# Preschool small group activities math

## Preschool Math Games and Activities to Engage Young Learners

Preschoolers have lots of important math skills to learn before they start kindergarten. Counting, number sense, sorting, patterns, comparing size, and so much more—these are all concepts toddlers need so they can move on to more advanced math concepts. These preschool math games and activities help kids master those skills in ways that are just as fun as playtime!

### 1. String beads on pipe cleaners

This is one of those classic preschool math games that has so many benefits for young learners. They get fine motor control practice along with learning to count, recognize numerals, and put numbers in order. All you need are pipe cleaners and beads.

### 2. Monster Dice Match

Rolling dice gives kids a chance to practice counting and subitizing. Get the printable for this free matching game at the link.

### 3.

Build and count

You’ll find lots of dice-related preschool math games out there. In this one, kids roll the dice and then stack blocks together. They finish by counting the blocks all together, an early intro to addition.

### 4. Flip Uno cards to make a match

Get some memory practice while you learn numerals. Uno cards, with their bright and cheery colors and large numbers, are perfect for this, but regular playing cards work too.

### 5. Tag the number

We love that this game gives kids a chance to move! Tape up numbers on the wall (or write them on a whiteboard). Then have kids roll a die and run to tag the number that comes up. You can play this game in other ways too, like calling out the numbers randomly yourself, or taping the numbers in a variety of places around the room.

### 6. Build a city

Stack building blocks and build a city skyline. You’ll get a different result every time, making this one of those preschool math games kids can play again and again.

### 7. Race to fill the cup

So simple and so fun! Grab a bin of math cubes or small toys and some plastic cups. Kids roll a polyhedral die (you can also try flipping playing cards or Uno cards) and place that many items in their cup. The first to completely fill their cup wins!

### 8. Hunt for numbers

Combine a sensory experience with some number practice. Fill a bin with sand, then bury playing cards for kids to find and match up.

### 9. Bounce a balloon

Everyone loves playing with balloons! Roll a die, then see if you can bounce a balloon into the air that many times without letting it hit the ground.

### 10. Build a beetle

This is just like the original Cootie game, but no need to buy anything! Just cut beetle pieces from construction paper, then roll a die and see if you can be the first to assemble your bug!

### 11.

Create shapes with sticks

Toddlers need to master their shapes, and this is a clever way to do it. Put together sets of wood craft sticks (use the same color for each shape) and let little fingers turn them into triangles, squares, and other shapes.

### 12. Send bears into hibernation caves

Make “caves” from plastic bowls, then send little toy bears into “hibernation” in each one! Learn how the game works at the link.

### 13. Park numbered cars

Vroom vroom! Number your toy cars to match the slots in a cardboard parking lot. Kids will have fun zooming them into the right places.

### 14. Line up dominoes

Dominoes are fantastic math learning tools. This game is a sneaky introduction to addition, as kids count up the total number of dots on each domino and put them in the proper place.

### 15.

Copy ice tray patterns

Seeing and matching patterns is a key skill for preschoolers. Placing pom-poms into ice cube trays with plastic tweezers helps them work on fine motor skills too.

### 16. Rubber Duck Math 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! Preschool math games like this help kids master counting to 10 and counting on.

### 17. Feed the LEGO monster

Sort LEGO bricks by color, shape, or number of dots. Then compare the number that wind up in each bag to learn the concept of “more or less.”

### 18. Drop blocks into tubes

Upcycle some empty cardboard tubes by labeling them with numbers. Then drop small items like blocks or caps into the tubes to match the numbers.

### 19. 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 and 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. Hold a shape scavenger hunt

Preschool 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.

## Hands-On Math Activities for Preschoolers

Disclosure: This post contains affiliate links to Amazon. See my disclosure policy for details.

Math is so fun to teach to preschoolers because there are a lot of daily activities that incorporate math. Preschoolers don’t need worksheets for math…they should learn through play and hands-on activities.

1. Patterns with Bears

Counting Bears are a great math manipulative to use with preschoolers. You can sort, count, or use them with patterns.

I created some pattern cards to help with this. The first page is an AB pattern, meaning two colors alternate in the pattern. The second page is an ABC pattern, meaning three are three colors in the pattern. For this activity, your preschooler will set the colored bear on top of the matching color to create a pattern. On the ABC pattern cards, the last circle is left empty. That is for your child to tell you what color it should be.

You can get the color patterns printable at the bottom of this post.

Math Skill: Patterns and Relationships

You can find more pattern activities here.

2. Sorting Colors with Bears

Sorting is a skill preschoolers should work on a lot. One way to sort is by color. We do this with our counting bears and a sorting mat.

You can get the sorting mat printable at the bottom of this post.

You can even use colored tape and pom poms to practice sorting! Add in some tweezers for some extra fine motor practice.

We also love counting mats! These are great for learning to count and working on one-to-one correspondence.

Math Skill: Patterns and Relationships

3. Money Muncher

A fun way to work on sorting is with the Money Muncher! It’s also a great activity for fine motor skills. To see all the fun details, click here.

Math Skill: Patterns and Relationships

4. Sorting Jelly Beans

Anytime we work with candy, my kids love it! You can sort M&Ms or jelly beans or whatever! To see how we did this with jelly beans, click here.

You can get the jelly bean sorting printable at the bottom of this post.

One more idea for sorting is by using toy animals. Have them sort by different characteristics, such as land animals and sea animals.

