Foreword

This manual is addressed to educators working under the "Program of education and training in kindergarten» edited by M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova, for organizing mathematics classes in the middle group.
The manual discusses the organization of work on the development of elementary mathematical representations in children 4–5 years old, taking into account the patterns of formation and development of their cognitive activity and age options.
The book presents rough planning math class for a year. The proposed system of classes includes a complex game tasks and exercises, visual-practical methods and techniques of work on the formation of elementary mathematical representations; helps children master the methods and techniques of cognition, apply the acquired knowledge and skills in practice. This creates the prerequisites for the formation of a correct worldview, allows you to provide a general developmental orientation of learning, connection with the mental, speech development and various types activities.
The plot of classes and specially selected tasks contribute to the development mental processes(attention, memory, thinking), motivate the child's activity and direct his mental activity to find ways to solve the tasks. The methodology of conducting classes does not imply direct teaching that can negatively affect comprehension and independent execution child math assignments, but implies the creation of situations of cooperation, activity. Activation of mental independence develops active position child and builds skills learning activities.
The knowledge gained in the classroom on the formation of elementary mathematical representations must be consolidated in Everyday life. To this end Special attention should be given to role-playing games, where conditions are created for the application of mathematical knowledge and methods of action. In working with children, as in preschool, and at home, you can use workbook to the "Program of education and training in kindergarten" "Mathematics for kids" (M .: Mozaika-Sintez, 2006).
Included in the allowance additional material compiled in accordance with the recommendations modern psychologists, teachers and methodologists and allowing to expand the content of work with children of the fifth year of life.

Approximate distribution of program material for the year

I quarter

September

Lesson 1

equally, as much as.
To consolidate the ability to compare two objects in size, to indicate the results of the comparison with words .
.

Lesson 2

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

Lesson 3

.

October

Lesson 1

Continue to learn to compare two groups of objects that are different in shape, determining their equality or inequality based on a comparison of pairs.
Strengthen the ability to distinguish and name flat geometric figures: circle, square, triangle.
Exercise in comparing two objects in height, indicating the results of the comparison with the words: high, low, above, below.

Lesson 2

Lesson 3

Learn to count within 3 using the following techniques: when counting with your right hand, point to each object from left to right, name the numbers in order, coordinate them in gender, number and case, refer the last number to the entire group of objects.
Exercise in comparing two objects in size (length, width, height), indicate the results of the comparison with the appropriate words: long - short, longer - shorter; wide - narrow, wider - narrower, high - low, higher - lower.
Expand understanding of the parts of the day and their sequence (morning afternoon Evening Night).

Lesson 4

Continue to learn to count within 3, correlating the number with the element of the set, independently designate the final number, correctly answer the question "How much?".
Improve the ability to distinguish and name geometric shapes (circle, square, triangle), regardless of their size.
Develop the ability to determine the spatial direction from oneself: up, down, front, back, left, right.

November

Lesson 1

To consolidate the ability to count within 3, to introduce the ordinal value of a number, to learn how to correctly answer the questions “How much?”, “Which is the number?”.
Exercise in the ability to find objects of the same length, width, height, designate the corresponding signs with the words: long, longer, short, shorter, wide, narrow, wider, narrower, high, low, higher, lower.
Introduce a rectangle by comparing it with a square.

Lesson 2

Show the formation of the number 4 based on a comparison of two groups of objects, expressed in numbers 3 and 4; learn to count within 4.
Expand the concept of a rectangle based on its comparison with a square.
Develop the ability to compose a holistic image of objects from parts.

Lesson 3

To consolidate the ability to count within 4, to introduce the ordinal value of a number, to learn to answer the questions “How much?”, “Which is the number?”, “In which place?”.
Reveal to concrete examples meaning of concepts fast slow.

Lesson 4

Introduce the formation of the number 5, learn to count within 5, answer the question "How much?".
morning afternoon Evening Night.
Exercise in distinguishing geometric shapes (circle, square, triangle, rectangle).

