Description of mathematical games for preschool children. Didactic game "Hide and Seek". DIY math toys from Anna Usova

Teaching mathematics to senior preschoolers is a responsible and difficult task. How to tell a five to six year old kid about time and space, numbers and magnitudes, so that it is both interesting and informative? A variety of didactic games and play exercises, and the material for their implementation does not have to be bought - you can make it yourself.

Why and how to do mathematics with older children

Learning mathematics plays an important role in everyone modern stages education, from preschool to high school.

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

Karl Friedrich Gauss

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

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

Children can use counting sticks to lay out geometric shapes.

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

Problems of teaching mathematics in the senior group

A number of tasks have also been identified for the main sections of the mathematics teaching program. The tasks of familiarizing children with counting and quantity are the most voluminous. This primarily refers to actions with sets (groups). Children need to be taught:

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

Learning numerical and ordinal counting within ten pursues the following educational tasks:

• familiarization with the formation of numbers from 5 to 10 using visual and practical methods;
• comparison of “neighbors” 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 items from a group by pattern or number;
• forward and backward counting;
• counting by touch, by ear, relying on the visual analyzer (sounds, movements);
• familiarization with ordinal counting, distinguishing between ordinal and quantitative counting, the concepts "Which?", "How much?";
• familiarity with numbers from 0 to 9;
• the formation of ideas about the equality of objects in terms of number;
• exercise in the ability to name the number of objects in a group on the basis of counting, in comparison of groups;
• familiarization with the composition of a number 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.

Counting skills are useful for children from the first days of school

When familiarizing yourself with the value, you should:

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

An integrated approach can achieve a greater effect in the study of mathematics by children - a combination different types activities within the lesson

The range of children's ideas about the form is being improved and expanded:

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

Work on orientation in space includes the development of skills:

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

Tasks for teaching orientation in time:

• continue to work on the formation of 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 in time using a clock model

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

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

Lesson as the main form of teaching mathematics at a preschool educational institution

It is possible to develop the mathematical concepts of older preschoolers at different times: during the hours of the morning reception, during the afternoon walk and in the afternoon. The forms of work are also varied: individual (with 1-3 children), group (with groups of 4 to 10 children) and collective, that is, with all the children at once. The teacher can achieve the highest results by skillfully combining all three forms of education. The main form of work on FEMP is traditionally directly educational activity (GCD).

Visual aids help to assimilate abstract knowledge

It is such an occupation, which covers all children of the group, that allows them to systematically and most fully give them knowledge that is difficult for children to perceive, equip them with skills and abilities in accordance with the requirements of federal state educational standards (hereinafter FSES) 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 the mathematics class first, and after it - physical education, music or visual activity... Classes with increased mental stress are not carried out 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 representations has a clear structure. The duration of the lesson is usually 25 minutes, but it can be a little longer if the teacher plans the integration of educational areas (combines mathematics with ecology, drawing, application).

The structure of a lesson in mathematics in the senior group of a preschool educational institution:

1. Introductory part. Organization of children, message of the topic, motivation of educational activities (2-3 min).
2. Main part. Depending on the type of lesson, it may contain acquaintance with new material, consolidation and reproduction of knowledge, practical application of the acquired knowledge in exercises, performing various tasks (18–20 min).
3. Final part. Summing up and brief analysis 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 done, learn, etc. This will give the children confidence in their abilities, set them up for active mastering of the material in the next lessons (2-3 min ).

In the middle of the lesson, a physical education minute is required. It can be of mathematical content or even in the form of a didactic outdoor game: for example, children are given the task to make the number of movements (bends, squats, jumps) equal to the number on the card shown by the teacher.

Funny physical education will quickly relieve fatigue and stress

The main techniques used in the FEMP classes in the senior group

Practical, visual and verbal methods training methods. Moreover, if all of them are closely interrelated and complement each other, then they allow you to fully reveal the topic of the lesson and achieve high results.

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

Distinguish between reproductive and productive exercises:

Children simply won't be able to assimilate abstract mathematical concepts without visual reinforcement. Visual techniques are present at every FEMP lesson. It:

• demonstration;
• modeling;
• sample showing.

Among the verbal techniques, the most common are:

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

Such mathematical operations as analysis, synthesis, comparison, generalization in the FEMP lesson can act as independent x techniques with the help of which the tasks of GCD 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 by one;
• application and overlay;
• matching pairs;
• dividing the group into two and uniting the groups (composition of the number);
• division of the whole into parts;
• weighing.

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

• When comparing objects in size, use the selection technique (choose the largest matryoshka, the smallest mushroom).
• When familiarizing with the form, the methods of examination are relevant (children circle the figures along the contour, looking for their corners, sides, center) and transformations (they get a square from two triangles).
• Teaching orientation in space is impossible without verbal techniques (making up sentences with prepositions and adverbs indicating the position of objects in space) and practical actions (going forward, backward, putting the toy on the upper, lower shelf, raising your left hand, turning 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 the FEMP lesson, but also in all types of employment in the preschool educational institution. However, in organized educational activities, play does not serve as a means of entertainment for the child, but contributes to the fulfillment of pedagogical goals and objectives. Therefore, they call it didactic, that is, teaching.

The role of didactic games in the FEMP class in the older group

Undoubtedly, play is the leading activity in senior preschool age, and should be used in the classroom as often as possible. GCD (directly educational activity) for the development of mathematical representations is usually organized in a playful way, using several games during it, attracting fairy-tale characters, unusual plots. However, one should not forget that mathematics classes have a didactic goal, according to which one should in reasonable proportions combine game entertaining moments with exercises and tasks that require the manifestation of mental effort, attention, concentration, perseverance. It has educational benefits and is consistent age characteristics children: more and more they like not just to play, but to learn new things, to win, to achieve results.

Some games can consist of math leisure activities, hobby groups. Mostly from games of a different nature, and open class according to FEMP, in which the teacher demonstrates to colleagues his achievements and developments in the field of using didactic games for solving educational problems.

Games and game moments in FEMP classes of different types

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

• classes on communicating new knowledge to children and their consolidation;
• classes on consolidating and applying the received ideas in solving practical and cognitive problems;
• accounting and control, testing classes;
• combined classes.

Each type of activity has its own characteristics, and the use of games and game moments on them is different.

Classes on mastering new material

Learning new material contains a lot of information and practical activities. Didactic games on them are carried out in the second part, to consolidate what has been heard. Also, the teacher uses the play moment to motivate cognitive activity, to arouse children's interest in mastering a new topic. You can use such a playful technique as the appearance fairytale character with a problem, the solution of which requires mastering 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 the circle into two and four equal parts, and what these parts of the circle are called. " It would seem like the usual beginning of the lesson.

But then crying is heard outside the door (the work of the assistant educator). The teacher leaves and returns with two teddy bears. The cubs brought with them a circle of cheese (a flat double-sided model, which is better to print and glue to better match real cheese).

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

The cubs are very upset. They were presented with a large piece of cheese, but they do not 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 have come to the children for help.

The teacher happily accepts the guests: “Come in, cubs, make yourself comfortable. You are on 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: "And what is the shape of the cheese in our cubs?" - "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. "

In this way, the motivation of children is created; 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 identical 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 a minute of physical education, you can conduct one didactic game to consolidate what was previously studied, but related to the topic of the lesson, for example, "Count and show the number." The teacher shows pictures depicting forest dwellers (three bunnies, five squirrels, two hedgehogs), and the children raise a card with the corresponding number.

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

On free sale you can find a large number of ready-made visual aids on FEMP

Classes to consolidate what has been learned

In the classroom for consolidating and applying the knowledge gained, didactic play is given more space. In combination with didactic exercises, the game contributes to a quick and, what is most beautiful, not boring deepening and generalization of knowledge. A combination of play, study and work activities will be appropriate here, which will allow the formation of practical skills and abilities. Elements of search, experiment, experience will be useful. A fairytale hero may come to visit again, but not with a problem, but with a request to help, teach.

For example, when fixing the topic “Measuring the 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 there are "plans of the area": ​​drawings showing a house and three lines to it, a straight line and two broken lines. Plans are given one at a time to teach children how to work in pairs, foster cooperation and mutual assistance. Each child has conventional cardboard measurements. Parts of the "broken" tracks must correspond in length to a conventional measure, a straight track must contain the measure an integer number of times.

A task for measuring with a conventional measure can also be clothed in a game form.

Children perform the task by measuring the tracks and denoting the number of fitted conventional measurements with dots on each track. Together they come to the conclusion: the straight path is the shortest.

