Summary of the femp lesson: “Journey to the country of mathematics. Plans-summaries of classes on the formation of elementary mathematical representations
Organisation: MISAO
Settlement: Moscow region, o. Korolev
Purpose: consolidation of knowledge, skills and abilities in children obtained on knowledge of FEMP
Tasks: develop mental operations, attention, compare geometric objects
Educational: to cultivate restraint, perseverance, goodwill, feelings of mutual assistance, a desire to help.
Developing: to develop social skills, the ability to work in a group, in pairs; find a solution and draw conclusions, develop mental operations.
Educational: to promote the accumulation of skills to count to 10 and vice versa, the ability to correlate the number of objects with a number; knowledge of geometric shapes; the names of the days of the week and their sequence.
Types of children's activities: playful, productive, musical and artistic.
Forms of organization: frontal, individual, group.
Implementation form:
use of benefits musical accompaniment, demonstration of illustrative aids;
search and problematic questions to children, encouragement, explanation, summing up the conclusion;
creating game motivation, surprise moment, games, vigorous activity children, comparison, comparison.
Equipment: flying carpet, fabulous music, geometric figures, geometric shapes with numbers.
Introduction
Guys, I'm very glad to see you. Please stand in a circle.
All the children gathered in a circle
I am your friend and you are my friend.
Let's hold hands tightly
And we smile at each other
Guys, I'm very glad to see you. Hold hands, give each other a smile. Now look at our guests, give them a smile.
Creation of game motivation.
- Guys, a letter from a sorceress came to our group.
Today, Queen Mathematics invites us to her magical state.
The Queen of Mathematics wants to see if you're ready to move into preparatory group. She issued a decree: prepare for you interesting tasks and test your knowledge. If you are brave, resolute, self-confident, then I am waiting for you on Thursday
Then we'll hit the road.
Oh guys, the lock on the kingdom gate is closed.
To open it, we need to unravel one secret - to guess which of the figures is superfluous.
Guys, what geometric shapes do you see on the castle? Are there similar figures here? Compare them and tell me how they are similar, what do they have in common?
(comparison in shape, color, size)
How are the figures different? What figure do you think is missing? (circle has no corners)
Well done, the castle is open, we can go to the mathematical kingdom.
Guys, what day of the week is it today? (Thursday) So it's time for us to hit the road.
“But first, how many days are there in a week?” (7)
- Guys, name the days of the week in order. (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.)
- what a day weeks go by after Tuesday? Thursday? Saturdays? (Wednesday, Friday, Sunday.)
What day of the week comes before Tuesday? environment? Sunday? (Monday, Tuesday, Saturday.)
What day of the week is between Wednesday and Friday? Saturday and Monday? (Thursday, Sunday.)
Preparing for a trip to fairyland- choice of magical transport.
- Well done! And on what we will go to the mathematical kingdom (Bus, train.) Guys, remember, if we go to a fairy-tale country, then our transport must also be fabulous and unusual. Do you want to fly on a magic carpet? (Yes.)
Correlation of numbers.
“Then get your tickets. Now we take places on the magic carpet in accordance with the geometric figure on the ground in our transport.
Main part: the astrologer meets us outside the gate
Decree 1 "Geometric figures"
Riddles about geometric shapes:
- I am a geometric figure. I have 4 sides and 4 corners. Who am I? (how can a rectangle and a square be called in one word? quadrangles)
- I'm not a rectangle or a square, can I be rolled?
- 3 vertices, 3 corners, 3 sides, here I am!
Game "wonderful bag"
Tangram game (in subgroups of 4 people)
Decree 2 "Repair of the bridge"
- Guys, look, we have a river in front of us, and the bridge has been dismantled. Let's repair it. It is necessary to build a pattern of geometric shapes.
Questions to the children: what figure is in the account ...?
Between the 3rd and 5th figure, which figure is in the account, etc.
Decree 3 "Entertaining tasks."
Here we are waiting for a note with tasks. We need to solve them.
1. Grandmother has a granddaughter Masha, cat Fluff, dog Druzhok. How many grandchildren does grandmother have
Children: One.
2. Birds flew over the river: dove, pike and titmouse. How many birds flew in total7
Children: Two.
3. The rooster laid one egg. Who gets it 7
Children: none, because roosters don't lay eggs.
4. There were 4 apples on the table. One apple fell. How many apples are left on the table
Children: Three apples.
5. A duck has two legs. How many paws does a duck have?
Children: Also two paws.
6. How much water can be applied with a sieve?
Children: Not at all, because the sieve is full of holes.
They gave the brothers a warm home,
To live together.
The big brother did not agree
And settled separately. (Mitten)
1. What numbers are found in this riddle? (5, 1)
2. How many fingers in a mitten live separately from the big one (1)
3. How many mittens do you take with you for a walk? (2)
Who, moving his mustache,
Commanded us?
You can eat! It's time to walk!
Wash up and go to bed! (Watch)
1. Why do we need a watch? (to know the time)
2. How many numbers are drawn on the clock? (12)
3. Can the watch show the day of the week? (No)
Educator: Well done, guys, coped with the tasks
Now guys, let's get some rest.
Get up from the tables and come to me.
We are waiting for physical education!!!
On Monday I went swimming (depicting swimming)
And on Tuesday I drew (picture any drawing)
On Wednesday, I washed for a long time (“wash themselves”)
And on Thursday I played football (running in place)
On Friday I was jumping, running (jumping in place)
I danced for a very long time (circling in place)
And on Saturday, Sunday (clapping hands)
I rested the whole day (children squat down, hands under their cheeks and fall asleep)
We are waiting for physical education!!!
