Didactic games in mathematics: goal, card index

Didactic games for mathematical development

The presented card index of didactic games in mathematics is recommended for preschool teachers and parents. During classes, preschoolers become familiar with counting, learn to work with numbers and geometric shapes, compare, contrast, and list.

Objectives of the games presented in the catalog:

gaining skill in using numbers;
improving the ability to count and distribute numerical values;
familiarity with numerical and conceptual designations of time, days, months;
development of spatial and planar orientation, the ability to determine and explain the location of objects relative to each other;
expansion of ideas about geometric shapes;
development of memory, ability to think logically, reason, analyze, make assumptions, sum up, concentrate attention;
development of creative thinking and imagination.

Didactic games in mathematics for the younger group

We present educational mathematical games that younger preschoolers can handle.

Find the figure

The teacher lays out 12 geometric shapes of different sizes and colors on the table in random order. He names an object with certain parameters, for example, a large green triangle, and the student must find this figure on the table and point at it with his finger.

Geometric shapes around

The game expands your understanding of basic geometric objects. For the lesson, you need to prepare images of figures known to preschoolers. The players’ task is to find things in the playing area that are similar in outline to the figures on display.

3 square

The game develops the skill of relating objects by size and consolidates the corresponding definitions in memory.

The teacher prepares 3 stacks of different sized squares. He takes 3 paper figures for himself, and distributes the remaining 3 pieces to the pupils. At the beginning of the game, the teacher one by one shows the squares to the children, while explaining the size of these figures: “This one is large, this one is medium, and this one is small.” Then he gives the commands: “Show me the smallest square. And now the big one. Show me the middle one." The children do it.

At the second stage of the game, the teacher tells that you can build a turret out of squares and shows how to do this. The large square should be at the bottom, the middle one is placed on it, and the small one becomes the top of the head. Pupils repeat after the teacher.

Treat the squirrels and bear cubs

The game teaches you to see whether groups of objects of different sizes are equal. Players develop the understanding that quantity is not determined by size.

The teacher places the toy animals in a row, explains that they supposedly came to visit, and first prepares images of forest treats: nuts for the squirrels, strawberries for the cubs. He asks the children if there are enough treats and asks how to find out. The players count how many toys came to visit and compare the quantities. Next, they give the animals a treat: they place the corresponding images next to them. If the number of treats turned out to be insufficient, children add as many as needed. If there are too many treats, the extra pictures are removed.

Call

The teacher arranges the counting sticks in two columns. One column should be larger in quantity than the other. The rest of the sticks are in the open box. The task is to use additional sticks to equalize the number of objects in the columns. After completing the task, the player must explain how he got this result.

Methodology for conducting classes on FEMP in kindergarten

As a training base for those preparing to go to first grade, special methods are used:

subsequence;
consistency;
individuality;
logic.

The knowledge that the teacher imparts to children becomes more and more complex from lesson to lesson, taking into account the level of development of the students. For repetition, special role-playing games are used. Mathematics becomes the pupils’ favorite subject; they study with pleasure, look for similarities and differences in subjects, and focus on subtleties in order to answer the teacher’s question.

Game with the teacher

Recommendations for organizing classes

It is important to organize the game positively and competently. Kindergarten age does not provide for the use of unsatisfactory grades or reprimands from the teacher. You cannot compare one child with another; only an analysis of the student’s personal growth is allowed.

The teacher must use in his work those methods and techniques that provoke interest. “Forced” classes are useless and create aversion to mathematics and algebra.

For your information. If there is personal contact and a positive relationship between the student and his mentor, there will be a successful outcome.

An example of a calendar-thematic lesson plan for FEMP

In the morning, the teacher talks about the heroes of the fairy tale “Turnip”. Together, participants look at pictures of characters. Next, during the walk, the participants play the game “Line up like a turnip in a fairy tale,” and at lunchtime the teacher tells the fairy tale “Turnip.” In the evening, the fairy tale is played out, and unconventional drawing of geometric shapes takes place. During the second walk, the children and the teacher play “Edible-Inedible” (with a ball) and put together the “Turnip” puzzle. They create costumes for the fairy tale “Turnip”.

The Federal State Educational Standard for kindergartens contains a list of concepts that should be developed by graduates of preschool educational institutions.

Didactic games in mathematics for the middle group

We present games for middle group kindergarteners, covering a wide range of mathematical knowledge: arithmetic, geometric, logical.

Tell me the missing number

To play you need to prepare 10 cards. Each one depicts a circle with a specific number from 1 to 10. All images are of different colors.

The teacher lays out the cards in the correct sequence of numbers. Children carefully examine the images, making sure that not a single number is missing. Then they close their eyes, and the teacher hides one image. Having opened their eyes, children try to remember what color the circle disappeared, what number was depicted on it.

Count by sound

To play, you need cards depicting objects from 1 to 9. The teacher knocks on the tambourine a certain number of times, the children listen carefully and count the number of hits. Then select a card depicting the corresponding number of objects.

Math riddles

The game develops counting skills. The teacher posts several images of objects made in a certain quantity. Hand out drawn numbers to the children. Next, he reads out a riddle about one of the depicted objects, and the players guess it. For example: “I’m the size of a fist, red side, if you touch it it’s smooth, if you bite it it’s sweet.” Answer: "Apple." Children point to the picture, count how many apples there are on it, and raise the corresponding number.

Geometric designs

To play, you need to prepare images of 3 objects made from different geometric shapes: a house, a tree with Christmas balls, a snowman.

