The significance of the development of preschoolers' ideas about shape and geometric shapes. Topic: Formation of ideas about geometric shapes in children

Lesson summary
Topic: "Generalization of knowledge about geometric shapes Oh"
Description of the material: Abstract of the lesson on the formation of elementary mathematical representations on the topic "Generalization of knowledge about geometric shapes." It will be useful for teachers working with older preschoolers. The outline of the lesson aims to game form generalize the existing knowledge of the older preschooler about geometric shapes and their properties. Educational area: cognition. Kind of direct educational activities: the formation of elementary mathematical representations. Integration of educational areas: "Cognition", "Communication", "Socialization", "Health", "Reading fiction”, “Artistic creativity”. Audience: the lesson summary is designed for teachers working with older preschoolers, as well as for parents of older preschoolers, children 5-7 years old. Purpose: generalization of previously acquired knowledge about geometric shapes and their properties. Tasks: to teach the ability to find geometric shapes in the surrounding space; visual recognition and transformation of geometric shapes, recreating them according to their representation, description. promote the development of spatial representations, figurative and logical thinking, creative imagination; to educate children's interest in geometry, group work skills. Methodological techniques: Verbal: explanation, reminder, clarification, assessment of children's activities, indication, conversation, art word, questions. Visual: showing pictures with geometric shapes. Practical: coloring drawings, highlighting and counting figures, designing objects according to pre-prepared sketches and templates, working with signal cards, physical. minute, finger gymnastics. Game: creating a game situation. Problematic: help Masha and the Bear put together a picture, get home. Integration of areas: knowledge: recognize geometric shapes in surrounding objects); health: consolidate the knowledge gained with children in conducting a complex of games, dynamic pauses, practical exercises; help increase the overall performance of children, relieve mental stress, easily switch from one type of activity to another; socialization: encourage children to get involved in a game situation with adults, develop emotional responsiveness, goodwill; communication: master elementary skills of speech etiquette; fiction: reading poetry and riddles about geometric shapes; artistic creativity: drawing kittens using geometric shapes, coloring coloring pages with colored pencils. Equipment: for the teacher - a computer, a projector, a multimedia board, pictures of geometric shapes, visual aids with figures, pictures with fairy-tale characters; for children - coloring books, colored pencils, a set of geometric patterns, cards with numbers. Direct educational activities.
1. Org. moment.- Guys, they came to our lesson today fairy-tale heroes Masha and the Bear.

They did not come empty-handed, but prepared tasks and questions for us, to which we must find the correct answers with you. If we answer correctly, we will earn prizes from our heroes.1) Riddle: My little brother, Seryozha, Mathematician and draftsman -On the table Baba Shura Draws all sorts of ... (figures) - Our lesson is devoted to geometric shapes. Let's remember what geometric shapes we know (the teacher shows drawings of figures and reads a poem).

He has been my friend for a long time, Every corner in it is straight, All four sides are the same length, I am glad to introduce myself to you, but my name is ... (square!)

We stretched the square And presented it at a glance, Who did it look like Or with something very similar? Not a brick, not a triangle - It became a square ... (rectangle).

Three peaks are visible here, Three angles, three sides, - Well, perhaps that's enough! -What do you see? - ...(triangle)

A wheel rolled in, After all, it looks like, Like a visual nature, Only on a round figure. Did you guess, dear friend? Well, of course, this is ... (circle).

A slice of watermelon is a semicircle, Half a circle, part of it, a piece. Knowledge of shapes is very important, friend. No wonder it is among these lines! .(oval)

They filed a triangle and got a figure: Two obtuse angles inside And two sharp ones - look. Not a square, not a triangle, But it looks like a polygon (trapezoid).

A slightly flattened square Invites you to identify: An acute angle and a dull one Forever bound by fate. Guessed what's the matter? What do we call the figure? (rhombus).

Six obtuse corners inside Look at the figure And imagine that you got his brother from the square. There are too many corners here, Are you ready to name him? (hexagon)

Again we get down to business, We study the body again: Can it become a ball And fly a little. Very round, not an oval. Guessed? This is ... (ball).

How can we not turn it? There are exactly six equal faces. We can play the lotto with him, Just be careful: He is not affectionate and not rude Because it is ... (cube).

Top cover, bottom bottom. Two circles were connected and the figure was obtained. What is the name of the body? We must quickly guess (cylinder).

Here is a cap on the head - This is a clown on the grass. But the cap is not a pyramid. It is immediately visible, brothers: The circle at the base of the cap. What is its name then? (cone).

The Egyptians folded them And crafted them so cleverly That they stand for centuries. Because of the view, everyone knows ... (pyramid).

It seems to be a bucket, But a completely different bottom: Not a circle, but a triangle Or even a hexagon. The body is very capricious, Because it is ... (prism). 2) Logical tasks:

Name the figures. Which one is redundant? Why? Name the color of each shape.

What do these figures have in common? What is the difference? Find two identical figures. What signs of triangles do you know?

What are the shapes called? What do they have in common? Which figure is redundant and why? Which of the figures is the largest? And what is the smallest? 2. Physical education (performed according to the drawing on the board)

How many dots are in this circle, Let's raise our hands so many times. How many sticks to the point, So many we will stand on our toes. How many green Christmas trees, We will do so many slopes. How many circles we have here, We will make so many jumps. The game "Fold the picture." - Masha and the bear offer to add pictures from geometric shapes according to ready cards. To do this, we will be divided into two groups. Each group will make their own picture. But first, let's take a closer look at the cards. Name the geometric shapes that make up the pictures. How many figures are there? What color is the shape? First you need to fold the picture, looking at the card, and then from memory.

4. Riddles from Masha and the Bear. Look at the figure and draw Three Corners in the album. Connect three sides to each other. It turned out not a square, But a beautiful ... (triangle). I am a figure - no matter where, Always very even, All angles in me are equal And four sides. The cube is my favorite brother, Because I .... (square). It looks like an egg Or like your face. Here is such a circle - A very strange appearance: The circle became flattened. It turned out suddenly .... (oval). Like a plate, like a wreath, Like a cheerful bun, Like wheels, like rings, Like a pie from a warm oven! (circle) A slightly flattened square Invites you to identify: An acute angle and a dull one Forever connected by fate. Guess what's the matter? (rhombus). This figure is a brother to our square, but it has only two sides are equal, and the angles everyone is the same ... (rectangle)

This is a month in the clouds And the floor is an apple in your hands. If you suddenly break the circle, You will get ... (semicircle) .5. Finger game "Kittens" (author: Pakhomova E.V.) (We fold our hands, press our fingers together. Elbows rest on the table) Our cat has ten kittens, (We shake our hands without separating them). Now all the kittens are in pairs stand: Two fat ones, two dexterous ones, Two long ones, two cunning ones, Two smallest ones And the most beautiful ones. (We tap the corresponding fingers against each other from the thumb to the little finger).

