Preschool practice writing numbers

✏️ FREE Number Writing Practice 1-20 Worksheets

August 5, 2021

by Beth Gorden

Give your students the number writing practice they need to writing numbers 1-20 with these free printable number writing practice 1-20. This practice writing numbers activity is perfect for preschool, pre-k, kindergarten, and first grader students. Simply print the pdf file with the writing numbers worksheet 1-20 and you are ready to practice.

Number Writing Practice

Some preschoolers, kindergartners, and grade 1 students need extra practice making their numbers. It’s so easy to get S and 5 confused or p and b – for example. These number writing practice 1-20 are a NO PREP number writing practice that will not only help kids practice their handwriting, but work on some math skills too. These free printable numbers 1-20 are good for working on fine motor skills or students who need a little extra practice. Each of the number worksheets 1-20 includes number words, tracing numbers, counting, number recognition, what number comes next, and more!

Number Writing Practice 1-20

To use these no prep, number worksheets, simply scroll to the bottom of this post. Click on the text link that says >> _____ <<. The free printable tracing numbers 1-20 worksheets pdf file will open in a new window for you to print and save the math worksheets.

Practice Writing Numbers

Whether you are a parent, teacher, or homeschooler – you will love the number practice 1-20 children get with these free worksheets! There are so many skills conveniently located on this number tracing worksheets 1-20.

Writing Numbers Worksheet 1-20

Print the free printable number worksheets you need. The  practice writing numbers 1-20 are in black and white to save on printing costs. You can always laminate the pages and complete with a dry erase marker to make it a reusable activity for your math center, extra practice, seat work, etc. If you just print the blackline numbers 1-20 printable  you can complete it with crayons, markers, colored pencils, gel pens, regulary #2 pencil or whatever you prefer.

Free printable numbers 1-20

These are such a fun way to learn to write numbers 1-20.  Each free printable number worksheets includes space to work on:

• Write students anme
• Fill in the ten frame
• tracing numbers 1-20 (there is a seperate page for each number worksheets 1-20)
• trace number words (these writing numbers in words worksheets are so handy for working on a tricky skill!)

• learn to write numbers 1-20
• letter recognition (great for working on visual discrimniation with students)
• count and color the objects
• what comes next (great for putting what they are learning into practice as they figure out what number is missing, what comes before, what number comes after, etc)

Counting Activities 0-10

If you are looking for some more fun, engaging, hands-on, and free printable counting activities for toddlers, preschoolers, and kindergartners – check out these great resources!

• 5 Little Monkeys Printable counting activity 1-5
• Counting Farm Animals – numbers 1 to 5
• Fruit Loops Ten Frame Math Cards
• Counting Umbrella Craft Preschool
• Barnyard Counting Clip Card (Counting 1-10)
• Caterpillar Numbers 1-10 Printable book to count, color, and trace
• Super cute, Free Playdough Number Mats
• Fingerprint Activity Worksheet
• Vegetables Counting From 1 to 10 clip cards (plus number words recognition too)
• Zoo Animals Counting Worksheet
• Firefly Free Printable Counting Worksheets
• Counting Apple Playdough Mats with ten frame (or this free printable apple counting book)
• Bowling Counting Activities for Preschoolers
• Firefly Printable Math Game
• Camping math activities for preschoolers
• SUPER cute Spider math activities for preschoolers with Playdough Mats
• Butterfly Ten Frame math activities for preschool or these butterfly math worksheets
• The Very Hungry Caterpillar Flashcards
• Donut Printables Counting Playdough Mats (number names)
• Free Printable Numbers 1-10 for Preschoolers (use with playdough, lego, stickers, etc. )
• Plant a Number Line to 10 or practice counting with these bug worksheets preschool
• Fall Worksheets to work on counting with toddler, preschool, pre-k, and kindergarten
• Counting Wheels 0-10 – Counting Activity Preschool
• Sunflower Sunflower seed counting activity (counting to 10)
• Ice Cream Counting Printable Scooping Numbers 1-10
• Lemonade Stand ten frame math worksheets with playdough or this ladybug counting activity
• Turkey Candy Corn Counting Worksheets (numbers 1-10)
• Pizza Counting Game or this Monster Teeth Playdough Mats
• FUN Goldfish Printable Counting Cards (1-12 Counting Goldfish Activity)
• Peanut Butter and Jelly Sandwich Counting Games for Preschoolers

