Math games for 3-4 years. Math games

18.12.2021

When teaching children the basics of mathematics, it is important that by the beginning of school, they have the following knowledge:

- counting to ten in ascending and descending order, the ability to recognize numbers in a row and in a breakdown, quantitative (one, two, three ...) and ordinal (first, second, third ...) numbers from one to ten;

- previous and subsequent numbers within one ten, the ability to make up the numbers of the first ten;

- to recognize and depict basic geometric shapes (triangle, quadrilateral, circle);

- shares, the ability to divide an object into 2 - 4 equal parts;

- basics of measurement: the child should be able to measure the length, width, height with a string or sticks;

- comparing objects: more - less, wider - narrower, higher - lower.

One of the most effective means of developing interest in a subject, along with other methods and techniques used in the classroom, is a didactic game. Even KD Ushinsky advised to include elements of entertainment, game moments in the educational work of students in order to make the learning process more productive.

Folk wisdom has created a didactic game, which is the most suitable form of learning for a child.

Play occupies a significant place in the first years of children's education, at the beginning they are only interested in the form of play itself, and then only in the material without which it is impossible to participate in the game.

In the course of the game, children, imperceptibly for themselves, perform various exercises, where they themselves have to compare, perform arithmetic operations, train in oral counting, and solve problems.

Various play actions, with the help of which one or another mental task is solved, enhances the interest of children in the subject, in their knowledge of the world around them.

Didactic games and classes give good results only if you have a clear idea of what tasks can be solved in the process of their implementation. Psychologists have proven that knowledge acquired without interest, not colored by one's own positive attitude, emotions, does not become useful - a dead weight.

In didactic games there is an opportunity to form new knowledge, to acquaint children with methods of action. Such games teach the child to understand some complex mathematical concepts, form an idea of the relationship between numbers and numbers, quantities and numbers, develop the ability to navigate in the directions of space, and draw conclusions.

When using didactic games, various objects and visual material are widely used, which contributes to the fact that classes are held in a fun, entertaining and accessible form.

When a child sees, feels, touches an object, it is much easier to teach him. Make math aids because it is better to count certain objects, for example, colored circles, cubes, strips of paper, etc.

If a child attends a kindergarten or preschool school, he learns all this in special classes. But his knowledge will be stronger if you consolidate them at home.

The games offered do not require any special efforts or costs from adults; the material for them is what is in any house, including the most ordinary toys.

Quantitative Exploration Games

In the course of games and exercises with entertaining mathematical material, children master the ability to search for a solution on their own. An adult equips children only with a diagram and a direction of analysis of an entertaining problem, leading in the end result to a solution (right or wrong). A systematic exercise in solving problems in this way develops mental activity, independence of thought, a creative attitude towards learning, and initiative.

How to teach a child to count? It seems that there is nothing complicated: I, 2, 3, 4, 5 ... But what to do when the kid categorically refuses to understand that after 10 comes 11, and after 20 - 21. He changes the numbers in places or skips them altogether, bringing thus parents to a nervous breakdown: “Smart boy, but he gets confused in such trifles! What will happen next?".

The point is that children's memory is selective. The child learns only what interested him, surprised, pleased or ... frightened. He is unlikely to remember something, in his opinion, uninteresting, even if the adults insist. Therefore, the main task of parents is to make it interesting for the baby to do counting. Then the little fidgets themselves will not notice how they learn to count.

Cubes

For children of two to three years old, cubes are an excellent building material. At the same age, kids readily get acquainted with numbers. With four to five-year-old children, it is already possible to compose examples for addition and subtraction, to compose and read multi-digit numbers.

How many cubes do we have in total? Why not count them? After all, it is interesting to know how many there are?

In a large room, the cubes can be laid out in one row. Even if the child is not completely firm in counting, or even completely bad, he will still carefully monitor and remember the actions of an adult (showing a cube and naming a number, moving along a row from left to right, etc.). After two or three shows, he will definitely want and try to act in the same way on his own.

Several cubes of the same size are placed in front of the child. After explaining and showing, the child must independently put the cubes one on top of the other to make a turret, then a train, a chair, a house.

"Path" - laying out several cubes in a row.

"Fence" - laying out several cubes on the edge.

"Bench" - is built of two cubes and a cross bar on top.

"Little table" - the cross bar is superimposed on one cube.

"Gate" - the cubes are placed perpendicular to the bar. Using building material, you can also propose to build a crib, sofa, etc.

Do not put up a small number of cubes, let them each time be at least one and a half to two dozen, small numbers are repeated in large ones with each recalculation.

Gradually increase the number of cubes, quickly and clearly show and count yourself at first. Children will definitely start joining, echoing, prompting at the slightest pause, overtaking you. They themselves are interested in mastering the order of counting, to advance in it as far as possible.

We count nuts

Take two saucers, each with one, two or three nuts on it, or two cards, each with no more than three dots. "How many nuts are there on this saucer?" "Does this and this saucers have the same number of nuts, or are there more on one of them?" Start by comparing one nut versus three, then go on to comparing one nut and two nuts, and finally two nuts and three, before comparing one nut to one, two nuts to two, and three to three.

Account on the road

Small children get tired very quickly in transport, if left to themselves. This time can be usefully spent if you count with your child. You can count the passing trams, the number of child passengers, shops or pharmacies. You can think of an object for each counting: a child counts big houses, and you counts small ones. Who has more?

