We form elementary mathematical concepts in preschoolers of different ages. We form elementary mathematical concepts in preschoolers of different ages Formation of elementary mathematical concepts 3 4 years

Formation of elementary mathematical concepts in children 3-4 years old.

Lesson 1
Lesson notes
Topic: Alone. A lot of.
Goal: To learn to find many similar objects in the environment and isolate one object from it.

Objectives: To introduce the concepts of “one”, “many”. Work on the ability to coordinate the numeral “one” with nouns in gender and case. Get acquainted with the concept of “right” and “left” hand. Form spatial concepts (the concepts of “in front of, behind, above”).

Materials: a basket with balls of different colors according to the number of children + 1 ball for the teacher.
During the classes.
1. Children sit on the carpet and play with their fingers to the rhyme “Let's count our fingers.”
1, 2, 3, 4, 5 we will count fingers.

(we bend our fingers)

Here is a fist, and here is a palm.

(Show fist and palm)

A cat sits on your palm and sneaks away slowly,

(The other palm moves along the palm, fingering it)

Maybe a mouse lives there?

The cat is guarding the mouse. Meow!

(Like a cat scratching her palm with her fingers, and quickly hide her hands from the cat at the last word)

2. The teacher has a basket with balls of different colors according to the number of children +1 to the teacher.

What's in my basket? (Balls)

How many balls do I have in the basket? (A lot of)

I'll take one ball. I have one red ball.

Sasha, take the ball. How many balls did you take? What kind of ball do you have? You have one green ball. Repeat. (Hand out all the balls)

How many balls were in the basket? A lot of.

Now how much is left? No one.

There were a lot of balls, we took one at a time, and not a single ball was left.

3. Physical exercise.

Take the ball in your right hand. (The teacher stands facing the children and shows all movements in a mirror image) Transfer the ball to your left hand. Raise the ball above your head. Hide it behind your back. Hold the ball in front of you. Jumping in place with a ball in your hands to the poem:

Girls and boys jumped up and down like balls.

We jumped, got tired, stood up on our toes,

They slowly spun around and sank onto the mat.

4. Let's collect the balls in a basket.

How many balls are there in the basket? (No one)

I will put 1 red ball in the basket.

Sasha, put the ball in the basket. How many balls did you put in?

(Collect all the balls in a basket)

How many balls are there in the basket? (A lot of)

We put one at a time, and there were a lot of them.

5. Game "Peozd".
We were sitting, we were tired,

And now we stand up together.

They stomped their feet,

Hands patted.

We'll assemble a locomotive,

to take us on a visit.

Children move in a group one after another to the song “The locomotive is moving, the locomotive is moving,” with their hands on the shoulders of the person in front. The locomotive “drives up” to a corner of nature.

What items do we have a lot of? Which item is one? (Many cones, one squirrel) Take the one object and place it on the table.

“Drive up” to the construction corner. - What kinds of objects are there a lot? Which one? (Many blue cubes, one red.) Take 1 cube from those that are many and place it on the table.

“Drive up” to the doll corner. There are toys at the table. - How many bears? (One) How many dogs? (One) How many dolls? (One) How many cats? (One) How many toys are there in total? (A lot) Take 1 toy and put it on the table. etc.

“Drive up” to the table. - What's on the table? What are they for? - These are toys, needed to play. How many toys are on the table? (A lot of)

What else can you say “many” or “one” about?
6. Lesson summary.
Which game did you like best? You and I counted which items were many and which were one at a time.

^ Games on the topic of the lesson:
1. With ribbons (movable):
The teacher hands out ribbons to the children. - How many ribbons did I give you and what color? (One red ribbon) Pick up the red ribbons. - How many red ribbons? (Lots of) Raise the blue ribbons. - How many blue ribbons? (A lot) We sat down and hid the ribbons. Ribbons, which I will name, will dance to the music.

The teacher plays a musical fragment, after which the children crouch and hide the ribbons.

And to the music now,

blue (red, green, yellow) ribbons began to dance.
2. Flashlights (movable):
It is carried out similarly to the game with ribbons. - How many flashlights do you have and what color? (One, red) How many flashlights are there? How many red, blue?.. Children raise lanterns of the desired color and spin to the music.

The red sun has set.

It became dark outside.

You guys help us

Light the blue lanterns.
It's morning again.

The lights all went out.

At the end of the words, the children hide the flashlights.
3. Pilots (mobile):
There are paper airplanes of different colors on the chairs. - Take an airplane each. How many airplanes do you have? How many airplanes are there in total? Yellow (blue, red) planes began to land. - How many planes are left to fly? (No one)

Worksheet lesson 1
Count and color. Who is there in the picture and who is alone?

Lesson 2
Lesson notes
Topic: Alone. A lot of. Grouping items by size.
Goal: Learn to compare objects by size (by eye).

Objectives: To consolidate the ability to find and make a group of homogeneous objects and select one of them in size and perform an action on them. Clarify knowledge about the concepts “one”, “many”. Teach children to navigate by stripes of different colors.

Materials: Vegetables of large and small sizes, 2 baskets, strips of green and yellow cardboard for each child, red mugs, 5 pieces large and small for each child.

Demonstration material: stripes of 2 colors and red circles of 2 sizes.
During the classes.
1. Children sit on the carpet and play with their fingers to the rhyme “Vegetables.”
Lariska has 2 radishes,

Antoshka has 2 potatoes.

Tomboy Earring has 2 green cucumbers.

And Vovka has 2 carrots,

Moreover, Petka has 2 tailed radishes.

(we bend our fingers for each name)

2.Game “Gather vegetables in baskets”
- Look what's on the table? Name it in one word. Vegetables. - Are the vegetables the same? Big and small. - Let's reap the harvest. We will collect large vegetables in a large basket, and... small ones in a small basket. - Sasha, take a vegetable. What is the name of this vegetable? What size is it? Which basket will you put it in? What size vegetables are in the large basket? In a small basket?

3. Physical exercise. “We’ll go to the garden.”

We'll go to the garden

We'll reap the harvest.

We'll dig up potatoes

We'll drag carrots

We'll cut a head of cabbage

Round, round, very tasty.

Let's pick a little sorrel

And let's go back along the path.

(perform movements according to the text of the poem)

What vegetables did you collect?

4.Riddle.
- Guess the riddle, find the answer in the basket.
Like in our garden

Riddles have grown

Juicy and large,

They're so round.

In summer they turn green,

By autumn they turn red.

Tomatoes.

5.Game "Let's arrange the vegetables in the beds."
Each child has 2 stripes - beds. Let's put strips - beds in front of us. First, take the green stripe and place it horizontally. Like this. Show. Now take the yellow stripe and put it under the green one. Like this. Show.
1) We will place one large tomato on the green stripe of the bed. With your left hand, hold the strip by the corner, like this, and with your right hand take a large tomato. Place it on the “bed” on the left, next to your fingers.

We will put a lot of small tomatoes on the yellow stripe. We hold the yellow stripe with our left hand. Take one small tomato and place it on the left, next to your fingers. Now take one more and put it next to it. Place a lot of small tomatoes, laying them out from left to right.

