Gaming exercise fun figures. Didactic games and exercises to consolidate ideas about geometric shapes. Circular head movements »
Games and exercises for children 4-5 years
(For each age group, games are indicated, tested in working with children. Games recommended for one age group can be used in working with children of other ages, in other versions)
1. Example
Games for the compilation of a whole of parts (geometric shapes, images) and to recreate silhouettes from sets of geometric shapes.
These include the game "Make a picture", magnetic figures, geometric mosaics, etc. Specially made sets of geometric shapes (squares or triangles) are also a material for such games.
Purpose. Development in children of sensory skills and abilities, analytical perception. Children learn to distinguish between geometric shapes, making any image, a picture, a geometric shape according to the sample, instruction of the teacher, according to its own intention.
Guide It consists in the direction of practical actions to recreate a figure or silhouette, the implementation of the plan (to make a planned figure, a picture), the development of practical ways to place figures in space, combinations of one with others, the development of the plan. Children are offered in an individual or collective game organized by the type of dydactic, make a picture on the dissected, contour sample, without sample, according to the plan (Fig. 73).
2. Example
Game exercises "Dorisui", "Full"
On sheets of paper, geometric shapes are depicted, for example, circles of different sizes, one from the other. The child should draw, finish the image of the subject that has a round shape in its structure. Children draw a snowman, nevosha, girl, doll, hare, clock and more complex forms. Similar to exercises, consisting in the fact that a geometric shape taken as the basis, such as a triangle, must be attached to other shapes and get any silhouette: Christmas tree, house, check box, ship, etc.
Purpose. Development in children of geometric imagination, spatial representations, consolidation of knowledge of geometric figures, their properties. Development of the game plan, the abilities to put and implement a game task.
Guide. The educator offers a child to name items that have in the structure of the geometric shape depicted or proposed by them, then draw up or draw something that it is interesting, not to repeat the works of comrades. The educator attracts children to the evaluation of work, emphasizes their diversity, allocates the most successful.
3. Example
Games and exercises with colored counting chopsticks
Of these, children make up different images, geometric shapes, elementary modifying them. Tasks are given followed by complication. Children make up of sticks first. Analysis, partitioning of a complex form with the release of geometric figures in it. Geometric shapes are now used as a sample to determine the shape of the objects. It is possible to draw up geometric figures on the task, by a condition, from a certain amount of sticks, the elementary transformation of the composed of the figures. The rectangle of 6 sticks is divided with one stick on 2 equal squares, a square of 4 sticks - to 2 equal triangles, a rectangle.
Gaming exercises are organized on the initiative of children, small subgroups, each of them actively acts practically.
Purpose. Development of spatial representations, consolidation of knowledge of properties and distinctive features of geometric shapes.
Guide. The educator keeps work so as to contribute to the manifestation of independence, originality in the process of creating images, intensifying questions to intensify children's thought, to ensure the implementation of the plan.
4. Example
Logic tasks
"Find a mistake", "What is the next figure", "What figure is superfluous here and why" find out what is different "(Fig. 74.) These tasks are depicted graphically on the tables, grouped by types, are provided to children in free use. It is possible to organize game classes with a subgroup of children. The guideline takes on the teacher.
Purpose. The development of logical thinking, the ability to prove the correctness of the decision, to refute the wrong, arguing.
Guide. Gradually complicate logical tasks: from finding an error, regularities in 3-4 alternating figures to an increase in their quantity and character. Use the Question System for Task Analysis: "Consider and name the image on the table. What is the difference between items that they are the same in them? What kind of figure should you draw the next and why? Obong shape finger, and then tell me what is superfluous.
In the mathematical development of preschoolers, an important learning tool is widely used - the game. However, it becomes effective if it is used "in the right place, at the right time and in the necessary doses."
Most often, didactic games and exercises are used to consolidate the ideas about geometric shapes. Consider the most interesting of them.
Games for younger preschoolers.
Game "Geometric Lotto". For the game you will need cards, on which the geometric shapes are depicted in a row (monochrome contours). On cards - different selection of figures. On one - circle, square, triangle; On the other - a circle, square, circle; on the third - triangle, triangle, circle; On the fourth - square, triangle, circle, etc. In addition, each child has a set of geometric shapes of the same value as the contour images on cards (two figures of each form of different colors).
At the beginning of the class, the child lay out all the figures in front of him. Card lies on the table in front of him. The tutor shows the figure, invites children to find the same and decompose on cards so that they coincide with the drawn.
Depending on the knowledge and skills of children, the game simplifies or complicate (figures may be greater or less).
The game "Spread in boxes." In this game, boxes are used, on which contour images are given figures, and the different circles and the size of the circles, squares, triangles.
Task to children - to clean up, decompose all the figures on the boxes. Children - first consider the boxes and determine which of them you need to put. Then they laid out the figures on the boxes, correlate their shape with the contour image.
In such a game, children learn to group geometric shapes, abstracts from color and magnitude.
Game "Find your house". Children distribute geometric shapes that differ in color and magnitude. In three wrap in different corners of the room on the floor are a circle, square and triangle.
"All circles live in this house," says the teacher, "all the squares, and this is all the triangles." When everyone finds their houses, children are offered to "walk": run in the group. According to the tutor (blow to the tambourine), everyone finds their house, comparing their geometric shape with the one that is in the house. The game is repeated several times, while the tutor changes the houses each time.
The game "Find a couple". The table is lying out of paper mittens, on one of which, for example, a circle and triangle, on the other - a circle and square, on the third - two triangles, etc. Each children also have one mitten, they have to find themselves a steam mitten, focusing in the drawing.
The game "Find your shape." The teacher makes the drawer from the cardboard, in which the holes are cut triangular, round, square shape. The purpose of the lesson is to teach children to distinguish and correctly call geometric shapes.
The teacher divides children into two groups: in some - geometric shapes, selected by respectively slots on the drawer; Others have envelopes with a circle, triangle, square. The game is that some children lowered geometric shapes in the box (each in the appropriate slot), while others must choose them from the box, focusing on images on their envelopes.
In such a game, the cognitive communication of children arises, thanks to which the speech activity of the players appears. For example, the child is always important not only that he has found his figure correctly, but also that whether he found his comrade. At the same time, children see each other's mistakes very well: "What do you take? You have a triangle! " Or "it is, it takes! See: here is a square and here is the square. "
All such games are valuable in that it is only a game task before children, and the fact that one or another software material is absorbed, only an educator organizing occupation knows.
Games for middle-aged children.
The game "Wonderful Pouch" is familiar to preschoolers. It allows you to examine the geometric shape of the objects, exercise in distinguishing forms. In the bag there are models of geometric shapes. The child examines them, feeling and calls the figure, which he wants to show.
You can complicate the game if the lead gives the task to find in a wonderful bag some particular figure. At the same time, the child consistently examines several figures until it detects the desired one. This task option is slower. Therefore, it is advisable that the wonderful bag is in the hands of each child.
The game "Wonderful bag" can also be carried out with the models of geometric bodies, with real objects that have a clearly pronounced geometric shape.
The game "Who else will see?". On the flannelhemph in random order, various geometric shapes are placed. Preschoolers consider and remember them. The presenter considers to three and closes the shapes. Children offer to call as many different figures as possible, which were on the flannelhemph. So that children do not repeat the comrades' answers, the lead can listen to each child separately. Wins the one who remembers and calls more figures, he becomes the lead. Continuing the game, the lead changes the number of figures.
The game "Find the same". Before children, there are cards on which three or four different geometric shapes are depicted. The educator shows his card (or calls, lists the shapes on the card). Children must find the same card and raise it.
The game "Look around" helps to consolidate the ideas about geometric figures, teaches to find objects of a certain form.
The game is carried out in the form of competition for personal or team championship. In this case, the group is divided into commands.
The presenter (they may be an educator or child) proposes to name the objects of round, rectangular, square, quadrangular shape, the form of objects that do not have angles, etc. For each correct answer, the playing or team gets a chip, a circle. The rules are envisaged that it is impossible to call twice the same subject. The game is carried out in a rapid pace. At the end of the game, the results are summed up, the winner called the greatest points.
The Game "Geometric Mosaic" is designed to consolidate the knowledge of children about geometric figures, forms the ability to transform them, develops imagination and creative thinking, teaches to analyze the method of location parts, make a figure, orient on the sample.
By organizing the game, the educator takes care of combining children into one team in accordance with the level of their skills and skills. Teams get tasks of different difficulty. To draw up an image of an object of geometric shapes: Work on the finished dissected pattern, work on an undolved pattern, work under the conditions (collect a person's figure - a girl in a dress), work on your own design (just a person). Each team receives the same sets of geometric shapes. Children must agree on how to perform the task, on the order of work, choose the source material.
Each team playing in turns is involved in the transformation of a geometric shape by adding its element, making individual items of the object from several figures. In conclusion, the children analyze their figures, find similarities and differences in solving constructive design.
One of the options of the game can be the fulfillment of tasks of various difficulties at the request of children individually.
Knowledge of children about geometric figures are also fixed in rolling games. Game "Find your house". Children get on one model of a geometric shape and run through the room. At the signal of the lead, everyone is collected from their house with an image of the figure. You can complicate the game, moving a house.
Children teach to see a geometric shape in the surrounding items: ball, watermelon - ball; Plate, saucer, hoop - circle; Wall cover, wall, floor, ceiling, window - rectangle; chalk-square; Kosyanka - Triangle; glass - cylinder; Egg, zucchini - oval.
You can recommend such tasks. Children are distributed to several subject pictures. An educator or child pulls at random from a wonderful bag one of the geometric shapes and calls it. Who in the drawing is objects close to this form (round, oval, square, rectangular, quadrangular), raise the card.
Another task. The picture hangs the picture on which many different items are depicted (houses, transport, toys, sports equipment, fruits, vegetables, furniture, dishes, etc.). In children in the hands of the geometric figures. The educator indicates one of the items. The guys determine which form this item shows the appropriate geometric shape and called other items of the same form in the picture.
