Mathematical games as a means of intellectual development of preschoolers. Card file of didactic games on famp for preschool children
Didactic games with mathematical content
senior preschool age
When teaching the beginnings of mathematics, games are widely used. With their help, children's ideas about numbers, about the relationships between them, about the composition of each of the numbers, about geometric shapes, temporal and spatial representations are formed, refined and consolidated. Games contribute to the development of observation, attention, memory, thinking, speech. They can be modified as the program content becomes more complex, and the use of various visual materials allows not only diversifying the game, but also making it attractive to children.
A didactic game should retain the entertaining and emotional character inherent in games, which increases the performance of children in the classroom.
The success of assimilation and consolidation of mathematical concepts during the game depends on the correct guidance of the educator. The pace, the duration of the game, the assessment of children's answers, a calm, business-like, benevolent reaction to children's mistakes, the correct use of mathematical terms are controlled and directed by the teacher.
It offers games that can be used both in class and in everyday life.
"Fix the mistake"
The game contributes to the exercise in counting, consolidating the ability to designate different quantities of objects with the appropriate number. In the game, a counting ladder or flannelgraph with a set of volumetric or planar counting material, geometric shapes of different colors, counting cards, cards depicting a different number of objects, numbers can be used.
Starting the game, the teacher puts several groups of objects on the flannelograph. For example, 4 pyramids, 2 Christmas trees. Children help put the corresponding number with each group of objects. Then, on command, they close their eyes. The teacher swaps the numbers. For example, he substitutes the number 4 for a group of three objects, and the number 2 for a group of four objects. Opening their eyes, children should detect errors. Someone at the blackboard corrects mistakes and explains their actions.
At the beginning of the year, children count objects and designate them with numbers within 5, and then within 10. The number and complexity of tasks gradually increase. So, at first the teacher makes 1-2 "mistakes", swapping only numbers, along with an increase in groups of objects (up to 7-8), the number of "mistakes" can also be increased. Groups of objects can also change places, while the numbers remain in the same places. The location of groups of items and numbers can be changed, 1-2 items added or removed. Thus, the number next to this group of items will not correspond to the number of items. The teacher can leave counting material and numbers without violating the correspondence between them, but at the same time ask to find an error. Children must determine that there are no mistakes, everything remains unchanged.
The game is repeated several times. As children learn, the pace of the game increases.
"Name the Neighbors"
The game is aimed at consolidating ideas about the quantitative relationships between consecutive numbers, the order of the natural series of numbers. The game can use numbers, cards, a cube with numbers printed on its faces.
Rules of the game. The teacher gives the children a number. Children must find the "neighbors" (previous and subsequent) of a given number and explain why these numbers are the "neighbors" of the named number, one - the previous one, the second - the next. The game is repeated several times. It can have many options. So, for example, the teacher throws a cube, on the faces of which numbers are applied. Children look at which number will turn to them, and call the "neighbors" of the number indicated by this number. You can set the number by hanging various number cards on the board or by tapping a certain number of blows with a hammer.
You can offer cards with a different number of drawn objects or number cards, as well as special cards with empty windows before and after a given number (the number can be indicated by circles or a number). Children's responses should be organized differently. They can verbally name the "neighbors" of the number, they can show them with numbers or numerical cards.
When preschoolers are just beginning to learn quantitative relationships between numbers, get acquainted with the terms "next" and "previous", it is advisable to lay out a number series on the board, which will allow children to quickly navigate the numbers. Then gradually the "hint" is removed.
As the children master the program material, the pace of the game increases.
The game is aimed at mastering the sequence of numbers in the natural series, an exercise in forward and backward counting, the development of attention, memory.
"Wonderful bag"
The game is aimed at exercising children in counting with the help of various analyzers, consolidating ideas about the quantitative relationships between numbers.
In the "wonderful bag" there is a counting material: small toys, natural material, 2-3 types of objects or toys. The facilitator chooses one of the children and asks to count as many objects as the child hears the blows of a hammer, a tambourine, or as many objects as there are circles on a numerical card posted on the board. The host may not name which items the child should count, but make a riddle about it. For example, "Who on a branch of a cone gnawed and threw nuts down?" The child guesses and counts the named number of squirrels. Then the facilitator invites the children to come up with a task for the child standing at the blackboard. The tasks should be varied: jump as many times as he took out the items, or sit down one time less (more), hit the tambourine, climb into the hoop, clap your hands as many times (more, less) as the items were taken out of the bag, or find a numerical card corresponding to the number of items counted out, or a figure, count from the indicated number in direct or reverse order, name the "neighbors" of this number. The child who completes the task correctly becomes the leader. He calls one of the children and asks to count a certain number of objects. The game will be repeated several times.
"Make No Mistake"
The game is aimed at consolidating in children ideas about the quantitative relationships between numbers, exercises in finding the next and previous numbers, an exercise in counting with the help of auditory and visual analyzers, developing the ability to designate different quantities with the corresponding number. The game uses sounding objects, counting material, numbers, numerical cards. Before the start of the game, the host gives the children a task: "Close your eyes, I will hit with a hammer. Listen carefully, and then show the number that indicates the number of strokes." After counting the blows, the children show the number and explain why they showed it. For example: "I showed the number 4 because I heard 4 beats." Depending on the tasks and skills of the children, the teacher can use various game options: count the blows with eyes open or closed, show numerical cards or numbers indicating the number of blows, count the same number of objects or one more (one less) of the specified number. The game is repeated several times.
"Which hand has how much?"
The game helps to consolidate knowledge of the composition of the number of two smaller numbers, the formation of attention, memory. Small objects can serve as material for the game: beads, nuts, pebbles, etc. (i.e. everything that can be well hidden in a child's hand). The teacher shows the children the items prepared for the game, counts with them. Then, so that the children do not see, he lays out these objects in both hands. In order not to slow down the pace of the game, the teacher agrees with the children to name first how many objects are in the left hand, and then how many are in the right, then say how many are obtained together. For example: "Three and four, and together - seven", "One and five, and together - six", etc. In the hands of the teacher, the pebbles are laid out so that one of the possible options for the composition of the number is obtained. Children, trying to guess this particular option, list all possible options, until, finally, they name the one conceived by the teacher. For children who correctly name one of the options for the composition of the number, but not the one that was conceived, the teacher answers: "Three and three, six together. It can be so. But it's different for me." The child who correctly names in which hand how many objects are hidden becomes the leader. Now he lays out the objects in two hands and calls the children until someone calls the variant of the composition of the number he has conceived. So the game is repeated several times.
When children get acquainted with the composition of a certain number from two smaller numbers, as a hint, it is advisable to lay out all possible variants of the composition of this number on the board or flannelgraph. As the composition of the number is assimilated, the visual material changes.
"Brook"
The game is aimed at consolidating knowledge about the composition of the number of two smaller numbers within 10, as well as developing observation and attention.
