Early elementary teachers have a chance to instill in their students a love of math right from the start. One great way to do that is to make math fun! These first grade math games cover all the standard skills firsties need to know, in ways that make learning engaging and enjoyable for all.

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1. Assemble a domino puzzle

Print the free puzzles at the link below. Then grab some dominoes and start filling in the puzzle one piece at a time by placing a domino that adds up to the number shown in each rectangle. The trick is that regular domino rules still apply, so each number must touch another domino with the same number on that end.

2. Play tic-tac-toe with addition problems

Work out the answer to each problem in the grid, and dot or circle the ones that add up to 10. First to get three in a row wins!

3. Face off in Dice War

Dice games are fantastic in the classroom! With this one, kids practice their addition facts and get a little work with subitizing too. The concept is so simple: Each player rolls the dice and adds up their numbers. The highest sum wins that round. This is one of those first grade math games that can be expanded by adding a third die. (You can also use playing cards.)

4. Use sticky notes to make 10

Sticky notes have so many uses in the classroom. In this case, challenge students to put together the numbered notes that “make 10.” They’ll practice adding to 10 with multiple numbers. You can also do this with subtraction, starting at 10, to make zero.

5. Play Shut the Box

This game has been played for hundreds of years, but it’s a fun and sneaky way to practice addition facts fluency. The goal is to “close” each of the numbers in the box from one to nine by rolling the dice. For instance, if a player rolls 11, they may close 1, 2, 3, and 5, as these add up to 11. If no numbers are available to add up to the dice total, play passes to the next player and continues until someone finally “shuts the box” by closing the last available number. You can play this game with a specially designed box, as it has been played for years. You don’t need the box, though; simply have kids write out the numbers 1 through 9 and cross them out as they play.

6. Assemble some addition grab bags

Fill a variety of bags with collections of small objects. Kids grab a handful from two different bags, then count and add up the results. Be sure they write it all down to get practice at setting up equations. First grade math games like this one work for subtraction too.

7. Face Off to find the difference

Each player rolls the dice (try polyhedral dice for higher numbers, or roll several dice and add them together) and builds a stack of math cubes. Then they “face off” and find the difference between their two stacks.

8. Plant flowers and count on

Pick up some artificial flowers at the dollar store for this springtime garden game. Roll the die and add that number of flowers to your pot. Then roll again and add more, counting on from where you left off. Easy and fun!

9. Build and count on

Here’s a fun hands-on way to practice counting on and addition. You can use any type of building blocks for this one. Get free printables at the link.

10. Print a hundreds chart to play Battleship

Help students master numbers up to 100 by playing Battleship, using a standard hundreds chart. They’ll enjoy the strategy (and the fun of crying “boom!” when they sink a ship) while they develop number sense and practice number words.

11.

Fill in a number grid puzzle

These hundreds chart puzzles encourage kids to use a variety of first grade math skills to fill in the missing numbers. They’ll practice counting on, numbers to 100, skip counting, and more. Grab these 10 free printable puzzles at the link.

12. Try nuts and bolts for place-value practice

Mastering the concepts of tens and ones is more fun with hands-on activities. We love these DIY math manipulatives that use inexpensive nuts and bolts from the hardware store to drive home the idea of place value. (Bonus: Kids also practice fine motor skills!) Get free printable mats to use with this activity at the link.

13. Have a place-value scavenger hunt

Grab a stack of old magazines and use it for a place-value scavenger hunt! You can do this one at school or send it home for homework. Get free printables to use for this first grade math game at the link.

14. Practice tens and ones with I Have, Who Has

As first graders work with the concepts of tens and ones, play this simple game to give them confidence. Using the free printable cards at the link, the first player calls out “I have …” followed by the number shown on their card in blocks. Then they call out the number on the bottom, and the player who has that number takes over.

15. Deal Uno cards to compare numbers

Some first grade math games are just slightly harder versions of kindergarten ones. Make a greater than/less than mat with paper scraps and a brad, as shown. Lay out two Uno cards on each side, since first graders work on comparing two-digit numbers. Swing the arms of the signs around to the correct direction to indicate which is greater.

16. Knock down the pins with dot arrangement bowling

Take an inexpensive toy bowling set (or make your own with plastic bottles) and add sticky dots arranged in patterns. Students roll the ball and then have to quickly subitize to determine how many dots are on each pin they knocked down. If they get it right, they get the points!

17. Navigate a time-telling maze

Start with the first clock and color in the line that shows the correct time. That leads you to the next clock, and so on, until you’re done!

18. Assemble time-telling puzzles

Firsties should be mastering time to the hour and half hour. These free printable puzzles help them match up analog and digital clock times. Have them say the times out loud as they match them up too.

19. Match up plastic eggs

This is always a popular way to practice telling time. Draw clocks on one half of the eggs, and write out the times in numbers or words on the other half. For even more fun, hide the halves around the room and go on an egg hunt before you match them up!

20.

Put together shapes to make other shapes

Use pattern blocks with the free printable cards at the link to get kids playing around with simple geometry. They’ll practice recognizing basic shapes and learn they can use some shapes to make new ones.

21. Partition and sort shapes

Gather up sticky notes in a variety of shapes and sizes. Draw lines on them to partition them equally or unequally. Then, have kids sort them based on type.

22. Build and measure with LEGO bricks

Everything is more fun with LEGO! Pull out a pile of square bricks and use them for these fun and free activities that incorporate estimating, measuring, and comparing length.

23. Race and measure with toy cars

First, kids get a little STEM practice by figuring out how to build a ramp. Then, they race toy cars down the ramp, marking where they land. Finally, they compare distances using any kind of non-standard measurement they like.

24. Sort out your classroom toys

First graders work on sorting by attribute in as many as three categories. Put out a variety of building blocks, beads, or other classroom toys and lay out some Hula-Hoops. Ask kids to define the categories and start sorting! You can even overlap the hoops into Venn diagrams for items that meet more than one criteria.

