Lesson on FEMP in the senior group
"More. Less. Signs »
Completed by the teacher
Tyutikova Evgenia Margalimovna
Target: consolidate the comparison of groups of objects by quantity using pairing. Get to know the signs.
Materials for the lesson:
Demo– 5 identical kittens with multi-colored bows; 5 balls of different colors, matching the color of the bows; cards with numbers from 1 to 5; two strips of paper - models of equal and inequality signs.
Dispensing – counting sticks; cards with numbers from 1 to 5.
Progress of the lesson:
- Formation of ideas about relationships is more, less. Getting to know the signs.
IN. - Guys, let's stand in a circle and try to guess the riddle about our guests.
He's fluffy, he's playful,
Very, very naughty
Often likes to catch the tail,
Drink fresh milk.
If you scare him, he hisses,
Arches his back
If you caress him, he purrs,
He plays happily.
(Kitty)
D. - Kitten.
IN. - Well done. Have a seat. Today kittens came to visit us (the kittens are displayed on a magnetic board). Look how fluffy and tender they are... They are all the same, but their bows are of different colors. Kittens love to play with balls (next to each kitten there is a ball in the same color as the bow). Do you think every kitten has its own ball? How do we know this?
D. – Compare the number of kittens and the number of balls.
IN. - Right. How will you compare?
D. – We will count kittens and balls. And let’s compare (if they notice, they will say that each kitten has a pair - a ball of color). There are 5 kittens and glomeruli each. That means they are equally divided.
The guys count and conclude that there are equal numbers of kittens and glomeruli.
You can ask them which solution is easier and why.
IN. - Guys, put the number 5 on your piece of paper on the right and left. And use counting sticks to put an equal sign.
Then I put two numbers 5 on the board and model the equal sign between them from 2 stripes.
IN. - Well done. You counted correctly. There are equal numbers of kittens and balls. But several kittens ran away to get their balls (I put three kittens with balls in left side boards, and two kittens, with their balls, in right side boards). How many kittens are there on the right side of the board?
D. – Two kittens.
IN. - Right. How many kittens are left on the left?
D. - Three kittens.
IN. - Fine. But then a bird flew in and opened its beak in surprise. What beautiful kittens. Look at her beak - which way is it open?
D. – The bird opened its beak in the direction where there are more kittens. There are three of them.
Let's put the number 3 on the left and the number 2 on the right. I lay out the numbers 3 and 2 on the board and between them two stripes simulating an equal sign.
IN. - Look, did I put the equal sign correctly?
D. - No.
IN. - Why? (because 3 is greater than 2). How to turn stripes into an open beak of a bird?
I “open” the stripes towards the number three and get the > sign. Children do the same on tables using counting sticks.
IN. - Look, it turns out that three is more than two. This shows a greater than sign. And now the 2 kittens on the right ran over to the two kittens on the right. What happened?
D. – There was one kitten left on the left, and there were four kittens on the right.
IN. - Let's put the number 1 on the left and the number 4 on the right. How do you think we should put the stripes now?
D. – So that the beak opens to the number 4.
IN. - What happened now?
D. – 1 is less than four.
IN. - Look, guys, the bird’s beak always points to the number that is smaller. Well, are you tired? Let `s have some rest.
2. Physical exercise " We thought, we thought..."
We believed, we believed
And now they stood up quietly.
Once - sit down, twice - bend over,
They stretched on their toes.
We put our hands on the side:
On your toes, hop, hop, hop.
3. Consolidation of ideas about comparing groups of objects using signs. ( Collaboration from notebooks).
4. Summary of the lesson.
Did you like the lesson? Who did we help? What mathematical signs have we learned? (more, less) Where does the nose of these signs point? (always on smaller number). You all did a great job today, helping the kittens find their balls. They are grateful to you.
