Math game how to play. Thesis: Mathematical games as a means of developing the cognitive interest of students. Warm up for reaction speed
Introduction.
Extracurricular activities are an important part of teaching and educational work at school.
Basically, this work comes down to additional classes in the subject:
1. Working with lagging students
2. Work with students showing an increased interest in mathematics (math circles, olympiads, electives, electives, etc.)
At the same time, the bulk of students who do not show an increased interest in the subject are not lagging students, the so-called "middle peasants" are not the lot.
It seems to us that extracurricular work should cover all layers of students and increase their interest in the subject.
The teacher's task is to show that mathematics is not a dry and boring science, that it contains more than just numbers. We must convince and show in practice - mathematics, science, without which it is impossible to do.
The main goals of extracurricular activities in mathematics are:
Awakening and developing sustainable student interest in mathematics and its applications.
Expansion and deepening of students' knowledge of the program material.
Optimal development of students' mathematical abilities and instilling in students specific research skills.
Fostering a high culture of mathematical thinking.
Development of students' ability to independently and creatively work with educational and popular science literature.
Expansion and deepening of students' ideas about the practical significance of mathematics in technology, production, everyday life; about the cultural and historical value of mathematics; about the leading role of the school of mathematics in world science.
Establishing closer business contacts between the mathematics teacher and students and, on this basis, a deeper study of the cognitive interests and needs of schoolchildren.
Fostering in students a sense of collectivism and the ability to combine individual work with collective work.
“The subject of mathematics is so serious
what is useful is not to miss the opportunity to make it a little entertaining ”
.
B. Pascal
Currently, there are many types of extracurricular work in mathematics: Olympiads, KVN, various mathematical relay races, marathons, math circles. One form of extracurricular work is math weeks, which have a great emotional impact on participants.
The motto for the Week of Mathematics at school for the teacher can be the words of KD Ushinsky: "To make educational work so interesting for a child and not to turn this work into fun is one of the most difficult and most important tasks of didactics."
At our school, math week takes place at the beginning of December. This event involves students of all parallels, including and primary school... For two weeks, the children are invited to prepare reports related to the history of mathematics, reports on great mathematicians, compose mathematical crosswords, rebuses, riddles and find interesting problems. All students take these assignments with great interest. And very often, those guys who did not show a visible interest in the subject in the classroom performed these tasks better than others. In mathematics lessons, students come up with reports and problems prepared by them. In recreations, portraits of great mathematicians, quotes from their works, crosswords, rebuses, statements of scientists and writers about mathematics are hung. Games, discussions and competitions are held on each of the six training days. At the end of the subject week, the results are summed up. The winners are awarded with diplomas, the most active receive prizes. The results are posted on the bulletin board.
What are the objectives and goals of the week of mathematics?
Goals:
1. development of interest in the subject;
2. expansion of knowledge on the subject;
3.forming creativity: logical thinking,
rational ways of solving problems, ingenuity;
4. promotion of collectivism and camaraderie, culture of feelings (responsibility, honor, duty).
Tasks:
1. involve all students to organize and conduct the week.
2.conduct developmental activities in each class cognitive activities students.
3. to acquaint students in practice with the specifics of the application of certain knowledge in some professional fields.
4. to organize independent and individual, collective practical activities of students.
We expect some results from each work, and after the subject week we want to see what we want, for example:
1. Confirmation of the basic knowledge of students in accordance with the topic of the Week of Mathematics.2. Acquaintance with the types of creative independent activity and the development of skills for its implementation.3. Identifying the circle of students seeking to deepen their knowledge of mathematics.4. Involving parents in joint activities with students (selection of materials for a week of mathematics)5. Expansion of the historical and scientific horizons of students in the field of mathematics.6. Development of communication skills when communicating with students of different ages(teams made up of students from different grades (5-6.7-8.9-10) can participate in competitions)
Mathematical education makes an invaluable contribution to the formation of the general culture of the younger generation, its worldview, contributes to aesthetic education the child, his understanding of the beauty and harmony of the world around him, develops his imagination and spatial representation, analytical and logical thinking, encourages creativity and the development of intellectual abilities. And I really want to hope that the holding of the subject week just makes it possible to be convinced of this.
We bring to your attention a description of the mathematical game "Own Game", which can be used during the Week of Mathematics.
Game disc included
Math game "Own game"
When creating the game, the "Own Game" game template was used
Sections
Great mathematicians
Geometry
Algebra
Real math
Savvy and logic.
Each section contains 5 questions, which are evaluated respectively 10,20,30,40, 50 points and the question "pig in a poke" is provided. Below is a list of questions by section with answers.
Great mathematicians
1.Question for 10 points
2.Question for 20 points
Ancient Greek philosopher, mathematician and mystic, founder of the religious and philosophical school. Answer Pythagoras
3.Question for 30 points
Russian mathematician, one of the founders of non-Euclidean geometry, a figure in university education and public education.
The famous English mathematician William Clifford called this scientist - "Copernicus of geometry". N. Lobachevsky's answer
4.Question for 40 points
Russian mathematician and mechanic, since 1889 a foreign corresponding member of the St. Petersburg Academy of Sciences.
The first woman professor in Russia and Northern Europe and the first woman in the world to be a professor of mathematics. S. Kovalevskaya's answer
5.Question for 50 points
French philosopher, mathematician, mechanic, physicist and physiologist, creator of analytical geometry and modern algebraic symbolism, author of the method of radical doubt in philosophy, mechanism in physics, the forerunner of reflexology. Rene Descartes's answer
Geometry
1.Question for 10 points
What figures are friends with the sun? Ray's response
2.Question for 20 points
Parallelogram in which adjacent sides are mutually perpendicular?
Answer rectangle
3.Question for 30 points
The name of which figure in translation from Greek means
"Dining table"? Trapezium response
4.Question for 40 points
A segment tightening an arc of 180 °? Answer diameter
5. Question for 50 points
Many points of an angle equidistant from its sides?
Bisector response
Algebra
1. 10 point question
Linear function graph Linear response
2.Question for 20 points
Not a positive and non-negative number?
Answer zero
3. Question for 30 points
Decimal Answer
4.Question for 40 points
Independent variable? Answer argument
5. Question for 50 points
The smallest four-digit number in which the numbers are different?
Answer 1023
Real math
1.Question for 10 points
There are 10 fingers on two hands. How many fingers are there in ten hands?
Answer 50
2.Question for 20 points
The device for determining the sides of the horizon
Compass answer
3.Question for 30 points
The doctor prescribed 3 injections. In half an hour for an injection. In how many hours will all injections be given? Reply in an hour
4.Question for 40 points
What is the name of the drawing tool that helps you draw a circle?