25. Go on a bug hunt

Grab the free printable game at the link, then have kids graph their insects as they play. When they’re done, ask questions to ensure they understand the data they’ve collected.

Math Activities 1st Grade Students Absolutely Love

I hear from so many teachers that math is their least favorite subject to teach. Some of them struggled with math as a child, some find their math curriculums overwhelming, and some just have never felt as successful teaching math as they would like. Well, teaching math is my favorite, and I am obsessed with helping other teachers feel the same way. If you’re a teacher and need some fresh ideas for math activities 1st grade students will think are totally awesome, then you are in the right place!

Hands-On Math Activities

Using manipulatives is a sure way to help your math activities increase engagement and effectiveness. Concrete representations are the best place to start when you’re teaching new material. Here are some of my favorite tools to use if you’re looking to incorporate some hands-on math activities for 1st grade:

Counters

• Double-Sided Math Counters on Amazon
• Mini Erasers on Amazon
• Squishy Animals on Amazon
So many fun options for hands-on math counters for all your math activities ideas!
• There are so many fun kinds of counters you can use! Double-sided math counters, mini erasers, and small animal counters are all fun choices.
• You can use counters to practice number pairs or use them with ten frame or number bond templates.
• Counters can also be offered as manipulative to make give any worksheet or workbook a hands-on option for the students who need it.

Pop-Its

• 10 x 10 Pop It on Amazon
• Pop It Game on Amazon
• Small Pop Its on Amazon
Pop-Its are such a fun tool that can be used for math activities for 1st grade!
• Pop-its provide a fun hands-on option for math activities. These are great for students who need extra kinesthetic feedback.
• You can use them to practice counting on (students pop a circle down for each number they count on).
• Get a 10×10 pop it to practice counting to 100, counting by tens, or to notice patterns within a hundreds chart.
• You can even make your own ten-frame pop it by trimming them to two rows of 5!
• There are even Pop-It game boards. You can create a math game activity by having students roll the dice and pop down the number they get and add on to try to make it to a certain total.

Ten-Frames

Ten-frames are a great hands-on math activities tool for young learners!
• You can get physical ten frames for your class or students – magnetic ones, plastic ones, or have them as a whiteboard template.
• Use your ten frames for number sense by practicing visual recognition of groups of 5.
• You can also use them for practicing number pairs adding on from 5 (5+1, 5+2, etc).
• And of course you can practice pairs that make 10!

Unifix Cubes:

• Move one cube over at a time while counting on.
• Explore different number pairs for a certain sum.
• Use in number bond or ten frames.
These can be purchased on Amazon.
• Use these cubes to practice counting on – start with any number and then move a cube over for every number as you count up.
• Use two different colors to practice finding different number pairs for a certain sum.
• You can also use cubes inside of ten frames or number bond templates to practice adding on or finding number pairs.
Math Activities With Art

I am a firm believer that the arts can help students learn every subject more richly and deeply. Even math! I use crafts, songs, and movement all the time to help students master new math concepts. The arts provide a huge number of ideas for math enrichment activities.

Math Crafts

Turn new strategies into a craft by having students use art materials to represent numbers. Crafts are a great example of math activities 1st grade students will be engaged and excited about

• I love using pipe cleaners, popsicle sticks, pom poms, or sequins to represent tens and ones.
• Crafts are especially perfect for units on measurement, time, money, or geometry. These units naturally lend themselves to cut and paste projects that help students apply and review math concepts.
• You can even turn simple practice into a craft by adding in some fun art mediums. Have students use chalk on black paper or glitter pens and it instantly uplifts what would other feel like repetitive work!
• Color by numbers are one of my go-to math activities for 1st grade, because they incorporate some coloring and art into math. I suggest finding color by numbers that target the specific skill or strategy you’re working on (pairs that make 10, counting on by 2, adding to 10, etc.)

Math Songs

I love turning math concepts into songs. These little ditties not only help students remember things better, but they make everything much more fun. Here are some examples to get you going. They don’t have to be anything fancy!

• A song for Tens and Ones:

“All teen numbers are ten and some ones,

Ten and some ones,

Ten and some ones,

All teen numbers are ten and some ones!

Ten and one are what? 11!

Ten and two are what? 12! Etc.

• A song for learning trapezoids:

“It looks like a diamond yes that’s true,

But that’s not its name I promise.

4 sides all the same length, what’s it called?

It’s a rhom, it’s a rhom, it’s a rhombus!

Rhom, rhom, rhombus, we call it a rhombus!

Rhom, rhom, rhombus, we call it a rhombus!”

• A song for inequalities:

“The alligator looks for something to eat,

He’s looking for a nice big tasty treat!

One number is bigger, the other is smaller,

Which one is the alligator going to swallow?”

Math Movement Activities

Incorporating dance and movement into any math activities for kids can be so helpful. Our brains work better when we move, so let’s get our students up and out of their seats! These types of exercises are math activities kindergarten, first grade, and even second grade students will enjoy.

• 4 Corners: post math problems in each corner. Then pass out cards that have answer on them to each student. Students then have to find the corner with the problem that matches their card’s answer. Collect the cards, shuffle them, and repeat!
• Let’s Split Them Up: A game to practice number pairs. First, choose a number for your sum. For example, you could decide to practice ways to make 8. Then choose 8 students to stand in the middle. Select one student to split them into two groups by gently moving them to different sides. Then have the student share with the class the number pair they made (for example, “5 + 3 = 8”). Repeat with different students, having each of them split the students in the middle using a different number pair.
• Dance in the Shapes: First, tape lots of outlines of the different shapes you are studying on the ground. Then have students volunteer. Choose a few students to go dance in a specific shape. Play music as the students find the correct shape to stand and dance in. When the music pauses, they have to back to their seats, and it’s time to choose a new group of students.
Math Games Activities

Games are one of the go-to math activities in kindergarten and all the way up to high school. There are so many choices for how to use games as math enrichment activities. Here are some of my top suggestions:

Independent Math Games

These are great because you can have every student work at their own personal level. Two of my favorite options are the mazes from Miss Giraffe on TPT and the independent math game packs from Sweet Firstie Fun on TPT.

