Easy math game for kindergarten

Kindergarten Math Games That Make Learning Fun from the Start

Looking for ways to make math fun for young learners? Check out these kindergarten math games! They teach all the basic math skills kindergartners need to master and are sure to engage every kid in the learning process.

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1. Conquer cardinality with penguin dominoes

Kindergarten math students work to master cardinality, understanding that written numerals correspond to the number of items pictured. These free printable penguin dominoes make the concept fun to practice.

Learn more: Playdough to Plato

2. Put together puzzles to gain number sense

Kindergarten math students learn to understand that numbers can be represented in a variety of ways. These free printable puzzles help them practice those skills.

Learn more: Tickled Pink in Primary

3.

This free printable game helps little ones master their numbers from 11 to 20, both as numerals and represented on ten-frames.

Learn more: The Measured Mom

4. Stack cups and count to 100

Kids love stacking things, so they’ll get a kick out of kindergarten math games that make use of stackable cups. This one has them doing it with 100 cups while they count! Turn it into a competition by putting them in teams and timing them to see who can finish the task the fastest.

Learn more: Kindergarten Smorgasboard/100 Cups

5. Visit the skip-counting store

How fun is this? Grab some toys and label them with price tags in increments of 10 cents. Give kids a handful of plastic dimes, and have them count out the amount needed for each “purchase.”

Learn more: Creative Family Fun/Skip Counting Store

6. Have a rubber duck race

In this game, kids race to see who can be the first to get their rubber duckies to 10 (or any number you choose). They roll a die and lay out tiles to move their duck. The twist? To get to 10 at the end, they must roll the exact number they need—no going over! Kindergarten math games like this one are terrific for practicing counting on, basic addition, and making 10.

Learn more: Happy Toddler Playtime

7. Practice counting on with cards and dice

Remove the face cards from a deck of playing cards and grab a pair of dice. The first player turns over a card and then rolls the dice. The number on the dice indicates how far they “count on” from the card. (For example, a player turns over a three and rolls a four. They say, “Three: four, five, six, seven.”) If the player gets it right, they keep the card, and the other player(s) get a turn.

Learn more: Creative Family Fun/Counting On

8. Skip-count with craft sticks

There are endless ways to use craft sticks in the classroom. For this game, number a series of colorful sticks by fives, as shown. Kids can practice by putting them in order first. Then, have a student draw a stick and count on by fives from that number to 100—if they draw 75, they then count 75, 80, 85, 90, 95, 100. If they get it right, they keep the stick, and the next player takes a turn.

Learn more: Simply Kinder

9. Match teen numbers

Once they’ve mastered the numbers 1 to 10, it’s time to understand how those numerals add up to make bigger numbers. These free printable cards show numerals and matching bundles of sticks that deconstruct each teen number into tens and ones.

Learn more: The Kindergarten Connection

10. Compare numbers with dominoes

Kindergartners learn to compare numbers to determine which is larger and which smaller. Stacking math cubes based on the numbers on dominoes is a fun, hands-on way to compare the two numbers side by side, making it easier to see the difference.

Learn more: My Fabulous Class

11. Face off and compare numbers

You’ll need some small toys for this game, as well as polyhedral dice. Kids roll and place the number of items on their side. Then, they compare the two to see which is bigger.

Learn more: Natalie Lynn Kindergarten

12. Make 10 with two-sided chips

You’ll need counting chips that are a different color on each side for this activity. Kids shake up 10 chips in a cup and pour them out on the table. Then they see how many they have of each color and write that number bond to make 10.

Learn more: First Grade Fairytales

13. Throw snowballs to make 10

Make “snowballs” from paper (or any way you like), then place them in a bucket at one end of the room. Start kids out by having them toss snowballs into another bucket until they reach 10 (or any target number). Then, up the challenge by placing some snowballs in each bucket and have kids figure out how many more they need to toss in to make 10.

Learn more: Frugal Fun for Boys and Girls—Snowball Math Games

14. Use Uno cards to play addition war

In the card game War, players each flip an Uno card, and the one whose card is greatest takes them both. In this twist on one of our favorite kindergarten games, players each flip two cards. They then use counting blocks to represent the numbers and count on or add to find the sum. The largest sum wins the hand, and play continues.

Learn more: Planning Playtime—Addition Game

15. Roll and add for fluency within 5

Kindergarten math students work to become fluent in adding and subtracting within 5. This free printable board game makes it fun!

Learn more: Liz’s Early Learning Spot

16. Get four in a row and learn place value

This customizable game helps teach the early place-value concept of tens plus ones. Get it for free at the link.

Learn more: Two Boys and a Dad

17. Bowl and subtract within 10

Set up a toy bowling pin set (or make one from plastic bottles or toilet-paper tubes). Kids bowl and see how many pins they knock down, subtracting that number from 10. Then they repeat, this time subtracting from the previous answer. First to get to zero wins!

Learn more: Planning Playtime—Subtraction Worksheets

18. Get off my boat!

So simple, so engaging, so fun! Use tape to outline a boat shape on the floor (or try this outside with sidewalk chalk). Let some kids board the “boat,” then make some get off. Use those numbers to write a subtraction number sentence and solve the equation!

Learn more: Kindergarten Smorgasboard—Get Off My Boat!

19. Drive and compare numbers to music

Prep for this game by using dot markers on paper plates as shown (visit the link below for more examples). Each kid takes a plate then uses it to “drive” around the room as you play music. When the music stops, they find a nearby partner and compare what they see on each other’s plates (e.g., “8 dots is more than 4 dots. 1 green dot is less than 4 green dots.” Then start the music up and repeat!

20. Build a weigh station

Use a hanger and plastic cups to build a super-simple weigh station. Kids will love dropping items into the cups to see which weighs more or less. Turn it into a game by having them try to guess which object weighs more first or how many of one item equals another.

21. Battle it out in ribbon war

Looking for kindergarten math games that teach non-standard measurement? This idea is fun and easy. Cut colorful ribbons into a variety of lengths and place them in a bag. Each student pulls a ribbon from the bag. Then, put students in pairs and have them compare their ribbons to identify the longer one. The student with the longer ribbon keeps both, and the game continues.

22. Hold a shape scavenger hunt

Kindergarten math students are learning to recognize shapes in their environment and also to categorize and sort. This scavenger hunt does it all! Send them out to find objects in the room that match the shapes. Then count and compare to see how many you have in each category.

Learn more: Frugal Fun for Boys and Girls—Shape Scavenger Hunt

23.

Use sidewalk chalk to lay out a shape maze on the playground or driveway. Choose a shape and hop from one to the next, or call out a different shape for every jump!

Learn more: Creative Family Fun—Shape Maze

24. Make a match to learn shapes

Grab these free printable memory cards at the link. Then play and learn the basic shapes.

Learn more: Life Over C’s

25. Guess the mystery shapes

Work on geometry terms like “sides” and “vertices” when you sort shapes using these attributes. Start by placing 3D shapes into paper bags and asking students questions like “The shape in this bag has 4 sides. What could it be?”

Learn more: Susan Jones Teaching

Love these kindergarten math games? You’ll also enjoy these 50 Kindergarten Math Word Problems of the Day!

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Math Games for Kindergarten Online

Math games for kindergarten primarily focus on two critical areas: (1) number names and counting sequence (2) describing shapes and space. Children begin their math journey in kindergarten and this forms the basis of all known mathematics. It is important to make learning fun, engaging and interactive at this stage so that the child develops an early interest in math.
This can be easily done using fun-filled math games that are visually appealing and captivating. There is no better way to teach your little ones about numbers and shapes! Games like sorting games, matching games, counting games, etc. help increase the child’s understanding of numbers.

• Developing cognitive skills: Learning math through games in kindergarten helps to develop children’s cognitive skills. Their brains are like sponges at this stage, so it is important to stimulate their minds with the right assets. Games engage multiple areas of the brain and allow the learner to interact with concepts like number sense and sequence, addition, subtraction, etc. at their own pace. These games also promote math talk and enhance reasoning abilities.
• Making math learning fun and engaging: Online math games eliminate rote learning from a young age and incorporate a more practical approach to learning. Children can start their math journey by singing the number song or by counting objects along with a friendly character using colorful images. This holds their attention and interest in math right from the start!
• Building curiosity:  Children are naturally curious and it is important to nurture this natural inquisitiveness. Math games are a brilliant way to foster their curiosity by engaging their imagination and creative skills. Sorting games, finding and matching shape games, aligning and comparing length games, etc. all boost curiosity and learning.
• Building motivation, memory and motor skills: Math games allow children to practice their concepts repeatedly that increase their proficiency and boost their motivation. Math games are also amazing at developing motor skills as they involve actions like tapping, clicking, dragging on the screen at the right time at the right place, etc. Memory and concept retention are also increased with repeated practice.

• Play on multiple devices: Math games can be played online on multiple devices like; iPad, laptop, phones, etc.
• Engaging and rewarding games: Children can purchase assets for their characters and more through the coins they win through practice.
• Easy Connect for Parents: Parents are instantly notified about their child’s progress.
• Offline access: Games can also be played offline through apps for an interruption-free experience.

Counting, writing numbers in words, and identifying shapes are some concepts taught in kindergarten which are useful in everyday life. Math games make these concepts fun and easy to comprehend for the youngest learners out there!

Yes! They can help build an interest right from the start. They not only teach concepts effectively but also relate them to the real world with a touch of wonder and fascination. As such, kindergarteners are able to develop as well as practice necessary math skills to take their learning forward.

Yes, they are extremely age and user-friendly and perfect for little learners. They come with interactive characters and colorful imagery that help retain the attention of your child. Patience with young children is extremely important and interactive games allow streamlined productive learning to be fun and simple simultaneously.

Incorporating games is a wonderful method to keep the spark of learning alive. Kindergarten math games online cover a wide range of topics that are aligned with Common Core Standards that will make learning hassle-free and enjoyable.

