The modern school curriculum places quite high demands on future first-graders. By the beginning of their education, children should already know and be able to do much of what the older generation encountered only at school.
This can be said about the composition of numbers. The child must be able to decompose the numbers from 1 to 10 into two smaller numbers. This skill will help him in the future to easily and quickly learn the simplest arithmetic operations - addition and subtraction. Therefore, knowledge of the composition of numbers is the foundation on which further mathematics education will be built.
The need to seriously prepare a child for school often raises many questions among parents: how to explain this difficult topic to their child, when and where to start? In fact, it is not as difficult as it might seem at first. The main thing is to follow the recommendations and be patient, because this process takes time.
When to start studying the composition of numbers
The most suitable age for immersing yourself in the topic of number composition is 6 years old, the time of preparation for school. But in some cases, it is appropriate to start studying the composition of small numbers earlier. It all depends on the individual characteristics of the child and the base that he already owns, namely:
- mental counting skill (in other words, you need to be able to assign a serial number to any objects);
- mental counting skill in reverse order;
- knowledge of the graphic image of numbers (remember how they look visually and are easy to recognize);
- An advantage is the ability to write down the number yourself.
You should move on to mastering the composition of numbers after consolidating the above skills in order to avoid difficulties and misunderstandings. This means you need to start by learning the numbers from 1 to 10.
Summary of GCD for FEMP in the preparatory group “Composition of the number 10”
Summary of GCD for FEMP in the preparatory group “Composition of the number 10”
Target:
introduce children to the composition of the number 10 from units.
Objectives: I. Educational:
- Continue to teach how to make the number 10 from ones.
— Introduce the writing of the number 10. — Strengthen the skills of counting forward and backward within 10. — Strengthen the ability to correlate numbers within 10 with the number of objects. — Strengthen children’s ability to lay out the number 10 from counting sticks. — Strengthen children’s ability to lay out a number line within 10. — Strengthen children’s ability to name the previous and subsequent numbers and their neighbors. II.
Developmental: - Development of mental processes: memory, attention, logical thinking.
— Development of fine motor skills. — Development of coherent speech. III.
Educational: - Improve the moral and volitional qualities of students through the development of perseverance, the ability to listen to the interlocutor, and make their own judgment.
Material:
Mashenka’s illustration, numbers from 1 to 10, diagram, symbols: numbers from 1 to 4, cards with a group of objects (from 1 to 10), coloring books, pencils, pencil cases, counting material, notebooks, copybooks, magnetic board, circles one size from 1-10, number series from 1-10, counting sticks, ball
Move
1. Introductory part
Organizing children in a circle.
- Guys, look, this morning I found such a diagram in the group, it shows numbers, and behind the diagram there is text, let's read and find out why these numbers are drawn, listen carefully: “Hello, children!
Help me, please, I went for a walk in the forest, and came back late in the evening, it was already dark and I got lost, and now I can’t find my way home. This diagram will help you find my way home. Sincerely, Mashenka!” - Guys, who needs our help? Shall we help? - The diagram shows numbers from 1 to 4. - In our group, these numbers are also hidden, you need to find them and complete the tasks. If we complete all the tasks correctly, Mashenka will be able to find her way home. 2. Main part
- What is the first number? (one)
— We are looking for number one in the group. Children search in groups. The teacher reads the first task from the envelope. — The first task is called “Name the number” (performed on the carpet in a circle). I will tell you a number, and you need to name its neighbors, the number that comes before it and after it. The teacher throws the ball to the children one by one and names the number, and the children name its neighbors.
- Well done, and now I tell you the number, and you give me the one that stands behind this number.
- You completed this task correctly. Go ahead. What is the next number in the count? (two) - We are looking for the number 2 in the group. Children search in the group. - From number 1 to number 2, we need to draw a line on our diagram so that Mashenka finds her way. The child draws a line with a pencil. The teacher reads the second task from the envelope.
— The second task is called “Make up the number 10.” It is performed at the tables.
