Formation of quantitative concepts and counting activities in children in the middle group
author: Litvinova Elena Yulyusevna
teacher of MADOU "DS No. 213 of Chelyabinsk"
Formation of quantitative concepts and counting activities in children in the middle group
Formation of quantitative concepts and counting activities in children in the middle group
Litvinova E.Yu.
Educator of MADOU "DS No. 213 of Chelyabinsk"
In kindergarten, preschoolers are introduced to counting. Mathematical problems and counting exercises teach children to think, think logically, and expand their understanding of the world around them. The basic concept of elementary mathematics in kindergarten and the basic quantitative concepts of a preschooler is the concept of number. Natural numbers are numbers that arose in the process of counting individual objects (1, 2, 3, etc.) or measuring. Work on developing this concept in children is carried out over three years (in the middle, senior and preparatory groups).
Ideas about quantity and counting in preschoolers begin with the formation of pre-numerical quantitative relationships: equality - inequality of objects in size, equality - inequality of groups in terms of the number of objects included in them. The child begins to understand the mathematical relationships “more”, “less”, “equally”. Only after this does he begin to learn how to count, and is given an idea of numbers within ten, of the relationships between successive numbers, of the quantitative composition of a number of individual units and two smaller numbers.
V.V. Danilova, T.D. Richterman, Z.A. Mikhailova point out that “objective actions of young children are propaedeutics of counting activity.” Actively acting, children of this age scatter objects or, conversely, collect them. As a rule, the child accompanies all identical actions by repeating the same word: “here..., here..., here...”, or “more..., more..., more...”, or “on..., on..., on...”, or chaotic naming of numbers: “one, one, five, etc.” Such actions with sets can be considered as the beginning of the development of counting activities. Children easily learn simple counting rhymes and individual numeral words and use them in the process of movements and games. The early appearance of numerals in the active vocabulary of children (1.5-2 years old) is not an indicator of the formation of quantitative concepts. These words are borrowed from the speech of adults and are used by children during play. At an early age (2-3 years), children move from chaotic knowledge of numerals, under the influence of training, to mastering the sequence of numbers in a limited segment of the natural series. As a rule, these are numbers 1, 2, 3. V.V. Danilova, T.D. Richterman, Z.A. Mikhailova write that “further ordering of numbers in children of 3-4 years of age occurs as follows: increases segment of memorizing the sequence of numerals, children begin to realize that each of the numeral words always occupies its specific place, although they still cannot explain why three always follows two, and six always follows five.” In this case, speech arises - auditory-motor connections between the so-called numerals, which manifest themselves in the fact that in a learned chain of words (one, two, three, etc.) it is completely impossible for a child to replace the word one with the word one. If such a replacement of words occurs, then the connections formed in the child’s mind are destroyed and he becomes silent, not knowing what should follow the word one (in some cases, to please the elders, a 2.5-3 year old child names the word one as preceding all the learned them number chain).
Thus, at an early age, under the influence of active actions with object collections, children develop a speech-auditory motor image of a natural series of numbers.
E.I. Shcherbakova points out that, following speech-auditory-motor images, 3-4-year-old children successfully form an auditory image of a natural number series. Numeral words are lined up and named in order, but this happens gradually: “at first, only a certain set of numerals is ordered, after which the numerals are named, although with the omission of some of them, which the child has not yet memorized, but always in increasing order. Having mastered the numerals of the first ten, children easily move on to the second ten, and then count like this: “Twenty-ten, twenty-eleven,” etc.
By mastering counting, children acquire the ability to determine the number of objects as a result of understanding the final value of the number, to compare sets and numbers with the definition of relationships between them (visually, in words). Comparing numbers (on a visual basis) reveals and highlights the quantitative meaning of a number. V. V. Danilova, T. D. Richterman, Z. A. Mikhailova o. At the same time, children's perception and thinking are restructured. They develop the ability to see the same quantity regardless of external insignificant signs (awareness of the principle of conservation of quantity). This is facilitated by exercises that convince children that the same quantity can be represented from different objects, differ in the size of the occupied area, and location. According to V.V. Danilova, at the age of 4-5, children learn the sequence and names of numerals, accurately correlate the numeral with each set of objects, regardless of their qualitative features and forms of arrangement, and learn the meaning of the last number named when counting as the final number. However, when comparing numbers, the larger of them is determined by its distance from the beginning of counting or as being in front (behind) of any number, which was typical for children at a lower level of mastering the sequence of numbers. L. V. Mikhailova-Svirskaya believes that in older preschool age children master measurement. From the practical comparison of objects by measurement they move on to their quantitative characteristics by counting conventional measures. The number begins to act as the ratio of the whole (measurable quantity) to the part (measure). Developing in a preschooler the ability to answer the question “how much?” words “many”, “few”, “one”, “two”, “the same”, “equally”, “more than...”, “less than...”, etc. speeds up the process of children understanding the knowledge of the final number when counting.” This activity deepens the concept of number.
