Developing a child’s mathematical abilities is one of the aspects of preparing for school. Operating with numbers can be difficult for a preschooler, so experts advise starting your child’s acquaintance with numbers and mathematical calculations with games. Complex and sometimes boring examples and tasks do not cause rejection in the child when they are presented in the form of interesting colorful tasks.
If a child understands at a young age that mathematics is exciting and fun, it will be much easier for him to master the school subject. By the way, mathematical games develop not only skills in working with numbers, but also logic and non-standard thinking. What are the types of mathematical games for preschoolers - in our material.
Math games for children 4-5 years old
Math games for preschoolers 4-5 years old include simple math examples of addition and subtraction within 10.
Mathematical game "Labyrinth"
In this math game, your child is challenged to spot a pattern, navigate a maze, and help a squirrel find an acorn.
Print the picture. Give your child a pencil. Let him draw a path along which the squirrel can get to the acorn.
The squirrel began its journey. She took two steps. What is the difference between the number 3 and 1? How much more is it? What about the number 5 compared to 3? It is advisable for the child to see the pattern himself (adding 2 to each previous number). But if it doesn’t work out, don’t worry - explain. Calculate the next step together, and then let the baby go on his own.
Math crossword
If your child can count to 10, he may be interested in creating a math crossword puzzle.
Print out the crossword. Tell your child how to work with a mathematical crossword puzzle and how the numbers fit into it. Concepts such as “horizontal” and “vertical” can be explained.
Explain that each row and column must produce true equalities. Emphasize that a math crossword differs from a regular example in that the unknown number can appear anywhere.
Show that in a crossword puzzle it is better to solve examples not in any order, but by moving from one intersection to another. And it is very important to get everything right, because an error in one place will lead to inaccuracy in another.
Mathematical game "Count the beads"
As in other examples, the picture can be printed.
There are two different tasks here.
On the left picture there are beads that you need to count and write the answers below, as shown in the first picture. Don't give your child the task right away - ask him to think about what the numbers at the bottom (in the first picture) mean. Perhaps he himself will find a correspondence between the number of beads and the number below. In this case, he will easily enter all the correct answers.
On the second, right, block of pictures, the number of beads is the same everywhere, and the number of painted beads is written below. The baby can also figure this out on his own. After that, he will be happy to color the required number of beads in each picture.
With this task you can explain to your child what an abacus is and how to use it.
Mathematical game “Guide the bear to the bear cub”
Examples are written on the pieces of ice. In this game, the child must complete each task and write the answer on a piece of ice. After this, you can pave the way for the bear to the cub along the ice floes on which the numbers 1, 2, 3 and then in order up to 10 are written.
Summary of an intellectual game in mathematics for children of the preparatory group of preschool educational institutions
Intellectual game “What?
Where? When?" in mathematics in kindergarten for older preschoolers Purpose: Generalization of children's knowledge of the material covered. Objectives: 1. Consolidate and justify answers to questions asked, knowledge about mathematical concepts. 2. Develop auditory and visual perception, curiosity, and communication skills. 3. To form the personal qualities of children: a sense of camaraderie, responsibility, empathy, mutual assistance, the ability to work in a team. 4. To instill in children an interest in activities and games, to induce an emotionally positive attitude, independence, goodwill, endurance, and the ability to listen to their comrades without interrupting them. Equipment: playing field, spinning top with an arrow, questions in envelopes, black box, individual sheets with tasks, pencils for each child; certificates, numbers, multimedia projector, video recording, markers, yellow tokens, globe. Preliminary work: Watching the game for preschoolers “What?
