Method of orientation on a sheet of paper - Magic leaves
Author: Emelyanova Sirina Raisovna Place of work teacher MBDOU No. 10 "Constellation" ZMR RT Republic of Tatarstan ZelenodolskTarget: develop visual-spatial orientation in children, form elementary mathematical concepts.
Hello, Dear colleagues!
Today I want to introduce you with a method of orientation on a sheet of paper, which has vital importance for the development of visual-spatial concepts in children.
In my work, I use a file technique that I call “Magic Leaves.” There are two types of A4 sheets of paper, one lined by 1.5 cm, the other by 2 cm. The peculiarity is that the squares here are large and convenient for children, and are also reusable - the sheets are inserted into corner folders, and on top The squares need to be drawn with a felt-tip pen.
The technique consists of several stages.
1. Introducing the sheet.
It begins with an introduction to a simple white sheet, which can be done starting from the middle group.
-What is this? Paper
-What shape is it? Rectangular
This side is at the top and is called the top.
This side is at the bottom and is called the bottom.
This side is on the right and is called the right side.
This side is on the left and is called the left.
This corner is at the top left and is called the top left.
This corner is located at the top right and is called - top right, etc.
At this stage I use fairy tale - game– a journey through the leaf - "Magic Leaf" Once upon a time there lived Liszt and five pencils. They decided to play together one day and set off their pencils on a journey across the sheet. The yellow pencil went first, he found the top side and drew a yellow line. The red pencil went second, he found the bottom side and drew a red line. I drew the right side green pencil, and the left one is blue. A black pencil remained in the center of the sheet, and he built a house there. They decided to divide the corners equally and drew them in two colors. All the pencils gathered in the house and began to think about how else they could play. We thought and thought and decided to play catch-up. A yellow line was drawn at the top, and a yellow pencil ran up, a red pencil ran down, green ran to the right, and blue to the left. Then, to make it less boring, pencils ran in twos: yellow and green ran to the upper right corner; in the upper left - yellow and blue; in the lower right - green and red; and in the lower left - blue and red. And the black pencil couldn’t catch them. As they play, children understand that this is not just a sheet, but that it is colored and can be played with. They visually indicate each side, and understand that the sheet has landmarks: top, bottom, Right side, left side, center of the sheet - middle.
2. Getting to know the cell.
First we use a cage bigger size, and then move on to the small ones. In order for a child to learn to see the boundaries of a cell, it is necessary first to circle the cells one at a time, and then you can complicate the task. We circle the cells one at a time until the end of the page - this is a line. We trace the cells one by one down to the end of the page - this is a column.
3. Drawing in cells.
At this stage, children are given tasks to consolidate orientation on the sheet. For example, find the top left corner and draw a triangle there. Find the top right one and draw a circle there, find the bottom left one and draw a square there, and a star in the bottom right one. You can also fix colors and scores: find the top left cell and draw a blue circle in it, step down 4 cells and draw a yellow triangle, step back 3 cells to the right and draw a green square, step down 5 cells and draw a red square, step back to the right from the green square 7 cells and draw a black circle, step back 3 cells down from the black circle and draw a blue triangle, etc. Tasks and colors can be any.
4. After the child has mastered orientation on the sheet, he begins Drawing on the “Do this” boxes. The child is offered a sample drawing and asked to repeat exactly the same drawing.
Drawing by cells is very exciting and useful activity for children. This game method development of the child’s spatial imagination, fine motor skills of the fingers, coordination of movements, perseverance, and the formation of elementary mathematical concepts. Children reinforce concepts such as left, right, down - up.
5. “Finish the second half.” Children are offered a sample with one half of the drawing completed, and they need to finish the drawing by completing the second part. The child traces the finished side of the drawing and completes the opposite.
6. Then the children are offered "Mathematical dictation." The adult dictates the sequence of actions indicating the number of cells and their directions (left, right, up, down), the child does the work by ear.
The duration of one lesson with graphic dictations should not exceed 15–20 minutes. But if the child gets carried away, do not stop him and interrupt the lesson. By completing tasks, the child will broaden his horizons, increase lexicon, learn to navigate on a sheet of paper and in a notebook, get acquainted with different ways images of objects, dictations can be successfully used for children from 5 years old. Mathematical dictations promote the development of short-term memory. Targets within the framework of the Federal State Educational Standard presuppose that a child, when he graduates from school, has the ability to exert volition and the ability to hear and follow consistent instructions, and dictations perfectly contribute to this.
