Games with geometric shapes. Mathematics card index (senior group) on the topic: Entertaining game exercises to familiarize yourself with geometric shapes Entertaining game with a variety of figures
Valentina Shchadnova
I would like to introduce you to games,
which we play
with kids.
We have made two sets in our group geometric shapes. One set is cut from cardboard
and covered with ordinary enamel. Other set
the smaller one is made of colored cardboard. Two sets
games purchased at the store.
se games collected from various literature,
some games
I came up with it myself.
"Who has what figure"
Target: Develop the ability to compare figures, develop observation skills.
Move games: The teacher gives the children one geom. figure(so that other children do not see what friend's figure).Then, one by one, they begin to describe their city. figure. If the children guessed correctly, they show it, if not, they try to describe it again.
"Let's specify the color"
Target: Exercise children in color discrimination. Practice agreeing adjectives with nouns.
Move games: Similar to the previous game, but children try to describe the color geometric shapes(I have a circle the color of dandelions, etc.)
"Find a Pair"
Target:Exercise children in selecting geometer. figures different from each other in color (size).
Move games: Sets are scattered on the carpet geom. figures. The teacher shows a big red circle, the children find a match for it.
"Let's build a pyramid"
Target: Develop the ability to build a pyramid according to an adult’s description.
Move games: Let's build a pyramid with you. At the bottom, the largest circle will be red, the next smaller circle will be blue, the even smaller circle will be green, and so on. etc.
"Make a pattern"
Target: Development of auditory attention.
Move games: The adult dictates to the child where which is which geom. the figure must be located(Put a large green circle, put a red oval on the right, a blue oval on the left, put a white oval up, put a yellow oval down)
"Remember the pattern"
Target:Development of visual memory
Move games: Now the teacher lays out the pattern himself and gives the child time to remember it. Then he cleans it up. The child must make a pattern from memory.
" What changed?
Target: Teaching memorization skills.
Move games: It is carried out in a similar way, only when the child closes his eyes, the adult changes one of figures.
"Complete the drawing figure"
Target: Development of integrity of perception.
Move games: An adult begins to draw geom. figure, the child continues
"What did the artist forget to draw?"
Target: Develop observation skills, the ability to use your vulgar experience and knowledge when perceiving.
Move games: An adult shows a drawing to a child geom. figures, where there is no angle or any of the sides. The child completes the drawing.
"The Fourth Wheel"
Target: Develop the ability to classify objects according to essential characteristics and generalize.
Move games:An adult lays out three red squares and one blue. The child determines what is unnecessary.
Target: Develop observation skills, focus on form.
Move games: An adult shows a circle, the child needs to bring three round objects in about one minute.
Exercises and games for development perception:
"Flippers" - Transform a circle, triangle, square into any pattern.
“Recognize the shape” - Recognize the shape in surrounding objects geometric shapes.
"Fold the picture"
Compose from figures picture.
" Find out figure" - An adult draws with a dotted line geom. figure. The child must name it.
Children's online game The “Color Puzzle” is somewhat reminiscent of surreal paintings by famous artists, but there’s only one problem – it’s been disassembled into pieces and it’s up to your child to put it back together, substituting the pieces for each other unusual shapes and sizes, as if carved
With this fun educational children's game, your child can become familiar with different colors and shapes. Complete the tasks by using the mouse to move squares, ovals, diamonds of the color of your choice into a circle of the same color as the figure. The game has fun and interesting music
The children's game Checkers Through the Looking Glass will interest any child, because this is not just a classic game - playing as Alice, you need to beat your favorite heroes from a magical land - the Cheshire Cat, the March Hare and even the Queen herself! The figures are made in the form of small watches, which is different
Excellent soundtrack, trendy, colorful graphics - this is what you will truly enjoy when you decide to play Mega Checkers! We have absolutely no doubt that you will highly appreciate the perfect design, and after playing, you will sincerely say “But this is really Mega!” Remember the nudes
The game Samurai Checkers is similar to the usual checkers, perhaps only in one way - it has the same pieces. Otherwise, everything here is different, except for the principle of the game; you need to play Samurai Checkers by jumping over the enemy pieces, filling the squares of the board with your checkers, trying to surround
In the game "Pregnant Mom: Dress Up" help the young mother look good. To do this, prepare relaxing spa treatments, do her makeup and choose clothes, taking into account her figure. Collect rubies and buy the most beautiful outfits and jewelry for a pregnant woman. Mouse control
Getting to know geometric shapes the child begins at the age of 1 year - 1.5 years. First, he masters the simplest shapes - circle, square, triangle. Then you can introduce your child to more complex shapes: oval, semicircle, rectangle, rhombus, trapezoid, and so on. But acquaintance with geometric figures should not end only with the fact that the child learned their names and could, at the request of an adult, name the figure shown to him. Games with geometric shapes will help the child learn to see geometric shapes and forms in the objects around him, to understand how figures are formed from one another.
But let's first figure out why you need to introduce your child to geometric shapes.
What is it for?
Many educational games are based on distinguishing geometric shapes: Seguin boards, sorters, Montessori frames, Dienesh blocks, mosaics, construction sets, and so on. The sooner your baby gets acquainted with geometric figures and shapes, the wider the arsenal will be that you can play with him.
The ability to see geometric shapes in the objects around us, for example, that a ball is round and a book is rectangular, develops the child’s spatial and associative thinking and logic. The ability to see the image of an object in simple geometric figures placed next to each other, for example, that two circles of different sizes look like a chicken, and a series of triangles look like a wave, develops the imagination.
Moreover, a child who has experienced geometric figures and shapes in childhood while playing with all his senses will have a much easier time learning geometry at school.
How a child masters geometric shapes
Let's see how a child masters geometric shapes. This will allow you to choose games for your baby depending on his age and skills.
You can begin to introduce your child to geometric shapes when the child begins to walk, that is, at the age of about a year. Better start with a circle, and when the baby remembers it well, move on to another figure. It’s good if a large figure comes to visit the baby, you can trace it with your finger, spank it with your palm, stick on eyes and a mouth of the same shape, or play with it in some other way.
You can start introducing your child to various shapes of objects with three-dimensional figures. Firstly, it is more convenient for the baby to pick them up. Secondly, he can do many other things with them: throw them, push them, put them in a box, put them on top of each other, and so on - this is very useful, since at this age visual-effective thinking predominates in children.
You can read about how to learn geometric shapes with your child in the article.
When introducing your baby to a new figure, include figures you have learned before in games so that your baby doesn’t forget them.
At the age of 1 to 2 years, the baby compares figures visually. He learns to sort shapes and put objects of the desired shape into the appropriate slots.
To begin with, it is also advisable that the figures were the same color and size, then the child will focus only on the shape, and color and size will neither distract him nor prompt him. The baby will learn to highlight the shape of an object, distracting from other signs: color and size.
Starting from the age of one year, you can play the following games with your baby:
- "magic bag";
- geometric lotto;
- sorting geometric shapes;
- sorter;
- Seguin boards and Montessori frames.
At 2 years old a child can already select a shape by name from a bunch of geometric shapes. Closer to 3 years, the child can name some geometric shapes. Of course, you shouldn’t endlessly examine the child and ask him: “What kind of figure is this?” Both adults and children do not like this kind of testing. Name geometric shapes during your conversations and games with your child, look for geometric shapes in surrounding objects at home and while walking, turn on games with different geometric shapes and shapes into your classes, and you will see what your child has already mastered and what still needs to be worked on.
