Mathematics. 3rd grade.
Program: “School 2100”
Topic: "Carnival" geometric shapes»
(Consolidate knowledge about geometric shapes)
Goal: Generalization and consolidation of knowledge about geometric shapes using ICT
Lesson objectives:
Summarize students' knowledge about polygons and their two groups: triangles and quadrilaterals;
Teach visual analysis using logical tasks;
Develop practical skills in constructing squares and triangles;
Develop ingenuity and resourcefulness;
To cultivate hard work, responsibility, friendliness towards each other, interest in the subject.
Progress of the lesson.
Organizational moment.
The bell has already rung.
The lesson begins.
Where will we go -
You'll find out soon
In a distant land we will find
Cheerful assistants.
Guys, in amazing country There are geometries old castle, this is where King Dot and his daughter Princess Straight invite us.
(The teacher’s speech is being demonstrated through a slide presentation: an old castle in the land of Geometry, King Dot and his daughter Princess Straight.)
The castle is located very far away: beyond the Pryamaya River, behind the Polygonal Forests, behind the Triangular Mountains, on the shore of the Round Lake. But we will find out what events await us there by solving the king’s crossword puzzle.
Updating knowledge.
We will use our travel plan along the way.
(The plan is shown on the slide, and the stops are represented by interactive buttons).
Crossword
Carnival
Take a rest
Practical
Take a seat at the computer. Get to know the task.
Solve the King of Dot crossword puzzle.
Crossword. 13 EMBED PowerPoint.Slide.8 1415
What can you put on paper with a pencil, pen, or felt-tip pen?
Full stop.
What line can connect three points?
Crooked.
If you put two points at a certain distance from each other on a straight line, you get
Segment.
What happens if you walk around a circle with a compass?
Circle.
What kind of figure is this: four sides and all equal.
Square.
What kind of line is this that starts from one point and continues to infinity?
Beam.
Answer: CARNIVAL.
So, guys, King Dot and Princess Straight invite us to a carnival of geometric shapes.
The main part of the lesson.
We will divide you into five groups. (The division is made according to an equal number of people, the guys are different in intellectual capabilities). Each group will have its own assistant, who will lead them to the house for accommodation and preparation for the carnival in the country of Geometry.
Match your “guide” with the house where you will stay.
(The task is interactive, with correct definition house - the “guide” is happy, if there is a mistake, on the contrary, he is upset).
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Which group and “guide” lacked a house?
Possible answers:
The house was not enough for a resident with the body of a right triangle.
The house was not enough for the third guide and his group.
Let's help the third group build a house. What should it be like?
Possible answers:
The main part of the building should be in the shape of a right triangle.
The roof can be round
Remember guys how to build right triangle?
Possible answers:
First we draw a straight line, and then we mark point A and construct an angle A = 90°. Then from point A using a compass solution 13 EMBED PowerPoint.Slide.8 1415
set aside the segment AC = 6 cm and AB = 4 cm. We get two points B and C
Or you can construct a right triangle using our tool - the triangle ruler. Because in this tool there is always one right angle.
Well done! So now we all have a house for refuge in the kingdom. Now we can rest peacefully.
Finger exercise.
Here are my helpers,
Turn them any way you want.
Do you want it this way, do you want it this way -
They won't be offended at all.
(The task is performed while standing. Hands forward, fingers straightened and unclenched. Palms turned down. Fingers clench and unclench to the beat of the verse. Repeat 2 - 3 times).
Ophthalmic exercise.
(Charging is prepared on the computer)
Practical work.
We continue our journey to the castle to King Geometry for a wonderful carnival. There are three roads to the castle in front of us. I propose to divide the rows into three groups. Do you agree?
The first group goes along the path to the right and completes the task: divide the segment AB in half. (On the slide presentation this is the task under Option 1).
The second group goes to the left and divides corner A in half. (On the slide presentation this is the task under Option 2).
And the third group determines the presented angles without a protractor and names the approximate degree of each angle. (On the slide presentation this is the task under Option 3).
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Possible answers:
Option 1. To divide segment AB in half, we take a compass opening slightly less than the length of the segment and draw a semicircle from point A, and then draw the same semicircle from point B. We get two points at the intersection. And we know the rule: only one straight line can be drawn through two points. We get the segment CC1 which intersects the segment AB, point O will be the middle of the segment.
