Lesson notes on FEMP
preparatory group 6-7 years old
Program content
Learn to form the number 6 from two smaller numbers and decompose it into two smaller numbers.
Continue to introduce the formation of numbers of the second ten within 15.
Introduce the measurement of quantities using a conditional measure.
Develop the ability to navigate in space using symbols and diagrams.
Didactic visual material
Demonstration material.Two baskets: one with 10 balls, the other with 5 balls, a jar of rice, 6 cubes, a spoon, a glass, a ruler, a string, a sheet of paper, a cardboard strip (the strip must fit the full number of times in a sheet of paper), 2 boxes of pencils : in one box - 5 red pencils, in another box - 5 blue pencils; cards with numbers.
Handout.Cards with numbers, sheets of paper depicting the kindergarten building (rectangle) and the site (oval) (see Fig. 1), circles, triangles, pencils.
Guidelines
Part I. Game exercise “Playing with balls”.
There are 10 balls in a basket. The teacher calls 15 children to the board and invites them to take one ball each. Children count how many balls they took.
The teacher gives one ball to the rest of the children, each time counting the number of balls and children and finding out how the new number came about.(There were 10, added 1, it turned out to be 11...)
Part II. Game exercise “Learning to measure.”
On the teacher’s table there are 6 cubes and a jar of rice. The teacher asks the children: “How can I find out how many cubes there are here?(Count.) How do you know how much rice is in a jar?”
The teacher listens to the children’s answers and leads them to the conclusion that counting grains takes a very long time: “You can measure cereals in a jar. How can you measure the amount of cereal?
After the children’s answers, the teacher puts a spoon, a glass, a ruler, and a string on the table and asks: “What is more convenient for measuring cereals?”(Glass, spoon.)What we use to measure something is called a measure.”
The teacher offers to measure the cereal using a glass and shows measuring techniques. He pours a full glass of cereal, paying attention to the fact that the cereal is poured to the edge of the glass, and pours it into a bowl. The child places a cube on the table. At the end of the measurement, children count the cubes and name their number. The teacher clarifies: “The number of cubes shows how many glasses of rice are in the jar. There are four cups of rice in the jar.”
Then the children, together with the teacher, measure the length of the sheet of paper using a cardboard strip. First, the teacher clarifies the rules of measurement: “We start from the beginning of the sheet of paper, pinch the end of the measure with our finger and put a mark (dash) with a pencil.”
The teacher finds out how many measures were obtained, what the number indicates, and what the length of the sheet of paper is.
During the measurement, the teacher uses the words:measured, measured, measure.
Physical education lesson “Oliver Twist”
The teacher reads the poem and performs the appropriate movements together with the children. The game is repeated 5 times with the last word in a line repeated up to 5 times.
Go and marvel - (Shakes their head.)
Oliver Twist,
Can't sit down(They squat.)
Can't stand up(Sit on the floor.)
Not to clap your hands -(Hands behind your back.)
Let's start again: (Stand up.)
Go and marvel, marvel -(The following are repeated
same movements.)
Oliver Twist, Twist,
Can't sit down or sit down,
Can't get up or get up
Neither clap your hands, clap your hands,
Let's start again, again:
Go and marvel, marvel, marvel...
Part III. Game exercise “Making a number”.
The teacher has 2 boxes of pencils: in one box there are 5 red pencils, in the other box there are 5 blue pencils. The teacher asks the children how many pencils are in the boxes and what color they are. Then he gives the child the task:
Take one
My friend, pencil
And put it down
To the other five in the box.
Now say:
What flowers and how many did you give?
So that it turns out to be six, and that’s it.
The teacher asks: “How many pencils are in the box now? What color are the pencils? How did we come up with the number six?”(Five and one.)
The teacher and the children discuss all possible options for the composition of the number six.(Four and two, three and three, two and four, one and five.)Children lay out corresponding pairs of numbers on the tables and on the board (each pair is one below the other). Then all variants of the composition of the number 6 are named.
Part IV. Game exercise “Drawing a path to the site.”
The children have sheets of paper depicting a plan of the kindergarten territory (the building and site of the kindergarten) (Fig. 1).
Rice. 1
The teacher invites the children to help Parsley find the way to the site and gives instructions:
- Think about how we will indicate the direction of movement.(Straight line with an arrow.)
- Place the triangle in the middle of the sheet. (Playground.)
- Draw a straight line with an arrow from the rectangle to the triangle.
- Place a circle in the middle of one of the sides of the sheet (an area of some kind of group).
- Draw a straight line with an arrow from the triangle to the circle.
- Check the further direction of travel to the site.
- Draw a straight line with an arrow from the circle to the area.
Then the children take turns talking about the direction of movement from the kindergarten to the site, using words denoting spatial relationships (straight, left, right, etc.).
Lesson summary:
What did you and I do today?
Games for mathematical development for children of the preparatory group of preschool educational institutions
Game "Hen and Chicks".
Goals: strengthen numeracy skills; develop auditory attention.
cards with pictures of chickens of different numbers.
Description: The cards show different numbers of chickens. Roles are assigned: children are “chickens”, one child is a “hen”. The “mother hen” is chosen using a rhyme:
They say at dawn
Gathered on the mountain
Pigeon, goose and jackdaw...
That's the whole counting rhyme.
Each child receives a card and counts the number of chickens on it. The teacher addresses the children:
The chickens want to eat.
We have to feed the chickens.
The “mother hen” begins her play actions: she knocks on the table several times and calls the “chicks” to the grains. If the “mother hen” knocks 3 times, the child who has the card with the image of three chickens squeaks 3 times (pee-pee-pee) - his chickens are fed.
Game "Number Houses".
Target: consolidate knowledge about the composition of the first ten numbers, basic mathematical signs, the ability to compose and solve examples.
: silhouettes of houses with inscriptions on the roof of one of the houses from 3 to 10; set of cards with numbers.
Description: The players are given houses, the child looks at the cards with numbers. Ask your child to name the numbers and put them in order. Place a large card with a house in front of the child. A certain number lives in each of the houses. Invite the child to think and say what numbers it consists of. Let the child name his options. After this, he can show all the options for the composition of the number by placing cards with numbers or dots in the boxes.
Game "Guess the number."
Target: strengthen addition and subtraction skills, and the ability to compare numbers.
Description: invite the child to guess what number they have in mind. The teacher says: “If you add 3 to this number, you get 5” or “The number I thought of is more than five, but less than seven.” You can change roles with the children, the child guesses the number, and the teacher guesses.
Game "Collect a flower".
Target: develop counting skills and imagination.
Game material and visual aids: the core of a flower and separately seven petals cut out of cardboard, on each of the petals an arithmetic expression for addition or subtraction up to 10.
Description: invite the child to collect a magical seven-flowered flower, but inserting a petal into the core is possible only if the example is solved correctly. After the child picks a flower, ask what wishes he would make for each petal.