Exercises for the recognition and recording of geometric shapes, as well as on the recognition of the form in various subjects, can be carried out in drawing, modeling, appliqués, during observations and excursions in nature, as well as out of occupation using Favorite children's desktop games "Domino", "Geometric lotto", etc.
Recreation games from geometric shape figures and plot images for children of senior preschool age.
A special place among mathematical entertainment is occupied by the game to draw up flat images of objects, animals, birds, houses, ships from special sets of geometric shapes. At the same time, the sets of figures are selected not arbitrarily, but are part of the figures cut in a certain way: a square, rectangle, circle or oval. They are interested in children and adults. Children carries the result - to make seen on the sample or conceived. They are included in active practical activity on the selection of the formation of figures in order to create a silhouette.
Game "Tangram"
"Tangram" is one of the simple games. Call it and a "cardboard puzzle", "geometric designer", etc. The game is simple in the manufacture. The square size of 8x8 cm from cardboard, plastic, equally painted on both sides, cut into 7 parts. The result is 2 large, 1 medium and 2 small triangles, square and parallelogram. Using all 7 parts, connecting them tightly one to another, you can make a lot of different images according to samples and on your own design (Fig. 1).
The success of the development of the game in preschool age depends on the level of sensory development of children. Children should know not only the names of geometric shapes, but also their properties, distinctive features, to own ways of examining forms with visual and touch-motor means, fluently move them to obtain a new figure. They must have developed the ability to analyze simple images, to allocate in them and in the surrounding items, geometric forms, practically modify the figures by cutting and make them out of parts.
Consecutive stages of mastering the game "Tangram" in the group of children of senior preschool age.
The first stage - familiarization with the set of figures to the game, convert them to the aim of compiling from 2-3 available new.
Purpose. Exercise children in comparison of triangles in size, compiling new geometric figures: squares, quadrangles, triangles.
Material: children have sets of figures to the game "Tangram", the tutor is flannelugaph and a set of figures to it.
Progress. The educator invites children to consider a set of figures, call them, count and determine the total number. Gives tasks:
Questions for analysis: "How many large, the same triangles? How many small? Compare this triangle (medium size) with great and small. (It is greater than the smallest and less than the largest available.) How many triangles and what size are they?" (Two large, 2 small and 1 medium in size.)
2. Take 2 large triangles and compose consistently: square, triangle, quadrangle. One of the children is the figures on the flannelhemph. The educator asks to call the newly acquired figure and say, from which figures it is composed.
3. Of the 2 small triangles make the same figures, having them differently in space.
4. From large and medium in size of triangles to make a quadrilateral.
Questions for analysis: "What kind of figure will be? How? (Connect to a large triangle medium or vice versa.) Show the parties and the angles of the quadrangle, each individual figure."
As a result, the teacher summarizes: "From triangles, you can make new various figures - squares, quadrangles, triangles. Figures are joined by one to the other on the sides." (Shows flannelhemph.)
Purpose. Exercise children in the ability to draw up new geometric shapes from the sample and plan.
Material: in children - sets of figures to the game "Tangram". The educator is flannelugaph and tables with geometric shapes depicted on them.
Progress. Children, considering the figures, share them on the task of the teacher into 2 groups: triangles and quadrangles.
The teacher explains that this is a set of figures to the game, it is called a puzzle or tangram; So it was called by the name of the scientist; invented the game. You can make up a lot of interesting images.
Make a quadrilateral of large and medium triangles.
Make a new figure from a square and 2 small triangles. (First - the square, then the quadrilateral.).
Make a new figure of 2 large and medium triangles. (Pentagon and quadrangle.)
The educator shows the tables and asks children to make the same figures (Fig. 2). Children consistently make up the figures, tell how they did, call them. The tutor makes them on the flannelhemph.
The task is given to the compilation of several figures on the own intention of children.
So, at the first stage of the development of the game Tangram, a number of exercises aimed at the development of spatial representations, elements of geometric imagination, to develop practical skills in the compilation of new figures by attaching one of them to another, the aspect ratio of the sizes in size is carried out. The tasks are modified. Children make up new figures according to the sample, meaningful task, plan. They are offered to perform the task in the view plan, and then - practically: "What kind of figure can be made up of 2 triangles and 1 square? First, tell me, and then make up." These exercises are preparatory to the second stage of the development of the game - the preparation of figures silhouettes in the dismembered samples (the silhouette figure is called the subject flat image composed of parts of the game). The second stage of working with children is the most important for the assimilation of them in the future more complex ways to compose figures.
For the successful reconstruction of the figures of the silhouettes, the ability to visually analyze the shape of a plane figure and its parts. In addition, when reconstructing the figure on the plane, the ability to mentally imagine changes in the location of the figures that occur as a result of their transfiguration are very important. The simplest view of the analysis of the sample is visual, but it is impossible without a developed skill to see the proportional ratio of the pieces of the figure. The method of compiling (arrangement of components) of the silhouette of the silhouette of the geometric shapes is forced to search by relying on analyzing data, in the process of testing various outlined options.
Games for the compilation of figures of silhouettes in the dismembered samples (the second stage of work) should be effectively used as an educator not only in order to exercise in the location of the parts of the figure of the figure, but also in the admission of children to the visual and mental analysis of the sample.
Children show a dismembered sample (hare) (Fig. 3) and the goal is explained: draw up the same: despite the seeming lightness of the "copying" of the method of spatial location of parts, children allow errors in the combination of figures around the sides in a proportional ratio. Errors are explained by the fact that independent analysis of the location of parts is not available to the children of this age. They are hampered in determining and calling the relative size of component parts, dimension ratios.
Thus, children may instead of a large triangle put the average in size and notice the error only after instructions of the adult. Thus, based on the features of the analysis and practical actions of children, it is possible to determine the content of the work at the second stage of the deployment of games: this is the assimilation of the plan for the analysis of the sample, starting with the main parts, and the expression of the speech of the connection method and the spatial location of the parts.
The analysis follows the exercises in the compilation, focusing on the image. The sample is not removed, children can turn to it again in case of difficulty. It must be made in the form of a table on a sheet of paper and is equal to the size of the figure-silhouette, obtained as a result of the compilation of the drawing of the shapes from the children. This facilitates the analysis and comparison (verification) of the recreated image with the sample at first occupations. In the following classes, as experience accumulates in the preparation of figures, there is no need to adhere to this rule.
A more complex and interesting activity for the guys is the recreation of figures on the samples of a contour nature (absent) - the third stage of the development of the game, which is accessible to children of 6-7 years old, subject to their training (Fig. 4).
Recreation of figures on the contour samples requires visual membership form of a form or another form for components, i.e., on those geometric shapes, of which it is composed. It is possible under the condition of the correct arrangement of some components relative to others, compliance with the proportional ratio of them in magnitude. Recreation is carried out during the selection of (searches) of the method of drawing up on the basis of preliminary analysis and subsequent practical actions aimed at checking various methods of mutual location of parts. At this stage of training, one of the main tasks is to develop in children the ability to analyze the shape of a plane figure on its contour image, combinatorial abilities.
In the transition from the compilation of figures silhouettes, it is important to show children that without prior careful viewing of the sample, it is difficult to make a figure on the plane without pre-thoroughly considering the sample. Children offer to make 1-2 silhouettes of silhouettes according to the samples of contour nature from among those that were prepared earlier in the dismembered samples. The process of drawing up the figure is based on the formed presentation and conducted at the beginning of the classic analysis of the sample. Such exercises ensure the transition to the recreation of figures in more complex samples.
Considering that it is difficult for unmistakably indicate the location of the components in the analyzed unexplored sample to children, it is necessary to offer them a presumptive analysis of the sample. At the same time, each analyzes the sample independently, after which several options for the location of the parts are listened, the correctness or error of which the tutor does not confirm. This encourages the practical verification of the preliminary analysis of the location of the parts in the figure component, the search for new methods of the spatial location of the composite elements.
For games for the compilation of figures silhouettes according to the samples, the exercises in the preparation of images on their own, intention are followed. At the lesson, children are offered to remember which flat figures they learned to make up and make them. Each of the children is alternately 3-4 pieces. These classes include an element of creativity. When transmitting the shape of some figures silhouettes, children reproduce general shape outlines, and composite elements of individual parts are somewhat different than the sample previously.
In games for self-inventing and composing figures silhouettes, children, thinking to compile any image, mentally, in terms of presentation, membership of it into components, correlating them with the form of tangrams., Then make up. Children come up with and make up interesting silhouette figures that can be supplemented by the stock of samples to the tangram game.
Puzzle game "Pythagora
(Puzzle "Pythagoras" is produced by industry with a set of samples attached to it)
In working with children of 6-7 years, the game is used to develop mental activities, spatial representation, imagination, mixtures and intelligence.
Description of the game. The square size of 7x7 cm is cut in such a way that it turns out 7 geometric shapes: 2 different squares, 2 small triangles, 2 large (in comparison with small) and 1 quadrangle (parallelogram). Children call this figure-quarancle (Fig. 5).
The goal of the game consists in draming out of 7 geometric shapes - parts of the game, flat images: silhouettes of buildings, objects, animals.
The set to the game is represented by figures. Therefore, the game can be used by the educator in teaching children in classes in order to consolidate the ideas about geometric figures, methods of modifying them by compiling new geometric, figures from 2-3 available.
Acquisition of children to the game "Pythagoras" begins with familiarization with the set of figures that will be required for the game. It is necessary to consider all geometric shapes, count, call them, compare in size, grouped by hanging all the triangles, quadrangles. After that, to offer children from a set of figures to make new ones. Of the 2 large, and then small triangles make a square, triangle, quadrangle. At the same time, the newly obtained figures are equal in size available in the set. So, of 2 large triangles, a quadrilateer is obtained, a square equal to a large square. It is necessary to help children notice this similarity of figures, compare them in size not only on the eyes, but also overlapping one figure to another. After that, more complex geometric shapes can be made - out of 3, 4 parts. For example, from 2 small triangles and a small square to make a rectangle; From the parallelogram, 2 large triangles and a large square - a rectangle.
