Natalia Dotsenko
Game lesson in mathematics "Introduction to the number 1"
Getting to know the number 1.
Tasks: repeat concepts "one", "many"; 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).
IN. : Guys, our hedgehog loves to eat. What do you think he likes to eat? (children's answers).
IN. : 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).
IN. : 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.
IN. : 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.
IN. : Well done! Let's put our hedgehogs in a basket. Here's how many they got. How many hedgehogs are in the basket? (Many). 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).
IN. : Well done boys. Very pretty and funny we got the numbers. And on the board, our unit cheered up. How numbers on the table? And on the board?
IN. : 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 middle group"Count to four.
Summary of the lesson in mathematics "Introduction to the calendar" Summary of 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.
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 different 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 on longings, 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.
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 is not learned well enough and before moving on to the next page, you still need to work on these tasks.
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: 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 film "The Rogue Song" 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 the middle group.
Municipal Autonomous Institution additional education"Center of children's creativity"
municipality Vyselkovsky district
for children 4-5 years old
“Getting ready for school.
NUMBERS AND NUMBERS 1 - 10 "
additional education teacher
Chimshit Lyubov Mikhailovna
stanitsa Vyselki
2017
Explanatory note.
The workbook is designed for the collaboration of the teacher
additional education at school early development or a parent with a child 4-5 years old who does not attend child care facilities.
The notebook contains educational and game developmental tasks aimed at the consistent assimilation by children of ideas and concepts about numbers and numbers from 1 to 10.
The main purpose of the tasks is to promote the formation of a visual image of numbers, the establishment of a connection between a number and a number, the development of voluntary attention, logical thinking, fine motor skills and coordination of hand movements.
When compiling tasks for the workbook, we used study guides:
L.G. Peterson, E.E. Kochemasova "Player" Part 1, 2;
S.V. Gavrina, N.L. Kutyavina, N.T. Toporkova, S.V. Shcherbinina
"30 tasks for the successful development of the child" Part 1, 2;
E. Dengo "Mathematics in games, poems and riddles";
E. Bortnikova "We study the composition of numbers";
poems about the numbers of S.Ya.Marshak from the book "Merry Account".
Assignments on the topic: Number and number 1.
How many hedgehogs? Which hedgehog goes to the right? Left?
How many trees? How many cones on the left, on the right?
(Remember the concept of "the same")
What items is one?
(Colorize)
№2.
Connect with a line the cards on which one object is drawn.
(Color the top item red, the bottom blue)
№3. Acquaintance with the number and number 1.
Memorizing a poem about the number 1.
Letter numeral 1 by dots.
Finding the number 1 and circling it in a circle.
What numbers are printed in the box on the left?
(Color one ball, one flower, 1 car).
№5. Repetition of previously learned. Preparing to get acquainted with the number 2.
How many caterpillars?
Where is the long caterpillar, and where is the short one? (top, bottom)
(Color the long caterpillar green and the short caterpillar yellow)
№6. Repetition of previously studied. Preparing to get acquainted with the number 2.
What tree is shown below?
How many birches?
Which birch is on the left, on the right?
(Color the low birch green and the high birch yellow)
Assignments on the topic: Number and number 2.
(Assignments can be completed in two sessions)
№1. Getting the number 2.
How many apples? strawberries?
(Color the left apple green and the right apple red).
How did you get 2?
How many carrots?
(Color the long carrot orange and the short one yellow)
How did you get 2?
How many strawberries?
(Color the big strawberry red and the small one green)
How did you get 2?
Acquaintance with the number 2. Sticking the printed number 2 on the question mark.
Memorizing a poem about the number 2.
№2. What animal is shown in the picture? How many? What are they?
(Color as many circles as we have elephants).
№3. Exercise in recognizing the number 2.
Find the number 2 and circle it.
№4. Consolidation, repetition of previously studied.
How many boys/girls are in the picture? How did you get 2?
Who has the ribbon longer, shorter.
(Color the long ribbon blue and the short ribbon red.)
№5. Correlation of number and figure.
In each row, color as many objects as the number on the left indicates.
What are the leaves on the left? How many? Connect the drawing with the number two with a line.
