Games aimed at the mathematical development of preschoolers in the older group

The game "Be attentive."

Target: to consolidate the ability to distinguish objects by color.

flat images of objects different color: red tomato, orange carrot, green tree, blue ball, purple dress.

Description: Children stand in a semicircle in front of a board with flat objects. The teacher, naming the object and its color, raises his hands up. Children do the same. If the color is incorrectly named by the teacher, children should not raise their hands up. The one who raised his hands loses the fant. When playing forfeits, children can be offered tasks: name several 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-mental analysis; to consolidate the idea of ​​geometric shapes.

Game material and visual aids: set of geometric shapes.

Description: two are playing. Each of the players must carefully examine his plate with images of geometric figures, find a pattern in their arrangement, and then fill in the empty cells with a question mark, putting the desired figure in them. The winner is the one who correctly and quickly copes with the task. The game can be repeated by arranging the shapes and question marks in a different way.

Game "Fill empty cells».

Goals: to consolidate the idea of ​​geometric shapes; develop the ability to compare and compare two groups of figures, find distinctive features.

: geometric shapes (circles, squares, triangles) in three colors.

Description: two are playing. Each player must study the arrangement of the figures in the table, paying attention not only to their shape, but also to the color, find a pattern in their arrangement and fill in the empty cells with question marks. The winner is the one who correctly and quickly copes with the task. Then the players can exchange signs. You can repeat the game by placing the figures and question marks in a different way in the table.

The game "Wonderful glass".

Target: learn to determine the place of a given subject in a number series.

Game material and visual aids: 10 yogurt cups, small toy that fits in a cup.

Description: stick a number on each glass, choose a driver, he must turn away. During this time, hide a toy under one of the cups. The driver turns and guesses under which glass the toy is hidden. He asks: “Under the first glass? Sixth? " And so on, until he guesses. You can answer with prompts: "No, more", "No, less."

Game "Party at the Zoo".

Target: teach to compare the number and quantity of objects.

Game material and visual aids: Stuffed Toys, counting sticks (buttons).

Description: Place animal toys in front of the child. Offer them to "feed". The teacher calls the number, and the child puts the required number of sticks (buttons) in front of each toy.

Game "Length".

Target: to consolidate the concepts of "length", "width", "height".

Game material and visual aids: strips of paper.

Description: the teacher thinks of an object (for example, a wardrobe) and makes a narrow paper strip equal to its width. To find the answer, the child will need to compare the width of different 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.

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. To go through the "gate", everyone needs to find a pair, that is, a child, the number of circles of which, together with the circles on his own card, will give the number shown on the "gate".

Game "Conversation of numbers".

Target: fix direct and reverse counting.

Game material and visual aids: cards with numbers.

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 the "number 6" say?

The game "Don't yawn!"

Goals: to consolidate the 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 they meet different numbers... When mentioning the number that corresponds to the number on the card, the child must pick it up. Whoever did not have time to quickly perform this action, he loses (he must give up the forfeit). At the end of the game, a “buyback” of forfeits is carried out (solve a problem, a joke problem, guess a riddle, etc.).

Teaching mathematics to senior 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 play exercises, and the material for their implementation does not have to be bought - you can make it yourself.

Why and how to do mathematics with older children

Learning math plays 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.

Karl Friedrich Gauss

The words of the great scientist are confirmed by life itself: without mastering mathematical knowledge, the successful and full-fledged existence of a modern person is unthinkable. It surrounds us everywhere: time and space, counting and form - all this is mathematics.

One of the goals of preschool educational institutions (preschool educational institutions) is the formation of primary mathematical representations and concepts, the ability to navigate in the abstract world of numbers, quantities, time periods, which 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 reflected in educational programs.

Children can use counting sticks to lay out geometric shapes.

In the older group, the formation of elementary mathematical concepts - FEMP - serves not only as a means of all-round development of pupils, but also prepares them for school. Not all children after the senior group will go to preparatory. A school desk is waiting for many. The task of senior educators is to give children a volume of knowledge, skills and abilities that will provide them with a comfortable transition to a new stage of life and will serve as a strong support in the early stages of schooling.

Problems of teaching mathematics in the senior group

A number of tasks have also been identified for the main sections of the mathematics teaching program. The tasks of acquainting children with counting and quantity are the most voluminous. This primarily applies to actions with sets (groups). Children need to be taught:

• to 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;
• to see how the part and the whole are related (the whole is greater than the part and vice versa);
• compare the number of objects in a group, based on the count or the ratio of elements;
• compare parts of a set, establish their equality or inequality, find a larger (smaller part).

Learning numerical and ordinal counting within ten pursues the following educational tasks:

• 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 units (one object);
• counting items from a group by pattern or number;
• forward and backward counting;
• counting by touch, by ear, relying on the visual analyzer (sounds, movements);
• familiarization with ordinal counting, distinguishing between ordinal and quantitative counting, the concepts "Which?", "How much?";
• acquaintance with numbers from 0 to 9;
• the formation of ideas about the equality of objects in terms of number;
• exercise in the ability to name the number of objects in a group on the basis of counting, in comparison of groups;
• familiarization with the composition of a number of ones and two smaller numbers (within 5);
• 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 counting.

Counting skills are useful for children from the first days of school

When familiarizing yourself with the value, you should:

• To teach children:
  • determine the relationship by different parameters (length, width, thickness) between 5-10 objects;
  • arrange items in descending or ascending order according to a certain characteristic (carry out serialization);
  • denote verbally the difference in the size of objects and the relationship between them;
  • compare two objects using a conditional measure.
• Develop:
  • eye gauge;
  • the ability to find an object with given size characteristics (the longest, narrowest, narrower, wider);
  • the ability to divide an object into equal parts, designate them with words (half, quarter);
  • understanding that the whole subject is larger than its part (and vice versa).

An integrated approach can achieve a greater effect in the study of mathematics by children - a combination different types activities within the lesson

The range of children's ideas about the form is being improved and expanded:

1. Preschoolers are introduced to:
   • with a rhombus, they teach to compare it with a rectangle and a circle;
   • with three-dimensional figures (ball, pyramid, cylinder);
   • with the concept of "quadrangle" (explaining that a square and a rectangle are also its varieties).
2. Skills are developed to compare the shape of objects in the immediate environment, to compare it with geometric shapes.
3. 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 words in speech to designate the spatial position of objects;
• move in the desired direction, change it according to a verbal signal, according to the image (pointer);
• determine and name your position in relation to objects, people;
• navigate the 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.

Older preschoolers learn to navigate in time using a clock model

In addition to teaching and developing, the teacher also plans educational tasks for each type of activity based on a specific topic:

• education of patriotic feelings;
• fostering respect for elders;
• fostering a desire to take care of 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 at a preschool educational institution

You can develop the mathematical representations of older preschoolers in different time: 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 assimilate abstract knowledge

It is such an activity, which covers all 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 FSES) and educational programs.

Organized educational activities on FEMP in the senior group are carried out once a week in the morning, after breakfast. It is recommended to put the mathematics class first, and after it - physical education, music or visual activity. Classes with increased mental stress are not carried out on Monday and Friday; it is better to choose a day in the middle of the week.

The structure and time frame of the FEMP lesson

GCD for 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 (combine mathematics with ecology, drawing, application).

The structure of a lesson in mathematics in the senior group of a preschool educational institution:

1. Introductory part. Organization of children, message of the topic, motivation of educational activities (2-3 min).
2. Main part. Depending on the type of lesson, it may contain acquaintance with new material, consolidation and reproduction of knowledge, practical application of the knowledge gained in exercises, performing various tasks (18–20 min).
3. 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, therefore it is important at the end of the lesson to let them see how much they have done, learn, etc. This will give the children confidence in their abilities, set them up for active mastery of the material in the next lessons (2-3 min ).

In the middle of the lesson, a physical education minute is required. She may be mathematical content or even in the form of a didactic outdoor game: for example, children are given the task to do the number of movements (bends, squats, jumps) equal to the number on the card shown by the teacher.

Funny physical education will quickly relieve fatigue and stress

The main techniques used in the FEMP classes in the senior group

Practical, visual and verbal teaching methods are widely used in mathematics classes. Moreover, if they are all closely interconnected and complement each other, then they allow you to fully reveal 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 performed, repeated repetition of which leads to the development of a skill and consolidation of the information received.

Distinguish between reproductive and productive exercises:

Assimilate abstract mathematical concepts kids just won't succeed. Visual techniques are present at every FEMP lesson. This:

• demonstration;
• modeling;
• sample showing.

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 a FEMP lesson can act as independent x techniques with the help of which the tasks of GCD are solved.

The study of simple operations with numbers later 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;
• matching pairs;
• dividing the group into two and uniting the 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 in size, use the selection technique (choose the largest matryoshka, the smallest mushroom).
• When familiarizing with the form, the methods of examination are relevant (children circle the figures along the contour, looking for their corners, sides, center) and transformations (they get a square from two triangles).
• Teaching orientation in space is impossible without verbal techniques (making up sentences with prepositions and adverbs indicating the position of objects in space) and practical actions (going forward, backward, putting a toy on the upper, lower shelf, raising your left hand, turning 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 lesson, but also in all types of employment in the preschool educational institution. However, in organized educational activities, play 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 didactic games in the FEMP class in the older group

Of course, play is the leading activity in older preschool age, and should be used in the classroom as often as possible. GCD (directly educational activities) for the development of mathematical representations are usually organized in game form, using several games during it, attracting fairy-tale characters, unusual plots. However, one should not forget that mathematics classes have a didactic goal, according to which one should in reasonable proportions combine game entertaining moments with exercises and tasks that require the manifestation of mental effort, attention, concentration, perseverance. It has educational benefits and is consistent age characteristics children: more and more they like not just to play, but to learn new things, to win, to achieve results.

Some games may include math leisure activities, circle activities. Mostly from games of a different nature, and open class according to FEMP, in which the teacher demonstrates to colleagues his achievements and developments in the field of using didactic games for solving educational problems.

Games and game moments in FEMP classes of different types

On the main didactic purpose there are the following types of gcd in mathematics:

• classes on communicating new knowledge to children and their consolidation;
• classes on consolidating and applying the received ideas in solving practical and cognitive problems;
• accounting and control, testing classes;
• combined classes.

Each type of activity has its own characteristics, and the use of games and playing moments on them is different.

Classes on mastering new material

Learning new material contains a lot of information and practical activities. Didactic games on them are carried out in the second part, to consolidate what was heard. Also, the teacher uses the play moment to motivate cognitive activities to encourage children to learn a new topic. You can use such a playful technique as the appearance fairytale character with a problem, the solution of which requires mastering new knowledge.

For example, when studying the topic “Part and Whole. Half and quarter circle "educator after organizational moment voices the topic: "Guys, today we will learn how to divide a circle into two and four equal parts, and what these parts of the circle are called." It would seem like the usual beginning of the lesson.

But then crying is heard outside the door (the work of the assistant educator). The teacher leaves and returns with two teddy bears. The cubs brought with them a circle of cheese (a flat, double-sided model, which is better to print on a printer and glue to better match the real cheese).

Children will be more interested in doing the exercise if they are motivated.

The cubs are very upset. They were presented with 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 accepts the guests: “Come in, cubs, make yourself comfortable. You are on time. After all, today we will be in class ... What are we going to learn today, guys? " “Divide the circle into two parts,” the children answer. Educator: "And what is the shape of the cheese in our cubs?" - "Round". “Do you think we can help them? Of course, we ourselves will learn to divide round objects into two parts and teach the cubs. "

In this way, the motivation of children is created; in addition, children see the possible practical application of new knowledge, which increases their interest in mastering the material.

The game plot makes it easier for children to master 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, conducts a short outdoor game “Forest Friends” (imitation of a bear's gait, jumping hare, etc.).

After a minute of physical education, you can conduct one didactic game to consolidate what was previously learned, but related to the topic of the lesson, for example, "Count and show the number." The teacher shows pictures depicting 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 acquiring new knowledge may not have a common storyline, but consist of separate parts, each of which solves a specific pedagogical problem.

On the 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 to consolidate and apply the knowledge gained, didactic play is given more space. In combination with didactic exercises, the game contributes to a quick and, what is most beautiful, not boring deepening and generalization of knowledge. A combination of play, study and work activities will be appropriate here, which will allow the formation of practical skills and abilities. Elements of search, experiment, experience will be useful. A fairytale hero may come to visit again, but not with a problem, but with a request to help, teach.

For example, when fixing the topic "Measuring the length with a conventional measure", Little Red Riding Hood may come to the children and ask them for help. Her grandmother moved to 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 children's table there are "plans of the area": ​​drawings showing a house and three lines to it, a straight line and two broken lines. Plans are given one at a time to teach children how to work in pairs, foster cooperation and mutual assistance. Each child has conventional cardboard measurements. Parts of the "broken" tracks must correspond in length to the conditional measurement, a straight track must contain the measure an integer number of times.

A task for measuring with a conventional measure can also be clothed in a game form.

Children perform the task by measuring the tracks and denoting the number of fitted conventional measurements with dots on each track. Together they come to the conclusion: the straight path is the shortest.

Little Red Riding Hood thanks the guys and offers to play the games "Learn a geometric body by description" (Little Red Riding Hood then takes them out of his basket), 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 overlap with the general theme.

Testing sessions

Testing sessions are held at the end of the six months and school 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 mastery of the material by children in different directions. At such sessions, it is important to record the results so that later you can carry out effective corrective work.

Combined classes

Combined classes provide the greatest scope for the manifestation of the teacher's creative potential and are replete with didactic games, entertaining tasks, riddles and logic tasks.