Game "Solve the numbers."
Target: practice children in forward and backward counting.
Game material and visual aids: cards with numbers from 1 to 15.
Description: arrange the prepared cards in random order. Invite the child to lay out the cards in ascending order of numbers, then in descending order. You can choose other layout options, for example: “Lay out the cards, skipping every second (third) number.”
Game "Transformation of numbers".
Target: Train children to perform addition and subtraction operations.
Game material and visual aids: counting sticks.
Description: invite your child to play magicians who turn several numbers into one: “What number do you think the numbers 3 and 2 can turn into?” Using counting sticks, move three towards two, then remove two from three. Write down your results in the form of examples. Ask your child to become a wizard and use magic wands to transform some numbers into others.
Game "Number Holiday".
Target: strengthen addition and subtraction skills.
Description: declare every day a holiday on a certain date. On this day, the birthday number invites other numbers to visit, but with a condition: each number must choose a friend who will help it turn into the number of the day. For example, the holiday of the number seven. Number 7 invites number 5 to visit and wonders who will accompany her. Number 5 thinks and answers: “2 or 12” (5 + 2; 12 - 5).
Game "Fun Squares".
Target: strengthen addition skills, mathematical operations.
Game material and visual aids: drawn squares.
Description: in the drawn squares it is necessary to arrange the numbers in the cells so that along any horizontal and vertical rows, as well as along any diagonal, the same specific number is obtained.
Number 6
Game "Mathematical Kaleidoscope".
Target: develop ingenuity, intelligence, and the ability to use mathematical operations.
Description:
Three boys - Kolya, Andrey, Vova - went to the store. On the way they found three kopecks. How much money would Vova find if he went to the store alone? (Three kopecks.)
Two fathers and two sons ate 3 eggs at breakfast, and each of them got a whole egg. How could this happen? (Three people were sitting at the table: grandfather, father and son.)
How many ends do 4 sticks have? What about 5 sticks? What about 5 and a half sticks? (4 sticks have 8 ends, 5 sticks have 10 ends, 5 and a half sticks have 12 ends.)
The field was plowed by 7 tractors. 2 tractors stopped. How many tractors are there in the field? (7 tractors.)
How to bring water in a sieve? (Freeze her.)
At 10 o'clock the baby woke up. When did he go to bed if he slept for 2 hours? (At 8:00.)
Three little goats were walking. One is in front of two, one is between two, and one is behind two. How were the kids doing? (One after another.)
My sister is 4 years old, my brother is 6 years old. How old will your brother be when your sister turns 6? (8 years.)
The goose weighs 2 kg. How much will he weigh when he stands on one leg? (2 kg.)
7 candles were burning. Two were extinguished. How many candles are left? (Two because the rest burned down.)
Kondrat walked to Leningrad,
And there were twelve guys coming towards us.
Each person has three baskets.
There is a cat in every basket.
Each cat has 12 kittens.
How many of them went to Leningrad?
K. Chukovsky
(Kondrat alone went to Leningrad, the rest went to meet him.)
Game "Collect scattered geometric shapes."
Goals: consolidate knowledge of geometric shapes; teach using a drawing (sample) to assemble geometric shapes in a certain sequence in space; support children's desire to play.
Game material and visual aids: a set of color charts depicting geometric shapes and colored geometric shapes for each child.
Description: children choose any geometric figure of a certain color, but first choose a leader who will collect the geometric figures in a certain order. To the music or tambourine, children run around the group room or kindergarten area. As soon as the music stops, the children freeze in place. The presenter arranges the children according to the picture shown on the sheet.
Note. Geometric shapes can be in the form of hats.
Subject:“Dividing a whole into parts, counting to 15”
Tasks:
Divide the whole into parts, establish a relationship between the whole and the part;
Counting up to 15, understand quantitative relationships between numbers.
2. Fasten:
Symmetrical arrangement of objects on a plane;
Adding and subtracting numbers by 2 when solving problems.
Demo material: 2 potatoes of different sizes; Bowl; knife; 2 chef toys; toys for counting (14 and 15 pieces).
Handout: checkered notebooks; colored pencils (markers).
Progress of the lesson
Children sit in a semicircle. On the table in front of them are potatoes, a bowl, a knife, and 2 toy cooks.
— The cooks decided to cook potatoes today. There are two potatoes here. They are identical? (One is larger, the other is smaller.) How to divide these 2 potatoes equally between the two cooks?
(Children's reasoning.)
The teacher cuts a large potato in half.
The teacher cuts a small potato in half.
- How did I cut this potato? (In half.) How many parts did I get? Are they equal?
The teacher gives one cook 2 parts of a large potato, and the second - two parts of a small potato.
- So I divided the potatoes equally. Did I do the right thing? (Children's reasoning.) Why is it wrong? Did I give 2 parts to one cook and 2 parts to another? It turned out equally.
Children prove that the number of potato parts is the same, but these parts are different in size.
- Well done guys, they helped me figure it out. I suggest dividing into 2 teams and playing the game “Collect toys”. Each team needs to collect and place toys on their table: the first team puts 13 toys, and the second team puts 14 toys.
Children collect toys in a group and place them on the table.
— How many toys did your team deliver? (13.) How much is yours? (14.) Who has more toys? How long?
- Now let the second team put another toy on the table. How many toys does the second team have? (15.) Now we are familiar with the number 15.
The teacher explains to the children the formation of the number 15 (similar to lesson 59), shows them the numbers 1 and 5.
— These numbers correspond to the number 15, they are familiar to you.
The teacher thanks the children for their work and invites them to go to the tables on which there are notebooks and colored pencils (markers).
- Open your notebooks. I suggest you complete the task “Complete the second half” using colored pencils (markers)
“You did a great job, it’s time to solve the problems.” I read the problem to you, you solve it, and one of you makes an example for this problem on the board.
Tasks
Mushrooms were drying on the trees,
Well, in the rain, of course, we got wet.
Three little yellow ones
Two thin mushrooms.
You guys don't be silent
How many mushrooms are there? Tell!
There were ten trees in the garden.
Two were cut down last year.
Guys, I can't find the answer:
How many trees are left in the garden?
Four Alyonkas, two Natashas
They played tag in the spring sun.
So how much, guys, answer quickly,
Did the children play under the spring sun?
Six scarves. And two of them are embroidered with patterns.
How much embroidery do we have left?
We'll do the math soon.
V. Volina
- You did a great job today. Thanks everyone!
Anahit Tovmasyan
Summary of educational activities on mathematical development for children of the preparatory group “Number 15, figure 15”
Program content: Introduce education numbers 15 and with a new counting unit; learn to write down education number 15, read entry; teach writing number 15; develop the ability to recreate silhouettes based on a model; continue to develop the skills of self-control and self-esteem; consolidate knowledge about forward and backward counting, about neighbors numbers, days of the week; cultivate the ability not to interrupt an adult. Develop the ability to listen to an adult and not interrupt.
