The senior group of the kindergarten includes children aged 5-6 years, who at this time are actively developing logical thinking, imagination, and curiosity. For successful learning at school, preschool educational institutions provide so-called pre-mathematical classes - mastering the simplest mathematics. Classes are aimed at developing children’s cognitive activity and systematically preparing preschool children for school, which are implemented through.

Mathematics in kindergarten is designed to improve intellectual abilities and form:

develop creative thinking, intelligence and ingenuity;
teach the logic of actions, reasoning and thoughts;
stimulate flexibility of thinking.

IMPORTANT MATERIALS FOR DEPARTMENT MANAGERS ON THIS TOPIC:

(read in the magazine “Handbook of a senior preschool teacher”)

FEMP in the senior group according to the Federal State Educational Standard

The number of lessons on studying a specific topic on FEMP depends on the success of children mastering the material. In the summer, classes in simple mathematics are not held, but knowledge is consolidated in everyday activities: on walks, during outdoor or board games, in creative activities.

Program tasks that are solved during the implementation of FEMP

In addition to the educational tasks of mastering elementary mathematics, work is carried out in the classroom to cultivate personal qualities, develop thinking and speech.

Educators often make serious mistakes in the implementation of FEMP, including inaccuracy in asking questions, violation of the sequence of presentation of the material, its monotony, or unattractiveness of the visual information chosen to demonstrate the topic. To avoid mistakes, teachers should carefully plan the sequence and essence of the selected material, monitor the diversity and compliance of information with the level of development of children.

The teacher in FEMP classes should help create an entertaining atmosphere that stimulates the creative and playful activity of children, their imagination and ingenuity. The use of integrated activities is encouraged - a combination of educational activities with creative, motor, gaming, artistic and communicative activities. The study of numbers and figures is combined with drawing, mastering counting with outdoor games or reading poetry. If an integrated lesson is built on the principle of an exciting game with a developing plot, preschoolers will have a happy ending and a situation of success.

To determine the effectiveness of work on FEMP, teachers, the head of a preschool educational institution, a psychologist or a methodologist analyze classes to obtain basic mathematical knowledge. The assigned tasks and work methods chosen for their implementation, types of activities in the lesson, differentiation of tasks, the use of an individual approach and methods of integration with other areas of activity are assessed.

Methods for mastering elementary mathematics in preschool education

Method	Characteristic
Practical	The main method of work, which uses didactic games and exercises, game tasks of all levels, so that students not only listen to information and perceive it, but also take an active part in resolving them. The effectiveness of mastering material on FEMP depends on the completion of practical tasks.
Game	It is included in the basic category, since gaming activity for preschoolers is a key way of understanding the world and the main type of activity. In a playful way, children learn basic mathematics faster and better. Didactic games in the context of FEMP are divided into: travel games - reveal the ordinary through the unusual; riddle games - require deciphering concepts; sentence games - develop imagination and logical thinking; Conversation games are based on dialogue between children and the teacher. Game complexes allow you to develop attention, stimulate cognition, and after situations of success, children treat their friends more kindly and feel a desire to learn. They help children in the senior group of kindergarten gradually enter the world of science, introduce them to numbers, and broaden their horizons.
Verbal	Relies on dialogue with children and is not the key. The teacher asks the children direct (How? How much?) or searching questions (Why? Why did you decide this? What can be done?).

To form elementary mathematical representations, various means are used:

equipment for independent work and children's games;
educational literature on pre-mathematics preparation;
sets of visual demonstration and didactic material;
collections of exercises and didactic games for the development of space-time concepts;
teaching aids for teachers with sample lesson notes.

The above tools perform a number of functions:

present mathematical concepts in a form accessible to preschoolers, helping them master the methods of action necessary to obtain basic mathematical knowledge;
implement the principle of clarity, intensify the educational process, rationalize it;
expand the capabilities of teachers, allowing them to more effectively organize educational and cognitive activities and solve developmental and educational problems;
help children gain experience in perceiving relationships and properties, expand and enrich knowledge.

Structure of a lesson on FEMP in the senior group

The form of a traditional school lesson has lost its effectiveness in mastering the simplest mathematical knowledge and skills, giving way to observation, didactic games, and practical activities in all its forms. The structure of the lesson is dictated by its program content and depends on the age of the children and the assigned tasks. FEMP classes according to the method Pomoraeva in the senior group involves the use of several types of activities and three to five stages during the implementation of the main program task. The parts of the lesson are equivalent and closely interrelated with each other.

Following a strict lesson structure allows you to:

combine and implement various software tasks;
activate not only individual children, but also the whole group frontally;
use a set of didactic tools and methods;
master and consolidate new knowledge, repeat what has been learned previously.

Approximate structure of FEMP in the senior group

First and second stages	New material is studied at the beginning of the lesson, when children are maximally concentrated and ready to gain new knowledge, and as it is mastered, it is moved to other stages to be consolidated in further lessons. At this stage, the teacher motivates children to set a lesson goal, strives to interest them in the topic of the lesson, and then demonstrates an example of using a mathematical skill.
Motor pause	Physical education sessions are held after learning new material and help restore the performance of preschoolers and neutralize fatigue. The signal for an active pause is distraction, weakening of children’s attention, and motor restlessness. Short-term physical exercises in elementary mathematics classes are not only exercises for the fingers or eye gymnastics, but also exercises for the limbs and torso (jumping, bending, squats). You can increase the effectiveness of motor pauses if you accompany them with music, songs or poems. To consolidate, you can combine simple physical and mathematical exercises during warm-up: raise your right or left hand at the command of the teacher; squat as many times as the teacher shows; jump one time less or more than indicated in the picture. Didactic games can be used as physical education.
Third stage	Independently completing tasks to consolidate acquired knowledge and establish connections between new material and what has already been studied.
Fourth stage	The end of the lesson is a time for didactic games that help to apply the acquired knowledge in practice and consolidate what has been learned.

In the senior group, practical FEMP classes are actively used in the form of didactic exercises, which, through the use of handouts and demonstration materials, allow children to gain mathematical concepts. In such lessons, the teacher explains, shows, points, demonstrates a sample, and evaluates the work. Since in older preschool age educational activities are motivated by educational or practical tasks, the structure of classes includes exciting exercises to determine length or width, compare shapes and colors, and clarify space-time relationships. To stimulate practical, object-sensory, cognitive and educational activities, various game elements can be included in the exercises.

More often than others, preschool educational institutions use classes in the form of didactic exercises and games, combining gaming and practical methods. Games and exercises in such classes are separate parts that are sequentially combined.

Visibility in FEMP in the senior group according to Federal State Educational Standards

A key condition for effectiveness classes on FEMP in the senior group is the use of visualization methods, which, when properly selected, contribute to the assimilation of knowledge, increasing the effectiveness of learning. Preschoolers think concretely, so it is easier for them to deal with things, and only then with words, therefore in the older group the principle of visualization plays a big role in teaching mathematics.

Principles for using visual material:

Visualization is effective only in combination with a verbal explanation and highlighting the essence. The teacher directs the children's observation, helping them master the shape of objects or counting. Using visual material, preschoolers do not deepen their knowledge about balls, apples or hedgehogs, but learn to abstract, highlighting the shape, color or number of objects.
The framework for using visuals is important: after mastering the method of action, cards, pictures or figures will distract the child and interfere with his independence. After showing the sample, children must complete the task following verbal instructions.

Educators should carefully consider the place and method of using visuals, the nature of the material, so that preschoolers learn to independently use it to find an answer or monitor the correctness of performance. Demonstration and didactic tools are divided very conditionally, since the same materials can be used both in practical tasks and to explain new things.

There are two types of visual material in FEMP classes:

Small dispenser. As visual material, small handouts are used, which each child receives, and demonstration aids, which are printed on a magnetic board or flannelograph. All of them must be understandable and attractive in appearance in order to arouse interest in children and provoke the interaction of logical and sensory thinking. It is important for educators to remember the availability of spare material so that demonstration and distribution materials are available in the classroom in sufficient quantities for each student.
Demonstration and didactic. Didactic material in kindergarten classes on FEMP are counting sticks, cards, small toys, three-dimensional numbers, labyrinths, maps, geometric lotto, dominoes, entertaining cubes, geometric figures for counting, tables, cards with images of objects or seasons, board games and much more. To study quantities (thickness, width, height and length), objects of different sizes are used; spatial relationships help to master sets of teaching aids; A calendar or a clock model introduces time in the best possible way; graduated test tubes or jars demonstrate the difference in depth and volume.

It is important that the size of the handout allows each student to place it freely on the table without disturbing others. The demonstration material is shown frontally, so it should be much larger and larger. To provide one senior group with FEMP classes, you will need 25 sets of handouts and one or two sets of demonstration material.

When working with older preschoolers, teachers use visual aids that model mathematical concepts and develop deductive thinking. A flannelgraph or other canvas measuring 60x30 cm with special strips for laying out cards and images is used. Musical instruments and any objects that produce sounds can be used that will help in establishing hearing power (spoons, tambourines, drums, watches and even drops of water). Information technologies - presentations and tables - serve as one of the forms of visualization that contributes to the development of mental abilities in preschool children.

An alternative to visual learning is entertaining mathematical material, which is distinguished by its variety and systematic use. The tasks involve increasing complexity of exercises and games, so that in the process of their implementation conditions are created for independent searches and direct teaching methods are used. Entertaining material has a comprehensive effect on the development of students’ mathematical abilities, positively influencing their sense of purpose, logical thinking, spatial imagination, and the ability to find ways of action to solve cognitive and practical problems. For these purposes, the following types of entertaining material can be used in kindergarten:

Puzzle toys - “Pyramid”, “Rubik’s Snake”, “Unicube” and others, which consist of folding or rotating volumetric geometric shapes.
Geometric construction sets - “Pythagoras”, “Tangram”, “Magic Circle”, where you need to put together a plot image from flat geometric figures according to a plan or model.
Logical exercises, tasks to find a missing figure or find signs of similarity/difference, recognize parts as a whole or restore the whole from parts.
Labyrinths are exercises that require mental and visual analysis to find the shortest path from point to point.

