Lesson notes on FEMP in the 2nd junior group. Journey to Geometry

Summary of mathematics lesson 2 junior group “Journey to the country of Geometry”
Purpose: to create conditions for improving the ability to distinguish and name geometric shapes (circle, square, triangle, rectangle). Objectives: educational: - consolidate knowledge of geometric shapes (triangle, circle, square, rectangle); - teach to see patterns in the arrangement of figures; - continue to learn to recognize and name colors. developing: - activate memory, attention, thinking; — activate children’s vocabulary: introduce into speech words that determine the size of objects. educational: - cultivate the ability to listen to the teacher; - cultivate sense of purpose; - cultivate accuracy when working with pencils; — develop communication skills; — teach children to work together in a small team. Materials and equipment: a road made of geometric shapes, human figures, envelopes, pictures for coloring for each child, colored pencils.
Progress of the lesson:
Educator: Guys, guests came to our group today, let's say hello to them (children say hello). 1. Organizational moment All the children have gathered in a circle (stand in a circle) I am your friend (hands to chest) And you are my friend (extend hands to each other) Let’s hold hands tightly (hold hands) And smile at each other. 2. Motivation Educator: Guys, the postman came to us this morning and brought a letter. Shall we read it? “Hello, boys and girls! Residents of the magical land of Geometry are writing to you. We have a disaster, our country has been bewitched by an evil wizard and all the surrounding objects have lost their colors. Help us break the spell! Residents of the Land of Geometry." 3. Introduction to a problem situation Educator: Guys, let’s help the inhabitants of a magical land? How can we get to it? (Children pay attention to the road made of geometric shapes and come to the conclusion that they can get there). Get up one after another, let's hit the road. Our legs, our legs will lead us along the path. (Children approach the board) 4. Solving a problem situation Educator: So we have come to the magical land of Geometry? Where are the residents? Why aren't they greeting us? Look, there's an envelope here. What's in it? Puzzles. First riddle I have no corners and I look like a saucer.
On the plate and on the lid, on the ring and the wheel. Guess, friends, who am I? (Circle). (A round man appears on the board)

- Who is it with us?
This is a round man. He has handles. What are they? Children: Round. Educator: He has legs. What are they? Children: Round. Educator: What else does the round man have? Children: Eyes, mouth. They are also round. Educator: Absolutely right. What color is the little man? Children: The little man is yellow. Educator: Now find something round in our group. (Children name round objects.) Second riddle I have three vertices, three corners, three sides. Who am I? (Triangle).

Educator: (hangs a triangular man on the board). Meet this triangular man. What colour is he? That he has? Children: The little man is red, he has arms, legs, eyes, and a mouth. They are all triangular. Educator: What looks like a triangle? Children: Flag, pyramid, roof of the house. Third riddle What looks like a postcard, an envelope and a scarf? What can you compare with a blanket and a carpet? What figure is this? (Rectangle)

Educator: (hangs out a rectangular man). Does our rectangular man have round hands? Children: No. They are rectangular. Educator: What kind of figure do the legs, eyes, and mouth look like? Children: On a rectangle. Educator: Show the long sides of the rectangle, the short sides. Fine. What color is our rectangle? Children: Rectangle - green. Educator: Now remember what you saw on the street that was rectangular? Children: Windows, doors, bricks. Fourth riddle I am neither an oval nor a circle, I am not a friend to a triangle, I am a brother to a rectangle. And my name is... (Square).

Educator: Meet him - this is a square man. Why is it called that? Children: A person looks like a square. Educator: What else does the square man have? Children: Hands, eyes, legs, mouth. They are square. Educator: Look carefully at our group and find something square. Children: book, window, cube. Educator: What color is the square man? Children: Blue. Educator: So we met the inhabitants of a magical land. Our journey has been long, let's now rest. Physical education lesson One, two, three, four, five - We can all count. Once! Get up, pull yourself up, Two! Bend over, straighten up, Three! Three claps of hands, three nods of the head. At four, your arms are wider. Wave five arms. Educator: Guys, remember the letter said that the evil wizard took away the colors from the objects? Can we help return them to their place? (Children sit at tables. For each child there is a sheet with a task).