Throughout the school year, children in the middle group practice counting within 5, and in the older group – within ten. They count objects, toys, count out smaller ones from a larger number of objects, count objects according to a given number, according to a number, according to a pattern. The sample can be given in the form of a number card with a certain number of toys, objects, geometric shapes, in the form of sounds, movements. When performing these exercises, it is important to teach children to listen carefully to the teacher’s tasks, remember them, and then complete them. The middle group program is aimed at further developing mathematical concepts in children. It involves learning to count to 5 by comparing two sets expressed by adjacent numbers. An important task in this section remains the ability to establish the equality and inequality of groups of objects, when the objects are at different distances from each other, when they are different in size, etc. Solving this problem leads children to understand an abstract number.
Grouping objects according to characteristics develops in children the ability to compare and carry out logical classification operations. In the process of various practical actions with aggregates, children learn and use in speech simple words and expressions that indicate the level of quantitative ideas: many, one, one at a time, none, not at all, few, the same, the same, the same, equally; as much as; more than; less than; each of..., all, all.
Children in the middle group must learn counting techniques:
- Name the numbers in order.
- Correlate each numeral with only one object.
- At the end of the count, sum it up in a circular motion and call it by the name of the items counted (for example, “one, two, three. Three dolls in total”). When summing up the count, always pay attention to the fact that children always name the number first, and then the object.
- Learn to distinguish the counting process from the counting total.
- Count with your right hand from left to right.
- During the counting process, name only numerals.
- Teach children to correctly coordinate numerals with nouns in gender, number, case, and give a detailed answer.
Simultaneously with learning to count, the concept of each new number is formed by adding a unit. Throughout the entire academic year, quantitative counting up to 5 is repeated. When teaching counting, in each lesson, special attention should be paid to such techniques as comparing two numbers, matching, establishing their equality and inequality, overlapping techniques and applications.
Counting by touch, counting by ear and counting various movements within 5 are also given.
One of the important tasks in this group is teaching children the ability to count objects. For a child, counting and counting are not the same thing. These are different counting operations. It is advisable to teach counting in a familiar environment for children, where there are fewer distractions. In this case, it is necessary to show children the method of counting, indicate when to pronounce a numeral, selecting objects.
Without knowing how to estimate size, a child often cannot compare the size of objects of different shapes or differently located in space, taking into account, as a rule, only one of the parameters of size, primarily height, which leads to an incorrect decision - to estimates by visual impression.
In order to develop an orientation towards the size of objects as a significant sign and to bring the child to an awareness of the need for measurement as a way of comparing objects by size, an organization of learning is needed that would provoke the child’s own cognitive activity.
Children continue to be taught to compare (measure) objects in width, length, height, thickness by placing them next to each other, making this work more difficult by the fact that objects for comparison are selected with small differences in width, length, height, thickness. This is done in order to show the need for commensurateness. In this case, you should pay attention to the correctness of the measurement: clear alignment of the ends and sides of the objects being measured, the need to use a single reference point.
Work is underway with children to prepare for mastering measurement. This is a comparison of two objects using a third - a conditional measure. For example, on the table, each child has a piece of paper with Christmas trees pasted on it and a strip of paper, from which they must independently make a measurement and use it to determine which of the trees is taller.
When comparing objects, children should be able to arrange them in ascending or descending order by length, width, thickness, and height.
Initially, such a determination is made as a result of direct application of objects to each other, and then children should be able to determine by eye. For example, the teacher asks to give a strip of paper of the same length or to bring an album thicker than what is on the table, etc.