Math Skill: Patterns and Relationships

5. Graphing

Graphing is always good to introduce to preschoolers. It doesn’t have to be complex, but you can do a simple activity like graphing the types of transportation on a bar graph and use small pictures or toys (or I used erasers from The Dollar Tree).

Make graphing hands-on using apples! Even young preschoolers can begin learning about graphing with this activity.

Check out this free gumball graphing activity right here.

Math Skill: Patterns and Relationships

6. Shape Wheel

This is a fun activity for learning shapes! Just print this shape wheel and draw the same colored shapes onto clothespins. Have your child match the clothespin to the shape on the wheel. This is great for working on fine motor skills!

You can get the shape wheel printable at the bottom of this post.

Math Skill: Geometry

7. Shape Sorter

An easy way to practice shapes is with a Shape Sorter! I bought these shapes at Michaels Craft Store many years ago, but these 3D geometric shapes would be a good option if you’re interested in creating a Shape Sorter. Check out this post for details on how to make this easy math activity.

Math Skill: Geometry

8. Noodle Shape Cards

A neat sensory activity and a fun way to learn shapes are with noodles! See the post here to download the free shape cards.

Math Skill: Geometry

9. Foam Sticks

Learn shapes in the tub with these foam sticks! You can see how we did this here.

Another fun way to practice shapes is with the cookie shapes matching activity!

And my favorite way to teach about shapes is with my shape rhymes!

10. Dice Game

This is a really fun game! I took this Melissa & Doug wooden toy and put white circle stickers on the top of the pegs. I wrote numbers 1-6 and had 2 stars. I had my son roll the dice and whatever number it landed on, he would pound with a toy hammer. If the number he rolled was already down, he hit the star. Not only was this fun for him, but he was able to “subitize”, which simply means to recognize numbers instantly without counting the dots.

Math Skill: Number Concepts

11. Star Number Cards

Practice counting and recognizing numbers with star number cards. This one is great for working on one-to-one correspondence and fine motor skills.

You can get the star number printable cards at the bottom of this post.

Math Skill: Number Concepts

We made these adorable ladybugs and they were a hit! Not only were they fun to play with, but we did a lot of counting and sorting with them. Read all about it here.

Math Skill: Number Concepts

13. Balloons

Learn the order of numbers with this really fun game involving balloons! Check out the details here.

Math Skill: Number Concepts

14. Estimating with Water

We learned about estimation with a dropper with some fun, hands-on water activities.

Math Skill: Measurement

15.  Pouring and Comparing

We practiced pouring skills with rice into these beakers. Then I had my son line them up from biggest to smallest. Using comparative words like big/small or empty/full help teach preschoolers about simple concepts of measurement. This is simple and you could elaborate on this activity.

One more easy way to practice measurement is with Unifix cubes. Place different lengths of tape on the floor or poster board. Then have your child use Unifix cubes to measure the lines. This is a simple way to practice counting, measuring, and comparing lengths.

Math Skill: Measurement

Lastly, check out this really easy and fun way to practice counting!

If you’re looking for digital math activities, make sure to check out my counting activities using Google Slides.

If you’d like to download the 5 free printables I shared in this blog post, just click on the button below!

## Entertaining mathematics. | Condition Plan for a lesson in mathematics (senior, preparatory group):

Municipal Budgetary Educational Institution

Ermakovsky kindergarten No. 2 of the combined type "Rodnichok"

Pedagogical practice

Entertaining

Mathematics

Author: Shirokova Lyubov love love love love love love love Vyacheslavovna -

Compensatory group teacher

.

s. Ermakovskoe 2019

Contents.

 No. Section name 1. Relevance. 2. "Hurry, do not make a mistake" (Smecalized competition) 3. 4. "Journey to the city of Mathematics" (mathematical leisure evening) 5. "Where does the Hedgehog live?" (quest game) 6. Conclusions. 7. Literature. 8. Application.

The rationale for choosing a topic:

Who from childhood is engaged in mathematics, he develops attention, trains his brain, his will, educates perseverance and perseverance in achieving the goal. nine0003

A. Markushevich

Therefore, my pedagogical practice is aimed at solving issues of developing interest in mathematics in accordance with the new requirements of the Federal State Educational Standard.

From an early age, children learn everything that will be necessary in their future life. One of the most important skills is the ability to solve problems, because a person meets with them (everyday, educational, industrial) every day and at every step. nine0003

If someone learns to solve simple problems, starting with mathematical ones (and they “put the mind in order”), then he will be able to find answers to other, more complex and difficult ones. Entertaining games, tasks for ingenuity, puzzles, arouse great interest in children. Children can, without being distracted, practice for a long time in transforming figures, shifting sticks or other objects according to a given pattern, according to their own plan. A Chinese proverb says: “Tell me and I will forget, Show me and I will remember, Let me try and I will understand.” In the classes on the formation of elementary mathematical representations, important qualities of the child are formed: independence, resourcefulness, quick wit, observation, perseverance is developed, constructive skills are developed. It is known that many children experience some difficulties in mastering mathematical knowledge. Preschool children do not know at all that mathematics is a very difficult discipline. Let the children not see that they are being taught something. Let them think they are only playing. nine0003

Purpose of my work: the development of mathematical representations in children with disabilities (TNR) through entertaining classes.

I determined the range of tasks that I set myself for the formation of elementary mathematical concepts in preschool children.

Educational:

• Identification of the level of formation of mathematical concepts in children.
• Formation of ideas about arithmetic operations.
• To instill interest in solving entertaining problems with mathematical meaning. nine0154

Correction-developing:

• Development of mental operations, visual perception, logical thinking and attention.
• Development of speech activity, speech hearing.
• Development of skills to quickly and clearly answer the questions.

