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All real future princes should play Save the Princess, because you are not born this way, but become this way thanks to brave and courageous actions. You need to do the right things from a very young age, then later you will definitely not be ashamed of your actions. Go through all the most difficult
Simple Examples in Mathematics should be played by all those who are beginning to get seriously acquainted with mathematical science. This is a huge section in our lives, because everything around us is connected with bills. At our house we often have two TVs, one computer, 10 cups, 5 plates. We're always up to something
Play Solving Examples 2nd Class is necessary for all those who are about to leave or are already in second grade. There is already a serious program for schoolchildren. You need to do math well now so that you don’t constantly have to catch up with the program later. Calmly solve simple examples first,
The game based on the characters Guppies and Bubbles: Tiles is about a logic puzzle where you need to collect tiles. At first it will be easy to do, because the tasks will be easy and even funny. And then you have to seriously strain your brains to pass the most difficult levels, but then the ass
Topic: Addition.
Target:
- form an idea of addition as a combination of groups of objects, of writing addition using the + sign;
- to form the experience of independently overcoming a difficulty under the guidance of a teacher based on the reflexive method, the experience of self-control, to consolidate the method of action “if I don’t know something, I’ll figure it out myself, and then I’ll test myself using a textbook”;
- train the ability to identify and name the properties of objects, the ability to compare objects by properties;
- train mental operations - analysis, comparison, generalization, abstraction, develop attention, memory, speech, imagination, logical thinking, initiative, Creative skills, communication skills, fine motor skills.
Materials for the lesson
Demo:
- 3 transparent plastic bags.
- Dummies of an apple and a pear.
- Worksheet for the teacher for task 3.1.
- Cards for identifying wagons for task 5.1.
- Sample of task 5.2(a).
- Sample of task 5.2(b).
Dispensing:
- Game “Broken Vase” (1 vase for each child). All vases are the same, cut differently.
- Worksheet for task 3.1.
- Ticket cards for boarding the tram for task 5.1.
Progress of the lesson
1.Introduction to the game situation.
Didactic tasks: to motivate children to be included in play activity, update children’s knowledge about the world around them, develop speech.
Children sit on chairs.
The teacher gathers the children around him and says that mom asked Tanya and Vanya to go to the store with her. While mom was getting ready, Tanya and Vanya started a game of tag.
Do you think the children did the right thing?
What games should you not play at home?
Why?
The teacher says that during the game, Tanya and Vanya dropped their mother’s favorite vase and broke it.
The teacher invites the children to correct the situation.
How can I do that? (You can glue the vase together.)
Do you want to help Tanya and Vanya glue a vase?
Can you do it?
2. Updating knowledge
2.1. Game "Broken Vase".
Didactic tasks:
- To update the idea of the whole and its parts, the relationship between them, the ability to compose a whole from parts;
- Train mental operations - analysis and comparison, develop attention, speech, and communication skills.
Children of 4-6 people approach the table, on which there are images of vases cut into two parts (for each). All parts are mixed.
The teacher says that the vase broke into 2 parts and offers to help Tanya and Vanya put the vase together in two parts. Each child must fold one vase.
After all the children have completed the task, the teacher asks the question:
How many pieces was the vase broken into? (Into 2 parts.)
Show one part, another part.
What did you do to make the vase intact? (We put the pieces together.)
What is larger - the whole vase or any part of it? (The whole vase is larger than any part of it.)
2.2.Game “In the store”.
Didactic tasks:
- Update ideas about the action of adding groups of objects;
- Train mental operations - analysis and comparison, develop memory, speech, imagination.
Children sit on a chair on the carpet. The teacher invites one of the girls to become Tanya for a while, and one of the boys to become Vanya. The teacher gives each of these children a transparent plastic bag. The teacher will be a mother who will also have a package.
The teacher says that after the children glued the vase together, they and their mother went to the store. Mom bought Tanya a pear (the teacher puts a pear in Tanya’s bag). Vanya’s mother bought an apple (the teacher puts an apple in Vanya’s bag). Mom didn't buy anything for herself.
What parts did the entire purchase consist of? (One part is an apple, the other part is a pear.)
Near the house, the children met their father, who had come home from work early to go to the zoo with the children.
Do you think children should take freshly bought fruit with them?
If the children answer in the affirmative, you need to ask them whether it is possible to eat with dirty hands, is it possible to eat unwashed fruit?
Children can offer to feed these fruits to the animals at the zoo.
What is written on the cages at the zoo? (Feeding the animals is prohibited.)
Why do you think this can't be done?
Tanya and Vanya decided to put the fruit in their mother’s bag and go to the zoo with their bags.
The teacher puts the fruits in the third bag and brings them result: parts (points to small bags) folded , connected, combined into a whole (points to a large bag).
3. Difficulty in a game situation.
- Game "Letter to Grandma."