Children carefully look at the images, and the teacher asks questions:

what figures are the drawings made from?
are there any triangles here, count them;
Are there squares, how many are there;
if there are circles, count them;
if there are any other figures, what kind and in what quantity;
how many figures are there in the picture?
the figures are the same or differ in size;
what figures are there more?

Let's fix the car

The game requires an image of a car made up of geometric shapes. One of the players becomes the leader, the rest of the children close their eyes. The presenter hides one of the figures that make up the car. Players, opening their eyes, must say what has disappeared. The first player to correctly name the missing part becomes the next leader. The game can be complicated: remove not one, but two pieces.

Find the mistake

The teacher arranges geometric shapes in a row according to certain characteristics. One of the objects does not correspond to the unifying feature. For example, all squares are green and one is blue. Or, in a row among the triangles there is a circle. The player must identify the error.

Magic bag

There are geometric shapes in an opaque linen bag. The player, plunging his hand inside, gropes for the object and names what it is. The game can be complicated: the teacher sets a certain figure, and the child tries to feel it and find it among the others.

Adjacent digits

The players stand in a row. The presenter throws the ball to each child and names a number, for example 5. The task of the player who received the ball is to name the adjacent numbers. In this example it is 4 and 6.

Kaleidoscope of squares

The game reinforces the idea of the relationship between parts and the whole and develops color perception. For the activity you need 36 paper squares 8x8 cm. The figures must be of different colors, and the shades must be clearly distinguishable. The squares need to be cut randomly. Write a number on the back of each piece.

Players complete the following tasks:

put the pieces together into squares;
distribute parts of figures by color;
arrange the pieces according to numbers;
They try to make squares from pieces that don’t match in color.

Describe the pattern

Each player receives an image consisting of different geometric shapes. The child must carefully examine his pattern and describe it in detail. For example: “There is an oval in the upper right corner, a circle in the upper left, a triangle in the lower right, a circle in the lower left, and a rectangle in the middle.”

Matryoshka dolls

The game develops the skill of ordinal counting. For it you need to take 5 scarves of different colors and put them on the heads of the children standing in a row. The remaining players take turns taking part. The player approaches the nesting dolls, they call themselves: “first”, “second” ... “fifth”. The player remembers what number the nesting dolls with a certain color of scarf are located under, then turns away. Two people in a row change places. The player, turning back, must say what has changed. For example: “The matryoshka doll with a green scarf was second, now it’s fourth. And the nesting doll with a yellow scarf was fourth and became second.”

Card file of games on FEMP in the senior group card file in mathematics (senior group)

Card index of didactic games for FEMP in the senior group

Quantitative representations

"Count yourself."

Name the parts of your body, one at a time (head, nose, mouth, tongue,

chest, stomach, back).

Name the paired organs of the body (2 ears, 2 temples, 2 eyebrows, 2 eyes,

2 cheeks, 2 lips: upper and lower, 2 arms, 2 legs). 3.

Show those body organs that can be counted to five

(fingers and toes).

"Light up the stars."

Game material: a sheet of dark blue paper - a model of the night sky;

brush, yellow paint, number cards (up to five).

“Light up” (with the end of the brush) as many “stars in the sky” as there are figures on the number card.
The same. Perform based on hearing the number of hits on the tambourine or under the table cover made by an adult.

"Help Pinocchio."

Game material: Pinocchio toy, coins (within 10 pieces). Task: help Pinocchio take away the number of coins that Karabas Barabas gave him.

"Put in cart"

Purpose: to practice counting; learn to compare two groups of objects by adding a missing object to a smaller group or removing an extra one from a larger group; learn to navigate in space.

Material: flat images of vegetables and fruits, baskets.

Progress of the game: the presenter invites the children to collect vegetables and fruits in a basket. Children arrange cucumbers and tomatoes in a row. Let's compare them by quantity. What more? (less). How many more cucumbers are there than tomatoes? What needs to be done to get as many tomatoes as cucumbers? At the same time, let’s clarify how 3 tomatoes turned out? How did you get the number 3?

"Find a Pair"

Goal: to learn to relate number to number; count to ten; develop fine motor skills.

Material: cards with different numbers of objects, with numbers, number cards.

Progress of the game: the teacher gives the children cards with numbers and offers to match them with number cards and subject cards. Later games can be played on the move.

"Count the same amount"

Goal: continue to teach how to count toys one more or less than the number shows.

Material: numbers, various toys.

Progress of the game: the teacher shows the children numbers, asks them to count the same number of toys, then the children count out one more or less toy and compare them with the number.

"Make no mistake"

Goal: practice increasing and decreasing numbers by one unit more or less.

Material: flat toys.

Progress of the game: the game is played with elements of competition. Children select gifts for the bear cub, count the number of cubs, then lay out raspberries (pears, apples) in an amount greater or less by 1 than the cubs. Compare numbers with each other and establish difference relationships.

"In the toy store"

Goal: consolidation of ordinal counting, development of attention and memory.

Material: various toys.

Progress of the game: invite children to the toy store. To buy a toy, you need to count them in order and name its serial number.

“How many of us?”

Goal: Continue to introduce children to numbers and corresponding quantities of objects.

Material: cards with different numbers of objects.

Progress of the game: the presenter distributes cards with numbers to the children, and mixes the rest and puts them face up: separately - cards with fingers and with objects. On command, children match their numbers with cards with fingers and numbers. If they chose correctly, the locks on the cards will match. Children explain their choice.

