Organism as a whole An organism is any living matter that has a set of basic vital properties: cellular organization, metabolism, movement, irritability, growth and development, reproduction, variability and heredity, adaptability to

“Part - whole” Invite your child to guess which part of which object or creature you are calling: propeller - helicopter, plane; wheel - car; steering wheel - bicycle; sail - boat; carriage - train; roof - house; arrow - clock; button - bell ;page - book; window sill - window; heel

Part 5 What I personally remove from novels. At least I'm trying! New computer capabilities allow you to enter a word into “Search” and, by clicking on a key, move through the entire text from one to another, without looking through everything, as Tolstoy, Bunin, Chekhov, Bulgakov had to,

Tip No. 134 Quite often you can see a group of cyclists on the road - at least two, at most several dozen. Treat all cyclists as a single whole, no need to tear them apart with a car

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.

Much has been written about how important it is to be able to let go and complete the old and outdated. Otherwise, they say, the new one will not come (the place is occupied), and there will be no energy. Why do we nod when reading such articles that motivate us to clean, but everything still remains in its place? We find thousands of reasons to put aside what we have put aside and throw it away. Or don’t start clearing out rubble and storage rooms at all. And we already habitually scold ourselves: “I’m completely cluttered, I need to pull myself together.”
Being able to easily and confidently throw away unnecessary things becomes a mandatory program for a “good housewife”. And often - a source of another neurosis for those who for some reason cannot do this. After all, the less we do “right” - and the better we can hear ourselves, the happier we live. And the more correct it is for us. So, let’s figure out whether it’s really necessary for you personally to declutter.

The art of communicating with parents

Parents often love to teach their children, even when they are old enough. They interfere in their personal lives, advise, condemn... It gets to the point that children do not want to see their parents because they are tired of their moral teachings.

What to do?

Accepting flaws. Children must understand that it will not be possible to re-educate their parents; they will not change, no matter how much you want them to. Once you accept their shortcomings, it will be easier for you to communicate with them. You will simply stop expecting a different relationship than you had before.

How to prevent cheating

When people start a family, no one, with rare exceptions, even thinks about starting relationships on the side. And yet, according to statistics, families most often break up precisely because of infidelity. Approximately half of men and women cheat on their partners within a legal relationship. In a word, the number of faithful and unfaithful people is distributed 50 to 50.

Before we talk about how to protect a marriage from cheating, it is important to understand

Breathing: theory and practice

Theory

It is important to understand that natural human breathing is calm, measured and deep breathing from the stomach. However, under the pressure of the modern high-speed rhythm of life, a person accelerates so much that he literally cannot breathe. In other words, a person begins to breathe quickly and shallowly, as if suffocating, and at the same time use the chest. This type of chest breathing is a sign of anxiety and often leads to hyperventilation syndrome, when the blood is oversaturated with oxygen, which is expressed in the opposite sensation: it seems to you that there is not enough oxygen, from which you begin to breathe even more intensely, thereby falling into a vicious circle of anxious breathing .

Relaxation: theory and practice

Theory

Frequent, prolonged, intense emotional experiences cannot but affect our physical well-being. The same anxiety always manifests itself in the form of muscle tension, which, in turn, sends a signal to the brain that it is time to worry. This vicious circle arises because the mind and body are inextricably linked. Being “educated” and “cultured” people, we suppress, and do not show (do not express, do not express) emotions, due to which the resulting muscle tension is not spent, but accumulates, which leads to muscle clamps, spasms and symptoms of vegetative-vascular dystonia. Paradoxically, it is possible to relax tense muscles through short but quite intense tension, which promotes better muscle relaxation, which is the essence of neuromuscular relaxation.

Abstract of OOD on FEMP on the topic “Part and Whole” for older children.

Educational area: "Cognition".

Target: Formation of the concepts of part and whole.

Educational objectives:

1. Strengthen the skills of forward and backward counting within 10.

2. Strengthen the ability to make a whole from parts.

3. Continue to form the idea that an object can be divided into two equal parts, learn to name the parts and compare the whole and the part.

4. Continue to introduce the division of a circle into 4 equal parts, learn to name the parts and compare the whole and the part.

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Summary of organized educational activities on the topic “Part and Whole” for children of the senior group.

Educational area: "Cognition" FEMP.

Subject: "Part and whole."