Option 2. (To divide an arbitrary angle A in half, we take a compass solution arbitrarily and draw a semicircle from the vertex of angle A. When intersecting with the sides, we obtain points B and C. Then from points B and C we draw two semicircles with the same compass solution in the direction of each other to a friend. We get a new point, point O. And so we have two points: A the vertex of the angle and O. Let’s connect them with a straight line. This will be the line that divides the angle in half.)
Option 3.
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1 angle – obtuse, 100,
2nd angle – acute, 30,
3rd angle – straight 90
Physical education minute.
(Hands up and to the side).
If you like it, then do this:
(Two hand claps).
If you like it, then do this:
(Two claps behind the knees).
If you like it, then do this:
(Two stamps with feet).
If you like it, then do this:
(Squat -4 times)
If you like it, then show it to others too,
If you like it, then do everything.
Independent work.
Guys, look ahead high mountains. What do they remind you of?
Possible answers:
Geometric shapes.
Triangles.
Different triangles
Name these triangles.
Possible answers:
Isosceles, right triangles.
I suggest you take a seat at the computer and answer the questions. A correctly completed task will be a pass to the castle carnival.
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Test
A triangle is a figure:
Possible answers:
which consists of three points that do not lie on the same line, and three segments connecting these points in pairs;
which has no less three sides and peaks.
The vertex of the triangle is:
Possible answers:
end of triangle side;
the point of intersection of two sides of a triangle.
The side of the triangle is:
Possible answers:
segments that make up a triangle
any straight lines or segments.
A triangle is called isosceles:
Possible answers:
if its two sides are equal;
if all sides are equal.
A triangle is called equilateral:
Possible answers:
if all its sides are equal.
A triangle is called right-angled
Possible answers:
if one angle is 90°.
if one angle is 180°.
Well done guys, you completed the task quickly. Let's check if it's done correctly.
(Checking is carried out using a slide presentation)
Raise your hands if you haven't made a single mistake.
Great, here are the tickets to the carnival. What shape does the ticket have?
Possible answers:
Geometric shapes.
Rectangle
Square
Can a square be called a rectangle?
Possible answers:
I think it is possible, because... A rectangle is a figure whose opposite sides are the same, 4 vertices, 4 sides, 4 right angles, and a square has all these characteristics.
Is a rectangle a square?
But a rectangle cannot be called a square, because a square is a geometric figure in which, first of all, all sides are equal, while a rectangle has only opposite sides
Here we are at our goal. We have the tickets in our hands. You can go to the carnival. Guys, in order for us not to get lost at the carnival, because everyone present will be in fancy dress, I propose to solve a quiz and meet the guests of the carnival.
Quiz "Geometric"
A part of a line bounded on both sides by points is
segment
The points limiting the segment on both sides are
ends of the segment
A line that has no beginning or end is
straight
A geometric figure that consists of a point and two rays emanating from this point is
corner
If three points that do not lie on the same line are connected by segments, you get a geometric figure
triangle
Each quadrilateral has? vertices (answer: 4), ? sides (answer 4)
A rectangle with all sides equal is
square
Can a square be called a rectangle?
Yes
Can a rectangle be called a square?
No
(The figures go one after another and move to the carnival. The parade of figures begins with King Dot, and ends with Princess Straight).
Lesson summary.
Our journey through the fascinating country of Geometry ends. But I think that King Dot and Princess Straight will invite us to visit them more than once.
What did you enjoy most about this trip?
Possible answers:
Complete “Quiz” and “Test” tasks on the computer.
And I really love working with compasses, rulers, and protractors.
And I really liked the tasks today. It's like we've been in a fairyland Geometry
I agree with the guys’ statements, but I’ll also add that I’m looking forward to starting to implement homework. I love creative tasks
Homework.
Homework today, guys, will be as exciting and interesting as the lesson. Make a raft out of thick paper rectangular shape, find its perimeter in different ways.
Do you think the perimeter of the raft will be the same for everyone?
Possible answers:
No. Because the dimensions of the raft will be different for everyone.
There may be the same perimeter if we agree on the sizes
AND additional task for the most curious, i.e. tasks that you perform at will:
Find additional material about a geometric figure - a rectangle. These can be logic tasks, tasks of increased difficulty, practical exercises related to a rectangle, for example, origami, etc.
Thanks for the lesson. I look forward to our next meeting.
LITERATURE:
Peterson L.G. Mathematics 4th grade. Methodological recommendations. – 2nd ed., revised. and additional - Juventa. M. 2008.