The best way to teach math to children is to let them experience and play with math around them. Make them feel that math is everywhere. Whether you are explaining them counting sequences or telling them about days and months, math is always involved. Online games can be inculcated in their learning routine to make learning exciting and relatable.

Try SplashLearn for Free

Math games in kindergarten school. Collection of games for children aged 5-7 | Card file in mathematics (preparatory group) on the topic:

Mathematical games in kindergarten school.

Collection of games for children 5–7 years old

The manual presents mathematical games for children 5–7 years old: games to reinforce

quantitative representations, to clarify concepts of the size of objects, to expand ideas about geometric shapes, to improve orientation in space, to fix temporal representations.

The manual is addressed to educators of preschool educational institutions, elementary school teachers

, working with children of preschool age, as well as parents.

Number games

Pea pod game

Material. Cards with numbers, manuals "pea pods" - two sets of different colors. Hoops lie on the floor at a short distance from one another, in the center of each hoop is a card with a number. On the tray are "pea pods" (according to the number of children).

The teacher invites the children to guess the riddle:

The green house is cramped:

Narrow, long, smooth.

Sitting side by side in the house

Round guys.

Trouble came in autumn —

A smooth house cracked —

Who jumped where

Round guys!

- What is it? That's right, it's peas, - says the teacher and explains the rules of the game. - You will run to the music. As soon as the music stops, go to the table in turn, take one pod at a time and stand near the number that corresponds to the number of peas in the pod.

As a result, two children with "pods" of different colors should stand near each hoop.

The teacher suggests that the children check each other to see if everyone completed the task correctly. If someone made a mistake, they explain to him why he should not stand near this number.

The game should be repeated after placing the "pods" on the tray.

Note. It is not necessary to pay attention to the color of the "pods" when the children stand near the

hoops. They can make mistakes when recalculating "peas". Having exchanged "pods", the guys clarify their actions and correct the mistakes made.

Line up in order

Material. Cards with numbers from 0 to 10.

Up to 10 children participate in the game.

On the table are cards with numbers from 1 to 10 face down. Fast music sounds, children run. At the end of the music, each child takes one card from the table.

Children line up in order, in accordance with the tasks given by the teacher.

- The child with the number 7 will come out first.

- The “neighbors” of the number 7 will stand next to him.

– Between which numbers should the child with the number 5 stand? Let him take his place

.

- Now the guys with the remaining numbers will stand in order.

- Give the numbers in order.

Note. More children can take part in the game. In this case,

would require a second set of digits. Two teams are playing.

Find a pair

Material. Cards with numbers and cards with circles.

Children are divided into two teams. Each team has its own table. There are 9 on one table0003

reversed number cards, the other reversed cards with circles.

Children run around the room. At the signal of the teacher, they take cards from the tables, and each

looks for its pair: the child who has a number on the card is looking for the child who has the corresponding number of circles on the card.

Next, check whether all pairs are matched correctly.

The cards are returned to their original places and the game is repeated.

Note. If there are no cards with circles, then you can use sets of cards with

in two colors.

What number escaped?

Material. Cards with numbers from 0 to 20 (for each child).

Children play in pairs.

The teacher asks each pair to put the numbers in order from 0 to 10. Then one

child closes his eyes, and the other rearranges the numbers in the number row. Opening his eyes, the child notes what has changed in the row. If he guessed correctly, he becomes the leader.

The game continues.

Complication. Change the number series, suggest decomposing numbers from 10 to 20 or from 10

to 20.

Wonderful Pouch

Material. "Math set" and a bag with small toys (for each pair of

children).

Children play in pairs, sitting at the table. In front of them lies the "Math Set" and one

bag of small toys for two. The teacher invites the children to decompose the numbers in

in order from 1 to 10. Using the rhyme, choose the leader in each pair:0003

Past the hail.

Who will raise,

He will come out.

The host invites his partner to close his eyes, while he removes one of the numbers. The child, having opened his eyes, calls which number is missing, and counts the same number of toys.

If the task is completed correctly, the toys and the figure return to their places.

Children change roles. The game is repeated.

Complication. Count toys one more or one less.

Who is faster?

A square is drawn on the ground, divided into nine small squares. In squares

numbers are written in the following order: 1st row - numbers 1, 2, 3; 2nd row - 4, 5, 6; 3rd row - 7, 8, 9.

Two children take part in the game. The leader is selected. He jumps through the cells on

with one foot from number to number in order. As soon as he cannot stand on one leg, the game stops and the second child becomes the leader.

The game continues until the children reach the last number. Whoever jumped first

to the end is the winner.

Find the same number

Material. Cards with circles or numbers.

Various groups of homogeneous objects (two pyramids, four balls, two bunnies, etc.) are placed in the room. The teacher holds cards with circles or numbers in a fan in his hands and invites one of the children to pull out one of them. The child, choosing a card or a number, finds as many identical toys in the room as there are circles on the card.

The game is repeated several times.

Complication. Find items one more or one less than the number of circles on the

card.

Name the neighbors

Material. Cube with numbers on the sides.

Children stand in a circle.

With the help of a rhyme, a leader is chosen:

A jackdaw sat on a birch,

Two ravens, a sparrow,

Three magpies, a nightingale.

Tomorrow

Blue-blue-blue whale will fly from the sky.

If you believe, stop and wait,

If you don't believe, come out!

The host throws a cube to one of the children. The child who caught him calls the number on

faces of the cube and the "neighbors" of this number. If he gave the correct answer, he becomes the leader.

The game is played at a fast pace.

Complication. On the faces of the cube, instead of numbers, there can be circles (from 1 to 6).

Playing with apples

Material. Figures, manuals "apples".

There are hoops on the floor at a great distance from each other. Each circle has a number. On the tray are "apples": yellow, red, green.

The teacher invites the children to guess the riddle:

Round, ruddy,

I grow on a branch,

Adults love me

And little children.

- That's right, it's an apple. Now we will play with apples. You will run to the music. As soon as it stops sounding, take one apple. Apples have seeds. Count how many seeds are in an apple, and stand near the number that corresponds to their number.

Music is playing. As soon as it stops sounding, the children take one apple from the table from the table and look for a hoop with the desired number. Near each number there should be three children with apples of different colors.

“Check each other to see if everyone completed the task correctly,” says the teacher. - Near

what number are you standing and why. Children exchange apples, check the correctness

of the task, correcting mistakes.

The game can be repeated by placing the apples on the tray first.

Note. When children stand near the number, do not pay attention to the color of the apples.

Children can make mistakes when counting. After exchanging apples, they refine their

actions and correct the mistakes made.

Complication. Instead of numbers, use cards with differently arranged

circles. Task: stand near that card with circles, which will show the number one

more or less than the number of seeds in an apple.

Guess the number

With the help of a rhyme, choose a leader:

They sat on the golden porch:

Tsar, prince,

King, prince.

Shoemaker, tailor,

Who will you be?

The facilitator thinks of any number within 10 and says it in the teacher's ear.

The players must guess this number with the help of questions. The facilitator can only answer

questions with "yes" or "no".

For example, the number 8 is conceived.

– Is the number greater than seven? (Yes.)

– Is it less than nine? (Yes.)

Is that the number eight?

- Yes.

When the number is guessed, the leader is the one who guessed the number.

Complication. Think of numbers within 20.

Name the number

Material. Ball.

With the help of a rhyme, a leader is chosen:

Rain, rain, water -

There will be a loaf of bread.

There will be rolls, there will be dryers,

There will be delicious cheesecakes.

Children stand in a circle. In the center of the circle is the leader with the ball in his hands. He throws the ball to one of the

players, calls any number and gives the task: "Reduce the number by one." The child who caught the ball gives an answer, then calls any number and, throwing the ball to another player, gives the task: "Increase the number by one."

If the child who caught the ball makes a mistake, one of the children in the circle or

corrects him.

What's gone?

There are 10 toys in a row on the table.

The teacher asks the children to count the toys, memorize their location and then

close their eyes, while he removes any two toys.

After the children open their eyes, asks them questions:

– Are there more or less toys?

– Which toys have been removed?

– What toys were they behind?

– What was the first toy?

Cube game

Material. Cube with numbers on the sides.

With the help of a rhyme, choose a leader:

One, two, three, four, five,

– Tanya, let's start.

The bees flew into the field,

The bees sat on the flowers.

We play, you drive!

He throws a cube to one of the children and says: "Count on." The child who caught the cube,

calls the number on the edge and counts further. Hearing: "Stop!", He throws the cube to another child.

The facilitator can change the task: “Count backwards”.

The game is played at a fast pace. As many children as possible should take part in it.

Playing with cards

Material. Cards with circles in an amount from 1 to 10. A cube with numbers on the faces.

Children stand in a circle.

Each child has a card with circles in their hands. After the words of the teacher: “Attention, we started!”

- All players pass the cards to each other in a circle, clockwise.

On command "Stop!" children hide the cards after counting the circles on them.

The teacher tosses the cube and shows the children the top face that has fallen out. After looking at the edge, the children show cards with the same number of circles and explain why they showed them.

The game is repeated. Children change cards.

Option. Instead of cards with circles, you can use numbers.

Which hand has how much?

Material. Mugs or small items such as buttons, nuts, pebbles (anything that the child can hide in his hand).

The teacher asks the children to count the mugs he is holding in his hand and say:

how many mugs are in his hand? (Four circles.) In front of the children, he lays out the circles in two hands and says: “You must guess how many circles are in one hand, how many are in the other, and how many circles are in total. Let's agree that we will first say how many circles are in the left hand, and then how many are in the right. How did I arrange the mugs?

Children try to guess, list possible options. If they did not guess

the option conceived by the teacher, you can say: “It may be so, but it’s not like that for me.”

The game continues until the children guess. The child who correctly named how many circles are hidden in which hand becomes the leader. Now he lays out the circles in two hands (the teacher checks how many circles he put in to clarify the correctness of the answers), and the children guess the option he conceived.

