A city made of geometric shapes for children. Abstract of the GCD “Journey to the City of Geometric Figures” outline of a lesson in mathematics (senior group) on the topic. Open the mysterious world of geometry to your kids

Maria Malakhova
Summary of the lesson “Journey to the city of geometric shapes” in the middle group

Integration of educational regions: "Cognitive Development", "Speech development", , "Physical development".

Target: develop ideas about geometric shapes.

Tasks:

2. Develop the ability to respond to questions: "How many?", “Which one?”, “Which place?” ("Cognitive Development").

3. Strengthen the ability to distinguish and name colors ( "Cognitive Development").

4. Practice the ability to distinguish and name geometric figures: circle, square, triangle, rectangle ( "Cognitive Development").

5. Develop the ability to conduct a dialogue with teacher: listen and understand the question asked, answer clearly, speak slowly, without interrupting ( "Speech development").

6. Develop attention, thinking, and the ability to solve riddles ( "Cognitive Development").

7. Cultivate interest in mathematics ( "Social and communicative development").

Methods and techniques:

- practical: posting pictures

- visual: viewing, showing geometric shapes

- verbal: riddles, situational storytelling

Materials and equipment:

Demo material: layout cities« Geometric shapes» ; geometric figures: circle, triangle, square, rectangle.

Handout: planks (15x25cm) for each child, a set of colored geometric shapes for each child.

Forms and methods of joint activities

Children's activities Forms and methods of organizing joint activities

Educational and research tour of "Magic, geometric city» , problem solving

Gaming Game situations

Communicative Guessing riddles, situational conversations, questions

Motor Physical Education Minute

Construction Constructive game

Logic of educational activities

1 The teacher suggests holding hands and standing in a circle to give each other your warmth, so that everyone is in a good mood. Children comply with the teacher’s request Interest in the upcoming activity has been formed

2 The teacher talks about what is unusual in the world city« Geometric shapes» and yesterday this city an evil wizard cast a spell, but no one can break the spell. The teacher suggests going to journey, V city« Geometric shapes» and try to disenchant him. The children accept the teacher’s offer.

3 The teacher asks riddles in order for the gate to open cities:

“I’ve been your acquaintance since childhood, every angle here is right

All four sides are the same length.

I’m glad to introduce myself to you, but my name is...”

I have no corners and I look like a saucer,

On the plate and on the lid, on the porch, on the wheel"

"My riddle is short : 3 sides and 3 corners. Who am I?" Children guess puzzles:

(square (circle) (triangle) A successful situation is organized

4 The teacher thanks the children, opens the gate and draws attention to the interesting path from geometric shapes different colors Children answer which ones geometric shapes and what color is the path laid out? (from circles) The ability to recognize and name is consolidated geometric figure(circle, distinguish color (red, yellow, blue, green)

7 The teacher offers a game "What changed?" To do this, you need to look carefully at the circles and remember in what order they lie. He invites you to close your eyes and swaps the two circles. Children remember where the circles are and close their eyes.

Children open their eyes and tell what has changed, which circles have changed. The ability to remember the location of objects and determine the new location of objects has been strengthened.

8 The teacher praises the children for the completed task and invites them to go further along the path that leads to the houses with geometric shapes. The teacher reports that the evil wizard cast a spell geometric figures, and now they don’t know what they’re called. Children go to the houses with geometric shapes Created interest in upcoming activities

9 The teacher offers to help name and disenchant Shapes Children name geometric shapes, identifying and naming the shape from the window of the house. The ability to compare, analyze, and draw conclusions is consolidated.

10 The teacher draws attention to the circle and the triangle, which have quarreled and cannot make peace, since they are also bewitched. The teacher offers to dance “We quarreled and made up” Children dance to music “We quarreled and made up” A successful situation is organized

11 The teacher reports that trip to the city of geometric shapes has come to an end and suggests that the inhabitants of this cities they no longer quarreled and they were always in a good mood, share from friends funny pictures of figures. Children put pictures from geometric shapes The idea of geometric shapes

Final event: looking at funny pictures.

