Topic: By many, equally, as much - as
Educator: Maksimova Nadezhda Gennadievna
Target:
learn to compare two equal groups of objects using the method of application, to denote the results of comparison with the words many, equally, as many - how many;
continue to introduce the triangle, teach how to name it and compare it with a square.
Tasks:
develop the ability to compare objects by quantity, by decomposing one by one.
clarify the use of words in speech: as much - as much, equally, many.
consolidate the ability to understand spoken speech and answer adult questions.
develop logical thinking in children, observation, ability to compare, compare.
cultivate curiosity, cognitive interest, friendly relationships between children.
Material: table, plates, cups, pan,felt carrots, bunny, owl, letter, circle, square, triangle, massage track, hoop, chef's hats, laptop.
Progress of the lesson:
Organizational moment.
Children enter the groupget along with the guests present.
2.Surprise moment.
Educator: Guys, what kind of sounds are we hearing? (musical accompaniment) (Owl)
Educator: The owl brought us a letter from the bunny!The bunny writes that guests will come to him today and asks us to help him, he needs to put plates and cups on the table for the guests and prepare a salad. Guys, can we help the bunny? (Yes)
Main part.
1.Working with geometric shapes. Comparing a triangle with a square.
Educator: Then it’s time for the guys to get ready for the road! Let's go to the bunny on a steam locomotive? (Yes)
The locomotive whistled
And he drove the trailers
Chu-chu-chu, chu-chu-chu,
I'll take you far!
Educator: (A song plays) Guys, get tickets for the locomotive. To board the carriages, you need to name the geometric figure of your ticket and find a carriage with the same geometric figure.
Children: (The guys take turns naming a geometric figure and sit down on a chair with the same designation)
Educator: Guys, what kind of figure is this? (Square). What color is the square? What does a square have? (Sides, corners). How many sides (angles)? (Many).
What figure is this? (Triangle). What color is the triangle? What does a triangle have? (Sides, corners). How many sides (angles)? (Many).
How are a square and a triangle similar? (There are sides and corners). How are these figures different?
The teacher puts a triangle on a square. Pays attention to which corners of the square and triangle have pairs (“friends”), which corners of the square do not have “friends”. (Shows).
The teacher asks similar questions about the sides of the figures.
Generalization: At the square more sides and angles (different).
To get to the bunny, you need to cross the river.(Children walk along the bridge over the river)
Educator: There are thick bushes in front of us.
Guys can't get through here
You'll have to crawl here.
(Crawl through a hoop)
Oh! The stream is frozen here
Jump over, my friend!
(Children complete the task).
Educator: Guys, look, whose house is this?
Long ears
Fast paws.
Gray, but not a mouse
Who is this? ... (Bunny)
Educator: And here is the bunny, the bunny is not funny. Guys, let's dance and make the bunny laugh? (Yes)
Physical education lesson: “Bunny.”(musical accompaniment)
White bunny sitting
And he wiggles his ears.
Like this and like this
He wiggles his ears.
It's cold for the bunny to sit,
We need to warm our paws.
Like this and like this
We need to warm our paws.
It's cold for the bunny to stand,
Necessarybunny to jump,
Like this and like this
Necessarybunny to jump.
2. Comparison of two groups of objects (many, equally, as many - how many)
Educator: Now guys get to work! Who will be our cook? (answers) Let's guys put on our caps, come to the table and startarrange the dishes for guests.
Educator: Guys, How many Do we have plates and cups? (A lot). Guys, let's first place the plates on table . (place one plate at a time) How many plates have we placed? (A lot) Now let’s put a cup on each plate. (Children place cups on plates, “One plate - one cup”) How many cups? (A lot) What about the number of plates and cups? (Equally.) Is there a cup on each plate? (Children’s answers.) Are there equal numbers of plates and cups? (Children's answers)
Educator: How many Do we have plates and how many cups? (Platesas many as cups.) So they are equal? (Yes?)
Educator: Guys, what is this? (saucepan), look how much cabbage and carrots the bunny has in the pan? (a lot)Guys, let's make cabbage salad. ( Yes)
Physical education lesson: “Cabbage.”
We chop the cabbage, chop it,
We are three carrots, three
We salt the cabbage, we salt it,
We mash the cabbage and mash it.
Educator: Well done, guys ! How wonderful you got the treat ! The bunny will be very happy!
