Math game like. Description of the mathematical game "own game". Formation of cognitive interests in learning
Introduction.
Extracurricular activities are an important part of educational work at school.
Basically, this work is reduced to additional classes on the subject:
1. Working with lagging students
2. Work with students who show an increased interest in mathematics (math circles, olympiads, electives, electives, etc.)
At the same time, the bulk of students who do not show an increased interest in the subject are not lagging students, the so-called "middling students" are left out of their lot.
It seems to us that extracurricular work should cover all layers of students and increase their interest in the subject.
The task of the teacher is to show that mathematics is not a dry and boring science, that there are not only numbers in it. We must convince and show in practice - mathematics, a science, without which it is impossible to do.
Main goals extracurricular activities mathematics are:
Awakening and developing a sustainable interest of students in mathematics and its applications.
Expansion and deepening of students' knowledge of the program material.
Optimal Development mathematical ability in students and instilling in students certain skills of a research nature.
Raising a high culture of mathematical thinking.
The development of students' ability to independently and creatively work with educational and popular science literature.
Expansion and deepening of students' ideas about the practical significance of mathematics in technology, production, everyday life; about the cultural and historical value of mathematics; about the leading role of the mathematical school in world science.
Establishing closer business contacts between the mathematics teacher and students and, on this basis, a deeper study of the cognitive interests and needs of students.
Instilling in students a sense of teamwork and the ability to combine individual work with collective work.
“The subject of mathematics is so serious
that it is useful not to miss the opportunity to make it a little entertaining”
.
B. Pascal
Currently, there are many varieties of extracurricular work in mathematics: Olympiads, KVN, various mathematical relay races, marathons, mathematical circles. One form of extracurricular work is Math Weeks, which have a great emotional impact on the participants.
The motto for the Week of Mathematics at school for a teacher can be the words of K.D. Ushinsky: “To make educational work so interesting for a child and not turn this work into fun is one of the most difficult and most important tasks of didactics.”
At our school, Math Week is held in early December. This event is attended by students of all parallels, including primary school. For two weeks, the guys are offered to prepare reports related to the history of mathematics, reports on great mathematicians, make mathematical crosswords, puzzles, riddles and find interesting problems. All students are interested in such tasks. And very often, those guys who did not show visible interest in the subject in the classroom performed these tasks better than others. In mathematics lessons, students present their reports and tasks prepared by them. Portraits of great mathematicians, quotes from their works, crossword puzzles, rebuses, statements of scientists and writers about mathematics are hung in recreations. Games, discussions, competitions are held on each of the six training days. At the end of the subject week, the results are summed up. The winners are awarded certificates, the most active receive prizes. The results are posted on the bulletin board.
What are the tasks and goals of the week of mathematics?
Goals:
1. development of interest in the subject;
2. expanding knowledge on the subject;
3. shaping creativity: logical thinking,
rational ways of solving problems, ingenuity;
4. assistance in the education of collectivism and comradeship, a culture of feelings (responsibility, honor, duty).
Tasks:
1. involve all students in the organization and conduct of the week.
2. hold activities in each class that promote development cognitive activity students.
3. to acquaint students in practice with the specifics of applying certain knowledge in some professional areas.
4. organize independent and individual, collective practical activities of students.
We expect some results from each work, and after the subject week we want to see what we want, for example:
1. Confirmation of the students' basic knowledge in accordance with the theme of the Week of Mathematics.2. Acquaintance with the types of creative independent activity and the development of skills for its implementation.3. Identification of the circle of students striving to deepen their knowledge of mathematics.4. Involving parents in joint activities with students (selection of materials for the week of mathematics)5. Expansion of the historical and scientific horizons of students in the field of mathematics.6. Development communication skills when communicating with students different ages (Teams made up of students from different grades (5-6,7-8,9-10) can participate in competitions)
Mathematical education makes an invaluable contribution to the formation of the general culture of the younger generation, its worldview, contributes to the aesthetic education of the child, his understanding of the beauty and harmony of the world around him, develops his imagination and spatial representation, analytical and logical thinking, encourages creativity and the development of intellectual abilities. And I really hope that the holding of a subject week just makes it possible to verify this.
We bring to your attention a description of the mathematical game "Own Game", which can be used during the Week of Mathematics.
Game disc included
Mathematical game "Own game"
When creating the game, the game template "Own game" was used
Sections
Great mathematicians
Geometry
Algebra
Real math
Ingenuity and logic.
In each section there are 5 questions, which are evaluated respectively 10,20,30,40, 50 points and the question "pig in a poke" is provided. Below is a list of questions by sections with answers.
Great mathematicians
1.Question for 10 points
2.Question for 20 points
Ancient Greek philosopher, mathematician and mystic, founder of the religious and philosophical school. Answer Pythagoras
3.Question for 30 points
Russian mathematician, one of the founders of non-Euclidean geometry, a figure in university education and public education.
The famous English mathematician William Clifford called this scientist - "Geometry Copernicus". Answer N. Lobachevsky
4.Question for 40 points
Russian mathematician and mechanic, since 1889 a foreign corresponding member of the St. Petersburg Academy of Sciences.
The first female professor in Russia and Northern Europe and the first female professor of mathematics in the world. Answer S. Kovalevskaya
5.Question for 50 points
French philosopher, mathematician, mechanic, physicist and physiologist, creator of analytical geometry and modern algebraic symbolism, author of the method of radical doubt in philosophy, mechanism in physics, forerunner of reflexology. Reply to Rene Descartes
Geometry
1.Question for 10 points
What figures are friends with the sun? Reply Rays
2.Question for 20 points
A parallelogram whose adjacent sides are mutually perpendicular?
Rectangle answer
3.Question for 30 points
The name of which figure in Greek means
"dining table"? Answer trapezoid
4.Question for 40 points
A segment that subtends an arc of 180°? Answer Diameter
5. Question for 50 points
The set of points of an angle equidistant from its sides?
Answer bisector
Algebra
1. Question for 10 points
Graph of a linear function Answer is a straight line
2.Question for 20 points
Not a positive and non-negative number?
Answer zero
3. Question for 30 points
Decimal Answer
4.Question for 40 points
Independent variable? answer argument
5. Question for 50 points
What is the smallest four-digit number whose digits are different?
Reply 1023
Real math
1.Question for 10 points
There are 10 fingers on two hands. How many fingers are on ten hands?
Answer 50
2.Question for 20 points
Device for determining the sides of the horizon
Answer compass
3.Question for 30 points
The doctor prescribed 3 injections. Half an hour later for an injection. In how many hours will all injections be given? Reply in an hour
4.Question for 40 points
What is the name of the drawing tool that helps to draw a circle?