Count yourself

Name the parts of your body, which are one at a time (head, nose, mouth, tongue, chest, stomach, back).

Name the paired parts of the body (2 ears, 2 temples, 2 eyebrows, 2 eyes, 2 cheeks, 2 lips, 2 arms, 2 legs).

From which one is more taken?

In the morning, mom put the same number of apples on two plates for the children. By evening, there were as many apples left on the plates as shown in the picture. From which plate are the most apples taken and by how many? Explain your answer.

Light up the stars

Game material: a sheet of dark blue paper - a model of the night sky; paintbrush, yellow paint, number cards (up to five).

1. “Light” (with the end of the brush) as many “stars in the sky” as there are figures on the number card.

2. The same. Perform, focusing on the ear for the number of beats in the tambourine or on the table top.

How many buttons?

Buttons are used, no more than 5 pieces. Start with 3 objects in a row. Ask:

1. How many buttons are there?

2. What happens if I remove one?

3. How many will there be now?

4. Now what happened?

5. How many are here?

6. Is there still three here ?!

7. How many are here?

8. Is it still the same number as it was, or is it more / less?

Questions 6 and 7 can be omitted if your toddler answers question 5 correctly. Otherwise, ask them so he can think again. Carefully vary the form of question 8: change the order in which you say the same, more and less, because there is a high probability that the child will agree with your last word if he is not sure of himself.

Repeat the exercise increasing the number of items to 5 and adding or subtracting 1 item in total. Be sure to confirm his answers with “Yes, there are 3 items here” or “Yes, there are more here,” when he is right. If he says wrong, then: "No, let's try again" or "Let's see."

Count in order

Put all the mugs in a bag (bucket, box). Take out one at a time and lay it out in a row on a table or sheet of paper (the surface should be monochromatic so that the circles are clearly visible). As you lay out the circles, say “one,” “two,” and so on up to ten. You can take out the figures in turn - one you, one child. Having laid out all the pieces in a row, begin to put one back and count down: "ten", "nine" and so on. Finally, after removing everything, say: “Zero! There is nothing!". Playing such a game, the child will quickly learn the order of counting in both directions within the first ten.

How many shapes?

Place a piece of white cardboard or something in solid color underneath. Put one piece on it and say "One!", Then the next one and say "Two!" and up to five. See what happened. You can get five figures that are the same, then you say - all are red - or several others, then you can say - three red and two blue, but only five. And then start cleaning one at a time, attract the child to this and cheerfully remove and lay out five figures again, counting them back and forth. In the course of the game, change the number of colored figures in your "heel" imperceptibly for the child and draw his attention to this: "Look: one red and four blue, but still five!"

After a while, bring the game to the composition of the number ten, then take twenty figures at the same time so that you can get a whole ten of one color, a whole - another, nine one - one another, etc.

You can use cardboard trays for eggs when playing (now trays for ten eggs with a lid are sold - you just need to cut off the lid from them, or take a large pallet for three dozen and cut it with a sharp knife so that you get two rows of five). Laying out coins, balls or something else in such a "dozen", the kid will see himself how much is left to put to make a whole ten, that when there is no room in one box, the second ten begins, he will easily remember the composition of the numbers of the second ten and beyond.

Coin Games

If the baby likes to fold something, push cylinders or coins into a hole in a box, roll balls down a slide - this can also be associated with counting. The baby adds up, you count. He listens and tries to repeat. So the child not only remembers the sequence of counting, but can also clearly see those twenty or thirty-five coins that he put in the jar.

Options for such games:

1. Help Pinocchio. Game material: Buratino's toy, coins (within 7-10 pieces). Assignment: help Pinocchio to select the number of coins that Karabas-Barabas gave him.

2. How much is in the bank. Take coins and a plastic jar with a narrow hole in the lid (like in a piggy bank), put a long path on the table, how many coins did you get - 12, 17, 25? Count together with the baby, repeat how many coins you have. And start putting coins in the jar, each time naming how many coins are left - this will be a game of countdown 25, 24, 23, 22, ...

You can lay out coins not in a long way, but in "turrets" (4, 3, 2, 1), you can get one, two, three whole turrets or more, and even a few coins separately, so tell the kid - ten, ten more, yes ten more, and four more coins - thirty-four in total! Let's put it in the jar: there are 33, 32, ...

Guess how much is in which hand

Two or more players can participate in the game. The presenter picks up a certain number of objects, no more than 10 (these can be matches, candies, buttons, pebbles, etc.), and announces to the players how many objects he has in total. After that, behind his back, he puts them in both hands and asks the children to guess how many objects are in which hand. They take turns answering the question. The one who guesses becomes the leader.

How many

Choose something to count with your child. You can show him a tree on the street, for example, a poplar, and teach him to recognize it. And then give the task to count how many poplars are on the street along which you are walking. You can count how many people with glasses passed by, how many green cars are parked on your street, or how many shops in your neighborhood.

Who has more

This game can be played by two or three. For the game you need a cube with dots. Buttons, cones, nuts, etc. can be used as counting material.

Place these items in a vase or box. Now roll one die at a time. What number falls out, so much is taken from the vase of objects. When the vase is empty, count who has more.

