"One, two, three - look!"

Target: to teach children to build an image of an object of a given size and use it in game activities.

Material: One-color pyramids (yellow and green), with at least seven rings. 2-3 pyramids of each color.

Content: Children sit on chairs in a semicircle. The teacher lays out pyramids on 2-3 tables, mixing the rings. He puts two pyramids on a small table in front of the children and takes one of them apart. Then he calls the children and gives each of them a ring of the same size and asks them to find a pair for their ring. “Look carefully at your rings and try to remember what size they are so as not to be mistaken. What ring do you have, big or small? offers to leave your rings on the chairs and go in search of other rings of the same size.
You need to look for rings only after all the children say these words “One, two, three, look!” Having chosen a ring, each child returns to his place and puts it on his sample, which remained on the chair. If the child is mistaken, he is allowed to correct mistake by replacing the selected ring with another.For a change, when repeating the game, you can use a pyramid of a different color as a sample.

"Lotto"

Target: mastering the ability to distinguish various forms.

Material: geometric cards.

Content : Children are given cards on which 3 geometric shapes of different colors and shapes are depicted in a row. Cards differ in the arrangement of geometric shapes, their combination in color. Children are presented with the corresponding geometric shapes one at a time. The child, on whose card there is a presented figure, takes it and puts it on his card so that the figure coincides with the one drawn. Children say in what order the figures are located.

"Help the Chickens"

Target: to teach children the ability to establish a correspondence between sets.

Content: Bunnies ate delicious carrots and saw ducklings on the lake. The teacher finds out with the children: “Who swims on the lake? (Duck with ducklings). How many ducks? Who is on the beach? (Hen with chickens). A hen with chickens wants to go to the other side, but they don't know how to swim. How to help them? (They ask the ducklings to transfer the chickens). Find out if the ducklings can fulfill the request of the chickens. Count the number of both. V. reads a poem by D. Kharms:

"The river was crossed exactly in half a minute:
Chicken on a duckling, chicken on a duckling
The chicken is on the duck, and the chicken is on the duck!"

"Who has a longer tail?"

Target: Mastering the ability to compare objects of contrasting sizes in length and width, use the concepts of “long”, “longer”, “wide”, “narrow” in speech.

Content: Noise outside the door. Animals appear: an elephant, a bunny, a bear, a monkey - Winnie the Pooh's friends. Animals argue over who has the longest tail. Winnie the Pooh invites children to help the animals. Children compare the length of the ears of a hare and a wolf, the tails of a fox and a bear, the length of the neck of a giraffe and a monkey. Each time, together with V., they define equality and inequality in length and width, using the appropriate terminology: long, longer, wide, narrow, etc.

"Who will roll the tape sooner"

Target: continue to form an attitude to the value as a significant feature, pay attention to the length, introduce the words "long", "short".

Content. The teacher invites the children to learn how to roll the ribbon and shows how to do it, gives everyone a try. Then he offers to play the game "Who will roll the tape as soon as possible." He calls two children, gives one a long ribbon, the other a short one, and asks everyone to see who will roll their ribbon first. Naturally, the one with the shortest ribbon wins. After that, the teacher lays out the ribbons on the table so that their difference is clearly visible to the children, but does not say anything. Then the children change ribbons. Now another child wins. The children sit down, the teacher calls the children and invites one of them to choose a tape. Asks why he wants this tape. After the answers, the children call the tapes "short", "long" and summarize the actions of the children: "A short tape rolls up quickly, and a long one slowly."

To be continued...

The source is not known, unfortunately, whoever recognizes his work, write, I will be happy to indicate the author!

Didactic game Snowmen

Rules of the game. You need to carefully look at the picture and indicate how the snowmen differ from each other. Two people play, and the one who points out the most differences in the drawings wins. The first player names some difference, then the second player is given the floor, etc. The game ends when one of the partners cannot name a new difference (not previously noted).

When starting a game, an adult can address a child like this:

“Here is a hare by the river Standing on its hind legs ... In front of him are snowmen With brooms and in hats. The hare looks, he is quiet. It only gnaws at carrots, But what's different about them - He can't understand.

Now look at the picture and help the bunny understand what these snowmen are different. First, look at the hats ... "

Didactic game

"Matryoshka"

Target. The development of attention and observation in children.

Rules of the game. You need to carefully look at the drawings and point out the differences between the matryoshkas. Since it is difficult for a preschooler to compare four objects at once, at first you can play a game of questions, finding out why the child gives just such an answer.

Questions: do matryoshkas have the same hair? Are the scarves the same? Are the legs of nesting dolls the same? Do they have the same eyes? Are the lips the same? Etc.

When you return to the game again, you can offer to indicate the differences without question.

Didactic game

"Boys"

Target. Fix the score and ordinal numbers. Develop ideas: "high", "low", "fat", "thin", "the fattest", "the thinnest", "left", "right", "to the left", "to the right", "between". Teach your child to reason.

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

What are the boys' names?

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

Who is standing where?

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

Didactic game

"Talking on the phone"

Target. Development of spatial representations.

game material. Wand (pointer).

Rules of the game. Armed with a wand and passing it along the wires, you need to find out who is calling whom on the phone: who is calling the cat Leopold, the crocodile Gena, the bun, the wolf.

The game can be started with a story: “In one city, two large houses stood on one site. The cat Leopold, the crocodile Gena, the gingerbread man and the wolf lived in the same house. A fox, a hare, Cheburashka and a mouse lived in another house. One evening the cat Leopold, the crocodile Gena, the gingerbread man and the wolf decided to call their neighbors. Guess who called who."

Didactic game

"Constructor"

Target. Formation of the ability to decompose a complex figure into those that we have. Practice counting to ten.

game material. Multicolored figures.

Rules of the game. Take triangles, squares, rectangles, circles and other necessary shapes from the set and put them on the outlines of the shapes shown on the page. After constructing each item, count how many figures of each type were required.

The game can be started by turning to the children with such verses:

I took a triangle and a square,

He built a house out of them.

And I am very happy about this:

Now a gnome lives there.

square, rectangle, circle,

Another rectangle and two circles...

And my friend will be very happy:

I built the car for a friend.

I took three triangles

And a needle stick.

I laid them lightly

And suddenly got a Christmas tree.

First, choose two circles-wheels,

And between them place a triangle.

Make a steering wheel out of sticks.

And what a miracle - The bike is standing.

Now ride, schoolboy!

Didactic game

"Ants"

Target. Teach children to distinguish colors and sizes. Formation of ideas about the symbolic image of things.

game material. The figures are red and green, large and small squares and triangles.

Rules of the game. You need to take large and small green squares and red triangles and place them near the ants, saying that the big green square is a big black ant, the big red triangle is a big red ant, the small green square is a small black ant, small the red triangle is a small red ant. It is necessary to achieve that the child understands this. Showing the named figures, he must name the corresponding ants.

The game can be started with a story: “In the same forest there lived and were red and black, big and small

ants. Black ants could only walk on black paths, and red ants could only walk on red ones. Large ants walked only through large gates, and small ones only through small ones. And then the ants met near the tree, from where all the paths began. Guess where each ant lives and show him the way.”

Didactic game

"Compare and Complete"

Target. The ability to carry out a visual-mental analysis of the way the figures are arranged; consolidation of ideas about geometric shapes.

game material. A set of geometric figures.

Rules of the game. Two are playing. Each of the players must carefully examine their plate with the image of geometric shapes, find a pattern in their arrangement, and then fill in the empty cells with question marks, putting the desired figure in them. The winner is the one who correctly and quickly completes the task.

The game can be repeated by placing figures and question marks in a different way.

Didactic game

"Fill the empty cells"

Target. Consolidation of ideas about geometric figures, the ability to compare and compare two groups of figures, to find distinctive features.

game material. Geometric shapes (circles, squares, triangles) of three colors.

Rules of the game. Two are playing. Each player must study the arrangement of the figures in the table, paying attention not only to their shape, but also to the color (complication compared to game 7), find a pattern in their arrangement and fill in the empty cells with question marks. The winner is the one who correctly and quickly completes the task. Players can then exchange signs. You can repeat the game by arranging figures and question marks in a different way in the table.

Didactic game

"Where what figures lie"

Target. Acquaintance with the classification of figures according to two properties (color and shape).

game material. A set of figures.

Rules of the game. Two are playing. Each has a set of figures. Make moves in sequence. Each move consists in the fact that one figure is placed in the corresponding cell of the table. You can also find out how many rows (rows) and how many columns this table has (three rows and four columns), which figures are located in the top row, middle, bottom; in the left column, in the second from the right, in the right column.

For each mistake in the arrangement of figures or answers to questions, a penalty point is credited. The one with the fewest wins.

Didactic game

"Rules of the road"

Target. Formation of ideas about conditional permissive and prohibitory signs, the use of rules, reasoning by the method of exclusion, directions "straight", ".left", "right".

game material. A set of figures in four shapes (circle, square, rectangle, triangle) and three colors (red, yellow, green).

Rules of the game. The figure of the color table 10 shows two variants of the game.

Option 1 . First, all the figures move towards their houses along the same road. But here is the first crossroads on the way. The road forks. Only rectangles can go straight, since there is a permission sign (rectangle) at the beginning of the road. Rectangles cannot go to the right, since at the beginning of this road there is a prohibition sign (a crossed-out rectangle). This means that by eliminating the rectangle, we conclude that all other figures (circles, squares, triangles) can go to the right. Then the road forks again. What pieces can go to the right? What are the left? And at the last crossroads, which figures can go straight, which ones can go right?

After such preparation, the movement of figures to their houses begins. After the end of the movement of the figures, it is necessary to indicate in which of the four houses which figure lives, i.e. find the mistress of each house (A - rectangles, B - circles, C - squares, D - triangles).

Option 2. In the second version of the game, played according to the same rules, only the colors of the pieces (red, yellow, green) are taken into account and their shape is not taken into account.

At the end of the game, the hostess of each house is also indicated here (D - red, E - green, F - yellow).

An example of reasoning by elimination.

IF it is forbidden for red and green figures to pass to house G, then only yellow ones go to it. This means that yellow figures live in house G.

Each mistake during the passage of pieces to their houses is punished with a penalty point. Leading the figures one by one to their houses, the one of the players is considered the winner, who scored the least number of penalty points.

Didactic game

"Third wheel"

Target. To teach children to combine objects into sets according to a certain property. Continued work on fixing the symbolism. Development of memory.

Rules of the game. The page depicts wild animals, domestic animals, wild birds, domestic birds.

The game allows for many options. Take, for example, the large green square (which represents an elephant), the large red triangle (which represents an eagle), and the small red circle (which represents a cow). Place the selected figures in the right places: wild animals can only be placed with wild animals, domestic animals - with domestic animals, wild birds - with wild ones, domestic ones - with domestic ones. Where will the green square go? Red triangle? Little red circle?

Then you can take another batch of animals (tiger, fox, gull, dog, turkey, etc.), designate them with figures from the set and find the right place for them on the page.

The game gradually becomes more complicated: at first, the drawings are supplemented with one animal or one bird, then two, three, and at most four. The difficulty of the solution increases due to the need to remember what the figures represent.

Didactic game

"Distracted Artist"

Target. Development of observation and counting to six.

game material. Numbers 1, 2, 3, 4, 5, 6.

Rules of the game. It is necessary to take the necessary numbers from the set and correct the mistakes of an absent-minded artist. Then you need to count to six, indicating the appropriate number of items. There are five items missing from the picture. One should ask: how many birds cannot be shown in the picture? (6)

You can start the game like this:

"On Basseinaya Street

One artist lived

And sometimes scattered

He was for weeks.