Game complexes in the acquisition of elementary mathematical knowledge

Methodology Pomoraeva and Pozina carried out proved that game complexes are of fundamental importance in obtaining the simplest mathematical knowledge, increasing efficiency and facilitating children’s mastery of knowledge in full, developing thinking, logic and memory. Classes in the traditional form provoke rapid fatigue in children and the development of physical inactivity, therefore active forms of learning and play activities are an effective alternative to the usual lessons. Game complexes promote the development of attention and intelligence (through puzzles and joke problems), logical thinking (through reasoning over the progress of solving a task), independence and memory.

Examples of practical application of gaming activities:

Mastering the concepts of equality and inequality - didactic games “Correct the mistake”, “Which number is missing?”, “Confusion”, “Name the neighbors”, with the help of which children learn to perform operations with numbers within 10 and explain their actions.
Development of memory and thinking - the game “Which toy is missing?” and “Make up a number.”
Studying the days of the week and their names is an observation during which children designate each day with multi-colored circles to make it easier for them to understand the sequence; games “Live Week” and “Days of the Week” are played to consolidate knowledge.
Getting to know the calendar and months - games “All Year Round”, “Twelve Months” and others.
Orientation skills in space - didactic exercises to determine your position in space and the position of objects.
Getting to know geometric shapes is a game of searching for squares, triangles or circles in surrounding objects.

Game situations in the educational process must correspond to the time and place and not be random. Having mastered the simplest mathematical concepts, students will be able to transfer knowledge to non-standard situations. A variety of FEMP classes are holiday classes or entertainment lessons, which are based on an entertainment component, but also fulfill educational tasks. They stimulate children's intellectual activity, and their competitive nature motivates them to work effectively.

Didactic manuals on FEMP in the senior group

To develop skills in elementary mathematics among preschoolers, teachers of preschool institutions use tested didactic aids, among which the logic sticks and blocks of X. Kuzener and Z. Dienesh, as well as lesson plans in FEMP in the senior group by I.A. Pomoraeva and V.A. Pozina.

Logical blocks and sticks are a set of flat and volumetric geometric bodies, where each block can have properties (thickness, size, color and shape). To work with 3.Dyenesha blocks, children receive cards with a task, which symbolically indicates the sequence in which they need to make a chain of geometric bodies, and the pattern that needs to be taken into account. With the help of X. Kusener's sticks, which are called “colored numbers”, you can simulate numbers by composing the treasured numbers from cubes and parallelepipeds, thus becoming familiar with their composition.

The methodological developments of V.A. Pozina and I.A. Pomoraeva are designed to help educators not only in developing the topics and objectives of classes, but also in realizing their goals. Lesson plans, taking into account the principles of systematicity and consistency, combine and solve all the tasks assigned to teachers by the program. In game classes using the method of Pomoraeva and Pozina, didactic material is used, physical education lessons are held, the study of elementary mathematics takes place in a fun way without boring memorization, since tasks for children are given by fairy-tale characters, wizards and kind animals.

V.A. Pomoraeva and I.A. Pozina: lesson plans for FEMP in the senior group

Methodology classes Pozina and Pomoraeva relies on game and visual-practical methods of work and does not involve direct teaching. On the contrary, the developed principles make it possible to stimulate the mental activity of children, and for educators to show their creative potential.

Since in the senior group, introduction to elementary mathematics takes place once a week and involves studying the simplest numbers and performing basic calculations, becoming familiar with geometric figures, learning ways to visually display figures, numbers and mathematical elements, the approximate distribution of program material is as follows:

FEMP classes in the senior group according to the method Pomoraeva and Pozina are most effective if basic mathematical knowledge is reinforced in the home environment, for which teachers conduct explanatory conversations with parents, give teaching material, and speak at parent meetings, since the development of mathematical concepts takes place not only in the conditions of the corresponding lesson in a preschool educational institution, but also in everyday life environment and home. It has been proven that the interaction of parents and teachers helps children master simple mathematics faster and better.

You can learn more about the formation of elementary mathematical knowledge in preschool educational institutions in the articles:
1. FEMP classes in the middle group
2. Techniques for the development of spatial concepts in preschool children
3. Summary of a lesson on the formation of elementary mathematical concepts for children of middle preschool age “Saving the Snowman”

Classes on the formation of elementary mathematical concepts in the middle group of kindergarten

Preface

This manual is addressed to educators working under the “Program of Education and Training in Kindergarten” edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova, for organizing mathematics classes in the middle group.

The manual discusses issues of organizing work on the development of elementary mathematical concepts in children 4–5 years old, taking into account the patterns of formation and development of their cognitive activity and age-related capabilities.

The book provides approximate planning of mathematics classes for the year. The proposed system of classes includes a set of game tasks and exercises, visual and practical methods and techniques for the formation of elementary mathematical concepts; helps children master ways and techniques of cognition, apply acquired knowledge and skills in practice. This creates the prerequisites for the formation of a correct understanding of the world, allows for a general developmental orientation of learning, connection with mental, speech development and various types of activities.

The plot of the lessons and specially selected tasks contribute to the development of mental processes (attention, memory, thinking), motivate the child’s activities and direct his mental activity to find ways to solve the assigned problems. The method of conducting classes does not involve direct teaching, which can negatively affect the child’s comprehension and independent performance of mathematical tasks, but implies the creation of situations of cooperation and activity. Activating mental independence develops the child’s active position and develops learning skills.

The knowledge gained in classes on the formation of elementary mathematical concepts must be consolidated in everyday life. To this end, special attention should be paid to role-playing games, where conditions are created for the application of mathematical knowledge and methods of action. When working with children, both in a preschool institution and at home, you can use the workbook for the “Program of education and training in kindergarten” “Mathematics for Kids” (M.: Mozaika-Sintez, 2006).

The manual includes additional material compiled in accordance with the recommendations of modern psychologists, teachers and methodologists and allowing to expand the content of work with children of the fifth year of life.

Approximate distribution of program material for the year

I quarter

September

Lesson 1

Improve the ability to compare two equal groups of objects, indicate the results of comparison with words: equally, as much - as.

Strengthen the ability to compare two objects by size, indicate the results of comparison in words big, small, more, less.

Practice determining spatial directions from yourself and naming them with words: in front, behind, left, right, above, below.

Lesson 2

Exercise in comparing two groups of objects, different in color, shape, determining their equality or inequality based on comparison of pairs, learn to denote the results of comparison with words: more, less, equally, as much - as.

Strengthen the ability to distinguish and name parts of the day (morning afternoon Evening Night).

Lesson 3

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

Improve the ability to denote the results of comparison with words: long - short, longer - shorter; wide - narrow, wider - narrower.

Develop the ability to compare objects by color, shape and spatial arrangement.

October

Lesson 1

Continue to teach how to compare two groups of objects that are different in shape, determining their equality or inequality based on comparison of pairs.

Strengthen the ability to distinguish and name flat geometric shapes: circle, square, triangle.

Practice comparing two objects in height, denoting the comparison results with words: high, low, above, below.

Lesson 2

Learn to understand the meaning of the final number obtained by counting objects within 3, and answer the question “How much?”

Exercise the ability to identify geometric shapes (ball, cube, square, triangle, circle) by tactile-motor means.

Strengthen the ability to distinguish between left and right hands, determine spatial directions and denote them in words: left, right, left, right.

Lesson 3

Learn to count within 3 using the following techniques: when counting with your right hand, point to each object from left to right, name the numbers in order, coordinate them in gender, number and case, refer the last number to the entire group of objects.

Exercise in comparing two objects by size (length, width, height), denote the results of the comparison with the appropriate words: long - short, longer - shorter; wide - narrow, wider - narrower, high - low, higher - lower.

Expand your understanding of the parts of the day and their sequence (morning afternoon Evening Night).

Lesson 4

Continue to learn to count within 3, correlating the number with an element of the set, independently designate the final number, and correctly answer the question “How much?”

Improve the ability to distinguish and name geometric shapes (circle, square, triangle) regardless of their size.

Develop the ability to determine spatial direction from yourself: above, below, in front, behind, left, right.

November

Lesson 1

Strengthen the ability to count within 3, introduce the ordinal value of a number, teach how to correctly answer the questions “How much?”, “Which one?”

Practice the ability to find objects that are the same in length, width, height, and denote the corresponding features with words: long, longer, short, shorter, wide, narrow, wider, narrower, high, low, higher, lower.

Introduce a rectangle by comparing it with a square.

Lesson 2

Show the formation of the number 4 based on a comparison of two groups of objects expressed by the numbers 3 and 4; learn to count within 4.

Expand your understanding of a rectangle by comparing it with a square.

Develop the ability to create a holistic image of objects from parts.

Lesson 3

Strengthen the ability to count within 4, introduce the ordinal value of a number, learn to answer the questions “How much?”, “Which one?”, “In which place?”.

Reveal the meaning of concepts using specific examples fast slow.

Lesson 4

Introduce the formation of the number 5, teach counting within 5, answer the question “How much?”

morning afternoon Evening Night.

Practice identifying geometric shapes (circle, square, triangle, rectangle).

II quarter

December

Lesson 1

Continue to teach counting within 5, introduce the ordinal value of the number 5, answer the questions “How much?”, “Which one?”

Learn to compare objects based on two dimensions (length and width), to indicate the results of comparison with expressions, for example: “The red ribbon is longer and wider than the green ribbon, and the green ribbon is shorter and narrower than the red ribbon.”

Improve the ability to determine spatial direction from yourself:

Lesson 2

Strengthen the ability to count within 5, form ideas about the equality and inequality of two groups of objects based on counting.

Continue to teach how to compare objects based on two characteristics of size (length and width), designate the results of comparison with appropriate expressions, for example: “Long and wide - a large path, short and narrow - a small path.”

Practice identifying and naming familiar geometric shapes (cube, ball, square, circle).

Lesson 3

Continue to form ideas about the ordinal value of a number (within 5), strengthen the ability to answer the questions “How much?”, “Which one?”, “In which place?”

Introduce the cylinder, teach to distinguish between a ball and a cylinder.

