GCD topic: FEMP. COMPARING OBJECTS BY SIZE AND COLOR.
Target:
Create a condition to compare objects by length, width, color
Tasks:
Practice comparing objects by length, learn to arrange them in descending and ascending order, denote the results of comparison with the words: longest, shorter, even shorter...shortest (and vice versa), consolidate knowledge of colors;
Practice comparing objects by height, learn to arrange them in descending and ascending order, denote the results of comparison with the words: highest, lower, even lower... lowest (and vice versa);
Consolidate the knowledge gained in class about the size of objects on worksheets;
Develop spatial thinking
GCD move:
- Introduction of the game moment.
Listen to the poem and say: what fairy tale heroes ask for help?
(READING VERSE)
Right. These are the heroes of Leo Tolstoy's fairy tale “The Three Bears”.
(SHOW PICTURE)
- Comparing objects by size and color.
Consider the illustration for the fairy tale “The Three Bears.”
By what characteristics do bears differ? (By height, by weight, by age)
(CALL THE CHILDREN TO THE BOARD)
This is Mikh.Ivanch, Anast Petna and little Mishutka
Today we will talk about the length of objects and learn to compare objects by length and color.
Now let's arrange the heroes of the fairy tale by height.
The girl Masha brought SCARFS to the bears. The longest is Mikh Ivan, the shortest is Anast Petro and the shortest is Mishutke. (CALL THE CHILDREN)
When you can't compare by sight, method applied apps and overlays.
Teaching method:
Children measure their height by standing next to each other or with their backs to each other to find out who is taller and who is shorter (application)
Children try on coats and jackets. Things are measured to find out whether they fit the person just right, whether they are the right size (overlap)
3.CHILDREN’S WORK with handouts (STRIPS).
- Children are asked to compare STRIPES of slightly different lengths. Together with the children, a rule is formed and pronounced, first with the help of the teacher, then independently.
Arrange the strips from longest to shortest
(COMPARISON RULE)
One strip is applied to another (if the color is the same) or superimposed on another (if the color is different) so that their ends, usually on the left, coincide.
If at the same time the other end of one strip protrudes, it means that it is longer, and the other is shorter.
If the right ends match exactly, then the strips are the same length.
Name the length of each ribbon
4. Physical education minute
I invite you to go with me to the forest and visit the THREE BEARS.
Three bears were walking home:
Dad was big, big
Mom with him is shorter,
And my son is just a little baby.
He was very small
Walked around with rattles
Ding-ding, ding-ding.
5. Consolidation of acquired knowledge (on sheets with assignments)
Guys, the girl Masha brought you leaves with drawings.
6. Dynamic pause
Standing at the desk, children perform a dynamic pause
Two claps overhead
Two claps in front of you
Let's hide two hands behind our back
And let's jump on two legs.
In front of you are two pencils (red and brown) and a sheet of paper with a task.
Offers to look at the pictures and color them.
What comparison methods do we know?
That's right, ways to compare (applications and overlays)
7. Children complete tasks on worksheets.
8. Summary.
So,
When measuring height and trying on clothes, we compared objects by size using the methods of application and application.
What did we compare in size? How did you compare?
(APPLICATED ALI _OVERLAYED)
Application method and application method
We learned to compare objects by size
Width comparison:
It is necessary to trim the strips, usually along the bottom side
For height comparison:
Objects must be placed side by side on a flat horizontal surface on the same line or one in front of the other
Size comparisons:
One strip is applied to the other (or overlapped) so that the ends coincide
If the end of the strip protrudes, then it is longer and the other is shorter
If the right ends match, the strips are the same length
This lesson is intended for independent familiarization with the topic “Comparison of objects. Arrangement of objects by size." Here you will learn what it means to compare an object, what characteristics are used to compare objects, and learn to find common features and differences between objects. You will also learn how to compare objects by size and arrange them in ascending or descending order.
Topic: Basic introduction to mathematics
Lesson: Comparing objects. Arrangement of items by size
In this lesson we will compare objects and arrange them by size.
Comparing objects means finding similarities and differences in them.
I.Guess the riddles:
1. It grows in southern countries
This is a well-known fruit.
You need to choose wisely.
If it's yellow, it means it's ripe.
Reach into your pocket for money
To buy yourself...
Correct answer: Banana (Fig. 1).
2. Grows in the garden and in the greenhouse,
Very useful in a salad.