Educator: Look at what is shown on the sheets (Children list). We need to paint over the objects. Geometric shapes tell you how to color. What geometric shapes are shown and what color? (Children's answers). We take pencils and color objects. Educator: Well done! We completed the task and helped remove the spell from the objects - their colors returned to them. And now it’s time for us to go back to kindergarten. Get up one after another, let's hit the road. Our legs, our legs will lead us along the path. 5. Reflection Educator: So we returned to the group. Did you enjoy our trip? - What magical land were we in today? -Who did we meet there? -Who bewitched the magical land? —What spell did he cast on the objects? — Did we complete the task? Well done!

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Mathematics lesson in the younger group on the topic: Geometric shapes

Summary of a mathematics lesson at a preschool educational institution.
Second junior group Program content: - consolidate the concepts of wide - narrow, long - short, concepts of geometric shapes (circle, square, rectangle, triangle and oval);
- consolidate concepts about parts of the day, repeat ordinal and quantitative counting; — continue to develop the ability to work individually and in a team, develop thinking and logic; - Cultivate a respectful attitude towards each other. Progress of the lesson
Educator: Hello, guys! Do you want to get into a fairy tale? Children: Yes. Educator: Look, guys, there are paths in front of us. Are they the same or not? Children: No. Educator: How are they different? Children: Long. One is long and the other is short. Educator: Well done! And what else? Children: Width. One path is wide and the other is narrow. Educator: Good guys! This means they differ in length and width. What path do you think you should take to quickly get into a fairy tale? Children: We need to take the shortcut. Educator: That's right. Well, shall we hit the road? Boys should skip girls. Children walk one by one along a narrow path and find themselves in front of a tower. Educator: Here we are in a fairy tale. And it begins like this: “I was standing in a field ... (teremok). What is the name of this fairy tale? Children: "Teremok". Educator: We found ourselves in an unusual mathematical fairy tale. The heroes of this fairy tale can live in the little house if we complete their mathematical tasks. Let's get started. There was a tower in the field. A small mouse ran past. She decided to live in the mansion, but first we must complete her task. There are windows in the mansion. They are made in the form of geometric shapes. The mouse asks to name these figures. The teacher points to the figures, and the children name them. Children: Circle, square, triangle, rectangle, oval. Educator: Well done! We will put the mouse in a room with a window that has three corners and three sides. What figure are we talking about? Children: Triangle. The teacher attaches the mice. Educator: A frog frog jumped past. She also wants to live in the tower, but first she needs help. The frog's beads have scattered, you need to help collect them. Shall we try? The beads consist of geometric shapes. First there must be a figure that has 4 corners and 4 sides, all sides being equal. What figure is this? Children: Square. The teacher places a square on the board, the children work at the table with handouts. Educator: Next is a figure that has 3 corners and 3 sides. What is this figure? Children: Triangle. The teacher lays out the triangle on the board, and the children lay out their number cards. Educator: Then a figure that has no corners. What figure is this? Children: Circle and oval. Educator: There are two such figures. We are talking about a figure that looks like a wheel, it can be rolled. Children: It's a circle. The teacher lays out a circle, the children repeat. Educator: Now repeat this drawing further yourself. Children place shapes on number cards individually. The teacher checks. Educator: Did you all manage? We have collected beads for the frog and now we can place it in the little house. Attach a picture of a frog to a square window. A runaway bunny ran past. He brought us this task (takes out pictures with parts of the day). You need to arrange the pictures in the right order. The teacher shows pictures, the children explain their choice. Children answer and put pictures on the board. Educator: Well done! All these are parts of the day. Let's explain our choice. What do we do in the morning? Children: We do exercises, wash ourselves, have breakfast. Educator: What do we do during the day? Children: We walk, have lunch, sleep. Educator: What are we doing in the evening? Children: We play, have dinner, go home. Educator: What do we do at night? Children: At night we sleep. Educator: Good guys! You have completed the bunny's difficult task. Now he can live in the little house. Let's put him in a room with a rectangular window. Educator: A little fox-sister ran past. She brought a basket with fish and mushrooms in it. The fox asks us to count them. The teacher places fish on the board and the children count. (4 fish). The teacher lays out mushrooms, the children count (5 mushrooms). Educator: Tell me, are there the same number of mushrooms and fish? Children: No. Educator: What more? Less of what? Children's answers. How many more mushrooms are there than fish? (at 1). How can you make sure there are equal numbers of mushrooms and fish? Children: Add one fish or subtract one mushroom. Educator: We have completed the fox’s task, and now she can live in a little house in a room with an oval window. The children help find this room and place the little fox sister. Educator: A top ran past - a gray barrel. He also wants to live in the little house, but first you must complete his task on the pieces of paper. The teacher distributes the task, the children complete it individually. Did you all manage? Well done! Let's put the top in a room with a round window. Children attach a figurine of a top. Educator: And finally the bear came. Children, can we put the bear in the little house? Children: No. All rooms are occupied. Educator: We can build our own mansion for him. We have gymnastic sticks, let's use them to build a tower for the bear on the floor. Let's get started. The children build a little house and put a bear in it. Educator: The bear is very pleased and says thank you very much. What figures does our tower consist of? Children: From a triangle and a square. Educator: That's right. Let's count how many heroes there were in our fairy tale. (6). Who was the first? (Mouse). Who was third? (Bunny). Who's last? (Bear). Now let's count the animals backwards. Children count. Educator: Did you like our journey into a fairy tale? Children: Yes. Educator: Now it’s time to go back to kindergarten. Thank you. Well done! The children walk along the short path back.

