Calendar and thematic planning of FEMP according to Novikova senior group

Senior group. Senior preschool age. Children 5-6 years old

Long-term plan for group work on FEMP with children of older and preparatory age SEPTEMBER 1) “Help Cheburashka”

, Purpose: To train children in grouping geometric shapes.
Develop observation, attention, memory. Developmental environment: a set of logical blocks; toy "Cheburashka
"
2) "Labyrinth". Goal: To teach children to “read”
signs-symbols (signs...

Self-education plan “Development of mathematical abilities of children of senior preschool age through play activities” Self-education plan “Development of mathematical abilities of children of senior preschool age through play activities” Educator: Dotsenko T. A. Start date of work on the topic: 09/01/2022 End date: May 31, 2022 Goal: increasing your theoretical level,…

Calendar and thematic planning of FEMP according to Novikova senior group

Calendar and thematic planning

on educational and research activities

Formation of elementary mathematical concepts

in older age group No. 8

2020-2021 academic year

Explanatory note.

Mathematics

provides enormous opportunities for the development of cognitive abilities, which are the basis for the formation of mathematical thinking in the future, and the formation of such thinking is a guarantee for the successful mastery of mathematical content in the future.

Mathematics

offers unique opportunities for children's development. It not only “puts the mind in order,” but also forms vital personal qualities - attention, memory, accuracy and creativity.

Formation of elementary mathematical concepts

for preschoolers is carried out through the educational area “Cognition” in kindergarten. She is entrusted with the leading role in solving problems of the child’s general mental and mathematical development and preparing him for school. Through cognitive activity, almost all program requirements of educational, educational and developmental tasks are realized; complexity is observed, mathematical concepts are formed and developed in a certain system. Activities for the formation of elementary mathematical concepts in children are built taking into account didactic principles: scientific nature, systematicity and consistency, accessibility, integration, visibility, individual approach to children.

One of the main goals of preschool education is the child’s mathematical development. It does not boil down to teaching a preschooler to count, measure and solve arithmetic problems. This is also the development of the ability to see, to discover properties, relationships, dependencies in the world around us, and the ability to “construct” them with objects, signs, and symbols.

Purpose of the program

: Formation of mental abilities and mathematical concepts, abilities to think, reason logically, find mathematical relationships and interdependencies hidden for direct perception.

Tasks:

Formation of ideas about number and quantity:

— Develop general ideas about sets: the ability to form sets on given grounds, to see the components of a set in which objects differ in certain characteristics.

— Practice the operations of combining sets, removing a part or its individual parts from a set. Establish relationships between individual parts of a set, as well as the whole set and each part based on counting, pairing objects and connecting objects with arrows.

— Improve quantitative and ordinal counting skills within 10.

— Introduce numbers from 0 to 9.

— To consolidate an understanding of the relationships between numbers in the natural series, the ability to increase and decrease each number by 1.

— Learn to name numbers in forward and reverse order, the next and previous number to the one named or indicated by a number, determine the missing number.

— Introduce the composition of the numbers of the second heel of ones.

— Learn to decompose numbers into two smaller ones and make a larger one from two smaller ones (within 10, on a visual basis).

— Introduce coins in denominations of 1, 5, 10 kopecks, 1, 2, 5, 10 rubles. — Learn to compose and solve simple arithmetic problems involving addition and subtraction; When solving problems, use action signs with numbers: plus (+), minus (-), equal (=).

Development of ideas about size:

— Learn to count according to a given measure, when not one, but several objects or part of an object is taken as a unit of counting.

— Divide an object into 2-8 or more equal parts by bending the object, as well as using a conventional measure; correctly designate parts of a whole (half, one part of two (one second), two parts of four, etc.); establish the ratio of the whole and the part, the size of the parts; find parts of a whole and a whole from known parts.

— Learn to measure the length, width, height of objects (centimeters, meters, kilometers), volume of liquid and bulk substances using a conventional measure (liter).

- Give an idea of ​​the weight of objects and how to measure it (grams, kilograms). Compare the weight of objects by weighing them on your palms. Introduce scales.

— Develop the idea that the result of measurement (length, weight, volume of objects) depends on the size of the conditional measure.

Development of ideas about form:

— Clarify knowledge of known geometric figures, their elements (vertices, angles, sides) and some of their properties.

- Give an idea of ​​a polygon, a straight line, a straight segment.

— Learn to recognize figures regardless of their spatial position, depict, arrange on a plane, arrange by size, classify, group by color, shape, size.

- Learn to compose figures from parts and break them into parts, construct figures using a verbal description and listing their characteristic properties; create thematic compositions from figures according to your own ideas.

— Analyze the shape of objects as a whole and their individual parts; recreate objects of complex shape from individual parts using contour patterns, descriptions, and presentation.

Development of spatial orientation:

Learn to navigate in a limited area; arrange objects and their images in the indicated direction, reflect their spatial location in speech.

— Introduce the plan, diagram, route, map. Develop the ability to model spatial relationships between objects in the form of a drawing, plan, diagram.

— Learn to “read” the simplest graphic information indicating the spatial relationships of objects and the direction of their movement in space: from left to right, from right to left, from bottom to top, from top to bottom; independently move in space, focusing on conventional designations (signs and symbols).

Development of time orientation:

- To give children elementary ideas about time: its fluidity, periodicity, irreversibility, the sequence of all days of the week, months, seasons.

— Learn to use words and concepts in speech: first, then, before, after, earlier, later, at the same time.

- Develop a “sense of time”, the ability to save time, regulate your activities in accordance with time; distinguish the duration of individual time intervals (1 minute, 10 minutes, 1 hour). — Learn to tell time using a clock with an accuracy of 1 hour.

Organization of classes:

are held once a week in the morning.

Lesson duration

depends on the age of the children:

• children 5-6 years old - 20 min.,

Expected results:

Mathematics classes will help children develop a certain stock of mathematical knowledge and skills. Children will learn to think, reason, and perform mental operations.

As a result of studying, the child should:

- operate with properties, relationships of objects, numbers; identify the simplest changes and their dependencies in shape and size;

- compare, generalize groups of objects, correlate, identify 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 performed, talk with adults and peers about the content of the game (practical) action.

All classes are conducted on the basis of developed notes in an entertaining playful way, which does not tire a small child and promotes better memorization of mathematical concepts. The plot of the lessons and specially selected tasks contribute to the development of mental processes (attention, memory, thinking), motivate the child’s activities and direct his mental activity to find ways to solve the assigned problems. During the classes, riddles of mathematical content are used, which provide invaluable assistance in the development of independent thinking, the ability to prove the correctness of judgments, and mastery of mental operations (analysis, synthesis, comparison, generalization).

Much attention is paid to children’s independent work and activation of their vocabulary. Children must not only remember and understand the proposed material, but also try to explain what they understand.

Classes are conducted in a specific system that takes into account the age characteristics of children. They are built on the basis of an individual differentiated approach to children.

List of used literature:

1. Novikova V.P. “Mathematics in kindergarten. Senior preschool age." –M.: Mozaika-Sintez, 2008