In the middle group, children's knowledge of geometric shapes expands. In addition to circles, triangles and squares, they should be able to distinguish and name rectangles, ovals, and three-dimensional shapes (sphere, cube, cylinder). Get acquainted with forms by examining them tactile-motor and visually.
The methodology for conducting classes to introduce and consolidate the names of geometric figures is the same as in the second junior group.
Geometric shapes are given to children in pairs. First, they give a pair of volumetric and planar forms (a circle and a ball, a square and a cube), and then they can give a pair of volumetric shapes (a cube and a cylinder). In this case, it is necessary to pay attention to their special features (the cube has many angles, the ball and cylinder do not; the ball and cylinder roll, but the cube is stable). Children should be taught to distinguish angles and sides in geometric shapes (a rectangle and a square have 4 corners and 4 sides). At the same time, there is a difference between the figures. The teacher emphasizes it, noting that a square has all the same sides, and a rectangle has two long sides and the other two short. Next, it is recommended to compare the rectangle with a circle and an oval.
Examination and comparison of figures is carried out in a certain sequence:
a) mutual overlap and application of figures; this technique allows you to more clearly perceive the features of figures, similarities and differences, and highlight their elements;
b) organizing the examination of figures by tactile-motor means and identifying some elements and features of the figure; the effect of examining a figure largely depends on whether the teacher directs the children’s observations with his words, whether he indicates what to look at, what to find out (the direction of the lines, their connection, the proportions of individual parts, the presence of angles, vertices, their number, color, size figures of the same shape, etc.); children must learn to verbally describe this or that figure;
c) organizing various actions with figures (rolling, placing, placing in different positions); By acting with models, children identify their stability or instability, their characteristic properties. For example, children try to place a ball and a cylinder in different ways and discover that the cylinder can stand, can lie, can roll, but the ball rolls. In this way, the characteristic properties of geometric bodies and figures are discovered;
d) organizing exercises for grouping figures in order of increasing and decreasing size (“Select by shape”, “Select by color”, “Arrange in order””);
e) organization of didactic games and game exercises to strengthen children’s skills in distinguishing and naming figures (“What’s missing?”, “What’s changed?”, “Wonderful bag”, “Shop”, “Find a pair”, etc.)
They teach children to distinguish between a circle and an oval, to make and lay out different shapes from sticks. For example, make a square out of 4 sticks, a rectangle out of 6, and a triangle out of 3.
The teacher should give the children an idea that figures can be of different sizes: large and small.
It is necessary to train children in arranging figures in ascending or descending order: a large circle, a smaller one, an even smaller one, etc.
The tasks of orientation in space also become more complicated: children not only must determine the direction “away from themselves,” but also move in this direction. Children receive this knowledge in classes and consolidate it in games, on walks, etc.
Children should be able to determine the position of this or that object in relation to themselves (“There is a table in front of me,” “There is a closet on my right,” etc.). Learn to see what is close and what is far from them; Use the terms “close” and “far” correctly.
Preschool age is the most favorable period for the development of mathematical concepts in children, since they have a desire to learn associated with the desire to learn new things.
The features of children's mathematical concepts in preschool age include: connection with play, reliance on the help of an adult, expansion of children's independence in completing tasks, accumulation of a certain stock of subject knowledge and skills, development of the necessary specific cognitive and mental skills that are basic for successful learning. in the future, mathematical and any other generalized content. Formation of quantitative concepts and counting activities in children in the middle group
Middle group. Junior preschool age. Children 4 - 5 years old
Summary of a lesson in the middle group on FEMP “Puss in Boots and the number 4” Summary of organized educational activities on cognitive development (FEMP)
in the middle group.
Prepared and conducted by teacher Krainenko V.A. Topic: "Puss in Boots and
the number 4 " .
Goal: to introduce the formation of the number 4 , and teach how to count within four.”
Software... Abstract of OD on FEMP “Let's help forest dwellers. Counting within 3. Circle, square, triangle" (middle group) Municipal budgetary preschool educational institution kindergarten No. 48 "Dandelion"
Svetlograd Summary of educational activities middle group
“Sun”
topic:
“Let’s help forest dwellers” “Cognitive development”
FEMP Prepared by: teacher MBDOU DS No. 48
“Dandelion”
...