Math lesson for children 5-6 years old "More, Less"
The notes will be useful for educators for classes on the topic “More, Less.” The notes describe the course of a mathematics lesson for older children.Target: Teach children to use the number axis, learn to name more (less) more previous (less than subsequent.
Program content:
1.
Continue to form an idea of the purpose of numbers.
2.
Teach by appearance distinguish and name numbers from 1 to 10, consolidate the ability to arrange numbers in order. Develop logical thinking, name more (less) more previous (less than subsequent.
3.
Mastering the actions of constructing an axis, graphical models, the ratio of quantities formed in the recalculation of the same quantity by different groups (counting with different bases.)
4.
Develop observation skills cognitive interest, develop independent work skills.
5.
Cultivate a friendly attitude with each other and the teacher.
Equipment and materials:
-Demo:
an axis with ten unit marks without numbers, six bricks from a set of building materials.
-Dispensing:
a sheet of paper with the image of an axis of ten units without numbers, colored pencils (red and blue), badges for children “Well done” and “Clever girl”.
Preliminary work:
-Teacher:
writing notes, preparing attributes for the lesson.
-Children:
repeat numbers and ordinal counting with children.
Methodology.
Introductory part.
Educator: Guys, look who came to visit us?Children: Bull.
Educator: Yes, he wants to play a game with us. Now everyone close your eyes, how many times his bell rings you should hear and say which number will be one more. (We play the game.)
Well done guys, they listened very carefully and answered correctly, and what fairy tale is this bull from? The clue is a fairy tale about animals.
Children: "Winter quarters of animals"
Educator: What is the winter quarters of animals?
Children: this is a house.
Main part.
Educator: Guys, do you think numbers have their own houses? (children’s answers)Look, you have these circles on your tables (shows) these will be houses for our numbers.
Now you need to place a circle so that the house contains numbers less than 9. Which number did not make it into the house? Why?
Children: The number is 10 because it is greater than 9.
Educator: for how long?
Children: on 1.
Educator: That's right, now put in the house numbers that are greater than 5 but less than 8. Well done. Why did you place these particular numbers (children answer).
Now place in the house numbers less than 8, but more than 4, why did you place these particular numbers? (children answer)
Well done, guys, and the Bull didn’t come to us empty-handed, come to me, everyone, let’s see what he brought here. (Takes out an envelope) This is an envelope, let’s quickly see what’s there.
And here is a letter. (The teacher reads the letter. Guys, I have something for you, but I hid it, and in order to get a hint where something is hidden for you, you need to answer questions)
Well, guys, are we going to answer the questions?
Children: Yes.
Educator:
1. Name the days of the week.
2. What day of the week was yesterday?
3. What day of the week will it be tomorrow?
4. Name all the months of the year.
(The teacher asks questions, the children answer)
Well done guys, here’s a hint, look what it is? (gives the children a card)
Children: Map.
Educator: Yes, this is a map of our group, let’s figure it out. (The teacher helps the children study the map if difficulties arise)
Guys, what's there?
Children: Axis.
Educator: Yes indeed, guys, now sit down in your seats, Bull came up with a game for you.
One sofa consists of two bricks, and a bed consists of three, you need to find out how many beds and sofas can be made, now on the number axis you need to write numbers from 1 to 10. (Children write) And now you need to mark the sofas on top with a red pencil, One sofa at we are made of two bricks, while we need to be marked on the number axis, Katya come and show us. (The teacher together with the child shows how to correctly mark on the board with chalk). Now look how many sofas we have?
Children: 5 sofas.
Educator: And below we need to mark with a blue pencil how many beds we have. One bed consists of three bricks. Nastya, come show me how to mark.
Educator: Well done, look how many beds we have?
Children: three.
Final part:
Educator: Well done guys, you completed all the tasks and it was Bychok who prepared these badges for you (the teacher puts badges on the children). Bychok will stay with us, and you guys will clean up your work places. The lesson is over.I. Program content:
Training tasks:
- Practice counting within 10 forwards and backwards
- Reinforce knowledge of the composition of numbers within 10 of the two smaller numbers.