Once, having drawn birds, he absent-mindedly put the wrong numbers on the pictures. Take the necessary numbers from the set and correct the mistakes of an absent-minded artist. Now count to six. How many birds are missing in the picture?

Didactic game

"How? Which?"

Target. Count within ten. Acquaintance with ordinal numbers. Acquaintance with the concepts of "first", "last", "addition" and "subtraction".

game material. Numbers.

Rules of the game. Count the number of objects in each set. Correct mistakes by putting the correct number from the set. Use ordinal numbers: first, second, ... tenth. Fix ordinal numbers by naming objects (for example, the turnip is the first, the grandfather is the second, the grandmother is the third, etc.).

Solve simple problems.

1. A chicken and three chickens were walking in the yard. One chicken got lost. How many chickens are left? And if two chickens run to drink water, how many chickens will be left near the chicken?

2. How many ducklings are around a duck? How many ducklings will be left if one swims in a trough? How many ducklings will be left if two ducklings run away to peck leaves?

3. How many goslings are in the picture? How many goslings will be left if one gosling hides? How many goslings will be left if two goslings run off to peck grass?

4. Grandfather, woman, granddaughter, Bug, cat and mouse pull out the turnip. How many are there? If the cat runs after the mouse, and the Bug runs after the cat, then who will pull the turnip? How many?

Grandfather is the first. The mouse is the last one. If the grandfather leaves and the mouse runs away, how many will remain? Who will be the first? Who is last? If a cat runs after a mouse, how many will be left? Who will be the first? Who is last?

You can create other tasks as well.

Didactic game

"Fix the blanket"

Target. Introduction to geometric shapes. Compiling geometric shapes from data.

game material. Figures.

Rules of the game. Use the figures to close the white "holes". The game can be built in the form of a story.

Once upon a time Pinocchio had a beautiful red blanket on his bed. Once Pinocchio went to the theater of Karabas-Barabas, and at that time the rat Shushara gnawed holes in the blanket. Count how many holes there are in the blanket. Now take your figures and help Pinocchio mend the blanket.

Didactic game

"Distracted Artist"

Target. The development of observation and counting to ten.

game material. Numbers.

Rules of the game. Correct the artist's mistakes by placing the correct numbers from the set next to the disk. Didactic game

"Shop"

Target. Development of attention and observation; to teach to distinguish similar objects by size; familiarity with the concepts of "upper", "lower", "medium", "large", "small", "how much".

Rules of the game. The game is divided into three stages.

1. Store. The sheep had a store. Look at the store shelves and answer the questions: How many shelves are there in the store? What is on the bottom (middle, top) shelf? How many cups (large, small) are there in the store? What shelf are the cups on? How many nesting dolls are in the store (large, ma¬

lazy)? What shelf are they on? How many balls (large, small?) are there in the store? Which shelf are they on? What is standing: to the left of the pyramid, to the right of the pyramid, to the left of the jug, to the right of the jug; to the left of the glass, to the right of the glass? What stands between small and large balls?

Every day in the morning, the sheep exhibited the same goods in the store.

2. What did the gray wolf buy? Once, on New Year's Eve, a gray wolf came to the store and bought gifts for his cubs. Look carefully and guess what the wolf bought.

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

Didactic game

"Traffic lights"

Target. Familiarization with the rules of crossing (driving) an intersection regulated by a traffic light.

game material. Red, yellow and green circles, cars, figures of children.

Rules of the game. The game consists of several stages.

1. One of the players sets certain colors of traffic lights (by overlaying red, yellow or green circles), cars and figures of children going in different directions.

2. The second one leads cars through the intersection (along the roadway) or figures of children (along the footpaths) in accordance with the rules of the road.

3. Then the players change roles. Various situations are considered, determined by the colors of traffic lights and the position of cars and pedestrians.

The player who accurately solves all the problems that have arisen during the game or makes fewer mistakes (gaining fewer penalty points) is considered the winner.

Didactic game

"Where is whose house?"

Target. The development of observation. Consolidation of the ideas “higher - lower”, “more - less”, “longer - shorter”, “lighter - heavier”.

game material. Figures.

Rules of the game. Look carefully at the drawing of color table 18. It shows a zoo, a sea and a forest. An elephant and a bear live in the zoo, fish swim in the sea, and a squirrel sits on a tree in the forest. Let's call the zoo, the sea and the forest "houses".

Take from the set: green and yellow circles, yellow triangle, red square, green and red rectangles and place them near the animals where they are drawn (color table 19).

Go back to color chart 18 and place each animal where it can live. For example, a fox can be placed both in a zoo and in a forest.

When the animals are placed, count how many animals fit in each "house".

Answer the questions, who is higher: a giraffe or a bear; elephant or fox; bear or hedgehog? Who is longer: a lion or a fox; bear or hedgehog; elephant or bear? Who is heavier: an elephant or a penguin; giraffe or fox; bear or squirrel? Who is lighter: an elephant or a giraffe; giraffe or penguin; hedgehog or bear?

Didactic game

"Cosmonauts"

Target. Coding of practical actions by numbers.

game material. Polygon, triangles, figurines of astronauts.

Rules of the game. The game is played in several stages.

1. Glue the cut out polygon onto thick cardboard. Poke a hole in the center and insert a pointed stick or match. Rotating the resulting top, we make sure that it falls on the edge where 1 or 2 is written, or on the edge of black or red, where nothing is written.

2. Two astronauts participate in the game. They take turns spinning the top. A roll of 1 means going up one step; drop 2 - rise

two steps; falling out of the red face - rising by three steps, falling out of the black - lowering by two steps (the astronaut forgot

take something and must return).

3. Instead of an astronaut, you can take small red and black triangles and move them up the stairs in accordance with the number of points dropped.

4. First, the astronauts are located on the main platform and rotate the top in turn. If an astronaut was standing on the launch pad and a black line falls out to him, then he remains in place.

5. Six steps lead from the main platform to the first recreation area, from the first recreation area to the second recreation area - another

six steps; from the second rest area to the launch pad - four more steps. To get from the main platform to the starting one, you need to score 16 points.

6. When the astronaut reaches the launch pad, he needs to score four points before the launch of the rocket. The one who flies away on a rocket wins.

Didactic game

"Fill in the Square"

Target. Arranging objects according to various criteria.

game material. A set of geometric figures, different in color and shape.

Rules of the game. The first player puts in the squares that are not indicated by numbers, any geometric figures, for example, a red square, a green circle, a yellow square.

The second player must fill in the remaining cells of the square so that in neighboring cells

horizontally (right and left) and vertically (bottom and top) there were figures that differed both in color and in shape.

The original figures can be changed. Players can also change places (roles). The winner is the one who makes fewer mistakes when filling in the places (cells) of the square.

Didactic game

"Piglets and the Gray Wolf"

Target. Development of spatial representations. Repetition of counting and addition.

Rules of the game. The game can be started by telling a fairy tale: “In a certain kingdom - an unknown state - there lived three pig brothers: Nif-Nif, Nuf-Nuf and Naf-Naf. Nif-Nif was very lazy, loved to sleep and play a lot, and built himself a house out of straw. Nuf-Nuf also liked to sleep, but he was not as lazy as Nif-Nif, and he built himself a house out of wood. Naf-Naf was very industrious and built a brick house.

Each of the piglets lived in the forest in his own house. But then autumn came, and an angry and hungry gray wolf came to this forest. He heard that piglets lived in the forest and decided to eat them. (Take a wand and show which path the gray wolf went.)”.

IF the path led to the house of Nif-Nif, then you can continue the tale like this: “So, the gray wolf came to the house of Nif-Nif, who got scared and ran to his brother Nuf-Nuf. The wolf broke Nif-Nif's house, saw that there was no one there, but there were three sticks, got angry, took these sticks and went along the road to Nuf-Nuf. Meanwhile, Nif-Nif and Nuf-Nuf ran to her brother Naf-Naf and hid in a brick house. The wolf approached Nuf-Nuf's house, broke it, saw that there was nothing there, except for two sticks, got even more angry, took these sticks and went to Naf-Naf. When the wolf saw that Naf-Naf's house was made of bricks and that he could not break it, he wept with resentment and anger. I saw that one stick was lying near the house, took it and left the forest hungry. (How many sticks did the wolf take with him?)”.

If the wolf gets to Nuf-Nuf, then the story changes, and the wolf takes two sticks, and then one stick at the house of Naf-Naf.

If the wolf gets immediately to Naf-Naf, then he leaves with one stick. The number of sticks the wolf has is the number of points he scored (6, 3, or 1). It is necessary to ensure that the wolf scores as many points as possible. Didactic game

"There are many examples - one answer"

Target. The study of the composition of numbers, the formation of skills of addition and subtraction within ten.

Rules of the game. The game has two options.

1. Two people play. The host puts a card on the red square with any one-digit number, for example, with the number 8. Numbers are already indicated in the yellow circles. The second player must complete them up to the number 8 and, accordingly, put cards with the numbers 6, 7, 5, 4 in the empty circles. If the player did not make a mistake, then he gets a point. Then the host changes the number in the red square, and the game continues. It may happen that there are few numbers in the red square and it is impossible to fill empty circles according to the indicated rules, then the player must close them with flipped cards. Players can switch roles. The one who scores more points wins.

2. The presenter puts a card with a number on the red square and himself completes the numbers 2, 1, 3, 4 to it, i.e. the host fills in the empty circles, deliberately making mistakes here and there. The second player must check which of the drawn birds and animals made a mistake and correct it. In the red square, you can put cards with the numbers 5, 6, 7, 8, 9, 10. Then the players change roles. The one who finds and corrects the mistakes wins.

Didactic game

"Hurry, don't make a mistake"

Target. To consolidate knowledge of the composition of the numbers of the first ten.

game material. Set of cards with numbers.

Rules of the game. The game begins with the fact that a card with a number greater than five is placed in the central circle. Each of the two players needs to fill in the cells on their half of the drawing, putting on the sign "?" a card with such a number that, when added to the one written in the rectangle, the number that is placed in the circle is obtained. If it is impossible to pick up numbers that satisfy this condition, then the player must close the “extra” example with an inverted card. The winner is the one who quickly and correctly copes with the task. The game can be continued by replacing the numbers in the circle (starting with five).

Didactic game

"Russell Swallows"

Target. Exercise children in the addition of numbers to any given number.

game material. Cut out cards with numbers.

Rules of the game. Two are playing. It is necessary to place swallows in two houses, which sit in rows (on wires horizontally), and then swallows sitting in columns (vertically).

Players choose any row of swallows: either swallows on wires and their corresponding two houses on the left and right, or swallows and their corresponding houses on top and bottom. Then the first player closes his house with a card with a number. The number shows how many birds will live in the house. The second player must resettle the rest of the birds in this row or column. He also closes his house with a card with the corresponding number. It is necessary to sort out all the ways of placing birds. Then the next row or column is selected, and the second player will close his house first, and the first one will show with a card the number of birds that remain. The winner is the one who finds more ways to resettle birds in two houses.

Didactic game

"Color the Flags"

Target. Exercise children in education and counting certain combinations of objects.

game material. Carved green and red stripes, chains of letters K and 3.

Rules of the game. Two are playing. Each player must use five stripes - three red and two green - to lay out flags. Here is one way to form such a flag: KZKKZ. The remaining nine ways must be found. For convenience of comparison, the construction of each flag can be accompanied by a chain of letters K and 3, where the letter K denotes a red stripe, and 3 a green one. So, a flag built on a sample can be denoted by the chain KZKKZ (the sequence of colors is indicated from left to right).

