Handout item from bottom to top. Summary of a lesson in mathematics on the topic "Spatial relationships "above", "below", "left", "right"
Math lesson
"Up. Down. Left. On the right" 1st grade
10:30-11:05
The work was carried out by a primary school teacher: V.V. Korshunova.
Lesson progress:
1. Organizational moment
Teacher: The lesson has begun. Check that there should be a pencil case, colored pencils, a textbook, and a workbook on the tables. Place everything neatly on the edge of the table. The back is straight, the arms are together.
2. Updating knowledge.
Teacher: What did you learn in the last lesson?
2.1 Oral counting.
Game "Counting Ears"(on the command “Night!” you close your eyes with your palms. I clap your hands. On the command “Day!” you open your eyes, raise your hand and say how many claps you count. (3, 6, 10)
Teacher: Well done!
3. Work on the topic of the lesson.
Teacher: What do you think we should learn today? (determine where is right, where is left, etc.) (Slide 1)
Teacher: Where in life might we need this? (orientate in space, communicate with other people)
Teacher: Listen to the riddle and try to guess it.
They are never idle -
Draw, write, embroider
They don't sit idle
And sometimes they play pranks... (hands).
Teacher: Raise your right hand up. What can she do? (hold a pen, scissors, spoon, write, draw, chop wood)
Teacher: And your left hand is gentle, it lies on the table when you write, helps your right hand to play pats.
3.1 Tasks
1. (Slide 2) How many figures do you see? (5)
2. How many blue pieces are there? (3)
3. How many triangles? (2)
4. Name the figures that lie to the right of the blue triangle. (blue circle, blue square)
5. What figures lie to the left of the blue circle? (red circle, red triangle, blue triangle)
6. What is the first figure on the right? (blue square)
7. What is the first figure on the left? (red circle)
4. Physical education minute.
5. Work according to the textbook.
Teacher: Open the textbook to page 6. Tell me what you see in the picture. For example, a girl and a boy are riding on a swing, the girl is at the top and the boy is at the bottom.
6. Work in workbooks.
Teacher: open your notebook to page 4.
7. Summing up the lesson.
Teacher: What did we remember in class today? (location of objects: right, left, top, bottom).
Teacher: Turn your head to the right, turn your head to the left.
Teacher: Well done! The lesson is over!
7. Summing up. Reflection.
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Preview:
Math lesson
"Up. Down. Left. On the right" 1st grade
10:30-11:05
The work was carried out by a primary school teacher: V.V. Korshunova.
Lesson progress:
1. Organizational moment
Teacher: The lesson has begun. Check that there should be a pencil case, colored pencils, a textbook, and a workbook on the tables. Place everything neatly on the edge of the table. The back is straight, the arms are together.
2. Updating knowledge.
Teacher: What did you learn in the last lesson?
2.1 Oral counting.
Game "Counting Ears"(on the command “Night!” you close your eyes with your palms. I clap your hands. On the command “Day!” you open your eyes, raise your hand and say how many claps you count. (3, 6, 10)
Teacher: Well done!
3. Work on the topic of the lesson.
Teacher: What do you think we should learn today? (determine where is right, where is left, etc.) (Slide 1)
Teacher: Where in life might we need this? (orientate in space, communicate with other people)
Teacher: Listen to the riddle and try to guess it.
They are never idle -
Draw, write, embroider
They don't sit idle
And sometimes they play pranks... (hands).
Teacher: Raise your right hand up. What can she do? (hold a pen, scissors, spoon, write, draw, chop wood)
Teacher: And your left hand is gentle, it lies on the table when you write, helps your right hand to play pats.
3.1 Tasks
1. (Slide 2) How many figures do you see? (5)
2. How many blue pieces are there? (3)
3. How many triangles? (2)
4. Name the figures that lie to the right of the blue triangle. (blue circle, blue square)
5. What figures lie to the left of the blue circle? (red circle, red triangle, blue triangle)
6. What is the first figure on the right? (blue square)
7. What is the first figure on the left? (red circle)
4. Physical education minute.
5. Work according to the textbook.
The top (of a painting, a sheet of a book, a notebook) is the highest part of this object: a painting, a sheet of a book, a notebook, a house, a tree.”
Learning the word “top” - children repeat it in chorus and individually several times.
— What objects in the group room can we say are on top, above us? (Chandelier, ceiling, upper part of the walls.)
“The bottom (of a picture, a sheet of a book, a notebook) is the part of this object at the base: a picture, a sheet of a book, a notebook, a house, a tree. The base is the part from which the object begins.”
