PURPOSE: to summarize the ability of children to distinguish and name the properties of objects - color, shape, size (large, medium, small, long, short, wide, narrow)
TASKS
- to form ideas about the properties of objects: color, shape, size;
- to consolidate the ability to distinguish contrasting objects in size, using the words "big", "small";
-continue to learn to compare two groups of objects in the way of superposition and application, to designate the result of the comparison with the words “equally, as much as”;

STUDY PROCESS

V. Guys, today I invite you to the Land of Toys. Imagine that not toys came to visit us, but now, by magic, we will find ourselves in the Land of Toys.
Do you love toys? (Yes). And you, of course, have your favorite toys - cars, dolls, cubes and others. Did you know that toys can be upset, happy or sad? When children throw toys, throw them, break them, the toys get upset and cry, and if they take care of them, they put them back after the game, they rejoice and smile.
Come quietly to the group - to our Land of Toys. Be calm - do not make noise, do not shout, do not upset our toys.
(children enter the group)
V. Guys, look what beautiful toys! How many toys are there? (many). Look what a fun ball!
1) The game "More - less"
C. Let's play with our ball in the game "More - less." To whom I throw the ball, he answers.
- Who is bigger: an elephant or a mouse?
- What is higher: a table or a chair?
- Who is bigger: an owl or a sparrow?
- How many hairs are on your head?
- How many stars are in the sky?
- How many needles does a hedgehog have?
- Who is bigger - a camel or a dog?
How many noses does a person have?
- And the sun in the sky? ... (one)
Well done. The ball liked to play with you.
2) The game "Let's set the table for dolls"
Q. Guys, look at the smart dolls here (shows three dolls of different sizes). What is Tanya doll? (large). What is Katya doll? (small). And what about Olya doll? (medium height). Let's sit them down and set the table for them. What kind of plates will we put? Let's put Tanya - a plate ... (large). Katya - a plate ... (small). Ole - a plate ... (medium size). Let's give them a meal.
Well done, the dolls are very happy and thank you.
3) The game "Broken plates"
Q. Guys, the dolls accidentally broke their plates: look - these are the fragments left (shows colored circles cut into 3-4 parts). What to do? Let's help the dolls glue the plates? Come to the table. Here, Diana, you have a “broken plate”, and Artyom will collect this plate.
(Children fold the “plates”). What form are they? (round). What colour? (red, blue, yellow, etc.)
Thank you very much from dolls guys.
4) Game "Gifts for Dolls"
V. Guys, they don’t go to visit without a gift. Here are these beautiful bows (distributing bows), give each doll one bow. Let them be smart. Look, did all the dolls have enough bows? What is more - bows or dolls? (there are more dolls, because one doll was left without a bow). What needs to be done so that the dolls and bows are equally divided? (you need to bring another bow). Bring it, Polina. Now dolls and bows are equally divided? Why do you think they are equal? (because each doll has one bow). How many dolls, so many ... bows. How many bows, so many ... dolls. Well done, now all the dolls with gifts.
5) The game "Shorter, longer"
Q. Guys, they want to give these doll ribbons to you. Look, all the ribbons are of different lengths - some are shorter, others are longer.
We compare one end of the ribbons and see which ribbon is longer.
Which tape is the longest? (red). Which tape is the shortest? (green). That's right, well done...
6) The game "Listen to music" (dynamic pause)
Q. Guys, let's play an interesting dance game with these ribbons. While the music is playing, you can dance and move. As soon as the music stops, you must stop and do not move until the music starts again. Be careful, listen to music (children play). Well done, you were careful.
7) Psycho-gymnastics "Merry and sad"
Q. Did you have fun? Dolls can also be funny or sad. Look at these pictures. If children do not throw dolls, do not offend - they are funny. Show how a funny doll smiles (children mimic a funny doll). What if the doll is sad? (children portray a sad doll).
8) The game "House for bunnies"
V. Guys, look, a bunny has come to us. How sad he is.
- Bunny, what happened?
-The fox kicked my bunny friends out of the houses. There she is, hiding under a tree. Now they have nowhere to live.
-What do you guys do? (it is necessary to build houses for bunnies)
- Bunny, the guys will help you. Go, Rita, Alena, Aida.
What figures will you take to build houses? (take a square). Does the house need a roof? What shape will you take? (triangle). Will there be windows? What figures will you take? (circle, square and triangle).
(children fold houses on the carpet).
What beautiful houses. Come in, bunnies, don't be afraid (hides bunnies in houses).
Bunny: Thanks guys. You have been so helpful to my friends.
B. Goodbye, bunny. Come visit us again.
9) The game "Ice tracks"
V. Zaichik galloped away, but who is this? Look, there are two ice tracks here. They decided to ride ... a squirrel and a dog. What track is the squirrel on? (on narrow). What track is the dog on? (on wide). Danil, jump over the narrow path. Well done! Rita, and you try to step over the wide path. Well done! Toys also decided to jump. Well done!
10) Finger gymnastics
Q. Our toy animals do not sleep in winter, but some forest animals sleep in winter. Let's play the finger game "Who sleeps in winter."
Hedgehog, bear, badger, raccoon
They sleep in the winter every year.
Wolf, hare, lynx, fox
And in the winter you will find in the forest.
Well done, good finger play

