Target:
To consolidate knowledge about the number and number 1;
Learn to write ciyra 1;
To consolidate the ability to establish a correspondence between the number of objects and the number;
Introduce proverbs that mention the number one;
To consolidate the ability to compare familiar objects by size (larger, smaller, small), use these concepts in speech;
Strengthen the ability to highlight signs of similarity various items and unite them on this basis;
Introduce the name of the first autumn month - September;
Learn to understand learning task and perform it independently;
Build skills of self-control and self-esteem.
Activity progress:
1. Memorizing a poem by I. Blyumkin.
Teacher: Let's learn a poem
This number is one.
See how proud she is?
Do you know why? -
Starts counting everything!
2 Teacher: Game exercise "Count and draw" (sheet 1, Fig. 1)
Task: Draw as many circles under each card as there are objects or geometric shapes on it.
Teacher: Under what objects did you draw one circle?
CHILDREN: Under an apple, a car
Teacher: Under what geometric shapes did you draw one circle?
CHILDREN: Under the square, circle
3. Teacher: Learning to write the number 1 (sheet 1, fig. 1) Circle the number one for longing, and then write it in each cell to the end of the line.
4. Teacher: Game exercise "Paint it right" (sheet 1, Fig. 2) Paint over the image of only those objects, which are one at a time.
Teacher: What objects were painted over?
CHILDREN: A fish, a fungus, a pyramid.
Teacher: Why?
CHILDREN: There is one fish, one fungus, one pyramid, and two each for a Christmas tree and a ball.
Teacher: Let's learn one of the proverbs:
One bee brought some honey.
You can't tie a knot with one hand.
It is better to see once than hear a hundred times.
Once he lied, he became a liar forever.
PHYSMINUTKA
5. Teacher: The game "Connect correctly" (sheet 1, Fig. 3) What fairy tale are these bears from?
CHILDREN: "Three Bears"
Teacher: What size are they?
CHILDREN: Mikhailo Ivanovich is big, Nastasya Petrovna is smaller, Mishutka is small.
Teacher: Show with an arrow and tell me who will sit on which chair?
CHILDREN: Mikhailo Ivanovich - on a large chair, Nastasya Petrovna - on a smaller glass, Mishutka - on a small one.
Teacher: The logical task "When does this happen?" (sheet 1, fig. 4) What season is it now?
CHILDREN: Autumn.
Teacher: In what month did summer end and autumn begin?
CHILDREN: In September
Teacher: Combine small drawings with a large drawing so that they belong to the same season. What pictures are connected?
CHILDREN: There are few leaves on the tree, vegetables, a hedgehog with a mushroom.
Teacher: With which picture did you not connect?
CHILDREN: With a birdhouse, starlings arrive in the spring.
Teacher: (Children are shown a pre-prepared correctly completed work and are invited to compare their work with a sample). If your work matches the sample, draw a green circle below, if there are 1-2 errors - yellow, if there are 3 or more errors - red. These colors symbolize a traffic light: green - everything is in order, you can go to the next page; yellow - you need to work on a small number of errors; red - the material was not learned well enough and before moving on to the next page, you still need to work on these tasks.
Natalia Dotsenko
Game lesson in mathematics "Introduction to the number 1"
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, balloon). 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!"
Related publications:
Game lesson in mathematics based on the fairy tale "Cinderella" Game lesson in mathematics senior group based on the fairy tale "Cinderella". Tasks: An exercise in grouping objects by 2-3 and determining the number.
Summary of GCD in mathematics for children of the second junior group "Introduction to the number 3" Tasks: - to form the ability of children to distinguish, name geometric figures, establish correspondences between sets, count up to.
Summary of GCD in mathematics in the middle group "Introduction to the number and number 4" Program content: 1. Introduce children to the number and number 4; with the formation of the number 4; continue to learn to correlate the number of objects.
Abstract of an open lesson on FEMP using ICT in the middle group "Counting to four, getting to know the number 4" GBOU secondary school No. 1056 Preschool department No. 2 Abstract open class on cognitive development in the middle group "Count to four,.
Summary of the lesson in mathematics "Introduction to the calendar" Synopsis on cognitive development in the senior group "Introduction to the calendar" Tasks: To introduce children to different types calendar (P).
Summary of joint educational activities on FEMP in the senior group "Introduction to the number and number 6" Purpose: To introduce children to the formation of the number 6 and the number 6, to learn to count within 6, to learn to correlate the number with the number. Tasks: Form.
Summary of the lesson "Introducing children to the number 7" Theme of the OO: Introducing children to the number 7. Purpose of the OO: Creating conditions for the study of children about the number 7. Educational tasks: 1. To consolidate the ideas.