- Guys, sit down at the tables. - Tasya, come to me and count how many circles there are on the board. The child is counting. — How is the number 10 composed? (1 pink circle, 1 red circle, 1 yellow circle, etc.) - Masha, come to me and lay out a number line from 1 to 10 on the board, and take the rest of the numbers from the pencil case and lay them out in front of you. - Show us how the number 10 is indicated. The child points to the number 10. - Anton, go out and count the numbers, and now in reverse order. — Guys, did Anton count correctly? - Well done, sit down. - Now take 6 counting sticks and put the number 10 on them. I check with each child that the task is completed correctly.
- Well done, you laid everything out correctly.
Put the counting sticks back in place. - After number 2, what is the next one? (three) - We are looking for the number three in the group. Children search in groups. — From number 2 to number 3, draw a line. - The next task is called “Match” - I will distribute cards to each of you. Some people have a number shown, but others have a group of objects and need to find a pair, the number of objects must match the number. Children look for a mate and stand with each other. - Well done, now let's exchange cards. The teacher changes cards for the children. - We completed this task. After number 3, what is the next one? (four) - Look for the number four in the group. Children are looking for a number. - This is our last figure in our scheme. Let's draw a line from number 3 to number 4. The child draws the line. - The fourth task is called “Write down the number 10” - Sit down at the tables. Open your notebooks. I show the children the required task that needs to be completed. — With a pencil, circle the number 10 along the dots. I check with each child that the task is completed correctly. - Well done, close your notebooks and move them to the edge of the table. 3. Final part:
- There is one last task left.
I will ask you questions, if you answer correctly, you will receive a piece of the puzzle, once we collect all the pieces, then we will be able to help Mashenka return home. Questions:
1. Name a geometric figure with three angles. (triangle) 2. How many sides does a square have? (4) 3. Name the neighbors of the number 8 (7 and 9) 4. How many legs does the table have? (4) 5. What day of the week comes after Thursday? (Friday) 6. What geometric figure does an egg resemble? (oval) 7. How many seasons are there? Name them (4. Autumn, winter, spring, summer) 8. Count in order from 0 to 10. 9. What day of the week comes after Sunday? (Monday) 10. Name the parts of the day (morning, afternoon, evening, night) - Well done, you answered all the questions correctly, we got all the details. Let's see what we got. - Yes, guys, this is Mashenka. She found her way home and says thank you very much for your help and gives you small gifts. - Let's say goodbye to Mashenka. - Goodbye, Mashenka!
Mastering numbers
The topic of studying numbers can be divided into two components: memorizing the sequence (1, 2, 3, ....... 9, 10) and a graphic (visual) image.
As a rule, children remember sequences of numbers much faster. When an adult often pronounces it, while simultaneously pointing at some objects in turn, the child quickly remembers by ear the names of numbers and their order, begins to repeat the same actions, and thus learns to count. However, there are many exercises to speed up this process and consolidate the skill. Here are some of them:
1. Count everything that catches your eye You need to invite your child to count everything that surrounds him during the day: steps in the entrance, pigeons in the yard, pencils in a pencil case, cars in the parking lot, buttons on clothes, people in line at the checkout, and so on. . The more often the child does this, the faster the information will fit into his memory, and an understanding of the relationship between the number (its name) and a specific quantity will appear.
2. Finger games In learning numbers from 1 to 10, the best tool is fingers. In addition to the fact that you can simply count them by unbending them one by one, there are also a large number of finger games aimed at both training mental counting skills and developing fine motor skills and imagination.
3. Rhymes, songs, counting rhymes Memorizing a sequence of numbers with the help of songs, poems or counting rhymes allows you to perceive information not only by ear, but also through visual images that the child’s imagination draws. This speeds up the learning process and develops imagination well.
If a child has difficulties while learning numbers, they are most often associated with visual memorization. This is especially true for numbers that look similar to each other, such as 6 and 9, 1 and 7. To quickly remember the graphic image of a number, there are also many different secrets:
4. Associations A simple and effective way to remember the appearance of a number is to find similarities with some object and come up with an association. For example, the number 8 looks like a nesting doll, a bow, a snowman or a teddy bear. The number 2 resembles a swan, 4 - an inverted chair or beak. There is no limit to imagination here, everyone will have their own associations.
