Content:
- The concepts of "one" and "many"
- Number 1
- Online game "Number 1. Help the car collect the load"
- Recipe "Number 1".
The concept of "one and many".
Look at the pictures and say what they show:
one apple |
|
|
|
 many oranges
|
 One car
|
 A lot of cars
|
Many apples
one orangeThere can be many things in the world, and one thing. For example, the Sun one, moon - one, and the stars a lot of. The tree trunk - one, and branches and leaves - a lot of. Lots of apples on the apple tree:
There are many hairs on the head, but one nose and one mouth. Think about what else is a lot, and what is one.
In mathematics, the concept "one", as well as "one", "one" indicated by a number 1 . The number 1 has another name - unit.
Number 1.
Remember what it looks like number 1. Circle it with your finger. Start tracing from the “nose” (up the hill and down). Blind the number 1 from plasticine. What does she look like?
Sister with a sly nose
Account will open
…Unit
Let's see if you remember well what a unit looks like. Let's play a game. In this game, you need to help the machine collect the cargo. Drag and drop all number boxes 1 on the white stripe!
Number 1. Online game
Now let's practice writing a number 1 . We have drawn three recipes for you.
Recipe with number 1.
Start tracing with large copybooks (orange), then you can trace slanted (blue) copybooks. And if you are going to school soon, learn to write the number 1 on a sheet in a box (green copy). Everything can be downloaded from our website in one archive at the link below.
Large copybooks for kids "Number 1". 
Marina Solovieva
Math lesson “One, many. Number, number 1"
Theme: One, many. Number, number 1"
Basic textbook: Shevelev KV Entertaining mathematics. Workbook for preschoolers 4-75 years old. / K. V. Shevelev. - M .: / Publishing house "Yuventa", 2013. - 40 p. : ill.
Tasks:
Educational: to give an idea of the concepts: one, many. Introduce the formation and naming of the number 1.
Practical: to promote the formation of graphic skills when drawing objects by cells.
Developing: continue the development of fine and general motor skills of the hands, visual perception, attention, memory, speech, logical thinking, imagination.
Educational: to cultivate the ability to come to the rescue, friendly relations.
Lesson type: introduction to new material
Didactic material for the teacher:
For the teacher: laptop, Petrushka toy, picture cards, literature.
For students: math notebooks, red and green apples.
Lesson plan:
1. Organizational moment (emotional mood for the lesson)
2. Actualization of knowledge.
2.1. Acquaintance with the concept of "one", "many"
2.2. Consolidation of the concepts of "one", "many"
3. Generalization and systematization of the studied material.
3.1. Working with printed notebooks
3.2. Working with demo material
3.3. Working with printed notebooks
4. Summary of the lesson
5. Relaxation
Lesson progress
1. Organizational moment
Teacher: Hello children!
Teacher: Today Petrushka came to our lesson (The teacher shows a picture of Petrushka)
Today he will help to conduct my lesson.
2. Actualization and systematization of the acquired knowledge.
Teacher: He is a fun toy, and his name is ...
Children in unison say: "Parsley!".
Teacher: Parsley brought us an interesting game. Let's play?
The teacher shows paired cards and asks what is drawn on one and what is on the other (one ball on one, and many balls on the other). Then he distributes one card to each child and asks:
Who has one ball?
Who has a lot of balls? Etc.
When all paired pictures have been considered, the teacher puts two boxes of different sizes in front of the children and offers to put their cards there: in a small box - cards with one toy, in a large box - with several toys, etc.
Teacher: What good fellows! Now let's take a break and play the game "Finish the poem correctly"
The moon rises in the evening.
How many moons are in the sky? (one)
Rooster as an important gentleman
Walking around the yard (alone)
Winnie the Pooh hurries to the lair:
There are pots of honey (many)
Forest in the snow, white road,
It snowed (a lot)
3. Acquaintance with the number 1.
Teacher: Open notebooks, let's try to write the number 1 in the cells.
Guys do the job
Teacher: Guys, our Petrushka does not know geometric shapes! Let's show him geometric shapes!
The teacher shows cards with geometric shapes, the children call.
Teacher: Geometric figures are also drawn in your notebooks. Color in those figures that are drawn one at a time.
The boys are doing their homework.
Teacher: Well done! Tired? Let's have a rest!
Hands need care
(hands extended in front of you)
After all, they have a lot of worries:
It's hard to write all day
(clench and unclench fists)
And sculpt and draw.
