Kristina Konova
overview classes with Dienesh blocks in the middle group" Lunar Guest".
GOALS: Development of logical thinking and mental functions, formation of thinking skills and abilities, training children's attention, memory, perception.
Integration of educational regions: "Cognition"(FTsKM, (formation of elementary mathematical concepts, "Physical culture", "Communication", "Reading fiction", "Socialization".
Program tasks:
To promote children’s ability to identify only one property (color, shape, size, thickness, compare, classify and generalize objects according to each of these properties.
To develop in children the ability to operate with one property (identify and distinguish one property from another, compare, classify and generalize objects).
To develop the ability to operate with two or even three properties.
Teach children to take an active part in recreating the silhouette in modeling games based on a model. Practice counting by ear within 7.
Continue to teach children to generalize objects by shape, size, color. Develop the ability to help each other and those in trouble.
Material: hammer, numbers from 0 to 7, 3 hoops, typesetting canvas, "Logical Dienesha blocks",screen, laptop, video:soft toy Luntik, Moon; recording the sound of a rocket taking off; candies - sea pebbles.
Stages. Description of the stages.
Stage 1. "Let's fly to the moon on a rocket"
What do they use to fly into space? (on a rocket). Do we have a rocket? (No). But we have geometric shapes. Let's make rockets from these figures (each for himself).
Stage 2. "Guessing the Code"
Guys, our rockets won’t start unless we guess a special code, and this code is encrypted, listen carefully and count the blows of the hammer. And so, attention! We listen silently and count to ourselves.
Stage 3. "Help Luntik"
Let's help Luntik clear the planet of stones. To do this you need to go to the blue crater (hoop) put all the blue figures, and all the circles in the green. We approach one by one, take the stone, name the color, shape, size and say where this stone should be placed.
Our rockets are ready to fly. And now we are with you, children,
We're flying away on a rocket.
Five, four, three, two, one!
(The sound of a rocket taking off)
V. Let's fly! (children get up, and one after another leave the tables, and stand in a large circle, inside of which there are two hoops of different colors, “Logical games” are scattered around Dienesha blocks")
Here we are. We are on the Moon.
Guys, a lot of stones coming from outer space are falling on this planet. Look how many there are!
How are they different? (Color, shape, size, thickness)
Well, guys, let's help Luntik clear the planet of stones. To do this, you need to put all the blue figures in the blue crater, and all the circles in the green one. We approach one by one, take the stone, name the color, shape, size and say where this stone should be placed (I take a big circle and put it in a green hoop, etc.)
Q. Look, was the task completed correctly? (Yes)
Okay, now tell me what shape of stones we have inside the blue crater (inside the blue crater are all the blue figures, etc.)
And the stones, what shape, color and size remained behind the craters (children call).
In order to keep it clean, let's remove all the stones that remain outside into the red crater. (All children clean up)
V. So everything was removed. Now it's order! Well done!
Guys, did you like our trip? (Yes)
What we did during our trip (They helped Luntik clear the planet of stones).
Well done! - Luntik was very pleased. And he prepared a surprise for you, but already on Earth.
V. It’s time for us to return, to our places, my friends!
Starship, starship,
Let's take off.
Returned from flight
We landed on the ground.
Q. Our rocket made a soft landing. Let’s remember what tasks we completed, what interesting and unusual things happened to you.
(Children's answers)
Q. Guys, what planet do we live on? (Children's answers)
The teacher reads a poem. I love you, my Earth, -
Planet of Life - Blue.
Your poplars whisper to me,
how beautiful you are, dropping fluff.
You're all alone under the sun
keep the treasures of the sea,
open spaces of fields; mountains country
gray peaks beckon.
The moon, your companion, no matter how small, -
storm of ebb and flow.
Without further ado, she was able
shorten your run, gusts.
The flourishing of all life on earth -
water has healing power.
From steam, ice in pitch darkness
you brought water back to life.
You can't count your lakes and rivers,
There are no paths to be found in the taiga.
And your master is a man,
makes his duel with fate.
(Luntik - a toy appears)
Guys, for your help provided to me, I brought you a treat! These colorful stones are very tasty and sweet; my mother always buys them for me in the store.
Thank you guys for helping to clear my planet of stones. Goodbye.
Lesson summary on FEMP in the middle group
using Dienesh Blocks.
Subject:"Journey to the Land of Geometric Shapes"
Target: consolidate children's knowledge of geometric shapes and the ability to work with Dienesh blocks.
Tasks:
Learn to name geometric shapes, describe their properties according to 3 characteristics (color, shape, size);
Practice forward and backward counting within 5, and quantitative counting;
Accustom to use words in speech that characterize quantitative and spatial relationships;
Develop attention, the ability to analyze and compare objects according to independently identified properties, and generalize;
Continue learning to act according to the teacher’s verbal instructions;
increase the cognitive activity of children due to the attractiveness of the learning process, its emotional motivation, and plot content;
To foster friendly relationships, a sense of responsiveness, and a desire to help the cartoon character.
