Didactic games in mathematics for preschoolers. Mathematical games for preschool children: active, didactic, board games Didactic mathematical games for preschoolers

Games aimed at the mathematical development of senior preschoolers

Game "Be careful".

Target: strengthen the ability to distinguish objects by color.

flat images of objects of 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 teacher names the color incorrectly, children should not raise their hands up. The one who raised his hands loses the forfeit. When playing forfeits, children can be given tasks: name a few red objects, say what color the objects are on the top shelf of the closet, etc.

Game "Compare and fill".

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

Game material and visual aids: set of geometric shapes.

Description: two people play. Each player must carefully examine his or her board with images of geometric shapes, find a pattern in their arrangement, and then fill in the empty cells with a question mark, placing the desired shape in them. The one who completes the task correctly and quickly wins. The game can be repeated by arranging the figures and question marks differently.

Game "Fill the Empty Cells".

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

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

Description: two people 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 one who completes the task correctly and quickly wins. Players can then exchange signs. You can repeat the game by arranging the figures and question marks in the table differently.

Game "Wonderful Cup".

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 the cup.

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

Game "Holiday at the Zoo".

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

Game material and visual aids: soft toys, counting sticks (buttons).

Description: Place animal toys in front of the child. Offer to “feed” them. The teacher names the number, and the child places the required number of sticks (buttons) in front of each toy.

Game "Long-length".

Target: 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 the answer, the child will need to compare the width of different objects in the room with the length of the strip. Then you can guess another object by measuring its height, and the next one by measuring its length.

Game "Pass through the gate."

Game material and visual aids: cards, “gates” with numbers.

Description: Children are given cards with different numbers of circles. To go through the “gate”, everyone needs to find a pair, that is, a child, whose number of circles, added to the circles on their own card, will give the number shown on the “gate”.

Game "Numbers Talk".

Target: establish direct and reverse counting.

Game material and visual aids: cards with numbers.

Description: The “number” children 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”? What did “number 6” say?

Game "Don't Yawn!"

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

Games for the mathematical development of middle preschool children

Game "Correct Score".

Goals: help in mastering the order of numbers in the natural series; strengthen forward and backward counting skills.

: ball.

Description: Children stand in a circle. Before starting, they agree in what order (direct or reverse) they will count. Then they throw the ball and call the number. The one who caught the ball continues the count by throwing the ball to the next player.

Game "Who's Where".

Target: learn to distinguish the position of objects in space (in front, behind, between, in the middle, on the right, on the left, below, above).

Game material and visual aids: toys.

Description: place toys in different places in the room. Ask the child which toy is in front, behind, next to, far, etc. Ask what is on top, what is below, on the right, on the left, etc.

Game "A lot and a little."

Target: help to understand the concepts of “many”, “few”, “one”, “several”, “more”, “less”, “equally”.

Description: ask the child to name single objects or objects that are many (few). For example: there are many chairs, one table, many books, few animals. Place cards of different colors in front of the child. Let there be 9 green cards and 5 red cards. Ask which cards are more and which are fewer. Add 4 more red cards. What can we say now?

Game "Guess the number."

Goals: help prepare children for basic mathematical operations of addition and subtraction; help consolidate the skills of determining the previous and subsequent numbers within the first ten.

Description: ask, for example, which 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. The child names different numbers, and the teacher says whether the number named is greater or less than the intended one. Then you can switch roles with your child.

Game "Counting Mosaic".

Goals: introduce numbers; learn to match quantities with numbers.

Game material and visual aids: counting sticks.

Description: Together with your 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.

Game "Dot Traveler".

Goals: introduce the basics of writing numbers; develop fine motor skills.

Game material and visual aids me: checkered notebook, pen.

Description: The teacher sits down at the table, puts the notebook down correctly, and shows the child how to hold a pen correctly. Offers to play dot-traveler. To do this, you need to invite the child to put a dot in the upper right corner of the cell, then in the fourth cell of the left corner at the bottom of the notebook, etc.

Game "Reading and counting".

Goals: help to understand the concepts of “many”, “little”, “one”, several”, “more”, “less”, “equally”, “as much”, “as much”; develop the ability to compare objects by size.

Game material and visual aids: counting sticks.