The game is repeated several times.

Note. Children should be reminded not to forget to say not only how many circles are in each hand, but also how many there are in total. This game can be played not only within 4, but also within 10.

Who knows, let him count further

Material. Ball.

Children stand in a circle.

The teacher stands in the center of the circle. He throws the ball to some child and calls the number

within 20. The child, having caught the ball, throws it back and calls the number one more.

For example, “Eleven,” the adult says. “Twelve,” the child answers, throws the ball back, etc. The game is played at a fast pace.

Count - make no mistake

Children stand in a semicircle. With the help of a counting rhyme, a leader is chosen.

Everyone closes their eyes. At this time, the host claps (jumps, stomps) several times.

Children, opening their eyes, repeat his actions and explain why they did it.

Select a new leader. The game is repeated.

As a complication, the facilitator may offer to complete the task by clapping one more (less) time than the children heard.

Count down

Material. Ball.

Children stand in a circle. Before starting the game, you should agree that the children will count in

in reverse order.

With the help of a rhyme, a leader is chosen:

Three fluffy cats

Lie down in a basket.

Suddenly one of them ran up to them,

How many cats were together?

The leader throws the ball to one of the players and calls any number. The child,

, who caught the ball, continues to count backwards, that is, he names three any numbers in a row before the named number. Now he is leading. The game is played at a fast pace, the tasks are repeated many times so that as many children as possible can take part in the game.

Complication. You can count not only within 10, but also further.

Neighbors

Material. Two sets of cards with numbers (sets of two colors).

There are two sets of cards turned upside down on the teacher's table. On a signal, the children take one number at a time and line up in order in two columns in accordance with the color of the numbers. The teacher gives a task, for example: “Come out“ neighbors ”of the number five and name yourself.”

After completing the task, each child returns to their original place in the column.

The game continues.

When the game is repeated, the role of the leader passes to one of the children.

Complication. Task: go out, "neighbors" of numbers three and five, and name yourself.

Put the same amount

Material. Small toys (several types, 10 pieces of each type).

Children play in pairs sitting at the table.

One child starts the game: puts a certain number of toys on the table. His partner must put the same number of toys of a different kind. Thus, the number of toys is constantly increasing.

Then the correct execution of the job is checked by receiving the application.

The game is repeated several times, the children change roles.

Check each other

Material. Sets of numbers from 1 to 10.

Children play in pairs.

The teacher asks each child to put the numbers from 0 to 10 in order.

The guys in each pair check each other for the correctness of the task.

With the help of a rhyme, a leader is chosen:

Over the seas, over the mountains,

Behind the iron pillars,

On the hillock of the teremok,

There is a lock hanging on the door,

You go for the key

And open the lock.

The presenter counts out a certain number of toys, and his partner puts the corresponding number next to

. If the child correctly completed the task, he becomes the leader and the game continues.

Option. One child puts forward a number from the number row, and the other counts the toys.

Brook

Material. Sets of cards with numbers from 1 to 10.

Two children hold hands and raise them, forming a "gate". In their hands they have a card with

digit (any digit, from 3 to 10).

The rest of the guys have one digit in their hands. They run around the room. At the signal

of the teacher, “A stream in the gate!” children stand in pairs so that the number set on the “gate” is formed together (for example, you need to make the number 8: 4 and 4; 1 and 7; 2 and 6; 0 and 8, etc.) The “brook” passes through the “gate ”, which let in only those who not only correctly composed the given number, but also said how it was composed.

The game continues, while the leaders change, the number on the "gate" and the numbers for children.

Complication. Instead of numbers, use cards with circles in the amount from 0 to 10.

Show neighbors

Material. Numbers from 1 to 20 (for each pair of children).

Children play in pairs. The teacher asks them to arrange the numbers on the table in any order.

With the help of a rhyme, a leader is chosen in each pair:

One, two, three, four, five,

A bunny went out for a walk,

What should we do? How can we be?

We need to catch a hare.

We will count again:

One, two, three, four, five.

The host points to one of the numbers, and his partner finds the “neighbors” of this number. Then the children switch roles.

Options. Expand the numbers from 10 to 20 or from 1 to 20. You can change the rules of the game:

the leader points to two numbers, and his partner calls them "neighbors".

Ice in a circle

The game is played with a small group of children.

Draw 10 circles on the ground at a small distance from one another. In each circle

write a number (from 1 to 9), one circle remains empty. (The numbers are not in order.)

The leader is selected using the rhyme. He stands in an empty circle; in his hands he has

"ice" (any object that can be thrown). He throws it into a circle with any number and jumps into this circle. Then the “ice” must be transferred to the next circle in ascending (or descending) order.

The game is repeated with another leader.

Over bumps

Material. Circles with numbers from 1 to 10.

Children are divided into two teams and lined up in two columns one opposite the other. Between them, the teacher lays out circles with numbers - “bumps”. Reports the task: you need to go through the "swamp" on the "bumps", stepping on them in order. When a player of one team overcomes the "swamp", he touches the first player of the other team and he starts his way along the "bumps" in the reverse order (10, 9, etc. ) The team that made no mistakes wins. (If someone makes a mistake, he starts his journey from the beginning.)

Complication. Instead of numbers on the bumps there are circles from 1 to 10.

How many tenants are there in the apartment?

Material. Hoops, numbers.

There are several hoops on the floor, each with a number.

Children run around the room, At the signal of the teacher, they run to the hoop - "apartment". The number in

hoop shows how many "tenants" live in the apartment.

The teacher, addressing the children, asks: “How many tenants are there in this apartment and why are there so many of them?” If the apartment is not fully occupied, it is necessary to ask the children how many tenants did not move into this apartment. The game continues, the numbers in the hoops change.

It is desirable that the number in one hoop be more than 10.

Grasshopper

Material. Cards with numbers from 1 to 10.

In front of each child on the table there is a number row from 1 to 10.

jump, five jumps, etc.” (The number of cells in one jump is agreed with the children in advance.)

Then the teacher gives tasks:

1. Tell me and show where the grasshopper will end up if there are two cells in each jump and he will

make five such jumps? How many cells will the grasshopper advance?

2. Tell and show on which cell the grasshopper will end up if it moves like this:

first three jumps forward, then four more forward? And if so: two jumps forward, and then two more forward?

3. And now the grasshopper makes one jump forward, then three more. Show me at

what cell of the numerical track will appear if it does:

- six jumps, and then zero jumps?

- three jumps, then four jumps and zero more jumps?

- two jumps forward and one jump back?

- five jumps forward, one jump back and two jumps forward?

Games to clarify the concepts of the size of objects

Say the opposite

Material. Ball.

Children stand in a circle.

Teacher in the center of the circle. He throws the ball to one of the children and says, for example: "Stick

is long, but the pencil…?” The child who has caught the ball calls out a word opposite in meaning: “Short” in

and throws the ball to the teacher.

Questions:

– The belt is narrow, but the scarf…?

- The skirt is short, but the dress...?

– The girl has long hair, but the boy...?

– The door is narrow, but the window...?

- The coat is long, but the jacket...?

- The socks are short, but the stockings...?

– The branch is thin, but the tree…?

– The tree is tall, but the bush...?

Complication. Children can give tasks to each other.

Guess what it is?

Children stand in a semicircle.

The teacher says: “I will name one word, and you will list the objects that can be named along with this word. For every correct answer you get a chip.

“Long…” – says the teacher.

“The road,” the child answers and receives a token. “A dress, a rope, a day, a fur coat…”, -

children remember. A point is given for each correct answer.

The teacher calls the following word: “wide” (“Road, street, river, ribbon, bridge.”)

“High…” (“House, tree, pole, Uncle Styopa, giraffe.”)

At the end of the game children count chips and determine the winner.

Who will remember more?

Several children take part in the game. They are invited to see as many objects around them as possible within 10–15 seconds

: of the same size; same size and color.

On a signal, one child begins to name objects, the other completes his answer.

For example, windows, crayons of the same length but different colors, high chairs of the same size, etc.

Radio

Children sit in a semicircle so that they can see each other well.

The teacher looks at them, remembers the characteristic details of the clothes, the appearance of the children, then turns away and announces: “Hello, hello! The girl is lost. She has long hair and a short blue skirt. Have her come up to me and tell me her home address” or “Lost boy with short hair, short-sleeved shirt and short blue shorts.”

Children look at each other. The “lost” child comes up to the teacher and gives his home address.

The game is repeated.

Complication. The role of the leader passes to the child.

Welcome me

Material. Throwing bags (one of them is red, the rest are of the same color).

A line is drawn on the ground, behind which children stand with bags in their hands.

The leader is selected with the help of a rhyme.

Sitting in a cage,

Chizhik sang a song loudly:

“Chu-choo-choo, choo-choo-choo,

I will fly free.”

The leader (he has a red bag) starts the game. On a signal, he throws the bag as far as possible

. The rest of the children should throw their bags in the same place. The teacher asks:

“Whose bag is closer to the red bag? How can you find out? Why do you think so?"

Children answer questions on their own. All

children should be given the opportunity to speak.

They should not only tell but also show how to measure the distance (steps,

fingers, etc.). Counting the number of steps, the children conclude: the smaller the measure, the greater the number

will be. Thus, it turns out whose bag is closer to red.

Which is higher?

Material. Ball.

Children stand in a circle. One of the players throws the ball to the other and asks a question. The child,

, having caught the ball, answers and throws the ball to the next player.

Questions:

– The bench is low, which is higher…? (Bush.)

- What is higher than a bush?

– What is below the fence?

– What is taller than a high chair?

- What is higher than the table?

– What is below the house?

Tie, untie

Material. Laces

Each child has a lace in their hands. Children are divided into pairs. The teacher invites the children to find out which of them has a longer lace. (Children compare shoelaces, make sure that they are the same length.)