Get up quickly, smile
Higher, higher stretch
Come on, straighten your shoulders
Raise, lower
Left, turn right
Touch the floor with the handles
Sit, get up, sit down, get up
And they jumped in place.
Decree 4 "True or False".
We must correct the mistakes If you hear something that you think is right, clap your hands, if you hear something that is not right, shake your head
The sun rises in the morning;
Need to exercise in the morning
Can't wash in the morning
The moon shines bright during the day
In the morning CHILDREN GO TO KINDERGARTEN
People dine at night
IN THE EVENING THE WHOLE FAMILY GETTING AT HOME
7 days in a week
Monday followed by Wednesday
Sunday comes after Saturday
Thursday comes before Friday
Only 5 seasons
Spring comes after summer
Decree 5 "let's pick up glasses for the astrologer" (search for the ninth)
We helped the astrologer, and he prepared another task for us “Change the quantity”.
Educator. Guys, you will need to increase and decrease the numbers. The winner is the one who did not miss a single measurement and by the end of the game came with correct result- the number of toys.
1. Count 6 items. Task: increase this number by 1, increase it again by 1; increase the quantity again by 1; decrease the number by 1. Indicate the result with a number. What is the result (8)
2. Count 5 items. Task: increase this number by 1, increase this number by 2, decrease the number by 1. Indicate the result with a number. What result? (7)
3. Count 7 items. Task: increase this number by 1, increase it again by 1, decrease the amount by 1, decrease by 1 again, decrease by 2. Indicate the result with a number. What is the result (5)
4. Count 4 items. Task: increase this number by 1, increase it again by 1, decrease the amount by 1, decrease by 2. Indicate the result with a number. What is the result (3)
Decree 6 Task in the form of a presentation "orientation in space"
Guys, let's give the queen and her assistant a gift. You have multi-colored circles on the tables - divide your circle into 2 equal parts. How to fold so that the parts are the same? (align edges) How can you name each of the parts? ½ Now fold it in half again? What is the name of the resulting part of the circle? ¼.
And now we will make a beautiful colorful carpet from the received parts. This will be our gift.
Astrologer: Guys, well done, the tasks were very difficult, you coped with them and everyone deserves to go to the preparatory group. Congratulations! It's time for me to check with other children how they prepared for next year.
Reflection:
Guys, did you like our test trip? (who liked it, take a flag with a smile) what did you like the most?
What was especially easy for you, what did you find difficult?
Today all the children worked well, but they were especially active...
And the Queen of Mathematics, in gratitude to you for your help, left this chest. Shall we look into it? Look, these are sweet treats!
Evdokimova Anastasia Vladimirovna
Gymnasium 1558 named after Rosalia de Castro
educator
Abstract of the lesson on FEMP in senior group on the topic: "Journey to Treasure Island"
DOWNLOAD (with pictures)
SUMMARY of a lesson on FEMP in the senior group on the topic: "Journey to Treasure Island"
Objectives: 1. Consolidate knowledge of the number series, use correctly
quantitative and ordinal numbers, count within 10 and vice versa.
2. Strengthen the ability to compare adjacent numbers within 10 (based on clarity, determine which number is greater (less) than the other; equalize an unequal number of objects.
3. To consolidate the ability to compare objects of various sizes, placing them in a row in ascending (descending) order of length, height.
4. Consolidate knowledge of geometric shapes.
5. To consolidate the ability to express in words the location of an object in relation to oneself, to other objects.
6. To consolidate the ability to name the days of the week, the sequence of parts of the day.
7. Develop mental operations, attention, memory, speech, fantasy, imagination, logical thinking, creativity.
8. Raise interest in mathematics.
Course progress.
1. - Guys, today we will have a little unusual occupation mathematics. We will visit a desert island, Treasure Island, where Pirate Jack and his crew live. Our task is to find a chest with gold coins and jewelry. But the path to these treasures is long and difficult, and we will have to complete many different tasks. (Count together with the children how many tasks in total, noting each time what form the sheet is). Here is the first one.
Card with task number 1. (A leaflet with a task hangs over the board - questions about the days of the week and parts of the day)
Guys, what geometric shape do we have the first card? (triangular, correct)
Captain Veselchak, whom Pirate Jack captured, will help us in our search. And how, we will know only after we read his message.
What season is it now? (spring)
List all spring months? (March April May)
How many spring months are there? (3)
What day of the week is today? (Tuesday)
What was it like yesterday? (Monday) What will tomorrow be like? (Wednesday)
And how many days are there in a week? (7)
What is the name of the part of the day when we wake up, wash and brush our teeth, do exercises and go to the kindergarten? (morning)
What is the name of the part of the day when children play in the kindergarten, have lunch? (day)
What is the name of the part of the day when children go home from kindergarten? (evening)
What time of day is it when we go to bed? (night)
(Once again we will repeat with you that the day consists of four parts: morning, afternoon, evening and night)
Well done guys, you did a great job! Now we can read Captain Veselchak's message. Listen carefully guys. (The teacher reads the message).
2. Card with task number 2.
Guys, what form do we have the second card? (square)
There are many obstacles on our way to the treasures. We will now need the guys to get over the swamp on the rocks. But these stones are unusual, and numbered from 1 to 10. Jumping over the stones in order, without getting confused, we will be one step closer to the treasures. (The teacher calls one child)
Guys, we still have to go back home, let's immediately check if you know the score in reverse. (The teacher calls another child to count in reverse).
Well done kids, you did it!