- compare the shapes of flat and three-dimensional objects with geometric patterns;
- find a three-dimensional figure using a flat model;
- reproduce geometric shapes (draw, sculpt, cut, etc.);
- analyze an image of an object of complex shape and reproduce it from parts.
Options games with geometric shapes so many. For sorting and geometric shape building games you will need a set of geometric shapes. You can buy it or make it yourself from cardboard, soft plastic, or thick felt. You can use Dienesh blocks.
Learning to distinguish shapes
"Magic bag". Place several geometric shapes in a small bag. Show your child a figurine of one type and ask him to find the same one in the bag. When the baby learns to relate a three-dimensional figure and its flat image (a circle and a ball, a square and a cube, a tetrahedron and a triangle, and so on), you can show him not a three-dimensional figure, but a flat image. When the baby can recognize geometric shapes in surrounding objects, it will be possible to put objects, not geometric shapes, into the bag.
Lotto. Lotto is a universal game; with its help you can learn anything, including geometric shapes. Geometric lotto is easy to make yourself: we make cards with shapes (3-4 shapes are enough for kids) in two copies, the second copy is cut into separate cards.
First make the shapes the same color and size. When the child has mastered the form well, you can make the figures multi-colored and of different sizes.
Children really like to put three-dimensional figures on cards: Dienesh blocks, insert frames, sorter figures, construction set parts.
Closer to 3 years, you can make large cards with objects of different shapes (for example, a circle - a ball, an apple, balloon; square – rug, scarf, window frame). While playing, the child will need to find an object corresponding to the geometric figure shown by the presenter.
Sorting geometric shapes
We share cookies. Invite your child to divide the cookies (geometric shapes, first of two, then of three types) between the dolls: one is a round cookie, the other is a square one.
Application. By sorting the shapes, you can make appliqués. Glue circles onto a round-shaped sheet, and triangles onto a triangular-shaped sheet. For the little ones, 2-3 figures of each type are enough. Let the child choose a figure from the pile and determine which sheet to glue it on. You can cut out shapes from colored paper of different textures, cardboard, soft plastic, felt. Add a plot to the game: you make rugs for animals.
We sort by characteristics. Show your child that some pieces can roll and some cannot, some pieces can be stacked on top of each other and some cannot, and so on. Closer to 5 years, you can ask the child to sort the figures according to two criteria: does not roll, does not roll and is placed on top of each other, rolls and is not placed on top of each other (cubes, cylinders, balls).
Sorter. Seguin boards and Montessori frames
The simplest sorter for a child can be a box with a round and a square hole. Teach your child to push balls into the round slot and cubes into the square slot.
If your child has difficulty distinguishing geometric shapes, buy a sorter with vertical partitions. When a baby throws the figures into such a bucket, they do not mix, but each end up in their own compartment. And as a result, there will be only triangles in one compartment, cubes in the other, and so on. If such a sorter has several figures of the same shape, but different colors or sizes, the child will learn to distinguish the shape of objects, regardless of other signs.
It will be more convenient for a child to play with frame inserts if the inserts have small handles by which they can be grasped.
What if the child doesn’t like sorters and frame inserts?
Not all children like playing with sorters or frame inserts. Try turning the sorter into a house in which the figures will hide from the rain, or into a mouse that will eat cheese.
From the faces of a sorter cube you can make a multi-story house, or a village with detached houses, or a train.
If your frame inserts are not solid, you can place animal stickers and emoticons in the holes. Then the liners can become the roofs of the houses.
Try using frames and inserts in a different way - circle. You can trace the image of the figure around the frame if you have through holes in the frame, or the inserts themselves. The resulting shapes can be painted over, hatched in different ways, put fingerprints inside them, or you can turn them into something: a circle into an apple or a sun, an oval into a cucumber or a beetle, and so on.
Applications from geometric shapes
If your child is already good at gluing parts to given places, you can do plot applications or patterns and ornaments from geometric shapes. For the first applications, 3-4 figures are enough, gradually their number can be increased. You can use ready-made albums for applications, for example « Geometric applique" from the series "Your Baby Can Do It"(from 1 year to 3 years).
You can also play a reverse game with your child: you show your child an object made up of geometric shapes and ask him to name the shapes that make it up.
Draw and lay out geometric shapes
Drawing and laying out geometric shapes will allow the child to better feel their shape and differences from each other.
You can draw figures with pencils, paints, and felt-tip pens. At first, you can draw the shapes with your child together, gently grasping his hand and guiding his movement. Then the child will begin to draw himself. In most cases, the child first masters drawing a circle. If the child does not object, the figure he has drawn can then be turned into something: a yellow circle - into the sun, a brown square - into a table, a blue oval - into a lake, and so on. Such transformations will contribute to the child’s development of the ability to see geometric shapes in the objects around him.
You can prepare some kind of plot picture or use a ready-made one (for example, from a book “We draw with paints” from the series “Your Baby Can Do It”) and ask the child to complete it: draw a round ball, a rectangular body for a truck, a triangular roof for a house, and so on.
Do you want to play with your child easily and with pleasure?
Geometric shapes can not only be drawn, but also sculpted from plasticine, laid out from rope, counting sticks, toothpicks (they can be fastened with plasticine in the corners), pencils, mosaics, and so on. On the street you can draw geometric shapes with crayons, lay them out from sticks and pebbles. It will be more interesting if you add some kind of plot to this: build a house for a bear or a garage for a car, or a truck to bring sand to the sandbox.
You can also draw geometric shapes in the air with your finger, hand or foot.
Outdoor games with geometric shapes
Outdoor games with a trajectory of movement in the form of a geometric figure will also allow the child to better assimilate it, especially for kinesthetic children.
Go around the figure(from 1 year)
You can start playing this game with your child as soon as he learns to walk confidently. Of course, he will need your help first. Mark on the asphalt with chalk or on the floor at home with a rope, masking tape or electrical tape a geometric figure, start and finish (they will coincide). You can turn on fun music. Invite your child to walk around the figure in different ways: walk, run, jump, crawl, on his toes, on his heels, raising his knees high, and so on. Older children can be asked to walk through the figure by dribbling or tossing the ball.
Geometric relay(from 1.5 years)
To play outside you will need crayons, to play at home you will need several pieces of rope. Draw several geometric shapes one after another on the asphalt, mark the start and finish. Inside each figure, diagrammatically depict the action that the child needs to perform and the number of times. For example, in a circle, a child needs to turn around himself 2 times, in a square - sit down 3 times, in a triangle - stand on one leg, counting to 4, and so on. Invite your child to complete the relay from start to finish. If distance allows, the figures can be drawn at some distance from each other. The little ones can run the relay race with their mother. For children older task You can make it more difficult: go through the relay race against the clock, start all over again if you make a mistake.
Catch-up with geometric houses(from 3 years)
You probably know how to play catch-up with houses. A house is a place marked in some way on the ground or floor, upon which the player cannot be jumped by the driver. Try making geometric houses: line circles, squares or triangles with string, draw with crayons or cut out geometric shapes from a sheet of paper or a piece of fabric. And add a condition: the baby can run into the house only if he names its shape.