Vocabulary work: poster, geometric shapes, mysterious, travel.
Bilingual component: bear - ayu, hare - koyan, mouse - tyshkan, cat - mysyk.
Equipment: « rocket », combination lock, diagram of a fairy-tale city, “flower meadow”, red and blue hoop, Dienesh blocks for the game “Settled in the House”, toy crow, trees for the mysterious forest, geometric shapes for the fox and the bear, game “Treasure Hunters”, poster for the fairy tale “Adventures” Pinocchio."
Progress of the lesson:
1. General circle:
Hello my friends! I'm very glad to see you.
Let's stand in a circle and rejoice at this day, the meeting of friends and guests.
Game: "Clap, hello"
Children stand in the middle of the group clap their hands and put their palms to the neighbor’s palms with the words:“Clap, hello!”
2. Main part:
Guys, I want to invite you on an exciting journey. Ready to travel?
How can you get there quickly? (on a rocket)
Take your seats (children have blue and red emblems on their chests)
So, the rocket is ready for launch, count from 1 to 5, and off we go.
(children’s hands above their heads “house”, exhale ooooh).
It’s interesting to know what country we found ourselves in? In the land of geometric shapes. Oh, what is this, look, what do you think happened? (children's answers)
The phonogram “Tail by Tail” sounds
Children, who is singing this? Why is Leopold the Cat so angry? So who chewed on these figures? (Mice)
We need to do something, let's quickly go to the land of geometric shapes. Oh, look, there’s a big lock at the entrance, how can we open it?
Game "Combination lock"
Which figure is extra, why?
(they opened the lock and found themselves in the land of geometric shapes)
Look how interesting and beautiful it is in a fairyland.
(The phone is ringing. The teacher picks up the phone)
“Yes, I’m listening to you. Is this Leopold the cat speaking? Okay, I'll talk to the guys) ( hang up).
Guys, Leopold the cat needs our help; He was invited to the cinema and sent a poster for a fairy tale, and the harmful little mice cut this poster into pieces and scattered them throughout our group. Can we help you find a fairy tale poster?
Look, this is what remains of the poster. In place of the empty squares there should be parts of the poster, and we will find them after we complete all the tasks of the mice. What task do you think we will start with? (from 1), why?
Search with your eyes in our group number 1.
Task 1. We ended up in the “Fairytale City”
Where does Little Bear live? (ay)
Where does the Hare live? (koyang)
Where does Leopold the cat live? (mysyk)
Where do mice live? (tyshkan)
Well done, you completed the task, let's find part of the poster here and use a magnet to glue it to place (Which?) No. 1.
Number 2 – task No. 2. We got to the "Flower Meadow"
Look, the harmful little mice have done a mischief here too, scattering all the flowers from the colorful flowerbed. Let's put some flowers in the flowerbed.
Team blue - collects blue flowers and places them in a blue hoop;
Team red – collects round flowers and places them in a red hoop.
Where will we place the rest of the flowers? (to the general part). Why? (because they are not red or square).
We found part of the poster and placed it on number 2.
Number No. 3 – task 3 “City of Masters”
Children sit at tables according to the emblems.
Individual work with Dienesh blocks – game "Settled Houses"
Part of the poster No. 3 - in its place
Number 4 – task 4 “Mysterious forest”
So the white-sided magpie has arrived, look, she brought something. (in the beak there is a bag, there is a letter):
I'm a clumsy bear
Cheerful and shaggy,
He lived quietly in the forest,
I was friends with the little fox.
And the evil sorcerer once
He destroyed us all.
You guys. Help
Collect us from figures!
Here is a photo of a bear and a fox.
I invite girls to collect a fox, and boys to collect a bear. Walk around, look for shapes and match the animals to the pattern.
Well done, you've broken the spell on the animals.
Count how many figures are there in the image of a bear, which figures? And the chanterelles? Well done!
Part of the poster No. 4 is in its place.
Number 5 – task No. 5 “Treasure Diggers”.
The last part of the poster was hidden under one of the figures. You must use the diagram to find it.
The entire poster has been restored.
What is the name of the fairy tale to which Leopold the Cat was invited? (the adventures of Pinocchio). We will take a photo of the poster and send it to Leopold by email. Well, it's time for us to return to kindergarten.
Take your seats in the rocket, count from 5 to 1 - let's fly (oooh).
3. Result, reflection:
Did you enjoy the trip? What was interesting? What was difficult?
