Comparison of objects on various grounds. Summary of GCD in mathematics in the preparatory group on the topic: "Comparison of subjects" outline of a lesson in mathematics (preparatory group) on the topic. Topic Comparison of objects on different grounds
Natalya Chausova
Abstract of the lesson on FEMP educational area "Knowledge" Topic. Topic Comparison of objects on different grounds
Topic Comparison of objects on different grounds
Tasks: educational:
1. Consolidate ordinal counting skills.
2. Continue to match the number and quantity items.
3. Finding neighbors, subsequent and previous date.
4. Teach compare objects on different grounds based on analysis and synthesis.
5. Form the ability of students compare and equalize groups items;
"write down" with > signs< или =, читать "records".
Educational:
Develop attention; ability to think logically; mathematical speech.
nurturing: developing interest in mathematics.
Good morning dear parents!
Good morning, guys!
May it really be good for us today.
I wish you successful work on lesson.
To do this, you need to be careful and listen not only to the teacher,
but also the one who answers, be observant.
1. Warm up
Slide Game "Stand in order!"
Build a number line. (When the number line is lined up):
Direct and reverse order
Slide neighbors of numbers
Name the neighbors of number 3 (2, 4)
Name the neighbors of number 5 (4, 6)
Name the neighbors of number 6 (5, 7)
Slide Follow and previous number.
What is the next number number 4?
-previous number 6?
-previous number 10?
Follow the number 7?
Slide task. How many geese?
Geese walked around the yard.
Sasha counted 6 paws for all the geese.
How many geese were walking in the yard?
Slide Score items and number designation
2 Comparison of objects on different grounds
Slide 16 - Thick - thin
In which picture is a piece of bread thicker than a piece of cheese?
In which picture is a piece of bread thinner than a piece of cheese?
Slide 17 - Far - close
Which toy is closest to the girl?
Slide 18 - 19 - front-back; higher lower
In which picture is one plane flying ahead and above the others?
Slide 19 -
In which picture is the bird flying behind and below the others?
Slide 20 - Deep - shallow
What is the deepest bowl?
What is the smallest plate?
Slide 21 - long - short
In which picture is the girl in the shortest dress
In which picture is the girl in the longest dress?
Slide 22 - Before - later; long short
What scarf did Grandma start knitting before the others? (later than others)
Which scarf is long? (Short)
Slide 23 - Fast and slow
Who will get to the cake faster? (slower)
Slide 24-25 Heavy - Light
Did the artist draw everything correctly? Why? Prove?
Slide 26 Wide - narrow
In which picture is the path narrower than the bridge, but wider than the stream?
3. Physical education "Bunny"
One, two, three, four, five!
The hare began to jump.
Jump hare much.
He jumped ten times.
3 Comparing items by quantity
1 explanation
Masha is waiting for guests for dinner. She prepared the plates and spoons
for the first course.
Was Masha wrong? Prove it.
Are there equal numbers of plates and spoons?
What is more here, plates or spoons?
How many guests does Masha expect for dinner? (to call items-
by adding 1 or subtracting 1)
Slide 2. Consolidation
What sign should be placed?
slide 4. "The Missing Figure"
One by one sign
two featured
What did you like about lesson?
If you were satisfied with the way you did today,
pat yourself on the head.
This lesson is intended for self-acquaintance with the topic “Comparison of objects. Arrangement of objects by size. Here you will learn what it means to compare an object, on what grounds objects are compared, learn to find common features and differences in objects. You will also learn how to compare objects by size and arrange them in ascending or descending order.
Topic: Introduction to Mathematics
Lesson: Comparing objects. The arrangement of objects by size
In this lesson, we will compare objects and arrange them by size.
To compare objects means to find similarities and differences in them.
I.Guess the riddles:
1. It grows in southern countries,
This is the well-known fruit.
You have to choose wisely.
If it's yellow, then it's ripe.
Get into your pocket for money
To buy yourself...
Correct answer: Banana (Fig. 1).
2. Grows in the garden and in the greenhouse,
Very useful in a salad.