Games with numbers and numbers

In the game "Confusion" the numbers are laid out on the table or displayed on the board. The moment the children close their eyes, the numbers change places. Children find these changes and return the numbers to their places. The presenter comments on the children's actions.

In the game “Which number is missing?” one or two digits are also removed. Players not only notice the changes, but also say where each number is and why. For example, the number 5 is now between 7 and 8. This is not correct. Its place is between the numbers 4 and 6, because the number 5 is one more than 4, 5 should come after 4.

"Removing the numbers"

The numbers of the first ten are laid out on the tables in front of everyone. Children take turns asking riddles about numbers. Each child who guesses what number is being referred to removes this number from the number series. Riddles can be very diverse. For example, remove the number that comes after the number 6, before the number 4; remove the number that shows the number is 1 more than 7; remove the number that shows how many times I will clap my hands (clap 3 times); remove the number, etc. The last remaining digit is checked, thereby determining whether all children completed the task correctly. They also make a riddle about the remaining number.

Games “What has changed?”, “Correct the mistake”

Several groups of objects are placed on the board, with numbers placed next to them. The presenter asks the players to close their eyes, and he himself changes places or removes one item from any group, leaving the numbers unchanged, i.e. violates the correspondence between the number of objects and the number. Children open their eyes. They discovered an error and corrected it in different ways: by “restoring” the number that will correspond to the number of objects, adding or removing objects, i.e. changing the number of objects in groups. The one who works at the board accompanies his actions with an explanation. If he completed the task well (find and correct the error), then he becomes the leader.

"How many

6-8 cards with different numbers of objects are fixed on the board. The presenter says: “Now I’ll tell you a riddle. The one who guesses it will count the items on the card and show the number. Listen to the riddle. The girl is sitting in prison, and her scythe is on the street.” The players, having guessed that it is a carrot, count how many carrots are drawn on the card and show the number 4. Whoever raised the number faster becomes the leader. Instead of riddles, you can give a description of the object. For example: “This animal is affectionate and kind, it does not speak, but knows its name, loves to play with a ball, a ball of thread, drinks milk and lives with people. Who is this? Count how many."

“Count - don’t be mistaken! »

The game uses a ball. Children sit in a semicircle. Before the start of the game, the presenter agrees in what order (direct or reverse) he will count. The presenter throws the ball to one of the players and calls the number. The one who caught the ball continues to count further. The game should be played at a fast pace, and tasks are repeated many times to give as many children the opportunity to take part in it.

“Which toy is gone?” The presenter displays several different toys. Children look at them carefully and remember where each toy is. Everyone closes their eyes, the presenter removes one of the toys. Children open their eyes and determine which toy is gone. For example, a car hid, it was third from the right or second from the left. The one who answers correctly and completely becomes the leader

“Who will call first?” Children are shown a picture in which dissimilar objects are depicted in a row (from left to right or top to bottom). The presenter agrees on where to start counting items: left, right, bottom, top. Hit the hammer several times. Children must count the number of hits and find the toy that is in the indicated place. Whoever names the toy first becomes the winner and takes the place of the host.

"Show as much"

Goal: continue to learn how to correlate a number with a number and a card with circles.

Material: numbers, cards with different numbers of objects.

Progress of the game: The presenter shows the children cards with numbers, and the children find cards with the same number of objects, then explain their choice.

"Let's collect a bouquet"

Goal: continue to teach how to increase a number by one unit, introduce children to the formation of numbers by adding one to a smaller number.

Material: flat images of flowers, vases.

Progress of the game: the presenter invites the children to collect a bouquet of different flowers: one child - from roses, the second - from tulips. They specify how many roses, how many tulips. What more? (less). How many more tulips are there than roses? What needs to be done so that there are as many roses as there are tulips? At the same time, let’s clarify how 4 roses came about? How did you get the number 4?

"My first numbers"

Goal: to consolidate the ability to correlate number with number, to consolidate knowledge of the number series from one to seven.

Material: numbers, cards with different numbers of objects.

Progress of the game: each child has cards with different numbers from 1 to 7 and cards with different numbers of objects. At the teacher’s signal, the children find several cards with the number of objects corresponding to the number. In the second version of the game, children take one number at a time and move around the group. At a signal from an adult, they stand in order from 1 to 7 and name their numbers.

Magnitude

"Ribbons".

Game material: strips of paper of different lengths - tape models. Set of pencils.

Color the longest “ribbon” with a blue pencil, color the shorter “ribbon” with a red pencil, etc.

“Put your pencils out.”

By touch, arrange pencils of different lengths in ascending or descending order.

“Lay out the rugs.”

Arrange the “rugs” in ascending and descending order by width.

"Let's plant spruce"

The teacher shows the children a picture of a house and “plants” a spruce tree next to it. Then he invites the children to select spruce trees of the same height (from those offered on the tray) for landscaping the yard.

Games with geometric shapes.

“What shape?”

Game material: a set of cards depicting geometric shapes.

The adult names an object in the environment, and the child names a card with a geometric shape corresponding to the shape of the named object.
The adult names the object, and the child verbally determines its shape.

For example, a triangle scarf, an oval egg, etc.

"Mosaic".

Game material: a set of geometric shapes. Using geometric shapes to lay out complex pictures.

“Fix the rug.”

Game material: illustration with a geometric image of torn rugs.

Find a suitable patch (in shape and color) and “fix” (apply) it to the hole.

