Mathematical games. Math games Math games for girls 2 3 years old
Quantity and account
The game "Who will find a flower for a butterfly"
The teacher lays paper flowers around the room. Their number should correspond to the number of children playing. Then he distributes one butterfly to the children. Clarifies how many butterflies each child has. Children must find a flower nearby and plant their butterfly on it. The teacher checks if the task is completed correctly. Clarifies what is more (less): flowers or moths
Game "Bear and bees"
Children are sitting on chairs - bees are sitting in their hive houses. The teacher says: “Tanya is a bee, Ira is a bee, Valya is a bee, Sveta is a bee. How many bees do we have? “A lot of bees,” the children answer. “Seryozha will be a bear,” the teacher says and asks: “How many bears?” - One bear. The bees fly across the field. As soon as the bear leaves his lair, the bees fly away to their houses (sit on chairs). “Here the bees flew into the clearing: one bee, one more bee, one more bee - a lot of bees. There were many bees, a bear came - the bees were frightened, scattered to their houses. There is one bee in this house, there is one bee in this house, and there is one bee in this house. How many bees are in each house? - "One". - "The bear did not catch the bees and went to sleep." The game is repeated several times. The teacher fixes the attention of children on the concepts of "one", "many". For this game, you can make a hat for a bear and bees, or use contour images. After the game, the attributes are removed, while paying attention to where there is one item and where there are many: “Here is one hat, one more, one more, and together there are many”
Game "Airplanes"
PURPOSE: to consolidate the concepts of "one", "many".
There are small airplanes of two or three colors on the chairs. Educator. You are all pilots. Lena is a pilot, Kolya is a pilot, Ira is a pilot. How many pilots do we have? Children. A lot of. Educator. This is an airfield. The planes are there. How many planes are at the airport? Each of you will take a plane. How many planes did Zhenya take? How many planes did Ira take? Red planes are flying. Now the yellow planes are flying. All planes took off. How many planes? Children. Lots of planes. Educator. Red planes are landing. (Children with red planes sit on chairs.) Then, at the signal of the teacher, the remaining groups of planes land. During the game, the teacher constantly draws the children's attention to the number of planes: “How many planes do Kolya, Ira, Zhenya have in their hands? How many planes are flying? How many have landed? How many took off? How many sit down?
»Game "Colorful Lanterns"
The teacher gives everyone a multi-colored flashlight. At the same time, he asks the child how many flashlights he has in his hands, how many flashlights his neighbor has, what color the flashlights are. The lanterns lit up and began to dance. "How many lanterns are dancing?" - “A lot.” - “How many flashlights do Katya, Nina, Vera have?” - "One, one more." - "Morning has come. The room became light. The blue lanterns went out (the children sat down), the yellow lanterns, red and green, went out. How many flashlights does Rita have? How many flashlights does Tanya have? The children answer. Evening comes again, it becomes dark, the lanterns are lit and they start dancing. The game is repeated. After the game, the children put the lanterns in a box, naming how many lanterns Kolya, Sveta, Ira have in their hands, how many lanterns Tanya, Valya put, how many lanterns are in the box. Thus, the educator teaches children to see not only the set as a whole, but also its constituent parts, each of which is distinguished by a certain color of objects. It is necessary to constantly change the visual material: it can be flowers, dolls, lanterns, leaves, animal figures, etc.
Game "Train"
PURPOSE: an exercise in finding objects of the environment: one and many.
In different places of the room there are toys on the topics "Zoo", "House of dishes", "House of toys". Children, standing one after another, form a locomotive and wagons. The train is ready to depart. The teacher asks how many steam locomotives turned out, how many wagons. A signal sounds and the train starts moving. On reaching the zoo, he stops. The teacher asks: “What animals live in the zoo? How many? Children call: "One bear, one lion, many monkeys." The train is on its way again. The next stop is near the House of Dishes. Children tell what dishes are sold, how many of which items of dishes: “Many plates, many cups, one saucepan, one ladle, one vase, one jug, many spoons, many forks.” The third stop is near the Toy House. The game continues.