Green, long sometimes.
Who guessed - well done!
Growing in the garden...
Correct answer: Cucumber (Fig. 1).
II.What do banana and cucumber have in common?
Correct answer: shape, size, they are edible.
III.What is the difference?
Correct answer: color (banana - yellow, cucumber - green), taste and smell; banana - fruit and cucumber - vegetable.
We compared banana and cucumber in shape, size, color, taste, purpose - these are all signs by which objects can be compared.
1. Look at the pictures (Fig. 2 - 4) and name the common feature of the group.
Correct answer: color (all objects are red).
Correct answer: shape (all objects are round).
Correct answer: material of manufacture (they are all made of wood).
2. Determine the material for the manufacture of the next group of items (Fig. 5).
Correct answer: glass
3. What is the common feature of the group (Fig. 6)?
Correct answer: taste (these are sweets).
4. What is the common feature of the next group of objects (Fig. 7).
Correct answer: purpose (these are school supplies).
5. Consider the items in the table (Fig. 8). How are the items arranged in a row?
Correct answer: by appointment (first row: apple, lemon, pear, orange - it is fruit; second row: shorts, t-shirt, jacket, dress - it is clothes; third row: plate, teapot, mug, pan - it's a dish).
How are the objects arranged in columns?
Correct answer: by color (in the first column - red objects, in the second - yellow, in the third - green, fourth - orange).
Identify the item from the table according to its characteristics:
- Yellow sour fruit.
Correct answer: lemon.
- Green ceramic dishes.
Correct answer: mug.
- Red fabric clothes.
Correct answer: shorts
Let's play a game. Look at the pictures and say what has changed (Fig. 9 - 10).
Correct answer:
1. Size;
Let's make the task harder.
Correct answer:
4. Shape and size;
Homework
1. Specify which features are changing.
Date "___"________ 20__ Class 1-"__"
Lesson topic : Comparison of objects on different grounds. The same. Various.
Lesson Objectives :
Development of mathematical thinking of students.
To teach the student to receive joy from communication with the teacher, students and from the educational activity itself. Emphasize the strength of the team in solving complex problems, focus on the fact that all people are different, they see and perceive the world around them differently, reason, make discoveries also in different ways, and that is why we are strong in the team, together we can do more than each individually;
Gradually create an intellectual base for the successful study of mathematics by each child by creating problem situations and using a variety of developmental tasks.
to form the ability to compare objects by length, color, shape and other features.
Lesson type : a lesson in mastering skills and abilities;
During the classes.
Organizing time. Emotional mood. Motivation.
Knowledge update
For fixing the knowledge gained, the development of horizons and the activation of vocabulary, task No. 3 is proposed.
What objects in the picture are related?
Wood - board - chair; sheep - wool - sweater; spikelet - flour - bread;
And what came out of what (made)?
To consolidate the concepts of “earlier - later”, “first-then”, children connect the pictures in the right order.
Tall multi-storey house,
Like a giant - big and important.
squat andshort house
Compared to a giant, a dwarf.
Work with the table: the figures of the upper row are large and red, the lower ones are small and yellow.
The teacher asks a series of questions:
Name all the figures in the top row of the table? What color and size are they?
Name all the figures of the bottom row of the table? What color, size, shape are they?
Formulation of the problem
Work continues on the same table, the figures are compared according to various criteria.
How are the shapes on the top row similar? (it is concluded that these figures are the same in color and size). – How are they different? (form). - Compare the figures of the right column. How are they similar (these are circles), and what is their difference (they are of different sizes and colors). And similar questions.
Discovery of new knowledge
Working with handouts. The teacher distributes to each child a set of geometric figures, different in shape, color, size, then offers to show a square, triangle, circle. Next, students compare geometric shapes. On this material, the counting and classification of the figures is organized: “Spread the figures into three groups according to shape, then into two groups, taking into account the size, then the color, etc.”. In practical activities, students compare objects by height, length, width, etc. (the height of the teacher and student, the length of strips of paper, the length of pieces of rope, wire, the height of desks, dolls, wooden bars is compared).
