"Pick up a toy"

Target: exercise in counting objects according to the named number and memorizing him to learn 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. He calls the children in turn and gives them the task to bring a certain number of toys and put them on a particular table. He instructs other children to check whether the task was 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 Seryozha brought. As a result, there are 2 toys on one table, 3 on the second, 4 on the third, and 5 on the fourth. Then the children are invited to count a certain number of toys and put them on the table where there are the same number of such toys, so that it can be seen that they are equally divided. After completing the task, the child tells what he did. Another child checks if the task is completed correctly.

"Choose a Shape"

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

Material: each child has cards on which a rectangle, a square and a triangle are drawn, the color and shape vary.

Content . First, V. offers to circle 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, and you?” Etc. Calls 2-3 children, asks them to name the color and size (large, small of their figure of this type). "I have a small blue square."

"Name and count"

Content. It is better to start the lesson with counting toys, calling 2-3 children to the table, after that say that children are good at counting toys, things, and today they will learn to count sounds. IN. invites the children to count, helping with his hand, how many times he hits the table. He shows how it is necessary to swing the right hand, standing on the elbow, in time with the blows. The blows are made quietly and not too often so that the children 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. Next, it is proposed to 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, all children are offered to raise their hand (lean forward, sit down) as many times as the hammer hits.

"Name Your Bus"

Target: exercise in distinguishing between a circle, a square, a rectangle, a triangle, to find shapes that are identical in shape, differing in color and size,

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

"Will it be enough?"

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

Content. V. offers to treat the animals. Preliminarily finds out: “Will the bunnies have enough carrots, squirrels of nuts? How to find out? How to check? Children count toys, compare their number, then treat the animals, putting small toys to large ones. Having revealed the equality and inequality of the number of toys in the group, they add the missing item or remove the extra one.

"Collect the Figure"

Target: learn to count objects that form a figure.

Content. V. invites the children to move the plate with chopsticks towards them and asks: “What color are the chopsticks? How many sticks of each color? Offers to lay out the sticks of each color so that they get different figures. After completing the task, the children count the sticks again. Find out how many sticks went to each figure. The teacher draws attention to the fact that the sticks are arranged differently, but they are equally divided - 4 each “How to prove that the sticks are equally divided? Children lay out sticks in rows one under the other.

"At the poultry farm"

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

Content . V .: “Today we will go on an excursion - to a poultry farm. Chickens and chickens live here. Chickens are sitting on the upper perch, there are 6 of them, and 5 chickens on the lower perch. Compare chickens and chickens, determine that there are fewer chickens than chickens. “One chicken ran away. What needs to be done to make chickens and chickens equally? (You need to find 1 chicken and return it to the chicken). The game is repeated. V. quietly removes the chicken, the children look for the mother chicken for the chicken, etc.

"Tell me about your pattern"

Target: learn 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 the task to tell about the pattern that they drew in the drawing class. For example, in the middle there is a large circle - rays depart from it, there are 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: V game form exercise in active discrimination of temporary concepts "yesterday", "today", "tomorrow".

Children walk in a circle, while reading 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 doesn't the oval roll?"

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

Content. Models of geometric shapes are placed on the flannelograph: circle, square, rectangle, triangle. First, one child, called to the flannelograph, names the figures, and then all the children do it together. The child is asked to show the circle. Question: "What is the difference between a circle and other figures?" The child traces the circle with his finger, tries to roll it. V. summarizes the answers of the children: the circle has no corners, and the rest of the figures have corners. On the flannelograph place 2 circles and 2 oval shapes of different colors and sizes. “Look at these figures. Are there circles among them? One of the children is offered to show circles. Children's attention is drawn to the fact that there are not only circles on the flannelgraph, but also other figures. , similar to a circle. This is an oval shape. V. teaches to distinguish them from circles; asks: “How are oval shapes similar to circles? (The oval shapes don't have corners either.) The child is offered to show a circle, an oval shape. 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 oval-shaped figure is elongated). Compare by applying and superimposing a circle on an oval.

"Count the birds"

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

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

"Stand in your place"

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

Content. V. calls the children in turn, indicates where they need to stand: “Seryozha, come to me, Kolya, stand so that Serezha is behind you. Faith, stand in front of Ira, ”etc. Having called 5-6 children, the teacher asks them to name who is in front and behind them. Next, the children are offered to turn left or right and again name who and where is standing 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 position of the figures.

Content. V. explains the task: “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 above, below, left, right. Summons 1 child. He shows and names the figures in order, their location. Shows to another child. Another child is offered to arrange the figures as he wants, to name their location. Then the child becomes his back to the flannelograph, 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 figures. Opening their eyes, the children guess what has changed.

"Sticks in a Row"

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

Content. V. introduces the children to the new material and explains the task: "We need to build 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 rearrange the sticks). “To complete the task, right, you need to take the most long stick of all that are not stacked in a row, ”explains V.

"Parts of the day"

Target: exercise children in distinguishing between parts of the day.

Material: pictures: morning, afternoon, 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 attached behind each house. Children line up in front of the houses. The teacher reads the appropriate 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 yard,

Leaves fall like rain

rustling underfoot,

And fly, fly, fly...

2. Happens on a sunny day

You will go deeper into the forest

Sit down try on a stump

Don't rush... Listen...

3. It's already evening.

Dew.

Shines on nettles.

I'm standing on the road

Leaning against the willow...

4. Yellow maples cried at night:

Remember maples,

How green were...

"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 standing on the stand. V. says: “Now we will play the game “Who will find it faster”. I will call one person at a time and say what item to find. The winner is the one who first finds an object, places it next to a figure of the same shape. Summons 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 questions: What is next to the circle? (square, etc.). How many items in total? What shape are these items? How are they all similar? How many?

"Walk in 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, on which 6 and 5, 4 and 4 objects are drawn.

Content. Color images of 6 large apples and 7 small apples are placed in one row at some distance from each other on the typesetting canvas. V. asks questions: “What can be said about the size of apples? Which apples are more (less)? How to check?" One child thinks big. Another small apples. What needs to be done so that it immediately becomes clear which apples are more, which are less? Then he calls the child and invites him to find and place small apples under the big ones, exactly one under the other, and explain which number is larger, which is smaller. V. clarifies the children's answers: “That's right, now it is clearly seen 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 there are 6, 1 apple is missing. So 6 is less than 7 and 7 is greater than 6.

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

"Make as many moves"

Target: exercise in reproducing a certain number of movements.

Content. V. builds children in 2 lines opposite each other and explains the task: “You will perform as many movements as there are objects drawn on the card that I will show. You have to count silently. First, the children standing in this line will perform the movements, and the children from the other line will check them, and then vice versa. Each line is given 2 tasks. Suggest doing 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 leader is chosen. Children tie scarves and stand in a row - these are nesting dolls. They are counted aloud in order: “First, second, third”, etc. The driver remembers where each nesting doll stands out the door. At this time, two nesting dolls change places. The driver enters and says what has changed, for example: “The red nesting doll was the fifth, and became the second, and the second nesting doll of the herd is the fifth.” Sometimes nesting dolls can remain in their places. The game is repeated several times.

"Put the boards down"

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

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

Content. Participants are divided into 2 groups. Each subgroup receives a set of boards. Both sets fit on 2 tables. Children of two subgroups sit on chairs on one side of the table. On the other side of the tables are free benches. Both subgroups of children should line up the boards in a row (one in decreasing width, the other in increasing). In turn, one child comes to the table and puts 1 board in a row. When performing 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 children's knowledge of 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 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 leader. At his command "Day!" or “Night!” - the players of the named team run into the house, and the opponents catch up with them. The stale ones are counted and released. The teams line up again at the middle lines, and V. gives the signal.

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

Option number 3. The host is one of the children. He throws up a cardboard circle, one side of which is painted black, 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 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, rag.

"About yesterday"

Target: Show children how to save time.

Once upon a time there was a boy named Serezha. 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 in a hurry somewhere, the hands never stood still and always said: “Tick-tock, tick-tock - take care of time, if you miss it, 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:

Oh, Seryozha, Seryozha! Already on the third of November, Sunday, this day is already coming to an end, and you have not done your homework yet. …

Yes, yes, said the clock. - The evening is coming to an end, and you keep running and running. Time flies, you can't catch up with it, you missed it. Serezha just waved away the annoying clock and the thick calendar.

Serezha began to do his homework when darkness fell outside the window. I can not see anything. Eyes droop. The letters run across the pages like black ants. Seryozha put his head on the table, and the clock tells him:

Tick-tock, tick-tock. How many hours lost, skipped. Look at the calendar, soon Sunday will be gone, and you will never return it again. Seryozha looked at the calendar, but on the sheet it was no longer 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, you can find, - Seryozha answers.

But go, look for yesterday, let's see if you find it or not.

And I'll try, - answered Seryozha.

As soon as he said this, something lifted him up, spun him around, and he ended up on the street. Seryozha looked around and saw - a lifting legging was dragging a wall with a door and windows to the top, new house grows higher and higher, and the builders rise higher and higher. Their work is so controversial. The workers pay no attention to anything, they rush to build a house for other people. Seryozha threw back his head and screamed:

Uncles, can you see from above where yesterday went?

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

Didn't get to do the lessons. Serezha answered.

Your business is bad, say the builders. We overtook yesterday yesterday, and we overtake tomorrow today.

“These are miracles,” Serezha thinks. “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, - answered my mother.

Yesterday is gone, and there is only a trace of it in the affairs of man.

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

Here is our yesterday, - says mom.

We wove this carpet at the factory yesterday.

"Cars"

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

Material. Rudders of three colors (red, yellow, blue) according to the number of children, on the rudders of the number of cars - an 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 "Machines! 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. The cars line up in a column in numerical order. Starting from the first, B. checks the order of the numbers, the game continues.

"Journey to the Greenhouse"

Target: introduce children to the formation of numbers (2-10), exercise in counting within (3-10).

"We make a blanket"

Target: continue to introduce geometric shapes. Compilation of geometric shapes from these details.

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

"Living 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: practice counting by ear.

Content. V. invites children to count sounds by ear. He reminds that this must be done without missing a single sound and without looking ahead (“Listen carefully to how many times the hammer will hit”). Extract (2-10) sounds. In total, they give 2-3 fortune-telling. Then 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. The children are doing the task. They answer the question: “How many toys did you put in and why?”

« Christmas trees»

Target: teach children to use a measure 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 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 measure. 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 how he measured his Christmas tree. You need to measure by placing a measure next to the Christmas tree so that the bottom of them matches, if the top also matches, then you have found the right Christmas tree (shows the measurement method). Children go to the forest, where different Christmas trees are mixed on several tables. Everyone chooses the Christmas tree they need. If the child made a mistake, then he returns to the forest and picks up the right Christmas tree. In conclusion, a trip around the city and the delivery of Christmas trees to places are played out.

"Room Journey"

Target: learn to find objects of different shapes.

Content. Children are shown a picture depicting 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 here! I've never seen anything like it." “Let me show you everything and tell you,” the boy answered and led Carlson around the room. “This is the table,” he began. "And what shape is it?" Carlson immediately asked. Then the boy began to tell in great detail everything about every thing. Now try, just like that boy, to tell Carlson everything about this room and the objects that are in it.

"Who will call faster"

Target: practice counting things.

"Whoever walks the right way will find the toy"

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

Content. The teacher explains the task: “We will learn to walk in the right direction and count the steps. Let's play the game "Whoever goes the right way will find the toy." I hid the toys beforehand. Now I will call you one by one and tell you in 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 in the right way.” 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 can name an object of the same shape (the task is divided into parts), 5-6 children are called.

"Who else"

Target: to 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 got on the tram. Among them were boys and girls. Think and answer, there were more boys, girls, if I marked the girls with large circles, and the boys with small ones ”- the teacher points to the flannelograph, on which there are 5 large and 6 small circles, interspersed. After listening to the children, V. asks: “What can be done to see even faster that there were equal numbers of girls and boys?” The called child lays out circles in 2 rows, one under one. "How many students were there? Let's all count together."

"Form Workshop"

Target: teach children to reproduce varieties of geometric shapes.

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

"The Stranger Away"

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

Content. V. addresses the children: "We will once again learn how to make different objects equally." 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 the Dunno has placed the toys and cards correctly? (Dunno was wrong). After listening to the children's answers, V. invites 1 child to select the appropriate card for each group. Children take turns counting toys and mugs on cards. The teacher offers to count the last group of toys to all the children together.

"Broken Staircase"

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

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

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

"Hear and Count"

Target: teach at the same time, count sounds and count toys.

Material: trays with small toys.

Content. V. addresses the children: “Today we will again count the sounds and count the toys. Last time, we first counted the sounds, and then counted the toys. Now the task will be more difficult. It will be necessary to simultaneously count the sounds, and move the 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 mushroom picking"

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

Demo material:flannelograph, 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. tells the children: “Today we will play a game like sisters go to the forest to pick mushrooms. Matryoshkas are sisters. They are going to the forest. The oldest one will go first: she is the tallest, the oldest of the remaining ones will go after her, and so everything is in height, ”call a child who builds matryoshka dolls on a flannelograph by height (as in a horizontal row). “They need to be given baskets in which they will collect mushrooms,” the teacher says.

He calls 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 take them apart. The child builds the second serial row and notices that one nesting doll did not have enough baskets. Children find where in the row there is the largest gap in the size of the basket. The called child places baskets under the nesting dolls so that the nesting dolls can take them 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 geometric shapes about round shape 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: strip and circle of paper.Handout: each child has 2 paper rectangles and 1 card.

Content. Q: Listen carefully and look. I have a paper strip, I will fold it in half, trim the ends exactly, iron the fold line. How many parts did I divide the strip into? That's right, I folded the strip in half and divided it into 2 equal parts. Today we will divide objects into equal parts. Are the parts equal? Here is one half, here is the other. How many halves did I show? How many halves? What is called half? The teacher clarifies: “A 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 such parts are in the whole strip? How did I get 2 equal parts? Which is more: a whole strip or half? etc. ".

Similarly: with a circle.

"Stand in your place"

Target: exercise children - in the account 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 their card. Then he explains the task: “I will name the numbers, the children will go out, stand in a row and show everyone their cards, name how many objects they have drawn. Questions: “Because they have drawn objects?” etc.

"Name it soon"

Target: mastering the sequence of the week.

"Find a toy"

Target: learn to master spatial representations.