Each lesson with an experienced, passionate educator is fun, lively, in motion. The kids are busy with various adventures: they travel, look for answers to riddles, help fairytale heroes or forest dwellers, and all this is emotional, joyful, and eager.

Often, a modern complex or integrated lesson in FEMP 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 children learn

Didactic games in mathematics

There is a general division of didactic games:

• subject,
• desktop printed,
• verbal.

In the FEMP lessons, all three types are used.

Object games use:

• small toys;
• mosaic;
• sets of geometric bodies;
• nesting dolls;
• Christmas trees;
• barrels of different sizes;
• entertaining cubes;
• Rubik's snake;
• Dienesh blocks and Kuisener sticks, which are becoming more and more popular.

Board-printed games can be purchased in specialized stores, but it is quite possible to make them yourself, and in such a number of copies that every child or every pair of children would be enough for the lesson. This:

• "Paired pictures";
• "Geometric Lotto";
• "Fold the picture";
• "Number houses";
• "Who lives where";
• "Arrange the fruits in the baskets."

The didactic game "Put the car in the garage" will help to consolidate the 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 also a more detailed division of mathematical didactic games, depending on the educational tasks performed:

• games with numbers and numbers;
• orienteering games in time periods;
• orienteering games in space;
• games with geometric shapes;
• games for logical thinking.

Table: examples of homemade didactic FEMP games for the older group

Name and objectives of the game	Description of the game	How to play
"Geometric Lotto" Serves to consolidate knowledge about basic geometric shapes; develops responsiveness, thinking, visual perception; fosters perseverance, patience.	The game consists of playing fields measuring 20 by 20 cm, divided into nine "windows". Each "window" shows a geometric figure: a circle, square, rectangle, triangle, oval, rhombus. The figures on the playing fields can be of different colors and are arranged in any order. A set of chips is attached to the game, corresponding to the number of pieces on the playing fields and their type.	Each player is given one playing field. The presenter (teacher or child) takes chips out of the bag or takes from the tray and clearly names the figure depicted there, its shape and color: "green triangle", "blue oval". The one of the children who has such a figure responds and takes the chip in order to cover a part of the playing field with it. The one who most likely closes all the pieces wins. You can play in your free time, in the evening and daytime.
"Figures, in places!" Develops the ability to navigate the plane of the landscape sheet; reinforces the concepts: "up, "at the bottom", "left", "on right", "in the center", "under", "above"; improves knowledge of geometric shapes, quick reaction, ability to think logically.	To play you need: playing fields measuring 20 by 20 cm made of thick white cardboard; a set of cardboard geometric shapes for each child (5 cm). The color of the pieces is not important, the main thing is that they fit into a square on the playing field.	Each child is given a set of geometric shapes and a playing field. At the first acquaintance with the game, the teacher introduces the children to the concept of "center" (square in the middle), consolidates the knowledge of what the bottom row (bottom), top, left, right is. The game is carried out as follows: the teacher lays out figures on his field and at the same time voices the task for the children at such a pace that they have time to complete: “We put a circle in the center. To his left is a triangle. There is a rhombus under the triangle. There is a square above the triangle. " In total, 4-5 figures are laid out in the first half of the year and up to seven in the second. Having voiced all the tasks, the teacher goes through the group, checking how the children coped with him. It is good if a toy, Pinocchio, Dunno, "walk" together with the teacher - then it will not be control, but help to the fairy-tale hero in the study of the figures. For consolidation, it is worth asking the children: which figure lies in the center, in the upper left corner, etc. Individual work is carried out with those children who do not have time to spread with everyone. The game can be used in class.
"Animals for a walk" Securing the skill of ordinal counting; development of memory, thinking, speech; education of love for animals.	The game is very simple to perform, but children love it and willingly participate in it. Required to prepare: playing fields - strips of cardboard 30 cm long and 10 cm wide; small pictures of animals (hare, chanterelle, bear, cat, puppy, etc.) for each child.	The teacher distributes strips and animal figures to children. He says that the animals really want to walk, but they need to be built for a walk. Children lay out the figures under the dictation of the teacher: "The first is the bear, the second is the puppy, the third is the fox, the fourth is the cat, the fifth is the sheep." It is important that several children repeat the order of the arrangement of the animals: this will consolidate the skill of using the number in the desired case with the noun. Suitable for classroom use.
"Help the Gnome" Very well suited for consolidating a skill: divide a group of objects into two; memorize the composition of a number of two smaller ones; correlate quantity and number; promotes development logical thinking, attention, memory; fosters kindness, a desire to help.	The playing field consists of a sheet of cardboard 30 x 20 cm, on which two baskets are depicted, a small empty window (4 x 3 cm) is drawn above the baskets. Handout: a set of the same vegetables, fruits in an amount from three to five; cards with numbers 1-5. Demo material: Gnome toy.	The teacher informs the children that the kind Gnome came to visit them with a request for help. He has harvested apples (pears, tomatoes) and wants to put it in two baskets to make it easier to carry. How can I do that? Children lay out images of fruits on two baskets, in the window on top they lay out a number that corresponds to the number of items in the basket. The teacher sums up: “How many pears did the Dwarf collect? (Five). How did Olya, Vitya, Yura put the pears? (Three and two, one and four, two and three). What numbers does the number five consist of? " The gnome, together with the teacher, "watches" how the children laid out the objects and designated them with numbers and thanks the kids for their help. Conducted in the classroom.
"Let's draw summer" Forms an idea of ​​the natural spatial arrangement of objects in the surrounding world; develops thinking, spatial imagination, creativity; fosters love for native nature, the ability to see its beauty.	Playing field: a sheet of cardboard with a glued blue "sky" and green "grass" (strips of self-adhesive paper). Handout - Images: sun, clouds, spruce and birch trees (2 trees per child), colors, moths.	Held in winter or spring, when children start to miss the summer. The teacher invites the children to become artists and "paint" a picture about the summer. To quiet lyric music, children lay out their summer pictures on the playing fields. When they finish working, there is a discussion of the pictures: "Where is the sun, sky, clouds, grass, flowers, trees?" "How many suns, how many clouds?" "Who's moths fly high, and who's sitting on flowers?" At the end of the game, the teacher praises the children for their beautiful pictures and reminds them that when summer comes, all their pictures will come to life and become real, and they can be seen in the world around them. The game can be played in your free time. Children love it and often use it for creativity, creating paintings alone or with friends.

A separate group is made up of mobile and finger games 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 great mobility "Find a geometric figure", "Walk along the bridge", "Collect fruits (flowers)" require children not only to know numbers, numbers, geometric bodies and shapes, but also to demonstrate dexterity, speed, ability to navigate space.

Photo gallery: samples of homemade printed games by FEMP

The game "Animals for a walk" uses images of animals. Game "Figures, in places!" reinforces the concepts of “top”, “bottom”, “center” and others. The game “Help the Gnome” fosters kindness in children. The game “Let's Draw Summer” is very popular with 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 the 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 it is given new material, which is systematically repeated and deepened. At the end of the academic year, generalizing classes are held.

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 the discrepancy in the calendar thematic planning slightly different in different educational institutions. Therefore, preparing for the lesson, the teacher must choose a topic so that it matches the topic of the week or month in forward planning pedagogical work generally.

It would be wrong 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 carried out in the lesson. And its theme, consonant with the general theme of the block, will be "Journey to the City of Numbers and Numbers", "Forest Adventures", "Visiting the Good Gnome", "Gifts of the Princess of Autumn".

Table: a fragment of the calendar-thematic lesson plan for FEMP

Block theme	GCD theme	GCD tasks
September: "Our beloved Kindergarten»	"Malvina teaches Buratino"	To consolidate the skills of counting within 5, the ability to form the number 5 based on a comparison of two groups of objects, expressed by adjacent numbers 4 and 5. Improve the ability to distinguish and name flat and volumetric geometric shapes: a circle, square, triangle, rectangle, cylinder. Clarify ideas about the sequence of parts of the day: morning, day, evening, night.
	"Our Favorite Toys"	Exercise in counting and counting objects within 5 using various analyzers (by touch, by ear). To consolidate the ability to compare two objects by two parameters of magnitude (length and width), denote the result of the comparison with the appropriate expressions (for example: “The red ribbon is longer and wider than the green ribbon, and the green ribbon is shorter and narrower than the red ribbon”). Improve the ability to move in a given direction and define it with the words: "forward", "back", "right", "left".
	"We help the teacher"	Improve counting skills within 5, learn to understand the independence of the counting result from the qualitative characteristics of objects (color, shape and size). Exercise in comparing five objects in length, teach them to arrange them in descending and ascending order, denote the comparison results with the words: the longest, shorter, even shorter ... the shortest (and vice versa). Clarify understanding of the meaning of the words "yesterday", "today", "tomorrow".
October: "Golden Autumn"	"At Autumn's Away"	Learn to compose a set of different elements, highlight its parts, combine them into a whole set and establish a relationship between the whole set and its parts. Reinforce ideas about familiar flat geometric shapes: a circle, square, triangle, rectangle. To consolidate the ability to classify them into groups according to qualitative characteristics: color, form, magnitude. Improve the ability to determine the spatial direction relative to oneself: "forward", "back", "left", "on right", "up", "at the bottom".
	"Let's help the forest animals"	Learn to count within 6. Show the formation of the number 6 based on a comparison of two groups of objects expressed by adjacent numbers 5 and 6. Continue to develop the ability to compare up to six objects in length and arrange them in ascending and descending order, denote the results of the comparison with the words: longest, shorter, even shorter ... shortest (and vice versa). To consolidate ideas about familiar volumetric geometric shapes and the ability to decompose them into groups according to qualitative characteristics (shape, size).
	"Walk to the park"	Learn to count within 7. Show the formation of the number 7 based on a comparison of two groups of objects expressed by the numbers 6 and 7. To continue to develop the ability to compare up to six objects in width and arrange them in descending and ascending order, denote the results of the comparison with the words: widest, narrower, even narrower ... narrowest (and vice versa). Continue to learn to determine the location of people and objects around you and to designate it with the words: "in front", "behind", "on the left", "on the right".
	"Harvesting"	Continue learning how to count within 6 and acquaint you with the ordinal value of 6. Teach to correctly answer the questions: "How much?", "Which one?", "In which place?". Continue to develop the ability to compare up to six objects in height and arrange them in descending and ascending order, denote the results of the comparison with the words: highest, lower, even lower ... lowest (and vice versa). Expand ideas about the activities of adults and children at different times of the day, about the sequence of parts of the day.
November: "My home, my city"	"I'm walking around the city"	Learn to count within 8. Show the formation of the number 8 based on a comparison of two groups of objects expressed by adjacent numbers 7 and 8. Exercise in counting and counting objects within 7 according to the sample and by ear. Improve the ability to move in a given direction and denote it with the words: "forward", "back", "right", "left".
	"Houses on our street"	Learn to count within 9. Show the formation of the number 9 based on a comparison of two groups of objects expressed by adjacent numbers 8 and 9. Reinforce ideas about geometric shapes: a circle, square, triangle, rectangle. Develop the ability to see and find objects in the environment that have the shape of familiar geometric shapes. Continue to learn to determine your location among the people and objects around you, to designate it with the words: "Ahead" "behind", "near", "between".
	"We play school"	Introduce the ordinal meaning of the numbers 8 and 9. Learn to correctly answer the questions "How much?", "Which one?", "Which place?" Exercise in the ability to compare objects in size (up to 7 objects), arrange them in descending and ascending order, denote the comparison results with the words: largest, smaller, even smaller ... smallest (and vice versa). Exercise in the ability to find differences in the images of objects.
	"My city day and night"	To acquaint with the formation of the number 10 on the basis of a comparison of two groups of objects, expressed by the adjacent numbers 9 and 10, to teach to correctly answer the question "How much?" To consolidate ideas about the parts of the day (morning, afternoon, evening, night) and their sequence. Improve understanding of the triangle, its properties and types.
Cit. by: Pomoraeva I.A., Pozina V.A. Formation of elementary mathematical concepts. Senior group.

A few tips for young teachers on how to organize play lessons.

About games and exercises

Don't oversaturate the activity with the game. Let it be in moderation and to the place. For a subject lesson, two or three games are enough, for a complex one, their number can be increased to five or even six - provided that two of them are short fun games that do not require much attention and mental effort. You can combine three or four games and a quiz or guessing riddles. Some educators, trying to make the lesson rich, use many diverse games, so the children get tired, and the teacher himself, not keeping up with the allotted time, hurries up and nullifies the result. The lesson should have a place not only for games and exercises, but also for a small poem on the topic, a short conversation, time to think about questions.

Games are interesting, but you don't need to oversaturate your activity with them.

About answers and errors

Do not get exact and correct answers from absolutely all children. Challenge those who actively but culturally declare their desire to speak out, encourage them for correct answers. If the child is mistaken, it is better to turn to the children themselves and ask if they would like to add something. The mistake must be corrected, it is impossible for the wrong answer to be deposited in the memory of the 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, you need to lead a painstaking individual work to foster patience and respect for comrades.

About demo material

Place the demo so all children can see it. Very convenient, even irreplaceable in this regard, the carpet - 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 is used as a demonstration board. All printed materials, pictures, action figures are attached and easily removed thanks to the Velcro for clothes glued on the back side.

The carpet-maker will successfully replace the usual demo board

Surprise moments

The surprise moment is an important part of the lesson, and it can be used not only at the beginning, but also at the end - as a result. For example, in one of the kindergartens, during the Winter Riddles lesson, the children completed the tasks of the Winter sorceress in order to receive her gift. All this time on the board there was a "snowdrift" made of Whatman paper, consisting of superimposed "snowdrifts" of different sizes. 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 delicate snowdrop (enlarged, of course).