7. “Continue the row.” In this game, the child has the beginning of a row with a picture on a piece of paper, and he needs to continue the row to the end. At first
the child is offered the most simple images, and then they become more complicated: several colors are introduced, several elements, an upper and lower image, elements that need to be completed without taking your hand off the sheet. Etc. You can make it more difficult and conduct the lesson for a while using an hourglass. Then the child himself checks how much he has done correctly and develops self-control.
These games have a unique developmental effect that promotes the development of memory, speech, and imagination; development of skills of orientation on a sheet of paper and in a notebook; form elementary mathematical concepts, perseverance and patience.
Thank you for your attention!!!
Preparatory group - orientation on a sheet of paper in a square
Introduce the concepts: sheet, page, notebook.
Exercise "Machine" (development of the ability to distinguish between the right and left sides of a sheet).
The car “drives” from the house to the garage. Children accompany their actions by indicating the direction of movement: “from left to right.”
Exercise "Fruits"
Each of you has a picture of a fruit in your hands, name who has drawn what (which fruit). Place the picture at the top of your notebook.
Show me the bottom of the notebook. (Children put the pictures down).
Show the middle of the notebook. (Children put the pictures in the middle).
What is inside the notebook in the middle? (Fold notebook sheets, brackets)
What's on the outside of a closed notebook? (Cover)
Where do we start writing (drawing) in the notebook: at the top or bottom? (Top) (Show)
From which side do we start writing (drawing): right or left? (Left) (Show)
Show the top left corner of the first page.
Circle the first cell at the top of your notebook.
Circle three more boxes (one per box)
How many cells are circled?
Repeating the names of the sides and corners of the sheet and page
Exercise “Find your neighbors” (Annex 1)
To do this, use a sheet of paper on which images of various objects are randomly located.
Option 1: the teacher asks you to find an image of some object and determine:
What is depicted to the right of it, - what is drawn below it, - what is located at the top right of a given object, etc.
Option 2: the teacher asks to name or show the object(s) that are located:
In the upper right corner, - along the bottom side of the sheet, - in the center of the sheet, etc.
Exercise “Name where the figure is”
There are shapes on the sheet (lower right corner - red square, upper right corner - blue rectangle, lower left corner - red rectangle, upper left corner - blue square, center - yellow circle). Accompanying questions for children: “Tell me where the red square is?” etc..
Study of cellular and line microspace
1) Exercise "Cells"
Learn to navigate in a cage (center of the cage, corners, sides)
Find the center in the cell (highlighting the center of the cell along the entire line).
Find the upper left corner (highlighting the corner in cells along the entire line).
Find the lower right corner (highlighting the corner in cells along the entire line).
Find the sides of the cell (right, left)
Find the “floor and ceiling” of the cell.
Draw the entire cell (draw a “house” every other cell).
2) Exercise “Find a cell” (work on a line)
In the children’s notebooks, I put a cross in the box located in the upper left corner of the page.
Find the cell that is located to the right of the cross, draw a cross in it yourself, then another cross in the next cell to the right, and so on until the end of the line. This is how children become familiar with the line. Draw a circle under the first cross.
Find the cell that is under the circle. And in it, draw a circle yourself, then another circle in the next cell under the drawn circle and. etc.
Drawing dots, sticks, shapes, patterns on a sheet of checkered paper
Exercise “Complete the pattern”
Children are offered a sheet of checkered paper with patterns on it. The children finish drawing them.
Exercise “Complete the figure”
Children are offered a sheet of checkered paper on which figures are depicted. The children finish drawing them.
Drawing shapes from points
Exercise “Graphic dictation. Elephant"
Place a dot in the upper left corner. This will be the beginning of our picture. Starting from the point, draw lines through the cells:
4 cells right, 1 down, 5 right, 8 down, 3 left, 3 up, 1 left, 3 down, 3 left, 4 up, 1 left, 2 down, 1 left, 1 down, 1 left, 2 up, 1 right, 6 up.
Exercise “Graphic dictation. Bunny"
Move 5 squares to the right and 3 from above, put a dot. We will draw from this point. Draw 1 square to the right, 3 down, 2 right, 2 down, 1 left, 2 down, 3 right, 3 down, 1 left, 1 up, 1 left, 2 down, 1 right, 2 down, 2 right, 1 down, 6 left, 1 up, 1 left, 1 up, 1 right, 12 up.
Together with the children, analyze what kind of figures you got. You can come up with small poems or sayings for each figure.
Orientation in the box for younger schoolchildren
In the first days at school, it is very important to teach a child to use a notebook, navigate on a notebook sheet, be able to see a cell, correctly find its sides, corners, center and midpoints of the sides.
