Municipal budget preschool educational institution
« Kindergarten general developmental type No. 113"
Municipal formation of the city of Bratsk
Lesson notes
according to FEMP in 2 younger group according to federal state standards
Topic: “Visiting Stepashka.”
Shatalova Alena Mikhailovna
Bratsk
Summary of the lesson on FEMP in the 2nd junior group according to the Federal State Educational Standard.
Goals: Consolidate knowledge about geometric shapes ah, answer the question “how much?” with the words one, many, none.
Continue to develop the ability to form a group of individual objects and isolate one object from it.
Preliminary work: Teach children to pay attention to the shape of objects when performing basic actions with toys and objects in Everyday life.
Examination of one and many objects.
Game "Find an object of the same shape in the group."
Program content. Educational objectives
Continue to teach children to conduct a dialogue with the teacher: listen and understand asked question and answer it clearly;
To consolidate and generalize children’s knowledge about the number of objects (one, many, none,
Strengthen the ability to distinguish and name primary colors: red, blue, yellow, green;
Developmental tasks:
Develop auditory and visual attention, imagination.
Develop speech, observation, mental activity - Expand and activate children's vocabulary.
Develop logical thinking.
Educational tasks:
Cultivate a desire to work;
Cultivate kindness and responsiveness.
Equipment and materials:
Demo: soft toy Bunny. Large and small cubes. Big and small box
Handouts: Large and small cubes according to the number of children. One plate per child. Circles of blue color in sockets for each child.
Venue: group (on the carpet and at tables)
Progress of the lesson
1. Introduction to the educational game situation
Introductions fairy tale hero Bunny - Stepashka.
Guys, a guest will come to us today, I’ll tell you a riddle, and you guess who he is?
Lives in a hole and gnaws carrots
Agility runs away from the fox and the wolf (who is it)
children's answers (bunny)
That's right, this is a bunny, his name is Stepashka.
2. Main part.
1. Game – task “Put the cubes into boxes” (on the carpet)
Educator:
Guys, our Stepashka is sad. Stepashka, why are you so sad?
Guys, he says that two boxes of cubes fell apart. Really look at how many cubes there are on our carpet. Let's look at them: - Egor, what are the size of the cubes (larger and small). What color are the cubes?
Children name colors (blue, yellow, red, green)
The bunny asks to put the cubes into boxes: large cubes in big box, and the little ones in a small box, let's help the Bunny. Look at your cubes. Show the big cube (show) Show the small one (show)
On the teacher’s table there are demonstration cubes: large and small. The teacher is the first to lay out the boxes, accompanying the actions with speech.
Look what kind of box is this? (large)
What kind of box is this? (small)
Guys, I’ll put the big cube in a large box, and the small one in a small box (the children complete the tasks after the teacher’s explanation, they come up one at a time and put the cubes in the boxes.)
So we helped the Bunny: we put the large cubes in a large box, and the small ones in a small box. The bunny is happy, he smiles.
Physical education minute;
One two three four five. The bunnies went out for a walk.
Suddenly the hunter runs out and shoots straight at the bunny.
Beer-pav-oh-oh. My little bunny is running away!
Children, let's invite the Bunny to play with us at the tables.
2. Game task “one and many” (at tables)
Plates are laid out on the table. Each child has his own plate white and a box with handouts (blue circles.)
Educator: Children, you have a white plate on your table. What shape is it (round). And there are also boxes in front of you, what’s in them (circles) What color are they? (blue) how many circles? (a lot). And on plates (not a single one.)
Now you take one mug at a time and place it on your plate. How many circles did you have on the plate (one at a time). And how many were left in the box (many). Now make sure that there are many circles on the plate, but not a single one in the box. Children complete the task.
How many mugs are in the box? (no one)
And you have (a lot) on your plate. Guys, look, how many circles does Bunny have on his plate? (no one). Let's each of you put one mug on his plate.
Vika, how many circles will you put in (one)
Mila, how old are you? (one)
One, one, one, look. How many circles did Bunny collect from you (many)
There was not one, but there were many. Let's give this plate to the Bunny.
“Thank you children!” Stepashka tells you.
That's how great you and I were, helping to collect large and small cubes for Bunny and laying out the circles (one, many, none! Well done!
Guys, do you know what holiday is coming soon ( New Year)
3. Game - round dance: The winter sun rises, he sees the bunny coming.
Where are you going barefoot through the snow?
It's freezing outside now, you'll freeze your tail and nose off.
I'm not afraid of the frost, I'm in a hurry to get to the Christmas tree
In kindergarten I was invited to dance in an elegant hall!
Children and their teacher dance around the Christmas tree and say to Bunny - Goodbye!
GOAL: to generalize children’s ability to distinguish and name the properties of objects - color, shape, size (large, medium, small, long, short, wide, narrow)
TASKS
-form ideas about the properties of objects: color, shape, size;
- consolidate the ability to distinguish objects of contrasting size using the words “big”, “small”;
-continue to teach how to compare two groups of objects using the method of superposition and application, to indicate the result of comparison with the words “equally, as much as”;
PROGRESS OF THE CLASS
V. Guys, today I invite you to the Land of Toys. Imagine that it is not toys that have come to visit us, but that you and I will now magically find ourselves in the Land of Toys.
Do you love toys? (Yes). And, of course, you have your favorite toys - cars, dolls, cubes and others. Do you know that toys can make you sad, happy or sad? When children throw toys, throw them, break them, the toys get upset and cry, and if they take care of them and put them back in their place after playing, they rejoice and smile.
Come quietly to the group - our Land of Toys. Behave calmly - don’t make noise, don’t shout, don’t upset our toys.
(children enter the group)
V. Guys, look how beautiful these toys are! How many toys are there? (a lot of). Look how funny the ball is!
1) Game “More - Less”
Q. Let's play the game "More - Less" with our ball. Whoever I throw the ball to is the one who answers.
- Who is bigger: an elephant or a mouse?
- What is higher: a table or a chair?
- Who is bigger: an owl or a sparrow?
- How many hairs are there on your head?
- How many stars are there in the sky?
- How many spines does a hedgehog have?
- Who is bigger – a camel or a dog?
- How many noses does a person have?
- Is the sun in the sky?... (one)
Well done. The ball liked playing with you.
2) Game “Let’s set the table for dolls”
Q. Guys, look how elegant the dolls are here (shows three dolls different sizes). What kind of doll is Tanya? (large). What is Katya doll? (small). What about the Olya doll? (medium height). Let's sit them down and set the table for them. What kind of plates will we put on? Let's put a plate for Tanya... (large). Katya - a plate... (small). Ole – plate...(medium size). Let's give them a treat.
Well done, the dolls are very happy and thank you.
3) Game “Broken Plates”
V. Guys, the dolls accidentally broke their plates: look - these are the fragments left (shows colored circles cut into 3-4 parts). What to do? Shall we help the dolls glue the plates? Come to the table. Here, Diana, is a “broken plate” for you, and Artem will collect this plate.
(children stack “plates”). What shape are they? (round). What colour? (red, blue, yellow, etc.)
Thank you very much from the dolls, guys.
4) Game “Gifts for dolls”
Q. Guys, they don’t go on a visit without a gift. These ones beautiful bows(hands out bows) give each doll one bow. Let them be elegant. Look, did all the dolls have enough bows? What is more - bows or dolls? (there are more dolls because one doll was left without a bow). What needs to be done so that there are equal numbers of dolls and bows? (you need to bring another bow). Bring it, Polina. Now there are equal numbers of dolls and bows? Why do you think there are equal numbers? (because each doll has one bow). How many dolls, so many...bows. As many bows as there are... dolls. Well done, now all the dolls are with gifts.
5) Game “Shorter, Longer”
Q. Guys, the dolls want to give you these ribbons. Look at all the tapes different lengths- some are shorter, others are longer.
