Pediatric development. Teacher Universities Classes in the middle group number 4
Natalya Kulikova
Math lesson for middle group children “Number 4, number 4”
Math lesson
Type of activity: Generalization of new knowledge
Subject: Number 4, Number 4
Children's age: 4-5 years (middle group)
Tasks:
Educational:
1. Learn to relate the number 4 as a symbol denoting 4 objects.
Educational:
2. To consolidate the concepts of “right”, “left”, knowledge about geometric shapes Oh,
the name and number of seasons and parts of the day, consolidate the ability to identify objects according to their characteristic features and properties and combine them into groups. Develop creative thinking.
Educators:
3. Cultivate interest and desire to do mathematics, maintain interest in intellectual activity.
Integration of educational areas: cognitive, artistic-aesthetic, physical development.
The lesson is a story-based game, lasting 20-25 minutes. Excess
time is determined by the complex type of occupation and various types of activities.
Equipment: Tape recorder, basket with 5 balls, a note from the wizard at the bottom, handouts: cards with numbers, a card with a creative task, an envelope with a letter on a ball, colored pencils, a drawing with vegetables, berries and fruits, a typesetting canvas with 4 elephants, 4 Christmas trees , 4 circles, 4 stars for warming up.
1. Organizational moment
2. Main part.
1. Flies into the group balloon; (filled with helium) an envelope is tied to a string.
Guys, look, what is this? (the envelope is not signed) some kind of strange envelope, there is nothing written on it.
The envelope contained cut-up pictures, let's collect them and then maybe we'll find out who it's from:
(children collect a picture, it shows a wizard)
Everything is clear, it means the letter was sent by a wizard. Now we can read it with you.
“Hello, dear guys! I want to tell you about a treasure chest. You can find it if you pass all the tests. The tasks will be difficult, but interesting, and by completing them you will find out where he is. I'll give you a hint:
The balls are in a bag
And the bag is by the window.”
(Children find a basket with balls)
Guys, there is a number on each ball, and the number corresponds to the task that needs to be completed.
Game "Numbers Get Lost"
What is this number? Let's arrange the numbers in numerical order.
Now let's complete the first task. I will ask you questions, and you show numbers in response.
Look at the picture.
How many vegetables? What vegetables are these?
(Children show the number)
How many fruits?
How many berries?
Well done! You have completed the first task; remove the first ball.
Let's move on to the next task.
2. In the next task we need to remember how many seasons we have.
List. Here are pictures of the seasons. Did I place them correctly?
What time of year is it now? (winter)
After winter, what time of year will come? (spring)
After spring? (summer)
After summer? (autumn)
Now remember the names of the parts of the day. "Morning afternoon Evening Night". How many are there?
I'll read you a poem. Try to guess what part of the day we are talking about:
Dawn rises over the river
A rooster is crowing in the yard,
Kittens wash themselves
The guys are waking up. (Morning)
The sun is high in the sky
It's a long way from sunset
A mouse drags grains into a hole
Baby learns the alphabet. (Day)
The red sun has set
Squirrel hiding in a hollow
Dryoma is coming to visit us
He takes the story with him. (Evening)
Stars are shining in the sky
The birds are sleeping and the fish are sleeping
Flowers sleep in the garden beds,
Well, we are in our beds. (Night)
Well done, let's remove the second ball.
The third ball invites you to rest.
3. A minute of warm-up.
How many elephants do we have here?
We'll make so many nods.
How many green Christmas trees
We'll do so many bends.
How many stars do we have?
We will sit down that many times.
How many circles are there?
We'll do so many jumps.
Let's pull the little hands up
Now let's sit quietly.
4. And now the next task - mathematical problems from fairy-tale characters
A task from my grandfather.
I pull the net and catch fish
There were quite a few: 1 perch, 2 crucian carp, one pipe cleaner - and that one went into the pot
I’ll cook fish soup and treat everyone
How many fish will I boil?
The task is herculean.
Had breakfast at the rest stop
They gave us testicles with us
Soft-boiled two and two steep
Can you count how many there are?
Baba Yaga's task
I entered a shady forest
And I found a fly agaric there
And honey fungus and morel and oil can - beauty!
Who has the answer ready: how many mushrooms did I find?
Well done, you completed this task and we remove the fourth ball.
