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Mathematical games for children 4 5 years old. Math games. Games for exploring quantitative concepts

When teaching children the basics of mathematics, it is important that when they start school they have the following knowledge:

- counting to ten in ascending and descending order, the ability to recognize numbers in a row and separately, quantitative (one, two, three...) and ordinal (first, second, third...) numbers from one to ten;

- previous and subsequent numbers within one ten, the ability to compose numbers of the first ten;

- recognize and depict basic geometric shapes (triangle, quadrangle, circle);

- shares, the ability to divide an object into 2 - 4 equal parts;

- basics of measurement: a child must be able to measure length, width, height using a string or sticks;

- comparison of objects: more - less, wider - narrower, higher - lower.

One of the effective means of developing interest in a subject, along with other methods and techniques used in the classroom, is a didactic game. K.D. Ushinsky also advised to include elements of entertainment and playful moments in students’ educational work in order to make the learning process more productive.

Popular wisdom has created a didactic game, which is the most suitable form of learning for a child.

The game occupies a significant place in the first years of children’s education; at the beginning they are only interested in the form of the game itself, and then only in the material without which it is impossible to participate in the game.

During the game, children, unnoticed by themselves, perform various exercises where they themselves have to compare, perform arithmetic operations, practice mental calculation, solve problems.

A variety of play activities, with the help of which one or another mental task is solved, increases children’s interest in the subject and in their knowledge of the world around them.

Didactic games and classes give good results only if you clearly understand what tasks can be solved in the process of their implementation. Psychologists have proven that knowledge acquired without interest, not colored by one’s own positive attitude and emotions, does not become useful - it is dead weight.

Didactic games have the opportunity to form new knowledge and introduce children to methods of action. Such games teach the child to understand some complex mathematical concepts, form an understanding of the relationship between numbers and numbers, quantities and numbers, develop the ability to navigate in the directions of space, and draw conclusions.

When using didactic games, they are widely used various items and visuals that help keep classes fun, entertaining, and accessible.

When a child sees, feels, touches an object, it is much easier to teach him. Make mathematical manuals, because it’s better to count some certain items, for example, colored circles, cubes, strips of paper, etc.

If a child attends a kindergarten or preschool, he learns all this in special classes. But his knowledge will be stronger if you consolidate it at home.

The proposed games will not require any special effort or expense from adults; the material for them is what is in any home, including the most ordinary toys.

Games for exploring quantitative concepts

Through games and exercises with entertaining mathematical material, children master the ability to search for solutions independently. An adult equips children with only a scheme and direction of analysis. interesting task, leading to end result to a decision (right or wrong). Systematic exercise in solving problems in this way develops mental activity, independence of thought, a creative attitude to learning, and initiative.

How to teach a child to count? It seems that there is nothing complicated: I, 2, 3, 4, 5... But what to do when the baby categorically refuses to understand that after 10 comes 11, and after 20 - 21. He swaps the numbers or skips them altogether, bringing thereby causing parents to have a nervous breakdown: “He’s a smart boy, but he gets confused in such little things!” What will happen next?".

The fact is that children's memory is selective. A child learns only what interests him, surprises him, makes him happy, or... frightens him. He is unlikely to remember something that, in his opinion, is uninteresting, even if adults insist. Therefore, the main task of parents is to make sure that the child is interested in counting. Then the little fidgets themselves will not even notice how they learn to count.

Cubes

For children two to three years old, cubes are an excellent building material. At the same age, kids readily become acquainted with numbers. With four- to five-year-old children, it is already possible to create examples of addition and subtraction, and to compose and read multi-digit numbers.

How many cubes do we have in total? Why not count them? After all, it’s interesting to know how many there are?

In a large room, the cubes can be laid out in one row. Even if the child is not completely confident in counting, or is even completely bad, he will still carefully monitor and remember the actions of the adult (showing a cube and calling a number, moving along a row from left to right, etc.). After two or three shows, he will definitely want and try to act in the same way on his own.

Several cubes of the same size are placed in front of the child. After explanation and demonstration, the child must independently place the cubes one on top of the other to form a turret, then a train, a chair, and a house.

“Path” - laying out several cubes in a row.

“Fence” - laying out several cubes on an edge.

“Bench” - is built from two cubes and a transverse bar on top.

“Table” - a transverse bar is placed on one cube.

“Gate” - the cubes are placed perpendicular to the bar. Using building material, you can also propose to build a crib, sofa, etc.

Do not place a small number of cubes, let them be at least one and a half to two dozen each time; small numbers are repeated in large ones with each recalculation.

