Marina Solovieva
Math lesson “One, many. Number, number 1"

Theme: One, many. Number, number 1"

Basic textbook: Shevelev KV Entertaining mathematics. Workbook for preschoolers 4-75 years old. / K. V. Shevelev. - M .: / Publishing house "Yuventa", 2013. - 40 p. : ill.

Tasks:

Educational: to give an idea of ​​the concepts: one, many. Introduce the formation and naming of the number 1.

Practical: to promote the formation of graphic skills when drawing objects by cells.

Developing: continue the development of fine and general motor skills of the hands, visual perception, attention, memory, speech, logical thinking, imagination.

Educational: to cultivate the ability to come to the rescue, friendly relations.

Lesson type: introduction to new material

Didactic material for the teacher:

For the teacher: laptop, Petrushka toy, picture cards, literature.

For students: math notebooks, red and green apples.

Lesson plan:

1. Organizational moment (emotional mood for the lesson)

2. Actualization of knowledge.

2.1. Acquaintance with the concept of "one", "many"

2.2. Consolidation of the concepts of "one", "many"

3. Generalization and systematization of the studied material.

3.1. Working with printed notebooks

3.2. Working with demo material

3.3. Working with printed notebooks

4. Summary of the lesson

5. Relaxation

Lesson progress

1. Organizational moment

Teacher: Hello children!

Teacher: Today Petrushka came to our lesson (The teacher shows a picture of Petrushka)

Today he will help to conduct my lesson.

2. Actualization and systematization of the acquired knowledge.

Teacher: He is a fun toy, and his name is ...

Children in unison say: "Parsley!".

Teacher: Parsley brought us an interesting game. Let's play?

The teacher shows paired cards and asks what is drawn on one and what is on the other (one ball on one, and many balls on the other). Then he distributes one card to each child and asks:

Who has one ball?

Who has a lot of balls? Etc.

When all paired pictures have been considered, the teacher puts two boxes of different sizes in front of the children and offers to put their cards there: in a small box - cards with one toy, in a large box - with several toys, etc.

Teacher: What good fellows! Now let's take a break and play the game "Finish the poem correctly"

The moon rises in the evening.

How many moons are in the sky? (one)

Rooster as an important gentleman

Walking around the yard (alone)

Winnie the Pooh hurries to the lair:

There are pots of honey (many)

Forest in the snow, white road,

It snowed (a lot)

3. Acquaintance with the number 1.

Teacher: Open notebooks, let's try to write the number 1 in the cells.

Guys do the job

Teacher: Guys, our Petrushka does not know geometric shapes! Let's show him geometric shapes!

The teacher shows cards with geometric shapes, the children call.

Teacher: Geometric figures are also drawn in your notebooks. Color in those figures that are drawn one at a time.

The boys are doing their homework.

Teacher: Well done! Tired? Let's have a rest!

Hands need care

(hands extended in front of you)

After all, they have a lot of worries:

It's hard to write all day

(clench and unclench fists)

And sculpt and draw.

(clap)

Stretched up, then

(raise hands up)

Let's spread our arms wider.

(spread arms out to sides)

That's all. End of charging.

Sit back at the table guys.

Teacher: Guys, our Petrushka says goodbye to us, he should go to another lesson with the guys. Let's say goodbye to him! Did you enjoy playing with Petrushka?

Tell us what new did you learn in our lesson today?

Marina Bebko
We introduce children to the numbers "Number" 1 "

Target: Strengthen the ability to find many objects and one object. Name the number of objects, coordinating the numeral one with the noun in gender, number, case. Get to know the number 1 representing the number one. Exercise in comparing objects in height, learn to navigate in space.

Material: gnome, stream, high and low trees, hare and hare, carrot, squirrel, and squirrel, walnut, fungus, sun, number 1; picture cards numbers 1, colored pencils for each child; flannelgraph.