Math game

Count everything you play. To do this, you do not need to arrange special sessions with sitting down at a desk. After all, you, for sure, are playing with a child, here and talk: "A chicken lives here, and here there are two elephants." Or "How many animals will go by train?" And you yourself answer, so that the child begins to understand how such a question is answered: “Two cats, three horses, one camel, etc.”. Especially create game situations where the hero must count something or give another toy or person the right amount of mushrooms, flowers, hippos, whatever.

Right there, that is, in any game, you can give elements of mathematical actions, introduce you to the composition of the number. That is, you are playing a mathematical problem in faces and you yourself solve it in front of the child in the ways available to him.

For example: “An elephant came to visit a camel on a large ship, and then two more monkeys. And the camel had three guests, ”etc.

“The girl baked two pies with jam and two pies with cabbage, then put all these four pies in a basket and went into the woods to see a woodcutter she knew (you portray all this as toys, or even better, if you do it together, by roles). The woodcutter was just at home, and two hunters were also visiting him. The girl made tea and they all began to drink it with pies. And it turned out that everyone got one pie, since there were four people and pies each, that is, equally (and give everyone a pie). ” The plot of the game, of course, should proceed from the presence of toys. Along the way, design a play space with your child: a forest, a path, etc. Do not focus on the fact that you need to remember something or at least listen carefully. Let the child be carried away by the game, and everything will be remembered by itself.

Counting by ear

For this game you will need: cards with the same pictures, counting material, some musical instrument - a metallophone, a tambourine.

Option 1: Show the child the picture card and ask him to hit as many times as there are pictures on the card. Count out loud: "One, two, three ...".

Option 2: You knock on the metallophone, and the child, counting out loud with you, puts up the same number of toys. First, put the toys out after each hit. When the kid will easily cope with the task, complicate the task - put up the toys after all the blows.

Option 3: The child puts the toys to sleep, and the adult reads the counting rhyme.

Night countdown

One, two, three, four, five!

Six seven eight nine ten!

We must, we must, we must sleep.

And no need to play tricks.

He who does not sleep will go out.

Who fell asleep will see

Valentin Berestov

The concept of two and a pair

Growing up kids still do not know how to count or recognize numbers, but they are able to assimilate the basic meaning of the concept of "two". Help your child make sense of this by pointing out many paired objects: two shoes, two socks, two hands, two feet, two ears.

When talking to your child, use the word "two" wherever possible: "Look at these two flowers." Give the child two things each: "Here are two spoons" or "Here are two toys."

Exploring zero

You can enter zero using questions like this:

- How many cows are in your pocket?

- How many crocodiles do we have at home? Etc.

Place 5 cubes on the table. Clean up one at a time and ask how much is left. First, 1 cube (4 remains), then 1 more, and so on. Until 0 remains.

We will treat the animals

Place animal toys in front of your toddler. Offer them to "feed" - choose a card with the image of the same amount of fruits or vegetables as the animals.

Groups of animals can be changed 3-4 times in one lesson.

Option: the same task, but with toys-dummies of fruits and vegetables. In front of each animal we put a "treat" and count: "One carrot, two ...".

Digital alphabet

After the child has learned to count, you can move on to the study of numbers. Toddlers usually just memorize a series of numbers from one to ten. The main thing is that the child is aware that the numbers indicate the number of specific objects. Whether it be three kittens, three balls or three apples - this is always indicated by one number. Children love all kinds of Velcro books and magnetic numbers that can be attached to a special board, to the refrigerator or to the tiles in the bathroom. If the numbers are always in front of the kid's eyes, he himself will not notice how he learns them.

When the child learns a series of numbers from one to ten, the concept of "zero" can be introduced. Invite your child to count what is not there. “If we have apples, we can count them. And if we have eaten all the apples - there is nothing left - that is, "zero apples". The word "zero" means: "there is nothing."

For older children (4-5 years old), tell us how numbers are formed. Put ten counting sticks in a row - in ancient times ten was abbreviated as "dtsat". Put one stick on top (preferably a different color). It turns out "one" to "dtsat" - "eleven". By adding one stick to the top row, you will gradually reach twenty. Then you can tell how dozens are formed: two dozen - "twenty-twenty", three dozen - "thirty-twenty" and so on. The exception is the number forty, which in ancient times meant "very much", and ninety, which translates as "nine to one hundred."

When studying the count from 1 to 100, do not demand instant memorization from the child. It is most convenient to move in stages, for example, every week to increase your knowledge by one dozen. First from 1 to 10, then to 20. The next day, before learning new Numbers, repeat what you went through yesterday. You can move on only when the child has firmly mastered the previous material. In this way, you will gradually learn the count from one to one hundred. Just remember that the baby should not remember, but understand the count. Mathematics is based on understanding, searching for patterns. The child should figure out by what principle the numbers are arranged in that order, and not in reverse.

To consolidate the material studied, offer the child the following tasks:

- What is the number before 5, 9, 21, 46, 85, 100.

- What is the number after 8, 16, 26, 57, 82, 99.

- What number is between 5 and 7, 11 and 13, 45 and 47.

- What number is missing: 5, 6, 7, 9, 10.

If counting from 1 to 100 is not difficult, you can proceed to counting down. The most convenient way to demonstrate the countdown is on your hands, bending your fingers, or using counting sticks. Better to start at five. It all depends on the individual characteristics of the child. From what kind of thinking he has more developed: spatial or imagination. It happens that the kid easily performs complex mathematical calculations, and counting down causes difficulties. Don't put pressure on your child. Show him the countdown with specific examples, such as going down the elevator.