V. Guys. where were we today? (in Toyland).
- What did we do? (they played, danced, helped the dolls glue plates, built houses for bunnies, drew a funny doll, etc.)
- What did you like the most?
I really liked the way you played.
(“comes in” doll - postman with a letter)
Guys, look - this is Christina the postman doll. She brought you a letter from toys. Listen to what toys write to you?
(reads letter)
How many toys in the world
And of course everyone loves them.
All children in the world.
You need to play
have fun, make friends
And cherish every toy!
Love us kids
Appreciate, keep.
We love to play with you
But we don't love
When they stain us, bite us,
Throw, tear and break.
Take care of us, children!

Guys, do you like your toys? Don't hate them?
Gifts were sent to all good and kind children - this is a package with gifts (takes out a smart box). Say goodbye to your guests and see what's in this fancy box.

Lesson #1

Program content

Improve the ability to compare two equal and unequal groups of objects, use expressions equally, as much - how much, more, less.

Fix ways to compare two objects in length and height, indicate the results of the comparison with the appropriate words.

Demo Material. High red and low blue gates, chairs (one more than the number of children).

Handout. Stripes-tracks of green and yellow colors of different lengths, cars (2 for each child).

Guidelines

I part. The teacher asks the children to put strips of paths in front of them and show a long and a short path. Then he offers to drive the car along a long (short) track, naming its length. (Previously, the children clarify how to compare objects in length and the sequence of actions.)

The teacher places high and low gates on the carpet and asks: “What can be said about the height of the gate? Show the high gate. Show me the low gate."

The teacher invites the children to crawl under the high gates and crawl under the low ones. Then he finds out: “What can be said about the height of the red gate compared to the height of the blue gate?”

II part. Game exercise "Cars and garages".

The teacher arranges “garages” (high chairs) in a row. At the signal of the teacher, the children begin to roll cars to the music. They move them in the direction indicated by the teacher (turn right, left, move in a circle). At the end of the music, the children put the cars in the "garages" (on high chairs).

The game is repeated twice. Each time the teacher removes or adds one "garage", creating a situation of inequality of groups of objects. Children, together with the teacher, find options for establishing equality.

Lesson #2

Program content

Exercise in comparing two groups of objects in the ways of superposition and application, use the words as much - how much, more - less.

To consolidate the ability to distinguish and name parts of the day: day, night.

Didactic visual material

Demo material. Flannelgraph, 5 birds, 5 grains, picture of a child playing, picture of a sleeping child.

Handout. Single lane cards; pictures depicting birdhouses without windows (5 pieces for each child); circles (one less than birdhouses).

Guidelines

I part. Educator. Spring has come, birds have arrived from warm countries. (Attaches pictures of birds on a flannelgraph.) How many birds have arrived? Let's feed the birds grains. (The called children put a seed in each bird.) How many birds? How many grains? Does every bird have a seed? Which is more - birds or grains? Which is smaller - grains or birds? How to make birds and grains equal?

Children equalize groups of objects in any way and the results of equality are indicated by the corresponding expressions.

II part. Game situation "Building birdhouses for birds."

The teacher distributes single-line cards and pictures of birdhouses to the children.

caregiver. How many birdhouses do you have? (Many.) Can the birds get into their houses? Why? (Children's answers.) What needs to be done so that the birds can fly into the houses? (Make windows.)