4. Palming: you have become kinder, smarter, more friendly.
I know for sure that each of you has a kind, sympathetic heart, and you will always come to the rescue in difficult times. Well, Leopold the cat, for helping him put together the poster, has prepared a treat for you. (candies)
Responsible parents come up with interesting tasks for their baby, using numerous teaching aids - both purchased and made with their own hands. Among the favorites that help not only to have fun, but also to improve math skills and develop logic are games for children with Dienesha blocks. They can be safely used in working with preschoolers from 2 years old and primary schoolchildren (up to 10 years old).
Purpose, objectives of the methodology
Dienesh blocks are a set of 48 figures aimed at developing children's logic. The set is complemented by cards on which properties are presented in schematic form, as well as the negation of properties.
The purpose of the technique is to develop mathematical abilities in children of preschool and primary school age.
The tasks of using Dienes content blocks are varied:
- development and improvement of the ability to analyze the shape of objects;
- improving the ability to compare objects with each other according to one or more parameters;
- development of imagination and creativity in children.
Classes develop perseverance in children, the desire to solve a given problem, help them gain faith in their own strength, the desire to think, make decisions, and guess.
How to develop the most significant areas for a child in 20-30 minutes a day
- Three ready-made scenarios for comprehensive developmental classes in pdf format;
- Video recommendations on how to conduct complex games and how to create them yourself;
- A plan for creating such activities at home
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History of creation
A wonderful guide for the development of mathematical skills, thinking and imagination appeared thanks to the works of the Hungarian researcher, teacher and mathematician Zoltan Dienes, who set out to make the comprehension of exact science as exciting as possible for children. The basic principle of the methodology is as follows: learning should not be carried out in a boring form, when the child has to listen carefully to explanations and then repeat after the teacher, but in the process of an exciting game that gives rise to the development of the ability to think independently and show imagination.
Dienesh studied the specifics of cognitive processes in preschoolers and identified a pattern - children master numbers and simple arithmetic operations well, but understand abstract categories very poorly. Kids try to find the answer using a ready-made template, which does not always work out. Therefore, the teacher came up with such a manual in which familiarization with the most complex concepts occurs in a visual form.
In a simple and understandable form, while having fun, a small child gets acquainted with abstract categories and concepts, which will be very useful to him both at school and in later life.
Now, choosing a suitable game for your baby, regardless of his age, will not be difficult. You can purchase one of the albums, activities with which will be very interesting for preschoolers (this is an album for the youngest - children 2-3 years old, “Let's Play”, “Let's Make Nonsense” and so on).
Best age
Children of different age groups can practice with Dienesh blocks.
- The youngest children - from 2 years old - can use the elements of the set as substitute objects and play simple, exciting games (for example, “Feed the Animals”).
- Secondary preschool group. With the help of colored figures, children can build various pictures, using ready-made diagrams or using their own imagination.
- Senior preschool group. Blocks are a great way to improve math skills, learn to count, and gain the most important concepts of “more” and “less.”
- Primary school. Numerous classes with Dienesh blocks will allow you to work through issues that you couldn’t figure out in class in a fun, non-boring way, as well as consolidate your knowledge and improve your ability to think logically.
Each age has its own exercises that will be interesting and accessible to children. Parents can use ready-made options from the file cabinet or come up with something of their own.
Positive Impact
Let's consider what areas in a child's development are affected by the use of this teaching aid. There are several of them:
- memory;
- thinking;
- imagination;
- ability to think logically;
- attention;
- analytical skills;
- perseverance, the desire to cope with the goal on one’s own.
Regular use of Dienesh blocks also promotes speech development. The child’s active vocabulary gradually begins to include abstract words, adjectives denoting colors, sizes, and shapes. The baby's responses become more complex, he begins to provide evidence of his thoughts, as he has learned to think logically.
These are the benefits of using Dienesh blocks. However, it should be noted that the methodology is somewhat one-sided, which is aimed primarily at developing the child’s mathematical abilities. Therefore, parents should figure out what other benefits they will use.
How to use blocks?
The set, intended for didactic games, includes not only the blocks themselves (48 geometric shapes), but also albums and descriptions of games that can be used in organizing activities with children.
The figures themselves differ in several parameters; there are no identical elements:
- There are several colors: yellow, red, blue;
- the shape of the blocks is triangle, square, circle, rectangle;
- The sizes are also different, the elements can be both large and small.
- thickness: thin and thick.
Didactic games with Dienesh blocks are varied, and the use of one or another of them depends on the age and abilities of a particular child. Moreover, modern teachers advise paying attention specifically to the child’s development: some children may begin to master new knowledge much earlier (or later) than their peers, but there is nothing unnatural about this.
The creator of the methodology suggested relying on several stages of working with the manual.
- Free play. There are no established rules here; the child comes up with them himself. This is how the first acquaintance with the world of mathematical figures occurs.
