Stairs. Entry group. Materials. Doors. Locks. Design

Gulnara Suyundukova

Subject integrated joint educational activities By FEMP:

Counting to 10 and back, number 10.

(multi-age group 5-6 years)

Program content:

· Develop cognitive interest, mental activity, imagination, creative abilities of children

· Continue learning make the number 10 from ones,introduce the designation number 10

· counting skills reverse order within 10

· Create on class an environment of emotional well-being, to cultivate in children a friendly attitude towards each other, a sense of mutual assistance.

Target: through integrated lesson stimulate cognitive interest, teach new knowledge, skills, abilities.

Sounds like cartoon music "Masha and the Bear". Masha appears.

Masha: Hello guys, I'm very glad to see you! Do you recognize me? (children's answers).Help me please! Guys, today is Misha's birthday! He turns 10 years old. I want to wish him a happy birthday, but I'm lost. Misha sent me a map - a diagram of how to get there. (shows map).Will you help me get to Misha and congratulate him?

Children:Yes!

Masha: Guys, look, the path on the plan is marked with numbers, and we have envelopes with numbers and tasks. Which number will come first? Children's answer.

The first envelope with the number 1, let's play a game

CONNECT THE NUMBERS BY DOTS

Masha: Well done guys, how quickly you completed the first task!

From units Which direction will we go? Answer children: (to number 2, from left to right from lower left corner to lower right corner). Where did you come?

Masha: Guys, help me complete the next task: find neighbors

Masha:Thanks guys! You are so smart!

Which direction should we go from number 2? Answer children:(to 3 from bottom right corner to top left corner) physical education minute (using cards we do exercises related to counting)

Masha: Find the number 4 on the plan, in which direction should we go? Answer children:(from left to right from top left corner to top right corner)

Masha: Thanks guys!

Solve problems (ADDITION, SUBTRACTION)

Masha: Well done! You turn out to be so smart! Where are we going next? The arrow is number 5. And here we have an unusual task, we need to make a gift for Misha. Color in the number 10. (Masha the teacher encourages children to check each other, older children help the second subgroup)

Coloring page with number 10

Well done boys! Which beautiful gifts it worked! Misha will be very happy!

Misha's exit

Misha: Hello, guys! I’m so glad to see you!

Masha: Misha, we congratulate you on your birthday and want to give you our gifts!

Misha:Which beautiful work! I just don’t know what is drawn here?

Children: This is the number 10.

Masha:

Said the cheerful, round zero

To the neighbor - unit:

With you next to me, let me

Stand on the page for me!

She looked him over

With an angry, proud look:

You, zero, are worth nothing.

Don't stand next to me!

Zero answered: - I admit,

That I'm worth nothing

But you can become ten

If I'm with you.

You're so lonely now

Small and thin

But you'll be ten times bigger

When I stand on the right.

Masha: Guys, let's teach Misha to count?

Children stand in a circle and call numbers in order from 1 to 10 and back, called numbers-neighbors passing the ball to each other. (the game is repeated several times).

Misha: My dears! How glad and happy I am that you came to me! Thank you for the gifts and for teaching me how to count! Goodbye (Misha leaves).

Masha: Thank you, dear guys, for helping me! Goodbye! See you again!

Publications on the topic:

Topic: “Composition of the number three” Objectives: 1. To form in children an idea of ​​the composition of the number 3, to teach how to compose the number three from two smaller numbers.

Summary of educational activities (FEMP (composition of number 5) in the senior group “Birthday of Granddaughter Whychka” Educational area “Cognitive development” in the section “Formation of elementary mathematical representations" Educational abstract.

Math lesson notes - lexical topic "Summer". Numbers and numbers up to 10" Objectives: Practice counting to 10 and finding the place of a number in a number line; consolidate the ability to complement many objects up to 10, correlate.

Summary of a mathematics lesson in the preparatory group “Composition of the number 3” Topic: “Composition of the number 3” Purpose: To introduce children to the composition of the number 3. Objectives: - Learn to compose the number 3 from two smaller numbers. - Learn to plan.

Summary of a mathematics lesson “Composition of the number 4” (senior group) Topic: Formation of the number 4, its composition, number 4. Purpose: To give children an idea of ​​the formation of the number 4, its composition. Build a skill.

Topic: "Number 0".