The teacher distributes circles to the children, from which they make windows for houses.

Educator. Have you managed to make windows in all the houses? How to make sure that the houses and windows become equally divided? (Children's answers.)

Children equalize groups of objects.

III part. Mobile game "Day - night".

At the beginning of the game, the teacher finds out what the children do during the day (shows a picture of a playing child) and what at night (shows a picture of a sleeping child). Then he alternately turns on either a cheerful melody or a lullaby, naming the time of day. When a cheerful melody sounds, children run, jump, etc., when a lullaby sounds, they stop and “fall asleep”. The game is repeated 2-3 times.

Lesson #3

Program content

Fix ways to compare two objects in length and width, designate the results of the comparison with the appropriate words.

To form the ability to distinguish the number of sounds by ear (many and one).

Exercise in distinguishing and naming geometric shapes: circle, square, triangle.

Didactic visual material

Demo Material. flannelgraph; pictures depicting a bull, mice, frogs, hare, crows, piglets; 3-4 Christmas trees; drum, metallophone, pipe; 2 paths of different lengths, 2 houses; houses with geometric shapes drawn on them: circle, square, triangle; audio recording of the song of the three little pigs.

Handout. Geometric shapes: circle, square, triangle (one figure for each child), stripes of different widths (doors of houses), a card depicting two houses with an empty space for doors of different widths.

Guidelines

Game situation "Let's help the heroes of fairy tales."

I part. On the flannelograph, the bull is a tar barrel, Christmas trees.

Educator. The tar goby got lost and asks the animals - a frog, a mouse, a bunny, a crow - to show him the way home. The animals offer the goby to first listen to how they play musical instruments and determine the number of sounds - one or many.

The teacher plays musical instruments, and the children determine the number of sounds. After completing the task, the animals take the bull out of the forest.

The teacher lays out pictures depicting piglets, has two tracks: long and short. He invites the children to help the piglets hide from the wolf. To do this, they figure out which track is long and which is short, and compare them in length in a familiar way.

II part. Game exercise "Close the doors of the house."

There are two houses in front of the children. The teacher invites the children to close the houses with doors of the appropriate width and explain their actions.

III part. Mobile game "Piglets and the wolf".

The teacher lays out houses on the floor with geometric shapes drawn on them. He distributes the same figures (one at a time) to children. Then one of the children is chosen to play the role of a wolf, and the teacher explains the rules of the game. They lie in the fact that the “pigs” to the music (musical accompaniment from the fairy tale “Three Little Pigs” (song of the three little pigs)) run around the room, and when the wolf comes out, they scatter to their houses. Those who have a square in their hands run to the house with the image of a square, those who have a triangle run to the house with the image of a triangle, those who have a circle run to the house with a circle. Then the teacher checks whether the children have chosen the houses correctly and clarifies the names of the figures.

Lesson number 4

Program content

Learn to reproduce a given number of objects and sounds according to a model (without counting and naming a number).

Improve the ability to distinguish and name familiar geometric shapes: circle, square, triangle.

Didactic visual material

Demo material. Flannelgraph, 2 dolls, beads, consisting of three beads of the same color and size, a pipe, a blue square, a red square.

Handout. Cardboard cut-out bead circles (3 per child), two-strip cards, triangles (4 per child), squares (4 per child), colorful triangles and match-up squares ".

Guidelines

Game situation "Visiting Masha and Dasha".

I part. Collecting beads for Masha and Dasha.

Beads (circles) are laid out on the flannelgraph.

Educator. These are Masha's beads. What color are the beads? How many? Let's make exactly the same beads for Dasha: put one bead (children repeat the action on their tables), one more and one more.

Children collect beads for the doll.

Educator. What can be said about the number of beads on Masha and Dasha's beads? (Masha and Dasha have equal beads.)

Dolls Masha and Dasha say thank you to the children.

II part. Dolls "offer" children to play.

Masha. Lay out as many triangles on the top strip of the card as you hear the sounds of the pipe. Place one triangle for each sound. How many sounds did you hear? (Many.) How many triangles did you put in? (Many.)

caregiver. How many triangles did you lay out? (As many times as the pipe lost: one or many.)

Dasha. On the bottom strip of the card, lay out as many squares as you hear the sounds of the pipe. (One sound.)