Compare kittens. How are they similar and how are they different? - Count how many triangles are in the picture? - And how many circles? - Try to draw your kittens. You can use other figures.6. Practical work "Geometric coloring".

Masha and the Bear ask you to color the picture with colored pencils and count how many geometric shapes you have found. - How many circles? - How many triangles? - How many squares? - How many rectangles? 7. Knowledge test.- Children, Masha and the Bear really liked how you worked in class today. They have prepared a surprise for you. Now they need to go to Return trip. But our heroes have forgotten the way. Let's help them get home. A map will help us in this, on which objects are depicted with geometric shapes. - How can we get through the river? (on a bridge or on a boat) - What geometric shapes did we see? (semicircle, trapezoid) - In the form of which figure is the path in the forest depicted? (curved line) - On the way we met a lake, what figure is it depicted? (oval) - Does the path around the lake lead past a flower meadow? What figure is she depicted in? (in a circle) - So we came to the Bear's house. What figure represents the fence near the house? (broken line) - What figures is the Bear's house built of? (rectangles, triangle, circles). Well done guys, you did a great job!

8. The result of the lesson, reflection.- Our lesson has come to an end. Let's remember what we did today? What was difficult for you? What did you like the most? What didn't you like? - Rate yourself. If you liked the activity and are satisfied with your work, raise the green circle. If you didn’t like it and you are not happy with something, raise the yellow circle. - Masha and the Bear are grateful for your help. They have prepared a sweet prize for you (sweets, fruits).

Throughout childhood, the child more and more accurately begins to evaluate the color and shape of surrounding objects, their weight, size, temperature, surface properties, etc. He learns to navigate in space and time, in the sequence of events. Playing, drawing, designing, laying out a mosaic, making applications, the child imperceptibly assimilates sensory standards - ideas about the main varieties of properties and relationships that arose during historical development humanity and are used by people as models, measurements.

The first ideas about the shape, size and relative position of objects in space, children accumulate in the process of games and practical activities they manipulate objects, examine them, touch them, draw, mold, construct, and gradually isolate their form among other properties. By the age of 6 - 7, many preschoolers correctly show objects that have the shape of a ball, cube, circle, square, triangle, rectangle. However, the level of generalization of these concepts is still low: children may not recognize the familiar form of an object if the object itself has not been encountered in their experience. The child is confused by the unusual proportions of the sides or angles of the figures: a different than usual arrangement on the plane and even very large or very small sizes of the figures. The names of the figures are often mixed up or replaced by the names of objects.

The basis for the formation of ideas about geometric figures in children is their ability to perceive the form. This ability allows the child to recognize, distinguish and depict various geometric shapes: a point, a straight line, a curve, a broken line, a segment, an angle, a polygon, a square, a rectangle, etc. To do this, it is enough to show him this or that geometric figure and name it relevant term. For example: segments, squares, rectangles, circles. The perception of the form of an object should be aimed not only at seeing and recognizing forms, along with its other features, but also at being able, by abstracting form from a thing, to see it in other things as well. The representation of the shape of objects and its generalization is facilitated by the knowledge of standards by children - geometric shapes. Therefore, the task of the teacher is to develop in the child the ability to recognize the shape in accordance with the standard (one or another geometric figure). different items to be able, by abstracting the form from the thing, to see it in other objects, to carry out intellectual processing, to highlight the most significant features in the object.

Already in the second year of life, children freely choose a figure according to the model of such pairs: a square and a semicircle, a rectangle and a triangle. But children can distinguish between a rectangle and a square, a square and a triangle only after 2.5 years. The selection according to the pattern of figures is more complex shape available around the turn of 4-5 years, and reproduction complex figure carried out by individual children of the fifth and sixth year of life.

The joint work of all analyzers contributes to a more accurate perception of the shape of objects. In order to better know an object, children tend to touch it with their hands, pick it up, turn it; moreover, viewing and feeling are different depending on the shape and design of the object being cognised. Therefore, the main role in the perception of an object and determining its form is played by an examination carried out simultaneously by visual and motor-tactile analyzers, followed by designation with a word.

In the perceptual activity of children, tactile-motor and visual techniques gradually become the main way of recognizing the form. Examination of the figures not only ensures their holistic perception, but also allows you to feel their features (character, directions of lines and their combinations, formed corners and peaks), the child learns to sensually distinguish the image as a whole and its parts in any figure. This makes it possible in the future to focus the child's attention on a meaningful analysis of the figure, consciously highlighting the structural elements in it (sides, corners, vertices). Children are already consciously beginning to understand such properties as stability, instability, etc., to understand how vertices, corners, etc. are formed. Comparing volumetric and flat figures, children already find a commonality between them ("A cube has squares", "A beam has rectangles, a cylinder has circles", etc.).

Comparing a figure with the shape of an object helps children understand that different objects or parts of them can be compared with geometric shapes. So, gradually the geometric figure becomes the standard for determining the shape of objects.

"Geometric thinking" is quite possible to develop even in preschool age. In the development of "geometric knowledge" in children, several different levels can be traced.

The first level is characterized by the fact that the figure is perceived by children as a whole, the child still does not know how to distinguish individual elements in it, does not notice the similarities and differences between the figures, perceives each of them separately.

At the second level, the child already singles out the elements in the figure and establishes relationships both between them and between individual figures, but does not yet realize the commonality between the figures.

At the third level, the child is able to establish connections between the properties and structure of figures, connections between the properties themselves. The transition from one level to another is not spontaneous, running in parallel biological development person and dependent on age. It proceeds under the influence of purposeful learning, which helps to accelerate the transition to more high level. Lack of training hinders development. Therefore, education should be organized in such a way that, in connection with the assimilation of knowledge about geometric figures, elementary geometric thinking also develops in children.

Knowledge of geometric shapes, their properties and relationships expands the horizons of children, allows them to more accurately and versatilely perceive the shape of surrounding objects, which positively affects their productive activities (for example, drawing, modeling).

It is also useful to use this technique: children are given cards with contour images of figures of different sizes and the task is formulated to select the appropriate figures in shape and size and superimpose them on the contour image. Equal figures will be those in which all points coincide along the contour.

An important task is to teach children to compare the shape of objects with geometric figures as standards of object form. The child needs to develop the ability to see what geometric figure or what combination of them corresponds to the shape of an object. This contributes to a more complete, purposeful recognition of objects of the surrounding world and their reproduction in drawing, modeling, and appliqué. Having mastered geometric figures well, the child always successfully copes with the examination of objects, highlighting in each of them the general, basic shape and shape of the details.

