Interesting math games for preschoolers. Math games. manuals and materials on femp. Creative game tasks and problem situations
PRACTICAL PART
Did action games for the development of elementary mathematical concepts
Here is a selection of games that will help in the development of memory, attention, imagination of children of primary preschool age.
Fixing games geometric shapes.
Guidelines: games are intended for children of primary preschool age. They can be used in the morning period, both for individual work and independent activities of children.
1. "Domino"
Purpose: to teach children to find one specific figure among many, name it. The game consolidates knowledge about geometric shapes.
Stimulus material: 28 cards, each half shows one or another geometric figure (circle, square, triangle, rectangle, oval, polygon). Two identical figures are depicted on the “double” cards, the seventh “double” consists of two empty halves.
The cards are laid out face down on the table. After explaining the rules to the child, the game begins by laying out the “double-empty” card. As in ordinary dominoes, in one move the child picks up and applies one necessary card to any end of the "path" and names the figure. If the player does not have the necessary figure on the card, he looks for a picture with this figure from the total number of cards. If the child does not name the piece, he does not have the right to the next move. The one who gets rid of the cards first wins.
2. "Unravel the confusion"
Purpose: to teach children to freely use objects for their intended purpose.
Material: toys, variously designed, which can be grouped (dolls, animals, cars, pira midki, balls, etc.).
All toys are placed on the table in a certain order. The child turns away, and the leader changes the location of the toys. The child must notice the confusion, remember how it was before, and restore the old order.
First, for example, swap the blue die with the red one. Then complicate the task: put the doll to sleep under the bed, cover the ball with a blanket. Once the child gets used to it, he can create confusion himself by inventing the most improbable situations.
3. "Pick a couple"
Purpose: to teach children to compare objects in shape, size, color, purpose.
Material: geometric shapes or thematic collections of images of different objects that can be combined in pairs (apples of different colors, large and small, baskets of different sizes or houses of different sizes and the same bears, dolls and clothes, cars, houses, etc.). d.).
Depending on what kind of stimulus material you have, a problem is posed to the child: help the doll to get dressed, help to harvest, etc.
Toys thank the child for a well-chosen pair
4. "Help Fedora"
Purpose: to form and develop a color representation in children. Teach them to match the colors of dissimilar objects.
Stimulus material: cards with images of cups and handles in different colors.
“Guys, poor grandmother Fyodora had all the cups broken in the house. Their handles broke off, and now she will not be able to drink her favorite tea with raspberry jam from them. Let's help grandma Fedora glue her cups together. But for this you need to carefully look at these cards with the image of cups and find pens that match them in color. If the child finds it difficult to complete this task, show him how to look for paired cards. Then this task is performed independently.
5. "Find objects of similar color"
Purpose: to exercise the child in matching objects by color and generalizing them on the basis of color.
Stimulus material: various mail items, toys of five shades of each color (cup, saucer, threads; clothes for dolls: dress, shoes, skirt; toys: flag, bear, ball, etc.).
On two tables, shifted side by side, they arrange toys. The child is given an object or a toy. He must independently select all the shades of this color for the color of his toy, compare them and try to name the color.
6. "Find an object of the same shape"
Purpose: to teach the child to distinguish specific objects from the environment in shape, using geometric patterns.
Stimulus material: geometric shapes (circle, square, oval, triangle, rectangle), round-shaped objects (balls, balls, buttons), square-shaped objects (cubes, scarf, cards), triangular-shaped objects (building material, flag, book) , oval shape (egg, cucumber).
Arrange geometric shapes and objects into two piles. The child is invited to carefully consider the object. Then we show the child a figure (well, if the child calls it) and ask him to find an object of the same shape. If he is mistaken, invite the child to circle the figure first with his finger, and then the object.
7. "Magic Circles"
Purpose: to continue teaching the child to single out specific objects in form.
Stimulus material: a sheet of paper with circles of the same size drawn on it (ten circles in total).
“Let's take a closer look at this sheet. What do you see on it? What figure is drawn on a piece of paper? Now close your eyes and imagine a circle."
8. "Lay out the ornament"
Purpose: to teach the child to distinguish the spatial arrangement of geometric shapes, to reproduce exactly the same arrangement when laying out the ornament.
Stimulus material: 5 geometric figures cut out of colored paper, 5 each (25 in total), cards with ornaments.
“Look, what ornaments are in front of us. Think and name the figures that you see here. And now try to lay out the same ornament from the carved geometric figures.
Then the next card is offered. The task remains the same. The game is over when the child has laid out all the ornaments shown on the card.
9. "Playing with circles"
Purpose: to teach children to designate in words the relationship of objects in size (“largest”, “less”, “more”).
Stimulus material: three circles (drawn and cut out of paper) of different sizes.
It is proposed to carefully look at the circles, spread them out in front of you, circle them on paper along the contour. Next, the child is asked to compare 2 circles, then the other 2 circles. Try to have the child name the size of all three circles.
10. Balls
Purpose: to develop and consolidate the ability to establish a relationship between elements in size (more - less, thicker, longer, shorter).
Stimulus material: a set of five sticks, uniformly decreasing in length and width, a set of five circles, which also decrease evenly in accordance with the sticks.
“Let's see what happened. On the street, kind grandfather Fedot was selling balloons. How beautiful they are! Everyone liked it. But suddenly, out of nowhere, the wind rose, so strong that all the balls of grandfather Fedot broke away from their sticks and scattered in all directions. For a whole week, good neighbors brought back the balls they had found. But here's the problem! Grandfather Fedot cannot understand which ball was attached to which stick. Let's help him!"
First, along with the child, sticks are laid out on the table in size from the longest and thickest to the shortest and thinnest. Then, according to the same method, the “balls” are laid out - from the largest to the smallest.
12. Smart Guest
Purpose: to develop the ability to examine the shape of objects, to give and understand their complex description.
Stimulus material: children's plastic utensils, bag.
The toys are examined by the participants, then put into a bag. The child sits with his back to the players. They take turns coming up to him, tapping on his shoulder and saying: “Ana needs something like this, but I won’t tell you what it’s called, but I’ll explain to you what it is ... (And then the description of the object follows. For example, a cup: “round, with convex sides, low, narrow at the bottom, wider at the top, a handle on the side”).
When the child finds the desired object by touch, he takes it out of the bag; further, it is evaluated whether the task was completed correctly.
13. "Cheerful little man"
Purpose: to form in children the ability to dismember a certain figure into elements (geometric figures) and, conversely, from individual elements corresponding to geometric patterns, to compose objects of a certain given shape.
Stimulus material: geometric figures (1 triangle, 1 semicircle, 1 rectangle, 2 ovals, 4 narrow rectangles, drawing "Merry Man").
“Today a cheerful little man came to visit us. Look how funny he is! Let's try to make the same little man out of the geometric figures that lie on the table.
14. "Sticks"
Purpose: To teach children the sequential arrangement of elements of different sizes.
Stimulus material: 10 sticks (wooden or cardboard) of different lengths (from 2 to 20 cm). Each subsequent stick differs from the previous one by 2 cm in size. To complete this task correctly, each time you need to take the longest strip of those that you see in front of you. We use this rule and lay out the sticks in a row. But if at least once a mistake is made, whether it is a rearrangement of elements or trying on sticks, the game stops.
15. "Find a house"
Purpose: to form a purposeful visual perception of the form.
Stimulus material: two sets of geometric figures, six figures in each set. Three of these
figures (square, circle, triangle) are the main ones, and the other three (trapezoid, oval, rhombus) are additional. Additional figures are needed to distinguish and right choice main figures. You also need contour images of each figure on separate cards (the contours can be cut out, make “windows-up to mika”). Each set of stimulus material includes six to eight cards with the contours of each figure. Cards can be colored in different colors.
Children are shown three basic shapes (circle, square, triangle). Then a card is shown showing a single shape (for example, a triangle). “What do you guys think, what figure lives in this house? Let's think together and put the right figure here. Now guys, let's play together. You see, different figures lie on two tables (two children call). Here are the cards for you. What figures live in these houses?” After the task is completed, two other identical cards are given. If the child finds it difficult to complete the task, he is invited to trace the “frame” of the figure with his finger, then draw its outline in the air, which will facilitate the reproduction of the form.
16. "Show the same"
Purpose: to teach a child to build an image of an object of a given size.
Stimulus material: geometric shapes (square, circle, triangle, oval, hexagon) of different sizes. The number of sets of geometric shapes depends on the number of children. The set contains 3-4 variants of each figure. “I have the same figures. I show you a figure, and you must find the same one in your set. Be very careful!”
After the children find and show the figure, the leader "trying on" their choice to his figure. If the child is convinced of a mistake, he is allowed to correct it on his own by replacing the selected figure with another one.
17. "What did the doll bring us?"
Purpose: to teach the child to touch the shape of the object and name it.
Stimulus material: a doll, a bag, all kinds of small toys, which should be noticeably different from each other and depict objects familiar to children (cars, cubes, toy dishes, animal toys, balls, etc.). It is desirable to thread an elastic band into the bag so that the child cannot look into it when looking for a toy.
"Guys! Today Masha doll came to visit us. She brought toys for us. Do you want to know what the doll brought us? You need to take turns approaching the bag, but do not look into it, but only choose a gift for yourself with your hands, then say what you have chosen, and only after that take it out of the bag and show it to everyone.
After all the toys are taken out of the bag, the game is repeated again. All the toys are returned and the children again take turns taking out toys for themselves.
18. "Funny balls"
Purpose: to develop ideas about form, color.
Stimulus material: drawing of balls (10-12 pieces) oval and round shape, checkbox.
“Look at the picture. How many balls! Color the round balls blue and the oval balls red. Draw strings for the balloons so that they do not scatter from the wind, and "tie them to the flag."
19. "Find the figures"
Purpose: to develop visual perception of geometric shapes.
Stimulus material: drawings of geometric figures.
“Look at these drawings. Find geometric shapes. Whoever finds more pieces, and, most importantly, faster, wins.
Games for orientation in space and time for orientation on a sheet of paper.
20. "Where is it?"
Purpose: to form spatial orientation on a piece of paper.
Stimulus material: a white sheet of paper with geometric shapes (oval, square, rectangle, triangle) of different colors. Geometric shapes can be replaced with various images of animals (bear, fox, hare, cow), modes of transport plane, car, KAMAZ), toys, etc. The figures are located in the corners, a circle is drawn in the middle.
“Look carefully at the picture and tell me where is the circle drawn?, oval?, square?, triangle?, rectangle?
Show what is drawn to the right of the circle?, to the left of the circle?
What is shown in the upper right corner?, in the lower left corner?
What is drawn above the circle?, below the circle?”
21. "Left - Right"
Purpose: to teach children to navigate in space, in their own body.
“Guys, listen carefully to the poem:
V. Berestov
The student stood at the fork in the road
Where is the right
Where is the left
He could not understand.
But suddenly a student
Scratched in the head
With the same hand
who wrote
And threw the ball
And flipping through the pages
And holding a spoon
And swept the floors.
"Victory!" - resounded
A jubilant cry.
Where is the right
Where is the left
Learned student!
How did the student know which is right and which is left? What hand did the student scratch his head with? Show me, where is your right hand? Left hand?
22. "Bunny"
Purpose: to teach children to navigate in space, in their own body. Children, listening to a poem, perform exercises:
Bunny, bunny - white side,
Where do you live, our friend?
Along the path, along the edge,
If we go to the left
That's where my home is.
Stomp with your right foot
Stomp with your left foot
Right foot again
Left foot again. * * *
gray bunny sitting
And wiggles his ears
It's cold for a bunny to sit
You need to warm up the paws:
paws up,
paws down,
Get up on your toes!
