Goal: consolidation of ideas about geometric shapes, color and length of an object, the concept of big - small; on, under, empty - full.
Tasks:
Educational:

Improve the ability to name and distinguish familiar names geometric figures: circle, square, triangle;
Strengthen children's ideas about the color of an object;
Improve the ability to compare two objects by length ( short-long); in size ( big small).
Fix the concept on, under, empty, full.
Educational:
Develop mental processes.
Develop fine and gross motor skills.
Educational:
Introduce safety rules when handling boiling water and an electric kettle.
Materials and equipment:
1. The paths are long and short (for walking along them).
2. Geometric shapes, cut into 4 parts.
3. Dollware (tea sets of different colors).

Progress of the lesson
I Organizational moment.
- Guys, guests came to our lesson today, so we will welcome them as good hosts. The sun has come into our group and wants to play with us! Stretch out your palms!
1. Self-massage
Goal: relieving muscle tension, creating a positive emotional mood.

The palm is the sun,
And the fingers are rays
Wake up, rays,
Stay warm, little hands.

The sun woke up
touched forehead
And stroked, and stroked

The sun woke up
Touched the cheeks
And it stroked, and stroked.

The sun warmed my face.
It's getting warmer, getting warmer.
Our hands reached out
Our lips smiled.
Now let’s turn to the guests, smile at them and say “Hello!”
2. Surprise moment
The bell rings and the teacher picks up the phone.
Hello, hello! I, doll Katya. I call the kindergarten and invite all the kids to drink tea with me and talk about good things.
- Guys, the doll Katya invited us over for tea. Shall we go to her?
-Yes!
Our doll Katya lives in a fairy-tale city, which means the road to her will be interesting and difficult.

II Main part

1. "Walk the path"
- Guys, there are two paths in front of us. One is long and the other is short. But in order to get to Katya faster, you and I need to take a short path.
- Let's determine which path is short and which is long. Children show a short path and then take turns walking along it.
(a path with footprints, children must step clearly in the footprints - development of the eye, coordination of movements).

Children walk along the path to the music

Fizminutka:
Children perform movements according to the text.
Our feet walk along a small path
Little legs top, top, top.
Together along the path, top, top, top.
They walk merrily, stomping, stomping, stomping.
The songs are chanted clap, clap, clap.
We clap our hands clap, clap, clap.
We nod our heads, we nod our heads
We raise our hands
We give up

We'll spread our hands
And we will go along the path.

2. Didactic game"Assemble a geometric figure"
- Guys, look, the figures have scattered into several parts, let's try to collect them. They will collect: Nazar, Timofey, Ilona.
- What figures have you collected? (triangle, square, circle)
- What color is the triangle? (green)
- What color is the square? (yellow)
- What color is the circle? (red)
- Who knows what these figures can be called in one word? (Geometric)
- Well done!

Children come to the doll's house. And here is our Katya.
- Guys, Katya is a little upset, what happened?
- Hello guys. I invited you to tea, but I can’t find the box with the dishes.
Educator: - Guys, let's look for the box together. Look, what's that under the table? Children find a box of dishes. Look carefully - the box is under the table
And now I'll put it on the table
Guys, there are a lot of dishes in the box, a box full of dishes, right? (Yes)
So - a box full of dishes.
The teacher arranges cups and saucers. Shows an empty box - and now the box is empty.
- Guys, when there were dishes in the box, what was the box like? (Full), but what’s a box without dishes? (Empty)
- Well done.
- Now girls, go to the table and take a cup, and now boys take it.
- Guys, Katya and I have a big cup. Raise your hand who has big cups. Varya, what kind of cup do you have? It’s small. Now guys, raise your hand if you have small cups.
- Before drinking tea, we remember the safety rules:
- Before turning on the kettle, what should we do? (Children's answers)
- How should we pour tea so as not to get burned? (children's answers)
- And now we’ll drink tea:
Finger game "Tea":
Here's a cup, here's a saucer,
Here is a teapot.
We pour tea into a cup
And let's drink it with me!
(movements in accordance with the text of the game;
the game is repeated twice)
What delicious tea. Thank you Katya for the treat. It's time for us to go back to kindergarten. Goodbye!
Doll Katya gives all children a coloring book with a tea pair as a farewell gift.
III Summary of the lesson.
- Guys, what did we do in class today?
- What did you like most?

Goals:

Teach children to unite the same(By blossom, size) objects into subject sets according to a verbal task.

Consolidate knowledge about geometric shapes, answer the question “how much?” with words one, a lot of, nor one.

Continue to develop the ability to compose group from individual items and extract from it one item.

Educational objectives

Continue to teach children to dialogue with teacher: listen and understand asked question and answer it clearly;

Consolidate and generalize children's knowledge about the number of objects ( one, a lot of, nor one,

Strengthen the ability to distinguish and name the main colors: red, blue, yellow, green;

Expand and activate children's vocabulary.

