Mathematical fun for middle school children

One of the leading principles of modern preschool education is the principle of developmental education. This also applies to mathematics classes in the middle group of kindergarten. The formation of elementary mathematical concepts (abbreviated FEMP) stimulates the intellectual and personal development of children, contributes to the formation of abstract thinking and logic, improvement of attention, memory and speech, which helps the child to actively learn and master the world around him. An entertaining journey to the land of geometric shapes and arithmetic problems will be an excellent help in developing such qualities as curiosity, determination, organization, and will introduce basic spatial and temporal concepts. The article also provides examples of notes.

Goals and objectives of the formation of elementary mathematical representations (FEMP)

Learning mathematics is an integral part of the educational process. The rapid development of science and technology in a large number of industries - from the construction of buildings to space exploration - requires relevant knowledge from a modern person. Therefore, the child takes his first steps in this direction in kindergarten. A couple more abbreviations worth remembering are GED, direct educational activity, and OED, organized educational activity. The formation of mathematical concepts also correlates with them.

The general educational significance of a mathematics course, like any other subject, lies primarily in the general concepts that it gives and which expand a person’s horizons and ways of approaching the phenomena of life. From this point of view, mathematics is important, firstly, for its logic, consistency and accuracy of conclusions. Secondly, the good thing about math is that it is difficult. Her abstract, rigorous reasoning requires great and lengthy mental effort, requiring not so much memory as understanding and consideration.

Goals of the formation of elementary mathematical representations (FEMP):

• children’s development of an understanding of quantitative relationships between objects;
• mastery of specific techniques in the cognitive sphere (analysis, synthesis, comparison, systematization, generalization);
• stimulating the development of independent and non-standard thinking, which will contribute to the development of intellectual culture as a whole.

Objectives for the development of mathematical skills for secondary group students:

• learning numbers, learning ordinal counting within five;
• training in comparison operations using conditional measures, constructing ordered series according to any criterion;
• familiarization with geometric shapes: rectangle and square; cylinder, sphere and cube; cone and cylinder, oval and circle;
• developing the ability to separate shape from other features of an object;
• improving the skills of movement and rotation of the body in the indicated direction, orientation in two-dimensional space (forward-backward; up-down; left-right);
• development of temporal concepts: sequences of annual seasons and parts of the day;
• mastering special terminology that allows you to pronounce the properties of objects.

Children learn quantitative calculations in a playful way and study numbers.

Mathematical leisure time “Math Experts” for middle group children

Mathematical leisure “Mathematics experts”

Average age

Author: Vaulina Tatyana Grigorievna - teacher of MBDOU "Kindergarten "Solnyshko" Novy Urengoy

Topic of the week

"Specialized transport"

Program content:

Educational:

Consolidate and activate skills in quantitative and ordinal counting within 5; the ability to correlate the number of objects with numbers; practice selecting objects of a certain shape; orientation in space.

Educational:

Develop logical and spatial thinking; ability to listen and follow instructions.

Educational:

Cultivate goodwill and a sense of collectivism in a team environment.

Material:

bracelets with designations (red - 01; blue - 02; yellow - 03); 4 hoops (red, blue, yellow, green); sets of numbers from 1 to 5; geometric shapes: rectangle, circle, triangle; wooden chips from “Loto” depicting objects of different shapes (square, round, rectangular, triangular, oval); media presentations “Where the Cars Go”, “Fairy-Tale Heroes”; LEGO construction parts (red, blue, yellow).

Leisure progress.

Educator:

Guys, what specialized machines do you know?

How do they help people?

Who works for them?

What numbers can we call them on?

Children's answers

Educator:

Guys, I suggest you test your knowledge of mathematics. I suggest you divide into teams.

Draw of lots: children choose colored bracelets with numbers 01, 02, 03

Who has number 01 is... (children's answers)

"Firemen" team

Who has number 02 is... (children's answers)

"Police" team

Who has number 03 is... (children's answers)

ambulance team

Guys, do you think people who work on specialized machines need mathematics?

Children's answers

Educator:

Of course
.
Everyone needs mathematics. You and I are also getting acquainted with mathematics and now we will find out what you already know and what you still need to learn. You need to work as a team, united and united, and then everything will work out. And the LEGO constructor will help us sum up the results: one of its parts will mean a ball: red for the “Firemen” team, blue for the “Policemen”, yellow for the “Ambulance”. Whichever team has the highest tower, that team wins. Begin!

The teacher lays out 4 hoops. Puts numbers from 1 to 5 into a green hoop.

Task No. 1.

Teams need to select from the total number of numbers and place the numbers in the hoop of their color: 01 “Firemen” -
1
;
02 “Police” - 2
;
03 "Ambulance" - 3
.

Summing up, analysis, error correction.

Task No. 2.

In the hoops, the team colors are laid out in one geometric shape: triangle, rectangle, circle. Lotto chips (or object pictures) with objects of the desired shape and several oval and square images are placed in a green hoop. Teams need to select objects of the desired shape into their hoop.

Basic techniques for working with children 4–5 years old

A teacher can use a wide range of tools in methodological work.

Visual techniques (sample, display)

The teacher's demonstration is accompanied by the active actions of the children themselves, which helps to achieve effective assimilation and consolidation of new material. Children perform simple mathematical operations, pronouncing their actions in chorus. These include:

• determination of the number of many objects;
• determining their length;
• elementary account.

Mastering new intellectual skills (comparing objects according to any attribute, counting) requires a full, thorough, consistent demonstration with detailed verbal instructions and examination of a sample. As children learn new concepts, expressions and words, demonstration is replaced by oral action.

Photo gallery: visual aids in mathematics for children 4–5 years old

Video: DIY educational games

Verbal techniques

Verbal techniques, such as directions, explanations, and questions stimulate children's active attention and help them remember new terms and lexical expressions. Explanations must be clear, concise and understandable for children . During the children’s answers, the teacher shows patience, does not interrupt, listens to the end, tries not to answer for the child, and, if necessary, asks additional questions that help the child cope with the task independently.

The psycho-intellectual feature of children of the fifth year of life is their desire for sensory-motor exploration of the world around them. The teacher puzzles the kids with problems, solving which the children can feel like little scientists and discoverers, for example, trying to understand why a bicycle has round wheels and not square. The teacher tries to lead the children to an independent answer with the help of leading questions and hints: “Trace the square with your finger. What does this figure have that the circle doesn’t? Why can't a square roll? . Intellectual insight will help you experience a feeling of satisfaction and bring joy from the process of learning about the world.

It is important to note that students in the middle group must be given cognitive tasks from the first lessons in order to develop natural curiosity and an inquisitive mind. The knowledge acquired through self-examination will become valuable experience, and new words and concepts will be perceived more consciously.

Video: cognitive tasks and outdoor games in mathematics class

Game Techniques: Education and Fun

The teacher uses in pedagogical practice elements of games of a search and competitive nature with a variable variety of exercises and tasks according to the level of complexity. Involving characters and fairy-tale plots will also help. “Weeding the beds” together with the rabbit in search of carrots (and counting the remaining amount of weeds) is much more interesting for a child than solving mathematical examples outside the game context.

