home > Mythology > Pomoraeva senior group read. Lesson notes on femp in the senior group according to federal state education. Classes on the formation of elementary mathematical concepts in the middle group of kindergarten

Pomoraeva senior group read. Lesson notes on femp in the senior group according to federal state education. Classes on the formation of elementary mathematical concepts in the middle group of kindergarten

Lesson No. 1

Program content

Continue to learn how to compare adjacent numbers within 8 and understand the relationships between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number... greater than the number... ", "How much is the number... less than the number..."

Introduce the number 5.

Develop the eye, the ability to find objects of the same length, equal to the sample.

Improve the ability to distinguish and name familiar three-dimensional and flat geometric shapes.

Develop the ability to see and establish a number of patterns.

Demonstration material. Three-strip inlaid canvas, 22 white circles (snowballs), a house made up of stripes, flannelgraph, 2 baskets, a set of flat and three-dimensional “ice” figures, silhouettes of skis of different lengths (3 pieces), a picture of a glove on the right hand , cards with numbers from 1 to 5.

Handout. Two-page cards, “ice pieces” of different shapes (20 pieces for each child), sets of counting sticks, silhouettes of skis (according to the number of children), cards with numbers from 1 to 5, sheets of paper, colored pencils.

Guidelines

Game situation “Snow Town”.

Part I. Game exercise “Building a snow fortress.”

The work is organized on a three-strip typesetting canvas.

After completing the task, the teacher finds out why the children counted so many lumps. (I counted seven lumps because seven is one more than six.)

On the third strip, children count one lump more than on the second strip and answer the questions: “What number did you get? Why did you count eight lumps?” (Children justify their answer by comparing the numbers 8 and 7.)

The teacher draws the children’s attention to the number of lumps on all three strips: “What numbers can be used to indicate the number of lumps on each strip? What can you say about the number seven? (Seven is more than six by one, but less than eight by one.) So we built a snow fort.”

Part II. Game exercise “Playing with pieces of ice.”

The teacher asks the children: “On the top strip of the card, count one “ice” more than the number I name. (The teacher calls the number eight.) How many “ice” have you counted? (Nine.) Why did you count nine pieces of ice? (I counted nine pieces of ice because nine is one more than eight.) Count one less piece of ice on the bottom strip of the card than on the top strip. How many “ice pieces” did you count? (Eight.) Why did you count eight “ice pieces”?”

The teacher invites the children to equalize the number of “ice pieces” in any way and justify their choice.

Part III. Game exercise “Find a pair of skis.”

On the flannelgraph there are three skis of different lengths; the children have a sample ski for which they need to find a pair.

The teacher invites the called child to find a ski that matches the length of his ski. The child names ways to check the task and shows them.

The task is repeated with other samples.

Part IV. Game exercise “Wear gloves for a walk.”

The teacher shows a picture of a glove and invites us to look at it: “How many “houses” for fingers does the glove have? (Five.) Show the number indicating the number one.”

The called child places the number 1 above the thumb house.

Then the children, together with the teacher, designate “houses” for the index, middle and ring fingers with numbers.

The teacher shows the number 5 and explains that this number can indicate the number 5, and places the number 5 above the “house” for the little finger.

Children name the numbers in order.

Then they trace their palms on sheets of paper, count how many fingers there are, lay out cards with numbers from 1 to 5 over them and name the numbers. They circle the number five with a colored pencil.

Part V. Relay game “Who can break up the ice the fastest.”

Children are divided into two teams by counting “first - second”.

The teacher invites the children to place the “ice pieces” into two baskets.

The first team selects and puts all the flat pieces of ice into the basket, and the second team - all the three-dimensional pieces of ice. During the verification process, children name the shape of “ice pieces.”

Part VI. Game exercise “Building an ice house.”

The teacher invites the children to build a house using counting sticks based on the model, and then rearrange the two sticks so that the house faces the other direction (see picture).

The called child rebuilds the house using a model, the rest of the children complete the task on the spot.

Lesson No. 2

Program content

Continue to teach understanding the relationships between adjacent numbers 9 and 10.

Introduce number 6.

Continue to develop your eye and the ability to find objects of the same width, equal to the sample.

Strengthen spatial concepts and the ability to use words: left, right, below, in front (in front), behind (behind), between, next to.

Practice naming the days of the week sequentially.

Didactic visual material

Demonstration material. Flannelgraph, room layout with flat images of Dunno's furniture and items of clothing, Dunno's letter, "scarves" - strips of the same length and color, but different widths (according to the number of children), 6 circles of different colors, cards with numbers from 1 to 6.

Handout. Two-strip cards, snowflakes (20 pieces for each child), “scarf” strips, the width of which is equal to one of the “scarf” samples - strips of the same length and color, but different widths (4 pieces for each child), colored pencils ( 6 pieces for each child), cards with numbers from 1 to 6, sheets of paper.

Guidelines

Part I. Game exercise “Answer Dunno’s questions.”

The teacher informs the children about a letter from Dunno, in which he asks for help: “The pencil drew ten snowflakes, and I drew nine snowflakes. I want Pencil and I to have an equal number of snowflakes.”

The teacher asks the children to place 10 snowflakes on the top strip of a two-line counting card, and 9 on the bottom. Then he asks: “What numbers can be used to indicate the number of snowflakes? Which number is greater: ten or nine? Which number is smaller: nine or ten? How much greater is the number ten than nine? How much is nine less than ten?

The teacher invites the children to help Dunno equalize the number of snowflakes. Children discuss options for completing the task, perform equalization in any way and explain their actions, for example: “I added one more to nine snowflakes and there were ten of them, equally.”

Part II. Game exercise “Selecting colors for a pencil.”

The teacher invites the children to help Pencil select five colors for the picture. The called child counts 5 circles of different colors on the board. Children check the quantity and color of paints. Then indicate the number of colors with the corresponding number on the board.

The pencil asks to pick up another paint for him. The called child completes the task, other children check how many colors there are.

The teacher clarifies: “What number did you get? What number represents the number six?

He listens to the children's answers and shows a card with the number 6. The children find it in their possession, circle it with their hand and guess what it looks like.

Part III. Game exercise “Draw multi-colored paths with a Pencil.”

The pencil invites children to draw 6 multi-colored paths on a sheet of paper.

The teacher asks the children: “How many paths have you drawn? What number represents the number six?

Then he asks to find and show the number 6.

Part IV. Game exercise “Let's find scarves for Dunno and Pencil.”

Sets of scarves (4 pieces each) of the same length and color, but of different widths are laid out on the children's cribs and on the teacher's table. Children each have one scarf, equal in width to one of the four scarves.

The teacher asks the called child to find a scarf of the same width among the scarves lying on the table and check the correctness of the choice by directly comparing the scarves.

Then the teacher asks the children to remember the width of their scarves and find scarves of the same width on their cribs. Children check the correctness of the task by directly comparing scarves.

Part V Outdoor game “Days of the week, line up.”

The game is played 3-4 times with changing cards (see December, lesson 4).

Part VI. Game exercise “Let's help Dunno find things.”

On a flannelgraph there is a model of Dunno's room (you can use doll furniture). Dunno's things are hidden in different places in the room: a hat near the closet, boots next to the chair and behind the bed, etc.

The teacher asks the children the location of each item: “Where is the hat? (The hat lies near the closet.) Where are the shoes?

The children help Dunno get ready to visit Pencil.

Lesson No. 3

Program content

Continue to form ideas about the equality of groups of objects, learn to form groups of objects according to a given number, see the total number of objects and call it one number.

Introduce number 7.

Continue to develop your eye and the ability to find objects of the same height, equal to the sample.

Learn to navigate on a sheet of paper.

Didactic visual material

Demonstration material. A three-step ladder, a magnetic board, foxes, bear cubs and bunnies (9 pieces each), circles of red, yellow, green and blue colors (1 piece each), 4 Christmas trees of different heights, cards with numbers from 1 to 7.

Handout. Three-page cards, sheets of paper, Christmas trees (according to the number of children), sets of colored pencils, circles, squares, triangles (9 pieces for each child), cards with numbers from I to 7.

Guidelines

Part I. Game exercise “Count the same amount.”

The exercise is performed on a three-step ladder.

The teacher invites the child to place 7 chanterelles on the top step of the ladder. After completing the task, he asks: “How many chanterelles did you count? What number represents seven chanterelles? What number represents the number seven?

The teacher shows the number 7. The children find it and circle it with their hand.

On the second step the child places as many bear cubs as there are foxes on the first step. (“Why did you count so many bear cubs?”) On the third step there are as many bunnies as there are bear cubs. (The questions are the same.)

After completing the exercise, the teacher asks: “What can you say about the number of chanterelles, bear cubs and bunnies?” (Seven, equally.)

The teacher summarizes: “Seven foxes, seven bear cubs, seven bunnies, seven of all.” Then asks the children to show the corresponding number.

Part II. Working with handouts.

Children perform a similar task on three-line cards. They put 9 triangles on the top strip, 9 circles on the second, and 9 squares on the third.

Physical education minute

The teacher reads the poem and performs the appropriate movements together with the children.

Two frogs

We see them jumping along the edge of the forest (Hands on the belt, half squats with a turn to the right and left.)

Two green frogs.

Jump-jump, jump-jump, (Jump.)

Jump from heel to toe. (Stepping from toe to heel.)

There are two girlfriends in the swamp, (Hands on the belt, half squats with a turn to the right and left.)

Two green frogs

In the morning we washed ourselves early, (Movements according to the text.)

Rubbed with a towel,

They stomped their feet,

They clapped their hands,

Leaned to the right

They leaned to the left.

That’s the secret of health, (Walking in place.)

Hello to all physical education friends!

Part III. Game exercise “Place it correctly.”

The teacher and the children examine the magnetic board: “What geometric figure does the board look like? What does a rectangular board have?” (Gestures sides and corners.)

The teacher invites the called child to show the sides of the magnetic board and name them. (Top side, bottom side, etc.)

The teacher shows and names the corners: “Upper right corner, lower left corner.” Then he gives the task: “Put a red circle in the upper right corner, a green circle in the lower right corner, a yellow circle in the upper left corner and a blue circle in the lower left corner. (Children take turns doing the tasks.) In which corner did you place the red circle? In which corner is the green circle? etc.

Part IV. Game exercise “Drawing a pattern.”

The teacher asks the children to draw a line along the top side of the sheet with a red pencil, along the bottom side with a blue pencil, and draw a yellow line on the right and a green line on the left.

Then he finds out: “Which side is the red line drawn along? Which side is the blue line on? etc. Children are invited to draw a pattern using any geometric shapes in the middle of the sheet.

Part V. Game exercise “Find a Christmas tree of the same height.”

Children have sample Christmas trees. In the group room there are 4 Christmas trees of different heights.

The teacher invites the children to remember the height of their Christmas trees and find Christmas trees of that height among those standing in the group. The correctness of the task is verified by direct comparison.

Lesson No. 4

Program content

Introduce the quantitative composition of the number 3 from units.

Introduce the number 8.

Improve the ability to see the shape of familiar geometric shapes in surrounding objects: rectangle, square, circle, triangle.

Continue to learn how to navigate on a sheet of paper, identify and name the sides and corners of the sheet.

Didactic visual material

Demonstration material. Counting ladder, little fox, little bear, little hare; objects of different shapes (according to the number of children), 8 snowflakes, cards with numbers from 1 to 8.

Handout. Sets of flat geometric shapes, flat or three-dimensional geometric shapes (according to the number of children), multi-colored sheets of square paper, snowflakes (10 pieces for each child), cards with numbers from 1 to 8.

Guidelines

Part I. Game exercise “Let’s make a number.”

There are 3 toys displayed on the counting ladder: a little fox, a bear cub, and a bunny. The teacher asks the children: “What toys do you see? How many toys are there in total? How many toys do you see? (One little fox, one little bear, one little bunny.) How did you make up the number three?” (One, one and one - will be the number three.)

Part II. Working with handouts.

The teacher invites the children to make up the number three using different geometric shapes. In this case, no geometric figure should be repeated twice. After completing the task, the teacher finds out: “How many geometric shapes are there in total? How many geometric shapes did you take? How did you come up with the number three?