The answer is a compass
5.Question for 50 points
The satellite of the Earth makes one revolution in 100 minutes, and another revolution in 1 hour and 40 minutes. How can this be explained? Answer 1hour 40min = 100min
Savvy and logic
1.Question for 10 points
What number do the pilots write in the sky? Answer eight
2. 20 point question
What geometric figure is needed for punishment
Answer angle
3.Question for 30 points
The professor goes to bed at eight in the evening. The alarm clock starts at nine. How long does the professor sleep? Answer 1 hour
4.Question for 40 points
The stick was sawn into 12 pieces. How many cuts did you make?
Answer 11 cuts
5.Question for 50 points
There are seven brothers in the family, each with one sister. How many children are there in the family?
Answer 8 children
The game is designed for students in grades 7-8, it is intended both for individual play (for example, a team captains competition), and for team play... The game can take part from 2 to 4 teams. The team chooses a section and a question for a certain number of points. If the answer is correct, the same team continues the game; if the answer is incorrect, the move is transferred to the next team. If the team gets the question "pig in a poke", then the team passes the move to any other team. The team with the most points wins. The host invites the winning team to take part in the supergame.
Bibliography: 1. Farkov A.V. Extracurricular work in mathematics, grades 5-11 M. Iris-press, 2006- 288p.- (school Olympiads)
2. Farkov A.V. Math circles in school grades 5-8 2nd ed. - M.,Iris-press, 2006- 144.- (school Olympiads)
3. Subject weeks at school Mathematics compiled by LV Goncharova. Volgograd: Uchitel, 2004 .-- 134 p.
4. Oniculum P.R. 19 games in mathematics: Textbook - St. Petersburg: Union, 1999. - 95 p.
5. Khudadatova S.S. Mathematics in puzzles, crosswords, teawords, cryptograms, grade 9. - M .: Shkolnaya pressa, 2002 .-- 32p. - (Library of the journal "Mathematics at school". Issue 16).
MADOU kindergarten №29 "Yagodka" Republic of Bashkortostan
Beloretsk
Educator: Latokhina Yulia Sergeevna
Mathematical games as a means of intellectual development of preschoolers.
Mathematics plays a huge role in the mental education and development of the intelligence of children. Nowadays, 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.
There are tremendous opportunities in mathematics for the development of the thinking of children in the process of their learning from an early age. Mathematics has a unique developmental effect. “She puts the mind in order,” that is, in the best way forms the methods of mental activity.
Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, creativity of the individual. The “mathematician” plans his activities better, predicts the situation, expresses his thoughts more consistently and more accurately, and is better able to substantiate his position.
Teaching mathematics to preschool children is unthinkable without the use of didactic games, entertaining tasks, entertainment. In this case, the role of simple entertaining mathematical material is determined taking into account the age capabilities of children and tasks comprehensive development and education: to activate mental activity, to interest in mathematical material, to captivate and entertain children, to develop the mind, expand, deepen mathematical concepts, consolidate the acquired knowledge and skills, exercise them in 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, space-time relationships, and a variety of geometric shapes. Children are happy to be involved in solving simple creative problems: to find, guess, reveal a secret, compose, modify, establish a correspondence, simulate, group.
Didactic games are included directly into the content of classes as one of the means of implementing program tasks. The place of didactic play in the structure of the lesson on the formation of elementary mathematical representations is determined by the age of children, purpose, purpose, content of the lesson. It can be used as an educational task, an exercise aimed at performing a specific task of forming representations.
In the formation of mathematical concepts in children, various didactic game exercises, entertaining in form and content, are widely used. They differ from typical educational tasks and exercises in the unusual formulation of the problem (find, guess), the unexpected presentation of it on behalf of some literary fairy-tale hero (Buratino, Cheburashka). Play exercises should be distinguished from didactic games in terms of structure, purpose, level of children's independence, and the role of a teacher. They usually do not include all structural elements 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 educator. It is necessary to create conditions for the child's mathematical activity, under which he would show independence in the choice of play material, games, based on the developing needs and interests of him. In the course of the game, which arises at the initiative of the child himself, he becomes involved in complex intellectual work.
IN kindergarten in the morning and in the evening, you can play games of mathematical content, desktop-printed, such as "Dominoes of figures", "Make a picture", "Arithmetic dominoes", "Lotto", "Find a pair", games of checkers and chess, etc. With proper organization and guidance, these games help the development of cognitive abilities in children, the formation of interest in actions with numbers, geometric shapes, quantities, and problem solving. Thus, the mathematical concepts of children are improved.
The role of play aids in modern education is growing. Psychologists have proven that play exercises help a child adapt to educational process and master the basics of mathematics. Didactic games and exercises are closely related to the educational process. Play is an activity in which children learn. It 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 get children to use both quantitative 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 WHAT NUMBER IS NOT ?, HOW MUCH ?, CONFUSION., CORRECT THE MISTAKE, REMOVE THE NUMBERS, NAME THE NEIGHBORS, THINK THE NUMBER, THE NUMBER WHAT IS YOUR NAME? , MAKE A NUMBER, WHO IS FIRST TO NAME, WHICH IS NOT A TOY? children learn to freely operate with numbers within 9 and accompany their actions with words.
To better memorize the numbers, I use various techniques: sculpt numbers from plasticine, lay out from plasticine balls, from paper, by application, 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 figure develops. Children learn to establish a relationship between them.
On a walk, when making observations, I give the children the task of counting passers-by, counting trees on the site, name numbers of the license plate of passing cars, count steps, etc.
Such a variety of didactic games, exercises used in the classroom and in their free time, helps children to assimilate 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 with circles every day. I did this specifically so that the children could independently conclude that the sequence of days of the week is unchanged. I told the children that the names of the days of the week guess what day of the week according to the count: Monday is the first day after the end of the week, Tuesday is the second day, etc. After such a conversation, I suggested games in order to fix the names of the days of the week and their sequence. Children play games with pleasure - LIVE WEEK. NAME SOON, DAYS OF THE WEEK, NAME 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 speech constructions of greetings - "Good morning", "Now we have a daytime sleep", "Good evening" I say to parents, I use it on a table - printed games, questions like "Breakfast at what time of the day", "A lunch", etc.
Orientation games in space.
Spatial representations of children are constantly expanding and consolidated in the process of all types of activity. Children master spatial representations: left, right, above, below, in front, far, close.
I give children tasks such as: “Stand so that there is a closet to your right, and a chair in the back. Sit so that Tanya is in front of you, and Dima is in the back. " "Place 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 piqued the interest of the children and organized them for the lesson.