- Play by the rules. Parents explain what needs to be done, the child’s task is to repeat. For example, “repeat the pattern” - the child must put together the finished version shown in the picture from the figures in the set.
- Math games.
- Getting to know numbers.
- Using Dienes blocks to perform early arithmetic operations.
The transition to a new stage should be gradual, occurring at a time when the child is ready for it.
Games with kids
Dienesh blocks can be used from the age of 2 years, but the average age when children begin to develop interest in them is 3 years.
The following exciting and useful games can be included in the schedule of the little ones.
- Distribution of figures into groups. The simplest task is to arrange the elements of the set into piles depending on color. Then the task becomes more complicated, the parent asks the child to group elements of the same size and shape. Next - even more interesting: now you need to find, for example, a yellow triangle among the elements.
- “Find the same one.” The parent shows the child a certain figure, for example a blue triangle, and asks him to find a similar element from the set, for example a triangle of any other color or some yellow element. The “Find another” task is performed in a similar way, but now the child’s task is to find a different figure (of a different color, shape, size).
- Games with albums. To do this, you need to purchase or download special colorful pictures on the Internet that depict flowers, animals, cars made from geometric shapes. The child will need to understand which element of the set should be attached to the picture (for example, a circle is a car wheel or a flower petal), decide on the color and size and complete the drawing.
- "Let's feed the animals." A great game for kids that will teach them how to sort figures into groups. The parent creates a kind of zoo by seating toy animals at the table. Next he gives the task - to feed them, using elements from the set as food. But each of the inhabitants of the menagerie eats only his own food (for example, the lion cub likes red figurines). The child’s task is to feed the animals. The tasks should be gradually made more difficult. After some time, the lion cub should fall in love not just with red elements, but with squares.
- Construction. This is a very interesting game for children 3-3.5 years old, allowing them to develop their creativity. Parents ask the child to create a house, a piece of furniture, a ladder - the child constructs the proposed options.
To gradually complicate the task facing the baby, in the first stages you can allow him to use a diagram with ready-made options, and then invite him to dream up or try to remember. Both will be useful for gaining critical skills.
The “Continue the Row” activities are also very interesting, as they help develop logical thinking. The optimal time to start training is from 3 years old. Parents can offer a variety of tasks.
- Lay out a simple “chain” of red, yellow and blue elements on the table and invite the child to continue the row. His task is to distribute the colors in the correct sequence.
- Invite the child to continue the chain in such a way that there are no identical figures nearby (for example, the circles are not located one after the other, the red elements are not next to each other).
- Come up with a row yourself so that next to each other there are figures of the same size, but different in color or shape.
Such tasks will help you learn to identify the properties of figures and carry out analysis.
Activities in middle preschool age
At 4-5 years old, you can continue working with didactic games that will help children develop initial mathematical skills and prepare them for targeted training at 6-7 years old. Parents can offer children several exciting activities.
"Shop"
Mom or dad sets up a store in advance, where the goods can be toys, sweets, fruits, etc., and also gives the baby certain figures from the set that will serve as money. Each of the goods in the “store” has its own cost (which is also represented by one of the figures). The child’s task is to figure out what exactly he can afford and make a purchase.
Gradually, the selection criteria may become more complicated - for example, a bear will cost not just a triangle, but a large red one or two small ones - blue and yellow.
You can play “Shop” with several children, it will be much more interesting for them.
“What has changed?”
This educational math game will not only help improve your preschooler's memory, but will also be an excellent way to develop thinking in a fun way.
A certain sequence of figures is laid out in front of the child, he must remember it.
There are two options for the game.
- One of the figures is removed, the preschooler’s task is to remember the sequence, figure out which element is missing, and return it to the wrong place.
- One figure is replaced by another, the child must see the change and restore the original row, correct it.
You can gradually complicate the task by swapping several blocks or including 2-3 new figures in the sequence at once.
"Second row"
This is an effective training in analytical thinking. To work, you will need several figures from the set.
- The parent lays out a certain row of blocks, for example blue and red circles. The child’s task is to guess that the yellow circle should be next and report it.
- The second option is that the adult creates another sequence, for example several figures of the same color, the child must realize that the next element must also have the same color and continue the series.
There is no need to prompt, the preschooler must carry out the analysis himself and guess which figure is next.
"We're moving into the house"
To work, you should prepare an image of a house that will have several rooms. In each room, you should draw those figures that “live” there, as well as those that should not exist (for this, an element, for example, a circle, is drawn and crossed out). The child is required to “place” the elements of the set in the “rooms” intended for them.
Assignments for the senior preschool group (5-6 years old)
"Let's decorate the Christmas tree"
You should prepare the Christmas tree with your own hands in advance: cut it out of green cardboard or draw and paint it.