Textbook work .
According to drawing No. 1
The zoo was renovated, the painters painted the cages, and now we need to move the animals into cages. In which cage should the fox be placed? Why? Show the fox and its cage, etc.
In task number 2, small parts of cars are compared. Find two identical cars.
Task number 3.
Consider the drawing. Name light and heavy objects and come up with sentences that compare these objects by weight. Do not forget that size comparisons may not always be correct, for example: a pillow is large, but light, and a kettlebell is small, but heavy.
Primary fastening
Find Your Pair Game
Pairs of cards are offered with the image of objects that differ in mass. The teacher tells the children that the cards show the same and different objects in mass. For example, two large and two small apples, etc. Then the players form a circle and choose a child who distributes cards. Looking at the cards from each other, everyone picks up a pair for themselves (it is made up of children who have images of two objects of the same mass). Then pairs of children must go through the “Magic Gate” (the teacher and student, holding hands, let only those pairs that are correctly combined pass. After checking, the students disperse, turn the cards face down and exchange them. Then the game is repeated.
Work in a notebook
Primary consolidation task number 1.
Consider the trees in the picture, are they familiar to you? Describe the maple by height and thickness. Describe the birch in height and thickness. Show among these trees an oak. Find a leaf from birch, oak, poplar. Draw lines to connect each leaf with your tree
Task number 2 is preceded by the analysis of four tablets, which consist of four cells.
An asterisk is drawn in the upper right corner, the sun is drawn on the left. What is drawn in the lower right corner, and what should be drawn in the lower left corner so that all four tables become the same? (flower) Draw the missing figures with a pencil so that the tables become the same.
Task number 3 - a commented letter, as shown by the teacher.
Dynamic pause
FINGER GYMNASTICS
The gnomes began to gather guests.
The gnomes began to set the table,
Each dwarf got jam -
Fingers stuck together from treats.
Independent work.
Independent work task number 4.
Guys, look, compare the thickness of the threads, have you noticed that the thickness of the threads is different and the size of the eye of the needles is also different. You need to "thread" a suitable thread into the eye of the needle. (Be sure to justify your choice.)
Dynamic pause.
The moon floats in the sky.
She went into the clouds.
One two three four five -
We must get the moon.
Six seven eight nine ten -
And move it lower.
Ten, nine, eight, seven -
So that the moon shines for everyone.
Repetition
Quantity score within 10
U. Name the numbers in order from 1 to 5. Who can count up to 10? Let's count in chorus from 1 to 10. What number did you call earlier: 2 or 3? What number did you call later: 1 or 4? Name the numbers from 2 to 7 in order. Which number did you say first: 10 or 9? What number did you say later: 5 or 8?
Reflection
Find Your Pair Game
Development
lesson in mathematics in the 1st grade of developmental education
on the topic: "Comparison of objects by features (reinforcement lesson)"
lesson designed:
Kharzeeva Tatyana Panteleevna
Teacher of UVK "Lyceum-specialized comprehensive school No. 10" in Marganets
Dnipropetrovsk region
Work experience – 34 years
Title: "teacher-methodologist"
Subject. Comparison of objects by features (consolidation lesson)
Target: to teach first-graders to establish connections "scheme-feature"; restore in their memory ways of comparing objects according to the characteristics studied; get the kids involved in the assignments.
Equipment: demonstration cards with the names of features (length, volume, area, shape, perimeter, width, material,) demonstration boat.
During the classes
The bell rang and fell silent,
The lesson starts.
We sat down at the desks
And looked at the board
Math now
You will be shown 1-A class
- Creating a situation of success.
At .: Guys! I received a letter from Africa, we are invited to visit African children.
Tell me what we will not take to Africa?
D.: Coats, jackets, hats, warm clothes.
At .: And so today we are going on a trip with you. You are probably interested
Find out where we're going. You will know when you connect
In their notebooks, all the dots are in order, from 1 to 9.
(Children connect the dots, get the image of a boat).
What did you get?
D: boat.