Math Card Games

There are so many wonderful card games that can be used as math activities for 1st grade. Some include:

• Go Fish 10: Instead of trying to get a matching pair, students try to get pairs that add up to 10. This game could be played for any sum, just remove the higher numbered cards.
• Adding War: Each student flips two cards and adds them together. The student with the higher sum gets to take the pile for that turn. Whoever has all the cards at the end wins.
• Slap 10: Students each flip a card. If the two cards add up to 10, they should try to slap the pile. Whoever slaps the pile first gest to take it! If a student slaps but the cards don’t equal 10, the other student gets to keep the pile! Whoever has all the cards at the end wins.
These cards are perfect for math because they are numbered 0-13! Available on Amazon.

Group Math Games

These can be fun math activities to get the whole class moving and playing together.

• Bingo: Fill a bingo board with math problems. Draw cards that have the answers. Students need to find and cover a square with a problem that matches the answer you drew. Whoever gets 5 in a row gets a bingo!
• Pop: A game for counting practice. First, decide what counting you want to practice (by ones, by twos, counting backwards, counting by fives, by tens, etc.) Then choose one number to be the “pop” number. For example, if we were counting backwards from 20, we might choose 14 to be the “pop” number. Go around in a circle with each students saying the next number in the counting pattern. When it’s a student’s turn to say “14”, they say “pop!” instead, and they stand up. They are now out of the counting circle. Continue with the game (when you get to 0 you would start back at 20), continuing to have students “pop” on the number 14. Whoever is the last student in the circle wins!
Math Activities Online

While I believe that hands-on, off-screen learning should be the first choice for every classroom, I can’t deny that math activities online can be highly appealing and motivating for some students. I started using Boom Cards with my remedial tutoring, and I couldn’t believe what a helpful motivator it became to help with mastering math facts! I personally found Boom Cards to be the most engaging online math activities online option. Most games I found online were pretty basic and just about repetition and memorization.

Examples of engaging Boom Cards with virtual manipulatives.

I got hooked on using Boom Cards, and I ended up creating my own line of Boom Cards! These decks teach, reinforce, and help students master their math facts up to 10. You can check all of my decks out right here, and you can even try out my “Ways to Make 10” deck for free!

Boom Cards can be used as a special treat for students, or as part of a remedial math program for students who are behind.

Well friends, I hope you now have lots of ides for fun math activities for 1st grade!

`Which one of these are you most excited to try out with your students? Xoxo Laura`

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boom cardsgamesmathmath games

Development of children's mathematical abilities through play activities

Children's play is the main activity in preschool age. In the preschool period, the child's motivation to acquire new knowledge is still not very active, and this is quite natural. But children take play activities seriously, completely immersing themselves in the process for a long time. They try to follow the established rules and strive to achieve the desired result with all their might. This feature of the psychology of preschoolers can be used for learning by presenting educational tasks as games. nine0003

What mathematical knowledge can a preschooler get in a playful way

Playing activities at the age of 3-6 years are varied, so an experienced specialist gives all the mathematical knowledge and skills necessary for a future first grader. In a playful way, the child will master forward and backward counting, learn numbers and learn how to write them, understand the meaning of addition and subtraction and learn how to solve problems using these actions. The curriculum for preschoolers includes an introduction to geometric shapes, the concepts of area and volume. Solving mathematical and logical problems develops the child's mental abilities. He learns to understand the meaning of the task, analyze it, draw up a solution plan and look for non-standard ways of doing it. nine0003

The development of children's mathematical abilities through play activities has the following advantages:

• kids are willing to work, do tasks;
• does not cause fatigue and loss of concentration, which is observed during normal activities;
• the learning process causes positive emotions, which awakens the desire for further knowledge acquisition;
• the mathematical abilities of children are formed, the general outlook develops, speech, coordination of movements, fine motor skills of the hands are improved. nine0012

When learning in a playful way, abilities are developed in other areas: communication skills are developed, since children perform some tasks together, helping each other, exchanging thoughts. Joint tasks give rest and ensure the development of speed of thinking, coordination of movements, the ability to act in a team

The development of mathematical abilities helps to learn about the world and achieve success

The formation of elementary mathematical representations of abilities at preschool age is important for general development. The ability to understand and evaluate the quantitative characteristics of objects and phenomena makes knowledge about the world around us more complete and deep. nine0003

Mathematics requires logical thinking, but not template solutions, therefore it allows developing creativity. Well-developed spatial thinking will be useful for future artists and architects, and the ability to think logically and find beautiful solutions will be useful for future managers, advertising and marketing specialists. It does not matter what type of activity the child chooses - the ability to think clearly, see the task and divide it into components will help him succeed, facilitate the study of all school disciplines. nine0003

Learning in a playful way

A playing form of learning does not cause difficulties and fatigue for the child, but for the teacher such an activity is more difficult than the traditional presentation of material. It is necessary to organize the educational process in such a way that:

• game tasks arouse interest in children;
• motor and cognitive games (aimed at developing higher mental functions) were selected in the optimal proportion for a specific age group - only in this case, preschoolers will not feel tired at the end of the lesson; nine0012
• all types of memory (visual, auditory, associative, mechanical) were involved, which will ensure fast and long-term memorization;
• preschoolers learned to solve problems using certain algorithms and developed creative, spatial and mathematical thinking.

