Nod famp preparatory group for fgos. Irina Aleksandrovna Pomoraeva, Vera Arnoldovna Pozina Formation of elementary mathematical representations. The system of work in the kindergarten preparatory group for school. Didactic game "Neighbors of a number"
Library of the program "FROM BIRTH TO SCHOOL"
edited by N.E. Veraksa, T. S. Komarova, M. A. Vasilyeva
Pomoraeva Irina Alexandrovna - Methodist of the Training and Methodological Center for vocational education Moscow, teacher of methods of mathematical development, Pedagogical College No. 15, Honored Teacher of Russia
Pozina Vera Arnoldovna - Methodologist, teacher of methods of mathematical development of the Pedagogical College No. 4, excellent student of public education
Foreword
This manual is addressed to educators working on the approximate basic general educational program of preschool education "FROM BIRTH TO SCHOOL" edited by N. Ye. Veraksa, T. S. Komarova, M. A. Vasilyeva, to organize work in mathematics in the preparatory group for school.
The manual discusses the organization of work on the development of elementary mathematical representations in children 6-7 years old, taking into account the patterns of formation and development of their cognitive activities and age opportunities.
The book provides an approximate planning of work in mathematics for a year. The structure of the lessons allows you to combine and successfully solve problems from different sections of the program. The proposed system of work, including a set of tasks and exercises, various methods and techniques of working with children (visual-practical, play, verbal), helps preschoolers to master the methods and techniques of cognition, to apply the knowledge gained in independent activity. This creates the prerequisites for the formation of a correct understanding of the world, allows you to provide a general developmental orientation of training, communication with mental, speech development and different kinds activities.
Game situations with elements of competition, reading excerpts fiction motivate children and direct their mental activity to find ways to solve the assigned tasks. The method of work does not imply direct teaching that can negatively affect the child's comprehension and independent performance of mathematical tasks, but implies the creation of situations of community, activity, provides all children with an equal start, which will allow them to successfully study at school.
The proposed system of work allows teachers to take into account the specifics of the activities of an educational institution and its priorities. The volume of material gives educators the opportunity to realize their creative potential and take into account the characteristics of a particular group of children.
The knowledge gained in the course of organized educational activities on the formation of elementary mathematical concepts must be consolidated in everyday life... To this end, special attention should be paid to enriching role-playing games with mathematical content and the creation of a subject-developing environment, which stimulates the development of independent cognitive activity of each child.
In working with children as in preschool, so at home you can use workbook "Mathematics for Preschoolers: Preparatory Group for School" (Moscow: Mosaika-Sintez, 2012).
The manual includes: a list of didactic games, additional material, recommendations for organizing a developing environment. They reflect the modern positions of psychologists, teachers and methodologists, allowing to expand the content of work with children of the seventh year of life.
Further in the manual, for convenience of presentation, instead of the term "directly educational activities"We will often use the term" occupation "familiar to teachers. However, the term "lesson" should not mislead teachers: it does not imply lesson-type lessons. The teacher's task is not to turn mathematics into a lesson, but to use forms of work with children that correspond to their age, indicated in the approximate basic general educational program of preschool education "FROM BIRTH TO SCHOOL" edited by N. Ye. Veraksa, T. S. Komarova, M. A. Vasilyeva.
Software content
amount
The development of general ideas about the set: the ability to form sets on given grounds, to see the components of sets in which objects differ in certain characteristics.Exercises in combining, complementing sets, removing a part or its individual parts from a set.
Consolidation of the ability to establish relationships between individual parts of a set, as well as a whole set and each of its parts on the basis of counting, composing pairs of objects or connecting objects with arrows.
Improving the skills of quantitative and ordinal counting within 10. Acquaintance with counting within 20.
Acquaintance with the numbers of the second ten.
Consolidation of understanding of the relationship between the numbers of the natural series (7 is more than 6 by 1, and 6 is less than 7 by 1), the ability to increase and decrease each number by 1 (within 10)
Securing the ability to name numbers in forward and backward order (oral counting), the subsequent and previous number to the named or indicated by a number, to determine the missing number.
Acquaintance with the composition of numbers from 0 to 10.
Formation of the ability to decompose a number into two smaller ones and make up of two smaller ones a larger one (within 10, on a visual basis).
Acquaintance with coins in denominations of 1, 5, 10 kopecks, 1, 2, 5, 10 rubles (distinction, set and exchange of coins).
Formation of the ability to compose and solve simple arithmetic problems on a visual basis for addition (less is added to the larger) and subtraction (subtracted less than the remainder); when solving problems, use the action signs: plus (+), minus (-) and the relation sign is equal (\u003d).
The quantity
Consolidation of the ability to count according to a given measure, when not one, but several objects or part of an object is taken as a counting unit.Consolidation of the ability to divide an object into 2-8 or more equal parts by bending the object (paper, fabric, etc.), as well as using a conventional measure; correctly designate parts of a whole (half, one part of two (one second), two parts of four (two quarters), etc.); establish the ratio of the whole and the part, the size of the parts; find parts of a whole and a whole by known parts.
Formation of initial measurement skills. Securing the ability to measure the length, width, height of objects (segments of straight lines) using a conventional measure (paper in a cage).
Strengthening the ability of children to measure the volume of liquid and bulk substances using a conditional measure.
Formation of ideas about the weight of objects and how to measure it. Consolidation of the ability to compare the weight of objects (heavier - lighter) by weighing them on the palms. Acquaintance with scales.
Development of ideas that the result of measurement (length, weight, volume of objects) depends on the size of the conventional measure.
The form
Clarification of knowledge about geometric shapes, their elements (vertices, corners, sides) and some of their properties.Formation of ideas about a polygon (for example, a triangle and a quadrangle), a straight line, a straight line segment.
Consolidation of the ability to recognize figures regardless of their spatial position, depict, place on a plane, arrange by size, classify, group by color, shape, size.
Consolidation of the ability to model geometric shapes; make up one polygon from several triangles, from several small squares - one large rectangle; from parts of a circle - a circle, from four segments - a quadrangle, from two short segments - one long, etc.; construct figures by verbal description and enumeration of their characteristic properties; to compose thematic compositions of figures according to their own design.
Consolidation of the ability to analyze the shape of objects as a whole and their individual parts; to recreate objects complex in shape from separate parts according to contour samples, according to description, representation.