Game "Butterflies and Flowers"
PURPOSE: establishing equality between two groups of objects
On the floor at a short distance from each other, one row under the other, lie flowers. There are as many of them as there are children in the group. The teacher invites all children to imagine themselves as butterflies. Let several children say that they are "butterflies". How many butterflies? A lot of. The butterflies flew. Children, waving their arms - "wings", "fly" around the room. On a signal: "Butterflies sit on flowers!" - each child should stand near the flower lying on the floor. The teacher clarifies: on this flower - a butterfly, on this flower - a butterfly, on this flower - a butterfly. - What is more and what is less: flowers or butterflies? - Equally, how many flowers, so many butterflies. The butterflies rested and flew again. The game is repeated 2-3 times. During the game, you need to put another 1-2 flowers to make it not evenly distributed. And then ask the children which is more: flowers or butterflies.
The game "Sparrows and the car"
Sparrow children sit in their "nests" - hoops lying on the floor in 2 rows at a short distance from each other. In the opposite corner of the room with a steering wheel in his hands is a child - he is the driver of the car. Educator. You are "sparrows". Each "sparrow" has its own nest. How many nests, so many "sparrows". "Sparrows" flew out of the nests, flapping their wings, they fly. Educator. A car pulls out of the garage. "Sparrows" fly away to nests. The car is returned to the garage. Educator. Did all the "sparrows" have enough nests? What more? What is less? Maybe equally? Children answer questions and the game is repeated
Game "Fast Train"
A train is built from chairs placed in a row. There can be as many players as there are carriage chairs, and more or less. Passengers walk along the platform, preparing for departure. There is a horn. Passengers take their seats. The teacher, together with the children, finds out if there was enough space for everyone, compares what is more or less: wagons or passengers. Having determined what is more, less, equally, the children hit the road. The train rushes to another station, stop - the passengers get off. The game starts again. The teacher can remove, add the number of cars, so that each time when comparing there is a new situation for the children. AT similar games it is better if there are one more items than players. This will avoid conflict situations and will not upset the children.
Game "Cat and Mice"
Exercises children in establishing equality-inequality between two groups of objects. Minks for mice are prepared for the game - chairs that stand in two rows, one row opposite the other. Mouse children are housed in burrows. The cat is sleeping. The mice came out of their holes and went for a walk. On a signal: "The cat is coming!" - all mice hide in minks. The teacher asks: “How many mice? How many cats? Have all mice found minks? What more, less, equally, as much, how much? (Children answer different questions.) The cat is sleeping again, the mice again go out for a walk. (The teacher changes the number of minks, removes or adds one chair.) If the cat caught one mouse, they compare how many minks and mice. The cat releases the mouse, it takes its mink; now there are as many minks as mice, as many mice as minks.
Game "Fisherman and fish"
It helps to consolidate the concepts of “one” and “many”, contributes to the formation of a skill in establishing equality-inequality between two groups of objects. There are chairs in a circle, as many as there are children. Chairs are pebbles at the bottom of the river, behind which the fish will hide. One child is a fisherman. He is sitting on the beach with a fishing rod. The fish swim freely. At the signal: "There is a fisherman!" - the fish swim away and hide behind the pebbles. The teacher says: “A fish hid behind this pebble, and a fish hid behind this pebble. How many pebbles, so many fish. What is more, what is less: fish or pebbles? After the children answer, the game is repeated
Game "Birds"
Forms the ability to establish equality-inequality between two groups of objects. Each bird child makes a house for himself by laying out a cord in the form of a circle. Nests are arranged in two rows at a short distance from one another. Birds fly, enjoy the sun, sing their songs. Suddenly the wind came up, the weather turned bad, it was going to rain. The birds hid in the houses. Educator: "In this nest - a bird, in this nest - a bird." Children, considering the opposite row, compare nests and birds, establish what is more, less, equally.
The games "Butterflies and Flowers", "Beetles and Dragonflies", "Horses" are also held.
Download:
Preview:
To use the preview, create an account for yourself ( account) Google and sign in:
Right up to school, the leading activity of the child is the game. In the game, children learn letters and numbers, study the world around them, get acquainted with the basic concepts and laws of physics, astronomy, biology.
- What should young mathematicians 3–4 years old know and be able to do?
- What games to offer little ones to study the "queen of all sciences"?
- How to make home development classes as effective as possible?
Let's figure it out together!
