Kornaukhova T.A., teacher of MBDOU TsRR-DS No. 53 "Yolochka" Tambov

Subject: "The Whole and the Parts"

Target:

• Introduce the concept of whole and parts.
• Form an idea of ​​addition as combining parts into a whole.
• Develop logical thinking through mathematical operations.
• Cultivate interest in the subject “Mathematics”.

Progress of the lesson:

I. Introduction to the game situation.

Teacher:- Guys, today we will go on an exciting journey by train. Make yourself comfortable and let's go. Chug-chug-chug. Too-too-too.

“Our magical locomotive

Sent forward

And we'll see, guys.

Where will he take us?

2. Motivational game.

Teacher:

Our train stopped.

Where have we ended up? (to the forest, to the magical edge)

Look guys, what is this? (mushrooms).

What kind of mushrooms are these? What is the name of? (white and boletus).

What rules for picking mushrooms do you know? (you cannot pick mushrooms by the roots, you can damage the mycelium, you need to carefully unscrew the mushroom, or cut it with a knife, leaving the root of the mushroom).

What time of year is it? (autumn)

What do animals do in the fall? (preparing for winter).

Look who it is? (these are hedgehogs).

They went into the forest to prepare food for themselves.

Let's help the hedgehogs collect mushrooms and put them in the basket.

Rita will add porcini mushrooms, and Igor will add boletus mushrooms. And together we will count how many mushrooms Igor and Rita will put in the basket.

How many porcini mushrooms did Rita put in the basket? (2)

How many boletuses did Igor put in? (3)

How many mushrooms did Igor and Rita put in the basket? (5)

How did you get "5" (2 and 3)

Where did the mushrooms go? (add to cart)

What word can replace the word “folded” (put, combined).

Conclusion: The action we performed is called addition in mathematics.

Well done. Sit on the stumps (chairs), let's work with geometric material.

3. Difficulties in the game situation

Working with geometric material

Teacher:

Place 2 triangles in the first bag and 3 circles in the second bag.

Check what's in the first bag? (2 triangle)

What's in the second bag? (3 mugs)

Place these figures in one common bag.

How many figures are there in the bag? (2 triangles and 3 circles)"5"

What did we do with the figures? (collected, folded, combined into one big bag).

Let's repeat it again:

What was in the first bag? (2 triangles)- This is the first part

What was in the second bag? (3 laps)- This is the second part.

What have we done? (all figures combined into a whole). What mathematical operation with shapes did we perform? (addition).

How to get a whole from parts?

Conclusion: To obtain a whole from parts, the parts must be combined or added together.

Teacher: - We have brought out an important addition rule for you. To add, it is not necessary to pour all the figures into one bag; between the parts you can put a mathematical sign that shows the addition of the parts.

Does anyone know what this sign is called? (plus +).

Find and show the addition sign.

Place it between the two pieces.

We received two amounts.

Are they equal?

What's on the left? On right?

On the left are 2 triangles and 3 circles and on the right are 2 triangles and 3 circles

So the amounts are equal?

What sign should we put up? (sign =)

Find this sign and put it there.

Physical education minute

The hedgehog walked - walked - walked

He found a white mushroom

One is a fungus, two is a fungus,

I put them in the box

4. Consolidation, application of new material.

Teacher:

Guys, what else do hedgehogs store for the winter, besides mushrooms? (forest apples).

Our hedgehogs went into the forest for apples.

Count how many apples the hedgehogs collected.

Name the first part, the second part, the integer value.

5. Repetition and developmental tasks.

Teacher:- Not only hedgehogs live in our clearing, but also other inhabitants. Come up with a name for this picture. It seems to me that someone is superfluous here. Who do you think it is? (children's answers).

6. Physical education minute

In the morning along a forest path.

Stomp-stomp feet stomp

Walks, wanders, along the paths

Old hedgehog covered in needles

Looking for apples and mushrooms

For my son and daughter.

7. Hatching.

Teacher:- It’s getting dark in the forest, so that our hedgehogs can find their way home, let’s light magic lanterns for them in the forest.

8. Working with puzzles. Work in small groups .

Teacher:

Where have we been today? (In the woods)

Who did you meet? (hedgehogs)

- The hedgehogs returned home, and they left you a task. (2 envelopes)

Task for the first group, for the second group.

9. Reflection.

Teacher:

What mathematical operation did we perform with mushrooms, apples, geometric shapes? (children's answers)

What mathematical sign shows that we have combined parts into a whole? (children's answers)

Where in life can our knowledge be useful? (children's answers)

This is where our journey ends, get comfortable on our train, we are returning to kindergarten.