With your left hand we hold the strip tightly and do not let go, and with our right hand we lay it out. - How many tomatoes are there in the green bed? One. - How many small tomatoes are there in the yellow bed? A lot of.

Let's collect all the vegetables in a plate.
2) In another garden, tomatoes grew differently. Place a lot of large tomatoes on the top, green stripe, and one small one on the bottom, yellow stripe.

6. Lesson summary.
Today we learned to find large and small objects and put them on shelves from left to right. - Which game did you like best?
^ Games on the topic of the lesson:
1. “Who is more/less? Name it" (ball game):

The teacher throws the ball, the child names who is more/less and returns the ball back. -Who is bigger, the elephant or the butterfly? (dog or mouse, pencil or book? Etc.)
2. “Who is more/less? Cover with a card" (board game):
The child has a card with pictures of various objects. -Which item is larger? Cover it with a red square.
See examples of cards here.

Cards can be covered with squares cut from colored transparent corner folders, since after closing the pictures, they shine through such a plate and you can see whether the task was completed correctly.
3. “Big Legs” (outdoor game):
Big feet walking down the road

Top, top, top, top.

(Children walk with big steps)

Little feet ran along the path

Top-top-top-top-top-top.

Top-top-top-top-top-top.

(Children stomp in small steps)
4. “Put it in Order” (board game):
Children have a card with empty windows and 5 images of one object of different sizes. (Look here)

Arrange the cards in ascending (or descending) order. Help with questions: - Which is the biggest/smallest? Place it in the first window on the left. Like this. Show. - Which of the remaining pictures is the largest/smallest? Let's put it next to the first one. Etc.

^ OUTDOOR GAMES CAN BE USED AS PHYSICAL ACTIVITIES DURING CLASSES.

Mathematics 3-4 years
Worksheet lesson 2

2. Put large toys in a large box, small ones in a small one. Draw the lines. Color it.
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3. Color the ball that lies in front of the cube red,
behind the cube - blue, near the cube - yellow.

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Lesson 4

Lesson notes
Topic: Alone. Number and figure one.
Goal: Learn to select one item from a group. Introduce number and number 1.

Objectives: Learn to count one object from a group at a time, learn to navigate on two stripes. Get acquainted with the concepts of “equally”, “same amount”. Repeat the concepts of “top” and “bottom” strip. Learn to form number 1 from two stripes. Length comparison "by eye".
Materials: clothespins, a kitten, pictures of animals from 1 to 5, pictures of balls, handouts: pictures of a dog and a cat for each, strips for laying out.
During the classes.
1. Finger gymnastics. Kitty.
The kitten, the baby, bites painfully.

He thinks it's not a finger, but a mouse.

If you bite, I'll tell you shoo!

(with a clothespin, quietly try to grab the tips of your fingers or simply open and close the clothespin)

2. Learn to highlight one object.
- It’s boring for a kitten to play alone. Let's find those who are alone and introduce them to the kitten so that they can play together. There are pictures on the board with 1 to 5 animals on each. Children choose those pictures that show 1 animal and attach them next to the kitten.
3.Work on the board.
There are 2 stripes on the board. The teacher attaches 1 red circle to the top strip. - How many circles are on the top shelf? One.

The teacher places 1 green circle on the bottom shelf. - How many circles are on the bottom shelf? One. The red circle has a pair. One red and one green circle. They say that the circles are equal or the same number. The teacher adds 1 red circle. And now the circles are equal?

No, 1 red circle does not have a pair. There are more red circles. How to make it equal again? (2 ways)
4. Physical exercise. Let's play hopscotch
Let's play hopscotch

Jump on one leg.

And now a little more

Let's jump on the other leg.

(Jumping on one leg.)
5.Laying out on strips.
Take the strips, place them horizontally one below the other, like this. Show the top strip, the bottom strip. Hold the strip with your left hand. With the right one, place on the top strip as many dogs as I have circles. 1. How many dogs did you put in? Why? Place as many cats on the bottom strip as you have dogs. How many cats did you put in? Why?
6.Introduction to the number 1.
- People came up with a special icon to indicate that you have one item. This icon is called a number. - This is the number “One”. To make the number 1 you need to take 2 strips. Should the strips be the same length? Take a long strip, lay it vertically, like this. Take a short strip and place it diagonally from top to bottom. Like this. The result was number 1. The breeze blew. Blow on the number. The number is broken. Collect the number again.
7. Lesson summary.
- What number did you meet?

Games on the topic of the lesson:
1. Let’s get into pairs (movable):
Children stand in 2 rows opposite each other. One child is left without a partner. Which row has more children? (Boys or girls?) Why? Everyone has a pair, but Lena doesn't have a pair. means there are more boys than girls. Children run away to the music and, when the music ends, stand in 2 rows again. Now who has more girls or boys? The number of children has not changed. Which row has more children? (boys or girls?), etc.

Children have cards with images of various objects (up to 5).
Place the same number of circles (squares, etc.) as there are objects on the card.

^ OUTDOOR GAMES CAN BE USED AS PHYSICAL ACTIVITIES DURING CLASSES

Lesson 4 worksheet

Lesson 5
Lesson notes
Topic: Number and figure one. Count to two.
Goal: Learn to count to two.
Objectives: Learn to count one item from a group at a time, learn to lay out counting material on a strip from left to right. Learn to lay out as many items as on the card. Reinforce the concepts of “equally”, “same amount”. Consolidate knowledge of number 1. Learn to form number 1 from two stripes.

Materials: Number one, mushrooms of different types one at a time, mushrooms for counting 2 pieces, squirrels 2, pictures depicting from 1 to 5 objects.

Handouts: cards with 2 hedgehogs, 3 mushrooms, strips for the game “Collect number 1”.
During the classes.
1. Finger gymnastics. Fingers in the forest.
One two three four five.

(clench and unclench your fists)

The fingers went out for a walk.

(“walking” on the table)

This finger found a mushroom.

I began to clean this finger.

This one cut.

Well, this one just looked!

(extend fingers)

2.Number and figure one.
- What is shown on the board? Mushrooms. - How many mushrooms? A lot of. - How many fly agarics? Boletuses? Boletus mushrooms? Chanterelles? White? (one by one)

Here's number one.

Here is one, or one,

Very thin, like a knitting needle.
3. Firecrackers.
- Now I will show you pictures, if there is only 1 object on the card, we will clap our hands, and if there is more, then we will hide our hands behind our backs
4.Fixing the image of the number one.
- Let's make up the number of one of the stripes. Are the stripes the same? One is long, the other is short. Make up the number one.
5. Physical exercise.
We'll go to the woods, they're walking

We'll find the fungus.

In a smart hat, raise your arms to your sides

Light chocolate. and connect your fingers above your head

Don't hide the fungus. Wag your finger.

Under the leaf your side.

The kids need you. Circular movements of the palm.