“Help Cheburashka find and correct the mistake.”

The child is asked to consider how the geometric shapes are arranged, in what groups and by what criteria they are combined, notice the error, correct it and explain. The answer is addressed to Cheburashka (or any other toy). The error may be that there may be a triangle in the group of squares, and a red one in the group of blue shapes.

"Only one property"

The two players have a full set of geometric shapes. One places any piece on the table. The second player must place a piece on the table that differs from it in only one attribute. So, if the first one puts a yellow large triangle, then the second one puts, for example, a yellow large square or a blue large triangle. The game is built like a domino.

"Find and name"

On the table in front of the child, 10-12 geometric shapes of different colors and sizes are laid out in disarray. The presenter asks to show various geometric shapes, for example: a large circle, a small blue square, etc.

"Wonderful bag

The bag contains objects of different geometric shapes. The child examines them, feels them and names the figure he wants to show. You can complicate the task if the presenter gives the task to find a specific figure in the bag. In this case, the child sequentially examines several figures until he finds the one he needs. This version of the job runs slower. Therefore, it is advisable for every child to have a wonderful bag.

“Find the same” cards are placed in front of the children, on which three or four different geometric shapes are depicted. The teacher shows his card (or names, lists the Figures on the card). Children must find the same card and pick it up.

“Who will see more? » Various geometric shapes are arranged in random order on the board. Preschoolers look at and remember them. The leader counts to three and closes the pieces. Children are asked to name as many figures as possible placed on the flannelgraph. To prevent children from repeating their friends’ answers, the presenter can listen to each child separately. The one who remembers and names the most figures wins and becomes the leader. Continuing the game, the leader changes the number of pieces

"Look around"

The game is played as a competition for individual or team championship. In this case, the group is divided into teams. The presenter (it can be a teacher or a child) suggests naming objects that are round, rectangular, square, quadrangular, the shape of objects that do not have corners, etc. etc. For each correct answer, the player or team receives a chip or a circle. The rules stipulate that you cannot name the same object twice. The game is played at a fast pace. At the end of the game, the results are summed up and the winner with the most points is named.

"Find your house." Children receive one model of a geometric figure and run around the room. At the leader’s signal, everyone gathers at their house with a picture of a figure. You can make the game more difficult by moving the house. Children are taught to see geometric shapes in surrounding objects: ball, watermelon-ball, plate, saucer-hoop-circle, table top, wall, floor, ceiling, rectangular window, square scarf; triangle scarf; glass-cylinder; egg, zucchini-oval.

For example: We sculpted (yesterday). Let's go for a walk (today), etc.

“Find an object of the same shape”

An adult has geometric shapes drawn on paper: circle, square, triangle, oval, rectangle, etc.

He shows the child one of the figures, for example, a circle. The child must name an object of the same shape.

"Guess what they hid"

On the table in front of the child are cards depicting geometric shapes. The child examines them carefully. Then the child is asked to close his eyes, the adult hides one card. After the conventional sign, the child opens his eyes and says what is hidden.

Time travel games

"Live Week" Seven children lined up at the blackboard and counted in order. The first child on the left steps forward and says: “I am Monday. What day is next? “The second child comes out and says: “I am Tuesday. What day is next? etc. The whole group gives tasks to the “days of the week” and asks riddles. They can be very different: for example, name a day that is between Tuesday and Thursday, Friday and Sunday, after Thursday, before Monday, etc. Name all the weekend days of the week. Name the days of the week on which people work. The complication of the game is that players can line up from any day of the week, for example from Tuesday to Tuesday.

“Our day”, “When does this happen?”

Children are given cards that depict pictures from life related to a certain time of day, daily routine. The teacher offers to look at them, names a certain time of day, for example evening. Children who have the corresponding image must hold up the cards and tell why they think it is evening

"Seasons"

The teacher shows the children the “Seasons” model: a square divided into 4 parts (seasons), colored red, green, blue and yellow. The yellow sector is divided into 3 more parts, colored light yellow, yellow and yellow-brown.

The teacher asks the children: “How many seasons are there in total? Name them in order. (Shows the seasons on the model, specifying the color.) Show the model autumn. How many parts is this season divided into? Why do you think there are 3 parts? What months of autumn do you know? The last month of autumn is November. Name the months of autumn in order." (September, October, November.) The teacher shows the months on the model.

Games for orientation in space.

"Correct mistakes".

Game material: 4 large squares of white, yellow, blue and black colors - models of parts of the day. Scene pictures depicting children's activities throughout the day. They are placed on top of the squares without taking into account the correspondence of the plot to the model. Correct the mistakes made by Dunno, explain your actions.

“Determine the direction of movement from yourself” (right, left, forward, backward, up, down). Game material: card with a pattern made up of geometric shapes

"Say the number"

The players stand against each other. An adult with a ball in his hands throws the ball and names any number, for example 7. The child must catch the ball and name adjacent numbers - 6 and 8 (smaller first)

“Guess who is standing where.” In front of the children are several objects located at the corners of an imaginary square and in the middle of it. The presenter invites the children to guess what object is behind the hare and in front of the doll or to the right of the fox in front of the doll, etc.

"What changed? " There are several objects on the table. Children remember how objects are located in relation to each other. Then they close their eyes, at which time the leader swaps one or two objects. Having opened their eyes, children talk about the changes that have occurred, where objects stood before and where they are now. For example, the hare stood to the right of the cat, and now stands to the left of it. Or the doll stood to the right of the bear, and now stands in front of the bear.