Compasses answer
5.Question for 50 points
The Earth satellite makes one revolution in 100 minutes, and another revolution in 1 hour 40 minutes. How to explain it? Answer 1 hour 40 min = 100 min
Ingenuity and logic
1.Question for 10 points
What number do pilots write in the sky? Answer eight
2. Question for 20 points
What geometric figure is needed for punishment
answer angle
3.Question for 30 points
The professor goes to bed at eight in the evening. The alarm clock goes off at nine. How long does the professor sleep? Answer 1 hour
4.Question for 40 points
The stick was cut into 12 pieces. How many cuts were made?
Answer 11 cuts
5.Question for 50 points
There are seven brothers in the family, each with one sister. How many children are in the family?
Answer 8 children
The game is designed for students in grades 7-8, it is intended both for individual play (for example, a competition of team captains), and for team play. The game can be played by 2 to 4 teams. The team chooses a section and a question for a certain number of points. If the answer is correct, the same team continues the game, if the answer is wrong, the turn is passed to the next team. If the team gets the question "pig in a poke", then the team passes the move to any other team. The team that scores the most wins more points. The leader invites the winning team to take part in the super game.
Bibliography: 1. Farkov A.V. Extracurricular work in mathematics grades 5-11 M. Iris-press, 2006 - 288 strength - (school olympiads)
2. Farkov A.V. Mathematical circles at school grades 5-8 2nd ed. - M.,Iris-press, 2006 - 144 pp. - (school olympiads)
3. Subject weeks at the school of Mathematics compiled by Goncharova L.V. Volgograd: Uchitel, 2004. - 134 p.
4. Onikul P.R. 19 games in mathematics: Textbook - St. Petersburg: Soyuz, 1999. - 95 p.
5. Khudadatova S.S. Mathematics in puzzles, crosswords, chainwords, cryptograms, Grade 9. - M .: School press, 2002. - 32 p. - (Library of the journal "Mathematics at School". Issue 16).
Mathematical game as a form extracurricular activities in mathematics as part of the implementation of the Federal State Educational Standard
To date, there are various forms of extracurricular activities in mathematics with students. These include:
Mathematical circle;
School math evening;
Mathematical Olympiad;
Math game;
School mathematical printing;
Mathematical excursion;
Mathematical abstracts and essays;
Mathematical Conference;
Extracurricular reading of mathematical literature, etc.
Obviously, the forms of conducting these classes and the techniques used in these classes must meet a number of requirements.
First, they must differ from the forms of conducting lessons and other compulsory activities. This is important as extracurricular activities are voluntary and usually take place after school hours. Therefore, in order to interest students in the subject and involve them in extracurricular activities, it is necessary to conduct it in an unusual form.
Secondly, these forms of extracurricular activities should be varied. Indeed, in order to maintain the interest of students, you need to constantly surprise them, diversify their activities.
Thirdly, the forms of extracurricular activities should be designed for different categories of students. Extracurricular activities should attract and be carried out not only for those who are interested in mathematics and gifted students, but for students who do not show interest in the subject. Perhaps, due to the correctly chosen form of extracurricular activities, designed to interest and captivate students, such students will pay more attention to mathematics.
And, finally, fourthly, these forms should be selected taking into account the age characteristics of the children for whom extracurricular activity .
Violation of these basic requirements can result in a small number of students attending extracurricular math classes or not attending at all. Students study mathematics only in the classroom, where they do not have the opportunity to experience and realize the attractive side of mathematics, its possibilities for improvement mental capacity to love the subject. Therefore, when organizing extracurricular activities, it is important not only to think about its content, but also, of course, about the methodology and form.
Game forms of classes or mathematical games are classes permeated with elements of the game, competitions containing game situations.
Mathematical game as a form of extracurricular work plays a huge role in the development of cognitive interest in students. The game has a significant impact on the activities of students. The game motive is for them a reinforcement of the cognitive motive, promotes the activity of mental activity, increases the concentration of attention, perseverance, efficiency, interest, creates conditions for the appearance of the joy of success, satisfaction, a sense of collectivism. In the process of playing, having carried away, children do not notice that they are learning. The game motive is equally effective for all categories of students, both strong and average, and weak. Children eagerly take part in mathematical games of various nature and form. A mathematical game is very different from a regular lesson, therefore it arouses the interest of most students and the desire to participate in it. It should also be noted that many forms of extracurricular work in mathematics may contain elements of the game, and vice versa, some forms of extracurricular work may be part of the mathematical game. Introduction game elements in an extracurricular activity destroys the intellectual passivity of students, which occurs in students after a long mental work in the classroom.
Mathematical game as a form of extracurricular work in mathematics is massive in scope and cognitive, active, creative in relation to the activities of students.
The main purpose of using a mathematical game is to develop a sustainable cognitive interest among students through a variety of applications of mathematical games.
Thus, among the forms of extracurricular work, one can single out a mathematical game as the most striking and attractive for students. Games and game forms are included in extracurricular activities not only to entertain students, but also to interest them in mathematics, to excite their desire to overcome difficulties, to acquire new knowledge on the subject. Mathematical game successfully combines gaming and cognitive motives, and in such gaming activity gradually there is a transition from game motives to educational motives.
Mathematical games as a means of developing cognitive interest in mathematics
Organizational stages of the mathematical game
In order to conduct a mathematical game, and its results would be positive, it is necessary to carry out a series of sequential actions to organize it. The organization of a mathematical game includes a number of stages. Each stage, as part of a single whole, includes a certain logic of actions of the teacher and students.
First stage - this ispreliminary work . At this stage, the game itself is chosen, the goal is set, and the program for its implementation is developed. The choice of a game and its content primarily depends on which children it will be played for, their age, intellectual development, interests, levels of communication, etc. The content of the game should correspond to the goals set, the time of the game and its duration are also of great importance. At the same time, the place and time of the game are being specified, and the necessary equipment is being prepared. At this stage, the offer of the game to children also takes place. The proposal may be oral and written, it may include a brief and precise explanation of the rules and techniques of action. The main task of the proposal of a mathematical game is to excite students' interest in it.
Second phase – preparatory . Depending on one or another type of game, this stage may differ in time and content. But still they have common features. During the preparatory stage, students get acquainted with the rules of the game, there is a psychological attitude to the game. The teacher organizes the children. The preparatory stage of the game can take place both immediately before the game itself, and start well in advance of the game itself. In this case, students are warned about what type of tasks will be in the game, what the rules of the game are, what needs to be prepared (assemble a team, prepare homework, presentation, etc.). If the game takes place in any educational section of the subject of mathematics, then students will be able to repeat it and come to the game prepared. Thanks to this stage, children are interested in the game in advance and participate in it with great pleasure, while receiving positive emotions, a sense of satisfaction, which contributes to the development of their cognitive interest.
Third stage - it is directlythe game itself , the embodiment of the program in activities, the implementation of functions by each participant in the game. The content of this stage depends on which game is played.