Table: card index of didactic games for ordinal counting and simple arithmetic calculations

Video: game tasks in mathematics in the middle group

Motivating start to class

For learning to be effective, children must be properly set up for work and interested in the process. For this purpose, preschool pedagogy has a whole range of measures.

Playing out the scenario and thematic nature of the lesson

A keen interest in completing complex tasks and exercises will help awaken the teacher’s creativity. To activate the attention of your pupils, you can use in your work a popular fairy-tale or literary plot beloved by children, interesting visual aids, mathematical poems, riddles, counting rhymes, etc. The appearance of a fairy-tale hero will create a situation that will involve children in a game or invite them on a fantastic journey.

• “A fairy tale is calling us to visit” - the teacher, together with the children, invites the Russian folk tale “Teremok”. The magic house will open the door only to those who solve all the riddles and solve all the problems.
• “Masha saves her brother” - the activity is built around the plot of the popular folk tale “Geese and Swans”. The teacher tells the story of a naughty girl Masha, who, against her parents’ wishes, ran away into the forest with her friends and left her brother alone at home. Masha was so carried away by picking berries and mushrooms that she lost calls to the house. The teacher asks the children to help choose the correct key of a certain geometric shape that will open the door. Once in the house, Masha discovers that Vanechka was carried away by evil birds to Baba Yaga. Now the guys need to overcome the trials and save their little brother.

Examples of questions for an introductory conversation (children look at pictures):

1. Did you recognize the fairy tale?
2. How many trees are there around Teremok?
3. How many windows are there in the house?
4. How many mushrooms and berries did Masha collect?
5. How many girls are there in the clearing?
6. How many girls were left when Masha ran home?

Educational films and video clips

Short videos and animated films on the topic being studied can also be useful in the work of a teacher, since they are an easy way to attract the child’s attention. However, you should not overuse them; it is recommended to use no more than 2-3 videos per lesson.

Video: educational cartoon about numbers “Counting with Paula” (number 5)

Lesson notes on FEMP in the middle group. Topic: “Fun mathematics with Masha and her friends”

Transcript

1 Summary of the lesson on FEMP in the middle group Topic: “Fun mathematics with Masha and her friends” Educator: V.I. Krotova Topic: “Fun mathematics with Masha and her friends” Purpose of the lesson: To develop the mathematical abilities of children. Objectives: Educational: To form an idea of ​​the number 5 To consolidate counting within five, the ability to highlight and name objects, the ability to compare and equalize groups of objects by quantity; Ability to correlate numbers with the number of objects; Develop the ability to understand a learning task and complete it independently; Continue teaching how to solve logical problems based on visually perceived information. Developmental: Activate the mental activity of children; Develop memory, thinking, intelligence, imagination; Logic of thinking; Independent work skills. Educational: Develop moral qualities in children: the desire to help, the ability to cooperate with each other; Desire to learn with interest and pleasure. Demonstration material: Multimedia projector, computer, screen, presentation made in the MimioStudio program. Handouts: Cards with the task, counting handouts according to the number of children. The following educational areas are integrated into the lesson: “Cognitive development” “Social communicative development” “Speech development” “Physical development” Preliminary work: Counting the number of tasks performed in physical education and during morning exercises, pronouncing numbers from 1 to 5, determining the number of objects, more less. Methods and techniques: visual, verbal, practical, game.

2 Course of the lesson: Lesson stage. Activities of a teacher. Children's activities. 1. Organization of children. 1 min. -Children, take your places at the tables min min -Guys, Masha came to visit us today. (Shows the doll) She wants to invite us to visit her friends in the forest. Opens slide 2 - Masha has many friends in the forest. Now they are hiding from us. To find out who the Machine's friends are, we need to solve riddles. (see appendix 1) Opens slide 3 - Now we know which Car friends live in the forest. They want to play hide and seek with us. Let's find them. Slide 4 - The squirrel wants to collect nuts, let's help her. -How many nuts does Squirrel need to collect? Slide 5 - Car friend Bear loves berries very much. What berries does Mishka pick? -How many berries does Mishka need to collect? The children are seated at the tables. The child who guesses the riddle opens the picture on the slide. Children approach the screen one by one and find the hidden animals. -Two. One child collects nuts. -Raspberry -Three Change in the subject-spatial environment. There is a screen in the middle of the hall, in front of it there are tables and chairs according to the number of children.

3 Slide 6 -The bunny loves cabbage very much. How many heads of cabbage does a bunny need to collect? Slide 7 - The hedgehog asks you to help him collect mushrooms. -How many mushrooms does a hedgehog have? Slide 8 Physical exercise. 1 min. -We’re great, we helped all of Masha’s friends. -Masha and her friends love to play. Let's play her favorite game with Masha. Phys- a minute. Slide 9 Masha went out onto the lawn (walking in place) and saw a bunny there (palm to her eyes). -Oh, how fast and dexterous you are! (claps hands) I wish I had your skill! (stand on tiptoes) - It’s easy to become like me! (nod) Repeat after me! Once, I’ll jump high, Two, I’ll wave my hand, Three, I’ll run on the spot, Raise my legs! Here are four Oh! Tired! I’ll sit by the road (we take our seats). 10 min - Oh, guys. While you and I were playing, the animals scattered everything from their baskets and -Four. Two children take turns collecting cabbage in a basket. -Five. Children get up from the tables and stand apart. Repeat the movements after the teacher. The children sit at the tables. Children complete the task each on their own table and on the tables counting material by quantity

4 got mixed up. We’ll have to once again help them put everything into the baskets correctly. Slide 10. One person performs it on the board. children with a task. -We collected everything again in baskets. And the Bunny and the Hedgehog wanted to check who had the most delicious things in their basket. Let's recalculate. How much cabbage does the Bunny have? Does the Hedgehog have mushrooms? And who has more delicious food - now the Bunny is upset. What needs to be done so that they have the same amount of delicious food? Slide 11 -Thank you guys for helping Masha’s friends. There's one last test left for you today. Masha's numbers got all mixed up and lost their shadows. Help Masha find the shadow of each number. Slide What friends of Masha live in the forest? - Guys, what did we help Masha’s friends do today? Masha and her friends thank us for our help and will be waiting for us to visit again. Slide 13 One child takes cabbage out of the basket and counts how many heads there are, the other counts the mushrooms. -Four five. At the Hedgehog's. Place another head of cabbage in the basket for the Bunny. The child adds a head of cabbage to the Bunny’s basket. The task is performed by two children in turn. Children's answers.

5

Methods for the development of sensory perception and logical thinking in preschool education

Recently, original methods for the early development of children have become increasingly popular; elements of original pedagogical techniques are successfully used by teachers of ordinary kindergartens. With the correct application of techniques, the child gradually masters more and more serious logical and mathematical operations, moving from simple manipulations with numbers to more complex computational exercises. Specialists can also use methods to diagnose the mental development of children for compliance with age standards in order to, if necessary, refer the child for an individual consultation with a child psychologist.

Logical blocks of the Hungarian mathematician Zoltan Gyenes

An effective gaming technique using a set of 48 geometric flat shapes and volumetric blocks of three primary colors (red, blue, yellow) and four shapes (circle, square, rectangle, triangle). In addition, volumetric blocks differ in thickness (thick-thin) and size (large-small).