Counting Activities 1-20

• Flower Tracing Numbers 1-10 pdf
• Lego Numbers Printables – brick duplo mats to count and trace
• Counting Animals Worksheet 1-10
• Count to 10 Free Dauber Printables
• Watermelon Printable Counting Activity
• Counting Snowman Printables
• Printable Teen Number Games
• Counting Bugs 1-10 Coloring Book for preschoolers
• 1:1 Correspondence Pom Pom Counting Activity
• Bird One to One Correspondence Activity with free printable and jelly beans
• Counting Spaghetti and Meatballs Game
• Penguin Counting Worksheet
• Flower counting activity for preschool with circle stickers
• Free Watermelon Seed Counting Activity (Numbers 1-15)
• Counting practice with Strawberry activities for toddlers
• Monster Counting googly eyes printable (0-20)
• Cute Dump Truck Counting Mat (1-20)
• Flip-Flip Counting to 20 printable activity with stickers
• Corn-on-the-Cob Count to 20 Activity
• Pool Numbers Counting 1 to 20
• Catch 20 Bug Counting Game
• Kindergarten Teen Numbers Worksheets  11-20
• Summer Count to 20 Playdough Maths Activities (spring playdough mats)
• Handy Free Printable Number Puzzles 1-20
• Pearl Counting to 20 Worksheets
• Free Counting games for kindergarten 1-20
• Counting to 10 Little bo peep activities for preschool
• Monster Counting Games for Kindergarten 1-20
• Rocketship Number Recognition 11-20 Games
• Numbers 1 to 20 Worksheets (or if you are in fall try these numbers 11 to 20 worksheets)
• Pirate Numbers 11-20 Worksheets pdf

Counting Activities 1-100

• Gumball Counting Activity with free printable template (1-30)
• Free Number Train Printable – practice counting to 20, 1-100, or skip counting
• Bugs Counting to 30 Activities
• Safari Count to 30 Game
• Around the World Puzzles – Counting to 50 Activities 
• Bee 1 to 50 Counting Game
• Zoo Animals Printable Number Sense Activity
• Roll to 100 free printable
• Construction Number Recognition Games 1-100
• Hands-on, free printable Domino math games kindergarten
• Flower Spring Number Puzzles
• Free printable Counting to 100 games
• Missing Number Worksheets 1-100
• Around the World Count to 100 Puzzles

Number Worksheets

Writing Numbers 1-20

By using materials from my site you agree to the following:

• This is for personal use only (teachers, including coops, please see my TPT store)
• This may NOT be sold, hosted, reproduced, or stored on any other site (including blog, Facebook, Dropbox, etc. )
• All materials provided are copyright protected. Please see Terms of Use.
• Graphics Purchased and used with permission
• I offer free printables to bless my readers AND to provide for my family. Your frequent visits to my blog & support purchasing through affiliates links and ads keep the lights on so to speak. Thanks you!

>> Number Worksheets <<

You may also like

March 24, 2021

February 13, 2012

September 21, 2020

April 15, 2021

May 10, 2021

September 18, 2020

February 23, 2021

May 10, 2022

About the author

Beth Gorden

Beth Gorden is the creative multi-tasking creator of 123 Homeschool 4 Me. As a busy homeschooling mother of six, she strives to create hands-on learning activities and worksheets that kids will love to make learning FUN! She has created over 1 million pages of printables to help teach kids ABCs, science, English grammar, history, math, and so much more! Beth is also the creator of 2 additional sites with even more educational activities and FREE printables - www.kindergartenworksheetsandgames.com and www.preschoolplayandlearn.com

Free Tracing Numbers Worksheet Printables for Preschool -

Affiliate links may have been used in this post. FREE offers are often time-sensitive and may be limited time only.

If your child is ready to learn how to write their numbers 1 – 20, then grab these awesome number writing practice kids worksheets to help. The Free Tracing Numbers Worksheet Printables for Preschool will assist your child with more than number recognition, but to actually write numbers. Be sure to grab our free instant download at the end of this post.  

Teaching Numbers to Early Learners

I love hearing new learners recite their numbers. It is the cutest thing.

Learning numbers is a little more than just memorizing a song, albeit how adorable they sound. When a child truly learns their numbers, they have set up the building blocks for future mathematical subjects. Numbers are needed to learn everything else in math.

Teaching Counting Skills

Counting numbers is a skill that will be needed throughout our lives. Numbers are a part of our everyday lives, more so than we even realize. Teaching your child numbers will need to involve them making a connection between the numbers and real-life experience. Stop for a moment to think about just how many things we NEED numbers for – even from an early age.

• We need numbers for telling time.
• We need numbers to know the date.
• We need numbers to describe someone’s age.
• We need numbers to understand the value of money and how to count it.
• We need numbers to tell someone our phone number, to know page numbers, make measurements, and so much more…

Although learning numbers for younger kids can seem like just another thing to do, it is the start of so many more skills. Learning to read then write numbers is an underrated skill for our little learners hands-down.

How do we get kids from counting numbers to writing numbers?

The main introduction to learning how to write numbers is to make sure they have mastered the skill of number recognition and counting numbers 1 – 20 at least.

It is important that we don’t skip this step. Get your kindergarten students comfortable with counting, make sure they can easily recognize numbers, then writing numbers is the next step.

How to teach writing numbers?

• Display number cards in your homeschool area for visual aids.
• Have your child finger trace the numbers displayed.
• Focus on one number at a time.
• Use tracing numbers worksheets, but remember to go at your child’s pace and one number at a time.
• Provide practice, practice, practice – preferably with free printables / practice worksheets for fun numbers writing and a couple are at the bottom of the post.

Importance of Writing Numbers

I shared above the many reasons why counting skills are important. Now, writing numbers are whole new skills that will be beneficial for our children in addition to perfecting their fine motor skills.

When our children learn to write numbers themselves the next step is the concept of number sense.

Writing numbers helps them to understand more clearly how numbers relate to each other. The foundation basic number sense skills are recognizing numbers counting numbers, and then writing them.

