Summary of a lesson on FEMP in the second group of early age on the topic: “Toys for a walk.”

Open ECD for FEMP in 1 early age group using ICT.

Open ECD for FEMP in 1 early age group using ICT.

“The bear came to visit us”

Tasks:

Continue to teach the difference between the number of objects “many” and “one”.
Form ideas about the properties of objects: color, shape, size.
Practice grouping objects by color.

Material for the lesson:

Balls of large and small diameter according to the number of children, large and small baskets, a toy bear, a bright gift box with a lid, balls of 4 primary colors according to the number of children, 4 boxes of primary colors (red, yellow, blue, green), beads of the same size according to the number of children number of children, tray.

Methodological techniques.

Verbal method (conversation, conversation: prompting the right word, reminder, repeating the word after the teacher).
Visual method (showing a presentation).
Game (didactic, active).
Surprise moment.
Reading a poem.
Game situation (now we will be balls).

Preliminary work.

The arrival of the toy bear (on screen)
Introduction to primary colors.
Physical education
Reading the poem “Teddy Bear” by A. Barto.
Comparison of the number of objects “one - many”.
Comparison of the size of homogeneous objects “small - large”.
Grouping objects by color.

Vocabulary work:

One, many, big, small, blue, red, yellow, green, round.

Progress of the lesson:

1.Organizational moment

Children enter the group and sit in a semicircle. (a forest appears on the screen) There is a knock on the door. A bear appears.

2. Main part

Educator: - Hello, bear! Children, say hello to the bear.

Children: - Hello.

The clubfooted bear is walking through the forest,

He collects cones and sings songs. (video)(repeat children p/n)

Bear: (The teacher speaks for him)

- Children, I walked and walked to you from the forest, carrying balls. But they fell and rolled across the clearing (scattered balls are shown on the screen) (then he accidentally drops a basket of balls). Please help me collect them.

Educator: - Shall we help him, guys?

Game "Big and Small"

Educator: - Let's help the bear collect the balls (Children collect the balls.) Here they are! How many balls? Both big and small! Gordey, what ball did you take? (child’s answer), etc.

Educator: - Children, let's put the big balls in a large basket, and the small ones in a small basket. Where is our big basket? Put a big ball there, Alice. Etc. Well done! We collected large balls in a large basket, and small ones in a small one. Stay, bear, and play with us! (display collected balls on the screen).

Didactic game “One - many”

The teacher takes out a colorful box containing multi-colored balls according to the number of children. (4 primary colors).

Bear (Teacher): - Guys, look what else I brought you. (Show the box first on the screen, then with the bear, the bear shakes the box.)

-Do you hear what it is? (Children express their guesses.)

-Let's see what's in the box. (Opens it.)

-And here are the balls! How many balls?

Children: - A lot.

Educator: - Take the ball, Mark. And Danila take one ball.

In the process of distributing the balls, asks the children about the color of the balls and their number each.

Educator: - Nastya, what color is your ball?

Child: - Blue.

Educator: - How many balls does Sonya have?

Child: - One.

Educator: - Sasha, Leni have one... everyone has one. How many balls are there in the box?

Children: - Not a single one. The box is empty.

Bear (Teacher): - Look, I still have boxes.

Didactic game “Arrange by color” (showing the placement of balls)

Displays 4 boxes of primary colors.

Educator: - What color is this box?

Children: - Red.

Educator: - Carry red balls. Place only red balls in this box. Who else has the same balls?

Similarly, we group the balls into the remaining 3 boxes by color.

Educator: - Vanya, you have a green ball like this box. Place the green ball in the green box.

- What a beauty, you found the right colors!

- Well done, guys. All the balls were put in boxes.

Bear. Oh, guys, I've been sitting too long, let's play ball?! Do you agree?

Children: yes!

Physical school

Educator: - What kind of ball does the bear have, big or small?

Children: - Big.

Educator: - How many balls?

Children: - One!

Educator: - How does the ball bounce? That's how he jumps. High, even higher!

The teacher throws the ball on the floor, saying:

My cheerful, ringing ball,

Where did you rush off to?

Yellow, red, blue,

Can't keep up with you!

-And now you have become balls too! That's how many balls we have!

Bear: - I really enjoyed playing with you!

Educator: - Did you guys like playing with the bear?