"Journey to the Bakery"

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

Content. “Tonight I will go to the bakery for bread,” says V., “I need half a loaf of bread. How will the seller divide the loaf? Take a rectangle, it's like a loaf of bread. Divide it the way a salesman would cut a loaf. What have you done? What did you get? Show 1 of 2 equal parts. And now both halves. Connect them together as if there was a whole rectangle left (Compare the whole part with the halves. Find 1, 2 parts). Guess how the seller would share if I had enough of a quarter of bread. 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: learn to select the specified number of pictures, combining the generic concept of "furniture", "clothes", "shoes", "fruits".

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

"Make a Shape"

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

Content. At the request of V., the children take out the figures from the envelope, lay them out in front of them and answer the questions: “What figures do you have? What color are they? Is it the same size? How can you group the figures, choose the right ones? (by color, shape, size). Make a group of red, blue, yellow figures. After the children complete the task, V. asks: “What did the groups turn out to be? What color are they? What shape were the figures in the first group? What figures is the second group composed of? How many are there? How many figures of different shapes are in the third group? Name them! How many shapes yellow color? Next, V. suggests mixing all the figures and decomposing them in shape (size).

"Find by touch"

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

Content. The lesson is held simultaneously with 2-4 children. The child puts his hand on the table with a bag tightened around his wrist. V. puts one object on the table - the child, looking at the sample, finds the same object in the bag by touch. If he makes a mistake, he is offered to carefully consider the subject and give a verbal description. After that, the child again searches by touch, but for a different object. The repetition of the game depends on the degree of assimilation of the survey method by the children.

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 offers 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. Crush, replace them with small circles. Small balls - 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 greater than 6, and 6 is less than 7? "How to make the balls become even?": Find out two ways to establish equality.

"Who will pick up the boxes faster"

Target: exercise children in comparing objects in length, width, height.

Content . Having found out how the boxes on the table differ from each other, V. explains the task: “The boxes are mixed up: long, short, wide and narrow, high and low. Now we will learn how to select boxes that are suitable in size. Let's play "Who will pick up the boxes of the right size faster?" I will call 2-3 people, give them one box each. Children will tell you what length, width, height of their box. And then I will give the command: “Pick up boxes equal to your length (width - height). Whoever picks up the boxes first wins. Children may be asked to build the boxes in a row (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 host calls some number, and the children must find a card with the same number of circles and put it on the corresponding square number. The host can name numbers from 1 to 10 in any order. As a result of the game, all small cards must be arranged in order from 1 to 10. Instead of naming the number, the leader can hit the tambourine.

"Fold the Figure"

Target : exercise in drawing up models of familiar geometric shapes.

Content. V. places models of geometric figures on a flannelograph, calls the child and invites him to show all the figures and name them. Explains the task: “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.” Having completed the task, the children tell how many parts they made up the next figure.

"Who is more and who is less?"

Target: fix the score and ordinal numbers; develop ideas: “high”, “low”, “fat”, “thin”, “the fattest”; “the thinnest”, “left”, “right”, “to the left”, “to the right”, “between”. Teach your child to reason.

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

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

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

"Find a matching picture"

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

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. Practice counting to ten.

Material. Multicolored figures.

Rules of the game. Take triangles, squares, rectangles, circles and other necessary shapes from the set and apply them to the outlines shown on the page. After constructing each item, count how many figures of each type were required. The game can be started by turning to the children with the following verses:

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

Square, rectangle, circle, Another rectangle and two circles...

And my friend will be very happy: After all, I built the car for a friend. I took three triangles AND a needle stick. I laid them down lightly. And suddenly got a Christmas tree

"Shop"

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

The game is divided into 3 stages.

1. "Shop". The sheep had a store. Look at the store shelves and answer the questions: How many shelves are there in the store? What is on the bottom (middle, top) shelf? How many cups (large, small) are there in the store? What shelf are the cups on? How many nesting dolls are in the store? (large, small). What shelf are they on? How many balls are in the store? (large, 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 day in the morning, the sheep displayed the same goods 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 cubs. Look closely. Guess what the gray wolf bought?

3. "What did the hare buy?"The next day after the wolf, a hare came to the store and bought new Year gifts for bunnies. What did the rabbit buy?

Didactic games in mathematics (file cabinet)

2 junior group

"Number and Count"
1. Didactic game "Guess who is behind whom"
Purpose: to form in children an idea of ​​​​the obscuration of some objects by others. Clarify the idea that large objects obscure smaller ones, and smaller ones do not obscure large ones; to fix the words "more", "less", "before"; introduce the word "shroud".

Content. 1st option. The toys are on the teacher's table. He asks to see what is on the table and close your eyes. He takes two toys, puts them a little aside and stands up so that he shields them with himself. Children open their eyes and find that two toys are missing. “I didn’t leave the table. Where did the toys go? - says the teacher. If one of the guys guesses, the teacher says in surprise: “Ah, I got up and blocked them.” If the children do not find it, then they look for it themselves and, having found the missing toys, explain the reason for their disappearance. After that, the teacher removes the toys and invites two children to the table: one is tall, large, the other is small. Children are again convinced of the principle of obscuration, when the little one stands behind the back of the big one. The teacher discusses the results of the game with the children, why Tanya is not visible behind Kolya, and Kolya is visible behind Tanya: “The larger one obscures the smaller one, and the smaller one cannot obscure the larger one.” 2nd option. A game of hide and seek is being played. One child hides, and the rest of the children, under the guidance of a teacher, look for him, sequentially examining the furniture in the room.
2. Didactic game "Let's build houses"
Purpose: to teach to visually correlate the size of objects and check your choice by imposing; develop attention; to fix the words that define the relativity of the quantities "greater", "less", "same".
Equipment.
1st option. Three cardboard houses of different sizes with slots for doors and windows, no roofs; cardboard windows, doors, roofs of three sizes, corresponding to the size of the houses. 2nd option. Small cardboard houses without roofs with slots for windows and doors, elements for them (roofs, doors, windows) for each child.
Content. The teacher inserts large images of three houses into the typesetting canvas, placing them in a random order, not in a row. On the table, he mixes up the elements of houses (roofs, windows, doors). Then he tells the children that they will be builders, they will complete the houses, which should be neat, even; all parts should be selected so that they fit the right parts. Children are like and take turns "finishing" houses. Those sitting at the table take part in the evaluation of each stage of the work. At the end, the teacher sums up: “For the largest house, we put smaller doors, a smaller roof, smaller windows. And the smallest house has the smallest windows, the smallest door, the smallest roof.”
3. Game "Helper"
Purpose: Development of fine and general motor skills, coordination of movements, dexterity. To instill industriousness. Equipment: Containers with fillers, scoops, fillers.
Content: The teacher offers the child to transfer the contents from one container to another. Equipment: Containers with fillers, scoops, fillers.
4. Didactic game. "Raspberry for cubs"
Purpose: to form a representation of equality in children based on a comparison of two groups of objects, to activate the words in speech: “as much - how much, equally”, “equally”.
Content. The teacher says: - Guys, the bear cub loves raspberries very much, he collected a whole basket in the forest to treat his friends. Look how many cubs have arrived! Let's arrange them with the right hand from left to right. Now let's treat them to raspberries. It is necessary to take as many raspberries as to be enough for all the cubs. Can you tell me how many bears? (a lot of). And now you need to take the same number of berries. Let's treat the cubs with berries. Each bear cub should be given one berry. How many berries did you bring? (many) How many cubs do we have? (many) How else can you say? That's right, they are the same, equally; there are as many berries as there are cubs, and there are as many cubs as there are berries.
geometric shape
1. Didactic game "Pick a figure"
Purpose: to consolidate children's ideas about geometric shapes, exercise in their naming.
Equipment. Demonstration: a circle, a square, a triangle cut out of cardboard, cards with contours of 3 geometric lottos.
Content. The teacher shows the figures to the children, circles each with his finger. Gives the task to the children: “You have cards on the tables on which figures of different shapes are drawn, and the same figures on trays. Arrange all the figures on the cards so that they are hidden. He asks the children to circle each figure lying on the tray, and then puts (“hide”) it on the drawn figure.
2. Didactic game "Make an object"
Purpose: to exercise in drawing up the silhouette of an object from separate parts (geometric shapes).
Equipment. On the teacher's table there are large toys: a house, a tumbler, a snowman, a Christmas tree, a truck. On the floor are sets of different geometric shapes.
Content. The teacher offers to name the toys that are on his table and compose any of them using a set of geometric shapes. Encourages and stimulates the actions of children. He asks: “What did you make? What geometric shapes? Children examine the resulting silhouettes of toys, recall the corresponding poems, riddles. It is possible to combine the compiled silhouettes into a single plot: “House in the Forest”, “Winter Walk”, “Street”
3. Didactic game "Learn and remember"
Purpose: to teach children to remember what they perceive, to make a choice according to the presentation.
Equipment. Cards with the image of three one-color geometric shapes (circle, square, triangle; circle, oval, square.), A set of small cards with the image of one shape for being on large cards.
Content. In front of the child is a card with the image of 3 forms. The teacher asks to look at it and remember what forms are drawn there. Then he distributes sheets of paper to the children and asks them to close their cards with them. After that, he shows a small card. puts it on the table face down, mentally counts up to 15, asks the children to remove the paper and show on their cards the same form that he showed. To check, the teacher again shows a sample card. As the game is mastered, the children are given two cards (6 forms), then three (9 forms).
4. Didactic game "Mailbox"
Purpose: to teach to see the form in the object, to correlate the shape of the slot and the tab, to make a whole from different geometric shapes and their parts, selecting the right ones with the help of trials and trying on.
Equipment. Boards with slots for laying out forms of the same color but different in configuration, with the image of a ball, hot air balloon(from two semi-ovals), a two-story house (from two rectangles); figures (two semicircles of different colors, two semi-ovals of the same color, two rectangles).
Content. Boards and figurines are mixed in front of the child. The teacher offers the kid to make up all the pictures, and then say what image it turned out.
5. Didactic game "Search and find"
Purpose: to teach to find objects of various shapes in the room by the word-name; develop attention and memory.
Content. The teacher lays out toys of various shapes in different places in the group room in advance and says: “We will look for round objects. Everything that is round in our room, find it and bring it to my table.” Children disperse, the teacher provides assistance to those who find it difficult. Children bring objects, put them on the teacher's table, sit down. The teacher examines the objects brought with them, evaluates the result of the assignment. The game is repeated, the children are looking for objects of a different shape.
Values.
1. Didactic game "Three squares"
Purpose: to teach children to correlate three objects in size and designate their relationships with the words: “big”, “small”, “medium”, “largest”, “smallest”.
Equipment. Three squares of different sizes, flannelgraph; children have 3 squares, flannelograph.
Content. Educator: Children, I have 3 squares, like this (shows). This one is the biggest one, this one is smaller, and this one is the smallest one (shows each one). And now you show the largest squares (children raise and show), put it down. Now raise the averages. Now - the smallest ones. Next, the teacher invites the children to build towers from the squares. He shows how this is done - he places on the flannelograph from the bottom up, first a large, then a medium, then a small square. “Make such a tower on your flannelographs,” says the teacher.
2. Didactic game "Wide - narrow"
Purpose: to form the idea of ​​"wide - narrow".
Content. The lesson is conducted in a similar way, but now children are learning to distinguish between the width of objects, that is, wide and narrow ribbons of the same length. While creating game situation you can use the following trick. Two cardboard strips are laid out on the table - wide and narrow (of the same length). A doll and a bear can walk along a wide strip (track), and only one of them can walk along a narrow strip. Or you can play the plot with two cars
3. Didactic game "Three Bears"
Purpose: to exercise in comparing and ordering objects by size.
Equipment. The teacher has the silhouettes of three bears, the children have sets of toys in three sizes: tables, chairs, beds, cups, spoons.
Content. The teacher distributes to the children a set of items of the same type: three spoons of different sizes, three chairs and tells ":" Once upon a time there were three bears. What were their names? (Children call them). Who is this? (Puts the silhouette of Mikhail Ivanovich). "And who is this? (Nastasya Petrovna). Is she larger or smaller than Mikhail Ivanovich? And which Mishutka? (Small). Let's arrange a room for each bear. The largest bear, Mikhail Ivanovich, will live here. Which of you has a bed, a chair. for Mikhail Ivanovich? (Children put objects near the bear in case of a mistake, Mikhail Ivanovich says: “No, this is not my bed.”) Do you have a bed, a chair. for Mishutka? (Children arrange a room for him). (For Nastasya Petrovna). What size are they? (Smaller than for Mikhail Ivanovich, but larger than for Mishutka). Let's take them to Nastasya Petrovna. The bears have arranged their dwelling and went for a walk in the forest. Who goes ahead? Who is behind him? Who is the last one? (The teacher helps the children remember the relevant fragments of the tale).
4. Didactic game "Hedgehog"
Purpose: to teach to correlate objects by size, to highlight the value as a significant feature that determines actions; to consolidate the meaning of the words "big", "small", "more", "less", enter them into the children's active dictionary.
Equipment. Cardboard stencils depicting hedgehogs, umbrellas of four sizes.
Content. The teacher says that now he will tell a story about hedgehogs: “A family of hedgehogs lived in the forest: dad, mom and two hedgehogs. Once the hedgehogs went for a walk and went out into the field. There was neither a house nor a tree. Suddenly dad hedgehog said: “Look, what a big cloud. Now it's going to rain." “Let's run into the forest,” the mother of the hedgehog suggested. "Let's hide under the tree." But then it began to rain, and the hedgehogs did not have time to hide. You guys have umbrellas. Help the hedgehogs, give them umbrellas. Just look carefully to whom, which umbrella suits. (Looks to see if the children use the principle of comparing objects by size). “Well done, now all the hedgehogs are hiding under umbrellas. And they thank you." The teacher asks someone why he gave one umbrella to dad-hedgehog and another to mom-hedgehog; the next child - why gave the little hedgehogs other umbrellas. Children answer, and the teacher helps them formulate the answer correctly.
Oriented in space
1. The game "To the right as to the left"
Purpose: mastering the ability to navigate on a sheet of paper.
Content. Matryoshkas were in a hurry and forgot to finish their drawings. You need to finish them so that one half looks like the other. Children draw, and an adult says: “Dot, dot, two hooks, minus a comma - a funny face came out. And if the bow and little skirt is a little girl, that girl. And if a forelock and pants, that little man is a boy. The children look at the pictures.
2. Didactic game "Decorate a scarf"
Purpose: to learn to compare two groups of objects equal and unequal in number, to exercise in orientation on a plane.
Equipment: "scarves" (large - for the teacher, small - for children), a set of leaves in two colors (for each child).
Content. The teacher offers to decorate the scarves with leaves. Asks how it can be done (each child completes the task independently). Then he says: “Now let's decorate the handkerchiefs in a different way, everything is the same. I will decorate my scarf, and you will be small. Decorate the top edge with yellow leaves, like this. (shows). Put as many leaves as I do. With your right hand, arrange them in a row from left to right. And decorate the bottom edge of the scarf with green leaves. Take as many green leaves as yellow ones. Add another yellow leaf and place it on the top edge of the scarf. What leaves have become more? How to make them equal?” After checking the work and evaluating it, the teacher suggests decorating the left and right sides of the scarf with leaves of different colors. Put on right side handkerchief as many leaves as on the left. (Shows). In conclusion, the children decorate all sides of the scarf in their own way and talk about it.
3. Didactic game "Hide and find"
Purpose: to teach to navigate in the space of the room, to consistently examine it; develop attention and memory; learn to distinguish from the surrounding objects that are in the field of view.
Equipment. Various toys.
Contents.1st option. The teacher shows the children a bright, colorful toy. He says that they will hide it now, and then they will look for it. Together with the children, he walks around the room, examining and discussing everything that is there: “Here is the table at which you look at books. Here's the toy rack. Let's go further. There's a closet here. Here you can hide our toy on a shelf with books. Put it on a shelf (the shelf should be open). Now let's go play." The teacher conducts a simple outdoor game, for example, "Do as I do." After a while, he offers to find a toy. Fixes the result: “The toy was on the shelf.” The next time they hide a soft toy, and examine the room from the other side. When children learn to find a toy located at the level of their eyes, they hide it first above and then below the level of the child's eyes. 2nd option. The children hide the toy, and the teacher finds it, who slowly, sequentially examines the room and the objects in it. Children should learn the search sequence as a way to navigate in space. Going around the room, the teacher calls the direction in which the objects moving along the path are moving. For example: “Here is the window. I'll go from window to door. There's a closet here. I look up - there is no upstairs, I look down - there is no downstairs. I’ll go further, ”etc. 3rd option. Children hide the toy under the guidance of a teacher, and one of the children is looking for it. He goes out the door in advance and does not see how they hide the toy. The teacher invites him to search, sequentially examining the room.
4. Didactic game "Picture"
Purpose: to teach to place objects on a sheet of paper (top, bottom, sides); develop attention, imitation; consolidate the perception of integral objects and distinguish them among themselves.
Equipment. A large sheet of paper for a panel, large appliqué details (sun, a strip of land, a house, a figurine of a boy or girl, a tree, a bird), sheets of paper, the same small appliqué elements, trays, glue, brushes, oilcloths, rags according to the number of children.
Content. The teacher tells the children that they will make a beautiful picture: he is on a large sheet, fixed on the board, and they are small on their sheets of paper. You just need to carefully watch and do everything the way the teacher does. Then the teacher distributes the material for the application to the children. First, he sticks a strip of earth at the bottom, the sun at the top. The teacher does everything slowly, fixing his actions at every moment and allowing the children to choose each element and place it correctly on paper. If necessary, helps the child determine the place on the sheet of paper (top, bottom). At the end, the teacher compares the children's work with his own, discussing the spatial arrangement of objects, praises them, causing a positive attitude towards the result of the work. Then he briefly describes the content of the resulting image, fixing the spatial arrangement of objects: “The boy went out into the street. I looked - below the earth, above - the sky. The sun is in the sky. Below, on the ground, a house and a tree. The boy stands near the house on one side, and the tree on the other side. A bird is sitting on a tree.
time oriented
1. Didactic game "Our day"
Purpose: to consolidate the idea of ​​\u200b\u200bparts of the day, to teach how to use the words "morning", "day", "evening", "night" correctly.
Equipment. B-ba-bo doll, toy bed, dishes, scallop, etc.; pictures showing the activities of children in different time days.
Content. Children sit in a semicircle. The teacher, with the help of the doll, performs various actions by which the children must determine the part of the day: the doll gets out of bed, dresses, combs her hair (morning), has lunch (afternoon). Then the teacher calls the action, for example: "The doll is washing", invites the child to perform it and name the part of the day corresponding to this action (morning or evening). The teacher reads an excerpt from Petushina's poems: Doll Valya wants to sleep. I'll put her to bed. I'll bring her a blanket to fall asleep faster. Children put the doll to sleep and say when it happens. The teacher shows the pictures in time sequence and asks what part of the day these actions take place. Then he shuffles the pictures and, together with the children, arranges them in the order of the actions of the day. Children lay out their pictures in accordance with the pictures of the teacher.

