FEMP in the second junior group. Formation of elementary mathematical concepts

All parents want their child to be smart and developed. Therefore, many try to teach kids to count and write right away. Teachers do not recommend working with children in this way. They believe that first a child must master basic mathematical concepts. These are not numbers. First of all, the child must understand: few, many, top, bottom, big, small, etc. Numbers are a small part of mathematics. They should be available to the child no earlier than 4 years old. Every year the child’s understanding of mathematics expands more and more. Children in the second youngest group are good at learning what shapes, colors, etc. are. Even orientation in space is considered mathematics. Therefore, FEMP in the second junior group does not provide numbers.

Before training, you need to develop a lesson plan for the year. This way, you can be sure that your children will gain all the necessary understanding of mathematics.

Planning for FEMP in preschool educational institutions

It's hard to imagine school without mathematics. Children are prepared for it from a young age. Parents and educators put a lot of effort into ensuring that children have an understanding of basic mathematics. The plan plays an important role. Without it there can be no consistent study of this science. First, the plan is distributed over the year by month. It describes what children should be taught during the year, and what they should know at the end. Then he schedules the month by day (calendar plan). It indicates the days of classes. In the second junior group they are held once a week. The plan describes the goal, tasks, conducting educational games, and getting to know the outside world. Next, a long-term weekly lesson plan is created. Classes in kindergartens follow the same pattern, but the games are presented differently.

For example:

September – 1 week:

1. Task: didactic game “Studying the nesting doll.”

2. Goal: to understand what “one”, “there is not one”, “many” are (to develop ideas about a group of objects).

September – 2nd week:

1. Task: didactic game “Balloons”.

2. Goal: To develop an understanding of shape, variety and colors.

September – 3rd week:

1. Task: Didactic game “Arranging objects correctly.”

2. Goal: learn to develop attention and thinking.

September – 4th week:

1. Task – didactic game “Hide the Bear.”

2. Goal: to learn shapes and objects, how to correctly relate them.

As you noticed, FEMP in the second junior group is studied exclusively through didactic games. You also need to write a plan for other months. Then children, parents and teachers will have no questions left.

Individual cards in mathematics for the second junior, middle, senior groups

Learning to count is something that requires maximum concentration and constant practice from a child. The latter is designed to provide individual cards - methodological aids for working on a topic one at a time or in mini-groups (2-3 people).

1. In the second younger group, to practice the concept of one-many, for example, a card may have a picture of a steam locomotive. The child receives a stack of trailers and distributes them according to the card. At the same time, the adult focuses the child’s attention on the fact that at first there were no carriages, then one appeared, and then “many.”
2. In the middle group, counting to 5 is very effectively trained by correlating elements of pictures (for example, dots on the back of a ladybug) and a graphic image of the number.
3. In the older group, to practice counting to 10, you can use tables with dots and small cards with numbers that children must correlate with each other. Or cards with numbers to restore counting order. By the way, the skill of writing numbers is trained in the same way.
4. In the preparatory group, the cards can be graphic examples of addition and subtraction: the child counts the number of objects to the left of the + or - sign and writes the result in the cell provided for this.

For practical reasons, it is better to laminate cards. Then, even if the child needs to write something on an assignment (for example, the answer to the solution to an example), he will be able to do it with a marker that can be easily wiped off the cellophane.

To ensure that the numbers are always in the children’s field of view, you can install a “Fun Counting” folder in the group. She will introduce the kids to both numbers and the number of objects in a group.

Photo gallery: examples of individual cards and a picture for a mobile folder

In the younger group, kids learn to evaluate sets by attaching different numbers of cars to locomotives

In the preparatory group, children perform addition and subtraction in the range from 1 to 10

A child in the middle group must count the spots on the back of a ladybug and connect it with the appropriate number.