The work on comparing the shape of objects with geometric standards takes place in two stages.

At the first stage, it is necessary to teach children, on the basis of a direct comparison of objects with a geometric figure, to give a verbal definition of the shape of objects.

Thus, it is possible to separate models of geometric figures from real objects and give them the meaning of samples. For games and exercises, objects with a clearly defined basic shape without any details are selected (saucer, hoop, plate - round; handkerchief, sheet of paper, box - square, etc.). In subsequent lessons, pictures depicting objects can be used. certain form. Classes should be carried out in the form of didactic games or game exercises: "Pick up the shape", "What does it look like?", "Find an object of the same shape", "Shop", etc. Next, objects of the specified shape are selected (out of 4-5 pieces), grouped and summarized according to a single sign of shape (all round, all square, etc.). Gradually, children are taught more precise discrimination: round and spherical, similar to a square and a cube, etc. Later, they are asked to find objects of the specified shape in group room. In this case, only the name of the shape of the objects is given: "Look if there are objects on the shelf that look like a circle," etc. It is good to play the games "Journey through the group room", "Find what is hidden."

When comparing objects with geometric figures, it is necessary to use the methods of tactile-motor examination of objects. You can test the children's knowledge of the features of geometric shapes, ask for this purpose such questions: "Why do you think that the plate is round and the scarf is square?", "Why did you put these objects on the shelf where the cylinder stands?" (game "Shop"), etc. Children describe the shape of objects, highlighting the main features of a geometric figure. In these exercises, you can lead children to logical operation- classification of objects.

At the second stage, children are taught to determine not only the basic shape of objects, but also the shape of the details (house, car, snowman, parsley, etc.). Game exercises are carried out with the aim of teaching children to visually dismember objects into parts of a certain shape and recreate an object from parts. Such exercises with split pictures, cubes, and mosaics are best done outside of class.

Exercises for recognizing geometric shapes, as well as for determining the shape of various objects, can be carried out outside of class, both in small groups and individually, using the games "Domino", " geometric lotto" and etc.

The next task is to teach children to make flat geometric shapes by transforming different shapes. For example, make a square from two triangles, and a rectangle from other triangles. Then, from two or three squares, bending them in different ways, get new shapes (triangles, rectangles, small squares).

It is advisable to associate these tasks with exercises on dividing figures into parts. For example, children are given a large circle, square, rectangle, which are divided into two and four parts. All figures on the one hand are painted in the same color, and on the other - each figure has its own color. This set is given to each child. First, the children mix the parts of all three figures, each of which is divided in half, sort them by color and, according to the sample, make up a whole. Then the parts are mixed again and supplemented with elements of the same figures, divided into four parts, sorted again and again make up whole figures. Then all the figures and their parts are rotated with the other side having the same color, and from the mixed set different parts choose those that are needed to make a circle, square, rectangle. The last task is more difficult for children, since all the pieces are the same color and you have to make a choice only by shape and size.

You can make the task even more difficult. Dividing a square and a rectangle differently into two and four parts, for example, a square into two rectangles and two triangles or into four rectangles and four triangles (diagonally), and a rectangle into two rectangles and two triangles or into four rectangles, and from there are two small rectangles - into four triangles. The number of parts increases, and this complicates the task.

It is very important to exercise children in combining geometric shapes, in composing different compositions from the same figures. It teaches them to peer into the form various parts any item, read the technical drawing when designing. Images of objects can be made up of geometric shapes.

Variants of constructive tasks will be the construction of figures from sticks and the transformation of one figure into another by removing several sticks:

• -fold two squares of seven sticks;
• -fold three triangles of seven sticks;
• -fold a rectangle of six sticks;
• -fold two different triangles from five sticks;
• - from nine sticks to make four equal triangles;
• - from ten sticks to make three equal squares;
• Is it possible to build a triangle from one stick on the table?
• Is it possible to build a square on the table from two sticks?

These exercises contribute to the development of intelligence, memory, thinking of children.

School prep group. Knowledge of geometric shapes preparatory group expand, deepen and systematize.

One of the tasks of the group preparatory to school is to introduce children to the polygon, its features: vertices, sides, angles. The solution of this problem will allow children to generalize: all figures that have three or more corners, vertices, sides belong to the group of polygons.

Children are shown a model of a circle and a new figure - a pentagon. They offer to compare them and find out how these figures differ. The figure on the right differs from the circle in that it has angles, many angles. Children are invited to roll a circle and try to roll a polygon. It doesn't roll on the table. Angles interfere with this. They count angles, sides, vertices and establish why this figure is called a polygon. Then a poster is shown showing various polygons. Individual figures have their characteristic features. All figures have many sides, vertices, angles. How can you call all these figures in one word? And if the children do not guess, the teacher helps them.

To clarify knowledge about the polygon, tasks can be given to draw figures on paper in a cage. Then you can show different ways shape transformations: cut or bend the corners of the square and get an octagon. By superimposing two squares on top of each other, you can get an eight-pointed star.

The exercises of children with geometric figures, as in the previous group, consist in identifying them by color, size in different spatial positions. Children count vertices, angles and sides, arrange shapes according to their size, group by shape, color and size. They must not only distinguish, but also depict these figures, knowing their properties and features. For example, the teacher invites children to draw two squares on paper in a cage: one square should have a side length of four cells, and the other should have two cells more.

After sketching these figures, the children are invited to divide the squares in half, and in one square to connect two opposite sides with a segment, and in the other square to connect two opposite vertices; tell how many parts the square was divided into and what figures turned out, name each of them. This task combines counting and measurement at the same time. conventional standards(the length of the side of the cell), figures of different sizes are reproduced based on knowledge of their properties, figures are identified and named after dividing the square into parts (whole and parts).

According to the program, the preparatory group should continue to teach children how to transform figures.

This work contributes to:

• - knowledge of figures and their signs
• - develops constructive and geometric thinking.

There are many ways to do this work:

• - some of them are aimed at getting to know new figures when they are divided into parts,
• - others - to create new shapes when they are combined.

Children are offered to fold the square in half in two ways: by combining opposite sides or opposite corners - and say which figures turned out after bending (two rectangles or two triangles).

You can offer to find out what shapes turned out when the rectangle was divided into parts, and how many shapes are now in total (one rectangle, and there are three triangles in it). Of particular interest to children are entertaining exercises to transform shapes.

Thus, in order for a child to develop representations of form, it is necessary to master a number of practical action, which help him perceive the form regardless of the position of the figure in space, on color and size.

