Educator Erofeeva Marina Aleksandrovna

music director Kamyshnikova Irina Gennadievna

MADO kindergarten No. 39 in Tyumen

Program content:

Cognitive development:

ü Arouse interest in the activity by creating a game situation.

ü To consolidate children’s knowledge about the role of money in human life, the ability to use coins of 1 ruble denomination to count to 10 or more.

ü Improve quantitative and ordinal counting skills within 10.

ü To develop children’s initial measuring skills, to measure the length of an object using various conventional measures.

ü To consolidate children’s knowledge in the ability to navigate the sequence of days of the week.

ü Continue to develop the ability to solve logical problems by ear.

ü Continue to improve computational skills when adding two numbers, using numbers and mathematical signs "+", "-" and "=". And also to develop the ability to solve simple solutions based on clarity within 10 when solving an arithmetic problem, use the action signs “more than,” “less than.”

ü Continue to develop skills of orientation on a sheet of paper and develop logical qualities and concentration.

Social and communicative development:

ü Develop the ability to understand the task at hand and solve it independently. Show a desire to actively participate in the lesson, answer, listen to the opinions of others, and prove the correct answer.

Speech development

ü Develop free communication with adults and children, be friendly and correct interlocutors, and cultivate a culture of verbal communication.

ü Continue to meaningfully and emotionally tell children about interesting facts and events.

Artistic and aesthetic development:

ü Maintain interest in activities through musical games and competitions, develop children’s musical taste, love and interest in music.

ü Encourage children to perform children's folklore, expressively perform movements according to the text of ditties. Intonate cleanly within an octave.

ü To cultivate children’s emotional responsiveness to music, to perform movements to the music.

Methods and techniques:

Surprise moment:“the appearance of money in the group”, “The buffoon meets at the fair”, “a treat in the inside of a nesting doll”.

Verbal: conversation, report by masters of mathematics with explanation, questions, encouragement, physical education minutes, finger gymnastics.

Game: game tasks “Numbers Got Lost”, “Live Week”, “Math Problems - Guess It”. The chant “Hello”, the musical game “We can all count”, the outdoor game “Pots”, the merchants’ dramatization “At Uncle Jacob’s”, performance "Piece fights."

Practical: compiling examples of mathematical signs and numbers on a magnetic easel, measuring the length of objects with different measures, completing a task on tablets “Find your twin brother,” purchasing goods at a fair.

Vocabulary work: Encourage interest in the meaning of the word “Ruble, chop, paper bill, receipt.” Activation of the dictionary: money, ruble, coin, bill, minted, stamped, metal.

Preliminary work

Reading the fairy tale “The Golden Key,” looking at banknotes, going to a toy store, “creating a mini museum, an exhibition of various types of money.” Photo presentation on the topic “The history of the minting of silver coins in the city of Nevyansk, Sverdlovsk region in the Demidov estate in the inclined Nevyansk tower.

Material:

Headgear for masters, attributes for displaying masters on the topic of the report; a bag of millet, an axe, a jug, sheepskin, shells, coins, a paper receipt in a box, paper bills from Soviet times, electronic cards. Presentation at the story of mathematical masters. Envelope with tasks, 2 easels, envelopes with signs and numbers. Bags sewn for each child. Buffoon's leather bag for coins worth 1 ruble in the amount of 100 coins. Tablets and pencils according to the number of children.

The course of educational and gaming activities.

(Children enter the group, and paper money is scattered on the floor.)

Educator: Oh, why is it a mess here, with papers scattered everywhere? Perhaps the wind brought this garbage from the street to our group. What should we do with it? (children's answers, they begin to collect) Guys, what do these paper rectangles look like? (This is money). Do you know what money is and what it is needed for? (with money you can purchase necessary goods and services). How and where do we use money in everyday life?

And who knows how the money came about? ? Do you want to know about it?

Children: We want!

Educator: To find out about this, today we invited Tyumen “Masters of Mathematics” to visit us, who will introduce us to the origin of money.

(Children participate in the role of masters).