Outdoor game "Walker"(from 1.5 years)
This is one of my youngest son's (2 years 3 months) favorite games. You will need 6 large geometric shapes (I used A4 sheets) and big cube. The color of geometric shapes should be different. Cover the edges of the cube in the color of your geometric shapes. The figures need to be laid out in the room or apartment. We play until we get bored, like this: you throw the dice, depending on the color on the dice, the baby moves, runs over, jumps over or otherwise moves to the figure of the desired color, at the same time saying its name (or you name the figure if the baby does not speak yet ).
Geometric shapes and speech development
Agreements
Find or make up your own poems about geometric shapes and encourage your child to fill in the names of the shapes as you read the poem.
Geometric tales
You can come up with a fairy tale whose heroes would be geometric shapes. Write it down by inserting their images instead of the names of geometric figures. When reading a fairy tale to your child, ask your child to name the geometric shapes for you.
Intellectual games with geometric shapes
Having a set of geometric shapes, you can play games with your child that will train his memory, develop logic and thinking.
Repeat the pattern(from 2 years) . You lay out a pattern of several shapes (for the little ones it’s better to start with 2-3 shapes). The child needs to repeat the pattern, looking at your sample or from memory.
Continue the sequence(from 4 years old) . You lay out a sequence of several figures. The child needs to continue it. First, you can build a sequence by changing only one sign (for example, from blue circles: big - small - big - small), then you can change two signs (blue big circle - yellow small circle) or even three (blue big circle - yellow small triangle ).
What changed(from 4 years old) . You lay out some kind of pattern or figure. Ask the child to turn away or close his eyes and remove or change something from the pattern. The child needs to notice what has changed.
Geometric puzzles
If your child likes cut pictures, you can make cut geometric shapes(from 1.5 years). First, cut the shapes into 2 parts, if the baby can easily cope with this task, cut each half in half, and so on. You can cut the shapes lengthwise or crosswise into several parts. You can give your child pieces of the figure, name it and ask them to assemble it. Then you don’t have to name the figure, just give pieces of the figure, let the child guess for himself what kind of figure he needs to assemble.
You can show a three-year-old child how geometric shapes are made from each other. For example, a square can be turned into 2 rectangles or 4 squares, into 2 or 4 triangles; a triangle can be turned into two triangles or into a triangle and a trapezoid. Show your child that you can not only divide a figure into several others, but you can also assemble one from several figures.
After 5 years, you can ask your child to assemble several geometric shapes from a pile of mixed parts or offer him Nikitin’s “Fold a Square” game.
You can also make cut pictures on any topic in the form of geometric shapes or cut the picture only into squares, rectangles or triangles.
Creativity with geometric shapes
We build our own geometric shapes. Offer your child several geometric shapes (for example, a rectangle, a square and a triangle) and ask him to build his own from them. If the baby finds it difficult on his own, choose a name for the resulting figure. If to back side geometric shapes attach a magnetic tape, the baby can play this game on the refrigerator while you are busy preparing dinner.
Card file No. 2
Entertaining game exercises By
familiarization with geometric shapes
Prepared by: Gevorkyan Svetlana Grigorievna
Second junior group
"Find the object"
Target: learn to compare the shapes of objects with geometric patterns.
Material. Geometric shapes (circle, square, triangle, rectangle, oval).
Content: The children stand in a semicircle. In the center there are two tables: on one there are geometric shapes, on the second there are objects. The teacher explains the rules of the game: “We will play like this: whoever the hoop rolls to will come to the table and find an object of the same shape as the one I show. The child to whom the hoop rolled comes out, the teacher shows the circle and offers to find an object of the same shape. The found object rises high, if it is chosen correctly, the children clap their hands. Then the adult rolls the hoop to the next child and offers a different shape. The game continues until all items are matched to the samples.
"Pick a figure"
Target: consolidate children’s ideas about geometric shapes and practice naming them.
Material. Demonstration: circle, square, triangle, oval, rectangle, cut out of cardboard. Handout: cards with outlines of 5 geometric lottos.
Content: The teacher shows the children the figures and traces each one with his finger. Gives a task to the children: “You have cards on your tables with figures of different shapes on them, and the same figures on trays. Place all the figures on the cards so that they are hidden.” Asks the children to trace each figure lying on the tray, and then places (“hide”) it on the drawn figure.
"Hoop Game"
Target: distinguishing and finding geometric shapes.
Content: 4-5 are used for the game story games ears (doll, nesting dolls, basket, etc.); differing in size, color, shape. The toy is placed in a hoop. Children identify the characteristics characteristic of the toy, put into the hoop those geometric shapes that have a similar characteristic (all red, all big, all round, etc.) Outside the hoop are figures that do not have the selected characteristic (not round, not big, etc.) d.)
"Geometric Lotto"
Target: teach children to compare the shape of the depicted object with a geometric figure and select objects according to a geometric pattern.
Material. 5 cards with images of geometric shapes: 1 circle, square, triangle, rectangle, oval. 5 cards each depicting objects of different shapes: round (tennis ball, apple, ball, soccer ball, balloon), square rug, scarf, cube, etc.; oval (melon, plum, leaf, beetle, egg); rectangular (envelope, briefcase, book, domino, picture).
“What types of figures are there?”
Target: introduce children to new shapes: oval, rectangle, triangle, pairing them with already familiar ones: square-triangle, square-rectangle, circle-oval.
Material. Doll. Demonstration: large cardboard figures: square, triangle, rectangle, oval, circle. Handout: 2 pieces of each smaller shape.
Content: The doll brings figures. The teacher shows the children a square and a triangle and asks what the first figure is called. Having received an answer, he says that there is a triangle in the other hand. The examination is carried out by tracing the contour with a finger. Draws attention to the fact that a triangle has only three angles. Invites children to pick up triangles and put them together. Similarly: a square with a rectangle, an oval with a circle.
"Which uniform for whom"
Option 1.
Target: teach children to group geometric shapes (ovals, circles) by shape, distracting from color and size.
Material. Large bear and matryoshka. Handout: three circles and ovals of different colors and sizes, 2 large trays for each child.
Content : The teacher demonstrates a circle and an oval, asks the children to remember the names of these figures, show how they differ from each other, and trace the contours with their fingers. “Now put all the circles on one tray - the nesting doll, all the ovals on the other - the bear.” The teacher observes how the children complete the task, and in case of difficulty, asks the child to circle the figure with his finger and say what it is called. At the end of the lesson he summarizes: “Today we learned to distinguish circles from ovals. The bear will take all the ovals to the forest, and the matryoshka will take the circles home.”
Option 2.
Target: teach children to group geometric shapes (squares,
rectangles, triangles) in shape, ignoring color and size.
The content is the same as option 1.
"Let's decorate the rug"
Target: develop the ability to group objects according to given characteristics, determine the number of objects.
Material. There are two square rugs on the floor, each of which is divided into 25 equal squares. The top row of each square depicts geometric shapes of different colors, a circle, a triangle, a square. Each of the children has three different geometric shapes.
Content: The teacher says: “This is a rug. Let's decorate it together. We will place figures of the same shape and color one below the other. What figure should we put in this cell? (Points to an empty cell in the left column). After completing the work, the children and the teacher examine the decorated rug and note the uniformity of the figures in the columns (color, shapes). The teacher clarifies: “What are the figures in the left column? (Red triangles). And on the right? (Green squares).” Etc. Then the children decorate the second rug, showing greater independence. The teacher asks questions about the number, color, shape of the figures, and leads the children to the conclusion: “All the figures in the left column are triangles. That’s why Vova placed the circle incorrectly.”