Let's compare one end of the ribbons and see which ribbon is longer.
Which ribbon is the longest? (red). Which tape is the shortest? (green). That's right, well done...
6) Game “Listen to Music” (dynamic pause)
Q. Guys, let's play an interesting game with these tapes, dance game. While the music is playing, you can dance and move. As soon as the music stops, you must stop and not move until the music starts again. Be careful, listen to the music (children are playing). Well done, you were attentive.
7) Psycho-gymnastics “Happy and Sad”
Q. Did you have fun? Dolls can also be happy or sad. Look at these pictures. If children do not throw dolls or offend them, they are cheerful. Show how a cheerful doll smiles (children use facial expressions to depict a cheerful doll). What if the doll is sad? (children pretend to be a sad doll).
8) Game “House for Bunnies”
Q. Guys, look, a bunny has come to us. How sad he is.
- Bunny, what happened?
-The fox kicked my bunnie friends out of their houses. There she is, hiding under the tree. Now they have nowhere to live.
-What should we do, guys? (we need to build houses for bunnies)
- Bunny, the guys will help you. Go, Rita, Alena, Aida.
What figures will you take to build houses? (let's take a square). Does the house need a roof? Which figure will you take? (triangle). Will there be windows? What figures will you take? (circle, square and triangle).
(children build houses on the carpet).
Which beautiful houses turned out. Come in, bunnies, don’t be afraid (hides the bunnies in the houses).
Bunny: Thanks, guys. You have helped my friends so much.
B. Goodbye, bunny. Come visit us again.
9) Game “Ice tracks”
V. Zaychik galloped away, and who is this? Look, there are two ice paths here. They decided to ride them... a squirrel and a dog. Which track does the squirrel ride on? (on a narrow one). Which track does the dog ride on? (on the wide one). Danil, jump over the narrow path. Well done! Rita, try to step across the wide path. Well done! The toys also decided to jump. Well done!
10) Finger gymnastics
Q. Our toy animals do not sleep in winter, but some forest animals sleep in winter. Let's play finger game"Who sleeps in winter."
Hedgehog, bear, badger, raccoon
They sleep in winter every year.
Wolf, hare, lynx, fox
And in winter you will find it in the forest.
Well done, good play with your fingers
V. Guys. where were we today? (in Toyland).
- What did we do? (played, danced, helped the dolls glue plates, built houses for bunnies, drew a funny doll, etc.)
- What did you like most?
I really liked the way you played.
(“a doll comes in – a postman with a letter)
Guys, look - this is the postman doll Christina. She brought you a letter from toys. Listen to what the toys are telling you?
(reads the letter)
“There are so many toys in the world,
And everyone loves them, of course.
All the children in the world.
You need to play
Have fun, make friends
And treasure every toy!
Love us children
Appreciate it, keep it.
We love to play with you,
But we don't love
When they dirty us and bite us,
They throw, tear and break.
Take care of us, children!
Guys, do you love your toys? Don't you offend them?
All good and kind children were sent toys - this is a parcel with gifts (takes out an elegant box). Say goodbye to your guests and let's see what's in this elegant box.
Lesson 1
Program content
Strengthen the ability to distinguish and name a ball (ball) and a cube (cube), regardless of the color and size of the figures.
Demonstration material. Large and small red balls, large and small green cubes; 2 boxes of red and green colors; toys: bear, truck.
Handout. Little red balls, little green cubes.
Guidelines
Part I. The teacher brings a truck into the group, in the back of which there is a bear, balls and cubes, and asks: “Who came to us? (Children look at the bear.) What did the bear bring in the truck?”
The teacher invites the children to find a ball (gives the concept of a ball): “What did you find? What color is the ball?
The teacher asks to show what can be done with the ball. (Ride.)
Children perform similar tasks with a cube. (Actions with a cube are indicated by the word put.)
Part II. Game exercise “Hide the cube (ball).”
The teacher invites one of the children to take a ball in one hand and a cube in the other and hide one of the figures behind their back. The rest of the children must guess what the child hid and what is left in his hand.
Part III. The teacher asks the children to help the bear put balls and cubes into boxes: the balls should be put in the red box, and the cubes in the green box.
While completing the task, the teacher asks the children: “What did you put in the box? How many balls (cubes)? Are they the same color? How else are balls and cubes different? (Big and small.)
Mishka thanks the children for their help and says goodbye to them.
Lesson 2
Program content
Strengthen the ability to distinguish objects of contrasting size, using the words big and small.
Demonstration material. Large and small dolls, 2 beds of different sizes; 3 - 4 large cubes.
Handout. Small cubes (3 - 4 pieces for each child).
Guidelines
Part I. Two dolls come to visit the children. The children, together with the teacher, examine them, find out that one doll is large and the other small, and give them names.
Then the teacher draws the children’s attention to the cribs: “Are the cribs the same size? Show me the big crib. And now the little one. Where is the bed for big doll, and where for the little one? Put the dolls to sleep. Let's sing them a lullaby "Tired toys are sleeping."
Part II. Game exercise "Let's build turrets."
The teacher places large and small cubes on the table, invites the children to compare them by size, and then build towers. The teacher builds a tower from large cubes on the carpet, and the children build towers from small cubes. At the end of the work, everyone looks at the buildings together and shows a large (small) tower.
FEMP classes. Junior group. October
Lesson 1
Program content
Strengthen the ability to distinguish the number of objects using the words one, many, few.
Didactic visual material
Demonstration material. Doll.
Handout. Matryoshka dolls (two more than children).
Guidelines
Educator. Matryoshka dolls came to visit the doll Katya, and we will all dance around her together. Look how many nesting dolls came to visit? (A lot.) Take one nesting doll at a time and place them in a round dance around the Katya doll.
Children arrange nesting dolls.
Educator. How many dolls? How many nesting dolls are there in a round dance? Have all the nesting dolls joined the round dance? How many nesting dolls do not dance in a circle? (Few.)
In conclusion, the children dance around the dolls and nesting dolls to the music.
Lesson 2
Program content
Introduce the compilation of a group of objects from individual objects and the selection of one object from it; learn to understand the words many, one, none.
Didactic visual material
Demonstration material. Parsley, basket.
Handout. Balls of the same color and size (one for each child).
Guidelines
Part I. Parsley brings the children a basket of balls.
Educator. What did Parsley bring? What color are the balls? How many balls did Petrushka bring?
Parsley pours the balls onto the floor. At his request, the children take one ball each.
Educator(addresses the children one by one). How many balls did you take? How many balls are in the basket? (The concept of none is introduced.) What needs to be done so that Parsley has a lot of balls in the basket?
Children put balls in a basket.
Educator. How many balls did you hit? How many balls are there in the basket? How many balls do you have in your hands?
Part II. Outdoor game “My funny, ringing ball.”
The teacher reads a poem by S. Ya. Marshak:
My cheerful, ringing ball,
Where did you run off to?
Yellow, red, blue,
Can't keep up with you.
I smacked you with my palm.
You jumped and stomped loudly,
You fifteen times in a row
Jumped into the corner and back.
And then you rolled
And he didn’t turn back,
Rolled into the garden
Got to the gate
rolled under the gate,
I reached the turn,
There I got under a wheel,
It burst, popped - that's all!
Children jump to the beat of the poem. At the end of the poem they run away.
Lesson 3
Program content
Continue to develop the ability to compose a group of objects from individual objects and isolate one object from it, learn to answer the question “how much?” and define aggregates with the words one, many, none.
Introduce the circle; learn to examine its shape tactile-motor way.
Didactic visual material
Demonstration material. Doll, basket, circle, cardboard train without wheels, tray, napkin, basin with water.
Handout. Circles of the same size and color, ducks.
Guidelines
Game situation “Gifts from Masha’s doll.”
