Didactic games for the development of mathematical concepts. Card file of didactic games on the formation of elementary mathematical representations. Didactic game "Find the object"
Ministry of General and Vocational Education of the Sverdlovsk Region
State budgetary professional educational institution
Sverdlovsk region
"Kamyshlov Pedagogical College"
Collection of tasks and didactic games, aimed at the formation of elementary mathematical representations
"With mathematics in space flight"
for children of senior preschool age (6-7 years old)
Kamyshlov, 2017
Collectiontasks and didactic games aimed at the formation of elementary mathematical concepts
"With mathematics in space flight" for preschool children (6-7 years old) / comp. M.A. Gostyukhin. Kamyshlov: GBPOU SO "Kamyshlov Pedagogical College", 2017.
The collection proposes a system of tasks for mathematical development for the formation of elementary mathematical representations for children of senior preschool age: counting, set, comparing objects in height, comparing objects in width, number, orientation in space and time, size.
© GBPOU SO "Kamyshlov Pedagogical College", 2017
Content
Explanatory note
Mathematics is the most reliable
form of prophecy.
W. Schwebel
Preschool age is a “fertile” age, the psyche of children is plastic, it is easily disorganized from a thousand reasons, but it is also easily restored and the game helps an adult in this.
For children of preschool age, the game is of exceptional importance: the game for them is an educational activity, the game for them is work, the game for them is a serious form of education. The game for preschoolers is a way of knowing the world around them.
The main educational program involves the relationship of mathematical content with other sections of the Program.
Especially closely mathematical development in the early and preschool age associated with socio-communicative and speech development.
The development of mathematical thinking occurs and is improved through verbal communication with other children and adults, included in the context. The development of mathematical abilities in preschoolers is better absorbed in a playful way, because the game is the leading activity.
The gameis valuable only if it contributes to a better understanding of the mathematical essence of the issue, clarification and formation of children's mathematical knowledge. Games and game exercises stimulate communication, because in the process of playing games, the relationship between children, child and parent. The formation and development of mathematical concepts in preschool children is the basis of the intellectual development of children, contributes to the overall mental education of a preschool child.
The presented structure of the collection includes all the components of mathematical development. Formation of elementary mathematical concepts, primary ideas about the basic properties and relationships of objects in the surrounding world: shape, color, size, quantity, number, part and whole, space and time
This collection can be used by educators, parents, student interns and other employees of the educational organization.
Purpose of the collection: selection and systematization game exercises and tasks aimed at the formation of elementary mathematical representations of senior preschool age
Tasks:
1) Selection of game exercises and tasks aimed at the formation of elementary mathematical representations of senior preschool age
2) Systematization of game exercises and tasks by sections of the collection
3) Making a collection of game exercises and tasks aimed at the formation of elementary mathematical representations of senior preschool age
Topic 1. Account
"Count Right"
Target: exercise in counting objects by touch.
Material. Cards with buttons sewn on them in a row from 2 to 10.
Game progress: Children stand in a row, hands held behind their backs. The facilitator distributes one card to everyone. On a signal: "Let's go, let's go" - the children pass cards to each other from left to right. At the signal "Stop!" - stop sending cards. Then the host calls the numbers “2 and 3”, and the children, in whose hands a card with the same number of buttons, show it.
Rules of the game. Buttons can only be counted behind the back. If the child makes a mistake, he leaves the game, another child takes his place. The game continues.
"Living Numbers"
Target: exercise in forward and backward counting within 10.
Material. Cards with circles drawn on them from 1 to 10.
Game progress: Children receive cards. The leader is chosen. Children walk around the room. At the signal of the driver: “Numbers! Stand in order! ”- they line up and call their number ”The driver checks if everyone has fallen into place. Then the children change cards.
Rules of the game: Children walk, at the signal of the driver: “Numbers! Get in order!" The children line up. The game continues.
"The Stranger Away"
Target: to teach to see an equal number of different objects, to consolidate the ability to count objects.
Material: 3 groups of toys of 5, 6, 7 pieces; circle cards.
Game progress: The host addresses the children: Today Dunno is our guest. I asked him to put a card for each group of toys, on which there are as many circles as the toys cost. See if Dunno has placed the cards correctly. After listening to the answers of the children, the teacher offers 1 child to select the appropriate card for each group. Organizes an audit.
Rules of the game: Children take turns (two children) count the toys of one of the groups and mugs on the card presented on it. The teacher offers to count the last group of toys to all the children together.
"Matryoshka"
Target: exercise in ordinal counting; develop attention, memory.
Material . Colored scarves from 5 to 10.
Game progress: The leader is chosen. Children tie scarves and stand in a row - these are nesting dolls. They are counted aloud in order: first, second, third, etc. Does the driver remember where all the nesting dolls and the exit are? out the door. At this time, two nesting dolls change places. The driver enters and says what has changed, for example: “The red nesting doll was the fifth, and became the second, and the second became the fifth.” Sometimes the nesting dolls remain in place.
Rules of the game: The driver must remember where the matryoshkas stand, and when the driver leaves the matryoshka door, they change places.
"Stand in your place"
Target: exercise in ordinal counting, in counting by touch.
Material. Two sets of cardboard cards with buttons from 2 to 10 sewn on them in a row.
Game progress: The players stand in a row, hands behind their backs, 10 chairs in front of them. V. distributes cards to everyone. Children count buttons, remember their number.
Rules of the game: At the signal: “Numbers stand in order”, each of the players stands at the chair, the serial number of which corresponds to the number of buttons on his card.
"What circles are more"
Target: exercise in counting and counting objects within 10
Material: cards with 2 free stripes. There are red and blue circles on the strips (10 circles of each color per child).
Game progress. The teacher gives the children a task: put 6 red circles close to the top strip of the card, and 5 blue circles on the bottom strip at some distance from each other. Then he turns to the children: “Which circles do you have more: red or blue. Why do you think there are more red circles? What needs to be done to equalize circles? etc. (up to 10).
Rules of the game: Arrange the cards on the top and bottom strip, in different quantities.
Topic 2. Many
Which net has more balls?
Target: exercise in comparing a number and in determining which of two adjacent numbers is greater or less than the other; learn to reproduce the set.
Material. 2 nets, one of them has 6 large balls (the other has seven small ones); typesetting canvas, 8 large and 8 small circles.
Game progress. The host shows the children two nets with balls and invites them to guess which one has more balls, if one has 6 large balls, and the other has seven small ones. After listening to the answers of the children, he offers to check. “It is difficult to put the balls in pairs, they roll. Let's replace them with circles. Small balls are small circles, and large balls are large circles. How many large circles should I take? Natasha, put 6 large circles on the top strip. How many small circles should I take? Sasha, place 7 small circles one under one on the bottom strip. Kolya explain why 6 is less than seven, and seven is more than six. How to make circles equal? Find out two ways of equality: either remove 1 big ball, or remove 1 small one.
Working with handouts. The teacher puts 6 toys on the table and gives the children a task: put on the top strip of the card one less toy than mine. Put on the bottom strip one less than my toys. How many toys did you put on the strip? To the bottom? Why? Next, the numbers are compared in pairs.
Rules of the game: Match the number of balls with circles.
"Pick it right"
Target: exercise in the mental association of objects into groups, in the formation of sets.
Game progress . The facilitator points to a table with images of different vegetables and fruits and asks questions: “What is drawn here? What shape are the vegetables? (Fruit). What color are vegetables/fruits? How can these items be grouped? How many groups will there be then? etc.
Rules of the game: The children must answer the questions.
Topic 3. Comparison of objects
"Who will pick up the boxes faster"
Target: learn to compare objects in length, width, height.
Material . 6-8 boxes of different sizes.
Game progress. Having found out how the boxes differ from each other, the teacher explains the task: “The boxes are mixed up: long, short, wide, narrow, high and low0 Now we will learn how to select boxes of the right size. Let's play "Who will quickly pick up the boxes by size. Calls the children, gives them one box each. Then he gives the command: “Boxes of equal length, stand in place!” (or width, height). The first pair of children is offered to pick up boxes of equal height, put them so that it can be seen that they are the same height.
Rules of the game: Pick the right size boxes. Who will quickly pick up the boxes by size. Calls the children, gives them one box each. Then he gives the command: “Boxes of equal length, stand in place!” (or width, height). The first pair of children is offered to pick up boxes of equal height, put them so that it can be seen that they are the same height. You can suggest building the boxes in a row (for example, from highest to lowest).
“What is wider, what is narrower”
Target: exercise in comparing objects in length, width.
Material. 7 strips of different lengths and widths.
Game progress. V. suggests that the children take the strips, put them in front of them and asks questions: “How many strips are there? What can be said about their size? Show the longest (short, narrow, wide) stripe. How to arrange the strips in order from the shortest to the longest? (Each time you need to take the shortest of the remaining). Lay the strips in order from longest. What order did you put the strips in? What is the longest strip in a row? (short?). Where did the narrow stripe turn out to be? (wide?). Arrange the strips in order from narrowest to widest. Which is the narrow (wide) strip? What is the longest (shortest) strip?
Rules of the game: talk about the strips laid in front of you.
"Put it in order"
Target: exercise in comparing objects in length and width.
Material. Sets of sticks (twigs) of different lengths and thicknesses. (5 sticks for each child).
Game progress: The facilitator invites the children to lay out the sticks in front of them and asks: “How many sticks? What is the difference? Because the sticks are different sizes? How will you choose the right stick in order to arrange them from the thickest to the thinnest? Remember that you need to take the right stick right away, you can’t try on and apply! After the task is completed, one of the children names the compared thickness of the sticks in the order of their arrangement (thickest, thicker), indicates how many in total and which one is the longest (shortest). Then the children arrange the sticks in a row in order from the longest to the shortest and determine where the thinnest and thickest are now.
Rules of the game: fulfill the tasks set by the teacher.
"How are the stripes different?"
Target: teach in matching 10 items by length.
Material. Sets of 10 strips of different colors, evenly increasing in length from 2 to 10 cm, and measuring strips 1 cm long.
Game progress: V. invites the children to put the strips in front of them and asks questions: “How do the strips differ from each other? How many stripes are there? How is a group of 10 stripes of different colors made up? ”Then he suggests putting the strips in a row in order from the shortest to the longest, warns that you must immediately select the strip you need in order, you can’t try on and swap the strips. One child performs a task on a flannelgraph. After that, V. turns to the children: “How many strips are there? How is the ladder made up of 10 strips of different lengths?) Which strip is the shortest, which is longer, which is even longer? Are these steps equal? - asks the children V. - How can you check how much each strip is longer or shorter than the neighboring ones? Measure the steps of your ladder with a ruler! See if they are equal. True, the steps of our ladders are equal, each next strip is one and the same piece longer than the next one. Therefore, our ladders are even. Now we will play. Close your eyes and I'll remove one of the strips. Open your eyes, and guess what strip I hid in a row? The exercise is repeated.
Rules of the game: invites the children to put the strips in front of them and ask questions, the children answer them.
"Put the towels in different piles."
didactic task.
To consolidate the ability to compare objects in width, using application and overlay techniques; reflect the results of the comparison in speech with the words “wider”, “narrower”, “wide”, “narrow”; reinforce the ability to show the width of objects.
Game progress. Masha turns to the children for help: “Guys, my parents went to work in the field, and I need to arrange clean towels in two piles: put wide towels for mom and dad in one pile, and narrow ones for me in the other pile. Please help me get the job done." The children agree. The teacher invites the children to stand in a semicircle around the table. In front of them are two rectangles, narrow and wide. The teacher says: “Show the width of the yellow (green) towel. (Turning to the child). What is the width of the yellow towel? What about green? How did you guess? Who will show me how to compare towels in width. Well done children. And now I will show you how you can compare towels in width not by applying them to each other, but by putting them on top of each other. The teacher imposes a narrow rectangle on a wide one, combines the lower edges, trims the rectangles on the sides. (The teacher explains all his actions with words). The towel with the upper edge protruding is wider, the other is narrower.
The teacher invites the children to take places at their tables. In front of each child are two rectangles (wide and narrow). Children need to determine which “towel” is wider and which is narrower by superimposing rectangles on top of each other. Then go to Mashenka and put the wide “towel” in one pile (where the wide “towels” are), and the narrow one in another (where the narrow “towels” are).
During the task, the teacher approaches one child, then another and asks: “Which towel is wider? And already? How do you know? What did you do? Is the yellow towel narrower or wider than the green one? And so on". After all the towels are stacked, Masha rejoices and thanks the children. The teacher escorts Masha and helps her carry the towels.
Rules of the game:
Put a wide towel in one pile, and a narrow one in another.
Comparing stripes by width using the overlay technique.
Material.