The two leaders join hands, forming a gate, they have a number in their hands, for example 8. The rest of the children run around the room, each of them has a number in their hands (from 1 to 9). At the signal of the educator "Brook, into the gate!" children should pair up, forming together a given number (for example, 3 and 5, 4 and 4, 7 and 1, etc.). "Brook" must pass through the gate. The children forming the gate let only those who correctly made up the given number pass. The game is repeated several times, while the leaders and the number on the gate change.
"What changed?"
The game contributes to the consolidation of ideas about ordinal counting, the development of spatial orientations, as well as the development of observation and memory. The material for the game can be subject pictures, counting material, toys. In front of the children on the table or on the board are a number of toys or objects. The teacher offers to count them in order (first, second, third, fourth, etc.). Then the players close their eyes, and the leader changes the order of 1-2 objects. Having opened their eyes, the children should tell in which place the toy or picture stood before and which it is now.
The facilitator can direct the children's attention to determining the location of one object in relation to another. Opening their eyes, the guys should say what has changed. What objects were to the left and to the right of the inverted object, what objects are to the left and right now, and also between which objects was the object that was removed or turned over.
The game is repeated several times. The number of permutations and the pace of the game are determined by the knowledge, observation and ability of the players to switch from one task to another.
"Confusion"
The game helps to consolidate the knowledge of numbers, the development of observation, memory. The game uses numbers arranged on the board in order. The game consists in the fact that the children close their eyes, and at this time the teacher removes one of the numbers. Having opened their eyes, the guys should find out "what is messed up", and put the number in its place. One of the children becomes the leader. When the players learn the rules of the game, removing the number, the teacher can move the remaining numbers so that there is no space between them, swap the numbers, breaking the order of the number series, add a number that was not there at the beginning of the game. You can also leave the number series unchanged, but at the same time turn to the children with the question: "What is confused?" Children must answer that this time all the numbers are in order.
The game is repeated several times, the pace of the game accelerates. At the beginning of the year, the game is played with numbers within 5, then with numbers from 0 to 10.
"Live Week"
The game is aimed at consolidating children's ideas about the sequence of days of the week. The teacher calls seven children and offers to count them in order, after which he says, pointing to them: "These are the days of the week. What is your name?" The first child says: "I am Monday." Child standing second: "I am Tuesday." So they repeat the names and order of the days of the week. Children sitting at the tables monitor the correctness of the answers. Then they give tasks to the "days of the week". Tasks can be, for example: "The one who is in fifth place should step forward and say his name; "Monday" should clap as many times as there are flowers on the window, "Wednesday" should go to the closet with toys, take the car and give it to “Sunday.” “Days of the week” can walk around the group, but at the signal of the teacher they must stand in order.
"Name it soon"
The game contributes to memorizing the sequence of days of the week, the development of attention, intelligence. The game is played with a ball. Children become in a circle. The host throws the ball and asks: "What day of the week is before Sunday; which is before Wednesday, what day of the week is after Tuesday, after Friday, between Tuesday and Thursday, between Saturday and Monday, what day of the week will be the day after Monday, every other day after Thursday? Etc. The pace of the game depends on the knowledge of the children and the speed of the response. The teacher should strive to increase the pace of the game. It is desirable that the greatest number of children take part in the game.
"Find a Toy"
The game is aimed at developing in children the ability to change direction while moving, to navigate in space. The game uses toys hidden in different places of the room, prepared "letter".
The teacher says: “At night, when there were no children in the group, Carlson flew to us and brought toys as a gift. Carlson loves all sorts of jokes, so he hid the toys and wrote in a letter how to find them.”
He opens the envelope and reads: "We must stand in front of the table, go straight ahead." One of the children completes the task, goes and goes to the closet, where the car is in the box. Another child performs the following task: he goes to the window, turns to the left, crouches, finds a matryoshka doll behind the curtain. "Letters" from Carlson can be 3 - 4.
"Go to the flag"
The game is aimed at developing memory, attention. Before the start of the lesson, the teacher places flags in different places in the room. Pinocchio or another fairy-tale character, with the help of a teacher, gives the children a task: "Go to the window, take three steps to the right." The child completes the task and finds the flag. When children are not yet confident enough to change the direction of movement, the number of tasks increases. For example, "Go forward five steps, turn left, take two more steps, turn right. There you will find a flag."
The game is repeated several times.
"Guess where what is?"
The game is aimed at developing the ability of children to navigate in space. The teacher invites preschoolers to see which objects or which of the children are on the left, right, in front, behind them.
For example, a teacher turns to different children with the question: "What is ahead of you?"
One child answers that there is a board in front of him, another - a chair in front of him, the third - a closet in front of him. After listening to the answers of 3-4 children, the teacher asks: "What is to your left?" The guys whom the teacher asks name different objects to the left of them, without repeating each other.
For each correct answer, the child receives a chip. At the end of the game, the number of points received is counted - chips.
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 tablet 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 quantity 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.).
MADOU kindergarten №29 "Berry" Republic of Bashkortostan
Beloretsk
Educator: Yulia Sergeevna Latokhina
Mathematical games as a means of intellectual development of preschoolers.
Mathematics plays a huge role in the mental education and development of the intellect of children. At present, in the era of the computer revolution, the common point of view expressed by the words “not everyone will be a mathematician” is hopelessly outdated.
Mathematics has great opportunities for developing the thinking of children in the process of their learning from a very early age. Mathematics has a unique developmental effect. “She puts the mind in order”, i.e. best forms the methods of mental activity.
Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, creative potential of the individual. A "mathematician" plans his activities better, predicts the situation, expresses his thoughts more consistently and more accurately, and is better able to justify his position.
Teaching mathematics to preschool children is unthinkable without the use of didactic games, entertaining tasks, and entertainment. At the same time, the role of simple entertaining mathematical material is determined taking into account the age capabilities of children and the tasks of comprehensive development and upbringing: to intensify mental activity, to interest in mathematical material, to captivate and entertain children, to develop the mind, to expand, deepen mathematical representations, to consolidate the acquired knowledge and skills, to exercise their application in other activities.
In the process of mathematical games, children learn the properties and relationships of objects, numbers, arithmetic operations, quantities and their characteristic features, spatio-temporal relationships, a variety of geometric shapes. Children are happy to join in solving simple creative tasks: find, guess, reveal a secret, compose, modify, match, model, group.
Didactic games are included directly in the content of classes as one of the means of implementing program tasks. The place of the didactic game in the structure of the lesson on the formation of elementary mathematical representations is determined by the age of the children, the purpose, purpose, content of the lesson. It can be used as a training task, an exercise aimed at performing a specific task of forming representations.
In the formation of mathematical representations in children, various didactic game exercises that are entertaining in form and content are widely used. They differ from typical educational tasks and exercises in the unusual setting of the task (find, guess), the unexpected presentation of it on behalf of some literary fairy-tale hero (Buratino, Cheburashka). Game exercises should be distinguished from didactic games in terms of structure, purpose, level of children's independence, and the role of the teacher. They, as a rule, do not include all the structural elements of a didactic game (didactic task, rules, game actions). Their purpose is to exercise children in order to develop skills and abilities.