Given the experience gained by children in the process of mastering the game Tangram, the educator in the course of learning a new game uses a number of methodical techniques that contribute to the manifestation of interest in children to help children quickly master the new game, showing creativity and initiative. At the lesson, the teacher offers children samples to choose from - dismembered and contour. Each of the children can choose a sample at will and make a figure. The educator indicates that it is more difficult and more interesting to make a figure-silhouette for a pattern without specifying components. At the same time it is necessary to independently find the way of location of the parts (Fig. 6).
In the process of leadership, the activities of children on the preparation of figure silhouettes, the educator uses a variety of methods to help maintain interest in guys that stimulate active mental activity.
1. In case of difficulty in making a silhouette figure for an undusted pattern to offer a child a sample with an indication of the location of the 1st and 2nd part of the game from the specified 7 parts. The rest of the child has independently. So, in the silhouette, the fungus indicates the location of one of the large triangles. In the house - a large square and a triangle (Fig. 7). In this case, the solution to the problem of drawing up the figure is partially prompted by the child adults. This affects the performance of the preparation of figures, the process of finding the method of their location becomes shorter and more successful. Children can impose pieces of the game directly to the sample.
geometric figure thinking preschooler
2. Adult, watching the process of drawing up a child, confirms the correct location of individual parts of the game.
For example, during the compilation of the figure-silhouette of the triangle, depending on the search for the spatial location of the parts, the educator indicates the correct definition of the place for triangles or squares (Fig. 8). In this case, the child operates with a smaller number of figures, independently having them. It also affects the success of the task.
3. Analyzing the sample, the educator offers the child to consider it, think about how the parts of the game are located. Allow it to draw on paper the way of location of parts or make marking directly on the sample, on the chalk board. Using graphic image methods, practical ways to search for ways of location of figures makes the analysis more accurate. Children quickly recognize about the way of arrangement, give their own embodiments of the silhouette figure.
4. After viewing the sample, i.e. His visual-mental analysis, the educator asks the child to talk about the way of location of the figures. At the same time, he emphasizes his guess he checked practically, each time discing the wrong solutions. Such an analysis is possible under the condition of developed analyzing perception, flexibility and mobility of thought, constant orientation to the image of the figure of the silhouette figure. The persistent search for new methods of combining figures leads a child to a positive result.
5. A positive assessment of the activity of searches for the location of the figures carried out practically, mentally or in combination of mental and practical actions is important: to encourage, approve the manifestation of intelligence, perseverance, initiative, the desire to come up and make a completely new figure or partially modify the sample.
6. As the children develop the methods of drawing up figures of the silhouettes, it is appropriate to offer them the tasks of a creative nature, stimulate the manifestations of smelling, resourcefulness. The figures-silhouettes, newly fiction and compiled by children sketch in an individual album.
In the course of training in classes, children of senior preschool age (5-7 years old) quickly master the games for recreating from special sets of figures for figurative images that become one of the means of filling leisure.
Lesson 1.Software content
Develop the ability to measure the length of the objects with the help of a conditional measure.
Demonstration material. Cards with numbers 8 and 10, 3 hoops, set of circles, triangles, squares of different size (large and small) and colors (red, blue, yellow), 2 cards with the image of task models (see Fig. 61), hourglass with Intervals of 1 and 3 minutes, chips, 2 pictures depicting matryoshki, different from each other (see Fig. 60).
Handout. Notebooks in a cage, 2 set of cards with numbers and arithmetic signs, pencils.
Methodical instructions
Children are divided into 2 teams.
I part. Didactic game "Find differences". Each team has a picture of the matryoshek (see Fig. 60).
Fig. 60.
The educator invites children to find differences between matryoshki for 3 minutes (puts hourglass).
After the time of time, the team alternately call differences. For each properly found difference, the teacher gives the team a chip. The team defeats the larger number of chips.
II part. Gaming exercise "Make a task for friends."
On the table of the tutor 2 cards with the image of models to the tasks for addition and subtraction (see Fig. 61).
Fig. 61.
The educator offers each team to choose a model and make it a task for another command for 1 minute (hourglass is installed).
Teams represent their tasks and justify the correctness of their compilation. The educator assesses the results of the work by the chips.
Teams decide the tasks, write their solution with the help of numbers and arithmetic signs, answer the questions of the tasks and discuss the correctness of the decision. For the proper solution of the task, the teacher gives the team a chip.
III part. Game exercise "Drag and measuring lines."
In the notebook, children define the point of starting the execution of a new job, referring from the previous task 4 cells down.
The educator gives each team a card with a number indicating the number of cells in the segment (8 and 10), and suggests drawing a segment of the corresponding length.
The teacher specifies: "How many cells in your segment? What is the length of the segment? " Children lay out the answer on the blackboard using numbers 8 and 10. Then gives the task: "Divide the segment on the parts equal to two cells. How many pairs of cells met in the length of the segment? " (In the segment of eight cells - four pairs, ten cells - five pairs.)
Called children lay out the answers on the board with the help of cards with numbers.
The educator asks: "Why did a different number of pairs of cells?" (Length of segments is different.)
The correctness of the task is assessed by the chip.
IV part. The relay of the figures (Dienesh blocks).
Before the teams on the floor lie three hoops crossed together.
In each hoop, the set of figures: in the first hoop - yellow circles, triangles and squares; In the second hoop - squares of different sizes and color; In the third hoop - large squares and triangles (red, yellow, blue).
The tutor sets the children questions: "What figures lie in the hoops? What are the figures like in each hoop? What is the difference between the figures in each hoop? "
The relay is carried out: which team will fill the "windows" faster. The first team puts in the "window" large and small squares of yellow color, the second - large squares of different colors. ("What figures will be in empty" windows "?") Children justify their actions.
Lesson 2.
Software content
Exercise in the ability to navigate on a sheet of paper into a cage.
Develop the ability to consistently call the days of the week, months and seasons.
Develop attention, memory, logical thinking.
Didactic visual material
Demonstration material. Pictures depicting seasons, cards with numbers and arithmetic signs.
Handout. Notebooks in a cell with an image of a numerical line (see Fig. 62), cards with numbers and arithmetic signs, pictures "Light lamp" (see Fig. 64), Color Pencils, 2-3 sets of cards with numbers from 1 to 7.
Methodical instructions
I part. Gaming exercise "all year round".
On the table pictures depicting the seasons.
The educator says: "Name the seasons. (Autumn winter spring Summer.)Remember the names of the autumn months (winter, spring, summer). "
Children are divided into 4 teams.
The tutor gives the task of each team: collect pictures with a certain time of the year, determine what months they are depicted on them, and build them in order. After completing the task, the children call the seasons and their months.
II part. Gaming exercise "Numerical line".
Children in notebooks have an image of a numeric line (see Fig. 62).
Fig. 62.
The educator says: "All numbers live on a numeric straight. Each number has its own place. Consider the ruler and name the numbers on it. What number goes after the number of three? What number stands in front of the number five? What number is between seven and nine numbers?
The educator draws the attention of children to the picture on the board (see Fig. 63) and explains: "The boy walked to his friend and considered the steps. Each cell on the numerical line indicates one step. At first he made three steps, and then two more steps. (Conducts two arcs on top of the corresponding number of cells.) Make a problem about the boy. "
Fig. 63.
The educator listen to options for tasks, together with children, chooses the correctly compiled task and determines its structure (condition, question). Conditions from below the total number of cells (3). Children repeat the problem entirely and solve it using a numeric line in the notebook:
A red pencil mark the number of "steps" that the boy did first (3 cells), and put a vertical line;
A red pencil mark the number of steps that the boy did then (2 cells), and put another vertical feature.
A child on the board, and the rest of the children on the table lay out the solution of the task using numbers and arithmetic signs and read the entry. Children answer the question of the task and justify the decision.
III part. Gaming exercise "Light lamp".
Children's pictures "Light lamp" (see Fig. 64). The educator invites children to consider them and clarifies: "What lamps need to be included? (Chandelier, floor lamp, table lamp.)From each switch with a color pencil, swipe the cord to the corresponding lamp. "
Fig. 64.
Children check each other the correctness of the task.
IV part. Gaming exercise "Live Week".
Children are divided into teams of 7 people, each of them takes cards with numbers from 1 to 7 and defines their day of the week.
The educator reads a poem. As the days of the week is called, the children are built into the ranks, forming a week.
Sorry, just seven days in the week -
Affairs in bulk y Emeley:
INmonday
on the furnace
Rubs bricks.
Does not scatter and intuesday
-
He spoals an elephant muzzle.
Language Molotitis B.wednesday
And Baklyshie beats neighses.
After raining B.thursday
He pries fireworks.
Friday
- hard day:
Shadow suggests the woven.
ANDsaturday
not sibbot:
He has a hunt at myh.
But the seventh day will come -
Shifting the cap.
Becausesunday
-
This is a holiday and fun:
And, lay down on the furnace,
Eats Emely Kalachi!
In general, it is difficult to live Emela.
There were eight days in the week -
Then he would have managed
Make a lot of important things!
A. Shachev
Each team calls the days of the week. Children start moving to the music in a circle. With the end of music, they form a new week from the desired tutor and call her days. The game is repeated 2-3 times with shift cards inside the command.
Lesson 3.
Software content
Continue to learn independently make up and solve the tasks for addition and subtraction within 10.
Exercise in the ability to navigate on a sheet of paper into a cage.
Develop attention, memory, logical thinking.
Didactic visual material
Demonstration material. Color pencils, a sample of a labyrinth (see Fig. 66), the numerical line, 2 plot pictures with 8-10 differences.
Handout. Notebooks in a cell with a picture of two numeric lines consisting of 10 cells (see Fig. 62), pencils, pictures with images of maze (see Fig. 66).
Methodical instructions
I part. Gaming exercise "Make pictures similar."
On the board 2 pictures. The educator invites children to consider them, find differences between them and draw the subject so that they become similar.
II part. Gaming task "Draw a task."