Demonstration: two rectangles (towels) of yellow and green colors, the same length (30 cm), different widths (10 cm and 15 cm).
Distribution: the same as the demonstration (according to the number of children).
"Christmas Trees for Mishka and Mishka".
didactic task.
To develop children's skills to compare objects in height, reflect the comparison results in speech with the words “higher”, “lower”, “high”, “low”, teach children to correctly show the height of objects.
Material.
Demonstration: flannelograph, houses cut out of paper: high for a bear and low for a mouse; silhouettes of a bear (large) and a mouse (small).
Handout: for each child, two stylized Christmas trees (high - 15 cm and low - 10 cm), a sheet of white paper with a line drawn on it.
Game progress.
Masha comes to visit the children and says: “Guys, I have two friends - Mishka and Mouse (the teacher attaches silhouettes of animals to the flannelgraph on the left side and on the right side). They are very friendly with each other. Misha is big, but Mouse? .. (small). That's right guys. And their houses are different (the teacher attaches houses next to the animals to the flannelograph): Misha has ? .. (big), and Mouse has ? .. (small) ”. The teacher turns to the children: “Guys, please look at the Bear and Mouse of different heights (the teacher puts the animal figures side by side on the same line). Here is how tall the bear is, but how tall is the mouse (while showing the height of the animals, swiping your finger from paws to tops). Misha is tall, and Mouse is short. This is how much the bear is taller than the mouse (the teacher shows the difference in the animals in height by running a finger along the rest). So their houses should be different in height. To find out which house is high and which is low, they must be compared. To do this, put the houses side by side on one line, attach them to each other. Who will show me the height of the Bear's house? And Myshkin? Who has the taller house? And who is lower? Let's all say in unison "high" (points to the bear's house), "low" (points to the mouse's house). How much taller is the bear's house than the mouse's? Who will show me? Correctly. Well done!" Masha continues: “Children, my friends decided to decorate their clearings with Christmas trees. The bear is tall. He loves taller trees. And the mouse is low. He loves lower Christmas trees." The teacher says: “Guys, let's make a surprise to Mishka and Mouse - we will plant high Christmas trees to the high house, and low ones to the low house. You have two Christmas trees and a sheet of white paper with a black line on the tables. Try to arrange the Christmas trees on a sheet of paper in such a way that you can find out which Christmas tree is high, which is low. In the course of completing the task, the teacher quietly clarifies with the children. “What tree is tall? How do you know? How did you compare? Show how you attached the Christmas trees to each other. Show the height of the trees. Which one is lower? Which one is higher? Show me how." When the children have found the high and low Christmas trees, the teacher invites each child to go to the flannelograph and attach the high Christmas tree near the tall house (for Misha), and the low Christmas tree near the low house (for the mouse). At the end of the lesson, everyone admires the resulting picture.
Game rule:
Plant a tall Christmas tree for a tall house, and a low Christmas tree for a low house. Comparison of Christmas trees by height, using the application technique.
Topic 4. Number
"Guess what number is missing"
Target: determine the place of a number in the natural series, name the missing number.
Material. Flannelgraph, 10 cards with the image of circles on them from 1 to 10 (on each card there are circles of a different color) flags.
Game progress: V. arranges the cards on the flannelograph in the sequence of natural numbers. Invites the children to see how they stand, if any number is missing. Then the guys close their eyes, and V. removes one card. After the children guess which number is missing, show the hidden card and put it in its place. The first person to name the missing number gets a flag.
Game rule: Invites the children to see how the cards are worth, if any number is missing. Then the guys close their eyes, and the teacher. removes one card
"Count, don't make a mistake"
Target: consolidate knowledge that the number of objects does not depend on their size
Material. 2-stripe stacking board, 10 large 10 small cubes,
Game progress. The host addresses the children “Now I will put the cubes in a row, and you count them! How many cubes did I put in? (8) Close your eyes! (For every large cube, a small one interferes). Open your eyes! Is it possible to tell without counting how many small cubes I have placed? Why can it be done? Prove that there are equal numbers of small cubes and large cubes! How to make small cubes 1 more than large ones. How many will there be then? (Adds a small cube). What cubes have become more? How many? which are less? How many? Which number is greater? (less?). What do we need to do to make large and small cubes equal again?
Rules of the game: The host addresses the children “Now I will put the cubes in a row, and you count them! How many cubes did I put in? And changes the cubes when the children close their eyes.
"Count and Name"
Target: clarify the idea that the number does not depend on the form of their arrangement.
Game progress. “Count how many times the hammer will hit, and show a card on which the same number of objects are drawn” (The teacher extracts from 5 to 9 sounds). After that, he invites the children to show their cards.
Game rules: count the blows to the hammer and show the corresponding card
"How many before and after"
Target: to consolidate the idea of the direct and reverse sequence of numbers.
Material. Numerical figures with the number of circles 4, 6, 8.
Game progress. V. shows a numerical figure, offers to count how many circles are on it, and name the numbers that go before or after this number.
Rules of the game: count the circles on the figure.
"Guess what number is missing?"
Target: consolidate knowledge and sequences of numbers.
Game progress. The host invites the children to play the game “Guess what number I missed?”, explains its content: “I will call 2 numbers, skipping one between them, and you guess which number I missed. Let's see which row of kids wins." Says numbers: 2 and 4, 3 and 5, 4 and 6, 5 and 7, 8 and 10, etc.
Rules of the game: guess the missing number.
Topic 5. Orientation in space and time
"Painters"
Target: development of orientation in space.
Game progress . The facilitator invites the children to draw a picture. Together they think over its plot: a city, a room, a zoo, etc. Then everyone talks about the planned element of the picture, explains where it should be in relation to other objects. The teacher fills in the picture with the elements offered by the children, drawing it with chalk on a blackboard or with a felt-tip pen on a large sheet of paper. In the center, you can draw a hut (the image should be simple and recognizable) at the top, on the roof of the house - a pipe. Smoke comes up from the chimney. Downstairs, in front of the hut, sits a cat. The task should use the words: above, below, left, right, from, behind, in front of, between, about, next to, etc.
Game rule: The facilitator invites the children to draw a picture. Together they think over its plot: a city, a room, a zoo, etc. Then everyone talks about the planned element of the picture, explains where it should be in relation to other objects.
"12 months"
Target: consolidate the concept of months.
Material: cards with objects from 1 to 12.
Game progress: Leading. lay out the cards face down and shuffle them. The players choose any card and line up in order according to the number indicated on the card. They turned into "12 months" Each "month" remembers what he can tell about himself. The facilitator asks questions: “The fifth month, what is your name?” What is the name of the second month? Then the tasks become more difficult: “January, come up with a riddle about your month. October remember the proverb about your season. March, what is your year? September, name the fairy tale where your season meets. April, in what fairy tales does your season occur? Further, the game can be complicated. For this, a set of pictures depicting the seasons and pronounced seasonal phenomena is used. The players look at the pictures and choose those that correspond to his month or season.
Rules of the game: The players choose any card and line up in order according to the number indicated on the card. They turned into "12 months" Each "month" remembers what he can tell about himself.
"Tell me about your pattern"
Target: learn to master spatial representations.
Game progress. Each child has a picture (rug) with a pattern. Children should tell how the elements of the pattern are located: in the upper right corner is a circle, in the upper left corner is a square, in the lower left corner is an oval, in the lower right corner is a rectangle, in the middle is a triangle.
Rules of the game: Children should tell how the elements of the pattern are arranged.
"When It Happens"
Target: consolidate knowledge about the parts of the day.
Material: day model, pictures.
Game progress . The host sets the model of the day, the arrow points alternately to different parts of the day - the children choose those pictures that depict the labor activity of people carried out at this time of day. Sample questions: What is shown in the picture? Why did you choose this particular picture? What is this part of the day called?
Rules of the game: The host sets the model of the day, the arrow points alternately to different parts of the day - the children choose those pictures that depict the labor activity of people carried out at this time of day.
"Travel"
Target: learn to navigate in space.
Game progress. The leader indicates the direction on the floor of the shooter's group room; different colors, and the child says: “First go where the red arrow points, then turn to where the blue one points, then go three steps and look there.” Tasks can be any one child or the whole group of children.
Rules of the game: The leader indicates the direction on the floor of the shooter's group room; different colors, and the child says: “First go where the red arrow points, then turn there.
"Seasons"
Target: To consolidate ideas about the seasons and months of autumn.
materials : season model.
Game progress:
The teacher asks the children: “How many seasons are there? Name them in order. (Shows the seasons on the model, specifying the color.)
Show the model autumn. How many parts is this season divided into? Why do you think there are 3 parts here? What months of autumn do you know? The last month of autumn is November. Name the months of autumn in order. (September, October, November.) The teacher shows the months on the model.
Rules of the game: The teacher shows the children a model of the "Seasons": a square divided into 4 parts (seasons), painted in red, green, blue and yellow. The yellow sector is divided into 3 more parts, colored in light yellow, yellow and tan.
Topic 6. Value
"Get the ball"
Target: reinforce the concept of magnitude.
Game progress. The leader plays with the children, and then hides the ball and offers to get it. The ball is hidden either high or low. First, the ball lies high on the cabinet. The task for the children is to bring the ball and continue the game. But the ball lies high, and it is impossible to get it by stretching out your hand. It is important here that children can analyze the conditions of the problem and find the correct solution. I want to continue the game, but for this you need a ball. All children participate in the discussion about why it is difficult to get the ball and how it can be done. They offer different ways: substitute a chair, get the ball with a stick, jump, etc.; the search for means to achieve the goal is an important mental task.
Rules of the game: The host hides the ball and offers to get it. The ball is hidden either high or low. First, the ball lies high on the cabinet. The task for the children is to bring the ball and continue the game. It is important here that children can analyze the conditions of the problem and find the correct solution.
"Who is how tall?"
Target: establishing relationships between quantities.
Game progress. The host calls 5 children of different heights and invites them to stand in height behind the child of the shortest stature. When the children line up, he asks questions: “Which of the children is the shortest? Which children is he below? Who is the tallest? Which children is he taller? Compares the height of children standing side by side. Who is taller, Kolya or Lena? Lena or Vera? Then he offers to solve problems.
1. Julia, Borya, and Masha go to the senior group. Julia is taller. Bori. And Borya is taller than Masha. Which of these guys is the tallest? The lowest? Why do you think so?
2. Kolya is above Yulia, Natasha is below Yulia. Which of the children is the shortest? Why do you think so? Tell me.
Rules of the game: The host calls 5 children of different heights and invites them to stand in height behind the child of the shortest stature. When the children line up, ask questions: Children answer questions.
"Long - short"
Target: development in children of a clear differentiated perception of new qualities of size.
Material. Satin and nylon ribbons of different colors and sizes, cardboard strips, plot toys: a fat bear and a thin doll.
Game progress: Before the start of the game, the teacher lays out sets of game didactic material (multi-colored ribbons, stripes) on two tables in advance. The teacher takes out two toys - a teddy bear and a Katya doll. He tells the children that Misha and Katya want to be smart today, and for this they need belts. He calls two children and gives them ribbons folded into a tube: one short - a belt for Katya, the other long - a belt for a bear. With the help of a teacher, children try on and tie belts to toys. Toys express joy and bow. But then the toys want to swap belts. The teacher offers to remove the belts and change their toys. Suddenly he discovers that the belt does not converge on the Kuklin bear, and the belt is too large for the doll. The teacher offers to examine the belts and spreads them side by side on the table, and then puts a short ribbon on a long one. He explains which ribbon is long and which is short, that is, he gives the name of the quality of the quantity - length.
After that, the teacher shows the children two cardboard strips - long and short. Shows children how to compare stripes with ribbons by overlapping and say which one is short and which one is long.
Rules of the game: The teacher takes out two toys. Children dress up a toy at the request of the teacher.
"Let's collect the beads"
Target: to form the ability to group geometric shapes according to two properties (color and shape, size and color, shape and size), to see the simplest patterns in the alternation of shapes.
Equipment. There is a long ribbon on the floor, on it, from left to right, figures are laid out in a certain alternation: a red triangle, a green circle, a red triangle, etc.
Children stand in a circle, in front of them are boxes with multi-colored geometric shapes.
Game progress. The teacher offers to make beads for the Christmas tree. He points to a tape with laid out geometric shapes and says: “Look, the Snow Maiden has already begun to make them. What shapes did she decide to make beads from? Guess which bead is next." Children take two of the same figures, name them and begin to make beads. Explain why this particular figure is being laid out. Mistakes are corrected under the guidance of a teacher.
Then the teacher says that the beads have crumbled and they need to be collected again. He lays out the beginning of the beads on the tape, and invites the children to continue. Asks which figure should be next, why. Children choose geometric shapes and lay them out in accordance with a given pattern.