So, each player must find his own ways of forming the flag and designate each of the ways with the appropriate chain of letters. Comparing the chains of letters, it is easy to determine the winner. Whoever finds the most ways wins.

Didactic game

"Chain"

Target. Train children in performing addition and subtraction within ten.

game material. Square cards with numbers and round cards with tasks for adding or subtracting numbers.

Rules of the game. Two are playing. The first player puts a card with any number in an empty square. The second player must fill the remaining squares with cards with numbers, and each circle with a round card with the corresponding addition or subtraction task, so that when moving along the arrows, all tasks are completed correctly. If the second player did not make a mistake when placing a card, then he gets a point, and if he made a mistake, he loses a point. The players then switch roles and the game continues. The one who scores more points wins.

Didactic game

"Wood"

Target. Formation of classifying activity (color table 27 - classification of figures by color, shape and size; color table 28 - by shape, size, color).

game material. Two sets of "Figures" of 24 figures each (four shapes, three colors, sizes). Each figure is the carrier of three important properties: shape, color, size, and in accordance with this, the name of the figure consists of the name of these three properties: red, large rectangle; yellow, small circle; green, large square; red, small triangle, etc. Before using the “Shapes” game material, you need to study it well.

Rules of the game. The figure (color table 27) shows a tree on which the figures should “grow”. To find out on which branch which figure "grows", let's take, for example, green

small rectangle and start moving it from the root of the tree up the branches. Following the color indicator, we must move the figure along the right branch. We came to a fork. Which branch to move on? On the right, which has a rectangle. We reached the next fork. Further, the Christmas trees show that a large figure should move along the left branch, and a small one along the right. So, we will go along the right branch. This is where a small green rectangle should “grow”. We do the same with the rest of the figures.

A set of pieces is divided in half between two players who alternately make their moves. The number of pieces placed by each of the players not where they should “grow up” determines the number of penalty points. The one with the lowest number wins.

The game, conducted on the basis of the drawing of the color table 28, is carried out according to the same rules.

Didactic game

"Growing a Tree"

Target. Familiarization of children with the rules (algorithms) that prescribe the implementation of practical actions in a certain sequence.

game material. A set of figures and sticks (stripes).

The rules of the game are represented as a graph consisting of vertices connected in a certain way by arrows. In the drawings, the vertices of the graph are a square, a rectangle, a circle, a triangle, and the arrows emanating from one vertex to another or several indicate what then “grows on our tree”.

Figures 1, 2, 3 show different rules of the game.

Let us give an example of holding a game according to the rule shown in Figure 1.

We tell the children: “We will grow a tree. This is not an ordinary tree. Squares, rectangles, triangles and circles grow on it. But they do not grow somehow, but according to a certain rule. The arrows indicate what grows behind what. Two arrows go from the square: one to the circle, the other to the triangle. This means that after the square the tree branches out, a circle grows on one branch, a triangle grows on the other. A triangle grows from a circle, a rectangle grows from a triangle. (Constructed according to rule 1 branch: circle - triangle - rectangle.)

No arrow comes from the rectangle. This means that nothing grows on this branch outside the rectangle.

After the rules are explained, the game begins. One of the players puts some figure on the table, the other - a strip (arrow) and the next figure in accordance with the rule. Then the move of the first player follows, then the second, and so on until either the tree, in accordance with the rule, stops growing, or the players run out of pieces.

Each mistake is punished with a penalty point. The one with the fewest penalty points wins.

The game is played according to different rules (fig. 1, 2, 3, color table 29), and figure 4 shows the beginning of the tree built according to rule 3 (starting from the square).

Didactic game

"How much together"

Target. The formation in children of ideas about a natural number, the assimilation of the specific meaning of the action of addition.

game material. A set of cards with numbers, a set of geometric shapes.

Rules of the game. Two are playing. The host puts a certain number of figures (circles, triangles, squares) in green and red circles. The second player must count the figures in these circles, fill in the corresponding squares with cards with numbers, put cards with a plus sign between them; between the second and third squares place a card with an "equal" sign.

Then you need to find out the number of all the figures, find the corresponding card and close the third empty square with it. Then the players can switch roles and continue the game. The one who makes the fewest mistakes wins.

Didactic game

"How much is left?"

Target. Development of the skill of counting objects, the ability to correlate quantity and number; the formation in children of a specific meaning of the action of subtraction.

game material. Number cards, geometric shapes set.

Rules of the game. One of the players puts a certain number of objects in a red circle, then in a green one. The second one must count the total number of objects (inside the black line) and close the first square with a card with the corresponding number, put a minus sign between the first and second squares, then count how many objects are removed (they are located in the red circle) , and indicate the number in the next box, put the "equal" sign.

Then determine how many items are left in the green circle, and also note. Place the card with the corresponding number in the third square. Players can switch roles. Whoever makes the fewest mistakes wins.

Didactic game

What pieces are missing?

Target. Exercise children in a consistent analysis of each group of figures, highlighting and generalizing the features inherent in the figures of each of the groups, comparing them, justifying the solution found.

game material. Large geometric shapes (circle, triangle, square) and small (circle, triangle, square) of three colors.

Rules of the game. Two are playing. Having distributed the tablets among themselves, each player must analyze the figure of the first row. Attention is drawn to the fact that in the rows there are large white figures, inside of which there are small figures of three colors. Comparing the second row with the first, it is easy to see that it lacks a large square with a red circle. The empty cell of the third row is filled in the same way. This row is missing a large triangle with a red square.

The second player, reasoning in a similar way, should place a large circle with a small yellow square in the second row, and a large circle with a small red circle in the third row (complication compared to game 8). The winner is the one who quickly and correctly copes with the task. Then the players exchange cards. The game can be repeated by placing figures and question marks in a different way in the table.

Didactic game

"How are the figures arranged?"

Target. Exercise children in the analysis of groups of figures, in establishing patterns in a set of features, in the ability to compare and generalize, in the search for signs of difference between one group of figures from another.

game material. A set of geometric shapes (circles, squares, triangles, rectangles).

Rules of the game. Each player must carefully study the arrangement of the pieces in the three squares of his tablet, see the pattern in the arrangement, and then fill in the empty cells of the last square, continuing the noticed change in the arrangement of the pieces. The first player should see that all the figures in the squares move one cell clockwise, and the second player should pay attention to the figures standing in the same places, i.e. on the top left are two triangles and one rectangle, and on the bottom right are two rectangles and one triangle. So, at the top left, you need to place a rectangle, and at the bottom right, a triangle. The same regularity is suitable for filling the other two cells.

Didactic game

"The One Hoop Game"

Target. Formation of the concept of the negation of a certain property with the help of the “not” particle, classification by one property.

game material. Hoop (color table 34) and a set of "Figures".

Rules of the game. Before the start of the game, they find out what part of the game sheet is inside the hoop and outside it, set the rules: for example, arrange the pieces so that all the red pieces (and only them) are inside the hoop.

The players alternately put one figure from the available set on the appropriate place.

Each erroneous move is punished with one penalty point.

After the arrangement of all the figures, two questions are asked: what figures lie inside the hoop? (Usually this question does not cause difficulties, since the answer is contained in the condition of the already solved problem.) Which pieces are outside the hoop? (At first, this question causes difficulties.) The supposed answer: “All non-red figures lie outside the hoop” does not appear immediately. Some children answer incorrectly: “Outside the hoop lie square, round ... figures.” In this case, it is necessary to draw their attention to the fact that square, round, etc. lie inside the hoop. pieces, that in this game the shape of the pieces is not taken into account at all. The only important thing is that all the red figures lie inside the hoop and there are no others there. Such an answer: “All the yellow and green figures lie outside the hoop” is essentially correct. Our goal is to express the property of the figures that are outside the hoop in terms of the property of those that lie inside it.

You can invite children to name the property of all the figures lying outside the hoop using one word. Some children guess: "Outside the hoop are all non-red figures." But if the child didn't guess, it doesn't matter. Tell him this answer. In the future, when playing the game in various variants, these difficulties no longer arise.

If all square (or triangular, large, non-yellow, non-circular) figures lie inside the hoop, children can easily call the figures lying outside the hoop non-square (non-triangular, small, yellow, round). The game with one hoop should be repeated 3-5 times before moving on to a more difficult game with two hoops.

Didactic game

"Game with two hoops"

Target. Formation of a logical operation, denoted by the union "and", classification by two properties.

game material. Hoops (color tab. 35) and a set of "Figures".

Rules of the game. The game has several stages.

1. Before starting the game, it is necessary to find out where are the four areas defined on the game sheet by two hoops, namely: inside both hoops; inside the red but outside the green hoop; inside the green but outside the red hoop and outside both hoops (you can circle these areas with a stick or the pointed end of a pencil).

2. Then one of the players calls the rule of the game. For example, arrange the figures so that all red figures are inside the red hoop, and all round ones are inside the green hoop.

3. In accordance with a given rule, the players perform moves in turn, with each move placing one of their pieces in the appropriate place. At first, some children make mistakes.

For example, starting to fill the inner area of ​​the green hoop with round figures (circles), they place all the figures, including the red circles, outside the red hoop. Then all the other red figures are placed inside the red, but outside the green hoop. As a result, the common part of the two hoops is empty. Other children immediately guess that the red circles should lie inside both hoops (inside the green hoop - because they are round, inside the red one - because they are red). If the child did not guess during the first such game, prompt and explain to him. In the future, he will no longer be difficult.

4. After solving a practical problem on the location of the figures, the children answer the questions standard for all variants of the game with two hoops: what figures lie inside both hoops; inside the green but outside the red hoop; inside the red but outside the green hoop; outside of both hoops?

Children's attention is drawn to the fact that the figures must be named using two properties - color and shape.

Experience shows that at the very beginning of playing games with two hoops, questions about the figures inside the green, but outside the red hoop and inside the red, but outside the green, cause some difficulties, so it is necessary to help the children by analyzing the situation: “Remember which figures ¬ry lie inside the green hoop. (Round.) And outside the red hoop! (Non-red.) So, inside the green, but outside the red hoop, all round non-red figures lie.

It is advisable to play the game with two hoops many times, varying the rules of the game.

Game options

inside the red hoop inside the green hoop

1) all square figures

2) all yellow pieces

3) all rectangular figures

4) all small figures

5) all red pieces

6) all round shapes all green shapes

all triangular shapes

all big figures

all round figures

all green pieces

all square shapes

Note. In options 5 and 6, the common part of the two hoops remains empty. It is necessary to find out why there are no figures both red and green, and also there are no figures both round and square.

Didactic game

"Three Hoop Game"

Target. Formation of a logical operation, denoted by the union "and", classification according to three properties.

game material. Game sheets (color tables 36-38) with three intersecting hoops and a set of "Figures".

Rules of the game. The game with three intersecting hoops is the most difficult in the series of games with hoops.

Two color tables (36, 37) are devoted to preparing for the game. First of all, it turns out how to name each of the formed eight regions (the first is inside the three hoops, the second is inside the red and black, but outside the green ..., the eighth is outside all the hoops).

Then it turns out by what rule the figures are located.

In the figure of color table 36, inside the red hoop - all red figures, inside the black - all small figures (squares, circles, rectangles and triangles), and inside the green - all squares.