Description: When reading a book to a child, ask him to put aside as many counting sticks as, for example, there were animals in the fairy tale. After counting how many animals there are in the fairy tale, ask who there were more, who were fewer, and who were the same. Compare toys by size: who is bigger - a bunny or a bear? Who is smaller? Who is the same height?

Card index of outdoor games with mathematical content.

"Journey"

Target: learn to navigate in space.

group room with arrows of different colors, and

He says to the child: “First go where

Red arrow points, then turn

Where the blue one is pointing, then go three

Take a step and look there.” Tasks can be anything

Both for one child and for the whole group of children.

"Find a Pair"

Target: consolidate knowledge of geometric

Figures, learn to combine them according to

Essential features.

Children with figures walk around the group

At the teacher's command they are looking for

Pair by color, by shape

Or by size.

"Week, line up"

Goal: consolidate the sequence

Days of the week.

Children are given headbands,

Which have different numbers of circles

(the number of circles corresponds

Serial number of the day of the week).

At the teacher's command, children

Must take their place

And name the day of the week.

"Hoop"

Target: strengthen the ability to classify

Items with 2-4 properties.

Situation in a game with three hoops.

The rule of the game is established, for example

Arrange the figures so that inside

The red hoop turned out to be all red.

Inside the green are all triangles,

Inside the black they are all big.

You can play with three hoops

Repeat many times, changing

Rules of the game.

"Live Numbers"

Target: practice directly and

Count down to within 10.

Material. Cards with drawn on

They are in circles from 1 to 10.

The driver is selected. Children walk around

Room. At the driver’s signal: “Numbers!

Stand in order!” - they line up in

They call the line and call their number.”

The driver checks if everyone is standing up

To their places. Then the children change

With cards. Game continues.

"Find by sound"

Target : learn to navigate in space.

The child is looking for something hidden by the teacher

Item. When approaching an object

Music gets louder as you move away

Sounds quieter.

"Take Your Place"

Target : practice ordinal counting, counting by touch.

Material . Two sets of cardboard cards with

Buttons from 2 to 10 are sewn on them in a row.

There are 10 chairs behind them and in front of them. Educator

Hands out cards to everyone. Children counting

Buttons, remember their number. On signal:

“Numbers stand in order”, each of

The players stand behind a chair,

The serial number of which corresponds to

The number of buttons on his card.

"Go-go"

Target : develop the ability to navigate

In space.

Children stand in a circle, holding hands, and move

In the direction indicated by the teacher:

Right, left, up, down, to the center, from the center.

“Who is how tall?”

Target: establishing relationships between quantities.

Invites them to stand in height behind the child himself

Short in stature. When the children line up, asks

Questions: “Which of the children is the shortest?

Which children is he shorter than? Who is the tallest?

Which children is he taller than? Compares children's heights

Standing nearby. Who is taller, Kolya or Lena? Lena or Vera? Then he offers to solve problems.

Yulia, Borya, and Masha go to the senior group.

Julia is taller. Bori. And Borya is taller than Masha.

Which of these guys is the tallest? The lowest?

Why do you think so?

"Make a number"

Target: consolidate knowledge of the composition of numbers from two smaller ones.

Material. A set of cards with numbers.

A number, for example, 8. Children should get into pairs like this:

To get the numbers on their cards together

Made up the number 8.

"Classics"

Target : consolidate knowledge of numbers.

Children choose a pebble and throw it

sequentially on the cells of the classics,

indicated by numbers. Every time you need

jump on cells from numbers 1 to 10.

If you miss, the move moves on to the next one.

to the player. The one who gets there first wins

Up to number 10.

"In the forest"

Target: learn to solve addition examples and

Subtraction within 10.

Children go to the “forest” (walk in a group)

And they collect mushrooms, berries, flowers from

An example whose answer matches the number is

The specified teacher.

Mathematical games for children 4-7 years old using analyzers

Target: attracting interest in the use of mathematical games and exercises in the development of children's cognitive abilities.