In the evening for dinner. on the stomach.
6. Count to two.
There is a squirrel on the board. - How many squirrels? One. - Let's treat her to a mushroom. How many mushrooms? One. We have as many mushrooms as squirrels.

Another squirrel came to us. - How many squirrels are there? Two. Are there now as many mushrooms as squirrels or not? How can you get as many mushrooms as squirrels? Add. Now there are equal numbers of squirrels and mushrooms? How many mushrooms are there now? Two and two are the same, equally.
7.Working with individual cards.
Children have cards with 2 hedgehogs on them. - Who is drawn? - How many hedgehogs? Let's put as many mushrooms as there are hedgehogs. - How to do it?

Show your right hand, hide your left hand behind your back. We will hold the card with our left hand, like this, and with our right hand we will lay out the mushrooms from left to right, like this. - How many mushrooms did you put in?
8. Lesson summary.
- What number did you remember collecting today? One.

Who did we treat with mushrooms? Squirrels and hedgehogs. - How many squirrels were there? Hedgehogs?

Which game did you like the most?
Games on the topic of the lesson:
1. "Domino" (tabletop)
2. "Find a pair" (board)
Children have cards with 1 - 2 objects on each. You need to find 2 identical cards or 2 with the same number of objects.
3. “Collect the number” (tabletop)
From the parts, assemble the number 1.
4. “Find out the number by touch” (desktop)
Numbers cut out of velvet or sandpaper are glued to a sheet of cardboard. Children must find the number one by touch.
5. “Let’s collect mushrooms” (movable)
Mushrooms have “grown” in the group: there are cards with pictures of mushrooms in different places. - What mushrooms do you know? Now we will collect mushrooms. Everyone will take only one mushroom, which I will name.

One, two, three, collect fly agarics. - How many fly agarics do you have? One. Let's put it in the basket. - How many fly agaric mushrooms did you get? A lot of.

One, two, three, collect the chanterelles.

One, two, three, collect the porcini mushrooms.

One, two, three, collect the boletus.
6. "Drying mushrooms." (desktop)
- How to preserve mushrooms for the winter? Dry, salt. We will dry and collect only edible mushrooms on a string.

Children have cards with mushrooms and a colored cord. Children must collect all the cards on a string, leaving the fly agaric on the table.

Lesson 6
Lesson notes

Topic: Counting to two. Number 2.
Goal: Introduce the number 2. Strengthen the count to two.

Objectives: Learn to lay out counting material on a strip from left to right. Learn to compare collections of objects by making pairs.

Reinforce the concepts of “equally”, “same amount”. Strengthen the ability to identify the right and left hand. Learn to alternate objects.

Materials: Boxes with numbers one, two. Images of kittens, puppies, 4 fish.

Handout: Bows for display and cards with two kittens. Bows for the game “Bows” for each child are red and blue.
1. Riddle about a kitten.

The muzzle is mustachioed,

Striped fur coat,

Washing frequently

But I don’t know about water.
Attach 1 kitten to the board.

1 more kitten came running. How many kittens are there now? Two.

2. Introducing the number 2.

Grandmother sent the kittens a treat. The teacher has 2 boxes. One has the number 1 on it, the other has 2. There is 1 fish in one box, two in the other. One kitten is crying. Why? He is offended that he has 1 fish.

How can I make it equal? Add 1 fish. Equally now? Let's count 2 for one kitten, 2 for the other. 2 and 2 – equally.

Adults came up with special icons - numbers. You can look at them and find out how many fish are in the box. You already know this number. What is it called? And this is the number two.

3. Finger gymnastics.

Show me your palm, I’ll tell you about the cat.

One two three four five.

Here is a fist, and here is a palm.

A cat sat on the path

And sneaks away slowly

Maybe a mouse lives there?

The cat is guarding the mouse. Meow!

4. Reinforcing the concept of “the same amount.”

Look at the picture. How many kittens? Kittens love to play. Place as many bows as kittens. How many bows did you put?

5. Physical exercise.

This handle is right, this handle is left.

I press the ball, I do exercises.

The right will be strong, the left will be strong,

My hands will be strong and skillful.

6. Game "Bows".

Take the red bow in your right hand and the blue one in your left. Lift the bows up, hide them behind your back, and stretch them forward.

How many bows are in your right hand? One. How much is in your left hand? One. Take the bows in one hand. How many bows are there in total? One and one is two. How many bows do you have? Two. Hide 1 bow. How many bows are left? One. Show the bows again. How many bows do you have?

7. Alternation of objects.

Kittens are friends with puppies. They are still small and do not understand why adult cats and dogs quarrel. They love to dance in circles. Let's make a round dance. The teacher lays out first the kitten, then the puppy, then the kitten again, then the puppy, the children continue in the given order.

Lesson summary:.
What new number did you find out? What games did you play? Which game did you like the most?

Lesson 7
Lesson notes

Topic: Counting to two. Circle.
Purpose: To introduce the geometric figure - the circle.

Materials: 2 squirrels, 2 bunnies for a typesetting canvas, a circle for getting to know the shape, circles for drawing round objects.

Handout: cards with cars, 3-5 circles for each person for laying out, large circles for studying the shape.
1. Finger gymnastics. Thumb-boy, where have you been?

Boy - finger, where have you been?

I wandered through the forest for a long time.

I met a bear, a wolf,

a bunny, a hedgehog with needles,

met a squirrel, a fox,

met a moose and a titmouse,

He gave gifts to everyone,

everyone thanked me.

(we bend our fingers when listing)

Who did the finger meet in the forest? What are all these animals called? Wild.
2. Comparison of groups of objects.

Guess the riddle.

Who deftly jumps along the branches and flies up into the oak trees?

Who hides nuts in a hollow and dries mushrooms for the winter? Squirrel.

And here are the squirrels. How fluffy. How many squirrels came to visit us? 2

And who is this?

Gray in summer and white in winter. Bunny.

How many bunnies? Two. Are our bunnies and squirrels the same? Every squirrel has a pair. That means they are equal. Two and two are the same, there are as many squirrels as bunnies.

Close your eyes. The teacher removes one squirrel. Open your eyes. What changed? And now there are equal numbers of squirrels and bunnies? Who is there more? How to make it equal again? One way is to add the missing squirrel. Two and two are equal again.

Close your eyes again. The teacher cleans up the bunny. What changed? Are there now equal numbers of squirrels and bunnies? Who is there more? How to make it equal again? The bunny ran into the forest and will not return. We need to remove one squirrel. One and one - equally, equally.
3. Reinforcing the concept of “the same amount.”

Laying out. What is shown on the card? Cars. How many cars? Two. Put as many wheels as cars. How many wheels did you put in? Why?
4.Introduction to the circle.

Getting to know the circle.

What shape does the wheel resemble? To the circle. So a circle came to visit us.

Hello guys. You recognized me? I am a circle. I really like to roll along the path. I have no corners, so I can quickly roll to where I want.

Take one circle at a time. Try to ride it. Are they rolling in circles? Show your left hand - this handle is left, press the circle with your left hand to the table. Draw a circle around the edge with the fingers of your right hand. Did you find any corners? There is none of them. This is a circle.
5. Physical exercise. Bubble.