Material: colored pencils, simple pencil, "Vietnamese Game".
Progress of the lesson:
1. Mathematical warm-up: Children stand in a circle, pass the ball around circle:
Direct counting from 1 to 14;
Count down from 14 to 1;
Name your neighbors numbers 2,3,5…
Name the days of the week;
What day of the week is Monday, Tuesday...
2. "Listen, count, write down" work in a notebook
Reading a poem by V.P. Gudimova:
Vanya has one game:
“Get into battle, sailors, have fun!”
He blew and swam in the bath
All fifteen ships.
How many large ships are there in the picture? (ten)
How can you say it differently? (One ten)
Let's color them green.
How many small boats are there in the picture? (five)
Let's color them yellow.
How many ships are there in total in the picture? (fifteen)
How did it happen number 15? (add five to ten)
Write how it turned out number 15, and read the entry. (ten plus five equals fifteen)
3. “We are writing Number 15»
Invite the children to write number 15 to the end of the line as shown in
4. Physical education minute: “Fast rockets are waiting for us...”
Chairs stand in a circle, children run freely around group and pronounce words with teacher:
Fast rockets are waiting for us
For walks on the planets.
Whatever we want
Let's fly to this one!
But there is one secret in the game -
There is no room for latecomers.
The teacher removes one chair and the children sit down for the last words. The game is repeated 2 – 3 times.
5. "Vietnamese Game"
An adult tells the children that while they were playing, the fish scattered. Asks
help collect them. U children there are two sets of different colors. Children sort by color and assemble fish silhouettes according to the pattern.
6. “Who can name more proverbs and catchphrases with numbers?»
One for all and all for one.
Better to see once than hear a hundred times.
One head is better, but two are better.
If you chase two hares, you won't catch either.
If you don’t recognize a friend in three days, you recognize him in three years.
The horse has four legs, and even he stumbles.
Have at one's fingertips. (Know well)
Try it on seven times, cut it once.
Seven do not wait for one.
Seven Fridays a week.
Absolute zero, round zero. (Useless man)
7. Self-monitoring and self-assessment of the work performed in the notebook
Let's check the work with you notebooks:
1) 10 green ships painted over
2) There are 5 yellow ships painted over
3) The entry 10+5=15 must be made
4) Written number 15 skipping one square
Those who have no errors - green, 1 - 2 errors - yellow, if the task is not completed - red. (traffic lights).
I really enjoyed having you today attentive, smart, persistent and that’s why you managed to find the treasure. Our journey is over.
Publications on the topic:
Summary of a lesson on mathematical development for children of the middle group “Counting to four. Number and figure 4" Notes on mathematical development for children of the middle group “Counting to four. Number and figure 4" on 10/06/2017 Prepared by: Ovcharenko.
One of the leading principles of modern preschool education is the principle of developmental education. The development of initial mathematical knowledge and skills stimulates the comprehensive development of children, forms abstract thinking and logic, improves attention, memory and speech, which will allow the child to actively explore 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 and organization.
Goals and objectives of mastering the basics of mathematics for different kindergarten groups
Arithmetic is the foundation on which the ability to correctly perceive reality is built, and creates the basis for the development of intelligence and intelligence in relation to practical issues.
I. Pestalozzi
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 mental 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.
Software tasks:
- First junior group (two to three years):
- teach the skills of determining the number of objects (many-few, one-many);
- learn to distinguish objects by size and designate them in words (large cube - small cube, large doll - small doll, large cars - small cars, etc.);
- teach to see and name the cubic and spherical shape of an object;
- develop orientation within the group premises (game room, bedroom, toilet, etc.);
- give knowledge about parts of the body (head, arms, legs).
- Second junior group (three to four years):
- Middle group (four to five years):
- Senior and preparatory groups (five to seven years):
Pedagogical techniques of FEMP
- Visual (sample, display, demonstration of illustrative material, videos, multimedia presentations):
- Verbal (explanations, questions, instructions, comments):
- Practical:
- Exercises (tasks, independent work with sets of didactic materials), during which children repeatedly repeat practical and mental operations. In one lesson, the teacher offers from two to four different tasks with each being repeated two or three times for reinforcement. In the middle and older groups, the complexity and number of exercises increases.
- Gaming techniques involve the active use of surprise moments, active, and didactic games in the classroom. With older preschoolers, they begin to use a set of game tasks and verbal games based on action according to the idea: “Where is more (less)?”, “Who will name it first?”, “Say the opposite,” etc. The teacher uses elements of games in pedagogical practice exploratory and competitive in nature with a variable variety of exercises and tasks according to difficulty level.
- Experimentation invites the child, through trial and error, to independently come to some important conclusion, measure volume, length, width, compare, discover connections and patterns.
- Modeling geometric shapes, building numerical ladders, and creating graphic models stimulate cognitive interest and help develop interest in mathematical knowledge.