Lessons in elementary school: Lesson-based developments. Grade 4, 1st quarter: Teacher's Manual. – M.: Primary school, 2004.
IT community in elementary school “And your eyes will say “THANK YOU!” elements of physical education for the eyes - Goryacheva E.A., Municipal Educational Institution Secondary School No. 14, Novocherkassk
Consolidating knowledge about geometric shapes.
The teacher shows the figures and names them, then demonstrates them again, and the children must name these numbers.
4. Game “Make no mistake!”
Children are divided into 4 teams, stand one after another. Opposite, on the table, there are objects different forms. Each team must find certain shapes of objects. For example, the first team finds triangular-shaped objects; the second - objects in the shape of a square, etc. At the teacher’s signal, the first players of all teams must run to the table and take the object the desired shape and bring it to the chair that stands next to the team. After this, the next player runs to the table to get the item. The game ends when all the objects of the required shape have been collected. You can agree in advance that there will be 5-6 items of each shape.
5. Complex of developmental movements “Frogs”.
The teacher reads a poem:
The frogs are all gray and white,
They walk along the shore with long noses.
Mosquitoes, frogs, frogs,
And they collect midges. If you want to be alive,
Crane-ships Then hurry away from the cranes
They fly under the skies, go into the swamp.
Children perform movements after the teacher, depicting frogs:
1. I. p.: o. With. 8 jumps on the toes in place, on the left step - fingers into fists, on the right step - straighten the fingers.
2. Arms to the sides, 4 squats with clapping hands for each squat.
3. Hands forward, 8 steps in place with a “wave” of arms to the sides for each step.
4. Hands on the waist, 8 steps in place with a “wave” of hands forward for each step.
5. 4 jumps on toes with a 360° turn to the left; the same to the right.
6. 8 jumps in a half-squat on your toes, for each jump - clap your hands above your head.
7. I. p.: squat. Moving forward by jumping with support on your palms (7–8 times).
8. I. p.: lying on your back. 1-2-3 – stick your stomach out as much as possible, inhale, hold your breath as long as possible (3-4 times).
6. Reflection. Outdoor game "Frogs - green ears."
On an old tub I approached them -
The frogs were dancing, they were splashing into the water!
Green ears and nothing else
Eyes on top of head. Tell me about them.
V. Stepanov
Place hoops on the floor according to the number of participants in the game. Each player stands next to the hoop. The presenter reads a poem, and the frog children jump around their hoop. To the word “Bultykh!” they "jump" inside the hoop. At the end of the poem, the presenter, passing by the players, says: “Hey, green frogs, get out of the tub.” The players come out of the hoop and jump around it again. At the signal from the presenter “Bultykh!” they must again have time to take their places. The presenter also tries to get into the hoop. The one left without a place is considered a loser.
Description of the toy. Modeling Pyramids
Goals: continue to learn to name the location of an object; encourage the use of antonyms, form plural genitive case nouns; learn to describe an object, smooth the surface of a sculpted object with your fingers, observe the size of parts when sculpting; encourage the use of complex sentences.
Formation of ideas about shape and geometric figures in children preschool age
Mathematical development is given a significant place in mental development preschool children. Contents, organization of mathematical development of preschoolers, accounting age characteristics in children's mastering of practical actions, mathematical connections and patterns, continuity in the development of mathematical abilities are the leading principles in the formation of mathematical concepts.
The mathematical development of preschool children occurs involuntarily in everyday life(first of all, in joint activities children with adults, in communication with each other), and through targeted training in classes on the formation of elementary mathematical representations. It is the elementary mathematical knowledge and skills of children that should be considered as the main means of mathematical development.
In the process of mathematical development, children form ideas about the shape of objects and geometric figures. The first ideas about form are formed in preschool age in the following sequence: distinguishing the forms themselves, distinguishing the names of the forms, and only then - independent naming.
Peculiarities of perception of shapes and geometric figures in preschool children.
One of the properties of surrounding objects is their shape. The shape of objects is generally reflected in geometric figures. Geometric figures are standards, using which a person determines the shape of objects and their parts.
The problem of introducing children to geometric shapes and their properties should be considered in two aspects: firstly, in terms of sensory perception of the shapes of geometric shapes and using them as standards in the knowledge of the shapes of surrounding objects; secondly, in the sense of knowing the features of their structure, properties, basic connections and patterns in their construction, i.e. the geometric material itself.