Homeschooling or preparatory courses

Many parents prefer to take care of their child on their own, including offering educational games. Today on the Internet you can find a lot of information on the development of children, detailed descriptions of methods and exercises that provide mathematical knowledge and develop thinking. Such training is very useful, but training with a professional is more effective. It is not enough just to read the recommendations - you need a lot of practical experience and knowledge in the field of pedagogy and psychology, which allow you to objectively assess the level of its development. If there are problems in learning, you can not blame the preschooler for laziness and unwillingness to learn. It is useful to undergo neuropsychological diagnostics, which will identify the causes of the difficulties that have arisen, and then sign up for a course of correctional and developmental classes. nine0003

The development of logical thinking in preschoolers Smart, but absent-minded or: What is school absent-mindedness and how to “treat” it The development of logical thinking in children Correction of handwriting in schoolchildren Development of interhemispheric interaction in children Development of higher mental functions in children Development of mathematical abilities Development of mathematical thinking Preparing children for math at school Literates Lefties are special kids Long awaited winter holidays How to deal with the third quarter The development of logical thinking in children from 5 to 7 years Summer: one on one with a hyperactive child Summer: one on one with a child. How to quickly learn the multiplication table. Psychologist consultations for parents nine0000 "The development of mathematical abilities in preschool children through play activities." (work experience) | Methodical development in mathematics:

"Kuzbass regional institute for advanced training

and retraining of educators"

Department of preschool education

"The development of mathematical abilities in preschool children through play activities."

(work experience)

Contractor:

Anthropova Irina Aleksandrovna,

Educator MBDOU No. 30,

Anzhero-Sujzhensk

00 9000.

Contents

 . ......3 1. Theoretical aspects of the development of mathematical abilities in preschool children through play activities. …………………….6 ………8 .......11 Conclusion……………………………………………………………………………12 References………………………………………… ……………………...13 Applications Application 1……………………………………………………… ……………15 Annex 2………………………………………………………………………21 Annex 3………… ………………………………………………………....28

mathematical development, the success of the child's advancement in this field of knowledge "

L. A. Wenger

Introduction

In modern life, the problem of teaching mathematics is becoming increasingly important. This is due, first of all, to the rapid development of mathematical science and global computerization.

Mathematics is one of the most important areas of knowledge of modern man. In our time, when people widely use technology (including computer technology), this requires a certain minimum of mathematical knowledge and ideas from each. nine0003

on the basis of the concept of mathematical education in the Russian Federation (approved by the Government of the Russian Federation of December 24, 2013), where the basic principles, goals, objectives and main directions for the development of the forms of activity, primary mathematical representations and images used in the development of the system were based on the development of the system. life, shows that mathematics for a preschooler should become an advanced and attractive area of ​​​​knowledge and activity, obtaining mathematical knowledge - a conscious and internally motivated process. nine0003

The need to develop mathematical abilities, the formation of a cognitive interest in mathematics was understood by many teachers, psychologists, methodologists. A great contribution to the development of problems of the mathematical development of preschool children was made by A. M. Leushina, R. L. Nepomnyashchaya, R. L. Berezina, Z. A. Mikhailova, T. V. Taruntayeva, T. N. Ignatova and others.

Teachers from many cities of preschool educational institutions also work on this problem - Chaikovskaya O.A. (ZATO Ozerny), Alekseeva N.V. (Belorechensk), Blaginina N.Yu. (Ozerki) and share their experience of working as a mathematical development of preschool children. nine0003

However, despite the large number of works on this topic, the problem of developing the mathematical abilities of preschoolers is still far from over. In connection with the relevance of this problem, the research topic was chosen: "The development of mathematical abilities of preschool children through gaming activities. "

The urgency of the problem lies in the fact that generally accepted approaches to the mathematical preparation of a preschool child (on the part of teachers and parents of our kindergarten) often do not bring the desired results, and in modern elementary school curricula, great importance is attached to the logical component. Many parents believe that the main thing when preparing for school is to introduce the child to numbers and teach him to write, count, add and subtract. However, they forget that you need to teach the child to think. When studying at school, these skills help the child out for a short time in mathematics lessons. The stock of memorized knowledge ends quickly (in a month or two) and the lack of formation of one's own ability to think productively very quickly leads to the appearance of "problems with mathematics". nine0003

In this regard, I was interested in the problem of how play activities can ensure the mathematical development of children that meets the modern requirements of the Federal State Educational Standard and the Concept of Mathematical Education in the Russian Federation.

The purpose of our work: to theoretically substantiate and test in practice the effectiveness of using gaming activities to develop the mathematical abilities of preschool children that meet the modern requirements of the Federal State Educational Standards for Education and the Concept of Mathematical Education in the Russian Federation. nine0003

To achieve this goal, the following tasks were set:

- to study the state of the problem of developing the mathematical abilities of preschoolers through play activities in psychological and pedagogical literature;

- to analyze the FSES DO and the Concept of mathematical development in the Russian Federation and identify modern requirements for the organization of work in preschool institutions to develop the mathematical abilities of preschoolers;

- to test in practice the effectiveness of the use of gaming activities to develop the mathematical abilities of preschool children that meet the modern requirements of the Federal State Educational Standard and the Concept of Mathematical Education in the Russian Federation; nine0003

- to formulate conclusions based on the results of the work.

1. Theoretical aspects of the development of mathematical abilities in preschool children through play activities.

For preschool children, play is of exceptional importance: play for them is learning, play for them is work, play for them is a serious form of education. The game for preschoolers is a way of knowing the world around them. Knowing that success depends largely on the desire of the child to learn, he must be interested. And the most interesting is the cognitive and research activity through the use of game entertaining material. Tasks, joke tasks, puzzles, crossword puzzles, puzzles, didactic games and exercises help children to quickly absorb a large amount of knowledge. They develop the mental abilities of children, which are necessary for successful schooling: memory, figurative and logical thinking, creativity, fantasy, imagination, constructive thinking. nine0003

Any mathematical task of ingenuity, no matter what age it is intended for, carries a certain mental load, which is most often disguised by an entertaining plot, external data, the condition of the problem, etc. Mental task: to make a figure or modify it, find a way solutions, guess the number - is implemented by means of the game in game actions. The development of ingenuity, resourcefulness, initiative is carried out in active mental activity based on direct interest. nine0003

Entertaining mathematical material is given by the game elements contained in each problem, logical exercise, entertainment, whether it is chess or the most elementary puzzle, for example, the unusual posing of the question: “How to put a square on the table with the help of two sticks?” - makes the child think and, in search of an answer, get involved in the game of imagination.