We put our paws on the side,
On the socks
Jump - jump - jump.
And now squat
So that the paws do not freeze!
23. "Where?"
Purpose: to teach to navigate in space.
Stimulus material: on a white sheet of paper, an image of cars, trees (Fig. 11).
“Look closely at the picture. Show which cars go to the right, which ones go to the left? Look closely at the trees. Where do you think the wind is blowing?
24. "What happened?"
Purpose: to develop the ability of spatial orientation on a sheet of paper, count cells, lines.
“Retreat from the top of the sheet to the cell four cells down and from the left edge of the sheet - three cells to the right, put a dot in the corner of the cell. I will tell you how to draw lines, and you listen carefully and draw as I dictate.
For example: one cell to the right, one cell down, one cell to the left, one cell up.
What happened? Got a square. This is the easiest and simplest task. Let's play on. You have more difficult tasks ahead of you, and if you are careful and do not make mistakes in completing my tasks, then you will get the drawing that I intended.
For example: one cell down, one cell right, two cells down, one right, one down, one right, one up, one cell right, two up, one right, one up, one right , one down, one right, two down, one right, one down, one right, one up, one right, two up, one right, one up.
Angelica Antyukhova
Mathematical game. Compilation didactic games with mathematical content for older preschoolers.
MATHEMATICAL GAME LIBRARY
Senior group
DI "YES OR NO".
Rules of the game:
Children are placed in a circle outlined by a colored rope; The facilitator asks a question that can only be answered "Yes" or "No". Any other answers mean that the player is out of the game, out of the circle. Trap questions are also used, which cannot be answered unambiguously. "Yes" or "No". In this case, the player must remain silent. It is necessary to agree on how long the game continues, how many children should remain in circle: five, four, three children. They are called winners, awarded with applause and points for « Mathematical piggy bank» .
We offer game questions:
Are five pears more than five apples?
Maybe the table has three legs?
Maybe the teapot has two spouts?
Is there a shirt with three sleeves?
Does a carrot have one root?
Does a rooster have two legs?
How many fingers are on the hand?
Does a chicken have two tails?
Does Matroskin's cat have two cows?
Can it rain without thunder?
Is there sky under your feet?
What is the figure with three corners?
Maybe the earth is round?
Can you reach your right ear with your left hand?
When does the sun rise?
Does the week start on Tuesday?
Maybe seven Fridays in a week?
Does a chupa have one leg?
Does the guitar have seven keys?
One less than many?
Do you have five fingers on your right hand? And on the left?
Is it autumn now?
Is the hedgehog prickly? What about the cat?
Pinocchio was wooden?
Too much water in an empty glass?
Can a dog meow? And you?
A cat with three legs?
Does a square have 4 sides? Where is the fifth?
Does a circle have six sides?
Adding one to six makes five?
New Year happens in summer?
Does summer come after autumn?
Can a cat be smaller than a mouse?
Is a hippo thinner than a snake?
Is the stream wider than the river?
Does the rose bloom in summer?
How many paws does a bear suckle in a den?
Is there only one window in the group?
Do you have two ears? And how many of them are leftists?
Did you ride the tram this morning? Etc.
DI "CHECK ATTENTION"
Rules of the game:
The game is organized in small groups, in which children are united according to the joke principle or by choice. Each game the command is placed around a separate table with attributes. There are several items on the tables. The host proposes consider carefully what and how is placed on the table, remember the location and number of items. The players close their eyes, and the host changes the number (adds, removes one or two items) or change their position. Children open their eyes, examine objects and name how many changes have occurred (I noticed three changes and I noticed five). Only after all the players have spoken, are they invited to talk about their observations. The one with the fewest changes noticed starts. The game is repeated again.
DI "HOW MANY?"
Rules of the game:
Children have a set of numbers, they lay it out on the floor near them. The host gives exercise: determine how many of these or other objects are in the picture, and show this number using a number. Children, on a signal, raise a number indicating the number of named objects in the picture. The facilitator may slightly change the location or number of objects in the picture when he begins to fulfill his role. Checks how the participants in the game completed the task, and names a new leader.
DI "GUESS THE INTENDED NUMBER".
Rules of the game:
The host chooses a number, writes it on a card, rolls it into a tube (or choose a number and hide it). Refers to playing: "Guess the number I have in mind". The players try to guess the intended number by asking questions. For example, your number is greater or less than five. The host replies that his number is more than five. Next question: "Is your number more or less than six?" The host replies that his number is more than six. If the player asks a question type: “Is the intended number greater or less than three?”, then in this case such a question is useless, it will not tell us anything new about the planned number. We already know from the previous answer that the intended number is greater than five, therefore it is also greater than three. Next question: "Is your number more or less than eight?" Leading: “My number is less than eight. Can you tell me what number I have in mind?
Children must guess by reasoning as follows way: it is known that the intended number is greater than six, but less than eight. So it is equal to seven.
In this game, children should pay attention to the logic of constructing questions. Initially when learning content games in front of children, you can expand the number series. The complication of the game is the lack of reliance on the number series.
DI "WE REMOVE THE NUMBERS ON THE TASK"
Rules of the game:
The game is played at a table with numbers from one to nine. Rules are being clarified games: the presenter makes riddles about numbers. Children, guessing what number in question silently remove it. If all the riddles are guessed correctly by the children, then in the end everyone will have the same number. Approximate "puzzles": remove the number that is between the numbers "three" and "five"; remove the numbers that indicate numbers more than five by one, more than four by one, less than nine by one, more than eight by one; remove the number that occurs in the fairy tale about Snow White; remove the number that shows how many greedy bear cubs were in the fairy tale; a figure that shows how many noses were torn off in the bazaar from the curious Varvara. What number is left? (Three.) Children come up with a riddle about her.
DI "MAGIC FINGERS"
Rules of the game:
The set contains three - four balls of plasticine, three - four napkins, several cardboard boxes and a blindfold. Players can be from two to four. Everyone takes a ball of plasticine and, secretly from the children, sculpts numbers from it, places them on a cardboard, and covers them with a napkin. Then the driver puts a blindfold on his eyes, and they begin to act "magic fingers". The driver determines the number by touch and calls it. The children watching him say whether his magic fingers felt the number correctly. Each driver is given three attempts. If he guessed all three numbers, he gets 1 point; if he guessed one or two numbers, he gets half a point. The driver becomes another. The game continues at the request of the children.
DI "GO THERE - I DON'T KNOW WHERE"
Rules of the game:
All children are located on one side of the carpet so that they can clearly see the entire space of the room. The facilitator chooses one child-robot, who will give commands to move around the room. When the robot has its back to the children, the presenter shows with gestures and numbers to the others to which group of objects he planned to bring the robot. Children, knowing where the robot should come, watch its movements. Movement commands can contain three turns and any number of steps. Assignments are given in parts.
Leading: "The robot will go forward three steps, turn left, go two more steps, turn left again, go one step, turn right and take two steps forward - then it will come to those objects that I thought of."
If the robot comes up to those items that were guessed, then he gets points, and the group of items is removed. If the robot could not reach the intended goal, then the players leave with nothing. Another robot and the host try to approach the selected groups of objects. The game continues until all groups of objects have been removed. (This rule applies if the children remain interested in the game. Otherwise, the game may be stopped before all groups of objects are removed.)
DI "FIND THE SAME"
Rules of the game:
The child takes one of the numbers at random, walks around the room, counting the objects. Remembers how many groups, where there are as many objects as his figure shows. Approaches an adult and talks about his findings. If the child has found all the groups according to his number, he can change the number. If he did not find all the groups of objects, then he goes in search again. Children during the game can change the numbers three to four times.
DI "FAR CLOSE"
Rules of the game:
Children form a circle. Leader in the center of the circle. An adult acts as an assistant, he distributes chips to the children for the answer (original, correct and fast). The leader throws the ball to one of the children, thereby giving him the floor. The child, having caught the ball, must quickly say what is far from him and what is close. For example, Sasha is far from me, but Sveta is close. The table is far from me, but the door is close. The window is far from me, but the doll is close. It is advisable not to use objects named by other children. At the end of the game, the number of points earned by the children is calculated, and the winner is determined.
DI "WHAT IS WHAT?"
Rules of the game:
The guys compare objects by eye in size. The main thing in this game (in this version)- isolating and naming the attribute of magnitude by which children compare. They unite in pairs, walk around the group room, examine objects, toys, furniture, discuss, choose which objects can be compared with which and on what basis. Then they approach the adult and they say: “We compared these two tables in height, the children's table is lower than the desk. We compared two chairs width A: The doll high chair is narrower than the children's high chair. We compared two flower pots in terms of thickness, etc.” The adult directs the children to the fact that they must first name the sign by which objects are compared. He may ask additional questions about the two things being compared. For example: Are there any similarities between these items? What are the other differences between them? Children can, when determining similarities and differences, name material, color, purpose of objects.
DI "CHANGE QUANTITY"
Rules of the game:
The game is played with all children. The children put the numbers in order. There are 10 toys on a tray.
Adult: “Before you start this game, you need to check if you can play. In the game, we will increase and decrease the numbers." To make it easier to complete tasks and check their performance, the game is played with toys. An adult explains what it means to increase the number by one - it means to add, add one more toy and change the number; to reduce the number by one means to remove one toy and change the number.
The rules of the game are that all players at a fast pace perform tasks given by the leader. Tasks are repeated only once. The winner is the one who did not miss a single change and by the end of the game came up with the correct result - the number of toys.
Leading: "Let's start the first game: count six ducklings and put a number next to it; increase this number of ducklings by one, increase again by one; increase again the number of ducklings by one; decrease the quantity by one. What result?"
Children: "Eight ducklings and number 8 nearby".
Leading: “We start the second game: count five toys and put a number next to it; increase the number by one; increase the number by two; reduce the quantity by one. What result?"
Children: "Seven toys and next to the number 7". (Everyone with this result won.)
Leading: "Third game: count any number of toys, but not less than three and not more than six; increase this number of toys by one; once again increase this number by one; now reduce that number by one. What result?" The children are talking.
Adult: "Why does everyone have different answers, different results, although they did the same tasks?" The answer can be listened to first in the ear to give all children the opportunity to think and find the answer to this question. If the guys find it difficult, an adult leads them to the correct answer: at the beginning of the game everyone counted "own" the number of toys, all children had different numbers with which they started the game. Having done the same measurements, the results were different for everyone.
DI "GUESS YOUR NAME"
Rules of the game:
11 children come out to play. An adult attaches one of the numbers to the back of each child. The child does not know what number is behind him, but he can look at the numbers of other children, determine which number is missing. This will help him guess that the missing number is exactly on his back. Children move from one child to another, look at each other's numbers, try to determine their place in the row. They get in order. They turn their backs to the children so that everyone checks if the numbers are built correctly. Then "numbers" receive tasks from children. The digit child completes the task and passes his digit to the person who gave this task.
Sample tasks: number 3, tell us about yourself. (I am a number - I denote the number 3. Before me is the number 2, and after me - the number 4.) Tasks for others figures: number 5, what number is 1 more than you? Number 9, what number is the previous one for you? The smallest number, what number are you?
An adult pays attention to the correct use of words "number" and "number", emphasizes that a number can be more or less than another number by one or more units, but the number cannot be red or green. The number can be of any color, and its value, size can be compared with other numbers drawn on the cards, the figure can be higher, lower, thicker, thinner than other drawn numbers, but not more or less by one.
DI "MUSHROOM"
(game modification "Sea battle").