- To consolidate knowledge about the sequence of days of the week and seasons
- Strengthen the ability to compare 2 side by side worth the numbers using the signs greater than, less than, equal to.
- Strengthen the ability to distinguish concepts: higher – lower, compare objects by height
- Strengthen children's understanding of geometric shapes: ability to distinguish geometric figures, the ability to compare them by properties (color, shape and size).
Developmental tasks:
Create conditions for development logical thinking, intelligence, attention.
Contribute to the formation mental operations, speech development, the ability to give reasons for one’s statements.
Educational tasks:
Develop independence and ability to understand learning task and do it yourself.
Cultivate interest in mathematical studies.
Methodical techniques:
Calming exercises before class.
Gaming (use of surprise moments).
Visual (use of illustration).
Verbal (reminder, instructions, questions, individual answers from children).
Encouragement, lesson analysis.
Equipment: magnetic board, numbers, signs.
Demonstration material: “letter”, a castle with geometric shapes, an illustration of a door, a board game.
Handout: a set of numbers for each child, cards with tasks for comparing numbers, a geometric figure - a circle, pencils, cards with number houses.
Material: "Math Kingdom" poster, castle with geometric shapes; houses for comparison in height, 3 sets of 4 pcs., number houses for checking, sheet A 3, glue for applique, chest with sweets.
Progress of the lesson:
1. Entering the day.
Guys, I'm very glad to see you. 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
Guys, I'm very glad to see you. Hold hands and give each other a smile. Now look at our guests, give them a smile.
Now show me your fingers. Let's make them friends (coordination of movements and development fine motor skills, memory development).
The girls and boys in our group are friends.
You and I will make friends with little fingers.
Let's start counting again: 5 4 3 2 1 -
We stand together in a circle!
Well done! (Relaxation music sounds). Sit down on the carpet.
Guys, this morning on the table I found a letter addressed to children senior group No. 10. Let's open it and see what's inside. Oh, there's a letter. I wonder who it's from? Let's read it and everything will become clear to us.
“Dear guys, trouble has happened in our mathematical kingdom. An evil wizard bewitched all the inhabitants of the kingdom - all the numbers were mixed up in number series, and the geometric figures forgot their names. I whole year I watched how interesting you played in math class, only you can remove the spell by completing all the tasks. Queen of Mathematics."
Guys, can we help the inhabitants of the mathematical kingdom?
Then we go on a journey to a mathematical land.
Oh guys, the evil wizard hanged huge castle at the gates of the kingdom.
To open it, we need to unravel one secret - guess which of the figures is extra.
Guys, what geometric shapes do you see on the castle? Is there identical figures? Compare them and tell me how they are similar, what do they have in common?
(comparison by shape, color, size)
How are the figures different? Which figure do you think is the odd one out? (a circle has no corners).
Well done, the castle is open, we can go into the mathematical kingdom.
And the first task awaits us. Let's sit down at the tables.
So, task 1:
An evil wizard bewitched all the numbers, they forgot their places and got mixed up. Help each number fall into place. Place them in order from smallest to largest (each child individually lays out the number line using wooden numbers from 1 to 10).
Edik, count the numbers in order, the way you arranged them.
Guys, let's check what number you put between numbers 3 and 5.
what number did you put between the numbers 7 and 9
what number did you put between numbers 1 and 3
what number did you put between numbers 4 and 6;
Name the neighbors of the numbers 6, 2, 4, 9;
Name the number that more number 3 on 1.
Name a number that is greater than 5 by 1.
Name a number that is greater than 7 by 1.
Well done, you did a great job with the 1st task. Now each number took Right place in a number line
2nd task:
And I read the following task:
Mathematical signs asking for help. Have they forgotten why they are needed? Help, what do these signs show? What are their names? (needed to compare numbers, and the signs are called greater than, less than, equal to) You have cards on the tables, you need to compare the numbers and put the necessary signs in the cells.
