Card index of didactic games for mathematical development. Collection of math games (for preschoolers) Interesting math games for preschoolers

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?

) I became interested for a reason. Perhaps some of the regular readers remember my synopsis. In it I wrote that already in the Middle Ages, the activity of laying out drawings and patterns was considered very useful for the development of children's creativity. The material for laying out can be very different: ordinary cubes, buttons, splinters, mosaics, etc. Nikitin cubes, in my opinion, have advantages over other laying materials. When playing with them, you not only need to place the cube, but also select a suitable face for the drawing, which complicates the task.

The set contains 16 identical cubes and a brochure with diagrams. The game consists of laying out drawings and symmetrical patterns.

Each face of the cube has its own color:

Thus, from this set you can create an incredible number of designs and patterns. We are currently practicing on the simplest ones:

The cubes come with an informative brochure. It has a lot of scheme options. Laying out drawings based on samples is just an intermediate stage of practicing with these cubes. The main goal is, of course, to put your imagination to work and start coming up with your own drawings.

In addition to the set, I purchased an album with tasks (My-shop):

The cubes are made of plastic. It can be seen that they were originally blue. Red, yellow and white colors are glued on top.

We began our acquaintance with cubes by laying out simple drawings and practicing in an album. I can’t say that we had a stir with the advent of Nikitin’s cubes. At this stage, Yana prefers to play story games, including with these cubes. They play the role of mushrooms for her 😀 .

Cuisinaire sticks

This is a multifunctional counting material (My-shop). The set includes 10 types of sticks. Each size of sticks is highlighted in its own color. The larger the sticks, the smaller their number. The smallest sticks are the most (white - 25 pieces), the largest sticks are the least (orange - 4 pieces).

In addition to learning to count, these sticks can be used to create various patterns and designs. It should be noted that ordinary counting sticks have little in common with Cuisinaire sticks. The latter are quite large. They have a square shape in cross section, so you can even lay out three-dimensional figures from them.

My particular interest in these sticks is caused by the study of time-tested development methods. In the 19th century, innovative educators developed a range of materials for children's development. One of the elements of the development of creativity was laying out images from splinters. When I first saw Cuisiner's sticks, Nikitin's cubes and albums with diagrams for them, I was incredibly happy that at present there are analogues of Froebel's gifts. It should be noted that the modern version of educational materials is more pleasant and multifunctional than the medieval one. Using Cuisinaire's rods you can study colors, sizes, counting, comparisons, and simple arithmetic operations.

In addition, a number of albums and kits with diagrams have been developed specifically for sticks, which further increase interest. We purchased the “On the Zloty Porch...” set. The kit is wonderful, but in my opinion there are few patterns for the little ones. Below are some photos of the spreads:

With sticks, as with Dienesh blocks, there are many options for free games. Since we have just begun our acquaintance with them, we play the simplest options:

We'll probably eventually have a piggy bank full of stick games. Today I’ll give you an example of how I taught Yana how to lay out a house. The usual step-by-step repetition turned out to be not interesting, and in this case it cannot even be said that Yana’s house did not work out. She didn’t want to build it at all, because all our sticks are “jelly that babies (plush toys) need to eat”:oops:. I had to impose my own plot. For this I used a fairy tale about a hare and a fox. Yana was given the following props: a hare sticker, 4 blue sticks, 2 red sticks and an A4 sheet. I took for myself: 4 orange sticks, 2 red stickers, a sticker with a fox and an A4 sheet.

1. Stickers were placed on the center of the sheets. I did it first, Yana followed me.
2. We made a floor - everyone put their stick under the sticker.
3. We made a ceiling - we placed a stick over the sticker.
4. They built walls and put sticks on the sides.
5. Then they built a lid - two sticks on top. At this moment, Yana’s face lit up from the result.

There are a large number of games with Cuisinaire sticks available on the Internet, designed for different ages. They can be found by entering the phrase “summaries of classes with Cuisiner sticks junior/senior group” into a search engine.

Math tablet

Another of our “developments” from the category of “everything ingenious is simple” is a mathematical tablet (My-shop). It is intended for studying elementary concepts of geometry (symmetry, etc.) and speech development.