The adult also prepares hint cards, which depict the figures themselves, painted in the colors of the blocks, with a number next to them - how many elements should be placed on the Christmas tree in the form of a decoration. The child’s task is to understand the diagram and correctly decorate the Christmas tree using the figures from the set.
Classes with areas
Such games help to form an initial understanding of sets. For a math lesson, you should draw two circles on a piece of paper - sets that do not intersect each other. The child needs to place blue figures inside one of them, and red ones inside the other. The yellow elements remain outside the space. This exercise will help explain to a preschooler what “inside” and “outside” are.
When the exercise becomes successful, the task becomes more complicated: now two sets intersect, blue figures are placed in one circle, and yellow ones in the second. The child’s task is to guess what should be in the intersection area. These can be elements of different colors, but of the same size and shape, for example triangles.
To develop logical thinking, you can formulate tasks with the particle “Not”. For example, say not “Place blue squares in the circle,” but “Place neither yellow nor red squares in the circle.”
Complicated chain
A similar exercise has been discussed before, but older children should be offered a more complex option. The parent asks to create a chain such that neighboring versions of the figures have a similar feature:
- The yellow circle is placed first;
- the second figure can be a circle of any other color or yellow, but a triangle or square.
This creates a chain. When the exercise is easy and without problems, you should ask the child to come up with a sequence so that its elements are completely different from each other:
- yellow circle – first figure;
- the second should not be a circle or any yellow shape. For example, a red triangle.
- the third element of the row is not a triangle and not red.
The more elements a preschooler includes in the chain, the better.
Further, the task becomes even more complicated - the parent determines the number of figures, for example six, places the first element and the last, the child is required to arrange the blocks in such a way that a complete row of elements is obtained that do not coincide with each other in all respects.
Before offering such a task to your child, you should check for yourself whether it has a solution, that is, parents must first collect the entire series.
Classes with Dienesh blocks will help prepare a preschooler for entering first grade, develop his intellect and creativity. Regular exercises help improve logical thinking, independence, the ability to analyze, compare and contrast. In an accessible form, children receive information about the most important complex categories - color, size, thickness, shape, as well as an idea of the variety of objects, the huge number of options that can be put together from them.
Plan and outline of mathematics lessons in the middle group
Traveling with Mickey Mouse to a magical land
Program content
1. Develop in children the ability to classify and generalize shapes according to three properties (color, shape and size).
2. Practice counting objects from a larger set within six.
3. Practice counting within six.
4. Strengthen children’s ideas about geometric shapes.
1. Learn to name geometric shapes and describe their properties.
2. Accustom to use words in speech that characterize quantitative and spatial relationships.
1. To increase the cognitive activity of children due to the attractiveness of the learning process, its emotional motivation, and plot content.
2. Develop perception, attention, the ability to analyze and compare objects according to independently identified properties, and generalize.
3. Develop combinatorics and spatial thinking.
4. Continue to teach how to act according to the teacher’s verbal instructions.
Methodical techniques
Depositing a parcel from Mickey Mouse
Reading a letter with an invitation to a magical land.
Flying on a magic carpet.
Problems No. 1.4
On the doors to the hall there is an image of a castle with 4 geometric figures, one of which differs in color and size. Children are asked to find the extra figure on the combination lock and open it.
Children find themselves in the city of Geometric shapes.
Task No. 1
On the floor is a schematic representation of a city of geometric shapes: a logical tree is laid out using colored ribbons. Dienesha blocks are divided by size, color and shape. Under each block there is a picture of an animal.
Children are told about the principle of classifying figures, the symbols of their properties, then they are asked to find a block house using the named properties or name the properties of the specified block themselves.
Children go to the City of Masters. They are met by Palochkin-Schitalochkin.
Fizminutka:
Children float on a boat on the river, do tilts.
Children sail into a mysterious forest and meet Magpie with a shiny bag in his beak.
Problem 3.4
In the bag there is a letter from a bear and a fox with a request to collect them from the figures that the evil sorcerer scattered throughout the forest, ready-made images of animals. 2 magnetic boards.
Children collect figures, classify them by color, place them in a row on a magnetic board, count the number of figures in the “photo” and on the board, and make up images of a bear and a fox.
Summary of the lesson.
Analysis of children's work on behalf of Mickey Mouse.
Flying on a magic carpet to a kindergarten.
Lesson notes
The teacher brings the package to the group. Children play on the carpet.
Mickey Mouse sent us a package! And there is also a letter in it.
Let's read it:
“Guys, I invite you to visit me - a magical land. I will show you a lot of interesting things"
Shall we accept Mickey Mouse's invitation?
Let's stand up, take hold of the magic carpet, and say the spell:
Oh magic carpet!
Take flight!
