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 quantities, so that it is both interesting and informative? A variety of didactic games and play exercises will come to the aid of the teacher, and the material for their conduct does not have to be bought - it can be made independently.
Why and how to do mathematics with older children
Teaching mathematics plays an important role in all modern stages of 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 (preschool educational institutions) is the formation of initial mathematical concepts and concepts in children, the ability to navigate in an abstract world of numbers, quantities, time periods that is difficult for children's understanding. 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. A school desk is waiting for many. The task of senior educators is to give children a volume of knowledge, skills and abilities that will provide them with a comfortable transition to a new stage of life and 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 applies to actions with sets (groups). Children need to be taught:
- to form sets (groups) of objects of similar and different colors, sizes, shapes, 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 ratio of 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?";
- acquaintance with numbers from 0 to 9;
- the formation of ideas about the equality of objects in number;
- exercise in the ability to name the number of objects in a group 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:
- to determine the relationship according to 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 of different types of activities within the framework of the lesson
The range of children's ideas about the form is being improved and expanded:
- Preschoolers are introduced:
- 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).
- Skills are developed to compare the shape of objects in the immediate environment, to compare it with geometric shapes.
- Children are given an idea of \u200b\u200bthe transformation of the shapes of objects.
Orientation work in space includes the development of skills:
- navigate in space;
- understand and use words in speech to indicate the spatial position of objects;
- move in the desired direction, change it according to a verbal signal, according to the image (pointer);
- determine and name your position relative to objects, people;
- navigate on a 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 ideas of older preschoolers at different times: during the hours of the morning reception, on an 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 assimilate abstract knowledge
It is such an activity, 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 may be a little longer if the teacher plans to integrate educational areas (combines mathematics with ecology, drawing, application).
The structure of a lesson in mathematics in the senior group of a preschool educational institution:
- Introductory part. Organization of children, message of the topic, motivation of educational activities (2-3 min).
- Main part. Depending on the type of lesson, it may contain acquaintance with new material, consolidation and reproduction of knowledge, practical application of the knowledge gained in exercises, performing various tasks (18–20 min).
- Final part. Summing up and brief analysis of the work performed. Children of the older group are interested in the results of their activities, so it is important at the end of the lesson to let them see how much they have 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 that the teacher will show.
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 teaching methods are widely used in mathematics classes. Moreover, if they are all closely interconnected and complement each other, then they allow the most complete disclosure of the topic of the lesson and achieve high results.
From 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 will not 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;
- appraisal.
Such mathematical operations as analysis, synthesis, comparison, generalization in a 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 a group into two and uniting 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).
- Learning to orientate in space is impossible without verbal techniques (making 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 class, 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 lesson in the older group
Of course, play is the leading type of activity in older preschool age, and it 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, involving fairy-tale characters, unusual plots. However, one should not forget that mathematics lessons 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. This brings educational benefits and corresponds to the age characteristics of children: they increasingly enjoy not just playing, but learning new things, winning, and achieving results.
Some games can consist of math leisure activities, circle activities. Mainly from games of various nature, an open lesson in FEMP can also be formed, in which the teacher demonstrates to colleagues his achievements and developments in the field of using didactic games to solve 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;
- lessons 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 was 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 game technique as the appearance of a fairy-tale 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 the 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 how to divide round objects into two parts and teach the cubs ”.
This creates the motivation of children; in addition, children see the possible practical application of new knowledge, which increases their interest in learning the material.
The game plot makes it easier for children to master new knowledge
At the end of the lesson, the teacher divides the cheese into four 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 a bear's gait, jumping hare, etc.).
After a minute of physical education, you can conduct one didactic game to consolidate what was previously learned, 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 the free sale you can find a large number of ready-made visual aids for FEMP
Classes to consolidate what has been learned
In the classroom to consolidate and apply 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 reinforcing 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": \u200b\u200bdrawings 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. Every child has conventional cardboard measurements. Parts of the "broken" tracks must correspond in length to the conditional measurement, 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 takes them out of his basket later), "Far, close", and can also make them puzzles of mathematical content or give one or two easy problems For example: “My mother baked six pies, I gave one pie to a bear cub in the forest. How many pies are left? " Didactic games are selected depending on the educational objectives of the lesson, the main thing is that they overlap with the general theme.
