Didactic game "Mathematical clock. Formation of elementary mathematical concepts in older preschoolers
Synopsis of GCD on FEMP
Educational areas:
.
Target: The development of cognitive activity of preschoolers in the process of forming elementary mathematical concepts.
- Practice counting within 10.
- < «,» > «,» = «
- Introduce the new game "Shop" (Gyenesh blocks)
- Compose sentences using multiple definitions.
- Train in the ability to coordinate numerals with nouns. build statements with unions "and", "or", particle "not".
- Develop spatial imagination, fine motor skills of fingers, coordination of movements, perseverance.
- Develop visual perception and spatial imagination of children when working with diagrams. Strengthen the ability to navigate on the plane of the sheet.
Materials for the lesson:
Envelopes with tasks, group plan, tray with chips, ball, Gyenesh blocks, cards for blocks, small toys.
Lesson progress:
Guys, what do you like to do in kindergarten? (play, practice)
Today we will play and work out with you.
I offer you the first game.
Before you is a plan of our group, on it in different places there are multi-colored triangles, they indicate the place where the task is hidden. Select any triangle on the tray (turned with the colored side down) and find out where you can look for the task.
Game "Find a task"
Develop the ability to navigate in space.
Well done. And now let's work out a little. Sit down at your desks. The task is clear to you. you can perform.
To consolidate knowledge about the quantitative relationship between numbers within 10, “write down” using the signs “< «,» > «,» = «
Exercise in the ability to solve simple arithmetic problems for addition and subtraction.
Excellent. Now I propose to play.
Improve auditory perception, be able to name neighbors of a number.
Practice increasing and decreasing numbers by 1 and 2.
Well done. We warmed up a little, and now I propose to return to the desks, another task awaits you. But first let's do
finger gymnastics.
On a visit to the thumb
(hands clenched into fists, both thumbs up)
Came straight to the house
(two palms closed at an angle like a roof)
Index and middle
Nameless and last.
(called fingers are connected to the thumb)
And little finger baby
He climbed the threshold himself.
(hands in a fist, both little fingers raised up)
Fingers together are friends.
(rhythmically we squeeze-unclench fingers)
They cannot live without each other.
(hands join in the castle)
Develop hand-eye coordination and fine motor skills. Improve memory, attention, the ability to coordinate movements and speech.
Graphic dictation.
Development of spatial imagination, fine motor skills of fingers, coordination of movements, perseverance.
Well done. And now, a surprise. I invite you to the store where you can buy what you like. And how do they pay in the store for purchases? (money). In our store, instead of money, you can pay with coins-blocks. And the price tags are cards with property symbols. You can choose to buy.
Game » Shop «
Develop the ability to identify and abstract properties, reason, argue your choice.
Children "buy" toys, explaining the choice of "coin-block".
The teacher summarizes the lesson, positively assesses the success of the children.
Download:
Preview:
Synopsis of GCD on FEMP
with children of the preparatory group No. 10
Educational areas:
Health, communication, socialization, knowledge.
Technologies: Health-saving, TRIZ.
Target: The development of cognitive activity of preschoolers in the process of forming elementary mathematical concepts.
Tasks:
- Practice counting within 10.
- Introduce the new game "Shop" (Gyenesh blocks)
- Compose sentences using multiple definitions.
- Train in the ability to coordinate numerals with nouns. build statements with unions "and", "or", particle "not".
- Develop spatial imagination, fine motor skills of fingers, coordination of movements, perseverance.
- Develop visual perception and spatial imagination of children when working with diagrams. Strengthen the ability to navigate on the plane of the sheet.
Materials for the lesson:
Envelopes with tasks, group plan, tray with chips, ball, Gyenesh blocks, cards for blocks, small toys.
Lesson progress:
Guys, what do you like to do in kindergarten? (play, practice)
Today we will play and work out with you.
I offer you the first game.
Before you is a plan of our group, on it in different places there are multi-colored triangles, they indicate the place where the task is hidden. Select any triangle on the tray (turned with the colored side down) and find out where you can look for the task.
Game "Find a task"
Target:
Develop the ability to navigate in space.