Sorceress Zima finally gave the children the first flower (the lesson was held at the end of February). And on back side of the last "snowdrift" children were able to read her message: "Spring is near." This end of the lesson created a joyful high spirits among the children, who, of course, already missed the warmth of spring. But an interesting idea of ​​the teacher might not have worked and might not have elicited the intended emotional response if the children had seen in advance what was 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 about 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 word game with an assistant teacher while the teacher prepares the equipment for the lesson.

About modeling and commented drawing

Children look in fascination at 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 intervals and their invariability in following each other.

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, in 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	Educational: to consolidate the ability to correlate the number of objects (number) and number; improve the ability to find the "neighbors" of the number, repeat the knowledge of the seasons, autumn months; improve the idea of ​​autumn, autumn changes in nature; teach to analyze their activities, its results. Developing: develop logical thinking, memory, attention, ingenuity; improve the skills of orientation on the plane; develop the skill of the formation of a sequence of five elements. Educational: foster love for native nature, the ability to see and appreciate its beauty; instill love and a friendly attitude towards animals; cultivate kindness, a desire to help.
Material	Demo: paper droplets on threads, autumn leaves made of cardboard, mushrooms with numbers, bugs, squirrel with a basket, chanterelle, three stripes depicting the gifts of autumn in a different sequence. Dispensing: cardboard strips, sets of subject pictures: mushroom, Apple, pear, autumn leaf, rowan branch.
Introductory part	The lesson starts in the dressing room. The teacher reads a poem. “We walk the streets - There is a puddle under your feet. And over our head All the leaves are spinning. Immediately visible in the yard: Autumn begins After all, mountain ash here and there The Reds are swinging. " (S. Yu. Podshibyakina). - Yes, guys, the golden autumn has already begun. And today we will go to visit her, see what has changed in the forest. Do you want to go to autumn forest? What do you need to take with you on the road? That's right, good mood! Psycho-gymnastics "Share your mood". I'll look at my friend - I will smile at my friend (smile). By my mood I will share the warm one. I'll put it in his palm Little sun (imitate words). - Now you can hit the road with such a sunny mood!
Main part	Surprising moment. The teacher opens the door to the group. In the doorway there are paper droplets (6 pieces) hung on threads. - Children! Autumn has prepared our first test! You can enter her forest kingdom only by answering the questions that she has prepared for us. Then cold raindrops will not be a hindrance to us. - What time of year comes before autumn? (Summer). - What time of year will come after autumn? (Winter). - How many months are in the fall? (Three). - Name the first autumn month. (September). - Name the last autumn month. (November). - What color did the autumn decorate the foliage on the trees? (Red, yellow). (At the beginning of the year, not all children of the older group still know autumn months, these questions are introduced as an element of advanced development with a view to gifted children). After the children give correct answers, the teacher removes the “droplets”. - Well, guys, the way is free! Let's continue our journey. The task for comparing the quantity and the number "Hide the bug". Children enter the group and see a poster with yellow leaves on the easel. Each sheet has a number from 5 to 9 (randomly). On the table in front of the easel there are images of ladybirds with the number of dots from 5 to 9. - Children, autumn asks us to help the bugs. It's getting cold already ladybirds you need to go to bed under the leaves. But they cannot choose their own houses. Help them. Children count the number of dots on the backs of beetles and hide them under the leaves with the corresponding number. - Well done, guys, bugs thank you. And it's time for us to move on. Look what a beautiful autumn meadow! Children sit at tables, on the carpet in front of them - autumn leaves, mushrooms. In the center of the carpet, the leaves are more dense - someone is hiding there. - Do you guys see someone hiding here? Who is this? The leaves get in the way. How can we remove them? Let's blow on them, maybe they will fly away? (Children blow - nothing changes). - Probably, we are a little tired. We need to take a short break and gain strength. And, of course, charging will help us with this. Physical education "Autumn". Autumn, autumn has come (hands on the belt, turns to the sides). She covered the sky with clouds (slowly raise your hands up). The rain is barely dripping Foliage falls quietly (slow movements with hands down). Here the leaf is spinning (smooth hand movements from side to side) and falls asleep on the ground. It's time for him to fall asleep (children squat and put their hands under their cheeks). But don't sleep, kids (children stand up, hands on the belt). Once - rise, stretch (stretch up)! Two - bend over, bend over (bends)! Three, four - sat down, got up (squats)! So we became cheerful (jumping on the spot)! - Well you worked out, now the strength has appeared. Working with adjacent numbers. Game "Help the squirrel to collect mushrooms." Children blow on the leaves, the teacher removes them from the board. There is a squirrel with a basket under the leaves. - Ah, that's who was hiding here! Squirrel, why are you sad? Children, she needs to pick mushrooms, but the mushrooms in this forest are not ordinary, but mathematical. And only the one who will tell the neighbor the number written on the mushroom can put the mushroom in the basket. There are 10-12 mushrooms on the carpet, the children take turns coming out and calling the numbers adjacent to the number on the mushroom, putting the harvest in a basket. When all the mushrooms are removed, the squirrel thanks and returns to its hollow (the teacher removes the picture). Game for attention "Gifts of Autumn". - Guys, autumn really liked how you behaved in her forest, how you helped the forest dwellers. And she wants to play one interesting, but very difficult game with us. Do you think we can handle it or not? Of course we can handle it! Autumn has prepared patterns for us from its autumn gifts, you need to carefully look at them, remember, and then depict the exact same pattern on your stripes. Ready? Begin! (A strip of Whatman paper is hung on the carpet with the image of autumn gifts in this order: mushroom, leaf, rowan branch, apple, pear. Children look at it for 10 seconds, the teacher covers the strip with a sheet of paper. Children reproduce the order of the pictures from memory. When everything is laid out, the strip opens again. The task is checked, the children correct mistakes. The game is repeated twice more, with a new arrangement of the same elements: apple, mushroom, mountain ash, pear, leaf; leaf, apple, mushroom, pear, mountain ash). A short conversation about autumn. - Children, did you like playing with the fall? Where do you think she is now? (Looks out the window). That's right, autumn is next to us, it is around us, and in these golden birches on our site, and in clouds in the sky. Where else is autumn hiding? (Answers of children). Autumn will give us many more wonderful gifts and ask interesting riddles.
The final part	The result of the lesson can be carried out in the form of a game "Sly fox". The teacher discovers a chanterelle under the table, which has hidden there, because he also wants to play. But the chanterelle is very cunning, you need to be careful when answering her questions. - Did you draw in class? (Not). - Did you sing? (Not). - Did you count? (Yes). - Is it winter time of year? (Not). - Autumn? (Yes). - Autumn gave us mushrooms? (Yes). - Apples? (Yes). - Snowflakes? (Not). - Did you help the squirrel? (Yes). - Bugs? (Yes). - A horse? (Not). - You were great in class today? (The obligatory answer is “Yes.” If one of the children thinks that he did not cope, after the lesson it is necessary to convince him of the opposite). The chanterelle praises the children for their attentiveness and invites them to visit the fabulous autumn forest again.

Homemade printed didactic game "Let's Help the Squirrel Gather Mushrooms" trains the ability to compare numbers

Spend game lesson on the formation of initial mathematical concepts in the senior group of kindergarten is not so difficult. You just need to put a little effort and skill, show resourcefulness and imagination - and a bright, rich interesting games and with an aesthetically designed visual material, the lesson will become your pedagogical highlight.

FEMP didactic games in the senior group

Make 2 equal triangles with 5 sticks

Make 2 equal squares with 7 sticks

Make 3 equal triangles with 7 sticks

Make 4 equal triangles with 9 sticks

Make 3 equal squares with 10 sticks

Make a square and 2 equal triangles from 5 sticks

Make a square and 4 triangles from 9 sticks

From 9 sticks, make 2 squares and 4 equal triangles (from 7 sticks make up 2 squares and divide into triangles

Drawing geometric shapes

Purpose: to exercise in drawing up geometric figures on the plane of the table, analyzing and examining them in a visually-tangible way.

Material: counting sticks(15-20 pieces), 2 thick threads (length 25-30cm)

Tasks:

Make a small square and triangle

Make small and large squares

Make a rectangle, the top and bottom sides of which will be equal to 3 sticks, and the left and right sides are equal to 2.

Make up sequential figures from the threads: a circle and an oval, triangles. Rectangles and Quadrangles.

Chain of examples

Purpose: to exercise the ability to perform arithmetic operations

The course of the game: an adult throws a ball to a child and calls it a simple arithmetic, for example 3 + 2. The child catches the ball, gives an answer and throws the ball back, etc.

Help Cheburashka find and fix the error.

The child is invited to consider how the geometric shapes are located, in which groups and on what basis they are combined, to notice the error, correct and explain. The answer is addressed to Cheburashka (or any other toy). The error may consist in the fact that in the group of squares there may be a triangle, and in the group of figures of blue color- red.

Only one property

Purpose: to consolidate knowledge of the properties of geometric shapes, to develop the ability to quickly select the desired shape, to characterize it.

Game progress: two players have a full set of geometric shapes. One puts any piece on the table. The second player must place on the table a piece that differs from it in only one sign. So, if the 1st put a yellow big triangle, then the second puts, for example, a yellow big square or a blue big triangle. The game is built like a domino.

Find and name

Purpose: to consolidate the ability to quickly find a geometric shape of a certain size and color.

Course of the game: On the table in front of the child, 10-12 geometric shapes of different colors and sizes are laid out in a mess. The facilitator asks to show various geometric shapes, for example: a large circle, a small blue square, etc.

Name the number

The players are facing each other. An adult with a ball in his hands throws the ball and names any number, for example 7. The child must catch the ball and call the adjacent numbers - 6 and 8 (lower first)

Fold square

Purpose: development of color perception, assimilation of the ratio of the whole and the part; the formation of logical thinking and the ability to break a complex task into several simple ones. For the game you need to prepare 36 multi-colored squares 80 × 80mm in size. The shades of colors should be noticeably different from each other. Then cut the squares. Having cut the square, you need to write its number on each part (on the back).

Tasks for the game:

Arrange pieces of squares by color

By numbers

Fold a whole square from pieces

Come up with new squares.

Games with numbers and numbers

In Game "Confusion" 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 in place. The presenter comments on the actions of the children.

In Game "What number is gone?" one or two digits are also removed. 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.

The game "Removing numbers" you can finish the lesson or part of the lesson if the numbers are not needed in the future. The numbers of the first ten are spread out on the tables in front of everyone. Children take turns asking riddles about numbers. Every child who guessed what figure in question, removes this digit from the number row. Riddles can be very diverse. For example, remove the number after the number 6, before the number 4; remove the figure that shows the number by 1 more than 7; remove the number that shows how many times I clap my hands (clap 3 times); remove the number, etc. The last remaining figure is checked, thereby determining whether the task was completed correctly by all children. They also ask a riddle about the remaining figure.

Games "What has changed?", "Fix the error" contribute to

consolidation of the ability to count objects, designate their number with the corresponding number. Several groups of objects are placed on the board, 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 a mistake and fix it. different ways: "Restoration" of the figure, which 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 "How many" exercises children in counting. 6-8 cards with a different number of objects are fixed on the board. The host says: “Now I’m going to guess the riddle. The one who guesses it will count the items on the card and show the number. Listen to the riddle. The damsel sits in

dungeon, but the scythe is in the street. " Those who have guessed that these are carrots, count how many carrots are drawn on the card, and show the number 4. Whoever raised the number faster becomes the leader. Instead of riddles, you can give a description of the item. For example: “This animal is affectionate and kind, it does not speak, but knows its name, loves to play with a ball, a ball of thread, drinks milk and lives with people. Who is this? Count how many. "

The game "Which toy is gone?". 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 answered correctly and completely becomes the presenter

The game "Who will be the first to name?". Children are shown a picture in which heterogeneous objects are depicted in a row (from left to right or from top to bottom). The presenter agrees where to start counting items: left, right, bottom, top. Strikes with a hammer several times. Children must count the number of strokes and find a toy that stands in the indicated place. Whoever calls the toy first becomes the winner and takes the lead.

Time travel games

The game "Live week". The seven children lined up at the blackboard and counted in order. The first child on the left steps forward and says, “I'm Monday. What day is next? "The second child comes out and says:" I am Monday. What day is next? " The second child comes out and says: “I am Tuesday. What day is next? " etc. The whole group gives a task to the "days of the week", makes riddles. They can be very different: for example, name the day that is between Tuesday and Thursday, Friday and Sunday, after Thursday, before Monday, etc. Name all days off of the week. Name the days of the week in which people work. The complication of the game is that the players can line up from any day of the week, for example, from Tuesday to Tuesday.

Games "Our day", "When does it happen?" Children are given cards that show pictures from life related to a certain time of the day, daily routine. The teacher offers to consider them, names a certain time of day, for example, evening. Children who have a matching picture should pick up the cards and explain why they think it is evening.

For the correct well-composed story, the child receives a token.

Orientation games in space.

The game “Guess who, where it stands. " In front of the children there are several objects located at the corners of an imaginary square and in the middle of it. The presenter asks the children to guess which object is behind the hare and in front of the doll or to the right of the fox in front of the doll, etc. game "What has changed?" There are several items on the table.

Children remember how objects are located in relation to each other. Then they close their eyes, at this time the presenter swaps one or two objects. Opening their eyes, children talk about the changes that have taken place, where the objects stood before and where they are now. For example, the hare stood to the right of the cat, and now stands to the left of it. Or the doll was to the right of the bear, and now it is in front of the bear.

