Goal: to develop children’s ideas that a set can consist of elements of different quality: objects of different colors, sizes, shapes.
Software tasks.
To form ideas about ordinal counting, to learn how to correctly use cardinal and ordinal numbers, to answer the questions “How much?”, “Which one?”, “In which place?”.
Continue teaching children to count to 10 (visually) using correct counting techniques.
Continue to develop children's understanding of geometric shapes:
about a circle, a square, a triangle, as well as a rectangle and an oval. Continue learning to establish dimensional relationships between 5 objects of different heights; arrange them in a certain sequence - in descending order of magnitude. Continue to introduce into children’s active speech concepts denoting the dimensional relationships of objects (highest, lower, even lower, even lower, lowest”). Develop perception, attention, memory, observation, ability to analyze and compare. Develop the ability to work with an interactive panel, without lifting the stylus from the screen. Cultivate friendly relationships and a desire to help others.
Equipment.
Demo material:
interactive panel;
material on pages in the mimio studio program;
a rug with cut out shapes (circle, square, triangle, rectangle, oval);
dummies of oranges and bananas.
Handout:
typesetting cloth;
counting material fruits (oranges and bananas);
colored geometric shapes made of cardboard: circle, square, triangle, rectangle, oval according to the number of holes in the mat.
Preliminary work. Repeating the names of fruits: coloring books, looking at illustrations of fruits. Making pictures from counting sticks. Didactic games: “Count without mistakes”, “Add in order”, “Wonderful bag”; examining colored geometric shapes of different sizes: circle, square, triangle, oval, rectangle; learning physical education, imitation game “Let’s go for a visit.”
Types of children's activities: play (“Help patch the rug”; “Help the residents of the country arrange the houses correctly”);
- motor and musical (Music video physical exercise - “Cranks” with elements of finger gymnastics);
- visual ( coloring candies from geometric shapes, fruits in the amount of 5, houses of different heights;
—
communicative
(communication and interaction with adults and peers in the process of educational activities).
PROGRESS
Part I: Creating motivation for activity.
(The teacher’s phone rings.)
Educator: - Guys, my hands are wet, I can’t answer. Sasha, please turn on the speakerphone, in case something important happens.
(The child puts the phone on speaker.)
Educator: - Hello, hello. - Who's talking?
Voice from the phone:
- These are the residents of the fairy-tale country of Digital City calling you: Bim, Bom, Boom, Bem, Bam. We have a problem, all the numbers in our country are mixed up, and we cannot get into our houses. Help us, please, we are waiting for you.
Part II: Joint activities.
Educator: Oh, children, what should we do, they’ll probably forgive us for help. Shall we help? So, that means, if you and I go to visit the residents of Tsifrograd, what should we take with us? What do people bring when they go to visit? ( gifts, treats).
Educator: That's right, treats. How many inhabitants are there in the city? (Bim, Bom, Boom, Bom, Bam.)
Educator: - Let's find fruits according to the number of inhabitants. How many fruits should I take, where do you think they might be? (in the store, at home).
(Children look for fruit models in the group: 5 bananas and 5 oranges, counting.)
Educator: - How can we check the amount of fruit? (We need to count.)
(If there are any extra ones, put them aside.)
Educator: - Look, I have a magic canvas. Let's first place 5 bananas on the top path.
(Children approach the tables, one child completes the task on the screen.
)
— Isa, count how many bananas you have on the top path? (Total 5 bananas.)
Educator: - Dasha, put 5 bananas on our screen. How many bananas do you have? (Total 5 bananas.)
Educator: - How many oranges should be placed on the bottom path so that there are equal numbers of oranges and bananas? (Total 5 oranges.)
(Children lay out on a typesetting canvas at tables, one child works at the screen.)
Educator: - Artem, how many oranges do you have on the bottom path?
(Total 5 oranges.)
Educator: - What can you say about the number of bananas and oranges?
(There are equal numbers of them, the same number is 5 oranges and 5 bananas.)
Educator: - Children, you need to take fruits on the road, put them in a bag
(We put all the fruits that we counted in a paper bag.)
Educator: - How can we get to the distant fairyland of Tsifrograd? What do you think can help us with this? Let's look, maybe we have fabulous flying objects in our group?