Develop logical thinking.

Cultivate a desire to work, kindness and responsiveness.

Equipment and materials:

Demonstration: soft toy Bunny. Big and small cubes. Big and small box.

Handouts: Large and small cubes according to the number of children, red, blue, and yellow plates according to one piece per child. Circles of three colors: red, blue, yellow in rosettes. One socket per table. Five pictures of Christmas trees different sizes, tape recorder recording “Lullaby for Umka”.

Progress of the lesson

1. Introduction to the educational game situation

Introduction of the fairy-tale hero Bunny-Stepashka.

Guys, we have a guest coming to us today, guess who? themselves:

What kind of forest animal is this?

Stood up like a column under a pine tree?

And stands among the grass -

Ears more head.

That's right, it's a bunny, and our guest's name is Stepashka.

Let's all say hello to Stepashka together:

Children - “Hello Stepashka!”

Stepashka - Hello, guys!

Guys, Stepashka whispered in my ear that he accidentally spilled the cubes, but he couldn’t put them back together because he didn’t remember where they were, but we’ll take a look now and definitely figure out how to collect and arrange the cubes (Yes)

2. Main part.

1. Game - task “Put the cubes into boxes” (on the carpet)

Laid out in front of each child cubes: big and small, and cooked two boxes: big and small

Look how many cubes Stepashka spilled ( A lot of, and they all same size(No, but then what kind of cubes are there? (Big and small ) .

Well done, and all the boxes the same? (no, what kind of boxes? (big and small )

Look what kind of box is this? (big )

What kind of box is this? (small)

Look at your cubes. Show big cube(show). Show small (show).

I also have cubes big(showing) and small (showing). - Look, I'm taking it big cube and put it in big box, and a small cube in a small box.

(children complete tasks after explanation).

- So we helped Stepashka: large cubes placed in a large box, and small ones in a small box.

How many cubes are in the boxes? (a lot of )

How many cubes do you have? (neither one) .

Look Stepashka, we all collected all the cubes and put them in boxes

Stepashka- “Thank you guys, you helped me a lot”.

Somehow we sat on the carpet too long, but let’s go with you now A little Let's warm up and jump together with Stepashka.

Physical education minute "Fun in the Woods"

The hares got up early in the morning,

They played merrily in the forest. (Jumping in place.)

Jump-jump-jump along the paths!

Who is not used to charging? (Walk in place.)

Here is a fox walking through the forest. (Imitate the movements of a fox)

Who's jumping there, I wonder? (Stretching - arms forward.)

To answer the question,

The little fox pulls his nose. (pull our noses forward.)

But the bunnies jump quickly.

How could it be otherwise? (jumping in place)

Exercise helps!

And the bunnies run away. (Walk in place.)

Here's a hungry fox

Looks sadly at the heavens. (Stretching - arms up.)

Sighs heavily (Deep inhale and exhale.)

He sits down and rests. (Sits down and rests.)

Guys, let's invite Bunny to play another game with us at the tables.

2 Game task "Lay it out according to blossom»

Plates are laid out on the table. Each child has his own plate of a certain colors: blue, red, yellow. In the center of the table there is a box with multi-colored blue circles, red, yellow. Children should put circles of the same colors, like the plate itself.

Look what colorful plates on our tables, what kind are they? colors? (blue, red and yellow). And in the middle of the table there is also a box, and what is in it ( Multi-colored circles, and what kind are there colors(blue, red and yellow). Right

What colors plate, the same colors You need to put the circles in it. Put red circles in a red plate, blue circles in a blue plate, and yellow circles in a yellow plate. Everyone understands (yes, well then let’s start laying out

Each child places the circles in their own plate. (children complete the task independently).

The guys did it (Yes, what great guys you are! How much did we achieve? multi-colored circles(A lot of, and plates (a lot of )

3. Final part.

A game class“Show me where the Bunny’s house is”.

Christmas trees of different sizes on the board (5-6 pcs. of different heights).

It was very interesting for Stepashka to be with us “What great guys you are”- he says. But unfortunately, it’s time for him to return home. Where do hares live? (In the woods).

That's right, all the bunnies live in the forest, so our Stepashka also lives in the forest, he played with us so much today that a bit tired, and wants to go home get a little rest, Gain strength.

Look guys, this is the forest in which Stepashka lives. He said that his house is under the tallest tree. Only he himself does not know which of the trees is the tallest. Let us help you show off the tallest tree. (children show)

Well, goodbye Stepashka! Sweet dreams to you!

Stepashka- "Goodbye, guys"

Relaxation.