Excellent mathematical signs have remembered their purpose - to compare and show which number is greater, which is less and report
equality. They took their places and also thank you for your help.
3rd task:
Now, guys, let's take a little rest.
Get up from the tables and come out to me.
A physical moment awaits us!!!
Quickly stand up, smile,
Reach higher, reach higher
Come on, straighten your shoulders,
Raise, lower,
Turn left, turn right
Touch the floor with your hands
Sit down and stand up, sit down and stand up
And they jumped on the spot.
4th task:
The Queen of Mathematics loves order in everything. So the houses on the streets in the mathematical kingdom were arranged in order from highest to lowest. On one street there were multi-colored houses with a pink roof, on an arched quadrangular blue roof, and on the third street there were houses Brown without a roof. The wizard caused confusion here too. You need to arrange the houses in height from high to low, not forgetting that on the same street there should be houses. with the same roof.
Tell us about your house... (it is the largest 4-story, the smallest is one-story, my house with two floors is lower than a 3-story, but higher than a 2-story)
Now arrange the houses differently - let them all be 4 floors. They are unlikely to get up, making the street 4 floors. houses, 3 - to another, 2 floors. to the next one, 1st floor. last time
Well done, you completed the task.
5th task:
Guys, let's play. This true-false test game will help correct the mistakes that the evil sorcerer deliberately left here and there.
If you hear something that you think is correct, clap your hands; if you hear something that is not correct, shake your head
In the morning the sun rises;
You need to do exercises in the morning
You can't wash your face in the morning
The moon shines brightly during the day
In the morning CHILDREN GO TO KINDERGARTEN
At night people have dinner
IN THE EVENING THE WHOLE FAMILY GET HOME
There are 7 days in a week
Wednesday follows Monday
After Saturday comes Sunday
Thursday is before Friday
Only 5 seasons
Spring comes after summer
6th task:
Let's see what's next math problem they prepared it for us. I suggest you sit down at your desks.
So, you need to move residents into numerical houses. The number on the roof of the house will show you how many residents can be accommodated on each floor. Let's get started.
Well done, this task did not cause any difficulties for you either.
7th task:
An evil wizard bewitched the inhabitants of the mathematical kingdom using a magic circle. If we guys divide the magic circle into equal parts, the sorcerer will no longer be able to do mischief, and turn into a good wizard. You have multi-colored circles on the tables - fold your circle into 2 equal parts. How should you fold so that the parts are the same? (match edges) What can you call each of the parts? ½ Now fold it in half again? What is the resulting part of the circle called now? ¼. Well done, the evil spell has been broken!!!
Let's make one big beautiful carpet for our already good wizard, laying out a pattern of multi-colored circles. With this carpet, the wizard will perform only good miracles.
Guys, you have completed all the tasks, brought order to the mathematical kingdom, and turned the evil sorcerer into a good wizard. The Queen is very grateful to you for your help. Guys, did you like our lesson? What was especially easy for you, what seemed difficult?
Today all the children worked well, but they were especially active...
And the Queen of Mathematics left this chest in gratitude for your help. Shall we look into it?
Look, these are sweet gifts!!!
Absalyamova Rodalina
Summary of a lesson on FEMP for children of the senior group in the “Development” program
Lesson summary on FEMP for older children
By program« Development»
Subject: "Acquaintance children with more signs, less, equality."
Program content:
Introduce children with more signs, less, equal, mastering the sign-digital system of relationships between numbers.
Consolidating the order of numbers in a number series, the ability to name a number one less or more.
Cultivating endurance development of attention.
Material:
demonstration: two groups circles of 4 and 5 different color, numbers from 0 to 10, numbers 5 two pieces, numbers 4 four pieces, signs "more, less, equal", typesetting cloth, ball, pointer, letter with task.
Handouts: numbers from 0 to 10, signs "more, less, equal", a simple pencil.