1 child: Master of Mathematics, 1st degree. In ancient times, people did not know what money was. They simply exchanged various items. The potters were changing pots. Blacksmiths - axes. Farmers - grain. Cattle breeders – sheep, wool, leather.

It was not very convenient to exchange different things, and people began to think about what item could be used for exchange. Since the livestock had to be fed, the food could spoil, and this was inconvenient.

2nd child. 2nd Master of Mathematics: Gradually people realized that money should not be temporary, but permanent. They should not deteriorate during storage or when passing from hand to hand. At different times, sea shells and animal skins served as money. The most convenient money turned out to be metal coins. They could be minted, coins of any value: copper was cheaper, silver was more expensive, and gold was the most expensive. But metal money also has a drawback: it is very heavy and takes up a lot of space. For rich merchants who traveled to trade in distant countries, it was dangerous and inconvenient to carry such cargo with them: during a trip to the market, robbers immediately found a bag of money.

It's time to get some rest. (Child leads)

Physical education minute.

Once - bend over, straighten up,

Two – bend over, stretch.

Three – clap your hands three times.

Three nods of the head.

By four – your arms are wider.

Five, six - sit down quietly.

3rd child 3rd Master of Mathematics: And that’s why people came up with the idea of ​​storing gold in banks, and instead of coins, they took paper receipts with them on the road. Later, paper money appeared, which was used to pay for various goods and services.

On paper bills, on one side of the banknote there is a number that determines the value of this bill, and on the other side the coat of arms of our country is depicted. Money can be paper or metal. (Looking at a paper bill.)

Physical education minute.

On Monday I did the laundry

I swept the floor on Tuesday

On Wednesday I baked a loaf of bread,

All Thursday I was looking for the ball,

I washed the cups on Friday

And on Saturday I bought a cake.

I am Sunday to all my friends

Invited to a birthday party.

4 child4th Master of Mathematics: The historical concept of “ruble” arose in the 13th century in Novgorod. The word "ruble" has a very ancient history. This word comes from the word “to chop”, since coins were not minted at that time. They were simply chopped from a long piece of metal into small pieces that had different sizes and weights. Now there are no such rubles, but there are other round coins with the same name. Which now do not need to be chopped, they are minted on machines, in Moscow and St. Petersburg Mint. Coins differ from one another in size and value even today. (Shows coins).

Educator: The ruble is the name given to the currency that is used in Russia and some other countries. In our time, electronic money was invented for convenience. In order for us to use electronic money, bank cards were invented on which electronic money is stored. . And therefore, instead of cash that we hold in our hands, we more often use bank cards. (Show).

Their main advantage is that they take up little space in your wallet. And with their help you can pay in stores, minibuses, pharmacies and other institutions.

Educator: Well, now you know everything about money, how it arose, let's thank our scientists. Guys, today Irina Gennadievna is hosting a fair in the music hall. Do you want to go see it? Grab your bags quickly and let’s go visit her at the fair.

We go down to the music hall for the fair.

(Several boys accompany the guests to the music room and offer them to sit on chairs.)

(The children are greeted by a buffoon in the hall)

Buffoon: Come in, honest people! The fair is waiting for you to visit!

Hello, beautiful maidens and good fellows!

"Hello" chant

Conducted with rhythmic clapping, the buffoon shows, and the children repeat after him.

(The buffoon invites the children to buy the goods.)

Don’t be shy, come and buy something! Admire the goods: here we have samovars, pretzels and buns, tueski and pipes, gilded spoons, twisted patterns. There are a lot of products, I can’t show them all alone. Can any of you help me?

Children: Yes.

Buffoon: And here are the boxes for you, take them apart! (Several children come up to the boxes, put them on themselves and tell them about their product)

"At Uncle Yakov's"

Buffoon: Potters came and sold us pots! I’ll tell you how now. Stand in a circle, girls step forward, squat down, you are the “pots”, and the boys are the sellers. I will be the buyer. (tells how to “buy pots” and the rules of the game)

Outdoor game "Pots"

Buffoon: Our product is visible - invisible! Come, come! Can you buy everything you want if you have the money? (Yes, children show money). Your money is not real, you can’t buy anything from me with it! (children get upset) Don't be upset. You can earn real coins if you complete my tasks. Do you agree?