Question:
Hello! Please tell me about L.G.’s manual. Peterson, N.P. Kholina “One-step, two-step...”, mathematics for children 5-6 years old. In task No. 4 on page 27, lesson 15: how to make sure that there are identical parts and the whole everywhere and that equalities do not repeat. Thank you."Perspective". Tell me how to help the child, what benefits you can use?

Answer:
This task reinforces the connection between the whole and its parts, and forms ideas about the connection between addition and subtraction. Here it is necessary to use children’s objective actions with geometric shapes.

The task is completed with comments. If the child finds it difficult, the adult helps him with leading questions. The child's story could be like this:

In the first small bag there are two blue squares - this is First part. Second part – two red circles and one yellow circle. Let's add them up. In a large bag we get: two blue squares, two red circles and one yellow circle. This whole .

Let's swap the parts. Now there will be circles in the first small bag (two red circles and one yellow circle) – First part , in the second - squares (two blue squares) - The second part . In a big bag it 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 from it first part – two blue squares and put them in the first small bag. Then you can put what remains in the second small bag, i.e. second part : two red circles and one yellow circle.

Next, 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 another part from it and put it into the first small bag - two red circles and one yellow circle, i.e. first part . There are squares left, i.e. The second part . Let's put them in the second small bag.

We got four different equality in which the parts and the whole have not changed.

We draw your attention to the fact that a part or a whole remains unchanged if all the figures are stored in it, and the sequence of arrangement of the figures in the bag does not matter.

Sincerely,

methodologist of the preschool education department

TSSDP "School 2000..." Federal State Autonomous Institution of Agro-Industrial Complex and PPRO

Koroleva Svetlana Ivanovna

Oral work. Updating basic knowledge.

Answer the questions, be careful!

How many tails do 4 puppies have?

How many paws do two cats have?

Name the second day of the week.

How many months does winter last?

What's extra: a pen, a pencil, a piece of paper?

What do snow and a blanket have in common?

Front work

Solving examples, problems, comparing numbers.

Problems in verse

a) A rooster flew onto the fence

Met two more there.

How many roosters are there?

b) 6 nuts mommy pig

I carried it in a basket for the children.

The hedgehog met a pig

And he gave 4 more.

How many nuts pig

Did you bring it to the kids in a basket?

Look who came to us? Umka the bear cub has a birthday today

Friends came to visit

One evening to the bear

Neighbors came to the pie:

Hedgehog, badger, raccoon

But the bear couldn't

Divide the pie among everyone.

Help him quickly

Share the pie quickly!

What were the animals doing?

Today in class we will learn to divide a whole into equal parts, we will divide objects into 2 and 4 parts, and we will also practice orientation in space, repeat the concept of “right side” and “left side”.

Sit comfortably - today we will learn a lot of new things! Watch and listen carefully to what I will do. I have a strip of paper, I will fold it in half, straighten the ends exactly, and iron the fold line.

How many parts did I divide the strip into?

That's right, I folded the strip in half once and divided it into 2 equal parts. Today we will divide objects into equal parts.

Are these parts equal? (I fold the strip, convincing the children that its parts are equal).

- “We got 2 equal parts. Here is one half of the strip, and here is the other half - (showing)

What have I just shown? How many halves are there in total?

What is called half?

Half is one of 2 equal parts of a whole. Both equal parts are called halves. This is half and this is half of a whole strip.

How many such parts are there in the whole strip? How did I get 2 equal parts?

What is larger: a whole strip or one of its 2 equal parts?

What is smaller: a whole strip or one of its halves?

And if I fold the strip like this (not in half, how many parts did I divide it into?

Can these parts be called halves?

2.Practical work

You have circles on your tables. Please fold the circle in half once.

What have you done?

What happened?

Trace each half of the circle with your hand.

Trace the whole circle with your hand.

What is larger: a whole circle or one of 2 equal parts?

What's smaller? One equal part or a whole circle?

And now we need to fold 2 equal parts of the circle in half again

How many times did they fold the circle in half (I ask several children)

How many parts did you get?

Are these parts equal?

Trace each of the 4 parts with your hand.

What is larger, one of the four parts of a whole or a whole circle?

What's smaller?

How many pieces did we get when we folded the circle in half once?

How many pieces did we get when we folded the circle in half twice?

You also have rectangles on your tables.

Fold the rectangle in half once.

You need to fold it so that the sides and corners match.

What did you do?

What happened?

Are the parts equal?

What are two equal parts of a whole called?

What is larger than half of a whole or a whole rectangle?

What's smaller?

Fold your rectangle in half again.