Orientation in space
Formation of the ability to navigate a limited surface (sheet of paper, blackboard, page of a notebook, book, etc.); position objects and their images in the indicated direction, reflect their spatial arrangement in speech (above, below, above, below, left, right, left, right, in the upper left (lower right) corner, in front of, behind, between, next to, etc. .).Acquaintance with the plan, scheme, route, map. Development of the ability to model spatial relationships between objects in the form of a drawing, plan, scheme.
Formation of the ability to "read" the simplest graphical information indicating the spatial relationships of objects and the direction of their movement in space: from left to right, right to left, bottom up, top down; move independently in space, focusing on conventional signs (signs and symbols).
Time orientation
Formation elementary representations about time: its fluidity, frequency, irreversibility, sequence of days of the week, months, seasons.Consolidation of the ability to use words-concepts in speech: first, then, before, after, earlier, later, water and time.
Development of a "sense of time", the ability to save time, regulate your activities in accordance with the time; distinguish between the duration of individual time intervals (1 minute, 10 minutes, 1 hour).
Formation of the ability to determine the time by the clock with an accuracy of 1 hour.
Approximate distribution of program material for the year
I quarter
September
Lesson 1Exercise in dividing a set into parts and combining its parts; improve the ability to establish dependence between the set and its part.
skills of ordinal counting within 10, the ability to answer the questions "How much?", "Which one?", "In which place?"
ideas about the mutual arrangement of objects in space (in a row): left, right, before, after, between, before, behind, next.
the ability to consistently identify and name the days of the week.
Session 2
Exercise in dividing the set into parts and combining the parts into a whole group; improve the ability to establish the relationship between the set and its part.
Learn to count in forward and backward order within 5.
the ability to divide a circle and a square into 2 and 4 equal parts, compare and name them.
the ability to distinguish and name familiar geometric shapes.
Session 3
Introduce the numbers 1 and 2 and learn to designate numbers with numbers.
Exercise upward and downward counting skills within 10.
Strengthen the ability to navigate on a sheet of paper, determine the sides and corners of the sheet.
Improve your understanding of triangles and quadrangles.
Session 4
Introduce the number 3.
Learn to call the previous and next number for each number of the natural series within 10.
Improve the ability to compare 10 objects (in length, width, height), arrange them in ascending and descending order, designate the comparison results with the appropriate words.
Exercise in the ability to move in a given direction.
Session 5
Introduce the number 4.
To consolidate ideas about the quantitative composition of the number 5 from units.
Strengthen the ability to compare two objects in size (length, width) using a conditional measure equal to one of the compared objects.
Develop the ability to indicate in speech your location relative to another person.
Session 6
To acquaint with the quantitative composition of the number 6 from units.
Introduce the number 5.
Strengthen the ability to consistently name the days of the week.
Continue to develop the ability to see in the surrounding objects the form of familiar geometric shapes.
October
Lesson 1Continue learning how to make the number 6 from units.
Introduce the number 6.
Clarify the techniques of dividing a circle into 2-4 and 8 equal parts, learn to understand the ratio of the whole and parts, name and show them (half, one second, one fourth, one eighth, etc.).
Develop the ability to move in space in accordance with conventional symbols.
Session 2
Introduce the composition of numbers 7 and 8 from units.
Introduce the number 7.
Clarify the techniques for dividing a square into 2, 4 and 8 equal parts; learn to understand the ratio of the whole and parts, name and show them (half, one second, one fourth, one eighth, etc.).
Reinforce the concept of triangles and quadrangles.
Session 3
Continue learning how to make the numbers 7 and 8 from units.
Introduce the number 8.
Reinforce the consistent naming of the days of the week.
Develop the ability to compose a thematic composition based on a model.
Session 4
with the composition of the number 9 of ones.
with the number 9.
Improve the ability to name numbers in forward and backward order from any number.
Develop an eye.
Strengthen the ability to navigate on a sheet of paper, identify and name its sides and corners.
Session 5
Improve the ability to make the number 9 from units.
Develop an understanding of the independence of the counting result from its direction.
Give an idea of \u200b\u200bthe weight of objects and their comparison by weighing them on the palms; learn to mark the results of comparison with words heavy, light, heavier, lighter.
Develop the ability to group geometric shapes by color and shape.
Session 6
with the composition of the number 10 from units.
with the number 0.
Keep learning to find previous number to named, subsequent number to named.
Clarify ideas about the weight of objects and the relativity of weight when comparing them.
Form an idea of \u200b\u200btemporary relationships and teach how to designate them with words: first, then, before, after, earlier, latere.
Session 7
Continue to learn to make the number 10 from units.
Introduce the designation of the number 10.
To consolidate the skills of counting in forward and backward order within 10.
Give an idea of \u200b\u200bthe polygon using the example of a triangle and a quadrangle.
To consolidate the ability to navigate in space using symbols on the plan, to determine the direction of movement of objects, to reflect their spatial position in speech.
Session 8
Learn to make the number 3 from two smaller numbers and decompose it into two smaller numbers.
Continue acquaintance with numbers from 1 to 9.
Clarify ideas about the polygon, develop the ability to find its sides, corners and vertices.
Reinforce ideas about the seasons and months of autumn.
November
Lesson 1Learn to make the number 4 from two smaller numbers and decompose it into two smaller numbers.
Strengthen the skills of ordinal counting within 10.
Develop the ability to analyze the shape of objects and their individual parts.
Improve the idea of \u200b\u200bthe weight of objects and the ability to determine regardless of them appearance whether the items weigh the same or not.
Strengthen the ability to consistently identify and name the days of the week.
Session 2
Learn to make up the number 5 from two smaller numbers and decompose it into two smaller numbers.
To acquaint with the formation of the numbers of the second ten within 15.
Improve the ability to build a series by weight of objects.
To consolidate the ability to navigate on a sheet of paper and to reflect in speech the spatial arrangement of objects in words: top, bottom, left, right.
Session 3
Learn to make the number 6 out of two smaller numbers and decompose it into two smaller numbers.
Continue to acquaint with the formation of the second ten numbers within 15.
Introduce the measurement of quantities using a conditional measure.
Develop the ability to navigate in space using symbols and diagrams.
Session 4
Learn to make the number 7 from two smaller numbers and decompose it into two smaller numbers.
Continue to acquaint with the formation of the second ten numbers within 20.
Improve the ability to measure the length of objects using a conditional measure.
Session 5
Learn to make the number 8 from two smaller numbers and decompose it into two smaller numbers.
To consolidate the skills of counting in forward and backward order within 15.
Exercise in measuring the length of objects using a conditional measure.
Develop the ability to navigate a sheet of paper in a cage.
Session 6
Learn to make the number 9 out of two smaller numbers and decompose it into two smaller numbers.