Part I. The teacher takes a circle from the basket of the Masha doll and tells the children: “This is a circle (circles it with his hand).” Then he clarifies the name of the item: “What is this?” The teacher asks several children to trace a circle with their hand.
Part II. The teacher invites the children to take one circle from Masha’s basket and asks: “What shape is the figure? What color are they?" Children, at the request of the teacher, trace the outline of the circle with their hand and find out that the circle can be rolled.
The teacher shows the children the train: “Is it possible to travel on this train? (No, why?" (No wheels.) The teacher asks the children to prepare the train for the trip. The children attach wheels (circles) to the train and, to the music, “go” to the park to feed the ducks.
Part III. The teacher takes a napkin from the tray and asks: “Who is this? (Ducks.) How many ducks? (A lot of.)
The children take one toy at a time, and the teacher asks: “How many ducks did each of you take? How many ducks are left on the tray?
The teacher invites the children to play with the ducks. The ducks run around to the music, pecking at the grains.
The teacher puts a basin of water on the table and asks the children to make sure that there are a lot of ducks in the basin. Children let their ducks into the basin. The teacher finds out: “How many ducks did each of you let in? (One.) How many ducks are in the basin? (A lot.) How many ducks do you have left in your hands? (None.)
Doll Masha says goodbye to the guys. The children are “going” home.
Lesson 4
Program content
Continue to learn to distinguish and name a circle, examine it tactile-motorly and compare circles by size: large, small.
Didactic visual material
Demonstration material. A car, a bag, large and small circles of the same color.
Handout. Vegetables (according to the number of children), clay (plasticine), modeling boards, napkins.
Guidelines
Part I. Game situation “Harvesting vegetables.”
There is an imitation of a vegetable garden on the floor. The teacher invites the children to see what is growing in the garden. The guys list the vegetables. The teacher summarizes their answers (“these are vegetables”), then finds out: “How many vegetables grew in the garden?”
The teacher offers to collect vegetables in the car (brings the car). Children take one vegetable at a time, and the teacher clarifies: “Which vegetable did you take? How many vegetables did you take?
Children take turns putting vegetables into the car and comment on their actions: “I put one carrot (beets, potatoes...).” The teacher accompanies the children’s actions with the words: “There are more vegetables in the car.”
When the children fill the car, the teacher asks: “How many vegetables are in the car?”
Part II. Game "Wonderful bag".
In the car with vegetables, the children find a wonderful bag. They take a circle out of it, tell the name of the figure and what color it is.
The teacher attaches the circle to the flannelgraph and invites one of the children to trace the figure with their hand.
Similar actions are performed with another circle.
Then the children find out how the figures are similar and how they differ.
Part III. Game exercise “Let’s bake pancakes.”
Children make large and small pancakes from clay (plasticine). Then the teacher suggests putting large pancakes on a large circle, small ones on a small one.
FEMP classes. Junior group. November
Lesson 1
Program content
Learn to compare two objects by length and denote the result of the comparison with the words long - short, longer - shorter.
Improve the ability to compose a group of objects from individual objects and select one object from the group, denote aggregates with the words one, many, none.
Didactic visual material
Demonstration material. Two cardboard tracks of the same color but different lengths, two baskets with large and small balls.
Handout. Large and small balls (one ball for each child).
Guidelines
Game situation “We are funny guys.”
The lesson is held in the gym.
Part I. There are two cardboard tracks of different lengths on the floor.
The teacher asks the children what can be said about the length of the paths. Shows how this can be learned using overlays and track applications. Then he asks the children to show the long (short) path, walk along the long (short) path. Specifies the length of the tracks.
Part II. The teacher draws the children’s attention to the baskets with balls: “What can you say about the size of the balls? How many big balls? (A lot.) Take one large ball at a time. How many balls did each of you take? (One.) How many big balls are in the basket now? (None.) Let's try to roll the balls along a long track. How can we make sure there are a lot of balls in the basket again?” (Children's answers.)
Children put balls in a basket. The teacher specifies how many balls each child put in the basket and how many there are.
Children perform a similar exercise with small balls. Children roll them along a short track, put them in a basket with large balls and answer the teacher’s questions: “How many small balls? (A lot.) How many big balls? (A lot.) How many big and small balls are there together? (Even more, a lot.)
Ill part. Outdoor game “Catch the ball”.
The teacher pours balls out of the basket and invites the children to catch up and take one ball at a time. (“How many balls did you catch?”) The children put the collected balls back into the basket, and the teacher finds out: “How many balls did you put in the basket? How many balls are in the basket?
The game is repeated several times.
Lesson 2
Program content
Learn to find one and many objects in a specially created environment, answer the question “how many?” using the words one, many.
Continue to teach how to compare two objects in length using the methods of superimposition and application, to denote the results of comparison with the words long - short, longer - shorter.
Didactic visual material
Demonstration material. Four to five groups of toys, 2 boxes of different sizes, 2 ribbons of the same color of different lengths.
Handout. Ribbons of the same color, but of different lengths (2 pieces for each child).
Guidelines
Game situation “Toy Store”.
Part I. The teacher invites the children to visit the toy store. Toys are laid out on chairs and tables: one at a time and several at a time. Children, together with the teacher, look at the objects and find out what toys are sold in the store and how many there are. At the direction of the teacher, children “buy” one or many toys. The adult asks: “What toys did you buy? How many toys did you buy?
Part II. The teacher invites the children to choose ribbons for the toy boxes.
Children look at the boxes, and the teacher finds out: “How are the boxes different? Are the boxes the same size? Show the big (small) box. How can we bandage the boxes?”
The teacher asks to compare the ribbons: “What can you say about the length of the ribbons? How can you find out? How to compare ribbons by length? (By overlay or attachment.)
Children compare ribbons using the methods of application or application, show a long (short) ribbon, the results of the comparison are denoted by the words long - short, longer - shorter.
Children put ribbons in boxes: long ones in the big one, short ones in the small one.
Part III. Game exercise “Tie the boxes with ribbons.”
The teacher, together with the children, finds out what length of ribbon can be used to tie a large (small) box. First, they compare the ribbons by length, find the long (short) ribbon and tie the boxes.
Lesson 3
Program content
Continue to teach how to find one and many objects in a specially created environment, to designate aggregates with the words one, many.
Introduce the square, teach to distinguish between a circle and a square.
Didactic visual material
Demonstration material. “Parcel” with toys (cars, nesting dolls, pyramid, ball); a square and a circle of the same color (the length of the sides of the square and the diameter of the circle are 14 cm).
Handout. Circles and squares of the same color (the length of the sides of the square and the diameter of the circle are 8 cm).
Guidelines
Game situation “The postman brought a parcel.”
Part I. The teacher tells the children that the postman brought them a package. The teacher invites the children to see what they have been sent. He takes toys out of the box one by one, asks the children to name them, finds out the number of objects: “How many pyramids did they send us? How many cars (matryoshka dolls, balls) are in the package? What toys were sent to us a lot? What kind of toys, one at a time?
Part II. The teacher takes a circle out of the package and puts it on the flannelgraph: “What figure is this? (Circle.) What color is the circle?” The teacher invites the children to trace a circle along the contour with their hand.
Then he takes out a square, places it next to the circle, names the figure, shows the sides and corners of the square and asks the children: “What does a square have? How many sides does a square have? How many angles does a square have?
The teacher asks the children to circle the square and show its sides (corners).
Part III. Game exercise “Show and ride”.
The children have circles and squares on their tables. The teacher invites the children to take a circle, name the figure and trace it with their hand.
Similar actions are performed with a square.
Then the teacher asks the children to try to roll a circle around the table, and then a square, and finds out: “Can I roll a square? What’s stopping the square?” (Angles.)