Assignments on the topic: Number and number 3.
(Assignments can be completed in two sessions)
№1. Repetition of previously studied. Work on a new topic.
Lead paths from the big car to the big garage
from the smallest car to the smallest garage, from the smallest car to the smallest garage.
How many cars are in the picture?
Three is one, one and one more. Or two and one. One and two.
(Speaks in chorus, showing in the picture)
№2. Acquaintance with number and number3.
Memorizing a poem about the number 3.
Number letter 3 by dots.
Finding the number 3 and circling it in a circle.
№3. Repetition of geometric shapes. Counting triangles.
How many triangles are needed for a Christmas tree? How should they be positioned?
(Sticking triangles on the right side of the sheet).
№4. Correlation of number and figure.
In each row, color in as many items as the number on the left indicates. How did you paint?
In each lower rectangle, circle the dotted number corresponding to the number of geometric shapes in the upper rectangle.
№6. Correlation of number and figure. Diagnostics of knowledge.
How many apples? Connect the drawing with the number one with a line.
How many daisies? Connect the drawing with the number three with a line.
What are the leaves on the right? How many? Connect the drawing with the number two with a line.
Assignments on the topic: Number and number 4.
(Assignments can be completed in two sessions)
№1. Repetition of previously studied. Work on a new topic.
How many kittens are in the basket? What will be the number of the cat?
(Colorize orange as many circles as we have kittens. Color in black as many circles as we have cats.
How many circles are there? How did you get the number 4?
№2. Acquaintance with the number and number 4.
Memorizing a poem about the number 4.
Letter numeral 4 by dots.
Finding the number 4 and circling it in a circle.
№3. Letter of number 4 by dots. Correlation between number and number.
In each row, color in as many items as the number on the left indicates.
№4. Fixing on the topic.
How many pears? How can I color them differently in yellow and green? (3&1; 2&2)
Letter numeral 4 by dots.
№5 Consolidation of knowledge about the studied numbers and figures.
How many balls are in the upper left rectangle?
How many balls are in the lower left rectangle?
(Color in this rectangle a number that indicates the number of balls in it).
How many balls are in the upper right rectangle?
(Color in this rectangle a number that indicates the number of balls in it).
How many balls are in the lower right rectangle?
(Color in this rectangle a number that indicates the number of balls in it).
№6. Correlation of number and figure. Diagnostics of knowledge.
How many whites? Connect the drawing with the number two with a line.
How many frogs? Connect the drawing with the number three with a line.
How many hedgehogs? Connect the drawing with the number four with a line.
How many hares? Connect the drawing with the number one with a line.
Assignments on the topic: Numbers and numbers 1-4. Consolidation.
№1.Find and fix the mistake.
Where mistake? How did you fix it?
№2. Correlation of number and figure.
Review the drawings. Count how many cherries (pears, apples, lemons)?
Cross out the unnecessary number. (Which one was crossed out?)
№3. Correlation of number and figure. Independent work.
№4. Repetition of geometric shapes. Comparing the number of items.
".
№5. Comparison of the number of items. Signs "greater than", "less than"
How many mushrooms did the girl, the boy collect? Who collected more?
(We put a sign, we pronounce)
What mushrooms should not be eaten? (We cross them out). How many edible mushrooms does the girl, boy now have? (We pronounce the resulting inequality)
№6. Task for logic.
Color in the number that represents the number of hares in the basket.
(Explanation of digit choice)
№7. Tasks for the development of attention. Repetition of geometric shapes, plus, minus, dot signs. Independent work.
№8. Tasks for the development of attention. Repetition of geometric shapes, the concepts of "right", "left".
Assignments on the topic: Number and number 5.
(Assignments can be completed in two sessions)
№1. Ordinal count of objects. Consolidation of the concepts: “stands for, after”, “stands before”, “stands between”.
In what place is a nesting doll, a bear, a cat, a doll, etc.?
How many toys are there?
№2. Getting the number 5.
Draw as many circles in the rectangle as there are crows in the picture.
How many crows fly? (Fill in the last circle with a simple pencil)
How many crows? How did you get the number 5?
№3. Acquaintance with the number and number 5.