In children of notebooks in a cage with the image of two numeric lines. The educator asks: "How many cells on the numerical line?" (Ten cells.)
Children of the arc note on the numerical line first 4 cells, and then 5 more cells (the correctness of the task is checked with the sample on the board). Based on the figure make an entry for the future task using numbers and arithmetic signs.
Children read a record, called a child laying her on the board. By recordings, children make up the task. The educator listens to tasks. Children, together with the educator, justify the correctness of their compilation, decide and respond to the questions of the task, explain its decision.
In the second numerical line, children denote 9 cells (from above) and 5 cells (from the bottom left). Then the same form and solve the task for subtraction.
Fizkultminutka
The educator reads the poem and together with children performs the corresponding movements.
Show the hare's finger(Right hand squeeze into a fist and straighten medium and index fingers.)
Book(Put next to two open palms.)
Nut.(Squeeze the fist.)
Pointed finger
Everything is known to all.(Pull up the index finger, bend and disperse it.)
Exercise is repeated 2-3 times with hand shift.
III part. Gaming exercise "Hide Figures".
From the previous task in notebooks, children are counted down 4 cells. The educator gives them a new task: "Draw a square with a side equal to two cells. Return three cells and draw another same square. Continue drawing squares until the end of the line. "
After completing the task, it clarifies in children: "What kind of figure were we hiding in a square?" (A circle.)
A child on a blackboard with a tutor shows how to enter a circle into a square. Children perform a task in notebooks.
The educator invites children to think what another figure can be hidden into the square. (Triangle.)Shows how to enter a triangle in a square: the top side of the square should be divided in half and put the point, and then the straight lines connect it with the left lower and at the right lower corners of the square (see Fig. 65).
Fig. 65.
The educator finds out in children where the third side of the triangle hid. (Square.)
Children are counted from the previous task down two cells and draw squares into the line at a distance of two cells from each other and fit triangles in them.
The educator evaluates work, and children draw appropriate sunshine.
IV part. Gaming exercise "Looking for a track to a house."
In children pictures with images of labyrinths (see Fig. 66). The educator proposes to consider the pathway path on the graphic figure and to read the road to the house in accordance with the scheme. The caused child performs the task on the sample and comments on its actions.
Fig. 66.
Lesson 4.
Software content
Continue learning to independently compose and solve problems for addition within 10.
Exercise in the ability to navigate on a sheet of paper into a cage.
Develop the ability to create complex objects in the form of separate parts by submission.
Develop attention, memory, logical thinking.
Didactic visual material
Demonstration material. The numerical tape on which numbers from 1 to 20 are written (some of them are missed), cards with numbers and arithmetic signs, two numerical rules on the board.
Handout. Notebooks with images of two numeric lines (without arcs) and geometric shapes (see Fig. 67-69), pencils, cards with numbers and arithmetic signs, sets of geometric shapes and counting sticks, sheets of paper.
Methodical instructions
I part. Game exercise "Find the missed numbers."
Children consider the numeric tape, determine the missed numbers and in turn fill empty windows with numbers with numbers. Then they call the numbers in direct and in reverse order.
II part. Gaming exercise "Petya in the kingdom of mathematics."
The educator says to children: "Petya can return from the kingdom of mathematics when the task is. He compiled such a task: "I ate the Cake" Napoleon "and Eclairs. How many cupcakes did I eat? "Specifies: Is it possible to solve the Petina task? Why it is impossible to solve it? " (There is no numbers in the task.)
Children help the pets to draw up the task correctly: "I ate one" Napoleon "cake and eight eclairs. How many cakes I ate? "
Children determine the structure of the problem and solve it with the help of a numerical line in the notebook: first denote the first number on top and put the card with the corresponding number, then denoted the arc on top of the second number and put the card with the digit (see Fig. 67).
The child caused works on the board.
Fig. 67.
Children answer the question of the task, write down and read it.
Pet offer to make another task for subtraction. It is: "I ordered nine pastries and ate eight of them." (There is no question in the task.)
A similar work is carried out (see Fig. 68).
Fig. 68.
Fizkultminutka "Shattay-Bolta"
The educator reads a poem, and children perform the corresponding movements:
Saltay-chat hung on the wall(Children raise hands up.)
Saltay-chat fell in a dream.(Lean forward and down and swing hands.)
No one can chat-chatting,
Santa-chat raised.
No one can chat-chatting,
Santa-chat raised.
Exercise is repeated 2-3 times. III part. Gaming exercise "Let's help you to draw figures." In children in the notebooks depict geometric shapes (see Fig. 69).
Fig. 69.
The educator asks in children: "What are the figures to draw? How many cells are missed between the figures? "
Children teach the figures to the end of the lines. Caused children in turn draw on one shape on the board.
IV part. Didactic game "Make a picture".
Children in pairs on sheets of paper lay out invented pictures using geometric shapes and counting sticks. Upon completion of the task, talk about their works.
Lesson 5.
Software content
Continue to learn independently make up and solve the tasks for addition and subtraction within 10.
Exercise in the ability to navigate on a sheet of paper into a cage.
Fasten the ability to form a number of two smaller and lay it into two smaller numbers within 10.
Develop attention, memory, logical thinking.
Didactic visual material
Demonstration material. Ball, key, envelope, key sample on blackboard in a cage (see Fig. 71).
Handout. Notebooks in a cage with a pattern of a pattern (see Fig. 70), pencils, cards with numbers and arithmetic signs, workbooks.
Methodical instructions
I part. Gaming exercise "Guess the number".
Children stand in a semicircle. The teacher in turn throws them the ball and gives tasks: "Name the number that makes up the following numbers: five and two, two and four, five and three, four and six. Name the numbers that make the number three. (One and two, two and one.)Name the numbers that make up the number five (seven, nine). "
II part. Gaming exercise "Make a task".
Children in the notebook define the point of starting to perform the task: the three cells are counted from the drawn task.
The tutor offers: "Instruct the length of ten cells. Squeeze six cells on it and connect their arc from above. Squeeze three more cells and also mark their arc from above. Bottom mark the overall number of cells. Which arithmetic action can be drawn up? " (For addition.)
Children make up tasks. The educator listens to the tasks options and, together with children, chooses one of them. Children discuss her decision, write with the help of numbers and signs, read the entry and answer the question of the task.
The educator gives children the following task: "back from the numeric line down four cells and draw a length of ten cells. Squeeze nine cells and connect their arc from above. From the last arc cell, refuse to the left of four cells and connect them with an arc below. "
A similar work is carried out for the preparation and solution of the problem of subtraction.
III part. Gaming exercise "Draw the fortress."
In children in notebooks, pattern samples (see Fig. 70).
Fig. 70.
The tutor discusses the sequence of drawing a sequence of drawing and offers to continue drawing a fortress without taking hands from paper. Then asks the children to draw the key from the fortress, which is hidden in the envelope. Children retreat from the task down 5 cells, put a point and draw keys in a pattern of the tutor.
Fig. 71.
IV part. Gaming exercise "Connect objects and numbers" (workbook, p. 16).
Children perform a task according to the instructions of the educator: "Fill the numeric line. Connect the lines of objects on cards with the corresponding numbers. "
Children alternately call items, their number and corresponding digit.
Lesson 6.
Software content
Continue to learn independently make up and solve the tasks for addition and subtraction within 10.
Exercise in the ability to navigate on a sheet of paper into a cage.
Consolidate ideas about bulk and flat geometric shapes.
Develop attention, memory, logical thinking.
Didactic visual material
Handout. Cards on which there are table layout schemes in a group indicating the place of each child (see Fig. 72), workbooks, notebooks in a pattern with a pattern of a pattern (see Fig. 73), pencils.
Methodical instructions
I part. Gaming exercise "Find your place."
In children, cards with table layout schemes in the group (see Fig. 72). On the cards of the point marked the place of each child:
Fig. 72.
The educator invites children to consider cards and determine which side is located a number in which their table is located, which table in order in a row, from which side of their place at the table. After completing the task, several children tell where they sit.
II part. Gaming exercise "We will make a task" (workbook, p. 9, task B).
The educator invites children to make a task based on recording. Listens to task options and, together with children, chooses one of them to solve.
Children determine the structure using which arithmetic action they will solve the task, solve it and write down the answer to the empty cell.
The educator draws the attention of children to the next entry (sample subtraction).
Work is carried out similarly.
III part. The game exercise "The sea is worried."
In children in the notebooks there is a pattern of drawing (see Fig. 73).
Fig. 73.
The educator offers children first at points, and then draw waves on their own.
Children consider the following drawing (see Fig. 74).
Fig. 74.
The educator clarifies: "What is shown in the picture? What geometric figures make a boat? "
Gaming exercises for the prevention of visual fatigue in preschool children. "
In preschool age, the leading activity is the game. Through the game, the child will know the world around, learns to live in this world. The game satisfies children's curiosity, involves the child in the active development of the surrounding world, helps to master the ways of cognition between objects and phenomena. In addition, the game is not only a form of organization of activity, the method of learning and education, but also a means of correction.
Spectative gymnastics is very important. The gymnastics for the eyes has a multipurpose purpose: it provides an improvement in the blood supply of eye tissues, increases the elasticity and tone of the muscles and the wind turbines, strengthens the muscles of the eyelids, relieves the overwork of the visual apparatus, develops the ability to the concentration of the view in the near objects, increases the ability of visual perception and assess the objects of the surrounding space , Corrects functional defects of view.
Spectatic gymnastics must be carried out several times during the day from 3-IDDs of 5 minutes, in the form of game exercises. To attract the attention of children, gymnastics are conducted in the form of game exercises, using poems, benefits. It is possible to carry out gymnastics in household, gaming activities, for a walk.
Gaming exercises that contribute to the removal of the visual stress:
1. Gaming exercise "The sea is worried about once!"
Carrying the body weight is one, then on another leg, smoothly and rhythmically swinging from side to side. Having slightly raised hands as far back as far as possible, simultaneously turn into one, then in the other side of the torso, shoulders and head.
The sea worries times
The sea is worried about two,
The sea is worried about three,
On the spot the figure of Zamri!