Then the children equalize the number of triangles and squares in any way.

III part. Game Find a Pair.

The teacher distributes multi-colored squares and triangles to the children and offers to make pairs of figures. The teacher takes two dolls and explains the rules of the game: “Masha has a blue square, and Dasha has a red square. They paired up because they have the same geometric shapes - squares.

The game is repeated three times. The basis for creating pairs can be the shape or color of the figures.

Lesson number 5

Program content

To consolidate the ability to reproduce a given number of objects and sounds according to a model (without counting and naming a number).

Exercise in the ability to compare two objects in size, denote the results of the comparison with the words big, small.

Exercise in the ability to distinguish spatial directions from oneself and designate them with words: in front - behind, left - right.

Didactic visual material

Demo material. Flannelgraph, big and small clowns, toy dog, circles (4 pcs.), rattle, cards with pictures of toys, musical instruments, items of clothing of various sizes.

Handout. Single strip cards, circles (4 for each child).

Guidelines

Game situation "Circus performance".

I part. Game exercise "Trained dog".

On the flannelgraph, the clown "lays out" the circles. Every time a clown puts down a circle, a trained dog barks. The children, following the clown, also lay out one circle on the cards.

When all the circles are laid out, the teacher asks the children how many circles they put. (One, many.)

The exercise is repeated 3-4 times.

II part. The game "Pick up large and small objects."

Children compare in size and select cards with the image of different objects: large toys, musical instruments, clothes for a big clown, small ones for a small one.

III part. The game "Where does the rattle ring?".

The children are facing the clowns. The teacher offers to close your eyes and determine where the rattle is ringing (in front, behind, left, right).

The game is repeated 2-3 times.

Lesson #6

Program content

Learn to distinguish between one and many movements and designate their number with the words one, many.

Exercise in the ability to distinguish spatial directions relative to oneself, designate them with the words front-behind, top-bottom, left-right.

Improve the ability to make a group of objects from separate objects and select one object from a group.

Didactic visual material

Demo material. Doll, bear, balls, circles of red, blue and yellow colors, card with circles of the same colors.

Handout. Balls, circles in red, blue and yellow colors, single stripe card.

Guidelines

Game situation "We are playing."

I part. The doll teaches the bear to dance (the teacher leads the doll, the summoned child leads the bear). The bear reproduces the number of movements that the doll shows. For example: “Our doll is clapping loudly—clap-clap-clap. How many times did the doll clap her hands? How many times did the bear clap?

Our doll stomps loudly - stomp stomp. How many times did the doll stomp? How many times did the bear stomp?

The game is repeated 2-3 times.

II part. The doll and the bear bring balloons to the children. The teacher offers to consider them (children determine the shape and color) and play with them.

Educator. A breeze blew and the balloons scattered. How many balloons do the doll and the bear have left? (No one.)

Children take one ball at a time and complete the tasks of the doll and the bear: “Take the ball in your right hand. Which hand is the ball in? Transfer it to your left hand. Pick up the ball. Where is the ball? Drop the ball. Hide the ball behind your back. Put the ball in front of you."

III part. The game "Continue the row."

The teacher distributes circles of red, blue and yellow colors to the children. The doll and the bear show a card with circles of different colors arranged in a certain sequence (red, blue, yellow, red). The teacher invites the children to lay out the circles in the same sequence, clarifies the order in which they are located.

IV part. The doll and the bear say they want to play with balloons. The children give them the balls, and the teacher finds out: “How many balls did the doll and the bear have? How many balls do you have in your hands?

Lesson number 7

Program content

Exercise in the ability to reproduce a given number of movements and call them the words many and one.

To consolidate the ability to distinguish and name parts of the day: morning, evening.

Didactic visual material

Demo Material. Butterfly pattern card—yellow, red, green, yellow; flowers of the same colors (according to the number of children), a model of the parts of the day (a circle with an arrow divided into four parts).

Handout. Butterflies - yellow, red, green, cards depicting children at different times of the day.

Guidelines

I part. Game "Do as I do".

The teacher performs various movements and invites the children to repeat them, then asks them to perform actions on command, moving from one type of movement to another (jump, stop, step), name how many movements were made. (One, many.)

II part. The game "We are building for charging."