Fourth stage - this isThe final stage orend game stage . This stage is mandatory, because without it the game will not be complete, not finished, it will lose its meaning. As a rule, at this stage the winners are determined and they are awarded. It also sums up the overall results of the game: how did the game go, did the students like it, is it still necessary to conduct similar games etc.
The presence of all these stages, their clear thoughtfulness makes the game complete, complete, the game produces the greatest positive effect on students, the goal is achieved - to interest students in mathematics.
Requirements for the selection of tasks
Any mathematical game involves the presence of tasks that must be solved by students participating in the game. What are the requirements for their selection? At different types games are different.
If you takemath mini games , then the tasks included in them can be either on some topic of the school curriculum, or unusual tasks, original, with a fascinating formulation. Most often they are of the same type, for the use of formulas, rules, theorems, differing only in the level of complexity.
Quiz tasks should be with easily visible content, not cumbersome, not requiring any significant calculations or records, for the most part accessible for solution in the mind. Tasks typical, usually solved in the classroom, are not interesting for a quiz. In addition to tasks, various math questions can be included in the quiz. There are usually 6-12 tasks and questions in a quiz, quizzes can be devoted to any one topic.
ATgames by station , tasks at each station should be of the same type, it is possible to use tasks not only on knowledge of the material of the subject of mathematics, but also tasks that do not require deep mathematical knowledge (for example, sing as many songs as possible, the text of which contains numbers). The set of tasks at each of the stages depends on the form in which it is carried out, which mini-game is used.
To tasksmathematical competitions andKVNov the following requirements are imposed: they must be original, with a simple and exciting wording; solving problems should not be cumbersome, requiring long calculations, may involve several solutions; should be different in terms of complexity and contain material not only from the school curriculum in mathematics.
Fortravel games easy tasks are selected that are available for students to solve, mainly on the basis of program material, which do not require large calculations. You can use tasks of an entertaining nature.
If the game is planned to be held for weak students who do not show interest in mathematics, then it is best to choose tasks that do not require good knowledge of the subject, tasks for quick wit, or not at all difficult, elementary tasks.
You can also include tasks of a historical nature in games, on the knowledge of some unusual facts from the history of mathematics, practical value.
ATlabyrinths tasks are usually used for knowledge of the material of any of the sections of the course of school mathematics. The difficulty of such tasks increases as you move through the maze: the closer to the end, the more difficult the task. It is possible to conduct a labyrinth using tasks of historical content and tasks for knowledge of material that is not included in the school mathematics course. Tasks that require ingenuity and non-standard thinking can also be used in labyrinths.
AT"math carousel" andmath fights tasks of increased difficulty are usually used, for deep knowledge of the material, non-standard thinking, since a lot of time is allotted for their solution and only strong students mainly participate in such games. In some mathematical battles, tasks may not be difficult, and sometimes simply entertaining, just for quick wits (for example, tasks for captains).
It is possible to use tasks to consolidate or deepen the studied material. Such tasks can attract strong students, arouse their interest. Children, trying to solve them, will strive to gain new knowledge that is not yet known to them.
Taking into account all the requirements, age and type of students, it is possible to develop such a game that it will be of interest to all participants. In the lessons, children solve a lot of problems, they are all the same and not interesting. When they come to a mathematical game, they will see that solving problems is not at all boring, they are not so complicated or, on the contrary, monotonous, that problems can have unusual and amusing formulations, and no less amusing solutions. Solving problems of practical importance, they realize the importance of mathematics as a science. In turn, the game form, in which the problem solving will take place, will give the whole event not an educational, but an entertaining character, and the children will not notice that they are learning.
Requirements for the math game
Compliance with all the requirements for conducting a mathematical game contributes to the fact that the extra-curricular math event will be held at a high level, children will like it, and all goals will be achieved.
The teacher during the game should have a leading role in its conduct. . The teacher must keep order at the game. Breaking the rules, tolerance for petty pranks, or discipline can ultimately lead to the failure of the class. The mathematical game will not only not be useful, it will bring harm.
The teacher is also the organizer of the game.The game must be clearly organized, all its stages are highlighted, the success of the game depends on it. This requirement should be given the most serious importance and kept in mind when conducting a game, especially a mass game. Observance of the clarity of the stages will not allow turning the game into a chaotic, incomprehensible sequence of actions. A clear organization of the game also implies that all the handouts and equipment necessary for conducting a particular stage of the game will be used at the right time and there will be no technical delays in the game.
When playing a math gameit is important to monitor the preservation of the interest of students in the game . In the absence of interest or its fading, in no casechildren should not be forced to play , since in this case it loses its voluntariness, teaching and developing value, the most valuable thing falls out of the game activity - its emotional beginning. If interest in the game is lost, the teacher should take actions leading to a change in the situation. This can be served by emotional speech, a friendly atmosphere, support for those who are lagging behind.
Very importantplay the game expressively . If the teacher talks to the children dryly, indifferently, monotonously, then the children are indifferent to the game, they begin to be distracted. In such cases, it can be difficult to maintain their interest, to keep the desire to listen, watch, participate in the game. Often, this does not work out at all, and then the children do not receive any benefit from the game, it only causes them fatigue. There is a negative attitude towards mathematical games and mathematics in general.
The teacher himself must be included in the game to a certain extent. , to be its participant, otherwise its leadership and influence will not be natural enough. He must initiate the creative work of students, skillfully introduce them to the game.
Students must understand the meaning and content of the whole game. what is happening now and what to do next. All rules of the game must be explained to the participants. This happens mainly in the preparatory phase. Mathematical content should be accessible to the understanding of students. All obstacles must be overcomethe proposed tasks must be solved by the students themselves and not by the teacher or his assistant. Otherwise, the game will not arouse interest and will be held formally.
All participants in the game must actively participate in it. busy with business. A long wait for their turn to be included in the game reduces the interest of children in this game.Easy and difficult contests should alternate . In terms of content, itshould be pedagogical, depending on the age and horizons of the participants . During the gameStudents must be able to reason mathematically , mathematical speech must be correct.
During the gameresults should be monitored , from the entire team of students or selected individuals. Accounting for results should be open, clear and fair. Errors in accounting for ambiguity in the very organization of accounting lead to unfair conclusions about the winners, and, consequently, to the dissatisfaction of the participants in the game.
The game should not include even the slightest possibility of risk , endangering the health of children . Availability of necessary equipment which must be safe, convenient, suitable and hygienic. It is very important thatduring the game, the dignity of the participants was not humiliated .
Anythe game must be successful . The result can be a win, a loss, a draw. Only a completed game, with a summed up result, can play a positive role, make a favorable impression on students.
Interesting game, which gave children pleasure, has a positive effect on the conduct of subsequent mathematical games, their attendance. When playing math gamesfun and learning must be combined so that they do not interfere, but rather help each other.
The mathematical side of the content of the game should always be clearly brought to the fore. . Only then will the game fulfill its role in the mathematical development of children and instilling interest in mathematics.