Hammer construction game

This game interested me because of its ability to hammer in nails for real and because of its creative component.
When ordering, I didn’t think that such “carnations” could be dangerous for babies, since I didn’t see what they were. When I saw that the “studs” were power buttons with a round head, I was disappointed. However, it can be rightly noted that the existence of safe studs, with the ability to really hammer, defies the laws of physics.

At first the game aroused great interest. The opportunity to hammer in nails was received with a bang. But a number of restrictions made for security reasons quickly cooled the enthusiasm for the game. I think this game is more suitable for middle or high preschool age.

In conclusion

Reading posts about our abundant “developmental items”, I often get asked questions about their necessity for babies. I would like to note that Yana and I have a special feature - an abundance of books and educational programs. Our number is growing because I see in it a greater return on our educational games. It gives me great pleasure to offer Yana another task and watch her interest and progress. At the same time, we must realize that for the harmonious development of the baby the content of all the “developers” is a secondary matter. Primary is emotional, cognitive and varied communication with mother. You can play a variety of story games with your baby every day or go on a variety of walks with lots of quality conversations at an early age. Such development at an early age will be no less effective than a large set of “developmental” ones. He writes in great detail, using numerous examples, about organizing proper interaction between mother and child.

At the same time, when it comes to development preschooler of middle and older kindergarten age, then familiarization with the basics of mathematics and the development of creativity through laying out drawings and patterns are important points. To become familiar with many concepts, you will need visual examples. The materials described above are an excellent option for these purposes.

Have a pleasant and effective development process everyone!

Let's play math.

“Find the neighbors numbers...”
To form in children an idea of ​​the relationships of numbers in a number series. Develop orientation in space, learn to determine who is to the left and who is to the right of him. Exercise children in forward and backward counting (within 10).

Teaching older preschoolers mathematics is a responsible and difficult task. How to tell a five or six year old child about time and space, numbers and quantities, so that it is both interesting and educational? A variety of didactic games and play exercises will come to the aid of the teacher, and it is not necessary to buy material for them - you can make it yourself.

Why and how to do mathematics with older children

Teaching mathematics plays an important role at all modern stages of 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, the successful and fulfilling existence of a modern person is unthinkable. It surrounds us everywhere: time and space, counting and form - all this is mathematics.

One of the goals of preschool educational institutions (DOU) is to develop in children initial mathematical concepts and concepts, the ability to navigate in the abstract world of numbers, quantities, and time periods that is difficult for children to understand. Work on teaching children mathematics in kindergarten is carried out consistently and purposefully, becoming more complex from year to year, which is reflected in educational programs.

Children can also use counting sticks to create geometric shapes.

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

Objectives of teaching mathematics in the senior group

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

• form sets (groups) from objects of similar and different colors, sizes, shapes, as well as movements and sounds;
• divide groups into parts and combine them into one whole;
• see how the part and the whole relate (the whole is greater than the part and vice versa);
• compare the number of objects in a group based on the count or ratio of elements;
• compare parts of a set, establish their equality or inequality, find the 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 “neighboring” numbers based on specific sets of objects;
• the formation of equalities and inequalities of groups of objects by adding and subtracting units (one object);
• counting objects from a group according to a pattern or number;
• counting forward and backward;
• counting by touch, by hearing, relying on the visual analyzer (sounds, movements);
• familiarization with ordinal counting, distinguishing between ordinal and quantitative counting, the concepts “Which?”, “How many?”;
• 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 counting, in comparison of groups;
• familiarization with the composition of a number consisting of ones and two smaller numbers (within 5);
• formation of the idea that the number of objects (quantity) does not depend on the size, color, location of objects, as well as the direction of counting.

Children will benefit from numeracy skills from the first days of school.

When getting acquainted with the value you should:

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

An integrated approach - a combination of different types of activities within a lesson - can achieve a greater effect in children's learning of mathematics.

The range of children’s ideas about form is 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 “quadrangle” (explaining that square and rectangle are also its varieties).
2. The ability to compare the shape of objects in the immediate environment and compare it with geometric shapes is developed.
3. Children are given an idea of ​​​​transforming the shapes of objects.