Lesson 4
Program content
To consolidate the ability to find one or many objects in a specially created environment, to denote aggregates with the words one, many.
Continue to learn to distinguish and name a circle and a square.
Didactic visual material
Demonstration material. The group setting is used - a play corner (dolls, chairs, cups, etc.; table, bear, teapot, etc.), a natural corner (plants, aquarium, watering can, cage, etc.), a book corner ( books, pictures; shelf, book stand, etc.); garage (several small cars, one large car); silhouette of a steam locomotive, sheets of colored paper (cars).
Handout. Circles and squares of the same color (side length of the square is 8 cm, circle diameter is 8 cm; one for each child).
Guidelines
Part I. Children travel in a group to the music “Blue Car” (music and lyrics by V. Ya. Shainsky). First stop is the doll corner.
Educator. What's in the doll corner? What kind of toys are there a lot? Of which toys only one?
Then the children stop in a book corner, a nature corner, a garage and answer similar questions from the teacher.
Part II. Didactic game "Fix the train."
Circles and squares are laid out on the table. The teacher asks the children to find the circles and finds out: “What color are the circles? What can you do with them? (Ride.)
Then, on the instructions of the teacher, the children find squares, name the shapes and try to roll them on the table. The teacher reminds that the corners interfere with the square and asks the children to show them.
At the end of the lesson, the children “fix” the train, commenting on their actions: they put circles instead of wheels, squares instead of windows.
Summary of a comprehensive lesson on FEMP and physical development in the 2nd junior group
"We're going to visit"
Abstract of GCD in the direction of “Formation of elementary mathematical concepts” in 2 ml. gr.
"We're going to visit"
Goals:
FEMP
Strengthen the ability to recognize geometric shapes: circle, square, triangle.
Compare objects of contrasting sizes and indicate the result of the comparison with words: short - long
To consolidate previously formed concepts of “one, many, none”, to understand the question “How many?”
Reinforce knowledge of primary colors
Music:
Enrich children's musical experiences and create a joyful mood
Develop the ability to listen to music, hear the beginning and end piece of music
Communication
To consolidate children’s knowledge about the names of toys and the general word “toys”
Develop auditory attention
Continue to introduce health-saving technologies: self-massage using massage balls.
Progress of the lesson
Hello children! Let's say hello to each other and smile at each other.
Guys, we have received a letter. (The teacher shows a colorful envelope). Do you want to know who it's from? To do this you need to solve a riddle.
Shaggy, mustachioed
Soft paws, and scratches in the paws
Cat
Children guess. The teacher takes out a picture of a cat from the envelope.
That's how beautiful the cat is. Let's come up with a name for her. Children offer their own options.
Guys, will you come with me to visit the Cat? And our Cat lives beyond the stream. You'll have to go far. How can you get to it, by what transport? (children list different types transport, as soon as the train is called, show them the game “Fix the Train”)
Didactic game “Fix the train”
Circles and squares are laid out on the table. The teacher asks the children to find the circles and finds out “What color are the circles? What can you do with them? (Roll)" Then, according to the teacher’s instructions, the children find squares, name the shapes and try to roll them on the table. The teacher reminds that the corners interfere with the square and asks the children to show them. At the end, the children “fix” the train, commenting on their actions: they put circles instead of wheels, and squares instead of windows.
Stand next to each other
The train is moving along the track.
Children line up one after another in a “train”, and the teacher gives the command: “Let’s go!” We walk like a snake around the hall, holding on to the shoulders of the person in front.
We've arrived. Stop "Cat's House".
(there is a house, a toy cat is looking out the window. Near the house there are “flower beds” of various geometric shapes: circle, triangle, square)
Look what beautiful flower beds Kisonka made near her house. What are flower beds for? (to plant flowers) How many flower beds did the Cat make? (three) What shape is the flower bed? (round, square, triangular) Each flower bed has holes for flowers.
Guys, let's please the Cat and plant some flowers in the flower beds. (the teacher hands out a flower to each child on a tray)
How many flowers do you have? (one) (The question is asked to each child) Go to the flower beds and plant your flowers in the holes. You can plant one flower in one hole. (Children plant flowers in flower beds)
Guys, admire how beautiful it has become. How many flowers did Kirill plant? (the question is asked to each child). How many flowers are there in the flowerbed? (many) What can you say about the number of holes and flowers? ( When answering, children use words many, equally, equally)
And next to the Cat's house there live ducks. Let's do some exercises with them.
Gymnastics for legs to music
1. “Ducklings are walking towards the river” I. p. - sitting, legs bent, arms supported behind. Walk in place without lifting your toes off the floor.
2. “The duck waddles and stumbles” I. p. - the same. 1-2 - lifting the inner arches and leaning on the outer edges of the feet. 3-4 - and. P.
3. “The ducklings met a caterpillar on the path” I. p. - the same. Crawling movements of the feet forward and backward using the fingers.
4. “The duck quacks” I. p. - the same. 1-2 - lifting your heels off the floor, spread them apart. (“the beak opened”, say “quack-quack” 3-4 - i.p.
Guys, while you were planting flowers and playing with the ducks, the Cat told me in confidence that she had lost her favorite toys somewhere in the forest. Let's help the Cat find them? Get on the train, let's go!
We've arrived. Look, guys, there are two paths in front of us - what are they? (massage paths)(children answer: the paths are long and short). Let's take the short route first. Now let's take the long path.
Didactic game “Long - short”
Before the start of the game, the teacher lays out sets of gaming didactic material (multi-colored ribbons, stripes) on two ottomans. The teacher takes out two toys - Teddy bear and Katya doll. Children, with the help of a teacher, try on and attach belts to toys. The teacher offers to examine the belts and asks them to spread them side by side on the table, and then put a short ribbon on top of a long one. He asks which ribbon is long and which is short, i.e. asks to give the name of the quality of quantity - length.
So we came to the lake (in front of the guys is a hoop with three fish of different sizes: two small and one large) Who lives in the lake? (fish) what are they? (big and small) How many small fish? (two). How many big fish? (one) How many fish are there in total? (three). (remove the fish, lay out colored ribbons).
Well done. Let's play with the fish. There are many, many fish in the lake. (game “Find your color with a hoop and colored ribbons”) While the tambourine is playing, you swim with your palms folded in front of you - this is “the fish is swimming.” At a signal, children take any ribbon and stand on a “pebble” (mark) of the same color as the “fish” (ribbon in their hands).
Get on the train, let's go! The next stop is Lesnaya. (walked around the hall) We've arrived. Look what a beautiful clearing we find ourselves in. Here are the toys that the Cat lost. What are these toys? (balls). Who do they look like?
Exercises with massage (spiky) balls. (rhyme game)
1. " Hedgehog walks without paths through the forest, through the forest »
I. p. - standing, ball in palms. Roll the ball back and forth between your palms.
2. “And pricks with its thorns, pricks »
I. p. - the same Roll the ball left and right with your hands, holding them with a “shelf” in front of your chest.
3. " And I’ll show the Hedgehog that path »
I. p. - the same Circular movements with the palms, rotating the ball to the right and left.
4. " Where mice roll little cones »
I. p. - sit down, press the ball to your stomach and hide it with both hands.
After the hand massage, go up to the parents and ask them to massage the children’s back, roll the massage balls in a circle, and then vice versa.
Let's collect the balls and take them to the Cat. Children collect balls in a large basket and carry them to the house.
Guys, the Cat really liked you and in gratitude she wants to give you air balloons. “Here’s a gift for you guys from the Cat for your help - balloons!”
Children are asked to play with the balls: toss them several times, raise the ball above their heads, spin around on one side, then the other, hide the ball behind their back and jump.
We say goodbye to Kisonka, thank you for the gifts and leave for the group.
