Lesson notes on FEMP in the 2nd junior group. Journey to Geometry

Summary of mathematics lesson 2 junior group “Journey to the country of Geometry”
Purpose: to create conditions for improving the ability to distinguish and name geometric shapes (circle, square, triangle, rectangle). Objectives: educational: - consolidate knowledge of geometric shapes (triangle, circle, square, rectangle); - teach to see patterns in the arrangement of figures; - continue to learn to recognize and name colors. developing: - activate memory, attention, thinking; — activate children’s vocabulary: introduce into speech words that determine the size of objects. educational: - cultivate the ability to listen to the teacher; - cultivate sense of purpose; - cultivate accuracy when working with pencils; — develop communication skills; — teach children to work together in a small team. Materials and equipment: a road made of geometric shapes, human figures, envelopes, pictures for coloring for each child, colored pencils.
Progress of the lesson:
Educator: Guys, guests came to our group today, let's say hello to them (children say hello). 1. Organizational moment All the children have gathered in a circle (stand in a circle) I am your friend (hands to chest) And you are my friend (extend hands to each other) Let’s hold hands tightly (hold hands) And smile at each other. 2. Motivation Educator: Guys, the postman came to us this morning and brought a letter. Shall we read it? “Hello, boys and girls! Residents of the magical land of Geometry are writing to you. We have a disaster, our country has been bewitched by an evil wizard and all the surrounding objects have lost their colors. Help us break the spell! Residents of the Land of Geometry." 3. Introduction to a problem situation Educator: Guys, let’s help the inhabitants of a magical land? How can we get to it? (Children pay attention to the road made of geometric shapes and come to the conclusion that they can get there). Get up one after another, let's hit the road. Our legs, our legs will lead us along the path. (Children approach the board) 4. Solving a problem situation Educator: So we have come to the magical land of Geometry? Where are the residents? Why aren't they greeting us? Look, there's an envelope here. What's in it? Puzzles. First riddle I have no corners and I look like a saucer.
On the plate and on the lid, on the ring and the wheel. Guess, friends, who am I? (Circle). (A round man appears on the board)

- Who is it with us?
This is a round man. He has handles. What are they? Children: Round. Educator: He has legs. What are they? Children: Round. Educator: What else does the round man have? Children: Eyes, mouth. They are also round. Educator: Absolutely right. What color is the little man? Children: The little man is yellow. Educator: Now find something round in our group. (Children name round objects.) Second riddle I have three vertices, three corners, three sides. Who am I? (Triangle).

Educator: (hangs a triangular man on the board). Meet this triangular man. What colour is he? That he has? Children: The little man is red, he has arms, legs, eyes, and a mouth. They are all triangular. Educator: What looks like a triangle? Children: Flag, pyramid, roof of the house. Third riddle What looks like a postcard, an envelope and a scarf? What can you compare with a blanket and a carpet? What figure is this? (Rectangle)

Educator: (hangs out a rectangular man). Does our rectangular man have round hands? Children: No. They are rectangular. Educator: What kind of figure do the legs, eyes, and mouth look like? Children: On a rectangle. Educator: Show the long sides of the rectangle, the short sides. Fine. What color is our rectangle? Children: Rectangle - green. Educator: Now remember what you saw on the street that was rectangular? Children: Windows, doors, bricks. Fourth riddle I am neither an oval nor a circle, I am not a friend to a triangle, I am a brother to a rectangle. And my name is... (Square).

Educator: Meet him - this is a square man. Why is it called that? Children: A person looks like a square. Educator: What else does the square man have? Children: Hands, eyes, legs, mouth. They are square. Educator: Look carefully at our group and find something square. Children: book, window, cube. Educator: What color is the square man? Children: Blue. Educator: So we met the inhabitants of a magical land. Our journey has been long, let's now rest. Physical education lesson One, two, three, four, five - We can all count. Once! Get up, pull yourself up, Two! Bend over, straighten up, Three! Three claps of hands, three nods of the head. At four, your arms are wider. Wave five arms. Educator: Guys, remember the letter said that the evil wizard took away the colors from the objects? Can we help return them to their place? (Children sit at tables. For each child there is a sheet with a task).