II quarter

December

Lesson 1

Continue to learn to count within 5, introduce the ordinal value of the number 5, answer the questions “How much?”, “Which is the number?”.
Learn to compare objects according to two signs of size (length and width), indicate the results of the comparison with expressions, for example: "The red ribbon is longer and wider than the green one, and the green ribbon is shorter and narrower than the red ribbon."
Improve the ability to determine the spatial direction from oneself:

Lesson 2

To consolidate the ability to count within 5, to form ideas about the equality and inequality of two groups of objects based on the count.
Continue to learn how to compare objects according to two signs of size (length and width), indicate the results of the comparison with the appropriate expressions, for example: “Long and wide - a large path, short and narrow - a small path”.
Exercise in distinguishing and naming familiar geometric shapes (cube, ball, square, circle).

Lesson 3

Continue to form ideas about ordinal value numbers (within 5), to consolidate the ability to answer the questions “How much?”, “Which one?”, “In which place?”
Introduce the cylinder, learn to distinguish between a ball and a cylinder.

Lesson 4

Exercise in counting and counting objects within 5 according to the model.
Continue to refine ideas about the cylinder, consolidate the ability to distinguish between a ball, a cube, a cylinder.
To consolidate ideas about the sequence of parts of the day: morning afternoon Evening Night.

January

Lesson 1

Exercise in counting and counting objects within 5 according to the model and the named number.
Get to know the meaning of words far close.
To develop the ability to compose a holistic image of an object from its parts.

Lesson 2

Practice counting sounds by ear within 5.
Clarify understanding of the meaning of words far close.
Learn to compare three objects in size, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words: longest, shortest, shortest, shortest, longest, longest.

Lesson 3

Practice counting sounds within 5.
Continue to learn to compare three objects in length, arrange them in decreasing and increasing sequence, indicate the results of the comparison with the words: longest, shortest, shortest, short, longest, longest.
Exercise in the ability to distinguish and name familiar geometric shapes: circle, square, triangle, rectangle.

Lesson 4

Practice counting objects by touch within 5.
Explain the meaning of words yesterday Today Tomorrow.
Develop the ability to compare objects by their spatial arrangement (left, right, left, right).

February

Lesson 1

Continue to exercise in counting objects by touch within 5.
Reinforce ideas about the meaning of words yesterday Today Tomorrow.
Learn to compare three objects in width, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words: .

Lesson 2

Learn to count movements within 5.
Exercise in the ability to navigate in space and designate spatial directions relative to oneself with the words: up, down, left, right, front, back.
Learn to compare 4–5 objects in width, arrange them in decreasing and increasing sequence, indicate the results of the comparison with the appropriate words: wide, narrower, narrowest, narrower, wider, widest.

Lesson 3

Learn to reproduce the specified number of movements (within 5).
Exercise in the ability to name and distinguish familiar geometric shapes: circle, square, triangle, rectangle.
Improve ideas about the parts of the day and their sequence: morning afternoon Evening Night.

Lesson 4

Exercise in the ability to reproduce the specified number of movements (within 5).
Learn to move in given direction(forward, backward, left, right).
To consolidate the ability to compose a holistic image of an object from separate parts.

III quarter

March

Lesson 1

Strengthen the ability to move in a given direction.
Explain that the result of the count does not depend on the size of the objects (within 5).
Learn to compare objects by size (within 5), arrange them in decreasing and increasing sequence, designate the results of the comparison with the words: largest, smaller, even smaller, smallest, larger.

Lesson 2

To consolidate the idea that the result of the count does not depend on the size of the objects.
Learn to compare three objects in height, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words: high, lower, lowest, lowest, higher, highest.
Exercise in the ability to find the same toys by color or size.

Lesson 3

Show the independence of the counting result from the distance between objects (within 5).
Exercise in the ability to compare 4-5 objects in height, arrange them in decreasing and increasing sequence, indicate the results of the comparison with the words: highest, lower, lowest, higher.
Exercise in the ability to distinguish and name geometric shapes: a cube, a ball.

Lesson 4

To consolidate the idea that the result of the count does not depend on the distance between objects (within 5).
Continue to introduce the cylinder by comparing it with a ball.
Exercise in the ability to move in a given direction.