Rules of the game: The teacher offers to make beads for the Christmas tree. He points to a tape with laid out geometric shapes and says: “Look, the Snow Maiden has already begun to make them. Determine from which figures.
"Three Bears"
Target: exercise in comparing and ordering objects by size.
Equipment. The teacher has the silhouettes of three bears, the children have sets of toys in three sizes: tables, chairs, beds, cups, spoons.
Game progress. The teacher distributes to the children a set of items of the same type: three spoons of different sizes, three chairs, and says ":" Once upon a time there were three bears. What were their names? (Children call them). Who is this? (Puts the silhouette of Mikhail Ivanovich). What size is he? And who is this? (Nastasya Petrovna). Is she larger or smaller than Mikhail Ivanovich? And which Mishutka? (Small). Let's arrange a room for each bear. The largest bear, Mikhail Ivanovich, will live here. Which of you has bed, chair, etc. for Mikhail Ivanovich? (Children put objects near the bear in case of a mistake, Mikhail Ivanovich says: “No, this is not my bed.”) Do you have a bed, chair, etc. for Mishutka? (Children arrange a room for him.) And for whom were these objects left? (For Nastasya Petrovna). What size are they? (Less than for Mikhail Ivanovich, but more than for Mishutka). Let's take them to Nastasya Petrovna. The bears arranged their housing and went for a walk in the forest. Who goes in front? Who is behind him? Who is the last? (The teacher helps the children in recall the relevant fragments of the tale).
Rules of the game: The teacher distributes to the children a set of objects of the same type: three spoons of different sizes, three chairs, and tells ":" Once upon a time there were three bears. He asks questions about a fairy tale and the children answer.
"Hedgehog"
Target: to teach to correlate objects by size, to single out size as a significant feature that determines actions; to consolidate the meaning of the words "big", "small", "more", "less", enter them into the children's active dictionary.
Equipment. Cardboard stencils depicting hedgehogs, umbrellas of four sizes.
Game progress. The teacher says that now he will tell a story about hedgehogs: “A family of hedgehogs lived in the forest: dad, mom and two hedgehogs. Once the hedgehogs went for a walk and went out into the field. There was neither a house nor a tree. Suddenly dad hedgehog said: “Look, what a big cloud. Now it's going to rain." “Let's run into the forest,” the mother of the hedgehog suggested. "Let's hide under the tree." But then it began to rain, and the hedgehogs did not have time to hide. You guys have umbrellas. Help the hedgehogs, give them umbrellas. Just look carefully to whom, which umbrella suits. (Looks to see if the children use the principle of comparing objects by size). “Well done, now all the hedgehogs are hiding under umbrellas. And they thank you." The teacher asks someone why he gave one umbrella to dad-hedgehog and another to mom-hedgehog; the next child - why gave the little hedgehogs other umbrellas. Children answer, and the teacher helps them formulate the answer correctly.
Rules of the game: The teacher tells the story and asks questions about it.
Bibliography
Lykova I.A. Didactic games and activities. Integration of artistic activity of preschoolers. - M .: Publishing House "Karapuz" - Creative Center "Sphere", 2010.
Arapova - Piskareva N.A. Formation of elementary mathematical representations in kindergarten- M., Mosaic - Synthesis, 2008
Kolesnikova E.V. Mathematics for preschoolers 6 - 7 years old. - M., Gnome - press, 2000
V.P. Novikova Mathematics in kindergarten 6-7 years old, Moscow 2015;
Approximate basic educational program preschool education approved by the decision of the federal educational and methodological association for general education (minutes of May 20, 2015 No. 2/15)
To use the preview of presentations, create an account for yourself ( account) Google and sign in: https://accounts.google.com
Slides captions:
Didactic games for the formation of elementary mathematical concepts. Card file of games. MAUDO Yalutorovsk "Kindergarten No. 9" Tendentnik M.N., educator Yalutorovsk, 2017 Didactic games for the formation of elementary mathematical concepts. Card file of games. MAUDO Yalutorovsk "Kindergarten No. 9" Tendentnik MN, educator Didactic games for the formation of elementary mathematical concepts. Card file of games. MAUDO Yalutorovsk "Kindergarten No. 9", Yalutorovsk, 2017 Tendentnik MN, educator Didactic games on the formation of elementary mathematical representations. Card file of games. MAUDO Yalutorovsk "Kindergarten No. 9"
“A game for preschoolers is a way of knowing the world around us ...” N.K. Krupskaya The concept of “formation of mathematical abilities” is quite complex and complex. It consists of interrelated and interdependent ideas about space, shape, size, time, quantity, which are necessary for the cognitive development of the child. The formation of mathematical representations in children is facilitated by the use of a variety of didactic games. Didactic games are games in which cognitive activity combined with play activities. On the one hand, a didactic game is one of the forms of an adult's educational influence on a child, and on the other hand, a game is the main type of independent activity for children. And independent play activity is carried out only if the children show interest in the game, its rules and actions.
What is the significance of the game? In the process of playing, children develop the habit of concentrating, thinking independently, developing attention, the desire for knowledge. Being carried away, children do not notice that they are learning, learning, remembering new things, orienting themselves in unusual situations, replenishing the stock of ideas, concepts, and developing imagination. For preschool children, the game is of exceptional importance: the game for them is study, the game for them is work, the game for them is a serious form of education. The game for preschoolers is a way of knowing the world around them. Unlike other activities, play contains a goal in itself; the child does not set or solve extraneous and separate tasks in the game. However, if for the pupil the goal is in the game itself, then for the adult who organizes the game, there is another goal - the development of children, the assimilation of certain knowledge by them, the formation of skills, the development of certain personality traits.
A didactic game only partly meets the requirements of a complete system of knowledge: sometimes it is an “explosion of surprise” of children from the perception of something new, unknown; sometimes a game is a “search and discovery”, and always a game is a joy, a way for children to dream. The fullness of learning with emotional and cognitive content is a feature of the didactic game.
"Which is longer, wider?" Goal: Mastering the ability to compare objects of contrasting sizes in length and width, use the concepts in speech: “long”, “longer”, “wide”, “narrow. Game progress: Noise outside the door. Animals appear: elephant, bunny, bear, monkey - Friends of Winnie the Pooh. Animals argue who has a longer tail. Winnie the Pooh invites children to help the animals. Children compare the length of the ears of a hare and a wolf, the tails of a fox and a bear, the length of the neck of a giraffe and a monkey. Each time, together with V., they determine equality and inequality in length and width, using the appropriate terminology: long, longer, wide, narrow, etc.
"Which toy is hidden?" Purpose: Consolidation of the ordinal account. Game progress: Toys of different sizes and shapes are on the table in one line. Children look at toys, count them, remember them. One of the players leaves the room, and in his absence, the children hide some toy. The child returning to the room must remember what number (and then size) of the toy on the table was gone.
"What changed?" Purpose: to develop the attention and memory of children. Game progress: Children form a circle. Several children are standing inside the circle. At the sign of the educator, one leaves, then, having entered, he must determine what changes have occurred within the circle. In this variant, the guessing child must count how many children were in the circle at the beginning, how many are left, and by comparing these two numbers, determine how many children left the circle. Then, when repeating the game, the guesser must name the name of the departed child. And for this it is required to keep in memory the names of all the children standing in the circle and, looking at the rest, to establish who is not. Further complication can be as follows: the number of children in the circle remains the same (within five), but their composition changes. The guesser must say which of the children left and who took his place. This option requires more attention and observation from children.
"Who how much?" Purpose: To learn the concept of "how much". Game progress: The host distributes cards with drawn boys and girls and their clothes, and puts a card with two girls on the table and asks: “How many hats do they need?” Children answer: "Two." Then the child, who has a picture with two hats in his hands, puts it next to the card where two girls are drawn, etc. In counting and counting, the children practice playing with small toys. The game consists in the fact that the child, having received a card with drawn circles and counting them, counts as many toys for himself as there are circles on the card. The cards are then mixed and dealt again. Children count the circles on their cards and, if there are more of them than the toys on the first card are selected, decide how many more toys need to be added or subtracted if there are fewer circles. There should be a lot of toys on the table. And there are five circles on small cards (1, 2, 3, 4, 5). This number of circles in the cards can be repeated several times. Higher demands are placed on children of middle preschool age in mastering spatial orientations.
"What's where?" Purpose: To exercise in determining the spatial arrangement of objects in relation to oneself "in front", "behind", "in front", "left", "right", "above", "below". Material: Toys. Content: The child stops at a certain place in the room and counts the objects in front, behind, left, right.
"Snowmen" Purpose. The development of attention and observation in children. Rules of the game. You need to carefully look at the picture and indicate how the snowmen differ from each other. Two people play, and the one who points out the most differences in the drawings wins. The first player names some difference, then the second player is given the floor, etc. The game ends when one of the partners cannot name a new difference (not previously noted). Starting the game, an adult can address the child something like this: “Here is a hare standing on its hind legs by the river ... In front of him are snowmen with brooms and in hats. The hare looks, he is quiet. He only gnaws at carrots, But he cannot understand what is different between them. Now look at the picture and help the bunny understand what these snowmen are different. Look at the hats first...
"Photosalon" Purpose: to fix the images of numbers, to understand their correspondence to the number of objects; develop memory and attention. Equipment: cards with numbers; handout: a set of chips (buttons or small toys, a card 10x15 or 15x20 cm in size, chips. Game progress: The teacher invites children to become photographers, that is, on their photographic plate, depict numbers that “come” in “photo salon". For a quick and correct photo, you can earn coins (chips). At the end of the game, the results are summed up: the one who has scored the most chips is awarded, or the “best photographer of the city” is identified.
"One, two, three - look!" Purpose: to teach children to build an image of an object of a given size and use it in game activities. Material: One-color pyramids, with at least seven rings. 2-3 pyramids of each color. Content: Children sit on chairs in a semicircle. The teacher lays out pyramids on 2-3 tables, mixing the rings. He puts two pyramids on a small table in front of the children and takes one of them apart. Then he calls the children and gives each of them a ring of the same size and asks them to find a pair for their ring. “Look carefully at your rings and try to remember what size they are so as not to be mistaken. What ring do you have, big or small? offers to leave your rings on the chairs and go in search of other rings of the same size.You need to look for rings only after all the children say these words "One, two, three, look!" Having chosen a ring, each child returns to his place and puts it on his sample, which remained on the chair. If the child made a mistake, he is allowed to correct the mistake by replacing the chosen ring with another one. For variety, when repeating the game, you can use a pyramid of a different color as a sample.
"Lotto" Purpose: mastering the ability to distinguish various forms. Material: cards with the image of geometric shapes. Content: Children are given cards on which 3 geometric shapes of different colors and shapes are depicted in a row. Cards differ in the arrangement of geometric shapes, their combination in color. Children are presented with the corresponding geometric shapes one at a time. The child, on whose card there is a presented figure, takes it and puts it on his card so that the figure coincides with the one drawn. Children say in what order the figures are located.
"Help the chickens" Purpose: to teach children the ability to match sets. Content: Bunnies ate delicious carrots and saw ducklings on the lake. The teacher finds out with the children: “Who swims on the lake? (Duck with ducklings). How many ducks? Who is on the beach? (Hen with chickens). A hen with chickens wants to go to the other side, but they don't know how to swim. How to help them? (They ask the ducklings to transfer the chickens). Find out if the ducklings can fulfill the request of the chickens. Count the number of both. The teacher reads a poem by D. Kharms: "They swam across the river in exactly half a minute: Chicken on a duckling, chicken on a duckling, Chicken on a duckling, and chicken on a duck!"
"Who is more likely to roll the tape" Purpose: to continue to form an attitude towards the value as a significant feature, pay attention to the length, introduce the words "long", "short". Content. The teacher invites the children to learn how to roll the ribbon and shows how to do it, gives everyone a try. Then he offers to play the game "Who will roll the tape as soon as possible." He calls two children, gives one a long ribbon, the other a short one, and asks everyone to see who will roll their ribbon first. Naturally, the one with the shortest ribbon wins. After that, the teacher lays out the ribbons on the table so that their difference is clearly visible to the children, but does not say anything. Then the children change ribbons. Now another child wins. The children sit down, the teacher calls the children and invites one of them to choose a tape. Asks why he wants this tape. After the answers, the children call the tapes "short", "long" and summarize the actions of the children: "A short tape rolls up quickly, and a long one slowly."