Where? When?”, conversation about the rules of the game, solving logical problems, addition and subtraction problems, measurement, asking riddles, games to develop attention and memory. Progress of the game:
Presenter: - Good afternoon, dear guests. Welcome to the intellectual game “What? Where? When?". Meet our experts. (The musical intro for the game “What, where, when?” sounds solemnly. Children enter the music room and line up in a semicircle in front of the game tables. Children read poetry. 1st child: Why is there solemnity around? Do you hear how quickly the speech stopped? to the queen of all sciences We begin this evening. 2nd child: It is no coincidence that she is given such honor. It is given to her to give answers. How to do a good calculation To build a building, a rocket 3rd child: There is a rumor about mathematics, That they put the mind in order , That's why people often say good words about her. Host: - Guys, look how many guests came to our intellectual game “What? Where? When?” to cheer for us. - Let's welcome our guests! (children clap) - We invite our teams take their places: 1 team “Planet of Knowledge”; 2 team “Knowledge”; 3 team “Math Patrol”; 4 team “Clever Guys”; 5 team of parents “Axiom”. Presenter: - Let me introduce you to our jury. Evaluate your game there will be parents (three people). Presenter: -And now, dear players, I will introduce you to the rules of the game: - you can discuss issues together with the whole team for 2 minutes; — the team captain or one of the players of this team, who is appointed by the team captain, can answer questions. — there should be silence in the hall during answers; — if the team is ready to answer ahead of time, it needs to raise its hand. — for violating the rules, the team receives a yellow warning sign; - for the correct answer - the team receives 1 point; Presenter: - Dear players! You must show erudition, intelligence and ingenuity, as well as be attentive and friendly in order to achieve victory. So we start the game. Host: Round 1! (The music “Gong, rotation of the top” sounds, the teacher rotates the top and moves the arrow to sector No. 1) Envelope No. 1 (the top has stopped) - Presenter: Attention to the screen! The middle school teacher plays with you. Let's watch the video question: -You have two drawings in front of you. You need to find ten differences between them and circle them. Presenter: -Teams, start the discussion. (2 min.) The discussion is over, announce the correct answer. Which team is ready to answer the question? Attention to the screen, correct answer. Host: Round 2! (The music “rotation of the top” sounds, the teacher rotates the top and moves the arrow to sector No. 2) Envelope No. 2 (the top has stopped) - Attention! Quick question! 1. Quick question for the Znayki team: “There are 8 people in the family: grandmother, grandfather, mother, father and children. How many children are there in the family? (4) 2. Quick question for the “Planet of Knowledge” team: “Chickens and dogs were walking in the yard. Misha counted their legs, it turned out to be 8. How many chickens were there, how many dogs?” (1 dog and 2 chickens) 3. Quick question for the “Math Patrol” team: “Alenka and Tanya have 4 candies each. Alena gave Tanya 2 candies. How many candies did each girl have? (2 and 6) 4. Quick question for the Smarties team: “How many ears do three mice have?” (6) 5. Quick question for the Axiom team: “There are 5 sons in the family. Each of them has one sister. How many children are there in the family? (6) Presenter: Round 3! (The music “rotation of the top” sounds, the teacher rotates the top and moves the arrow to sector No. 3 “Black box”) and the black box is brought in to the music. Attention, question: “He stands on one leg, spins and turns his head. He shows us countries, rivers, mountains, oceans” (Globe) Presenter: -Teams, start the discussion. -The discussion is over, announce the correct answer. -Which team is ready to answer the question? -Attention, correct answer. Host: Round 4! (The music “rotation of the top” sounds, the teacher rotates the top and moves the arrow to sector No. 4) Envelope No. 4 (the top has stopped) - Attention to the screen! Question from the teacher of the senior group (video recording) “Circle on the right only those geometric shapes from which the car is drawn.” Presenter: - Teams, start the discussion. — The discussion is over, announce the correct answer. — Which team is ready to answer the question? - Pay attention to the screen, correct answer. Host: Round 5! (The music “rotation of the top” sounds, the teacher rotates the top and moves the arrow to sector No. 5 “Treble Clef”) Envelope No. 5 (the top has stopped) Musical break (Musical physical education) Presenter: Round 6! (The music “rotation of the top” sounds, the teacher rotates the top and moves the arrow to sector No. 6) Envelope No. 6 (the top has stopped) - Attention, competition for captains: - Solve the examples and, using the letters next to the answer, decipher the word. 10-7= ... P 3+6= ... B 10-5= ... D 8-4= ... And Presenter: -Captains, begin the task. -Time is up, announce the correct answer. -Who is the first captain ready to answer the question? (if the team captain fails, the players help) -Attention to the screen, the correct answer. Host: Round 7! (The music “rotation of the top” sounds, the teacher rotates the top and moves the arrow to sector No. 7) Envelope No. 7 (the top has stopped) - Attention! Question from the teacher of the second junior group (video recording): “Here are mittens with examples. You need to solve the examples and use the answers to find a pair of each mitten” 3+4= … 9-2= 5+4= … 10-1= 3+3= … 8-2= 6+2= … 5+3= Presenter: — Teams, start discussing. — The discussion is over, announce the correct answer. — Which team is ready to answer the question? - Pay attention to the screen, correct answer. Host: Round 8!