Necessary knowledge base
Before drawing up a math lesson plan for children 3-4 years old, you need to figure out what kids of this age should know and be able to do:
- concentrate on the task for at least 5 minutes;
- fold a pyramid
- collect puzzles from 4 or more fragments;
- be able to find differences between objects according to 3-4 features (color, size, temperature, shape, etc.);
- find the same/similar objects in the presented set;
- find unnecessary objects in the presented set;
- operate with mathematical concepts "one", "many", "more", "less", "equal";
- count up to 5 in direct order;
- know the numbers from 0 to 5;
- show the hidden number on the fingers;
- demonstrate spatial orientation skills (understand where the top and bottom are, where the right / left hand is; understand the meaning of the prepositions “in”, “on”, “for”, etc.);
- know the basic geometric shapes: circle, triangle, rectangle;
- understand and use generalizing words: furniture, dishes, clothes, toys, vegetables, etc.
Effective developmental math classes for younger children preschool age are built according to a plan that takes into account the amount of knowledge needed by children 3-4 years old.
Games for the development of logic in 3-4 years
"Chef"
Remove a few pots with lids from the kitchen cabinet. Try to choose dishes that differ in color, size, material.
Remove the lids and lay them out in random order.
- Come on, baby, pick the right lid for each saucepan!
When the child copes with the task on his own or with your help, discuss with him what dictated his choice:
- for a large pot - a large lid;
- for red - red
"Friends Comrades"
Prepare a few items that can be grouped according to their purpose. Such a game task helps to develop logic, attentiveness, and find a connection between various objects.
For the game you can take:
- gloves and socks;
- felt-tip pens and an album;
- toothbrush and toothpaste;
- comb and hairpin;
- items of toy or real dishes.
You can use one item from a pair, and replace the second with a picture. If the kid does a good job, try replacing all the items with pictures.
"Find differences"
Difference games perfectly develop attentiveness, and if you immediately indicate how many differences you need to find, then they also train mental counting.
Choose pictures for the baby to find the differences. Sign on them how many differences you need to find. Each difference found, the child must circle with a pencil and put a dash on the piece of paper. When the task is completed, the dashes are counted to see if all the differences are found.
Games with geometric shapes for children 3-4 years old
For the games we have prepared, you will need two sets geometric shapes from thick cardboard. Each set should include circles, ovals, triangles and squares of different colors and sizes.
"Repeat the picture"
Designing from flat geometric shapes is an excellent simulator for the development of logic, memory, mindfulness, figurative and spatial thinking. For children of primary preschool age, the task should be simple and understandable.
Lay out pictures of geometric shapes in front of the child, commenting on your actions. The kid should repeat the picture according to your model.
"Count"
Geometric figures cut out of cardboard are an excellent counting material with which it is convenient to practice comparison skills, as well.
Lay out the figures in two rows:
Ask your child to complete your tasks and answer questions.
- Count how many circles are in the picture.
- Count how many triangles are in the picture.
- Count how many green figures are in the picture.
- Count how many red figures are in the picture.
- Which figures are more: red or green?
- Which shapes are more: triangles or circles?
"Geometric Sorter"
Use your set of geometric shapes to practice children's skill in sorting objects according to a given attribute.
The kid must follow your verbal commands:
- Place three green figures in a row.
- Lay 2 circles side by side.
- Arrange the triangles in order from smallest to largest (pre-select three triangles of different sizes from the kit).
If it is difficult for a child to comply with your verbal requests, let him act according to a visual pattern for now. The main thing is to comment on what sequences and according to what principles you lay out from the figures.
Mathematical physical education
Friends, do not forget that kids 3-4 years old need to move a lot. Let's combine fun outdoor games with math learning!
"Jumping gallop"
Turn on funny children's songs and invite the child to warm up a little. During free dances, voice commands in the format:
- two swoops;
- three floods;
- one squat;
- five slopes.
Probably, at first you will have to perform the movements together with the child, but very soon the baby will cope with such a fun math task on his own.
"Merry round dance"
The more players there are, the more fun the game will be. This is a good entertainment option for children's day birth. But in the absence of a company, you may well lead a mathematical round dance together with a little one.
Before starting the game, repeat with the child where his right hand is, and where is his left. Explain where the center of the circle is. Agree that with the “up” command, you need to stop and, standing on your toes, stretch the handles up, and with the “down” command, squat down.
And now you can start.
We walk in a circle to the music, following the commands of the leader:
- go to the left;
- go up;
- went to the center;
- let's go down.
This game teaches orientation in space, develops auditory attentiveness, trains the skill of teamwork.