Work on orientation in space includes the development of skills:

• navigate in space;
• understand and use words in speech to indicate 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 your position relative to objects and people;
• navigate on a plane (sheet of paper).

Tasks for teaching time orientation:

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

Older preschoolers learn to navigate time using a model clock

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

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

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

Lesson as the main form of teaching mathematics in preschool educational institutions

You can develop the mathematical understanding of older preschoolers at different times: during morning reception hours, during an afternoon walk and in the afternoon. The forms of work are also varied: individual (with 1–3 children), group (with groups from 4 to 10 children) and collective, that is, with all children at once. A teacher can achieve the highest results by skillfully combining all three forms of teaching. The main form of work on FEMP is traditionally direct educational activities (DEA).

Visual aids help to master abstract knowledge

It is this kind of activity, covering all children in the group, that makes it possible to systematically and most fully give them knowledge that is difficult for children to understand, equip them with skills and abilities in accordance with the requirements of federal state educational standards (hereinafter referred to as Federal State Educational Standards) and educational programs.

Organized educational activities on FEMP in the senior group are carried out once a week in the morning, after breakfast. It is recommended to put mathematics first, followed by physical education, music or art. There are no classes with increased mental load on Monday and Friday; it is better to choose a day in the middle of the week.

Structure and time frame of the FEMP lesson

GCD for the formation of mathematical concepts 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 (combines mathematics with ecology, drawing, appliqué).

Structure of mathematics classes in the senior group of preschool educational institutions:

1. Introductory part. Organization of children, communication of the topic, motivation of educational activities (2–3 min).
2. Main part. Depending on the type of lesson, it may contain familiarization with new material, consolidation and reproduction of knowledge, practical application of acquired knowledge in exercises, performing various tasks (18–20 min).
3. Final part. Summing up and 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 managed to do, learn, etc. This will give the children confidence in their abilities and set them up for active mastery of the material in the next lessons (2-3 minutes ).

In the middle of the lesson there must be a physical training session. It can be of mathematical content or even in the form of a didactic outdoor game: for example, children are given the task of making a number of movements (bending, squatting, jumping) equal to the number on the card that the teacher will show.

A fun physical exercise will quickly relieve fatigue and tension

Basic techniques used in FEMP classes in the senior group

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

Among practical methods, exercises and games are widely used. An exercise consists of sequentially performed actions, the repeated repetition of which leads to the development of a skill and consolidation of the information received.

There are reproductive and productive exercises:

Without visual reinforcement, children simply will not be able to master abstract mathematical concepts. Visual techniques are present in every FEMP lesson. This:

• demonstration;
• modeling;
• sample showing.

The most common verbal techniques are:

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

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

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

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

• counting and counting one at a time;
• application and overlay;
• matching pairs;
• dividing a group into two and combining groups (number composition);
• dividing a whole into parts;
• weighing.

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

• When comparing objects by size, use the selection technique (choose the largest nesting doll, the smallest mushroom).
• When getting acquainted with the form, examination techniques are relevant (children trace the shapes along the contour, look for their corners, sides, center) and transformation (from two triangles they get a square).
• Learning to navigate in space is impossible without verbal techniques (composing sentences with prepositions and adverbs denoting the position of objects in space) and practical actions (walk forward, backward, put a toy on the top, bottom shelf, raise your left hand, turn to the right, etc. )

All these techniques are reflected in didactic exercises and games.

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

The game is rightfully considered the most common method not only in FEMP classes, but also in all types of employment in preschool educational institutions. However, in organized educational activities, the game does not serve as a means of entertaining the child, but contributes to the fulfillment of pedagogical goals and objectives. That’s why they call it didactic, that is, educational.

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

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

Mathematical leisure activities and club activities can consist of games alone. An open lesson on FEMP can consist mainly of games of various types, in which the teacher demonstrates to colleagues his achievements and developments in the field of using didactic games to solve educational problems.

Games and playful moments in various types of FEMP classes

According to the main didactic goal, the following types of GCD in mathematics are distinguished:

• classes to impart new knowledge to children and consolidate them;
• classes to consolidate and apply the acquired concepts in solving practical and cognitive problems;
• accounting, control, testing classes;
• combined classes.