Testing sessions
Testing sessions are held at the end of the six months and the academic year. They do not have a storyline and consist of diverse tasks, exercises and questions, selected in such a way as to reveal the level of learning by children of the material in different directions. In such classes, it is important to record the results so that later you can carry out effective corrective work.
Combined classes
Combined classes provide the greatest scope for the manifestation of the teacher's creative potential and are replete with didactic games, entertaining tasks, riddles and logical tasks.
Each lesson with an experienced, passionate educator is fun, lively, in motion. The children are busy with various adventures: they travel, look for answers to riddles, help fairytale heroes or forest inhabitants, and all this is emotional, joyful, and eager.
Often, a modern complex or integrated FEMP lesson 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 FEMP lessons, all three types are used.
Object games use:
- small toys;
- mosaic;
- sets of geometric bodies;
- matryoshka;
- christmas trees;
- barrels of different sizes;
- entertaining cubes;
- rubik's snake;
- Gyenesh 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 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 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 games on FEMP for the older group
| Name and objectives of the game | Description of the game | How to play |
"Geometric Lotto"
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"Figures, in places!"
|
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"Animals for a walk"
| The game is very simple to play, but children love it and willingly participate in it. Required to prepare:
|
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"Help the Gnome"
|
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"Let's draw summer"
|
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|
A separate group is made up of mobile and finger games of mathematical content: in them, the child must not only answer questions, think, but also perform certain actions according to the game task or 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 games by FEMP
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 program 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, which differs slightly 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
| Block theme | GCD theme | GCD tasks |
| September: "Our Favorite Kindergarten" | "Malvina teaches Buratino" |
|
| "Our Favorite Toys" |
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| "We help the teacher" |
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| October: "Golden Autumn" | "At Autumn's Away" |
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| "Let's help the forest animals" |
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| "Walk to the park" |
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| "Harvesting" |
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| November: "My home, my city" | "I'm walking around the city" |
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| "Houses on our street" |
|
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| "We play school" |
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| "My city day and night" |
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| Cit. by: Pomoraeva I.A., Pozina V.A. Formation of elementary mathematical concepts. Senior group. | ||
A few tips for young teachers to organize 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, rushes 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 carry out 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, a 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 can be successfully replaced with a conventional demo 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 a "snowdrift" made of Whatman paper, consisting of superimposed "snowdrifts" of 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 the back of the last "snowdrift" children could read her message: "Spring is coming." Such completion of the lesson created a joyful high spirits among the children, who, of course, already missed the warmth of spring. But the teacher's interesting idea might not have worked and might not have caused the intended emotional response if the children had seen in advance what was hidden under the “snow”.
A moment of joyful discovery, 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 a word game with the assistant teacher while the teacher prepares the equipment for the lesson.
About modeling and commented drawing
Children are fascinated by 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 a 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 understand 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). On the winter branch there are three snowflakes - three winter months, on the spring - three white flowers, on 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: summary of the FEMP lesson on the topic "Visiting Autumn", author Marina Korzh
| Stage GCD | Stage content |
| Tasks |
|
| Material | Demo:
Dispensing:
|
| Introductory part |
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| Main part |
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| The final part | The result of the lesson can be carried out in the form of the game "Sly Fox". The teacher discovers a chanterelle under the table, which hid there because he also wants to play. But the chanterelle is very cunning, you need to be careful when answering her questions. - Did you draw in class? (Not). - Did you sing? (Not). - Did you count? (Yes). - Is it winter time of year? (Not). - Fall? (Yes). - Autumn gave us mushrooms? (Yes). - Apples? (Yes). - Snowflakes? (Not). - Did you help the squirrel? (Yes). - Bugs? (Yes). - A horse? (Not). - Have you been great in class today? (The obligatory answer is “Yes.” If one of the children thinks that he did not cope, after the lesson it is necessary to convince him of the opposite). The chanterelle praises the children for their attentiveness and invites them to visit the fabulous autumn forest again. |
Homemade printed didactic game "Let's Help the Squirrel Gather Mushrooms" trains the ability to compare numbers
It is not so difficult to conduct a game lesson on the formation of initial mathematical representations in the senior group of kindergarten. 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.