Little Red Riding Hood thanks the guys and offers to play the games "Learn a geometric body by description" (Little Red Riding Hood then takes them out of his basket), For example: “My mom 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 overlap with the general theme.

Testing sessions

Testing sessions are held at the end of the six months and school 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 mastery of the material by children in different directions. At such sessions, 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 logic tasks.

Each lesson with an experienced, passionate educator is fun, lively, in motion. The kids are busy with various adventures: they travel, look for answers to riddles, help fairytale heroes or forest dwellers, and all this is emotional, joyful, and eager.

Often, a modern complex or integrated lesson in FEMP is a story united by a single plot with an interesting beginning, a logically developing chain of events during which educational and upbringing 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.

In the FEMP lessons, all three types are used.

Object games use:

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

Board-printed games can be purchased in specialized stores, but it is quite possible to make them yourself, and in such a number of copies that every child or every pair of children would be enough for the lesson. It:

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

The didactic game "Put the car in the garage" will help to consolidate the knowledge about the composition of the number

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 of mathematical content, in which you need to insert a missing word, give an answer to a riddle, a question.

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

• games with numbers and numbers;
• orienteering games in time periods;
• orienteering games;
• games with geometric shapes;
• games for logical thinking.

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

A separate group is made up of mobile and finger games mathematical content: in them, the child must not only answer questions, think, but also perform certain actions according to 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 bodies and shapes, but also to demonstrate dexterity, speed, ability to navigate space.

Photo gallery: samples of homemade printed FEMP games

The game "Animals for a walk" uses images of animals. Game "Figures, 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

To properly organize and conduct a lesson in mathematics, you need to decide on its topic and tasks. The educational tasks of the GCD, in accordance with the programmatic and methodological requirements, become more complicated during the academic year: first, there is a repetition of what was studied in the middle group, then new material is given, which is systematically repeated and deepened. At the end of the academic year, generalizing classes are held.

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

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

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

A few tips for young teachers on the organization of play lessons.

About games and exercises

Don't oversaturate the activity with the game. Let it be in moderation and to the place. For a subject lesson, two or three games are enough, for a complex one, their number can be increased to five or even six - provided that two of them are short fun games that do not require much attention and mental effort. You can combine three or four games and a quiz or guessing riddles. Some educators, trying to make the lesson rich, use many diverse games, so the children get tired, and the teacher himself, not keeping up with the allotted time, hurries up and nullifies the result. The lesson should have a place not only for play and exercise, but also for a small poem on the topic, a short conversation, time to think about questions.

Games are interesting, but you don't need to oversaturate your activity with them.

About answers and errors

Do not get exact and correct answers from absolutely all children. Call those who actively but culturally declare their desire to speak out, encourage them for correct answers. If the child is mistaken, it is better to turn to the children themselves and ask if they would like to add something. The mistake must be corrected, it is impossible for the wrong answer to be deposited in the memory of the children. If you see that the child knows and wants to answer, invite him to speak, but do not insist in case of refusal.

With those who jump up, interrupt others, shout, you need to lead a painstaking individual work to foster patience and respect for comrades.

About demo material

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

The carpet printer will successfully replace the usual demonstration board

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, the children performed the tasks of the Winter sorceress in order to receive her gift. All this time on the board was " snowdrift"From whatman paper, consisting of superimposed" snowdrifts " different sizes... With each successfully completed stage, the children blew on the "snow", the teacher removed one layer of Whatman paper, 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).

Sorceress Zima finally gave the children the first flower (the lesson was held at the end of February). And on back side the last "snowdrift" children were able to read her message: "Spring is near." Such completion of the lesson created a joyful high spirits among the children, who, of course, already missed the warmth of spring. But an interesting idea of ​​the teacher might not have worked and might not have caused 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 is the main value of a surprise moment

Therefore, it is not enough to think about a surprise moment, you need to make sure that the children do not know about it in advance. It is better to prepare a surprise in the absence of pupils, for example, invite them to go to the locker room and play 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 quickly and more clearly explain to them what the year and months are, if you draw the sun, divided into four parts, with twelve rays. Drawing should be accompanied by a story, an explanation (such drawing is called commented). The image of the year in the form of a circle will help preschoolers to realize the cyclical nature of time intervals and their invariability in following each other.

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

Table: synopsis of the FEMP lesson on the topic "Visiting Autumn", author Marina Korzh

Homemade printed didactic game "Let's Help the Squirrel Gather Mushrooms" trains the ability to compare numbers

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

Didactic game Snowmen

Rules of the game. You need to carefully look at the drawing and indicate how the snowmen differ from each other. Two people play, and the one who indicates more 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 a game, an adult can address a child like this:

“Here is a hare by the river He stood on his hind legs ... Before him are snowmen With brooms and in hats. The hare looks, he has become quiet. He only eats carrots, But what is different between them - He cannot understand.

Now look at the drawing and help the bunny understand what is different for 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 carefully look at the pictures and point out the differences in matryoshka dolls. Since it is difficult for a preschooler to compare four objects at once, at first you can play a game on the questions, figuring out why the child gives exactly such an answer.

Questions: do the nesting dolls have the same hair? Are the handkerchiefs the same? Are the legs of the matryoshka 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 any questions.

Didactic game

"Boys"

Target. Fix account and ordinal numbers. Develop ideas: "high", "low," thick "," thin "," thickest "," thinnest "," left "," right "," left "," right "," between ". Teach your child to reason.

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

What are the boys' names?

In the same city lived inseparable friends: Kolya, Tolya, Misha, Grisha, Tisha and Seva. Look carefully at the picture, take a stick (pointer) and show who's name, 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 lowest boy. You yourself can find out who is named Tolay. 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?

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 to the right of Tolya? Who is to the right of Tisha? 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 these boys fit their friend Petya, how many boys will there be then?

Didactic game

"Talking on the phone"

Target. Development of spatial representations.

Game material. Stick (pointer).

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

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

Didactic game

"Constructor"

Target. Formation of the ability to decompose a complex figure into those that we have. Workout for a count of ten.

Game material. Multi-colored figures.

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

The game can be started by addressing the children with the following verses:

Took a triangle and a square

He built a house out of them.

And I am very happy about that:

Now the 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 down lightly

And suddenly I got a Christmas tree.

First, choose two circles-wheels,

And put a triangle between them.

Make a steering wheel out of sticks.

And what a miracle - the bike is worth it.

Now go for a ride, schoolboy!

Didactic game

"Ants"

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

Game material. 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 the big green square is the big black ant, the big red triangle is the big red ant, the small green square is the small black ant, the small the red triangle is a small red ant. You should try to make the child understand this. While showing the named figures, he should name the corresponding ants.

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

ants. Black ants could only walk on black paths, and red ants only on red ones. Big ants they walked only through large gates, and small ones only through small ones. And then the ants met by the tree, from where all the paths began. Guess where each ant lives and show him the way. "

Didactic game

"Compare and fill in"

Target. Ability to carry out visual-mental analysis of the way the figures are located; consolidation of ideas about geometric shapes.

Game material. A set of geometric figures.

Rules of the game. Two are playing. Each of the players must carefully examine his tablet 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 winner is the one who correctly and quickly copes with the task.

The game can be repeated by arranging the figures and question marks in a different way.

Didactic game

"Fill in empty cells"

Target. Consolidation of ideas about geometric figures, the ability to compare and compare two groups of figures, to find distinctive features.

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

Rules of the game. Two 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 (complication in comparison with game 7), find a pattern in their arrangement and fill in the empty cells with question marks. The winner is the one who correctly and quickly copes with the task. Then the players can exchange the signs. You can repeat the game, placing the figures and question marks in a different way in the table.

Didactic game

"Where do which figures lie?"

Target. Acquaintance with the classification of figures by two properties (color and shape).

Game material. A set of figures.

Rules of the game. Two are playing. Each has a set of shapes. Make moves alternately. Each move consists in 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), which figures are located in the top row, middle, bottom; in the left column, in the second from the right, in the right column.

A penalty point is awarded for every mistake in the positioning of the pieces or in answering the questions. The winner is the one who scored fewer of them.

Didactic game

"Traffic rules"

Target. Formation of ideas about conditional permissive and prohibiting 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. Color table 10 shows two variants of the game.

Option 1 . First, all the figures move to their houses along the same road. But here is the first crossroads on the way. The road bifurcates. Only rectangles can go straight, since there is a permissive sign (rectangle) at the beginning of the road. The rectangles cannot go to the right, since at the beginning of this road there is a prohibiting sign (crossed out rectangle). Hence, by the method of excluding the rectangle, we conclude that all other figures (circles, squares, triangles) can go to the right. Further the road bifurcates again. Which pieces can go to the right? Which left? And at the last intersection, which figures can go straight, which ones can go to the right?