Municipal educational institution
"Kukui Education Center"
structural unit Kukui kindergarten
DEVELOPMENT OF LESSON SUMMARY
ON THE FORMATION OF ELEMENTARY
MATHEMATICAL REPRESENTATIONS
IN THE SECOND JUNIOR GROUP
"ADVENTURES IN TALES"
Educator: Grebenyuk
Ekaterina Aleksandrovna
Kukuy village, 2017
Purpose of the lesson: consolidation of the material covered.
Tasks:
- educational:learn to distinguish and name geometric shapes: circle, square; identify geometric shapes by tactile sensations, distinguish shapes by superimposing them on each other; distinguish them physical properties; learn to answer the question “how much?”; teach to compare two objects in length by superposition and application;
- developing: develop coherent speech; develop observation, attention, memory, mental operations, spatial orientation;
- educational: cultivate kindness and responsiveness;
- health-saving: increase mental and physical performance, prevent fatigue.
Type of lesson: integrated, consolidating.
Lesson form: travel game.
Duration: 15 minutes.
Participants: children of the second younger group, teacher.
Age of students: 3-4 years.
Equipment and materials: tabletop theater "Teremok", building material (large cubes), figurine of a kolobok, cut geometric shapes (circles of red, yellow, blue and green), two paths of different sizes (yellow and green), three teddy bears (of different sizes), a basket with cookies (round and square cookies).
Preliminary preparation: free communication based on fairy tales (“Teremok”, “Kolobok”, “Three Bears”), conversation about the heroes of the fairy tale, looking at pictures with the heroes of these fairy tales, guessing riddles, didactic games for the development of mathematical abilities, cut-out pictures and puzzles based on fairy tales (“Teremok” ", "Kolobok", "Three Bears"), active and sedentary games.
Methods and techniques for working with children:
Artistic word;
Problem situations (how to help animals, because a bear broke their house; how to help a bun, because he lost a jar of soap bubbles in the forest);
D educational games aimed at developing mental operations of comparison, classification, development of memory, perception, attention (“Inflate, bubble”, “Treat the bears with cookies”);
R eflexion “Where have we been?”
Lesson structure:
- Conversation on the content of the fairy tale “Kolobok”;Problem situations;
- Didactic game “Build a house”;
Physical education lesson “We are going on a hike”;
D educational games: “Blow up, bubble”, “Treat the bears with cookies”;
Final
R eflexion “Where have we been?”
Progress of the lesson:
Preparatory stage:
Children enter the group.
Educator: Guys, we are having an unusual day. Do you love fairy tales? (children's answers).
Educator: I will be a sorceress, and we will go with you to the land of fairy tales. Do you agree? (children's answers).
Educator: What transport will we use to go there? (children name types of transport).
Educator: We will fly there by plane. You forgot that I am a sorceress! Now I'm going to turn our carpet into an airplane! Rex, pex, fex! Ready! Sit on the carpet and close your eyes, and I will say the magic words: “Where are you, fairy tales, respond, show yourself to us guys!” (music “Visiting a Fairy Tale” sounds).
Main stage:
Educator: So we arrived at the first fairy tale. What kind of fairy tale is this, try to guess:
The animals lived in that house
But the bear broke their house,
He couldn't get into it...
This is a fairytale…
Children: Teremok!
Educator: Look, guys, the heroes of the fairy tale “Teremok” are greeting us!
On the table are figurines from the Teremok tabletop theater.
Educator: Guys, remember what animals settled in the tower?
Children: Mouse, frog, bunny, fox, wolf, bear.
Educator: Guys, tell me, how many animals have settled in the tower? (a lot of).
Educator: How many mice were there? Frogs? Chanterelles? (one).
Educator: How many children do we have in our group? (a lot of).
Educator: Well done! Let's remember what the bear did in this fairy tale?
Children: Broke the house.
Educator: Why did it happen that the bear broke the house?
Children: Because the house was small, but the bear was big.
Educator: Guys, the animals are asking us to build them new house ik. Shall we help them? (Yes).
Didactic game using large cubes “Build a house” (Appendix 1.).
Educator: Well done! The animals thank you for their new home. Now they won't freeze in winter. Let's say goodbye to the fairy tale "Teremok" and hurry to a new fairy tale.
Physical education minute:
Let's go hiking!
How many discoveries await us. (Walking in place)
We follow each other
Forest and green meadow. (Walking in a circle one after another)
We just entered the forest -
Mosquitoes appeared.
Hands up - clap,
Hands down - another clap. (Actions in accordance with the text)
Ahead from behind a bush
The sly fox is watching. (Squat)
We'll outwit the fox
Let's run on our toes. (Running on your toes)
Educator: Guys, to find out what fairy tale we are in, try to guess the riddle:
It was baked from flour and mixed with sour cream.
He was freezing at the window, he was rolling along the path.
He was cheerful, he was brave, and on the way he sang a song.
A bunny, a gray wolf and a brown bear wanted to eat him.
And when the kid met a red fox in the forest,
I couldn't leave her. What kind of fairy tale?
Children: Kolobok!
Educator: That's right, we are visiting the kolobok. But look, the bun is not at all cheerful. Let's ask what happened.
The teacher brings the kolobok to his ear.
Educator: Guys, the bun told me that while he was riding through the forest, he lost a jar of soap bubbles. Now he can't blow soap bubbles. Let's help him and inflate one big one soap bubble.
Didactic game “Blow up, bubble” (Appendix 2.).
Educator: Guys, look carefully and tell me, are your circles the same color or different?
Children: Miscellaneous!
Ask each child what color their bubble is.
Educator: What geometric shape does the bubble resemble?
Children: On the circle!
Educator: Right! How many circles did we get?
Children: A lot of!
Educator: Kolobok was delighted and thanks you for the gifts. And it’s time for us to say goodbye to him and go to another fairy tale!
Children: Goodbye, Kolobok!
Educator: Guys, look, there are two tracks here, but they are different. Let's compare them by color! What color is this track? What color is this path? (children's answers: green, yellow).
Educator: Right! Now look carefully and tell me, which path will we take to the next fairy tale faster?
Children: On yellow.
Educator: Right! And why?
Children: Because it is shorter than green.
Educator: How did you know that this path is shorter and the other is longer?
Children: You need to put one track on top of the other and connect their top edge.
Educator: Well done! Let's hurry along the short path to the next fairy tale. To find out what fairy tale we are in, you will have to guess the riddle again:
Near the forest, on the edge,
There are three chairs and three mugs,
Three beds, three pillows.
Guess without a hint who the heroes of this fairy tale are?
Children: Three Bears!
Three bears are sitting on different chairs.
Educator: Let's remember what the bears were called?
The teacher together with the children: Mikhailo Potapych, Anastasia Petrovna and Mishutka.
Educator: Which one is the biggest? (children's answers).
Educator: Who is the smallest? (children's answers).
Educator: What do bears like to eat?
Children: Honey, raspberries.
Educator: So today we did not come to the bears empty-handed. They brought them gifts - honey cookies. Look into my magic basket. How many cookies do I have?
Children: A lot of.
Educator: Are they the same or different?
Children: Different.
Educator: What kind of geometric shapes do the cookies resemble?
Children: Square and circle.
Educator: Guys, what is the difference between a square and a circle?
Children: A square has corners, but a circle has no corners.
Educator: Correct! Now let's treat the bears with cookies.
Didactic game “Treat the bears with cookies” (Appendix 3.).
Educator: Children, do you remember how many cookies I had in the basket?
Children: A lot of.
Educator: Look in my basket, how many cookies do I have left?
Children: No one.
Educator: Well done! The bears thank you for the treat and say thank you! It's time for us to return to the group. Let's say goodbye to the bears, say goodbye to them and hurry on the magic carpet. Close your eyes and fly! Group, group, respond, show yourself to us guys!
Music is playing.