After that, it turns out which figures lie in each of the eight areas formed by three hoops: in the first - a red, small square (red - because it lies inside the red hoop, where all the red figures lie, small - because it lies inside the black hoop , where all the small figures lie, and the square - because it lies inside the green hoop, where all the squares lie); in the second - red, small non-square figures (the latter - because they lie outside the green hoop); in the third - small non-red squares; in the fourth - large red squares; in the fifth - large red non-square figures; in the sixth - small non-red non-square figures; in the seventh - large non-red squares; in the eighth - non-red, rather large (large) non-square figures.

The following question is also expedient: what figures got inside at least one hoop? (Red, or small, or squares.).

Similarly, the situation depicted in the figure of color table 37 is studied (all large figures are located inside the red hoop, all round ones are inside the black one, all green ones are inside the green one, etc.).

Color table 38 shows a game sheet for a game with three hoops. This game can be played by two or three people (father, mother and son (daughter), teacher and two children).

The rule of the game is established (it concerns the location of the pieces): for example, place the pieces so that all red figures are inside the red hoop, all triangles are inside the green hoop, and all large ones are inside the black hoop.

Then each of the players in turn takes one figure from the set of figures laid out on the table and puts it in its proper place. The game continues until the entire set of 24 pieces is exhausted.

During the first, and perhaps the second, play of the game, difficulties may arise in the correct determination of the place for each piece. In this case, it is necessary to find out what properties the piece has and where it should lie in accordance with the rule of the game.

Each mistake in the arrangement of pieces is punished by one penalty point.

After solving a practical problem on the location of the pieces, each of the players asks the other a question: what pieces lie in one of the eight areas formed by three hoops (inside three hoops, inside red and green, but outside black, etc.)? Those who make mistakes are punished with penalty points. The one with the fewest penalty points wins.

The game with three hoops can be repeated many times by varying the rule of the game, that is, by changing the arrangement of the pieces.

Of interest are also such rules under which certain areas turn out to be empty: for example, if you arrange the figures so that all red figures are inside the red hoop, all green ones are inside the green one, and all yellow ones are inside the black one; another option: inside red - all round, inside green - all squares, and inside black - all red, etc.

In these variants of the game, it is necessary to answer the questions: why did certain areas remain empty? This is important for the formation of evidence-based thinking style in children.

Didactic game

“How many? How much more?"

Target. Formation of skills of addition and subtraction.

game material. A set of figures, cards with numbers and signs "+", "-", "=".

Rules of the game. Two are playing. One places several shapes, such as triangles, inside the green hoop and several other shapes, such as squares, inside the red but outside the green hoop.

The second should lay out the answers to the questions from the cards: how many figures are there in total? How many more squares than triangles (or vice versa)?

Then the players change roles. The game can be repeated many times, varying the conditions.

You can organize the game in the opposite direction, that is, one of the players lays out from the cards, for example, the entry 4 + 5 = 9, and the second should place the corresponding numbers of figures inside the hoops.

The one who makes the most mistakes loses.

Didactic game

"Factory"

Target. Formation of ideas about the action and the composition (successive execution) of actions.

Game machine figure. For example, a girl launched a yellow circle into a machine that only changes the color of the figure, and a boy put a red rectangle at the exit. He made a mistake. A red circle will come out of the car

Then the players change roles. In the second and third rows, machines are depicted, from the th material. A set of figures.

Rules of the game. In our "factory" there are "machines" that change the color of a figure (first from the left in the top row), shape (middle in the top row) or size (first from the right in the top row).

The game involves figures of two colors and two shapes: for example, yellow and red circles and rectangles (large and small).

Two are playing. One of the players puts some figure on the arrow leading to the car. The second one must put on the output arrow the transformed color and shape, shape and color (these two pairs of machines will always give the same results, since the order of the actions does not matter here), color and size, shape and size, color and color, shape, and shape (it is interesting to find that the last two pairs of machines do not change anything, since essentially two mutual actions are performed).

Each mistake is punished with a penalty point. The one with the fewest penalty points wins.

Didactic game

"Wonder Bag"

Target. Formation of ideas about random and reliable events (outcome of experience), preparation for the perception of probability, solving corresponding problems.

game material. A bag sewn from an opaque material, balls or cardboard circles of the same diameter (5 or 6 cm) in two colors, for example, red and yellow.

Rules of the game. The game is played in several stages.

1. Two red and two yellow balls (circles) are placed in the bag. A series of experiments is carried out to remove one, then two balls. Playing in turn, without looking into the bag, they take out two balls, determine their color, put them back in the bag and mix them. After a sufficient number of repetitions of these experiments, it turns out that if you take it out of the bag without looking into it, two balls, they can be both red, or both yellow, or one red and one yellow. In the figure of color table 41, only one outcome of the experiment is indicated: one red and one yellow ball. At the end of this series of experiments, you need to put circles in two empty boxes corresponding to the rest of the possible outcomes.

2. Next, experiments are carried out to take out three balls (circles). It is easy to see that in this case only two outcomes are possible: either two red balls and one yellow ball will be taken out, or one red and two yellow ones.

After these experiments, it is proposed to solve the following problem: "How many balls need to be taken out of the bag to be sure that at least one of the balls taken out will be red!".

Initially, of course, there may be some difficulties. An additional clarification of the condition of the problem is required, which means “at least one” (there may be more than one red, but one is required). However, many children quickly guess that there are three balls to take out.

In this case, the question is appropriate: “Why is it enough to take out exactly three balls!”. If the children find it difficult to answer, then it is advisable to ask: “If you take out two balls, why can't you be sure that at least one of them will turn out to be red! (Because they can both turn out to be yellow.) Why, if you take out three balls, you can predict in advance that at least one of the balls taken out will turn out to be red! (Because all three marbles cannot be yellow, there are only two yellow ones in the bag.)

Another version of the problem can be proposed: “How many balls (circles) must be taken out of the bag to be sure that at least one of the balls taken out will be yellow!”.

It is important that children discover the perfect similarity of these tasks (essentially the same task).

Mathematical thinking includes the ability to find the same problem in different formulations.

3. In the next reference to this game, the situation becomes somewhat more complicated. Three red and three yellow balls are placed in the bag (circle, color table 42).

The experiments on taking out two balls are repeated. Then experiments are carried out to take out three balls. All possible outcomes are clarified: all three balls drawn are red, two red and one yellow, one red and two yellow, all yellow. The figure of the color table 42 shows only one of the outcomes - one yellow and two red circles. It is necessary to put in three empty boxes in circles the remaining possible outcomes.

Then a problem is posed similar to the problem for a bag with two red and two yellow balls: "How many balls must be taken out so that it can be predicted that at least one of the balls taken out will be red (or yellow)!".

Some children already guess that four balls need to be taken out, and to justify their decision, they reason in the same way as when solving a simpler problem.

If difficulties arise, you need to help the children with the help of leading questions similar to those formulated above.

4. Of interest is also such a variant of the game when there is an unequal number of red and yellow balls in the bag: for example, two red and three yellow or three red and two yellow.

Now it is proposed to solve two similar problems: “How many balls must be taken out to be sure that at least one of them will be red?”, “How many balls must be taken out to be sure that at least one of them turn out to be yellow? These tasks have different solutions. However, to substantiate the answer, the same reasoning is required as in the previous problems.

Didactic game

"Find All Roads"

Target. The development of combinatorial abilities in children.

game material. Two multi-colored round chips, cut out chains of letters P and B.

Rules of the game. Two are playing. Each player must move a chip from the lower left corner (star) to the upper right (flag), but on one condition: from each cell you can only move to the right or up. A step is a transition from one cell to another. Each path will contain exactly three steps to the right and two steps up. In order not to go astray in the calculation, you can accompany each advance towards the goal with a chain of letters P and B. The letter P denotes a step to the right, and the letter B denotes a step up. For example, the path of the chip shown in the figure can be denoted by a chain of letters PPBPB. By comparing chains of letters P and B, repetitions can be avoided. The winner is the one who finds all the roads (and there are ten of them).

Didactic game

"Where is whose house?"

Target. Compare numbers, exercise children in the ability to determine the direction of movement (right, left, straight).

game material. Set of cards with numbers.

Rules of the game. The adult is leading. At the direction of the child, he spreads the numbers among the houses. At each fork, the child must indicate which path - right or left - should be turned. If the figure turns onto the forbidden path or passes along the wrong path where the condition is met, then the child loses a point. The facilitator may note that in this case the figure got lost. If the fork is passed correctly, then the player receives a point. The child wins when he scores at least ten points. Players can change roles, the conditions at the forks can also be changed.

Didactic game

"Where do they live?"

Target. Learn how to compare numbers.

game material. Numbers.

Rules of the game. You need to place the numbers in their "houses". Only numbers less than 1 (0) can get into house A; in house B - from the remaining ones - the number is less than 3 (1 and 2); to house B - from the remaining ones - numbers less than 5 (3 and 4); in the house G - numbers greater than 6 (7 and 8) and in the house D - the number that was left without a house (6).

You can offer other options for this game. For example, you can take the numbers from the set and put 3 instead of 1 in front of house A, and put 1 instead of 5 in front of house B, etc. Then invite the children to tell where the numbers now live.

Didactic game

"Computing Machines I"

Target. Formation of oral computing skills, creation of prerequisites for preparing children for the assimilation of such computer science ideas as an algorithm, a flowchart, computers.

game material. Cards with numbers.

Rules of the game. Two are playing. One of the participants plays the role of a computer, the other offers a task to the machine. Computing machines are block diagrams with empty inputs and outputs and an indication of the actions they perform. For example, figure A of color table 47 shows the simplest computer that can perform only one action - adding one. If one of the participants in the game sets some number at the input of the machine, for example 3, placing a card with the corresponding number in the yellow circle, then the other participant, acting as a computer, must put a card with the result at the output (red circle) , i.e. number 4. Players can change roles, the one who made fewer mistakes wins. The computer is gradually becoming more complex. Figure B of color table 47 shows a machine that sequentially performs the action of adding one twice. The organization of the game is the same as in the previous case. A computer that performs two steps of adding one can be replaced by another that performs only one action (Fig. B). Comparing the machines in figure B and C, we conclude that these machines act on numbers in the same way. Games with cars in figures D, E, E are organized similarly.

Didactic game

"Computing Machines 2"

Target. Exercise children in performing arithmetic operations within ten, in comparing numbers; creation of prerequisites for mastering the ideas of informatics: algorithm, block diagram, computer.

game material. Set of cards with numbers.

Rules of the game. Two are playing. The first one is the leader. He explains the conditions of the game, defines tasks. The second plays the role of a computer. For each correctly completed task, he receives one point. For five points he gets a small star, and for five small stars he gets one big star. The game is played in several stages.

1. The presenter submits to the input of the machine (yellow circle) some single-digit number, for example 3; the other, acting as a computer, must first check whether the condition "< 5»: 3 < 5 - «да». Условие вы¬полняется, и он должен продвигаться дальше по стрелке, помеченной словом «да», т. е. к этому чис¬лу прибавить 2, а на выходе машины (красный круг) показать карточку с числом 5. Если же усло¬вие «< 5» не выполняется, то машина продвигается по стрелке, помеченной словом «нет», и вычита¬ет 2.

2. When organizing the game according to Figure A, the leader places a number on the “input”. The second must perform the specified action. In this case, add 3. The game can be modified by replacing the task in the box.

Playing according to figure B, the second player must find out the number that is placed at the "input". The host can change not only the number on the “exit” (in the red circle), but also the task in the box.