Rules of the game:
It is played by two people. The box contains 6-8 lined sheets, one blue and one red pencil and 20 chips. gaming the field is a sheet of paper lined into 25 squares (5 x 5). The players take one sheet at a time, put the numbers 1, 2, 3, 4, 5 horizontally on it with a red pencil, the numbers 1, 2, 3, 4, 5 vertically with a blue pencil, and draw mushrooms in secret from a partner in any six cells. gaming the field during the game, the children do not show each other. The game begins with the fact that with the help of a rhyme a beginner is determined. It gives the coordinates of the location of the fungus vertically and horizontal: 5th red and 4th blue. If a mushroom is drawn at the intersection of these cells, then the player picks it up. This mushroom is considered picked, it is crossed out, and the child who guessed where the mushroom is located puts one chip in the basket. If the mushroom is found and plucked, then the player continues the move, offering new coordinates. If the mushroom is not found, the course of the game passes to the partner.
The game continues until one of the players has all the mushrooms. He loses. The game can be continued with the same or a new partner.
Rules of the game:
It is carried out in a circle with a ball. The host calls the number and throws the ball to the child. The player catches the ball and calls the next two numbers. Returns the ball. The leader throws the ball to another child, calling the number. The game is repeated until the ball has been in the hands of each player several times.
Before the start of the game, they agree on the direct or reverse order of naming the numbers.
DI "WHO WILL SEE MORE, WHO WILL TELL MORE"
Rules of the game:
On the common table there are geometric figures according to the number children: circles, squares, rectangles, triangles. Each child chooses one of them. Then children with the same figures are united in a team. Each team goes around the group room, dressing room, bedroom and looks for objects of the form that they have in their hands. After a while, the educator commands a general meeting. Teams share their observations and tell which objects or their elements have the same shape. For each item named, the team receives a point. let down total: which team scored the most points.
The figures are returned to the common table, mixed, the game is repeated again one more time.
DI "WHO ATTENTIVE»
(kind of game "Count, don't make a mistake"- the number is given by the quantity sounds: claps, blows to a tambourine or hammer).
Rules of the game:
Children perform tasks first with open, and then with eyes closed, count the number of sounds, and then count how many (one more or one less) toys.
There are 10 different pictures on the flannelograph. Together with the children determine how much. Try to count from left to right, right to left. Then they determine in which place this or that picture stands. Pay attention that when determining the ordinal place of the subject, it is necessary to agree on which side we consider. Show incidental situations when you can say different things about the same picture (second from right or ninth from left).
DI "Higher, wider and longer"
Rules of the game:
You can choose two objects that are in the room, existing in nature, fabulous creatures or two people and compare them according to some sign: by length, height, width, thickness, temperature, age, taste. For example, a father is taller than a son; the trunk of a tree is thicker than a branch of a bush; the finger is thinner than the hand; the fox has a longer tail than the hare, etc. For each correct answer, the children receive a token. At the end of the game, the winners of the first, second and third places are counted. They applaud.
DI "CHAIN"
Rules of the game:
For new game "Chain" the children stand in a circle. Rules of the game these are: children give each other tasks to change numbers "along the chain", from the final number after the task is completed. For example, one child has a ball. He throws it to one of the children and He speaks: "Name a number greater than three by one". The child who caught the ball answers: "Four". Throws the ball to another child and He speaks: "Increase this number by one". child catches ball: "Five". "Name a number less than five times one", - and throws the ball to the next one, etc.
DI "FIND YOUR HOUSE"
Rules of the game:
On the common table are number cards face down with b, 7, 8, 9, 10 circles (several options for each number). In different places of the group there are hoops with numbers attached to them, indicating the house of the numbers 6, 7, 8, 9, 10.
Each child takes one numerical card, counts the number of circles, at the signal of the teacher, finds his house.
Adult addresses everyone playing: "Let's go visit the number "seven". That's how many inhabitants it has, everyone has cards with a number "seven". How are your cards different? (The location of the circles - they tell how exactly, the color of the circles.) How are your cards similar? (The fact that each of them has 7 circles.) How many options for the arrangement of circles? Since there are cards in each option? In one variant there can be several absolutely identical cards, in another variant there can be only one card, in the third - one or two.
So they consistently visit all the numbers. Then the children return their cards to the common table, shuffle them, take one again, and the game is repeated.
Games for the mathematical development of children of middle preschool age
The game "Correct Score".
Goals: help mastering the order of the numbers of the natural series; to consolidate the skills of direct and reverse counting.
: ball.
Description: Children stand in a circle. Before starting, they agree in what order (direct or reverse) they will count. Then they throw the ball and call the number. The one who caught the ball continues the count by passing the ball to the next player.
The game "Who's where."
Target: to teach to distinguish the position of objects in space (in front, behind, between, in the middle, on the right, on the left, below, above).
Game material and visual aids: toys.
Description: Arrange toys in different places in the room. Ask the child which toy is in front, behind, next, far, etc. Ask what is on top, what is below, on the right, on the left, etc.
The game "Many-little".
Target: help to learn the concepts of "many", "few", "one", "several", "more", "less", "equally".
Description: ask the child to name single objects or objects that are many (few). For example: there are many chairs, one table, many books, few animals. Put cards of different colors in front of the child. Let there be 9 green cards and 5 red cards. Ask which cards are more, which are fewer. Add 4 more red cards. What can be said now?
Game Guess the number.
Goals: to help prepare children for elementary mathematical operations of addition and subtraction; help to consolidate the skills of determining the previous and next number within the first ten.
Description: ask, for example, what number is greater than three but less than five; what number is less than three, but more than one, etc. Think, for example, of a number within ten and ask the child to guess it. The child calls different numbers, and the teacher says whether the named number is more or less than the intended number. Then you can switch roles with the child.
The game "Counting Mosaic".
Goals: get to know the numbers learn to match the quantity with the number.
Game material and visual aids: counting sticks.
Description: make up numbers or letters together with the child using counting sticks. Invite the child to place the corresponding number of counting sticks next to the given number.
The game "Point-traveler".
Goals: introduce the basics of writing numbers; develop fine motor skills.
Game material and visual aids me: checkered notebook, pen.
Description: the teacher sits down at the table, puts the notebook correctly, shows the child how to hold the pen correctly. Offers to play point-traveler. To do this, you need to invite the child to put a dot in the upper right corner of the cell, then in the fourth cell of the left corner at the bottom of the notebook, etc.
The game "Read and count."
Goals: help to learn the concepts of "many", "few", "one", several, "more", "less", "equal", "as many", "how many"; develop the ability to compare objects by size.
Game material and visual aids: counting sticks.
Description: when reading a book to a child, ask him to put aside as many counting sticks as, for example, there were animals in a fairy tale. After counting how many animals are in the fairy tale, ask who was more, who was less, and who was the same. Compare toys by size: who is bigger - a bunny or a bear? Who is less? Who is the same height?
Games aimed at the mathematical development of preschoolers of the older group
Game "Be Careful"
Target: to consolidate the ability to distinguish objects by color.
flat images of objects in different colors: red tomato, orange carrot, green Christmas tree, blue ball, purple dress.
Description: children stand in a semicircle in front of a board on which flat objects are placed. The teacher, naming the object and its color, raises his hands up. Children do the same. If the color is named incorrectly by the teacher, the children should not raise their hands up. The one who raised his hands loses the phantom. When playing forfeits, children can be offered tasks: name a few red objects, say what color the objects are on the top shelf of the cabinet, etc.
Game "Compare and fill".
Goals: develop the ability to carry out visual-cogitative analysis; reinforce ideas about geometric shapes.
Game material and visual aids: set of geometric shapes.
Description: two are playing. Each of the players must carefully examine their plate with images of geometric shapes, find a pattern in their arrangement, and then fill in the empty cells with a question mark by putting the desired figure in them. The winner is the one who correctly and quickly completes the task. The game can be repeated by arranging the figures and question marks in a different way.
The game "Fill the empty cells."
Goals: consolidate the idea of \u200b\u200bgeometric shapes; develop the ability to compare and compare two groups of figures, to find distinctive features.
: geometric shapes (circles, squares, triangles) in three colors.
Description: two play. Each player must study the arrangement of the figures in the table, paying attention not only to their shape, but also to the color, find a pattern in their arrangement and fill in the empty cells with question marks. The winner is the one who correctly and quickly completes the task. Players can then exchange signs. You can repeat the game by placing figures and question marks in a different way in the table.
The game "Wonderful glass".
Target: learn to determine the place of a given object in a number series.
Game material and visual aids: 10 yogurt cups, a small toy that fits in a cup.
Description: stick a number on each cup, choose a driver, he should turn away. During this time, hide a toy under one of the cups. The driver turns and guesses under which cup the toy is hidden. He asks: “Under the first glass? Under six? And so on, until he guesses. You can answer with prompts: “No, more”, “No, less”.
Game "Holiday at the Zoo"
Target: learn to compare the number and number of objects.
Game material and visual aids: soft toys, counting sticks (buttons).
Description: put animal toys in front of the child. Offer to feed them. The teacher calls the number, and the child lays out the required number of sticks (buttons) in front of each toy.
The game "Length".
Target: to consolidate the concepts of "length", "width", "height".
Game material and visual aids: strips of paper.
Description: the teacher thinks of some object (for example, a closet) and makes a narrow paper strip equal to its width. To find a clue, the child will need to compare the width of various objects in the room with the length of the strip. Then you can guess another object by measuring its height, and the next one by measuring its length.
The game "Go through the gate."
Game material and visual aids: cards, "gate" with the image of numbers.
Description: Children are given cards with a different number of circles. In order to get through the "gate", everyone needs to find a pair, that is, a child whose number of circles, in total with the circles on his own card, will give the number shown on the "gate".
The game "Conversation of numbers".
Target: fix direct and reverse counting.
Game material and visual aids: number cards.
Description: children-"numbers" receive cards and stand one after another in order. "Number 4" says to "number 5": "I am one less than you." What did “number 5” answer to “number 4”? And what did "number 6" say?
The game "Do not yawn!".
Goals: to consolidate knowledge of counting from 1 to 10, the ability to read and write numbers.
Game material and visual aids: number cards, forfeits.
Description: children are given cards with numbers from 0 to 10. The teacher tells a fairy tale in which there are different numbers. At the mention of a number that corresponds to the number on the card, the child must pick it up. Who did not have time to quickly perform this action, he loses (he must give a phantom). At the end of the game, a "ransom" of forfeits is carried out (to solve a problem, a joke problem, guess a riddle, etc.).
Didactic game Snowmen
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).
When starting a game, an adult can address a child like this:
“Here is a hare by the river Standing on its hind legs ... In front of him are snowmen With brooms and in hats. The hare looks, he is quiet. It only gnaws at carrots, But what's different about them - He can't understand.
Now look at the picture and help the bunny understand what these snowmen are different. First, look at the hats ... "
Didactic game
"Matryoshka"
Target. The development of attention and observation in children.
Rules of the game. You need to carefully look at the drawings and point out the differences between the matryoshkas. Since it is difficult for a preschooler to compare four objects at once, at first you can play a game on questions, finding out why the child gives just such an answer.
Questions: do matryoshkas have the same hair? Are the scarves the same? Are the legs of nesting dolls the same? Do they have the same eyes? Are the lips the same? Etc.
When you return to the game again, you can offer to indicate the differences without question.
Didactic game
"Boys"
Target. Fix the account and ordinal numbers. Develop ideas: "high", "low", "fat", "thin", "the fattest", "the thinnest", "left", "right", "to the left", "to the right", "between". Teach your child to reason.
Rules of the game. The game is divided into two parts. First, the children must learn the names of the boys, and then answer the questions.