The music “rotation of the top” sounds, the teacher rotates the top and moves the arrow to sector No. Envelope No. 8 (the top has stopped) - Attention! Video question from a middle group teacher: “You have examples in front of you. Compare them using the signs >,< or =» 8-1 … 8+1 6+4 … 6+3 9-2 … 9-1 7+2 … 2+7 9+0 … 9-0 Presenter: - Teams , start the discussion. — The discussion is over, announce the correct answer. — Which team is ready to answer the question? - Pay attention to the screen, correct answer. Presenter: - Guys, our competition has come to the finals, we did our best! It's time to sum up the results and reward the smartest. While the jury sums up the results, listen to the poem Child: She teaches us to count and recognize figures. Explains numbers, signs, and how to solve problems! Know where is left and where is right Know the length and width. Understand the meaning: “equal”, “more”, “less”, height. Presenter: -And now we give the floor to our distinguished jury! The jury announces its decision and presents certificates to the teams. Presenter: - Well done! We congratulate you! -Experts, what do you remember most about the game today? -Did you like being experts? Thank you for an interesting game, and we will meet at the game next season. (Music "Final")
We recommend watching:
Mathematical dominoes for preschool children 5 - 7 years old Didactic game with your own hands for preschoolers from 4 years old to develop logical thinking Mathematical KVN in kindergarten for older preschoolers Quest game on FEMP on the topic “Signs of Spring” in the preparatory group of a preschool educational institution
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Math games for children 6-7 years old are a little more complicated and are suitable for kids who can count at least to 20 and solve examples of addition and subtraction in two steps.
Mathematical game “Fill in the missing number”
The point of this mathematical game is to insert numbers into the empty cells that come in sequence before, between or after a given number.
In this way, the child’s idea of the “number line” is formed.
For convenience, you can first draw this straight line, on which numbers are indicated from left to right, increasing by one each time. Then the baby will understand what “before”, “between” and “after” means, and will easily do all the exercises.
Mathematical game “Put fruits in baskets”
Print the picture, cut out all the fruits and baskets separately. The kid must solve a mathematical example that is written on the fruit and “put” it in the correct basket.
These examples show the child that one number can be obtained in several ways.
Please note that the example does not show the same number of ways to obtain different numbers. So, 7 is obtained in five variants: 4 + 3; 7 – 0; 1 + 6; 2 + 5; 14 – 7. And 18 – in three: 9 + 9; 20 – 2; 12 + 6.
Explain that there are other ways to get the number 18. Give an example or invite your child to come up with his own version.
Mathematical game "Find the right umbrella"
In this math game you need to match the umbrella to each cloud. To do this, the child must solve the examples written inside the cloud and the umbrella, and then place the cloud over the desired umbrella.
In this task, you don’t have to cut anything out, but simply connect the pictures with the same answer. Each cloud corresponds to one umbrella.
Mathematical games as a means of intellectual development of preschool children
Mathematical games as a means of intellectual development of preschool children.