When playing according to figure B, it is required to indicate the action that should be performed so that the number indicated at the “output” is obtained from the number at the “input”. The leader can change either the number at the “input”, or at the “output”, or both of these numbers at the same time.

3. The host gives some single-digit number to the "input". The player, acting as a computer, adds two to this number until a number is obtained that is not less than 9, i.e. greater than or equal to 9. This number will be the result, the player will show it on the “output”

machine using a card with the corresponding number.

For example, if the “input” received the number 3, the machine adds the number 2 to it, then checks whether the resulting number (5) is less than 9. Since condition 5< 9 - выполняется («да»), то машина продвигается по стрелке, помеченной словом «да», и опять повторяет то, что уже выполнила раз, т. е. прибавляет к числу 5 число 2 и проверяет, будет ли полученное число 7 меньше 9. Так как ответ на вопрос, выполняется ли условие 7 < 9, - «да», то машина продвигается по стрелке, помеченной сло¬вом «да», т. е. повторяет уже выполненные дваж¬ды действия: прибавляет к числу 7 число 2 и проверяет условие 9 < 9. Так как это условие не вы¬полняется, то машина продвигается по стрелке, по¬меченной словом «нет», в красный круг помещает карточку с числом 9 и останавливается.

Didactic game

"Word Transformation"

Target. Formation of ideas about the various rules of the game, teaching them to strictly follow the rules, preparing children to master the ideas of computer science (algorithm and its presentation in the form of a flowchart).

game material. Squares and circles (any color).

Rules of the game. Games "Transformation of words" model one of the fundamental concepts of mathematics and computer science - the concept of an algorithm, and in one of its mathematically refined versions, known as the "normal Markov algorithm" (after the Soviet mathematician and logician Andrei Andreevich Markov). Our "words" are unusual. They do not consist of letters, but of circles and squares. You can tell the following fairy tale to children: “Once upon a time, people of one kingdom could only write circles and squares. With the help of long words made of circles and squares, they communicated with each other. Their king became angry and issued a decree: shorten the words according to the following three rules (color table 49):

1. If in this word the square is to the left of the circle, swap them; apply this rule as many times as possible; then move on to the second rule.

2. If two circles are next to each other in the received word, remove them; apply this rule as many times as possible; then move on to the third rule.

3. If there are two squares in the received word, remove them; apply this rule as many times as possible."

The transformation of this word according to these rules is over.

The resulting word is the result of the transformation of the given word.

The figure of the color table 49 shows two examples of the transformation of words according to the given rules. In one example, the result is a word consisting of one circle, in the other, a word consisting of one square.

In other cases, you can still get a word consisting of a circle and a square, or an "empty word" that does not contain a single circle and not a single square.

The hedgehog also wants to learn how to transform words according to the given first, second, third rules.

In Color Chart 50, these same rules (the word conversion algorithm) are presented in a flowchart, indicating exactly what actions and in what order must be performed to convert any long word.

We make a word out of squares and circles (about six to ten figures). This word is given at the beginning of the game. From it, the arrow on the block diagram leads to a rhombus, inside which a question is posed, read like this: “Is there a square in this word that is to the left of the circle?”. If there is, then, moving along the arrow marked with the word “yes”, we come to the first rule, which requires the square and circle to be swapped. And again we return along the arrow to the same question, but related to the received word.

So we apply the first rule as long as the answer to the question is “yes”. As soon as the answer becomes negative, that is, in the received word there is not a single square located to the left of the circle (all circles are located to the left of all the squares), we move along the arrow marked with the word “no”, which The second one leads us to a new question: “Are there two adjacent circles in the received word?”. If there are, then, moving along the arrow marked with the word "yes", we come to the second rule, which prescribes to remove these two circles. Then we move further along the arrow, which returns us to the same question, but already with respect to the new word.

And so we continue the application of the second rule until the answer to the question "yes" follows. As soon as the answer becomes negative, i.e., in the received word there are no longer two adjacent circles, we move along the arrow marked with the word “no”, leading us to the third question: “Are there two adjacent squares. 7. ". If there are, then moving along the arrow marked with the word “yes”, we come to the third rule, which prescribes to remove these two squares.

Then the arrows return us to the question until the answer is yes. As soon as the answer becomes negative, we move along the arrow marked with the word "no", leading us to the end of the game.

Experience shows that after an appropriate explanation on a specific example, six-year-old children master the ability to use block diagrams.

Note. Working with flowcharts has the following features: from each rhombus that includes a condition (or question), two arrows come out (one is marked with the word “yes”, the other with the word “no”), indicating the directions for continuing the game in if this condition is met or not met; from each rectangle that prescribes some kind of action, only one arrow comes out, indicating where to go next.

Didactic game

"Word Transformation"

(according to two rules)

The rules of this game (color table 51) differ from the rules of the previous one in that

the second rule removes three adjacent circles at once, and the third rule removes three adjacent squares.

The course of the game is the same (color table 52).

Didactic game

"Colored Numbers"

Target. The study of the composition of numbers and preparation for understanding the binary code and the positional principle of writing numbers.

game material. Colored stripes and cards with numbers 0 and 1.

Rules of the game. With the help of three strips of different lengths, depicting the numbers 4, 2 and 1 (the number 1 is depicted as a square), the numbers 1, 2, 3, 4 are laid out and it is indicated which strips are used for each of the numbers 1, 2, 3, 4. If a strip of some length (4, 2 or 1) is not used, then 0 is put in the corresponding column, if used - 1. You need to continue filling out the table.

As a result of this assignment, the numbers 1, 2, 3, 4, 5, 6, 7 will be represented using a special (binary) code consisting of the numbers 0 and 1: 001, 010, 011, 100, 101, PO, 111.

Using the same binary code, you can also represent the properties of the figures.

In this game, information about a figure (shape, color, size) is given in an encoded form using a binary code. The player must recognize the figure by the code or find its code by the figure.

The game involves figures of two shapes and two colors, for example, red and yellow circles and squares.

The game is played in several stages.

1. It is necessary to remember the question: ((Is the figure a circle?). The answer, of course, can be “yes” or “no.” Let’s denote the answer “yes” through 0 and through 1 the answer “years”.

ONE OF THE PLAYERS raises a card on which 0 is written. The other must show the corresponding figure (circle). If the first one showed a card on which 1 is written, then the second should show a figure that is not a circle, that is, a square.

The reverse game is also possible: the first one shows a figure, and the second - a card with the corresponding code.

2. Now to the first question (Is the figure a circle! ) A second question is added: (Is the figure red 2. ". The answer to this question is

the same as the first one, it is denoted by 0 if it is “yes”, and by 1 if it is ((no”.

Consider the possible answers to both questions (remembering the order in which they are asked):

Answer Code Figure

Yes, no 00 Circle, red

Yes, no 01 Circle, non-red

No, yes 10 Non-circle, red

No, no 11 Non-circle, non-red

(square, yellow)

Note. There are cards with codes 00, 01, 10, 1]. One of the players raises a card, the other must show the corresponding figure. Then the players change roles. A reverse game is also played: one shows a figure, the other must find a card with the corresponding code.

From the one who made a mistake, the figures (or cards with the code) are taken away. The one who has pieces (or cards) left wins.

3. To two questions: ((Is the figure a circle! ”and ((Is the figure red!” - the third question: ((Is the figure big!).

The answer to the third question, as well as to the first two, is indicated by 0 if it is “yes”, and by 1 if it is “no”.

All possible combinations of answers to three questions are considered:

Answer Code Figure

Yes Yes Yes

Yes, yes, no Yes, no, yes Yes, no, no No, yes, yes No, yes, no No, no, yes No, no, no 000 001 010 011 100 101 110

111 Circle, red, large

Circle, red, small

Circle, non-red, large

Circle, not red, small

Non-circle, red, large

Non-circle, red, small

Non-circle, non-red, large

Non-circle, non-red, small

The third stage of the game is quite difficult and can cause difficulties for children (perhaps adults as well), since you need to remember the sequence of three questions. In this case, it can be omitted.

Didactic game

"Colored Numbers"

(second option)

Target. The study of the composition of numbers and preparation for understanding the positional principle of writing numbers.

game material. Colored stripes and cards with numbers 0, 1,2.

Rules of the game. There are two green stripes, each of which depicts the number 3 (the length of the strip is three), and two white squares, each of which depicts the number 1. You need to use these strips to depict any number from 1 to 8 and on the right in the table indicate how many stripes of each color are used to represent each number (as is done for the numbers 1, 2, 3, 4).

As a result of filling in the table, we get the representation of numbers from 1 to 8 using a peculiar (ternary) code, consisting of only three digits 0, 1, 2 - 01, 02, 10, 11, 12, 20, 21, 22.

Didactic game

"Knight's move"

Target. Familiarization with the chessboard, with the method of naming the fields of the chessboard (the concept of the coordinate system), with the move of the chess knight. Measuring the development of thinking.

game material. Cut out images of white and black horses. (If you have chess at home, you can use a real chess board and chess horses.)

Rules of the game. At the beginning, the game is played on a part of the chessboard, consisting of nine black and white fields (color table 55).

First of all, children learn to name each cell, each field with their name. To do this, he explains that all the fields of the left column are denoted by the letter A, the middle column - by the letter B, and the right - by the letter C: All fields of the bottom row are marked with the number 1, the middle row - with the number 2, and the top - with the number 3. Thus, each field has a name consisting of a letter indicating which column the field is in and a number indicating which row it is in. It suffices to name a few fields as examples, just as children can easily name the name of each field. An adult shows the children a certain field, and they call his name (A1 - A2 - A3 - B1 - B2 - BZ - B1 - B2 - B3); naming the name of a field, the children show it.

Then they are explained how the chess horse walks: “The chess horse does not walk along neighboring fields, but through one field, and not directly, but obliquely,

for example, from A1 to B2 or BZ, from A2 to B1 or BZ, etc.

One of the players puts the knight on some field, the second calls this field and shows which fields he can move to. After sufficient training, they discover that if the knight is on any square other than B2, it has two moves. If he stands on the B2 field, then he does not have a single move.

Then the game is complicated by the introduction of two knights, black and white, and the statement of the problem: "The white knight knocks out the black one (or vice versa)". It is quite clear that the complexity of this task depends on the initial position of the knights. First, simple problems are offered: for example, the white knight is on the A2 field, the black one is on the BI (B3) field. The winner is the one who quickly guesses how to knock out another knight in one move. Then the game becomes more complicated, a two-move task is proposed: for example, the white knight is on the A1 field, the black one is on the B1 field. This task makes the children think. Some, violating the rules of the game, knock out the knight in one move. Therefore, it is necessary to explain all the time that you need to move only according to the rules of the game, according to the rules of the knight's move. Some guess that two moves are needed (A1 - BZ - B1). Then the game is transferred to a part of the chessboard (color table 56), consisting of 16 fields, on which there are more opportunities for solving multi-move problems in the game of knocking out a knight.

This game is played in the beginning as follows: each of the players plays the role of one of the chess horses. Both knights occupy certain squares, and one of the knights tries to knock out the other. In the future, both horses move, pursuing one another.

The game can also be used to measure the development of children's thinking. To do this, the following game is played: they offer the child to move the horse to the first erroneous move and fix the number of correct moves. Three or four months later, the game is repeated. It again fixes the number of correct moves. The development of the child's thinking achieved during this period is measured by the difference n2n1, where 1x is the number of correct moves at the beginning of the period under study, and n2 is the number of such moves at the end of this period. (However, it must be taken into account that if the child already knows how to play at least a little chess, the described method of measuring the development of thinking is not applicable.)