These are such practical actions as: overlaying shapes, applying, turning over, matching the elements of shapes, tracing a contour with a finger, feeling, drawing.

After mastering the practical actions, the child can recognize any figure by performing the same actions in his mind. For the entire preschool period, the child masters six basic shapes: a triangle, a circle, an oval, a square, a rectangle and a trapezoid. You can examine the subject in more detail, not only general form, but also its distinctive details (angles, length of the sides), the slope of the figure.

Acquaintance with the shape of an object, geometric figures, spatial landmarks begins in a child very early, already from infancy. At every step, he is faced with the fact that it is necessary to take into account the size and shape of objects, to correctly navigate in space, while for a long time he may not feel, for example, the need to count. Therefore, the knowledge to which the child is most predisposed to master is of paramount importance.

Shape like others mathematical concepts, is an important property surrounding objects; it received a generalized reflection in geometric figures. In other words, geometric figures are standards with which you can determine the shape of objects or their parts. Acquaintance of children with geometric figures should be considered in two directions: sensory perception of the shapes of geometric figures and the development of elementary mathematical concepts, elementary geometric thinking. These directions are different. Acquaintance with geometric figures in terms of sensory culture differs from their study in the formation of initial mathematical representations. However, without sensory perception of the form, the transition to its logical awareness is impossible.

The analytical perception of geometric shapes develops in children the ability to more accurately perceive the shape of surrounding objects and reproduce objects when drawing, sculpting, and appliqué.

Analyzing different qualities structural elements geometric shapes, children learn the common things that unite the shapes. Children will learn that:

• - some figures are in a subordinate relationship to others;
• - the concept of a quadrilateral is a generalization of such concepts as "square", "rhombus", "rectangle", "trapezium", etc.;
• - the concept of "polygon" includes all triangles, quadrangles, pentagons, hexagons, regardless of their size and type.

Such interconnections and generalizations, quite accessible to children, raise their mental development on the new level. Children develop cognitive activity, new interests are formed, attention, observation, speech and thinking and its components (analysis, synthesis, generalization and concretization in their unity) develop. All of this prepares children to learn scientific concepts at school.

The connection of quantitative representations with representations of geometric figures creates the basis for the general mathematical development of children.

Bibliography

• 1. Arginskaya I.I. "Mathematics, math games". - Samara: Fedorov, 2005
• 2. Erofeeva T.I., Pavlova L.N., Novikova V.P. "Mathematics for preschoolers". - M. Enlightenment, 1992
• 3. Metlina L.S., "Mathematics in kindergarten", a manual for a kindergarten teacher, - M., 1984
• 4. Serbina E.V. "Math for kids" - M., Enlightenment, 1992
• 5. Taruntaeva T.V. "Development of elementary mathematical representations of preschool children". - M.: Enlightenment 1980
• 6. Ed. A.A. joiner. "Formation of elementary mathematical representations in preschoolers". - M., Enlightenment, 1988

Mathematics. Grade 3
Program: "School 2100"
Topic: "Carnival of geometric shapes"
(Consolidating knowledge about geometric shapes)
Purpose: Generalization and consolidation of knowledge about geometric shapes using ICT
Lesson objectives:
To generalize students' knowledge about polygons and their two groups: triangles and quadrangles;
Teach visual analysis using logical tasks;
Develop practical skills in performing the construction of a square and triangles;
Develop ingenuity and resourcefulness;
To cultivate diligence, responsibility, friendliness to each other, interest in the subject.
During the classes.
Organizing time.
The bell has already rung.
The lesson starts.
Where will we go -
You will know soon
In a distant land we will find
Cheerful helpers.
Guys, in wonderful country Geometry is old lock, that's exactly where King Point and his daughter Princess Direct invite us.
(There is a demonstration of the teacher's speech through a slide presentation: an old castle in the land of Geometry, King Dot and his daughter Princess Straight.)
The castle is very far away: across the river Direct, behind the Polygonal forests, behind the Triangular mountains, on the shore of the Round lake. But what events await us there, we will find out by guessing the crossword of the king.

Knowledge update.
On the way, we will use the travel plan.
(The plan is shown on the slide, and the stops are represented by interactive buttons).
Crossword
carnival
Have a rest
Practical
Take a seat at the computer. Get familiar with the task.
Solve the King Dot crossword puzzle.
Crossword. 13 EMBED PowerPoint.Slide.8 1415
What can be put on paper with a pencil, pen, felt-tip pen?
Point.
What line can connect three points?
Crooked.
If you put two points at some distance from each other on a straight line, you get
Line segment.
What happens if you go around the circle with a compass?
Circle.
What kind of figure is this: four sides and all are equal.
Square.
What kind of line is this, which starts from one point and continues to infinity.
Ray.
Answer: CARNIVAL.
So, guys, King Dot and Princess Direct invite us to the carnival of geometric shapes.
The main part of the lesson.
We will divide you into five groups. (The division was made according to an equal number of people, the guys are different in intellectual capabilities). Each group will have their own assistant, who will lead them to the house for resettlement and preparation for the carnival in the country of Geometry.
Match your "guide" with the house in which you have to stay.
(The task is interactive, with the correct definition of the house - the "guide" rejoices, with an error - on the contrary, he is upset).
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What group and "guide" did not have enough house?
Suggested answers:
The house was not enough for a resident with a body of a rectangular triangle.
The house was not enough for the third guide and his group.
Let's help the third group build a house. What should he be?
Suggested answers:
The main part of the building should be in the shape of a right triangle.
Roof can be round
Remember guys how to build right triangle?
Suggested answers:
First we draw a straight line, and then we mark point A and build an angle A = 90°. Then from point A with a compass solution 13 EMBED PowerPoint.Slide.8 1415
set aside the segment AC = 6 cm and AB = 4 cm. We got two points B and C
And you can build a right triangle using our tool - the ruler of the triangle. Because in this tool there is always one right angle.
Well done! So we all now have a house for a haven in the kingdom. Now we can rest easy.
Finger exercise.
Here are my helpers
Turn them however you want.
Do you want this, do you want this -
Don't get offended at all.
(The task is performed while standing. Hands forward, fingers straighten and unclench. Turn palms down. Squeeze and unclench fingers to the beat of the verse. Repeat 2-3 times).
Ophthalmic charger.
(Charging prepared on the computer)
Practical work.