Teaching middle group children quantitative calculations
Topic: Teaching preschoolers quantitative calculation
Plan
1. Teaching children of the middle group quantitative counting and counting objects.
2. Teaching children to count objects
3. Teaching children of the older group quantitative calculations
Teaching middle group children quantitative calculations
Learning to count can begin at a young or middle age (depending on the kindergarten program) only after children learn to compare sets by element-by-element correlation with each other using the techniques of superposition and application.
Teaching counting in the younger group is usually carried out within 5. The main goal: not only to teach children to name numerals in order, but also, most importantly, to show how subsequent and previous numbers are formed. Those. Children need to be taught to understand the total of a count and be able to answer the question “How much?”
Learning to count is necessarily carried out in a playful way, based on the comparison of two sets: either equal to each other, or different from each other by one. This work takes place in a playful way with familiar toys and characters. For example, a squirrel came to visit the children, and the children wanted to treat it with a nut. Items are placed clearly next to each other. Children are already familiar with concept 1 and easily answer the question: “How many squirrels, how many nuts?” They see that they are the same. You can suggest comparing objects by quantity: “What can you say about the number of squirrels and nuts?” (one by one).
After which another object is added to one of the sets - another squirrel has arrived. (Triangle – squirrel, circle – nut). “How many squirrels have there become? They can be counted." At first, the teacher counts. She suggests counting objects from left to right with the right hand or a comfortable hand, so that all children can see, and at the end name the total number of objects. “One, two. Just two squirrels.” Children often do not understand the total of the count and the question “How much?” They can’t answer, they start counting again. A circular gesture helps to understand the result of the count, i.e. circling all items. This gesture is used until the children learn to understand the total of the count. It is important to compare items by quantity: “What is more - two squirrels or 1 nut, and what is less?” We gradually move on to comparing numbers: “Which number is greater than 2 or 1?” Let’s clarify how 2 squirrels turned out: there was one squirrel, another one jumped up. We clarify that the number consists of units: one and one turned out to be two.
Next, we also add an object to the second set: we will also treat this squirrel
nut. We suggest counting the number of nuts and calling the total. We compare items by quantity. “What can we say about the number of squirrels and nuts” (children already know that there are equally, equally, so many nuts, so many squirrels). We repeat how we got 2 nuts.
It is necessary to show the formation of not only subsequent, but also previous numbers. To do this, 1 item is removed from any set. For example, a squirrel ate 1 nut. Are squirrels or nuts the same? What's more: squirrels or nuts? Which number is greater: 2 or 1? There were 2 nuts, how did you get 1? Let us clarify that 2 without 1 makes one nut.
The formation of the following numbers (3, 4...) occurs in a similar way. We show the formation of each number using at least 2 types of visual material.
When teaching children to count, the following errors may occur:
1. start counting with the word “one”;
2. skip numbers or swap them;
3. do not understand the total of the account;
4. do not correctly agree numerals and nouns in gender, number, case (5 dolls...);
5. they confuse the gender of numerals (3 Christmas trees - one, two, three, but they should be one, two, three), especially if there are 2 sets of different kinds (hedgehogs and apples);
6. name an object after each numeral;
7. sometimes the numerals do not coincide with the counted objects (most often this happens due to the slow speech of children - the action is ahead of speech and is eliminated individually);
8. they confuse cardinal numbers with ordinal numbers.
At the beginning of learning to count, some children cannot count objects until they are moved from place to place (as if these objects are fixed). Individual work is carried out with such children. First, they are taught to touch the object, then point to the object, then with their eyes, first close to the object, then at a distance.
At the beginning of learning, not every child can count objects silently. They name numbers out loud, which interferes with children’s independent work. We gradually learn to count in a quiet voice so as not to disturb others, then in a whisper, then silently.
To consolidate knowledge about counting, you can play various games and exercises: lotto, dominoes, “Find yourself a partner”, “Find your house”, “Get in order”, “Arrange correctly”. Typically all games use number cards.
In the game “Find a Pair”, children are given cards and they look for a matching pair. To make it more difficult, you can offer cards with figures of different colors, sizes, and shapes. Also, the figures can be arranged in different ways.
Game "Find your house."
Option 1: the teacher places toys in different quantities in the group. Each child is given a number card. The children find their home.