Educator: Look at what is shown on the sheets (Children list). We need to paint over the objects. Geometric shapes tell you how to color. What geometric shapes are shown and what color? (Children's answers). We take pencils and color objects. Educator: Well done! We completed the task and helped remove the spell from the objects - their colors returned to them. And now it’s time for us to go back to kindergarten. Get up one after another, let's hit the road. Our legs, our legs will lead us along the path. 5. Reflection Educator: So we returned to the group. Did you enjoy our trip? - What magical land were we in today? -Who did we meet there? -Who bewitched the magical land? —What spell did he cast on the objects? — Did we complete the task? Well done!

We recommend watching:

Mathematics lesson in the junior group of the kindergarten “Entertaining mathematics” Summary of the lesson on FEMP in the second junior group of the preschool educational institution. Counting to 5 Summary of a lesson on FEMP in kindergarten. Second junior group. Triangle Summary of GCD for FEMP in the junior group. Classification by one criterion

MAGAZINE Preschooler.RF

Summary of the mathematics lesson “Geometric figures” in the second junior group

Author: Abakumova Natalya Leonidovna
Head: Nadezhda Vasilievna Mitrofanova

Program content: improve the ability to denote aggregates with the words one, many, none. Continue to learn to distinguish and name familiar geometric shapes: square, triangle. Practice classifying objects according to one characteristic.

Demo material:

Vegetable garden bed with vegetables, bucket, hare, geometric shapes (triangle, square).

Handout:

Geometric shapes (squares, triangles).

Progress of the lesson:

Organizing time:

- Hello guys!

- Guys, today a guest came to us from the forest. And try to guess who it is.

What kind of forest animal stands up like a post under a pine tree? Who stands among the grass with ears larger than his head?

(Hare)

— A hare came to us from the forest.

- Let's say hello to the hare (they say hello).

— Guys, our hare has a vegetable garden.

Main part:

Game situation “Harvesting vegetables .

There is an imitation of a vegetable garden on the board. The teacher invites the children to see what is growing in the garden. Children list vegetables (carrots, cucumbers, potatoes, etc.).

The teacher summarizes their answers: these are vegetables, then finds out:

— How many vegetables grew in the garden (a lot). Let's collect the vegetables in a bucket.

Children take one vegetable each, and the teacher clarifies:

- What vegetable did you take? How many vegetables did you take? Children take turns putting vegetables in the basket and comment: “I put one carrot (cucumber, carrots, potatoes, etc.) . The teacher accompanies the children’s actions with the words:

— There are more vegetables in the basket, and fewer in the garden. When the children fill the basket, the teacher finds out:

— How many vegetables are in the basket? (A lot) How many vegetables are left in the garden? (No one).

- Well done, you helped the hare harvest.

Guys, now look carefully at the board and tell me what geometric shapes you saw? (Square, triangle, circle).

- Right. Now tell our guest how these geometric shapes differ from each other.

(Children's answers).

- Okay, we completed the task.

Fizminutka:

The gray bunnies are sitting, (crouched down), their long ears stick out. (we show our ears with our hands) Here are our ears, Here are our ears;

Ears on top of head. Here is a little fox running, (running in place) Cunning little sister. Hide, hide, (crouched down.)

Jumping bunnies. Bunnies scattered across the forest clearing. (jumping in place) These are the bunnies,

Jumping bunnies.

- Guys, our guest is in trouble! His house is broken, can we help him build a new one? (Yes).

Game exercise “Let's build houses” .

The teacher distributes geometric shapes to the children. Then he gives tasks:

— What figures do you have on the table? Place the entire square in front of you. What pieces do you need to take to build a roof for a house? Place a triangle on a square - one triangle for each square. What did you get? (answers).

- Well done, you did the job well.

Final part:

- Guys, tell me, did you like helping the Hare today? (Yes).

Let's remember what we did today? (children's answers).

Well, now it’s time for us to say goodbye to our guest. He needs to return to the forest. Let's say goodbye to the hare.

- Goodbye!

- Well done boys. You did well today.

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5.2. Formation of ideas about size and geometric shapes in children of the second younger group

On the topic: Formation of ideas about size and geometric shapes in children of the second youngest group

Methodology for familiarization with the parameters of a quantity, quantity in general

Features of visual material

To learn how to identify quantity parameters and compare them, it is used

specially prepared didactic material

multi-colored stripes,
flat images of various objects,
multi-colored geometric shapes of different sizes,

the same items
with a clearly expressed one parameter, sharply contrasting in value (3-4 times) or equal in value:

length: ribbons, ropes, laces, skis, tracks, etc.
width: ribbons, paths, streams, etc.
height: houses, towers, trees, people, etc.
thickness: sticks, pencils, trees, etc.