From writing numbers, students will be able to decipher mathematical strategies using the numbers. Kids can learn how to use numbers to solve problems, to manipulate them to their advantage in varying situations, to add them, subtract them, and a whole world of math is open for their discovery.

Start this journey by grabbing these two resources that will help you teach your children how to write numbers.

Besides our free instant download below, we love The Measured Mom’s number resources. 

Number Tracing Worksheets 1-10

The Measured Mom is sharing these awesome simple numbers 1 – 10 set of worksheets for your young learner. This resource is a fun way to use different styles of numbers for your beginning writer to trace. The tracing numbers worksheets have a coloring stars activity, write the number word, an activity to trace numbers, a numeral tracing activity, and more.

Please note that The Measured Mom worksheet resource is a subscriber freebie.

Free 1-20 Tracing Numbers Math Worksheets 

If you are on the hunt for free number tracing kindergarten worksheets / preschool worksheets that you can print and use to teach your children how to write numbers 1-20, then you will be super excited to use our free number worksheets for numbers 1-20 download in pdf format. Click the image below for an instant download of our Numbers 1-20 Worksheets for tracing practice. 

This black and white writing skills resource for numbers 1 -20 includes the following activities to help your kids write their numbers well:

• Tracing Numbers (includes tracing guide and line of tracing)
• Writing the number 
• Drawing the number
• Count and color the picture
• Color the number

You can even laminate each tracing page for the numbers 1-20 dry erase worksheets so that your kindergarten students or even preschool age children can have loads of practice.

Don’t forget to make numbers a part of your young learner’s everyday life. Look all around you and take every opportunity to teach your child “how many”, “how much”, or “how often”.

Doing so is a foolproof great way to place your child on the right path to math literacy. These simple Free Tracing Numbers Worksheet Printables for Preschool will help you to guide your child on their number writing skills journey.

Email*

We value your privacy and promise never to send you spam; you can unsubscribe at anytime. View our Privacy Policy for more information on how we process your data.

Jeannette Tuionetoa

Jeannette is a wife, mother and homeschooling mom. She has been mightily, saved by grace and is grateful for God’s sovereignty throughout her life’s journey. She has a Bachelor in English Education and her MBA. Jeannette is bi-lingual and currently lives in the Tongan Islands of the South Pacific. She posts daily freebies for homeschoolers!

Veraksa A.

Great Britain is a country with a unique culture and traditions. The English education system is considered one of the best in the world, British educational programs meet the highest standards. Early childhood education in the UK was born out of a voluntary movement to help children from poor working-class families. In 1816, Robert Owen opened the first kindergarten for the children of his factory workers in Scotland. At the beginning of the 20th century, on the initiative of the Macmillan sisters, kindergartens were opened, in which the main attention was paid to caring for the health and good nutrition of the babies of poor parents.

Development stages

In 1988, the Law “On Education” came into force, which established not only educational standards, but also a basic assessment of the level of mental development of children upon admission to school. In England, Scotland and Wales, compulsory education begins at the age of 5, in Northern Ireland - from 4 years. These start dates are the earliest in Europe.

Pre-school education was included in the category of priority areas only in 1996, when the law on the system of preschool education was adopted. Its goal was to "improve the quality and raise the standards of education in kindergartens... increase funding for early education." Within the framework of the proposed system, a special curriculum was established, the fulfillment of which was a condition for the compliance of a preschool institution with the requirements of the state education system. Considerable attention was paid to children with special needs and children for whom English is not their first language. It is important to note that not in all countries there is a distinction between child care and education, while both are recognized as necessary in the UK. There are 25 types of institutions providing such services in the United Kingdom, so the educational system here is diverse and unequal.

Since 1997, early education has been reformed in England. Until that time, the approach to early learning and child care was not systematized - a preschool institution could provide any educational programs and services. This led to the spread of "unique" approaches that are not reducible to a single educational system. The quality of educational services varied. Although the English pre-school education of children aged 3-4 has earned a reputation as one of the best in Europe, in the UK itself by the beginning of 90-ies of the last century, only 20% of children could get it. The reform was aimed at developing a unified educational course for children aged 3-4. In 1998, more than $15 billion was invested in the development of preschool education. And if before 1997 there was not a single private network of preschool educational institutions in the UK, now there are more than 20.

A kindergarten receives state funding only after passing state accreditation. Inspection of kindergartens is carried out by independent experts, and its results are published in open information sources. According to the results of the state audit 19For 97 years, 77% of preschool institutions did not meet the accepted standards: there were no detailed educational plans in kindergartens, a system for monitoring the development of children was not presented, and there was no clear connection between various aspects of educational programs. In 40% of expert reports, teachers have low awareness of the progress of child development; lack of a balanced system of interaction between activities initiated by the child himself and activities organized by the teacher in accordance with the educational program. Now these problems have been partially overcome, however, significant differences in the preparation of kindergarten students and the obviously overestimated expectations of the school regarding the skills that a graduate of a preschool institution should possess create a number of contradictions between the theoretical view of how a child should develop and real pedagogical practice.

It should be noted that not all of the UK follows the same standards for early childhood education. For example, in Scotland, early education reforms do not involve the creation of early support centers (which will be discussed below). Instead, the practice of open seminars and conferences is used, where teachers share their experience, revealing the specifics of the approach to the educational process.