April

Lesson 1

Show the independence of the result of the calculation from the shape of the arrangement of objects in space.
Continue to introduce the cylinder by comparing it with a ball and a cube.
Improve understanding of the meaning of words far close.

Lesson 2

To consolidate the skills of quantitative and ordinal counting within 5, to learn to answer the questions “How much?”, “Which one?” etc.
Improve the ability to compare objects by size, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words:
Improve the ability to establish the sequence of parts of the day: morning afternoon Evening Night.

Lesson 3

Exercise in counting and counting objects by ear, by touch (within 5).
Learn to correlate the shape of objects with geometric shapes: a ball and a cube.
Develop the ability to compare objects by color, shape, size.

Lesson 4

To reinforce the idea that the result of the calculation does not depend on qualitative features object (size, color).
Exercise in the ability to compare objects by size (within 5), arrange them in decreasing and increasing sequence, designate the results of the comparison with the words: largest, less, even less, smallest, more.
To improve the ability to navigate in space, to designate spatial directions relative to oneself with the appropriate words: forward, backward, left, right, up, down.

May

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

Lesson plans

September

Lesson 1

Program content

To improve the ability to compare two equal groups of objects, to indicate the results of the comparison with the words: equally, as much as.
To consolidate the ability to compare two objects in size, to indicate the results of the comparison with the words: big, small, more, less.
Exercise in determining spatial directions from oneself and naming them with words: front, back, left, right, top, bottom.

Demo material. Paper path, basket, meadow layout.
Handout. Mushrooms, paper autumn leaves, big and small bumps.

Guidelines

Game situation "Journey to the autumn forest." (The lesson can be done on a walk.)
I part. The teacher invites the children to go to the autumn forest. Specifies the season and its characteristics.
Draws the attention of children to a basket of mushrooms and asks: “How many baskets? How many mushrooms are in the basket?
Children take one mushroom. The teacher finds out: “How many mushrooms did you take?”
The teacher invites the children to put their mushrooms in the clearing and clarifies: “How many mushrooms were in the clearing?”
Then he draws the attention of the children to the autumn leaves scattered on the path: “How many leaves are on the path? Bring one leaf to your mushroom. What can be said about the number of leaves and mushrooms? (The teacher encourages the children to use familiar expressions denoting equality in speech: equally, as much as.) How else can you arrange mushrooms and leaves so that you can see that they are the same number? (You can put each mushroom on one leaf or cover each mushroom with one leaf.) Children arrange objects in one of the ways (by agreement).
II part. Game exercise "Find a pair."
Children, together with the teacher, examine the cones. The teacher is interested in: “Are the cones the same size?” Then he suggests: “Take one big cone. Find her a couple - a small bump. Try to hide a large (small) bump in your palms. Take a little bump in right hand, and a large one in left hand. What can be said about the size of a small cone compared to a large one? (The small bump is smaller than the big bump.) What can be said about the size of the big bump compared to the small bump? (The big bump is bigger than the little bump.)
III part. The game "What is where".
The teacher invites the children to talk about what objects they see above, below, left, right, in front, behind.

Lesson 2

Program content

Exercise in comparing two groups of objects, different in color, shape, determining their equality or inequality based on a comparison of pairs, learn to designate the results of the comparison with the words: more, less, equally, as much as.
Strengthen the ability to distinguish and name parts of the day (morning afternoon Evening Night).

Didactic visual material

Demo material. Toys: Winnie the Pooh, Piglet, Rabbit, 2 boxes, red and blue cubes (according to the number of children), plot pictures with picture different parts days.
Handout. Cuba and triangular prisms(5 pieces for each child).