Well done. And now let's work out a little. Sit down at your desks. The task is clear to you. you can perform.
Target:
To consolidate knowledge about the quantitative relationship between numbers within 10, “write down” using the signs ““,” = “
Exercise in the ability to solve simple arithmetic problems for addition and subtraction.
Excellent. Now I propose to play.
Ball game "Name the neighbors of the number"
Target:
Improve auditory perception, be able to name neighbors of a number.
Ball game "Name the number 1 (2) more (less) than the one I will name"
Target:
Practice increasing and decreasing numbers by 1 and 2.
Well done. We warmed up a little, and now I propose to return to the desks, another task awaits you. But first let's do
finger gymnastics.
GUESTS
On a visit to the thumb
(hands clenched into fists, both thumbs up)
Came straight to the house
(two palms closed at an angle like a roof)
Index and middle
Nameless and last.
(called fingers are connected to the thumb)
And little finger baby
He climbed the threshold himself.
(hands in a fist, both little fingers raised up)
Fingers together are friends.
(rhythmically we squeeze-unclench fingers)
They cannot live without each other.
(hands join in the castle)
Target:
Develop hand-eye coordination and fine motor skills. Improve memory, attention, the ability to coordinate movements and speech.
Graphic dictation.
Target:
Development of spatial imagination, fine motor skills of fingers, coordination of movements, perseverance.
Well done. And now, a surprise. I invite you to the store where you can buy what you like. And how do they pay in the store for purchases? (money). In our store, instead of money, you can pay with coins-blocks. And the price tags are cards with property symbols. You can choose to buy.
Game » Shop «
Target:
Develop the ability to identify and abstract properties, reason, argue your choice.
Children "buy" toys, explaining the choice of "coin-block".
The teacher summarizes the lesson, positively assesses the success of the children.
Elena Dmitrievna Tsukanova
The purpose of the game is to enable children to consolidate the existing mathematical knowledge and ideas during the game.
Game objectives:
Development of memory, imagination, logical thinking;
Expansion and activation of the vocabulary of children, the ability to express their own judgments;
Strengthening the skills of quantitative and ordinal counting within 10;
Ability to compose and solve arithmetic problems;
Actualization of knowledge about geometric shapes and the ability to see familiar geometric shapes in objects of the surrounding reality;
Formation of elementary ideas about time, the ability to determine and name the sequence of days of the week.
1. Game exercise: "Find the missing numbers."
Target: To consolidate the understanding of the relationship of adjacent numbers within 10.
Children look at the "Math Clock", determine the missing numbers and take turns filling in the empty windows with cards with numbers. Then they call the numbers in direct and reverse order.
2. Didactic game: "Find the neighbors of the number."
Target: To consolidate the ability to name the previous, subsequent and missing number, indicated by a number.
The teacher puts cards with the numbers 2, 5, 8 and invites the children to identify the neighbors of these numbers, find the corresponding cards and insert them into empty windows. The teacher finds out: “What numbers became the neighbors of the number two (five, eight? What is the previous (following) number to the number two (five, eight?” (Children justify their answer.)
3. Game exercise: "Guess the number."
Target: To consolidate the ability to make a number from two smaller ones and decompose it into two smaller numbers within 10. Develop logical thinking.
The teacher gives the children tasks: “Name the number that makes up the following numbers: sets the hands of the clock at five and two, two and four, five and three, four and six. Name the numbers that make up the number three (puts the number at the top). Children should point with arrows (one and two, two and one). Name the numbers that make up the number five (seven, nine).
4. Game exercise: "Let's make a task."
Target: To teach children how to write and solve arithmetic problems for addition and subtraction. Develop attention, memory, logical thinking.
The teacher tells the children about the sequence of drawing up the task: “First, you need to draw up a condition for the task, then put a question to the task. The teacher asks for an addition problem. Specifies the numbers that will be in the problem. Children compose a task: “There were 4 squirrels on the tree. 2 more squirrels ran up to them. How many squirrels were on the tree? The teacher together with the children determine the structure of the task. What is the task condition? What is the question in the problem? Children set the condition of the problem on the "Math Clock" and solve it.