While completing orientation tasks on a sheet of paper, some children made mistakes, then I gave these children 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 a 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 likes 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 TRAVEL, TOY STORE and many more games.
Games with geometric shapes.
To consolidate knowledge about the shape of geometric shapes, she invited children to find out in the surrounding objects the shape of a circle, triangle, square.
In order to consolidate knowledge about geometric shapes, she conducted a game of the type - LOTO. With those children for whom this knowledge was difficult, I studied mainly individually, giving children at first simple exercises, and then more complex ones. Based on the knowledge gained earlier, she introduced the children to the new concept of the TETRAGON. At the same time, she used the ideas about the square that preschoolers have. In the future, 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 quadrangle of 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 children. For example, games such as FIND THE SAME PATTERN, FOLD A SQUARE, EACH FIGURE IN ITS PLACE, CHOOSE BY SHAPE, A WONDERFUL BAG WHICH CALLS MORE, GEOMETRIC MOSAIC
Logical thinking games.
IN preschool age elements of logical thinking begin to form in children, i.e. the ability to reason is formed, to make their own conclusions. There are many didactic games and exercises that influence the development of creativity in children, as they affect the imagination and promote development. thinking outside the box in children. Games such as FIND THE SAME FIGURE, WHAT IS DIFFERENT ?, LOGICAL SQUARE, LABYRINTHS, and others. They are aimed at training thinking when performing actions.
In order to develop thinking in children, I use various games and exercise. These are tasks for finding a missing figure, continuation of rows of figures, signs, for finding numbers. Acquaintance with such tasks began with elementary tasks for logical thinking - a chain of laws. In such exercises, there is an alternation of objects or geometric shapes.
A special place among mathematical games is occupied by games for drawing plane images of objects, animals, birds from geometric figures. These are games - TANGRAM, MONGOLIAN GAME, FOLD A SQUARE, etc. Children like to compose an image according to a model, they are happy with their results and strive to perform tasks even better.
Creative play tasks and problem situations
Creative game tasks are used in the formation of mathematical concepts (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? Designate the number of objects, become another number, etc.);
"What was - what became?" (Was number 4, and became number 5. How did this happen?);
“Where does he live? "(Where does the number 3 live? In days of the week, months of the year, house numbers, etc.);
"Number, what's your name?" (the child is asked to sign with gestures a number, the rest must name it);
“This was a lot, but it is not enough. What could it be?" (there was a lot of snow, but it became little - it melted);
“This was not enough, but it has become a lot. What could it be?" (there were few vegetables in the garden, but there were a lot - they grew), etc.
- To reinforce the concept of geometric shapes:
“Find objects that look like a circle (square, triangle, etc.)”;
“Determine what figure the table top looks like (seat
chair, etc.) ";
"Choose by shape" (children are asked 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 you do? ..” (What can a circle do? Children should determine what an object can do or what can be done with its help. For example, a circle can be a clock, etc.);
"Magic glasses". (Imagine that you put on round glasses through which you can see only round objects. Look around and name what you can see in this room. Now imagine that you went out into the street wearing glasses. What can you see there? Remember how round items you have at home. Name 5 items);
“Guess by 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 specific), and the rest of the children must guess which object they are talking about);
"Teremok" (Child: "Knock-Knock. I am a triangle. Who lives in the little house? Let me go to you." Educator: "Let me go, 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 a geometric figure, children must finish the rest), etc.
- To develop 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 pattern elements are located. For example, a red circle in the middle, a blue square in the upper right corner, 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 invited to close their eyes, at this time the teacher swaps 1-2 objects. Opening their eyes, the children should say what has changed. For example , the bunny was to the right of the bear, and now to the left, etc.);
“Yes or no” (the presenter guesses the object in the picture, and the other children, using questions to which the presenter 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 house, your height, your finger, a car, a pencil?);
"Feed the giant (finger-boy)" (If you wanted to cook breakfast for the giant (finger-boy), how would you measure the following products: tea, milk, butter, buckwheat, water, salt? would you take each product?);
“What was small before, but became big?”, “What was big before, but became small?”;
"We build a train of time" (the teacher prepares 5-6 versions of the image of one object in different time periods (for example, a baby, Small child, schoolboy, teenager, adult, elderly person), these cards are in a mess on the table, children take their favorite cards and make up a train);
“Guess and name” (“Guess what I'm talking about” - there is a description of the part of the day, season, etc.);
“Earlier - later” (the presenter names an event, and the children say what happened before 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, you can suggest the following situation: “It's dark outside. The moon is shining in the sky, and lights have appeared in the windows of houses. When does this happen? " etc. Older children can be offered the following situations: “Two children are talking:“ I’ll go to my grandmother yesterday, ”one said. “And tomorrow I was at my grandmother's,” the other boasted. How should I say it correctly? "
Some problematic situations resemble arithmetic problems in form, but are solved by reasoning, 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? " etc.
Various temporal categories are actively used by children and in solving logical problems that require the teacher to finish 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. Children are given a task: to guess and establish a sequence of actions in the direct order of the presented process (tea drinking, brushing teeth).
"Wizards of Increase - Decrease" - the child selects an object in the group that he would like to change using the method of increasing / decreasing, for example: "I want my 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 changed object is clarified, and possible changes in the environment are proposed.
Resize Part — The child resizes a part in the selected object using the zoom in / out technique. He explains what will happen, how this object will exist. Discussion of problem situations can be humorous (how can a person sleep if his ears become huge).
"Confusion" - children are asked to choose two fairy objects (large or small size) and confuse their sizes (a tiny cat and a huge mouse) or replace them with the opposite ones (a small, very small turnip has grown).
“Guess and name” - first with the help of pictures, and then without clarity, children are offered the task “Name an object that can be said about” (some signs are listed: shape, color, size), “Guess what I’m talking about” (description of the time year, parts of a day, etc.).
Amusing questions, joke games.
They are aimed at the development of voluntary attention, non-standard thinking, at the speed of reaction, they train memory. In riddles, an object is analyzed from a quantitative, spatial, temporal point of view, the simplest relationships are noted.
Riddles - jokes
- A peacock was walking in the garden.
Another came up. Two peacocks behind the bushes. How many are there? 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 were running in front, 3 were left behind. Their mother is worried And cannot count. Count, guys, How many chickens there were.
- On a large sofa in a row, Tanina's dolls are: 2 nesting dolls, Pinocchio and a cheerful Cipollino. 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 there in the room?
- How many ears do two mice have?
- How many paws are in two hedgehogs?
- How many tails do two cows have?
Solving various kinds of non-standard tasks in preschool age contributes to the formation and improvement of general mental abilities: the logic of thought, reasoning and actions, 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 which houses the animals lived in?