5. Recognize by touch The numbers should be three-dimensional. You can make them yourself from scrap materials or purchase ready-made ones. They need to be put in a bag or box, from which the child will take one at a time without looking and try to determine by touch what kind of number he came across.
6. Drawing on the back It takes two to play. An adult draws a number on the child’s back with his finger, and the child must guess it. Then you can change places.
7. Toy numbers They can be magnetic, soft, drawn on cubes - depending on what you like best. From them you can build a sequence from 1 to 10, calling out each number out loud, arrange it in reverse order or randomly, finding the number that the adult calls.
8. Numbers around Every day a child encounters different numbers: in the numbers of houses, cars, on various posters and advertisements. If you pay attention to them and pronounce them, this will also contribute to memorization.
After the child has learned to count and memorized all the numbers, you can move on to studying the composition of numbers.
How to teach a child the composition of numbersconsultation (preparatory group)
Starting to learn and study numbers and counting, the child is faced with the concept of the composition of a number. Many parents do not think about it and do not pay attention to this when they are memorizing sequences. However, studying the composition of numbers will speed up memorization, as well as the child’s understanding of the principle of number formation.
When should you start explaining to a preschooler what the composition of a number is?
At the age of 5-6 years, children already know numbers well and become familiar with simple arithmetic operations. It is during this period that it is worth spending a little time on exercises and explaining to the child the composition of numbers up to 10. However, it is important that the child has already mastered:
- direct verbal counting to 10;
- count down from 10 to 1;
- recalculation and counting of objects;
- composition of a number by units (for example, 2 consists of 1 and 1, 3 – of 1 and 1 and 1).
All these skills indicate that the child can already explain the composition of any number within 10.
What is useful for homework?
Classes will become more effective if you prepare in advance and collect the necessary training material:
- counting sticks;
- game cubes;
- cards with images of numbers;
- multi-colored pebbles or buttons;
- abacus;
- houses for numbers.
You can purchase ready-made educational kits at stationery or toy stores, or make all the necessary items together with your child. The second option is preferable.
Effective techniques
The composition of the number 10 needs to be explained gradually, dividing the training into several logical blocks. In the first lessons, you should pay attention to the numbers 2 and 3, their relationships and possible combinations. Then you can move on to classes with visual cards and only then connect number houses.
Lesson 1: mastering the numbers 3, 2, 1
Take your baby's favorite toys and things (blocks, dolls, cars). Start the exercise by analyzing the number 2 and show your child how it can be obtained:
- Place one object on the table in front of the baby and ask the child to make it become two. Usually it is not difficult for him to figure out how to cope with the task. If necessary, give a hint.
- Explain to your child that 2 is a number that always consists of a pair of ones.
- Ask your child to place 2 of their favorite items on the table.
- When the two is fixed, move on to studying the three. Tell your child that if you add 1 to 2, you get 3. Place two coins in front of him and another one next to him. The child must learn that there is no difference between 3 coins together, 2 with 1 or 1 with 2.
Gradually make the task more difficult. Getting a four in a game is as easy as getting a three. Chess or checkers can help here. Invite your child to choose 2 shapes of the same color (white), and then repeat the task. Ask: How many chess pieces will remain if 1 light chess is replaced by 1 dark one? What happens if you combine 2 black and 2 white pieces? In the end, he should understand that the number 4 can be obtained with every possible permutation.
It is worth moving on to the next block of tasks when the child understands that all these actions will lead to a result known in advance:
- 2 is 1 + 1, 2 + 0;
- 3 is 2 + 1, 1 + 2, 3 + 0;
- 4 is 1 + 3, 2 + 2, 3 + 1, 4 + 0.
Using the same principle, explain the remaining numbers up to 10.
