Purpose: Secure an account to 4, the ability to compare items;

Teach correlate shape with a geometric figure;

Form spatial relations: right - left;

Secure on time orientation.

Material: Doll Dunno; Image of trees: Christmas tree, birch (from geometric shapes); numbers up to 4 for each child; 4 envelope different color and indicating the numbers (yellow - digit 1, blue - digit 2, red - digit 3, green - digit 4); Pictures S. different times Day (morning, day, night).

Structure occupation

1 Pad: "Locking letter"

Guys, this morning the postman brought us a letter. This is from Locking. Mezno again asks us to help him. He played with the numbers and all of them confused, and how to disassemble them does not know. Let's all together, together help him.

But for this, we need to first choose the path at which we will go to Lekhanka. The path to it is not close, go for a long time. Look in front of us two paths: one is wide and short, and the other is long and narrow. Look carefully and tell me what a path we should go?

Why? (Children choose the desired path.)

Stepping and pronounce words:

We walk each other

Winter forest, white meadow.

Motley coats flashes

In the sky, white fluff flies.

One two three four -

Flew, spoke.

2 part: "We are in the forest"

Look at you came to the forest.

Look to the left and tell me what you see to the left of yourself?

How many Christmas trees do you see?

How did you know?

All Christmas trees are the same in size?

How many big christmas trees?

How many small?

How many wrong Christmas trees?

What color are they?

What geometric figures make a Christmas tree?

Look to the right.

What do you see to the right of yourself?

How many trees do you see?

What geometrical figures is a tree?

How many trees?

A Christmas tree?

What is more - trees or christmas trees?

How much more?

3 PART: "Visiting Lekhanka"

So we came. Hello Dunno! What happened to you here? Look, guys, what a mess is here! The numbers are all confused lying on the table. It is necessary to help minted to disassemble the numbers here on these boxes (there are boxes with numbers on the table).

Take the number 2 and show it to me. What box do you put it on?

That's right, in the one where the digit is drawn.

Take the number 1 and show it to me. Which box do you put the number 1?

Right. Put in the box with a number 1.

Take the number 3 and show it to me. What box do you put it on?

Right. Find and put in a box with a digit 3.

Take the last digit 4 and show it to me. What box do you put it on?

Right, put.

We looked nicely with you. Let's come down on the carpet. A little rest, with numbers you coped, well done, but there is another task with which you need to help minted. It is necessary to help guess the riddles:

Sleep bears and elephants,

Hare is sleeping and hedgehog,

Everything around must be

Our children too? (night)

(a child who answered correctly goes to attach a drawing to the board)

When everyone sleeps?

The sun bright rises

Petushok sings in the garden

Our children wake up

Children in kindergarten are going. (morning)

When all wake up?

The sun in the sky shines brightly,

Children came out for a walk. (day)

When we leave with you to walk, at what time of day?

Well done! We fulfilled all tasks. And it's time for us to go back. Let's say goodbye to Lekhanka. He thanks you for the help and tells you up to date.

4 part: Fizminutka

Bunny, bunny, long-legged

Show home the road.

Bunny answers:

Topney right foot,

Topney left foot

Again the right foot

Again the left foot.

Then come home

5 Part: Let's sit with you on the chairs and a little rest. After all, we are so tired.

Where did we go to you today?

What did we see on the way to do not know?

What did we help disassemble the minor?

What time of day was the riddles?

Let's say with you: We are now well done!

As in the younger group, time orientation develops in children mainly in everyday life. It is important that it is based on a solid sensual basis.
The teacher clarifies the representation of children about parts of the day, tying their names with what children and adults close to them in the morning, in the afternoon, in the evening, at night.
There is a conversation with children in order to clarify their ideas about the days. The conversation can be built about this: first the educator asks for children to tell what they did before they came to kindergartenThat in the morning they did in kindergarten in the kindergarten, which is done in the childhood in kindergarten, etc. He clarifies and summarizes that the children do in each of the periods of day. And in conclusion, says that morning, day, evening and night are parts of the day.
Temporary concepts "Today", "Tomorrow", "Yesterday" are relative; Children are difficult to learn them. Therefore, it is necessary to use the words today as often as possible, tomorrow, yesterday and encourage children to this. The teacher is constantly referring to children with questions: "When did we draw? What have we seen today (yesterday)? Where to go tomorrow?"
The meaning of words is fast - slowly disclosed on specific examples. The educator draws the attention of children to the degree of speed of their movements in the games ("the train goes slowly, then faster and faster"). During the dressing, he praises those who are faster, blames slow; For walks, it compares the speed of the pedestrian and cyclist, car and trains, caterpillars and beetles.