5. "Transform geometric shapes"
Move the piece of paper with geometric shapes towards you.
How many figures are there on a piece of paper? (4)
How many triangles? (1)
How many laps? (2)
How many squares? (1)
Now listen to the task. You must complete the geometric figure so that it looks like some object, person, animal, building. (Music turns on)
(Completing the task, briefly about what you drew)
Guys, you are great! I remove the fifth ball and our balls are over, which means we have completed all the tasks. Yes, it’s just not clear. Where is the treasure? Oh, look, at the bottom of the basket there is another note “Difficult task.”
I need one of you who is the smartest (they choose a child)
The task is:
From the board, take one step forward, four steps to the left, two steps forward. Look there!
Children find a treasure (chest with candies)
4. Summing up.
The teacher thanks everyone for their work.
What tasks did you particularly like?
What were the difficult tasks?
Praise everyone.
Open lesson summary
Formation of elementary mathematical concepts
Topic: NUMBER 4
Purpose of the lesson:
Introduce the formation of the number 4 and the number 4; teach ordinal counting (up to 4); correlate the numeral with each of the objects; arrange objects with your right hand from left to right.
Materials
For the teacher: cards with numbers within four, ten identical cubes. For children: numbers from 1 to 4 (on cards), a number card, five mushrooms and five Christmas trees.
Progress of the lesson
Sitting at the table.
The lesson starts with children 5-6 years old.The teacher invites the children to arrange the numbers in order from 1 to 3. Whoever completes the task first puts the numbers on the board. Children 4-5 years old are invited to the lesson. The teacher invites the children to place one cube on the table.- How many cubes are on the table? Now place two cubes side by side in a column.
- How many cubes are in the second column? Place three cubes in a column nearby.
- How many cubes are in the third column? How many columns are there in total?
- How many cubes are in the first column? Show me the number
- How many cubes are in the second column? Show me the number
- Which number is greater (smaller): 1 or 2?
- How many cubes are in the third column? number.
- Which number is greater (smaller): 2 or 3?
- Show a column of three cubes, stack the same one next to it and place another cube on it.
- How many cubes are in the column? Let's count:
one two three four.
A child called to the board makes a column of four cubes.
- How many cubes are in the third column?
- How many cubes are in the fourth column? How many columns are there in total?
- How much more is 4 than 3?
- Who can put numbers from 1 to 3 on the board?
- 4 is more than 3, and 3 is less than 4 by 1. Where should the number 4 be in the number line?
The child puts the number 4 after 3.
Let's play
"Name the number"
The teacher invites the children to stand in a circle. Each person in turn is shown one number (from 1 to 4). The child must name it. If he names incorrectly, redirect the question to the next person.
In this game, each child must be interviewed two or three times.
«
What happens after 4?”
Children call: a butterfly has four wings, a butterfly has four legstables, four pockets on clothes, four rooms in a house, four legs on a bench, etc.
For each correct answer, the child receives a chip. At the end of the game, it is calculated how many chips each player received and which of them became the winner.
Physical education minute
Let's put our hands to the sides.We'll get the left one with the right one. And then - on the contrary,There will be a right turn. One - clap, two - clap, Turn around one more time!One - two - three - four, shoulders higher, arms wider! We lower our hands down.And squat down! | Stand with your feet apart and your arms at your sides. Turn left, right Use your palm to clap your left palm.Turn to the right, clap your right palm with your left palm.Clap, turn around yourself. Clap your hands. Raise your shoulders, spread your arms to the sides. Slowly lower your arms down.To squat. |
Working with a card
The teacher asks a riddle:
Winter and summer - One color.(Christmas tree)
The teacher shows the number 3 andtells the children:
- Put it on the cardthere are so many Christmas trees. The teacher makes sure that the children lay out the objects with their right hand and hold the card with their left. After completing the task, he asks how many Christmas trees are on the strip and why.
- Now put it downThere are so many mushrooms on the card.
The teacher shows the number 4.
- How many mushrooms did you count and why?
- What is more: mushrooms or Christmas trees?
- How to make themwas it equal, four each?
Children answer the questionand complete the task. - How many Christmas trees and mushrooms?(Four and four. Equally, equally. As much is above, so much is below.)
Children are invited to help the teacher collect counting material from envelopes.
Development content
Subject:Count to four. Number and figure 4.