Approach to education

Education in the UK is traditionally considered to be child-centered and not subject- or teacher-centered. This approach is due to the history of English education, the development of which was influenced by Rousseau, Froebel, Montessori, who considered it necessary to develop the individuality of children and defended their independence. The main goals of preschool education are: meeting the needs of each child, his interests, respect for the differences between children. This assumes that the child is intrinsically motivated to learn, curious and energetic by nature. Learning should take place mainly during the game initiated by the child himself. The main task of an adult is not to instruct, but to support the game, providing the child with a variety of material for research.

Y. Kwong did a great deal of research work on the study of preschool education in the UK. She conducted surveys of employees and parents, observed the activities of kindergartens. For the study, 10 preschool educational institutions were randomly selected, in which two groups of children were continuously monitored for five days. In English kindergartens, there are no more than 25 children in a group (the ratio of teachers to children is on average one to ten).

The results showed that more than 75% of English teachers consider it unacceptable to use external motivation to encourage children to learn (for example, a competitive form of work with children). There is scientific evidence behind this position. So, in the study by M. Lepper and D. Green, an example is given when preschoolers were rewarded for drawing (which, as you know, all children are interested in). The kids lost the desire to draw in their free time, they did it only for a fee. In other words, they have lost intrinsic motivation, which has been replaced by extrinsic motivation.

In English kindergartens, children study on their own for a long time, the teacher only watches them. And only 15% of the time is devoted to group training under the guidance of a teacher. It takes place in small subgroups, in which children with the same level of development are gathered. Thus, in practice, the postulate of taking into account the rate of development of preschool children is realized. Despite the fact that 80% of the interviewed teachers stated that teaching children on the basis of a rigidly set plan using workbooks was unacceptable, it was used in all kindergartens in literacy and numeracy classes.

Almost all teachers recognize the need to use role-playing games, drawing and construction both for development and for diagnosing the level of formation of the psyche of children. In practice, in English kindergartens, more attention (in addition to the actually compulsory classes in language and mathematics) is paid to research activities: games with water, sand, outdoor games. For role-playing games, teachers simply do not have time.

How to become an educator

To obtain a permit to work in a kindergarten, you need to have the appropriate training. It is either three years of basic and one year of additional education, or four years of study in different educational structures. Only 20% of teachers have the status of a bachelor. The teacher's assistant or babysitter must complete a special 15-hour training. Such training is offered by many educational associations, which are now becoming more and more. The undoubted advantage of training specialists in the UK is its high practical orientation. More than 50% of classes are conducted on the basis of preschool educational institutions (in comparison with this, in Spain this figure is 12%, in Italy and Denmark - 20%, in France, Belgium and the Netherlands - 25%, in Germany and Sweden - 30%). According to experts, the number of jobs in the field of early childhood education in the UK will increase by 250,000 over the next 10 years.

Help for parents

In 1997, the UK government launched a program to set up early support centers for children from low-income families. These centers provide all the necessary services for the care and education of the child and include parents in this process. By 1998, there were 11 such centers, by 2001 - 35, at the moment - more than 100. To better understand how such an institution works, let's turn to the story of the director of one of these centers. According to him, a young mother who belongs to a low social class and who came to the center with her baby for the first time can start with a medical center, which does everything to ensure the comfort of the child - from children's upholstered furniture to toys. “We do not forget about parents either – volunteers will be happy to make coffee, provide psychological support, or simply offer to watch a movie while the children are busy with specialists. Mom can communicate with other parents, sign up for classes at the Open University at the center. Our center offers a variety of services to parents – a toy library (managed by parents), groups for divorced parents, child care for children under three years old, groups for children 3-5 years old… 85% of moms and almost 60% of dads participate in child development groups: they watch video recordings of classes and sort out “homework” for parents in order to know how to deal with a child, learn to understand him better.”

Attention to pre-school education and, in particular, to parents of small children, was also reflected in legislative acts. In 1999 paid maternity leave increased from 14 to 18 weeks. All mothers who have worked at any enterprise for at least a year have a similar right. Parents are also guaranteed to keep their jobs for 5 years. More than 60% of mothers return to their workplace after maternity leave.

Preschool fees in England are among the highest in Europe. To help low-income families, a loan program has been developed that allows parents who work at least 16 hours a week to receive a credit of $105 per child for one child aged 0-14 and $158 for two or more children of that age. Families bear the brunt of the financial burden of providing child care and education. Free and accessible to all is only temporary (several hours a day) care for children 3-4 years old.

In the UK, however, single-parent families make up the largest percentage of the total (20%) across Europe. The majority of single parents (60%) are unemployed.

According to statistics, every third child (4.3 million children) lives in poverty (defined as the parent's income is below the average income of the population).

Support for children from a low socioeconomic class is provided (in addition to early support centers) through the Sure Start program. Its components are: visiting children by specialists at home, supporting the high quality of play activities, providing the necessary care for the child, special attention to children with special needs.