Psychological and pedagogical research by scientists allows us to divide the formation of elementary mathematical concepts into periods:
1. Pre-numerical period
2. Period of counting activities
3. Period of computing activity
In the second of these periods, children (4-7 years old) master counting activities; learn to distinguish the counting process from the counting result; learn to operate with quantity; distinguish and understand the questions: “how much?”, which?”, “which in order?”, “which number?”.
One of the psychological features of children’s perception of counting activity in the second period is their fascination with simply listing numerals, which does not indicate the child’s ability to count. At the beginning of the middle group, the child does not yet understand the meaning of the final number. Often the last numeral is referred to by the child as the entire group of objects being counted.
Teaching counting should help children understand the purpose of counting activity - only by counting objects can they answer the question “how many?” and master the means of counting activities. Teaching children to count is carried out in two stages:
1.Children learn to name the total number based on the teacher’s count
2. Children master counting operations and learn to distinguish the counting process from the final count.
A variety of exercises and games are offered to practice counting skills. In the process of teaching children to count, it is very important to include, in addition to the visual, auditory, motor, and tactile analyzers. This will help the child better understand and grasp the meaning of the final number.

Games that teach children to count by touch.
“How many toys are hidden”
Task: teach children to count objects by touch
Content: The teacher puts the toys under the napkin.
- How many toys were hidden? - asks the teacher.
Children count toys through a napkin by touch. After the child counts the toys, the teacher removes the napkin and together they check whether the child counted correctly.
Note: the number of toys depends on the age group of children: in the middle - up to five toys; in the eldest - up to ten; in preparatory school - up to twenty.

How many holes are hidden in the house? - asks the teacher.
The child counts the holes by touch. After the child counts the holes, the teacher takes the bar out of the case and together they count the holes.
Note: the number of holes on the bar depends on the age group of children: in the middle - up to five; in the eldest - up to ten; in preparatory school - up to twenty.

1. Sample invoice
"Lifters"
Task:
Content: Count how many circles are on the card (on the table, in the box) and raise your right (left) hand the same number of times.
Note: circles can be replaced with natural materials: cones, pebbles, acorns.

2.Account according to the named number.

"Sports Mathematics"
Task: teach children to count movements using a given number.
Content: Raise your left (right) hand 1 (2, 3, 4, 5, 6, 7, 8...) times.
Note: You can offer a variety of movements: squats, jumping, clapping, steps and others.

Guidelines:
- the proposed games can be used in organized educational activities, in special moments;
- when selecting a particular game, you need to take into account program tasks: learn to count objects by touch, by ear, count movements depending on the age group, complicating tasks, increasing the number of objects, movements:
in the middle group – count within five;
in the older group – count within 10;
in the preparatory group – the score is within 20.

Thank you for your attention!!!

Anzhelika Antyukhova
Mathematical toy library. A selection of didactic games with mathematical content for older preschoolers.

MATHEMATICAL GAME LIBRARY

Senior group

DI "YES OR NO".

Rules of the game:

Children are placed in a circle outlined with colored rope; The presenter asks a question that can only be answered "Yes" or "No". Any other answers mean that the player leaves the game and leaves the circle. Trap questions that cannot be answered unambiguously are also used. "Yes" or "No". In this case, the player must remain silent. It should be agreed upon until what point the game continues, how many children should remain in circle: five, four, three children. They are called winners, awarded with applause and points for « Mathematical piggy bank» .

We offer gaming questions:

Are five pears more than five apples?

Maybe the table has three legs?

Maybe the kettle has two spouts?

Is there a shirt with three sleeves?

Does a carrot have one root?

Does a rooster have two legs?

How many fingers are there on a hand?

Maybe a chicken has two tails?

Does Matroskin the cat have two cows?

Can it rain without thunder?

Is there sky under your feet?

What is a figure with three corners?

Maybe the Earth is round?

Can you reach your right ear with your left hand?

When does the sun rise?

Does the week start on Tuesday?

Maybe seven Fridays a week?

Does chup chups have one leg?

Does a guitar have seven keys?

One less than many?

Do you have five fingers on your right hand? And on the left?

Is it autumn now?

Is the hedgehog prickly? And the cat?

Was Pinocchio made of wood?

Is there a lot of water in an empty glass?

Can a dog meow? And you?

A cat with three legs?

Does a square have 4 sides? Where's the fifth one?

Does a circle have six sides?

Add one to six equals five?

Does New Year happen in the summer?

Does summer come after autumn?

Can a cat be smaller than a mouse?

Is a hippopotamus thinner than a snake?

Is the stream wider than the river?

Does a rose bloom in summer?

How many paws does a bear suck in its den?

Is there one window in the group?

Do you have two ears? How many of them are leftists?

Did you take the tram this morning? And so on.