Lesson 4

Practice counting and counting objects within 5 according to the model.

Continue to clarify ideas about a cylinder, strengthen the ability to distinguish between a ball, a cube, and a cylinder.

Strengthen ideas about the sequence of parts of the day: morning afternoon Evening Night.

January

Lesson 1

Practice counting and counting objects within 5 according to the model and the named number.

Introduce the meaning of words far close.

Develop the ability to compose a holistic image of an object from its parts.

Lesson 2

Practice counting sounds by ear within 5.

Clarify ideas about the meaning of words far close.

Learn to compare three objects by size, arrange them in descending and ascending order, and indicate the results of the comparison with words: long, shorter, shortest, short, longer, longest.

Lesson 3

Practice counting sounds within 5.

Continue to teach how to compare three objects by length, arrange them in descending and ascending order, and indicate the results of the comparison with words: long, shorter, shortest, short, longer, longest.

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

Lesson 4

Practice counting objects by touch within 5.

Explain the meaning of words yesterday Today Tomorrow.

Develop the ability to compare objects according to their spatial location (left, right, left, right).

February

Lesson 1

Continue practicing counting objects by touch within 5.

Strengthen ideas about the meaning of words yesterday Today Tomorrow.

Learn to compare three objects in width, arrange them in descending and ascending order, and indicate the results of the comparison with words: .

Lesson 2

Learn to count movements within 5.

Practice the ability to navigate in space and indicate spatial directions relative to yourself with words: above, below, left, right, in front, behind.

Learn to compare 4-5 objects in width, arrange them in descending and ascending order, and indicate the comparison results with the appropriate words: wide, narrower, narrowest, narrowest, wider, widest.

Lesson 3

Learn to reproduce the specified number of movements (within 5).

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

Improve your understanding of the parts of the day and their sequence: morning afternoon Evening Night.

Lesson 4

Practice the ability to reproduce the specified number of movements (within 5).

Learn to move in a given direction (forward, backward, left, right).

Strengthen the ability to compose a holistic image of an object from individual parts.

III quarter

March

Lesson 1

Strengthen the ability to move in a given direction.

Explain that the counting result does not depend on the size of the objects (within 5).

Learn to compare objects by size (within 5), arrange them in descending and ascending order, and indicate the results of comparison with words: biggest, smaller, even smaller, smallest, bigger.

Lesson 2

Reinforce the idea that the result of counting does not depend on the size of objects.

Learn to compare three objects in height, arrange them in descending and ascending order, and indicate the results of the comparison with the words: high, lower, lowest, low, above, highest.

Practice the ability to find identical toys by color or size.

Lesson 3

Show the independence of the counting result from the distance between objects (within 5).

Practice the ability to compare 4-5 objects in height, arrange them in descending and ascending order, and indicate the comparison results with words: highest, lower, lowest, higher.

Practice the ability to distinguish and name geometric shapes: cube, ball.

Lesson 4

Reinforce the idea that the counting result does not depend on the distance between objects (within 5).

Continue to introduce the cylinder by comparing it with a ball.

Practice the ability to move in a given direction.

April

Lesson 1

Show the independence of the counting result from the shape of the arrangement of objects in space.

Continue to introduce the cylinder by comparing it with a ball and a cube.

Improve understanding of the meaning of words far close.

Lesson 2

Strengthen the skills of quantitative and ordinal counting within 5, learn to answer the questions “How much?”, “Which one?” etc.

Improve the ability to compare objects by size, arrange them in descending and ascending order, and indicate the results of comparison with words:

Improve the ability to establish the sequence of parts of the day: morning afternoon Evening Night.

Lesson 3

Practice counting and counting objects by ear and touch (within 5).

Learn to correlate the shape of objects with geometric figures: a ball and a cube.

Develop the ability to compare objects by color, shape, size.

Lesson 4

Reinforce the idea that the result of counting does not depend on the qualitative characteristics of the object (size, color).

Practice the ability to compare objects by size (within 5), arrange them in descending and ascending order, and indicate the results of comparison with words: biggest, smaller, even smaller, smallest, bigger.

Improve the ability to navigate in space, indicate spatial directions relative to yourself with the appropriate words: forward, backward, left, right, up, down.

May

The end of the school year involves the work of the teacher to consolidate the program material in a plot-game form using traditional and non-traditional methods of teaching children. Mathematical entertainment and leisure activities are possible.

Library of the program “FROM BIRTH TO SCHOOL”
under the general editorship of N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva

Pomoraeva Irina Aleksandrovna - Methodologist at the Educational and Methodological Center for Vocational Education in Moscow, teacher of methods of mathematical development at Pedagogical College No. 15, Honored Teacher of Russia

Pozina Vera Arnoldovna - Methodist, teacher of methods of mathematical development at Pedagogical College No. 4, excellent student of public education

Preface

This manual is addressed to educators working on the approximate basic general educational program of preschool education “FROM BIRTH TO SCHOOL”, edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, for organizing work in mathematics in a preparatory school group.
The manual discusses issues of organizing work on the development of elementary mathematical concepts in children 6–7 years old, taking into account the patterns of formation and development of their cognitive activity and age-related capabilities.
The book provides an approximate planning of mathematics work for the year. The structure of the classes allows you to combine and successfully solve problems from different sections of the program. The proposed system of work, which includes a set of tasks and exercises, various methods and techniques of working with children (visual-practical, playful, verbal), helps preschoolers master the ways and techniques of cognition, and apply the acquired knowledge in independent activities. This creates the prerequisites for the formation of a correct understanding of the world, allows for a general developmental orientation of learning, connection with mental, speech development and various types of activities.
Game situations with elements of competition, reading passages of fiction motivate children and direct their mental activity to find ways to solve problems. The method of work does not involve direct teaching, which can negatively affect the child’s comprehension and independent performance of mathematical tasks, but implies the creation of situations of community, collaboration, and provides all children with an equal start, which will allow them to study successfully at school.
The proposed work system allows teachers to take into account the specifics of the activities of the educational institution and its priorities. The volume of material gives educators the opportunity to realize their creative potential and take into account the characteristics of a specific group of children.
The knowledge gained in the course of organized educational activities on the formation of elementary mathematical concepts must be consolidated in everyday life. To this end, special attention should be paid to enriching role-playing games with mathematical content and creating a subject-development environment that stimulates the development of independent cognitive activity of each child.
When working with children both in a preschool institution and at home, you can use the workbook “Mathematics for preschoolers: Preparatory group for school” (M.: Mozaika-Sintez, 2012).
The manual includes: a list of didactic games, additional material, recommendations for organizing a developmental environment. They reflect the modern positions of psychologists, teachers and methodologists, which make it possible to expand the content of work with children of the seventh year of life.
Further in the manual, for convenience of presentation, instead of the term “direct educational activity,” we will often use the term “occupation,” which is familiar to teachers. However, the term “class” should not mislead teachers: it does not imply lesson-type classes. The teacher’s task is not to turn mathematics into a lesson, but to use forms of work with children appropriate to their age, indicated in the approximate basic general educational program of preschool education “FROM BIRTH TO SCHOOL” edited by N. E. Veraksa, T. S. Komarova, M A. Vasilyeva.

Program content

Quantity

Development of general ideas about sets: the ability to form sets on given grounds, to see the components of sets in which objects differ in certain characteristics.
Exercises in combining, complementing sets, removing parts or individual parts from a set.
Consolidating the ability to establish relationships between individual parts of a set, as well as the whole set and each of its parts based on counting, making pairs of objects or connecting objects with arrows.
Improving quantitative and ordinal counting skills within 10. Introducing counting within 20.
Getting to know the second ten numbers.
Consolidating an understanding of the relationships between numbers in the natural series (7 is greater than 6 by 1, and 6 is less than 7 by 1), the ability to increase and decrease each number by 1 (within 10).
Consolidating the ability to name numbers in forward and reverse order (oral counting), the next and previous number to the one named or indicated by a number, and determine the missing number.
Introducing the composition of numbers from 0 to 10.
Forming the ability to decompose a number into two smaller ones and make a larger one from two smaller ones (within 10, on a visual basis).
Introduction to coins in denominations of 1, 5, 10 kopecks, 1, 2, 5, 10 rubles (distinguishing, setting and exchanging coins).
Formation of the ability to visually compose and solve simple arithmetic problems on addition (the smaller is added to the larger) and subtraction (the subtracted is less than the remainder); When solving problems, use action signs: plus (+), minus (-) and the equal sign (=).

Magnitude

Consolidating the ability to count according to a given measure, when not one, but several objects or part of an object is taken as a unit of counting.
Consolidating the ability to divide an object into 2–8 or more equal parts by bending the object (paper, fabric, etc.), as well as using a conventional measure; correctly designate parts of a whole (half, one part of two (one second), two parts of four (two fourths), etc.); establish the ratio of the whole and the part, the size of the parts; find parts of a whole and a whole from known parts.
Formation of initial measuring skills. Consolidating the ability to measure the length, width, height of objects (straight line segments) using a conventional measure (checked paper).
Strengthening children's ability to measure the volume of liquid and granular substances using a conditional measure.
Formation of ideas about the weight of objects and methods of measuring it. Consolidating the ability to compare the weight of objects (heavier - lighter) by weighing them on the palms of your hands. Getting to know the scales.
Development of the idea that the result of measurement (length, weight, volume of objects) depends on the size of the conditional measure.

Form

Clarification of knowledge about geometric shapes, their elements (vertices, angles, sides) and some of their properties.
Formation of ideas about a polygon (using the example of a triangle and a quadrilateral), a straight line, a straight segment.
Consolidating the ability to recognize figures regardless of their spatial position, depict, arrange on a plane, arrange by size, classify, group by color, shape, size.
Consolidating the ability to model geometric shapes; make one polygon from several triangles, one large rectangle from several small squares; from parts of a circle - a circle, from four segments - a quadrangle, from two short segments - one long, etc.; construct figures based on verbal descriptions and listing their characteristic properties; create thematic compositions from figures according to your own ideas.
Consolidating the ability to analyze the shape of objects as a whole and their individual parts; recreate objects of complex shape from individual parts using contour patterns, descriptions, and presentation.