Target: form an idea of the number and figure 4; the ability to count to four, relate the number 4 to the quantity; to form the experience of independently overcoming a difficulty under the guidance of a teacher and the experience of overcoming a difficulty by “asking someone who knows”;
strengthen counting skills, the ability to identify and compare properties
objects, the ability to compare groups of objects by quantity, using counting and
making pairs, the ability to compare and order objects by height, the ability
see and continue the pattern of alternation of figures that differ in color;
train mental operations: analysis, comparison and generalization,
develop attention, speech, logical thinking, fantasy, imagination,
creative abilities, to form an experience of control.
Materials for the lesson:
Demo: card with an image of an ornament.
Dispensing: 4 yellow triangles of different heights, 4 green circles, a card with the number 4 for each child, plates on which there are circles from 1 to 4; cards with numbers from 1 to 6.
Progress of the lesson:
1.Introduction to the game situation.
Didactic tasks: motivate children to engage in play activities, update children’s knowledge about holidays.
The teacher gathers the children around him.
Do you like treats?
What treats do you like the most? (children name different sweets).
One day I came to a kindergarten group new boy Sasha brought treats for the kids, but he doesn’t know if there will be enough for everyone. Do you want to help Sasha? Can you?
2. Updating knowledge.
2.1.Game “Count children and treats” (beginning)
Didactic tasks:
1) update counting to three, comparing groups of objects by quantity using pairs with recalculation, comparing and ordering objects by height.
2) train mental operations: analysis and comparison.
Children of four sit at tables on which there are 3 yellow isosceles triangles with the same base but different heights and 3 green circles for each child.
The teacher says that on the tables there are photographs of children from Sasha’s group (triangles) and treats (circles)
Consider the triangles - these are the children of the group. How are they similar? (color). How are they different? (children can answer big and small). The teacher clarifies that they differ in height)
Place the children in order from tallest to shortest.
The teacher helps arrange the children from left to right, while he sets the previously entered reference signal and remembers with the children the method of comparison in height: To compare objects in height, you need to place them side by side on a flat surface)
Sasha wants to check if there are enough treats for all the children.
Children must guess that each child needs a treat. The teacher gives them this opportunity, and after that asks them to count the children and treats: children - 3, treats - 3, equally divided.
3. Difficulty in a game situation.
3.1. Game “Count children and treats” (continued)
Didactic tasks:
1) create a motivational situation for introducing the number 4, counting to four;
2) to form experience under the guidance of a teacher in recording the difficulty and understanding its cause;
3) train mental operations: analysis and comparison, develop speech, logical thinking.
How many more children came to the group? (one, one)
Count how many children are there in the group?
4.Discovery of new knowledge.
4.1. Game “Count children and treats” (end).
Didactic tasks:
1) consolidate children’s understanding of the formation of the next number from the previous one, form an idea of the number four, the ability to count to four, compare and equalize the number of groups consisting of four objects;
2) to form the experience of independent discovery and emotional experience of the joy of discovery;
3) train mental operations: analysis, comparison and generalization, develop speech, logical thinking, initiative, creativity.
Who knows what number comes after the number three?
The teacher listens to the versions of all children, encourages those who express them, and creates a friendly atmosphere. Praises children who give correct answers.
If none of the children answers, the method of overcoming the difficulty “ask someone who knows” is used:
What should you do if you don’t know something, but really want to know?
(you need to ask someone who knows)
- Let's ask someone who knows?
The teacher summarizes: When counting, the number 4 comes after the number 3.
How did the number 4 come about (there were 3 children, another girl came)
How many children do we have? How many treats?
Will there be an equal amount of children and treats now? (No)
What more? (more children, less treats)
What needs to be done to make them equal? (bring another treat)
The teacher places additional circles of treats on the tables, one at a time according to the number of children.
How many treats are there?
The teacher focuses the children’s attention on the technique of counting to four: when counting to four, you need to touch each object once, saying: one, two, three, four. Then he circles all the objects and says: “only four objects”
How did you get 4 treats? (there were 3, they brought another one, now there are 4)
How many children? (also 4)
Treats – 4, children – 4. The conclusion is drawn: four and four - equally)
Sasha treated all the children to delicious treats.
5. Difficulty in a game situation.
5.1.Game “Dancing for the guys”
Didactic tasks: organize leisure children, develop imagination and attention.