Didactic games are organized and directed by the teacher. It is necessary to create such conditions for the mathematical activity of the child, under which he would show independence in the choice of game material, games, based on his developing needs and interests. In the course of the game, which arises on the initiative of the child himself, he joins the complex intellectual work.
In kindergarten, in the morning and evening, you can play games of mathematical content, desktop-printed, such as “Domino figures”, “Make a picture”, “Arithmetic dominoes”, “Lotto”, “Find a pair”, games of checkers and chess etc. With proper organization and guidance, these games help develop children's cognitive abilities, the formation of interest in actions with numbers, geometric shapes, quantities, and problem solving. Thus, the mathematical representations of children are improved.
The role of gaming tools in modern learning is increasing. Psychologists have proven that game exercises help the child adapt in the learning process and master the basics of mathematics. Didactic games and exercises are closely connected with the educational process. Play is an activity in which children learn. This is a tool for expanding, deepening and consolidating knowledge.
Games with numbers and numbers.
Currently, I continue to teach children to count in forward and backward order, I try to get children to use both cardinal and ordinal numbers correctly. Using a fairy tale plot, didactic games and exercises, she introduced children to the formation of all numbers within 9, by comparing equal and unequal groups of objects. Using games, I teach children to transform equality into inequality and vice versa.
Playing such didactic games as WHICH NUMBER IS GONE?, HOW MUCH?, CONFUSION. , MAKE A NUMBER, WHO WILL BE THE FIRST TO CALL WHICH TOY IS DISAPPEARED? children learn to freely operate with numbers within 9 and accompany their actions with words.
For better memorization of numbers, I use various techniques: sculpt numbers from plasticine, laying out from plasticine balls, from paper, using the appliqué method, from threads, from a cord on a carpet, drawing with a stick in the snow, etc.
Playing didactic games in children, not only knowledge about numbers is formed, but also the ability to correlate the number of objects with a number and a number develops. Children learn to establish a relationship between them.
On a walk, when conducting observations, I give the task to the children to count passers-by, count the trees on the site, name the numbers of the license plate of passing cars, count the steps, etc.
Such a variety of didactic games, exercises used in the classroom and in their free time helps children learn the program material.
Time travel games.
In order for children to better remember the names of the days of the week, we marked them with a circle of different colors. The observation was carried out for several weeks, marking every day with circles. I did this specifically so that the children could independently conclude that the sequence of days of the week is unchanged. She told the children that the names of the days of the week guess which day of the week is on the account: Monday is the first day after the end of the week, Tuesday is the second day, etc. After such a conversation, I offered games to fix the names of the days of the week and their sequences. Children enjoy playing games - LIVE WEEK. NAME ASAP, DAYS OF THE WEEK, NAME THE MISSING WORD,
In order for children to better remember the names of the months, I use games - ALL YEAR ROUND, TWELVE MONTHS,
In order for children to better remember parts of the day, I use various greeting speech constructions - “Good morning”, “Now we have a daytime dream”, “Good evening” I tell parents, I use board and printed games, questions like “Breakfast at what time of the day” , "A lunch", etc.
Games for orientation in space.
Spatial representations of children are constantly expanding and fixed in the process of all types of activities. Children master spatial representations: left, right, above, below, in front, far, close.
I give children tasks like: “Stand so that there is a closet to your right and a chair behind you. Sit down so that Tanya is sitting in front of you, and Dima is behind you. “Put a hare to the right of the doll, a pyramid to the left of the doll,” etc. At the beginning of the lesson, she spent a game minute: she hid any toy somewhere in the room, and the children found it. This aroused the interest of the children and organized them for the lesson.
Performing orientation tasks on a piece of paper, some children made mistakes, then I gave these guys the opportunity to find them on their own and correct their mistakes. In order to interest children, so that the result is better, I use games with the appearance of some fairy-tale hero. For example, the game FIND A TOY, - “At night, when there was no one in the group,” I tell the children, “Carlson flew to us and brought toys as a gift. Carlson loves to joke, so he hid the toys and wrote in a letter how to find them.”
There are many games, exercises that contribute to the development of spatial orientations in children: FIND A SIMILAR, TELL ABOUT YOUR PATTERN. CARPET WORKSHOP, ARTIST, ROOM JOURNEY, TOY SHOP and many other games.
Games with geometric shapes.
To consolidate knowledge about the shape of geometric shapes, she suggested that children recognize the shape of a circle, triangle, square in the surrounding objects.
In order to consolidate knowledge about geometric shapes, I played a game like LOTTO. With those children for whom this knowledge was difficult, I studied mostly individually, giving the children first simple exercises, and then more complex ones. Based on the knowledge gained earlier, she introduced the children to the new concept of QUADRANGULAR. At the same time, I used the preschoolers' ideas about the square. In the future, in order to consolidate knowledge, in their free time, the children were given tasks to draw different quadrangles on paper, draw quadrangles, in which all sides are equal, and say what they are called, add a quadrilateral from two equal triangles and much more.
In my work I use a lot of didactic games and exercises, of varying degrees of complexity, depending on the individual abilities of the children. For example, such games as FIND THE SAME PATTERN, FOLD A SQUARE, EACH FIGURE IN ITS PLACE, PICK ON THE FORM, A WONDERFUL BAG, WHO MORE MORE, GEOMETRIC MOSAIC
Games for logical thinking.
At preschool age, elements of logical thinking begin to form in children, i.e. develops the ability to reason, to draw their own conclusions. There are many didactic games and exercises that affect the development of creativity in children, as they have an effect on the imagination and contribute to the development of non-standard thinking in children. Such games as FIND THE SAME FIGURE, WHAT IS THE DIFFERENCE?, LOGIC SQUARE, LABYRINTH, and others. They are aimed at training thinking when performing actions.
In order to develop thinking in children, I use various games and exercises. These are tasks for finding a missing figure, continuing rows of figures, signs, for finding numbers. Acquaintance with such tasks began with elementary tasks for logical thinking - a chain of patterns. In such exercises, there is an alternation of objects or geometric shapes.
A special place among mathematical games is occupied by games for compiling planar images of objects, animals, birds from geometric shapes. These games are TANGRAM, MONGOLIAN GAME, FOLD THE SQUARE, etc. Children like to make a picture according to the model, they are happy with their results and strive to do tasks even better.
Creative game tasks and problem situations
Creative game tasks are used in the formation of mathematical representations (they can be used not only in the classroom, but also in their free time).
- When forming quantitative representations:
“What can it do?..” (What can the number 6 do? Indicate the number of objects, become a different number, etc.);
"What was - what became?" (It was the number 4, but it became the number 5. How did this happen?);
“Where does he live? "(Where does the number 3 live? In the days of the week, months of the year, house numbers, etc.);
"Number, what's your name?" (the child is invited to depict a number with gestures, the rest should name it);
“It was a lot, but it became not enough. What could it be?" (there was a lot of snow, but it became small - it melted);
“It was not enough, but it became a lot. What could it be?" (there were few vegetables in the garden, but there were a lot - they grew up), etc.