Primary mastery of the form of an object is carried out in actions with it. The shape of an object, as such, is not perceived separately from the object; it is its integral feature. Specific visual reactions of tracing the contour of an object appear at the end of the second year of life and begin to precede practical actions
Experimental data by L.A. Wenger showed that children 3-4 months old have the ability to distinguish geometric shapes. Focusing your gaze on a new figure is evidence of this.
Already in the second year of life, children freely choose a figure based on the following pairs: square and semicircle, rectangle and triangle. But children can distinguish between a rectangle and a square, a square and a triangle only after 2.5 years. Selection based on the model of figures of more complex shapes is available approximately at the turn of 4-5 years, and reproduction of a complex figure is carried out by individual children of the fifth and sixth year of life.
At first, children perceive geometric figures unknown to them as ordinary objects, calling them by the names of these objects:
Cylinder-glass, column,
Oval-testicle,
Triangle-sail or roof,
Rectangle with a window, etc.
Under the teaching influence of adults, the perception of geometric figures is gradually restructured. Children no longer identify them with objects, but only compare them: a cylinder is like a glass, a triangle is like a roof, etc. And, finally, geometric figures begin to be perceived by children as standards with the help of which knowledge of the structure of an object, its shape and size is carried out not only in the process of perceiving a particular form with vision, but also through active touch, feeling it under the control of vision and denoting it in words.
The joint work of all analyzers contributes to a more accurate perception of the shape of objects. In order to better understand an object, children strive to touch it with their hand, pick it up, and turn it; Moreover, viewing and feeling are different depending on the shape and design of the object being cognized. Therefore, the main role in the perception of an object and determination of its shape is played by examination, carried out simultaneously by the visual and motor-tactile analyzers, followed by a word designation.
However, in preschoolers there is a very low level examination of the shape of objects; most often they are limited to fluent visual perception and therefore they do not distinguish between figures that are close in similarity (an oval and a circle, a rectangle and a square, different triangles).
Examination of figures not only provides a holistic perception of them, but also allows you to feel their features (character, directions of lines and their combinations, formed angles and vertices); the child learns to sensually identify the image as a whole and its parts in any figure. This makes it possible to further focus the child’s attention on a meaningful analysis of the figure, consciously highlighting its structural elements (sides, corners, vertices).
Comparing a figure with the shape of an object helps children understand that geometric figures can be compared various items or parts thereof. Thus, gradually a geometric figure becomes the standard for determining the shape of objects.
The following stages of training can be distinguished. The task of the first stage of education for children 3-4 years old is sensory perception of the shape of objects and geometric figures. The second stage of teaching children 5-6 years old should be devoted to the formation of systematic knowledge about geometric figures and the development of their initial techniques and methods of “geometric thinking”.
In the development of “geometric knowledge” in children, several different levels can be traced. The first level is characterized by the fact that the figure is perceived by children as a whole, the child does not yet know how to distinguish in it individual elements, does not notice the similarities and differences between the figures, perceives each of them separately. At the second level, the child already identifies elements in a figure and establishes relationships both between them and between individual figures, but does not yet realize the commonality between the figures. At the third level, the child is able to establish connections between the properties and structure of figures, connections between the properties themselves.
The transition from one level to another is not spontaneous, running in parallel biological development person and depending on age. It occurs under the influence of targeted training, which helps accelerate the transition to more high level. Lack of training hinders development. Education should therefore be organized in such a way that, in connection with the acquisition of knowledge about geometric figures, children also develop elementary geometric thinking.
IN middle group ideas about volumetric bodies - a ball, cube, cylinder - develop and ideas about flat figures - a circle, square, triangle - are consolidated. Children learn to identify special features of figures using tactile-motor and visual analysis. Children also get acquainted with the rectangle and compare it with other shapes.
In the older group, children become familiar with the oval based on its comparison with a circle and a rectangle. Children develop skills in analyzing and comparing figures. Children learn to find objects of the same and different shapes in their immediate environment.
In the pre-school group the concept of a polygon is introduced. Children learn to model geometric shapes. Ideas about famous figures are consolidated.
Methodology for forming ideas about shape and geometric figures in preschool children
To implement program tasks as didactic material in the second younger group models of the simplest flat geometric shapes (circle, square) are used different colors and size. During this period, it is important to enrich children’s perceptions, accumulate their ideas about various geometric shapes, and give them the correct name
The primary role is given to teaching children how to examine figures by tactile-motor means under visual control and learning their names. In conclusion, two or three exercises are carried out on recognizing and naming figures in words (“What am I holding in right hand, and what’s in the left?”; “Give the bear a circle, and the parsley a square”; “Put one square on the top strip, and many circles on the bottom strip,” etc.). In subsequent classes, a system of exercises is organized in order to strengthen children’s ability to distinguish and correctly name geometric shapes.