Didactic tasks:
- Clarify children’s ideas about the action of addition and create a motivational situation for writing addition using the + sign;
- To form experience, under the guidance of a teacher, of fixing a difficulty, understanding its cause and experience in goal setting;
- Develop attention, imagination, logical thinking, speech.
Children sit at tables and work on the sheet for task 3.1.
The teacher says that the brother and sister want to write to their grandmother and tell them what they bought in the store and how they then put everything in their mother’s bag.
What did mom buy Tanya? (Pear.)
Draw a yellow apple in one small bag.
What did mom buy Vanya? (Apple.)
Draw a green triangle in another small bag.
What did the children do next? (They put everything in mom’s bag.)
The teacher clarifies: parts of the purchase folded, combined into one whole.
The teacher says that in order to show addition, it is not necessary to put the parts together - you can put an icon between the parts that tells you that the parts are added.
What sign can we write down?
We need to bring them to the fact that we do not know how the addition sign is written.
What will we do if we don’t know something? (You can ask someone who knows.)
4.Discovery of new knowledge.
4.1.Game “Letter to Grandma” (continued).
Didactic tasks:
- Clarify the meaning of addition and introduce the notation of addition using the + sign;
- Train self-control skills, mental operations - analysis, comparison, generalization, develop imagination, logical thinking, initiative, creativity, speech, fine motor skills.
Who knows this sign?
After the children answer, the teacher writes a + sign on the board between the small bags and says that the action of addition is indicated by this sign. Children write the + sign in their notebooks.
What ended up in mom's big bag after the children put parts of the purchase there? (Apple and pear.)
Draw an apple and a pear in a large bag.
The children draw in their notebooks, the teacher draws on the board.
The teacher draws the children's attention to two small bags with a sign between them and to a large bag.
In the first case, we added the parts and got a whole using a sign, and in the second case, we put the parts in one package and also got a whole.
We got two whole ones.
Do you think these integers are equal? (Equal.)
Why do you think so? (Because in two small bags there is an apple and a pear and in one large bag there are the same apple and pear.)
How can this be checked? (Draw magic strings.)
What sign can be placed between the small bags and the big one? (Sign =.)
The teacher writes an equal sign on the board, the children write in their notebooks.
Show the parts of the purchase.
Show your entire purchase.
The teacher does conclusion :
- The plus sign indicates that parts (points to small bags) folded connected, combined into a whole (points to a large bag);
- The equal sign indicates that two parts added together are equal to the whole.
5. Inclusion of new knowledge into the child’s knowledge system.
5.1.Game "Tram".
Didactic tasks:
- Strengthen ideas about the action of addition and its recording using the + sign;
- Train mental operations - analysis and comparison, develop attention and imagination.
The teacher invites the children to go to other stores with Tanya and Vanya.
What can you drive around the city?
Children list city transport. We choose, for example, a tram.
In order to board the desired tram, each child receives a card on which two bags are drawn with geometric figures lying in them and a + sign between them. Each bag should contain one figure.
The teacher gives tickets to the children.
On chairs located in different places in the group there are cards with large bags with geometric shapes drawn on them. Each child must perform an addition and go to the “tram” on which the corresponding number is located, that is, the result of the addition.
The task is checked individually for each child. Children's ticket cards are taken away.
We've arrived. Our stop.
5.2.Work in a notebook.
Didactic tasks:
- To consolidate ideas about the action of addition and its recording, to train the ability to add groups of objects and write it using the + sign;
- Train self-control skills, mental operations - analysis and comparison, develop attention, memory, speech, fine motor skills.
No. 1. Children sit at tables. The teacher offers to review the task.
What store did the brother and sister go to? (To the bakery.)
What did Tanya bring from the bakery? (3 bagels.)
Is this a whole purchase or part of it? (Part.)
What was Vanya carrying? (The loaf is the other part.)
The teacher invites the children to perform addition.
What sign was placed between the bags to make it clear that the bagels and loaf should be folded? (+ sign.)
How will you perform addition?
The children and the teacher say: first, in a large bag, I will draw the first part, that is, 3 circles, then the second part, that is, 1 oval.
How to check if the addition was performed correctly? (We need to draw magic threads.)
What sign should be placed between the small bags and the big bag? (Sign =.)
Children check the correctness of completing the task using a sample provided by the teacher.
№2.
Sometimes the goats wanted the same dinner, sometimes, like this time, everyone dreamed of their own dinner.
What does the goat on the left want for lunch? (Watermelon and yellow apple.)
What does the goat on the right want for lunch? (Melon and red apple.)
What should you do to find out what to bring to the goat brothers for lunch? (You need to add up both parts of lunch.)
Children do addition on their own.
6.Result of the lesson.
Didactic tasks: reflect on activities in class.
The teacher gathers the children around him.
Where have you been today?