Guidelines

Game situation "Visiting the Rabbit."
I part. Game exercise "Put the cubes in the box."
Multi-colored cubes are laid out on the table.
The teacher tells the children: “Winnie the Pooh and Piglet are going to visit the Rabbit. What do you think they can play? (Children's answers.) Let's collect all the cubes. What color are the cubes? How do you know if there are equal numbers of red and blue cubes? Place a blue cube on top of each red cube. What can be said about the number of red and blue cubes?
Take one red or blue cube each and arrange them in two boxes so that one contains all the red cubes and the other contains all the blue cubes.
II part. Game exercise "Let's build houses."
Children have 5 cubes and 4 prisms on the tables. The rabbit asks the children to help him build houses. He asks: “What will we need to build houses? What pieces do you have on the tables? (Proposes to arrange all the cubes in a row.) What needs to be put on the cubes to make a house? (Roof.)
Children find figures that look like roofs and complete the houses.
Do all houses have a roof? Rabbit asks.
Children, together with the teacher, discuss ways to equalize objects and complete one house.
III part. Game exercise "Let's help Winnie the Pooh arrange the pictures."
The teacher takes turns showing the children plot pictures depicting different parts of the day and asks: “Who is shown in the picture? What are the children in the picture doing? When does it happen? Children sequentially arrange the pictures (morning, afternoon, evening, night).

Lesson 3

Program content

Exercise in the ability to distinguish and name geometric shapes: circle, square, triangle.
Improve the ability to compare two objects in length and width, indicate the results of the comparison with the words: long - short, longer - shorter; wide - narrow, wider - narrower.
Develop the ability to compare objects by color, shape and spatial arrangement.

Didactic visual material

Demo material. Two clowns, whose costume elements differ in shape, color, spatial arrangement; 5–7 balloons different color, red and blue ribbons of different lengths, 2 boards of different widths, flannelgraph.
Handout. 2-stripe counting cards, blue and red balloon cards (5 for each child), stars.

Guidelines

Game situation "The circus came to us."
I part. Game exercise "Find differences".
Clowns “come” to visit the children, in which the elements of the costumes differ in shape, color, and spatial arrangement. They ask the children to guess how their costumes are different.
II part. Clowns are playing with balloons.
The teacher asks the children: “How many balls do clowns have? What color are they?"
The teacher offers to put all the pictures with blue balls on the top strip of the card, and all the pictures with red balls on the bottom strip.
After completing the task, the teacher asks: “How many blue balls? How many red balls? What color balls are more (less)? How to make blue and red balls equal? (Children equalize the number of balls in one of the chosen ways.) What can be said about the number of blue and red balls?
III part. Game exercise "Compare tapes".
Clowns "show" exercises with ribbons.
The teacher asks: “What color are the clowns' ribbons? Are they the same length? How can you find out?
The teacher, together with the children, arranges the ribbons on the flannelgraph one under the other, offers to show a long (short) ribbon and asks: “What can be said about the length of the red ribbon compared to the blue one? What can be said about the length of the blue ribbon compared to the red?”
IV part. Game exercise "Let's jump over the boards."
The teacher shows the boards to the children and finds out whether they are the same in width or not. He asks to show a wide (narrow) board and offers to jump over the boards.
At the end of the lesson, the clowns give the kids stars.

Guidelines

Game situation "Extraordinary zoo".
I part. The teacher informs the children that today they will go to the zoo. He draws their attention to a raccoon who is drying handkerchiefs on a rope, and asks: “How many handkerchiefs are drying on a rope? (Lot.) What color are they? Are the handkerchiefs the same shape? (Round, square, triangular.) What can be said about the number of round and square handkerchiefs: are they equal? How can you find out?
One child lays out handkerchiefs in a row round shape, and the other puts a handkerchief under each round handkerchief square shape.
The teacher is interested in: “Which handkerchiefs are more: round or square? Which handkerchiefs are smaller: square or round? How to make it so that round and square handkerchiefs become equal.
Together with the children, the teacher discusses ways to equalize objects and suggests using one of them.
II part. Game exercise "Confusion".
On the tables of children are circles and squares, divided into 2 parts. The teacher invites the children to help the monkey assemble the figures, using cards with contour images of circles and squares for this. Then he checks the correctness of the task and finds out the names of the figures.

Physical education minute

The teacher reads a poem, and the children bend their fingers in accordance with the text.

Finger, finger, where have you been?
With this brother I went to the forest,
I cooked cabbage soup with this brother,
I ate porridge with this brother,
I sang songs with this brother.

This finger went to the forest,
This finger mushroom found
This finger began to clean,
This finger began to fry,
This finger ate everything
From that he got fat.