The teacher invites the children to take one butterfly at a time and line up in order according to the pattern on the card: yellow, red, green, yellow butterflies, etc.

III part. The game "Find your flower."

The teacher lays out yellow, red, green flowers on the floor (according to the number of children). To the music, children with butterflies in their hands move around the room, at the end of the music they put butterflies on flowers. Each butterfly must sit on a flower of the same color.

The game is repeated 2-3 times. Each time the teacher changes the arrangement of flowers on the floor.

IV part. Game "When it happens."

The teacher pronounces sentences: “We have breakfast in the morning and have lunch ... We get up in the morning and go to bed ...”, etc.

Children complete the sentences, show the corresponding cards (with the image of children at different times of the day) and set the arrow on the model of the day.

Lesson #8

Program content

To consolidate the ability to compare two equal and unequal groups of objects by means of superposition and application, to use expressions as much - how much, more - less.

Exercise in comparing two objects in size, denote the results of the comparison with the words big, small.

Learn to determine the spatial arrangement of objects using the prepositions on, under, in, etc.

Didactic visual material

Demo material. Large and small dolls, doll furniture, doll clothes for walking in two sizes.

Handout. Contour images of blouses with eyelets, circle buttons.

Guidelines

I part. Game exercise "Let's help the doll to choose clothes for a walk."

On the carpet is a model of a room with pieces of furniture for a doll. Doll clothes are laid out on the bed, on the chair, under the chair, in the closet, etc. The children, together with the teacher, find the clothes and specify its location, using the prepositions on, under, in, etc.

II part. Exercise "Sew buttons to a blouse."

Each child has a contour image of a blouse with eyelets and buttons (one less than the buttonholes). The teacher gives tasks: “You need to sew (attach) a button to each loop. How many loops? How many buttons? What is more - loops or buttons? What is less - buttons or loops? Make sure that there is a button in each loop.

III part. The teacher invites the children to compare dolls in size and choose clothes for them for a walk: coats, hats, shoes, etc.

Lesson #9

Program content

Improve the ability to distinguish and name geometric shapes: circle, square, triangle, ball, cube.

Didactic visual material

Demo Material. Three cards depicting geometric shapes (a circle, a triangle, a green square, a blue circle; three circles of different sizes in yellow, a yellow triangle, a large yellow circle; a small circle of red, a large circle, a triangle and a circle of green, yellow and Red); a bag containing large and small cubes and balls of different colors and sizes.

Handout. Sticks (4 red and 3 green sticks for each child), ropes.

Guidelines

I part. The game "Find the extra figure."

The teacher alternately shows the children cards depicting geometric shapes (circle, square, triangle), offers to examine them and asks: “What is the difference between the figures? How are the figures similar? Which figure is missing? Why?"

II part. The game "Let's build a figure."

Each child has 4 red and 3 green sticks, a rope.

The teacher gives the task: “Make a square out of red sticks. Show his side. Make a circle out of string. Circle it with your hand. Make a triangle out of green sticks. Show its sides and angles.

III part. The game "Wonderful bag".

The teacher says the quatrain:

I am a wonderful bag

I am a friend to all the guys.

I really want to know

How do you like to play.

In the "wonderful bag" are large and small cubes and balls of different colors. Children identify geometric shapes by touch, then take them out and name the colors.

The material offered in this section is a generalization of the experience of a teacher with children of the fourth year of life.

Lesson notes are built on the basis of active practical activity, wide use of visual material.

The main direction in the organization of classes is the development of sensory and general intellectual abilities in gaming activities. The goal for children is to play, not to learn.

The educator involves children in meaningful cognitive games based on children's experience, game exercises, tasks, situations, and practical actions.

All abstracts of classes with children of the fourth year of life are built taking into account the methodology for the formation of elementary mathematical representations by A.M. Leushina and A.A. joiner. In this technique, much attention is paid not only to the education of preschoolers, but also to the improvement of cognitive children's activities, general mental development.

The main tasks of the mathematical development of children of the fourth year of life are:

Mastering the properties of objects and the relationships between them;

Development of independence of knowledge;

Development of cognitive and speech skills.

Demonstration and handouts for classes are objects of the surrounding reality, illustrations, this is the didactic material already available in the preschool educational institution, both factory-made and self-made.