Orientation in space

Formation of the ability to navigate on a limited surface (sheet of paper, blackboard, notebook page, book, etc.); place objects and their images in the indicated direction, reflect in speech their spatial location (above, below, above, below, left, right, left, right, in the upper left (lower right) corner, in front, behind, between, next to, etc. .).
Getting to know the plan, diagram, route, map. Development of the ability to model spatial relationships between objects in the form of a drawing, plan, diagram.
Formation of the ability to “read” the simplest graphic information indicating the spatial relationships of objects and the direction of their movement in space: from left to right, from right to left, from bottom to top, from top to bottom; independently move in space, focusing on conventional designations (signs and symbols).

Time orientation

Formation of elementary ideas about time: its fluidity, periodicity, irreversibility, sequence of days of the week, months, seasons.
Consolidating the ability to use words and concepts in speech: first, then, before, after, earlier, later, at the same time.
Development of a “sense of time”, the ability to save time, regulate one’s activities in accordance with time; distinguish the duration of individual time intervals (1 minute, 10 minutes, 1 hour).
Formation of the ability to determine time using a clock with an accuracy of 1 hour.

Approximate distribution of program material for the year

I quarter

September

Lesson 1
Practice dividing a set into parts and combining its parts; improve the ability to establish a relationship between a set and its part.
skills of ordinal counting within 10, the ability to answer the questions “How much?”, “Which one?”, “In which place?”.
ideas about the relative arrangement of objects in space (in a row): left, right, before, after, between, before, behind, next to.
the ability to consistently identify and name the days of the week.

Lesson 2
Practice dividing a set into parts and combining parts into a whole group; improve the ability to establish a relationship between a set and its part.
Learn to count forward and backward within 5.
the ability to divide a circle and a square into 2 and 4 equal parts, compare and name them.
ability to distinguish and name familiar geometric shapes.

Lesson 3
Introduce numbers 1 and 2 and learn to denote numbers with numbers.
Practice counting skills forward and backward within 10.
Strengthen the ability to navigate on a sheet of paper, determine the sides and corners of the sheet.
Improve your understanding of triangles and quadrilaterals.

Lesson 4
Introduce number 3.
Learn to name the previous and subsequent numbers for each number in the natural series within 10.
Improve the ability to compare 10 objects (by length, width, height), arrange them in ascending and descending order, and indicate the comparison results with appropriate words.
Practice the ability to move in a given direction.

Lesson 5
Introduce number 4.
Strengthen ideas about the quantitative composition of the number 5 from units.
Strengthen the ability to compare two objects in size (length, width) using a conditional measure equal to one of the objects being compared.
Develop the ability to indicate in speech your location relative to another person.

Lesson 6
Introduce the quantitative composition of the number 6 from units.
Introduce the number 5.
Strengthen the ability to consistently name the days of the week.
Continue to develop the ability to see the shape of familiar geometric shapes in surrounding objects.

October

Lesson 1
Continue learning to form the number 6 from ones.
Introduce number 6.
Clarify the techniques for dividing a circle into 2–4 and 8 equal parts, teach to understand the relationship between the whole and the parts, name and show them (half, one-half, one-fourth, one-eighth, etc.).
Develop the ability to move in space in accordance with symbols.

Lesson 2
Introduce the composition of the numbers 7 and 8 from ones.
Introduce number 7.
Clarify the techniques for dividing a square into 2, 4 and 8 equal parts; teach to understand the relationship between the whole and parts, name and show them (half, one-half, one-fourth, one-eighth, etc.).
Reinforce ideas about triangles and quadrilaterals.

Lesson 3
Continue learning to form the numbers 7 and 8 from ones.
Introduce the number 8.
Reinforce the sequential naming of the days of the week.
Develop the ability to compose a thematic composition based on a model.

Lesson 4
with the composition of the number 9 from units.
with the number 9.
Improve the ability to name numbers in forward and reverse order from any number.
Develop your eye.
Strengthen the ability to navigate on a sheet of paper, identify and name its sides and angles.

Lesson 5
Improve your ability to form the number 9 from units.
Develop an understanding of the independence of the counting result from its direction.
Give an idea of the weight of objects and compare them by weighing them on the palms; learn to denote comparison results in words heavy, light, heavier, lighter.
Develop the ability to group geometric shapes by color and shape.

Lesson 6
with the composition of the number 10 made of units.
with the number 0.
Continue learning to find the previous number to the named one, the next number to the named one.
Clarify ideas about the weight of objects and the relativity of weight when comparing them.
To form ideas about temporary relationships and learn to denote them with words: first, then, before, after, earlier, later e.

Lesson 7
Continue learning to form the number 10 using ones.
Introduce the symbol for the number 10.
Strengthen counting skills forward and backward within 10.
Give an idea of a polygon using the example of a triangle and a quadrilateral.
Strengthen the ability to navigate in space using symbols on the plan, determine the direction of movement of objects, and reflect their spatial position in speech.

Lesson 8
Learn to form the number 3 from two smaller numbers and decompose it into two smaller numbers.
Continue familiarizing yourself with numbers from 1 to 9.
Clarify your understanding of a polygon, develop the ability to find its sides, angles and vertices.
Strengthen ideas about the seasons and months of autumn.

November

Lesson 1
Learn to form the number 4 from two smaller numbers and decompose it into two smaller numbers.
Strengthen the skills of ordinal counting within 10.
Develop the ability to analyze the shape of objects and their individual parts.
Improve your understanding of the weight of objects and the ability to determine whether objects weigh the same or not, regardless of their appearance.
Strengthen the ability to consistently identify and name the days of the week.

Lesson 2
Learn to form the number 5 from two smaller numbers and decompose it into two smaller numbers.
Introduce the formation of numbers of the second ten within 15.
Improve the ability to build a serial series based on the weight of objects.
Strengthen the ability to navigate on a sheet of paper and reflect in speech the spatial arrangement of objects in words: top, bottom, left, right.

Lesson 3
Learn to form the number 6 from two smaller numbers and decompose it into two smaller numbers.
Continue to introduce the formation of numbers of the second ten within 15.
Introduce the measurement of quantities using a conditional measure.
Develop the ability to navigate in space using symbols and diagrams.

Lesson 4
Learn to form the number 7 from two smaller numbers and decompose it into two smaller numbers.
Continue to introduce the formation of numbers of the second ten within 20.
Improve the ability to measure the length of objects using a conventional measure.

Lesson 5
Learn to form the number 8 from two smaller numbers and decompose it into two smaller numbers.
Strengthen counting skills in forward and backward order within 15.
Practice measuring the length of objects using a conventional measure.
Develop the ability to navigate on a sheet of squared paper.

Lesson 6
Learn to form the number 9 from two smaller numbers and decompose it into two smaller numbers.
Improve counting skills within 20.
Practice measuring the height of objects using a conventional measure.
Continue to develop the ability to navigate on a sheet of squared paper.

Lesson 7
Learn to form the number 10 from two smaller numbers and decompose it into two smaller numbers.
Strengthen the ability to identify the previous, subsequent and missing number to the one named or indicated by a number within 10.
Practice the ability to measure the length and width of objects using a conventional measure.

Lesson 8
Strengthen ideas about the quantitative and ordinal value of numbers within 10.
Strengthen the ability to form the number 10 from units.
skills in measuring the size of objects; introduce the dependence of measurement results on the value of the conditional measure.
Develop the ability to move in space in a given direction.
the ability to model objects using familiar geometric shapes.

II quarter

December

Lesson 1
Introduce coins in denominations of 1, 2, 5, 10 rubles and 1, 5, 10 kopecks.
Continue to develop your orientation skills on a sheet of squared paper.
Clarify ideas about polygons and how to classify them by type and size.

Lesson 2
Continue to introduce coins in denominations of 1, 5, 10 rubles.
Learn to count according to a given measure, when not one, but several objects are taken as a unit of counting.
Form ideas about time, introduce the hourglass.

Lesson 3
Continue to introduce coins in denominations of 1, 5, 10 rubles, their collection and exchange.
Develop a sense of time, learn to regulate your activities in accordance with the time interval.
Continue learning to count according to a given measure within 20.
Develop the ability to recreate objects of complex shape from individual parts using contour patterns.

Lesson 4
Continue to clarify ideas about coins in denominations of 1, 2, 5, 10 rubles, their collection and exchange.
Learn to measure the volume of bulk solids using a conventional measure.
Introduce clocks, teach how to set the time on a clock model.
Continue learning to determine the shape of objects and their parts.

Lesson 5
Continue learning to measure the volume of bulk solids using a conventional measure.
Continue to introduce clocks, teach how to set the time on a clock model.
Develop the ability to navigate on a sheet of squared paper.
Reinforce ideas about polygons; introduce its special cases: pentagon and hexagon.

Lesson 6
Introduce the rules for measuring liquid substances using a conventional measure.
To consolidate an understanding of the relationships between numbers in the natural series, the ability to increase (decrease) a number by 1 within 10.
Develop a sense of time; learn to distinguish the duration of time intervals within 5 minutes.
Develop the ability to model geometric shapes.

Lesson 7
Improve the ability to decompose a number into two smaller ones and make a larger number from two smaller ones within 10.
Reinforce ideas about the sequence of times and months of the year.
Develop the ability to construct geometric figures using verbal descriptions and listing characteristic properties.
Exercise the ability to combine parts into a whole set, compare the whole and part of the set.

Lesson 8
Strengthen the ability to decompose a number into two smaller numbers and make a larger number within 10 from two smaller ones.
Develop the ability to name the previous, subsequent and missing numbers to the named one.
Reinforce ideas about the sequence of days of the week.
Develop the ability to modify geometric shapes.

January

Lesson 1
Learn to compose arithmetic problems involving addition.
Strengthen the ability to see geometric shapes in surrounding objects.

Lesson 2
Improve your ability to navigate on a sheet of squared paper.
Develop attention, memory, logical thinking.

Lesson 3
the ability to measure the volume of liquid substances using a conventional measure.
ability to navigate on a sheet of squared paper.
attention, memory, logical thinking.