Program content:
Introduce children to the number 1, learn to correlate the number with the number of objects.
Strengthen the ability to identify 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:
In 1930, The Rogue Song, a film about the kidnapping of a girl in the Caucasus Mountains, was released in the US. Actors Stan Laurel, Lawrence Tibbett and Oliver Hardy played local crooks in this film. Surprisingly, these actors are very similar to the characters...
Section materials
Classes for junior group:
Classes for middle group.
Tatiana Tueva
Summary of the lesson "Introduction to the numbers 1 and 2"
Tasks. Continue to teach children to correlate the number with the number of objects. To learn to understand the learning task and perform it independently, to express and justify their answers.
Demo material: two digits 1; typesetting canvas; counting ladder; toys (cubes, teddy bear, doll, spinning top, bucket, ball, pencil); number cards; matryoshka; cup, number 2, pictures (cubes - 1 red, 2 blue; 2 planes; 2 cars; 2 electric locomotives; swan).
Handout: sticks, pencil, cash register of numbers or math set.
Course progress. The teacher shows in turn one cube, one doll, one ball, one pencil and each time asks how many objects the children see. Then he offers several tasks:
1) show one pencil and one stick;
2) examine the objects lying on the teacher's table and say how many there are;
3) look around you and name the objects that are in the group one at a time.
The teacher says: "Today we will learn to designate the number of objects with numbers." Exposes one cube on the typesetting canvas. He asks: “What number should be taken to show how many cubes are here?” Invites the child to find the number 1 and put it on the typesetting canvas on the right.
Then the teacher puts one cup under the cube, asks to find a number that will show how many cups, and also offers to put it on the typesetting canvas on the right.
Reading a poem by S. Marshak "Merry Account"; “Here is one or a unit, very thin, like a knitting needle.”
Tasks for children:
1) put a circle on the typesetting canvas on the left;
2) put as many squares under the circle so that there are one more of them than circles;
3) show a digit that indicates a number one less than 2;
4) guess the riddle: “Antoshka is standing on one leg. The baby is dancing, but only one leg.
He puts the number 1 on the typesetting canvas on the right, calls one child and gives him the task to lay out the number 1 on the typesetting canvas on the right, and on the left as many red cubes as this number indicates. (The rest do similar work at the table.)
The teacher asks: “When we count, what number do we call after one?” Then he shows one car (electric locomotive, ship) and lays it out on a flannelgraph. Asks questions: “What else do you see on the flannelograph? How to make two cars (electric locomotives, ships)?” (Add one more to one.) Children complete the task at the blackboard.
The teacher finds out which of the children knows the number 2, offers to find it and put it on the typesetting canvas on the right under the number 1. Gives the task: "Count and put as many blue cubes on the left as the number corresponds to the number 2." (One child completes the task at the blackboard, the rest of the children work in the field using squares.)
Questions: “Which number is greater than 1 or 2? Which number is first in the count, which is the second?
The teacher reads the poems of S. Marshak: “But this figure is 2. Admire what it is. Arches the deuce neck. The tail is dragging behind her. Invites the children to carefully look at the number 2 and say what it looks like (puts up an image of a swan on a flannelgraph). A game is being played: the teacher shows the number, and the children lay out the corresponding number of items on the tablet (repeated three to four times).
The teacher suggests recalling riddles with the number 2: “Two rings, two ends, carnations in the middle”, “Two brothers went to the river to swim”.
After listening to the answers of the children, he asks: “After what number does the number 2 come? Which of these numbers represents more? Which one is the smaller one? How much?
Draw this number in your scrapbooks. Now let's make a drawing: here are two. What? Excellent, Tanya has apple trees, Alyosha has cars, Petya has elephants. Whoever wants can draw objects, and whoever wants can draw dots, like me. I like all your ideas and suggestions, and a dot can represent anything. Besides, I'm not good at drawing cars and elephants. What two groups can this set be divided into? Let's draw. So two is one and one. - Get your stones, please. Two pebbles. Now divide them into one and one. What number comes in order after the number two? Yes, three (3, we will meet him in the next lesson.
Related publications:
Didactic game "Cheerful count to 5" Objectives: Continue to acquaint children with the numbers 1,2,3,4,5. Learn to count forward and backward.
Summary of the lesson "Introduction to the thermometer" Integration of educational areas: "Cognition", "Social and communicative", "Development of speech", "Artistic and aesthetic". Purpose: introduction.
As I wrote earlier, the game is the leading activity for a preschooler. Math games are a great opportunity to educate children.
The game is the leading activity for a preschooler. Development Games cognitive activity child, let him in idle.