The game « Findsimilar». Children look for a picture with the objects indicated by the teacher, then talk about the location of these objects: “The first on the left is an elephant, and behind him is a monkey, the last is a bear” or “In the middle is a large kettle, to the right of it is a blue cup, to the left is a pink cup.

The game « Tell us about your pattern. " Each child has a picture (rug) with a pattern. Children should tell how the elements of the pattern are located: In the upper right corner - a circle, in the upper left corner - a square, in the lower left corner - a rectangle, in the middle - a triangle.

You can give an assignment to tell about a pattern that they drew in a drawing lesson. For example, in the middle there is a large circle, rays radiate from it, flowers in each corner, wavy lines above and below, on the right and left one wavy line with leaves, etc.

The game "Painters". The game is intended for the development of orientation in space, consolidation of terms that determine the spatial arrangement of objects, gives an idea of ​​their relativity. Conducted with a group or subgroup of children. The role of the leader is performed by the educator. The presenter invites the children to draw a picture. All together think over its plot: a city, a room, a zoo, etc. Then everyone talks about the intended element of the picture, explains where it should be in relation to other objects. The teacher fills the picture with the elements suggested by the children, drawing it with chalk on a blackboard or with a felt-tip pen on a large sheet of paper. In the center, you can draw a hut (the image should be large and recognizable), at the top, on the roof of the house, a pipe. Smoke is coming up from the chimney. Downstairs in front of the hut sits a cat. In the task, words should be used: above, below, left, right of, behind, in front of, between, near, next, etc.

The game Find a toy.“At night, when there was no one in the group,” says the teacher, 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. " Opens the envelope and reads: "We must stand in front of the teacher's table, go straight." One of the children completes the task, goes and approaches the closet where the car is in the box. Another child performs the following task: goes to the window, turns to the left, crouches down and finds a toy behind the curtain.

The game « Traveling around the room. " With the help of the presenter, Pinocchio gives the children tasks: "To reach the window, take three steps to the right." The child completes the task. If it is completed successfully, the host helps to find the phantom hidden there. When children are not yet confident enough to change the direction of movement, the number of directions should be no more than two. In the future, the number of tasks for changing direction can be increased. For example: "Walk forward five steps, turn left, take two more steps, turn right, go all the way, step left one step." In the development of spatial orientations, in addition to special games and assignments in mathematics, a special role is played by outdoor games, physical exercises, music lessons, visual activity, various regime moments (dressing, undressing, duty), everyday orientation of children not only in their group room, but also in the entire kindergarten.

Geometric Shape Games.

The game « Wonderful bag " well known to preschoolers. It allows you to examine the geometric shape of objects, to exercise in distinguishing between shapes. The bag contains objects of different geometric shapes. The child examines them, feels and names the figure he wants to show. You can complicate the task if the presenter gives the task to find a specific figure in the bag. In this case, the child sequentially examines several figures until he finds the one he needs. This version of the job is slower. Therefore, it is advisable that every child has a wonderful bag.

The game "Find the same" in front of the children are cards with three or four different geometric shapes. The teacher shows his card (or names, lists the Figures on the card). Children must find the same card and pick it up.

The game “Who will see more?» Various geometric shapes are arranged in random order on the board. Preschoolers examine and remember them. The leader counts to three and closes the pieces. Children are asked to name as many figures placed on the flannelgraph as possible. So that the children do not repeat the answers of their comrades, the presenter can listen to each child separately. The one who remembers and names more figures wins, he becomes the leader. Continuing the game, the host changes the number of pieces.

The game "Look around» helps to consolidate the idea of ​​geometric shapes, teaches how to find objects of a certain shape. The game is held in the form of a competition for individual or team championship. In this case, the group is divided into teams. The presenter (it can be a teacher or a child) offers to name objects of a round, rectangular, square, quadrangular shape, the shape of objects that do not have corners, etc. etc. For each correct answer, the player or the team receives a chip, a circle. The rules stipulate that you cannot name the same object twice. The game is played at a fast pace. At the end of the game, the results are summed up, the winner is called the largest number points.

The game "Geometric mosaic» designed to consolidate children's knowledge of geometric shapes, forms the ability to transform them, develops imagination and creative thinking, teaches you to analyze the way the parts are arranged, to compose a figure, to be guided by the sample. By organizing the game, the teacher takes care of uniting the children into one team in accordance with the level of their skills and abilities. Teams receive tasks of varying difficulty. To compose an image of an object from geometric shapes: work according to a ready-made dismembered sample, work according to an undivided sample, work according to conditions (to assemble a human figure - a girl in a dress), work according to one's own design (just a person). Each team receives the same set of geometric shapes. Children must independently agree on the methods of completing the assignment, on the order of work, and choose the source material. Each player in the team takes turns participating in the transformation of a geometric figure, adding his own element, making up individual elements of an object from several figures. At the end of the game, children analyze their figures, find similarities and differences in solving a constructive idea.

The game"Find your house».

Children receive one model of a geometric figure and run around the room. At the signal of the presenter, everyone gathers at their house with the image of a figure. You can complicate the game by moving the house. Children are taught to see the geometric shape in the surrounding objects: a ball, a watermelon ball, a plate, a saucer - a hoop - a circle, a table top, a wall, a floor, a ceiling, a rectangular window, a square scarf; kerchief-triangle; glass cylinder; egg, zucchini - oval.

The game "Magnitude"

What is wide (long, high, low, narrow)

Target... Clarify the idea of ​​children about the size of objects, teaches to find the similarity of objects on the basis of size.

The course of the game.

An adult says: “The objects that surround us are of different sizes: large, small, long, short, low, high, narrow, wide. We have seen many objects of different sizes. And now we will play like this: I will name one word, and you will list what objects can be called with this one word. " An adult is holding a ball. He throws it to the child and says the word. For instance:

Adult: Long

Child: Road, ribbon, rope, etc.

A game with two sets.

Target. Teach children to compare objects in size by superimposing one on top of the other, to find two objects of the same size.

Material. Two identical pyramids.

The course of the game. “Let's play together,” the adult turns to the child and begins to remove the rings from the pyramid, inviting the child to do the same.

“Now find the same ring,” the adult says and shows one of the rings. When the child completes this task, the adult offers to compare the rings by overlaying, and then continue the game with one of the children.

The game « Who works early in the morning? "

This game is a journey. It begins with reading a poem by B. Yakovlev from the book "Morning, Evening, Day, Night"

If it is ringing outside the window

The birds will chirp

If it's so bright all around

That you can't sleep

If you have a radio

Suddenly it spoke,

This means that now

Morning has come.

Adult: "Now you and I will travel together and see who and how works in the morning." An adult helps a child to remember who starts working earlier than anyone else (a janitor, drivers public transport etc.) Remember with the child what children and adults do in the morning. You can finish the journey by reading a poem by B. Yakovlev or by summarizing what happens early in the morning.

"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 should give the appropriate time and throw the ball to the adult.

For example: We sculpted (yesterday). We go for a walk (today), etc.

Didactic games on the topic "Geometric Shapes"

The game"Name a geometric figure"

Target. Teach to visually inspect, recognize and correctly name planar geometric shapes (circle, square, triangle, rectangle, oval)

Material. Tables with geometric shapes. On each table there are contour images of two or three figures in different positions and combinations.

The course of the game.

The game is played with one table. The rest can be covered with a blank sheet of paper. An adult offers to carefully consider the geometric shapes, trace the contours of the figures with a movement of the hand, and name them. In one lesson, you can show the child 2-3 tables.

The game"Find an object of the same shape"

An adult has geometric shapes drawn on paper: a circle, a square, a triangle, an oval, a rectangle, etc.

He shows the child one of the figures, for example, a circle. The child must name an object of the same shape.

The game"Guess What They Hid"

On the table in front of the child are cards with the image of geometric shapes. The child examines them carefully. Then the child is asked to close his eyes, the adult hides one card. After the conventional sign, the child opens his eyes and says what is hidden.

Mozgovaya Olga Sergeevna
Position: educator
Educational institution: MBDOU "Bell"
Locality: Noyabrsk, Yamalo-Nenets Autonomous Okrug
Material name: games file
Topic:"Card file of FEMP didactic games for children of the older group"
Date of publication: 15.10.2017
Chapter: preschool education

Card file of FEMP didactic games for the senior group

"Pick up a toy"

Target: exercise in counting objects according to the named number and memorizing it to teach

find an equal number of toys.

explains

count out

toys as he says. Taking turns calls the children and gives them the task of bringing

a certain number of toys and put on a particular table. Instructs other children

check whether the task is completed correctly, and for this count the toys, for example:

“Seryozha, bring 3 pyramids and put them on this table. Vitya, check how many pyramids there are

brought Seryozha. " As a result, there are 2 toys on one table, on the second - 3, on

third-4,

fourth-5.

a definite

toys and put on the table where there are as many such toys, so that you can see

that they are equally divided. After completing the task, the child tells what he did. Another child

checks if the task has been completed correctly.

"Pick a figure"

Target: anchor

to distinguish

geometric

rectangle,

triangle, square, circle, oval.

Material: each child has cards on which a rectangle is drawn,

square and triangle, color and shape vary.

cards. Then he presents a table on which the same figures are drawn, but

of a different color and size than that of the children, and, pointing to one of the figures, says: “I have

big yellow triangle, what about you? " Etc. Calls 2-3 children, asks them to name the color

and size (large, small of its figure of a given type). “I have a little blue

square".

"Name and Count"

after that, say that children are good at counting toys, things, and today they

hit the table. He shows how to swing the right hand in time with the blows.

hand on the elbow. The blows are low and not too frequent, so that children

stop

be wrong

number

increases.

offered

play the specified number of sounds. The teacher takes turns calling the children to the table and

invites them to hit with a hammer, a stick on a stick 2-5 times. In conclusion to all children

offer to raise your hand (bend forward, sit down) as many times as it hits

hammer.

"Name your bus"

Target: exercise

distinguishing

square,

rectangle,

triangle,

find shapes of the same shape, differing in color and size,

attached

triangle,

rectangle

buses).

get on the buses (stands in 3 columns behind the chairs The teacher-conductor gives them

tickets. Each ticket has the same figure as on the bus. To the signal "Stop!" children

go for a walk, and the teacher changes places of models. Children find malfunctions on the signal "Into the bus"

bus and stand one after the other. The game is repeated 2-3 times.

"Is it enough?"

Target: teach

equality

inequality

items

size, lead to the concept that the number does not depend on the size.

bunnies of carrots, squirrels of nuts? How to find out? How to check? Children count toys

compare their number, then treat the animals by putting small toys on large ones.

Revealing the equality and inequality of the number of toys in the group, they add the missing

item or remove unnecessary.

"Collect the figure"

Target: learn to count objects that form a figure.

proposes

move

platter

chopsticks

asks:

Offers

decompose

turned out

completing the assignment, the children count the sticks again. Figure out how many sticks

went to every figure. The teacher pays attention to the fact that the sticks are located

in different ways, but equally divided - 4 "How to prove that the number of sticks is equal?" Children lay out

sticks in rows one below the other.

"Tell me about your pattern"

Target: teach

master

spatial

views:

above, below.

picture

tell how the elements of the pattern are located: in the upper right corner - a circle, in the left

rectangle, in the middle - a circle. You can give the task to tell about the pattern that they

drew in a drawing lesson. For example, in the middle there is a large circle - they move away from it

rays, flowers in every corner. Above and below are wavy lines, right and left - one at a time

wavy line with leaves, etc.

"Yesterday Today Tomorrow"

Target: in a playful way, exercise in the active distinction of temporal concepts

"yesterday Today Tomorrow".

"today Tomorrow". Each house has one flat model that reflects a specific

temporary concept.

Children, walking in a circle, read a quatrain from a familiar poem.

At the end, they stop, and the teacher says loudly: “Yes, yes, yes, that was ...

yesterday!" Children run to the house called "yesterday". Then come back to the circle, the game

continues.

"Why isn't the oval rolling?"

Target: introduce children to the figure oval, learn to distinguish between a circle and

oval shape

square,

rectangle,

triangle.

summoned

flannelegraph, names the figures, and then all the children do it together. The child is offered

show a circle. Question: "How is the circle different from the rest of the figures?" Child makes a circle

finger, tries to roll it. V. summarizes the children's answers: the circle has no corners, and the rest

shapes have corners. Place 2 circles and 2 oval-shaped figures on the flannelgraph

different colors and sizes. “Look at these figures. Are there circles among them? One of

children are invited to show circles. The attention of children is drawn to the fact that the flannelegraph does not

only circles, but also other shapes. , similar to a circle. It is an oval shape. V. teaches

distinguish them from circles; asks: “How are oval-shaped figures similar to circles? (Do

oval

offer

show

oval shape. It turns out that the circle is rolling, but the figure is not oval. (Why?)

Then they find out how the oval shape differs from the circle? (oval shape

shape is elongated). Compare by applying and overlaying a circle over an oval.

"Count the birds"

Target: show the education of numbers 6 and 7, teach children how to count within 7.

exhibits

typesetting

pictures (bullfinches and titmouses (at some distance from one another and asks: “How

call these birds? Shall they be equal? How to check?" Child places pictures in 2

Finds out

adds

asks: “How many titmice have become? How did you get 6 titmice? How much was it? how many

How many are there? Which number is greater: 6 or 6? Which is less? How to make birds become

equally divided by 6. (Emphasizes, if one bird is removed, then it will also become equally divided by 5).

He removes 1 titmouse and asks: “How many are there? How did the number 5 come about. " Again

In a similar way, it introduces the number 7.

"Get in your place"

Target: exercise

finding

locations:

right, before, behind.

causes

indicates

“Seryozha come to me, Kolya, stand up so that Seryozha is behind you. Faith get up

in front of Ira ", etc. Calling 5-6 children, the teacher asks them to name who is in front and behind

where it stands from them.