Improve counting skills within 20.
Exercise in measuring the height of objects using a conditional measure.
Continue to develop the ability to navigate a sheet of paper in a cage.
Session 7
Learn to make up the number 10 from two smaller numbers and decompose it into two smaller numbers.
To consolidate the ability to determine the previous, subsequent and missing number to the named or indicated by a number within 10.
Exercise in the ability to measure the length and width of objects using a conditional measure.
Session 8
To consolidate ideas about the quantitative and ordinal value of a number within 10.
Strengthen the ability to make the number 10 from units.
skills in measuring the size of objects; to acquaint with the dependence of the measurement results on the value of the conventional measure.
Develop the ability to move in space in a given direction.
the ability to model objects using familiar geometric shapes.
II quarter
December
Lesson 1Introduce coins in denominations of 1, 2, 5, 10 rubles and 1, 5, 10 kopecks.
Continue to develop orientation skills on a sheet of paper in a cage.
Clarify ideas about polygons and how to classify them by type and size.
Session 2
Continue introducing coins in denominations of 1, 5, 10 rubles.
Learn to count according to a given measure, when not one, but several objects are taken as a unit of account.
Form an idea of \u200b\u200bthe time, introduce you to the hourglass.
Session 3
Continue to acquaint with coins in denominations of 1, 5, 10 rubles, their set and exchange.
Develop a sense of time, learn to regulate your activities in accordance with the time interval.
Continue learning to count at a given measure within 20.
To develop the ability to recreate objects of complex shape from separate parts according to contour samples.
Session 4
Continue to clarify ideas about coins in denominations of 1, 2, 5, 10 rubles, their set and exchange.
Learn to measure the volume of bulk solids using a conditional measure.
Introduce the clock, teach how to set the time on the clock layout.
Continue to learn to determine the shape of objects and their parts.
Session 5
Continue to learn to measure the volume of bulk solids using a conditional measure.
Continue to introduce the clock, learn to set the time on the clock layout.
Develop the ability to navigate a sheet of paper in a cage.
Consolidate ideas about the polygon; to acquaint with its special cases: pentagon and hexagon.
Session 6
Introduce the rules for measuring liquid substances using a conditional measure.
Strengthen the understanding of the relationship between the numbers of the natural series, the ability to increase (decrease) the number by 1 within 10.
Develop a sense of time; learn to distinguish the duration of time intervals within 5 minutes.
Develop the ability to model geometric shapes.
Session 7
Improve the ability to decompose a number into two smaller ones and make a larger number from two smaller ones within 10.
Reinforce ideas about the sequence of seasons and months of the year.
To develop the ability to construct geometric shapes by verbal description and enumeration of characteristic properties.
Exercise in the ability to combine parts into a whole set, compare a whole and a part of a set.
Session 8
Strengthen the ability to decompose a number into two smaller numbers and make up of two smaller numbers a larger number within 10.
To develop the ability to name the previous, next and missing number to the named one.
Reinforce ideas about the sequence of days of the week.
Develop the ability to modify geometric shapes.
January
Lesson 1Learn to compose arithmetic addition problems.
Strengthen the ability to see geometric shapes in surrounding objects.
Session 2
Improve the ability to navigate on a sheet of paper in a cage.
Develop attention, memory, logical thinking.
Session 3
the ability to measure the volume of liquid substances using a conditional measure.
the ability to navigate on a sheet of paper in a cage.
attention, memory, logical thinking.
Session 4
learn to compose and solve arithmetic problems for addition and subtraction.
to acquaint with coins in denominations of 1, 2, 5, 10 rubles, their set and exchange.
Improve the ability to navigate on a sheet of paper in a cage.
Develop attention, logical thinking.
Session 5
Continue to learn to compose and solve arithmetic problems for addition and subtraction.
Continue introducing the clock and setting the time on the clock layout.
Improve the ability to navigate on a sheet of paper in a cage.
Session 6
Continue to learn to compose and solve arithmetic problems for addition and subtraction.
Improve your understanding of the sequence of numbers within 20.
Develop the ability to divide the whole into 8 equal parts and compare the whole and its parts.
Develop the ability to determine the location of objects relative to each other.
Session 7
Develop ideas about geometric shapes and the ability to draw them on a piece of paper.
To consolidate the ability to name the previous, subsequent and missing number, indicated by a number.
Session 8
Continue teaching yourself how to compose and solve addition and subtraction problems.
Improve understanding of parts of the day and their sequence.
Exercise in the correct use of words in speech: first, then, before, after.
Strengthen the ability to see the shapes of familiar geometric shapes in the surrounding objects.
Develop attention, imagination.
February
Lesson 1Continue learning to compose and solve arithmetic addition problems.
Exercise in the counting of objects according to the model.
Learn to measure the length of straight line segments in cells.
Develop attention, memory, logical thinking.
Session 2
Continue to learn to compose and solve arithmetic problems for addition and subtraction.
Strengthen the ability to name winter months.
Improve the ability to make a number from units.
Exercise in drawing up thematic compositions from geometric shapes.
Session 3
Continue to learn to compose and solve arithmetic problems for addition and subtraction.
To consolidate the ability to consistently name the days of the week and correctly use the words in speech: earlier, later, first, then.
Continue to develop the ability to define a segment of a straight line and measure its length by cells.
Develop ideas about the size of objects.
Session 4
Continue to learn to compose and solve arithmetic problems for addition and subtraction.
Expand ideas about the weight of objects.
Strengthen the ability to modify geometric shapes.
Improve the ability to navigate in a notebook in a cage, perform tasks according to verbal instructions.
Session 5
Continue to learn to compose and solve arithmetic problems for addition and subtraction.
Improve the skills of measuring the height of objects using a conditional measure.
Abstract open class mathematics
in the preparatory group for school
"Dunno's helpers"
Software content:
Educational area "Cognition".
1. Fix with children a quantitative and ordinal count within 20;
countdown within 10.
2. Continue to teach to solve and come up with problems
3. Continue to form the concept - "problem condition", "question", "solution", "answer".
4. To consolidate knowledge about the composition of numbers within 10 of the two smaller numbers.
5. To consolidate the idea of \u200b\u200bthe sequence of parts of the day, days of the week, the names of the months, the seasons.
6. Exercise orientation on a sheet of paper in a cage
7. Reinforce knowledge of geometric shapes.
8. Promote the development of logical thinking, attention.
9. To develop the ability to listen and the desire to help.
"Communication"
Develop ingenuity, visual memory, imagination.