Lesson progress:

caregiver: Today I will tell you a story about a Gnome who lives in the forest. He is very kind and cheerful, he is friends with all the little animals. He also loves to do math. To meet him. To do this, you need to go to the forest and see what the Gnome is doing there. What is a forest? What grows in the forest? (Trees) (Pointing to a brook located on a flannelograph) What is it? (Forest stream) Near it grow different trees. (Exposes a tall tree - further from the stream, and a low tree - closer) What are the tallest trees? (high and low) Where is the low tree? (closer to the stream) What about high? (Farther from the stream)

Invites two or three children to take one tree and "plant" them, telling where they placed the tall trees and where the low ones. Draws attention to the fact that children "planted" one tree at a time, and there were many of them. It turned out to be a forest.

Physical education minute

The wind blows in our face

The tree swayed.

The wind is quieter, quieter,

The tree is getting higher and higher!

caregiver: (continues the story, accompanying it with a flannelgraph display) Once the Gnome was walking through the forest, suddenly a cloud came running, thunder rumbled, a strong wind blew, it began to rain. Hears the Gnome: someone is crying. This is a hare: he was all wet, cold, he lost his mother. How many rabbits did the Gnome find? (one hare) The Gnome took him with him, warmed him up, and they went on. Hears: someone squeaks. This is a squirrel: he fell out of a hollow during a thunderstorm. He took his Gnome with him. How many baby squirrels did Gnome find? (one squirrel) "Where can you hide from the rain?"- thinks Gnome. Looks: "Antoshka stands on one leg" What is it? (mushroom) What do you think happens to mushrooms when it rains? That's right, they're growing. So our mushroom has become big. There was plenty of room for everyone to hide under it. When the rain stopped, the sun came out. A hare came running, thanked the Gnome for saving the hare, and gave him one carrot.

Here and a squirrel jump-jump from branch to branch: “Thank you, Gnome, for saving my little squirrel. Help yourself", - and gave the Gnome a nut. Gnome put a carrot in one pocket, into another nut and thinks: “How not to forget how many different treats I have”. Suddenly he hears someone says: "You won't forget if you take me with you".Looks: the wand is standing, very strange in appearance. And sings a song: “The unit looks like a hook, or maybe a broken knot”. "Who are you?"- the Gnome asks her. "I number 1, or unit. I signify the number one", the wand replied.

Children, let's remember: How many rabbits did the Gnome find? (one) How many squirrels did he save from the rain? (one) How many carrots did the hare give the Gnome (one) How many nuts did the squirrel give to the Gnome? (one)(The teacher marks on the flannelgraph each set figure) Children, number one, is written number 1.

gnome: Thank you, children, you helped me to count and remember everything correctly number 1. I am the same figure I will attach 1 to my house, and I will have a house with number 1.

For fastening: Children are given cards with a picture numbers 1, offer to circle its outline and draw one carrot or one nut under it.

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Getting to know the number 1.

Tasks: repeat concepts "one", "lot"; to consolidate the ability to solve riddles; learn to choose an adjective for a noun; introduce the number 1.

caregiver: Hello guys! Listen to the riddle:

Good-natured, businesslike, all covered with needles.

Do you hear the clatter of nimble feet? This is your buddy (hedgehog).

AT. : Guys, our hedgehog loves to eat. What do you think he likes to eat? (children's answers).

AT. : That's right, well done! I have a hedgehog treat. This is an Apple. Where does an apple grow? (On a tree, in a garden). That's right guys! Everything that grows on a tree is called a fruit.

Let's take a look at the apple. What is it? (Round, red, ruddy, sweet, juicy).

AT. : Let's play! I will roll an apple to one of you and ask: What apple? And you roll the ball to me and answer.

AT. : Guys, does the ball look like an apple? How? (He's round). What else is round? (Sun, watermelon, ball). Well done! Look at the picture. Here are round objects.

When a hedgehog is in danger, it curls up into a ball and becomes round. Like this. Do you want to play with him? (We take massage balls.)

Self massage:

Hush, hedgehog, do not rush.

You roll on the handles,

You roll on your feet

And come back!

A hedgehog walks without paths through the forest, through the forest.