What useful things did you do?
What new knowledge gave you the opportunity to write a letter to your grandmother, get on the right tram, feed the goats?
The teacher helps the children formulate the answer: because we have learned to add groups of objects.
Greetings to all readers of my blog. Mathematics for preschoolers is a very broad concept. Let's first talk about the stages of development of preschool children and understand what activities are suitable for each age. Then I'll share with you some fun activities that are easy to make yourself. I will share a wonderful math game that you can download. And I will give my feedback on the notebooks with examples that my child uses.
All photos in the article enlarge when you click on them
The ages of preschoolers are, of course, different, and the capabilities in mathematics of a three-year-old child will be very different from those of a five-year-old. You can change everything that will be described in this article to suit your child’s level.
Preschool age - stage mental development child in the age range from 3 to 7 years. Within its framework, three periods are distinguished:
- junior preschool age - from 3 to 4 years;
- average preschool age - from 4 to 5 years;
- senior preschool age - from 5 to 7 years.
All parents know that the more interesting the learning is, the more the child understands from it. Mathematics is not easy for everyone, so it is in this subject that you should pay attention to interactive classes. It doesn’t matter if these are games, tasks, logical tasks, you need to try to make sure that they are carried out in a form that is interesting for a preschooler. To get your child ready for an activity, you can spend a fun physical education session with him.
Entertaining game - Cooking pancakes
I'll start with a game that was a great success with my son, now he is 4 years 11 months old. It took me 10 minutes to prepare the material.
I needed:
- Thick cardboard;
- marker;
- scissors;
- an object that helps to draw a circle;
- kitchen spatula.
I took a piece of cardboard from the box, which I cut into circles. These are our pancakes, I even gilded their edges with a marker. I wrote examples on the front side and answers on the back side. The child is asked to prepare delicious pancakes for his mother, but they will only be tasty if he names the correct answer.
I was an active participant in this entertaining math game and, of course, I reacted strongly to the quality of the prepared pancakes. I will say that while watching the child, I realized another skill that is being practiced here. My preschooler did not immediately succeed in turning the pancakes over with a kitchen spatula. Rest assured that this fun game Coordination of movements also develops.
After all the pancakes were ready, Alexander decided to continue the game according to his own rules. He took the rest of the box and told me it was my plate. Using a kitchen spatula, the child carefully transferred all the pancakes to an imaginary plate. Then mom had to eat them. This is where I discovered my son’s memory! He suggested trying each circle, calling it by a different name.
- Mom, this is kulebyaka with rice, meat and a little fried onion. And this is baba with chocolate sauce.
And so with all 12 mugs that I was invited to try. The interesting thing is that the child never ate the dishes he named. He learned about them from the books we read and from English or French classes.
Fun activities on the math board
Having seen this video on YouTube, I really wanted to do something similar, and I was not mistaken! My son found this kind of math very interesting.
I had a board that was purchased for working with plasticine, but was not used for its intended purpose. Its color is brown and I decided not to paint it with black paint. Preparing the game took 5 minutes.
I needed:
- Thin board;
- hammer;
- stationery carnations;
- chalk;
- stationery erasers.
As you can see in the photo, we used this board many, many times. At first I wrote examples only for addition, then only for subtraction, then I began to alternate them.
Mathematics for preschoolers with a board, as well as with the game of pancakes, has enormous potential. In both cases, the mother can write examples based on her own child’s level of knowledge. The board can be easily used with two children - erased, wrote for the second. In addition to mathematical abilities, we train fine motor skills with rubber bands and nails. And the most important thing is that learning takes place in an entertaining way and the child enjoys it.
Entertaining tasks – Collect a flower
My son really loves stationery carnations. After making the board described above, I realized that the child’s interest would be even greater if he had to stick the nails in himself. Having already practiced such activities, I took a piece of polystyrene foam; it does not leave marks from the tip and can be used many times. It took 15 minutes to make the material.
I needed:
- Colored paper;
- a piece of foam;
- stationery carnations;
- chenille wire;
- hot gun;
- marker,
- a mitt for rubbing the machine (you can use colored paper).
At the time of the lesson, we had prepared cores 80, 90 and 100. The child is offered one core and many petals and leaves. A preschooler is quite capable of finding examples for which the answer is the number written in the center. In this way he collects the flower.
For entertaining problems, you can make petals for addition, subtraction, in the future I plan to do them for multiplication and division. It all depends on the preschooler’s level in mathematics.
I advise you not to make every flower different color, otherwise the child will simply collect the color scheme without bothering to count.
Here is a finished flower that can be easily disassembled and you can assemble the next one. I complete the numbers as much as possible and keep all paper parts in a zip bag.
Our mathematics for preschoolers in games is described. I highly recommend reading about outdoor and board games.