Didactic game

"Computing Machines III"

Target. Formation of ideas about the algorithm in one of its mathematical refinements (in the form of a “machine”), about the principle of program control of the machine.

game material. Red circles, pointer (machine head), carved in the form of a hand and index finger, machine and program memory (color table 59).

Preparation for the game (color tables 57, 58, 59).

Description of the machine.

The machine consists of a memory and a head.

The memory of the machine is shown as a tape divided into cells (cells). Each cell is either empty or contains a certain sign. As such, we took the red circle.

The head looks at only one memory cell at a time.

The machine can do the following:

a) if the head looks at an empty cell, the machine can put a circle there on command " ";

b) if the head looks at the filled cell, the machine can remove this circle from the memory cell by command "X";

c) on command "-" the head moves to the right by one cell;

d) on command<-» головка сдвигается влево на одну клетку;

e) on command "D", the machine stops, finishing work.

The machine can also stop in those cases when, at the command “ ”, it must put a circle in an already filled cell or, at the command “X”, remove the circle from an empty cell. In these cases, we will say that the machine has “spoiled”, “broke down”.

The machine performs the work strictly following the program.

A program is a finite sequence of commands. Color Chart 57 shows two programs A and B and how the machine works with these programs.

Program A consists of three teams. Three cases (a, b, c) of the execution of this program are shown, differing in the initial state of the memory and the position of the machine head (pointer):

a) before the start of the machine, one circle is stored in memory and the head looks at this filled memory cell. Starting to execute the program, the machine executes instruction number 1. It instructs the head to shift one cell to the right and go to the execution of instruction 2 (at the end of instruction 1, the number of the instruction to which the machine should be executed is indicated). On the second command, the machine fills the empty cell, which the head is looking at, with a circle and proceeds to the execution of the third command, which orders the machine to stop. What is the work done by the machine in this case? Before starting work, one circle was stored in memory, and after the end of work, two, that is, she added one circle;

b) if two circles are stored in the machine's memory before the start of the machine's operation, then after the execution of the same program A there will be three of them. So, here too there is an "addition" of 1.

We can call program A program addition 1;

c) this variant depicts the case when the machine, while executing program A, breaks down. Indeed, if two circles are stored in memory before starting work and the head looks at the left filled cell, then after executing the first command, i.e. shifting to the right by one cell, it again looks at the filled cell. Therefore, when starting to execute the second command, instructing to put a circle in the cell that it is looking at, the machine breaks down.

The task arises to improve (improve) the addition program 1.

Program B. Program B is such an improved program of addition 1. It includes a new command 2 - a conditional transfer of control. This program works like this:

a) before starting work, two circles are stored in memory and the head looks at the left filled cell (note, exactly the same situation when, while executing program A, the machine broke down). On the first command, the head moves one cell to the right and the machine proceeds to execute command 2. Command 2 indicates which command to go to next, depending on whether the head looks at an empty or filled cell. In our case, the head looks at the filled cell, which means that we need to look at the bottom arrow of command 2, marked filled

cell. This arrow indicates that you need to return to command 1. This means that the head moves one cell to the right again and the machine proceeds to execute command 2. Now, since the head is looking at an empty cell, you need to look at the top arrow command 2, which indicates the transition to command 3. At command 3, the machine places a circle in an empty cell, which the head is looking at, and proceeds to execute command 4, i.e. stops.

As you can see, in approximately the same situation, the machine, working according to program A, broke down, and executing program B, successfully completed addition 1;

b) in this case, the operation of the machine according to program B is simulated, if three circles are stored in memory before the start of work, and the head looks at the leftmost filled cell.

The color table 58 shows two subtraction programs 1: program C, the simplest, which, however, does not work in all cases (in the case the machine breaks down), and program D, improved, with a conditional transfer of control command .

Only after you have carefully studied the operation of the machine according to programs A, B, C, D (color tables 57-58), you can proceed to the game (color table 59) using the same programs.

One of the players sets the initial situation, that is, puts several circles in successive memory cells, the machine head against one of the filled cells and indicates one of the programs (A, B, C or D). The second should simulate the operation of the machine according to this program. Then the players change roles.

The winner is the one who, simulating the operation of the machine, makes fewer mistakes.

CARD FILE

DIDACTIC GAMES
MATHEMATICS
AVERAGE
GROUP

Merry nesting dolls"

Purpose: to teach to distinguish and compare objects according to different qualities of size.

Material. 2 sets of nesting dolls for five, 2 sets of circles of different sizes, a turret made of hollow cubes.

At the invitation of the teacher, the children sit down at a common table, on which there is a matryoshka. The teacher addresses the children: “I want to play funny nesting dolls with you, but I see that there is only one nesting doll here, but where are the rest? (looks around, and then picks up a nesting doll and shakes it). Something is rattling in the middle! Let's see what is there? (Removes the top half of the matryoshka). This is where they hide! (All nesting dolls are put in a row). Let's get to know them! The teacher calls the name of each nesting doll, tilting it at the same time: “I am Matryoshka, I am Natasha, I am Dasha, I am Masha”, etc. Each child chooses one of the nesting dolls (one nesting doll is taken by the teacher). The game starts. First, nesting dolls walk (walk on the table). Then they are called to measure height. They line up one after another and in turn, starting with the smallest, stand in height, and the teacher specifies which nesting doll is the smallest (highest)? Then the nesting dolls go to dinner. The teacher puts on the table a set of circles (plates) of five sizes, calls the children in turn, who select plates of the appropriate size for their nesting dolls. After lunch, the nesting dolls are going for a walk. The teacher puts a second set of matryoshkas on the table, and the children pick up girlfriends of the same height for their nesting dolls. Pairs of nesting dolls move around the table. Then they scatter and mix. (“Matryoshkas wanted to run”). Unnoticed by the children, the teacher removes a pair of nesting dolls of the same height from the table. "Time to go home! - says the teacher. Pair up." Nesting dolls are lined up in pairs, and suddenly it turns out that some pair of nesting dolls is missing. The teacher invites the children to call nesting dolls by name (if they remember). Everyone asks her to come back.

"Right as Left"

Purpose: mastering the ability to navigate on a sheet of paper.

Matryoshkas were in a hurry and forgot to finish their drawings. You need to finish them so that one half looks like the other. Children draw, and an adult says: “Dot, dot, two hooks, minus a comma - a funny face came out. And if the bow and little skirt is a little girl, that girl. And if a forelock and pants, that little man is a boy. The children look at the pictures.

"The Hoop Game"

Purpose: to distinguish and find geometric shapes.

For the game, 4-5 plot toys are used (doll, nesting dolls, basket, etc.); different in size, color, shape. The toy is placed in a hoop Children identify the features characteristic of the toy, put in the hoop those geometric shapes that have a similar feature (all red, all large, all round, etc.) outside the hoop are figures that do not have a selected feature (not round, not big, etc.)

"Wide - narrow"

Purpose: to continue to form the idea of ​​"wide - narrow".

The lesson is conducted in a similar way, but now the children are learning to distinguish between the width of objects, that is, wide and narrow ribbons of the same length. When creating a game situation, you can use the following game technique. Two cardboard strips are laid out on the table - wide and narrow (of the same length). A doll and a bear can walk along a wide strip (track), and only one of them can walk along a narrow strip. Or you can play the plot with two cars.

"What are the figures"

Purpose: to introduce children to new shapes: an oval, a rectangle, a triangle, giving them a pair of already familiar ones: a square-triangle, a square-rectangle, a circle-oval.

Material. Doll. Demonstration: large cardboard figures: square, triangle, rectangle, oval, circle. Handout: 2 figures of each form of a smaller size.

The doll brings figures. The teacher shows the children a square and a triangle, asks the name of the first figure. Having received an answer, he says that in the other hand there is a triangle. An examination is carried out by tracing the contour with a finger. Fixes attention to the fact that the triangle has only three corners. Invites children to pick up triangles and put them together. Similarly: a square with a rectangle, an oval with a circle.

"To whom what form"

Option. No. 1.

Purpose: to teach children to group geometric shapes (ovals, circles) in shape, distracting from color, size.

Material. Big bear and matryoshka. Handout: three circles and an oval of different colors and sizes, 2 large trays for each child.

The teacher demonstrates a circle and an oval, asks the children to remember the names of these figures, to show how they differ from each other, to find contours with their fingers. "And now put all the circles on one tray - a nesting doll, all the ovals and the other - a bear." The teacher watches how the children complete the task, in case of difficulty, invites the child to circle the figure with his finger and say what it is called.

At the end of the lesson, the teacher sums up: “Today we have learned to distinguish circles from ovals. The bear will take all the ovals to the forest, and the matryoshka will take the circles home.

Option 2.

Purpose: to teach children to group geometric shapes (squares, rectangles, triangles) in shape, distracting from color and size. Content. Similar to option number 1.

"Let's collect the beads"

Then the teacher says that the beads have crumbled and they need to be collected again. He lays out the beginning of the beads on the tape, and invites the children to continue. Asks which figure should be next, why. Children choose geometric shapes and lay them out in accordance with a given pattern.

"Lotto"

Goal: mastering the ability to distinguish various forms. Material: cards depicting geometric shapes. Children are given cards on which 3 geometric shapes of different colors and shapes are depicted in a row. The cards differ in the arrangement of the geometric "Let's collect the beads"

Purpose: to form the ability to group geometric shapes according to two properties (color and shape, size and color, shape and size), to see the simplest patterns in the alternation of shapes.

Equipment. A long ribbon lies on the floor, on it, from left to right, figures are laid out in a certain alternation: a red triangle, a green circle, a red triangle, etc.

Children stand in a circle, in front of them are boxes with multi-colored geometric shapes.

Game progress. The teacher offers to make beads for the Christmas tree. He points to a tape with laid out geometric shapes and says: “Look, the Snow Maiden has already begun to make them. What shapes did she decide to make beads from? Guess which bead is next." Children take two of the same figures, name them and begin to make beads. Explain why this particular figure is being laid out. Mistakes are corrected under the guidance of a teacher.

Then the teacher says that the beads have crumbled and they need to be collected again. He lays out the beginning of the beads on the tape, and invites the children to continue. Asks which figure should be next, why. Children choose geometric shapes and lay them out in accordance with a given pattern.

"Who has a longer tail?"

Purpose: Mastering the ability to compare objects of contrasting sizes in length and width, use the concepts in speech: “long”, “longer”, “wide”, “narrow”.

Content. Noise outside the door. Animals appear: an elephant, a bunny, a bear, a monkey - Winnie the Pooh's friends. Animals argue over who has the longest tail. Winnie the Pooh invites children to help the animals. Children compare the length of the ears of a hare and a wolf, the tails of a fox and a bear, the length of the neck of a giraffe and a monkey. Each time, together with V., they define equality and inequality in length and width, using the appropriate terminology: long, longer, wide, narrow, etc.

"Who will roll the tape sooner"

Purpose: to continue to form an attitude towards the value as a significant feature, pay attention to the length, introduce the words "long", "short".

Content. The teacher invites the children to learn how to roll the tape and shows how to do it, gives everyone a try. Then he offers to play the game "Who will roll the tape as soon as possible." He calls two children, gives one a long ribbon, the other a short one, and asks everyone to see who will roll their ribbon first. Naturally, the one with the shortest ribbon wins. After that, the teacher lays out the ribbons on the table so that their difference is clearly visible to the children, but does not say anything. Then the children change ribbons. Now another child wins. The children sit down, the teacher calls the children and invites one of them to choose a tape. Asks why he wants this tape. After the answers, the children call the tapes "short", "long" and summarize the actions of the children: "A short tape rolls up quickly, and a long one slowly."

