one nesting doll at a time and place them in a round dance around the Katya doll.
Children arrange nesting dolls.
Educator. How many dolls? How many nesting dolls are there in a round dance? Have all the nesting dolls joined the round dance? How many nesting dolls do not dance in a circle? (Few.)
In conclusion, the children dance around the dolls and nesting dolls to the music.
Lesson 2
Program content
Introduce the compilation of a group of objects from individual objects and the selection of one object from it; learn to understand words many, one, none.
Didactic visual material
Demonstration material. Parsley, basket.
Handout. Balls of the same color and size (one for each child).
Guidelines
Part I. Parsley brings the children a basket of balls.
Educator. What did Parsley bring? What color are the balls? How many balls did Petrushka bring?
Parsley pours the balls onto the floor. At his request, the children take one ball each.
Educator(addresses the children one by one). How many balls did you take? How many balls are in the basket? (The concept is introduced no one.) What needs to be done so that Parsley has a lot of balls in the basket?
Children put balls in a basket.
Educator. How many balls did you hit? How many balls are there in the basket? How many balls do you have in your hands?
Part II. Outdoor game “My funny, ringing ball.”
The teacher reads a poem by S.Ya. Marshak:
My cheerful, ringing ball,
Where did you start galloping?
Yellow, red, blue,
Can't keep up with you.I smacked you with my palm
You jumped and stomped loudly,
You fifteen times in a row
Jumped into the corner and back.And then you rolled
And he never returned
Rolled into the garden
I reached the gate.Here he rolled under the gate,
I reached the turn,
There I got under a wheel,
It burst, popped, that's all.
Children jump to the beat of the poem. At the end of the poem they run away.
The game is repeated several times.
Lesson 3
Program content
Continue to develop the ability to compose a group of objects from individual objects and isolate one object from it, learn to answer the question “how much?” and define aggregates in words one, many, none.
Introduce the circle; learn to examine its shape tactile-motor way.
Didactic visual material
Demonstration material. Doll, basket, circle, cardboard train without wheels, tray, napkin, basin with water.
Handout. Circles of the same size and color, ducks.
Guidelines
Game situation “Gifts from Masha’s doll.”
Part I. The teacher takes a circle from the basket of the Masha doll and tells the children: “This is a circle (circles it with his hand).” Then he clarifies the name of the item: “What is this?” He invites several children to trace a circle with their hand.
Part II. The teacher invites the children to take one circle from Masha’s basket and asks: “What shape is the figure? What color are they?" Children, at the request of the teacher, trace the outline of the circle with their hand and find out that the circle can be rolled.
The teacher shows the children the train: “Is it possible to travel on this train? (No.) Why? (No wheels.)" The teacher asks the children to prepare the train for the trip. The children attach wheels (circles) to the train and, to the music, “go” to the park to feed the ducks.
Part III. The teacher takes a napkin from the tray and asks: “Who is this? (Ducks.) How many ducks? (A lot of.)
The children take one toy at a time, and the teacher asks: “How many ducks did each of you take? How many ducks are left on the tray?
The teacher invites the children to play with the ducks. The ducks run around to the music, pecking at the grains.
The teacher puts a basin of water on the table and asks the children to make sure that there are a lot of ducks in the basin. Children let their ducks into the basin. The teacher finds out: “How many ducks did each of you let in? (One.) How many ducks are there in the basin? (A lot of.) How many ducks do you have left in your hands? (None.)"
Doll Masha says goodbye to the guys. The children are “going” home.
Lesson 4
Program content
Improve the ability to compose a group of objects from individual objects and select one object from a group, denote aggregates with words one, many, none.
Continue to teach to distinguish and name a circle, examine it tactile-motor way and compare circles by size: big small.
Didactic visual material
Demonstration material. A car, a bag, large and small circles of the same color.
Handout. Vegetables (according to the number of children), clay (plasticine), modeling boards, napkins.
Guidelines
Part I. Game situation “Harvesting vegetables.”
There is an imitation of a vegetable garden on the floor. The teacher invites the children to see what is growing in the garden. The guys list the vegetables. The teacher summarizes their answers (“these are vegetables”), then finds out: “How many vegetables grew in the garden?”