Dictionary work: Ship is a word derived from the word "bark". It turns out that our ancestors, the ancient Slavs, sailed along the rivers in light boats that were lined with birch bark.
At .: I also have such a ship. On it we will go on a journey
To Africa. To travel, you need to remember these magic words: "Cribe-crabble-booms." On the way to Africa, we will meet islands where encrypted tasks await us.
At .: We can only move forward if we decipher the task
And let's do it right. So, before us is the first island. Who understood
What task is encrypted here?
D .: I think it's a scheme.
Here some objects were compared in length.
Yes, they were compared, and they turned out to be equal.
I figured out what to do! It is necessary to draw an object of the same length next to the palm tree.
You can also draw a palm tree.
Or another tree.
At .: You are absolutely right. You have deciphered the task perfectly. Everyone has it
The notebook has the same islands. Now you complete the task
In notebooks, and the one who does it first will go out and do it on the board.
(Children perform. An entry also appears on the left margin of the board.)
At .: On what basis do we compare?
D.: By length.
At .: How do we compare by length?
D .: Apply tip to tip.
(The teacher hangs a card with the name on the left margin of the board
Sign "length".)
Sequential display on the left margin of the title board
Traits helps first graders keep track of learned traits
And fix the emergence of a new knowledge-sign.
At .: Well done, the task was completed correctly. And we say "crible-crable-booms"
We go to the second island. Who guessed what to do here?
D .: Here you need to draw a diagram.
There is less water in the left glass.
This sign is called "volume".
At .: Very good, but I would like to hear competently
Formulated task. Who can say clearly?
D .: Here you need to draw a diagram. Items were compared by volume.
At .: Well done! You need to show the result of the comparison
By volume. Do it.
(Children do in notebooks, and then on the board.)
At .: With what sign are we working now?
D.: With volume.
At .: How do we compare by volume?
D.: By transfusion.
(The teacher hangs a card with the word "volume" on the board under the previous
Card.)
Fizkultminutka.Close your eyes. Imagine we are on the beach. It is warm, light and the sound of the sea is heard (musical accompaniment). Let's draw water in our hands, what pure water. Let's splash. Let's get some rocks. Let's throw pebbles up, catch it, and now we'll throw it far, far away. How good it is here. But we need to travel further, let's say the words: "Crible-crable-booms."
W.: We can go further. Who already knows what awaits us here?
D .: Nothing awaits us here.
Here is one leaf.
It is a trap".
This island is probably uninhabited.
At .: Why did you decide that this is a "trap"?
D .: Because for comparison you need two items, and here is one.
And there is no diagram.
We are not asked to draw anything.
At .: What good fellows you are! And what should change here so that there is no “trap”?
D .: One more item needs to be added so that they can be compared.
And you can also draw a diagram, and then we ourselves will come up with another object.
We will also choose a sign to compare.
At .: What wonderful travelers you are! Say goodbye to the desert island and move on. And we say "Cribble-crable-booms."
At .: What awaits us on this island?
D .: We have to come up with tasks ourselves!
At .: Absolutely right! Now each of you will come up with your own task.
Whoever is ready, raise your hand. All tasks we, unfortunately,
We will not be able to hear, but it is very important that you come up with them. You can
Suggest them in the next lesson.
1st child (comes out with two pencils and draws an inequality diagram):
On what basis did I compare these pencils?
D .: You compared these pencils by length.
And the sign "color" fits this scheme.
1st child: That's right, I compared by color.
At .: What sign do we remember now?
D.: About color.
At .: How do we compare by color?
D .: We look with our eyes.
(The teacher hangs up a card with the word "color".)
2nd child (comes out with two notebooks and draws an equality diagram):
On what basis did I compare these notebooks?
D .: These notebooks are equal in material.
Also, they are equal in size.
2nd child: That's right, I compared by area.
At .: How do we compare by area?
D.: We impose.
(The teacher hangs out two more cards with the name of the sign.)
3rd child (comes out with a pencil case and a notebook): I chose the sign “shape”.