What did you do?

What happened?

Trace each of the 4 parts with your finger.

What have you learned to do?

If an object is folded in half once, how many parts will there be?

What parts will you get?

What are their names?

How many times do you need to fold an object in half to get 4 equal parts?

Umka the bear wants to go visit his friends. But he doesn't know the way. Let's help him find his way to visit.

To find your way, you need to be good at determining where left and right are. Let's play an attention game in which you will perform movements in the indicated direction:

Everyone got up.

Turn right.

With your right hand, touch your left ear.

With your left hand, touch your nose.

Turn left

Stand up straight

With your right hand, touch your left leg.

With your left hand, touch your right leg.

Pat your head with your right hand and say, “Well done! "

Work in alphabet notebook No. 2

Task No. 1.

Look at the pictures. What parts of the circle are they made of? Consider the color of the circle, half circles, and quarter circles in the bottom picture. Color the details in the top picture with the same colors.

Task 2 is familiar to children. You can do it with commentary, and the children fill out the last “house” on their own.

Finger gymnastics “Musical”

When completing task 3, it is necessary to draw the children’s attention to how many parts the figure is divided into and what each part is called.

What part of the circle was cut out?

Look carefully at the pattern on the cut out pieces and choose the appropriate quarter.

Reading book “We shared an orange”

Task 4.

Umka the bear has prepared another treat for you – cookies.

Draw the second part of the cookie.

Very often, younger schoolchildren have difficulties solving arithmetic problems. In order to understand the reasons for these difficulties, let's first understand what types of problems exist. To begin with, we can distinguish two large groups of problems depending on the method of solving them. These are problems that can be solved using addition or subtraction, and problems that will be solved using multiplication or division. Children begin to become familiar with problems of the latter type in the 3rd grade, when they study the multiplication table. Tasks for comparing the number of objects can be identified as a separate type. Such problems necessarily contain words FOR (?) LESS or MORE and questions FOR (?) TIMES MORE or LESS. How to solve such problems will be discussed in a separate article.

You can also divide problems into simple and compound ones depending on the presence of intermediate questions and, accordingly, on the number of actions in the solution. Simple problems are solved in one action, but in order to solve a complex problem you need to perform several actions in sequence. Before we dwell in more detail on solving problems of a certain type, we should remember that any problem has a condition and a question. After the child has read the problem, be sure to invite him to re-read the question again and repeat it in his own words. This way, you can immediately make sure whether the child understands what exactly needs to be found in the problem. Then discuss with your child what you need to know in order to answer the question in the problem. Re-read the condition again and find out what is absolutely known and what still needs to be known. This step is especially important when solving compound problems.

In order to briefly and clearly record all the data from the conditions of the problem and its question, you should make a short note or drawing of the problem. Children often don't want to do this because it requires extra time and effort. When a child is already good at solving a certain type of problem, then there is no need to make a short note; it is enough to write an explanation in each action. But if a child is just getting acquainted with a new type of problem or solves similar problems incorrectly, then a short note is simply necessary.

Moreover, in cases where the child does not understand the process of solving a problem, one must use not only a short note and a drawing, but also try to play with the conditions of the problem so that the child is the main character in this problem. Children often understand the solution to a problem better by acting with objects, so you can give them counting sticks, matches, toothpicks, etc., let them put them into piles, connect them, remove or add objects, depending on the conditions of the problem. But you should not use such solutions too often. It is much more important to explain the general principle of problem solving. And for this, the child must very clearly understand what a part and a whole are. By the way, these concepts will help in solving not only problems, but also equations.

Let's take a closer look at how to explain to a child what a part and a whole are. It is important for us that the child understands a part not only as a separate piece of something whole, but also in the meaning of a set and a subset. These terms themselves will be used only in grades 4-5, but even a first grader is quite capable of understanding the essence of these concepts if they are explained using specific, accessible examples, using actions with objects.

It's very easy to do.

For example: place 4 red and 3 blue mugs in front of the child. The circles must be the same size and differ only in color. This is a must. Objects must differ in only one attribute.. These are all mugs. What is the difference? Sort the circles into groups. What groups did you end up with?

All circles are a whole. The whole can be divided into parts. What parts did you divide all the circles into? (For red circles and blue circles). Name what is the whole and what is the part - this is the main question of the exercise.

Take equal-sized mugs of 3 colors and repeat the exercise. Then take mugs of the same color in two or three sizes and repeat the task. Remember that the main goal of such exercises is for the child to clearly understand such concepts as whole and parts. Items for completing such tasks must be very diverse: buttons of the same size, but different in color or shape, and there must be groups of completely identical buttons. Tea, dessert and tablespoons, saucers, plates and cups - dishes and so on. Along the way, when performing these exercises, consolidate the classification of objects and repeat generalization words and differentiation of objects (clothes and shoes, furniture and household appliances, passenger and freight transport, vegetables, fruits and berries, etc.).