Stepashka went to rest and gain strength, and let us do the same let's rest a little, and lie on the rug and listen to a beautiful song (Yes)

Sounds “lullaby for Umka”

PRACTICAL TASK No. 5

“SELECT GAME TASKS (AT LEAST FOUR) FOR CHILDREN OF MIDDLE AND SENIOR PRESCHOOL AGE TO INTRODUCE THE NATURAL SERIES OF NUMBERS AND CONSOLIDATE COUNTING SKILLS USING KUISER STICKS.

Getting to know the number. (middle and senior groups)

1. Take white stick. She is the shortest. This is a unit. Number 1.

2. Find stick where is white the stick is placed 2 times. Find the same one stick, how many are there? (2) Pink the stick is the number 2. (And so on until 10).

Tasks. (senior group)

1. Make 2 trains so that one of them has 3 pink cars, and the other, also consisting of pink cars, has 1 (2) the carriage is longer.

2. Make up a green one stick, from the same sticks in different ways.

(Composition of numbers).

Examples of games with Cuisenaire sticks.

A game: "Colored rugs"

Target: Deepen children's knowledge about the composition of a number from two smaller numbers. Develop an understanding of, that the larger the number, the more expansion options. Develop logical thinking, attention.

Progress of the game.

Children take one stick(for example, yellow) and make it up from several others, in total equal to the length of the first. Every "rug" ends stick consisting of white chopsticks, which is called "fringe". Children describe rug:

- Color: “Yellow is white and red, red and white, pink and blue, blue and pink, and white, white, white, white, white.”

- By numbers: “Five is one and four, four and one, two and three, three and two, and one, one, one, one, one.” - In numbers (children lay out cards with numbers): 1 and 4,4 and 1,2 and 3,3 and 2, and 1, 1, 1, 1, 1. You can use the signs +, -, =.

It is necessary to bring children to the understanding that, for example, for the number 3 there are only two options for folding the rug, and for the number 5 there are four options. And accordingly, the first rug will be smaller than the second. Later, as you master the material, you can use numbers from 1 to 10.

A game “Name the number - find it stick» .

Target: consolidate the ability to correlate quantities with numbers.

Move: games:

The host calls the number and the players move to the corresponding number. stick. Then the presenter shows stick, and the children name the number it represents ( For example: white - one, pink - two, blue - three, red - four and so on). First the numbers are called and sticks are shown in order and then broken down.

A game "Find a Pair"

Options:

The colored number is matched with the corresponding regular number shown on the card.

The corresponding number of objects is selected for the colored number (or their images on the card).

The selection of pairs is carried out first in order, and then separately.

After completing the exercise, the child adds sticks in boxes or bags, which depict the corresponding number or numerical figure (or both).

PRACTICAL TASK No. 6

“COUNT (HOUSES, CUBES, FIR-TREES, ETC.) IN COMPLIANCE WITH COUNTING RULES (QUANTITATIVE COUNTING) COUNT OBJECTS BY TOUCH IN COMPLIANCE WITH THE APPROPRIATE ALGORITHM OF ACTIONS. REPEAT THE MOVEMENTS (SOUNDS) FOR COUNTING BY CHILDREN IN COMPLIANCE WITH THE REQUIREMENTS.

Learning to count within five

To conduct initial lessons, you will need five cards with the numbers 1, 2, 3, 4, 5 and five and five pictures of houses.

Learning to count at the initial stage will be done with the help of five houses and a box with five cells for them. From time to time, the teacher can cover the box with his palm or remove it, thanks to which the houses and empty cells located in it are very quickly imprinted in the child’s memory.

You should also not try to replace the box with houses with counting sticks or fingers, other counting objects, or cubes that are not lined up in the box. Unlike houses lined up in a box, these objects are arranged randomly, do not form a permanent configuration and therefore are not stored in memory as a memorable picture.

Before the start of the lesson, find out how many houses the child can identify at the same time, without counting them one by one with his finger. Usually, by the age of three, children can tell immediately, without counting, how many cubes are in a box, if their number does not exceed two or three, and only a few of them see four at once. But there are children who can only name one object so far. In order to say that they see two objects, they must count them by pointing with their finger. The first lesson is intended for such children. The others will join them later. To determine how many cubes the child sees at once, alternately place different numbers of cubes in the box and ask: “How many cubes are in the box? Don’t count, tell me right away. Well done! And now? And now? That’s right, well done!” Children can sit or stand at the table. Place the box with cubes on the table next to the child parallel to the edge of the table.

To complete the tasks of the first lesson, leave the children who can only identify one cube so far. Play with them one by one.