Gradually increase the number of cubes, quickly and clearly show and recalculate yourself at first. Children will definitely begin to join in, echo, give hints at the slightest pause, and overtake you. They themselves are interested in mastering the order of counting and moving forward in it as far as possible.

Counting nuts

Take two saucers, each with one, two or three nuts on it, or two cards, each with no more than three dots on it. “How many nuts are there on this saucer?” “Are there the same number of nuts on this and that saucer, or is there more on one of them?” Start by comparing one nut to three, then move on to comparing one nut to two nuts, and finally two nuts to three, before comparing one nut to one, two nuts to two, and three to three.

Account on the road

Small children get tired very quickly in transport if they are left to their own devices. This time can be spent usefully if you count together with your child. You can count the passing trams, the number of child passengers, shops or pharmacies. You can come up with an object for everyone to count: the child counts the big houses, and you count the small ones. Who has more?

Count yourself in

Name the parts of your body, one at a time (head, nose, mouth, tongue, chest, stomach, back).

Name the paired body parts (2 ears, 2 temples, 2 eyebrows, 2 eyes, 2 cheeks, 2 lips, 2 arms, 2 legs).

Which one took more?

In the morning, mom put the same number of apples on two plates for the children. By evening, there were as many apples left on the plates as there are in the picture. Which plate contained more apples and by how many? Explain your answer.

Light up the stars

Game material: a sheet of dark blue paper - a model of the night sky; brush, yellow paint, number cards (up to five).

1. “Light up” (with the end of the brush) as many “stars in the sky” as there are figures on the number card.

2. Same thing. Perform by listening to the number of hits on the tambourine or on the table top.

How many buttons?

Buttons are used, no more than 5 pieces. Start with 3 objects in a row. Ask:

1. How many buttons are there?

2. What happens if I remove one?

3. How many will there be now?

4. Now what happened?

5. How many are there?

6. There are still three here?!

7. How many are there?

8. Is this still the same number as it was, or has it become larger/smaller?

Questions 6 and 7 can be omitted if your child answers question 5 correctly. Otherwise, ask them to give him time to think again. Vary the form of question 8 carefully: vary the order in which you say the same, more and less, because there is a high probability that the child will agree with your last word if he is not confident.

Repeat the exercise, increasing the number of objects to 5 and adding or subtracting only 1 object. Be sure to confirm his answers: “Yes, there are 3 items” or “Yes, there are more” when he is right. If he says incorrectly, then: “No, let's try again” or “Let's see.”

Counting in order

Place all the mugs in a bag (bucket, box). Take out one at a time and place it in a row on a table or sheet of paper (the surface should be a single color so that the circles are clearly visible). As you lay out the circles, say “one,” “two,” and so on until ten. You can take out the figures one at a time - one for you, one for the child. Having laid out all the figures in a row, start putting them back one at a time and counting backwards: “ten”, “nine” and so on. At the end, having removed everything, say: “Zero! There is nothing!". By playing such a game, the child will quickly learn the order of counting in both directions within the first ten.

How many figures?

Place a white sheet of cardboard or something plain. Place one piece on it and say “One!”, then the next one and say “Two!” and so on until five. Look what happened. You may end up with five identical figures, then you will say - all red - or several others, then you can say - three red and two blue, for a total of five. And then start removing one at a time, involve the child in this and have fun removing and laying out five figures again, counting them back and forth. As the game progresses, change the number of multi-colored figures in your “heel” without the child noticing and draw his attention to this: “Look: one red and four blue, but still five!”

After some time, bring the game to the number ten, then take twenty figures at the same time so that you can get a whole ten of one color, a whole of another, nine of one of the other, etc.

You can use cardboard egg trays when playing (nowadays they sell trays for ten eggs with a lid - you just need to cut off the lid from them, or take a large tray for three dozen and cut it with a sharp knife so that you get two rows of five). By putting coins, balls or something else into such a “ten”, the baby will see for himself how much is left to put in to make a whole ten, that when there is no space in one box, the second ten begins, and he will easily remember the composition of the numbers of the second ten and beyond.

Games with coins

If your baby likes to fold things, push cylinders or coins into a hole in a box, or roll balls down a slide, this can also be associated with counting. The child adds, you count. He listens and tries to repeat. This way, the child not only remembers the counting sequence, but can also visually see the twenty or thirty-five coins that he put in the jar.

Options for such games:

1. Help Pinocchio. Game material: Pinocchio toy, coins (within 7-10 pieces). Task: to help Pinocchio take away the number of coins that Karabas-Barabas gave him.