These are all the basic requirements for playing a mathematical game.
Learning is easier, more fun and much more effective thanks to new technologies and the development of online methods! Fun math games are a great way to turn hard-to-learn material into fun. Mathematics games are capable of making even a pure humanist not only understand, but also fall in love with counting - and all this without any effort! And most importantly - no coercion: puzzles and virtual lessons are so interesting that even negligent students will study with great pleasure.
funny lessons
The first, and most obvious, form of online entertainment dedicated to learning is the virtual classroom, with a favorite character as the teacher.
Dasha Pathfinder in her programs also likes to draw the attention of children to how important it is to know and be able to do everything, and now, standing at the blackboard, she is more convincing than ever! Addition, subtraction, multiplication and division exercises are accompanied by funny pictures depicting Dasha's adventures, and at the end the student will receive a mark corresponding to his knowledge. Caution: in order to solve examples, the student needs to already be familiar with negative numbers!
But Sophia, the Beautiful Mathematician for the game, prepared a test especially for girls, in which you need to choose in each problem whether the solution is correct. Checking yourself is very simple: the answer counter, depending on the result, increases by one immediately after the choice is made. By the same exact principle, the test, which was compiled by the beauty Barbie, is organized. Such mathematical games teach not only to count without errors, but also to think quickly, because the time to answer is limited!
And if you need to train a certain mathematical operation - for example, to improve the skill of addition or division - then you should go to the White Cat for help. Fluffy purr is a strict teacher. It requires in a limited time to have time to correctly solve the task and choose the required answer from the four presented to choose from.
Numbers and life
Solving examples is good way learn how to quickly add, but it often seems that this activity is useless, and will not come in handy in the future. How useless, if in our world you can’t take a step without mathematics, and adventure games about it only prove it!
The crew participating in the battle on tanks is forced to constantly think about challenging tasks, especially when it comes to shooting yourself or figuring out how to avoid enemy projectiles. In a simplified form, this process is represented by the game Mathematics on Tanks, which you can play on this page. A wrong decision will lead to an explosion and death of the personnel, and only a player who knows how to count will help to escape the inevitable!
In games, the student will have to win math problems to get candy, deal with bees or deliver pizza to the right table. Without arithmetic, the arrow in the tournament will not reach the target, and space rockets will not take off. However, it is useful to know that without solving special tasks (only much more difficult than they pass in the second class!) The rocket really won’t take off - but that’s a completely different story ...
Abstract on the topic:
Mathematical game as a means of mathematical development of younger students.
Performed: Garavskaya M. S.
The mathematical game is used in the system of forming children's interest in the subject, acquiring new knowledge, skills, and deepening existing knowledge. The game, along with learning and work, is one of the main types of human activity, an amazing phenomenon of our existence.
What is meant by the word game? The term "game" is ambiguous, in wide use the boundaries between a game and not a game are extremely blurred. As rightly emphasized by D. B. Elkonin and S. A. Shkakov, the words “game” and “play” are used in a variety of senses: entertainment, performance of a piece of music or a role in a play. The leading function of the game is recreation, entertainment. This property is what distinguishes a game from a non-game. The phenomenon of children's play has been studied by researchers quite widely and diversified, both in domestic developments and abroad.
The game, according to many psychologists, is a type of developmental activity, a form of mastering social experience, one of the complex abilities of a person.
Russian psychologist A.N. Leontiev considers play to be the leading type of child activity, with the development of which major changes in the psyche of children occur, preparing the transition to a new, higher level of their development. Having fun and playing, the child finds himself and realizes himself as a person.
The game, in particular mathematical, is extremely informative and “tells” a lot about the child himself. It helps a child to find himself in a team of comrades, in the whole society, humanity, in the universe.
In pedagogy, games include a wide variety of actions and forms of children's activities. The game is an occupation, firstly, subjectively significant, pleasant, independent and voluntary, secondly, having an analogue in reality, but distinguished by its non-utilitarian and literal reproduction, thirdly, arising spontaneously or artificially created for development any functions or qualities of a person, consolidating achievements or relieving stress. An obligatory characteristic feature of all games is a special emotional state, against the background and with the participation of which they take place.
A.S. Makarenko believed that "the game should constantly replenish knowledge, be a means of comprehensive development of the child, his abilities, evoke positive emotions, replenish the life of the children's team with interesting content."
We can give the following definition of a game. A game is an activity that imitates real life, has clear rules and a limited duration. But, despite the differences in approaches to determining the essence of the game, its purpose, all researchers agree on one thing: the game, including mathematical, is a way of developing a person, enriching her life experience. Therefore, the game is used as a means, form and method of education and upbringing.
There are many classifications and types of games. If we classify the game by subject areas, then we can single out a mathematical game. Mathematical game in the field of activity is, first of all, intellectual game, that is, a game where success is achieved mainly due to the mental abilities of a person, his mind, his knowledge of mathematics.
A mathematical game helps to consolidate and expand the knowledge, skills and abilities provided for by the school curriculum. It is highly recommended for use in extracurricular activities and evenings. But these games should not be perceived by children as a process of deliberate learning, as this would destroy the very essence of the game. The nature of the game is such that in the absence of absolute voluntariness, it ceases to be a game.
The mathematical game included in the lesson, and just playing activities in the learning process, have a noticeable impact on the activities of children. The game motive is for them a real reinforcement of the cognitive motive, contributes to the creation of additional conditions for the active mental activity of students, increases the concentration of attention, perseverance, efficiency, creates additional conditions for the emergence of the joy of success, satisfaction, a sense of collectivism.
A mathematical game, and indeed any game in the educational process, has characteristic features. On the one hand, the conditional nature of the game, the presence of a plot or conditions, the presence of objects used and actions with the help of which the game problem is solved. On the other hand, freedom of choice, improvisation in external and internal activities allow game participants to receive new information, new knowledge, enrich themselves with new sensory experience and experience of mental and practical activity. Through the game, the real feelings and thoughts of the participants in the game, their positive attitude, real action, creativity, a successful solution of educational tasks is possible, namely, the formation of positive motivation in educational activities, a sense of success, interest, activity, the need for communication, the desire to achieve the best result, surpass oneself, and improve one's skills.
Mathematical games are designed to solve the following problems.
Educational:
Contribute to the solid assimilation of educational material;
To help broaden one's horizons, etc.
Developing:
Develop students' creative thinking;
To promote the practical application of the skills and abilities acquired in the classroom and extracurricular activities;
To promote the development of imagination, fantasy, creativity, etc.
Educational:
Contribute to the education of a self-developing and self-actualizing personality;
educate moral views and beliefs;
Contribute to the education of independence and will in work, etc.