Publications on the topic:

Lesson summary “Journey to the land of geometric shapes” Circle of joy: Hello golden sun, hello blue sky. Hello free breeze, Hello little oak tree. Hello morning.

Summary of GCD in the middle group “Journey to the forest of geometric shapes” Program content. 1. To consolidate children’s knowledge about geometric shapes (circle, square, triangle, rectangle); name the form.

Summary of an open lesson in mathematics in the senior group “Journey to the city of geometric shapes” Goal: systematization of knowledge about geometric shapes and their properties. Program tasks: - consolidate knowledge about geometric shapes;.

Summary of a lesson in the middle group on cognitive development “Journey to the land of games and geometric shapes” Abstract of GCD on cognitive development (mathematical concepts) in the middle group. Prepared by teacher Dubrovina E.V. Topic: Travel.

Vasiliev A.Ya. 1

Ammosova L.M. 1

1 Municipal educational budgetary institution "Secondary school No. 26" (with in-depth study of individual subjects) of the Urban District "Yakutsk city"

The text of the work is posted without images and formulas.
The full version of the work is available in the "Work Files" tab in PDF format

Introduction

Last year I got acquainted with the Blender program - a program for creating three-dimensional computer graphics. This year, in 5th grade, we have a new subject - Visual Geometry. I immediately liked this item. Since I know how to use some of the features of the Blender program, I thought that I could build the buildings of our city in this program and show them the geometric shapes and bodies used in the construction.

Object of study: buildings of the city of Yakutsk.

Subject of study: constructing a 3D model of buildings and comparing them with geometric shapes and bodies.

Research hypothesis: If we use more geometric shapes and bodies in the construction of buildings in the city of Yakutsk, then our city will become more modern, unique in architecture, recognizable, attractive both for residents of the city of Yakutsk and for guests of the republic.

Novelty of the research: Creation of our own project in the form of a 17-story educational and entertainment center for children and teenagers (URC of the city of Yakutsk).

Purpose of the study: explore geometric shapes and bodies in the buildings of the city of Yakutsk.

To achieve this goal, we set the following tasks:

1) study the buildings and houses of the city of Yakutsk;

2) consider the most interesting, from the point of view of geometry, buildings of the city, identify comparisons in them with geometric figures and bodies;

3) build models of selected buildings in Blender;

4) complete a project for a multi-storey educational and entertainment center building for children and teenagers in the Blender program.

Research methods:

- studying literature about geometry (geometric figures and bodies);

Everyday observations; search and collection of information about structures (buildings);

Taking photographs and comparing with Google map;

Building building models in Blender;

Registration of work;

Formulation of conclusions.

Briefly about Blender

Blender is a free professional package for creating three-dimensional computer graphics, including tools for modeling, animation, post-processing and editing video with sound, etc., as well as for creating interactive games. Currently the most popular among free 3D editors.

The date of creation of the first source code files is considered to be January 2, 1994. The latest version of Blender 2.79 was released on September 12, 2017.

On the advice of my older brother, I downloaded the Blender program from the Internet. Very great opportunities, but no recommendations on how to use the program are provided.

It is presented entirely in English, so basic knowledge of English is required to use it. You can also learn how to use various features of Blender on the youtube website, where there are video tutorials in Russian.

Using this program, you can make three-dimensional models of not only buildings, but also entire cities, people and animals, as well as wonderful postcards, greeting videos and others.

I’m just learning to use this program, but I already know that we, schoolchildren, really need it.

2. Geometric shapes and bodies in the buildings of the city of Yakutsk

In recent years, many beautiful and unusual buildings have been built in our city of Yakutsk. Walking around the city and looking at them, in each of them you can see various geometric shapes and bodies that are made in a very original way. Such buildings with unusual shapes attract much more attention than buildings with standard rectangular shapes. And of course, if there are more such buildings in our city, then it will be attractive not only for us - residents of the city, but also for guests. Let's look at the variety of geometric shapes and bodies using the example of some buildings in the city of Yakutsk.

