Didactic games for the development of mathematical concepts in preschoolers. Formation of elementary mathematical concepts through didactic games. DIY math games

Card index of didactic games for the formation of elementary mathematical concepts.

"Quantity and counting":

Goal: strengthen the ability to count ordinal within 10, develop coordination of movements, auditory attention

Material: ball.

Progress of the game. Children stand in a circle. The leader is in the center of the circle with the ball. In accordance with the leader’s commands, players count in order to 10.

Complication: the leader takes the ball before the player counts to 10, throws it to the next one with the words “Count on”

Variant. The host throws the ball and says “Up to five.” The child names numbers up to 5. If the command “After five” is given, children name numbers after five.

"Boys."

Target. Reinforce counting and ordinal numbers. Develop ideas: “tall”, “short”, “fat”, “thin”, “the fattest”, “the thinnest”, “left”, “right”, “to the left”, “to the right”, “between”. Teach your child to reason.

Rules of the game. The game is divided into two parts. First, children must find out the boys' names and then answer questions.

WHO IS THE NAME?

In the same city there lived inseparable friends: Kolya, Tolya, Misha, Grisha, Tisha and Seva. Look carefully at the picture, take a pointer and show who is called what if: Seva is the tallest; Misha, Grisha and Tisha are the same height, but Tisha is the fattest of them, and Grisha is the thinnest; Kolya is the shortest boy. You yourself can find out whose name is Tolya. Now show the boys in order: Kolya, Tolya, Misha, Tisha, Grisha, Seva. Now show the boys in this order: Seva, Tisha, Misha, Grisha, Tolya, Kolya. How many boys are there in total?

WHO STANDS WHERE?

Now you know the names of the boys, and you can answer the questions: who is to the left of Seva? Who is more to the right than Tolya? Who is to the right of Tisci? Who is to the left of Kolya? Who stands between Kolya and Grisha? Who stands between Tisha and Tolya? Who stands between Seva and Misha? Who stands between Tolya and Kolya? What is the name of the first boy on the left? Third? Fifth? Sixth? If Seva goes home, how many boys will remain? If Kolya and Tolya go home, how many boys will remain? If their friend Petya approaches these boys, how many boys will there be then?

“Put a beetle on a flower.”

Goal: fix the count within 10, the ability to correlate a number with a quantity, knowledge of geometric shapes, the ability to read code information; develop the ability to move in different directions.

Materials: Cardboard (A4 format): red - 5 sheets, yellow - 3 sheets, white - 4 sheets; glue; numbers from 1 to 10; colored markers.

Progress of the game:

Reading nursery rhyme:

Ladybug,

black head,

Fly to the sky

Bring us some bread

Black and white

Just not burnt.

2.Ladybug, Black head,

Fly - fly overseas

It's warm there

It's cold here.

I option. There are daisies with different numbers of petals (from 1 to 5) on the floor. Children hold beetles with different numbers of dots on their backs. Children count the dots and “sit” on flowers with the same number of petals after the leader says:

Beetle, beetle, show yourself,

Sit on the flower!

Option II: The number of daisies increases to 10. The further course of the game is the same as in option 1.

Option III:

Daisies have numbers from 1 to 10. The number of petals does not correspond to the number on the flower. We need to find the mistake. Whoever finds it faster is the winner.

The teacher shows a card (color, shape). Children run out, holding beetles with geometric shapes corresponding to this card, and imitate buzzing.

“Name the previous and next number.”

Goal: Learn to name the previous and subsequent numbers for each number in the natural series within 10

Materials: Cards with images of circles (from 1 to 10), sets of 10 cards with circles (from 1 to 10).

Progress: Each child has a card with circles (from 1 to 10) and a set of 10 cards with circles (from 1 to 10).

The teacher explains to the children: “Each number has two neighboring numbers: the youngest is one less, it stands in front and is called the previous number; the higher one is greater by one, it stands in front and is called the subsequent number. Look at your cards and determine the neighbors of your number.”

Children find the previous and subsequent numbers to the number of circles shown on the card and cover the empty squares with a card with a certain number of circles.

After completing the task, the children explain what number is previous and next to the designated number on their card and why these numbers became neighbors.

"Count it right."

Goal: to practice counting objects by touch.

Material. Cards with buttons sewn on them in a row from 2 to 10.

"Shape and color":

"Constructor".

Goal: developing the ability to decompose a complex figure into those that we have. Practice counting to ten.

Game material. Multi-colored figures.

Rules of the game. Take triangles, squares, rectangles, circles and other necessary shapes from the set and apply them to the contours of the shapes shown on the page. After constructing each object, count how many figures of each type were needed.

You can start the game by addressing the children with the following verses:

I took a triangle and a square,

He built a house from them.

And I am very happy about this:

Now a gnome lives there.

Square, rectangle, circle,

Another rectangle and two circles...

And my friend will be very happy:

I built the car for a friend.

I took three triangles

And a needle stick.

I put them lightly

And suddenly he received a Christmas tree.

First, choose two wheel circles,

And place a triangle between them.

Make a steering wheel out of sticks.

And what miracles - the bicycle is standing.

Now ride, schoolboy!

“Compare and complete.”

Goal: the ability to carry out a visual-mental analysis of the way the figures are arranged; consolidation of ideas about geometric shapes.

Game material. Set of geometric shapes.

Rules of the game. Two people are playing. Each of the players must carefully examine their plate with the image of geometric figures, find a pattern in their arrangement, and then fill in the empty cells with question marks, putting the desired figure in them. The one who completes the task correctly and quickly wins.

The game can be repeated by arranging the figures and question marks differently.

“Fix the blanket.”

Goal: familiarization with geometric shapes. Making geometric shapes from data.

Game material. Figures.

Rules of the game. Use shapes to close the white “holes.” The game can be built in the form of a story.

Once upon a time there lived Buratino, who had a beautiful red blanket on his bed. One day Pinocchio went to the Karabas-Barabas theater, and at that time the rat Shushara gnawed holes in the blanket. Count how many holes there are in the blanket. Now take your pieces and help Pinocchio fix the blanket.

“Making geometric shapes” (geometric shape).

Goal: To develop the ability to construct geometric figures using a verbal description and listing of characteristic properties.

Materials: sets of counting sticks, strings (laces)

Procedure: The teacher reads poetry, and the children make geometric shapes from strings and counting sticks.

Once upon a time there were two brothers:

Triangle with square.

The eldest is square,

Good-natured, pleasant.

The youngest is triangular,

Always dissatisfied.

He shouts to him:

You are fuller and wider than me,

I only have three corners

You have four of them.

Children use counting sticks to model squares and triangles, then name the shapes.

But night came, and to my brother,

Bumping into corners

The younger one climbs stealthily

Cut corners for the elder.

As he left he said:

Have a nice one

I wish you dreams!

You went to bed in a square

And you'll wake up without corners!

The teacher asks the children what shape they will get if the corners of a square are cut off. (Circle). Children make circles from strings.

But the next morning little brother

I was not happy about the terrible revenge.

I looked - there was no square.

Numb... Stands without words..

That's revenge. Now my brother

Eight brand new corners!

Children make an octagon. Then they name all the geometric shapes made.

"Value":

"More less".

Goal: to develop the ability to compare objects in the surrounding world by size, hearing and motor coordination of movements.

Progress of the game. The teacher names objects and items: elephant, soccer ball, bicycle, tennis ball, tree, pin, etc. If the named object is larger than the previous one, then the children stand on their toes, hands up. If the named object is smaller than the previous one, they squat. The one who never makes a mistake wins.

Option. In the same way, knowledge about the concepts of higher - lower, wider - narrower, thicker - thinner, longer - shorter, etc. is consolidated.

"Colorful mugs."

Place the circles on top of each other in order, starting from the largest, so that the color of each subsequent circle is visible. Name the colors.

Options:

Collect two stacks of circles at the same time according to different parameters: one by decreasing value, the other by increasing value.

“Lay out by size.”

The child, at the request of the teacher, arranges natural objects by size: cups, buckets, etc.; objects cut out of cardboard: mushrooms, carrots, etc.

Options:

A contour image of objects is given and it is asked to determine what can fit in what: a bucket, a cup, a car; kettle, pliers, suitcase, etc.

“Which color is missing?”

Children are shown several flags of different colors. Children name the colors and then close their eyes. The teacher removes one of the flags. Determine which color is gone.

“Let’s plant spruce trees.”

Goal: Improve skills in determining the size of objects by eye.

Materials: counting sticks, whatman paper, drawn house and spruce.

Procedure: The teacher shows the children a picture of a house and “plants” a spruce tree next to it. Then he invites the children to select spruce trees of the same height (from those offered on the tray) for landscaping the yard.

He preliminarily clarifies: “How to find out the height of a spruce? (Measure). How can you measure the height of a spruce tree? (With a stick, it will be a conditional measure). How many times do you think the counting stick will fit into the height of the spruce tree?”

The called child measures the height of the spruce (without remainder).

The teacher asks the children: “What is the height of the spruce tree? (To two counting sticks). How tall should you choose a spruce tree for landscaping your yard? (The height of the spruce should be equal to two counting sticks.)"

The teacher clarifies the rules of measurement: “Attach the measure to the base of the spruce and mark the end of the measure. Apply the measure to this point again. And they ate like that until the end.”

Children select spruce trees of a given height, measuring them with a stick.

The children stick the chosen trees onto whatman paper around the house.

"Orientation in space":

“Which hand?”

In the picture you need to determine in which hand the girl is holding the flag, in which hand the boy is holding the ball, on which leg the girl is standing, etc.

“Show it right.”

The teacher shows different parts of the body on a doll at a fast pace. Children must show the same part on themselves (left leg, right arm, left cheek, etc.

"Complete the task."

The child is offered various tasks for orientation in the space of the room and on the street.

Options:

determine the location of individual pieces of furniture;

determine the location of other children relative to yourself;

determine the location of other children relative to themselves when turning 180 degrees;

determine the location of objects relative to each other;

arrange objects in space according to the teacher’s instructions (according to a model, layout, drawing).

“Where is what?”

The teacher places various objects on the table, under the table, near the table, etc. and invites the child to answer questions about where each object is located.

Options:

invite the child to place objects according to the teacher’s instructions at the table, on the table, etc. and at the same time explain his actions;

According to the proposed diagram with the image of geometric figures, place objects on the table that correspond in shape to the geometric figures and explain your actions along the way.

"Pathfinder".

Using the drawing diagram of the room, children find the hidden toy.

Options:

children take turns hiding the toy themselves and drawing up a diagram of the room indicating the place where the toy is located;

According to the same rules, the game is played on the street, in the park, near the school.

“Formation of temporary representations”:

"Seasons".

Goal: to consolidate ideas about the seasons and months of autumn.

Materials: model of the season.

Progress: The teacher shows the children the “Seasons” model: a square divided into 4 parts (seasons), colored red, green, blue and yellow. The yellow sector is divided into 3 more parts, colored light yellow, yellow and yellow-brown.

The teacher asks the children: “How many seasons are there in total? Name them in order. (Shows the seasons on the model, clarifying the color.)

Show the model autumn. How many parts is this season divided into? Why do you think there are 3 parts? What months of autumn do you know? The last month of autumn is November. Name the months of autumn in order." (September, October, November.) The teacher shows the months on the model.

“When do trees put on this outfit?”

Goal: developing knowledge about seasonal changes in nature.

Material: pictures of trees at different times of the year.

The teacher shows a card with a color image of trees at different times of the year, reads an excerpt from a poem and asks at what time of year this happens in nature.

Options:

Each child has a sign with the name of the season; when the teacher shows an illustration depicting a certain landscape, the children raise the corresponding card.

"Houses of the Seasons"

The goal is to consolidate ideas about the seasons and seasonal changes in nature, about the order of the seasons, and to consolidate the names of the months.

Material: 4 houses of different colors (red for summer, yellow for autumn, blue for winter, green for spring), pictures: 4 girls in colorful dresses (seasons), pictures of nature (by month), subject pictures.

Progress of the game: The teacher shows the children (child) the houses and tells them that each of them is home to a certain season. Children determine (by color) which house he lives in and what time of year he lives in. Then the houses are laid out in order of the seasons. Children name the months of each season in order, select the corresponding pictures and insert them into the boxes. The teacher shows the children images of objects and asks them to determine what time of year these objects are used and why. Children explain their choice and insert pictures into the windows of the houses.

Note: The houses are distributed to children; each child must name the season, its months and select the necessary pictures for their time of year.

Working with the Days of the Week clock.

Purpose: to give an idea that 7 days make up a week, to consolidate the names and sequence of the days of the week.

Material: clock “Days of the week” with numbers 1-7.

Progress of the game: The teacher shows the children a circle on which the days of the week are depicted. He says that this circle is called a “week”, there are only seven days in a week, each day has its own name. Each day of the week is a different color (the color of the rainbow), when naming the day, it rearranges the arrow and draws the children’s attention to the number:

Monday is the first day, it starts the week.

Tuesday is the second day.

Wednesday is the day of the week in the middle of the week, the middle.

Thursday is the fourth day.

Friday is the fifth day.

Saturday - work is over, on this day mom and dad rest and don’t go to work.

Sunday is the very last day of the week, the seventh.

Then the teacher invites the children to name the days of the week in order, rearranging the arrow. Children name the number and the corresponding day of the week.

1. The teacher asks the children to name the days of the week in different orders.

(What is the name of the first day of the week? What is the name of the fifth day? Etc.

On what days do mom and dad don’t go to work, and you don’t go to kindergarten?)

2. The teacher names the day of the week. And the child must name the day that was first (yesterday) and will be later (tomorrow) - thus, the following time concepts will be further consolidated - yesterday, today, tomorrow.

“Make a week.”

Goal: To consolidate the ability to consistently name the days of the week.

Materials: Two sets with cards from 1 to 7, musical accompaniment.

Procedure: Children are divided into two teams using a set of cards with numbers from 1 to 7. The teacher invites the children to line up, forming a week: the first child to stand is the one with the number 1 (Monday) written on the card, the second one, who has the number on the card 2 etc. Then the children name the days of the week in order and show the corresponding number cards.

Children perform various movements to the music on the instructions of the teacher, and at the end of the music they form a line, forming a week starting from Tuesday. Then the children make up the week, starting with Thursday, and so on.

The game is repeated 2-3 times.

After completing each task, children name the days of the week in order, starting with the given day. For a correctly completed task, the team receives a star.

“When does this happen?”

Material: illustrations of people's activities in different parts of the day.

The teacher shows the illustration and asks questions: what is the boy doing? What part of the day is this? How did you guess? Etc.

Options:

Illustrations related to the seasons. Questions: What time of year are these items needed? (Skis, net, umbrella, jump rope, etc.) By what signs did you determine this time of year?

"Day".

Goal: determining the level of children’s ability to navigate in time, clarifying ideas about the parts of the day, fixing the names of the parts of the day, their sequence.

Material: 4 pictures depicting night, morning, day and evening.

Progress of the game: The child, together with the teacher, examines the pictures and determines what is depicted on them. After this, the adult asks the child to choose a picture depicting the night and put it in front of him. The remaining pictures are flipped face down. The teacher begins the story: “The night has passed, it’s getting light, the sun has appeared in the sky. What happened? (Morning). The child is asked to choose a picture depicting the morning and place it on the picture depicting the night. The story continues: “The sun rose high, everything was brightly lit, and it became warmer. What happened? Having answered the question, the child finds a picture depicting the day and places it on top. Then the teacher says: “The day has passed, the sun is dropping below the horizon, it’s getting dark. What happened? After answering the question, the child takes a picture of the evening and places it on other pictures. After this, the teacher asks the last question: “The evening has passed, what comes after it?” If the child cannot answer the question, he is asked to look at the pictures and guess what comes next in the evening.

Working with the “Day” clock.

Goal: clarifying ideas about the parts of the day, consolidating the names of the parts of the day, their sequence.

Material: clock with 4 sectors (pictures: morning, afternoon, evening, night)

Progress of the game:

The teacher points to the sector where morning is depicted and asks the child:

What is drawn here? When does this happen? What do we do in the morning? (wake up, wash, do exercises, have breakfast, etc.)

Pay attention to the position of the sun:

In the morning it becomes light, the sun rises.

The teacher shows the sector where the day is depicted and asks:

What is drawn here? When does this happen? What do we do during the day? (We take a walk, go to the store, have lunch, go to rest, etc.)

The day is also bright, the sun is high in the sky.

The teacher shows the sector where the evening is depicted and asks:

What is drawn here? When does this happen? What are we doing in the evening? (We walk, have dinner, play, read, go to bed, etc.)

In the evening it gets dark, the sun sets and goes down.

Shows the sector where night is depicted and asks:

What is drawn here? When does this happen? What do we do at night? (We're sleeping)

It's dark at night, the moon is shining.

Then he circles the calendar with his hand and says: morning, day, night and evening can be called in one word - day. They are like four girlfriends - they can live without each other, and they always follow each other.

You can draw the child’s attention to the colors in which the sectors are painted, tell that girlfriend Morning wears a pink dress, Day wears yellow, Evening wears gray, and Night wears purple.

Tasks for children:

The teacher names a part of the day and asks the child to name the part of the day that comes next.

The teacher asks questions, and the children answer and show the desired part of the day on the clock: (When do we have breakfast? When do we sleep? etc.)

« Yesterday Today Tomorrow".

Goal: to introduce children to the concepts of “yesterday”, “today”, “tomorrow”.

Material: multi-colored stripes, a selection of poems.

Progress of the game: The teacher explains that every day, in addition to its name, has another name (yesterday, today, tomorrow).

The day that has come is called today.

A day that has already ended is yesterday.

And the day that is yet to come is tomorrow.

We designate the colors (stripes): today – blue, yesterday – blue, tomorrow – purple.

First, we fix the color designation: the teacher names the concepts, the children show the corresponding strip.

Then the teacher reads the poem, the children determine what day the poem is about (yesterday, today, tomorrow) and show the corresponding strip.

Working with the “Yesterday, Today, Tomorrow” block.

Goal: consolidation of ideas about the present, past, future time (the concepts of “yesterday”, “today”, “tomorrow”).

Material: strip (block), divided into 3 squares, each square contains Velcro, picture cards.

Progress of the game:

The teacher shows the children the block and explains that every day something interesting happens. This interesting thing can be noted in the block. Under the inscriptions yesterday, today, tomorrow there are empty squares with Velcro. We will hang cards on this Velcro that depict what we did during a certain day.

For example:

What we did today: we drew - we hang up a card that means drawing.

Let's remember, what did you do yesterday? - went to the store. We hang up a certain card.

Now let's think about what you will do tomorrow? - Tomorrow you will go to the circus.

It is necessary to draw children's attention to what has already happened, pronounced in the past tense - they went, they bought. What is happening at the moment is said differently - let's go, buy. What is yet to happen - let's go, let's buy.

02.06.2016 Viktoria Soldatova

I greet all parents who care about the development of their children in an interactive way. Today we will discuss math games for preschoolers. At the same time, we will touch on their different options. It has been said more than once that all children are individual, which is why you, dear parents, need to choose the type of game that will interest your preschooler. After all, only passion for an activity will give an incentive to the development of mathematical abilities.

1. Didactic
2. Movable
3. Tabletop

Let's remember what a game is and why it is so important for our children. It involves two or more players who use their wits, build strategies, while following the rules. The final result depends on the behavior and application of knowledge of all players in these areas. In addition to being entertaining, such games have a very serious educational function. In adult life, mathematical games are used in such professions as economist, politician, and lawyer. I highly recommend reading about game theory on Wikipedia.

By organizing children's lives through play, parents develop the multifaceted personality of the preschooler. In this way, children learn new things, learn to focus, develop memory, creativity, logical thinking, and imagination.

Didactic math games for preschoolers

Mathematical thinking can be developed from early childhood. There are many gaming ways to do this, one of which is educational games. They contain: the task, action according to the rules, result. The tasks become more difficult according to age. If at 2 years old you show a child a logical chain of 2 objects, then an older preschooler at 5 years old can build it from 4-5 objects. The conditions for such games are the fulfillment of an educational goal and their implementation in an interactive environment.

Didactic game – Geometric mosaic

It has been living with us for a very long time, but does not lose its relevance. You can prepare such material yourself; you will need to cut out many different geometric shapes from colored paper. Then prepare cards with objects recognizable to the child. Laminate both.

At first, the child simply copies what he sees in the finished drawing, while learning to compare details by shape and color, and training attentiveness. Then he begins to fantasize himself and can already create his own images without relying on a sample. Now imagination and visual-figurative thinking are turned on. In both cases, fine motor skills develop.

Photo source maam.ru

Our didactic geometric mosaic is purchased. It is stored in a convenient suitcase, all parts are wooden with a magnet on the back. Thus, my preschooler can collect stories not only on the walls of the suitcase, but also on a magnetic board hanging on the wall. Attached are cards with 50 images of different levels. This simple cup can be assembled at the beginner level.