Counting in the kitchen

The kitchen is a great place to learn the basics of math.

Numerous games in the kitchen will help kids to remember numbers and counting.

First, you can make number-shaped cookies with your baby. This is done in the same way as regular shortbread cookies. Preparing for the next holiday, knead shortbread dough, roll it out, and then, instead of stars, diamonds and circles, cut out numbers from 1 to 9 from it with a knife. The kid will like this game, and he will quickly remember the names and designations of the numbers.

Secondly, you can cook soup and salag with your child, having previously calculated how many different types of vegetables you need for this. Do not forget to put on aprons on yourself and the child - this will add to the game the seriousness of the real business!

In this case, you can use poetry

Shchi-talochka

I clean vegetables for cabbage soup,

How many vegetables do you need?

Three potatoes, two carrots,

Onion one and a half heads,

Yes parsley root

Yes, a cabbage calf.

Make room, you cabbage,

You're thick in the pot!

One-two-three, the fire is on

Stump, get out!

Marina Boroditskaya

Ask your child to wash and cook 3 potatoes, 2 carrots, 2 onions, 4 tomatoes, 2 cucumbers, etc. Count with your child how many beans you put in the soup. When the soup is cooked, do not forget to remember together and list what you put in the pot / salad bowl and in what order. When setting the table, talk about how many plates you put, how many forks, spoons and knives you put on the table. Finally, do not forget to thank the kid for their help.

Playing numbers

After studying a specific number and account, you can play with it like this.

1. Place cards with numbers that the child knows in boxes (jars of processed cheese, disposable containers for salads, etc.), and hide the closed jars in different places of the apartment. Let the baby find all the jars and arrange in them as many of the same objects as printed on the card. For unfolding, you can use buttons, mosaics, cubes, juice tubes and any similar trifle.

2. Play the "circus": the child is a learned dog, let him execute a few of your commands, and then you show him large cards with numbers, and the kid will play as many times as indicated on the card. Children love to portray animals.

Or vice versa: lay out cards with numbers known to the child on the floor or sofa, how many times you clap (stomp, wave your hand, crow, etc.) - the child will bring you such a card.

3. Cut the numbers out of velvet paper, cardboard, plastic, etc. Fold in an opaque bag and ask the baby, putting his hand in the bag, without looking, first feel the number and guess what number he took, and then take it out.

4. Read verses about counting and numbers, learning a new number - associative memory will help you remember the image of the number.

5. Show your child a card with a number and ask: "What is so much in the house?" Let him look around the apartment and count. For example, the house has 4 doors, 8 pots, 3 turtles, 1 dog ...

Getting to know the numbers

To play you will need counting cards with pictures, numbers (on cards or any other), chips.

It is best to play together. Lay out all the cards, pictures up. Put the numbers in the box. Take the numbers out of the box one by one. The task is to find a card with the corresponding number of items. A chip is placed on the found card. The digit is put back in the box.

When the game is over, count who has the most chips. It is better to do it this way - put the chips in two rows and compare whose row is longer.

Guessing

You can use yogurt boxes or plastic cups for this game. Write or paste numbers on each cup. Find a toy that fits in your cup.

This game is played together. Place the cups upside down. One player turns away, while the second hides the toy in one of the cups. The first player must guess under which cup the toy is hidden, and the second must give him hints. For example: the toy is hidden under the cup with the number 5. The player asks: "Under the second?" - "No more".

Solving examples

It is better to introduce them from elementary ones, for example:

1 + 2 = 3, etc.

Then complicate.

For the child to understand the meaning of these operations, explain with examples:

1 + 1 = 2: 1 tomato + 1 tomato = 2 tomatoes, etc.

Draw the child's attention that in life we often resort to addition and subtraction: when it's cold, we put on another sweater, and when it's warm, we take it off, etc.

Name all words that resemble:

- about addition: add, buy, receive,

- about subtraction: select, take, etc.

Also note that when adding, the largest number is the answer, and when subtracting, on the contrary, the result is the smallest number.

Math fishing

Consolidation of addition and subtraction techniques within 10, their reproduction from memory.

You will need pictures of 10 fish, of which 6 are yellow, 2 are red, 2 are striped.

On the magnetic mode, barely a graph, fish are placed, on the back of which are written examples for addition and subtraction. The child "catches" (removes) a fish, reads an example for addition and subtraction. I solved the example correctly - get a fish. Whoever "catches" fish more (will solve the examples correctly) is the best angler.

Where to put the card

An adult lays out on the table one doll, two cups, three bunnies, four ducks, five cubes, six spoons, etc. (You can replace it with any other material.) There are also inverted counting cards. The adult explains the essence of the game: it is necessary to arrange the cards next to the toys so that the number of circles on the card corresponds to the number of toys.

Lay out correctly

The score cards are laid out in ascending or descending order. For instance:

The child looks at the cards carefully and names them. Then he is asked to close his eyes (or leave the room). An adult changes the position of several cards.

For instance:

After the conventional sign, the child opens his eyes (or returns to the room), puts the cards in their original position. You can invite him to lay out the cards in the reverse order.

