My preschool block - I play and think by Kreativni centar

Work-and-play material for children, pre-school teachers, and parents Simeon Marinkovic & Slavica Markovic

LET’S PLAY

5 y 7

ears of ag e

AND THINK

g т е n р i с c у mуbсra

E нNоEвWимe а m м а m в о a н oprсogr раtмioаns a о р d п n u fo

Simeon Marinkovic (PhD), Slavica Markovic

Guide

Let’s Play and Think

Work-and-play material for children, pre-school teachers, and parents

• In front of you is a work material that deals with basic mathematical concepts. • The novelty that this material brings is the fact that mathematical concepts are not given just as abstractions. Every concept is introduced with a broad spectrum of activities, ones that are thematically related to the concept itself. Some of these exercises are the exercises of shaping, traditional and contemporary games, linguistic exercises (tongue twisters, riddles, etc.). In this way, this material does not only satisfy intellectual curiosity – which includes perceiving details, asking questions, reaching conclusions and making decisions – but also a child’s need to play, communicate, and move its body. • Each of the thirty-two units is accompanied by stimulating questions, motivational texts that can drive exploration and conversation, and also by many numerous exploratory tasks. • A series of activities are offered to develop digital competences that suit the children of this age.

Key educational competences:

Communication in the mother tongue Mathematical, scientific, and technological competences

Digital competences ДГК Learning how to learn ДК ДК ДК ИП ДГК Social and civic competences ДГК ДГК КСИ ИП ИП ИП Initiative and entrepreneurship

ДК

КСИ КСИ Cultural awareness and expression КСИ

• This material lays special stress on traditional and contemporary children’s games which develop interaction with peers and adults and thus create an atmosphere of trust and friendship in a kindergarten community.

Games

• The material as a whole equally encourages individual work and group work.

Stimulating questions Exercises

Tasks which require help from an adult person

WELCOME TO THE ENTERTAINING WORLD OF MATHEMATICS! LET’S PLAY AND THINK! HELP THE KITTEN FIND A WAY TO ITS MUM.

MATCH THE PICTURES IN ACCORDANCE WITH THE FOLLOWING ORDER.

COLOUR ALL THE THREE FISH SO THAT THEY LOOK THE SAME.

WHAT DO THESE COLOURS TELL US?

ДК

Kindergarten children went out for a walk with their teacher. When they reached the pedestrian crossing, they saw a traffic signal. On it, lights turned on – red, yellow, green. The teacher said: Children, as long as the red light is on, we must wait. When the yellow light turns on, we will get ready to cross the street. Only when the green light turns on will we cross to the other side of the street.

A TRAFFIC SIGNAL One child shows circles: the red, yellow or green circle.

ДГК

ИП The circles should be made from hard cardboard. The child picks the circle which he/she will raise and determine the kind of steps with which the other children will move forward. КСИ The other children behave as determined by the colour of the raised circle. The green circle is raised: 10 steps forward (10 leaps forward like a kangaroo, 10 leaps forward like a rabbit, 10 steps like an elephant, 10 steps like an ant, 10 moves like a cat sneaking....). Red circle raised: stop at once. Yellow circle raised: get ready to move

Red – stop! Yellow – get ready and all will be well! Green – go!

ДК ДГК ИП  Other colours, too, can convey a message (for instance, fire

engines are usually red). Name some other examples of conveying a message through colours.

КСИ

WHAT DO THESE COLOURS TELL US?

WHAT DO THESE SIGNS TELL US?

BURIED TREASURE

A strong wind was blowing over the sea. The waves sank a ship and the sailors swam to a desolate island. One sailor found a treasure map on the island. On the map, there were drawn signs. The sailors followed the signs and managed to find the buried treasure. In the evening, they lit a big fire. The fire was seen from afar by the captain of a ship. The ship halted and took the sailors aboard. The sailors used one part of their treasure to pay for the voyage back to their country. From the remaining part of the treasure, they bought presents for their families.

 Remember some signs that are used when exchanging messages by mobile phones or via computers (smiley). When would you use them?

We can also play the treasure quest in our kindergarten. Let’s make a treasure map! Here are several signs that we can include in the map, and you can try and come up with some other signs as well. 5 steps from the entrance door Crawl under the table 3 leaps on one leg Jump over the obstacle 10 steps on all fours Laugh 3 times

ДК ДГК ИП

WHAT DO THESE SIGNS TELL US?

MATCH SIGNS TO PICTURES

WHAT IS UP, WHAT IS DOWN?