Now let's play. Physical education "Harvesting"
The basket contains fruits and vegetables. Children (4 people each) are divided into two teams. The teacher offers, on a signal, one team to select all the vegetables, and the other - all the fruits.
Well done, correctly identified where the fruits are and where the vegetables are.
3. Card with task number 3.
Guys, what shape is our third card? (rectangular)
The teacher takes a fruit basket and puts it on the table.
Guys, what is in this basket? (fruits)
What fruits are in the basket?
Let's count how many there are? (7)
Where is the banana?
What lies to the right of the apple? And on the left?
Where is the grape? (in the middle because there are 3 fruits to the right of it and 3 to the left)
The teacher removes or swaps the fruits and invites the children to restore the picture.
What good fellows you are, you answer everything correctly!
4. Let's read the following note from Captain Veselchak. Card with task number 4.
Guys, what form do we have the fourth card? (round)
On your tables you see long cards with two stripes. Now we will complete one more task, and we will be one step closer to the treasures of the pirate Jack. Listen to me carefully.
You need to put 8 triangles on the top strip, and 1 circle more on the bottom strip. (How many circles do you need to lay out on the bottom strip)
Where are we more figures, on the bottom or top bar? What is more than 8 or 9? Is 8 greater or less than 9?
Is 9 greater or less than 8?
And how to make it so that there are equal numbers of figures on both strips? (remove 1 circle)
How else can you make it equal? (add 1 triangle)
Well done guys, you're doing the right thing! Done with the task!
Dynamic pause.
Together with you, we counted and talked about numbers,
And now we stood up together, stretched our bones.
Let's clench our fist at the expense of times,
At the expense of two in the elbows we will squeeze.
On the count of three, press to the shoulders,
On four - to heaven.
They bowed well and smiled at each other.
Let's not forget about the five - we will always be kind.
On the count of six, I ask everyone to sit down.
Numbers, me and you, friends, together friendly 7th.
(Guys, what number is heard in the word family? Correctly 7, you are very attentive, well done)
5. Card with task number 5.
Guys, what form do we have the fifth card? (triangular)
Let's arrange the palm trees in a row, starting with the lowest and ending with the highest. (Previously, children remember the rules for laying out objects - from left to right)
What is the height of the first palm tree? (lowest)
What is the tallest palm tree? (the tallest)
What is the tallest palm tree? (slightly above 1-2-3rd and slightly below the last)
Let's now tell about each palm tree, how tall is it? (lowest, lowest, slightly higher, highest, highest)
Then the children line up the palm trees in reverse order, starting with the highest and ending with the lowest. (highest, highest, slightly lower, lowest, lowest)
Well done guys, you got the job done.
6. Card with task number 6.
Guys, what form do we have the sixth card? (square)
Here is the worksheet. Attention task. But first, let's prepare the fingers for work.
Finger gymnastics:
On a visit to the big finger, they ran straight to the house:
Index and middle, nameless and last.
Here is the little finger - baby, knocked on the threshold.
Fingers together are friends. They can't live without each other!
I will now hand out the worksheets to you. And you will need to follow the pattern. Put a dot in all triangles, plus in squares, and minus in circles. Make each one in its place, and then we will check everything together.
Very well done.
7. Card with task number 7.
Guys, what form do we have the seventh card? (round)
The teacher calls four people to complete this task.
Well done, and once again you did great!
Guys, now we will digress from the tasks and dream a little.
Game "Funny numbers". (see attachment)
What do these numbers look like? (guys, answer in full sentences)
Try doing something similar at home with your parents.
8. Card with task number 8.
Guys, what form do we have the eighth card? (oval)
Well guys, we have completed almost all the tasks, we are already very close to the treasure chest. But we have to find him. There is a plan here. Elnar, help me. Let's move from the board to the right 5 steps and maybe we will find something. (find a treasure chest)
Look, the chest is closed, guys. Let's take the next last ninth card to find out what to do next, what needs to be done to open this chest.
9. Card with task number 9.
Guys, what form do we have the ninth card? (rectangular)
Look at the blackboard. If we connect the dots correctly (in order, then we will get a key with which we can open this treasure chest of the pirate Jack. (The teacher calls several children to complete this task)
Correctly connected, well done. We open the chest. We find treasures.
Guys, I will give you these treasures when you say what we did in class today, what did we do to find the treasures?
(children's answers - they jumped over stones to cross the swamp, repeating forward and backward counting; they picked fruits and vegetables; they lined up palm trees in a row; they found a key to open the chest by connecting the dots in order ... etc.)
Now put your heads on the tables, close your eyes and imagine that we have returned from a desert island back to our group. In the meantime, I will distribute treasures to you - this is a reward for your work, for the fact that you answered well and always coped with the tasks. Well done!
Reinforcing and developing class for children of the senior group of kindergarten.
The lesson is intended for kindergarten teachers working under the program of E. V. Kolesnikova "Mathematical Steps".
Abstract of the lesson on the formation of elementary mathematical representations in the senior group "Unusual Journey".
Goals:
consolidation
Names of geometric shapes;
Digital row up to 7;
Knowledge of numbers
Count and count within 7;
Ability to solve simple problems;
development
Attention, observation, ingenuity and logic;
Skills in the use of substitutes;
Feature highlighting skills;
Equipment: visual aids(geometric shapes, posters depicting animals from geometric shapes, a poster with two drawings (find the differences), illustrations for the task “Name opposite word”), attributes for the game “Garages”, the game “Animals on the tracks”, magnetic numbers, magnetic board.
Lesson progress:
Guys, we meet a lot of interesting and unusual things in our classes. Today we will go with you to the country of Mathematics. You are ready? Then our train leaves...