"One, two - there is a rocket"
One, two - there is a rocket. (Straight arms raise up)
Three, four - the plane. (Straight arms spread apart)
One, two - clap your hands. (clapping hands)
And then for each account. (Walking in place)
One two three four. (clapping hands)
Hands up, shoulders wider. (Straight arms raise up, lower through the sides down)
One, two, three, four (clap hands)
And they were on the spot. (Walking in place)
- Knowledge and skills are formed and accumulated gradually. Do not expect that after the first lesson the baby will remember and learn everything that you wanted to convey to him. Consistency, gradualness, consolidation and repetition are the invariable stages of successful teaching of mathematics at preschool age.
- Do not forget for the successful completion of tasks. And keep in mind that diligence is also an occasion for reasonable praise.
- During games in which you need to count objects, allow and even recommend that the child count by pointing his finger at the object of the account. Gradually, unobtrusively, but confidently introduce the concepts of ordinal and quantitative accounts.
- Mathematics is not only counting. Moreover, do not rush to teach your baby to count. Work on the development of logic, learn to generalize and systematize, and the score, organically woven into the outline of the lesson, will be mastered on its own, by the way.
- You can learn in the game not only at home. Count the steps at the exit of the house, notice the round and square items as you walk, look at the page numbers in the books you read before bed.
Friends! We wish you happy and effective parenthood. See you soon!
Numbers are firmly established in all spheres of human life, so there is nothing surprising in the fact that more and more users choose math games for relaxation and learning. And do not think that flash drives in this category will be of interest only to kids.
Of course, math games are primarily learning to count and simple actions with numbers. But, believe me, this is only the beginning, because mathematical flash-projects cover all sections of exact science. In a fun and playful environment, users can easily learn how to accurately multiply and divide, get acquainted with drawings of amazing fractals, and understand the logical relationships of many processes.
To make the games exciting and interesting not only for kids, the creators provide a variety of solutions in terms of plots and design. This is a completely childish format with funny characters and tasks, and strict ink "adult" boards with examples, diagrams, numerical grids and intricate tasks. Want to learn more about mathematics than just simple counting? Then launch mathematical "flash drives" on the Igroutka portal and start playing!
Angelica Antyukhova
Mathematical game. A selection of didactic games with mathematical content for children 4–5 years old
MATHEMATICAL GAME LIBRARY
DI "VICE VERSA"
Target: activate the use of special terms when naming various parameters of the size of objects, replenish the child's vocabulary.
Rules of the game:
Remember, we built houses, and then compared them, determined which ones were high, which ones were low. If we say a word "high", then what word can be called so that it shows the opposite property of the object, the property is vice versa?
Correctly. There are many words that have opposite meanings. Our game is called "Vice versa". Let's play? First, I will be the leader, and then you will be able to fulfill this role.
The adult picks up the ball, throws it to the child and He speaks: "Short" answers: "High". The adult throws the ball again and He speaks: "Long". The child catches the ball, returns it and answers: "Short".
This game is very popular with children, but at first they may be confused when answering. (not enough vocabulary). An adult helps them, connects others children so that they can help the respondent.
At first, the leader in the game is an adult. Then, as the vocabulary is mastered and expanded, children can become leaders. The leader is determined with the help of counting rhymes, which are learned in their free time.
The duration of one game depends on the capabilities of the players. An adult takes this into account and tries not to overwork children. It is recommended to play the game throughout the year, gradually expanding vocabulary game material. It can use the parameters of size, weight, taste and temperature properties, temporal concepts, etc. For example: long - short, high - low, fat - thin, old - new, hot - cold, cheerful - sad, funny - serious, brave - cowardly, empty - full, soft - hard, light - heavy, clean - dirty, strong - weak, beautiful - ugly, etc.
COMPARISON OF STRIPS
Target: to form ideas about the value (length) and methods of comparison in magnitude.
The table is being prepared. On it are strips of different lengths and colors. The adult turns to children:
Guys, let's compare the stripes. What can you say about the length of these two stripes: Are they the same or different? How did you get it? Prove it.
It is likely that children will demonstrate how to apply or overlay. The adult asks them to tell how to compare one strip with another. What rules should be used for correct measurement? In fact, an adult is trying to get from children verbal expression of the actions of comparison that they performed. For many, this request will be difficult at first. However, this is quite manageable.
