Mathematics classes with children 4-5 years old, what a child should know

Mathematics for a child who is 4 years old is a very broad topic that is difficult to fit into one article. Nevertheless, I took it on. If you liked what I wrote and found it useful, I will be grateful for any comment and for all reposts

While in addition to home, my daughter also studies English at the center, then mathematics is a completely home (and street) subject for us. When teaching a child, it doesn't matter what grade you got in math. However, it is also true that even if you had a solid “A” in this discipline at school, there are points that need to be taken into account in classes with kids. I gleaned the following thoughts from Zhenya Katz’s book “Leaping Mathematics” (links to the book: on Ozone, in the Labyrinth)

If you are ready to study, but something keeps stopping you, you can’t get it together or you’re not sure if you can handle it, then you might find this article useful on how to start regular lessons with your child.

For comprehensive development, do not forget to read with your child - read often, a lot, in a variety of ways. Here is a description of several books that my daughter liked at just over 4 years old.

What should a 4-5 year old child know in mathematics?

A four to five year old child should:

• Know basic geometric shapes: square, circle, rectangle, oval, triangle.
• Be able to count to ten and recognize numbers from zero to nine by sight.
• Be able to arrange numbers from one to five both in order and in reverse order.
• Find your bearings in the location of objects: where is right, left, top, bottom, front, back.
• Know and distinguish between the time of day and the seasons.
• Learn to write numbers correctly.
• Be able to compare: what is more, what is less, and what is equal.
• Know the meaning of the words: high - low, wide - narrow.

Child practicing in the garden

Important! A child, and especially a preschooler, will perceive the learning process better if it is turned into a children's game. During play, the child is more active, more attentive to the material and more fun.

Methods and frequency of conducting classes with children

There are four methods of teaching preschool children.

One of the common methods of conducting classes is the demonstration method. A methodological technique of the demonstration method is a demonstration. But when displaying, a number of requirements must be met:

• brevity;
• definition;
• expressiveness of speech;
• consistency of actions and words.

Mathematics at preschool educational institutions

Children's imaginative thinking is very developed at the age of 4-5 years, so this method is often used in preschool institutions. This method requires demo material:

• Pictures;
• cards;
• cartoons;
• toys;
• living material: leaves, shells, cones, fruits;
• slides and more.

Additional Information. There are many manuals and literature that can help parents and children learn, for example, authors such as E. Bortnikova, K. Shevelev, L. Peterson, E. Kolesnikova, L. Mavrina, etc. will help young mathematicians better understand the material.

The next method is practical. The only condition is that the child must complete the tasks independently. Thanks to this method, the child will be able to apply the acquired skills in the world around him.

Children's projects on traffic rules in kindergartens in accordance with the Federal State Educational Standard

Verbal methods - no one has canceled a simple explanation to a preschooler. All kinds of conversations, explanations, examples, as well as questions.

The game method is one of the frequently used teaching methods in kindergartens. It was already noted above that with the help of games it is easier for a child to master a difficult topic for him. But this method also forms creative thinking in the child and develops imagination. This can include games, both collective and individual, distribution of roles, imaginary plots, situations requiring one or another solution.

Note. Each of these methods cannot exist independently. They must intersect or flow from each other.

If we consider the frequency, then when conducting mathematics classes for children 4-5 years old, it is necessary to take into account that teachers recommend 10 lessons per week for 15-20 minutes. There is no need to overload the child.

“Fun mathematics” work program in mathematics (middle group)

WORKING PROGRAM OF THE CIRCLE

"Fun Math"

(for children 4 – 5 years old)

Four-year-old children are actively mastering counting, using numbers, performing basic calculations visually and orally, mastering the simplest temporal and spatial relationships, and transforming objects of various shapes and sizes. The child, without realizing it, practically gets involved in simple mathematical activities, while mastering properties, relationships, connections and dependencies at the subject and numerical levels. The scope of ideas offered by this program should be considered as the basis of cognitive development. Cognitive and speech skills, indicated after the content, constitute, as it were, the technology of the cognition process, a minimum of skills, without the development of which further knowledge of the world and the development of the child will be difficult. The child’s activity, aimed at cognition, is realized in meaningful independent play and practical activities, in educational and educational games organized by the teacher. It is impossible to do without didactic aids. They help the child isolate the object being analyzed, see it in all its diversity of properties, establish connections and dependencies, and determine relationships of similarity and difference. By playing and studying with children, the teacher helps them develop skills and abilities:

• operate with properties, relationships of objects, numbers; identify the simplest changes and dependencies by their shape and size;
• compare, generalize groups of objects, correlate, isolate patterns of alternation and succession, operate in terms of ideas, strive for creativity;
• show initiative in activities, independence in clarifying or setting goals, in the course of reasoning, in carrying out and achieving results;
• talk about the action being performed or completed, form a dialogue with adults and peers about the content of the game (practical) action.