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MAGAZINE Preschooler.RF

Summary of the mathematics lesson “Geometric figures” in the second junior group

Author: Abakumova Natalya Leonidovna
Head: Nadezhda Vasilievna Mitrofanova

Program content: improve the ability to denote aggregates with the words one, many, none. Continue to learn to distinguish and name familiar geometric shapes: square, triangle. Practice classifying objects according to one characteristic.

Demo material:

Vegetable garden bed with vegetables, bucket, hare, geometric shapes (triangle, square).

Handout:

Geometric shapes (squares, triangles).

Progress of the lesson:

Organizing time:

- Hello guys!

- Guys, today a guest came to us from the forest. And try to guess who it is.

What kind of forest animal stands up like a post under a pine tree? Who stands among the grass with ears larger than his head?

(Hare)

— A hare came to us from the forest.

- Let's say hello to the hare (they say hello).

— Guys, our hare has a vegetable garden.

Main part:

Game situation “Harvesting vegetables .

There is an imitation of a vegetable garden on the board. The teacher invites the children to see what is growing in the garden. Children list vegetables (carrots, cucumbers, potatoes, etc.).

The teacher summarizes their answers: these are vegetables, then finds out:

— How many vegetables grew in the garden (a lot). Let's collect the vegetables in a bucket.

Children take one vegetable each, and the teacher clarifies:

- What vegetable did you take? How many vegetables did you take? Children take turns putting vegetables in the basket and comment: “I put one carrot (cucumber, carrots, potatoes, etc.) . The teacher accompanies the children’s actions with the words:

— There are more vegetables in the basket, and fewer in the garden. When the children fill the basket, the teacher finds out:

— How many vegetables are in the basket? (A lot) How many vegetables are left in the garden? (No one).

- Well done, you helped the hare harvest.

Guys, now look carefully at the board and tell me what geometric shapes you saw? (Square, triangle, circle).

- Right. Now tell our guest how these geometric shapes differ from each other.

(Children's answers).

- Okay, we completed the task.

Fizminutka:

The gray bunnies are sitting, (crouched down), their long ears stick out. (we show our ears with our hands) Here are our ears, Here are our ears;

Ears on top of head. Here is a little fox running, (running in place) Cunning little sister. Hide, hide, (crouched down.)

Jumping bunnies. Bunnies scattered across the forest clearing. (jumping in place) These are the bunnies,

Jumping bunnies.

- Guys, our guest is in trouble! His house is broken, can we help him build a new one? (Yes).

Game exercise “Let's build houses” .

The teacher distributes geometric shapes to the children. Then he gives tasks:

— What figures do you have on the table? Place the entire square in front of you. What pieces do you need to take to build a roof for a house? Place a triangle on a square - one triangle for each square. What did you get? (answers).

- Well done, you did the job well.

Final part:

- Guys, tell me, did you like helping the Hare today? (Yes).

Let's remember what we did today? (children's answers).

Well, now it’s time for us to say goodbye to our guest. He needs to return to the forest. Let's say goodbye to the hare.

- Goodbye!

- Well done boys. You did well today.

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Lesson notes on FEMP in the 2nd junior group. Journey to Geometry