Angelica Antyukhova
Mathematical games library. A selection of didactic games with mathematical content for older preschoolers.
MATH PLAYER
Senior group
DI "YES OR NO".
Rules of the game:
Children are placed in a circle outlined by a colored rope; the presenter asks a question that can only be answered "Yes" or "not"... Any other answers mean that the player is out of the game, out of the circle. Trap questions are also used, which cannot be answered unambiguously. "Yes" or "not"... In this case, the player must remain silent. It should be agreed until what moment the game continues, how many children should remain in circle: five, four, three children. They are called winners, awarded with applause and points for « Math piggy bank» .
We offer game questions:
Are five pears more than five apples?
Maybe the table has three legs?
Maybe the teapot has two spouts?
Is there a shirt with three sleeves?
Does a carrot have one root?
Does a rooster have two legs?
How many fingers are on your hand?
Maybe a chicken has two tails?
Matroskin's cat has two cows?
Can it rain without thunder?
Is there a sky under your feet?
What is the shape with three corners?
Maybe the Earth is round?
Can you reach your right ear with your left hand?
When does the sun rise?
Week starts on Tuesday?
Maybe seven Fridays in the week?
Does the chupa have one leg?
Does the guitar have seven keys?
One less than many?
Do you have five fingers on your right hand? And on the left?
Is it autumn now?
Thorny hedgehog? And the cat?
Buratino was wooden?
Is there a lot of water in an empty glass?
Can a dog meow? And you?
A cat on three legs?
Does a square have 4 sides? Where is the fifth?
Does a circle have six sides?
Will add one to six to add five?
Is New Year's Eve in the summer?
Is summer after autumn?
Can a cat be smaller than a mouse?
Is a hippo thinner than a snake?
Is the brook wider than the river?
Does the rose bloom in summer?
How many paws does a bear suck in a den?
Does the group have one window?
Do you have two ears? How many are leftists?
Did you take the tram this morning? Etc.
DI "CHECK ATTENTION"
Rules of the game:
The game is organized in small groups, in which children are united according to a joke principle or by choice. Each playroom the team is placed around a separate table with attributes. Several objects are laid out on the tables. The host offers carefully considerwhat and how is placed on the table, remember the location and number of objects. The players close their eyes, and the presenter changes the number (adds, removes one or two items) or changes their location. Children open their eyes, examine objects and name how many changes have occurred (I noticed three changes and I noticed five)... Only after all the players have expressed their opinion, it is proposed to tell about their observations. The one with the least number of noticed changes starts. The game is repeated again.
DI "HOW?"
Rules of the game:
Children have a set of numbers, they lay it out near themselves on the floor. The presenter gives the task: Determine how many items are in the picture and show this number using a number. Children, at a signal, raise a number indicating the number of named objects in the picture. The facilitator can slightly change the location or number of objects in the picture when starting to fulfill his role. Checks how the participants in the game completed the task and names a new leader.
DI "GUESS THE DESIGNED NUMBER".
Rules of the game:
The presenter chooses a number, writes it on a card, rolls it up into a tube (or picks a number and hides it)... Appeals to playing: "Guess the number that I have in mind"... The players try to guess the planned number by asking questions. For example, your number is greater than or less than five. The presenter replies that his number is more than five. Following question: "Is your number greater than or less than six?" The presenter replies that his number is more than six. If the player asks a question type: "Is the target number more or less than three?", then in this case such a question is useless, he will not tell us anything new about the intended number. We already know from the previous answer that the intended number is greater than five, therefore, it is also greater than three. Following question: "Is your number greater than or less than eight?" Leading: “My number is less than eight. Can you tell me what number I have in mind? "
Children should guess by reasoning as follows way: it is known that the conceived number is more than six, but less than eight. Hence, it is equal to seven.
In this game, children should be drawn to the logic of constructing questions. At the beginning when mastering content games in front of children, you can expand the number series. The complication of the game is the lack of reliance on the number series.