We study the number

Draw dots on the cards. Place a different number of toys in different places in the room. For example: 1 bunny, 2 bears, 3 cubes, 4 balls. Don't take a lot the first time. Ask your child to find 3 toys, showing a card with 3 dots, you can not say the word "three", replace it with the phrase "the same". If the child brings a different number of toys, do not rush to say - it is wrong. Try to lay out each toy on a point, close the points with toys, it will be immediately visible whether the point remains uncovered, or the toy does not have enough point.

Absent-minded artist

It is necessary to take the necessary numbers from the set and correct the mistakes of the absent-minded artist. Then you need to count to six, indicating the corresponding number of objects in the pictures. 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 in the pictures out of absentmindedness. Take the numbers you want from the set and correct the mistakes of the absent-minded artist. Now count to six. How many birds are not shown in the picture?

Let's treat the tigers

You will need toy tigers, a plate and a block of red plasticine. The kid must tear off as many small pieces of plasticine ("meat") from a large bar as he sees tigers in front of him. Remember to ask your kid to name the numbers every time he tears off the plasticine. At the end, always ask the question: How much is it in total? If the baby has learned to answer it, he has mastered the first basics of mathematics.

The fastest postman

To consolidate the knowledge of addition and subtraction tables within 10, you can use the game.

The teacher gives five children the same number of cards, on the back of which there is an example for addition and subtraction. Children sitting at tables depict houses with numbers (they hold in their hand cut numbers representing numbers from 0 to 10).

Postmen should quickly identify the house number on the envelope (count an example) and deliver the letters to the appropriate houses (give the children who have cards with numbers corresponding to the answers).

The one who quickly and correctly delivers letters to their destination is the fastest postman.

Math beads

I made beads from different numbers,

And in those circles where there are no numbers,

Arrange the pros and cons,

To get the answer given.

Picture 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 ashore?

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

4. Pull out the turnip grandfather, grandmother, granddaughter, bug, cat and mouse. 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 using cards 5 and 6.

Baby domino

Domino is an ancient game derived from dice. If you still don't have dominoes in your arsenal, it's time to purchase this game, because it is simply necessary for conducting mathematical games.

The rules of the domino game are familiar to almost everyone. The only thing you need to know in addition: before playing with a child 2-3 years old, remove all the chips with the number of dots exceeding 4. Add the remaining chips only when the child has mastered the rules of the game and learns to count to four. If the child is older, then nothing needs to be removed.

On this "didactic material" counting to twelve is learned quickly.

we put the number 2 on top, and 4 below.

If we count together

we get ... exactly 6!

(there is an endless field for imagination)

Immediately write down this example using numbers, however, especially without drawing attention to this process.

We play dominoes, with halves it

we put the number 2 on top, and below ... we don't know!

How much do you need to add to get 5?

Agree, this is almost an equation! 2 + x = 5. At the bottom, under the picture, write this down, explaining that when we don’t know something, we write the letter x instead.

In the future, ask to teach dolls or a bunny to solve examples for addition and equations.

Math games are well-readable. At the same time, the child naturally forms abstract thinking of numbers 1 2 3 4 5 6 7 8 9. Familiar characters, colorful design and understandable examples from life teach the kid the basics of analysis, juxtaposition and comparison of objects in mathematics. And the words count, addition, subtraction and multiplication will never scare your child again.
Much knowledge in preschool age is not easy for a child. But, perhaps, it is especially difficult to teach a kid to play math games. Since this happens for a child with certain difficulties, it is important not to scare him away from mathematics at all. This means that acquaintance with the queen of sciences “mathematics” should take place in a fascinating format.
Psychologists know: you can interest and captivate everyone, even the most restless child. For example, special educational mathematical games for preschoolers 1-2-3-4-5-6-7-8 years old will help create a positive atmosphere of such an acquaintance. Spending time with them, the child will, without noticing it, get acquainted with numbers, simple techniques of operating with numbers, will begin to clearly navigate the concept of "more or less".
Solving arithmetic problems, the kid is motivated by the fact that he wants to find the right answer. Every right decision is a small victory, so it is a reward in itself. For him, this is a habitual play activity, during which new knowledge is unconsciously deposited. Information is received latently, in an entertaining format. This means that the child does not need to be forced to learn new material. And this applies not only specifically to mathematical knowledge. A young explorer is born in whom natural curiosity will not be stifled.
The free section "Math Games" is perfect for your child if you want to improve his knowledge of mathematics. These games are aimed at knowing numbers. This educational section in the form of educational games will definitely please your child.
In the section "Math games online" the child will be able to learn how to count to 10, correctly name the numbers, and will also be able to solve some math examples: addition, subtraction, or even multiplication and division. In the examples, several answer options will be given, from which he will have to choose the correct one.
The games in this section are aimed primarily at teaching the child. You will not find entertaining games here. We advise you to combine educational games with entertainment. After each completed material, include something for him to relax, so he will not get bored and will work much harder with educational games. Teaching numbers is not an easy process, so your little one may need help or guidance at a certain level of difficulty. Do not be lazy and sit with your child solving these math problems. This will greatly help your child to master the numbers much faster. Also, do not let the child sit at the computer for too long, this also applies to the learning process, with the help of special games. The child should take a break of ten minutes after every 40 minutes of class.

Angelica Antyukhova
Mathematical games library. A selection of didactic games with mathematical content for children 4-5 years old

MATH PLAYER

DI "VICE VERSA"

Target: to intensify the use of special terms when naming various parameters of the size of objects, to replenish the child's vocabulary.