Integration of educational areas: social and communicative development, cognitive development, speech development, artistic - aesthetic development, physical development.

Target: Introduce children to the number 0.

Program content:

1 .Introduce the composition of the number 10 from ones;

2 .Clarify ideas about the number 0;

3. Continue to learn to find the previous number to the named one, the next number to the named one;

4. Develop memory, attention, logical thinking;

5. To form ideas about temporary relationships and learn to denote them with words: first, then, before, after, earlier, later.

Demo material : pictures depicting the seasons, cards with numbers from 0 to 9, 9 circles of the same color, magnetic board.

Handout : cards with numbers from 0 to 9, pencils, sheets of paper, notebooks.

Part of GCD

Methods and techniques

Introductory part.

Main part

Final part

Verbal.

Game.

Practical

Completing the task.

Game.

Game.

Game.

Verbal.

Question answer.

Guys, what are you in the mood? (Good, joyful, cheerful)
- Let's pass our funny ball around to Timoshka and call our neighbor by an affectionate name.
- Well done, please take your seats on the chairs.
-Today we have an unusual meeting.

Game exercise “Name the number”(children stand in a semicircle, the game is played with a ball).

Guys, let's remember that a number has two neighbors: one number is one less, it is the previous one, the other is one more, it is the next one.

Name the previous (next) number of the number 5, 7, 3, 8.

Practical exercise “Collecting colorful beads”( children have a sheet of paper on which a string for beads is depicted)

Guys, you need to make beads for a nesting doll, for this you need to draw 10 multi-colored beads on a string with colored pencils.

How many beads of what color did you get?

How did you come up with the number ten?

How many units are in the number 10?

Game exercise “How much is left”

On the board there is a number row from 1 to 9.

Guys, lay out cards with numbers from 1 to 9 on the table.

Look at the board, there are circles of the same color on the board.

Count them and show the corresponding card with the number.

Well done!

Then I begin to remove one circle at a time from right to left, and the children show with a number how many circles are left.

When there is not a single circle left, I explain to the children:

Guys, there is a figure that shows that there is not a single item here. This is the number 0. (I show the card with the number 0 and put it in front of the number 1).

Guys, guess the riddle and show the answer with a card with the corresponding number:

How many arms does a cat have?

How many feathers does a mole have?

How many legs does a snake have?

Does a squirrel have scales?

Well done boys!

Game exercise “What first, what then?”

Pictures depicting the seasons are hung on the board.

Guys, I’ll read you excerpts from poems, and you guess what time of year it’s about. we're talking about, and find the corresponding illustrations.

Snowstorms have arrived to us,

They covered the cracks with snow.

There is frost on the window,

I painted it with ice. (Winter)

Admire it

Spring is coming

The cranes are flying in a caravan,

The day is drowning in bright gold,

And the streams in the ravines are noisy. (,Spring)

Guys, which illustration should we put up first, and which one later?

Summer, summer has come to us,

It became dry and warm!

Straight along the path

Feet walk barefoot . (Summer)

After what time of year does summer begin?

Autumn drops gold,

The cold is killing the birds. . .

Goodbye, forest and meadow,

We are flying to the warm south. ( Autumn)

Where should the corresponding illustration be located?

Name the seasons in order.

Didactic game“Name your neighbors.”

Guys, I will ask you riddles, and you will guess them and identify the neighbors of a given time of year, using prepositions before And after , or words earlier And Later . (Spring before summer, and autumn later.)

I'm made of heat

I carry the warmth with me,

I warm my hands

"Take a bath!" - I invite you.

And love for it

You all have me. I. . . (summer)

In the morning we go to the yard -

Leaves are falling like rain,

They rustle underfoot

And they fly, fly, fly. . . (autumn)

Powdered the paths

I decorated the windows.

Gave joy to children

And I went for a sledding ride. (winter)

She comes with affection

And with my fairy tale.

With a magic wand

Will wave

Snowdrop in the forest

It will bloom. (spring)

Well done!

What new did you learn during the lesson?

What difficulties did you encounter?

Which tasks were the most difficult and easiest?

Officially, when entering school, a child is not required to be able to count, read and write. However, most children enter first grade having mastered these skills. By helping a preschooler understand the method of counting within 20, parents make it easier for him to start his studies. Squad training prime numbers occurs during the game, in various everyday situations. This allows adults to unobtrusively and clearly teach oral arithmetic and stimulate the child’s interest in learning about the world around them.