Preschool programs

The UK's early childhood education curriculum does not only focus on general education, but highlights child skills such as reading and numeracy. At the same time, specific skills and abilities that children of 4-5 years old should have in the main six areas of development are identified: personal, social and emotional; communicative; awareness; mathematical; physical; creative. Preschoolers have to play a lot, but the goals set in the field of literature and mathematics are so high that there is simply no time left for the game. For example, if we talk about literacy, then five-year-old children should be able to:

• determine the initial and final sounds of words;
• distinguish between sounds and letters;
• name all letters of the alphabet;
• read simple words and sentences;
• write down your name;
• use knowledge of phonetics to write ordinary words.

Such goals give rise to high-tech programs, each lesson in which is represented not only by a specific algorithm of actions carried out by the teacher, but also by prescribed results. As an example, consider a literature lesson addressed to teachers working with children of the 4th year of life, under the English program Key to Learning (for more details, see: http://www.keytolearning.com).

Purpose of the lesson

A. General purposes:

1. development of cognitive abilities;
2. development of communication skills.

V. Special Purposes:

1. mastering the content of a fairy tale;
2. mastering the description of the main characters.

Lesson progress

Children with a teacher sit in a circle. The teacher says that today they will read a very interesting story called "Three Bears". The teacher reads the text of the story. Children look at illustrations for it. After reading, the children are asked questions about the content of the tale.

Questions:

• What was the girl's name?
• How many bears were there?
• What was papa bear's chair like?
• What was the cup of the little bear?
What was the mother bear's bed like?. .

Material

1. Illustrations for a fairy tale.
2. Text of the fairy tale.

Advice to parents

It is advisable for parents to read the fairy tale "Three Bears" at home and discuss with the children the features of each character (three bears, the strength of their voice, the height of the characters, the size of their objects).

What does the child learn as a result of the lesson

Ability to answer questions about the names of bears and the size of objects belonging to them.

After the lesson, the teacher fills out special forms in which he reflects the features of interaction with preschoolers during the lesson and the results they have achieved.

As we can see, the system of pre-school education in the UK is aimed at supporting the initiative of the child. This is expressed, for example, in the fact that classes are built in accordance with the activity of a preschooler. In addition, the individual characteristics of children are taken into account. However, this position comes into conflict with the practice of school education, which forces teachers of preschool institutions to prepare children for schooling and to form in them specific reading, writing and numeracy skills.

in preschool children - CyberPedia

The creation of a system for the formation of elementary quantitative representations for preschool children is the merit of Anna Mikhailovna Leushina. The initial concept in teaching preschoolers to count, she suggested taking not a number, but a set. The concept developed by A. M. Leushina is the basis for the formation of quantitative representations in children at various age stages of preschool childhood.

A. M. Leushina identified 6 stages of teaching preschoolers to count, which can be divided into 3 periods:

1. Pre-numerical period (pre-numerical activity), junior preschool age:

Stage I

Ideas about the multitude - “many”, “one”, “none”.

Stage II

Ideas about comparing sets - "more", "less", "the same":

- comparison of sets by quantity by correlation "one to one", (overlay, application)

- equalization (+1, -1)

2. Counting period (counting activity), middle, senior preschool age:

Stage III

1) Idea about the names of numbers within 10, their order (number series)

Representation of a quantitative account within 10 (highlighting the final number)

3) Representation of the account with the participation of various analyzers within 10

4) Representation of the countdown within 10

5) Representation of the independence of the result of a quantitative account from the direction of the account, location of elements of the set and their qualitative features

6) Representation of the number 0

7) Representation of the graphical representation of the number (number)

8) Representation of the ordinal count within 10

9) Representation of the reverse count within 10

10) Representation of education nearby standing numbers within 10 (number ladder)

11) The idea of ​​comparing adjacent numbers within 10

12) The idea of ​​the previous and subsequent number (neighbors of the number) within 10

3. Computational period (computational activity), senior preschool age:

Counting activity deals with specific objects, sounds, movements. Computational activity is abstract, deals with numbers and is based on various arithmetic operations.

Stage IV

0003

2) Understanding the composition of a number from two smaller numbers within 10.

3) Understanding the signs of arithmetic operations +, -, =, <, >

4) Forming the ability to compose and solve simple arithmetic problems for addition and subtraction within 10

Stage V

1) Acquaintance with the formation of numbers of the second ten, with decomposition into bit terms of two-digit numbers.

2) Counting in groups, pairs, fives, tens

Stage VI

Representation of the decimal number system (school)

sheets of A4 format printed in Times New Roman font 12 pt with single spacing and margins: left - 3 cm, right, top, bottom - 2. 0 cm. The text should be free of spelling and punctuation errors. Pages with the text of CSR No. 4 are numbered at the bottom right.

3. It is desirable to present the options for the formation of quantitative representations at the stage of counting activity in preschool children in the form of visual didactic material, which will facilitate your answer to the exam in the future. Visual didactic material must meet the pedagogical and hygienic requirements for materials and equipment for working with preschool children, be bright and creative.

An example of a variant of using the integration of educational areas of the Federal State Educational Standard DO

in order to form quantitative representations in preschool children at the stage of counting activity (see the KNOWLEDGE PINK):

Game exercise "Funny pictures" 100023

Speech development - descriptive story on the picture
2. Cognitive development:
- FEMP, quantitative representations at the stage of counting activity: quantitative count within 10; independence of the result of a quantitative account from the direction of the account, the location of the elements of the set and their qualitative characteristics; knowledge of numbers ordinal account.
- Ecological development: plants, birds, insects
3. Artistic and aesthetic development: graphic skills of writing numbers age.