In the older group, children learn to perform simple arithmetic operations ranging from 1 to 10

Bright and beautiful pictures from the mobile folder will attract the attention of the children and teach them to correlate the number with the number of objects

Features of quantitative representations

It has been proven that children learn more easily while playing. If you only conduct classes with them, it will be boring, uninteresting, and the kids will quickly stop liking learning new things. Children should be given instructions to form elementary mathematical concepts only in the form of games. In the second younger group, they learn to distinguish when there are many objects and when there are none. Try giving him two toy bunnies and then ask him how many he has. The kid will say: “Here is one and here is one.” If you give a 3.4 year old child 5-6 toys, he will say: “That’s a lot.”

You can hide them for 3 minutes and ask: “How many toys do you have?” The child will answer: “There is not one.” These are general answers. They may differ depending on the individuality of the baby, but the meaning will be the same. This applies to those children who cannot count.

Features of demonstration and handout material for different age groups

Calculating material in mathematics, like other visual aids, can be of two types:

• large, that is, demonstration, which is used by the teacher to explain and show how to operate with it (magnetic boards, posters, paintings, etc.);
• small, that is, handout (cards, laptops, etc.), using which all children perform certain tasks at the same time, which allows organizing independent activities of children to develop the necessary mathematical skills and abilities.

Visual mathematical material differs in the type of counting activity, which is a priority for a specific age category.

1. Second junior group. To form the concept of singularity and multiplicity, you can use, for example, puzzle pictures, cubes in which numbers are surrounded by elements with the same number of fruits (vegetables, animals, etc.) or pictures with dots that need to be correlated with the number. By the way, the same material with dots is still used, only there are more numbers.
2. Middle group. Children must be able to give an accurate assessment of a set of objects, in this case counting to 5. For this, pictures depicting objects and numbers corresponding to their quantity are actively used, as well as a combination of a toy and a three-dimensional number. For example, to recognize the graphic image of a number, the task could be as follows: help the bunny find the number 3. Place a moth on a flower with five petals.
3. Senior group. Kids count to 10 and can add or subtract one at a time. For clarity, they use, for example, the game of dominoes, matching a number with a picture with the same number of objects.
4. Preparatory group. Children can compare numbers “more and less”, and make up given numbers from two smaller ones - 5 from 2 and 3, for example. The demonstration material becomes more complex. These could be tasks for comparing the number of objects in pictures, composing a whole image after sequentially folding numbered cut parts, etc.

Counting sticks are a universal visual aid: they allow you to demonstrate and practice all types of counting activities.

Thus, the first manuals are aimed at ensuring that children learn to correlate the visual image of a number and the number of objects it denotes. In the middle group, this work is no longer on “recognizing” the image of a number, but on quantitative counting up to 5. In the older group, children learn to perform basic addition and subtraction operations, and in the preparatory task materials are comparative in nature, since children already know how to correlate quantities , indicated by numbers.

At any stage of training, it is necessary to think over a way to get acquainted with the graphic image of a number, for example, in the form of creating an application

Types of handouts

As already mentioned, manuals can be demonstration or handout. And there are also those that can be used in both cases (for example, Dienesh blocks). The teacher chooses the types of handouts depending on the age of the children. So, already in the first junior group, children get acquainted with cubes and counting sticks. True, so far the assessment level is “a lot or a little.” Typically, the gradation of the use of types of handouts depends on the age of the children: the younger, the more toys, and the older, the more drawings and diagrams. In general, the following counting aids are actively used in kindergarten:

• Cuisenaire sticks (multi-colored parallelepipeds of different sizes made of wood or plastic are used mainly in the second junior and middle groups, when the concept of quantity is introduced);
• Dienesh blocks (a set of geometric shapes of different sizes, which can be used by analogy with Cuisenaire sticks, as well as to introduce rectangles, triangles, circles, squares);
• cubes (in the younger group they practice the concepts of “many and few”);
• pyramids (as a budget, more affordable version of Cuisenaire sticks and Dienesh blocks);
• beads, buttons (in junior and middle groups);
• pictures, puzzle pictures, cards (for all ages);
• fan with numbers (for senior and preparatory groups, in which the children already clearly associate a number with its graphic image);
• lapbooks, tasks in which can combine all of the above manuals, etc.