In children of the fifth year of life, it is necessary, first of all, to consolidate the ability to distinguish and correctly name a circle and a square, and then a triangle. For this purpose, play exercises are carried out in which children group figures of different colors and sizes. The color and size change, but the shape characteristics remain unchanged. This contributes to the formation of generalized knowledge about figures.
Children are introduced to new geometric shapes by comparison with already known ones: a rectangle with a square, a ball with a circle and then with a cube, a cube with a square and then with a ball, a cylinder with a rectangle and a circle and then with a ball and cube.
The main task of teaching children senior group is to consolidate the system of knowledge about geometric shapes. Children are given figures known to them and asked to examine with their hands the boundaries of a square and a circle, a rectangle and an oval and think about how these figures differ from each other and what is the same about them. They establish that a square and a rectangle have “corners”, but a circle and an oval do not. Education and training program in kindergarten It is planned to introduce older preschoolers to quadrangles. To do this, children are shown many figures with four corners and are asked to independently come up with a name for this group.
An important task is to teach children to compare the shape of objects with geometric figures as standards of object form. The child needs to develop the ability to see what geometric figure or what combination of them corresponds to the shape of an object. This contributes to a more complete, targeted recognition of objects in the surrounding world and their reproduction in drawing, modeling, and appliqué. Having mastered geometric shapes well, the child always successfully copes with examining objects, identifying in each of them the general, basic shape and shape of the details.
Knowledge of geometric shapes in preparatory group expanded, deepened and systematized. One of the tasks of the school preparatory group is to introduce children to a polygon and its features: vertices, sides, angles. Solving this problem will allow children to come to a generalization: all figures that have three or more angles, vertices, and sides belong to the group of polygons.
Didactic games on the section “Geometric shapes”
1) Only one property
Goal: to consolidate knowledge of the properties of geometric figures, to develop the ability to quickly select the desired figure, describing it.
Material: a set of geometric shapes (circle, square, triangle and rectangle) in four colors (red, blue, yellow and white), small size. The same set includes the same number of listed figures of the indicated colors, but larger in size. In total, for the game (per participant) you need 16 small geometric shapes of four types and four colors and the same number of large ones.
Progress of the game: two playing children each have a full set of figures. One (the one who starts the game) places any piece on the table. The second player must place a piece next to it that differs from it in only one way. So, if the first player puts a yellow large triangle, then the second puts a yellow large square or a blue large triangle, etc. A move is considered incorrect if the second player places a piece that does not differ from it by more than one attribute. In this case, the piece is taken from the player. The one who is the first to be left without pieces loses. (Options are possible).
The game is built like a domino. As the game progresses, the players need to quickly orient themselves in color, shape, and size of the figures, hence the impact on the development of logic, validity of thinking and actions.
2) Broken car
Goal: to teach to notice irregularities in the depicted object.
Material: a machine made up of geometric shapes with some part missing.
Progress of the game: a machine consisting of geometric shapes is built on a flannelgraph. Then all the children, except one - the leader, turns away. The presenter removes any part of the machine. Whoever says before others what is missing and what its shape is becomes the leader. If children cope with the task easily, you can remove two parts at the same time.
3) Who will see more
Goal: consolidate knowledge about geometric shapes.
Material: flannelgraph, geometric shapes.
Progress of the game: various geometric shapes are placed in random order on the flannelgraph. Preschoolers look at and remember them. The leader counts to three and closes the pieces. The children are asked to name as many geometric shapes that were on the flannelgraph as possible. The one who remembers and names the most figures wins. Continuing the game, the leader changes the number of pieces.
Conclusion
Knowledge of geometric shapes, their properties and relationships broadens children’s horizons, allows them to more accurately and comprehensively perceive the shape of surrounding objects, which has a positive effect on their productive activities (for example, drawing, modeling).
Of great importance in the development of geometric thinking and spatial concepts are the actions of transforming figures (from two triangles to form a square or from five sticks to form two triangles).
All these types of exercises develop spatial concepts and the beginnings of geometric thinking in children, form their skills to observe, analyze, generalize, highlight the main, essential, and at the same time cultivate such personality qualities as focus and perseverance.