The teacher offers to collect vegetables in the car (brings the car). Children take one vegetable at a time, and the teacher clarifies: “Which vegetable did you take? How many vegetables did you take?
Children take turns putting vegetables into the car and commenting: “I put one carrot (beets, potatoes...).” The teacher accompanies the children’s actions with the words: “There are more vegetables in the car.” When the children fill the car, the teacher asks: “How many vegetables are in the car?”
Part II. Game "Wonderful bag".
In the car with vegetables, the children find a wonderful bag. They take a circle out of it, tell the name of the figure and what color it is.
The teacher attaches the circle to the flannelgraph and invites one of the children to trace the figure with their hand.
Similar actions are performed with another circle.
Then the children find out how the figures are similar and how they differ.
Part III. Game exercise “Let’s bake pancakes.”
Children make large and small pancakes from clay (plasticine). Then the teacher suggests putting large pancakes on a large circle, small ones on a small one.
Municipal budgetary preschool educational institution kindergarten “Solnyshko”, Oktyabrsky village, Kulundinsky district, Altai Territory
Lesson notes
Educator: Kulik O.A.
GCD summary. (Cognition. Formation of elementary mathematical concepts) in the second junior group. (Kulik O.A.)
Subject: "Getting to know the square."
Software tasks:
1. Introduce children to the geometric figure - a square and its properties.
2. To develop the ability to group objects according to a given characteristic.
3. Strengthen the skills of gluing ready-made forms onto a surface.
4. Develop children's cognitive processes and speech.
Methods and techniques: Teacher's story, artistic expression, demonstration, questions for children, encouragement, surprise moment, game situation.
Previous work: Didactic games with children “Match by color”, “Let’s collect beads”, “What’s missing? ", "Find the same figure."
Equipment: Demonstration material: board, white square (20cm, doll, set of multi-colored squares, applique sample. Handout: set of geometric shapes (white squares, circles, rectangles, triangles, plates with circles, tassels, oilcloth, napkins, glue, cards with geometric figures)
Progress:
1. Organizational moment
Educator: - Guys, our guest is the doll Dasha. Say hello to her. The teacher attaches a square sheet of white paper to the board and recites a poem.
“Dashenka washed it
Silk handkerchief.
On a white handkerchief -
Scarlet peas"
The teacher attaches red circles to the white square.
"The prankster came
Wind - breeze
Took it from Dasha
Silk scarf"
The teacher removes a white square with a picture of a flower from the board.
2. Getting to know each other Educator: - Our doll is sad. Let's help Dasha find her loss. Guys, let's arrange all the white figures and find the same “handkerchief” as Dasha’s. Children find and show. Educator: - Show the corners of the handkerchief. How many corners does the handkerchief have? Show the sides of the handkerchief. How many sides does the handkerchief have? This shape is called a square. Square handkerchief. Let's say: "A square has all angles and all sides equal."
3. Didactic exercise : “Find and shade all the squares”
Educator: - Guys, put the sheets of paper with the figures in front of you. Name what shapes you see. That's right, circles, triangles and squares. - How many squares? That's right, a lot. – What are they? That's right, they are different, large and small squares. Children trace the squares with their fingers.
Educator: - Now take a blue pencil and paint over all the squares. Children complete the task.
Educator: - Today we painted over all the squares, and next time we will paint over other shapes.
4. Physical exercise
“This is how we wash handkerchiefs in a basin.
And then we wring out the handkerchiefs together.
We will take our handkerchiefs by the corners,
One corner, another corner,
This is my handkerchief"
5. Handkerchief decoration
Educator: - Guys, let's please our doll. Decorate the scarf with polka dots. See how you can decorate. Show sample. – What figure does a polka dot resemble? Correctly on the circles, glue one circle in the middle, and the rest in the corners and lay them out on a “handkerchief”. Well done! Now let's get down to execution. We will take one circle at a time, spread glue over the entire surface and stick it on a scarf, do not forget to blot it with a napkin. What beautiful scarves you made! Doll Dasha really liked them.