It's time for the bunny to meet his guests. And it’s time for us to return to the group, let’s say goodbye to the bunny. (Goodbye!) Guys, let’s board the locomotive and go to the garden.
Reflection
1.Result. What did we do in class today? What obstacles did we have along the way? (Answers) The bunny liked our activity! You all did a good job today, you were little chefs! Bunny, I’m very glad that we came and helped him!
Municipal budget preschool educational institution kindergarten No. 39 “Cinderella”, Tuapse
Compiled by: Natalia Sergeevna Tsvetkova Summary of the lesson on FEMP in younger group.
Topic: “Less, more, equally”
Objectives: Improve the skills of comparing two equal groups of objects using the method of superimposition; the ability to denote the results of comparison with the words many, equally, as much - how many. Strengthen the ability to distinguish and name a circle and a square.
Material: Squares and circles for each child. Images of flowers, butterflies, animals, apples, made from cardboard.
Progress of the lesson:
Educator: On the tables in front of you are geometric shapes. Name them.
Children: Squares and circles.
Educator: How many are there?
Children: a lot
Educator: Arrange all the geometric shapes into group 2.
Children arrange them into squares and circles.
Educator: Tell me, which turned out to be more circles or squares?
Children: Squares.
Educator: Let's check your answer. To do this, place a circle on each square. Are there enough circles for all the squares?
Children: No.
Educator: That means there are more squares than circles. And there are fewer circles than squares.
Ask several children to repeat the conclusion.
Educator: And now we will go on a trip. To do this, you need to stand near your tables and walk in place.
The children walk, while the teacher hangs flowers on the board.
Educator: Guys, we found ourselves in a clearing. Look how many flowers there are here. Butterflies also live in the clearing. Let's plant one butterfly on one flower. (You can call 2 children to plant butterflies.) Look what else is there in our clearing?
Children: There are more flowers than butterflies.
Educator: So that the flowers are not offended, you also need to call the butterflies, to do this you need to stand near your chairs and wave your hands like the wings of a butterfly.
Children wave their hands. The teacher at this time places the missing butterflies on the flowers.
Educator: Well done guys. Well, what can we say now about how many butterflies and how many flowers there are?
Children: Same.
Educator. That's right, there are as many flowers as there are butterflies.
Children repeat the conclusion with the teacher.
Educator: Let's move on.
Children stand up and walk in place. The teacher hangs pictures of forest animals on the board.
Educator: And now we find ourselves in the forest. Look, we came to visit the animals. We brought them apples. Let's give them apples. But it must be distributed in such a way that everyone gets the same amount. So that no one is offended.
The teacher calls the child and he hands out apples.
Educator: Look, did all the animals get apples?
Children: Yes.
Educator: So there were equal numbers of apples. And there are still apples in my basket and we will give them to you. One for each and it will be equal.
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Irina Pomoraeva, Vera Pozina
Classes on the formation of elementary mathematical concepts in the second junior group of kindergarten
Lesson Plans
3rd edition, corrected and expanded
Library “Programs of education and training in kindergarten” under the general editorship of M. A. Vasilyeva, V.V. Gerbova, T.S. Komarova
Pomoraeva Irina Aleksandrovna– methodologist at the Educational and Methodological Center for Vocational Education in Moscow, teacher of methods of mathematical development at Pedagogical College No. 15, Honored Teacher of Russia.
Pozina Vera Arnoldovna– methodologist, teacher of methods of mathematical development at Pedagogical College No. 4, excellent student in public education.
Preface
This manual is addressed to educators working under the “Program of Education and Training in Kindergarten” edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova, to organize mathematics classes in the second junior group.
The manual discusses issues of organizing work on the development of elementary mathematical concepts in children 3–4 years old, taking into account the patterns of their formation and development cognitive activity and age capabilities.
The book provides approximate planning of mathematics classes for the year. The proposed system of classes includes a set of game tasks and exercises, visual and practical methods and techniques for the formation of elementary mathematical concepts; helps children master ways and techniques of cognition, apply acquired knowledge and skills in independent activity. This creates the prerequisites for the formation of a correct understanding of the world, which, in turn, makes it possible to ensure a general developmental orientation of learning, connection with the mental, speech development and a variety of activities.