The teacher promotes the development of the following properties in children of this age. Children should be able to identify:

• size of objects: length (long, short); by height (high, low); in width (wide, narrow); by thickness (thick, thin); by weight (heavy, light); by depth (deep, shallow); by volume (large, small) - geometric shapes and bodies: circle, square, triangle, oval, rectangle; ball, cube, cylinder. Structural elements of geometric shapes: side, angle, their number. Shape of objects: round, triangular, square, quadrangular;
• logical connections between groups of objects by size, shape (low but thick; squares have more sides than triangles); finding common and different in groups of figures of round, square, triangular shapes;
• connections between changes (changes) in the basis of the grouping and the number of resulting groups and items in them. Grouping objects by shape, children identify 3 groups (round, triangular, square) with a certain number of elements in each of them. And in size - 2 groups, the number of elements in each of which has increased;
• generalize geometric shapes, objects by shape, size: classifying objects and figures with 4 sides and 4 corners as quadrangular objects, of a certain gravity - as heavy (“These stones are all heavy”), etc.

Relationship. Representation.

Children should be able to identify:

• relations between groups of objects: by quantity (equality and inequality expressed in numbers); by size (length, width, thickness, weight), etc. Consecutive increase (decrease) of 3-5 items (wide; narrower; even narrower; the narrowest ribbon);
• spatial relationships in paired directions from oneself, from other objects, in movement in the indicated direction; temporal (in the sequence of parts of the day, present, past and future tense: yesterday, today and tomorrow);

• generalize 3-5 objects, sounds, movements by properties: size, quantity, shape, etc. (“The same quantity, also 4 each; all red and tall columns 4 each”);
• generalize all parts of the day into one concept - “day”. Numbers and numbers.

Representation. Children should be able to:

• indicate quantities of up to 5-10 items by number and figure; know numbers from 0 to 10; quantitative and ordinal assignment of numbers;
• determine the connections between number, number and quantity: the more objects, the larger the number they are designated; count homogeneous and dissimilar objects in different locations.

To implement continuity in the formation of basic mathematical concepts in kindergarten. This goal involves not only preparing children for successful learning, but also comprehensive development.

• familiarize children with geometric shapes and shapes of objects, size
• development of quantitative concepts, the ability to distinguish between quantitative and ordinal counting, to establish equality and inequality of two groups of objects;

• development of the ability to distinguish and name geometric shapes, silhouettes, objects and others in the modeling process;
• teach solving logical problems;
• form basic mental operations (comparison, generalization, classification, analogy) thinking, imagination.
• Expand your mathematical vocabulary, improve coherent speech, and the ability to argue your statements;
• give ideas about numbers and numbers from 1 to 10

In the process of forming elementary mathematical concepts, a variety of teaching methods are used: practical, visual, verbal, game. When choosing methods and techniques of work, the following are taken into account: the goal, objectives, age and individual characteristics of the children.

The activity method corresponds to the level of development of visual-effective and visual-figurative thinking.

Thus, the characteristic features of the practical method in the formation of elementary mathematical concepts are considered to be:

1. Performing a variety of practical actions;
2. Wide use of didactic material;
3. Develop numeracy, measurement and reasoning skills.
4. Wide use of elementary mathematical concepts in practice, everyday life, games and other activities. The practical method involves organizing exercises, using both collective and individual forms of execution.

When forming elementary mathematical concepts, great importance is attached to games as a teaching method. Wide

A variety of didactic games are used (objective, board-printed, verbal). A special role is given to gaming and entertaining tasks.

Literature:

V.P. Novikova Educational and methodological manual. “Mathematics in kindergarten” lesson notes for children 4-5 years old. “Mosaic-Synthesis”, 2010 E.V. Kolesnikova “Mathematics for children 4-5 years old” methodological manual, “Sphere” 2012.

G.E. Sycheva “Formation of elementary mathematical concepts in preschoolers” notes on game lessons, “Gnome Publishing House” 2017

L.V. Minkevich “Mathematics in kindergarten”, “Sceptorium 2003”, 2013.

What will help preschoolers learn mathematics?

Considering the methods of teaching mathematics to preschoolers, they help:

• children's games with a mathematical theme;
• demonstration tasks (how many apples are left in the basket);
• exercises in notebooks, etc.

Game form

Some items have always been used and are working methods.

Math flashcards

One of the most common teaching materials is cards, in this case, math cards.