Children: We agree!

Buffoon:(Gives an envelope with tasks to the teacher)

Buffoon: And for a correctly completed task, I will give each player on the team one ruble! You can begin.

(The teacher reads out the tasks for each team)

Doing math tasks.

No. 1 “Determine the length.”

How to find out what is the length of the rope, and how can you measure the length of Zhorik? (Snake made of foam rubber.)

What measure can you use to measure the length? Children's options; using a ruler, string, stick, ribbon, step, using a jump, goose step (palm), giant step, gnome step, penguin step (additional step), parrot step (2 fingers), frog jump, kangaroo jump (with a ball) ).

No. 2. task “The numbers got lost”

Place the numbers in order from 1 to 10.

A team of children hold cards with numbers from 1-10 scattered in their hands.

The second team lines up the players with numbers in a number line in order.

No. 3. task for both teams “Live Week” - Musical game “We can all count” 2 times.

Buffoon: And the next task is for both teams. You will do it one by one. To the music, you will jump in a circle and sing: we can count everything, we can even show you, jump, jump, don’t yawn, choose your number! When the music ends, take any number, and then line up in order according to the number and days of the week.

Difficulty of the task: show days of the week from Tuesday etc. The buffoon invites the children to line up from “Tuesday” in order, naming the days of the week: numbers 2 – Tuesday, etc.

No. 4. Logic puzzles.

Guess it

• Ø - What bird hatches from an egg, but does not lay eggs? (rooster).
• Ø The chicken began to count the little chickens. There are five yellow ones and five black ones... Quickly count how many little chickens the hen had.
• Ø Mom bought four red and blue balls. How many balloons of each color did mom buy?
• Ø Zhenya will go to the theater in three days. Today is Sunday. What day of the week will the performance take place?
• Ø A kind grandfather gave his grandson Shura seven pieces of sweets yesterday. The grandson ate one candy. How many pieces are left?
• Ø There are exactly seven of these brothers, you all know them. Every week the brothers walk around each other. The last one says goodbye - the one in front appears.

No. 5. Make up a mathematical solution using the numbers of the signs “greater than”, “less than”, “exactly”. ( Task on easels).

1. Solving using signs. Match the mathematical sign to the number of objects shown on the cards.

2.Children make a mathematical notation using numbers and signs.

No. 6. "Find your twin brother" working with cards on tablets.

For the first team “Find the same Hedgehog”, and for the second team “Find the same Mouse”.

Buffoon: You guys are great, you completed all my math assignments and you probably have enough money for shopping! Everyone is in high spirits, but before you go buy the goods, fulfill my last request, arrange some fun for me - ditty fights. You have two teams, let's see whose team sings more cheerfully and cheerfully!

"Piece fights"

Buffoon: Well done! Here's another coin for you. You’ve earned money, now you can buy goods. Come and choose what you like and buy!

Educator: Guys, look at how beautiful this nesting doll is, made by master craftsmen. Let's buy it for the group. (The teacher names the price tag, counts the coins out loud, but there is not enough money, gets upset and turns to the children). But there aren’t enough coins, what should I do? And I really want to buy a matryoshka doll. Children add their coins. The teacher thanks the children and hugs everyone. To sum it up: with our joint efforts, you and I managed to buy a nesting doll. It’s hard for one person, but by uniting together, we managed to solve this problem.

Buffoon: There is even a proverb: don’t have a hundred rubles, but have a hundred friends.

Educator: Guys, does this proverb apply to our friendly group?

Oh, and the nesting doll is heavy, I wonder how many little nesting dolls there are inside. He opens the nesting doll, and there is a sweet surprise. Children treat guests and themselves.

Buffoon: Goodbye! There will be money, come back and buy goods from me!