Children line up in a "train" and move to the first "station" to the music.
The first city where we got to is the City of Geometric Shapes.
This city has amazing people. To see them, you need to solve riddles:
1. I have no corners
And I look like a saucer
On a plate and on a lid
On the ring, on the wheel
Who am I, friends? (circle)
2. He has known me for a long time
Every corner in it is a right
All four sides
Equal length.
I'm glad to present it to you
And his name is ... (square)
3. Three corners, three sides
May be of different lengths.
If you stand in the corners
Then you jump up on your own. (triangle)
4. I am like a circle, almost like him,
But flattened on both sides. (oval)
5. I have straight corners,
Like the square.
But the length of both sides
different guys.
Every student knows me.
And my name is ... (rectangle)
While guessing riddles, the teacher puts images of geometric shapes on a magnetic board.
This is where we met our friends. But we can meet them not only in the country of Mathematics, but everywhere we go. Let's look at them closely and say what these shapes look like.
The 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 the pattern of geometric shapes.
Children line up in a "train" and move to the next "station" to the music.
We ended up in the City of Numbers. Do you know the numbers? Now we will check it.
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)
At the house in the morning two hares were sitting
And together funny song sang.
One ran away, and the second looks after
How many hares sit at the houses? (1)
A puppy sits on the porch
Warms his fluffy side.
Another one came running
And sat down next to him.
How many puppies were there? (2)
Won't go without orders
No conductor, no driver.
People look into both eyes
What time is the traffic light? (3)
I draw a cat house
Three windows, a door with a porch.
There is also a window upstairs so that it is not dark.
Count the windows
In the cat's house. (4)
There are tubs against the wall
Each has exactly one frog.
If there were five tubs
How many frogs were in them? (5)
The rabbit lost the rabbits.
And the rabbits lie and are silent.
One - behind the branch,
Two - behind a broom,
One is under the sheet,
Two are under a bush.
How to find children quickly
Mom has a little more than 5? (6)
How many notes and days of the week
And a rainbow of colors?
And hopefully give a name
You are ready for this number! (7)
Well done! Now look, are our numbers right? (No)
Who can put them right?
Children lay out a number series (0-7)
The numbers are so crazy! They are constantly confused. Help me guys to put them right.
Lost number game(there are two numbers on the cards with a gap between them. A variant of the game "Neighbours").
Well done! Everyone entered the numbers correctly. Let's play a game now.
Physical education "Garages and cars"
Progress: plates with numbers from 1 to 7 are placed in 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 the change of cards.
Guys, while we were playing, we approached another city.
It's called Error City.
It was named so because its residents and guests are waiting for very cunning and, at times, difficult questions. You have 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 messed something up. Let's help him.
Finding differences between two pictures.
The artist thanks you and decided to give you his paintings. They are with a secret.
In each of them, words opposite in meaning were hidden.
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 can’t line up on the path. Let's help them.
The game "Animals on the tracks"
(Children should replace geometric shapes with animals according to a schematic map.)
Here we are at home. Did you enjoy our trip? Where have we been and what have we done? (children's answers, summarizing the lesson)
In the senior group of the kindergarten, children of 5-6 years old are engaged, in which logical thinking, fantasy, and curiosity are actively developing at this time. For successful learning at school in the pre-school educational institution, so-called pre-mathematical classes are provided - mastering the simplest mathematics. Classes are aimed at development cognitive activity children and the systematic preparation of preschool children for school, which are implemented through.
Mathematics in kindergarten designed to improve intellectual ability and form:
- develop creative thinking, ingenuity and ingenuity;
- to teach the logic of actions, reasoning and thoughts;
- encourage flexible thinking.
FEMP in the senior group according to the Federal State Educational Standard
The number of lessons on the study of a particular topic in FEMP depends on the success of the children in mastering the material. Summer classes for simple math 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 the FEMP
In addition to the educational tasks of mastering elementary mathematics in the classroom, work is being carried out to educate personal qualities development of thinking and speech.
Educators often make serious mistakes in the implementation of FEMP, including the inaccuracy of asking questions, the violation of the sequence of presentation of the material, its monotony or the 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 correspondence of information to the level of development of children.
The teacher in the 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 classes is encouraged - a combination learning activities with creative, motor, game, artistic and communicative. The study of numbers and figures is combined with drawing, the development of counting with outdoor games or reading poetry. If an integrated lesson is built on the principle exciting game with a developing plot, preschoolers will have a happy ending and a situation of success.
To determine the effectiveness of the work on FEMP, teachers, the head of the preschool educational institution, a psychologist or a methodologist analyze classes to obtain elementary mathematical knowledge. The tasks set and the methods of work chosen for their implementation, the types of activities in the lesson, the differentiation of tasks, the use of individual approach and methods of integration with other areas of activity.
Methods for mastering elementary mathematics in preschool education
| Method |
Characteristic |
| Practical | The main method of work, which uses didactic games and exercises, game tasks all levels, so that pupils not only listen to information and perceive it, but also accept Active participation in their permission. The effectiveness of mastering the material on FEMP depends on the implementation of practical tasks. |
| Game |
Included in the main category because play activity for preschoolers - a key way of knowing the world and the main activity. IN game form children learn elementary mathematics faster and better. Didactic games in the context of FEMP are divided into:
Game complexes allow to develop attention, stimulate cognition, and after situations of success, children are more friendly to their comrades, they feel a desire to learn. They help the children of the senior group of the kindergarten to 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 search questions (Why? Why did you decide that? What can be done?). |
For the formation of elementary mathematical representations various means are used:
- equipment for independent work and children's games;
- educational and cognitive literature on pre-mathematical preparation;
- sets of visual demonstration and didactic material;
- collections of exercises and didactic games for the development of space-time representations;
- teaching aids for teachers with exemplary notes of classes.