What are the boys' names?
In the same city lived and were inseparable friends: Kolya, Tolya, Misha, Grisha, Tisha and Seva. Look carefully at the picture, take a stick (pointer) and show who's name, if: Seva is the tallest; Misha, Grisha and Tisha are the same height, but Tisha is the fattest of them, and Grisha is the thinnest; Kolya is the shortest boy. You yourself can find out who Tolya's name is. Now show the boys in order: Kolya, Tolya, Misha, Tisha, Grisha, Seva. Now show the boys in this order: Seva, Tisha, Misha, Grisha, Tolya, Kolya. How many boys are there?
Who is standing where?
Now you know the names of the boys, and you can answer the questions: who is to the left of Seva? Who is to the right of Tolya? Who is to the right of Tisha? Who is to the left of Kolya? Who stands between Kolya and Grisha? Who stands between Tisha and Tolya? Who stands between Seva and Misha? Who stands between Tolya and Kolya? What is the name of the first boy on the left? Third? Fifth? sixth? If Seva goes home, how many boys will be left? If Kolya and Tolya go home, how many boys will be left? If their friend Petya approaches these boys, how many boys will there be then?
Didactic game
"Talking on the phone"
Target. Development of spatial representations.
game material. Wand (pointer).
Rules of the game. Armed with a wand and passing it along the wires, you need to find out who is calling whom on the phone: who is calling the cat Leopold, the crocodile Gena, the bun, the wolf.
The game can be started with a story: “In one city, two large houses stood on one site. The cat Leopold, the crocodile Gena, the gingerbread man and the wolf lived in the same house. A fox, a hare, Cheburashka and a mouse lived in another house. One evening the cat Leopold, the crocodile Gena, the gingerbread man and the wolf decided to call their neighbors. Guess who called who."
Didactic game
"Constructor"
Target. Formation of the ability to decompose a complex figure into those that we have. Practice counting to ten.
game material. Multicolored figures.
Rules of the game. Take triangles, squares, rectangles, circles and other necessary shapes from the set and put them on the outlines of the shapes shown on the page. After constructing each item, count how many figures of each type were required.
The game can be started by turning to the children with such verses:
I took a triangle and a square,
He built a house out of them.
And I am very happy about this:
Now a gnome lives there.
square, rectangle, circle,
Another rectangle and two circles...
And my friend will be very happy:
I built the car for a friend.
I took three triangles
And a needle stick.
I laid them lightly
And suddenly got a Christmas tree.
First, choose two circles-wheels,
And between them place a triangle.
Make a steering wheel out of sticks.
And what a miracle - The bike is standing.
Now ride, schoolboy!
Didactic game
"Ants"
Target. Teach children to distinguish colors and sizes. Formation of ideas about the symbolic image of things.
game material. The figures are red and green, large and small squares and triangles.
Rules of the game. You need to take large and small green squares and red triangles and place them near the ants, saying that the big green square is a big black ant, the big red triangle is a big red ant, the small green square is a small black ant, small the red triangle is a small red ant. It is necessary to achieve that the child understands this. Showing the named figures, he must name the corresponding ants.
The game can be started with a story: “In the same forest there lived and were red and black, big and small
ants. Black ants could only walk on black paths, and red ants could only walk on red ones. Large ants walked only through large gates, and small ones only through small ones. And then the ants met near the tree, from where all the paths began. Guess where each ant lives and show him the way.”
Didactic game
"Compare and Complete"
Target. The ability to carry out a visual-mental analysis of the way the figures are located; consolidation of ideas about geometric shapes.
game material. A set of geometric figures.
Rules of the game. Two are playing. Each of the players must carefully examine their plate with the image of geometric shapes, find a pattern in their arrangement, and then fill in the empty cells with question marks, putting the desired figure in them. The winner is the one who correctly and quickly completes the task.
The game can be repeated by placing figures and question marks in a different way.
Didactic game
"Fill the empty cells"
Target. Consolidation of ideas about geometric figures, the ability to compare and compare two groups of figures, to find distinctive features.
game material. Geometric shapes (circles, squares, triangles) of three colors.
Rules of the game. Two are playing. Each player must study the arrangement of the figures in the table, paying attention not only to their shape, but also to the color (complication compared to game 7), find a pattern in their arrangement and fill in the empty cells with question marks. The winner is the one who correctly and quickly completes the task. Players can then exchange signs. You can repeat the game by arranging figures and question marks in a different way in the table.
Didactic game
"Where what figures lie"
Target. Acquaintance with the classification of figures according to two properties (color and shape).
game material. A set of figures.
Rules of the game. Two are playing. Each has a set of figures. Make moves in sequence. Each move consists in the fact that one figure is placed in the corresponding cell of the table. You can also find out how many rows (rows) and how many columns this table has (three rows and four columns), which figures are located in the top row, middle, bottom; in the left column, in the second from the right, in the right column.
For each mistake in the arrangement of figures or answers to questions, a penalty point is credited. The one with the fewest wins.
Didactic game
"Rules of the road"
Target. Formation of ideas about conditional permissive and prohibitory signs, the use of rules, reasoning by the method of exclusion, directions "straight", ".left", "right".
game material. A set of figures in four shapes (circle, square, rectangle, triangle) and three colors (red, yellow, green).
Rules of the game. The figure of the color table 10 shows two variants of the game.
Option 1 . First, all the figures move towards their houses along the same road. But here is the first crossroads on the way. The road forks. Only rectangles can go straight, since there is a permission sign (rectangle) at the beginning of the road. Rectangles cannot go to the right, since at the beginning of this road there is a prohibition sign (a crossed-out rectangle). This means that by eliminating the rectangle, we conclude that all other figures (circles, squares, triangles) can go to the right. Then the road forks again. What pieces can go to the right? What are the left? And at the last crossroads, which figures can go straight, which ones can go right?
After such preparation, the movement of figures to their houses begins. After the end of the movement of the figures, it is necessary to indicate in which of the four houses which figure lives, i.e. find the mistress of each house (A - rectangles, B - circles, C - squares, D - triangles).
Option 2. In the second version of the game, played according to the same rules, only the colors of the pieces (red, yellow, green) are taken into account and their shape is not taken into account.
At the end of the game, the hostess of each house is also indicated here (D - red, E - green, F - yellow).
An example of reasoning by elimination.
IF it is forbidden for red and green figures to pass to house G, then only yellow ones go to it. This means that yellow figures live in house G.
Each mistake during the passage of pieces to their houses is punished with a penalty point. Leading the figures one by one to their houses, the one of the players is considered the winner, who scored the least number of penalty points.
Didactic game
"Third wheel"
Target. To teach children to combine objects into sets according to a certain property. Continued work on fixing the symbolism. Development of memory.
Rules of the game. The page depicts wild animals, domestic animals, wild birds, domestic birds.
The game allows for many options. Take, for example, the large green square (which represents an elephant), the large red triangle (which represents an eagle), and the small red circle (which represents a cow). Place the selected figures in the right places: wild animals can only be placed with wild animals, domestic animals - with domestic animals, wild birds - with wild ones, domestic ones - with domestic ones. Where will the green square go? Red triangle? Little red circle?
Then you can take another batch of animals (tiger, fox, gull, dog, turkey, etc.), designate them with figures from the set and find the right place for them on the page.
The game gradually becomes more complicated: at first, the drawings are supplemented with one animal or one bird, then two, three, and at most four. The difficulty of the solution increases due to the need to remember what the figures represent.
Didactic game
"Distracted Artist"
Target. The development of observation and counting to six.
game material. Numbers 1, 2, 3, 4, 5, 6.
Rules of the game. It is necessary to take the necessary numbers from the set and correct the mistakes of an absent-minded artist. Then you need to count to six, indicating the appropriate number of items. There are five items missing from the picture. One should ask: how many birds cannot be shown in the picture? (6)
You can start the game like this:
"On Basseinaya Street
One artist lived
And sometimes scattered
He was for weeks.
Once, having drawn birds, he absent-mindedly put the wrong numbers on the pictures. Take the necessary numbers from the set and correct the mistakes of an absent-minded artist. Now count to six. How many birds are missing in the picture?
Didactic game
"How? Which?"
Target. Count within ten. Acquaintance with ordinal numbers. Acquaintance with the concepts of "first", "last", "addition" and "subtraction".
game material. Numbers.
Rules of the game. Count the number of objects in each set. Correct mistakes by putting the correct number from the set. Use ordinal numbers: first, second, ... tenth. Fix ordinal numbers by naming objects (for example, the turnip is the first, the grandfather is the second, the grandmother is the third, etc.).
Solve simple problems.
1. A chicken and three chickens were walking in the yard. One chicken got lost. How many chickens are left? And if two chickens run to drink water, how many chickens will be left near the chicken?
2. How many ducklings are around a duck? How many ducklings will be left if one swims in a trough? How many ducklings will be left if two ducklings run away to peck leaves?
3. How many goslings are in the picture? How many goslings will be left if one gosling hides? How many goslings will be left if two goslings run off to peck grass?
4. Grandfather, woman, granddaughter, Bug, cat and mouse pull out the turnip. How many are there? If the cat runs after the mouse, and the Bug runs after the cat, then who will pull the turnip? How many?
Grandfather is the first. The mouse is the last one. If the grandfather leaves and the mouse runs away, how many will remain? Who will be the first? Who is last? If a cat runs after a mouse, how many will be left? Who will be the first? Who is last?
You can create other tasks as well.
Didactic game
"Fix the blanket"
Target. Introduction to geometric shapes. Compiling geometric shapes from data.
game material. Figures.
Rules of the game. Use the figures to close the white "holes". The game can be built in the form of a story.
Once upon a time Pinocchio had a beautiful red blanket on his bed. Once Pinocchio went to the theater of Karabas-Barabas, and at that time the rat Shushara gnawed holes in the blanket. Count how many holes there are in the blanket. Now take your figures and help Pinocchio mend the blanket.
Didactic game
"Distracted Artist"
Target. The development of observation and counting to ten.
game material. Numbers.
Rules of the game. Correct the artist's mistakes by placing the correct numbers from the set next to the disk. Didactic game
"Score"
Target. Development of attention and observation; to teach to distinguish similar objects by size; familiarity with the concepts of "upper", "lower", "medium", "large", "small", "how much".
Rules of the game. The game is divided into three stages.
1. Shop. The sheep had a store. Look at the store shelves and answer the questions: How many shelves are there in the store? What is on the bottom (middle, top) shelf? How many cups (large, small) are there in the store? What shelf are the cups on? How many nesting dolls are in the store (large, ma¬
lazy)? What shelf are they on? How many balls (large, small?) are there in the store? Which shelf are they on? What is standing: to the left of the pyramid, to the right of the pyramid, to the left of the jug, to the right of the jug; to the left of the glass, to the right of the glass? What stands between small and large balls?
Every day in the morning, the sheep exhibited the same goods in the store.
2. What did the gray wolf buy? Once, on New Year's Eve, a gray wolf came to the store and bought gifts for his cubs. Look carefully and guess what the wolf bought.
3. What did the hare buy? The next day after the wolf, a hare came to the store and bought New Year's gifts for the rabbits. What did the rabbit buy?
Didactic game
"Traffic light"
Target. Familiarization with the rules of crossing (driving) an intersection regulated by a traffic light.
game material. Red, yellow and green circles, cars, figures of children.
Rules of the game. The game consists of several stages.
1. One of the players sets certain colors of traffic lights (by overlaying red, yellow or green circles), cars and figures of children going in different directions.
2. The second one leads cars through the intersection (along the roadway) or figures of children (along the footpaths) in accordance with the rules of the road.