1. Game “Putting numbers to houses”

with two houses

Place a card with number 1 and a card with number 2 on the table. Place a box on the table and put one house in it. Ask your child how many houses are in the box. After he answers “one,” show and tell him the number 1 and ask him to put it next to the box. Add a second house to the box and ask to count how many houses are in the box now. Let him, if he wants, count the houses with his finger. After the child says that there are already two houses in the box, show him and tell him the number 2 and ask him to remove the number 1 from the box and put the number in its place

2. Repeat this game several times. Very soon the child will remember what two houses look like and will begin to name this number at once, without counting. At the same time, he will remember the numbers 1 and 2 and will move the number corresponding to the number of houses in it towards the box.

Types of exercises:

· counting sounds

· counting movements

· counting objects by touch

Exercise options:

· Execution according to the sample (as many). Clap as many times as I do.

· Counting the number of sounds (movements, objects by touch). The result of the count can be called or shown using numbers.

· Carrying out a task according to the named number or shown figure

· Mixed exercises (for example, squat as many times as you hear sounds)

Complications:

Perform 1 more or less movements

Stage 1 (younger age) is asked to reproduce 1 or many (movements or sounds) according to the model. In the game “Walk in circles after each other,” children must repeat those movements as many times as the leader showed.

Requirements for producing sounds and performing movements: zouks must be produced loudly, rhythmically, at a moderate pace, behind a screen, we pay attention to the fact that children listen silently until the very end, count to themselves, if the children said incorrectly, the teacher repeats if they say incorrectly again -reduces the amount.

Movements should be rhythmic at a moderate pace (we count movements as a whole)

Lesson 1

Program content

To improve the ability to compare two objects in length, the results of comparison are denoted by the words long - short, longer - shorter, equal in length.

Exercise the ability to find one or many objects in the environment.

Demo material. Equipment and attributes of a gym, 2 cords of different colors and lengths (rolled into a large and small ball), a bun.

Guidelines

Part I. Kolobok shows the children two balls and asks: “What is this? What color are the balls? What can be said about the size of the glomeruli?

Kolobok invites the children to follow the balls and see where they lead. With a big ball, the children enter the gym. “What interesting things do you see here? - asks the teacher. — What items are there in abundance that all children can play with? What kind of objects, one at a time, that only a bun can play?”

With a small ball, children find themselves in... (at the discretion of the teacher) and answer similar questions.

The teacher suggests unwinding the balls and comparing the laces by length: “Find and show a long lace. Find and show a short cord. What about the length of the red lace compared to the blue lace? What about the length of the blue lace compared to the red lace?”

The teacher summarizes the children's answers, emphasizing that a large ball can be wound from a long thread, and a small ball can be wound from a short thread.

Part II. Game "Carousel".

Children take hold of the cords and form two “carousels”: a large one and a small one. "Carousels" move to the music.

Lesson 2

Program content

Continue to improve the ability to find one or many objects in the environment.

Strengthen the ability to distinguish and name a circle and a square.

Improve the ability to compare two objects in length using the methods of superimposition and application, denote the results of comparison with the words long - short, longer - shorter.

Didactic visual material

Demo material. Circle (diameter 14 cm), square (side length 14 cm) of the same color; toy cat, large and small glasses for pencils, tray for geometric shapes.

Handout. Pencils different colors(length—10 cm and 20 cm); circles (diameter 7-8 cm), squares (side length 7-8 cm).

Guidelines

Part I. With the words “the little gray cat sat on the window,” the teacher brings the cat in and places it on the windowsill. Together with her, the children look out the window and answer the teacher’s questions: “What do you see on the street? What kinds of objects are there in abundance on the street? What items, one at a time?”

Part II. The teacher invites the children to take green and yellow pencils and compare them by length. Clarifies ways to compare objects (by superimposition or application) and asks to run your hand along the pencils, showing and calling their length: “What can you say about the length of the green pencil? What can you say about the length of the yellow pencil? Place the pencils in cups: a large one for a long pencil, a small one for a short pencil.”

Part III. Outdoor game "Find your house."

There is a circle and a square on the carpet. Children take one geometric figure from the tray, name them and begin to move to the music. At the end of the melody, they must find their houses: those who have a circle in their hands run to the circle, those who have a square run to the square. When the children take their places, the teacher asks them to justify their choice.

Repeating the game, the teacher changes places of the figures.

At the end of the lesson, everyone sings a song for the cat together.

Lesson 3

Program content

Learn to compare two equal groups of objects using the method of superimposition, understand the meaning of words in many, equally.

Practice orientation own body, distinguish between right and left hands.

Didactic visual material

Demo material. Snowman toy, 4 buckets, 4 scoops.

Handout. Single-page cards with images of 3-4 snowmen without bucket hats, on trays - 3-4 bucket hats, contour images of mittens for the right and left hands.

Guidelines

Part I. Educator. A snowman came to visit us and brought gifts: buckets and scoops. Let's arrange the buckets in a row.