Educational:

• Education of activity, initiative, interaction skills in

learning and play activities.

• Raise interest in mathematics.

The effectiveness of the implementation of pedagogical practice largely depends on the form of work on the development of mathematical concepts:

• organization of educational activities (in accordance with the educational schedule).
• joint activities in sensitive moments.
• leisure activities (competitions, competitive games, quests, etc.)
• guessing riddles, solving comic problems, entertaining questions.
• independent activities of children.

- from the methods of work on the development of mathematical representations:

• verbal (explanation, conversation, etc.).
• visual (handout, illustrations, etc.).
• practical (mental activities, riddles, didactic games and exercises, etc. ).
• gaming (mobile and movement games, etc.). nine0154

Expected results:

• development of children's interest in mathematics and overcoming difficulties in solving mathematical problems;
• positive dynamics of monitoring on the formation of elementary mathematical concepts in children of senior preschool age;
• formation in children of senior preschool age of operations of logical thinking (analysis, classification, generalization), attention;
• formation of elementary mathematical ideas in children with the help of entertaining material; nine0154
• application of mathematical knowledge and skills by children in independent activities.

"Hurry up, don't make a mistake" (competition of the savvy)

Purpose: To stimulate the development of mental abilities, curiosity, cognition.

Educational: updating children's counting skills, improving the ability to recognize and distinguish geometric shapes.

Correction-developing: development of mental operations, development of coordination of speech with movement, development of fine motor skills, attention. nine0003

Educational: fostering a positive attitude to participate in the competition, fostering activity, independence.

1. Organizational moment:

Educator: Guys, today we will have a competition of smart, resourceful. In order to win it, you must be very careful and not be distracted. To that of the children who correctly and quickly completes the task, guesses the riddle, I will give a distinctive sign - a red circle. At the end of the competition, each of the children will count the circles, and we will find out which of you is the winner. nine0003

2. Main part

Educator: Guys, and now the first task is "Guess the riddle"

Two twins, two brothers sit on horseback on their noses. (Glasses.)

I stand on four legs, but I can’t walk at all. (Table.)

Two mothers have 5 sons. (Fingers.)

This horse does not eat oats, instead of legs there are 2 wheels. Sit on horseback and race on it,

Only better drive! (Bicycle.)

They put me on two fingers and cut what I need. (Scissors.)

5 brothers - one name for all. (Fingers.)

(Children get a red circle for each correct answer.)

Educator: Now guys, the next task for you with counting sticks: 1. Count 8 sticks. Make a checkbox out of them. The stick at the flag consists of 2 counting sticks.

2. Divide a rectangle of 6 sticks with one stick into two 2 equal squares.

(The one who completed the task first among the children is encouraged). nine0003

Educator: And now, guys, we will stand in a circle and play the game: “Who is more?” (The teacher invites the children to answer the question who is bigger?)

• a small elephant or a big mouse;
• small hippopotamus or large ant;
• little donkey or big bunny;
• small giraffe or big fox.

5

.0003

Educator: Guys, you need to look at the objects, compare them with each other and find an extra one. Whoever guesses will come up to me and say so that other children will not hear. (After most of the children highlight the extra item, the teacher should ask: “Why do you think that among all the items there is an extra notebook?” (Children's answers).

Educator: Guys, and now, before the next task, I suggest you do finger gymnastics : “How big is our family.”

How big is our family Children perform handclaps and

yes cheerful: alternate beats.

Two are standing by the bench, bending their thumbs.

Two people want to learn, bend their index fingers.

Two Stepans with sour cream They bend their middle fingers.

They overeat,

Two Dashas at the porridge bend their ring fingers. nine0003

They eat.

Two Ulkas in the cradle Bend their little fingers.

Swing. Russian folk song

Educator: And now guys for you the next task is “Logical task” (The teacher distributes sheets of paper with a logical task depicted on it. ) Guys, you must add the missing figure. (The tasks of those sitting next to each other are different.) (See Appendix 1)

Educator: Guys, here is the last task for everyone - joke tasks. (The teacher warns the guys not to rush into the answer, think it over before.)

1. There were 3 glasses of berries on the table. Vova ate 1 glass of berries and put it on the table. How many glasses are on the table? (3)
2. 3 candles were lit in the room. Then one of them was extinguished. How many candles are left? (One, two others burned down.)
3. 3 people were waiting for the train for 3 hours. How long did each one wait? (3 hours.) (Those who do not make mistakes are rewarded.)

Reflection.

Educator: Guys, you are all great today! Now we will count the points and find out who we have the most savvy! nine0003

Journey to Wonderland

Educational: Improving the skills of orientation on the plane and space, the formation of counting skills, learn to make the number five out of two smaller ones.

Correction-developing: development of mental operations. nine0003

Educational: nurturing a positive attitude to participate in the game, skills of cooperation, interaction, activity.

Preliminary work: The children were divided into two teams in advance, the captains were chosen, the names of the teams "Talking Cricket", "Turtle Tortilla" were invented, the flags awarded to the teams for completing tasks were prepared.

1. Organizational moment.

Educator: Today we are going on an unusual journey with you. We are going to visit Wonderland. But for this we need to free Pinocchio, who was closed in the house by Karabas - Barabas. The team that will not be afraid of difficulties, overcome all obstacles, show dexterity and ingenuity will win. So, we set off on a journey in search of Pinocchio. nine0003

2.Main part.