Video: math lesson using LEGO (middle group)
How to get kids interested in math at the beginning of class
To activate the attention of his students, the teacher can use poems, riddles, didactic games, costume performances, demonstration of illustrations, viewing multimedia presentations, videos or animated films. The surprise moment is usually built around a popular fairy tale or literary plot that is loved by children. His characters will create an interesting situation, an original intrigue that will involve children in the game or invite them on a fantastic journey:
Table: card index of game tasks in mathematics
| Name of the game | Game content |
| Drawing up geometric shapes |
|
| Chain of examples | The adult throws the ball to the child and calls a simple arithmetic, for example, 3+2. The child catches the ball, gives an answer and throws the ball back, etc. |
| Help Cheburashka find and fix the mistake | The child is asked to consider how the geometric shapes are arranged, in what groups and by what criteria they are combined, notice the error, correct it and explain. The answer is addressed to Cheburashka (or any other toy). The error may be that there may be a triangle in the group of squares, and a red one in the group of blue shapes. |
| Only one property | The two players have a full set of geometric shapes. One places any piece on the table. The second player must place a piece on the table that differs from it in only one attribute. So, if the first one puts a yellow big triangle, then the second one puts, for example, a yellow big square or a blue big triangle. The game is built like a domino. |
| Find and name | |
| Name the number | The players stand against each other. An adult with a ball in his hands throws the ball and names any number, for example, 7. The child must catch the ball and name adjacent numbers - 6 and 8 (smaller first). |
| Fold a square | To play the game you need to prepare 36 multi-colored squares measuring 80x80 mm. The shades of colors should be noticeably different from each other. Then cut the squares. After cutting the square, you need to write its number on each part (on the back side). Tasks for the game:
|
| Which? | Material: ribbons of different lengths and widths. How to play: Ribbons and cubes are laid out on the table. The teacher asks the children to find ribbons of the same length, longer - shorter, wider - narrower. Children pronounce using adjectives. |
| Guess the toy | Material: 3–4 toys (at the discretion of the teacher) Progress of the game: The teacher talks about each toy, naming external signs. The child guesses the toy. |
| Lotto "Geometric Shapes" | Material: Cards depicting geometric shapes: circle, square, triangle, ball, cube and rectangle. Cards depicting objects of round, square, triangular, etc. shapes. Progress of the game: The teacher gives the children cards with images of geometric shapes and asks them to find an object of the same shape. |
| Tell us about your pattern | Each child has a picture (a rug with a pattern). Children must tell how the elements of the pattern are located: in the upper right corner there is a circle, in the upper left corner there is a square. In the lower left corner there is an oval, in the lower right corner there is a rectangle, in the middle there is a circle. You can give the task to talk about the pattern that they drew in the drawing lesson. For example, in the middle there is a large circle, rays extend from it, and flowers in each corner. At the top and bottom - wavy lines, on the right and left - one wavy line with leaves, etc. |
| What number is next? | Children stand in a circle with the leader in the center. He throws the ball to someone and says any number. The person who catches the ball calls the previous or subsequent hang. If the child makes a mistake, everyone calls out that number in unison. |
| Count and name | “Count how many times the hammer hits, and show a card on which the same number of objects are drawn” (The teacher makes from 5 to 9 sounds). After this, he invites the children to show their cards. |
Video: outdoor games for mathematics in the preparatory group
Table: mathematics in poems and riddles
| Geometric figures | Check | Days of the week |
| I have no corners And I look like a saucer On the plate and on the lid, On the ring, on the wheel. Who am I, friends? (Circle) Folded four sticks And so I received a square. He's known me for a long time Every angle in it is right. All four sides Same length. I'm glad to introduce him to you, And his name is... (Square) The circle has one friend, Everyone knows her appearance! She walks along the edge of the circle And it's called a circle! I took a triangle and a square, He built a house from them. And I am very happy about this: Now a gnome lives there. We will put two squares, And then a huge circle. And then three more circles, Triangular cap. So the cheerful eccentric came out. A triangle has three sides And they can be of different lengths. The trapezoid looks more like a roof. The skirt is also drawn as an a-line. Take a triangle and remove the top - You can get a trapezoid this way. | There's a puppy sitting on the porch Warms his fluffy side. Another one came running And sat down next to him. How many puppies are there? A rooster flew up onto the fence, Met two more there. How many roosters are there? Who has the answer? Five puppies were playing football One was called home. He looks out the window, thinks, How many of them are playing now? Four ripe pears It was swinging on a branch. Pavlusha picked two pears, How many pears are left? Brought by the mother goose Six children take a walk in the meadow. All the goslings are like balls. Three sons, how many daughters? Grandson Shura is a kind grandfather Yesterday I gave seven pieces of sweets. The grandson ate one candy. How many pieces are left? Badger Grandmother I baked pancakes I invited three grandchildren, Three pugnacious badgers. Come on, how many badgers are there? Are they waiting for more and are silent? This flower has Four petals. And how many petals Two flowers like this? | On Monday I did the laundry I swept the floor on Tuesday. On Wednesday I baked kalach All Thursday I was looking for the ball, I washed the cups on Friday, And on Saturday I bought a cake. All my girlfriends on Sunday Invited me for my birthday. Here is a week, there are seven days in it. Get to know her quickly. First day of all weeks It will be called Monday. Tuesday is the second day He stands in front of the environment. Middle Wednesday It was always the third day. And Thursday, the fourth day, He wears his hat on one side. Fifth - Friday-sister, A very fashionable girl. And on Saturday, day six Let's relax as a group And the last one, Sunday, Let's set it up as a day of fun. - Where is the slacker Monday? - Tuesday asks. - Monday is not a slacker, He's no slacker He's a great janitor! It's for Chef Wednesday He brought a bucket of water. Fireman Thursday He made a poker. But Friday came - Shy, tidy, He left all his work And I went with her on Saturday By Sunday for lunch. I said hello to you. (Yu. Moritz). |
Photo gallery: didactic games for the development of mental arithmetic
How many flowers does a bee need to fly around? How many apples are on the branch, how many are on the grass? How many mushrooms are there under the high tree, and how many are there under the low one? How many hares are there in a basket? How many apples did the children eat, and how many were left? How many ducklings? How many fish swim to the right, how many to the left? How many Christmas trees were there, how many were cut down? How many trees, how many birches are there? How many carrots did the bunny eat? How many apples were there, how many are left?
Video: educational cartoon (learning to count)
Stages of development of counting activities by age groups
Preparatory “pre-numerical” stage (three to four years). Mastering comparison techniques:
- Imposition is the simplest method, which is taught using toys, as well as sets of colorful illustrative cards with images of three to six objects. For adequate perception during this period of training, the drawn elements are arranged in one horizontal row. The cards, as a rule, are accompanied by additional handouts (small-sized elements), which are placed or superimposed on the images by moving the hand from left to right so as not to completely cover the pictures. The teacher guides children to understand and remember the sequence of actions, the meaning of the expressions “the same,” “one to one,” “as much as,” “equally.” The teacher accompanies the demonstration of the overlay technique with clarifying explanations and questions: “I give each hedgehog an apple. How many apples did I give to the hedgehogs? After strengthening the children’s understanding of the principle of correspondence, the teacher moves on to explain the concept of “equally”: “There are as many apples as there are hedgehogs, that is, equally.”
- Application - to master the technique, the principle of two parallel rows is used, objects are drawn in the top row, the bottom row can be drawn into squares for ease of perception. Having placed objects on the drawings, the teacher moves them to the corresponding squares in the bottom row. Both techniques are practiced when kids master the concept of inequality: “more than; less than”, while the quantitative groups for comparison differ in only one element.
- Paired comparison, for which the teacher makes pairs of different objects (cars and nesting dolls), then turns to the children with the question: “How did we know that there are equal numbers of cars and nesting dolls?”
Video: mathematics in the second junior group
Counting stage within 5 (four to five years):
- Step one is a numerical comparison of two groups of elements arranged in two horizontal rows, which are located one below the other for greater clarity. Distinctions (more, less, equal) are fixed by words denoting numerals, thanks to which children perceive the relationship between number and the number of elements. The teacher adds or subtracts one item, which helps to see and understand how the next or previous number can be obtained.
- Step two 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. Then the kids are asked to form a quantitative group based on the named number, for example, “Collect 2 cubes and 4 balls.”
Video: counting in the middle group
Counting stage within ten (five to seven years).