"Make an object"
Target: practice composing the silhouette of an object from individual parts (geometric shapes).
Equipment. There are large toys on the table: a house, a tumbler, a snowman, a Christmas tree, a truck. There are sets of different geometric shapes on the floor.
Content: The teacher offers to name the toys that are on his table and make any of them using a set of geometric shapes. Encourages and stimulates children's actions. He asks: “What did you make up? From what geometric shapes?” Children examine the resulting silhouettes of toys, remember the corresponding poems and riddles. It is possible to combine the composed silhouettes into a single plot: “House in the Forest”, “Winter Walk”, “Street”, etc.
"Lotto"
Target: learn to isolate the outline of an object, correlate a three-dimensional form with a planar one, recognize objects in a drawing, know their names.
Equipment. Cards depicting three same-color shapes (for example, on one - a circle, square, triangle; on the other - a circle, oval, square; on the third - a square, rectangle, triangle, etc.), a set of cards with an image of one shape for overlay on large cards.
Content: The teacher gives each child a large card, and takes small cards for himself, having previously arranged them into forms. He picks up one card, for example: circle, and asks: “Who has this?” (the form is not named). Those who have a circle on the cards raise their hands and the teacher gives them small cards with circles, while checking the correctness of the choice: “Well done, I have a circle and you have a circle.” Children place small cards over the corresponding image. Then, he moves on to the next form and lifts, for example: trapezoid. However, when assessing the children’s answer, he does not name this form, since children are not introduced to its name, but simply notes what the children did correctly.
As children master the game, they are given two and then three cards. The choice is no longer made from 3, but from 6-9 forms. In the future, a child may act as a leader; the teacher sits among the children and takes a large card for himself.
“Where is the bunny going?”
Target: Consolidate knowledge of the names of the forms provided by the program, select forms by its name, and consistently move the object along the intended path.
Equipment. Three small cubes, on the sides there are images of geometric shapes (on one - triangles and circles; on the other - triangles, ovals, circles and rectangles; on the third - a circle, oval, rectangle, square, triangle, hexagon), three cardboard sheets with an image path diagrams, where geometric shapes and a bunny figurine (bear, dog, etc.) serve as landmarks.
Contents: 1st sheet . Below is the starting point of movement, from which two paths branch off to the right and left. At an equal distance from the starting point there are landmarks, on one side there is a circle, on the other there is a triangle. At the next point, the landmarks change: where there was a triangle, there becomes a circle, and vice versa. These landmarks are located near the final goal. At the end of one path there is an image of a kindergarten, the other - an image of a bunny's hut.
2nd sheet . The image is built according to the same type, but in one place each line of the path forks. Thus, at the end of the journey there are no longer two destinations, but four: kindergarten, bunny's hut, tree, Christmas tree.
3rd sheet . Same path diagram as on the second sheet, but using all six shapes as guides.
As children master the game, when children learn to consistently follow the path along the landmarks and correctly correlate the shape on the game cube with the shape on the sheet, you can make a new cube by gluing other shapes onto it, for example, a trapezoid. You can change the image on the sheet - make three tracks, etc.
The teacher plays with the children. He shows the first sheet and says: “You can take the bunny to the house or to the kindergarten. He will go to the house along this path. Look carefully! There are shapes on it: first, like this - a circle, then - a triangle. The bunny will go to kindergarten along this path. Here first there is a triangle, then a circle. If the bunny comes home, he will play the tambourine, and if he goes to kindergarten, he will dance with the children. This cube will show us the way.” The teacher rolls the cube, looks at the shape at the top, and lets the children see. Places the bunny figurine at the beginning of the path and leads it to the shape that appears on the die. If it is a circle, he leads to the left, follows the path, paying attention that you need to look for a nearby shape, you cannot jump. Then he rolls the dice a second time. If the circle falls out again, the bunny will have to stand still. And if a triangle appears, he continues his journey and walks along the path to the house. The bunny rejoices, thanks, takes the tambourine, and plays. When the bunny goes to kindergarten, he invites all the children to dance with him. When the game is played again, the child acts as the figurine. The teacher monitors the correct choice of forms and compliance with the direction of movement.
Games are played in the same way using the 2nd and 3rd sheets. Moreover, other game cubes are already used.
Middle group
"Lotto"
Target: mastering the ability to identify various forms.
Material: cards with images of geometric shapes.
Content: Children are given cards on which 3 geometric shapes of different colors and shapes are depicted in a row. The cards differ in the arrangement of geometric shapes and their color combinations. Children are presented with the corresponding geometric shapes one by one. The child, whose card contains the presented figure, takes it and puts it on his card so that the figure coincides with the drawn one. Children say in what order the figures are located.
"Name the geometric figure"
Target. Learn to visually examine, recognize and correctly name planar geometric shapes (circle, square, triangle, rectangle, oval).
Material. Tables with geometric shapes. Each table contains outline images of two or three figures in different positions and combinations.
“Find an object of the same shape”
"Compare and fill"
Target : Consolidation of ideas about geometric shapes, the ability to compare and contrast two groups of shapes, and find distinctive features.
Material. Geometric shapes (circles, squares, triangles) in four colors, tables with images of colored geometric shapes.
"Fix the blanket"
Target: Introduction to geometric shapes. Making geometric shapes from data.
Material. Geometric figures.
Once upon a time there lived Buratino, who had a beautiful red blanket on his bed. One day Pinocchio went to the Karabas-Barabas theater, and at that time the rat Shushara gnawed holes in the blanket. Help Pinocchio fix the blanket.
"Geometric Lotto"
Target:
Material. Cards with images of geometric shapes in a row (the selection of shapes is different), sets of geometric shapes of the same size (six colors.)
"Put it in boxes"
Target: Consolidating ideas about geometric shapes.
Material. Boxes with images of geometric shapes, cards with images of geometric shapes.
"Find a Pair"
"Find your house"
“In this house there live circles,” says the teacher, in this house there are squares, and in this house there are triangles.” When all the children have found their houses, they are invited to “take a walk”: run around the group. At the teacher’s signal, the children find their house by comparing their geometric figure with the one in the house. The game is repeated several times, with the teacher changing the houses each time.
"Find and name"
Target: Strengthen the ability to quickly find a geometric figure of a certain size and color.
“Help Cheburashka find and correct the mistake”
Contents: The child is asked to consider how geometric shapes are arranged, in what groups and by what criteria they are combined, notice the error, correct and explain. The answer is addressed to Cheburashka (or another toy that you use). The error may be that there may be a triangle in the group of squares, and green in the red group.
"Make a geometric figure"
Target:
Make a triangle;
Make a square;
Make a circle out of threads, etc.
“Which figure is gone”
Target: Consolidating ideas about geometric shapes, developing attention, memory, and thinking.
"What changed"
Target: Consolidating ideas about geometric shapes, developing attention, memory, and thinking.
Content: On the table in front of the child are cards depicting geometric shapes. The child examines them carefully. Then the child is asked to close his eyes, the teacher hides one card, and in return puts another card with the image of another geometric figure. After symbol the child opens his eyes and says what has changed.
“What figures is it made of?”
Target: Consolidating ideas about geometric shapes, developing attention, imagination, memory, and thinking.
"Draw the same figure"
"Geometric board"
Target: Teach children to recognize and name geometric shapes.
"Wonderful bag"
"Decorate the napkin"
Mobile - didactic games.