The teacher invites the children to imagine that Sasha invited them to dance, but wanted the children to fulfill his wish: if they hear cheerful music, they will dance; if sad, calm, they squat, placing their folded palms on their cheeks - “sleeping.” The game is repeated several times.
5.2. Game "Putting Treats"
Didactic tasks:
1) create a motivational situation for introducing the new number 4;
2) to form experience, under the guidance of a teacher, of recording the difficulty and understanding its cause;
3) train mental operations: analysis and comparison, develop speech, logical thinking.
The children take their seats. The teacher puts cards with numbers from 1 to 6 on the tables; sheets of paper (shelves) and handouts (circles - 4 treats each).
The teacher invited the children to go outside and asked them to put all the treats on the shelf. First, they put this many (1) treats (circles) on the shelf.
Put as many treats on the shelf too. (Children take one circle and put it on a shelf (sheet of paper).
How many circles (treats) did you put in? (one)
Place this many (3) treats.
How many treats have you put in now? (three)
How many treats have you put on the shelf? (Four)
What needs to be done so that, apart from the treats, the children find out how many there are on the shelf? (you need to write the number 4 on it)
Find the card with the number 4 (Difficulty arises)
Were you able to complete the task? (No)
Why couldn't they? (because we don’t know how the number four is written)
6. Overcoming difficulties.
6.1. Game “Putting Treats” (end).
Didactic tasks:
1) introduce children to the number four.
2) consolidate the ability to overcome difficulties by “asking someone who knows”;
3) train mental operations: analysis, comparison, generalization, develop speech.
What should you do if you don’t know something and really want to find out? (you have to ask someone). Ask someone who knows.
After this, the teacher shows the number 4.
This icon indicates that there are four items.
Find the number 4 among the icons on the table and put it in the corner of the sheet.
Children choose the number 4 from the numbers lying on the table and put it in the corner of the sheet.
Now the children will remember how many treats they put on the shelf before the walk, since we marked the number of treats on the shelf with the number 4.
7. Inclusion of new knowledge into the knowledge system.
7.1.Game “Find gifts”.
Didactic tasks: consolidate counting to four, ability to correlate numbers with quantities.
The children decided to thank Sasha for the treats and prepared gifts for him, made beads and hid them throughout the group.
Want to find them? Can you?
Each child receives a card with the number 4 written on it.
On the tables there are plates on which there are circles (2 cm in diameter) in the amount of 1 to 4, and there are as many plates with four circles as there are children. Children must go to the tables and find a plate with the number of circles indicated by the number in their hands - the number 4.
After checking the task, the teacher invites the children to pair up with someone who has circles (beads) of a different color.
7.2.Game “Collect beads”
Didactic tasks: develop attention, mental operations, the ability to work in pairs, see and continue the pattern of color alternation.
Children sit at tables in pairs. The teacher offers to play with beads.
Imagine that Sasha accidentally tore his beads, and in order not to upset the guys, he needs to put the pattern back together. Do you want to help him? Can you?
On the flannelgraph, the teacher puts out a card on which the beginning of the ornament is drawn. For example: one red, one yellow, one red, one yellow. The two children should make the same ornament together.
To check the task, the teacher asks you to say the pattern. Children call the chorus, touching each circle with their finger.
How many yellow beads are in your pattern, how many red? (four)
Did you get the pattern? The children will be glad that Sasha saved their work.
8.Result of the lesson.
Didactic tasks: to restore in the children’s memory what they did in class, to create a situation of success.
Children gather around the teacher.
Who did we help today? (Sachet)
How many children were there? How many treats? Has everyone had enough? Why?
Were you able to help put all the treats on the shelf?
Did you find any gifts?
The teacher praises the children and says that if they could not count to 4 or did not know how to write the number 4, then Sasha would not have treated all the children with treats.
Mathematics in middle group
Teacher of the I qualification category Zhuravleva S.V.
Topic: Consolidation of what has been learned. Number and figure 4.
Program content:
Practice quantitative and ordinal counting, continue to learn how to correlate the numeral with the number of objects in the group;
Strengthen the ability to distinguish numbers 1-4
Strengthen children's understanding of geometric shapes;
Strengthen the ability to compare the number of objects in a group;
Improve the ability to navigate in space, compare objects by length;
Practice counting, strengthen counting skills in order;
Continue to teach how to equalize unequal groups of objects, alternate objects by color;
Promote the development of mental operations.