The first building selected is the building of the Yakut River School, which is located on Vodnikov Street, building 1. It has been renamed the Yakut Institute of Water Transport (branch) of the Siberian State University of Water Transport. It is a structural subdivision of the Novosibirsk State Academy of Water Transport.

I chose it because of the three “Scarlet Sails”, which everyone can see from afar. They are made in the form of: one regular and two truncated irregular pyramids, attached with their sides to a parallelepiped (side of the building) (Appendix 1).

The second building is the glass building of Komdragmet, where the main treasury of Yakutia is located. From the front it looks like a cylinder. But it turned out that it was a half-cylinder attached to a parallelepiped. This is clearly visible from the side and from above. At the top is a truncated cone (Appendix 2).

The triangle office building in microdistrict 202 seems very interesting. I learned that initially it was planned to build an administrative building there with a children's club "Brigantine", which was supposed to be located on the lower floors. Due to the name of the club and regulatory requirements for construction, the idea arose to build a building of a triangular shape. Currently there is a business center with an entertainment club there. The decoration of this building is the gray part of the building, which looks different from different sides. For example, on one side we see a triangle in it, a rectangle in a triangle, standing on a rectangle. From the point of the geometric bodies the following are visible: a parallelepiped and a triangular prism (Appendix 3).

On Peter Alekseeva Street there is a very interesting residential building. When viewed from the side, part of the cylinder is visible in the rectangle. And the view from above turned out to be very interesting: “the intersection of a square and a circle” (Appendix 4).

Another building - building of the Arctic Institute of Culture and Art (AGIK). It looks like an “ellipse”, but upon detailed examination and design it turned out that from the side we see different “cylinders”, and the top view is a circle adjacent to a curved trapezoid and next to it there is also a circle (Appendix 5).

Also in our city there are buildings in the form of truncated octagonal pyramids - this is the Archa House. It is the center of the spiritual culture of the Yakuts, where you can get acquainted with the history of the religion of the indigenous peoples of Yakutia. Made and decorated in national style. Consists of truncated octagonal pyramids with hemispheres at the top. The top view represents an irregular hexagon on which octagons with a circle inside stand in a triangle (Appendix 6).

And finally, the most beautiful building, in my opinion, is the huge building of the Triumph sports complex, which was built for the International Children of Asia Games (Appendix 7).

If you look from above, we see an oval in it; on the central side of the building there are three squares, surrounded by semicircles of different sizes. On the back side of the building we see an octagon, inside of which there is an even smaller octagon. The front consists of many geometric bodies: a truncated hemisphere, prisms of different sizes, truncated pyramids, squares. On the back side: a truncated hemisphere, narrowed at the bottom to create the effect of light refraction, octagonal prisms of different sizes on the tower.

On the Internet, I found a preliminary design for the building of the future IT park, which is planned to be built on the territory of the Radio Center on Avtodorozhnaya Street. It looks like a “cube inside a cube.” And on top there is a square. I’m really looking forward to it being built, I want to go see it, and even better, if possible, go to classes there (Appendix 8).

In our city we do not have a single building for sectional and extracurricular classes for children and adolescents. Therefore, I propose my project of an educational and entertainment center for children and teenagers (URC of Yakutsk, Republic of Sakha (Yakutia), in which all the children of our big city will study and study with pleasure. I drew a very large, light glass and spacious multi-story building in the Paint program educational and entertainment center. I used the entire area of ​​the building for the benefit and designed its 3D model in the Blender program (Appendix 9). Inside, there are 4 spacious elevators, also in the form of a parallelepiped. There will be an elongated parallelepiped on the roof of the building. planetarium, which is built in the form of a ball inside a ring - a planet with a belt.

I calculated that to implement my project it is necessary to build a 17-story building:

1st floor: locker room and large buffet;

2nd and 3rd floors: a very large library, including an electronic one.

4th floor: on this floor there will be a large conference room where scientific and practical conferences will be held and separate small conference rooms where quizzes, brain rings, and various intellectual competitions will be held.

5th floor: computer classes for extracurricular activities in computer science and IT technologies.

6th floor: for extracurricular activities in mathematics. Various mathematics Olympiads and mathematical competitions will be held.

