The practical guide is designed to work with children aged 5-7 years, both in the classroom for the development of mathematical concepts, and in their free time, provided for the child in preschool educational institutions. The manual is included in the cycle "Mathematical Steps". It presents a system of practical exercises, the implementation of which contributes to the expansion of knowledge, skills, as well as the development of attention, thinking, the ability to purposeful mental activity, the ability to understand and independently perform a learning task. It can be used by teachers, tutors and parents in preparing children for school.
GEOMETRIC FIGURES.
Draw lines to make circles. Continue the row.
Name the items. Color them. What geometric shape do they look like?
Guess a riddle:
I'm round, funny, stubborn, Play with me, my friend. Don't put it on the barrel!
(Roly-poly.)
Draw a tumbler as shown in the picture.
How many circles is the tumbler drawn from? Write Draw the circles so that you get objects.
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Publication date: 03/23/2017 06:50 UTC
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The following tutorials and books:
- I already consider, Workbook for children 6-7 years old, Kolesnikova E.V.
- I count up to 20, Workbook for completing tasks on the book "Mathematics for children 6-7 years old", Kolesnikova E.V., 2008
These tasks can reflect the characteristics of the creative process of each child. On a half of a landscape sheet of paper, 6 circles of the same size are drawn (diameter 2.5 cm). Children are invited to think about what each circle can be and draw.
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TEST "DRAW A CIRCLE"
The task of drawing circles was chosen as a test task (for children 6-8 years old, 1st year of study in a circle). The choice of the diagnostic task was dictated by the following considerations: it is part of a planned program aimed at the development of children's fine arts and, in this regard, stimulates Creative skills children and gives children the opportunity to implement the experience they already have. Tasks should reflect the characteristics of the creative process of each child. On a half of a landscape sheet of paper, 6 circles of the same size are drawn (diameter 2.5 cm). Children are invited to think about what each circle can be and draw.
The results of the tasks performed by children are evaluated according to a 3-point system.
Grade 3 (high level) is put to those children who endow with original figurative content mainly without repeating one or a close sample.
Grade 2 (average level) is put to those children who endow all or almost all circles with figurative content, but allow almost literal repetition (for example, a flower or a muzzle) or decorate circles with very simple objects that are often found in life (ball, ball, sun, etc.) .
Grade 1 (low level) is put by those who could not endow all circles with a figurative solution, the task is not completed to the end and carelessly.
Of course, the accepted assessment is very simple and does not allow a sufficiently accurate and versatile characterization of the levels of intellectual and aesthetic development of children. This technique is so simple that it can be used by any teacher and this will allow you to see how effective their work is in teaching children visual activity and developing their creativity. Here, not only the originality of the figurative solution is evaluated, but also the quality of the drawing (variety colors, the thoroughness of the execution of the image: are the characteristic details drawn or is the child limited only to the transfer of the general form). The technique of drawing and painting is also taken into account.
To determine the levels of development of the visual skills and abilities of children and their creative manifestations, I was guided by the criteria developed by T.S. Komarova.
1. criterion: the content of the rendered image, its components, their diversity;
2. criterion: form transfer (simple or complex forms, transferred accurately or distortedly);
3. criterion: the structure of the object (parts are located, true or not);
4. criterion: color (colors are bright or pale, warm or cold);
5. criterion: the nature of the lines (strong or weak pressure, coloring with small or large strokes).
To check the extent to which the child has mastered a particular skill, I conduct a control examination 2 times a year. This allows you to assess the dynamics of the child's development, plan further work, taking into account additional classes to form the necessary skills.
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1 1 Mathematics 0 Homework 1. Task 1. Draw your figures under "my" ones, but so that there are more "your" figures than mine. Find a pattern and complete the drawing.
2 2 Task 2. Color. Find a pattern and draw the missing figures in the empty "windows".
3 Task 3. Think and draw what the squares might look like. 3
4 Task 4. 4
5 5 Task 5.Solve examples along the number line. Try to make up examples yourself using the number line. Task 6. Find a pattern and draw the missing figures in the empty cells.
6 Task 7. Connect the numbers from 1 to 20 in order. 6
7 7 Math 0 Homework 3 Assignment 1 Color the vases of the same shape with the same color. Make the drawings look the same.
8 8 Group by common feature: Task 2 Color the short scarves blue and the long scarves red.
9 9 Color the narrow ribbons blue and the wide ribbons red. Task 3 Which ball is extra? Find multiple solutions. Task 4 Solve problems with the help of a picture. a) Nina and Zoya competed. Nina jumped further than Zoya. Who didn't jump as far as Nina? b) Anton and Veronika borrowed books from the library. Veronica's book was thicker than Anton's. Who had fewer pages in the book? c) Andrey is stronger than Grisha, and Grisha is stronger than Misha. Who is the strongest?