Contribute to the formation of mental operations, the development of speech, the ability to argue their statements.
"Socialization"
Foster independence, the ability to understand learning task and do it yourself.
Demo material: Dunno doll, envelope with letter, envelopes with tasks;
Handout: for each child a sheet of squared paper and colored pencils, pencils, numbers, a white sheet of paper.
Course of the lesson:
Guys, guests came to us today. Let's greet them quietly.
Children: Hello!
Guys, today, when I came to kindergarten, I saw this unusual envelope on the table, there was a letter from one fairytale hero... Try to find out who it is? (Children answer). Well done! This is a letter from Dunno. It says that a misfortune has occurred in the Fairytale City. The evil wizard has bewitched him, now the sun does not shine there and it is always dark outside. Little short ones in despair, evil spells can only be removed by children who know how to count well, solve problems and are ready to help.
Guys, do you agree to help the residents of this city? Then let's do the first task.
1 task:"Repetition is the mother of learning"!
Educator: The first task in envelope number 1.
Well, what, guys? Let's help Dunno?
Children: Yes!
Educator: (Addressing one of the children), please bring an envelope under number 1.
(the child brings an envelope; the teacher takes out a piece of paper from the envelope and reads it).
Guys, the task is called"Repetition is the mother of learning." You and I need to answer a few simple questions, it shouldn't be difficult, because we went through all this with you in our classes.
Questions:
1. Name the seasons - 1st child
2. Name the months of the year - 2nd child
3. Count up to 20 as a quantitative count - 3rd child (one, two, three ...
4. Count up to 10 - 4th child (first, second, third ...)
5. Count down from 10 to 1 - 5th child
6. Name the "even" numbers up to 10 - 6th child
7. Name the "odd" numbers up to 10 - 7th child
8. Name the days of the week - 8th child.
9. What is the number following the number 3.
10. Name the neighbors of the number 8.
11. What number is between 8 and 10.
12. Tell me which number is greater than 3, but less than 5.
13. After what date comes the number 6.
14. What is the number preceding the number 4.
15. What is the number following the number 7.
Educator: Well done! You answered the questions well. And the next envelope with the assignment is already waiting for us.
And this is task number 2.
Ilya, please bring the envelope number 2.
2nd task:"Compare numbers" (work at the blackboard).
Guys Dunno asks what number comparison signs do you know? (more, less, equal).
In the next task, we need to compare the numbers correctly.
3 and 5 11 and 20 18 and 18
6 and 6 16 and 8 14 and 9
4 and 7 15 and 3 13 and 12
Well done guys, and coped with this task!
3 task:Find an extra word.
Let's see what's in envelope # 3.
Guys, the task is calledFind an extra word.
I name the words, and you name which of them is superfluous and why.
1. Monday, Tuesday, Wednesday, Friday, morning.
3. Summer, autumn, winter, Sunday.
4. Morning, evening, night, day, month.
Well done guys, you have overcome another obstacle. And now we will have a little rest in order to solve other tasks in the same way.
Physical education:
I went swimming on Monday (pretend swimming)
And on Tuesday - I drew, (we depict drawing)
On Wednesday I washed my face for a long time, (we wash)
And on Thursday I played football (running on the spot)
On Friday I was jumping, running, (jumping)
Danced for a very long time, (spinning in place)
And on Saturday, Sunday (claps)
I rested all day.
(children sit down, hands under the cheek - fall asleep)
4 task: "Magic box".
Guys, look what Dunno brought us, this is not an envelope, but a whole package. Oh, what an unusual package, what is written on it? Magic box Dunno, I wonder what is in it. Guys, there are logical tasks in the box. Who can tell me what parts the task consists of?
(Condition, question, decision, answer).
Well done, and now let's get to work (takes tasks out of the box, the children say the answer).
Tasks:
Five kittens are digging sand
Three sunbathe in the sun,
The two are bathed in ash.
How many are all? Tell me?
(10)
2. Four little mice,
Very friendly girlfriends
We went out into the field for a walk
Five more came running
They sang very amicably
All of them were exactly ...
(9)
3. How many nuts are in an empty glass? (0 - the glass is empty)
4. There were 3 tulips and 7 daffodils in a vase. How many tulips were in the vase? (There were only 3 tulips in the vase)
5. That's the idea of \u200b\u200ba hedgehog friends
Invite to the anniversary
I invited two cubs
Three hares and five squirrels.
Count quickly
How many friends does a hedgehog have?
(10)
Blotter and notebook,
And a pen to write
And an elastic band to stain
I cleaned it carefully
Pencil case and pencil
And our friend's primer.
How many things are in the portfolio?
(7)
7. Me, Seryozha, Kolya, Wanda
Volleyball team.
Zhenya and Igor for now -
There are two spare players.
And when to learn,
How many of us will we make?
(6)
8. Arranged by Andryushka
Two rows of toys.
Next to the monkey -
Teddy bear.
Together with the fox -
Oblique bunny.
Following him -
The hedgehog and the frog.
How many toys
Arranged by Andryushka?
(6)
9. A squirrel is sitting on a cart,
She sells nuts.
Chanterelle - sister,
Sparrow, titmouse,
To the fat-bellied bear,
Zainke mustache,
To whom in a scarf,
To whom in the goiter,
To whom in the honey.
How many nuts did the squirrel sell?
(5)
10. Grandmother Dasha has a granddaughter Masha, a cat Fluff, a dog Druzhok. How many grandchildren does a grandmother have? (one granddaughter)
Educator: Well done! All of you were good at solving logic problems. And now I want you to solve common problems (frontal survey).
Tasks:
1. “There were 4 apples hanging on a branch, 2 apples were picked. How many apples are left to hang on the branch?
2. “Mom bought 7 pears, Misha ate 4 pears. How many pears are left on the plate? (3)
3. Six funny cubs,
They rush to the forest for raspberries,
But one kid is tired
Left behind comrades
Now find the answer
How many bears are ahead?
Educator: And again you did it! Well done! Katya, try to create your own problem (the child makes up a problem).
5 task"Draw a figure":
Let's see what's in envelope # 5.
The task is called "Draw a Shape". Before starting the assignment, let's remember what shapes are (working with the poster "Geometric Shapes"). Now let's get down to the task. Before you is a blank sheet, we know the geometric shapes, guys, you should take colored pencils and get ready to complete the following tasks.
1. In the upper right corner, draw a red triangle.
2. In the lower left corner, draw a blue square.
3. In the upper left corner there is a green circle.
4. In the lower right - a yellow rectangle.
You are getting closer and closer to defeating the evil wizard! Let's move on to the next envelope.