(clap)
Stretched up, then
(raise hands up)
Let's spread our arms wider.
(spread arms out to sides)
That's all. End of charging.
Sit back at the table guys.
Teacher: Guys, our Petrushka says goodbye to us, he should go to another lesson with the guys. Let's say goodbye to him! Did you enjoy playing with Petrushka?
Tell us what new did you learn in our lesson today?
Municipal autonomous institution additional education"Center of children's creativity"
municipality Vyselkovsky district
Workbook
for children 4-5 years old
“Getting ready for school.
NUMBERS AND NUMBERS 1 - 10 "
additional education teacher
Chimshit Lyubov Mikhailovna
stanitsa Vyselki
2017
Explanatory note.
The workbook is designed for the collaboration of the teacher
additional education at school early development or a parent with a child 4-5 years old who does not attend child care facilities.
The notebook contains educational and game developmental tasks aimed at the consistent assimilation by children of ideas and concepts about numbers and numbers from 1 to 10.
The main purpose of the tasks is to contribute to the formation of a visual image of numbers, to establish a connection between a number and a number, to develop voluntary attention, logical thinking, fine motor skills and hand coordination.
When preparing assignments for workbook Was used study guides:
L.G. Peterson, E.E. Kochemasova "Player" Part 1, 2;
S.V. Gavrina, N.L. Kutyavina, N.T. Toporkova, S.V. Shcherbinina
"30 tasks for the successful development of the child" Part 1, 2;
E. Dengo "Mathematics in games, poems and riddles";
E. Bortnikova "We study the composition of numbers";
poems about the numbers of S.Ya.Marshak from the book "Merry Account".
Assignments on the topic: Number and number 1.
How many hedgehogs? Which hedgehog goes to the right? Left?
How many trees? How many cones on the left, on the right?
(Remember the concept of "the same")
What items is one?
(Colorize)
№2.
Connect with a line the cards on which one object is drawn.
(Color the top item red, the bottom blue)
№3. Acquaintance with the number and number 1.
Memorizing a poem about the number 1.
Letter numeral 1 by dots.
Finding the number 1 and circling it in a circle.
What numbers are printed in the box on the left?
(Color one ball, one flower, 1 car).
№5. Repetition of previously learned. Preparing to get acquainted with the number 2.
How many caterpillars?
Where is the long caterpillar, and where is the short one? (top, bottom)
(Color the long caterpillar in green, and the short one is yellow)
№6. Repetition of previously studied. Preparing to get acquainted with the number 2.
What tree is shown below?
How many birches?
Which birch is on the left, on the right?
(Color the low birch green and the high birch yellow)
Assignments on the topic: Number and number 2.
(Assignments can be completed in two sessions)
№1. Getting the number 2.
How many apples? strawberries?
(Color the left apple green and the right apple red).
How did you get 2?
How many carrots?
(Color the long carrot orange and the short one yellow)
How did you get 2?
How many strawberries?
(Color the big strawberry red and the small one green)
How did you get 2?
Acquaintance with the number 2. Sticking the printed number 2 on the question mark.
Memorizing a poem about the number 2.
№2. What animal is shown in the picture? How many? What are they?
(Color as many circles as we have elephants).
№3. Exercise in recognizing the number 2.
Find the number 2 and circle it.
№4. Consolidation, repetition of previously studied.
How many boys/girls are in the picture? How did you get 2?
Who has the ribbon longer, shorter.
(Color the long ribbon blue and the short ribbon red.)
№5. Correlation of number and figure.
In each row, color as many objects as the number on the left indicates.
What are the leaves on the left? How many? Connect the drawing with the number two with a line.
Assignments on the topic: Number and number 3.
(Assignments can be completed in two sessions)
№1. Repetition of previously studied. Work on a new topic.
Lead paths from the big car to the big garage
from the smallest car to the smallest garage, from the smallest car to the smallest garage.
How many cars are in the picture?
Three is one, one and one more. Or two and one. One and two.
(Speaks in chorus, showing in the picture)
№2. Acquaintance with number and number3.
Memorizing a poem about the number 3.
Number letter 3 by dots.
Finding the number 3 and circling it in a circle.
№3. Repetition of geometric shapes. Counting triangles.
How many triangles are needed for a Christmas tree? How should they be positioned?
(Sticking triangles on the right side of the sheet).
№4. Correlation of number and figure.
In each row, color in as many items as the number on the left indicates. How did you paint?
In each lower rectangle, circle the dotted number corresponding to the number of geometric shapes in the upper rectangle.