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

Classes on mastering new material

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

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

But then there is crying outside the door (the work of an assistant teacher). The teacher goes out and returns with two teddy bears. The cubs brought with them a circle of cheese (a flat double-sided model, which is better to be printed and glued to better match the real cheese).

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

The cubs are very upset. They were given a large piece of cheese, but they don’t 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 came to the children for help.

The teacher happily receives the guests: “Come in, little bears, make yourself comfortable. You are just in time. After all, today we will be in class... What are we going to learn today, guys?” “Divide the circle into two parts,” the children answer. Educator: “What shape is our cubs’ cheese?” - “Round”. - “Do you think we can help them? Of course, we ourselves will learn to divide round objects into two parts and teach the cubs.”

This creates motivation for children; 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 master new knowledge

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

After physical education, you can play one didactic game to consolidate what was previously learned, but related in plot to the topic of the lesson, for example, “Count and show the number.” The teacher shows pictures depicting forest inhabitants (three bunnies, five squirrels, two hedgehogs), and the children pick up a card with the corresponding number.

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

You can find a large number of ready-made visual aids for FEMP on the open market.

Lessons to consolidate what has been learned

In classes to consolidate and apply acquired knowledge, didactic games are given more space. In combination with didactic exercises, the game promotes rapid and, best of all, non-boring deepening and generalization of knowledge. A combination of gaming, educational and work activities will be appropriate here, which will allow the formation of practical skills and abilities. Elements of search, experiment, and experience will be useful. A fairy-tale hero may come to visit again, but not with a problem, but with a request to help and teach.

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

On the children’s table are “terrain plans”: drawings showing a house and three lines to it, a straight line and two broken lines. Plans are given one per table to teach children the ability to work in pairs, foster cooperation and mutual assistance. Every child has standard cardboard measurements. The parts of the “broken” paths must correspond in length to the conventional measure, the straight path must contain the measure an integer number of times.

The task of measuring with a conventional yardstick can also be put into a game form

Children complete the task by measuring the paths and indicating the number of conventional measurements that fit with dots on each path. Together they come to the conclusion: the straight path is the shortest.

Little Red Riding Hood thanks the children and invites them to play the games “Recognize a geometric body by description” (Little Red Riding Hood then takes them out of her basket), “Far and Close”, and can also ask them riddles of mathematical content or give them one or two easy problems, to 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 the general theme.

Test classes

Test classes are held at the end of the semester and academic year. They do not have a storyline and consist of diverse tasks, exercises and questions, selected in such a way as to reveal the level of children’s assimilation of material in different areas. In such classes, it is important to record the results so that later you can carry out effective corrective work.

Combined classes

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

Each lesson taught by an experienced teacher who is passionate about his work is fun, lively, and in motion. The kids are busy with various adventures: they travel, look for answers to riddles, help fairy-tale characters or forest inhabitants, and all this is emotional, joyful, and eager.

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

Positive emotions really help children learn

Didactic games in mathematics

There is a general division of didactic games:

• subject,
• desktop-printed,
• verbal.

All three types are used in FEMP classes.

In object games the following are used:

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

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

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

The didactic game “Put the car in the garage” will help consolidate knowledge about the composition of numbers

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 with mathematical content, in which you need to insert the missing word, give an answer to a riddle or question.

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

• number and number games;
• games for orientation in time periods;
• games for spatial orientation;
• games with geometric shapes;
• games for logical thinking.

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

A separate group consists of mobile and finger games with mathematical content: in them the child must not only answer questions, think, but also perform certain actions in accordance with the game task or the words of the game. For example, didactic games of great mobility “Find a geometric figure”, “Walk along the bridge”, “Collect fruits (flowers)” require children not only to know numbers, numbers, geometric solids and figures, but also to demonstrate dexterity, speed, and the ability to navigate space.