The participants of the mathematical game should be subject to certain requirements regarding knowledge. In particular, to play - you need to know. This requirement gives the game a cognitive character. The rules of the game should be such that students show a desire to participate in it. Therefore, games should be developed taking into account the age characteristics of children, their interests at a particular age, their development and existing knowledge.
Mathematical games should be developed taking into account the individual characteristics of students, taking into account different groups of students: weak, strong; active, passive, etc. They should be such that each type of student can express themselves in the game, show their abilities, capabilities, their independence, perseverance, ingenuity, experience a sense of satisfaction, success.
When developing a game, it is necessary to provide easier options for the game, tasks, for weak students, and vice versa, a more difficult option for strong students. For very weak students, games are being developed where you don’t need to think, but you need only ingenuity. Thus, it is possible to attract more students to attend extra-curricular activities in mathematics and thereby contribute to the development of their cognitive interest. Mathematical games should be developed taking into account the subject and its material. They must be varied. The variety of types of mathematical games will help increase the efficiency of extracurricular work in mathematics, serve as an additional source of systematic and solid knowledge.
Didactic games on formation mathematical representations conditionally divided into the following groups:
A) Games with numbers and numbers
B) Time travel games
C) Games for orientation in space
D) Games with geometric shapes
D) Games for logical thinking
The first group of games includes teaching children to count in the forward and backward order. Using a fairy tale plot, children are introduced to the formation of all numbers within 10, by comparing equal and unequal groups of objects. Two groups of objects are compared, located either on the lower or on the upper strip of the counting ruler. This is done so that children do not have the erroneous idea that a larger number is always on the upper band, and a smaller number on the lower one.
Playing such didactic games as "What number is missing?", "How much?", "Confusion?", "Correct the mistake", "Remove the numbers", "Name the neighbors", children learn to freely operate with numbers within 10 and accompany with words their actions. Didactic games such as "Think of a number", "What's your name?", "Make a sign", "Make a number", "Who will be the first to name which toy is gone?" and many others are used in the classroom in their free time, with the aim of developing children's attention, memory, thinking.
The second group of mathematical games (time travel games) serves to introduce children to the days of the week. It is explained that each day of the week has its own name. In order for children to better remember the name of the days of the week, they are indicated by circles of different colors. Observation is carried out for several weeks, indicating by circles every day. This is done specifically so that the children can independently conclude that the sequence of days of the week is unchanged. The children are told that the names of the days of the week guess which day of the week is on the account: Monday is the first day after the end of the week, Tuesday is the second day, Wednesday is the middle of the week, Thursday is the fourth day, Friday is the fifth. After such a conversation, games are offered in order to fix the names of the days of the week and their sequence. Children enjoy playing the game "Live Week". For the game, 7 children are called to the board, counted in order and receive circles of different colors indicating the days of the week. Children line up in such a sequence as the days of the week go in order. For example, the first child with a yellow circle in their hands, indicating the first day of the week - Monday, etc.
Then the game gets more difficult. Children are built from any other day of the week. In the future, you can use the following games "Name it soon", "Days of the week", "Name the missing word", "All year round", "Twelve months", which help children quickly remember the names of the days of the week and the names of the months, their sequence.
The third group includes spatial orientation games. Spatial representations of children are constantly expanding and fixed in the process of all types of activities. The task of the teacher is to teach children to navigate in specially created spatial situations and determine their place according to a given condition. With help didactic games and exercises, children master the ability to determine in a word the position of one or another object in relation to another. For example, there is a hare to the right of the doll, a pyramid to the left of the doll, and so on. A child is selected and the toy is hidden in relation to him (behind the back, on the right, on the left, etc.). This arouses interest in children and organizes them for the lesson. In order to interest children, so that the result is better, object games are used with the advent of any fairy tale hero. For example, the game “Find a toy”, - “At night, when there was no one in the group,” the children say, “Carlson flew to us and brought toys as a gift. Carlson loves to joke, so he hid the toys, and wrote in a letter how they can be found." Then a letter is printed out, which says: "You need to stand in front of the teacher's table, go 3 steps to the right, etc.". Children complete the task, find a toy. Then, the task becomes more difficult - i.e. the letter does not give a description of the location of the toy, but only a diagram. According to the scheme, children must determine where the hidden object is. There are many games and exercises that contribute to the development of spatial orientation in children: "Find a similar one", "Tell me about your pattern", "Carpet workshop", "Artist", "Journey around the room" and many other games. While playing the games discussed, children learn to use words to indicate the position of objects.
To consolidate knowledge about the shape of geometric shapes, children are invited to recognize the shape of a circle, triangle, square in the surrounding objects. For example, it is asked: "What geometric figure does the bottom of the plate resemble?" (tabletop surface, sheet of paper, etc.). There is a Lotto game. Children are offered pictures (3-4 pieces each), in which they look for a figure similar to the one shown. Then, the children are invited to name and tell what they found.
The didactic game "Geometric Mosaic" can be used in the classroom and in your free time, in order to consolidate knowledge of geometric shapes, in order to develop attention and imagination in children. Before the start of the game, the children are divided into two teams according to their level of skills and abilities. Teams are given tasks of varying difficulty. For example:
Drawing up an image of an object from geometric shapes (work on a finished dissected sample)
Conditional work (to assemble a human figure, a girl in a dress)
Work on own design(just human)
Each team receives the same set of geometric shapes. Children independently agree on how to complete the task, on the order of work. Each player in the team, in turn, participates in the transformation of a geometric figure, adding his own element, composing a separate element of an object from several figures. In conclusion, children analyze their figures, find similarities and differences in solving a constructive idea. The use of these didactic games helps to consolidate memory, attention, and thinking in children.
Consider didactic games for the development of logical thinking. AT preschool age children begin to form elements of logical thinking, i.e. develops the ability to reason, to draw their own conclusions. There are many didactic games and exercises that affect the development of creativity in children, as they have an effect on the imagination and contribute to the development of non-standard thinking in children. These are such games as "Find a non-standard figure, what is the difference?", "Mill", and others. They are aimed at training thinking when performing actions.
These are tasks for finding a missing figure, continuing a series of figures, signs, for finding numbers. Acquaintance with such games begins with elementary tasks for logical thinking - a chain of patterns. In such exercises, there is an alternation of objects or geometric shapes. Children are invited to continue the row or find the missing element. In addition, tasks of this nature are given: continue the chain, alternating in a certain sequence squares, large and small circles of yellow and red. After the children learn to perform such exercises, the tasks for them become more complicated. It is proposed to complete a task in which it is necessary to alternate objects, take into account both color and size.
Yes, in game form it happens that a child is instilled with knowledge from the field of mathematics, computer science, the Russian language, he learns to perform various actions, develop memory, thinking, and creative abilities. During the game, children learn complex mathematical concepts, learn to count, write and read. The most important thing is to instill in the child an interest in learning. To do this, classes must be held in a fun way. At preschool age, the foundations of knowledge are laid, the child needs at school.