III part. The teacher invites the children to build fences for animals: for a giraffe - a high fence, for a raccoon - a low fence.
First, the children compare the animals (“Who is higher: a giraffe or a raccoon? Who is lower: a raccoon or a giraffe?”), And then arrange the bricks accordingly: horizontally for a low fence and vertically for a high one.

Lesson 2

Program content

Learn to understand the meaning of the final number obtained as a result of counting objects within 3, answer the question "How much?".
Exercise in the ability to determine geometric shapes (ball, cube, square, triangle, circle) by tactile-motor way.
To consolidate the ability to distinguish between left and right hands, determine spatial directions and designate them with words: left, right, left, right.

Didactic visual material

Demo material. Two-step ladder, 3 bunnies, 3 squirrels, "magic" bag, ball, cube, square, circle, triangle.

Guidelines

I part. Game situation "Guests from the forest".
The teacher informs the children that guests have come to them from the forest (puts 2 bunnies on the ladder). Finds out from the guys what needs to be done to find out how many bunnies have come running. In case of difficulty, it reminds that the bunnies must be counted.
The teacher counts and makes a generalizing gesture, intonation highlighting the final number. Clarifies with the children: “How many bunnies came running?”
Then he proposes to put as many squirrels on the bottom step of the ladder as there are bunnies.
The teacher counts the squirrels, then asks the guys: “How many squirrels came running? What can be said about the number of bunnies and squirrels? How many of them?
The children, together with the teacher, conclude: "The bunnies and the squirrels are equally divided: two bunnies and two squirrels."
The teacher puts another squirrel on the ladder (“Another squirrel ran to two squirrels”) and finds out: “How to find out how many squirrels have become? (Count.) How many whites? How many bunnies? Three squirrels and two bunnies - compare who has more. (Three squirrels are more than two bunnies.) Two bunnies and three squirrels - compare who is less. (Two bunnies are smaller than three squirrels.) How to make bunnies and squirrels equal?
Together with the children, the teacher discusses and shows ways to equalize objects: adding or subtracting one object. Then, calling the numbers, the teacher again counts the squirrels and bunnies and, together with the children, concludes that the groups are equal based on the counting results.
II part. Game exercise "Magic bag".
The teacher consistently shows the children a ball and a cube. Specifies the name, shape, and color of shapes. Then he puts the pieces in the bag.
Children take turns feeling for the figures, calling them and showing them to the others to check the answer.
The game is repeated 2-3 times.
Children perform similar actions with a circle, a square and a triangle.
III part. Game exercise "Assignment".

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Ekaterina Potemkina
Abstract of the lesson on the formation of elementary mathematical representations. middle group

Target: Continue to develop mathematical representations in children of the middle group.

Tasks:

Educational:

form ability to equalize groups in two ways, adding to the smaller group one(missing) thing or removing from a larger group one(extra) thing.

Continue learning to compare two groups of objects, different in form, defining their equality or inequality based on pair matching. Improve the ability to compare two object by length, width

To consolidate the ability to distinguish and name flat geometric figures: circle, square, triangle.

Educational:

develop attention, logical thinking, eye gauge, fine motor skills hands

Educational:

Cultivate a positive attitude towards animals.

Cultivate interest in occupation responsiveness, willingness to help others, ability to work independently

caregiver: Guys, today we will go to the zoo.

The boys go to the zoo

Schoolchildren and preschoolers

Want to see the animals

All the animals are in cages.

And bring them a treat:

Who is a banana and who is a cookie,

1. Game situation "Road to the Zoo"

Guys, getting to our zoo is not so easy. Look at the paths in front of the zoo.

Let's compare them with you. Are the tracks the same?

To get to the zoo, we need to choose the longest and wide road. look carefully and choose which we need.

Children: red.

caregiver: Well done. Here we are at the zoo

2. "Hang up handkerchiefs"- equalization groups of objects in 2 ways

caregiver: Who meets us first? Pay attention to the raccoon that dries handkerchiefs on a rope. How many handkerchiefs are dried on a rope?