For comparison, objects of contrasting sizes are first used. The difference in the size of the demonstration material is at least 10-15 cm, and the difference in the handout material is at least 5 cm.

Requirements for didactic strips and flat images:

The stripes should differ only in the size parameter with which the teacher introduces the pupils. If we introduce length, then the length of the strips should be different, but the width should be the same. If we introduce width, then the width should be different, but the length should be the same. If two images need to be distinguished by height, then the width of the images must be the same. If the comparison is made in terms of size as a whole, then the images (figures) must differ in all respects;

the desired parameter must be clearly visible (for example, the length must be 2 times the width);
the dimensional difference in the images and parameters of the strips should be

- in the second younger group - 1/5 of the larger value;

- in the middle group - 1/7 or 1/8 of the larger value;

stripes, images and figures should be multi-colored so that when superimposed the colors do not merge and so that it is easier for the child to describe the result of the comparison, the relationship between objects in size.

Methodology for familiarization with quantity parameters

First, we introduce each parameter separately, then we return to the general value as a generalization of the information received.
Sequence of familiarization with quantity parameters:

First, we consider two objects of contrasting size and introduce a new term. Then we develop the ability to compare two objects according to a specific parameter, first unequal, then equal in size.

It is important that children feel that the parameters of magnitude are extensions, therefore the movements of the hands and fingers should trace this extension.

Techniques for displaying quantity parameters

the length is shown by hand movements from right to left or left to right,
width - top to bottom or bottom to top,
height - only by moving from below (from the base) up (to the top),
thickness - by bringing fingers or hands together and spreading them horizontally,
the overall size (large, small) is shown by circular movements of the fingers, arms, and legs.

Training should be practice-oriented in nature, that is, comparison by size parameters or by size as a whole should be a way of responding to a situation of choice that is significant for the character of the lesson or for the child himself, and not comparison for the sake of comparison.

Formation of the ability to compare objects according to size parameters using application and application techniques (2 ml.g.)

When children learn to identify and compare different parameters of the size of objects with a sharp contrast in their sizes, we explain that in cases where it is impossible to compare by eye, the method of application and superposition is used.

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. They find out that things are measured to find out whether they fit the person just right, whether they are the right size (overlap).

The teacher explains that when measuring their height and trying on clothes, children compare objects by size using the methods of application and application.

Children are introduced to the rules for using application and overlay techniques.

Accepting the application.

We show the required value parameter with our hands (using a motor analyzer).

We place the objects so that they touch according to the characteristic being compared, align them on one side:

about length - a strip is applied to another so that their ends, usually on the left, coincide

width - align along the bottom edge of the length

in height - objects are placed side by side on a flat horizontal surface on one line or one in front of the other.

by thickness

There is a discussion about the presence or absence of a protruding piece. For example, the conclusion: the strip that has a protruding piece is longer, and the other is shorter.

Overlay technique

Used to compare flat objects by length or width, or to compare planar images of three-dimensional objects. The comparison method is the same as for receiving an application with the difference that:

- items must be different in color;

- objects overlap each other: along the length

in width

Algorithm for learning to compare objects by size parameters

We present the character(s), objects for comparison (stripes) and create a problem situation. For example, dolls arrived - Anya and Sonya. They brought the ribbons. Anya wants to take the ribbon that is longer, and Sonya wants to take the shorter ribbon. But they don’t know who should take which. We need to help them.
Identification of the required parameter and its display. Let's look at one strip. We ask the question: “What color?” (Red.) We show the length (we move our finger or hand from right to left or left to right) and say: “This is the length of the ribbon, this is how long it is.” We ask several students to show the length, say “long”, “length”. We carry out the same actions with the second strip (yellow).
Comparison of strips, determination of dimensional relationships. We suggest comparing the tapes by length. We show and explain application method
(put one strip on top of the other, connecting one edge). We ask questions: “Is the red stripe longer or shorter than the yellow one?”, “Who will we give which one to? Why?".

We similarly make comparisons for other parameters and for the value in general.

After studying all the parameters, we compare objects according to two, then three parameters simultaneously: for example, “The pencil is thick and long, it is big” (in the middle group).

Didactic games to reinforce ideas about length

“Magic box” (In the box, ribbons are wound on two rods - long and short, their tongues are visible from the slots. Children who pull out the ribbons faster discuss the result and its reason);

“Walk along the long and short path”, “Pick up ribbons for the dolls”, “Trains”, “Who will come to their house faster”;

“Let’s put the bears on the bench” (Children place many bears on a long bench, and one on a short bench), etc.