Progress of the lesson:
Educator: Guys, look at your prepared material and tell me what it will be class?
Mathematics.
Q. Why do people need to know and learn mathematics? (answers children) That's right guys, math is very important and necessary science. You and I have already learned to count to 10 and know the numbers. (the teacher shows signs "more and less"). Do you know what these signs are? Have you seen them anywhere before? What do they look like? (answers children) . Guys, these are the signs that students use at school, your moms and dads know what they mean. And today we will get to know them the same way.
Look at the board, there are mugs laid out here. Count how many circles are in the top row, and show the number that represents this number. Now count how many circles are in the bottom row and show the desired number. We learned that there are 4 circles in the top row and 5 in the bottom row. Which number is less than 4 or 5.
B. In order to write down that the number 4 is less than 5, we take this sign "less". He is friends with numbers and stands between them. But this is not a simple sign - it is magical, because its sharp corner always points to a smaller number.
Place between your numbers the right sign. Let's repeat (the teacher follows with a pointer on the board): number 4 less number 5.
Guys, which number is greater than 5 or 4? Let's swap the numbers 5 4 and put a sign between it "less". Did I do the right thing? And why? What sign should I put up? You need to place the sign correctly so that its sharp corner points to the smaller number. Place the desired sign between your numbers.
The teacher compares the number of circles in two rows and asks the children to count how many are in the top and how many are in the bottom row. Lays out the required numbers 4 and 4 on the board, and the children on the tables.
B. Guys, think about whether these signs are suitable for the numbers 4 and 4. The teacher substitutes the signs "more less", and children answer correctly or incorrectly. Guys, it turns out there is another sign (shows the sign "equality") it does not have a corner and it means that the numbers on one side and the other are equal. Let's put it between our numbers, now correctly the number 4 is equal to the number 4.
Game “Name One Less” (more)»
Children stand in a circle, and the teacher says the task “call numbers one more (less)» throws the ball to the children one by one.
After the game, the children sit at the tables.
Q. Guys, this morning I received a letter from a teacher from school, she sent you an assignment to check how attentive you were on class. (hands out pieces of paper). Look at them, there are numbers written, and in the middle there is a window, you need to determine which number is less or greater and put the required sign. Remember what number the sharp corner points to. (to less)
A game "What changed?"
Numbers are lined up on the board. Children close their eyes, and the teacher changes their places or removes 1-2 numbers. Children find a mistake, 1 child comes to the board and corrects it.
After the game, the teacher invites children to himself and asks questions: Did we enjoy doing math? What did you like most about class? What signs did we meet today?
At the end classes children are asked to clean up their workspaces.
GCD in mathematics in the senior group "Journey to the Land of Mathematics"
Tasks:
- Strengthen children's ideas about geometric shapes: the ability to distinguish geometric shapes, the ability to compare them by properties (by color, shape and size).
- To consolidate knowledge about the sequence of days of the week and seasons.
- Strengthen the ability to compare 2 adjacent numbers using the greater than, less than, and equal signs.
- Strengthen the ability to distinguish between the concepts long and short.
- Development of fine motor skills and hand coordination.
- Create conditions for the development of logical thinking, intelligence, and attention.
- Contribute to the formation of mental operations, speech development, and the ability to give reasons for one’s statements.
- Develop independence, the ability to understand a learning task and complete it independently.
Equipment and material: magnetic board; a letter decorated with numbers and geometric shapes; cards with tasks from the letter; geometric shapes of different colors and sizes; ball; picture “The numbers are hidden!” ; number cards from 1 to 10 (2 sets); signs MORE, LESS, EQUAL; puzzles (7ya, 100g, 100lb, 2l, 100yu); pictures with tasks, two ribbons of different colors, 2 and 4 meters long; counting sticks for each child; medals.
GCD move:
Hello guys, I'm very glad to see you. Let's greet each other with a smile.