The final stage:
Educator: Here we are again in the group. Guys, did you enjoy our trip?
Children: Yes!
Educator: What fairy tales have we visited?
Children: “Teremok”, “Kolobok”, “Three Bears”.
Educator: What good deeds have we done?
Children: We built a house for the animals, gave soap bubbles to Kolobok, and treated the bears to cookies.
Educator: What did we use to build a house for animals?
Children: From cubes.
Educator: What geometric figure does the cube resemble?
Children: Per square.
Educator: What geometric figure is the soap bubble for Kolobok?
Children: On a circle.
Educator: What did the bears eat?
Children: Cookies.
Educator: Were the cookies the same shape or different?
Children: Different: square and round.
Educator: Well done! We were attentive and active in class! Now it's time to go for a walk.
Literature:
Complex classes in the second junior group of kindergarten, Bondarenko T. M.: A practical guide for educators and methodologists of preschool educational institutions. – Voronezh: Uchitel Publishing House, 2006 – 272 p.
Complex classes according to the program edited by M. A. Vasilyeva, V.V. Gerbova, T. S. Komarova. Second junior group / author-comp. T. V. Kovrigina, M. V. Kosyanenko, O. V. Pavlova. – Volgograd: Teacher, 2011. – 234 p.
Methods of teaching mathematics in kindergarten, Shcherbakova E.I. – M.: Academy, 2010.
FROM BIRTH TO SCHOOL. Sample general education program preschool education, / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M.: MOSAIC SYNTHESIS, 2014. - 368 p.
Reading to kids / Planet of Childhood. – M: AST Publishing House LLC. 2006. – 240 p.
Annex 1.
Didactic game “Build a house”.
Target: Teach children to build a house from large cubes; continue to familiarize yourself with such a geometric figure as a square.
Progress of the game:
Educator: What will we build the house from?
Children: From cubes.
Educator: What geometric shape does the cube remind us of?
Children: Square.
Educator: Guys, let's take it to the right and left hand one cube at a time and together we will build a big house.
Children build a house for animals from large cubes.
Appendix 2.
Didactic game "Blow up, bubble."
Target: to form in children ideas about the holistic image of an object, to teach them to correlate the image of the idea with the holistic image of a real object, to fold a geometric figure cut into 3-4 parts. Act by applying. To cultivate in children attention, perseverance, and perseverance in completing the assigned task.
Progress of the game:
Educator: Let's imagine that you and I are inflating a big bubble (children blowing). The bubble inflated, inflated and burst! Particles of it scattered in different directions. The bun became even more upset. Guys, what should we do? We need to help him somehow! Oh, look what's on the tables? Yes, these are particles from bubbles! Try to collect one bubble from the particles each.
Children assemble circles of the same color from three and four parts.
Appendix 3.
Didactic game “Treat the bears with cookies.”
Target: Continue familiarization with geometric shapes such as square, circle; consolidate children's knowledge of arranging objects by size.
Progress of the game:
Educator: Let's treat the bears with cookies. Arrange the cookies so that Mikhailo Potapych has the big ones, Anastasia Petrovna has the smaller ones, and Mishutka has the small ones.
Children lay out cookies.
Summary of the lesson on FEMP in the 2nd junior group
Teacher of MBDOU No. 81 "Malvina", Surgut
Kartakaeva G. A.
Subject:
" One is many"
Target: consolidation of children's knowledge acquired during school year.
Educational objectives:
Strengthen children's skills:
Find one or many objects in a specially created environment,
answer the question “how many?”, using the words “one”, “many”;
To navigate the contrasting parts of the day: day - night, morning - evening;
Distinguish and name geometric shapes (circle, square, triangle.),
primary colors (red, blue, yellow, green.).
Compare two objects by length (long - short).
Conduct a dialogue with the teacher: listen and understand the question asked,
answer it.
Run in different directions.
Developmental tasks:
Continue to promote the development of auditory and visual attention;
Memory, speech;
Observation, mental activity;
Coordination of movements.
Educational tasks:
Cultivate kindness and responsiveness, love for animals.
Preliminary work:
Teach children to pay attention to the shape and color of objects in everyday life.
life. Examination of one and many objects.
Equipment and materials: toy squirrel, pictures “Parts of the day”,
cones, geometric shapes for each child, stripes (different
length), hoops.
Progress of the lesson.
Org. moment“Give a smile” (children stand in a circle)
All the children gathered in a circle.
I am your friend and you are my friend.
Let's hold hands tightly
And let's smile at each other...
(Knock on the door)
Surprise moment:
Oh! Someone is knocking on our door, I’ll go and open the door. (Motivation)
Guys, a guest has come to us, but to find out who she is, you need to guess
Tikhon, tell me a riddle about her!
Red little animal
Jump and jump through the trees.
He doesn't live on earth
And on a tree, in a hollow. (Squirrel).
That's right, guys, it's Squirrel!
Good morning, Squirrel! Come in, sit down.
Is this animal wild or domestic? (Wild)
Where does the squirrel live? (In the forest)
brought it.
Game exercise “How much?”
Look how many cones the squirrel has in his basket? (A lot of)
(I distribute to everyone) - Eva, how many cones do you have? (One)
What about you, Artem? (One), etc. - everyone has.
How many cones are left in the basket? (None)
(Children put cones in a basket)
How many cones are in the basket? (A lot of)
Guys, the squirrel has become sad, probably tired!? Let's do a warm-up.
Physical exercise “Squirrel”.
The squirrel was jumping and jumping (children are jumping)
By winter, the pantries were filled. (tilts)
Here are nuts, (turn right)
Here is a mushroom (turn left)
For sons and daughters. (walk in place)
“Guys, sit down on your chairs and we’ll continue playing with the squirrel.”
Oh, guys, the squirrel says that it’s time for her to return home, otherwise
Night will soon come, it’s time for her to sleep.
Why, squirrel, it’s still a long time before nightfall.
Listen, the children will now guess the riddles “When does this happen?”
(And you guys, listen carefully: answer correctly! So as not to
confuse our guest)
When the cockerel
Is the sun calling to greet you? (In the morning)
The sun is shining brightly in the sky,
The children went for a walk,
When does this happen? (During the day)
It began to get dark outside the window,
The birds began to sing more quietly.
Toys need to be put away
Mom invites everyone to dinner.
When does this happen? (In the evening)
The stars in the sky lit up,
The boys went to bed,
Evening and day rushed away.
They were replaced by... (Night)
Now, what time of day? (Morning)
That's right, guys. So, squirrel, don't rush!
And wait for a gift from the guys!!!
Guys, let's give our guest a gift. I suggest
Make beads from geometric shapes for the red-haired beauty.
What kind of figure is this? (Square)
What color is the square? (Red Square)
(Blue circle, green triangle)
Before we start working, we will rest a little.
Finger gymnastics.
The squirrel was riding on a cart,
I sold nuts to everyone.
Little fox-sister,
Sparrow, titmouse,
To the club-footed bear.
Bunny with a mustache.
You have plates on your tables, but what is on them?
(Geometric shapes, stripes - long and short)
Which strip will you choose so that all the shapes fit? (Long)
Geometric shapes need to be placed as in my
easel.
(Children collect)
What beautiful beads you made!
(We give beads to the squirrel)
“The squirrel says that she stayed too long and wanted to jump and run.”
Let's play now in the game "Find Your House".
Hoops are your houses (Children receive cards with
geometric figures.)
While I am playing the tambourine, you are running; as soon as the tambourine stops sounding -
everyone runs to their house.
Bottom line.(Everyone sits on the carpet)
Squirrel says thank you!
She liked it with us.
Guys, what did we do to please our guest? What did you do today?
2nd junior group
Educational objectives:
Strengthen your knowledge of geometric shapes (triangle, circle, square, rectangle).
Learn to recognize and name colors.
