Summary of direct educational activities on femp. In the kindergarten preparatory group in the preparatory group on the topic
When a child goes to school, mathematics becomes an important subject for him. And the teacher’s first task in this case will be to develop computing skills among first-graders. Oral calculations are needed not only for further study of the subject, they form the child’s personal qualities. Therefore, it is necessary to practice calculations with your child every day. However, children do not always immediately understand what is wanted from them.
- Surely your child has heard you count out loud to at least ten. Or maybe he himself already knows the rhyme: “One, two, three, four, five, I’m going to look for you.” Or perhaps he himself asks to count some objects: chairs in the room, steps on the stairs, seats on the carousel, flower beds on the street. If not, then invite him to count with you. It's good to count your steps. Or step on a certain color tile and count as you do so. Or on fallen leaves. Come up with it yourself, consult with your child on this issue and consider those subjects that interest him.
- Even before school, you need to explain to your child what the difference is between numbers and numbers. Numbers are graphic representations of numbers. Moreover, there are only ten numbers: from 0 to 9. 10 is already a number indicated on paper by the numbers 1 and 0. Numbers show the amount of something. Explain to your child simply and clearly using objects that interest him: fruits, toys, candies.
- Simple addition and subtraction. Take a banana. How many bananas? One, write it down as 1. How many bananas will there be if you take one more banana? Count: one, two. The correct answer is two bananas. Show your child this on paper: 1+1=2. Plus means that we take one more such item, and the equal sign replaces the question “how much will it be?” And 2 means there are two bananas.
Now ask your child to treat you to a banana. How many bananas does he have left in his hands? Do the math. One. Show it on paper: 2-1=1. A minus sign means that we have removed one such item. - After mastering the previous example, take 3 objects, for example, an orange. Show that 3 can be obtained in three ways: 1+2, 2+1 and 1+1+1. Be sure to count objects with your child and choose interesting objects for him to count. You can buy special counting sticks for such things. They are colorful and kids love them. You can count the money (let the child feel like an adult): one money plus the second, etc.
- After successfully introducing the first numbers, explain all the rest up to ten.
- Give your child a special poster: “Composition of numbers” or draw it yourself. And you can not only draw, but also glue small objects: leaves, shells, candy wrappers. It's time to show your imagination. A self-made poster, firstly, will be better remembered and more visual, secondly, it will develop the child’s fine motor skills, and thirdly, it will allow him to play with his mother once again.
- Draw houses for the numbers. For example, a house for 4 looks like a tall rectangle with a roof. Draw the number 4 on the roof. The house is five-story. On the first floor live 0 and 4, on the second - 1 and 3, on the third - 2 and 2, on the fourth - 3 and 1, on the fifth - 4 and 0. This method will allow the child to easily and quickly remember the composition of numbers, as well as play with the residents of the house. You can make a second house later, only not with numbers, but with objects or drawn men, animals or circles. Or one house with four windows, for example. And put “tenants” in the windows - cut-out dogs, for example. How many dogs live in the house? 4. How many dogs will remain if one goes to the store? That's right, three and one windows will remain free. This means that 4 occupied windows minus one dog equals 3 occupied windows.
- Buy your child an abacus. Yes, yes, this old toy will interest him, because picking the dominoes is so interesting. This is not your fiftieth car; such a toy is rarely seen among modern children. An abacus is a very necessary thing: you can use it to learn how to count and play “shop.”
- When the child can verbally count to twenty, then show him the written spelling of these numbers.
- Take 13 candies and write down their number in numbers. Now remove 10 candies and show that there are only 3 candies left. 3 is the number of units, and 1 is the number of tens.
For greater clarity, take a lot of small objects: parts from the designer, mosaics. Count out 20 parts, write down this number. Show that it consists of two tens (the number of tens is indicated by the number 2) and does not include units (the number of tens is indicated by the number 0). Show how to read large numbers: 21 – twenty and one, that is, 20+1. - Probably the most difficult stage is to explain to a child how to obtain numbers greater than 10. Why 8+3=11. Why is it written like that? Explain that for convenience, large quantities are counted in tens. And that 8 and 2 make one ten. But we needed to add 3. We have already added 2, and only one is missing to 3. Therefore, it turns out that 8+3 is 8+2 and 1 more. 8+2=10, write this down on paper. Where should I write another added unit? That's right, instead of zero.
Of course, it will be difficult and incomprehensible for the child right away, but practice. A smart and loving parent will always find a way to interest him. Not all at once, put off studying, ask them to remember about addition the next day. Several such trainings - and the child himself will be interested in adding large numbers.