- To consolidate ideas about geometric shapes:
“Find objects that look like a circle (square, triangle, etc.)”;
“Determine what shape the tabletop looks like (seat
chair, etc.)";
“Pick by shape” (children are invited to name the shape of objects or their parts in the picture and find this shape in the surrounding objects);
“Who will name more objects that have the shape of a circle (square, triangle, etc.)”;
“What can it do?..” (What can a circle do? Children must determine what an object can do or what is done with its help. For example, a circle can be a clock, etc.);
"Magic glasses". (Imagine that you put on round glasses through which only round objects can be seen. Look around and name what you can see in this room. Now imagine that you went outside with glasses. What can you see there? Remember what round items you have at home.Name 5 items);
“Guess from the description” (the teacher shows one child a picture with an object, the child describes the object (it is necessary to do this from general to particular), and the rest of the children must guess which object it is);
"Teremok" (Child: "Knock-Knock. I'm a triangle. Who lives in the little house? Let me in." Educator: "I'll let you in, just tell me how you look like me - a square (or how you differ from me - circle)");
“Draw what I have in mind” (the teacher (child) depicts part of the geometric figure, the children must finish the rest), etc.
- For the development of spatial orientation:
“Tell me about your pattern” (children are invited to draw patterns using geometric shapes (or they are given ready-made pictures with patterns) and they must tell how the elements of the pattern are located. For example, in the middle there is a red circle, in the upper right corner there is a blue square, etc. .);
"What changed?" (There are several objects on the teacher’s table, the children must remember how the objects are located in relation to each other. Then they are asked to close their eyes, at which time the teacher swaps 1-2 objects. Opening their eyes, the children should say what has changed. For example , the bunny stood to the right of the bear, and now to the left, etc.);
“Yes or no” (the leader guesses the object in the picture, and the rest of the children, with the help of questions to which the leader answers only “yes” or “no”, establish its location), etc.
- When forming ideas about the value:
“Learning to measure” (What is the best way to measure an ant, a tree, a residential building, your height, your finger, car, pencil?);
“Feed the giant (thumb boy)” (If you wanted to cook breakfast for the giant (thumb boy), how would you measure the following products: tea, milk, butter, buckwheat, water, salt? How much? would you take each product?);
“What was small before, but became big?”, “What was before big, but became small?”;
“We are building a train of time” (the teacher prepares 5-6 options for depicting one object at different time periods (for example, a baby, a small child, a schoolboy, a teenager, an adult, an elderly person), these cards are on the table in a mess, the children take the cards they like and make up a steam locomotive);
“Guess and name” (“Guess what I'm talking about” - there is a description of part of the day, season, etc.);
“Earlier - later” (the host calls an event, and the children say what happened before it and what will happen after), etc.
Problem situations, tasks and questions can be used to develop ideas in children of any age. For example, for children of the younger group, the following situation can be offered: “It is dark outside. The moon is shining in the sky, and lights appeared in the windows of houses. When does it happen? and so on. For older children, the following situations can be offered: “Two guys are talking:“ I will go to my grandmother yesterday, ”one said. “And I was with my grandmother tomorrow,” boasted another. What was the right way to say it?"
Some problematic situations resemble arithmetic problems in form, but are solved by inference, for example: “Olya went to her grandmother on Saturday and returned on Monday. How many days did Olya stay?”, “Alyosha went to the cinema on Sunday, and Vitya one day later. When did Vitya go to the cinema?”, “Katya rested at sea for three weeks, and Masha for one month. Which of the girls rested longer? and so on.
Different tense categories are also actively used by children in solving logical problems that require completing the phrase started by the teacher: “If today is Tuesday, then tomorrow will be ...”, “If the sister is younger than the brother, then the brother ...”, etc.
Examples of other problem situations that can be used to develop mathematical concepts in children.
"Wizard of reverse time" - a teacher (or a group of children) shows the sequence of actions of a process in reverse order. The children are given the task: to guess and establish the sequence of actions in the direct order of the presented process (tea drinking, brushing teeth).
"Zoom Wizards - Zoom Out" - the child selects an object in the group that he would like to change using the increase / decrease technique, for example: "I want my Zoom Wizard to touch the fish in the aquarium." Next, the child explains what has changed, good or bad for this object. In conclusion, the practical application of the modified object is clarified, possible changes in the environment are proposed.
"Resize part" - the child changes the part in the selected object using the increase / decrease technique. It explains what will happen, how this object will exist. Discussion of problematic situations can be humorous (how a person sleeps if his ears become huge).
"Confusion" - children are invited to choose two fabulous objects (large or small) and confuse their sizes (a tiny cat and a huge mouse) or replace them with opposite ones (a small-very small turnip has grown).
“Guess and name” - first with the help of pictures, and then without visualization, the children are offered the task “Name the object that you can talk about” (some signs are listed: shape, color, size), “Guess what I’m talking about” (description of time year, parts of a day, etc.).
Entertaining questions, joke games.
Aimed at the development of voluntary attention, non-standard thinking, speed of reaction, train memory. In riddles, the subject is analyzed from a quantitative, spatial, temporal point of view, the simplest relationships are noticed.
Riddles - jokes
- A peacock walked in the garden.
Another one came up. Two peacocks behind the bushes. How many? Count yourself.
- A flock of pigeons flew: 2 in front, 1 behind, 2 behind, 1 in front. How many geese were there?
- Name 3 days in a row, without using the names of the days of the week, numbers. (Today, tomorrow, the day after tomorrow or yesterday, today, tomorrow).
- The hen went out for a walk, took her chickens. 7 ran ahead, 3 left behind. Worried about their mother And can not count. Count, guys, how many chickens there were.
- On a large sofa, Tannin's Dolls stand in a row: 2 nesting dolls, Pinocchio and a cheerful Chipollino. How many toys are there?
- How many eyes does a traffic light have?
- How many tails do four cats have?
- How many legs does a sparrow have
- How many paws do two cubs have?
- How many corners are in the room?
- How many ears do two mice have?
- How many paws are in two hedgehogs?
- How many tails do two cows have?
The solution of various kinds of non-standard tasks at preschool age contributes to the formation and improvement of general mental abilities: the logic of thought, reasoning and action, the flexibility of the thought process, ingenuity, ingenuity, spatial representations.
Logic Puzzles
*****
Giraffe, crocodile and hippo
lived in different houses.
The giraffe did not live in red
and not in the blue house.
The crocodile did not live in red
and not in the orange house.
Guess what houses the animals lived in?
*****
Three fish swim
in different aquariums.
The red fish swam not in the round
and not in a rectangular aquarium.
Goldfish - not in a square
and not round.
In which aquarium did the green fish swim?
*****
There lived three girls:
Tanya, Lena and Dasha.
Tanya is taller than Lena, Lena is taller than Dasha.
Which girl is the tallest
who is the lowest?
Which one of them is called?
*****
Misha has three carts of different colors:
Red, yellow and blue.
Misha also has three toys: a tumbler, a pyramid and a top.