Please note that there is no clear age division in the use of counting materials, since their use must be justified from the point of view of the educational goal. And yet, in the senior and preparatory groups, the emphasis is on cards, so that children get used to working with clarity “like at school.”

Photo gallery: examples of counting handouts

The capabilities of counting cubes allow them to be used up to the preparatory group

To master the skill of counting to 5, it is convenient to use special pyramids

A fan with numbers is a tool for school, but can also be used in kindergarten

Using blocks you can practice mastering basic geometric shapes and counting objects in groups

You can learn to count on sticks completely unnoticed: for example, by laying out figures from them

Idea of ​​size

The plan should indicate how to compare and measure quantities. Take the nesting dolls and explain to the kids where the smallest and largest are. It is not advisable to compare 3 or more objects at once; children will quickly get confused. For starters, two toys are enough. The size can be compared not only by height, but also by length. These can be bright multi-colored ribbons (long – green, short – pink). Also by thickness (the doll is thin, the bunny is fat).

In order for children to be interested in learning about size, you can tell them a story: “The prince and princess are going to a carnival, they need beautiful belts, here are ribbons, short and long, who should we tie them to?” Two kids come out and tie the knot. After a while, the teacher says: “Oh, the prince and princess want to exchange belts, who will help them?” Two other kids come out. As a result, the ribbons can be placed one on top of the other and show how to figure out where the short and long are. In this way, children develop fine motor skills of their fingers and the idea of ​​size.

Pictures for teaching counting in senior and preparatory groups

There are no particular differences in the form of the pictures, only the tasks, that is, the content, differ.

Photo gallery: individual cards for the senior group

Number cards can be made at home

By rearranging the number of balls, the child will learn to count to 10, as well as sort things according to the “new/old” principle.

An individual card may contain a creative task: sculpt a number from plasticine

Such houses help children learn the composition of numbers

It is worth noting that the cards do not always represent a drawn/pasted image. An individual card may consist of individual elements that are laid out on a sheet. A kind of overlay applique.

Photo gallery: counting aids for the preparatory group

This is how children are presented with the principle of variability of terms with the same amount

This is a dynamic card, that is, it comes with a pocket with balls with examples, as well as cards with answer numbers

In the preparatory group, children easily cope with the task of writing down the neighbors of the numbers in the windows of the house

This guide not only trains math skills, but also develops fine motor skills.

Demonstration counting material is a manifestation of the teacher’s imagination, aimed at ensuring that children learn the basics of mathematical operations while playing. Lapbooks have proven themselves very well, as the children enjoy playing with such large applications, which include pictures, puzzles, and coloring books. When preparing this manual, two important points must be taken into account: the laptop must be strong, that is, not crumble during use, and entertaining, so that with its help the teacher can realize the set training, developmental and educational goals.

Study of geometric shapes

All objects that surround the child have their own shape. Children remember geometric shapes best through play. Are you playing ball? Explain to your baby that he is round. Looking out the window? Say it's square. Thus, you also study FEMP in the second junior group.

The teacher or parents can draw geometric shapes on a sheet of paper and cut out shapes from cardboard for them. Let the child put them on the drawing. Rest assured, kids will find the right figure in a matter of seconds. They find learning very easy. Children can be shown a picture with: a circle, a plate, a piano, a cup. Ask them to find round shaped objects. Children love this FEMP activity very much, and therefore will not remain indifferent to it.

Work plan for the FEMP circle with children of the second junior group

Author: E.A. Zykova, teacher of the State Budgetary Educational Institution of the Samara Region, basic secondary school No. 6 of the city of Novokuybyshevsk, Novokuybyshevsk urban district, Samara Region. Structural unit “Kindergarten “Hedgehog” (city of Novokuybyshevsk).

Objectives of circle work for the 2013-2014 academic year:

To consolidate and clarify children’s skills to combine objects together and split the whole into separate parts.

Continue to teach how to form groups of objects according to one, and then two or three characteristics (color, shape, size).