Learning the word “bottom” - children repeat it in chorus and individually several times.
Then children find the bottom of objects (cabinet, table, wall, board, window, door, saying: “This is the bottom of the cabinet”).
— What objects in the group room can be said to be below us? (Floor, carpet, chair.)
- Physical education minute. Game "Top, Bottom". To the speech pathologist’s command: “Up”, children stand on their toes and stretch upward; to the command: “Bottom!” - squat 3-4 times.
- Show the bottom of the table.
- Working in a notebook
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“Summary of OOD for the REMP section “Concepts “from above”, “from below”.”
Subject:The concepts of “above” and “below”
Lexical topic. "Trees".
Target: Teach children to navigate in the surrounding space, determine the top and bottom on a plane and on a sheet of paper.
Materials for the lesson:
Demo– Scene picture (at the top - the Sun, clouds, birds; at the bottom - trees, flowers, mushrooms, insects, animals).
Dispensing– A set of subject pictures (Sun, cloud, tree, mushroom).
Progress of the lesson:
Organizational moment.
A plot picture is displayed on the board, which depicts the Sun, clouds, and birds at the top; below - trees, flowers, mushrooms, insects, animals. The defectologist asks questions about the picture, each child names one object.
What is shown at the top of the picture? What is shown at the bottom of the picture?
Working with demo material
The defectologist points with a pointer to the upper part of the picture and says: “ The top (of a painting, a sheet of a book, a notebook) is the highest part of this object: a painting, a sheet of a book, a notebook, a house, a tree.”
Learning the word “top” - children repeat it in chorus and individually several times.
Then the children find the top of objects (cabinet, table, wall, board, window, door), saying: “This is the top of the cabinet.”
- What objects in the group room can we say are on top, above us?(Chandelier, ceiling, top of walls.)
The defectologist points with a pointer to the lower part of the picture and says: “The bottom (of a picture, a sheet of a book, a notebook) is the part of this object at the base: a picture, a sheet of a book, a notebook, a house, a tree. The base is the part from which the object begins.”
Learning the word “bottom” - children repeat it in chorus and individually several times.
Then children find the bottom of objects (cabinet, table, wall, board, window, door, saying: “This is the bottom of the cabinet”).
- What objects in the group room can be said to be below us?(Floor, carpet, chair.)
Physical education minute. Game "Top, Bottom". To the speech pathologist’s command: “Up”, children stand on their toes and stretch upward; to the command: “Bottom!” - squat 3-4 times.
Working with handouts.
Determination of top and bottom on the table plane. In front of each child are subject pictures: Sun, cloud, tree, mushroom.
Show the top of the table.
Show the bottom of the table.
What pictures can be placed on top? (Children perform the appropriate action.)
What picture is on top?
What pictures can be placed below?
What picture is located below?
Working in a notebook
Summary of the lesson. Generalizing questions on the topic of the lesson.
Summary of mathematics lessons in the middle group of kindergarten. First there is an organizational moment, then an introduction to the game situation. Children are asked to complete the first task. Then - physical education. Two more tasks are completed and the results are summed up.
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MAOU secondary school No. 29 in Lipetsk
Methodological development on FEMP
in the middle group
Topic: "Above, Below"
Educator: Dyusekeeva V.O.
Lipetsk, 2016
Topic: "Above, Below"
Target: Formation of spatial representations of “above” and “below” in preschool children.
Tasks:
- To consolidate on a subject basis the idea of geometric shapes, counting within 4, the ability to correlate numbers 1-4 with quantity, and compare groups of objects by quantity.
- Develop the ability to find signs of similarities and differences between objects and combine them into groups.
Handout:sheets of paper, two circles of different colors and two triangles of different colors.
Progress of the lesson.
Organizational moment.
Let's say hello!
Hello, golden sun,
Hello, the sky is blue,
Hello, free breeze,
Hello, little oak tree!
We live in the same region
I greet you all!
Introduction to the game situation.
Guys, now we will imagine that we are in the kitchen and helping our mother with the housework. What furniture is in the kitchen?
Children's answers.
Right. The kitchen has a table, chairs, as well as cabinets and shelves.
Task No. 1. Now I will give each of you a piece of paper, which is divided into two parts by a line. Guys, these are two kitchen shelves: upper and lower. Let's run our finger along the top shelf. And now along the bottom (children run their fingers). Now I give everyone two circles - these are plates and triangles - these are glasses. You must place the plates on the bottom shelf and the glasses on the bottom (children do the task). Let's count how many plates we have, how many glasses (we count together). What color are the mugs? What color are the plates?