The variety of entertaining material - games, tasks, puzzles - provides a basis for their classification, although it is rather difficult to divide into groups such a diverse material created by mathematicians, teachers, and methodologists. nine0003

It can be classified according to different criteria: according to the content and meaning, the nature of mental operations, as well as the focus on the development of certain skills.

Based on the logic of actions carried out by those who solve the problem, a variety of elementary entertaining material can be classified, conditionally singling out 3 main groups in it: entertainment, mathematical games and tasks, developing (didactic) games and exercises.

Starting work on the development of mathematical abilities of preschool children, I came to the conclusion that entertaining mathematical material is necessary for preschool children and how great the interest of children in this material is. nine0003

2. Areas of work on the development of mathematical abilities of preschool children.

Work on the development of mathematical abilities was carried out comprehensively in three directions:

1. Work with children.

At the 1st stage of working with children, I tried to arouse children's interest in entertaining mathematical material with the help of riddles, tasks, jokes, entertaining questions, crosswords, rebuses, puzzles. Let the children not see that they are being taught something. Let them think they are just playing. In the process of playing in the classroom, I used entertaining material, both author's games made by me and so, I also used building and waste materials: buttons, clothespins, skittles, cones, chips, models of vegetables and fruits, etc.

An appropriate developmental environment was created in the group, a mathematical corner was set up, where didactic games and other entertaining game material are located.

At the 2nd stage of work with children, I developed a series of lessons in mathematics, where children got acquainted with new game entertaining material, acquiring new knowledge and skills.

Since the classes were of a plot nature, the children were happy to plunge into the atmosphere of travel, the children were active, studied with desire, interest, and successfully completed the tasks assigned to them. nine0003

The didactic material that I use at NOD has an emotional response in children and helps to successfully achieve the goals and objectives, developing not only mathematical abilities, but also fine motor skills of the hands, cognitive processes.

2. Work with caregivers.

The purpose of working with educators was to provide methodological assistance in the work on the formation of mathematical abilities of preschool children.

Consultations were provided to the attention of educators on the following topics:

• "Non-traditional forms of teaching children mathematics";

• "The role of didactic games in mathematics in preparing a child for school";

• How to teach children to play mathematical games;

• "What is entertaining mathematical material, its role in teaching children mathematics."

In my speeches, I recommended that teachers include as much entertaining game material as possible in mathematics classes in order to create interest and a positive attitude towards mathematics in children. nine0003

3. Working with parents.

Work with parents is carried out with the aim of mutual assistance in the formation of the mathematical abilities of children, further development, since without interaction the result will not be so successful.

Parent meetings, open classes, entertainment, consultations were held in the group.

Topics of consultations:

• “The role of entertaining mathematical material in the formation of a child's personality. Learning to solve problems with ingenuity. nine0003

• "Introducing preschool children to entertaining mathematical material"

• "Riddles as a means of shaping children's cognitive activity"

• "Teaching children to think logically"

Game - competition "Mathematical game library".

Parents have seen what their children have learned and what they still need to work on at home. Actively participated in consultation workshops.

3. Effectiveness of experience in developing the mathematical abilities of preschool children through play activities. nine0003

The effectiveness of experience

The effectiveness of working with children with entertaining mathematics is obvious: children love to play with puzzles, counting sticks. If the children have difficulty in solving problems, then funny tasks and joke tasks help them in this and the children solve them quickly and with enthusiasm. They memorized numbers faster by memorizing funny poems, counting rhymes, riddles.

Teaching mathematics to preschool children is unthinkable without the use of entertaining games, tasks, and entertainment. Children are very active in the perception of tasks, jokes, logical exercises, puzzles. I use entertaining tasks as a warm-up at the beginning or at the end of GCD to increase the mental activity of children. I worked with entertaining mathematical material throughout the day: in the morning, on a walk, in the evening. nine0003

Purposeful, systematic work with children on the use of game entertaining material showed that children successfully master the basics of mathematics, learned to count, add, subtract, moreover, solve various kinds of logical problems.

3. Conclusion

Teaching mathematics to preschool children is unthinkable without the use of entertaining games, tasks, and entertainment. Kids need to play math. Didactic games provide an opportunity to solve various pedagogical tasks in a playful way, the most accessible and attractive for children. Their main purpose is to provide children with exercise in distinguishing, highlighting, naming sets of objects, numbers, geometric shapes, directions. nine0003

Using various educational games and exercises in working with children, I was convinced that when playing, children learn the program material better, correctly perform complex tasks. Teaching young children in the process of play, she strived to ensure that the joy of games turned into the joy of learning. Teaching should be joyful!

My work experience shows that knowledge given in an entertaining form, in the form of a game, is acquired by children faster, stronger and easier than that which is associated with long "soulless" exercises. “Learning can only be fun ... To digest knowledge, you need to absorb it with appetite,” these words do not belong to a specialist in the field of preschool didactics, the French writer A. France, but it is difficult to disagree with them. nine0003

Finally, I would like to confirm Peterson's point that preschoolers should not be taught. “You have to play with a child, play with interest and enthusiasm, and then their burning eyes and the desire to play more and more will be our reward.”

Children are interested in playing mathematical games, they are interesting for them, emotionally capture children. And the process of solving, searching for an answer, based on interest in the problem, is impossible without the active work of thought. Working with children, every time I find new games that we learn and play. After all, these games will help children in the future to successfully master the basics of mathematics and computer science. nine0003

References

1. Beloshistaya, A. V. Preschool age: Formation and development of mathematical abilities [Text] / A. V. Beloshistaya // Preschool education. -2002 - No. 2 - S. 69-79.

2. Fun puzzles for little smart people [Text]: Notebook on the development of cognitive processes / Compiled by SE Gavrina. -_Yaroslavl: "Academy of Development", "Academy Holding" .- 2002-S.32.