The plot of the lessons and specially selected tasks contribute to the development of mental processes (attention, memory, thinking), motivate the child’s activities and direct his mental activity to find ways to solve the assigned problems. The methodology of conducting classes does not involve direct teaching, but implies the creation of situations of collaboration and collaboration, which increases the child’s activity in comprehending and independently performing mathematical tasks. The knowledge acquired by children in classes must be consolidated in everyday life. To this end, when working with children, both in preschool institution, and at home you can use the workbook for the “Program of education and training in kindergarten” “Mathematics for kids” (M.: Mozaika-Sintez).
The manual includes additional material compiled in accordance with the recommendations of modern psychologists and teachers, which allows you to expand the content of work with children of the fourth year of life and increase their interest in tasks with mathematical content.
Approximate distribution of program material for the year
Taking into account the adaptation period of children, classes on the formation of elementary mathematical concepts in the second junior group are held from the second half of September once a week (32–34 classes per year).
I quarter
September
Lesson 1
Lesson 2
big, small.
Lesson 1
one, many, few.
Lesson 2
many, one, none.
Lesson 3
one, many, none.
Lesson 4
Improve the ability to form a group of individual objects and select one object from the group, to denote aggregates with words one, many, none.
big, small.
Lesson 1
Learn to compare two objects by length and indicate the result of the comparison in words
Improve the ability to compose a group of objects from individual objects and select one object from the group; denote aggregates with words one, many, none.
Lesson 2
Learn to find one or many objects in a specially created environment, answer the question “how many?” using words one, many.
Continue to teach how to compare two objects in length using the methods of superimposition and application, to indicate the results of comparison in words long - short, longer - shorter.
Lesson 3
Continue to teach how to find one or many objects in a specially created environment, to designate collections with words one, many.
Introduce the square, teach to distinguish between a circle and a square.
Lesson 4
To consolidate the ability to find one or many objects in a specially created environment, to designate collections with words one, many.
Continue to learn to distinguish and name a circle and a square.
II quarter
Lesson 1
Improve the ability to compare two objects in length, indicate the results of comparison in words long - short, longer - shorter, equal in length.
Exercise the ability to find one or many objects in the environment.
Lesson 2
Continue to improve the ability to find one or many objects in the environment.
Improve the ability to compare two objects in length using methods of superimposition and application; express comparison results in words long - short, longer - shorter.
Lesson 3
Learn to compare two equal groups of objects using the superposition method, understand the meaning of words by many, equally.
Practice orientation on your own body, distinguish between right and left hands.
Lesson 4
Continue to teach how to compare two equal groups of objects using the method of superposition, to activate expressions in speech
Improve the ability to compare two objects in length using overlay techniques and applications and words long - short, longer - shorter.
Lesson 1
Learn to compare two objects that are contrasting in width, using overlay techniques and applications, to indicate the results of comparison in words wide is narrow, wider is narrower.
Continue to teach how to compare two equal groups of objects using the method of superimposition, to indicate the results of comparison in words by a lot, equally, as much - as.
Lesson 2
Continue to teach how to compare two objects in width using the methods of overlay and application, determine the results of the comparison in words wide is narrow, wider is narrower.
Improve the skills of comparing two equal groups of objects using the method of superimposition; ability to express comparison results in words by a lot, equally, as much - as.
Strengthen the ability to distinguish and name a circle and a square.
Lesson 3
Introduce the triangle: learn to distinguish and name the figure.
Improve the ability to compare two equal groups of objects using the method of superimposition, indicate the results of comparison in words by a lot, equally, as much - as.
Strengthen the skills of comparing two objects in width, learn to use words wide - narrow, wider - narrower, equal in width.
Lesson 4
Learn to compare two equal groups of objects using the application method, denote the results of comparison in words by a lot, equally, as much - as.
Continue introducing the triangle, learning to name and compare it with a square.
Lesson 1
Continue learning to compare two equal groups of objects using the application method, denoting the comparison results in words by a lot, equally, as much - as.
Improve the ability to distinguish and name familiar geometric shapes (circle, square, triangle).
Practice determining spatial directions from yourself and denoting them with words above - below.
Lesson 2
Introduce techniques for comparing two objects in height, learn to understand words
Practice determining spatial directions from yourself.
Improve skills in comparing two equal groups of objects using application methods and using words by a lot, equally, as much - as.
Lesson 3
Continue to teach how to compare two objects in height using the methods of superimposition and application, to indicate the results of comparison in words high - low, higher - lower.