In a red cart, he will not be lucky with a top or a pyramid.
In yellow - not a top and not a roly-poly.
What will Mishka be lucky in each of the carts?
*****
The mouse does not ride in the first and not in the last car.
The chicken is not in the middle and not in the last carriage.
In which carriages do the mouse and the chicken travel?
*****
The dragonfly does not sit on a flower or on a leaf.
The grasshopper does not sit on a fungus and not on a flower.
The ladybug does not sit on a leaf or on a fungus. Who is sitting on what? (it's better to draw everything)
*****
Alyosha, Sasha and Misha live on different floors.
Alyosha lives neither on the top floor nor on the bottom one.
Sasha does not live on the middle floor or on the lower one.
On which floor does each of the boys live?
*****
Anya, Yulia and Olya's mother bought fabrics for dresses.
Anya is neither green nor red.
Julia - not green and not yellow.
Ole is neither yellow nor red.
Which fabric for which of the girls?
*****
There are different fruits in three plates.
Bananas are not in a blue or orange plate.
Oranges are not in a blue or pink plate.
Which bowl contains plums?
What about bananas and oranges?
*****
The flower does not grow under the tree,
Fungus does not grow under a birch.
What grows under the tree
What's under the birch?
*****
Anton and Denis decided to play.
One with cubes and the other with cars.
Anton did not take the typewriter.
How did Anton and Denis play?
*****
Vika and Katya decided to draw.
One girl was painting
and the other with pencils.
How did Katya draw?
*****
Red and Black clowns performed with a ball and a ball.
The red-haired clown did not perform with a ball,
And the black clown did not perform with a ball.
What subjects did the Red and Black clowns perform with?
*****
Lisa and Petya went to the forest to pick mushrooms and berries.
Lisa did not pick mushrooms. What did Peter collect?
*****
Two cars were driving along the wide and narrow roads.
The truck was not driving on a narrow road.
Which road was the car on?
What about cargo?
Playing with a child, performing more and more complex tasks with him, we, adults, will be able to see for ourselves the logic of reasoning, the ability to set a task,
Classes, exercises, games should be aimed at teaching children to "play" with them in mathematics. Let the children imperceptibly, in the process of playing, count, add, subtract, solve various kinds of logical problems that form certain logical operations. The role of an adult in this process is to keep the interest of children.
The use of didactic games increases the efficiency of the pedagogical process, in addition, they contribute to the development of memory, thinking in children, having a huge impact on the mental development of the child. Teaching young children in the process of playing, I strive to ensure that the joy of games turns into the joy of learning.
Teaching should be joyful!
Teaching mathematics to older preschoolers is a responsible and difficult task. How to tell a five-six-year-old kid about time and space, numbers and magnitudes, so that it is both interesting and informative? A variety of didactic games and game exercises will come to the aid of the educator, and it is not necessary to buy material for their implementation - you can make it yourself.
Why and how to do math with older children
Teaching mathematics plays an important role at all modern stages of education, from preschool to higher education.
Mathematics is the queen of sciences, and arithmetic is the queen of mathematics.
Carl Friedrich Gauss
The words of the great scientist are confirmed by life itself: without mastering mathematical knowledge, the successful and full-fledged existence of modern man is unthinkable. It surrounds us everywhere: time and space, counting and form - all this is mathematics.
One of the goals of preschool educational institutions (DOE) is the formation in children of initial mathematical representations and concepts, the ability to navigate in the abstract world of numbers, quantities, and time periods that is difficult for children to understand. The work on teaching children mathematics in kindergarten is carried out consistently and purposefully, becoming more complicated from year to year, which is also reflected in educational programs.
From counting sticks, children can, among other things, lay out geometric shapes
In the older group, the formation of elementary mathematical concepts - FEMP - serves not only as a means of comprehensive development of pupils, but also prepares them for school. Not all children after the senior group will go to the preparatory. Many are waiting for a school desk. The task of senior educators is to give children the amount of knowledge, skills and abilities that will provide them with a comfortable transition to a new stage of life and serve as a strong support at the beginning of schooling.
Tasks of teaching mathematics in the senior group
A number of tasks are also defined for the main sections of the mathematics curriculum. The tasks of introducing children to counting and quantity are the most voluminous. This primarily applies to operations with sets (groups). Children need to be taught:
- form sets (groups) of objects of similar and different colors, sizes, shapes, as well as movements, sounds;
- divide groups into parts and combine them into one whole;
- see how the part and the whole correlate (the whole is greater than the part and vice versa);
- compare the number of items in a group based on the count or ratio of elements;
- compare parts of a set, establish their equality or inequality, find a larger (smaller) part.
Teaching quantitative and ordinal counting within ten pursues the following educational objectives:
- familiarization with the formation of numbers from 5 to 10 using visual and practical methods;
- comparison of "neighbors" numbers based on specific sets of objects;
- the formation of equalities and inequalities of groups of objects by adding and subtracting a unit (one object);
- counting items from a group according to a pattern or number;
- counting forward and backward;
- counting by touch, by ear, based on the visual analyzer (sounds, movements);
- familiarization with the ordinal account, distinguishing between the ordinal and quantitative account, the concepts of “Which?”, “How much?”;
- familiarity with numbers from 0 to 9;
- the formation of ideas about the equality of objects in number;
- exercise in the ability to name the number of objects in a group based on the score, in comparison of groups;
- familiarization with the composition of the number of units and two smaller numbers (within 5);
- the formation of the idea that the number of objects (quantity) does not depend on the size, color, location of objects, as well as the direction of the count.
Counting skills will be useful to children from the first days of school
When you get acquainted with the value, you should:
- Teach children:
- determine relationships in various parameters (length, width, thickness) between 5–10 objects;
- arrange objects in descending or ascending order according to a certain attribute (perform serialization);
- verbally indicate the difference in the size of objects and the relationship between them;
- compare two things using a conditional measure.
- Develop:
- eye gauge;
- the ability to find an object with given size characteristics (longest, narrowest, narrower, wider);
- the ability to divide an object into equal parts, designate them with words (half, quarter);
- understanding that the whole object is greater than its part (and vice versa).
A greater effect in the study of mathematics by children can be achieved through an integrated approach - a combination of different types of activities within the framework of the lesson
The circle of children's ideas about the form is being improved and expanded:
- Preschoolers are introduced to:
- with a rhombus, they are taught to compare it with a rectangle and a circle;
- with three-dimensional figures (ball, pyramid, cylinder);
- with the concept of "quadrilateral" (explaining that a square and a rectangle are also its varieties).
- Skills are developed to compare the shape of objects in the immediate environment, to compare it with geometric shapes.
- Children are given an idea of the transformation of the shapes of objects.
Work on orientation in space includes the development of skills:
- navigate in space;
- understand and use in speech words to designate the spatial position of objects;
- move in the right direction, change it according to a verbal signal, according to the image (pointer);
- determine and name their position in relation to objects, people;
- navigate on a plane (sheet of paper).