The main goal of the original methodology is to teach skills in solving logical exercises and tasks based on classification by characteristics.

Games and exercises are presented in three difficulty levels:

1. The first is that the child learns to operate with one property.
2. The second one develops the skills of comparing and systematizing objects according to two criteria simultaneously.
3. The third one offers tasks that require the ability to operate three properties at once.

Video: Dienesh logic blocks

https://youtube.com/watch?v=CV_PU3fUuf0

Maria Montessori Method

The Italian teacher and psychologist Maria Montessori developed a whole range of didactic materials:

• insert figures,
• rough letters,
• numerical machines,
• frames with clasps,
• other.

These teaching aids were specially developed to stimulate attention, the will to achieve success, observation, and concentration on the task, while their meaning was also for the child to find and eliminate his mistake, without the help of a supervisor.

Meaning of Montessori materials:

• arouse keen interest in completing the task, additionally motivating the child;
• enable the child to easily correct a mistake without the help of adults;
• maximize sensory perception;
• give priority to practical activities rather than abstract explanations, the child works a lot with his hands;
• break the learning process into component parts, which allows you to improve each stage separately;
• develop independence and autonomy;
• enhance concentration of attention, since they suggest the possibility of repetition without limiting the time for mastering the skill.

In kindergarten you can equip a corner with Montessori materials.

Games based on the Montessori method perfectly develop logical thinking.

Sensory development zone

With the help of auxiliary materials, the senses that the baby uses to understand the world around him are activated, and the child’s orientation in reality improves. The emphasis is on development:

• vision (plates of different colors, pink tower, geometric figures to understand differences in shape and size);
• hearing (musical instruments, bells, rustling boxes);
• sense of smell (jars with smell);
• touch (scraps of fabric, boards).

Mathematical area

Mathematical development sets the following goals for students:

• familiarity with numbers;
• understanding of numerical digits and the decimal system;
• mastering the mapping of mathematical symbols;
• ability to carry out basic mathematical operations of addition, subtraction, division with four-digit numbers;
• knowledge of the square of a number;
• Understanding fractions and working with them.

Didactic material:

• sets of gold beads and boxes with digital cards for learning arithmetic digits and mastering the skills of four actions;
• rods;
• spindles;
• Seguin boards.

Video: teaching mathematics in the Montessori system

Cuisenaire sticks

The method of the Belgian teacher George Cuisenaire suggests using a set of multi-colored counting sticks, differing in size and color, as a multifunctional mathematical aid for children from one to seven years old. The technique introduces the baby into the world of color and shape in a playful, relaxed way.

The meaning of the Cuisenaire technique:

• helps to clearly demonstrate the composition of a number, to form the concept of a logical sequence of a number series;
• improves attention, fine motor skills, stimulates imagination and fantasy;
• promotes the development of spatial thinking and combinatorial abilities;
• activates creativity, awakens interest in mathematical games and exercises.

Contents of games with sticks:

• sticks are used as a construction set, from which children model various shapes at random or according to picture instructions;

  Children model various shapes freely or according to picture instructions.

• ladders to size;
  The colored ladder helps to study the concept of quantity, as well as master counting skills
• the formation and composition of numbers up to five, with the addition and subtraction of one stick;
• strengthening forward and backward counting skills.

  The Cuisinaire set develops children's creative abilities

"Froebel's Gifts"

The method of the German teacher Friedrich Froebel involves the use of the author's game didactic material.

The goal of Froebel’s gaming methodology is to stimulate interest in active research activities, sensory development, and the formation of the child’s communication skills.

Didactic games “Froebel’s Gifts” for children 4–5 years old:

• a wooden cube containing eight more identical small cubes. The manual promotes familiarity with the concepts of whole and part, teaches counting, and develops design abilities;
• eight tiles that develop analytical skills;
• creative construction sets from cubes, geometric shapes, bars, etc.

Summary of GCD in the middle group on FEMP on the topic “Fun Mathematics”

Summary of GCD in the middle group on the topic “Fun Mathematics”
Integration of educational areas: Cognition, Music, Communication, Physical Education, Fiction. The goal is to develop children's creative abilities, their cognitive activity and interest in mathematics. Objectives: Educational:
consolidate the ability to distinguish and name the seasons;
- consolidate ideas about the parts of the day; — consolidate children’s knowledge about numbers from 1 to 5; - consolidate the ability to see geometric shapes in the contours of surrounding objects and name them; - strengthen the ability to navigate on a sheet of paper. - continue to teach how to correlate numbers and quantities of objects; - learn to solve mathematical riddles; - develop the ability to understand a learning task and carry it out independently. Developmental:
develop children's attention, thinking, fine motor skills.
Speech:
continue to learn to indicate in words the position of an object relative to oneself.
Educational:
cultivate responsiveness, desire to help others, interest in mathematics.
Materials: demonstration material for each task, cards with numbers. Methodological techniques: game situation, asking riddles, questions, physical education, summing up.
Progress of the GCD
Teacher: - What time of year is it now? (Spring).
Now listen carefully to the riddles, what time of year are they talking about? She comes with affection and with her fairy tale. He waves his magic wand and the snowdrop blooms in the forest. (Spring). An old poplar tree by the porch, A meadow of daisies not far away, Thunderstorms, showers, rye in bloom, The smell of honey a mile away. In the dark thicket behind the plot, Stump guards the paths. The strawberry meadow lies like a red sun. (Summer) Golden quiet groves and gardens, Fruitful fields, ripe fruits. And the rainbow is not visible, and the thunder is not heard, the sun goes to bed earlier every day. (Autumn). I dusted the paths and decorated the windows. She gave people joy and took them for a ride on a sled. (Winter). Good morning - the birds began to sing, Good people, get out of bed. All the darkness hides in the corners, the Sun rises and goes about its business! -What part of the day is this poem about? (Morning). What time of day is it now? (Morning) Game “Finish the sentence”

-I will start, and you will finish the sentences: -We have breakfast in the morning, and dinner... (in the evening). We sleep at night and do exercises... (in the morning). The sun shines during the day, and the moon... (at night). We have dinner in the evening, and lunch... (in the afternoon). -All parts of the day follow each other in order. How many parts are there in a day? (four). How many can we count to? (up to five). Let's repeat the numbers with you. The teacher lays out cards with numbers on the board. Children take turns calling the numbers.

Game "What has changed"

Children close their eyes, and the teacher swaps the numbers. -What changed? Children find a mistake and the child rearranges the numbers, commenting on his actions.

Game “Where is whose toy”

The teacher hangs up a picture depicting animals and transport.
Questions and tasks for children: -Name toys (transport) and say how many wheels they have. (Scooter - two wheels, bicycle - three, car - four wheels). -Show with an arrow where whose toy is. The numbers on the animals' clothes indicate the number of wheels the toy has. -Whose car? (Karkushi, because she has the number 4) -Whose bike? (Piggy, because he has the number 3) -Whose scooter? (Stepasha, because he has the number 2). Physical education - Get up quickly, smile, Stretch higher, higher.
Come on, straighten your shoulders, raise them, lower them. They turned left, right, and touched their knees with their hands. They sat down, stood up, sat down, stood up, and ran on the spot. Game “What does an object look like”

The teacher hangs up a picture with objects and geometric shapes. Questions and tasks for children: -Name the objects (ball, watch, refrigerator, cap, cucumber). -Name the geometric shapes (circle, square, rectangle, triangle, oval). -Connect with a line the image of the object with the geometric figure it resembles. -Which figure was connected to which object? (A clock with a square, a ball with a circle, a rectangle with a refrigerator, a triangle with a cap, an oval with a cucumber).