Gaming exercise "Look through your fingers."
Palm with diluted fingers bring to face. Turn the head by moving the look through the fingers in the distance. Repeat 15 times.
Put an index finger in front of your nose, turn the head from the side to the side, sending a look past the finger.
If the head is thrust
And do not look at the finger
Finger quickly runs away
Why - no one knows.
Gaming exercise "Light Baths".
In the fresh air, closing the eyes, stand face to the sun, turn your head into one, then in the other side.
Sun eyes show
"Hello!" - Sunny say.
Gaming exercise "Morgania".
Close your eyes, think about something pleasant. Open your eyes, fright them as the butterfly waves wings.
5. Overall trainings .
Move view on items suspended in different places of the room: toys, letters, numbers.
6. Acupressure .
The thumbs of both hands pressed the point at a distance of 1 cm from the inner corner of the eye. The thumbs of both hands pressed the point at a distance of 1 cm from the outer angle of the eyes.
7. "Rinkers".
Large and index fingers of both hands squeeze the skin eyebrows from the bridges to the temples.
Label on glass. "
Look at the label on the window window, then on the subject away on the line of the gaze. Instead of a label, you can look at the nearby item.
Zhmurki. "
Close hard eyes for 1-2 minutes. Widely reveal the eyes on the exhalation. Repeat 5 times.
Lowering eye exercises.
Circular head movements.
Very slowly produce circular movements of the head in one direction, then to another. Look to cover as much space as possible.
2. "Horizontal".
Move the gaze to the left, then to the right (without turning the head).
3. "Vertical".
Move the look up, then down (without lifting and not lowering the head).
Oblique eyes. "
Translate a view from a far object at the tip of the nose and back at a slow pace (30 - 40 s).
Twist in the eyes. "
Look at the end of the index finger of an elongated hand. At the middle of the face, contact your finger, do not bring eyes from it until the finger starts bother.
Gaming exercise in the poetic form "Merry week."
All week in order,
Eyes make charging.
On Monday, how to wake up
Eye Sun smile
Look down on the grass
And back to height.
Raise your eyes up; Lower their book, the head is stationary; (removes the eye voltage).
On Tuesday, watch eyes,
Looking there - here
Go to the left, enter the right
Never get tired.
Turn the eyes into the right side, and then to the left, the head is stationary; (removes the eye voltage).
On Wednesday in Zhmurki we play
Furious eyes close.
One, two, three, four, five,
Let's open eyes.
Jugging and open
So we continue the game.
On Thursdays, we look into the distance
It's not a pity for this time
That near and what far
Eyes should consider.
Watch right in front of yourself, put a finger at a distance of 25-30 cm. From the eyes, translate the eye to the tip of the finger and look at it, lower your hand. (Strengthens the muscles of the eyes and improves their coordination).
On Friday we did not yaw
The eyes ran in a circle.
Stop and again
On the other side to run.
Raise your eyes up, right, down, left and up; And back: left, down, right and up again; (Improves complex eye movements).
At least on Saturday the day off
We do not lazy with you.
We look around the corner,
To run pupils.
Look at the top right corner, then the bottom left; Transfer a look into the upper left corner and the bottom right (improves complex eye movements).
We will sleep on Sunday,
And then let's go for a walk,
To chain the eyes
Need to breathe air.
Close the eyelids, massaging them with the help of the circular movements of the fingers: the upper eyelid from the nose to the outer edge of the eye, the lower eyelid from the outer edge to the nose, then the opposite (relaxes the muscles and improves blood circulation).
Without gymnastics, friends
Our eyes can not live!
| | | Next Lecture \u003d\u003d\u003e | |
| The main scientific results of the thesis are published in the following works of the author. | | |
Card file number 2.
Entertaining game exercises on
familiarize yourself with geometric shapes
Prepared: Gevorkyan Svetlana Grigorievna
Second younger group
"Find the subject"
Purpose: Learn to compare the forms of objects with geometric samples.
Material. Geometric shapes (circle, square, triangle, rectangle, oval).
Content: Children stand in a semicircle. There are two tables in the center: on one - geometric shapes, on the second - objects. The teacher tells the rules of the game: "We will play like this: to whom the hoop will come down, he will fit on the table and find the subject of the same form that I will show. A child to whom the hoop rolled up, the teacher shows a circle and offers to find the subject of the same form. The found object is highly risen if it is chosen correctly, children clap your hands. Then the adult rolls the hoop to the next child and offers another shape. The game continues until all items are selected to the samples.
"PREPARE FIG"
Purpose: Secure the presentation of children about geometric forms, exercise in their name.
Material. Demonstration: Circle, Square, Triangle, Oval, Rectangle, cut from cardboard. Distribution: Cards with contours 5 geometric lotto.
Content: The teacher shows the children's figures, drives each finger. Gives a task to children: "You have cards on your tables, on which figures of different shapes are drawn, and the same figures on trays. Spread all the figures on the cards so that they hide. " Asks children to circle every figure lying on a tray, and then imposes ("hiding") it on the drawn figure.
"Game with hoop"
Purpose: Discernment and finding geometric shapes.
Content: For the game uses 4-5 story toys (doll, matryoshki, basket, etc.); Different in size, color, form. The toy is put in the hoop. Children stand out signs inherent to the toy, those geometric shapes that have a similar sign (all red, all the big, all round, etc.) are out of the hoop, not possessing a dedicated sign (not round, not large and t. . d.)
"Geometric lotto"
Purpose: Teach children to compare the form of the depicted object with a geometric figure to select items on a geometric pattern.
Material. 5 cards depicting geometric shapes: 1 circle, square, triangle, rectangle, oval. 5 cards with the image of items of different shapes: Round (Tennis Ball, Apple, Ball, Soccer Ball, WHO Fat Ball), Square Mat, Shawl, Cube, etc.; oval (melon, plum, leaf, beetle, egg); Rectangular (envelope, briefcase, book, domino, painting).
"What are the figures"
Purpose: To acquaint children with new forms: oval, rectangle, triangle, giving them a couple with already familiar: a square triangle, a square-rectangle, circle-oval.
Material. Doll. Demonstration: Large cardboard figures: square, triangle, rectangle, oval, circle. Distribution: 2 figures of each form of smaller sizes.
Content: The doll brings shapes. The teacher shows the kids square and the triangle, asks how the first figure is called. Having received the answer, says that in the other hand a triangle. An examination is carried out by circuit in the finger. Fixes the attention that the triangle has only three angle. It offers children to pick up triangles and fold them together. Similarly: Square with a rectangle, oval with a circle.
"Who some form"
Option 1.
Purpose: Teach children group geometric shapes (ovals, circles) in shape, distracted from color, values.
Material. Big Teddy Bear and Matryoshka. Distribution: three circles and oval of different colors and sizes, 2 large trays for each child.
Content : The teacher demonstrates the circle and oval, asks children to remember the names of these figures, to show what they differ from each other, cover the contours with fingers. "And now all the circles put on one tray - Matreshka, all ovals on another - Mishke." The teacher observes how children perform the task, in case of difficulty, it offers a child to circulate with a finger shape and say how it is called. At the end of the classes summarizes: "We learned today to distinguish the circles from oval. Teddy bear all ovals will take into the forest, and the doll - take the circles home. "
Option 2.
Purpose: Teach children group geometric shapes (squares,
rectangles, triangles) in shape, distracting from color and magnitude.
Contents similar to option 1.
"Decorate the rug"
Purpose: To generate the ability to group items on specified features, determine the number of objects.
Material. On the floor two square mats, each of which is drawn on 25 equal squares. In the upper row of each square, geometric shapes of different colors, circle, triangle, square are depicted. Each children have three different geometric shapes.
Content: Teacher says: "This is a rug. Let's decorate it together. Figures of the same shape and color will be placed one under the other. What figure will put in this cell? (Shows an empty cage in the left column). After performing the work, children with an educator consider the rug decorated, mark the homogeneity of the figures in the columns (color, forms). The teacher clarifies: "What are the figures in the left column? (Red triangles). And in the right? (Green Squares). " Etc. Then the children decorate the second rug, showing already greater independence. The teacher sets questions about the amount, color, the shape of the figures, brings children to the conclusion: "All the figures of the left column are triangles. Therefore, Vova incorrectly put the circle. "
"Make a subject"
Purpose: Exercise in the preparation of the silhouette of the object from individual parts (geometric shapes).
Equipment. On the table. Large toys: house, nevosha, snowman, tree, cargo car. On the floor sets of different geometric shapes.
Content: The teacher proposes to call toys standing on his table, and make any of them using a set of geometric shapes. Encourages and stimulates the actions of children. Asks: "What was? What geometric figures? ". Children consider the resulting silhouettes of toys, remember the corresponding poems, riddles. It is possible to combine the composed silhouettes into a single story: "House in the forest", "Winter Walk", "Street", etc.
"Lotto"
Purpose: Learning to remove the contour of the object, relate a volumetric form with flat, learn items in the picture, know their names.
Equipment. Cards with the image of three single-color forms (for example, on one - circle, square, triangle; on the other - circle, oval, square; on the third - square, rectangle, triangle, etc.), set of cards with the image of one form for overlay on big cards.
Content: Each child teacher gives a big card, and he takes small cards, pre-laying them on the forms. Rises one card, for example: a circle, and asks: "Who has such?" (Form is not called). Those who have a circle on cards raise hands and teacher gives them small cards with circles, while checking the correctness of the choice: "Well done, I have a circle and you have a circle." Children impose small cards on the appropriate image. Then, it proceeds to the next form and raises, for example: a trapezium. However, when evaluating the response of children, he does not call this form, since with her name children do not introduce, but just notes that the children did right.
As the game assimals, children give two, and then three cards. The choice is not made from 3, but from 6-9 forms. In the future, the leader may be a child, the teacher sits down among children and takes himself a big map.
"Where is the bunny?"
Purpose: Fasten knowledge of the names of the forms provided for by the program, to select forms according to its name, to consistently move the subject by the intended path.