Blow up the bubble

swell up big

don't burst out.
6. Dreamers.

What objects does a circle resemble?

Now I will draw a circle to the object, and you tell me what happened. The teacher completes the circles, and the children name, for example, a clock, a sun, a balloon, etc.

Now you take a card with a circle and draw it yourself to some object.
7. Lesson summary.
What games did you play? Which game did you like the most?
^ Games on the topic of the lesson:
1. Rubber band (movable):
Children stand in a circle and pick up an elastic band, the ends of which are sewn together. Task: use an elastic band to show a large circle, a small one. You can depict any geometric figure.
2. Put the same amount (tabletop):
Children have cards with images of various objects (up to 5). Assignment: put the same number of circles (squares, etc.) as there are objects on the card.
3. Geometric Lotto. (desktop)
There is a circle on the large card. Task: find all the cards with round-shaped objects and put them in the “windows”.
4. Geometric mosaic. (desktop)
Children have cards with a picture of some object made from geometric shapes. Assignment: choose from a set of geometric shapes the ones needed to create a given picture and add them together.

Option 1: put geometric shapes on the card,

Option 2: Post the same image as on the card yourself.

Option 3: remember and post the image of the object from memory.

Lesson 8
Lesson notes

Topic: Counting to two. Ball.
Purpose: To introduce the geometric body - the ball.

Materials: pictures depicting 1 and 2 objects, houses with numbers 1 and 2, objects shaped like a circle and a ball, a tray, a ball and a circle.

Handout: cards with 1 and 2 objects to play for each person.
1. Finger gymnastics.

(clench and unclench your fingers)

You and I made a snowball.

(“making” a snowball)

Round, strong, very smooth,

(show)

But not at all sweet.

(show palms)

Once - we'll throw, 2 we'll catch,

3 will be dropped and broken.
2. Numbers one and two.

This number is like a spoke,

A very thin girl. (1)
The figure arches his neck,

The tail is dragging behind her. (2)
3. Numbers one and two.

Guess the riddle, find out the number.
This number is like a spoke,

A very thin girl. (1)
The figure arches his neck,

The tail is dragging behind her. (2)
4.Count to two

There are 2 houses on the board. On one there is the number 1, on the other - 2. The children have cards with objects of 1 and 2. Place the animals in your house. If there is 1 item on the card, then go to the house with the number 1, and if there is 2, then to the house with the number 2.
5. Physical exercise.

We were sitting, we were tired, and now we stood up together.

They stamped their feet and clapped their hands.

And now all the boys were bouncing like balls.

And now all the girls were jumping up and down like squirrels.

And now we have circled and landed in place.
6.Introduction to the ball.

Hello guys, do you recognize me? Circle. I have a friend. Here he is. Do you know what his name is? Ball. My friend and I are very similar. Who is attentive, tell me how we are similar? How are we different?

The teacher has a tray with objects. If the object has the shape of a ball, put it on a plate near the ball, and if the shape is more like a circle, then next to the circle.
7. Lesson summary.
What numbers do you remember? What geometric body did you meet? What games did you play? Which game did you like the most?

Lesson 9
Lesson notes

Topic: Counting to two. Long short.
Purpose: To introduce the concepts of “long” and “short”. Learn to compare by length using the application method (overlay)

Tasks: To consolidate counting to two, the ability to correlate numbers 1 and 2 with quantity, to consolidate concepts on the right and left.

Materials: coins with numbers 1 and 2, wallet, small toys.

Handouts: track strips for comparing lengths by overlay, cards with houses, cards with the image of 2 cars with numbers 1 and 2, cards with toys,
1. Finger gymnastics.

(alternately connect the fingertips, according to the text, simultaneously on both hands)

Visiting the big toe

came straight to the house

Index and middle

nameless and last

The little finger itself is a baby

knocked on the threshold.

Together fingers - friends -

They can't live without each other!
2.Lay paths.

Children have stripes-paths and cards with houses. - Are the paths the same? - What is the difference? -Which one is longer? Place one strip on top of the other so that one end matches. Let's put a long path between the red and blue houses, and a short path between the yellow and green houses. -Where is the path longer at the top or at the bottom? Place the car on a long path. - What color is the house to the right of it? Left? Place the car on a short path. - What color is the house to the right of it? Left?
3. Physical exercise.

On the street of our car, car,

Small cars, big cars.

Trucks hurry, cars snort,

They are in a hurry, rushing, as if they were alive.

Hey cars, full speed ahead.

I am an exemplary pedestrian.

I don't like to rush

I'll make way for you.
4. Place passengers in cars.

The children have cards with cars. On one machine there is written the number 1, on the other - 2 and cards with the image of 1 and 2 toys. - We will put one toy in the machine with the number 1, and two - with the number 2. Find the machine with the number 1. Put one toy in this machine.
5.Shop.

The teacher has coins with numbers 1 and 2 in his wallet. Children take turns taking coins out of their wallet and “buying” the number of toys indicated by the number.
6. Lesson summary.

What numbers did you remember? - What games did you play? - How did you compare the tracks? - Which game did you like best?
^ Games on the topic of the lesson:
1. Lay it out by length.
Children have 4 sticks of different lengths. Let's break it down by length.

Find the longest log and place it horizontally, now find the longest remaining log and place it under the first one, etc.
Let's get into pairs (movable):
Children stand in 2 rows opposite each other. One child is left without a partner. Which row has more children? (Boys or girls?) Why? Everyone has a pair, but Lena doesn’t have a pair, which means there are more boys than girls. Children run away to the music and, when the music ends, stand in 2 rows again. Now who has more girls or boys? The number of children has not changed. Which row has more children? (boys or girls?), etc.
2. Place on plates.
Children have cards with plates. The numbers 1 or 2 are written under the plates. Task: put the required number of candies on each plate. There can be 3, 4 or 5 plates. Under each one you need to write the numbers 1 or 2. You can make the numbers removable and then you can use the same cards when attaching other numbers and counting a different number of items.
3. Collect a picture.
Children have cards with numbers 1 and 2 of different colors, cut into 2 parts. - Collect the numbers. - What are their names?

Lesson 10
Lesson notes
Topic: Counting to three. Orientation in space.
Purpose: To introduce the formation of the number three.

Objectives: Learn to count to three, consolidate the concepts of the same, equal, more, less. Continue to teach how to compare groups of objects based on pairing. Form spatial relationships, consolidate the concepts of for, on, above, under, in.

Materials: characters from the fairy tale “The Three Bears”, 3 pictures of chairs, a toy dog.

Handout: 4 cones and mushrooms per person, 10 mugs.
1.Riddle:
Near the forest on the edge

three of them live in a hut.

There are three chairs and three mugs,

Three beds, three pillows.

Guess without a hint

who are the heroes of this fairy tale?
2. Formation of the number 3.
There were bears in the house. Mom, Nastasya Petrovna, and dad, Mikhail Potapovich. How many bears? Let's put the same number of chairs as bears. One for mom and one for dad. How many chairs? Does everyone have a chair? What can we say about bears and chairs? We have the same number of chairs as there are bears, equally divided – two each.