During the classes, the educator should always take into account the real possibilities of each child, as well as carry out individual work with children. The task of the teacher is to support the desire for independence, to help each child notice the growth of their achievements.

The educator should always create a situation of community, co-creation. At the same time, it is necessary to take into account the visual-effective, visual-figurative nature of the thinking of kids.

Classes are held once a week, except for preschool holidays: the last week of December and the first week of January.

In order for mathematical knowledge and skills to be strong, do not limit yourself only to classes. Create game mathematical situations in different types of children's activities.

If the program task is difficult for children to master, organize a game of exercises, a situation with this task before the lesson. By doing this, you will prepare the child for the assimilation of the program material.

These lesson notes should not be strictly copied to work with children. A necessary condition for success in work is the teacher's creative attitude to classes: varying game exercises and tasks, repeating the material in one form or another, individualizing the requirements for children.

We hope that these materials will help you in working with children to develop their mathematical abilities.

Tasks of mathematical development of children of the fourth year of life

Properties

Build ideas about:

The length of two items: short, long;

The height of two items: high, low;

The size of two items: large, small;

Geometric shapes: circle, square, triangle.

To give an idea that geometric shapes can have a different shape, color, size.

Relations

1. Learn to determine the relationship of objects by:

Length: longer - shorter;

Height: above - below;

Size: more - less.

2. Learn to determine the relationship of objects by quantity, establishing equality and inequality of objects.

3. Give an idea of:

Spatial relations: above - below, above - below, in front - behind, right - left, side by side, in a row, one after another;

Temporal relations: first - then, morning - evening, day - night.

4. Give an initial idea of ​​the seasons. Saving quantity

Give an idea that the number of items (3) does not change from their other location.

Speech skills

Use words from special terminology in speech: “size”, “color”, “shape”, etc.;

Use phrases: “the same”, “not the same as this one”;

To name on the basis of comparison what is different and the same in objects and geometric shapes;

Understand and use words in speech - the names of size, shape;

Name in speech words that characterize quantitative, spatial, temporal relationships;

Answer the questions, explaining the course of the practical action.

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Summary of mathematics in the second junior group on the topic: “The number is as much as” Purpose: To teach children to compare one group with another. Tasks: 1. Learn to distinguish between equality and inequality. 2. To form the ability to compare two groups of objects. Equipment: two strips of green color (beds), 5 flowers of daisies, bees. Progress of the lesson. Children are sitting at the table. The teacher makes a riddle. There is a curl in the garden, a white curl, a golden heart. What it is? (Chamomile). Educator: De...

Mathematics lesson in kindergarten. Junior group Program content: 1. Educational tasks: - Improve the ability to find one and many objects in a specially created environment, answer the question "how much?" Using the words one, many, none. 2. Developmental tasks: - Develop speech, visual attention, logical thinking. 3. Educational tasks: - To cultivate love for animals, the ability to help others, politeness. Preliminary work: - didactic game "One ...

Development of a GCD on the cognitive development of FEMP with children 3-4 years old on the topic: “Form. Application Triangles» Purpose: To give an idea of ​​the triangle; enrich the sensory experience. Tasks: - Introduce children to the triangle; - Consolidate knowledge of primary colors; - Develop logical thinking, memory, attention, imagination. - Activate the vocabulary of children: introduce new words into speech (triangle, geometric shapes). - Cultivate the ability to listen - Teach children to work as a team together, ...

OD in the 2nd junior group "Masha and the Bear" Tasks: - to promote the development of the skill to compare two objects in width by means of overlap and application, to determine the results of the comparison with the words wide - narrow, wider - narrower; - to improve the skills of comparing two different groups with an object in the way of superposition; the ability to designate the results of comparison with the words many, equally, so many; - exercise in the spatial direction at the top, at the bottom; - help to consolidate the ability to distinguish and name ...

Abstract of the lesson on FEMP in the second junior group "Introduction to the triangle" Form of organization: joint activities of a teacher and a group of children. Age group: second youngest. Materials and equipment: Visual material: flat cardboard toys circle, square and triangle (with corresponding eyes, nose, mouth, arms and legs); planar two houses), Katya doll, blue fabric (for the river), narrow and wide planks of the same color. Handout: 1-strip cards...