5. Game exercise: "What it looks like."
Target: Continue to form the ability to see in the surrounding objects the shape of familiar geometric shapes.
Children look at and name the pictures on the Math Clock. The teacher exposes a geometric figure and asks the children to name it and determine which object is similar to this figure.
6. Game exercise: "All year round."
Target: To consolidate the ability to name successively the times and months of the year.
The teacher puts arrows on the pictures and gives the children tasks:
Name the neighbors of spring.
Name the missing month: December, February.
Name the neighbors of winter.
Name the winter months.
What month comes after January.
List the months in order.
7. Game exercise: "Make a week."
Target: To consolidate the ability to consistently identify and name the days of the week.
The teacher distributes cards with numbers to the children and offers to place them in the windows on the clock. The first to put a card is a child who has the number 1 written on the card (Monday, the second, who has the number 2 on the card, etc. Then the children name the days of the week in order. The teacher finds out: “Who are the neighbors on Monday?” Etc. e. (Children justify their answer)
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Neighbors of a number are mathematical tasks to consolidate knowledge of ordinal counting. In these tasks, the child will need to determine the neighbors for the given numbers. To do this, he needs to mentally represent a number series from 0 to 10 and determine which numbers are before and after the number specified in the assignment.
5.Download cards "Neighbors of numbers"
In the attachments at the bottom of the page you can download the "Neighbors of Numbers" cards - 2 forms in one file. Print cards on a color printer and get an additional allowance for teaching mathematics with a child to reinforce the topic "Neighbors of Numbers". After printing out the forms, cut each sheet into 4 parts and you will have 8 color cards with tasks for your kids. In addition to the fact that the child will need to write the neighbors of the numbers in circles, he needs to additionally solve examples in the houses to reinforce the topic "Composition of the Number".
Cards "Neighbors of numbers 2, 4, 6, 8."
Cards "Neighbors of numbers 3, 5, 7, 9."
In the fourth task, the child needs to help animals: a cow, a horse, a pig, a fox, a sheep, a wolf, a kitten, a bunny and enter ten numbers in the windows of the neighbors' houses. After the kid completes eight tasks, ask him to name the common neighbor of the numbers 1 and 3, 5 and 7, 8 and 10, 6 and 8, 2 and 4, 3 and 5, 4 and 6, 7 and 9.
Number Neighbors - Do you know the ordinal score?
In the first task, a village is drawn, in which there are many houses. But each house is not alone, it has its neighbors. The neighbors of the number are the neighbors of each house, which is located in the center. The child needs to identify each neighbor of the central house by imagining a mathematical number series up to 10 in his mind, and then enter these numbers on the right and left (cells with dots). Under the first row of houses there are numbers from which you need to choose neighbors. (Although you can not look at these numbers, since they are not a numerical series of an ordinal account).
If the child has difficulty with the task and he cannot visually imagine an ordinal score from 0 to 10, then make him a hint sheet on which write in order of numbers up to 10. Let the child peep into it until he memorizes .
In the second task, we once again test counting skills - here you need to count the objects in each picture and circle the corresponding number.
Download tasks in pictures - Neighbors of the number - Do you know the ordinal score? - you can in the attachments at the bottom of the page
Find the composition of numbers and neighbors of the number in the houses
In the first task, multi-storey houses are drawn, on the roof of which a number is written. The child needs to determine the composition of this number, given that one of the numbers is already indicated on each floor. It remains to add the second number to the empty cells.
In the second task, you need to determine the neighbors of the number and enter the resulting numbers in the empty cells. After completing the task, you can color the pictures.
You can download the tasks "Neighbors of the Number" (color and black-and-white pictures) in the attachments at the bottom of the page.
Number houses - Composition of numbers from 2 to 9
The following manual will help the child consolidate knowledge of the composition of numbers from 2 to 9 with the help of eight multi-storey houses, in the windows of which the child will enter the missing numbers. Numbers are written on the top of the houses, the composition of which must be placed on each floor in two windows. Having the first term shown in 1 box, the child needs to remember and add the second in the next one.
Next to the houses, the baby will find various items, the number of which corresponds to the number indicated on the house.
Download the task - Number houses - you can in the attachments at the bottom of the page
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