To clarify the idea of ​​diverse subject groups: one, many, few (meaning several).

Establish equalities and inequalities in the number of objects (equal, more, less).

Teach children quantitative and ordinal counting to five.

September 2013

October 2013

November 2013

December 2013

January 2014.

February 2014

March 2014

April 2014

May 2014

Spatial representation in children

Children must be able to navigate in space: on the street, in a room, on a piece of paper, in the movement of direction, in time. Toss the ball with your child, explaining that it flies up and falls down. Plant 3 toys in order. In the middle, for example, is a bunny. Let the children explain who is sitting in front, behind, left, right, etc. It is advisable to swap toys. During breakfast, explain to the children that it is morning. Also at lunch or during dinner. Talk to your children about the night. During art lessons, have children draw paths and explain where they lead: forward, left, right.

Classes in kindergartens about space develop children’s imagination, attention, fine motor skills, and form the ability to navigate both in a group and on the street.

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September.

No. 1. Topic: Introducing the concepts of “one” and “many”. Etc. tasks. To form ideas about the concepts of “many” and “one”. Work on the ability to coordinate the numeral “one” with nouns in gender and case. Develop the ability to compare objects by color, identify patterns in color changes. (Peterson “Player”, p. 16)

No. 2. Topic: Comparison of collections of objects by quantity. As many. Etc. tasks. Form ideas about the equality of groups of objects based on pairing (by overlapping, drawing lines, etc.). To consolidate ideas about the concepts of “one” and “many”. To train children in the ability to identify patterns in the arrangement of objects. (Peterson “Player”, p. 17)

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No. 3. Topic: Same amount, more, less. Etc. tasks. Compare groups of objects by quantity using pairs (same, more, less). Form ideas about the conservation of quantity. (Peterson “Playing Game”, p. 19)

No. 4. Topic: Same amount, more, less. Etc. tasks. Reinforce the concepts of “one” - “many”, the ability to compare groups of objects by quantity based on pairing. Form ideas about the conservation of quantity. Development of logical thinking. (Peterson “Player”, p. 20)

OCTOBER

No. 1. Topic: Same amount, more, less. Etc. tasks. To consolidate ideas about the conservation of quantity, about comparing groups of objects based on pairing, about the concepts of “one” and “many”. Learn to see the components of a group of objects, each of which has a specific color. Help children find patterns. (Peterson “Player”, p. 22)

No. 2. Topic: Properties of objects. Count to two. Etc. tasks. Develop the ability to count to two based on comparison of two groups of objects containing 1 and 2 elements. Establish two ways to equalize groups of items by quantity. Learn to identify common properties of groups of objects. (Peterson “Playing Game”, p. 23)

No. 3. Topic: Counting to two. Numbers 1 and 2. Ex. tasks. Introduce the numbers 1 and 2 as symbols denoting one and two objects, respectively. Develop the ability to correlate numbers 1 and 2 with quantity; spatial representations: closer, further. (Peterson “Playing Game”, p. 24)

No. 4. Theme: longer, shorter. Etc. tasks. Form spatial representations: longer, shorter. Strengthen counting to two, the ability to correlate numbers 1 and 2 with quantity. Start working on the formation of spatial representations: right, left. (Peterson “Playing Game”, p. 28)

NOVEMBER

No. 1. Topic: Circle. Etc. tasks. Form an idea of ​​a circle on an objective basis, the ability to recognize a circle in objects in the environment. Strengthen counting to two, the ability to correlate numbers 1 and 2 with quantity. Develop the ability to identify a pattern in the arrangement of figures and continue it. (Peterson “Player”, p. 29)

No. 2. Topic: Ball. Etc. tasks. To form, on an objective basis, ideas about the ball, the ability to recognize the ball in objects in the environment. Strengthen counting to two, the ability to correlate numbers 1 and 2 with quantity. Work on the formation of spatial representations: right, left. (Peterson “Playing Game”, p. 31).