Children: - Yes!

Summary of GCD for FEMP in junior group 1 “Visiting the pencils”

Formation of elementary mathematical concepts in the 1st junior group “Visiting the Pencils”
Methodological association for teachers of early age groups “Formation of ideas about the size (length) and color of objects through didactic games in young children”
Synopsis of direct educational activities “Formation of elementary mathematical concepts "in the 1st junior group “On a visit to the pencils”
Compiled by: Chaika T.A., teacher of the 1st junior group of the MDOU kindergarten No. 71, Komsomolsk-on-Amur Purpose: to form in children ideas about the length of objects (long - short) with with the help of a teacher. Objectives: - to develop the ability to compare objects by length (long - short), using the technique of attaching objects to each other, in the process of didactic games “Two paths”, “Catch a fish”, “Choose a pencil”; - consolidate the ability to group objects based on the same color (red, yellow, blue, green) and size (large - small) at the suggestion of the teacher, using the technique of visual correlation of objects during the didactic exercises “Arrange the fruits by color”, “Who lives where?” ", "Catch a fish"; - activate the vocabulary: long, short, red, yellow, blue, green, multi-colored, many, the same, not the same; - create a desire to help the game characters. The planned result of the direct educational activity : children will learn to compare objects by length, using the technique of attaching objects to each other, and to indicate in speech the qualities of objects with the appropriate words (long - short). Equipment and materials: box for colored pencils;
4 knitted large pencils in red, yellow, blue, green; two tracks of red and yellow colors of contrasting length (long and short); 4 houses (soft modules) with Velcro roofs in red, yellow, blue, green colors; 4 felt trees (panels) and fruit figurines for each child and teacher in red, yellow, blue, green colors (apples, pears, plums of the corresponding colors) with Velcro; fruit plate; didactic manual “Fishing” - the sea (imitation of a reservoir), colorful fish (according to the number of children and the teacher) and fishing rods with magnets (one long and one short) 5 pieces; large and small buckets for fish; a box of pencils (long and short) according to the number of children and the teacher. Move
Org moment Game greeting: “Our smart heads” Educator: - Today, our smart heads Will think a lot, cleverly! The ears will listen, the mouth will speak clearly! The backs are straightened, the children are smiling! - Smile at each other, guys. Everyone is in a good mood. Well done! - I have prepared a surprise for you. Look what's in my box? (pencils). Yes, pencils, bright, large. They are different in color. Multi-colored. Say: “colorful.” What color are they? (the teacher asks the children if they wish - red, yellow, blue, green). - Today we will go to visit the colored pencils, they have come up with many interesting tasks for us. Let's hit the road! Main part Didactic game “Two paths”. Educator: - Look, guys, there are paths in front of us. They are different. What color is this track? (red). And what color is this one? (yellow). And these paths are also different, because one is long and the other is short. Our pencils live in their houses far away, so we need to go to visit them along a long path. Now we will find out which path is long and which is short. - Let's try to walk along the yellow path. Follow me. Oh, it's over! We quickly walked along this path, but did not come to the houses. And the red carpet is still going on. - Now let's try to walk along the red carpet. The yellow one is over, but we are still on the red one, it continues. We'll be walking with you for a long time - along the red carpet. We walked and walked and finally came to the houses! - Which path do you think is the longest? Which one is short? (children's answers) So, yellow is a short path. Say: “short” (asks several children). And the red one is long. We came along a long path. Say: “long” (asks several children). Well done boys! Didactic game “Who lives where?” - These are the houses where pencils live. Let's figure out who lives where? — Our houses are also different in color. Multi-colored. Say: “multi-colored” (asks several children). - Let's choose a house for each pencil that is the same color as the pencil! - Which pencil lives in the red house? Why? (the pencil is red and the house is the same red) Sasha, find it and put it next to the house. Say: “The same one, red.” (Similar work with the yellow, blue and green house. The teacher asks different children.) (If the child has difficulty or makes a mistake, the teacher, with guiding questions, helps him correct himself