The child arranges buckets. The teacher accompanies his actions with the words: “One bucket, one more...”

Educator. How many buckets did you put? (A lot.) Now put one scoop in each bucket.

The child completes the task, specifying the sequence of actions.

Educator. How many scoops did you put in? (A lot.) Does each bucket have a scoop? How many buckets and scoops do we have? (A lot.) That’s right, a lot, or you could say equally.

Part II. Children, together with the teacher, look at cards with pictures of snowmen.

Educator. What is shown on the card? How many snowmen? What do snowmen lack? (Bucket.) Let's put on a bucket hat for each snowman.

The teacher clarifies the rules for arranging objects using step-by-step instructions.

Educator. How many bucket hats? (A lot.) Does every snowman have a hat? What can you say about the number of snowmen and hats? (A lot.) How else can you say: how many snowmen and hats? (Equally.)

Part III. Game exercise“Let’s find the lost mitten.”

At the beginning of the game, the teacher asks the children to show their right and left hands. Then he gives the children mittens, but only for one hand. Children determine which hand they already have a mitten on, and select a mitten for the other hand (they are on the teacher’s table). Children check whether the task is completed correctly by directly placing their hand on the mitten.

Lesson 4

Program content

Continue to teach how to compare two equal groups of objects using the method of superimposition, to activate in speech expressions many, equally, as many as.

Improve the ability to compare two objects in length, using overlapping techniques and applications and the words long - short, longer - shorter.

Didactic visual material

Demonstration material. Two scarves are the same color, but different lengths, doll.

Handout. Branches of different lengths (2 pieces for each child), birds cut out of cardboard (5 pieces for each child), cords.

Guidelines

Part I. Game situation “Let’s collect the doll for a walk.”

The teacher tells the children that the doll is going for a walk and asks them to help her choose a scarf. The teacher shows the scarves and asks: “What color are the scarves? How should the scarves be laid out so that you can see whether they are the same length or different?”

The teacher invites one of the children to compare scarves. (“What can you say about the length of scarves?”) If necessary, the teacher provides assistance; makes sure that the children, showing the length (“Show the long (short) scarf”), run their hand along the scarf from beginning to end.

After comparing the scarves, the teacher finds out: “Which scarf will we tie for the doll: long or short?”

Part II. The teacher draws the children’s attention to the twigs that lie on the trays: “What is this? (Twigs.) What can you say about the length of the branches? Compare them. Show a long (short) branch. Place one bird on a short branch. How many birds did you put on a short branch? Place a lot of birds on a long branch. How many birds did you put on the long branch?

The teacher summarizes the children's answers.

Part III. Outdoor game “Birds in nests”.

Children stand in two rows opposite each other. Each child makes a nest for himself from a cord, placing it in the shape of a circle. To the music, the children imitate the movements of birds.

At the end of the music, to the words: “The weather has turned bad, it’s starting to rain,” the children hide, each in their own nest. The teacher comments: “There is one bird in this nest, and there is also one in this one...” Then asks the children to compare the number of birds and nests: “How many nests? How many birds? What can you say about the number of birds and nests?” (Equally.)

The game is repeated several times.

Library "Programs of education and training in kindergarten"under the general editorship of M. A. Vasilyeva, V.V. Gerbova, T.S. Komarova

Pomoraeva Irina Aleksandrovna– methodologist of the Educational and Methodological Center for Vocational Education in Moscow, teacher of methodology mathematical development Pedagogical College No. 15, Honored Teacher of Russia.
Pozina Vera Arnoldovna– methodologist, teacher of methods of mathematical development at Pedagogical College No. 4, excellent student in public education.

Preface

This manual is addressed to educators working under the “Program of Education and Training in Kindergarten” edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova, to organize mathematics classes in the second younger group.
The manual discusses issues of organizing work on the development of elementary mathematical representations in children 3–4 years old, taking into account the patterns of their formation and development cognitive activity and age capabilities.
The book presents rough planning mathematics classes for a year. The proposed system of classes includes a complex game tasks and exercises, visual and practical methods and techniques for the formation of elementary mathematical concepts; helps children master ways and techniques of cognition, apply acquired knowledge and skills in independent activity. This creates the prerequisites for the formation of a correct understanding of the world, which, in turn, makes it possible to ensure a general developmental orientation of learning, connection with the mental, speech development and a variety of activities.
The plot of the lessons and specially selected tasks contribute to the development of mental processes (attention, memory, thinking), motivate the child’s activities and direct his mental activity to find ways to solve the assigned problems. The method of conducting classes does not involve direct teaching, but implies the creation of situations of collaboration and collaboration, which increases the child’s activity in comprehending and independently completing mathematical tasks. The knowledge acquired by children in classes must be consolidated in Everyday life. To this end, when working with children, both in preschool institution, and at home you can use the workbook for the “Program of education and training in kindergarten” “Mathematics for kids” (M.: Mozaika-Sintez).
The manual includes additional material compiled in accordance with the recommendations of modern psychologists and teachers, which allows you to expand the content of work with children fourth year life and increase their interest in tasks with mathematical content.