Photo gallery: samples of homemade printed games using FEMP

The game “Animals for a Walk” uses animal images. The game “Shapes, in places!” reinforces the concepts of “top”, “bottom”, “center” and others The game “Help the Gnome” fosters kindness in children The game “Let’s Draw Summer” is very popular with children

We conduct a game lesson on FEMP in the senior group

In order to properly organize and conduct a mathematics lesson, you need to decide on its topic and objectives. The educational tasks of the GCD, in accordance with the program and methodological requirements, become more complex during the school year: first, there is a repetition of what has been studied in the middle group, then new material is given, which is systematically repeated and deepened. At the end of the school year, generalization classes are held.

The distribution of program tasks by month of the school year is approximately the same in all preschool institutions, but the topics may not coincide due to differences in calendar thematic planning, which differs slightly in different educational institutions. Therefore, when preparing for a lesson, the teacher must choose a topic so that it corresponds to the topic of the week or month in the long-term planning of teaching work as a whole.

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

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

Some tips for young teachers on organizing gaming classes.

About games and exercises

Don't oversaturate your activity with games. 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 riddle. Some teachers, trying to make the lesson rich, use a lot of different games, so the children get tired, and the teacher himself, not meeting the allotted time, is in a hurry and reduces the result to nothing. The lesson should include space not only for games and exercises, but also for a short poem on a topic, a short conversation, and time to think about questions.

Games are interesting, but there is no need to oversaturate the activity with them

About answers and errors

Do not seek precise and correct answers from absolutely all children. Call on those who actively, but culturally express their desire to speak out, and reward them for correct answers. If a child makes a mistake, it is better to turn to the children themselves and ask if they want to add something. The mistake must be corrected; the wrong answer cannot be left in the children’s memory. If you see that the child knows and wants to answer, invite him to speak out, but do not insist if he refuses.

With those who jump up, interrupt others, or scream, you need to carry out painstaking individual work to cultivate patience and respect for comrades.

About demo material

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

A carpet printer will successfully replace a conventional display board

About surprise moments

The surprise moment is an important part of the lesson, and it can be used not only at the beginning, but also at the end - as a result. For example, in one of the kindergartens, during the “Winter Riddles” lesson, children completed the tasks of the sorceress Winter in order to receive her gift. All this time, there was a “snowdrift” made of whatman 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, and the snowdrift became smaller. When the last task was completed, the children blew on the “snowdrift” for the last time and it “melted.” What kind of gift was waiting for them? A colorful image of a delicate snowdrop (enlarged, of course).

The sorceress Winter finally gave the children the first flower (the lesson was held at the end of February). And on the back of the last “snowdrift” the children were able to 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 warmth of spring. But the teacher’s interesting idea might not have worked and might not have evoked the intended emotional response if the children had seen in advance what was hidden under the “snow.”

A moment of joyful discovery, an emotional outburst - 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 find out about it in advance. It is better to prepare a surprise in the absence of the students, for example, invite them to go to the locker room and play a word game with the teacher’s assistant while the teacher prepares the equipment for the lesson.

About modeling and commented drawing

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

Using simulation, the year can be depicted as a tree with four branches (seasons). On the winter branch there are three snowflakes - three winter months, on the spring branch - three white flowers, on the summer and autumn branches - three green and yellow leaves, respectively. Such a model can be made in an integrated lesson using the appliqué method.

Table: summary of the lesson on FEMP on the topic “Visiting Autumn”, author Marina Korzh

Homemade printed didactic game “Let's help the squirrel collect mushrooms” trains the ability to compare numbers

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

PRACTICAL PART

Did Activity games for the development of elementary mathematical concepts

Here is a selection of games that will help develop memory, attention, and imagination of children of primary preschool age.

Games for fixing geometric shapes.

Guidelines: games are intended for children of primary preschool age. They can be used in the morning for both individual work and independent activity of children.

1. "Domino"

Goal: to teach children to find one specific figure among many and name it. The game reinforces knowledge about geometric shapes.

Stimulus material: 28 cards, each half depicts one or another geometric figure (circle, square, triangle, rectangle, oval, polygon). The “take” cards depict two identical figures; the seventh “double” consists of two empty halves.