"Find something similar." Children look for a picture with the objects indicated by the teacher, then talk about the location of these objects: “The first on the left is an elephant, and behind it is a monkey, the last is a bear” or “In the middle is a large teapot, to the right of it is a blue cup, to the left is a pink cup.

"Tell me about your pattern." Each child has a picture (rug) with a pattern. Children should tell how the elements of the pattern are located: In the upper right corner there is a circle, in the upper left corner there is a square, in the lower left corner there is a rectangle, in the middle there is a triangle. You can be given the task to talk about the pattern that they drew during the drawing lesson. For example, in the middle there is a large circle with rays extending from it, in each corner there are flowers, at the top and bottom there are wavy lines, on the right and left there is one wavy line with leaves, etc.

"Artists". The game is intended to develop orientation in space, to consolidate the terms that define the spatial arrangement of objects, and gives an idea of their relativity. Conducted with a group or subgroup of children. The role of the leader is performed by the teacher. The presenter invites the children to draw a picture. Everyone thinks about its plot together: a city, a room, a zoo, etc. Then everyone talks about the planned element of the picture, explaining where it should be located relative to other objects. The teacher fills in the picture with the elements suggested by the children, drawing it with chalk on a blackboard or a felt-tip pen on a large sheet of paper. In the center you can draw a hut (the image should be large and recognizable), at the top - a pipe on the roof of the house. Smoke comes up from the chimney. There is a cat sitting downstairs in front of the hut. The task should use the following words: above, below, to the left, to the right of, behind, in front of, between, about, next to, etc.

"Find a toy." “At night, when there was no one in the group,” says the teacher, Carlson flew to us and brought toys as a gift. Carlson loves to joke, so he hid the toys and wrote in the letter how to find them.” He opens the envelope and reads: “You need to stand in front of the teacher’s desk and go straight.” One of the children completes the task, goes and approaches the closet, where the car lies in the box. Another child performs the following task: goes to the window, turns left, crouches and finds a toy behind the curtain.

"A journey through the room." Pinocchio, with the help of the presenter, gives the children tasks: “Get to the window, take three steps to the right.” The child completes the task. If it is completed successfully, then the presenter helps to find the forfeit hidden there. When children are not yet confident enough to change the direction of movement, the number of directions should be no more than two. In the future, the number of tasks to change direction can be increased. For example: “Walk forward five steps, turn left, take two more steps, turn right, walk to the end, step back left one step.” In the development of spatial orientation, in addition to special games and tasks in mathematics, a special role is played by outdoor games, physical exercises, music classes, visual arts classes, various routine moments (dressing, undressing, duty), everyday orientation of children not only in their group room , but also in the premises of the entire kindergarten.

Didactic games in mathematics for the senior group

We present educational games suitable for the older age group of kindergarten.

Aircraft

The game introduces the composition of the number 10. The flannelgraph acts as an airfield. Images of airplanes are attached to it. One of the students becomes a dispatcher: he sends one plane at a time and removes the flannelgraph. The rest of the players count how many planes have flown away and how many remain at the airfield.

Fun geometry

To play you need counting sticks. Children fold them so that geometric shapes emerge:

3 identical squares of 10 sticks;
2 identical squares out of 7;
2 identical triangles out of 5;
3 identical triangles out of 7;
4 identical triangles out of 9;
one square and 2 identical triangles out of 5;
one square and 4 triangles out of 9;
2 squares and 4 identical triangles out of 9.

In the last task you need to make squares from 7 sticks, then use the remaining 2 sticks to break them into triangles.

What happens?

The purpose of the didactic game in mathematics is to develop ideas about basic subject quantities and develop the skill of determining similarities in size.

The teacher names an adjective that defines a quantity, throws the ball to the players one by one, and they must name the objects that correspond to the specified definition. For example: "Tall". Children list: “Giraffe, closet, house, man, mountain.” Similarly for other definitions: long, narrow, short, low, large, small, wide.

Months

To play, you need cards depicting numbers from 1 to 12. Children sort the cards without looking. Then they stand in a row according to the numbers received. The teacher says that now the children have become the 12 months of the year. Then he asks questions of this type: “Third month, what is your name? April, what number are you?”

At the second stage of the game, the teacher lays out pictures on the table depicting seasonal landscapes and phenomena corresponding to the months. Players look at the pictures and find an image that matches their month.

Count by touch

To play, you need cardboard strips with beads sewn to them in quantities from 2 to 10. Players stand in a row, put their hands behind their backs, and receive strips from the teacher. Hands remain behind your back; you cannot look at the stripes. The game task is to count the number of beads.

The teacher names an arbitrary number, for example, 3. The child, who has counted the same number of beads, raises his hand and shows everyone the strip. Then the teacher changes the players' stripes and the game continues.

When does this happen?

The game reinforces the idea of the time periods of the day, what one should do at different times. For the lesson, you need to prepare a large image of a clock with a moving hand, as well as pictures that show what people are doing at different times of the day. The teacher moves the arrow for a certain time, and the children choose the corresponding picture. For example, when the hand is moved to the hour, children choose a picture of a family having dinner.

Compare tapes

The game trains the skill of comparison based on external parameters. For this lesson you need 7 ribbons, varying in width and length.