We continue our way to the castle to the King of Geometry for a wonderful carnival. Before us are three roads to the castle. I propose to divide the rows into three groups. Do you agree?
The first group goes along the path to the right and performs the task: divide the segment AB in half. (On the slide presentation, this task is under Option 1).
The second group goes to the left and bisects corner A. (On the slide presentation, this task is under Option 2).
And the third group determines the presented angles without a protractor, names the approximate degree of each angle. (On the slide presentation, this task is under Option 3).
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Suggested answers:
Option 1. To divide segment AB in half, we take a compass solution slightly less than the length of the segment and draw a semicircle from point A, and then draw the same semicircle from point B. We get two points at the intersection. And we know the rule: only one line can be drawn through two points. We get the segment CC1 which intersects the segment AB, the point O will be the middle of the segment.
Option 2. (To divide an arbitrary angle A in half, we take a compass solution arbitrarily and draw a semicircle from the vertex of angle A. At the intersection with the sides, we get points B and C. Then, from points B and C, we draw two semicircles with the same compass solution in the direction of each other to a friend. new point point O. And so we have two points: A, the vertex of the angle and O. Let's connect them with a straight line. This will be the line that bisects the corner.)
Option 3.
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werPoint.Slide.8 1415
1 angle - obtuse, 100,
2 angle - acute, 30,
3 angle - straight 90

Fizkultminutka.

(Hands up and to the side).
If you like it, then do this:
(Two hand claps).
If you like it, then do this:
(Two claps behind the knees).
If you like it, then do this:
(Two foot stomp).
If you like it, then do this:
(Squats -4 times)
If you like it, then show others
If you like it, then do everything.

Independent work.
Guys, look ahead high mountains. What do they remind you of?
Suggested answers:
Geometric figures.
Triangles.
different triangles
Name these triangles.
Suggested answers:
Isosceles, right triangles.
I suggest you take a seat at the computer and answer the questions. A correctly completed task will be a pass to the carnival in the castle.
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Test
A triangle is a shape:
Answer options:
which consists of three points that do not lie on one straight line, and three segments connecting these points in pairs;
which has at least three sides and peaks.
The apex of the triangle is:
Answer options:
end of the side of the triangle;
the point of intersection of two sides of a triangle.
The side of the triangle is:
Answer options:
segments that make up a triangle
any straight lines or segments.
An isosceles triangle is called:
Answer options:
if its two sides are equal;
if all sides are equal.
An equilateral triangle is called:
Answer options:
if all sides are equal.

A triangle is called a right triangle.
Answer options:
if it has one angle equal to 90°.
if it has one angle equal to 180°.

Well done guys, got the job done quickly. Let's check the correctness of its implementation.
(Checking goes on a slide presentation)
Raise your hands who have not made a single mistake.
Great, here are the tickets to the carnival. What form does the ticket take?
Suggested answers:
Geometric figures.
Rectangle
Square
Can a square be called a rectangle?
Suggested answers:
I think that it is possible, because. a rectangle is a shape that has opposite sides identical, 4 vertices, 4 sides, 4 right angles, and the square has all these characteristics.
Is a rectangle a square?
A rectangle cannot be called a square, because a square is a geometric figure, in which, first of all, all sides are equal, and the rectangle has only opposite sides.
Here we are at the target. The tickets are in our hands. You can go to the carnival. Guys, in order for us not to get lost at the carnival, because all those present will be in fancy dress, I propose to solve the quiz and get to know the guests of the carnival.
Quiz "Geometric"
The part of a straight line bounded on both sides by points is
line segment
The points that bound the segment on both sides are
segment ends
A line that has no beginning or end is
straight
A geometric figure that consists of a point and two rays emanating from this point is
injection
If three points that do not lie on the same straight line are connected by segments, then a geometric figure will be obtained
triangle
Each quadrilateral has vertices (answer: 4), ? sides (answer 4)
A rectangle with all sides equal is
square
Can a square be called a rectangle?
Yes
Can a rectangle be called a square?
Not
(The figures go one after another, move to the carnival. The parade of figures begins with King Dot, ends with Princess Straight).
Summary of the lesson.
Our journey through the fascinating country of Geometry ends. But I think that more than once we will be invited to visit by King Point and Princess Direct.
What did you like the most about this trip?
Suggested answers:
Perform tasks "Quiz" and "Test" on the computer.
And I really like to work with compasses, ruler, protractor
And I really liked the tasks today. It was as if we were in a fairy-tale land of Geometry
I agree with the guys’ statements, but I’ll also add that I look forward to getting started homework. I love creative tasks
Homework.
Homework, guys, today will be as exciting and interesting as the lesson. Build a raft out of thick paper rectangular shape, find its perimeter in different ways.
Do you think the perimeter of the raft will be the same for everyone?
Suggested answers:
No. Because the size of the raft will be different for everyone.
Can be the same perimeter if we agree on the sizes
And additional task for the most inquisitive, i.e. task that you want to do:
To find additional material about a geometric figure - a rectangle. These can be tasks for logic, tasks of increased difficulty, practical exercises associated with a rectangle, such as origami, etc.
Thank you for the lesson. I look forward to our next meeting.
LITERATURE:
Peterson L.G. Mathematics 4th grade Guidelines. - 2nd ed., revised. and additional - Juventa. M. 2008.
Lessons in primary school: Lesson developments. Grade 4, 1st quarter: A guide for the teacher. - M .: Primary school, 2004.
IT community in elementary school "And your eyes will say" THANK YOU! elements of physical education for the eyes - Goryacheva E.A., secondary school No. 14, Novocherkassk

Anastasia Krapotkina
Formation of ideas about geometric shapes

Municipal Budgetary Preschool Educational Institution

"Kindergarten No. 328 combined type"

Ideas about geometric shapes

(senior preschool age)

Performed:

A. S. Krapotkina

preschool teacher

Krasnoyarsk, 2016

Explanatory note…. 3

Chapter I. Analysis of literary sources ... 5

§1.1 Development in older children preschool age…. 5

For older preschoolers... nine

List of used literature….18

Application….19

Explanatory note

Relevance. Modern society defines the growing role of mathematical training of the younger generation. The entry of children into the world of mathematics begins already at preschool age.

Formation elementary mathematical representations involves the acquaintance of children with geometric shapes and their properties. One of the tasks preschool education is an formation of ideas about geometric shapes. The problem of introducing children to geometric shapes and the shape of the object, considered such teachers as: A. M. Leushina (1974, A. A. Stolyar (1988, T. I. Erofeeva) (1992) , L. A. Paramonova (1998, T. S. Budko (2006) . Methods have been developed to introduce children to geometric shapes.

Important feature mental development preschooler is that the knowledge, actions, abilities he acquires have great importance for its future development, including successful learning at school.

Target: offer guidelines aimed at the assimilation of children of senior preschool age ideas about geometric shapes.

Tasks:

1. Analyze literary sources.

2. Draw up differentiated methodological recommendations for mastering by children of older preschool age ideas about geometric shapes.