Approximate distribution of program material for the year

Taking into account the adaptation period of children, classes on the formation of elementary mathematical concepts in the second junior group are held from the second half of September once a week (32–34 classes per year).

I quarter

September

Lesson 1
Lesson 2
big small.

October

Lesson 1
one, many, few.
Lesson 2
many, one, none.
Lesson 3
one, many, none.
Lesson 4
Improve the ability to form a group of individual objects and select one object from the group, to designate the aggregates with words one, many, none.
big small.

November

Lesson 1

Improve the ability to compose a group of objects from individual objects and select one object from the group; denote aggregates with words one, many, none.
Lesson 2
Learn to find one or many objects in a specially created environment, answer the question “how many?” using words one, many.
Continue to teach how to compare two objects in length using the methods of superimposition and application, to indicate the results of comparison in words long - short, longer - shorter.
Lesson 3
Continue to teach how to find one or many objects in a specially created environment, to designate collections with words one, many.
Introduce the square, teach to distinguish between a circle and a square.
Lesson 4
To consolidate the ability to find one or many objects in a specially created environment, to designate collections with words one, many.
Continue to learn to distinguish and name a circle and a square.

II quarter

December

Lesson 1
Improve the ability to compare two objects in length, indicate the results of comparison in words long - short, longer - shorter, equal in length.
Exercise the ability to find one or many objects in the environment.
Lesson 2
Continue to improve the ability to find one or many objects in the environment.
Improve the ability to compare two objects in length using methods of superimposition and application; express comparison results in words long - short, longer - shorter.
Lesson 3
Learn to compare two equal groups of objects using the superposition method, understand the meaning of words by many, equally.
Practice orientation on your own body, distinguish between right and left hands.
Lesson 4
Continue to teach how to compare two equal groups of objects using the method of superposition, to activate expressions in speech
Improve the ability to compare two objects in length using overlay techniques and applications and words long - short, longer - shorter.

January

Lesson 1
Learn to compare two objects that are contrasting in width, using overlay techniques and applications, to indicate the results of comparison in words wide is narrow, wider is narrower.
Continue to teach how to compare two equal groups of objects using the method of superimposition, to indicate the results of comparison in words by a lot, equally, as much - as.
Lesson 2
Continue to learn how to compare two objects in width using the methods of overlay and application, determine the results of the comparison in words wide is narrow, wider is narrower.
Improve skills in comparing two equal groups objects by superimposition; ability to express comparison results in words by a lot, equally, as much - as.
Strengthen the ability to distinguish and name a circle and a square.
Lesson 3
Introduce the triangle: learn to distinguish and name the figure.
Improve the ability to compare two equal groups of objects using the method of superimposition, indicate the results of comparison in words by a lot, equally, as much - as.
Strengthen the skills of comparing two objects in width, learn to use words wide - narrow, wider - narrower, equal in width.
Lesson 4
Learn to compare two equal groups of objects using the application method, denote the results of comparison in words by a lot, equally, as much - as.
Continue introducing the triangle, learning to name and compare it with a square.

February

Lesson 1
Continue learning to compare two equal groups of objects using the application method, denoting the comparison results in words by a lot, equally, as much - as.
Improve the ability to distinguish and name familiar geometric shapes (circle, square, triangle).
Practice determining spatial directions from yourself and denoting them with words above - below.
Lesson 2
Introduce techniques for comparing two objects in height, learn to understand words
Practice determining spatial directions from yourself.
Improve skills in comparing two equal groups of objects using application methods and using words by a lot, equally, as much - as.
Lesson 3
Continue to teach how to compare two objects in height using the methods of superimposition and application, to indicate the results of comparison in words high - low, higher - lower.
Continue to improve the skills of comparing two equal groups of objects using methods of superimposition and application, denoting the results of comparison in words equally, as much - as.
Lesson 4
Learn to compare two unequal groups of objects using the method of superposition, denote the results of comparison in words more - less, as much - as.
Improve the ability to compare two objects of contrasting height in familiar ways, indicate the results of comparison in words high - low, higher - lower.

III quarter

March

Lesson 1
Continue to teach how to compare two unequal groups of objects using methods of superimposition and application, to indicate the results of comparison in words more - less, as much - as, equally.
Improve the ability to distinguish and name a circle, square, triangle.
Lesson 2
Improve the ability to compare two equal and unequal groups of objects, use expressions equally,
Reinforce methods for comparing two objects in length and height, and indicate the results of the comparison with appropriate words.
Lesson 3
Practice comparing two groups of objects using methods of superimposition and application and use words as much - as much, more - less.
day Night.
Lesson 4
Reinforce methods for comparing two objects in length and width, and indicate the results of the comparison with appropriate words.
To develop the ability to distinguish the number of sounds by ear (many and one).
Practice identifying and naming geometric shapes: circle, square, triangle.