7th floor: for extracurricular activities in the study of various languages, including Russian and Yakut languages. Literary competitions and Olympiads in foreign languages ​​will be held.

8th floor: This floor will be completely historical. There will be a history museum here.

9th floor: for lovers of geography, geology and paleontology.

10th floor: for biologists and future ecologists. I would like to see a mini-zoo on this floor for children; they can take care of the animals themselves: feed, pet, watch them.

11th floor: for chemists with a modern laboratory to conduct their experiments.

12th floor: various clubs on choreography and various types of dances.

13th floor: for sports activities. I placed them on this floor because it is close to the roof. Future athletes can train in the fresh air on the roof of my building in the spring and summer.

And at the very top, in a dome in the shape of a planet, there will be a planetarium, the largest and most modern. There I and everyone else can watch the stars and study space.

Conclusion

In the process of carrying out the work, I saw how many different geometric shapes, bodies and planes people use in the construction of buildings.

I studied and compared the geometric shapes in the buildings of our city: all buildings consist of geometric shapes, which, in turn, form geometric bodies. I learned their names and definitions.

I'm learning to use Blender to build three-dimensional 3D models. And in the future I will be able to study not only the arrangement of individual geometric figures and bodies in buildings, but also the relative arrangement of all figures and bodies in one building.

To consolidate the acquired knowledge, I built my project in the Blender program for a multi-story educational and entertainment center, in which all the children of our big city will be happy to study.

Summing up the work, I came to the conclusion about the relevance of the chosen topic - it is impossible to imagine our life without geometric shapes and bodies: they are around us, we live among them and we need them.

List of sources and literature used

Mathematics: Visual geometry. 5-6 grades: textbook / I.F. Sharygin, L.N. Erganzhieva. - M.: Bustard, 2016. - 189 p.

Visual geometry: textbook / V.A. Smirnov, I. V. Smirnova, I. V. Yashchenko. - M.: MTsNMO, 2017. - 272 p.

Drawing geometric shapes and compositions: method. development / V.P. Mamugina, M.V. Nikolsky. - Tambov: Tamb Publishing House. state tech. University, 2009. - 32 p.

Electronic resource: https://ru.wikipedia.org/wiki/Blender

Electronic resource: https://blender.ru.softonic.com/

Electronic resource: https://www.youtube.com/watch?v=7GCtVM-8naY

Applications

Annex 1

3D model of the Yakut Command River School, made in Blender

Appendix 2

3D model of the Komdragmet building, made in Blender

Appendix 3

3D model of an office building in microdistrict 202, made in Blender

Appendix 4

3D model of a residential building on Peter Alekseev, made in Blender

Appendix 5

3D model of the building of the Arctic Institute of Culture and Art (AGIKI), made in Blender

Appendix 6

3D model of the Archa House building, made in Blender

Appendix 7

3D model of the Triumph sports complex building, made in Blender

Appendix 8

3D model of the preliminary design of the building of the future IT park, which is planned to be built on the territory of the Radio Center on Avtodorozhnaya Street, made in the Blender program

Appendix 9

MY PROJECT FOR THE BUILDING OF AN EDUCATIONAL AND ENTERTAINMENT CENTER FOR CHILDREN AND ADOLESCENTS - URC in Yakutsk RS (Yakutia)

(project)

Lesson plan:

1. Introductory part.

2.Completing the theoretical part

3.Practical part.

4.Result.

During the classes:

1. Introductory part of the lesson.
Dominant activity of students: practice-oriented, creative.

Project complexity: mono project (drawing)

Project duration: short-term (3 lessons)

Theoretical part

Theoretical significanceproject is that we systematized encyclopedic knowledge on the following issues:

Platonic bodies, Archimedes bodies, bodies of revolution

Practical part.

Practical significanceThis project is determined by the fact that we have learned how to make developments of various geometric bodies and, using models of geometric bodies, we will make a model (sketch) of a fantastic city.

Relevance of this project, we see that any modern person in his life cannot do without knowledge of mathematics, drawing, fine arts, and in particular without the ability to see geometric shapes, bodies and objects in the world around us.

