Potapenko Oksana Vladimirovna
Summary of a lesson on FEMP on the topic “Quantitative and ordinal counting. Adjacent numbers (numbers-neighbors).” in the preparatory group
Cognitive development (FEMP)
Subject: Quantitative and ordinal counting. Adjacent numbers(neighboring numbers) .
Target: expand children's knowledge about counting and numbers.
Program content:
Educational: consolidate the ability to navigate the sequence of parts of the day; consolidate the skill accounts forward and reverse within 10; consolidate the skill quantitative and ordinal counting; lay out number series and number ladder; develop the ability to distinguish adjacent numbers;
Developmental: develop attention, logical thinking;
Educational: cultivate a love of mathematics.
Progress of the lesson:
1. Introductory part (Organizing time)
Working with parts of the day - playing with ball:
Look at what parts of the day we have. Name them (rep.) Now call them by in order(rep.) Remember. Now let's play the game "What's next." I will throw the ball and ask a question, and you catch it, say the answer and throw the ball back and sit down at the tables. Ready? Just listen carefully to the question.
1. What do you do in the morning?
2. What do you do during the day?
3. What are you doing in the evening?
4. What do you do at night?
5. Why do people sleep?
6. What should you do before going to bed?
7. What should you not do before bed?
8. What should you do in the morning after sleep?
9. What should you do before eating?
10. What should you not do before eating?
11. What can you do after eating?
12. What should you not do after eating?
13. What do you do after breakfast?
14. What do I do after lunch?
15. What do you do after sleep?
2. Main part.
- check in different directions:
Guys, look at the board. I cooked number ladder. Look carefully at how it is located. It goes from shortest to longest. Which stick is the shortest? (white) Which one is the longest? (orange) Let's count from the shortest stick to the longest. (count from 1 to 10)
Now let’s put it on our tables, just like mine. First we will post number series, and only then match the Kyesener sticks to the numbers. When I ring the bell, it means everything must be finished.
Well done, right!
Now let's play. I will name the number, and you say the color of the stick. We just say it correctly, in complete sentences.
Name the color of the stick using the number 5. (rep.)
Name the color of the stick under the number 3 (rep.)
Name the color of the stick under the number 7 (rep.)
Name the color of the stick under the number 6 (rep.)
Name the color of the stick under the number 4 (rep.)
Name the color of the stick under the number 10 (rep.)
Well done! Now let's do the math. Just listen carefully. I will say the first and last numbers, and you will have to count from the first to the last. For example - count from 2 to 4, we will count 2, 3, 4. We will count forward and backward ok.
Name it numbers from 6 to 9(6, 7, 8, 9)
Name it numbers from 5 to 3(5, 4, 3)
Name it numbers from 3 to 6(3, 4, 5, 6)
Name it numbers from 8 to 5(8, 7, 6, 5)
Name it numbers from 4 to 7(4, 5, 6, 7)
Name it numbers from 1 to 6(1, 2, 3, 4, 5, 6)
Now, let’s all count together in unison from 1 to 10 and from 10 to 1. Be careful, we must listen to each other in order to do well. Ready? Started: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 - 10, 9, 8, 7, 6, 5, 4, 3, 2, 1.
Let's go to the carpet and warm up a little. Because they sat for a very long time.
- physical minute:
Once - rise, stretch,
Two - bend over, straighten up,
Three - clap, three claps,
Three nods of the head.
Four - arms wider,
Five - wave your arms,
Six - stand quietly in place.
Working with adjacent numbers:
Guys, look, we have posted number line and number ladder. Everyone has it numbers have neighbors, they are called neighboring numbers. What is another name for them? (adjacent numbers) For example, at numbers 5's neighbors are 4 and 6.
Name your neighbors numbers 3.
Name your neighbors number 9.
Name your neighbors number 8.
Name your neighbors numbers 4.
Name your neighbors numbers 2.
Name your neighbors number 7.
Name your neighbors numbers 6.
Name number, following 9.
Name number, following 2.
Name number, following 7.
Name number, following 5
Name number, following 4.
Name the previous one number 10.
Name the previous one number 8.
Name the previous one number 7.
Name the previous one number 5.
Name the previous one number 2.
Name number one less than 3.
Name number one less than 5.
Name number one less than 7.
Name number one less than 9.
Name number one more than 6.
Name number one more than 5.