Mathematics is a complex science that can cause certain difficulties in the course of schooling. Also, not all children contain inclinations and have a mathematical mindset, therefore, when preparing for school, it is important to introduce the child to the basics of counting. Both parents and teachers know that mathematics is a powerful factor in the intellectual development of the child, the formation of his cognitive and creative abilities. The most important thing is to instill in the child an interest in learning. To do this, classes must be held in a fun way.
Thanks to games, it is possible to concentrate attention and attract the interest of even the most uncollected preschool children. At the beginning, they are fascinated only by game actions, and after that, what this or that game teaches. Gradually, children awaken interest in the very subject of education. Similarly, in a playful way, instilling knowledge in the field of mathematics in a child, teach him to perform various actions, develop memory, thinking, and creativity. During the game, children learn complex mathematical concepts, learn to count, write and read, and close people help the child in the development of such skills - his parents and teacher.
Bibliographic list:
1. Dyshinsky, E.A. Game library of the mathematical circle [Text] / E.A. Dyshinsky. - 1972.-142p.
2. Game in the pedagogical process [Text] - Novosibirsk, 1989.
3. Makarenko, A.S. About education in the family [Text] / A.S. Makarenko. - M: Uchpedgiz, 1955.
4. Minsky, E.M. From game to knowledge [Text] / E.M. Minsky. - M: Enlightenment, 1979.
5. Sidenko, A. Game approach in teaching [Text] // Public education, 2000. - No. 8.
6. Technology of game activity [Text]: tutorial/ L.A. Baykova, L.K. Terenkina, O.V. Eremkin. - Ryazan: RGPU Publishing House, 1994. - 120s.
7. Elkonin D.B. game psychology [text] / D.B. Elkonin. M: Pedagogy, 1978.
MADOU kindergarten №29 "Berry" Republic of Bashkortostan
Beloretsk
Educator: Yulia Sergeevna Latokhina
Mathematical games as a means of intellectual development of preschoolers.
Mathematics plays a huge role in the mental education and development of the intellect of children. At present, in the era of the computer revolution, the common point of view expressed by the words “not everyone will be a mathematician” is hopelessly outdated.
Mathematics has great opportunities for the development of children's thinking in the process of their learning from the very beginning. early age. Mathematics has a unique developmental effect. “She puts the mind in order”, i.e. best forms the methods of mental activity.
Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, creative potential of the individual. A "mathematician" plans his activities better, predicts the situation, expresses his thoughts more consistently and more accurately, and is better able to justify his position.
Teaching mathematics to preschool children is unthinkable without the use of didactic games, entertaining tasks, entertainment. At the same time, the role of simple entertaining mathematical material is determined taking into account the age capabilities of children and the tasks of comprehensive development and upbringing: to intensify mental activity, to interest in mathematical material, to captivate and entertain children, to develop the mind, to expand, deepen mathematical representations, to consolidate the acquired knowledge and skills, to exercise their application in other activities.
In the process of mathematical games, children learn the properties and relationships of objects, numbers, arithmetic operations, quantities and their characteristic features, space-time relations, diversity geometric shapes. Children are happy to join in solving simple creative tasks: find, guess, reveal a secret, compose, modify, match, model, group.
Didactic games are included directly in the content of classes as one of the means of implementing program tasks. The place of the didactic game in the structure of the lesson on the formation of elementary mathematical representations is determined by the age of the children, the purpose, purpose, content of the lesson. It can be used as a training task, an exercise aimed at performing a specific task of forming representations.
In the formation of mathematical representations in children, various didactic games that are entertaining in form and content are widely used. game exercises. They differ from typical educational tasks and exercises in the unusual setting of the task (find, guess), the unexpectedness of presenting it on behalf of some literary fairy-tale hero (Buratino, Cheburashka). Game exercises should be distinguished from didactic games in terms of structure, purpose, level of children's independence, and the role of the teacher. They, as a rule, do not include all the structural elements of a didactic game (didactic task, rules, game actions). Their purpose is to exercise children in order to develop skills and abilities.
Didactic games are organized and directed by the teacher. It is necessary to create such conditions for the mathematical activity of the child, under which he would show independence in the choice of game material, games, based on his developing needs and interests. In the course of the game, which arises on the initiative of the child himself, he joins the complex intellectual work.
AT kindergarten in the morning and evening, you can play games of mathematical content, desktop-printed, such as "Domino figures", "Make a picture", "Arithmetic domino", "Lotto", "Find a pair", games of checkers and chess, etc. With proper organization and guidance, these games help the development of children's cognitive abilities, the formation of interest in actions with numbers, geometric shapes, quantities, and problem solving. Thus, the mathematical representations of children are improved.
The role of gaming tools in modern learning is increasing. Psychologists have proven that game exercises help the child adapt in the learning process and master the basics of mathematics. Didactic games and exercises are closely connected with the educational process. Play is an activity in which children learn. This is a tool for expanding, deepening and consolidating knowledge.
Games with numbers and numbers.
Currently, I continue to teach children to count in forward and backward order, I try to get children to use both cardinal and ordinal numbers correctly. Using a fairy tale plot, didactic games and exercises, she introduced children to the formation of all numbers within 9, by comparing equal and unequal groups of objects. Using games, I teach children to transform equality into inequality and vice versa.
Playing such didactic games as WHICH NUMBER IS GONE?, HOW MUCH?, CONFUSION. , MAKE A NUMBER, WHO WILL BE THE FIRST TO CALL WHICH TOY IS DISAPPEARED? children learn to freely operate with numbers within 9 and accompany their actions with words.
For better memorization of numbers, I use various techniques: sculpt numbers from plasticine, laying out from plasticine balls, from paper, using the appliqué method, from threads, from a cord on a carpet, drawing with a stick in the snow, etc.
Playing didactic games in children, not only knowledge about numbers is formed, but also the ability to correlate the number of objects with a number and a number develops. Children learn to establish a relationship between them.
On a walk, when conducting observations, I give the task to the children to count passers-by, count the trees on the site, name the numbers of the license plate of passing cars, count the steps, etc.
Such a variety of didactic games, exercises used in the classroom and in their free time helps children learn the program material.
Time travel games.
In order for children to better remember the names of the days of the week, we marked them with a circle of different colors. The observation was carried out for several weeks, marking every day with circles. I did this specifically so that the children could independently conclude that the sequence of days of the week is unchanged. She told the children that the names of the days of the week guess which day of the week is on the account: Monday is the first day after the end of the week, Tuesday is the second day, etc. After such a conversation, I offered games to fix the names of the days of the week and their sequences. Children enjoy playing games - LIVE WEEK. NAME ASAP, DAYS OF THE WEEK, NAME THE MISSING WORD,
In order for children to better remember the names of the months, I use games - ALL YEAR ROUND, TWELVE MONTHS,
In order for children to better remember parts of the day, I use various greeting speech structures - “Good morning”, “Now we have a daytime dream”, “Good evening” I tell parents, I use desktop - printed games, questions like “Breakfast at what time of the day”, “A lunch”, etc.