middle group

"Number and Count"
1. Didactic game. "Correct Account"
Purpose: to help master the order of the numbers of the natural series; to consolidate the skills of direct and reverse counting.
Equipment.ball.
Content: children stand in a circle. Before starting, they agree in what order (forward or reverse) they will count. Then they throw the ball and string the number. The one who caught the ball continues the count by passing the ball to the next player.
2. Didactic game: "Many-little"
Purpose: to help to learn the concepts of "many", "few", "one", "several", "more", "less", "equally".
Content: ask the child to name single objects or objects that are many (few). For example: there are many chairs, one table, many books, few animals. Put cards of different colors in front of the child. Let there be 7 green cards and 5 red cards. Ask which cards are more, which are less. Add 2 more red cards. What can be said now?
3. Didactic game: "Guess the number"
Purpose: to help prepare children for elementary mathematical operations of addition and subtraction; help to consolidate the skills of determining the previous and next number within the first ten.
Content: ask, for example, what number is greater than three, but less than five; what number is less than three but greater than one, etc. Think of, for example, a number within ten and ask the child to guess it. Baby calls different numbers, and the teacher says more or less than the planned number. Then you can switch roles with the child.
4. Didactic game: "Counting mosaic"
Purpose: to introduce numbers; learn to match the quantity with the number.
Equipment. counting sticks.
Content: together with the child, make up numbers or letters using counting sticks. Invite the child to place the corresponding number of counting sticks next to the given number.
5. Didactic game: "We read and count"
Purpose: to help to learn the concepts of "many", "few", "one", "several", "more", "less", "equally", "as many", "how many"; the ability to compare objects by size.
Equipment. counting sticks.
Content: when reading a book to a child, ask him to put aside as many counting sticks as, for example, there were animals in a fairy tale. After counting how many animals are in the fairy tale, ask who was more, who was less, and who was the same. Compare toys in size: who is bigger - a bunny or a bear? Who is less? Who is the same height?
Geometric shape.
1. Didactic game: "Pick up the shape"
Purpose: to teach children to highlight the shape of an object, distracting from its other features.
Equipment. one large figure of each of the five geometric shapes, cards with contours of geometric shapes, two figures of each shape of two sizes of different colors (the large figure coincides with the contour image on the card).
Content: children are given figures and cards. Educator: “Now we will play the game “Pick up the shape”. To do this, we need to remember the names of different forms. What shape is this figure? (further this question is repeated with the display of other figures). You must arrange the figures according to form, regardless of color. For children who have incorrectly laid out the figures, the teacher offers to circle the contour of the figure with a finger, find and correct the mistake.
2. Didactic game: "Lotto"
Goal: mastering the ability to distinguish various forms.
Equipment. geometric cards.
Content. Children are given cards on which 3 geometric shapes of different colors and shapes are depicted in a row. Cards differ in the arrangement of geometric shapes, their combination in color. Children are presented with the corresponding geometric shapes one at a time. The child, on whose card there is a presented figure, takes it and puts it on his card so that the figure coincides with the one drawn. Children say in what order the figures are located.
3. Didactic game: "Find your house"
Purpose: to consolidate the ability to distinguish and name a circle and a square.
Equipment. circle, square, 2 hoops, circles and squares according to the number of children, tambourine.
Content: The teacher puts two hoops on the floor at a great distance from each other. Inside the first hoop, he places a square cut out of cardboard, inside the second - a circle. Children should be divided into two groups: some have a square in their hands, and others have a circle. Then the teacher explains the rules of the game, which are that the guys run around the room , and when he hits the tambourine, they must find their houses. Those who have a circle run to the hoop where the circle lies, and those who have a square run to the hoop with a square.
When the children scatter in places, the teacher checks which figures the children have, whether they have chosen the house correctly, specifies what the figures are called and how many there are. When the game is repeated, the figures lying inside the hoops must be swapped.
4. Didactic game: "Guess"
Purpose: to consolidate the ability to distinguish between a circle, a square and a triangle.
Equipment. ball; circles, squares, triangles of different colors.
Content: Children become in a circle, in the center of which is a teacher with a ball. He says that now everyone will figure out what the object that will be shown looks like. First, the teacher shows a yellow circle and puts it in the center. Then he suggests thinking and saying what this circle looks like. The child to whom the teacher rolls the ball answers. The child who catches the ball says what the circle looks like. For example, on a pancake, in the sun, on a plate ... Next, the teacher shows a large red circle. Children fantasize: an apple, a tomato ... Everyone takes part in the game. In order for the children to understand the meaning of the Guess game more clearly, show them the illustrations. So, the red circle is a tomato, the yellow circle is a ball.
Values.
1. Didactic game: "Fruit picking"
Purpose: to develop an eye when choosing objects of a certain size according to the sample.
Equipment. apples samples (cut out of cardboard) of three sizes large, smaller, small; three baskets large, smaller, small; a tree with hanging cardboard apples of the same size as the samples (8-10 apples were the same size). The diameter of each apple is 0.5 cm smaller than the previous one.
Content: the teacher shows a tree with apples, baskets and says that small apples should be collected in a small basket, and large ones in a large one. At the same time, he calls three children, gives each one an apple sample and invites them to pick one of the same apple from the tree. If the apples are picked correctly, the teacher asks to put them in the appropriate baskets. The task is then performed a new group children. The game can be repeated several times.
2. Didactic game: "One, two, three - look!"
Purpose: to teach children to build an image of an object of a given size and use it in game activities.
Equipment. One-color pyramids (yellow and green), with at least seven rings. 2-3 pyramids of each color.
Content. Children sit on chairs in a semicircle. V. lays out pyramids on 2-3 tables, mixing the rings. He puts two pyramids on a small table in front of the children and takes one of them apart. Then he calls the children and gives each of them a ring of the same size and asks them to find a pair for their ring. “Look carefully at your rings and try to remember what size they are so as not to be mistaken. What ring do you have, big or small? children are invited to leave their rings on the chairs and go in search of other rings of the same size.You need to look for rings only after all the children say these words "One, two, three, look!" Having chosen a ring, each child returns to his place and puts it on his sample, which remained on the chair. If the child made a mistake, he is allowed to correct the mistake by replacing the chosen ring with another one. For variety, when repeating the game, you can use a pyramid of a different color as a sample.
3. Didactic game: "Who has a longer tail?"
Purpose: Mastering the ability to compare objects of contrasting sizes in length and width, use the concepts in speech: “long”, “longer”, “wide”, “narrow”.
Content. Noise outside the door. Animals appear: an elephant, a bunny, a bear, a monkey - Winnie the Pooh's friends. Animals argue who has longer tail. Winnie the Pooh invites children to help the animals. Children compare the length of the ears of a hare and a wolf, the tails of a fox and a bear, the length of the neck of a giraffe and a monkey. Each time, together with V., they define equality and inequality in length and width, using the appropriate terminology: long, longer, wide, narrow, etc.
4. Didactic game: "Who will roll the tape sooner"
Purpose: to continue to form an attitude to the value as to significant feature, pay attention to the length, introduce the words "long", "short".
Content. The teacher invites the children to learn how to roll the tape and shows how to do it, gives everyone a try. Then he offers to play the game "Who will roll the tape as soon as possible." He calls two children, gives one a long ribbon, the other a short one, and asks everyone to see who will roll their ribbon first. Naturally, the one with the shortest ribbon wins. After that, the teacher lays out the ribbons on the table so that their difference is clearly visible to the children, but does not say anything. Then the children change ribbons. Now another child wins. The children sit down, the teacher calls the children and invites one of them to choose a tape. Asks why he wants this tape. After the answers, the children call the tapes "short", "long" and summarize the actions of the children: "A short tape rolls up quickly, and a long one slowly."
Oriented in space
1. Didactic game: "Who is where"
Purpose: to teach to distinguish the position of objects in space (in front, behind, between, in the middle, on the right, on the left, below, above).
Equipment. toys.
Content: arrange toys in different places in the room. Ask the child which toy is in front, behind, next to, far away, etc. Ask what is on top, what is below, on the right, on the left, etc.
2. Didactic game: "Run to the number"
Purpose: to exercise in memorizing and distinguishing numbers, the ability to navigate in space; develop auditory and visual attention.
Equipment: number cards hung in different places in the room.
Content:Game low mobility. The teacher (leader) calls one of the numbers, the children find a card with its image in the room and run to it. If any child makes a mistake, he is out of the game for a while. The game is played until a winner is revealed.
You can complicate the task by inviting the children, standing near the number, to clap (or stomp, or sit down) the number that it stands for.
3. Didactic game: "Elevator"
Purpose: to fix forward and backward counting up to 7, fixing the main colors of the rainbow, fixing the concepts of “up”, “down”, memorize ordinal numbers (first, second ...)
Content: The child is invited to help residents raise or lower them on the elevator, to the desired floor, count the floors, find out how many residents live on the floor.
4. Didactic game: "Three steps"
Purpose: orientation in space, the ability to listen and follow instructions.
Content: The players are divided into two equal teams, stand one after the other. The task of each team is to reach the finish line as quickly as possible with a full complement, exactly, strictly following the rules: they pronounce the rules in chorus: three steps to the left, three steps to the right, one step forward, one back and four straight.
time oriented
1. Didactic game: "When it happens"
Purpose: to consolidate children's knowledge about the seasons, their characteristics; develop coherent speech, attention and resourcefulness, endurance.
Equipment. pictures of the seasons.
Content: Children sit around the table. The teacher has several pictures in his hands depicting different seasons, for each season 2-3 pictures. The teacher explains the rules of the game, the teacher gives everyone a picture. Then rotates the arrow in a circle. The one she pointed to carefully examines his picture and then talks about its contents. Then the arrow is turned again and the one it points to guesses the time of the year. A variant of this game can be the teacher reading excerpts from works of art about seasonal natural phenomena and searching for pictures with the appropriate content.
2. Didactic game: "Name the missing word"
Purpose: to teach to name time periods: morning, evening, day, night.
Equipment: ball.
Content: Children form a semicircle. The teacher rolls a ball to one of the children. He starts a sentence, skipping the names of the parts of the day: - We have breakfast in the morning, and we have lunch ... Children call the missing word. - In the morning you come to kindergarten and go home .... - In the afternoon you have lunch and dinner ...
3. Didactic game: “Who was first? Who is later?
Purpose: to consolidate children's knowledge of temporal representations: first, then, before, after, earlier, later.
Content: Staging of fairy tales using illustrations "Turnip", "Teremok", "Kolobok", etc.
4. Didactic game: "Traffic light"
Purpose: to consolidate children's ideas about the seasons.
Content: The teacher says, for example, "Summer is over, spring has come." Children raise a red circle - a stop signal, mistakes are corrected.
5. Didactic game: "Name the missing word"
Purpose: to consolidate children's knowledge about the parts of the day, their sequence, to consolidate concepts - yesterday, today, tomorrow.
Content: Children in a circle. The host starts the phrase and throws the ball to one of the players: "The sun shines during the day, and the moon ....". The one who finishes the phrase comes up with a new one "In the morning we came to kindergarten, and returned ...", "If yesterday was Friday, then today ...", "Winter is replaced by spring, and spring ...".