Today my son is 5 years 7 months old and sometimes he still wants to work from a pattern using more complex models. But more often he can be found assembling his own drawing. The beauty of such a purchase is not only the compactness of storage and the confidence that parts will not be lost. But it’s also possible to bring what you’ve collected to your parents and show what you’ve done.

If the mother takes a direct part in the lessons, then in the process of unobtrusively naming the figures, the child will definitely learn them. Together you can create a fairy tale from the resulting characters. You can read more about it in a separate article. Over time, try playing “Guess what it is.” The preschooler assembles the drawing independently, and the parent must guess what is depicted on it. Create masterpieces one by one. It’s even more interesting if little guests come, then entertainment is guaranteed for everyone.

I purchased our set from Amazon, it was released by the company Imaginets. This is a really high quality product. But if you do not live outside of Russia, you can look at similar mosaics in online stores. Pay attention to the variety of geometric shapes and the presence of cards with samples.

Didactic game - What is wrong?

It can be played with both the previous magnetic figures and the three-dimensional ones. The teaching material can be any toys in the set, counting bears of different colors, natural materials - cones and acorns, for example. It’s better to play with several children so that there is a competitive effect, then it really turns out to be fun. The players turn away, the parent quickly places a logical chain in which the move is broken. This may be a figure of a different type, a different color, its absence in the logical chain, or, conversely, its excessive presence. On command, players turn and quickly pronounce the mistake they see. The one who identifies it more times wins.

It’s better to agree in advance to what score to play, we usually compete until 10, and then we want a repeat. Alexander competes with dad, and I establish logical chains. What does this children's didactic game develop:

• Attentiveness;
• fast response;
• vocabulary (you need to accurately express your thoughts);
• knowledge of the exact names of geometric shapes or colors (depending on the chosen option).

My blog has already described the most interesting mathematical games with didactic materials that I made with my own hands in the article.

Outdoor math games for preschoolers

Movement is important for all children, but it is vital for middle and older preschoolers. And if girls can sit quietly and assemble a mosaic within 15-30 minutes, then this is simply not given to boys by nature. Therefore, when planning mathematical games for preschoolers, I could not ignore such an important type of games as moving games. Observing children, I can say that such activities bring pleasure to both boys and girls.

My regular readers are already familiar with Estella, Alexander’s girlfriend, who comes to visit us on Mondays. I always try to organize leisure time for the guys and offer them my games when I see a break in theirs. Children gladly accept offers to play; I participate in these entertainments only as a commentator and referee.

Outdoor game – Collect the right item

We needed:

• 4 chairs;
• several types of geometric shapes;
• 2 containers to put in.

I played this mathematical outdoor game on the terrace. I placed four chairs in pairs from each other at a decent distance. At one end she laid out geometric shapes, at the other she placed containers for the trophies she brought. Explained the rules of the game to the children:

Each person has geometric shapes on their chair, 8 of each. I took them in my hands and we named the species - this needs to be done to make sure that all the players know them. Children stand near the chairs with baskets, on the count of 3 they run to the chair with the figures and take only one of the given ones. They return to put it in the container and so on until they have collected all 8 pieces. The one who collects first wins.

So, I prepared: squares, circles, cylinders, triangles, rectangles, cubes. I chose all the objects from existing toys, trying to ensure that the geometric figure was immediately recognizable. Three types of figures were placed on each child’s chair. In the first round, it was proposed to move Alexander - a square and Estella - a triangle into the basket. In the second, a circle and a rectangle, and at the end the remaining cylinder and cube. At the end, players no longer need to choose the correct piece, but the excitement of active competition continues to be present.

If you are sure that your preschoolers are familiar with three-dimensional geometric shapes, then the game can be complicated by choosing only them. You can also select objects that are similar to a certain shape. For example, a spatula or a plastic tree resembling a triangle, a ball - a sphere, a flask for experiments - a cylinder. Look around and I'm sure you will find suitable items.

Outdoor game – Connect the dots with the numbers

In terms of style, it is similar to the previous one. But in this case, players need to place a card with a number on a card with the same number of dots. We still have the “Mathematics from the Diaper” set from the Umnitsa company, and that’s what I used. These cards are easy to make yourself, since you only need a small amount of them. The dots can be added by hand or by sticking sticky circles, like on discounted products.

Such active mathematical games for preschoolers develop knowledge of numbers, their comparison with quantities, attentiveness, competitiveness and the desire to win. Estella was prepared with a set of cards from 0 to 10, Alexander from 20 to 30. It immediately became clear that the girl had difficulty with zero, and the boy could not quickly identify a large number of points by eye. It was not difficult to explain the concept of zero, but for Alexander I had to replace cards from 11 to 21. The children played 4 times, the score was 2:2.

To place large dot cards, we moved into the apartment. By moving the dining table to the side, we managed to get a 4-meter run-up. The two mathematical games I described gave the children the opportunity not only to move around, but it was also clear that they perceived them as entertainment.

Math board games for preschoolers

I will describe just a few of the math board games that we have available and are worth checking out. What are they good for? Firstly, board games captivate all family members, which makes it more likely that they will spend time together. Secondly, they do not need to be prepared, like those I wrote about above. Thirdly, they are aimed at developing various aspects: knowledge of the composition of numbers, the ability to add numbers, and develop logic.

To complete the story about children’s games in our home, I’ll write right away about the floor game. Although if you have a long table, then it can also become a tabletop. Richard Scarry's Busytown- this is its name and of course it will be loved by children who are familiar with the books of this author: City of Good Deeds, A book about cars, A book about good behavior. The age category of players is 3+, I absolutely agree with this, but older preschool children also enjoy playing it. I purchased it from Amazon, if you enter the name into a Russian search engine, you will see this math game for children on the Russian market.

I would say that this is the first step in counting, since here players, after scrolling the arrow, need to take a certain number of steps towards the goal. The children develop the ability to play by the rules, take turns, and attentiveness - this is one of the main factors here; they become familiar with the hourglass. The bottom line is this:

Players choose characters from their favorite books, there are 4 of them in total. They take turns turning the arrow and, depending on when it stops, they take actions: they count steps, make decisions on choosing a road, and look for the indicated object. The characters move to the island on which the picnic with food is located. There are piglets on the island, which are known to be very voracious. If the arrow stops at the pig, then one of the dishes is “eaten” by the opponents. The goal is to arrive on the island before the piglets eat everything.

The unusual thing about the game is that there is no losing player here, since they are playing against piglets. It's a team win or lose. You have probably noticed, dear parents, that preschoolers find it difficult to lose. Many children cry and even refuse to participate. In this case, this does not happen. I will note one more plus: when the arrow falls on the Golden Beetle with a Magnifying Glass, you need to take one card from the deck, which depicts the search object. The hourglass turns over and the children begin to look for the indicated objects in the city. This is great for developing attentiveness, and if you are learning English, it will serve as excellent practice, since the pictures on the cards are signed in English.

Continuing the theme of kids who don’t like to lose, I’ll tell you about this wonderful board game. I bought it when the child was 4.5 years old. The recommendation of 6+ did not bother me, since Alexander had long ago mastered counting within ten. We had played several board games before and never had a similar situation with any of them. But this one develops not only addition within ten, to be precise up to 9, but also quick reaction and attentiveness. The child could not count as quickly as I did, and giving in does not make any educational sense. After several losses, he cried and began to refuse to participate. I had to pause, then explain that if something doesn’t work out as we would like, then it can only be improved through practice.

Our version of the box is above in the photo and it is absolutely identical to the Russian one. As a result, after 2-3 months Alexander reached a fantastic level of addition within 9 and began to beat me! The attached bell makes a fascinating impression on children, we began to use it in the Fructo 10 set, which will be described below. Definitely, speaking about mathematical games for preschoolers, Halli Gali is in the leading place in the practice of addition, bringing it to automatism.

Very similar to the previous one, but they are perceived completely differently. There can be from 2 to 5 players, the meaning comes down to the same: find the number 10 as quickly as possible by adding. Options for playing by color and type of fruit depicted are allowed. In Fructo 10 it is not possible to work as fast as in Halli Galli. The intense work of the mind in this game goes not only to finding numbers and adding them, but also to sorting fruits by type, and there are 4 of them in each picture. What my preschooler learned by playing this board game is to get 10 by adding several numbers. For example: 2+2+6 or 3+4+3. Such calculations need to be done faster than the opponent and my son beats me!

This set was released by the company “Gang of Smarties”. Having analyzed both mathematical addition games, I will advise starting with Halli Galli and introducing . Which, although recommended for children 7+, has many options, so it is ideal for older preschoolers.

Board game Kalah of the Mancala family

I confess that in our family they simply call her Mancala. This is a logic-mathematical game for two players, which is perfect for preschoolers and schoolchildren. I bought it because of the wooden box, imagining what educational activities I could organize with it. But when I came home and understood the rules, I realized that its use would be for its intended purpose. It develops logic, strategy building, and thinking ahead. There are no random winners in it; if you make a mistake with the calculation, you lose. Dad and Alexander get into it very often - they both liked it. The husband sees the potential and deep meaning of the game.

It somewhat reminds me of Backgammon, but you don’t need to roll dice here. Be sure to read about the history of Mancala; people could not have been mistaken for centuries. I don’t recommend purchasing 2-in-1 parodies; take the classic Kalah. If you don't find it in a wooden box, there is more cardboard version, it will be many times cheaper.

Well, dear friends, I hope that the mathematical games I described for preschoolers will be useful to you in the development of your children. And tabletop ones will help you spend time together with your family in a fun and useful way. Let me remind you that I have already described our games with . If you liked the article, share it with your friends on social media. networks. Please do not copy the entire text, it is better to use the buttons below.

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Tatiana

June 3, 2016 at 05:17

Nadya and Luka

June 3, 2016 at 05:21

Lyudmila Vlasova

June 3, 2016 at 06:57

Katrin

June 3, 2016 at 07:14

Elena

Teaching older preschoolers mathematics is a responsible and difficult task. How to tell a five or six year old child about time and space, numbers and quantities, so that it is both interesting and educational? A variety of didactic games and play exercises will come to the aid of the teacher, and it is not necessary to buy material for them - you can make it yourself.

Why and how to do mathematics with older children

Teaching mathematics plays an important role at all modern stages of education, from preschool to high school.

Mathematics is the queen of sciences, and arithmetic is the queen of mathematics.

Carl Friedrich Gauss

The words of the great scientist are confirmed by life itself: without mastering mathematical knowledge, the successful and fulfilling existence of a modern person is unthinkable. It surrounds us everywhere: time and space, counting and form - all this is mathematics.

One of the goals of preschool educational institutions (DOU) is to develop in children initial mathematical concepts and concepts, the ability to navigate in the abstract world of numbers, quantities, and time periods that is difficult for children to understand. Work on teaching children mathematics in kindergarten is carried out consistently and purposefully, becoming more complex from year to year, which is reflected in educational programs.

Children can also use counting sticks to create geometric shapes.

In the senior group, the formation of elementary mathematical concepts - FEMP - serves not only as a means of comprehensive development of students, but also prepares them for school. Not all children after the senior group will go to preparatory school. For many, a school desk awaits. The task of senior educators is to give children a volume of knowledge, skills and abilities that will provide them with a comfortable transition to a new stage of life and serve as a strong support in the early stages of school.

Objectives of teaching mathematics in the senior group

A number of tasks have also been defined for the main sections of the mathematics curriculum. The tasks of familiarizing children with counting and quantity are the most extensive. This primarily applies to actions with sets (groups). Children need to be taught:

• form sets (groups) from objects of similar and different colors, sizes, shapes, as well as movements and sounds;
• divide groups into parts and combine them into one whole;
• see how the part and the whole relate (the whole is greater than the part and vice versa);
• compare the number of objects in a group based on the count or ratio of elements;
• compare parts of a set, establish their equality or inequality, find the larger (smaller) part.

Teaching quantitative and ordinal counting within ten pursues the following educational objectives:

• familiarization with the formation of numbers from 5 to 10 using visual and practical methods;
• comparison of “neighboring” numbers based on specific sets of objects;
• the formation of equalities and inequalities of groups of objects by adding and subtracting units (one object);
• counting objects from a group according to a pattern or number;
• counting forward and backward;
• counting by touch, by hearing, relying on the visual analyzer (sounds, movements);
• familiarization with ordinal counting, distinguishing between ordinal and quantitative counting, the concepts “Which?”, “How many?”;
• familiarity with numbers from 0 to 9;
• the formation of ideas about the equality of objects in number;
• exercise in the ability to name the number of objects in a group based on counting, in comparison of groups;
• familiarization with the composition of a number consisting of ones and two smaller numbers (within 5);
• formation of the idea that the number of objects (quantity) does not depend on the size, color, location of objects, as well as the direction of counting.

Children will benefit from numeracy skills from the first days of school.

When getting acquainted with the value you should:

• Teach children:
  • determine relationships by various parameters (length, width, thickness) between 5–10 objects;
  • arrange objects in descending or ascending order according to a certain characteristic (carry out seriation);
  • verbally indicate the difference in the size of objects and the relationship between them;
  • compare two objects using a conditional measure.
• Develop:
  • eye gauge;
  • the ability to find an object with given size characteristics (longest, narrowest, narrowest, wider);
  • the ability to divide an object into equal parts and designate them in words (half, quarter);
  • understanding that the whole object is larger than its part (and vice versa).

An integrated approach - a combination of different types of activities within a lesson - can achieve a greater effect in children's learning of mathematics.

The range of children’s ideas about form is improved and expanded:

1. Preschoolers are introduced to:
   • with a rhombus, they are taught to compare it with a rectangle and a circle;
   • with three-dimensional figures (ball, pyramid, cylinder);
   • with the concept of “quadrangle” (explaining that square and rectangle are also its varieties).
2. The ability to compare the shape of objects in the immediate environment and compare it with geometric shapes is developed.
3. Children are given an idea of ​​​​transforming the shapes of objects.

Work on orientation in space includes the development of skills:

• navigate in space;
• understand and use words in speech to indicate the spatial position of objects;
• move in the right direction, change it according to a verbal signal, according to the image (pointer);
• determine and name your position relative to objects and people;
• navigate on a plane (sheet of paper).

Tasks for teaching time orientation:

• continue to work on developing concepts:
  • "day",
  • "parts of the day"
  • "a week",
  • "day of the week"
  • "year",
  • "month";
• develop the ability to establish a sequence of actions using the names of time periods.

Older preschoolers learn to navigate time using a model clock

In addition to teaching and developing, the teacher also plans educational tasks for each type of activity based on a specific topic:

• education of patriotic feelings;
• fostering respect for elders;
• nurturing a desire to take care of younger ones;
• friendship and mutual assistance;
• love and respect for nature, plants, animals, etc.

Without solving educational problems, an activity has little value. Because all the work of preschool educational institutions is aimed primarily at the formation of a harmoniously developed personality, the basic qualities of which are kindness, humanity, and respect for others.

Lesson as the main form of teaching mathematics in preschool educational institutions

You can develop the mathematical understanding of older preschoolers at different times: during morning reception hours, during an afternoon walk and in the afternoon. The forms of work are also varied: individual (with 1–3 children), group (with groups from 4 to 10 children) and collective, that is, with all children at once. A teacher can achieve the highest results by skillfully combining all three forms of teaching. The main form of work on FEMP is traditionally direct educational activities (DEA).

Visual aids help to master abstract knowledge

It is this kind of activity, covering all children in the group, that makes it possible to systematically and most fully give them knowledge that is difficult for children to understand, equip them with skills and abilities in accordance with the requirements of federal state educational standards (hereinafter referred to as Federal State Educational Standards) and educational programs.

Organized educational activities on FEMP in the senior group are carried out once a week in the morning, after breakfast. It is recommended to put mathematics first, followed by physical education, music or art. There are no classes with increased mental load on Monday and Friday; it is better to choose a day in the middle of the week.

Structure and time frame of the FEMP lesson

GCD for the formation of mathematical concepts has a clear structure. The duration of the lesson is usually 25 minutes, but it can be a little longer if the teacher plans to integrate educational areas (combines mathematics with ecology, drawing, appliqué).

Structure of mathematics classes in the senior group of preschool educational institutions:

1. Introductory part. Organization of children, communication of the topic, motivation of educational activities (2–3 min).
2. Main part. Depending on the type of lesson, it may contain familiarization with new material, consolidation and reproduction of knowledge, practical application of acquired knowledge in exercises, performing various tasks (18–20 min).
3. Final part. Summing up and brief analysis of the work performed. Children of the older group are interested in the results of their activities, so it is important at the end of the lesson to let them see how much they have managed to do, learn, etc. This will give the children confidence in their abilities and set them up for active mastery of the material in the next lessons (2-3 minutes ).

In the middle of the lesson there must be a physical training session. It can be of mathematical content or even in the form of a didactic outdoor game: for example, children are given the task of making a number of movements (bending, squatting, jumping) equal to the number on the card that the teacher will show.

A fun physical exercise will quickly relieve fatigue and tension

Basic techniques used in FEMP classes in the senior group

In mathematics classes, practical, visual and verbal teaching methods are widely used. Moreover, if they are all closely interconnected and complement each other, then they allow you to most fully reveal the topic of the lesson and achieve high results.

Among practical methods, exercises and games are widely used. An exercise consists of sequentially performed actions, the repeated repetition of which leads to the development of a skill and consolidation of the information received.

There are reproductive and productive exercises:

Without visual reinforcement, children simply will not be able to master abstract mathematical concepts. Visual techniques are present in every FEMP lesson. This:

• demonstration;
• modeling;
• sample showing.

Among the verbal techniques, the most common ones are:

• explanation;
• instructions;
• questions for children;
• children's answers;
• grade.

Such mathematical operations as analysis, synthesis, comparison, generalization in a lesson on FEMP can act as independent x techniques with the help of which GCD problems are solved.

The study of simple operations with numbers later becomes the basis for understanding more complex ones.

There is also a group of special techniques used only in math classes:

• counting and counting one at a time;
• application and overlay;
• matching pairs;
• dividing a group into two and combining groups (number composition);
• dividing a whole into parts;
• weighing.

The techniques used in the study of certain mathematical concepts are also specific:

• When comparing objects by size, use the selection technique (choose the largest nesting doll, the smallest mushroom).
• When becoming familiar with the form, examination techniques are relevant (children trace the shapes along the contour, look for their corners, sides, center) and transformation (from two triangles they get a square).
• Learning to navigate in space is impossible without verbal techniques (composing sentences with prepositions and adverbs denoting the position of objects in space) and practical actions (walk forward, backward, put a toy on the top, bottom shelf, raise your left hand, turn to the right, etc. )

All these techniques are reflected in didactic exercises and games.

Colorful didactic materials not only teach children useful skills, but also influence the formation of aesthetic taste

The game is rightfully considered the most common method not only in FEMP classes, but also in all types of employment in preschool educational institutions. However, in organized educational activities, the game does not serve as a means of entertaining the child, but contributes to the fulfillment of pedagogical goals and objectives. That’s why they call it didactic, that is, educational.

The role of a didactic game in a lesson on FEMP in the senior group

Of course, play is the leading activity in older preschool age, and it should be used in the classroom as often as possible. GCD (direct educational activities) for the development of mathematical concepts are usually organized in a playful form, using several games during it, involving fairy-tale characters and unusual plots. However, we should not forget that mathematics classes have a didactic purpose, according to which it is necessary to combine, in reasonable proportions, game-based entertaining moments with exercises and tasks that require mental effort, attention, composure, and perseverance. This brings educational benefits and corresponds to the age characteristics of children: they increasingly like not just to play, but to learn new things, win, and achieve results.

Mathematical leisure activities and club activities can consist of games alone. An open lesson on FEMP can consist mainly of games of various types, in which the teacher demonstrates to colleagues his achievements and developments in the field of using didactic games to solve educational problems.

Games and playful moments in various types of FEMP classes

According to the main didactic goal, the following types of GCD in mathematics are distinguished:

• classes to impart new knowledge to children and consolidate them;
• classes to consolidate and apply the acquired concepts in solving practical and cognitive problems;
• accounting, control, testing classes;
• combined classes.

Each type of activity has its own characteristics, and the use of games and game moments differs in them.

Classes on mastering new material

Classes on mastering new material contain a lot of information and practical actions. Didactic games on them are carried out in the second part, to consolidate what has been heard. The teacher also uses the game moment to motivate cognitive activity in order to arouse children’s interest in mastering a new topic. You can use such a gaming technique as the appearance of a fairy-tale character with a problem, the solution of which requires the acquisition of new knowledge.

For example, when studying the topic “Part and Whole. Half and a quarter of a circle,” the teacher, after the organizational moment, voices the topic: “Guys, today we will learn how to divide a circle into two and four equal parts, and what these parts of the circle are called.” It would seem like a normal start to class.