1. Copy and paste into the Portfolio a brief description of the Cuizener's Sticks educational game.

Cuisener sticks were invented and developed by the Belgian elementary school teacher George Cuizener (1891-1976). These are sticks, which are often called "numbers in color", colored sticks, they are a universal didactic material for the development of mathematical abilities in children.

Includes 116 sticks in 10 different colors, lengths from 1 to 10 cm. Sticks of the same length are made in one color and represent a specific number. The longer the stick, the greater the value of the number it expresses.

- white - 1 (25 pieces)

- pink - 2 (20 pieces)

- blue - 3 (16 pieces)

- red - 4 (12 pieces)

- yellow - 5 (10 pieces)

- purple - 6 (9 pieces)

- black - 7 (8 pieces)

- burgundy - 8 (7 pieces)

- blue - 9 (5 pieces)

- orange - 10 (4 pieces)

Kuizener colored sticks can be used at all stages of the formation of quantitative representations in preschool children (you can find their description in Portfolio in CSR No. 5):

- Sub-numeric activity

- Counting activity

- Computing activity

2 . Develop and present at least 10 Cuisener stick play exercises for preschool children to develop their quantitative representations at various stages.

3. Variants of playing exercises with Kuizener's sticks must be submitted on A4 sheets in printed version in Times New Roman font 12 pt with single spacing and margins: left - 3 cm, right, top, bottom - 2.0 cm. The text should be no spelling or punctuation errors. Pages with the text of CSR No. 6 are numbered at the bottom right.

3. It is desirable to present the variants of game exercises with Kuizener's sticks in the form of visual didactic material, which will facilitate your answer to the exam in the future. Visual didactic material must meet the pedagogical and hygienic requirements for materials and equipment for working with preschool children, be bright and creative.

CSR No. 7:

Variants of didactic materials with the aim of developing in children of senior preschool age the ability to create seriation series and understand the relativity of magnitude. Variants of tasks and questions for these didactic materials.

1. Copy and paste into the Portfolio a brief description of the theoretical foundations of the concept of the size of objects and the need to use serial series in the mathematical development of preschoolers for children to understand the relativity of size.

VALUE is a special property of objects that can be measured.

Quantity properties:

1. Comparability. The value can be comprehended only on the basis of a comparison, a comparison of two objects.

2. Variability. Take two ribbons red and green. One was cut, it became shorter. This property is called variability.

3. Measurability. Any quantity can be measured.

4. Relativity. Signs of size may change when compared with other items that have the same features

Serial series - a sequential series of objects that have common features and a general purpose (stripes, scarves, a set of nesting dolls, a set of elephants). The differences between neighboring elements of a series are constant throughout its entire length.

The purpose of serial series is to teach children to compare objects by several parameters of magnitude at the same time, to understand the relativity of magnitude.

Teaching children how to build serial series, we gradually complicate the didactic material used:

1. Increasing objects in a series. First, we use a serial series of 3 objects (3-4 years), then it is possible to increase the number of objects up to 10 (6-7 years). At 5 - 6 years old, it is possible to use 7 - 8 objects when constructing a serial series.

Objects in a serial series necessarily differ in one of the signs of size (for example, length) and in color! Children, comparing, name the color of the object. THIS IS THE FIRST VERSION OF THE DIDACTIC MATERIAL.

2. Gradual decrease in magnitude differences between neighboring elements of the series. THIS IS THE SECOND VERSION OF THE DIDACTIC MATERIAL.

3. Increasing the number of distinguishing features to two (height and width, or length and width, or height and thickness, etc.). It should be possible to lay out a serial series for each of the two signs, while they do not match! THIS IS THE THIRD VERSION OF THE DIDACTIC MATERIAL.

4. Increasing the number of distinguishing features to three (it is possible to add more). It should be possible to lay out a serial series for each of the three signs, while they do not match! THIS IS THE FOURTH VERSION OF THE DIDACTIC MATERIAL.

5. Construction of a series according to the model (for example, hats and scarves). In this case, the objects of the additional serial number must be of the same color, they can have from 1 to 3 signs of differences. THIS IS THE FIFTH VERSION OF THE DIDACTIC MATERIAL.

2. Develop, create and put in a portfolio of didactic materials in order to develop in older preschool children the ability to create serial series and understand the relativity of magnitude.

3. Develop options for tasks and questions for the presented didactic materials in order to understand the relativity of magnitude by children of senior preschool age.

4. A brief description of the theoretical foundations of the concept of the size of objects and the need to use serial series in the mathematical development of preschoolers for children to understand the relativity of size, task options for the created didactic materials are drawn up on A4 sheets in printed version in Times New Roman font 14 pt with one and a half spacing and margins: left - 3 cm, right, top, bottom - 2.0 cm. Pages of KSR No. 7 are numbered at the bottom right. The text should be free of spelling and punctuation errors.

CSR No. 8:

Tasks for children of senior preschool age to understand the direct and inverse functional relationship between the object, means and measurement result.