*****
Three fish swam
in different aquariums.
The red fish did not swim in a round
and not in a rectangular aquarium.
Goldfish - not in square
and not in a round one.
Which aquarium did the green fish swim in?
*****
Once upon a time there were three girls:
Tanya, Lena and Dasha.
Tanya is taller than Lena, Lena is taller than Dasha.
Which of the girls is the tallest
and who is the lowest?
Which one is called?
*****
Misha has three carts of different colors:
Red, yellow and blue.
Misha also has three toys: a tumbler, a pyramid and a whirligig.
In a red cart, he will not be lucky with a spinning top and not a pyramid.
In yellow - not a spinning top and not a tumbler.
What's the lucky Bear in each of the carts?
*****
The mouse is not traveling in the first or last carriage.
The chicken is not in the middle and not in the last carriage.
What carriages do the mouse and the chicken travel in?
*****
The dragonfly sits neither on a flower nor on a leaf.
The grasshopper is not sitting on a fungus or a flower.
The ladybug is not sitting on a leaf or on a fungus. Who sits on what? (better to draw everything)
*****
Alyosha, Sasha and Misha live on different floors.
Alyosha does not live on the top floor and not on the lowest.
Sasha does not live on the middle floor or on the lower one.
What floor does each of the boys live on?
*****
Anya, Yulia and Olya's mother bought fabrics for dresses.
Anya is neither green nor red.
Yulia is neither green nor yellow.
Ole is neither yellow nor red.
Which fabric is 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.
What plate are the plums on?
What about bananas and oranges?
*****
The flower does not grow under the tree
No fungus grows under the birch.
What grows under the tree
And what's under the birch?
*****
Anton and Denis decided to play.
One with cubes, and the other with toy cars.
Anton did not take the typewriter.
What did Anton and Denis play with?
*****
Vika and Katya decided to paint.
One girl painted with paints
and the other in pencils.
How did Katya begin to 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?
*****
Liza and Petya went into the forest to pick mushrooms and berries.
Lisa did not pick mushrooms. What did Petya collect?
*****
Two cars drove along wide and narrow roads.
The truck was not driving along a narrow road.
What road was the car driving on?
And the freight?
Playing with the child, completing 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, unbeknownst to themselves, during the game, count, add, subtract, solve various kinds logical tasks that form certain logical operations. The adult's role in this process is to keep the children interested.
The use of didactic games increases efficiency 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. When teaching young children in the process of playing, I strive to ensure that the joy of playing turns into the joy of learning.
The teaching should be joyful!
Elena Margelova
A game "Collect the MUKHOMOR"
Target: to consolidate the ability to correlate quantity and number.
Materials (edit): Separately, fly agaric caps with a different number of white dots within 10, and separately fly agaric legs with numbers from 1 to 10.
Description: You can play both individually and as a whole group in turn, going out and looking for the desired hat with the required number of white dots for the leg with the selected number. (children do not see how many legs they will get, they are turned upside down, and the child pulls to choose)
A game "Collect the TRACK"
Target: to consolidate knowledge about numbers and their place in the series of natural numbers.
Materials (edit): individual track parts with different numbers within 10.
Description: Each part of the caterpillar is scattered out of order, children collect in order.
A game "Pick up a clothespin"
Target: consolidation of knowledge about the ratio of quantity and number within 10, repetition of the names of geometric shapes, development fine motor skills.
Materials (edit): a drum with sectors in which different geometric shapes are located in different numbers within 10. Clothespins with numbers.
Description: Children are given clothespins with numbers and a tape measure with a different number of geometric shapes. You can turn the tape measure, determining the number of geometric shapes in the dropped out sector, name them and find a clothespin with the required number, or you can simply turn the circle over and attach clothespins with the required numbers, while naming the geometric shapes.
A game "FISHING"
Target: consolidation of the skill of solving examples within 10, the formation of ideas about a hundred numbers within 10.
Materials (edit): cardboard buckets, fish with examples within 10 for addition and subtraction.
Description: You can work individually with one child, he puts the fish in the necessary buckets, or you can work with a group of children, who will quickly and correctly fill the buckets with fish.
A game "GUESS WHICH CHICKEN LOST?"
Target: determine the place of the number in the natural row, name the missing number.
Materials (edit): figurines of chicks with numbers from 1 to 10.
Description. Chicks are displayed in natural order. Asks children to see how they are standing, if any number is missing. After the children guess which chick they missed, the hidden one is shown and put in place.
You can use chickens in other tasks, For example: chickens are randomly placed, and the children line them up in the correct sequence.
A game "GUESS WHICH ACCOUNT ..."
Target: to consolidate the skill of ordinal counting.
Description. All the heroes of the fairy tale are placed in a row on a typesetting canvas or on a board "Turnip". The task: "Now we are going to play a game "Guess which hero I hid?" See how many heroes are there? after listening to the children's answers, explains the task: “Try to remember what order the characters are in. Then I will hide the 1st hero, and you will tell me which one he was. Who wants to count the heroes in order? Child considers: The first is the grandfather, the second is the woman, etc. Then the children close their eyes, and the teacher removes one hero. The exercise is repeated several times.
Related publications:
Dear colleagues! In a modern kindergarten, with its capabilities, there is no shortage in equipping the developing environment with a variety.
I would like to acquaint you with the visual and didactic material we have, made together with children and parents. Didactic.
Didactic game "Lotto" Objectives: Improving the knowledge of numbers within 20, designating them with numbers; development of attention, memory. Game progress: V.
In older preschool age, children have a need for interaction and communication with peers. Observation is peculiar to children.
According to the Federal State Educational Standard, prerequisites for the emergence of universal educational actions should be formed in children. Learning activities should be engaging.
Numbers are densely settled in all spheres of human life, so it is not surprising that more and more users choose math games for recreation and learning. And do not think that flash drives in this category will be of interest only to kids.
Of course, math games are primarily about learning how to count and simple actions with numbers. But, believe me, this is just the beginning, because mathematical flash-projects cover all sections of exact science. In a fun and playful environment, users can easily learn how to accurately multiply and divide, get acquainted with drawings of amazing fractals, and understand the logical relationships of many processes.
To make games fun and interesting not only for kids, the creators provide a variety of solutions for plots and design. This is a completely childish format with funny characters and tasks, and strict ink "adult" boards with examples, diagrams, number grids and intricate tasks. Want to learn more about math than just trivial counting? Then launch mathematical "flash drives" on the Igrootka portal and start playing!