After such preparation, the movement of the figures begins to their houses. After the end of the movement of the figures, you need to indicate in which of the four houses which figure lives, 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 figures (red, yellow, green) are taken into account 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 the method of elimination.

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

Every mistake in the passage of figures to their houses is punished with a penalty point. By alternately leading the pieces to their houses, the one of the players is considered the winner who scored the fewest penalty points.

Didactic game

"Third wheel"

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

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

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

Then you can take another batch of animals (tiger, fox, seagull, dog, turkey, etc.), designate them with figures from the set and find them the right place 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 in connection with the need to remember what the figures represent.

Didactic game

"The Absent-minded Artist"

Target. Development of observation and counting to six.

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

Rules of the game. It is necessary to take the necessary numbers from the set and correct the mistakes of the absent-minded artist. Then count to six, indicating the appropriate number of items. Five items are 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 Basseinaya street

One artist lived

And sometimes absent-minded

For weeks he was.

Once, having drawn birds, he put the wrong numbers on the pictures out of absentmindedness. 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. The count is within ten. Acquaintance with ordinal numbers. Acquaintance with the concepts "first", "last", "addition" and "subtraction".

Game material. Numbers.

Rules of the game. Count the number of items in each set. Correct errors by putting the desired number from the set. Use ordinal numbers: first, second, ... tenth. Fix ordinal numbers, naming objects (for example, turnip - first, grandfather - second, grandmother - third, etc.).

Solve the simplest tasks.

1.A chicken and three chickens were walking in the yard. One chicken got lost. How many chicks are left? And if two chickens run to drink water, how many chickens will be around 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 away to peck at the leaves?

3. How many goslings are in the picture? How many goslings will remain if one gosling hides? How many goslings will remain if two goslings run away to peck the grass?

4. The grandfather, the woman, the granddaughter, the bug, the cat and the mouse are pulling out the turnip. How many are there in total? If the cat runs after the mouse, and the Beetle 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 much will remain? Who will be the first? Who is last? If the cat runs after the mouse, how much will remain? Who will be the first? Who is last?

You can create other tasks as well.

Didactic game

"Fix the Blanket"

Target. Acquaintance with geometric shapes. Composing geometric shapes from data.

Game material. Shapes.

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

Once upon a time there was Buratino, who had a beautiful red blanket on his bed. Once Buratino went to the Karabas-Barabas theater, and Shushar's rat gnawed holes in the blanket at that time. 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 on the disc. Didactic game

"Shop"

Target. Development of attention and observation; to teach to distinguish similar objects in value; acquaintance with the concepts of "upper", "lower", "medium", "large", "small", "how much".

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

1. Shop. The sheep had a shop. Look at the store shelves and answer the questions: How many shelves are in the store? What's on the bottom (middle, top) shelf? How many cups (large, small) are in the store? What shelf are the cups on? How many nesting dolls are in the store (large, ma ¬

lazy)? What shelf are they on? How many balls are in the store (large, small?) On which shelf are they? What is it: 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 morning the sheep put out the same goods in the store.

2. What did you buy grey Wolf? One day, before the New Year, a gray wolf came to the store and bought gifts for his wolf cubs. Look closely and guess what the wolf bought.

3. What did the hare buy? The day after the wolf, a hare came to the store and bought new Year gifts for rabbits. What did the hare buy?

Didactic game

"Traffic lights"

Target. Familiarization with the rules of passage (passage) of 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 superimposing red, yellow or green circles), cars and figures of children going in different directions.

2. The second leads through the intersection of the car (on the road) or figures of children (on pedestrian paths) in accordance with the rules of the road.

3. The players then switch roles. Considered different situations determined by the colors of traffic lights and the position of cars and pedestrians.

The one of the players who accurately solves all problems arising in the course of the game or makes fewer mistakes (scores fewer penalty points) is considered the winner.

Didactic game

"Where is whose home?"

Target. Development of observation. Consolidation of ideas "higher - lower", "more - less", "longer - shorter", "lighter - harder".

Game material. Shapes.

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

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

Go back to the drawing of color table 18 and place each animal where it can live. For example, a fox can be placed in a zoo or in a forest.

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

Answer the questions, who is higher: a giraffe or a bear; elephant or fox; bear or hedgehog? Who is longer: lion or 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 by numbers.

Game material. Polygon, triangles, figures of astronauts.

Rules of the game. The game is carried out in several stages.

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

2. The game involves two astronauts. They rotate the top one by one. Fall 1 means going up one notch; loss 2 - rise

two steps; falling out of the red edge - going up three steps, falling out of the black one - going down two steps (the astronaut forgot

take something and must return).

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

4. First, the cosmonauts are located on the main platform and rotate the top in turn. If the astronaut stood on the launch pad and the black edge falls out to him, then he remains in place.

5. There are six steps from the main platform to the first recreation area, from the first recreation area to the second recreation area - more

six steps; from the second rest area to the launch site - 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 starts. The winner is the one who flies away on a rocket.

Didactic game

"Fill in the square"

Target. Arrangement of items according to various criteria.

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

Rules of the game. The first player places any geometric figures in the squares that are not numbered, for example, a red square, a green circle, a yellow square.

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

horizontally (right and left) and vertically (below and above) there were figures that differed both in 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 places (cells) of the square.

Didactic game

"Piglets and the Gray Wolf"

Target. Development of spatial representations. 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 of straw. Nuf-Nuf also liked to sleep, but he was not as lazy as Nif-Nif, and he built himself a house of wood. Naf-Naf was very hardworking and built a brick house.

Each of the pigs lived in the forest in his 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 wand and show me which path the gray wolf took.) ”.

IF the path led to the Nif-Nif house, then the tale can be continued like this: “So, the gray wolf came to the Nif-Nif house, who got scared and ran to his brother Nuf-Nuf. The wolf broke the house of Nif-Nif, saw that there was no one there, but there were three sticks, got angry, took these sticks and went along the road to Nuf-Nuf. Meanwhile, Nif-Nif and Nuf-Nuf ran to her brother Naf-Naf and hid in a brick house. The wolf approached the house of Nuf-Nuf, broke it, saw that there was nothing but two sticks, became even more angry, took these sticks and went to Naf-Naf. When the wolf saw that the house of Naf-Naf was made of bricks and that he could not break it down, he cried out of resentment and anger. I saw that there was one stick near the house, took it and the hungry one left the forest. (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 the house of Naf-Naf.

If the wolf immediately gets to Naf-Naf, then he leaves with one stick. The number of sticks a wolf has is the number of points scored by him (6, 3 or 1). It is necessary to strive for the wolf to score as many points as possible. Didactic game

"There are many examples - there is only one answer"

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

Rules of the game. The game has two options.

1. Two are playing. The presenter puts on a red square a card with any single-digit number, for example, the number 8. Numbers are already marked in the yellow circles. The second player must add them to the number 8 and, accordingly, put cards with the numbers 6, 7, 5, 4 in the empty circles. If the player did not make a mistake, then he gets a point. Then the host changes the number in the red square and the game continues. It may happen that the numbers in the red square are small and it is impossible to fill in the empty circles according to the indicated rules, then the player must close them with inverted cards. Players can switch roles. The one who scores more points wins.

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

Didactic game

"Hurry up, but don't be mistaken"

Target. Consolidate knowledge of the composition of the first ten numbers.

Game material. A set of cards with numbers.

Rules of the game. The game begins with a card with a number greater than five placed in the central circle. Each of the two players needs to fill in the cells on their half of the figure by placing them on the "?" a card with such a number that when you add it to the one written in the rectangle, you get the number that is placed in the circle. If it is impossible to find numbers that satisfy this condition, then the player must close the "extra" example with an inverted card. The winner is the one who quickly and correctly copes with the task. The game can be continued by replacing the numbers in the circle (starting with five).

Didactic game

Russell Swallows

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

Game material. Cut cards with numbers.

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

Players choose any row of swallows: either swallows on the wires and the corresponding two houses on the left and right, or swallows and the corresponding houses above and below. Then the first player closes 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 rest of the birds in this row or column. He also closes his house with a card with the corresponding number. It is necessary to sort out 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 more ways of settling birds in two houses.

Didactic game

"Color the flags"

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

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

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

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

Didactic game

"Chain"

Target. Train children to perform addition and subtraction actions within ten.