6 task is calledGet the number 10.
We need to get the number 10 out of 2 smaller numbers. Let's help Dunno and try to cope with this task (frontal survey).
7 task"Solve examples."
You guys are great! You completed all tasks correctly today, but
you need to deal with the last building.
And this task is that we have to solve examples:
3+3= 8-5=
7+2= 9-4=
6+1= 4-2=
Well done boys! How well you do the assignments.
You are all tired, I suggest you take some rest:
Finger gymnastics:
I have five fingers on my hand
Five grippers, five grippers,
To grab and to saw,
To take and to give
1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
Well guys have a rest?
Next task.№ 8 "Draw a figure".
Let's not waste time. Move the notebooks, place the pencil on the red dot. Begin. 4 cells - right 2 cells - up 4 cells - right 5 cells - down 4 cells - left 2 cells - up 4 cells - left 1 cell - down 1 cell - left 1 cell - down 1 cell - left 3 cells - up, 2 cells to the right.
Educator: What happened?
Children: Key.
“Guys, we have defeated the evil wizard. You are great, you have coped with all the tasks correctly, helped Dunno and the little residents of the Fairytale City. I am very glad that you are such smart and capable children, ready to come to the rescue at any moment. Guys, let's remember what obstacles we faced today? What tasks did you perform? Which of the tasks did you find the most difficult? Did you enjoy the lesson? (Children answer questions). Guys, do you know what is the best grade in school? Of course 5! I invite you to evaluate yourself. I have numbers 5 and numbers 4. Think about how you worked today, whether you coped with all the tasks and rate yourself. "
Educator: Sasha, why did you rate yourself at 4? (child's answer) Well done, you acted honestly.
(The junior teacher brings a parcel from the postman).
Oh, and we received a parcel again, and a letter to it (the teacher reads the letter).
“Thank you very much children for your help in our salvation! We would have died without you. You did a very good job and defeated the evil wizard. Now in our fabulous city the sun is shining again and flowers are blooming. In gratitude, I, along with other short ones, give you these sweets.With love, your Dunno. "
(Sweet prizes are handed out to children).
Details
Mishina Galina Anatolievna , senior educator Municipal budgetary preschool educational institution Combined kindergarten No. 14 "Firefly" Khimki, Moscow region
Occupation type: intellectually developing.
Theme: " The game is a journey to the country of Mathematics ”.
Age: 6 - 7 years old.
Location:music hall.
Duration of the lesson: 30 minutes.
Preliminary work:FEMP classes, making attributes, manuals for didactic games, didactic games with mathematical content, learning dynamic pauses, gymnastics for the eyes.
Goal: Strengthen children's ideas about elementary mathematical concepts.
Tasks:
Educational
- Strengthen the ability to lay out a number series.
- Improve the skills of forward and backward counting within 10.
- Exercise in ordinal count.
- Strengthen the ability to guess mathematical riddles, write down the solution and answer to riddles using cards with numbers and signs.
- Consolidate knowledge about the days of the week, seasons.
- To consolidate the idea of \u200b\u200bgeometric shapes, the skill of grouping shapes according to certain criteria.
- Freeze spatial representations: left, right, center, under above.
Developing
- Develop logical thinking, mental operations of analysis and generalization.
- Develop ingenuity, visual memory, imagination.
- Contribute to the formation of mental operations, the development of speech, the ability to argue their statements.
Educational
- To foster a culture of communication, emotional responsiveness, the ability to understand the educational task and perform it independently or in pairs, to act according to the teacher's instructions.
- Cultivate interest in math studies.
Health-saving
- Teach children to monitor their posture.
- Continue to develop movement coordination.
Priority educational area: “Cognition”.
Integration of educational areas: "Communication", "Socialization", "Labor".
Socialization:
- to educate children in curiosity, mutual assistance, self-esteem skills.
Communication:
- develop in children free communication, speech, memory, attention, thinking
- activate the children's dictionary.
Work:
Remove workplacekeep it ok
Methodical techniques:
Game.
Visual.
Verbal.
Practical.
Material:Demo: Magnetic board, cards with numbers and signs, multimedia presentation, pointer, chest with coloring pages. Dispensing: Geometric shapes, cards with numbers from 1 to 10, white laminated cardboard.
GCD move:
I. Organizing time (5 minutes.)
II. Main part (22 min.)
III. Summary (teacher's summary) (3 min.)
SLIDE 1.
Organizing time.
Guys, guests came to our class today to see what you have learned and how much you know. Say hello to the guests.
Let's stand in a circle, join hands and smile at each other .
Children, together with the teacher, stand in a circle.
In a wide circle, I see
All my friends stood up.
We will now go right 1, 2. 3.
Now let's go left 1, 2.3.
In the center of the circle we will gather 1, 2.3.
And we will all return to the place 1, 2.3.
Let's smile, wink
And let's start the lesson.
Children together with the teacher perform exercises in accordance with the text 1 time.
Take your seats at the tables. (children take their places)
We have a math class now. Mathematics is a very necessary science, Tatyana will tell us a poem about this.
Friends, we cannot live without mathematics.
We have been given mathematics for many hundreds of years,
Even mammoths were considered by the most ancient people.
Without mathematics, a person will not be able to decide, measure and count. It is impossible to build a house, count the money in your pocket, measure the distance. If a person did not know mathematics, he would not be able to invent an airplane, a car, washing machine, refrigerator, TV and other appliances. All over the world, children are taught math.
But before we start doing math, let's remember the rules of behavior during class:
During class, you, sit calmly and behave ... (with dignity)
A chair and a table are not a bed and you cannot ... ... (lie down)
If you want to answer - do not make noise, but only your hand…. (pick up)
I ask you to keep these rules in mind throughout the session.
And before you raise your hand, think carefully about the answer, do not rush. Remember what they say about those people who are always in a hurry? ("Hurry to make people laugh")
Do you guys like fairy tales? (children's answer) Then listen ... In a certain kingdom, in a certain state, there was a king.
SLIDE 2.
And he ruled a country called Mathematics. And he decided to go around his cities in the kingdom, to see if everything is okay with him, if everything is fine with him. He looked around, but he had no assistants. What to do?
(children express their assumptions)
Father Tsar, and our children can help you, although they are small, but very smart. (the teacher addresses the king).
Guys, what do travelers need while traveling in order not to get lost? (children's answers)
That's right, card!
SLIDE 3.