senior group

At the beginning of the school year, children have a senior group and deepen an idea of \u200b\u200bsuch temporary segments, as morning, day, evening and night. The names of parts of the day are associated not only with the specific content of the activities of children and their surrounding adults, but also with more objective indicators of the time - the phenomena of nature (morning - the sun gets up, it becomes very lighter and lighter, etc.). The educator talks with children that when and in what sequence they and their surrounding adults do during the day, about the impressions of the early morning, noon, evenings. He reads the poems and stories of the appropriate content. As a visual material, use pictures or photos where children are depicted in the process. different species Activity throughout the day: cleaning bed, morning gymnastics, wash, breakfast, etc. Refine an idea of \u200b\u200bparts of the day allow didactic games, for example, the game "Our Day".
The variability and relativity of such designations of time, as "yesterday", "today", "Tomorrow" makes it difficult to assimilate them. Five-year children confuse these words. The semantic value of the word data of the teacher reveals, asking children questions: "Where are we with you yesterday? When did we go to the park? What kind of occupation today? When will we have drawing a drawing? " Etc.
For the exercise of children in the use of temporary terms in senior group Widely use verbal didactic games and gaming exercises, for example, "go on!". This exercise can be carried out in the form of a game with a ball. Children get up in a circle. The tutor utters a short phrase and throws the ball. The one who hit the ball calls the corresponding time. For example: The educator throws the ball and says: "We went to the post office ..." "... Yesterday," the child ends the ball, caught the ball. "We had a lesson in mathematics ..." "... today." "We will draw ..." "... tomorrow", etc.
Love the children the game "On the contrary". The educator says the word, the meaning of which is associated with the presentation of the time, and the children pick up the word denoting another time of the day, usually in a contrasting value. For example, the morning - the evening, tomorrow - yesterday, quickly - slowly, early - late, etc.
At one of the classes, the children learn that the day, which in conversation people usually call the Word of the day, are replaced by some others. Seven such days make up a week. Every day of the week has its name. The sequence of the week of the week is always the same: Monday, Tuesday, Wednesday ... The names of the week's days are associated with the specific content of the activities of children ("on Wednesdays we have classes in mathematics and physical education, on Thursdays -..."). Now children are called daily in the morning the current day of the week, and also say what day the week was yesterday, what will happen tomorrow. Periodically, in classes in mathematics, children are offered to call the days of the week in order. Say, what day goes before or after the named. Teacher alternate questions like: "For what days do we have drawing classes? And musical? Where did we go to Wednesday? "
When children learn to count in order, the name of the week's day is associated with its sequence number.
To secure knowledge of the sequence of the week of the week, a verbal didactic game "Days of the Week" can be used. The observation of the change of the days of the week allows children to understand the periodicity, the changeability of time, to reveal the idea of \u200b\u200bhis movement: go days over the day, weeks for weeks.