6. Game task: “Lay out the path to the house”
Educator: - Guys, it’s time for the doll Dasha to go home. She lives in that house over there. But he's afraid of getting lost. Let's help her. We will now lay out the path to the house. And the path will not be simple, multi-colored, made of squares. I will put a red square, and Seryozha will put a green one next to it. And Rita is blue, Maxim is yellow. And so on. So the children laid out a path to the house. And now the Dasha doll will go home straight along the path and won’t get lost! Let's give her our handkerchiefs, and she will give them to her friends. Goodbye, Dashenka! The teacher walks a doll with handkerchiefs along the path.
7.Surprise. The doll thanked us for helping her. She left us a basket with a gift. Let's see what's there? (There are square-shaped cookies in the basket.) Guys, what shape does the cookie look like? Square.
MDOU kindergarten No. 1 ZATO Ozerny
Tchaikovskaya Oksana Alexandrovna , Iqualification category.
2011
"Wonderful Tree"
Lesson on cognition (FEMP) in the second junior group.
Program content:
1. Strengthen children’s understanding of geometric shapes;
2. Improve the ability to recognize geometric shapes by touch: circle, square, triangle; ability to compare objects by size: large - small.
3.Build counting skills within five limits.
4. Continue to learn to distinguish primary colors: green, red, blue, yellow.
5. Develop children's attention, thinking, fine motor skills
6. Cultivate responsiveness and a desire to help others.
Material:
A model of a tree, on it are 6 bright bags with colored bows. Cat mask, soft toy bear, pot, geometric shapes, nuts, cut-out picture “Hedgehog”.
Progress of the lesson:
Guys, today we will go on an unusual journey, and we will go by car. (They sing a song about a car.)
Look, you and I have arrived at Wonderful Meadow.
(There is a tree against the wall on which bright bags with colored bows hang.)
And at ours, at the gate
The miracle tree is growing.
Miracle, miracle, miracle, miracle
Wonderful!
Not the leaves on it,
And the bags on it,
And the bags on it,
Like apples!
Look, guys, here it is, what a miracle tree. Look what unusual apples grew on it. Let's see what kind of apples these are.
1. The teacher removes one of the bags from the branch.
What color is the bow?
Who is this? Little bear. What does a bear like? (honey)
The teacher takes out a pot.
- He left the pot (shakes it, noise is heard). There's definitely no honey there. Now I'll see what's there? (looks into the pot).
- Oh, how interesting! There are geometric shapes there. But you yourself must guess what figures the bear hid in the pot. To do this, you must lower your hand and identify this figure by touch.
Children take turns approaching the teacher, they identify the figure in the pot by touch. The rest of the children watch and help the child who cannot complete the task.
2. - We remove the next bag.
What color is the bow? Let's see what's there. Let's count the nuts.
What animal loves nuts? Let's remember who she treated.
(Finger gymnastics - “A squirrel sits on a cart”).
Squirrel sitting on a cart , ( Straighten your back, raise your head, press your bent hands to your chest like paws).
She sells nuts.
To my little fox sister, (With your right hand, bend the fingers on your left in turn).
Sparrow, titmouse,
To the fat-fifted bear,
Bunny with a mustache.
Who cares (pat yourself on the throat from top to bottom),
Who needs a scarf? (stretch two palms forward together)
Who cares? Extend your palm forward, folded in the shape of a spoon.
3. - Guys, look, while we were playing with the squirrel, the beavers built houses in our clearing, but look, our builders got upset, the parts from the houses were lost and they cannot finish the work. We will help them. Let's take a close look at the houses. What color is this house? What shape of the part was lost? ( and so on with every house).
Now we'll see, maybe the Miracle Tree will help us find the details.
(takes the bag from the tree). What color is the bow?
Guys, look at the lost parts here, let us complete the houses ( children take one part at a time) Now we will go to the table and carefully smear the parts with glue and glue them in place.
Children come to the table and complete the task; discuss with the children the conditions for completing the task.
4 . - Well done, you have completed all the houses, and now someone can live in them, I wonder whose houses these are. Oh, I think I hear some sounds; the teacher takes off the bag), I think it’s coming from here. Here someone says that these are their houses. Let's see who's talking to us (the guys take animals out of their bags and name them). Guys, let's choose a house in size for each animal (complete the tasks).