Children: Lot.

caregiver: What color are they?

Children: Red, yellow

caregiver: Are the handkerchiefs the same form?

Children: Round, triangular.

caregiver: What can be said about the number of round and triangular handkerchiefs: are they equal? How can you find out?

And to find out, we put as many round handkerchiefs on the top strip as a raccoon. How many round handkerchiefs? Let's count. (5)

Now lay out triangular handkerchiefs on the bottom strip. How many handkerchiefs does a raccoon have? (4)

caregiver: What handkerchiefs more: round or square forms?

Children: Handkerchief round shapes more.

caregiver: What handkerchiefs smaller: round or square forms?

Children: square handkerchief shape less.

caregiver: How to make handkerchiefs round and square forms are equal?

(Together with the children we discuss ways to equalize groups of objects).

3. Physical Minute.

monkey suggested play a ball game "Say the opposite"

low - high,

long short,

Day Night,

narrow - wide

light heavy,

Left - right

Far close;

Above - below

One is many

Morning evening,

thick - thin

4. "extra figure"

caregiver: Let's see who else is waiting for us at the zoo? (parrot). He brought us the task of playing. Here are the figures on the card. Need attentively look at the card and find the extra piece. This figure will need to be laid out from counting sticks. And then we'll see if you found the extra figure correctly.

caregiver: What good fellows we are!

5. "Unravel the Paths"

caregiver: But the zoo is already closing and it's time for us to return to group. But what do all the tracks get messed up and to go back to group you need to decompose the tracks from the longest to the shortest. Take your tracks and lay them out on the table from the longest track to the shortest track. And now let's check if we have laid out the tracks correctly.

Here we are in group.

Where have we been today?

What animals met us at the zoo?

What did we do with the raccoon?

What game was played with the monkey?

What task did the parrot prepare for us?

That's what good fellows we are!

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Current page: 1 (the book has 6 pages in total)

I.A. Pomoraeva, V.A. Pozina

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

Foreword

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

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

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

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

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

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

Approximate distribution of program material for the year

I quarter

September

Lesson 1

equally, as much as.

To consolidate the ability to compare two objects in size, to indicate the results of the comparison with words .

.

Lesson 2

.

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

Lesson 3

.

Lesson 1

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

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

Exercise in comparing two objects in height, indicating the results of the comparison with the words: high, low, above, below.

Lesson 2

Learn to understand the meaning of the final number obtained as a result of counting objects within 3, answer the question "How much?".

Exercise in the ability to determine geometric shapes (ball, cube, square, triangle, circle) by tactile-motor way.

To consolidate the ability to distinguish between left and right hands, determine spatial directions and designate them with words: left, right, left, right.

Lesson 3

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

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

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

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

Develop the ability to determine the spatial direction from oneself: up, down, front, back, left, right.

Exercise in the ability to find objects of the same length, width, height, designate the corresponding signs with the words: long, longer, short, shorter, wide, narrow, wider, narrower, high, low, higher, lower.

Introduce a rectangle by comparing it with a square.

Lesson 2

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

Expand the concept of a rectangle based on its comparison with a square.

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

Reveal the meaning of concepts with specific examples fast slow.

Lesson 4

Introduce the formation of the number 5, learn to count within 5, answer the question "How much?".

morning afternoon Evening Night.

Exercise in distinguishing geometric shapes (circle, square, triangle, rectangle).

II quarter

Learn to compare objects according to two signs of size (length and width), indicate the results of the comparison with expressions, for example: "The red ribbon is longer and wider than the green one, and the green ribbon is shorter and narrower than the red ribbon."

Improve the ability to determine the spatial direction from oneself:

Continue to learn how to compare objects according to two signs of size (length and width), indicate the results of the comparison with the appropriate expressions, for example: “Long and wide - a large path, short and narrow - a small path”.

Exercise in distinguishing and naming familiar geometric shapes (cube, ball, square, circle).

Lesson 3

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

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

Lesson 4

Exercise in counting and counting objects within 5 according to the model.

Continue to refine ideas about the cylinder, consolidate the ability to distinguish between a ball, a cube, a cylinder.