April

Lesson 1
Learn to reproduce a given number of objects and sounds according to a model (without counting or naming the number).
Improve the ability to distinguish and name familiar geometric shapes: circle, square, triangle.
Lesson 2
Strengthen the ability to reproduce a given number of objects and sounds according to a model (without counting or naming the number).
Exercise the ability to compare two objects in size, indicate the result of comparison in words big small.
Practice the ability to distinguish spatial directions from yourself and denote them with words: front - back, left - right.
Lesson 3
Learn to distinguish between one and many movements and indicate their number in words one, many.
Exercise the ability to distinguish spatial directions relative to oneself and designate them in words in front - behind, above - below, left - right.
Improve the ability to form a group of objects from individual objects and select one object from the group.
Lesson 4
Exercise the ability to reproduce a given number of movements and name them in words a lot of And one.
Strengthen the ability to distinguish and name parts of the day: morning evening.

May

Lesson 1
Strengthen the ability to compare two equal and unequal groups of objects using methods of superposition and application, use expressions as much - as much, more - less.
Exercise in comparing two objects in size, denoting the results of comparison in words big small.
Learn to determine the spatial arrangement of objects using prepositions on, under, in etc.
Lesson 2
Improve the ability to distinguish and name geometric shapes: circle, square, triangle, ball, cube.
Lessons 3–4
Free planning of work taking into account the assimilation of program material and the characteristics of a specific age group.

Lesson Plans

September

Lesson 1

Program content
Strengthen the ability to distinguish and name a ball (ball) and a cube (cube), regardless of the color and size of the figures.

Demonstration material. Large and small red balls, large and small green cubes; 2 boxes of red and green colors; toys: bear, truck.
Handout. Little red balls, little green cubes.

Guidelines

Part I. The teacher brings a truck into the group, in the back of which there is a bear, balls and cubes, and asks: “Who came to us? (Children look at the bear.) What did the bear bring in the truck?”
The teacher invites the children to find the ball (gives the concept ball): “What did you find? What color is the ball?
The teacher asks to show what can be done with the ball. (Ride.)
Children perform similar tasks with a cube. (Actions with a cube are indicated by the word put.)
Part II. Game exercise “Hide the cube (ball).”
The teacher invites one of the children to take a ball in one hand and a cube in the other and hide one of the figures behind their back. The rest of the children must guess what the child hid and what is left in his hand.
Part III. The teacher asks the children to help the bear put balls and cubes into boxes: the balls should be put in the red box, and the cubes in the green box.
While completing the task, the teacher asks the children: “What did you put in the box? How many balls (cubes)? Are they the same color? How else are balls and cubes different? (Big and small.)
Mishka thanks the children for their help and says goodbye to them.

Lesson 2

Program content
Strengthen the ability to distinguish objects of contrasting size using words big small.
Didactic visual material
Demonstration material. Large and small dolls, 2 beds of different sizes; 3-4 large cubes.
Handout. Small cubes (3-4 pieces for each child).

Guidelines

Part I. Two dolls come to visit the children. The children, together with the teacher, examine them, find out that one doll is large and the other small, and give them names.
Then the teacher draws the children’s attention to the cribs: “Are the cribs the same size? Show me the big crib. And now the little one. Where is the bed for a large doll, and where for a small one? Put the dolls to sleep. Let’s sing them a lullaby “Tired toys are sleeping.”
Part II. Game exercise "Let's build turrets."
The teacher places large and small cubes on the table, invites the children to compare them by size, and then build towers. The teacher builds a tower from large cubes on the carpet, and the children build towers from small cubes. At the end of the work, everyone looks at the buildings together and shows a large (small) tower.

October

Lesson 1

Program content
Strengthen the ability to distinguish the number of objects using words one, many, few.
Didactic visual material
Demo material. Doll.
Handout. Matryoshka dolls (two more than children).

Guidelines

Educator. Matryoshka dolls came to visit the doll Katya, and we will all dance around her together. Look how many nesting dolls came to visit? (A lot of.) Take one nesting doll at a time and place them in a round dance around the Katya doll.
Children arrange nesting dolls.
Educator. How many dolls? How many nesting dolls are there in a round dance? Have all the nesting dolls joined the round dance? How many nesting dolls do not dance in a circle? (Few.)
In conclusion, the children dance around the dolls and nesting dolls to the music.