The cards are laid out face down on the table. After explaining the rules to the child, the game begins by laying out the “double-blank” card. As in a regular domino, in one move the child selects and places one desired card at either end of the “track” and names the figure. If the player does not have the required figure on the card, he looks for a picture with this figure from the total number of cards. If the child does not name the piece, he does not have the right to make another move. The winner is the one who gets rid of the cards first

2. "Unravel the confusion"

Goal: to teach children to freely use objects for their intended purpose.

Material: toys, differently designed, that can be grouped (dolls, animals, cars, feasts, balls, etc.).

All toys are placed on the table in a certain order. The child turns away, and the leader changes the location of the toys. The child must notice the confusion, remember how it was before, and restore the previous order.

First, for example, swap a blue cube with a red one. Then complicate the task: put the doll to sleep under the bed, cover the ball with a blanket. Once a child gets the hang of it, he can create confusion himself, inventing the most incredible situations.

3. “Pick a Pair”

Goal: to teach children to compare objects by shape, size, color, purpose.

Material: geometric shapes or thematic selections of images of different objects that can be combined in pairs (apples of different colors, large and small, baskets of different sizes or houses of different sizes and the same bears, dolls and clothes, cars, houses, etc.). d.).

Depending on what kind of stimulus material you have, the child is presented with a problem: help the doll get dressed, help him harvest, etc.

Toys thank the child for a well-chosen pair

4. “Help Fedora”

Goal: to form and develop color vision in children. Teach them to correlate the colors of dissimilar objects.

Stimulus material: cards with images of cups and handles of different colors.

“Guys, poor grandma Fedora’s cups were all broken in her house. Their handles broke off, and now she won’t be able to drink her favorite tea with raspberry jam from them. Let's help Grandma Fedora glue her cups. But to do this, you need to carefully look at these cards with pictures of cups and find pens that match the color.” If a child finds it difficult to complete this task, show him how to look for paired cards. Then they complete this task independently.

5. “Find objects of similar color”

Goal: to train the child in matching objects by color and generalizing them based on color.

Stimulus material: various postal items, toys of five shades of each color (cup, saucer, threads; clothes for dolls: dress, shoes, skirt; toys: flag, bear, ball, etc.).

Toys are placed on two tables placed side by side. The child is given an object or toy. He must independently select all the shades of this color for the color of his toy, compare them and try to name the color.

6. “Find an object of the same shape”

Goal: to teach the child to identify specific objects from the environment by shape, using geometric patterns.

Stimulus material: geometric shapes (circle, square, oval, triangle, rectangle), round-shaped objects (balls, balls, buttons), square-shaped objects (cubes, scarf, cards), triangular-shaped objects (building material, flag, book) , oval shape (egg, cucumber).

Arrange geometric shapes and objects into two piles. The child is asked to carefully examine the object. Then we show the child a figure (it’s good if the child names it) and ask him to find an object of the same shape. If he makes a mistake, invite the child to first trace the figure with his finger, and then the object.

7. "Magic Circles"

Goal: to continue teaching the child to identify specific objects by shape.

Stimulus material: a sheet of paper with circles of the same size drawn on it (ten circles in total).

“Let's look carefully at this sheet. What do you see on it? What figure is drawn on a piece of paper? Now close your eyes and imagine a circle.”

8. “Lay out the ornament”

Goal: to teach the child to identify the spatial arrangement of geometric shapes, to reproduce exactly the same arrangement when laying out an ornament.

Stimulus material: 5 geometric figures cut out of colored paper, 5 each (25 pieces in total), cards with ornaments.

“Look at the ornaments in front of us. Think and name the figures you see here. Now try to lay out the same ornament from the cut out geometric shapes.”

Then the next card is offered. The task remains the same. The game is over when the child has laid out all the ornaments shown on the card.

9. "Game with circles"

Goal: to teach children to denote in words the relationships of objects by size (“largest”, “smaller”, “more”).

Stimulus material: three circles (drawn and cut out of paper) of different sizes.

It is suggested that you look carefully at the circles, lay them out in front of you, and trace them on paper along the contour. Next, the child is asked to compare 2 circles, then the other 2 circles. Try to have your child name the size of all three circles.

10. "Balls"

Goal: to develop and consolidate the ability to establish relationships between elements in size (larger - smaller, thicker, longer, shorter).