Develop positive emotions, promote physical activity of children in class;
Cultivate restraint, attentiveness, and the ability to work together in a team.
^ PROGRESS OF THE CLASS:
Organizing time. Ordinal and quantitative counting. Game “Place the carriages in order”, Game “Seat the passengers”.
Remember how inquisitive and attentive this engine is, and it seems to me that he will be our assistant on the journey.
Oh, what happened to him this time (on the easel is a model of a steam locomotive with scattered carriages) we can’t go like that, we urgently need to help the engine put the carriages in order.
I wonder which carriage should come first? Let's count the cars (four). Which one will be first? Second? Third? The last one? Look, we're not the only ones planning to go on a trip. Who's with us? (King One, Queen Two, Princess Four and the victorious warrior Three) What carriage do you think they will travel in? And in which carriage the animals will travel (1 bear, 2 bunnies, 3 squirrels, 4 hedgehogs). Children count the number of animals in the picture and place the picture next to the carriage indicating the number of animals.
^ Game motivation.
^ Soundtrack: Attention, attention! The little engine from Romashkovo goes to the fairytale forest! They sing the song of the little engine from the film “Locomotive from Romashkovo”
Good in the world! Sunshine, shine,
Wish us, wind, a good journey!
Bon, bon, bon voyage,
Very, very good journey!
^ Orientation in space. Didactic games: “Which train is longer”, “What geometric shapes is the train made of?”
"High! Low! Far! Close! Left! On right! Wide! Narrowly!"
^ Stop "Fairy Forest". Psycho-gymnastics “Flowers”
Now tell me: how many flowers grew in the meadow? (8) What color are they? Let's try to make an alternating path of flowers. (children build a path on the floor from daisies and bells)
Can you show how flowers grow?
Game "Flower" (Psycho-gymnastics are carried out. Music is played. Children depict how flowers grow.)
^
Clench your fists and press them together
The flower grows and rises (straighten fingers)
Its petals open (we place our palms like a bowl and open our petal fingers)
^ Game "Listen-Count-Count"
Do you guys hear any sounds? Who sings so wonderfully? (nightingales) (Come closer to the board with pictures of trees). Do you want to know how many nightingales there are on a tree? Listen carefully how many times I clap, that’s how many nightingales need to be planted on a tree. (repeat 3 claps, 2 claps, 5 claps, children sit the birds next to the birch, poplar, spruce)
Physical education minute.
The train is rushing, the train is rushing - hand movements;
Knock-Knock - walking in place;
The heart beats joyfully - hand movements;
Knock-Knock - hand movements from the heart;
Train, train, hurry up - hand movements;
Knock-Knock - walking in place;
Brake on the platform
Knock-knock-stop.
^ Mystery. Massage with a hedgehog ball
Angry touchy-feely
Lives in the wilderness of the forest.
There are a lot of needles
And not just one thread. (Hedgehog)
Look how many hedgehogs I found in the clearing, (count) let's play!
^ The hedgehog is exhausted -
He carried apples and mushrooms. (rolled in palms)
We'll rub his sides -
You need to knead them slightly (knead them)
And then we'll stroke the legs,
To rest a little. (roll over palm)
And then we’ll scratch the belly (click on the “thorns”)
The hedgehog ran away into the woods (rolled in palms)
He squeaked thanks to us.
^ The last clearing. Surprise moment.
Guys, where does this forest path lead, through the swamp? You need to go over the bumps correctly (numbered to four) so as not to get stuck in the swamp, and jump over the stream. (they walk one after another, find a chest - there are emblems with a drawn train there). Well done boys! Everyone was friendly today, did a good job, and even found a treasure! Our journey is coming to an end. Think about why it's time for us to return? Let's go back to kindergarten and then we’ll see what’s locked in the chest.
Final part. Bottom line.
Why did the train bring us to the forest? What were we doing in the forest clearing? Did you enjoy our trip?
Children receive emblems as a souvenir of the journey - the helpers of the engine from Romashkovo.
Anna Vadretskaya
Target:
formation of ideas about the number and figure 4, the ability to count to 4.