Rules of the game:

Remember, we built houses, and then we compared them, determined which ones were tall and which ones were low. If we say a word "high", then what word can be called so that it shows the opposite property of the object, the property is the other way around?

Right. There are many words that have opposite meanings. This is what our game is called "Vice versa"... Let's play? First, I will be the leader, and then you will be able to fulfill this role.

An adult picks up a ball, throws it to a child and is talking: "Short" answers: "High"... The adult throws the ball again and is talking: "A long"... The child catches the ball, returns it and answers: "Short".

Children like this game very much, but at first they may get confused when answering (not enough vocabulary)... An adult helps them, connects others children so that they can help the respondent.

At first, an adult is the leader of the game. Then, as the vocabulary is assimilated and expanded, children can become the leaders. The leader is determined with the help of counting rhymes, which are learned in their free time.

The duration of one game depends on the capabilities of the players. An adult takes this into account and tries not to overwork children... It is recommended to play the game throughout the year, gradually expanding the vocabulary game material... It can use the parameters of size, weight, taste and temperature properties, time concepts, etc. for instance: long - short, tall - short, thick - thin, old - new, hot - cold, funny - sad, funny - serious, brave - cowardly, empty - full, soft - hard, light - heavy, clean - dirty, strong - weak, beautiful - ugly, etc.

STRIP COMPARISON

Target: to form ideas about the value (length) and methods of comparison in magnitude.

The table is being prepared. On it are stripes of different lengths and colors. An adult refers to children:

Guys, let's compare the stripes. What can you say about the length of these two stripes: are they the same or different? How did you get it? Prove it.

Probably the children will demonstrate the way of application or overlay. The adult asks them to tell you how to compare one strip to another. What rules should be used for correct comparison? In fact, an adult is trying to get from children verbal expression of those actions of commensuration that they performed. For many, such a request will be difficult at first. However, this is completely surmountable.

The adult invites the children to help her and together tell the rules of proportioning. There is a lively dialogue between an adult and children, as a result of which rules are born that are understandable for the children and available for repetition. Logic in defining rules such is:

1. Without exact comparison, comparison of strips with each other, it is difficult to determine which of the strips is longer, which is shorter.

2. To compare two strips, you need to attach one of them to the other or superimpose one on top of the other (both methods are demonstrated, children reproduce the actions of an adult on their strips).

3. First, the ends of both strips are aligned, aligned on one side (left)... Then it is necessary to determine whether the other two ends have coincided. (the edges) stripes (on right)... If the edges coincide completely, then the strips are the same, equal in length. If the edges of the stripes do not match, then the stripes are different, not the same: one is longer than the other.

The adult accompanies the words of the action children, comments on them, pronouncing the rules of comparison, helps them. He asks the children to show each other how they compared and tell them what result they got (the longest strip, the shortest strip, the strips are the same, equal in length). The teacher draws the attention of his pupils to the fact that it is customary to talk during the lesson only on business, if necessary, you need to offer your help to a friend, what is happening should be discussed in a low voice.

"LET'S CHECK ATTENTION".

As game material several objects, geometric shapes, construction elements are used material... (First set for a pair children consists of seven to eight items; further recruitment material and the number of objects will change.) After getting acquainted with the rules of the game, children are invited to play in pairs.

Rules of the game: the facilitator places several items from the set on the table, for example, five items from those prepared for the game. Child examines them carefully trying to remember. The presenter silently counts to ten. Then the items on the table are covered with a napkin. The child lists the items under the napkin. The one who correctly named all the items gets a point. (for example, a colored circle, an element of a geometric mosaic)... The number and composition of the set of items on the table changes. The game is repeated again.

THE GAME "AS MANY".

Children lay out numbers and number cards in front of them. In the game, you can use a painting depicting a landscape. On the instructions of an adult, a numerical card or number is raised up, indicating the number of named objects. For example, they show with a number how many dragonflies are shown in the picture, raise a number card, where there are as many circles as there are butterflies, etc.

"READ, DO NOT MISTAKE"

The game consists in the fact that children count as many toys that will be assigned. Tasks can be given differently each time. But first you need to guess what number is set, and only then complete the task. For example, it is proposed to count as many toys as there are circles on the specified card (a card with three circles is shown).

The children count out three toys from those that are on the tray and put them in front of them.

Now put a number next to it. Children carry out the task.

How many toys have you counted? How did you guess that there are three toys to be counted? What number did you put in? Why this one?

Children answer questions.

Was it difficult to complete the task - to guess that three toys should be counted? The game is called "Consider, do not be mistaken" and you are not wrong. Well done!

So the next task such: Count as many toys as the tambourine beats. Count the beats of the tambourine to yourself so as not to interfere with each other.

Two tambourine beats sound. Children put two toys away.

You have counted the toys, but what else do you need to put in? Well done, who guessed to put a number next to it.

An adult asks a few game tasks, draws attention to those who have difficulties (but does not comment out loud)... During the game, it is advisable not to use verbose explanations and not to require this from children... The pace and success of the assignments make the game interesting and attractive for preschoolers.