Project stages:

1.4

Determination of forms for expressing the results of project activities

Takes part in the discussion and offers his options.

In groups and then in class they discuss forms of presenting the results of research activities.

2

Project development

Consults and coordinates the work of students

Carry out search activities.

2.1

Together with groups of students, selects the necessary theoretical material on the issue being studied

They search for answers to the questions posed using literary sources and the Internet. Select the required material.

2.2

Implementation of the practical part of the project

Helps students in constructing developments of various geometric bodies and determining the required dimensions.

They build developments of various geometric bodies and glue models together. Determine the number, shape and dimensions of the geometric bodies necessary to complete the layout of the teaching aid. Selected models are manufactured.

3

Registration of results

Consults, coordinates the work of students, helps in drawing up the layout of the textbook.

First, in groups, and then in interaction with other groups, they formalize the results in accordance with accepted rules

5

Reflection

Evaluates own activities and the activities of students

They express their wishes, collectively discuss the difficulties that have arisen and suggest ways to solve them in future work.

Implementation of the theoretical part of the project

Exercise 1 . (1 group)

Study theoretical material on the topic “Plato’s Solids”.

Platonic solids include regular polyhedra. A polyhedron is called regular if: it is convex and all its faces are equal , in each of his the same number of edges converge.
Regular polyhedra have been known since ancient times. Their ornamental models can be found at , created during the late period , V , at least 1000 years before Plato. In the dice that people played at the dawn of civilization, the shapes of regular polyhedra can already be discerned. Regular polyhedra have been studied to a large extent . Some sources (such as ) is credited with the honor of their discovery . Others claim that he was familiar only with the tetrahedron, cube and dodecahedron, and the honor of discovering the octahedron and icosahedron belongs to , contemporary of Plato. In any case, Theaetetus gave a mathematical description of all five regular polyhedra and the first known proof that there are exactly five of them. Regular polyhedra are characteristic of philosophy , in whose honor the “Platonic Solids” were named. Plato wrote about them in his treatise (360 BC), where he compared each of the four elements (earth, air, water and fire) to a certain regular polyhedron. The earth was compared to the cube, air to the octahedron, water to the icosahedron, and fire to the tetrahedron. There were the following reasons for the emergence of these associations: the heat of the fire is felt clearly and sharply (like small tetrahedrons); air consists of octahedra: its smallest components are so smooth that they can hardly be felt; water pours out if you take it in your hand, as if it were made of many small balls (to which the icosahedrons are closest); In contrast to water, the completely non-spherical cubes make up the earth, which causes the earth to crumble in the hands, in contrast to the smooth flow of water. Regarding the fifth element, the dodecahedron, Plato made a vague remark: “... God determined it for the Universe and resorted to it as a model.” added a fifth element, ether, and postulated that the heavens were made of this element, but he did not compare it with Plato's fifth element. gave a complete mathematical description of regular polyhedra in the last, XIII book . Sentences 13-17 of this book describe the structure of the tetrahedron, octahedron, cube, icosahedron and dodecahedron, in that order. For each polyhedron, Euclid found the ratio of the diameter of the circumscribed sphere to the length of the edge. Proposition 18 states that there are no other regular polyhedra. Andreas Speiser defended the view that the construction of five regular polyhedra is the main goal of the deductive system of geometry as it was created by the Greeks and canonized in Euclid's Elements . Much of the information in Book XIII of the Elements may have been taken from the works of Theaetetus.
In the 16th century, a German astronomer tried to find a connection between the five planets known at that time (excluding the Earth) and regular polyhedra. In The Mystery of the World, published in 1596, Kepler outlined his model of the solar system. In it, five regular polyhedra were placed one inside the other and separated by a series of inscribed and circumscribed spheres. Each of the six spheres corresponded to one of the planets ( , , , , And ). The polyhedra were arranged in the following order (from internal to external): octahedron, followed by icosahedron, dodecahedron, tetrahedron and finally cube. Thus, the structure of the Solar system and the relationships of distances between the planets were determined by regular polyhedra. Later, Kepler’s original idea had to be abandoned, but the result of his search was the discovery of two laws of orbital dynamics - , - which changed the course of physics and astronomy, as well as regular stellated polyhedra (Kepler-Poinsot bodies).