1. Copy and paste into the Portfolio a brief description of the theoretical foundations of the concept of the size of objects, measurement of the value, direct and inverse functional relationship between the object, means and measurement result.

VALUE is a special property of objects that can be measured.

Quantity properties:

1. Comparability. The value can be comprehended only on the basis of a comparison, a comparison of two objects.

2. Variability. Take two ribbons red and green. One was cut, it became shorter. This property is called variability.

3. Measurability. Any quantity can be measured.

4. Relativity. Signs of magnitude may change when compared with other items that have the same signs

Measuring the value is finding a number (RESULT), which expresses the ratio of the considered value (OBJECT) to the value taken as a unit of measurement (CONDITIONAL MEASURE).

Object is the measured value.

Means - conditional measure.

Result is the number of conditional measurements.

Having introduced the concept of magnitude to preschoolers, we begin to introduce them to the concept of measuring magnitudes.

At the first stage, in 4 - 5 years, we create problem situations, when direct comparison of the sizes of objects (by means of application, overlay) is impossible and an assistant is needed - UM (conditional measurement).

At this stage, we use the term "Measure" = to compare the value of one item with the value of another item using the MA equal to one of the compared items.

At senior preschool age (5 - 7 years) we introduce the term "Measure" = give a numerical description of the value.

For this purpose, we also use UM - objects of a certain size, smaller than the object being measured.

UM can be used when working with preschoolers when measuring the following values:

1. The length of linear values ​​(length, width, height), UM = stripes, sticks, ropes, steps.

2. The volume of liquid and bulk substances (cereals, sand, water). UM = glasses, spoons, jars.

3. The area of ​​the figure, UM = cells, squares.

4. Mass of objects, UM = acorns, pebbles.

Using the mind allows children to draw conclusions:

1. Any measurement gives an accurate quantitative characteristic of the value. To compare values, it is necessary to measure them with the same standards.

2. The larger the value, the larger the measurement result. This is a direct functional relationship between the object and the measurement result .

3. The larger the standard measure, the smaller the measurement result and vice versa. This is an inverse functional relationship between the means and the measurement result.

2. Develop and present tasks for children of senior preschool age to understand the skills of measuring activity and the direct functional relationship between the object and the measurement result:

- measurement of linear quantities

- measurement of liquid substances

- Measurement of bulk substances

3. Develop and present Tasks for children's awareness of older preschool age of measuring activity and reverse functional dependence between the tool and the measurement result : 9000 9000

- measurement of linear values

- measurement of liquid substances

- measurement of bulk substances

the means and the result of the measurement are drawn up on sheets of A4 format in printed form in Times New Roman font 14 pt with one and a half intervals and margins: left - 3 cm, right, top, bottom - 2.0 cm. Pages KSR No. 9numbered at the bottom right. The text should be free of spelling and punctuation errors.

5. Copy and paste into Portfolio:

Ways to organize joint activities with children based on Heinrich Oster's fairy tale "38 parrots" in order to form an idea of ​​​​the inverse functional relationship between the result of measurement and the value of the measure.

Let's use the problem - game technology, create an experimental - research situation.

Purpose: to teach practical methods of measuring length using a standard measure. To form ideas about the inverse functional relationship between the result of the measurement and the value of the measure.

Equipment:

- toys (or illustrations) = Boa, Monkey, Baby Elephant, Parrot.

- demonstration material: colored stripes, UM (orange - Boa constrictor, gray - Baby Elephant, brown - Monkey, red - Parrot)

- handout according to the number of children: colored stripes, UM (orange - Boa constrictor, gray - Baby Elephant, brown - Monkey, red - Parrot)

- a simple pencil

- a set of counting sticks.

Creation of a problem situation, motivation and goal setting:

- Look, who is waiting for us here? (Toy display or illustration - 38 Parrots cartoon characters). Monkey, Baby Elephant and Parrot want to help their best friend Boa constrictor, because he does not know how long he is, does not understand how to measure his length.

- Guys, can we help them? (children agree)

- Look how happy Boa constrictor is! He finally knows his length!

Children making assumptions about the results, their justification:

- Let's remember the cartoon about Boa constrictor! By whom or what did the cartoon characters measure the Boa constrictor? (Parrot, Monkey, Baby Elephant).

- How long was the Boa constrictor when the Elephant was measuring it? (2 Baby Elephants!)

- How long was the Boa Constrictor when the Monkey measured it? (5 monkeys!)

- What about the length of the boa constrictor in Parrots? (38 Parrots!)

- The poor Boa constrictor is completely confused, he does not understand anything! Why did it happen, why is the result of measuring its length always different? Kids are guessing!

Experiment:

- Guys, look, there are strips of different lengths and colors. What can we say about their length? (They are all different in length!)

- Arrange these strips from longest to shortest according to the rule (serial number!)

- Which strip is the longest? (Orange!) What is the shortest one? (Red!)

- Imagine that the orange stripe is the Boa constrictor, the gray one is the Baby Elephant, the brown one is the Monkey, and the red one is the Parrot.

- We will measure Boas in Elephants, Monkeys and Parrots. How are we going to do it?