Sample tasks: count as many toys as there are pictures on the board, put a number next to it; count as many toys as nesting dolls on the table, put a number next to it; show a card where there are as many circles as there are doors in the room, put a number next to it; raise the number that will show how many windows are in the room; count as many toys as a person sits at each table, put a number next to it; raise the number that will show how many times the hammer was struck.

This game uses numbers, number cards, toys. As a demonstration material- plane images of objects, volumetric and sounding toys. Children can try giving assignments. (this is preparation for the role of presenter)... Variants assignments: find a number card, where there are as many circles as this figure shows, put a number next to it; find a number card, where there are as many circles as there are toys on the table, put a number next to it; find a number showing how many pictures are on the board, count as many toys as there are pictures on this card, put a number next to it.

If children can easily cope with tasks, they can complicate: count one more toy than there are flowers on the board, put a number next to it showing how many toys are in front of the child; count one more toy than the beat of the tambourine is heard, put a number next to it showing how many toys have been counted; count the toys one less than the Christmas trees on the table, put a number next to it.

Sample tasks: count as many toys as you hear beats, put a number next to it; count as many toys as the cat's paws, put a number next to it; count toys one more than this figure shows, put a number next to the toys; count the toys one less than I clap my hands, put a number next to it. The game is organized in pairs.

"WE CLEAR THE NUMBERS ON THE JOB".

I will ask you riddles. If you guessed which number I’m guessing, put it on the tray. So, remove the number that shows how many ears the cat has. (Children remove the number "two".) How many tails does a cat have? (Remove the number "one".) What figure is left? Who can tell a poem about her or come up with a riddle? (After the poem, the last digit is also removed. "three".)

Sample tasks: remove the figure showing how many times a year a person has a birthday; remove the number showing how many bows Nadia has; remove the figure showing how many circles there are on this card; determine which figure is left, whether everyone has this figure.

Quests can be the most different: remove the number that appears in the title of the tale where the bears Mikhail Ivanovich, Nastasya Petrovna and Mishutka lived; remove the figure that shows how many doors are in the room, how many large chairs.

What number is left? Or maybe we can tell a poem about her or come up with a riddle?

"WHERE, WHAT IS IT?"

The child and the adult look at the room and ask a friend questions friend: where is this or that object - where is the red ball, doll, cups, vase, cat, carpet, blue ball? When answering questions, the child uses prepositions and adverbs that indicate location items: under, above, on, above, below, near, near, next, close, far, between, in front, in front, behind, behind (in this case, you should not ask questions about the location of objects to the right - to the left of the named).

"WHAT DIGIT IS NOT?"

The rules of the game are as follows: the child closes his eyes. The adult removes one of the numbers. The rest of the figures remain in place. Asks the child to open his eyes and determine which number is gone. If the game is easy enough, you can invite the child to use his set of numbers and raise the number that is missing, which is gone. At first, the number row, which is in front of the child on the table, is used as a clue. Later, the game is played without prompting.

"CORRECT THE ERROR".

At the signal, the child closes his eyes. An adult breaks the correspondence between the number of objects and the number, using different ways: swaps the numbers in places, removes one of the items, leaving the numbers unchanged, or adds an item to one of the groups without changing the number. At first, until the child has mastered the content of the game, one or two mistakes are made, and then the number of errors can be increased. The child opens his eyes and finds a mistake.

Fraudulent moves are also possible, traps: everything remains unchanged or groups of objects with their numbers change their location, but errors, that is, discrepancies between the number of objects and the number, do not arise. The same question is asked if the error can be corrected. To answer it, you still have to count each group of objects and check if the number is correct. Only after this is it possible to conclude that there is no error. Most often, correcting a mistake, the child seeks to restore the previous version, arrange objects and numbers as they stood. The adult approves of the correct answer and suggests finding another way to correct the error (add a missing item or remove an extra item so that the number again corresponds to the number, replace the number with another, etc.).

The game is repeated several times.

THE GAME "LIVE FIGURES".

Rules of the game: five children get a set of numbers from one to five. Everyone takes one. A tambourine sounds. "Alive" numbers scatter around the room. At the signal of the presenter, all the numbers are in order from one to five from left to right. The guys are checking if the numbers are right. Then each digit is individually set exercise: clap your hands as many times as his number shows, tell a poem about your number, tell some riddle, jump on one leg five times, etc. "Live" the figure performs the task and transfers the figure to the person who asked the task. When the composition children-the number will change completely, the game starts again.

"CONFUSION".

Rules of the game: There are numbers on the board. The presenter asks children close their eyes... Swaps numbers. Children open their eyes and find numbers that are out of place. Restoring order, the child should not only silently move the numbers, but also say what and why he will move. For example, the number "five" more than four by one, so it stands after four. Number "two" less number "three", therefore comes before the number "three".

The rules of the game are as follows: children stand in a circle. The presenter throws the ball to someone from children and calls any number. The child who catches the ball continues to count from the named number. (two more numbers) and returns the ball. The presenter again throws someone from children ball and again calls any number. Direct or reverse counting is used. It is easier for children to play with the opposite order of numbers than the game with the opposite order. Although at first, preschoolers experience difficulties in this game in both cases, since it is more difficult for them to count from a given number than from one.

"LOOK AROUND" game for the development of the eye and orientation in the signs of size.

The rules of the game are as follows. Children disperse around the room and carefully examine the surrounding objects, compare them with each other in different ways featured: height, width, thickness, length. At the signal of an adult, the guys freeze in their places. The teacher approaches each and asks what he noticed. The child tells. In the answer, it is necessary to name the attribute of magnitude and determine which object differs in size from which.