Mishutka came running. How many bears are there? Let's count. How did three bears come to be? There were two, another one came, it became three.

What are more bears or chairs? Why? Mishutka has no stool - there are more bears.

How can I make it equal again? Add a chair or remove one bear. (Mishutka ran for a walk again)

Conclusion: two and two are equal, three and three are equal.
3. Physical exercise. The bear is clubfooted.
A clubfooted bear is walking through the forest,

He collects cones and sings a song.

Suddenly a lump fell right on Mishka’s forehead.

The bear got angry and stomped his foot!

I won't go for a walk in the forest anymore!

I won't go collecting pine cones anymore!
4.Laying out
Place as many cones on the top strip as I clap my hands once. We count. Two. Place the same number of mushrooms on the bottom strip. How many mushrooms did you put in? Why? What can we say about pine cones and mushrooms? There are equal numbers of them. There are as many mushrooms as there are cones. Place another pine cone. How many cones are there? Let's count. (In chorus and individually). And now there are equal numbers of cones and mushrooms? What more? Why? The cone has no pair. There are three cones, and two mushrooms. Three is more than two. How can I make it equal? (2 ways)
5. Game "Hide and Seek"
Teddy bear will hide, and you look,

just don’t shout from your seat,

and speak quietly,

don't point fingers

tell where they found it.

Children close their eyes, and the teacher hides the toy so that the children practice correctly using the prepositions on, above, under, for, in.
6.Game in pairs.
Children are divided into pairs. Each pair has 10 yellow and red circles.

One child puts a certain number of circles, his partner must put the same number of his own.
7. Lesson summary.
What games did you play? Which one did you like best?

References: , Playing game. Practical mathematics course for preschoolers. Guidelines. - M.: "Balass" 2nd ed.).

, "Development and education of children of early preschool age. A practical guide for kindergarten teachers." - Voronezh: Shopping Center "Teacher", 2001.

Zemtsov books 2-3. Numbers and numbers

Zemtsov books 2-3. Right-left, up-down. Let's orient ourselves in space.

Zemtsov books 3-4. Right-left, up-down. Orienting ourselves in space

Zemtsov books 3-4. Numbers and numbers

Math games in kindergarten for children 3-4 years old

Games with fish for the development of FEMP in children of primary preschool age

When all the colors have been found, we pronounce the names again, count them, and give each fish the appropriate number.

One of the leading principles of modern preschool education is the principle of developmental education. The development of initial mathematical knowledge and skills stimulates the comprehensive development of children, forms abstract thinking and logic, improves attention, memory and speech, which will allow the child to actively explore and master the world around him. An entertaining journey to the land of geometric shapes and arithmetic problems will be an excellent help in developing such qualities as curiosity, determination and organization.

Goals and objectives of mastering the basics of mathematics for different kindergarten groups

Arithmetic is the foundation on which the ability to correctly perceive reality is built, and creates the basis for the development of intelligence and intelligence in relation to practical issues.

I. Pestalozzi

Goals of the formation of elementary mathematical representations (FEMP):

• children’s development of an understanding of quantitative relationships between objects;
• mastery of specific techniques in the mental sphere (analysis, synthesis, comparison, systematization, generalization);
• stimulating the development of independent and non-standard thinking, which will contribute to the development of intellectual culture as a whole.

Software tasks:

1. First junior group (two to three years):
   • teach the skills of determining the number of objects (many-few, one-many);
   • learn to distinguish objects by size and designate them in words (large cube - small cube, large doll - small doll, large cars - small cars, etc.);
   • teach to see and name the cubic and spherical shape of an object;
   • develop orientation within the group premises (game room, bedroom, toilet, etc.);
   • give knowledge about parts of the body (head, arms, legs).
2. Second junior group (three to four years):
3. Middle group (four to five years):
   
4. Senior and preparatory groups (five to seven years):
   

Pedagogical techniques of FEMP

1. Visual (sample, display, demonstration of illustrative material, videos, multimedia presentations):
   
2. Verbal (explanations, questions, instructions, comments):
   
3. Practical:
   • Exercises (tasks, independent work with sets of didactic materials), during which children repeatedly repeat practical and mental operations. In one lesson, the teacher offers from two to four different tasks with each being repeated two or three times for reinforcement. In the middle and older groups, the complexity and number of exercises increases.
   • Gaming techniques involve the active use of surprise moments, active, and didactic games in the classroom. With older preschoolers, they begin to use a set of game tasks and verbal games based on action according to the idea: “Where is more (less)?”, “Who will name it first?”, “Say the opposite,” etc. The teacher uses elements of games in pedagogical practice exploratory and competitive in nature with a variable variety of exercises and tasks according to difficulty level.
   • Experimentation invites the child, through trial and error, to independently come to some important conclusion, measure volume, length, width, compare, discover connections and patterns.
   • Modeling geometric shapes, building numerical ladders, and creating graphic models stimulate cognitive interest and help develop interest in mathematical knowledge.

Video: math lesson using LEGO (middle group)

How to get kids interested in math at the beginning of class

To activate the attention of his students, the teacher can use poems, riddles, didactic games, costume performances, demonstration of illustrations, viewing multimedia presentations, videos or animated films. The surprise moment is usually built around a popular fairy tale or literary plot that is loved by children. His characters will create an interesting situation, an original intrigue that will involve children in the game or invite them on a fantastic journey:

Table: card index of game tasks in mathematics

Video: outdoor games for mathematics in the preparatory group

Table: mathematics in poems and riddles

Photo gallery: didactic games for the development of mental arithmetic

How many flowers does a bee need to fly around? How many apples are on the branch, how many are on the grass? How many mushrooms are there under the high tree, and how many are there under the low one? How many hares are there in a basket? How many apples did the children eat, and how many were left? How many ducklings? How many fish swim to the right, how many to the left? How many Christmas trees were there, how many were cut down? How many trees, how many birches are there? How many carrots did the bunny eat? How many apples were there, how many are left?

Video: educational cartoon (learning to count)

Stages of development of counting activities by age groups

Preparatory “pre-numerical” stage (three to four years). Mastering comparison techniques:

• Imposition is the simplest method, which is taught using toys, as well as sets of colorful illustrative cards with images of three to six objects. For adequate perception during this period of training, the drawn elements are arranged in one horizontal row. The cards, as a rule, are accompanied by additional handouts (small-sized elements), which are placed or superimposed on the images by moving the hand from left to right so as not to completely cover the pictures. The teacher guides children to understand and remember the sequence of actions, the meaning of the expressions “the same,” “one to one,” “as much as,” “equally.” The teacher accompanies the demonstration of the overlay technique with clarifying explanations and questions: “I give each hedgehog an apple. How many apples did I give to the hedgehogs? After strengthening the children’s understanding of the principle of correspondence, the teacher moves on to explain the concept of “equally”: “There are as many apples as there are hedgehogs, that is, equally.”
• Application - to master the technique, the principle of two parallel rows is used, objects are drawn in the top row, the bottom row can be drawn into squares for ease of perception. Having placed objects on the drawings, the teacher moves them to the corresponding squares in the bottom row. Both techniques are practiced when kids master the concept of inequality: “more than; less than”, while the quantitative groups for comparison differ in only one element.
• Paired comparison, for which the teacher makes pairs of different objects (cars and nesting dolls), then turns to the children with the question: “How did we know that there are equal numbers of cars and nesting dolls?”