Mathematics plays a huge role in the mental education and development of children's intelligence. Currently, in the era of the computer revolution, the common point of view expressed by the words “not everyone will be a mathematician” is hopelessly outdated.
Mathematics has enormous potential for developing children's thinking as they learn from a very early age. Mathematics has a unique developmental effect. “She puts the mind in order,” i.e. best forms methods of mental activity.
Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, and creative potential of the individual. A “mathematician” plans his activities better, predicts the situation, expresses his thoughts more consistently and accurately, and is better able to justify his position.
Teaching mathematics to preschool children is unthinkable without the use of didactic games, entertaining tasks, and entertainment. At the same time, the role of simple entertaining mathematical material is determined taking into account the age capabilities of children and the tasks of comprehensive development and education: to activate mental activity, to interest in mathematical material, to captivate and entertain children, to develop the mind, to expand and deepen mathematical concepts, to consolidate acquired knowledge and skills, to exercise their use in other activities.
In the process of mathematical games, children learn the properties and relationships of objects, numbers, arithmetic operations, quantities and their characteristic features, space-time relationships, and the variety of geometric shapes. Children are happy to engage in solving simple creative problems: find, guess, reveal a secret, compose, modify, match, model, group.
Didactic games are included directly in the content of classes as one of the means of implementing program tasks. The place of a didactic game in the structure of a lesson on the formation of elementary mathematical concepts is determined by the age of the children, the purpose, purpose, and content of the lesson. It can be used as a training task, an exercise aimed at performing a specific task of forming ideas.
In developing children's mathematical understanding, a variety of didactic game exercises that are entertaining in form and content are widely used. They differ from typical educational tasks and exercises in the unusual way of setting the problem (find, guess), and the unexpectedness of presenting it on behalf of some literary fairy-tale character (Pinocchio, Cheburashka). Game exercises should be distinguished from didactic games in structure, purpose, level of children's independence, and the role of the teacher. As a rule, they do not include all the structural elements of a didactic game (didactic task, rules, game actions). Their purpose is to exercise children in order to develop skills and abilities.
Didactic games are organized and directed by the teacher. It is necessary to create conditions for the child’s mathematical activity in which he would show independence in choosing play material and games, based on his developing needs and interests. During the game, which arises on the initiative of the child himself, he becomes involved in complex intellectual work.
In kindergarten, in the morning and evening, you can play games of mathematical content, board and printed, such as “Dominoes of Figures”, “Make a Picture”, “Arithmetic Dominoes”, “Lotto”, “Find a Pair”, games of checkers and chess etc. With proper organization and guidance, these games help the development of children's cognitive abilities, the formation of interest in actions with numbers, geometric shapes, quantities, and problem solving. Thus, children's mathematical understanding is improved.
The role of gaming tools in modern education is increasing. Psychologists have proven that game exercises help a child adapt to the educational process and master the basics of mathematics. Didactic games and exercises are closely related to the educational process. Play is an activity through which children learn. This is a means to expand, deepen and consolidate knowledge.
Games with numbers and numbers.
Currently, I am continuing to teach children how to count forward and backward, and I am trying to get them to correctly use both cardinal and ordinal numbers. Using a fairy tale plot, didactic games and exercises, she introduced children to the formation of all numbers within 9 by comparing equal and unequal groups of objects. Using games, I teach children to transform equality into inequality and vice versa.
Playing such didactic games as WHAT NUMBER IS MISSING?, HOW MUCH?, CONFUSION., CORRECT THE ERROR, REMOVE THE NUMBERS, NAME THE NEIGHBORS, THINK OF THE NUMBER, NUMBER WHAT IS YOUR NAME? , MAKE A NUMBER WHO WILL BE THE FIRST TO NAME WHICH TOY IS MISSING? children learn to freely operate with numbers within 9 and accompany their actions with words.
To better memorize numbers, I use various techniques: fashioning numbers from plasticine, laying out numbers from plasticine balls, from paper, using the applique method, from threads, from a cord on a carpet, drawing with a stick in the snow, etc.