Task 2: number cards
At this stage, the child should already understand that by adding different numbers, you can get any result. But when you need to find out the composition of a certain number, you need to go from the opposite - from a predetermined answer. You need to work with him to sort out all the pairs of terms that lead to a single result. Number cards are great for this. There are several training options:
- Draw, for example, 5 butterflies on the cards and invite the child to collect the required number from the proposed blanks.
- Invite him to collect combinations on his own several times, in which their total will ultimately be equal to 5.
- Ask your child to tell you how to get a number. Make mistakes, kids will have to use all their abilities to figure them out.
You should begin the last block of tasks when the child can select all the options for the composition of the specified number.
Task 3: number houses
Arithmetic houses are great for helping to finally understand and consolidate in a child’s knowledge the concept of the composition of any number, as well as to develop the skill of mental calculation.
A house for numbers is a building with a roof and several floors with apartments in two rows. The height of the structure depends on the number to which you need to select all possible combinations of numbers. To explain to a child the composition of the number 2, it is enough to draw a house with two floors (0+2, 1+1) and so on.
House blanks can be found in mathematics textbooks or you can make them yourself from cardboard.
How to structure a lesson:
- Place an empty house on the table, placing a card with a number from 2 to 10 (let it be 6) in its roof.
- Explain to your child that on each level there are as many people in the apartments as are written on the roof.
- Set the condition: only one person lives in 1 apartment on the ground floor. The kid needs to think and determine how many residents live in apartment number 2 (the correct answer is 5).
- Now that the algorithm for solving the problem is clear, ask the child to populate all the remaining apartments, changing the initial number of residents on each new floor. As a result, there will be 2 and 4 residents on the 2nd floor, 3 and 3 on the 3rd floor, 0 and 6 on the 4th floor. Thus, the baby will be able to master all existing combinations of numbers.
A small life hack: tell us that any number always consists of 1 and the previous digit in order. So, if you want to find out the composition of the number 7, the first answer is immediately ready: 7 is 1 and 6.
When all pairs of numbers and the composition of 10 are mastered, you can complicate the tasks.
Exploring the twenties
If you managed to explain to your child what the mathematical composition of a number is, then you should move on to one of the most difficult moments - working with tens. The kid will definitely ask why 6+5=11, which is why it is called and written like that. First of all, tell us that for convenience, large numbers are counted as tens. For example, 6 and 4 are one ten. Since the problem required adding 5, and we have already added 4, then only one is missing. Therefore it turns out:
- 6+5 is 6+4 and 1 more;
- 6+4=10;
- We write the last unit instead of 0, it turns out 11.
At first, the child will not understand anything, but after a while he will learn the basic principle of working with tens. You can make the problem easier with a visual exercise:
- ask to count out 10 candies and put them in one bowl;
- now you need to put 7 more treats in another container;
- under each bowl you should place a card with the image of a number corresponding to the number of candies;
- ask your child to add everything together and tell him how many candies he got;
- for better understanding, explain that 10 in two-digit counting means 1;
- correct option: the child writes one and 7 next to it, which means 17.
Similar examples can be carried out with a large number of objects. For example, a preschooler should know that 32 is 3 tens plus 2 more units.
How to help a child?
Numbers from 2 to 10 are very common in everyday life, and learning to count is largely a creative process. It’s easy to help with mastering numbers even without purchasing special devices:
- Does your child like sports? Count the number of goals scored with him.
- Does your child love nature? Look at the trees on the lawn, compare on which side there are more of them and on which side there are fewer.
- Does your child constantly draw something? Invite him to draw a certain number of objects on the sheet. Are you into sculpting? Ask to make a figurine with 3 legs, 2 tails and 1 ear.
- Be cunning. Throughout the day, ask your child “if I take one cookie from you, how many will you have left?” and the like.
In a comfortable gaming atmosphere, the child will quickly figure out the composition of all the numbers and will count 1 2 3 4 5 and up to ten correctly.