DI "LET'S CHECK YOUR ATTENTION"

Rules of the game:

The game is organized in small groups in which children are united according to the joke principle or by choice. Each gaming The team is seated around a separate table with attributes. Several items are laid out on the tables. The presenter suggests look carefully what and how is placed on the table, remember the location and number of items. The players close their eyes, and the presenter changes the number (adds, removes one or two items) or changes their location. Children open their eyes, look at objects and say how many changes have occurred (I noticed three changes, and I noticed five). Only after all the players have spoken are they invited to talk about their observations. The one with the fewest changes noticed starts. The game is repeated again.

DI "HOW MANY?"

Rules of the game:

The children have a set of numbers, they lay it out on the floor near them. The presenter gives exercise: determine how many of certain objects are in the picture, and show this quantity using a number. Children, when given a signal, raise a number indicating the number of named objects in the picture. The presenter may slightly change the location or number of objects in the picture when he begins to fulfill his role. Checks how the game participants completed the task and names a new leader.

DI “GUESS THE INTENDED NUMBER”.

Rules of the game:

The presenter chooses a number, writes it on a card, rolls it into a tube (or selects a number and hides it). Addresses to playing: "Guess the number I have in mind". The players try to guess the intended number by asking questions. For example, your number is greater or less than five. The presenter replies that his number is more than five. Next question: “Is your number greater or less than six?” The presenter replies that his number is more than six. If the player asks a question type: “Is the number in mind greater or less than three?”, then in this case such a question is useless; it will not tell us anything new about the intended number. We already know from the previous answer that the intended number is greater than five, therefore it is greater than three. Next question: “Is your number greater than or less than eight?” Leading: “My number is less than eight. Can you tell me what number I have in mind?”

Children must guess by reasoning as follows: way: it is known that the intended number is greater than six, but less than eight. So it's equal to seven.

In this game, children should pay attention to the logic of constructing questions. Initially, when mastering content games in front of children, you can expand the number series. What makes the game more difficult is the lack of reliance on a number series.

DI “REMOVING NUMBERS ON TASK”

Rules of the game:

The game is played at a table with numbers from one to nine. Rules are being clarified games: The presenter asks riddles about numbers. The children, having guessed what number they are talking about, silently remove it. If all the riddles are guessed correctly by the children, then at the end everyone will have the same number. Approximate "puzzles": remove the number that appears between the numbers "three" And "five"; remove the numbers that indicate numbers greater than five by one, greater than four by one, less than nine by one, greater than eight by one; remove the number that appears in the fairy tale about Snow White; remove the number that shows how many greedy bear cubs there were in the fairy tale; a figure that shows how many noses were torn off from the curious Varvara at the market. What number is left? (Three.) The children come up with a riddle about her.

DI "MAGIC FINGERS"

Rules of the game:

The set contains three to four balls of plasticine, three to four napkins, several pieces of cardboard and a blindfold. There can be from two to four players. Everyone takes a ball of plasticine and, in secret from the children, forms numbers from it, places them on cardboard, and covers them with a napkin. Then the driver puts a blindfold on his eyes, and they begin to act "magic fingers". The driver determines the number by touch and names it. The children watching him say whether his magic fingers sensed the number correctly. Each driver is given three attempts. If he guessed all three numbers, he gets 1 point; If you guess one or two numbers, you get half a point. Someone else becomes the driver. The game continues at the request of the children.

DI “GO THERE - I DON’T KNOW WHERE”

Rules of the game:

All children are positioned on one side on the carpet so that they can clearly see the entire space of the room. The presenter selects one robot child, who will give commands to move around the room. When the robot stands with its back to the children, the leader shows the others with gestures and numbers which group of objects he planned to bring the robot to. Children, knowing where the robot should go, watch its movements. Movement commands can contain three turns and any number of steps. Assignments are given in parts.

Leading: “The robot will walk forward three steps, turn left, walk another two steps, turn left again, walk one step, turn right and take two steps forward - then it will approach the objects that I wished for.”

If the robot approaches those objects that were hidden, then it receives points, and the group of objects is removed. If the robot was unable to achieve its intended goal, then the players leave with nothing. Another robot and the leader try to approach the selected groups of objects. The game continues until all groups of objects have been removed. (This rule applies if the children remain interested in the game. Otherwise, the game may be stopped before all groups of objects are removed.)