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

Lesson 1

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

Get to know the meaning of words far close.

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

Lesson 2

Practice counting sounds by ear within 5.

Clarify understanding of the meaning of words far close.

Learn to compare three objects in size, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words: longest, shortest, shortest, shortest, longest, longest.

Lesson 3

Practice counting sounds within 5.

Continue to learn to compare three objects in length, arrange them in decreasing and increasing sequence, indicate the results of the comparison with the words: longest, shortest, shortest, short, longest, longest.

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

Lesson 4

Practice counting objects by touch within 5.

Explain the meaning of words yesterday Today Tomorrow.

Develop the ability to compare objects by their spatial arrangement (left, right, left, right).

Lesson 1

Continue to exercise in counting objects by touch within 5.

Reinforce ideas about the meaning of words yesterday Today Tomorrow.

Learn to compare three objects in width, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words: .

Exercise in the ability to navigate in space and designate spatial directions relative to oneself with the words: up, down, left, right, front, back.

Learn to compare 4–5 objects in width, arrange them in decreasing and increasing sequence, indicate the results of the comparison with the appropriate words: wide, narrower, narrowest, narrower, wider, widest.

Lesson 3

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

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

Improve ideas about the parts of the day and their sequence: morning afternoon Evening Night.

Lesson 4

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

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

To consolidate the ability to compose a holistic image of an object from separate parts.

III quarter

Lesson 1

Strengthen the ability to move in a given direction.

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

Learn to compare objects by size (within 5), arrange them in decreasing and increasing sequence, designate the results of the comparison with the words: largest, smaller, even smaller, smallest, larger.

Lesson 2

To consolidate the idea that the result of the count does not depend on the size of the objects.

Learn to compare three objects in height, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words: high, lower, lowest, lowest, higher, highest.

Exercise in the ability to find the same toys by color or size.

Lesson 3

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

Exercise in the ability to compare 4-5 objects in height, arrange them in decreasing and increasing sequence, indicate the results of the comparison with the words: highest, lower, lowest, higher.

Exercise in the ability to distinguish and name geometric shapes: a cube, a ball.

Lesson 4

To consolidate the idea that the result of the count does not depend on the distance between objects (within 5).

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

Exercise in the ability to move in a given direction.

Lesson 1

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

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

Improve understanding of the meaning of words far close.

Lesson 2

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

Improve the ability to compare objects by size, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words:

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

Lesson 3

Exercise in counting and counting objects by ear, by touch (within 5).

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

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

Lesson 4

To consolidate the idea that the result of the count does not depend on the qualitative characteristics of the object (size, color).

Exercise in the ability to compare objects by size (within 5), arrange them in decreasing and increasing sequence, designate the results of the comparison with the words: largest, less, even less, smallest, more.

To improve the ability to navigate in space, to designate spatial directions relative to oneself with the appropriate words: forward, backward, left, right, up, down.

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

Lesson plans

September

Lesson 1

Program content

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

To consolidate the ability to compare two objects in size, to indicate the results of the comparison with the words: big, small, more, less.

Exercise in determining spatial directions from oneself and naming them with words: front, back, left, right, top, bottom.

Demo material. Paper path, basket, meadow layout.

Handout. Mushrooms, paper autumn leaves, large and small cones.

Guidelines

Game situation "Journey to the autumn forest." (The lesson can be done on a walk.)

I part. The teacher invites the children to go to the autumn forest. Clarifies the time of year and its characteristic features.

Draws the attention of children to a basket of mushrooms and asks: “How many baskets? How many mushrooms are in the basket?

Children take one mushroom. The teacher finds out: “How many mushrooms did you take?”

The teacher invites the children to put their mushrooms in the clearing and clarifies: “How many mushrooms were in the clearing?”

Then he draws the attention of the children to the autumn leaves scattered on the path: “How many leaves are on the path? Bring one leaf to your mushroom. What can be said about the number of leaves and mushrooms? (The teacher encourages the children to use familiar expressions denoting equality in speech: equally, as much as.) How else can you arrange mushrooms and leaves so that you can see that they are the same number? (You can put each mushroom on one leaf or cover each mushroom with one leaf.) Children arrange objects in one of the ways (by agreement).