The proposed set of tasks and exercises will teach junior school student to navigate in the box, which in the future will help him write numbers, letters beautifully and correctly, and perform graphic tasks in notebooks.
He will have the basics of writing and drawing. By completing practical tasks, children develop fine motor skills
, attention, memory, thinking and logic. At the same time, the eye and precision of hand movement develops.
Initially, a demonstration poster is used, which depicts a cell enlarged several times.
The teacher shows and names the sides of the cell, noting that the cell has four sides and each has its own name: left, right, top, bottom.
Children must correctly name and show the sides of the square.
1. The teacher names the side, the students must show it correctly (use a pointer to move along the side of the square). If it is the top or bottom side, then swipe from left to right, and if it is left or right, then from top to bottom.
2. The teacher shows each side in turn on the poster. The guys must name them correctly.
Exercise 1 Trace four separate squares with a pen. Draw a line in the first cell along the top side of the cell, in the second draw a red line along the bottom side, in the third - a blue line on the left side, in the fourth - a green line on the right side.
Exercise 2
Circle one cell with a pen. Place a dot on the right side of the box. Mark the underside with a cross. Place two dots on the left side. Mark the top side with two crosses.
Then the children become familiar with the main points of the cell. To do this, the teacher displays a poster with an image of an enlarged cell, on which its reference points are marked.
The teacher shows and names the points of the cell. Children must learn to correctly name and show these points.
Fixing the material is carried out in two stages.
1. The teacher names all the points of the cell one by one, the children must show them correctly on the poster.
2. The teacher shows the points of the cell, the children must name them correctly.
After this, exercises are carried out in notebooks.
Exercise 3
Trace nine separate cells with a pen. Place a dot in the first box in the upper right corner, in the second – in the lower right corner, in the third – in the upper left corner, in the fourth – in the lower left corner, in the fifth – in the middle of the right side, in the sixth – in the middle of the left side, in the seventh - in the middle of the upper side, in the eighth - in the middle of the lower side, in the ninth - in the center of the cell.
Exercise 4
Trace five separate cells with a pen.
In the first cell, put dots in the upper left and lower right corners. Draw a line from the top left to the bottom right corner. In the second cell, put dots in the upper right and lower left corners. Draw a line from the top right to the bottom left corner. In the third cell, put dots in the middle of the left and in the middle of the right sides. Draw a line from the middle of the left to the middle of the right side. In the fourth cell, put a dot in the middle of the top and in the middle of the bottom sides. Draw a line from the middle of the top to the middle of the bottom. In the fifth cell, put a dot in the center, in the upper left corner and in the middle of the right side. Draw a line from the center to the top left corner and from the middle of the right side to the center.
Children perform subsequent exercises in a cage enlarged several times. To do this, the teacher distributes to schoolchildren sheets of white paper on which squares are depicted. The side of such a square is 4–6 cells.
In the square, place dots in the upper right corner, in the middle of the top side, in the middle of the bottom side and in the bottom right corner.
Draw a red line from the top right corner to the middle of the top side, then to the middle of the bottom side and to the bottom right corner.
What letter did you draw? What words start with this letter? Which ones end with this letter? In which words does this letter appear in the middle of the word?
Similar exercises can be done with all letters of the alphabet. Note
. In the letters D, Ts, Ш, Е, some parts are drawn outside the square.
We learned to write letters inside squares. Now let's write whole words.
Exercise 6
In the first square, draw a line from the middle of the top side to the middle of the bottom, then to the top right corner and to the bottom right corner. In the second square, draw a line from the middle of the left side to the center of the square, then to the middle of the top side, then to the top left corner and to the bottom left corner. In the third square, draw lines from the upper right corner to the center of the square, then to the middle of the bottom side, from the upper right corner to the lower right corner. From the center of the square to the middle of the right side.
Name the letters you got. Read the whole word. And what is your name? What are your parents' names? What other names do you know?
Similar exercises are carried out when writing other words.
Similar exercises can be done with all letters of the alphabet. We learned to write words inside squares. Now we will write whole sentences. . When writing letters you can use different variants
their location in a square and different variants of their spelling.
We learned to write letters, words, whole sentences, and now we will learn to write numbers in squares.
Exercise 7
Draw a red line from the center of the square to the top right corner and then to the bottom right corner. What number did you write?
What other numbers do you know?
Tasks for writing other numbers are carried out in the same way.
This is how numbers are written on envelopes when we indicate an index.
Draw a green line from the middle of the left side of the square to the middle of the top side and to the middle of the right side, then to the middle of the left side. Draw a green line from the bottom left corner to the center, from the center to the bottom right corner and to the bottom left corner. Draw the trunk and paint over the Christmas tree.
