One step, two steps. Practical course of mathematics for preschoolers. Guidelines. Peterson L.G., Kholina N.P. Alternative Science Ready-made homework one step two
Educational notebooks "One - a step, two - a step ...", parts 1-2. are an additional aid to the program of mathematical development of children 5-6 and 6-7 years old.
The tasks included in the book introduce children to the world of numbers and values in order to become “stepping stones” to their successful schooling in an interesting and accessible form for them.
One is a step, two is a step. Mathematics for children 6-7 years old. Part 2. Peterson L.G., Kholina N.P.
Description of the tutorial
Activity 1- NUMBERS 1-5
Count the berries. What do you notice?
In what ways can the number 2, the number 3, the number 4, the number 5 be divided into parts? Draw a picture.
What before? What then? name the times
Compare. Which number is greater and by how much?
Replace the asterisks with a "+" or "-" sign. Find the parts and the whole. What do you notice?
* Tasks marked with an asterisk are designed to work with more prepared children and are performed at their request.
What is the sixth day of the week? What is the sixth month of the year?
Circle the number 6 and complete the drawing.
How many triangles?
Lesson 10. NUMBER 7. NUMBER 7
The game "The Third Extra". Circle the extra picture.
Lesson 10. NUMBER 7. NUMBER 7
How many sides and angles does the figure have?
This is a hexagon. Construct the second hexagon.
Connect the records and numerical segments according to the pattern.
Draw shapes by changing two features.
Make up a story using the words "on", "above", "under", ^ "for", "before", "left", "right".
Help pick up a ribbon for an apron and paint it yellow.
Is it possible to compare strips in length like that? Teach Dunno to apply and apply
stripes correctly.
Compare by length using > signs,<,
Color the ribbons of the same length with the same color. > —
Insert, if necessary, dots into the "windows".
Who is higher? Who is below?
Sasha
Tanya
Kostya
Natasha
Compare the length of the path between a birch and a Christmas tree, between a Christmas tree and an oak, between an oak and a birch. What measure did Winnie the Pooh and Piglet use?
Measure the length of the table in spans, cubits and fathoms.
Span
Elbow
fathom
How many red, blue, yellow and green measurements fit in the segment? What do you notice?
Make notes on the drawings.
Write down your answer and check it on a number line.
Meter
Centimeter
Measure the sides of the polygons.
Measure the length of the line with a ruler.
Complement to six:
Measure the segment and its parts. Add equality.
Divide into groups and add equalities. Compare with the first task. What do you notice?
Make up stories based on pictures and ask questions. Complete the diagrams and complete the equalities.
Choose a diagram for each picture and complete the equation.
What is the seventh day of the week? What is the seventh month of the year?
Complement to seven:
Count the number of sides of the polygons and name them.
Draw the figures so that three signs change.
Break the circles into groups different ways and color.
Find and connect the same figures with lines. How many pairs did you get?
Draw schemes for the pictures and add equalities.
Measure the cuts. Circle the longest segment with a red pencil, and the same in length
segments are green.
Look at the numbers and write down the answers.
Write down the answers and check the number line.
Color the mittens of one pair with the same color
Lesson 12. HARDER, LIGHTER. WEIGHT COMPARISON
Who is easier? Who is heavier? How many hedgehogs balance one bunny?
Compare cubes by weight using signs.
Draw lines and complete equalities.
Help Znaika correct mistakes.
How many apples balanced the hedgehog? How many nuts balanced the squirrel? Can you tell which one is easier?
Find the 1kg weight in the picture. Compare the mass of watermelon and pineapple.
Draw the missing figures. How to find the whole? How to find a part?
Mathematics for children 6-7 years old.
Annotation: Toolkit on the development of mathematical representations of children 5-6 and 6-7 years old is part of the continuous mathematics course "School 2000 ...". Includes short description concepts, programs and organization of practical classes with children. Additional materials for the organization of individual work with children are contained in notebooks on a printed basis “One is a step, two is a step ...”, parts 1-2, by the same authors.
The educational and methodical set "One - a step, two - a step ..." is focused on the development of thinking, creative abilities of children, their interest in mathematics. Preparatory work with children aged 3-4 and 4-5 years old can be carried out according to the set "Player", part 1-2, authors L. G. Peterson and E. E. Kochemasova, and continued for students elementary school is the course of mathematics L. G. Peterson.
The manual can be used in classes with preschoolers in kindergartens, institutions "Primary School - Kindergarten”and other preschool educational institutions, as well as for individual work of parents with children.
Download in pdf (119 MB):
Peterson L. G., Kholina N. P. / One is a step, two is a step ... A practical course in mathematics for preschoolers. Guidelines.