Abstract of a lesson in mathematics for the middle group "Introduction to the numbers 1 and 2"(4-5 years) Topic: Getting to know the numbers 1 and 2 Purpose: - Introduce children to the numbers 1 and 2, correlate the numbers and the corresponding number.
Abstract directly- educational activities
in the preparatory group.
« Number and figure 1. Acquaintance with the manual "City of Tsifrograd"
Program content:
To acquaint children with the manual "City of Tsifrograd". Learn to correlate a number with a quantity and the number 1, write the number 1.
Develop attention, auditory perception, fine motor skills of hands, the ability to compare objects, coordinate the numeral "one" with a noun in gender and case.
Cultivate independence, desire to help each other.
Vocabulary work: persistent.
Equipment: Manual “City of Tsifrograd”, D / I “Count the Claps”, pictures (sun, moon, rhinoceros), D / I “Flower Glade”, colored pencils, counting sticks.
Move.
1. Organizing time.
Educator: All the children gathered in a circle
I am your friend and you are my friend
Let's hold hands tightly and smile at each other
Let's give each other smiles.
Today I invite you on a trip to the country "Mathematics"
The one who knows how to count will get into the country of "Mathematics". And now don't yawn, get up in a circle rather. D / I "Count the claps."
2. Main.
So we ended up with you in the country "Mathematics". This is the "Professor of Mathematics". I think something happened here?
At the entrance to Mathematics there is a "City of Tsifrograd",
All residents in a row know mathematics in it.
Listen to the trouble in that city:
All the figures quarreled, left the house.
The windows in the houses are empty and there are no inhabitants in them.
The professor of "Mathematics" is looking for everything, looking for them.
Tired Professor, exhausted from his strength.
One day he cried and politely asked:
“Guys are preschool children, do you need numbers?” (children's answers)
Let's return the numbers together to the desired and cheerful "City of Tsifrograd"
Look how many houses there are. What are they? (different in shape, different in height, with different roofs). Do “Inhabitants - Numbers” live in houses? But without numbers, they do not know who should live in what house? Can we help resettle the residents? To do this, we need to find and return all the numbers and correctly resettle the “resident-numbers”.
It's time to go in search of the first digit. Together with us, the "Counter" will go in search. Why is he called that? He will help us and tell us where to look for the numbers.
Let's see what "Schitayka" has prepared for us.
(The teacher takes out a card with riddles from the envelope).
Guess who or what it is about.
One fire warms the whole world. (The sun)
I walk in the sky at night
I dimly illuminate the earth,
I'm bored, I'm bored alone
And my name is ... .. (moon).
Who alone has a horn?
Guess…. (rhinoceros).
(Guesses are posted on the board)
How many rhinos? (One rhinoceros) And there are two suns, two moons?
Look around you, name the items that are in the amount of one. (one board, one door, etc.)
What figure do you think we will return to the city today?
The correct number is 1.
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
number one and show it (children use cash desks of numbers or fans of "numbers")
What does the number 1 look like? Where can you find the number 1? (in books, on the phone...)
Let's try with you to depict the number one with the help of a thread.
And now lay out from the sticks.
The number 1 will return if you write it correctly and beautifully. In order for us to get beautiful numbers, we need to warm up.
Fitness minute:
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.
Number letter.
Let's stretch our fingers.
Fingers do exercises
To be less tired.
And then they are in a notebook
They will write numbers.
Now we will learn how to write the number 1 in the cells according to all the rules. The rules are:
1. The head of all numbers should be in the upper right corner of the cell
2. The leg of the figure should stand in the middle of the bottom side of the cage
3. We start writing the number from the head, do not tear off the pencil to the end
Look at my big cage. (Show)
Now you write the number 1 yourself, but first let's say magic words: “Pencil, pencil, we are friends, we can’t write badly”
Consolidation.
In the city of "Tsifrograd" there is a flower meadow. Unusual flowers grow on a log. Consider and collect a bouquet of flowers that have the number 1 on them. D / I "Flower meadow".
Number 1 really liked your bouquet, she is ready to return to the city.
Number 1 lives in a house with a blue roof. What is this house? How many "Residents - Numbers" will live in it? What number should the "resident" have.
Settled in the first house
The number one was placed in it.
We will still be returning to the city of "Tsifrograd" in order to populate all the residents.
3. Bottom line.
It's time to go back to kindergarten "You turn around yourself and in kindergarten turn out"
Here we are at home.
What did you enjoy the most while traveling?
Which task was the most difficult?
Are you glad that you were able to return the first digit, populate the first house?
Be friendly and help each other.
Draw a picture at home "What the number 1 looks like."