№6. Correlation of number and figure. Diagnostics of knowledge.
How many apples? Connect the drawing with the number one with a line.
How many daisies? Connect the drawing with the number three with a line.
What are the leaves on the right? How many? Connect the drawing with the number two with a line.
Assignments on the topic: Number and number 4.
(Assignments can be completed in two sessions)
№1. Repetition of previously studied. Work on a new topic.
How many kittens are in the basket? What will be the number of the cat?
(Color orange as many circles as we have kittens. Color black as many circles as we have cats.
How many circles are there? How did you get the number 4?
№2. Acquaintance with the number and number 4.
Memorizing a poem about the number 4.
Letter numeral 4 by dots.
Finding the number 4 and circling it in a circle.
№3. Letter of number 4 by dots. Correlation between number and number.
In each row, color in as many items as the number on the left indicates.
№4. Fixing on the topic.
How many pears? How can I color them differently in yellow and green? (3&1; 2&2)
Letter numeral 4 by dots.
№5 Consolidation of knowledge about the studied numbers and figures.
How many balls are in the upper left rectangle?
How many balls are in the lower left rectangle?
(Color in this rectangle a number that indicates the number of balls in it).
How many balls are in the upper right rectangle?
(Color in this rectangle a number that indicates the number of balls in it).
How many balls are in the lower right rectangle?
(Color in this rectangle a number that indicates the number of balls in it).
№6. Correlation of number and figure. Diagnostics of knowledge.
How many whites? Connect the drawing with the number two with a line.
How many frogs? Connect the drawing with the number three with a line.
How many hedgehogs? Connect the drawing with the number four with a line.
How many hares? Connect the drawing with the number one with a line.
Assignments on the topic: Numbers and numbers 1-4. Consolidation.
№1.Find and fix the mistake.
Where error? How did you fix it?
№2. Correlation of number and figure.
Review the drawings. Count how many cherries (pears, apples, lemons)?
Cross out the unnecessary number. (Which one was crossed out?)
№3. Correlation of number and figure. Independent work.
№4. Repetition of geometric shapes. Comparing the number of items.
".
№5. Comparison of the number of items. Signs "greater than", "less than"
How many mushrooms did the girl, the boy collect? Who collected more?
(We put a sign, we pronounce)
What mushrooms should not be eaten? (We cross them out). How many edible mushrooms does the girl, boy now have? (We pronounce the resulting inequality)
№6. Task for logic.
Color in the number that represents the number of hares in the basket.
(Explanation of digit choice)
№7. Tasks for the development of attention. Repetition of geometric shapes, plus, minus, dot signs. Independent work.
№8. Tasks for the development of attention. Repetition of geometric shapes, the concepts of "right", "left".
Assignments on the topic: Number and number 5.
(Assignments can be completed in two sessions)
№1. Ordinal count of objects. Consolidation of the concepts: “stands for, after”, “stands before”, “stands between”.
In what place is a nesting doll, a bear, a cat, a doll, etc.?
How many toys are there?
№2. Getting the number 5.
Draw as many circles in the rectangle as there are crows in the picture.
How many crows fly? (Color the last circle with a simple pencil)
How many crows? How did you get the number 5?
№3. Acquaintance with the number and number 5.
Memorizing a poem about the number 5.
Letter numeral 5 by dots.
Finding the number 5 and circling it in a circle.
№4. Correlation between the number 5 and the number 5.
A conversation about the season in the picture, about leaves, fruits, animals in autumn.
Color in as many circles as there are leaves on the ground.
Letter numeral 5 by dots.
№5. Correlation between numbers and numbers. Fixing the visual image of numbers.
How many caramels? Connect the drawing with the number two with a line.
How many cherries? Connect the drawing with the number four with a line. (Etc.)
№6. Correlation of number and figure. Diagnostics of knowledge.
In each picture, color as many beads as the number in the square shows.
Assignments on the topic: Numbers and figures 1-5. Consolidation.
№1. Correlation of number and figure. Fixing the visual image of numbers. The development of attention. Remember fairy tales.
Draw lines from the number to the heroes of fairy tales, put the required number of dots.
№2. Correlation of number and figure. The composition of the number 5.
Circle the dotted number indicating the number of ducks and ducks in the picture.
How many ducks? ducks? Total? How did you get 5?
№3. Repetition of geometric shapes. Count them (show the desired number, taking it out of the envelope with numbers).
Independent work (development of attention).