Game "What is where"

The teacher shows a picture with geometric shapes, where they are located in different corners of the sheet. -List where the shapes are (for example, the square is in the upper left corner). Gets a complete answer from the children: -What did you do today? Who liked what game at the beginning of the lesson? -Everyone worked well, well done, the lesson is over.

We recommend watching:

Summary of GCD in the middle group for FEMP Synopsis of GCD for FEMP in the middle group Synopsis of GCD in the middle group for FEMP on the topic “Walk in the meadow” Synopsis of GCD for FEMP. Senior, preparatory group. Generalization of knowledge about geometric shapes

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Work program for the subject “Introduction to Mathematics” for primary preschool age

Preparing notes for a math lesson in the middle group of kindergarten

The duration of the lesson is 20 minutes, compared to the younger group, children complete a larger volume of tasks, and the overall pace of work noticeably accelerates. Classes are traditionally held once a week, but you should not limit yourself to the narrow time frame of long-term planning of educational activities. To reinforce program material, you can organize mathematical game situations during a walk or free play outside of class.

General recommendations:

• The teacher begins to study new material after repeating previously studied material. Repetition takes no more than five minutes and is carried out in a playful way, for example, “Help Pinocchio count the coins,” “Find the mistake with the Kid,” etc., as well as using thematic poems, riddles, and songs. Such exercises are aimed primarily at stimulating the natural resourcefulness and ingenuity of children, directing attention in the necessary creative direction, creating a positive emotional climate and a joyful mood, helping each child to reveal their intellectual capabilities;
• Children four to five years old find it difficult to cope with monotonous monotonous work, so it is advisable to carry out motor, finger or breathing exercises with little fidgets in time, and include active games of a mathematical nature in the process of work.

Forms of work and individual approach

The optimal option for organizing and conducting mathematics classes involves dividing children into pairs or small subgroups, taking into account different intellectual abilities. This will help improve the quality of education and create the necessary conditions for the implementation of an individual approach and rational dosing of mental and psychological stress, depending on the level of preparation of children.

The optimal option for organizing and conducting mathematics classes involves dividing children into small subgroups

You can individualize work with children in two directions:

• capable children who show a passion for mathematics can be given more complex tasks of a problematic nature;
• For children who experience difficulties in fulfilling program requirements for various reasons (the child has individual intellectual characteristics of perception or poor performance), it is more advisable to give simple tasks that they can solve. Such a differentiated approach will help maintain the child’s interest in mathematics, and gifted children will be able to more fully realize their mathematical abilities.

Practical methods and tools for educators

In the middle group, the volume of tasks gradually increases, which already includes two or three links, for example, children must count the bunnies in the picture and the same number of squares on the card.

Difficulties in working with children 4–5 years old:

• Children have difficulty maintaining attention while explaining a task, so it is important to teach them to listen to the information to the end and not allow them to start completing the task ahead of time. It is advisable that children begin to work together, without interfering with each other, adhering to the correct algorithm of actions;
• questions addressed to a specific child are answered in unison, shouting from their seats. The teacher’s task is to cultivate a friendly attitude towards each other, a desire to help a friend, but teach them to answer one at a time, pronouncing the words loudly and clearly.

Methodology for teaching quantity and ordinal counting within five

Stage one is a quantitative comparison of two groups of objects arranged in two horizontal parallel rows, which are located one below the other for greater clarity. Initially, groups consist of one and two or two and three objects, later moving on to more complex combinations of four and three, four and five objects. Differences (more, less, equal) are fixed by words denoting numerals, thanks to which children perceive the relationship between number and the number of objects. The teacher counts the objects of both groups (one has one more object), clarifies which objects are more and which are less, translates them into numerical ratios, and draws the children’s attention to the final result. The teacher quantitatively changes the composition of one of the groups, adding or subtracting one item, which helps to see and understand how the next or previous number can be obtained. Children are asked to show and name the number of objects, to say where there are more and where there are less, which helps to consolidate new number words in memory. Final skill: children must learn to distinguish the quantitative composition of a group of objects and answer the question “How much?”

The second stage is devoted to mastering the operations of ordinal counting and counting skills; children are taught to show feminine, masculine and neuter objects (doll, ball, apple) in order and name the corresponding numeral word. To develop and consolidate counting skills, a variety of game exercises are used, alternating collective and individual forms of work with visual aids. In the future, children train in the ability to count objects, independently select them into groups and place them in a specified place (shelf, table, chair). Then the kids are asked to form a quantitative group based on the named number, for example, “Collect 2 cubes and 4 balls.” At the same time, work is being done to develop spatial orientation skills: “Put it on the left, on the right, above, below. Stand in front, behind, etc.” In addition, it is important to pay attention to the development of the ability to determine the qualitative characteristics of objects, such as color, size, length, width, shape, and comparisons based on one of the properties.

Video: introducing the number and number three

Common children's words often use the word "one" instead of the numeral "one". The teacher shows the toy and asks the question: “How many cars do I have?” “One car,” the kid answers. Such a dialogue will help you remember the correct use of numeral words.

Comparing objects of different sizes: planning for teaching

A good eye is the key to the safety of children’s movement in space. A lot depends on how much a child is able to estimate the distance between objects in the world around them and their sizes. Much attention is paid to this aspect in preschool education. The chronological distribution of classes according to the annual schedule has its own characteristics.

1. The first three months of the school year are devoted to training the ability to compare two objects (laces, scarves, toys, cardboard strips, construction kit parts, etc.) according to such parameters as height, length, width, thickness, volume. Techniques of superimposition, applications and comparisons by eye are used.
2. In winter, children are taught to conduct a comparative analysis of two flat objects, considering their length and width, and pairs of objects that differ in either length or width are selected. When children confidently cope with the task of establishing relationships between two objects, they can safely expand the quantitative range to five and begin exercises related to arranging objects in a row according to the principle of increasing or decreasing according to a certain criterion.
3. In the third quarter, special attention is paid to the development of children's eye. Children are asked to eyeball a larger or smaller object and are also taught to use a measuring stick. You can also ask children to estimate the distance between pieces of furniture by eye: what is further, what is closer, how many balls will fit between two chairs, etc.

Helpful advice: it is advisable to use a motor analyzer (the area of ​​the brain responsible for tracking muscle activity and body position in space): invite children to “run their fingers” along the edges of objects, make movements with their fingers along, across, from bottom to top, determine which object the finger is running on longer. It is also important to train and develop mathematical skills in drawing, appliqué, and music classes.

