LESSON ON FORMING ELEMENTARY MATHEMATICAL CONCEPTS IN A PREPARATORY GROUP
The material is published in the Printed collection of practice-oriented materials “Preschool and primary education - modern methods and technologies of teaching and upbringing - JUNE-2021”
Malaya Tatyana Viktorovna
teacher
FGKDOU "Kindergarten No. 158" MORF
Khabarovsk-47
LESSON ON FORMING ELEMENTARY MATHEMATICAL CONCEPTS IN A PREPARATORY GROUP
Program content:
- Teach children to do arithmetic addition problems.
- Strengthen the ability to see geometric shapes in surrounding objects.
- Develop attention, memory, logical thinking.
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Demonstration material: vase, 4 flags. 3 cubes, squares of two colors, 3 triangles of the same color, logical blocks, mosaic Geometric shapes.
Handouts: Triangles of two colors, counting materials, cards with images of figures.
Guidelines
Part I. Game exercise “Getting ready for school.”
The teacher brings an envelope with the teacher’s assignments to the group and invites the children to complete them.
- The teacher calls two children to the board. Reads the task and asks one child to place 2 cubes on the table at a short distance from each other, and the other child to place 1 more cube on top.
Then he asks: “What did the children build? How many dice did Vlad bet? How many dice did Ilya place? Let’s make up a problem about what the boys did: “Vlad put two cubes on the table, and Ilya put another cube on top. How many cubes did the children place? (Children repeat the problem.) In order to answer the question of the problem, you need to solve it.”
The teacher calls two more children to the board. He asks them to use magnets to place on the board as many squares of the same color as Vlad placed cubes, and as many squares of a different color as Ilya placed. Children count the squares and answer the question of the problem: “Vlad and Ilya put three cubes together.”
- The teacher reads the following task and asks one child to place 3 flags in a vase, and the other to place 1 flag. Clarifies: “How many flags did Ksyusha put in the vase? How many flags did Zoya check?”
Children talk about the actions of Ksyusha and Zoya and name the number of checkboxes they checked.
The teacher explains the task: “Ksyusha put three flags in the vase, and Zoya put one flag. This is the condition of the problem. The problem must also contain a question: what needs to be learned in the problem. In our task we need to find out how many flags the children put in the vase.”
Children repeat the question of the problem and pronounce the problem in full. Then the teacher asks: “What parts does the task consist of? What is a “problem condition”? What is a “problem question”?
Children repeat the entire task. The teacher explains: in order to answer the question of the problem, it must be solved. He invites the children to count as many triangles of the same color as the number of flags Ksyusha put in the vase, and as many squares of a different color as the number of flags Zoya put in the vase. Children count the squares and answer the question of the problem: “Ksyusha and Zoya put four flags in a vase.” The teacher clarifies the structure of the arithmetic problem.
Physical education minute.
The teacher reads a poem, and the children perform the appropriate movements:
We raise our hands up,
And then we lower them.
Now let's separate them
And we’ll quickly press you to us.
And then faster, faster
Clap, stomp more joyfully.
II . Game "Find the odd one out"
The child is shown a set of any 3 randomly selected elements of a set of counting materials, logical blocks, or geometric mosaics. The child’s task is to find which element is superfluous and justify his answer.
The teacher should understand that there will not be a clear answer and the most important thing in this exercise is the child’s explanation based on the property that he saw and considers important. The teacher can point out to him that his answer is not the only one and this is a task with a secret - then the child will find another reason for highlighting the odd one out in the group.
Modification of the game: when children master the work of identifying features, you can give them a wider range of objects: from 4, 5 objects.
III . Game exercise “Finish the row.”
The teacher, together with the children, examines the table and clarifies: “What figures are in the first (second, third) row? Are they the same color? What shape is missing and what color? Draw this figure."
After completing the task, the teacher shows a sample, the children compare their drawings with it and explain the correctness of the answer.
IV . Understanding.
The teacher restores in the children’s memory what they did in class, creating a situation of success.
- What did we do today?
– What parts do tasks consist of?
– Which task did you like best?
The teacher praises the children and says that they were great today and completed all the tasks.
Literature:
- Zhukov "Notes of classes with children in a preparatory school group."
- Nikitin B.N. "Educational games for children".
- Pomoraeva I.A., Pozina V.A. Formation of elementary mathematical concepts. School preparatory group (6–7 years old).
- Program for mathematical development of children 5-7 years old “Fascinating mathematics” / N.A. Nadezhdina, T.N. Ermakova.
- Uzorova O., Nefedova E. “1000 exercises to prepare for school.”
Project for older preschoolers “Numbers in Fairy Tales”
“her coffin to six pillars
on cast iron chains there
carefully screwed
and fenced it off with bars.”
"The Tale of the Golden Cockerel"
The fairy-tale kingdom, where the action of “The Tale of the Golden Cockerel” takes place, is located “in the distant kingdom, in the thirtieth state,” which means very far away.
And again we meet the number 3. Three times the cockerel crowed, three times the army rode out to fight the enemy. Eight days after the king’s eldest son left, the rooster crowed. After the youngest son left, again 8 days later the rooster again announced an enemy attack.
The tsar himself went for the third time. After 8 days he reached the place.
The most common number in Pushkin’s fairy tales is the number 3. The number “3” in fairy tales makes the reader think about magic, about perfection. The tripling of the motive (the search for the bride) creates a measured rhythm of the narrative.
3. Third stage:
1. Involving parents in working on the project. Conducting a survey of parents.
2. Card index of entertaining games “You can take it with you.”
3. Consultations: “Mathematics is interesting”, “Mathematics at home”.
4. Showing the presentation “Fairytale Mathematics”.
Questionnaire for parents “ A fairy tale in your child’s life ”
How often do you read (tell) fairy tales to your child?
What fairy tales does your child prefer?
Does your child ask to read (tell) a story several times?
Does your child have a favorite fairy tale? If so, which one?
Does your child play the fairy tales he listened to?
Does your child tell a fairy tale with you or to his dolls or toys?
Does your child have books to read independently?
When looking at illustrations for fairy tales, does your child ask you questions?
Can your child recognize a fairy tale from the illustration?
What fairy tales do numbers appear in?
Conclusion:
Most of all, the parents remembered fairy tales where the numbers 7 and 3 are found. For example: “The Wolf and the Seven Little Goats”, “The Three Bears”. We didn’t remember the fairy tales with the number 2.9 at all.
Conclusion:
At the final stage, the results and progress of children are determined. The level of knowledge and interests of children has increased. The goal of the project has been achieved - the formation of elementary mathematical concepts in children in joint play activities through reading fiction and theatrical activities is possible. The hypothesis has been proven - children are active and interested. The children enjoyed the research process.
Results achieved:
Using elements of dramatization, different types of theaters, elementary mathematical ideas about numbers (quantitative and ordinal counting were fixed) and geometric figures were consolidated, through a close connection between perception and knowledge of the surrounding world. Children took an active part in creative theatrical performances; their expressiveness of speech, movements, and visual skills improved. The children showed a caring, attentive attitude towards the people around them, towards the world of things and nature, and showed a keen interest in listening to fairy tales. The children found out that the most common number found in fairy tales is three. As M.V. Lomonosov said: “Mathematics must then be taught so that it puts the mind in order.” The results of the project confirm this truth.
