“Classes on the formation of elementary mathematical concepts in the senior group, according to the Federal State Educational Standard”
September
Lesson 1
Program content
• Strengthen counting skills within 5, the ability to form the number 5 based on comparison of two groups of objects expressed by adjacent numbers 4 and 5.
• Improve the ability to distinguish and name flat and three-dimensional geometric shapes (circle, square, triangle, rectangle; ball, cube, cylinder)
.
• Clarify ideas about the sequence of parts of the day: morning, afternoon, evening, night
.
Didactic visual material
Demonstration material.
A set of three-dimensional geometric shapes (5 cubes, cylinders, balls each), 4 pictures depicting children’s activities at different times of the day.
Handout.
Sets of flat geometric shapes (5 squares and rectangles for each child), drawings-tablets depicting geometric shapes, two-page cards.
Guidelines
Part I.
Game exercise “Malvina teaches Pinocchio.”
Geometric shapes are laid out on the table. Malvina gives Pinocchio the task: “Name and show familiar geometric shapes.” (Cubes, cylinders, balls.)
Pinocchio completes the task with the help of children. Then Malvina offers to count out 4 cubes and check the correctness of the task (using counting); count the same number of cylinders and place them in pairs with cubes so that it is clear that there are an equal number of figures.
“What can we say about the number of cubes and cylinders? – asks Malvina. – How many cubes and cylinders? How to make it so that there are five cubes?
Children help Pinocchio complete his assignments.
“How many cubes are there now? – Malvina finds out. (Children count the cubes.) How did you get the number five? (One was added to four.)
How many cubes? How many cylinders? Five cubes and four cylinders - compare, which is bigger? Four cylinders and five cubes - compare, which is smaller? Which number is greater: five or four? Which number is smaller: four or five?
Malvina offers Pinocchio to establish equality in two ways. (Children help Pinocchio complete the task.)
Pinocchio counts incorrectly: he misses objects, counts objects twice, gives the wrong answer.
Malvina clarifies the rules of counting with the children and finds out how many figures there are and how the new number came about.
Part II.
Game exercise “Count the figures.”
Pinocchio gives the children tasks: “Count out four squares and place them on the top strip of the card. Count out five rectangles and place them on the bottom strip of the card. How many squares? How many rectangles? Five rectangles and four squares - compare, which is bigger? Four squares and five rectangles - compare which is smaller? Which number is greater: five or four? Which number is smaller: four or five? Make sure there are equal numbers of rectangles and squares.”
Children complete the task in any way and explain their actions.
Physical education minute
The teacher reads a poem, and the children perform the appropriate movements.
One two three four five! We all know how to count, We also know how to rest - Let's put our hands behind our backs, Let's raise our heads higher. And let's breathe easily.
We stretched on our toes as many times, exactly as many fingers as we have on our hands! One two three four five.
One, two, three, four, five Stomp our feet. One, two, three, four, five Clap your hands.
Part III.
Game exercise “Complete the missing figure.”
Malvina invites children to look at the drawings-plates (see example on p. 14), determine which figures are missing, complete them and prove the correctness of their decisions.
After discussing the task, Malvina shows ways to solve it. The check is carried out by alternating geometric shapes and determining their number (there should be 3 of them). Part IV.
Game exercise “Let’s help Pinocchio sort out the pictures.”
Pinocchio looks at the pictures with the children and asks: “Who drew the pictures? What are the characters depicted doing? When does this happen?
Then he suggests putting the pictures in order and naming the parts of the day.
Lesson 2
Program content
• Practice counting and counting objects within 5 using various analyzers (by touch, by ear).
• Strengthen the ability to compare two objects according to two parameters of size (length and width), the result of the comparison is indicated by appropriate expressions (for example: “The red ribbon is longer and wider than the green ribbon, and the green ribbon is shorter and narrower than the red ribbon”).
• Improve the ability to move in a given direction and define it in words: forward, backward, right, left
.
Didactic visual material
Demonstration material.
Drum, pipe, counting ladder, 6 tumblers, 6 pyramids, card in a case with 4 sewn buttons, large and small dolls, 2 ribbons (red - long and wide, green - short and narrow), flannelograph, audio recording, box with stars number of children.
Handout.
Workbooks (page 1, task B), colored pencils.
Guidelines
Part I.
Game exercise “Count the same amount.”
The teacher asks the child to count out as many tumblers as the number of drum beats he hears. The rest of the children check whether the task is completed correctly.
“How many tumblers are there on the table? Why did you count out so many tumblers?” asks the teacher.
The task is repeated 2 times using different musical instruments.
Then the teacher asks the child to count as many pyramids as there are buttons on the card (the card with buttons sewn on is in the case).