Techniques based on the principle of obtaining the next number from the previous one and vice versa by adding or subtracting one are still the main ones. The exercises are structured around a visual comparison of two groups of different objects, for example, a car and a nesting doll, or objects of the same type, but divided into groups according to a certain criterion, for example, red and blue houses. As a rule, during the lesson two new numbers are given, following each other, for example, six and seven. In the third quarter of the older group, children are introduced to the composition of numbers from units.
To develop the mental operation of counting, the exercises become more complex; children are offered tasks related to counting sounds (claps or sounds of musical instruments), movements (jumping, squats) or counting by touch, for example, counting small parts of a construction set with their eyes closed.
Video: counting in the senior group
How to Plan and Conduct a Math Lesson
A math lesson is held once a week, the duration depends on the age of the children:
- 10–15 minutes in the younger group;
- 20 minutes ;
- 25–30 in high school and prep.
During classes, both collective and individual forms of work are actively practiced. The individual format involves performing exercises near the demonstration board or at the teacher’s desk.
Individual exercises, along with collective forms of training, help solve the problems of assimilation and consolidation of knowledge and skills. In addition, individual exercises serve as a model for collective performance. The optimal option for organizing and conducting mathematics classes involves dividing children into subgroups, taking into account different intellectual abilities. This approach 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.
Video: individual lesson with three-year-old children
Table: card index of topics for getting to know numbers in the preparatory group
| Subject | Tasks |
| "Numbers 1–5" | Repeat numbers 1–5: education, spelling, composition; strengthen quantitative and ordinal counting skills; develop graphic skills; consolidate the concepts of “subsequent” and “previous” numbers. |
| "Number 6. Number 6" | Introduce the formation and composition of the number 6, the number 6; consolidate an understanding of the relationship between part and the whole, ideas about the properties of objects, geometric concepts, consolidate ideas about a triangle, train children in solving problems, identifying parts in a problem. |
| "Longer, shorter" | To develop the ability to compare the length of objects “by eye” and using direct superposition, to introduce the words “longer” and “shorter” into speech practice, to consolidate the relationship between the whole and parts, knowledge of the composition of numbers 2–6, counting skills: forward and backward counting, solution addition and subtraction problems, practice writing the solution to a problem, and composing problems based on the proposed expression. |
| “Measuring length” (three lessons) | To form an idea of measuring length using a measure, to introduce such units of length as step, span, cubit, fathom. Strengthen the ability to compose mini-stories and expressions from pictures, counting skills in forward and reverse order, repeat the composition of numbers within 6, introduce the centimeter and meter as generally accepted units of length, develop the ability to use a ruler to measure the lengths of segments. |
| “Number 7. Number 7” (three lessons) | To introduce the formation and composition of the number 7, the number 7, to consolidate the idea of the composition of numbers 2–6, the relationship between the whole and parts, the concept of a polygon, to train children in solving examples like 3+1, 5─, to improve the ability to work with a plan and map, the ability measure the length of segments using a ruler, repeat the comparison of groups of objects using pairings, techniques for counting and counting one or more units on a number line, consolidate the ability to compare the number of objects, use signs<, >, =. |
| "Heavier, lighter" | It is harder to form ideas about concepts - it is easier on the basis of direct comparison of objects by mass. |
| "Mass Measurement" | To form in children ideas about the need to choose a measure when measuring mass. Introduce the 1 kg measurement. |
| "Number 8. Number 8" | To introduce the formation and composition of the number 8, the number 8, to consolidate ideas about the composition of numbers 2–7, counting skills in forward and reverse order, the relationship of the whole and parts. |
| "Volume" | Form an idea of volume (capacity), comparison of vessels by volume using transfusion. |
| "Number 9. Number 9" | Introduce the composition and formation of the number 9, the number 9, introduce the dial of a clock, form ideas about determining time by a clock, train children in composing problems using pictures, writing down solutions, and solving mazes. |
| "Square" | Form ideas about the area of figures, comparing figures by area directly and using a conventional measure. |
| "Number 0. Digit 0" | To consolidate the idea of the number 0 and the number 0, about the composition of the numbers 8 and 9, to develop the ability to make numerical equalities from drawings and vice versa, to move from drawings to numerical equalities. |
| "Number 10" | To form ideas about the number 10: its formation, composition, recording, to consolidate an understanding of the relationship between the whole and parts, the ability to recognize triangles and quadrilaterals, to develop graphic skills, the ability to navigate on a sheet of paper in a box (graphic dictation). |
| "Ball. Cube Parallelepiped" | To develop the ability to find objects shaped like a ball, cube, or parallelepiped in the environment. |
| "Pyramid. Cone. Cylinder" | To develop the ability to find objects in the shape of a pyramid, cone, or cylinder in the environment. |
| "Symbols" | Introduce children to the use of symbols to indicate the properties of objects (color, shape, size). |
Video: mathematics in the preparatory group
Lesson structure and outline
Lesson structure:
- The organizational part is a motivating start to the lesson.
- The main part is the teacher’s practical explanations and the children’s independent completion of tasks and exercises.
- The final part is the analysis and assessment by children of the results of their work.
Table: notes from S. V. Smirnova’s lesson “In the footsteps of Kolobok” in the senior group
| Goals and objectives | Didactic goal: to form children’s understanding of how the number 8 is formed. Tasks:
Materials: counting material (carrots, multi-colored strips of paper, buns, bagels), drawings of felt boots with geometric patterns, album sheets with images of hare tracks, 3 boxes of different sizes, figures of animals and a magpie, a figurine of Kolobok. |
| Organizational part | - Children, this morning I saw a bird on my table. Do you know what kind of bird this is? (Magpie). They say that she flies everywhere, knows everything, and brings news on her long tail. So today she brought us some kind of message. Let's read it. “I left my grandmother, I left my grandfather. Got into trouble. Save." No signature. Apparently someone was in a hurry. Do you know from whom the magpie brought this note? (from Kolobok). Children, who wants to help our friend? But the journey can be dangerous. Aren't you afraid? Then we hit the road. (There are sheets on the floor with images of hare tracks)
Children, what animal left these tracks? (hare) |
| Main part | - Hello, dear hare. Tell me, please, did our friend, Kolobok, pass here? (The hare “whispers” in his ear). Yes, children, Kolobok was here. The bunny will help us, but let us also help him. - The bunny brought home a whole basket of carrots. Bunny has a large family - 8 bunnies. Will his kids have enough carrots? Let's help him count how many carrots (count to 7). Oh, look, there’s another one at the bottom. How much is it now? How much was there, how much was added, how much became? (counting forward and backward). Children, the bunny thanks us and says that Kolobok went to the Wolf. - Hello, dear Wolf! Have you met our friend, Kolobok? (The wolf “whispers” in his ear). Yes, our friend was here. Gray Wolf will help us. Let's help him too. The Wolf got ready to repair his home for the winter and prepared some planks. Let's help him sort them out. Select 7 planks each and place them in front of you. There are still boards left. Think about what needs to be done so that everyone has 8 planks. How much was there, how much more did they take, how much was it? Let's build a house for the Wolf from planks. (Children design houses for the Wolf) Children, the Wolf really liked your houses, he says that every day he will change his home, moving from one house to another. And now he invites you to rest. Physical education lesson “The wind shakes the Christmas tree”
Well, guys, it’s time for us to go, Kolobok went to the Bear.