Types of Platonic solids

3

3

4

6

4

Task 2. (2nd group)

Study theoretical material on the topic “Archimedes’ bodies.”

Archimedean solids are semi-regular homogeneous convex polyhedra, that is, convex polyhedra, all polyhedral angles of which are equal, and whose faces are regular polygons of several types (in this they differ from Platonic solids, the faces of which are regular polygons of the same type)

Some types of Archimedes' solids

Bottom line.
While completing this project, we learned to recognize geometric bodies in the buildings and structures around us, and we will be able to describe the geometric composition of any building. All students in the class can make developments and models of geometric bodies: a cube, a rectangular parallelepiped, and various regular pyramids. During the project, we learned to evaluate the work of each participant and were able to express our opinion. This project is the first experience of the whole class using project-based technology for studying educational material in mathematics.

The results can be used in mathematics and geometry, drawing, and art lessons.

State budgetary educational institution of the Samara region

secondary school "Education Center" urban settlement Roshchinsky

Volzhsky municipal district, Samara region

Subject:

« Building a fantastic city from geometric shapes."

(Extracurricular activities lesson)

5th grade

Teacher of Fine Arts, Moscow Art and Culture, Drawing

Tatarinova A.N.

Class

on the development of elementary

mathematical concepts.

Subject:

Educator: Kunchun

Ayana Anatolyevna.

Tasks:

• Cultivate interest in educational activities by performing logical tasks;
• Learn to compare signs and symbols with a certain geometric figure;
• Strengthen knowledge of geometric shapes;
• Develop logical and imaginative thinking;
• Imagination through performing a creative task.

Preliminary work: completing logical thinking tasks using Dienesh blocks.

Vocabulary work: geometric figure, feature, block, color, shape, thickness, size.

Equipment: demonstration - cards with signs and symbols located on the board, distributing - Dienesh blocks, cards with a coded geometric figure.

Progress of the lesson:

1. Organizational moment: the game "Train".

Educator: - Today we will go to travel around the city of geometric shapes, but first let’s remember their shapes. See which objects in our group have a rectangular (square, round, triangular) shape?

Children look and answer.

Educator: - Well done, you are very observant. It's time for us to hit the road and we'll set off on a large, comfortable bus, come on in and take your seats. Our first stop is the Sign District. How many streets do you think there are in this area?

Children: - Four.

Educator: - Why only four streets?

Children: - Geometric figures have four characteristics.

Educator: - What is the name of the first street in the area of ​​signs?

Children: - Street of color.

Educator: - if we arrange our geometric shapes by color, how many groups will we have?

Children: - Three.

Educator: - Why only three?

Children: - Our figures have only three colors - blue, yellow and red.

Educator: - Place the model of this sign on your tables.

Children lay out three figures of different colors. Next, similar work is carried out on all characteristics - shape, size and thickness.

Educator: - Well done, you did a great job, but we've been driving for so long, let's make a stop, get up and warm up a little.

A physical session is being held.

Educator: - I have cards of three colors in my hand. Each color codes a specific action: blue – jump, red – clap, yellow – march. Now let's see which of you is the most attentive and smart.

The teacher shows the cards, the children perform the movements. The pace may quicken. The children sit at the tables. Sad Dunno enters.

Dunno: - Guys, it’s so good that I met you. Znayka invited me to visit, but he didn’t name the street where he lives, but he gave me these cards, the name is encrypted on them. Help me find out where Znayka lives.

Educator: - Children, let's help Dunno?

Children: - Yes, we will help.

Dunno hands out cards on which a geometric figure - a square - is encoded using signs - symbols.

Educator: - Look carefully at your cards and find a block that matches all the criteria

Children find a geometric figure on a card. Everyone has different figures (thick, thin, different colors, large, small), but all are square in shape.

Educator: - Check each other - did your neighbor cope with the task correctly? Now pick up your figures and look at them carefully. Are they all the same?

Children: - No, they are different.