3. Then the players change roles. Various situations are considered, determined by the colors of traffic lights and the position of cars and pedestrians.
The player who accurately solves all the problems that have arisen during the game or makes fewer mistakes (gaining fewer penalty points) is considered the winner.
Didactic game
"Where is whose house?"
Target. The development of observation. Consolidation of the ideas "higher - lower", "more - less", "longer - shorter", "lighter - harder".
game material. Figures.
Rules of the game. Look carefully at the drawing of color table 18. It shows a zoo, a sea and a forest. An elephant and a bear live in the zoo, fish swim in the sea, and a squirrel sits on a tree in the forest. Let's call the zoo, the sea and the forest "houses".
Take from the set: green and yellow circles, yellow triangle, red square, green and red rectangles and place them near the animals where they are drawn (color table 19).
Go back to color chart 18 and place each animal where it can live. For example, a fox can be placed both in a zoo and in a forest.
When the animals are placed, count how many animals fit in each "house".
Answer the questions, who is higher: a giraffe or a bear; elephant or fox; bear or hedgehog? Who is longer: a lion or a fox; bear or hedgehog; elephant or bear? Who is heavier: an elephant or a penguin; giraffe or fox; bear or squirrel? Who is lighter: an elephant or a giraffe; giraffe or penguin; hedgehog or bear?
Didactic game
"Cosmonauts"
Target. Coding of practical actions by numbers.
game material. Polygon, triangles, figurines of astronauts.
Rules of the game. The game is played in several stages.
1. Glue the cut out polygon onto thick cardboard. Poke a hole in the center and insert a pointed stick or match. Rotating the resulting top, we make sure that it falls on the edge where 1 or 2 is written, or on the edge of black or red, where nothing is written.
2. Two astronauts participate in the game. They take turns spinning the top. A roll of 1 means going up one step; drop 2 - rise
two steps; falling out of the red face - rising by three steps, falling out of the black - lowering by two steps (the astronaut forgot
take something and must return).
3. Instead of an astronaut, you can take small red and black triangles and move them up the stairs in accordance with the number of points dropped.
4. First, the astronauts are located on the main platform and rotate the top in turn. If an astronaut was standing on the launch pad and a black line falls out to him, then he remains in place.
5. Six steps lead from the main platform to the first recreation area, from the first recreation area to the second recreation area - another
six steps; from the second rest area to the launch pad - four more steps. To get from the main platform to the starting one, you need to score 16 points.
6. When the astronaut reaches the launch pad, he needs to score four points before the launch of the rocket. The one who flies away on a rocket wins.
Didactic game
"Fill in the Square"
Target. Arranging objects according to various criteria.
game material. A set of geometric figures, different in color and shape.
Rules of the game. The first player puts in the squares, not indicated by numbers, any geometric figures, for example, a red square, a green circle, a yellow square.
The second player must fill in the remaining cells of the square so that in neighboring cells
horizontally (right and left) and vertically (bottom and top) there were figures that differed both in color and in shape.
The original figures can be changed. Players can also change places (roles). The winner is the one who makes fewer mistakes when filling in the places (cells) of the square.
Didactic game
"Piglets and the Gray Wolf"
Target. Development of spatial representations. Repetition of counting and addition.
Rules of the game. The game can be started by telling a fairy tale: “In a certain kingdom - an unknown state - there lived three pig brothers: Nif-Nif, Nuf-Nuf and Naf-Naf. Nif-Nif was very lazy, loved to sleep and play a lot, and built himself a house out of straw. Nuf-Nuf also liked to sleep, but he was not as lazy as Nif-Nif, and he built himself a house out of wood. Naf-Naf was very industrious and built a brick house.
Each of the pigs lived in the forest in their own house. But then autumn came, and an angry and hungry gray wolf came to this forest. He heard that piglets lived in the forest and decided to eat them. (Take a wand and show which path the gray wolf went.)”.
IF the path led to the house of Nif-Nif, then you can continue the tale like this: “So, the gray wolf came to the house of Nif-Nif, who got scared and ran to his brother Nuf-Nuf. The wolf broke Nif-Nif's house, saw that there was no one there, but there were three sticks, got angry, took these sticks and went along the road to Nuf-Nuf. Meanwhile, Nif-Nif and Nuf-Nuf ran to her brother Naf-Naf and hid in a brick house. The wolf approached Nuf-Nuf's house, broke it, saw that there was nothing there, except for two sticks, got even more angry, took these sticks and went to Naf-Naf. When the wolf saw that Naf-Naf's house was made of bricks and that he could not break it, he wept with resentment and anger. I saw that one stick was lying near the house, took it and left the forest hungry. (How many sticks did the wolf take with him?)”.
If the wolf gets to Nuf-Nuf, then the story changes, and the wolf takes two sticks, and then one stick at the house of Naf-Naf.
If the wolf gets immediately to Naf-Naf, then he leaves with one stick. The number of sticks the wolf has is the number of points he scored (6, 3, or 1). It is necessary to ensure that the wolf scores as many points as possible. Didactic game
"There are many examples - one answer"
Target. The study of the composition of numbers, the formation of skills of addition and subtraction within ten.
Rules of the game. The game has two options.
1. Two people play. The host puts a card on the red square with any one-digit number, for example, with the number 8. Numbers are already indicated in the yellow circles. The second player must complete them up to the number 8 and, accordingly, put cards with the numbers 6, 7, 5, 4 in the empty circles. If the player did not make a mistake, then he gets a point. Then the host changes the number in the red square, and the game continues. It may happen that there are few numbers in the red square and it is impossible to fill empty circles according to the indicated rules, then the player must close them with flipped cards. Players can switch roles. The one who scores more points wins.
2. The presenter puts a card with a number on the red square and himself completes the numbers 2, 1, 3, 4 to it, i.e. the host fills in the empty circles, deliberately making mistakes here and there. The second player must check which of the drawn birds and animals made a mistake and correct it. In the red square, you can put cards with the numbers 5, 6, 7, 8, 9, 10. Then the players change roles. The one who finds and corrects the mistakes wins.
Didactic game
"Hurry, don't make a mistake"
Target. To consolidate knowledge of the composition of the numbers of the first ten.
game material. Set of cards with numbers.
Rules of the game. The game begins with the fact that a card with a number greater than five is placed in the central circle. Each of the two players needs to fill in the cells on their half of the drawing, putting on the sign "?" a card with such a number that, when added to the one written in the rectangle, the number that is placed in the circle is obtained. If it is impossible to pick up numbers that satisfy this condition, then the player must close the “extra” example with an inverted card. The winner is the one who quickly and correctly copes with the task. The game can be continued by replacing the numbers in the circle (starting with five).
Didactic game
"Russell Swallows"
Target. Exercise children in the addition of numbers to any given number.
game material. Cut out cards with numbers.
Rules of the game. Two are playing. It is necessary to place swallows in two houses, which sit in rows (horizontally on wires), and then swallows sitting in columns (vertically).
Players choose any row of swallows: either swallows on wires and their corresponding two houses on the left and right, or swallows and their corresponding houses on top and bottom. Then the first player closes his house with a card with a number. The number shows how many birds will live in the house. The second player must resettle the rest of the birds in this row or column. He also closes his house with a card with the corresponding number. It is necessary to sort out all the ways of placing birds. Then the next row or column is selected, and the second player will close his house first, and the first one will show with a card the number of birds that remain. The winner is the one who finds more ways to settle the birds in two houses.
Didactic game
"Color the Flags"
Target. Exercise children in education and counting certain combinations of objects.
game material. Carved green and red stripes, chains of letters K and 3.
Rules of the game. Two are playing. Each player must use five stripes - three red and two green - to lay out flags. Here is one way to form such a flag: KZKKZ. The remaining nine ways must be found. For convenience of comparison, the construction of each flag can be accompanied by a chain of letters K and 3, where the letter K denotes a red stripe, and 3 a green one. So, a flag built on a sample can be denoted by the chain KZKKZ (the sequence of colors is indicated from left to right).
So, each player must find his own ways of forming the flag and designate each of the ways with the appropriate chain of letters. Comparing the chains of letters, it is easy to determine the winner. Whoever finds the most ways wins.
Didactic game
"Chain"
Target. Train children in performing addition and subtraction within ten.
game material. Square cards with numbers and round cards with tasks for adding or subtracting numbers.
Rules of the game. Two are playing. The first player puts a card with any number in an empty square. The second player must fill the remaining squares with cards with numbers, and each circle with a round card with the corresponding addition or subtraction task, so that when moving along the arrows, all tasks are completed correctly. If the second player did not make a mistake when placing a card, then he gets a point, and if he made a mistake, he loses a point. The players then switch roles and the game continues. The one who scores more points wins.
Didactic game
"Wood"
Target. Formation of classifying activity (color table 27 - classification of figures by color, shape and size; color table 28 - by shape, size, color).
game material. Two sets of "Figures" of 24 figures each (four shapes, three colors, sizes). Each figure is the carrier of three important properties: shape, color, size, and in accordance with this, the name of the figure consists of the name of these three properties: red, large rectangle; yellow, small circle; green, large square; red, small triangle, etc. Before using the “Shapes” game material, you need to study it well.
Rules of the game. The figure (color table 27) shows a tree on which the figures should “grow”. To find out on which branch which figure "grows", let's take, for example, green
small rectangle and start moving it from the root of the tree up the branches. Following the color indicator, we must move the figure along the right branch. We came to a fork. Which branch to move on? On the right, which has a rectangle. We reached the next fork. Further, the Christmas trees show that a large figure should move along the left branch, and a small one along the right. So, we will go along the right branch. This is where a small green rectangle should “grow”. We do the same with the rest of the figures.
A set of pieces is divided in half between two players who alternately make their moves. The number of pieces placed by each of the players not where they should “grow up” determines the number of penalty points. The one with the lowest number wins.
The game, conducted on the basis of the drawing of the color table 28, is carried out according to the same rules.
Didactic game
"Growing a tree"
Target. Familiarization of children with the rules (algorithms) that prescribe the implementation of practical actions in a certain sequence.
game material. A set of figures and sticks (stripes).
The rules of the game are represented as a graph consisting of vertices connected in a certain way by arrows. In the drawings, the vertices of the graph are a square, a rectangle, a circle, a triangle, and the arrows emanating from one vertex to another or several indicate what then “grows on our tree”.
Figures 1, 2, 3 show different rules of the game.
Let us give an example of holding a game according to the rule shown in Figure 1.
We tell the children: “We will grow a tree. This is not an ordinary tree. Squares, rectangles, triangles and circles grow on it. But they do not grow somehow, but according to a certain rule. The arrows indicate what grows behind what. Two arrows go from the square: one to the circle, the other to the triangle. This means that after the square the tree branches out, a circle grows on one branch, a triangle grows on the other. A triangle grows from a circle, a rectangle grows from a triangle. (Constructed according to rule 1 branch: circle - triangle - rectangle.)
No arrow comes from the rectangle. This means that nothing grows on this branch outside the rectangle.
After the rules are explained, the game begins. One of the players puts some figure on the table, the other - a strip (arrow) and the next figure in accordance with the rule. Then the move of the first player follows, then the second, and so on until either the tree, in accordance with the rule, stops growing, or the players run out of pieces.
Each mistake is punished with a penalty point. The one with the fewest penalty points wins.
The game is played according to different rules (fig. 1, 2, 3, color table 29), and figure 4 shows the beginning of the tree built according to rule 3 (starting from the square).
Didactic game
"How much together"
Target. The formation in children of ideas about a natural number, the assimilation of the specific meaning of the action of addition.
game material. A set of cards with numbers, a set of geometric shapes.
