Purpose: to form the skills of elementary mathematical representations on the basis of cognitive activity, curiosity, to consolidate and generalize the acquired knowledge through gaming activities.
Throughout the entire directly educational activity, the integration of educational areas was carried out:
"Cognitive development":
- exercise children in direct counting within 10;
To consolidate knowledge about geometric shapes;
To consolidate ideas about the place of a number in a number series;
To form skills of orientation in time;
Develop attention, logical thinking, ingenuity.
"Physical development":
Provide conditions for the prevention of fatigue in children through a change in the types of educational activities;
Develop general motor skills and coordination of movements;
Strengthen the ability to perform movements in accordance with the text
"Speech development":
To form the ability to answer questions with a full sentence;
To develop the dialogical speech of pupils;
Enrich the active vocabulary through tasks;
To teach children to take the initiative, to improve speech as a means of communication.
"Social and communicative development":
- contribute to the independent search and choice of actions that form the active position of the child in the knowledge and transformation of the world around him.
Stimulate the development of initiative and independence of the child in verbal communication;
Develop social and emotional intelligence;
To consolidate the ability to answer questions using elements of explanatory speech.
"Artistic and aesthetic development":
To teach to pay the attention of preschoolers to musical arrangement and ICT.
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MBDOU DS No. 12 "Rosinka"
"Formation of elementary mathematical representations"
Theme: "Journey through the country Geometry".
(different-age group of compensatory orientation for children with malnutrition
five to seven years)
Prepared and hosted:
caregiver
M.A Kazantseva.
Used Books:
2. Formation of mathematical representations in children. Planning educational activities for every day. Preparatory group (from 6 to 7 years). March-May. GEF DO
3. Math games with geometric shapes and numbers 5-6 years old. The development of mathematical abilities in older preschoolers. GEF
October, 2016
Educational area "Cognitive development"
direct educational activity
"Formation of elementary mathematical representations"
Theme: "Journey through the country Geometry".
"Cognitive development":
"Physical development":
« Speech development ":
Contribute
Types of children's activities:
gaming,
cognitive,
productive,
Communicative.
Methods: receptive, visual-practical,
Receptions: show, demonstration, story, instructions, questions for children, didactic games.
Preliminary work: conversation with children, didactic games.
Equipment and visual materials:multimedia equipment, video writing, task cards; gates with geometric shapes, gnomes (days of the week), a tunnel (for climbing), cones with numbers (for walking with a snake), a rope, mathematical tasks (multimedia), balls and felt-tip pens (for each child), a tangram for a didactic game, a video message from the queen .
The course of direct educational activities:
Children enter the hall to cheerful, cheerful music.
Educator: Look, we have guests in the hall. Let's greet them.
Children: Hello!
Educator: This morning Yesenia Babintseva's mother handed us this letter and told us to open it at 9:00, let's see who the letter is from?(we open the letter, and here is the video letter)
Hello guys, my name is Tsifroezhka. The inhabitants of our country are very fond of playing mathematical games, singing, dancing. The most cheerful queen among us is Mathematics. But lately she has become sad, does not play with anyone, only cries. The people of the whole country were upset because of this and also sad. I ask you to help cheer up the queen and return laughter and joy to this wonderful country. But only friendly, brave, kind children who will correctly complete all the tasks on the way will be able to do this. And you will find tasks in envelopes. Good luck!
Educator: Well, let's help Tsifrozhka? But in order for our trip to be successful, we will do a warm-up. Then you can hit the road.
An entertaining workout is underway:
1. We go on a hike. Many discoveries await us. We walk one after another. One-two, one-two, above the leg, kids!(Walking in column one by one)
2. We got up on our toes together, We walked one after another, We reach the sun, We walk easily on our toes!(Walking on toes)
3. Hands behind the back removed. And we stood on our heels. We straighten our backs, we do not lower our heads.(Walking on heels)
4. We raise our legs above, We walk through the bumps. One-two, one-two, pull the sock, kids!(High knee walking)
5. They ran one after another, Only the heels sparkled. We will run with you, No one can catch up with us!(Run)
7. Now we will rest together, We all need to catch our breath.(Breathing exercises)
Educator: Look what is it? what unusual gates meet us. What is on the gate? They are closed, and we will be able to pass through the gate only when we complete all the tasks.
1) Count how many figures are on the gate.
2) Count how many red figures are here.
3) How many triangles are there?
4) Count how many yellow circles.
5) Count how many small squares there are.
Well done, the gates are opening, Our path continues.
the envelope is found - a task on the screen
Look guys, there are gnomes here, what are they here for? and an envelope. Rather, open the letter and complete the video task!
Here is a fun riddle - guess it, guys!
These brothers are exactly seven,
You know them all.
Around every week
Brothers walk one after another!
Educator: Can you guess what these gnomes are called?
Children: days of the week
Educator: right, well done! Come on, quickly, in order, you arrange them, guys!
(Children put the gnomes in order)
Educator: List the days of the week starting with Monday.(Children call) . What day of the week is today? And tomorrow will be ... Name the days off.
Well done boys. We continue our journey.
On the way we go again and we will get into the tunnel.
We'll crawl on all fours.
We will crawl as many times as there are eyes each of you!
How many times will we crawl?
Children: two. (Crawling into the tunnel)
Educator:
One after another, together in a row,
And we see a numerical series!
Educator: Guys, look at the numbers, what's unusual here?
Children : Between the number four and the number six, there is an envelope!
(Children find an envelope with a task, between the number four and the number six).
Educator: But before we open the envelope, tell me, what number is missing here?
Children: Numbers 5
Educator: And now we open the envelope: you look at the diagram and assemble the figure. (Tangram)
Educator: We gathered in order, We continue the way, guys. Look, there is an obstacle in our way, We will be able to easily pass through it! Hands on the belt should be removed and step sideways along the boa constrictor. And we will pass as many times as there are eyes at the traffic light.
How many times will we go through the boa constrictor?
Children: three. (Walking children on a rope - a boa constrictor)
Educator:
Take a look, there is an envelope under the head of the boa constrictor
Back with a task it :
Listen carefully to assignments
And follow them diligently!
Math tasks:
- The Cockerel walks - a red scallop,
Six Corydalis are also there.
How many?
Tell us!