"Where is the figure"

Target: teach correctly, name the figures and their spatial arrangement:

in the middle, above, below, left, right; memorize the location of the figures.

located.

located in the center (in the middle), then above, below, on the left, on the right ”. Calls 1

child. He shows and names the figures in order, their location. To the other

shows the child. Another child is offered to lay out the figures as he wants to name

their location. Then the child turns his back to the flannelegraph, and the teacher

swaps the shapes on the left and right. The child turns and guesses that

has changed. Then all the children name the figures and close their eyes. The teacher changes places

figures. Opening their eyes, children guess what has changed.

"Sticks in a row"

Target: to consolidate the ability to build a sequential series in size.

arrange the sticks in a row so that they decrease in length. " Warns children

that the task must be performed by eye (you cannot try on and rebuild the sticks).

“To complete the task, right, you need to take the most long stick from

all that are not stacked in a row "- explains V.

"Parts of the day"

Target: train children to distinguish between parts of the day.

Material: pictures: morning, day, evening, night.

corresponds to one part of the day. Behind each house, a corresponding

picture.

line up

Educator

corresponding

from which

poems,

The excerpt should characterize part of the day, then the game will be more entertaining and

more interesting.

1. In the morning we go to the yard,

Leaves are raining down

Rustle underfoot

And they fly, fly, fly ...

2. Happens on a sunny day

You will go deaf into the forest

Sit down and try on a tree stump

Take your time ... Listen ...

3. It's already evening.

Glitters on nettles.

I'm standing in the road

Leaning against the willow ...

4.The yellow maples cried at night:

Remembered the maples

How green they were ...

"Who will find it faster"

Target: exercise in correlating objects in shape with geometric patterns

and in the generalization of objects by form.

figures standing on a stand. V. says: "Now we will play the game" Who is faster

will find ". I will name one person at a time, and say what item to find.

The winner is the one who is the first to find the item, place it next to the figure of the same

forms ". Calls 4 children at once. Children name the chosen object and describe it

shape. V. asks questions: “How did you guess that the mirror is round? Oval? " etc.

conclusion V. asks questions: What is next to the circle? (square, etc.).

How many items are there? What shape are these objects? How are they all alike? How many are there?

"Walk to the garden"

Target: introduce children to the formation of the number 8 and count to 8.

Material. Typesetting canvas, color images 8 large, 8 small apples

pictures showing 6 and 5, 4 and 4 objects.

friend posted color images of 6 large apples, 7 small apples. V. sets

questions: “What can you say about the size of apples? Which apples are more (less)? How

check?"

small

to make it immediately clear which apples are more, which are fewer? Then calls

child and invites him to find to place small apples under large ones, exactly one

under the other, and explain which number is greater and which is less. V. clarifies the children's answers:

“That's right, now you can clearly see that 7 is more than 6. Where 7 apples, 1 is extra. Small

there are more apples (shows 1 extra apple), and where 6, 1 apple is not enough. Means 6

less than 7 and 7 more than 6.

Both methods of establishing equality are demonstrated, the number of apples is brought to

7. V. emphasizes that apples are of different sizes, but they have become equal. - By 7. Further teacher

shows children the way to form the number 8, using the same techniques as in

the formation of the numbers 6 and 7.

"Do the same amount of movement"

Target: exercise in reproducing a certain number of movements.

“You will perform as many movements as the objects are drawn on the card,

in this line, and children from another line will check them, and then vice versa. Each

the rank is given 2 tasks. They suggest performing simple exercises.

"Matryoshka"

Target: exercise in ordinal count ”to develop attention, memory.

Material. Colored scarves (red, yellow, green: blue, etc., 6 to 10

these are nesting dolls. They are recounted out loud in order: "First, second, third," etc.

The driver remembers where each matryoshka stands out the door. In it

time two nesting dolls change places. The driver walks in and says what has changed

for example: “The red matryoshka was the fifth, and became the second, and the second matryoshka of the herd

fifth ". Sometimes the nesting dolls can stay in their places. The game is repeated several

"What number is next"

Target: exercise in determining the next and previous number to the named

Material. Ball.

anything and says any number. The one who catches the ball calls the previous or the next

hanging. If the child is mistaken, everyone calls this number in chorus.

"Day and night"

Target: to consolidate the knowledge of children about the parts of the day.

1-1.5 m. Both sides of them are lines of houses. The players are divided into two teams. They are placed at

their lines and turn to face the houses. The name of the teams is determined "day" and

"night". The teacher stands at the middle line. He is the presenter. At his command, "The Day!" or

named

opponents

catching up.

The salted are counted and released. Teams line up at the midlines again

and V. gives a signal.

V. offers

repeat

a variety of physical exercises, then suddenly gives a signal.

Option number 3. The leader is one of the children. He tosses a cardboard circle, alone

the side of which is painted black, the other white. And, depending on whether

whichever side it falls, commands: "Day!", "Night!".

"Unfinished Pictures"

Target: to acquaint children with the varieties of geometric shapes of rounded shapes.

Material. For each child, a piece of paper with unfinished images

items).

completion

necessary

pick up

oval

elements. (1-10) paper circles and ovals of appropriate sizes and proportions.

Glue, brush, cloth.

find it out together, proposes to pick up the figures that are missing in the drawings and stick

their. Before gluing, he checks the correctness of the selection of figures. Completed works

are exhibited, the children themselves find each other's mistakes.

"Cars"

Target: consolidate the knowledge of children and the sequence of numbers within 10.

Material. Steering wheels of three colors (red, yellow, blue) according to the number of children, on

rudder numbers of cars - the image of the number of circles 1-10. Three circles of the same color - for

parking lots.

indicate parking lots. Children are given rudders - each column of the same color. On signal

everyone runs through the group room. At the signal “Cars! To the parking lot! "- everyone" goes "to their

garage, i.e. children with red steering wheels, drive to the garage marked with a red circle, etc.

Cars line up in a column in numerical order. Starting with the first, V. checks

order of numbers, the game continues.

« Fixing the blanket "

Target: continue

meet

geometric

figures.

Drafting

geometric shapes from these parts.

"Holes".

build as a story. “Once upon a time there was Buratino, who had a beautiful

redder blanket. Once Buratino went to the Karabas-Barabas theater, and Shushera's rat went to

this time gnawed holes in the blanket. Count how many holes the rat gnawed? Now

take the figures and help Pinocchio fix the blanket. "

"Live numbers"

Target: exercise in counting (forward and backward) within 10.

Material. Cards with circles drawn on them from 1 to 10.

get

cards.

Is selected

room. At the signal of the driver: “Numbers! Stand in order! "- they are lined up,

naming your number. (One, two, three, etc.).

Children change cards. And the game continues.

Game variant... "Numbers" are built in reverse order from 10 to 1, are recalculated

in order.

"Count and name"

Target: exercise counting by ear.

this is necessary, without missing a single sound and without running ahead (“Listen carefully,

how many times the hammer will strike ”). (2-10) sounds are extracted. In total, they give 2-3 fortune-telling. Further

count the sounds, open your eyes, silently count the same number of toys and put them in

row". V. taps from 2 to 10 times. Children carry out the task. Answer the question:

"How many toys did you put in and why?"

« Christmas trees»

Target: teach

enjoy

definitions

height parameters).

Material. 5 sets: each set contains 5 Christmas trees 5, 10, 15, 20, 25 cm high. (Christmas trees

can be made from cardboard on stands). Narrow cardboard strips of the same

year, and everyone needs Christmas trees. We will play like this: our group will go to the forest, and each

will find a Christmas tree there, by measure. I will give you measurements, and you will select the necessary Christmas trees.

heights. Whoever finds such a Christmas tree will come up to me with a Christmas tree and a measurement and show me how

measured his tree. It is necessary to measure by placing a measurement next to the Christmas tree so that the bottom of them

matched, if the top also matches, then you have found the desired tree (shows reception

measurements) ". Children go to the forest, where different tables are mixed on several tables.

Christmas trees. Everyone picks up the Christmas tree he needs. If the child is wrong, then he comes back

into the forest and picks up the right Christmas tree. In conclusion, a trip around the city is played out and

delivery of trees to places.

"Traveling around the room"

Target: learn to find objects of different shapes.

objects. V. begins the story: “Once Carlson flew to the boy:“ Oh, what

a beautiful room, ”he exclaimed. - How many interesting things are there! I've never been like that

saw". “Let me show you everything and tell you,

The boy answered and led Carlson along

room. “This is the table,” he began. "What shape is it?" - Carlson immediately asked. Then

the boy began to tell in great detail everything about every thing. Now try you

just like that boy, tell Carlson everything, everything about this room and objects that

are in it.

"Who will call faster"

Target: exercise in counting objects.

What toys (things) do we have for 2 (3-10)? Whoever finds and calls faster wins and

gets a chip. " At the end of the game, the children count their chips.

"Whoever goes right will find a toy"

Target: learn to move in a given direction and count steps.

will find ". I hid the toys beforehand. Now I will call you one by one and speak in

which direction to go and how many steps to take to find the toy. If you

if you follow my command exactly, then you will come right. " The teacher calls the child and

suggests: "Take 6 steps forward, turn left, take 4 steps and find the toy."

One child can be instructed to name a toy and describe its shape, all children -

name an object of the same shape (the task is divided into parts), call 5-6 children.

"Who is more"

Target: teach children to see an equal number of different objects and reflect in speech:

by 5, by 6, etc.

schoolchildren entered the tram. Among them were boys and girls. Think and answer,

boys

outlined

large

boys - small "- the teacher points to a flannelgraph, on which 5 large and 6

small circles arranged in a mixture. After listening to the children, V. asks: “How

to do to see even faster that girls and boys were equally divided? " Summoned

the child lays out the circles in 2 rows, one under one. “How many schoolchildren were there?

Let's count everything together. "

"Workshop of forms"

Target: teach children to reproduce varieties of geometric shapes.

Material. Each child has headless matches (sticks) painted in bright

color, a few pieces of thread or wire, three to four sheets of paper.

will try to lay out as many different figures as possible. " Children build on their own

familiar and imaginary shapes.

"Dunno visiting"

Target: teach to see an equal number of different objects, to consolidate the ability to lead

counting items.

so that different items are equally divided. " He points to the table and says: “In the morning I

asked Dunno to put a card for each group of toys with the same number of

circles, how much toys cost. See if Dunno placed the toys correctly

cards?

(Dunno

After listening to

proposes

select the appropriate card for each group. Children take turns counting

there are toys and mugs on cards. The teacher offers the last group of toys

"Broken stairs"

Target: to learn to notice violations in the uniformity of the increase in values.

Material. 10 rectangles, large size 10x15, smaller than 1xl5. Each

the next one is 1 cm lower than the previous one; flannelgraph.

leading, turn away. The leader takes out one step and shifts the rest. Who

before others will indicate where the ladder is "broken", becomes the leader. If at the first

conducting the game, children make mistakes, then you can use a measure. She is measured

every rung and find a broken one. If the children are easy to cope with the task, you can

remove two steps at the same time in different places.

"Hear and Count"

Material: trays with small toys.

counting toys. Last time we counted the sounds first and then counted

toys. Now the task will be more difficult. It will be necessary to simultaneously count the sounds, and

push toys towards you, and then say how many times the hammer hit, and how many

toys you put. In total, 3-4 tasks are given.

"Sisters go mushrooming"

Target: to consolidate the ability to build a row in size, to establish a correspondence of 2

rows, find the missing row element.

Demo material: flannelgraph, 7 paper nesting dolls (from 6cm to 14

baskets

cm.). Dispensing: that

less

go to the forest for mushrooms. Matryoshkas are sisters. They are going to the forest. Go first

the oldest: she is the tallest, the oldest of the remaining will follow her and so that's it

by height ", calls the child, who builds nesting dolls by height on the flannelgraph (as in

horizontal row). "They need to be given baskets in which they will pick mushrooms", -

says the teacher.

Calls the second child, gives him 6 baskets, hid one of them (just not

the first and not the last), and offers to arrange them in a row under the nesting dolls so that

The nesting dolls took them apart. The child builds the second series and notices that one

The matryoshka did not have enough basket. Children find the biggest gap in the row

in the size of the basket. The summoned child arranges baskets under the nesting dolls,

so that the nesting dolls can be taken apart. One is left without a basket and asks her mother to give her

basket. V. will give the missing basket, and the child puts it in its place.

"Unfinished Pictures"

Target: to acquaint children with the varieties of round geometric shapes

of different sizes.

Option number 2.

unfinished

drawings.

to finish

are necessary

subjects

proportions,

matching paper figures (glue, brush, cloth).

"Divide in half"

Target: teach children to divide the whole into 2, 4 parts by folding the object in half.

Demo material: paper strip and circle. Handout:

each child has 2 rectangles made of paper and 1 card.

I will fold it over the floors, as if I will trim the ends, I will iron the fold line. How many parts am I

split the strip? That's right, I folded the strip in half and divided it into 2 equal parts.

Today you and I will divide items into equal parts. Are the parts equal? Here is one

half, here's the other. How many halves have I shown? How many halves are there? What

called half? The teacher clarifies: “Half is one of 2 equal parts.

Both equal parts are called halves. This is half and this is half of the whole strip.

How many parts are there in a whole strip? How did I get 2 equal parts? That more:

whole strip go half? etc. ".

"Get in your place"

Target: exercise children - in the count within 10.

learn

pick up

cards,

drawn

numbers, children come out, stand in a row and show everyone their cards, name how many

objects they have drawn. Questions: "Since they have objects drawn?" etc.