How to clearly explain to a preschooler the composition of a number?

To successfully master mathematics at school, you should try to teach your son or daughter the simplest arithmetic before entering school. You need to start with the representation of numbers and their graphic designation - numbers. There are only ten of the latter - from 0 to 9, and the number 10 consists of the numbers 1 and 0, which indicate the amount of something (candies, cubes, apples).

Learn the number series up to 10 back and forth during the game and practical actions possible in a few evenings. In order for the baby to immediately understand how it is formed, it is important to explain that each subsequent number differs from the previous one in the direction of increasing (when counting from 0 to 9) or decreasing (when counting in the opposite direction). This will teach him to distinguish between ordinal and cardinal numbers (for example, fourth in a number line or four objects).

Fun and effective learning to count

Dear reader!

This article talks about typical ways to solve your issues, but each case is unique! If you want to know how to solve your particular problem, ask your question. It's fast and free!

In the company of loving parents, learning to count and form numbers turns into exciting activity. In order for the child to be able to assimilate and clearly appreciate everything that the elders explain, you will need:

• counting sticks;
• scores (they can be attracted by playing shop);
• cubes;
• homemade cards;
• number houses;
• toys or candy;
• buttons different color.

Lesson 1: concept of number composition

The abacus will help you learn all the numbers. You can apply them while playing the store

Toys, children's dishes, cubes, and other identical household items will help develop a child's interest in mathematics. The study begins with the number 2, asking the child to put a cube on the table and specifying what needs to be done to make two of them. Usually a 5-6 year old child is able to guess what is going on. A younger child can be given a hint.

The exercise should be reinforced using other objects. It is important for the child to remember that the number 2 in any case includes two units, regardless of what items make it up (2 cans, 2 books, 2 pieces of soap, and so on). Let him place on the table 2 items that he likes (pebbles, cubes, berries, chestnuts or nuts).

• lay out 3 coins one at a time (at different distances or “in a column”);
• add one to two coins (put two coins together, and one at a distance);
• add two to one coin.

After the baby has mastered the “three” (understands that three coins together is the same as two coins with one, and has practiced putting them together), you can teach the number 4 in game form. Checkers and a board will help here. The little student should be invited to place 4 checkers on the board white, and then ask the question: how many checkers will remain if you replace one white checker with a black one? How many of them will there be in total if you line up 2 white and 2 black checkers? It is important for the child to understand that the number 4 will be obtained with any rearrangement.

Involving a preschooler in solving everyday problems will help teach the correct composition of numbers. For example, ask him to lay out the forks for a family dinner. First, you can give him one device and ask how many more he needs for the family. After thinking, the child will be able to give the correct answer. Studying the cards together will also allow you to quickly master the composition of the number.

Lesson 2: working with cards

You can easily make cards with numbers yourself

At this stage, it is important to connect 2 types of cards (purchased or made independently). It is desirable that in the first version they consist of two halves. An object can be drawn on one side, and 2,3,4,5 or more copies of it on the other. The halves can be united by a “+” sign, or it can be done separately.

The second version of the cards is a set of pictures where objects are depicted as a single set, without division. When your child can match numbers and numbers, you can make a third set of cards with digital images. There should be enough cards for him to represent the same number in different options(for example, 5 is 1 and 4, 2 and 3, 3 and 2, 4 and 1).

Lessons with cards are held in a relaxed manner. The child should be shown a card that shows, for example, 6 snowflakes and asked to collect the same number of snowflakes from the proposed pictures. It is important to switch roles sometimes. The child gives adults tasks, corrects their intentional mistakes, and learns to control the actions of other people. Similar work is being done with digital cards. The child must learn to select several options for the composition of the proposed number.

Lesson 3: connecting number houses

Number houses can be drawn in a notebook or made from colored paper; the child will put the necessary cards with numbers in the windows of the house

Number houses help strengthen mental counting skills. They are presented in textbooks, but you can draw pictures yourself. Each house has a roof and several apartments located in 2 rows. The height depends on the number to which the combinations are selected. For example, for a double, 2 floors are enough (1+1, 2+0), for a triple, 3 (1+2.2+1.3+0) and so on.