Children, Chanterelle is waiting for guests, she baked buns and bagels, she baked a lot and wondered if there would be enough for all the guests equally? That's why she hid our flour sweet Kolobok. Let's help Fox, compare the number of bagels and buns (compare in pairs, equalize sets).
|
| Final part | - Children, are you glad that you saved Kolobok? Well done! Let's tell our friend who we met along the way and who we helped. (Children, passing a toy to each other, talk about their journey). |
Video: lesson on FEMP in the senior group “Journey through mathematics with Masha and the bear”
Features of mathematics classes for gifted children
A child’s giftedness is an individual, bright manifestation of a strong, active, non-standard, rapidly developing intellect that is significantly ahead of average age indicators. The goal of working with gifted children is to create favorable conditions for motivating the development of mathematical abilities.
Gifted children can be offered a quantitatively different volume, as well as a searching, problem-based nature of the presentation of educational material. To implement this approach to learning, it is advisable to use tasks of increased complexity taken from the training program for older children.
Gifted children can be offered a quantitatively different volume, as well as the exploratory, problem-based nature of the presentation of educational material
Methods of working with gifted children:
- A specially organized developmental environment that stimulates the development of observation, curiosity, and creative thinking (educational mathematical games, didactic material for experimentation, construction kits).
- Organization of the work of the mathematical circle.
- Unconventional original methods of early development that have proven to be highly effective, for example, Dienesh's logic blocks, Cuisenaire's sticks, and the Nikitin spouses' puzzle games.
- The use of modern ICT teaching tools, which will make classes more interesting, creative, vibrant, and emotionally rich.
- Individual format of work, the use of game techniques that develop children’s mathematical abilities.
Photo gallery: example of tasks for working with gifted children
Logical tasks with geometric pictures Graphic tasks and diagrams Didactic tasks with numbers Tasks to identify a logical sequence Interesting examples in pictures Logical tasks in diagrams and pictures Logical patterns in signs and symbols Paired counting in pictures Examples in tables Distribution of objects according to characteristics Connecting the dots in order Task to determine the correspondence of the task and the scheme Numerical patterns and patterns in cells Numerical patterns and graphic pictures Numerical puzzles
Table: summary of the mathematics lesson “Rocket at launch” for working with gifted children by S. A. Goreva
| Goals and objectives | Goal: to diagnose children’s ability to independently find a solution to a problem. Tasks: Develop:
Pin:
|
| Form of conduct | “Class without a teacher” |
| Materials |
|
| Organizational part | The teacher invites the children to “launch a rocket into space,” and to do this they need to complete several tasks independently, without the help of adults. For each correctly completed task, you will be given some elements that will help launch the rocket. The teacher reminds the children that they can complete tasks only if they act together and listen to the opinions of others. Please note that as the game progresses, sound signals will sound, indicating to players that they are going in the wrong direction and need to look for another way to solve the problem. (Sound signals are necessary, as this allows children to navigate a little in the decision options and not mark time). |
| Main part |
|
Video: Nikitin’s game “Fold the square”
Features of mathematics classes for preschoolers with general speech underdevelopment
Features of the development of mathematical skills in children with general speech underdevelopment (GSD):
- Slurring, unintelligibility of speech, and poor vocabulary lead to the fact that children often feel insecure during frontal classes.
- A speech defect leads to problems of unstable attention, small memory capacity, low level of development of logical and abstract thinking, and accordingly, difficulties arise with the perception of educational material:
- mirror way of writing numbers;
- difficulties with forming a number series;
- problems with spatial and temporal orientation.
Features of corrective complex work on FEMP in a speech therapy group:
- The implementation of software mathematical tasks is combined with the implementation of speech therapy tasks. The work is planned on the basis of a thematic principle, for example, while studying the theme of the week “Fruits”, children count them, compare them by color, shape, size, divide them into groups, and create simple problems.
- To develop counting skills, it is important to monitor the correct use of case forms of cardinal numerals paired with nouns (one apple - three apples).
- It is necessary to encourage children in a friendly manner to give detailed answers, improve monologue speech, and develop communication skills.
- The teacher’s speech should be clear, unhurried, and accompanied by repetitions of important information for a more detailed and in-depth understanding of it.
- If possible, use individual and group classes more often in the morning and evening.
- Try to consolidate the skills of ordinal and quantitative counting during everyday activities (counting floors, cars while walking, objects and characters in reading classes, movements in physical education classes, etc.).
- In classes on visual arts and paper construction, consolidate spatial concepts.
Table: summary of a mathematics lesson “The Journey of a Point” in a senior speech therapy group by L. S. Krivokhizhina
| Tasks | Educational:
Correctional and developmental:
|
| Materials | Demonstration material: planar geometric shapes (circle, square, rectangle), a paper dot and a magnet of the same color for working on the board. |
| Organizational part | Creating a positive emotional background. - Guys, I want to give you a good mood, and a smile will help me with this. I give you a smile and a good mood, and you will smile back at me. Motivational - orientation stage Educator: - Children, I know that you really like listening to fairy tales? Wouldn’t you like to get into a fairy tale yourself? Once upon a time there lived a little Dot. She lived in a land of geometric shapes. But an evil wizard kidnapped her and doesn’t want to let her go. Guys, we need to help our heroine - Dot. She really wants to go home - to the magical land of geometric shapes. She is so small, timid, and only you can help her. Fine? The fairy tale begins, and you are the main characters in it. Heroes always help those who are in difficulty. - Today we will travel together through a fairy tale, not a simple fairy tale, but a magical one, with mathematical tasks. And to get into a fairy tale, you need to close your eyes and say the magic words: “A wonderful miracle, come true, and we will find ourselves in a fairy tale.” We open our eyes. You guys and I are in a fairy tale. Well, let's get down to business and help out our dot? |
| Main part |
Educator:
|
| Final part | - Where did we go today, guys? - What did you like? - What would you like to wish your friends? |
Photo gallery: didactic material for the lesson
Children group the shapes according to their shape. Two numbers together must form the number 5. Large dots conventionally depict animal houses. It is suggested that they use felt-tip pens to connect the houses with paths of different colors. As a result of the experiment, children understand that the ribbons are of different lengths. Children connect the cut pictures of animals into a solid image. Game “Roll up the ribbons” for Children. it is proposed to connect geometric shapes with a certain color
Features of mathematics classes for hearing-impaired preschoolers
Hearing impairment is a complete or partial loss of the ability to perceive sounds. Depending on the degree of development of the problem, hearing-impaired children may have sufficiently developed speech with significant defects; the second group of hearing-impaired children includes children with serious speech underdevelopment.