DIDACTIC GAMES IN TEACHING CHILDREN ABOUT MATHEMATICS
abilities
The relevance of the topic is due to the fact that preschool children show a spontaneous interest in mathematical categories: quantity, shape, time, space, which help them to better navigate in things and situations, arrange and connect them with each other, contribute to the formation of concepts.
Mathematics has a unique developmental effect. “She puts the mind in order,” that is, in the best way forms the methods of mental activity and the quality of the mind, but not only. Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, creativity of the individual. " Mathematician”Better plans his activities, predicts the situation, expresses his thoughts more consistently and more accurately, is better able substantiate your position.
It must be remembered that mathematics is one of the most difficult academic subjects. The knowledge test showed that children rarely answered questions in the classroom, their attention and memory were poorly developed, they made mistakes in counting, they could not orient themselves in time, and many called geometric figures incorrectly.
Maximum effect when studying mathematics can be achieved using didactic games, entertaining exercises, tasks, entertainment. At the same time, the role of an uncomplicated and at the same time entertaining mathematical material is determined taking into account age possibilities children and the tasks of all-round development and education: to activate mental activity, to interest mathematical material, captivate and entertain children, develop the mind, expand, deepen mathematical representations, to consolidate the acquired knowledge and skills, to exercise them in their application in other types of activity.
In the first days of the school year in middle group it is advisable to carry out didactic games which children have played back in younger group, in order to consolidate knowledge and skills children and repetition for elementary mathematical representations of the passed in the younger group.
Didactic games for the formation of mathematical views are conventionally divided into the following groups:
Games with numbers and numbers
Games time travel
Games for orientation in space
Games with geometric shapes
Games logical thinking
The first group of games includes teaching children account in forward and backward order. Using a fairy tale plot, children get acquainted with the formation of all numbers within 10, by comparing equal and unequal groups of objects. Two groups of objects are compared, located either on the bottom or on the upper strip of the counting ruler. This is done so that children there was no misconception that the larger number is always on the top lane, and the smaller one on the bottom.
Playing such didactic games like"What number is gone?", "How much?", "Confusion?", "Correct the mistake", "Remove the numbers", "Name the neighbors", children learn to freely operate with numbers within 10 and accompany their actions with words.
Didactic games, such as "Think a number", "What is your name?", "Make a tablet", "Make a number", "Who will be the first to name, which toy is gone?" and many others are used in the classroom in their free time, with the aim of developing attention children, memory, thinking.
Second group math games(games- time travel) serves for acquaintance children with days of the week... It is explained that each day of the week has its own name. In order for children to better remember the name of the days of the week, they are indicated by circles of different colors. The observation is carried out for several weeks, marking with circles every day. This is done specifically so that the children can independently conclude that the sequence of the days of the week is unchanged. Children are told that the names of the days of the week guess which day of the week is counted: Monday is the first day after the end of the week, Tuesday is the second day, Wednesday is the middle of the week, Thursday is the fourth day, Friday is the fifth. After such a conversation, they are offered games in order to fix the names of the days of the week and their sequence. Children are happy to play the game "Live week." games called to board 7 children, are recalculated in order and get circles of different colors, denoting the days of the week. Children line up in such a sequence as the days of the week go in order. For example, the first child with a yellow circle in his hands, indicating the first day of the week - Monday, etc.
The third group includes games for orientation in space.
Spatial representations children are constantly expanding and consolidating in the process of all types of activity. The teacher's task is to teach children navigate in specially created spatial situations and determine your place according to a given condition. With help didactic of games and exercises, children master the ability to determine by word the position of one or another object in relation to another. For example, there is a hare to the right of the doll, a pyramid to the left of the doll, etc. A child is selected and the toy hides in relation to him (behind the back, right, left, etc.)... This is of interest to children and organizes them to class.
In order to interest children to make the result better, subject games with the appearance of a fairytale hero. For example, the game "Find a toy" - "At night, when there was no one in the group," the children say, "Carlson flew to us and brought toys as a gift. Carlson loves to joke, so he hid the toys, and wrote in a letter as can be found. "Then a letter is printed out in which it is written:" You need to stand in front of the teacher's table, go 3 steps to the right, etc. ". Children complete the task, find a toy. Then, the task becomes more complicated - that is, the letter does not give a description of the location of the toy, but only a diagram. According to the scheme, children must determine where the object is.
To consolidate knowledge about the shape of geometric shapes, children are invited to learn the shape of a circle, triangle, square in the surrounding objects. For example, one asks: "What geometric shape does the bottom of a plate resemble?" (table top surface, sheet of paper, etc.)... A game of the "Lotto" type is played. Children are offered pictures (3-4 pieces for each, on which they are looking for a figure similar to the one shown. Then, children are invited to name and tell what they found.
Didactic game"Geometric mosaic" can be used in the classroom and in free time, in order to consolidate knowledge of geometric shapes, in order to develop attention and imagination in children... Before the beginning games children are divided into two teams according to their skill level. Teams are given tasks of varying difficulty. For example:
Composing an image of an object from geometric shapes (work on the finished dismembered sample)
Condition work (to collect the figure of a man, a girl in a dress)
Working on your own (just human)
Each team receives the same set of geometric shapes. Children independently agree on the methods of completing the assignment, on the order of work. Each player in the team takes turns participating in the transformation of a geometric figure, adding his own element, making up a separate element of an object from several figures. In conclusion, children analyze their figures, find similarities and differences in solving a constructive plan.
Consider didactic games for the development of logical thinking. In preschool age children elements of logical thinking begin to form, that is, the ability to reason, to make their own conclusions is formed. There are many didactic games and exercises that influence the development of creativity in children, as they have an effect on the imagination and contribute to the development of lateral thinking in children.
Acquaintance with such games begins with elementary tasks for logical thinking - a chain of laws. In such exercises, there is an alternation of objects or geometric shapes. Children are encouraged to continue a row or find a missing item. In addition, tasks of this nature are given: continue the chain, alternating in a certain sequence squares, large and small circles of yellow and red. After children learn to do these exercises, the tasks become more difficult for them. It is proposed to complete a task in which it is necessary to alternate objects, to take into account both color and size.
Math games.
"LEFT - RIGHT" d. And. Orientation relative to oneself.
Children show named in the course of words body part games.
This is the left hand.
This is the right hand.
This is the left leg.
This is the right leg.
We have the left ear.
We have the right ear.
This is the left eye. cover your eyes with your palms
And this is the right eye.
"FIND YOUR HOUSE" p. And. Geometric figures.
Geometric figures lie on the carpet, these are houses. Have children in hands
geometric lotto cards, these are addresses. While the music is playing, the children move along the carpet, upon a signal, they find their house. One house can have one or more tenants.