Video: mathematics in the second junior group

Counting stage within 5 (four to five years):

• Step one is a numerical comparison of two groups of elements arranged in two horizontal rows, which are located one below the other for greater clarity. Distinctions (more, less, equal) are fixed by words denoting numerals, thanks to which children perceive the relationship between number and the number of elements. The teacher adds or subtracts one item, which helps to see and understand how the next or previous number can be obtained.
• Step two is devoted to mastering the operations of ordinal counting and counting skills; children are taught to show feminine, masculine and neuter objects (doll, ball, apple) in order and name the corresponding numeral word. Then the kids are asked to form a quantitative group based on the named number, for example, “Collect 2 cubes and 4 balls.”

Video: counting in the middle group

Counting stage within ten (five to seven years).

Techniques based on the principle of obtaining the next number from the previous one and vice versa by adding or subtracting one are still the main ones. The exercises are structured around a visual comparison of two groups of different objects, for example, a car and a nesting doll, or objects of the same type, but divided into groups according to a certain criterion, for example, red and blue houses. As a rule, during the lesson two new numbers are given, following each other, for example, six and seven. In the third quarter of the older group, children are introduced to the composition of numbers from units.

To develop the mental operation of counting, the exercises become more complex; children are offered tasks related to counting sounds (claps or sounds of musical instruments), movements (jumping, squats) or counting by touch, for example, counting small parts of a construction set with their eyes closed.

Video: counting in the senior group

How to Plan and Conduct a Math Lesson

A math lesson is held once a week, the duration depends on the age of the children:

• 10–15 minutes in the younger group;
• 20 minutes ;
• 25–30 in high school and prep.

During classes, both collective and individual forms of work are actively practiced. The individual format involves performing exercises near the demonstration board or at the teacher’s desk.

Individual exercises, along with collective forms of training, help solve the problems of assimilation and consolidation of knowledge and skills. In addition, individual exercises serve as a model for collective performance. The optimal option for organizing and conducting mathematics classes involves dividing children into subgroups, taking into account different intellectual abilities. This approach will help improve the quality of education and create the necessary conditions for the implementation of an individual approach and rational dosing of mental and psychological stress.

Video: individual lesson with three-year-old children

Table: card index of topics for getting to know numbers in the preparatory group

Video: mathematics in the preparatory group

Lesson structure and outline

Lesson structure:

• The organizational part is a motivating start to the lesson.
• The main part is the teacher’s practical explanations and the children’s independent completion of tasks and exercises.
• The final part is the analysis and assessment by children of the results of their work.

Table: notes from S. V. Smirnova’s lesson “In the footsteps of Kolobok” in the senior group

Video: lesson on FEMP in the senior group “Journey through mathematics with Masha and the bear”

Features of mathematics classes for gifted children

A child’s giftedness is an individual, bright manifestation of a strong, active, non-standard, rapidly developing intellect that is significantly ahead of average age indicators. The goal of working with gifted children is to create favorable conditions for motivating the development of mathematical abilities.

Gifted children can be offered a quantitatively different volume, as well as a searching, problem-based nature of the presentation of educational material. To implement this approach to learning, it is advisable to use tasks of increased complexity taken from the training program for older children.

Gifted children can be offered a quantitatively different volume, as well as the exploratory, problem-based nature of the presentation of educational material

Methods of working with gifted children:

• A specially organized developmental environment that stimulates the development of observation, curiosity, and creative thinking (educational mathematical games, didactic material for experimentation, construction kits).
• Organization of the work of the mathematical circle.
• Unconventional original methods of early development that have proven to be highly effective, for example, Dienesh's logic blocks, Cuisenaire's sticks, and the Nikitin spouses' puzzle games.
• The use of modern ICT teaching tools, which will make classes more interesting, creative, vibrant, and emotionally rich.
• Individual format of work, the use of game techniques that develop children’s mathematical abilities.

Photo gallery: example of tasks for working with gifted children

Logical tasks with geometric pictures Graphic tasks and diagrams Didactic tasks with numbers Tasks to identify a logical sequence Interesting examples in pictures Logical tasks in diagrams and pictures Logical patterns in signs and symbols Paired counting in pictures Examples in tables Distribution of objects according to characteristics Connecting the dots in order Task to determine the correspondence of the task and the scheme Numerical patterns and patterns in cells Numerical patterns and graphic pictures Numerical puzzles

Table: summary of the mathematics lesson “Rocket at launch” for working with gifted children by S. A. Goreva

Video: Nikitin’s game “Fold the square”

Features of mathematics classes for preschoolers with general speech underdevelopment

Features of the development of mathematical skills in children with general speech underdevelopment (GSD):

• Slurring, unintelligibility of speech, and poor vocabulary lead to the fact that children often feel insecure during frontal classes.
• A speech defect leads to problems of unstable attention, small memory capacity, low level of development of logical and abstract thinking, and accordingly, difficulties arise with the perception of educational material:
  • mirror way of writing numbers;
  • difficulties with forming a number series;
  • problems with spatial and temporal orientation.

Features of corrective complex work on FEMP in a speech therapy group:

• The implementation of software mathematical tasks is combined with the implementation of speech therapy tasks. The work is planned on the basis of a thematic principle, for example, while studying the theme of the week “Fruits”, children count them, compare them by color, shape, size, divide them into groups, and create simple problems.
• To develop counting skills, it is important to monitor the correct use of case forms of cardinal numerals paired with nouns (one apple - three apples).
• It is necessary to encourage children in a friendly manner to give detailed answers, improve monologue speech, and develop communication skills.
• The teacher’s speech should be clear, unhurried, and accompanied by repetitions of important information for a more detailed and in-depth understanding of it.
• If possible, use individual and group classes more often in the morning and evening.
• Try to consolidate the skills of ordinal and quantitative counting during everyday activities (counting floors, cars while walking, objects and characters in reading classes, movements in physical education classes, etc.).
• In classes on visual arts and paper construction, consolidate spatial concepts.

Table: summary of a mathematics lesson “The Journey of a Point” in a senior speech therapy group by L. S. Krivokhizhina

Photo gallery: didactic material for the lesson

Children group the shapes according to their shape. Two numbers together must form the number 5. Large dots conventionally depict animal houses. It is suggested that they use felt-tip pens to connect the houses with paths of different colors. As a result of the experiment, children understand that the ribbons are of different lengths. Children connect the cut pictures of animals into a solid image. Game “Roll up the ribbons” for Children. it is proposed to connect geometric shapes with a certain color

Features of mathematics classes for hearing-impaired preschoolers

Hearing impairment is a complete or partial loss of the ability to perceive sounds. Depending on the degree of development of the problem, hearing-impaired children may have sufficiently developed speech with significant defects; the second group of hearing-impaired children includes children with serious speech underdevelopment.