Games for orientation in space.
Spatial representations of children are constantly expanding and fixed in the process of all types of activities. Children master spatial representations: left, right, above, below, in front, far, close.
I give children tasks like: “Stand so that there is a closet to your right and a chair behind you. Sit down so that Tanya is sitting in front of you, and Dima is behind you. “Put a hare to the right of the doll, a pyramid to the left of the doll,” etc. At the beginning of the lesson, she spent a game minute: she hid any toy somewhere in the room, and the children found it. This aroused the interest of the children and organized them for the lesson.
Performing orientation tasks on a piece of paper, some children made mistakes, then I gave these guys the opportunity to find them on their own and correct their mistakes. In order to interest children, so that the result is better, I use games with the appearance of some fairy-tale hero. For example, the game FIND A TOY, - “At night, when there was no one in the group,” I tell the children, “Carlson flew to us and brought toys as a gift. Carlson loves to joke, so he hid the toys and wrote in a letter how to find them.”
There are many games, exercises that contribute to the development of spatial orientations in children: FIND A SIMILAR, TELL ABOUT YOUR PATTERN. CARPET WORKSHOP, ARTIST, ROOM JOURNEY, TOY SHOP and many other games.
Games with geometric shapes.
To consolidate knowledge about the shape of geometric shapes, she suggested that children recognize the shape of a circle, triangle, square in the surrounding objects.
In order to consolidate knowledge about geometric shapes, I played a game like LOTTO. With those children for whom this knowledge was difficult, I studied mostly individually, giving the children first simple exercises, and then more complex ones. Based on the knowledge gained earlier, she introduced the children to the new concept of QUADRANGULAR. At the same time, I used the preschoolers' ideas about the square. In the future, in order to consolidate knowledge, in their free time, the children were given tasks to draw different quadrangles on paper, draw quadrangles, in which all sides are equal, and say what they are called, add a quadrilateral from two equal triangles and much more.
In my work I use a lot of didactic games and exercises, of varying degrees of complexity, depending on the individual abilities of the children. For example, such games as FIND THE SAME PATTERN, FOLD A SQUARE, EACH FIGURE IN ITS PLACE, PICK ON THE FORM, A WONDERFUL BAG, WHO MORE MORE, GEOMETRIC MOSAIC
Games for logical thinking.
At preschool age, elements of logical thinking begin to form in children, i.e. develops the ability to reason, to draw their own conclusions. There are many didactic games and exercises that affect the development of creativity in children, as they have an effect on the imagination and contribute to the development of non-standard thinking in children. Such games as FIND THE SAME FIGURE, WHAT IS THE DIFFERENCE?, LOGIC SQUARE, LABYRINTH, and others. They are aimed at training thinking when performing actions.
In order to develop thinking in children, I use various games and exercise. These are tasks for finding a missing figure, continuing rows of figures, signs, for finding numbers. Acquaintance with such tasks began with elementary tasks for logical thinking - a chain of patterns. In such exercises, there is an alternation of objects or geometric shapes.
A special place among mathematical games is occupied by games for compiling planar images of objects, animals, birds from geometric shapes. These games are TANGRAM, MONGOLIAN GAME, FOLD THE SQUARE, etc. Children like to make a picture according to the model, they are happy with their results and strive to do tasks even better.
Creative game tasks and problem situations
Creative game tasks are used in the formation of mathematical representations (they can be used not only in the classroom, but also in their free time).
- When forming quantitative representations:
“What can it do?..” (What can the number 6 do? Indicate the number of objects, become a different number, etc.);
"What was - what became?" (It was the number 4, but it became the number 5. How did this happen?);
“Where does he live? "(Where does the number 3 live? In the days of the week, months of the year, house numbers, etc.);
"Number, what's your name?" (the child is invited to depict a number with gestures, the rest should name it);
“It was a lot, but it became not enough. What could it be?" (there was a lot of snow, but it became small - it melted);
“It was not enough, but it became a lot. What could it be?" (there were few vegetables in the garden, but there were many - they grew up), etc.
- To consolidate ideas about geometric shapes:
“Find objects that look like a circle (square, triangle, etc.)”;
“Determine what shape the tabletop looks like (seat
chair, etc.)";
“Pick by shape” (children are invited to name the shape of objects or their parts in the picture and find this shape in the surrounding objects);
“Who will name more objects that have the shape of a circle (square, triangle, etc.)”;
“What can it do?..” (What can a circle do? Children must determine what an object can do or what is done with its help. For example, a circle can be a clock, etc.);
"Magic glasses". (Imagine that you put on round glasses through which you can only see round objects. Look around and name what you can see in this room. Now imagine that you are wearing glasses on the street. What can you see there? Think about what round objects you have at home. Name 5 items)
“Guess from the description” (the teacher shows one child a picture with an object, the child describes the object (it is necessary to do this from general to particular), and the rest of the children must guess which object it is);
"Teremok" (Child: "Knock-Knock. I'm a triangle. Who lives in the little house? Let me in." Educator: "I'll let you in, just tell me how you look like me - a square (or how you differ from me - circle)");
“Draw what I have in mind” (the teacher (child) depicts part of the geometric figure, the children must finish the rest), etc.
- For the development of spatial orientation:
“Tell me about your pattern” (children are invited to draw patterns using geometric shapes (or they are given ready-made pictures with patterns) and they must tell how the elements of the pattern are located. For example, in the middle there is a red circle, in the upper right corner there is a blue square, etc. .);
"What changed?" (There are several objects on the teacher’s table, the children must remember how the objects are located in relation to each other. Then they are asked to close their eyes, at which time the teacher swaps 1-2 objects. Opening their eyes, the children should say what has changed. For example , the bunny stood to the right of the bear, and now to the left, etc.);
“Yes or no” (the leader guesses the object in the picture, and the rest of the children, with the help of questions to which the leader answers only “yes” or “no”, establish its location), etc.
- When forming ideas about the value:
“Learning to measure” (What is the best way to measure an ant, a tree, a residential building, your height, your finger, car, pencil?);
“Feed the giant (thumb boy)” (If you wanted to cook breakfast for the giant (thumb boy), how would you measure the following products: tea, milk, butter, buckwheat, water, salt? How much? would you take each product?);
“What was small before, but became big?”, “What was before big, but became small?”;
“We are building a train of time” (the teacher prepares 5-6 options for depicting one object at different time periods (for example, a baby, Small child, schoolboy, teenager, adult, elderly person), these cards lie on the table in a mess, the children take the cards they like and make a train);
“Guess and name” (“Guess what I'm talking about” - there is a description of part of the day, season, etc.);
“Earlier - later” (the host calls an event, and the children say what happened before it and what will happen after), etc.