Lesson plan

1. Organizational introductory part (3-5 minutes) – a motivating start to the lesson.
2. Practical - the teacher explains the essence of the tasks and exercises that children must cope with (3-5 minutes).
3. The main one is children’s independent work (15 minutes).
4. The final one is the analysis and assessment by children of the results of their work. Children are taught to formulate their point of view with reason and independently talk about the sequence of completing the task (3 minutes). Questions worth discussing:
   how successfully the task was completed;
5. new techniques that the children were introduced to;
6. causes of errors and ways to correct them.

It is also useful to think through weekly lesson plans for FEMP on different topics.

Table: fragment of a summary of a mathematics lesson in the middle group according to the Federal State Educational Standard “Counting to Five” by teacher T. S. Levkina

Video: lesson “Journey to the Land of Mathematics”

Mathematical games in the middle group mathematics card index (secondary group)

Middle group

"Quantity and Counting"

1. Didactic game. "Correct account"

Goal: to help master the order of numbers in the natural series; strengthen forward and backward counting skills.

Equipment: ball.

Content: children stand in a circle. Before starting, they agree in what order (direct or reverse) they will count. Then they throw the ball and string a number. The one who caught the ball continues counting by throwing the ball to the next player

2. Didactic game: “A lot and a little”

Goal: to help understand the concepts of “many”, “few”, “one”, “several”, “more”, “less”, “equally”.

Content: ask the child to name single objects or objects that are many (few). For example: there are many chairs, one table, many books, few animals. Place cards of different colors in front of the child. Let there be 7 green cards and 5 red cards. Ask which cards are more and which are fewer. Add 2 more red cards. What can we say now?

3. Didactic game: “Guess the number”

Goal: to help prepare children for basic mathematical operations of addition and subtraction; help consolidate the skills of identifying the previous and subsequent numbers within the first ten. Contents: ask, for example, which number is greater than three but less than five; what number is less than three but greater than one, etc. Think of, for example, a number within ten and ask the child to guess it. The child names different numbers, and the teacher says more or less than the intended number. Then you can switch roles with your child.

4. Didactic game: “Counting mosaic”

Purpose: to introduce numbers; learn to match quantities with numbers.

Equipment: counting sticks.

Contents: Together with your child, make up numbers or letters using counting sticks. Invite the child to place the corresponding number of counting sticks next to the given number.

5. Didactic game: “Read and count”

Purpose: to help master the concepts of “many”, “few”, “one”, “several”, “more”, “less”, “equally”, “as much”, “as much”; the ability to compare objects by size.

Equipment. counting sticks.

Contents: while reading a book to a child, ask him to put aside as many counting sticks as, for example, there were animals in the fairy tale. After counting how many animals there are in the fairy tale, ask who there were more, who were fewer, and who were the same. Compare toys by size: who is bigger – a bunny or a bear? Who is smaller? Who is the same height?

Geometric shape.

1. Didactic game: “Pick according to shape”

Goal: to teach children to highlight the shape of an object, distracting from its other features. Equipment. one large figure of each of the five geometric shapes, cards with outlines of geometric shapes, two figures of each shape of two sizes of different colors (the large figure matches the outline image on the card).

Contents: children are given figures and cards. Educator: “We are now going to play the game “Match by Shape.” To do this, we need to remember the names of the different forms. What shape is this figure? (this question is then repeated with other figures shown). You must arrange the shapes according to shape, without paying attention to color." For children who have placed the figures incorrectly, the teacher asks them to trace the outline of the figure with their finger, find and correct the mistake.

2. Didactic game: “Loto”

Goal: mastering the ability to highlight various forms. Equipment. cards with images of geometric shapes. Contents. Children are given cards on which 3 geometric shapes of different colors and shapes are depicted in a row. The cards differ in the arrangement of geometric shapes and their color combinations. Children are presented with the corresponding geometric shapes one by one. The child, on whose card there is a presented figure, takes it and puts it on his card so that the figure coincides with the drawn one. Children say in what order the figures are located.

3. Didactic game: “Find your house”

Goal: to consolidate the ability to distinguish and name a circle and a square. Equipment. circle, square, 2 hoops, circles and squares according to the number of children, tambourine. Contents: The teacher places two hoops on the floor at a great distance from each other. Inside the first hoop he places a square cut out of cardboard, and inside the second hoop he places a circle. Children should be divided into two groups: some have a square in their hands, and others have a circle. Then the teacher explains the rules of the game, which are that the guys run around the room, and when he hits the tambourine, they must find their houses. Those with a circle run to the hoop where the circle lies, and those with a square run to the hoop with a square. When the children scatter to their places, the teacher checks what figures the children have, whether they chose the right house, clarifies what the names of the figures are and how many there are. When playing the game again, you need to swap the places of the figures lying inside the hoops.

4. Didactic game: “Guess”

Goal: to strengthen the ability to distinguish between a circle, a square and a triangle. Equipment. ball; circles, squares, triangles of different colors. Content: Children stand in a circle, in the center of which there is a teacher with a ball. He says that now everyone will come up with what the object that will be shown looks like. First, the teacher shows a yellow circle and places it in the center. Then he invites you to think and say what this circle looks like. The child to whom the teacher rolls the ball answers. The child who catches the ball says what the circle looks like. For example, on a pancake, in the sun, on a plate... Then the teacher shows a large red circle. Children fantasize: an apple, a tomato... Everyone takes part in the game. In order for children to understand the meaning of the game “Guess” more clearly, show them the illustrations. So, the red circle is a tomato, the yellow circle is a ball.

Quantities.

1. Didactic game: “Fruit picking”

Goal: to develop an eye when choosing objects of a certain size based on a model.ma 09

Equipment. sample apples (cut out of cardboard) of three sizes large, smaller, small; three baskets large, smaller, small; a tree with hanging cardboard apples of the same size as the samples (8-10 apples were of the same size). The diameter of each apple is 0.5 cm smaller than the previous one. Contents: the teacher shows a tree with apples, baskets and says that small apples should be collected in a small basket, and large ones in a large one. At the same time he calls three children, gives each one a sample apple and invites them to pick one of the same apples from the tree. If the apples are picked correctly, the teacher asks to put them in the appropriate baskets. Then a new group of children completes the task. The game can be repeated several times.

2. Didactic game: “One, two, three - look!”

Goal: to teach children to build an image of an object of a given size and use it in play activities.

Equipment. Single-color pyramids (yellow and green), with at least seven rings. 2-3 pyramids of each color.

Content. Children sit on chairs in a semicircle. V. lays out pyramids on 2-3 tables, mixing the rings. He places two pyramids on a small table in front of the children and takes one of them apart. Then he calls the children and gives each of them a ring of the same size and asks them to find a pair for their ring. “Look carefully at your rings and try to remember what size they are so you don’t make a mistake. What kind of ring do you have, big or small? If the child finds it difficult to answer, V. offers to go to the assembled pyramid and attach his ring to a ring of that size. Then he invites the children to leave their rings on the chairs and go in search of other rings of the same size. You need to look for the rings only after all the children say the following words: “One, two, three, look!” Having chosen a ring, each child returns to his place and places it on his sample, which remains on the high chair. If the child makes a mistake, he is allowed to correct the mistake by replacing the selected ring with another one. For variety, when repeating the game, you can use a pyramid of a different color as a sample.