Part III. Didactic game “Find an object of the same shape.”

The teacher clarifies what geometric shapes the children know and suggests first naming only flat geometric shapes, then only three-dimensional ones.

The teacher invites the children to take one figure each. When given a signal, they find objects in the group whose shape is similar to their geometric shapes. Then children talk about the shape of objects, comparing them with the figure. (I found a square-shaped napkin. It also has four corners and four sides, like a square.)

Part IV. Game exercise “Let's prepare snowflakes for a napkin.”

The teacher suggests adding one more to the seven snowflakes and counting how many snowflakes there are. Then he finds out what number can be used to represent the number 8.

He shows a card with the number 8. Children find it in their possession and trace it along the outline.

The teacher clarifies: “What number does the number eight represent? What does she look like?

Part V. Game exercise “Arrange the snowflakes correctly.”

Children have square sheets of paper of different colors.

The teacher suggests decorating the napkins with snowflakes: “Put one snowflake in the middle of the napkin. Place one snowflake in the upper left corner. One snowflake - in the lower left corner,” etc. (After completing each task, he clarifies: “Where did they put the snowflake?”)

Natalya Shcheglikhina

Program content:

Educational field "Socialization":

Reinforce children's rules of behavior class.

Development area:

Develop attention, memory, thinking; the ability to evaluate oneself.

"Educational area"

Develop imagination, memory, thinking.

Educational area:

To develop self-control and independence in children when completing tasks.

"Cognition":

Continue learning to compose and solve simple arithmetic problems involving addition and subtraction of numbers within 10; practice counting within 20; be able to name the neighbors of a number; put signs between numbers; be able to navigate on a sheet of paper; be able to connect the dots and shade.

Material:

Task cards; sets of numbers, signs, for each child.

GCD move:

Organizing time:

Children, let's celebrate today and greet each other.

Please stand in a circle.

All the children gathered in a circle

I am your friend and you are my friend!

Let's hold hands tightly

And let's smile at each other!

Hold hands and smile at each other.

Great! Now, thanks to your smiles, our day will definitely be good and will bring us a lot of new and interesting things.

Now show me your fingers. Let's make them friends.

They are friends in our group of girls and boys

You and I will make friends little fingers

1,2,3,4,5 start counting again

5,4,3,2,1 we stand together in a circle!

The guys stood up straight,

Listen attentively

you to ready for class? (Children: "Yes!")

Hello, mathematics!

What do you think Mathematics Is the subject interesting or not?

Why do you think it's interesting?

And who thinks that mathematics not an interesting subject?

Let's check it today!

Warm-up (with a ball)

Is it afternoon or evening?

What other parts of the day are there?

How many days are there in a week?

What day of the week is it today?

What was it like yesterday?

What will it be like tomorrow?

How many days off are there in a week?

Name the days of the week in order, starting with Monday;

How many ears do two cats have?

How many eyes does a traffic light have?

What time of year is it now?

Name all the seasons;

How many fingers are there on two hands?

How many paws do two dogs have?

What month is it?

How many months are there in a year?

Name them in order;

Name the winter months (spring, summer, autumn);

How many suns are there in the sky at night?

Now we pass the ball to each other in turn and call the numbers in order from 1 to 10;

Now it’s the other way around from 10 to 1;

Let's try to name the numbers from 1 to 20

And now it's time to sit down at the tables. The one who names a number 1 greater than the number that I name goes to his place.

1. Arrange cards with numbers in order from 1 to 10;

2. Name the neighbors of the numbers 6, 4, 9, 3, 7;

3. Compare the numbers 5 and 6, 4 and 5, 8 and 9, 7 and 3, 3 and 1, 4 and 4

Solving examples using cards (draw the required number of dots on the ladybug’s back, then write the example in numbers)

Fizminutka:

Children perform movements according to the text poems:

We counted and were tired.

Together we all stood up quietly.

They clapped their hands - one, two, three,

They stomped their feet - one, two, three

Hands up! Wider your shoulders!

One two Three! Breathe more smoothly!

They sat down, stood up, stood up, sat down.

And they didn’t hurt each other.

Fun puzzles (show the solution to the problem on the board).

6 cheerful bear cubs are rushing into the forest to pick raspberries.

But 1 kid is tired: I fell behind my comrades.

Now find the answer: How many bears are there ahead? (6 -1= 5)

5 crows sat on the roof, 3 more flew to them,

Answer quickly and boldly: How many of them arrived? (5+3=8)

Challenges for ingenuity:

In the clearing near the oak tree

He found another one.

Who is ready to tell us how many mushrooms the hedgehog found? (3+1=4)

10 boys played football

One was called home

He looks out the window, counts

How many of them are playing now? (10-1=9)

- A game: “Get in order!”

There are inverted numbers on the table, everyone goes through, takes one and, on command, they are built in order one after another starting from 1 to 10 :

One two three four five,

We must stand in order!

Now let’s go to our place, the last one exercise:

Connect the dots from 1 to 20 and shade

Well done, you completed all the tasks correctly!

Bottom line classes

Ours has come to an end class.

Who will answer me the main question of our classes: Mathematics subject – interesting or not?

Guys, which task did you like best?

Which was the easiest?

What's difficult?

Who thinks that he did well?

I really liked you too, you were persistent, attentive, smart and therefore you managed to show our guests that mathematics is an interesting subject.

Irina Aleksandrovna Pomoraeva, Vera Arnoldovna Pozina

Library of the program “FROM BIRTH TO SCHOOL”

under the general editorship of N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva


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 - Methodist, teacher of methods of mathematical development at Pedagogical College No. 4, excellent student of public education

Preface

This manual is addressed to educators working on the approximate basic general educational program of preschool education “FROM BIRTH TO SCHOOL”, edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, for organizing work in mathematics in a preparatory school group.

The manual discusses issues of organizing work on the development of elementary mathematical concepts in children 6–7 years old, taking into account the patterns of formation and development of their cognitive activity and age-related capabilities.

The book provides an approximate planning of mathematics work for the year. The structure of the classes allows you to combine and successfully solve problems from different sections of the program. The proposed system of work, which includes a set of tasks and exercises, various methods and techniques of working with children (visual-practical, playful, verbal), helps preschoolers master the ways and techniques of cognition, and apply the acquired knowledge in independent activities. This creates the prerequisites for the formation of a correct understanding of the world, allows for a general developmental orientation of learning, connection with mental, speech development and various types of activities.

Game situations with elements of competition, reading passages of fiction motivate children and direct their mental activity to find ways to solve assigned problems. The method of work does not involve direct teaching, which can negatively affect the child’s comprehension and independent performance of mathematical tasks, but implies the creation of situations of community, collaboration, and provides all children with an equal start, which will allow them to study successfully at school.

The proposed work system allows teachers to take into account the specifics of the activities of the educational institution and its priorities. The volume of material gives educators the opportunity to realize their creative potential and take into account the characteristics of a specific group of children.

The knowledge gained in the course of organized educational activities on the formation of elementary mathematical concepts must be consolidated in everyday life. To this end, special attention should be paid to enriching role-playing games with mathematical content and creating a subject-development environment that stimulates the development of independent cognitive activity of each child.

When working with children both in a preschool institution and at home, you can use the workbook “Mathematics for preschoolers: Preparatory group for school” (M.: Mozaika-Sintez, 2012).

The manual includes: a list of didactic games, additional material, recommendations for organizing a developmental environment. They reflect the modern positions of psychologists, teachers and methodologists, which make it possible to expand the content of work with children of the seventh year of life.

Further in the manual, for convenience of presentation, instead of the term “direct educational activity,” we will often use the term “occupation,” which is familiar to teachers. However, the term “class” should not mislead teachers: it does not imply lesson-type classes. The teacher’s task is not to turn mathematics into a lesson, but to use forms of work with children appropriate to their age, indicated in the approximate basic general educational program of preschool education “FROM BIRTH TO SCHOOL” edited by N. E. Veraksa, T. S. Komarova, M A. Vasilyeva.

Program content

Quantity

Development of general ideas about sets: the ability to form sets on given grounds, to see the components of sets in which objects differ in certain characteristics.

Exercises in combining, complementing sets, removing parts or individual parts from a set.

Consolidating the ability to establish relationships between individual parts of a set, as well as the whole set and each of its parts based on counting, making pairs of objects or connecting objects with arrows.

Improving quantitative and ordinal counting skills within 10. Introducing counting within 20.

Getting to know the second ten numbers.

Consolidating an understanding of the relationships between numbers in the natural series (7 is greater than 6 by 1, and 6 is less than 7 by 1), the ability to increase and decrease each number by 1 (within 10).

Consolidating the ability to name numbers in forward and reverse order (oral counting), the next and previous number to the one named or indicated by a number, and determine the missing number.

Introducing the composition of numbers from 0 to 10.

Forming the ability to decompose a number into two smaller ones and make a larger one from two smaller ones (within 10, on a visual basis).

Introduction to coins in denominations of 1, 5, 10 kopecks, 1, 2, 5, 10 rubles (distinguishing, setting and exchanging coins).

Formation of the ability to visually compose and solve simple arithmetic problems on addition (the smaller is added to the larger) and subtraction (the subtracted is less than the remainder); When solving problems, use action signs: plus (+), minus (-) and the equal sign (=).

Magnitude

Consolidating the ability to divide an object into 2–8 or more equal parts by bending the object (paper, fabric, etc.), as well as using a conventional measure; correctly designate parts of a whole (half, one part of two (one second), two parts of four (two fourths), etc.); establish the ratio of the whole and the part, the size of the parts; find parts of a whole and a whole from known parts.

Formation of initial measurement skills. Consolidating the ability to measure the length, width, height of objects (straight line segments) using a conventional measure (checked paper).

Strengthening children's ability to measure the volume of liquid and granular substances using a conditional measure.

Formation of ideas about the weight of objects and methods of measuring it. Consolidating the ability to compare the weight of objects (heavier - lighter) by weighing them on the palms of your hands. Getting to know the scales.

Development of the idea that the result of measurement (length, weight, volume of objects) depends on the size of the conditional measure.

Form

Clarification of knowledge about geometric shapes, their elements (vertices, angles, sides) and some of their properties.

Formation of ideas about a polygon (using the example of a triangle and a quadrilateral), a straight line, a straight segment.

Consolidating the ability to recognize figures regardless of their spatial position, depict, arrange on a plane, arrange by size, classify, group by color, shape, size.

Consolidating the ability to model geometric shapes; make one polygon from several triangles, one large rectangle from several small squares; from parts of a circle - a circle, from four segments - a quadrangle, from two short segments - one long, etc.; construct figures based on verbal descriptions and listing their characteristic properties; create thematic compositions from figures according to your own ideas.

Consolidating the ability to analyze the shape of objects as a whole and their individual parts; recreate objects of complex shape from individual parts using contour patterns, descriptions, and presentation.

Orientation in space

Formation of the ability to navigate on a limited surface (sheet of paper, blackboard, notebook page, book, etc.); place objects and their images in the indicated direction, reflect in speech their spatial location (above, below, above, below, left, right, left, right, in the upper left (lower right) corner, in front, behind, between, next to, etc. .).

Getting to know the plan, diagram, route, map. Development of the ability to model spatial relationships between objects in the form of a drawing, plan, diagram.

Formation of the ability to “read” the simplest graphic information indicating the spatial relationships of objects and the direction of their movement in space: from left to right, from right to left, from bottom to top, from top to bottom; independently move in space, focusing on conventional designations (signs and symbols).

Time orientation

Formation of elementary ideas about time: its fluidity, periodicity, irreversibility, sequence of days of the week, months, seasons.

Consolidating the ability to use words and concepts in speech: first, then, before, after, earlier, later, at the same time.

Development of a “sense of time”, the ability to save time, regulate one’s activities in accordance with time; distinguish the duration of individual time intervals (1 minute, 10 minutes, 1 hour).

Formation of the ability to determine time using a clock with an accuracy of 1 hour.

Approximate distribution of program material for the year

I quarter

September

Lesson 1


Lesson 2


Lesson 3


Lesson 4

Introduce number 3.