But then there is crying outside the door (the work of an assistant teacher). The teacher goes out and returns with two teddy bears. The cubs brought with them a circle of cheese (a flat double-sided model, which is better to be printed and glued to better match the real cheese).

Children will be more interested in doing the exercise if they are motivated

The cubs are very upset. They were given a large piece of cheese, but they don’t know how to divide it equally. Once they were deceived by a cunning fox (a reference to a fairy tale known to children), and now they came to the children for help.

The teacher happily receives the guests: “Come in, little bears, make yourself comfortable. You are just in time. After all, today we will be in class... What are we going to learn today, guys?” “Divide the circle into two parts,” the children answer. Educator: “What shape is our cubs’ cheese?” - “Round”. - “Do you think we can help them? Of course, we ourselves will learn to divide round objects into two parts and teach the cubs.”

This creates motivation for children; In addition, children see the possible practical application of new knowledge, which increases their interest in learning the material.

The game plot makes it easier for children to master new knowledge

At the end of the lesson, the teacher divides the cheese into four equal parts and escorts the cubs “home to the forest”, and with the children, to switch attention and unload, conducts a short outdoor game “Forest Friends” (imitation of the gait of a bear, jumping of a hare, etc.).

After physical education, you can play one didactic game to consolidate what was previously learned, but related in plot to the topic of the lesson, for example, “Count and show the number.” The teacher shows pictures depicting forest inhabitants (three bunnies, five squirrels, two hedgehogs), and the children pick up a card with the corresponding number.

It should be noted that classes to acquire new knowledge may not have a common storyline, but consist of separate parts, each of which solves a specific pedagogical problem.

You can find a large number of ready-made visual aids for FEMP on the open market.

Lessons to consolidate what has been learned

In classes to consolidate and apply acquired knowledge, didactic games are given more space. In combination with didactic exercises, the game promotes rapid and, best of all, non-boring deepening and generalization of knowledge. A combination of gaming, educational and work activities will be appropriate here, which will allow the formation of practical skills and abilities. Elements of search, experiment, and experience will be useful. A fairy-tale hero may come to visit again, but not with a problem, but with a request to help and teach.

For example, when fixing the topic “Measuring length with a conventional measure,” Little Red Riding Hood may come to the children and ask them for help. Her grandmother moved to a new house, and there are three roads leading to it. Little Red Riding Hood asks the guys to measure them and find the shortest one.

On the children’s table are “terrain plans”: drawings showing a house and three lines to it, a straight line and two broken lines. Plans are given one per table to teach children the ability to work in pairs, foster cooperation and mutual assistance. Every child has standard cardboard measurements. The parts of the “broken” paths must correspond in length to the conventional measure, the straight path must contain the measure an integer number of times.

The task of measuring with a conventional yardstick can also be put into a game form

Children complete the task by measuring the paths and indicating the number of conventional measurements that fit with dots on each path. Together they come to the conclusion: the straight path is the shortest.

Little Red Riding Hood thanks the children and invites them to play the games “Recognize a geometric body by description” (Little Red Riding Hood then takes them out of her basket), “Far and Close”, and can also ask them riddles of mathematical content or give them one or two easy problems, to example: “My mother baked six pies, I gave one pie to a bear cub in the forest. How many pies are left? Didactic games are selected depending on the educational objectives of the lesson, the main thing is that they resonate with the general theme.

Test classes

Test classes are held at the end of the semester and academic year. They do not have a storyline and consist of diverse tasks, exercises and questions, selected in such a way as to reveal the level of children’s assimilation of material in different areas. In such classes, it is important to record the results so that later you can carry out effective corrective work.

Combined classes

Combined classes provide the greatest scope for the manifestation of the teacher’s creative potential and are replete with didactic games, entertaining tasks, riddles and logical tasks.

Each lesson taught by an experienced teacher who is passionate about his work is fun, lively, and in motion. The kids are busy with various adventures: they travel, look for answers to riddles, help fairy-tale characters or forest inhabitants, and all this is emotional, joyful, and eager.

Often, a modern complex or integrated lesson on FEMP is a story united by a single plot with an interesting beginning, a logically developing chain of events, during which educational and educational tasks are solved, and a happy ending that gives children a lot of pleasure and positive emotions.

Positive emotions really help children learn

Didactic games in mathematics

There is a general division of didactic games:

• subject,
• desktop-printed,
• verbal.

All three types are used in FEMP classes.

In object games the following are used:

• small toys;
• mosaic;
• sets of geometric bodies;
• nesting dolls;
• Christmas trees;
• barrels of different sizes;
• entertaining cubes;
• Rubik's snake;
• Dienesh blocks and Cuisenaire sticks, which are becoming increasingly popular.

Printed board games can be purchased in specialized stores, but it is quite possible to make them yourself, and in such a number of copies that there is enough for each child or each pair of children in the lesson. This:

• “Paired pictures”;
• "Geometric Lotto";
• “Fold the picture”;
• "Number houses";
• "Who lives where";
• “Place the fruits in the baskets.”

The didactic game “Put the car in the garage” will help consolidate knowledge about the composition of numbers

Word games include:

• “When does this happen?”;
• “Guess the figure from the description”;
• "More or less";
• “Tell me where it is”;
• There are also poetic word games with mathematical content, in which you need to insert the missing word, give an answer to a riddle or question.

But there is also a more detailed division of mathematical didactic games depending on the educational tasks being performed:

• number and number games;
• games for orientation in time periods;
• games for spatial orientation;
• games with geometric shapes;
• games for logical thinking.

Table: examples of homemade didactic games on FEMP for the older group

Name and objectives of the game	Game description	How to play
"Geometric Lotto" Serves to consolidate knowledge about basic geometric shapes; develops reaction speed, thinking, visual perception; fosters perseverance and patience.	The game consists of playing fields measuring 20 by 20 cm, lined with nine “windows”. Each “window” depicts a geometric figure: circle, square, rectangle, triangle, oval, rhombus. The figures on the playing fields can be of different colors and arranged in any order. The game comes with a set of chips corresponding to the number of pieces on the playing fields and their type.	Each player is given one playing field. The presenter (teacher or child) takes chips out of the bag or from the tray and clearly names the figure depicted there, its shape and color: “green triangle”, “blue oval”. The one of the children who has such a piece responds and takes a piece to cover part of the playing field with it. The one who covers all the pieces the fastest wins. You can play in your free time from classes, in the evening and during the day.
“Figures, in places!” Develops the ability to navigate the plane of a landscape sheet; reinforces the concepts: "up, "at the bottom", "left", "on right", "in the center", "under", "above"; improves knowledge of geometric shapes, reaction speed, and the ability to think logically.	To play you need: playing fields measuring 20 by 20 cm made of thick white cardboard; a set of cardboard geometric shapes for each child (5 cm). The color of the pieces is not important, the main thing is that they fit into a square on the playing field.	Each child is given a set of geometric shapes and a playing field. When first introduced to the game, the teacher introduces the children to the concept of “center” (square in the middle), consolidates knowledge of what the bottom row (below), top, left, right is. The game is played like this: the teacher places figures on his field and at the same time voices out the task to the children at such a pace that they have time to complete: “Put a circle in the center. To the left of it is a triangle. Below the triangle is a rhombus. Above the triangle is a square.” In total, 4–5 figures are laid out in the first half of the year and up to seven in the second. Having announced all the tasks, the teacher goes through the group, checking how the children coped with it. It’s good if a toy, Pinocchio, Dunno, “walks” with the teacher - then this will not be control, but will help the fairy-tale hero in studying the figures. To reinforce it, it is worth asking the children: what figure lies in the center, in the upper left corner, etc. Individual work is carried out with those children who do not have time to do everything with everyone. The game can be used in class.
"Animals on a Walk" Strengthening the skill of ordinal counting; development of memory, thinking, speech; nurturing love for animals.	The game is very simple to play, but children love it and willingly participate in it. You need to prepare: playing fields - strips of cardboard 30 cm long and 10 cm wide; small images of animals (hare, fox, bear, cat, puppy, etc.) for each child.	The teacher distributes stripes and animal figures to the children. He says that the animals really want to take a walk, but they need to be built for a walk. Children lay out the figures under the dictation of the teacher: “The bear is first, the puppy is second, the fox is third, the cat is fourth, the sheep is fifth.” It is important that several children repeat the order of the animals: this will reinforce the skill of using a numeral in the correct case with a noun. Suitable for use in class.
"Help the Dwarf" Very good for consolidating skills: divide a group of objects into two; remember the composition of a number from two smaller ones; correlate quantity and figure; promotes the development of logical thinking, attention, memory; fosters kindness and a desire to help.	The playing field consists of a sheet of cardboard 30 by 20 cm, on which two baskets are depicted; a small empty window (4 by 3 cm) is drawn above the baskets. Handout: a set of identical vegetables and fruits in quantities from three to five; cards with numbers 1–5. Demonstration material: Gnome toy.	The teacher tells the children that the kind Dwarf came to visit them asking for help. He has harvested apples (pears, tomatoes) and wants to divide it into two baskets to make it easier to carry. How can I do that? Children put pictures of fruits into two baskets, and in the window on top they put a number that corresponds to the number of items in the basket. The teacher summarizes: “How many pears did the Dwarf collect? (Five). How did Olya, Vitya, Yura arrange the pears? (Three and two, one and four, two and three). What numbers does the number five consist of? The gnome, together with the teacher, “watches” how the children laid out the objects and labeled them with numbers and thanks the kids for their help. Conducted in class.
"Let's Draw Summer" Forms an idea of ​​the natural spatial arrangement of objects in the surrounding world; develops thinking, spatial imagination, creative abilities; fosters love for native nature and the ability to see its beauty.	Playing field: a sheet of cardboard with a blue “sky” and green “grass” pasted on (strips of self-adhesive paper). Handouts - images: sun, clouds, spruce and birch trees (2 trees per child), colors, moths.	It is held in winter or spring, when children begin to miss summer. The teacher invites the children to become artists and “draw” a picture about summer. To the accompaniment of quiet lyrical music, children lay out their summer paintings on the playing fields. When they finish working, a discussion of the paintings takes place: “Where is the sun, sky, clouds, grass, flowers, trees?” “How many suns, how many clouds?” “Whose moths fly high, and who sit on flowers?” At the end of the game, the teacher praises the children for their beautiful paintings and reminds them that when summer comes, all their paintings will come to life and become real, and they can be seen in the world around them. The game can be played in your free time. Children love it and often use it for creativity, creating pictures alone or with friends.

A separate group consists of mobile and finger games with mathematical content: in them the child must not only answer questions, think, but also perform certain actions in accordance with the game task or the words of the game. For example, didactic games of great mobility “Find a geometric figure”, “Walk along the bridge”, “Collect fruits (flowers)” require children not only to know numbers, numbers, geometric solids and figures, but also to demonstrate dexterity, speed, and the ability to navigate space.

Photo gallery: samples of homemade printed games using FEMP

The game “Animals for a Walk” uses animal images. The game “Shapes, in places!” reinforces the concepts of “top”, “bottom”, “center” and others The game “Help the Gnome” fosters kindness in children The game “Let’s Draw Summer” is very popular with children

We conduct a game lesson on FEMP in the senior group

In order to properly organize and conduct a mathematics lesson, you need to decide on its topic and objectives. The educational tasks of the GCD, in accordance with the program and methodological requirements, become more complex during the school year: first, there is a repetition of what has been studied in the middle group, then new material is given, which is systematically repeated and deepened. At the end of the school year, generalization classes are held.

The distribution of program tasks by month of the school year is approximately the same in all preschool institutions, but the topics may not coincide due to differences in calendar thematic planning, which differs slightly in different educational institutions. Therefore, when preparing for a lesson, the teacher must choose a topic so that it corresponds to the theme of the week or month in the long-term planning of teaching work as a whole.

It would be incorrect to formulate the topic of the lesson as “Studying the composition of the number 3” or “Orientation in space.” These are the tasks that will be carried out in class. And its theme, consonant with the general theme of the block, will be “Journey to the City of Numbers and Figures”, “Forest Adventures”, “Visiting the Good Dwarf”, “Gifts of the Princess Autumn”.

Table: fragment of the calendar-thematic lesson plan for FEMP

Block theme	GCD theme	GCD tasks
September: “Our favorite kindergarten”	"Malvina teaches Pinocchio"	Strengthen counting skills within 5, the ability to form the number 5 based on comparison of two groups of objects expressed by adjacent numbers 4 and 5. Improve the ability to distinguish and name flat and three-dimensional geometric shapes: circle, square, triangle, rectangle, cylinder. Clarify ideas about the sequence of parts of the day: morning, day, evening, night.
	"Our Favorite Toys"	Practice counting and counting objects within 5 using various analyzers (by touch, by ear). Strengthen the ability to compare two objects according to two parameters of size (length and width), denote the result of the comparison with appropriate expressions (for example: “The red ribbon is longer and wider than the green ribbon, and the green ribbon is shorter and narrower than the red ribbon”). Improve the ability to move in a given direction and define it in words: "forward", "back", "right", "left".
	“We help the teacher”	Improve counting skills within 5, teach to understand the independence of counting results from the qualitative characteristics of objects (color, shape and size). Exercise in comparing five objects by length, learn to arrange them in descending and ascending order, denote the results of comparison with words: the longest, shorter, even shorter... the shortest (and vice versa). Clarify your understanding of the meaning of the words “yesterday”, “today”, “tomorrow”.
October: “Golden Autumn”	"Visiting Autumn"	Learn to compose a set from different elements, isolate its parts, combine them into a whole set and establish a relationship between the whole set and its parts. Strengthen ideas about familiar flat geometric shapes: circle, square, triangle, rectangle. Strengthen the ability to sort them into groups according to qualitative characteristics: color, form, size. Improve the ability to determine spatial direction relative to yourself: "forward", "back", "left", "on right", "up", "at the bottom".
	"Let's help forest animals"	Learn to count within 6. Show the formation of the number 6 based on a comparison of two groups of objects expressed by adjacent numbers 5 and 6. Continue to develop the ability to compare up to six objects in length and arrange them in ascending and descending order, denoting the comparison results with the words: the longest, shorter, even shorter... the shortest (and vice versa). To consolidate ideas about familiar volumetric geometric figures and the ability to sort them into groups according to qualitative characteristics (shape, size).
	"Walk to the Park"	Learn to count within 7. Show the formation of the number 7 based on a comparison of two groups of objects expressed by the numbers 6 and 7. Continue to develop the ability to compare up to six objects in width and arrange them in descending and ascending order, denoting the results of comparison with the words: the widest, narrowest, even narrower... the narrowest (and vice versa). Continue to learn to determine the location of surrounding people and objects relative to yourself and denote it with words: “in front”, “behind”, “left”, “right”.
	"Gathering the Harvest"	Continue to teach counting within 6 and introduce the ordinal value of the number 6. Learn to answer questions correctly: “How much?”, “Which number?”, “Which place?”. Continue to develop the ability to compare up to six objects in height and arrange them in descending and ascending order, denoting the comparison results with the words: highest, lower, even lower... lowest (and vice versa). Expand ideas about the activities of adults and children at different times of the day, about the sequence of parts of the day.
November: “My home, my city”	"I'm walking through the city"	Learn to count within 8. Show the formation of the number 8 based on a comparison of two groups of objects expressed by adjacent numbers 7 and 8. Practice counting and counting objects within 7 using a model and by ear. Improve the ability to move in a given direction and denote it with words: "forward", "back", "right", "left".
	"Houses on our street"	Learn to count within 9. Show the formation of the number 9 based on a comparison of two groups of objects expressed by adjacent numbers 8 and 9. Strengthen ideas about geometric shapes: circle, square, triangle, rectangle. Develop the ability to see and find objects in the environment that have the shape of familiar geometric shapes. Continue to learn to determine your location among surrounding people and objects, to indicate it with words: "ahead" "behind", "near", "between".
	"Let's play school"	Introduce the ordinal value of the numbers 8 and 9. Learn to correctly answer the questions “How much?”, “Which number?”, “In which place?” Practice the ability to compare objects by size (up to 7 objects), arrange them in descending and ascending order, designate the results of comparison with the words: largest, smaller, even smaller... smallest (and vice versa). Practice the ability to find differences in images of objects.
	"My city day and night"	Introduce the formation of the number 10 based on a comparison of two groups of objects expressed by the adjacent numbers 9 and 10, teach how to correctly answer the question “How much?” Strengthen ideas about the parts of the day (morning, afternoon, evening, night) and their sequence. Improve your understanding of the triangle, its properties and types.
Quote by: Pomoraeva I.A., Pozina V.A. Formation of elementary mathematical concepts. Senior group.

Some tips for young teachers on organizing gaming classes.

About games and exercises

Don't oversaturate your activity with games. Let it be in moderation and to the place. For a subject lesson, two or three games are enough; for a complex lesson, their number can be increased to five or even six - provided that two of them are short fun games that do not require special attention and mental effort. You can combine three or four games and a quiz or riddle. Some teachers, trying to make the lesson rich, use a lot of different games, so the children get tired, and the teacher himself, not meeting the allotted time, is in a hurry and reduces the result to nothing. The lesson should include space not only for games and exercises, but also for a short poem on a topic, a short conversation, and time to think about questions.

Games are interesting, but there is no need to oversaturate the activity with them

About answers and errors

Do not seek precise and correct answers from absolutely all children. Call on those who actively, but culturally express their desire to speak out, and reward them for correct answers. If a child makes a mistake, it is better to turn to the children themselves and ask if they want to add something. The mistake must be corrected; the wrong answer cannot be left in the children’s memory. If you see that the child knows and wants to answer, invite him to speak out, but do not insist if he refuses.

With those who jump up, interrupt others, or scream, you need to carry out painstaking individual work to cultivate patience and respect for comrades.

About demo material

Place the demonstration material so that all children can see it. A carpet grapher is very convenient, even indispensable in this regard - a piece of carpet about two by one and a half meters. It is placed in a prominent place in front of the children's tables and used as a demonstration board. All printed materials, pictures, and hero figures are attached and easily removed thanks to Velcro for clothing glued on the back side.

A carpet printer will successfully replace a conventional display board

About surprise moments

The surprise moment is an important part of the lesson, and it can be used not only at the beginning, but also at the end - as a result. For example, in one of the kindergartens, during the “Winter Riddles” lesson, children completed the tasks of the sorceress Winter in order to receive her gift. All this time, there was a “snowdrift” made of whatman paper on the board, consisting of “snowdrifts” of different sizes superimposed on each other. With each successfully completed stage, the children blew on the “snow,” the teacher removed one layer of whatman paper, and the snowdrift became smaller. When the last task was completed, the children blew on the “snowdrift” for the last time and it “melted.” What kind of gift was waiting for them? A colorful image of a delicate snowdrop (enlarged, of course).

The sorceress Winter finally gave the children the first flower (the lesson was held at the end of February). And on the back of the last “snowdrift” the children were able to read her message: “Spring is coming.” This completion of the lesson created a joyful, high spirits among the children, who, of course, already missed the warmth of spring. But the teacher’s interesting idea might not have worked and might not have evoked the intended emotional response if the children had seen in advance what was hidden under the “snow.”

A moment of joyful discovery, an emotional outburst - the main value of a surprise moment

Therefore, it is not enough to think of a surprise moment; you need to make sure that the children do not find out about it in advance. It is better to prepare a surprise in the absence of the students, for example, invite them to go to the locker room and play a word game with the teacher’s assistant while the teacher prepares the equipment for the lesson.

About modeling and commented drawing

Children look in fascination at the drawings and objects that are created before their eyes. Therefore, you will explain to them faster and more clearly what a year and months are if you draw the sun, divided into four parts, with twelve rays. The drawing should be accompanied by a story, an explanation (such drawing is called commented drawing). The image of the year in the form of a circle will help preschoolers understand the cyclical nature of time periods and their immutability in following each other.

Using simulation, the year can be depicted as a tree with four branches (seasons). On the winter branch there are three snowflakes - three winter months, on the spring branch - three white flowers, on the summer and autumn branches - three green and yellow leaves, respectively. Such a model can be made in an integrated lesson using the appliqué method.