So, in preschool age, the perceptual and intellectual systematization of the shapes of geometric figures is mastered. Perceptual activity in the cognition of figures is ahead of the development of intellectual systematization.
References
1. Beloshistaya A. V. Formation and development of mathematical abilities of preschoolers: textbook. for universities. - M.: Vlados, 2004. - 400 p.
2.Erofeeva T.I. Preschooler studies mathematics: method. manual for educators. – M.: Education, 2005. – 112 p.
3. Leushina A. M. Formation of elementary mathematical concepts in preschool children. - M.: Education, 1974. - 367 p.
4.Program of education and training in kindergarten: M. A. Vasilyeva. - M.: Mozaika-Sintez, 2005. - 208 p.
5.Program of education and training of children in kindergarten /Ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. – M.: Publishing House “Education of Preschool Children”, 2004 – 208 p.
Lesson notes
Topic: “Generalization of knowledge about geometric shapes”
Description of the material: Summary of a lesson on the formation of elementary mathematical concepts on the topic “Generalization of knowledge about geometric figures.” It will be useful for teachers working with older preschoolers. The lesson outline is aimed at game form generalize the existing knowledge of an older preschooler about geometric figures and their properties. Educational field: cognition. Direct view educational activities: formation of elementary mathematical representations. Integration educational areas: “Cognition”, “Communication”, “Socialization”, “Health”, “Reading” fiction", "Artistic creativity". Audience: lesson notes are designed for teachers working with older preschoolers, as well as for parents of older preschoolers, children aged 5-7 years. Purpose: generalization of previously acquired knowledge about geometric shapes and their properties. Objectives: to teach the ability to find geometric shapes in the surrounding space; visual recognition and transformation of geometric figures, recreating them from representation and description. promote the development of spatial concepts, figurative and logical thinking, creative imagination; to cultivate children's interest in geometry and skills to work in groups. Methodological techniques: Verbal: explanation, reminder, clarification, assessment of children's activities, instructions, conversation, artistic expression, questions. Visual: showing pictures with geometric shapes. Practical: coloring pictures, highlighting and counting figures, designing objects according to pre-prepared sketches and templates, working with signal cards, physics. minute, finger gymnastics. Game: creating a game situation. Problem: help Masha and the Bear put together a picture, get home. Integration of areas: cognition: (improve children’s counting skills, practice counting within 10, teach how to construct objects from geometric shapes, teach recognize geometric shapes in surrounding objects); health: consolidate acquired knowledge with children through a set of games, dynamic pauses, and practical exercises; help improve the overall performance of children, relieve mental stress, easy switching from one type of activity to another; socialization: encourage children to engage in joint activities with adults game situation, develop emotional responsiveness, goodwill; communication: master basic skills of speech etiquette; fiction: reading poems and riddles about geometric shapes; artistic creativity: drawing kittens using geometric shapes, coloring books with colored pencils. Equipment: for the teacher - computer, projector, multimedia board, pictures of geometric shapes, visual aids with figures, pictures with fairy-tale characters; for children - coloring books, colored pencils, a set of geometric shapes-templates, cards with numbers. Direct educational activities.
1. Org. moment. - Guys, they came to our lesson today fairy-tale heroes Masha and the Bear.
They did not come empty-handed, but prepared tasks and questions for us to which we must find the correct answers. If we answer correctly, we will earn prizes from our heroes.1) Riddle: My little brother, Seryozha, Mathematician and draftsman -On the table Baba Shura draws all sorts of... (figures) - Our lesson is devoted to geometric shapes. Let's remember what geometric figures we know (the teacher shows drawings of the figures and reads a poem).
He’s been a friend of mine for a long time, Every angle in him is straight, All four sides are the same length, I’m glad to introduce myself to you, but my name is... (square!)
We stretched the square and presented it at a glance, Who did it look like or something very similar? Not a brick, not a triangle - It became a square... (rectangle).
Three peaks are visible here, Three corners, three sides, - Well, perhaps that’s enough! -What do you see? - ...(triangle)
The wheel rolled, After all, it looks like a visual nature, only like a round figure. Did you guess, dear friend? Well, of course, it’s... (circle).
A watermelon slice is a semicircle, Half a circle, part of it, a piece. Knowledge about shapes is very important, friend. It’s not for nothing that it is among these lines! If I took a circle, Squeezed it a little on both sides, Answer children together - It would turn out.. .(oval)
The triangle was filed down and a figure was obtained: Two obtuse angles inside and two acute angles - look. Not a square, not a triangle, but similar to a polygon (trapezoid).