Children tell:

- We take a gray conditional measurement (Elephant) and put it on the edge of the brown strip (Boa constrictor), make a mark with a pencil, set aside one counting stick. Now, from the place where we marked, we again put the edge of the conditional measurement and again mark it with a pencil, set aside the counting stick, and so on until the end.

Next, the children independently measure the length of the boa constrictor in "Elephants", "Monkeys" and "Parrots".

Fixing the results, discussing them with the help of a teacher:

- What did you do?

- What did you get?

- Why?

General conclusion (formulated by the teacher on the basis of the children's statements):

Leading questions the educator leads the children to the conclusion about the inverse functional relationship between the result of the measurement and the value of the measurement.

- The longer the measure, the smaller the measurement result!

- The shorter the measure, the greater the result!

- Guys, look how happy and cheerful the boa has become. He is very glad that you helped him, explained that his length depends on which of his friends helps to measure it.

Independent experimental research activity:

Various linear values ​​(scarves, rugs, boards, etc. ) and UM are introduced into the developing environment of the group to measure them of different lengths

"38 parrots", which will make your answer to the exam easier in the future. Visual didactic material must meet the pedagogical and hygienic requirements for materials and equipment for working with preschool children, be bright and creative.

CSR № 9:

Variants of developing games of mathematical orientation for the development of logical thinking and consolidation of ideas about the shape of objects and about geometric shapes in children of senior preschool age.

1. Copy and paste into the Portfolio a brief description of the possibility of using educational games of a mathematical orientation for the development of logical thinking and the consolidation of ideas about the shape of objects and geometric figures in children of preschool age.

Educational games - these are games specially designed to activate the various abilities of the child

Educational games of a mathematical orientation - games in which mathematical constructions, relationships, patterns are modeled. Obviously, with the help of educational games of a mathematical orientation, it is possible to consolidate in children at any stage of preschool childhood ideas about the shape of objects and about geometric figures.

Logical thinking is a kind of thinking, the essence of which is to operate with concepts, judgments, conclusions based on the laws of logic.

The systematic use of educational games of a mathematical orientation contributes to the development of logical thinking in children of senior preschool age. In developing games, children master various methods of logical thinking: comparison, generalization, classification, analysis, synthesis, abstraction.

Comparison is a comparison of objects and phenomena in order to find similarities and differences between them.

Generalization is a connection of the essential (abstraction) and its connection with a class of objects and phenomena.

Classification - distribution of objects into groups based on common characteristics. The classification includes 2 logical actions: the allocation of a common feature - the basis of the classification; division into groups on the basis of classification.

Analysis is a logical device that consists in dividing an object into separate parts. The analysis is carried out to highlight the features that characterize a given object or group of objects.

Abstraction is a mental selection, isolating some elements of a particular set and diverting them from other elements of this set.

Synthesis is a mental connection of the parts of an object into a single whole, taking into account their correct location in the object.

2. Develop and present 6 variants of educational games to develop logical thinking and consolidate ideas about the shape of objects and geometric shapes in children of senior preschool age on A4 sheets. Do not forget to write the names of educational games, which will make it easier for you to answer the exam in the future. Visual didactic material must meet the pedagogical and hygienic requirements for equipment for working with preschool children, be bright and creative.

OPTIONS OF DEVELOPING GAMES FOR CSR #9

The sign of difference can be different: shape, quantity, color, size, orientation in space, etc. MANDATORY - THE PRESENCE OF A SIGN OF DIFFERENCE IN THE FORM!

2. "Find differences"

Identification of similarities and differences between the features of different objects. OBLIGATORY - THE PRESENCE OF SIGNS OF SIMILARITY AND DIFFERENCE IN FORM!

3. "Find the same"

Identification of similarities and differences between the features of different objects. OBLIGATORY - THE PRESENCE OF SIGNS OF SIMILARITY AND DIFFERENCE IN FORM!

4. "Find a Pair"

It is necessary to note what has changed in the first pair, and use the same principle of change for the second pair. OBLIGATORY - THE AVAILABILITY OF SIGNS OF COMPARISON OF OBJECTS BY FORM!

5. Continue the series of figures

It is necessary to understand the pattern in order to add the missing figures. OBLIGATORY - THE AVAILABILITY OF SIGNS OF COMPARISON OF OBJECTS BY FORM!

6. “What is missing?”

The more signs of differences, the more difficult it is to find the missing figure, but these games are interesting because they make children think, make efforts to find a solution. OBLIGATORY - THE AVAILABILITY OF SIGNS OF COMPARISON OF OBJECTS BY FORM!

3. A brief description of the possibility of using educational games of a mathematical orientation for the development of logical thinking and the consolidation of ideas about the shape of objects and geometric figures in children of senior preschool age is drawn up on A4 sheets in printed form in Times New Roman font 14 pt with one and a half intervals and margins: left - 3 cm, right, top, bottom - 2.0 cm. The text should be free of spelling and punctuation errors. Pages with the text of CSR No.

Learn more

• 
  How to make reading comprehension fun
• 
  Children friendship stories
• 
  Sounds a makes
• 
  Color learning for child
• 
  Learning colors preschool
• 
  What is dra reading levels
• 
  Phonological awareness umbrella
• 
  Relax kids meditation
• 
  Cardinal numbers of a set
• 
  What does descriptive words mean
• 
  Letters sesame street