WHAT IS ABOVE, WHAT IS UNDER?

The little sparrow stood high up, on a tree branch. The cat was down, under the tree. – Little sparrow, come down. I have sweet grains of wheat for you – said the kitty. – If you, kitty, come up on the tree, then I will come down – replied the sparrow. Why did the sparrow give this answer to the kitty? Come up with a story about what happened next. Exercises

In an orchard, there was a pear tree growing. In the autumn, its fruits became ripe. The fruits were yellow sweet pears. The Mother said to the girl and the boy: - Take your baskets and pick the pears. The boy and the girl went to the orchard. They put their empty baskets under the tree. Above them, on the tree, were the pears. What happened next? Tell a story. Exercises Let’s pick two pears And put them into baskets. (raise your arms, look up; put your arms down, look down – 3 times)

Arms up, Arms down, My arms like it so. (raise your arms and put them down – 3 times) Now I am up, Now I am down, My legs like it so. (get onto the platform for exercising – 3 times)

Above you, there is a grey cloud. Under you, there is someone living. Above you, there is an airplane. Under you, there isn’t an elephant. (raise your arms, look up; put your arms down, look down – 3 times)

 Look at the picture and answer: Can I sit up, I sit down, Many children like it so. (sit on the chair and then on the floor – 3 times)

someone be above and under, up and down, at the same time?

 Why do you think the objects you

drop from your hands always fall on the ground?

WHAT IS UP, WHAT IS DOWN?

WHAT IS ABOVE, WHAT IS UNDER?

FINISH WHAT WE HAVE STARTED

WHAT IS LEFT, WHAT IS RIGHT?

Exercises Imagine you are a tree. Stand with your legs slightly apart. Close your eyes. Imagine your feet are the root, your legs – the tree trunk, your arms – the branches, and your fingers – the leaves. Now start moving as though you were a tree, following these instructions:

THE MIRROR May two children stand facing one another. One of them should perform movements, exercises, while the other should imitate him/her as if the former were the latter’s reflection in the mirror.

Our tree grows and spreads its branches, To the left, to the right, on all sides. (your arms, spread apart, are swinging) The branches rise upwards, towards the sun, The left and the right are now at the peak. (your raised arms are quivering) The fingers spread and the leaves quiver, First the left then the right are now joyful. (your spread fingers are quivering) The wind now blows, bending the branches, To the left, to the right, it will not stop. (both arms bend left and right)

 When we stand facing one another, which one of our sides is left and which one is right?

 When we stand in front of a mirror, which one of our arms is left and which one is right?

The wind gets stronger, bends more and more, To the left, to the right, the arms feel pleasant. (the arms bend more quickly) The wind now weakens and becomes calm, The branches swing and they are bent. (the arms swing more slowly) The wind has stopped, it blows no more, The branches lower towards the chest. (the arms are lowered towards the chest)

WHAT IS LEFT, WHAT IS RIGHT? IN EVERY VASE COLOUR THE LEFT AND THE RIGHT FLOWER.

WHICH HAND IS IT IN – LEFT OR RIGHT?

WHAT IS IN FRONT, WHAT IS BEHIND?

The mouse smelled something good. He went out of the hole. In front of him was a piece of cheese. He was ready to eat it. And then he saw someone’s shadow behind his back. Who was that? What happened next? Come up with a story.

Exercises In front of me – my two arms, Behind me – the same two palms. (extend your arms in front of you and behind you – 3 times) In front of me is the bag of mine, Behind me is a broth to dine. (extend your arms in front of you and behind you – 3 times) In front of me is the River Nile, Behind me – a crocodile. (extend your arms in front of you and behind you – 3 times) It is good for children to come up with new situations and new verses. They should be encouraged to do this in a cheerful atmosphere.

 Look at this picture from the “The Big Beet” fairy tale. Is anyone in this picture simultaneously in front of someone and behind someone? Explain.

WHAT IS IN FRONT, WHAT IS BEHIND?

WHAT IS BETWEEN?

The girl and the boy wanted to play together. But there was a stream flowing between them! How could any one of them cross it and join the other one on the opposite bank? The boy wanted to leap over the stream, but the other bank was very far, so there was serious danger of falling into the water. How could any one of them cross the stream? Give this problem a thought and make a suggestion.