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

Rules of the game. Two 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 a corresponding task for addition or subtraction, so that when moving along the arrows, all tasks are completed correctly. If the second player was not mistaken when placing the card, then he gets a point, and if he made a mistake, then he loses a point. Then the players switch roles and the game continues. The one who scores more points wins.

Didactic game

"Wood"

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" of 24 figures each (four shapes, three colors, sizes). Each figure is a carrier 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 game material"Shapes", it is necessary to study 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 "grows" figure, take, for example, green

small rectangle and start moving it from the root of the tree up the branches. Following the color guide, we must move the shape along the right branch. We got to the fork. Which branch should you move on? On the right, which has a rectangle. We got to the next bifurcation. Further, the Christmas trees show that a large figure should move along the left branch, and a small figure on the right. So we will follow the right branch. This is where a small green rectangle should "grow". We do the same with the rest of the figures.

A set of pieces is divided in half between two players making alternately their moves. The number of pieces placed by each of the players in the wrong place where they should "grow" determines the number of penalty points. The winner is the one with the lower number.

The game, conducted on the basis of the picture of the color table 28, is carried out according to the same rules.

Didactic game

"Growing a tree"

Target. Familiarization of children with the rules (algorithms), which prescribe the implementation of practical actions in a certain sequence.

Game material. A set of shapes and sticks (stripes).

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 figures, the vertices of the graph are a square, rectangle, circle, triangle, and the arrows going from one vertex to another or several indicate that after that "grows on our tree."

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

Let us give an example of conducting a game according to the rule shown in Figure 1.

We say to the children: “We will grow a tree. This is not an ordinary tree. It grows squares, rectangles, triangles and circles. But they do not grow somehow, 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, a triangle grows on the other. A triangle grows from a circle, a rectangle grows from a triangle. (Constructed according to rule 1 branch: circle - triangle - rectangle.)

No arrows emanate from the rectangle. This means that nothing grows behind the rectangle on this branch. "

After clarification of the rule, the game begins. One of the players puts a piece on the table, the other - a strip (arrow) and the next piece in accordance with the rule. Then the first player's move follows, then the second, and this continues until either the tree stops growing in accordance with the rule, or the players run out of pieces.

Every mistake is punished with a penalty point. The winner is the one with the fewest penalty points.

The game is played according to different rules (Fig. 1, 2, 3, col. Table 29), and Fig. 4 shows the beginning of a tree built according to rule 3 (starting with a square).

Didactic game

"How many together"

Target. Formation in children of ideas about natural number, assimilation of the specific meaning of the addition action.

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

Rules of the game. Two are playing. The presenter puts 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 in the corresponding squares with cards with numbers, put cards with a plus sign between them; between the second and third squares, place a card with an "equal" sign.

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

Didactic game

"How much is left?"

Target. Development of the skill of counting objects, the ability to correlate quantity and number; the 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 puts a certain number of objects in the red circle, then in the green one. The second should count the total number of objects (inside the black line) and close the first square with a 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 it with a number in the next box, put an "equal" sign.

Then determine how many items are left in the green circle and mark as well. Place the card with the corresponding number in the third square. Players can switch roles. The one who makes fewer mistakes wins.

Didactic game

"What pieces are missing?"

Target. Exercise children in the sequential analysis of each group of figures, highlighting and generalizing the signs inherent in the figures of each of the groups, comparing them, and justifying the found solution.

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

Rules of the game. Two 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 which there are small figures of three colors. Comparing the second row with the first, it is easy to see that it lacks a large square with a red circle. The empty cell of the third row is filled in the same way. This row lacks a large triangle with a red square.

The second player, reasoning in the same 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 (complication in comparison with game 8). The winner is the one who quickly and correctly copes with the task. Then the players exchange signs. The game can be repeated by placing figures and question marks in the table in a different way.

Didactic game

"How are the figures arranged?"

Target. Exercise children in the analysis of groups of figures, in establishing patterns in a set of signs, in the ability to compare and generalize, in searching for signs of differences between 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 examine the arrangement of the figures in three squares of his plate, 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 displaced by 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 is suitable for filling the other two cells.

Didactic game

"The game with one hoop"

Target. Formation of the concept of negation of a certain property with the help of the “not” particle, classification by one property.

Game material. Hoop (color table 34) and a set of "Figures".

Rules of the game. Before the start of the game, they find out what 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 they) are inside the hoop.

The players alternately put on the appropriate place one piece from the existing set.

Each faulty move is penalized with one penalty point.

After placing all the figures, two questions are asked: which figures lie inside the hoop? (Usually this question does not cause any difficulties, since the answer is contained in the condition of the already solved problem.) What figures were outside the hoop? (At first, this question is difficult.) The expected answer: “All the non-red figures are outside the hoop” does not appear immediately. Some children answer incorrectly: "Outside the hoop lie square, round ... figures." In this case, it is necessary to draw their attention to the fact that inside the hoop there are square, round, etc. 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 lie inside the hoop and there are no others there. This answer: "Outside the hoop are all the yellow and green figures" - essentially correct. Our goal is to express the property of the figures outside the hoop through the property of those that lie inside it.

You can invite children to name the property of all the figures lying outside the hoop with the help of one word. Some children guess: "All the non-red figures are 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 different versions, these difficulties no longer arise.

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

Didactic game

"Game with two hoops"

Target. Formation of a logical operation, denoted by the union "and", classification by two properties.

Game material. Hoops (color table 35) and a set of "Figures".

Rules of the game. The game has several stages.

1. Before starting the game, you need to find out where are the four areas 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 (you can circle these areas with a stick or the sharpened end of a pencil).

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

3. In accordance with the given rule, the players make moves one by one, and with each move they put one of the pieces they have on the corresponding place. In the beginning, some children make mistakes.

For example, starting to fill the inner area of ​​the green hoop with round shapes (circles), they place all the shapes, including the red circles, outside the red hoop. Then all the rest of the red figures are placed inside the red, but outside the green hoop. As a result, the common part of the two hoops is 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, tell and explain to him. In the future, he will no longer be at a loss.

4. After solving the practical problem on the position of the figures, the children answer the questions that are standard for all versions of the game with two hoops: what 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?

The attention of children is drawn to the fact that the 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 cause some difficulties, so it is necessary to help the children by analyzing the situation: “Let's remember what the hell The ¬ry lie inside a green hoop. (Round.) And outside the red hoop! (Non-red ones.) So, inside the green, but outside the red hoop all the round non-red figures lie. "

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 pieces

5) all red pieces

6) all round shapes are all green shapes

all triangular shapes

all big figures

all round shapes

all green pieces

all square shapes

Note. In variants 5 and 6, the common part of the two hoops remains empty. It is necessary to find out why there are no figures at the same time red and green, and also there are no figures at the same time round and square.

Didactic game

"The game with three hoops"

Target. Formation of a logical operation, denoted by the union "and", classification by three properties.

Game material. Game sheets (color table 36-38) with three crossing hoops and a set of "Figures".

Rules of the game. The three overlapping hoop game is the most difficult in the hoop game series.

Two colored tables (36, 37) are devoted to the preparation for the game. First of all, it becomes clear how to trace - (“t call each of the formed eight areas (the first is inside three hoops, the second is inside red and black, but outside the green ..., the eighth is outside all hoops).

Then it turns out according to what rule the figures are located.

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

After that, it turns out 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, a small one - 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 last - 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, non-small (large) non-square figures.

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

Similarly, the situation depicted in the figure of color table 37 is studied (inside the red hoop all large figures are located, inside the black - all round, inside the green - all green, etc.).

Color table 38 shows a play sheet for a game with three hoops. This game can be played by two or three (dad, mom and son (daughter), teacher and two children).

A 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 inside the green one, and all the large ones inside the black one.

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

During the first, and perhaps the second, game, difficulties may arise in the correct determination of the place for each figure. In this case, it is necessary to find out what properties the piece possesses and where it should lie in accordance with the rule of the game.

Each positioning error will result in one penalty point.

After solving a practical problem on the location of the figures, each of the players asks another question: which figures lie in one of the eight areas formed by three hoops (inside three hoops, inside red and green, but outside black, etc.)? Those who make mistakes are punished with penalty points. The winner is the one with the fewest penalty points.

The game with three hoops can be repeated many times by varying the rule of the game, that is, by changing the position of the pieces.

Of interest are also such rules in which individual areas are empty: for example, if you arrange the figures so that all red figures are inside the red hoop, all the green ones inside the green one, and all the yellow ones inside the black one; another option: inside red - all 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 a demonstrative style of thinking in children.

Didactic game

“How many? How much more?"

Target. Formation of skills in addition and subtraction.