And here it is, a strange kind of map, and one question mark. Guys, and the king prompted me, in order to start the journey and find out the name of the first city we will get to, we need to conduct a mathematical warm-up called "Don't yawn, answer questions quickly!"
1. What day of the week is it today?
2. How many days are there in a week?
3. What day is after Tuesday?
5. What is the name of the fifth day of the week?
6. What are weekends called?
7. How many seasons of the year?
8. What time of year is winter?
9. What time of year is summer?
10. What is an extra word in a row of words:
a) winter, wednesday, Spring Summer Autumn;
b) one, two, three, a circle, four five;
c) plus, minus, friday, equally;
d) circle, square, december, polygon.
SLIDE 4.
Well done, we coped with the warm-up! And the first city to which we will go appeared on the map. This city is called Chislograd, numbers live in this city, they have been preparing for a meeting with you for so long that they completely confused their places in the number row. Help them guys find their place.
Didactic game Find a place in the row.
Goal: to consolidate the ability of children to compose a number series, to exercise in forward and backward counting.
You have cards with numbers from one to ten on your tables in envelopes. Please arrange these cards in order, starting with the card with the number one, just do not forget that the number series must be laid out from left to right. (children complete the task)
Let's count in chorus from one to ten, and now in chorus from ten to one.
Didactic game "Neighbors of a number".
Purpose: to exercise in determining the next and previous number to the named number.
Each number has neighbors, a previous and subsequent number.
Masha, name the neighbors of the number 5.
Leonid name the neighbors of the number 8.
Nastya name the neighbors of number 3.
Didactic game "Colorful trees".
Purpose: to train children in ordinal counting, in the ability to correlate a number with the place of an object in a given row.
The guys in Chislograd have a park where colorful trees grow. Count and show with a card with a number how many trees are growing in the park.
Show with a card with a number what is the yellow tree in the park, if you count from left to right.
With what number was the card raised? Why? (because the tree with a yellow crown is the fifth in a row if you count from left to right).
Show with a card with a number what is the blue tree, if you count from right to left?
With what number was the card raised? Why? (because the blue tree is the seventh in a row if you count from right to left).
Show with a card with a number what is the gray tree if you count from left to right?
With what number was the card raised? Why? (because the gray tree is the ninth in a row if you count from left to right).
Well done! Mission completed! Place the number cards in the envelope.
(children remove the cards, the teacher removes the easel)
SLIDE 5.
SLIDE 6.
Dynamic pause "How pleasant it is to swim in the river!"
How pleasant it is to swim in the river!
Bank on the left, bank on the right.
(Tilts left and right.)
Ribbon river ahead.
(Stretching - hands forward.)
Above the bridge - look.
(Stretching - arms up.)
To sail even faster
We need to row faster.
We work with our hands.
Who will follow us?
(Swimming movements.)
And now it's time for us, brothers,
(Hands locked behind the neck)
To lie on the sand.
We get out of the river
(Walking in place.)
And we rest on the grass.
SLIDE 7.
So we got to the town "Fun tasks"!
- All animals live here in peace and harmony.
SLIDE 8.
They have prepared mathematical riddles for you, if you correctly guess all the riddles, the map will show which city we will go to next. ----- Let's try to guess these riddles?
Didactic game "Fun tasks".
Purpose: To consolidate the ability to guess mathematical riddles, write down the solution and answer to the problem using cards with numbers and signs. 1. Four goslings and two ducklings
They swim in the lake, shout loudly.
Well, count it quickly -
How many babies are there in the water?
How did the number 6 come about? Maxim, use cards with numbers and signs on the easel to lay out the solution and answer to the riddle. (2 + 4 \u003d 6)
2. Seven tiny kittens
What they give them, everyone eats
And one - asks for supplements
How many kittens are there? (eight)
How did the number 8 come about? Pasha, use cards with numbers and signs on an easel to lay out the solution and answer to the riddle (7 + 1 \u003d 8)
3. The hedgehog walked through the forest
Found mushrooms for lunch.
Two - under a birch, three - under an aspen,
How many will there be in a wicker basket? (five)
How did the number 5 come about? Masha, use cards with numbers and signs on an easel to lay out the solution and answer to the riddle
SLIDE 9.
- Well done, you have guessed all the riddles, and look, the next city appeared on the map, to which we will now go, it is called "Geometric Shapes". The entrance to the city is locked. For the lock to open, we need to do eye exercises.
We've been studying for so long. Hyour eyes are so tired
We'll give them rest
And the palms of the eyes (children rub their palms, warm them up)We will close slowly(they close their eyes with their palms, then follow the text)Let's sit in the dark.
The paint is black everywhere.
Now we open them
And blink a little: one, two, three, four, five.
Don't turn your headLook to the left
Look to the right.
Eyes up, eyes down
Work, don't be lazy!
SLIDE 10.
The castle has opened, and we are greeted by the inhabitants of this city, geometric shapes, look how different they are!
How can they be divided into groups? - How many shapes will be included in the group of large geometric shapes? (6) - Nastya, name these figures.
How many shapes will be included in a group of small geometric shapes (9)
How many shapes will be included in the triangle group? (3) - Yaroslav, name these figures.
How many figures will be included in the trapezoid group? (2)
Maxim, name these figures. - How many pieces will be included in the group of red pieces?
Masha, name them.
Didactic game "Collect the pattern".
Purpose: to teach to master spatial representations: left, right, above, below.
The guys, geometric figures, presented the king with a gift, a carpet with their image, so that the king would never forget about them. On this carpet, geometric shapes are arranged in a certain order, if you correctly arrange the shapes you have in the trays on the sheet that you find under the trays, then you can also admire the beauty of this carpet. - Let's try? -Then put the leaves in front of you and listen carefully.
Place the circle in the center of the sheet.
The square is in the upper left corner of the sheet.
Oval - in the upper right corner of the sheet.
The rectangle is in the lower right corner of the sheet.
The triangle is in the lower left corner of the carpet.
Rhombus in the middle above the circle.
Trapezoid in the middle under the circle.
SLIDE 11. - Well done, and coped with this task! And look on the map there is a final stop, "The Tsar's Residence", this is where our today's journey ends, but you and I will go to travel through the cities of the magical land of MATHEMATICS more than once, where we will meet old friends and make new ones.
SLIDE 12.
Lesson summary.
Now let's remember what cities we visited, traveling through a magical land, where everything is connected with mathematics? (children's answers) - What did you like? Which tasks were easy for you and which ones were difficult? (children's answers)
And now I suggest you evaluate your work. Anyone who believes that he has completely coped with the tasks - let him raise the yellow star, and who believes that not everything he succeeded today - let him raise the red star.