A child loves to play football - great, count the goals. Likes to watch cartoons - count series or characters. He loves to sculpt - count the pieces of plasticine. Loves to draw - count markers, paints or brushes. Along the way, don’t forget about little tricks: “Can I take one brush? How many brushes do you have left now? How many brushes do I have? How many brushes are there in the room?" So, while playing and doing what you love, your child will master the basics of mathematics.
Abstract.
FMP.
"Composition of the number 10 from two smaller numbers"
Aprelskaya V.V.
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.
Continue to develop your orientation skills on a sheet of squared paper.
Didactic visual material
Demonstration material. A ball, cards with numbers from 0 to 9, a “piece of fabric” (sheet of paper) equal to 6 measures in length and 4 measures in width, a strip of paper (measure), 10 circles of the same color (pies), 2 plates.
Handout . Counting sticks, 10 circles of the same color, 10 triangles of the same color, checkered notebooks on which the beginning of the code is given (see Fig. 12), pencils.
Guidelines
Part I. Game exercise “Name the number.”
The teacher asks the children: “Which number is called the previous one?(Number less than one.) What number is called the next one?(Number greater than one.)
Then the teacher throws the ball to the children one by one and asks them to name the previous and subsequent numbers to the numbers 2 (7, 9, 5...) and the missing numbers in the following rows: 1,..., 3; 5, 6, …, 8; 8, …, 10.
Part II. Game exercise “Emergency telephone numbers”.
The cat's house caught fire:
Flames, sparks, smoke in a column.
Meow, meow - from the window.
“Help,” the cat asks.
It is necessary to call “01” when you see smoke.
Children use numbers to write down the telephone number of the fire department on the board.
The teacher says: “In order to save a cat, you need to stretch a piece of dense fabric, the length of which is six measures and the width is four measures.”
The teacher clarifies the rules of measurement and reminds that when measuring length, the measure is moved from left to right, and when measuring width, from bottom to top.
The called children measure the length and width of the “cut of fabric”, the rest monitor the correctness of the task, count the measures and lay out the corresponding number of counting sticks on their table.
Then the teacher asks: “What is the length of the piece of fabric? What is the width of the fabric cut? Is your piece of fabric the right size to save a cat?”
Children justify their answer.
The teacher reads a poem:
If you are in trouble,
Phone number “02” was dialed.
The police will come to you
He will help everyone, he will save everyone.
Children put the police phone number on the board.
Physical education lesson “Doing exercises”
The teacher reads a poem, and the children perform the appropriate movements.
Good morning
Ten, nine,(Clap your hands.)
Eight, seven,(Clap on knees.)
Six, five,(Clap your hands.)
Four, three,(Clap on knees.)
Two, one.(Clap your hands.)
We are with the ball
We want to play.(Jumping in place.)
Just need it
We need to find out(Walk in place.)
Ball who
Will catch up.(Squat.)
Part II (continuation). The teacher reads a poem:
If mom gets sick,
Don't worry and don't cry.
Dial "03" quickly
And the doctor will come to mom.
If anything happens
The ambulance will come.
L. Zilberg
Children put the ambulance phone number on the board.
The teacher tells the children that Little Red Riding Hood brought grandma 10 pies (circles) and offers to help the girl put them on two plates. Together with the children, he discusses how to decompose the number 10 into two smaller numbers, and writes down the possible options on the board using numbers (9 and 1, 8 and 2, 7 and 3, 6 and 4, 5 and 5, 4 and 6, 3 and 7, 2 and 8, 1 and 9).
Part III. The teacher tells the children that Little Red Riding Hood also brought 10 fruits (apples and pears) and put them in one vase. Children make up the number 10 using circles and triangles (as they wish). All answer options are discussed and indicated by numbers on the board.
Part IV. Game exercise “Transmitting encryption for the ambulance.” The children have checkered notebooks on which the beginning of the encryption is given (see Fig. 12).
Rice. 12
There is the same drawing on the board. The teacher, together with the children, discusses the sequence of locations of dots and lines, clarifies the intervals between them and offers to continue the “ciphering”.
The teacher reads the code: “Thank you, help has been provided.” The teacher checks the correctness of the task, evaluates it and offers to draw a smiling or non-smiling sun. Then he asks you to guess the riddle:
I'll turn the magic circle
And my friend will hear me.
(Telephone)
The teacher once again clarifies the emergency phone numbers through which urgent information can be transmitted.
It often happens that children, for one reason or another, cannot learn the composition of a number. Either the baby simply cannot concentrate, or you are using the wrong method. But the situation is very easy to fix.