No. 3. Topic: Wider, narrower. Etc. tasks. Form spatial concepts: wider, narrower. Strengthen counting to two, the ability to correlate numbers with quantities. Develop the ability to find signs of similarity and difference between objects, identify a pattern in the arrangement of figures and continue it. (Peterson “Player”, p. 32)

No. 4. Topic: Counting to three. Number 3. Ex. tasks. Introduce the formation of the number 3 based on a comparison of two groups of objects containing 2 and 3 elements; count to three. To consolidate the ability to compare groups of objects based on pairing, to equalize their quantities in two ways. Form ideas about the triangle on a subject basis; the ability to identify signs of similarities and differences between figures, and to find an extra figure. (Peterson “Player”, p. 35)

DECEMBER

No. 1. Topic: Number 3. Ex. tasks. Introduce the number 3 as a symbol denoting three objects. Develop the ability to correlate numbers 1-3 with quantity. Expand your understanding of geometric shapes. Develop the ability to identify a pattern in the arrangement of figures and continue it. (Peterson “playing game”, p. 37).

No. 2. Topic: On, over, under. Etc. tasks. Form spatial relationships: on, above, under. Strengthen counting to 3, the ability to correlate numbers 1-3 with quantity, compare by quantity based on pairing, equalize groups of objects by quantity in two ways. Develop the ability to count the required number of objects from a group. Strengthen the ability to compare objects by length. (Peterson “Playing Game”, p. 39).

No. 3. Topic: Above, below. Etc. tasks. Form spatial representations: above, below. Fix the score within 3, the ability to correlate numbers 1-3 with the quantity. Strengthen spatial concepts: closer, further. Develop the ability to group objects according to common characteristics. (Peterson “Player”, p. 41)

No. 4. Topic: Earlier, later. Etc. tasks. Form temporary ideas: earlier, later. Strengthen the ability to count objects, designate the quantity with the corresponding number. Develop the ability to identify signs of similarities and differences between objects or figures. (Peterson “Playing Game”, p. 43)

JANUARY

No. 1. Topic: Counting to 4. Number 4. Number 4. Ex. tasks. Introduce the formation of the number 4 based on a comparison of 2 groups of objects; count to 4. Introduce the number 4 as a symbol denoting 4 objects, learn to correlate numbers 1-4 with quantity. Strengthen the ability to compare groups of objects by quantity based on pairing, equalize the number of objects in two ways. To develop the ability to identify objects from a group based on their characteristic properties. (Peterson “Playing Game”, p. 44)

No. 2. Topic: Square. Etc. tasks. Introduce the square on a subject basis, consolidate knowledge about geometric shapes. Maintain counting within 4, ability to correlate numbers with quantity; to develop the ability to find signs of similarity and difference and, on their basis, combine objects with similar characteristics and isolate from a group objects that differ in some way. (Peterson “Player”, p. 47)

No. 3. Topic: Cube. Etc. tasks. Form an idea of ​​a cube on an objective basis, the ability to recognize a cube in objects in the environment. Form spatial representations: left, right, middle. Fix the count within 4, the ability to correlate numbers with quantities. Strengthen temporary ideas: later, earlier. (Peterson “Player”, p. 49)

No. 4. Subject: Above. At the bottom. Etc. tasks. Create space representations: above, below; the ability to find signs of similarities and differences between objects and combine them into groups based on these signs. Reinforce ideas about geometric shapes on a subject basis, count within 4, compare groups based on making pairs. (Peterson “Player”, p. 51)

FEBRUARY

No. 1. Subject: Left, right, middle. Etc. tasks. Form spatial representations: left, right, middle. Fix counting within 4, the ability to correlate numbers 1-4 with quantity, spatial and temporal relationships; the ability to find signs of similarities and differences and express them in speech. (Peterson “Player”, p. 52)

No. 2. Topic: Counting to 5. Number 5. Number 5. Ex. tasks. Introduce the formation of the number 5 based on a comparison of two sets containing 4 and 5 elements; count to 5. Introduce the number 5 as a symbol representing 5 objects. Strengthen the ability to compare groups of objects based on pairing, equalize their quantities in two ways. (Peterson “Player”, p. 54)