preparatory Group

Beginning with junior Group, children developed orientation in time. In the preparatory for school, the group consolidates knowledge of such time periods as morning, day, evening, night, week, give an idea of \u200b\u200bmonths, the guys remember their names. Knowledge of standards of time, the ability to establish temporary relations contribute to the awareness of children of the sequence of occurring events, causal relations between them. Orientation intime should be based on a strong sensual basis, i.e., experiencing the duration of time in connection with the implementation of a variety of activities, in different ways emotionally painted, as well as observations of nature phenomena, social life events.
Of great importance is how often children are used in the speech of time periods of time periods, time measures. Continue to fix knowledge about parts of the day and their duration. At the beginning of the school year, it is necessary to clarify that when and in what sequence the children and their surrounding adults do during the day. Pedagogue offers to play the game "Our Day".
It is useful when familiarizing children with difficulty people of different professions to show, at what time of day they work. To do this, you can use direct observations of children, reading books, as well as didactic games "Who works during the day?", "Traveling in the evening", "Travel at night." Playing these games, the children pick pictures of the appropriate content or call those who work at certain hours of day: in the morning, in the afternoon, in the evening, at night.
Consignment of children that the day that people are usually called the Word of the day are replaced by others and have their names, 7 days constitute a week. The sequence of days of each week is always the same: Monday, Tuesday, etc. Daily in the morning, children call the current day, as well as the previous and subsequent.
It is important as often as possible to encourage children to establish temporary relations, to the use of words tomorrow, today, yesterday, first, then, before, after, before, before, after that.
When making stories from experience, the tutor follows the accurate transmission of the sequence of events, explains the meaning of temporary relations. It is essential for understanding both the logic of temporary relations and the events themselves that children are observed or about which they tell. Yet more important It has the use of verbal gaming exercises "Days of the Week", "Keep!", "On the contrary". Children complement the phrase launched teacher, pick up the words of the opposite value (morning - evening, first - then, quickly - slowly, etc.), determine that longer: day or week, week or month, month or year.
Children preparatory group Meet the name of the current month, they gradually remember the names of months, the order of their follows. Fast memorization is facilitated by reading book S. Ya. Marshak "Twelve months". It is important to raise a sense of time in children, that is, to develop the perception of the duration of time segments, an understanding of the irreversibility of time. Only on this basis it is possible to teach children to appreciate and protect the time: to regulate their activities in time, i.e., accelerate and slow down the pace of work, to finish work or the game on time. In connection with these children, it is necessary to accumulate the experience of perceiving the duration of time segments. The educator should help them imagine what exactly can be done for this or that time segment, and finally, to learn everything on time.
The teacher constantly focuses the attention of the guys on how much time is given to a particular case, for example, how much time they can dress or undress, draw, play how many minutes left until the end of the classes, etc. Every time they indicate when the time has expired, encourage Those who finished work on time.
A developed sense of time helps children become more organized, disciplined.

Summary of mathematics

Outcome exercise on the FMP in the middle group "Golden Key"

Zagloadadinova L.A., Educator MBDOU №80 "Ratchonka" of Naberezhnye Chelny RT

Software tasks:

1. Summarize the knowledge gained. Secure skills throughout the material traveled: the number and account within 10; ability to compare items largest, orientation in time and in space; to distinguish geometric figures.
2. Develop the perception and presentation of children through the accumulation and expansion of sensory experience. Develop a clear-effective and visual-shaped thinking due to learning techniques (analysis, synthesis, comparison, generalization, establishment of causal relationships).
3. Rail interest in mathematics, and the desire to work in the team.

Software content:

1. Fasten a direct account within 10, knowledge of numbers within 10, denote the number of items.
2. Continue to form spatial views, the ability to navigate the sheet.
3. To continue to teach children when comparing two items to allocate the length parameter, widths, heights, to use the words "longer - shorter", "above - below", "wider - already".
4. Fasten the ability to distinguish and call geometric shapes (Circle, Square, Triangle, Cube).
5. Fasten the knowledge of the number.
6. Fastening knowledge in time of day and distinguish them.
7. Develop logical thinking, attention, memory.

Materials for the lesson:

Demonstration - Forest Polyanka depicting apples, hedgehogs, mushrooms and Christmas trees, set of numbers, geometric shapes, house, golden key, "bumps" with numbers from 1 to 10, lock, two cleans, small geometric shapes, sheets of paper.

During the classes

Educator: Oh, guys, Pinocchio came to our kindergarten. He is very dispersed and asks for help. He lost his golden key.

Pinocchio: "Guys, help! The tricky Lisa Alice and the Basilio cat kidnapped the golden key and hid it. "

Educator: Well, that guys, help Pinocchio find a golden key.

Children: Yes.

Educator: Well, then on the road.

Educator: We came to forest Polyankalet's consider it better (Before children poster with a painted clearing, on which mushrooms, apples, hedgehogs, ate) are depicted). What is there on it?

Children: Apples, hedgehogs, mushrooms, ate.

Educator: Let's consider them and select the necessary numbers.

Children consider and pick up the necessary numbers.

Educator: Is there a key in the meadow?

Children: Not.

Educator: Then it's time for us to go further.

Children move in their places.

Educator: And ahead of the swamp. Go through the swamp only on the bumps on which the numbers are written. Walk we will continue to go from 1 to 10.

Children walk along the bumps and believe.

Educator: Well done, moved to the other side.

Let's take a little rest.

Times - climb, pull up

Two - bend, get risen,

Three - in your hands three cotton,

Head three nodes,

Four - hands wider,

Five - to wave,

Six - squatting sit down.

And there are two clearing ahead. Let's look at and compare them.

Children view objects in the glades and compare them in magnitude.