Table: summary of the lesson on FEMP on the topic “Visiting Autumn”, author Marina Korzh

GCD stage	Contents of the stage
Tasks	Educational: consolidate the ability to correlate the number of objects (number) and numbers; improve the ability to find “neighbors” of numbers; repeat knowledge of the seasons, autumn months; improve the idea of ​​autumn, autumn changes in nature; learn to analyze your activities and their results. Educational: develop logical thinking, memory, attention, ingenuity; improve plane orientation skills; develop the skill of forming a sequence of five elements. Educational: cultivate love for native nature, the ability to see and appreciate its beauty; instill love and kindness towards animals; cultivate kindness and a desire to help.
Material	Demo: paper droplets on threads, autumn leaves made of cardboard, mushrooms with numbers, bugs, squirrel with a basket, fox, three stripes depicting the gifts of autumn in different sequences. Dispensing: strips of cardboard, sets of subject pictures: mushroom, apple, pear, autumn leaf, rowan branch.
Introductory part	The lesson begins in the locker room. The teacher reads a poem. “We are walking through the streets - Puddles underfoot. And above our heads All the leaves are spinning. Immediately visible in the yard: Autumn begins After all, there are rowan trees here and there The Reds are rocking." (S. Yu. Podshibyakina). - Yes, guys, the golden autumn has already begun. And today we will go to visit her and see what has changed in the forest. Do you want to go to the autumn forest? What should you take with you on the road? That's right, good mood! Psycho-gymnastics “Share your mood.” I'll look at my friend - I'll smile at a friend (smile). With your mood I'll share the warm one. I'll put it in his palm A little bit of sunshine (imitate words). - Now with such a sunny mood you can hit the road!
Main part	Surprise moment. The teacher opens the door to the group. In the doorway there are paper droplets (6 pieces) hung on strings. - Children! Autumn has prepared our first test! You can enter her forest kingdom only by answering the questions she has prepared for us. Then cold raindrops will not be a hindrance to us. - What time of year comes before autumn? (Summer). - What time of year will come after autumn? (Winter). - How many months are there in autumn? (Three). - Name the first autumn month. (September). - Name the last autumn month. (November). - What color did autumn paint the foliage on the trees? (Red, yellow). (At the beginning of the year, not all children in the older group still know the autumn months; these questions are introduced as an element of advanced development with gifted children in mind). After the children answer correctly, the teacher removes the “droplets”. - Well, guys, the way is clear! Let's continue our journey. Task for matching quantities and numbers “Hide the bug.” Children enter the group and see a poster with yellow leaves on the easel. On each sheet there are numbers from 5 to 9 (scattered). On the table in front of the easel there are images of ladybugs with the number of dots from 5 to 9. - Children, autumn asks us to help the bugs. It has already become cold, ladybugs need to go to sleep under the leaves. But they cannot choose their houses. Help them. Children count the number of dots on the backs of the beetles and hide them under leaves with the corresponding number. - Well done guys, the bugs thank you. And it's time for us to move on. Look how beautiful the autumn meadow is! Children sit at tables; on the carpet in front of them there are autumn leaves and mushrooms. In the center of the carpet, the leaves are denser - someone is hiding there. - Do you guys see someone hiding here? Who is this? The leaves are in the way. How can we remove them? Let's blow on them, maybe they'll fly away? (Children blow - nothing changes). - We're probably a little tired. We need to take a short break and gain strength. And, of course, exercise will help us with this. Physical education lesson “Autumn”. Autumn, autumn has come (hands on the belt, turns to the sides). The sky was covered with clouds (slowly raise your arms up). The rain barely drips Foliage falls quietly (slow downward movements of hands). Here the leaf is spinning (smooth hand movements from side to side) and lies down on the ground to sleep. It's time for him to go to sleep (children squat and put their hands under their cheeks). But don't sleep, kids. (children stand up, hands on waist). One - get up, stretch (stretch up)! Two - bend over, straighten up (bends)! Three, four - sat down, stood up (squats)! So we became cheerful (jumping in place)! - You worked out well, now you have strength. Working with adjacent numbers. Game "Help the squirrel collect mushrooms." Children blow on the leaves, the teacher removes them from the board. Under the leaves there is a squirrel with a basket. - Oh, that's who was hiding here! Squirrel, why are you sad? Children, she needs to collect mushrooms, but the mushrooms in this forest are not ordinary, but mathematical. And only the one who can tell his neighbor the number that is written on the mushroom can put the mushroom in the basket. There are 10–12 mushrooms on the carpet, children take turns going out and calling the numbers adjacent to the number on the mushroom, putting the harvest in a basket. When all the mushrooms are removed, the squirrel thanks and returns to its hollow (the teacher removes the picture). Game for attention “Gifts of Autumn”. - Guys, autumn really liked how you behaved in her forest, how you helped the forest inhabitants. And she wants to play with us an interesting, but very difficult game. Do you think we can handle it or not? Of course we can handle it! Autumn has prepared patterns for us from its autumn gifts; you need to look at them carefully, remember them, and then depict exactly the same pattern on your stripes. Ready? Begin! (A strip of whatman paper with images of autumn gifts is hung on the carpet in this order: mushroom, leaf, rowan branch, apple, pear. Children look at it for 10 seconds, the teacher covers the strip with a sheet of paper. Children reproduce the order of the pictures from memory. When they have laid out everything, the strip The task is checked again, the children correct the mistakes. The game is repeated twice more, with a new arrangement of the same elements: apple, mushroom, rowan, leaf, apple, mushroom, pear, rowan). A short conversation about autumn. - Children, did you like playing with autumn? Where do you think she is now? (Looks out the window). That's right, autumn is next to us, it is all around us, both in these golden birches on our site, and in the clouds in the sky. Where else is autumn hiding? (Children's answers). Autumn will give us many more wonderful gifts and ask interesting riddles.
Final part	The lesson can be concluded in the form of the game “Sly Fox”. The teacher discovers a fox under the table, who hid there because she also wants to play. But the fox is very cunning, you need to be careful when answering her questions. -Did you draw during class? (No). - Did you sing? (No). - Did you count? (Yes). - Is it winter now? (No). - Autumn? (Yes). - Autumn gave us mushrooms? (Yes). - Apples? (Yes). - Snowflakes? (No). - Did you help the squirrel? (Yes). - Bugs? (Yes). - A horse? (No). - Were you great at class today? (the required answer is “Yes”. If one of the children thinks that he did not cope, after the lesson you need to convince him otherwise). The fox praises the children for their attentiveness and invites them to visit the fabulous autumn forest again.

Homemade printed educational game “Let’s help the squirrel collect mushrooms” trains the ability to compare numbers

Conducting a game lesson on the formation of initial mathematical concepts in the senior group of kindergarten is not so difficult. You just need to put in a little effort and skill, show resourcefulness and imagination - and a bright lesson, rich in interesting games and aesthetically designed visual material, will become your pedagogical highlight.

Oksana Petrovicheva
Formation of elementary mathematical concepts through didactic games

Development is an extremely important part of the intellectual and personal development of a preschooler. The success of his further education largely depends on how well and timely a child is prepared for school.

“Without play there is not and cannot be full-fledged mental development.

The game is a huge bright window through which a life-giving stream enters the child’s spiritual world. submissions, concepts.

Play is the spark that ignites the flame of inquisitiveness and inquisitiveness.”

V. A. Sukhomlinsky.

The research hypothesis is that the use of certain methods, tasks and techniques when studying mathematics in kindergarten directly affects children’s understanding of the material.

The relevance of the study is to show that, along with the basic concepts necessary in a child’s life, they also receive basic knowledge in mathematics. The diploma project reflects how the learning process is structured in a preparatory school group.

Research objectives:

1. Consider the tasks and techniques that are used when working with children.

2. Consider methods for studying elementary mathematical concepts.

3. Consider the exercises that are used in mathematics classes.

4. consider the material that children must learn during the school year.

Research methods:

1. visual aid method

2. practical training method

3. use of educational games

Chapter 1. Methodological techniques for the formation of elementary mathematical knowledge, by section

1.1 Quantity and counting

At the beginning of the school year, it is advisable to check whether all children, and especially those who have come to kindergarten for the first time, can count objects, compare the number of different objects and determine which are more (less) or equal; what method is used to do this: counting, one-to-one correlation, identification by eye or comparison of numbers? Do children know how to compare the numbers of aggregates, distracting from the size of objects and the area they occupy?

Sample tasks and questions: “How many big nesting dolls are there?” Count out how many small nesting dolls there are. Find out which squares are more numerous: blue or red. (There are 5 large blue squares and 6 small red ones lying randomly on the table.) Find out which cubes are more numerous: yellow or green.” (There are 2 rows of cubes on the table; 6 yellow ones stand at large intervals from one another, and 7 blue ones stand close to each other.)

The test will tell you to what extent children have mastered counting and what questions should be paid special attention to. A similar test can be repeated after 2-3 months in order to identify children’s progress in mastering knowledge.

Formation of numbers. During the first lessons, it is advisable to remind children how the numbers of the second heel are formed. In one lesson, the formation of two numbers is sequentially considered and they are compared with each other (6 - from 5 and 1; 6 without 1 is equal to 5; 7 - from 6 and 1; 7 without 1 is equal to 6, etc.). This helps children learn the general principle of forming a subsequent number by adding one to the previous one, as well as obtaining the previous number by removing one from the subsequent one (6-1 = 5). The latter is especially important because children are much more difficult to obtain a smaller number, and therefore highlight the inverse relationship.

As in the older group, not only combinations of different objects are compared. Groups of objects of the same type are divided into subgroups (subsets) and compared with each other (“Are there more tall or low Christmas trees?”), a group of objects is compared with its part. (“Which is more: red squares or red and blue squares together?”) Children must tell each time how a given number of objects was obtained, to what number of objects and how many they added, or from what number and how many they subtracted. In order for the answers to be meaningful, it is necessary to vary the questions and encourage children to characterize the same relationships in different ways (“equally,” “the same,” “6 each,” etc.).

It is useful to begin each lesson devoted to the formation of subsequent numbers by reviewing how the previous numbers were obtained. You can use a number ladder for this purpose.

Double-sided blue and red circles are laid out in 10 rows: in each subsequent row, counting from the left (top), the number increases by 1 (“1 circle more”), with the additional circle turned the other side. The numerical ladder is gradually built up as subsequent numbers are received. At the beginning of the lesson, looking at the ladder, children remember how the previous numbers were obtained.

Children practice counting and counting objects within 10 throughout the school year. They must firmly remember the order of the numerals and be able to correctly correlate the numerals with the items being counted, and understand that the last number named when counting indicates the total number of items in the collection. If children make mistakes when counting, it is necessary to show and explain their actions.

By the time children enter school, they should have developed the habit of counting and arranging objects from left to right using their right hand. But, answering the question how many?, children can count objects in any direction: from left to right and from right to left, as well as from top to bottom and from bottom to top. They are convinced that they can count in any direction, but it is important not to miss a single object and not to count a single object twice.

Independence of the number of objects from their size and shape of arrangement.

The formation of the concepts of “equally”, “more”, “less”, conscious and strong numeracy skills involves the use of a large variety of exercises and visual aids. Particular attention is paid to comparing the numbers of many objects of different sizes (long and short, wide and narrow, large and small), differently located and occupying different areas. Children compare collections of objects, for example, groups of circles arranged in different ways: they find cards with a certain number of circles in accordance with the sample, but arranged differently, forming a different figure. Children count the same number of objects as circles on the card, or 1 more (less), etc. Children are encouraged to look for ways to count objects more conveniently and quickly, depending on the nature of their location.

By talking each time about how many objects there are and how they are located, children become convinced that the number of objects does not depend on the space they occupy, their size and other qualitative characteristics.

Grouping objects according to different criteria (formation of groups of objects). From comparing the numbers of 2 groups of objects that differ in one characteristic, for example, size, we move on to comparing the numbers of groups of objects that differ in 2, 3 characteristics, for example, size, shape, location, etc.

Children practice sequentially identifying features of objects. What is this? What is it for? What shape? What size? What colour? How many? in comparing objects and combining them into groups based on one of the selected characteristics, in the formation of groups. As a result, children develop the ability to observe, clarity of thinking, and ingenuity. They learn to identify features that are common to an entire group of objects or only to part of the objects of a given group, that is, to identify subgroups of objects according to one or another characteristic, and to establish quantitative relationships between them. For example: “How many toys are there in total? How many nesting dolls? How many cars? How many wooden toys? How many metal ones? How many big toys? How many little ones?

In conclusion, the teacher suggests coming up with questions with the word how many, based on the ability to identify the characteristics of objects and combine them according to a characteristic common to a given subgroup or group as a whole.

Every time the child is asked the question: why does he think this way? This promotes a better understanding of quantitative relationships. While practicing, children first establish which objects are more and which are less, and then count the objects and compare the numbers, or first determine the number of objects that fall into different subgroups, and then establish quantitative relationships between them: “What is more if there are 6 triangles and 6 circles?” 5?"

Techniques for comparing sets of objects. By comparing sets of objects (identifying relations of equality and inequality), children master methods of practical comparison of their elements: superimposition, application, arranging objects of 2 sets in pairs, using equivalents to compare 2 sets, and finally, connecting objects of 2 sets with arrows. For example, a teacher draws 6 circles on the board, and 5 ovals on the right and asks: “Which figures are there more (less) and why? How to check? What if we don’t count?” One of the children is asked to connect each circle with an arrow to an oval. Finds out that 1 circle turned out to be extra, which means there are more of them than other figures, 1 oval was not enough, which means there are fewer of them than circles. “What needs to be done to make the figures equal?” Etc. Children are asked to draw the indicated number of figures of 2 types themselves and compare their number in different ways. When comparing the numbers of sets, each time they establish which objects are more and which are less, since it is important that the relations “more” and “less” constantly appear in connection with each other (if there is 1 extra object in one row, then in the other there is, respectively, 1 lacks). Equalization is always done in 2 ways: either the item is removed from a larger group, or added to a smaller group.

Techniques are widely used to emphasize the importance of methods of practical comparison of elements of populations to identify quantitative relationships. For example, the teacher puts up 7 Christmas trees. The children count them. The teacher asks them to close their eyes. Place 1 mushroom under each Christmas tree, and then ask the children to open their eyes and, without counting the mushrooms, say how many there are. The guys explain how they guessed that there are 7 fungi. You can give similar tasks, but place 1 more or less item in the second group.

Finally, objects of the second group may not be presented at all. For example, the teacher says: “In the evening, a tamer performs at the circus with a group of trained tigers; the workers have prepared 1 stand for each tiger (places the cubes). How many tigers will participate in the performance?

The nature of the use of comparison methods is gradually changing. First, they help to visually identify quantitative relationships, show the meaning of numbers and reveal the connections and relationships that exist between them. Later, when counting and comparison of numbers increasingly become a means of establishing quantitative relationships (“equally,” “more,” “less”), methods of practical comparison are used as a means of verification and proof of established relationships.

It is important that children learn to independently use the methods of their judgments about connections and relationships between adjacent numbers. For example, a child says: “7 is more than 6 by 1, and 6 is less than 7 by 1. To check this, let’s take cubes and bricks.” He arranges the toys in 2 rows, clearly shows and explains: “There are more bricks, 1 is extra, and there are fewer bricks, only 6, 1 is missing. This means that 7 is more than 6 by 1, and 6 is less than 7 by 1.”

Equality and inequality of numbers of sets. Children should ensure that any collections containing the same number of elements are denoted by the same number. Exercises in establishing equality between the numbers of sets of different or homogeneous objects that differ in qualitative characteristics are performed in different ways.

Children must understand that there can be an equal number of any objects: 3, 4, 5, and 6. Useful exercises require indirect equalization of the number of elements of 2-3 sets, when children are asked to immediately bring the missing number of objects, for example , so many flags and drums so that there is enough for all the pioneers, so many ribbons so that it is possible to tie bows for all the bears. To master quantitative relations, along with exercises in establishing equality of numbers of sets, exercises are also used in violating equality, for example: “Make it so that there are more triangles than squares. Prove that there are more of them. What needs to be done so that there are fewer dolls than bears? How many will there be? Why?"

And a qualitative improvement in the system of mathematical development of preschoolers allows teachers to look for the most interesting forms of work, which contributes to the development of elementary mathematical concepts. 3. Didactic games give a great charge of positive emotions and help children consolidate and expand their knowledge in mathematics. PRACTICAL RECOMMENDATIONS 1. Knowledge of properties by children 4-5 years old...

It is necessary to rely on a question that is significant for the child, when a preschooler is faced with a choice, sometimes makes a mistake, and then corrects it independently. In the senior group, work on the formation of elementary mathematical concepts, begun in the junior groups, continues. Training is carried out over three quarters of the academic year. In the fourth quarter, it is recommended to consolidate the received...

Views. It is high-class teachers who are able to bring into play the reserves of the main educational age - preschool. 1.4. Pedagogical conditions for the intellectual development of a senior preschooler in the process of forming primary mathematical concepts Academician A.V. Zaporozhets wrote that the optimal pedagogical conditions for realizing the potential capabilities of a small child ...

experience
“Formation of elementary mathematical concepts in preschool children through didactic games”
Author:
Educator
MADOU№185
Tyukavkina I.A.
The development of elementary mathematical concepts is an extremely important part of the intellectual and personal development of a preschooler. In accordance with the Federal State Educational Standard, a preschool educational institution is the first educational level and a kindergarten performs an important function of preparing children for school. And the success of his further education largely depends on how well and timely the child is prepared for school.
Relevance
Mathematics has a unique developmental effect. “Mathematics is the queen of all sciences! She puts her mind in order! Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, and creative potential of the individual. I believe that teaching children mathematics in preschool age contributes to the formation and improvement of intellectual abilities: logic of thought, reasoning and action, flexibility of the thought process, ingenuity and ingenuity, and the development of creative thinking.
In my work I use the ideas and recommendations of the following authors: T.I. Erofeeva “Mathematics for preschoolers”, Z.A. Mikhailova “Mathematics from 3 to 7”, T.M. Bondarenko “Didactic games in kindergarten”, I.A. Pomoraeva, V.A. Pozin "FEMP" and others.
Having studied the literature on the formation of elementary mathematical concepts in preschoolers, taking into account that gaming activity is the leading one for preschool children, I came to the conclusion that the maximum effect with FEMP can be achieved using didactic games, entertaining exercises, and tasks.
To determine the effectiveness of my work, I conduct pedagogical diagnostics of the formation of elementary mathematical concepts in children through didactic games. The main goal of which is to identify the possibilities of the game as a means of forming acquired material in educational activities and the formation of elementary mathematical concepts in preschoolers.
Having analyzed the diagnostic results, I found that children have a fairly low level of mastering knowledge of elementary mathematical concepts. I decided that in order for children to better assimilate program material, we need to make sure that the material is interesting to children. Remembering that the main activity of preschool children is play, I came to the conclusion that in order to increase the level of children’s knowledge, they need to use more didactic games and exercises. Therefore, as part of my self-education work, I studied in depth the topic “Formation of elementary mathematical concepts in preschool children through didactic games.”

Work system.
As mentioned above, the main form of work with preschoolers and their leading activity is play. V. A. Sukhomlinsky noted in his works: “Without play there is no, and there cannot be, full mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts flows into the child’s spiritual world. The game is the spark that ignites the flame of inquisitiveness and curiosity."
It is the game with educational elements that will help in the development of the cognitive abilities of a preschooler. This kind of game is a didactic game.
I believe that didactic games are necessary in the teaching and upbringing of preschool children. A didactic game is a purposeful creative activity, during which students comprehend the phenomena of the surrounding reality more deeply and clearly and learn about the world. They allow preschoolers to expand their knowledge, consolidate their ideas about quantity, size, geometric shapes, and teach them to navigate in space and time.
A.V. Zaporozhets, assessing the role of the didactic game, emphasized: “We need to ensure that the didactic game is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child.”

Working on this topic, I set a goal: the development of memory, attention, imagination, logical thinking through didactic games with mathematical content.
The implementation of this goal involves solving the following tasks:
1. Create conditions for the development of children’s memory, attention, imagination, and logical thinking through didactic games with mathematical content.
2. Develop a long-term plan for the use of didactic games in educational activities and routine moments.
3. Make a selection of didactic games for the development of mathematical concepts in preschoolers.

One of the conditions for the successful implementation of a program for the formation of elementary mathematical concepts is the organization of a subject-spatial, developmental environment in age groups.
In order to stimulate the intellectual development of children, I equipped an entertaining mathematics corner, consisting of educational and entertaining games, created a center for cognitive development, where didactic games and other entertaining game materials are located: Dienesh blocks, Cuisenaire shelves, the simplest versions of Voskobovich games, etc. I collected and systematized visual material on logical thinking, riddles, labyrinths, puzzles, counting rhymes, proverbs, sayings and physical education exercises with mathematical content. I made a card index of games with mathematical content for all age groups.
The organization of the developmental environment was carried out with the feasible participation of children, which created in them a positive attitude and interest in the material, and a desire to play.

I attach great importance to didactic games in the process of forming elementary mathematical concepts. This is primarily due to the fact that their main goal is educational. Systematizing games, she developed a long-term plan for the formation of elementary mathematical concepts using didactic games. (Annex 1)
I build the educational process for the formation of elementary mathematical abilities taking into account the following principles:
1) Accessibility - correlation of the content, nature and volume of educational material with the level of development and preparedness of children.

2) Continuity - at the present stage, education is designed to form among the younger generation a sustainable interest in the constant replenishment of their intellectual baggage.

3) Integrity - the formation of a holistic understanding of mathematics in preschoolers.

4) Scientificity.