A slightly flattened square Invites you to identify: An acute angle and an obtuse one Eternally connected by fate. Have you guessed what it is? What should we call the figure? (rhombus).
Look at the six obtuse angles inside the figure and imagine that from the square you got his brother. There are too many angles here, are you ready to name him? (hexagon)
We get down to business again, Study the body again: Maybe it can become a ball and fly a little. Very round, not an oval. Guessed it? This is... (ball).
How can we avoid turning him? There are exactly six equal sides. We can play lotto with him, We’ll just be careful: He’s neither affectionate nor rude Because it’s... (cube).
There is a lid on top, a bottom on the bottom. They connected two circles and got a figure. What should we call the body? We need to quickly guess (cylinder).
Here is a cap on his head - This is a clown on the grass. But the cap is not a pyramid. This, brothers, is immediately visible: There is a circle at the base of the cap. What should he be called then? (cone).
The Egyptians put them together and crafted them so cleverly that they have stood for centuries. Guess for yourself, children, what kind of bodies these are, Where is the top visible to everyone? Have you guessed? Because of the view, everyone knows... (pyramid).
This seems to be a bucket, But the bottom is completely different: Not a circle, but a triangle Or even a hexagon. The body is very capricious, Because it is... (prism). 2) Logical problems:
Name the figures. Which one is the odd one out? Why? Name the color of each shape.
What do these figures have in common? How are they different? Find two identical figures. What signs of triangles do you know?
What are the names of the figures? What do they have in common? Which figure is the odd one out and why? Which of the figures is the largest? Which one is the smallest? 2. Physical education (performed according to the drawing on the board)
How many dots are there in this circle? Let's raise our hands so many times. How many sticks to the point, How many will we stand on our toes. How many green trees will we make, How many bends will we make. How many circles will we have here, How many jumps will we make. 3. Game “Fold the picture.” - Masha and the Bear offer to fold pictures from geometric shapes using ready-made cards. To do this, we will split into two groups. Each group will create their own picture. But first, let's take a closer look at the cards. Name the geometric shapes from which the pictures are composed. How many figures are there in total? What color are the figures? First you need to put the picture together, looking at the card, and then from memory.
4. Riddles from Masha and the Bear. Look at the figure and draw Three corners in the album. Connect the three sides together. The result is not a square, But a beautiful... (triangle). I am a figure - no matter where, Always very even, All angles in me are equal And four sides. The cube is my beloved brother, Because I.... (square). It looks like an egg Or like your face. There is such a circle - A very strange appearance: The circle has become flattened. It suddenly turned out…. (oval).Like a plate, like a wreath, Like a cheerful bun, Like wheels, like rings, Like a pie from a warm oven! (circle) A slightly flattened square Invites you to identify: An acute angle and an obtuse one Eternally connected by fate. Have you guessed what it is? What should we call the figure? (rhombus). This figure is the brother of our square, but it only has two sides are equal, and the angles everyone is the same...(rectangle)
This is a month in the clouds And half an apple in your hands. If you suddenly break the circle, You will get... (semicircle).5. Finger game “Kittens” (author: Pakhomova E.V.) (We fold our palms, press our fingers together. Elbows rest on the table) Our cat has ten kittens, (We shake our hands without separating them). Now all the kittens are in pairs stand: Two fat, two dexterous, Two long, two cunning, Two smallest and most beautiful. (We tap the corresponding fingers against each other from the big to the little finger).
Compare the kittens. How are they similar and how are they different? - Count how many triangles there are in the drawing? - And how many circles? - Try to draw your kittens. Other shapes may be used.6. Practical work “Geometric coloring”.
Masha and the Bear ask you to color the picture with colored pencils and count how many geometric shapes you have found. - How many circles? - How many triangles? - How many squares? - How many rectangles? 7. Test of knowledge. - The children, Masha and the Bear really liked how you worked in class today. They have prepared a surprise for you. And now they need to go back. But our heroes forgot the way. Let's help them get home. And a map on which objects are depicted as geometric shapes will help us with this. - How do we get across the river? (on the bridge or on the boat) - What geometric shapes did we see? (semicircle, trapezoid) - What shape is the path in the forest depicted in? (curved line) - On the way we came across a lake, what figure is it depicted with? (oval) - Does the path around the lake lead past a flower meadow? What figure is she depicted in? (around) - So we came to the Bear’s house. What figure represents the fence near the house? (broken line) - What figures is the Bear’s house made of? (rectangles, triangle, circles). Well done guys, you did a great job!