Supporting material for Zaitsev's table
Many people use Zaitsev’s table and there comes a time when the parent’s imagination refuses to use it in an entertaining way. We now have, albeit briefly, an auxiliary table. It took me 10 minutes to make it.
I needed:
- A sheet of colored paper;
- marker;
- ruler;
- scissors;
- laminator (you can take cardboard, then you won’t need a laminator).
Having measured the size of the compartments on Zaitsev's table, I drew five rectangles. The middle remains open. The numbers on the left, right, top and bottom open in the form of windows. The child is asked to place an open window on any number of his choice, and try to count which numbers are in the other four windows.
I had an idea the next day to make the same entertaining table, only with the numbers -2, +2, -20, +20. I would need to flip a piece of construction paper horizontally to fit the windows. But there was no need to do this, as Alexander said:
- Mom, this is a stupid game!
This is the trend I'm seeing over the years last months. My son really loves cartoons, which he watched as a child and enjoys watching them. He loves the books that we read a couple of years ago and periodically asks us to re-read them. Even toys for children attract Alexander's attention; he may ask where his pyramid is, because he wants to collect it. But! If in mathematics I give my preschooler tasks that he can easily complete, then they are not interesting to him. So by stupid game he meant “Mom, what’s there to count!”
Nevertheless, I think that some parents will like the idea, and they will be able to diversify the Zaitsev table activities with their children.
Mathematics for preschoolers – download the game
My son brought it from the lyceum where he studies, board game. These were tiny cards, drawn by hand, apparently by teachers. But I really liked the idea of the game and decided to make it of good quality for my subscribers.
INTRODUCING PRESCHOOL CHILDREN TO THE ARITHMETIC OPERATIONS OF ADDITION AND SUBTRACTION
Plan:
- Modern methodological views on the essence of the process of introducing a child to arithmetic operations and its relationship with learning to solve problems
- Stages of introducing preschoolers to arithmetic operations
- Addition. Tasks introducing children 5-6 years old to the meaning and designation of the action of addition
- Subtraction. Tasks introducing children 5-6 years old to the meaning and designation of the action of subtraction
- Exercises to familiarize yourself with action signs
- On mathematical vocabulary characterizing the operations of addition and subtraction
Basic concepts:
Bibliography
- Bantikova, S. Geometric games / S. Bantikova //Preschool education - 2006. - No. 1.
- Beloshistaya, A.V. Planning and conducting mathematics classes / A.V. Beloshistaya //Modern kindergarten. - 2007. - No. 11.
- Beloshistaya, A.V. The concept of “magnitude” in preschool programs with mathematical content / A.V. Beloshistaya // Preschool education. – 2006. - No. 9; No. 11.
- Gabova, M.A. Graphic skills and information competence of a child / M.A. Gabova //Modern kindergarten. - 2008. - No. 2.
- Gabova, M.A. Traveling with Linitochka, Quadrug and Sharubik around the country of Graphics. Technology for the development of the basics of graphic literacy in children 6-7 years old / M.A. Gabova. – Preschool education. - 2007. - №5.
- Kolesnikova, E.V. Program “Mathematical steps” / E.V. Kolesnikova // Management of preschool educational institution. - 2006. - No. 6. – P.103-106.
- Korepanova M.V., Kozlova S.A., Pronina O.V. My math. A manual for preschoolers in 3 parts. Parts 1,2,3.: Educational system “School 2100”. Comprehensive program “Kindergarten 2100” .. – M.: Balass, 2007. – 80 p.: ill.
- Educational system "School - 2100" - quality education for everyone. Collection of materials /Under scientific. ed. DI. Felditeina. – M., 2006.
- Pavlova, N.L. How to teach children to count / N.L. Pavlova. - M., 2000.
- Yudina, E.G. Pedagogical diagnostics in kindergarten/ E.G. Yudina, G.B Stepanova, E.N. Denisova. – M., 2003.
Introducing preschoolers to the arithmetic operations of addition and subtraction has traditionally been included in the preschool mathematical training program, and methodological approaches to this process were discussed in sufficient detail in the manual by A.M. Leushina. This manual was intended to introduce children to the arithmetic operations of addition and subtraction and those tabular cases when, when adding to more the lesser is added, and when subtracting, when the subtracted is less than the remainder.
This topic is also included in all alternative preschool mathematics training programs, and the content of its study in them varies significantly. For example, the Rainbow program is supposed to introduce children to all arithmetic operations: addition, subtraction, multiplication and division - and teach them table calculations with all four operations. The “School 2000” program assumes familiarity only with addition and subtraction, but also teaches children all table cases of addition and subtraction (within 10), familiarity with the commutative law of addition, the order of operations and calculations of the form 7 - 2 - 3 + 6 + 1. In the “Childhood” program, it is expected to master the techniques of arithmetic operations within 20 without going through a ten of the form 13-2, 13+2, 17-2 and with going through a ten of the type 9+2.