Didactic games to reinforce ideas about width

“Roll the ball into the goal” (Big ball - into a wide goal, small - into a narrow one);

“Jump over the stream” (Legs got wet - it’s difficult to jump over a wide stream, but legs remained dry - it’s easy to jump over a narrow stream);

“Walk the wide and narrow path”, etc.

Didactic games to reinforce ideas about height

“Let's build houses for dolls”; “Let’s put flowers in a vase”, etc.

Didactic games to reinforce ideas about thickness

"Grab the Tree" "Magic Pencils" and others.

Learning to construct a serial (ordered) series

Material for teaching the construction of a serial (ordered) series

stripes of different colors, differing in one size parameter - in the second youngest group;
the dimensional difference of the strips should be

in the second younger group 1/5 part.

A guideline for constructing a row to which the stripes will be attached. This is any vertical (for a serial series in length, width) or horizontal (in height) image, a vertical or horizontal line on a plane.
A character who will move along the serial row. (images or small toys) The size of the character should proportionally correspond to the length and width of the stripes, the entire row, i.e. when the character is located on the strip, he should not overlap it or cover the entire row.

An algorithm for learning to construct a serial (ordered) series based on a pattern. (2 ml.gr.)

Introducing the landmark and the character. We tell the beginning of the plot. Demonstration material is used. For example, on a magnetic board there is an image of a tree with a hollow drawn at the top. On a tree branch there is a removable (magnetic) image of a squirrel. The teacher tells the story of a squirrel, how she prepares nuts, mushrooms, etc. in the forest for the winter.
We create a problematic situation. For example, a squirrel went into the forest, picked up nuts, and when she returned, she hurt her paw, and it was very difficult for her to jump into a hollow. We need to help her and build a ladder.
Strips of logs “scattered” in random order are presented, from which a staircase must be built.
We analyze the qualitative characteristics of the strips using the questions: “How many log strips?”, “Are they different or the same?”, “How are they different?” (Length and color.) Name the color of each log strip.
We show the construction of a series using demonstration material with an explanation of the rules of construction. Of all the log strips, you need to choose the longest one. “What color is she?” (Red.) You need to put it on the ground and move it towards the tree trunk so that there is no gap between them. From the remaining strips, you must again choose the longest. “What color is she?” (Yellow.) The yellow strip-log should be placed on top of the red strip and moved towards the tree trunk so that there is no gap. Next, the best one is selected from the remaining ones... and placed in a row. For example, blue and green.

Students choose by comparing the stripes using an eye meter. The teacher invites the child to use not the eye, but the previously mastered practical method of comparing quantities (application or superimposition). Formalizing in speech the relationships in magnitude between the elements of a serial series, the child relies on the mastered actions of pairwise comparison.

We give you a task: to build a ladder for the squirrel from strips at your workplace. The constructed row remains before the eyes of the pupils as a model.
Independent construction of rows by children (working with handouts). In order for the actions of the pupils to be more conscious in nature, and not to be a reproductive imitation of the actions of an adult, it is necessary to give the children stripes of a different color than on the demonstration material.

When children have mastered the algorithm for constructing a serial series according to a model, they are asked to construct a serial series according to the rule

. Children are immediately asked to build a series and the rule is called (from longest to shortest; from highest to lowest, etc.).

Methods for forming
ideas about geometric shapes

In the second junior group

In children,
we form ideas
about the methods of elementary examination of flat and three-dimensional geometric shapes (
circle, square, triangle, ball, cube, cylinder
) by tactile-motor means under visual control.

Developing skill

carry out various actions with flat and volumetric geometric figures (
circle, square, triangle, oval, rectangle, ball, cube, cylinder
): examining, recognizing, being among others, showing, naming (for example, This geometric figure is called a cube (ball, cylinder ) Find the same figure in your sets, show it, name it), visual and practical discrimination, grouping and classification according to one characteristic (or color, or size, or shape), selection of a figure according to the shape of the hole.

When teaching in one lesson, all geometric shapes should be presented

(both demonstration ones for the teacher and handouts for each child), but only one is examined. The rest are necessary to organize the comparison action.

Algorithm for developing the ability to distinguish, name and examine a geometric figure

Show and name the figure. The teacher presents a figure and asks the children to name it. The question should be: “Name the figure.” If the children find it difficult, the teacher calls it himself. Then he asks the students to find the same one from their set of figures and show it.
The child chooses a similar figure from a variety of figures, shows it and names it.
We show examination methods
geometric shapes and conduct them together with the child.