3. Erofeeva, T. Both in jest and in earnest [Text] / T.N. Erofeeva // Preschool education. -2001 - No. 10 - S. 18-25. nine0003

4.Erofeeva, T.I. A little about mathematics and not only about it [Text] / T.N. Erofeeva // Preschool education. 2001- No. 10- S. 7-17.

5. Nishcheva, N.V. Games for the development of mathematical concepts in older preschoolers / [Text] N.V. Nischev. - M.: Detstvo-Press, 2013. - 673 p.

6. Nishcheva, N.V. Abstracts of classes on the formation of natural science ideas in preschoolers in different age groups / [Text] N.V. Nishchev - M.: Detstvo-Press, 2014. - 364 p.

7.Nosova, E.A. "Logic and mathematics for preschoolers" [Text]

E.A. Nosova, R.L. Nepomnyashchaya / - M.: Detstvo-Press, St. Petersburg, 2008.

8. Mathematics from three to seven / Training manual for kindergarten teachers. - M., 2001.

9. Pomoraeva, IA Classes on the formation of elementary mathematical representations in the senior group of kindergarten: monograph. / I.A. Pomoraeva, V.A. Pozina. - M.: Mosaic-Synthesis, 2015. - 248 p.

10. Pomoraeva, I. A. Classes on the formation of elements of mathematical representations in the middle group of kindergarten [Text] / I.A. Pomoraeva, V.A. Pozina. - M.: Mosaic-Synthesis, 2015. - 670 p. nine0003

Appendix 1

Exercises for the development of mathematical abilities

for children five to seven years old

Exercise 1

Material: a set of figures - five circles (blue: large and two small, green: large and small, small red square) .

Task: "Determine which of the shapes in this set is extra. (Square) Explain why. (All others are circles)".

Exercise 2

Material: the same as for exercise 1, but without the square. nine0003

Task: "Divide the remaining circles into two groups. Explain why you divided it this way. (By color, by size)".

Exercise 3

Material: the same cards with numbers 2 and 3.

Task: "What does the number 2 mean on the circles? (Two large circles, two green circles. )

Number 3? (Three blue circles, three small circles).

Exercise 4

Material: the same didactic set (a set of plastic figures: colored squares, circles and triangles). nine0003

Task: "Remember what color the square we removed was? (Red.) Open the Didactic Set box. Find the red square. What color are the squares? Take as many squares as there are circles (see exercises 2, 3

How many squares? (Five.) Can you make one big square out of them? (No.) Add as many squares as you need. How many squares have you added? (Four.) How many now? (Nine.)".

Exercise 5

Material: images of two apples, small yellow and large red. The child has a set of figures: a blue triangle, a red square, a small green circle, a large yellow circle, a red triangle, a yellow square. nine0003

Task: "Find one of your shapes that looks like an apple." The adult in turn offers to consider each image of an apple. The child selects a similar figure, choosing the basis for comparison: color, shape. "What figure can be called similar to both apples? (Circles. They look like apples in shape.)".

Exercise 6

Material: the same set of cards with numbers from 1 to 9.

Task: "Put all the yellow figures to the right. What number fits this group? Why 2? (Two figures.) What other group can pick up to this number? (Triangle blue and red - there are two of them; two red figures, two circles; two squares - all options are sorted out.) ". The child makes groups, using a stencil frame, draws and paints over them, then signs the number 2 under each group. “Take all the blue figures. How many are there? (One.) How many colors are there? (Four.) Figures? (Six.) ". nine0003

Mathematical games "Number and counting"

Didactic games for children of senior and preparatory groups for school groups:

"Find the baby elephant"

Purpose: fixing the names of ordinal numbers, the ability to ask questions in order to guess the location of an object (toy) .

Repetition of the names of animals from hot countries.

Move: glasses with numbers (1-5, 1-10) are placed in front of the children and it is proposed to find a hidden baby elephant under them, using ordinal numbers. nine0003

"Help Mishutka"

Purpose: to consolidate knowledge about numbers, the ability to count the required number of objects. Replenishment of knowledge about the origin of this natural material.

Move: the attention of the children is drawn to the cards with the image of numbers and it is proposed to put the required number of objects on them.

"Game with a cube"

Purpose: to consolidate knowledge of numbers, the ability to correlate them with the number of objects.

Move: children stand in a circle and pass each other cards with the image of objects, at the stop signal, the leader throws a cube with numbers. Children are invited to count the pictures and go out into the circle to the one who has the same number of objects on the card. nine0003

"Search for patterns"

Purpose: development of visual perception, the ability to see and continue this pattern, establishing links between objects of animate and inanimate nature.

Move: the children are given the task: to carefully look at the objects located on the card, find a pattern and continue laying out the objects in the same order.

"Harvest"

Purpose: to consolidate knowledge of numbers, the ability to correlate them with the number of objects. Replenishment of knowledge about vegetables, the ability to classify them. nine0003

Move: children are given cards and asked to collect the required number of vegetables in the "garden".

"Count - ka"

Purpose: to consolidate knowledge about numbers, the ability to correlate them with the number of objects.

Move: children are asked to count the number of animals in the picture and put the correct number next to it.

Strelka

Purpose: to consolidate knowledge about numbers, the ability to correlate them with the number of objects; classification of objects of animate and inanimate nature. nine0003

Move: children are invited to stand in a circle, fix a number on their clothes. With the help of a counting rhyme, the leader is selected, he stands in the center of the circle, stretches his hand forward “arrow”, closes his eyes and turns around himself. At the signal "stop" - stops. The child, to whom the arrow points, must bring (from the previously prepared set) the required number of identical objects of nature.

Didactic games for children of secondary - preparatory groups

"Quarrel of cubs"

Purpose: strengthening the ability to correctly match nouns with numerals. Repetition of the names of baby animals.

Move: children are asked to count the number of toys the cubs have and put them in order, starting with the one with the least number of objects.

"Help the hedgehog"

Purpose: Strengthening the ability to count the required number of items. Replenishment of knowledge about the life of a wild animal.