Continue to improve the skills of comparing two equal groups of objects using methods of superimposition and application, denoting the results of comparison in words equally, as much - as.
Lesson 4
Learn to compare two unequal groups of objects using the method of superposition, denote the results of comparison in words more - less, as much - as.
Improve the ability to compare two objects of contrasting height in familiar ways, indicate the results of comparison in words high - low, higher - lower.
III quarter
Lesson 1
Continue to teach how to compare two unequal groups of objects using methods of superimposition and application, to indicate the results of comparison in words more - less, as much - as, equally.
Improve the ability to distinguish and name a circle, square, triangle.
Lesson 2
Improve the ability to compare two equal and unequal groups of objects, use expressions equally,
Reinforce methods for comparing two objects in length and height, and indicate the results of the comparison with appropriate words.
Lesson 3
Practice comparing two groups of objects using methods of superimposition and application and use words as much - as much, more - less.
day, night.
Lesson 4
Reinforce methods for comparing two objects in length and width, and indicate the results of the comparison with appropriate words.
To develop the ability to distinguish the number of sounds by ear (many and one).
Practice identifying and naming geometric shapes: circle, square, triangle.
Lesson 1
Learn to reproduce a given number of objects and sounds according to a model (without counting or naming the number).
Improve the ability to distinguish and name familiar geometric shapes: circle, square, triangle.
Lesson 2
Strengthen the ability to reproduce a given number of objects and sounds according to a model (without counting or naming the number).
Exercise the ability to compare two objects in size, indicate the result of comparison in words big, small.
Practice the ability to distinguish spatial directions from yourself and denote them with words: front - back, left - right.
Lesson 3
Learn to distinguish between one and many movements and indicate their number in words one, many.
Exercise the ability to distinguish spatial directions relative to oneself and designate them in words in front - behind, above - below, left - right.
Improve the ability to form a group of objects from individual objects and select one object from the group.
Lesson 4
Practice the ability to reproduce a given number of movements and name them in words many And one.
Strengthen the ability to distinguish and name parts of the day: morning, evening.
Lesson 1
Strengthen the ability to compare two equal and unequal groups of objects using methods of superposition and application, use expressions as much - as much, more - less.
Exercise in comparing two objects by size, denote the results of comparison in words big, small.
Learn to determine the spatial arrangement of objects using prepositions on, under, in etc.
Lesson 2
Improve the ability to distinguish and name geometric shapes: circle, square, triangle, ball, cube.
Lessons 3–4
Free planning of work taking into account the assimilation of program material and the characteristics of a specific age group.
Lesson Plans
September
Lesson 1
Program content
Strengthen the ability to distinguish and name a ball (ball) and a cube (cube), regardless of the color and size of the figures.
Demonstration material. Large and small red balls, large and small green cubes; 2 boxes of red and green colors; toys: bear, truck.
Handout material. Little red balls, little green cubes.
Guidelines
Part I. The teacher brings a truck into the group, in the back of which there is a bear, balls and cubes, and asks: “Who came to us? (Children look at the bear.) What did the bear bring in the truck?”
The teacher invites the children to find the ball (gives the concept ball): “What did you find? What color is the ball?
The teacher asks to show what can be done with the ball. (Ride.)
Children perform similar tasks with a cube. (Actions with a cube are indicated by the word put.)
Part II. Game exercise “Hide the cube (ball).”
The teacher invites one of the children to take a ball in one hand and a cube in the other and hide one of the figures behind their back. The rest of the children must guess what the child hid and what is left in his hand.
Part III. The teacher asks the children to help the bear put balls and cubes into boxes: the balls should be put in the red box, and the cubes in the green box.
While completing the task, the teacher asks the children: “What did you put in the box? How many balls (cubes)? Are they the same color? How else are balls and cubes different? (Big and small.)
Mishka thanks the children for their help and says goodbye to them.
Lesson 2
Program content
Strengthen the ability to distinguish objects of contrasting size using words big, small.
Didactic visual material
Demonstration material. Large and small dolls, 2 beds of different sizes; 3-4 large cubes.
Handout material. Small cubes (3-4 pieces for each child).
Guidelines
Part I. Two dolls come to visit the children. The children, together with the teacher, examine them, find out that one doll is large and the other small, and give them names.
Then the teacher draws the children’s attention to the cribs: “Are the cribs the same size? Show me the big crib. And now the little one. Where is the bed for a large doll, and where for a small one? Put the dolls to sleep. Let’s sing them a lullaby “Tired toys are sleeping.”