"Find Your Place"
Target:
Content: Children are given various geometric shapes, and cards with images of these shapes are placed on chairs placed in a row. Everyone disperses in the group, moving freely, running to the sound of a tambourine. According to the established signal, children find their place, i.e. everyone sits on the chair where there is a card with a picture of a geometric figure that serves as a means to achieve the goal. The game may become more difficult.
"Garages"
Target: The ability to distinguish geometric shapes and correlate them, finding the same one; develop speed of action, ingenuity, attention.
Content: Children depict cars, each with its own “number” - circle, square, triangle. At different ends of the group there are garages, also marked with a circle, square, triangle, larger than for children. Cars can only drive into their own garage, i.e. to the one that corresponds to the car number. So, the rules of the game can only be followed well by those who know how to distinguish and compare geometric shapes. Children, holding their license plates in front of them like a steering wheel, drive around the room.
Senior group
"Pick a figure"
Target: consolidate the ability to distinguish geometric shapes: rectangle, triangle, square, circle, oval.
Material: each child has cards on which a rectangle, square and triangle are drawn, the color and shape vary.
Content: First, the teacher suggests tracing with your finger the figures drawn on the cards. Then he presents a table on which the same figures are drawn, but of a different color and size than the children’s, and, pointing to one of the figures, says: “I have a big yellow triangle, what about you?” Etc. Calls 2-3 children, asks them to name the color and size (large, small of their figure of this type). “I have a small blue square.”
"Name your bus"
Target: exercise in distinguishing a circle, square, rectangle, triangle, find figures of the same shape, differing in color and size,
Content: The teacher places 4 chairs at some distance from each other, to which models of a triangle, rectangle, etc. (brands of buses) are attached. Children board the buses (they stand in 3 columns behind the chairs; the teacher-conductor gives them tickets. Each ticket has the same figure on it as on the bus. At the signal: “Stop!” the children go for a walk, and the teacher changes the models’ places. At the signal: “ "To the bus" children find their bus and stand behind each other. The game is repeated 2-3 times.
"Gather a figure"
Target: learn to count objects that form a figure.
Content: The teacher invites the children to move a plate with chopsticks towards them and asks: “What color are the chopsticks? How many sticks of each color? He suggests arranging sticks of each color so that different shapes are obtained. After completing the task, the children count the sticks again. Find out how many sticks went into each figure. The teacher draws attention to the fact that the sticks are arranged differently, but there are equal numbers of them - 4 “How to prove that there are equal numbers of sticks? Children lay out the sticks in rows, one below the other.
“Why doesn’t the oval roll?”
Target: introduce children to an oval shape, teach them to distinguish between a circle and an oval shape
Content: Models of geometric shapes are placed on the flannelgraph: circle, square, rectangle, triangle. First, one child, called to the flannelograph, names the figures, and then all the children do this together. The child is asked to show the circle. Question: “What is the difference between a circle and other figures?” The child traces the circle with his finger and tries to roll it. The teacher summarizes the children’s answers: a circle has no corners, but the rest of the figures have corners. 2 circles and 2 oval shapes of different colors and sizes are placed on the flannelgraph. “Look at these figures. Are there any circles among them? One of the children is asked to show the circles. Children's attention is drawn to the fact that there are not only circles on the flannelgraph, but also other figures. , similar to a circle. This is an oval-shaped figure. The teacher teaches to distinguish them from circles; asks: “How are oval shapes similar to circles? (Oval shapes also have no corners.) The child is asked to show a circle, an oval shape. It turns out that the circle is rolling, but the oval-shaped figure is not. (Why?) Then they find out how the oval-shaped figure differs from the circle? (the oval shape is elongated). Compare by applying and superimposing a circle on an oval.
“Where is the figure?”
Target: teach correctly, name the figures and their spatial location: middle, top, bottom, left, right; remember the location of the figures.
Content: The teacher explains the task: “Today we will learn to remember where each figure is. To do this, they need to be named in order: first the figure located in the center (middle), then above, below, left, right.” Calls one child. He shows and names the figures in order and their location. Another child is asked to arrange the figures as he wants and name their location. Then the child stands with his back to the flannelgraph, and the teacher changes the figures located on the left and right. The child turns and guesses what has changed. Then all children name the shapes and close their eyes. The teacher swaps the places of the figures. Opening their eyes, the children guess what has changed.
“Who will find it faster?”
Target: practice matching objects by shape with geometric patterns and generalizing objects by shape.
Content: Children are invited to sit at tables. One child is asked to name the figures standing on the stand. The teacher says: “Now we will play the game “Who can find it faster.” I will call one person at a time and tell them what object needs to be found. The first one to find the object and place it next to a figure of the same shape wins.” Calls 4 children at once. Children name the selected object and describe its shape. The teacher asks questions: “How did you guess that the mirror is round? Oval? etc.
In conclusion, he asks questions: What is next to the circle? (square, etc.). How many items are there in total? What shape are these objects? How are they all similar? How many are there?
"Unfinished Pictures"
Target: introduce children to the varieties of geometric shapes of rounded shapes.
Material. For each child, a piece of paper with unfinished images (1-10 items). To complete them, you need to select round or oval elements. (1-10) paper circles and ovals of appropriate sizes and proportions. Glue, brush, cloth.
"Unfinished Pictures"
Target: introduce children to the varieties of geometric shapes of round shapes of different sizes.
Option number 2.
"We're fixing the blanket"
Target: continue to introduce geometric shapes. Drawing up geometric shapes from these parts.
Content: Use shapes to close the white “holes.” The game can be built in the form of a story. “Once upon a time there was Pinocchio, who had a beautiful red blanket on his bed. One day Buratino went to the Karabas-Barabas theater, and at that time the rat Shusher gnawed holes in the blanket. Count how many holes the rat has gnawed? Now take the pieces and help Pinocchio fix the blanket.”
"Room Tour"
Target: learn to find objects of different shapes.
Content: Children are shown a picture of a room with various items. The teacher begins the story: “One day Carlson flew to the boy: “Oh, what a beautiful room,” he exclaimed. - There are so many interesting things here! I've never seen anything like this." “Let me show you everything and tell you,” the boy answered and led Carlson around the room. “This is the table,” he began. “What shape is it?” - Carlson immediately asked. Then the boy began to tell everything about every thing in great detail. Now try, just like that boy, tell Carlson everything about this room and the objects that are in it.
"Workshop of Forms"
Target: teach children to reproduce varieties of geometric shapes.
Material. Each child has matches without heads (sticks), painted in a bright color, several pieces of thread or wire, three or four sheets of paper.
"Make a figure"
Target: practice grouping geometric shapes by color and size.
Content: At the request of the teacher, the children take the figures out of the envelope, lay them out in front of them and answer the questions: “What figures do you have? What color are they? Are they the same size? How can you group shapes and choose the right ones? (by color, shape, size). Make a group of red, blue, yellow figures. After the children complete the task, the teacher asks: “What groups did you get? What color are they? What shape were the figures in the first group? What figures does the second group consist of? How many are there in total? How many figures of different shapes are in the third group? Name them! How many yellow figures are there in total? Next he suggests mixing all the figures and arranging them according to shape (size).
"Find by touch"
Target: teach children to compare the results of a visual-tactile examination of the shape of an object.
Content : The lesson is conducted simultaneously with 2-4 children. The child places his hand on the table with the bag tied around his wrist. The teacher places one object on the table, and the child, looking at the sample, finds the same object in the bag by touch. If he is wrong, he is asked to carefully examine the object and give a verbal description. After this, the child again searches by touch, but for a different object. The repetition of the game depends on the degree to which children have mastered the examination method.