Action: The children are given a hedgehog card and a set of mushroom pictures to help gather supplies for the hedgehog family. nine0003

“Who has more”

Purpose: formation of the ability to classify and count natural material, correlate its amount with a numerical standard. Consolidation of knowledge about the origin of these natural gifts.

Move: children are asked to roll a die and count as many identical objects as there are dots on the side of the die.

“Teach Little Red Riding Hood to count”

Purpose: formation of the ability to count objects (with the right hand, from left to right, one at a time, to make a generalizing gesture “total”), to coordinate the numeral with the noun. Strengthening the ability to classify natural objects (vegetables, plants). nine0003

Move: children's attention is drawn to the picture of Little Red Riding Hood and offered to help (teach) to collect a bouquet of flowers for grandmother

Game options: "Tell Petrushka", "Help the bunny."

"Treat the animals"

Purpose: strengthening the ability to correlate the number of objects in different groups, using the concepts "equally", "the same", "the same number", comparing adjacent numbers within 5.

Replenishment of children's knowledge about individual characteristics wild and domestic animals. nine0003

Move: children are given a card with a certain number of animals and several pictures with painted treats of different numbers. We invite children to find the right picture with the same amount of favorite food for their guest.

"Put things in order"

Purpose: remembering numbers, counting a given number of items.

Fixing the names of natural material.

Move: children are invited to help the hero put things in order in the boxes: arrange the required amount of material in an empty space. nine0003

Appendix 2

Non-traditional forms of work in direct educational activities in mathematics.

(consultation for educators)

The process of forming elementary mathematical concepts in preschoolers is central to preparing a child for school. In terms of its content, this training should not be limited to the formation of ideas about numbers and the simplest geometric shapes, teaching counting, addition and calculation.

Children need to be taught not only to calculate and measure, but also to reason logically, to think productively. In the process of solving problematic tasks, the child discovers for himself those laws, rules, principles that constitute the main asset of mankind. He does not receive them ready-made, and joins the creative process by discovering something new. Therefore, education should direct the child to the prospect of self-development, expanding his consciousness on the basis of creative activity.

Often preparing children for school comes down to teaching them to count, write, and read. Meanwhile, studies show that the greatest difficulties in primary school are experienced not by those children who do not have enough knowledge, skills and abilities, but by those who show intellectual passivity, who lack the desire and habit to think, the desire to learn something new . Therefore, the main goal of preschool education should be the comprehensive development of the child: the development of his motivational-volitional sphere of intellectual and creative abilities. nine0003

A preschooler has specific age characteristics: unstable attention, predominance of visual-figurative thinking, increased motor activity, desire for play activities, a variety of cognitive interests. In order to maintain the attention of children in the process of educational activities, it is necessary to organize active and interesting mental activity. And this will help non-traditional activities.

In the modern didactics of preschool educational institutions, such non-traditional forms are distinguished:

Games - competitions.

(They line up on the basis of competition between children: who will name, find, identify, notice, etc.)

KVN faster.

(Assumes the division of children into 2 subgroups and is conducted as a mathematical or literary quiz) .

Theatrical games.

(Micro-sketches are played, carrying cognitive information to children)

Role-playing games.

(The teacher enters the role-playing game as an equal partner, prompting the storyline of the game and thus solving learning problems). nine0003

Consulting. (When a child learns by consulting another child)

Mutual learning games.

(The "consultant" child teaches other children to compare, classify, generalize).

Auctions.

(Held as a board game "Manager")

Doubt games (search for the truth).

(Research activities of children such as melting - not melting, flying - not flying)

Traveling games.

Tales.

Dialogues. (They are held according to the type of conversation, but the topics are chosen relevant and interesting). nine0003

Games like "Experts are investigating."

(Working with a diagram, orienting along a diagram with a detective storyline).

Field of Wonder games.

(Held as a game "Field of Wonders" for reading children).

Quiz games.

(Quizias are held with answers to the questions: What? Where? When?

A feature of preschool education is its organization in the form of a game and related productive and artistic activities. Mathematical games are interesting for children, emotionally capture them. And the process of solving, search for an answer based on interest and a task is impossible without the active work of thought.This position explains the importance of entertaining tasks in the mental and comprehensive development of children.Entertaining mathematical material is a good means of educating children in preschool age of interest in mathematics, in logic and evidence reasoning, desire to show mental tension, focus on the problem.0003

Modern methods of developing the child's cognitive abilities in play activities.

System analysis method

The game "Euler Circles" or "Games with hoops" precedes the formation of one of the most important general educational skills - the ability to classify an object and develops the logical thinking of preschoolers. Children learn to classify objects according to 2 and 3 properties (color, size, shape, place them in 4 and 8 areas obtained from the intersection of 2 and 3 circles.

Question method.

Crossword puzzles, puzzles, tasks such as “Call it with one word, but preferably with two”, “An extra word”, “How are they similar and how are they different”, “Tell me a word”.

Solving logic problems.

Logical tasks, exercises, puzzles contribute to the development of logical thinking, ingenuity.

For example: Which piece is missing? Why? How is one picture different from another? What figure is missing? How do 6 figures of one group differ from the figures of another group? What do a fox and a chair have in common? Why is a soap bubble flying? etc.

And problems, for example: Dunno, Pinocchio and Winnie the Pooh went for a walk and took a banana, a tomato, an orange with them. What did each of them take? If Dunno took not round, but Winnie the Pooh - not red?

A special place among mathematical entertainment is occupied by games for drawing up planar images of objects, animals, birds, houses, ships from special sets of geometric shapes. Children are fascinated by the result - to compose what they saw on the sample or what they intended. These are the games "Tingram", "Pythagoras", "Mongolian game", "Columbus egg". Children learn to analyze the ways of arranging parts, to tell and plan the course of compilation. Games are more difficult, these are: "Vietnamese Game", "Magic Circle", "Pentamino". Here, the analysis is more difficult, the division of the form of the object being composed into its component parts, as well as the ways of connecting one part to another. nine0003

Of all the variety of puzzles, children prefer puzzles with sticks. They are called ingenuity tasks of a geometric nature, that is, children make figures from a certain number of sticks, change it by removing a certain number of sticks or shift them.