"Call it soon"

Target: mastering the sequence of the week.

anyone

Thursday? "

caught

answers:

becomes

asks: "What day was yesterday?" etc.

"Find a toy"

Target: learn to master spatial representations.

Carlson flew in and brought toys as a gift. Carlson likes to joke, so he

hid the toys, and in the letter he wrote how to find them. " Prints the envelope and

reads: "You have to stand in front of the table, go straight, etc."

"Who will choose the right picture"

Target: learn to select the specified number of pictures, uniting the generic concept

"Furniture", "clothes", "shoes", "fruits".

vegetables and fruits on the right and invites children to play the game "Who will pick the right

the specified number of pictures? " V. explains the task: “I have pictures of objects on my desk

furniture and clothing, vegetables and fruits. I will call several children at once. will win

the one who correctly picks up as many pictures of different objects as I say. "

After completing the assignment, the children tell how they made the group, how many objects and

how many there are.

"Make a figure"

Target: exercise in grouping geometric shapes by color, size.

in front of themselves and answer the questions: “What are your figures? What color are they? Of the same

whether the size? How can you group the shapes, find the right ones? (by color, shape,

size).

Make up

group of

blue, yellow shapes. After children

to complete the task, V. asks: “What are the groups? What color are they? Which

the shapes were the figures in the first group? What figures is the second group composed of?

How many are there in total? How many different shapes are there in the third group? Name them! how many

by shape (size).

"Find by touch"

Target: teach

juxtapose

results

visual

tactile

examination of the shape of the object.

table hand with pouch tied around the wrist. V. puts one item on the table, -

the child, looking at the sample, finds the same object in the bag by touch. If he

he is mistaken, they offer to carefully consider the subject, I give a verbal description.

After that, the child again searches by touch, but this time for another object. Repetition

play depends on the degree of mastering by children of the method of examination.

"Which net has more balls?"

Target: exercise children in comparing numbers and in determining which of the 2 adjacent

numbers greater or less than another.

more of them are balls. (There are 6 large balls in one net, 7 small balls in the other), if in

one has 6 large balls, and the other has 7 small ones. Why do you think so? how can you

prove? After listening to the answers of the children, the teacher says: “It is difficult to put the balls in pairs, they

roll. Press, replace them with small circles. Small balls are small circles.

Big big. How many large circles should I take? Natasha, place 6 large

typesetting

small

circles? Sasha, place 7 small circles on the bottom strip. Kolya, explain why

7 is more than 6, and 6 is less than 7? "How to make the balls equal?": Find out two

a way to establish equality.

"Who will pick up the boxes faster"

Target: train children in matching objects in length, width, height.

V. explains the assignment: “The boxes are intermixed: long, short, wide and

narrow, high and low. Now let's learn how to select boxes that fit the size.

Let's play "Who will pick up the right size boxes faster?" I will call on

2-3 people, give them one box at a time. Children will tell you how long, width, height

their boxes. And then I will give the command: “Pick boxes equal to your length (width, -

height). The winner is the one who picks up the boxes faster. Children may be asked

build boxes in a row (from the highest to the lowest or from the longest to the most

short).

"Make no mistake"

Target: exercise children in quantitative and ordinal counting.

Material. On the

divided

squares.

small

cards,

magnitude

square

the circles depicted on them from 1 to 10.

The leader calls out a number, and the children must find a card on which so many

the same circles, and put it on the corresponding number of the square. The presenter can call

numbers from 1 to 10 in no particular order. As a result of the game, all small cards

must be in order from 1 to 10. Instead of naming a number, the leading

can strike a tambourine.

"Fold the figure"

Target: Exercise in modeling familiar geometric shapes.

places

geometric

flannelgraph,

calls the child and invites him to show all the figures and name them. Explains the assignment:

“Each of you has the same geometric shapes, but they are cut into 2, 4 parts, if

correctly attach them to each other, you get a whole figure. " After completing the task,

the children tell how many parts they made up the next figure.

"Who is more and who is less?"

Target: anchor

ordinal

numerals;

develop

representation:

"Tall", "low", "thick", "thin", "thickest"; "The thinnest", "left",

"To the right", "to the left", "to the right", "between". Teach your child to reason.

Rules of the game. The game is divided into two parts. First, children should know what the name is

boys and then answer questions.

"What are the boys' names?" In the same city lived inseparable friends: Kolya,

Tolya, Misha, Grisha, Tisha and Seva. Look closely at the picture, take a stick

(pointer) and show who, what is the name, if: Seva is the tallest, Misha, Grisha and Tisha

the same height, but Tisha is the fattest of them, and Grisha is the thinnest; Kolya is the most

short boy. You yourself can find out who is named Tolay. Now show me in order

boys: Kolya, Tolya, Misha, Tisha, Grisha, Seva. Now show the boys in the same

order: Seva, Tisha, Misha, Grisha, Tolya, Kolya. How many boys are there?

"Who is standing where?" Now you know the boys' names and you can answer

questions: who is to the left of Seva? Who is to the right of Tolya? Who is to the right of Tisha? Who is more to the left

If? Who stands between Kolya and Grisha? Who stands between Tisha and Tolya? Who stands

between Seva and Misha? Who stands between Tolya and Kolya? What is the name of the first one on the left

boy? Third? Sixth? If Seva goes home, how many boys will be left?

If Kolya and Tolya go home, how many boys will remain? If these boys

their friend Petya will come up, how many boys will there be then?

"Find a matching picture"

Target: learn to recognize a pattern made up of geometric shapes by description.

and without showing. Describes it orally. The one with the same card raises his hand.

The winner is the child who recognized the card by the verbal description and

made up a couple. Each card is described 1 time.

The teacher describes the first card himself. During the game, he assigns several

"Constructor"

Target: the formation of the ability to decompose complex figure to those that we have

are available. Workout for a count of ten.

Material. Multi-colored figures.

Rules of the game. Take from the set triangles, squares, rectangles, circles and

other necessary shapes and superimpose on the outlines shown on the page. After

You can start the game by asking the children with these verses:

Took a triangle and a square

He built a house out of them.

And I am very happy about that:

Now the gnome lives there.

Square, rectangle, circle,

Another rectangle and two circles ...

And my friend will be very happy:

I built the car for a friend.

I took three triangles

And a needle stick.

I put them down lightly.

And suddenly I got a Christmas tree

"Score"

Target: development

observation

attention

to distinguish

similar

items in size.

The game is divided into 3 stages.

1. "Score". The sheep had a shop. Look at the store shelves and answer

Questions: How many shelves are in the store? What's on the bottom (middle, top) shelf?

How many cups (large, small) are in the store? Which shelf are the cups on? How many in

matryoshka store? (big, small). What shelf are they on? How much is in the store

balls? (big, small). What shelf are they on? What is to the left of the pyramid?

To the right of the pyramids, to the left of the jug, to the right of the jug, to the left of the glass, to the right of

glasses? What stands between small and large balls? Every day in the morning a lamb

exhibited the same products in the store.

2. "What the Gray Wolf Bought." Once on New Year the gray wolf came to the store

and bought gifts for my wolf cubs. Look closely. Guess what the gray wolf bought?

3. "What did the hare buy?" The day after the wolf, a hare came to the store and

bought new Year gifts for rabbits. What did the hare buy?

"Pick up a toy"

Target: exercise in counting objects according to the named number and memorizing it to teach how to find an equal number of toys.

Content. V. explains to the children that they will learn to count as many toys as he says. In turn, he calls the children and instructs them to bring a certain number of toys and put them on a particular table. He instructs other children to check whether the task has been completed correctly, and to do this, count the toys, for example: “Seryozha, bring 3 pyramids and put them on this table. Vitya, check how many pyramids Seryozha brought. " As a result, there are 2 toys on one table, 3 on the second, 4 on the third, 5 on the fourth. Then the children are asked to count a certain number of toys and put them on the table with the same number of such toys, so that it can be seen that there are equal parts of them. After completing the task, the child tells what he did. Another child checks if the task was completed correctly.

"Pick a figure"

Target: to consolidate the ability to distinguish between geometric shapes: rectangle, triangle, square, circle, oval.

Material: each child has cards with a rectangle, square and triangle drawn in different colors and shapes.

Content... First V. proposes to trace the figures drawn on the cards with his finger. Then he presents a table on which the same figures are drawn, but of a different color and size than those of the children, and, pointing to one of the figures, says: "I have a big yellow triangle, but you?" And so on. Calls 2-3 children, asks them to name the color and size (large, small of his figure of this type). "I have a small blue square."

"Name and Count"

Content. It is better to start the lesson by counting toys, calling 2-3 children to the table, then say that children are good at counting toys, things, and today they will learn to count sounds. V. invites the children to count, helping with his hand, how many times he will hit the table. He shows how to swing the right hand on the elbow in time to the blows. The blows are made quietly and not too often for the children to have time to count them. First, no more than 1-3 sounds are extracted, and only when the children stop making mistakes, the number of beats increases. Further, it is proposed to reproduce the specified number of sounds. The teacher takes turns calling the children to the table and invites them to hit with a hammer, a stick on a stick 2-5 times. In conclusion, all children are asked to raise their hand (bend forward, sit down) as many times as the hammer strikes.

"Name your bus"

Target: exercise in distinguishing between a circle, a square, a rectangle, a triangle, find figures of the same shape, differing in color and size,

Content. V. puts at some distance from each other 4 chairs, to which are attached models of a triangle, rectangle, etc. (bus brands). Children get on the buses (stands in 3 columns behind the chairs The teacher-conductor gives them tickets. Each ticket has the same figure as on the bus. At the signal "Stop!" The children go for a walk, and the teacher changes the models. the children find the bus malfunctions and stand one after the other The game is repeated 2-3 times.

"Is it enough?"

Target: teach children to see the equality and inequality of groups of objects of different sizes, bring them to the concept that the number does not depend on the size.

"Collect the figure"

Target: learn to count objects that form a figure.

Content. V. invites the children to move a plate with chopsticks to him and asks: “What color are the chopsticks? A splinter of sticks of each color? Suggests to arrange sticks of each color so that different shapes are obtained. After completing the task, the children count the sticks again. Find out how many sticks went to each piece. The teacher draws attention to the fact that the sticks are located in different ways, but they are equally divided - 4 "How to prove that there are equal parts of the sticks?" Children lay out the sticks in rows one below the other.

"At the poultry farm"

Target: exercise children in counting within the limits, show the independence of the number of objects from the area they occupy.

Content... Q: “Today we will go on an excursion to the poultry farm. Chickens and chickens live here. Chickens sit on the top perch, there are 6 of them, on the bottom - 5 chickens. They compare females and chickens, determine that there are fewer chickens than females. “One chicken ran away. What needs to be done to equalize the number of chickens and chickens? (You need to find 1 chicken and return it to the chicken). The game repeats itself. V. discreetly removes the chicken, the children are looking for a chicken mom for the chicken, etc.

"Tell me about your pattern"

Target: teach to master spatial representations: left, right, above, below.

Content. Each child has a picture (a rug with a pattern). Children should tell how the elements of the pattern are located: in the upper right corner - a circle, in the upper left corner - a square. In the lower left corner - an oval, in the lower right corner - a rectangle, in the middle - a circle. You can give an assignment to tell about a pattern that they drew in a drawing lesson. For example, in the middle there is a large circle - rays are emanating from it, flowers in each corner. Above and below are wavy lines, on the right and left - one wavy line with leaves, etc.

"Yesterday Today Tomorrow"

Target: in a playful way, exercise in the active differentiation of the temporal concepts "yesterday", "today", "tomorrow".

Children, walking in a circle, read a quatrain from a familiar poem. At the end, they stop, and the teacher says loudly: "Yes, yes, yes, it was ... yesterday!" Children run to the house called "yesterday". Then they return to the circle, the game continues.

"Why isn't the oval rolling?"

Target: to introduce children to an oval-shaped figure, to learn to distinguish between a circle and an oval-shaped figure

Content. Models of geometric shapes are placed on the flannelgraph: a circle, a square, a rectangle, a triangle. First, one child, called to the flannelegraph, calls the figures, and then all the children do it together. The child is asked to show the circle. Question: "How is the circle different from the rest of the figures?" The child traces the circle with his finger, tries to roll it. V. summarizes the children's answers: the circle has no corners, but the rest of the figures have corners. On the flannelgraph, 2 circles and 2 oval-shaped figures of different colors and sizes are placed. “Look at these figures. Are there circles among them? One of the children is asked to show circles. The attention of children is drawn to the fact that on the flannelgraph there are not only circles, but also other figures. , similar to a circle. It is an oval shape. V. teaches to distinguish them from circles; asks: “How are oval-shaped figures similar to circles? (Oval shapes also have no corners.) The child is offered to show a circle, an oval-shaped figure. It turns out that the circle is rolling, but the oval shape is not. (Why?) Then they find out how the oval shape differs from the circle? (an elongated oval figure). Compare by applying and overlaying a circle over an oval.

"Count the birds"

Target: show the education of numbers 6 and 7, teach children how to count within 7.

Content. The teacher puts 2 groups of pictures in one row on the typesetting canvas (bullfinches and titmouses (at some distance from one another and asks: "What are these birds called? Are they equal? ​​How to check?" Finds out that there are equal numbers of birds, 5. V. adds a titmouse and asks: "How many titmouses did it turn out? How did you get 6 titmouses? How many were there? How many were added? How many? Which birds turned out more? How many? Which ones? How many? How many? Which ones?" the number is greater: 6 or 6? Which one is less? How to make the birds equally divided by 6. (Emphasizes, if one bird is removed, it will also become equal to 5.) Removes 1 titmouse and asks: "How many are there? How did the number come about? 5. "Again he adds 1 bird in each row and invites all children to count the birds. In the same way he introduces the number 7.