Children: On the first glade the river is wide, and on the second narrow.

On the first glade, the fence is long, and on the second short, etc.

Educator: Guys, and on this glade there is a golden key?

Children: Not.

Educator: Guys, and on this clearing it is waiting for another task what is "day". I will read the poem, and you will show a circle with the part of the day I read about.

(For the first part of the poem, children show a yellow circle, on the second part of the color, on the third - blue, on the fourth - purple)

"Day"

In the morning the sun gets up,

Sleep guys does not give!

Well, kids, raise,

Check, wash away,

Dress carefully

And for breakfast, take.

At noon, the sun in Zenith,

He has rays like a thread,

Earth generously warmed

They are invited to dine everyone.

We say the proverb:

Log day to the evening when there is nothing to do.

Well, in the evening, guys,

Everything wipes coolness,

Sun rest is also needed

And the guys are a delicious dinner.

At night in the sky - Moon,

Very strict she:

Watch - all

Lit down in bed?

Close your eyes

Let you dream of fairy tales.

Close the eyes

Good night everybody!

From morning to morning

The day knows the defortion.

Educator: Guys, and now I suggest you independently decompose the parts of the day in the right order.

(Children perform the task, starting to lay color circles from left to right since "Morning" and ending "at night")

Educator: Well done, everyone coped with such a difficult task.

Educator: Then way. And there is no road ahead. We need to go back and again go through the swamp. But now we will go in reverse order from 10 to 1.

Children walk along the bumps and consider in the reverse order.

Educator: Guys, the track led us to the house. In this house and hidden a golden key, but on the door weighs the castle. The lock will open if we handle another task.

Educator: puzzles:

How many bagels in the bag

Did you put a cockerel?

Two. But Grandfather dadim

And remain: (one)

Three bearings on the apiary

They played hide and seek at the barrel.

One in the barrel barely got.

And how many were killed in the forest? (two)

Four hare went from school,

But suddenly the bees attacked them.

Two bunny saved barely,

And how much did you do? (two)

Two roses Masha Ripped,

As a gift, Mom brought.

Sorvi also give

You are not two mom, but: (three)

Five puppies in football played,

One home called -

He looks out the window, believes

How many are they playing now? (4)

Educator: Well done boys! Look, the castle opened, and behind the door is really a golden key. You correctly fulfilled the tasks and helped Pinocchio find a golden key. What did you like most in our journey? And what seemed to you the most difficult?

Software content:

Formation of time concept. Expand representations about parts of the day (morning, day, evening, night). Learn to use these terms in speech.

Exercise children in account up to five. Fasten the ability to lay out objects right hand from left to right. Continue to exercise children in establishing a relationship "equally" using applications. Develop memory, attention, speech.

Rail in children care for loved ones.

Material:

Demonstration material:

Clock with pictures of parts of the day

"Stars" for playing, 5 chickens and 5 chickens.

Handout:

Two-band cards, bunnies and cabbage 5 pieces for each child.

Structure occupation

Children from the locker room are held in the group and sit on the chairs, placed by a semicircle.

Educator: Today I will introduce you to a clock that they say when to sleep when you get up when you start working. And there are interesting pictures. Is not simple hoursThey show parts of the day.

(tick hours)

Arrow, arrow bother,

Time of day.

(The arrow stopped on the part of the day - Morning)

Educator: What is drawn here? (bunny wakes up)

What is the time of day?

Children say that the picture is depicted in the picture, the bunny wakes up.

Educator: Yes, correctly depicted morning, bunny wakes up.

(Turn on the root record)

The teacher shows a toy cockerel or picture
with his image and reads Lesk:

Cockerel, Cockerel,

Golden scallop,

Oil head.

Silkova Borodka,

What do you get up early,

Do you not give to bed?

"When do children wake up?" - Interested in the teacher and shows a picture with the image of a cockerel sitting on the fence on the background of a rising sun.

The educator draws attention to the four chickens located at the top of the flannelhemph: "Who else wakes up with a root? How much is the church? "

The educator causes a child, asks to calculate the chicrics and arrange as much chickens at the bottom of the flannelegraph: "How many chickens? How many chickets? What can be said about the number of chicken and chickens? Another chicken was woken up and ran to four chickens (attaching another chicken on the flannelph). The chicken has more than chickens? "

The teacher considers the chickens and asks: "How many chickens? (Believes with children.) How did five chickens come? How many chickets? Five quarrels and four chicken - compare who is more.(Five chickens are more than four chicken.)Four chicken and five chickens - who is smaller.(Four chicken less than five chickens.)What number is more: five or four? What number is less: four or five? Make so that the chiches and chickens will equally equal: five. "

The teacher clarifies how 5 chickens turned out.(1 chicken added to 4 chickens.)Then restores the inequality and proposes to make equality by outbreak. ("How else can it be done so that the chicken and chickens become equally?")