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

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

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

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

You can organize the game in the opposite direction, that is, one of the players lays out from the cards, for example, the record 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. Formation of an idea of ​​action and composition (sequential execution) of actions.

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

Then the players switch roles. The second and third rows show cars from the 1st material. A set of figures.

Rules of the game. In our "factory" there are "machines" that change the color of a shape (first on the left in the top row), shape (middle in the top row) or size (first on 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 are playing. One of the players puts a piece on the arrow leading to the car. The second should put on the output arrow the transformed changing color and shape, shape and color (these two pairs of machines will always give the same results, since the order of performing actions does not matter here), color and size, shape and size, color and color, shape and shape (it is interesting to find that the last two pairs of machines do not change anything, since essentially two reciprocal actions are performed).

Every mistake is punished with a penalty point. The winner is the one with the fewest penalty points.

Didactic game

"Miracle bag"

Target. Formation of ideas about random and reliable events (outcome of experience), preparation for the perception of probability, solution of 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. Put two red and two yellow balls (circles) into the bag. A series of experiments is carried out to take out one, then two balls. Alternately, 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 found that if you take 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 colored table 41, only one outcome of the experiment is indicated: one red ball and one yellow ball. At the end of this series of experiments, you need to put circles in two empty windows corresponding to the rest of the possible outcomes.

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

After these experiments, it is proposed to solve the following problem: "How many balls need to be removed from the bag to be sure that at least one of the removed balls turns out to be red!"

In the beginning, of course, there may be some difficulties. An 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 mandatory). However, many children quickly realize that they need to take out three balls.

In this case, the question is appropriate: "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 turns out to be red! (Because both of them can turn out to be yellow.) Why, if you take out three balls, then you can predict in advance that at least one of the ones taken out will turn out to be red! " (Because all three balls cannot turn out to be yellow, there are only two yellow ones in the bag.)

You can offer another version of the problem: "How many balls (circles) must be removed from the bag to be sure that at least one of the removed ones turns out to be yellow!"

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

Mathematical thinking includes the ability to find the same problem in different formulations.

3. In the next reference to this game, the situation is somewhat complicated. Three red and three yellow balls are placed in the bag (circle, color table 42).

Experiments on taking out two balls are repeated. Then experiments are carried out to take out three balls. All possible outcomes are found out: all three balls taken out are red, two red and one yellow, one red and two yellow, all yellow. The figure of colored table 42 shows only one of the outcomes - one yellow and two red circles. It is necessary to put the remaining possible outcomes in three empty windows in circles.

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 one can predict that at least one of the taken out will turn out to 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 the help of leading questions, similar to those formulated above.

4. Of interest is this version of the game, 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 removed to be sure that at least one of them turns out to be red?", "How many balls must be removed to be sure that at least one of them turns out to be yellow? " These tasks have different solutions. However, to substantiate the answer, the same reasoning is required as in the previous problems.

Didactic game

Find All Roads

Target. The development of combinatorial abilities in children.

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

Rules of the game. Two are playing. Each player must move a piece from the lower left corner (asterisk) to the upper right (flag), but on one condition: from each cell you can only move to the right or up. A step is a transition from one cell to another. Each track will contain exactly three steps to the right and two steps up. In order not to get lost in counting, you can accompany each advance towards the goal with a chain of letters P and B. The letter P denotes a step to the right, and the letter B - a step up. For example, the path of the token shown in the figure can be designated by a chain of letters ППБПБ. By comparing strings 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 presenter. At the direction of the child, he divides the numbers into houses. At each fork, the child must indicate which path - right or left - to turn. If the figure turns to a prohibited 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 figure 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 conditions at the forks can also be changed.

Didactic game

"Where do they live?"

Target. Teach how to compare numbers by size.

Game material. Numbers.

Rules of the game. It is necessary to place the numbers on their "houses". Only numbers less than 1 (0) can enter house A; in house B - from the rest - the number is less than 3 (1 and 2); to house B - from the rest - numbers less than 5 (3 and 4); to the house G - numbers greater than 6 (7 and 8) and to the house D - the number that was left without the house (6).

You can offer other versions 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 live now.

Didactic game

"Computing Machines I"

Target. Formation of oral computation skills, creation of prerequisites for preparing children for the assimilation of such ideas of informatics as an algorithm, block diagram, computers.

Game material. Cards with numbers.

Rules of the game. Two are playing. One of the participants plays the role of a computer, the other proposes a task to the machine. Computing machines are block diagrams with empty input and output and an indication of the actions that they perform. For example, in Figure A of color table 47, a simple calculating machine is shown that can perform only one action - adding one. If one of the participants in the game sets some number at the entrance of the machine, for example, 3, placing a card with the corresponding number in the yellow circle, then another participant acting as a computing machine must put a card with the result at the exit (red circle) , i.e. number 4. Players can change roles, the winner is the one who made fewer mistakes. The computing machine is gradually becoming more complex. Figure B of color table 47 shows a machine performing the action of adding one twice in succession. The organization of the game is the same as in the previous case. A computing machine 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, E, F are organized in a similar way.

Didactic game

"Computing Machines 2"

Target. Exercise children in performing arithmetic actions within ten, in comparison with numbers; creation of prerequisites for assimilation of ideas of informatics: algorithm, block diagram, calculating machine.

Game material. A set of cards with numbers.

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

1. The presenter gives a single-digit number to the machine input (yellow circle), for example 3; the other, playing the role of a computer, must first of all 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 the game according to picture A, the host places a number at the "entrance". The second one should perform the indicated action. In this case, add 3. The game can be modified by replacing the task in the box.

Playing according to picture 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 "exit" (in the red circle), but also the task in the box.

When playing according to figure B, it is required to indicate the action that should be performed so that from the number at the "input" the number that is indicated at the "output" is obtained. The leader can change either the number at the "input", or at the "output", or both of these numbers at the same time.

3. The presenter gives a single-digit number to the "input". The player playing the role of a calculating machine adds two to this number until a number is obtained that is not less than 9, that is, greater than or equal to 9. This number will be the result; the player will show it at the "exit"

machine using a card with the corresponding number.

For example, if the number 3 arrived at the "input", the machine adds the number 2 to it, then checks whether the received number (5) is less than 9. Since condition 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 conversion"

Target. Formation of ideas about various rules of the game, accustoming to strict adherence to the rules, preparing children to master the ideas of computer science (algorithm and its presentation in the form of a flowchart).

Game material. Squares and circles (any color).

Rules of the game. Games "Word transformation" simulate 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 tale: “Once upon a time, people of the same kingdom knew how to write only circles and squares. With the help of long words from circles and squares, they communicated with each other. 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 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 received word two circles are next to each other, remove them; apply this rule as many times as possible; then go to the third rule.

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

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

The resulting word is the result of the transformation of this word.

The figure of colored table 49 shows two examples of word conversion according to the given rules. In one example, the result is a word consisting of one circle, in another - a word consisting of one square.

In other cases, you can still get a word consisting of a circle and a square, or an "empty word" that does not contain a single circle and not 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 colored table 50, the same rules (word conversion algorithm) are presented in the form of a flowchart, indicating exactly what actions and in what order must be performed in order to convert any long word.

We compose a word from squares and circles (from about six to ten figures). This word is set at the beginning of the game. From it, an arrow on the block diagram leads to a rhombus, inside which a question is posed, read 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, prescribing to change the square and the circle in places. 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, that is, in the received word there is not a single square located to the left of the circle (all circles are located to the left of all squares), we move along the arrow marked with the word "no", to The second brings 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, prescribing to remove these two circles. Then we move further along the arrow, which brings us back 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 "yes" follows. As soon as the answer becomes negative, that is, in the received word there are no longer two adjacent circles, we move along the arrow marked with the word "no", leading us to the third question: "Are there two adjacent squares. 7. ". If there are, then moving along the arrow marked with the word "yes", we come to the third rule, prescribing to remove these two squares.

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

Experience shows that after a corresponding explanation on specific example 6-year-old children learn the ability to use block diagrams.

Note. Working with flowcharts has the following features: from each diamond that includes a condition (or question), two arrows emanate (one is marked with the word "yes", the other - the word "no"), indicating the directions of the continuation of the game in if this condition is met or not met; from each rectangle that prescribes some kind of action, only one arrow emanates, indicating where to move further.

Didactic game

"Word conversion"

(according to two rules)

The rules of this game (col. 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 (col. Table 52).

Didactic game

"Colored numbers"

Target. Studying the composition of numbers and preparing for understanding binary code and the positional principle of writing numbers.