"SHOW A WORD" d. And. Harmonization of adjectives and nouns in gender.
What can be said about long, short, large, tall ...
"CROSSING" p. and. Numbers.
Go through "Pebbles" in the numerical order, not "Wet" feet (without mixing up the numbers)
"LET'S ORDER" Comparison of the size of objects.
Arrange items in descending order (increase) magnitudes (items vary in length, or width, height).
"TAKE THE SAME" d. And. Counting, counting, comparison of quantities.
Take as many items as I have. How many items did you take, count.
"WHAT FIGURES WAS NOT" d. And. Figures, attention.
A numerical series is built from familiar numbers. One number is removed when children close their eyes (night)... Then the children look at the numbers and name the missing one. Similarly, you can play with geometric shapes, any objects.
"BE ATTENTIVE"d. and. Parts of the day, attention.
If I say correctly, we clap our hands; if not, we stamp our feet.
First evening, and then night.
We have breakfast in the evening.
We walk at night.
Evening will come after the day….
"WHAT WE DID - WE WILL SHOW" p. And. Parts of the day.
One, two, three - what's in the morning (in the afternoon) did - show. Children perform a conceived action, and the teacher guesses.
"RIKI - TIKI" Number, numbers.
Riki - tiki, look
How many fingers speak. Open fingers show up from behind
(What a number say) show a card with a number
"COUNT CORRECTLY" p. And. Counting and counting movements.
One two three four five -
Zainka began to ride.
Jump (clap, stomp) zainka much,
He jumped ... once.
"Say the other way around" d. And. Words are antonyms
Warm Little Narrow
Fast Heavy Before
High Fat Day
"FIRST - THEN" d. And. Temporal and quantitative representations.
First, spring, and then….
First the day, and then….
First small, and then ...
First 2, and then ...
First 4, and then….
First the egg, and then….
First the caterpillar, and then ...
First a flower, and then ...
"ONE - MANY" d. and. Correlation of quantity with movements, attention.
If there is only one item, slam it once. If there are many items, slap many times.
How many heads does a person have?
How many fish are there in the sea?
How many stripes does a zebra have?
How many tails does a dog have?
How many grains of sand are there at the bottom of the river?
How many stars are there in the sky?
How many leaves are there on a tree?
How many stems does a flower have?
"FIND AN OBJECT OF THE SAME SHAPE"
Purpose: to teach the child to select specific objects in shape from the environment, using geometric patterns.
"PUT THE ORNAMENT"
Purpose: to teach the child to highlight the spatial arrangement of geometric figures, reproduce exactly the same arrangement when laying out the ornament.
"LEFT RIGHT"
Purpose: to teach children navigate in space, in your own body.
“Guys, listen carefully poem:
V. Berestov
The student stood at a fork in the road
Where is the right, where is the left, He could not understand.
But suddenly the student scratched his head
With the very hand with which he wrote,
And he threw the ball, and leafed through the pages,
And he held a spoon, And swept the floors.
"Victory!"- there was a jubilant cry.
Where is the right, where is the left,
Learned the student!
How did the student know where is right and where is left? With what hand did the student scratch his head? Show me where is your right hand? Left hand?
"WE DRAW SHARES"
Purpose: to develop spatial orientation.
" REPEAT"
Purpose: to develop a quick orientation in space relative to oneself and relative to another object.
"Listen carefully and follow:
Task number 1. Raise up, please, your right hand, now your left, look back, to the left, to the right, forward, up, down.
Task number 2. In the center of the sheet in the cage, draw a square. Above the square, draw a circle, below the square - a triangle, to the right of the square - a rectangle, to the left - draw a rhombus.
"MAGIC PENCIL"
Purpose: to develop the ability to navigate on a piece of paper.
"Guys! Petrushka sent us a letter on which he drew magic patterns for us. But he didn’t finish drawing them to the end. Let's help Petrushka.
Draw the pattern on the right.
Draw the pattern on the left.
Draw "Cherries" at the bottom. Up".
"THE MOST ADVANCED"
Purpose: the development of spatial-orientational reactions, fine motor skills of the hands.
Material: sets of 20 sticks.
“Guys, in front of you are boxes in which each of you has chopsticks. Now we will hold a competition with you and find out which of you is the most agile. At my signal, you put out one stick at a time from the box with your right hand. Then, with the same right hand, one stick at a time - into the box. Wins the most dexterous and fastest ".
The same exercise can be performed with children when working with the left hand or with both hands at the same time.
"FIND THE OBJECT"
Purpose: to develop the ability to navigate in space using a plan.
To carry out this games you must first draw (can be together with the child) room plan (or yard) and agree in advance with the child which toy will need to be found. Hide the toy in the room without being noticed by the child.
Didactic games in teaching children the basics of mathematics
USE OF PLAYING METHODS AND TECHNIQUES IN FORMING ELEMENTARY MATHEMATICAL REPRESENTATIONS
In preschool age, play is of great importance in a child's life. The need for play persists and occupies an important place for the first time in school years. In the game, the child acquires new knowledge, skills, and abilities. In mathematics, there are tremendous opportunities for the development of the thinking of children, in the process of their learning from a very early age. If in teaching children the basics of mathematics didactic play is used, then this will ensure more effective work with children, improve their attention, memory, sensory development, imagination. For learning through play, didactic games have been created. Children play, not suspecting that they are mastering some knowledge. In the process of playing, the child learns a lot about different objects: about their properties, such as shape, color, size, weight, quality of material, etc. His perception and curiosity are developing and improving.
It follows from this that the role of didactic games in the mental development of children is undeniable. In the process of forming elementary mathematical ideas in preschoolers, it is necessary to use a variety of teaching methods: practical, visual, verbal, game. When choosing a method, a number of factors are taken into account: the program tasks solved at this stage, the age and individual characteristics of children, the presence of the necessary didactic tools etc. In the formation of elementary mathematical concepts, the game acts as an independent method of teaching. All types of didactic games (subject, desktop-printed, verbal) are an effective means and method of forming elementary mathematical concepts.
Teaching mathematics to preschool children is unthinkable without the use of entertaining games, tasks, entertainment. Each didactic game contains a task, the solution of which requires a certain mental work from the child. The tasks of didactic games are varied. The cognitive material that children get acquainted with in the classroom is improved in games and play situations outside the classroom. For this, the following conditions are created in groups: "Mathematical games library", where logical, constructive games, materials for modeling are placed. To provide the principle of clarity in teaching children mathematics helps: "Corner entertaining mathematics"(Bright numbers, magnetic board, counting sticks, finger games, math puzzles, geometric constructor, puzzles, as well as didactic games in directions).