5) Systematicity - this principle is implemented in the process of interconnected formation of a child’s ideas about mathematics in various types of activities and an effective attitude towards the world around him.

To develop cognitive abilities and cognitive interests in preschoolers, I use the following innovative methods and techniques:
elementary analysis (establishing cause-and-effect relationships). To do this, I give tasks of the following nature: continue the chain, alternating squares, large and small circles of yellow and red in a certain sequence. After the children have learned to perform such exercises, I make the tasks more difficult for them. I suggest completing tasks in which you need to alternate objects, taking into account color and size at the same time. Such games help develop children's ability to think logically, compare and contrast, and express their conclusions. (Appendix 2)
comparison; (for example, in the exercise “Let’s feed the squirrels,” I suggest feeding the squirrels with mushrooms, the small squirrels with small mushrooms, the big ones with large ones. To do this, children compare the size of the mushrooms and squirrels, draw conclusions and lay out handouts in accordance with the assignment. (Appendix 3)
solving logical problems. I offer children tasks to find a missing figure, to continue a series of figures, signs, to find differences. Getting acquainted with such tasks began with elementary tasks on logical thinking - chains of patterns. In such exercises there is an alternation of objects or geometric shapes. I invite the children to continue the series or find the missing element. (Appendix 4)

Recreation and transformation. I offer children exercises to develop their imagination, for example, draw a figure of the child’s choosing and complete it. (Appendix 5)

Health-saving technologies (physical exercises, dynamic pauses, psycho-gymnastics, finger exercises in accordance with mathematical topics). I created a card index of physical exercises (“Mice”, “One, two – keep your head up”, “We rode”, etc.) and finger games. (“1,2,3,4,5..”), mathematical content. (Appendix 6)

Depending on the pedagogical objectives and the combination of methods used, I carry out educational activities with students in various forms:
organized educational activities (fantasy travel, game expedition, themed leisure). Direct educational activities “Travel in a group”, “Visiting the number 7”, “Let’s play with Winnie the Pooh”, entertainment “Mathematical KVN”.
training in everyday everyday situations; (“Find the same shape as mine, objects in the group”, “Let’s collect beads for Masha’s doll”); conversations (“What time of year is it now, what time of year will it be after..”);
independent activity in a developing environment. I offer children games to reinforce shapes, colors, create sequences, etc.

Having analyzed the available didactic games for the formation of mathematical concepts, I divided them into groups:
1. Games with numbers and numbers
2. Time travel games
3. Games for spatial orientation
4. Games with geometric shapes
5. Logical thinking games
I offer the task to children in a game form, which consists of cognitive and educational content, as well as game tasks, game actions and organizational relationships.
1. The first group of games includes teaching children to count forward and backward. Using a fairy tale plot and didactic games, she introduced children to the concepts of “one-many” by comparing equal and unequal groups of objects (didactic games “Squirrels and Nuts”, “Place the Animals in Houses”); “wide-narrow”, “short-long”, using techniques of superposition and comparison of two groups of objects (didactic games “Show the way to the bunny”, “Russian bear cubs in houses”). Comparing two groups of objects, she placed them either on the bottom or on the top strip of the counting ruler. I did this so that children would not have the misconception that the larger number is always on the top band, and the smaller number on the bottom.
Didactic games such as “Make a sign”, “Who will be the first to name what is missing?” I use “Butterflies and Flowers” ​​and many others in my free time to develop children’s attention, memory, and thinking.
Such a variety of didactic games and exercises used in classes and in free time helps children learn program material.
2. Games – I use time travel to introduce children to the days of the week, the names of the months, and their sequence (the didactic game “When It Happens”).
3. The third group includes games for spatial orientation. My task is to teach children to navigate in specially created spatial situations and determine their place according to a given condition. With the help of didactic games and exercises, children master the ability to determine in words the position of one or another object in relation to another (didactic games “Name where”, “Who is behind whom”).
4. To consolidate knowledge about the shape of geometric figures, I suggest that children recognize the shape of a circle, triangle, and square in surrounding objects. For example, I ask: “What geometric figure does the bottom of a plate resemble?”, “Find one similar in shape”, “What does it look like” (Appendix 7)
Any mathematical task involving ingenuity, no matter what age it is intended for, carries a certain mental load. In the course of solving each new problem, the child engages in active mental activity, striving to achieve the final goal, thereby developing logical thinking.
The solution to the question of how to use didactic games in the process of preschool education largely depends on the games themselves: how didactic tasks are presented in them, in what ways they are solved, and what the role of the teacher is in this.
The didactic game is under the control of the teacher. Knowing the general program requirements and the uniqueness of the didactic game, I creatively create new games that are included in the fund of pedagogical tools. Each game, repeated several times, can be played by children independently. I encourage such independently organized and conducted games, discreetly providing children with help. Consequently, the management of a didactic game consists of organizing the material center of the game - in the selection of toys, pictures, game materials, in determining the content of the game and its tasks, in thinking through the game plan, in explaining game actions, the rules of the game, in establishing relationships between children, in guiding the course games, taking into account its educational impact.
When working with younger children, I get involved in the game myself. First, I involve children in games with didactic material (turrets, cubes). Together with the children, I disassemble and assemble them, thereby arousing in the children an interest in the didactic material and a desire to play with it.
In the middle group I teach children, at the same time playing with them, trying to involve all the children, gradually leading them to the ability to monitor the actions and words of their comrades. At this age, I select games during which children must remember and consolidate certain concepts. The task of didactic games is to organize, generalize, group impressions, clarify ideas, distinguish and assimilate the names of shapes, colors, sizes, spatial relationships, sounds.
During didactic games, older children observe, compare, juxtapose, classify objects according to certain characteristics, perform analysis and synthesis accessible to them, and make generalizations.
Family and kindergarten are two educational phenomena, each of which provides the child with social experience in its own way. But only in combination with each other do they create optimal conditions for a little person to enter the big world. Therefore, I make every effort to ensure that parents consolidate the knowledge and skills acquired by children in kindergarten at home. I use different forms of working with parents:
- general and group parent meetings;
- consultations, for example, “Didactic game in a child’s life.” “Bright and interesting games”;
- making educational games together with parents;
- participation of parents in the preparation and holding of holidays and leisure activities;
- joint creation of a subject-development environment;
- survey “What games do your children like to play?”
Thanks to the use of a well-thought-out system of didactic games in regulated and unregulated forms of work, children acquire mathematical knowledge and skills according to the program without overload and tedious activities.
In conclusion, we can draw the following conclusion: the use of didactic games in the formation of elementary mathematical concepts in preschool children contributes to the development of cognitive abilities and cognitive interest of preschool children, which is one of the most important issues in the upbringing and development of a preschool child. The success of his studies at school and the success of his development in general depends on how developed a child’s cognitive interest and cognitive abilities are. A child who is interested in learning something new, and who succeeds in it, will always strive to learn even more - which, of course, will have the most positive impact on his mental development.

Bibliography
1. Kasabuigsiy N.I. et al. Mathematics "O". - Minsk, 1983.
Logic and mathematics for preschoolers. Methodical publication E.A. Nosova;
2. R.L. Nepomnyashchaya. - St. Petersburg: "Aktsident", 2000.
3. Stolyar A.A. Methodological instructions for the textbook "Mathematics "O". - Minsk: Narodnaya Asveta, 1983.
4. Fiedler M. Mathematics already in kindergarten. M., "Enlightenment", 1981.
5. Formation of elementary mathematical concepts in preschoolers. / Ed. A.A. Joiner. - M.: "Enlightenment",

Annex 1

Didactic games on FEMP

"Into the forest to pick mushrooms"
Purpose of the game: to form in children ideas about the number of objects “one - many”, to activate the words “one, many” in children’s speech.
Progress of the game: we invite children to the forest to pick mushrooms, find out how many mushrooms are in the clearing (a lot). We suggest picking one at a time. We ask each child how many mushrooms he has. “Let's put all the mushrooms in a basket. How much did you put in, Sasha? How much did you put in, Misha? How many mushrooms are there in the basket? (a lot) How many mushrooms do you have left? (no one)

.
"Raspberries for bear cubs"
The purpose of the game: to form in children the idea of ​​equality based on the comparison of two groups of objects, to activate in speech the words: “as much - as, equally”, “equally”.
Progress of the game. The teacher says:
- Guys, the bear cub loves raspberries very much, he collected a whole basket in the forest to treat his friends. Look how many cubs have arrived! Let's arrange them with our right hand from left to right. Now let's treat them to raspberries. You need to take so many raspberries so that there is enough for all the cubs. Tell me, how many cubs are there? (a lot of). And now we need to take the same number of berries. Let's treat the bear cubs with berries. Each bear should be given one berry. How many berries did you bring? (many) How many cubs do we have? (a lot) How else can you say? That's right, they are the same, equally; There are as many berries as there are cubs, and there are as many cubs as there are berries.

"Treat the Bunnies"

Progress of the game. The teacher says: “Look, the little bunnies came to visit us, how beautiful and fluffy they are. Let's treat them to carrots. I'll put the bunnies on the shelf. I'll put one bunny, another one, another one and another one. How many bunnies will there be? (a lot) Let's treat the bunnies with carrots. We will give each bunny a carrot. How many carrots? (a lot of). Are there more or fewer of them than there are bunnies? How many bunnies will there be? (a lot of). Will there be an equal share of rabbits and carrots? That's right, they are equal. How else can you say it? (the same, the same amount). The bunnies really enjoyed playing with you.”

Appendix 2

“Let’s treat the squirrels with mushrooms”
The purpose of the game: to form in children ideas of equality based on the comparison of two groups of objects, to activate the words in speech: “as much - as, equally”, “equally”, equally.”
Progress of the game. The teacher says: “Look who came to visit us. Red-haired, fluffy, with a beautiful tail. Of course, these are squirrels. Let's treat them with mushrooms. I'll put the squirrels on the table. I’ll put one squirrel, leave a window, put another squirrel and another. How many squirrels are there in total? And now we will treat them with mushrooms. We'll give one squirrel the fungus, then another, and another. Did all the squirrels have enough fungi? How many mushrooms? How else can you say it? That's right, there are equal numbers of squirrels and fungi, they are the same. Now you will treat the squirrels with mushrooms. The squirrels really enjoyed playing with you.”
"Bugs on the leaves"
Purpose of the game: to develop children’s ability to compare two groups of objects based on comparison, to establish equality and inequality of two sets.
Progress of the game. The teacher says: “Children, look how beautiful the bugs are. They want to play with you, you will become bugs. Our bugs live
on the leaves. Each bug has its own house - a leaf. Now you will fly around the clearing, and at my signal you will find a house - a leaf. Bugs, fly! Bugs, into the house! Did all the bugs have enough houses? How many bugs? How many leaves? Are there equal numbers? How else can you say it? The bugs really enjoyed playing with you." Next, we repeat the game, establishing the “more, less” relationships, while teaching how to equalize sets by adding and subtracting.
"Butterflies and Flowers"
Purpose of the game: to develop children’s ability to compare two groups of objects based on comparison, to establish equality and inequality of two sets, to activate the words in speech: “as much - as, equally”, “equally”.
Progress of the game. The teacher says: “Children, look how beautiful the butterflies are. They want to play with you. Now you will become butterflies. Our butterflies live on flowers. Each butterfly has its own house - a flower. Now you will fly around the clearing, and at my signal you will find yourself a house - a flower. Butterflies, fly! Butterflies, to the house! Have all the butterflies had enough houses? How many butterflies? How many flowers? Are there equal numbers? How else can you say it? The butterflies really enjoyed playing with you.”

Appendix 3
Didactic games to develop ideas about quantities

"Let's decorate the rug"

Progress of the game. The teacher says: “Children, a bear came to visit us. He wants to give his friends beautiful rugs, but he hasn't had time to decorate them. Let us help him decorate the rugs. How will we decorate them? (in circles) What color are the circles? Are they the same size or different? Where will you put the big circles? (in the corners) Where will you put the small circles? (middle) What color are they? Bear really liked your rugs, he will now give these rugs to his friends.”
"Houses for bear cubs"

Progress of the game. The teacher says: “Guys, I’ll tell you an interesting story now. Once upon a time there were two bear cubs, and then one day they decided to build houses for themselves. They took the walls and roofs for the houses, but they just don’t understand what to do next. Let us help them make houses. Look how big our cubs are? What is the size of this bear cub, big or small? What kind of house are we going to make for him? Which wall will you take, big or small? What kind of roof should I get? How big is this little bear? What kind of house should he make? What kind of roof will you take? What color is it? Let's plant Christmas trees near the houses. Are the Christmas trees the same size or different? Where will we plant a tall Christmas tree? Where should we plant a low Christmas tree? The cubs are very happy that you helped them. They want to play with you."

"Treat the mice with tea"
Purpose of the game: to develop children’s ability to compare two objects by size, to activate the words “big, small” in children’s speech.
Progress of the game. The teacher says: “Look who came to visit us, gray mice. Look, they brought treats with them. Look, are the mice the same size or different? Let's treat them to tea. What is needed for this? First we'll take the cups. What size is this cup, large or small? Which mouse will we give it to? “Then we compare the size of saucers, candies, cookies, apples and pears and compare them with the size of the mice. We invite the children to give the mice water and treat them with fruit.
“Choose paths to the houses”
Purpose of the game: to develop children’s ability to compare two objects in length, to activate the words “long, short” in children’s speech.
Progress of the game: we tell the children that the animals built houses for themselves, but did not have time to build paths to them. Look, here are the houses of the bunny and the fox. Find paths to their houses. What path will you make for the bunny, long or short? What path will you put to the fox's house? Next, we select paths to the houses of other animals.

"Fix the rug"
Purpose of the game: to develop children’s ability to compare two objects by size, to activate the words “big, small” in children’s speech.
Progress of the game. The teacher says: “Look at the rugs the bunnies brought us, beautiful, bright, but someone ruined these rugs. The bunnies now don’t know what to do with them. Let us help them fix the rugs. What are the largest rugs? What patches will we put on the big rug? Which ones should we put on the small rug? What color are they? So we helped the bunnies fix the rugs.”

"Bridges for Bunnies"
Purpose of the game: to develop children’s ability to compare two objects by size, to activate the words “big, small, long, short” in children’s speech.
Progress of the game. The teacher says: “Once upon a time there were two bunnies in the forest and they decided to make bridges for themselves into a clearing. They found the tablets, but they just couldn’t figure out who should take which tablet. Look, are the bunnies the same size or different? How are the planks different? Place them side by side and see which one is longer and which one is shorter. Run your fingers along the boards. Which tablet will you give to the big bunny? Which one for the little one? Let's plant Christmas trees near the bridges. How tall is this Christmas tree? Where do we put her? What kind of Christmas tree will we plant near the short bridge? The bunnies are very glad that you helped them."
"Harvesting"
Purpose of the game: to develop children’s ability to compare two objects by size, to activate the words “big, small” in children’s speech.
Progress of the game. The teacher says that the bunny has grown a very large crop, now it needs to be harvested. We look at what has grown in the beds (beets, carrots, cabbage). Let's clarify what we will use to collect vegetables. The teacher asks: “What is the size of this basket? What vegetables should we put in it? “At the end of the game, we generalize that the large basket contains large vegetables, and the small basket contains small ones.

Appendix 4
Logic problems

Two goslings and two ducklings
They swim in the lake and scream loudly.
Well, quickly count
How many babies are in the water?
(four)

Five funny pigs
They stand in a row at the trough.
The two went to bed
How many pigs does the trough have?
(three)

A star fell from the sky,
Popped in to visit the kids
Three shout after her:
"Don't forget your friends!"
How many bright stars have disappeared?
Has the star fallen from the sky?
(four)

Natasha has two flowers
And Sasha gave her two more.
Who can count here?
What's 2 2?
(four)

Brought by the mother goose
Five children walking in the meadow
All the goslings are like balls:
Three sons, how many daughters?
(two daughters)

Appendix 5
Recreation and transformation games

"Right as left"

Goal: mastering the ability to navigate on a sheet of paper.

The nesting dolls were in a hurry and forgot to complete their drawings. You need to finish drawing them so that one half is similar to the other. The children draw, and the adult says: “Dot, dot, two hooks, minus a comma - it’s a funny face.” And if there is a bow and a little skirt, the man is a girl. And if he has a forelock and shorts, that little man is a boy.” Children look at the drawings."

Appendix 6

Physical exercises
Hands to the side
Hands to the sides, in a fist,
Unclench it to the side.
Left up!
Right up!
To the sides, crosswise,
To the sides, down.
Knock-knock, knock-knock-knock!
Let's make a big circle.

We counted and were tired. Everyone stood up in unison and quietly.
They clapped their hands, one-two-three.
They stomped their feet, one, two, three.
And they stomped and clapped even more.
They sat down, stood up, and didn’t hurt each other,
We'll rest a little and start counting again.

Once - rise, stretch,
Two - bend over, straighten up,
Three - clap, three claps,
Three nods of the head.
Four - arms wider,
Five - wave your arms,
Six - sit down quietly.

"Count, do."

You jump so many times
How many butterflies do we have?
How many green Christmas trees?
Let's do so many bends.
How many times will I hit the tambourine?
Let's raise our hands so many times.

We'll put our palms to our eyes
We'll put our palms to our eyes,
Let's spread our strong legs.
Turning to the right
Let's look around majestically.
And you need to go left too
Look from under your palms.
And - to the right! And further
Over your left shoulder!
The text of the poem is accompanied by the movements of an adult and a child.

Everyone leaves in order
Everyone leaves in order - (walking in place)
One two three four!
Doing exercises together -
One two three four!
Arms higher, legs wider!
Left, right, turn,
Tilt back,
Lean forward.

Appendix 7
Introduction to geometric shapes

"Find the object"

Goal: learn to compare the shapes of objects with geometric ones
samples.

Material. Geometric shapes (circle, square,
triangle, rectangle, oval).

Children
stand in a semicircle. In the center there are two tables: on one - geometric
forms, on the second - objects. The teacher tells the rules of the game: “We will
play like this: whoever the hoop rolls to will go to the table and find the object
the same shape as I will show. The child to whom the hoop rolled comes out
The teacher shows the circle and offers to find an object of the same shape. Found
the object rises high, if it is chosen correctly, the children clap their hands.
Then the adult rolls the hoop to the next child and offers a different shape. A game
continues until all items match the samples.

"Pick a figure"

Goal: to consolidate children’s ideas about
geometric shapes, practice naming them.

Material. Demo: circle, square,
triangle, oval, rectangle, cut out of cardboard. Handout: cards
with contours of 5 geometric lotto.

The teacher shows the children the figures, circles them
each with a finger. Gives a task to the children: “You have cards on your tables with
figures of different shapes are drawn, and the same figures on trays. Lay everything out
figures on the cards so that they hide.” Asks children to circle each
figure lying on the tray, and then puts (“hide”) it on the drawn
figure.

"Three squares"

Goal: to teach children to correlate by size
three objects and indicate their relationships with the words: “big”, small”, “medium”,
biggest", "smallest".

Material. Three squares of different sizes,
flannelograph; Children have 3 squares, flannel.

Teacher: Children, I have 3 squares,
like this (shows). This one is the biggest, this one is smaller, and this one is the most
small (shows each of them). Now show me the biggest ones
squares (children pick up and show), put them down. Now raise the averages.
Now - the smallest ones. Next, V. invites the children to build from squares
towers. Shows how this is done: placed on a flannelgraph from bottom to top
first a large one, then a medium one, then a small square. "Make it like this
tower on their flannelographs,” says V.

Geometric Lotto

Goal: teach children to compare shapes
of the depicted object with a geometric figure, select objects according to the geometric
sample.

Material. 5 cards with image
geometric shapes: 1 circle, square, triangle, rectangle,
oval. 5 cards each with images of objects of different shapes: round (tennis
ball, apple, marble, soccer ball, balloon), square mat, scarf,
cube, etc.; oval (melon, plum, leaf, beetle, egg); rectangular
(envelope, briefcase, book, domino, picture).

5 children take part. Teacher
reviews the material with the children. Children name figures and objects. Then
according to V.’s instructions, they select cards with
depicting objects of the desired shape. The teacher helps the children to name correctly
shape of objects (round, oval, square, rectangular).

"What types of shapes are there?"

Goal: to introduce children to new shapes: oval, rectangle, triangle, pairing them with already familiar ones: square-triangle, square-rectangle, circle-oval.

Material. Doll. Demonstration: large cardboard figures: square, triangle, rectangle, oval, circle. Handout: 2 pieces of each smaller shape.

The doll brings figures. The teacher shows the children a square and a triangle and asks what the first figure is called. Having received an answer, he says that there is a triangle in the other hand. The examination is carried out by tracing the contour with a finger. Draws attention to the fact that a triangle has only three angles. Invites children to pick up triangles and put them together. Similarly: a square with a rectangle, an oval with a circle.