Equipment:
Demo– bear toys (3 pieces, Mashenka doll, 4 cups, box, card with number 4, cards with pictures (3 hats, 1 cap, 4 hats, a pair of boots, cash register of numbers, task - surprise, basket.
Dispensing– cards from 1 to 4, red and blue pencils, buttons (made of paper) with 4 and 2 holes, sheets of cardboard, counting sticks, pictures with objects from 1 to 4 (raspberries, honey, candies, mushrooms, strawberries, pies).
Move
1. Org. moment. Psychological mood.
Children walk in a circle onto the mat.
Please stand in a circle. Hold hands, close your eyes.
Do you feel the warmth of each of you’s hands?
Now think about something good, pleasant.
Slowly open your eyes and look at each other.
How beautiful, kind, nice we all are. Smile at each other so that everyone feels warmer from our smiles...
And now we will start playing with you. There will be a lot of games, and they are all very interesting. We will all have fun and good together.
2. Game activity: difficulty and comprehension.
We also have fabulous guests in our group, you will recognize them if you guess the riddle, listen.
Who lives in the deep forest
Clumsy, clubfooted?
In summer he eats raspberries, honey,
And in winter he sucks his paw.
Look, he’s not alone, but with his whole family. Let's count how many bears came to us. (1, 2, 3.)
How much in total? (3.)
What fairy tale do you think they are from?
And if guests come to visit us, what should we do? (Offer them tea.)
How many cups will we put on the table? Let's take 3 cups and set the table.
What about the number of cups and bears? (There are equal numbers of them.)
There are as many cups as there are bears.
Music of footsteps or knocking on the door.
Listen to us, someone else is in a hurry, running. I wonder who it is?
This is Mashenka. Let's invite her to the table with us to drink tea.
Let's count how many fabulous guests have come to us. (1, 2, 3, 4.)
How much in total? (4.)
How did you get 4? (There were 3 and 1 more came.)
Now there will be an equal number of guests and cups?
What are more cups or guests? (Guests.)
What needs to be done to make it equal? (Add 1 cup.)
Let's put Mashenka's cup down and pour her some tea.
How many cups?
How many guests?
Equally now?
We've been sitting at the table for a while, let's invite our fairy-tale heroes to swim in the river.
2. Physical exercise.
We went down to the fast river,
They bent down and washed.
One two three four,
That's how nicely refreshed we were.
You need to do this manually:
Together - once, this is breaststroke.
One, the other is a rabbit.
All of us, as one, swim like a dolphin.
Went ashore steep
And let's go home.
We returned home, we need to restore order. Let's put all the cups in a box.
What needs to be done so that we don't forget how many cups we put in the box? (You need to write 4 on it.)
Go to your desk and select the card with the number 4 on it.
Why can't he complete the task...?
What should you do if you don’t know something, but really want to know? (You have to ask.)
Look, this is the number 4. It tells us that there are 4 items in the box.
Take your seat at the table. Let's show the fairy-tale characters how we can count objects.
Task No. 2 in the workbook.
What is drawn in the first frame? Let's count how many there are. What number did you connect to? And so we continue. (One child works near the board with demonstration material, and the rest in workbooks.)
See how this task was done. Is everything correct? Compare with your notebook.
What do you think is the missing item here? Why?
Task 3 in the workbook.
Take a red pencil and circle the number 4. And we will circle the number 3 in blue. (Pay attention to the position and how the child holds the pencil.)
Which numbers were circled more and which ones were circled less?
Task 4.
Look, while we were circling the numbers, our guests had a little trouble, their buttons came off, they need our help.
(Lay out the drawn buttons on the carpet - with four holes and two.)
Let's collect the "buttons", but with four holes we will take them to the bears, and with two holes we will take them to Mashenka. We take only one “button” at a time.
For helping the fairy-tale guests, they prepared a riddle for you - a surprise. Do you like surprises? (Children go to a separate table).
Look, what is this?
Take colored sheets of paper and lay out the same chair from counting sticks.
Now let’s carefully turn over the sheet of paper with the sticks. What did you get? (Number 4.) This is how the number 4 is also written.
Well done everyone for completing the task.
3. The result of the activity.
What number did we meet today?
It's time for our guests to return home. Let's give them a treat on the way.
You must choose a picture where only four objects are drawn and put them in the basket.
Let's say goodbye to our guests and tell them until we meet again.