Strengthen the ability to determine the size of objects, reflect the comparison result in speech: large, small, smaller.
Practice comparing two objects in height.
Find tall and low objects.
Developmental tasks:
Activate memory, attention, thinking.
Activate children's vocabulary: introduce into speech words that determine the size of objects.
Educational tasks:
Develop the ability to listen to the teacher,
Be careful when working with pencils
Develop communication skills,
Teach children to work together in small teams.
Materials:
-demonstration: fox, box - surprise, figures - men.
Handout: pictures for coloring for each child, sets of colored pencils according to the number of children.
Progress of the lesson
1 Part. Introductory.
Educator: Guys, today a fox came to visit us. Let's say hello to her (children say hello). The fox wants to play with you, and that's why she brought with her such a beautiful box. Let's see what's in this box (the teacher looks into the box and starts asking riddles). Only those who are attentive will be able to play with the fox.
2 Part. Meet geometric people.
So listen to the first riddle:
I have no corners and I look like a saucer.
On the plate and on the lid,
On the ring and wheel.
Guess, friends, who am I?
Children: Circle.
Educator: Right, well done. Who is this (the teacher takes out a round man). This is a round man. He has handles. What are they?
Children: Round.
Educator: He has legs. What are they?
Children: Round.
Educator: What else does the round man have?
Children: Eyes, mouth. They are also round.
Educator: Absolutely right. What color is the little man?
Children: The man is yellow.
Educator: Now find something round in our group. (Children name round objects.)
Educator: Listen to the following riddle from the fox:
I have three tops, three corners, three sides. Who am I?
Children: Triangle.
Educator: (shows a triangular man). Meet this triangular man. What colour is he? That he has?
Children: The man is red, he has arms, legs, eyes, and a mouth. They are all triangular.
Educator: What looks like a triangle?
Children: Flag, pyramid, roof of the house.
Educator: What great fellows you are! And the fox and I still have riddles and only the most attentive will guess them.
What looks like a postcard
On an envelope and on a scarf?
Can you tell me what to compare?
With a blanket and carpet?
What figure is this?
Children: Rectangle.
Educator: Does our rectangular man have round hands?
Children: No. They are rectangular.
Educator: What kind of figure do the legs, eyes, and mouth look like?
Children: To a rectangle.
Educator: Show the long sides of the rectangle, the short sides. Fine. What color is our rectangle?
Children: Rectangle - green.
Educator: Now remember what you saw on the street that was rectangular?
Children: Windows, doors, bricks.
Educator: Well done! Listen to the following riddle:
I'm not an oval, I'm not a circle, I'm not a friend to a triangle,
I am the brother of the rectangle.
And my name is...
Children: Square.
Educator: Meet this square man. Why is it called that?
Children: A person looks like a square.
Educator: What else does the square man have?
Children: Hands, eyes, legs, mouth. They are square.
Educator: Look carefully at our group and find something square.
Children: book, window, cube.
Educator: The fox asks you what color the square man is?
Children: Blue.
Educator:I I think that the fox really enjoyed playing with you. And now we will rest. I invite you to play Three Bears.
3 Part. Physical education minute.
1,2,3 – turn around and turn into bears.
Three bears were walking home (depicting bears)
Dad was big, big (raise your hands up)
Mom is with him shorter, (hands in front of chest)
And my son is just a little baby, (sit down)
He was very small
He walked around with a rattle. (hands in fists, pretending to be a rattle)
Ding-ding-ding.
1,2,3 – turn around and turn into a kid.
Part 4 Practical.
Educator: And now another interesting job awaits us. I invite you to the Magic Garden.
The children sit at the tables. For each child - a sheet with the task: paint the apples on the tall apple tree yellow, and the apples on the low apple tree red.
Educator: Look how many apple trees there are in the garden. Guys, are the apple trees the same or different?
Children: Various. One is high and the other is low.
Educator: The fox asks you to color the apples. Take a yellow pencil and color the apples yellow on a tall apple tree. Use a red pencil to color the apples on the low apple tree.
(Children complete the task; those who can handle it quickly offer to paint the trunks and the trees themselves). Please note that the apples on the apple trees are round; you need to paint them carefully - do not go beyond the outline.
Educator: Well, do you like it in our Magic Garden? What a aroma from your ripe apples! Today you pleased both me and the fox with your play. Therefore, she wants to treat you to apples (the fox treats the children and says goodbye).
GCD for FEMP in the 2nd junior group
Prepared and conducted by teacher N.P. Bulbas.
Subject:“Let’s count all the toys”
Goals:
Practice composing a group of objects and the ability to select one from a group of objects.
- To consolidate knowledge of the concepts: one, many, few.
Introduce the geometric figure in a circle.
Practice correctly naming the geometric figure circle and the general concept of “toy”.
Demonstration equipment: toys - bear, hare, car; handout: small toys three types - one, several, many, (cubes, pyramids, ball) multi-colored circles according to the number of children.
Progress of the lesson
Educator - Guys, today I brought toys to the group, but for some reason they are nowhere to be found, only a letter is on the table. Let's read and find out what is written in it.
Letter: An evil wizard writes to you who took your toys, if you
If you guess riddles about them, I will return them to you.
Educator - Well, guys, shall we solve riddles?
Children - Yes.
Educator - Listen carefully.
Educator - A funny animal made of plush.
There are paws, there are ears.
Give some honey to the beast
And make him a den.
Children - Mishka.
Educator - Drinks gasoline like milk,
Can run far.
Carries goods and people.
You know her, of course?
Children - Machine.
Educator - Little ball of fluff,
Long ear.
Jumps deftly
Loves carrots.
Children - Hare
(Toys Teddy Bear, Bunny and Car appear to the accompaniment of fairy-tale music)
Educator - I’m very glad that you guessed all the riddles correctly.
Educator - Guys, what can you call a bear, a bunny and a car in one word?
Children are toys.
Educator - Correct, what are toys for?
Children - To play with them.
Educator - Guys, the toys brought you gifts,
toys small toys
Teacher - Kirill, how many balls did the bear bring?
Kirill - One.
Teacher - Nastya, how many cubes did the car bring?
Nastya - A lot.
Teacher - Vika, how many pyramids did the bunny bring?
Vika - Two.
Educator - Is this a lot or a little?
Vika - A little, a little.
Educator - Tasks:
Have one of the children take the ball and put it on the table. How many balls does the bear have and how many are on the table?
Children - The bear doesn’t have balls. There is one ball on the table.
Educator - Nastya take the cubes and put them on the table.
Educator - Nastya, how many cubes did you put on the table?
Nastya - I bet five dice.
Educator - How much is left in the car?
Nastya - There is not a single cube left in the car.
Teacher - Bunny offers Rodion to take
pyramids, place them on the table near the car.
Teacher - Rodion, how many pyramids did the bunny give you?
Rodion - Two pyramids.
Educator - Well done guys. You all completed the task correctly.
Physical education minute.
We are funny nesting dolls, Clap your hands.
Okay, okay.
We have boots on our feet, Stompers.
Okay, okay.
In our colorful sundresses, Spinning, hands on the belt.
Okay, okay.
We look like sisters
Okay, okay.
Educator - I have interesting figures
different colors, look. 
Educator - What do they look like?
Children - On a circle, a wheel, a sun.
Educator - Correct. I'll tell you about the geometric figure of a circle. (I show its circumference with a gesture)
Educator - I suggest you take your small circles and also show how round they are, roll them in your hands, admire them.
Educator - Guys, show me who has the circles Green colour. (Children raise their mugs)
Educator - Well done, guys, I’m glad that you know the color green.
What else does the green circle look like?
Children - At a green traffic light.
Educator - Correct. 
Educator - Let's look at our car.
Tell me, does the car have parts that look like a circle?