Music - let's fly.
We fly over the city, we fly over the fields. We hold the carpet tightly. We might fall if we let him go.
They approach the music room.
Here we are in a magical land. Let's carefully place the carpet next to it.
Oh! There is a lock on the door. Magic.
Probably, to open it you also need to say a spell. But Mickey Mouse didn’t write anything to us.
Let's think about how to open it?
*children's suggestions.
Let's take a closer look at the lock. What is drawn here? And in one word?
Let's think, perhaps you need to click on some figure to open the lock? Which one?
How are these figures different? What figure is missing here? Not like everyone else?
*Extra small figure! All the figures are large, but this figure is small.
What figure is this?
*Little red circle!
Or all the figures are yellow, and this figure is red. It is different from others in color. And what else?
* Size. She is small, but the other figures are large.
Press, Katya, quickly!
Now the door has opened!
Enter a magical land! And here comes Mickey Mouse!
M: Hello guys! What a great fellow you are for being able to open the door to a magical land! You guessed it! You will probably be wizards.
M: I want to invite you to the city of geometric shapes.
Why do you think this city is called that?
What do you see here:
Look, this is the main road in this country. (Points with a pointer) And to the right and left are districts. What kind of figures do you think this area (on the right) is in?
Small or large? (shows a symbol: small, then large)
We are now in the area of small figures. Like any city there are streets. The streets have names. There are even signs here:
What street is this? Color?
*Blue, yellow and red.
Let's now go to the area of large figures. Where is the red street? Blue? Yellow? Show the sign on the yellow street.
There are houses on every street and each house has an address. What figure is this? All houses are different geometric shapes. If they stand in the area of large figures, what size are they all?
*big!
There are figures on the red street - what color are the houses?
*red.
And on the yellow one? Blue? (I show with a pointer)
And who lives in these houses? Want to know? Listen, I'll tell you.
Sasha, find me a round house, it’s on the yellow street in the area of big houses. Where is this house?
Pick up this figurine. Who lives there?
Close the house and let him rest there.
And now, Anechka will find the house.
Blue square, on a blue street in an area of small houses.
Who lives there?
Natasha, in the area of small houses on the red street, find a rectangular house.
Who lives here?
Open any house. Who lives there? Explain where the house is. On what street? In the area of which houses? What shape is the house? Triangular.
M: Do you want to know where I live?
Mickey Mouse lives in the area of large houses on Red Street, in a square house.
*There is no one.
That's right, because Mickey Mouse is with us now.
Did you like the city of geometric shapes? Let's go further - to the city of Masters. To Palochkin-Schitalochkin.
(I place the children around the tables on which there are counting sticks in trays.)
You need to take a hacksaw and plywood,
take nails and a hammer.
It doesn't matter that we are not engineers,
An hour has passed and the house is ready!
P-S: Hello guys, I'm glad to see you in our city. There are chopsticks on the table. Count out 6 sticks and place them in front of you. And I'll see what you think. 6 sticks are on everyone's table. Place excess chopsticks back into the tray.
It was my birthday yesterday. They gave me gifts: a letter, a bow and a TV.
Make my gifts from your sticks: a letter, a bow and a TV.
What did you do?
*TV.
Did you get a bow?
(Children construct according to their ideas. A model can be shown only if some children have difficulty.)
P-S: And I also have a gift for you. Takes 6 large gymnastic sticks.
P-S: How many sticks do I have? What size are they? I'll make a boat out of these big sticks. And you will float down the river.
That's how big the boat turned out to be.
Let's get into the boat. Let's say goodbye to Palochkin-Schitalochkin!
The soundtrack of the river flows.
Fast river, strong current. Rocks our boat. Leaned right, left!
So, we sailed into a mysterious forest. Let's get out of the boat and take a walk along the forest edge.
Look, the magpie has arrived! Magpie, white-sided magpie, what did you bring us? (The magpie has a shiny pouch in its beak)
I get the letter:
I am a bear, clubfooted, cheerful and shaggy
Lived quietly in the forest
I was friends with the little fox.
And the evil sorcerer once
ruined us all.
You guys will help,
assemble us from figures!
Here is a photo of a bear and a fox. (take it out of the bag)
Walk around the forest and look for the figures. You need to disenchant the fox and the bear!
Children place figures on a magnetic board. In 2 rows. -Sit around in the clearing, look at the photo.
Let's count how many figures there are in the image of a bear.
What color are the figures?
* brown
What are these figures called?
*squares and rectangles.
How many figures did we find?
*6. All 6 figures were found.
Let's make a bear from the photo.
Now count how many figures there are in the image of a fox?
Shows the figures below. How many did we find? Have you found everything or do we still need to look? Let's look for 1 figurine. Who saw which figure was missing?** We are looking for an orange triangle.