Exercises Left and right, there you see, Between is the heart of me. (hands first to the left then to the right, and then clasp both hands over your chest)

Up and down, there you see, Between is the heart of me. (put your hands first up then down, and then clasp both hands over your chest)

 Look at the drawing of this building. Between which residents does each of the residents dwell?

WHAT IS BETWEEN? DRAW A DOG BETWEEN THE HOUSE AND THE TREE.

CIRCLE THE THINGS THAT ARE BETWEEN THE STAR AND THE FLOWER.

ANSWER: WHICH BICYCLE IS BEHIND THE RED BYCYLE? WHICH BICYCLE IS IN FRONT OF THE GREEN BICYCLE? WHICH BICYCLE IS BETWEEN THE GREEN AND THE YELLOW BICYCLE?

UP (STH), DOWN (STH)

A kitten saw a sparrow on the tree. It wanted to meet the sparrow so it went upwards, up the tree. While it was climbing the tree, the sparrow got scared and flew away. But the kitten could not come down because it was difficult for it to move downwards, down the tree. It stood on the branch and began to meow. Meow, meow, meow! I can’t come down! How can I move downwards, down the tree?

UPWARDS, DOWNWARDS

Exercises First upwards, then downwards, lo! My arms like it so.

First up the body, then down the body, lo! My body likes it so.

First up the leg, then down the leg, lo! It’s not hard, I can do so.

First up the back, then down the back, lo! It is not unpleasant so.

What happened next? Continue the story.

Encourage the children to come up with new exercises and new verses.

Pronunciation exercises Pronounce this first slowly and then more and more quickly: Mouse up the rifle, mouse down the rifle. Mouse up the hill, mouse down the hill. Mouse upwards, mouse downwards. Mouse up the field, mouse down the field.

 Look at the picture and then answer: Is it easier to go upwards, up the hill, or downwards, down the hill? What does this depend on? Explain.

16 16

UP (STH), DOWN (STH)

UPWARDS, DOWNWARDS

Hi! Hi!

SHAPES AROUND US

Exercises

CYLINDER

SPHERE (BALL)

A cylinder is to be rolled And to be gently turned.

I gladly play with a ball. Look how: like this.

When riding a scooter, I go around my whole world. First I throw it, and then I catch it. Look how: like this

The wheels turn Because they are like small cylinders.

CUBOID When I pound it, it bounces. Look how: like this.

The small house is like a cuboid, Therein sleeps a little cat.

CUBE

The stairs are like cuboids, In the building and outside the door.

One cube, and then another, I enjoy stacking them.

In this way, I make a tower, It can grow very tall.

Encourage the children to perceive similar shapes.

 What things can we make out of cubes? What can we make out of little cylinders?

SHAPES AROUND US MATCH THE SAME SHAPES

WHAT ARE THE SHAPES OF THESE OBJECTS? PAINT EACH OBJECT WITH THE APPROPRIATE COLOUR.

STRAIGHT AND CURVED LINES

Two little bears headed for their cave. One of them took a path that is straight, and the other one took a path that is slightly curved.

Exercises I draw an A in the air – these are straight lines.

And now I draw waves – these are curved lines.

Which one of the bears will be the first to reach the cave? Measure their paths with a rope and decide.

Now I walk just straight – this is a straight line.

I dribble the ball only straight ahead – this is a straight line.

Then I walk along a curved path – this is a curved line.

I dribble the ball along a curved path – this is a curved line.

 Remember a tale where heroes did not go straight to their destination but followed a “curved path” (Red Riding Hood, Pinocchio, etc.). What happened to them because of that??

The children can move in a straight or curved line while jumping with both legs or on one leg.

STRAIGHT AND CURVED LINES

LOOK AT THE TRAILS LEFT BEHIND THE SKATERS IN ICE. HIGHLIGHT THE STRAIGHT LINES IN BLUE COLOUR AND THE CURVED LINES IN RED COLOUR.

OPEN AND CLOSED LINES

ДК THE WOLF AND THE LAMB

ДГК

The children take one another by the hand – that is ИП a sheep-pen. One child is the lamb, another one is the wolf. The wolf chases the lamb around the sheep-pen. КСИ The children open their sheep-pen to let the lamb in and then immediately close it. The wolf uses his body to force his way into the sheep-pen. If he succeeds in this, the children immediately open the sheep-pen to let the lamb out and then close it to prevent the wolf from getting out of it.

 The wolf is often a hero in children’s tales? Do you know any such tales? How is the wolf presented in such tales? In your opinion, why is the wolf presented as he is presented?