Why is the Christmas tree called evergreen? What riddles do you know about her?
Name other trees you know. What holiday is complete without a Christmas tree?
Exercise 9
Draw a blue line from the middle of the right side to the middle of the left side, then to the middle of the top side and to the middle of the bottom side, then to the middle of the right side.
Draw the butterfly's head, body, antennae and color it. Where have you seen butterflies? What butterflies do you know?
Tasks for drawing other objects are performed similarly.
Now we will learn how to divide a square cell into 2, 4 equal and unequal parts.
Exercise 10
In your notebook, circle 4 separate cells with a pen. In the first cell, draw a line from the middle of the left side to the middle of the right. In the second, draw a line from the middle of the top side to the middle of the bottom side. In the third cell, draw a line from the upper left corner to the lower right corner. In the fourth cell, draw a line from the upper right corner to the lower left corner.
We divided each of these cells into 2 equal parts?
Exercise 11
In your notebook, circle 2 separate cells with a pen. In the first cell, draw a line from the middle of the left side to the middle of the right side and a line from the middle of the top side to the middle of the bottom. In the second cell, draw a line from the upper left corner to the lower right corner and from the upper right corner to the lower left corner.
We divided these cells into 4 equal parts.
Children perform the following exercise on pieces of paper on which squares have already been drawn.
Exercise 12 A
) Divide the squares into 2 unequal parts in different ways. b
) Divide the squares into 3 unequal parts. V
Similar exercises can be done with all letters of the alphabet.) Divide the squares into 4 unequal parts. . All the exercises described above can be performed collectively on a board where squares will be prepared. For example, when drawing letters, children take turns going to the board, and, as instructed by the teacher, mark reference points in a square with chalk, and then draw given lines
One of the most important prerequisites for mastering reading, writing, and counting is a certain level of formation of spatial concepts. Of course, when a child comes to school, he already has some idea of space. As a rule, first-graders are able to navigate in the space of their own body, distinguish between right and left hand, but sometimes working in a notebook or textbook causes a lot of difficulties. Among first grade students there are children who cannot cope with educational tasks due to the fact that they do not know how to navigate the space of a page. How can a child begin to write, moving 2 cells from the left and 2 from above, if he does not know where the sheet is top and bottom, where its right side is and where its left? And how many tears they cause graphic dictations, when the picture doesn’t work because you turned the line in the wrong direction!
Every year, when studying spatial representations, children are identified who have difficulty distinguishing the right and left sides in themselves and their interlocutor, understanding prepositions and words denoting spatial relationships. Therefore it is necessary with preschool age develop spatial understanding to prevent possible learning difficulties. This is especially true for children with developmental disabilities.
1. Geometric dictation
In this game, the adult gives instructions and the child completes the task at a fast pace. You can draw shapes in a notebook (we usually draw a rug for mom, grandma, etc.) or lay it out on the table. At the end of the game, we compare the resulting pattern with the sample.
The level of difficulty of such dictations depends on the child’s preparation.
2.Game “Left, right, lower, higher - draw as you hear.”
Before performing the exercise, you need to prepare a sheet of paper with a circle drawn in the middle.
Assignment: follow the instructions step by step using a simple pencil.
Draw a triangle to the left of the circle, and a square to the right of the circle.
To the right of the square, at some distance, draw a circle, but so that it is larger than what has already been drawn.
Draw a rectangle between the large circle and the square.
To the left of the triangle, draw a small square. It should be smaller than the triangle.
Draw an oval above the large square.
Draw a circle under the triangle.
Draw a line between the small square and the triangle.
To the right of the large circle, draw a flag.
To the right of the flag, at some distance from it, draw a triangle that is smaller than the existing one.
To the left of the small triangle, but to the right of the flag, draw a snowflake.
The picture should look something like this.
Assignment: Follow the instructions step by step using colored pencils.
Color the shape that is between the rectangle and the flag blue.
Color the figure that is between the large triangle and the square red.
Color it last piece in a row in green.
Color the figure to the left of the snowflake, but to the right of the blue circle, red.
Color the figure under the large triangle yellow.
Color the figure to the left of the large circle, but to the right of the square, green.
Leave the figure above the yellow circle unpainted.
Color the figure at the beginning of the entire row, to the left of the line, blue.
Color the figure under the oval green.
Fill in the figure between the two circles, to the left of the rectangle, above the square, with yellow.
Leave the figure between the flag and the small triangle blank.
This is what should happen as a result.