Name number one more than 8.
Name number one more than 6.
- physical minute:
1.2. – hands higher.
3.4. - shoulders are wider.
1.2.3.4 – we had a little rest.
- quantitative and ordinal counting:
I brought you a picture from a fairy tale. Look at it carefully and answer questions:
Name the fairy tale (Turnip). How many fairy tale heroes have pulled turnips? (6) How many objects are there in the picture? (7) Count them quantity. (One two Three.) Count them by in order. (First second Third.) Which fairy tale hero comes in third place? (rep.)
Tell me where the mouse is? (On the seventh, on the last).
Tell me where your granddaughter stands?
Tell me where the grandmother stands?
Tell me where the grandfather stands?
Tell me where Zhuchka stands?
3. Final part.
Summary and reflection.
Publications on the topic:
Municipal budgetary preschool educational institution “Kindergarten of a general developmental type with priority implementation of activities.
Summary of GCD for FEMP in the preparatory group “Composition of the number ten” Integration of educational areas: cognitive development, speech development, social and communicative development, physical development.
Summary of GCD for FEMP in the preparatory group “Composing the number 9 from ones” Summary of GCD for FEMP in the preparatory group Topic: teach how to make the number 9 from ones. Purpose: to introduce children to forming the number 9 from.
Abstract of the GCD for FEMP in the senior group according to the Federal State Educational Standard. Quantity and counting: “Numbers and figures 4,5, 6” Zheleznogorsk, Krasnoyarsk region. Teacher of MBDOU No. 67 “Kapitoshka” Guznova Anastasia Aleksandrovna 1st category Quantity and counting: “Numbers.
Lesson notes for the senior group “Quantitative and ordinal counting. Geometric figures. Number and figure 3" lesson notes for children of senior preschool age Purpose: to consolidate children’s ideas about geometric shapes; practice quantitative
Summary of GCD for FEMP
Educational areas:
.
Target: Development of cognitive activity of preschool children in the process of forming elementary mathematical concepts.
- Practice counting within 10.
- < «,» > «,» = «
- Introduce the new game “Shop” (Dyenesha blocks)
- Write sentences using multiple definitions.
- Train in the ability to coordinate numerals with nouns. construct statements with conjunctions “and”, “or”, and the particle “not”.
- Develop spatial imagination, fine motor skills of the fingers, coordination of movements, perseverance.
- Develop children's visual perception and spatial imagination when working with diagrams. Strengthen the ability to navigate the plane of a sheet.
Materials for the lesson:
Envelopes with tasks, group plan, tray with chips, ball, Dienesh blocks, cards for blocks, small toys.
Progress of the lesson:
Guys, what do you like to do in kindergarten? (play, practice)
Today we will play and exercise.
I offer you the first game.
In front of you is a plan of our group, on it there are multi-colored triangles in different places, they indicate the place where the task is hidden. Select any triangle on the tray (turned color side down) and find out where to look for the task.
Game "Find the task"
Develop the ability to navigate in space.
Well done. Now let’s study a little. Sit down at your desks. The task is clear to you. you can do it.
To consolidate knowledge about the quantitative relationship between numbers within 10, “write” using the signs “< «,» > «,» = «
Exercise your ability to solve simple arithmetic problems involving addition and subtraction.
Great. Now I suggest you play.
Improve auditory perception, be able to name neighbors' numbers.
Practice increasing and decreasing numbers by 1 and 2.
Well done. We warmed up a little, and now I suggest you return to your desks, another task awaits you. But first let's do it
finger gymnastics.
Visiting the big toe
(hands clenched into fists, both thumbs up)
They came straight to the house
(two palms closed at an angle like a roof)
Index and middle
Nameless and last.
(called fingers connect to the thumb)
And the little finger is a baby
He climbed onto the threshold himself.
(hands in a fist, both little fingers raised up)
Together fingers are friends.
(we rhythmically clench and unclench our fingers)
They cannot live without each other.
(we join hands in a lock)
Develop hand coordination and fine motor skills. Improve memory, attention, 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. How do they pay for purchases in the store? (money). In our store, instead of money, you can pay with coin blocks. And the price tags are cards with property symbols. You can choose your purchases.
Game » Store «
Develop the ability to identify and abstract properties, reason, and justify your choice.
Children “buy” toys by explaining the choice of “coin block”.
The teacher sums up the lesson and positively evaluates the children’s success.