Literature

1. N.G. Zelenova “We live in Russia”, Moscow 2015.
2. Novikov “Mathematics 6-7 years old”.
3. O.A. Solomennikov “The Joy of Creativity”, Moscow 2008.

We invite preschool teachers of the Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their teaching material:
- Pedagogical experience, original programs, teaching aids, presentations for classes, electronic games;
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Summary of a lesson in economics in the preparatory group “First steps into economics.”

Target: give basic information about economics.

Tasks:
Introduce children to the “bank” as an institution where money is stored.
Introduce children to the concept of “budget”, the components of a family budget;
Develop a culture of behavior, the ability to spend money economically and rationally;
Teach children to identify sources of income and expenses, establish the relationship between family income and expenses;
Integration: cognition, communication, reading fiction, safety.

Progress of the lesson:

1.Pinocchio is walking with a bag of money.
Educator: Pinocchio, where are you going?
Pinocchio: I’m going to the “land of fools”, there is a field of miracles there, I want to bury money in the ground there, so that in the morning a tree will grow, hung with gold coins.
Educator: Is Pinocchio right? If you bury money, will it grow? What will happen to them?
Educator: What needs to be done to save money? Where to store?
Children's answers: Take it to the bank and they will be stored there.

watching part of the cartoon “Lessons from Aunt Owl” (what is a bank).

Educator: Well, Pinocchio, do you understand what a bank is and what it is needed for?
Pinocchio goes to a fairyland and approaches a stand - a bank. It turns out bank employee:
Today we opened a bank in the forest,
I'm calling everyone to the bank.
I will not deceive clients
And I'll save the money in the bank!

The employee accepts money from Buratino. Issues a receipt.
Music is playing. Jumps out wolf:
I know you love to work,
I know you have money
I'm not fit to work,
I'll get sick at the same time.

I love money, money
But I don't want to work.
The work is not up to me
It makes me lose weight
I'd rather take the money
I'll put them in a big bag,
And I will live and live,
Until I get old.
Yeah! Are you scared?! Trembling?!
Open your wallets
Give away the money!
Children answer: But we don’t have them!
Wolf: So I believed you! You work from morning to evening in a kindergarten. And you probably get paid. Oh, I know who definitely has money. Turning to Buratino: Give me your money here.
Children: And he has all the money in the bank!
Wolf: Where? Where? Well, then I’ll find this jar in no time! Which one is it - iron or plastic? Large or very large?
The children explain to the wolf that a bank is an institution where money is kept.
Wolf:
Children, forgive me
Take a job at the bank,
I will guard the bank
Protect your money from robbers!
(The teacher invites the children to take the wolf as a guard).

Physical education moment
We found a rich treasure (depict digging)
Everyone is very happy (we smile at each other)
We began to think, what should we do? (turns head)
How can we divide the treasure? (hands to the side)
So that there is enough for all friends, we divide it exactly in half.

1. Educator: Do you know what kind of money there is and what it is called? (coins and bills) But where does money come from? Let's remember the fairy tale about the “turnip”:
we tell the fairy tale “Turnip” from the point of view of economic concepts and at the same time money appears on the model of the family budget (on the easel).
This family has grandparents. They are already elderly and do not work. Grandfather and grandmother receive a pension. Pension is money. Pensions are paid to older people who have worked for many years. The granddaughter studies and receives a scholarship for her work (study is also work). A scholarship is also money. A dog, a cat, a mouse live with their grandparents. They don't work and don't receive any money. Mom and dad and brother live in the city. Dad works in a construction company and receives a salary for his work. Salary is money received for work. Salary is payment for a month (week, day). Mom also works at a confectionery factory and receives a salary. But my brother is still small, he goes to kindergarten and doesn’t earn anything yet. The model is gradually filled with cards, and the children clearly see the components of this family’s budget.
Viewing part of the cartoon “Lessons from Aunt Owl” (family budget).

2. Educator: And now I suggest you go to the lake of riddles (there are fish with riddles in a hoop, the children take turns catching fish) hold the fishing rod tightly, quickly catch the fish and name the answer.