"What's in the bag?" Purpose: To develop the ability of children to name objects of a round and square shape. Description: Children are divided into two teams. Each is given a bag of toys. At the signal of an adult, one child from the first team takes out toys from the bag round shape; a child from the second team takes out square-shaped toys. One of the children of each team names the toys. For example: “Natasha took out a cube, chewing gum, a box. They are square in shape; “Seryozha took out a ball, a ball, Kolobok - they are round.” The teacher with other children checks whether the children got all the toys of the named form. The winning team is determined, which correctly completed the tasks and got more toys of a certain shape. New toys are put in the bags. The game is repeated 3-4 times.
"Train" Purpose: To develop the ability of children to find many objects and one object in the specified places of the room. Description: The whistle of a locomotive sounds. The teacher makes a riddle to the children: Iron huts are attached to each other. One of them with a pipe, Lucky for everyone. (Train) "Shops" are organized in different parts of the room: "House of shoes", "House of clothes", etc. At the same time, there are errors in the selection of items. For example, among the items of clothing you can find a couple, etc. Children go on a journey, forming a “locomotive” and “cars”. The number of steam locomotives, wagons is determined. Upon reaching the store, the train stops. Children tell where they came, how they found out where; find out whether all objects can be called, for example, dishes, what is superfluous here and why. Determine the number of items, compare them by comparison. The game management methods are varied. Children are included in guessing the names of objects, riddles, compiling descriptive stories, determining the names of objects.
"Treat the animals" Purpose: To develop the ability of children to group objects, determine their quantities. Description: The teacher examines the situation with the children and explains the task: "The one I name will come to the table and tell you what toys are on it and how many there are." (Calls 4 children.) It is important that the child, when naming objects, indicate their number. (“Many squirrels and one bunny.”) Then the teacher says: “Now we will treat the animals. We have a lot of animals, we need to treat them all. Each bear should be given one candy, each squirrel should be given one nut, and what should be put for each bunny? The educator reminds the children of the reception of the application. To complete the task, he calls one child to each table in turn. After completing the task, the kid tells what he did. At the end, there is a test of mastery of knowledge. (“Have they treated all the animals?”) The called children approach one of the tables and tell what is on it.
"Run to the number" Purpose: to exercise in memorizing and distinguishing numbers, the ability to navigate in space; develop auditory and visual attention. Equipment: number cards hung in different places in the room. Game progress: A game of low mobility. The teacher (leader) calls one of the numbers, the children find a card with its image in the room and run to it. If any child makes a mistake, he is out of the game for a while. The game is played until a winner is revealed. You can complicate the task by inviting the children, standing near the number, to clap (or stomp, or sit down) the number that it stands for.
"Magic strings" Purpose: to consolidate knowledge about the image of numbers, exercise in their distinction; develop fine motor skills. Equipment: sheet of velvet paper 15x20 cm, woolen thread 25-30 cm long. Game progress: 1st option. The children are sitting at the tables. The teacher shows the number of items in one of the ways: on a counting ruler, flannelgraph, typesetting canvas, using pictures or toys. Children lay out with a thread the number corresponding to the number. You can guess riddles about numbers. For each correct answer, the child receives a chip. 2nd option. Children lift the thread at one end above the sheet and say the magic words in chorus: “Thread, thread, spin, turn into a number ... turn!” The required number is called by the teacher or one of the children.
"Merry Caterpillar" Objectives: to exercise in finding the place of numbers in the number series, the next and the previous number. Game progress: A card is made of cardboard; on it is an image of a caterpillar. On the body of the caterpillar there are numbers, some numbers are missing. Circles with numbers of the appropriate size are cut out of cardboard. Caterpillars love to have fun. They played and lost numbers. Help the caterpillars. Children choose and lay out the missing numbers.
Irina Derin
Didactic games on FEMP in middle group
Didactic game "Find and name"
Purpose: to consolidate the ability to quickly find geometric figure specific size and color.
Game progress: 10-12 geometric shapes of different colors and sizes are laid out in disorder on the table in front of the child. The facilitator asks to show various geometric shapes, for example: a large circle, a small blue square, etc.
Didactic game "Magic strings"
Purpose: to consolidate knowledge about the image of numbers, exercise in their distinction; develop fine motor skills.
Equipment: sheet of velvet paper 15x20 cm, woolen thread 25-30 cm long.
Game progress:
1st option. The children are sitting at the tables. The teacher shows the number of items in one of the ways: on a counting ruler, flannelgraph, typesetting canvas, using pictures or toys. Children lay out with a thread the number corresponding to the number.
You can guess riddles about numbers. For each correct answer, the child receives a chip.
2nd option. Children lift the thread at one end above the sheet and utter the magic words in chorus: “Thread, thread, spin, in numbers. turn!" The required number is called by the teacher or one of the children.
Didactic game "Guess"
Purpose: to consolidate the ability to distinguish between a circle, a square and a triangle.
Equipment: ball; circles, squares, triangles of different colors.
Game progress: Children become in a circle, in the center of which is a teacher with a ball.
He says that now everyone will come up with what the object that will be shown looks like.
First, the teacher shows a yellow circle and puts it in the center. Then he suggests thinking and saying what this circle looks like. The child to whom the teacher rolls the ball answers.
The child who catches the ball says what the circle looks like. For example, on a pancake, in the sun, on a plate ....
Everyone takes part in the game.
In order for the children to understand the meaning of the Guess game more clearly, show them the illustrations. So, the red circle is a tomato, the yellow circle is a ball.
Didactic game "Photo Salon"
Purpose: to fix the images of numbers, to understand their correspondence to the number of objects; develop memory and attention.
Equipment: cards with numbers; handout: a set of chips (buttons or small toys, a card sized 10x15 or 15x20 cm, chips.
Game progress: The teacher invites children to become photographers, that is, on their photographic plate, depict numbers with chips or small toys that will “come” to the “photo salon”. For a quick and correct photo, you can earn coins (chips).
At the end of the game, the results are summed up: the one who has scored the most chips is awarded, or the “best photographer of the city” is revealed.
Didactic game "Find a place for yourself"
Purpose: to exercise the ability to distinguish between numbers, determine their correspondence to a number.
Equipment: 2-5 hoops, each with a card with a number; the total sum of the digits should equal the number of children in the group.
Game flow: The game requires a lot of space, it is better to play it on the carpet. Children move freely around the room, at a signal each of them takes a place in one of the hoops. The number of children in the hoop must match the number inside it.
The teacher checks the correct placement of children. If there are children who have not found a place for themselves, you need to talk with them about the placement options inside the hoops. After that, the game continues: the children move freely around the room, and the teacher changes the location of the numbers in the hoops.
You can complicate the game if the number of children is greater than the sum of all the numbers in the hoops.
Didactic game "Robot"
Purpose: to consolidate the ability to navigate in space, clearly formulate tasks.
Game progress: The number of participants - at least 6-8 people. Robot - moves only on command and only when the task is clearly formulated. If the Robot understood the command, it should say: "I understand the task, I am doing it." When completed, should not forget to say: "Assignment completed." If the task is not clearly formulated, the Robot should say: "Specify the task, I did not understand the task."
Children should address the Robot politely and clearly, taking turns formulating tasks of varying complexity. The teacher monitors the progress of the game. For the role of the Robot, the child is either assigned or called at will. When a Robot is selected, it moves aside or walks out the door. The teacher together with the children determines the path of the Robot (the direction of movement and the number of steps, for example, not less than 2 and not more than 5, the topics of questions. Then the children hide some object: a toy, books, etc. Leading the Robot, the children must bring the Robot to the place where the object is hidden.
Robot enters, stands at the door.
Child: Dear Robot, smile and please take 3 steps forward.
Robot: I understand the task, I am doing it (smiles, takes 3 steps forward). Completed the task.
Child: Dear Robot, please jump on one leg.
Robot: I did not understand the task, I did not understand the task.
Teacher: Specify your task. The robot may "burn out".
Child: Sorry, Robot, be kind, jump on the right leg 4 times forward.
For example:
Take as many steps forward as I clap.
Take 4 steps on your toes, turn left and guess the riddle.
Close your eyes, take 2 steps forward.
All the children take turns giving the task to the Robot.
The game ends when the Robot reaches the designated place and finds the hidden object.
Didactic game "How much?"
Purpose: to exercise in counting, finding the corresponding number.
Equipment: flannelgraph; typesetting canvas with pictures or a counting ladder with toys; handout - a set of numbers, chips.
Game progress: The teacher shows any number in one of the ways: on a flannelograph, typesetting canvas or counting ladder. Children count pictures or toys, show the number corresponding to the number of pictures. The teacher checks the correctness of each child's answers. If the child is wrong, he receives a penalty chip.
At the end of the game, the result is summed up: you can praise the most attentive and smart children, applaud them.
Didactic game "Find a portrait of a number"
Equipment: flannelgraph; typesetting canvas with pictures or a counting ladder with toys; number cards.
Game progress: The teacher places a certain number of objects or pictures on the demonstration material. One of the players takes the corresponding number from the table, shows it to the other children and asks them: “Looks like it?” The audience evaluates the correctness of the answer. Responsible for right choice, receives a chip or applause from the audience as a reward.
To make it more difficult, you can ask the child to prove the correctness of his answer. After that, the game continues.
Didactic game "Crooked mirrors"
Equipment: display cards with numbers and counting rulers for each child (instead of rulers, you can use cards of any size and small toys, geometric shapes or buttons).
Game progress: The teacher shows the number, and the children lay out on the card or show on the counting line a number one more or less than the given one. For example, the teacher showed the number 8, the correct answer would be 7 or 9.
Correctly answered children receive chips, at the end of the game the result is summed up, and the winners are awarded.
To complicate things, you can discuss in advance which number to show to children - less or more.
Didactic game "Teremok".
Objectives: To teach to place objects on a sheet of paper (top, bottom, left, right, to cultivate ingenuity, attention.
Game rules: Name the location of wild animals in the tower.
Game action: Place the animals in the direction indicated by the teacher.
Game progress: The teacher shows the children an album sheet with a painted "Teremok", pictures of animals, tells the children that they will populate the teremok with little animals. Discuss with the children the location of the animals. Describe the content of the resulting image. For example: a teddy bear will live at the bottom right, a cockerel at the top, a fox at the bottom left, a wolf at the top right, a mouse at the top left.
Didactic game "Come to me"
Purpose: to consolidate the ability to distinguish between numbers, to establish their correspondence to the number.
Equipment: number cards.
Game progress: Children sit on the carpet in a comfortable position. In front of them is a driver (teacher) with numbers familiar to children in his hands; shows the players one of the numbers, closes his eyes at the same time and after a few seconds says: “Stop!” During this time, the number of children corresponding to the figure should run out to him. After the signal, the driver opens his eyes and, together with the players, sums up whether the children ran out correctly, whether their number corresponds to the number raised.
Note: after the word "Stop!" players cannot move.
Didactic game "Live numbers"
Purpose: to exercise in finding the place of numbers in the number series, the next and the previous number; to consolidate the ability to reduce and increase the number by several units.
Equipment: number cards or number emblems.
Game progress: Each child puts on an emblem with a number, that is, turns into the number corresponding to it. If there are many children, you can choose judges who will evaluate the correctness of the assignments.
Task options: the teacher offers the children - "numbers" to be placed in ascending (or descending) order; shows the number in one of the ways (on flannelgraph cards, with the help of toys, etc.) - a child comes out to the judges with the corresponding number; shows a number, and a child comes out with a number one unit more or less; shows the number, and children come out with numbers - “neighbors”; invites each number to increase by one unit and tell what number it will become, what number it will be designated (options - increase by 2, 3, decrease by 1, 2, 3);
Didactic game "Elevator"
Purpose: to fix forward and backward counting up to 7, fixing the main colors of the rainbow, fixing the concepts of “up”, “down”, memorize ordinal numbers (first, second)
Game progress: The child is invited to help the residents raise or lower them on the elevator, to the desired floor, count the floors, find out how many residents live on the floor.
Didactic game "Find the same figure"
Purpose: to consolidate the ability of children to distinguish between a circle, a square and a triangle, a rectangle, an oval.
Equipment: a set of geometric shapes: triangle, oval, rectangle.
Game progress: The teacher shows a yellow circle. The guys must choose and show exactly the same circle, and then explain why they showed it. Then the teacher asks one of the children to show any other figure, the rest must also find and show exactly the same. The child who showed, together with the teacher, checks whether his friends have chosen the figures correctly. You should always clarify which figure the child showed, which and what color the rest of the children showed.
Didactic game "Phone"
Purpose: to consolidate knowledge of the order of numbers, the ability to find neighboring numbers.
Game progress: A telephone case with holes for numbers and a tube are made of cardboard. Circles with numbers of the appropriate size are cut out of cardboard.
Children perform the following tasks: lay out a complete number series (from 0 to 9); choose and lay out the numbers of special telephone numbers (02, 03, etc.); post the numbers of their home phone number.