Such a drawing may not work out the first time, so the number of tasks can be reduced. And based on my own experience, I can say that it is better to place the initial circle not in the middle of the sheet, but to move it to the left edge, otherwise all the figures may not fit.
Another option for the task: On the sheet you need to draw what I am about to say. And you will find out where to draw if you listen to me carefully.
- Spring has come. The sun is shining brightly. Draw a sun in the upper left corner.
The first flowers appeared. Draw flowers in the lower left corner.
This makes us happy. Draw a smile in the upper right corner.
The birds have arrived. Draw a bird in the middle of the sheet.
The grass is turning green. Draw it along the bottom edge.
Clouds are floating across the sky. Draw clouds along the top edge of the sheet.
Which corner is left free? Sign your drawing there.
Check yourself. Look how it should have turned out.
3. Game " Arrange it correctly"
For this game you need subject pictures or geometric shapes. The child's task is to arrange the pictures according to the instructions.
Place a picture of a dog in the lower right corner;
put a picture of a cow in the upper left corner;
put a picture with a ball under it;
put a picture of an apple in the middle;
To the right of the apple, place a picture with a bear, etc.
After the child has laid out all the pictures, you can talk to him:
- What is in the upper right corner?
- Where is the sundress?
- What is between the car and the dog?
- What is to the left of the apple? etc.
4. Game "Listen and Color"
This game requires 2 sets of cards with images of geometric shapes. In the teacher's or parent's set, the figures are already painted, and the child just has to do it. Or they will color at the same time, but in such a way that there is no opportunity to spy on each other. When the rules of the game are clear, the children themselves can give each other tasks.
Before starting the game, the guys and I usually remember where on the sheet there is the upper right corner, upper left, lower right, lower left.
Color the shape in the lower left corner red;
Color the figure above it blue;
Color the figure to the right of the red circle purple;
Color the figure in the center red, etc.
After all the figures are colored, the card is compared with the sample. If mistakes were made, it is advisable for the child to find them himself and say that he colored them incorrectly.
5. Lotto with geometric shapes
To play you will need 2 sets of identical cards with geometric shapes. Each card is marked in the upper left corner.
Now you and I will play lotto. The rules are very simple. I will describe the cards from my set one by one, and you will look for a similar card based on the description. As soon as the cards match, they are put aside.
In the group version, the one who runs out of cards the fastest wins.
Example: on my card there is a circle at the top right, a square at the bottom right, a rectangle at the top left, a circle at the bottom left, and a triangle in the middle.
Since my students cannot remember the entire description, I gave it in parts. The guys looked for suitable cards (there may be several of them), laid them out in front of them, listened to the further description and removed those cards that did not correspond to it.
First, the teacher describes the card, and then the children themselves can do it.
In addition to the ability to navigate in space, geometric lotto develops the ability to compare corresponding figures, as well as thinking, attention, and speech.
6. Game "Help the bee harvest"
This game is all about famous game to attention "Fly". Since the main task here is the development of spatial concepts, when completing the task you can use a bee toy, which the child will move along the letter field.
A real bee is a very hard-working insect. She works all day long, collecting nectar, flying from flower to flower. Our bee is also hardworking, but she flies across a field of letters. Instead of nectar, the bee collects letters. If the bee collects the letters correctly, she will get a word.
If you pay close attention to what I say and write down the letters where the bee stops, then at the end of the journey you will be able to read the word.
The bee begins its movement from a cell called “Start”. She will fly where you say, for example: 3 cells to the right; 1 square down; 3 cells left, 3 down, etc.
The good thing about this game is that you can hide any words on the field that correspond to the topic of your lesson. I had to guess the name of the first cosmonaut.
7. Game "Build a forest school"
Once during one of our classes we were building a forest school.
- Look at the picture. What is this? (house)
This house is not simple. He's fabulous. Forest animals will study there. Now I will tell you a fairy tale. Listen carefully and draw on your sheet with a simple pencil a house in the place mentioned in the fairy tale.
Animals live in a dense forest. They have their own children. And the animals decided to build a forest school for them. They gathered at the edge of the forest and began to think about where to put it.
The bear suggested building in the lower left corner. The wolf wanted the school to be in the upper right corner. The fox insisted that the school be in the upper left corner, next to her hole. The hare asks to build in the lower right corner. The mouse intervened in the conversation. She said: "The school needs to be built in the center." The animals listened to the mouse’s advice and decided to build a school in the forest clearing, in the middle. It's so convenient for everyone.
And it was convenient for us not to draw a house, but to move a picture depicting a house across the sheet.