Part II. Game exercise "Let's build turrets."
The teacher places large and small cubes on the table, invites the children to compare them by size, and then build towers. The teacher builds a tower from large cubes on the carpet, and the children build towers from small cubes. At the end of the work, everyone looks at the buildings together and shows a large (small) tower.
Lesson 1
Program content
Strengthen the ability to distinguish the number of objects using words one, many, few.
Didactic visual material
Demo material. Doll.
Handout material. Matryoshka dolls (two more than children).
Guidelines
Educator. Matryoshka dolls came to visit the doll Katya, and we will all dance around her together. Look how many nesting dolls came to visit? (Many.) Take one nesting doll at a time and place them in a round dance around the Katya doll.
Children arrange nesting dolls.
Educator. How many dolls? How many nesting dolls are there in a round dance? Have all the nesting dolls joined the round dance? How many nesting dolls do not dance in a circle? (Few.)
In conclusion, the children dance around the dolls and nesting dolls to the music.
Lesson 2
Program content
Introduce the compilation of a group of objects from individual objects and the selection of one object from it; learn to understand words many, one, none.
Didactic visual material
Demonstration material. Parsley, basket.
Handout material. Balls of the same color and size (one for each child).
Guidelines
Part I. Parsley brings the children a basket of balls.
Educator. What did Parsley bring? What color are the balls? How many balls did Petrushka bring?
Parsley pours the balls onto the floor. At his request, the children take one ball each.
Educator(addresses the children one by one). How many balls did you take? How many balls are in the basket? (The concept is introduced none.) What needs to be done so that Parsley has a lot of balls in the basket?
Children put balls in a basket.
Educator. How many balls did you hit? How many balls are in the basket? How many balls do you have in your hands?
Part II. Outdoor game “My funny, ringing ball.”
The teacher reads a poem by S.Ya. Marshak:
My cheerful, ringing ball,
Where did you start galloping?
Yellow, red, blue,
Can't keep up with you.I smacked you with my palm
You jumped and stomped loudly,
You fifteen times in a row
Jumped into the corner and back.And then you rolled
And he never returned
Rolled into the garden
I reached the gate.Here he rolled under the gate,
I reached the turn,
There I got under a wheel,
It burst, popped, that's all.
Children jump to the beat of the poem. At the end of the poem they run away.
The game is repeated several times.
Lesson 3
Program content
Continue to develop the ability to compose a group of objects from individual objects and isolate one object from it, learn to answer the question “how much?” and define aggregates in words one, many, none.
Introduce the circle; learn to examine its shape tactile-motor way.
Didactic visual material
Demonstration material. Doll, basket, circle, cardboard train without wheels, tray, napkin, basin with water.
Handouts. Circles of the same size and color, ducks.
Guidelines
Game situation “Gifts from Masha’s doll.”
Part I. The teacher takes a circle from the basket of the Masha doll and tells the children: “This is a circle (circles it with his hand).” Then he clarifies the name of the item: “What is this?” He invites several children to trace a circle with their hand.
Part II. The teacher invites the children to take one circle from Masha’s basket and asks: “What shape is the figure? What color are they?” Children, at the request of the teacher, trace the outline of the circle with their hand and find out that the circle can be rolled.
The teacher shows the children the train: “Is it possible to travel on this train? (No.) Why? (No wheels.)" The teacher asks the children to prepare the train for the trip. The children attach wheels (circles) to the train and, to the music, “go” to the park to feed the ducks.
Part III. The teacher takes a napkin from the tray and asks: “Who is this? (Ducks.) How many ducks? (Many.)
The children take one toy at a time, and the teacher asks: “How many ducks did each of you take? How many ducks are left on the tray?
The teacher invites the children to play with the ducks. The ducks run around to the music, pecking at the grains.
The teacher puts a basin of water on the table and asks the children to make sure that there are a lot of ducks in the basin. Children let their ducks into the basin. The teacher finds out: “How many ducks did each of you let in? (One.) How many ducks are there in the basin? (Many.) How many ducks do you have left in your hands? (None.)"
Doll Masha says goodbye to the guys. The children are “going” home.
Lesson 4
Program content
Improve the ability to compose a group of objects from individual objects and select one object from a group, denote aggregates with words one, many, none.
Continue to teach to distinguish and name a circle, examine it tactile-motor way and compare circles by size: big, small.