 Do you know any tale where the wolf is good or where he is ashamed of his misbehaviour? (Masha and the Wolf)

For the lamb, the sheep-pen is open – an open line

For the wolf, the sheeppen is closed – a closed line.

For the lamb, the sheeppen is open – an open line.

For the wolf, the sheep-pen is closed – a closed line.

 What do you think – is the path from your house to the kindergarten and backwards an open line or a closed line?

OPEN AND CLOSED LINES PAINT THE OPEN LINES GREEN AND THE CLOSED ONES RED.

COMPLETE THE LINES SO THAT EVERY SHEEP IS SAFE INSIDE OF ITS SHEEP-PEN.

IN, ON, OUT(SIDE)

Exercises

Put your hands in your pockets, And then pull them out. Put your hands on your head – It feels good, no doubt!

Put your hands in your pockets, And then pull them out. Put your hands on your shoulders – It feels good, no doubt!

Pronunciation exercises Pronounce this, first slowly, and then more and more quickly:

On the hill, a willow’s swaying. Atop the hill, a willow’s swaying. And away from the hill, a willow’s swaying.

 What shows from a sock when it gets slightly torn?  What do you put in your pockets when it’s very cold?  Come up with a story where a cat chases a mouse. In that story, both

the cat and the mouse are sometimes in (a hole, a corridor) and sometimes on (a chair, a shelf) or outside (a hole, a room, a corridor)?

Now carry on: Put your hands in your pockets, And then pull them out. Put your hands on your hips – (knees, feet...) It feels good, no doubt!

 Can a mouse be at the same time in, on, and outside (in a bowl with

cheese, on a table, outside of a hole)? And how about a cat? Do you think this is possible?

Table of Contents Welcome to the entertaining world of mathematics! ��1

Counting ��32–33

What do these colours tell us �� .2–3

Number 1 ��34–35

What do these signs tell us? �� 4–5

Number 2 ��36–37

What is up, what is down? What is above, what is under? �� 6–7

Number 3 ��38–39

What is left, what is right? ��.8–9

Numbers 1, 2, 3 ��40–41

What is in front, what is behind? �� 10–11

Number 4 ��42–43

What is between? �� 12–13

Number 5 ��44–45

Up (sth), down (sth), upwards, downwards �� 14–15

Numbers 1, 2, 3, 4, 5 ��46–47

Shapes around us �� 16–17

Let’s play with numbers �� 48–49

Straight and curved lines ��18–19

The symbol ‘plus’ ��50–51

Open and closed lines. �� 20–21

The symbol ‘equals’ ��52–53

In, on, outside �� .22–23

The symbol ‘minus’ ��54–55

Long, longer, the longest. Tall, taller, the tallest �� 24–25

Numbers 6, 7 ��56–57

Circle, triangle, square, rectangle ��26–27

Numbers 8, 9 ��58–59

Let’s play with geometric shapes. �� 28–29

Number 10 ��60–61

Let’s compare sets ��30–31

Make caterpillars from paper �� 63

ИГРАМ СЕ И РАЗМИШЉАМ Радно–игровни материјал за децу, васпитаче и родитеље. Друго издање © Креативни центар, 2020  Аутори: др Симеон Маринковић, Славица Марковић Рецензенти: Милена Којић, мастер – васпитач, ПУ Ђурђевдан, Крагујевац; Бранка Станојевић, стручни сарадник – педагог, ПУ Ђурђевдан, Крагујевац; Ана Поп, васпитач, ПУ Сима Милошевић, Земун  Илустровали: Никола Витковић, Марко Шерер  Дизајн Душан Павлић  Уредник Славица Марковић Лектор Ивана Игњатовић  Припрема за штампу: Марко Хубер, Саша Стефановић  Издавач Креативни центар, Београд, Градиштанска 8 Тел.: 011 / 38 20 464, 38 20 483, 24 40 659  www.kreativnicentar.rs  e–mail: info@kreativnicentar.rs За издавача мр Љиљана Маринковић, директорка Штампа Графостил  Година штампе 2020  Тираж 5000 Завод за унапређивање образовања и васпитања одобрио је издавање и употребу овог радно–игровног материјала као дидактичког средства за васпитно–образовни рад у предшколској установи решењем број 1071–3/2020 од 24. 07. 2020. године

CIP – Каталогизација у публикацији Народна библиотека Србије, Београд 37.015.31:51(035) 793.8(035) ISBN 978–86–529–0812–7 COBISS.SR–ID 22048521

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