Lesson 4
learn to compose and solve arithmetic problems involving addition and subtraction.
introduce coins in denominations of 1, 2, 5, 10 rubles, their collection and exchange.
Improve your ability to navigate on a sheet of squared paper.
Develop attention and logical thinking.

Lesson 5
Continue learning to compose and solve arithmetic problems involving addition and subtraction.
Continue introducing the clock and setting the time on the clock layout.
Improve your ability to navigate on a sheet of squared paper.

Lesson 6
Continue learning to compose and solve arithmetic problems involving addition and subtraction.
Improve your understanding of the sequence of numbers within 20.
Develop the ability to divide a whole into 8 equal parts and compare the whole and its parts.
Develop the ability to determine the location of objects relative to each other.

Lesson 7
Develop ideas about geometric shapes and the ability to draw them on a sheet of paper.
Strengthen the ability to name the previous, subsequent and missing numbers, indicated by a number.

Lesson 8
Continue to teach yourself how to compose and solve addition and subtraction problems.
Improve your understanding of the parts of the day and their sequence.
Practice using words correctly in speech: first, then, before, after.
Strengthen the ability to see the shapes of familiar geometric figures in surrounding objects.
Develop attention and imagination.

February

Lesson 1
Continue learning to compose and solve arithmetic addition problems.
Practice counting objects according to the model.
Learn to measure the length of straight line segments using squares.
Develop attention, memory, logical thinking.

Lesson 2
Continue learning to compose and solve arithmetic problems involving addition and subtraction.
Strengthen the ability to name the winter months.
Improve the ability to form numbers from units.
Practice creating thematic compositions from geometric shapes.

Lesson 3
Continue learning to compose and solve arithmetic problems involving addition and subtraction.
Strengthen the ability to consistently name the days of the week and correctly use the words in speech: earlier, later, first, then.
Continue to develop the ability to determine a straight line segment and measure its length in cells.
Develop ideas about the size of objects.

Lesson 4
Continue learning to compose and solve arithmetic problems involving addition and subtraction.
Expand your understanding of the weight of objects.
Strengthen the ability to modify geometric shapes.
Improve the ability to navigate in a squared notebook and complete tasks according to verbal instructions.

Lesson 5
Continue learning to compose and solve arithmetic problems involving addition and subtraction.
Improve skills in measuring the height of objects using a conventional measure.

Irina Aleksandrovna Pomoraeva, Vera Arnoldovna Pozina

Preface

This manual is addressed to educators working under the “Program of Education and Training in Kindergarten” edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, for organizing mathematics classes in the senior group.

The manual discusses issues of organizing work on the development of elementary mathematical concepts in children 5–6 years old, taking into account the patterns of formation and development of their cognitive activity and age-related capabilities.

The book provides approximate planning of mathematics classes for the year. The structure of the classes allows you to combine and successfully solve problems from different sections of the program. The proposed system of classes, which includes a set of tasks and exercises, various methods and techniques for working with children (visual, practical, playful), helps preschoolers master the ways and techniques of cognition and apply the acquired knowledge in independent activities. This creates the prerequisites for the formation of a correct understanding of the world, allows for a general developmental orientation of learning, connection with mental, speech development and various types of activities.

Game situations with elements of competition, used in the classroom, motivate children’s activities and direct their mental activity to find ways to solve assigned problems. The method of conducting classes does not involve direct teaching, which can negatively affect the child’s comprehension and independent performance of mathematical tasks, but implies the creation of situations of collaboration and activity. Activation of mental activity develops the child’s active position and develops learning skills.

The scope of classes allows teachers to realize their creative potential and take into account the characteristics of a specific group of children.

When working with children both in a preschool institution and at home, you can use the workbook for the “Program of education and training in kindergarten” “Mathematics for preschoolers: Senior group” (M.: MOSAIKA-SINTEZ, 2009).

The manual includes additional material compiled in accordance with the recommendations of modern psychologists, teachers and methodologists, which allows expanding the content of work with children of the sixth year of life.

Approximate distribution of program material for the year

I quarter

September

Lesson 1

morning afternoon Evening Night.

Lesson 2

Lesson 3

yesterday, Today, Tomorrow.

October

Lesson 1

the longest, shorter, even shorter... the shortest (and vice versa).

Lesson 4

Continue to develop the ability to compare up to six objects in height and arrange them in descending and ascending order, denoting the comparison results with the words: with the highest, lower, even lower... the lowest(and vice versa).

Expand ideas about the activities of adults and children at different times of the day, about the sequence of parts of the day.

November

Practice counting and counting objects within 7 using a model and by ear.

Improve the ability to move in a given direction and denote it with words: forward, backward, right, left.

To consolidate ideas about geometric shapes (circle, square, triangle, rectangle), to develop the ability to see and find objects in the environment that have the shape of familiar geometric shapes.

Continue to learn to determine your location among surrounding people and objects, to indicate it with words: in front, behind, next to, between.

Lesson 3

Introduce the ordinal value of the numbers 8 and 9, learn to correctly answer the questions “How much?”, “Which one?”, “In which place?”

Practice the ability to compare objects by size (up to 7 objects), arrange them in descending and ascending order, and indicate the results of comparison with words: the largest, smaller, even smaller... the smallest (and vice versa).

Practice the ability to find differences in images of objects.

Lesson 4

Introduce the formation of the number 10 based on a comparison of two groups of objects expressed by the adjacent numbers 9 and 10, teach how to correctly answer the question “How much?”

Strengthen ideas about the parts of the day ( morning afternoon Evening Night) and their sequences.

Improve your understanding of the triangle, its properties and types.

II quarter

December

Lesson 1 (final)

Improve counting skills by model and by ear within 10.

Strengthen the ability to compare 8 objects by height and arrange them in descending and ascending order, denote the results of comparison with the words: the highest, lower, even lower... the lowest (and vice versa).

Practice the ability to see the shapes of familiar geometric figures in surrounding objects.

Exercise the ability to move in a given direction and denote it with the appropriate words: forward, backward, left, right.

Lesson 2

Reinforce the idea that the result of counting does not depend on the size of objects and the distance between them (counting within 10).

Give an idea of a quadrilateral based on a square and a rectangle.

Strengthen the ability to determine spatial direction relative to another person: left, right, front, behind.

Lesson 3

To consolidate ideas about triangles and quadrilaterals, their properties and types.

Improve counting skills within 10 using various analyzers (by touch, counting and reproducing a certain number of movements).

Introduce the names of the days of the week (Monday, etc.).

Lesson 4

Learn to compare adjacent numbers within 10 and understand the relationships between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number... greater than the number...”, “How much more?” number... less than number..."

Continue learning to determine the direction of movement using signs indicating the direction of movement.

January

Lesson 1

Continue to teach how to compare adjacent numbers within 10 and understand the relationships between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number... greater than the number...”, “By how much is the number... less than the number..."

Develop the eye, the ability to find objects of the same length, equal to the sample.

Improve the ability to distinguish and name familiar three-dimensional and flat geometric shapes.

Develop the ability to see and establish a number of patterns.

Lesson 2

Continue to teach understanding the relationships between adjacent numbers 9 and 10.

Continue to develop your eye and the ability to find objects of the same width, equal to the sample.

Strengthen spatial concepts and the ability to use words: left, right, below, in front (in front), behind (behind), between, next to.

Practice naming the days of the week sequentially.

Lesson 3

Continue to form ideas about the equality of groups of objects, learn to form groups of objects according to a given number, see the total number of objects and call it one number.

Continue to develop your eye and the ability to find objects of the same height, equal to the sample.

Learn to navigate on a sheet of paper.

Lesson 4

Introduce the quantitative composition of the number 3 from units.

Improve the ability to see the shape of familiar geometric shapes in surrounding objects: rectangle, square, circle, triangle.

February

Lesson 1

Introduce the quantitative composition of the numbers 3 and 4 from ones.

Continue to learn how to navigate on a sheet of paper, identify and name the sides and corners of the sheet.

Lesson 2

Introduce the quantitative composition of the number 5 from units.

Develop the ability to indicate in speech the position of one object in relation to another and one’s location in relation to another person (front, back, left, right).

Lesson 3

Strengthen ideas about the quantitative composition of the number 5 from units.

Form the idea that an object can be divided into two equal parts, learn to name the parts, compare the whole and the part.

Improve the ability to compare 9 objects by width and height, arrange them in descending and ascending order, and label the comparison results with appropriate words.

Lesson 4

Improve counting skills within 10 and practice counting according to the model.

Continue to form the idea that an object can be divided into two equal parts, learn to name the parts and compare the whole and the part.

Improve the ability to see the shape of familiar geometric shapes (flat) in surrounding objects.

Learn to compare two objects in length using a third object (conditional measure) equal to one of the objects being compared.

III quarter

March

Lesson 1

To consolidate the idea of the ordinal value of the numbers of the first ten and the composition of the number of units within 5.

Improve the ability to navigate the surrounding space relative to oneself (right, left, front, back) and another person.

Improve the ability to compare up to 10 objects in length, arrange them in ascending sequence, and designate the comparison results with appropriate words.

Lesson 2

Continue learning to divide a circle into two equal parts, name the parts and compare the whole and the part.

Continue to teach how to compare two objects in width using a conditional measure equal to one of the objects being compared.

Strengthen the ability to consistently name the days of the week.

Lesson 3

Learn to divide a square into two equal parts, name the parts and compare the whole and the part.

Improve counting skills within 10.

Develop the idea that the result of a count does not depend on its direction.

Improve the ability to move in a given direction, changing it according to a signal (forward - back, right - left).

Lesson 4

Continue to introduce the division of a circle into 4 equal parts, learn to name the parts and compare the whole and the part.

Develop the idea of the independence of number from the color and spatial arrangement of objects.

Improve your understanding of triangles and quadrilaterals.

April

Lesson 1

Introduce the division of a square into 4 equal parts, learn to name the parts and compare the whole and the part.

Continue to teach how to compare objects in height using a conditional measure equal to one of the objects being compared.