Stimulus material: a set of five sticks, evenly decreasing in length and width, a set of five circles, which are also evenly decreasing in accordance with the sticks.

“Let's see what happens. On the street, kind grandfather Fedot was selling balloons. How beautiful they are! Everyone liked it. But suddenly, out of nowhere, a wind rose up, so strong that all of Grandfather Fedot’s balls came off their sticks and scattered in all directions. For a whole week, kind neighbors brought back the balls they found. But here's the problem! Grandfather Fedot cannot understand which stick was attached to which ball. Let's help him! "

First, together with the child, chopsticks are laid out on the table in size from the longest and thickest to the shortest and thinnest. Then, using the same method, the “balls” are laid out - from largest to smallest.

12. "Smart Guest"

Goal: to develop the ability to examine the shape of objects, give and understand their complex description.

Stimulus material: children's plastic dishes, bag.

The toys are examined by the participants and then put into a bag. The child sits with his back to the players. They take turns coming up to him, tapping him on the shoulder and saying: “Anya needs something like this, but I won’t tell you what it’s called, but I’ll explain to you what it is... (And then follows a description of the object. For example, a cup: “round, with convex sides, low, narrow at the bottom, wider at the top, and a handle at the side”).

When the child finds the desired object by touch, he takes it out of the bag; Next, it is assessed whether the task was completed correctly.

13. "Merry Man"

Goal: to develop in children the ability to divide a certain figure into elements (geometric figures) and, conversely, from individual elements corresponding to geometric patterns, to compose objects of a certain given shape.

Stimulus material: geometric shapes (1 triangle, 1 semicircle, 1 rectangle, 2 ovals, 4 narrow rectangles, drawing of a “Jolly Man”).

“Today a cheerful little man came to visit us. Look how funny he is! Let’s try to make the same little man out of the geometric figures that lie on the table.”

14. "Sticks"

Goal: To teach children the sequential arrangement of elements of different sizes.

Stimulus material: 10 sticks (wooden or cardboard) of different lengths (from 2 to 20 cm). Each subsequent stick differs in size by 2 cm from the previous one. To complete this task correctly, each time you need to take the longest strip of those that you see in front of you. We use this rule and lay out the sticks in a row. But if a mistake is made at least once, be it rearranging elements or trying on sticks, the game ends.

15. “Find a house”

Goal: to form a targeted visual perception of the form.

Stimulus material: two sets of geometric figures, six figures in each set. Three of these

figures (square, circle, triangle) are basic, and the other three (trapezoid, oval, rhombus) are additional. Additional figures are necessary to distinguish and correctly select the main figures. You also need outline images of each figure on separate cards (the outlines can be cut out to make “do-miki windows”). Each set of stimulus material includes six to eight cards with the outlines of each figure. Cards can be painted in different colors.

Children are shown three basic shapes (circle, square, triangle). Then a card with a picture of one figure (for example, a triangle) is shown. “What kind of figure do you think lives in this house? Let’s think together and “place” the right figure here. Now, guys, let's all play together. You see, there are different figures on two tables (two children are called). Here are the cards for you. What figures live in these houses? After the task is completed, two more identical cards are given. If the child finds it difficult to complete the task, he is asked to trace the “frame” of the figure with his finger, then draw its outline in the air, which will make it easier to reproduce the shape.

16. “Show me the same”

Goal: to teach the child to build an image of an object of a given size.

Stimulus material: geometric shapes (square, circle, triangle, oval, hexagon) of different sizes. The number of sets of geometric shapes depends on the number of children. The set requires 3-4 variants of each figure. “I have the same figures. I show you a figure, and you must find the same one in your set. Be very careful!”

After the children find and show a figure, the presenter “fits” their choice to his own figure. If the child is convinced of a mistake, he is allowed to correct it himself by replacing the selected figure with another.

17. “What did the doll bring us?”

Goal: to teach the child to determine the shape of an object by touch and name it.

Stimulus material: a doll, a bag, all kinds of small toys, which should be noticeably different from each other and depict objects familiar to children (cars, cubes, toy dishes, animal toys, balls, etc.). It is advisable to thread an elastic band into the bag so that the child cannot look into it when looking for a toy.