Lesson 5

Introduce number 4.


Lesson 6

Introduce the number 5.

October

Lesson 1

Introduce number 6.

Develop the ability to move in space in accordance with symbols.


Lesson 2

Introduce number 7.


Lesson 3

Introduce the number 8.


Lesson 4

With the composition of the number 9 from units.

With the number 9.

Develop your eye.


Lesson 5

Improve your ability to form the number 9 from ones.


Lesson 6

With the composition of the number 10 from ones.

With the number 0.

Continue learning to find the previous number to the named one, the next number to the named one.

Clarify ideas about the weight of objects and the relativity of weight when comparing them.

To form ideas about temporary relationships and learn to denote them with words: first, then, before, after, earlier, later e.


Lesson 7

Continue learning to form the number 10 using units.

Introduce the symbol for the number 10.

Strengthen counting skills forward and backward within 10.

Give an idea of ​​a polygon using the example of a triangle and a quadrilateral.

Strengthen the ability to navigate in space using symbols on the plan, determine the direction of movement of objects, and reflect their spatial position in speech.


Lesson 8

Learn to form the number 3 from two smaller numbers and decompose it into two smaller numbers.

Continue familiarizing yourself with numbers from 1 to 9.

Clarify your understanding of a polygon, develop the ability to find its sides, angles and vertices.

Strengthen ideas about the seasons and months of autumn.

November

Lesson 1

Learn to form the number 4 from two smaller numbers and decompose it into two smaller numbers.

Strengthen the skills of ordinal counting within 10.

Develop the ability to analyze the shape of objects and their individual parts.

Improve your understanding of the weight of objects and the ability to determine whether objects weigh the same or not, regardless of their appearance.

Strengthen the ability to consistently identify and name the days of the week.


Lesson 2

Learn to form the number 5 from two smaller numbers and decompose it into two smaller numbers.

Introduce the formation of numbers of the second ten within 15.

Improve the ability to build a series series based on the weight of objects.

Strengthen the ability to navigate on a sheet of paper and reflect in speech the spatial arrangement of objects in words: top, bottom, left, right.


Lesson 3

Learn to form the number 6 from two smaller numbers and decompose it into two smaller numbers.

Continue to introduce the formation of numbers of the second ten within 15.

Introduce the measurement of quantities using a conditional measure.

Develop the ability to navigate in space using symbols and diagrams.


Lesson 4

Learn to form the number 7 from two smaller numbers and decompose it into two smaller numbers.

Continue to introduce the formation of numbers of the second ten within 20.


Lesson 5

Learn to form the number 8 from two smaller numbers and decompose it into two smaller numbers.

Strengthen counting skills in forward and backward order within 15.

Practice measuring the length of objects using a conventional measure.

Develop the ability to navigate on a sheet of squared paper.


Lesson 6

Learn to form the number 9 from two smaller numbers and decompose it into two smaller numbers.

Improve counting skills within 20.

Practice measuring the height of objects using a conventional measure.

Continue to develop the ability to navigate on a sheet of squared paper.


Lesson 7

Learn to form the number 10 from two smaller numbers and decompose it into two smaller numbers.

Strengthen the ability to identify the previous, subsequent and missing number to the one named or indicated by a number within 10.

Practice the ability to measure the length and width of objects using a conventional measure.


Lesson 8

Strengthen ideas about the quantitative and ordinal value of numbers within 10.

Strengthen the ability to form the number 10 from units.

Skills in measuring the size of objects; introduce the dependence of measurement results on the value of the conditional measure.

Develop the ability to move in space in a given direction.

Ability to model objects using familiar geometric shapes.

II quarter

December

Lesson 1

Introduce coins in denominations of 1, 2, 5, 10 rubles and 1, 5, 10 kopecks.

Continue to develop your orientation skills on a sheet of squared paper.

Clarify ideas about polygons and how to classify them by type and size.


Lesson 2

Continue to introduce coins in denominations of 1, 5, 10 rubles.

Form ideas about time, introduce the hourglass.


Lesson 3

Continue to introduce coins in denominations of 1, 5, 10 rubles, their collection and exchange.

Develop a sense of time, learn to regulate your activities in accordance with the time interval.

Develop the ability to recreate objects of complex shape from individual parts using contour patterns.


Lesson 4

Continue to clarify ideas about coins in denominations of 1, 2, 5, 10 rubles, their collection and exchange.

Learn to measure the volume of bulk solids using a conventional measure.

Introduce clocks, teach how to set the time on a clock model.

Continue learning to determine the shape of objects and their parts.


Lesson 5

Continue learning to measure the volume of bulk solids using a conventional measure.

Continue to introduce clocks, teach how to set the time on a clock model.

Develop the ability to navigate on a sheet of squared paper.

Reinforce ideas about polygons; introduce its special cases: pentagon and hexagon.


Lesson 6

Introduce the rules for measuring liquid substances using a conventional measure.

To consolidate an understanding of the relationships between numbers in the natural series, the ability to increase (decrease) a number by 1 within 10.

Develop a sense of time; learn to distinguish the duration of time intervals within 5 minutes.

Develop the ability to model geometric shapes.


Lesson 7

Improve the ability to decompose a number into two smaller ones and make a larger number from two smaller ones within 10.

Reinforce ideas about the sequence of times and months of the year.

Develop the ability to construct geometric figures using verbal descriptions and listing characteristic properties.

Exercise the ability to combine parts into a whole set, compare the whole and part of the set.


Lesson 8

Strengthen the ability to decompose a number into two smaller numbers and make a larger number within 10 from two smaller ones.

Develop the ability to name the previous, subsequent and missing numbers to the named one.

Reinforce ideas about the sequence of days of the week.

Develop the ability to modify geometric shapes.

January

Lesson 1

Learn to compose arithmetic problems involving addition.

Strengthen the ability to see geometric shapes in surrounding objects.


Lesson 2

Improve your ability to navigate on a sheet of squared paper.

Develop attention, memory, logical thinking.


Lesson 3

The ability to measure the volume of liquid substances using a conventional measure.

Ability to navigate on a sheet of squared paper.

Attention, memory, logical thinking.


Lesson 4

Learn to compose and solve arithmetic problems involving addition and subtraction.

Introduce coins in denominations of 1, 2, 5, 10 rubles, their collection and exchange.

Improve your ability to navigate on a sheet of squared paper.

Develop attention and logical thinking.


Lesson 5

Continue learning to compose and solve arithmetic problems involving addition and subtraction.

Continue introducing the clock and setting the time on the clock layout.

Improve your ability to navigate on a sheet of squared paper.


Lesson 6

Continue learning to compose and solve arithmetic problems involving addition and subtraction.

Improve your understanding of the sequence of numbers within 20.

Develop the ability to divide a whole into 8 equal parts and compare the whole and its parts.

Develop the ability to determine the location of objects relative to each other.


Lesson 7

Develop ideas about geometric shapes and the ability to draw them on a sheet of paper.

Strengthen the ability to name the previous, subsequent and missing numbers, indicated by a number.


Lesson 8

Continue

Improve your understanding of the parts of the day and their sequence.

Practice using words correctly in speech: first, then, before, after.

Strengthen the ability to see the shapes of familiar geometric figures in surrounding objects.

February

Lesson 1

Continue learning to compose and solve arithmetic addition problems.

Practice counting objects according to the model.

Learn to measure the length of straight line segments using squares.

Develop attention, memory, logical thinking.


Lesson 2

Continue learning to compose and solve arithmetic problems involving addition and subtraction.

Strengthen the ability to name the winter months.

Improve the ability to form numbers from units.

Practice creating thematic compositions from geometric shapes.


Lesson 3

Continue learning to compose and solve arithmetic problems involving addition and subtraction.

Strengthen the ability to consistently name the days of the week and correctly use the words in speech: earlier, later, first, then.

Continue to develop the ability to determine a straight line segment and measure its length in cells.

Develop ideas about the size of objects.


Lesson 4

Continue learning to compose and solve arithmetic problems involving addition and subtraction.

Expand your understanding of the weight of objects.

Strengthen the ability to modify geometric shapes.

Improve the ability to navigate in a squared notebook and complete tasks according to verbal instructions.


Lesson 5

Continue learning to compose and solve arithmetic problems involving addition and subtraction.

Improve skills in measuring the height of objects using a conventional measure.

Continue to introduce watches and teach how to tell time with an accuracy of 1 hour.


Lesson 6

Learn to compose and solve arithmetic problems involving addition and subtraction.

Develop ideas about geometric shapes and the ability to sketch them on a sheet of checkered paper.

Develop logical thinking.


Lesson 7

Learn to independently compose and solve addition and subtraction problems.

Improve counting skills by changing its base.

The ability to move in space in a given direction in accordance with symbols.


Lesson 8

Learn to independently compose and solve addition and subtraction problems.

Understanding of the quantitative and ordinal values ​​of a number, the ability to answer the questions “How much?”, “Which is in order?”, “In which place?”.

Improve your ability to model geometric shapes.

Develop attention and imagination.

III quarter

March

Lesson 1

Continue to teach yourself how to compose and solve arithmetic problems within 10.

Improve the ability to divide a circle into 8 equal parts, correctly label parts, compare the whole and its parts.

Exercise the ability to determine time on a clock with an accuracy of 1 hour.

Develop attention.


Lesson 2

Strengthen your understanding of the relationships between adjacent numbers within 10.

Improve your ability to navigate on a sheet of squared paper.

Develop attention.


Lesson 3

Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.

Improve the ability to measure the length of objects using a conventional measure.

Improve your ability to orientate yourself on a sheet of squared paper.

Strengthen the ability to consistently name the seasons and months of the year.


Lesson 4

Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.

Practice the ability to form a number from two smaller numbers and decompose a number into two smaller numbers.

Reinforce ideas about coins in denominations of 1, 2, 5, 10 rubles.

Develop the ability to orientate yourself on a sheet of squared paper.

Practice the ability to determine the weight of objects using scales.


Lesson 5

Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.

Develop the ability to combine parts of a set, compare the whole and its parts based on counting.

Improve the ability to see the shapes of familiar geometric figures in surrounding objects.


Lesson 6

Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.

Strengthen the ability to consistently name the days of the week.

Develop the ability to model spatial relationships between objects on a plan.

Develop spatial perception of shape.

Lesson 7

Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.

Develop the ability to navigate on a sheet of squared paper.

Improve the ability to design three-dimensional geometric shapes.

Practice counting forward and backward within 20.


Lesson 8

Practice solving arithmetic problems involving addition and subtraction within 10.

Develop the ability to navigate on a sheet of squared paper.

Improve counting skills by changing the counting base within 20.

Develop attention, memory, logical thinking.

April

Lesson 1

Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.

Practice your ability to navigate on a sheet of squared paper.

Develop the ability to measure the length of objects using a conventional measure.

Develop attention, memory, logical thinking.


Lesson 2

Practice your ability to navigate on a sheet of squared paper.

Develop the ability to consistently name the days of the week, months and seasons.

Develop attention, memory, logical thinking.


Lesson 3

Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.

Practice your ability to navigate on a sheet of squared paper.

Develop attention, memory, logical thinking.


Lesson 4

Continue to teach yourself how to compose and solve addition problems within 10.

Practice your ability to navigate on a sheet of squared paper.

Develop the ability to create objects of complex shape from individual parts according to imagination.

Develop attention, memory, logical thinking.


Lesson 5

Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.

Practice your ability to navigate on a sheet of squared paper.

Strengthen the ability to form a number from two smaller ones and decompose it into two smaller numbers within 10.

Develop attention, memory, logical thinking.


Lesson 6

Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.

Practice your ability to navigate on a sheet of squared paper.

Strengthen ideas about three-dimensional and flat geometric shapes.

Develop attention, memory, logical thinking.


Lesson 7

Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.

Practice your ability to navigate on a sheet of squared paper.

Develop attention, memory, logical thinking.


Lesson 8

Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.

Practice your ability to navigate on a sheet of squared paper.

Improve the ability to navigate in the surrounding space relative to yourself and another person.

Develop attention, memory, logical thinking.

May

Work to consolidate the material covered.