Guys, look and tell me what I have in my hands? (Letter)
Yes, right.
Are you wondering who this letter is from?
Now I will open it and read it.
“Hello friends, there has been some confusion in our mathematical kingdom. All the numbers got mixed up in the number series, the geometric figures forgot their names, and the days of the week forgot what order they should be in. I watched you for a long time as you played interestingly in math classes and I want to ask you to help me. Queen of Math Country."
Guys, why do you agree to help the Queen of Mathematical Country?
Then we go on a journey to a mathematical land.
Guys, I have 9 envelopes and each of them contains a task.
So, task 1:
Game task with counting sticks.
Materials: counting sticks.
Progress: the teacher gives the children the task:
- Construct a figure that has 3 angles and 3 sides (triangle).
- Construct a figure with all sides equal (square).
- Construct a figure with 2 long sides and 2 short sides. (rectangle).
- Construct a figure that has 5 corners and 5 sides (pentagon).
- Build a figure from three sticks. What happened? (triangle).
- Place 2 sticks on it to make 2 triangles. What kind of figure did you get? (rhombus).
2nd task:
Guys, look at the board, all the numbers in the number line are mixed up. Let's put them in order.
Great, now name the neighbors of the numbers 5, 7, 8,9.
3rd task:
Mathematical signs ask for help. Have they forgotten why they are needed? Tell me what these signs show? What are their names? (needed to compare numbers, and the signs are called greater than, less than, equal to). Great! Mathematical signs have remembered their purpose - to compare and show which number is greater, which is less and communicate equality.
Fizminutka
We go, we go, we never get tired!
We can easily overcome all the obstacles on the way! (repeat 4 times)
4th task:
Puzzles from the Queen of Mathematics. 7th, 100lb, 100g, 2l.
5th task
Say the opposite. Ball game. Day Night.
Winter-…
Cold-…
A lot of-…
Start-…
Good-…
Joy-…
Far-…
6th task
Guys, let's play. This game "True False" .
If you hear something that you think is correct, clap your hands; if you hear something that is not correct, shake your head
- in the morning the sun rises
- you need to do exercises in the morning
- you can't wash your face in the morning
- the moon shines brightly during the day
- in the morning CHILDREN GO TO KINDERGARTEN
- at night people have dinner
- IN THE EVENING THE WHOLE FAMILY GET HOME
- There are 7 days in a week
- Wednesday follows Monday
- after Saturday comes Sunday
- Thursday before Friday
- only 5 seasons
- Spring comes after summer.
Physical exercise: Whichever number I show, do the task so many times:
5 steps left
3 jumps back
Clap 4 times
Stomp 7 times.
7th task:
Now let’s solve some fun puzzles, are you ready? (children's answers)
- How many ears do three mice have?
- How many paws do two cubs have?
- The hedgehog put 3 yellow leaves and 2 red ones in a vase. How many leaves are in the vase?
- The bunny had 6 carrots, he gave 1 carrot to the bear. How many carrots are left?
- Near the bridge there are 5 birch trees and 2 linden trees. How many trees are there near the bridge?
- Three little mice sat in a row
2 are still sitting nearby.
How many mice will we ask?
Of course, there are more of them...... (5) .
8th task:
There are geometric shapes on the board (circle, oval, square, triangle, rectangle, rhombus, trapezoid.) Guys, what are these figures called? Well done!
9th task:
“The numbers are hidden!” Guys, in the land of mathematics, all the numbers are hidden somewhere. Let's help find them! (children come out one by one and show the number they found.) Well done!
So our lesson and journey through mathematical country. My friends, did you like it? (children's answers). Well, now let's return to our kindergarten. Guys, we have two ways reverse-direct path and wavy. Which path will we take to get home faster? Which way is shorter?
And in gratitude from the Queen of Mathematics, I want to present you with medals (the most active, the most attentive, the most inquisitive, the fastest, the most courageous, etc.).