Appendix 8
Summary of direct educational activities on FEMP in the junior group
Theme "Let's play with Winnie the Pooh"
Goal: Mastering the ability to classify sets according to two properties (color and shape). Developing the ability to find and identify a geometric figure by touch and name it. Development of combinatorial abilities.
Methodological techniques: game situation, didactic game, riddles, work with diagrams.
Equipment: Winnie the Pooh toy, wonderful bag, Dienesh blocks, cards - symbols, hoops 1 pc., pictures of a bear, toys, Christmas tree, hare.
Progress:
1. Org. moment. Children stand in a circle on the carpet.
We kick stomp.
We clap-clap our hands.
We shrug our shoulders.
We are with the eyes of a moment.
1-here, 2-there,
Turn around yourself.
1 - sat down, 2 - stood up.
Everyone raised their hands to the top.
1-2,1-2
It's time for us to get busy.
2. Children sit on the carpet. There is a knock on the door.
V-l: Guys, guests have come to us. Who could it be? (Winnie the Pooh appears with a wonderful bag in his hands.). Yes, it's Winnie the Pooh! Hello Winnie the Pooh! (children greet the character).
V-P: Guys, I brought something interesting for you! (shows a magic bag)
I'm a wonderful little bag
You guys, I'm a friend.
I really want to know
How are you? do you like to play? (children's answers)
V-P: Great! I also love to play. Let's play together? I will ask riddles, if you guess, you will find out what is in the bag.
I have no corners
And I look like a saucer
On the plate and on the lid,
On the ring, on the wheel.
Who am I, friends?
(circle)
He has known me for a long time,
Every angle in it is right.
All four sides
Same length.
I'm glad to introduce him to you,
And his name is...
(square)
Three corners, three sides,
Can be of different lengths.
If you hit the corners,
Then you’ll quickly jump up yourself.
(triangle)
V-P: Well done guys, you know how to solve riddles. What do you think is in the bag? (children's answers). That's right, circle, square and triangle. How can you call them in one word? (children's answers) Yes, these are geometric shapes.
V-l: well, Winnie the Pooh, please show us the figures from your wonderful bag. (Children examine the figures, determine its shape and color.)
Hey guys, let's play another game with Winnie the Pooh.
Physical exercise “Bear cubs”
The cubs lived in the thicket
They turned their heads
Like this, like this, they twisted their heads.
The cubs were looking for honey
Together they rocked the tree
Like this, like this - they rocked the tree together.
And they went to the wrecking yard
And they drank water from the river
Like this, like this - and they drank water from the river
And they also danced
Together they raised their paws
Like this, like this - they raised their paws up.
There's a swamp on the way! How can we cross it?
Jump and jump, jump and jump!
Have fun, my friend!
Hey guys, let's play another game with Winnie the Pooh? It's called "Zhmurki". I will hide all the figures in a bag, and you, one by one, by touch, will have to determine what kind of figure it is and name it. (Winnie the Pooh is the last to determine the figure)
V-P: It’s great you guys know how to play. And when I took out the figure, I felt something else in the bag. I will show you now. (takes out symbols from the card bag) what could this be?
Vs: Winnie the Pooh, these are cards - symbols. They indicate color, shape, size. (examining cards). You can play with them too. We will teach you Winnie the Pooh too. Only for this game we will still need hoops. (bring in three hoops)
Vs: I will place three symbol cards in the center of each hoop. Do you remember what they mean?
The teacher takes turns showing the symbol cards, the children name
Vs: I will arrange the figures around the hoop. You will need to place a hoop in the center
Tyukavkina Irina Aleksandrovna

Didactic game Snowmen

Rules of the game. You need to look carefully at the drawing and indicate how the snowmen differ from each other. Two people play, and the one who points out the most differences in the drawings wins. The first player names some difference, then the second player is given the floor, etc. The game ends when one of the partners cannot name a new difference (not previously noted).

When starting the game, an adult can address the child something like this:

“Here is a little hare by the river Standing up on his hind legs... In front of him are snowmen with brooms and hats. The hare looks, he is quiet. He only gnaws on carrots, but what is different about them - He cannot understand.

Now look at the drawing and help the bunny understand what is different about these snowmen. First, look at the hats...”

Didactic game

"Matryoshka"

Target. Development of attention and observation in children.

Rules of the game. You need to look carefully at the drawings and point out the differences between the nesting dolls. Since it is difficult for a preschooler to compare four objects at once, you can first play a game on questions, finding out why the child gives exactly this answer.

Questions: do the matryoshka dolls have the same hair? Are the scarves the same? Are the legs of the nesting dolls the same? Do they have the same eyes? Are the sponges the same? Etc.

When you return to the game again, you can offer to indicate the differences without asking questions.

Didactic game

"Boys"

Target. Fix counting and ordinal numbers. Develop ideas: “tall”, “short”, “fat”, “thin”, “the fattest”, “the thinnest”, “left”, “right”, “to the left”, “to the right”, “between”. Teach your child to reason.

Rules of the game. The game is divided into two parts. First, the children must find out the names of the boys and then answer the questions.

What are the boys' names?

In the same city there lived inseparable friends: Kolya, Tolya, Misha, Grisha, Tisha and Seva. Look carefully at the picture, take a stick (pointer) and show who is called what if: Seva is the tallest; Misha, Grisha and Tisha are the same height, but Tisha is the fattest of them, and Grisha is the thinnest; Kolya is the shortest boy. You yourself can find out whose name is Tolya. Now show the boys in order: Kolya, Tolya, Misha, Tisha, Grisha, Seva. Now show the boys in this order: Seva, Tisha, Misha, Grisha, Tolya, Kolya. How many boys are there in total?

Who is standing where?

Now you know the names of the boys, and you can answer the questions: who is to the left of Seva? Who is more to the right than Tolya? Who is to the right of Tisci? Who is to the left of Kolya? Who stands between Kolya and Grisha? Who stands between Tisha and Tolya? Who stands between Seva and Misha? Who stands between Tolya and Kolya? What is the name of the first boy on the left? Third? Fifth? Sixth? If Seva goes home, how many boys will remain? If Kolya and Tolya go home, how many boys will be left? If their friend Petya approaches these boys, how many boys will there be then?

Didactic game

"Talking on the phone"

Target. Development of spatial concepts.

Game material. Stick (pointer).

Rules of the game. Armed with a wand and passing it along the wires, you need to find out who is calling whom on the phone: who is calling the cat Leopold, the crocodile Gena, the bun, the wolf.

You can start the game with the story: “In one city there were two large houses on the same site. In the same house lived the cat Leopold, the crocodile Gena, the bun and the wolf. In another house lived a fox, a hare, Cheburashka and a little mouse. One evening, the cat Leopold, the crocodile Gena, the bun and the wolf decided to call their neighbors. Guess who called who."

Didactic game

"Constructor"

Target. Forming the ability to decompose a complex figure into those that we have. Practice counting to ten.

Game material. Multi-colored figures.

Rules of the game. Take triangles, squares, rectangles, circles and other necessary shapes from the set and apply them to the contours of the shapes shown on the page. After constructing each object, count how many figures of each type were required.

You can start the game by addressing the children with the following verses:

I took a triangle and a square,

He built a house from them.

And I am very happy about this:

Now a gnome lives there.

Square, rectangle, circle,

Another rectangle and two circles...

And my friend will be very happy:

I built the car for a friend.

I took three triangles

And a needle stick.

I put them lightly

And suddenly he received a Christmas tree.

First, choose two wheel circles,

And place a triangle between them.

Make a steering wheel out of sticks.

And what miracles - the bicycle is standing.

Now ride, schoolboy!

Didactic game

"Ants"

Target. Teach children to distinguish colors and sizes. Formation of ideas about the symbolic representation of things.

Game material. The figures are red and green, large and small squares and triangles.

Rules of the game. You need to take large and small green squares and red triangles and place them near the ants, saying that a large green square is a big black ant, a large red triangle is a big red ant, a small green square is a small black ant, a small red triangle - small red ant. You should ensure that the child understands this. Showing the named figures, he must name the corresponding ants.

You can start the game with the story: “In the same forest lived red and black, big and small

ants. Black ants could only walk along black paths, and red ants could only walk along red paths. Large ants walked only through the large gates, and small ones only through the small ones. And then the ants met at the tree where all the paths began. Guess where each ant lives and show him the way.”

Didactic game

"Compare and fill"

Target. The ability to carry out a visual-mental analysis of the way the figures are arranged; consolidation of ideas about geometric shapes.

Game material. Set of geometric figures.

Rules of the game. Two people are playing. Each of the players must carefully examine their table with the image of geometric figures, find a pattern in their arrangement, and then fill in the empty cells with question marks, putting the desired figure in them. The one who completes the task correctly and quickly wins.

The game can be repeated by arranging the figures and question marks differently.

Didactic game

"Fill the Empty Cells"

Target. Consolidating ideas about geometric figures, the ability to compare and contrast two groups of figures, and finding distinctive features.

Game material. Geometric shapes (circles, squares, triangles) in three colors.

Rules of the game. Two people are playing. Each player must study the arrangement of the figures in the table, paying attention not only to their shape, but also to the color (a complication compared to Game 7), find a pattern in their arrangement and fill in the empty cells with question marks. The one who completes the task correctly and quickly wins. Players can then exchange signs. You can repeat the game by arranging the figures and question marks in the table differently.

Didactic game

“Where are the figures?”

Target. Familiarization with the classification of figures according to two properties (color and shape).

Game material. Set of figures.

Rules of the game. Two people are playing. Each has a set of figures. They make moves one by one. Each move consists of placing one piece in the corresponding cell of the table. You can also find out how many rows (rows) and how many columns this table has (three rows and four columns), what figures are located in the top, middle, and bottom rows; in the left column, in the second from the right, in the right column.

For each mistake in the placement of figures or answers to questions, a penalty point is awarded. The one who collects them less wins.

Didactic game

"Traffic Rules"

Target. Formation of ideas about conventional permissive and prohibitive signs, the use of rules, reasoning by the method of exclusion, directions “straight”, “left”, “right”.

Game material. A set of figures of four shapes (circle, square, rectangle, triangle) and three colors (red, yellow, green).

Rules of the game. In the picture of the color table 10 two variants of the game are shown.

Option 1 . First, all the figures move towards their houses along the same road. But here is the first crossroads on the way. The road forks. Only rectangles can go straight, since at the beginning of the road there is a permit sign (rectangle). The rectangles cannot go to the right, since at the beginning of this road there is a prohibitory sign (a crossed out rectangle). This means, using the rectangle elimination method, we conclude that all other shapes (circles, squares, triangles) can go to the right. Then the road bifurcates again. Which pieces can go to the right? Which ones to the left? And at the last intersection, which figures can go straight and which can go right?

After such preparation, the figures begin to move towards their houses. After finishing the movement of the figures, you need to indicate which of the four houses which figure lives in, i.e. find the owner of each house (A - rectangles, B - circles, C - squares, D - triangles).

Option 2. In the second version of the game, played according to the same rules, only the colors of the pieces are taken into account (red, yellow, green) and their shape is not taken into account.

At the end of the game, the owner of each house is also indicated here (D - red, E - green, F - yellow).

An example of reasoning by elimination.

IF it is forbidden for red and green figures to go to house F, then only yellow ones can go to it. This means that yellow figures live in house F.

Each mistake when passing the pieces to their houses is punishable by a penalty point. By taking the pieces one by one to their houses, the player who scores the least number of penalty points is considered the winner.

Didactic game

"Third wheel"

Target. Teach children to combine objects into sets according to a certain property. Continuation of work on consolidating symbolism. Development of memory.

Rules of the game. The page depicts wild animals, domestic animals, wild birds, and domestic birds.

The game allows for many options. Take, for example, a large green square (which represents an elephant), a large red triangle (which represents an eagle), and a small red circle (which represents a cow). Place the selected figures in the right places: wild animals can only be placed with wild animals, domestic animals - with domestic animals, wild birds - with wild birds, domestic animals - with domestic animals. Where does the green square go? Red triangle? Small red circle?

Then you can take another batch of animals (tiger, fox, seagull, dog, turkey, etc.), label them with figures from the set and find the right place for them on the page.

The game gradually becomes more complicated: first, the drawings are supplemented with one animal or one bird, then two, three, and at most four. The difficulty of solving increases due to the need to remember what the figures represent.

Didactic game

"The Absent-Minded Artist"

Target. Developing observation skills and counting to six.

Game material. Numbers 1, 2, 3, 4, 5, 6.

Rules of the game. You need to take the necessary numbers from the set and correct the mistakes of the absent-minded artist. Then you need to count to six, indicating the corresponding number of objects. There are five items missing from the picture. One should ask: how many birds cannot be shown in the picture? (6)

You can start the game like this:

"On Basseynaya Street

One artist lived

And sometimes absent-minded

He was there for weeks.

Once, after drawing birds, he absent-mindedly put the wrong numbers on the pictures. Take the necessary numbers from the set and correct the mistakes of the absent-minded artist. Now count to six. How many birds are missing in the picture?

Didactic game

"How many? Which?"

Target. Count within ten. Introduction to ordinal numbers. Introduction to the concepts of “first”, “last”, “addition” and “subtraction”.

Game material. Numbers.

Rules of the game. Count the number of objects in each set. Correct errors by inserting the correct number from the set. Use ordinal numbers: first, second,... tenth. Reinforce ordinal numbers by naming objects (for example, turnip is the first, grandfather is the second, grandmother is the third, etc.).

Solve simple problems.

1. A hen and three chickens were walking in the yard. One chicken got lost. How many chickens are left? And if two chickens run to drink water, how many chickens will remain near the chicken?

2. How many ducklings are there around a duck? How many ducklings will be left if one swims in the trough? How many ducklings will be left if two ducklings run off to peck leaves?

3. How many geese are there in the picture? How many goslings will remain if one gosling hides? How many goslings will remain if two goslings run off to eat grass?

4. Grandfather, woman, granddaughter, Bug, cat and mouse pull out the turnip. How many are there in total? If the cat runs after the mouse, and the Bug runs after the cat, then who will pull the turnip? How many are there?

Grandfather is the first. The mouse is the last one. If the grandfather leaves and the mouse runs away, how many will remain? Who will be first? Who is last? If a cat runs after a mouse, how many will be left? Who will be first? Who is last?

You can create other tasks as well.

Didactic game

"Fix the blanket"

Target. Introduction to geometric shapes. Making geometric shapes from data.

Game material. Figures.

Rules of the game. Use shapes to close the white “holes.” The game can be built in the form of a story.

Once upon a time there lived Buratino, who had a beautiful red blanket lying on his bed. One day Pinocchio went to the Karabas-Barabas theater, and at that time the rat Shushara gnawed holes in the blanket. Count how many holes there are in the blanket. Now take your figures and help Pinocchio fix the blanket.

Didactic game

"The Absent-Minded Artist"

Target. Development of observation and counting to ten.

Game material. Numbers.

Rules of the game. Correct the artist's mistakes by placing the correct numbers from the set next to the disk. Didactic game

"Shop"

Target. Development of attention and observation; teach to distinguish similar objects by size; familiarization with the concepts of “upper”, “lower”, “middle”, “large”, “small”, “how much”.

Rules of the game. The game is divided into three stages.

1. Shop. The sheep had a store. Look at the store shelves and answer the questions: how many shelves are there in the store? What is on the bottom (middle, top) shelf? How many cups (large, small) are there in the store? On which shelf are the cups located? How many nesting dolls (large, small) are there in the store?

lazy)? What shelf are they on? How many balls are there in the store (large, small?) On what shelf are they located? What is standing: to the left of the pyramid, to the right of the pyramid, to the left of the jug, to the right of the jug; to the left of the glass, to the right of the glass? What stands between small and large balls?

Every day in the morning the sheep displayed the same goods in the store.

2. What did the gray wolf buy? One day, on New Year's Eve, a gray wolf came to the store and bought gifts for his wolf cubs. Look carefully and guess what the wolf bought.

3. What did the hare buy? The day after the wolf, the hare came to the store and bought New Year's gifts for the bunnies. What did the hare buy?

Didactic game

"Traffic light"

Target. Familiarization with the rules for crossing (driving) an intersection regulated by a traffic light.

Game material. Red, yellow and green circles, cars, figures of children.

Rules of the game. The game consists of several stages.

1. One of the players sets certain colors of traffic lights (by overlaying red, yellow or green circles), cars and child figures going in different directions.

2. The second guides cars (along the roadway) or children’s figures (along pedestrian paths) through the intersection in accordance with the traffic rules.

3. Then the players change roles. Various situations are considered, determined by the colors of traffic lights and the position of cars and pedestrians.

The player who accurately solves all problems that arise during the game or makes fewer mistakes (scores fewer penalty points) is considered the winner.

Didactic game

“Where is whose house?”

Target. Development of observation skills. Consolidation of the ideas “higher - lower”, “more - less”, “longer - shorter”, “lighter - heavier”.

Game material. Figures.

Rules of the game. Look carefully at the picture of the color table 18. It shows a zoo, a sea and a forest. An elephant and a bear live in the zoo, fish swim in the sea, and a squirrel sits on a tree in the forest. Let's call the zoo, sea and forest “homes”.

Take from the set: green and yellow circles, a yellow triangle, a red square, green and red rectangles and place them near the animals where they are drawn (color table 19).

Go back to color chart 18 and place each animal where it can live. For example, a fox can be placed in both a zoo and a forest.

When the animals are placed, count how many animals fit in each “house.”

Answer the questions, who is taller: a giraffe or a bear; elephant or fox; bear or hedgehog? Who is longer: a lion or a fox; bear or hedgehog; elephant or bear? Who is heavier: an elephant or a penguin; giraffe or fox; bear or squirrel? Who is lighter: an elephant or a giraffe; giraffe or penguin; hedgehog or bear?

Didactic game

"Cosmonauts"

Target. Coding practical actions with numbers.

Game material. Polygon, triangles, astronaut figures.

Rules of the game. The game is played in several stages.

1. Glue the cut out polygon onto thick cardboard. Pierce a hole in the center and insert a pointed stick or match. By rotating the resulting top, we make sure that it lands on the edge where 1 or 2 is written, or on the black or red edge where nothing is written.

2.The game involves two astronauts. They take turns spinning the top. Rolling a 1 means going up one step; roll 2 - rise

two steps; the red edge falls out - rise three steps, the black edge falls out - lowers two steps (the astronaut forgot

take something and must return).

3.Instead of an astronaut, you can take small red and black triangles and move them along the steps in accordance with the number of points rolled.

4. First, the astronauts are located on the main platform and take turns spinning the top. If an astronaut was standing on the launch pad and he gets a black edge, then he remains in place.

5. From the main platform to the first rest area there are six steps, from the first rest area to the second rest area - more

six steps; from the second rest area to the launch pad there are four more steps. To get from the main site to the starting site, you need to score 16 points.

6. When the astronaut reaches the launch pad, he needs to score four points before the rocket launches. The one who flies away on the rocket wins.

Didactic game

"Fill in the square"

Target. Arranging objects according to various criteria.

Game material. A set of geometric figures, different in color and shape.

Rules of the game. The first player places any geometric shapes, for example a red square, a green circle, a yellow square, in the squares not marked with numbers.

The second player must fill in the remaining cells of the square so that in adjacent cells there are

horizontally (right and left) and vertically (bottom and top) there were figures that differed in both color and shape.

The original shapes can be changed. Players can also change places (roles). The winner is the one who makes fewer mistakes when filling in the spaces (cells) of the square.

Didactic game

"Piglets and the Gray Wolf"

Target. Development of spatial concepts. Repetition of counting and addition.

Rules of the game. You can start the game by telling a fairy tale: “In a certain kingdom - an unknown state - there lived three pig brothers: Nif-Nif, Nuf-Nuf and Naf-Naf. Nif-Nif was very lazy, loved to sleep and play a lot, and built himself a house out of straw. Nuf-Nuf also loved to sleep, but he was not as lazy as Nif-Nif, and built himself a house out of wood. Naf-Naf was very hardworking and built a house out of bricks.

Each of the piglets lived in the forest in their own house. But then autumn came, and an angry and hungry gray wolf came to this forest. He heard that there were piglets living in the forest, and decided to eat them. (Take a stick and show which path the gray wolf took.).”

IF the path led to Nif-Nif’s house, then you can continue the tale like this: “So, the gray wolf came to Nif-Nif’s house, who got scared and ran to his brother Nuf-Nuf. The wolf broke Nif-Nif's house, saw that there was no one there, but there were three sticks lying there, got angry, took these sticks and went along the road to Nuf-Nuf. And at this time Nif-Nif and Nuf-Nuf ran to their brother Naf-Naf and hid in a brick house. The wolf approached Nuf-Nuf's house, broke it, saw that there was nothing there except two sticks, got even more angry, took these sticks and went to Naf-Naf. When the wolf saw that Naf-Naf's house was made of bricks and that he could not break it, he cried with resentment and anger. He saw that one stick was lying near the house, took it and left the forest hungry. (How many sticks did the wolf take with him?).”