The above tools perform a number of functions:
- present mathematical concepts in an accessible form for preschoolers, helping them to master the methods of action necessary to obtain elementary mathematical knowledge;
- implement the principle of visibility, 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.
The structure of the lesson on FEMP in the senior group
Form of traditional school lesson lost its effectiveness in mastering the simplest mathematical knowledge and skills, giving way to observation, didactic games, 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 tasks set. FEMP classes according to the methodology Pomoraeva in the senior group involves the use of several activities and three to five stages in the course of the implementation of the main program objective. The parts of the lesson are equivalent and closely interconnected with each other.
Following a strict structure of classes allows you to:
- combine and implement various program tasks;
- to activate not only individual children, but also frontally the whole group;
- use a set of didactic tools and methods;
- to master and consolidate new knowledge, to repeat the past.
Approximate structure of FEMP in the senior group
| First and second stages | New material is studied at the beginning of the lesson, when the children are as concentrated as possible and ready to receive new knowledge, and as it is mastered, it moves to other stages to consolidate in further lessons. At this stage, the teacher motivates children to set the task of the lesson, seeks to interest them in the topic of the lesson, and then demonstrates an example of the application of a mathematical skill. |
| motor pause | Physical education sessions are held after learning new material and help to restore the working capacity of preschoolers, level out fatigue. The signal for an active pause is distraction, weakening of the attention of children, 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 (jumps, bends, squats). You can increase the effectiveness of motor pauses if you accompany them with music, songs or a poem. To consolidate, you can combine the simplest physical and mathematical exercises during the warm-up: raise the 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 | Independent performance of tasks to consolidate the acquired knowledge and establish a connection between new material and what has already been studied. |
| Fourth stage | The end of the lesson is the time of didactic games that help to apply the acquired knowledge in practice and consolidate what has been learned. |
In the older group, FEMP practical exercises are actively used in the form of didactic exercises, which, through the use of handouts and demonstration materials, allow children to obtain mathematical representations. The teacher at such lessons explains, shows, indicates, demonstrates a sample, evaluates the work. Since in the senior preschool age educational activities motivated by educational or practical tasks, the structure of classes includes exciting exercises to determine the length or width, compare shapes and colors, clarify spatio-temporal 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 that combine gaming and practical methods. Games and exercises in such classes are its separate parts, which are consistently combined.
Visibility in FEMP in the senior group according to the Federal State Educational Standard
The key condition for efficiency FEMP classes in the senior group is the use of visualization methods, which, when correct selection contribute to the assimilation of knowledge, increasing the effectiveness of learning. Preschoolers think concretely, because it is easier for them to deal with things, and only after with words, because in the older group the principle of visibility plays a big role in teaching mathematics.
Principles of using visual material:
- Visualization is effective only in combination with a verbal explanation, highlighting the essence. The teacher directs the observation of children, helping them to master the shape of objects or counting. Using visual material, preschoolers do not deepen their knowledge of balls, apples or hedgehogs, but learn to abstract, highlighting the shape, color or number of objects.
- The framework for using visualization is important: after mastering the method of action, cards, pictures or figures will distract the child, interfere with his independence. After showing the sample, the children must complete the task, following the verbal instructions.
Educators should carefully consider the place and method of using visualization, the nature of the material, so that preschoolers learn to independently use it to find an answer or control the correct execution. Demo and didactic means are divided very conditionally, since the same materials can be used in practical tasks, and to explain the new.
There are two types of visual material in the FEMP classes:
- Small dispenser. As visual material, small handouts are used, which each child receives, and demonstration tools that are printed on a magnetic board or flannelgraph. All of them must be understandable and attractive in appearance in order to arouse interest in children, provoke the interaction of logical and sensual thinking. It is important for educators to remember the availability of spare material so that demonstration and distribution tools are in the classroom in sufficient quantities for each pupil.
- Demonstrative and didactic. Didactic material in kindergarten in the classroom for FEMP are counting sticks, cards, small toys, voluminous figures, labyrinths, cards, geometric lotos, dominoes, entertaining cubes, geometric figures for counting, tables, cards with images of objects or seasons, Board games and much more. To study the quantities (thickness, width, height and length), objects are used different sizes; spatial relationships help to master sets of didactic aids; a calendar or a clock layout is the best way to introduce time, graduated test tubes or jars demonstrate the difference in depth and volume.
At the same time, it is important that the size of the handout allows each pupil to freely place it on the table without disturbing others. Demo material is shown frontally, therefore it should be much larger and larger. To provide one senior group for FEMP sessions, 25 sets of handouts and one or two sets of demonstration material will be required.
In working with older preschoolers, teachers use visual aids that model mathematical concepts and develop deductive thinking. A flannelgraph or other canvas measuring 60x30 cm is used with special stripes for laying out cards and images. Can be used musical instruments and any objects that make sounds that will help in establishing the power by ear (spoons, tambourines, drums, watches and even drops of water). Information technology - presentations and tables - serve as a form of visibility that contributes to the development mental abilities at preschoolers.
An alternative to the visual 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 for independent searches are created and direct teaching methods are used. Entertaining material has a complex effect on development mathematical ability pupils, positively influencing purposefulness, logical thinking, spatial imagination, the ability to find ways of action to solve cognitive and practical problems. For these purposes, kindergarten may be involved the following types entertaining stuff:
- Puzzle toys - Rubik's "Pyramid", "Snake", "Unicube" and others, which consist of folding or rotating three-dimensional geometric shapes.