The teacher asks: “What are the lengths of shoelaces? (Identical.) I'll set up an hourglass, and you'll begin to tie knots in your shoelaces, but don't overtighten them. As soon as the sand in the watch stops spilling, finish tying the knots. I wonder who will tie more knots? Started!”

The teacher turns the hourglass over. As soon as the sand is poured, he says: “Stop!”

Questions:

- Whose cord is shorter?

– Which of the guys in the pair tied more knots?

- Who has how many nodes?

The teacher invites children with the same number of knots to form new pairs: “I will set the clock again, and you will untie the knots. Let's see who will untie more. Started!”

Turns the hourglass over. As soon as the sand is poured, he says: "Stop."

Questions:

- Which of the guys in the pair untied more knots?

– What is the length of the laces?

Games for the expansion of ideas about geometric shapes

Which figure is hidden?

Material. Magnetic board; geometric figures (squares, rectangles,

trapezoids, rhombuses, triangles of various configurations, circles).

Children are examining the geometric figures placed by the teacher on the magnetic board

: squares, rectangles, trapezoids, rhombuses, triangles of various configurations, circles. Remember how the figures are located.

The teacher invites the children to close their eyes and removes 1-3 geometric shapes. Having opened

eyes, the guys should name as many figures as possible that are "hidden".

So that children do not repeat each other's answers, the teacher can listen to each child

separately. Whoever names the most figures wins. He becomes the leader and the game

continues.

Complication. You can change the number of figures on the magnetic board. Children can name only the figures that are "hidden", but also their color.

Which figure is hidden?

Material. Magnetic board; geometric figures (squares, rectangles,

trapezoids, rhombuses, triangles of various configurations, circles).

Children are examining the geometric figures placed by the teacher on the magnetic board

: squares, rectangles, trapezoids, rhombuses, triangles of various configurations, circles. Remember how the figures are located.

The teacher invites the children to close their eyes and removes 1-3 geometric shapes. Opening

eyes, the guys have to name as many figures as possible that are "hidden".

So that children do not repeat each other's answers, the teacher can listen to each child

separately. Whoever names the most figures wins. He becomes the leader and the game

continues.

Complication. You can change the number of figures on the magnetic board. Children can name

not only the figures that are "hidden", but also their color.

Name the object

Children are divided into two teams.

One team names rectangular objects, the other - square. For each item named, the team receives a token.

At the end of the game, it turns out how many chips each team has collected.

The teacher asks the children: “How can you find out which team named more than

items? (This can be done without counting, by matching groups of objects in pairs.)

How many quadrangular objects were named?

In conclusion, we can ask what other quadrangular shapes do children know

(trapezoid, rhombus) and why can they be called in one word - quadrangles? (They have four sides and four corners.)

Fold the shape

Material. Tangram (for each child).

The teacher invites each child to make an animal out of a tangram that lives in the zoo

. In this case, it is necessary to use all the geometric shapes of the tangram, tightly attaching them to each other.

At the end of the work, the teacher asks: “What kind of animals did you make? What are the animals doing? (They sit, run, stand.) Do the resulting figures look like real animals? What figures are they made of? Can the figures from which the animals were made be called in one word. (Polygons.) How many identical animals?

Note. If the children made the same animals, you can ask how they are similar and how they differ from each other.

Pass and don't fall

Material. Geometric figures.

There are geometric figures on the floor. The teacher tells the children that these are "pebbles", and

offers to go through the figures, completing the tasks:

- choose the shortest path, first go along it, and then tell about your

route;

- go through all the triangles without missing a single one;

- go over the red pieces and tell which pieces you went through.

The child who makes the fewest mistakes wins.

At the end of the game, the children remove the pieces, completing the following tasks:

- collect all the pieces of the same shape and name them;

- collect the figures, distributing them by size and color.

Note. Children accompany all actions with explanations, telling why they completed the task in this way.

Find the shape

Material. 3-4 hoops, geometric shapes, number cards.

3-4 hoops lie on the floor at a short distance from one another. In each hoop

are a geometric figure and a number. For example, in a hoop with a rectangle, the number is 5, in a hoop with a trapezoid, the number is 7, etc.

Geometric figures are laid out on the teacher's table. Children take one piece and

start running around the room. On a signal, everyone finds their “house”: those who have a trapezoid run to a hoop with a trapezoid, those who have a triangle run to a hoop with a triangle, etc. The number of children who run to the hoop should correspond to the number in the hoop. If the player ran to the hoop late and turned out to be “extra”, he needs to quickly replace the piece and run to another hoop, where there is still free space.

The teacher checks whether the children completed the task correctly, what figures they have in their hands and

how many children each hoop has.

When playing the game again, you can change the number of geometric shapes,

change the geometric shapes in the hoops. One of the guys can be entrusted with the control of the task.

Complication . Instead of a number, you can put a card in the hoop with a certain number of circles

.

What has changed?

Material. Geometric figures.

Children play in pairs, sitting opposite each other at a table.

One child lays out a pattern of geometric shapes (no more than 10), placing them at his own discretion. He tries to remember the laid out pattern, after which he closes his eyes. His partner makes a substitution or moves the pieces. Opening his eyes, the child determines what has changed. Next, the children switch roles.

Complication. You can change the rules: do not shift, but turn the pieces;

name the color of the shapes.

Run to me

Material. Geometric figures.

Children stand in a circle. Each child has one geometric figure in their hands. The teacher stands in the center of the circle. He gives the task: "Run to me those who have red pieces." Children with red figures run up to the teacher and explain why they ran up. The rest of the children check whether they did the task correctly. The number of children near the teacher is counted, after which they return to the general circle.

Tasks:

- children with quadrangles run to the teacher;

- children with large figures run to the teacher;

- children with polygons run to the teacher.

Note. The teacher each time specifies why the guys ran up to him with different

figures and how many identical figures are in the circle.

Patterns

Material. Geometric figures.

Children play in pairs, sitting opposite each other at a table.

One child creates a four-piece flower pattern and shows it to their partner. He must look at the pattern for 10 seconds (after which the pattern is covered with a sheet of paper) and reproduce it. Then the guys compare their patterns. If the task is completed correctly, the children change roles.

Complication. Increase the amount of detail or invite the children to team up and

come up with a common pattern for the wallpaper and talk about what the pattern is.

Transport

Material. Geometric figures.

Children play in pairs, sitting opposite each other at a table.

According to the teacher's instructions, each child lays out a car from four squares and two circles. Then the teacher suggests changing the type of car so that its purpose changes (turning a passenger car into a truck) by adding geometric shapes.

Children compare their cars, tell each other what the changes are

in the design, what the car has become.

Answer quickly

Material. Ball.

Children stand in a circle.

The teacher throws the ball to the player and names a geometric figure; the child who caught the ball

must name an object of this shape. For example, the teacher says: "Triangle". “Kerchief”, -

the child answers and, throwing the ball to the next player, calls, for example: “Rectangle”. Game

continues. The same geometric figure can be called several times. For

correct answer the child gets a token.

At the end of the game, you can count the chips and determine the winner.

Complication. When playing the game again, offer to name not

one object at the same time, but two or more.

Beautiful scarf

Material. Sheet of paper, 7 different geometric shapes (for each child).

Children play in pairs. In front of each child on the table is a sheet of paper and 7 different

geometric shapes.

On a signal, the children “decorate their scarves” – lay out the figures all over the sheet in the corners,

on the sides and leave one in the center, then compare the arrangement of the figures on their sheets and talk about it. For example: “My square is in the upper left corner, and yours?”, “My rectangle is at the top between the square and the triangle, and yours?” Children take turns asking each other questions.

Complication. One child closes his eyes while another shifts

geometric figures on his sheet. Opening his eyes, the child looks at how the figures are located, and tells what changes have occurred. Children change roles.

Clean up

Material. Geometric figures.

Children play in pairs, sitting opposite each other at a table.

The teacher suggests decomposing geometric figures in a certain sequence

: red circle, green square, yellow rectangle, small blue square, green rhombus, red trapezium. After completing the task, one child closes his eyes, and the other removes one of the figures. Opening his eyes, the child says which figure is missing, restores order, and the game continues.

Complication. Do not remove, but swap geometric shapes; name not only

the figure, but also its color and size.

Look around

Children are divided into two teams. The teacher asks them to name objects that are square,

triangular, quadrangular, and also the shape of objects that do not have corners.

For each correct answer, the team receives a token. You cannot name the same item twice. The game is played at a fast pace. At the end of the game, the chips are counted and it turns out which team has scored more points and won.

Arrange as I say

Material. A strip of paper, geometric shapes (for each child).

Each child has a strip of paper and geometric figures on the table.

The teacher alternately shows the children a square, a rectangle, a triangle, a circle, a rhombus,

a trapezoid and suggests naming these figures. Then he suggests laying out these figures on a strip of paper from memory. Children, having laid out the figures, tell which row they laid out.

Options

- Lay out a certain number of geometric shapes that the children saw

for a few seconds.

- Lay out two red squares, one green, etc.

Games to improve orientation in space

Vice versa

Material. Ball.

Children stand in a circle.

In the center of the circle is a teacher with a ball. He pronounces any word and throws a ball to one of the children. The child must answer with a word that is opposite in meaning. For example, the teacher says: "Up". The child answers: “Down” (right - left, forward - back, far - close, inside - outside, above - below, etc.).

Complication. You can name not only adverbs, but also adjectives: far - close, top - bottom, right - left, deep - small, cheap - expensive, high - low, etc. If the child finds it difficult to answer, the children help him in chorus.

What, where?

Material. Ball.

Children stand in a circle.

In the center of the circle is a teacher with a ball. He explains the rules of the game: “I will name the objects in the room. The one of you who catches the ball must, using the words left, right, in front, behind, say where this object is.

The teacher throws the ball to the child and asks: “Where is the table?” The child who caught the ball answers: “Ahead of me” - and throws the ball to the teacher.

Questions:

– Is the door for you? (Left.)

– Behind you… (Window.)