Possible answers: the dining table is higher than the doll table; the picture hangs higher than the plate; this tassel is thicker than this; the carpet is narrower than the carpet; Katya's hair is longer than Masha's. It is necessary to help children highlight various signs, compare two or three objects with each other, clearly formulate an answer using the full name of the object, and not just pointing at it with a gesture. Sometimes an adult himself formulates an inverse relationship.

The child says:

The painting hangs higher than the plate.

Adult:

And the plate hangs lower than the painting.

Then the game is repeated again.

WE KNOW CHILDREN WITH NUMBERS

Here is a poem invented by S. Marshak about numbers:

Here is one, or one.

Very thin as a knitting needle.

But this figure "two".

Admire what is:

Bends a deuce neck,

The tail is trailing behind her.

All numbers love order, so they are built in a row one after another, in a specific order. The smallest is ahead. And after it the number is one more, the next one is again one more and so on ad infinitum.

We learned two today the numbers: number "one" and the number "two"... Which one is smaller? (Children answer.) That's right, one. Hence the number "one" and will stand first on the left. (put the number 1 on the table) Which number is greater than the number "one" for one? (Children answer.) That's right, the number "two"... Where should the number stand "two"? That's right, after one. Do the same.

We will familiarize ourselves with different numbers and arrange them in order.

But this - look,

A figure stands out "three".

Three is the third of the icons -

Consists of two hooks.

The place of the number is determined "three" in numerical a number of:

Number "three" one more than the number "two", therefore stands after the number "two"... Children are invited to expand the number series.

Three are followed by four

Sharp bulge elbow.

Determine the place of the number "four" in a number series and explain why the number "four" stands after the number "three"(since it is one more than the number "three"). Children lay out a number series and add a number to it "four".

Using terms in speech: number and number, an adult explains that a number is a sign of a number and, like a letter, denotes a sound. Number only (not a number) may be one more or less than another number - in terms of quantity. The numbers may differ in size (shows the number "one" large and small, figure "four" small and tall, in color (shows sets of numbers in blue and red)... Number "four" no matter what color or size it is, it always denotes a number "four".

Next comes the acquaintance with the number "five", analyze it. Explain why the number "five" stands after the number "four": number "five" one more than the number "four" so five stands after four. Number "four" one less than the number "five" so four comes before the number "five".

Read a poem about number "five".

And then she went to dance

On paper the figure "five".

She stretched out her hand to the right,

The leg bent sharply.

(S. Marshak)

VERSES ABOUT NUMBERS, (for memorizing with children)

Her appearance is like a comma,

Crochet tail, and not secret:

She loves everyone who is lazy

And her lazy ones - no.

(S. Marshak)

This is not a bird.

Almost straight

Number two!

Here is a flexible neck.

Here is the body.

Head bowed to the water.

Draw a bird skillfully.

And that will be number two.

(V. Bakaldin)

Two sisters - two hands

They chop, build, dig.

Tearing weeds in the garden

And they wash each other.

Two hands knead the dough -

Left and right.

The water of the sea and the river

They rake in by swimming.

(S. Marshak)

The third number is three.

Take a good look:

This is your bike

Left a mark on the ground.

Well, how many stripes are there?

Well, how many wheels are there?

(S. Marshak)

This is the snake charmer

I went out with my fishing rod.

A snake is dancing in front of him -

Crochet tail, arched neck,

Look at the snake -

Why, this is number three!

(V. Bakaldin)

Look, four is a chair

Which I turned over.

(G. Vieru)

Did Egorka

Cleaning with mom.

Knocked over the chair

In the apartment,

He became like four.

(V. Bakaldin)

The new figure is four.

The table is in our apartment.

How many legs does he have -

At your table?

(S. Marshak)

Comes four after three.

Let's talk about four.

Four seasons of the year -

I'm talking about them.

Winter is white and cold

She carries fluffy snow.

Spring throws grains into the ground,

And the summer is working nimbly.

Over the summer, autumn is golden

Carries harvest baskets.

(S. Marshak)

Four in the corner room.

Four legs at the table

And four legs

The mouse and the cat.

Four wheels are running

Shod with rubber.

What will you go through in two hours

They are in two minutes.

(S. Marshak)

This is a magician-five.

You watch her vigilantly.

Somersaults - one and two!

Will turn into number two.

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 mastery 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 between 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 reverse 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 don’t touch the pines and trees, me.

(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?

Age 5-6 years

Target: to consolidate the ability to compare numbers using signs more, less and equal, 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

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 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 make a gift for mom, 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 is theirs.

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

As soon as all the 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 draws 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, and to the right of the large circle put the smallest 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 fairytale hero has come to visit 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 take a walk on the rainbow. He jumped onto the red strip of the rainbow and suddenly turned ...

What do you think our gingerbread man on the red carpet could have become? 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 mending dresses.

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 fixed 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: 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 them 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 which ones 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 on the table in front of them, 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: 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 a fairy 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 inhabit this forest from the details of the game.

Children come up with images of animals and birds.

3. Didactic game "Grow flowers" (Blocks of Dienysh)

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, it is necessary to disenchant 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 build a solution from the counting sticks according to a map-scheme or according to their personal design.