Improve the ability to navigate on a sheet of paper, determine the sides, corners and middle of the sheet.

Lesson 2

Improve counting skills within 10; teach to understand the relationships of adjacent numbers: 6 and 7, 7 and 8, 8 and 9, 9 and 10.

Develop the ability to navigate on a sheet of paper, determine the sides, corners and middle of the sheet.

Continue to develop the ability to see the shape of familiar geometric shapes (flat) in surrounding objects.

Lesson 3

Continue to learn to understand the relationships of adjacent numbers within 10.

Improve the ability to compare the size of objects by presentation.

Strengthen the ability to divide a circle and a square into two and four equal parts, learn to name parts and compare the whole and the part.

Lesson 4

Improve the ability to form the number 5 from units.

Practice the ability to move in a given direction.

Strengthen the ability to consistently name the days of the week, determine what day of the week is today, what it was yesterday, what it will be tomorrow.

May

Work to consolidate the material covered.

Lesson Plans

September

Lesson 1

Program content

Strengthen counting skills within 5, the ability to form the number 5 based on comparison of two groups of objects expressed by adjacent numbers 4 and 5.

Improve the ability to distinguish and name flat and three-dimensional geometric shapes (circle, square, triangle, rectangle; ball, cube, cylinder).

Clarify ideas about the sequence of parts of the day: morning afternoon Evening Night.

Demonstration material. A set of three-dimensional geometric shapes (5 cubes, cylinders, balls each), 4 pictures depicting children’s activities at different times of the day.

Handout. Sets of flat geometric shapes (5 squares and rectangles for each child), drawings-tablets depicting geometric shapes, two-page cards.

Guidelines

Part I. Game exercise “Malvina teaches Pinocchio.”

Geometric shapes are laid out on the table. Malvina gives Pinocchio the task: “Name and show familiar geometric shapes.” (Cubes, cylinders, balls.) Pinocchio completes the task with the help of children. Then Malvina offers to count out 4 cubes and check the correctness of the task (using counting); count the same number of cylinders and place them in pairs with cubes so that it is clear that there are an equal number of figures.

“What can we say about the number of cubes and cylinders? – asks Malvina. – How many cubes and cylinders? How to make it so that there are five cubes?

Children help Pinocchio complete his assignments.

“How many cubes are there now? – Malvina finds out. (Children count the cubes.) How did you get the number five? (One was added to four.)

How many cubes? How many cylinders? Five cubes and four cylinders - compare, which is bigger? Four cylinders and five cubes - compare, which is smaller? Which number is greater: five or four? Which number is smaller: four or five?

Malvina offers Pinocchio to establish equality in two ways. (Children help Pinocchio complete the task.)

Pinocchio counts incorrectly: he misses objects, counts objects twice, gives the wrong answer.

Malvina clarifies the rules of counting with the children and finds out how many figures there are and how the new number came about.

Part II. Game exercise “Count the figures.”

Pinocchio gives the children tasks: “Count out four squares and place them on the top strip of the card. Count out five rectangles and place them on the bottom strip of the card. How many squares? How many rectangles? Five rectangles and four squares - compare, which is bigger? Four squares and five rectangles - compare which is smaller? Which number is greater: five or four? Which number is smaller: four or five? Make sure there are equal numbers of rectangles and squares.”

Children complete the task in any way and explain their actions.

Physical education minute

The teacher reads a poem, and the children perform the appropriate movements.

One two three four five!
We also know how to relax -
Let's put our hands behind our backs,
Let's raise our heads higher.
And let's breathe easily.

Stretch on your toes
So many times
Exactly as many as fingers
On our hand!
One two three four five.

One, two, three, four, five Stomp our feet.
One two three four five
We clap our hands.

Part III. Game exercise “Complete the missing figure.”

Malvina invites children to look at the drawings-plates (see example on p. 14), determine which figures are missing, complete them and prove the correctness of their decisions.

After discussing the task, Malvina shows ways to solve it. The check is carried out by alternating geometric shapes and determining their number (there should be 3 of them). Part IV. Game exercise “Let’s help Pinocchio sort out the pictures.”

Pinocchio looks at the pictures with the children and asks: “Who drew the pictures? What are the characters depicted doing? When does this happen?

Then he suggests putting the pictures in order and naming the parts of the day.

Lesson 2

Program content

Practice counting and counting objects within 5 using various analyzers (by touch, by ear).

To consolidate the ability to compare two objects according to two parameters of size (length and width), the result of the comparison is indicated by appropriate expressions (for example: “The red ribbon is longer and wider than the green ribbon, and the green ribbon is shorter and narrower than the red ribbon”).

Improve the ability to move in a given direction and define it in words: forward, backward, right, left.

Didactic visual material

Demonstration material. Drum, pipe, counting ladder, 6 tumblers, 6 pyramids, card in a case with 4 sewn buttons, large and small dolls, 2 ribbons (red - long and wide, green - short and narrow), flannelograph, audio recording, box with stars number of children.

Handout. Workbooks (page 1, task B), colored pencils.

Guidelines

Part I. Game exercise “Count the same amount.”

“How many tumblers are there on the table? Why did you count out so many tumblers?” asks the teacher.

The task is repeated 2 times using different musical instruments.

The teacher clarifies the rules for counting objects by touch. After completing the task, he asks the children questions: “How many pyramids did you count? How to check whether the task is completed correctly? (The child takes the card out of the case, and the children correlate the number of buttons on the card with the number of pyramids on the step of the counting ladder.)

Part II. Game exercise “Color the same amount” (done in a workbook).

The teacher invites the children to paint as many circles as there are tumblers (pyramids) drawn in the picture.

After completing the task, he clarifies: “How many circles did you paint? Why so many?

Part III. Game exercise “Let's tie bows for the dolls.”

The teacher draws the children’s attention to the ribbons located on the flannelgraph: “What is the difference between the ribbons? Are they the same color? What can you say about the length of the ribbons? (He suggests comparing the ribbons by length and clarifies the rules of comparison: the ribbons must be placed one under the other, aligning them on the left side.) How long is the red ribbon compared to the green? How long is the green ribbon compared to the red one? (The teacher gives a sample answer: “The red ribbon is longer than the green ribbon.”)

What can you say about the width of the ribbons? (Suggests comparing ribbons by width, arranging them so that the top or bottom edges of the ribbons are in line.) How wide is the red ribbon compared to the green? How wide is the green ribbon compared to the red one? Show the wide (narrow) ribbon. Which ribbon is suitable for a small doll's bow? What kind of ribbon is suitable for a bow for a large doll?”

The teacher ties the bows and finds out why the red bow turned out to be big. He listens to the children’s answers and generalizes: “The red bow turned out to be big because the ribbon is long and wide.”

The teacher invites the children to tell them about the size of the green bow.

Part IV. Game exercises “If you go right, you will find a treasure.”

“The wizard has hidden a treasure and invites you to find it,” the teacher tells the children.

Using a counting rhyme, a leader is selected.

Kady-bady
Pour some water
Cow to drink
You should drive.

The leader completes the task: takes five steps straight, turns right and takes three more steps in pre-arranged circles. The rest of the children follow him. Children find a box and take out stars from it (music plays).

Lesson 3

Program content

Improve counting skills within 5, teach to understand the independence of counting results from the qualitative characteristics of objects (color, shape and size).

Exercise in comparing five objects by length, learn to arrange them in descending and ascending order, and indicate the results of comparison with words: the longest, shorter, even shorter... the shortest (and vice versa).

Clarify your understanding of the meaning of words yesterday, Today, Tomorrow.

Didactic visual material

Demonstration material. Magnetic board, squares and triangles of the same color (4 pieces each), large red and small green circles (6 pieces each), matryoshka doll, 5 multi-colored strips of different lengths and the same width.

Handout. Multi-colored strips of different lengths and the same width (5 pieces for each child).

Guidelines

Part I. Game exercise “Assignment” (carried out on demonstration material).

The teacher invites the children to place 4 squares and 4 triangles in a row on a magnetic board. Then he asks: “How can I check how many squares and triangles there are on the board? Count the squares and triangles. (Calls several children.) How many squares? How many triangles? What can you say about the number of squares and triangles? How to check equality without counting geometric shapes? (Children use different methods of comparison.)

The teacher draws the children’s attention to the fact that the number of squares and triangles can be indicated by one number: four.

The teacher calls several children and invites them to place 5 red and 5 green circles on the top strip of the magnetic board (the green circles are located after the red circles).

Then he finds out: “What needs to be done to find out how many red circles are on the board and how many green? How many red circles? How many green circles? What can you say about the number of red and green circles? How else are circles different? (Size.) How to arrange the circles so that an equal number of them can be seen?” (Children check the chosen methods of comparison: overlay and application.)

The teacher concludes: “The circles differ in color and size. But we counted all the circles and found out that there are five of them equally.”

Part II. Game exercise “Let’s build a ladder for a matryoshka doll.”

The teacher invites the children to put the strips on top of each other. Then he finds out: “What can we say about the width of the stripes? (The stripes are the same width.) What can you say about the length of the stripes? (The strips are different in length.)

The teacher invites the children to build a ladder by arranging the strips, starting with the shortest and ending with the longest. Specifies the method of action. After completing the task, he checks the sequence of stripes with the children. Then he asks the matryoshka to walk along the ladder from top to bottom and name the length of each step. (“What can you say about the length of the red step compared to the length of the other (adjacent) steps?”)

Part III. Children perform a similar task on handouts. They arrange the strips starting with the longest and ending with the shortest. The teacher specifies the method of action and the length of each strip.

Part IV. Game exercise “When was this?”

Matryoshka asks the children questions: “When was the math lesson? (Today.) What was your activity yesterday? What activity will be tomorrow? What are we going to play on our walk tomorrow?”

October

Lesson 1

Program content

Learn to compose a set from different elements, isolate its parts, combine them into a whole set and establish a relationship between the whole set and its parts.

Strengthen ideas about familiar flat geometric shapes (circle, square, triangle, rectangle) and the ability to sort them into groups according to qualitative characteristics (color, shape, size).