– Where is Lena standing? (Near the table.)

– Who is Oleg standing between? (Between Grisha and Semyon.)

Complication. The teacher names the words: "left", "right", "in front", "behind", and the children

say what objects are in the indicated direction.

Find a toy

One of the players goes out the door, the other children hide the toy.

To make it easier to find the toy, the child is shown the direction: "Go from the table to the carpet, turn left from it, take eight steps forward and look there."

Game variant. An adult marks the route on the floor of the room with arrows

of different colors, and then indicates the direction: “First go where the red arrow points, turn where the blue arrow points, then take five steps and look there.” Having found a toy, the child should tell how he walked.

Where does the bell ring?

Material. Bell.

The teacher invites one of the children to ring the bell so that everyone can see and

hear that the bell can ring very close - loudly or far away - quieter, it is almost inaudible. One of the players leaves the room. At this time, the children agree on where the child with the bell will be. The returned child is seated on a chair and blindfolded. The bell rings in a conventional place. A blindfolded child determines whether the bell rang close or far from him, and indicates the direction from which the sound came from (in front, behind, from the side, to the left, etc.). The game is repeated with another driver.

Where is the right, where is the left?

Divided into two teams, the children line up in two rows.

At the signal of the teacher, the teams go in opposite directions. On the command "Left!" or "Right!" turn in the appropriate direction and stop. The one who makes a mistake is out of the game.

The game continues.

Guess what?

Children play in pairs.

The guys in each pair agree on which of them will start the game. The first child

comes up with a riddle story using the words: behind, between, around, near, inside. For example: “Name the object. It's behind you, inside the closet, between two dolls." The second child turns and visually looks for an object, and then names it. The roles change and the game continues.

Aerobatics

Material. A blue sheet of paper and a circle (airplane) (for each child).

In front of each child on the table is a blue sheet of paper and a circle (airplane).

The teacher explains the task: “Of course, you know about air festivals in which

pilots take part. They show aerobatics. And we will be pilots today. And the circle will become an airplane. Put it on the landing field - a blue sheet of paper - at the bottom of the sheet. The plane quickly rises up, but falls sharply down. Where is the plane? (Bottom.) Now it flies to the upper right corner. Where is the plane now? And so on. Children change the route according to the instructions of the teacher and, answering his questions, say where the plane is (in the center, on the right, etc.).

Complication. The teacher does not give direction, but notes that the plane flies, flies, flies, and suddenly asks: “Where is the plane? Who has the plane there?

Clock

Children stand in a circle, hands down. The teacher reads a poem:

Tick-tock, tick-tock,

They tell us to knock the clock,

They hung up the clock for us,

It immediately became fun ...

As soon as the teacher begins to read the quatrain, the children bend their elbows,

lift them up and in the rhythm of the poem make torso and head tilts to the right and left. When the poem ends, the children throw up their hands. An important condition: it is necessary to complete tasks exactly in the rhythm of the verse. Tilts are performed in any direction.

Note. The poem is read by an adult, the children do not repeat the words after him, otherwise their breathing will be disturbed.

Get up where I say

Material. Cards.

Children (7-8 people) stand in a certain order in accordance with the instructions of the teacher. For example: “Tanya, stand next to me. Oleg will stand next to Tanya, Vasya in front of Tanya, Olya between Vasya and Oleg, Masha will stand behind Oleg.

In conclusion, each of the guys is asked to answer the question: “Where are you standing?” If the children find it difficult, the teacher gives a sample answer: "I stand behind Oleg and in front of Tanya."

The game can be repeated with other children.

Note. Answer the question "Who stands where?" children who do not take part in the

game can. They can also give tasks to the players. The teacher makes sure that during the

repeated game, the children do not repeat someone else's location and answer questions in different ways, using the words: in front of, between, near, next to.

Artists

The teacher asks the children to “draw a picture”. Together they come up with a plot: “At the

dacha”, “In the park”, etc. Then everyone talks about the intended element of the picture, explains where it should be in relation to other objects, using the words: below, above, left, right and etc.

The teacher fills in the picture with the elements proposed by the children, drawing them with chalk on the blackboard or with a felt-tip pen on a large sheet of paper. In the center you can draw a house (the image should be simple and recognizable), at the top on the roof - a pipe. There is a ball in front of the house. And so on. In conclusion, you can invite the children to come up with a story about what they saw in the park or in the country, using the words: left, right, above, between, etc.

Three, thirteen, thirty

Children stand in a circle at arm's length from each other. Using the rhyme

, the leader is selected:

One, two, three, four, five.

We can't count our friends.

Life is hard without a friend,

Get out of the circle as soon as possible.

Leader stands in the middle of the circle.

If he says "Three!" – all players should spread their arms to the sides, to the word

“Thirteen!” raise your hands up to the word "Thirty!" put your hands on your belt.

The host quickly calls out any of these three numbers. Players must perform

the appropriate move. A child who makes a mistake takes a step back. The winners are the children remaining at the end of the game in their original place. The facilitator can draw out the words, for example: “Three-and-and…”

Players need to be careful and follow the end of the word.

Games to reinforce temporary representations

Say the missing word

Material. Ball.

Children stand in a circle.

The facilitator starts a phrase, for example: “The sun shines during the day, and the moon ...”, and throws the ball

to one of the players. He, having caught the ball, adds the missing word. Now the child with the ball in his hands becomes the leader

.

Tasks can be varied: “In the morning I came to kindergarten, and returned home…”, “If Monday was followed by Tuesday, then after Thursday…”, “If yesterday was Friday, then today…”, “Every Sunday we go to to the cinema, and yesterday we also went. What day of the week is today?”, “Winter is replaced by spring, and what season will replace spring?”

The content of tasks may include concepts: parts of the day, seasons, months, days

weeks. The teacher encourages original tasks proposed by the facilitators.

Yesterday, today, tomorrow

Material. Ball.

Children stand in a circle.

A teacher is standing in the center of the circle with a ball in his hands. He throws a ball to one of the guys and

begins the sentence: “We sculpted a plasticine bunny - when?” The child who caught the ball completes the phrase by answering the question.

Sample phrases: “When was the physical education class? (Yesterday.) When will the music lesson be? (Tomorrow. ) When will we do mathematics? (Today.)

Parts of the day

Material. Paper squares: yellow, red, blue, black; 4 hoops.

Four hoops lie on the floor at a short distance from one another, inside each hoop

a square of a certain color, denoting a part of the day: yellow - morning, red - day, blue - evening, black - night.

The teacher reads poetry, invites the children to stand in a hoop near that part of the day that was earlier (later) than that referred to in the poem.

I came to you with greetings

Tell that the sun has risen.

That it is a hot light

It fluttered through the sheets.

...

A. Fet

It will happen on a sunny day

You will go deeper into the forest.

Sit down, try the stump,

Take your time. Listen.

...

Ya. Akim

Bright twinkling of stars

In the blue of the sky,

Radiance of the moon

Falls on the forest.

...

V. Nikitin

It shines merrily

A moon over the village,

White light sparkles

A blue light.

...

V. Nikitin

After completing the task, the teacher asks the children to answer the following questions:

– What part of the day is described in each poem?

– How can you call it in one word: morning, afternoon, evening, night? (Day.)

The game is played several times with a change in the task.

When does this happen?

Material. Ball.

Children stand in a circle.

The teacher asks: “Do you know when vegetables or fruits are harvested? (When are there many yellow leaves

? When do icicles appear on the roofs of houses? And so on.) And now we will play. I throw the ball and name the season, and the one who catches the ball answers what happens at that time of the year.

For example, the teacher says: “Spring”, and the child who caught the ball answers: “Thawed patches have appeared”. The guys standing to the left and right of him add what else can be at this time of the year: “The day is getting longer”, “Birds are flying”.

The ball is returned to the teacher and the game continues.

Live Week

Material. Cards with numbers from 1 to 7.

1st option. Cards with numbers from 1 to 7 are shuffled and laid out on the table

face down. Each child takes one card. Children line up in order according to the numbers on the cards. They are the days of the week. The first child steps forward and says, “I am Monday. What day is next? The second child steps forward and says, “I am Tuesday. What day is next? And so on. Children not participating in the game can give tasks to the "days of the week":

- Tuesday, name the days off.

– Wednesday, what days of the week do we not go to kindergarten? And so on.

2nd variant. Children are divided into teams of seven people. Each team has its own

table, on which are cards of a certain color with numbers from 1 to 7 face down.

Children run around the room. At the signal of the teacher, they run up to their table, take one

card each and line up in order in accordance with the number and color of the card. Children,

who were left without cards, give tasks to the "days of the week":

- Come forward and name the days of the week that come before Friday (after Tuesday; between Wednesday and Sunday, etc.).

Or:

- The seventh day, name yourself and say in which fairy tales the number seven occurs.

- The third day of the week, name yourself and remember the proverbs with the number three.

Complication. "Weeks" are built from any day of the week.

Catch, throw, name the days of the week

Material. Flashcards

Children stand in a circle. With the help of a rhyme, a leader is chosen:

One-two, one-two, one-two-three,

Speak after me.

On Monday, Tuesday, Wednesday

I'll go to visit my grandmother,

And on Thursday and Friday

The path to the house is rolling,

After Saturday - Sunday,

On this day they give cookies,

one-two, one-two-three,

Repeat the whole rhyme.

The host throws the ball and calls any day of the week: “I will start, you continue, call the days of the week - Tuesday.” The child, having caught the ball, names three days in a row: “Wednesday, Thursday, Friday ...” and throws the ball with the words: “I will start - ... (names any day of the week)”. The game continues.

Which word fits?

The teacher asks the children various questions, for example: "The month of winter is ...

(lists a number of any months, but there should be a winter month among them) - October, September, November, February."

Children, hearing the name of the winter month, answer: "February".

Questions:

– Is the season… (morning, evening, afternoon, autumn)?