The theoretical significance is to theoretically study the features and development ideas about geometric shapes older preschool children.

The practical significance is that proposed methodological recommendations can be used by parents, educators and other specialists for the education and training of children of senior preschool age, in particular, to learn concepts of geometric shapes.

Chapter I. Analysis of literary sources.

§1.1 Development ideas about geometric shapes in older preschool children

Introducing children to geometric shapes and their properties should be considered in two aspects: in terms of sensory perception shapes of geometric shapes and use them as standards in cognition shapes of surrounding objects, as well as in the sense of knowing the features of their structure of properties, the main connections and patterns in their construction, that is, actually geometric material.

Sensory perception object shape should be aimed not only at seeing, recognizing forms along with its other features, but be able to abstract form from her thing and in other things. This perception object shapes and its generalization and contributes to the knowledge of standards by children - geometric shapes.

Structure Cognition subject, his forms and size is carried out not only in the process of perception of one or another forms of vision, but also by active touch, feeling it under the control of vision and designating words. The joint work of all analyzers contributes to a more accurate perception object shapes.

Cognition geometric shapes shape of surrounding objects which has a positive effect on their productivity.

When meeting with geometric shapes all their properties are determined experimentally. Hence the features of the organization of children's activities, the selection methods: occupy a large place practical methods and visual (exercises and practical work, also the need to organize modeling by children of the studied figures.

A preschool child goes through two stages of learning geometric shapes. Children 5-6 years old are in the second stage of education, and it should be dedicated the formation of systemic knowledge about geometric shapes and the development of their initial techniques and methods « geometric thinking» .

A. A. Stolyar (1988) comes to input that « geometric thinking» it is quite possible to develop even in preschool age. In development « geometric knowledge» children have several different levels.

The first level is characterized by figure is perceived by children as a whole, the child still does not know how to distinguish individual elements in it, does not notice the similarities and, distinguishing between figures, each of them perceives separately.

At the second level, the child already highlights the elements in figure and establishes relationships, both between them and between individual figures, but still does not realize the commonality between figures.

At the third level, the child is able to make connections between properties and structure. figures, links between the properties themselves.

Therefore, training should be organized in such a way that, in connection with the assimilation of knowledge about geometric shapes children also developed elementary geometric thinking.

S. L. Rubinshtein believed that analytical perception geometric figure, the ability to identify in it the expressed and clearly tangible elements and properties create conditions for further in-depth knowledge of its structural elements, the disclosure of essential features both within itself figures, and between nearby figures. So, on the basis of highlighting in objects the most important, essential concepts are formed.

Children are becoming increasingly aware of the connections between "simple" and "difficult" geometric shapes, see in them not only differences, but also find commonality in their construction, a hierarchy of relations between "simple" and more "difficult" figures.

Children learn and the relationship between the number of sides, angles and names figures. Counting corners, children correctly name figures. Children's knowledge is systematized, they are able to correlate the particular with the general. All this develops logical thinking preschoolers, shapes interest in further knowledge, ensures the mobility of the mind.

Cognition geometric shapes, their properties and relationships expands the horizons of children, allows them to more accurately and versatile perceive shape of surrounding objects which has a positive impact on their productivity (drawing, modeling).

Great importance in the development geometric thinking and spatial representations have transformation actions figures. All this develops spatial representations and rudiments of geometric thinking of children, form they have the ability to observe, analyze, generalize, highlight the main, essential and at the same time bring up such qualities as purposefulness, perseverance.

T. S. Budko claims that at 5-6 years old children are able to perceive geometric figure as a standard(an apple, a ball is a ball, i.e. abstract the feature forms from other signs items(colors, sizes, arrangement in space, proportions of parts). Able to distinguish between close flat and three-dimensional figures . Can link properties figure and its name. Children are able to generalize form.

It should be noted that already at the senior preschool age, children begin to understand the relationship between different geometric shapes , their knowledge has been enriched ideas about diverse geometric shapes, a representations were systematized: the children learned that they were alone forms turn out to be subordinate to others, for example, the concept of a quadrangle generalizes such concepts as a square, rectangle, trapezium and others, and the concept of a polygon generalizes all quadrangles, all triangles, pentagons, etc., regardless of their size and type. Such interconnections and generalizations, quite accessible to children, raise their mental development to a new level, prepares them for mastering scientific concepts at school.

From this it can be seen that the purposeful activity of the educator in the formation of geometric representations creates favorable conditions both for the successful mastering of the course of mathematics in general, and for the development thought processes, independence.

Thus, the development ideas about geometric shapes in children of older preschool age occurs when perceptual and intellectual systematization is mastered shapes of geometric shapes.

§1.2 Software - teaching materials on concept of geometric shapes in older preschoolers

Social changes in our country have led to the need education reforms, which, in turn, required the search for new approaches to the organization of the system preschool education.

In accordance with the Law Russian Federation№273 - FZ "On Education" modern preschool education is variable.

Exist a large number of major (complex) early childhood education programs such as: "The program of education and training in kindergarten" M. A. Vasilyeva, V. V. Gerbova, "Rainbow" T. N. Dronova, "Childhood" T. I. Babaeva, "Development" L. A. Wenger, “An exemplary general educational program for the upbringing, education and development of children of early and preschool age” by L. A. Paramonova, "From childhood to adolescence" T. N. Dronova, L. A. Golubeva, "Origins" L. A. Paramonova, "School 2100"("Kindergarten 2100") A. A. Leontiev and others.

According to Article No. 64, paragraph 2 « the federal law on Education in the Russian Federation" educational programs of preschool education are aimed at the versatile development of preschool children, taking into account their age and individual features, including the achievement by children of preschool age of the level of development necessary and sufficient for their successful mastering of educational programs of primary general education, based individual approach to preschool children and activities specific to preschool children.

Implementation general educational programs preschool education ensure the rights of the child to the physical, intellectual, social and emotional development(Convention on the Rights of the Child, 1989, equal opportunities for all children at the pre-school level and during the transition to primary school.

Analyzing the educational programs of preschool education, geometric the material is not singled out in the programs as a separate topic, it is studied in small portions, used as visual aids, and also as a means of applying knowledge.

Study of ideas about geometric shapes can be traced in educational program preschool education of Kindergarten No. 328 in paragraph 2.1.2. cognitive development. As well as ideas about geometric shapes interact(integrate) with five educational areas that ensure the development of the personality of preschool children in various types activities.