II part. Game exercise "Find a pair."

Children, together with the teacher, examine the cones. The teacher is interested in: “Are the cones the same size?” Then he suggests: “Take one big cone. Find her a couple - a small bump. Try to hide a large (small) bump in your palms. Take the small bump in your right hand and the big one in your left hand. What can be said about the size of a small cone compared to a large one? (The small bump is smaller than the big bump.) What can be said about the size of the big bump compared to the small bump? (The big bump is bigger than the little bump.)

III part. The game "What is where".

The teacher invites the children to talk about what objects they see above, below, left, right, in front, behind.

Lesson 2

Program content

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

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

Didactic visual material

Demo material. Toys: Winnie the Pooh, Piglet, Rabbit, 2 boxes, red and blue cubes (according to the number of children), plot pictures depicting different parts of the day.

Handout. Cubes and triangular prisms (5 pieces for each child).

Guidelines

Game situation "Visiting the Rabbit."

I part. Game exercise "Put the cubes in the box."

Multi-colored cubes are laid out on the table.

The teacher tells the children: “Winnie the Pooh and Piglet are going to visit the Rabbit. What do you think they can play? (Children's answers.) Let's collect all the cubes. What color are the cubes? How do you know if there are equal numbers of red and blue cubes? Place a blue cube on top of each red cube. What can be said about the number of red and blue cubes?

Take one red or blue cube each and arrange them in two boxes so that one contains all the red cubes and the other contains all the blue cubes.

II part. Game exercise "Let's build houses."

Children have 5 cubes and 4 prisms on the tables. The rabbit asks the children to help him build houses. He asks: “What will we need to build houses? What pieces do you have on the tables? (Proposes to arrange all the cubes in a row.) What needs to be put on the cubes to make a house? (Roof.)

Children find figures that look like roofs and complete the houses.

Do all houses have a roof? Rabbit asks.

Children, together with the teacher, discuss ways to equalize objects and complete one house.

III part. Game exercise "Let's help Winnie the Pooh arrange the pictures."

The teacher takes turns showing the children plot pictures depicting different parts of the day and asks: “Who is shown in the picture? What are the children in the picture doing? When does it happen? Children sequentially arrange the pictures (morning, afternoon, evening, night).

Lesson 3

Program content

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

Improve the ability to compare two objects in length and width, indicate the results of the comparison with the words: long - short, longer - shorter; wide - narrow, wider - narrower.

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

Didactic visual material

Demo material. Two clowns, whose costume elements differ in shape, color, spatial arrangement; 5-7 balloons of different colors, red and blue ribbons of different lengths, 2 boards of different widths, flannelgraph.

Handout. 2-stripe counting cards, blue and red balloon cards (5 for each child), stars.

Guidelines

Game situation "The circus came to us."

I part. Game exercise "Find differences".

Clowns “come” to visit the children, in which the elements of the costumes differ in shape, color, and spatial arrangement. They ask the children to guess how their costumes are different.

II part. Clowns "play" with balloons.

The teacher asks the children: “How many balls do clowns have? What color are they?"

The teacher offers to put all the pictures with blue balls on the top strip of the card, and all the pictures with red balls on the bottom strip.

After completing the task, the teacher asks: “How many blue balls? How many red balls? What color balls are more (less)? How to make blue and red balls equal? (Children equalize the number of balls in one of the chosen ways.) What can be said about the number of blue and red balls?

III part. Game exercise "Compare tapes".

Clowns "show" exercises with ribbons.

The teacher asks: “What color are the clowns' ribbons? Are they the same length? How can you find out?

The teacher, together with the children, arranges the ribbons on the flannelgraph one under the other, offers to show a long (short) ribbon and asks: “What can be said about the length of the red ribbon compared to the blue one? What can be said about the length of the blue ribbon compared to the red?”

IV part. Game exercise "Let's jump over the boards."

The teacher shows the boards to the children and finds out whether they are the same in width or not. He asks to show a wide (narrow) board and offers to jump over the boards.

At the end of the lesson, the clowns give the kids stars.