If the wolf gets to Nuf-Nuf, then the story changes, and the wolf takes two sticks, and then one stick from Naf-Naf’s house.

If the wolf gets directly to Naf-Naf, then he leaves with one stick. The number of sticks a wolf has is the number of points he has scored (6, 3 or 1). We need to ensure that the wolf scores as many points as possible. Didactic game

“There are many examples - there is only one answer”

Target. Studying the composition of numbers, developing the skills of addition and subtraction within ten.

Rules of the game. The game has two options.

1. Two people play. The presenter places a card with any single-digit number on the red square, for example the number 8. The numbers are already indicated in the yellow circles. The second player must complete them to the number 8 and, accordingly, put cards with the numbers 6, 7, 5, 4 into the empty circles. If the player did not make a mistake, then he gets a point. Then the presenter changes the number in the red square, and the game continues. It may happen that there are few numbers in the red square and it is impossible to fill the empty circles according to the specified rules, then the player must cover them with upside down cards. Players can change roles. The one who scores the most points wins.

2. The presenter places a card with a number on the red square and adds the numbers 2, 1, 3, 4 to it, i.e. The presenter fills in the empty circles, deliberately making mistakes here and there. The second player must check which of the drawn birds and animals made a mistake and correct it. You can put cards with the numbers 5, 6, 7, 8, 9, 10 in the red square. Then the players change roles. The one who finds and corrects the errors wins.

Didactic game

“Hurry up, don’t make a mistake”

Target. Strengthen your knowledge of the composition of the first ten numbers.

Game material. A set of cards with numbers.

Rules of the game. The game begins by placing a card with a number greater than five in the central circle. Each of the two players needs to fill in the cells on their half of the picture, placing a “?” a card with such a number that when added to the one written in the rectangle, the result is the number that is placed in the circle. If it is impossible to select numbers that satisfy this condition, then the player must cover the “extra” example with an inverted card. The one who quickly and correctly completes the task wins. The game can be continued by replacing the numbers in the circle (starting with five).

Didactic game

"Swallows scattered"

Target. Exercise children in adding numbers to any given number.

Game material. Cut out cards with numbers.

Rules of the game. Two people are playing. It is necessary to place swallows in two houses, which sit in rows (on wires horizontally), and then swallows sitting in columns (vertically).

Players choose any row of swallows: either swallows on wires and their corresponding two houses on the left and right, or swallows and their corresponding houses above and below. Then the first player covers his house with a card with a number. The number shows how many birds will live in the house. The second player must resettle the remaining birds in this row or column. He also closes his house with a card with the corresponding number. It is necessary to go through all the ways of placing birds. Then the next row or column is selected, and the second player will be the first to close his house, and the first will show with a card the number of birds that remain. The winner is the one who finds the most ways to spread the birds into two houses.

Didactic game

"Color the Flags"

Target. Exercise children in education and counting certain combinations of objects.

Game material. Cut out green and red stripes, chains of letters K and 3.

Rules of the game. Two people are playing. Each player must use five stripes - three red and two green - to lay out flags. Here is one way to form such a flag: KZKKZ. The remaining nine ways must be found. For ease of comparison, you can accompany the construction of each flag with a chain of letters K and 3, where the letter K denotes a red stripe, and 3 a green one. Thus, a flag built on a sample can be designated by the chain KZKKZ (the sequence of colors is indicated from left to right).

So, each player must find his own ways of forming a flag and designate each of the ways with the corresponding chain of letters. By comparing strings of letters, it is easy to determine the winner. The one who finds more ways wins.

Didactic game

"Chain"

Target. Train children in performing addition and subtraction operations within ten.

Game material. Square cards with numbers and round cards with tasks for adding or subtracting numbers.

Rules of the game. Two people are playing. The first player places a card with any number in an empty square. The second player must fill the remaining squares with cards with numbers, and each circle with a round card with the corresponding addition or subtraction task, so that when moving along the arrows, all tasks are completed correctly. If the second player made no mistake when placing the card, he gets a point, and if he made a mistake, he loses a point. Then the players change roles and the game continues. The one who scores the most points wins.

Didactic game

"Tree"

Target. Formation of classifying activity (color table 27 - classification of figures by color, shape and size; color table 28 - by shape, size, color).

Game material. Two sets of “Figures” with 24 figures each (four shapes, three colors, sizes). Each figure is the bearer of three important properties: shape, color, size, and in accordance with this, the name of the figure consists of the name of these three properties: red, large rectangle; yellow, small circle; green, large square; red, small triangle, etc. Before using the “Shapes” game material, you need to study it well.

Rules of the game. The figure (color table 27) shows a tree on which the figures should “grow”. To find out on which branch which figure “grows”, take, for example, green

a small rectangle and start moving it from the root of the tree up along the branches. Following the color indicator, we must move the figure along the right branch. We've reached a fork. Which branch should we follow next? On the right, which has a rectangle. We reached the next branch. Further, the Christmas trees show that a large figure should move along the left branch, and a small one should move along the right one. So, we will go along the right branch. This is where a small green rectangle should “grow”. We do the same with the remaining figures.

The set of pieces is divided in half between two players, who alternately make their moves. The number of pieces placed by each player not where they should “grow” determines the number of penalty points. The one with the lowest number wins.

The game, played on the basis of the drawing of the color table 28, is played according to the same rules.

Didactic game

"Growing a Tree"

Target. Familiarizing children with the rules (algorithms) that prescribe the implementation of practical actions in a certain sequence.

Game material. A set of figures and sticks (strips).

The rules of the game are presented in the form of a graph consisting of vertices connected in a certain way by arrows. In the pictures, the vertices of the graph are a square, a rectangle, a circle, a triangle, and arrows emanating from one vertex to another or several indicate what then “grows on our tree.”

Figures 1, 2, 3 show the various rules of the game.

Let's give an example of how to conduct a game according to the rule shown in Figure 1.

We tell the children: “We will grow a tree. This is no ordinary tree. Squares, rectangles, triangles and circles grow on it. But they grow not just any way, but according to a certain rule. The arrows indicate what is growing behind what. From the square there are two arrows: one to the circle, the other to the triangle. This means that after the square the tree branches, a circle grows on one branch, and a triangle grows on the other. A triangle grows from a circle, and a rectangle grows from a triangle. (Constructed according to the rule 1 branch: circle - triangle - rectangle.)

Not a single arrow comes from the rectangle. This means that nothing grows on this branch beyond the rectangle.”

After the rules are explained, the game begins. One of the players places a piece on the table, the other - a strip (arrow) and the next piece in accordance with the rule. Then the first player takes his turn, then the second, and so on until either the tree, in accordance with the rule, stops growing, or the players run out of pieces.

Each mistake is punishable by a penalty point. The one who receives fewer penalty points wins.

The game is played according to various rules (Fig. 1, 2, 3, color table 29), and Fig. 4 shows the beginning of a tree built according to rule 3 (starting from the square).

Didactic game

"How many together"

Target. Formation of children's ideas about natural numbers, assimilation of the specific meaning of the action of addition.

Game material. A set of cards with numbers, a set of geometric shapes.

Rules of the game. Two people are playing. The presenter places a certain number of figures (circles, triangles, squares) in the green and red circles. The second player must count the figures in these circles, fill the corresponding squares with cards with numbers, and put cards with a plus sign between them; Between the second and third squares place a card with an “equals” sign.

Then you need to find out the number of all the figures, find the corresponding card and cover the third empty square with it. Then the players can switch roles and continue the game. The one who makes the fewest mistakes wins.

Didactic game

"How much is left?"

Target. Development of the skill of counting objects, the ability to correlate quantity and number; formation in children of a specific meaning of the action of subtraction.

Game material. Number cards, set of geometric shapes.

Rules of the game. One of the players places a certain number of objects in the red circle, then in the green one. The second must count the total number of objects (inside the black line) and cover the first square with the card with the corresponding number, put a minus sign between the first and second squares, then count how many objects are removed (they are located in the red circle) , and denote by a number in the next square, put an “equals” sign.

Then determine how many items are left in the green circle and also mark it. Place the card with the corresponding number in the third square. Players can change roles. The one who makes the fewest mistakes wins.

Didactic game

“Which pieces are missing?”

Target. Train children in sequential analysis of each group of figures, identifying and generalizing the features characteristic of the figures of each group, comparing them, justifying the solution found.

Game material. Large geometric shapes (circle, triangle, square) and small ones (circle, triangle, square) in three colors.

Rules of the game. Two people are playing. Having distributed the tablets among themselves, each player must analyze the figure of the first row. Attention is drawn to the fact that in the rows there are large white figures, inside of which there are small figures of three colors. Comparing the second row with the first, it is easy to see that it is missing a large square with a red circle. The empty cell of the third row is filled in similarly. This row is missing a large triangle with a red square.

The second player, reasoning in a similar way, should place a large circle with a small yellow square in the second row, and a large circle with a small red circle in the third row (a complication compared to game 8). The one who quickly and correctly completes the task wins. Then the players exchange signs. The game can be repeated by arranging the figures and question marks in a different way in the table.

Didactic game

“How are the figures arranged?”

Target. Train children in analyzing groups of figures, in establishing patterns in a set of features, in the ability to compare and generalize, in searching for signs that distinguish one group of figures from another.

Game material. A set of geometric shapes (circles, squares, triangles, rectangles).

Rules of the game. Each player must carefully study the arrangement of the figures in the three squares of his tablet, see the pattern in the arrangement, and then fill in the empty cells of the last square, continuing the noticed change in the arrangement of the figures. The first player should see that all the figures in the squares are moving one cell clockwise, and the second player should pay attention to the figures standing in the same places, i.e. On the top left there are two triangles and one rectangle, and on the bottom right there are two rectangles and one triangle. This means that a rectangle should be placed at the top left, and a triangle at the bottom right. The same pattern applies to filling the other two cells.

Didactic game

"Game with one hoop"

Target. Formation of the concept of the negation of a certain property using the particle “not”, classification according to one property.

Game material. Hoop (color table 34) and the “Figures” set.

Rules of the game. Before starting the game, they find out which part of the game sheet is inside and outside the hoop, set the rules: for example, arrange the pieces so that all the red pieces (and only them) are inside the hoop.

The players take turns placing one piece from the existing set in the appropriate place.

Each wrong move is punishable by one penalty point.

After placing all the figures, two questions are asked: what figures lie inside the hoop? (Usually this question does not cause difficulties, since the answer is contained in the conditions of the problem that has already been solved.) Which figures were outside the hoop? (At first, this question causes difficulties.) The expected answer: “All non-red pieces lie outside the hoop” does not appear immediately. Some children answer incorrectly: “Outside the hoop there are square, round... figures.” In this case, it is necessary to draw their attention to the fact that there are square, round, etc. inside the hoop. figures, that in this game the shape of the figures is not taken into account at all. The only important thing is that all the red figures are inside the hoop and there are no others there. This answer: “All the yellow and green pieces lie outside the hoop” is essentially correct. Our goal is to express the properties of the figures that are outside the hoop through the properties of those that lie inside it.

You can invite children to name the property of all the figures lying outside the hoop using one word. Some children guess: “All the non-red figures lie outside the hoop.” But if the child didn’t guess, it doesn’t matter. Tell him this answer. In the future, when playing the game in various variants, these difficulties no longer arise.

If all the square (or triangular, large, non-yellow, non-round) figures lie inside the hoop, children without difficulty call the figures lying outside the hoop non-square (non-triangular, small, yellow, round). The game with one hoop must be repeated 3-5 times before moving on to the more difficult game with two hoops.

Didactic game

"Game with two hoops"

Target. Formation of a logical operation, denoted by the union “and”, classification according to two properties.

Game material. Hoops (color table 35) and the “Figures” set.

Rules of the game. The game has several stages.

1. Before starting the game, you need to find out where the four areas are located, defined on the game sheet by two hoops, namely: inside both hoops; inside the red but outside the green hoop; inside the green hoop but outside the red hoop and outside both hoops (these areas can be outlined with a stick or the pointed end of a pencil).

2. Then one of the players names the rule of the game. For example, arrange the figures so that all the red figures are inside the red hoop, and all the round ones are inside the green hoop.

3. In accordance with the given rule, the players make moves one by one, and with each move they place one of the pieces they have in the appropriate place. At first, some children make mistakes.

For example, starting to fill the inner area of ​​the green hoop with round figures (circles), they place all the figures, including the red circles, outside the red hoop. Then all the remaining red figures are placed inside the red, but outside the green hoop. As a result, the common part of the two hoops turns out to be empty. Other children immediately guess that the red circles should lie inside both hoops (inside the green hoop - because they are round, inside the red one - because they are red). If the child did not guess during the first such game, prompt and explain to him. In the future it will no longer be difficult.

4. After solving the practical problem of positioning the figures, children answer the questions standard for all versions of the game with two hoops: which figures lie inside both hoops; inside the green but outside the red hoop; inside the red but outside the green hoop; outside of both hoops?

Children's attention is drawn to the fact that figures must be named using two properties - color and shape.

Experience shows that at the very beginning of playing games with two hoops, questions about the figures inside the green, but outside the red hoop and inside the red, but outside the green hoop cause some difficulties, so it is necessary to help the children by analyzing the situation: “Let's remember which figures The balls lie inside the green hoop. (Round.) And outside the red hoop! (Non-red.) This means that inside the green hoop, but outside the red hoop, lie all the round non-red figures.”

It is advisable to play the game with two hoops many times, varying the rules of the game.

Game options

Inside the red hoop Inside the green hoop

1) all square shapes

2) all yellow pieces

3) all rectangular shapes

4) all small figures

5) all red pieces

6) all round shapes, all green shapes

all triangular shapes

all big figures

all round shapes

all green figures

all square shapes

Note. In options 5 and 6, the common part of the two hoops remains empty. We need to find out why there are no figures that are both red and green, and also why there are no figures that are both round and square.

Didactic game

"Game with three hoops"

Target. Formation of a logical operation, denoted by the union “and”, classification according to three properties.

Game material. Game sheets (color plates 36-38) with three intersecting hoops and a set of “Figures”.

Rules of the game. The game with three intersecting hoops is the most difficult in the series of games with hoops.

Two colored tables (36, 37) are dedicated to preparing for the game. First of all, it becomes clear what each of the resulting eight regions should be called (the first is inside the three hoops, the second is inside the red and black, but outside the green..., the eighth is outside all the hoops).

Then it becomes clear by what rule the figures are arranged.

In the picture of the color table 36, inside the red hoop are all red figures, inside the black hoop are all the small figures (squares, circles, rectangles and triangles), and inside the green hoop are all the squares.

After this, it becomes clear which figures lie in each of the eight areas formed by three hoops: in the first - a red, small square (red - because it lies inside the red hoop, where all the red figures lie, small - because it lies inside the black hoop , where all the small figures lie, and the square - because it lies inside the green hoop, where all the squares lie); in the second - red, small, non-square figures (the latter - because they lie outside the green hoop); in the third - small non-red squares; in the fourth - large red squares; in the fifth - large red non-square figures; in the sixth - small non-red, non-square figures; in the seventh - large non-red squares; in the eighth - non-red, rather large (large) non-square figures.

The following question is also appropriate: what figures got inside at least one hoop? (Red, or small, or squares.).

The situation depicted in the picture of the color table 37 is studied in a similar way (inside the red hoop all the large figures are located, inside the black hoop - all the round ones, inside the green hoop - all the green ones, etc.).

The picture of the color table 38 shows a game sheet for a game with three hoops. This game can be played by two or three (father, mother and son (daughter), teacher and two children).

The rule of the game is established (it concerns the arrangement of the figures): for example, arrange the figures so that all the red figures are inside the red hoop, all the triangles are inside the green hoop, and all the large ones are inside the black hoop.

Then each of the players takes one piece from the set of figures laid out on the table and places it in its proper place. The game continues until the entire set of 24 pieces is exhausted.

During the first, and perhaps even the second, play of the game, difficulties may arise in correctly determining the place for each piece. In this case, it is necessary to find out what properties the figure has and where it should lie in accordance with the rules of the game.

Each mistake in the placement of pieces is punishable by one penalty point.

After solving the practical problem of arranging the pieces, each player asks the other a question: which pieces lie in one of the eight areas formed by three hoops (inside the three hoops, inside the red and green, but outside the black, etc.)? Those who make mistakes are punished with penalty points. The one who receives fewer penalty points wins.

The game with three hoops can be repeated many times, varying the rules of the game, that is, changing the arrangement of the pieces.

Also of interest are rules in which certain areas turn out to be empty: for example, if you arrange the figures so that all the red figures are inside the red hoop, all the green ones are inside the green hoop, and all the yellow ones are inside the black hoop; another option: inside red - all are round, inside green - all squares, and inside black - all red, etc.

In these variants of the game, it is necessary to answer the questions: why were certain areas left empty? This is important for developing an evidence-based thinking style in children.

Didactic game

“How many in total? How much more?"

Target. Formation of addition and subtraction skills.

Game material. A set of figures, cards with numbers and signs “+”, “-”, “=”.

Rules of the game. Two people are playing. One places several shapes, such as triangles, inside the green hoop and several other shapes, such as squares, inside the red but outside the green hoop.

The second one must lay out answers to the questions from the cards: how many figures are there in total? How many more squares than triangles (or vice versa)?

Then the players change roles. The game can be repeated many times, varying the conditions.

You can organize the game in the opposite direction, i.e. one of the players lays out from the cards, for example, the entry 4 + 5 = 9, and the second must place the corresponding numbers of figures inside the hoops.

The one who makes more mistakes loses.

Didactic game

"Factory"

Target. Forming an idea of ​​the action and the composition (sequential execution) of actions.

Game machine figure. For example, a girl threw a yellow circle into a machine that changed only the color of the figure, and a boy put a red rectangle at the output. He made a mistake. A red circle will come out of the car

Then the players change roles. The second and third rows show machines made from the same material. Set of figures.

Rules of the game. In our “factory” there are “machines” that change the color of a figure (first from the left in the top row), shape (middle in the top row) or size (first from the right in the top row).

The game involves figures of two colors and two shapes: for example, yellow and red circles and rectangles (large and small).

Two people are playing. One of the players places a piece on the arrow leading to the machine. The second must put on the output arrow a transformed one that changes color and shape, shape and color (these two pairs of machines will always give the same results, since the order of the actions does not matter here), color and size, shape and size, color and color, shape and form (it is interesting to discover that the last two pairs of machines do not change anything, since essentially two reciprocal actions are performed).

Each mistake is punishable by a penalty point. The one who scores fewer penalty points wins.

Didactic game

"Miracle bag"

Target. Formation of ideas about random and reliable events (the outcome of experience), preparation for the perception of probability, solving relevant problems.

Game material. A bag made of opaque material, balls or cardboard circles of the same diameter (5 or 6 cm) in two colors, for example red and yellow.

Rules of the game. The game is played in several stages.

1. Place two red and two yellow balls (circles) in a bag. A series of experiments is carried out to remove one, then two balls. One by one, the players, without looking into the bag, take out two balls, determine their color, put them back into the bag and mix them. After a sufficient number of repetitions of these experiments, it is discovered that if you take them out of the bag without looking into it, two balls, then they can be both red, or both yellow, or one red and one yellow. In the picture of the color table 41 only one outcome of the experiment is indicated: one ball is red and one yellow. Upon completion of this series of experiments, you need to place circles in two empty windows corresponding to the remaining possible outcomes.

2. Next, experiments are carried out to remove three balls (circles). It is easily discovered that in this case only two outcomes are possible: either two red balls and one yellow one will be drawn, or one red and two yellow ones.

After these experiments, it is proposed to solve the following problem: “How many balls must be taken out of the bag in order to be sure that at least one of the taken out balls will be red!”

At first, naturally, some difficulties may arise. Additional clarification of the condition of the problem is required, which means “at least one” (there may be more than one red, but one is required). However, many children quickly figure out that they need to take out three balls.

In this case, the appropriate question is: “Why is it enough to take out exactly three balls!” If the children find it difficult to answer, then it is advisable to ask: “If you take out two balls, why can’t you be sure that at least one of them will be red! (Because they can both turn out to be yellow.) Why, if you take out three balls, you can predict in advance that at least one of them will turn out to be red! (Because all three balls cannot be yellow, there are only two yellow ones in the bag.)

You can also offer another version of the problem: “How many balls (circles) must be taken out of the bag in order to be sure that at least one of the ones taken out will be yellow!”

It is important that children discover that these tasks are completely similar (essentially the same task).

Mathematical thinking involves the ability to detect the same problem in different formulations.

3. In the next appeal to this game the situation becomes somewhat more complicated. Three red and three yellow balls are placed in the bag (circles, color table 42).