Senior group.

"Number and Count"
1. Didactic game. "Pick up a toy"
Purpose: to exercise in counting objects according to the named number and memorizing him to learn 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. He calls the children in turn and gives them the task to bring a certain number of toys and put them on a particular table. He instructs other children to check whether the task was 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 Seryozha brought. As a result, there are 2 toys on one table, 3 on the second, 4 on the third, and 5 on the fourth. Then the children are invited to count a certain number of toys and put them on the table where there are the same number of such toys, so that it can be seen that they are equally divided. After completing the task, the child tells what he did. Another child checks if the task is completed correctly.
2. Didactic game: "Will it be enough?"
Purpose: to teach children to see the equality and inequality of groups of objects of different sizes, to bring to the concept that a number does not depend on size.
Content. V. offers to treat the animals. Preliminarily finds out: “Will the bunnies have enough carrots, squirrels of nuts? How to find out? How to check? Children count toys, compare their number, then treat the animals, putting small toys to large ones. Having revealed the equality and inequality of the number of toys in the group, they add the missing item or remove the extra one.
3. Didactic game: "At the poultry farm"
Purpose: to exercise children in counting within, to show the independence of the number of objects from the area they occupy.
Content. V .: “Today we will go on an excursion - to a poultry farm. Chickens and chickens live here. Chickens are sitting on the upper perch, there are 6 of them, and 5 chickens on the lower perch. Compare chickens and chickens, determine that there are fewer chickens than chickens. “One chicken ran away. What needs to be done to make chickens and chickens equally? (You need to find 1 chicken and return it to the chicken). The game is repeated. V. quietly removes the chicken, the children look for the mother chicken for the chicken, etc.
4. Didactic game: "Count the birds"
Purpose: to show the formation of numbers 6 and 7, to teach children to count within 7.
Content. The teacher puts 2 groups of pictures (bullfinches and titmouse) on a typesetting canvas in one row (at some distance from one another and asks: “What are these birds called? Are they equal? ​​How to check?” The child places the pictures in 2 rows, one under the other. Finds out that the birds are equally divided, 5 each. V. adds a titmouse and asks: "How many titmouses became? How did 6 titmouse turn out? How many were there? How many were added? How many became? Which birds did you get more? How many of them? the number is greater: 6 or 6? Which is less? How to make the birds become equal in 6. (He emphasizes that if one bird is removed, it will also become equal in 5.) Removes 1 tit and asks: "How many of them became? How did the number 5". Again adds 1 bird in each row and invites all children to count the birds. In the same way, introduces the number 7.
5. Didactic game: "Count and name"
Purpose: to practice counting by ear.
Content. V. invites children to count sounds by ear. He reminds that this must be done without missing a single sound and without looking ahead (“Listen carefully to how many times the hammer will hit”). Extract (2-10) sounds. In total, they give 2-3 fortune-telling. Then 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. The children are doing the task. They answer the question: “How many toys did you put in and why?”
Geometric shape.
1. Didactic game: "Pick a figure"
Purpose: to consolidate the ability to distinguish between geometric shapes: rectangle, triangle, square, circle, oval.
Equipment: each child has cards on which a rectangle, a square and a triangle are drawn, the color and shape vary.
Content. First, V. offers to circle 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, and you?” Etc. Calls 2-3 children, asks them to name the color and size (large, small of their figure of this type). "I have a small blue square."
2. Didactic game: "Name your bus"
Purpose: to exercise in distinguishing between a circle, a square, a rectangle, a triangle, to find shapes that are identical in shape, differing in color and size,
Content. V. puts 4 chairs at some distance from each other, to which models of a triangle, a rectangle, etc. (brands of buses) are attached. Children get on the buses (becomes in 3 columns behind the chairs. The teacher-conductor gives them tickets. Each ticket has the same figure as on the bus. At the “Stop!” signal, the children go for a walk, and the teacher changes the models in places. At the “On the bus” signal children find failures of the bus and stand one after another.The game is repeated 2-3 times.
3. Didactic game: "Collect the figure"
Purpose: to teach to count objects that form a figure.
Content. V. invites the children to move the plate with chopsticks towards them and asks: “What color are the chopsticks? How many sticks of each color? He suggests laying out the 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 figure. The teacher draws attention to the fact that the sticks are arranged differently, but they are equally divided - 4 each “How to prove that the sticks are equally divided? Children lay out sticks in rows one under the other.
4. Didactic game: "Why doesn't the oval roll?"
Purpose: to acquaint children with 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 flannelograph: circle, square, rectangle, triangle. First, one child, called to the flannelograph, names the figures, and then all the children do it together. The child is asked to show the circle. Question: "What is the difference between a circle and other figures?" The child traces the circle with his finger, tries to roll it. V. summarizes the answers of the children: the circle has no corners, and the rest of the figures have corners. On the flannelograph place 2 circles and 2 oval shapes of different colors and sizes. “Look at these figures. Are there circles among them? One of the children is offered to show circles. Children's attention is drawn to the fact that there are not only circles on the flannelgraph, but also other figures. , similar to a circle. This is an oval shape. V. teaches to distinguish them from circles; asks: “How are oval shapes similar to circles? (The oval shapes don't have corners either.) The child is offered to show a circle, an oval shape. 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 oval-shaped figure is elongated). Compare by applying and superimposing a circle on an oval.
Values.
1. Didactic game: "Sticks in a row"
Purpose: to consolidate the ability to build a sequential series in magnitude.
Content. V. introduces the children to the new material and explains the task: "We need to build 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 rearrange the sticks). “To complete the task, right, you need to take the longest stick of all that are not stacked in a row each time,” explains V.
2. Didactic game: "Fold the planks"
Purpose: to exercise the ability to build a sequential row in width, arrange the row in 2 directions: in descending and ascending order.
Equipment. 10 boards of different widths from 1 to 10 cm. You can use cardboard.
Content. Participants are divided into 2 groups. Each subgroup receives a set of boards. Both sets fit on 2 tables. Children of two subgroups sit on chairs on one side of the table. On the other side of the tables are free benches. Both subgroups of children should line up the boards in a row (one in decreasing width, the other in increasing). In turn, one child comes to the table and puts 1 board in a row. When performing the task, samples and movements are excluded. Then the children compare. Determine which subgroup coped with the task correctly.
3. Didactic game: "Christmas trees"
Purpose: to teach children to use a measure to determine the height (one of the height parameters).
Equipment: 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 measure. 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 how he measured his Christmas tree. You need to measure by placing a measure next to the Christmas tree so that the bottom of them matches, if the top also matches, then you have found the right Christmas tree (shows the measurement method). Children go to the forest, where different Christmas trees are mixed on several tables. Everyone chooses the Christmas tree they need. If the child made a mistake, then he returns to the forest and picks up the right Christmas tree. In conclusion, a trip around the city and the delivery of Christmas trees to places are played out.
4. Didactic game: "Broken stairs"
Purpose: to teach to notice violations in the uniformity of the increase in values.
Equipment: 10 rectangles, large 10x15, smaller 1xl5. Each subsequent one is 1 cm lower than the previous one; flannelgraph.
Content. A staircase is being built on the flannelograph. Then all the children, except for one leader, turn away. The leader takes out one step and shifts the rest. Whoever points out where the ladder is “broken” before others becomes the leader. If the children make mistakes during the first game, then you can use a measure. They measure each step with it and find the broken one. If children can easily cope with the task, you can take out two steps at the same time in different places.
5. Didactic game: "Sisters go mushroom picking"
Purpose: to consolidate the ability to build a series in size, establish a correspondence between 2 series, find the missing element of the series.
Equipment: flannelograph, 7 paper nesting dolls (from 6 cm to 14 cm), baskets (from 2 cm to 5 cm high). Dispenser: the same, only smaller.
Content. V. tells the children: “Today we will play a game like sisters go to the forest to pick mushrooms. Matryoshkas are sisters. They are going to the forest. The oldest one will go first: she is the tallest, the oldest of the remaining ones will go after her, and so everything is in height, ”call a child who builds matryoshka dolls on a flannelograph by height (as in a horizontal row). “They need to be given baskets in which they will collect mushrooms,” the teacher says. He calls 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 nesting dolls dismantled them. The child builds the second sectional row and notices that one nesting doll did not have enough baskets. Children find where in the row there is the largest gap in the size of the basket. The called child places baskets under the nesting dolls so that the nesting dolls can take them 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.
6. Didactic game: "Who will pick up the boxes faster"
Purpose: to exercise children in comparing objects in length, width, height.
Content. Having found out how the boxes on the table differ from each other, V. explains the task: “The boxes are mixed up: long, short, wide and narrow, high and low. Now we will learn how to select boxes that are suitable in size. Let's play "Who will pick up the boxes of the right size faster?" I will call 2-3 people, give them one box each. Children will tell you what length, width, height of their box. And then I will give the command: “Pick up boxes equal to your length (width - height). Whoever picks up the boxes first wins. Children may be asked to build the boxes in a row (highest to lowest or longest to shortest).
Oriented in space.
1. Didactic game: "Name and count"
Purpose: to teach children to count sounds, naming the final number.
Content. It is better to start the lesson with counting toys, calling 2-3 children to the table, after that 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 it is necessary to swing the right hand, standing on the elbow, in time with the blows. The blows are made quietly and not too often so that the children 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. Next, it is proposed to 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, all children are offered to raise their hand (lean forward, sit down) as many times as the hammer hits.
2. Didactic game: "Tell me about your pattern"
Purpose: to 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 the task to tell about the pattern that they drew in the drawing class. For example, in the middle there is a large circle - rays depart from it, there are flowers in each corner. Above and below are wavy lines, on the right and left - one wavy line with leaves, etc.
3. Didactic game: "Stand in place"
Purpose: to exercise children in finding the location: in front, behind, left, right, in front, behind.
Content. V. calls the children in turn, indicates where they need to stand: “Seryozha, come to me, Kolya, stand so that Serezha is behind you. Faith, stand in front of Ira, ”etc. Having called 5-6 children, the teacher asks them to name who is in front and behind them. Next, the children are offered to turn left or right and again name who and where is standing from them.
4. Didactic game: "Where is the figure"
Purpose: to teach correctly, name the figures and their spatial arrangement: in the middle, above, below, left, right; memorize the position of the figures.
Content. V. explains the task: “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 above, below, left, right. Summons 1 child. He shows and names the figures in order, their location. Shows to another child. Another child is offered to arrange the figures as he wants, to name their location. Then the child becomes his back to the flannelograph, 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 figures. Opening their eyes, the children guess what has changed.
5. Didactic game: "Find a toy"
Purpose: to teach to master spatial representations.
Content. “At night, when there was no one in the group,” says V, “Carlson flew to us 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.” He opens the envelope and reads: “We must stand in front of the table, go straight, etc.”
Time oriented.
1. Didactic game: "Yesterday, today, tomorrow"
Purpose: to exercise in a playful way in the active distinction between the temporal concepts of "yesterday", "today", "tomorrow".
Content. Three houses are drawn with chalk in the corners of the playroom. It is "yesterday", "today", "tomorrow". Each house has one flat model that reflects a specific temporal concept. Children walk in a circle, while reading 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.
2. Didactic game: "Parts of the day"
Purpose: to exercise children in distinguishing parts of the day.
Equipment: pictures: morning, afternoon, 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 attached behind each house. Children line up in front of the houses. The teacher reads the appropriate 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 yard, The leaves are raining down, They rustle under our feet, And they fly, fly, fly ...
2. Happens on a sunny day
You will go to the forest in the wilderness
Sit down try on a stump
Do not rush…
Listen…
3. It's already evening.
Dew.
Shines on nettles.
I'm standing on the road
Leaning against the willow...
4. Yellow maples cried at night:
Remember maples,
How green were...
3. Didactic game: "Day and night"
Purpose: to consolidate children's knowledge of 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 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 leader. At his command "Day!" or “Night!” - the players of the named team run into the house, and the opponents catch up with them. The stale ones are counted and released. The teams line up again at the middle lines, and V. gives the signal.
Option number 2. Before giving a signal, V. invites the children to repeat a variety of physical exercises after him, then unexpectedly gives a signal.
Option number 3. The host is one of the children. He throws up a cardboard circle, one side of which is painted black, the other white. And, depending on which side he falls, he commands: “Day!”, “Night!”.
4. "About yesterday"
Purpose: to show children how to save time.
Contents: 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 in a hurry somewhere, the hands never stood still and always said: “Tick-tock, tick-tock - save time, if you miss it, 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:
- Oh, Seryozha, Seryozha! Already on the third of November, Sunday, this day is already coming to an end, and you have not done your homework yet. …
“Yes, yes,” said the clock. - The evening is coming to an end, and you keep running and running. Time flies, you can't catch up with it, you missed it. Serezha just waved away the annoying clock and the thick calendar.
Serezha began to do his homework when darkness fell outside the window. I can not see anything. Eyes droop. The letters run across the pages like black ants. Seryozha put his head on the table, and the clock tells him:
- Tick-tock, tick-tock. How many hours lost, skipped. Look at the calendar, soon Sunday will be gone, and you will never return it again. Seryozha looked at the calendar, but on the sheet it was no longer the second number, but the third, and not Sunday, but Monday.
- I lost the whole day, - the calendar says, the whole day.
-No problem. What is lost, you can find, - Seryozha answers.
-Go and look for yesterday, let's see if you find it or not.
"I'll try," Seryozha replied.
As soon as he said this, something lifted him up, spun him around, and he ended up on the street. Seryozha looked around and saw - a lifting arm was dragging a wall with a door and windows to the top, a new house was growing higher and higher, and the builders were rising higher and higher. Their work is so controversial. The workers pay no attention to anything, they rush to build a house for other people. Seryozha threw back his head and screamed:
- Uncles, can you see from above where yesterday went?
-Yesterday? builders ask. - Why do you want yesterday?
- I didn't have time to do my homework. Serezha replied.
“Your business is bad,” the builders say. We overtook yesterday yesterday, and we overtake tomorrow today.
“These are miracles,” Serezha thinks. “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.
“You probably won’t find him,” Mom replied.
Yesterday is gone, and there is only a trace of it in the affairs of man.
And suddenly a carpet with red flowers unfolded right on the ground.
“This is our yesterday,” Mom says.
We wove this carpet at the factory yesterday.
Further, V. Conducts a conversation about why Seryozha lost yesterday, and how to save time.