Improve the ability to determine spatial direction relative to yourself: forward, backward, left, right, top, bottom.

Didactic visual material

Demonstration material. A doll, a bear, 3 hoops, 2 pyramids, 2 cubes, a bell, a box with a set of geometric shapes (circles, squares, triangles and rectangles in three colors, each color is available in two sizes).

Handout. Three boxes with the same set of geometric shapes.

Guidelines

Part I. Game exercise “Let's collect toys for the doll.”

A doll comes to visit the children. The teacher and the children invite the doll to play with toys. He puts 2 cubes and 2 pyramids on the table and asks: “How many cubes? How many pyramids? What can you say about the number of pyramids and cubes?”

The teacher puts the cubes and pyramids together: “How many toys does the doll have in total? (Children count toys.) There are four toys in total, two of them are pyramids. What is more (less): toys or pyramids? What is more (less): toys or cubes? There are more toys (generalizing gesture) than pyramids. (Points to the pyramids.) There are more toys than cubes.” (Points to the cubes.)

The teacher invites the doll to play with toys with the bear, and the children to divide the objects equally between them (for the doll - pyramids, and for the bear - cubes).

Part II. Game exercise “Don’t make a mistake.”

Children are divided into 3 teams. The teacher places 3 boxes with geometric shapes on the carpet. Together with the children, he examines geometric shapes, clarifies the names, colors and shapes. Then he invites the first team to arrange the geometric shapes by shape, the second team by size, the third team by color (each team puts the geometric shapes in its own box).

After completing the tasks, the teacher asks: “How many groups have you divided the geometric shapes into? On what basis did you divide them?”

The game exercise is repeated 2-3 times with a change of task.

Part III. Relay race "Who is faster".

The teacher invites each team, at a signal, to transfer geometric shapes from the box to the hoop. Children carry one figure at a time.

Part III. Didactic game "Merry Circle".

Children stand in a circle. The teacher explains the rules of the game: “You close your eyes and determine where the bell rings.”

The teacher walks in a circle, stops near the child and rings the bell. The child determines where the bell rings. (In front, behind, left, right, above, below.) The teacher moves on to the next child. And so on.

Lesson 2

Program content

Continue to develop the ability to compare up to six objects in length and arrange them in ascending and descending order, denoting the comparison results with words: the longest, shorter, even shorter... the shortest (and vice versa).

To consolidate ideas about familiar volumetric geometric figures and the ability to sort them into groups according to qualitative characteristics (shape, size).

Didactic visual material

Demonstration material. Inlaid canvas, red and yellow flowers (6 pieces each), flannelgraph, 6 pencils (planar images) of different colors and lengths, pointer.

Handout. Two-strip cards, butterflies and leaves (6 pieces for each child), sets of strips of different colors and lengths (one set for two children), 4 sets with three-dimensional geometric shapes (ball, cube, cylinder; each figure is presented in two sizes).

Guidelines

Part I. Game exercise “Learn to count.”

The teacher invites the children to place 5 yellow flowers on the top strip of the typesetting canvas, and then lay out the same number of red flowers on the bottom strip.

The teacher, together with the children, checks the correctness of the task and asks: “What can you say about the number of yellow and red flowers?”

The teacher adds 1 more to the 5 red flowers and clarifies his actions: “I added one more flower to the five red flowers. Are there more or less red flowers?

The teacher determines the number of red flowers together with the children who can count within 10.

Then he finds out: “How did we get six red flowers? (One was added to five.) How many red flowers? (Six.) How many yellow flowers? (Five.) Which number is greater: six or five? Which number is smaller: five or six? How to make it so that there are equal numbers of red and yellow flowers? (Children compare flowers in two ways and explain which number they got and how.)

Part II. Children perform similar tasks on two-line cards with butterflies and leaves. Children choose the equalization method independently.

Part III. Game exercise “Correct the mistake.”

On the flannelgraph there are pencils of different colors and lengths arranged in a chaotic manner.

The teacher asks the children: “What can you say about the length of the pencils?” Then he suggests putting the pencils in order, starting with the longest and ending with the shortest.

The teacher clarifies the sequence of actions, asks the children to show the length of each pencil (children use a pointer), remember their location and close their eyes. The teacher swaps 2 pencils (in the future you can change more pencils). Children open their eyes, correct the mistake and justify their actions. The exercise is repeated twice.

Part IV. Children complete similar tasks in pairs using handouts.

Children lay out the strips, starting with the shortest and ending with the longest. Then they take turns swapping stripes and correcting each other’s mistakes.

Part V Game exercise “Make no mistake” (see October, lesson 1).

Lesson 3

Program content

Continue to develop the ability to compare up to six objects in width and arrange them in descending and ascending order, denoting the comparison results with words: the widest, narrower, even narrower... the narrowest (and vice versa).

Continue to learn to determine the location of surrounding people and objects relative to yourself and indicate it with words: in front, behind, left, right.

Didactic visual material

Demonstration material. A two-step ladder, nesting dolls and pyramids (7 pieces each), a flannelgraph (magnetic board), 7 strips of “boards” of the same color and different widths.

Handout. Two-page cards, squares and rectangles (7 pieces for each child); sets of “board” strips of the same color and different widths (6 pieces for each child).

Guidelines

Part I. Game exercise “Count further.”

The teacher asks the children to count 6 nesting dolls and place them on the top step of the stairs. Then the children count out the same number of pyramids. The teacher places them on the bottom step of the stairs. Together with the children, he checks the correctness of the task and asks: “What can you say about the number of nesting dolls and pyramids?”

End of introductory fragment.

Lesson No. 1

Program content

Continue to learn how to compare adjacent numbers within 8 and understand the relationships between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number... greater than the number... ", "How much is the number... less than the number..."

Introduce the number 5.

Develop the eye, the ability to find objects of the same length, equal to the sample.

Improve the ability to distinguish and name familiar three-dimensional and flat geometric shapes.

Develop the ability to see and establish a number of patterns.

Demonstration material. Three-strip inlaid fabric, 22 white circles (snowballs), a house made up of stripes, flannelgraph, 2 baskets, a set of flat and three-dimensional “ice” figures, silhouettes of skis of different lengths (3 pieces), a picture of a glove on the right hand , cards with numbers from 1 to 5.

Handout. Two-page cards, “ice pieces” of different shapes (20 pieces for each child), sets of counting sticks, silhouettes of skis (according to the number of children), cards with numbers from 1 to 5, sheets of paper, colored pencils.

Guidelines

Game situation “Snow Town”.

Part I. Game exercise “Building a snow fortress.”

The work is organized on a three-strip typesetting canvas.

After completing the task, the teacher finds out why the children counted so many lumps. (I counted seven lumps because seven is one more than six.)

On the third strip, children count one lump more than on the second strip and answer the questions: “What number did you get? Why did you count eight lumps?” (Children justify their answer by comparing the numbers 8 and 7.)

The teacher draws the children’s attention to the number of lumps on all three strips: “What numbers can be used to indicate the number of lumps on each strip? What can you say about the number seven? (Seven is more than six by one, but less than eight by one.) So we built a snow fort.”

Part II. Game exercise “Playing with pieces of ice.”

The teacher asks the children: “On the top strip of the card, count one “ice” more than the number I name. (The teacher calls the number eight.) How many “ice” have you counted? (Nine.) Why did you count nine pieces of ice? (I counted nine pieces of ice because nine is one more than eight.) Count one less piece of ice on the bottom strip of the card than on the top strip. How many “ice pieces” did you count? (Eight.) Why did you count eight “ice pieces”?”

The teacher invites the children to equalize the number of “ice pieces” in any way and justify their choice.

Part III. Game exercise “Find a pair of skis.”

On the flannelgraph there are three skis of different lengths; the children have a sample ski for which they need to find a pair.

The teacher invites the called child to find a ski that matches the length of his ski. The child names ways to check the task and shows them.

The task is repeated with other samples.

Part IV. Game exercise “Wear gloves for a walk.”

The teacher shows a picture of a glove and invites us to look at it: “How many “houses” for fingers does the glove have? (Five.) Show the number indicating the number one.”

The called child places the number 1 above the thumb house.

Then the children, together with the teacher, designate “houses” for the index, middle and ring fingers with numbers.

The teacher shows the number 5 and explains that this number can indicate the number 5, and places the number 5 above the “house” for the little finger.

Children name the numbers in order.

Then they trace their palms on sheets of paper, count how many fingers there are, lay out cards with numbers from 1 to 5 over them and name the numbers. They circle the number five with a colored pencil.

Part V. Relay game “Who can break up the ice the fastest.”

Children are divided into two teams by counting “first - second”.

The teacher invites the children to place the “ice pieces” into two baskets.

The first team selects and puts all the flat pieces of ice into the basket, and the second team - all the three-dimensional pieces of ice. During the verification process, children name the shape of “ice pieces.”

Part VI. Game exercise “Building an ice house.”

The teacher invites the children to build a house using counting sticks based on the model, and then rearrange the two sticks so that the house faces the other direction (see picture).

The called child rebuilds the house using a model, the rest of the children complete the task on the spot.

Lesson No. 2

Program content

Continue to teach understanding the relationships between adjacent numbers 9 and 10.

Introduce number 6.

Continue to develop your eye and the ability to find objects of the same width, equal to the sample.

Strengthen spatial concepts and the ability to use words: left, right, below, in front (in front), behind (behind), between, next to.

Practice naming the days of the week sequentially.

Didactic visual material

Demonstration material. Flannelgraph, room layout with flat images of Dunno's furniture and items of clothing, Dunno's letter, "scarves" - strips of the same length and color, but different widths (according to the number of children), 6 circles of different colors, cards with numbers from 1 to 6.

Handout. Two-strip cards, snowflakes (20 pieces for each child), “scarf” strips, the width of which is equal to one of the “scarf” samples - strips of the same length and color, but different widths (4 pieces for each child), colored pencils ( 6 pieces for each child), cards with numbers from 1 to 6, sheets of paper.

Guidelines

Part I. Game exercise “Answer Dunno’s questions.”