Approximate content of working with children

September

Lesson 1

Program content

Practice dividing a set into parts and combining its parts; improve the ability to establish a relationship between a set and its part.

Skills in ordinal counting within 10, the ability to answer the questions “How much?”, “Which one?”, “In which place?”.

Ideas about the relative arrangement of objects in space (in a row): left, right, before, after, between, before, behind, next to.

Ability to consistently identify and name the days of the week.


Demonstration material. Cards with circles drawn on them (from 1 to 7), Dunno's things (hat, boots, etc.), doll furniture or room layout, doll, bear, 3 cubes, 3 pyramids.


Guidelines

Part I. Game "Live Week".

The teacher calls seven children to the board and invites them to take cards with circles drawn on them (from 1 to 7). Children perform various movements to the music, as instructed by the presenter. At the end of it, they line up in a line, forming a week: the first to stand is the child who has one circle drawn on the card (Monday), the second – who has two circles on the card (Tuesday), etc. The check is carried out by roll call naming the days of the week .

The game is repeated 2-3 times with a change of participants.

Part II. Didactic game “Who left?”

Ten children come to the board and line up. The rest count them in order, remember the sequence of construction and close their eyes. At this time, one of those standing in the line leaves. Children open their eyes and determine who left and where the person who left stood.

The game is repeated 2-3 times with children changing in the line.

Part III. Game exercise “Let's help Dunno find things.”

On a flannelgraph there is a model of Dunno's room (you can use doll furniture). Dunno's things lie in different places in the room: a hat near the closet, one shoe next to the chair, the other behind the bed, etc.

The teacher tells the children that Dunno is going to visit Pencil, but cannot find his things. The teacher invites the children to help Dunno. Children name the location of each item: “The hat is near the closet,” etc. Dunno thanks for the help.

Part IV.

The teacher tells the children that a doll has come to visit them and invites them to play with it. He puts 3 cubes and 3 pyramids on the table and asks: “How many cubes? How many pyramids? What can you say about the number of pyramids and cubes?”

The teacher puts the cubes and pyramids together and asks: “How many toys does the doll have in total? (Children count toys.) Six toys. How many pyramids? What is more: toys or pyramids? How many cubes? What is less: cubes or toys? The group of toys (generalizing gesture) is larger than the group of pyramids, its parts (shows). A group of toys is larger than a group of cubes, a part of it.”

The teacher invites the doll to play with the bear, and the children equally divide the toys between them (consider different options for equality). The correctness of the task is checked based on the score.

Lesson 2

Program content

Practice dividing a set into parts and combining parts into a whole group; improve the ability to establish a relationship between a set and its part.

The ability to divide a circle and a square into 2 and 4 equal parts, compare and name them.

The ability to distinguish and name familiar geometric shapes.

Didactic visual material

Demonstration material. Doll, bear, bunny, 3 cubes, 3 pyramids, 3 cars, 5 circles of the same color, 2 baskets, 2 sets of building materials (with flat and three-dimensional geometric shapes - in accordance with the program content).

Handout. Envelopes containing 1/4 of a circle or square, a box with the remaining parts of the figures, squares of the same color (5 pieces for each child).


Guidelines

Part I.

There are 5 circles of the same color on the flannelgraph. Children determine their number.

Children, together with the teacher, count the circles in reverse order (from 5 to 1). Then the teacher asks: “What did we do when we counted from five to one?” (Decreased by one.)

Part II.

The teacher suggests completing a similar task using squares of the same color. Children count the squares, remove one at a time and determine how many are left. Together with the teacher, they call the numbers in reverse order. (Five, four, three, two, one.)

Part III. Relay game “Who can decompose the building material faster?”

Children are divided into two teams by counting first or second. The first team must find all flat figures in the basket and transfer them to another basket, and the second - all three-dimensional figures.

In the process of checking the task, children show and name the figures.

Part IV. Didactic game “Make the whole from its part.”

Children have envelopes with parts of geometric shapes. The teacher offers to create a whole geometric figure by selecting the missing parts from the box.

After completing the task, the children determine what shapes they got and how many parts they consist of.

Then the teacher asks the children: “What can you call each part of your figure? What is greater: the whole or one second (one fourth) part? What is less: one second (one fourth) part or the whole?”

Part V Game exercise “Collecting toys for a doll.”

The teacher tells the children that a doll has come to visit them and invites them to play with it. He puts three groups of toys on the table (3 cubes, 3 pyramids, 3 cars) and asks: “How many cubes? How many pyramids? How many cars? What can you say about the number of pyramids, cubes and cars? (Cubes, pyramids, cars equally, three each.)

The teacher puts cubes, pyramids and cars together and asks: “How many toys does the doll have in total? (Children count toys.) That's right, nine toys. How many pyramids? What is more: nine toys or three pyramids? Which is smaller: three pyramids or nine toys? (Toys and blocks, toys and cars are compared in a similar way.)

The teacher concludes: “The group of toys (generalizing gesture) is larger than the group of pyramids (shows) and larger than the group of cubes, its part.”

Then the teacher invites the doll to play with the bear and the bunny, and the children equally divide the toys between them. The correctness of the task is checked based on the score.

Lesson 3

Program content

Introduce numbers 1 and 2 and learn to denote numbers with numbers.

Practice counting skills forward and backward within 10.

Strengthen the ability to navigate on a sheet of paper, determine the sides and corners of the sheet.

Improve your understanding of triangles and quadrilaterals.

Didactic visual material

Demonstration material. Cards with numbers 1 and 2, dummies of mushrooms (1 porcini mushroom and 2 aspen mushrooms), 10 triangles of the same color, sample pattern.

Handout. Cards with numbers 1 and 2, rectangles of the same color (10 pieces for each child), sheets of paper, colored pencils.


Guidelines

Part I. Game exercise “Count the mushrooms.”

There are dummies of mushrooms on the teacher’s table: 1 porcini mushroom and 2 aspen mushrooms.

The teacher asks the children the names of the mushrooms and finds out whether they are edible or not. Then he asks: “How many porcini mushrooms?” Who knows what number can be used to represent the number one?”

The teacher shows a card with a picture of the number 1, places it next to the porcini mushroom and asks: “What does the number one look like? Find a card with the number one and circle it with your finger.”

Clarifies: “The number one means the number one.”

Similarly, the teacher introduces children to the number 2.

Part II. Didactic game “Find the same amount.”

The teacher shows the number. Children find the appropriate number of objects in the group and justify their choice. (One watch, two vases, two paintings...)

The teacher clarifies: “The number one (two) shows the number one (two).”

The teacher names the number of objects, the children show the corresponding number.

Part III. Game exercise “Count the figures.”

There are 10 triangles of the same color on the flannelgraph. Children determine their number. Then the teacher asks: “How many triangles will remain if we remove one triangle each time?”

Children, together with the teacher, count the triangles in reverse order (from 10 to 1). The teacher clarifies: “What did we do when we counted from ten to one?”

Part IV. Working with handouts.

Children have ten rectangles. The teacher offers to complete a similar task. Children count the rectangles, remove one at a time and determine how many are left. Together with the teacher, they call the numbers in reverse order. (Ten, nine, eight...one.)

Part V Didactic game “Remember and complete” (auditory dictation).

Children have sheets of paper and colored pencils. The teacher clarifies the name of the sides and corners of the sheet.

Then he gives the children tasks:

1) draw a straight line along the top side of the sheet with a red pencil (along the bottom side with a green pencil, along the left side with a blue pencil, along the right side with a yellow pencil);

2) in the upper left corner draw a circle with a red pencil (in the lower left corner with a blue pencil, in the upper right corner with a yellow pencil, in the lower right corner with a green pencil);

3) put a dot in the middle of the sheet with a red pencil.

Children check the correctness of the task using the teacher’s model.

The teacher clarifies: “What and where did you draw?”

Children name the details, their color and location.

Lesson 4

Program content

Introduce number 3.

Learn to name the previous and subsequent numbers for each number in the natural series within 10.

Improve the ability to compare 10 objects (by length, width, height), arrange them in ascending and descending order, and indicate the comparison results with appropriate words.

Practice the ability to move in a given direction.


Didactic visual material

Demonstration material. Cards with images of various objects (on a card from 1 to 3 objects), cards with numbers from 1 to 3, 10 cylinders of different heights and 1 cylinder equal in height to one of the 10 cylinders, a pipe, stars.

Handout. Cards with different numbers of circles, cards with circles (from 1 to 10 circles; see Fig. 1), cards with mazes, pencils, 10 multi-colored strips of different lengths and widths, 1 strip of paper (for each child), cards with numbers from 1 to 3 (for each child), stars.


Guidelines

Part I. Game exercise “Count sounds (objects, movements).”

In front of the children are cards with numbers from 1 to 3. The teacher suggests finding a card with the number 1 and putting it in front of you. Then he asks: “What number can be designated by this figure? What’s the only thing in a group?”

The teacher asks the children to find a card with the number 2 and put it next to the number 1: “What number does the number two represent? Why do people have two?” (Two eyes, two ears...)

The teacher shows a card with a picture of three objects and asks the children how many objects are on the card. Then he shows a card with the number 3 and clarifies that the number 3 means the number 3.

“What does the number three look like? – the teacher asks the children. – Find a card with the number three and circle it. Now put the number three next to the number two and name the numbers in order.”

Then the teacher invites the children to play: “Indicate with a number the number of sounds heard (objects on the card, movements seen).” Each time, the teacher clarifies what number the children used to indicate the number of sounds (objects, movements) and why.

Part II. Game exercise “Name the previous and next number.”

Each child has a card with a picture of circles (from 1 to 10) and a set of 10 cards with circles (from 1 to 10).

Rice. 1


The teacher explains to the children: “Each number has two neighboring numbers: the youngest is one less, it stands in front and is called the previous number; the higher one is greater by one, it comes after and is called the subsequent number. Look at your cards and determine the neighbors of your number.”

Children determine the previous and subsequent numbers to the number of circles shown on the card and cover the empty squares with a card with a certain number of circles.

After completing the task, the children explain: what is the previous (next) number to the number indicated on the card and why these numbers were called neighbors.

Part III. Game exercise “Lay out and talk about the length and width of the strips.”

Children have 10 stripes of different lengths, widths and colors. The teacher, together with the children, finds out the differences between them. Gives tasks: “Arrange the strips, starting with the shortest and ending with the longest, and name the length of each of them. What can you say about the length of the adjacent stripes: red and brown? (The red stripe is longer than the brown one.) What can you say about the length of the brown and green stripes? (The brown stripe is longer than the green one.) The brown stripe is shorter than the red one, but longer than the green one.

Now lay out the strips of different widths: from the widest to the narrowest from left to right (see Fig. 2), and tell us how you arranged them.” (The teacher clarifies the layout rules.)

The teacher draws the children's attention to the fact that each subsequent strip decreases by the same amount, and suggests checking this with a strip of paper. Children apply a strip of paper to the first strip on the right, determine how much the width of the strips differs, mark this value with a fold line and cut off the resulting measure. Then they apply the measure to all the strips and make sure that the width of each strip differs by the same amount.

Rice. 2


Part IV. Game exercise “Put the cylinders in a row.”

Cylinders of different heights are randomly placed on the carpet. The teacher suggests arranging the columns in a row: from lowest to highest. Preliminarily clarifies the rules for arranging objects in height.

Children take turns performing the task: each child, choosing the next cylinder, pronounces his actions (“I choose the lowest one from the remaining cylinders, compare it with all the cylinders and put it next to it.”)

One child gets a cylinder of the same height as the previous one. The teacher notices that the cylinders are the same in height and checks this with the children. Then he suggests removing the extra cylinder.

After completing the task, children talk about the height of each cylinder in the row.

Part V Game exercise “Find a way out of the maze.”

The teacher suggests looking at the labyrinth, finding a way out of it and drawing it with a pencil. While completing the task, children comment on their actions and correct mistakes.

Children who successfully complete the task receive stars.

Lesson 5

Program content

Introduce number 4.

Strengthen ideas about the quantitative composition of the number 5 from units.

Strengthen the ability to compare two objects in size (length, width) using a conditional measure equal to one of the objects being compared.

Develop the ability to indicate in speech your location relative to another person.