Download:
Preview:
Summary of GCD for FEMP
with children of preparatory group No. 10
Educational areas:
Health, communication, socialization, cognition.
Technologies: Health-saving, TRIZ.
Target: Development of cognitive activity of preschool children in the process of forming elementary mathematical concepts.
Tasks:
- Practice counting within 10.
- Introduce the new game “Shop” (Dyenesha blocks)
- Write sentences using multiple definitions.
- Train in the ability to coordinate numerals with nouns. construct statements with conjunctions “and”, “or”, and the particle “not”.
- Develop spatial imagination, fine motor skills of the fingers, coordination of movements, perseverance.
- Develop children's visual perception and spatial imagination when working with diagrams. Strengthen the ability to navigate the plane of a sheet.
Materials for the lesson:
Envelopes with tasks, group plan, tray with chips, ball, Dienesh blocks, cards for blocks, small toys.
Progress of the lesson:
Guys, what do you like to do in kindergarten? (play, practice)
Today we will play and exercise.
I offer you the first game.
In front of you is a plan of our group, on it there are multi-colored triangles in different places, they indicate the place where the task is hidden. Select any triangle on the tray (turned color side down) and find out where to look for the task.
Game "Find the task"
Target:
Develop the ability to navigate in space.
Well done. Now let’s study a little. Sit down at your desks. The task is clear to you. you can do it.
Target:
To consolidate knowledge about the quantitative relationship between numbers within 10, “write down” using the signs “ “,” = “
Exercise your ability to solve simple arithmetic problems involving addition and subtraction.
Great. Now I suggest you play.
Ball game "Name the neighbors of the numbers"
Target:
Improve auditory perception, be able to name neighbors' numbers.
Ball game “Name a number that is 1 (2) more (less) than the one I name”
Target:
Practice increasing and decreasing numbers by 1 and 2.
Well done. We warmed up a little, and now I suggest you return to your desks, another task awaits you. But first let's do it
finger gymnastics.
GUESTS
Visiting the big toe
(hands clenched into fists, both thumbs up)
They came straight to the house
(two palms closed at an angle like a roof)
Index and middle
Nameless and last.
(called fingers connect to the thumb)
And the little finger is a baby
He climbed onto the threshold himself.
(hands in a fist, both little fingers raised up)
Together fingers are friends.
(we rhythmically clench and unclench our fingers)
They cannot live without each other.
(we join hands in a lock)
Target:
Develop hand coordination and fine motor skills. Improve memory, attention, 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. How do they pay for purchases in the store? (money). In our store, instead of money, you can pay with coin blocks. And the price tags are cards with property symbols. You can choose your purchases.
Game » Store «
Target:
Develop the ability to identify and abstract properties, reason, and justify your choice.
Children “buy” toys by explaining the choice of “coin block”.
The teacher sums up the lesson and positively evaluates the children’s success.
Number neighbors are mathematical tasks to consolidate knowledge of ordinal counting. In these tasks, the child will need to identify neighbors for given numbers. To do this, he needs to mentally imagine a number series from 0 to 10 and determine which numbers come before and after the number specified in the task.
Neighbors of numbers - Do you know ordinal counting?
In the first task, a village is drawn with many houses. But each house is not alone, it has its neighbors. The neighbors of the number are the neighbors of each house that is located in the center. The child needs to identify each neighbor of the central house by imagining in his mind a mathematical number series up to 10, 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 don’t have to look at these numbers, since they are not a numerical series of ordinal counting).
If a child has difficulties with the task and cannot visually imagine the ordinal counting from 0 to 10, then give him a hint sheet on which write the order of numbers up to 10. Let the child look at it until he learns it by heart .
In the second task we test counting skills again - here you need to count the objects in each picture and circle the corresponding number.
Download tasks in pictures - Number neighbors - Do you know ordinal counting? - you can in the attachments at the bottom of the page
Find the composition of numbers and neighbors of numbers in houses
In the first task, multi-story houses are drawn with a number written on the roof. The child needs to determine the composition of this number, given that one of the numbers is already indicated on each floor. All that remains is 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 into the empty cells. After completing the task, you can color the pictures.
You can download the tasks “Number Neighbors” (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 your child consolidate their knowledge of the composition of numbers from 2 to 9 with the help of eight multi-story houses, in the windows of which the child will write the missing numbers. There are numbers 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 window, the child needs to remember and add the second one 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.