The adult invites the children to help her and tell the rules of commensuration together. There is a lively dialogue between an adult and children, as a result of which rules are born that are understandable to the children and available for repetition. Logic in defining rules such is:
1. Without an exact comparison, comparing the strips with each other, it is difficult to determine which of the strips is longer, which is shorter.
2. To compare two strips, you need to attach one of them to the other or superimpose one on top of the other (both methods are demonstrated, the children reproduce the actions of an adult on their strips).
3. First, the ends of both strips are aligned, aligned on one side (left). Then it is necessary to determine whether the other two ends matched up. (the edges) stripes (on right). If the edges are completely matched, then the strips are the same, equal in length. If the edges of the strips do not match, then the strips are different, not the same: one is longer than the other.
An adult accompanies actions with words children, comments on them, pronouncing the rules of comparison, helps them. He asks the guys to show each other how they compared and tell what result they got (the longest strip, the shortest strip, the strips are the same, equal in length). The teacher draws the attention of his pupils to the fact that it is customary to talk during the lesson only on business, if necessary, you need to offer your help to a friend, what is happening should be discussed in a low voice.
"CHECK ATTENTION".
As game material several objects, geometric shapes, building elements are used material. (Pair kit first children consists of seven to eight items; further set material and the number of items will change.) After getting acquainted with the rules of the game, the children are invited to play it in pairs.
Rules of the game: the facilitator lays out several items from the set on the table, for example, five items from those prepared for the game. Child examines them carefully trying to remember. The leader silently counts to ten. Then the items on the table are covered with a napkin. The child lists the items under the napkin. The one who correctly named all the items gets a point. (for example, a colored circle, a geometric mosaic element). On the table, the number and composition of the set of items changes. The game is repeated again.
THE GAME "AS MANY".
Children lay out numbers and number cards in front of them. In the game, you can use a picture depicting a landscape. On the instructions of an adult, a numerical card or a number indicating the number of named objects is raised up. For example, they show with a number how many dragonflies are shown in the picture, raise a numerical card, where there are as many circles as butterflies, etc.
"COUNT, DON'T MISTAKE"
The game consists in the fact that the children count the number of toys that will be given. Tasks can be given differently each time. But first you need to guess what number is given, and only then complete the task. For example, it is proposed to count as many toys as there are circles on the specified card. (shows a card with three circles).
The guys count three toys from those that lie on the tray and put them in front of them.
Now put a number next to it. The children are doing the task.
How many toys did you count? How did you guess that you need to count three toys? What number did you put in? Why exactly this one?
Children answer questions.
Was it difficult to complete the task - to guess that three toys should be counted? The game is called "Count, don't make a mistake" and you are not mistaken. Well done!
So the next task such: count as many toys as the tambourine beats. Count the beats of the tambourine to yourself so as not to interfere with each other.
Two beats of a tambourine sound. Children put away two toys.
You counted the toys, but what else needs to be put? Well done, who guessed to put a number next to it.
An adult asks several game tasks draws attention to those who have difficulties (but doesn't comment out loud). During the game, it is advisable not to use verbose explanations and not to require this from children. The pace and success of completing tasks make the game interesting and attractive for preschoolers.
Sample tasks: count as many toys as there are pictures on the board, put a number next to it; count as many toys as nesting dolls on the table, put a number next to it; show a card where there are as many circles as there are doors in the room, put a number next to it; raise a number that will show how many windows are in the room; count as many toys as a person sits at each table, put a number next to it; raise the number, which will show how many times the hammer was hit.
This game uses numbers, number cards, toys. As a demo material- planar images of objects, voluminous and sounding toys. Children can try to give tasks (this is preparation for the role of leader). Options assignments: find a numerical card, where there are as many circles as this figure shows, put a number next to it; find a number card, where there are as many circles as there are toys on the table, put a number next to it; find a number showing how many pictures are on the board, count as many toys as there are pictures on this card, put a number next to it.
If children can easily cope with tasks, they can complicate: count one toy more than the flowers on the board, put a number next to it showing how many toys are in front of the child; count one toy more than you hear beats on a tambourine, put a number next to it showing how many toys have been counted; count the toys one less than the Christmas trees on the table, put a number next to it.
Sample tasks: count as many toys as you hear beats, put a number next to it; count as many toys as the cat has paws, put the number next to it; count the toys one more than this figure shows, put the number next to the toys; count the toys one less than I clap my hands, put the number next to it. The game is organized in pairs.