Objectives of educational areas:

1. EDUCATIONAL OBJECTIVES:

• Strengthen children's knowledge of geometric shapes.
• Strengthen the skills of forward and backward counting within 10.
• Strengthen the ability to create a whole from parts.
• Continue to form the idea that an object can be divided into two equal parts, learn to name the parts and compare the whole and the part.
• Continue to introduce the division of a circle into 4 equal parts, learn to name the parts and compare the whole and the part.

2. CORRECTION TASKS:

• Development of mental processes (concentration and switching of attention, increasing the volume of attention, the formation of mental operations - analysis, synthesis, generalization).
• Achieve the activity of all eye functions during exercise.
• Develop oculomotor functions.
• Help restore blood circulation in the eye muscles.
• Develop auditory and visual attention, memory, logical thinking.

3. EDUCATIONAL TASKS:

• To form motivation for educational activities focused on satisfying cognitive interests and the joy of creativity.
• Develop the ability to listen and hear a task the first time.
• Maintain interest, attention and good mood.
• Cultivate interest in classes on the formation of elementary mathematical concepts.

DEMO MATERIAL:

Flannelograph;

pictures depicting Masha and her friends, cake, plates, sausages;

excerpts from cartoon “Masha and the Bear” - “Once a Year” (episode 44);

song " during the day birth and I, and I, and I, and I Congratulations you "(Barbariki);

song “Happy Birthday to Me” (“Masha and the Bear”);

sweet treat for children.

HANDOUT:

“Plate” (paper circle), cut into pieces;

“sausage” (strip of paper);

“cake” (paper circle); scissors.

OOD PROGRESS:

1.Masha asks the children to help prepare for her birthday

An excerpt from the cartoon “Masha and the Bear” (01:36-02:22), where the bear treats his guests to cake.

What should we teach Masha? (divide the cake equally among all guests) Shall we help Masha prepare for her birthday? (Yes)

2. Visual gymnastics “Count the guests”

Count forward and backward within 10.

3. “Collect a plate”

Guys, Masha was in such a hurry that she broke all the plates. Let's help her and collect them. Before each part of the circle. Make whole circles from the parts. (On the children’s tables there are circles divided into 3 parts)

4. “Divide the sausage in half”

Guys, Masha cooked sausages, but they turned out very big.

Let's help her divide each sausage in half so that they fit on our plates.

There are strips (sausages) in front of each one.

How to divide a strip into two equal parts?

I have a strip of paper, I will fold it in half, straighten the ends exactly, iron the fold line and cut along the fold line.

How many parts did I divide the strip into? (in two parts)

Each part is called one half or half because it is divided into two equal parts.

How many such parts are there in the whole strip? (two)

How did we 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?

5. Physical education “Happy Birthday”

Dance to the song "during the day birth and I, and I, and I, and I Congratulations you » Barbariki

6. “Divide the cake into parts”

Masha invited a bear and two wolves to her birthday.

Let's help Masha divide the cake between friends and learn how to divide the circle into four equal parts.

How many guests should the cake be divided among? ( by 4).

What should the parts be? (equal, identical).

How many parts do we already know how to divide a circle? (on 2)

How many parts did you get? (2)

What is the name of each part? (half or one half)

What is larger: the whole circle or part of it? (whole circle)

What is smaller: part of a circle or a whole circle? (part of a circle)

How to get four equal parts? That's right, you need to cut each half in half again.

How many parts did you get? (4)

What can you call each part? (one quarter.)

What is larger: a whole circle or one fourth? (whole circle)

Which is smaller: one-fourth of a circle or one-half of a circle?

What is greater: one second of a circle or one fourth?

Take the circles on the tables. Think and try to divide the circle into four equal parts? (first in two parts, then again in two).

How many parts did you get?

What is the name of this part? ( half).

What is larger (smaller) a whole cake or half?

What part is this? ( fourth).

What is smaller (more) a quarter or a whole cake?

What parts did you get?

Now, tell me what you think is important in this work (connect the sides evenly). Why is it important?

7. Masha's birthday

An excerpt from the cartoon “Masha and the Bear” (05:52-06:37), where Masha treats guests to cake.

Was Masha able to divide the cake equally between the guests? (Yes)

8. Summary

Masha: Well done guys, your knowledge and skills helped me prepare for my birthday.

What did you do in class?

What task did you like?

Thank you very much! I have prepared a surprise not only for my guests, but also for you!

Distributes treats (the song “Happy Birthday to Me” from the cartoon “Masha and the Bear” is played).