№4. Ordinal count of objects. Consolidation of the concepts: “stands for, after”, “stands before”, “stands between”. Remember the heroes of fairy tales.
Put dots and draw lines.
Who is fifth? Find the number 5 in the envelope and paste it under Little Red Riding Hood.
№5. Repetition of geometric shapes. Independent work.
Consider the framed rug. Find one and color it.
Which figurines are painted red?
Blue? Yellow?
№1. Repetition. The ordinal count of objects. Consolidation of the concepts: “stands for, after”, “stands before”, “stands between”.
Who is extra? Why?
How many birds, animals? Total? How did you get the number 4?
№2. Repetition of numbers and numbers 1-3.
Score3-1; 1-3.
Put as many dots in the bottom cell as the number in the top cell shows.
№3. Repetition of numbers and numbers 1-4.
Score1-4; 4-1.
Match the number with the number. Draw a line from the oval to the number.
Name things in one word.
№4. Repetition of concepts: “wider”, “narrower”, “left”, “right”, seasons.
Independent coloring of the picture after parsing the task.
№5. Correlation of number and figure. Remember the characters in the story.
№6. Exercise in counting objects, generalizing concepts, finding the superfluous.
Coloring pictures with 5 objects.
Assignments on the topic: Counting objects. Numbers and figures 1-5. Fixing.
(The sequence of tasks may be different).
№1. Correlation between numbers and numbers. Fixing the visual image of numbers.
How many toys are on each shelf?
Match the shelves with the correct numbers.
№2. Repetition of geometric shapes. Comparing the number of items.
".
Circle the dotted number corresponding to the number of circles and squares.
№3. Task for logic.
Color as many circles as there are hares in the picture.
(Children explain how many circles they colored).
№4. Correlation of number and figure. Repeat the concepts “stands for, after”, “stands before”, “stands between”.
What numbers are printed in 1 rectangle? What will be next?
In the empty circle, draw the appropriate number of dots. (How much?) And so on.
№5. Correlation of number and figure. Independent work (Diagnosis of knowledge of numbers 1-5).
№6. Repetition of geometric shapes. counting their number.
Sticking such geometric shapes on the right.
№7. Correlation of number, figures. Choice of color according to the number. Coloring houses on your own.
Assignments on the topic: Counting objects. Numbers and figures 1-5.
(Monitoring knowledge on the topic)
№1. Counting items.
How many chairs?
Color the chair above red.
And the chair below is blue.
№2. The ordinal count of objects. The name of the flowers.
Put as many dots as the number of the flower.
Color the first flower red. The third one is yellow.
The fifth one is orange. The second one is blue. The fourth one is blue.
№3. Comparison of the number of items.
What are the leaves on the branch on the left? How many? Take out the desired number from the envelope and paste it at the bottom under the branch on the left.
What are the leaves on the branch on the right? How many? Take out the desired number from the envelope and paste it at the bottom under the branch on the right.
Which leaves are more. Sticking a sign.
№4. Account of items. Sticking the numbers you need.
№5. A conversation about a fairy tale. Counting the heroes and objects of a fairy tale.
What items are the same? Different amount?
How many plates do you need to put in order to have enough for all the bears?
Take out the desired number from the envelope, paste it below the picture.
Assignments on the topic: Number and number 6.
(Assignments can be completed in two sessions)
№1. Repetition of what has been learned. The concepts of "longer", "shorter".
Color the short hairbrush yellow and the long hairbrush blue.
№2. Repeat the concepts “stands for, after”, “stands before”, “stands between”.
№3. Account of items.
How many hares? Carrots?
Take it out of the envelope and stick the numbers you want on the bottom.
What more? How to do the same, the same?
Cross out 1 carrot.
№4. Repeat the concepts “stands for, after”, “stands before”, “stands between”.
Draw the required number of dots in the empty cell.
№5. Getting the number 6.
How many flags are on the top rope? And on the bottom? What did they do to make them 6?
Introduction to the number 6.
Memorizing a poem about the number 6.
Letter of number 6 by dots.
№6. Fixing the visual image of numbers.
Find the number 6 and circle it in red.
How many circles with the number 6 do you have? (Let's paste the desired number).
Find the number 5 and circle it in green.
How many circles with the number 5 do you have? (Let's paste the desired number).
What numbers are more? (We paste the comparison sign).
№7. Direct and reverse counting.
The concepts of "increase" and "decrease" in numbers.
1-6;
6-1.
Assignments on the topic: Number and number 6. Consolidation.