Who will draw the diagram? (He calls a classmate to draw a diagram on the board.)
DW: How do we compare in form?
D.: We look with our eyes.
DW: What word card will I hang now?
D. Form.
W.: What wonderful tasks you came up with! And what signs
Are we still missing from this list?
D: Perimeter.
U .: (posts up a card with the word "perimeter"):
I propose now to show with our special signs,
How do we compare objects on different grounds.
(Children happily agree.)
W: Length.
(Children put their palm under their palm so that their thumbs are
on each other, thus demonstrating the attachment of objects
tip to tip.)
W: Width.
(Children join their palms so that they touch with their middle fingers.)
W: Perimeter.
(Children trace the contour of the left hand with the index finger of the right hand.)
U: Square.
(Children put their hands on their hands.)
W: Volume.
(Children show how they pour water (pour sand) from one
vessel in another.)
W: Color.
(Children point to their eyes.)
W: Material.
(Children show how they feel the fabric with their fingers.)
W: Form.
(First graders point to their eyes again.)
This technique is not only effective for the recovery of first graders
Ways of comparison on different grounds, but also contributes
The concentration of children's attention.
Final reflection
So we have reached Africa. We are met by African children. Let's get to know them. On the count of one, two, three, say your name. We will continue our acquaintance in the next lesson.
Q: What problem did we solve in class? Decided?
Why did we decide it?
Who do you want to praise for the lesson?
At .: Many thanks to everyone for the work. We have a very interesting lesson!
Summary of GCD in mathematics in the preparatory group on the topic: "Comparison of subjects"
goal : to consolidate the ability to compare the lengths of objects using direct overlay, to form ideas that in order to compare some objects they need to be measured
Tasks:
Educational :
1. to teach children to arrange objects in ascending and descending order in size, width, height, thickness and length;
2. to learn to determine the size of objects by eye, to check the correctness of tasks by comparing objects: by applying overlay, application and giving them a description;
3. fix the ordinal score within 20, linking numerals with nouns; use adjectives correctly.
Educational :
develop attention, eye, fine motor skills of hands, thinking, grammatical structure of speech.
educators :
to cultivate the ability to work independently, to form the skills of mutual control;
Cultivate a friendly attitude towards each other.
Planned results : be able to determine the height of objects in the figure and compare them in height; make sentences using words (above-below) in speech, coordinating the parts of the sentence with each other; compare the width of objects by overlaying.
Materials and equipment : pictures depicting objects of different heights and widths, colored paper, drawings depicting an airplane, helicopter, rocket, bird, butterfly, city name cards, tickets, tongue-twister.
I. Organizational moment.
Music "Smile" sounds.
Today we will go on a journey through the wonderful country of Mathematics. But for this we need to buy a ticket at the box office. (children choose their own tickets. Tickets of different colors - red, yellow, green). And we will go on a journey on a train from Romashkov along the wagons (while the train is moving around the group like a snake, the children pronounce a pure phrase with the sound "h")
1 city "History"
caregiver: What do you think we will do in the city?
In ancient times, a person had to comprehend not only the art of counting, but also measurements. When an ancient man, already thinking, tried to find a cave for himself, he was forced to measure the length, width and height of his future dwelling in accordance with his own height. And this is what measurement is. Our ancestor had only his own height, long arms and legs.
Ancient Russia had its own measurements. the most ancient measures of length are a cubit and a fathom. Elbow was the length from the elbow to the front joint of the middle finger. fathom simple - the distance between the span of a person's outstretched arms from the thumb of one hand to the thumb of the other, span - the distance from the end of the thumb to the end of the little finger at their greatest possible separation.
Verbal reinforcement.
So, we know the measures of measurement of Ancient Russia - this is an elbow, a sazhen, a span. Do you want to measure the road using the measures of the length of Ancient Russia?
Exercise:
Those who have a red ticket in their hands, those children measure the road with their elbow
Those who have a yellow ticket in their hands, those children measure the road with a fathom
Whoever has a green ticket in their hands, those children measure the road with Pyad
()
caregiver: Why are there different results?