"Fold the figure"
Target: practice making models of familiar geometric shapes.
Content: The teacher places models of geometric figures on a flannelgraph, calls the child and invites him to show all the figures and name them. Explains the task: “Each of you has the same geometric figures, but they are cut into 2, 4 parts, if you correctly attach them to each other, you will get a whole figure.” Having completed the task, the children tell how many parts they made up the next figure.
"Compare and remember"
Target: learn to carry out visual-mental analysis of the way the figures are arranged; consolidation of ideas about geometric shapes.
Material. Set of geometric shapes.
Content: Each of the players must carefully examine their plate with the image of geometric figures, find a pattern in their arrangement, then fill in the empty cells with question marks, putting the desired figure in them. The one who completes the task correctly and quickly wins. The game can be repeated by arranging the figures and question marks differently.
Example of game material
“Find a paired picture”
Target: learn to recognize by description a pattern made up of geometric shapes.
The teacher describes the first card himself. During the game he appoints several presenters.
"Constructor"
Target: developing the ability to decompose a complex figure into those that we have. Practice counting to ten.
Material. Multi-colored figures.
I took a triangle and a square,
He built a house from them. And I am very happy about this:
Now a gnome lives there.
Square, rectangle, circle,
Another rectangle and two circles...
And my friend will be very happy:
I built the car for a friend.
I took three triangles
And a needle stick.
I put them down lightly.
And suddenly I got a Christmas tree
Example of laid out figures
"Fill the Empty Cells"
Target: consolidation of the idea of geometric shapes, skills of composing and comparing 2 gr. figures, find distinctive features.
Example of game material
Preparatory group
"Pick a figure"
Target: practice comparing the shapes of objects depicted in paintings with geometric figures.
Material. A stand on which models of geometric shapes are placed, pictures on which objects consisting of several parts are drawn.
"Make it out of sticks"
Target: practice making geometric shapes from sticks.
Material: counting sticks for each child.
"Fold the figure"
Target: make models of familiar geometric shapes from parts according to the model.
Material. Flannelograph, models of geometric shapes.
Content: The teacher places a model of geometric figures on a flannelgraph, calls the child, asks him to show and name the figures. Explains the task: “Each of you has the same geometric figures, but they are cut into 2 or 4 equal parts; if they are correctly applied to each other, then whole figures are obtained.” While completing the task, children tell how many they made the figure from.
"Who will see more"
Target: consolidation of knowledge about geometric shapes.
Material. Flannelograph, geometric shapes.
Content: Various geometric shapes are placed in random order on the flannelgraph. Preschoolers look at and remember them. The leader counts to three and closes the pieces. The children are asked to name as many geometric shapes that were on the flannelgraph as possible. The one who remembers and names the most figures wins. Continuing the game, the leader changes the number of pieces.
"How the figures are arranged"
Target: teach children to place geometric shapes on a plane.
Material. 2 tables on which 1 figure is drawn in the middle and around it (top, bottom, right, left), one figure each, a sheet of paper, an envelope with models of geometric shapes (circle, square, rectangle, triangle, oval).
Content: The teacher hangs up a table with geometric figures and explains the task: “Look at the table carefully, remember how the figures are located and place your figures on the sheet in the same way. To remember everything well, you need to look at the table in the following order: first name the figure located in the middle, then at the top and bottom, right and left. Who wants to tell you how those figures are placed? After this, the teacher turns the table back to the children. Having completed the task, the children tell how they placed the figures, compare the results of their work with the sample, and correct mistakes. Similar tasks may be given.
“Where are the figures?”
Target: learn to classify shapes according to 2 properties.
Material. Set of figures.
"Compare and fill"
Target: learn to carry out visual-mental analysis of the way the figures are arranged.
Game material: a set of geometric shapes.
"Who can find it faster"
Target: learn to compare the results of visual and tactile-motor examination of geometric figures.
Material. Models of geometric shapes are placed on the shelves of the stand. On 3 stripes there are models of the same figures, but smaller in size. The trays are covered with napkins.
"Find your figure"
Target: teach children to distinguish and correctly name geometric shapes, to select shapes according to a visually perceived pattern.
Material. A box made of cardboard with cut holes in triangular, round, square, etc. shapes, geometric shapes selected according to the slots on the box, envelopes with images of geometric shapes.
Content. The game is that some children drop geometric shapes into a box (each into a corresponding slot), while others must select them from the box, focusing on the images in their envelopes. In this game, cognitive communication between children necessarily arises, due to which children’s speech activity arises; children see each other’s mistakes well: “What are you taking? You have a triangle!” It is recommended to swap groups of children in this game.
“Who will find the object faster?”
Target: practice determining the shape of objects and correlating the shape with a geometric pattern.
Material. Models of geometric shapes, objects of different shapes.
Content: The teacher puts 2-3 models of geometric shapes on the shelves of the stand, places objects of different shapes on the table and addresses the children.” Now we will play the game “Who will find the object of the specified shape faster?” “Who wants to name the figures that are on the shelves? Look what items are on my desk? Listen to how we will play. I will call one person from each row and tell them what shape the object needs to be found. The one who is the first to find a suitable item and place it next to the figure will receive a chip. Rules of the game: If you take an item, you cannot replace it. At the end of the game, the teacher asks: “What objects are next to the triangle (square, etc.). How are they all similar?
"Geometric mosaic"
Target: learn to analyze the way the parts are arranged, compose a figure, focusing on the model.
Content: When organizing the game, the teacher takes care of uniting children into one team in accordance with the level of their skills. Teams receive tasks of varying difficulty: composing an image - an object from geometric shapes: working on a ready-made dissected sample, working on an undissected sample, working according to conditions (assembling a human figure - a girl in a dress), working according to their own design (just a person). Each team receives the same sets of geometric shapes. Children must independently agree on how to complete the task, on the order of work, and choose the source material. Each player in the team takes turns participating in the transformation of a geometric figure, adding his own element, composing individual elements of the object from several figures. Finally, children analyze their figures, finding similarities and differences in solving the constructive design.
“Find a paired picture”
Target: orientation on the sheet plane; learn to describe the location of geometric shapes on cards.
Content: 4-6 cards are hung on the board, paired cards are laid out on the table with the pictures facing down. The teacher explains the task: “Now we will play the game “Find a paired picture.” The one I call will take one of the cards on this table, name what figures are drawn on it and where they are located. Then he will find the same card among those hanging on the board and place his own under it.” The teacher can call the children one by one, without waiting until the right card is found.
"Choose a figure"
Target: identify and draw the missing figure instead of a question mark.
Example task.
"Find the missing figure"
Target: develop skills through analysis and synthesis to find the missing figure.
Example assignment
"Mongolian game"
Target: learn to correlate the shape with the image of objects.
"Squares"
Target: clarify the idea that a square has 4 sides, 4 corners, all sides are equal.
Material. A board lined in a checkered pattern, large and small squares, 2 strips of paper equal in length to the large and small squares.