Didactic visual material

Demo material. Dolls (one of them with a pigtail), cards with numbers from 1 to 4, cards with images of clothing and shoes (from 3 to 5 items on a card), 2 ribbons of different lengths, measures (a cardboard strip equal to the length of the doll’s short ribbon , stick, rope, etc.).

Handout. Cards with numbers from 1 to 4 (for each child), pencils of different colors (5 pieces for each child), cars, sets of bars (for each pair of children), strips of paper (1 piece for each pair of children).


Guidelines

Part I. Game exercise “Let's help the dolls find the numbers.”

The dolls ask children to guess which numbers they show (within 3). Children guess, find the same ones and lay out the cards on the table. Then the numbers are called in order.

The dolls show the children four cards with the number 1, ask them to determine what number they made up and explain how they made it up.

The teacher asks the children what number can be used to represent the number four. The dolls help find the number and ask the children what it looks like. Children find cards with the number four, place them next to other cards and call out the numbers in order.

Part II. Game exercise “Make the number correctly.”

The teacher invites the children to make up a number using pencils of different colors. He shows the children cards with pictures of items of clothing or shoes and asks them to determine what number can be used to indicate the number of items, and to compose this number using pencils.

The game exercise is repeated 3–4 times.

After each task, the teacher asks the children: “What number can be used to indicate the number of objects on the card? How many pencils did you take in total? How many pencils of what color did you take?”

Part III. Game exercise “Tie a bow for the doll.”

The teacher shows the children a doll with one braid and offers to change her hairstyle by making two braids with bows. The teacher explains: “There is already one ribbon. What needs to be done to cut another ribbon of the same length?

Children express their suggestions. The teacher leads them to the need to use a conditional measure. Children, together with the teacher, consider conditional measures and choose a cardboard strip. By direct comparison, they check the equality of the lengths of the cardboard strip and the ribbon. Using a cardboard strip, the called child measures and cuts the tape to the required length. Another child compares the ribbons in length, makes sure they are equal (children indicate the equality of the ribbons with words: “Same in length”) and, together with the teacher, tie bows for the doll.

Part IV. Game exercise “Building roads for cars.”

The teacher tells the children that the dolls want to go to visit by car, but for this they need to build a road. Children perform the task in pairs on the carpet. During the exercise, the teacher asks them questions: “What parts will we use to build the road? (From bars.) How wide must the road be for a car to pass on it? (A little more than the width of the car.) How to determine the width of the car? (Make a strip of paper equal to the width of the machine.)

Children make a standard gauge for the width of the machine by folding a strip of paper. Then they make a road, drive the car along it and make sure that the task is completed correctly.

Part V Game exercise “Where is the object located?”

The teacher invites the children to complete the following tasks: “Determine where the closet is located (clock, board, doll corner...) relative to you. Where is the board relative to me? (The closet is to your left.)

The exercise can be carried out in the form of a competition between two teams; tasks can be given by children (leaders) following the example of the teacher.

Lesson 6

Program content

Introduce the quantitative composition of the number 6 from units.

Introduce the number 5.

Strengthen the ability to consistently name the days of the week.

Continue to develop the ability to see the shape of familiar geometric shapes in surrounding objects.

Didactic visual material

Demo material. Basket with items: compass, watch, thermos, mug, telephone, ball of rope, box, flag; backpack, cards with numbers from 1 to 5, cards with images of various objects (from 1 to 5 objects).

Handout. Sets of geometric shapes, “leaves” of trees of different colors (8 pieces for each child), cards with numbers from 1 to 5.


Guidelines

Game situation “Hike into the forest.”

Part I. Game exercise “What does it look like?”

The teacher draws the children's attention to the basket with objects. He takes them out one by one and asks the children to determine what geometric figure this or that object resembles. Children show the corresponding geometric shapes.

Part II. Game exercise “Getting ready for a hike.”

The teacher invites the children to pack their things for the hike and specifies what needs to be taken with them.

On the table there is a compass, a basket, a backpack, a watch, a thermos, a mug, a computer, and a telephone. The teacher gives the children the task of choosing six items that they will need on the hike. Then he clarifies: “How many items did you take? What number did you make up? How did you come up with the number six?

Part III. Game exercise “Collect an autumn bouquet.”

The teacher asks the children a riddle:

Came without paints

And without a brush

And repainted all the leaves.


(Autumn)

There are “leaves” of trees of different colors on the floor. The teacher invites the children to use them to compose the number 6 so that the same color is not repeated twice.

Then the teacher asks the children: “How many leaves are in your bouquet? How many leaves of what color? How did you come up with the number six?

Part IV. Game exercise “Putting the numbers in a row.”

The teacher reads a poem to the children. Children show the corresponding number cards and place the cards on the board.

Numbers lined up

We count everything:

Nose - one (Show numbers.)

And there is only one head. (Show numbers.)

Eyes – two (Show numbers.)

And two ears. (Show numbers.)

The three of us are always heroes, (Show numbers.)

And there are also three pigs. (Show numbers.)

There are four corners in the room, (Show numbers.)

Four legs at the table. (Show numbers.)


A. Usachev

The teacher asks the children: “How many fingers are on one hand?”

The teacher shows a card with the number 5 and explains: “This is the number five, it means the number five. Find a card with the number five and circle it with your finger.”

And then I went to dance

On paper the number is five.

She extended her hand to the right,

The leg was bent sharply.


Children, as instructed by the teacher, show the “hand” and “leg” of the number 5.

The teacher supplements the number series with a card with the number 5. Children name the numbers in order. They then lay out the numbers in order on their table, find similar numbers (numbers 5 and 2) and explain how they are different.

Then the teacher invites the children to find a card on the board with a picture of five objects (on the board there are cards that show from 1 to 5 objects) and says:

Five fingers exactly on the hand,

And five is a mark in the diary.


Part V

The teacher asks the children: “What day is it today? On the same day, the schoolchildren went on a hike and returned two days later on the third. What day of the week will the schoolchildren return from the trip?”

The teacher offers the children 2-3 more similar tasks.

October

Lesson 1

Program content

Continue learning to form the number 6 from ones.

Introduce number 6.

Clarify the techniques for dividing a circle into 2–4 and 8 equal parts, teach to understand the relationship between the whole and the parts, name and show them (half, one-half, one-fourth, one-eighth, etc.).

Develop the ability to move in accordance with symbols in space.


Didactic visual material

Demonstration material. Basket, dummies of fruits (apple, pear, orange, tangerine, peach, pomegranate) and vegetables (potatoes, carrots, beets, cucumber, zucchini, tomato, onion, eggplant), 2 plates, cards with numbers from 1 to 5, circle, 1/4 part of a circle, scissors, truck, tree silhouette, “route” diagram (see Fig. 3).

Handout. Sets of colored pencils, white aspen (or maple) leaves cut out of paper, circles, scissors, cards with numbers from 1 to 6.


Guidelines

Part I. Game exercise “Harvest”.

Children lay out cards with numbers from 1 to 5 on the table in front of them and name them in order.

The teacher shows the children a basket and puts 5 vegetables in it one by one. Then he asks: “How many vegetables are in the basket? What number can be used to denote this number?

Children show the number 5.

The teacher adds a sixth vegetable and asks to count the vegetables in the basket. Then he asks: “What number represents the number six? That's right, number six. (Shows a card with the number 6. The children find it with them.) What does the number six look like?

The teacher reads a poem about the number six:

"Six" is like a castle

And a cool ram's horn,

For a gymnast's somersault jump

And on the viola curl.


A. Usachev

Children call the numbers in order and circle the number 6 with their finger.

Part II. Game exercise “Laying out the harvest.”

The basket contains fruits (apple, pear, orange, tangerine, peach, pomegranate) and vegetables (potatoes, carrots, beets, onions, tomatoes, cucumbers, zucchini, eggplant).

The teacher invites the children to place fruits and vegetables on plates, then count the fruits and indicate their number.

Part III. Game exercise “Colorful leaves”.

The teacher gives the children the task: “Make the number six using pencils of different colors. How many pencils are there in total? How many pencils of what color did you take? How did you come up with the number six?

The teacher offers to paint the aspen leaf in any color.


Physical education lesson “Autumn Leaves”

To the music, children with leaves in their hands perform dance movements according to the instructions of the teacher (spinning, squatting, running). When the music ends, they attach the leaves to the silhouette of the tree.

Part IV. Game exercise “Let’s help the driver bring vegetables and fruits to the fruit and vegetable base.”

The teacher reviews with the children the movement pattern of the car: arrows indicate the direction of movement, and numbers indicate stops (see Fig. 3).

1 – stop “Vegetable Field”;

2 – stop “Fruit Garden”;

3 – stop “Fruit and vegetable base”.

Rice. 3


The teacher and the children discuss the features of the route (start and direction of movement). Then the children transport the truck in accordance with the diagram (cards with numbers are laid out on the floor indicating stops) and at each stop they load vegetables and fruits and take them to the fruit and vegetable base.

Part V Game exercise “Fruit pie”.

The teacher asks the children: “What can be made from fruits?” (Bake a pie.)

The teacher shows the children a round pie and offers to divide it into two equal parts. Then he asks: “How many parts have you divided the circle into? What can you call each part? What is greater: the whole or one half? Which is smaller: half or the whole?”

The teacher asks the children to divide each part into two more equal parts: “How many parts are there in total? What can you call each part? Which is greater: a whole or one-fourth? Which is smaller: one fourth or a whole?”

The teacher invites the children to show 2/4 of the circle and finds out how 2/4 can be called differently. (Half.) Then he asks to find and show 3/4 of the circle (lay it out in front of you) and asks: “Which is larger: a whole or three-quarters? How many quarters are there in total? Now divide every fourth part in half. (As shown by the teacher.) How many parts did you get? What can you call each part? Which is greater: a whole or one-eighth? Which is smaller: one eighth or a whole? How many eighths are there in each quarter (half, whole)? How many guests can we serve with our pie?

Lesson 2

Program content

Introduce the composition of the numbers 7 and 8 from units.

Introduce number 7.

Clarify the techniques for dividing a square into 2, 4 and 8 equal parts; teach to understand the relationship between the whole and parts, name and show them (half, one-half, one-fourth, one-eighth, etc.).

Reinforce ideas about triangles and quadrilaterals.

Strengthen the ability to consistently identify and name the days of the week.

Didactic visual material

Demo material. Geometric shapes (all types of triangles and quadrangles), planar images of Dunno, Pencil, Znayka, Samodelkin, 2 boxes, 9 cards with images of different tools (saw, hammer, drill, etc.), cards with numbers from 1 to 7.

Handout. Sheets of square paper, scissors, cards with numbers from 1 to 7.


Guidelines

Part I. Game exercise “Let’s put things in order.”

The teacher draws the children's attention to the geometric shapes located on the flannelgraph and clarifies their name. He offers to help Dunno arrange the figures in two rows: in the top row - triangles, in the bottom - quadrangles.

Two children complete the task.

At the end of the work, the teacher asks the children: “Was the task completed correctly? What figures are in the top row and why were they chosen? (These are triangles. They have three angles and three sides.) What figures are in the bottom row and why were they chosen?” (These are quadrilaterals. They have four corners and four sides.)

Then the children help Dunno put things in order: put triangles and quadrangles into 2 boxes.

Part II. Game exercise “Let's help Dunno divide a sheet of paper.”

Children have square sheets of paper. The teacher places a square on the flannelgraph and asks: “What shape do the sheets of paper look like?”

Dunno asks the children to help divide the sheet of paper between him and Pencil into equal rectangles. The teacher clarifies how this can be done. (Fold a piece of paper in half, align opposite sides and corners, make a fold and cut along it.)

After completing the task, the teacher asks: “How many parts did you get? Are they the same size? How can I check this? (Putting one part on top of another.) What can you call each part? What's bigger: a whole or a half? Which is smaller: half or whole? What can you say about the size of half and one half?”

Then Dunno asks the children: “How to divide a sheet of paper if more guests come and there are four of us?”

The teacher discusses division techniques with the children. Children divide each half of the sheet in half again so that they get square sheets. Then he clarifies: “How many parts did you get? What can you call each part? What is larger: the whole square or part of it? Which is smaller: one fourth or a whole?”