Trace the outline of the figure with your finger.
This technique is used only when examining flat geometric figures. In this case, the eyes must continuously follow the movement of the finger, since this technique allows you to train not so much the movement of the finger, tracing the contour of the figure with it, but the survey movements of the eyes, which are the first to recognize the shape of the figure. The teacher says: “The finger runs along the side, and the eyes watch it and do not let the finger fall.” Since tracing is carried out along the outer contour, it is necessary to correctly call the “stops” of the finger at the vertices of the figure, and not at its corners, for example: “The finger stops at the top of the square, turns and runs further.”

In the process of familiarizing yourself with a figure, it is important to show and demonstrate it correctly. The teacher always holds, uses figures of different sizes and colors, teaches children, when examining an object, to hold it in their left hand, and trace its outline with the index finger of their right hand.

Smoothing the figure with your palm.
The teacher says: “Let’s stroke the figure (names the figure) with our palm. Is your palm bent or is it straight? The technique is used when examining both flat and three-dimensional geometric figures and allows the hand to feel the volume (palm is bent) or the flatness of the figure (palm is straightened).
Squeezing a figure in the palm or palms, trying
to hide it.
The teacher says: “Let’s hide (names the figure) in our palms.
Can the figure (names it) be hidden in straightened palms? Why? And in bent palms? Why?" You can hide a flat figure by simply pressing your straightened palms together, which is impossible to do if the figure is voluminous. A three-dimensional figure can be hidden by
squeezing your bent palms. This technique allows you to feel the volume or flatness of a geometric figure.
Stability test.
The teacher says: “Let’s find out whether the figure (names it) can stand or cannot.” The stability of the figure is checked by trying to place it on the plane of the table. A flat geometric figure is not stable, it cannot stand, it pushes. The volumetric figure is stable, it stands on the table.
Rolling a figure.
We try to roll a flat figure, holding it between two fingers. The circle and the oval can roll, but the oval does it with difficulty. We won’t be able to roll figures with corners, the vertices are in the way. When examining three-dimensional figures (sphere, cube, cylinder), they must be placed on a plane and slightly pushed.
Comparison of the examined figure with already known figuresAnd
(both flat and three-dimensional), determining how the figures are similar and how they differ.

In the process of becoming familiar with geometric figures at a young age, the technique of pairwise comparison is used, planar with planar, planar with volumetric, volumetric with volumetric are compared.

We introduce geometric shapes by following the following sequence:

First, we consider figures of the same color and size, differing only in shape.
We examine figures of different shape, color, size, and develop the ability to group according to a specified characteristic (by pattern, by word)

The formation of ideas about geometric shapes also occurs in artistic activities (designing, modeling, drawing, appliqué)

Didactic games

Finding a figure
according to a model (“Find your house”, “Whose house can be assembled faster”, “Cars and garages”, etc.).
Finding a figure
by name (“Wonderful bag”, “Give me the named figure”, etc.).
Finding a figure
by description (listing characteristic properties), “Guess.”

LITERATURE

Budko, T.S. Theory and methodology for the formation of elementary mathematical concepts in preschoolers: lecture notes / Pod. ed. Budko T.S.; Brest State University named after. A.S. Pushkin. – Brest: BrGU Publishing House, 2006. – 46 p.
Zhitko, I.V. Formation of elementary mathematical concepts in children from 3 to 4 years old: textbook. method. manual for teachers of preschool institutions. education with Russian language of instruction / I.V. Zhitko.—Minsk: National. Institute of Education, 2015.—128 p.
Leushina, A.M. Formation of elementary mathematical concepts in preschool children. age. – M., Education 1974
Curriculum for preschool education (for preschool education institutions with Russian as the language of instruction and education). – Minsk: NIO; 2022.-479 p.
Shcherbakova, E.I. Methods of teaching mathematics in kindergarten: a textbook for preschool students. department and faculty avg. ped. textbook establishments. - M., Ed. , 1998 – 272s

Program content: - consolidate the concepts of wide - narrow, long - short, concepts of geometric shapes (circle, square, rectangle, triangle and oval); - consolidate concepts about parts of the day, repeat ordinal and quantitative counting; — continue to develop the ability to work individually and in a team, develop thinking and logic; - Cultivate a respectful attitude towards each other.