Educator: Guys, here is a maze in front of us. Many roads lead to the house, but only one can lead to it. Let's find this road, maybe Pinocchio is hidden in this house. Let 1 person from each team go to search.

(A child who has found the way to the house takes out two letters. At the bottom of each envelope is written: “To the children of the kindergarten from Pinocchio’s friends.”

Envelopes are given to the teacher. The teacher opens one envelope and reads.)

Educator: Guys, Pinocchio's friends sent us a letter with riddles. There are quite a lot of them - 6. How many riddles should I guess for each team so that it is evenly divided. (Children's answers.) So the Talking Firefly team, listen and guess the riddles!

- “On a large sofa in a row

Tanins dolls are:

2 naves, Pinocchio,

and funny Chipartlino.

Help Tanya

Count toys. (4)

- This horse does not eat oats, instead of legs there are two wheels. Sit on horseback and ride on it,

just drive better. (Bicycle)

- They put me on two fingers and cut what I need. (Scissors)

And now the riddles for the Turtle Tortila team:

- - - Tanya's toys are standing in a row on the shelf.

Next to the monkey is a teddy bear. nine0003

Next to the fox are a hedgehog and a frog.

How many toys does Tanya have. (5)

- We always walk together, like brothers. We dine under the table, and at night under the bed. (Boots or sandals).

- Two mothers have five sons. (Fingers).

Educator: Guys, now let's have a little rest and play, the mobile exercise "My ball". (The teacher invites the children to go to the carpet. The children do the exercise.)

Friend is funny, my ball, children perform four jumps

on socks, holding their hands on the belt.

Everywhere, everywhere he is with me. Two swings with each hand, as

would hit the ball.

One, two, three, four, five, five toe jumps holding

Hands on belt.

Play well with the ball. Two strokes with each hand, as

V. Volin would strike the ball.

Educator: Everyone coped with this task, well done! Now let's see what is in the next envelope. (The teacher finds in the envelope 2 plans “Where to look for Pinocchio.” Both teams go in search of Pinocchio. They find houses with locks hanging on the doors. In order to open the door, you need to pick up the key to the lock. The lock and key are made of cardboard. She wins a team that can complete the task faster. Pinocchio is found in one of the houses, the next envelope is found in the other house). nine0003

Educator: Well done guys, they coped and coped with this task. But this task was invented for you by Malvina. The game is called "Make a picture of Pinocchio." This is a relay game, I will put the parts from which we will make a picture. Each team member takes 1 piece, puts it down and returns to its place. The team that completes the task faster and more correctly will win. (The winning team will receive a flag.)

Educator: Guys, and now we will see the next task “The answer is one, but there are many examples” - who prepared it for you - the fox Alice and the cat Basilio. “Pinocchio had 5 gold coins. And you guys, make up the number 5 from cards with circles in different ways. ”(Children complete the task, make circles so that when added they become 5). nine0003

Educator: And now we have a competition for captains "Who is attentive."

• Compare two pictures and fill in as many squares as there are differences.
• How many squares have you filled in?(4). (Appendix 2)

Reflection.

Educator: So our journey to the camp of Miracles and adventures has ended. Now we will count how many flags the teams received and find out the winners.

"Journey to the City of Mathematics"

(Mathematical leisure evening)

Educational: learn to solve a logical problem, guess a mathematical riddle, teach ordinal counting. Improving the ability to recognize and distinguish flat geometric figures. nine0003

Correction-developing: the development of mental operations, speech activity, the ability to solve problem situations.

Educational: education of independence, activity, initiative, cooperation skills.

1. Organizational moment: (Children stand in a circle.)

Educator: In a wide circle, I see,

We will now go to the right

And now we will go to the left. nine0003

. . . We will gather in the center of the circle,

. . .

Let's smile, wink.

And let's start playing again.

1. Main part.

Educator: You guys will soon become schoolchildren. And in order to study well at school, you need to know a lot, be able to guess. Today I invite you to go on a Journey to the City of Mathematics. Today we will solve unusual tasks, perform tasks for ingenuity and ingenuity. And I propose to go on our journey on a carpet-airplane. While we are flying, I offer you a "Mental warm-up"

1. How many months are there in a year?
2. If the table is higher than the chair, then the chair. .. (below the table).
3. How many ends do two sticks have?
4. We sleep at night, and we do exercises... (in the morning)?
5. The sun shines during the day, and the moon ... (at night)?
6. We have supper in the evening, and have lunch... (in the afternoon)?
7. If today is Wednesday, what about tomorrow?
8. How many colors does the rainbow have?
9. You and I, and we are with you. How many of us?
10. If the right hand is on the right, then the left .... (on the left).

Educator: Well, guys, you and I landed in the city of Mathematics.

And there are unusual houses in this city. And now I offer you the task "Find an unusual house." (In front of the children on the table are houses in the form of geometric shapes - quadrangles and one hexagon. Children must determine which house is unusual and why.)

Educator: The inhabitants of this city are resourceful and savvy. Now let's see, and you are just as resourceful and savvy. I suggest you solve the logical problem "Find what is different." nine0003

(On the table of the table on which the graphic task is depicted, the children determine how they differ.) (see Appendix 2) page 62

Educator: What a great fellow you are! Everyone did it! And now I suggest you take a break and play the game "Counters". (Children stand in a circle and begin to pass the ball to the cheerful music, whoever has the ball left after the music stops answers the question asked by the teacher. For example: count from 4 to 9, count from 6 to 10, comprehend from 5 to 9, name the neighbors number 3, name the neighbors of number 6, name the neighbors of number 9etc.)