Didactic game "Find your house"
Purpose: to consolidate the ability to distinguish and name a circle and a square.
Equipment: circle, square, 2 hoops, circles and squares according to the number of children, tambourine.
Game progress: The teacher puts two hoops on the floor at a great distance from each other. Inside the first hoop, he places a square cut out of cardboard, inside the second - a circle.
Children should be divided into two groups: some have a square in their hands, while others have a circle.
Then the teacher explains the rules of the game, which are that the guys run around the room, and when he hits the tambourine, they must find their houses. Those who have a circle run to the hoop where the circle lies, and those who have a square run to the hoop with a square.
When the children scatter to their places, the teacher checks which figures the children have, whether they have chosen the house correctly, specifies the names of the figures and how many there are.
When the game is repeated, it is necessary to swap the figures lying inside the hoops.
Didactic game "Sports family".
Purpose: To exercise the ability to navigate on a plane, using certain names in speech (left, right, top, bottom).
Game rules: Name the sports equipment played by family members (shown in the picture) and its spatial arrangement.
Game actions: Explain the location of the necessary items using the words - above, below, left, right.
Game progress: The teacher offers to consider a drawing that shows a family and objects for playing games. Tells a story: The family went for a walk and saw toys (a ball, a ball, a hoop, a rope). But they do not know what to choose and ask to help them.
Children pick up objects, explain their location. For example: Mom's hoop is at the top left, dad's ball is at bottom left, son's ball is at top right, daughter's jump rope is at bottom right.
Then the child or teacher changes the location of the objects and the game is repeated.
Additional questions: The teacher asks the children questions: How many people are in the family? Who is on the left (right, bottom, top? Which of them is higher - lower? What shapes do they look like (ball, hoop, ball, rope? Where are they located? What color are they?
Didactic game "Run to the figure"
Purpose: to exercise in memorizing and distinguishing numbers, the ability to navigate in space; develop auditory and visual attention.
Equipment: number cards hung in different places in the room.
Game progress: A game of low mobility. The teacher (leader) calls one of the numbers, the children find a card with its image in the room and run to it. If any child makes a mistake, he is out of the game for a while. The game is played until a winner is revealed.
You can complicate the task by inviting the children, standing near the number, to clap (or stomp, or sit down) the number that it stands for.
Didactic game "Where is the ladybug crawling?"
Objectives: To consolidate children's knowledge of a flower, to teach them to navigate on it, to find the right petal. Develop independence of thought.
Game rules: Go to the petal in the direction indicated by the arrow.
Game actions: Search for a petal of a certain color.
Game progress: The teacher shows a cardboard sheet with a painted flower, with petals of different colors. Ladybug crawling along the drawn lines with arrows indicating the path to the flower in different directions. The teacher gives the child a task: to hold the Ladybug on a yellow, (green, orange, purple, blue, cyan, red) petal.
The child moves his finger along the arrow and says where the ladybug crawls to the left, right, up, down, reaching its goal.
Didactic game "Aquarium"
Objectives: To teach to name the spatial direction (left, right, up, down, to consolidate knowledge of color.
Game rules: Name changes in the location of the fish.
Game actions: Place the fish in different directions.
Game progress: The teacher shows an aquarium drawn on paper and cut out fish of different colors.
The teacher lays out the fish in different directions and asks to explain where this or that fish is swimming, in which direction. For example: the child says that the red fish swims up and the blue fish swims down. The yellow one floats to the left, and the green one floats to the right, and so on.
Didactic game "Train"
Purpose: to teach how to make groups of individual items; use words - many, few, one; to fix the ordinal count, the ability to correlate the number of objects with a number.
Equipment: toys on the topics "Zoo", "Dishes", "Toys", a whistle.
Game progress: Toys are placed in different places of the room on the topics: “Zoo”, “House of dishes”, “Toy store”. Children, standing one after another, form a "locomotive and wagons". How many locomotives? How many wagons? The train is ready to depart. A signal sounds (whistle, and the "composition" begins to move. Having approached the "Zoo", the "composition" stops. The teacher asks:
What animals live in the zoo? How many?
Children should not only name the animals, but also clarify their number. For example, one bear, one lion, many monkeys, many animals.
The train is on its way again.
The next stop is House of Dishes. The guys should tell what kind of dishes are sold, how many items of dishes. For example, many plates, many cups, one saucepan, one vase, many spoons, one teapot.
The third stop is "Toy Store". The teacher invites the children to guess the riddle:
Gray flannelette little animal, long-eared.
Well guess who he is
And give him a carrot! (Bunny)
After guessing it, the game continues.
Didactic game "Guess what I see"
Purpose: to learn to distinguish between a circle, a square and a triangle, a rectangle, an oval.
Game progress: The teacher selects with his eyes a round object in the room and tells the children who are sitting in a circle:
Guess what I see: it's round.
The child who guesses first becomes the leader along with the teacher.
Then invite the children to guess what you see: it is square.
Then invite the children to guess what you see: it is triangular.
Didactic game "Wonderful bag"
Purpose: to learn to distinguish and name a circle, a square and a triangle.
Equipment: a square large and small, a “wonderful bag” with a set of geometric shapes (circles, squares, triangles of various sizes, a ball.
Game progress: First option. The teacher puts one of the figures on the table and invites one of the children, without peeping, to find the same one in the bag. Having taken out a figure, the child names it.
Second option. The teacher names some geometric figure (for example, a triangle). The called child must find it in the bag by touch, get it and name it. Then the figure is removed back.
After that, the children alternately take out circles and squares from the bag and name them.
Third option. The teacher offers one child to get a large triangle out of the bag, and the other a small one. After the children complete the task, it is necessary to clarify which figure each child got, what color and size it is.
Didactic game "Playing with sticks"
Purpose: to train children to distinguish between right and left hands.
Equipment: counting sticks in a box (12 pcs.).
Game progress: The teacher invites the children to play with sticks. On a signal, with their right hand, they put one stick out of the box with their right hand, then, also one stick at a time, they put it back. In this case, the box should be perpendicular to the child. With one hand he should hold it, and with the other he should lay down the sticks. The one who completes the task the fastest wins.
During the game, the teacher specifies which hand the child worked with, how many sticks are on the table and how many sticks are in his hand. The same exercise can be done with the left hand.
Didactic game "What is longer, wider?"
Purpose: Mastering the ability to compare objects of contrasting sizes in length and width, use the concepts in speech: “long”, “longer”, “wide”, “narrow”.
Game progress: Noise outside the door. Animals appear: an elephant, a bunny, a bear, a monkey - Winnie the Pooh's friends. Animals argue over who has the longest tail. Winnie the Pooh invites children to help the animals. Children compare the length of the ears of a hare and a wolf, the tails of a fox and a bear, the length of the neck of a giraffe and a monkey. Each time, together with B., they define equality and inequality in length and width, using the appropriate terminology: long, longer, wide, narrow, etc.
Didactic game "What has changed?"
Purpose: to develop the attention and memory of children.
Game progress: Children form a circle. Several children are standing inside the circle. At the sign of the educator, one leaves, then, having entered, he must determine what changes have occurred within the circle. In this variant, the guessing child must count how many children were in the circle at the beginning, how many are left, and by comparing these two numbers, determine how many children left the circle. Then, when repeating the game, the guesser must name the name of the departed child. And for this it is required to keep in memory the names of all the children standing in the circle and, looking at the rest, to establish who is not. Further complication can be as follows: the number of children in the circle remains the same (within five, but their composition changes. The guesser must say which of the children left and who took his place. This option requires more attention and observation from children.
Didactic game "Which toy is hidden?"
Purpose: Consolidation of the ordinal account.
Game progress: Toys of different sizes and shapes are on the table in one line. Children look at toys, count them, remember them. One of the players leaves the room, and in his absence, the children hide some toy. The child returning to the room must remember what number (and then size) of the toy on the table was gone.
Didactic game "To whom how much?"
Purpose: To learn the concept of "how much"
Game progress: The host distributes cards with drawn boys and girls and their clothes, and puts a card with two girls on the table and asks: “How many hats do they need?” Children answer: "Two." Then the child, who has a picture with two hats in his hands, puts it next to the card where two girls are drawn, etc. In counting and counting, the children practice playing with small toys. The game consists in the fact that the child, having received a card with drawn circles and counting them, counts as many toys for himself as there are circles on the card. The cards are then mixed and dealt again. Children count the circles on their cards and, if there are more of them than the toys on the first card are selected, decide how many more toys need to be added or subtracted if there are fewer circles. There should be a lot of toys on the table. And there are five circles on small cards (1, 2, 3, 4, 5). This number of circles in the cards can be repeated several times. Higher demands are placed on children of middle preschool age in mastering spatial orientations.
Oksana Petrovicheva
Formation of elementary mathematical representations through didactic games
Development is an extremely important part of the intellectual and personal development preschooler. The success of his further education largely depends on how well and timely the child will be prepared for school.
“Without play, there is not and cannot be full-fledged mental development.
The game is a huge bright window through which a life-giving stream fits into the spiritual world of the child. representations, concepts.
The game is a spark that ignites the flame of inquisitiveness and curiosity.
V. A. Sukhomlinsky.
The research hypothesis is that the use of certain methods, tasks and techniques in the study of mathematics in kindergarten directly affects the understanding of the material by children.
The relevance of the study is to show that along with the basic concepts necessary in the life of a child, they also receive initial knowledge in mathematics. The graduation project reflects how the learning process is built in the group preparatory to school.
Research objectives:
1. Consider the tasks and techniques that are used when working with children.
2. Consider methods for studying elementary mathematical representations.
3. Consider the exercises that are used in mathematics classes.
4. consider the material that children need to learn during the school year.
Research methods:
1. method of visual aids
2. method practical exercises
3. use of didactic games
Chapter 1
1.1 Quantity and count
At the beginning of the school year, it is advisable to check whether all children, and first of all those who first came to kindergarten, are able to count objects, compare the number of different objects and determine which are more (less) or equally; how they use it: counting, one-to-one correlation, determining by eye or comparing numbers, do children know how to compare the numbers of aggregates, distracting from the size of objects and the area they occupy.
Sample tasks and questions: “How many big nesting dolls are there? Count how many little nesting dolls. Find out which squares are more: blue or red. (There are 5 large blue squares and 6 small red ones randomly on the table.) Find out which cubes are more: yellow or green. (There are 2 rows of dice on the table; 6 yellow ones stand at large intervals from one another, and 7 blue ones are close to each other.)
The test will tell you to what extent the children have mastered the account and what issues should be given special attention. A similar test can be repeated after 2-3 months in order to identify the progress of children in mastering knowledge.
Education of numbers. In the first lessons, it is advisable to remind the children how the numbers of the second heel are formed. In one lesson, the formation of two numbers is sequentially considered and they are compared with each other (6 - from 5 and 1; 6 without 1 is equal to 5; 7 - from 6 and 1; 7 without 1 is equal to 6, etc.). This helps children learn the general principle of making the next number by adding one to the previous one, and getting the previous number by removing one from the next one (6-1=5). The latter is especially important, because it is much more difficult for children to obtain a smaller number, and therefore to isolate an inverse relationship.
As in the senior group, they compare not only sets of different objects. Groups of objects of the same type are divided into subgroups (subsets) and compared with each other (“More high or low Christmas trees?”), A group of objects is compared with its part. (“Which is more: red squares or red and blue squares together?”) Children should each time tell how a given number of objects was received, to what number of objects and how much they added, or from what number and how much they subtracted. In order for the answers to be meaningful, it is necessary to vary the questions and encourage children to characterize the same relationship in different ways (“equally”, “the same”, “6”, etc.).
It is a good idea to start each lesson on the formation of subsequent numbers by reviewing how the previous numbers were obtained. For this purpose, you can use a numerical ladder.
Double-sided blue and red circles are laid out in 10 rows: in each subsequent row, counting from the left (top), the number increases by 1 (“1 more circle”), and the additional circle is turned to the other side. The numerical ladder, as subsequent numbers are received, is gradually built up. At the beginning of the lesson, looking at the ladder, the children remember how the previous numbers were obtained.
Children practice counting and counting objects within 10 throughout the school year. They must firmly remember the order of the numerals and be able to correctly correlate the numerals with the objects being counted, understand that the last number called during the count indicates the total number of objects in the population. If children make mistakes when counting, it is necessary to show and explain its actions.
By the time the children go to school, they should be in the habit of counting and laying out objects from left to right, using their right hand. But, answering the question how much ?, children can count objects in any direction: from left to right and right to left, as well as from top to bottom and from bottom to top. They make sure that you can count in any direction, but it is important not to miss a single item and not to count a single item twice.
Independence of the number of objects from their size and form of arrangement.