2. How many horns do two cows have?
3. Three yellow-eyed daisies,
Two cheerful cornflowers
The children were given to the mother.
How many flowers are in the bouquet?
4. Some four guys
They rolled down the hill.
Two are sitting in a sled
How many fell into the snow?
5. Two chickens are standing
Two are in a shell.
How many children will
At my hen?
Educator: . Look, there are no more obstacles in our way. We overcame many obstacles. This means that our path has come to an end.
Outcome: Was our journey difficult? What difficulties did you encounter? Were you able to overcome them? What helped you to cope with all the tasks?
(Queen Math appears)
Queen Math:
Hello guys! My friend Tsifrozhka told me about your adventures, about how smart, dexterous, brave and friendly you are! I have always told everyone that mathematics is not a boring science at all, and it opens its doors to those who are ready to cope with any difficult tasks. You passed all the tests with dignity, and from this my mood became joyful and cheerful. Goodbye!
Educator:
I suggest you take bright balloons and draw smiles that we will give
(Children paint balloons)
I really liked our trip, let's: “We will shout together to mathematics and sports:"Hooray!"
The children go to the group.
Introspection
direct educational activity
"Formation of elementary mathematical representations"
Theme: "Journey through the country Geometry".
(multi-age group of compensatory orientation for children with malnutrition from five to seven years)
educator MBDOU DS No. 12 "Rosinka" Kazantseva Marina Aleksandrovna.
Purpose: to form the skills of elementary mathematical representations on the basis of cognitive activity, curiosity, to consolidate and generalize the acquired knowledge through gaming activities.
Throughout the entire directly educational activity, the integration of educational areas was carried out:
"Cognitive development":
- exercise children in direct counting within 10;
To consolidate knowledge about geometric shapes;
To consolidate ideas about the place of a number in a number series;
To form skills of orientation in time;
Develop attention, logical thinking, ingenuity.
"Physical development":
Provide conditions for the prevention of fatigue in children through a change in the types of educational activities;
Develop general motor skills and coordination of movements;
Strengthen the ability to perform movements in accordance with the text
« Speech development ":
To form the ability to answer questions with a full sentence;
To develop the dialogical speech of pupils;
Enrich the active vocabulary through tasks;
To teach children to take the initiative, to improve speech as a means of communication.
"Social and communicative development":
Contribute to an independent search and choice of actions that form an active position of the child in the knowledge and transformation of the world around him.
Stimulate the development of initiative and independence of the child in verbal communication;
Develop social and emotional intelligence;
To consolidate the ability to answer questions using elements of explanatory speech.
"Artistic and aesthetic development":
To teach to pay the attention of preschoolers to musical arrangement and ICT.
Types of children's activities:
gaming,
cognitive,
productive,
Communicative.
Form of work: with a group of pupils.
There were 7 children: 6 boys and 1 girl.
The program content of the material, its volume and complexity correspond to the age, physical and individual psychological characteristics of children of the seventh year of life, the requirements of the Federal State Educational Standard.
Aesthetics, duration, hygienic requirements for direct educational activities and equipment meet SanPin.
A student-centered approach in communicating with children contributed to an active dialogue, emotional rapprochement, and the manifestation of a sustainable interest of children throughout the entire educational activity.
Directly educational activities are built in stages. All stages are interconnected, logical, meaningful.
During the NOD, she used a variety of methods and techniques: a motivational moment - a meeting with Yesenia's mother, who brought an envelope; video message from Tsifroezhka; tasks of a mathematical and physical nature: “Open the gate with geometric shapes”, the game “Gnomes-days of the week”, “Crawl into the tunnel”, “Go through the snake and say which number is not”; "Walk the tightrope"; "Solve math problems"; video message of the Queen to the children on the solution of the goal and objectives. NOD was built in several stages. All stages are interconnected, concise, meaningful and effective.
The organizational moment performed two important functions: organizing a group of children to actively participate in the GCD and creating conditions conducive to the introduction of preschoolers into cognitive activities.
Communication on the basis of partnership, cultural language environment, communication with other areas of the program, search activities contributed to the assimilation of the program material. Tasks were selected based on visual, auditory, tactile, analyzers.
During the GCD, a change in activities was carried out to prevent overwork.
To increase the interest of children, to encourage them to search for solutions, to develop speech activity, didactic, word games, physical exercises, examinations of objects were used throughout the GCD, a dialogue was built and maintained with children. In order to interest children, game moments were used, which contributed to the formation of a positive attitude of children to participate in directly educational activities. My small mistakes in GCD were based on little individual assignments, insufficient emotionality and musical accompaniment.
The most successful moments of GCD: the use of game moments to activate mental, speech, cognitive activity, in the process of nodes, reasonable answers of children to the questions of the teacher.
I believe that the goals set were achieved, the program material was mastered by the children.