Content: The teacher says: “Today we will learn to draw squares in checkered notebooks. (Place on flannelgraph, 2 squares). Let's compare the squares, how they are similar and how they differ. How are squares different? (One big, one small). How are squares similar? (Each of them has 4 sides, 4 angles, all sides are equal). How to prove that all sides of a square are equal? (Children check with a yardstick). Afterwards, the teacher suggests drawing a square: “I retreat 2 cells from the top and from the left edge of the page, put a dot, and from it to the right I draw a line equal to the length of 2 cells, this will be the right side of the square. I draw a line down, also equal to the length of 2 cells, this will be the top side of the square,” etc. (Similarly, draws several squares in a line). Then he invites the children to draw squares, the side of which is equal to 2 cells. Next, children draw large ones under the small squares, which is equal to 4 cells. At the end of the lesson, children compare the squares.
"Divide correctly"
Target: find rational ways to divide geometric shapes.
Content: The teacher invites the children to think about how narrow strips can be folded in different ways to divide them into 4 equal parts. After the children divide, the teacher finds out which method is more convenient. Then he suggests dividing the square into 4 parts in different ways. In conclusion, together with the children, he comes to a conclusion about how it is more convenient to divide a narrow strip and a square into 4 equal parts.
"Learning to draw circles"
Target: learn to draw circles in squares.
Content : The teacher reminds what shapes they drew in the cells and says: “Today we will learn to draw circles. To make the circle even, it is more convenient to draw it in a square. Look, I'll put a circle on a square. You see, the circle touches all sides of the square, and the corners remain free.” Then the children draw squares, the teacher shows on the board how to draw circles (they draw circles in the squares with a red pencil).
"Colorful figures"
Target: develop the ability to classify objects by color, shape, size, and combine them into groups.
Content : Teacher: “Look at these figures, they need to be divided into groups according to different characteristics. How do the figures differ from each other? (Color, shape, size). How many groups can the figures be divided into? (For 2 groups: 5 red figures, 5 green). How many groups can shapes be divided into? (For 3 groups: 3 squares, 5 circles, 2 triangles). How else can you divide the shapes? (By the presence of corners: 5 figures - without corners, these are circles; 5 figures with corners - these are squares and triangles). On what basis have figures not yet been divided? (To size). How many groups will you divide the shapes into by size? (For 2 groups: 8 small figures, 2 large ones).
"Fill in the square"
Target: Arranging objects according to various criteria.
Game material. A set of geometric shapes, different in color and shape.
Content: The first player places any geometric shapes in the squares not marked with numbers, for example a red square, a green circle, a yellow square. The second player must fill in the remaining cells of the square so that adjacent cells horizontally (right and left) and vertically (bottom and top) contain figures that differ in both color and shape. The original shapes can be changed. Players can also change places (roles). The winner is the one who makes fewer mistakes when filling in the spaces (cells) of the square.
“What figures are missing?”
Target: to train children in sequential analysis of each group of figures, identifying and generalizing the features characteristic of the figures of each group.
Material. Large geometric shapes (circle, triangle, square) and small (circle, triangle, square (three colors).
Content: Having distributed the tablets among the players, the teacher explains the task: each player must analyze the figures of the first row. Attention is drawn to the fact that in the rows there are large white figures, inside of which there are small figures of three colors. Comparing the second row with the first, it is easy to see that it is missing a square with a red circle. The empty cell of the third row is filled in similarly. This row is missing a large triangle with a red square. The game can be diversified by arranging figures and question marks in the table differently.
“How many geometric shapes are there on our rug?”
Target: consolidate quantitative counting skills within 10, knowledge of geometric shapes.
Example of game material.
Work with any puzzles
“Mongolian Game”, “Columbus Egg”, “Magic Circle”, etc.
In the process of working with puzzles, children develop and improve imaginative thinking, combinatorial abilities, practical and mental actions. In addition, children develop volitional qualities: perseverance, determination, and voluntary activity. The ability to give detailed educational statements of varying complexity is improved. In the process of completing tasks with puzzles, children’s skills and abilities acquired in all previous classes are practiced (consolidated and improved).
An example of working with puzzles
Working with the geometric constructor
Option number 1.
Material: 8 isosceles triangles cut from double-sided cardboard in envelopes for each child; samples of silhouette figures of a crab and a butterfly; hourglass.
Tasks:
1) Think and mentally imagine what kind of geometric figure you will get if you make two triangles. Write it down and tell us how you did it.
2) Make a silhouette figure of a crab, focusing on the sample.
Instructions:
Consider the shape of the crab;
Think about how many triangles the body is made of and how they are located;
Think about how a crab claw is made. Compare with sample;
In 2 minutes, carefully create a crab shape;
3) Make a silhouette figure of a butterfly, focusing on the sample. (The task is performed in the same way as the previous one.)
4) Compare the silhouette of a crab and the silhouette of a butterfly. How are they similar? What is the difference? Prove (a detailed coherent statement).
Butterfly. Crab.
Option #2.
Material: envelopes with eight isosceles triangles for each child; samples of silhouette figures of a dog and a fox; hourglass.
Tasks:
1) Think and mentally imagine how to make a quadrilateral from two triangles? Make it up and tell me how to do it.
2) Draw a silhouette figure of a puppy, focusing on the sample.
Instructions:
Consider the puppy's figure;
Think about how many triangles the head is made of and how they are located;
Think about how the puppy's body is made, compare with the sample;
In 2 minutes, carefully create the figure of a puppy;
Tell us how you completed the task.
3) Make a silhouette figure of a fox, focusing on the sample.
4) Please compare the silhouette of a puppy and the silhouette of a fox. How are they similar and how are they different? Prove (a detailed coherent statement).
5) Make what you want from a set of triangles. Tell us about your work.
Dog and fox.
Option #3.
Material: envelopes with eight isosceles triangles for each child; samples of silhouette figures of an airplane and a steamship; hourglass
Tasks:
1)Instructions:
Consider the figure of the helicopter;
Think about how many triangles the cabin is made of and how they are located;
Think about how helicopter blades are made, compare with a sample;
In 2 minutes, carefully create a helicopter shape;
Tell us how you made the figure.
2) Make a silhouette figure of a teapot, focusing on the sample.
Instructions: the task is performed in the same way as the previous one.
3) Compare the silhouettes of a helicopter and a teapot. How are they similar and how are they different? Prove (a detailed coherent statement).
4) Make whatever you want from this set of triangles, and I will mark who completed the work carefully and creatively in what time.
Helicopter and teapot.
Option number 4.
Material: envelopes with eight isosceles triangles for each child; samples of silhouette figures of an airplane and a steamship; hourglass.
Tasks:
1) Think and mentally imagine what geometric figure will come out of five triangles. Compose it and tell us how it can be done.
2) Make a silhouette figure of an airplane, focusing on the sample.
Instructions:
Consider the figure of the airplane;
Think about how many triangles the fuselage is made of and how they are arranged;
Think about how the wings are made. Compare with sample;
In 2 minutes, carefully create the shape of an airplane;
Tell us how you compiled it.
3) Make a figure-silhouette of a steamship, focusing on the sample.
“Make it from matches”
Target: teach targeted search actions, develop ingenuity.
Materials: sets of matches (without sulfur) for each child, board, chalk, hourglass.
Option #1.
Task 1. Make 2 equal squares from 7 matches. Tell us about your progress.
Task 2. Build a house according to this model (drawn on the board). Instructions:
Look at the board, count how many matches you need to build this house;
How many matches should you add or remove from the number you had on the table?
Tell us how you did your job, proving that the task was completed correctly.
Task 3. Make a flag out of the house (transfiguration). Instructions:
Arrange two matches to make a flag;
Explain how you did it; teach a friend if he can’t do it.