"Guys! Today the doll Masha came to visit us. She brought toys for us. Do you want to know what the doll brought us? You need to take turns approaching the bag, but do not look into it, but only choose a gift with your hands, then say what you have chosen, and only after that take it out of the bag and show it to everyone.”

After all the toys are pulled out of the bag, the game is repeated again. All the toys are returned and the children again take turns getting toys for themselves.

18. "Funny Balls"

Goal: to develop ideas about shape and color.

Stimulus material: drawing of balls (10-12 pieces) of oval and round shape, a flag.

“Look at the drawing. So many balls! Color the round balls blue, and the oval balls red. Draw strings for the balls so that they don’t fly away from the wind, and “tie them to the flag.”

19. “Find the shapes”

Goal: to develop visual perception of geometric shapes.

Stimulus material: drawings of geometric shapes.

“Look at these drawings. Find geometric shapes. Whoever finds the most pieces, and, most importantly, faster, wins.

Games for orientation in space and time for orientation on a sheet of paper.

20. “Where is it?”

Goal: to form spatial orientation on a sheet of paper.

Stimulus material: a white sheet of paper on which geometric shapes (oval, square, rectangle, triangle) of different colors are depicted. Geometric shapes can be replaced with various images of animals (bear, fox, hare, cow), modes of transport (ship, airplane, car, KAMAZ), toys, etc. The figures are located in the corners, a circle is drawn in the middle.

“Look carefully at the drawing and tell me where is the circle drawn?, oval?, square?, triangle?, rectangle?

Show me what is drawn to the right of the circle?, to the left of the circle?

What is shown in the upper right corner?, in the lower left corner?

What is drawn above the circle?, below the circle?

21. "Left - Right"

Goal: to teach children to navigate in space, in their own body.

“Guys, listen carefully to the poem:

V. Berestov

A student stood at a fork in the road

Where is the right

Where is the left?

He couldn't understand.

But suddenly the student

Scratched my head

With the same hand

To whom he wrote,

And he threw the ball

And I flipped through the pages,

And he held the spoon

And he swept the floors.

"Victory!" - rang out

A jubilant cry.

Where is the right

Where is the left?

The student found out!

How did the student know where the right is and where the left is? Which hand did the student scratch his head with? Show me, where is your right hand? Left hand?

22. "Bunny"

Goal: to teach children to navigate in space, in their own body. Children, listening to the poem, do the following exercises:

Bunny, bunny - white side,

Where do you live, our friend?

Along the path, along the edge,

If we go to the left,

This is where my home is.

Stomp your right foot

Stomp your left foot

Again with the right foot,

Again with the left foot. * * *

Gray bunny sitting

And he wiggles his ears,

It's cold for the bunny to sit

Need to warm up your paws:

Paws up

Paws down

Get up on your toes!

We put our paws on the side,

On the socks

Skok - skok - skok.

And now squat down,

So that your paws don't freeze!

23. “Where?”

Goal: to teach how to navigate in space.

Stimulus material: on a white sheet of paper there is an image of cars and trees (Fig. 11).

“Look carefully at the drawing. Show me which cars go to the right and which ones go to the left? Look closely at the trees. Which way do you think the wind is blowing?

24. “What happened?”

Goal: to develop the skill of spatial orientation on a sheet of paper, counting cells and lines.

“Move back from the top of the sheet into a cell four cells down and from the left edge of the sheet three cells to the right, put a dot in the corner of the cell. I will tell you how to draw the lines, and you listen carefully and draw as I dictate.

For example: one cell to the right, one cell down, one cell to the left, one cell up.

What happened? The result is a square. This is the easiest and simplest task. Let's play on. You will have more difficult tasks, and if you are careful and do not make mistakes in completing my tasks, then you will get the drawing that I had in mind.

For example: one cell down, one cell right, two cells down, one right, one down, one right, one up, one cell right, two up, one right, one up, one right , one - down, one - to the right, two - down, one - to the right, one - down, one to the right, one - up, one - to the right, two - up, one - to the right, one - up.”