COGNITIVE DEVELOPMENT: FORMATION OF ELEMENTARY MATHEMATICAL REPRESENTATIONS The human mind is mathematical: it strives for accuracy, for measurement, for comparison. ...Without mathematical upbringing and education it is impossible to understand the progress of our era, nor to take part in it. M. Montessori The famous Italian educator Maria Montessori once made a very optimistic statement. According to her, the so-called "mathematical spirit" is inherent in every person simply because he is a person. It is only important to “wake up” this spirit in time. All people think mathematically, mathematically perceive the processes occurring in nature. Hence the chronology, and the calculation of time, and the measurement of such phenomena as an earthquake, wind strength, air temperature, distance to various stars and planets, and the calculation of lunar and solar eclipses. A person is accustomed to measuring also all the processes in his own body - pressure, body temperature, pulse rate, the amount of various substances in the blood. Another indisputable proof of the "mathematical spirit" inherent in the very nature of man is that even in the ancient world, man created various complex things: tools, weapons, musical instruments, architectural structures, and all this - in proportion. Surprisingly, at that time there was no science yet. There was no science, but there was a "mathematical spirit"... "MATHEMATICAL SPIRIT" IS AT ALL PEOPLE "Mathematical spirit" the Italian teacher called nothing more than various mathematical abilities. This is the ability to study the world around us, to abstract, accuracy, evaluation and comparison, argumentation and judgment, imagination and creativity. The “mathematical spirit” is inherent in every person and manifests itself regardless of whether a person is engaged in mathematical calculations or not. When determining the shortest path from point A to point B, when calculating the time required to perform various actions, when throwing a ball into a basketball basket - always and everywhere we need an eye and mathematical relationships. Taking into account the Federal State Educational Standard of preschool education, the formation of elementary mathematical concepts in preschool children belongs to the educational field of cognitive development along with tasks in sensory culture, cognitive research activities, constructive activities, the formation of a holistic picture of the world, and broadening one's horizons. Cognitive development involves the development of children's interests, curiosity, cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world (shape, color, size, material, sound, quantity, number, part and whole, space and time, movement and rest, causes and effects, etc.). ) about the small motherland and the Fatherland, about national holidays and traditions, about the planet Earth, the diversity of countries and peoples of the world. At present, in order to implement tasks of mathematical content, it is necessary to take into account the principles of building the educational process: variability, openness, individualization; scientific validity and practical applicability. And also: integration; complex - thematic construction of content, taking into account the approximate calendar of holidays, etc. (depending on the program). A feature of work in mathematics with preschool children is the integration of the field of cognitive development with other educational areas: "Physical development", "Social and communicative development", "Speech development", "Artistic and aesthetic development". In accordance with the age capabilities and characteristics of the pupils. The program assumes a comprehensive approach, ensuring the development of children in all complementary educational areas (clause 2.5 of the Standard). Another feature is that the solution of the problems of psychological and pedagogical work on the formation of elementary mathematical representations can be carried out taking into account the complex-thematic principle of building the educational process (all work with children in a certain period of time (for example, a week) can be united by one topic - "Vegetables-fruits", "Pets", "Our land - the Urals", "Cosmos", etc. with the inclusion of mathematical content). One of the main criteria for teachers to choose forms of work in mathematics and activities for children is age appropriateness. The main form of work with preschool children is the game. Therefore, the mathematical content can be realized in the course of games with rules, plot-role-playing, directing, dramatization games, etc. In addition, teaching mathematics can be carried out in different types of activities: reading (perception) of fiction, communication, productive, musical and artistic, cognitive research, labor. It is desirable to use mathematics classes at senior preschool age (6-7 years). Age-appropriate forms of work with children are: experimentation, design, collecting, conversations, observations, problem solving, entertaining tasks. Teaching mathematics should be carried out in the joint activity of teachers and children, involving interaction in the process of mastering the educational field "cognitive development" and regime moments that take into account the motivation of the child, and the interaction of children and the teacher should be characterized by the presence of a partner position of an adult and a partner form of communication (the possibility of free placement, movement and communication of children in the process of educational activities). Consolidation, expansion of mathematical representations is assumed in the activities of children in the conditions of a motivating developing subject-spatial environment created by teachers, which ensures the child's choice of activities according to interests and allows him to interact with peers and act individually. The content of the work Forms of work Forms of organization of children Directly educational activities Formation of elementary Collections. Project Group. mathematical representations. activity. Subgroup. Individual. Research activity. Design. Experimentation. Development game. observation. Problematic situation. Story. Conversation. Integrative activity Content of work Forms of work Forms of organization of children Educational activities carried out during regime moments Formation of elementary Plot game. Developing Group. mathematical game. Creation of collections. Subgroup. representations Project activity. Individual. Research activity. Design. Experimentation. observation. Problematic situation. Story. Conversation. Integrative activity Content of work Forms of work Forms of organization of children Activities of children in a developing subject-spatial environment Formation of elementary In all types of independent mathematical representations. children's activities. Subgroup. Individual. The planned results imply the necessary skills and abilities in the field of mathematics: to operate with numbers and figures within the first ten; understand the formation of second ten numbers; use counting and computing skills; establish quantitative relationships within known numbers; understand the patterns of constructing a number series; solve simple arithmetic problems on the numbers of the first ten, explain the actions performed; use methods of direct and indirect measurement and comparison of objects by size; classify objects according to a selected feature; distinguish between geometric shapes (polygons), their features and general properties; classify figures according to a given attribute; determine the relativity of spatial characteristics, the location of objects relative to each other and describe the routes of movement; navigate on a limited plane (a sheet of paper, a page of a notebook); use time orientations in the days of the week, months of the year, determine the relativity of time characteristics, navigate the calendar. FORMS OF WORK IN MATHEMATICS WITH PRESCHOOL CHILDREN The main form of work with preschool children is a game. Therefore, the mathematical content can be realized in the course of games with rules, plot-role-playing, directing, game dramatizations, etc. In addition, you should use: experimentation, design, collecting, conversations, observations, problem solving, entertaining mathematical material etc. The role-playing game reflects the impressions of children about the directly perceived surrounding reality, the actualization of ongoing phenomena and events is carried out. In other words, during the game, the child systematizes information, arranges, expands and consolidates it. The content of creative games reflects the direction of children's cognition. In creative games, children replenish their ideas about objects and their properties, materials, master the socially fixed way of using objects, realize their purpose, comprehend the expediency of actions with them. The reflection of social events and phenomena forms the child's interest in