Progress of the lesson

Educator: Hello, guys! Do you want to get into a fairy tale? Children: Yes. Educator: Look, guys, there are paths in front of us. Are they the same or not? Children: No. Educator: How are they different? Children: Long. One is long and the other is short. Educator: Well done! And what else? Children: Width. One path is wide and the other is narrow. Educator: Good guys! This means they differ in length and width. What path do you think you should take to quickly get into a fairy tale? Children: We need to take the shortcut. Educator: That's right. Well, shall we hit the road? Boys should skip girls. Children walk one by one along a narrow path and find themselves in front of a tower. Educator: Here we are in a fairy tale. And it begins like this: “I was standing in a field ... (teremok). What is the name of this fairy tale? Children: "Teremok". Educator: We found ourselves in an unusual mathematical fairy tale. The heroes of this fairy tale can live in the little house if we complete their mathematical tasks. Let's get started. There was a tower in the field. A small mouse ran past. She decided to live in the mansion, but first we must complete her task. There are windows in the mansion. They are made in the form of geometric shapes. The mouse asks to name these figures. The teacher points to the figures, and the children name them. Children: Circle, square, triangle, rectangle, oval. Educator: Well done! We will put the mouse in a room with a window that has three corners and three sides. What figure are we talking about? Children: Triangle. The teacher attaches the mice. Educator: A frog frog jumped past. She also wants to live in the tower, but first she needs help. The frog's beads have scattered, you need to help collect them. Shall we try? The beads consist of geometric shapes. First there must be a figure that has 4 corners and 4 sides, all sides being equal. What figure is this? Children: Square. The teacher places a square on the board, the children work at the table with handouts. Educator: Next is a figure that has 3 corners and 3 sides. What is this figure? Children: Triangle. The teacher lays out the triangle on the board, and the children lay out their number cards. Educator: Then a figure that has no corners. What figure is this? Children: Circle and oval. Educator: There are two such figures. We are talking about a figure that looks like a wheel, it can be rolled. Children: It's a circle. The teacher lays out a circle, the children repeat. Educator: Now repeat this drawing further yourself. Children place shapes on number cards individually. The teacher checks. Educator: Did you all manage? We have collected beads for the frog and now we can place it in the little house. Attach a picture of a frog to a square window. A runaway bunny ran past. He brought us this task (takes out pictures with parts of the day). You need to arrange the pictures in the right order. The teacher shows pictures, the children explain their choice. Children answer and put pictures on the board. Educator: Well done! All these are parts of the day. Let's explain our choice. What do we do in the morning? Children: We do exercises, wash ourselves, have breakfast. Educator: What do we do during the day? Children: We walk, have lunch, sleep. Educator: What are we doing in the evening? Children: We play, have dinner, go home. Educator: What do we do at night? Children: At night we sleep. Educator: Good guys! You have completed the bunny's difficult task. Now he can live in the little house. Let's put him in a room with a rectangular window. Educator: A little fox-sister ran past. She brought a basket with fish and mushrooms in it. The fox asks us to count them. The teacher places fish on the board and the children count. (4 fish). The teacher lays out mushrooms, the children count (5 mushrooms). Educator: Tell me, are there the same number of mushrooms and fish? Children: No. Educator: What more? Less of what? Children's answers. How many more mushrooms are there than fish? (at 1). How can you make sure there are equal numbers of mushrooms and fish? Children: Add one fish or subtract one mushroom. Educator: We have completed the fox’s task, and now she can live in a little house in a room with an oval window. The children help find this room and place the little fox sister. Educator: A top ran past - a gray barrel. He also wants to live in the little house, but first you must complete his task on the pieces of paper. The teacher distributes the task, the children complete it individually. Did you all manage? Well done! Let's put the top in a room with a round window. Children attach a figurine of a top. Educator: And finally the bear came. Children, can we put the bear in the little house? Children: No. All rooms are occupied. Educator: We can build our own mansion for him. We have gymnastic sticks, let's use them to build a tower for the bear on the floor. Let's get started. The children build a little house and put a bear in it. Educator: The bear is very pleased and says thank you very much. What figures does our tower consist of? Children: From a triangle and a square. Educator: That's right. Let's count how many heroes there were in our fairy tale. (6). Who was the first? (Mouse). Who was third? (Bunny). Who's last? (Bear). Now let's count the animals backwards. Children count. Educator: Did you like our journey into a fairy tale? Children: Yes. Educator: Now it’s time to go back to kindergarten. Thank you. Well done! The children walk along the short path back.