The formation of the concepts of "equally", "more", "less", conscious and strong counting skills involves the use of a large number of various exercises and visual aids. Special attention are given to comparing the numbers of many objects of different sizes (long and short, wide and narrow, large and small), differently located and occupying different areas. Children compare collections of objects, for example, groups of circles arranged in different ways: they find cards with a certain number of circles in accordance with the pattern, but differently arranged, forming a different figure. Children count as many objects as there are circles on the card, or 1 more (less), etc. Children are encouraged to look for ways to count objects more conveniently and quickly, depending on the nature of their location.
Telling each time about how many objects and how they are located, the children are convinced that the number of objects does not depend on the place they occupy, on their size and other qualitative features.
Grouping objects according to different criteria (formation of groups of objects). From comparing the numbers of 2 groups of objects that differ in any one feature, for example, size, they proceed to comparing the numbers of groups of objects that differ in 2, 3 features, for example, size, shape, location, etc.
Children are exercising in the sequential selection of features of objects. What is it? What is needed? What form? What size? What colour? How? in comparing objects and combining them into groups based on one of the selected features, in the formation of groups. As a result, children develop the ability to observe, clarity of thinking, ingenuity. They learn to identify features that are common to the entire group of objects or only to part of the objects of a given group, that is, to distinguish subgroups of objects according to one or another feature, to establish quantitative relationships between them. For example: “How many toys are there? How many nesting dolls? How many cars? How many wooden toys? How much metal? How many big toys? How many little ones?
In conclusion, the educator suggests coming up with questions with the word how much, based on the ability to highlight the features of objects and combine them according to a common feature for a given subgroup or group as a whole.
Every time the child is asked the question: why does he think so? This contributes to a better understanding of quantitative relationships. While exercising, the children first establish which objects are more, which are less, and then they recount the objects and compare the numbers, or first determine the number of objects that fall into different subgroups, and then establish quantitative relationships between them: “What is more if there are 6 triangles, and circles 5?"
Techniques for comparing sets of objects. Comparing collections of objects (identifying relationships of equality and inequality), children learn how to practically compare their elements: superposition, application, laying out objects of 2 sets in pairs, using equivalents to compare 2 sets, and finally, connecting objects 2 sets with arrows. For example, the teacher draws 6 circles on the board, and 5 ovals on the right and asks: “Which figures are more (less) and why? How to check? What if you don't count?" One of the children offers to connect each circle with an arrow with an oval. It turns out that 1 circle turned out to be superfluous, which means that there are more of them than other figures, 1 oval was not enough, which means that there are fewer of them than circles. “What should be done to make the figures equal?” Etc. Children are offered to draw the indicated number of figures of 2 types and different ways compare their numbers. When comparing the numbers of sets, each time it is established which objects are more and which are less, since it is important that the relations “more” and “less” constantly appear in connection with each other (if there is 1 extra object in one row, then 1 in the other, respectively). lacks). Equalization is always done in 2 ways: either an item is removed from a larger group, or an item is added to a smaller group.
Techniques are widely used to emphasize the importance of methods of practical comparison of elements of sets in order to identify quantitative relationships. For example, the teacher puts 7 Christmas trees. Children count them. The teacher asks them to close their eyes. He puts 1 fungus under each Christmas tree, and then asks the children to open their eyes and, not counting the fungi, say how many there are. The guys explain how they guessed that there are 7 fungi. You can give similar tasks, but put 1 more or less in the second group.
Finally, items of the second group may not be presented at all. For example, the teacher says: “In the evening, a tamer performs at the circus with a group of trained tigers, the workers prepared 1 pedestal for each tiger (places cubes). How many tigers will be in the show?”
The nature of the use of matching methods is gradually changing. At first, they help in a visual form to identify quantitative relationships, show the meaning of numbers and reveal the connections and relationships that exist between them. Later, when the means of establishing quantitative relations (“equally”, “more”, “less”) is increasingly becoming counting and comparing numbers, methods of practical comparison are used as a means of verifying, proving the established relations.
It is important that children learn to use their own ways of making judgments about connections and relationships between adjacent numbers. For example, a child says: "7 is more than 6 by 1, and 6 is less than 7 by 1. To check this, let's take cubes and bricks." He arranges the toys in 2 rows, clearly shows and explains: “There are more cubes, 1 extra, and fewer bricks, only 6, 1 is not enough. So 7 is 1 more than 6, and 6 is 1 less than 7.
Equality and inequality of numbers of sets. Children must make sure that any collections containing the same number of elements are denoted by the same number. Exercises in establishing equality between the numbers of sets of different or homogeneous objects that differ in qualitative characteristics are performed in different ways.
Children must understand that any items can be equally divided: 3, 4, 5, and 6. Exercises that require indirect equalization of the number of elements of 2-3 sets are useful, when children are prompted to immediately bring the missing number of items, for example , so many flags and drums so that all the pioneers have enough, so many ribbons so that it is possible to tie bows for all the bears. To master quantitative relations, along with exercises in establishing equality in the numbers of sets, exercises are also used in violation of equality, for example: “Make it so that there are more triangles than squares. Prove that there are more of them. What needs to be done so that there are fewer dolls than bears? How many will there be? Why?"
And a qualitative improvement in the system of mathematical development of preschoolers allows teachers to look for the most interesting forms of work, which contributes to the development of elementary mathematical concepts. 3. Didactic games give a lot of positive emotions, help children to consolidate and expand their knowledge of mathematics. PRACTICAL RECOMMENDATIONS 1. Knowledge of the properties of children 4-5 years old ...
It is necessary to rely on a question that is significant for the child, when a preschooler faces a choice, sometimes makes a mistake, and then corrects it on his own. AT senior group work continues on the formation of elementary mathematical representations, begun in the younger groups. Training takes place over three quarters of the academic year. In the fourth quarter, it is recommended to consolidate the received ...
views. It is high-class teachers who are able to bring into action the reserves of the main educational age - preschool. 1.4. Pedagogical conditions for the intellectual development of an older preschooler in the process of forming primary mathematical representations Academician A.V. Zaporozhets wrote that the optimal pedagogical conditions for realizing the potential of a small child, ...
work experience
"Formation of elementary mathematical concepts in preschool children through didactic games"
Author:
caregiver
MADOU#185
Tyukavkina I.A.
The development of elementary mathematical concepts is an extremely important part of the intellectual and personal development of a preschooler. In accordance with the Federal State Educational Standard, a preschool educational institution is the first educational level and a kindergarten performs an important function of preparing children for school. And the success of his further education largely depends on how well and timely the child is prepared for school.
Relevance
Mathematics has a unique developmental effect. “Mathematics is the queen of all sciences! She clears the mind!" Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, creative potential of the individual. I believe that teaching children mathematics at preschool age contributes to the formation and improvement of intellectual abilities: the logic of thought, reasoning and action, the flexibility of the thought process, ingenuity and ingenuity, the development of creative thinking.
In my work I apply the ideas and recommendations of the following authors: T.I. Erofeeva "Mathematics for preschoolers", Z.A. Mikhailova "Mathematics from 3 to 7", T.M. Bondarenko "Didactic games in kindergarten", I.A. Pomoraeva, V.A. Pozina "FEMP" and others.
Having studied the literature on the formation of elementary mathematical concepts in preschoolers, given that gaming activity is the leading one for preschool children, I came to the conclusion that the maximum effect in FEMT can be achieved using didactic games, entertaining exercises, and tasks.
To determine the effectiveness of my work, I conduct pedagogical diagnostics of the formation of elementary mathematical representations in children through didactic games. The main purpose of which is to reveal the possibilities of the game, as a means of forming the learned material in educational activities, the formation of elementary mathematical representations in preschoolers.
After analyzing the results of the diagnostics, she revealed that children have a rather low level of mastering knowledge of elementary mathematical concepts. I decided that in order for children to better assimilate the program material, it is necessary to make the material interesting for children. Bearing in mind that the main activity of preschool children is play, I came to the conclusion that in order to increase the level of knowledge of children, they need to use more didactic games and exercises. Therefore, as part of the work on self-education, I studied in depth the topic "Formation of elementary mathematical representations in preschool children through didactic games."
Work system.
As mentioned above, the main form of work with preschoolers and the leading type of their activity is the game. V. A. Sukhomlinsky noted in his works: “There is no, and cannot be, full-fledged mental development without play. The game is a huge bright window through which a life-giving stream of ideas and concepts flows into the spiritual world of the child. The game is a spark that ignites the flame of inquisitiveness and curiosity.
It is a game with learning elements that will help in the development of the cognitive abilities of a preschooler. Such a game is a didactic game.
I believe that didactic games are necessary in the education and upbringing of preschool children. A didactic game is a purposeful creative activity, during which pupils more deeply and brightly comprehend the phenomena of the surrounding reality and learn about the world. They allow you to expand the knowledge of preschoolers, consolidate their ideas about quantity, size, geometric shapes, teach you to navigate in space and time.
A.V. Zaporozhets, assessing the role of the didactic game, emphasized: “We need to ensure that the didactic game is not only a form of mastering individual knowledge and skills, but also contributes to common development child."
Working on this topic, I set myself the goal: the development of memory, attention, imagination, logical thinking by means of didactic games of mathematical content.
Realization of this goal involves the solution of the following tasks:
1. Create conditions for the development of memory, attention, imagination, logical thinking in children by means of didactic games of mathematical content.
2. Develop a long-term plan for the use of didactic games in educational activities and regime moments.
3. Make a selection of didactic games for the development of mathematical concepts in preschoolers.
One of the conditions for the successful implementation of the program for the formation of elementary mathematical representations is the organization of a subject-spatial, developing environment in age groups.
In order to stimulate the intellectual development of children, I equipped a corner entertaining mathematics, consisting of developing and entertaining games, a center for cognitive development has been created, where didactic games and other entertaining game material are located: Gyenesh blocks, Kuizener shelves, the simplest versions of Voskobovich's games, etc. Collected and systematized visual material on logical thinking, riddles, labyrinths, puzzles, rhymes, proverbs, sayings and physical education minutes with mathematical content. I made a card index of games of mathematical content for all age groups.
The organization of the developing environment was carried out with the feasible participation of children, which created in them a positive attitude and interest in the material, a desire to play.
I pay great attention to didactic games in the process of forming elementary mathematical concepts. This is primarily due to the fact that their main goal is teaching. By systematizing the games, she developed a long-term plan for the formation of elementary mathematical concepts using didactic games. (Attachment 1)
Educational - educational process on the formation of elementary mathematical abilities, I build it taking into account the following principles:
1) Accessibility - correlation of the content, nature and volume of educational material with the level of development, readiness of children.
2) Continuity - at the current stage, education is designed to form a steady interest in the younger generation in the constant replenishment of their intellectual baggage.
3) Integrity - the formation of a holistic view of mathematics in preschoolers.
4) Scientific.
5) Consistency - this principle is implemented in the process of interconnected formation of the child's ideas about mathematics in various activities and an effective attitude to the world around.
To develop cognitive abilities and cognitive interests in preschoolers, I use the following innovative methods and techniques:
elementary analysis (establishment of cause-and-effect relationships). To do this, I give tasks of this nature: continue the chain, alternating in a certain sequence squares, large and small circles of yellow and red. After the children have learned to perform such exercises, I complicate the tasks for them. I propose to complete tasks in which it is necessary to alternate objects, take into account both color and size. Such games help develop in children the ability to think logically, compare, compare and express their conclusions. (appendix 2)
comparison; (for example, in the exercise “Let's feed the squirrels”, I suggest feeding the squirrels with mushrooms, small squirrels - small mushrooms, large - large. To do this, children compare the size of mushrooms and squirrels, draw conclusions and lay out handouts in accordance with the task. (Appendix 3)
solving logical problems. I offer children tasks to find the missing figure, continue the rows of figures, signs, to find differences. Acquaintance with such tasks began with elementary tasks for logical thinking - a chain of patterns. In such exercises, there is an alternation of objects or geometric shapes. I suggest that children continue the row or find the missing element. (Annex 4)
Recreation and transformation. I offer children exercises to develop their imagination, for example, draw some figure of the child’s choice and finish it. (Annex 5)
Health-saving technologies (physical minutes, dynamic pauses, psycho-gymnastics, finger gymnastics in accordance with mathematical topics). Created a card file of physical minutes (“Mice”, “One, two - head up”, “We skated”, etc.) and finger games. ("1,2,3,4,5..") mathematical content. (Annex 6)
Depending on the pedagogical tasks and the totality of the methods used, I conduct educational activities with pupils in various forms:
organized educational activities (fantasy travel, game expedition, thematic leisure). Direct educational activities "Journey through the group", "Visiting the number 7", "Let's play with Winnie the Pooh", entertainment "Mathematical KVN".
learning in everyday everyday situations; (“Find the same shape as mine, objects in the group”, “Let's collect beads for Masha's doll”); conversations (“What time of the year is it now, what time of the year will be after ..”);
independent activity in a developing environment. I offer children games to fix shapes, colors, to draw up a sequence, etc.