Green, sometimes long.
Who guessed it - well done!
Growing in the garden...
Correct answer: Cucumber (Fig. 1).
II.What do bananas and cucumbers have in common?
Correct answer: shape, size, they are edible.
III.What is the difference?
Correct answer: color (banana - yellow, cucumber - green), taste and smell; banana - fruit and cucumber - vegetable.
We compared banana and cucumber in shape, size, color, taste, purpose - These are all signs by which objects can be compared.
1. Look at the pictures (Fig. 2 - 4) and name the common characteristic of the group.
Correct answer: color (all objects are red).
Correct answer: shape (all objects are round).
Correct answer: material of manufacture (they are all made of wood).
2. Determine the material used to make the next group of items (Fig. 5).
Correct answer: glass.
3. What is the common feature of the group (Fig. 6)?
Correct answer: taste (these are sweets).
4. Name the common feature of the following group of objects (Fig. 7).
Correct answer: purpose (these are school supplies).
5. Look at the items in the table (Fig. 8). On what basis are objects arranged in a row?
Correct answer: according to purpose (first row: apple, lemon, pear, orange - these are fruits; second row: shorts, T-shirt, jacket, dress - these are clothes; third row: plate, teapot, mug, pan - these are dishes).
On what basis are objects arranged in columns?
Correct answer: by color (in the first column - objects are red, in the second - yellow, in the third - green, in the fourth - orange).
Identify the item from the table based on its characteristics:
- Yellow sour fruit.
Correct answer: lemon.
- Green ceramic tableware.
Correct answer: mug.
- Red cloth clothes.
Correct answer: shorts.
Let's play a game. Look at the pictures and say what has changed (Fig. 9 - 10).
Correct answer:
1. Size;
Let's complicate the task.
Correct answer:
4. Shape and size;
Homework
1. Indicate which signs change.
Target:
- Teach children to compare objects by size (size, length, height, width), using the words: wider - narrower, longer - shorter, higher - lower, more - smaller. Learn to compare contrasting objects by superposition and by “eye”.
- Develop the ability to analyze, compare, classify objects by size, and carry out a series of objects.
"Big small"
The teacher lays out cards with the pictures facing up in front of the child. Tells a fairy tale, for example this one.
In one fairy-tale country there lived different objects. Each object had a brother or sister, very, very similar to each other. They differed only in size - one was large and the other was small. And then one day a strong wind rose. He mixed up all the objects and scattered them in different directions. Let us help you find the residents of the fairy-tale land their brothers and sisters. If we find it correctly, they will take hold of the handles. And if we make a mistake, they won’t give each other their hands. Shall we try?
The child needs to take one card with any object, name it and find a pair for it. If the choice is made correctly, the locks on the cards will allow you to connect the cards into a paired picture.
"My size"
(D/i “Once upon a time there was a circle”)
The teacher offers children pictures with different objects. The child chooses only pictures with large objects, regardless of shape, and discards medium and small ones (other options are possible).
"More less"
(D/i “Once upon a time there was a circle”)
The teacher lays out the cards in a chaotic order with the pictures facing up, takes one card and asks the child to find 2 more with the same geos. figures, but of a different size. The child compares the depicted figures by size, using the concepts of “more, less.”
"The doll is coming to visit"
The teacher offers the child one doll and 6 dresses and says that he needs to help Tonya find her dress. The doll tries on all the outfits, commenting: “This dress is not enough for me, I need more, etc.” The child must help Tonya find her dress.
"Who is faster"
(D/i “The doll is coming to visit”)
The teacher hands out dolls to the children and says: “Who can find their outfit faster?” Children find dresses of the appropriate size (first from 3 offered, and then from 6).
"Lay by size"
(D/i “4th extra”)
The teacher selects cards for the game with objects that contrast in size. Lays them out in random order and asks the child to distribute the cards by size, choose the largest and the smallest.
"Wonderful bag"
There are objects of different sizes in the bag. The teacher invites the child to get only large (small) objects. The child determines the size of the object by touch.
Games with Dienesha blocks:
- Find all the figures like this one (by size).
- Find a figure not like this one (in size).