the world of adults, expands the horizons of the preschooler. The specificity of games with rules is that in a conditional situation motivated by game goals, children apply, enrich and concretize their ideas about the objects of the world around them, their properties, purpose, materials, actions with them, get acquainted with various symbols. In the process of display, imitation, investigative and objective actions, initial ideas about objects and phenomena are formed, and on their basis generalized images are formed, features are revealed, similarities and differences in objects of the environment are revealed. The implementation of the game rules requires the child to carry out mental operations aimed at comparing, identifying differences (highlighting), classifying, seriating, generalizing, which gives a developing effect and expands the field of application of the learned content. The plots of the games can be: “Vegetable shop”, “Zoo”, “Bakery”, “Cruise”, “Auction”, “Transport agency”, “Polyclinic”, etc. Consideration is a purposeful and motivated perception by the child of visual aids: pictures, illustrations, subject pictures, drawings, slides, videos, diagrams, etc. Examination allows children to form visual images of familiar and unfamiliar objects, create ideas about events, phenomena, objects that children cannot directly perceive in life situations (animals of different countries, historical events, work of adults, etc. ). Purposeful examination allows you to activate thought processes (analysis, comparison, generalization), enriches speech and imagination, broadens horizons, positively affects the development of the child's observation. Children can be offered to consider illustrations showing parts of the day, days of the week, seasons, taking into account the activities of children and adults. a sign of nature, the position of the sun. Observation is a purposeful perception of objects or phenomena of the environment. It may be associated with the initial acquaintance with an object new to the child or its properties, highlighting the essential, bright, unusual, perception of a person’s actions with objects or the functioning of the observed object itself. Observation can also be repetitive, when the child contemplates (perceives) what he likes, what has entered the circle of his interests. In this case, children not only receive emotional or aesthetic satisfaction (if there is an appropriate object of observation), but also discover changes occurring with the object or phenomenon, nuances, details, etc. that were not previously recorded by their attention. Observation enriches the child’s ideas, directs mental activity, activates the processes of comparison, comparison, generalization, classification, contributes to the improvement of cognitive mental processes (perception, imagination, memory, thinking, speech), enrichment of the dictionary, prompts to explain the observed, establish causes, draw conclusions. So, on a walk, children can observe the growth of plants, shrubs, trees, taking into account the length, width, height. Conversation is a form of organizing cognitive activity, in which, through dialogic communication, the child's ideas about objects and phenomena of the environment are expanded, refined and systematized, and personal experience is updated. The conversation assumes that the participants, with the help of questions to each other and answers, express their opinions about the subject of the conversation, provide additional information about it, reveal its purpose, describe its characteristic manifestations, which leads to its “enriched portrait”. Conversation requires concentration, the ability to control one's behavior, listen to each other, not interrupt, not repeat what has been said, add new facts, and be kind to the answers and remarks of comrades. It encourages children to think logically, clearly, clearly and concisely build their statement, draw conclusions. Through the content of the conversation, an attitude to the events in question is formed, friendly feelings and interest in the interlocutors develop. You can talk with children about the correct street crossing, about the route from home to kindergarten, about orientation in kindergarten, taking into account the directions from left to right, top - bottom, front - back. Experimentation is a form of exploratory cognitive research activity aimed at transforming things or accelerating the processes that occur with them. Using this method allows you to control phenomena by causing or stopping these processes. A child can observe and learn such properties and connections that are inaccessible to direct perception in everyday life (the properties of a magnet, a light beam, air movement, the state of aggregation of water, etc.). Experimentation, elementary experiments help children comprehend the phenomena of the world around them, broaden their horizons, and understand the existing relationships. Children develop observation, elementary analytical skills, the desire to compare, compare, make assumptions, and argue conclusions. You can invite children to experiment on changing the color of water by adding a certain number of drops of paint; turn ice into steam; measure the amount of water with yardsticks of different sizes and more. Research activity as a special form of cognitive research activity is aimed at mastering by the child ways of implementing cognitive initiatives. The setting and solution of a cognitive task are carried out by the child with the help of search actions. Research activity expands the child's ideas about the environment, linking them into a holistic picture of the world. A preschooler organizes the experience of cognition, comprehends ways to establish cause-and-effect, generic, spatial, temporal, quantitative relationships. Joint cognitive research activity contributes to the actualization of children's knowledge, the accumulation of experience in search activities, when a child, through practical actions, setting up experiments, can confirm his assumptions, make a kind of intellectual contribution to solving a common problem, see new opportunities in an already familiar one, find a new option for using existing ones. knowledge. Collective experiences, joint discussion, search and finding an answer open up the possibilities of cognitive communication for children and show its attractiveness. Construction refers to productive activities, as a result of which the child receives a certain product (result). At the same time, the cognitive principle is also embedded in the design. The child learns the shape, size, color, spatial relationships, features of various building and natural materials, reflects his impressions of the surrounding objective world, creates new structures in a generalized form. Constructive activity contributes to the development of thinking, spatial imagination, has specific opportunities for the development of the planning function. The child must anticipate the result of his actions, determine the stages of work, ways of organizing it. Construction of various geometric shapes from sticks and parts of the designer in order to develop transfiguration skills. Excursion as a form of organizing cognitive activity provides an opportunity to acquaint children in a natural setting with the diversity of the world around them, to see the relationship of its objects and phenomena, to observe cause-and-effect relationships. The initial direct perception of objects, the expansion and generalization of ideas about familiar objects, the ability to see their new properties, aesthetic experiences, emotional upsurge - all this contributes to the sharpening of observation, activation of thinking, stimulation of the imagination, the development of curiosity and the expansion of cognitive interests. The possibilities of the excursion are very high in determining differences in the height of trees, the shape of leaves, the spatial arrangement of plants in the park, seasonal changes in nature, etc. Entertainment, quizzes, competitions can be considered as peculiar forms of cognitive activity using information and entertainment content, in which all possible participation is expected children. The opportunity to show resourcefulness, ingenuity and ingenuity, recognition of one's own successes add value to what children have mastered in other forms of cognitive activity. Joy for one's achievements and a sense of good luck maintain a good emotional background, which is necessary in any intellectual activity. Joyful experiences raise the vitality of the child, create a cheerful mood. The collective participation of children in solving cognitive problems liberates the child. The main thing is the joint informal activities of children and adults, the manifestation of children's independence. Preschoolers gain experience in cognitive and gaming communication, interaction with partners, acquire the skill of leading and obeying the rules of the game and the requirements of