Preparatory group.

"Number and Count"
1. Didactic game: "Dunno away"
Purpose: to teach to see an equal number of different objects, to consolidate the ability to count objects.
Equipment: 3 groups of toys of 5, 6, 7 pieces; circle cards.
Content:B. addresses the children: Today Dunno is our guest. I asked him to put a card for each group of toys, on which there are as many circles as the toys cost. See if Dunno has placed the cards correctly. After listening to the answers of the children, the teacher offers 1 child to select the appropriate card for each group. Organizes an audit. Children take turns (two children) count the toys of one of the groups and mugs on the card presented on it. The teacher offers to count the last group of toys to all the children together.
2. Didactic game: "Guess what number is missing"
Purpose: to determine the place of a number in the natural series, name the missing number.
Equipment. Flannelgraph, 10 cards with the image of circles on them from 1 to 10 (on each card there are circles of a different color) flags.
Content. V. arranges the cards on the flannelograph in the sequence of natural numbers. Invites the children to see how they stand, if any number is missing. Then the guys close their eyes, and V. removes one card. After the children guess which number is missing, show the hidden card and put it in its place. The first person to name the missing number gets a flag.
3. Didactic game: "Trip"
Purpose: to teach children to compare numbers and determine which of the numbers is greater or less.
Equipment. Typesetting canvas, 8 large triangles, 8 small ones.
Content. V. says: “Guys, I went to kindergarten by tram. Schoolchildren entered the car: girls and boys. There were empty seats and the boys gave them to the girls. All the girls sat side by side, and the boys stood along the entire carriage. I will designate girls with small triangles, and boys with large ones. Who was more in the tram: boys or girls? How did you guess? Which number is greater (less)? Why do some children think there are more boys? How to prove that the number 8 is greater than 7, and 7 is greater than 8. One child lays out small triangles under large ones, exactly one under one. V. concludes: “We have seen that the number of objects does not depend on the place they occupy. To find out which items are larger and which are smaller, you need to count the items and compare their number.
4. Didactic game: "How much?"
Purpose: development of thinking.
Content. V. invites children to answer the questions:
How many tails do seven donkeys have?
How many noses do two dogs have?
How many fingers does one boy have?
How many ears do five babies have?
- How many ears and three old women? etc.
5. Didactic game: "Flowerbed"
Purpose: to consolidate the concept that the number of objects does not depend on the distance between them.
Equipment. Type-setting canvas with 2 stripes, subject pictures depicting flowers (7 pieces each), cards with 2 free stripes.
Content. On the typesetting canvas in 2 rows, exactly one under the other, there are 6 drawings of poppies and asters. V. says: “Imagine that this is a flower bed and flowers grow in two rows on it. How many poppies? Let's all count together! Can you tell how many asters without counting them? Why can it be said? Let's check. Kolya, count the asters out loud! Now I will transplant poppies and asters. V. places poppies close to each other and increases the distance between asters. What changed? How do poppies grow now? Asters? Are there equal colors now? How can you prove that the colors are equal? (Adds 1 poppy). How many poppies are there? How did we get 7 poppies? What colors are now more (less)? How to prove that there are more poppies? Which number is greater? (less: 6 or 7?) How to make it clear that there are more poppies than asters?
6. Didactic game: "Count, make no mistake"
Purpose: to consolidate knowledge that the number of objects does not depend on their size
Equipment: 2-stripe fabric, 10 large cubes, 10 small cubes,
Content. V. addresses the children “Now I will put the cubes in a row, and you count them! How many cubes did I put in? (8). Close your eyes! (For every large cube, a small one interferes). Open your eyes! Is it possible to tell without counting how many small cubes I have placed? Why can it be done? Prove that there are equal numbers of small cubes and large cubes! How to make small cubes 1 more than large ones. How many will there be then? (Adds a small cube). What cubes have become more? How many? which are less? How many? Which number is greater? (less?). What do we need to do to make large and small cubes equal again?
7. Didactic game: "Guess what number is missing?"
Purpose: to consolidate knowledge and sequences of numbers.
Content. V. invites the children to play the game “Guess what number I missed?”, explains its content: “I will name 2 numbers, skipping one between them, and you guess which number I missed. Let's see which row of kids wins." Says numbers: 2 and 4, 3 and 5, 4 and 6, 5 and 7, 8 and 10, etc.
Geometric shape.
1. Didactic game: "Learning to draw circles"
Purpose: to learn to draw circles in squares.
The content of V. recalls what figures they drew in the cells and says: “Today we will learn to draw circles. In order for the circle to turn out to be even, it is more convenient to draw it in a square. Look, I'll put a circle on a square. You see, the circle touches all the sides of the square, and the corners remain free. Then the children draw squares, the teacher shows on the board how to draw circles (draw circles in squares with a red pencil.).
2. Didactic game: "Broken car"
Purpose: to teach to notice violations in the depicted subject.
Hardware: A machine made up of geometric shapes with a piece missing.
Content. On the flannelograph, a machine is built, consisting of geometric shapes. Then all the children, except for one - the leader, turn away. The host removes any part of the machine. Whoever says what is missing and what form it is before others becomes the leader. If children can easily cope with the task, you can remove two parts at the same time.
3. Didactic game: "Pick a figure"
Purpose: to exercise in comparing the shape of the objects depicted in the pictures with geometric shapes.
Equipment: A stand on which models of geometric figures are placed, pictures on which objects are drawn, consisting of several parts.
Content. V. explains the task: “I will point to the figures, and you among your pictures choose those on which objects of the same shape are drawn. If you have an object that has a part of the same shape, show that card too.
4. Didactic game: "Fold from sticks"
Purpose: to exercise in composing geometric shapes from sticks.
Equipment: counting sticks for each child.
Content. The child, following the model, lays out any image or figure from the counting folders.
5. Didactic game: "Fold the figure"
Purpose: to make models of familiar geometric shapes from parts according to the model.
Equipment: flannelgraph. Models of geometric figures.
Content. V. interferes with the model of geometric figures on the flannelograph, calls the child, asks him to show and name the figures. Explains the task: “Each of you has the same geometric shapes, but they are cut into 2 or 4 equal parts; if they are correctly attached to each other, then whole figures are obtained. When completing the task, the children tell how many they made up the figure.
6. Didactic game: "Who will see more"
Purpose: to consolidate knowledge about geometric shapes.
Equipment: flannelgraph, geometric shapes.
Content. Various geometric shapes are randomly placed on the flannelograph. Preschoolers look at and memorize them. The leader counts to three and closes the figures. The children are offered to name as many geometric shapes that were on the flannelgraph as possible. The one who remembers and names more figures wins. Continuing the game, the host changes the number of pieces.
7. Didactic game: "Find your figure"
Purpose: to teach children to distinguish and correctly name geometric shapes, to choose shapes according to a visually perceived pattern.
Equipment: Cardboard box with triangular, round, square, etc. cut holes, geometric shapes matched to the slots on the box, envelopes with geometric shapes.
Content. The game consists in the fact that some children drop geometric figures into the box (each into the corresponding slot), while others must choose them from the box, focusing on the images in their envelopes. In this game, cognitive communication of children necessarily arises, due to which the speech activity of children arises, children see each other's mistakes well: “What are you taking? You have a triangle! Groups of children in this game are recommended to be swapped.

"Pick up a toy"

Target: exercise in counting objects according to the named number and memorizing him to learn 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. He calls the children in turn and gives them the task to bring a certain number of toys and put them on a particular table. He instructs other children to check whether the task was 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 Seryozha brought. As a result, there are 2 toys on one table, 3 on the second, 4 on the third, and 5 on the fourth. Then the children are invited to count a certain number of toys and put them on the table where there are the same number of such toys, so that it can be seen that they are equally divided. After completing the task, the child tells what he did. Another child checks if the task is completed correctly.

"Choose a Shape"

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

Material: each child has cards on which a rectangle, a square and a triangle are drawn, the color and shape vary.

Content. First, V. offers to circle 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, and you?” Etc. Calls 2-3 children, asks them to name the color and size (large, small of their figure of this type). "I have a small blue square."

"Name and count"

Content. It is better to start the lesson with counting toys, calling 2-3 children to the table, after that 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 it is necessary to swing the right hand, standing on the elbow, in time with the blows. The blows are made quietly and not too often so that the children 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. Next, it is proposed to 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, all children are offered to raise their hand (lean forward, sit down) as many times as the hammer hits.

"Name Your Bus"

Target: exercise in distinguishing between a circle, a square, a rectangle, a triangle, to find shapes that are identical in shape, differing in color and size,

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

"Will it be enough?"

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

"Collect the Figure"

Target: learn to count objects that form a figure.

Content. V. invites the children to move the plate with chopsticks towards them and asks: “What color are the chopsticks? How many sticks of each color? He suggests laying out the 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 figure. The teacher draws attention to the fact that the sticks are arranged differently, but they are equally divided - 4 each “How to prove that the sticks are equally divided? Children lay out sticks in rows one under the other.

"At the poultry farm"

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

Content. V .: “Today we will go on an excursion - to a poultry farm. Chickens and chickens live here. Chickens are sitting on the upper perch, there are 6 of them, and 5 chickens on the lower perch. Compare chickens and chickens, determine that there are fewer chickens than chickens. “One chicken ran away. What needs to be done to make chickens and chickens equally? (You need to find 1 chicken and return it to the chicken). The game is repeated. V. quietly removes the chicken, the children look for the mother chicken for the chicken, etc.

"Tell me about your pattern"

Target: learn 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 the task to tell about the pattern that they drew in the drawing class. For example, in the middle there is a large circle - rays depart from it, there are 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: to exercise in a playful way in the active distinction between the temporal concepts of "yesterday", "today", "tomorrow".

Children walk in a circle, while reading 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 doesn't the oval roll?"

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

Content. Models of geometric shapes are placed on the flannelograph: circle, square, rectangle, triangle. First, one child, called to the flannelograph, names the figures, and then all the children do it together. The child is asked to show the circle. Question: "What is the difference between a circle and other figures?" The child traces the circle with his finger, tries to roll it. V. summarizes the answers of the children: the circle has no corners, and the rest of the figures have corners. On the flannelograph place 2 circles and 2 oval shapes of different colors and sizes. “Look at these figures. Are there circles among them? One of the children is offered to show circles. Children's attention is drawn to the fact that there are not only circles on the flannelgraph, but also other figures. , similar to a circle. This is an oval shape. V. teaches to distinguish them from circles; asks: “How are oval shapes similar to circles? (The oval shapes don't have corners either.) The child is offered to show a circle, an oval shape. 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 oval-shaped figure is elongated). Compare by applying and superimposing a circle on an oval.

"Count the birds"

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

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

"Stand in your place"

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

"Where is the figure"

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

Content. V. explains the task: “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 above, below, left, right. Summons 1 child. He shows and names the figures in order, their location. Shows to another child. Another child is offered to arrange the figures as he wants, to name their location. Then the child becomes his back to the flannelograph, 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 figures. Opening their eyes, the children guess what has changed.

"Sticks in a Row"

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

Content. V. introduces the children to the new material and explains the task: "We need to build 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 rearrange the sticks). “To complete the task, right, you need to take the longest stick of all that are not stacked in a row each time,” explains V.

"Parts of the day"

Target: exercise children in distinguishing between parts of the day.

Material: pictures: morning, afternoon, 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 attached behind each house. Children line up in front of the houses. The teacher reads the appropriate 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 yard, 2. It will happen on a sunny day The leaves are pouring rain, You will go into the forest more muffled They rustle under your feet, Sit down and try on a stump And they fly, fly, fly ... Take your time ... Listen ... 3. It's already evening. 4. Yellow maples cried at night: Dew. They remembered maples, Shines on nettles. How green they were... I'm standing 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 standing on the stand. V. says: “Now we will play the game “Who will find it faster”. I will call one person at a time and say what item to find. The winner is the one who first finds an object, places it next to a figure of the same shape. Summons 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 questions: What is next to the circle? (square, etc.). How many items in total? What shape are these items? How are they all similar? How many?

"Walk in 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, on which 6 and 5, 4 and 4 objects are drawn.

Content. Color images of 6 large apples and 7 small apples are placed in one row at some distance from each other on the typesetting canvas. V. asks questions: “What can be said about the size of apples? Which apples are more (less)? How to check?" One child thinks big. Another small apples. What needs to be done so that it immediately becomes clear which apples are more, which are less? Then he calls the child and invites him to find and place small apples under the big ones, exactly one under the other, and explain which number is larger, which is smaller. V. clarifies the children's answers: “That's right, now it is clearly seen 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 there are 6, 1 apple is missing. So 6 is less than 7 and 7 is greater than 6.

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

"Make as many moves"

Target: exercise in reproducing a certain number of movements.

Content. V. builds children in 2 lines opposite each other and explains the task: “You will perform as many movements as there are objects drawn on the card that I will show. You have to count silently. First, the children standing in this line will perform the movements, and the children from the other line will check them, and then vice versa. Each line is given 2 tasks. Suggest doing 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 leader is chosen. Children tie scarves and stand in a row - these are nesting dolls. They are counted aloud in order: “First, second, third”, etc. The driver remembers where each nesting doll stands out the door. At this time, two nesting dolls change places. The driver enters and says what has changed, for example: “The red nesting doll was the fifth, and became the second, and the second nesting doll of the herd is the fifth.” Sometimes nesting dolls can remain in their places. The game is repeated several times.

"Put the boards down"

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

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

Content. Participants are divided into 2 groups. Each subgroup receives a set of boards. Both sets fit on 2 tables. Children of two subgroups sit on chairs on one side of the table. On the other side of the tables are free benches. Both subgroups of children should line up the boards in a row (one in decreasing width, the other in increasing). In turn, one child comes to the table and puts 1 board in a row. When performing 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 children's knowledge of 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 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 leader. At his command "Day!" or “Night!” - the players of the named team run into the house, and the opponents catch up with them. The stale ones are counted and released. The teams line up again at the middle lines, and V. gives the signal.