And with its needles pricks, pricks.

And I'll show the hedgehog that path

Where little mice play cones.

AT. : Well done! Let's put our hedgehogs in a basket. Here's how many they got. How many hedgehogs are in the basket? (Lot). And on the table? (One). Guys, one is number. And she looks like this. Only something is sad, gloomy. Let's color it!

(Perform the task to the music).

AT. : Well done boys. Very pretty and funny we got the numbers. And on the board, our unit cheered up. How much numbers on the table? And on the board?

AT. : Okay guys! We have done a good job. And now it's time for the hedgehog to go home. Let's tell him: "Goodbye!"

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Program content:

Introduce children to the number 1, learn to correlate the number with the number of objects.
To consolidate the ability to determine the spatial arrangement and copy it.
Strengthen counting skills, comparing objects by size.
Learn to understand the learning task and perform it independently.
It will fix the modeling techniques: rolling, pressing, pulling.
Develop thinking, fine motor skills

Equipment:

Demonstration material: the number "1", subject pictures, typesetting canvas or magnetic board.
Handout: notebooks or sheets of paper, pens, cash registers of numbers or fans of "numbers", three bricks for each child from a set of building materials, colored pencils, sheets of cardboard, plasticine.

Lesson progress:

This number is one.
See how proud she is.
Do you know why?
Starts counting everything.
(I. Blyumkin)

One or the number one is always in front, it starts the count.
Find the number one and show it (Children use cash registers of numbers or fans of "numbers".)

Didactic exercise "Circle and color the number"

Children circle the number with a pen and paint over it with a colored pencil.

Didactic exercise "Show one object"

In places:
Show one finger.
Show one pencil.
Show me one brick.
At the board or easel:
Show one cube, one book, one doll, one ball (pictures).

Didactic exercise "Connect with a line"

Children are invited to connect a circle with the number one and circles with a line. In which one object is drawn. Children are asked questions: “Why didn’t you connect this picture with the number one? How many items are in this picture?

Dynamic pause "Soldiers"

Stay on one leg
Like you're a solid soldier.
Left leg - to the chest,
Look, don't fall...
Now stay on the right
If you are a brave soldier.
Now stay on the left
If you are a brave soldier.
One - get up, stretch.
Two - bend, unbend.
Three - in the hands of three claps,
Three head nods.
Four - arms wider.
Five - wave your hands.
Six - sit quietly in place.

Didactic game "Repeat"

The teacher lays out three bars on the table in different positions, after the “repeat” command, the children lay out their bars exactly according to the model. The teacher complicates the tasks and reduces the time allotted for the task.

Didactic exercise "Geometric shapes"

Here are the figures - fidgets,
They love to play hide and seek.
So let's get them guys
Let's look with our eyes.

Look left, look right
Look? Where is the circle?
And we found you.
There he is, dear friend.

Let's take a look to the left.
What's there? Where is the square
Do not leave you prankster
From the inquisitive eyes of the guys.

Let's move our eyes down
We'll find a triangle there.
This is a triangle.
Where is the rectangle?

Look in your notebooks and find these figures in them.
How many figures are there in total?
What is the first figure?
Color the square yellow.
Which figure is next? What is her account? Second.
Color the circle red.
Which figure is next? What is her account? Third.
Color the triangle blue.
Which figure is next? What is her account? Fourth.
Color the rectangle in any color you like.

Warm-up for fingers "Fingers-babies"

(L. Mukhomorina)

Mom let the kids go for a walk
(open palm, straighten all fingers),
Mom has a lot of them. These five kids!
Have you walked, kids? And now home!
Come soon, you are a big finger
(children bend all fingers alternately),
And now attentive, index finger,
And now the middle one. This is not the last one.
Ring finger, run to the house
And take your little brother with you!

Modeling "Unit"

Children roll out a long flagellum from plasticine, apply and press it to a sheet of cardboard, then pull the “nose” of the unit down and to the side with their finger.

About everything in the world:

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Section materials

Classes for the younger group:

Classes for the middle group.