Option 2: the toys are arranged similarly, and the cards are already in the houses, but they are mixed up. Children must clean up the houses and explain.
Option 3: The teacher hands out cards to the children; there are houses with number figures on the floor in the hall. Children perform rhythmic movements to the tambourine, and at the signal they run to their house and explain.
You can count sounds and movements (“Place as many nesting dolls as many times I clap my hands”). In everyday activities, you can count steps, toys taken out for a walk, petals on a flower, etc.
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Synopsis of GCD for FEMP in kindergarten “Counting within five.” Middle group
Abstract of the GCD in mathematics “Counting to five” in the middle group
Age group: middle group (4-5 years). Topic: Counting to 5. Goal: Consolidating counting to 5. Integration of educational areas : Cognitive, communicative.
Program tasks:
Cognitive: Practice counting up to 5. Train the ability to compare objects by size. Reinforce knowledge of colors (red, yellow, green). Developmental:
Develop coherent speech, memory, attention, logical thinking.
Educational
: To foster activity, independence, and the ability to work in a team.
Objectives : Practice direct counting up to 5. Train the ability to compare objects by size. Strengthen knowledge of colors. Develop coherent speech, memory, attention, logical thinking. Foster activity, independence, and the ability to work in a team. Forms of work: Speech situation, problem solving, reading, joint actions, game exercises. Technologies: problem-based learning, health-saving. Preliminary work : Introducing children to a geometric figure (circle, the size of objects, colors (red, yellow, green, blue) and associate with nature, counting within 5. Materials and equipment: Egg, dinosaur. Pictures: cloud, sun, flower, grass. Red, yellow, green pencils and sheets with drawn beads. Pictures with numbers, flowers with detachable petals.
GCD progress:
Motivational stage: - Hello guys. Today I came into the group and saw an egg. Whose it is and where I don’t understand from where. - Oh, guys - this is the same. (Wow, this is a dinosaur) Let's come up with a name for him. (Rex, Molly, Dino, etc.) - What a great fellow you are. The dinosaur whispers in the teacher's ear. Approximate stage: - Rex says that if he puts the numbers up to five in order, then he can return to his mother. - Rexik is very small, and you are already very big and know how to count. True (Yes, we can.) - Let's teach Rex to count from 1 to 5 and help him arrange them in order (Yes, let's do it.) - Well done... Commendable. Guys, we will evaluate some tasks with a gesture. If you liked the task, then clenched your fist and thumbs up. If you don’t like the task, then clenched your fist and thumbs down. (Showing gestures). Is everyone clear? Ready (Yes. Ready.) Performing stage: Now listen to the story: The pencils in the box got into trouble. Blue said: “I am the most important, the children love me the most.” They paint with my color, what? (Sky, cloud) “No, I’m the most important,” said the red pencil. They paint with my color (Flower) - No, I’m the most important, said the green pencil. They paint with my color (Christmas tree, grass) “Argue, argue,” the yellow pencil thought to himself, I already know that I am the most important one. And children love me the most because they paint with my color. (Sun) - Attention question: How many pencils were in the box? Which ones (Three, four. Red, green, yellow, blue.) - Thank you, young people. - Pencils will help you guys cope with the next task, but first we’ll do gymnastics for the fingers. - Now, please get your hands ready and count with me: (showing two palms) In our group, girls (shake your right hand) and boys (shake your right hand, we’ll make friends with little fingers: 1, 2, 3, 4, 5! (Fold the fingers of your right hand one by one) Let’s start counting again: 1, 2, 3, 4, 5 (Fold the fingers of the left hand one by one) – Now we’ve finished counting! So, look at what you have drawn on the pieces of paper (circles) Let’s we will call them beads (Let's) - Guys, what shape are the beads (Round) - They are the same size (no) - Let's decorate the beads. - You will decorate the large bead with a red pencil, show with your finger (I check). - The small yellow bead, show with your finger (checking). - The middle bead is green, point with your finger (checking). - Guys, you all worked very hard. I’m very pleased. How would you rate your work? - Let’s take a rest, guys. Let’s warm up? - Everyone get up and stand in a circle on the carpet. - Repeat the movements after me. (All movements according to the text) 1, 2, 3, 4.5 (All children show their palms. They repeat the movements.) We all know how to count, We also know how to rest - Let's put our hands behind our backs, Raise our heads higher And breathe easily, easily. 1, 2, 3, 4, 5! Let's stomp our feet! 1, 2, 3, 45! Let's clap our hands! We will pull ourselves up now On our toes as many times Exactly as many times as we have fingers on one hand. - Wonderful. — Did you like the physical education session? We rested a bit. Let's continue. — Guys, please help me collect a flower for our dinosaur. All the petals scattered. - What shape is the middle of the flower (Circles) Collect the petals around the circle. - Happened. Great. — How many petals does a flower have? - What colour? - Well done. How would you rate it? - Now I want to ask you to help the dinosaur put the numbers in order. Can you help? (Yes) - There are numbers on the table in front of you, put them in order together. - Well done. So, let's evaluate the task. Reflective stage: - You all tried very hard, but what do you think, our little dinosaur has learned to count (Yes.) - Let's count together from 1 to 5 again. (Count in unison.) - Thank you guys! Now I can return to my mother. Goodbye. (Please. Bye. Come to us again.) - Guys, what did you like most today? (I select several guys) - What did you find difficult in the lesson? — Thank you guys for your wonderful answers. Prospective stage: - Guys, ask your parents this evening how they learned to count. And tomorrow we will discuss this with you.