8. Summary of the lesson, reflection. - Our lesson has come to an end. Let's remember what we did today? What was difficult for you? What did you like most? What didn’t you like? - Evaluate yourself. If you enjoyed the activity and are happy with your work, raise the green circle. If you didn’t like it and you’re not happy with something, raise the yellow circle. - Masha and the Bear are grateful to you for your help. They have prepared a sweet prize for you (candy, fruit).
Children in the older group learn that geometric shapes can be divided into two groups: flat (circle, square, oval, rectangle, quadrangle) and volumetric (sphere, cube, cylinder); they learn to examine their shape, highlight the characteristic features of these shapes, and find similarities and differences, determine the shape of objects, comparing them with geometric figures as standards.
The method of forming geometric knowledge in a group of children of the sixth year of life does not fundamentally change. However, the examination becomes more detailed and detailed. Along with the practical and direct comparison of known geometric figures, superimposition and application, measurement with a conditional measure is widely used as a methodological technique. All work on the formation of ideas and concepts about geometric figures is based on comparing and contrasting their models.
To identify signs of similarities and differences between figures, their models are first compared in pairs (square and rectangle, circle and oval), then three or four figures of each type, for example quadrangles, are compared at once.
So, when introducing a rectangle, children are shown several rectangles, different in size, made from different materials (paper, cardboard, plastic-
sy). “Children, look at these figures. These are rectangles.” Attention is drawn to the fact that the shape does not depend on the size. It is proposed to take the figure in your left hand and trace the contour with the index finger of your right hand. Children identify the features of this figure: in pairs the sides are equal, the angles are also equal. Check this by bending and placing one on top of the other. Count the number of sides and angles. Then compare the rectangle with the square, find similarities and differences in these figures.
A square and a rectangle have four corners and four sides, all angles are equal to each other. However, a rectangle differs from a square in that a square has all sides equal, while a rectangle has only opposite sides equal, i.e. in pairs.
In this group, special attention should be paid to the depiction of geometric figures - laying out counting sticks or strips of paper. This work is carried out both with demonstration (near the teacher’s table) and handouts.
At one of the lessons, the teacher lays out a rectangle on the flange chart. “What is the name of this figure? How many sides does a rectangle have? How many angles?” Children show the sides and corners of the rectangle. Then the teacher asks: “How can I get what figures from rectangle (create smaller rectangles, squares, triangles)?” For this, additional strips of paper are used. Children count the sides of the resulting figures.
Based on identifying the essential features of geometric shapes, they lead to a generalized concept quadrangle. By comparing a square and a rectangle, children establish that all these figures have four sides and four corners, that the number of sides and angles is a common feature that forms the basis for the definition of the concept quadrangle.
In older preschool age, the ability to transfer acquired knowledge to a previously unfamiliar situation is formed, and to use this knowledge in independent activities. Knowledge about geometric shapes is widely used, clarified, and consolidated in classes in visual arts and design.
Such activities allow children to acquire skills in dividing a complex pattern into constituent elements, as well as create drawings of complex shapes from one or two types of geometric shapes of different sizes.
For example, during one of the classes, children are given envelopes with a set of models of geometric shapes. The teacher shows an application of a “robot” made up of squares and rectangles of different sizes and proportions. First, everyone examines the sample one by one. It is established from which parts (figures) each part is made (Fig. 24). Then the work is done according to the model. The teacher can show two or three more pictures and offers to choose one of them, look at it carefully, and put the same one together.
For children of this age, it is important to develop the correct skills of showing the elements of geometric shapes. When recalculating angles, children point only to the vertex of the angle. They are not explained what the vertex of an angle is, but are simply shown as the point of intersection of two sides. Sides show by running your finger along the entire segment, from one vertex of the angle to the other. An angle as part of a plane - Fig.<24 сти дети показывают одно-
temporarily with two fingers - thumb and index.
In volumetric figures (such as a cylinder, cube), they highlight and name the sides and bases. In this case, they can point with several fingers or the entire palm. Children of the sixth year of life often independently organize didactic games that allow them to consolidate and clarify knowledge about geometric figures. So, they organize games “Garages”, “Who will find it?”, “Errands”, “Which box?” etc.
Self-test exercises
oval
quadrilateral problem
Children of the sixth year of life are introduced to a new figure - ... and given the concept of .... The main ... facing the teacher of this group is that -