Educator: Well done guys! And all the inhabitants of this wonderful city are able to solve problems. They have prepared interesting tasks for you. Solve them.

1. How many ears do 3 mice have?
2. How many paws does 2 cubs have?
3. A seagull warmed up the kettle,

Invited nine seagulls.

“Come all for tea!”

1. The apples are ripe in the garden.

We managed to taste them

Five ruddy, liquid,

Three with sourness.

How many?

Found two oil cans!

How many mushrooms are in the basket?

1. Well, how many of all the guys

ride on the mountain?

Three are sitting in a sleigh,

One is waiting.

Educator: Well done guys! And now we need to go back to kindergarten! While we are flying, I propose to play the True or False game. I will call what happens and if I call it right, you clap your hands, and if it’s not right, you shake your head. nine0003

Seven is one more than six. After Saturday comes Sunday.

There are five days in a week. Monday is followed by Wednesday.

The egg looks like a circle. Thursday comes before Friday.

Reflection.

Educator: Dear children, today we made a trip to the wonderful city of Mathematics. Did you like it? (Children's answers) I suggest you tell your parents about our journey. nine0003

"Where does the Hedgehog live?"

(Quest - game)

Purpose: to help find a map that will show the way to the Hedgehog's house.

Objectives:

Educational: Improving the skills of quantitative counting within ten, constructive skills. Formation of temporary representations (parts of the day). Improving the skills of orientation on the plane.

Correction-developing: development of logical thinking, visual perception and attention. nine0003

Educational: education of independence, activity, initiative, cooperation skills.

1. Organizational moment:

Educator: Good morning, guys! I invite you to the quest! Do you know what it is? (Answers of children). Guys, the quest - translated from English is "task", "search", "hike". Do you want to go hiking? But look what is this? (The teacher picks up the letter and reads: “Dear guys! I got lost and can’t find my way to my house. Please help me get home. Hedgehog.”) Guys, help the Hedgehog! And how can we do it? We need to find a map and on it the Hedgehog will be able to find the way to his house. Who do you think can help us? (Answers, guesses of children). Of course, the Hedgehog's friends who live with him in the forest will help us. nine0003

And so on the road! 1.2.3. we came to the magical forest.

2. Stage. Traveling through zones and completing game tasks.

Educator: Guys, look. There is a letter on the table near Squirrel's toy, and there is a task in it. Need to give a quick answer, are you ready or not? Didactic exercise "Quick answer"

what number follows the number 5?

what number comes before the number 3?

what number is hidden between 5 and 7?

what day of the week is today? nine0003

what is the name of the first working day?

what day of the week after Wednesday?

what is the fifth day of the week?

What are the days off called?

what season comes after spring?

which month comes after April?

Educator: Well done guys! We completed the Squirrel's task and she gives us a hint. Let's go further. Near Lisa's toy lies a letter, and in it is a task: the game "Fold the figure." (The teacher distributes geometric shapes to the children and invites everyone to put together the image

Chanterelles. Children complete the task and receive an envelope with a hint)

Educator: And you coped with this task, well done! Let's go further. The next task is from the Bear, which the children meet further. Task “We count and reason”

Educator: Guys, I will help you too. You count the number of figures on the card, and I will raise the number and the one who has the same number of figures will raise the card. (Children complete the task and get a hint)

Educator: Guys, now I suggest you have some rest and play. Mobile exercise "Day". (The teacher invites the children to the center of the group room and offers to complete the exercise).

The sun is shining brightly in the sky, Children walk in a circle one after another.

Children go out for a walk -

Top, top, top, top. Jump on both legs. Bend

fingers on both hands, starting from

large.

Titmouse tinkle loudly, perform body turns,

Little birds, small, - Hands held on the belt. Fold over

large. nine0003

Just think for a minute, Rhythmically raise and lower

What time of day is this? shoulders.

Day, day, day, day. They jump on both legs, bent

,

fingers on both hands, starting with

,

large. nine0003

Educator: And here are our old friends. But this time they offer you to build a three-story house for them. Different animals should live on each floor. And on each floor, the windows should be located in their own way. Try to build a house all together. (Children lay out figures, “build” a house.)

Educator: Excellent! You have completed the task. But what does it take to complete a house?

Children: We need to make a roof

Educator: What shape should it be

Children: Triangular.

(The teacher offers triangles of different sizes. Children select the right size triangle and after that they receive a hint.)

Stage 3. Final goal.

Teacher: Let's open the envelopes and look at the clues. (Box, red, balls). Here is the map. She will help the Hedgehog to return home. And we need to go back to kindergarten. Let's say - 1.2.3.4.5. Again in the group we are again.

Conclusions. nine0003

After working on the formation of elementary mathematical concepts, I concluded that the effective assimilation of knowledge in preschool children is facilitated by playing techniques. The use of a variety of entertaining games and exercises allows children to more confidently approach the discovery of new and consolidate the already studied material.

Unbeknownst to themselves, in the process of playing, preschoolers add up, count, solve various logical problems. It is interesting for children, they love to play. nine0003

In the lessons on the formation of elementary mathematical representations, the use of game techniques made it possible to achieve a high level of knowledge of children.

My achievements:

Literature used.