Title: One is a step, two is a step... Mathematics for children and their parents in 2 parts. Part
|---Volina V.V. - Number holiday. Entertaining mathematics for children - 1993.pdf |---MATHEMATICS _Encyclopedia For children.pdf |---Natalya Tomilina _I know the world (for
Title: Speech therapy encyclopedia for parents of preschoolers and younger students
Title: Learning by playing. Mathematics for kids Author: Kuznetsova E. Annotation: This book is written for kindergarten teachers, for teachers of mathematics in
Title: Workbook for a speech therapist
Question:
Hello! I have a question about lesson 15 on page 27 from the manual "One step two steps ..." L.G. Peterson, N.P. Kholina, mathematics for children 5-6 years old, part 1 in paperback. Arrange the figures in bags.
Answer:
Dear user, thank you for your question.
In this task, the relationship is fixed the whole and his parts, ideas about the relationship between addition and subtraction are formed. Here it is necessary to use the objective actions of children with geometric shapes.
The task is completed with commentary. If the child finds it difficult, an adult helps him with leading questions. The child's story might look like this:
- In the first small bag, two blue squares are the first part. Second part- two red circles and one yellow circle. We stack them. In the big bag we get: two blue squares, two red circles and one yellow circle. it whole.
- Let's change places parts. Now there will be circles in the first small bag (two red circles and one yellow circle) - the first part, in the second - squares (two blue squares) - the second part. The big bag will be the same whole- two blue squares, two red circles and one yellow circle, because when the parts are rearranged, the whole does not change.
- In the following equation, we place all the figures in a large bag: two blue squares, two red circles and one yellow circle, i.e. whole. Let's take the first part- two blue squares and put it in the first small bag. Then in the second small bag you can put what remains, i.e. second part: two red circles and one yellow circle.
- Then all the figures will again be in the big bag: two blue squares, two red circles and one yellow circle, i.e. whole. But now let's take from it and put another one in the first small bag. part- two red circles and one yellow circle, i.e. first part. There are squares left, i.e. second part. Let's put them in the second small bag.
- We have four different equalities, in which parts and whole didn't change.
We draw your attention to the fact that a part or a whole remains unchanged if all the figures are stored in it, while the sequence of the figures in the bag does not matter.
We wish you good luck!
Sincerely,
Queen Svetlana Ivanovna
methodologist of the department of preschool education,
TSSDP "School 2000 ..." AIC and PPRO
One step, two steps. Practical course of mathematics for preschoolers. Guidelines. Peterson L.G., Kholina N.P.
3rd ed., add. and reworked. - M.: 201 6 - 2 56 p.
A methodological guide for the development of mathematical representations of children 5-6 and 6-7 years old is part of the continuous mathematics course "School 2000 ...". Includes a brief description of the concept, program and organization of practical classes with children. Additional materials for organizing individual work with children are contained in printed notebooks “One is a step, two is a step ...”, parts 1-2, by the same authors. The educational and methodical set "One - a step, two - a step ..." is focused on the development of thinking, creative abilities of children, their interest in mathematics. Preparatory work with children aged 3-4 and 4-5 years old can be carried out according to the "Player", part 1-2, authors L. G. Peterson and E. E. Kochemasova, and the continuation for elementary school students is the mathematics course L. G. Peterson. The allowance can be used in classes with preschoolers in kindergartens, institutions "Primary School - Kindergarten" and other preschool educational institutions, as well as for individual work of parents with children.
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Content
Introduction 3
The program for the development of mathematical representations "One - a step, two - a step ..." (64 lessons) 9
Approximate thematic planning for the program "One - a step, two - a step ..." (64 lessons) 12
Approximate thematic planning for the program "One - a step, two - a step ..." (86 lessons) 14
Part 1
Session 1 16
Session 2 19
Session 3 22
Session 4 25
Session 5 29
Session 6 32
Session 7 34
Session 8 38
Session 9 40
Session 10 45
Session 11 47
Lesson 12 51
Lesson 13 55
Lesson 14 59
Lesson 15 62
Lesson 16 65
Lesson 17 68
Lesson 18 71
Lesson 19 74
Lesson 20 78
Lesson 21 82
Lesson 22 85
Lesson 23 89
Lesson 24 94
Lesson 25 98
Lesson 26 103
Lesson 27 106
Lesson 28 PO
Lesson 29 113
Lesson 30 117
Lesson 31 120
Session 32-34 124
Part 2
Lesson 1 125
Lesson 2 128
Lesson 3 133
Lesson 4 137
Lesson 5 140
Lesson 6 143
Lesson 7 147
Lesson 8 150
Lesson 9 154
Lesson 10 160
Lesson 11 164
Lesson 12 168
Lesson 13 171
Lesson 14 175
Lesson 15 179
Lesson 16 183
Lesson 17 187
Lesson 18 192
Lesson 19 1%
Occupation 20 200
Lesson 21 204
Lesson 22 208
Lesson 23 212
Lesson 24 217
Lesson 25 220
Occupation 26 225
Lesson 27 229
Occupation 28 233
Occupation 29 237
Occupation 30 242
Occupation 31 246
Occupation 32 249
List of references 254
The educational and methodical manual "One is a step, two is a step ..." is intended for the development of mathematical representations of older children preschool age and preparation for school. It represents constituent part a continuous course of mathematics for preschoolers, elementary and basic schools, which is currently being developed in the Association "School 2000 ..." from the standpoint of the integrated development of the child's personality: the development of his cognitive interests, intellectual and creative forces, personality traits*.