If your baby is not good at mental math, then we can assume problems with thinking, attention or lack of concentration. Games from BrainApps will help you direct your energy in the right direction. The service offers over 100 simulators that allow you to develop and improve your intellectual skills.
capabilities. After registering on the site, select the required category of games:
- To improve memory. Trainers such as “Numeric Spanning”, “Memorize and Click” and “Find a Pair” will develop memory capacity, improve its accuracy and improve attention span.
- To develop thinking. The games “Fruit Mathematics”, “Comparing numbers from memory” and “Moving” will improve visual and spatial memory, develop logic and teach the child to quickly find answers to questions.
- To improve attention. The “Find the Shape”, “Space” and “Concentration” simulators will help your child concentrate better and direct attention in the right direction.
Playing games online with your preschooler is not only a fun, but also a useful hobby. The child will be able to develop, achieve his goals and compete with you or his peers. All you need is a network connection and free time.
Recommendations for parents
Understanding the importance of explaining the composition of numbers, try to adhere to the proposed recommendations that will help your preschooler calmly master and remember new information:
- Everyone has crises, but we must remember that this is a temporary phenomenon.
- Let's have more freedom. Often the parents' demands do not correspond to the child's capabilities. Think about whether all your prohibitions are justified.
- Consider children's opinions. It is necessary to clearly understand that a preschooler has his own opinions and judgments. Try to accept them.
- Forcing is ineffective. Edification and commanding tone during classes will not give a positive effect. If your child doesn’t want to learn numbers and examples with the numbers 1 2 3 seem scary to him, find out what the reason is. Explain why and why you need to study.
- Patience and optimism are your best companions. A good mood, an atmosphere of love, support and mutual understanding direct aspirations in the right direction.
It is also recommended to adhere to a strategy of positive assessment of the baby:
- Show your friendly attitude.
- Find and analyze errors together.
- Discuss options and solutions to errors together.
- Support and express confidence that he will definitely succeed.
Don’t forget to consolidate your results and include educational cartoons and other videos in your training program.
Material selected: internet source
Activities with number cards
Number cards are pictures where the number of objects corresponds to a certain number.
It is with these cards that it is best to start getting acquainted with the composition of numbers, because this method is visual and more accessible. Here is an example of such cards:
First, you should explain to your child what addition is: adding another to one number, we get a third number. This is best demonstrated on small objects (candies, buttons, pebbles, pencils, etc.) or cards: for example, on one there are 2 bananas, and on the other 3 oranges. If you add them together, how many fruits do you get? The child counts all the fruits and names the amount. At the same time, he gradually remembers how much it will be if you add up certain numbers.
Once you have an understanding of the process of adding different objects, you can take on the composition of a number. The adult names the number of items that should be obtained in the end, and together with the child they collect different combinations. It is better to start with small numbers and gradually increase.
For example, you need to collect 4 apples. We offer the child a card with only 1 apple drawn and ask which one else needs to be chosen so that there are 4 apples in the end. Then we take a card with a picture of 2 apples and ask the same question. Thus, all possible combinations are tried.
Gradually you can move on to larger numbers, where the number of combinations will increase. With repeated repetition, the composition of each number is stored in memory and then reproduced mechanically.
Didactic games on number composition for preschoolers
"Remove the number"
The game develops attention, reaction speed, thinking, dexterity, and strengthens counting skills.
We lay out cards with numbers from 0 to 10 sequentially. The adult sets the task, and the child must complete it. For example, “Remove the number 7”, “Remove the number between 2 and 4”, Remove the number that is greater than 3 by 2, etc.
Tasks can be given in the form of riddles, the answer will be the number that needs to be removed.
"What number is missing"
The child names the missing number. During the game, we consolidate knowledge of numerical counting from 0 to 10 and train attention.
"Confusion"
During the game, we consolidate knowledge of numbers, counting from 0 to 10 in forward and reverse order, as well as attention and memory.
We put the numbers in order, then the child turns away, and the adult changes their places. The child’s task is to find and correct the mistake.
"Which number escaped"
The game is similar to the previous one, the difference is that the numbers (1,2) are removed. The child must say which number is missing and where it was. For example, no 4 it stood between 3 and 5.