Didactic visual material
Demonstration material. A car, a bag, large and small circles of the same color.
Handouts. Vegetables (according to the number of children), clay (plasticine), modeling boards, napkins.
Guidelines
Part I. Game situation “Harvesting vegetables.”
There is an imitation of a vegetable garden on the floor. The teacher invites the children to see what is growing in the garden. The guys list the vegetables. The teacher summarizes their answers (“these are vegetables”), then finds out: “How many vegetables grew in the garden?”
The teacher offers to collect vegetables in the car (brings the car). Children take one vegetable at a time, and the teacher clarifies: “Which vegetable did you take? How many vegetables did you take?
Children take turns putting vegetables into the car and commenting: “I put one carrot (beets, potatoes...).” The teacher accompanies the children’s actions with the words: “There are more vegetables in the car.” When the children fill the car, the teacher asks: “How many vegetables are in the car?”
Part II. Game "Wonderful bag".
In the car with vegetables, the children find a wonderful bag. They take a circle out of it, tell the name of the figure and what color it is.
The teacher attaches the circle to the flannelgraph and invites one of the children to trace the figure with their hand.
Similar actions are performed with another circle.
Then the children find out how the figures are similar and how they differ.
Part III. Game exercise “Let’s bake pancakes.”
Children make large and small pancakes from clay (plasticine). Then the teacher suggests putting large pancakes on a large circle, small ones on a small circle.
Summary of a math lesson in the junior group “As much - how much.”
The lesson was compiled and conducted by the teacher of MADOU No. 232 “ Kindergarten combined type" of the city of Kemerovo Grigorieva Elena Anatolyevna.
Tasks:
develop an interest in mathematics,
mastering the skills to understand sets (“one” and “many”);
teach children to understand the expression “as much - as much”, to reflect in their own speech this concept, denoting the equality of numbers of sets.
Material:
Chairs, candies, plates of different colors.
Progress of the lesson:
Children today, we are going to a country called “Mathematics”, but first I suggest you play a game called “Even Circle”.
Children, holding hands, walk rhythmically in a circle and say the following words:
In an even circle
One after another
We are going step by step.
Stay where you are!
Together together.
Let's do it like this!
When the words end, they stop and repeat the movement shown by the teacher, for example, turn, bend, sit down.
Then the teacher draws attention to the chairs that are in the group according to the number of children. Children stand near the teacher.
Q: Children, look how many chairs we have?
D.: (A lot).
V.: You and I need to know - do we have as many chairs in our group as there are children? Or less, or maybe more? Now we will check with you, take one chair each. Place it on the carpet in a semicircle (specially designated area). The teacher helps the children place chairs on the carpet.
V.: (calls all the children) guys, all stand next to me and look how many chairs we have in our group?
D.: (A lot).
V.: Yes, there are a lot of chairs and a lot of children. We are now finding out if there are enough chairs for children.
V.: Anya will sit on one chair (points with her hand, and the children sit down). Zhenya - on one chair, Olya - on one chair (the rest are watching and waiting for their turn to sit). V.: (increases the pace, calling the names of the children). Sit down on one chair each.
V.: (asks the last child): Is there an empty chair next to you?
R.: answers
V.:(y next child), is there an empty chair next to you? Is there an empty chair between Dima and Vova? No. There wasn't a single chair left.
V.: How many children, so many chairs.
Listen: We have as many chairs as there are children.
Q: So, how many chairs do we have? Tell me, Kostya?
Kostya: We have as many chairs as there are children.
(This is exactly the wording of the answer that needs to be achieved from children.)
V.: Let’s say together: We have as many chairs as there are children.
The teacher picks up a plate of candies and says: “Guys, look, I have a plate, and there are candies in the plates.”
Q: How many candies do you think?
D.: (A lot).
Q: I wonder if there are as many candies as there are children? Or not. How do we know this?
D.: answer (must be taken).
Q: And since you have to take candies to find out if there are as many candies as there are children? D.: (One at a time).
V.: Each child takes 1 candy. There should be candy left on the plate after the last child takes the candy.
Q: Does everyone have some candy? (Yes).
Q: Do I have any candy left on my plate?
D.: answer
V.: So there are more sweets than children. So how many candies are in the plate?
D.: (More than children).
V.: Yes, there are more sweets than children. (Points to the remaining candies). Let's check how many candies are left? Children put their candy on another plate (for example, red).