or invites other children to help him. Activate the dictionary: the same, not the same, red, yellow , blue, green) - Good guys, everyone has been resettled in houses! Didactic game “Arrange the fruits by color” - Look, children, near each house they planted a tree with pencils and drew fruits on them. But suddenly such a strong wind blew that all the fruits fell from the trees and scattered. How many fruits did the pencils draw? (a lot of). What are the names of the fruits they drew? (apples, pears, plums). What color are they? We need to put them on plates near the houses. - What color do you think the apples were on the tree near the red house? Go, Seryozha, put the apple on the red plate. - What color do you think the apples were on the tree near the green house? Go, Sasha, put the apple on the green plate. Well done. (Similarly, blue plum and yellow pear) - All fruits are mixed. Let's help the pencils and put them on plates by color (children complete the task independently). (In the event of a child’s difficulty or mistake, the teacher helps him correct himself with leading questions, pays attention to the color of the house and plate, or invites other children to help him. Activate the dictionary: the same, not the same, red, yellow, blue, green) - Oh! Guys! I forgot, I still have 2 apples left in my hand. I want to put them on plates too. I will put a red apple in this plate (the teacher, using the technique of a deliberate mistake, puts a red apple on a plate with yellow fruits), and I will put a green apple in this plate (places it on a plate with blue fruits). (If the children notice a mistake on their own, the teacher offers to correct it, move the apples to the correct color plates. And, if they don’t notice, then the adult pays attention to it and it turns out: “Guys, it seems I mixed something up. The apples ended up on the wrong side plates." The error is corrected, the dictionary is activated: the same, not the same, red, green, yellow, blue) - Well done, guys, helped the pencils, all the fruits are in place, in their plates! Didactic game “Catch a Fish” - And now, pencils invite us to real fishing. Look how beautiful the sea they painted. The sea is a place where fish swim in the water. Show how fish swim in the sea (imitation with your hands - fish swim). - Hurry up and go fishing! How many fish are there in the pond? (a lot of). - Who knows what they use to catch fish when fishing? (children's answers) With a fishing rod. Look, are all our fishing rods the same? (If the children don’t notice, the teacher helps) Let’s check. To do this, let's put them next to each other and compare. The teacher and the children complete the task and voice the result of the comparison. The fishing rods are different - one is long and the rest are short. - Who do you think will fish with a long fishing rod, me or you? (children's answers) Why? (If the children cannot explain why, the teacher helps). I am big, I will fish with a long fishing rod, and you are small, you need short fishing rods. Katya, give me a long fishing rod. Thank you. Take short ones. Let's play - catch a fish! — Guys, our fish are also different, small and large. Which bucket should we put the big fish in? Why? (the fish are big and the bucket is also big) We put the big fish in a big bucket. Which bucket should we put the little fish in? Why? (the fish are small and the bucket is also small) (they catch it together with the teacher and put it in buckets). - Well done! Let's take the buckets of fish to the houses. The final part - Well done, guys! Pencils praise you. They completed all the tasks: they repaired their houses, put the fruit on plates, and caught the fish. The pencils are very happy. They have prepared a gift for you, guess what? — I take the magic wands in my hands. I can draw whatever I want with them. House, river and mushrooms, Sun, sky and flowers. I like sticks, these are the sticks. Wooden on top and colored on the inside. Didactic game “Choose a pencil” - What is it? Yes, real, new colored pencils so that you can draw beautiful pictures (the teacher takes out a box of pencils and invites the children to choose one for themselves). You noticed that the pencils are different. I have a long pencil. Do you have Vanya, and do you have Katya? (and asks other children). Place your pencil next to mine. I have a long pencil and you have a long one too. Artyom, tell me which one you have? (answer) Yours is short, etc. - Let's play with a pencil. Physical exercise “Fun gymnastics with a pencil” (self-massage of fingers and palms with a pencil) - I roll a pencil in my hands. I'm turning it between my fingers. I will certainly teach every finger to be obedient. — We stretched our fingers, and now let’s quickly draw funny pictures.