Memorizing a poem about the number 5.
Letter numeral 5 by dots.
Finding the number 5 and circling it in a circle.
№4. Correlation between the number 5 and the number 5.
A conversation about the season in the picture, about leaves, fruits, animals in autumn.
Color in as many circles as there are leaves on the ground.
Letter numeral 5 by dots.
№5. Correlation between numbers and numbers. Fixing the visual image of numbers.
How many caramels? Connect the drawing with the number two with a line.
How many cherries? Connect the drawing with the number four with a line. (Etc.)
№6. Correlation of number and figure. Diagnostics of knowledge.
In each picture, color as many beads as the number in the square shows.
Assignments on the topic: Numbers and figures 1-5. Consolidation.
№1. Correlation of number and figure. Fixing the visual image of numbers. The development of attention. Remember fairy tales.
Draw lines from the number to the heroes of fairy tales, put the required number of dots.
№2. Correlation of number and figure. The composition of the number 5.
Circle the dotted number indicating the number of ducks and ducks in the picture.
How many ducks? ducks? Total? How did you get 5?
№3. Repetition of geometric shapes. Count them (show the desired number, taking it out of the envelope with numbers).
Independent work (development of attention).
№4. Ordinal count of objects. Consolidation of the concepts: “stands for, after”, “stands before”, “stands between”. Remember the heroes of fairy tales.
Put dots and draw lines.
Who is fifth? Find the number 5 in the envelope and paste it under Little Red Riding Hood.
№5. Repetition of geometric shapes. Independent work.
Consider the framed rug. Find one and color it.
Which figurines are painted red?
Blue? Yellow?
№1. Repetition. The ordinal count of objects. Consolidation of the concepts: “stands for, after”, “stands before”, “stands between”.
Who is extra? Why?
How many birds, animals? Total? How did you get the number 4?
№2. Repetition of numbers and figures 1-3.
Score3-1; 1-3.
Put as many dots in the bottom cell as the number in the top cell shows.
№3. Repetition of numbers and numbers 1-4.
Score1-4; 4-1.
Match the number with the number. Draw a line from the oval to the number.
Name things in one word.
№4. Repetition of concepts: “wider”, “narrower”, “left”, “right”, seasons.
Independent coloring of the picture after parsing the task.
№5. Correlation of number and figure. Remember the characters in the story.
№6. Exercise in counting objects, generalizing concepts, finding the superfluous.
Coloring pictures with 5 objects.
Assignments on the topic: Counting objects. Numbers and figures 1-5. Fixing.
(The sequence of tasks may be different).
№1. Correlation between numbers and numbers. Fixing the visual image of numbers.
How many toys are on each shelf?
Match the shelves with the correct numbers.
№2. Repetition of geometric shapes. Comparing the number of items.
".
Circle the dotted number corresponding to the number of circles and squares.
№3. Task for logic.
Color as many circles as there are hares in the picture.
(Children explain how many circles they colored).
№4. Correlation of number and figure. Repeat the concepts “stands for, after”, “stands before”, “stands between”.
What numbers are printed in 1 rectangle? What will be next?
In the empty circle, draw the appropriate number of dots. (How much?) And so on.
№5. Correlation of number and figure. Independent work (Diagnosis of knowledge of numbers 1-5).
№6. Repetition of geometric shapes. counting their number.
Sticking such geometric shapes on the right.
№7. Correlation of number, figures. Choice of color according to the number. Coloring houses on your own.
Assignments on the topic: Counting objects. Numbers and figures 1-5.
(Monitoring knowledge on the topic)
№1. Counting items.
How many chairs?
Color the chair above red.
And the chair below is blue.
№2. The ordinal count of objects. The name of the flowers.
Put as many dots as the number of the flower.
Color the first flower red. The third one is yellow.
The fifth one is orange. The second one is blue. The fourth one is blue.
№3. Comparison of the number of items.
What are the leaves on the branch on the left? How many? Take out the desired number from the envelope and paste it at the bottom under the branch on the left.
What are the leaves on the branch on the right? How many? Take out the desired number from the envelope and paste it at the bottom under the branch on the right.
Which leaves are more. Sticking a sign.