2. How much is in the bank. Take coins and a plastic jar with a narrow hole in the lid (like a piggy bank), lay out a long path on the table, how many coins did you get - 12, 17, 25? Count with your child and repeat how many coins you have. And start putting coins in the jar, each time saying how many coins are left - this will be a game of counting down 25, 24, 23, 22, ...

You can lay out the coins not in a long way, but in “turrets” (4, 3, 2, 1), you may end up with one, two, three whole turrets or more, and a few more coins separately, so tell your baby - ten, ten more, yes ten more, and four more coins - thirty-four in total! Let's put it in a jar: 33, 32,... left

Guess how many are in which hand

The game can be played by two or more players. The presenter picks up a certain number of items, no more than 10 (this could be matches, candies, buttons, pebbles, etc.), and announces to the players how many items he has. After that, he puts them in both hands behind his back and asks the children to guess how many objects are in which hand. They take turns answering the question. The one who guesses becomes the leader.

How much in total

Together with your child, choose something to count. You can show him a tree on the street, for example, a poplar, and teach him to recognize it. And then give the task to count how many poplars there are on the street you are walking along. You can count how many people wearing glasses have passed by, how many green cars are parked on your street, or how many shops are in your neighborhood.

Who has more

This game can be played by two or three. To play you will need a cube with dots. Buttons, cones, nuts, etc. can be used as counting material.

Place these items in a vase or box. Now take turns throwing the dice. Whichever number appears is the number of items taken from the vase. When the vase is empty, count who has more.

Math game

Count everything you play. To do this, you do not need to organize special classes with sitting at a desk. After all, you are probably playing something with your child, and here you say: “Here lives a chicken, and here are two baby elephants.” Or “How many animals will travel by train?” And you answer yourself so that the child begins to understand how such a question is answered: “Two cats, three horses, one camel, etc.” Specially create game situations where the hero must count something or give another toy or person the required number of mushrooms, flowers, hippos, whatever.

Here, that is, in any game, you can give elements of mathematical operations and introduce them to the composition of numbers. That is, you act out a mathematical problem and solve it yourself in front of the child in ways accessible to him.

For example: “An elephant came to visit the camel on a large ship, and then two more monkeys. And the camel had three guests,” etc.

“The girl baked two pies with jam and two pies with cabbage, then she put all four pies in a basket and went into the forest to see a familiar woodcutter (you portray all this with toys, and it’s even better if you do it together, role-playing). The woodcutter was just at home, and two hunters were also visiting him. The girl prepared tea and they all began to drink it with pies. And it turned out that everyone got one pie, since there were four people and four pies, that is, equally (and distribute a pie to everyone).” The plot of the game, naturally, should be based on the presence of toys. Along the way, design a play space with your child: a forest, a path, etc. Don’t focus on the need to remember something or at least listen carefully. Let the child be captivated by the game, and let everything be remembered by itself.

Counting by ear

For this game you will need: cards with the same pictures, counting material, some musical instrument- metallophone, tambourine.

Option 1: Show your child a card with pictures and ask him to tap as many times as there are pictures on the card. Count out loud: “One, two, three...”.

Option 2: You knock on the metallophone, and the child, counting out loud with you, puts out the same number of toys. At first, place the toys after each blow. When the baby can easily cope with the task, complicate the task - put out the toys after all the blows.

Option 3: The child puts his toys to bed, and the adult reads a little rhyme.

Night counting

One two three four five!

Six seven eight nine ten!

I need, I need, I need to sleep.

And there is no need to fool around.

He who does not sleep will go out.

Whoever fell asleep will see

Valentin Berestov

Concept of two and pair

Growing children still cannot count or recognize numbers, but they are able to grasp the basic meaning of the concept of “two.” Help your child understand this by pointing to many paired objects: two shoes, two socks, two hands, two feet, two ears.

When talking to your child, use the word “two” wherever possible: “Look at these two flowers.” Give your child two things: “Here are two spoons” or “Here are two toys.”

Studying zero

You can enter zero using the following questions:

- How many cows are in your pocket?

- How many crocodiles do we have at home? Etc.

Place 5 cubes on the table. Remove one at a time and ask how many are left. First 1 cube (4 will remain) then 1 more, etc. Until 0 remains.

Let's treat the animals

Place animal toys in front of your baby. Offer to “feed” them - choose a card with the same number of fruits or vegetables as there are animals.

Groups of animals can be changed 3-4 times during one lesson.

Option: the same task, but with imitation toys of fruits and vegetables. We put a “treat” in front of each animal and count: “One carrot, two...”.