Game material. Colored stripes 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 some length (4, 2 or 1) is not used, then 0 is put in the corresponding column, if used - 1. You need to continue filling in the table.

As a result of 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 also represent the properties of shapes.

In this game, information about a figure (shape, color, size) is supplied in coded form using a 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 carried out in several stages.

1. It is necessary to remember the question: ((Is the figure a circle? ". The answer, of course, can be" yes "or" no. "Let's denote through 0 the answer" yes "and after 1 answer" years ".

ONE of the players raises a card on which is written 0. The other must show the corresponding figure (circle). If the first showed a card on which 1 is written, then the second must show a figure that is not a circle, that is, a square.

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

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

as well as the first, it is denoted by 0 if it is "yes", and by 1 if it is ((no.

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

Answer Code Shape

Yes, no 00 Circle, red

Yes, no 01 Circle, not red

No, yes 10 Non-circle, red

No, no 11 Non-circle, not 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 switch roles. The reverse game is also carried out: one shows a figure, the other must find a card with the corresponding code.

The one who made a mistake, the figures (or cards with the code) are taken away. The winner is the one with the pieces (or cards) remaining.

3. To two questions: ((Is the figure a circle! "And ((Is the figure red!" - the third question: ((Is the figure big! ".

The answer to the third question, as well as to the first two, is denoted 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 Shape

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, not red, large

Circle, not red, small

Non-circle, red, large

Non-circle, red, small

Non-circle, non-red, large

Non-circle, not red, small

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

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 stripes and cards with numbers 0, 1,2.

Rules of the game. There are two green stripes, each of which depicts the number 3 (the length of the strip is three), and two white squares, each of which depicts the number 1. With the help of these strips, 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 is done for numbers 1, 2, 3, 4).

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

Didactic game

"Knight's move"

Target. Acquaintance 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. Cut out images of white and black horses. (If you have chess at home, you can use a real chessboard and chess horses.)

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

First of all, children learn to name every cell, every field with their name. To do this, they explain that all the fields of the left column are designated by the letter A, the middle column by the letter B, and the right by the letter C: All fields of the lower row are designated by the number 1, the middle row by the number 2, and the upper row 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 several fields as examples, as children call the name of each field without any difficulty. An adult shows children a field, and they call his name (A1 - A2 - A3 - B1 - B2 - BZ - B1 - B2 - OT); by naming the name of a field, children show it.

Then they are explained how the chess knight moves: “The chess knight does not move along neighboring fields, but through one nole, and not directly, but obliquely,

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

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

Then the game becomes more complicated by introducing two knights, black and white, and setting 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 horses. First are offered simple tasks: for example, White horse stands on field A2, black - on field BI (OT). The winner is the one who quickly guesses how one can knock out another knight in one move. Then the game becomes more complicated, a two-step problem is proposed: for example, the white knight is on the A1 square, the black one on the B1 square. This challenge makes children think. Some, violating 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 people 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-step problems in the knock-out game.

At the beginning this game is carried out as follows: each of the players 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. Further, both horses move in pursuit of one another.

Play can also be used to measure the development of children's thinking. For this, the following game is carried out: the child is offered to move the knight to the first erroneous move and the number of correct moves is recorded. After three to four months, the game is repeated. The number of correct moves is again recorded in it. 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 studied period, 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 at least a little bit of chess, the described method of measuring the development of thinking is inapplicable.)

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 programmed control of the operation of the machine.

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

Preparation for the game (col. Tab. 57, 58, 59).

Description of the machine.

The machine consists of a memory and a head.

The memory of the machine is depicted in the form of a tape divided into cells (cells). Each cell is either empty or contains a certain sign. As such, we took the red circle.

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

The machine can do the following:

a) if the head looks at an empty cell, the machine can put a circle there on the command "";

b) if the head looks at the filled cell, the machine can, by the command "X", remove this circle from the memory cell;

c) on the command "-" "the head is shifted to the right by one cell;

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

e) at the command "D" the machine stops, finishing work.

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

The machine does the job strictly following the program.

A program is a finite sequence of commands. The figure in color table 57 shows two programs A and B and how the machine works with these programs.

Program A consists of three teams. Three cases (a, b, c) of the 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 the memory and the head looks at this filled memory cell. When starting to execute the program, the machine executes the command number 1. It prescribes to shift the head one cell to the right and go to command 2 (at the end of command 1, the number of the command is indicated, to the execution of which the machine should go). At the second command, the machine fills in 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 kind of work did the machine do in this case? Before starting work, one circle was stored in the memory, and after the end of the work - two, that is, she added one circle;

b) if two circles are stored in its memory before the machine starts operating, then after the execution of the same program A there will be three of them. This means that here there is an "addition" 1.

We can call program A the program of addition 1;

c) in this version, the case is depicted when the machine, executing program A, breaks down. Indeed, if two circles are stored in memory before starting work and the head looks at the left filled cell, then after the first command is executed, that is, shifting one cell to the right, it again looks at the filled cell. Therefore, proceeding with the execution of the second command, which instructs to put a circle in the cell at which it is looking, the car breaks down.

The task arises to improve (improve) the addition program 1.

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

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

cell. This arrow indicates that it is necessary to return to command 1. This means that the head is once again shifted one cell to the right and the machine proceeds to execute command 2. Now, since the head is looking at an empty cell, one must look at the upper arrow command 2, which indicates the transition to command 3. At command 3, the machine puts a circle in an empty cell, at which the head is looking, and goes on to execute command 4, that is, it stops.

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

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

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

Only after you have thoroughly studied the operation of the machine according to 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, that is, puts several circles in successive memory cells, the head of the machine opposite one of the filled cells and indicates one of the programs (A, B, C or D). The second one should simulate the operation of the machine according to this program. Then the players switch roles.

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

Collection of math games

(for preschool children)

Pavlodar 2016 w

Compiled by: Romanevich T.F.

teacher I / s No. 86

Pavlodar

Content

Explanatory note ……………………………………………… ..3

Games with numbers and numbers ……………………………………………… 4

Games with geometric shapes …………………………………… .11

Games by section size ……………………………………………… 18

Logic games …………………………………………………… .. 20

Explanatory note

“Children are always willing to do something. This is very useful, and therefore not only should not interfere with this, but measures must be taken to ensure that they always have something to do. "
Comenius J.

Acquaintance with the amazing world of mathematics begins at preschool age. Children with interest and desire get acquainted with numbers, learn to operate them, compare objects in size, study geometric shapes and master the skill of orientation in space and time. Mathematics provides tremendous opportunities for the development of thinking, logic and attention.

For the successful mastering of knowledge in the sections of the formation of elementary mathematical representations (FEMP), a large role is assigned to didactic games. Play is the leading type of activity for children; only in play does the child subtly acquire and successfully consolidate knowledge.

Each of the FEMP games solves a specific problem of improving the mathematical (quantitative, spatial, temporal) representations of children.

Didactic games are included directly in the content of FEMP lessons as one of the means of implementing program tasks, as well as for individual work to consolidate children's knowledge in the afternoon. Didactic games in the structure of the FEMP lesson are determined by the age of the children, the purpose, purpose, and content of the lesson.

I bring to your attention the author's didactic games.

Games with numbers and numbers

1. Didactic game "Collect flowers"

Age 5-6 years

Target: fix the composition of the numbers 5, 6, 7, 8, 9, 10.

Equipment: petals with examples for the composition of numbers 5, 6, 7, 8, 9, 10, middle with numbers 5, 6, 7, 8, 9, 10.

Methodology:

The teacher invites the children to collect beautiful flowers. He lays out the centers of flowers on the tables, petal cards are handed out to children. At the signal, children must find the right center and collect the flower. The winner is the team that correctly and quickly collects its daisy.

2. Didactic game "Sleigh"

Age 5-6 years

Target: to consolidate the ability to distinguish the neighbors of the number.

Equipment: cards- sleighs with numbers, cards with numbers.

Methodology:

The teacher suggests going on a winter sled ride. Children choose any cards they wish: some with numbers, some with sleds. After that, the teacher arranges the children in two ranks: with sleds in one, and with numbers in the other. Draws attention to the sleigh to go: you need to find your rider. The children carefully examine their cards and look for their match: the child with the missing number card. Those who have found each other form a sleigh and are waiting for all the children. As soon as everyone gets up in pairs, they go for a winter walk in the group, after making a circle, they lay out the cards again on the table and the game continues.

The game can be played up to three times.

Age 5-6 years

Target: fixing forward and backward counting within 10.

Equipment: cards in the form of nuts and mushrooms with numbers from 1 to 10, two multi-colored strings, a picture or a toy squirrel.