5. - Guys, didn’t you hear anything? It seemed to me that someone was meowing.
Looks into the bag. Who's there? Cat!
The teacher takes out a cat mask. Puts it on one of the children.
-...we will have a cat, and you will be a mouse. Hide from the cat.
Children are squatting. The cat “sleeps” on a chair opposite the mice.
“The mice sit in their holes and look at the cat, scratching the floor with their claws.
Oh, how many mice there are here!
Quieter than a mouse, the cat is coming. He will lie in wait for you all!”
The cat comes out, walks around the holes, meows loudly.
“The cat didn’t find any mice, so he took a walk and went to bed!
As soon as the cat falls asleep, the mice begin to dance"
Dance music is playing, the mice are dancing!
“Hush, mice, the cat is coming!” He will lie in wait for you all!”
How many mice? (a lot of). Kitties? (one).
6. - Look guys, we have one last miracle left - an apple, let's see what's in it. (remove the bag). Look, there was a picture here, but it fell apart, you can help me put it back together (hands out parts of the picture to the children). Pay attention to your pieces of the picture, on one side you have a picture, and on the other a geometric figure is drawn, on my sheet of paper there are windows with the same figures, you need to find your window and insert part of the picture into it. Now let’s put the parts together and see what kind of picture we get (assemble the puzzles and see what happens).
Guys, we had a wonderful time, let's remember what we managed to do in the magic clearing (children list). That's right, we met the bear and found geometric shapes in his pot, counted the squirrel's nuts, helped complete the houses and choose a house for each animal, played with the cat and collected a wonderful picture. What smart, kind, good guys you are. Well done.
Guys, we are in a wonderful clearing and now a miracle is about to happen, let's close our eyes and count to five (the teacher puts out a vase of apples).
Guys, look at the Miracle - the tree gave us its apples, let's say thank you to it and go to the group to eat apples. What will we drive as a group? By car. We started our engines and drove off.
Abstract of the educational field "Cognition" (FEMP) in the second junior group. Topic: “There is a tower in the field”
Target: Development of sensory culture.Tasks:- Practice counting from 1 to 5.
- Develop the ability to correlate the number of objects with numbers and numbers.
- Develop the ability to distinguish geometric shapes.
- Reinforce the concepts of “first - then”, “narrow - wide”, “long - short”, “big - small”
- Develop the ability to compare the number of objects.
- Develop attention, imagination, memory.
Material: Toy mouse, frog, hare, fox, bear and pictures depicting these animals.
Layout of the tower. Plot pictures for the fairy tale “Teremok”. Pictures with numbers from 1 to 5. Paper mugs for the path. Silhouette images of birches and fir trees. Linoleum circles are “bumps”. Handout “Collect beads.” Pictures depicting pebbles of unusual shape. Board logic game "Analogy". Pictures of a fur coat. Geometric shapes - “patches”.
Flags cut from paper in red, blue, yellow, green and light blue. A picture depicting a tower and two roads of different colors, lengths and widths. Flannelograph, magnetic board. Set of geometric shapes.
Progress of the lesson:
Children sit on chairs in a semicircle.
Good afternoon my friends!
I'm glad to see you again!
You are in this spacious hall,
I hope you were looking forward to this meeting.
Q: Guys, do you like fairy tales?
I suggest you play a fairy tale.
But to find out which one, you must guess the riddle.
The mouse found a home for itself,
The mouse was kind
Frog, bunny and fox
And she even invited a wolf
And in that house, in the end,
There were a lot of residents.
What kind of fairy tale is this?
Children: Teremok
Q: Correct! So, the fairy tale begins!
Like a mouse ran across a field, field,
I saw Teremok.
The path leads to the tower
The Mouse looked at the path,
I was a little upset -
But the path is not laid out quite correctly.
Find the error and fix it.
Children complete the task:
The pebbles lie: big - small, big - small,
big - small, big - small, small - big
You need to correctly alternate the pebbles:
big - small, big - small, big - small, big - small, big - small.
Children correct the path and place pebbles in the correct sequence.
Educator:
The Mouse ran along the path, and trees grew along it (4 fir trees and 2 birches).