1. Volina V.V. cheerful mathematics. - M.: Firm Publishing House LLC, 1999.
2. Gendenshtein L.E. Collection of educational games / L.E. Gendenshtein, E.L. Malyshev. - Rostov-on-Don: Phoenix, 2005.
3. Entertaining tasks in verse. Senior and preparatory groups. / Comp. Karpenko V.P. - Volgograd: ITD "Coripheus".
4. Zaitsev V.V. Mathematics for preschool children: A guide for educators and parents. - M.: Humanit. Ed. Center VLADOS, 2001.
5. Mikhailova Z.A. Game entertaining tasks for preschoolers: Book. for the teacher of children Sada. - 2nd ed., revised. - M., Education, 1990.
6. N.V. Nishcheva The development of mathematical concepts in preschoolers with OHP (from 4 to 5 and from 5 to 6 years). - St. Petersburg: LLC "PUBLISHING HOUSE" CHILDHOOD -PRESS ", 2016.

Appendix 1

“Hurry, Do not make a mistake” (Smecal competition)

Appendix 2

“Travel to the Country of Wonders” (game-rejection)

Captain Competition “Who attentive”

## summary of the lesson on the mathematical development of preschoolers "Journey of Dunno and his friends to the country of Mathematics" | Plan-summary of a lesson in mathematics (preparatory group) on the topic:

Summary of a lesson in mathematical development for children of a preparatory group for school

Topic: “Journey of Dunno and his friends to the country of Mathematics”

Type of lesson: lesson of a reinforcing type. nine0003

Objectives of the lesson: Creation of psychological and pedagogical conditions for the development and formation of mathematical knowledge of preschoolers.

Lesson objectives:

Educational: 1. Refine knowledge of reverse counting. 2. Consolidate knowledge of geometric shapes. 3. Exercise in compiling and solving simple arithmetic problems using symbols. 4. To consolidate the ability of children to navigate on a sheet of unlined paper. 5. Develop a sense of time, the ability to determine the end of the hourglass activity. nine0003

Developing: 1. Develop logical thinking, memory, attention, ability to work in small groups, develop cognitive interest. 2. Develop the ability to build evidence and assumptions, the formation of learning skills.

Educators: 1. Raise interest in mathematics, confidence in their abilities.

Equipment: medium-sized ball, easel, drawing paper with a painted meadow, flowers depicting various emotional states, pictures with portraits of short men, mathematical games: Tangram, Leaf, Columbus Egg, Vietnam Game, Pentomino ", sandbags, weighing 100 grams, chairs, rubber bands, scissors according to the number of children, squares 10x10 cm in size for each child, manuals for tasks - illustrations, simple pencils, sheets in a large cell, a colored magnet, a sheet of Whatman paper sized 50 x 30 cm.

Preliminary work: reading the work of N. Nosov "The Adventures of Dunno and his friends."

Course of the lesson:

Initiation 2 min "Compliment" method

Purpose: to create a psychological mood for the upcoming activity, to feel like a member of the group.

Participants: subgroup of children (9 people).

Conduct: The teacher calls the children to him.

- Guys, what do people do when they meet? That's right, hello. - And what words do people say to each other at the same time (hello, hello, good morning ....). Today we will greet you in an unusual way. Throw a ball, say hello and name the good qualities of this person. I'll start first. “Hello Katyusha, I like that you ...” Children take turns throwing a ball to each other and thus a greeting occurs. - How many good, kind words you said to each other, look at your faces, they shine with joy and warmth, I hope that we will have this mood throughout the day. nine0003

Entry or immersion in the topic 3 min "Wonderful transformation", "Mood flowers".

Purpose: to teach children to identify areas of mathematical knowledge (solve examples, problems, divide objects into parts, navigate in space, time), develop thinking, and cultivate interest in mathematics.

Participants: subgroup of children (9 people).

Material:

Conduct: - Guys, we recently read N. Nosov's book "The Adventures of Dunno and His Friends". Who will remember the names of Dunno's friends? (Znayka, Guslya, Cog, Shpuntik, Fly, Pilyulkin, Tsvetik, Button, Bukovka, Daisy, etc.). Why were they called that? What is the name of the city where the short men lived? nine0003

- Guys, there was a problem with Dunno and his friends, they lost all mathematical knowledge, let's help them? Who remembers how friends prepared for a balloon trip?

- Do you like to travel? What else can you travel on? - Let's go in a balloon for knowledge to the country of Mathematics.

But for this, each of you needs to turn into one of the residents of the Flower City, don't you agree? Children choose pictures with a portrait of one of the inhabitants of the Flower City. “Ene, bene, ricky taisha - turn into Dunno’s friends” (the guys turn). nine0003

- Guys, look around, what do you see? - Yes, this is a green meadow, but there is not a single flower on it, and yet we are in the Flower City, there is a mess (on the easel there is a piece of drawing paper, on which a meadow with slots is depicted), there are flowers nearby (which depict emotions of joy, happiness). Let's plant flowers of joy and happiness in this meadow. Each of us will wish each other a good mood, happiness, joy, give his smile. The teacher is the first to plant his flower in the meadow and invites the children to follow his example. - Look, our meadow shone from the multicolor of flowers, reflecting our good mood, and we will definitely help the little ones to find mathematical knowledge. nine0003

Formation of pupils' expectations 2 min. "Flying in a hot air balloon"

Purpose: to ensure that children are motivated to achieve goals, to better understand each pupil.

Participants: subgroup of children (9 people).

Materials: sandbags, chairs.