Well, we have cast a spell on the forest animals, well done!
Guys, it’s time for us to return to kindergarten. We stayed in a magical land. Let's say goodbye to Mickey Mouse!
*Goodbye!
M-M: Goodbye! It was interesting with you. You know the figures, you know how to count, even how real wizards cast a spell on little animals. Well done! Come again! Write me letters and draw pictures!
Let's fly home on our carpet - an airplane. Let's go. Grab the carpet.
Let's say a spell:
Oh magic carpet!
Take flight!
Music - let's go to the group.
Summary of OOD with Dienesh's blocks in the senior group “Nolik visiting the guys.”
Type of lesson: integrated (educational game-entertainment).
Educational area: cognitive development.
Integration of educational areas: social and communicative development, speech development, physical development, artistic and aesthetic development.
Section: general educational activities: “First steps in mathematics. We explore and experiment.”
Goal: the formation of elementary mathematical concepts and intellectual abilities of students in joint gaming activities in the process of solving practical tasks.
Software tasks:
Educational:
Systematize children's knowledge of the formation of elementary mathematical concepts (standards of geometric figures) through didactic games and game tasks.
Summarize knowledge: about geometric shapes - triangle, circle, rectangle, square; in the ability to distinguish figures by shape, color, size, thickness.
Strengthen the ability to depict and lay out an object from geometric shapes, using constructive means, consisting of several parts..
To support students’ interest in intellectual activity, the desire to play games with mathematical content, to show persistence and determination.
Exercise your ability to work with diagrams using your imagination.
Learn to emotionally perceive and evaluate your work and the work of your comrades, rejoice at success, and correct mistakes.
Educational:
To develop cognitive interest, attention, memory, practical thinking, intelligence, and the ability to perform logical operations.
To promote the development of communication skills, grammatically correct conversational speech, and skills of free communication with adults.
Develop creative imagination, aesthetic perception, fantasy.
Develop fine motor skills of the hands.
Develop independence and the desire to achieve positive results at work.
Develop the ability to perform tasks in a group and subgroup of peers, to act actively in a simple problem situation.
Educational:
Cultivate a sustainable interest in mathematics, physical activity and artistic and aesthetic work.
Foster independence, hard work and accuracy when completing tasks.
To develop the skill of a culture of behavior and communication with peers, showing a friendly attitude to each other, mutual assistance and mutual assistance.
Preliminary work of the teacher: drawing up lesson notes, making demonstrative and handout materials for organizing children's activities, selecting musical ringtones, making diagrams, geometric figures from paper; selection of equipment, group registration.
Preliminary work with children: conversation games to activate emotional and mental processes, guessing riddles, looking at posters and illustrations “Geometric Shapes”, logical games and exercises with Dienesh blocks: “Find the treasure”, “Find a couple”; individual lessons, application of geometric shapes; geometric design on a plane (plane modeling): “Fold the pattern.”
Forms of organizing educational activities for pupils, taking into account the integration of educational areas: frontal, subgroup, individual.
Forms of implementation of children's activities: actualization of sensory experience - a surprise moment, orientation in space in the process of movement, solving a problem situation, interaction with the hero in a playful way, educational game, gymnastics for the eyes, didactic game, conversation, physical. a minute, productive activity.
Methods, techniques and technologies used: problematic (to help find a cartoon character); gaming motivation (the use of surprise moments (the appearance of a hero and objects), didactic games and exercises; verbal (explanation, instructions, questions, individual answers of children, the teacher’s story, the use of literary words, assessment of children’s activities); productive methods (practical): construction; physical minute; encouragement; OOD analysis.
Types of children's activities: gaming (audio recording, didactic, developmental and logical games), productive (application, design), communicative (conversation), motor (orientation in space, physical exercises).
Vocabulary work (consolidation of terms): identical, different, as well as names of shapes, sizes, colors, thickness.
Material and equipment:
Handout: printed task cards with the task.
Didactic tools (demonstration material): Nolik doll (from the film “The Fixies”); educational and game manual “Logic blocks of Dienesh”, easel, image of cartoon characters Fiksikov, backpack, printed cards with diagrams, balloon; gymnastic sticks.
Equipment: audio recording of an excerpt of a song from the animated film “Fixies”, recording of the ringtone of the SMS message “Come to the phone”, mobile phone, camera.
Expected result:
Development of elementary mathematical abilities, ideas about the parameters “big - small”, “thick - thin”
Knowledge of the shape, size, color, thickness of geometric shapes; the ability to depict and lay out a picture of geometric shapes using constructive means.
Pupils' interest in intellectual activity.
Skills in the culture of verbal communication, improving a moral attitude towards the environment, the ability to work collectively.