Informational resources:
1. Z.A. Mikhailova, E.N. Ioffe “Mathematics from 3 to 7”, St. Petersburg, Detstvo-Press, 2001.
2. Z.A. Mikhailova, I.N. Cheplashkina, “Mathematics is interesting”, St. Petersburg, Detstvo-Press, 2004.
3. D. Alhaus, E. Doum “Color, shape, quantity”, Moscow, Education, 1984
4. B.P. Nikitin “Steps of creativity or educational games”, Moscow, Education, 1991.
Target: Learn to compare objects by size - large, medium, small. By length – long, shorter, shortest; relate objects to size.
Tasks: Continue to learn to compare by size - big,
medium, small; comparison of an object by length: long, shorter,
The shortest. Practice naming familiar geometric shapes: circle, square, rectangle, oval, trapezoid. Develop logical thinking, memory, intelligence, promote the development of independence and creativity. Educational: Cultivate interest in mathematics, activity, perseverance.
Download:
Preview:
GBDOU kindergarten No. 7, Moskovsky district of St. Petersburg.
Abstract.
Continuous educational activities on FEMP in the middle group “Solnyshko”
Topic “Comparison of objects by size, width”
Target: Learn to compare objects by size - large, medium, small. By length – long, shorter, shortest; relate objects to size.
Tasks: Continue to learn to compare by size - big,
medium, small; comparison of an object by length: long, shorter,
The shortest. Practice naming familiar geometric shapes: circle, square, rectangle, oval, trapezoid. Develop logical thinking, memory, intelligence, promote the development of independence and creativity. Educational: Cultivate interest in mathematics, activity, perseverance.
Enrichment and activation of the dictionary:Longer, shorter, size, longer.
Equipment and materials:magnetic board, nesting dolls, scarves, cup templates for each child, pictures with geometric shapes, pencils.
Progress of the lesson:
Introductory part:
(Children sit on chairs on the carpet)
Educator: Guys, nesting dolls came to visit us. They are waiting for you and arguing about which of them should stand first. Let's help them stand up correctly.
Main part:
Educator: Count how many nesting dolls there are?
Children: Three
Educator: Dima, how many nesting dolls do you have?
Dima - Three!
Educator: Mila, how many nesting dolls are there in total?
Mila: I got three
Educator: Oscar, if you put this nesting doll here, how many of them will there be?
Oscar: Three!
Educator: That's right guys, there are only three nesting dolls
- Let's compare them. Do you think they are the same size?
Children: No, they are different. Large, medium, small
Educator: Lera, look at the nesting dolls, they are the same size
Lera: No, they are different. Large, medium small
Educator: What do you think, Lesha, are the nesting dolls the same size?
Lesha: It seems different to me
Educator: Which nesting doll will we put in first place?
Children: Large
Educator: Second place?
Children: Average
Educator: On the third?
Children: Little
Educator: Christina, do you think so too?
Christina: Yes
Also an interesting lesson in mathematics: Summary of a mathematics lesson in the middle group of kindergarten “Mathematics in kindergarten”
Educator: Vika, maybe you can arrange the nesting dolls differently?
Vika: The big matryoshka should come first, then the middle one, and then the small one.
Educator: Andrey, go put the nesting dolls in order of size
Educator: Guys, look, I have scarves on the table for nesting dolls, they are all different lengths. Long, short and shortest. We will need to choose scarves for each matryoshka that are appropriate in size. Shall we help?
Educator: Children, what scarf should you give to the largest nesting doll? How to find it?
Children: You need to put corner to corner and see if there is excess
Educator: Mila, go find a scarf for the big matryoshka doll
– How long is it?
Mila: Long
Educator: Place it next to the nesting doll!
– Nastya, do you agree with Mila that the scarf is long?
Nastya: Yes
Educator: Sasha, what do you think, how long is the scarf?
Sasha – Long
Educator: Sasha, what scarf will you give to the middle matryoshka?
Sasha is short, the nesting doll is small and a short scarf suits her, otherwise she will be uncomfortable and get confused.
Educator: And who will we give the shortest scarf to?
Children: Little matryoshka
Educator: Katya, can I give the short scarf to the big nesting doll?
Katya - No, she won’t have enough scarf because she’s big, she needs a long scarf
Educator: And who will we give the short one to?
Katya – Short scarf for a little matryoshka
Educator: Maxim, do you think so too?
Maxim - Yes, the short one should be given to the little nesting doll; it will be convenient for her.
Educator: Let's have a little rest
Physical exercise “Pinocchio”
Pinocchio stretched,
Bent over once, bend over twice,
He spread his arms to the sides
Apparently I didn't find the key.