DI "FIND THE SAME"

Rules of the game:

The child takes one of the numbers at random and walks around the room, counting the objects. Remembers how many groups there are as many items as his number shows. He approaches an adult and talks about his findings. If the child has found all the groups in accordance with his number, he can change the number. If he has not found all groups of objects, he goes on a search again. Children can change numbers three or four times during the game.

DI "FAR CLOSE"

Rules of the game:

Children form a circle. The leader is in the center of the circle. An adult acts as an assistant; he gives chips to children for their answers. (original, correct and fast). The presenter throws the ball to one of the children, thereby giving him the floor. The child, having caught the ball, must quickly say what is far from him and what is close. For example, Sasha is far from me, but Sveta is close. The table is far from me, but the door is close. The window is far from me, but the doll is close. It is advisable not to use objects named by other children. At the end of the game, the number of points earned by the children is calculated and the winner is determined.

DI “WHAT WHAT?”

Rules of the game:

The guys compare objects by eye by size. The main thing in this game (in this version)- isolating and naming the sign of magnitude by which children compare. They unite in pairs, walk around the group room, look at objects, toys, furniture, discuss, choose which objects can be compared with which and on what basis. Then they approach an adult and They say: “We compared these two tables in height, the children's table is lower than the desk. We compared two chairs according to width: A doll's chair is narrower than a children's chair. We compared two flower pots based on thickness, etc.” The adult instructs the children that they must first name the characteristic by which they compare objects. He may ask further questions about the two items being compared. For example: Are there any similarities between these items? What other differences are there between them? When determining similarities and differences, children can name material, color, purpose of objects.

DI "CHANGE THE QUANTITY"

Rules of the game:

The game is played with all children. The guys put the numbers in order. There are 10 toys on the tray.

Adult: “Before you start this game, you need to check whether you can play. In the game we will increase and decrease the numbers.” To make it easier to complete tasks and check their completion, the game is played with toys. An adult explains what it means to increase the number by one - it means adding, adding another toy and changing the number; decreasing the number by one means removing one toy and changing the number.

The rules of the game are that all players quickly complete the tasks given by the leader. Tasks are repeated only once. The winner is the one who did not miss a single change and came to the end of the game with the correct result - the number of toys.

Leading: "Let's start first game: count out six ducklings and put a number next to them; increase this number of ducklings by one, increase again by one; increase the number of ducklings by one again; reduce the quantity by one. What result?"

Children: "Eight ducklings and the number 8 next to them".

Leading: “We start the second game: count out five toys and put a number next to them; increase the quantity by one; increase the quantity by two; reduce the quantity by one. What result?"

Children: “Seven toys and the number 7 next to it”. (Everyone with this result wins.)

Leading: "Third game: count any number of toys, but no less than three and no more than six; increase this number of toys by one; increase this amount by one again; now reduce this number by one. What result?" Children talk.

Adult: “Why do everyone have different answers, different results, although they performed the same tasks?” The answer can be heard first in the ear to give all children the opportunity to think and find the answer to this question. If the children find it difficult, an adult leads them to the correct one. I'll answer: at the beginning of the game everyone counted "yours" number of toys, all children had different numbers with which to start the game. Having made the same measurements, the results were different for everyone.

DI “GUESS YOUR NAME”

Rules of the game:

11 children come out to play the game. An adult attaches one of the numbers to each child’s back. The child does not know which number is behind him, but he can look at the numbers of other children and determine which number is missing. This will help him guess that the number that is missing is exactly on his back. Children move from one child to another, look at each other's numbers, and try to determine their place in the row. They get in order. They turn their backs to the children so that everyone can check whether the numbers are lined up correctly. Then "numbers" receive tasks from children. The number child completes the task and hands over his number to the person who gave the task.

Sample tasks: number 3, tell me about yourself. (I am a number - I designate the number 3. In front of me is the number 2, and after me is the number 4.) Assignments to others numbers: number 5, which number is 1 greater than you? Number 9, what is the previous number for you? The smallest number, what number are you designated by?

An adult pays attention to the correct use of words "number" And "number", emphasizes that a number can be greater or less than another number by one or more units, but the number cannot be red or green. The number can be of any color, and its value and size can be compared with other numbers drawn on the cards; the number can be higher, lower, thicker, thinner than other numbers drawn, but not more or less by one.

DI "MUSHROOMS PICKERS"

(game modification "Battleship").