DI "WE REMOVE THE NUMBERS BY JOB"
Rules of the game:
The game is played at a table with numbers from one to nine. The rules are being clarified games: the presenter makes riddles about numbers. Children, having guessed what figure they are talking about, silently remove it. If the children have guessed all the riddles correctly, then at the end everyone will have the same number. Approximate "riddles": remove the number between the numbers "three" and "five"; remove numbers that represent numbers more than five by one, more than four by one, less than nine by one, more than eight by one; remove the number that occurs in the tale of Snow White; remove the number that shows how many greedy bears were in the tale; a figure that shows how many noses were torn off at the bazaar from the curious Varvara. What number is left? (Three.) Children come up with a riddle about her.
DI "MAGIC FINGERS"
Rules of the game:
The set includes three - four balls of plasticine, three - four napkins, several cardboard boxes and a blindfold. There can be from two to four players. Everyone takes a ball of plasticine and, in secret from the children, sculpts numbers from it, places them on a cardboard box, and covers them with a napkin. Then the driver puts a blindfold on his eyes, and begins to act "Magic fingers"... The driver identifies the number by touch and calls it. The children watching him tell him if his magic fingers felt the number correctly. Each driver is given three attempts. If he guesses all three numbers, he gets 1 point; if he guesses one or two numbers, he gets half a point. The other becomes the leader. The game continues at the request of the children.
DI "GO THERE - I DON'T KNOW WHERE"
Rules of the game:
All children are located on one side of the carpet so that they can clearly see the entire space of the room. The leader chooses one child-robot, whom he will give commands to move around the room. When the robot stands with its back to the children, the presenter shows the others with gestures and numbers to which group of objects he intended to bring the robot. Children, knowing where the robot should go, watch its movements. Movement commands can contain three turns and any number of steps. Tasks are given in parts.
Leading: "The robot will walk forward three steps, turn left, walk two more steps, turn left again, walk one step, turn right and take two steps forward - then it will come up to the objects that I thought of."
If the robot approaches the objects that were conceived, then he gets points, and the group of objects is removed. If the robot could not reach the intended goal, then the players leave with nothing. Another robot and the leader are trying to approach the selected groups of objects. The game continues until all groups of items are removed. (This rule applies if the children remain interested in the game. Otherwise, the game may be stopped before all groups of objects are removed.)
DI "FIND THE SAME"
Rules of the game:
The child takes one of the numbers at random, walks around the room, counting objects. Remembers how many groups, where there are as many objects as his number shows. She approaches an adult and talks about her findings. If the child has found all the groups in accordance with his number, he can change the number. If he does not find all the groups of objects, then he goes in search again. During the game, children can change numbers three or four times.
DI "FAR CLOSE"
Rules of the game:
Children form a circle. In the center of the circle is the leader. An adult acts as an assistant, he distributes chips for the answer to children (original, correct and fast)... The presenter throws the ball to one of the children, thereby giving him the floor. The child, having caught the ball, must quickly say what is far from him and what is close. For example, Sasha is far from me, but Sveta is close. The table is far from me, but the door is close. The window is far from me, but the doll is close. It is advisable not to use objects named by other children. At the end of the game, the number of points earned by the children is calculated and the winner is determined.
DI "WHAT IS WHAT?"
Rules of the game:
The guys compare objects by eye in size. The main thing in this game (in this version) - isolating and naming the attribute of the magnitude by which children compare. They unite in pairs, walk around the group room, examine objects, toys, furniture, discuss, choose which objects can be compared with which and on what basis. Then they approach an adult and say: “We compared these two tables in height, the children's table is lower than the writing one. We compared two chairs by width: the doll's chair is narrower than the one for children. We compared two flowerpots in thickness, etc. " An adult orients children to the fact that they must first name the sign by which objects are compared. He may ask additional questions about the two compared items. for example: Are there any similarities between these items? What are the other differences between them? When determining similarities and differences, the guys can name material, color, purpose of items.
DI "CHANGE QUANTITY"
Rules of the game:
The game is played with all children. The guys arrange the numbers in order. There are 10 toys on the tray.