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Middle group Program content: Educational: 1. Learn to compare the number of objects and correlate them with numbers, as well as establish the sequence of events (parts of the day); 2. Practice the ability to distinguish and name familiar geometric shapes, circle, square, triangle, rectangle; 3. Continue to teach counting within 5; arrange the numbers in order from 1 to 5. Developmental: 1. Develop children’s motor activity, fine and gross motor skills, spatial orientation; 2. Develop attention, memory, thinking. Educational: 1. Accustom to listen to the teacher’s task and act in strict accordance with it. 2. Cultivate friendly relations in children, the ability to listen calmly to each other; Preliminary work: introduction and riddles about numbers 1, 2, 3, 4, 5; examination of geometric shapes; games: “Mathematical figures”, “What is round?”; learning physical education lessons. Looking at illustrations about the time of day. Equipment: slides with a picture of the country of Mathematics, a basket with geometric shapes (circle, square, triangle, rectangle) and large geometric shapes, hoops, cards with a task for k/r, colored pencils, cards with numbers, a magic box with gifts - “coloring books” ", Christmas trees, bench, easels.
Progress of OOD
Organizational moment. We will build an even circle, with a friend on the right and a friend on the left.
Let's hold hands together and smile at each other! Is everyone in a good mood? Are all your sorrows forgotten? I ask you to tell me: Are you ready to count and play today? (children's answers) - Guys, today the postman brought me a letter.
Want to know what's there? (The teacher reads a letter to the children.) “Hello guys!
My name is the queen of the country of Mathematics. And I invite you to visit me! I heard that you are very obedient, smart and smart guys, and I really want to meet you!” — Do you want to meet the queen of the country of Mathematics?
How do we go to a magical land? (children's assumptions) -And I suggest you go on foot. Because walking improves our health! We have a long way to go to the land of Mathematics. Let's go friends! There's no way you can fall behind! (To the song “It’s fun to walk together” - the children follow the teacher and along the path of health). 1 slide “Magic Country”
- Oh, guys, look where we ended up? And I know. We are in the land of Mathematics. We have to complete many tasks that the Queen of this country has prepared for us. And now the first task is who lives on this lawn, you will find out if you guess the riddles. Slide 2 Geometric shapes
1 task “Geometric shapes”. *** It looks like a wheel, and also like the letter O. It rolls along the road and hides in a daisy. His temper is not cool at all. Did you guess it? This is (circle) *** We build a house from it. And the window in that house. We sit down to it at lunch, and have fun at leisure. Everyone in the house is happy with him. Who is he? Our friend - (square) *** These figures are rushing around the city, taking children to kindergartens and schools.
There is a bus, a trolleybus, a tram. Look at the road, don't yawn! The houses look like this figure. What am I talking about? Answer, friends! (rectangle) *** The mountains are similar to it, It’s also similar to a children’s slide, And it’s also similar to the roof of a house. It looks very much like it. What did I wish for? It's a triangle, friends. - Well, now have you guessed who lives on this lawn?