Physical education minute.
All the guys stood up together (straighten up).
And they walked on the spot (walking in place).
Stretch on your toes (raise your arms up),
And we shook ourselves a little (shake our hands).
Like springs we sat down (sit down).
And they sat down quietly at once.
Task No. 2:
Game. Guys, now I will name the objects, and you must answer where they are in space - above or below. If at the top, we raise our hands up, if at the bottom, we lower them down.
So, a plane, a car, a bird, a flower, a tractor, the sun.
Voice control: where is the plane? (up…)
Task No. 3:
Now I will show pictures. They depict fairy tale heroes. Which part of the sheet shows Carlson?
Children's answers.
And in what part of the leaf is Doctor Aibolit located?
Children's answers.
Bottom line.
What did we help mom do in the kitchen today?
Children's complete answers.
Were we able to arrange the dishes on the top and bottom shelves?
Children's answers.
What did you enjoy doing most?
Children's answers.
Thanks guys. The lesson is over.
Lesson summary on the subject Mathematical representations, topic: Spatial concepts: “above - below.”
Goal: identify objects above and below.
2. Correction of fine motor skills.
3. Cultivate interest in learning.
Equipment: geometric shapes (triangle, circle), pictures for counting.
Progress of the lesson.
I. Preparatory part.
1. Organizational moment.
2. Topic message.
Today a guest came to our lesson.
Who is this? (cockerel)
He will watch you find things above and below first.
3. Oral counting.
Let's count from 1-20 and back.
Who is this? (cats) – pictures.
Count the kittens. (5)
How many kittens? (5)
Well done!
4. Working with geometric shapes.
by showing - name.
And now the cockerel wants to know what kind of figure this is.
What is the name of this geometric figure? (showing a circle)
What color? (orange)
Show the orange circle. (there are geometric shapes on the desk, Kirill selects the one he needs and shows)
What figure is this? (showing a triangle)
What color? (pink)
Show yourself a pink triangle (finds and shows)
5. Working with counting sticks.
Make a triangle out of sticks. (I give a sample)
What shape did you make? Well done!
6. Physical exercise.
Get up on your toes,
Squat down and straighten up.
Hands patted
They stomped their feet,
They jump like bunnies
Girls and boys.
II. Main part.
1. Explanation of new material.
Look up.
What's up? (ceiling, lamps)
What's below? (floor, desks, chairs)
Show me where is up and where is down.
On the board: - where is the orange circle? (up)
Where is the pink triangle? (down).
2. Primary consolidation.
Album work.
Geometric shapes, show which are at the top and which are at the bottom.
We counted, worked with geometric material, looked at what was above and below. Cockerel really liked the way you worked. And now the Cockerel will look at how you write.
You need to circle the geometric shapes and draw them yourself.
3. Physical exercise.
Game. If this object is at the top, raise your hands.
If at the bottom, lower your arms and sit down.
Pictures: plane, car, bird, flower, tractor, sun.
Voice control: where is the plane? (up…)
4. Warm-up for hands and fingers.
III. Lesson summary.
a) - Where is heaven and earth? (sky is above, earth is below)
A butterfly, a bird, etc. flies above us.
Walking on the ground below? (man, hedgehog, cow...)
Well done! The cockerel learned a lot and praised you.
Thanks for the lesson!
Mathematics lesson script.
Teacher: Samoilova Victoria Mikhailovna.
Educational institution CO No. 1460.
Lesson topic: “Spatial relationships “above”, “below”, “left”,
"on the right".
Lesson type: learning new material.
Lesson objectives:
1. Find out at what level spatial relationships are formed
"up", "down", "left", "right".
2.develop the skill of determining the location of objects.
Main stages of the lesson:
1. Studying new material.
2. formation of the skill of determining the location of objects in
space.
UDD formed during the lesson:
1. Personal - positive attitude towards school and educational activities;
2.Regulatory - learn to accept and maintain a learning task, evaluate the result of your actions;
3. Cognitive - learn to understand the question asked, search for the necessary information in different sources, understand signs and symbols.
4. Communicative - will learn to use the rules of politeness in communication, will have the opportunity to learn how to construct statements that are understandable to a partner, and answer questions from the teacher and classmates.
Forms of educational cooperation used in the lesson:
teacher-student, steam room.
Perceived control: creative task.
Equipment used: counting material, plot pictures, magnetic board, geometric figures, colored pencils.