"WE REMOVE THE NUMBERS ON THE TASK".
I will give you riddles. If you guessed which number I guessed, put it on a tray. So, remove the number that shows how many ears the cat has. (Children remove the number "two".) How many tails does a cat have? (Remove the number "one".) What number is left? Who can tell a poem about her or come up with a riddle? (After the poem, the last digit is also removed "three".)
Sample tasks: remove the figure showing how many times a year a person has a birthday; remove the number showing how many bows Nadia has; remove the number showing how many circles are on this card; determine what number is left, whether everyone has this particular figure.
Tasks can be the most different: remove the number that occurs in the title of the tale where the bears Mikhail Ivanovich, Nastasya Petrovna and Mishutka lived; remove the number that shows how many doors are in the room, how many large chairs.
What number is left? Or maybe we can tell a poem about her or come up with a riddle?
"WHERE, WHAT IS?"
The child, together with the adult, examine the room and ask questions to each other. friend: where is this or that object - where is the red ball, doll, cups, vase, cat, carpet, blue ball? When answering questions, the child uses prepositions and adverbs indicating the location items: under, above, on, above, below, near, near, near, close, far, between, in front of, in front of, behind, behind (in this case, you should not ask questions about the location of objects to the right - to the left of the named one).
“WHAT NUMBERS WAS NOT GONE?”
The rules of the game are: the child closes his eyes. The adult removes one of the numbers. The rest of the numbers stay where they are. Asks the child to open his eyes and determine which number is gone. If the game is easy enough, you can invite the child to use his set of numbers and pick up the number that is missing, which is gone. At first, a number series is used as a hint, which is in front of the child on the table. Later, the game is played without prompting.
"CORRECT THE MISTAKE".
On a signal, the child closes his eyes. An adult violates the correspondence between the number of objects and the figure, using different ways: swaps numbers, removes one of the items, leaving the numbers unchanged, or adds an item to one of the groups without changing the number. At first, until the child is well enough mastered game content, one or two errors are made, and then the number of errors can be increased. The child opens his eyes and finds the mistake.
Fraudulent moves are also possible. traps: everything remains unchanged or groups of objects with their numbers change their location, but errors, i.e. discrepancies between the number of objects and the number, do not occur. The same question is asked whether the error can be corrected. To answer it, you still have to count each group of objects and check if the number is correct. Only then is it possible to conclude that there is no error. Most often, correcting a mistake, the child seeks to restore the previous version, arrange objects and numbers as they stood. The adult approves the correct answer and suggests that they also find another way to correct the error (add a missing or remove an extra item so that the number again matches the quantity, replace the number with another, etc.).
The game is repeated several times.
THE GAME "LIVE NUMBERS".
Rules of the game: five children receive a set of numbers from one to five. Everyone takes one. It sounds like a tambourine. "Alive" The numbers are scattered around the room. At the signal of the leader, all the numbers become in order from one to five from left to right. The children check if the numbers are correct. Then each digit is given separately exercise: clap your hands as many times as its number shows, tell a poem about your number, tell some riddle, jump on one leg five times, etc. "Live" the digit performs the task and passes the digit to the person who asked the task. When the composition children-The numbers will change completely, the game starts again.
"CONFUSION".
Rules of the game: There are numbers on the board. The host asks children close their eyes. Swaps the numbers. Children open their eyes and find numbers that are out of place. Restoring order, the child must not only silently move the numbers, but also say what and why he will move. For example, number "five" more than four by one, so it comes after four. Number "two" less than number "three", so it comes before the number "three".
The rules of the game are: Children stand in a circle. The leader throws the ball to someone from children and name any number. The child who caught the ball continues to count from the named number (two more numbers) and return the ball. The host again throws to someone from children ball and again calls any number. Direct or reverse counting is used. Playing with the forward order of numbers is easier for children than playing with the reverse order. Although at first, preschoolers have difficulty in this game in both cases, since it is more difficult for them to count from a given number than from one.
"LOOK AROUND" game for the development of the eye and orientation in the signs of size.
These are the rules of the game. The children go around the room and carefully examine the surrounding objects, compare them with each other according to different featured: height, width, thickness, length. At the signal of an adult, the guys freeze in their places. The teacher approaches everyone and asks what he noticed. The child tells. In the answer, you need to name the attribute of magnitude and determine which object differs in size from which.