- Geometric constructors - "Pythagoras", "Tangram", "Magic Circle", where from flat geometric figures, according to a plan or a model, you need to add a plot image.
- Logic exercises, tasks for finding a missing figure or finding signs of similarity / differences, recognizing parts in a whole or restoring a whole from parts.
- Labyrinths are exercises that require mental and visual analysis to find the shortest way from point to point.
Game complexes in the assimilation of elementary mathematical knowledge
Methodology Pomoraeva and Pozina on conducting proved that game complexes that increase efficiency and contribute to the development of knowledge in full by children, developing thinking, logic and memory, are of fundamental importance in obtaining the simplest mathematical knowledge. Classes in traditional form provoke fatigue 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 contribute to the development of attention and ingenuity (through puzzles and joke tasks), logical thinking(through reasoning over the course of solving the task), independence and memory.
Examples practical application gaming activities:
- Mastering the concepts of equality and inequality - didactic games "Fix the mistake", "What 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.
- The development of memory and thinking - the game "Which toy is missing?" and "Make a number."
- The study of the days of the week and their names is an observation during which children designate multi-colored circles every day to make it easier for them to understand the sequence; games “Live Week” and “Days of the Week” are held to consolidate knowledge.
- Introduction to the calendar and months - games « All year round”,“ Twelve months ”and others.
- Orientation skills in space - didactic exercises to determine their position in space, the position of objects.
- Acquaintance with geometric shapes - a game to search for squares, triangles or circles in the surrounding objects.
Game situations in the educational process should correspond to the time and place and not be random. Having mastered the simplest mathematical representations, pupils will be able to transfer knowledge to non-standard situations. A variety of classes in FEMP are classes-holidays or lessons-entertainment, which are based on the entertainment component, but also perform educational tasks. They stimulate the intellectual activity of children, and the competitive nature motivates them to work effectively.
Didactic manuals on FEMP in the senior group
To form preschoolers' skills in elementary mathematics, teachers preschool institutions use proven didactic aids, among which the logical sticks and blocks of X. Kuzener and 3. Gyenesh, as well as the outlines of classes on FEMP in the senior group authorship I.A. Pomoraeva and V.A. Pozina.
Logical blocks and sticks - a set of flat and three-dimensional geometric bodies, where each block can have properties (thickness, size, color and shape). To work with 3. Gyenesh blocks, children receive task cards, which symbolically indicate the sequence in which you 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 getting acquainted 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 tasks of classes, but also in achieving their goals. Plans-summaries of classes, taking into account the principles of consistency and consistency, combine and solve all the tasks assigned to teachers by the program. On game lessons according to the method of Pomoraeva and Pozina, didactic material, physical education sessions are held, the study of elementary mathematics takes place in an exciting way without boring memorization, since tasks are given to kids fairy tale characters, wizards and good animals.
V.A. Pomoraeva and I.A. Pozina: plans-summaries of classes on FEMP in the senior group
Methodology lessons Pozina and Pomoraeva is based on gaming and visual-practical methods of work and does not involve direct training. On the contrary, the developed principles make it possible to stimulate the mental activity of children, and educators to show their creative potential.
Since in the older group, acquaintance with elementary mathematics takes place once a week and involves the study of the simplest numbers and the performance of elementary calculations, familiarity with geometric shapes, the study of 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 methodology Pomoraeva and Pozina are most effective if elementary mathematical knowledge is consolidated in home environment, for which educators conduct explanatory conversations with parents, give methodical material, speak at parent meetings, since the development of mathematical representations takes place not only in the conditions of the corresponding lesson in the preschool educational institution, but also in everyday situations and at home. It has been proven that the interaction of parents and teachers helps children to master the simplest 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 the development of spatial representations in preschool children
3. Summary of the lesson on the formation of elementary mathematical representations for children of middle preschool age "Saving the Snowman"
Lesson #1
Program content
Continue to learn how to compare adjacent numbers within 8 and understand the relationship between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number ... more than the number ... ”, “How much is the number ... less than the number ...”
Get to know number 5.
To develop an 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.
Demo material. Three-strip typesetting canvas, 22 circles white color(snowballs), a house made up of stripes, a flannelograph, 2 baskets, a set of flat and three-dimensional “ice” figures, ski silhouettes different lengths(3 pieces), glove picture on right hand, cards with numbers from 1 to 5.
Handout. Double-strip cards, "icicles" different shapes(20 pieces for each child), sets of counting sticks, silhouettes of skis (according to the number of children), cards with numbers from 1 to 5, sheets of paper, colored pencils.
Guidelines
Game situation "Snow town".
I part. game exercise"Building a snow fort"
The work is organized on a three-strip type-setting canvas.
After completing the task, the teacher finds out why the children counted so many lumps. (I counted seven lumps because seven is more than six by one.)
On the third strip, the children count one lump more than on the second strip, and answer the questions: “What number did you get? Why did they count eight lumps?” (Children justify their answer by comparing the numbers 8 and 7.)
The teacher draws the attention of the children to the number of lumps on all three strips: “What numbers can indicate the number of lumps on each strip? What can be said about the number seven? (Seven is more than six by one, but less than eight by one.) So we built a snow fort.
II part. Game exercise "Playing with ice cubes."