One way or another, all children with hearing loss have problems associated with mental and speech development and face difficulties in interacting with people around them. The main channel of perception of the outside world is visual, therefore such children have a lower threshold for fatigue, unstable attention, as a result of which they make more mistakes. Hearing-impaired children are educated in special compensatory, combined type kindergartens with specialized (no more than six children) or integrated mixed (one or two children in a regular group) groups.
Teaching methods:
- Sign language - a specific gesture is a symbolic representation of a word, finger alphabet, when a finger sign displays a letter.
- An oral method that teaches spoken language without gesturing.
Punch cards are cardboard cards with cut-out “windows” into which children write answers. This visual and practical method expands the possibilities of implementing individual training.
An example of punch cards for working in a correctional group:
- “Complete the figure” - a task to discover patterns.
The task requires children to have sufficiently developed logical thinking
- “Put the right sign” - strengthening comparison skills.
The task is aimed at strengthening comparison skills and the use of “more” and “less” signs
- “Write down the signs and numbers” - a task to determine equality, inequality, presupposing knowledge of numbers and signs.
Children must write in the squares and numbers in accordance with the number of figures, and the inequality sign
- “Draw the missing fruits, fish...” - an exercise on the ability to correlate the number of objects with a number.
In this task you need to complete the missing number of objects in an empty cell
Mathematical exercises in kindergarten
It is difficult for preschool children to cope with monotonous monotonous work, so it is advisable to carry out motor, finger or breathing exercises with little fidgets in a timely manner, and in the process of work, include outdoor games of a mathematical nature.
Video: math exercise
Table: poems for math exercises
| The sun lifts us up to exercise, We raise our hands at the command “one”. And above them the foliage rustles merrily. We lower our hands on the command “two”. | One day the mice came out See what time it is. One two three four - The mice pulled the weights... Suddenly there was a terrible ringing sound, The mice ran away. |
| Darkness lay all around. One two Three - Run, run! Pinocchio stretched, Once - bent over, Two - bent over, Three - bent over. He spread his arms to the sides, Apparently I didn't find the key. To get us the key, We need to stand on our toes. | Fingers fell asleep Curled into a fist. (Clench your fingers into fists.) One two three four five! (Extend your fingers one by one). Wanted to play! The sun looked into the crib... One two three four five. We all do exercises We need to sit down and stand up, Extend your arms wider. One two three four five. Bend over - three, four, And stand still. On the toe, then on the heel - We all do exercises. |
| One, two - head up, Three, four - arms wider. Five, six - sit down quietly, Seven, eight - let's discard laziness. | One two three four five, We all know how to count. We also know how to relax - Let's put our hands behind our backs, Let's raise our heads higher And let's breathe easily. Pull up on your toes so many times Exactly as much as fingers on your hand. |
| One, two - head up. Three, four - arms wider. Five, six - sit down quietly. Once - rise. Pull yourself up. Two - bend over, straighten up. Three - three claps of your hands, Three nods of the head. Four - arms wider, Five - wave your arms, Six - sit quietly at the table. Together with you we believed And they talked about numbers. And now we stand together They kneaded their bones. On the count of “one”, let’s clench our fist. On the count of two, bend your elbows. On the count of three, press it to your shoulders. On four - to heaven. Well done And they smiled at each other. Let’s not forget about the “five” - we will always be kind. | Let's all raise our hands! The two sat down, hands down, Look at your neighbor. Once! - and up Two! - and down Look at your neighbor. Let's get up together, To give my legs something to do. They sat down once, they stood up twice. Who tried to squat Maybe he can rest. One two three four five. We know how to relax. We stood up and sat down a little And the neighbor was not hurt. And now I have to get up Sit quietly and continue. |
Diagnostics of mathematical development of preschool children
Diagnostics of mathematical development is a study that helps to identify the degree to which children’s real knowledge and skills correspond to the program goals and objectives of the FEMP. The information obtained allows us to draw useful conclusions and choose the most effective technology for achieving high results, as well as adjust further pedagogical work strategy. The research material usually includes playful written and oral tasks, questions for conversation, similar to those discussed in class.
Method:
- the research is carried out at the beginning (questions on the program of the previous year of study) and at the end of the school year by preschool teachers (head, methodologist, qualified teachers, specialist teachers);
- the form of implementation can be either group (no more than ten to twelve people) or individual;
- the task is read at a calm pace, up to three minutes are allotted for completion, they move on to the next task when the majority (about ninety percent) of the children have completed the task;
- The duration of the study should not exceed the time frame of a regular lesson corresponding to a certain age.
The study allows us to adjust further pedagogical work strategy
The results of the study make it possible to determine the level of development of the subjects’ mathematical knowledge:
- Tall - the child copes with solving assigned tasks independently, productively using the acquired knowledge and skills. The answers are formulated in detailed form, with explanations of the algorithm of actions and logically constructed reasoning. The subject uses special terms and demonstrates a high level of speech development.
- Average - the child partially copes with the task; the stock of program knowledge and skills is not enough to solve the problems without additional help, hints, and leading questions. A limited supply of special words does not allow one to give a well-formulated, complete answer; the child finds it difficult to explain the sequence of actions performed.
- Low - the child experiences serious difficulties while completing tasks, makes erroneous actions, misses some tasks, and the help of the teacher does not lead to a positive result. Does not know special terms, level of speech development is low.