Possible answers: the dining table is taller than the doll table; the picture hangs higher than the plate; this brush is thicker than this one; the carpet path is narrower than the carpet; Katya's hair is longer than Masha's. It is necessary to help children identify various features, compare two or three objects with each other, clearly formulate the answer using the full name of the object, and not just pointing at it with a gesture. Sometimes an adult himself formulates an inverse relationship.
The child is talking:
The painting hangs higher than the plate.
Adult:
And the plate hangs lower than the picture.
Then the game is repeated again.
INTRODUCING CHILDREN WITH NUMBERS
Here is a poem that S. Marshak came up with about numbers:
Here is one, or one.
Very thin, like a needle.
But this number "two".
Admire what:
Arches the deuce of the neck,
Tail dragging behind her.
All numbers love order, so they are built in a row one after another, in a certain order. The smallest is ahead. And after it, the number is one more, the next one is again one more, and so on ad infinitum.
Today we learned two numbers: number "one" and number "two". Which one is smaller? (Children answer.) That's right, one. So the number "one" and will be first on the left. (We put the number 1 on the table.) What number more number "one" for one? (Children answer.) That's right, the number "two". Where should the number be? "two"? That's right, after the unit. Do the same.
We will get acquainted with different numbers and put them in order.
And here it is, look
Speaker figure "three".
Troika - the third of the icons -
Consists of two hooks.
The place of the number is determined "three" in numerical row:
Number "three" one more number "two", so it comes after the number "two". Children are invited to expand the number series.
Three comes after four
Sharp elbow of a bulge.
Determine the place of the number "four" in a number series and explain why the number "four" comes after the number "three"(because it is one more than the number "three"). Children lay out a series of numbers and add a number to it "four".
Using terms in speech: a number and a number, an adult explains that a number is a sign of a number and, like a letter, denotes a sound. Number only (not a number) can be more or less than another number by one - by quantity. The numbers may differ in size (shows the number "one" large and small, number "four" small and tall, color (shows sets of numbers in blue and red). Number "four", no matter what color or size it is, always represents a number "four".
Next comes the introduction to numbers. "five", analyze it. Explain why the number "five" comes after the number "four": number "five" one more number "four", so five comes after four. Number "four" one less number "five", so four comes before the number "five".
Reading a poem about numbers "five".
And then she went to dance
number on paper "five".
Stretched out her hand to the right
The leg was sharply bent.
(S. Marshak)
POEMS ABOUT NUMBERS, (for memorization with children)
Her appearance is like a comma,
Crocheted tail, and not secret:
She loves all lazy people
And the lazy ones don't.
(S. Marshak)
It's not a bird.
Almost directly
Number two!
Here is a flexible neck.
Here is the body.
Head bowed to the water.
You draw a bird skillfully.
And it will be number two.
(V. Bakaldin)
Two sisters - two hands
They cut, they build, they dig.
Tear weeds in the garden
And wash each other.
Two hands knead the dough -
Left and right.
Sea and river water
They rake while swimming.
(S. Marshak)
The third number is three.
take a good look:
This is your bike.
Left a mark on the ground.
Well, how many lanes are there?
Well, how many wheels are there?
(S. Marshak)
This is the snake charmer
He went out with his rod.
A snake is dancing in front of him -
Crocheted tail, arched neck,
You look at the snake -
Yes, it's number three!
(V. Bakaldin)
Look, four is a chair
which I flipped.
(G. V i e r y)
Did Yegorka
Cleaning with mom.
knocked over a chair
In the apartment,
He looked like four.
(V. Bakaldin)
The new number is four.
The table is in our apartment.
How many legs does he have
At your table?
(S. Marshak)
Goes four after three.
Let's talk about four.
Four seasons in a year -
I am talking about them.
Winter is white and cold
She carries fluffy snow.
Spring throws seeds into the ground,
And summer is working fast.
Behind the summer autumn is golden
Carries baskets of harvest.
(S. Marshak)
Four corners in the room.
Four legs on a table
And four legs
The mouse and the cat.
Four wheels run
Wrapped in rubber.
What can you do in two hours
They are in two minutes.
(S. Marshak)
This is a magician-five.
You watch her closely.
Somersault - one and two!
Turns into number two.