the participants. A large amount of entertaining mathematical material is used in entertainment and quizzes (puzzles, crossword puzzles, logical exercises, tasks - jokes, labyrinths). Collecting is a form of cognitive activity of a preschooler, which is based on the purposeful collection of something that has a certain value for the child. Collecting contributes to the systematization of information about the world; formation, development and maintenance of individual cognitive preferences of children; the development of mental operations (analysis, comparison, generalization, classification, etc.), the development of speech and communication skills (the child is ready to meaningfully communicate about his collection with both adults and peers). Children are offered to create collections of calendars, measuring instruments, car models, maps, herbariums, etc. A problem situation is a situation with which the process of reflection begins. Awareness of the difficulties, the inability to resolve them in the usual way encourage the child to actively search for new means and ways of solving the problem and discovering the world of mathematics. The process of setting and solving a problem situation consists of the following stages: - setting, formulating the problem; - making assumptions and hypotheses; - selection, testing, substantiation of hypotheses; - Summing up, conclusion. In order to correctly pose and successfully solve the problem, it is necessary to separate the activities of the teacher and the activities of the child. The activity of the teacher involves the creation of a problem situation, the formulation of the problem, the management of the search activities of children, summing up. The activity of the child includes the "acceptance" of the problem situation, the formulation of the problem, independent search, summing up. Various methods of solving problem situations will help organize search activities, taking into account the degree of independence of children and the measure of adult assistance. These can be: a system of questions, reformulation of the conditions of the problem; suggestive tasks or tasks-tips; chain of leading tasks; Ready-made solution. Solving a problem situation, the child compares and contrasts, establishes similarities and differences. So he opens the world of numbers and figures. Let's give an example of a problem-game situation with sets and numbers "How Snow White counted the dwarves" Quantitative counting: the number of objects does not depend on where they are and how they are counted: from right to left or from left to right (counting direction). Plot. Dwarfs gathered at Snow White's table. To treat them with cakes, she needs to find out how many dwarves came to visit. First, Snow White counted them from left to right, and then from right to left. “Every time I get the same number! "Snow White wondered. Question. Why did Snow White get the same number? Answer options. 1. It turned out the number seven, because there are seven gnomes in the fairy tale. 2. You can count from different sides, you get the same number. Solution. Remembering the fairy tale, the children make their first guess: how many gnomes are in the fairy tale, so many gnomes were visiting Snow White. The second assumption can be tested in practice. The children line up the dwarves in a row and count them from left to right and right to left, just as Snow White did. Children understand that the direction of counting (left to right or right to left) does not matter when you need to find out the number of objects. It always comes out the same number. Output. The number of items does not depend on the direction of the count. EXAMPLE Planning work in mathematics in the senior group, taking into account the complex thematic principle and forms of work with children FEMP Program task Form of work To consolidate the ability to count to 5-10; count items Role-playing "Vegetable shop" Introduce the ordinal score within 5-10; learn to distinguish between the questions “How much?”, “Which?” (“What?”) and answer them correctly Reading a fairy tale (V. Kataev “Seven-color flower”) “Once a hostess came from the market” Size Topic: “Autumn” Strengthen the ability to establish dimensional relationships between 5-10 objects of different lengths (heights , width) or thickness: systematize objects, arranging them in ascending (decreasing) order in size Modeling vegetables and fruits of different sizes; Application of multi-colored carpets Form Theme: “Autumn” Develop geometric vigilance: Manual labor (house, basket with the ability to analyze and compare mushrooms, a tray of vegetables) objects in shape, find objects of the same and different shapes in the immediate environment: books, paintings, blankets, table covers are rectangular, the tray and dish are oval, plates are round, etc. Quantity and count Theme: “Autumn” game Orientation in space Theme: “Autumn” Improve the ability to navigate in the surrounding space; move in a given direction, changing it on a signal Musical and rhythmic movements "The Seasons" of muses. I. Strauss, "Pair dance with leaves and flowers" muses. An. Alexandrova Musical games "I will field, field onions" muses. J. Haydn, "And I am in the meadow" music. S. Rzhavskoy Determine your outdoor games “Geese-swans”, location among “Entertainers”, “Fishing rod”, “Who is the surrounding people and faster”, “Shine-sun!” objects, move in a given direction, changing it on a signal Orientation in time Theme: "Autumn" To consolidate the idea of Collecting that morning, evening, day, calendars, leaves, night make up a day of seeds To consolidate the ability to establish a sequence of various events using specific examples: what happened before (at first), what later (then) cones, Problematic situation (how to cross the road, ripening and eating vegetables and fruits; correct selection of clothes, shoes in accordance with the season)
MDOU "Kindergarten of a general developmental type" Kolosok "
NGO "Cognitive Development"
OOD "Formation of elementary mathematical representations"
middle group
Theme: "Magic Butterfly"
Designed by:
recovery I cat.
Zorikova N.V.
2016-2017 academic year
Synopsis OOD
Theme: "Magic Butterfly"
Target: the formation of elementary mathematical concepts in children in joint play activities
Tasks:
Exercise in the ability to distinguish and name geometric shapes: circle, square, triangle;
Improve the ability to compare two objects in length and width, indicate the results of the comparison with the words: long - short, longer - shorter; wide - narrow, wider - narrower;
Develop the ability to compare objects by color, shape and spatial arrangement.
To consolidate knowledge of ordinal and quantitative counting up to 5.
Equipment:
Demo material. Butterfly model (with the image of geometric figures on the wings), 5-7 balloons of different colors, red and blue ribbon of different lengths, 2 boards of different widths, easel (flanegraph).
Handout: 2-line counting cards, red balloons and blue butterflies (5 for each child), stars.
Game situation "A magic butterfly flies to visit us."
Guys, we meet a lot of interesting and unusual things in our classes. Today a magic butterfly arrived to visit us.
Guys, look what is shown on the wings of our guest?
Children's answers: (geometric shapes)
What are the geometric shapes on the left wing?
What are the geometric shapes on the right wing?
Magic butterfly "plays" with balloons.
Guys say: “How many balls does a butterfly have? What color are they?"
Children's answers:
Guys, plates are laid out on your tables, and there are balls and cards in them. Let's show the butterfly how we can count.
The teacher offers to put all the pictures with blue balls on the top strip of the card, and all the pictures with red balls on the bottom strip.
After completing the task, the teacher asks: “How many blue balls? How many red balls?
What color balls are more (less)?
How to make blue and red balls equal?
Children's answers:
What good fellows you are! And you, butterfly, did you like the answers of our children? Since we liked it, we want to play one more game. Guys, let's show the game to the butterfly? (Yes).
Fizminutka"Butterflies"
We walk one after another.
Forest and green meadow.
Motley wings flicker,
Butterflies fly in the field.
One two Three,
Sat on a flower - freeze!
Well done boys!
The teacher invites the children to play the game "Compare tapes".
The magic butterfly is very fond of playing with ribbons (showing the flight of a butterfly with ribbons).
The teacher asks: “What color are the ribbons of the butterfly?
Are they the same length?
How can you find out?
The teacher, together with the children, arranges the ribbons on the flannelograph (albert) one under the other, offers to show a long (short) ribbon and asks: “What can be said about the length of the red ribbon compared to the blue one?
What can be said about the length of the blue ribbon compared to the red?”
Children's answers:
Game exercise "Jumping over the stream".