Progress of the lesson.
Stagelesson
Teacher activities
organization of goal setting activities, system
questions, lesson organization in the activity paradigm,
differentiated approach, individual assistance,
control system, criteria-based assessment, reflection, etc.
Student activities
The main focus is on
lesson stage
cooperation,
usage
computer and
didactic
equipment, work from a textbook or study guide, independent activity of students, control, etc.
I .Organization
moment.
Greets students and checks class readiness.
Guys, are you warm and light? Has the bell rung for you? Do you want to study? So you can sit down!
They greet the teacher, organize their workplace, and show emotional responsiveness to funny questions.
Collaboration, teacher observations
II . Studying
new math
rial.
1.Drawing up
story by
plot
pictures.
Asks questions about the plot picture (p. 6
textbook) in order to find out at what level spatial relations are formed
“above”, “below”.
Who is at the top of the picture?
What game do children play?
Consider children swinging on a swing. Who's at the top?
Who's downstairs?
Tell us about the kids on the slide. Who is tallest?
Who is at the very bottom?
Look at the picture in the textbook on p.7. The story
live like a boy getting to school.
How can he get to the cinema?
Uses a flannelgraph or magnetic board with a figurine of a boy, images of a school, a theater and several roads.
Well done guys. You helped the boy. With your help, he got to our lesson and will be able to study with us. (Leaves a boy figurine on the board).
Listen to a poem by the poet Valentin Berestov, which will help you better remember the directions “left”, “right”:
A student stood at a fork in the road,
Where is the right? Where is left?
He couldn't understand.
But suddenly the student scratched his head
With the same hand with which I wrote,
And he threw the ball and flipped through the pages,
And he held a spoon.
“Victory!” came a jubilant cry.
Where is “right”, where is “left”,
The student found out.
How did a student guess where “right” is and where “left” is?
Look at the illustration in the textbook and make up a story about what games children like to play in the summer.
They are aware of and arbitrarily construct speech utterances in oral form.
Use story pictures to solve a learning problem.
Students verbally
describe the boy's path using the words: forward, backward, up, down, left, right.
Analyze the poem and answer the teacher's questions.
Work from a textbook, use a magnetic board with a figurine of a boy, images of a school, a theater, and several roads.
Conducts a physical education session.
There is silence all around; the mowers come out into the meadow.
Swing your scythe back and forth, do it once and do it twice.
The starting position of the legs is shoulder width apart. Recite a poem while doing exercises.
Teacher's observations.
2. Formation of the skill of determining the location of objects in space.
Conversation on questions about objects available in the class:
Which is lower: a table or a chair?
Who is shorter: Seryozha or Tanya?
What's in the office upstairs?
What's underneath? etc.
Attach various figures to the board.
Determine which object is located on the left and which on the right.
For example: there are mushrooms and berries on the board.
What's on the left: mushrooms or berries?
What's on the right?
Answer the teacher's questions.
Use visual counting material to solve a learning problem.
Working with visual material. Answers to teacher questions.
3. Work in a notebook.
Who is shown in the picture? How many rabbits?
Leave the rabbits that look to the right white, and those that look to the left paint them black.
Draw the carrots so that all the rabbits have the same number.
Peer review.
Work in notebook No. 1 (p. 4, figure 2)
Look at the illustrations in the printed notebook and answer questions.
Draw carrots according to instructions.
We accept and maintain the educational goal and task.
Apply communication skills.
Peer testing in pairs.
Work in a printed notebook.
Conducts a physical education session.
We're getting higher
We reach the roofs with our hands.
We went up for two counts, three, four - hands down.
Starting position - feet shoulder-width apart. Recite a poem while performing the movements.
Perform exercises to prevent fatigue.
Teacher observation.
III. Sample letter.
Task 1:
Trace along the contours
Color the flags that are to the left with a red pencil, and the flags that are located to the right with a green pencil.
Task 2. Drawing a path.
Color the flags with colored pencils.
Trace the pattern point by point and then repeat it yourself.
Accept and maintain the learning goal and task.
Work in the tutorial. Independent work.
IV. Summing up.
Analyzes and evaluates success in achieving goals and determines prospects for subsequent work.
What new did you learn?
What did you like most?
What kind of work would you like to do?
Did you like your work in class?
Formulate complete answers to questions. They make assumptions.
Formulate their own opinion. They adequately perceive qualitative assessment of their work.
Detailed answers to questions.
Teacher Samoilova V. M. CO No. 1460