"Get in your place"

Target: exercise children in finding a location: in front, behind, on the left, on the right, in front, behind.

"Where is the figure"

Target: teach correctly, name the figures and their spatial arrangement: in the middle, above, below, on the left, on the right; memorize the location of the figures.

Content. V. explains the assignment: “Today we will learn to remember where which figure is. To do this, they must be named in order: first, the figure located in the center (in the middle), then at the top, bottom, left, right. " Calls 1 child. He shows and names the figures in order, their location. Shows to another child. Another child is offered to lay out the figures as he wants, to name their location. Then the child turns his back to the flannelegraph, and the teacher changes the figures located on the left and right. The child turns and guesses what has changed. Then all the children name the figures and close their eyes. The teacher swaps the places of the figure. Opening their eyes, children guess what has changed.

"Sticks in a row"

Target: to consolidate the ability to build a sequential series in size.

Content. V. introduces the children to the new material and explains the task: "You need to arrange the sticks in a row so that they decrease in length." Warns children that the task must be performed by eye (you cannot try on and rebuild the sticks). “To complete the task, it’s true, you need to take the longest stick of all that is not stacked in a row every time,” explains V.

"Parts of the day"

Target: train children to distinguish between parts of the day.

Material: pictures: morning, day, evening, night.

Content. V. draws 4 large houses on the floor, each of which corresponds to one part of the day. A corresponding picture is fixed behind each house. Children line up facing the houses. The teacher reads the corresponding passage from any poem, and then gives a signal, The passage should characterize part of the day, then the game will be more entertaining and interesting.

1. In the morning we go to the courtyard, 2. It happens on a sunny day Leaves are raining, You will go to the forest deafened Underfoot rustling, Sit down try on a tree stump And fly, fly, fly ... Do not rush ... Listen ... 3. It's already evening. 4. Yellow maples cried at night: Dew. Remembered the maples, Glitters on the nettles. How green they were ... I stand on the road, Leaning against the willow ...

"Who will find it faster"

Target: exercise in correlating objects in shape with geometric patterns and in generalizing objects in shape.

Content. Children are invited to sit at the tables. One child is asked to name the figures on the stand. V. says: "Now we are going to play the game" Who will find it faster. " I will name one person at a time, and say what item to find. The winner is the one who is the first to find the object, placing it next to the figure of the same shape. " Calls 4 children at once. Children name the chosen object and describe its shape. V. asks questions: “How did you guess that the mirror is round? Oval? " etc.

In conclusion, V. asks the questions: What is next to the circle? (square, etc.). How many items are there? What shape are these objects? How are they all alike? How many are there?

"Walk to the garden"

Target: introduce children to the formation of the number 8 and count to 8.

Material. Typesetting canvas, color images of 8 large, 8 small apples pictures, on which 6 and 5, 4 and 4 objects are drawn.

Content. Colored images of 6 large apples and 7 small apples are placed on the typesetting canvas in one row at some distance from each other. V. asks questions: “What can be said about the size of apples? Which apples are more (less)? How to check?" One child thinks great. Another small apples. What needs to be done so that you can immediately see which apples are more, which are fewer? Then he calls the child and invites him to find and place small apples under the large ones, exactly one below the other, and explain which number is greater and which is less. V. clarifies the children's answers: “That's right, now you can clearly see that 7 is more than 6. Where there are 7 apples, 1 is extra. There are more small apples (shows 1 extra apple), and where 6, 1 apple is not enough. This means 6 is less than 7, and 7 is more than 6.

They demonstrate both methods of establishing equality, the number of apples is brought to 7. V. emphasizes that apples are of different sizes, but they have become equal. - By 7. Next, the teacher shows the children a way to form the number 8, using the same techniques as in the formation of the number 6 and 7.

"Do the same amount of movement"

Target: exercise in reproducing a certain number of movements.

Content. V. builds the children in 2 lines against each other and explains the task: “You will perform as many movements as there are objects drawn on the card that I will show. It is necessary to count in silence. First, the movements will be performed by the children standing in this line, and the children from the other line will check them, and then vice versa. Each rank is given 2 tasks. They suggest performing simple exercises.

"Matryoshka"

Target: exercise in ordinal count ”to develop attention, memory.

Material. Colored scarves (red, yellow, green: blue, etc., from 6 to 10 pieces.

Content. The driver is selected. Children tie kerchiefs and stand in a row - these are nesting dolls. They are recounted out loud in order: "First, second, third", etc. The driver remembers where each matryoshka stands out the door. At this time, two nesting dolls change places. The leader enters and says what has changed, for example: "The red matryoshka was the fifth, and now it is the second, and the second matryoshka of the herd is the fifth." Sometimes the nesting dolls can stay in their places. The game is repeated several times.

"Fold the Planks"

Target: to exercise the ability to build a sequential row in width, to arrange the row in 2 directions: descending and ascending.

Material. 10 boards of different widths from 1 to 10 cm. You can use cardboard boxes.

Content. Participants are divided into 2 groups. Each subgroup receives a set of plaques. Both sets fit on 2 tables. Children in two subgroups sit on chairs on one side of the table. Free benches are placed on the other side of the tables. Both subgroups of children should line up the boards in a row (one in decreasing width, the other in increasing width). In turn, one child comes to the table and puts 1 board in a row. When completing the task, samples and movements are excluded. Then the children compare. Determine which subgroup coped with the task correctly.

"What number is next"

Target: exercise in determining the next and previous number to the named one.

Material. Ball.

"Day and night"

Target: to consolidate the knowledge of children about the parts of the day.

Content. In the middle of the site, two parallel lines are drawn at a distance of 1-1.5 m. Both sides of them are the lines of houses. The players are divided into two teams. They are placed at their lines and turned to face the houses. The name of the commands "day" and "night" is determined. The teacher stands at the middle line. He is the presenter. At his command, "The Day!" or "Night!" - the players of the named team run away into the house, and the opponents catch up with them. The salted are counted and released. The teams line up again at the middle lines, and B. gives the signal.

Option number 2. Before giving the signal, V. invites the children to repeat various physical exercises after him, then suddenly gives a signal.

Option number 3. The leader is one of the children. He tosses a cardboard circle, one side painted black and the other white. And, depending on which side he falls, he commands: "Day!", "Night!"

"Guess"

Target: consolidate counting skills within (...).

"Unfinished Pictures"

Target: to acquaint children with the varieties of geometric shapes of rounded shapes.

Material. For each child, a piece of paper with unfinished images (1-10 items). To complete them, you need to pick up round or oval elements. (1-10) paper circles and ovals of appropriate sizes and proportions. Glue, brush, cloth.

"About yesterday"

Target: show children how to save time.

Once upon a time there was a boy named Seryozha. He had an alarm clock on his desk, and a thick and very important tear-off calendar hung on the wall. The clock was always hurrying somewhere, the hands never stood still and always said: "Tick-tock, tick-tock - save time, if you let it go, you won't catch up." The silent calendar looked down on the alarm clock, because it showed not hours and minutes, but days. But one day - and the calendar could not stand it and spoke:

Eh, Seryozha, Seryozha! It's already the third of November, Sunday, these days are already coming to an end, and you haven't done your homework yet. ...

Well, well, said the clock. - The evening is coming to an end, and you all run and run. Time flies, you can't catch it, you missed it. Seryozha just brushed aside the annoying clock and the thick calendar.

Seryozha began to do his homework when darkness fell outside the window. I can not see anything. Eyes stick together. Letters run through the pages like black ants. Seryozha put his head on the table, and the clock said to him:

Tick ​​tock, tick tock. How many hours have you lost, skipped. Look at the calendar, Sunday will be gone soon and you will never return it. Seryozha looked at the calendar, and on the sheet it was not the second number, but the third, and not Sunday, but Monday.

Lost a whole day, says the calendar, a whole day.

No problem. What is lost can be found, - replies Seryozha.

But go, look for yesterday, we'll see if you find it or not.

And I'll try, - answered Seryozha.

As soon as he said this, something lifted him up, whirled around, and he found himself on the street. Seryozha looked around and saw that a lifting arm was dragging a wall with a door and windows to the top, the new house was growing higher and higher, and the builders were climbing higher and higher. Their work is just as good. The workers do not pay attention to anything, they rush to build a house for other people. Seryozha threw his head back and as he shouted:

Uncles, can you see from above where yesterday has gone?

Yesterday? - builders ask. - Why do you need yesterday?

I didn't have time to do my homework. - answered Seryozha.

Your business is bad, - say the builders. We overtook yesterday yesterday, and we are overtaking tomorrow.

“These are miracles,” thinks Seryozha. "How can you overtake tomorrow if it hasn't come yet?" And suddenly he sees - mom is coming.

Mom, where can I find yesterday? You see, I somehow accidentally lost it. Just don’t worry, Mommy, I’ll definitely find him.

It is unlikely that you will find him, - said my mother.

Yesterday is no longer there, but there is only a trace of it in the affairs of a person.

And suddenly, right on the ground, a carpet with red flowers unfolded.

This is our yesterday, - says mom.

We woven this carpet at the factory yesterday.

"Cars"

Target: consolidate the knowledge of children and the sequence of numbers within 10.

Material. Steering wheels of three colors (red, yellow, blue) according to the number of children, on the steering wheel numbers of cars - the image of the number of circles 1-10. Three circles of the same color are for parking lots.

Content. The game is played as a competition. Chairs with colored circles represent parking lots. Children are given rudders - each column of the same color. At the signal, everyone runs through the group room. At the signal “Cars! To the parking lot! ”- everyone“ goes ”to their garage, that is, children with red steering wheels, go to the garage, marked with a red circle, etc. Cars are lined up in a column in numerical order. Starting with the first, V. checks the order of the numbers, the game continues.

"Journey to the greenhouse"

Target: to acquaint children with the formation of the number (2-10), exercise in the counting within (3-10).

« Fixing the blanket "

Target: continue to introduce geometric shapes. Drawing up geometric shapes from these parts.

Content. Use the shapes to close the white "holes". The game can be built in the form of a story. “Once upon a time there was Buratino, who had a beautiful red blanket on his bed. Once Buratino went to the Karabas-Barabas theater, and Shusher's rat gnawed holes in the blanket at that time. Count how many holes the rat gnawed? Now take the figures and help Pinocchio fix the blanket. "

"Live numbers"

Target: exercise in counting (forward and backward) within 10.

Material. Cards with circles drawn on them from 1 to 10.

Children change cards. And the game continues.

Game variant... "Numbers" are built in reverse order from 10 to 1, recalculated in order.

"Count and name"

Target: exercise counting by ear.

Content. V. invites children to count sounds by ear. He reminds that this should be done without missing a single sound and without running ahead (“Listen carefully to how many times the hammer strikes”). (2-10) sounds are extracted. In total, they give 2-3 fortune-telling. Further V. explains the new task: “Now we will count the sounds with our eyes closed. When you count the sounds, open your eyes, silently count the same number of toys and put them in a row. " V. taps from 2 to 10 times. Children carry out the task. They answer the question: "How many toys did you put and why?"

"Christmas trees"

Target: teach children to use a measurement to determine the height (one of the height parameters).

Material. 5 sets: each set contains 5 Christmas trees 5, 10, 15, 20, 25 cm high (Christmas trees can be made from cardboard on stands). Narrow cardboard strips of the same length.

Content. V. gathers the children in a semicircle and says: “Children, the New Year is approaching, and everyone needs Christmas trees. We will play like this: our group will go to the forest, and everyone will find a Christmas tree there, according to the size. I will give you measurements, and you will select the Christmas trees of the desired height. Whoever finds such a Christmas tree will come up to me with a Christmas tree and a measure and show me how he measured his Christmas tree. It is necessary to measure by placing a measurement next to the Christmas tree so that the bottom of them coincides, if the top also coincides, then you have found the necessary Christmas tree (shows the measurement method). " Children go to the forest, where different Christmas trees are mixed on several tables. Everyone picks up the Christmas tree he needs. If the child is mistaken, then he returns to the forest and picks up the right Christmas tree. In conclusion, a trip around the city and the delivery of trees to places are played out.

"Traveling around the room"

Target: learn to find objects of different shapes.

Content. Children are shown a picture of a room with various objects. V. begins the story: “Once Carlson flew to the boy:“ Oh, what a beautiful room, ”he exclaimed. - How many interesting things are there! I've never seen anything like this. " “Let me show you everything and tell you everything,” the boy answered and took Carlson around the room. “This is the table,” he began. "What shape is it?" - Carlson immediately asked. Then the boy began to tell in great detail everything about every thing. And now try, just like that boy, to tell Carlson everything, everything about this room and the objects that are in it.

"Who will call faster"

Target: exercise in counting objects.

"Whoever goes right will find a toy"

Target: learn to move in a given direction and count steps.

Content. The teacher explains the task: “We will learn to go in the right direction and count the steps. Let's play the game "Whoever goes right will find a toy." I hid the toys beforehand. Now I will call you one at a time and tell you which direction you need to go and how many steps to take to find a toy. If you follow my command exactly, you will come right. " The teacher calls the child and suggests: "Take 6 steps forward, turn left, take 4 steps and find a toy." One child can be instructed to name a toy and describe its shape, all children - to name an object of the same shape (the task is divided in parts), 5-6 children are called.

"Who is more"

Target: teach children to see an equal number of different objects and reflect in speech: 5, 6, etc.