The teacher offers the children: “Count on the top strip of the card one “ice” more than the number that I will name. (The teacher calls the number eight.) How many “ice” did you count? (Nine.) Why did you count nine "ice"? (I counted nine "ice" because nine is more than eight by one.) Count on the bottom strip of the card one "ice" less than on the top strip. How many "ice pieces" did you count out? (Eight.) Why did you count out eight "ice pieces"?
The teacher invites the children to equalize the number of "ice" in any way and justify their choice.
III part. Game exercise "Find a pair of skis."
There are three skis of different lengths on the flannelograph, the children have a sample ski, to which they need to find a pair.
The teacher offers the called child to find a ski that fits in length to his ski. The child names the ways of checking the task and shows them.
The task is repeated with other samples.
IV part. Game exercise "We put on gloves for a walk."
The teacher shows a picture of a glove and offers to consider it: "How many "houses" for fingers does the glove have? (Five.) Show the number indicating the number one."
The called child places the number 1 above the "house" for the thumb.
Then the children, together with the teacher, designate the “houses” for the index, middle and ring fingers with numbers.
The teacher shows the number 5 and explains that this number can denote the number 5, and places the number 5 above the "house" for the little finger.
Children call the numbers in order.
Then they circle their palms on sheets of paper, count how many fingers there are, lay out cards with numbers from 1 to 5 above them and name the numbers. They circle the number five with a colored pencil.
V part. Relay game "Who will quickly decompose" ice "".
Children are divided into two teams by recounting the "first - second".
The teacher invites the children to arrange the "icicles" in two baskets.
The first team selects and puts all the flat “icicles” into the basket, and the second team selects all the volumetric “icicles”. In the process of checking, the children name the shape of "ice pieces".
Part VI. Game exercise "Building an ice house."
The teacher invites the children to build a house of counting sticks according to the model, and then shift two sticks so that the house looks the other way (see picture).
The called child rebuilds the house on the model, the rest of the children perform the task in the field.
Lesson #2
Program content
Continue to teach to understand the relationship between the adjacent numbers 9 and 10.
Get to know the number 6.
Continue to develop the eye and the ability to find objects of the same width, equal to the sample.
To consolidate spatial representations and the ability to use words: left, right, below, in front (in front), behind (for), between, next to.
Practice naming the days of the week.
Didactic visual material
Demo material. Flannelgraph, room layout with planar images of Dunno's furniture and clothes, Dunno's letter, "scarves" - strips of the same length and color, but of different widths (according to the number of children), 6 circles different color, cards with numbers from 1 to 6.
Handout. Two-strip cards, snowflakes (20 pieces for each child), "scarves" - strips, equal in width to one of the "scarf" samples - strips of the same length and color, but of different widths (4 pieces for each child), colored pencils ( 6 pieces for each child), cards with numbers from 1 to 6, sheets of paper.
Guidelines
I part. Game exercise "Answering Dunno questions."
The teacher informs the children about a letter from Dunno, in which he asks for help: “The pencil drew ten snowflakes, and I drew nine snowflakes. I want Pencil and me to have equal number of snowflakes.
The teacher invites the children to lay out 10 snowflakes on the top strip of a two-lane counting card, and 9 on the bottom. Then he asks: “What numbers can indicate the number of snowflakes? Which number is greater: ten or nine? Which number is smaller: nine or ten? How much more than ten is nine? How much is nine less than ten?
The teacher invites the children to help Dunno to equalize the number of snowflakes. Children discuss options for completing the task, perform equalization in any way and explain their actions, for example: “I added one more to nine snowflakes and there were ten of them, equally”.
II part. Game exercise "We select colors for the Pencil."
The teacher invites the children to help the Pencil pick up five colors for the picture. The called child counts 5 circles of different colors on the board. Children check the number and color of paints. Then indicate the number of colors with the corresponding number on the board.
The pencil asks him to pick up another paint. The called child completes the task, other children check how many colors have become.
The teacher clarifies: “What number did you get? What digit can represent the number six?
Listens to the children's answers and shows a card with the number 6. The children find it in their place, circle their hands and guess what it looks like.
III part. Game exercise "Drawing multi-colored paths with a Pencil."
The pencil invites children to draw 6 multi-colored paths on a piece of paper.
The teacher clarifies with the children: “How many tracks did you draw? What digit can represent the number six?
Then he asks to find and show the number 6.
IV part. Game exercise "Let's find scarves for Dunno and Pencil."
Sets of scarves (4 pieces each) of the same length and color, but of different widths, are laid out on the cots and at the teacher's table on the table. Children have one scarf, equal in width to one of the four scarves.
The teacher offers the called child to find a scarf of the same width among the scarves lying on the table, and check the correctness of the choice by directly comparing the scarves.
Then the teacher asks the children to remember the width of their scarves and find scarves of the same width on the beds. Children check the correctness of the task by directly comparing the scarves.
V part. Mobile game "Days of the week, line up."
The game is played 3-4 times with the change of cards (see December, lesson 4).
Part VI. Game exercise "Let's help Dunno find things."
On the flannelograph, the layout of the Dunno's room (you can use doll furniture). Dunno's things are hidden in different places rooms: a hat near the closet, shoes next to the chair and behind the bed, etc.
The teacher finds out from the children the location of each thing: “Where is the hat? (The hat is near the closet.) Where are the shoes?
Children help Dunno get ready to visit the Pencil.
Lesson #3
Program content
Continue to form ideas about the equality of groups of objects, learn to make groups of objects according to a given number, see the total number of objects and call it one number.
Get to know the number 7.
Continue to develop the eye and the ability to find objects of the same height, equal to the sample.
Learn to navigate on a sheet of paper.