Today, the generally accepted sequence for introducing children to this material is:
Stage 1 - introducing children to the meaning of arithmetic operations based on the set-theoretic approach;
Stage 2 - teaching children to describe these actions in the language of mathematical signs and symbols (selecting an action and composing mathematical expressions in accordance with objective actions);
Stage 3 - teaching children the simplest methods of arithmetic calculations (recalculating the elements of a quantitative model of the set being described, counting and counting by 1, adding and subtracting by parts, etc.);
Stage 4 - familiarization with the problem and learning to solve problems (and the method of solving the problem is choosing an action and calculating the result).
Thus, all methodological activities of the teacher, implemented at stages 1-3, can be considered preparatory work for teaching problem solving. We will directly address the issue of teaching preschoolers how to solve problems in the next lecture. In this lecture we will consider the specifics of forming ideas about arithmetic operations in accordance with new methodological approaches implemented in modern technologies of developmental teaching in mathematics.
2.
From a methodological point of view, it is advisable to divide preschoolers’ acquaintance with the arithmetic operations of addition and subtraction into three stages:
Stage 1 - preparation for the correct understanding of various plot situations corresponding to the meaning of the actions - is organized through a system of tasks requiring the child to carry out adequate objective actions with various sets;
Stage 2 - familiarization with the action sign and learning to compose the corresponding mathematical expression;
Stage 3 - the formation of the actual computational activity (training in computational techniques).
Analysis of various teaching aids in mathematics for primary grades, called textbooks of the new generation (textbooks of various developmental systems), shows that the second and third of the designated stages are implemented by their authors no earlier than the third or fourth month of the child’s stay at school. This is due to the need to develop in the child a whole range of subject knowledge and educational skills that form the basis for preparing for a correct understanding of the meaning and methods of performing arithmetic operations.
In this regard, it is doubtful whether it is advisable to introduce into the preschool mathematical training program not only familiarization with the operations of addition and subtraction at the level of drawing up the corresponding equalities, but also solving examples within 20, studying addition and subtraction tables, becoming familiar with multiplication and division (today this is 2nd grade program primary school). These doubts are also supported by the fact that the teacher’s professional methodological training (block “Methodology for the formation of elementary mathematical concepts”) does not contain information about modern technology(methodology) of working on these concepts and, even more so, information about options for working on these concepts in various systems of developmental education at school. Without this promising methodological knowledge, the teacher often acts contrary to those technologies that have already become generally accepted in elementary school.
From a set-theoretic point of view, addition corresponds to such objective actions with collections as combining and increasing by several elements either a given collection or a collection compared with a given one. In this regard, the child must learn to model all these situations on objective aggregates, understand (i.e. correctly represent) them from the teacher’s words, be able to show with his hands both the process and the result of an objective action, and then characterize them verbally.
Preparatory tasks to understand the meaning of the action of addition.
1. Examples of situations modeling the union of two sets:
A. Assignment.
Take three carrots and two apples (visual). Put them in your cart. How to find out how many there are together? (We need to count.)
Target. Preparing the child to understand the need to perform additional actions (in this case, recounting) to determine the total number of items in the collection.
B. Task. There are 2 cups and 4 glasses on the shelf. Label cups with circles and glasses with squares. Show how many there are together. Count it.
Target. Leading the child to understand the meaning of the combining operation, as well as teaching the translation of a verbally given situation into a conditional object model. This model helps the child to abstract from specific features and properties of objects and focus only on the quantitative characteristics of the situation.
B. Assignment . 4 candies and 1 wafer were taken from the vase. Label them with figures and show how many sweets were taken from the vase. Count it.
Target. Bring the child to understand that the meaning of the situation is determined not by the “main word”: “taken” (a typical mistake even in school in this situation is action 4 - 1), but by the relationship between the data and what needs to be found. The conditional object model in this situation helps to abstract from the “interfering” word “took”, since showing with the hand “all that was taken” usually looks like an encompassing movement of the entire set.
2. Examples of situations that model an increase by several units in a given population or a population compared to a given one:
A. Assignment. Vanya has 3 badges. Label the icons with circles. They gave him more and he had 2 more. What should I do to find out how many badges he has now? (You need to add 2.) Do it. Count the result.
Target. Teach the child to create a conditional object model of a verbally given situation and correlate the verbal formulation “more on” with the addition of elements.
B. Task. Petya had 2 toy trucks. Mark the trucks with squares. And the same number of cars. Mark the cars with circles. How many circles have you placed? For Petya's birthday, they gave him three more cars. Mark them with circles. What cars are there more now? Show how much more.
Target. Teach the child to create a conditional object model of a verbally given situation and correlate the verbal formulation “the same amount” with the corresponding object action.