Conduct:

- And now we start preparing for the flight. Let's build a balloon. First, let's build a basket, what shape is the bottom of the basket? How to arrange chairs to make a circle inside? Does the circle look like the bottom of a basket? Let's inflate a big balloon - sit comfortably on the chairs and blow into the center of the circle. See our balloon is getting bigger and bigger and will soon fly up. nine0003

To complete the flight, you need to count from 10 to 0. So let's start - 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0 - take off!

.... A huge balloon, inflated with steam,

It rose into the air for a reason.

Our shorty is not even a bird,

He is still good enough to fly.

And everything is available already, ehma!

Now for our mind! (N. Nosov Adventures of Dunno and his friends)

- Guys, look what you see in front, left, right, behind, below us, above us? nine0003

Dunno looked out of the basket and saw clouds below that covered the

earth.

- Fathers, - Dunno shouted, - the sky is below! We're flying upside down!

- Why upside down? - everyone was surprised.

- But look: the sky is under our feet, which means we are upside down.

- We are flying above the clouds, - Znayka explained. - We have risen above the clouds, so now the clouds are not above us, but below us. (N. Nosov Adventures of Dunno and his friends)

- Our balloon is losing altitude! What to do? (Children's answers are heard, the most rational way out is chosen - you need to drop sandbags). First you need to drop only half of the bags. How can we define this half? (children's answers are heard). You have suggested many ways, today we will drop bags only with the second numbers, we will count from left to right in a clockwise direction. (children count sandbags and throw them "overboard").

- Now we can continue flying. The path to the country of Mathematics is not easy, what do you think the inhabitants of this country do if this is the country of Mathematics? (Children's answers are heard, clarified, supplemented). That's right, here we are, in order to return mathematical knowledge to shorties, we will solve problems, consolidate knowledge of geometric shapes, the ability to navigate on a sheet of unlined paper. In the country of "Mathematics" amazing tasks await you, I wish you success. nine0003

Interactive lecture 4 min "Brainstorming" (first stage: "Creating a bank of ideas")

Purpose: to develop as many possible options as possible. Clarify children's knowledge of geometric shapes; development of a sense of time, the ability to determine the end of the hourglass activity.

Participants: work in small groups: 3 groups - 3 people each.

Material: mathematical games "Tangram", "Pentamino", "Columbus egg", "Mongolian game", "Leaflet", "Vietnamese game". nine0003

Conduct: So we landed, we will continue on foot. - Ready? Then go!

The first city on our way "City of geometric shapes". Let's remember what math games you already know? ("Tangram", "Pentamino", "Columbus Egg", "Mongolian Game", "Leaf", "Vietnamese Game"). Today the task is not easy, it is necessary to add up the silhouettes of animals. To complete the task, we need to unite in three teams of 3 people. How can I do that? (Children's answers are heard, summarized). Let's count on the first-second-third, and thus unite to complete the task. The first numbers will collect the silhouettes of domestic animals, the second numbers - wild animals, the third numbers - waterfowl. I have three houses - a barn (a house laid out from a square and a triangle), a forest (a Christmas tree laid out from triangles) and a lake (an oval). Who lives in a barn, in a forest, on a lake? Teams, select the desired house. Remind me the rules: 1) use all the details, 2) do not overlap one detail with another. Then proceed, the time to complete the task is 3 minutes (time is determined by the hourglass). Children are given envelopes with games. nine0003

During the assignment, the teacher conducts individual work, asks the children questions: - How many geometric shapes did you use? - What kind? What game details did you use?

Well, you have completed this task in the city of geometric figures.

And now the second task. 5 min Method "Friendly family"

Purpose:

- consolidation of concepts about geometric shapes;

- formation of skills:

1. finding essential and non-essential features of geometric shapes,
2. generalizations to the group "Quads",
3. making assumptions,
4. listening to the opinions of peers.

Participants: a subgroup of children (9 people).

Material: card with geometric shapes, rubber band, scissors for a subgroup of children, 10x10cm squares for each child.

- Guys, what geometric shapes do you know? On the easel, the children are shown a card with geometric shapes drawn on it. Find common features in these figures:

- Name these figures in one word, but what else can be called? (if the guys call polygons, get the children to say - quadrangles). All these figures are quadrangles - that's what "Friendly Family" is like.

- Will the name of the pieces change if they are recolored? What if you increase the size? Let's check. I'm calling 4 kids. With your right hand, grab the elastic, make a square, and now take a step back. Shape changed? (no) what is this figure? (square).

Conclusion: color and size are insignificant features for these figures. Will the name of a shape change if one corner is cut off? The children are given the opportunity to check in a practical way - by cutting off one corner of the square. What is the name of this figure?

- Yes. The result is a pentagon. So the essential features of these figures: each of them has four corners, four sides. Consolidation occurs with the help of individual questions.

Let's go further.

Next city "City of mathematical problems and signs". nine0003

Brainstorming 5 min.

Purpose: to develop the ability to solve logical problems, the ability to briefly and clearly express one's thoughts, to exercise in compiling and solving simple arithmetic problems using symbols.

Participants: subgroup of children (9 people).

Material: flannelgraph, mathematical symbols, flannelgraph aids.

Conduct:

Cheerful people live in this city, and even their tasks are unusual. I suggest you solve them. nine0003

1. One person, returning home, always took the elevator to the tenth floor, and then walked two more floors. This was repeated every day. Why did he do this? (this man was short and did not reach the button of the 12th floor in the elevator)

2. “3 kids were walking. One is in front of the two, one is between the two, and one is behind the two. How did the goats go? (one after another)

3. “One donkey carried 5 kg of sugar, and the other 5 kg of cotton wool. Who had the heavier load?"