How can a child quickly learn the composition of numbers?
What you need for the lesson:
- cards for composition of numbers;
- many identical toys and other small items;
- checkers or buttons of the same shape, but different colors.
Instructions
- During the first lesson, use toys or household items. These can be cubes, pencils, cups, spoons. The type and size do not matter, the items should simply be the same. Start with the number 2. Ask your child to put 1 spoon on the table and ask what needs to be done to make 2 spoons. An older preschooler usually knows the answer, but you can tell a younger child. From what numbers can you add the number 2? If the child doesn’t understand right away, ask a leading question.
- Repeat the task with other items. The child must understand that the number 2 in any case consists of two units, regardless of whether he places spoons, pebbles or cubes on the table.
- When the child begins to answer confidently, move on to studying the number 3. Its composition can be presented in three versions. You can lay out 3 spoons one at a time, add one to two, or two to one. You can arrange objects in different ways. If you imagine the number 3 as consisting of three units, then pebbles or spoons can be placed at different distances from each other and even one pebble on top of another. Representing the same number as consisting of a pair of objects and one, put two together, and one at some distance.
- Use checkers for practice. Invite your student to place 4 identical checkers on the board. What if you bet 3 red and 1 black? You will also get 4 checkers. And if you take two of different colors, there will still be four of them. That is, this number can be represented in several ways.
- Get cards for number composition. They can be bought or made. They come in several types, and it is better if they are of two types. The cut card consists of two halves. One depicts 1 object, the other - 1, 2, 3 or more exactly the same objects. The halves can be connected by a “+” sign, but the “plus” sign can also be made separately. The second set is a set of pictures that depict the same objects in one set, without any division. When the child learns to compare numbers and numbers well, you can make the same cards with numbers. There may be several sets of them to represent each number in different ways.
- Take classes regularly. Show your child a card that shows, say, 5 objects. Offer to choose the pictures so that they all have the same number of apples or circles. Change roles periodically. Let the child also give you tasks, and you diligently complete them. Make mistakes sometimes, your student must learn to control your actions.
- Do similar tasks with numbers. Show, for example, the number 9 and, in the same way as in the previous case, offer to find several options for its composition. Explain to your child that the larger the number, the more opportunities there are to create it.
Photo gallery: cards with numbers
Regular exercise will definitely give results. Move towards your goal step by step and everything will work out!
Composition of the number 10
Program content:
1. Develop cognitive interest, mental activity, imagination, and creative abilities of children.
2.Continue to teach how to form the number 10 from units, introduce the designation of the number 10.
3. Strengthen counting skills in forward and backward order within 10.
4.Give the concept of a polygon using the example of a triangle and a quadrilateral.
5. Strengthen the ability to orient in space using symbols on the plan, determine the direction of movement of objects, and reflect their spatial position.
6. Create an environment of emotional well-being in class.
Organizational moment:
Guys, what do you think we will do today? (mathematics)
How did you guess?
That's right, today we will have a math lesson and we will learn how to make the number 10 from two smaller numbers.
Today you guys and I will take a short trip into the world of fairy tales. You all know this fairy tale, it’s called “Little Red Riding Hood.” Mom baked pies and sent Little Red Riding Hood to grandma. Little Red Riding Hood is walking through the forest, looking at everything, looking at everything. Tree after tree, bush after bush, she stared and lost the path she was following. He sees a clearing ahead, and in the clearing there are animals: little hares, hedgehogs, squirrels. Little Red Riding Hood approaches the animals and asks them to help her find the path to her grandmother. The animals agreed to help her after completing their tasks. But the tasks are not simple, Little Red Riding Hood cannot cope with them and she asks you guys to help her. Well, shall we help her?
Then sit down at the tables and the first task you must complete is to arrange the numbers in order from 1 to 10. (Name your neighbors)
In the next task you need to lay out a ladder of counting sticks. (direct and reverse counting, which step is first, second... tenth?)
Take the stick that represents the number 10 and place it in front of you. What color is this stick? Today we will get acquainted with an orange stick - this is the largest Cuisenaire stick. Now take the white stick that represents the number 1 and place it in front of the orange stick. Think about what color stick should be placed next to the white one so that they are the same size as the orange one? (Blue, which represents the number 9) Well done! What conclusion can be drawn? (1+9=10). Take a stick representing the number 2 (pink). What color stick will we add to it? (burgundy) What number does it represent? Conclusion: 2+8=10. The next stick represents the number 3 (blue). What color stick do we add? (black) what number does it represent? Conclusion 3+7=10. Now we take a stick indicating the number 4 (red). What color stick will we add to it? (purple) What number does it represent? Conclusion: 4+6=10. We take a stick indicating the number 5 (yellow). What color stick will we add to it? (yellow) Conclusion 5+5=10. Well done guys, to reinforce the composition of the number 10 we will hang a number house with the number 10 on the board.