10 10 Task 5 Color the turrets in all possible ways so that each turret is painted in all three different colors and options were not repeated. Task 6 Arrange the anguish and write the numbers in the houses so that the sum of the numbers on each floor is equal to the number in the attic. Solve examples. Draw the missing dots and write the missing digits inside houses in such a way
11 Task 7 11
12 12 Math 0 Homework 5 Task 1 Draw the answers. Think and solve your problem. Check. Find and fix bugs. Is there an equality? Have the figures been grouped correctly? Same beads?
13 13 Task 2 Draw to make a couple. Color the same objects with the same color.
14 14 Task 3 Solve examples, follow the number line. Task 4. What does each figure resemble? Draw it to get a picture. Connect objects of the same shape with lines of different colors. The kid gave Carlson three identical cakes. What figures are underdrawn? Draw them and color the cakes the same way.
15 Task 5 a) The boy Petya likes ice cream more than nuts, and nuts more than oranges. What does he like more ice cream or oranges? 15 b) A saucepan holds more water than a kettle, and a kettle holds more water than a jug. Where is more water placed in a pot or jug? c) Once a worm, a bicycle and an airplane began to compete, which of them is faster. It turned out that a worm is faster than a bicycle, and a bicycle is faster than an airplane. Who do you think is faster: a worm or a plane? d) Think of your own problem and ask your parents to write it down. Draw a picture for your problem. Picture: Task:
16 Task 6 Solve addition examples. Draw the answers. 16
17 Task 7 Make up tasks according to the pictures and insert the correct numbers in the boxes. 17
18 18 Mathematics 0. Homework 7 Task 1. Find a pattern and put dots in the empty squares. Task 2. What is superfluous? Color the rings of the disassembled pyramid. Color the rings of the assembled pyramid.
19 19 Who is behind whom? Task 3. Put a sign + or - Task 4. Divide all the flags into groups by color and make equal. What other parts can these flags be broken into?
20 20 Task 5. How many triangles? Count and write the answer. Task 6. Settled houses with numbers.
21 21 Task 7. Place figures in empty cells so that there are no identical figures in each row and each column. Task 8. Anton, Lucas and Misha live on different floors. Anton lives above Lucas, and Lucas lives above Misha. Who lives above all, and who lives below all? Nina, Zoya and Veronica went to the skating rink. Two girls were wearing hats and one was wearing a scarf. Zoya and Veronica put on different things. Nina and Zoya too. What did each girl wear?
22 22 Task 8. Solve subtraction problems and write down the solutions. There were eight apples on the apple tree. Five of them were broken. How much is left? There were 9 books on the shelf. Plato took two books. How many books are left on the shelf? There were 6 cups on the table. My mother removed four cups. How many cups are left on the table?
23 23 Mathematics 0. Homework 9. Task 1. Color with these three colors so that the coloring methods are different. Pay attention to how we begin to paint over the first square (yellow) and how you can change the next two colors (red and blue). Color the triangles to the left of the circle red and those to the right of the circle blue. Divide into groups and make equalities.
24 24 Task 2. Complete the equalities. Draw equalities according to the numerical condition. Make the drawings look the same. Task 3. We planted 9 birches, and between them one bush. How many bushes? Draw. The wheel has 8 spokes. How many gaps between them? Draw. The doctor prescribed Masha 6 tablets and ordered her to take one every hour. After how many hours will all the pills be taken.
25 Task 4. Solve examples for subtraction. Draw the answers. 25
26 Task 5. This is the boy Anton. He wants to give the girls, Nina and Zoya, a balloon each. Color the balloons so that Anton has a red balloon in his right hand and a blue one in his left. Guess where, Nina and where is Zoya? Nina is holding an apple in her right hand (paint it green). Zoe has an apple in her left hand (paint it red). Sign the girls' names. 26
27 27 Task 6. Go through the mazes.
28 28 Task 7. Color.
29 29 Mathematics 0. Homework 11. Task 1. Fill in the empty squares. Task 2. The wings of this butterfly are almost the same. Find seven differences.
30 30 Task 3. Fill in the empty squares. What numbers should be on Christmas decorations? Task 4. Which number reached the finish line first?
31 31 Task 5. How many bunnies hid? Task 6. Solve the examples and write the letters on the tablet. Read what happened. Task 7. Color the beads.
32 32 Task 8. Calculate and color. Task 9. One fish was removed from the aquarium. What?
33 Quest
34 34 Mathematics 0. Homework 13 Task 1. Connect following the pattern. Write and solve examples based on the pictures. Task 2. What has changed?
35 35 Task 3. Find a pattern and draw the missing figures in the empty cells. Task 4. Help the bunny get home.