Methodology:

The teacher makes a riddle about the squirrel:

From branch to branch

I can fly.

Red-haired tail

No one to catch.

Once upon a time in the summer

I play in the forest

Need mushrooms

Collect for winter.

(Squirrel)

Demonstrates a picture or a toy of a squirrel, asks to help the squirrel: collect nuts and mushrooms. Gives the task to collect nuts from one to ten, stringing them on strings, and mushrooms from 10 to one.Checks implementation, asks the child to name the numbers in forward and backward order.

Complications:

You can collect even numbers and odd numbers in forward and backward order.

Age 5-6 years

Target: fix the composition of the numbers 6,7,8.

Equipment: three baskets with cells, cards carrots and cabbage with examples for the composition of the numbers 6,7 and 8.

Methodology:

The teacher makes a riddle about autumn:

I carry the crops, I sow the fields again,

I send the birds to the south, I undress the trees,

But I do not touch pines and trees, I.

(Autumn)

Conducts a conversation about the concerns of collective farmers in the fields in the fall.

Offers help to collect carrots and cabbages by arranging them correctly in baskets.

Checks the completion of the task (you can offer counting sticks for verification).

Complications:

You can offer children a competition: who will harvest the harvest faster and correctly?

5.

Age 5-6 years

Target: to consolidate the ability to compare numbers using more, less and equal signs, to distinguish numbers from 1 to 12.

Equipment: a picture of Baba Fedora, cards with a picture of dishes, small white sheets of paper, paper clips, simple pencils.

Methodology:

The teacher reads out an excerpt from the fairy tale by K. I Chukovsky "Fedorino grief":

"And the pan on the run

She shouted to the iron:

"I run, I run, I run,

I can't resist! "

So the kettle is running after the coffee pot,

Chatters, chatters, rattles. "

Guys, what kind of fairy tale are the dishes from? What happened to her? Who offended her? How can we help Fedora?

To return the dishes, you need to correctly place the signs: more, less or equal!

Invites children to carefully consider the card and complete the task.

6. Didactic game "Fishing"

Age 5-6 years

Target: introduce and consolidate the composition of the numbers 6, 7 and 8.

Equipment: fish cards with examples for the composition of the numbers 6,7 and 8; 3 buckets with cells.

Methodology:

The teacher invites the children to put the fisherman's catch in buckets.

Guys, we need your help - we urgently need to feed the inhabitants of the water park: a polar bear eats fish only 8 kg, a seal - 6 kg, and a dolphin - 7 kg. You can't make a mistake, be careful.

Children choose a fish card and put it in the right bucket.

The teacher checks the correctness of the implementation. You can choose a captain who will check all the folded fish in the bucket.

7. Didactic game "Big wash"

Age 5-6 years

Target: introduce and consolidate the composition of the numbers 8, 9 and 10.

Equipment: cards of things with examples for the composition of the numbers 8, 9 and 10; three washing machines with cells.

Methodology:

Invite the children to put the laundry in the automatic washing machines.

Guys, the holiday on March 8 is approaching, in order to give mom a gift, let's help her do the laundry.

8. Didactic game "Help the bees get home"

Age 5-6 years

Target: introduce and consolidate the composition of the numbers 5,6,7 and 8.

Equipment: bee cards with examples for the composition of the numbers 5,6,7 and 8; three pieces of evidence with cells.

Methodology:

The teacher pays attention to the houses attached to the board, specifies whose they are.

Creates a problematic situation:

The bees need to get home, but they cannot do this, because they do not know which house they are.

The children agree to help, choose a bee card and put it on the right piece of evidence.

As soon as all children cope with the task, the teacher checks the correctness of the task and thanks the children for their help.

Complications:

You can offer the children a competition: who will help the bees get home faster.

You can play individually and in subgroups.

The test can be performed by a child who has mastered the composition of numbers well.

9. Didactic game "Sea voyage"

Age 5-6 years

Target: to consolidate the ability to solve examples on + and - within 6 - 11.

Equipment: boat cards with examples for + and - ranging from 6-11; four berths with cells.

Methodology:

The teacher invites the children to go on a sea voyage, choosing a boat, and disperse in a group. Children choose a boat card, walk around the group, carefully examine it, consider their example. At the signal of the teacher "Moor!": The children choose the desired berth and moor their boat.

The teacher checks the correctness of the assignment.

Geometric shape games

1. Didactic game "Portrait"

Age 4-5 years

Goals:

* Teach children to see familiar images in a schematic representation of objects.

* To consolidate the ability to distinguish between the concepts of magnitude: large, slightly smaller and smallest.

* Exercise in the ability to distinguish between geometric shapes.

* Develop the skill of orientation on the sheet.

Equipment: "Magic box" with toys or pictures: bunny, cat, bird, snowman; frames, sets of geometric shapes circle, oval, triangle of different sizes: large, slightly smaller and the smallest.

Methodology:

The teacher pays attention to the "magic box".

Today guests have come to us, but to see them, you need to compose their portrait from geometric shapes.

Put a frame in front of you, listen carefully:

Put a large circle in the middle of the lower edge of the frame, a slightly smaller circle on top of it, two small ovals on it, put the smallest circle to the right of the large circle.

Who turned out?

Well done, guys, you guessed right - it's a bunny!

The teacher takes it out of the box and shows the bunny.

Children remove the pieces, the game continues.

The teacher gives instructions to the children, they lay out the figures.

"Bird" "Cat"

The game can be used for individual work, as part of a class for subgroup work.

2. Didactic game "The Adventures of a Kolobok"

Age 4-5 years

Goals:

* To consolidate the ability to distinguish between round shapes in vegetables, fruits and berries.

* Exercise in the ability to name distinguish between primary colors.

* Develop logical thinking.

Equipment: pictures - a bun and a rainbow, pictures of vegetables, fruits and berries in the colors of a round rainbow.

Methodology:

Educator:

Today a fairy-tale hero came to us: he is round, he left his grandmother. Who is this?

That's right, bun!

Places a picture of a kolobok on the board.

Kolobok invites you on a journey. The bun was rolling through the forest and suddenly saw a cloud fall into a clearing, and from it a magical multi-colored path appeared. What kind of track is this?

That's right, it's a rainbow!

Puts a picture on the board: a cloud with a rainbow.

Our kolobok wanted to walk along the rainbow. He jumped onto the red strip of the rainbow and suddenly turned ...

What do you think, what could have become our kolobok on the red carpet? What vegetables, fruits or berries are round and red?

Tomato apple radish raspberry

Well done boys. And our kolobok rolled further onto the orange strip.

Orange persimmon pumpkin mandarin

And our kolobok rolled further onto the yellow strip.

What vegetables, fruits or berries could our gingerbread man turn into?

Tomato apple apricot turnip

And the kolobok rolled further - on which path?

That's right, green.

The game continues by analogy.

Green rainbow stripe

Green apple peas watermelon cabbage grapes gooseberries

Blue rainbow stripe

Blueberry

Blue rainbow stripe

Blue grapes

Purple rainbow stripe

Plum cabbage potatoes

Educator:

So the adventures of our kolobok are over!

3. Didactic game "Fix the dress"

Age 5-6 years

Target:

Equipment: silhouettes of dresses with "holes" and details for dressing.

Methodology:

The teacher offers to help Cinderella fix dresses for her sisters. It is necessary to put every detail in the right place. The child should name what geometric shapes he repaired the dress with.

Complication. You can split the parts in half, suggest cutting out the patches yourself.

4. Didactic game "Fix your boots"

Age 4-5 years

Target: be able to correlate geometric shapes with "holes".

Equipment: silhouettes of boots with "holes" and geometric shapes: circle, square, oval, triangle, rectangle.

Methodology:

The teacher draws the attention of the children to the boots: the shoemaker needs help, the boots are worn out, they should be repaired: find the necessary patch and put it on the corresponding hole.

The child takes a geometric figure, names it, selects: where it fits. The teacher checks the correctness of the implementation.

5. Didactic game "Russell guests"

Age 4-5 years

Target: to consolidate the ability to distinguish between geometric shapes (circle, oval, triangle, rectangle, square)

Equipment: a diagram card and a set of small toys.

Methodology:

The teacher offers to resettle the guests in a new house. Children, at the direction of the teacher, put toys on the corresponding figures.

For example, a frog lives in a room with square windows, a child has to put a frog toy on a circle, etc.

6. Didactic game "Tell me what is shown in the picture"

Age 4-5 years

Target: to consolidate the ability to see geometric shapes (circle, oval, triangle, rectangle, square) in the image of objects of the surrounding reality and name them.