The teacher shows the children the boards (streamlet) and finds out whether they are the same in width or not. He asks to show a wide (narrow) stream and offers to jump over the stream.
At the end of the lesson, the butterfly gives the children stars.
Well done boys. Butterfly really enjoyed playing with us. Let's ask the butterfly to stay with us in the group, (butterfly stay). She agrees, Butterfly stays.
At the end of the lesson, the teacher sums up the lesson.
Municipal budgetary preschool educational institution
MBDOU "Kindergarten" No. 123.
Synopsis of direct educational activities
Cognitive development (formation of elementary mathematical concepts).
Senior group.
Visiting a fairy tale.
Vladivostok
Educational areas:
Social and communicative development
cognitive development
Speech development
Artistic and aesthetic development
Physical development
Integration of activities:
cognitive activity.
Speech activity.
Communicative activity.
Physical activity.
Artistic and creative activity.
Class type: subgroup
Forms of educational activity:
Situational conversations, games, interaction with adults and peers, guessing riddles, solving problem situations, staging, dramatization, dancing, poetry reading, free dialogues, use of music, health-saving technologies, interaction with family, drawing, perception of fiction and folklore, reading fiction literature.
Target: Continue to consolidate and generalize elementary mathematical concepts.
Educational tasks:
Practice counting within 10 forward and backward
To consolidate knowledge about the composition of numbers within 10 of the two smaller numbers.
To consolidate knowledge about the sequence of seasons
Strengthen the ability to compare objects by description.
To consolidate children's ideas about geometric shapes: the ability to distinguish geometric shapes.
Strengthen the ability to divide the whole into parts.
Strengthen the ability to formulate and solve problems.
Development tasks:
Create conditions for the development of logical thinking, ingenuity, attention.
To promote the formation of mental operations, the development of speech, the ability to argue their statements.
Educational tasks:
To cultivate independence, the ability to understand the educational task and perform it independently.
Cultivate interest in mathematics.
Planned result:
count items within 10; has an elementary idea of the composition of the number10; able to decrease and increase the number; focuses on a sheet of paper, understands the meaning of spatial relationships; actively and benevolently interacts with the teacher and peers in solving gaming and cognitive tasks; develops thinking.
Prerequisites for the formation of UUD:
Personal:
the ability to recognize one's own abilities
the ability to correlate actions with accepted ethical principles
ability to navigate interpersonal relationships
formation of cognitive and social motivation
formation of adequate self-esteem
developing the ability to help
develop moral principles
Regulatory:
ability to follow a pattern
ability to keep a target
the ability to see the error and correct it
the ability to plan your action in accordance with a specific task
ability to control one's performance
Ability to follow instructions from an adult
ability to keep a task for the duration of the task
the ability to hold attention while listening to a short text of an adult
the ability to properly hold a writing instrument
cognitive:
orientation in space and time
the ability to recognize, name and define objects and phenomena of the surrounding reality
ability to classify
the ability to highlight the essential features of an object
ability to model
ability to perform sign-symbolic actions
ability to establish causal relationships
ability to navigate a book
ability to work from illustration
Communicative:
the child's need to communicate with adults and peers
possession of verbal non-verbal means of communication
build monologue and dialogue speech
emotionally positive attitude towards the process of cooperation
communication partner orientation
ability to listen to the interlocutor
asking questions, asking for help
offer help and cooperation
to formulate one's own opinion and position
build clear statements for the partner
Preparatory work:
selection of riddles on the topic, reading Russian folk tales, preparing corrective paths, making a tower, masks with numbers, learning poems, dance, music selection.
Equipment:
house - teremok, magnetic board, corrective paths, Russian folk costumes, marker, sheets with tasks, masks of numbers, a basket with treats.
Children enter to Russian folk music.
V: Hello. Guys, I'm very glad to see you. Look at each other and give each other a smile. Now look at our guests and give them a smile. Fine. Today we have gathered here at the end of the school year to sum up the results, because the holidays have come. And in order to find out at what time of the year the holidays come for children, you will guess my riddle:
Meadows are turning green, in the sky a rainbow is an arc,
The lake is warmed by the sun, it calls everyone to swim .... (summer).
Many of you will go on vacation, travel.. And now we can travel and visit a fairy tale. What fairy tales do you know? (children's answers.).
There are many fairy tales in the world, children love fairy tales very much,
Everyone wants to visit them and play a little.
And we are going to the Russian folk tale "Teremok". We are waiting for adventure and difficult tasks. But we'll get through it because we've learned a lot. In order not to get lost in the magical forest, we will follow the paths.
(use corrective tracks, disturbing music plays).
Here we come.
Stands in the field of a teremok, a teremok
He's not low, he's not high, he's not high
Here a unit is running across the field, very thin, like a knitting needle.
Number one (runs up and knocks):
Who, who lives in a teremochka,
Who, who lives in the low?
There is no one. I will go to the teremok and I will live there.
Number 2 runs up to the tower, knocking.
I am a unit very thin, like a knitting needle. And who are you?
And I'm number 2. Love what it is!
With a semicircular head, trailing tail behind me.
Let me live with you.
V-y: We will let you in if you guess our riddle
You look at the bird exactly the legs of the bird ... (not three but two.).
We let you into the teremok.
Number 3 runs.
Who, who lives in a little house, who, who lives in a low house?
Number 1: - I am one.
Number 2: - And I'm number 2. And who are you?
I am a trio, the third of the badges. Consists of two hooks.
Let me live with you.
V-y: Okay, let’s go, but complete our task:
Which figure is missing? Why?
V - y: Correct. Come live with us.
Number 4 is running
I am a unit.
I am number 2.
I am a trio. And who are you?
I am four, my sharp elbow sticks out.
Let me live with you.
V-y: Of course, we will let you in, just complete our task.
We have an apple, you need to divide it into as many parts as there are numbers in the tower and you have left. Into how many parts should an apple be divided? (for four).
Runs number 5:
Who, who lives in a teremochka, who, who lives in a low house?
I am a unit.
I am number 2.
I am a trio.
I am a four. And who are you?
Number 5: And I am number 5. I love to dance very much.
She stretched out her hand to the right, sharply bent her leg.
Let me live with you.
V-y: Since you are so cheerful, invite everyone to dance.
Conducted physical. warm-up to cheerful music "Let's go to the garden by raspberries."
with all numbers.