1. Everyone in this company is
First fill out the form
Payments are made to the cash register.
What kind of company is this, please? (Bank.)

2. From which device?
Is everyone given a salary? (ATM.)

3. To store your income
For pocket money
I need piggy
The one with the hole in the back. (Money box.)

4. The product must have
Definitely... (Price)

5. Coat of arms and numbers in rows
Stand on different sides (coin)

6. Both the doctor and the acrobat
They give it away for work. (salary)

7. Without me there is not even a ruble,
Even though I'm small.
You'll get me a hundred grand -
Here is the ruble, dear friend. (Kopeyka)

Adilya Gumerova
Lesson in a preparatory group in economics

Lesson in a preparatory group in economics.

Subject: Money

Target: Formation in children of the idea of ​​money as a universal means of exchange.

Tasks:

Educational: To form an idea of ​​the importance of work, intelligence as a way of making money.

Contribute to the formation of a culture of handling money.

Developmental: Promote the development of mental activity.

Promote speech development through the use of verbal teaching methods.

Educational: Cultivate cognitive interest.

Cultivate friendly and friendly relationships.

Integration of educational regions: Cognitive development, social-communicative, speech development, artistic, aesthetic and physical development.

Visual aids: presentation

Means of education: PC, projector

Didactic material: Homemade money, coins, wallets, bank card, bills, set of words.

Preliminary work: Reading and discussing fairy tales about money, solving logical, economic tasks, role-playing games "Grocery store", educational games "5 Questions", "Find the odd one out".

Organizing time

Educator: You know, all people have their own dreams. Since all people are different, some people talk about their dream and try to make it come true, while others don’t tell anyone and no one knows about it, and no one can help him realize his dream. Let's see pictures of your dreams.

(View slide with pictures)

It's very good that you all have your own dreams.

What do you think is needed for a dream to come true and become real?

You said everything correctly. Someone said something about money. Yes, you need money too. You are all diligent, smart, love to read, and we have our own money group. Let's try to earn a lot of money today.

How can you save a lot of money?

Try hard, study well, listen to your parents.

Right. And also, how?

Answering questions correctly.

You can sell what you made yourself.

Right. Today we opened our toy store. And those who made a toy for the store with their own hands receive a salary for their work. (10 drops)

Kinesiological gymnastics -

When dealing with money you need to be very careful. Press the point in the middle of the palm to increase attention.

Game for attention (5 drops each)

"Not really"

There are 7 colors in the rainbow

Grandmother is older than mother

Frogs can croak

Birds have 4 legs

Winter will come after autumn

Blue pumpkin

Fly agaric - edible mushroom

Man has 20 fingers

The heart is on the left side of the chest

A foal is a baby horse.

To play hide and seek you need a ball.

They listen carefully, and if something is wrong, they stomp their feet.

Oral counting -And now I invite everyone to play a game with a ball. “Name the number one more”;(1 k. each) “Name the number one less”(1 k. each).

Independent activities of children

So we played, and now I propose do serious mental work.

Remember fairy tales or cartoons about money. (5 each)

Tskatukha fly, Pinocchio, Scrooge Mogdak, Flint.

-"Divide into groups» There are coins in front of you, you need to divide them into two groups and explain. (5 k. each)

This is our money, and this is foreign.

These are old-style coins, and these are current ones.

-"Find the odd one out" On the table items: 100 rubles, 50 kopecks, 1 dollar, wallet, plastic card. (5 k. each)

All the money, but your wallet will be superfluous because you can’t pay with it in the store.

-"Count in different ways" (On the screen) (5 k. each)

You and I have all become rich.

Listen to the next task. There are cards with words in front of you; select those that cannot be bought with money.

Candy, health, toys, shoes, kindness.

Friendship, sun, toy, book, cake.

Well done. (1 k.)

Yes, friendship, health, kindness and sunshine cannot be bought for money. They are without value. What else can't money buy?

Day, mood, mother...