Games COUNT, DO NOT MISTAKE!, count further, help to master the order of numbers in the natural series, exercises in forward and backward counting, activates attention and the ability to work in a team. I use a ball in games.
By playing didactic games, children not only develop knowledge about numbers, but also develop the ability to correlate the number of objects with numbers and numbers. Children learn to establish dependencies between them.
During a walk, when making observations, I give the children the task of counting passers-by, counting trees in the area, naming the license plate numbers of passing cars, counting steps, etc.
Such a variety of didactic games and exercises used in classes and in free time helps children learn program material.
Time travel games.
In order for children to better remember the names of the days of the week, we designated them with a circle of different colors. The observations were carried out for several weeks, indicating each day with circles. I did this specifically so that the children could independently conclude that the sequence of the days of the week is unchanged. I told the children that the names of the days of the week indicate which day of the week it is: Monday is the first day after the end of the week, Tuesday is the second day, etc. After such a conversation, I offered games to reinforce the names of the days of the week and their sequences. Children enjoy playing games - LIVE WEEK. ASAP, NAME THE DAYS OF THE WEEK, NAME THE MISSING WORD,
In order for children to better remember the names of the months, I use games - ALL YEAR ROUND, TWELVE MONTHS,
In order for children to better remember parts of the day, I use various speech constructions of greetings - “Good morning”, “We are now having a nap”, “Good evening” I tell parents, I use board-printed games, questions like “Breakfast at what time of day” , “And lunch”, etc.
Games for orientation in space.
Children's spatial representations are constantly expanding and strengthened in the process of all types of activities. Children master spatial concepts: left, right, above, below, in front, far, close.
I give the children tasks like: “Stand so that there is a closet to your right and a chair behind you. Sit so that Tanya sits in front of you, and Dima sits behind you.” “Put a hare to the right of the doll, a pyramid to the left of the doll,” etc. At the beginning of the lesson, I spent a playful minute: I hid any toy somewhere in the room, and the children found it. This aroused the children's interest and got them organized for the activity.
While performing orientation tasks on a piece of paper, some children made mistakes, then I gave these children the opportunity to find them on their own and correct their mistakes. In order to interest children so that the result is better, I use games with the appearance of some fairy-tale hero. For example, the game FIND A TOY - “At night, when there was no one in the group,” I tell the children, “Carlson flew to us and brought toys as a gift. Carlson likes to joke, so he hid the toys and wrote in the letter how to find them.”
There are many games and exercises that promote the development of spatial orientation in children: FIND A SIMILAR ONE, TELL US ABOUT YOUR PATTERN. CARPET WORKSHOP, ARTIST, ROOM TRAVEL, TOY STORE and many other games.
Games with geometric shapes.
To consolidate knowledge about the shape of geometric figures, she invited children to recognize the shape of a circle, triangle, and square in surrounding objects.
In order to consolidate knowledge about geometric shapes, I played a game like LOTTO. With those children for whom this knowledge was difficult, I worked mainly individually, giving the children simple exercises first, and then more complex ones. Based on previously acquired knowledge, I introduced the children to the new concept of QUADAR. At the same time, I used preschoolers’ ideas about a square. Later, to consolidate knowledge, in their free time from classes, the children were given tasks to draw different quadrilaterals on paper, draw quadrilaterals in which all sides are equal and say what they are called, fold a quadrilateral from two equal triangles, and much more.
In my work I use a lot of didactic games and exercises of varying degrees of difficulty, depending on the individual abilities of the children. For example, games such as FIND THE SAME PATTERN, FOLD A SQUARE, EACH FIGURE IN ITS PLACE, SELECT BY SHAPE, WONDERFUL BAG, WHO CAN NAME BETTER, GEOMETRIC MOSAIC
Logical thinking games.