The experiments on removing two balls are repeated. Then experiments are carried out to remove three balls. All possible outcomes are determined: all three drawn balls are red, two red and one yellow, one red and two yellow, all yellow. The picture of the color table 42 shows only one of the outcomes - one yellow and two red circles. You need to put the remaining possible outcomes in circles in three empty windows.

Then a problem is posed, similar to the problem for a bag with two red and two yellow balls: “How many balls must be taken out so that you can predict that at least one of the taken out ones will be red (or yellow)!”

Some children already guess that they need to take out four balls, and to justify their decision they reason in the same way as when solving a simpler problem.

If difficulties arise, you need to help the children with guiding questions similar to those formulated above.

4. Another interesting version of the game is when the bag contains an unequal number of red and yellow balls: for example, two red and three yellow or three red and two yellow.

Now it is proposed to solve two similar problems: “How many balls must be taken out to be sure that at least one of them will be red?”, “How many balls must be taken out to be sure that at least one of them will it turn out to be yellow? These problems have different solutions. However, to justify the answer, the same reasoning is required as in the previous problems.

Didactic game

"Find all the roads"

Target. Development of combinatorial abilities in children.

Game material. Two multi-colored round chips, cut out chains from the letters P and B.

Rules of the game. Two people are playing. Each player must move a piece from the lower left corner (star) to the upper right (flag), but under one condition: from each cell you can only move to the right or up. A step is considered to be a transition from one cell to another. Each path will contain exactly three steps to the right and two steps up. In order not to get lost in the calculation, you can accompany each movement towards the goal with a chain of letters P and B. The letter P means a step to the right, and the letter B means a step up. For example, the path of the chip shown in the figure can be indicated by a chain of letters PPBPPB. By comparing chains of letters P and B, you can avoid repetition. The winner is the one who finds all the roads (and there are ten of them).

Didactic game

“Where is whose house?”

Target. Compare numbers, train children in the ability to determine the direction of movement (right, left, straight).

Game material. A set of cards with numbers.

Rules of the game. The adult is the leader. At the child’s direction, he assigns the numbers to the houses. At each fork, the child must indicate which path - right or left - to take. If a number turns onto a forbidden path or goes along the wrong path where the condition is met, then the child loses a point. The presenter may note that in this case the number is lost. If the fork is passed correctly, then the player gets a point. The child wins when he scores at least ten points. Players can change roles, and the conditions at forks can also be changed.

Didactic game

"Where do they live?"

Target. Learn to compare numbers by size.

Game material. Numbers.

Rules of the game. You need to place the numbers in their “houses”. Only numbers less than 1 (0) can enter house A; to house B - from the remaining ones - numbers less than 3 (1 and 2); to house B - from the remaining ones - numbers less than 5 (3 and 4); in house G - numbers greater than 6 (7 and 8) and in house D - the number that is left without a house (6).

You can offer other variations of this game. For example, you can take the numbers from the set and put 3 in front of house A instead of 1, and put 1 in front of house B instead of 5, etc. Then invite the children to tell where the numbers now live.

Didactic game

"Computing Machines I"

Target. Formation of oral calculation skills, creation of prerequisites for preparing children to master such computer science ideas as algorithms, flowcharts, and computers.

Game material. Cards with numbers.

Rules of the game. Two people are playing. One of the participants plays the role of a computer, the other offers the machine a task. Computers are block diagrams with empty inputs and outputs and an indication of the actions they perform. For example, Figure A of the color table 47 shows a simple computing machine that can perform only one action - adding one. If one of the participants in the game sets a number at the input of the machine, for example 3, placing a card with the corresponding number in the yellow circle, then the other participant, acting as a computing machine, must put a card with the result at the output (red circle) , i.e. number 4. Players can change roles, the one who made fewer mistakes wins. The computer is gradually becoming more complex. Figure B of color table 47 shows a machine that consistently performs the action of adding one twice. The organization of the game is the same as in the previous case. A computer that performs two actions of adding one can be replaced by another that performs only one action (Fig. B). Comparing the machines in Figure B and C, we come to the conclusion that these machines act on numbers in the same way. Games with cars in figures D, D, E are organized in a similar way.

Didactic game

"Computing Machines 2"

Target. Exercise children in performing arithmetic operations within ten, in comparing numbers; creating prerequisites for mastering the ideas of computer science: algorithm, block diagram, computer.

Game material. A set of cards with numbers.

Rules of the game. Two people are playing. The first one is the leader. He explains the conditions of the game and determines the tasks. The second one acts as a computer. For each correctly completed task, he receives one point. For five points he gets a small star, and for five small stars he gets one big star. The game is played in several stages.

1. The presenter gives some single-digit number, for example 3, to the input of the machine (yellow circle); another, acting as a computer, must first check whether the condition “< 5»: 3 < 5 - «да». Условие вы¬полняется, и он должен продвигаться дальше по стрелке, помеченной словом «да», т. е. к этому чис¬лу прибавить 2, а на выходе машины (красный круг) показать карточку с числом 5. Если же усло¬вие «< 5» не выполняется, то машина продвигается по стрелке, помеченной словом «нет», и вычита¬ет 2.

2. When organizing a game according to pattern A, the presenter places a number at the “entrance”. The second one must perform the specified action. In this case, add 3. The game can be modified by replacing the task in the box.

Playing according to Figure B, the second player must find out the number that is placed at the “entrance”. The presenter can change not only the number at the “output” (in the red circle), but also the task in the square.

When playing according to Figure B, you need to indicate the action that should be performed so that from the number at the “input” you get the number indicated at the “output”. The presenter can change either the number at the “input” or at the “output”, or both of these numbers at the same time.

3. The presenter provides some single-digit number as the “input”. The player playing the role of a computing machine adds twos to this number until a number is obtained that is not less than 9, i.e. greater than or equal to 9. This number will be the result, the player will show it at the “output”

machine using a card with the corresponding number.

For example, if the number 3 is received at the “input”, the machine adds the number 2 to it, then checks whether the resulting number (5) is less than 9. Since the condition is 5< 9 - выполняется («да»), то машина продвигается по стрелке, помеченной словом «да», и опять повторяет то, что уже выполнила раз, т. е. прибавляет к числу 5 число 2 и проверяет, будет ли полученное число 7 меньше 9. Так как ответ на вопрос, выполняется ли условие 7 < 9, - «да», то машина продвигается по стрелке, помеченной сло¬вом «да», т. е. повторяет уже выполненные дваж¬ды действия: прибавляет к числу 7 число 2 и проверяет условие 9 < 9. Так как это условие не вы¬полняется, то машина продвигается по стрелке, по¬меченной словом «нет», в красный круг помещает карточку с числом 9 и останавливается.

Didactic game

"Word Transformation"

Target. Forming ideas about the various rules of the game, teaching them to strictly follow the rules, preparing children to master the ideas of computer science (the algorithm and its representation in the form of a flowchart).

Game material. Squares and circles (any color).

Rules of the game. “Word Transformation” games model one of the fundamental concepts of mathematics and computer science - the concept of an algorithm, and in one of its mathematically refined versions, known as the “normal Markov algorithm” (named after the Soviet mathematician and logician Andrei Andreevich Markov). Our “words” are unusual. They do not consist of letters, but of circles and squares. You can tell the children the following fairy tale: “Once upon a time, people of one kingdom knew how to write only circles and squares. They communicated with each other using long words made of circles and squares. Their king was angry and issued a decree: to shorten the words according to the following three rules (color table 49):

1. If in a given word the square is located to the left of the circle, swap them; apply this rule as many times as possible; then go to the second rule.

2. If in the resulting word two circles are next to each other, remove them; apply this rule as many times as possible; then move on to the third rule.

3. If the resulting word contains two squares next to each other, remove them; apply this rule as many times as possible."

The transformation of this word according to these rules is completed.

The resulting word is the result of transforming the given word.

The picture of the color table 49 shows two examples of word transformation according to given rules. In one example, the result was a word consisting of one circle, in another - a word consisting of one square.

In other cases, you may still end up with a word consisting of a circle and a square, or an “empty word” that does not contain a single circle and a single square.

The hedgehog also wants to learn how to transform words according to the given first, second, third rules.

In the figure of the color table 50, these same rules (the word conversion algorithm) are presented in the form of a flow diagram, indicating exactly what actions and in what order must be performed in order to convert any long word.

We make a word from squares and circles (about six to ten figures). This word is given at the beginning of the game. From it, the arrow on the block diagram leads to a diamond, inside of which a question is posed that reads like this: “Is there a square in this word that is to the left of the circle?” If there is, then, moving along the arrow marked with the word “yes,” we come to the first rule, which prescribes swapping the square and circle. And again we return along the arrow to the same question, but already related to the received word.

So we apply the first rule as long as the answer to the question posed is “yes”. As soon as the answer becomes negative, i.e. in the resulting word there is not a single square located to the left of the circle (all circles are located to the left of all the squares), we move along the arrow marked with the word “no”, to This leads us to a new question: “Are there two adjacent circles in the resulting word?” If there are, then, moving along the arrow marked with the word “yes,” we come to the second rule, which instructs us to remove these two circles. Then we move further along the arrow, which returns us to the same question, but with a relatively new word.

And so we continue to apply the second rule until the answer to the question is “yes”. As soon as the answer becomes negative, that is, the resulting word no longer contains two adjacent circles, we move along the arrow marked with the word “no,” which leads us to the third question: “Are there two circles in the resulting word?” adjacent squares.7.” If there are, then moving along the arrow marked with the word “yes”, we come to the third rule, which requires removing these two squares.

Then the arrows return us to the question as long as the answer is positive. As soon as the answer becomes negative, we move along the arrow marked with the word “no”, leading us to the end of the game.

Experience shows that after appropriate explanation using a specific example, six-year-old children master the ability to use flowcharts.

Note. Working with flowcharts has the following features: from each diamond that includes a condition (or question), two arrows emanate (one marked with the word “yes”, the other with the word “no”), indicating the directions for continuing the game if this condition is met or not met; From each rectangle prescribing some action, only one arrow emanates, indicating where to move next.

Didactic game

"Word Transformation"

(according to two rules)

The rules of this game (color table 51) differ from the rules of the previous one in that

the second rule removes three adjacent circles at once, and the third rule removes three adjacent squares.

The course of the game is the same (color table 52).

Didactic game

"Colored Numbers"

Target. Studying the composition of numbers and preparing to understand binary code and the positional principle of writing numbers.

Game material. Colored strips and cards with numbers 0 and 1.

Rules of the game. Using three strips of different lengths representing the numbers 4, 2 and 1 (the number 1 is represented by a square), the numbers 1, 2, 3, 4 are laid out and it is indicated which strips are used for each of the numbers 1, 2, 3, 4. If a strip of a certain length (4, 2 or 1) is not used, then 0 is entered in the corresponding column, if used - 1. You need to continue filling out the table.

As a result of completing this task, the numbers 1, 2, 3, 4, 5, 6, 7 will be represented using a special (binary) code consisting of the numbers 0 and 1: 001, 010, 011, 100, 101, PO, 111.

Using the same binary code, you can represent the properties of shapes.

In this game, information about a figure (shape, color, size) is provided in encoded form using binary code. The player must recognize the figure by the code or find its code by the figure.

The game involves figures of two shapes and two colors, for example, red and yellow circles and squares.

The game is played in several stages.

1. It is necessary to remember the question: ((Is the figure a circle?). The answer, naturally, can be “yes” or “no”. Let us denote by 0 the answer “yes” and by 1 the answer “years”.

ONE OF the players picks up a card with 0 written on it. The other must show the corresponding figure (circle). If the first one showed a card with 1 written on it, then the second one must show a figure that is not a circle, i.e. a square.

The reverse game is also possible: the first one shows the figure, and the second one shows a card with the corresponding code.

2. Now to the first question (Is the figure a circle!), a second question is added: (Is the figure red2.” The answer to this question is:

the same as for the first one, it is denoted by 0 if it is “yes”, and by 1 if it is ((no).

Let's look at the possible answers to both questions (remembering the order in which they are asked):

Answer Code Figure

Yes, no 00 Circle, red

Yes, no 01 Circle, non-red

No, yes 10 Nekrug, red

No, no 11 Nekrug, non-red

(square, yellow)

Note. There are cards with codes 00, 01, 10, 1]. One of the players raises the card, the other must show the corresponding figure. Then the players change roles. The reverse game is also played: one shows the figure, the other must find a card with the corresponding code.

The pieces (or cards with the code) are taken away from the one who makes a mistake. The one who has the pieces (or cards) left wins.

3. To two questions: ((Is the figure a circle!” and ((Is the figure red!” - the third question: ((Is the figure large!).

The answer to the third question, like the first two, is indicated by 0 if it is “yes” and by 1 if it is “no”.

All possible combinations of answers to three questions are considered:

Answer Code Figure

Yes Yes Yes

Yes, yes, no Yes, no, yes Yes, no, no No, yes, yes No, yes, no No, no, yes No, no, no 000 001 010 011 100 101 110

111 Circle, red, large

Circle, red, small

Circle, non-red, large

Circle, non-red, small

Non-circle, red, large

Non-circle, red, small

Non-circular, non-red, large

Non-circular, non-red, small

The third stage of the game is quite complex and can cause difficulties for children (possibly also for adults), since you need to remember the sequence of three questions. In this case, you can omit it.

Didactic game

"Colored Numbers"

(second option)

Target. Studying the composition of numbers and preparing to understand the positional principle of writing numbers.

Game material. Colored strips and cards with numbers 0, 1,2.

Rules of the game. There are two green stripes, each of which represents the number 3 (the length of the strip is three), and two white squares, each of which represents the number 1. You need to use these stripes to depict any number from 1 to 8 and on the right in the table indicate how many stripes of each color are used to represent each number (as was done for the numbers 1, 2, 3, 4).

As a result of filling out the table, we obtain a representation of numbers from 1 to 8 using a unique (ternary) code consisting of only three digits 0, 1, 2 - 01, 02, 10, 11, 12, 20, 21, 22.

Didactic game

"Knight's Move"

Target. Familiarization with the chessboard, with the method of naming the fields of the chessboard (idea of ​​the coordinate system), with the move of the chess knight. Measuring the development of thinking.

Game material. Carved images of white and black horses. (If you have chess at home, you can use a real chessboard and chess knights.)

Rules of the game. At the beginning, the game is played on part of the chessboard, consisting of nine black and white fields (color table 55).

First of all, children learn to call each cell, each field with its own name. To do this, it is explained to them that all the fields in the left column are designated by the letter A, the middle column by the letter B, and the right by the letter B: All fields of the bottom row are designated by the number 1, the middle row by the number 2, and the top by the number 3. Thus, each field has a name consisting of a letter indicating which column the field is in, and a number indicating which row it is in. It is enough to name a few fields as examples, and children can name the name of each field without any difficulty. The adult shows the children a certain field, and they say his name (A1 - A2 - A3 - B1 - B2 - BZ - B1 - B2 - VZ); When children say the name of a field, they show it.

Then they are explained how a chess knight moves: “A chess knight moves not across adjacent fields, but through one field, and not straight, but obliquely,

for example from A1 to B2 or to BZ, from A2 to B1 or to BZ, etc.”

One of the players places the knight on a certain field, the second names this field and shows which fields it can move to. After sufficient training, they discover that if a knight stands on any square except B2, it has two moves. If he stands on the B2 field, then he does not have a single move.

The game is then complicated by the introduction of two knights, black and white, and the formulation of the problem: “The white knight knocks out the black one (or vice versa).” It is quite clear that the complexity of this task depends on the initial position of the knights. First, simple tasks are proposed: for example, the white knight is on the A2 square, the black one is on the BI square. The winner is the one who quickly guesses how to knock out the other knight with one move. Then the game becomes more complicated, a two-move task is proposed: for example, the white knight is on the A1 field, the black one is on the B1 field. This challenge gets kids thinking. Some, breaking the rules of the game, knock out the knight in one move. Therefore, it is necessary to explain all the time that you need to walk only according to the rules of the game, according to the rules of the knight’s move. Some guess that two moves are needed (A1 - BZ - B1). Then the game is transferred to a part of the chessboard (color table 56), consisting of 16 fields, on which there are more opportunities for solving multi-move problems in the game of knocking out a knight.

At the beginning, this game is played like this: each player plays the role of one of the chess knights. Both knights occupy certain squares, and one of the knights tries to knock out the other. Subsequently, both horses move, chasing one another.

The game can also be used to measure the development of children's thinking. To do this, play the following game: they ask the child to move the knight until the first wrong move and record the number of correct moves. After three or four months the game is repeated. It again records the number of correct moves. The development of the child's thinking achieved during this period is measured by the difference n2n1, where 1x is the number of correct moves at the beginning of the period under study, and n2 is the number of such moves at the end of this period. (It is necessary, however, to take into account that if the child already knows how to play chess at least a little, the described method for measuring the development of thinking is not applicable.)

Didactic game

"Computing Machines III"

Target. Formation of ideas about the algorithm in one of its mathematical refinements (in the form of a “machine”), about the principle of software control of the operation of the machine.

Game material. Red circles, pointer (machine head), carved in the shape of a hand and index finger, memory of the machine and program (color plate 59).

Preparation for the game (color table 57, 58, 59).

Description of the machine.

The machine consists of a memory and a head.

The machine's memory is depicted as a tape divided into cells (cells). Each cell is either empty or contains a specific symbol. As such, we took a red circle.

The head looks at only one memory cell at a time.

The machine can do the following:

a) if the head is looking at an empty cell, the machine can use the “ ” command to place a circle there;

b) if the head looks at a filled cell, the machine can, using the “X” command, remove this circle from the memory cell;

c) on the “-” command, the head moves to the right one cell;

d) on command “<-» головка сдвигается влево на одну клетку;

d) on command “D” the machine stops, finishing the job.

The machine can also stop in those cases when, by command “”, it must put a circle in an already filled cell or, by command “X”, remove a circle from an empty cell. In these cases, we will say that the car has “deteriorated”, “broken down”.

The machine does the job strictly following the program.

A program is a finite sequence of commands. The picture of the color table 57 shows two programs A and B and how the machine works according to these programs.

Program A consists of three teams. Three cases (a, b, c) of execution of this program are shown, differing in the initial state of memory and the position of the machine head (pointer):

a) before the machine starts operating, one circle is stored in memory and the head looks at this filled memory cell. When starting to execute the program, the machine executes command number 1. It instructs the head to shift one cell to the right and proceed to the execution of command 2 (at the end of command 1 is the number of the command to which the machine should proceed). On the second command, the machine fills the empty cell that the head is looking at with a circle and proceeds to execute the third command, which orders the machine to stop. What work did the machine do in this case? Before starting work, one circle was stored in memory, and after finishing work - two, i.e. she added one circle;

b) if before the machine starts operating, two circles are stored in its memory, then after executing the same program A there will be three of them. This means that the “adding” of 1 occurs here too.

We can call program A program addition 1;

c) this version depicts the case when the machine, while executing program A, breaks down. Indeed, if before starting work two circles are stored in memory and the head looks at the left filled cell, then after executing the first command, i.e. shifting to the right by one cell, it again looks at the filled cell. Therefore, when starting to execute the second command, which instructs to place a circle in the cell it is looking at, the machine breaks down.

The task arises to improve (improve) the program for adding 1.

Program B. Such an improved program of addition 1 is program B. It includes a new command 2 - conditional transfer of control. This program works like this:

a) before work starts, two circles are stored in memory and the head looks at the left filled cell (note, exactly the same situation when, while executing program A, the machine broke down). On the first command, the head moves one cell to the right and the machine proceeds to execute command 2. Command 2 indicates which next command to move to, depending on whether the head is looking at an empty or filled cell. In our case, the head looks at the filled cell, which means we need to look at the bottom arrow of command 2, marked filled

cell. This arrow indicates that you need to return to command 1. This means that the head once again moves one cell to the right and the machine proceeds to execute command 2. Now, since the head is looking at an empty cell, you need to look at the top arrow command 2, which indicates the transition to command 3. On command 3, the machine places a circle in the empty cell that the head is looking at and proceeds to execute command 4, i.e. it stops.

As we see, in approximately the same situation, the machine, working according to program A, broke down, and while executing program B, successfully completed addition 1;

b) in this case, the operation of the machine according to program B is simulated, if before the start of work three circles are stored in memory, and the head looks at the leftmost filled cell.

The figure of the color table 58 shows two subtraction programs 1: program B, the simplest, which, however, does not work in all cases (in the case of the machine breaking down), and program D, improved, with a conditional transfer of control command .

Only after you have carefully studied the operation of the machine using programs A, B, C, D (color table 57-58), you can proceed to the game (color table 59) using the same programs.

One of the players sets the initial situation, i.e., places several circles in consecutive memory cells, places the machine head against one of the filled cells and indicates one of the programs (A, B, C or D). The second should simulate the operation of the machine according to this program. Then the players change roles.

The winner is the one who, imitating the operation of the machine, makes fewer mistakes.