No. 3. Topic: Inside, outside. Etc. tasks. Form spatial representations: inside, outside. Fix the score within 5, the ability to correlate numbers 1-5 with the quantity. Develop the ability to organize shapes by size. (Peterson “Playing Game”, p. 57)

No. 4. Topic: In front, behind, between. Etc. tasks. Form spatial representations: in front, behind, between. Strengthen counting within 5, the ability to correlate numbers 1-5 with quantity, ideas about geometric shapes and space-time relationships. Develop the ability to identify the properties of shapes (color, size, shape) and compare shapes based on these properties. (Peterson “Player”, p. 58)

MARCH

No. 1. Topic: Couple. Etc. tasks. Form ideas about paired objects. Strengthen the ability to compare objects by length, width, height. Fix the score within 5, the ability to correlate numbers with quantities. To develop the ability to identify, based on comparison, signs of similarity and difference between objects, and to express them in speech. (Peterson “Player”, p.60)

No. 2. Topic: Oval. Etc. tasks. To form an idea of ​​an oval on an objective basis, the ability to find oval-shaped objects in the environment. Fix the score within 5, the ability to correlate numbers with quantities. Strengthen ideas about triangle, square, circle. (Peterson “Playing Game”, p. 62)

No. 3. Topic: Rectangle. Etc. tasks. Form an object-based idea of ​​a rectangle, the ability to find rectangular-shaped objects in the environment. Fix the score within 5, the ability to correlate numbers with quantities. To develop the ability to identify the properties of objects, to find signs of similarity and difference, and on their basis to select from the totality objects that differ in some way. Strengthen the skills of comparing objects by length and width, ideas about geometric shapes. (Peterson “Player”, p. 64)

APRIL

No. 1. Topic: Number series. Etc. tasks. Based on objective actions, form ideas about order and number series. To develop the ability to navigate in space “from oneself”, to identify and continue a given pattern. Strengthen the ability to correlate numbers 1-5 with quantity. (Peterson “Player”, p. 67)

No. 2. Topic: Ordinal counting. Etc. tasks. Form ideas about ordinal counting. Strengthen ideas about preserving quantity, the ability to correlate numbers 1-5 with quantity. To develop the ability to compare figures, identify signs of similarity and difference, and express them in speech. (Peterson “Playing Game”, p. 69)

No. 3. Topic: Travel game. Etc. tasks. Strengthen children's understanding of numbers and numbers 1-5, the ability to recognize geometric shapes, space-time relationships. (Peterson “Player”, p. 70)

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Mood now - mathematics, preschooler

Series of messages “Children 2-3 years old.
Lesson notes": Part 1 - Comprehensive lesson on speech development and modeling in the first junior group on the topic: "Kolobok" Part 2 - Long-term planning of art classes in the junior group Part 3 - Summary of a drawing lesson in the 1st junior group "Beautiful flowers for bees" Part 4 - Summary of a drawing lesson in the 1st junior group "Snail" Part 5 - Long-term planning in mathematics in the 2nd junior group. gr. Part 6 - Planning according to the Rainbow program for children of the 2nd junior group Part 7 - Modeling classes in the first junior group ... Part 12 - Exercises, educational games for a child of the third year of life Part 13 - How your child develops. Home tests Part 14 - Sleepy positions. Night indicator

Didactic games on FEMP in the second junior group

Interesting tasks in a playful way help children learn a lot of new and interesting things. With preschoolers we need to learn through didactic games. The formation of elementary mathematical concepts offers many didactic games for studying the material. During the summer period, you can consolidate all the knowledge acquired during the academic year. This should be done while playing: “Let’s compare objects” (offer the children 2 toys: high and low). “Who learned to compare stripes? Where is the wide one, where is the narrow one?”; “Which color ran away from us?” (show 5 squares of primary colors, then hide one. They love to guess which color is gone).