(Children offer options, look for objects in the group: a broom, walking boots, a flying carpet.)
Educator: Let's expand? Children, this is a magic carpet. What happened to him? How can we fly (“flying carpet” in holes made of geometric shapes of different shapes and sizes, attached to it is a bag containing “patches” - geometric shapes of different colors
).
Educator: - What needs to be done?
(Repair, make patches.)
Educator: Look in the package and there are patches.
Educator: Take one patch each. (Whoever lacks a patch, the child picks up the patches on the screen.)
Let's pick up some patches. Anya, what color and shape is your patch?
(Yellow circle, blue oval, all children name the color and shape of the selected patch.)
Educator: Select the right hole on the magic carpet for your figure.
(Children take turns naming and applying those “patches” that are suitable for carpet repair.
.)
Educator: Our carpet is ready to fly. And now, friends, all aboard. Anyone who wants can fly on a broom or boots.
(The teacher and children stand next to each other and imitate the movement of flight.
)
Our carpet flies and rushes, we are not afraid of difficulties.
(On the screen there is a music video of a physical exercise - “Cranks” with elements of finger gymnastics.)
Look at the plane in the sky (children imitate the movements of a flying plane - arms to the sides, legs shoulder-width apart - swaying)
And on the plane there is a pilot ( children connect their thumb and index finger and put them to their eyes, imitating a pilot)
He deftly controls the helm (children make fists and imitate the actions of the helmsman)
And he flies between the clouds (children imitate the movements of a flying airplane - arms to the sides, feet shoulder-width apart - swaying)
There is a mountain under the plane (children raise their hands up, rounding them)
There is a dense forest, there is a hole (children join their hands in front of them with a cross with their fingers apart, then join them together, depicting a hole)
There, people marvel at the sky (children alternately present their right and left hand with their palm down to their forehead)
There the hares dance in a round dance (children perform dance movements)
(Houses of different heights and numbers from 1 to 5 appear on the screen.)
Educator: So we arrived. Look, here are the numbers on the screen. What happened, they all got mixed up. Let's count correctly.
(The child at the screen finds the numbers and counts to 10.)
Educator: And now we need to help the numbers find their neighbors.
(Children take turns calling neighbors and checking with a stylus.)
Educator: And here are the houses of the residents of Tsifrograd, whose numbers are all mixed up. Let's help you place them correctly. How many houses? Let's count (5). This means that each house will have its own number in order.
(Children complete the task with handouts and at the screen.)
Look, all the houses are different. Sasha, show me the tallest house, what color is it?
- Dasha, find a lower house. What colour is he?
- Isa, find a house even lower. What colour is he?
- Nikon, find a house even lower. What color is it7
- Artem, show me the lowest house, what color it is7
- Anya, count how many houses there are? (total 5 houses)
- Let's help arrange house numbers for the residents of Tsifrograd.
- The tallest house, which one will it be in order? (first)
- Lower house, what order will it be? (second)
- The house is even lower, what will it be in order? (third)
- The house is even lower, what will it be in order? (fourth)
- Which one will be the lowest in order? (fifth)
And here are our residents. So we did everything right. Dasha, help them occupy their houses.
(Residents of the country thank the children, a recording sounds on the screen:
— Thank you guys for your help, a surprise awaits you in kindergarten from the residents of the fairy-tale country of Tsifrograd, well done.)
Educator: Guys, now it’s time for us to go to kindergarten. I know a magic spell that will help us end up in kindergarten. Repeat after me.
If with a magic wand
I'll wave it four times
Definitely go to kindergarten
The children will all return at once (the children close their eyes)
We count: one, two, three, four (children open their eyes, there is a slide with a picture of a kindergarten on the screen.
Part III: Summing up (reflection)
(On the screen is a slide depicting all the tasks that the children completed; in the center is the queen of the country Digital City.)
Educator: The Queen of the country Digital City wants to know if you liked helping its residents. Let's tell you how we helped the residents of the country Tsifrograd?
(Children pass a magic wand to each other and express their opinions on how they helped the residents.)
Part IV. Introducing children into independent activities.
Educator: Children, look, here is a surprise from the inhabitants of a fairy-tale country that they have prepared for us.
(Children choose different tasks for themselves: coloring candies from geometric shapes, fruits in the amount of 5, houses of different heights.)