"Name your neighbor"
The game will also help consolidate knowledge of counting from 0 to 10 in forward and reverse order. To play you will need cards with pictures of trailers, numbers are written in the boxes, one box is not labeled. The child’s task is to name the missing number. If the game takes place in a children's group, then you can transform it into a competition. Who can name the correct answer faster?
"Let's count"
Ball game for 2 players. With the help of the game we strengthen the ability to count forward and backward.
Before the game we agree on the order of the score. We throw the ball around in a circle and count, the counting pace should be fast.
"Ladder"
The game helps develop the child’s understanding of the sequence of numbers and the ability to compare them.
We consider a numerical ladder (pre-built from a construction set or drawn on paper). We count the steps (direct and reverse order), name the smallest threshold, then the largest one - compare, then compare the others with each other.
Game “Sweet Palms”
Speech exercise:
We will knead our fists, clench and unclench them (at the same time clenching and unclenching our fists), And then-then-then...we will take some sweets and put a little of them on each palm.
Option 1.
The specified number of candies is distributed on both “palms” in all possible options, which are then spoken out.
Option 2.
The child collects the specified number of candies on one of the “palms”. Closes his eyes. The teacher quickly places some of the candy under the other palm. When the baby opens his eyes, he must remember how many candies there were and how much the bear (bunny, etc.) “ate”. He can check his answer on his own by looking under the other palm. Note. You can invite the child to draw on the second palm the number of allegedly eaten sweets, and then compare the result.
Publication address:
Number houses
Houses with numbers are the next step in learning the composition of numbers. They are a building with a roof and two apartments on each floor. There is always a number on the roof that splits into two others that live next door to each other. The number of floors depends on the number of possible combinations: the higher the number, the more options for laying it out and the higher the house.
To understand the composition of a number with your child, just draw such a house. For example, for the number 3 it will have 2 floors, on which 0 with 3 and 1 with 2 are adjacent
Having explained the main principle, you need to give children the opportunity to fill out the number houses on their own: leave them empty and indicate only the number on the roof, the composition of which must be distributed among the floors. You can start from the bottom floor or from the top.
If the task is difficult, you can fill in some of the boxes as a hint. But in the future it should be explained that each number, moving from one floor to another, becomes 1 more or less. And if in one apartment there is a decrease of 1, then in the next one there will be an increase of 1.
After the compositions of numbers up to 10 have been mastered, you can move on to the second ten, if the child is familiar with it.
Consultation for teachers and parents “How to explain the composition of numbers to a preschooler”
Simakova Natalya
Consultation for teachers and parents “How to explain the composition of numbers to a preschooler”
you can use
- counting sticks;
- simple household items for counting (apples, candy);
- homemade teaching aids - number houses or cards.
Instructions:
Try to explain to your child the difference between numbers and numbers. A numeral denotes numbers in a letter, and numbers denote the number of objects . For example, if you have fifteen apples, explain that 15 is a number, a quantity, and it is made up of the numbers 1 and 5. Take away ten apples, you are left with five. Explain to your child that the number of apples has become five and this is expressed by the number 5. Five can also be decomposed into other numbers - 1, 2, 3 and so on.
Show your child the composition of numbers using clear examples . Take, for example, three candies. Ask your child to count how many candies you have. Now divide the candies - put two on the table, and hold one in your hands. Ask your child how many there are now. The answer will be the same. Explain that two candies with one and vice versa, one with two, make three. Now place one candy further from the second, and hold the third in your hands. Show your child - here's one candy, here's another, and here's another. This means a three is a unit repeated three times. Record your knowledge on counting sticks.
Manual "Number houses"
Draw number houses on paper with your child. These houses are multi-storey buildings with two apartments on each floor.
Write a number from 2 to 18 in the triangle-roof. Explain that as many residents live on one floor as the owner-number indicates. Use counting sticks, cubes, or other materials to help your child “seat” the residents.