After analyzing the available didactic games for the formation of mathematical representations, I divided them into groups:
1. Games with numbers and numbers
2. Time travel games
3. Games for orientation in space
4. Games with geometric shapes
5. Games for logical thinking
I offer the task to children in a playful way, which consists of cognitive and educational content, as well as game tasks, game actions and organizational relationships.
1. The first group of games includes teaching children to count forward and backward. Using a fairy tale plot and didactic games, she introduced children to the concepts of “one-many” by comparing equal and unequal groups of objects (didactic games “Squirrels and Nuts”, “Russell Animals in Houses”); “wide-narrow”, “short-long”, using the techniques of superposition and comparison of two groups of objects (didactic games “Show the way to the bunny”, “Russell the cubs into houses”). Comparing two groups of objects, she placed them either on the lower or on the upper strip of the counting ruler. I did this so that the children would not have the erroneous idea that more is always on the upper band, and the smaller one is on the lower band.
Didactic games, such as “Make a sign”, “Who will be the first to name what is gone? I use "Butterflies and Flowers" and many others in my free time, with the aim of developing children's attention, memory, and thinking.
Such a variety of didactic games, exercises used in the classroom and in their free time helps children learn the program material.
2. Games - I use time travel to introduce children to the days of the week, the names of the months, their sequence (didactic game "When it happens").
3. The third group includes spatial orientation games. My task is to teach children to navigate in specially created spatial situations and determine their place according to a given condition. With the help of didactic games and exercises, children master the ability to determine the position of one or another object in relation to another in a word (didactic games “Name where”, “Who is behind whom”).
4. To consolidate knowledge about the shape of geometric shapes, I suggest that children learn the shape of a circle, triangle, square in the surrounding objects. For example, I ask: “What geometric figure does the bottom of the plate resemble?”, “Find a similar shape”, “What does it look like” (Appendix 7)
Any mathematical task for ingenuity, no matter what age it is intended for, carries a certain mental load. In the course of solving each new task, the child is involved in active mental activity, striving to achieve the final goal, thereby developing logical thinking.
The solution to the question of how to use didactic games in the process of preschool education largely depends on the games themselves: how didactic tasks are presented in them, in what ways they are solved, and what is the role of the educator in this.
Didactic game is subject to the educator. Knowing the general program requirements, the originality of the didactic game, I creatively create new games included in the fund of pedagogical tools. Each game, repeated several times, can be played by the children on their own. I encourage such self-organized and conducted games, quietly helping children. Consequently, the management of a didactic game consists in organizing the material center of the game - in the selection of toys, pictures, game material, in determining the content of the game and its tasks, in thinking through the game plan, in explaining game actions, the rules of the game, in establishing relationships between children, in guiding the course of the game, in taking into account its educational impact.
Working with young children, I myself get involved in the game. At first, I involve children in games with didactic material (turrets, cubes). Together with the children, I disassemble and assemble them, thereby arousing in children an interest in didactic material, a desire to play with it.
In the middle group, I teach children while playing with them, trying to involve all the children, gradually leading them to the ability to follow the actions and words of their comrades. At this age, I select such games, during which children must remember and consolidate certain concepts. The task of didactic games is to streamline, generalize, group impressions, clarify ideas, distinguish and assimilate the names of forms, colors, sizes, spatial relationships, sounds.
Older children in the course of didactic games observe, compare, contrast, classify objects according to one or another feature, produce an analysis and synthesis that is accessible to them, and make generalizations.
Family and kindergarten are two educational phenomena, each of which gives the child a social experience in its own way. But only in combination with each other they create optimal conditions for the entry of a small person into the big world. Therefore, I make every effort to ensure that the knowledge and skills acquired by children in kindergarten are consolidated by parents at home. I use different forms of work with parents:
- general and group parent meetings;
- consultations, for example, "Didactic play in a child's life." "Bright and interesting games";
- production of didactic games together with parents;
- participation of parents in the preparation and holding of holidays, leisure activities;
- joint creation of a subject-developing environment;
- Questionnaire "What games do your children like to play?"
Thanks to the use of a well-thought-out system of didactic games in regulated and non-regulated forms of work, children acquire mathematical knowledge and skills according to the program without overload and tedious classes.
In conclusion, the following conclusion can be drawn: the use of didactic games in the formation of elementary mathematical concepts in preschool children contributes to the development of cognitive abilities and cognitive interest of preschool children, which is one of the most important issues in the upbringing and development of a preschool child. The success of his schooling and the success of his development as a whole depends on how developed the child's cognitive interest and cognitive abilities are. A child who is interested in learning something new, and who succeeds in it, will always strive to learn even more - which, of course, will have the most positive effect on his mental development.
Bibliography
1. Kasabuigsiy N. I. et al. Mathematics "O". - Minsk, 1983.
Logic and mathematics for preschoolers. Methodical edition of E.A. Nosova;
2. R.L. Nepomnyaschaya. - St. Petersburg: "Accident", 2000.
3. Stolyar A.A. Methodical instructions for the textbook "Mathematics "O". - Minsk: Narodnaya Asveta, 1983.
4. Fidler M. Mathematics is already in kindergarten. M., "Enlightenment", 1981.
5. Formation of elementary mathematical concepts in preschoolers. / Ed. A.A. joiner. - M .: "Enlightenment",
Attachment 1
Didactic games on FEMP
"To the forest for mushrooms"
The purpose of the game: to form in children ideas about the number of objects “one - many”, to activate the words “one, many” in the speech of children.
Game progress: we invite children to the forest for mushrooms, we specify how many mushrooms are in the clearing (a lot). We suggest picking one. We ask each child how many mushrooms he has. “Let's put all the mushrooms in a basket. How much did you put in, Sasha? How much did you put in, Misha? How many mushrooms are in the basket? (many) How many mushrooms do you have left? (no one)
.
"Raspberry for cubs"
The purpose of the game: to form a representation of equality in children based on a comparison of two groups of objects, to activate the words in speech: “so much - how much, equally”, “equally”.
Game progress. The teacher says:
- Guys, the bear cub loves raspberries very much, he collected a whole basket in the forest to treat his friends. Look how many cubs have arrived! Let's arrange them with the right hand from left to right. Now let's treat them to raspberries. It is necessary to take as many raspberries as to be enough for all the cubs. Can you tell me how many bears? (a lot of). And now you need to take the same number of berries. Let's treat the cubs with berries. Each bear cub should be given one berry. How many berries did you bring? (many) How many cubs do we have? (many) How else can you say? That's right, they are the same, equally; there are as many berries as there are cubs, and there are as many cubs as there are berries.
"Treat the Bunnies"
Game progress. The teacher says: “Look, rabbits came to visit us, how beautiful, fluffy they are. Let's give them carrots. I'll put the bunnies on the shelf. I will put one hare, one more, one more and one more. How many bunnies in total? (a lot) Let's treat the rabbits with carrots. We will give each bunny a carrot. How many carrots? (a lot of). Are there more or less of them than bunnies? How many bunnies? (a lot of). Are rabbits and carrots equally divided? That's right, they are equal. How else can you say? (the same, the same). The rabbits really enjoyed playing with you.”
Annex 2
"Let's treat the squirrels with mushrooms"
The purpose of the game: to form children's ideas of equality based on a comparison of two groups of objects, to activate the words in speech: "as much - how much, equally", "equally", equally".
Game progress. The teacher says: “Look who came to visit us. Red-haired, fluffy, with a beautiful tail. Of course they are whites. Let's give them mushrooms. I'll put the squirrels on the table. I'll put up one squirrel, I'll leave the window, I'll put up one more squirrel and another one. How many whites are there? And now we will treat them with mushrooms. We will give one squirrel a fungus, another and another. Did all the squirrels have enough fungi? How many mushrooms? How else can you say? That's right, squirrels and fungi are equally divided, they are the same. And now you treat the squirrels with mushrooms. The squirrels really enjoyed playing with you.”
"Bugs on leaves"
Purpose of the game: to form the ability of children to compare two groups of objects based on comparison, to establish equality and inequality of two sets.
Game progress. The teacher says: “Children, look what beautiful bugs. They want to play with you, you will become bugs. Our bugs live
on the leaves. Each bug has its own house - a leaf. Now you will fly across the clearing, and at my signal you will find yourself a house - a leaf. Bugs, fly! Bugs, in the house! Did all the bugs have enough houses? How many bugs? How many leaves? Are they equal? How else can you say? The bugs really enjoyed playing with you." Next, we repeat the game, establishing the relationship "more, less", while learning to equalize the sets by adding and subtracting.
"Butterflies and Flowers"
Purpose of the game: to form the ability of children to compare two groups of objects on the basis of comparison, to establish equality and inequality of two sets, to activate the words in speech: “so much - how much, equally”, “equally”.
Game progress. The teacher says: “Children, look what beautiful butterflies. They want to play with you. Now you will become butterflies. Our butterflies live on flowers. Each butterfly has its own house - a flower. Now you will fly across the clearing, and at my signal you will find yourself a house - a flower. Butterflies, fly! Butterflies, in the house! Did all the butterflies have enough houses? How many butterflies? How many flowers? Are they equal? How else can you say? Butterflies really enjoyed playing with you.”
Annex 3
Didactic games for the development of ideas about quantities
"Decorate the rug"
Game progress. The teacher says: “Children, a bear came to visit us. He wants to give his friends beautiful rugs, but he didn't have time to decorate them. Let's help him decorate the rugs. How are we going to decorate them? (in circles) What color are the circles? Are they the same size or different? Where will you put the big circles? (to the corners) Where do you put the little circles? (middle) What color are they? Mishka really liked your rugs, now he will give these rugs to his friends.”
"Houses for cubs"
Game progress. The teacher says: “Guys, I'll tell you now. Once upon a time there were two bear cubs, and one day they decided to build houses for themselves. They took walls and roofs for houses, but they just don’t understand what to do next. Let's help them make houses. Look, what are our largest cubs? What is this teddy bear in size, big or small? What kind of house are we going to make for him? Which wall will you take, big or small? What kind of roof should I take? How big is this teddy bear? What kind of house should he make? What kind of roof will you take? What color is she? Let's plant Christmas trees near the houses. Are the trees the same size or different? Where will we plant a tall tree? Where can we plant a low tree? The cubs are very happy that you helped them. They want to play with you."
"Treat the mice with tea"
Purpose of the game: to develop the ability of children to compare two objects in size, to activate the words “big, small” in the speech of children.
Game progress. The teacher says: “Look who came to visit us, gray mice. Look, they brought treats with them. See if the mice are the same size or different? Let's give them tea. What is needed for this? We'll take the cups first. What is the size of this cup, big or small? Which mouse will we give it to? » Then we compare the size of saucers, sweets, cookies, apples and pears and compare them with the size of mice. We offer children to drink mice and treat them with fruits.
"Choose the paths to the houses"
Purpose of the game: to develop the ability of children to compare two objects in length, to activate the words "long, short" in children's speech.
Game progress: we tell the children that the little animals built houses for themselves, but did not have time to build paths to them. Look, here are the houses of bunnies and chanterelles. Find paths to their houses. Which path will you make for the bunny, long or short? What path will you put to the fox's house? Next, we select the paths to the houses of other animals.
"Fix the rug"
Purpose of the game: to develop the ability of children to compare two objects in size, to activate the words “big, small” in the speech of children.
Game progress. The teacher says: “Look what rugs the bunnies brought us, beautiful, bright, but someone ruined these rugs. Bunnies now do not know what to do with them. Let's help them fix the rugs. What are the largest rugs? What patches will we put on the big rug? Which ones will we put on the little rug? What color are they? So we helped the hares fix the rugs.”
"Bridges for Bunnies"
Purpose of the game: to develop the ability of children to compare two objects in size, to activate the words “big, small, long, short” in children's speech.
Game progress. The teacher says: “We lived - there were two bunnies in the forest and they decided to make bridges to the clearing. They found the boards, but they just can’t understand who should take which board. Look, are the bunnies the same size or different? How are the boards different? Put them side by side and see which one is longer and which one is shorter. Run your fingers across the boards. Which plank will you give to the big bunny? What - small? Let's plant Christmas trees near the bridges. What is the height of this tree? Where are we going to put her? What Christmas tree will we plant near the short bridge? The bunnies are very happy that you helped them.”
"Harvesting"
Purpose of the game: to develop the ability of children to compare two objects in size, to activate the words “big, small” in the speech of children.