Tasks for teaching orientation in time:
- continue to work on the formation of concepts:
- "day",
- "parts of the day"
- "a week",
- "day of the week"
- "year",
- "month";
- develop the ability to establish a sequence of actions using the names of time periods.
Senior preschoolers learn to navigate in time with the help of a clock model
In addition to teaching and developing, the teacher also plans the educational tasks of each type of activity based on a specific topic:
- education of patriotic feelings;
- fostering respect for elders;
- fostering a desire to take care of the younger ones;
- friendship and mutual assistance;
- love and respect for nature, plants, animals, etc.
Without solving educational problems, the lesson has little value.. Because all the work of the preschool educational institution is aimed primarily at the formation of a harmoniously developed personality, the basic qualities of which are kindness, humanity, respect for others.
Lesson as the main form of teaching mathematics in a preschool educational institution
It is possible to develop the mathematical representations of older preschoolers at different times: during the hours of the morning reception, on an afternoon walk and in the afternoon. The forms of work are also varied: individual (with 1-3 children), group (with groups of 4 to 10 children) and collective, that is, with all the children at once. The teacher can achieve the highest results by skillfully combining all three forms of education. The main form of work on FEMP is traditionally directly educational activity (GCD).
Visual aids help to learn abstract knowledge
It is this activity, covering all the children of the group, that allows them to systematically and most fully give them knowledge that is difficult for children to perceive, equip them with skills and abilities in accordance with the requirements of federal state educational standards (hereinafter referred to as GEF) and educational programs.
Organized educational activities on FEMP in the senior group are held once a week in the morning, after breakfast. It is recommended to put mathematics first, and after it - physical education, music or visual activity. On Monday and Friday, classes with increased mental stress are not held, it is better to choose a day in the middle of the week.
Structure and time frame of the FEMP lesson
GCD on the formation of mathematical representations has a clear structure. The duration of the lesson is usually 25 minutes, but it can be a little longer if the teacher plans to integrate educational areas (connect mathematics with ecology, drawing, appliqué).
The structure of the mathematics lesson in the senior group of the preschool educational institution:
- Introductory part. Organization of children, communication of the topic, motivation for educational activities (2–3 min).
- Main part. Depending on the type of lesson, it may include familiarization with new material, consolidation and reproduction of knowledge, practical application of the acquired knowledge in exercises, performing various tasks (18–20 minutes).
- Final part. Summing up and a brief analysis of the work performed. Children of the older group are interested in the results of their activities, so it is important at the end of the lesson to let them see how much they have done, learn, etc. This will give the guys confidence in their abilities, set them up for active mastery of the material in the next lessons (2-3 minutes ).
In the middle of the lesson, a physical education session is mandatory. It can be of mathematical content or even in the form of a didactic outdoor game: for example, children are given the task to make a number of movements (tilts, squats, jumps) equal to the number on the card that the teacher will show.
A fun physical activity will quickly relieve fatigue and stress
The main techniques used in the classes on FEMP in the senior group
In mathematics classes, practical, visual and verbal teaching methods are widely used. Moreover, if all of them are closely interconnected and complement each other, they allow the most complete disclosure of the topic of the lesson and achieve high results.
Of the practical methods, exercises and games are widely used. An exercise is a sequence of actions, the repeated repetition of which leads to the development of a skill and the consolidation of the information received.
There are reproductive and productive exercises:
Without reinforcement by visualization, kids simply will not be able to learn abstract mathematical concepts. Visual techniques are present in every lesson on FEMP. This:
- demonstration;
- modeling;
- sample display.
Among the verbal techniques, the most common are:
- explanation;
- instruction;
- questions for children
- children's answers;
- grade.
Such mathematical operations as analysis, synthesis, comparison, generalization in the FEMP lesson can act as independent x techniques with which the problems of GCD are solved.
The study of simple operations with numbers in the future becomes the basis for understanding more complex ones.
There is also a group of special techniques used only in math classes:
- counting and counting one by one;
- application and overlay;
- pair matching;
- division of the group into two and the union of groups (composition of the number);
- division of the whole into parts;
- weighing.
The techniques used in the study of certain mathematical concepts are also specific:
- When comparing objects by size, the selection method is used (choose the largest matryoshka, the smallest mushroom).
- When getting acquainted with the form, survey methods are relevant (children trace the figures along the contour, look for their corners, sides, center) and transformations (they get a square from two triangles).
- Teaching orientation in space is impossible without verbal techniques (composing sentences with prepositions and adverbs denoting the position of objects in space) and practical actions (go forward, backward, put a toy on the top, bottom shelf, raise your left hand, turn to the right, etc. )
All these techniques are reflected in didactic exercises and games.
Colorful didactic materials not only teach children useful skills, but also influence the formation of aesthetic taste
The game is rightfully considered the most common method not only in the FEMP class, but also in all types of employment in the preschool educational institution. However, in organized educational activities, the game does not serve as a means of entertainment for the child, but contributes to the fulfillment of pedagogical goals and objectives. Therefore, they call it didactic, that is, teaching.
The role of the didactic game in the FEMP lesson in the senior group
Of course, the game is the leading activity in the senior preschool age, and it must be used in the classroom as often as possible. GCD (directly educational activity) for the development of mathematical concepts is usually organized in a playful way, using several games during it, involving fairy-tale characters, unusual plots. However, do not forget that mathematics classes have a didactic purpose, according to which it is necessary to combine game entertainment moments in reasonable proportions with exercises and tasks that require mental effort, attention, composure, perseverance. This brings educational benefits and corresponds to the age characteristics of children: they increasingly like not just to play, but to learn new things, win, achieve results.
Mathematical leisure activities, circle classes can consist of some games. Mostly from games of a different nature, an open lesson on FEMP can also be formed, in which the educator demonstrates to colleagues his achievements and developments in the field of using didactic games to solve educational problems.
Games and game moments in FEMP classes of different types
According to the main didactic goal, the following types of GCD in mathematics are distinguished:
- classes to communicate new knowledge to children and consolidate them;
- classes on consolidating and applying the received ideas in solving practical and cognitive problems;
- accounting and control, verification classes;
- combined classes.
Each type of activity has its own characteristics, and the use of games and game moments in them varies.
Classes for the development of new material
Classes for the development of new material contain a lot of information and practical actions. Didactic games on them are carried out in the second part, to consolidate what they heard. The teacher also uses the game moment to motivate cognitive activity in order to arouse children's interest in learning a new topic. You can use such a game technique as the appearance of a fairy-tale character with a problem, the solution of which requires the acquisition of new knowledge.
For example, when studying the topic “Part and whole. Half and a quarter of the circle, after the organizational moment, the teacher voices the topic: “Guys, today we will learn how to divide the circle into two and four equal parts, and what these parts of the circle are called.” It seemed like a normal start.
But then crying is heard outside the door (the work of an assistant educator). The teacher leaves and returns with two teddy bears. The cubs brought with them a circle of cheese (a flat two-sided model, which is better to print on a printer and glue to better match real cheese).
Children will be more interested in doing the exercise if they are motivated.