At preschool age, children begin to develop elements of logical thinking, i.e. The ability to reason and draw your own conclusions is formed. There are many didactic games and exercises that influence the development of creative abilities in children, as they have an effect on the imagination and contribute to the development of non-standard thinking in children. Games such as FIND THE SAME FIGURE, WHAT ARE THE DIFFERENCES?, LOGICAL SQUARE, MAZES, and others. They are aimed at training thinking when performing actions.
In order to develop children's thinking, I use various games and exercises. These are tasks for finding a missing figure, continuing rows of figures, signs, and finding numbers. Getting acquainted with such tasks began with elementary tasks on logical thinking - chains of patterns. In such exercises there is an alternation of objects or geometric shapes.
A special place among mathematical games is occupied by games for compiling planar images of objects, animals, birds from geometric figures. These are games - TANGRAM, MONGOLIAN GAME, COMPLETE A SQUARE, etc. Children like to compose an image according to a model, they are happy with their results and strive to perform tasks even better.
Creative game tasks and problem situations
Creative game tasks are used in the formation of mathematical concepts (they can be used not only in class, but also in free time).
- When forming quantitative ideas:
“What can it do?..” (What can the number 6 do? Denote the number of objects, become another number, etc.);
“What was - what has become?” (It was the number 4, but became the number 5. How did this happen?);
“Where does he live? "(Where does the number 3 live? In days of the week, months of the year, house numbers, etc.);
“Number, what’s your name?” (the child is asked to depict a number with gestures, the rest must name it);
“There was a lot of this, but it became little. What could it be?" (there was a lot of snow, but it became little - it melted);
“It was not enough, but it became a lot. What could it be?" (there were few vegetables in the garden, but now there are a lot - they have grown), etc.
- To consolidate ideas about geometric shapes:
“Find objects similar to a circle (square, triangle, etc.)”;
“Determine what shape the table top (seat) looks like
chair, etc.)";
“Pick by shape” (children are asked to name the shape of objects or their parts in the picture and find this shape in the surrounding objects);
“Who can name more objects that have the shape of a circle (square, triangle, etc.)”;
“What can a circle do?..” (What can a circle do? Children must determine what an object can do or what is done with its help. For example, a circle can be a clock, etc.);
"Magic glasses". (Imagine that you are wearing round glasses, through which you can see only round objects. Look around and name what you can see in this room. Now imagine that you went outside wearing glasses. What can you see there? Remember how round There are objects at your home. Name 5 objects);
“Guess by description” (the teacher shows one child a picture with an object, the child describes the object (this must be done from general to specific), and the rest of the children must guess what object they are talking about);
“Teremok” (Child: “Knock-Knock. I am a triangle. Who lives in the teremok? Let me in.” Teacher: “I’ll let you in, just tell me how you are like me - a square (or how you differ from me - circle)");
“Complete what I have in mind” (the teacher (child) draws part of a geometric figure, the children must complete the rest), etc.
- To develop spatial orientation:
“Tell me about your pattern” (children are asked to draw patterns using geometric shapes (or they are given ready-made pictures with patterns) and they must tell how the elements of the pattern are located. For example, there is a red circle in the middle, a blue square in the upper right corner, etc. .);
"What changed?" (There are several objects on the teacher’s table; the children must remember how the objects are located in relation to each other. Then they are asked to close their eyes, at which time the teacher swaps 1-2 objects. Having opened their eyes, the children must say what has changed. For example , the bunny stood to the right of the bear, and now to the left, etc.);
“Yes or no” (the leader guesses the object in the picture, and the rest of the children, using questions to which the leader answers only “yes” or “no,” establish its location), etc.