Game progress. The teacher tells that the hare has grown a very large crop, now it needs to be harvested. We consider what has grown in the beds (beets, carrots, cabbage). We specify what we will collect vegetables in. The teacher asks: “What is the size of this basket? What vegetables do we put in it? » At the end of the game, we generalize that the large basket contains large vegetables, and the small basket contains small ones.
Appendix 4
Logic tasks
Two goslings and two ducklings
They swim in the lake, scream loudly.
Well, count quickly.
How many babies are in the water?
(four)
Five funny pigs
They stand in a row at the trough.
The two went to bed to go to bed
How many pigs have a trough?
(three)
A star fell from the sky
Ran to visit the children
Three shout after her:
"Don't forget your friends!"
How many bright stars are gone
Has it fallen from the starry sky?
(four)
Two flowers for Natasha
And Sasha gave her two more.
Who here can count
What's 2 2?
(four)
Brought goose - mother
Five children walking on the meadow
All goslings are like balls:
Three sons, how many daughters?
(two daughters)
Appendix 5
Recreation and transformation games
"Right as Left"
Purpose: mastering the ability to navigate on a sheet of paper.
Matryoshkas were in a hurry and forgot to finish their drawings. You need to finish them so that one half looks like the other. Children draw, and an adult says: “Dot, dot, two hooks, minus a comma - a funny face came out. And if the bow and little skirt is a little girl, that girl. And if a forelock and pants, that little man is a boy. The children look at the pictures.
Appendix 6
Physical minutes
Hands to the side
Hands to the sides, in a fist,
We unclench and on the barrel.
Left up!
Right up!
To the side, across
To the side, down.
Knock-knock, knock-knock-knock!
Let's make a big circle.
We counted and got tired. Everyone stood up quietly and quietly.
They clapped their hands, one, two, three.
They stamped their feet, one, two, three.
And they stomped and clapped more friendly.
They sat down, got up, and did not hurt each other,
We'll take a break and start counting again.
One - rise, stretch,
Two - bend, unbend,
Three - clap, three claps,
Three head nods.
Four - arms wider
Five - wave your hands,
Six - sit quietly in place.
"Count it, do it."
You jump so many times
How many butterflies do we have
How many green trees
So many slopes.
How many times will I hit the tambourine
Let's raise our hands so many times.
We put our hands to our eyes
We put our hands to our eyes,
Let's set our legs strong.
Turning to the right
Let's look majestic.
And to the left too
Look from under the palms.
And - to the right! And further
Over the left shoulder!
The text of the poem is accompanied by the movements of an adult and a child.
Everyone comes out in order
Everyone exits in order - (walking in place)
One two three four!
Together they do exercises -
One two three four!
Arms up, legs up!
Left, right, turn,
tilt back,
Tilt forward.
Appendix 7
Introduction to geometric shapes
"Find an item"
Purpose: to learn to compare the shapes of objects with geometric
samples.
Material. Geometric shapes (circle, square,
triangle, rectangle, oval).
Children
stand in a semicircle. In the center there are two tables: on one - geometric
forms, on the second - objects. The teacher tells the rules of the game: “We will
play like this: to whom the hoop rolls up, he will come to the table and find the object
the same form as I will show. The child, to whom the hoop rolled up, comes out,
the teacher shows a circle and offers to find an object of the same shape. Found
the object rises high, if it is chosen correctly, the children clap their hands.
The adult then rolls the hoop to the next child and offers a different shape. The game
continues until all items are matched to the samples.
"Choose a Shape"
Purpose: to consolidate children's ideas about
geometric shapes, exercise in their naming.
Material. Demo: circle, square,
triangle, oval, rectangle cut out of cardboard. Handout: cards
with contours 5 geometric bingo.
The teacher shows the children figures, circles
each finger. Gives the task to the children: “You have cards on the tables on which
figures of various shapes are drawn, and the same figures are on trays. Spread it all out
figures on the cards so that they hide. Ask the children to circle each
a figure lying on a tray, and then superimposes (“hide”) it on the drawn
figure.
"Three squares"
Purpose: to teach children to correlate in size
three objects and designate their relationship with the words: “large”, “small”, “medium”,
largest", "smallest".
Material. Three squares of different sizes,
flannelograph; children have 3 squares, flannelograph.
Teacher: Children, I have 3 squares,
like this (shows). This one is the biggest, this one is smaller, and this one
small (shows each of them). And now you show the biggest
squares (children raise and show), put. Now raise the averages.
Now - the smallest. Next, V. invites the children to build from squares
towers. Shows how it's done: places on flannelgraph from bottom to top
first large, then medium, then small square. "Make you like this
tower on their flannelographs, ”says V.
geometric lotto
Purpose: to teach children to compare the form
of the depicted object with a geometric figure select objects according to the geometric
sample.
Material. 5 picture cards
geometric shapes: 1 circle, square, triangle, rectangle,
oval. 5 cards each with the image of objects of different shapes: round (tennis
ball, apple, balloon, soccer ball, hot air balloon), square mat, handkerchief,
cube, etc. ; oval (melon, plum, leaf, beetle, egg); rectangular
(envelope, briefcase, book, dominoes, picture).
5 children are taking part. teacher
examines the material with the children. Children name shapes and objects. Then
at the direction of V., they select cards with
depicting objects of the desired shape. The teacher helps the children to name correctly
shape of objects (round, oval, square, rectangular).
"What are the figures"
Purpose: to introduce children to new shapes: an oval, a rectangle, a triangle, giving them a pair of already familiar ones: a square-triangle, a square-rectangle, a circle-oval.
Material. Doll. Demonstration: large cardboard figures: square, triangle, rectangle, oval, circle. Handout: 2 figures of each form of a smaller size.
The doll brings figures. The teacher shows the children a square and a triangle, asks the name of the first figure. Having received an answer, he says that in the other hand there is a triangle. An examination is carried out by tracing the contour with a finger. Fixes attention to the fact that the triangle has only three corners. Invites children to pick up triangles and put them together. Similarly: a square with a rectangle, an oval with a circle.
Annex 8
Synopsis of directly educational activities on FEMP in the younger group
Theme "Let's play with Winnie the Pooh"
Goal: Mastering the ability to classify sets according to two properties (color and shape). The development of the ability to find and by touch determine a geometric figure, name it. Development of combinatorial abilities.
Methodological techniques: game situation, didactic game, riddles, work with diagrams.
Equipment: Winnie the Pooh toy, a wonderful bag, Gyenes blocks, symbol cards, 1 hoops, pictures of a bear, toys, Christmas trees, a hare.
Stroke:
1. Org. moment. Children stand in a circle on the carpet.
We kick top top.
We clap-clap with our hands.
We shoulders chik-chik.
We are eyes in a moment.
1-here, 2-there,
Wrap around yourself.
1 - sit down, 2 - stand up.
Everyone raised their hands to the top.
1-2,1-2
It's time for us to get busy.
2. Children are seated on the carpet. There is a knock on the door.
V-l: Guys, guests have come to us. Who could it be? (Winnie the Pooh appears with a wonderful bag in his hands.). Yes, it's Winnie the Pooh! Hello Winnie the Pooh! (children greet the character).
V-P: Guys, I brought something interesting for you! (shows magic bag)
I'm a wonderful bag
You guys, I'm a friend.
I really want to know
How are you? do you like to play? (children's answers)
V-P: Great! I also love to play. Let's play together? I will make riddles, if you guess, you will know what is in the bag.
I have no corners
And I look like a saucer
On a plate and on a lid
On the ring, on the wheel.
Who am I, friends?
(a circle)
He has known me for a long time
Every angle in it is right.
All four sides
Equal length.
I'm glad to present it to you
And his name is...
(square)
Three corners, three sides
May be of different lengths.
If you hit the corners
Then you jump up on your own.
(triangle)
V-P: Well done guys, you know how to solve riddles. What do you think is in the bag? (children's answers). That's right, circle, square and triangle. How can you call them in one word? (children's answers) Yes, these are geometric shapes.
V-l: well, Winnie the Pooh, please show us the figures from your wonderful bag. (Children examine the figures, determine its shape, color.)
V-l Guys, let's play one more game with Winnie the Pooh.
Fizminutka "Bears"
Bear cubs lived in more often
They twisted their heads
Like this, like this, they twisted their heads.
Bear cubs were looking for honey
Friendly tree rocked
Like this, like this, they shook the tree together.
And they went to the wreck
And they drank water from the river
Like this, like this, and they drank water from the river
And they danced
Together they raised their paws
Like this, like this, they raised their paws up.
Here's a swamp on the way! How can we pass it?
Jump and jump, jump and jump!
Have fun buddy!
V-l Guys, let's play one more game with Winnie the Pooh? It's called "Zhmurki". I will hide all the figures in a bag, and you, in turn, by touch, will have to determine what kind of figure it is and name it. (Winnie the Pooh is the last to determine the figure)
V-P: Great, you guys know how to play. And when I took out the figure, I felt something else in the bag. I'll show you now. (pulls out symbols from the card bag) what could it be?
V-l: Winnie the Pooh, yes, these are cards - symbols. They denote color, shape, size. (looking at cards). You can play with them too. Winnie the Pooh, we will teach you too. Only for this game we still need hoops. (introduce three hoops)
Q: In the center of each hoop I will place three symbol cards. You remember what they mean.
The teacher takes turns showing the symbol cards, the children call
V-l: I will lay out the figures around the hoop. You will need to put a hoop in the center
Tyukavkina Irina Alexandrovna
Consequently, one of the most important tasks of preschool teachers is to develop a child's interest in mathematics at preschool age. But childhood cannot be imagined without games, in this case, didactic ones. Therefore, familiarization with mathematics through the use of gaming techniques will help the child quickly and easily learn the educational program.
Learning math doesn't have to be boring for a child. Children's memory is selective. The child learns only what interested him, surprised, delighted or frightened him. He is unlikely to remember something uninteresting, even if adults insist.
I present to your attention didactic games for children of the 2nd junior group for the assimilation of mathematical concepts, means and methods of cognition.
"Choose a garage"
Target: Formation of the ability to establish the correspondence of objects in size; height and length at the same time; ability to explain your choice.
Exercise: Look at the picture and say the names of the cars you see.
The cars pulled up to the garages. Now everyone will take their place. Which?
Questions to kid:
-How will you distribute the cars in the garages?
Why is there only one car left? (The child chooses pairs - a car and a garage - and connects them with a line in the picture)
"Put things in their place"
Target: Formation of the ability to compare and distinguish objects; combine them in a common way.
Exercise: Look at the picture. The boy Dima and the girl Sveta have mixed up their clothes and cannot sort their things into the lockers.
Questions:
-How would you do it?
- Name all the things and help the children not to confuse them. (The child puts things in the lockers)
“Where are you going? »
Target: Formation of skills to recognize and name figures, highlighting one or two signs in them; the size; shape and size.
Problem situation: You want to treat the animals, but you can only get to them along the road through the stream.
Exercise: Look at the rocks in the stream.
Questions:
- What size are they? By form?
- Who lives to the right of the stream?
- Go over the big rocks. Who did you come to?
What house did the three little pigs choose?
Target: Formation of skills to retain in memory the attributes of objects (shape, quantity) and find an object based on comparison.
Exercise: Consider houses: roofs, walls, windows, doors. Three little pigs choose houses for themselves.
Nif-Nif (he is with a spatula) wants to live in a house with three windows.
What house did he choose?
- Nuf-Nuf (he is with a ruler) wants to live in a house with a triangular roof. Show me which house he chose?
- Naf-Naf wants to live in a house without a pipe. What house did he choose?
Then Naf-Naf thought and said: "Let's all live together in the same house, which would please both Nif-Nif, and Nuf-Nuf, and me"
What house did they choose? Tell me what kind of roof he has, and who wanted one? How many windows are in the house? Which pig wanted so much?
Does the house have a pipe? For whom was it important?
(With a triangular roof without a chimney, with three windows)
"Birthday"
Target: Formation of skills to practically establish the correspondence of objects by quantity, make groups of objects according to one attribute (quantity, use the words “the same”, “three”, “extra”
Exercise: Divide the treat equally among the children and determine what is left if each of the children takes one banana, one candy and one bag of juice.
"Decorate Clown Caps"
Target: Formation of combinatorial skills in the process of alternating colored figures; ability to use the words "first", "then", "below", "above", "between"
Problem situation: Look at the picture. The clowns have the same caps. They often confuse them, and put on the wrong ones for performances. They decided to ask you to decorate the caps in such a way that you can distinguish one from the other. Make the patterns on the caps different.
Attach colored circles to the caps of each clown. Compare and explain how they differ now these caps.