The teacher clarifies the rules for counting objects by touch. After completing the task, he asks the children questions: “How many pyramids did you count? How to check whether the task is completed correctly? (The child takes the card out of the case, and the children correlate the number of buttons on the card with the number of pyramids on the step of the counting ladder.)
Part II.
Game exercise “Color the same amount” (done in a workbook).
The teacher invites the children to paint as many circles as there are tumblers (pyramids) drawn in the picture.
After completing the task, he clarifies: “How many circles did you paint? Why so many?
Part III.
Game exercise “Let's tie bows for the dolls.”
The teacher draws the children’s attention to the ribbons located on the flannelgraph: “What is the difference between the ribbons? Are they the same color? What can you say about the length of the ribbons? (He suggests comparing the ribbons by length and clarifies the rules of comparison: the ribbons must be placed one under the other, aligning them on the left side.) How long is the red ribbon compared to the green? How long is the green ribbon compared to the red one? (The teacher gives a sample answer: “The red ribbon is longer than the green ribbon.”)
What can you say about the width of the ribbons? (Suggests comparing ribbons by width, arranging them so that the top or bottom edges of the ribbons are in line.) How wide is the red ribbon compared to the green? How wide is the green ribbon compared to the red one? Show the wide (narrow) ribbon. Which ribbon is suitable for a small doll's bow? What kind of ribbon is suitable for a bow for a large doll?”
The teacher ties the bows and finds out why the red bow turned out to be big. He listens to the children’s answers and generalizes: “The red bow turned out to be big because the ribbon is long and wide.”
The teacher invites the children to tell them about the size of the green bow.
Part IV.
Game exercises “If you go right, you will find a treasure.”
“The wizard has hidden a treasure and invites you to find it,” the teacher tells the children.
Using a counting rhyme, a leader is selected.
Kady-bady Pour water for the cow to drink, Drive for you.
The leader completes the task: takes five steps straight, turns right and takes three more steps in pre-arranged circles. The rest of the children follow him. Children find a box and take out stars from it (music plays).
Lesson 3
Program content
• Improve counting skills within 5, teach to understand the independence of counting results from the qualitative characteristics of objects (color, shape and size).
• Exercise in comparing five objects by length, learn to arrange them in descending and ascending order, denote the results of comparison with words: the longest, shorter, even shorter... the shortest (and vice versa)
.
• Clarify the meaning of words yesterday
,
today
Tomorrow
. _
Didactic visual material
Demonstration material.
Magnetic board, squares and triangles of the same color (4 pieces each), large red and small green circles (6 pieces each), matryoshka doll, 5 multi-colored strips of different lengths and the same width.
Handout.
Multi-colored strips of different lengths and the same width (5 pieces for each child).
Guidelines
Part I.
Game exercise “Assignment” (carried out on demonstration material).
The teacher invites the children to place 4 squares and 4 triangles in a row on a magnetic board. Then he asks: “How can I check how many squares and triangles there are on the board? Count the squares and triangles. (Calls several children.) How many squares? How many triangles? What can you say about the number of squares and triangles? How to check equality without counting geometric shapes? (Children use different methods of comparison.)
The teacher draws the children’s attention to the fact that the number of squares and triangles can be indicated by one number: four.
The teacher calls several children and invites them to place 5 red and 5 green circles on the top strip of the magnetic board (the green circles are located after the red circles).
Then he finds out: “What needs to be done to find out how many red circles are on the board and how many green? How many red circles? How many green circles? What can you say about the number of red and green circles? How else are circles different? (Size.)
How to arrange the circles so that an equal number of them can be seen?” (Children check the chosen methods of comparison: overlay and application.)
The teacher concludes: “The circles differ in color and size. But we counted all the circles and found out that there are five of them equally.”
Part II.
Game exercise “Let’s build a ladder for a matryoshka doll.”
The teacher invites the children to put the strips on top of each other. Then he finds out: “What can we say about the width of the stripes? (The stripes are the same width.)
What can you say about the length of the stripes?
(The strips are different in length.)
The teacher invites the children to build a ladder by arranging the strips, starting with the shortest and ending with the longest. Specifies the method of action. After completing the task, he checks the sequence of stripes with the children. Then he asks the matryoshka to walk along the ladder from top to bottom and name the length of each step. (“What can you say about the length of the red step compared to the length of the other (adjacent) steps?”)
Part III.
Children perform a similar task on handouts. They arrange the strips starting with the longest and ending with the shortest. The teacher specifies the method of action and the length of each strip.
Part IV.
Game exercise “When was this?”
Matryoshka asks the children questions: “When was the math lesson? (Today.)
What was your activity yesterday? What activity will be tomorrow? What are we going to play on our walk tomorrow?”