Summarizing

What do we buy with money?

Food, clothes.

Where do your parents get money from?

They earn money at work.

Let's sing a song about professions. (Sergey and Ekaterina Zheleznov. Play massage - Painter)

There are many ways to make money, but don’t forget that not everything can be bought with money. I wish when you grow up that you all become rich people. But just don't become greedy and bad. We never forgot about our parents and relatives. Help them, love them, respect them.

Performance evaluation.

Outline of direct educational activities with preschoolers

In the preparatory group.

Topic: “What is money?”

Performed

Ovsyannikova Lidiya Pavlovna

teacher

GBOU OOSH village. N-Bykovka

Koshkinsky district

Samara region

Integration of educational areas : social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development.

Tasks:

Introduce children to the purpose of money and the history of its appearance; broaden the horizons of children “cognitive and speech development”.

Motivate to create descriptive stories according to the plan proposed by the teacher. "speech development"

Introduce generalizing concepts into children’s active vocabulary: “shoes, clothes, dishes, food.” Develop attention, curiosity, activity, creativity. “cognitive, speech development.”

Practice the ability to construct sentences grammatically correctly. "speech development"

To develop children’s ability to communicate, negotiate, fairly distribute roles in role-playing games, and cultivate friendly relationships. "social and communicative development"

Improve the ability to use complex words in speech. "speech development"

Methods and techniques : - practical: painting coins and role-playing game.

Visual: looking at objects, photographs.

Verbal: conversation, children's stories and explanation.

Materials and equipment: image of a bank building, banknotes, coins. For each child - a sheet of paper, a pencil, a coin; costumes for children for role-playing games; attributes for the game - pots, blanket, dress, boots, bread, potatoes.

Forms of organizing joint activities

Game "Shop".

Game "Magic Coin".

Game "Moneychangers".

Fine

Game "Magic Coin".

Cognitive and research

Children look at paper bills and iron coins.

Game "Shop".

Looking at a photograph of a bank building.

Conversation about the history of money.

Communicative

Conversation “What is money?”

Children compose a descriptive story about the subject according to the plan proposed by the teacher.

Musical

"Yuka-Kuka"

Logic of educational activities

I invite the children to the easel, I draw attention to the photo of the bank

What kind of building is this?

Which of you was in the bank?

Who can go to the bank?

What can people do when they come to the bank?

Children look at the image of the Sberbank building

Answer questions

They support the conversation and express their point of view. The sentences are constructed grammatically correctly.

Conversation “What is money?”

What is money?

Do you have your own money?

Who gives you money? For what?

What do you do with them?

Where do you put your money?

Where can you “save money”?

The word "piggy bank" is derived from the word "to save"

How should you handle money? Why?

What kind of money is there? (iron and paper)

Children answer questions, talk about their money, learn new words. Children learn how to handle money correctly

consider natural money.

Show interest in new material. Use the words “save” and “piggy bank” in the active dictionary.

Paper money is called bills, and iron money is called coins. I show a (10 kopecks) coin and ask:

What coin? - 10 kopecks

What is the name of the Banknote in one word? (10 rubles, 100 rubles)

Children listen

look at the coins and form words: ten-kopeck coin, ten-ruble, five-ruble...

Use complex words grammatically correctly in speech.

Game "Shop"

If you came to the store and decided to buy a notebook that costs 6 rubles, what coins will you need?

(pencil – 3 rubles, chocolate – 10 rubles)

Children come to the store, pick up coins and buy the necessary items. (for example: I will take 5 rubles and 1 ruble to buy a notebook for 6 rubles)

3 is 1,1 and 1

10 is 5 and 5

Demonstrate an understanding of the composition of numbers

Game "Magic Coin"

Do you want to have money to play with? Now you will have them. You need to take a magic piece of paper and a pencil.

Cover the coin with a piece of paper, shade it, and you get a coin.

Restrains emotions until the end of work, shows interest in the proposed activity

Finger gymnastics

“In our group, girls and boys are friends: one, two, three, four, five, start counting again.”