" Our day"

Purpose: to consolidate the idea of ​​\u200b\u200bparts of the day, to teach how to use the words "morning", "day", "evening", "night" correctly.

Equipment. Bibabo doll, toy bed, tableware, scallop, etc.; pictures showing the activities of children at different times of the day.

Game progress. Children sit in a semicircle. The teacher, with the help of a doll, performs various actions by which the children must determine the part of the day: the doll gets out of bed, gets dressed, combs her hair (morning), has lunch (day), etc. Then the teacher calls the action, for example: “The doll washes”, offers the child to perform it and name the part of the day corresponding to this action (morning or evening). The teacher reads an excerpt from a poem by Petrushina:

Doll Valya wants to sleep.

I'll put her to bed.

I'll bring her a blanket

To fall asleep faster

Children put the doll to sleep and say when it happens. The teacher shows the pictures in time sequence and asks what part of the day these actions take place. Then he shuffles the pictures and, together with the children, arranges them in the order of the actions of the day. Children lay out their pictures in accordance with the pictures of the teacher.

"Compose an item"

Purpose: to exercise in drawing up the silhouette of an object from separate parts (geometric shapes).

Equipment. On the teacher's table there are large toys: a house, a tumbler, a snowman, a Christmas tree, a truck. On the floor are sets of different geometric shapes.

Game progress. The teacher offers to name the toys that are on his table and compose any of them using a set of geometric shapes. Encourages and stimulates the actions of children. He asks: “What did you make? What geometric shapes? Children examine the resulting silhouettes of toys, remember the corresponding poems, riddles.

It is possible to combine the composed silhouettes into a single plot: “House in the Forest”, “Winter Walk”, “Street”, etc.

"Decorate the carpet"

Purpose: to form the ability to group objects according to given characteristics, to determine the number of objects.

Equipment. There are two square rugs on the floor, each of which is divided into 25 equal squares. In the top row of each square, geometric shapes of different colors, a circle, a triangle, a square are depicted.

Each of the children has three different geometric shapes.

Game progress. The teacher says: “This is a rug. Let's decorate it together. figures of the same shape and color will be placed one under the other. What shape will we put in this cell? (Points to an empty cell in the left column).

After completing the work, the children with the teacher examine the decorated rug, note the uniformity of the figures in the columns (color, shapes). The teacher clarifies: “what figures are in the left column? (Red triangles). And in the right? (Green squares)." And so on. Then the children decorate the second rug, while showing greater independence. The teacher asks questions about the number, color, shape of the figures, leads the children to the conclusion: “All the figures of the left column are triangles. Therefore, Vova incorrectly put the circle. Etc.

"Learn and Remember"

Purpose: to teach children to remember what they perceive, to make a choice according to the presentation.

Equipment. Cards with the image of three one-color geometric shapes (circle, square, triangle; circle, oval, square, etc.), a set of small cards with the image of one shape to be found on large cards.

Game progress. In front of the child is a card with the image of 3 forms. The teacher asks to look at it and remember what forms are drawn there. Then he distributes sheets of paper to the children and asks them to close their cards with them. After that, he shows a small card. puts it on the table face down, mentally counts up to 15, asks the children to remove the paper and show on their cards the same form that he showed. For verification, the teacher again shows a sample card.

As the game is mastered, children are given two cards (6 forms), then three (9 forms).

"Take the Same"

Purpose: to exercise in compiling two equal groups of objects, to activate the dictionary "as much", "equally".

Equipment. Children have a table with three stripes, divided vertically into three equal parts.

On the left side of the card are various objects (from 1 to 5), sets of geometric shapes and counting sticks. Silhouettes of houses located in different parts of the room (number of windows from 1 to 5).

Game progress. The teacher offers to look at the tables and tell what is drawn on them. Then the children fill in the middle (vertically) part of the table, take as many geometric shapes as there are objects in each cell. The teacher asks the child how many figures he put, offers to check the correctness by imposing. After filling in the middle part of the table, the children select cards with the appropriate number of images, lay them out on the right side of the table.

The teacher offers to take cards, go to the houses and distribute the cards according to the number of windows (find a house that has as many windows as there are objects on the card).

"Fancy Animals"

Purpose: to form an attitude towards the value as a significant feature, pay attention to the length, introduce the words "long", "short".

Equipment. Two ribbons fixed at one end on sticks: one of them is long (50 cm) and the other is short (20 cm); tapes of the same width and the same color.

Game progress. The teacher invites the children to learn how to roll the tape, shows how to do it, gives everyone a try. Then he offers to play the game "Who will roll the tape as soon as possible." He calls two people, gives one a long ribbon, the other a short one, and asks everyone to see who will roll the ribbon first. Naturally, the one with the shortest ribbon wins. After that, the teacher lays out the ribbons on the table so that the difference in their lengths is clearly visible to the children, but does not say anything. Then the children change places. Now another child wins. The children sit down, the teacher calls the children and invites one of them to choose a tape. Asks why he wants this tape. After the answers, the children call the tapes “short”, “long” to both children at once and summarize the actions of the children “The short tape rolls up quickly, and the long one slowly”.

Decorate a scarf

Purpose: to learn to compare two groups of objects equal and unequal in number, to exercise in orientation on a plane.

Equipment, "shawls" (large - for the teacher, small - for children), a set of leaves in two colors (for each child).

Game progress. The teacher offers to decorate the scarves with leaves. Asks how it can be done (each child completes the task independently). Then he says: “Now let's decorate the handkerchiefs in a different way, everything is the same. I will decorate my scarf, and you will be small. Decorate the top edge with yellow leaves, like this. (shows). Put as many leaves as I do. With your right hand, arrange them in a row from left to right. And decorate the bottom edge of the scarf with green leaves. Take as many green leaves as yellow ones. Add another yellow leaf and place it on the top edge of the scarf. What leaves have become more? How to make them equal?

After checking the work and evaluating it, the teacher suggests decorating the left and right sides of the scarf with leaves of different colors. That is, put as many leaves on the right side of the scarf as on the left. (shows). In conclusion, the children decorate all sides of the scarf in their own way and talk about it.

"Name Your Bus"

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

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

The bear hid

Purpose: to develop visual attention and memorization, to learn to consistently examine the space, focusing on certain objects.

Equipment. bear toy

Game progress. The teacher shows the children a bear and says that he wants to play hide and seek, he needs to find a place to hide. The teacher leads the children along one of the walls of the room, stops near individual items: “Here is a closet. It's big, the bear probably won't climb in. This is a shelf, there are a lot of books in it for the bear, it will be crowded. Finally he finds a suitable place - always open, located at the level of the child's eyes. The teacher puts a toy there, takes the children to the opposite end of the room. Everyone clap their hands together 10 times, and the teacher asks who can find the toy. If the child finds it difficult to complete the task, he helps to remember where they went in order to conjugate the bear, asks to remember this path again.

When the game is repeated, the bear is hidden in another place and the room is bypassed on the other side. You can also change the toy.

When children learn to quickly find objects located at the level of their height, you can complicate the task - hide the object at a height above or below eye level. In this case, you should pay attention to the children that the bear wants to hide high (low) to make it harder to find. While looking for a toy, the teacher invites them to look up (down).

"Hedgehog"

Purpose: to teach to correlate objects by size, to highlight the value as a significant feature that determines actions; to consolidate the meaning of the words "big", "small", "more", "less", enter them into the children's active dictionary.

Equipment. Cardboard stencils depicting hedgehogs, umbrellas of four sizes.

Game progress. The teacher says that now he will tell a story about hedgehogs: “A family of hedgehogs lived in the forest: dad, mom and two hedgehogs. Once the hedgehogs went for a walk and went out into the field. There was neither a house nor a tree. Suddenly dad hedgehog said: “Look, what a big cloud. Now it's going to rain." “Let's run into the forest,” the mother of the hedgehog suggested. "Let's hide under the tree." But then it began to rain, and the hedgehogs did not have time to hide. You guys have umbrellas. Help the hedgehogs, give them umbrellas. Just look carefully to whom, which umbrella suits. (Looks to see if the children use the principle of comparing objects by size). “Well done, now all the hedgehogs are hiding under umbrellas. And they thank you." The teacher asks someone why he gave one umbrella to dad-hedgehog and another to mom-hedgehog; the next child - why gave the little hedgehogs other umbrellas.

"Seek and Find"

Purpose: to teach to find objects of various shapes in the room by the word-name; develop attention and memory.

Equipment. Toys of various shapes.

Game progress. The teacher lays out toys of various shapes in different places in the group room in advance and says: “We will look for round objects. Everything that is round in our room, find it and bring it to my table.” Children disperse, the teacher provides assistance to those who find it difficult. Children bring objects, put them on the teacher's table, sit down. The teacher examines the objects brought with them, evaluates the result of the assignment. The game is repeated, the children are looking for objects of a different shape.

"Painting"

Purpose: to teach to place objects on a sheet of paper (top, bottom, sides); develop attention, imitation; consolidate the perception of integral objects and distinguish them among themselves.

Equipment. A large sheet of paper for a panel, large appliqué details (sun, a strip of land, a house, a figurine of a boy or girl, a tree, a bird), sheets of paper, the same small appliqué elements, trays, glue, brushes, oilcloths, rags according to the number of children.

Game progress. The teacher tells the children that they will make a beautiful picture: he is on a large sheet, fixed on the board, and they are small on their sheets of paper. You just need to carefully watch and do everything the way the teacher does. Then the teacher distributes the material for the application to the children. First, he sticks a strip of earth at the bottom, the sun at the top, etc. The teacher does everything slowly, fixing his actions at every moment and allowing the children to choose each element and place it correctly on paper. If necessary, helps the child determine the place on the sheet of paper (top, bottom).

At the end, the teacher compares the children's work with his own, discussing the spatial arrangement of objects, praises them, causing a positive attitude towards the result of the work. Then he briefly describes the content of the resulting image, fixing the spatial arrangement of objects: “The boy went out into the street. I looked - below the earth, above - the sky. The sun is in the sky. Below, on the ground, a house and a tree. The boy stands near the house on one side, and the tree on the other side. A bird is sitting on a tree.

Where is the bunny going?

Purpose: To consolidate knowledge of the names of the forms provided by the program, to select the forms by its name, to consistently move the object along the intended path.

Equipment. Three small cubes, on the faces there are images of geometric shapes (on one - triangles and circles; on the other - triangles, ovals, twists and rectangles; on the third - a circle, oval, rectangle, square, triangle, hexagon), three cardboard sheets with the image path diagrams, where geometric shapes serve as reference points, a plastic figurine of a bunny (bears, dogs, etc.).

1st sheet. Below is the starting point of the movement, from which two paths depart to the right and left. At an equal distance from the starting point there are landmarks, on the one hand - a circle, on the other - a triangle. At the next point, the landmarks change: where the triangle was, the circle becomes, and vice versa. These landmarks are located near the final destination. At the end of one path, an image of a kindergarten is given, the other is an image of a bunny hut. 2nd sheet. The image is constructed according to the same type, but in one place each path line forks. Thus, at the end of the path there are no longer two destinations, but four: a kindergarten, a bunny hut, a tree, a Christmas tree

3rd sheet. The same path scheme as on the second sheet, but all six shapes are used as reference points.