- Look, guys, what kind of trees grow here, name them: what kind of trees are they? (Christmas trees and birches)
- How many birches? 2
- How many Christmas trees? 4
- Which trees are there more? There are more Christmas trees.
- Which trees are smaller? There are fewer birches.
The Mouse ran into the little mansion and began to live there, living and singing songs.
Tell me, guys, how many little animals live in the little house now? 1 Find the card with number 1 among the number cards and show it.
The tale continues:
There is a teremok in the field - a teremok.
He is not short, not high, not tall.
The frog jumps through the swamp,
She wants to live in the mansion.
Let's turn into frogs
and let's jump over the bumps with her.
We stood up, raised our arms like frogs!
Warm-up:
One two three four five -
The frog started jumping (jumping in place)
And now we need to jump over the bumps over the swamp!
We jump from hummock to hummock (they jump on foam pillows),
We move our paws merrily (we spread our arms to the sides)
And we say simple words:
- Kwa - kwa - kwa.
Educator:
What geometric shape do the hummocks resemble? To the circle.
Oh, oh, oh, trouble, trouble!
While the frog was jumping,
She lost her beads.
The poor thing is crying:
Help kids!
Collect beads
Help the frog!
Let's help the frog collect the beads?
(work with handout “Collect beads”)
Sit at the tables and listen to how to assemble the beads.
1) What geometric shape do our beads have? (circles, triangles, squares)
2) What color are the beads? (red, green, blue)
3) Now find the red circle. Show it. This is the first bead. Place it on our string - a strip.
4) Now find the green triangle and place it to the right of the red circle.
5) Now take another red circle and place it near the green triangle.
6) Now take the blue square. Place it near the red circle.
7) Now again take the red circle and place it near the blue square.
8) Now take the green triangle and place it near the red circle.
9) And now we take another red circle. Place it near the green triangle.
10)
Look guys, everyone got beads like this one
stripe? Well done.
Educator:
Now go to your chairs.
The Frog galloped up to the tower.
Little Mouse let her live in the house.
They began to live together
Sing songs and don’t bother.
And don't be bored
Count the animals!
How many animals live in the house now? (Two)
Find number 2. Show it.
Like a bunny running across a field, field,
He stopped at the door and shouted:
- Oh, trouble, trouble, trouble,
I tore my fur coat yesterday.
You will let me into the tower
To warm up - I'm completely chilled.
Let's help Bunny pick out a patch for his fur coat.
Here are different patches in front of you. You need to find a patch, the same shape as the hole in the fur coat. That's right, the hole is round, we need a circle to fix the fur coat.
Educator:
Bunny is bored!
Bunny, Bunny, don't be bored,
Play with the kids.
Educator:
Let's play with Bunny.
Warm-up:
White bunny sitting
And he wiggles his ears,
Like this, like this
He wiggles his ears
It's cold for the bunny to sit
We need to warm our paws,
Clap - clap, clap - clap,
We need to warm our paws.
It's cold for the bunny to stand
The bunny needs to jump,
Jump - jump, jump - jump,
The bunny needs to jump.
Educator:
The mouse also let the bunny live in the little house.
How many animals live in the little house now? (Three)
Find number 3. Show it.
Logic game "Analogy"
And the bunny still wants to play with you.
Bunny has prepared so many pictures for you.
You need to connect the pictures into pairs.
1. Which picture matches the flower? Butterfly.
2. Which picture matches the chicken? Egg.
3. Which picture matches the hedgehog? Apple.
4. Which picture matches the typewriter? Wheel.
5. Which picture matches the bunny? Carrot.
6. Which picture does the ball match? To a girl.
Quiet, quiet, don't make noise,
Someone is coming here for us.
Well, of course, Lisa.
- What a miracle the teremok is,
He is not short, not high, not tall.
You will let me into the tower
We will be friends with you.
They also let Chanterelle live in the mansion
After all, she knows a lot of games.
The fox wants to play with you.
Game "What first, what then"
Look. Here stand the heroes of the fairy tale "Teremok"
We need to arrange them in order, who came to the tower for whom.
(Mouse, frog, bunny, fox, wolf, bear)
Game "What's Missing"
The fox decided to decorate the little house with flags.
Let's help the fox decorate the tower.