Lesson 2

Program content
Introduce the compilation of a group of objects from individual objects and the selection of one object from it; learn to understand words many, one, none.
Didactic visual material
Demonstration material. Parsley, basket.
Handout. Balls of the same color and size (one for each child).

Guidelines

Part I. Parsley brings the children a basket of balls.
Educator. What did Parsley bring? What color are the balls? How many balls did Petrushka bring?
Parsley pours the balls onto the floor. At his request, the children take one ball each.
Educator(addresses the children one by one). How many balls did you take? How many balls are in the basket? (The concept is introduced no one.) What needs to be done so that Parsley has a lot of balls in the basket?
Children put balls in a basket.
Educator. How many balls did you hit? How many balls are there in the basket? How many balls do you have in your hands?
Part II. Outdoor game “My funny, ringing ball.”
The teacher reads a poem by S.Ya. Marshak:

My cheerful, ringing ball,
Where did you start galloping?
Yellow, red, blue,
Can't keep up with you.

I smacked you with my palm
You jumped and stomped loudly,
You fifteen times in a row
Jumped into the corner and back.

And then you rolled
And he never returned
Rolled into the garden
I reached the gate.

Here he rolled under the gate,
I reached the turn,
There I got under a wheel,
It burst, popped, that's all.

Lesson 3

Program content
Continue to develop the ability to compose a group of objects from individual objects and isolate one object from it, learn to answer the question “how much?” and define aggregates in words one, many, none.
Introduce the circle; learn to examine its shape tactile-motor way.
Didactic visual material
Demonstration material. Doll, basket, circle, cardboard train without wheels, tray, napkin, basin with water.
Handout. Circles of the same size and color, ducks.

Guidelines

Game situation “Gifts from Masha’s doll.”
Part I. The teacher takes a circle from the basket of the Masha doll and tells the children: “This is a circle (circles it with his hand).” Then he clarifies the name of the item: “What is this?” He invites several children to trace a circle with their hand.
Part II. The teacher invites the children to take one circle from Masha’s basket and asks: “What shape is the figure? What color are they?" Children, at the request of the teacher, trace the outline of the circle with their hand and find out that the circle can be rolled.
The teacher shows the children the train: “Is it possible to travel on this train? (No.) Why? (No wheels.)" The teacher asks the children to prepare the train for the trip. The children attach wheels (circles) to the train and, to the music, “go” to the park to feed the ducks.
Part III. The teacher takes a napkin from the tray and asks: “Who is this? (Ducks.) How many ducks? (A lot of.)
The children take one toy at a time, and the teacher asks: “How many ducks did each of you take? How many ducks are left on the tray?
The teacher invites the children to play with the ducks. The ducks run around to the music, pecking at the grains.
The teacher puts a basin of water on the table and asks the children to make sure that there are a lot of ducks in the basin. Children let their ducks into the basin. The teacher finds out: “How many ducks did each of you let in? (One.) How many ducks are there in the basin? (A lot of.) How many ducks do you have left in your hands? (None.)"
Doll Masha says goodbye to the guys. The children are “going” home.

Lesson 4

Program content
one, many, none.
Continue to teach to distinguish and name a circle, examine it tactile-motor way and compare circles by size: big small.
Didactic visual material
Demonstration material. A car, a bag, large and small circles of the same color.
Handout. Vegetables (according to the number of children), clay (plasticine), modeling boards, napkins.

Guidelines

Part I. Game situation “Harvesting vegetables.”
There is an imitation of a vegetable garden on the floor. The teacher invites the children to see what is growing in the garden. The guys list the vegetables. The teacher summarizes their answers (“these are vegetables”), then finds out: “How many vegetables grew in the garden?”
The teacher offers to collect vegetables in the car (brings the car). Children take one vegetable at a time, and the teacher clarifies: “Which vegetable did you take? How many vegetables did you take?
Children take turns putting vegetables into the car and commenting: “I put one carrot (beets, potatoes...).” The teacher accompanies the children’s actions with the words: “There are more vegetables in the car.” When the children fill the car, the teacher asks: “How many vegetables are in the car?”
Part II. Game "Wonderful bag".
Children find in the car with vegetables wonderful pouch. They take a circle out of it, tell the name of the figure and what color it is.
The teacher attaches the circle to the flannelgraph and invites one of the children to trace the figure with their hand.
Similar actions are performed with another circle.
Then the children find out how the figures are similar and how they differ.
Part III. Game exercise “Let’s bake pancakes.”
Children make large and small pancakes from clay (plasticine). Then the teacher suggests putting large pancakes on a large circle, small ones on a small one.

November

Lesson 1

Program content
Learn to compare two objects by length and indicate the result of the comparison in words long - short, longer - shorter.
Improve the ability to compose a group of objects from individual objects and select one object from a group, denote aggregates with words one, many, none.

End of free trial