You can draw houses with your child, showing at the same time why and how to fill them. A number from 2 to 10 is written in a triangle on the roof. The child is explained that there are as many residents living in two apartments on the same floor as indicated on the roof (for example, 5 residents). Let one person live in one of the apartments on the lowest floor, then with the help of counting sticks the kid determines that there are 4 residents in the second one.

As the child climbs the floors and populates them, he will determine the composition of the pairs (1 and 4, 2 and 3, 3 and 2, 4 and 1). To consolidate the result, you can hang sheets of houses around the apartment so that the child learns to fill them in with a pencil. When the baby masters composition 10, you can move on to a more complex program.

Options for number houses that can be easily printed or made by analogy:

Option 2:

Mastering the second ten numbers

Explain to the child accessible form getting numbers over 10 is not always easy. First, it is important to master mental counting to 20, to show your child how to write all the numbers he has learned. The question of why and why 7+4 is written as 11 will definitely arise. It is important to explain on paper that for convenience, large numbers are counted by 10. Adding 7 and 3 is ten, but you need to add 4, that is, one is missing. It turns out that the result is 7 + 3 and one more, that is, 11.

Another visual exercise can be done with nuts, candies, and construction kit parts. You should count 15 items and write down their number in numbers. Then decompose them into 10 and 5 and show that ten in a two-digit count is written as one, and 5 is the number of ones. It is also worth doing by counting 20 objects and showing that it includes 2 tens, and the number 21 is the same, plus one more.

Teaching numeracy to first graders

If you start teaching a child at the age of 4-5, then by the time he reaches school he will be able to easily operate with two dozen. Sometimes parents are in no hurry, believing that this is the responsibility of the school. Soon after entering first grade, they will have a question about how to explain to their child the composition of a number. Most of his peers come to school prepared, and teachers focus on them, so he will have to catch up at an accelerated pace.

It is better to work with a first-grader in the same way as with a preschooler. You need to give him the opportunity to work with the parts (commands) of the number. For this purpose, problems are suitable where the total number of objects and the quantity of one type are known, and it is required to determine the number of objects of another type. For example, 5 cutlery, 2 of them are forks, and you need to find spoons.

If you hang cards throughout the house, you can repeat numbers or letters at any time and place.

Number houses, drawing segments in cells, and composing numbers using counting sticks are also relevant for first-graders. You can play by asking your child to guess how many candies are clutched in his fist. You should intrigue the child: “if you add 2 more toffees that I hold in my hand, you will get as many as I have in my hand.”

When a student is bad at counting, one can assume problems with memory, concentration, and developmental problems. A consultation with a psychologist, speech therapist, teacher, or pediatrician will allow you to determine the cause.

Learning to count is largely a creative process. The son plays football - count the goals together, the daughter feeds the pigeons - count the birds, compare which ones and how many more. If your child likes to draw, you can ask him to draw a certain number of balls, cars and other objects. If you sculpt, create a given number of figures. Along the way, it’s worth asking “tricky” questions: “can I take one pencil from you, how many do you have left now?” and others like that.

There is no need to force your child to count; this will only discourage him from learning. Each lesson should take no more than 15 minutes in a calm, trusting atmosphere. You can fasten them on walks, counting trees, houses, and vehicles. Additionally, you should include educational cartoons, photos and videos, which are widely available on the Internet. It is important for parents to be consistent and patient. Only then will their child learn to operate with simple and complex numbers.

Clinical and perinatal psychologist, graduated from the Moscow Institute of Perinatal Psychology and Reproductive Psychology and Volgograd State Medical University with a degree in clinical psychology

It often happens that children, for one reason or another, cannot learn the composition of a number. Either the baby simply cannot concentrate, or you are using the wrong method. But the situation is very easy to fix.

How can a child quickly learn the composition of numbers?

What you need for the lesson:

• cards for composition of numbers;
• many identical toys and other small items;
• checkers or buttons of the same shape, but different colors.