(Assignments can be completed in two sessions)
№1. Ordinal count of objects. Name them in one word.
Consolidation of the concepts: “stands for, after”, “stands before”, “stands between”.
№2. Quantitative account of objects.
Count the objects and connect the line with the desired number.
№3. Fixing the visual image of numbers.
Color all 6's green.
Count how many 6?
Color in red the number indicating the number of green numbers.
№4. Correlation of number and figure. Independent work (Diagnosis of knowledge of numbers 1-6).
Count the number of items in each picture.
Take out the correct number from the envelope and paste it under the picture.
№5. Counting and comparing objects.
How many mushrooms?
Take out the desired number from the envelope and paste it to the right of the picture.
How many fir trees?
Take out the desired number from the envelope and paste it to the right of the picture.
What more? (Put a sign, read the entry)
How to do the same?
№6. Preparation for solving problems.
How many fish are in the aquarium? How to make them become 5?
(We stick 6-1 = 5, explain why the minus sign, read the entry)
How many balls are in the cupboard? How to make them become 5?
(We paste 4 + 1 = 5, explain why the plus sign, read the entry).
№7. Preparation for solving problems. Talk about New Year's Eve.
We count Christmas toys on the left and on the right.
How many are there?
Paste the entry 3+3=6. Read it.
Color the Christmas decorations so that 3 are of one color and 3 are of another.
Assignments on the topic: Number and number 7.
(Assignments can be completed in two sessions)
№1. Getting the number 7.
How many beads are colored?
How do the colors of the beads alternate?
What color will be next? Color her.
What is the last bead?
How did you get the number 7?
(We paste a record under the beads: 6 + 1 \u003d 7 Read it)
№2. Acquaintance with number and number7.
Learning a poem about a number 7.
Letter of number 7 by dots.
№3. Fixing the visual image of the number 7.
Find the number 7 and circle it.
How many numbers did you find?
№4. Direct and reverse count: 1-7; 7-1.
The concepts of "increase" and "decrease" in numbers.
№5. Counting objects and comparing numbers 7 and 6.
(Paste on the right: 7> 6).
How to do the same?
(We finish the apple, paste the entry below: 6 + 1 = 7).
How else to do the same?
(We cross out the mug. We paste the entry below: 7-1 = 6).
№6. Correlation of number and figure.-
Help the turtle get home.
Color each turtle and its house the same color. Draw the turtle's path to the house with the same color.
Tasks
To introduce your baby to the number and number "1".
I have already drawn your attention to the fact that first we introduce the child to the number, and then to the number.
Explain to the child that a number is an icon that represents a number on a letter.
How to introduce the number "1"?
For example, as shown in my picture.
Ask your child:
- Where are many tops depicted? (in a circle)
- How many tops are in a triangle? (one)
Show the number one or offer to find the number one in magnetic numbers, if the child is at a loss, help him.
When getting acquainted with numbers, as well as with letters, for better memorization, the outline of the number, invite the child to fashion, or lay out the number one from something.
I showed you one of the options on how to introduce the baby to the number and the number "1".
When familiar with figures and numbers, use art word and another didactic material in mathematics.
Didactic material in mathematics. Number "1"
Merry Poems
First digit
Puzzles
| He stands on one leg, stares into the water. Pokes his beak at random - Looking for frogs in the river. (Heron.) |
The one-armed giant Raised his hand to the clouds. He is a very important worker, Builds a multi-storey house. (Crane.) |
|
| I am a one-armed old woman, I jump on the canvas, And a long thread from my ear, Like a web I pull. (Needle.) One girlfriend Got another one in my ear. (Needle and thread.) It's dark in the forest. Everyone has been sleeping for a long time. One bird does not sleep Sitting on a bitch Mice are guarded. (Owl.) Many arms, but one leg. (Wood.) |
Antoshka stands on one leg. Where the sun will be, That is where he will look. (Sunflower.) baby dancing, And just one leg. (Yula.) Winter and summer - One color. (Spruce.) Carpenter with a sharp chisel Building a house with one window. (Woodpecker.) |
|
Proverbs and sayings
- There is safety in numbers.
- One for all and all for one.
- It is better to see once than to hear 100 times.
- One old friend is better than two new ones.
Rhythm
The cuckoo walked past the net,
And behind her are small children:
Everyone shouted: - Ku-ku-mak!
Remove one fist!
Physical minutes
Rebus
The first number sits in the middle,
A letter from the beginning and a letter from the end.
In general - forests, cities and plains.