Peculiarities ideas about geometric shapes aimed at developing the ability to perceive object shapes and figures, ability to reversibility of thought processes, ability to generalize geometric shapes, a exactly:

1. ideas about standards

2. recognition (location) geometric shapes in surrounding objects

3. knowledge about essential features geometric shapes

4. playback geometric shapes

5. Classification geometric shapes

6. transformations, transformations geometric shapes in objects

7. dismemberment of the image into its component parts

8. modifications geometric shapes

Games and exercises can be used by educators, as well as other kindergarten specialists in working with older preschool children on the frontal and individual lessons on formation elementary mathematical representations(FEMP, in the course of direct educational activities, in sensitive moments, on walks, in independent games of children.

This material has been collected from various sources.

I block. Developing Perceptual Ability object shapes and figures.

1.1. A game "Attention"(version of the game "What's in the bag?").

Target: development of perception object shapes and figures; the game also contributes to the development of attention, perception and imagination. The development of figurative memory.

Material: a cloth bag and a few small items, among which should be geometric bodies : ball, cube, square, circle, cylinder, pyramid (conical the form)

Instruction: To the touch define, what the object in your hand, name it and only then take it out item from the bag.

1.2. Game exercises "Draw", "Finish".

Target: consolidate knowledge about geometric shapes, their properties; also game exercises promote development in children geometric imagination, spatial representations.

Material: a sheet of paper with circles of different sizes depicted on it (Appendix 1, Fig. 10).

Instruction. Name items having a circle in the structure. Compose or draw something that interests you.

(The child must draw, finish the image subject, having in its structure a round form. Children draw a snowman, a tumbler, a clock and more complex forms.

The exercises are similar, consisting in the fact that to the basis taken geometric figure, for example, a triangle, you need to attach others figures and get some silhouette: Christmas tree, house, flag and others.)

1.3. A game "On what figure looks like?» .

Target: to develop the ability of perception object shapes and figures.

Material: picture sheets objects and figures, simple pencils (Appendix 1, Fig. 11).

Instruction: Connect geometric object which he looks like.

1.4. A game "Who is more observant?" .

Target: the development of perception, the game also contributes to the development of memory, the activation of vocabulary.

Progress: caregiver offers name one of the children in one minute three round object, oval and rectangular forms. Similar tasks are given to all children in turn.

II block. Development of the ability to generalize geometric shapes.

2.1. A game "Where what figures lie» .

Target: familiarization with the classification figures by two properties(color and form)

Material: kit figures.

Progress: Two people are playing. Each has a set figures. Make moves in sequence. Each move consists of placing one figure in the corresponding cell of the table (Appendix 1, Fig. 1).

2.2. An exercise "Draw figure» .

Target: Pin name figures, also the exercise contributes to the development fine motor skills.

Material: picture drawing geometric shapes(Appendix 1, figure, printed forms with underdrawn geometric shapes(Appendix 1, Fig. 2, simple pencil, ruler.

Instruction: 1-stage: to kid offered look at the picture of different geometric shapes. Ask him to name those figures which he knows. In case of difficulty, tell him the names of those figures with which he is not yet familiar.

2-stage: the child is given a printed Form 2, which shows the same geometric figures, but only they are not finished to the end. Exercise: draw figures.

2.3. Card exercises.

Target: development mental operations analysis, synthesis and generalization, the game also contributes to the development of the ability to identify essential features items, compare, reason, develop fine motor skills of hands.

Progress: complete the tasks given on drawings:

A) Compare items. Name the similarities between objects and their differences(Appendix 1, Fig. 13)

B) Stripped items in three groups. What do they have in common and how do they differ (Appendix 1, Fig. 14)

B) find an extra one item in each row(Appendix 1, Fig. 15).

D) Draw figures, which will be obtained after the equal sign (Appendix 1, Fig. 16).

D) Draw in each row figures. Pay attention to their order (Appendix 1, Fig. 17).

III block. Development of the ability to reversibility of thought processes.

3.1. puzzle game "Pythagoras".

Target: development mental activity; the game also contributes to the development of spatial representation, imagination, ingenuity and ingenuity.

Material: A 7X7 cm square is cut so that it turns out 7 geometric shapes: 2 squares of different sizes, 2 small triangles, 2 large ones (compared to small ones) and 1 quad (parallelogram) (Appendix 1, Fig. 3).

Instruction: Look at the sample (Appendix 1, Fig. 4) and tell me about the location figures. Try to post the same figures. (As children learn how to compose silhouette figures appropriate to offer them tasks of a creative nature, to stimulate manifestations of ingenuity, resourcefulness.)

3.2. A game "Tangram".

Target: to teach children to analyze the way the parts are arranged; the game also contributes to the compilation silhouette figures, focusing on the sample (BUT); tell conjectural way of arranging the parts in the composition figure, to plan the course of its implementation (B); developing the ability to conjectural visual-mental analysis of the location method figures, checking it practically (AT).

Material: kit figures for the game"Tangram" (Appendix 1, Fig. 5, sample card, flannelgraph, board, chalk.

Progress

A) Compilation hare silhouette figures

The teacher shows the children a pattern hare silhouette figures(Appendix 1, Fig. 6) and He speaks: "Look carefully at the hare and tell how it is made up. From what geometric figures composed torso, head, legs of a hare?" It is necessary to name shape and size, since the triangles that make up the hare are of different sizes. After considering which figures drawn by a hare, the children take their sets and make up hare figure. Then the teacher asks the children to tell how they made figure, that is, to name the location constituent parts in order.

B) Recreation figures- silhouette of a running goose

The teacher draws the attention of the children to the sample (Appendix 1, Fig. 7): "Look closely at this pattern. figure a running goose can be made up of 7 parts of the game. We must first tell you how this can be done. From which geometric shapes can you make the body, head, neck, legs of a goose?"

After most of the children make up the silhouette of a goose, the teacher calls one child who draws the location of the parts with chalk on the board. All children check their compiled figures with a picture on the board.

C) Compilation house silhouette figures

“Look carefully at the house - walls, roof, chimney (Appendix 1, Fig. 8). Tell me how you would make it from the existing set figures". Then offer depict the child graphically, with chalk on the board, the location method figures in the silhouette of the house.

Over the course of a series of lessons, the child makes several more figures-silhouettes based on undivided samples (Appendix 1. Fig. 9).

3.3. An exercise "Squares".

Target: refinement of the image of a square by solving a constructive problem; the game also contributes to the development of analytical-synthetic visual thinking.

Material: colored squares cut into pieces

Instruction: Assemble a square from the parts.

3.4. An exercise "Funny figurines» .

Target

Material: triangles and squares from the didactic set.

Progress: caregiver offers fold a strip of squares for a child; fold a strip of triangular parts forms; then offers fold any pattern of squares and triangles.