B. Assignment. One box contains 6 pencils, and the other has 2 more. Label the pencils from the first box with green sticks, and the pencils from the second box with red sticks. Show how many pencils are in the first box and how many are in the second. Which box has more pencils? Less? How long?
Target. Teach the child to create a conditional object model of a verbally given situation and correlate the verbal formulation “more by...” with the corresponding object action in relation to the population being compared with the given one.
From a set-theoretic point of view, the action of subtraction corresponds to three types of objective actions:
a) reducing the given aggregate by several units;
b) a decrease by several units in the population compared with the given one;
c) difference comparison of two populations (sets).
At the preparatory stage, the child must learn to model all these situations on objective aggregates, understand (i.e., correctly represent) them from the words of the teacher, be able to show with his hands both the process and the result of an objective action, and then characterize them verbally.
Preparatory tasks for mastering the meaning of the action of subtraction.
A. Assignment. A boa constrictor sniffed flowers in a clearing. There were 7 flowers in total. Label the flowers with circles. The Baby Elephant came and accidentally stepped on 2 flowers. What needs to be done to show what happened?
Show how many flowers the Baby Elephant can smell now.
Target. Lead the child to understand the meaning of the situation of removing part of a set. Learn to model this situation using conditional object-based visualization, which helps to abstract from unimportant particular features of objects and focus only on changing the quantitative characteristics of the situation.
B. Task. Monkey had 6 bananas. Mark them with circles. She ate a few bananas and had 4 less. What needs to be done to show what happened? Why did you remove 4 bananas? (There are 4 fewer.) Show the remaining bananas. How many are there?
Target. Teach the child to create a conditional object model of a verbally given situation and correlate the verbal formulation “less by...” with the removal of elements.
B. Assignment.
The beetle has 6 legs. Indicate the number of beetle legs with red sticks. And the elephant has 2 less. Indicate the number of elephant legs with green sticks. Show who has fewer legs. Who has more legs? How long?
Target. Teach the child to create a conditional object model of a verbally given situation and correlate the verbal formulation “less by...” with the corresponding object action in relation to the population being compared with the given one.
D. Task. There are 5 cups on one shelf. Label the cups with circles. And on the other - 8 glasses. Mark the glasses with squares. Place them so that you can immediately see which is more, glasses or cups? Less of what? How long?
Target. Teach the child to create a conditional object model of a verbally given situation and teach him to correlate the verbal formulation “how much more” and “how much less” with the process of comparing sets and quantifying the difference in the number of elements.
.
After the child learns to correctly understand by ear and model all the designated types of objective actions, he can be introduced to the signs of actions. Action signs, like any other mathematical symbolism, are conventions, so children are simply told in which situations the addition sign is used and in which the subtraction sign is used.
As an example, here is an interconnected series of tasks showing what such an acquaintance might look like in a lesson in senior group.
Exercise 1
Target. Teach the child to create a conditional object model of a verbally given situation.
Materials. Flannelograph, cards with pictures, cards with numbers and action signs, “Didactic set”.
Execution method. The teacher uses a plot situation:
Now I will tell you a story. Once upon a time there lived a sparrow in the yard. (The teacher displays an image of a bird on a flannelgraph as the story progresses) He loved to sit on a mountain ash tree in the morning and wait for the children to go for a walk and bring him crumbs. One day he flew to the mountain ash tree in the morning and saw such guests sitting there. (The teacher puts cards with images of bullfinches on the flannelgraph - there is one bullfinch on each card.) Who is this? (Bullfinches.)
They flew in from the forest and pecked at rowan trees. The sparrow got angry: “Why are you eating my rowan?” And the bullfinches say: “Don’t drive us away, sparrow. It’s hungry in the forest, it’s cold, we’ve already eaten all the mountain ash, let us feed here, otherwise we’ll die.” The sparrow did not become greedy. “Okay, eat,” he says, “and the children from kindergarten will bring me bread crumbs and feed me.” So they remained on the mountain ash tree.
How many sparrows? (1) How many bullfinches? (3) Open the “didactic set” boxes and place figurines representing birds on the table so that you can immediately see that you have 1 sparrow and 3 bullfinches.
Children must independently lay out a group of different figures: one and three.
The teacher asks everyone: “Where is your sparrow? Where can you see three bullfinches?
When the children complete the task, we put the substitute group on a flannelgraph with an explanation: a sparrow is different from bullfinches, which means the figure must be different.
How can you call sparrows and bullfinches in one word? (Birds.)
Exercise 2
Target. Introduce the sign of addition.
Execution method. The teacher continues the conversation:
Now let's denote the number of birds mathematically using numbers. What numbers should you take? (1 and 3) And now I will show you how to indicate that they are sitting together on a tree. Mathematicians use the following sign: “+” (plus). The action indicated by this sign is called “addition”. This entry “1+3” says that we have collected them together and counted them. Mathematicians say “added.” How many birds do we have in total? (4)
Exercise 3
Target. Teach the correlation between a mathematical expression and a plot story.