Hearts full of love for the whole.
R 1 A
Tatiana Tueva
Summary of the lesson "Introduction to the numbers 1 and 2"
Tasks. Continue to teach children to correlate the number with the number of objects. Learn to understand learning task and perform it independently, express and justify your answers.
Demo material: two digits 1; typesetting canvas; counting ladder; toys (cubes, teddy bear, doll, spinning top, bucket, ball, pencil); number cards; matryoshka; cup, number 2, pictures (cubes - 1 red, 2 blue; 2 planes; 2 cars; 2 electric locomotives; swan).
Handout: sticks, pencil, cash register of numbers or math set.
Course progress. The teacher shows in turn one cube, one doll, one ball, one pencil and each time asks how many objects the children see. Then he offers several tasks:
1) show one pencil and one stick;
2) examine the objects lying on the teacher's table and say how many there are;
3) look around you and name the objects that are in the group one at a time.
The teacher says: "Today we will learn to designate the number of objects with numbers." Exposes one cube on the typesetting canvas. He asks: “What number should be taken to show how many cubes are here?” Invites the child to find the number 1 and put it on the typesetting canvas on the right.
Then the teacher puts one cup under the cube, asks to find a number that will show how many cups, and also offers to put it on the typesetting canvas on the right.
Reading a poem by S. Marshak "Merry Account"; “Here is one or a unit, very thin, like a knitting needle.”
Tasks for children:
1) put a circle on the typesetting canvas on the left;
2) put as many squares under the circle so that there are one more of them than circles;
3) show a digit that indicates a number one less than 2;
4) guess the riddle: “Antoshka is standing on one leg. The baby is dancing, but only one leg.
He puts the number 1 on the typesetting canvas on the right, calls one child and gives him the task to lay out the number 1 on the typesetting canvas on the right, and on the left as many red cubes as this number indicates. (The rest do similar work at the table.)
The teacher asks: “When we count, what number do we call after one?” Then he shows one car (electric locomotive, ship) and lays it out on a flannelgraph. Asks questions: “What else do you see on the flannelgraph? How to make two cars (electric locomotives, ships)?” (Add one more to one.) Children complete the task at the blackboard.
The teacher finds out which of the children knows the number 2, offers to find it and put it on the typesetting canvas on the right under the number 1. Gives the task: “Count and put as many blue cubes on the left as it corresponds to the number 2.” (One child completes the task at the blackboard, the rest of the children work in the field using squares.)
Questions: “Which number is greater than 1 or 2? Which number is first in the count, which is the second?
The teacher reads the poems of S. Marshak: “But this figure is 2. Admire what it is. Arches the deuce neck. The tail is dragging behind her. Invites the children to carefully look at the number 2 and say what it looks like (puts up an image of a swan on a flannelgraph). A game is being played: the teacher shows the number, and the children lay out the corresponding number of items on the tablet (repeated three to four times).
The teacher suggests recalling riddles with the number 2: “Two rings, two ends, carnations in the middle”, “Two brothers went to the river to swim”.
After listening to the answers of the children, he asks: “After what number does the number 2 come? Which of these numbers represents more? Which one is the smaller one? How much?
Draw this number in your scrapbooks. Now let's make a drawing: here are two. What? Excellent, Tanya has apple trees, Alyosha has cars, Petya has elephants. Whoever wants can draw objects, and whoever wants can draw dots, like me. I like all your ideas and suggestions, and a dot can represent anything. Besides, I'm not good at drawing cars and elephants. What two groups can this set be divided into? Let's draw. So two is one and one. - Get your stones, please. Two pebbles. Now divide them into one and one. What number comes in order after the number two? Yes, three (3, we will meet him in the next lesson.
Related publications:
Didactic game "Cheerful count to 5" Objectives: Continue to acquaint children with the numbers 1,2,3,4,5. Learn to count forward and backward.
Summary of the lesson "Introduction to the thermometer" Integration educational areas: "Cognition", "Social and communicative", "Development of speech", "Artistic and aesthetic". Purpose: introduction.
As I wrote earlier, the game is the leading activity for a preschooler. Math games are a great opportunity to educate children.
The game is the leading activity for a preschooler. Development Games cognitive activity child, let him in idle.
Abstract of a lesson in mathematics for the middle group "Introduction to the numbers 1 and 2"(4-5 years) Topic: Getting to know the numbers 1 and 2 Purpose: - Introduce children to the numbers 1 and 2, correlate the numbers and the corresponding number.