Rules of the game. Two are playing. The host puts a certain number of figures (circles, triangles, squares) in green and red circles. The second player must count the figures in these circles, fill in the corresponding squares with cards with numbers, put cards with a plus sign between them; between the second and third squares place a card with an "equal" sign.
Then you need to find out the number of all the figures, find the corresponding card and close the third empty square with it. Then the players can switch roles and continue the game. The one who makes the fewest mistakes wins.
Didactic game
"How much is left?"
Target. Development of the skill of counting objects, the ability to correlate quantity and number; the formation in children of a specific meaning of the action of subtraction.
game material. Number cards, geometric shapes set.
Rules of the game. One of the players puts a certain number of objects in a red circle, then in a green one. The second one must count the total number of objects (inside the black line) and close the first square with a card with the corresponding number, put a minus sign between the first and second squares, then count how many objects are removed (they are located in the red circle) , and indicate the number in the next box, put the "equal" sign.
Then determine how many items are left in the green circle, and also note. Place the card with the corresponding number in the third square. Players can switch roles. Whoever makes the fewest mistakes wins.
Didactic game
What pieces are missing?
Target. Exercise children in a consistent analysis of each group of figures, highlighting and generalizing the features inherent in the figures of each of the groups, comparing them, justifying the solution found.
game material. Large geometric shapes (circle, triangle, square) and small (circle, triangle, square) of three colors.
Rules of the game. Two are playing. Having distributed the tablets among themselves, each player must analyze the figure of the first row. Attention is drawn to the fact that in the rows there are large white figures, inside of which there are small figures of three colors. Comparing the second row with the first, it is easy to see that it lacks a large square with a red circle. The empty cell of the third row is filled in the same way. This row is missing a large triangle with a red square.
The second player, reasoning in a similar way, should place a large circle with a small yellow square in the second row, and a large circle with a small red circle in the third row (complication compared to game 8). The winner is the one who quickly and correctly copes with the task. Then the players exchange cards. The game can be repeated by placing figures and question marks in a different way in the table.
Didactic game
"How are the figures arranged?"
Target. Exercise children in the analysis of groups of figures, in establishing patterns in a set of features, in the ability to compare and generalize, in the search for signs of difference between one group of figures from another.
game material. A set of geometric shapes (circles, squares, triangles, rectangles).
Rules of the game. Each player must carefully study the arrangement of the pieces in the three squares of his tablet, see the pattern in the arrangement, and then fill in the empty cells of the last square, continuing the noticed change in the arrangement of the pieces. The first player should see that all the figures in the squares are shifted by one cell clockwise, and the second player should pay attention to the figures standing in the same places, i.e. on the top left are two triangles and one rectangle, and on the bottom right are two rectangles and one triangle. So, at the top left, you need to place a rectangle, and at the bottom right, a triangle. The same regularity is suitable for filling the other two cells.
Didactic game
"The One Hoop Game"
Target. Formation of the concept of the negation of a certain property with the help of the “not” particle, classification by one property.
game material. Hoop (color table 34) and a set of "Figures".
Rules of the game. Before the start of the game, they find out what part of the game sheet is inside the hoop and outside it, set the rules: for example, arrange the pieces so that all the red pieces (and only they) are inside the hoop.
The players alternately put one figure from the available set on the appropriate place.
Each wrong move is punished with one penalty point.
After the arrangement of all the figures, two questions are asked: what figures lie inside the hoop? (Usually this question does not cause difficulties, since the answer is contained in the condition of the already solved problem.) Which pieces are outside the hoop? (At first, this question causes difficulties.) The supposed answer: “All non-red figures lie outside the hoop” does not appear immediately. Some children answer incorrectly: “Outside the hoop lie square, round ... figures.” In this case, it is necessary to draw their attention to the fact that square, round, etc. lie inside the hoop. pieces, that in this game the shape of the pieces is not taken into account at all. The only important thing is that all the red figures lie inside the hoop and there are no others there. Such an answer: “All the yellow and green figures lie outside the hoop” is essentially correct. Our goal is to express the property of the figures that are outside the hoop in terms of the property of those that lie inside it.
You can invite children to name the property of all the figures lying outside the hoop using one word. Some children guess: "Outside the hoop are all non-red figures." But if the child didn't guess, it doesn't matter. Tell him this answer. In the future, when playing the game in various variants, these difficulties no longer arise.
If all square (or triangular, large, non-yellow, non-circular) figures lie inside the hoop, children can easily call the figures lying outside the hoop non-square (non-triangular, small, yellow, round). The game with one hoop must be repeated 3-5 times before moving on to more difficult game with two hoops.
Didactic game
"Game with two hoops"
Target. Formation of a logical operation, denoted by the union "and", classification by two properties.
game material. Hoops (color tab. 35) and a set of "Figures".
Rules of the game. The game has several stages.
1. Before starting the game, it is necessary to find out where are the four areas defined on the game sheet by two hoops, namely: inside both hoops; inside the red but outside the green hoop; inside the green but outside the red hoop and outside both hoops (you can circle these areas with a stick or the pointed end of a pencil).
2. Then one of the players calls the rule of the game. For example, arrange the figures so that all red figures are inside the red hoop, and all round ones are inside the green hoop.
3. In accordance with a given rule, the players perform moves in turn, with each move placing one of their pieces in the appropriate place. At first, some children make mistakes.
For example, starting to fill the inner area of the green hoop with round figures (circles), they place all the figures, including the red circles, outside the red hoop. Then all the other red figures are placed inside the red, but outside the green hoop. As a result, the common part of the two hoops is empty. Other children immediately guess that the red circles should lie inside both hoops (inside the green hoop - because they are round, inside the red one - because they are red). If the child did not guess during the first similar game, prompt and explain to him. In the future, he will no longer be difficult.
4. After solving a practical problem on the location of the figures, the children answer the questions standard for all variants of the game with two hoops: what figures lie inside both hoops; inside the green but outside the red hoop; inside the red but outside the green hoop; outside both hoops?
Children's attention is drawn to the fact that the figures must be named using two properties - color and shape.
Experience shows that at the very beginning of playing games with two hoops, questions about the figures inside the green hoop, but outside the red hoop and inside the red, but outside the green hoop, cause some difficulties, so it is necessary to help the children by analyzing the situation: “Remember which figures ¬ry lie inside the green hoop. (Round.) And outside the red hoop! (Non-red.) So, inside the green, but outside the red hoop, all round non-red figures lie.
It is advisable to play the game with two hoops many times, varying the rules of the game.
Game Options
inside the red hoop inside the green hoop
1) all square figures
2) all yellow figures
3) all rectangular shapes
4) all small figures
5) all red figures
6) all round shapes all green shapes
all triangular shapes
all big figures
all round figures
all green figures
all square shapes
Note. In options 5 and 6, the common part of the two hoops remains empty. It is necessary to find out why there are no figures both red and green, and also there are no figures both round and square.
Didactic game
"Three Hoop Game"
Target. Formation of a logical operation, denoted by the union "and", classification according to three properties.
game material. Game sheets (color tables 36-38) with three intersecting hoops and a set of "Figures".
Rules of the game. The game with three intersecting hoops is the most difficult in the series of games with hoops.
Two color tables (36, 37) are devoted to preparing for the game. First of all, it turns out how to name each of the formed eight regions (the first is inside the three hoops, the second is inside the red and black, but outside the green ..., the eighth is outside all the hoops).
Then it turns out by what rule the figures are located.
In the figure of color table 36, inside the red hoop - all red figures, inside the black - all small figures (squares, circles, rectangles and triangles), and inside the green - all squares.
After that, it turns out which figures lie in each of the eight areas formed by three hoops: in the first - a red, small square (red - because it lies inside the red hoop, where all the red figures lie, small - because it lies inside the black hoop , where all the small figures lie, and the square - because it lies inside the green hoop, where all the squares lie); in the second - red, small non-square figures (the latter - because they lie outside the green hoop); in the third - small non-red squares; in the fourth - large red squares; in the fifth - large red non-square figures; in the sixth - small non-red non-square figures; in the seventh - large non-red squares; in the eighth - non-red, rather large (large) non-square figures.
The following question is also expedient: what figures got inside at least one hoop? (Red, or small, or squares.).
Similarly, the situation depicted in the figure of color table 37 is studied (all large figures are located inside the red hoop, all round ones are inside the black one, all green ones are inside the green one, etc.).
Color table 38 shows a game sheet for a game with three hoops. This game can be played by two or three people (father, mother and son (daughter), teacher and two children).
The rule of the game is established (it concerns the location of the pieces): for example, arrange the pieces so that all red figures are inside the red hoop, all triangles are inside the green hoop, and all large ones are inside the black hoop.
Then each of the players in turn takes one figure from the set of figures laid out on the table and puts it in its proper place. The game continues until the entire set of 24 pieces is exhausted.
During the first, and perhaps the second, play of the game, difficulties may arise in the correct determination of the place for each piece. In this case, it is necessary to find out what properties the piece has and where it should lie in accordance with the rule of the game.
Each mistake in the arrangement of pieces is punished by one penalty point.
After solving a practical problem on the location of the pieces, each of the players asks the other a question: what pieces lie in one of the eight areas formed by three hoops (inside three hoops, inside red and green, but outside black, etc.)? Those who make mistakes are punished with penalty points. The one with the fewest penalty points wins.
The game with three hoops can be repeated many times by varying the rule of the game, that is, by changing the arrangement of the pieces.
Of interest are also such rules under which certain areas turn out to be empty: for example, if you arrange the figures so that all red figures are inside the red hoop, all green ones are inside the green one, and all yellow ones are inside the black one; another option: inside red - all round, inside green - all squares, and inside black - all red, etc.
In these variants of the game, it is necessary to answer the questions: why did certain areas remain empty? This is important for the formation of evidence-based thinking style in children.
Didactic game
“How many? How much more?"
Target. Formation of skills of addition and subtraction.
game material. A set of figures, cards with numbers and signs "+", "-", "=".
Rules of the game. Two are playing. One places several shapes, such as triangles, inside the green hoop and several other shapes, such as squares, inside the red but outside the green hoop.
The second should lay out the answers to the questions from the cards: how many figures are there in total? How many more squares than triangles (or vice versa)?
Then the players change roles. The game can be repeated many times, varying the conditions.
You can organize the game in the opposite direction, that is, one of the players lays out from the cards, for example, the entry 4 + 5 = 9, and the second should place the corresponding numbers of figures inside the hoops.
The one who makes the most mistakes loses.
Didactic game
"Factory"
Target. Formation of ideas about the action and the composition (successive execution) of actions.
Game machine figure. For example, a girl launched a yellow circle into a machine that only changes the color of the figure, and a boy put a red rectangle at the exit. He made a mistake. A red circle will come out of the car
Then the players change roles. In the second and third rows, machines are depicted, from the th material. A set of figures.
Rules of the game. In our "factory" there are "machines" that change the color of a figure (first from the left in the top row), shape (middle in the top row) or size (first from the right in the top row).
The game involves figures of two colors and two shapes: for example, yellow and red circles and rectangles (large and small).
Two are playing. One of the players puts some figure on the arrow leading to the car. The second one must put on the output arrow the transformed color and shape, shape and color (these two pairs of machines will always give the same results, since the order of the actions does not matter here), color and size, shape and size, color and color, shape, and shape (it is interesting to find that the last two pairs of machines do not change anything, since essentially two mutual actions are performed).
Each mistake is punished with a penalty point. The one with the fewest penalty points wins.