3. Didactic game: “Who has the longest tail?”

Goal: Mastering the ability to compare objects of contrasting sizes in length and width, to use in speech the concepts: “long”, “longer”, “wide”, “narrow”. Contents. Noise outside the door. Animals appear: a baby elephant, a bunny, a bear, a monkey - friends of Winnie the Pooh. Animals argue about who has the longest tail. Winnie the Pooh invites children to help the animals. Children compare the length of the ears of a hare and a wolf, the tails of a fox and a bear, the length of the neck of a giraffe and a monkey. Each time, together with V., they define equality and inequality in length and width, using the appropriate terminology: long, longer, wide, narrow, etc.

4. Didactic game: “Who will roll the tape sooner”

Goal: continue to form an attitude towards size as a significant feature, pay attention to length, introduce the words “long”, “short”.

Content. The teacher invites the children to learn how to roll the ribbon and shows how to do it, and lets everyone try it. Then he offers to play the game “Who will roll the tape first?” Calls two children, gives one a long ribbon, the other a short one, and asks everyone to see who will be the first to roll up their ribbon. Naturally, the one with the shorter ribbon wins. After this, the teacher lays out the ribbons on the table so that their difference is clearly visible to the children, but does not say anything. Then the children change ribbons. Now the other child wins. Children sit down, the teacher calls the children and invites one of them to choose a ribbon. He asks why he wants this tape. After the children’s answers, he names the ribbons “short” and “long” and summarizes the children’s actions: “The short ribbon rolls up quickly, and the long ribbon rolls up slowly.”

Oriented in space

1. Didactic game: “Who is where”

Goal: to learn to distinguish the position of objects in space (in front, behind, between, in the middle, on the right, on the left, below, above).

Equipment. toys.

Contents: place toys in different places in the room. Ask the child which toy is in front, behind, nearby, far, etc. Ask what is on top, what is below, on the right, on the left, etc.

2. Didactic game: “Run to the number”

Purpose: to practice memorizing and distinguishing numbers, the ability to navigate in space; develop auditory and visual attention.

Equipment: cards with numbers, hung in different places in the room.

Contents: Low mobility game. The teacher (driver) calls one of the numbers, the children find a card with its image in the room and run to it. If any child makes a mistake, he is out of the game for a while. The game is played until a winner is identified. You can complicate the task by asking the children, standing near the number, to clap their hands (or stomp, or sit down) the number that it represents.

3. Didactic game: “Elevator”

Goal: to consolidate forward and backward counting to 7, to consolidate the basic colors of the rainbow, to consolidate the concepts of “up”, “down”, to remember ordinal numbers (first, second...) Contents: The child is asked to help residents raise or lower them on the elevator to the desired floor , count floors, find out how many residents live on a floor.

4. Didactic game: “Three steps”

Goal: orientation in space, ability to listen and follow instructions. Contents: Players are divided into two equal teams, stand one after another. The task of each team is to reach the finish line as quickly as possible in full, evenly, strictly following the rules: they pronounce the rules in chorus: three steps to the left, three steps to the right, one step forward, one back and four straight.

Time oriented

1. Didactic game: “When it happens”

Goal: to consolidate children’s knowledge about the seasons and their characteristic features; develop coherent speech, attention and resourcefulness, endurance.

Equipment. pictures by seasons.

Contents: Children sit around the table. The teacher has several pictures in his hands depicting different seasons, 2-3 pictures for each season. The teacher explains the rules of the game, the teacher gives everyone a picture. Then rotates the arrow in a circle. The one she pointed to carefully examines his picture and then talks about its contents. Then the arrow is turned again and the one it pointed to guesses the time of year. A variant of this game could be for the teacher to read excerpts from works of art about seasonal natural phenomena and search for pictures with the corresponding content.

2. Didactic game: “Name the missing word”

Goal: learn to name time periods: morning, evening, day, night.

Equipment: ball.

Contents: Children form a semicircle. The teacher rolls a ball to one of the children. Begins a sentence, omitting the names of parts of the day: - We have breakfast in the morning, and have lunch... The children name the missing word. - In the morning you come to kindergarten, and go home... - In the afternoon you have lunch, and have dinner...

3. Didactic game: “Who came first? Who's later?

Goal: to consolidate children's knowledge about time representations: first, then, before, after, earlier, later.

Contents: Staging of fairy tales using illustrations “Turnip”, “Teremok”, “Kolobok”, etc.

4. Didactic game: “Traffic light”

Goal: to consolidate children’s ideas about the seasons.

Content: The teacher says, for example, “Summer is over, spring has come.” Children raise a red circle - a stop signal, mistakes are corrected.

5. Didactic game: “Name the missing word”

Goal: to consolidate children's knowledge about the parts of the day, their sequence, to consolidate concepts - yesterday, today, tomorrow. Contents: Children in a circle. The presenter begins the phrase and throws the ball to one of the players: “The sun shines during the day, and the moon ....”. The one who finishes the phrase comes up with a new one: “In the morning we came to kindergarten, and returned ...”, “If yesterday was Friday, then today ...”, “Winter is replaced by spring, and spring ...”.

Project activities in mathematics in the middle group

Let's look at some concepts related to the educational program for preschoolers.

A mathematics lesson is a narrowly focused way of carrying out educational activities. And an educational project is a combined and expanded version of the implementation of educational activities, combining several multidirectional artistic, aesthetic and practical activities (mathematics, speech development, music, drawing, modeling, etc.) with a common theme .

The project could be:

• short-term - from one lesson to one week;
• long-term - from a month to a year.

Project structure:

• preparatory work;
• main part;
• final stage.

Directions and forms of implementation:

• Intellectual and cognitive development: educational conversations with parents and students;
• quizzes and intellectual games;
• hometasks;
• demonstration material and teaching aids (information stands, folders, posters, newspapers, etc.);
• holiday events;
• excursions, visits to museum exhibitions and theatrical performances.

Photo gallery: report presentation of a short-term project in mathematics

Photo gallery: report on a long-term project in mathematics

Summary of a game lesson in mathematics in kindergarten in the middle group with presentation

Summary of an integrated lesson in the middle group “Looking for a nanny”
The summary will be useful for preschool teachers. Goal: Development of logical thinking through entertaining mathematics Objectives: Educational:
- improve quantitative and ordinal counting skills within 5 - clarify knowledge of geometric shapes, consolidate the ability to group shapes by characteristics;
— improve orientation skills on a plane. Developmental:
- develop the basics of logical thinking (memory, attention, speech).
- develop the ability to navigate on a plane. Educational:
- cultivate activity, independence, goodwill, desire to help each other.
Demonstration material: recording of Baba Yaga’s voice, for a fairy-tale forest (flowers; path; stumps; trees); symbols: color, shape; House hoops 4 pieces; Handouts: geometric shapes: large triangles, large circles, large squares, large rectangles (colors blue, yellow, red, green); Numbers from 1 to 5, album sheets, colored pencils, cut-out pictures.