You can buy them, print them on a computer, or make them yourself from ordinary white cardboard, which is sold in any children's entertainment or stationery department, and depict numbers and the corresponding number of fruits, bears, and geometric shapes on them.

Note. Math cards will introduce preschoolers to the world of mathematics in an easy and relaxed manner and show what numbers look like.

Interactive games - simulators

Mathematics for children 4-5 years old involves a game-based learning method. It includes the use of interactive games - simulators. Will help develop:

• interest in mathematics;
• desire to play more games with mathematical content;
• attentiveness;
• logic.

Interactive games can be found in the form of special notebooks in office supply stores or as applications on your phone or computer online.

Card index of topics for conversations in the senior group and for situational conversation

Finger games

This didactic material is good because it is always at hand. You don’t need to invent anything, just sit down with your child and count. The purpose of such games is to teach the child to count using available materials.

Note. Alternating these methodological techniques during the learning process will have a positive effect on the desired result.

Educational games

There are many educational math games for 4-year-old children. For example,

• The game “Let’s Count” will help you learn to count. For this game you will need a ball, you need to throw it to the child and start counting from 1 to 10 and in reverse order.
• Develop the ability to navigate the arrangement of objects. Game "Where is the ball"? You need to put the child in the center of the room and put a ball in front of him. Ask him where he is now, change the location of the ball as answers come in.
• Be able to compare what is greater, less or equal. Game "Buttons". Take 10 buttons and divide them between you and your baby. Count them together (next time the child will count independently) and ask who has more, less or equal.
• Know the meaning of the words: high - low, wide - narrow. Cut out 4 bear cubs, bunnies or mice from paper or cardboard in advance. But so that the first one is taller than everyone else, the second one is shorter than everyone else, the third one is wider, the fourth one is narrower. Show the child by asking questions which one is which.

Features of age

Mathematics is not only arithmetic. This is also geometry and logic.

The methodological manuals describe the amount of knowledge easily achieved by a four-year student:

• ability to count to 5, answer the question “How many?”;
• compare groups of objects using counting; know the concepts of “many”, “few”, “equally”;
• compare objects of different lengths, widths, heights, understand the relationships between them;
• recognize and name circle, square, triangle, rectangle;
• determine the direction of movement from yourself (right, left, forward, up, down);
• know your right and left hands.

In my favorite book, “Leaping Mathematics,” which I referred to and which is a reference book for me, more skills are listed. And they are divided into 2 categories: group interaction and study skills. I will not rewrite them here; if you need them, read them in the source.

Our “mathematical” luggage by the age of 4

Free count to twenty. Then my daughter counted according to the learned principle, but got confused in the tens. She could say “twenty ten” (this quickly passed after 4 years, when one day I suggested she count in tens - she quickly remembered tens up to 100).

The numbers were mastered visually, but she did not write them herself (she started writing them at about 4 years 2 months - she “grew up”, she herself showed interest).

In addition to flat figures, my daughter knew several three-dimensional ones (cube, octahedron, pyramid and some others). I didn’t plan to give this knowledge, but she became interested in the game Monument Valley on the tablet, and her natural interest arose from the plot of this game (at the end of each level the heroine girl takes out a figure from a cap). To answer the questions, I had to refresh the information about them.

At the age of 4, Dasha really loved puzzles - simple problems involving addition and subtraction within five. These problems appeared spontaneously (like most activities), but she liked them so much that she asked for more and more. On the very first day, she understood the principle and composed her first problem for me (I think it’s very good when a child can not only solve, but also compose problems).

Didactic material in the study of elementary mathematics

Didactic material is a type of visual teaching aid, cards, tables, graphs, stands, coloring books, notebooks, plants, animals. You can cook them yourself or buy them in stores, but the goal remains the same:

• teaching numeracy and literacy;
• development of fine motor skills and tactile sensitivity;
• relieving emotional stress;
• development of memory, thinking, attention;
• speech development.

Math flashcards

Mathematics for children 4-5 years old will be much more effective and interesting if you use didactic material.

Mathematics for preschoolers 4-5 years old is a completely new entertaining world. The material will help you figure out where to start and what to pay attention to. Using what you have read above, love and a little patience, you can achieve the results necessary for your child.

Print jobs

In addition to purchased teaching aids, from time to time I slip in assignments downloaded from the Internet and printed on a printer. Our printer is black and white, but it is quite enough. Printable tasks can be found for every taste and color. These include labyrinths, logical chains, graphic dictations, connecting dots by numbers, and so on, so on, so on.

In the meantime, for the first lessons you can print out pages from test tasks for a 4-year-old child concerning mathematics (from 2nd to 10th).