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

Option number 3. The host is one of the children. He throws up a cardboard circle, one side of which is painted black, 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 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, rag.

"About yesterday"

Target: Show children how to save time.

Once upon a time there was a boy named Serezha. 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 in a hurry somewhere, the hands never stood still and always said: “Tick-tock, tick-tock - take care of time, if you miss it, 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:

Oh, Seryozha, Seryozha! Already on the third of November, Sunday, this day is already coming to an end, and you have not done your homework yet. …

Yes, yes, said the clock. - The evening is coming to an end, and you keep running and running. Time flies, you can't catch up with it, you missed it. Serezha just waved away the annoying clock and the thick calendar.

Serezha began to do his homework when darkness fell outside the window. I can not see anything. Eyes droop. The letters run across the pages like black ants. Seryozha put his head on the table, and the clock tells him:

Tick-tock, tick-tock. How many hours lost, skipped. Look at the calendar, soon Sunday will be gone, and you will never return it again. Seryozha looked at the calendar, but on the sheet it was no longer 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, you can find, - Seryozha answers.

But go, look for yesterday, let's see if you find it or not.

And I'll try, - answered Seryozha.

As soon as he said this, something lifted him up, spun him around, and he ended up on the street. Seryozha looked around and saw - a lifting arm was dragging a wall with a door and windows to the top, a new house was growing higher and higher, and the builders were rising higher and higher. Their work is so controversial. The workers pay no attention to anything, they rush to build a house for other people. Seryozha threw back his head and screamed:

Uncles, can you see from above where yesterday went?

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

Didn't get to do the lessons. Serezha answered.

Your business is bad, say the builders. We overtook yesterday yesterday, and we overtake tomorrow today.

“These are miracles,” Serezha thinks. “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, - answered my mother.

Yesterday is gone, and there is only a trace of it in the affairs of man.

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

Here is our yesterday, - says mom.

We wove this carpet at the factory yesterday.

"Cars"

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

Material. Rudders of three colors (red, yellow, blue) according to the number of children, on the rudders of the number of cars - an 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 "Machines! 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. The cars line up in a column in numerical order. Starting from the first, B. checks the order of the numbers, the game continues.

"Journey to the Greenhouse"

Target: introduce children to the formation of numbers (2-10), exercise in counting within (3-10).

« Making a blanket"

Target: continue to introduce geometric shapes. Compilation of geometric shapes from these details.

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

"Living 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: practice counting by ear.

Content. V. invites children to count sounds by ear. He reminds that this must be done without missing a single sound and without looking ahead (“Listen carefully to how many times the hammer will hit”). Extract (2-10) sounds. In total, they give 2-3 fortune-telling. Then 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. The children are doing the task. They answer the question: “How many toys did you put in and why?”

"Christmas Trees"

Target: teach children to use a measure 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 measure. 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 how he measured his Christmas tree. You need to measure by placing a measure next to the Christmas tree so that the bottom of them matches, if the top also matches, then you have found the right Christmas tree (shows the measurement method). Children go to the forest, where different Christmas trees are mixed on several tables. Everyone chooses the Christmas tree they need. If the child made a mistake, then he returns to the forest and picks up the right Christmas tree. In conclusion, a trip around the city and the delivery of Christmas trees to places are played out.

"Room Journey"

Target: learn to find objects of different shapes.

Content. Children are shown a picture depicting 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 here! I've never seen anything like it." “Let me show you everything and tell you,” the boy answered and led Carlson around the room. “This is the table,” he began. "And what shape is it?" Carlson immediately asked. Then the boy began to tell in great detail everything about every thing. Now try, just like that boy, to tell Carlson everything about this room and the objects that are in it.

"Who will call faster"

Target: practice counting things.

"Whoever walks the right way will find the toy"

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

Content. The teacher explains the task: “We will learn to walk in the right direction and count the steps. Let's play the game "Whoever goes the right way will find the toy." I hid the toys beforehand. Now I will call you one by one and tell you in 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 in the right way.” 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 can name an object of the same shape (the task is divided into parts), 5-6 children are called.

"Who else"

Target: to 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 got on the tram. Among them were boys and girls. Think and answer, there were more boys, girls, if I marked the girls with large circles, and the boys with small ones ”- the teacher points to the flannelograph, on which there are 5 large and 6 small circles, interspersed. After listening to the children, V. asks: “What can be done to see even faster that there were equal numbers of girls and boys?” The called child lays out circles in 2 rows, one under one. "How many students were there? Let's all count together."

"Form Workshop"

Target: teach children to reproduce varieties of geometric shapes.

Material. Each child has matches without heads (sticks), painted in a bright color, several pieces of thread or wire, three or four sheets of paper.

"The Stranger Away"

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

Content. V. addresses the children: "We will once again learn how to make different objects equally." 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 the Dunno has placed the toys and cards correctly? (Dunno was wrong). After listening to the children's answers, V. invites 1 child to select the appropriate card for each group. Children take turns counting toys and mugs on cards. The teacher offers to count the last group of toys to all the children together.

"Broken Staircase"

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

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

Content. A staircase is being built on the flannelograph. Then all the children, except for one leader, turn away. The leader takes out one step and shifts the rest. Whoever points out where the ladder is “broken” before others becomes the leader. If the children make mistakes during the first game, then you can use a measure. They measure each step with it and find the broken one. If children can easily cope with the task, you can take out 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 the sounds and count the toys. Last time, we first counted the sounds, and then counted the toys. Now the task will be more difficult. It will be necessary to simultaneously count the sounds, and move the 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 mushroom picking"

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

Demo material: flannelograph, 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. tells the children: “Today we will play a game like sisters go to the forest to pick mushrooms. Matryoshkas are sisters. They are going to the forest. The oldest one will go first: she is the tallest, the oldest of the remaining ones will go after her, and so everything is in height, ”call a child who builds matryoshka dolls on a flannelograph by height (as in a horizontal row). “They need to be given baskets in which they will collect mushrooms,” the teacher says.

He calls 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 take them apart. The child builds the second serial row and notices that one nesting doll did not have enough baskets. Children find where in the row there is the largest gap in the size of the basket. The called child places baskets under the nesting dolls so that the nesting dolls can take them 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 geometric shapes of rounded 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: strip and circle of paper. Handout: each child has 2 paper rectangles and 1 card.

Content. Q: Listen carefully and look. I have a paper strip, I will fold it in half, trim the ends exactly, iron the fold line. How many parts did I divide the strip into? That's right, I folded the strip in half and divided it into 2 equal parts. Today we will divide objects into equal parts. Are the parts equal? Here is one half, here is the other. How many halves did I show? How many halves? What is called half? The teacher clarifies: “A 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 such parts are in the whole strip? How did I get 2 equal parts? Which is more: a whole strip or half? etc. ".

"Stand in your place"

Target: exercise children - in the account 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 their card. Then he explains the task: “I will name the numbers, the children will go out, stand in a row and show everyone their cards, name how many objects they have drawn. Questions: “Because they have drawn objects?” etc.

"Name it soon"

Target: mastering the sequence of the week.

"Find a toy"

Target: learn to master spatial representations.

"Journey to the Bakery"

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

Content.“Tonight I will go to the bakery for bread,” says V., “I need half a loaf of bread. How will the seller divide the loaf? Take a rectangle, it's like a loaf of bread. Divide it the way a salesman would cut a loaf. What have you done? What did you get? Show 1 of 2 equal parts. And now both halves. Connect them together as if there was a whole rectangle left (Compare the whole part with the halves. Find 1, 2 parts). Guess how the seller would share if I had enough of a quarter of bread. 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: learn to select the specified number of pictures, combining the generic concept of "furniture", "clothes", "shoes", "fruits".

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

"Make a Shape"

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

Content. At the request of V., the children take out the figures from the envelope, lay them out in front of them and answer the questions: “What figures do you have? What color are they? Is it the same size? How can you group the figures, choose the right ones? (by color, shape, size). Make a group of red, blue, yellow figures. After the children complete the task, V. asks: “What did the groups turn out to be? What color are they? What shape were the figures in the first group? What figures is the second group composed of? How many are there? How many figures of different shapes are in the third group? Name them! How many pieces are yellow in total? Next, V. suggests mixing all the figures and decomposing them in shape (size).

"Find by touch"

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

Content. The lesson is held simultaneously with 2-4 children. The child puts his hand on the table with a bag tightened around his wrist. V. puts one object on the table - the child, looking at the sample, finds the same object in the bag by touch. If he makes a mistake, he is offered to carefully consider the subject and give a verbal description. After that, the child again searches by touch, but for a different object. The repetition of the game depends on the degree of assimilation of the survey method by the children.

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 offers 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. Crush, replace them with small circles. Small balls - 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 greater than 6, and 6 is less than 7? "How to make the balls become even?": Find out two ways to establish equality.

"Who will pick up the boxes faster"

Target: exercise children in comparing objects in length, width, height.

Content. Having found out how the boxes on the table differ from each other, V. explains the task: “The boxes are mixed up: long, short, wide and narrow, high and low. Now we will learn how to select boxes that are suitable in size. Let's play "Who will pick up the boxes of the right size faster?" I will call 2-3 people, give them one box each. Children will tell you what length, width, height of their box. And then I will give the command: “Pick up boxes equal to your length (width - height). Whoever picks up the boxes first wins. Children may be asked to build the boxes in a row (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 host calls some number, and the children must find a card with the same number of circles and put it on the corresponding square number. The host can name numbers from 1 to 10 in any order. As a result of the game, all small cards must be arranged in order from 1 to 10. Instead of naming the number, the leader can hit the tambourine.

"Fold the Figure"

Target: exercise in drawing up models of familiar geometric shapes.

Content. V. places models of geometric figures on a flannelograph, calls the child and invites him to show all the figures and name them. Explains the task: “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.” Having completed 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 passing it along the wire, you need to find out: who is calling whom on the phone? Who is calling the cat Leopold, crocodile Gena, Kolobok, wolf. The game can start with a story. “In one city, there were two large houses on one site. The cat Leopold, the crocodile Gena, the gingerbread man and the wolf lived in the same house. In another house lived a fox, a hare, Cheburashka and a mouse-louse. One evening the cat Leopold, the crocodile

Gena, the bun and the wolf hurried to call their neighbors. Guess who called who?

Example of game material

"Who is more and who is less?"

Target: fix the score and ordinal numbers; develop ideas: “high”, “low”, “fat”, “thin”, “the fattest”; “the thinnest”, “left”, “right”, “to the left”, “to the right”, “between”. Teach your child to reason.

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

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

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

An example of game material.

"Compare and Remember"

Target: to teach to carry out a visual-mental analysis of the method of arranging the figures; consolidation of ideas about geometric shapes.

Material. Set of geometric shapes.

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

Example of game material

"Find a matching picture"

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

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. Practice counting to ten.

Material. Multicolored figures.

Rules of the game. Take triangles, squares, rectangles, circles and other necessary shapes from the set and apply them to the outlines shown on the page. After constructing each item, count how many figures of each type were required. The game can be started by turning to the children with the following verses:

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

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

An example of laid out figures

"Shop"

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

The game is divided into 3 stages.

1. "Shop". The sheep had a store. Look at the store shelves and answer the questions: How many shelves are there in the store? What is on the bottom (middle, top) shelf? How many cups (large, small) are there in the store? What shelf are the cups on? How many nesting dolls are in the store? (large, small). What shelf are they on? How many balls are in the store? (large, 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 day in the morning, the sheep displayed the same goods 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 cubs. Look closely. Guess what the gray wolf bought?

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

An example of game material.

"Fill the empty cells"

Target: consolidation of the idea of ​​\u200b\u200bgeometric shapes, the ability to compose, and compare 2 gr. figures, find distinguishing features.

II. Statement of the problem and its analysis. 1. Compiling 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 a lesson in a textbook by convention: the symbol of the chapter and the ordinal symbol of the lesson

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

Game "Be Careful"

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

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

Description: children stand in a semicircle in front of a board on which flat objects are placed. The teacher, naming the object and its color, raises his hands up. Children do the same. If the color is named incorrectly by the teacher, the children should not raise their hands up. The one who raised his hands loses the phantom. When playing forfeits, children can be offered tasks: name a few red objects, say what color the objects are on the top shelf of the cabinet, etc.

Game "Compare and fill".

Goals: develop the ability to carry out visual-cogitative analysis; reinforce ideas about geometric shapes.

Game material and visual aids: set of geometric shapes.

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

The game "Fill the empty cells."

Goals: consolidate the idea of ​​\u200b\u200bgeometric shapes; develop the ability to compare and compare two groups of figures, to find distinctive features.

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

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

The game "Wonderful glass".

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

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

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

Game "Holiday at the Zoo"

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

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

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

The game "Length".

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

Game material and visual aids: strips of paper.

Description: the teacher thinks of some object (for example, a closet) and makes a narrow paper strip equal to its width. To find a clue, the child will need to compare the width of various objects in the room with the length of the strip. Then you can guess another object by measuring its height, and the next one by measuring its length.

The game "Go through the gate."

Game material and visual aids: cards, "gate" with the image of numbers.

Description: Children are given cards with a different number of circles. In order to get through the "gate", everyone needs to find a pair, that is, a child whose number of circles, in total with the circles on his own card, will give the number shown on the "gate".

The game "Conversation of numbers".

Target: fix direct and reverse counting.

Game material and visual aids: number cards.

Description: children-"numbers" receive cards and stand one after another in order. "Number 4" says to "number 5": "I am one less than you." What did “number 5” answer to “number 4”? And what did "number 6" say?

The game "Do not yawn!".

Goals: to consolidate knowledge of counting from 1 to 10, the ability to read and write numbers.

Game material and visual aids: number cards, forfeits.

Description: children are given cards with numbers from 0 to 10. The teacher tells a fairy tale in which there are different numbers. At the mention of a number that corresponds to the number on the card, the child must pick it up. Who did not have time to quickly perform this action, he loses (he must give a phantom). At the end of the game, a "ransom" of forfeits is carried out (to solve a problem, a joke problem, guess a riddle, etc.).

Teaching mathematics to older preschoolers is a responsible and difficult task. How to tell a five-six-year-old kid about time and space, numbers and magnitudes, so that it is both interesting and informative? A variety of didactic games and game exercises will come to the aid of the educator, and it is not necessary to buy material for their implementation - you can make it yourself.

Why and how to do math with older children

Learning math plays important role for everyone modern stages education, from preschool to high school.

Mathematics is the queen of sciences, and arithmetic is the queen of mathematics.