You can also hide geometric shapes. There is a very interesting and famous game at all times: “hot and cold” (let them play detective and find a small toy hidden by the teacher). This game is great for helping you navigate in space. Prepare for children many geometric shapes of the same shape. Let's say squares. You just need to make half of them large - the same size, and the other - small. Give them two boxes. Let them sort them by size.

In fact, there are a lot of didactic games, it’s impossible to count them all. Parents and educators can come up with their own options. The main thing is that children have fun and interesting during classes.

Lapbook for FEMP “Quantity and counting”

A laptop is a folder that contains material on a specific topic. The organization of the material in such a manual is that the teacher arranges the visualization in the form of mini-books, accordion layouts, gift boxes, windows or pockets, etc. In addition, the lapbook necessarily includes tasks of a creative nature.

Lapbooks are also used to form elementary mathematical concepts (EMPs) - the fruits of the teacher’s creative approach to the implementation of learning tasks. Benefits are calculated for a specific stage of training. Since lapbooks were originally made by parents to teach their child, these manuals, put on a “methodological stream,” are now used for individual work, as well as for working in pairs or threes.

How to make didactic materials for a preparatory group with your own hands

First, you need to determine the goals of the Quantity and Counting lapbook.

1. Strengthen the ability to count to 10.
2. Practice ordinal and quantitative counting.
3. Practice the skill of comparing numbers with the number of objects.
4. Learn to write numbers.
5. Develop the ability to add, subtract and compare numbers within 10.
6. Develop active vocabulary, logic, memory and thinking.
7. Work on the ability to independently solve assigned problems.
8. Cultivate responsiveness, self-confidence and self-confidence.

After the organizational stage, you can proceed directly to production. This process begins with the preparation of the necessary materials. Moreover, methodological questions are developed first, and only then a suitable design is selected for them.

Typically a lapbook includes:

• pictures with numbers for visual perception of their graphic image;
• cards with numbers and objects (either separately or 2 in 1);
• puzzles (cut numbers or pictures, each piece of which shows a number, etc.);
• pictures of fairy tales with numbers in their titles;
• coloring books;
• copybook;
• riddles, counting rhymes, etc.

It is most convenient to organize materials into files, which, in turn, are stored in a folder. The cover of this manual frame should also be brightly designed. But with such packaging, it is troublesome to work with the materials: before use, part of the manual will have to be laid out. So you can take advantage of the experience of your colleagues and make the pages of the lapbook cardboard, and on these sheets you can attach files, pop-up books, and boxes with surprises.

Photo gallery: example of a homemade laptop

For a lapbook, using a binder is the most durable

Cards with dots and numbers can be placed in bright envelopes so that the baby becomes interested in their contents

When producing such a manual, it is assumed that children know how to write

By laying out numbers from elements, children remember the graphic image of numbers and also train their eye

With the help of a lapbook, children quickly and easily understand the essence of comparison

Having solved the example on the garage and on the car, the child must correlate the same answers

Children, as a rule, get excited about playing dominoes.

What should children be able to do at the end of the school year?

When all the lessons that were planned have been completed, then you can consolidate what you have learned with the kids. As a result, children should be able to:

1. Find out how many items they have (many, few, none).

2. Must understand the difference between big and small.

3. What kind of strip, ribbon, path (wide-narrow, long-short).

4. Where the toy is thick, where it is thin.

5. What is morning or night.

6. Must be able to determine: what is below, above, in front, behind, on the left, on the right.

7. Where is their head, arms, legs, etc.

8. Must distinguish between shapes and colors.

Advice for parents and educators

There is no need to scold your child if something doesn’t work out for him. Or he forgot the name of the shape or color. You may disappoint him in his studies. If the baby cannot cope with something, help him tenderly, with a smile on his face. You will see how eagerly he wants to prove to others that he can do anything. The most important thing in pedagogy is to be patient. What is elementary for adults seems very difficult for a child. Put yourself in the baby's shoes: how will you feel if you are yelled at? Of course, anger. The baby feels the same, but he can’t express much. Be a kind and patient teacher, only then will you be able to achieve the desired results.