Didactic game
"Miracle Bag"
Target. Formation of ideas about random and reliable events (outcome of experience), preparation for the perception of probability, solving corresponding problems.
game material. A bag sewn from an opaque material, balls or cardboard circles of the same diameter (5 or 6 cm) in two colors, for example, red and yellow.
Rules of the game. The game is played in several stages.
1. Two red and two yellow balls (circles) are placed in the bag. A series of experiments is carried out to remove one, then two balls. Playing in turn, without looking into the bag, they take out two balls each, determine their color, put them back in the bag and mix them. After a sufficient number of repetitions of these experiments, it turns out that if you take them out of the bag without looking into it, two balls, they can be both red, or both yellow, or one red and one yellow. In the figure of the color table 41, only one outcome of the experiment is indicated: one red and one yellow ball. At the end of this series of experiments, you need to put circles in two empty boxes corresponding to the rest of the possible outcomes.
2. Next, experiments are carried out to take out three balls (circles). It is easy to see that in this case only two outcomes are possible: either two red balls and one yellow ball will be taken out, or one red and two yellow ones.
After these experiments, it is proposed to solve the following problem: "How many balls need to be taken out of the bag to be sure that at least one of the balls taken out will be red!".
Initially, of course, there may be some difficulties. An additional clarification of the condition of the problem is required, which means “at least one” (there may be more than one red, but one is required). However, many children quickly figure out that there are three balls to take out.
In this case, the question is appropriate: “Why is it enough to take out exactly three balls!”. If the children find it difficult to answer, then it is advisable to ask: “If you take out two balls, why can't you be sure that at least one of them will turn out to be red! (Because they can both turn out to be yellow.) Why, if you take out three balls, you can predict in advance that at least one of the balls taken out will turn out to be red! (Because all three marbles cannot be yellow, there are only two yellow ones in the bag.)
Another version of the problem can be proposed: “How many balls (circles) must be taken out of the bag in order to be sure that at least one of the balls taken out will be yellow!”.
It is important that children discover the perfect similarity of these tasks (essentially the same task).
Mathematical thinking includes the ability to find the same problem in different formulations.
3. In the next reference to this game, the situation becomes somewhat more complicated. Three red and three yellow balls are placed in the bag (circle, color table 42).
The experiments on taking out two balls are repeated. Then experiments are carried out to take out three balls. All possible outcomes are clarified: all three balls drawn are red, two red and one yellow, one red and two yellow, all yellow. The figure of the color table 42 shows only one of the outcomes - one yellow and two red circles. It is necessary to put in three empty boxes in circles the remaining possible outcomes.
Then a problem is posed similar to the problem for a bag with two red and two yellow balls: “How many balls must be taken out so that it can be predicted that at least one of the balls taken out will be red (or yellow)!”.
Some children already guess that four balls need to be taken out, and to justify their decision, they reason in the same way as when solving a simpler problem.
If difficulties arise, you need to help the children with the help of leading questions similar to those formulated above.
4. Of interest is also such a variant of the game when there is an unequal number of red and yellow balls in the bag: for example, two red and three yellow or three red and two yellow.
Now it is proposed to solve two similar problems: “How many balls do you need to take out to be sure that at least one of them turns out to be red?”, “How many balls you need to take out to be sure that at least one of them turn out to be yellow? These tasks have different solutions. However, to substantiate the answer, the same reasoning is required as in the previous problems.
Didactic game
"Find All Roads"
Target. The development of combinatorial abilities in children.
game material. Two multi-colored round chips, cut out chains of letters P and B.
Rules of the game. Two are playing. Each player must move a chip from the lower left corner (star) to the upper right (flag), but on one condition: from each cell you can only move to the right or up. A step is a transition from one cell to another. Each path will contain exactly three steps to the right and two steps up. In order not to go astray in the calculation, you can accompany each advance towards the goal with a chain of letters P and B. The letter P denotes a step to the right, and the letter B denotes a step up. For example, the path of the chip shown in the figure can be denoted by a chain of letters PPBPB. By comparing chains of letters P and B, repetitions can be avoided. The winner is the one who finds all the roads (and there are ten of them).
Didactic game
"Where is whose house?"
Target. Compare numbers, exercise children in the ability to determine the direction of movement (right, left, straight).
game material. Set of cards with numbers.
Rules of the game. The adult is leading. At the direction of the child, he spreads the numbers among the houses. At each fork, the child must indicate which path - right or left - should be turned. If the figure turns onto the forbidden path or passes along the wrong path where the condition is met, then the child loses a point. The facilitator may note that in this case the figure got lost. If the fork is passed correctly, then the player receives a point. The child wins when he scores at least ten points. Players can change roles, the conditions at the forks can also be changed.
Didactic game
"Where do they live?"
Target. Learn how to compare numbers.
game material. Numbers.
Rules of the game. You need to place the numbers in their "houses". Only numbers less than 1 (0) can get into house A; in house B - from the remaining ones - the number is less than 3 (1 and 2); to house B - from the remaining ones - numbers less than 5 (3 and 4); in the house G - numbers greater than 6 (7 and 8) and in the house D - the number that was left without a house (6).
You can offer other options for this game. For example, you can take the numbers from the set and put 3 instead of 1 in front of house A, and put 1 instead of 5 in front of house B, etc. Then invite the children to tell where the numbers now live.
Didactic game
"Computing Machines I"
Target. Formation of oral computing skills, creation of prerequisites for preparing children for the assimilation of such computer science ideas as an algorithm, a flowchart, computers.
game material. Cards with numbers.
Rules of the game. Two are playing. One of the participants plays the role of a computer, the other offers a task to the machine. Computing machines are block diagrams with empty inputs and outputs and an indication of the actions they perform. For example, figure A of color table 47 shows the simplest computer that can perform only one action - adding one. If one of the participants in the game sets some number at the input of the machine, for example 3, placing a card with the corresponding number in the yellow circle, then the other participant, acting as a computer, must put a card with the result at the output (red circle) , i.e. number 4. Players can change roles, the one who made fewer mistakes wins. The computer is gradually becoming more complex. Figure B of color table 47 shows a machine that sequentially performs the action of adding one twice. The organization of the game is the same as in the previous case. A computer that performs two steps of adding one can be replaced by another that performs only one action (Fig. B). Comparing the machines in figure B and C, we conclude that these machines act on numbers in the same way. Games with cars in figures D, E, E are organized similarly.
Didactic game
"Computing Machines 2"
Target. Exercise children in performing arithmetic operations within ten, in comparing numbers; creation of prerequisites for mastering the ideas of informatics: algorithm, block diagram, computer.
game material. Set of cards with numbers.
Rules of the game. Two are playing. The first one is the leader. He explains the conditions of the game, defines tasks. The second plays the role of a computer. For each correctly completed task, he receives one point. For five points he gets a small star, and for five small stars he gets one big star. The game is played in several stages.
1. The presenter submits to the input of the machine (yellow circle) some single-digit number, for example 3; the other, acting as a computer, must first check whether the condition "< 5»: 3 < 5 - «да». Условие вы¬полняется, и он должен продвигаться дальше по стрелке, помеченной словом «да», т. е. к этому чис¬лу прибавить 2, а на выходе машины (красный круг) показать карточку с числом 5. Если же усло¬вие «< 5» не выполняется, то машина продвигается по стрелке, помеченной словом «нет», и вычита¬ет 2.
2. When organizing the game according to Figure A, the leader places a number on the “input”. The second must perform the specified action. In this case, add 3. The game can be modified by replacing the task in the box.
Playing according to figure B, the second player must find out the number that is placed at the "input". The host can change not only the number on the “exit” (in the red circle), but also the task in the box.
When playing according to figure B, it is required to indicate the action that should be performed so that the number indicated at the “output” is obtained from the number at the “input”. The leader can change either the number at the “input”, or at the “output”, or both of these numbers at the same time.
3. The host gives some single-digit number to the "input". The player, acting as a computer, adds two to this number until a number is obtained that is not less than 9, i.e. greater than or equal to 9. This number will be the result, the player will show it on the “output”
machine using a card with the corresponding number.
For example, if the “input” received the number 3, the machine adds the number 2 to it, then checks whether the resulting number (5) is less than 9. Since condition 5< 9 - выполняется («да»), то машина продвигается по стрелке, помеченной словом «да», и опять повторяет то, что уже выполнила раз, т. е. прибавляет к числу 5 число 2 и проверяет, будет ли полученное число 7 меньше 9. Так как ответ на вопрос, выполняется ли условие 7 < 9, - «да», то машина продвигается по стрелке, помеченной сло¬вом «да», т. е. повторяет уже выполненные дваж¬ды действия: прибавляет к числу 7 число 2 и проверяет условие 9 < 9. Так как это условие не вы¬полняется, то машина продвигается по стрелке, по¬меченной словом «нет», в красный круг помещает карточку с числом 9 и останавливается.
Didactic game
"Word Transformation"
Target. Formation of ideas about the various rules of the game, teaching them to strictly follow the rules, preparing children to master the ideas of computer science (algorithm and its presentation in the form of a flowchart).
game material. Squares and circles (any color).
Rules of the game. Games "Transformation of words" model one of the fundamental concepts of mathematics and computer science - the concept of an algorithm, and in one of its mathematically refined versions, known as the "normal Markov algorithm" (after the Soviet mathematician and logician Andrei Andreevich Markov). Our "words" are unusual. They do not consist of letters, but of circles and squares. You can tell the following fairy tale to children: “Once upon a time, people of one kingdom could only write circles and squares. With the help of long words made of circles and squares, they communicated with each other. Their king became angry and issued a decree: shorten the words according to the following three rules (color table 49):
1. If in this word the square is to the left of the circle, swap them; apply this rule as many times as possible; then move on to the second rule.
2. If two circles are next to each other in the received word, remove them; apply this rule as many times as possible; then move on to the third rule.
3. If there are two squares in the received word, remove them; apply this rule as many times as possible."
The transformation of this word according to these rules is over.
The resulting word is the result of the transformation of the given word.
The figure of the color table 49 shows two examples of the transformation of words according to the given rules. In one example, the result is a word consisting of one circle, in the other, a word consisting of one square.
In other cases, you can still get a word consisting of a circle and a square, or an "empty word" that does not contain a single circle and not a single square.
The hedgehog also wants to learn how to transform words according to the given first, second, third rules.
In Color Chart 50, these same rules (the word conversion algorithm) are presented in a flowchart, indicating exactly what actions and in what order must be performed to convert any long word.
We make a word out of squares and circles (about six to ten figures). This word is given at the beginning of the game. From it, the arrow on the block diagram leads to a rhombus, inside which a question is posed, read like this: “Is there a square in this word that is to the left of the circle?”. If there is, then, moving along the arrow marked with the word “yes”, we come to the first rule, which requires the square and circle to be swapped. And again we return along the arrow to the same question, but related to the received word.
So we apply the first rule as long as the answer to the question is “yes”. As soon as the answer becomes negative, that is, in the received word there is not a single square located to the left of the circle (all circles are located to the left of all the squares), we move along the arrow marked with the word “no”, which The second one leads us to a new question: “Are there two adjacent circles in the received word?”. If there are, then, moving along the arrow marked with the word "yes", we come to the second rule, which prescribes to remove these two circles. Then we move further along the arrow, which returns us to the same question, but already with respect to the new word.
And so we continue the application of the second rule until the answer to the question "yes" follows. As soon as the answer becomes negative, i.e., in the received word there are no longer two adjacent circles, we move along the arrow marked with the word “no”, leading us to the third question: “Are there two adjacent squares. 7. ". If there are, then moving along the arrow marked with the word “yes”, we come to the third rule, which prescribes to remove these two squares.