Didactic games for the formation of mathematical representations are conventionally divided into the following groups:
Games with numbers and numbers
Time travel games
Orienteering games in space
Geometric shape games
Logical thinking games
Games with numbers and numbers include games such as "Confusion", "What number is gone?", "What has changed?", "Correct the mistake." These games help children master direct and reverse counting, help to consolidate the ability to count objects, designate their number with the corresponding number.
The second group of mathematical games (games - time travel) serves to introduce children to the days of the week. It is explained that each day of the week has its own name. And also travel games will help to expand children's ideas about the parts of the day, their characteristic features, sequence (morning-afternoon-evening-night); explain the meaning of the words yesterday, today, tomorrow.
Orientation games in space: "Tell me about the pattern", "Travel around the room", "Find your house", "Find a toy". With the help of these games, children are better oriented in space, they quickly get acquainted with such concepts as left, right, above, below, up, down; denote by words the position of objects in relation to themselves (a table in front of me, a door to my right, etc.).
Thanks to games with geometric shapes such as "Find a pair", "What has changed?", Children in a relaxed manner learn new geometric shapes, quickly master the classification according to different signs of the subject.
With the help of logical thinking games "Find an extra drawing", "Resize a part", "What is the difference", children learn to build logical chains, draw conclusions, try to think independently.
Riddles are of great importance in the development of thinking, imagination, perception and other psychological processes.
Mathematics Is one of the most difficult academic subjects. Therefore, one of the important tasks of the educator and parents is to develop in the child an interest in mathematics at preschool age. Introduction to this subject in a playful and entertaining way will help the child to learn the school curriculum faster and easier in the future. The maximum effect in the study of mathematics can be achieved using didactic games.
Didactic games in teaching children the basics of mathematics
Games with numbers and numbers:
Confusion game.
Target. Consolidate your knowledge of numbers. Develop observation, attention.
The course of the game.
In the game, the numbers are laid out on the table or displayed on the board. The moment the children close their eyes, the numbers are reversed. Children find these changes and put the numbers back into place. The presenter comments on the actions of the children.
Game "What number is gone?"
Target. To consolidate children's knowledge of numbers, the ability to name the neighbors of the number. Develop memory, attention.
The course of the game.
One or two numbers are also removed in the game. The players not only notice the changes, but also say where what number is and why. For example, the number 5 now stands between 7 and 8. This is not true. Its place is between the numbers 4 and 6, because the number 5 is more than 4 by one, 5 should come after 4.
Game "What has changed"
Target. Will consolidate the ability to count objects, designate their number with the appropriate number. Develop attention, memory.
The course of the game.
Several groups of objects are placed on a board or flannelgraph, numbers are placed next to it. The presenter asks the players to close their eyes, and he himself changes places or removes one object from any group, leaving the numbers unchanged, i.e. breaks the correspondence between the number of items and the number. Children open their eyes. They found an error and corrected it in different ways: by "restoring" a figure that will correspond to the number of items, add or remove items, that is, change the number of items in groups. The one who works at the blackboard accompanies his actions with an explanation. If he coped well with the task (find and fix the error), then he becomes the leader.
The game "Wonderful Sack".
Target. Exercise children in counting using various analyzers. To consolidate ideas about the quantitative relationships between numbers. Develop logic, thinking, attention.
The course of the game.
The wonderful bag contains: counting material, two or three types of small toys. The presenter chooses one of the children as the driver and asks to count as many objects as he hears the blows of a hammer, a tambourine, or as many objects as there are circles on the card. Children sitting at the tables count the number of beats and show the corresponding figure.
The game "Which toy is gone."
Target. To fix the ordinal count of objects, the concept of "how much". Develop attention, memory.
The course of the game.
The presenter exhibits several dissimilar toys. Children carefully examine them, remember where which toy is. Everyone closes their eyes, the presenter removes one of the toys. Children open their eyes and determine which toy is gone. For example, a car was hidden, it was the third from the right or the second from the left. The one who answers correctly and completely becomes the presenter.
Time travel games
The game "DO NOT WRONG"
Purpose: to develop quick thinking, to consolidate the knowledge of children about what they are doing in different time days. Rules. Having caught the ball it is necessary to name the part of the day.
The course of the game.
Children stand in a circle, a ball in the hands of the teacher. The adult names different actions (I go to exercise) and throws the ball to the child. The kid catches the ball and names the time of day (morning), the complication is to name the part of the day, and the child tells the actions that can occur at this time of day.
Game "COLOR WEEK"
Make a calendar where each day of the week is color coded. Every morning, explain to your child what day of the week it is by pointing to the color on the calendar. Cut 7 circles out of colored cardboard according to the color of the days. Invite your toddler to lay out the days of the week, starting on Monday. When completing the assignment, ask your child to name each of the days. To make the task more difficult, lay out circles starting on Tuesday, Wednesday, etc.
Game "12 MONTHS"
Cut a large circle out of the cardboard. Divide it into 12 segments. In each of them, write the name of the month of the year. Invite your child to paint the segments according to their belonging to a particular season: summer months - red, winter - white, autumn - yellow, spring - green. Attach an arrow to the center of the circle, the tip of which should point to the current month. Ask your toddler to translate the arrow at the beginning of each month.
LIVE WEEK game
For the game, 7 children are called to the board, recounted in order and receive circles of different colors, indicating the days of the week. Children line up in such a sequence as the days of the week go in order. For example, the first child with a yellow circle in his hands, indicating the first day of the week - Monday, etc.
Then the game gets harder. Children are built from any other day of the week.
The game "Yesterday, today, tomorrow"
The adult and the child stand opposite each other. The adult throws the ball to the child and says a short phrase. The child must give the appropriate time and throw the ball to the adult.
Orienteering games in space
Find toys game
Purpose: to teach children to move in space, maintaining and changing direction in accordance with the instructions of an adult, taking into account the reference point, to use spatial terminology in speech.
The course of the game.
The children are told that all the toys are hidden. To find them, you need to listen carefully to the "hints" (instructions) and follow them. After finding the toy, the child tells in which direction he went, which direction he turned, where he found the toy.
Game "Colorful Journey"
Purpose: to consolidate the ability to navigate on a kind of sheet in a large cell, develops imagination.
The course of the game.
The child is provided with a playing field, consisting of cells of different colors. A toy is placed on the first cell, which will now go on a journey. The adult sets the direction of movement of the toy with the commands: 1 cell up, two to the right, stop! Where did your hero end up? The child sees the color of the cage on which his toy has stopped and, in accordance with the color, comes up with the location of his hero. (For example: cage blue may mean that the hero arrived at the sea, green - in a forest clearing, yellow - on a sandy beach, etc.).