36 36 Task 5. Insert a “+” or “-” sign instead of an asterisk. What do you notice? Divide apples on plates different ways and make expressions. Task 5. Where is which pyramid? Task 6. Solve letter examples.
37 37 Look at the pictures. Solve the addition examples and write down the answers. Solve the examples yourself.
38 38 Task 7. Draw the figures so that images of objects are obtained. What happened? Task 8. Compose tasks from pictures. Write down their decisions and answers.
39 Task 9. Symmetry. In which pictures dotted line is the axis of symmetry. Write yes or no under the pictures. 39
40 40 Mathematics 0. Homework 15 Task 1. By what criteria were the figures divided? Compose and write equalities. Task 2. Solve examples.
41 41 Task 3. Solve the examples and make up the missing equalities. Task 5. Draw the missing dots on the dominoes. Task 6. Solve examples.
42 Task 7. Compare. 42
43 43 Task 8. Color all the figures following the rule. Draw the figures.
1 Mathematics 0 Homework 1. Task 1. Draw your figures under "my" ones, but so that there are more "your" figures than mine. Find a pattern and complete the drawing. 2 Task 2. Find a pattern
1 Mathematics 0 Homework 0 Task 1 In each picture, find the extra element. Why is he redundant? Find some answers. Task 2 We repeat the composition of the number 7. Break the circles in each oval into red
1 Mathematics 0. Homework 17. Task 1. Compare and fill in the empty boxes according to the sample. Task 2. Perform the actions and find in each equality the parts and the whole. 2 Task 3. Compile equalities according to
1 Mathematics 0. Classwork 17 Task 1. Repeat the cone, cylinder, ball Consider a parallelepiped, cube, pyramid Task 2. Task 3. Match the number with the picture. 2 Task 4. Look at the pictures. Count
1 Mathematics 0. Homework 16. Task 1. Which house is lost? Task 2. What is superfluous? Why? Task 3 Fill in the "bags" while fulfilling all the conditions. Put the signs right. Task 4. Fill in
1 Mathematics 0. Classwork 16 Task 1. Repeat the cone, cylinder, ball Consider a parallelepiped, cube, pyramid Task 2. Task 3. Match the number with the picture. 2 Task 4. Look at the pictures. Count
1 Math 0 Classwork 0 Assignment 1 What is more vases or flowers? How much? Try to make sure that they are the same number. Which vase is different from the others? (Find all 4 answers) Quest
1 Mathematics 0 Task 1. Look at the example and compare. Homework 17. Compare. Continue. 2 Task 2. How can you subtract 3 units from the number 5? From number 4? Write. Replace the asterisks with + or.
Lesson INTERCEPT AND ITS PARTS Mark two points in the notebook, M and K, and connect them along the ruler. What figure turned out Make a segment in two sticks a and b. What equalities can be made in a b Segment and its
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Good night! My daughter and I are currently having geometry classes. We repeat what we have learned so far. Alina learned the figures a long time ago. Periodically we pass the fixing material. There was a time when geometric tasks were simply passed: find, connect. But now I want to add a little fantasy to geometric figures. The following idea came to my mind (maybe someone else has it here, I didn’t look for it): I draw a certain figure through a stencil, but not completely. Alina should come up with her final stage.
For example: on this sheet, through a stencil, I drew a flower, a semicircle, 2 triangles, 2 circles together, a triangle with a straight line, not completely in circles. Why through a stencil? - it's just that the child will also draw through it, and this is very good for little fingers.
And here is how the daughter saw and presented these figures. The flower immediately "came" to her mind. She answered without hesitation. But the circles were drawn by hand. Over the semicircle began to think. She said that this is a ladybug sideways and she needs to finish drawing her head with paws, she also said that this is an eye. I began to ask leading questions, then Alina said that it was a fungus. On 2 yellow circles, Alina said - a caterpillar. Then they began to talk about birds and Baby drew a chicken. And for triangles, I was sure what the Christmas tree would say, but it wasn’t there: it’s a doll in a triangular dress !!! But we drew a Christmas tree when I asked about the trees. I finished the balls only in the completed triangle). And the house immediately said to the last figure.
We continue: the topmost figure in my view is a cheburashka without arms and legs), then comes a bear without "handles", and a circle in a square is a clock without a dial (I saw such a picture and depicted it))).
She immediately guessed Cheburashka with a bear, and on my "clock" she said - a washing machine !!!) I finished her joyful face, hair and a protruding tongue)))
At first, Alina said that it was a chicken))), she even began to prove it to me, since her daughter's triangular ear was associated with a beak. I had to paint over the ear and the whole elephant. Then Alina agreed that it was he who drew such a trunk))). And she named the fish.
I drew in the top row: 2 circles - a square - 2 circles. So Alina needs to finish the SQUARE! she did so.