You can download the task - Number houses - in the attachments at the bottom of the page
You can also download other mathematical tasks in pictures:
The math activities for preschoolers presented in this material will help you diversify your activities with children by teaching them the most basic mathematical concepts.
Here you can find examples in mathematics (grade 1), print them out and use them as educational material in mathematics lessons or in kindergartens in preparation for entering school.
Mathematical tasks for 1st grade are bright colorful pictures with educational exercises in mathematics, including a variety of game tasks for children.
Here you will find exciting math problems (grade 1) in pictures that will teach children to think logically and perform simple mathematical operations.
Here you can view and download colorful pictures of the task in which you need to divide various objects equally. Such activities prepare children for one of the complex mathematical expressions - division.
In these interesting tasks, children will learn what ordinal counting to 10 is. And those who are already familiar with this concept can show their knowledge with this exercise.
Here we have prepared for you mental counting within 10 in the form of mathematical tasks in pictures. These tasks develop children's counting skills and contribute to more effective learning of simple mathematical operations.
Here you can print out the composition of numbers up to 20 in the form of a number table and give it to your child to fill out. This activity perfectly trains the counting skills of preschoolers, and also teaches them to solve examples up to 20.
Here you and your child can learn geometric shapes and their names with fun picture activities.
You can also play online math games from little fox Bibushi:
Here the child needs to be careful to find all the hidden numbers in the picture. The game also uses ordinal scoring.
In this game, the child must choose the largest or smallest number among the given numbers.
We present to your attention another educational mathematical game “Addition and subtraction to 10” for young children from Little Fox Bibushi
The online mathematical game "Example Problems for Kids in Pictures" consists of eight problems and is suitable for children who are learning to count to 10.
Elena Dmitrievna Tsukanova
The purpose of the game is to enable children to consolidate their existing mathematical knowledge and concepts during the game.
Game objectives:
Development of memory, imagination, logical thinking;
Expanding and activating children’s vocabulary, the ability to express their own opinions;
Strengthening quantitative and ordinal counting skills within 10;
Ability to compose and solve arithmetic problems;
Updating knowledge about geometric shapes and the ability to see familiar geometric shapes in objects of the surrounding reality;
Formation of elementary concepts of time, the ability to determine and name the sequence of days of the week.
1. Game exercise: “Find the missing numbers.”
Target: Strengthen your understanding of the relationships between adjacent numbers within 10.
Children look at the “Math Clock”, identify the missing numbers and take turns filling in the empty windows with cards with numbers. Then the numbers are called in forward and reverse order.
2. Didactic game: “Find the neighbors of the number.”
Target: Strengthen the ability to name the previous, subsequent and missing numbers, indicated by a number.
The teacher puts out cards with the numbers 2, 5, 8 and asks the children to identify the neighbors of these numbers, find the corresponding cards and insert them into the empty windows. The teacher finds out: “Which numbers became neighbors of the number two (five, eight? What is the previous (successive) number to the number two (five, eight?” (Children justify their answer.)
3. Game exercise: “Guess the number.”
Target: Strengthen the ability to form 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 the following numbers make up: sets the clock hands to 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 use arrows to show (one and two, two and one). Name the numbers that make up the number five (seven, nine).
4. Game exercise: “Let’s make up a problem.”
Target: Teach children to compose and solve arithmetic problems involving addition and subtraction. Develop attention, memory, logical thinking.
The teacher tells the children about the sequence of composing a problem: “First you need to create the condition of the problem, then pose a question to the problem. The teacher suggests composing an addition problem. Specifies the numbers that will be in the problem. Children make up a problem: “There were 4 squirrels on the tree. 2 more squirrels came running to them. How many squirrels are there in total on the tree?” The teacher and the children determine the structure of the task. What is the condition of the problem? What is the question in the problem? Children set the conditions of the problem on the “Math Clock” and solve it.
5. Game exercise: “What does it look like.”
Target: Continue to develop the ability to see the shape of familiar geometric shapes in surrounding objects.
Children look at and name the pictures on the Math Clock. The teacher displays 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: Strengthen the ability to consistently name the seasons and months of the year.
The teacher puts arrows on the pictures and gives the children tasks:
Name the neighbors of spring.
Name the month you missed: December, February.
Name winter's neighbors.