Rules of the game:

It is played by two people. The box contains 6-8 lined sheets of paper, one blue and one red pencil each, and 20 counters. Gaming the field is a sheet of paper lined into 25 squares (5 x 5). The players take one piece of paper, write on it horizontally with a red pencil the numbers 1, 2, 3, 4, 5, vertically with a blue pencil the numbers 1, 2, 3, 4, 5 and, in secret from their partner, draw mushrooms in any six cells. Gaming Children do not show each other the field during the game. The game begins with the use of a counting rhyme to determine the beginner. It gives the coordinates of the location of the mushroom vertically and horizontally. horizontal: 5th red and 4th blue. If a mushroom is drawn at the intersection of these cells, then the player picks it. This mushroom is considered picked, it is crossed out, and the child who guessed where the mushroom is located puts one chip in the basket. If the mushroom is found and picked, then the player continues his turn, offering new coordinates. If the mushroom is not found, the turn of the game passes to the partner.

The game continues until one of the players has all the mushrooms found. He's losing. The game can be continued with the same or a new partner.

Rules of the game:

It is played in a circle with a ball. The presenter calls the number and throws the ball to the child. The player catches the ball and calls the next two numbers. Returns the ball. The leader throws the ball to another child, calling the number. The game is repeated until the ball is in the hands of each player several times.

Before the game starts, they agree on the forward or reverse order of naming the numbers.

DI “WHO WILL SEE THE MOST, WHO WILL TELL THE MOST”

Rules of the game:

On the common table there are geometric figures by number children: circles, squares, rectangles, triangles. Each child chooses one of them. Then children with the same figures unite into a team. Each team goes around the group room, locker room, bedroom and looks for objects of the same shape that they have in their hands. After some time, the teacher commands the general assembly. Teams share their observations and tell which objects or their elements have the same shape. For each item named, the team receives a point. Let down result: Which team scored the most points.

The pieces are returned to the common table, mixed, and the game is repeated again one more time.

DI "WHO ATTENTIVE»

(a type of game "Count, don't be mistaken"- number is given by quantity sounds: clapping, hitting a tambourine or a hammer).

Rules of the game:

Children perform tasks first with their eyes open and then with their eyes closed, count the number of sounds, and then count how many (one more or one less) toys.

There are 10 different pictures on the flannelgraph. Together with the children they determine how much. They try to count from left to right, from right to left. Then they determine where this or that picture stands. Please note that when determining the ordinal place of an object, it is necessary to agree on which side we are counting on. Show incidental situations when one and the same picture can be said differently (second from right or ninth from left).

DI "HIGHER, WIDER AND LONGER"

Rules of the game:

You can select two objects located in the room, existing in nature, fairy-tale creatures or two people and compare them according to some attribute: by length, height, width, thickness, temperature, age, taste. For example, dad is taller than son; a tree trunk is thicker than a bush branch; the finger is thinner than the hand; The fox has a longer tail than the hare, etc. For each correct answer, children receive a chip. At the end of the game, they count who took first, second and third places. They are applauded.

DI "CHAIN"

Rules of the game:

To start a new game "Chain" children stand in a circle. Rules of the game these are: children give each other tasks to change numbers "along the chain", from the final number after completing the task. For example, one child has a ball. He throws it to one of the children and speaks: "Name a number greater than three by one". The child who caught the ball answers: "Four". Throws the ball to another child and speaks: "Increase this number by one". The child catches ball: "Five". “Name a number less than five by one.”, - and throws the ball to the next one, etc.

DI "FIND YOUR HOUSE"

Rules of the game:

On the common table there are number cards face down with 6, 7, 8, 9, 10 circles (several options for each number). In different places of the group there are hoops with numbers attached to them, indicating the house numbers 6, 7, 8, 9, 10.

Each child takes one number card, counts the number of circles, and at the teacher’s signal finds his house.

An adult addresses everyone playing: “Let’s go visit the number "seven". That's how many residents there are, they all have cards with numbers "seven". How are your cards different? (The location of the circles - they tell how exactly, by the color of the circles.) How are your cards similar? (Because there are 7 circles on each of them.) How many options for the circles are there? Since there are cards in each option? In one variant there may be several absolutely identical cards, in another variant there may be only one card, in the third - one or two.

So they sequentially visit all the numbers. Then the children return their cards to the common table, shuffle them, take them again one at a time, and the game is repeated.