To get him the key,
We need to stand on our toes.
Stand tighter than Pinocchio,
Here it is - the golden key
Educator: Guys, how many nesting dolls did we have as guests?
Children: Three
Educator: Each of them has girlfriends. They wanted to drink tea, but they didn't like the cups. They said they didn't want to drink from white people. And they want to drink from elegant cups, with geometric shapes. What geometric shapes do you know? Let me show you, and you tell me what kind of figure it is?
Children: Circle, rectangle, oval, trapezoid, square, triangle.
Teacher: Ask 5-6 children individually
– But let’s look at what kind of matryoshka cup is suitable in terms of size and size. So big matryoshka, what kind of cup does it need?
Children: Big
Educator: Christina, go pick up some dishes for the big matryoshka doll
Christina - Here it is, big one
Educator: Which cup is more convenient for a little nesting doll to drink tea from? Timofey?
Timofey - From the little one
Educator: Children, do you agree?
Children: Yes from the little one
Educator: Mila, bring a cup for a medium-sized nesting doll?
- Mila, what size is she?
Mila: Average
Educator: Guys, how many cups need to be painted so that each nesting doll gets one.
Children: One!
Teacher: Ask 5-6 children
Educator: Go, choose a cup for the matryoshka doll according to the size you took, sit down at the tables and draw geometric shapes
Final part:
Educator: So, let's see if everyone has chosen the right cup size!
– How we helped the nesting dolls today, what we did for them
Children: They told which nesting doll to stand up first, second and third, the big one, the middle one and the small one, they selected scarves of the required length. A long scarf, a short one and the shortest one, they drew geometric shapes
Educator: You understand the nesting dolls, now how should you stand?
Educator: Children, let's tell them again that the first matryoshka is big, then medium, and then small
Educator: Well done, guys! But it’s time for the nesting dolls to go. They thank you for the delicious tea.
Summary of mathematics lessons in the second junior group.
Lesson notes on FEMP in 2 ml. group.
Topic: Comparison by size.
Goal: Formation of skills in educational activities.
Program content: To develop the ability to compare two objects in length through application. Reinforce the concepts of “one” and “many”. Develop hand motor skills, thinking, attention, and reasoning skills. Fix the color of objects. Cultivate a desire to help others.
Equipment: demonstration material: red and blue cubes, two strips of different sizes, a pointer, two flat houses, two bear toys, two buckets, pine cones, a ribbed board, a card with vegetables.
Handout: two strips of different sizes, colored pencils.
Progress of the lesson.
1. Motivational and incentive stage.
Guys, today I suggest we go on a train journey.
Children stand one after another, give a signal and come to the land of toys.
2. Organizational and search stage.
Look how many toys there are here. What's on this table? (cubes)
How many are there? (a lot of)
Children are invited to take one blue cube each.
How many cubes did Vova take (one). How many cubes does Tanya have? (one). How much is left on the table? (no one).
Then the children put back one cube at a time and name the actions (I put one cube)
In our group we also have a lot of objects, let’s name them (flowers, toys, tables, windows, etc.)
We're tired, let's sit down and rest.
There are two strips of different colors and sizes on the board.
Look at these tracks and tell me are they the same or different? How to find out? What should be done? (compare)
Look, I will put one path next to the other, and on the left I will align their ends. You see, one end protrudes, which means the red stripe is longer and the green stripe is shorter.
The teacher runs his hand along the paths. Then he calls several children to show the long and short paths. Children also show with their hands the length of the paths.
Physical education minute.
And now, all in order, we do the exercises together:
Arms to the sides, bent, the top raised, waved,
They hid them behind their backs,
Turned over the left shoulder, over the right shoulder.
They sat down together and touched their heels.
We stood up on our tiptoes and lowered our hands down.
Independent activity.
You have paths of different lengths on your tables, compare them, and paint the long path red, the short path green.
What color did you paint the short path?
Now let's continue our journey further. We are going with you to the forest. To get to the forest faster, which path should we take? (short)
The children get up, walk along the plank path and end up in the forest. They meet two bear cubs in the forest, who are crying because they are lost. And one little bear scattered cones.
Let's help him collect the cones in a bucket.
Didactic game “collect cones”
Guys, now let's show the bears the way home.
The children again walk along the board path and stop in front of two houses of different sizes.