– Is the month of summer… (April, March, May, June)?

– Is the time of day… (winter, summer, autumn, night)?

– Is the month of autumn… (June, July, August, September)?

Twelve months

Material. Cards with numbers from 1 to 12.

There are cards with numbers from 1 to 12 face down on the table.

The players take one card at a time and line up in order according to the numbers on the cards. Each child is one of twelve months.

The teacher asks questions:

– The first month of the year, what is your name? Second?

– June, what months are you between?

– October, what month of the year are you?

The cards are returned to the table, shuffled, the game is repeated.

Complication. The teacher asks the “months” questions:

– April, in what fairy tales does your month appear?

- September, name the fairy tale in which your season occurs.

- February, remember the proverb about your season.

- December, come up with a riddle about your season.

What time is it?

Material. Clock with arrows (for each child).

The teacher names an hour. Children on their watches show the corresponding time

and explain where the hands are.

Option. The teacher puts arrows on the dial of his watch and asks: “What time is it?” Children set the same time on the dials of their watches, answer what time it is, and show their watches.

Complication. You can ask the children the question: “What are you doing at this time?”

Match a pair

Material. Cards with clocks that show different times.

The game is played with a small group of children. Players take one card each and call

the time on the clock shown on the card. Then each child finds a mate - a child who has the same time on the clock.

The teacher invites children to solve riddles:

– What cannot be returned? (Time.)

- It flies fast, but you can't catch up with it. (Time.)

Year round

Material. Flashcards

Children stand in a semicircle. With the help of a counting rhyme, a leader is chosen:

In a wide circle, I see,

All my friends stood up.

I am for you, my friends,

I am making pies.

I need to bake them quickly.

You will go and heat the oven.

The facilitator throws a ball to one of the players and asks: “January - what is the month of the year?” The child who caught the ball answers the question. If the answer is correct, then he becomes the leader and asks his question to the players. (An adult helps in the selection and formulation of various questions.)

Questions:

– In what month does the year end?

- Name the autumn months. Name the winter months.

- What is the month after October?

- Name the month between May and July.

- Name the longest months of the year.

– What month is your birthday? Your mom's birthday?

– What month is your favorite holiday?

- How many months are there in a year? What holiday happens in January?

Application. Play equipment

1. Cable car (for fixing numbers within 10). Attach 10 circles or squares to a thick rope or rope at a distance of a child's step from one another, on which numbers from 1 to 10 are indicated on one side and dots on the other. )

2. Mathematical bags (for throwing). Sew bags of dense fabric of 3-4 colors and fill them with any filler (bag weight 200-250 g).

3. Pea pods. From fabric of green, pistachio and ocher colors, folded in two

layers, cut out pea pods (larger than actual size). Sew them on a typewriter, leaving a hole to put beans in (from 1 to 10 pieces), and sew up the hole. Fingering (moving) the beans with their fingers, children will be able to determine their number.

4. Apples. From an opaque fabric of yellow, green, red colors, cut out 10 apples of each color using a template. Put "beans" in each apple between layers of fabric (from 1 to 10 pieces). Get 10 apples of each color. With them, children will play, exercising in the development of fine motor skills and counting.

5. Mathematical set: numbers and geometric shapes.6. Game cube with numbers from 1 to 6 on its sides.

7. Cards with circles in the amount from 1 to 10.

8. Numbers.

Entertaining mathematics for preschoolers - ABC of education

How to teach a child to count and love mathematics? What can be done to facilitate the process of learning the world of mathematics? It's not as difficult as it might seem. It is only necessary to methodically deal with this and create all the conditions for the baby.

Before you begin to work with your baby, read a few tips:

• A small child cannot maintain the same position for a long time, perform the same action. Therefore, there is no need to get angry if your baby is distracted, slides from a chair to the floor, or suddenly asks a question completely “from a different opera”.
• If you will use some kind of visual material in your classes - cards, pictures, toys, then introduce the child to all this in advance. This is done so that during the lesson the baby is not distracted from studying by looking at new things for him.
• Most likely you will work with your baby on some book. Do not try to “pass” it quickly and be sure to return to the past from time to time. The memory of babies is still very unstable.
• Young children are much better at assimilating emotionally perceived material. Therefore, use more games, counting rhymes and rhymes.
• For classes you will need counting material. As such, you can use large buttons, toys from Kindersurprise, parts from Lego. You will also need picture cards. You can use stickers for this.

How to introduce a child to logic?

You have a child, and you are beside yourself with surging happiness only from the realization that you have now become a happy mother and, finally, there will be someone to pass on your maternal love and knowledge. Not without reason, from time immemorial, all the leading philosophers have emphasized in every possible way that when parents want to raise their child in the image and likeness, hard or soft, they voluntarily or involuntarily want their baby to look like themselves. This process is called education.

Leading psychologists unanimously assure us that the kindness and breadth of your child's soul, voluntarily or involuntarily, should help in achieving his goals. Indeed, it is easier to be kind than smart. It is not for nothing that people say that a kind person helps everyone, while a smart one helps only those in need. And if you want to see your child not only kind, but also smart, then you need to start the whole process of education from infancy. But where do you start?

Start small. From logic. In order for your child to believe in the existence of cause and effect, you must always and must fulfill your parental promises (for example, “if you behave, then we will definitely go to the zoo.”)

If your child is already seriously interested in children's books, then it will be useful to add verbal logic puzzles and tasks with answers, such as: “If this is so, then this is because ...” or “What will happen if I do everything the other way around?” “How can all this be explained?” The development of logic is helped by simple children's riddles, puzzles, rebuses. Make it a rule to have a mystery night at least once a week. Teach your child to make puzzles.

Your child is entering a stage when everything becomes extremely interesting for him and his curiosity can and should be played on so that he can quickly learn and, most importantly, understand the world around him. And simple worldly logic will only be to his advantage.

To make it easier for your child to understand and understand all this, it will be useful to include in role-playing games some elements of ready-made conclusions, such as: “Your dolls go to bed in the evening because they get tired during the day. But my Volodya is also tired, and it’s time for him to go to bed too.”

You can also show such an example from the world of “Moidodyr” that if “the children do not wash and comb their hair, then the rest of the children in the kindergarten will not play with him.” Already in the process of growing up your child will be able to give much deeper concepts with logical overtones. Here you need to apply the main and basic principle - so that your child already begins to clearly understand that in this world there is always both a cause and an effect.

How to remember the graphic representation of numbers?

Very often it happens that the baby can count perfectly from 1 to 10, but he cannot find the number shown in the picture on his own. The graphic image of a figure for him is a complex abstract concept. The development of abstract thinking is not a simple process, as child psychologists believe. And without the help of adults, this is not enough.

Very often babies confuse numbers that are a little similar to each other, for example 6 and 9, 8 and 3, 4 and 7. And this problem should by no means be overlooked. The baby needs help to understand such complex, for his perception, graphic images. It will be much easier for a kid to remember a number if he can find its similarity with some object or animal: 2-swan, 8-points.

If mom can pick up interesting poems about numbers, then the memorization process will be even easier. How to help kids? The main thing is not to get angry with children if they do not grasp everything “on the fly”. This is for you, adults, everything is easy and simple, but for children who have just begun to master numbers and counting, everything is very difficult. Any teacher or child psychologist in Moscow will confirm that the most effective way for children to memorize new material is to play math classes.

Find the number math game
For this game you will need:

drawn (printed) numbers on paper from 1 to 9
drawings similar to numbers, objects.

The kid looks at the drawing and then guesses what number is hidden in it. Then the mother shows the number 2 and asks the baby to find a picture similar to this number.

“What does the number look like”
Mom asks the child what number the glasses look like, and the baby should show the number 8.

Math game “Guess what number”?
Mom reads a poem, the child must name the number that was discussed in the poem, and then find it and show it.

Barely glides on the water,
Like a swan, number two.
She arched her neck,
Drives the waves behind her.

***

Four mice on the mountain
Mixed up all the skis,
And hedgehogs, four brothers,
Helped them figure it out!

***

What a cherry, my friend,
Is the stalk bent up?
You try to eat it,
This cherry is a number . ..

Mathematical game “Cardboard Numbers”
For this game, you will need to cut out numbers from cardboard in advance. The kid closes his eyes, takes one cardboard number and guesses by touch what kind of number it is.

Lost Numbers Math Game
Numbers from 1 to 9 are printed on cardboard. Then each of them is cut into two parts. The kid must restore them. If this task is too easy for him, he can complicate it by cutting the numbers into 3, 4 or 6 parts.

“What's on the back”
The baby lies on his stomach, and his mother draws a number on his back with her finger. The baby must guess what this number is.

Preschool Math and Counting

Preschool and Toddler Math Fun
Math for young children is a difficult science that can be difficult to learn at school. In addition, not all children have a mathematical mindset, and not everyone has a natural craving for the exact sciences.

Therefore, developing a preschooler's interest in mathematics at an early age will greatly facilitate his schooling. After all, the modern school curriculum is quite rich and far from simple even for first-graders.

Mastering counting skills and the basics of mathematics at home in a playful and entertaining way for a preschooler will help him in the future to quickly and easily learn the complex issues of the school course.

Entertaining problems

How many ears do three mice have?
How many paws do two cubs have?
Seven brothers have one sister. How many sisters are there?
Dasha's grandmother has a granddaughter Masha, a cat Fluff and a dog Druzhok. How many grandchildren does a grandmother have?
Birds flew over the river: dove, pike, 2 tits, 2 swifts and 5 eels. How many birds? Answer soon!
Burned 7 candles. 2 candles extinguished. How many candles are left? (2. the rest burned down)
There are three apples in the basket. How to divide them among three children so that one apple remains in the basket? (give one apple along with the basket).
There are three thick branches on a birch, each thick branch has three thin branches. On each thin branch, one apple. How many apples are there? (Not at all - apples do not grow on a birch.)