"Find a place "
Purpose: to form the ability to determine the upper, lower edge of the plane, its left and right sides, to find the middle in the plane.
Equipment: colored ribbons, toys.
of such a size that the child can easily move around. Children are offered a task: arrange toys according to the teacher's instructions. For example, put the ball in the far left corner, the car in the middle,
bear - in the near right corner, etc.
Geometric shape games
Game "House for Geometric Shapes" for children 5-6 years of age.
Purpose: to consolidate the idea of geometric shapes, the ability to compare shapes by properties and find patterns in their arrangement.
Game material: tables, geometric shapes.
The course of the game. The teacher proposes to consider models of houses for geometric shapes, count the number of floors, name the figures living on the first, second and other floors. Children will find out how many apartments are on each floor, what figures live in them. Then the children settle the geometric shapes in the apartments, focusing on the shape and color of the shapes.
Game "Describe the figure" for children 5-6 years of age.
Purpose of the game: to consolidate the knowledge of children about geometric shapes, their properties.
Game material: geometric figures, cards with a special code, graphically depicting the signs of figures (shape, color, size).
The course of the game. Code cards can be placed in rows in front of the child:
1 row - cards denoting the form,
2nd row - color,
3 row - size.
The child receives a geometric figure, selects code cards for it. For example, a child has a large red circle. He names the figure, puts a card next to it with the image of a circle (figure shape), a card with a red spot (figure color), a card with a large house (figure size).
Didactic game "Pick figures for the animals" for children 4-6 years of age.
Purpose: to consolidate the ideas of children about geometric shapes, to exercise in their naming.
Game material:
- a set of geometric shapes for children 3-4 years old: circle, square, triangle;
- a set of geometric shapes for children 4-5 years old: circle, square, triangle, rectangle;
- a set of geometric shapes for children 5-7 years old: circle, square, triangle, oval, rectangle;
- cards with the image of animals, next to which are drawn the outlines of geometric figures that coincide in shape with the figures from the sets.
The course of the game.
Children sit at tables, in front of each child is a card with an image of an animal, next to which are drawn the outlines of geometric shapes, and a tray with geometric shapes. The teacher shows the children the figures, the children call them. Gives the task: “Children, animals want to play with you. Tell us who came to visit you. " Each child names his animal (squirrel, bear, chanterelle, elephant, etc.) The teacher continues: “Next to the animals, figures of different shapes are drawn, and the same figures lie on trays. Help the animals to arrange all the figures so that they fit together in shape. " Children take figures from trays and place them on the contours of the figures. At the end of the game, ask the children: "What figures have you picked up for the bear (chanterelles, hare, etc.)?"
Find a Pair for children 5-6 years of age.
Purpose: to teach children to find paired gloves; consolidate knowledge about geometric shapes; develop attention.
Game material: silhouettes of mittens with a pattern of geometric shapes.
The course of the game. The teacher distributes to the children one mitten from a pair. Then he shows the remaining gloves. A child, seeing his pair of mittens, must say: "This is my mitten." Ask: "Why?" The child describes the pattern on the mittens.
Logical thinking games
Game "Different houses" with children 5-7 years of age.
Purpose: to teach children to compare drawing and drawing of an object; to consolidate ideas about the shape of objects.
Game material: sets of different drawings (building outline) and three pictures, which differ from the drawing in the shape of individual elements, for each drawing.
The course of the game. An adult tells the children that once the builders built a house according to a blueprint and made small mistakes. Offer to consider each building and find inaccuracies. Show the drawing and the first picture to it. Children find a mistake. Then show the second and third pictures, find errors.
Game "Find the missing figure»With children 5-7 years of age.
Purpose: to teach to find patterns in the sequential arrangement of geometric shapes; consolidate knowledge about geometric shapes; train visual memory children.
Game material: tables with missing figures, cards with geometric figures.
The course of the game. Offer to consider a table with geometric shapes, find the missing shape on the card and put the card in the table.
Find an extra picture game
Pick up a series of pictures, among which every three pictures can be combined into a group on a common basis, and the fourth is superfluous.
Lay out the first four pictures in front of the child and invite him to remove the extra one. Ask: “Why do you think so. How are the pictures you left similar? "
Note whether the child emphasizes more significant signs, whether he groups objects correctly.
If you see that this operation is difficult for the child, then continue to patiently study with him, picking up another series of pictures. In addition to pictures, you can also use objects. The main thing is to interest the child game form tasks.
The game "How can you use it?"
Encourage your child to play: find the largest possible number of uses for an object.
For example, you name the word "pencil", and the child comes up with how to use this object.
The child names such options:
Draw Write Use as a wand, pointer, etc.
Amusing questions, joke games.
They are aimed at the development of voluntary attention, non-standard thinking, at the speed of reaction, they train memory.
Warm up for quick reaction.
What is the street visible from?
A grandfather who gives out gifts?
An edible character?
The piece of clothing where the money is put?
What day will it be tomorrow?
Complete the phrase.
If the sand is wet, then ...
The boy washes his hands because ...
If you cross the street at a red light, then ...
The bus stopped because ...
Complete the sentence.
The music is written by ... (composer).
Poems are written ... (poet).
The laundry is being washed ... (washerwoman).
Mountain peaks conquer ... (climber).
Lunch is cooking ... (cook).
In the game, the child acquires new knowledge, skills, and abilities. Games that contribute to the development of perception, attention, memory, thinking, the development of creative abilities are aimed at the mental development of preschoolers. Mathematics plays a huge role in mental education and in the development of intelligence. In mathematics, there are tremendous opportunities for the development of the thinking of children, in the process of their learning from a very early age.
Didactic games are very important for the mental education of a preschooler. During the game, the preschooler develops the qualities necessary for successful mental development, the ability to focus on what the adult shows and says to him is brought up. The development of concentration and the ability to imitate is a necessary condition for the assimilation of information and skills by children. This is one of the important tasks that must be solved during the didactic games.
If you use didactic play in teaching children the basics of mathematics, this will ensure more effective work with children, improve their attention, memory, sensory development, imagination, and thereby prepare the child for subsequent schooling. A game for preschoolers is a way of learning about the world around them. For learning through play, didactic games have been created. Children play, not suspecting that they are mastering some knowledge. Preschoolers willingly participate in games, wait for them, enjoy them. In the classroom, a child, accustomed to listening to an adult, to look at what is shown to him, acquires certain knowledge. During the game, he learns a lot about different objects: about their properties, such as shape, color, size, weight, quality of material, etc. His perception, curiosity develops and improves.
From all this it follows that the role of didactic games in the mental education of children is undeniable.