3.5. An exercise "Flags" .

Target: development of analytics - synthetic thinking, the exercise also helps to clarify ideas about geometric shapes.

Material: envelope with geometric shapes from thin colored cardboard (the shapes correspond to the shape of the flags) and cards with flags (Fig. 12, counting sticks (for flag wand).

Progress: the teacher shows the child cards with images of flags one at a time, the child must add the same flags in the same sequence and in the same order.

3.6. An exercise "Fold from sticks".

Target: development of constructive thinking.

Material: counting sticks.

Instruction:

fold two squares of seven sticks;

fold three triangles of seven sticks;

fold a rectangle of six sticks;

from five sticks, fold two different triangles;

from nine sticks to make four equal triangles;

make three equal squares out of ten sticks;

Is it possible to build a triangle from one stick on the table?

Is it possible to build a square on a table using two sticks?

Some of the examples with other games can be found in the sources and on sites:

1. Bondarenko A.K. Didactic games in kindergarten, 1991

2. Belaya A. E. Educational games, 2001

3. Beloshistaya A. V. Development classes mathematical ability, 2004

4. Dyachenko O. M. What does not happen in the world, 1991

5. Grigorovich L. A. 150 tests, games, exercises to prepare children for school, 2000

6. Website http://www.razvitierebenka.com

7. Serbina E. V. Mathematics for kids, 1992

List of used literature

1. Beloshistaya A. V. I count and decide!: Unique technique teaching mathematics. Book: 2. - Yekaterinburg: U-Factoria, 2007. - 208s.

2. Budko T. S. Theory and methods formation elementary mathematical performances in preschoolers: lecture notes / Pod. ed. Budko T. S.; Brest State University them. A. S. Pushkin

. -- Brest: Publishing house of BrGU, 2006. - 46 p.

3. Vasilyeva N. Article "Do It Yourself", "Hoop" №3/2012

4. Kataeva L. I. Correction and developmental activities in the preparatory group: notes of classes. - M.: Bookworm, 2004. - 64 p.

5. Kasabutsky N. I. Let's let's play: Mat. games for children 5-6 years old. - M.: Enlightenment, 1991

6. Mikhailova Z. A., Gaming entertaining tasks for preschoolers: Book. For the teacher of children Sada. -2nd ed., revised. - M.: Enlightenment, 1990. - 94 p.

7. Rubinshtein S. L. Fundamentals general psychology, - St. Petersburg: Publishing house "Peter", 2000

8. Stepanova G. V. Classes in mathematics for children 5-6 years old with learning difficulties. - M.: TC "Sphere", 2010

9. Stolyar A. A. Formation elementary mathematical performances in preschoolers. – M.: Enlightenment, 1988.

10. Syrvacheva L. A., Ufimtseva L. P. Diagnostic and correctional - developmental work with children 6-7 years old at risk for deviations development: educational allowance: at 2 pm / KSPU im. V. P. Astafieva. -Krasnoyarsk, 2015

11. Shevelev K.V. preschool math in games. Formation elementary mathematical representations in children 5-7 years old. - M .: Mosaic - Synthesis, 2005

Children of the senior group get acquainted with the fact that geometric shapes can be conditionally divided into two groups: flat (circle, square, oval, rectangle, quadrilateral) and three-dimensional (ball, cube, cylinder], learn to examine their shape, highlight the characteristic features of these figures, find similarity and difference, determine the shape of objects, comparing them with geometric shapes as standards.

The methodology for the formation of geometric knowledge in the group of children of the sixth year of life does not fundamentally change. However, the examination becomes more detailed and detailed. about geometric figures is based on the comparison and comparison of their models.

To identify signs of similarities and differences between the figures, their models are first compared in pairs (a square and a rectangle, a circle and an oval), then three or four figures of each type are compared at once, for example, quadrangles.

So, introducing a rectangle, children are shown several rectangles, different in size, made of different materials (paper, cardboard, plastic).

sy). “Children, look at these figures. These are rectangles.” Attention is drawn to the fact that the shape does not depend on size. It is proposed to take the figure in the left hand, and circle the contour with the index finger of the right hand. the sides are equal, the angles are also equal. They check this by bending, laying one on top of the other. They count the number of sides and angles. Then they compare the rectangle with the square, find similarities and differences in these figures.

A square to a rectangle has four corners and four sides, all angles are equal to each other. in pairs.

Particular attention in this group should be paid to the image of geometric shapes - laying out from counting sticks, from strips of paper. This work is carried out both with demonstration (near the teacher's table) and handouts.

In one of the classes, the teacher lays out a rectangle on a flange-legraph kz half a sec. “What is the name of this figure? How many sides does the rectangle have? How many angles?” Children show the sides, corners of the rectangle. rectangle (make smaller rectangles, squares, triangles)?” This uses additional strips of paper. The children count the sides of the resulting shapes.

Based on the identification of essential features of geometric shapes, they lead to a generalized concept quadrilateral. Comparing a square and a rectangle with each other, children establish that all these figures have four sides and four corners, that the number of sides and corners is a common feature that underlies the definition of the concept quadrilateral.

At the senior preschool age, the ability to transfer the acquired knowledge to a previously unfamiliar situation is formed, to use this knowledge in independent activity. Knowledge of geometric shapes is widely used, refined, and consolidated in the classroom for fine arts and design.

Such activities allow children to acquire skills in dividing a complex pattern into its constituent elements, as well as create complex shapes from one or two types of geometric shapes of different sizes.

For example, during one of the classes, children are given envelopes with a set of models of geometric shapes. The teacher shows an application of a "robot" made up of squares and rectangles of different sizes and proportions. First, everyone sequentially examines the sample. It is established from which parts (figures) each part is made (Fig. 24). Then work is done according to the model. The teacher can show two or three more pictures and offers to choose one of them, having carefully examined it, add the same one.

In children of this age, it is important to form the correct skills of showing the elements of geometric shapes. When recalculating angles, children point only to the vertex of the angle. They are not explained what the apex of the angle is, but simply show it as the intersection point of two sides. show by running a finger along the entire segment, from one corner vertex to another.<24 сти дети показывают одно-

temporarily with two fingers - thumb and forefinger.

In volumetric figures (such as a cylinder, a cube), they identify and name the sides and bases. At the same time, you can show with several fingers or with your entire palm. Children of the sixth year of life often independently organize didactic games that allow them to consolidate and clarify knowledge about geometric shapes. So, they organize the games "Garages", "Who will find?", "Orders", "In which box?" and etc.

Self Test Exercises

oval

quadrilateral task

Children of the sixth year of life are introduced to a new figure - ... and they are given the concept of .... The main ... facing the educator of this group is that -