Tasks in verse

Apples fell from a branch to the ground.
Wept, wept, tears shed
Tanya collected them in a basket.
She brought as a gift to her friends
Two Earrings, three for Antoshka,
for Katerina and Marina,
for Olya, Sveta and Oksana,
The largest for Mom.
Speak quickly,
How many Tanya's friends?

An asterisk fell from the sky,
She ran to visit the children.
Two shout after her:
"Don't forget your friends!"
How many bright stars have disappeared,
Have fallen from the starry sky?

The holiday is coming soon. New Year,
Let's get up in a friendly round dance.
Let's sing a song loudly,
Congratulations to everyone on this day.
Let's prepare gifts for everyone,
This holiday is very bright.
Katya, Masha and Alenka
We will give a gift at Burenka,
Andryusha and Vityusha -
By car and by pear.
Sasha will be happy with Petrushka
And a big colored cracker.
Well, Tanya - Tanya -
Brown bear in a gray plush.
You, friends, count the guests
Call their names.

An old woman decided to bake cheesecakes.
I put the dough on and fired up the oven.
The old woman decided to bake cheesecakes,
And how many of them are needed - she completely forgot.
Two things - for granddaughter,
Two things - for grandfather,
Two things - for Tanya,
Neighbor's daughters...
I counted, counted, but lost my way,
And the stove was completely heated!
Help the old lady count the cheesecakes.

In the fish kingdom to the sturgeon
They come in the morning
Three young pike,
To clean his cheeks,
And four chebak
Wash their belly and sides.
Count, kids,
How many servants does a sturgeon have?
V.Kudryavtseva

Once upon a time
at the waistcoat
Three loops
and two cuffs.
If you count them together
Three and two, of course, five!
Just know,
what is the secret?
The vest has no cuffs!
G. Novitskaya

Mama pig
Carried six nuts in a basket for children.
The hedgehog met a pig
And gave four more.
How many nuts did the pig
bring to the children in the basket?

Three hares, five hedgehogs
They go to kindergarten together.
We will ask you to count,
How many kids are in the garden?
Five pies lay in a bowl.
Lariska took two pies,
Another one was stolen by a pussy.
How much is left in the bowl?
Our cat has five kittens,
They sit side by side in a basket.
And the neighbor's cat has three!
So cute, look!
Help me count,
How much is three and five?
Seven geese set off.
The two decide to take a break.
How many of them are under the clouds?
Count yourself, children.
The apples in the garden are ripe,
We managed to taste them
Five ruddy, bulk,
Two with sourness.
How many are there?

A rooster flew up on the fence,
I met two more there.
How many roosters have become?

Three chickens are standing
They are looking at the shells.
Two testicles in the nest
Lying at the mother hen.
Count the turns,
Answer quickly:
How many chickens will my hen have?

Six funny cubs
They rush to the forest for raspberries
But one of them is tired,
Now find the answer:
How many bears are ahead?

Arranged by Andryushka
Two rows of toys.
Next to the monkey -
Teddy bear.
Together with the fox -
Bunny oblique.
Following them -
Hedgehog and frog.
How many toys
did Andryushka arrange?

Granny fox gives
Mittens to three grandchildren:
“This is for you, grandchildren,
two mittens each.
Take care, do not lose,
How many, count!”

A seagull warmed up the kettle,
Invited nine seagulls,
“Come all for tea!”
How many seagulls, answer!

Squirrel dried mushrooms on the Christmas tree,
She sang a song and said:
“I don’t know troubles in winter,
Because there is a fungus:
White, ginger, two oil cans,
Three cheerful honey agarics.
The boletus is great,
This is what he is famous for <
And there are exactly six chanterelles.
Try to count them all!”

My mother and I were at the zoo,
We fed the animals from our hands all day.
Camel, zebra, kangaroo
And long-tailed fox.
Big gray elephant
I could hardly see.
Tell me soon, friends,
What animals did I see?
And if you could count them,
You are simply a miracle! Well done!

Rain, pour more fun!
Don't be sorry for warm drops!
Five for Seryozhka, three for Antoshka,
Two for Valyusha and Katyusha.
And for mom and dad
Forty won't be enough.
Well, you friends count,
How many drops answer!

Along the path along the bushes
Eleven tails were walking.
I was also able to count,
That walked thirty feet.
It was going somewhere together
Roosters and pigs.
And now the question is this:
How many roosters were there?
And I would be glad to know
How many pigs were there?
Did you manage to find the answer?
Goodbye, hello everyone!
N.Razgovorov
Along the ravine
There was a cap,
Two headscarves,
Three baskets,
And behind them was stubbornly
Snow-white panama.
How many children were there in total?
Answer quickly!

One evening to the bear
Neighbors came to the cake:
Hedgehog, badger, raccoon, “oblique”,
Wolf with a cheating fox.
And the bear couldn't
Divide the pie for everyone.
The bear sweated from labor -
He didn't know how to count!
Help him quickly -
Count all the animals.
B. Zakhoder

Seven merry little pigs
Standing in a row at the trough.
Two went to bed to go to bed,
How many pigs have the trough?

Four goslings and two ducklings
Swimming in the lake, crying loudly.
Well, count quickly -
How many babies are there in the water?

Good hedgehog at the market
Bought boots for the family.
Boots on the leg - for myself,
A little smaller - for my wife.
With buckles for my son,
With clasps for my daughter.
And put everything in a bag.
How many legs does a hedgehog have in a family?
And how many boots did you buy?

Natasha has five flowers,
And Sasha gave her two more.
>Who can count here,
How much is two and five?

Mother goose brought
Six children to walk in the meadow.
All goslings, like balls,
Three sons, and how many daughters?

Four ripe pears
Swinging on a branch
Pavlusha took two pears,
And how many pears are left?

Grandson Shura good grandfather
Yesterday gave seven pieces of candy.
Grandson ate one candy.
How many pieces are left?

Mom embroidered the carpet.
Look at the pattern.
Two large cells
Each with three branches
Masha sat down on the bed,
Wants to count the branches.
No way
Who will help her?

Once to the hare for lunch
A friend-neighbor galloped up.
Bunnies sat on a stump
And ate five carrots each.
Who counts, guys, dexterous?
How many carrots did you eat?

Under the bushes by the river
May beetles lived:
Daughter, son, father and mother.
Who can count them?

Seryozhka fell into the snow,
Alyoshka followed him.
And then Irinka,
And then Marinka.
And then Ignat fell.
How many were all the guys?

Hedgehog gave the ducklings
Eight leather boots.
Who will answer from the guys,
How many ducklings were there?

How they stood in a circle under the Christmas tree
A hare, a squirrel and a badger,
A hedgehog and a raccoon stood up,
Elk, a wild boar, a fox and a cat.
And the bear was the last to stand,
How many animals are there? Answer!

Preschool Math and Counting Fun

Toddler Play Activities 5 to 5 (2yrs 6m)

Make 5 shapes. For example: square, circle, rectangle, triangle, oval. Complete each shape in 5 colors. You will get 25 figures. Then you can expand the amount. Glue the shapes onto cardboard. It is advisable to stick with a sticky film. First lesson: ask the child to lay out all the red figures separately; separately - green, etc. Such an activity can be carried out for a very long time, constantly returning to it. Second lesson: offer to decompose into figures (separately - squares; separately - circles, etc.) Third lesson: lay out the figures in this way: red figures are in front of the child, green ones are behind ...

Household account (1 year 6 months)

Count everything together with the child. We note that, as in most of these activities, you should not start with prodding like “Well, let's count the steps with you!”, But you yourself should count for your own pleasure. At the beginning, your goal is to demonstrate to the child the possibilities of oral counting, to arouse interest in him.
- How many steps.
- How many apples did you buy.
- How many forks are on the table. etc.

Cards (1 year 6 months)

Make cards with numbers (up to 10 at the beginning). Cover them with foil. Learn to put them in order.

Learning zero (2 years)

You can enter zero using the following questions:
— How many cows are in your pocket?
- How many crocodiles do we have at home? etc.

- Put 5 cubes on the table. Take one at a time and ask how much is left. First, 1 cube (4 will remain), then 1 more, etc. Until 0 remains.

Count using verses (1 year 6 months)

Leonid Yakhnin. "Bench". (Draw multi-colored benches or lay them out of geometric shapes and count.)

In our park on the alley Multi-colored benches: On a brown bench Two noisy families. On another bench, white, Only the girl was sitting. And near the red bench A big, dangerous bulldog lay down. Grandmother sits on a blue one, On her knees is a cat in a basket.

Two workers took a rail - Repairing a yellow bench. We will sit down with you On the blue bench. And on the most distant, On a green bench - Carved maple leaves. Everyone had enough for a bench In our park on an alley.

Vladimir Orlov. “I am counting” (After reading the poem, invite the child to lay out figures that look like animals or any geometric shapes, then count how many animals live in the zoo)

Everything I see in the yard Everything I see on the way I can, I can Count to ten. I'm going to the zoo with my mother And I'm counting everyone. A porcupine runs by, This is it. An owl cleans its feathers, This is two. Wolverine is third, Turtle is fourth.

The gray wolf went to bed, It's five. A parrot in dense foliage, He is the sixth. Here is the calf next to the elk, It will be seven and eight. Nine is a hippopotamus. Mouth like a grandmother's dresser. A shaggy lion walks in a cage, He is the last, he is the tenth. I can't count further - We must start again!

From the book “Tell poems with your hands” (based on English folklore, translated by V. Egorov)
“Kittens”
(Ask the Child to prepare five geometric figures. While reading the poem, the Child should remove one figure at a time. How many kittens are left in the room?)

Here are five kittens. One left - and he is gone.
Well, he doesn't exist - and he doesn't. There are four kittens left.
Here are four kittens. One at night sometimes
He climbed a tree - there were three kittens left.
But somewhere a little mouse squeaked thinly.
The kitten heard - there are two kittens left.
One of them with a ball disappeared in the doorway without a trace,
And the smartest one is the one left, the last one -
Milk from a bowl began to lap for five.