The teacher informs the children about a letter from Dunno, in which he asks for help: “The pencil drew ten snowflakes, and I drew nine snowflakes. I want Pencil and I to have an equal number of snowflakes.”

The teacher asks the children to place 10 snowflakes on the top strip of a two-line counting card, and 9 on the bottom. Then he asks: “What numbers can be used to indicate the number of snowflakes? Which number is greater: ten or nine? Which number is smaller: nine or ten? How much greater is the number ten than nine? How much is nine less than ten?

The teacher invites the children to help Dunno equalize the number of snowflakes. Children discuss options for completing the task, perform equalization in any way and explain their actions, for example: “I added one more to nine snowflakes and there were ten of them, equally.”

Part II. Game exercise “Selecting colors for a pencil.”

The teacher invites the children to help Pencil select five colors for the picture. The called child counts 5 circles of different colors on the board. Children check the quantity and color of paints. Then indicate the number of colors with the corresponding number on the board.

The pencil asks to pick up another paint for him. The called child completes the task, other children check how many colors there are.

The teacher clarifies: “What number did you get? What number represents the number six?

He listens to the children's answers and shows a card with the number 6. The children find it in their possession, circle it with their hand and guess what it looks like.

Part III. Game exercise “Draw multi-colored paths with a Pencil.”

The pencil invites children to draw 6 multi-colored paths on a sheet of paper.

The teacher asks the children: “How many paths have you drawn? What number represents the number six?

Then he asks to find and show the number 6.

Part IV. Game exercise “Let's find scarves for Dunno and Pencil.”

Sets of scarves (4 pieces each) of the same length and color, but of different widths are laid out on the children's cribs and on the teacher's table. Children each have one scarf, equal in width to one of the four scarves.

The teacher asks the called child to find a scarf of the same width among the scarves lying on the table and check the correctness of the choice by directly comparing the scarves.

Then the teacher asks the children to remember the width of their scarves and find scarves of the same width on their cribs. Children check the correctness of the task by directly comparing scarves.

Part V Outdoor game “Days of the week, line up.”

The game is played 3-4 times with changing cards (see December, lesson 4).

Part VI. Game exercise “Let's help Dunno find things.”

On a flannelgraph there is a model of Dunno's room (you can use doll furniture). Dunno's things are hidden in different places in the room: a hat near the closet, boots next to the chair and behind the bed, etc.

The teacher asks the children the location of each item: “Where is the hat? (The hat lies near the closet.) Where are the shoes?

The children help Dunno get ready to visit Pencil.

Lesson No. 3

Program content

Continue to form ideas about the equality of groups of objects, learn to form groups of objects according to a given number, see the total number of objects and call it one number.

Introduce number 7.

Continue to develop your eye and the ability to find objects of the same height, equal to the sample.

Learn to navigate on a sheet of paper.

Didactic visual material

Demonstration material. A three-step ladder, a magnetic board, foxes, bear cubs and bunnies (9 pieces each), circles of red, yellow, green and blue colors (1 piece each), 4 Christmas trees of different heights, cards with numbers from 1 to 7.

Handout. Three-page cards, sheets of paper, Christmas trees (according to the number of children), sets of colored pencils, circles, squares, triangles (9 pieces for each child), cards with numbers from I to 7.

Guidelines

Part I. Game exercise “Count the same amount.”

The exercise is performed on a three-step ladder.

The teacher invites the child to place 7 chanterelles on the top step of the ladder. After completing the task, he asks: “How many chanterelles did you count? What number represents seven chanterelles? What number represents the number seven?

The teacher shows the number 7. The children find it and circle it with their hand.

On the second step the child places as many bear cubs as there are foxes on the first step. (“Why did you count so many bear cubs?”) On the third step there are as many bunnies as there are bear cubs. (The questions are the same.)

After completing the exercise, the teacher asks: “What can you say about the number of chanterelles, bear cubs and bunnies?” (Seven, equally.)

The teacher summarizes: “Seven foxes, seven bear cubs, seven bunnies, seven of all.” Then asks the children to show the corresponding number.

Part II. Working with handouts.

Children perform a similar task on three-line cards. They put 9 triangles on the top strip, 9 circles on the second, and 9 squares on the third.

Physical education minute

The teacher reads the poem and performs the appropriate movements together with the children.

Two frogs

We see them jumping along the edge of the forest (Hands on the belt, half squats with a turn to the right and left.)

Two green frogs.

Jump-jump, jump-jump, (Jump.)

Jump from heel to toe. (Stepping from toe to heel.)

There are two girlfriends in the swamp, (Hands on the belt, half squats with a turn to the right and left.)

Two green frogs

In the morning we washed ourselves early, (Movements according to the text.)

Rubbed with a towel,

They stomped their feet,

They clapped their hands,

Leaned to the right

They leaned to the left.

That’s the secret of health, (Walking in place.)

Hello to all physical education friends!

Part III. Game exercise “Place it correctly.”

The teacher and the children examine the magnetic board: “What geometric figure does the board look like? What does a rectangular board have?” (Gestures sides and corners.)

The teacher invites the called child to show the sides of the magnetic board and name them. (Top side, bottom side, etc.)

The teacher shows and names the corners: “Upper right corner, lower left corner.” Then he gives the task: “Put a red circle in the upper right corner, a green circle in the lower right corner, a yellow circle in the upper left corner and a blue circle in the lower left corner. (Children take turns doing the tasks.) In which corner did you place the red circle? In which corner is the green circle? etc.

Part IV. Game exercise “Drawing a pattern.”

The teacher asks the children to draw a line along the top side of the sheet with a red pencil, along the bottom side with a blue pencil, and draw a yellow line on the right and a green line on the left.

Then he finds out: “Which side is the red line drawn along? Which side is the blue line on? etc. Children are invited to draw a pattern using any geometric shapes in the middle of the sheet.

Part V. Game exercise “Find a Christmas tree of the same height.”

Children have sample Christmas trees. In the group room there are 4 Christmas trees of different heights.

The teacher invites the children to remember the height of their Christmas trees and find Christmas trees of that height among those standing in the group. The correctness of the task is verified by direct comparison.

Lesson No. 4

Program content

Introduce the quantitative composition of the number 3 from units.

Introduce the number 8.

Improve the ability to see the shape of familiar geometric shapes in surrounding objects: rectangle, square, circle, triangle.

Continue to learn how to navigate on a sheet of paper, identify and name the sides and corners of the sheet.

Didactic visual material

Demonstration material. Counting ladder, little fox, little bear, little bunny; objects of different shapes (according to the number of children), 8 snowflakes, cards with numbers from 1 to 8.

Handout. Sets of flat geometric shapes, flat or three-dimensional geometric shapes (according to the number of children), multi-colored sheets of square paper, snowflakes (10 pieces for each child), cards with numbers from 1 to 8.

Guidelines

Part I. Game exercise “Let’s make a number.”

There are 3 toys displayed on the counting ladder: a little fox, a bear cub, and a bunny. The teacher asks the children: “What toys do you see? How many toys are there in total? How many toys do you see? (One little fox, one little bear, one little bunny.) How did you make up the number three?” (One, one and one - will be the number three.)

Part II. Working with handouts.

The teacher invites the children to make up the number three using different geometric shapes. In this case, no geometric figure should be repeated twice. After completing the task, the teacher finds out: “How many geometric shapes are there in total? How many geometric shapes did you take? How did you come up with the number three?

Part III. Didactic game “Find an object of the same shape.”

The teacher clarifies what geometric shapes the children know and suggests first naming only flat geometric shapes, then only three-dimensional ones.

The teacher invites the children to take one figure each. When given a signal, they find objects in the group whose shape is similar to their geometric shapes. Then children talk about the shape of objects, comparing them with the figure. (I found a square-shaped napkin. It also has four corners and four sides, like a square.)

Part IV. Game exercise “Let's prepare snowflakes for a napkin.”

The teacher suggests adding one more to the seven snowflakes and counting how many snowflakes there are. Then he finds out what number can be used to represent the number 8.

He shows a card with the number 8. Children find it in their possession and trace it along the outline.

The teacher clarifies: “What number does the number eight represent? What does she look like?

Part V. Game exercise “Arrange the snowflakes correctly.”

Children have square sheets of paper of different colors.

The teacher suggests decorating the napkins with snowflakes: “Put one snowflake in the middle of the napkin. Place one snowflake in the upper left corner. One snowflake - in the lower left corner,” etc. (After completing each task, he clarifies: “Where did they put the snowflake?”)

And Pomoraeva’s senior group. Notes for classes on femp in the senior group according to federal state education. Game complexes in the acquisition of elementary mathematical knowledge

IMPORTANT MATERIALS FOR DEPARTMENT MANAGERS ON THIS TOPIC:

FEMP in the senior group according to the Federal State Educational Standard

Methods for mastering elementary mathematics in preschool education

Structure of a lesson on FEMP in the senior group

Visibility in FEMP in the senior group according to Federal State Educational Standards

Game complexes in the acquisition of elementary mathematical knowledge

Didactic manuals on FEMP in the senior group

V.A. Pomoraeva and I.A. Pozina: lesson plans for FEMP in the senior group

Classes on the formation of elementary mathematical concepts in the middle group of kindergarten

Preface

Approximate distribution of program material for the year

I quarter

September

Lesson 1

Lesson 2

Lesson 3

October

Lesson 1

Lesson 2

Lesson 3

Lesson 4

November

Lesson 1

Lesson 2

Lesson 3

Lesson 4

II quarter

December

Lesson 1

Lesson 2

Lesson 3

Lesson 4

January

Lesson 1

Lesson 2

Lesson 3

Lesson 4

February

Lesson 1

Lesson 2

Lesson 3

Lesson 4

III quarter

March

Lesson 1

Lesson 2

Lesson 3

Lesson 4

April

Lesson 1

Lesson 2

Lesson 3

Lesson 4

May

Preface

Program content

Quantity

Magnitude

Form

Orientation in space

Time orientation

Approximate distribution of program material for the year

I quarter

September

October

November

II quarter

December

January

February

Preface

Approximate distribution of program material for the year

I quarter

September

October

November

II quarter

December

January