For example, let the number 6 be the master. Choose 6 sticks. Let one person live in one of the apartments on the ground floor - move the stick. Therefore, there are five tenants in the other apartment. So six is five and one.
Thus, when populating the number house, you will get pairs 1 and 5, 2 and 4, 3 and 3, 4 and 2, 5 and 1 - in total there are five floors in the number house. To be more effective, hang posters with such houses in your apartment and ask your child periodically.
Involve your child in solving ordinary household tasks. For example, in a family of three people, offer your child the following type of problem. Place one plate on the table. Ask your child how many more plates need to be placed if there are only three people in the family. He should tell you that you need to put two more plates.
Therefore, one and two plates make three plates. Make cards with compositions of different numbers and review them with your child.
How to help your child learn the composition of numbers?
As in the case of learning mental counting, it is worth paying attention to everything around you and asking questions on the topic, for example: “I have 4 candies, how can you and I share them?” or “Look, there are five guys walking on the playground, all of them are sliding down the slide. What happens if someone goes on the swing alone? What if two people go?” etc.
There is one little trick: each number consists of the previous one and one. Having remembered this rule, the child will already have one combination when playing any number. By the same principle, you can learn that each number consists of the previous one, from which another 1 and two have been subtracted.
In order for the determination of the composition of numbers to become automatic, you need to perform more relevant tasks. You can come up with them on the fly; you don’t have to purchase special manuals. Even if there is nothing suitable around, there is always the opportunity to use your fingers. For example, an adult names the number whose composition needs to be shown, let it be the number 7. The child shows the number of fingers that are included in the composition of 7, say 5, and the adult must show how many are missing - 2. Then the players change places.
When working with a child, it is important to remember that praise is an integral part of success and the best motivator, and mutual understanding and support give confidence in one’s own abilities.
MAGAZINE Preschooler.RF
Lesson summary for the preparatory group “Composition of the number 5”Goal: to introduce children to the composition of the number five from two smaller numbers.
Tasks:
- introduce the composition of the number 5, that it consists of two smaller numbers
- strengthen the ability to name the number “one more”
- develop attention and memory, logical thinking.
Materials and equipment: multimedia presentation, three hoops, balls for each child with circles depicted on them, a large ball, a math set for each child.
Progress of the lesson:
Educator: Hello guys, please listen to the poem.
Let's guys learn to count! Remember everything that without an accurate count, no work will move forward. Without an account there will be no light on the street,
Without counting, the rocket won't be able to rise, And the kids won't be able to play hide and seek. Get to work guys quickly, learn to count so as not to lose count.
Tell me, what are we going to do today?
Children: Let's count.
Educator: That's right. But first I suggest you play. I will throw the ball and call the number, throwing the ball back to me, you will call the number one more. Three... (four), five... (six), eight... (nine), etc.
Game “Throw the ball and call the number”
Educator: Well done guys. Now let's go to the tables.
In front of each child there is a set of geometric shapes on the table.
Educator: Please look at the board (red squares appear on the screen one by one). Let's do the math with you.
The teacher and the children count squares 1, 2, 3, 4, 5.
Educator: Okay. Place 5 red squares in front of you.
Children lay out squares in front of them.
Educator: Now let's replace the last square with a yellow square. (Children change squares on the interactive board as desired) How many red squares are there in a row?
Children: Four.
Educator: How many yellow squares?
Children: One.
Educator: How many squares are there in total?
Children: There are five squares in total.
Educator: That's right. Four and one, and a total of five. Now count out three red squares and place them under the squares of the first row.
At this time, a number of squares are also displayed on the screen.
Educator: Now count out two yellow squares and place them next to the red ones. How many red squares?
Children: Three.
Educator: How many yellow squares?
Children: Two.
Educator: How many squares are there in total?
Children: There are five squares in total.
Educator: That means three and two, and a total of five. Now count out two red squares and place them under the squares of the second row. Fine. And three squares of yellow color and put them next to the red ones. How many red squares?
Children: Two.
Educator: How many squares are yellow?
Children: Three.