Curling or stroking fingers (2.5 years)

Who has more. This game can be played with two or three people. To play, you need a cube with dots. Buttons, cones, nuts, etc. can be used as counting material.
Place buttons (nuts) in a vase or box. Now take turns rolling the dice. What number falls out, so many are taken from the vase of objects. When the vase is empty, count who has more. Find a pair. Put 4-5 different toys in front of the child. (a cube, a ball, a matryoshka, a bunny…)
Put about the same number of toys aside. Invite your child to find 2 identical toys:
1) by color;
2) according to the form;
3) by size (value).
If the child chooses the wrong toy, place two toys next to each other. Ask: “Is it the same color?” “Is the cube also round?”
Option: The same task, but with pictures.
You should alternate activities with objects and pictures. What has changed? Option 1: develop visual memory.
Place 4-6 toys in front of the child. Count: the first is a Bear, the second is a bunny, etc. Then ask the baby to turn away and swap the two toys. The kid must guess what has changed. Option 2: Further, closer.
Put a house in front of the baby and 3 toys at different distances from it. Determine who is closer to the house, who is farther. Then ask the child to turn away and change the position of 2 toys. “Now who is closer to the house? Who is farther from the house? “Option 3: Above-below.
Place 3-4 cubes of different heights on the table with different toys on them. Find out which toy is higher than all, which is lower. Then ask the child to turn away and swap the two toys. “Which toy is the tallest now?”

Toddler math game

Cut out sets of animal figures or toys, such as dolls, nesting dolls, from construction paper. All figures in the set must be of different sizes and colors. On a sheet of paper, draw houses, also of different sizes.

The bears are going for a walk

Ask the child to find the biggest bear and put it down first. (underline this concept with intonation: “first”), then find the smallest one. And, finally, we will build according to the growth of all the others. If the child is at a loss, offer to attach one figure to another. When all the figures are lined up in height, come up with names for each character with the baby. Then ask: “who is our second?” Phil. Who is our last, sixth?” - "Motya".

Find a house for each bear

The meaning of the game is the same - arrange objects according to their height and practice counting. First, we arrange the figures according to their height, and then we select the houses for them by size.

Looking for a toy

Take any toy, for example, a teddy bear, tell him that he is looking for a nesting doll that is in front of the blue one (after green, between yellow and red, to the right of blue, to the left of purple). Mastering the concepts of “before”, “after”, “between”, “right”, “left” will help your child navigate the world around him.

Looking for a toy 2

It is worth preparing for this game in advance - put the images of nesting dolls on a large sheet of paper and circle them. First, you can make drawings in one row, and when the baby can easily cope with this task, place the contours on the sheet “in loose”. Tell the baby that each nesting doll has its own place, show the contours of the nesting dolls. But one day, after a walk, the nesting dolls mixed up their places. Invite your child to help them. This game develops the eye well, develops the habit of bringing the work started to the end.

Count, make no mistake!

Helps to master the sequence of natural numbers, exercises in direct and backward counting. The game uses a ball. Children stand in a semicircle. Before starting, they agree in what order (forward or reverse) they will count. Then they throw the ball and call the number. The one who caught the ball continues to count further. The game is played at a fast pace.

Find a toy

The driver leaves the room. At this time, hide the toy. Then the child is explained where to find it: “You need to stand in front of the table, and go 3 steps forward, two steps to the left, etc. ". Children complete the task, find a toy. When the children begin to navigate well, the tasks can be complicated - to give not a description of the location of the toy, but a diagram. According to the scheme, children must determine where the object is hidden.

Getting to know the numbers

To play, you will need counting cards with pictures. (you can download zip. above), numbers (on cards or any other), chips.
It is best to play together. Lay out all the cards face up. Put the numbers in the box. Take turns taking the numbers out of the box. The task is to find cards with the corresponding number of items. A chip is placed on the found card. The number is put back in the box.
When the game is over, count who has the most chips. It’s better to do it like this - put the chip in two rows and compare whose row is longer.

Guessing game

Yogurt boxes or plastic cups can be used for this game. Write or stick a number on each cup. Pick up some toy that will fit in the cup.
This game is played by two people. Place cups upside down. One player turns away, and the second at this time hides the toy in one of the cups. The first player must guess under which cup the toy is hidden, and the second must give him hints. For example: the toy is hidden under the cup with the number 5. The player asks: “Under the second?”. - "No more".

Who has more

This game can be played with two or three people. To play, you need a cube with dots. Buttons, cones, nuts, etc. can be used as counting material.
Place buttons (nuts) in a vase or box. Now take turns rolling the dice. What number falls out, so many are taken from the vase of objects. When the vase is empty, count who has more.

Logic puzzles for preschoolers

Giraffe, crocodile and hippopotamus
lived in different houses.
The giraffe did not live in the red
and not in the blue house.
The crocodile did not live in the red
and not in the orange house.
Guess what houses the animals lived in?

Three fish swam
in different aquariums.
The red fish swam not in a round
and not in a rectangular aquarium.
Goldfish - not in a square
and not in a round.
In which aquarium did the green fish swim? Once upon a time there were three girls:
Tanya, Lena and Dasha.
Tanya is taller than Lena, Lena is taller than Dasha.
Which of the girls is the tallest,
and who is the shortest?
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 spinning top.
In the red cart he will carry neither a top nor a pyramid.
In yellow - not a top and not a roly-poly.
What will Mishka be lucky in each of the carts?

The mouse is neither in the first nor in the last carriage.
Chicken 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 sits neither on a fungus nor on a flower.
The ladybug does not sit on a leaf or on a fungus. Who is sitting on what? (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.
Which floor does each of the boys live on?

Anya, Yulia and Olya's mother bought fabrics for dresses.
Anya is neither green nor red.
Yulia - not green and not yellow.
Ole - not yellow and not red.
Which fabric for which girl?

There are different fruits in three plates.
Bananas are not in a blue or orange plate.
Oranges not in a blue and pink plate.
Which plate contains plums?
What about bananas and oranges?

The flower does not grow under the tree,
The fungus does not grow under the birch.
What grows under the tree,
What grows under the birch?

Anton and Denis decided to play.
One with cubes and one with cars.
Anton did not take the typewriter.
How did Anton and Denis play?

Vika and Katya decided to paint.
One girl drew with paints,
and the other with pencils.
What did Katya start to draw with?

Red and Black clowns performed with a ball and a ball.
The red-haired clown did not perform with a ball,
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.
Liza did not pick mushrooms. What did Petya collect?

Two cars were driving on a wide and a narrow road.
The truck was not driving on a narrow road.
Which road was the car driving on?
And the truck?

Learning to tell time by the clock

First, let's make a fake watch.
Perfectly made from a cake box, the cake can be eaten. The difficulty is different: many years and many children have led us to the idea that ordinary wall clocks are an unnecessary study load and these activities need to be simplified and done in stages.

First, we make a regular dial, but we leave the minute dashes bare, without defining the number of minutes, and we also abolish the minute hand.
Time is divided into:

• hour,
• just over an hour,
• half past one (or one and a half),
• about two,
• two,
• is slightly more than two, and so on.

When this part is over and the child is oriented clockwise with complete confidence, we proceed to work with the minute hand within one hour (60 minutes), but this can also be done in parallel. And do not rush to combine the arrows!

Work with the hour hand can be started in 3.5-4 years, and we see no particular reason to hurry.

Most first-graders are not able to tell the time by looking at clocks with hands. This is a medical fact.

Very often it seems that a child of six or seven years old is about to learn to tell time accurately, but time passes and confusion continues.

It seems to us that this problem is easily explained by the fact that that to connect in the minds of two superimposed dials - hour and minute - for a child's mind is a colossal load , and a child should not be taught to determine the time by such a clock.

Throw away the minute hand and the dial division into minutes. There are 12 digits left and dividing the time by, for example, four, a little more than four, half past five, about five, five, a little more than five. There is plenty of such a rough division of time for a child, and this can be taught starting from four to four and a half years. Let it take a YEAR. Don't force things.

Only when the child perfectly feels the position of the hour hand, very slowly, minute by minute, enter the second parallel dial. Take your time with quarters (Quarter and Quarter), take your time with five minutes, ten minutes, etc. This should be moved to the next, separate stage. Let your wall clock in the room or in the kitchen have only an hour hand for a long time, but the numbers can be changed, Roman numerals can be entered almost immediately.

And if we have long been giving all the concepts and it seems. that victory is close, is it right to go further or still return to the clock face?

We think that the introduction for some time of a dial with only an hour hand will create a correct sense of time in the child and improve his relationship with the clock.

Mosaic of buttons - educational game for children

At the age of 6, innervation occurs in children (the supply of organs and tissues with nerves, which ensures their connection with the central nervous system). The upper phalanges of the fingers (pads) become sensitive.

Why buttons?

Various textures, many colors, shades, sizes and shapes. There is no specified form for the composition. The child develops a sense of space and a sense of color. Button exercises help develop fine motor skills.
You can buy these buttons in any store, and for the first lessons, use the stocks in your home. Surely your closets store clothes that you don't wear. Argue with her buttons and you can start classes.

But the main idea of ​​the “button mosaic” is that by school the child has formed images of the sets 2, 3, 4, 5. To do this, even before the age of six, the child needs to play enough to fix the images of the sets through objects. This should be done only through the real world, not informationally (cartoons and books), but through sensory perception: tactility, tangibility, smell, etc. Interaction with an object (a kitten, a chair, a toy car, etc.) is much more emotional, so the images are brighter and are fixed clearly.

How many eyes? Two. And the ear? Two. Show two fingers. And the cat's paws? Four.

In no case should you count, just name four.

When the images are fixed, i.e. the child easily shows 2,3,4 without counting, you can proceed to operate with sets on the fingers or on any other counting material. How else can you show four? Two and two. There are five fingers on the hand.

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