“How can we divide a sheet of paper if more guests come and there are eight of us?” - Dunno asks again.

The teacher discusses division techniques with the children. Children divide each half of the sheet in half again so that they get rectangular sheets.

After completing the task, he asks the children questions: “How many parts did you get? What can you call each part? What is larger: the whole square or part of it? Which is smaller: one eighth or a whole? Which is greater: one-fourth or one-eighth?” (According to the answer, children show parts of the rectangle.)

Part III. Game exercise “How many of us?”

Znayka and Dunno call 7 children with different names. Children call names. Then the teacher asks: “How many children came to the board? How many names have you heard? What number did we make? How did we make up the number seven? What number represents the number seven? Find the number seven in the number row on the board. What does the number seven look like?

The teacher reads a poem:

“Seven” – a scythe and a poker,

And an ordinary leg.


A. Usachev

Children lay out rows of cards with numbers from 1 to 7 on their tables and circle the number 7 with their finger.

Part IV. Game exercise “Let's help Dunno make up a number.”

There are 9 cards on the flannelgraph depicting different instruments.

Dunno asks the children to help his friend Samodelkin make the number 8 using different tools.

The called child completes the task. Then the teacher clarifies: “How many instruments did you count out? How many instruments did you take? How did you come up with the number eight?

Part V Game exercise “Week, line up.”

The teacher calls 7 children to the board and invites them to take one card from the table with numbers from 1 to 7.

The teacher asks the children how many days there are in the week, asks them to list them and, at a signal, form a line, forming a week.

The rest of the children check whether the task is completed correctly.

The game exercise is repeated 2-3 times, changing children and the day of the week for its education.

Lesson 3

Program content

Continue learning to form the numbers 7 and 8 from ones.

Introduce the number 8.

Reinforce the sequential naming of the days of the week.

Develop the ability to compose a thematic composition based on a model.

Didactic visual material

Demo material. Cards with circles (from 1 to 8 circles), an oval divided into parts (see Fig. 4), 8 circles of different colors, 8 cards of different colors, cards with numbers from 1 to 8.

Handout. Sets of colored pencils, cards with circles (from 1 to 8 circles), ovals divided into parts, cards with numbers from 1 to 8, a bird sample from parts of an oval.


Guidelines

Part I. Game exercise “Let’s collect a seven-flowered flower.” The teacher pronounces the magic words from the fairy tale “The Little Flower of Seven Flowers”:

Fly, fly, petal,

Through west to east,

Through the north, through the south,

Come back after making a circle.

As soon as you touch the ground -

To be in my opinion led.


The teacher invites the children to assemble a magic flower from 7 colored pencils so that the same color is not repeated twice. After completing the task, the teacher asks: “How many colored pencils did you take in total? How many color pencils are there in your flower? How did you come up with the number seven?

Part II. Relay game “Who can get to the house faster?”

The teacher lays out 8 cards of different colors on the floor (they represent bumps) and asks the children to count them: “How many bumps are there on the floor? How many hummocks of what color? What number is made up? How did you come up with the number eight?

Children are divided into 2 teams. The teacher invites them to get to the house along the hummocks without stepping on a hummock of the same color twice.

Children check whether the task is completed correctly.

Part III. Game exercise “Find the number”.

There is a number row on the board. The teacher reads an excerpt from S. Marshak’s poem “Merry Count”:

Number "eight" - two rings,

Without beginning and end.


The called child finds the number 8 on the board. The teacher asks the children what else it might look like. The children, together with the teacher, draw it in the air and find the corresponding card with the number 8.

The teacher asks the children: “What number does the number eight represent? Count out the same number of pencils. How many pencils did you count? Why did you count out eight pencils?” (The number eight represents the number eight.)

Part IV. Game exercise “Name the day of the week.”

The teacher gives the children tasks:

– What day of the week is it today? What day of the week will be tomorrow? What day of the week was yesterday?

– We leave in a hot air balloon on Monday, and land two days later on the third. What day of the week will it be? (Wednesday.)

– Using cards with circles, make a week, starting with Wednesday. Name each day of the week.

The called child performs the last task on the board.

Part V Didactic game "Columbus Egg".

The teacher invites the children to look at the “Columbus egg” on the board: count its parts and make a picture on their tables based on the model.

Rice. 4

Lesson 4

Program content

Introduce the composition of the number 9 from ones.

Introduce the number 9.

Improve the ability to name numbers in forward and reverse order from any number.

Develop your eye.

Strengthen the ability to navigate on a sheet of paper, identify and name its sides and angles.

Didactic visual material

Demonstration material. Ball, cards with images of animals (wolf, fox, hare, bear, elk, boar, hedgehog, squirrel, lynx, cat, dog, rabbit), cards with numbers from 1 to 9, 4 chairs, 4 cards with images of circles of different sizes .

Handout. Circles of different colors (10 pieces for each child), sheets of paper, pencils, circles of different sizes (the size corresponds to the circles on the cards from the demonstration material).


Guidelines

Part I. Didactic game "Count further."

Children stand in a circle and call numbers in order from 1 to 10, passing the ball to each other. The latter returns the ball to the teacher.

The game is repeated 3 times with the number and direction of the count changing.

Part II. Game exercise “Zoo”.

On the board are cards with images of animals: wolf, fox, hare, bear, moose, wild boar, hedgehog, squirrel, lynx, cat, dog, rabbit.

The teacher asks the children: “What animals are called wild? Which ones are homemade? Let's add wild animals to our zoo."

Children select cards with pictures of wild animals. Then the teacher clarifies: “How many animals are there in our zoo? What number represents the number nine? Find the number nine in the number line. What does she look like? What number does the number nine resemble? (Children find the number 6 and put the card next to the number 9.) What is the difference between the numbers nine and six?

The teacher reads an excerpt from S. Marshak’s poem “Merry Count”:

The number "nine", or nine,

Circus acrobat,

If it gets on your head,

The number six will become nine.


The teacher asks: “How many animals are there in our zoo? What number did you make up? How did you come up with the number nine?

Part III. Game exercise “Plan of the Zoo”.

After completing the task, the teacher clarifies: “How many circles did you take in total? How many circles of what color? How did you come up with the number nine?

Then the teacher asks the children to place circles on the territory of the “zoo” (on sheets of paper):

– red circle in the center of the sheet;

– green circle in the upper left corner;

– yellow circle in the upper right corner;

– blue circle in the lower right corner;

– blue in the lower left corner;

– two circles at the top of the sheet;

- two circles at the bottom of the sheet.

Children tell where this or that animal will live.

Part IV. Game exercise “Excursion to the Zoo”. Cards with images of circles of different sizes are laid out on 4 chairs.

disguises. The teacher tells the children that these are turnstiles through which you can enter the zoo. He asks the children to remember the size of the circles on the turnstile and find “tokens” (circles) of the appropriate size on the table.

Continue familiarizing yourself with numbers from 1 to 9.

Develop an understanding of the independence of the counting result from its direction.

Give an idea of ​​the weight of objects and compare them by weighing them on the palms; learn to denote comparison results in words heavy, light, heavier, lighter.

Develop the ability to group geometric shapes by color and shape.

Didactic visual material

Demonstration material. Cards with numbers from 1 to 9, 5 cards with the number 1, a tape on which nine units are written in different colors, wooden and metal balls of the same size, 2 jars of water.

Handout. Cards with numbers from 1 to 9, sheets of paper with images of three circles, sets of geometric shapes (squares, rectangles and diamonds in red, green and blue), trays.


Guidelines

Part I. Game exercise “Fun Counting”. The teacher reads an excerpt from S. Marshak’s poem “From One to Ten” (“Merry Counting”):

Eight has two rings

Without beginning and end.

Number nine, or nine, -

Circus acrobat...


One child is at the board, and the rest of the children in their seats lay out cards with the corresponding numbers. Then they say the numbers in order.

The teacher clarifies: “The numbers represent numbers. People need numbers to count objects.”

Part II. Game exercise "Let's make numbers."

Children have sets of cards with numbers from 1 to 9.

The teacher shows the children five cards with the number 1. He offers to count the units and show the corresponding card with the number.

Then the teacher asks the children: “What number did I make? (Five.) How many units did I use to make the number five?

The teacher shows the children a tape on which nine units are written in different colors, asks them to count them and show a card with the corresponding number. Then he asks: “How many units did I use to make the number nine?”

Part III. Musical pause.

Children stand in a circle. The teacher invites them to split into two teams using a rhyme:

One two three four five,

The bunny went out for a walk.


The children who left the circle at the words of the counting rhyme form the first team; the rest of the children are the second team.

Children perform various movements to the music. At the end of it, they stand in two ranks opposite each other. One of the teams counts the children in the other team from left to right and right to left.

End of introductory fragment.

No definitions are given.

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, for organizing mathematics classes in the senior group.
The manual discusses issues of organizing work on the development of elementary mathematical concepts in children 5–6 years old, taking into account the patterns of formation and development of their cognitive activity and age-related capabilities.
The book provides approximate planning of mathematics classes for the year. The structure of the classes allows you to combine and successfully solve problems from different sections of the program. The proposed system of classes, which includes a set of tasks and exercises, various methods and techniques for working with children (visual, practical, playful), helps preschoolers master the ways and techniques of cognition, and apply the acquired knowledge in independent activities. This creates the prerequisites for the formation of a correct understanding of the world, allows for a general developmental orientation of learning, connection with mental, speech development and various types of activities.
Game situations with elements of competition, used in the classroom, motivate children’s activities and direct their mental activity to find ways to solve assigned problems. The method of conducting classes does not involve direct teaching, which can negatively affect the child’s comprehension and independent performance of mathematical tasks, but implies the creation of situations of collaboration and activity. Activation of mental activity develops the child’s active position and develops learning skills.
The scope of classes allows teachers to realize their creative potential and take into account the characteristics of a specific group of children.
The knowledge gained in classes on the formation of elementary mathematical concepts must be consolidated in everyday life. To this end, special attention should be paid to role-playing games, in which conditions are created for the application of mathematical knowledge and methods of action.
When working with children both in a preschool institution and at home, you can use the workbook for the “Program of education and training in kindergarten” “Mathematics for preschoolers: Senior group” (M.: MOSAIKA-SINTEZ, 2009).
The manual includes additional material compiled in accordance with the recommendations of modern psychologists, teachers and methodologists, which allows expanding the content of work with children of the sixth year of life.

Approximate distribution of program material for the year

I quarter

September

Lesson 1
.
morning afternoon Evening Night.
Lesson 2

.
Lesson 3
.
Clarify your understanding of the meaning of words yesterday, Today, Tomorrow.

October

Lesson 1
Learn to compose a set from different elements, isolate its parts, combine them into a whole set and establish a relationship between the whole set and its parts.
Strengthen ideas about familiar flat geometric shapes (circle, square, triangle, rectangle) and the ability to sort them into groups according to qualitative characteristics (color, shape, size).
Improve the ability to determine spatial direction relative to yourself: forward, backward, left, right, top, bottom.
Lesson 2
Learn to count within 6, show the formation of the number 6 based on a comparison of two groups of objects expressed by adjacent numbers 5 and 6.
Continue to develop the ability to compare up to six objects in length and arrange them in ascending and descending order, denoting the comparison results with words: the longest, shorter, even shorter... the shortest (and vice versa).
To consolidate ideas about familiar volumetric geometric figures and the ability to sort them into groups according to qualitative characteristics (shape, size).
Lesson 3
Learn to count within 7, show the formation of the number 7 based on a comparison of two groups of objects expressed by the numbers 6 and 7.
Continue to develop the ability to compare up to six objects in width and arrange them in descending and ascending order, denoting the comparison results with words: the widest, narrower, even narrower... the narrowest (and vice versa).
Continue to learn to determine the location of surrounding people and objects relative to yourself and indicate it with words: in front, behind, left, right.
Lesson 4
Continue to teach counting within 6 and familiarize yourself with the ordinal value of the number 6, correctly answer the questions: “How much?”, “Which one?”, “In which place?”
Continue to develop the ability to compare up to six objects in height and arrange them in descending and ascending order, denoting the comparison results with the words: with the highest, lower, even lower... the lowest(and vice versa).
Expand ideas about the activities of adults and children at different times of the day, about the sequence of parts of the day.