As the game is mastered, when the children learn to consistently follow the path along the landmarks and correctly correlate the shape on the game cube with the shape on the sheet, you can make a new cube by sticking other shapes on it, for example, a trapezoid, etc. You can change the image on the sheet - make three tracks, etc. The teacher plays: together with the children. He shows the 1st sheet and says: “The bunny can be taken to the house or to the kindergarten. He will follow this path to the house. Look carefully! There are shapes on it: first, like this - a circle, then - a triangle. The bunny will go to kindergarten along this path. Here at first there is a triangle, then - a circle. If the bunny comes home, he will play the tambourine, and if he goes to kindergarten, he will dance with the children. This cube will show us the way.” The teacher throws a cube, looks at the top of the form, and lets the children see. Puts the bunny figure at the beginning of the path and leads it to the shape that fell out on the die. If this is a circle - leads to the left, leads along the path, paying attention that you need to look for a nearby shape, you can not jump. Then he rolls the dice a second time. If the circle falls out again, the bunny will have to stand still. And if a triangle falls out, he continues on his way and goes along the path to the house. Bunny rejoices, thanks, takes a tambourine, plays. In the case when the bunny goes to kindergarten, he invites all the children to dance with him. When the game is repeated, the child acts with the figure.

"Pick the Berries"

Purpose: to distinguish between equality and inequality of groups of objects by placing one object under another. The ability to compare objects of contrasting sizes. Development of memory, attention, logical thinking, creative imagination.

Materials: Winnie the Pooh, cards with two stripes, basket, counting material, pencils, notebooks, table cards.

And the fourth is imagining. Winnie the Pooh greets the children, wants to play with them .. Winnie the Pooh puts a red berry on each green leaf, but sometimes he makes mistakes. Children correct his mistakes. Then the teacher removes each berry from the leaf and puts the bottom strip under the leaf; draws the attention of children to the location and ratio of berries and leaves, their number.

"Help the Chickens"

Purpose: to teach children the ability to establish a correspondence between sets.

How to help them? (They ask the ducklings to transfer the chickens). Find out if the ducklings can fulfill the request of the chickens. Count the number of both. The teacher reads the poem:

The river was crossed exactly in half a minute

Chicken on a duckling, chicken on a duckling

chicken on a duckling,

And the chicken on the duck.

"Collect the Figure"

Purpose: to teach to count objects that form a figure.

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

"Tell me about your pattern"

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

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

Didactic game "Yesterday, today, tomorrow"

Purpose: to exercise in a playful way in the active distinction between the temporal concepts of "yesterday", "today", "tomorrow".

Three houses are drawn with chalk in the corners of the playroom. It is "yesterday", "today", "tomorrow". Each house has one flat model that reflects a specific temporal concept.

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

"Stand in Place"

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

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

"Where's the Figure"

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

The teacher explains the task: “Today we will learn to remember where which figure is. To do this, they must be named in order: first, the figure located in the center (in the middle), then above, below, left, right. Summons 1 child. He shows and names the figures in order, their location. Shows to another child. Another child is offered to arrange the figures as he wants, to name their location. Then the child becomes his back to the flannelograph, and the teacher changes the figures located on the left and right. The child turns and guesses what has changed. Then all the children name the figures and close their eyes. The teacher swaps the figures. Opening their eyes, the children guess what has changed.

"Parts of the Day"

Purpose: to exercise children in distinguishing parts of the day.

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

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

"Make the Same Moves"

Purpose: to exercise in reproducing a certain number of movements.

The teacher builds the children in 2 lines opposite each other and explains the task: “You will perform as many movements as there are objects drawn on the card that I will show. You have to count silently. First, the children standing in this line will perform the movements, and the children from the other line will check them, and then vice versa. Each line is given 2 tasks. Suggest doing simple exercises.

Lay down the boards"

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

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

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

"Draw"

Tasks: Draw so many currants on each branch so that they become equally

5 each. Draw 5 small and 5 large currants in a square and a circle. Count compare. Explain why you guessed that the currants in the square and the circle are equally divided? etc.

"Day and night"

Purpose: to consolidate children's knowledge of the parts of the day.

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

Option number 2.

Before giving a signal, the teacher invites the children to repeat a variety of physical exercises after him, then suddenly gives a signal.

Option number 3.

The lead player is one of the children. He throws up a cardboard circle, one side of which is painted black, the other white. And, depending on which side he falls, he commands: “Day!”, “Night!”.

"Funny Kittens"

Target:fixing the ordinal score within 10; development of memory, eye.

Material:(colored stripes); drawing depicting a kitten or its conditional image.

Option 1.

Game actions: the teacher offers to make a "ladder". Then he reports that kittens came running to their group, who decided to count how many steps on the ladder, but mixed everything up and asked for help. The teacher puts a “kitten” on any “step” and asks: “On what step is the kitten?” (For each child, the location of the “kitten” changes.) The teacher suggests taking the “kitten” and “walking” with him along all the “steps” in order (counting out loud) so that the “kitten” does not confuse anything anymore.

Option 2.

Game actions: the teacher offers each child to put the “kitten” on different steps (fourth, seventh, etc.) and “walk” up with him, counting the steps in order, for example: down; from the fourth to the eighth; from the ninth to the fifth, etc.

"Let's go by train"

Target: fixing the ordinal count and the concept that the syntactic construction “which, according to the count ...” means; development of attention, eye, speech.

Material: a set of Kuizener sticks (colored stripes).

Game actions: The teacher invites the children to go on a journey. To do this, you need to make a train of sticks - "cars" from the shortest to the longest, catching each "car" from left to right. Then he offers to count the "cars" in order. Specifies which red “car” is in a row (black, purple, etc.); What color "car" is the sixth (second, seventh, etc.); what is the number of "car" between pink and red? etc.

Section of mathematics "Value"

"Bridges over the River"

Target:development of ideas about width (wide, narrow) and length (long, short), the ability to compare objects to these features; perform tasks according to the rules; development of the eye; education for independence.

Material:sticks of blue, red, yellow colors; schematic representation of a meandering river.

Option 1.

Game actions: the teacher shows the children a schematic representation of a meandering river and, together with them, determines the narrowest and widest places.

Then he asks to “build” bridges across the river: long and wide, short and narrow. The guys "build" the appropriate bridges, independently selecting sticks of the right color and size. After completing the task, the teacher invites the children to show and tell what bridges they “built”, how they differ.

Option 2.

Game actions: the teacher suggests “building” short and wide bridges, longer and narrower, long and narrow.

"Rugs for kittens"

Target:development in children of ideas about width (wide, narrow) and length (long, short), the ability to compare objects according to two criteria: width and length; eye gauge; education for independence.

Material:sticks of blue, red and yellow colors.

Option 1.

Game actions. The teacher offers to fold rugs for kittens, different in width and length: the narrowest and shortest, the widest and longest, the widest and longest.

After completing the task, he offers to show and tell which rugs were folded and how they differ.

Section of mathematics "Form"

"Catch a Three"

Target:the formation of the ability to compare; attention development.

Material:Gyenes logic blocks.

Game actions: the teacher mixes the figures and puts them together, then removes the two upper figures and puts them on the table. The first participant takes a figure from a pile, applies it to a couple lying on the table, and looks for what these figures have in common. If it finds a similarity, it takes all three figures as a win, if the similarity is not found, then the selected figure is placed at the bottom of the pile. The next player takes the next figure from the pile, looking for signs of similarity with the two existing figures. The one who collects the most pieces wins.

"Treat for the cubs"

Target:development of the ability to compare objects on two or three grounds, to form ideas about the concepts of the words "different", "same".

Material:logical blocks; bear toys, trays.

Option 1.

Game actions: The teacher draws the attention of the children that bear cubs have come to visit them and offers to lay out “cookies” on trays - blocks (blocks differ in shape and color or color and size, or shape and size) and treat them to bear cubs.

Option 2.

Game actions: treat the cubs with "cookies" that differ in three properties.

Section of mathematics "Space"

"Make a Pattern"

Target:development of the ability to determine the position of objects relative to other objects, to perform the task according to the instructions of the educator, attention.

Material:geometric shapes, sheet of paper.

Game actions: The teacher offers to make a pattern of geometric shapes. Children work according to the instructions:

1. Take a circle and put it in the middle of the sheet.
2. Place a triangle over the circle.
3. Place a square to the right of the triangle.
4. Place a rectangle to the left of the circle.
5. Put an oval under the rectangle, and so on.

"Train"

Target:formation of spatial representations: "right", "left", "between"; development of the ability to determine the position of some objects relative to others, the development of attention.

Material:colored sticks (stripes): pink, white, red, yellow, blue.

Game actions: the teacher suggests putting the red stick to the left of the yellow one. To the right of the yellow is blue, and to the left of the red is white. To the left of the white stick, add the pink stick. The teacher specifies: Which "car" is to the right of the yellow one? To the left of the pink wagon and to the right of the red one? Between red and blue? To the left of the red "car", but not white? Which "cars" are to the right of pink and to the left of blue? Etc.

Card file of didactic games on FEMP

for the middle group

"Which is longer, wider?"

Target: Mastering the ability to compare objects of contrasting sizes in length and width, use the concepts of “long”, “longer”, “wide”, “narrow” in speech.

Content. Noise outside the door. Animals appear: an elephant, a bunny, a bear, a monkey - Winnie the Pooh's friends. Animals argue over who has the longest tail. Winnie the Pooh invites children to help the animals. Children compare the length of the ears of a hare and a wolf, the tails of a fox and a bear, the length of the neck of a giraffe and a monkey. Each time, together with V., they define equality and inequality in length and width, using the appropriate terminology: long, longer, wide, narrow, etc.

"What changed?"

Target: develop the attention and memory of children.

Content: Children form a circle. Several children are standing inside the circle. At the sign of the educator, one leaves, then, having entered, he must determine what changes have occurred within the circle. In this variant, the guessing child must count how many children were in the circle at the beginning, how many are left, and, comparing these two numbers, determine how many children left the circle. Then, when repeating the game, the guesser must name the name of the departed child. And for this it is required to keep in memory the names of all the children standing in the circle and, looking at the rest, to establish who is not. Further complication can be as follows: the number of children in the circle remains the same (within five), but their composition changes. The guesser must say which of the children left and who took his place. This option requires more attention and observation from children.

"Which toy is hidden?"

Target: Consolidation of the ordinal account.

"Who how much?"

Target: Learn the concept of "how much"

Content: The host distributes cards with drawn boys and girls and their clothes, and puts a card with two girls on the table and asks: “How many hats do they need?” Children answer: "Two." Then the child, who has a picture with two hats in his hands, puts it next to the card where two girls are drawn, etc. In counting and counting, the children practice playing with small toys. The game consists in the fact that the child, having received a card with drawn circles and counting them, counts as many toys for himself as there are circles on the card. The cards are then mixed and dealt again. Children count the circles on their cards and, if there are more of them than the toys on the first card are selected, decide how many more toys need to be added or subtracted if there are fewer circles. There should be a lot of toys on the table. And there are five circles on small cards (1, 2, 3, 4, 5). This number of circles in the cards can be repeated several times. Higher demands are placed on children of middle preschool age in mastering spatial orientations.

"What's where?"

Target: Exercise in determining the spatial arrangement of objects in relation to oneself "in front", "behind", "in front", "left", "right", "above", "below".

Material: Toys

"When does it happen?"

Target: Clarify and deepen children's knowledge of the seasons.

"Yesterday Today Tomorrow"

Target: To consolidate the concept of such categories as "yesterday", "today", "tomorrow"

Material: Ball

We will go for a walk in the park .... (today)

We visited my grandmother .... (yesterday)