You will need to teach your child to answer the following questions:

How, in one word, can all these objects be correctly called?

What parts can these items be divided into?

What do we call the whole? What should we call the part? Or what is the whole and what is the part?

As soon as you notice that the child can freely distinguish and name the whole and parts, begin using the same objects to add parts and subtract parts from the whole. Now the main goal of learning is to understand and remember two basic rules, on the basis of which you can solve any problems and equations for addition and subtraction.

The formula of these rules should be explained and learned:

1) To find the whole you need to add all these parts: C = H + H

2) To find a part, you need to subtract another (known) part from the whole H = C - H

I’ll explain in a little more detail how to do this using an example with red and blue circles. Tell me what is the whole and what is the part? What needs to be done so that only red circles remain on the table? (Remove blue circles).

Remember the rule: To find one part, you need to subtract the other (known) part from the whole. What needs to be done to ensure that all the mugs are on the table? (Put the red and blue circles together).

Remember the rule: To find a whole number, you need to add all the parts.

Each time you perform an exercise with different objects, be sure to repeat these rules.

Now, let's see how to apply these rules to solve simple problems.

3 sparrows and 4 titmice were sitting on a branch. How many birds were sitting on the branch?
There were 2 cups and the same number of saucers on the table. How many dishes are on the table?
Nastya dried 3 maple, 4 oak and 2 birch leaves. How many leaves did Nastya dry?
7 birds were sitting on a tree, 3 flew away. How much is left?

Read the question again. What do you need to know, part or whole?

Repeat the rule. Which parts do we know and what do we know about them? (If you need to find the whole).
Or offer to name a known part and the whole if you need to find a part.

How to solve the problem?

These, as a rule, do not cause difficulties. But the problems below turn out to be more difficult to solve, due to the fact that it is more difficult to present the conditions of the problem in the form of a picture or film:

Ira had 9 new notebooks. When she filled up several of these notebooks, she only had 6 blank notebooks left. The question is, how many notebooks did the girl Ira fill up?
When Vitya colored 5 pictures in the book, there were 3 left. How many pictures are there in the book?

To analyze the problem, we start with a question. If the child does not quite understand the question, clarify it by asking: “Did Ira fill out all the notebooks or just part of it?” or “Does the problem ask about all the pictures in the book or just some of the pictures?” Then follow the above algorithm.

_______________?______________
/_____sparrows____|____tits___\
3 4

9 books.____________________
/___wrote______|_______remaining_____\
? 6

In such a drawing the whole is labeled on top and the parts below. The drawing allows you to visualize the condition of the problem, and you should start using it when solving simple problems. In first grade, while children are counting within 10, it is possible to put away as many cells as there are objects indicated in the problem (For example, draw 4 sparrows and a straight line in 4 cells). But you shouldn’t dwell on this for long, since when the numbers are more than 20, it will be impossible to set aside the same number of cells. A drawing will be especially necessary when solving compound problems. But this is a topic for another article.

A complete encyclopedia of modern educational games for children. From birth to 12 years Voznyuk Natalia Grigorievna

"Part - Whole"

"Part - Whole"

Invite your child to guess which part of which object or creature you are calling:

propeller – helicopter, airplane;

wheel - car;

steering wheel - bicycle;

sail - boat;

carriage - train;

roof - house;

arrow – clock;

button – call;

page - book;

window sill - window;

heel - shoe;

visor - cap;

keyboard - computer;

door - room;

rod - handle;

branch - tree;

petal – flower;

cone - Christmas tree;

seeds – plants;

tail - beast;

scales - fish;

wings - bird;

shell - turtle;

mane - lion

Or it can be the other way around. You name the object, and the child names one or more of its parts:

house - roof, door;

ship - steering wheel, anchor;

bicycle - pedals, wheel;

magazine – pages, letters;

computer - mouse, keyboard;

coat - collar, sleeves, buttons;

refrigerator - ice, food;

teapot - lid, spout;

fishing rod - float, hook;

flower - petals, stamens, pollen;

tree - branches, bark, leaves;

mushroom – cap, stem;

beetle - legs, antennae, wings;

butterfly - wings, proboscis;

fox – tail, paws;

apple – peel, seeds;

head of cabbage - leaves, stalk.

If the child finds it difficult to give an answer, help him, give your example or ask a leading question.

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