Having laid out the tapes, the teacher asks the children:

how many ribbons are there;
are they the same or different;
which ribbon is the longest, shortest, narrowest, widest;
arrange the ribbons, starting from the shortest, ending with the longest;
where in the resulting row is the widest ribbon, and where is the narrowest;
arrange the ribbons from narrowest to widest;
where in the resulting row is the longest ribbon, and where is the shortest.

Count the sounds of the orchestra

To play, you need musical instruments familiar to preschoolers that you can knock on: a drum, a tambourine, a triangle, a toy synthesizer. First, the teacher demonstrates to the students how the instruments sound, then hides them behind a screen. There, the teacher again hits a certain instrument 2-5 times, and the children must say what it sounded like and how many hits they heard. The game can be made more difficult by hitting 2-4 instruments at a time.

Let's treat ourselves to fruit

The game teaches division into different-sized parts and expands thematic vocabulary. The teacher brings fruit, for example peaches. He complains that there is not enough food for everyone. He asks what to do so that everyone gets a piece of peach. Children advise: “Divide.” Next they explain how fruit is divided: “In half.” The teacher cuts the peaches. But there is still not enough food for everyone. Then the children advise: “You need to divide each half into two parts. It will turn out to be quarters.” Now everyone has enough food.

Card index of didactic games and game exercises on FEMP for the senior group

"Fishermen and Fishes"

Goal: Improving the ability to count within 10. Material: cards - fish; cardboard buckets.

Progress of the game: The teacher invites the children to be fishermen and put their catch into buckets. Children choose a fish card and place it in the correct buckets. The teacher checks the correctness of execution. You can choose a captain who will check all the fish in the bucket.

“Count the same amount”,
“Listen and count”
Goal: Improving the ability to count within 10;

Material: musical instruments, various toys.

Progress of the game: The teacher asks the child to count out as many toys as the number of drum beats he hears. The rest of the children check whether the task is completed correctly. “How many toys are there on the table? Why did you count out so many toys?” asks the teacher. The task is repeated 2 times

using different musical instruments. Then the teacher asks the child to count as many toys as there are buttons on the card (the card with buttons sewn on is in the case). The teacher clarifies the rules for counting objects by touch. After completing the task, he asks the children questions: “How many toys did you count? How to check whether the task is completed correctly? (The child takes the card out of the case, and the children match the number of buttons on the card with the number of toys).

"Count how much"

Goal: to practice counting by ear.

Improving the ability to count within 10.

Material: hammer. Progress of the game: The teacher invites the children to count sounds by ear. Reminds you that you need to do this without missing a single sound or getting ahead of yourself. “Listen carefully to how many times the hammer hits.” Extract (2-10) sounds. In total they give 2-3 tasks. Next, the teacher explains the new task: “Now we will count the sounds with our eyes closed.”

"Find a Pair"

Goal: Improving the ability to count within 10;

Learn to relate number to number;

Material: cards with different numbers of objects, with numbers, number cards.

Progress of the game: The teacher gives the children cards with numbers and offers to match them with number cards and subject cards.

"Do the same"

(counting movements)

Goal: Improving the ability to count within 10.

Material: cards with different numbers of objects.

Progress of the game: The teacher lines up the children in two lines opposite each other and explains the task: “You will perform as many movements as there are objects drawn on the card that I will show you. You have to count silently. First, the children standing in this line will perform the movements, and the children standing exactly opposite, in this line (indicates), will check them, and then, on the contrary, you will perform the movements, and you will check them.” (The teacher invites the children to name who is standing opposite who and who will check who) Each line is given two tasks. Children are asked to perform simple movements, for example, raise their arms up to their sides, bend over, squat, etc.

"We settled in the house"

Goal: Improving the ability to count within 10.

Materials: cards - number houses, object pictures (tenants).

Progress of the game: The teacher shows the number houses and residents (subject pictures) explains what needs to be done to move residents into the number houses. The number on the roof of the house will show you how many tenants you can accommodate. After completion, the children take turns counting their residents.

Strengthening ordinal counting skills:

“Which one?”

Goal: Strengthening ordinal counting skills.

Material: Fan consisting of 9 petals of different colors.

Progress of the game: The teacher shows the children a fan consisting of 9 multi-colored petals and offers to count them. Then he draws attention to the fact that the petals are different colors, and gives the task to count them in order.

The teacher gives the children the task: “Remember the location of the petals and close your eyes.” At this time he removes one petal. Children open their eyes and determine which petal is missing and where it was located (which is counted).

The game is repeated 2-3 times. Each time the order of the petals is restored.

"Guess what's changed"

Goal: develop memory, attention; consolidation of ordinal counting skills.

Material: several small toys or other objects familiar to children.

How to play: Several small toys or other objects that are familiar to children are placed on the table. The teacher invites the players to remember what is on the table and in what order. Then invite the children to turn away, and at this time the teacher swaps several toys and invites the children to guess what has changed on the table. For each correct answer, the presenter gives a chip. The one who collects the most chips wins.

"Correct the mistake"

Goal: develop memory, attention; consolidation of ordinal counting skills. Material: cards with numbers from 1 to 7 arranged in a chaotic order.

Progress of the game: The teacher looks at the cards together with the children and says, “The numbers forgot their places and got mixed up. Correct the mistakes. Help each number fall into place. Arrange them in order from smallest to largest, i.e. from 1 to 7 (each child individually lays out the number series using paper numbers from 1 to 7).

"Take Your Place"

Goal: Strengthen ordinal counting skills and develop fine motor skills.