Carl Friedrich Gauss

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

One of the goals of preschool educational institutions(DOE) is the formation 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 also reflected in educational programs.

From counting sticks children can also lay out geometric shapes

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

Tasks of teaching mathematics in the senior group

A number of tasks are also defined for the main sections of the mathematics curriculum. The tasks of introducing children to counting and quantity are the most voluminous. This primarily applies to operations with sets (groups). Children need to be taught:

• form sets (groups) of objects of similar and different colors, sizes, shapes, as well as movements, sounds;
• divide groups into parts and combine them into one whole;
• see how the part and the whole correlate (the whole is greater than the part and vice versa);
• compare the number of items in a group based on the count or ratio of elements;
• compare parts of a set, establish their equality or inequality, find a larger (smaller) part.

Teaching quantitative and ordinal counting within ten pursues the following educational objectives:

• familiarization with the formation of numbers from 5 to 10 using visual and practical methods;
• comparison of "neighbors" numbers based on specific sets of objects;
• the formation of equalities and inequalities of groups of objects by adding and subtracting a unit (one object);
• counting items from a group according to a pattern or number;
• counting forward and backward;
• counting by touch, by ear, based on the visual analyzer (sounds, movements);
• familiarization with the ordinal account, distinguishing between the ordinal and quantitative account, the concepts of “Which?”, “How much?”;
• familiarity with numbers from 0 to 9;
• the formation of ideas about the equality of objects in number;
• exercise in the ability to name the number of objects in a group based on the score, in comparison of groups;
• familiarization with the composition of the number of units and two smaller numbers (within 5);
• the formation of the idea that the number of objects (quantity) does not depend on the size, color, location of objects, as well as the direction of the count.

Counting skills will be useful to children from the first days of school

When you get acquainted with the value, you should:

• Teach children:
  • determine relationships in various parameters (length, width, thickness) between 5–10 objects;
  • arrange objects in descending or ascending order according to a certain attribute (perform serialization);
  • verbally indicate the difference in the size of objects and the relationship between them;
  • compare two things using a conditional measure.
• Develop:
  • eye gauge;
  • the ability to find an object with given size characteristics (longest, narrowest, narrower, wider);
  • the ability to divide an object into equal parts, designate them with words (half, quarter);
  • understanding that the whole object is greater than its part (and vice versa).

A greater effect in the study of mathematics by children can be achieved through an integrated approach - a combination of different types activities within the lesson

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

1. Preschoolers are introduced to:
   • with a rhombus, they are taught to compare it with a rectangle and a circle;
   • with three-dimensional figures (ball, pyramid, cylinder);
   • with the concept of "quadrilateral" (explaining that a square and a rectangle are also its varieties).
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 in speech words to designate the spatial position of objects;
• move in the right direction, change it according to a verbal signal, according to the image (pointer);
• determine and name their position in relation to objects, people;
• navigate on a plane (sheet of paper).

Tasks for teaching orientation in time:

• continue to work on the formation of concepts:
  • "day",
  • "parts of the day"
  • "a week",
  • "day of the week"
  • "year",
  • "month";
• develop the ability to establish a sequence of actions using the names of time periods.

Senior preschoolers learn to navigate in time with the help of a clock model

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

• education of patriotic feelings;
• fostering respect for elders;
• fostering a desire to take care of the younger ones;
• friendship and mutual assistance;
• love and respect for nature, plants, animals, etc.

Without solving educational problems, the lesson has little value.. Because all work of preschool educational institution is aimed primarily at the formation of a harmoniously developed personality, the basic qualities of which are kindness, humanity, respect for others.

Lesson as the main form of teaching mathematics in a preschool educational institution

It is possible to develop the mathematical representations of older preschoolers at different times: during the hours of the morning reception, on an afternoon walk and in the afternoon. The forms of work are also varied: individual (with 1-3 children), group (with groups of 4 to 10 children) and collective, that is, with all the children at once. The teacher can achieve the highest results by skillfully combining all three forms of education. The main form of work on FEMP is traditionally directly educational activity (GCD).

Visual aids help to learn abstract knowledge

It is this activity, covering all the children of the group, that allows them to systematically and most fully give them knowledge that is difficult for children to perceive, equip them with skills and abilities in accordance with the requirements of federal state educational standards (hereinafter referred to as GEF) and educational programs.

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

Structure and time frame of the FEMP lesson

GCD on the formation of mathematical representations has a clear structure. The duration of the lesson is usually 25 minutes, but it can be a little longer if the teacher plans to integrate educational areas (connect mathematics with ecology, drawing, appliqué).

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

1. Introductory part. Organization of children, communication of the topic, motivation for educational activities (2–3 min).
2. Main part. Depending on the type of lesson, it may include familiarization with new material, consolidation and reproduction of knowledge, practical use acquired knowledge 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, so it is important at the end of the lesson to let them see how much they have done, learn, etc. This will give the guys confidence in their abilities, set them up for active mastery of the material in the next lessons (2-3 minutes ).

In the middle of the lesson, a physical education session is mandatory. It can be of mathematical content or even in the form of a didactic outdoor game: for example, children are given the task to make a number of movements (tilts, squats, jumps) equal to the number on the card that the teacher will show.

A fun physical activity will quickly relieve fatigue and stress

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

In mathematics classes, practical, visual and verbal teaching methods are widely used. Moreover, if all of them are closely interconnected and complement each other, they allow the most complete disclosure of the topic of the lesson and achieve high results.

Of the practical methods, exercises and games are widely used. An exercise is a sequence of actions, the repeated repetition of which leads to the development of a skill and the consolidation of the information received.

There are reproductive and productive exercises:

Without reinforcement by visualization, learn abstract mathematical concepts kids just can't. Visual techniques are present in every lesson on FEMP. This:

• demonstration;
• modeling;
• sample display.

Among the verbal techniques, the most common are:

• explanation;
• instruction;
• questions for children
• children's answers;
• grade.

Such mathematical operations as analysis, synthesis, comparison, generalization in the FEMP lesson can act as independent x techniques with which the problems of GCD are solved.

The study of simple operations with numbers in the future becomes the basis for understanding more complex ones.

There is also a group of special techniques used only in math classes:

• counting and counting one by one;
• application and overlay;
• pair matching;
• division of the group into two and the union of groups (composition of the number);
• division of the whole into parts;
• weighing.

The techniques used in the study of certain mathematical concepts are also specific:

• When comparing objects by size, the selection method is used (choose the largest matryoshka, the smallest mushroom).
• When getting acquainted with the form, survey methods are relevant (children trace the figures along the contour, look for their corners, sides, center) and transformations (they get a square from two triangles).
• Teaching orientation in space is impossible without verbal techniques (composing sentences with prepositions and adverbs denoting the position of objects in space) and practical actions (go forward, backward, put the toy on the top, bottom shelf, raise left hand, turn right, etc.)

All these techniques are reflected in didactic exercises and games.

colorful didactic materials not only teach children useful skills, but also influence the formation of aesthetic taste

The game is rightfully considered the most common method not only in the FEMP class, but also in all types of employment in the preschool educational institution. However, in organized educational activities, the game does not serve as a means of entertainment for the child, but contributes to the fulfillment of pedagogical goals and objectives. Therefore, they call it didactic, that is, teaching.

The role of the didactic game in the FEMP lesson in the senior group

Of course, the game is the leading activity in the senior preschool age and should be used in class as often as possible. NOD (directly educational activities) for the development of mathematical concepts is usually organized in a playful way, using several games during it, involving fairy-tale characters, unusual plots. However, do not forget that mathematics classes have a didactic purpose, according to which it is necessary to combine game entertainment moments in reasonable proportions with exercises and tasks that require mental effort, attention, composure, perseverance. It brings educational benefits and is in line with age characteristics children: more and more they like not just to play, but to learn new things, win, achieve results.

Mathematical leisure activities, circle classes can consist of some games. Mostly from games of a different nature, it can be formed and open lesson on FEMP, where the educator demonstrates to colleagues his achievements and developments in the field of using the didactic game to solve educational problems.

Games and game moments in FEMP classes of different types

Home didactic purpose There are the following types of GCD in mathematics:

• classes to communicate new knowledge to children and consolidate them;
• classes on consolidating and applying the received ideas in solving practical and cognitive problems;
• accounting and control, verification classes;
• combined classes.

Each type of activity has its own characteristics, and the use of games and game moments in them varies.

Classes for the development of new material

Classes for the development of new material contain a lot of information and practical actions. Didactic games on them are carried out in the second part, to consolidate what they heard. The teacher also uses the game moment for motivation. cognitive activity to arouse children's interest in learning a new topic. You can use such a game technique as the appearance fairy tale character with a problem, the solution of which requires the acquisition of new knowledge.

For example, when studying the topic “Part and whole. Half and a quarter of the circle "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 a circle are called.” It seemed like a normal start.

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

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

The cubs are very upset. They were given a large piece of cheese, but they do not know how to divide it equally. Once they were deceived by a cunning fox (a reference to a fairy tale known to children), and now they have come to the children for help.

The teacher happily receives guests: “Come in, bear cubs, make yourself comfortable. You are very timely. After all, today in the lesson we will just be ... What are we going to learn today, guys? “Divide the circle into two parts,” the children answer. Educator: “And what form of cheese do our cubs have?” - "Round". “Do you think we can help them? Of course, we ourselves will learn how to divide round objects into two parts and teach the cubs.”

Thus, the motivation of children is created; in addition, children see the possible practical application of new knowledge, which increases their interest in learning the material.

The game plot makes it easier for children to learn new knowledge

At the end of the lesson, the teacher divides the cheese into four identical parts and escorts the cubs “home to the forest”, and with the children, to switch attention and unload, he conducts a short outdoor game “Forest Friends” (imitation of a bear’s walk, hare jumps, etc.).

After the physical education session, you can conduct one didactic game to consolidate what was previously studied, but related in plot to the topic of the lesson, for example, "Count and show the number." The teacher shows pictures of forest dwellers (three bunnies, five squirrels, two hedgehogs), and the children raise a card with the corresponding number.

It should be noted that classes for obtaining new knowledge may not have a common storyline, but consist of separate parts, each of which solves a specific pedagogical problem.

You can find it on free sale a large number of ready-made visual aids for FEMP

Classes to consolidate what has been learned

In the classroom for consolidating and applying the acquired knowledge, the didactic game is given more space. In combination with didactic exercises the game contributes to the rapid and, what is most beautiful, boring deepening and generalization of knowledge. A combination of gaming, educational and labor activities will be appropriate here, which will allow the formation of practical skills and abilities. Elements of search, experiment, experience will be useful. A fairy-tale hero can come to visit again, but not with a problem, but with a request to help, to teach.

For example, when fixing the topic “Measuring the length with a conditional measure”, Little Red Riding Hood may come to the children and ask them for help. Her grandmother moved into a new house, and three roads lead to it. Little Red Riding Hood asks the guys to measure them and find the shortest one.

On the table, the children have “plans of the area”: drawings depicting a house and three lines to it, a straight line and two broken lines. Plans are given one per table to teach children how to work in pairs, foster cooperation and mutual assistance. Each child has conditional measurements made of cardboard. Parts of the "broken" tracks must correspond in length to the conditional measure, the straight track must contain the measure an integer number of times.

The task of measuring with a conditional measure can also be dressed in a game form

Children complete the task by measuring the tracks and indicating the number of conditional measures that fit in with dots on each track. Together they come to the conclusion: the straight track is the shortest.

Little Red Riding Hood thanks the guys and offers to play the games “Recognize the geometric body by description” (Little Red Riding Hood then takes them out of her basket), “Far, close”, and can also ask them riddles of mathematical content or give one or two easy tasks, to For example: “My mother baked six pies, I gave one pie to a bear cub in the forest. How many pies are left? Didactic games are selected depending on the educational objectives of the lesson, the main thing is that they resonate with a common theme.

Testing sessions

Testing sessions are held at the end of the semester 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 assimilation of material by children in different areas. In such classes, it is important to fix the results in order to be able to carry out effective corrective work later.

Combined classes

Combined classes give the greatest scope for the manifestation of the creative potential of the teacher and are replete with didactic games, entertaining tasks, riddles and logical tasks.

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

Often, a modern complex or integrated FEMP lesson is a story united by a single plot with an interesting beginning, a logically developing chain of events during which educational and upbringing tasks are solved, and a happy ending that gives children a lot of pleasure and positive emotions.

Positive emotions really help kids learn

Didactic games in mathematics

There is a general division didactic games:

• subject,
• desktop printed,
• verbal.

In FEMP classes, all three types are used.

Subject games are used:

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

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

• "Paired pictures";
• "Geometric Lotto";
• "Fold the picture";
• "Number houses";
• "Who lives where";
• "Spread fruit into baskets."

The didactic game "Put the car in the garage" will help to consolidate knowledge about the composition of the number

Word games include:

• "When does this happen?";
• "Guess the figure from the description";
• "More or less";
• "Tell me where it is";
• there are also poetic word games of mathematical content in which you need to insert a missing word, give an answer to a riddle, a question.

But there is a more detailed division of mathematical didactic games, depending on the educational tasks performed:

• games with numbers and numbers;
• orienteering games in time intervals;
• spatial orientation games;
• games with geometric shapes;
• games on logical thinking.