№4. Account of items. Sticking the numbers you need.
№5. A conversation about a fairy tale. Counting the heroes and objects of a fairy tale.
What items are the same? Different amount?
How many plates do you need to put in order to have enough for all the bears?
Take out the desired number from the envelope, paste it below the picture.
Assignments on the topic: Number and number 6.
(Assignments can be completed in two sessions)
№1. Repetition of what has been learned. The concepts of "longer", "shorter".
Color the short hair yellow, and the long one is blue.
№2. Repeat the concepts “stands for, after”, “stands before”, “stands between”.
№3. Account of items.
How many hares? Carrots?
Take it out of the envelope and stick the numbers you want on the bottom.
What more? How to do the same, the same?
Cross out 1 carrot.
№4. Repeat the concepts “stands for, after”, “stands before”, “stands between”.
Draw the required number of dots in the empty cell.
№5. Getting the number 6.
How many flags are on the top rope? And on the bottom? What did they do to make them 6?
Introduction to the number 6.
Memorizing a poem about the number 6.
Letter of number 6 by dots.
№6. Fixing the visual image of numbers.
Find the number 6 and circle it in red.
How many circles with the number 6 do you have? (Let's paste the desired number).
Find the number 5 and circle it in green.
How many circles with the number 5 do you have? (Let's paste the desired number).
What numbers are more? (We paste the comparison sign).
№7. Direct and reverse counting.
The concepts of "increase" and "decrease" in numbers.
1-6;
6-1.
Assignments on the topic: Number and number 6. Consolidation.
(Assignments can be completed in two sessions)
№1. Ordinal count of objects. Name them in one word.
Consolidation of the concepts: “stands for, after”, “stands before”, “stands between”.
№2. Quantitative account of objects.
Count the objects and connect the line with the desired number.
№3. Fixing the visual image of numbers.
Color all 6's green.
Count how many 6?
Color in red the number indicating the number of green numbers.
№4. Correlation of number and figure. Independent work (Diagnosis of knowledge of numbers 1-6).
Count the number of items in each picture.
Take out the correct number from the envelope and paste it under the picture.
№5. Counting and comparing objects.
How many mushrooms?
Take out the desired number from the envelope and paste it to the right of the picture.
How many fir trees?
Take out the desired number from the envelope and paste it to the right of the picture.
What more? (Put a sign, read the entry)
How to do the same?
№6. Preparation for solving problems.
How many fish are in the aquarium? How to make them become 5?
(We stick 6-1 = 5, explain why the minus sign, read the entry)
How many balls are in the cupboard? How to make them become 5?
(We paste 4 + 1 = 5, explain why the plus sign, read the entry).
№7. Preparation for solving problems. Talk about New Year's Eve.
We count Christmas toys on the left and on the right.
How many are there?
Paste the entry 3+3=6. Read it.
Color the Christmas decorations so that 3 are of one color and 3 are of another.
Assignments on the topic: Number and number 7.
(Assignments can be completed in two sessions)
№1. Getting the number 7.
How many beads are colored?
How do the colors of the beads alternate?
What color will be next? Color her.
What is the last bead?
How did you get the number 7?
(We paste a record under the beads: 6 + 1 \u003d 7 Read it)
№2. Acquaintance with number and number7.
Learning a poem about a number 7.
Letter of number 7 by dots.
№3. Fixing the visual image of the number 7.
Find the number 7 and circle it.
How many numbers did you find?
№4. Direct and reverse count: 1-7; 7-1.
The concepts of "increase" and "decrease" in numbers.
№5. Counting objects and comparing numbers 7 and 6.
(Paste on the right: 7> 6).
How to do the same?
(We finish the apple, paste the entry below: 6 + 1 = 7).
How else to do the same?
(We cross out the mug. We paste the entry below: 7-1 = 6).
№6. Correlation of number and figure.-
Help the turtle get home.
Color each turtle and its house the same color. Draw the turtle's path to the house with the same color.
Tasks
Marina Solovieva
Math lesson “One, many. Number, number 1"
Theme: One, many. Number, number 1"
Basic textbook: Shevelev K.V. 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. Organizing time(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! Let's now 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?