Educator: That means two and three, and a total of five. Now count out one red square and place it under the squares of the third row. Fine. And four squares of yellow color and put them next to the red one. How many red squares?
Children: One.
Educator: How many yellow squares?
Children: Four.
Educator: Correct. One and four, and a total of five. Now let's repeat all the options for the composition of the number 5.
Children: Four and one, three and two, two and three, one and four.
Educator: Absolutely right. Now I suggest you play a little.
Outdoor activity “Playing with apples”
There are hoops on the floor, at a distance from each other, with numbers in them (3, 4, 5). There are apples in the basket with circles (3, 4, 5) glued on them. At the teacher’s command, the children take any apple and start running to the music. As soon as the music stops playing, the children find the hoop with the desired number and stand near it. The game is repeated 2 - 3 times.
Educator: Well done guys. Oh, what is this on our screen?
Children: House.
A house with the number 5 appears on the screen.
Educator: Guys, let's remember what smaller numbers the number five consists of.
Children take turns calling to the multimedia board and clicking on empty windows located on the floors of the house.
Educator: You guys all did well today. What did we learn about today?
Children: About the fact that the number five consists of two numbers: 4 and 1, 2 and 3, 3 and 2, 1 and 4. Educator: Well done guys.
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so UNT / Lesson developments / Lessons in Mathematics
Mathematics 1st grade. Topic: Composition of the number 6.
24.11.2014 3052 0
Purpose: Familiarization with the composition of numbers6.
Objectives: 1. To develop students’ knowledge about the composition of the number 6. Learn to write the number 6.
2. Develop mathematical thinking, memory, attention, speech development, and correctly read the corresponding equations.
3. Foster friendship, collectivism, and interest in the subject.
Expected results. :1. Students will develop knowledge about the composition of the number 6. They will learn to write the number 6.
2. Develop mathematical thinking, memory, attention, speech, and correctly read the corresponding equations.
3. Develop friendship, collectivism, and interest in the subject.
Equipment: counting line, demonstration numbers, figures for assessment, houses for filling in the composition of numbers.
During the classes.
1.Org moment. Emotional mood. Musical warm-up.
2. Main part. Division into groups. On the teacher's desk there are stickers with the numbers 1.2.3.4.
Children take them apart and sit in groups.
- Guys, today the numbers in the number series have a problem. The wizard accidentally made a mistake and enchanted a number, and I can’t figure out which one.
- Look at the number series and tell me what number it is. (Number 6).
- To disenchant her, we need to complete the wizard’s tasks. For each correctly completed task, the wizard will give you a magic star.
3. And so we begin.
"Brain attack" Oral calculation.
- name the number that follows the number 2.4,5,1,0
- what number will you get if 5 is 1?
- name a number that is between 2 and 3, 8 and 10, 1 and 3, 4 and 6
- we added 1 to the intended number, we got 3. What number did we have in mind?
Well done, Assessment.
4. Repetition of the composition of numbers 4.5 work in groups.
Two groups fill the houses according to the composition of the numbers. They defend their work, compare and evaluate each other.
5. Work on studying the composition of the number 6.
The guys have counting sticks on their desks.
- arrange the sticks into two piles in different ways so that the result is the number six, and write down the results on sheets of paper.
The guys do the work, demonstrate results, evaluate each other, and receive stars.
Comparison of work results with a visual aid on the composition of numbers.
6. Work according to the textbook. Page 44.
— No. 1 work in pairs. Fill in the cells. Checking, evaluation.
No. 2 Compiling and reading equalities.
No. 3. Give the missing numbers.
7. Work in a notebook. Repeated writing of the number 6. Mutual assessment. Children draw a star for each other in the margins.
Completing a comparison task. Two at the board.
7. Generalization.
-Well, we have completed the tasks. Look at the number line. What happened?
What did we learn today? (composition of number 6).
8 Reflection. We did a good job today. You received stars from the wizard. Where do the stars live?
Let's put stars on the sky. (Children stick stars on the starry sky)
9. Lesson summary.