We have fun with you, come to live with us.
Runs number 6:
Who, who lives in a teremochka, who, who lives in a low house?
I am a unit.
I am number 2.
I am a trio.
I am a four.
I am five. And who are you?
And I am a six-door lock, a hook on top, a circle below.
Let me live with you.
V-y: Of course, we will let you in, but you must solve our problem.
Five guys played football, one was called home.
He looks out the window, counts how many of them are playing now.
Can you write down an example?
Come live with us.
Runs number 7:
I am a unit.
I am number 2.
I am a trio.
I am a four.
I am five.
I am a six. And who are you?
And I - the seven - poker, I have one leg.
Let me live with you.
V - y: Of course, we will let you in, but you must complete the task.
A fabulous hare ran past our tower. Look at what geometric shapes it consists of and name them.
Come visit us.
Runs number 8:
Who, who lives in a teremochka, who, who lives in a low house?
I am a unit.
I am number 2.
I am a trio.
I am a four.
I am five.
I am a six.
I am a seven. And who are you?
I am a figure eight - two rings, without beginning or end.
Let me live with you.
V - y: We will definitely let you in, just complete our task.
Come visit us.
The number 9 is running: - - Who, who lives in a teremochka, who, who lives in a low house?
I am a unit.
I am number 2.
I am a trio.
I am a four.
I am five.
I am a six.
I am a seven.
I am an eight. And who are you?
Number 9: I am the number nine, otherwise the nine is a circus acrobat
If I stand on my head, then I will become the number six.
Let me live with you.
V - y: Okay, just guess what I'm talking about.
This object is round, red, light, transparent.
Child's answer: This is a balloon.
Come live with us.
To the music of Sounds of the Forest, Leshy enters, holding two children by the hands.
Leshy: Hello, who are you?
Children's answers: We are numbers. Who are you?
Leshy: And I'm Leshy. I was walking through the woods and found two numbers. Did you happen to lose?
V-y: Yes, we lack one digit to ten.
Leshy: And what is this number?
Children's answers: 10
Leshy: How did you know?
Children's answers: the composition of the number 10.
Number 10: Nothing is easier, write the number 10,
It is only necessary to add zero to the right.
Come live with us. Thanks Leshy.
Leshy: Can I play with you? Well - kA, the numbers scatter and then everyone gathers.
An outdoor game is being played. (At the end of the game, the children are built in order and the ordinal and reverse counts are counted)
V-y: Our children played well with all their hearts, and now they will tell you what they have learned.
Number 2: and I guess riddles
Number 3: find an extra piece
Number 4: divide the whole into parts
Number 5: countdown
Number 6: compose and solve problems
Number 7: name geometric shapes
Number 8: write numbers
Number 9: Compare items.
Number 10; make a two digit number.
Goblin: I also want to learn this and I want you to teach my forest dwellers all this. I invite you to visit me. And for that I will treat you generously.
Children along the corrective paths leave with Leshy.
Municipal budgetary preschool educational institution
Petrozavodsk city district
"Kindergarten No. 57 "Freckles".
Synopsis of organized educational activities
in the preparatory group
Educational area "Cognitive development"
"Formation of elementary mathematical representations"
Topic: "I'm much longer in parrots"
Belskaya Svetlana Ivanovna
educator
highest qualification category
Petrozavodsk
2017
Target: familiarization of children with measuring instruments - a ruler and a tape measure;cunit of measure for length - centimeter
Educational tasks:
To form the skill of measuring length with different measures and establish cause-and-effect relationships: the dependence of the number of measures on their size;
To consolidate the concept of "conditional measure";
To acquaint with ancient measures of length;
To acquaint children with the main unit of measurement of length - a centimeter;
To form the ability to measure length with a ruler;
Development tasks:
Develop the ability to see the problem and take an active part in the joint discussion of finding ways to solve it;
Develop mental activity, the ability to analyze, draw conclusions;
Educational tasks:
Cultivate interest in mathematics.
Dictionary: "palm",centimeter, meter.
Preliminary work: watching the cartoon "38 parrots" - "Charging for the tail",a conversation about units of measurement, about ways to measure length,measurement of objects using a conditional measure.
Methods and techniques: game (surprise moment); visual (using a projector); joint activities in a subgroup; practical activities of children; search questions; using the Internet (an excerpt from the cartoon); lesson analysis.
Integration of educational areas: "Cognitive development", "Social and communicative development", "Speech development", "Physical development", "Artistic and aesthetic development".
Use of modern educational technologies:
socio-gaming technology
ICT technology
musical impact technology;
TRIZ
research technology
health-saving technologies
student-centered technologies
Materials:
Demo: an excerpt from the cartoon "38 parrots", a ruler, a tape measure, a boa constrictor toy, a parcel, a letter, threads, a computer, a projector, numbers 1,2, 3, 4 - A4 format.
Dispensing: 6 cards each with numbers 1,2,3,4; 4 envelopes with animal and insect cards(worm, caterpillar, lizard, snake); pieces of thread for each child, rulers for each child.
Stroke ood:
I . Introductory part.
Organizing time:
Children sit on the carpet in a semicircle.
Warm up:
Educator: What is today's date? What month? What day of the week is today? What day is this? Tomorrow - what day? How many children are in the group today (boys, girls)?
Educator: Children, look to the left, look to the right and tell me, is there anything unusual in our group?
Children examine the room of the group and find a parcel on the windowsill
Educator: Today we received a package. There is a code lock on the parcel, we need to guess the code. And here are the hints: some numbers and tasks. Listen carefully and answer by raising your hand:
A rooster flew over the fence
I met two more there.
How many roosters were there?The first digit of the code is 3.
The teacher calls one child, he picks up the corresponding number and turns to face the children.
gave the ducklings a hedgehog
Eight leather boots.
Who will answer from the guys
How many ducklings were there?The second digit of the code is 4
The teacher calls the second child, who picks up the next number and turns to face the children.
3. At Kolya and Marina.
Four tangerines.
My brother has three of them.
How much is your sister? The third digit of the code is -1.
The teacher calls the third child, who picks up the third digit and turns to face the children.
Three bear cubs in the apiary
They played hide and seek by the barrel.
One barely fit into the barrel.
And how many fled into the forest?The fourth digit of the code is 2.