Contents of educational activities

Children are invited to the hall, without knowing why
(the hall has a fairy-tale forest setting, slide No. 1). Educator: “Children, look where we are! (we look around)
I wonder what we are here for?”
(in the middle of the hall there is a table on which there is a telephone, the teacher draws attention to it)
- Who left it here?
and for what? (a telephone rings, the teacher picks up)
- Hello!
Baba Yaga's voice on film (slide No. 2):
I stole your nanny, Olga Alexandrovna, I bewitched her, She will be at my house to set the tables, to wash the dirt and wash the floors, to shake out my carpets.
And when the whole house is cleaned, My servant will forbid her, If you want her back, I will give you three tasks. You fulfill all of them and take your nanny. You will find my assignments under the stump (slide No. 3) Educator: “So this means where Olga Alexandrovna disappeared to. Shall we help her out? Baba Yaga said that her tasks lie under the stump. Come and look (children take out an envelope with assignments)
.
The teacher reads: task 1: “You must turn into geometric figures and restore order among the figures, resettle them in your homes.” Children turn into figures (take geometric shapes)
.
– Now let’s get to know each other, aren’t you geometric figures now? Children take turns naming their signs.
- I am a red triangle - I am a green circle, etc.
The teacher lays out houses on the floor - hoops with color symbols: red, green, yellow, blue.
The children go to their homes and explain their choice. – On what basis were the figures divided?
(Children's answers) The figures go for a walk, at this time the color symbols change to symbols of the shapes of the figures.
At the teacher’s signal, the children choose their house and explain their choice. – Why did you choose these houses?
On what basis are you divided? (Children's answers). Educator: Well done guys, you skillfully coped with the first task. 2nd task: (voice and image from the slide) Baba Yaga sets the second task (slide No. 4): Baba Yaga: Remember everything, that without an exact count, any work will not move. Without counting there will be no light on the street, without counting a rocket will not be able to rise. And the kids won’t be able to play hide and seek, which means you need to learn to count! Count the animals that are present in the English fairy tale by D. Rodari “Once upon a time there lived a man,” and K. Chukovsky translated this fairy tale and called it “The Crooked Song.” Children sit on chairs in a semicircle Educator: Children, do you know this fairy tale? ( No)
.
Now I will introduce you to her. (slide No. 5-9)
Once upon a time there lived a man with crooked legs, and he walked for a whole century along a crooked path.
And beyond the crooked river, in a crooked house, Crooked mice lived in summer and winter. And gnarled fir trees stood at the gate, gnarled wolves walked there without worries, and they had one gnarled cat, and she meowed, sitting by the window. And behind the fairy-tale bridge, a crooked woman jumped barefoot through the swamp like a toad. And she had a crooked stick in her hand, and a crooked jackdaw flew after her. Questions: How many animals did the crooked man meet on the road? “What number do we use to represent the number 5?” Zhenya, show us the number 5 Children, what is this number? That's right, it's number 5! “Why didn’t you count the jackdaw? Children: Because a jackdaw is not an animal, but a bird! Educator: That's right guys, a jackdaw is a bird! “Why didn’t you count the grandmother?” Children: Because grandma is a person! Educator: That's right guys, grandma is not an animal, but a person! Well done! You did a great job on the second task! 3rd task: Baba Yaga gives the third task: (slide No. 10) Baba Yaga: Here is the 3rd task, but first guess the riddles, and then complete it: Drinks milk, sings songs. It washes cleanly, but it doesn’t work with water. (Cat, slide No. 11, sound 1)
Lives in a booth, gnaws bones.
Barks and bites - What is it called? (Dog, slide No. 11, sound 2) Baba Yaga: Guys, tell me which path is the Kitty’s and which is the dog’s? slide No. 11, sound 3
Color the narrow path red and the wide path blue.
(Children go to the tables and complete the task) Educator: (slide No. 12)
Guys, we successfully completed all the tasks.
Let's take a little rest and warm up. A physical education session is held.
Once - rise.
Pull yourself up. Two – bend over, straighten up. Three - three claps of hands, three nods of the head. At four - arms wider, at five - wave your arms, and sit quietly in your place. For some reason Baba Yaga is in no hurry to let our Olga Alexandrovna go. And I hear something. Voice of Baba Yaga: (slide No. 13)
Well, you guys are great, I didn’t expect it. And you are brave, Three tasks are not enough for you, Since you already count to five.
Since Grandma I am Evil and treacherous, here are two more tasks for you. Then you go under the tree and you will find them. Task 4: (envelopes with cut pictures, work in groups) Teacher (reads the task on the envelope):
Look at the picture, then collect it and say: - What is the name of this fairy tale?
(slide No. 14) Additional
questions: Who pulls the turnip first?
Who is last? Who's third, who's fifth? Who is taller than the granddaughter? Who is shorter than the granddaughter? Who stands between the granddaughter and the cat? Educator: Well done guys, you coped with this task too. Task 5: (This is a spatial orientation task) Educator: Guys, Baba Yaga’s last task remains. You need to follow her instructions. Go to the tables. There are album sheets and colored pencils on the tables.
(The teacher gives instructions, and the children follow them on the sheets) in the upper right corner, draw a red circle in the lower right corner, draw a blue circle in the lower left corner, draw a yellow circle in the upper left corner, draw a green circle.
in the middle (center) draw an orange circle (slide number 15)
Well, we have completed the fifth task.
Voice on
Baba Yaga’s slide: (slide number 16) Well, you guys are great.
I'll let your nanny go. A happy nanny comes out and thanks everyone.
Everyone happy and satisfied goes to the group. Presentation on the topic: Looking for a nanny

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Math lesson using ICT, multimedia

Modern information and communication technology tools significantly expand the range of creative opportunities for organizing interesting activities, increase the clarity of presentation of new material and the quality level of its assimilation. The main form of application of ICT is multimedia presentation or active work with a multimedia board.

Video: consolidating basic knowledge in mathematics using a multimedia board

Photo gallery: pictures for presentation: numbers, counting and figures

How to organize a math holiday

This is another comprehensive form of organizing a lesson: where mathematics is fun, children will not be bored. Combined with friendly communication, tasks help kids learn politeness, develop attentiveness and patience.

Table: mathematical riddles and rhymes about bears, bunnies and other characters

Games with math content

Here is a selection of several games that are relevant for the average group.

"Electronic"

Strengthens spatial orientation skills and teaches how to clearly define a task.

At the beginning of the game, the child playing the role of Electronics leaves the playroom, the rest of the participants hide a toy in some place that Electronics must find. The robot begins to move only upon a clearly formulated command, which precisely indicates the direction of movement and the number of steps. When the main condition of the game is fulfilled, the robot gives a verbal signal: “I hear the command, I understand it, I carry it out.” If the robot does not understand the task, then it says the following phrase: “I did not understand the task, repeat it again.”

Each participant in the game formulates his task, for example:

• take as many steps forward as I clap;
• take four steps with your eyes closed;
• turn to the right, take two steps and recite the poem.

The teacher, together with the children, plans the Electronics route, thinking through the direction and number of steps that will lead him to the hidden surprise.

“Magic Thread” - a game with elements of thread writing

The game introduces numbers, develops imaginative thinking, and trains fine motor skills. Materials: velvet colored paper, wool thread up to thirty centimeters.