Equipment. Three small cubes, on the edges of the images of geometric shapes (on one - triangles and circles; on the other - triangles, ovals, circles and rectangles; on the third - circle, oval, rectangle, square, triangle, hexagon), three cardboard sheets with the image Schemes of the path where the benchmarks are geometric forms, a bunny figure (bears, dogs, etc.).
Content: 1st sheet . Below - the initial point of movement, from which two ways are right and left. At an equal distance from the starting point there are benchings, on the one hand - a circle, on the other - a triangle. At the next point, the benchmarks change: where there was a triangle, the circle becomes, and vice versa. These guidelines are located near the ultimate goal. At the end of the same path, an image of a kindergarten is given, the other is an image of a bunny hut.
2nd sheet . The image is built along the same type, but in one place each line of the path is split. Thus, at the end of the path there is no longer two points of destination, and four: kindergarten, bunny hut, tree, Christmas tree.
3rd sheet . The same path scheme, as well as on the second sheet, all six forms are used as a landmarks.
As the game assimilates, when children to study consistently pass the way along the benchmarks and correctly relate the shape on a game cube with a form on a sheet, you can make a new cube, placing other forms on it, for example, a trapezium. You can change the image on the sheet - make three tracks, etc.
Teacher plays with children. It shows the 1st sheet and says: "Bunny can be held to a house or in kindergarten. To the house it will take place on this track. Look carefully! It contains forms: first this is a circle, then a triangle. In kindergarten bunny will go through this path. Here, first are the triangle, then - the circle. If the bunny comes home, he will play on the tambourine, and if in kindergarten - he dresses with children. The road will show us this cube. " The teacher throws a cube, looks at the top of the form, and gives to see children. Puts a bunny figure at the top of the way and leads it to the form that fell on the cube. If this circle - leads to the left, spends on the track, paying attention to what to look for a nearby form, you can not jump. Then she throws a cube for the second time. If the circle falls again, the bunny will have to stand still. And if the triangle falls out, it continues the path and goes along the path to the house. Bunny rejoices, thanks, takes a tambourine, plays. In the event that a bunny goes into kindergarten, he invites all children to pay with him. When re-holding a game, a child has a figure. The teacher monitors the correctness of the choice of forms, in compliance with the direction of movement.
Similarly, games using the 2nd, 3rd sheet. Moreover, other game cubes are applied.
Medium group
"Lotto"
Purpose: Mastering the skills to highlight various forms.
Material: cards depicting geometric shapes.
Content: Children distribute cards on which 3 geometric shapes of different colors and shapes are depicted. Cards are distinguished by the location of geometric shapes, combining them in color. The corresponding geometric shapes are presented for children. The child, on the card of which there is a submitted figure, takes it and imposes on his card so that the figure coincides with the drawn. Children say in what order are the figures.
"Name a geometric shape"
Purpose. Learn to visually examine, learn and correctly call flat geometric shapes (circle, square, triangle, rectangle, oval).
Material. Tables with geometric shapes. On each table, contour images of two-three figures in different positions and combinations.
"Find the subject of the same form"
"Compare and fill"
purpose : Fastening the ideas about geometric figures, the ability to compare and compare two groups of figures, find distinctive features.
Material. Geometric shapes (circles, squares, triangles) of four colors, tables, depicting color geometric shapes.
"Cut the blanket"
Purpose: Acquaintance with geometric shapes. Drawing up geometric figures from the data.
Material. Geometric figures.
He lived, was Pinocchio, who had a beautiful red blanket on the bed. Once, Pinocchio went to the Karabas-Barabas theater, and Rat Shushar at that time sprung in a blanket of the hole. Help Pinocchio fix the blanket.
"Geometric lotto"
Purpose:
Material. Cards depicting geometric shapes in a row (selection of figures different), sets of geometric shapes of the same value (six colors.)
"Spread in boxes"
Purpose: Fastening ideas about geometric shapes.
Material. Boxes, depicting geometric shapes, cards, depicting geometric shapes.
"Find a couple"
"Find your house"
"Circles live in this house," says the teacher, in this squares, and in this - triangles. " When all children find their houses, they are offered to "walk": run in the group. According to the tutor signal, the children find their house, comparing their geometric shape with the one that is in the house. The game is repeated several times, while the tutor changes the houses each time.
"Find and name"
Purpose: Secure the ability to quickly find a geometric shape of a certain size and color.
"Help Cheburashka find and fix the error"
Content: The child is proposed to consider how geometric shapes are located, in which groups and what feature are combined, to notice the error, correct and explain. The answer is addressed to Cheburashka (or another toy, which is involved). An error may be that a triangle can be in the square of the squares, and in the red group - green.
"Make a geometric shape"
Purpose:
Make a triangle;
Make a square;
Make up the threads of the circle, etc.
"What kind of figure did not become"
Purpose: Fastening the ideas about geometric figures, the development of attention, memory, thinking.
"What changed"
Purpose: Fastening the ideas about geometric figures, the development of attention, memory, thinking.
Content: On the table in front of a child card with the image of geometric shapes. The child considers them carefully. Then the child is offered to close their eyes, the tutor hides one card, and in return puts another card, depicting another geometric shape. After the conditional sign, the child opens his eyes and says what has changed.
"What figures are made up?"
Purpose: Fastening the ideas about geometric figures, the development of attention, imagination, memory, thinking.
"Draw the same figure"
"Geometric board"
Purpose: Teach children learn and call geometric shapes.
"Wonderful bag"
"Decorate the napkin"
Mobile - didactic games.
"Find your place"
Purpose:
Content: Children distribute various geometric shapes, and on the chairs set in a row, put cards with the image of these figures. Everyone diverges in a group, moving freely, running under the tambourine. At the set signal, children find their place, i.e. Everyone sits on that chair where the card with the image of a geometric shape serves as a means to achieve a goal. The game may become more complicated.
"Garages"
Purpose: The ability to distinguish between geometric shapes and correlate them, finding the same; Develop the speed of action, smelting, attention.
Content: Children depict cars, each has its own "number" - a circle, square, triangle. In different ends of the group there are garages, also marked with a circular, square, a triangle greasy than in children, size. Machines can only drive in their garage, i.e. In the one that corresponds to the machine number. So, the rules of the game can only observe the one who knows how to distinguish and compare geometric shapes. Children keeping their rooms in front of them, like the steering wheel, drive around the room.
Senior group
"PREPARE FIG"
Purpose: Secure the ability to distinguish geometric shapes: rectangle, triangle, square, circle, oval.
Material: Each child has a card on which a rectangle is drawn, a square and a triangle, color and form vary.
Content: First, the teacher suggests the shape of the shapes drawn on the cards. Then he plans the table on which the same figures are drawn, but another color and size than in children, and, pointing to one of the figures, says: "I have a big yellow triangle, and you?" And so on. Causes 2-3 children, asks them to call color and size (large, small figures of this species). "I have a little blue square."
"Name your bus"
Purpose: exercise in distinguishing the circle, square, rectangle, triangle, find the same shape of the shape, differ in color and size,
Content: The teacher puts 4 stools from each other from each other, to which the models of the triangle, rectangle, etc. are attached (buses). Children sit down (become 3 columns behind the chairs; the teacher-conductor gives them tickets. On each ticket the same figure is on the bus. On the signal: "Stop!" The children go to walk, and the teacher changes in some places. On the signal: " In the bus, "children find their bus and become each other. The game is repeated 2-3 times.
"Gather Figure"
Purpose: learning to conduct an account of items that form any shape.
Content: The teacher offers children to move a bowl with chopsticks and asks: "What color sticks? Skolki chopsticks each color? It suggests decomposing the sticks of each color so that different shapes come out. After completing the task, children recalculate sticks again. Find how many sticks went to each figure. The teacher draws attention to the fact that the sticks are located in different ways, but their equally - on 4 "How to prove that sticks equally? Children lay sticks with rows of one under the other.
"Why doesn't oval rolling?"
Purpose: To acquaint children with a figure of an oval shape, learning to distinguish between the circle and figure of oval shape
Content: On flannelhemph, there are models of geometric shapes: a circle, square, rectangle, triangle. At first, one child caused to flanneluphor calls the figures, and then, it makes all the children together. The child is offered to show a circle. Question: What does the circle differ from the rest of the figures? " The child carries a circle with a finger, tries to shake it. The teacher summarizes the answers of children: the circle does not have angles, and the rest of the figures have corners. On flannelhemph, there are 2 circles and 2 figures of oval shape of different colors and size. "Look at these figures. Are there any circles among them? One of the children is offered to show circles. The attention of children appeal to the fact that there are not only circles on the flannelph, but also other figures. similar to the circle. This is a figure of oval shape. Teacher teaches to distinguish them from circles; asks: "What are the figures of an oval form similar to the circles? (Oval shape figures are also no angles). The child is offered to show a circle, figure of oval shape. It turns out that the circle rolls, but the figure of the oval form is not. (Why?) Then find out what differs the figure of an oval form from the circle? (Figure of oval form stretched). Compared by app and overlay the circle on oval.
"Where is the figure?"
Purpose: Learn correctly, call figures and their spatial location: in the middle, at the top, below, on the left, right; Memorize the location of the figures.
Content: The teacher explains the task: "Today we will learn to memorize where what figure is located. To do this, they need to be called in order: first the figure located in the center (in the middle), then at the top, below, on the left, right. " Causes one child. He shows and calls the figures, the place of their location. Another child is offered to decompose the shapes, as he wants to call their location. Then the child becomes back to the flannelum, and the teacher changes the figures located on the left and right. The child turns and guess what has changed. Then all the children call the shapes and close their eyes. The teacher changes in places of the figure. Opening his eyes, the children guess what has changed.
"Who will find faster?"
Purpose: Exercise in the correlation of items in shape with geometric samples and in generalizing items in form.
Content: Children offer to sit at the tables. One child is asked to call the shapes standing on the stand. Teacher says: "Now we will play the game" Who will find faster ". I will be called one person, and say what item must be found. He wins the one who will first find the subject will put it next to the figure of the same form. " Causes 4 children at once. Children call the selected item and describe its shape. The teacher sets questions: "How did you guess that the mirror is round? Oval? " etc.