Adult: “Before starting this game, you need to check if you can play. In the game we will increase and decrease the numbers. " To make it easier to complete tasks and check their completion, the game is played with toys. The adult explains what it means to increase the quantity by one - it means to add, add another toy and change the figure; reducing the quantity by one means removing one toy and changing the figure.
The rules of the game are that all players who play at a fast pace complete tasks given by the leader. Tasks are repeated only once. The winner is the one who did not miss a single change and came to the end of the game with the correct result - the number of toys.
Leading: "We start the first game: count six ducklings and put a number next to it; increase this number of ducklings by one, increase it again by one; increase the number of ducklings again by one; decrease the quantity by one. What result?"
Children: "Eight ducklings and next to the number 8".
Leading: "We start the second game: Count five toys and put a number next to it; increase the quantity by one; increase the number by two; decrease the quantity by one. What result?"
Children: "Seven toys and next to the number 7". (Everyone who has such a result won.)
Leading: "The third game: Count any number of toys, but not less than three and not more than six; increase this number of toys by one; increase this amount by one again; now decrease this amount by one. What result?" Children talk.
Adult: "Why does everyone have different answers, different results, although they performed the same tasks?" The answer can be heard first by ear to give all children the opportunity to think and find the answer to this question. If the guys find it difficult, an adult leads them to the correct answer: at the beginning of the game everyone counted "His" number of toys, all children had different numbers with which to start the game. After taking the same measurements, the results were different for everyone.
DI "GUESS YOUR NAME"
Rules of the game:
11 children come out for the game. An adult attaches one of the numbers to the back of each child. The child does not know what number is behind him, but he can look at the numbers of other children, determine which number is missing. This will help him to guess that the number that is missing is exactly on his back. Children move from one child to another, look at each other's numbers, try to determine their place in the row. Become in order. They turn their backs to the children so that everyone can check if the numbers are right. Then "Numbers" receive assignments from children. The digit child completes the task and transfers his number to the person who gave this task.
Sample tasks: number 3, tell us about yourself. (I am a number - I denote the number 3. In front of me is the number 2, and after me - the number 4.) figures: number 5, which number is 1 more than you? Number 9, what is the previous number for you? The smallest number, what number do you represent?
An adult pays attention to the correct use of words "number" and "numeral", emphasizes that a number can be one or more units greater or less than another number, but the number cannot be red or green. The number can be of any color, and its value, size can be compared with other numbers drawn on the cards, the number can be higher, lower, thicker, thinner than other drawn numbers, but not more or less by one.
DI "GRIBNIKI"
(game modification "Sea battle").
Rules of the game:
It is played by two people. The box contains 6-8 lined sheets, one blue and one red pencil and 20 chips. Gaming the field is a sheet of paper lined with 25 squares (5 x 5)... The players take one sheet at a time, put down the numbers 1, 2, 3, 4, 5 on it horizontally with a red pencil, the numbers 1, 2, 3, 4, 5 vertically with a blue pencil, and in secret from their partner draw mushrooms in any six cells. Gaming children do not show the field to each other during the game. The game begins with the fact that the beginner is determined with the help of a counting-out. It gives the coordinates of the location of the mushroom vertically and horizontal lines: 5th red and 4th blue. If a mushroom is drawn at the intersection of these cells, then the player picks it. This mushroom is considered plucked, it is crossed out, and the child who guessed where the mushroom is located puts one chip in the basket. If the mushroom is found and plucked, then the player continues the move, offering new coordinates. If the mushroom is not found, the game goes to the partner.
The game continues until one of the players has all the mushrooms found. He is losing. The game can be continued with the same or a new partner.
Rules of the game:
It is carried out in a circle with a ball. The leader calls the number and throws the ball to the child. The player catches the ball and calls the next two numbers. Returns the ball. The host throws the ball to another child, calling the number. The game is repeated until the ball has been in the hands of each player several times.
Before the start of the game, they agree on the forward or reverse order of naming the numbers.
DI "WHO WILL SEE MORE, WHO WILL TELL MORE"
Rules of the game:
On the common table there are geometric figures by number children: circles, squares, rectangles, triangles. Each child chooses one of them. Then children with the same figures are united in a team. Each team goes around the group room, dressing room, bedroom and looks for objects of the form that they have in their hands. After a while, the teacher commands the general meeting. Teams share their observations and tell which objects or their elements have the same shape. For each named item, the team receives a point. Let down the outcome: Which team scored the most points.