The pre-school level of the program "School 2000..." consists of two parts: "Player" - for children 3-4 and 4-5 years old, and "One - step, two - step ..." - for children 5-6 and 6-7 years old. However, it is possible to work according to the program “One - a step, two - a step ...” with those children who have not completed the “Game Player” program and begin their preschool training in mathematics at the age of 5-6.
Full description
Here are answers on questions, hints ( Reshebnik) according to the allowance of L.G. Peterson and N.P. Kholina (" One step, two step... "Mathematics for children 5-6 years old, part 1) to help parents of students.
The second article gives solutions for lessons 10-16 (page 16 - page 29). The author of the solution book is Vorobieva Nina Fedorovna (website www.strana-znaek.ru).
Some tasks with obvious solutions are not dealt with here.
page 16
Lesson 10
3. Read the task to the child 2 or 3 times. If he says that he understood how to do it, let him do it. Check the accuracy of the task.
There should be two blue circles above the line, and three yellow triangles below the line.
page 17
Lesson 10
4.
5.
page 18
Lesson 11
2.
Read the task to the child twice, check: there should be 3 yellow circles to the right of the line, 2 green squares to the left.
page 19
Lesson 11
4. Attention! In such examples, errors are implied only in the amount. There are no errors in the terms. For comparison, you can underline the elements to the left and right of the equals sign.
a) draw a green triangle in total;
a) in total, it is necessary to color the square in blue;
b) swap the terms.
a) cross out the blue circle in total;
b) swap the terms.
page 20
Lesson 12
1. There is some ambiguity in the right task (methodological flaw): Cheburashka is on the right paw of Gena the crocodile, and a puppy is on the right side of the picture. You can just skip task 1b.
2. A similar consideration for the figure on the right.
3. There should be 3 yellow squares to the right of the red line, to the left of the green line - 3 blue ovals.
page 21
Lesson 12
4. An extra element is a pine branch.
a) the first term is a blue flower;
b) the second term is a yellow triangle and a red circle.
a) sum: green square, red triangle, yellow circle, blue triangle;
b) first term: blue triangle.
I propose to learn the rule with the child: the sum does not change from the rearrangement of the terms.
7. Each time we remove one square on the right and add one circle on the left.
page 22
Lesson 13
1. The minus sign denotes the action of subtraction.
What is subtraction for children compared to:
There were some items in the big bag. The one to the left of the minus sign was in the bag. What is to the right of the minus sign is pulled out of the bag. What is to the right of the equals sign remains in the bag.
In example 1a, the bag contained: Two large red balls and three small blue balls. Three small blue balls were pulled out of the bag. There are two big red balls left in the bag.
Enter the words: minuend, subtrahend, difference.
What is to the left of the minus sign is called the minuend.
What is to the right of the minus sign is called subtrahend.
Anything to the right of the equals sign is called the difference.
In example 1b, the difference is equal to three small blue balls.
a) difference - red circle;
b) difference - two yellow triangles;
c) difference - two red circles;
d) difference - two blue squares.
3. It is impossible to suggest all options. Check the correctness of the task. Only one sign changes (shape, size or color).
page 24.
Lesson 14
1. Draw a flower at the postman, circle Matroskin's cat in red.
page 25
Lesson 14
a) difference - red flag;
b) the difference is a blue flower and a yellow ball;
c) difference - blue triangle, red triangle;
d) difference - yellow square, green circle.
page 26
Lesson 15
1) the first solution is a large triangle, select by size
2) the second solution is a circle, select according to the shape
3) the third solution is a red triangle, select by color
page 27
Lesson 15
We introduce the concept of "part" and "whole". For addition: two terms are “parts”, “whole” is the sum. For subtraction: the minuend is the "whole", the subtrahend and the difference are the "parts".
a) sum - two blue squares, two red circles, yellow circle;
b) swap the terms, the sum is the same;
page 29
Lesson 16
a) difference - red triangle, yellow circle;
b) the sum is a blue square, two red circles, a yellow triangle.
Shapes are grouped by color, can be grouped by shape:
Vorobieva Nina Fedorovna