In conclusion, asks questions: What is standing next to the circle? (square, etc.). How many items? What form these objects? What are they all like? How many of them?
"Unfinished pictures"
Purpose: To acquaint children with varieties of geometric figures of rounded shapes.
Material. For each child, a piece of paper with unfinished images (1-10 items). To complete them, it is necessary to choose round oval elements. (1-10) paper circles and ovals of the corresponding sizes and proportions. Glue, brush, rag.
"Unfinished pictures"
Purpose: To acquaint children with varieties of geometric figures of a rounded form of different magnitude.
Option number 2.
"Quick blanket"
Purpose: Continue to acquaint with geometric shapes. Drawing up geometric figures from these parts.
Content: With the help of figures, close white holes. The game can be built as a story. "He lived, Pinocchio, who had a beautiful red blanket on the bed. Once, Pinocchio went to the Karabas-Barabas theater, and the rat of the shusher sprinkled at this time blanket. Count, how many holes sprinkled rat? Now take the figures and help Pinocchio fix the blanket. "
"Journey around the room"
Purpose: Teach finding objects of different shapes.
Content: Children show a picture depicting a room with various objects. The teacher starts the story: "Once Carlson arrived at the boy:" Oh, what a beautiful room, "he exclaimed. - How many interesting things here! I have never seen this. " "Let me show you everything and tell you," the boy answered and led Carlson around the room. "This is the table," he began. "And what is it?" - immediately asked Carlson. Then the boy became very detailed to tell everything about each thing. And now try you just like that boy, tell Carlson all-all about this room and items that are in it.
"Workshop forms"
Purpose: Teach children to reproduce varieties of geometric shapes.
Material. Each child has matches without heads (sticks), painted in a bright color, a few pieces of thread or wires, three or four sheet of paper.
"Composition Figure"
Purpose: Exercise in grouping geometric shapes in color, size.
Content: At the request of the teacher, children get the figures from the envelope, lay them out in front of them and answer questions: "What are your figures? What color are they? Is the same size? How can the shapes be grouped, pick up suitable? (in color, shape, size). Make a group of red, blue, yellow figures. After the children perform the task, the teacher asks: "What are the groups? What color are they? What form turned out to be figures in the first group? What figures are the second group? How many of them are all? How many figures of different form in the third group? Name them! How many are yellow figures? " Next, it proposes to mix all the shapes and decompose them in shape (magnitude).
"Find a touch"
Purpose: Teach children compare the results of a visual tactile survey of the form of the subject.
Content : The occupation is carried out simultaneously with 2-4 children. The child puts his hand on the table with a bag tightened on the wrist. The teacher puts on one subject to the table - the child, looking at the sample, finds the same subject to the touch in the bag. If he is mistaken, they offer to carefully consider the subject and give a verbal description. After that, the child is looking for a touch again, but another thing is. The repetition of the game depends on the degree of assimilation by children of the method of examination.
"Speak Figure"
Purpose: Exercise in the preparation of models of familiar geometric shapes.
Content: The teacher places the model of geometric figures to Flanhelegraf, causes a child and offers it to show all the shapes and call them. Explains the task: "Each of you has the same geometric shapes, but they are cut to 2, 4 parts, if you correctly attach them to each other, it will turn out the whole figure." By completing the task, children are told, from which number of parts they made up the next figure.
"Compare and Remember"
Purpose: Learning to carry out a visual-thought analysis of the method of location of figures; Fastening ideas about geometric shapes.
Material. Set of geometric shapes.
Content: Each of the players should carefully consider its nameplate with the image of geometric shapes, find the pattern in their location, then fill empty cells with the signs of the question, putting the necessary figure in them. Wins one who correctly and quickly cope with the task. The game can be repeated, placing the figures and the signs of the question differently.
An example of gaming material
"Find a double picture"
Purpose: Teach learning to describe the pattern made from geometric shapes.
The first card teacher describes himself. During the game, he appoints several leading.
"Constructor"
Purpose: The formation of the ability to decompose the complex shape to the such we have. Training in account up to ten.
Material. Multicolored figures.
Took a triangle and square,
Of them built a house. And I am very pleased with this:
Now lives a gnome.
Square, rectangle, circle,
More rectangle and two circles ...
And it will be very happy my friend:
I built the car for a friend.
I took three triangles
And a needle stick.
They put them lightly.
And got suddenly a Christmas tree
An example of laid out figures
"Fill empty cells"
Purpose: Fastening an idea of \u200b\u200bgeometric figures, skills, and compare 2 gr. Figures, find distinctive features.
An example of gaming material
Preparatory Group
"PREPARE FIG"
Purpose: Exercise in comparison of the shape of the objects depicted in the patterns with geometric shapes.
Material. The stand on which the geometric shape models are sampled, pictures on which objects consisting of several parts are drawn.
"Machion of chopsticks"
Purpose: Exercise in the compilation of chopsticks geometric shapes.
Material: Accounting sticks for each child.
"Speak Figure"
Purpose: Make models of familiar geometric figures from the sample parts.
Material. Flangegraph, geometric figures.
Content: The teacher prevents the model of geometric figures to Flanhelegraf, causes a child, asks him to show and call the figures. Explains the task: "Each of you have the same geometric shapes, but they are cut into 2 or 4 equal parts; If they are correctly attached to each other, then whole figures are obtained. " By performing the task, children are told, from what quantity they make a figure.
"Who will see more"
Purpose: Fastening knowledge about geometric shapes.
Material. Flangegraph, geometric shapes.
Content: On the flannelhemph in random order, various geometric shapes are placed. Preschoolers consider and remember them. The presenter considers to three and closes the shapes. Children invites how to name geometric shapes as possible, which were on the flannelhemph. Wins the one who remembers and calls more figures. Continuing the game, the lead changes the number of figures.
"How are the figures"
Purpose: Teach children to have geometric shapes on the plane.
Material. 2 tables on which 1 figure is drawn in the middle and around it (at the top, bottom, right, on the left), one figure, sheet of paper, envelope with geometric shape models (circle, square, rectangle, triangle, oval).
Content: The teacher highlights the table with geometric figures and explains the task: "Carefully consider the table, remember how the shapes are located and place your shapes on the sheet in the same way. To remember everything well, it is necessary to consider the table in the following order: first name the figure located in the middle, then at the top and bottom, on the right and left. Who wants to tell how those are the figures? After that, the teacher turns the table with the opposite side to children. By completing the task, the children tell how they placed the figures, the result of their work with the sample, corrected errors. Similar tasks may be given.
"Where what figures lie"
Purpose: Learning to classify figures in 2 properties.
Material. Set of figures.
"Compare and fill"
Purpose: Learning to exercise a visual-thought analysis of the method of layout of figures.
Game Material: A set of geometric shapes.
"Who will find faster"
Purpose: Learning to compare the results of the visual and touch-motor examination of geometric shapes.
Material. On the shelves of the stands are the models of geometric shapes. On 3 strips - models of the same figures, but smaller. Trays are closed with napkins.
"Find your shape"
Purpose: Teach children to distinguish and correctly call geometric shapes, choose figures according to a visually perceived pattern.
Material. Cardboard box with cutting holes triangular, round, square, etc. Forms, geometric shapes, selected, respectively, slots on the box, envelopes with the image of geometric shapes.
Content. The game is that some children are lowered by geometric shapes in the box (each in the appropriate slot), while others must choose them from the box, focusing on the images in their envelopes. In this game, the cognitive communication of children is necessarily emerging, thanks to which the speech activity of children arises, "children see each other's mistakes:" What do you take? You have a triangle! " Groups of children in this game are recommended to change places.
"Who will quickly find the subject?"
Purpose: Exercise in determining the form of objects and in the correlation of the shape with a geometric sample.
Material. Models of geometric shapes, items of different shapes.
Content: On the shelves of Stands, the teacher puts 2-3 models of geometric figures, on the table places the items of different shapes and appeals to children "Now we will play the game" Who will find the subject of the specified form "Who wants to name the figures that stand on the shelves? Look, what items are on me on the table? Listen to how we will play. I will call one person from every row, and say what form it is necessary to find the subject. The one who first find a suitable object, and put it near the figure, will get a chip. Rules of the game: If it took it, it is impossible to replace it. At the end of the game, the teacher asks: "What subjects are near the triangle (square, etc.). What are they all like? "
"Geometric Mosaic"
Purpose: Learning to analyze the method of location parts, make a figure, focusing on the sample.
Content: By organizing the game, the teacher cares about combining children into one team in accordance with the level of their skills and skills. The teams receive tasks of different difficulty: drawing up an image - an object of geometric shapes: work on the finished dissected pattern, work on an undolved pattern, work under the conditions (collect a person's figure - a girl in a dress), work on his own design (just a person). Each team receives the same sets of geometric shapes. Children should independently agree on how to perform the task, on the order of work, choose the source material. Each team playing in turns is involved in the transformation of a geometric shape by adding its element, making individual items of the object from several figures. In conclusion, children analyze their figures, finding similarities and differences in solving constructive design.
"Find a double picture"
Purpose: orientation on the sheet plane; Learning to describe the location of geometric shapes on cards.
Content: 4-6 cards are hanging on the board, paired to them decline on the table with drawings down. The teacher explains the task: "Now we will play the game" Find a pair picture "The one I will call, take one of the cards on this table, will call, what kind of figures are drawn on it and where they are located. Then it will find the same card among those hanging on the board and placed its own under it. " The teacher can cause children one after another, without waiting until the desired card is found.
"Choose Figure"
Purpose: Determine and draw missed figure instead of a question mark.
Example problem.
"Find the missing figure"
Purpose: To form skills by analyzing and synthesis is the missing figure.
An example of a task
"Mongolian game"
Purpose: Teach correlate the form with the image of items.
"Squares"
Purpose: Clarify the idea of \u200b\u200bthe fact that the square 4 sides, 4 corners, all parties are equal.