Equipment: picture with the image of objects from geometric shapes.

Methodology:

The teacher invites the child to look at the picture and tell what he sees in the picture and what geometric shapes the object consists of.

For example, a yellow sun is round, clouds are oval, etc.

7. Didactic game "Pick up a pair of mittens"

Age 4-5 years

Target: to consolidate the ability to distinguish between geometric shapes (circle, oval, triangle, rectangle, square) and name them.

Equipment: cards-mittens, with the image on them of an ornament of geometric shapes.

Methodology:

The teacher invites the child to help pick up a pair of mittens and tell what patterns they are decorated with.

8. Didactic game "Hide and Seek"

Age 4-5 years

Goals:

*

* Develop logical thinking, the ability to analyze.

Equipment: picture card; set of geometric shapes: circle, square, rectangle, triangle.

Methodology:

The teacher invites the child to look at the card and name which figures are shown on the card. Draws attention to the fact that geometric figures are arranged in rows, some are hidden. The teacher offers to put geometric shapes in their places.

9. Didactic game "Decorate a napkin"

Age 4-5 years

Goals:

* Strengthen the ability to distinguish between geometric shapes (circle, triangle, rectangle, square) and name them.

* Develop logical thinking, imagination.

Equipment: card 15x15; set of geometric shapes: circles, squares, rectangles, triangles and ovals.

Methodology:

The teacher invites children to decorate napkins for their mothers with geometric shapes: whoever wants to. After completing the task, the child should tell: what figures he decorated the napkin and where he placed them.

Games by category size

1. Didactic game "Assemble the pyramid"

Age 4-5 years

Goals:

* To consolidate the ability to compose an image of a pyramid from ovals of different sizes in descending order.

* Clarify the names of the colors.

Equipment: ovals of different colors and sizes.

Methodology:

The teacher invites the child to name the size of the ovals laid out on the table and their color, to make a pyramid.

2. Didactic game "Collect apples"

Age 4-5 years

Goals:

* Exercise in the ability to correlate objects with the desired size.

Equipment: picture depicting an apple tree, apples of different sizes: large, smaller and smallest, 3 baskets of different sizes.

Methodology:

The teacher makes a riddle:

Take a look into the autumn garden
Miracle - the balls are hanging.
Reddish, ripe flank
To the kids for a tooth.

(Apple)

On the table in front of the child, he lays out a picture of an apple tree with apples of different sizes, specifies whether the apples are of the same size on the apple tree.

Demonstrates to the child the baskets, specifies what they are in size, offers to collect the apples in the desired baskets.

3. Didactic game "Clean up the kitchen"

Age 4-5 years

Goals:

* To consolidate the ability to distinguish between the size of objects: large, smaller, smallest.

* Exercise in the ability to arrange objects from left to right in ascending and descending order.

Equipment: cards depicting dishes of different sizes: large, smaller and smallest.

Methodology:

The teacher invites the children to consider the dishes that lie in front of them on the table, specifies the names, color and size.

Suggests to put things in order in the kitchen by arranging the dishes in descending and ascending order from left to right.

Children arrange dishes, name them in descending and ascending order.

Logic games

1. Didactic game "Tale of the cells"

Age 5-6 years

Goals:

* To consolidate the ability to navigate on a sheet of paper in the cells.

Equipment: a card with cells, chips - pictures with the image of objects.

Methodology:

The teacher offers to consider the child a card, clarifies the location of the numbers on it, and chips with the image of objects, offers to name: who is depicted on them. The teacher explains the task, in order to get a fairy tale, you need to listen carefully and put chips on the right cell.

The teacher begins to tell the tale: “Once upon a time there was a girl Masha (4.3), she went for a walk in the forest (4.2). A bird hovered high in the sky (1,2). The sun was shining affectionately (1.4). In the meadow Masha saw beautiful flowers (3.5). Soon Masha saw a beautiful butterfly (2.1). It's good in the summer in the forest. "

If the child performed the task correctly, then you get such a fairy tale in the cells.

There can be a lot of options for fairy tales, it all depends on you!

2. Didactic game "Dreamers"

Age 5-6 years

Goals:

* To consolidate the ability to build according to the scheme from the details of the game.

*

Equipment: schemes, the game "Columbus egg".

Methodology:

1 version of the game.

Educatorinvites children to go on a sea voyage, but for this you need to build ships according to the diagrams from the details of the game. Children build ships according to diagrams.

2 version of the game.

Educatorinvites children to go to a magical forest and build animals and birds that can live in this forest from the details of the game.

Children come up with images of animals and birds.

3. Didactic game "Let's grow flowers" (Blocks of Gyenysh)

Age 5-6 years

Goals:

* Reinforce knowledge of geometric shapes.

* Exercise in the ability to "read" the instructions.

* Develop imaginative thinking, imagination.

Equipment: card-scheme - "Clearing with stems", sets of geometric shapes: circles, squares, triangles, 5 pcs. red, blue and yellow; schemes for the centers and petals of flowers, a ready-made sample.

Methodology:

The teacher shows a diagram of the clearing:
- Guys, look, a trouble happened on the flower meadow: an evil sorceress enchanted the flowers - made them invisible. The magic country urgently needs your help, you need to disenchant the flowers.

Carefully consider the diagrams for the middle and put the right geometric shapes in the right place. Now consider the patterns for the petals, be very careful, and lay out the petals with the desired geometric shapes.

The teacher offers a ready-made sample for verification. Evaluates the activities of children in the game, praises those who completed the task correctly. With those who find it difficult, he plays individually once again.

Schemes for the middle of the flowers.

Schemes for the petals.

Ready sample:

4. Didactic game "Riddles and answers"

Age 5-6 years

Goals:

* Develop imaginative thinking, imagination.

* Exercise in the ability to lay out objects from the counting sticks according to the scheme.

Equipment: counting sticks for each child and card-schemes.

Methodology:

The teacher reads the riddle and invites the children to construct a solution from the counting sticks according to a map-scheme or according to personal design.

The palace floats on the waves, I will spin, I will wrap it up, I will fly to heaven.
People are lucky on themselves. (helicopter)
(ship)

Shines in a clean river

The back is silvery.

(fish)

5. Didactic game "Solve the problem"

Age 5-6 years

Goals:

* Develop imaginative thinking, imagination.

* Exercise in the ability to lay out numbers from beans.

Equipment: beans in a plate for each child.

Methodology:

The teacher offers to solve a poetic problem, and put the answer on the bean table.

*** ***

One night, under a bush, Five crows sat on the roof,

The mushrooms have grown again. Moreover, they flew to them.

Two mushrooms, three mushrooms. Answer quickly, boldly

How much will? Exactly ... (five) How many of them flew in? (seven)

Didactic game "Funny Figures"

"Funny numbers"

I bring to your attention an entertaining game for preschool children, with the help of which the child will learn to “write down” numbers, develop visual perception and fine motor skills of the hands.
Appointment. For parents, kindergarten teachers, it is used in free and individual play activities.
Didactic task:

• Learn to spread the figure according to the sample;
• Develop visual perception, fine motor skills of the hands;
• To cultivate the ability to bring the work started to the end, to rejoice at your success.

Material:
Cards with the image of numbers (from 0 - 9); colored circles for overlay.

Management:
All children of the group can take part in the game or at the discretion of the teacher for individual work in order to familiarize and consolidate the writing of numbers. Children look at a card with a number - a sample, and put colored circles (you can by color) on them, by superimposing they find the desired shape. If the circles coincide with a plane number, the task is completed correctly.

A guide for working with number composition

Description of the algorithm for making the manual

I am preparing a guide for working with the composition of the number.
For this I use spring notebook, universal napkins.

I cut the notebook into three parts, having previously reduced the sheets.
I make various geometric shapes from napkins.

In the middle part I have numbers from 2 to 10, figures are pasted on the sides, also in different quantities.

Tasks that this manual helps to solve.
The manual can be used when teaching children counting activities, studying the composition of a number, when solving arithmetic problems.

Use of the manual.
At the initial stage, children work with figures, counting them. With complication only with numbers.
This tutorial is very well suited for both individual and group work when working with number composition.
In this manual, the names of geometric shapes are also fixed. It can also be used to add and subtract numbers.

Didactic game "Magic Puzzles"

Functions of the didactic game: promotes the activation of the mental activity of students, arouses a keen interest in children and helps to assimilate the educational material. Teaches to observe, compare, make generalizations.

In this game, we fix the geometric shapes and fix the color. You can also stick any other pictures, depending on the activity.

In this game, children also develop mental processes, develop attention and memory.