One way or another, all children with hearing loss have problems associated with mental and speech development and face difficulties in interacting with people around them. The main channel of perception of the outside world is visual, therefore such children have a lower threshold for fatigue, unstable attention, as a result of which they make more mistakes. Hearing-impaired children are educated in special compensatory, combined type kindergartens with specialized (no more than six children) or integrated mixed (one or two children in a regular group) groups.

Teaching methods:

• Sign language - a specific gesture is a symbolic representation of a word, finger alphabet, when a finger sign displays a letter.
• An oral method that teaches spoken language without gesturing.

Punch cards are cardboard cards with cut-out “windows” into which children write answers. This visual and practical method expands the possibilities of implementing individual training.

An example of punch cards for working in a correctional group:

1. “Complete the figure” - a task to discover patterns.

   The task requires children to have sufficiently developed logical thinking

2. “Put the right sign” - strengthening comparison skills.

   The task is aimed at strengthening comparison skills and the use of “more” and “less” signs

3. “Write down the signs and numbers” - a task to determine equality, inequality, presupposing knowledge of numbers and signs.

   Children must write in the squares and numbers in accordance with the number of figures, and the inequality sign

4. “Draw the missing fruits, fish...” - an exercise on the ability to correlate the number of objects with a number.

   In this task you need to complete the missing number of objects in an empty cell

Mathematical exercises in kindergarten

It is difficult for preschool children to cope with monotonous monotonous work, so it is advisable to carry out motor, finger or breathing exercises with little fidgets in a timely manner, and in the process of work, include outdoor games of a mathematical nature.

Video: math exercise

Table: poems for math exercises

Diagnostics of mathematical development of preschool children

Diagnostics of mathematical development is a study that helps to identify the degree to which children’s real knowledge and skills correspond to the program goals and objectives of the FEMP. The information obtained allows us to draw useful conclusions and choose the most effective technology for achieving high results, as well as adjust further pedagogical work strategy. The research material usually includes playful written and oral tasks, questions for conversation, similar to those discussed in class.

Method:

• the research is carried out at the beginning (questions on the program of the previous year of study) and at the end of the school year by preschool teachers (head, methodologist, qualified teachers, specialist teachers);
• the form of implementation can be either group (no more than ten to twelve people) or individual;
• the task is read at a calm pace, up to three minutes are allotted for completion, they move on to the next task when the majority (approximately ninety percent) of the children have completed the task;
• The duration of the study should not exceed the time frame of a regular lesson corresponding to a certain age.

The study allows us to adjust further pedagogical work strategy

The results of the study make it possible to determine the level of development of the subjects’ mathematical knowledge:

• Tall - the child copes with solving assigned tasks independently, productively using the acquired knowledge and skills. The answers are formulated in detailed form, with explanations of the algorithm of actions and logically constructed reasoning. The subject uses special terms and demonstrates a high level of speech development.
• Average - the child partially copes with the task; the stock of program knowledge and skills is not enough to solve the problems without additional help, hints, and leading questions. A limited supply of special words does not allow one to give a well-formulated, complete answer; the child finds it difficult to explain the sequence of actions performed.
• Low - the child experiences serious difficulties while completing tasks, makes erroneous actions, misses some tasks, and the help of the teacher does not lead to a positive result. Does not know special terms, level of speech development is low.

Table: examples of tasks for diagnostics in the middle group

Thematic control on FEMP

Thematic control over the work of preschool teachers, aimed at developing mathematical knowledge, skills and abilities in students, pursues certain goals.

• To identify the degree of effectiveness of pedagogical work using the following methods:
  • self-analysis of professional skills;
  • interview with teachers;
  • analysis of self-education of educators;
  • analysis of the content of the subject-development environment, information stands for parents;
  • diagnostics of children's mathematical development;
  • parent survey.
• To promote the exchange of teaching experience, to popularize methods and techniques that have demonstrated a high level of effectiveness.
• Provide methodological assistance to teachers who encounter problems in their work on the mathematical development of children.

Thematic control is carried out by a special commission consisting of representatives of the kindergarten administration and teachers based on the order of the head of the preschool educational institution and the control plan.

Table: example of a thematic control plan for FEMP

44 years old. Higher pedagogical education, specialty: history and law, postgraduate study. Work experience in higher education - 22 years. The scope of professional activity is conducting lectures and seminars, educational, methodological and scientific work (there are scientific publications).

Nomination “Methodological work in preschool educational institutions”

Tasks: consolidate the ability to distinguish geometric shapes, consolidate the concept of “long - short”, learn to compare the number of objects, consolidate colors, develop attention, memory, imagination, emotions.

Equipment: animal toys - mouse, frog, bear; tower, mushrooms, floor constructor.

Handout: strips of different lengths, geometric shapes, cards with a picture of a mouse for each child.

Preliminary work: acquaintance with the fairy tale “Teremok”, didactic games “One - many”, “Find the figure”, “Long - short”.

Integration of educational areas:“Socio-communicative development”, “artistic and aesthetic development”, “speech development”, “cognitive development”, “physical development”.

Progress of the lesson

Educator:

There is a teremok-teremok in the field
He is not short, not high, not high.
Like a mouse running across a field,
I saw Teremok.

What fairy tale are we talking about?

Children: Teremok.

Educator: Now let's see if we guessed correctly. (The teacher removes the blanket under which the tower stands; two “paths” of ribbons lead to the tower, one long, the other short).

The children sit down at the table.

MUSIC FOR THE MOUSE, music by A. Serov

A mouse appears and says: “I was running, running to the tower, but I got lost, confused, there are two paths leading there, and I don’t know which one I should take to get to the tower faster.

Educator: Children, look what paths lead to the tower?

Children: Long and short.

Educator: Which path is faster for the mouse to get to the tower, the long one or the short one? How do you think?

Children: The short one.

Mouse:, but how do you find out where the shortest path is?

Children: You need to put one strip on top of another and compare.

Educator: On your tables, each has 2 strips, “paths”, they are different in length, let’s show the mouse how to find a short path. (Children put a short strip on a long one).

Educator: And place the mouse that is on your tray on the short strip. Well done, guys, you correctly pointed out the short path, so the mouse got to the little house, and began to live there and sing songs.

BACKGROUND MUSIC FOR THE TEREMK relaxation music.

Educator:

There is a teremok-teremok in the field.
He's not low, not high, not high
A frog jumps through the swamp.
She wants to live in the mansion.

MUSIC FOR A FROG music by M. Rauchwerger. (A frog appears and cries):

Trouble! Help, kids! While I was jumping, my handkerchief caught on a branch and tore. I don’t know what to do now...

Educator: Guys, how can we help the frog?

Children: Make a patch.

Frog cries: But I don’t know how to make patches, I’m confused... Help me, please!