Then the arrows return us to the question until the answer is yes. As soon as the answer becomes negative, we move along the arrow marked with the word "no", leading us to the end of the game.
Experience shows that after an appropriate explanation on a specific example, six-year-old children master the ability to use block diagrams.
Note. Working with flowcharts has the following features: from each rhombus that includes a condition (or question), two arrows come out (one is marked with the word “yes”, the other with the word “no”), indicating the directions for continuing the game in if this condition is met or not met; from each rectangle that prescribes some kind of action, only one arrow comes out, indicating where to go next.
Didactic game
"Word Transformation"
(according to two rules)
The rules of this game (color table 51) differ from the rules of the previous one in that
the second rule removes three adjacent circles at once, and the third rule removes three adjacent squares.
The course of the game is the same (color table 52).
Didactic game
"Colored Numbers"
Target. The study of the composition of numbers and preparation for understanding the binary code and the positional principle of writing numbers.
game material. Colored stripes and cards with numbers 0 and 1.
Rules of the game. With the help of three strips of different lengths, depicting the numbers 4, 2 and 1 (the number 1 is depicted as a square), the numbers 1, 2, 3, 4 are laid out and it is indicated which strips are used for each of the numbers 1, 2, 3, 4. If a strip of some length (4, 2 or 1) is not used, then 0 is put in the corresponding column, if used - 1. You need to continue filling out the table.
As a result of this assignment, the numbers 1, 2, 3, 4, 5, 6, 7 will be represented using a special (binary) code consisting of the numbers 0 and 1: 001, 010, 011, 100, 101, PO, 111.
Using the same binary code, you can also represent the properties of the figures.
In this game, information about a figure (shape, color, size) is given in an encoded form using a binary code. The player must recognize the figure by the code or find its code by the figure.
The game involves figures of two shapes and two colors, for example, red and yellow circles and squares.
The game is played in several stages.
1. It is necessary to remember the question: ((Is the figure a circle?). The answer, of course, can be “yes” or “no.” Let’s denote the answer “yes” through 0 and through 1 the answer “years”.
ONE OF THE PLAYERS raises a card on which 0 is written. The other must show the corresponding figure (circle). If the first one showed a card on which 1 is written, then the second should show a figure that is not a circle, that is, a square.
Possible and reverse play: the first one shows a shape and the second one shows a card with the corresponding code.
2. Now to the first question (Is the figure a circle! ) A second question is added: (Is the figure red 2. ". The answer to this question is
the same as the first one, it is denoted by 0 if it is “yes”, and by 1 if it is ((no”.
Consider the possible answers to both questions (remembering the order in which they are asked):
Answer Code Figure
Yes, no 00 Circle, red
Yes, no 01 Circle, non-red
No, yes 10 Non-circle, red
No, no 11 Non-circle, non-red
(square, yellow)
Note. There are cards with codes 00, 01, 10, 1]. One of the players raises a card, the other must show the corresponding figure. Then the players change roles. A reverse game is also played: one shows a figure, the other must find a card with the corresponding code.
From the one who made a mistake, the figures (or cards with the code) are taken away. The one who has pieces (or cards) left wins.
3. To two questions: ((Is the figure a circle! ”and ((Is the figure red!” - the third question: ((Is the figure big!).
The answer to the third question, as well as to the first two, is indicated by 0 if it is “yes”, and by 1 if it is “no”.
All possible combinations of answers to three questions are considered:
Answer Code Figure
Yes Yes Yes
Yes, yes, no Yes, no, yes Yes, no, no No, yes, yes No, yes, no No, no, yes No, no, no 000 001 010 011 100 101 110
111 Circle, red, large
Circle, red, small
Circle, non-red, large
Circle, not red, small
Non-circle, red, large
Non-circle, red, small
Non-circle, non-red, large
Non-circle, non-red, small
The third stage of the game is quite difficult and can cause difficulties for children (perhaps adults as well), since you need to remember the sequence of three questions. In this case, it can be omitted.
Didactic game
"Colored Numbers"
(second option)
Target. The study of the composition of numbers and preparation for understanding the positional principle of writing numbers.
game material. Colored stripes and cards with numbers 0, 1,2.
Rules of the game. There are two green stripes, each of which depicts the number 3 (the length of the strip is three), and two white squares, each of which depicts the number 1. You need to use these strips to depict any number from 1 to 8 and on the right in the table indicate how many stripes of each color are used to represent each number (as is done for the numbers 1, 2, 3, 4).
As a result of filling in the table, we get the representation of numbers from 1 to 8 using a peculiar (ternary) code, consisting of only three digits 0, 1, 2 - 01, 02, 10, 11, 12, 20, 21, 22.
Didactic game
"Knight's move"
Target. Familiarization with the chessboard, with the method of naming the fields chessboard(representation of a coordinate system), with the move of a chess knight. Measuring the development of thinking.
game material. Cut out images of white and black horses. (If you have chess at home, you can use a real chess board and chess horses.)
Rules of the game. At the beginning, the game is played on a part of the chessboard, consisting of nine black and white fields (color table 55).
First of all, children learn to name each cell, each field with their name. To do this, he explains that all the fields of the left column are denoted by the letter A, the middle column - by the letter B, and the right - by the letter C: All fields of the bottom row are marked with the number 1, the middle row - with the number 2, and the top - with the number 3. Thus, each field has a name consisting of a letter indicating which column the field is in and a number indicating which row it is in. It suffices to name a few fields as examples, just as children can easily name the name of each field. An adult shows the children a certain field, and they call his name (A1 - A2 - A3 - B1 - B2 - BZ - B1 - B2 - B3); naming the name of a field, the children show it.
Then they are explained how the chess horse walks: “The chess horse does not walk along neighboring fields, but through one field, and not directly, but obliquely,
for example, from A1 to B2 or BZ, from A2 to B1 or BZ, etc.
One of the players puts the knight on some field, the second calls this field and shows which fields he can move to. After sufficient training, they discover that if the knight is on any square other than B2, it has two moves. If he stands on the B2 field, then he does not have a single move.
Then the game is complicated by the introduction of two knights, black and white, and the statement of the problem: "The white knight knocks out the black one (or vice versa)". It is quite clear that the complexity of this task depends on the initial position of the knights. First, simple problems are offered: for example, the white knight is on the A2 field, the black one is on the BI (B3) field. The winner is the one who quickly guesses how to knock out another knight in one move. Then the game becomes more complicated, a two-move task is proposed: for example, the white knight is on the A1 field, the black one is on the B1 field. This task makes the children think. Some, violating the rules of the game, knock out the knight in one move. Therefore, it is necessary to explain all the time that you need to move only according to the rules of the game, according to the rules of the knight's move. Some guess that two moves are needed (A1 - BZ - B1). Then the game is transferred to a part of the chessboard (color table 56), consisting of 16 fields, on which there are more opportunities for solving multi-move problems in the game of knocking out a knight.
This game is played in the beginning as follows: each of the players plays the role of one of the chess horses. Both knights occupy certain squares, and one of the knights tries to knock out the other. In the future, both horses move, pursuing one another.
The game can also be used to measure the development of children's thinking. To do this, the following game is played: they offer the child to move the horse to the first erroneous move and fix the number of correct moves. Three or four months later, the game is repeated. It again fixes the number of correct moves. The development of the child's thinking achieved during this period is measured by the difference n2n1, where 1x is the number of correct moves at the beginning of the period under study, and n2 is the number of such moves at the end of this period. (However, it must be taken into account that if the child already knows how to play at least a little chess, the described method of measuring the development of thinking is not applicable.)
Didactic game
"Computing Machines III"
Target. Formation of ideas about the algorithm in one of its mathematical refinements (in the form of a “machine”), about the principle of program control of the machine.
game material. Red circles, pointer (machine head), carved in the form of a hand and index finger, machine and program memory (color table 59).
Preparation for the game (color tables 57, 58, 59).
Description of the machine.
The machine consists of a memory and a head.
The memory of the machine is shown as a tape divided into cells (cells). Each cell is either empty or contains a certain sign. As such, we took the red circle.
The head looks at only one memory cell at a time.
The machine can do the following:
a) if the head looks at an empty cell, the machine can put a circle there on command " ";
b) if the head looks at the filled cell, the machine can remove this circle from the memory cell by command "X";
c) on command "-" the head moves to the right by one cell;
d) on command<-» головка сдвигается влево на одну клетку;
e) on command "D", the machine stops, finishing work.
The machine can also stop in those cases when, at the command “ ”, it must put a circle in an already filled cell or, at the command “X”, remove the circle from an empty cell. In these cases, we will say that the machine has “spoiled”, “broke down”.
The machine performs the work strictly following the program.
A program is a finite sequence of commands. Color Chart 57 shows two programs A and B and how the machine works with these programs.
Program A consists of three teams. Three cases (a, b, c) of the execution of this program are shown, differing in the initial state of the memory and the position of the machine head (pointer):
a) before the start of the machine, one circle is stored in memory and the head looks at this filled memory cell. Starting to execute the program, the machine executes instruction number 1. It instructs the head to shift one cell to the right and go to the execution of instruction 2 (at the end of instruction 1, the number of the instruction to which the machine should be executed is indicated). On the second command, the machine fills the empty cell, which the head is looking at, with a circle and proceeds to the execution of the third command, which orders the machine to stop. What is the work done by the machine in this case? Before starting work, one circle was stored in memory, and after the end of work, two, that is, she added one circle;
b) if two circles are stored in the machine's memory before the start of the machine's operation, then after the execution of the same program A there will be three of them. So, there is an "addition" of 1.
We can call program A program addition 1;
c) this variant depicts the case when the machine, while executing program A, breaks down. Indeed, if two circles are stored in memory before starting work and the head looks at the left filled cell, then after executing the first command, i.e. shifting to the right by one cell, it again looks at the filled cell. Therefore, when starting to execute the second command, instructing to put a circle in the cell that it is looking at, the machine breaks down.
The task arises to improve (improve) the addition program 1.
Program B. Program B is such an improved program of addition 1. It includes a new command 2 - a conditional transfer of control. This program works like this:
a) before starting work, two circles are stored in memory and the head looks at the left filled cell (note, exactly the same situation when, while executing program A, the machine broke down). On the first command, the head moves one cell to the right and the machine proceeds to execute command 2. Command 2 indicates which command to go to next, depending on whether the head looks at an empty or filled cell. In our case, the head looks at the filled cell, which means that we need to look at the bottom arrow of command 2, marked filled
cell. This arrow indicates that you need to return to command 1. This means that the head moves one cell to the right again and the machine proceeds to execute command 2. Now, since the head is looking at an empty cell, you need to look at the top arrow command 2, which indicates the transition to command 3. At command 3, the machine places a circle in an empty cell, which the head is looking at, and proceeds to execute command 4, i.e. stops.
As you can see, in approximately the same situation, the machine, working according to program A, broke down, and executing program B, successfully completed addition 1;
b) in this case, the operation of the machine according to program B is simulated, if three circles are stored in memory before the start of work, and the head looks at the leftmost filled cell.
The color table 58 shows two subtraction programs 1: program B, the simplest, which, however, does not work in all cases (in the case the machine breaks down), and program D, improved, with a conditional transfer of control command .
Only after you have carefully studied the operation of the machine according to programs A, B, C, D (color tables 57-58), you can proceed to the game (color table 59) using the same programs.
One of the players sets the initial situation, that is, puts several circles in successive memory cells, the machine head against one of the filled cells and indicates one of the programs (A, B, C or D). The second should simulate the operation of the machine according to this program. Then the players change roles.
The winner is the one who, simulating the operation of the machine, makes fewer mistakes.