Instructions

1. During the first lesson, use toys or household items. These can be cubes, pencils, cups, spoons. The type and size do not matter, the items should simply be the same. Start with the number 2. Ask your baby to put 1 spoon on the table and ask what needs to be done so that there are 2 spoons. An older preschooler usually knows the answer, more youngest child Can you give me a hint? From what numbers can you add the number 2? If the child doesn’t understand right away, ask a leading question.
2. Repeat the task with other items. The child must understand that the number 2 in any case consists of two units, regardless of whether he places spoons, pebbles or cubes on the table.
3. When the child begins to answer confidently, move on to studying the number 3. Its composition can be represented as three options. You can lay out 3 spoons one at a time, add one to two, or two to one. You can arrange objects in different ways. If you imagine the number 3 as consisting of three units, then pebbles or spoons can be placed at different distances from each other and even one pebble on top of another. Representing the same number as consisting of a pair of objects and one, put two together, and one at some distance.
4. Use checkers for practice. Invite your student to place 4 identical checkers on the board. What if you bet 3 red and 1 black? You will also get 4 checkers. And if you take two of different colors, there will still be four of them. That is, this number can be represented in several ways.
5. Get cards for number composition. They can be bought or made. They come in several types, and it is better if they are of two types. The cut card consists of two halves. One depicts 1 object, the other - 1, 2, 3 or more exactly the same objects. The halves can be connected by a “+” sign, but the “plus” sign can also be made separately. The second set is a set of pictures that depict the same objects in one set, without any division. When the child learns to compare numbers and numbers well, you can make the same cards with numbers. There may be several sets of them to represent each number in different ways.
6. Take classes regularly. Show your child a card that shows, say, 5 objects. Offer to choose the pictures so that they all have the same number of apples or circles. Change roles periodically. Let the child also give you tasks, and you diligently complete them. Make mistakes sometimes, your student must learn to control your actions.
7. Do similar tasks with numbers. Show, for example, the number 9 and, just like in the previous case, offer to find several options for its composition. Explain to your child what larger number- the more opportunities to compose it.

Photo gallery: cards with numbers

Regular exercise will definitely give results. Move towards your goal step by step and everything will work out!

Composition of the number 10

Program content:

1. Develop cognitive interest, mental activity, imagination, and creative abilities of children.

2.Continue to teach how to form the number 10 from units, introduce the designation of the number 10.

3. Strengthen counting skills in forward and backward order within 10.

4.Give the concept of a polygon using the example of a triangle and a quadrilateral.

5. Strengthen the ability to orient in space with the help symbols on the plan, determine the direction of movement of objects, reflect their spatial position.

6. Create an environment of emotional well-being in class.

Organizational moment:

Guys, what do you think we will do today? (mathematics)

How did you guess?

That's right, today we will have a math lesson and we will learn how to make the number 10 from two smaller numbers.

Today you guys and I will take a short trip into the world of fairy tales. You all know this fairy tale, it’s called “Little Red Riding Hood”. Mom baked pies and sent Little Red Riding Hood to grandma. Little Red Riding Hood is walking through the forest, looking at everything, looking at everything. Tree after tree, bush after bush, she looked around and lost the path she was following. He sees a clearing ahead, and in the clearing there are animals: little hares, hedgehogs, squirrels. Little Red Riding Hood approaches the animals and asks them to help her find the path to her grandmother. The animals agreed to help her after completing their tasks. But the tasks are not simple, Little Red Riding Hood cannot cope with them and she asks you guys to help her. Well, shall we help her?

Then sit down at the tables and the first task you must complete is to arrange the numbers in order from 1 to 10. (Name your neighbors)

In the next task you need to lay out a ladder of counting sticks. (direct and reverse counting, which step is first, second... tenth?)

Take the stick that represents the number 10 and place it in front of you. What color is this stick? Today we will get acquainted with an orange stick - this is the largest Cuisenaire stick. Now take the white stick that represents the number 1 and place it in front of the orange stick. Think about what color stick should be placed next to the white one so that they are the same size as the orange one? (Blue, which represents the number 9) Well done! What conclusion can be drawn? (1+9=10). Take a stick representing the number 2 (pink). What color stick will we add to it? (burgundy) What number does it represent? Conclusion: 2+8=10. The next stick represents the number 3 (blue). What color stick do we add? (black) what number does it represent? Conclusion 3+7=10. Now we take a stick indicating the number 4 (red). What color stick will we add to it? (purple) What number does it represent? Conclusion: 4+6=10. We take a stick indicating the number 5 (yellow). What color stick will we add to it? (yellow) Conclusion 5+5=10. Well done guys, to reinforce the composition of the number 10 we will hang a number house with the number 10 on the board.