Exercise. The teacher invites the children to compose a story using the following entry: 2 + 1. If you want to talk about birds again, if you want to talk about something else.
The teacher helps the children compose a story like: “Masha had 2 candies, she was given another.”
- You don’t have numbers, indicate what is said in the story with figures: OOP
(Children choose the figures themselves.)
When the teacher is convinced that the children cope well with all these types of tasks, correctly correlating all situations related to addition with the corresponding expressions, they can be introduced to the action of subtraction and the sign of subtraction. Psychologically, understanding the meaning of subtraction and relating it to mathematical notation is more difficult than understanding the meaning of addition. This is explained by the fact that in the process of modeling a subtraction situation, the set corresponding to what is being subtracted is removed from the child’s field of view and the set corresponding to the remainder remains in front of him, and in order to compile the correct record, it is necessary to remember the original quantity and the quantity being removed, which are no longer in front of the child’s eyes. In this regard, so-called typical errors in learning subtraction are observed. For example, a teacher displays 6 figures on a flannelgraph, then removes 2. Children unmistakably recognize the action - subtraction, but when making a record they can write: 6-4. This is due to the fact that they directly observe 4 figures after performing an objective action.
The older group is introduced to the operation of subtraction through a series of tasks.
Exercise 1
Target. Be able to focus children's attention on changes in the quantitative characteristics of situations.
Materials. Flannelograph, figure models.
Execution method. The teacher displays several figures (or images) on the flannelgraph. At his request, the children close their eyes, and at this moment he removes or adds figures on the flannelgraph. Then the children must say what has changed: removed or added, more or less. The figures must be the same or similar. For example, apples, triangles, etc. Each time the teacher asks the children to explain why they think so. (There were 5 apples. Now there are 3. There are fewer apples, which means the apples have been removed.)
Exercise 2
Target. Correlate the subject situation with the recording of the action. Exercise.
Now we will create a record of changes. (The teacher puts 3 apples.) What number do we use to indicate the number of apples? Close your eyes. (The teacher added 3 apples.) What did I do? What changed? (There are more apples, which means we added 3 apples.) What number will we use to denote the apples that I added? Which mathematical sign should I use it to record what I did? (Plus.) We make a note on the flannelgraph: 3 + 3. Read the note. (Add three to three.) And all the apples? (6)
Exercise 3
Target. Correlate the subject situation with the recording of the action, introduce the action of subtraction and the sign of subtraction. Exercise.
Remember how many apples there are. (The recording is removed.) Close your eyes. (The teacher removes 2 apples.) What did I do? (I removed 2 apples.) Has the quantity changed? (Yes. Less so.) Let's make a record of what I did. How many apples were there at first? (6) How much did I remove? (2) We put the numbers 6 and 2. Is it possible to put a “+” sign between them? (No. This sign is put up when something is added, and you removed it.) Correct. In this case, use another sign: “-” (minus). It means that the original quantity has decreased. The entry reads like this: “Subtract two from six.” This means that we removed 2. How many are left? (4)
After children learn to choose the correct sign of an action and explain their choice (required!), they can move on to drawing up an equation and recording the result of the action.
Since teaching a preschooler special methods of computational operations is not provided for by the program, the child obtains the result either by recalculation or counting (counting), but can also rely on knowledge of the composition of the number (six is two and four, which means six minus two is four).
Tasks that are proposed to be completed in the process of studying the material:
I. Compile a thesaurus on the problem under study (formation of children’s elementary mathematical abilities preschool age)
II. Present the technology for the mathematical development of preschoolers in the program you are working on (“Childhood”, “Golden Key”, “Rainbow”, “Development”, etc.) in the structure proposed by G.K.Selevko:
1. Identification of pedagogical technology in accordance with the accepted classification system.
2. The name of the technology, reflecting the main qualities, the fundamental idea, the essence of the educational system used, the main direction of modernization of the educational process.
3. Conceptual part ( short description guiding ideas, hypotheses, principles of technology, contributing to the understanding and interpretation of its construction and functioning):
- goal settings and orientations;
- basic ideas and principles (the main development factor used, the scientific concept of assimilation);
- the child’s position in the educational process.
4. Features of the content of education:
- orientation to personal structures (knowledge, skills - ZUN; methods of mental action - SUD;
- self-governing mechanisms of personality; the sphere of aesthetic and moral qualities of a person - SUM;
- effective-practical sphere of personality - SDP);
- volume and nature of education content;
- didactic structure of the curriculum, material, programs, presentation form.
5. Procedural characteristics:
- features of the methodology, application of teaching methods and means;
- motivational characteristics;
- organizational forms of the educational process;
- management of the educational process (diagnosis, planning, regulations, correction);
- category of students for whom the technology is designed.