The teacher calls the fourth child, who picks up the fourth digit and turns to face the children.
Educator: name the code for the parcel in chorus.
Children call in chorus: 3412
Music impact technology:
The teacher opens the box, the music from the cartoon "38 parrots" sounds
Educator: Another riddle, listen here:
Without arms, without legs -
Crawls on the belly.
She has no hearing
Doesn't chew - swallows.
Looks - does not blink.
How do you like my riddle?
Did you guess?
Who - …
Educator: That's right snake. This snake lives in the jungle, it is very long. What is the name of? (Boa).
True boa constrictor. (the teacher takes out a toy constrictor, 1.5 meters long, from the box)
Educator: And there is a letter in the package, let's read it.
"Hello children. Monkey, Elephant and Parrot are writing to you. We have a friend, Boa Constrictor, who looks like a toy from a package. He really wants to know how tall he is. We measured his height with monkeys and baby elephants and parrots, but the growth was always different. This is very frustrating for our friend Udav, please help us. Tell me how you can measure the boa again, so much so that everyone has the same height. We look forward to hearing from you."
Educator: Children, let's see how the Monkey, the Elephant and the Parrot measured the boa constrictor.
ICT technology:
View an excerpt from the cartoon "38 Parrots".
Educator: Yes indeed, the result is always different.
What were the elephant, monkey and parrot when measuring the length of the boa constrictor? (Conventional measure)
Well, can we help our friends? (Yes).
II . Main part
Socio-gaming technology:
Educator: First, let's divide into teams, and each team will choose a captain. Number cards are laid out on a tray. We choose each card. Whoever has the number one is the first team, occupies the table with the number 1, who has the number 2 - the second team, occupies the table with the number 2, who has the number 3 - the third team, occupies the table with the number 3, and who has the number 4 - the fourth team occupies the table with the number 4.
The children sit at the table.
Educator: And now I give you half a minute to choose a team captain.
Children choose a team captain and inform the teacher about it.
Educator:
I wish you good luck!
Get to work! Good time!
Educator:
Hands? - on the spot
Legs? - on the spot
Elbows? - at the edge
Back? - straight.
Educator: Now the team captains will come to me.
In a whisper, he gives the task to the team captains: You have envelopes with pictures of animals and insects on your tables. Arrange these animals and insects from shortest to longest.
Brainstorming (TRIZ) “And in parrots, I’m much longer!”
Educator: Now the captains of the team will approach me again.
The teacher in a whisper gives the task to the team captains:
Think about which animals the boa constrictor will be longer than in parrots? Each team must name three such animals.
The captain communicates the task to his team.
The children are doing the task.
Educator: One team member goes out to answer
Questions for children : - Did friends from the cartoon measure different boas or the same one? - Why are the measurement results different? - What happened if you wanted to measure a boa constrictor in ants? In the cartoon, the boa constrictor exclaimed: “And in parrots, I’m much longer!”
What do you think, was the boa constrictor right and is it really longer in parrots?
As a result of the discussion, the conclusion is made: the length of the boa constrictor does not depend on the size of the measure. Only the measurement result depends on the size of the measure.
Educator: It doesn't get the same result.
And let's try to measure the boa constrictor with our steps?
The teacher chooses 2 children of different heights (the highest and the lowest).
Practical activities: Children take turns walking along the boa constrictor and counting the steps.
Questions for children : How many steps did Leon get? And how many steps does Nastya have? Does Leon have more steps or Nastya? Now think, a boa constrictor of the same length, and the number of steps is different, why did this happen? Thus, we will conclude with you: the wider the steps, the fewer the number of steps. Leon had wider steps, he got fewer steps. And Nastya has steps already, so she got more steps. Well done boys! Thank you! You may take your seats.
Health saving technology:
Educator: Let's get some rest.
Fizminutka
From the cartoon "38 parrots" "Charging for the tail."
Technology of research activity:
Educator: How can we help a boa constrictor?
Previously, people used to measure length with what was always with them: hands, fingers, steps. We have already measured with steps, the same growth did not turn out. And people also measured the length in "elbows", that is, they used the distance from the elbow to the end of the middle finger. (Show me your elbow and middle finger.)
This unit has been used by many nations for thousands of years. Merchants measured the fabrics they sold with their elbows, winding them around their hands.
I will now show you how they measured with an elbow (using a thread as an example).
The teacher gives the task to the team captains: You have threads on the tables, measure the thread to the length of your elbow.
Practical activities of children : children measure a thread long in the "elbow"
caregiver : And now we measure the boa constrictor with this measure. (the teacher calls several children).
Questions for children: Is the result the same or not? Why? (Children of different heights and measurements, therefore, everyone is different).
Do old length measurements fit us? (No.)
Educator: To avoid disputes, people agreed to use measurements that are not related to the size of the human body - they are always the same. Today we will get acquainted with two such measures - a meter and a centimeter.
The teacher demonstrates a centimeter ruler and a tape measure, explaining where it is more convenient to use a ruler and where a tape measure. The distance from one number to another is called a centimeter. In centimeters, small objects are measured in length. A hundred centimeters is one meter. They measure long objects.
Educator: You have rulers on the tables, take them in your hands. Consider. What is the first number on the line? What's the last one?To correctly measure the length, you need to combine the number "0" and the edge of the object, placing the ruler in a straight line to the end of the object.
Guys, let's try to measure the height of a giraffe and the height of a tiger with a ruler.
Practical activities of children: Children measure and compare the height of a giraffe and a tiger.
Tell me, is it convenient to measure long objects with a ruler? And what is more convenient to measure?
And what is more convenient to measure a boa constrictor with a ruler or a tape measure?
The teacher calls several children in turn and measure the boa constrictor.
And now everyone has the same result or not.
III . Final part
Reflection:
Educator: Today we met with new measurements. Let's remember what these measures are? That's right, meter and centimeter. Why do we need such a measure as a meter? What is a centimeter for? Vika, please remind us how to use the ruler correctly? Did we succeed?
Were we able to help our friends? What will we write in the letter? How do you need to measure a boa constrictor to find out its height?
So that you do not forget about these measurements, measure at home the length of the table, bed, the length of your books that you have at home.
Worked for a very long time
And have a little fun
And now kids
It's time for you to rest too!
Thank you all, everyone was great today!