Children - Yes. These are wheels. 
Educator - Indeed, look how they spin and the car can drive along the road.
Educator - Guys, I hear that Mishka and Bunny are talking to each other about something. They want to tell me something.
Educator - Guys, our toys want to apologize; it’s time for them to visit another group. We all enjoyed counting and playing with the circle figure, but our activity is also coming to an end.
Let's say goodbye to toys. Let's tell them to see you again.
Children - Goodbye.
(The toys drive away in the car to cheerful music)
For example: “How many buttons are on the red stripe? How many buttons are on the blue stripe? Now tell me how many buttons are on the blue stripe and how many are on the red one.” The child is led to reflect the connections: “There is one button on the red stripe, and there are many buttons on the blue stripe.” The teacher gives a sample answer or begins it, and the child finishes it. To understand the method of action, children are asked to say during the work what and how they are doing, and when the action has already been mastered, before starting work, express what and how to do. “What should you do to find out which board is wider? How do you know if there are enough pencils for everyone?” This is how connections are established between the properties of things and the actions through which they are revealed. In this case, the teacher uses only those words whose meaning is clear to the children.
Self-analysis of nodes on femp in the 2nd junior group “in search of Ivanushka”
Attention
The use of these methods and techniques in the formation of younger children preschool age elementary mathematical concepts will allow the teacher to successfully cope with the task and will help children to qualitatively acquire new knowledge and apply it in practice. Literature:
- Vodopyanov, E. N. Formation of initial geometric concepts in preschoolers. / E. N. Vodopyanov. // Doshk. Education, 2000, No. 3.
- Erofeeva, T.I., Pavlova, L.N., Novikova, V.
P. Mathematics for preschoolers: Book. For the teacher of children. garden - M.: Education, 1992.
- M., 2000.
Methodology for conducting classes in the second junior group
Summary of the culminating event for FEMP “In Search of Prizes” in senior group municipal autonomous preschool educational institution of a combined type Kindergarten "Rodnichok" r. Chishmy village municipal district. Abstract of OD on FEMP in preparatory group“In search of the lost planet” OD summary for FEMP in the preparatory group on the topic: “In search of the lost planet.” Goals: Improve the ability to find the place of a number.
Info
Lesson in the senior group on FEMP “Counting within 10. In search of treasure” GOAL: - to improve the ability to count within 10. INTEGRATION OF EDUCATIONAL AREAS: cognitive development, speech development,.
Abstract of the educational activity for FEM "In search of treasures" in the senior group Program content: - Continue to teach children to navigate in space; - Continue to introduce the quantitative composition of numbers.
Notes "mathematics" femp (2nd junior group)
We present to your attention a video recording of a direct educational activities on the formation of elementary mathematical concepts based on the fairy tale “Geese and Swans” in the 2nd junior group “In Search of Ivanushka”. in educational areas: “Cognition”, “Socialization”, “Communication”, “Fiction”, “Health” Direction: cognitive, speech development. Theme of the lesson: “In search of Ivanushka” Children aged 3 to 4 years (2nd junior group). I have set the following goals for myself: Educational: to continue the formation of mental operations (analysis, comparison, generalization, classification); form ideas about the properties of objects: color, shape, size; the ability to identify and explain signs of similarity and difference between objects, to combine them into groups based on common characteristics; consolidate the count to 5; develop the skill of answering questions completely.
3. analysis of the “harmony” program in mathematics in kindergarten
Taking all this into account, I outlined the goal, objectives, content, determined the form of implementation, methods, techniques and means necessary for positive results. Purpose of the lesson: to summarize the knowledge, skills and abilities acquired during the year. I set the following tasks: Educational: continue to form elementary mathematical representations: - distinguish the shape, color, size of objects and objects; - mastering simple connections and relationships: larger (smaller) in size, the same, larger (smaller) in quantity, the same, identical and different in color and size; - consolidate the ability to compose an image of an object from parts; - ability to navigate in a small space: in front (behind), above (below), right (left).
Developmental: - develop speech and cognitive activity, attention, memory, thinking, intelligence, imagination; development of sensory culture.
Important
Purposeful work on the formation of elementary mathematical concepts begins with the second junior group. It is very important to organize children’s successful perception of the spatial forms of real objects and their quantitative relationships at a given time. age period, because the further successful development of mathematical concepts in students depends on this. Children are introduced to the elements of mathematical representations on the basis of set theory.
When working with children of primary preschool age, many objects are used, characterized by one common feature that unites these objects. Thus, we develop in children the ability to identify qualitative features of various objects (shape, color, texture).
Analysis of femp in the second junior group
In an effort to prevent possible mistakes, he shows all the working methods and explains in detail the sequence of actions. His explanations are extremely clear, clear, specific, and given at a pace understandable to a small child. The most complex methods of action are demonstrated 2-3 times, while the teacher draws the children’s attention to new details each time.
Only repeated demonstrations and naming of the same actions in different situations when changing visual material allow children to learn methods of action. During the work, it is important not only to point out children’s mistakes, but also to find out their reasons. Errors are corrected directly in action with didactic material. The teacher’s explanations are unobtrusive and laconic. Sometimes mistakes are best corrected without explanation.
Didactic games on FEMP in the second junior group Interesting tasks in game form help children learn a lot of new and interesting things. With preschoolers we need to learn through didactic games. Forming elementary mathematical concepts offers a lot didactic games to study the material.
IN summer period you can consolidate all the knowledge acquired during the academic year. This should be done while playing: “Let’s compare objects” (offer the children 2 toys: high and low). “Who learned to compare stripes? Where is the wide one, where is the narrow one?”; “Which color ran away from us?” (show 5 squares of primary colors, then hide one. They love to guess which color is gone). You can also hide geometric shapes.
There is a very interesting and famous game at all times: “hot and cold” (let them play detective and find small toy, hidden by the teacher).
At the main stage of the NOOD, the following tasks were solved: Tasks: “At the forest edge”, “Three Bears”, “Strawberry for Bears”, “Teremok”, were aimed at appealing to previously accumulated experience, the development of memory, intelligence, knowledge of mathematical concepts, representations about geometric figures. During the lesson, the children were engaged productive activity, which was aimed at the ability to compose an image of an object from parts. (Animal houses). In order to improve the health of children, I used gymnastics (physical education).
The educational activity for 15 minutes was dynamic and provided for a quick change of children's activities, which made it possible to avoid children's fatigue. The children completed all tasks and exercises with pleasure and interest, and were active and inquisitive throughout the entire educational activity. The atmosphere in the class was friendly.
At the beginning of the school year, children are given simple tasks to assemble sets of objects that have only one characteristic that unites them, for example, collect all the balls from a group of objects that have different characteristics. geometric shapes. Further, the tasks become more complicated; children are asked to create a group of objects characterized by two common characteristics, for example, to assemble a group consisting of red balls. Later, children are taught to form groups of a certain number of objects, united by a common feature or several features, and also to find in two groups a feature that unites or distinguishes these two groups. The main attention in this age period is paid to classes comparing the qualitative characteristics of objects: shape, color, length, width, height. When teaching children of younger groups, a visual and effective method is used.
All parents want their child to be smart and developed. Therefore, many try to teach kids to count and write right away. Teachers do not recommend working with children in this way.
They believe that first a child must master basic mathematical concepts. These are not numbers. First of all, the child must understand: few, many, top, bottom, big, small, etc. Numbers are a small part of mathematics. They should be available to the child no earlier than 4 years old.
Every year the child’s understanding of mathematics expands more and more. Children in the second youngest group are good at learning what shapes, colors, etc. are. Even orientation in space is considered mathematics.
Therefore, FEMP in the second junior group does not provide numbers. Before training, you need to develop a lesson plan for the year. This way, you can be sure that your children will gain all the necessary understanding of mathematics.