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Summary of a math lesson in an early age group

Summary of an open lesson on the formation of elementary mathematical concepts in an early age group using ICT on the topic “Bunny visiting the children”
Goal: developing ideas about shape and color. Objectives: Educational:
- contribute to the development of the ability to examine objects, highlighting their color and shape;
- exercise in establishing similarities and differences between objects that have the same name (red ball - yellow ball); - contribute to the development of the ability to answer questions and repeat simple phrases; Developmental:
- develop thinking based on comparison of objects;
- continue to develop sensory representations (shape, color); — promote the development of attention, long-term memory and speech activity. Educational:
- to cultivate in children such qualities as compassion, empathy;
— cultivate a positive attitude towards participation in the lesson; — to cultivate a desire in children to play simple outdoor games together with the teacher; — to instill the skills of interaction between children and teachers and with each other. Integration of areas: cognition, speech development, socio-communicative development, physical development. Methods and techniques: practical:
outdoor games, didactic games, game exercises;
visual:
surprise moment, interactive game;
verbal:
riddle about a bunny, questions and answers for children.
Demonstration material: Bibabo Bunny toy, box with red and yellow balls and cubes. Preliminary work: Introduction to geometric shapes: ball, cube, p/game “The little gray bunny is sitting”, p/game “Collect apples” (color: yellow-red).
Progress of the lesson
Educator: - Guys, today I came to the group and saw a guest, he came to us from the forest, and you will find out who it is if you guess the riddle: That animal is running away from the fox. Well, guess what! This is white... (children's answers)
Yes, of course it's a Bunny!
He felt sad in the forest and came to you to play. Shall we play with Bunny? (children's answers)
.
Educator: - Let's show Bunny our magic screen, how we play with it. He doesn’t have anything like this in his forest (balls and cubes of yellow and red colors appear on the screen)
Educator: Guys, tell Bunny what is this?
(children's answers)
Dasha, please come and show the children and Bunny the ball.
What color is it? Well done Dasha! Educator: Matvey, show Bunny the cube, and now to the guys. What did you show us? What colour is he? Look young Matvey! D/i “Find a house” Educator: The bunny tells me that the balls and cubes want them to have their own houses. Boxes appear on the screen. One depicts a ball, the other a circle. Educator: The balls will “live” in this box. This is their house (shows a box with a ball)
.
And in this one there are cubes (shows a box with a cube)
.
This is their home. Children take turns coming up and moving the balls and cubes into the correct house boxes. The teacher, using leading questions, activates the words “ball” and “cube” in the children’s speech, in choral and individual responses. The bunny praises the children for completing the task correctly. And invites him to play with him. Educator: Well done guys! They showed the Bunny the balls and cubes. And Bunny invites you to jump with him. Physical school Skok-skok, skok-skok, Bunny jumped on a stump. It’s cold for the hare to sit, you need to warm your paws, paws up, paws down, pull yourself up on your toes, put your paws on the side, hop and hop on your toes. And then squat down, so that your paws don’t freeze. (Movements according to the text) Educator: Thank you Bunny, we had so much fun playing! Oh guys, look what's standing here? (on the table the children see a box in which there are many red and yellow cubes)
Yes, this is a box with cubes, but are there many or few of them?
(children's answers)
.
Educator: What color are they? (children's answers)
.
Educator: Let's put the red cubes in the red box. And the yellow cubes go into a yellow box. Children take turns taking the cubes and putting them in the correct boxes. The teacher clarifies what color the child took the cube? What color box should I put it in? Activates the names of colors in children's speech. Praises children for completing a task correctly. Educator: So we put the cubes in their places. The red cubes were placed in a red box. Yellow cubes in a yellow box. Educator: Oh, guys, but Bunny has a basket, there’s something in it, but he forgot what it is, look. Yes, these are balls. Are there many or few balls in the basket? What color are they? (children's answers)
The bunny offers to play the game “One, two, three, carry the balls.”
Game “One, two, three, carry the balls” The teacher says: “One, two, three, catch the balls!” Throws the balls up. Children catch the balls and bring them into boxes of the appropriate color. Teacher in the voice of the Bunny: Guys, I really enjoyed playing with you, but it’s time for me to return to the forest. Educator: Did you children like playing with Bunny? (children's answers)
And I liked it, but it's time for Bunny to leave, let's say goodbye to him.
Children say goodbye to the bunny. The bunny leaves. Literature used: 1. “From birth to school. Approximate basic educational program for preschool education" Edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, 2015; 2. Wenger L.A. Raising a child’s sensory culture from birth to 6 years” - M.: Prosveshchenie 1995; 3. Pomoraeva I. A., Pozina V. A. “Formation of elementary mathematical representations. The second group of early age" M.: Mozaika - synthesis, 2014;

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