The pieces are returned to the common table, mixed, the game is repeated again one more time.
DI "WHO ATTENTIVE»
(kind of game "Don't be mistaken" - the number is set by the amount sounds: claps, strikes with a tambourine or a hammer).
Rules of the game:
Children perform tasks first with open and then with closed eyes, count the number of sounds, and then count how many (one more or one less) toys.
There are 10 different pictures on the flannelgraph. Together with the children, they determine how much. Try to count from left to right, right to left. Then they determine in which place this or that picture stands. Pay attention that when determining the ordinal place of an object, it is necessary to agree on which side we count. Show incidental situations when you can say differently about the same picture (second from the right or ninth from the left).
DI HIGHER, WIDER AND LONGER
Rules of the game:
You can choose two objects that are in the room, existing in nature, fabulous creatures or two people and compare them for any sign: by length, height, width, thickness, temperature, age, taste. For example, dad is taller than son; a tree trunk is thicker than a bush branch; the finger is thinner than the hand; the fox's tail is longer than that of the hare, etc. For each correct answer, children receive a token. At the end of the game, it is calculated who took the first, second and third places. They are applauded.
DI "CHAIN"
Rules of the game:
To host a new game "Chain" children stand in a circle. Rules of the game such are: children give each other tasks to change numbers "Along the chain", from the total number after the task is completed. For example, one child has a ball. He throws it to one of the children and is talking: "Give a number more than three by one"... The child who caught the ball answers: "Four"... Throws the ball to another child and is talking: "Increase this number by one"... Baby catches ball: "Five". "Tell me a number less than five by one", - and throws the ball to the next, etc.
DI "FIND YOUR HOUSE"
Rules of the game:
On the common table there are number cards face down with b, 7, 8, 9, 10 circles (several options for each number)... In different places of the group there are hoops with numbers attached to them, indicating the house of the numbers 6, 7, 8, 9, 10.
Each child takes one number card, counts the number of circles, and at the signal of the teacher finds his house.
An adult speaks to everyone playing: “Let's go on a visit to the number "seven"... That's how many inhabitants it has, all have cards with a number "seven"... How are your cards different? (The arrangement of the circles - they tell exactly how, the color of the circles.) How are your cards similar? (The fact that each of them has 7 circles.) How many options are there for the circles? Since there are cards in each version? " In one version there can be several absolutely identical cards, in another version there can be only one card, in the third - one or two.
So they consistently go to visit all numbers. Then the children return their cards to the common table, shuffle them, take again one at a time, and the game is repeated.
№53 "What is wide?"
(LONG, HIGH, LOW, NARROW)
Didactic tasks: to clarify the ideas of children about the size of objects, to teach how to find the similarity of objects based on size.
Game progress.
Children sit in a circle. The teacher says: “Children, the objects that surround us are of different sizes: large, small, long, short, low, tall, narrow, wide. You and I have seen many objects of different sizes. And now we will play like this. I will name one word, and you will list what objects can be called with this one word. " The teacher is holding a pebble. He gives it to the child who should answer.
Long, - says the teacher and gives a pebble next to him.
- The road, - he answers and passes the pebble to his neighbor.
- Dress, rope, day, fur coat, children recall.
Wide, - the educator suggests the next word.
№55 "Days of the week"
Didactic tasks: consolidate knowledge of the sequence of days of the week; form the ability to list them in a certain order.
Material: colored cards (7 cards of the same size, but different in color).
Game progress.
Children are invited to perform the following game actions:
- Arrange the cards in order, from Monday to Sunday, listing the days of the week;
- Arrange the cards in reverse order from Sunday to Monday, listing the days of the week;
- Name and show weekends and weekends;
- Name and show days of the week, starting from any day;
- Name and show the 1st, 4th, 6th, etc. day of the week, starting from Monday.
An example of color modeling of the days of the week: Monday - red; Tuesday - orange; Wednesday - yellow; Thursday - green; Friday - blue; Saturday - blue; Sunday - purple.