V.: No one has any left (raises the plate). There are as many candies in the red plate as there are children. How many candies are in this plate (color blue)? Points to the plate with the remaining candies.
D.: (A lot).
V.: Take one at a time. Let's find out if there are as many candies as there are children? (Children come up one at a time). Alyosha, take 1 candy, Tanya calls everyone in turn, the children come up, take 1 candy each and see how the quantity decreases. The last two children say: “I didn’t have enough!”
V.: So there were less candies than children, Olya and Sasha didn’t have enough.
The teacher carefully watches how the children put out the candy so that no one has any left.
Q: How did we know that there are fewer candies than children?
D.: (Not enough).
Q: How did we know that there are more candies than children?
D.: (A lot left).
IN.:. Why do we have as many children in our group as we do? (Chairs).
Q: How should I say it? (There are as many chairs as there are children).
Q: Why do we have less than children (Show the blue plate with less candy.).
D.: There are fewer candies in the blue plate than there are children. (Replicas, and there are a lot)
V.: (look at the second red plate): How many candies are there?
D.: There are as many candies in the red plate as there are children.
V.: Children, this is where our journey to the land of mathematics ends. You did well today, you learned to count. I suggest you treat yourself to some candy from the plate that contains as many candies as there are children. The children are having a treat.
Olga Plotnikova
Summary of GCD for FEMP “As much as, equally. Tanya's helpers" (second junior group)
Abstract GCD according to cognitive development (mathematics) so many, How many, equally.
2 junior group.
« Tanya's helpers»
Target: Continue to form elementary mathematical representations children.
Tasks:
To develop the ability to compare objects by quantity, by decomposing one by one.
Clarify usage in speech words: so many, How many, equally.
Strengthen the ability to understand spoken language and answer adult questions.
Expand children's vocabulary.
To develop logical thinking in children, observation, ability to compare, compare.
Cultivate curiosity and educational interest.
Foster friendly relationships between children and the habit of studying together.
Materials: big doll, table, tablecloth, plates, mugs, plate with sweets.
Progress of the lesson:
Children come into group they see a sad doll.
IN: Guys, look our doll Tanya is crying! Let's find out why she's crying?
IN: Tanya says that today is her birthday, guests will come to her.
And she doesn't know How many Do you need to supply plates and mugs for guests?
IN: Guys, how can we cheer up our Tanya? Let's let's help the doll Tanya, but first we'll play with it.
D: Let's!
Fizminutka: Assistants
We are together let's help Tanya(We walk in place with our hands on our belts)
We are on we'll set the table ourselves. (We stretch our arms forward, put them on the belt)
One, two, three, four-
Stretched, bent over, (Hands up, stretched, Bend forward)
We did a good job. (Hands on the belt, head tilt to the right, left)
IN: Well done! Look, our doll Tanya is happier! She liked playing with us.
IN: Now, let's Let us help you arrange the dishes, for guests. Guys, How many do we have plates and mugs?
The teacher pays attention to the plates and mugs standing on the tray.
D: A lot
IN: Guys, let's place the plates and circles on table. Let's see, how many plates do we have?, A how many mugs?
D: Let's!
Children place on table plates, put mugs on them.
IN: How many do we have plates and mugs?
D: Plates as many mugs.
IN: Mean them equally?
D: Yes?
IN: Guys, the doll Tanya is completely cheerful, she thanks you and has prepared a treat for you.
The teacher shows a plate of sweets.
IN: Look at the plate, how many candies are there?
D: A lot
IN: Right! Let's see how many are there. Take one candy at a time. How many candies do we have??
D: So many, how many guys.
IN: That's right guys. Let's say thank you and say goodbye to Tanya the Doll.
D: Thank you, goodbye!
IN: It’s time for Tanya the doll to meet her guests. You and I have worked hard, and now let’s rest a little.
(If children wish, you can continue the role-playing game "Doll's birthday Tani» )
Publications on the topic:
Summary of the GCD lesson on FEMP in the second junior group “As many, as many. Equally" Objectives: 1. To consolidate children’s knowledge of correlating the elements of one set with the elements of another. 2. Lead children to understand the equality of sets.
Summary of a mathematics lesson in the middle group “The concept of “as much - how much” Goal: developing the concepts of “as much - how many” Tasks: continue to teach children to put as many pictures or toys on a card as needed.