The cubs are very upset. They were given a large piece of cheese, but they do not know how to divide it equally. Once they were deceived by a cunning fox (a reference to a fairy tale known to children), and now they have come to the children for help.
The teacher happily receives guests: “Come in, bear cubs, make yourself comfortable. You are very timely. After all, today in the lesson we will just be ... What are we going to learn today, guys? “Divide the circle into two parts,” the children answer. Educator: “And what form of cheese do our cubs have?” - "Round". “Do you think we can help them? Of course, we ourselves will learn how to divide round objects into two parts and teach the cubs.”
Thus, the motivation of children is created; in addition, children see the possible practical application of new knowledge, which increases their interest in learning the material.
The game plot makes it easier for children to learn new knowledge
At the end of the lesson, the teacher divides the cheese into four identical parts and escorts the cubs “home to the forest”, and with the children, to switch attention and unload, he conducts a short outdoor game “Forest Friends” (imitation of a bear’s walk, hare jumps, etc.).
After the physical education session, you can conduct one didactic game to consolidate what was previously studied, but related in plot to the topic of the lesson, for example, "Count and show the number." The teacher shows pictures of forest dwellers (three bunnies, five squirrels, two hedgehogs), and the children raise a card with the corresponding number.
It should be noted that classes for obtaining new knowledge may not have a common storyline, but consist of separate parts, each of which solves a specific pedagogical problem.
In free sale, you can find a large number of ready-made visual aids for FEMP
Classes to consolidate what has been learned
In the classroom for consolidating and applying the acquired knowledge, the didactic game is given more space. In combination with didactic exercises, the game contributes to a quick and, what is most beautiful, boring deepening and generalization of knowledge. A combination of gaming, educational and labor activities will be appropriate here, which will allow the formation of practical skills and abilities. Elements of search, experiment, experience will be useful. A fairy-tale hero can come to visit again, but not with a problem, but with a request to help, to teach.
For example, when fixing the topic “Measuring the length with a conditional measure”, Little Red Riding Hood may come to the children and ask them for help. Her grandmother moved to a new house, and three roads lead to it. Little Red Riding Hood asks the guys to measure them and find the shortest one.
On the table, the children have “plans of the area”: drawings depicting a house and three lines to it, a straight line and two broken lines. Plans are given one per table to teach children how to work in pairs, foster cooperation and mutual assistance. Each child has conditional measurements made of cardboard. Parts of the "broken" tracks must correspond in length to the conditional measure, the straight track must contain the measure an integer number of times.
The task of measuring with a conditional measure can also be dressed in a game form
Children complete the task by measuring the tracks and indicating the number of conditional measures that fit in with dots on each track. Together they come to the conclusion: the straight track is the shortest.
Little Red Riding Hood thanks the guys and offers to play the games “Recognize the geometric body by description” (Little Red Riding Hood then takes them out of her basket), “Far, close”, and can also ask them riddles of mathematical content or give one or two easy tasks, to For example: “My mother baked six pies, I gave one pie to a bear cub in the forest. How many pies are left? Didactic games are selected depending on the educational objectives of the lesson, the main thing is that they resonate with a common theme.
Testing sessions
Testing classes are held at the end of the semester and academic year. They do not have a storyline and consist of diverse tasks, exercises and questions, selected in such a way as to reveal the level of assimilation of material by children in different areas. In such classes, it is important to fix the results in order to be able to carry out effective corrective work later.
Combined classes
Combined classes give the greatest scope for the manifestation of the creative potential of the teacher and are replete with didactic games, entertaining tasks, riddles and logical tasks.
Each lesson with an experienced, enthusiastic educator is fun, lively, in motion. The children are busy with various adventures: they travel, look for answers to riddles, help fairy-tale heroes or forest dwellers, and all this is emotional, joyful, and eager.
Often, a modern complex or integrated FEMP lesson is a story united by a single plot with an interesting beginning, a logically developing chain of events during which educational and upbringing tasks are solved, and a happy ending that gives children a lot of pleasure and positive emotions.
Positive emotions really help kids learn
Didactic games in mathematics
There is a general division of didactic games:
- subject,
- desktop printed,
- verbal.
In FEMP classes, all three types are used.
Subject games are used:
- small toys;
- mosaic;
- sets of geometric bodies;
- nesting dolls;
- Christmas trees;
- barrels of different sizes;
- entertaining cubes;
- Rubik's snake;
- Gyenes blocks and Kuizener sticks, which are becoming more and more popular.
Board games can be purchased at specialized stores, but it is quite possible to make them yourself, and in such a number of copies that each child or each pair of children is enough for the lesson. This:
- "Paired pictures";
- "Geometric Lotto";
- "Fold the picture";
- "Number houses";
- "Who lives where";
- "Spread fruit into baskets."
The didactic game "Put the car in the garage" will help to consolidate knowledge about the composition of the number
Word games include:
- "When does this happen?";
- "Guess the figure from the description";
- "More or less";
- "Tell me where it is";
- there are also poetic word games of mathematical content in which you need to insert a missing word, give an answer to a riddle, a question.
But there is a more detailed division of mathematical didactic games, depending on the educational tasks performed:
- games with numbers and numbers;
- orienteering games in time intervals;
- spatial orientation games;
- games with geometric shapes;
- games for logical thinking.
Table: examples of home-made didactic games on FEMP for the older group
| Name and objectives of the game | Game description | How to play |
"Geometric Lotto"
|
|
|
"Figures, in places!"
|
|
|
"Animal Walk"
| The game is very simple to play, but the children love it and willingly participate in it. Required to prepare:
|
|
"Help the Gnome"
|
|
|
"Let's Draw Summer"
|
|
|
A separate group consists of mobile and finger games of mathematical content: in them, the child must not only answer questions, think, but also perform certain actions according to the game task or the words of the game. For example, didactic games of high mobility “Find a geometric figure”, “Walk across the bridge”, “Collect fruits (flowers)” require children not only to know numbers, numbers, geometric bodies and shapes, but also to display dexterity, speed, and the ability to navigate in space.
Photo gallery: samples of homemade printed games by FEMP
The game "Animals on a walk" uses the images of animals. The game "Shapes, in places!" reinforces the concepts of “top”, “bottom”, “center” and others. The game “Help the Gnome” brings up kindness in children.
We conduct a game lesson on FEMP in the senior group
To properly organize and conduct a lesson in mathematics, you need to decide on its topic and tasks. The educational tasks of GCD in accordance with the program and methodological requirements become more complicated during the academic year: first, there is a repetition of what was studied in the middle group, then new material is given, which is systematically repeated and deepened. Generalization classes are held at the end of the academic year.
The distribution of program tasks by months of the academic year is approximately the same in all preschool institutions, but the topics may not coincide due to discrepancies in the calendar thematic planning, which is somewhat different in different educational institutions. Therefore, preparing for the lesson, the teacher must choose a topic so that it matches the theme of the week or month in the long-term planning of pedagogical work as a whole.