- When forming ideas about size:
“Learning to measure” (What is the best way to measure an ant, a tree, a house, your height, your finger, a car, a pencil?);
“Feed the Giant (Tom Thumb)” (If you wanted to prepare breakfast for the Giant (Tom Thumb), how would you measure out the following items: tea, milk, butter, buckwheat, water, salt? How much would you take each product?);
“What used to be small, but became big?”, “What used to be big, but became small?”;
“Building a time train” (the teacher prepares 5-6 options for depicting one object in different time periods (for example, an infant, a small child, a schoolchild, a teenager, an adult, an elderly person), these cards lie on the table in disarray, the children take the cards they like and make up a train);
“Guess and name” (“Guess what I’m talking about” - there is a description of the part of the day, time of year, etc.);
“Earlier - later” (the presenter names an event, and the children say what happened before it and what will happen after it), etc.
Problem situations, tasks and questions can be used to develop ideas in children of any age. For example, for children in the younger group, you can offer the following situation: “It’s dark outside. The moon is shining in the sky, and lights have appeared in the windows of the houses. When does this happen? and so on. For older children, you can offer the following situations: “Two guys are talking: “I’ll go to my grandmother yesterday,” said one. “I was at my grandmother’s tomorrow,” another boasted. How should I say it correctly?
Some problem situations resemble arithmetic problems in form, but are solved through inferences, for example: “Olya went to her grandmother on Saturday and returned on Monday. How many days did Olya stay?”, “Alyosha went to the cinema on Sunday, and Vitya one day later. When did Vitya go to the cinema?”, “Katya vacationed at the seaside for three weeks, and Masha for one month. Which of the girls rested longer?” and so on.
Various temporary categories are actively used by children when solving logical problems that require finishing the phrase started by the teacher: “If today is Tuesday, then tomorrow will be...”, “If the sister is younger than the brother, then the brother...”, etc.
Examples of other problem situations that can be used to develop children's mathematical concepts.
“Reverse Time Wizard” - a teacher (or a group of children) shows the sequence of actions of a process in reverse order. Children are given the task: to guess and establish the sequence of actions in the direct order of the presented process (tea drinking, brushing teeth).
“Zoom-Up Wizards” - the child selects an object in the group that he would like to change using the Zoom-In/Zoom-Out technique, for example: “I want my Zoom Wizard to touch the fish in the aquarium.” Next, the child explains what has changed, whether this object is good or bad. In conclusion, the practical application of the changed object is clarified, and possible changes in the environment are proposed.
“Resize part” - the child changes a part in the selected object using the enlargement/reduction technique. He explains what will happen, how this object will exist. Discussion of problematic situations can be humorous (how can a person sleep if his ears become huge).
“Confusion” - children are asked to choose two fairy-tale objects (large or small) and confuse their sizes (a tiny cat and a huge mouse) or replace them with opposite ones (the turnip has grown very small).
“Guess and name” - first, with the help of pictures, and then without visualization, children are given the task “Name an object that can be said about” (some signs are listed: shape, color, size), “Guess what I’m talking about” (description of time year, parts of the day, etc.).
Interesting questions, joke games.
Aimed at developing voluntary attention, innovative thinking, speed of reaction, and training memory. In riddles, the subject is analyzed from a quantitative, spatial, temporal point of view, and the simplest relationships are noted.
Riddles - jokes
- A peacock was walking in the garden.
Another one came up. Two peacocks behind the bushes. How many are there? Do the math for yourself.
- A flock of pigeons was flying: 2 in front, 1 behind, 2 behind, 1 in front. How many geese were there?
- Name 3 days in a row, without using the names of the days of the week or numbers. (Today, tomorrow, the day after tomorrow or yesterday, today, tomorrow).
- The chicken went out for a walk and took her chickens. 7 ran ahead, 3 remained behind. Their mother is worried and cannot count. Guys, count how many chickens there were.
- On a large sofa, Tanina’s dolls stand in a row: 2 nesting dolls, Pinocchio and a cheerful Cipollino. How many toys are there?
- How many eyes does a traffic light have?
- How many tails do four cats have?
- How many legs does a sparrow have?
- How many paws do two cubs have?
- How many corners are there in the room?
- How many ears do two mice have?
- How many paws do two paws have?
- How many tails do two cows have?