Development of a GCD on the cognitive development of FEMP with children 3-4 years old on the topic: “Color. Repetition» Purpose: to develop sensory capabilities, to consolidate knowledge of the primary colors: yellow, blue and red. To cultivate the ability to play collectively, to act in accordance with the goal. Support motor activity, stimulating mental activity Means: circles of different sizes and colors. 3 dwarf toys, a basket of leaves Methods: Surprise moment, Praise, explanation Game ....

Prepared by: Gorina M.A. Municipal budgetary preschool educational institution kindergarten No. 70 "Dove" Surgut 2017

Purpose: To consolidate the ability to find one and many objects in a specially created environment, use the words one, many; to teach to compare two groups of objects, to designate the results of the comparison with the words equally, by many, equally, as much - how much; continue to teach to distinguish and name a circle and a square.

Tasks:

• continue to teach children to conduct a dialogue with the teacher: listen and understand the question asked and answer it clearly;
• consolidate and generalize children's knowledge about the number of objects (one, many)* to consolidate the ability to distinguish and name the primary colors: red, blue, yellow, green;
• develop auditory and visual attention, imagination; develop speech, observation, mental activity;
• expand and activate children's vocabulary;
• develop logical thinking.
• cultivate a desire to work; cultivate kindness and compassion. Didactic material:

Demo material:

group environment is used - play corner (cars, pyramids), book corner (books: big and small); garage (several small cars and one big one); train silhouette.

Handout:

circles and squares of different colors.

Lesson progress

Educator: Guys, today we will go on a very exciting journey. But to make it interesting, you need to listen to me carefully!

Let's make a train with you, I'll be your driver. Get your wheels ready and let's go! Choo-choo! And how does a real train buzz with us? (Children's answers: woo (loudly))

Look guys, we have a stop "Book" . What do we have here? (children's answers) What books? (Children's answers - large and small) Well done! - How many big books? (Children's answers are few) And the little ones? (Children: a lot!)“Are there as many big books as there are small ones?” (children's answers).

Let's go further: choo-choo ... Stop "Construction". See what we have here? (Children: cubes. Large and small) How many big cubes? (Children: few) And the little ones? (many) Are there as many large cubes as small cubes? What color are the small cubes?

Let's go further: choo-choo ... Guys, and here we have a stop "Garage" . What do we have here? (Children: cars). - Educator: And what are they? Children: Big and small. Educator: How many little ones? Children: (think) three. Educator: And the big ones? Children: one

Our train continues to move ... And our next stop "A toy shop" . And we are with you in the department of pyramids. What pyramids do we see? Children: one is tall. One is low. What good fellows! Let's play a game!

Part 2 Didactic-mobile game "Find your house" .

On the carpet lie a circle and a square. Children take one geometric figure from the tray, name them and begin to move to the music. At the end of the melody, they must find their houses: those who have a circle in their hands run to the circle, those who have a square run to the square. When the children scatter in places, the teacher asks them to justify their choice.

3 part. "Fix the Train" .

Guys, while we played with you. Our train has broken down. And we need to fix it. Let's go to the table. See what we have here? (Train silhouette) Children: Train.

Can he go? (children's answers) Why? Children: No wheels.

That's right, we'll fix it now. What else is on my table? Children: Circles and squares.

What can we do with circles? (Children's answers - roll)

Right! (Invite two or three children to ride a circle). Well done, so the mugs will be the wheels of the train. (Children attach wheels to trailers). What shape are our wheels? (children's answers). Well, we have wheels, what is missing for trailers? (children's answers). Let's attach a window to each trailer! The windows will be from this geometric shape. (show square) What's this? Children: Square.

Guys, can we roll a square? (children's answers). Let's try to ride them. (Ask two or three children to roll the squares). Happened? Children: No.

Why can't roll squares? Children: You can’t roll squares, because corners interfere with them.

Right. So, the squares will be windows. (Children attach windows). What shape do we get windows? Children: Square. - Guys, look what a beautiful train we got, and now it can hit the road. We hitch up the wagons and off we go.

IV Outcome - Guys, what did we do today? What stops did we visit? What game did we play? Houses, for what figures were we looking for? Did you enjoy the trip? (children's answers). You are so good today! And, now let's take colored pencils and decorate our little train.