Task 4. Look at the board, count how many matches need to be removed or added from those that are on the table in front of you. Make a TV, compare with the sample. Tell us how you did it, help a friend. If the children complete the task efficiently and quickly, they are asked to make any figure of their own choosing from a certain number of matches. In this case, a detailed statement about what was planned and how the task was carried out is required.
Option #2.
Task 1. Make a clock out of matches according to the pattern.
Instructions:
Look at the blackboard;
Count how many matches it will take to lay out this clock (10 matches + 2 for the hands).
What time does the clock show?
Task 2. Lay out an umbrella from matches according to the pattern.
Instructions:
Count how many matches you need to make such an umbrella;
Place the umbrella on the desk (choose matches from the box one at a time);
Do the work carefully so that it looks beautiful.
Task 3. Make 3 equal triangles from an umbrella (transfiguration).
Instructions:
Arrange 2 matches so that you get 3 equal triangles;
From 7 matches, make 3 equal triangles arranged differently.
Task 4. Make any figure (object) from 10 matches - of your choice.
Option #3.
Task 1. Make a steamer out of matches according to the pattern.
Instructions:
Count how many matches are needed to lay out the top line of the steamer, the bottom line of the steamer, the side lines, and the pipe;
Lay out the steamer and compare it with the sample.
Task 2. a) Lay out a deer from matches according to the pattern. Instructions:
Look at the board, determine what is drawn;
Count how many matches are needed to lay out the body, head, legs, tail, antlers of the deer;
Set aside the required number of matches;
Lay out the deer and compare it with the sample.
b) Move 2 matches so that the deer faces the other way.
Task 3. Think about what can be made from this number of matches, and lay out any figure.
Option number 4.
Task 1. Laying out butterflies from matches according to the pattern.
Instructions:
Look carefully at the board, determine what is drawn on it;
Count how many matches are needed to lay out the upper wings, lower wings, antennae;
Set aside the required number of matches;
Lay out the butterfly and compare it with the sample.
Task 2. Laying out a shape from matches that looks like a key. Instructions:
Look at the board, count how many matches it will take to lay out a figure that looks like a key; lay out the figure; compare it with the sample;
Arrange four matches to make 3 squares.
Task 3. Lay out a portrait of yourself, your friend or a fairy-tale character from any number of matches. Tell us what the mood of the person depicted is.
Following the completion of the task, children give a detailed verbal report about their plan and methods for its implementation.
Lions and tigers, hippos and rhinoceroses, foxes and wolves, cats and dogs, mammals and reptiles, carnivores and herbivores - toy animal figures come in all possible and impossible varieties. And it doesn’t matter whether toy animals gather in herds, form flocks, go off in pairs, or follow the path of loners – there are a whole bunch of options for how to play with them. We'll tell you about our favorite games with animal figures.
“Pretend” has an excellent selection of various toy animals:
Sorting
When your home menagerie grows to a decent size of a couple of dozen animals, you can organize sorting games. It’s up to you to decide on what principle you want to sort animal figurines; just take a closer look and see what options are possible with your set of animals. For example, you can sort like this:
Land, water and amphibians
Carnivores and herbivores
Day and night
Habitats (desert, forest, ocean, mountains, etc.)
To do this, you can simply place the animal figures on the floor in different piles or come up with boxes, and stick a marker or name on each of them, so that the child himself can easily figure out where to send which animal.
Walking safari
When the weather permits, take your little zoo with you for a walk. The most fun in playing with animal figures begins at the door, in the park or on the city streets. A panda sits comfortably on the fresh grass, a pretend squirrel climbs into a real hollow, and a polar bear strives to swim in a puddle. Let him bathe, when we come home, we’ll dry him off.
- you can arrange a scientific trip (with a magnifying glass for searching for animals and a naturalist’s journal for notes)
- go on a safari
- go on a hike and meet harmless forest inhabitants at a rest stop
- go to the sea for fun and meet the inhabitants of the coral thickets 
Animal alphabet
A game that resembles card sorting, but is suitable for older children, from about 4 years old. At this age you can start learning letters. To play with the alphabet you will need a plastic or wooden alphabet and animals. Lay out the letters one at a time on the floor or table. Show your child the principle - each letter corresponds to an animal whose name begins with that letter. Try to match each letter with an animal pair. It doesn’t matter if there are not enough animals for some letters, continue the game with those that you have for today.
We recently made our own on magnets.
Pathfinders
Are you ready to be a tracker? Then let's draw. Plastic animal figurines are great for dipping paws into paint and leaving intricate footprint patterns on a piece of paper. When all the animals have trampled on paper, you can organize a small and harmless hunt, armed with a real or imaginary magnifying glass. What animals went where? By the way, marks can also be left in rolled plasticine.
World map
An older child can be asked to resettle the animals across continents. A large paper map of the world is suitable for this. You can also print images of continents from the Internet, cut them out and paste them onto cardboard. You will get cards according to which from time to time you can arrange your animals and train your memory, attention and knowledge of the fauna of the Earth.
By the way, the publishing house Samokat has an excellent . A whole album with the coolest illustrations depicting all the continents and the animals that live on them.
Ice rescue operation
An absolutely win-win version of the game is to organize a rescue operation and help the animals get out of the ice captivity. First, of course, they need to be frozen with water. Small figures in an ice mold. For larger figures, place them in a plastic tray. The next day you will take out an icy miracle from the freezer, which will keep your child occupied for at least an hour and a half. Give him a basin or tray, all sorts of spoons, spatulas, a hammer - something that will be convenient and safe to use to break the ice. Pour warm water into a separate glass so that it can melt the whole thing faster. Tell him that the animals need his rescue help - they are stuck in an ice floe and really want to get out. When the animals get out with the help of the child, invite him to wipe them with a cloth, cover them with a blanket to keep them warm, and in case of hypothermia, treat them.
By height in cubes
This is a game with a basis for learning mathematics. Invite your child to compare how tall different animal figures are - in Lego cubes or in wooden blocks (remember how in the cartoon, everyone measured each other in parrots). And, if the child already knows how to count, he can count how many cubes “fit” in each of the animals. Which one is the champion?
Big swim
Do you think animals don't need to wash themselves? It’s also necessary, especially if they live with you. Organize a big “wash” with the plastic animal figures: fill a basin with warm water, give the child a washcloth, brush, soap, ladle, and towel. Using the example of one animal, show how a bath can go. And let the child repeat - first lather, then rub with a washcloth or brush, then rinse, wipe and put to bask in the sun.
Life of animals
Animal figurines can always make great characters for any occasion. role-playing game. You can come up with anything - from the meeting of an evil wolf and a cowardly hare in the forest to a hippopotamus traveling by bus to the country talking cats. It is not necessary to reproduce plausible stories from the lives of animals. If the child is already sufficiently familiar with the real state of affairs (where animals live, what they eat, what sounds they make, what habits they have), invite him to involve toy animals in a variety of games - have a big picnic with them, go on a hike, play in the hospital or school , take them for a ride in a taxi, build a high-rise building out of Lego for them, send them into space... Well, you understand what a fantastic range of story-based games is possible with the participation of animal figures.
We've collected a whole bunch of toy animals in Make-Believe.
They live here on the website, in the section
The animals there are very different, from
with rope paws up to
made of durable high quality plastic.
Choose your favorites and start playing soon!