It would be incorrect to formulate the topic of the lesson as "Studying the composition of the number 3" or "Orientation in space." These are the tasks to be completed in class. And its theme, consonant with the general theme of the block, will be “Journey to the City of Numbers and Numbers”, “Forest Adventures”, “Visiting a Good Dwarf”, “Gifts from Princess Autumn”.
Table: a fragment of the calendar-thematic lesson plan for FEMP
| Block Theme | GCD theme | Tasks of GCD |
| September: "Our Favorite Kindergarten" | "Malvina teaches Pinocchio" |
|
| "Our favorite toys" |
|
|
| "We help the teacher" |
|
|
| October: "Golden Autumn" | "Autumn is visiting" |
|
| "Let's help the forest animals" |
|
|
| "Walking in the Park" |
|
|
| "Harvesting" |
|
|
| November: "My home, my city" | "I'm walking around the city" |
|
| "Houses on our street" |
|
|
| "Playing school" |
|
|
| "My city day and night" |
|
|
| Cit. by: Pomoraeva I.A., Pozina V.A. Formation of elementary mathematical representations. Senior group. | ||
A few tips for young teachers on organizing game classes.
About games and exercises
Don't oversaturate the game. Let it be in moderation and to the place. For a subject lesson, two or three games are enough; for a complex lesson, their number can be increased to five or even six - provided that two of them are short fun games that do not require special attention and mental effort. You can combine three or four games and a quiz or guessing riddles. Some educators, in an effort to make the lesson saturated, use a lot of diverse games, so the children get tired, and the teacher himself, not keeping within the allotted time, is in a hurry and reduces the result to nothing. There should be room in the lesson not only for games and exercises, but also for a short poem on the topic, a short conversation, time to think about questions.
Games are interesting, but you don’t need to oversaturate them
About answers and mistakes
Do not seek accurate and correct answers from absolutely all children. Call on those who actively, but culturally declare their desire to speak out, encourage them for correct answers. If the child made a mistake, it is better to turn to the children themselves and ask if they want to add something. The mistake must be corrected, it is impossible for the wrong answer to be deposited in the memory of children. If you see that the child knows and wants to answer, invite him to speak, but do not insist in case of refusal.
With those who jump up, interrupt others, shout, painstaking individual work must be carried out to cultivate patience and respect for comrades.
About demo material
Post the demonstration material so that all children can see it. It is very convenient, even indispensable in this regard, the carpet recorder - a piece of carpet about two by one and a half meters. It is placed in a conspicuous place in front of the children's tables and used as a demonstration board. All printed materials, pictures, figures of heroes are attached and easily removed thanks to Velcro for clothes glued on the back.
The carpet grapher will successfully replace the usual demonstration board
About surprise moments
A surprise moment is an important part of the lesson, and it can be used not only at its beginning, but also at the end - as a result. For example, in one of the kindergartens in the lesson "Winter Riddles", children completed the tasks of the sorceress of Winter in order to receive her gift. All this time, there was a “snowdrift” of drawing paper on the board, consisting of “snowdrifts” of different sizes superimposed on each other. With each successfully completed stage, the children blew on the "snow", the teacher removed one layer of whatman paper, the snowdrift became smaller. When the last task was completed, the children blew on the "snowdrift" for the last time and it "melted". What kind of gift was waiting for them? A colorful image of a gentle snowdrop (larger, of course).
The sorceress Winter finally gave the children the first flower (the lesson was held at the end of February). And on the reverse side of the last "snowdrift" the children could read her message: "Spring is coming." This completion of the lesson created a joyful high spirits among the children, who, of course, already missed the spring warmth. But the interesting idea of the teacher might not work and not cause the expected emotional response if the children saw in advance what is hidden under the "snow".
A moment of joyful discovery, an emotional outburst is the main value of a surprise moment
Therefore, it is not enough to think of a surprise moment, you need to make sure that the children do not know about it in advance. It is better to prepare a surprise in the absence of pupils, for example, invite them to go to the locker room and play a word game with the teacher's assistant while the teacher prepares equipment for the lesson.
About modeling and commented drawing
Children are fascinated by the drawings and objects that are created before their eyes. Therefore, you will quickly and more clearly explain to them what the year and months are if you draw the sun, divided into four parts, with twelve rays. Drawing should be accompanied by a story, an explanation (such drawing is called commented). The image of the year in the form of a circle will help preschoolers to realize the cyclical nature of time periods and their immutability in following each other.
When using simulation, the year can be depicted as a tree with four branches (seasons). On the winter branch there are three snowflakes - three winter months, on the spring - three white flowers, on the summer and autumn - three green and yellow leaves, respectively. Such a model can be made in an integrated lesson using the application method.
Table: summary of the FEMP lesson on the topic “Visiting Autumn”, author Marina Korzh
| GCD stage | Stage content |
| Tasks |
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| Material | Demo:
Dispensing:
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| Introductory part |
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| Main part |
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| Final part | The result of the lesson can be carried out in the form of the game "Cunning Fox". The teacher discovers a fox under the table, which hid there because she also wants to play. But the fox is very cunning, you need to be careful when answering her questions. - Did you draw in class? (No). - Did you sing? (No). - Did you count? (Yes). - Is it winter now? (No). - Autumn? (Yes). - Autumn gave us mushrooms? (Yes). - Apples? (Yes). - Snowflakes? (No). - You helped the squirrel? (Yes). - Bugs? (Yes). - A horse? (No). - Were you good fellows at the lesson today? (the obligatory answer is “Yes.” If one of the kids thinks that he did not cope, after the lesson you need to convince him of the opposite). Chanterelle praises the children for their attentiveness and invites them to visit the fabulous autumn forest again. |
Home-made printed didactic game "Let's help the squirrel to pick mushrooms" trains the ability to compare numbers
It is not so difficult to conduct a game lesson on the formation of initial mathematical representations in the senior group of kindergarten. You just need to put a little effort and skill, show resourcefulness and imagination - and a bright lesson full of interesting games and aesthetically designed visual material will become your pedagogical highlight.
Angelica Antyukhova
Mathematical game. A selection of 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?
Is New Year's in the 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? And so on.
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 gaming 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 items 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 greater 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, hence it is 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. The children, having guessed what number they are talking about, 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 not found all groups of objects, then again goes in search. 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: 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: “We 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 number 7 nearby". (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 numbers: number 5, what number is 1 more than you? Number 9, what number is the previous one for you? What is the smallest number you represent?
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 size, 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 on it horizontally with a red pencil the numbers 1, 2, 3, 4, 5, vertically with a blue pencil the numbers 1, 2, 3, 4, 5 and, secretly from a partner, draw mushrooms 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 their eyes open and then with their 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 first, second and third places are calculated. They are applauded.
DI "CHAIN"
Rules of the game:
For a 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 speaks: "Name a number greater than three by one". The child who caught the ball answers: "Four". Throws the ball to another child and 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 - 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.
The influence of art on the development of children's creativity Adult participation in the creative development of the child
card file (senior group) on the topic
Class hour "man and nature" Class hour my place in nature