Second row from top: triangle - trapezium - triangle. Alina completes the TRAPEZE, etc.
Printed assignments. Daughter did.
Alina painted everything in one color). I drew such rays in the sun))). I didn’t paint the circles in the second task, I counted them and wrote down the number.
Alisa Devyatko
Imagination
dressed in luxurious clothes
our humble thoughts
(Sim)
One of the most important mental processes in the development of visually impaired preschoolers is the process of imagination. Thanks to the imagination, the child can imagine a phenomenon, animal or object that he has not seen before; can imagine an action that he has not performed before. Imagination expands the scope of knowledge, creates the opportunity to foresee the results of activity, contributes to the development of thinking, will, emotional sphere, has a significant impact on the formation of personality.
A special role is given to the imagination in school education. And if during this period the imagination is not specially developed, then in the future there will be a rapid decrease in the activity of this function.
Working with children with visual impairments, studying their drawings, a pattern was revealed - a weak development of the imagination in productive activities entailed a decrease in the entire cognitive activity of the child. The task was especially difficult "Draw figures» . For many children, the images turned out to be of the same type and poor in detail, some children could not complete this task at all.
Given allowance« magic figures» aimed at developing the imagination of children with visual impairments through specially organized productive activities.
The main task is the development capabilities create original images by drawing the proposed figures.
Criteria for the effectiveness of the implementation of this benefits:
1. Variety of received images.
2. Brightness and originality.
3. Creative approach.
4. Ability to reason, draw conclusions.
5. Ability to transform.
Benefit consists of 20 sample diagrams and 20 working diagrams for children.
A sample diagram is an A-4 sheet with a drawn table of six cells, each of which has an underdrawn figure and options for finished images. For example, unfinished figure - semicircle, options for images - an umbrella, a ball, a person's face, a berry, an apple, a flower. Suggested for drawing figure can be the central element of the picture or its minor detail.
The working scheme is a sheet of A-4 format, on which a table of 6 cells is drawn, in each of which there is an underdrawn figure. The main task of the child is to finish these figures so to get six different items.
After the child draws all 20 diagrams, offer him exercises for working in pairs. (child-adult, child-child).
Exercise in pairs "You - to me, I - to you".
Organization: children are sitting at the table, each has a sheet with the same number of drawn cells (2, 4, 6, simple pencils.
Exercise progress: children simultaneously draw in the 1st cell any figure and change leaves. Everyone finishes the proposed figure and then, in cell number 2 draws a new figure. The children change leaves again. Draw until all the cells are filled. At the end of each exercise, there is a discussion of the resulting images.
Exercise in pairs "Miracle".
Organization: for two players 1 sheet and 2 pencils. Game progress. The teacher says: "One, two, three, four, five, let's "miracle" paint". The main goal is to draw an image in five steps without prior agreement and come up with a name for it (what it looks like).
1st step. The first child on the sheet anywhere draws any figure.
2nd step. The second child must draw up to this figures your figure and t. d.
Steps 3 and 4 are the same as Steps 1 and 2.
The 5th step is the final one, after which the resulting image is analyzed, the name of the work is given. All children's drawings are exhibited on the panel, there is a general discussion.
Children with visual impairments who have undergone special training in the development of imagination acquire an original way of thinking, confidence in completing a task, a creative approach, create brighter, richer and more original images of imagination. They fantasize with pleasure, are more actively engaged in creativity, learn to go beyond the proposed options.
The guide is intended for parents and educators. Preschool for working with children with visual impairments of senior preschool age, and may also be interesting for primary school teachers.
In this article, I present to your attention several author's schemes for working with children.
Literature
1. Veraska A. N. individual psychological diagnosis of a preschooler: For classes with children 5-7 years old. – M. : MOSAIC-SYNTHESIS, 2014. - 144 p. (p. 10-12)
2. Diagnostics in kindergarten. The content and organization of diagnostic work in preschool educational institution. methodical allowance. – Rostov n/ D: "Phoenix", 2003. - 288s. (p. 90)
3. Zhatsel A. Imagination / Anna Zhatsel. - Per. from fr. O. Basantseva. – M. : FAIR-PRESS, 2006. - 144 p., ill (p. 6)
4. Litvak A. G. psychology of the blind and visually impaired: Educational allowance for university students pedagogical educational institutions . - St. Petersburg. 2006. - 336s. (p. 303-310)
5. Dictionary psychologist-practitioner / Comp. S. Yu. Golovin. 2nd ed., revised. and additional - Mn. : Harvest, 2001 – 976 p. (p. 103-104)
6. Subbotina L. Yu. Development of the imagination of children. Popular manual for parents and teachers / artist Kurov V. N. - Yaroslavl: Development Academy, 1997. - 240s., ill. (p. 7-21)