November

Lesson 1
Learn to count within 8, show the formation of the number 8 based on a comparison of two groups of objects expressed by adjacent numbers 7 and 8.
Practice counting and counting objects within 7 using a model and by ear.
Improve the ability to move in a given direction and denote it with words: forward, backward, right, left.
Lesson 2
Learn to count within 9; show the formation of the number 9 based on a comparison of two groups of objects expressed by adjacent numbers 8 and 9.
To consolidate ideas about geometric shapes (circle, square, triangle, rectangle), to develop the ability to see and find objects in the environment that have the shape of familiar geometric shapes.
Continue to learn to determine your location among surrounding people and objects, to indicate it with words: in front, behind, next to, between.
Lesson 3
Introduce the ordinal value of the numbers 8 and 9, learn to correctly answer the questions “How much?”, “Which one?”, “In which place?”
Practice the ability to compare objects by size (up to 7 objects), arrange them in descending and ascending order, and indicate the results of comparison with words: the largest, smaller, even smaller... the smallest (and vice versa).
Practice the ability to find differences in images of objects.
Lesson 4
Introduce the formation of the number 10 based on a comparison of two groups of objects expressed by the adjacent numbers 9 and 10, teach how to correctly answer the question “How much?”
Strengthen ideas about the parts of the day ( morning afternoon Evening Night) and their sequences.
Improve your understanding of the triangle, its properties and types.

II quarter

December

Lesson 1 (final)
Improve counting skills by model and by ear within 10.
Strengthen the ability to compare 8 objects by height and arrange them in descending and ascending order, denote the results of comparison with the words: the highest, lower, even lower... the lowest (and vice versa).
Practice the ability to see the shapes of familiar geometric figures in surrounding objects.
Exercise the ability to move in a given direction and denote it with the appropriate words: forward, backward, left, right.
Lesson 2
Reinforce the idea that the result of counting does not depend on the size of objects and the distance between them (counting within 10).
Give an idea of ​​a quadrilateral based on a square and a rectangle.
Strengthen the ability to determine spatial direction relative to another person: left, right, front, behind.
Lesson 3
To consolidate ideas about triangles and quadrilaterals, their properties and types.
Improve counting skills within 10 using various analyzers (by touch, counting and reproducing a certain number of movements).
Introduce the names of the days of the week (Monday, etc.).
Lesson 4
Learn to compare adjacent numbers within 10 and understand the relationships between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number... greater than the number...”, “How much more?” number... less than number..."
Continue learning to determine the direction of movement using signs indicating the direction of movement.

January

Lesson 1
Continue to teach how to compare adjacent numbers within 10 and understand the relationships between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number... greater than the number...”, “By how much is the number... less than the number..."
Develop the eye, the ability to find objects of the same length, equal to the sample.
Improve the ability to distinguish and name familiar three-dimensional and flat geometric shapes.
Develop the ability to see and establish a number of patterns.
Lesson 2
Continue to teach understanding the relationships between adjacent numbers 9 and 10.
Continue to develop your eye and the ability to find objects of the same width, equal to the sample.
Strengthen spatial concepts and the ability to use words: left, right, below, in front (in front), behind (behind), between, next to.
Practice naming the days of the week sequentially.
Lesson 3
Continue to form ideas about the equality of groups of objects, learn to form groups of objects according to a given number, see the total number of objects and call it one number.
Continue to develop your eye and the ability to find objects of the same height, equal to the sample.
Learn to navigate on a sheet of paper.
Lesson 4
Introduce the quantitative composition of the number 3 from units.
Improve the ability to see the shape of familiar geometric shapes in surrounding objects: rectangle, square, circle, triangle.

February

Lesson 1
Introduce the quantitative composition of the numbers 3 and 4 from units.
Continue to learn how to navigate on a sheet of paper, identify and name the sides and corners of the sheet.
Lesson 2
Introduce the quantitative composition of the number 5 from units.
Develop the ability to indicate in speech the position of one object in relation to another and one’s location in relation to another person (front, back, left, right).
Lesson 3
Strengthen ideas about the quantitative composition of the number 5 from units.
Form the idea that an object can be divided into two equal parts, learn to name the parts, compare the whole and the part.
Improve the ability to compare 9 objects by width and height, arrange them in descending and ascending order, and label the comparison results with appropriate words.
Lesson 4
Improve counting skills within 10 and practice counting according to the model.
Continue to form the idea that an object can be divided into two equal parts, learn to name the parts and compare the whole and the part.
Improve the ability to see the shape of familiar geometric shapes (flat) in surrounding objects.
Learn to compare two objects in length using a third object (conditional measure) equal to one of the objects being compared.

III quarter

March

Lesson 1
To consolidate the idea of ​​the ordinal value of the numbers of the first ten and the composition of the number of units within 5.
Improve the ability to navigate the surrounding space relative to oneself (right, left, front, back) and another person.
Improve the ability to compare up to 10 objects in length, arrange them in ascending sequence, and designate the comparison results with appropriate words.
Lesson 2
Continue learning to divide a circle into two equal parts, name the parts and compare the whole and the part.
Continue to teach how to compare two objects in width using a conditional measure equal to one of the objects being compared.
Strengthen the ability to consistently name the days of the week.
Lesson 3
Learn to divide a square into two equal parts, name the parts and compare the whole and the part.
Improve counting skills within 10.
Develop the idea that the result of a count does not depend on its direction.
Improve the ability to move in a given direction, changing it according to a signal (forward - back, right - left).
Lesson 4
Continue to introduce the division of a circle into 4 equal parts, learn to name the parts and compare the whole and the part.
Develop the idea of ​​the independence of number from the color and spatial arrangement of objects.
Improve your understanding of triangles and quadrilaterals.

April

Lesson 1
Introduce the division of a square into 4 equal parts, learn to name the parts and compare the whole and the part.
Continue to teach how to compare objects in height using a conditional measure equal to one of the objects being compared.
Improve the ability to navigate on a sheet of paper, determine the sides, corners and middle of the sheet.
Lesson 2
Improve counting skills within 10; teach to understand the relationships of adjacent numbers: 6 and 7, 7 and 8, 8 and 9, 9 and 10.
Develop the ability to navigate on a sheet of paper, determine the sides, corners and middle of the sheet.
Continue to develop the ability to see the shape of familiar geometric shapes (flat) in surrounding objects.
Lesson 3
Continue to learn to understand the relationships of adjacent numbers within 10.
Improve the ability to compare the size of objects by presentation.
Strengthen the ability to divide a circle and a square into two and four equal parts, learn to name parts and compare the whole and the part.
Lesson 4
Improve the ability to form the number 5 from ones.
Practice the ability to move in a given direction.
Strengthen the ability to consistently name the days of the week, determine what day of the week is today, what it was yesterday, what it will be tomorrow.

May

Work to consolidate the material covered.

Lesson Plans

September

Lesson 1

Program content
Strengthen counting skills within 5, the ability to form the number 5 based on comparison of two groups of objects expressed by adjacent numbers 4 and 5.
Improve the ability to distinguish and name flat and three-dimensional geometric shapes (circle, square, triangle, rectangle; ball, cube, cylinder).
Clarify ideas about the sequence of parts of the day: morning afternoon Evening Night.


Demonstration material. A set of three-dimensional geometric shapes (5 cubes, cylinders, balls each), 4 pictures depicting children’s activities at different times of the day.
Handout. Sets of flat geometric shapes (5 squares and rectangles for each child), drawings-tablets depicting geometric shapes, two-page cards.

Guidelines

Part I. Game exercise “Malvina teaches Pinocchio.”
Geometric shapes are laid out on the table. Malvina gives Pinocchio the task: “Name and show familiar geometric shapes.” (Cubes, cylinders, balls.) Pinocchio completes the task with the help of children. Then Malvina offers to count out 4 cubes and check the correctness of the task (using counting); count the same number of cylinders and place them in pairs with cubes so that it is clear that there are an equal number of figures.
“What can we say about the number of cubes and cylinders? – asks Malvina. – How many cubes and cylinders? How to make it so that there are five cubes?
Children help Pinocchio complete his assignments.
“How many cubes are there now? – Malvina finds out. (Children count the cubes.) How did you get the number five? (One was added to four.)
How many cubes? How many cylinders? Five cubes and four cylinders - compare, which is bigger? Four cylinders and five cubes - compare, which is smaller? Which number is greater: five or four? Which number is smaller: four or five?
Malvina offers Pinocchio to establish equality in two ways. (Children help Pinocchio complete the task.)
Pinocchio counts incorrectly: he misses objects, counts objects twice, gives the wrong answer.
Malvina clarifies the rules of counting with the children and finds out how many figures there are and how the new number came about.
Part II. Game exercise “Count the figures.”
Pinocchio gives the children tasks: “Count out four squares and place them on the top strip of the card. Count out five rectangles and place them on the bottom strip of the card. How many squares? How many rectangles? Five rectangles and four squares - compare, which is bigger? Four squares and five rectangles - compare which is smaller? Which number is greater: five or four? Which number is smaller: four or five? Make sure there are equal numbers of rectangles and squares.”
Children complete the task in any way and explain their actions.

Physical education minute
The teacher reads a poem, and the children perform the appropriate movements.


One two three four five!
We can all count
We also know how to relax -
Let's put our hands behind our backs,
Let's raise our heads higher.
And let's breathe easily.

Stretch on your toes
So many times
Exactly as many as fingers
On our hand!
One two three four five.

One, two, three, four, five Stomp our feet.
One two three four five
We clap our hands.

Part III. Game exercise “Complete the missing figure.”
Malvina invites children to look at the drawings-plates (see example on p. 14), determine which figures are missing, complete them and prove the correctness of their decisions.


After discussing the task, Malvina shows ways to solve it. The check is carried out by alternating geometric shapes and determining their number (there should be 3 of them). Part IV. Game exercise “Let’s help Pinocchio sort out the pictures.”
Pinocchio looks at the pictures with the children and asks: “Who drew the pictures? What are the characters depicted doing? When does this happen?
Then he suggests putting the pictures in order and naming the parts of the day.

Lesson 2

Program content
Practice counting and counting objects within 5 using various analyzers (by touch, by ear).
To consolidate the ability to compare two objects according to two parameters of size (length and width), the result of the comparison is indicated by appropriate expressions (for example: “The red ribbon is longer and wider than the green ribbon, and the green ribbon is shorter and narrower than the red ribbon”).
Improve the ability to move in a given direction and define it in words: forward, backward, right, left.

Didactic visual material
Demonstration material. Drum, pipe, counting ladder, 6 tumblers, 6 pyramids, card in a case with 4 sewn buttons, large and small dolls, 2 ribbons (red - long and wide, green - short and narrow), flannelograph, audio recording, box with stars number of children.
Handout. Workbooks (page 1, task B), colored pencils.

Guidelines

Part I. Game exercise “Count the same amount.”
The teacher asks the child to count out as many tumblers as the number of drum beats he hears. The rest of the children check whether the task is completed correctly.
“How many tumblers are there on the table? Why did you count out so many tumblers?” asks the teacher.
The task is repeated 2 times using different musical instruments.
Then the teacher asks the child to count as many pyramids as there are buttons on the card (the card with buttons sewn on is in the case).
The teacher clarifies the rules for counting objects by touch. After completing the task, he asks the children questions: “How many pyramids did you count? How to check whether the task is completed correctly? (The child takes the card out of the case, and the children correlate the number of buttons on the card with the number of pyramids on the step of the counting ladder.)
Part II. Game exercise “Color the same amount” (done in a workbook).
The teacher invites the children to paint as many circles as there are tumblers (pyramids) drawn in the picture.
After completing the task, he clarifies: “How many circles did you paint? Why so many?
Part III. Game exercise “Let's tie bows for the dolls.”
The teacher draws the children’s attention to the ribbons located on the flannelgraph: “What is the difference between the ribbons? Are they the same color? What can you say about the length of the ribbons? (He suggests comparing the ribbons by length and clarifies the rules of comparison: the ribbons must be placed one under the other, aligning them on the left side.) How long is the red ribbon compared to the green? How long is the green ribbon compared to the red one? (The teacher gives a sample answer: “The red ribbon is longer than the green ribbon.”)
What can you say about the width of the ribbons? (Suggests comparing ribbons by width, arranging them so that the top or bottom edges of the ribbons are in line.) How wide is the red ribbon compared to the green? How wide is the green ribbon compared to the red one? Show the wide (narrow) ribbon. Which ribbon is suitable for a small doll's bow? What kind of ribbon is suitable for a bow for a large doll?”
The teacher ties the bows and finds out why the red bow turned out to be big. He listens to the children’s answers and generalizes: “The red bow turned out to be big because the ribbon is long and wide.”
The teacher invites the children to tell them about the size of the green bow.
Part IV. Game exercises “If you go right, you will find a treasure.”
“The wizard has hidden a treasure and invites you to find it,” the teacher tells the children.
Using a counting rhyme, a leader is selected.