6. Software and methodological support:
- curricula and programs;
- educational and methodological manuals;
- didactic materials;
- visual and technical means training;
- diagnostic tools.
The material was prepared by Ph.D.,
Art. teacher of the department of TM&DO
R.F.Shvetsova
Art. teacher of the Department of Pedagogical Mastery
E.V. Mikheeva
Lesson topic:
Addition and subtraction problems.
Goals:
Teach children to compose addition and subtraction problems and formulate arithmetic operations;
Practice comparing adjacent numbers within 10, consolidate the idea of the sequence of numbers;
Teach children to solve problems using ingenuity (construction of figures made from sticks);
Develop the ability to plan the full or partial course of a solution;
Imagine the changes that will occur as a result of moving the sticks.
Tasks:
To consolidate the idea of geometric figures, the signs “greater than” and “less than”, teach children to use them, consolidate the idea of ordinal and backward counting, the use of numbers, the relationship of adjacent numbers, and the composition of a number from two smaller ones.
To develop in children the skills of learning activities, the desire to help a friend, and to participate in the implementation of a common goal.
Demonstrative material: table showing numbers from 1 to 10 different sizes, table with an image of a plate on which cuts are made, 7 color images of candies; board, chalk
Handout: counting sticks.
Preliminary work: games “Name and Show”, “Shapoklyak’s Tricks”.
Methods and techniques: surprise moment, game techniques, clarifications, polls.
Progress of the lesson
"Name and show"
Name and show the numbers from 1 to 10 and in reverse order from 10 to 1.
- What number goes up to 5? (4? 3? 2?)
- What number comes after 7? (8? 9?)
- Why does 7 come after 6? (3 after 2?)
- Why does 8 go to 9? (6 to 7?)
The song Cheburashka from the cartoon “Cheburashka and Gena” is playing.
- Guys, do you hear someone singing? Who is this?
There's a knock on the door. The teacher opens the door, and there is Cheburashka Gena.
- Guys, look who came to visit us? Do you recognize them?
Cheburashka tells the children what happened to them.
"The Tricks of Shapoklyak"
Gena and Cheburashka traveled by train. At one of the stations, Shapoklyak decided to disrupt the trip and unhooked some of the trailers. What kind of trailers are these? Give their numbers.
Fizminutka
One two three four five.
One two three four five!
We can all 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 many as fingers
On your hand!
One two three four five,
We stomp our feet.
One two three four five,
We clap our hands.
One two three four five.
I add, I subtract,
I know math.
And so in the morning
I shout: “Hurray! Hooray!"
- Guys, today we will not only create problems, but also learn to tell what needs to be done to solve it. And our guests Gena and Cheburashka will follow and also learn to solve problems.
- Look how many sweets are in the plate. (“There are 6 candies in a plate”)
— I’ll put 1 more candy on the plate. Make up a problem about what I did.
The called child tells the problem.
- What do we know? How many candies were there? How many candies did I put in?
- Yes, we know this, this is the condition of the task. What don't we know? That's right, we don't know how many candies are in the plate - that's a question of the problem. What needs to be done to answer the problem question?
“We know how many sweets there were, and since we know, why count them.”
Are there more or fewer candies after I put 1 more candy on the plate?
- That's right, there are more candies. To solve the problem, you need to add 1 to 6, you get 7. Can you now answer the question of the problem? Who will answer the task question? So what did we do to solve the problem? The teacher asks 2 children to repeat the solution to the problem. Guys, now we will not only answer the question of the problem, but also talk about what needs to be done to solve it. Let's solve one more problem. There were 7 candies in the plate, I gave 1 candy to Seryozha. Come up with a task.
- What do we know? What don't we know? Was there more or less candy in the plate after I gave 1 apple to Seryozha?
- That's right, there are fewer candies. To solve the problem, you need to subtract 1 from 7, you get 6. How many candies are left in the plate? What did we do to solve the problem?
"Name the shapes"
— Guys, name these geometric shapes.
- Now, tell me, how many circles are there in the picture? (9)
— How many ovals? (7)
— How many triangles? (8)
- How many squares? (8)
- Which figures are there more? More than what figures?
- Which figures are smaller? Smaller than which figures?
- Which figures are equal?
"Task with sticks"
- Guys, count out 4 sticks and make a square out of them.
- Now, think about which stick needs to be moved to another place to get a chair?
- Count out 6 sticks and make a house out of them. Think about which 2 sticks need to be rearranged to make a flag. When you decide how to rearrange the sticks and imagine that you will get a flag, complete the task.
— Guys, tell me the flag you got is similar to these flags.
— What colors does the flag of Russia and Tatarstan consist of? Well done!
- Come on, we’ll give our flags to our friends - Cheburashka and Gena.
— Tell me, guys, did you like today’s lesson? What did you like?