Children make their choice.
The tsar decided to thank you for your good service and gives you a whole chest with mathematical coloring, now we will return to the group, and you can examine and color your pictures at will.
List of references:
- Pomoraeva I.A., Pozina V.A. Classes on the formation of elementary mathematical representations in the preparatory group for school kindergarten... Lesson plans. - M .: MOSAIKA-SINTEZ, 2012.
Svetlana Pechentsova
Abstract final lesson by FEMP in preparatory group in accordance with the Federal State Educational Standard "Unusual Guest"
goal: consolidation of elementary mathematical concepts.
Tasks: 1. Educational:
Improve the counting skills of children within 10, consolidate ordinal and quantitative counting, continue to teach children to name the next and previous number, name the neighbors of the number; ordinal counting skills, knowledge of arithmetic signs +,<, >, -, \u003d; consolidate spatial representations, the ability to designate with words "between", "on right", "left", location of items on a sheet of paper; knowledge about the sequence of days of the week, seasons, months of the year;
Improve the ability of children to navigate on a sheet of paper in a cage;
Continue learning how to make simple addition and subtraction arithmetic problems.
2. Developing:
To develop logical thinking, imagination, attention, memory, the ability to self-control, the ability to independently solve a task.
3. Educational:
Form the ability to negotiate, help each other;
Continue to build qualities such as humility and collectivism.
Equipment and materials:
Notebooks, pens
1- Numbers from 1 to 10
2- Cards<, >. (by the number of children, missing numbers from 1 to 10)
Course of the lesson
IN: Our bell is ringing, filling
Boys and girls gather in a circle!
In a wide circle, I see
All my friends stood up.
We'll go right now
Now let's go left
We stomp with our left foot
Let's click with our right hand.
Let's gather in the center of the circle
And we will all return to the place.
Let's smile, wink
(We will begin to study)
And let's start playing again.
(Children do the exercises in accordance with the text.)
Today we have unusual day... They came to us guests... Let's say hello! (a balloon flies in)
Oh guys, come to us at group a balloon has arrived, look, there is something in it.
(look at it, pop it, take out a note)... Let's read!
We read the note:
Hello children! The Queen of Mathematics is writing to you. I watched you for a long time, I was happy about your successes. Guys, to you today for the lesson was visited not only by adultsbut also one more a guest... What is this guest you will find outif you cope with all the tasks. Offers interesting tasks... And I will observe you with a magic mirror. For each correctly completed task, you will receive a letter. Then, from all the letters, lay out the word and find out guest... Wish you luck!
And so we go to a wonderful country of numbers, examples and tasks, so let's try to be attentive and do all the tasks well.
Here is 1 task (with a ball)
"Don't yawn, answer questions quickly!"
Questions:
If the table is higher than the chair, then the chair?
Children: Below the table.
If a ruler is longer than a pencil, then a pencil?
Children: shorter than the ruler.
If the rope is thicker than the thread, then the thread?
Children: Thinner than rope.
If a sister is older than a brother, then a brother?
Children: Younger sister.
The chair has 4 legs. How many legs do 2 chairs have (8)
How many ends does one stick have? (2)
How many horns do 3 cows have? (6)
Which geometric shapes do not have corners?
Name the spring months.
What arithmetic signs do you know?
Today is Wednesday and tomorrow? (Thursday)
How many ears do three mice have? (6)
How many months in a year?
If the road is wider than the path, then the path? (already roads)
What part of the day is it? (morning)
Well done. We get 1 letter. What letter is it? (L)
Next task.
Task 2. Game "Become in order"
Numbers live here. The numbers went out for a walk and got messed up. They forgot their places, let's put them in order.
Let's take the numbers and while the music is playing, you will dance, and on command "Become in order" line up in a number series.
Check the account (collective account from 1 to 10 and back).
(name, what are you worth in the account?
And you, (name, what is the number?
(name, tell the number five neighbors.
(name, tell me the next number for the number seven.
(name, tell me the previous number for 10.
Guys, we have completed the second task.
We get 2 letter. What letter is it? (ABOUT)
Task 3. Solving inequalities.
In order for us to complete 3 tasks, let's knead our fingers.
Finger gymnastics "Hedgehog"
We sit down at the tables.
And here's the next task?
Guys, what numbers comparison signs do you know?
(more, less, equal).
In the next task, we need to compare the numbers correctly.
Q: Signs argue where is whose place,
Where is more, where is equal
We need to help them guys
I know you care.
Count things like this
To put the right sign.
Children complete tasks.
Exchange cards and check if the task was completed correctly by a friend. Ask 2-3 children.
Well done guys, and you coped with this task!
You were very attentive, here is another letter.
What letter is it? (F)
Put these cards aside so they don't get in your way.
Here's the next task.
Assignment 4 "Kingdom of Time"
Guys, what device shows the time? (Clock)
What is the name of the clock that wakes up in the morning?
What is the name of the clock on the floor?
What is the name of the clock that hangs on the wall?
What is the name of the watch we wear on our wrist?
What is the name of a watch with sand?
Children, let's remember what the small hand shows on the clock, but the big one? Short (small) the hand shows the hours, and the long one shows the minutes.
Guys let's play a game "Show the time on the clock"... Before you watch models. You need to set the clock correctly.
We take a pen and listen to me attentively. (3, 5, 10, 12)
Children set the time. The teacher checks.
Where is the big arrow and the small one?
Well done and you coped with this task. Here's another letter.
What letter is it? (E)
Well done! Leave the tables.
Look at my watch. The circle with the numbers on the watch is called the dial. Repeat after me - dial.
D: Clock face.
IN: What is the name of the circle with numbers on the clock? Who will tell me?
D: The circle with numbers on the watch is called the dial.
IN: Good girl. What hands does a watch have and what are they for?
D: The short hand shows the hours and the long hand shows the minutes.
IN: Correctly. And who knows how to tell the time by the clock? Look, if the long hand shows 12, and the short number 1, this means that the clock shows 1 hour.
The teacher shows on the watch model how to determine what time it is, and ask the children to set the time on their models from 1 hour to 9 hours.
IN: Guys, let's play a game "Show on the clock what time I will tell you"... Before you watch models with movable hands. You need to put the arrows so what time I tell you. We start the game.
Task 5 Game "Find your house"
You have a different number of items on your cards, you need to count them and correlate with the number that lies in the house.
While the music is playing, you move across the carpet. The music is over, take your house. Ready.