Material. The board, distinguished into a cage, big and small squares, 2 paper strips, equal to the length of large and small squares.
Content: Teacher says: "Today we will learn to draw squares in the notebooks in the cage. (Places on flannelph, 2 squares). Let's compare the squares than they look like and what they differ. What are the different squares? (One big, the other little). What are the squares like? (Each of them has 4 sides, 4 corners, all parties are equal). How to prove that all sides of the square are equal? (Children are tested by measurement). After the teacher, it proposes to draw a square: "I retreat from the top and from the left edge of the page 2 cells, I put a point, it is right away from it, equal to the length of 2 cells, it will be the right side of the square. Down the line, also equal to the length of 2 cells, it will be the upper side, a square ", etc. (similarly draws several squares in the line). Then offers children to draw squares whose side is 2 cells. Next, children are drawn under small squares large, which is equal to 4 cells. At the end of the classes, children compare the squares.
"Divided correctly"
Purpose: Find rational ways to divide geometric shapes.
Content: The teacher offers children to think about how to add narrow strips in different ways to divide them into 4 equal parts. After the children separate, the teacher finds out what a way more is more convenient. Then offers differently split the square into 4 parts. In conclusion, together with the children, concludes how it is more convenient to divide the narrow strip and square on the 4 equal parts.
"Learning to draw circles"
Purpose: Learn to draw circles in squares.
Content : The teacher reminds which figures they painted through the cells and reports: "Today we will learn to draw circles. In order for the circle to be smooth, it is more convenient to draw in a square. Look, I will put a circle on the square. See, the circle relates to all sides of the square, and the corners remain free. " Then the children draw squares, the teacher shows on the board, as it should draw circles (painted with a red pencil circles in squares.).
"Multicolored figures"
Purpose: Develop the ability to classify the subject in color, form, size, combine into groups.
Content : Pedagogue: "Look at these figures, they must be divided into groups on different features. What is the difference between the figures from each other? (Color, shape, magnitude). How many groups can you divide the figures? (On 2 groups: 5 red figures, 5 green). How many groups in the form can split shapes? (On 3 groups: 3 squares, 5 circles, 2 triangles). How else can you divide the figures? (According to the presence of angles: 5 figures - without angles, these are circles; 5 figures with corners are squares and triangles). What kind of sign has not yet divided the figures? (To size). How many groups divide the figures in size? (On 2 groups: 8 small figures, 2 large).
"Fill a square"
Purpose: Organizing items on various features.
Game material. A set of geometric shapes, various color and shape.
Content: The first player puts into squares, not indicated by numbers, any geometric shapes, such as a red square, green circle, yellow square. The second player must fill the remaining square cells so that in the neighboring cells horizontally (on the right and on the left) and vertically (from below and on top) there were figures that differ in color and form. The initial figures can be changed. Players can also vary in places (roles). Wins the one who will make less mistakes when filling the places (cells) of the square.
"What figures do not get"
Purpose: Exercise children in a consistent analysis of each group of figures, the allocation and synthesis of the signs characteristic of the figures of each of the groups.
Material. Large geometric shapes (circle, triangle, square) and small (circle, triangle, square (three colors).
Content: Having distributed between playing plates, the teacher explains the task: each player must analyze the figures of the first row. Attention is drawn to the fact that there are large white figures in the ranks, within which small figures of three colors are located. Comparing the second row with the first easy to see that it lacks a square with a red circle. Similarly, the empty cell of the third row is filled. In this row, there is not enough big triangle with a red square. The game can be diversified, simply placing the shapes in the table and the question marks.
"How many geometric shapes on our rug"
Purpose: Secure quantitative account skills within 10, knowledge of geometric shapes.
An example of gaming material.
Working with any puzzles
"Mongolian game", "Columbovo Egg", "Magic Circle" and others.
In the process of working with puzzles in children, figurative thinking, combinatorial abilities, practical and mental actions are formed and improved. In addition, children develop volitional qualities: perseverance, dedication, arbitraryness. Improved ability to give deployed learning statements of varying complexity. In the process of performing tasks with puzzles, the skills and skills of children obtained at all previous occupations are fixed and improved).
Sample working with puzzles
Work with a geometric designer
Option number 1.
Material: 8 isced triangles cut from two-sided cardboard in envelopes for each child; samples of crab and butterfly silhouettes; hourglass.
Tasks:
1) Think and mentally imagine what a geometric figure will work out if you make two triangles. Make it up and tell how you did it.
2) Make a shape-silhouette of a crab, focusing on the sample.
Instruction:
Consider the execution of the crab;
Think from what amount of triangles is done torso, as they are located;
Think how the cushion of the crab is made. Compare with the sample;
For 2 minutes, carefully make a pattern of the crab;
3) Make a shape-silhouette of a butterfly, oriented on the sample. (The task is performed by analogy with the previous one.)
4) Compare, silhouette of crab and butterfly silhouette. What are they like? What is the difference? Prove (unfolded connected statement).
Butterfly. Crab.
Option number 2.
Material: Envelopes with eight-shaped triangles for each child; Samples of dogs and chanterelles silhouettes; hourglass.
Tasks:
1) Think and mentally imagine how the quadrangle is made of two triangles? Make it up and raise, how to do it.
2) Make a shape-silhouette of a puppy, focusing on the sample.
Instruction:
Consider the puppy figure;
Think from what amount of triangles is made head, as they are located;
Think how the puppy is done, compare with the sample;
For 2 minutes, gently make a puppy figure;
Tell us how you performed the task.
3) Make a shape-silhouette of a chanterelle, focusing on the sample.
4) Compare, please, the silhouette of the puppy and the silhouette of the chanterelle. What do they look like differently? Prove (unfolded connected statement).
5) Make from the set of triangles what you want. Tell us about your work.
Dog and chanterelle.
Option number 3.
Material: Envelopes with eight-shaped triangles for each child; Samples of the figures of the aircraft and steamer; hourglass
Tasks:
1) Instruction:
Consider the figure of the helicopter;
Think from which number of triangles is made by a cabin, as they are located;
Think how the blades of the helicopter are made, compare with the sample;
In 2 minutes, gently make a figure of the helicopter;
Tell us how you make a figure.
2) Make a figure-silhouette of a kettle, focusing on the sample.
Instruction: The task is performed by analogy with the previous one.
3) Compare the silhouettes of the helicopter and the kettle. What do they look like and what do they differ? Prove (unfolded connected statement).
4) Make from this set of triangles all you want, and I will celebrate who for what time carefully and creatively fulfilled work.
Helicopter and kettle.
Option number 4.
Material: Envelopes with eight-shaped triangles for each child; Samples of the figures of the aircraft and steamer; hourglass.
Tasks:
1) Think and mentally imagine what a geometric shape will turn out of five triangles. Make it up and tell me how it can be done.
2) Make a shape-silhouette of an airplane, focusing on the sample.
Instruction:
Consider the figure of the aircraft;
Think from what amount of triangles is made fuselage, as they are located;
Think how the wings are made. Compare with the sample;
For 2 minutes, gently make a figure of the aircraft;
Tell us how you were.
3) Make a figure-silhouette of a steamot, focusing on the sample.
"Match from matches"
Purpose: Learn targeted search actions, develop a smelter.
Material: sets of matches (without sulfur) for each child, board, chalk, hourglass.
Option number 1.
Task 1. Make 2 equal squares of 7 matches. Tell us about the progress of your actions.
Task 2. Make a house for this sample (drawn on the board). Instruction:
Look at the board, count how many matches you need to build this house;
How many matches need to add or remove from the amount that you had on the table?
Tell us how you did your job, proving the correctness of the task.
Task 3. Make from the house checkbox (transfiguration). Instruction:
Put two matches so that it turns out the checkbox;
Explain how you did; Teach Comrade if he does not work.
Task 4. Look at the board, count how many matches need to be removed or add from those in front of you on the table. Type TV, compare with sample. Tell us how you did it, help the comrade. If children are qualitatively and quickly coped with the task, they are offered to make any shape on their own desire from a certain number of matches. In this case, a deployed statement is required about what was conceived and how the task was performed.
Option number 2.
Task 1. Lay out the watches on the sample.
Instruction:
Look at the desk;
Consider how many matches will need to lay out this watch (10 matches + 2 on the arrows).
Which hour is shown hours?
Task 2. Lay out a sample umbrella from matches.
Instruction:
Consider how much matches need to make such an umbrella;
Put the umbrella on the desk (choose the match from the box one);
Do work gently to be beautiful.
Task 3. Make from an umbrella 3 of equal triangle (transfiguration).
Instruction:
Put 2 matches so that it turned out 3 equal triangles;
Of the 7 matches, make 3 equal triangles, located differently.
Task 4. Make any shape (object) of 10 matches - in your choice.
Option number 3.
Task 1. Place a steamer from the matches.
Instruction:
Consider how many matches you need to lay out the top line of the steamer, the bottom of the steamer, side, pipe;
Put the steamer, compare it with the sample.
Task 2. a) Lay out the deer matches on the sample. Instruction:
Look at the board, determine what is drawn;
Count how many matches need to lay out torso, head, legs, tail, deer horns;
Postpone the desired number of matches;
Lay out the deer, compare with the sample.
b) put 2 matches so that the deer looked in the other side.
Task 3. Think that you can make from this number of matches, and lay out any shape.
Option number 4.
Task 1. Laying out of butterfly matches.
Instruction:
Look carefully on the board, determine what is drawn on it;
Consider how many matches will need to lay out the top wings, lower wings, mustaches;
Postpone the desired number of matches;
Lay out the butterfly, compare it with the sample.
Task 2. Laying out of matches of the figure, similar to the key. Instruction:
Look at the board, count how many matches will need to lay out the key like a key; lay out the figure; Compare it with the sample;
Place four matches so that it turned out 3 squares.
Task 3. Stay out of any number of matches your portrait your friend or fairy-tale character. Tell me what mood at the depicted person.
In the footsteps of the task, the kids give a deployed verbal report on their intent and ways to implement it.