Dunno: - So what street does Znayka live on, where should I go?

Educator: - Don’t rush Dunno, now the guys will find the correct answer. All the blocks in your hands are different, but it seems to me that they are somewhat similar

What characteristic do they have in common?

Children: - The general shape, all these figures are squares.

Educator: - Maybe someone has already guessed the name of the street where Znayka lives?

Children: - Kvadratov Street.

Dunno: - Thank you, I’ll finally get to visit Znayka and run to look for Kvadratov Street.

Educator: - Goodbye, Dunno! Close your eyes and try to imagine your street in a city of geometric shapes.

Children close their eyes for 10–15 seconds.

Educator: - What did you see on your streets? (children answer) take boxes of blocks and try to build each your own street. It turns out to be a whole city.

Educator: - Let's see what you got. What a beautiful city! So many streets, houses, roads, cars! Everything is so bright and colorful! And the most important thing is that you made this city all together and it is built from...

Children: - Geometric shapes.

Educator: - What did you enjoy doing most in our lesson? (children answer). You completed all the tasks today without errors. Well done!

Summary of GCD using ICT

according to FEMP in the senior group

"Journey to the City of Geometric Shapes"

Compiled by: Kochergina I.V.

Target: generalization of previously acquired knowledge about geometric figures and their properties.
Tasks:
educational:

• deepen children's understanding of the characteristic features of geometric shapes;
• teach children to navigate on a sheet of paper;
• practice quantitative calculations;

developing:

• develop visual and auditory perception, imaginative and logical thinking;
• develop the ability to act in accordance with the teacher’s instructions;
• develop fine motor skills;

educational:

• cultivate positive motivation for learning and interest in mathematics;
• cultivate a friendly attitude towards each other.

Demo material:presentation, cards depicting scales, geometric trees, houses.

Handout:sets of geometric shapes; worksheets with tasks: “geometric trees”, “geometric houses”, “geometric swing”; cards depicting houses with empty windows.

Ι. Organizing time.
- In a wide circle, I see,
All my friends stood up.
We'll go right now: one, two, three.
Now let's go left: one, two, three.
Let's gather in the center of the circle: one, two, three.
And we’ll all return to our place: one, two, three.
Let's smile, wink,
We'll start studying.
Surprise moment "Letter"

Guys, a letter has arrived in our group. Do you want to know what's in this letter?
- Let's open the envelope. A resident of the country of geometric figures, Geometric, sent us a letter. He invites us to visit him.

ΙΙ. Main part.

Educator. Guys, do we accept the invitation? Then today we are going on a journey through the city of geometric shapes. Why do you think it is called that?

Children. Geometric shapes live in this city.

Educator. Right. In the geometric city, figures are everywhere. You will find out what geometric shapes live in this city by solving riddles:

1. I am a figure - no matter where,
Always very smooth
All angles in me are equal
And four sides.
Kubik is my beloved brother,
Because I... (square) .

2. I have no corners
And I look like a saucer
On the plate and on the lid,
On the ring, on the wheel.
Who am I, friends?
Answer: Circle

3. Look at the figure
And draw in the album
Three corners. Three sides
Connect with each other.
The result was not a square,
And beautiful... (triangle)

4. He looks like an egg
Or on your face.
This is the circle -
Very strange appearance:
The circle became flattened.
It turned out suddenly... (oval).

5. We stretched the square
And presented at a glance,
Who did he look like?
Or something very similar?
Not a brick, not a triangle -
Became a square... (rectangle)
Educator. You guessed the riddles correctly, and we set off on a journey.

Let's turn around and join hands together

Let’s close our eyes - say “AH” - and we’ll be a guest.”

I suggest you sit down at the tables.

Educator. So we approached the city. Guys, look how beautiful the gate is. What's unusual about them? (slide)

Exercise “Name and Count”

Children. They are made of geometric shapes.

Educator. Only the one who can name and count all the figures can pass through these gates and enter the city.

– Count how many circles are depicted on the gate? (4)

- How many triangles? (5)

- How many squares? (2)

– How many rectangles? (3)

Educator. Well done! You completed the task. We can go into the city.