Prepared by: Educator Fursa KV. 2017

Abstract of the lesson on FEMP in the second junior group "Comparison of objects in width"

Lesson summary on the formation of elementary mathematical representations

in II junior group

Tasks :

educational :

Promote learning comparing two things, contrasting in width(using the overlay technique, continue to exercise in comparing objects by length; induce to correctly identify qualities objects with words "wide narrow", "long short".

Educational :

Develop sensory representation(color, shape, size, thinking based on object comparisons, attention, long-term memory, speech activity.

Educational :

Cultivate a positive attitude to participate in lesson, interaction skills.

Materials for occupation:

Demo: "Wonderful bag" with gifts (a carrot, a barrel of honey, 4 cords of the same length, a set of images of snowflakes, icicles, "brook", images of houses of a bear and a hare.

Handout: 2 cubes and 2 boards of different width per child.

Dictionary: wide, narrow, long, short

preliminary work:

Classes comparing objects by length, games "Pick a Pair", "What's extra?","What changed?".

Lesson progress:

Game moment (children pass in group, sit in a semicircle on chairs).

caregiver: Hello children. Look, we have guests today. Say hello to them. Everyone look at them. Looked. Well done! Now listen to me carefully.

"Something in the group happened,

something in group has changed,

What's wrong today, kids?

Look, who will notice?

Children listen, look around group room and notice "wonderful bag"

caregiver:

"Who came to visit

And did you bring gifts?

Children speak out assumption that this is a gift from Santa Claus.

caregiver: Let's see what's in the bag?

(pulls out and shows) What's this? (carrot, barrel of honey)

Guys, these gifts are not for us. Who loves to chew on carrots? (Hare)

And who enjoys honey? (bear)

"We need to go to them.

And bring gifts.

Are we going on the road? (Yes)

main part 1. "Two tracks"

The teacher invites the kids to the carpet, where two paths of cords of the same length, but of different lengths, are laid out in advance. width.

caregiver: Guys, we have two paths in front of us. One is wide second narrow.

I I propose you walk along a wide path.

"Along the wide path

Our feet are walking

Children freely follow the teacher along a wide path.

caregiver: Did we take a walk? (Yes)

What path did we take?

Now let's take a different path. What is this track? Narrow or wide? (Show).

Now let's think about how we can get through the narrow path?

Children walk along a narrow path, arms to the sides to maintain balance.

"On this track

Is it difficult for our legs? (Yes)

What path is good to follow? (children show)

Because it is wide. Repeat.

And which one is difficult, uncomfortable to walk? Because this path is narrow. Let's say together

2. "What's extra?"

caregiver: See what it glitters, shimmers? (snowflakes)

Let's take a break and play with them. Children sit on chairs in a semicircle near the teacher. There are 3 snowflakes on the flannelgraph.

What is it? (icicles)

Which icicle is different from others?

Invites those who wish to show.

What is she? (wide)

What about everyone else? (narrow)

3. "Brook"

"It's time for us to go,

Let's hurry, friends"

The teacher lays out on the carpet "brook" blue fabric.

Oh, the stream blocked our way. Look, he runs, wriggles. Is it wide or narrow here? Show me which one width .

And what is it here? like this (calling, showing with hands)

Where will it be easier for us to get over it? (show)

Let's jump over where it's narrow.

The children take turns jumping over the stream.

And in order not to soak the legs where it is wide it is necessary to build (bridge) .

4. "Building a Bridge" independent work of children

caregiver invites children to go, on which are placed trays with .

caregiver: Guys, you have two cubes and two boards.

How are the boards different? (wide and narrow)

Let's check. (compare, using the overlay technique)

Show me a wide board. And now a narrow plank.

What plank is better to take for the bridge?

Children build a bridge, the teacher individually helps, suggests, offers drive the car across the bridge.

5. "Guess whose house"

"We'll go over the bridge,

We'll go straight to the houses"

The teacher posts pictures of two houses on the board.

Look at the beautiful houses. But where is whose? Are the houses the same or different?

Children individually answer, show where the bear's house is, where the bunny is.

caregiver: What else is different? (doors)

What is the bear's door? (wide)

What door does the bunny have? (narrow)

Let's check.

Offers those who wish to open the doors, behind which there are images of a bear and a bunny.

Outcome classes:

“For a long, long time they went to visit,

The treat was carried

Well we have worked hard

All the guys are great."