Materials: Two sets of cardboard cards with buttons sewn on them in a row - from one to ten.

How to play: Children stand in a row, hands behind their backs, ten chairs in front of them. The teacher distributes cards to everyone. Children count the buttons and remember their number. At the presenter’s signal: “Numbers! Get in order!" Each of the players stands behind a chair, the serial number of which corresponds to the number of buttons on his card. The players show cards and the teacher checks whether they took their places correctly.

Children exchange cards. Game continues.

“Who left and where did they stand?”

Goal: Strengthening ordinal counting skills.

Progress of the game: The teacher calls 10 children, asks them to line up and pay in order. The rest of the children remember what order the guys are in. Then they close their eyes. At this time, one of the children leaves the line. Children open their eyes and determine who left and in which place this child stood.

The game is repeated 2-3 times with a change of players.

Forming an understanding of the relationships between adjacent numbers (within 10):

“Find one less (more)”

Goal: to develop an understanding of the relationships between adjacent numbers within 10.

Materials: cards with subject pictures.

Progress of the game: The teacher names the number, and the child finds a card with an object picture, which shows one less or one more object.

"Find the neighbors of the number"

Goal: to develop an understanding of the relationships between adjacent numbers within 10.

Materials: cards with numbers.

Progress of the game: The teacher places cards with the numbers 2, 5, 8 and invites the children to identify the neighbors of these numbers, find the corresponding cards and insert them into the empty windows. The teacher finds out: “Which numbers became neighbors of the number two (five, eight) What is the previous (subsequent) number to the number two, five, eight” (Children justify their answer.)

"Find the missing number"

Goal: to develop an understanding of the relationships between adjacent numbers within 10.

Materials: Digital circle.

Progress of the game: Children look at the “Number Circle”, determine the missing numbers and take turns filling in the empty windows with cards with numbers. Then the numbers are called in forward and reverse order.

Consolidating the ability to form numbers from units within 5:

"Make a number"

Goal: to consolidate the ability to form numbers from units within 5.

Materials: circles of different colors.

Progress of the game: The teacher invites the children to “make up” the number 5 (4,3) using circles of different colors. After completing the task, he asks “How many laps have you counted? How many circles of what color did you take? What number did you make up? How did you make the number 5 (4,3) from ones?”

“Pick up as many different objects”

Goal: to consolidate ideas about the quantitative composition of the number 5 from units.

Materials: various objects, toys.

Progress of the game: The teacher shows the number 5 and invites the children to pick up as many different objects and toys. (1 each).

“I know five names...” (ball game)

Goal: to consolidate ideas about the quantitative composition of the number 5 from units.

Materials: ball.

How to play: Children stand in a circle. The teacher explains the rules of the game: “Name three (four, five) names of a girl (boy) and for each name you hit the ball on the floor once. The one whose ball rolled is out of the game.”

Magnitude

Improving the ability to compare up to 10 objects by length (width, height) and arrange them in ascending and descending order

"Correct the mistake"

(longer, shorter)

Goal: Improving the ability to compare up to 10 objects in length and arrange them in ascending and descending order.

Materials: Magnetic board, 10 pencils of different colors made of cardboard and different lengths.

How to play: On a magnetic board, pencils of different colors and lengths are placed in a chaotic manner.

The teacher asks the children: “What can you say about the length of the pencils?” Then he suggests arranging the pencils in order, starting with the longest and ending with the shortest.

The teacher clarifies the sequence of actions, asks the children to show the length of each pencil (children use a pointer), remember their location and close their eyes. The teacher swaps 2 pencils (in the future you can change more pencils). Children open their eyes, correct the mistake and justify their actions. The exercise is repeated twice.

"Broken Stairs"

Goal: Improving the ability to compare up to 10 objects by length (width) and arrange them in ascending and descending order.

Materials: 10 rectangles, large size 10x15, smaller size 1xl5. Each subsequent one is 1 cm lower than the previous one; magnetic board .

Progress of the game: A staircase is built on a magnetic board. Then all the children, except one leader, turn away. The teacher takes out one step and moves the rest. Whoever points out where the ladder is “broken” before others becomes the leader. If children make mistakes when playing the game for the first time, then you can use a measure. They measure each step with it and find the broken one. If children cope with the task easily, you can remove two steps at the same time in different places.

"Put it in order"

Goal: Improving the ability to compare up to 10 objects by height and arrange them in ascending and descending order.

Materials: magnetic board, trees of different heights.

Progress of the game: On the magnetic board, trees of different heights are located in a chaotic order; the teacher invites the children to arrange the trees in order: from the highest to the lowest.

Form

Formation of the ability to see the shape of familiar geometric figures in surrounding objects.

"Find a Pair"

Goal: To develop the ability to see the shape of familiar geometric figures in surrounding objects.

Materials: cards with images of geometric shapes divided into two parts; cards with images of objects of different shapes.

Progress of the game: 5 children take part. Each child is offered 5 cards depicting geometric shapes: circle, square, oval, rectangle, triangle. Then, according to the instructions of the teacher, they select cards with images of objects of the desired shape for their geometric samples.

“Find objects of the same shape” (lotto)

Goal: To develop the ability to see the shape of familiar geometric figures in surrounding objects.

Materials: 5 cards with images of geometric shapes in the middle: 1 circle, square, triangle, rectangle, oval. 5 cards each depicting objects of different shapes, for example: round (tennis ball, apple, marble, soccer ball, balloon), square rug, scarf, cube, etc.; oval (melon, plum, leaf, beetle, egg); rectangular (envelope, briefcase, book, domino, picture), etc.