Everyone has a different length of the elbow, palms.
People have long understood that the same measures are needed for all. And we will have "Merka ». A red cardboard strip will serve as a measure. Now we'll see how many times it will fit on the road.
Remember the rules for measuring linear quantities: you need to start exactly from the edge to lay a strip - a measure straight. We lay until the entire length is measured.
Violation of the measurement rule leads to an erroneous result.
Task 2:
red is already yellow)
yellow stripe wider than red)
the yellow stripe is already blue)
Well done, you coped with all the tasks, and now on the road, let's go further to travel around the cities of the country of Mathematics.
2 city "Discuss"
Exercise 1: game "Addition"
(drawings are placed (from top to bottom) rocket, plane, helicopter, bird, butterfly)
* flies high in the sky ... (rocket)
* flies below the rocket ... (airplane)
* the plane is flying .... (above the helicopter)
* helicopter flies ... (above the butterfly)
Task 2: look at the diagram on the board and show
* the jug with the least amount of water
* jug with more water
3 city "Physical Education"
Warm up - stand up!
Turn right, turn left
Count the turns
One, two, three, keep up.
We start to squat -
One, two, three, four, five.
The one who does the exercises
Maybe we can dance in a squat.
(Squats.)
Now let's raise our hands
And let's drop them with a jerk.
As if we are jumping from a bunch
Summer sunny day.
And now walking in place
Left-right, stop, one-two.
(Walking in place.)
Rested, gained strength and again on the road
4 city "Geometry"
Exercise 1: look at the picture and say what is below, what is above
(the picture shows: a house, a birch, a spruce, an airplane, a helicopter, a swallow)
Task 2: A series of geometric shapes.
What is it, how can we call it in one word? (geometric figures)
How can it be divided into two groups? (color, size, shape)
Task 3: Working with counting sticks
Lay out a rectangle in front of you in the center of the table, a triangle to the right of it, a square to the left of the rectangle, a square smaller than the one you just made above the rectangle, a small triangle below the rectangle.
Count how many geometric shapes you got?
How many counting sticks did you use to complete this task?
caregiver A: So our journey ended. It's time for us to go to Rest city.
(with calm music).
Eyelashes fall down
The eyes are closing
We rest in peace.
Quietly say: "Thank you,
Head, for your work.
Hands, feet, thank you! Eyelashes open
And the boys are waking up
caregiver: Did you like our trip, and what do you remember about it?
Download:
Preview:
summary of GCD in mathematics in the preparatory group on the topic: "Comparison of objects"
Target : to consolidate the ability to compare the lengths of objects using direct overlay, to form ideas that in order to compare some objects they need to be measured
Trinity task:
Learning tasks:
1. teach children to arrange objects in ascending and descending order in size, width, height, thickness and length;
2. to learn to determine the size of objects by eye, to check the correctness of tasks by comparing objects: by applying overlay, application and giving them a description;
3. fix the ordinal score within 20, linking numerals with nouns; use adjectives correctly.
Development tasks:
develop attention, eye, fine motor skills of hands, thinking, grammatical structure of speech.
Educational tasks:
to cultivate the ability to work independently, to form the skills of mutual control;
Cultivate a friendly attitude towards each other.
Planned results: be able to determine the height of objects in the figure and compare them in height; make sentences using words (above-below) in speech, coordinating the parts of the sentence with each other; compare the width of objects by overlaying.
Materials and equipment: pictures depicting objects of different heights and widths, colored paper, drawings depicting an airplane, helicopter, rockets, birds, butterflies, cards with city names, tickets, tongue phrase
- Organizing time.
Music "Smile" sounds.
Today we will go on a journey through the wonderful country of Mathematics. But for this we need to buy a ticket at the box office. (children choose their own tickets. Tickets of different colors - red, yellow, green). And we will go on a journey on a train from Romashkov along the wagons (while the train is moving around the group like a snake, the children pronounce a pure phrase with the sound "h")
1 city "History"
caregiver : What do you think we will do in the city?