№57 "Time Train"
Didactic tasks: to teach children to build a line of development of an object within the limits of its life and historical development; develop coherent speech, activate the expressions "then", "before", "after" in speech.
Game action:build a Time Train.
Game rule:build trailers in accordance with the development stages of the object, starting from its birth.
Material: the presenter prepares up to 12 versions of the image of one object at different time periods (for example: a person's life from birth to old age).
Game progress.
The cards are dealt to the players. Children are building the "Time Train".
№59 "Teremok"
Didactic tasks: consolidation of concepts
"inside Outside".
Equipment: toys - mouse, frog, cockerel,
wolf.
There is a teremok-teremok in the field
(children go round dance)
It is not low, not high, not high.
Someone who lives in the little house?
Someone who lives in a short one?
There the little mouse lives
(put the mouse inside the chorus)
Kneading the dough, baking pies.
Someone who lives in the little house?
Someone who lives in a short one?
There the frog-frog lives
(put the frog inside the chorus)
Clean, clean, sweep the floor.
Someone who lives in the little house?
Someone who lives in a short one?
(place the cock inside the chorus)
Day and night he guards the teremok.
And who are we not going to let in the teremok?
From whom shall we lock the door?
Go away, angry wolf!
(leave the wolf outside the chorus)
And don't click your teeth click-click-click!
№61 Exercise with flags»
Didactic tasks:
actions and directions of movement.
Game progress.
All movements are performed according to the text.
Walk one after another
Raise your flag.
Higher, higher, higher
Raise your flag!
Walk one after another
Put your flag down.
Below, below, even below
Put your flag down!
Now stop
Turn your face in a circle
Wave your right hand
Wave your left hand
And dance with flags!
No. 63 "Chauffeur"
Didactic tasks: learn to navigate on a sheet of paper, fix
the concepts of "upper left, lower left, right
upper, lower right corner ",
"In the center" (in the middle).
If desired, this game can be played not only for
table,
but also on the carpet.
Equipment: notebook sheet with drawn in the middle
rectangle garage, toy
cars for every child.
Game progress.
Children put the car in the garage. At the command of the teacher
children move the car to the upper right,
lower left corner, etc. Before the start
assignments appropriate
carry out the finger exercise "Chauffeur".
BBC, I drive in the car.
BBC, I want to become a chauffeur.
BBC, I'm flying at full speed.
BBC, I'm the best chauffeur!
№65 Exercise "Fingers ran"
Didactic tasks: learn to navigate the sheet
paper.
Equipment: landscape or notebook sheet with drawn landmarks.
Hello, right handle - tap on the table with your right palm
Hello, left handle - tap on the table with your left palm
You are both good
(stroking the back of your hands)
Dexterous, skillful
(stroking palms)
Naughty fingers
(clench and unclench fingers)
For girls and boys.
(interlace your fingers in a "lock")
There is no way to keep them
They all want to play
(shake hands)
Let them run a little
Fingers on a leaf
Just don't be wrong
Girls and boys.
We ran to the middle -
We saw a raspberry there!
№66 Exercise "Matryoshka"
Didactic tasks: develop skill
navigate in space
about yourself.
We are funny nesting dolls, we clapped our hands:
Left - clap, right - clap, straight - clap and back - clap.
We are funny nesting dolls, our legs danced:
Left is top and right is top, right is top and left is top.
We are funny nesting dolls, hands are dancing, legs are dancing:
Left leg - top-top-top, on the left handles - clap-clap,
Right leg - top-top-top, on the right handles - clap-clap.
The alternation can be continued several times.
№68 Exercise "Machine"
Didactic tasks: learn to work in the notebook on the left
right.
Equipment: sheet of paper marked with two parallel lines
"Expensive" toy car in size
consistent with the "road".
Here is my car
I start the engine
(exercise for hands "start the engine")
From left to right
(with the right hand in the air "draw" several)
Drive her, chauffeur!
(times the line from left to right)
From left to right,
(from left to right to rent a car)
From left to right,
(on the "road", on a piece of paper)
From left to right
The car is coming.