Educator: Well, guys, let's help the frog? Let's show her how to select a patch. Look, you have geometric shapes on your trays, pick up a patch for a scarf.

Children select a patch and discuss the result.

Frog: Thank you, what beautiful scarves you turned out. Now I know how to patch a handkerchief, I’ll go to the little house and patch up my handkerchief. Goodbye!

Educator: Now the frog happily jumped straight to the tower and began to live there with the mouse.

There is a knock on the door.

Educator: Hush guys, someone has come to us.

MUSIC FOR A BUNNY music by K. Cherny. A bunny comes in (a child of senior preschool age).

Bunny: Hello guys!

Educator: Hello, Bunny! Why are you so sad?

Z: I galloped and galloped to your fairy meadow and carried baskets full of mushrooms, but I was in such a hurry that I lost almost all the mushrooms along the way.

Educator: Don’t be upset, bunny, look, your basket is not completely empty. Guys, look what's in the basket?

Children: Mushroom.

Educator: How many mushrooms are in the basket?

Children: One.

Educator: Let's help the Bunny find and collect mushrooms in a basket.

BACKGROUND MUSIC FOR THE GAME “FIND THE MUSHROOK” Russian folk song “Like ours at the gate”. Children find the rest of the mushrooms scattered throughout the group and collect them in a basket.

Educator: Okay, we found all the mushrooms. Now, look how many mushrooms are in this basket? (the teacher shows a basket with one mushroom)

Children: One.

Educator: How many are there?

Children: Few.

Educator: And here? (Shows a basket with a lot of mushrooms)

Children: M nogo.

Bunny: Thank you for helping me collect mushrooms!

Educator: Bunny, now you are in a good mood, play with us!

Bunny: With pleasure, I really like to play.

Educator: stand in a circle. (Children stand with the bunny in a circle, hands down)

Physical education lesson “Bunny”.

Once upon a time there were bunnies (bounce in place, hands in front of the chest, brushes down)
At the edge of the forest, (arms straight up, fingers apart-"tree" and swing)
Once upon a time there were bunnies (bouncing in place)
In a little white hut, (joined hands above head “house”)
We washed our ears (we pretend to wash our ears)
We washed our little paws (we rub our left hand with our right hand and vice versa)
Bunnies dressed up (we squat with turns to the side)
We put on slippers (we pull them forward one by one and put themon the heel of either the left or the right foot).

MUSIC FOR THE BEAR music by M. Rauchwerger.

Educator: Oh, who is that walking through the forest?

Children: Bear!

Bear: Let me into the mansion!

Educator: Will the bear fit in the tower?

Children: No!

Educator: Why?

Children: The bear is very big, but the tower is small.

Educator: What to do? After all, it will be bad for the bear to live on the street! How can we help him?

Children: Let's build a new house, big, so that there is enough space for everyone.

Children are building a big house from a floor constructor.

Galina Borzyakova
Summary of the lesson on FEMP for children 3–4 years old “Counting. Geometric figures"

Lesson notes on the formation of elementary mathematical concepts for children 3-4 years old

Target: creating conditions for the development of mathematical knowledge in children 4 years old

Tasks:

Consolidate knowledge about geometric shapes; skill improvement accounts within 5;

Formation of cognitive interest in mathematics;

Improving spatial orientation skills;

Develop logical thinking, memory, attention; develop cognitive interest;

Fostering a positive attitude towards participation in class, collaboration skills.

Equipment: counting sticks, ropes, flat image of a train, didactic strips with geometric shapes, geometric paper shapes, animal toys.

Preliminary work. Learning a poem by Yu. Sklyarova "Locomotive". Performing rhythmic movements to a poem.

Progress of the lesson:

Q. Guys, I suggest you go on a trip. How can you go on a trip? (Answers children) . Or you can go on a train! But the problem is, we don’t have a train? How to be? …. (Answers children) . Let's make a fairy-tale train together! A train can be made from figures, let's name everything figures that we know. (The teacher shows figures, the children call figures). Try to build your own little train out of figures yourself.

(If the children cannot cope with the task on their own, the teacher places a flat image of a train on the board).

A game "Be careful".

P.: - Guys, it’s boring to travel without friends, let’s take animals on a trip and ride together... But to make it more fun, I suggest you first play and get to know our animals (the teacher displays pet toys in front of the children). How many friends! Is there enough room for everyone on our train? To find out how many animals there are in total, what do we need to do? (Answers children) . Calculate correctly! (The teacher asks each child to count one by one, and then everyone together.)

Children: 1, 2, 3, 4, 5 for a total of five.

P.: - Well done!

While we were getting ready to go, our little eyes wanted to fall asleep!

(The teacher invites the children to close their eyes and not peep, and he arranges the animals around children).

P.: - Our eyes woke up, where are our prankster friends? They all ran away. Let's look for them! Where do you see animals?

1st child. There is a bunny standing on the carpet below.

2nd child. There is a bear cub standing behind.

3rd child. There is an elephant on top of the closet.

4th child. There is a fox ahead.

5th child. Next to the fox is a squirrel

P. - Our locomotive is setting off! Everyone take your seats(children stand one after another, putting their hands on their shoulders and perform actions after the teacher).

The locomotive is moving, moving

Past the fir trees and birches,

Past the morning fields

Past the red bullfinches.

Past oak and pine,

Past summer and spring.

Chug-chug, chug-chug puffs.

And the wheels are knocking

Whistles loudly tu-tu-tu!

Dispersing the kids.

Passengers here and there

He takes us around the cities.

The teacher asks the children to complete tasks.

Make a square and a triangle from sticks. (How many sticks will it take to make a square, and how many will it take to make a triangle)

Show the sides of the square and triangle. How many angles does each have? count the figures?

Make a circle and an oval from the laces. Is it possible to make them out of sticks? Why? How are these similar? figures?

P. Guys, I really enjoyed traveling with you! Did you like it? (Answers children) . What did you like most? (Answers children) .

And I really liked it too, but most of all I liked it when...

Publications on the topic:

Summary of the lesson on FEMP in the middle group “Geometric Figures” Lesson notes on FEMP in the middle group. Topic: "Geometric shapes." Educational tasks: - consolidate the names of geometric shapes;

Summary of the final lesson in mathematics in the middle group “Travel in a hot air balloon. Geometric figures. Check" Summary of the final lesson in mathematics in the middle group. “Travel in a Balloon” Purpose: to generalize, consolidate, systematize.

Municipal preschool educational institution kindergarten No. 20 “Rosinka” of a combined type in the Istrinsky municipal district.

Abstract of GCD for REMP “Geometric figures. Counting to 4. Outdoor games" Municipal preschool educational institution "Kindergarten No. 93" Abstract of GCD for the development of elementary mathematical concepts.

Notes on FEMP in the preparatory group “Introduction to the notebook. Count within ten. Geometric figures" Educational area - cognitive development Integrated educational areas - speech development, physical development Objectives:.

Goal: repeat ordinal counting up to eight, numbers and figures 1-8, repeat geometric shapes, train mental operations. Progress of the lesson:.