Solving various kinds of non-standard problems in preschool age contributes to the formation and improvement of general mental abilities: logic of thought, reasoning and action, flexibility of the thought process, ingenuity, ingenuity, and spatial concepts.
Logical Problems
***** A giraffe, a crocodile and a hippopotamus lived in different houses. The giraffe did not live in a red or blue house. The crocodile did not live in a red or orange house. Guess which houses the animals lived in? ***** Three fish swam in different aquariums. The red fish swam neither in a round nor in a rectangular aquarium. The goldfish is neither square nor round. In which aquarium did the green fish swim? ***** Once upon a time there lived three girls: Tanya, Lena and Dasha. Tanya is taller than Lena, Lena is taller than Dasha. Which girl is the tallest and which is the shortest? What is the name of which one? ***** Misha has three carts of different colors: Red, yellow and blue. Misha also has three toys: a tumbler, a pyramid and a spinning top. In the red cart he will not carry a spinning top or a pyramid. The yellow one is not a spinning top or a tumbler. What will Mishka carry in each of the carts? ***** The mouse is not traveling in the first and not in the last carriage. The chicken is not average and not in the last carriage. In which carriages are the mouse and the chicken traveling? ***** The dragonfly does not sit on a flower or on a leaf. The grasshopper does not sit on a fungus or on a flower. The ladybug is not sitting on a leaf or on a fungus. Who is sitting on what? (it’s better to draw everything) ***** Alyosha, Sasha and Misha live on different floors. Alyosha lives neither on the top floor nor on the bottom. Sasha lives neither on the middle floor nor on the bottom. On what floor does each boy live? ***** Anya, Yulia and Ole’s mother bought fabrics for dresses. Anya is neither green nor red. Yule - neither green nor yellow. Ole is neither yellow nor red. Which fabric is for which girl? ***** Three plates contain different fruits. The bananas are not in a blue or an orange plate. Oranges are not in a blue or pink plate. What plate are the plums in? What about bananas and oranges? ***** A flower does not grow under a Christmas tree, A fungus does not grow under a birch tree. What grows under the Christmas tree, and what under the birch tree? ***** Anton and Denis decided to play. One with cubes, and the other with cars. Anton didn't take the car. What did Anton and Denis play? ***** Vika and Katya decided to draw. One girl drew with paints, and the other with pencils. What did Katya start drawing with? ***** Red and Black clowns performed with a ball and a ball. The red clown did not perform with a ball, and the black clown did not perform with a ball. What objects did the Red and Black clowns perform with? ***** Lisa and Petya went into the forest to pick mushrooms and berries. Lisa didn't pick mushrooms. What did Petya collect? *****
Two cars were driving along a wide and a narrow road. The truck was not driving on a narrow road. What road was the car traveling on? What about the cargo one?
By playing with a child, performing more and more complex tasks with him, we, adults, will be able to see for ourselves the logic of reasoning, the ability to pose a problem,
Activities, exercises, and games should be aimed at “playing” mathematics with them when teaching children. Let the children, unnoticed by themselves, during the game, count, add, subtract, solve various kinds of logical problems that form certain logical operations. The role of the adult in this process is to maintain the interest of the children.
The use of didactic games increases the effectiveness of the pedagogical process; in addition, they contribute to the development of memory and thinking in children, having a huge impact on the mental development of the child. When teaching young children through play, I strive to ensure that the joy of play turns into the joy of learning.
Learning should be joyful!
Math games for 1st grade
Mathematical games for schoolchildren are suitable for children who can count to 30, perform examples using several steps, and have a basic understanding of fractions.
Chain of mathematical examples
On the butterfly's path to the flower, follow all the suggested actions. Some of the numbers are already in circles, others need to be entered by solving the examples given above.
This math task is not for little ones: you need to be able to count to at least 30.
Mathematical game “How much does a salad cost?”
The picture shows vegetables and their “cost”. Below are plates with a different set of vegetables. Invite your child to calculate how much each salad “costs”.