Table: examples of home-made didactic games on FEMP for the older group

Name and objectives of the game	Game description	How to play
"Geometric Lotto" Serves to consolidate knowledge of the basic geometric shapes; develops speed of reaction, thinking, visual perception; cultivates perseverance, patience.	The game consists of playing fields measuring 20 by 20 cm, divided into nine "windows". Each "window" depicts a geometric figure: circle, square, rectangle, triangle, oval, rhombus. The pieces on the playing fields can be of different colors, arranged in random order. The game comes with a set of chips corresponding to the number of pieces on the playing fields and their appearance.	Each player is given one playing field. The facilitator (teacher or child) takes chips out of the bag or takes chips 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 to cover part of the playing field with it. The one who closes all the pieces first wins. You can play in your free time, in the evening and during the day.
"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, speed of reaction, the ability to think logically.	For the game 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 knowledge of what the bottom row (bottom), top, left, right are. The game is played like this: the teacher lays out figures on his field and at the same time voices the task to the children at such a pace that they have time to complete: “We put a circle in the center. To the left is a triangle. Under the triangle is a rhombus. Above the triangle is a square. 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 it. It’s good if a toy, Pinocchio, Dunno, “walks” with the teacher - then it will not be control, but help the fairy-tale hero in learning the figures. To consolidate, it is worth asking the children: what figure lies in the center, in the upper left corner, etc. With those children who do not have time to spread with everyone, individual work is carried out. The game can be used in class.
"Animal Walk" Strengthening the skill of ordinal counting; development of memory, thinking, speech; fostering a love for animals.	The game is very simple to play, but the 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, fox, bear, cat, puppy, etc.) for each child.	The teacher distributes strips and animal figures to the children. He says that the animals really want to take a 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 animals: this will consolidate the skill of using the numeral in the correct case with the noun. Suitable for in class.
"Help the Gnome" Very good for strengthening skills: divide a group of objects into two; memorize the composition of a number from two smaller ones; correlate quantity and number; promotes the development of logical thinking, attention, memory; fosters kindness, a desire to help.	The playing field consists of a sheet of cardboard 30 by 20 cm, on which two baskets are depicted, a small empty window (4 by 3 cm) is drawn above the baskets. Handout: a set of identical vegetables, fruits in an amount of three to five; cards with numbers 1-5. Demonstration material: Gnome toy.	The teacher informs the children that the good Dwarf came to visit them asking for help. He has harvested apples (pears, tomatoes) and wants to divide them into two baskets to make it easier to carry. How can I do that? Children lay out images of fruits in 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 arrange the pears? (Three and two, one and four, two and three). What numbers make up the number five? The gnome, together with the teacher, “watches” how the children laid out the objects and marked them with numbers and thanks the kids for their help. Conducted in class.
"Let's Draw Summer" Forms an idea of ​​the natural spatial arrangement of objects in the surrounding world; develops thinking, spatial imagination, creative abilities; 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, fir and birch trees (2 trees per child), colors, moths.	It is held in winter or spring, when children begin to miss the summer. The teacher invites the children to become artists and "draw" a picture about the summer. To quiet lyrical music, children lay out their summer pictures on the playing fields. When they finish working, a discussion of the paintings is held: “Where is the sun, sky, clouds, grass, flowers, trees?” "How many suns, how many clouds?" “Which moths fly high, and who sit on flowers?” At the end of the game, the teacher praises the children for the 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 outside world. 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 consists 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 across the bridge”, “Collect fruits (flowers)” require children not only to know numbers, numbers, geometric bodies and shapes, but also to display dexterity, speed, and the ability to navigate in space.

Photo gallery: samples of homemade printed games by FEMP

The game "Animals on a walk" uses the images of animals. The game "Shapes, in places!" reinforces the concepts of “top”, “bottom”, “center” and others The game “Help the Gnome” brings up kindness in children The game “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. Educational tasks of the GCD in accordance with the program and methodological requirements become more difficult during the school year: first, there is a repetition of what was studied in middle group, then given new material which is systematically repeated and deepened. Generalization classes are held at the end of the academic year.

The distribution of program tasks by months of the academic year is approximately the same in all preschool institutions, but the topics may not coincide due to discrepancies in the calendar thematic planning slightly different in different educational institutions. Therefore, preparing for the lesson, the teacher must choose a topic so that it matches the theme of the week or month in forward planning pedagogical work generally.

It would be incorrect to formulate the topic of the lesson as "Studying the composition of the number 3" or "Orientation in space." These are the tasks to be completed in class. And its theme, consonant with the general theme of the block, will be “Journey to the City of Numbers and Numbers”, “Forest Adventures”, “Visiting a Good Dwarf”, “Gifts from Princess Autumn”.

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

Block Theme	GCD theme	Tasks of GCD
September: "Our Favorite Kindergarten"	"Malvina teaches Pinocchio"	To consolidate counting skills within 5, the ability to form the number 5 based on a comparison of two groups of objects expressed by neighboring numbers 4 and 5. Improve the ability to distinguish and name flat and three-dimensional geometric shapes: circle, square, triangle, rectangle, cylinder. Clarify ideas about the sequence of parts of the day: morning, day, evening, night.
	"Our favorite toys"	Practice counting and counting objects within 5 using various analyzers (by touch, by ear). Strengthen the ability to compare two objects by two parameters of magnitude (length and width), indicate 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 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 (colors, shapes and sizes). Exercise in comparing five objects in length, learn to arrange them in decreasing and increasing order, indicate the results of the comparison 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"	"Autumn is visiting"	Learn to make 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. To consolidate ideas about familiar flat geometric shapes: circle, square, triangle, rectangle. To consolidate the ability to decompose them into groups according to qualitative characteristics: color, form, value. To 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 neighboring 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: the longest, shorter, even shorter ... the shortest (and vice versa). To consolidate ideas about familiar three-dimensional geometric shapes and the ability to decompose them into groups according to qualitative characteristics (shape, size).
	"Walking in 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. Continue to develop the ability to compare up to six objects in width and arrange them in decreasing and increasing order, denote the results of the comparison with the words: the widest, narrower, even narrower ... the narrowest (and vice versa). Continue to teach to determine the location of surrounding people and objects relative to yourself and designate it with the words: “in front”, “behind”, “left”, “right”.
	"Harvesting"	Continue to learn to count within 6 and introduce the ordinal value of the number 6. Learn to answer the questions correctly: “How much?”, “Which one?”, “Which place?”. Continue to develop the ability to compare up to six objects in height and arrange them in decreasing and increasing order, denote the results of the comparison with the words: the highest, lower, even lower ... the 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 neighboring numbers 7 and 8. Exercise in counting and counting objects within 7 according to the model and by ear. Improve the ability to move in a given direction and designate 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 neighboring numbers 8 and 9. To consolidate ideas about geometric shapes: circle, square, triangle, rectangle. To 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 surrounding people and objects, designate it with the words: "ahead" "behind", "near", "between".
	"Playing school"	Introduce the ordinal value 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 by size (up to 7 objects), arrange them in decreasing and increasing order, indicate the results of the comparison with the words: the largest, smaller, even smaller ... the smallest (and vice versa). Exercise in the ability to find differences in the images of objects.
	"My city day and night"	Introduce the formation of the number 10 based on a comparison of two groups of objects expressed by neighboring numbers 9 and 10, learn 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 representations. Senior group.

A few tips for young teachers on organizing game classes.

About games and exercises

Don't oversaturate the game. Let it be in moderation and to the place. For a subject lesson, two or three games are enough; for a complex lesson, their number can be increased to five or even six - provided that two of them are short fun games that do not require special attention and mental effort. You can combine three or four games and a quiz or guessing riddles. Some educators, in an effort to make the lesson saturated, use a lot of diverse games, so the children get tired, and the teacher himself, not keeping within the allotted time, is in a hurry and reduces the result to nothing. There should be room in the lesson not only for games and exercises, but also for a short poem on the topic, a short conversation, time to think about questions.

Games are interesting, but you don’t need to oversaturate them

About answers and mistakes

Do not seek accurate and correct answers from absolutely all children. Call on those who actively, but culturally declare their desire to speak out, encourage them for correct answers. If the child made a mistake, it is better to turn to the children themselves and ask if they want to add something. The mistake must be corrected, it is impossible for the wrong answer to be deposited in the memory of children. If you see that the child knows and wants to answer, invite him to speak, but do not insist in case of refusal.

With those who jump up, interrupt others, shout, you need to conduct painstaking individual work to cultivate patience and respect for comrades.

About demo material

Post demo material so that all the children can see it. It is very convenient, even indispensable in this regard, the carpet recorder - a piece of carpet about two by one and a half meters. It is placed in a conspicuous place in front of the children's tables and used as a demonstration board. All printed materials, pictures, figures of heroes are attached and easily removed thanks to Velcro for clothes glued on the back.

The carpet grapher will successfully replace the usual demonstration board

About surprise moments

A surprise moment is an important part of the lesson, and it can be used not only at its beginning, but also at the end - as a result. For example, in one of the kindergartens in the lesson "Winter Riddles", children completed the tasks of the sorceress of Winter in order to receive her gift. All this time, there was a “snowdrift” of drawing paper on the board, consisting of “snowdrifts” of different sizes superimposed on each other. With each successfully completed stage, the children blew on the "snow", the teacher removed one layer of whatman paper, the snowdrift became smaller. When the last task was completed, the children blew on the "snowdrift" for the last time and it "melted". What kind of gift was waiting for them? A colorful image of a gentle snowdrop (larger, of course).

The sorceress Winter finally gave the children the first flower (the lesson was held at the end of February). And on the reverse side of the last "snowdrift" the children could read her message: "Spring is coming." This completion of the lesson created a joyful high spirits among the children, who, of course, already missed the spring warmth. But the interesting idea of ​​the teacher might not work and not cause the expected emotional response if the children saw in advance what is hidden under the "snow".

A moment of joyful discovery, an emotional outburst is the main value of a surprise moment

Therefore, it is not enough to think of a surprise moment, you need to make sure that the children do not know about it in advance. It is better to prepare a surprise in the absence of pupils, for example, invite them to go to the locker room and play word game with the assistant teacher while the teacher prepares the equipment for the lesson.

About modeling and commented drawing

Children are fascinated by the drawings and objects that are created before their eyes. Therefore, you will quickly and more clearly explain to them what the year and months are if you draw the sun, divided into four parts, with twelve rays. Drawing should be accompanied by a story, an explanation (such drawing is called commented). The image of the year in the form of a circle will help preschoolers to realize the cyclical nature of time periods and their immutability in following each other.

When using simulation, the year can be depicted as a tree with four branches (seasons). On winter branch there are three snowflakes - three winter months, spring - three white flowers, 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 the number; improve the ability to find the "neighbors" of the number; repeat the knowledge of the seasons, the autumn months; improve the idea of ​​​​autumn, autumn changes in nature; learn to analyze their activities, its results. Developing: develop logical thinking, memory, attention, ingenuity; improve skills of orientation on the plane; develop the skill of forming a sequence of five elements. Educational: to cultivate love for native nature, the ability to see and appreciate its beauty; to instill love and a friendly attitude towards animals; cultivate kindness, a desire to help.
Material	Demo: paper droplets on threads, autumn leaves from cardboard mushrooms with numbers bugs, squirrel with basket fox, 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 session starts in the locker room. The teacher reads the poem. "We walk the streets - Puddles underfoot. And above 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 a friend - I will smile at a friend (smile). Your mood I'll share warm. I'll put it in his palm a little sunshine (imitate words). - Now with such a sunny mood, you can hit the road!
Main part	Surprise moment. The teacher opens the door to the group. In the doorway, paper droplets (6 pieces) are hung on threads. - Children! Autumn has prepared for us the first test! You can enter her forest kingdom only by answering the questions she has prepared for us. Then the cold raindrops will not be a hindrance to us. What season comes before autumn? (Summer). What season comes after autumn? (Winter). How many months are in autumn? (Three). - Name the first autumn month. (September). - Name the last autumn month. (November). - What color did 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 the expectation of gifted children). After the correct answers of the children, the teacher removes the "droplets". - Well, guys, the way is free! Let's continue our journey. The task for comparing the quantity and number "Hide the bug". Children go to the group and see a poster with the image of yellow leaves on the easel. On each sheet, a number from 5 to 9 (scattered). On the table in front of the easel are laid out images of ladybugs with the number of dots from 5 to 9. - Children, autumn asks us to help the bugs. It's already cold ladybugs you need to go to bed under the leaves. But they can't choose their own houses. Help them. Children count the number of dots on the backs of the beetles and hide them under the leaves with the corresponding number. - Well done guys, the bugs thank you. And it's time for us to move on. Look what a beautiful autumn meadow! Children are seated at the tables, on the carpet in front of them - autumn leaves, mushrooms. In the center of the carpet maker, the leaves are denser - someone hid there. - Do you guys see someone hiding here? Who is this? Leaves interfere. How can we remove them? Let's blow on them, maybe they will fly away? (Children blow - nothing changes). We must be a little tired. We need to take a short break and gain strength. And, of course, charging will help us in this. Physical education "Autumn". Autumn, autumn has come (hands on the belt, turns to the sides). The sky covered with clouds (slowly raise your hands up). The rain is barely dripping Foliage falls quietly (slow downward movements of the hands). Here is a leaf twirled (smooth hand movements from side to side) and falls asleep on the ground. It's time for him to sleep (children squat and put their hands under their cheeks). But don't sleep, kids (children stand up, hands on the belt). One - rise, stretch (stretch up)! Two - bend down, straighten up (tilts)! Three, four - sat down, got up (squats)! So we became vigorous (jumping in place)! - Well, you worked out, now the strength has appeared. Working with adjacent numbers. Game "Help the squirrel pick mushrooms." Children blow on the leaves, the teacher removes them from the board. Under the leaves is a squirrel with a basket. - Ah, that's who was hiding here! Squirrel, why are you sad? Children, she needs to collect mushrooms, but the mushrooms in this forest are not ordinary, but mathematical. And only the one who calls the neighbor of the number that is written on the mushroom can put the mushroom in the basket. There are 10–12 mushrooms on the carpet graph, the children take turns going out and calling the numbers adjacent to the number on the mushroom, putting the crop in a basket. When all the mushrooms are removed, the squirrel thanks and returns to its hollow (the teacher removes the picture). Attention game "Gifts of Autumn". - Guys, autumn really liked how you behaved in her forest, how you helped the forest inhabitants. And she wants to play with us one interesting, but very difficult game. Do you think we can do it or not? Of course we can! Autumn has prepared patterns for us from its autumn gifts, you need to carefully look at them, remember, and then depict exactly the same pattern on your stripes. Ready? Begin! (A strip of whatman paper depicting autumn gifts is hung on the carpet grapher in the following order: mushroom, leaf, rowan branch, apple, pear. The children look at it for 10 seconds, the teacher covers the strip with a sheet of paper. The 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 the 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 talk about autumn. - Children, did you like to play with autumn? 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 the clouds in the sky. Where else is autumn hiding? (Answers of children). Autumn will give us many more wonderful gifts and make interesting riddles.
Final part	The result of the lesson can be carried out in the form of the game "Cunning Fox". The teacher discovers a fox under the table, which hid there because she also wants to play. But the fox is very cunning, you need to be careful when answering her questions. - Did you draw in class? (No). - Did you sing? (No). - Did you count? (Yes). - Is it winter now? (No). - Autumn? (Yes). - Autumn gave us mushrooms? (Yes). - Apples? (Yes). - Snowflakes? (No). - You helped the squirrel? (Yes). - Bugs? (Yes). - A horse? (No). - Were you good fellows at the lesson today? (the obligatory answer is “Yes.” If one of the kids thinks that he did not cope, after the lesson you need to convince him of the opposite). Chanterelle praises the children for their attentiveness and invites them to visit the fabulous autumn forest again.

Home-made printed didactic game "Let's help the squirrel to pick mushrooms" trains the ability to compare numbers

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