Name the winter months.
What month comes after January.
Name the months in order.
7. Game exercise: “Make a week.”
Target: Strengthen the ability to consistently identify and name the days of the week.
The teacher gives the children cards with numbers and asks them to place them in the windows on the clock. The child who has the number 1 written on the card puts the card first (Monday), the second one 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 Monday’s neighbors?”, etc. d. (Children justify their answer)
Publications on the topic:
Author's didactic game "World of Professions" Relevance and significance Play is a vital necessity for a child. Therefore, almost everywhere where there is an opportunity: at home and in the nursery.
Dear colleagues - Maam members! Good day to you! I would like to present to your attention an original didactic game of mathematics.
Relevance and significance The family is the first social institution that a child encounters in life and of which it is a part. Family.
Printable board game. Used as a visual aid aimed at developing visual memory and attention. Interesting math.
Didactic game "Math Puzzles" Board and printed game. Used as a visual aid aimed at visual development.
Didactic game "Travel Clock". 1. Description of the game. The didactic game “Traffic Clock” is a dial on which it is located.
Evgenia Sidorenko
Formation of elementary mathematical concepts in older preschoolers. Lesson summary “Numbers are neighbors”
Tasks: to form an idea in children about the relationships of numbers in number series. Develop orientation in space, teach determine who is to the left and who is to the right of him. Exercise children in forward and backward counting (V within 8) . introduce children to the names and sequence of the days of the week.
Materials, equipment: cards with numbers from 1 - 8 (placed on the table for reference).
I will give you different tasks, and at my signal, the signal will be clapping your hands, and you will carry them out. let's try play: 2 steps forward sounds signal: clap your hands. We stopped. Clamp your fist with your right hands: take 2 steps to the right, clench your fist with your left hands: take 1 step to the left. And 1 step back.
Well done everyone attentively listened and carried out my buildings.
Guys, do you know that everyone has neighbours, and would you like to know who your neighbours?
Zhenya, look who is standing to your left and who is to your right. These are yours neighbours.
Dima is standing to my right, and Dominica is standing to my left.
Interview with several children.
Guys, come on let's imagine that today our group is an apartment building, and the tables are apartments.
And, would you like to settle in this house and become neighbors!
Children sit in pairs at tables.
Let's now find out who lives in which apartment.
Dominica, what apartment do you live in?
I live in the first apartment. (When he answers he gets up and doesn’t sit down)
I ask all the children, they all get up and don’t sit down.
Now let's count the apartments in reverse order, from the largest numbers.
Everyone says their apartment number and sits down.
You and I have neighbours, but the apartment number also has neighbors are numbers.
Look guys, there are numbers on the board, let us count them.
Do you want to play a game called "Name neighbors» ?
Name it Sasha neighbors number 3?
On right neighbour the numbers 3 are the number 4, and on the left neighbour the numbers 3 are the numbers 2.
Well done Sasha.
Who else wants to find neighbors of numbers?
I ask a few more children.
What a great fellow you are with everyone. met neighbors.
Who will guess the riddle?
Mystery:
That's right, these are the days of the week.
Do you know where the days of the week come from? Do you want me to tell you?
Story:
Once upon a time, long ago, when people had not yet given names to the days of the week, it was difficult for them to live and see neighbors from other villages. They first came up with a color for each day of the week. The first day is red, the second is yellow, the third is green, the fourth is blue, the fifth is light blue, the sixth is orange, the seventh is purple. And in ancient times, which was not so far away and where they wanted to visit, the days were painted in different colors. And so it was difficult for them to agree on what day to meet. For example, they agreed to meet on a red day, but in another village the red day is completely different. So they couldn’t fit in anyway. And one day a wise man offered people give each day a name. The first day is Monday, it goes on for weeks. Tuesday is the second day. Wednesday is the middle of the week, it is the third day. Thursday is the fourth day. Friday is the fifth day. Saturday is the sixth day. Sunday is the last day of the week, the seventh.
Here's a wonderful story about the days of the week.
Which of you was the most attentive and will be able to answer questions about the days of the week6
What is Thursday?
What is the name of the fifth day?
What is the first day called?
What day of the week is Wednesday?
What is the last day of the week?
Who knows what day of the week it is today?
What's our next one? entertaining activity?
We carefully get up from the tables, push in the chairs and go to the reception area, putting on our shoes.