From left to right,
From left to right,
From left to right
The chauffeur leads her.
№70 Exercise "Board, bridge and raft"
Didactic tasks: reinforce the ability to compare three objects in width,
develop general and fine motor skills.
Equipment: floor set "Builder".
Game progress.
Children walked in the forest, walked,
They listened to the birds, collected mushrooms.
Now they must pass the obstacle -
River, river and stream on the way.
From the available "Builder" set, children should
build a plank across the stream,
bridge over the river and raft for crossing the river and
go through them. The narrowest
plank, wider bridge, widest raft.
№72 "Garden"
Didactic tasks: to consolidate the ability to compare 3 sets of objects,
learn to determine the largest and smallest in quantitative terms
set, seek understanding of quantitative relativity
characteristics of the set.
Equipment: 6 turnips, 5 cucumbers and 4 carrots scattered on the carpet (quantity
vegetables are randomly selected).
Children dance around scattered vegetables:
What we planted in the spring
What was watered in the summer
What they collected in the fall
We named the crop.
Let's pick vegetables for salad and cabbage soup!
On the instructions of the teacher, the children collect vegetables in different heaps. Questions:
What vegetables were collected;
How many groups of vegetables it turned out;
How to find out which vegetables are more or less;
What vegetables are most (least) of all;
Which vegetables are more than ... but less than ... etc.
№74 "Who will collect the figures first"
Didactic tasks: consolidation of knowledge of geometric shapes, development
understanding a specific instruction,
Development of concentration of attention, general and
fine motor skills.
Equipment: scattered on the carpet
geometric shapes (circles, squares,
triangles, rectangles, ovals).
Game progress.
The teacher gives each of the players
Personal gathering task
specific figures. That child wins
which will quickly and without errors collect
your figures.
№76 Exercise "Decorating the Christmas tree"
Didactic tasks: reinforce the ability to understand instructions for implementation
actions, observing a logical sequence.
Children decorate a drawn Christmas tree with geometric shapes, lay out
garland.
Complicated option:
the teacher demonstrates on the board or
typesetting canvas different options
garlands. Children must determine to which option
suitable for their
a set of shapes, build a sequence and
Continue it.
Herringbone, herringbone, that's what it is!
Herringbone-needle, beautiful, big!
We'll dress up the Christmas tree from the bottom to the top,
We'll hang balls and beads and crackers
And garlands - one, two, three,
Well, Christmas tree, burn!
№78 Exercise "Run to what I call"
Didactic tasks: reinforce the ability to understand instructions for completing tasks,
to consolidate concepts.
One, two, three - run to the long (short) bench!
One, two, three - run to the wide (narrow) ribbon!
One, two, three - run to the big (small) pyramid! Etc.
You can name any object of any size.
# 81 "What Does It Look Like?"
Didactic tasks: consolidate knowledge of geometric shapes, develop observation skills.
Game progress.
Ball game. Children stand in a circle. Leading in the center of the circle. The presenter throws the ball to the player and asks a question.
You guys listen
What are we going to play.
I'll ask questions now
And someone will answer!
1. The sun in the sky, what figure does it resemble? (a circle)
2. What does the window look like? (square)
3. When you build a house, what figure do you put in place of the roof? (triangle)
4. If you come to the door, what figure will you remember? (rectangle)
5. When you take the ball, what shape do you remember? (ball)
6. What does a telescope look like? (cylinder)
7. Without which figure it is impossible to build a house from the constructor? (cube)
Any object surrounding the child has a form, so there can be a lot of questions.
Rules: You need to answer by throwing the ball to the teacher.
Options: 1. Questions can be asked in reverse order: what does a square, circle, rectangle, triangle, ball, cube, cylinder look like.
2. The driver can be a teacher or a child
№83 Exercise "Cheerful dance"
1. Right hand forward, and then her back,
And then go ahead and shake it a little.
We dance standing in a circle, turning in a circle
And clap our hands like this - clap, clap.
(Children perform movements according to the text)
Hands up all hurray hurray! (Come together in a circle)
Hands down all hurray hurray! (Disperse from the circle)
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Game progress.
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Didactic tasks:
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