- Guys, look, we are being met by a resident of this city, Geometric. (slide)

Educator. A geometrician wants to test how well we know geometric figures? Listen to the first task.

Exercise "Find the differences"

– Geometric has a friend who is very similar to him. Look at the little men and tell me how they are similar and how they are different? (slide)

Children. They are similar in that these little men are made up of geometric shapes.

Differences: the man on the left has a blue square body, and the man on the right has a green square body; the man on the left has square buttons, and the man on the right has round buttons; the man on the left has triangular legs, and the man on the right has rectangular legs; the cap triangle is turned in different directions.

Educator. Well done boys. You named everything correctly, and we move on.

Exercise "Geometric trees"

Educator. In the city of figures, even the trees have a geometric shape. Here are cards with pictures of trees.
– Show a tree with a crown that looks like a circle (oval, triangle, rectangle, square).

– Let’s count how many trees there are in the picture? We will count in order. (Five trees).
– Which tree has a round crown? (oval, triangular, rectangular, square)?

Educator. Well done boys! You completed the task. And now, guys, Geometric invites us to rest a little. Leave the tables and stand in a circle.

Physical education minute.

How many points are there in this circle?
Let's raise our hands so many times.
How many sticks are there to the point?
We'll stand on our tiptoes that much.
How many green Christmas trees?
We'll do so many bends.
How many circles do we have here?
We'll do so many jumps.
(Sit down at the tables) (slide)

Educator. We rested a little, and nowYou and I are going to Geometricheskaya Street. Consider the houses that are on this street.

Exercise “Geometric houses”

– House numbers are indicated at the top. In what house number do triangles, squares, circles, ovals live?
– Which house is the tallest (lowest)?
– Which house is the widest (narrowest)?
– Which house does the longest (shortest) path lead to?

- Well done, you did a great job.

Educator. In the city of geometric shapes there is a magical swing. Geometric shapes ride on swings.

Exercise "Geometric swing"

- Let's remember where on the card the right (left) side of the swing is?

– On the left side of the swing, place two red squares to ride.

– And on the right side, plant three blue squares.

– Which squares are there more (less)?

– Which squares do you think are heavier? Why?

– What can be done to make the number of red and green squares equal?

Children. Add one red square or remove one green square.

Geometrician is a very cheerful man, he invites us to relax a little and stretch our fingers.

Finger gymnastics “Jolly little man”
I am a cheerful person
I walk and sing.
I am a cheerful person
I really like to play.The index and middle fingers of both hands “walk” along the table.
I'll rub my palms hard,They rub their palms.
I'll twist each finger,
I'll say hello to him
And I'll start pulling out.They cover each finger at the base and with rotational movements rise to the nail phalanx.
I'll wash my hands laterThey rub their palms.
I'll put my fingers together,
I'll lock them up
And I'll keep it warm.Place your fingers in a lock.

Educator. And now we go to the construction street.

Exercise “Populate the house with geometric shapes”

Educator. Guys, a new house has been built in a geometric city in which different figures will live. Let's help them settle in. I will tell you where the figures live, and you will move them into apartments.

– Place the square in the upper right corner.
- Circle in the middle of the house.
– Triangle in the lower left corner.
– Oval in the upper left corner.
– Rectangle in the lower right corner.

– How many empty apartments are left?

- Well done guys, we also coped with this task.

Educator. Our trip around the city

geometric shapes ends. Geometric says

GOODBYE to you! He hopes you liked it. We have completed all the tasks and it’s time for us to return to kindergarten.

“We’ll stamp our feet, we’ll clap our hands.”

Let's turn around ourselves,

Let’s close our eyes – say “AH” – and find ourselves in our kindergarten.”

ΙΙΙ. Reflection.

Educator. Did you like our trip? Where have we been?

– What tasks did you find interesting?

– Which ones are difficult?

– Which tasks did you complete faster?

– Today we visited an unusual city, where everything is connected with mathematics and geometric shapes. You all tried your best, listened carefully, and that’s why you completed all the tasks.

- Thanks guys. And now you can go and rest.