(geometric figures) (The teacher hangs the guesses on the easel, the children stand in a semicircle) Game “Guess what’s in the basket” - The Queen of the Country of Mathematics has prepared a magic basket for us. Here she is standing under the Christmas tree. Let's try to guess what's in it? “You put your hand in the basket and find out by touch what kind of object it is, name it and then show it to all of us, and we check if you guessed correctly.” (Children stand in a semicircle, the teacher approaches each child. Children guess.) Game “Find your house.” — And now the geometric shapes offer you to play the game “Find your house.” — Once upon a time there lived geometric figures in their houses. What are they called, let's repeat it again? Circle, square, triangle and rectangle (the teacher shows and arranges large geometric shapes into hoops). I play mathematics, I turn you into figures!
One, two, three, triangle, run to the house! (triangle children run into their hoop).
- Well done boys! We did it! - But it’s time for us to move on! (children follow the teacher) 3 slide Numbers
Task 2 “Counting to 5” (Children with a teacher approach the tables) Put the numbers in order
- Look, guys, the numbers 1,2,3,4 and 5 decided to play around a little and got mixed up so much that they forgot their ordinal places.
Let's help them put things in order! (Each child has cards with numbers from 1 to 5. Children lay out the numbers on the tables in order). “Look, here in the clearing, the numbers are also mixed up, let’s help them too to fall into place.” (Five children come out and each take a number and stand up according to their number.) The teacher reads poems about numbers Like a soldier, one. There’s no way she can sit down: She’s standing at her post. The nose always looks to the left. Who does the deuce look like? Maybe for a duck? Rack! No, only a swan, arching its neck, can compare with her. A thin ring fell on the porch. It's split! Look - it turns out to be the number three. The wooden chair broke, But he was not at all confused: He stood upside down in the apartment, And became the number four. He knows the business of fisherwomen! The number five is a hook for him.
If you tie this number five with a fishing line to a stick, the stick will become a fishing rod... There will be glorious fishing! - Well done, you did everything right!
Count the drawn objects and connect the resulting answers with numbers (sitting at the tables) - And the queen of the country of Mathematics also left us a task. Let's see? (each child has a card with a task: count the drawn objects and connect the resulting answers with numbers) Well done, you completed this task. PHYSICAL MINUTE Perform movements corresponding to the teacher's demonstration to the music. Guys, do you hear what beautiful music is playing? Let's dance, because we are all friendly and can do everything. Warm-up dance “Strong Friendship.” - Well done! We completed all the tasks. We can move on! Slide 4 Queen - Look, guys, who is meeting us? (children are greeted by the queen of the country of Mathematics) showing an image on a slide - Hello, guys! How did you get to me? Was it difficult? What a great fellow you are! Do you want to play with me? And I’ll see how smart and quick-witted you are! Game "When does this happen?" Good morning - the birds are singing, Good people, get out of bed. All the darkness hides in the corners, the Sun rises and goes about its business! — Guys, what part of the day is this poem about? Slide 5 Parts of the day
—What other parts of the day are there? - The parts of the day always follow each other in order and this order is never violated! Game “Put the pictures in order” (Children place pictures depicting parts of the day in the correct order on an easel) We have breakfast in the morning and dinner (in the evening) We sleep at night and do exercises (in the morning) During the day we have lunch and have breakfast (in the morning) Sun shines during the day, and the moon (at night) We have dinner in the evening, and have lunch (in the afternoon) We go to kindergarten in the morning, and from kindergarten.... (in the evening) Result of OOD. After the games, the Queen of the Country of Mathematics addresses the children. Slide 6 Queen - It’s time for you guys to go back to kindergarten. I am very glad that you came to visit me! We completed many different tasks and managed to cope with everything. You were all attentive, resourceful, brave. I have a surprise for you... This magic box. I’m passing it on to you, and in the group, look at what’s in it. Goodbye! Come again! 7 slide the way home
(The children and the teacher return along the well-known route to the song “It’s Fun to Walk Together.”)
- Guys, we’re back at the kindergarten.
Where have we been? What they were doing? What was easy or difficult? Let's see what the Queen of the Country of Mathematics gave us? They open the magic box and take out coloring books with tasks. They say goodbye to the guests and leave.
Presentation on the topic: OOD on FEMP in the middle group “Playing and counting”
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