In ancient times, a person had to comprehend not only the art of counting, but also measurements. When an ancient man, already thinking, tried to find a cave for himself, he was forced to measure the length, width and height of his future dwelling in accordance with his own height. And this is what measurement is. Our ancestor had only his own height, long arms and legs.
Ancient Russia had its own measurements. the most ancient measures of length are a cubit and a fathom. Elbow was the length from the elbow to the front joint of the middle finger. fathom simple - the distance between the span of a person's outstretched arms from the thumb of one hand to the thumb of the other, span - the distance from the end of the thumb to the end of the little finger at their greatest possible separation.
Verbal reinforcement.
So, we know the measures of measurement of Ancient Russia - this is an elbow, a sazhen, a span. Do you want to measure the road using the measures of the length of Ancient Russia?
Exercise:
Those who have a red ticket in their hands, those children measure the road with their elbow
Those who have a yellow ticket in their hands, those children measure the road with a fathom
Whoever has a green ticket in their hands, those children measure the road with Pyad
(children measure the road and choose that number. what they got when they completed the task)
caregiver : Why are there different results?
Everyone has a different length of the elbow, palms.
People have long understood that the same measures are needed for all. And we will have "Merka». A red cardboard strip will serve as a measure. Now we'll see how many times it will fit on the road.(What is measured is called a yardstick. SHOWING a yardstick)
Remember the rules for measuring linear quantities: you need to start exactly from the edge to lay a strip - a measure straight. We lay until the entire length is measured.
Violation of the measurement rule leads to an erroneous result.
Task 2:
Look at the picture and compare the width of the red stripe with the yellow one (red is already yellow)
compare the width of the yellow stripe with the red one (yellow stripe wider than red)
compare the blue stripe with the yellow one (the yellow stripe is already blue)
Well done, you coped with all the tasks, and now on the road, let's go further to travel around the cities of the country of Mathematics.
2 city "Discuss"
Exercise 1 : game "Addition"
(drawings are placed (from top to bottom) rocket, plane, helicopter, bird, butterfly)
finish the sentence(the answer is accepted if the child's hand is raised)
* flies high in the sky ... (rocket)
* flies below the rocket ... (airplane)
* the plane is flying .... (above the helicopter)
* helicopter flies ... (above the butterfly)
Task 2: look at the diagram on the board and show(children stand near those jugs where they consider the answer to be correct)
* the jug with the least amount of water
* jug with more water
3 city "Physical culture"
Warm up - stand up!
Turn right, turn left
Count the turns
One, two, three, keep up.
(Rotation of the body to the right and left.)
We start to squat -
One, two, three, four, five.
The one who does the exercises
Maybe we can dance in a squat.
(Squats.)
Now let's raise our hands
And let's drop them with a jerk.
As if we are jumping from a bunch
Summer sunny day.
(Children raise their straight arms above their heads, then with a sharp movement lower them and take them back, then with a sharp movement up again, etc.)
And now walking in place
Left-right, stop, one-two.
(Walking in place.)
Rested, gained strength and again on the road
4 city "Geometry"
Exercise 1 : look at the picture and say what is below, what is above
(the picture shows: a house, a birch, a spruce, an airplane, a helicopter, a swallow)
Task 2 : A series of geometric shapes.
What is it, how can we call it in one word? (geometric figures)
How can it be divided into two groups? (color, size, shape)
Task 3 : Working with counting sticks
Lay out a rectangle in front of you in the center of the table, a triangle to the right of it, a square to the left of the rectangle, a square smaller than the one you just made above the rectangle, a small triangle below the rectangle.
Count how many geometric shapes you got?
How many counting sticks did you use to complete this task?
Educator: This is where our journey ended. It's time for us to go toRest city.
Relaxation exercise "Magic dream"(with calm music).
Eyelashes fall down
The eyes are closing
We rest in peace.
Quietly say: "Thank you,
Head, for your work.
Hands, feet, thank you! Eyelashes open
And the boys are waking up
caregiver : Did you like our trip, and what do you remember about it?