Good morning! Patriotic birds

Good people, get up with bed

Hiding all the darkness in the corners

Good people go on business!

Educator: Tell me, what do people do in the morning?

Children say that when people stand up in the morning, they are sink, the bed is charged, they make charging, breakfast.

(tick hours)

Arrow, arrow bother,

Time of day.

Educator: What is drawn here guys?

Children say that the picture shows that the bunny rejoices the sun.

Educator: And when does it happen?

Educator: Ding - Diena, Ding - the Diena has come a wonderful day! The day is the lightest time of day. It is at this time that people try to make serious and important things. What do we do during the day?

Children answer that during the day they play, draw, sing, read, walk, are engaged.

Educator: Let's play the game"Not mistaken."

The educator clarifies the names of the geometric shapes posted on the flannelhemph (circle, square, triangle, rectangle), and offers to play.

The educator shows the geometric shapes in a different order, and the children perform the appropriate movements: the circle - jump, the square - clap your hands, the triangle - squatted, the rectangle - walk on the spot.

Educator: While we played dinner time come! Our bunny was also hungry. With him, together were hungry and encouraged.

Guys, go to the tables. Each of you have a card.

Put four bunny on the upper strip. Left hand hold the card, and I consider it right to be right. How much do we do?

Children answer just four bunny.

Educator: How many bunnies do you have Vova? Do you have Katya? Nastya you have how many bunnies?

The teacher listens to the answers of children.

Educator: Take one cabbage kochan and give the first bunny. Did you feed all the hares?

Children answer that not everyone! The rest of the bunnies remained without cabbage!

Educator: Guys, give every bunny on the kochan cabbage. Each bunny was enough? No one offended? Another bunny came running. Five bunnies and four cabbage kernels - compare which less (Four Kochan less than five bunnies)What number is more: five or four? What number is less: four or five? Make so that the bunnies and cabbage become equally. How many bunnies and cabbage are now? "

The educator clarifies in children how to equalize objects and the formation of the numbers received.

Children answer that the cabbage and bunnies are equally row. Move the cards, go out of the table and are suitable for the clock.

See soon

Tick-like, tick-so, tick-so!

Left times right times

Tick-like, tick-so, tick-so!

(Fizminutka)

(tick hours)

Arrow, arrow bother,

Time of day.

Educator: What is drawn here?

Children answer that a bunny is drawn in the picture, which is watching TV.

Educator: What is the time of day?

Children answer that evening.

The sun is sad to sit down,

Stars ignite,

On the grass of dew lies

The evening begins!

What do people do in the evening!

Children answer that in the evening people return home from work, dinner, watch TV, spread the beds and preparing to sleep!

Educator: And who in the evening, before going to bed, sing a lullaby song?

Children answer that in the evening, in front of bedtime, their parents sing their children to sleep tightly, and they had good dreams.

Evening - sun sits down

All calls to calm down.

Wants to see in silence

"Good night, children!"

Educator: Guys, let's sing the lullaby song to our dolls.

Under audio recordings, the guys sing a lullaby song to the doll.

(tick hours)

Arrow, arrow bother,

Time of day.

Educator: What is drawn here guys? What time of day?

Children answer that the picture shows the night.

Educator: Guys, what do you do at night?

Children tell that at night they sleep.

Educator: That's right, at night, children and adults relax, because they worked, studied, engaged in affairs - tired! And only the stars wink fun to each other!

The game "Find yourself a couple."

Night has come. It became dark. Grilled asterisks in the sky.

Children take one asterisk and begin to move to the music. Morning came. It became light. At the end of the melody, they find a couple of themselves: a child with an asterisk of the same color and form a gate, holding hands and ending with each other. The game is repeated.

Educator: So we met with all parts of the day. Let's call them.

Children together with the educator call part of the day.

Morning afternoon Evening Night -

Survived a day away

To do not regret

You need to take care every hour,

So that time to dance,

Play with friends

And help of course mom!

Tick-so, tick-like

We know the day we are like this!