5 children take part. The teacher reviews the material with the children. Children name figures and objects. Then, as directed by the teacher, they match their geometric samples with cards depicting objects of the desired shape. The teacher helps children correctly name the shape of objects (round, oval, square, rectangular).

“Complete the object”

Goal: To develop the ability to see the shape of familiar geometric figures in surrounding objects.

Materials: cards with images of geometric shapes, colored pencils.

Progress of the game: The teacher reviews the material with the children. Children name geometric shapes and supposed objects that are similar to geometric shapes. For example: a circle, what can we draw that looks like a circle? Apple, tomato, ball, etc., children draw objects.

Orientation in space

Exercises in the ability to move in a given direction:

“If you go right, you will find treasure”

Goal: to exercise the ability to move in a given direction.

Materials: paper circles.

Progress of the game: The teacher tells the children: “The wizard hid a treasure and invites you to find it.”

Using a counting rhyme, a leader is selected.

The leader completes the task: takes five steps straight, turns to the right and takes three more steps in pre-arranged circles. The rest of the children follow him. Children find a box and take out stars from it.

"Errand"

Goal: to exercise the ability to move in a given direction; learn to plan your route, develop memory.

Materials: sheet of paper, pencil.

Progress of the game: The child is given instructions: “You need to get to the secret facility (nurse’s office, speech therapist, psychologist, kitchen), remember your path and everything you see along the way, and return back to the headquarters (group).” Returning to the group, the child tells where he walked (ascended or descended the stairs, walked along the corridor), what objects he encountered on his way, what was to his right, to his left. Subsequently, the child, with the help of the teacher, draws the route of his journey.

"Where the toys hid"

Goal: to exercise the ability to move in a given direction; develop memory.

Materials: various toys.

Progress of the game: Children are informed that all the toys are hidden. To find them, you need to carefully listen to the “hints” (instructions) and follow them. After finding the toy, the child tells in which direction he walked, which direction he turned, and where he found the toy.

Improving the ability to navigate on a sheet of paper:

"Remember and Repeat"

Goal: Improving the ability to navigate on a sheet of paper, develop memory.

Materials: cards with images of geometric shapes.

Progress of the game: The teacher shows the children a card with images of geometric shapes, specifies their location and color. Then he offers to remember how the figures are located and asks to repeat them in the same order. The game is repeated 2-3 times.

"What changed?"

Goal: Improve the ability to navigate on a sheet of paper, develop memory.

Materials: geometric shapes.

Progress of the game: In front of the child, geometric figures are laid out on the table in 2 (3) rows, 3 (4) in each row. The teacher invites the child to look and remember the location of geometric shapes. Then the child closes his eyes. The teacher removes some figure and asks to name it and the place where it was located.

Didactic games in mathematics in the preparatory group

The preparatory group prepares preschoolers for entering school. Children already have a lot of knowledge, so games become more complex and provide the development of mathematical concepts sufficient for trouble-free learning in primary school.

Decorating the Christmas tree

The teacher attaches to the flannelgraph and also distributes to the pupils images of a Christmas tree and New Year's balls. He attaches 4 toys to the Christmas tree on the right side, 2 on the left. Children do the same with their Christmas trees. The teacher suggests adding up the balls: 4 + 2 = 6. Then he swaps the balls, it turns out 2 + 4 = 6. And so on several times with different numbers of toys. The game creates the idea that changing the terms does not change the sum.

Path for Little Red Riding Hood

Attached to the flannelgraph are images of grandma's house, Little Red Riding Hood, and forest trees. Under each tree is a simple arithmetic example that a preschooler can handle. The students take turns approaching the flannelgraph, solving an example, thereby moving Little Red Riding Hood closer to grandma’s house.

Yes or no

The teacher writes arithmetic examples on the board. Then shows the children pictures of numbers. If the number matches the solution to the next example, the children shout out: “Yes!” If the answer is wrong, they shout: “No!”

Make up a word

The game is competitive. The teacher displays arithmetic examples in two columns. Members of each team go out to solve them. The player who has solved the example approaches the table on which there are pictures of numbers corresponding to the solutions. He chooses his number, turns the picture over, and there is a letter there. Having solved all the examples, the team gets the floor. Those who complete the task faster win.

Do-it-yourself didactic math games

To enhance the cognitive interest of preschoolers, it is recommended to create bright, varied and exciting material for games. It’s not difficult to make math games with your own hands, here are some interesting examples:

Apples cut out of paper with different numbers of seeds - from 1 to 10. Children attach cards to them with the corresponding image of the numbers.
Mathematical rosary - a cord with stringed beads. When solving an arithmetic example, the child moves the beads: counts the first number, then the second. And then he adds or subtracts and determines the resulting number of beads.
Continue the series. The paper strips have different curved lines on them. At the beginning, geometric figures are glued along these strips in a certain sequence. The child’s task is to continue the row using additional figures from the box.
Catch a fish. The paper buckets show numbers from 1 to 10. The fish show arithmetic examples. The preschooler solves the example, looks at which bucket shows the answer, and places the fish there.
Cardboard sheets of a certain color have several different geometric holes cut into them. Geometric shapes are also cut out to match these holes in the shape and color of the sheet. The game task is to correctly place the pieces in the holes.

When making materials for games, you can use any available and natural means. The main thing is that they must be harmless to the child.