Table: examples of tasks for diagnostics in the middle group
| Development indicators (what is being assessed) | Games and exercises |
| The ability to distinguish from which parts a group of objects is made up, to name their characteristic features (color, shape, size). | Game "Find and Color" Invite the children to color only the squares. - How many squares did you color? (3) - What size are the squares? - What color did you decorate the largest, smaller, smallest square? |
| Be able to count and count within 5, know the total of the count. | Game "Guess the riddle" - Draw as many circles in the rectangle as there are birds in the picture. |
| Ability to reproduce quantities using patterns and numbers. | Game "Count and Draw" - Draw as many circles in the lower rectangle as there are in the upper one. - Draw as many balls in the lower rectangle as there are in the upper one. |
| The ability to establish a connection between number and quantity. | Game "Find and Color" - Color as many squares as the number represents. |
| The ability to determine length, correlate several objects by length. | Exercise “Short and Long” The child is given a set of strips of the same width, but of different lengths. - Arrange the strips from longest to shortest. - Which strip is long (short)? - Which stripes are longer than the green one? - Which stripes are shorter than the red one? |
| The ability to see and name the properties of objects (width). | Game "Wide, Narrow" - Color the wide path with a yellow pencil, and the narrow path with green. - Who walks along the wide path? - On a narrow one? |
| Ability to distinguish objects by length and width. | Exercise “Compare tracks” Two tracks of different lengths and widths, a tennis ball. The teacher suggests comparing the paths by length and width. - Show me the long track (short track). - What can you say about the width of the tracks? - Show me the wide (narrow) path. - Roll the ball along a narrow (wide) path; along the long (short) path. |
| The ability to independently find a way to compare objects (overlay, application). | Exercise “Circles and Squares” 1. The child is asked to place all the circles on the top strip of the counting ruler, and all the squares on the bottom strip. - How many circles did you lay out, and how many squares? - What can you say about the number of circles and squares? (they are equal) - Put one square in the box. What can we say now about the number of circles and squares? 2. A box with figures is placed in front of the child. - How to determine which figures are more and which are smaller in a box? (Count). - How else can you check? (Place on top of each other, or put in pairs). |
| Ability to name geometric shapes (circle, square, triangle), geometric bodies (sphere, cube, cylinder). | Game "Find and Color". - Name the geometric shapes (circle, oval, square, rectangle). - Name three-dimensional bodies: sphere, cube, cylinder. - Color the ball with a red pencil, the cube with blue, and the cylinder with green. -What was painted red? Blue? Green? |
| The ability to independently determine the shape of objects, independently use visual and tactile-motor methods of examination to identify signs of geometric shapes. | Game "Find and name" On the table in front of the child, 10–12 geometric shapes of different colors and sizes are laid out in disarray. The presenter asks to show various geometric shapes, for example: a large circle, a small blue square, etc. |
| The ability to correlate the shape of objects with geometric figures. | Game “Match the shape with the geometric figure.” Object pictures (plate, scarf, ball, glass, window, door) and geometric shapes (circle, square, cylinder, rectangle, etc.). The teacher asks to correlate the shape of objects with known geometric shapes: a plate is a circle, a scarf is a square, a ball is a sphere, a glass is a cylinder, a window, a door is a rectangle, etc. |
| Orientation in space. | Game “Where will you go, what will you find?” In the absence of children, the teacher hides toys in different places in the room, taking into account the child’s expected location (in front, behind, left, right). For example, he hides a bear behind a screen in front, and places a matryoshka doll on the shelf behind him, etc. He explains the task: “Today you will learn how to find hidden toys.” Calling the child, he says: “If you go forward, you will find a bear, if you go back, you will find a nesting doll.” Where do you want to go and what will you find there? The child must choose a direction, name it and go in that direction. Having found a toy, he says which toy and where he found it. (“I went back and found a nesting doll on the shelf”). Note. At first, the child is asked to choose a direction only from 2 paired directions offered to him (forward-backward, left-right), and later - from 4. The number of toys located on each side is gradually increased. The task can be offered to 2 children at the same time. |
| The ability to independently determine the location of objects in relation to oneself. | Game "Assignment". Material: set of toys (matryoshka, car, ball, pyramid). The child sits on the carpet facing the teacher. - Arrange the toys as follows: the nesting doll is in front (relative to yourself), the car is behind, the ball is on the left, the pyramid is on the right. |
| Ability to navigate on a sheet of paper, on the plane of a table. | Exercise “What is where” - In the right rectangle, draw:
Tell us how the shapes are arranged in a rectangle. |
| Ability to navigate a group room. | Game "Name What You See". According to the teacher’s instructions, the child stands in a certain place in the group. Then the teacher asks the child to name the objects that are in front (right, left, behind) of him. Asks the child to show his right and left hand. |
| The ability to highlight and designate spatial relationships (“right” - “left”) in words. | Exercise “Left, Right.” Invite the children to color the clothes of the skier going to the right with a blue pencil, and the one going to the left with a red pencil. - Which direction is the skier in red going? (left). - In blue clothes? (to the right). |
| The ability to distinguish and correctly name parts of the day, their sequence | Game "When does this happen?" Pictures depicting parts of the day, nursery rhymes, poems about different parts of the day. Listen carefully to the nursery rhyme, determine the time of day and find the corresponding picture. Next, the teacher reminds the child of all parts of the day (using a poem). |
| The ability to understand time relations in the present, past and future tenses: today, yesterday, tomorrow. | Exercise “Answer correctly” The teacher speaks to the children: - What do you have to do today? (Walk, have lunch, sleep). - What did you do yesterday? (Drawing, playing, watching TV). - What are you going to do tomorrow? (Come to kindergarten, go to the pool, go on a visit). |
| Formation of the concepts “fast” - “slow”. | Game "Guess who's faster" - The lion and the turtle argued who would be the first to reach the palm tree. - Color the one who runs to the palm tree first. (A lion). -Who was painted? (Leo). - Why? (Because the turtle walks slowly and the lion runs fast). |
Thematic control on FEMP
Thematic control over the work of preschool teachers, aimed at developing mathematical knowledge, skills and abilities in students, pursues certain goals.
- To identify the degree of effectiveness of pedagogical work using the following methods:
- self-analysis of professional skills;
- interview with teachers;
- analysis of self-education of educators;
- analysis of the content of the subject-development environment, information stands for parents;
- diagnostics of children's mathematical development;
- parent survey.
- To promote the exchange of teaching experience, to popularize methods and techniques that have demonstrated a high level of effectiveness.
- Provide methodological assistance to teachers who encounter problems in their work on the mathematical development of children.
Thematic control is carried out by a special commission consisting of representatives of the kindergarten administration and teachers based on the order of the head of the preschool educational institution and the control plan.
Table: example of a thematic control plan for FEMP
| Control issues | Control methods | Working materials | Responsible |
| 1. Survey of the level of development of cognitive interests and curiosity in children. | Observation ped. process. | GCD analysis map (children's activities). | Art. teacher |
| Studying children's cognitive interest. | Questionnaire “Studying the cognitive interests of children”, the “Little Curiosity” technique. | ||
| 2. System for planning educational activities with children in groups. | Analysis of work programs for working with children on this topic. | Card for checking work programs with children. | Art. teacher |
| 3. Level of professional skills of educators. | Analysis of the organization and conduct of open events. | Self-reflection map of an open event on children's cognitive development. | Head of preschool educational institution, Art. teacher |
| Analysis of teachers' professional skills. | Prof. self-esteem card skill of the teacher. | ||
| 4. Creation of conditions | Analysis of the conditions for the cognitive development of children according to the Federal State Educational Standard for Education. | Map of the survey of conditions for the cognitive development of children according to the Federal State Educational Standard for Education. Regulations on the competition for the best methodological support of the Center for Entertaining Mathematics. | Art. teacher, educational psychologist, teacher speech therapist |
| Review-competition of educational games and entertaining mathematics center. | |||
| 5. Working with parents | Parent survey. | Questionnaire for parents on this issue. |