Content.“This morning I went to the kindergarten by bus,” says V., “schoolchildren entered the tram. Among them were boys and girls. Think and answer, there were more boys and girls, if I marked the girls with large circles, and the boys - small "- the teacher points to a flannelegraph, on which 5 large and 6 small circles are mixed. After listening to the children, V. asks: "How can I do it to see even faster that girls and boys were equally divided?" The called child lays out circles in 2 rows, one under one. “How many schoolchildren were there? Let's count everything together. "

"Workshop of forms"

Target: teach children to reproduce varieties of geometric shapes.

Material. Each child has headless matches (sticks) painted in a bright color, several pieces of thread or wire, three or four sheets of paper.

"Dunno visiting"

Target: to teach to see an equal number of different objects, to consolidate the ability to count objects.

Content. V. addresses the children: "You and I will once again learn to do so that different objects are equally divided." He points to the table and says: “In the morning I asked Dunno to put a card for each group of toys, on which there are as many circles as there are toys. See if Dunno placed the toys and cards correctly? (Dunno was wrong). After listening to the answers of the children, V. invites 1 child to choose the appropriate card for each group. The children take turns counting the toys and circles on the cards. The teacher suggests counting the last group of toys for all children together.

"Broken stairs"

Target: to learn to notice violations in the uniformity of the increase in values.

Material. 10 rectangles, large size 10x15, smaller than 1xl5. Each subsequent one is 1 cm lower than the previous one; flannelgraph.

Content. A staircase is being built on the flannelgraph. Then all the children, except for one leader, turn away. The leader takes out one step and shifts the rest. Whoever points out before others where the ladder is "broken" becomes the leader. If the children make mistakes when playing the game for the first time, you can use a measure. They measure every step with it and find a broken one. If children can easily cope with the task, you can remove two steps at the same time in different places.

"Hear and Count"

Material: trays with small toys.

Content. V. addresses the children: “Today we will again count sounds and count toys. Last time we counted the sounds first, and then counted the toys. Now the task will be more difficult. You will have to simultaneously count the sounds, and push the toys towards you, and then say how many times you hit the hammer, and how many toys you put. In total, 3-4 tasks are given.

"Sisters go mushrooming"

Target: to consolidate the ability to build a row in size, to establish a correspondence of 2 rows, to find the missing element of a row.

Demo material: flannelegraph, 7 paper nesting dolls (from 6 cm to 14 cm), baskets (from 2 cm to 5 cm high). Dispensing: the same, only smaller.

Content. V. says to the children: “Today we are going to play a game like sisters go to the forest to pick mushrooms. Matryoshkas are sisters. They are going to the forest. The oldest will go first: she is the tallest, the oldest of the remaining will follow her, and so everything is in height ”, calls the child, who on the flannelgraph builds matryoshka dolls in height (as in a horizontal row). “They need to be given baskets in which they will pick mushrooms,” says the teacher.

He summons the second child, gives him 6 baskets, hid one of them (but not the first and not the last), and offers to arrange them in a row under the nesting dolls so that the nesting dolls can be taken apart. The child builds the second series and notices that a basket was not enough for one matryoshka. Children find where in the row the largest gap in the size of the basket is. The summoned child places baskets under the nesting dolls so that the nesting dolls can be taken apart. One is left without a basket and asks her mother to give her a basket. V. will give the missing basket, and the child puts it in its place.

"Unfinished Pictures"

Target: to acquaint children with varieties of round geometric shapes of different sizes.

Option number 2.

"Divide in half"

Target: teach children to divide the whole into 2, 4 parts by folding the object in half.

Demo material: paper strip and circle. Handout: each child has 2 paper rectangles and 1 card.

Content. Q: “Listen carefully and watch. I have a paper strip, I will fold it across the floors, just trim the ends, iron the fold line. How many pieces have I divided the strip into? That's right, I folded the strip in half and divided it into 2 equal parts. Today you and I will divide items into equal parts. Are the parts equal? Here is one half, here is the other. How many halves have I shown? How many halves are there? What is called half? The teacher clarifies: “Half is one of 2 equal parts. Both equal parts are called halves. This is half and this is half of the whole strip. How many parts are there in a whole strip? How did I get 2 equal parts? Which is more: whole strip or half? etc. ".

"Get in your place"

Target: exercise children - in the count within 10.

Content. The teacher says: "Now we will learn how to select cards on which equally different objects are drawn" and offers to count how many objects are drawn on the card. Then he explains the task: “I will name the numbers, the children come out, stand in a row and show everyone their cards, name how many objects they have drawn. Questions: "Since they have objects drawn?" etc.

"Call it soon"

Target: mastering the sequence of the week.

"Find a toy"

Target: learn to master spatial representations.

"Journey to the bakery"

Target: teach children to divide objects into 2, 4 equal parts by folding and cutting, to establish a relationship between the whole and the part.

Content.“Tonight I’ll go to the bakery for some bread,” says V. “I need half a loaf of bread. How does the vendor split the loaf? Take a rectangle, it's like a loaf of bread. Divide it like a salesperson would cut a loaf. What have you done? What did you do? Show 1 of 2 equal parts. And now both halves. Connect them together as if the whole rectangle remains (Compare the whole part with the halves. Find 1, 2 parts). Guess how the seller would have divided if a quarter of the bread was enough for me. That's right, he would divide the loaf into 4 parts and give me one of them. Children divide the second rectangle into 4 parts.

"Who will choose the right picture"

Target: teach to select the specified number of pictures, combining the generic concept of "furniture", "clothes", "shoes", "fruits".

Content. V. places pictures of pieces of furniture and clothing on the left, vegetables and fruits on the right on the table and invites the children to play the game "Who will pick the specified number of pictures correctly?" V. explains the assignment: “I have pictures of pieces of furniture and clothing, vegetables and Fruits on my table. I will call several children at once. The winner will be the one who correctly selects as many pictures of different objects as I say. " After completing the task, the children tell how they made the group, how many objects are in it and how many there are in total.

"Make a figure"

Target: exercise in grouping geometric shapes by color, size.

Content. At V.'s request, the children take out the figures from the envelope, lay them out in front of them and answer the questions: “What are your figures? What color are they? Is it the same size? How can you group the shapes, find the right ones? (by color, shape, size). Make a group of red, blue, yellow shapes. After the children complete the task, V. asks: “What are the groups? What color are they? What shape did the figures in the first group turn out to be? What figures is the second group composed of? How many are there in total? How many different shapes are there in the third group? Name them! How many figures are there yellow color? " Further V. proposes to mix all the figures and decompose them in shape (size).

"Find by touch"

Target: teach children to compare the results of visual tactile examination of the shape of the object.

Content. The lesson is held simultaneously with 2-4 children. The child places his hand on the table with a pouch tightened around his wrist. V. puts one item on the table, - the child, looking at the sample, finds the same item in the bag by touch. If he is mistaken for him, they offer to carefully consider the subject and give a verbal description. After that, the child again searches by touch, but this time for another object. The repetition of the game depends on the degree to which the children have mastered the examination method.

"Which net has more balls?"

Target: exercise children in comparing numbers and in determining which of the 2 adjacent numbers is greater or less than the other.

Content... V. shows the children two nets with balls and asks them to guess which one has more balls. (There are 6 large balls in one net, 7 small balls in the other), if there are 6 large balls in one, and 7 small balls in the other. Why do you think so? how can you prove it? After listening to the answers of the children, the teacher says: “It is difficult to put the balls in pairs, they roll. Press, replace them with small circles. Small balls are small circles. Big big. How many large circles should I take? Natasha, place 6 large circles on the typesetting canvas, on the top strip. How many small circles should I take? Sasha, place 7 small circles on the bottom strip. Kolya, explain why 7 is more than 6, and 6 is less than 7? “How to make the balls equal?”: Two ways of establishing equality are found out.

"Who will pick up the boxes faster"

Target: train children in matching objects in length, width, height.

Content... After finding out how the boxes on the table differ from each other, V. explains the task: “The boxes are mixed: long, short, wide and narrow, high and low. Now let's learn how to select boxes that fit the size. Let's play "Who will pick up the right size boxes faster?" I will call 2-3 people, give them one box at a time. Children will tell you how long, wide, and how high their boxes are. And then I will give the command: “Pick boxes equal to your length (width - height). The winner is the one who picks up the boxes faster. Children may be asked to line up boxes (highest to lowest, or longest to shortest).

"Make no mistake"

Target: exercise children in quantitative and ordinal counting.

Material. For each child, a strip of thick paper, divided into 10 squares. 10 small cards, equal to the size of a square on a strip of paper, with circles from 1 to 10 depicted on them.

Content. Children put strips of paper and small cards in front of them. The leader calls out a number, and the children must find a card with the same number of circles and put it on the corresponding number of the square. The presenter can call numbers from 1 to 10 in any order. As a result of the game, all small cards should be arranged in order from 1 to 10. Instead of naming a number, the leader can strike a tambourine.

"Fold the figure"

Target: Exercise in modeling familiar geometric shapes.

Content. V. places models of geometric figures on a flannelegraph, calls the child and invites him to show all the figures and name them. Explains the assignment: "Each of you has the same geometric shapes, but they are cut into 2, 4 parts, if you correctly attach them to each other, you get a whole figure." After completing the task, the children tell how many parts they made up the next figure.

"Talking on the phone"

Target: development of spatial representations.

Content. Armed with a stick (pointer) and holding it along the wire, you need to find out: who is calling whom on the phone? Whom the cat Leopold calls, the crocodile Gena, Kolobok, the wolf. You can start the game with a story. “In one city, two large houses stood on the same site. The cat Leopold, the crocodile Gena, the bun and the wolf lived in the same house. In another house lived a fox, a hare "Cheburashka" and a mouse-norushka. One evening Leopold the cat, crocodile

Gena, the bun and the wolf were in a hurry to call their neighbors. Guess who called whom? "

Example of game material

"Who is more and who is less?"

Target: fix the account and ordinal numbers; develop ideas: "high", "low", "thick", "thin", "thickest"; "The thinnest", "left", "right", "left", "right", "between". Teach your child to reason.

Rules of the game. The game is divided into two parts. First, the children should find out the names of the boys, and then answer the questions.

"What are the boys' names?" In the same city lived inseparable friends: Kolya, Tolya, Misha, Grisha, Tisha and Seva. Look carefully at the picture, take a stick (pointer) and show who, what is the name, if: Seva is the tallest, Misha, Grisha and Tisha are the same height, but Tisha is the fattest of them, and Grisha is the thinnest; Kolya is the shortest boy. You yourself can find out who is named Tolay. Now show the boys in order: Kolya, Tolya, Misha, Tisha, Grisha, Seva. Now show the boys in the same order: Seva, Tisha, Misha, Grisha, Tolya, Kolya. How many boys are there?

"Who is standing where?" Now you know the names of the boys, and you can answer the questions: who is to the left of Seva? Who is to the right of Tolya? Who is to the right of Tisha? Who is more to the left of Kolya? Who stands between Kolya and Grisha? Who stands between Tisha and Tolya? Who stands between Seva and Misha? Who stands between Tolya and Kolya? What is the name of the first boy on the left? Third? Sixth? If Seva goes home, how many boys will be left? If Kolya and Tolya go home, how many boys will remain? If their friend Petya approaches these boys, how many boys will there be then?

An example of game material.

"Compare and Remember"

Target: teach to carry out visual-mental analysis of the way the figures are located; consolidation of ideas about geometric shapes.

Material. Set of geometric shapes.

Content. Each of the players must carefully examine his plate with the image of geometric figures, find a pattern in their arrangement, then fill in the empty cells with question marks, putting the desired figure in them. The winner is the one who correctly and quickly copes with the task. The game can be repeated by arranging the shapes and question marks differently.

Example of game material

"Find a matching picture"

Target: learn to recognize a pattern made up of geometric shapes by description.

The teacher describes the first card himself. During the game, he appoints several leaders.

"Constructor"

Target: the formation of the ability to decompose a complex figure into those that we have. Workout for a count of ten.

Material. Multi-colored figures.

Rules of the game. Take triangles, squares, rectangles, circles and other necessary shapes from the set and put them on the outlines shown on the page. After building each object, count how many figures of each type were required. You can start the game by asking the children with these verses:

I took a triangle and a square, I built a house out of them. And I am very glad of this: Now the gnome lives there.

A square, a rectangle, a circle, Another rectangle and two circles ... And my friend will be very happy: I built the car for a friend. I took three triangles And a needle stick. I put them down lightly. And suddenly I got a Christmas tree

An example of laid out figures

"Score"

Target: development of observation and attention to teach to distinguish between similar objects in size.

The game is divided into 3 stages.

1. "Score". The sheep had a shop. Look at the shelves in the store and answer the questions: How many shelves are in the store? What's on the bottom (middle, top) shelf? How many cups (large, small) are in the store? Which shelf are the cups on? How many nesting dolls are in the store? (big, small). What shelf are they on? How many balls are in the store? (big, small). What shelf are they on? What is to the left of the pyramid? To the right of the pyramids, to the left of the jug, to the right of the jug, to the left of the glass, to the right of the glass? What stands between small and large balls? Every morning, the sheep displayed the same items in the store.

2. "What the Gray Wolf Bought." Once on New Year's Eve, a gray wolf came to the store and bought gifts for his wolf cubs. Look closely. Guess what the gray wolf bought?

3. "What did the hare buy?" The day after the wolf, a hare came to the store and bought New Year's gifts for the hares. What did the hare buy?

An example of game material.

"Fill in empty cells"

Target: consolidation of the idea of ​​geometric shapes, the ability to compose, and compare 2 gr. figures, find distinguishing features.

II. Statement of the problem and its analysis. 1. Composing a sentence from a group of words

III. Learning new material. Cognitive UUD: general educational - the formation of the ability to search for the beginning of the lesson in the textbook by conventions: the chapter symbol and the ordinal symbol of the lesson