Progress of the lesson:
Educator: Guys, let's say hello to our guests and wish them a good day. It's good when guests come to the house. But that’s not all, you will have another guest today, try to guess who it is.
(audio recording from the animated film "Fixies" sounds)
Educator: Guys, who is this guest?
Children: Are these Fixies?
Educator: Yes, Fixies are little people who live in various devices, things created by human hands. You know that the Fixies have this sign - a splayed handle. Palm with three fingers spread. Sometimes it's a gesture of greeting, but more often it's a sign of a job well done. Fixies often use a special sign that adorns their clothing, work tools and vehicles.
Or maybe Fixik is already here, let’s do an eye exercise and maybe we’ll see him.
Exercise for the eyes “Where are the Fixies?”
We need to give our eyes a rest, we will blink quickly. (blink quickly)
One, two, three, four, five, we’ll look for Fixies.
Let your eyes look at the ceiling. (Look up)
Let's lower our heads and look at the table. (Down)
And again upstairs - where is Fixik running? (Up)
And let's look around.
We will cover our eyes with our palms.
We will open our eyes again and set them up for work.
At the moment when the children close their eyes, the teacher takes out the Nolik toy and puts him on the table.
Educator: Let's say hello to Nolik according to Fiksikowski.
Children: Hello, Nolik! (show palm with three fingers).
Nolik: Hello, I'm Nolik.
Educator: Guys, I invited Nolik to our group so that he could get to know you and we would become friends.
Nolik: Now we are friends, but this is a secret.
(Audio signal “Computer Virus” sounds)
Nolik is upset about something.
Educator: While we were doing gymnastics for the eyes, Nolik put his helper somewhere in the group. And now a virus program has made him invisible. Guys, let's help Nolik destroy the computer virus. Since this is not a human virus, from which people get the flu, but a computer mathematical one, we will remove it using Dienesh’s mathematical blocks. Let's tell Nolik what Dienesh blocks are.
Children: These are geometric shapes that differ in shape, color, size and thickness.
TASK 1
“Find the right figure.” Individual work using maps and diagrams.
Educator: We found the necessary elements of the virus program. Now you need to collect them in a certain sequence.
TASK 2
“Make a chain of geometric shapes according to the diagram.” Teamwork according to the scheme.
Virus disabled Children find a helper.
Educator: Guys, why do you need a helper? What's inside? (Tools).What tools do you know? What are they for? (Children's answers).
Physical education lesson “Helper”.
Nolik: I really enjoyed playing with Dienesh’s blocks. Simka and I love to lay out our tools.
Educator: Our guys like to arrange blocks into sectors.
TASK 3 “Place the pieces in the correct sector.” Children are divided into two teams and choose a captain. Lay out the figures in the desired sector “big - small, thick - thin”. The captain checks the correctness of the task.
Nolik: And when we work with Simka, for example, I repair a phone, and Simka repairs a refrigerator, then we sometimes need to separate the tools. I need some for work, some for Simka, and some for both me and her.
Educator: Our guys love to arrange blocks into hoops.
TASK 4 “Arrange the blocks into hoops.”
Educator: Guys, would you like the Fixies to live in our kindergarten? Let's try to place them in different groups.
TASK 5 “Place the tenants in the house.”
Nolik: I liked it so much, but I stayed too long in your garden and Simka will be very angry.
Educator: I think I know what to do, what do girls like? (Play with dolls). Let's put together a Merry Doll for Simka, take a photo of her, she will see the photo and smile, and when a person smiles, he cannot be angry.
TASK 6 “Doll for Simka”
Independent activity of children with demonstration material (repetition and consolidation of knowledge).
Construction of a “Doll for Simka”.
Nolik: Start the task.
Children: (independent work).
The teacher approaches the tables one by one and stimulates the children’s independent creative activity.
Educator: Well done! Let's come and see each other, what wonderful dolls we have made.
Nolik: I think Simka will like them too.
The teacher takes out a camera from the Backpack Helper and hands it to Nolik. Nolik photographs the children's work and says goodbye to them.
Nolik: THOUSAND, guys! Goodbye! I will definitely pass on photos of your work to Simka! It was very interesting with you!
The final part (summarizing, reflection - generalization of knowledge).
The teacher invites the children to stand in a circle in the center of the room.
The teacher addresses the children: Guys, our lesson has come to an end. You are so great, you have completed so many tasks! Guys, who was our guest, from which cartoon?
Children's answers.
Educator: I have a balloon in my hands, passing it to each other, I want you to tell me what we did today in class? What new did you learn today?
Children's answers: We played games with geometric shapes using Dienesh blocks, made a gift “A Doll for Simka,” played with Nolik, etc.
Educator: Today you completed the tasks and helped Nolik understand how to play together together. And now we need to say goodbye to our guests!
Children: Goodbye!