Method of experimentation and experiments.

Experiment "How water disappears". Water, as children know, can be absorbed and evaporated. Let's take different objects, for example, a sponge, a newspaper, a piece of cloth, polyethylene, a metal plate, a piece of wood, a porcelain saucer. Gently pour water over them with a spoon. What items do not absorb water? Which ones absorb water? Which of them do it better: does the whole object get wet or just the place where the water got into? Let's continue the experiment. Pour water into a porcelain saucer. It does not absorb water, we already know this from previous experience. The border to which water is poured is marked with something, for example, with a felt-tip pen. Let's leave the water for one day and see: what happened? Some of the water has disappeared. We will mark a new border, in a day we will check the water level. She couldn't get out, she couldn't soak in. So it evaporated and "flew" into the air in the form of small particles. These experiments are available to preschoolers. They can be used to develop a child's interest in experimentation. nine0003

Design method

The main goal of the organization of project activities is the development of deep, stable interests in mathematics in children, based on broad cognitive activity and curiosity.

Practical activities available to the child: comparison, classification, transformation, recreation, measurement, combination, modeling, etc. specific project participants. The guys themselves determine the eldest in each group and distribute roles. With this approach, the guys work actively and independently. The role of the educator in this case is unobtrusive control and, if necessary, consultation of children before they go out to defend the project. nine0003

The results of each project are discussed together with the whole group, which allows children to feel self-confidence, in their abilities, and helps to increase self-esteem.

The project method can be used on any topic. Each project relates to a specific theme and is developed within a few days. By doing this work, children can create tasks with different characters. These can be fairy-tale tasks, “cartoon” tasks, tasks from the life of a group, cognitive tasks, and so on. nine0003

A comprehensive approach to project activities is determined by the close connection between the cognitive and artistic cycles, fine arts, musical and theatrical creativity and, therefore, organically fits into the general educational task of the kindergarten.

Based on all of the above, the following conclusions can be drawn:

-use of direct educational activities in a non-traditional form helps to involve all children in work; nine0003

- it is possible to organize verification of any task through mutual control;

- non-traditional approach is fraught with great potential for the development of the speech of preschoolers;

-direct educational activity contributes to the development of the ability to work independently;

- the relationship between the children and the teacher is changing in the group (we are partners)

- the children are looking forward to such games with pleasure.

Mathematical games are interesting for children and emotionally capture them. And the process of solving, searching for an answer, based on interest and task, is impossible without the active work of thought. This position explains the importance of entertaining tasks in the mental and all-round development of children. Entertaining mathematical material is a good means of educating children already at preschool age of interest in mathematics, in logic and evidence-based reasoning, the desire to show mental stress, to focus on the problem. And no matter how experienced the teacher is, he always has to look, think, try to make his classes interesting. nine0003

Appendix 3

“Teaching children to think logically”

(Counseling for parents)

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In order to successfully master the preschool education program, a child needs not only to know a lot, but also to think consistently and conclusively, to guess, to show mental exertion. As you know, a child shows special mental activity in the course of achieving a game goal, both in class and in everyday life. Game entertaining tasks are contained in various kinds of fascinating mathematical material. Quite a lot of such material has been accumulated in the history of the development of methods for teaching children math, some of it is also available to preschoolers

Any mathematical problem of ingenuity carries a certain mental load, develops children's cognitive interest, the ability for research, creative search.

Introducing children of senior preschool age in a family environment to entertaining mathematical material will help solve a number of pedagogical problems.

It is known that the game as one of the most natural activities of children promotes self-expression, development of intelligence, independence. This developmental function is fully characteristic of entertaining mathematical games. nine0003

Desire to achieve the goal - to make a figure, model, give an answer; to get a result - stimulates activity, the manifestation of moral and volitional efforts (overcoming difficulties that arise in the course of solving, bringing the work begun to the end, searching for an answer until a result is obtained).

Invite your child to play the game “What number is missing?” with you. Lay out cards with numbers from 0 to 10 on the table. The child closes his eyes, and at this moment you remove one of the cards, so that you get a continuous row, if the child gave the correct answer, switch roles with him. nine0003

Entertaining games contribute to the formation and development of such personality traits as purposefulness, perseverance.

Exercise your child at home in the game "Who is more?". There are two piles of buttons in front of the players. On command, the players set aside one button from a pile for a minute; Then consider who postponed more. You can complicate the game: put off the buttons with your eyes closed, etc.

Performing practical actions using entertaining material develops in children the ability to perceive cognitive tasks and find new ways to solve them. nine0003

For the game "How many in the other hand?" prepare small items (beads). Rules of the game: an adult says: “I have 6 beads, 3 beads in my right hand (shows). How many in the left? If the child guessed correctly, switch roles (when you guess, make intentional mistakes).

While preparing dinner, ask your child where there is more water: in a cup, in a saucepan, in a kettle, in a plate? He can verify the correctness of the answer in practice. Be sure to specify what you measured, and how many conditional measurements were in each of the vessels. nine0003

Children begin to realize that each of the entertaining tasks contains some kind of trick. It is impossible to find it without concentration and deliberation. Give children tasks in a poetic form.

Mathematical games help to educate children's cognitive interest, the ability for research and creative search, the desire and ability to learn. Entertaining tasks, games, puzzles contribute to the formation and development of such personality traits as purposefulness, perseverance, independence. Performing practical actions using entertaining material develops in children the ability to perceive cognitive tasks and find new solutions for them. nine0003

Fun games that parents can make with their children. This is such a game, for example: "Tangram".

"Tangram" is one of the simple games. They also call it “Puzzle from cardboard”, “Geometric constructor”. A square measuring 8 by 8 cm from cardboard, equally colored on both sides, is cut into 7 parts.