Didactic visual material
Demo material. Three-step ladder, magnetic board, chanterelles, cubs and bunnies (9 pieces each), circles of red, yellow, green and blue flowers(1 each), 4 Christmas trees of different heights, cards with numbers from 1 to 7.
Handout. Three-strip cards, sheets of paper, Christmas trees (according to the number of children), sets of colored pencils, circles, squares, triangles (9 pieces for each child), cards with numbers from I to 7.
Guidelines
I part. Game exercise "Count the same."
The exercise is performed on a three-step ladder.
The teacher offers the child to put 7 chanterelles on the top step of the ladder. After completing the task, he asks: “How many chanterelles did you count? What is the number for seven chanterelles? What number can represent the number seven?
The teacher shows the number 7. The children find it at home and circle their hands.
On the second step, the child puts as many cubs as there are chanterelles on the first step. (“Why did you count so many cubs?”) On the third step, there are as many bunnies as there are cubs. (The questions are the same.)
After completing the exercise, the teacher asks: “What can be said about the number of chanterelles, cubs and bunnies?” (Seven, evenly.)
The teacher summarizes: "Seven chanterelles, seven cubs, seven bunnies, seven each." Then he asks the children to show the corresponding number.
II part. Working with handouts.
Children perform a similar task on three-lane cards. On the top strip they put 9 triangles, on the second - 9 circles, on the third - 9 squares.
Physical education minute
The teacher reads the poem and together with the children performs the appropriate movements.
two frogs
We see that they are jumping along the edge (Hands on the belt, half-squats with a turn to the right and left.)
Two green frogs.
Jump-jump, jump-jump, (Jump.)
Jump from heel to toe. (Stepping from toe to heel.)
There are two girlfriends in the swamp, (Hands on the belt, half-squats with a turn to the right and left.)
Two green frogs
Washed early in the morning, (Movement in the text.)
Rubbed with a towel
They stamped their feet,
hands clapped,
Leaning to the right
Tilt to the left.
Here is the secret of health, (Walking in place.)
Physical education friends!
III part. Game exercise "Position correctly."
The teacher, together with the children, examines the magnetic board: “What geometric figure does the board look like? What's on the board rectangular shape? (Gestures of sides and corners.)
The teacher invites the called child to show the sides of the magnetic board and name them. (Top side, bottom side, etc.)
The teacher shows and names the corners: “Upper right corner, left bottom corner". Then he gives the task: “Put the red circle in the upper right corner, the green circle in the lower right corner, the yellow one in the upper left corner and the blue one in the lower left corner. (Children take turns doing tasks.) In which corner did you place the red circle? In which corner is the green circle? etc.
IV part. Game exercise "Draw a pattern."
The teacher asks the children to draw a line along the top side of the sheet with a red pencil, along the bottom side with a blue pencil and draw a yellow line on the right, and a green line on the left.
Then he finds out: “Along which side is the red line drawn? Which side is the blue line on? etc. Children are invited to draw a pattern using any geometric shapes in the middle of the sheet.
V part. Game exercise "Find a Christmas tree of the same height."
Children have Christmas trees. IN group room There are 4 Christmas trees of different heights.
The teacher invites the children to remember the height of their Christmas trees and find Christmas trees of this height among those standing in the group. The correctness of the task is checked by direct comparison.
Lesson number 4
Program content
Introduce the quantitative composition of the number 3 from units.
Get to know the number 8.
To improve the ability to see in the surrounding objects the shape of familiar geometric shapes: a rectangle, a square, a circle, a triangle.
Continue to learn to navigate on a sheet of paper, identify and name the sides and corners of the sheet.
Didactic visual material
Demo material. Counting ladder, fox, bear cub, hare; objects of various shapes (according to the number of children), 8 snowflakes, cards with numbers from 1 to 8.
Handout. Sets of flat geometric shapes, flat or three-dimensional geometric shapes (according to the number of children), multi-colored sheets of paper square shape, snowflakes (10 pieces for each child), cards with numbers from 1 to 8.
Guidelines
I part. Game exercise "Let's make a number."
There are 3 toys on the counting ladder: a fox cub, a bear cub, a hare. The teacher asks the children: “What toys do you see? How many toys are there? How many toys do you see? (One fox cub, one bear cub, one hare.) How did you make up the number three? (One, one and one will be the number three.)
II part. Working with handouts.
The teacher invites the children to compose the number three using different geometric shapes. In this case, no geometric figure should be repeated twice. After completing the task, the teacher finds out: “How many geometric shapes are there? How many geometric shapes did you take? How did you make up the number three?
III part. Didactic game"Find an object of the same shape."
The teacher clarifies what geometric shapes the children know, suggests first naming only flat geometric shapes, then only volumetric ones.
The teacher invites the children to take one figure. On a signal, they find objects in the group whose shape is similar to their geometric shapes. Then the children talk about the shape of the objects, comparing them with the figure. (I found a square napkin. It also has four corners and four sides, like a square.)
IV part. Game exercise "Let's prepare snowflakes for a napkin."
The teacher offers to add one more snowflake to seven snowflakes and count how many snowflakes have become. Then he finds out what number can be used to represent the number 8.
He shows a card with the number 8. The children find it with themselves and circle it around the contour.
The teacher clarifies: “What number does the number eight represent? What does she look like?
V part. Game exercise "Spread the snowflakes correctly."
In children square sheets papers of different colors.
The teacher suggests decorating the napkins with snowflakes: “Put one snowflake in the middle of the napkin. Place one snowflake in the upper left corner. One snowflake - in the lower left corner, ”etc. (After completing each task, he clarifies: “Where did they put the snowflake?”)