The teacher distributes cards with a different number of objects, (3 balls, 5 apples, 6 dolls, 8 cars) and lays the hoops on the carpet, puts a card with a number in them.
(The four hoops contain one card each with digit: 3,5,6,8.)
Children occupy their house correlating the number of items shown on the card with the number in the hoop.
Well done. Here's another letter. What letter is it? (R)
Task 6 Musical warm-up. Physical minute.
IN: You did a good job, but there is still a lot of work ahead, so I propose to conduct a musical warm-up.
Music sounds, children dance. As soon as the music dies down, the children squat down. The teacher, gently touching the child's shoulder, asks him questions.
(Who or what is on the right, left, in front, behind you, above you)
(Answer: "Sasha to my right", "To my left is a window")
IN
And here's another letter. What letter is it? (P)
Have a rest. We sit down at the tables.
Next task.
Assignment 7 "Solve the problem"
Let's remember what a task is?
How many parts are there in the task? Name them. (Condition, question, decision, answer).
Guys, each of you has a card with a task. You carefully
consider, come up with a problem, and solve it with the help of numbers.
Children come up with problems, the solution is laid out from the numbers.
(name, tell the condition of your problem, answer. (2-3 children)
Clever girls! Well done.
Here's another letter. What letter is it? (T)
IN: Guys, we have completed this task as well.
There is one more thing left.
Task 8 Graphic dictation.
Let's take a pencil and do one more task, listen carefully.
1 cell up,
3 cells to the left,
3 cells down,
2 cells to the right,
2 cells down,
1 cell to the left,
1 cell up,
1 cell to the left,
2 cells down,
3 cells to the right,
4 cells up,
2 cells to the left,
1 cell up,
2 cells to the right.
What did you do? (number five) Very good.
Soon you will say goodbye to kindergarten, go to school to gain new knowledge and will receive such marks.
We get one more letter. What letter is it? (B)
We completed the last task and collected all the letters.
Come to my carpet.
Now let's try to form a word, and find out what kind of « unusual guest» still came to us in guests.
We make up a word. What word did we put together? (portfolio)
Here he is ours « unusual guest» .
Let's see what he brought us?
Note from the Queen of Mathematics.
I am very glad that you have completed all the tasks and are ready to go to school. I wish you guys to study well at school and delight your family and educators. Good luck in the future!
I see children are not in vain
You went to kindergarten.
Did everything clearly, clearly
And they made us happy.
For excellent diligence,
For the knowledge gained
I give you presents.
Gifts for children.
Outcome: So our occupation... Did you like it?
Guys, let's remember what we did today at occupationsthat you remembered. I suggest you play with our « an unusual guest» , in Game "Collect a portfolio"... Now we need to split into two teams
A game "Collect a portfolio".
Abstract of the integrated GCD for FEMP in the preparatory group
Theme: Formation of elementary mathematical concepts: to clarify the idea of \u200b\u200bcoins in denominations of 1, 2, 5 and 10 rubles, their set and exchange; exercise in the ability to make up a number from two smaller numbers and decompose the number into two smaller ones.Date: December 1, 2017.
Educational area: Cognitive development.
OO integration: Social and communicative development, speech development, physical development, artistic and aesthetic development.
Learning tasks:
formation of elementary mathematical concepts: to clarify the idea of \u200b\u200bcoins in denominations of 1, 2, 5 and 10 rubles, their set and exchange; exercise in the ability to make up a number from two smaller numbers and decompose the number into two smaller ones.
Improve counting skills.
Developmental tasks:
To develop attention, logical thinking, speech, fine motor skills of hands, perseverance, memory.
Educational tasks:
To cultivate the ability to listen to the opinions of others, to listen carefully to the questions of the teacher and the answers of each other;
Develop the ability to work independently;
Form the skills of mutual control, self-control;
Foster a desire to help fictional characters;
Foster a desire to work together.
Introduction to the situation
The teacher and the children stand in a circle.
IN: Guys we got a package. Let's see what's in this premise. It is very heavy. Oh, the package is filled with a good mood, now I will take it and share it with all of you, catch a good mood with your palms. Oh, there is something else in the package. What is this?
Children's answers. An envelope with a letter.
-Let's see who is the letter from and what is written in it?
Open the letter.
IN: This is a letter from Buratino, who sends us a bag of coins and asks us to help. He needs to buy the alphabet for him and his friends. But he does not know how to count at all and has never bought anything and therefore is afraid. Buratino wants us to buy the alphabet. What coin denomination do you already know?
Children's answers.
-Well, guys, do you want to help Buratino?
Children's answers.
- After all, you and I have already learned to count a little.
Children's answers.
-Do you think you can help him?
Children's answers.
Updating
-Well, in order to help Pinocchio, we have to get to the bookstore. What kind of transport is available in our area? Where should I wait for the bus?
Children's answers.
-Guys, while we are waiting for the bus at the stop, we will repeat the count and play the game "Continue counting to 10". (Children form a circle, the teacher with the ball in the center. He throws the ball to the children in turn and calls out the number. Children should continue counting to 10, starting with the number the teacher said. And then throw the ball back to the teacher.)
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Children's answers.
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{!LANG-d80c4641c2c73aa277345ed1f058e2fc!}
{!LANG-30c7ecb84af0409cf91fa2d9a6556cf4!}
Children's answers.
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Children's answers.
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{!LANG-8c3b23f2a1c29fc76d9b00d9cec625d1!}
{!LANG-3d3cdb15f4050d3806042c51dfa7695b!}
{!LANG-987499ee7e86c1bc4d014ce9eb918110!}
{!LANG-b5f73704ffa500ea4cb8fc6baf5f27bf!}
{!LANG-ac86ad23b36908e72a75f30347587717!}
{!LANG-b31777dd054353a4820d12a714b7db7b!}
{!LANG-8ab3b1cc8901802113a41d3985b378fe!}
{!LANG-b9938f7a453d173a9f4885206427c1d8!}
{!LANG-450dc066defb36eb40de94bad38e566c!}
{!LANG-34f70ca6a43b9dc6bfa989a23865b360!}
{!LANG-13956dfc6faa804603b425b1e809eb75!}
{!LANG-f04ae7c148eb50574761e4d911deb161!}
{!LANG-192170d43bdf4870d0a7e35bfdfc40f1!}
{!LANG-7e0fbd7fad46cccbd14bd71511c22b5e!}
{!LANG-ca0909e7c32f485bcae461fad43906f7!}
{!LANG-c40f4e3b04087307e6e40c5a4670f480!}
Children's answers.
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Children's answers.
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