The teacher shows a certain number of objects on the interactive board or with the help of illustrations and toys. The number can “hide” in a riddle or tongue twister. Children determine the number and use a thread to lay out its silhouette on paper. The correct answer is rewarded with a symbolic sign (sun, flower, etc.).

A child “draws” a number with a thread

"Little Photographers"

Equipment: a set of small construction kit parts or a set of buttons, cards made of thick paper or cardboard.

The teacher asks the children to “photograph” the number by laying out its silhouette on the map using small materials at hand.

Children put out numbers using buttons

"Live Numbers"

Children put on a digital emblem, turning into a “living number”. Numbers from one to five are used.

Tasks:

1. Children must form an increasing or decreasing chain of numbers.
2. The teacher shows the number, the child recognizes his number and leaves.
3. In a similar game situation, children come out with adjacent numbers (one more or less).
4. Each child is asked to answer the question: “If your number increases by one, what number will it become?”

“Hide from the rain” - an outdoor game

Strengthens the ability to distinguish between the simplest geometric shapes of a circle and a square.

The teacher places two hoops on the floor, inside one there is a cut-out silhouette of a square shape, inside the other there is a round one. Children are divided into two subgroups, players of one group are given cards with a drawn square, children from the other group are given cards with a circle. Kids play and move freely around the room, but when they hear “thunder”. (beat of the drum), then immediately run to their houses. The guys who have cards with squares find their “square house”, and those who have cards with circles hide in the “round house”. With further development of the game, the teacher swaps the silhouettes of the figures in the hoops.

"A space flight"

The space theme is an excellent setting for a whole play day with children; it can include both dance and movement activities and various tasks - connecting cut pictures, as recommended, for example, by Svetlana Viryasova, or counting the number of astronauts. This activity is more likely intended for the older group, but something can be adapted for the middle group.

The teacher asks the students to assemble a rocket. The task has three difficulty levels.

1. Lay out a rocket from geometric shapes according to the template (5 geometric shapes).
2. Lay out a rocket from geometric shapes (6 geometric shapes).
3. Lay out a rocket from geometric shapes and counting sticks.

This consolidates knowledge of geometric shapes, trains fine motor skills and ordinal counting skills.

"Fun Train"

Helps reinforce the sequence of the number series.

A silhouette of a train with carriages is cut out of cardboard; each carriage has a pocket for a number. Some carriages have lost their numbers. Children are asked to help the trailers and choose the right number.

A game with a train is suitable for learning and consolidating ordinal counting.

Table: fragment of the mathematical holiday script

Video: math holiday in kindergarten

Mathematical fun for middle school children

Math fun for kindergarten. Middle group

This material will be useful for preschool teachers and physical education instructors. Designed for children of senior preschool age.

Math fun.
(relay races) Goal : to develop children’s skills to independently perform mathematical tasks in a competitive environment. Objectives: - Consolidate and generalize knowledge about geometric shapes (circle, square, triangle, rectangle); — Development of logical thinking, attention, memory; — Cultivate an interest in mathematics. Host: Why is there silence around? Do you hear how quickly the speech fell silent? This is the Queen of all sciences, she came to visit us today. Enter the Queen of Mathematics. Queen : Hello guys! I am the Queen of the mathematical kingdom. In my kingdom live numbers and geometric figures, mathematical signs and formulas. Everyone says that mathematics is a difficult and boring science, but I want to show you that mathematics can be fun. Let you guys divide into two teams, and each team will choose a name for itself after guessing my riddles. 1 competition “Guess the riddle” I have no corners And I look like a saucer, Like a plate and like a lid, Like a ring, like a wheel. Who am I, friends? Call me! (Circle) My three sides can be of different lengths. Where the sides meet - the angle is obtained. What happened? Look! After all, there are also three corners. Look at me, say my name. (Triangle) Four corners and four sides, They look exactly like sisters. You can’t roll him into the goal like a ball, And he won’t start galloping after you. The figure is familiar to many guys. Did you recognize him? After all, this is... (Square) It looks like an egg Or your face. This is the circle - It has a very strange appearance: The circle has become flattened. Suddenly it turned out... (Oval) We stretched the square and presented it to the eye, Who did it look like or something very similar? Not a brick, not a triangle - Became a square... (Rectangle) Queen : Well done! My riddles have been solved. Let's choose a name for each team. So, one team is called “Circle”, the second “Square”. I took a triangle and a square and built a house from them. And I am very happy about this: Now a gnome lives there. We'll put two squares, and then a huge circle. And then three more circles, Triangular cap. So the cheerful eccentric came out. We will not build a weirdo out of geometric shapes, we will build a boat 2 competition. "Assemble a boat from geometric shapes" . The envelopes contain geometric shapes from which you need to assemble a boat. The team that collects it the fastest wins. Queen: The jury sums up the results, and we continue to play. Once upon a time, a girl named Shura had geometric shapes in a box: Cubes, balls, squares and other brave guys. 3 competition “Assemble correctly” Cubes and balls are mixed in the basket. Teams run to the basket. The "Circles" team selects balls and carries them to their basket. The "Squares" team selects cubes and also carries them to their basket. The team that quickly and correctly completes the task wins. Queen of Mathematics: While the jury is summing up the results of the competitions, I suggest you take a break. They turn on the fixie song “Pomogator”, the children perform movements to the music. The Queen of Mathematics announces the results of 3 competitions. Queen: Well done guys, you did the task well. And we have the following competition: A pineapple fell by the path and broke into two halves. Three crows will never divide the two halves equally. We will not divide the pineapple halves, we will assemble a whole pineapple from two halves. 4. Competition “Assemble the Whole” Flat images of pineapples are cut into two parts (the cut is arbitrary: in half along, across, in a zigzag). The pineapple halves are laid out on the floor, the children stand in pairs, each pair must assemble a whole image from the pineapple halves. Queen of Mathematics: And now I want to find out which team is the most attentive. 5th competition “Continue the row”. Children are offered a sample of a logical series of geometric shapes, and commands following the pattern continue the logical series. The team that completes the task quickly and without errors wins. Queen of Mathematics: Our fun mathematical sports festival is over. While the jury is summing up the results, we are playing the musical game “If you have fun.” After the dance game, the Jury announces the results of the mathematical entertainment, and the Queen of Mathematics awards the winners. Queen : All the riddles have been solved, the games have been played. I'm not saying goodbye to you. We will meet again in math classes and play new games. Until next time.

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Topics for educators on self-education in mathematics

1. Formation in children of middle preschool age of primary ideas about the properties and relationships of objects in the surrounding world through didactic games with mathematical content. (It's about shape, color, size, quantity, number, etc.)
2. Development of mathematical concepts in children using Cuisenaire rods and Dienes blocks.
3. Formation of elementary mathematical concepts of preschoolers in the process of various types of activities.
4. Using ICT in mathematics classes in the middle group.

Familiarity with the most important logical operations, the formation of an elementary level of mathematical concepts, the study of the abstract concept of number, the ability to determine the qualitative characteristics of objects and systematize them according to certain properties is a significant condition for the high-quality intellectual preparation of children for school life. By developing and educating their little charges, educators understand that the future successful development of mathematical knowledge and the intellectual culture of children as a whole depends on how successful and productive their pedagogical efforts are.