4. The hares had the same number of carrots. One bunny gave another three carrots. How many more carrots did one hare have than the other? (for 3)

5. Dasha's grandmother has a granddaughter Masha, a cat Fluff and a dog Druzhok. How many grandchildren does a grandmother have? (1)

6. Birds were flying over the river: dove, pike, 2 tits, 2 swifts and 5 eels. How many birds? Answer soon! (5)

7. 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).

- Guys, what mathematical symbols do you know? And what are they for? (one child is invited to put mathematical signs on the flannelgraph)

- Today we will solve and write down tasks, but for this we need to sit down at tables and work in pairs (children are invited to complete one of the types of tasks - tasks - illustrations, in tasks illustrations create a lot of room for the development of the plot, numerical data and actions may change)

A teacher with one child performs this task on a magnetic board (gives a sample of the task).

Look, I have four and one more bird on the board. I'll do an addition problem. “Four birds were sitting on a branch. Another one arrived. How many birds are sitting on a branch? nine0003

And now Nikita will make a subtraction problem with the same birds. “Four birds were sitting on a branch, one bird flew away. How many birds are left on the branch?

Based on the analysis of the tasks, the children come to the conclusion that although both tasks deal with the same number of birds, they perform different actions.

In one problem, a bird arrives. - What should be done with numbers to find out how many birds are sitting on a branch? - That's right, put it down. - And in another problem, the bird flies away. - What should be done with the numbers to find out how many birds are left? That's right, subtract one from the other. nine0003

Conclusion: - The questions in the tasks are different, so the arithmetic operations are different, the answers are different.

- "What should be done to find out how many birds are sitting on a branch?" - "What needs to be done to solve this problem?" - "What needs to be done to answer the question of the problem?"

Studying the content of the topic - organizing independent work on the topic 5 min

Purpose: To consolidate the ability of children to formulate the arithmetic operations of addition and subtraction, the structure of the problem, the ability to work in pairs. nine0003

Participants: work in pairs of 2 people.

Material: manuals for tasks - illustrations, simple pencils, sheets in a large cell,

Conduct: - Guys, you need to compose and write down tasks for different mathematical operations (addition, subtraction) using the same materials.

Children perform tasks sitting at tables (one pair of children has toys; the second pair has a panel with cut holes; the third pair has a flannelgraph with manuals; the fourth pair has a typesetting canvas). nine0003

The teacher together with the child checks the completed task, determines the correctness or incorrectness of the completed task. The educator concretizes the questions, clarifies the condition of the problem, the question, how to find the answer.

The task structure is fixed. - Tell the problem. What is the condition of the problem (what is known in the problem)? - What question should be asked? - What action should be taken? - Do we know how much has become (left)? - How to find this number? - How to solve the problem? nine0003

Emotional discharge (warm-up) 2 min. "Catch the mistake"

Purpose: to create an emotional mood to continue the lesson, increase the energy level in the group, develop the attention of children.

Participants: subgroup of children (9 people).

Conduct: - Guys, you already know the game "The Fourth Extra", remind me the rules. Of the proposed four words, you need to choose (find) the extra one that does not fit the rest (correctly). - Listen carefully to the groups of words, they contain a mistake, whoever finds it first will raise their hand (for the correct answer, the children are pasted a card with a funny little man on the medal - a smiley face)

a) plus, minus, Friday, equal.

b) circle, square, rectangle, December.

c) morning, afternoon, winter, night.

d) seven, square, five, nine.

e) far, high, not equal, low.

e) hour, year, second, morning.

g) Saturday, Tuesday, Thursday, March.

Brainstorming Method (MMS) - The principle of an ideal end result (IFR) 3 min

Purpose: to consolidate the ability of children to navigate on a sheet of unlined paper; develop observation, attention. nine0003

Participants: subgroup of children (9 people).

Material: an airplane can be a colored magnet, a sheet of drawing paper measuring 50 x 30 cm.

Conduct: "Airplane" game. A rectangle measuring 50 x 30 cm is attached to the board. - Guys, at point M there is an airplane that can move in a given direction (up, down, left, right). You need to carefully mentally follow the movement of the "aircraft", which I will ask.

Question: - Where is the plane? is set after each new movement of it on a sheet of paper. After the first show by the teacher, the children are called to set the movement of the aircraft. Encourage children to give complete answers. The plane is in the lower right corner, etc. nine0003

Debriefing 3 min. "Summary"

Purpose: to find out the attitude of children to the last lesson, summing up the results of the lesson.

Participants: subgroup of children (9 people).

Conduct: - Our trip to the country of Mathematics is coming to an end. - Here we are again on a green meadow and we need to turn back into children of the kindergarten “Ene, bene, turn around - turn into children of the kindergarten” (there is a transformation - the children call themselves by name - I am Yulia, I am Nikita, etc.) It's time for us to return to kindergarten, come to the balloon. - Guys, look, the residents of the Flower City gave us their portraits as a keepsake - they only need to be painted (see Appendix No. 6). nine0003

- To go back to kindergarten, you need to count from 10 to 0. So, let's start - 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0 - take off!

– Guys, we did a good deed today, who can name what? (helped shorties find mathematical knowledge).

- Whoever thinks that he studied well can take a card with a cheerful little man. Why do you think you did well? - What was interesting about the lesson?

- What did you like the most? - What did you find difficult? What was the easiest task for you? “Do you think we helped the shorties find math knowledge?” What is it expressed in? Here we are in kindergarten.