What color are they?
What's the first checkbox? Red.
And second? Yellow.
And the third? Blue.
And the fourth? Green.
And the fifth? Orange.
Night fell, everyone closed their eyes...
Morning has come, open your eyes.
Which one flag is missing...
They let the little animals and the fox live in the little house.
How many animals now live in the little house? (Four)
Show the number 4 on the card.
Educator:
And the Bear is walking through the forest
Suddenly I saw the little mansion and how it started to roar.
Mishka wants to come up to the tower,
Yes, there is a swamp on his way.
And there are two roads through the swamp.
What color are they?
Tell Mishka which road is short? (green)
What is the yellow road? (long)
How wide is the green road? (wide)
And the yellow one? (narrow)
The Bear approached the tower and roared:
- You let me into the tower!
The animals were scared. What can happen if a bear climbs onto the tower? It will break. Why can he break it?
What kind of bear: small or big?
What to do? After all, Mishka will feel bad on the street!
We need to help the bear, build a new house.
How many animals will live in the new house? (Five)
Find the number 5. Show it.
Watch how I will build a tower.
What is this part called? Brick.
These will be the walls of the tower.
What is the name of this part? Pyramid.
We will use it to make the roof of the tower. The tower is ready.
(children build little houses and play with the buildings)
Well, now our bear won’t freeze. You helped him.
Guys, what fairy tale did we play today? (Teremok)
And who lives in our little house? (Mouse, frog, bunny, fox, bear)
How many little animals live in the little house now? (Five)
What did you collect for the frog? (Beads)
How did you and the fox decorate the tower? Flags.
Did you like the game?
A little later, let us draw our little house for our little animals and give it to them.
Abstract of the educational activity “Cognition” (FEMP) in the second junior group on the topic:
"Spring chores"
Teacher of the highest category Manyushkina Olga Evgenievna
Integration of educational areas : cognition, music, socialization, health.
Program content:
— Continue to teach how to compare two objects in height, to indicate the results of comparison in words high - low, higher - lower.
— Continue to improve the skills of comparing two equal groups of objects using methods of superimposition and application, denoting the results of comparison in words much, equally, equally, as much - as.
Didactic visual material:
Demonstration visual material: two contrasting heights of nesting dolls, pyramids, tumblers.
Handout: single-page cards, squares and triangles on plates (4 pieces for each child), toys according to the number of children.
Progress of the lesson:
The children sit on chairs in a semicircle, and the teacher holds a glove doll, Grandmother, in her hands.
1 part: Guys, your grandmother has come to visit you, she wants to buy gifts for her grandchildren, but she doesn’t know which ones are best. Let's help her.
Children approach the table, on which there are toys of contrasting heights (pyramids, nesting dolls, tumblers)
Educator: Look how beautiful the toys are, let's call them (children call them toys). Vitya, please compare the heights of the pyramids, show me a tall (low) toy. Polina, what can you say about the height of this pyramid (point to the low pyramid) compared to this pyramid (point to the high pyramid)? (Children's answers) Which tumbler is taller? Which nesting doll is lower? (Suggest to move your hand from bottom to top, determining the height of the toys)
Part 2: An audio recording of birdsong sounds.
Educator: Guys, our grandmother is sad. Spring is coming, the birds will fly in, but they don’t have houses. Let's build houses for the birds. Go to the tables. Place all the squares on the cards. How many squares do you have? (A lot of) What pieces do you need to take to build a roof for a house? (triangles) Place the triangles on the squares. There is one triangle for each square. How many triangles do you have? (A lot of) What about squares? (A lot of) What can you say about the number of squares and triangles? How many houses have you made? (A lot of)
Educator: Grandma is very happy, there are enough houses for all the birds, and now let’s dance with grandma and take a toy for the dance.
Children move to the music on the carpet and spin. At the end of the music, they put the toys on the chairs.
Educator: Look how many toys we have? (a lot of) How many chairs? (a lot of) What can you say about the number of toys and chairs?
(They are the same, equally, there are as many squares as there are triangles)
Well done, the kids made grandma happy. Let's sit on the chairs and remind her what toys were in the store, how many bird houses were built, from what figures and how many chairs and toys there were.