Gulnara Suyundukova
Subject integrated joint educational activities on FEMP:
Counting to 10 and back, number 10.
(multi-age group 5-6 years)
Program content:
· Develop cognitive interest, mental activity, imagination, creative abilities of children
· Continue learning make the number 10 from ones,introduce the designation number 10
Counting skills forward and backward within 10
· Create on class an environment of emotional well-being, to cultivate in children a friendly attitude towards each other, a sense of mutual assistance.
Target: through integrated lesson stimulate cognitive interest, teach new knowledge, skills, abilities.
Sounds like cartoon music "Masha and the Bear". Masha appears.
Masha: Hello guys, I'm very glad to see you! Do you recognize me? (children's answers).Help me please! Guys, today is Misha's birthday! He turns 10 years old. I want to wish him a happy birthday, but I'm lost. Misha sent me a map - a diagram of how to get there. (shows map).Will you help me get to Misha and congratulate him?
Children:Yes!
Masha: Guys, look, the path on the plan is marked with numbers, and we have envelopes with numbers and tasks. What number will come first? Children's answer.
The first envelope with the number 1, let's play a game
CONNECT THE NUMBERS BY DOTS
Masha: Well done guys, how quickly you completed the first task!
From units Which direction will we go? Answer children: (to number 2, from left to right from lower left corner to lower right corner). Where did you come?
Masha: Guys, help me complete the next task: find neighbors
Masha:Thanks guys! You are so smart!
Which direction should we go from number 2? Answer children:(to 3 from bottom right corner to top left corner) physical education minute (using cards we do exercises related to counting)
Masha: Find the number 4 on the plan, in which direction should we go? Answer children:(from left to right from top left corner to top right corner)
Masha: Thanks guys!
Solve problems (ADDITION, SUBTRACTION)
Masha: Well done! You turn out to be so smart! Where are we going next? The arrow is number 5. And here we have an unusual task, we need to make a gift for Misha. Color in the number 10. (Masha the teacher encourages children to check each other, older children help the second subgroup)
Coloring page with number 10
Well done boys! What beautiful gifts! Misha will be very happy!
Misha's exit
Misha: Hello, guys! I’m so glad to see you!
Masha: Misha, we congratulate you on your birthday and want to give you our gifts!
Misha:What beautiful work! I just don’t know what is drawn here?
Children: This is the number 10.
Masha:
Said the cheerful, round zero
To the neighbor - unit:
Let me be with you next to me
Stand on the page for me!
She looked him over
With an angry, proud look:
You, zero, are worth nothing.
Don't stand next to me!
Zero answered: - I admit,
That I'm worth nothing
But you can become ten
If I'm with you.
You're so lonely now
Small and thin
But you will be ten times larger
When I stand on the right.
Masha: Guys, let's teach Misha to count?
Children stand in a circle and call numbers in order from 1 to 10 and back, called numbers-neighbors passing the ball to each other. (the game is repeated several times).
Misha: My dears! How glad and happy I am that you came to me! Thank you for the gifts and for teaching me how to count! Goodbye (Misha leaves).
Masha: Thank you, dear guys, for helping me! Goodbye! See you again!
Publications on the topic:
Topic: “Composition of the number three” Objectives: 1. To form in children an idea of the composition of the number 3, to teach how to compose the number three from two smaller numbers.
Summary of educational activities (FEMP (composition of number 5) in the senior group “Birthday of Granddaughter Whychka” Educational field "Cognitive development" in the section "Formation of elementary mathematical concepts." Educational abstract.
Math lesson notes - lexical topic "Summer". Numbers and numbers up to 10" Objectives: Practice counting to 10 and finding the place of a number in a number line; consolidate the ability to complement many objects up to 10, correlate.
Summary of a mathematics lesson in the preparatory group “Composition of the number 3” Topic: “Composition of the number 3” Purpose: To introduce children to the composition of the number 3. Objectives: - Learn to compose the number 3 from two smaller numbers. - Learn to plan.
Summary of a lesson in mathematics “Composition of the number 4” (senior group) Topic: Formation of the number 4, its composition, number 4. Purpose: To give children an idea of the formation of the number 4, its composition. Build a skill.