Children perform finger gymnastics

Harmoniously coordinate speech with movement.

From history: “How did people live when there was no money?”

The child tells

Listen carefully and react emotionally to what they hear

Game "Moneychangers"

What kind of music is this? Let's imagine that you and I find ourselves in the past. Our group was divided into 2 tribes: “Tumba-Yumba” and “Yuka-Kuka”.

The Tumba-Yumba tribe has clothes, shoes, bed, but no food, and the Yuka-Kuka tribe has bread, dishes, potatoes, but no clothes.

Help each other out? What do you think the solution might be?

Do you agree to change?

You must talk about the items that are in your tribe so that they want to trade with you.

The children change clothes, are divided into two tribes, and sit on the palace. The leader of the tribe is chosen. The leader chooses three assistants. Children describe their objects: dress, boots, blankets; second tribe - bread, saucepan, potatoes.

They actively and enthusiastically participate in play activities and accompany their actions with speech.

Make up a descriptive story about the subject according to the proposed plan.

All the happy tribes became friends and had a celebration.

Children give each other gifts (beads) and dance to the music “Yuka-Kuka”

Demonstrate a friendly attitude towards each other.

Lesson summary in the preparatory group on the topic"Getting to Know Money"

Baikalova Nadezhda Krasnoyarsk MBDOU No. 63

Target: Reinforce with children the role of money in everyday life. Teaching children to solve arithmetic problems. Teaching children to compare numbers (using coins).

Tasks: Introduce children to money and its purpose.

Solve and leave problems using coins.

Practice orientation on a sheet of paper.

Expand your vocabulary: money, ruble, coin, bill, etc.

Activities: Communicative, playful, motor.

Materials: Money – coins in denominations of 1, 2, 5 rubles; banknotes in denominations of 10 and 50 rubles, kopecks.

1 part

Educator: Pinocchio came to our kindergarten today. He's very upset. Because he lost one thing he really needed. And now we’ll find out which one. Let's open the notebooks, put a dot at the intersection of the lines (graphic dictation)

Educator: Let's see what we got? Children: Key.

Educator: That's right, the key, but let's think about which door this key can go to. (Children's answers) This key is to the door that is in Papa Carlo's closet.

Fizminutka:

We are the eyes of a moment, a moment (blink your eyes)

We shoulders chick, chick (shoulder movement up)

One there, two here (hands on the belt, turns to the right, left)

Turn around yourself

They sat down and stood up, they sat down and stood up

Everyone raised their hands to the top

One, two, one, two

It's time for us to get busy.

Part 2.

Conversation with children:

Which adults in your family work?

What do they do?

What do adults get for their work?

What is money?

Why do we need money?

Let's look at coins and paper bills. Let's compare them and say how they are similar and how they differ? On one side of the banknote its value is indicated (there are numbers), and on the other side - the coat of arms of our country. What is on the sides of both bills and coins (children's answers).

Money differs in the material from which it is made. Banknotes are printed and coins are stamped from metal. Coins are made from different metals, and bills are printed in different colors.

Educator: And now we will go to the store. We need to do some shopping. In front of us on the display are products: bread, yogurt, cucumber, cabbage, etc.

Part 3. Drawing up tasks.

1. Vanya’s mother gave ten rubles and asked to buy bread for 2 rubles and yogurt for 7 rubles. How much money did Vanya spend? And how much does he have left? (children's answers) Children compose problems independently. Answers are on the board.

2. A bun costs 3 rubles, and a gingerbread costs 5 rubles. How much does a bun and gingerbread cost together?

Part 4 Game "Answer"

How to play: Throw the ball and askthe child has different questions, and let him answer. Then switch roles.

Note . Choose simple and funny questions, for example: “Does the cat have five tails? How many ears do two mice have?.. Can dogs fly? Does Santa Claus have a green fur coat? How many wings do birds have? How many wheels does the car have?…..

Summarizing.

What did we do today? What new did you learn?(children's answers)

On the topic: methodological developments, presentations and notes

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