Kady-bady
Pour some water
Cow to drink
You should drive.
The leader completes the task: takes five steps straight, turns right and takes three more steps in pre-arranged circles. The rest of the children follow him. Children find a box and take out stars from it (music plays).

Lesson 3

Program content
Improve counting skills within 5, teach to understand the independence of counting results from the qualitative characteristics of objects (color, shape and size).
Exercise in comparing five objects by length, learn to arrange them in descending and ascending order, and indicate the results of comparison with words: the longest, shorter, even shorter... the shortest (and vice versa).

Vera Arnoldovna Pozina

Classes on the formation of elementary mathematical concepts in the senior group of kindergarten.


Lesson Plans

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, for organizing mathematics classes in the senior group.

The manual discusses issues of organizing work on the development of elementary mathematical concepts in children 5–6 years old, taking into account the patterns of formation and development of their cognitive activity and age-related capabilities.

The book provides approximate planning of mathematics classes for the year. The structure of the classes allows you to combine and successfully solve problems from different sections of the program. The proposed system of classes, which includes a set of tasks and exercises, various methods and techniques for working with children (visual, practical, playful), helps preschoolers master the ways and techniques of cognition, and apply the acquired knowledge in independent activities. This creates the prerequisites for the formation of a correct understanding of the world, allows for a general developmental orientation of learning, connection with mental, speech development and various types of activities.

Game situations with elements of competition, used in the classroom, motivate children’s activities and direct their mental activity to find ways to solve assigned problems. The methodology of conducting classes does not imply direct instruction, which can negatively affect the child’s comprehension and independent performance of mathematical tasks, but implies the creation of situations of collaboration and activity. Activation of mental activity develops the child’s active position and develops learning skills.

The scope of classes allows teachers to realize their creative potential and take into account the characteristics of a specific group of children.

The knowledge gained in classes on the formation of elementary mathematical concepts must be consolidated in everyday life. To this end, special attention should be paid to role-playing games, in which conditions are created for the application of mathematical knowledge and methods of action.

When working with children both in a preschool institution and at home, you can use the workbook for the “Program of education and training in kindergarten” “Mathematics for preschoolers: Senior group” (M.: MOSAIKA-SINTEZ, 2009).

The manual includes additional material compiled in accordance with the recommendations of modern psychologists, teachers and methodologists, which allows expanding the content of work with children of the sixth year of life.

Approximate distribution of program material for the year

I quarter

September

Lesson 1

Strengthen counting skills within 5, the ability to form the number 5 based on a comparison of two groups of objects expressed by adjacent numbers 4 and 5.

Improve the ability to distinguish and name flat and three-dimensional geometric shapes (circle, square, triangle, rectangle; ball, cube, cylinder).

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

Lesson 2

Practice counting and counting objects within 5 using various analyzers (by touch, by ear).

To consolidate the ability to compare two objects according to two parameters of size (length and width), the result of the comparison is indicated by appropriate expressions (for example: “The red ribbon is longer and wider than the green ribbon, and the green ribbon is shorter and narrower than the red ribbon”).

Improve the ability to move in a given direction and define it in words: .

Lesson 3

Improve counting skills within 5, teach to understand the independence of counting results from the qualitative characteristics of objects (color, shape and size).

Practice comparing five objects by length, learn to arrange them in descending and ascending order, and indicate the results of the comparison with words: .

Clarify your understanding of the meaning of words yesterday, Today, Tomorrow.

October

Lesson 1

Learn to compose a set from different elements, isolate its parts, combine them into a whole set and establish a relationship between the whole set and its parts.

Strengthen ideas about familiar flat geometric shapes (circle, square, triangle, rectangle) and the ability to sort them into groups according to qualitative characteristics (color, shape, size).

Improve the ability to determine spatial direction relative to yourself: forward, backward, left, right, top, bottom.

Continue to develop the ability to compare up to six objects in length and arrange them in ascending and descending order, denoting the comparison results with words: the longest, shorter, even shorter... the shortest (and vice versa).

To consolidate ideas about familiar volumetric geometric figures and the ability to sort them into groups according to qualitative characteristics (shape, size).

Continue to develop the ability to compare up to six objects in width and arrange them in descending and ascending order, denoting the comparison results with words: the widest, narrower, even narrower... the narrowest (and vice versa).

Continue to learn to determine the location of surrounding people and objects relative to yourself and indicate it with words: in front, behind, left, right.

Lesson 4

Continue to develop the ability to compare up to six objects in height and arrange them in descending and ascending order, denoting the comparison results with the words: with the highest, lower, even lower... the lowest(and vice versa).

Expand ideas about the activities of adults and children at different times of the day, about the sequence of parts of the day.

November

Lesson 1

Practice counting and counting objects within 7 using a model and by ear.

Improve the ability to move in a given direction and denote it with words: forward, backward, right, left.

To consolidate ideas about geometric shapes (circle, square, triangle, rectangle), to develop the ability to see and find objects in the environment that have the shape of familiar geometric shapes.

Continue to learn to determine your location among surrounding people and objects, to indicate it with words: in front, behind, next to, between.

Lesson 3

Introduce the ordinal value of the numbers 8 and 9, learn to correctly answer the questions “How much?”, “Which one?”, “In which place?”

Practice the ability to compare objects by size (up to 7 objects), arrange them in descending and ascending order, and indicate the results of comparison with words: the largest, smaller, even smaller... the smallest (and vice versa).

Practice the ability to find differences in images of objects.

Lesson 4

Introduce the formation of the number 10 based on a comparison of two groups of objects expressed by the adjacent numbers 9 and 10, teach how to correctly answer the question “How much?”

Strengthen ideas about the parts of the day ( morning afternoon Evening Night) and their sequences.

Improve your understanding of the triangle, its properties and types.

II quarter

December

Lesson 1 (final)

Improve counting skills by model and by ear within 10.

Strengthen the ability to compare 8 objects by height and arrange them in descending and ascending order, denote the results of comparison with the words: the highest, lower, even lower... the lowest (and vice versa).

Practice the ability to see the shapes of familiar geometric figures in surrounding objects.

Exercise the ability to move in a given direction and denote it with the appropriate words: forward, backward, left, right.

Lesson 2

Reinforce the idea that the result of counting does not depend on the size of objects and the distance between them (counting within 10).

Give an idea of ​​a quadrilateral based on a square and a rectangle.

Strengthen the ability to determine spatial direction relative to another person: left, right, front, behind.

Lesson 3

To consolidate ideas about triangles and quadrilaterals, their properties and types.

Improve counting skills within 10 using various analyzers (by touch, counting and reproducing a certain number of movements).

Introduce the names of the days of the week (Monday, etc.).

Lesson 4

Learn to compare adjacent numbers within 10 and understand the relationships between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number... greater than the number...”, “How much more?” number... less than number..."

Continue learning to determine the direction of movement using signs indicating the direction of movement.

January

Lesson 1

Continue to teach how to compare adjacent numbers within 10 and understand the relationships between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number... greater than the number...”, “By how much is the number... less than the number..."

Develop the eye, the ability to find objects of the same length, equal to the sample.

Improve the ability to distinguish and name familiar three-dimensional and flat geometric shapes.

Develop the ability to see and establish a number of patterns.

Lesson 2

Continue to teach understanding the relationships between adjacent numbers 9 and 10.

Continue to develop your eye and the ability to find objects of the same width, equal to the sample.

Strengthen spatial concepts and the ability to use words: left, right, below, in front (in front), behind (behind), between, next to.

Practice naming the days of the week sequentially.

Lesson 3

Continue to form ideas about the equality of groups of objects, learn to form groups of objects according to a given number, see the total number of objects and call it one number.

Continue to develop your eye and the ability to find objects of the same height, equal to the sample.

Learn to navigate on a sheet of paper.

Lesson 4

Introduce the quantitative composition of the number 3 from units.

Improve the ability to see the shape of familiar geometric shapes in surrounding objects: rectangle, square, circle, triangle.

February

Lesson 1

Introduce the quantitative composition of the numbers 3 and 4 from units.

Continue to learn how to navigate on a sheet of paper, identify and name the sides and corners of the sheet.

Lesson 2

Introduce the quantitative composition of the number 5 from units.

Develop the ability to indicate in speech the position of one object in relation to another and one’s location in relation to another person (front, back, left, right).

Lesson 3

Strengthen ideas about the quantitative composition of the number 5 from units.

Form the idea that an object can be divided into two equal parts, learn to name the parts, compare the whole and the part.

Improve the ability to compare 9 objects by width and height, arrange them in descending and ascending order, and label the comparison results with appropriate words.

Lesson 4

Improve counting skills within 10 and practice counting according to the model.

Continue to form the idea that an object can be divided into two equal parts, learn to name the parts and compare the whole and the part.

Improve the ability to see the shape of familiar geometric shapes (flat) in surrounding objects.

Learn to compare two objects in length using a third object (conditional measure) equal to one of the objects being compared.

III quarter

March

Lesson 1

To consolidate the idea of ​​the ordinal value of the numbers of the first ten and the composition of the number of units within 5.

Improve the ability to navigate the surrounding space relative to oneself (right, left, front, back) and another person.

Improve the ability to compare up to 10 objects in length, arrange them in ascending sequence, and designate the comparison results with appropriate words.

Lesson 2

Continue learning to divide a circle into two equal parts, name the parts and compare the whole and the part.

Continue to teach how to compare two objects in width using a conditional measure equal to one of the objects being compared.

Strengthen the ability to consistently name the days of the week.

Lesson 3

Learn to divide a square into two equal parts, name the parts and compare the whole and the part.

Improve counting skills within 10.

Develop the idea that the result of a count does not depend on its direction.

Improve the ability to move in a given direction, changing it according to a signal (forward - back, right - left).

Lesson 4

Continue to introduce the division of a circle into 4 equal parts, learn to name the parts and compare the whole and the part.

Develop the idea of ​​the independence of number from the color and spatial arrangement of objects.

Improve your understanding of triangles and quadrilaterals.

April

Lesson 1

Introduce the division of a square into 4 equal parts, learn to name the parts and compare the whole and the part.

Continue to teach how to compare objects in height using a conditional measure equal to one of the objects being compared.

Improve the ability to navigate on a sheet of paper, determine the sides, corners and middle of the sheet.

Lesson 2

Improve counting skills within 10; teach to understand the relationships of adjacent numbers: 6 and 7, 7 and 8, 8 and 9, 9 and 10.

Develop the ability to navigate on a sheet of paper, determine the sides, corners and middle of the sheet.

Continue to develop the ability to see the shape of familiar geometric shapes (flat) in surrounding objects.

Lesson 3

Continue to learn to understand the relationships of adjacent numbers within 10.

Improve the ability to compare the size of objects by presentation.

Strengthen the ability to divide a circle and a square into two and four equal parts, learn to name parts and compare the whole and the part.

Lesson 4

Improve the ability to form the number 5 from ones.

Practice the ability to move in a given direction.

Strengthen the ability to consistently name the days of the week, determine what day of the week is today, what it was yesterday, what it will be tomorrow.

May

Work to consolidate the material covered.

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