Problem situations, tasks and questions can be used to develop ideas in children of any age. For example, for children junior group You can suggest the following situation: “It’s dark outside. The moon is shining in the sky, and lights appeared in the windows of houses. When does it happen? etc. For older children, the following situations can be offered: “Two guys are talking:“ I will go to my grandmother yesterday, ”one said. “And I was with my grandmother tomorrow,” boasted another. What was the right way to say it?"
Some problematic situations resemble arithmetic problems in form, but are solved by inference, for example: “Olya went to her grandmother on Saturday and returned on Monday. How many days did Olya stay?”, “Alyosha went to the cinema on Sunday, and Vitya one day later. When did Vitya go to the cinema?”, “Katya rested at sea for three weeks, and Masha for one month. Which of the girls rested longer? etc.
Different tense categories are also actively used by children in solving logical problems that require completing the phrase started by the teacher: "If today is Tuesday, then tomorrow will be ...", "If the sister is younger than the brother, then the brother ...", etc.
Examples of other problem situations that can be used to develop mathematical concepts in children.
"Wizard of reverse time" - a teacher (or a group of children) shows the sequence of actions of a process in reverse order. The children are given the task: to guess and establish the sequence of actions in the direct order of the presented process (tea drinking, brushing teeth).
"Zoom Wizards - Zoom Out" - the child selects an object in the group that he would like to change using the increase / decrease technique, for example: "I want my Zoom Wizard to touch the fish in the aquarium." Next, the child explains what has changed, good or bad for this object. In conclusion, the practical application of the modified object is clarified, possible changes in the environment are proposed.
"Resize part" - the child changes the part in the selected object using the increase / decrease technique. It explains what will happen, how this object will exist. Discussion of problematic situations can be humorous (how a person sleeps if his ears become huge).
"Confusion" - children are invited to choose two fabulous objects (large or small) and confuse their sizes (a tiny cat and a huge mouse) or replace them with opposite ones (a small-very small turnip has grown).
“Guess and name” - first with the help of pictures, and then without visualization, the children are offered the task “Name the object that you can talk about” (some signs are listed: shape, color, size), “Guess what I’m talking about” (description of time year, parts of a day, etc.).
Entertaining questions, joke games.
Aimed at the development of voluntary attention, non-standard thinking, speed of reaction, train memory. In riddles, the subject is analyzed from a quantitative, spatial, temporal point of view, the simplest relationships are noticed.
Riddles - jokes
- A peacock walked in the garden.
Another one came up. Two peacocks behind the bushes. How many? Count yourself.
- A flock of pigeons flew: 2 in front, 1 behind, 2 behind, 1 in front. How many geese were there?
- Name 3 days in a row, without using the names of the days of the week, numbers. (Today, tomorrow, the day after tomorrow or yesterday, today, tomorrow).
- The hen went out for a walk, took her chickens. 7 ran ahead, 3 left behind. Worried about their mother And can not count. Count, guys, how many chickens there were.
- On a large sofa, Tannin's Dolls stand in a row: 2 nesting dolls, Pinocchio and a cheerful Chipollino. How many toys are there?
- How many eyes does a traffic light have?
- How many tails do four cats have?
- How many legs does a sparrow have
- How many paws do two cubs have?
- How many corners are in the room?
- How many ears do two mice have?
- How many paws are in two hedgehogs?
- How many tails do two cows have?
The solution of various kinds of non-standard tasks at preschool age contributes to the formation and improvement of general mental abilities: the logic of thought, reasoning and action, the flexibility of the thought process, ingenuity, ingenuity, spatial representations.
Logic Puzzles
*****
Giraffe, crocodile and hippo
lived in different houses.
The giraffe did not live in red
and not in the blue house.
The crocodile did not live in red
and not in the orange house.
Guess what houses the animals lived in?
*****
Three fish swim
in different aquariums.
The red fish swam not in the round
and not in a rectangular aquarium.
gold fish- not square
and not round.
In which aquarium did the green fish swim?
*****
There lived three girls:
Tanya, Lena and Dasha.
Tanya is taller than Lena, Lena is taller than Dasha.
Which girl is the tallest
who is the lowest?
Which one of them is called?
*****
Misha has three carts of different colors:
Red, yellow and blue.
Misha also has three toys: a tumbler, a pyramid and a top.
In a red cart, he will not be lucky with a top or a pyramid.
In yellow - not a top and not a roly-poly.
What will Mishka be lucky in each of the carts?
*****
The mouse does not ride in the first and not in the last car.
The chicken is not in the middle and not in the last carriage.
In which carriages do the mouse and the chicken travel?
*****
The dragonfly does not sit on a flower or on a leaf.
The grasshopper does not sit on a fungus and not on a flower.
The ladybug does not sit on a leaf or on a fungus. Who is sitting on what? (it's better to draw everything)
*****
Alyosha, Sasha and Misha live on different floors.
Alyosha lives neither on the top floor nor on the bottom one.
Sasha does not live on the middle floor or on the lower one.
On which floor does each of the boys live?
*****
Anya, Yulia and Olya's mother bought fabrics for dresses.
Anya is neither green nor red.
Julia - not green and not yellow.
Ole is neither yellow nor red.
Which fabric for which of the girls?
*****
There are different fruits in three plates.
Bananas are not in a blue or orange plate.
Oranges are not in a blue or pink plate.
Which bowl contains plums?
What about bananas and oranges?
*****
The flower does not grow under the tree,
Fungus does not grow under a birch.
What grows under the tree
What's under the birch?
*****
Anton and Denis decided to play.
One with cubes and the other with cars.
Anton did not take the typewriter.
How did Anton and Denis play?
*****
Vika and Katya decided to draw.
One girl was painting
and the other with pencils.
How did Katya draw?
*****
Red and Black clowns performed with a ball and a ball.
The red-haired clown did not perform with a ball,
And the black clown did not perform with a ball.
What subjects did the Red and Black clowns perform with?
*****
Lisa and Petya went to the forest to pick mushrooms and berries.
Lisa did not pick mushrooms. What did Peter collect?
*****
Two cars were driving along the wide and narrow roads.
The truck was not driving on a narrow road.
Which road was the car on?
What about cargo?
Playing with the child, performing with him more and more difficult tasks, we, adults, will be able to see for ourselves the logic of reasoning, the ability to set a task,
Classes, exercises, games should be aimed at teaching children to "play" with them in mathematics. Let the children imperceptibly, in the process of playing, count, add, subtract, solve various kinds of logical problems that form certain logical operations. The role of an adult in this process is to keep the interest of children.
The use of didactic games increases efficiency pedagogical process in addition, they contribute to the development of memory, thinking in children, having a huge impact on the mental development of the child. Teaching young children in the process of playing, I strive to ensure that the joy of games turns into the joy of learning.
Teaching should be joyful!