Digital alphabet

After the child has learned to count, you can move on to learning numbers. Toddlers usually simply memorize a series of numbers from one to ten. The main thing is for the child to understand that the numbers indicate the number of specific items. Whether it is three kittens, three balls or three apples, it is always indicated by one number. Children really like all kinds of “Velcro books” and magnetic numbers that can be attached to a special board, to the refrigerator or to the tiles in the bathroom. If the numbers are always in front of the baby’s eyes, he won’t even notice how he learns them.

When the child has mastered the series of numbers from one to ten, the concept of “zero” can be introduced. Invite your child to count what is not there. “If we have apples, we can count them. And if we ate all the apples, there is nothing left - that is, “zero apples.” The word “zero” means “there is nothing.”

For older children (4-5 years old), tell them how numbers are formed. Place ten counting sticks in a row - in ancient times ten was abbreviated as "twenty". Place one stick on top (preferably a different color). It turns out “one” by “twenty” - “eleven”. By adding one stick at a time to the top row, you will gradually reach twenty. Then you can tell how tens are formed: two tens are “twenty,” three tens are “thirty,” and so on. The exception is the number forty, which in ancient times meant “very many,” and ninety, which translates as “nine to a hundred.”

When learning to count from 1 to 100, do not require your child to instantly memorize. It’s most convenient to move step by step, for example, increase your knowledge by one dozen every week. First from 1 to 10, then to 20. The next day, before learning new Numbers, repeat what you went through yesterday. You can move on only when the child has firmly mastered the previous material. This way you will gradually learn to count from one to one hundred. Just remember that the baby should not memorize, but understand the count. Mathematics is based on understanding, finding patterns. The child must understand by what principle the numbers are arranged in this order, and not in the reverse order.

To reinforce the material learned, offer your child the following tasks:

— What number comes before 5, 9, 21, 46, 85, 100.

— What number comes after 8, 16, 26, 57, 82, 99.

- What number is between 5 and 7, 11 and 13, 45 and 47.

— What number is missing: 5, 6, 7, 9, 10.

If counting from 1 to 100 does not cause any difficulties, you can proceed to counting down. It is most convenient to demonstrate counting backwards on your hands, bending your fingers, or using counting sticks. It's better to start with five. It all depends on the individual characteristics of the child. It depends on what type of thinking he has: spatial or imagination. It happens that a child can easily perform complex mathematical calculations, but counting backwards causes difficulties. Don't put pressure on your child. Show him the countdown with specific examples, for example, going down in an elevator.

Abacus in the kitchen

The kitchen is a great place to learn the basics of math.

Numerous games in the kitchen will help kids remember numbers and counting.

Firstly, you can make cookies in the shape of numbers with your baby. This is done in the same way as regular shortbread cookies. Preparing for the next holiday, knead the shortbread dough, roll it out, and then, instead of stars, diamonds and circles, cut out numbers from 1 to 9 from it with a knife. The kid will love this game, and he will quickly remember the names and designations of the numbers.

Secondly, you can prepare soup and salad together with your child, after first calculating how many different types of vegetables are needed for this. Don't forget to wear aprons for yourself and your child - this will add seriousness to the game!

You can use poetry

Shchi-talochka

I peel vegetables for cabbage soup,

How many vegetables do you need?

Three potatoes, two carrots,

One and a half heads of onion,

Yes, a parsley root,

Yes, cabbage cob.

Make room, you cabbage,

You're making the pot thick!

One-two-three, the fire is lit -

Stump, get out!

Marina Boroditskaya

Ask your child to wash and cook 3 potatoes, 2 carrots, 2 onions, 4 tomatoes, 2 cucumbers, etc. Count with your child how many beans you put in the soup. When the soup is cooked, don’t forget to remember and list together what you put in the pan/salad bowl and in what order. When setting the table, say how many plates you place, how many forks, spoons and knives you place on the table. Finally, do not forget to thank the baby for his help.

Let's play numbers

After studying a specific number and account, you can play with it like this.

1. Place cards with numbers that the child knows in boxes (cans of processed cheese, disposable containers for salads, etc.), and hide the closed jars in different places in the apartment. Let the child find all the jars and put as many identical objects in them as are printed on the card. For laying out, you can use buttons, mosaics, cubes, juice straws and all sorts of similar little things.

2. Play “circus”: the child is a scientific dog, let him follow several of your commands, and then you show him large cards with numbers, and the baby will bark as many times as indicated on the card. Children love to pretend to be animals.

Or vice versa: lay out cards on the floor or sofa with numbers known to the child, how many times you clap (stomp, wave your hand, crow, etc.) - the child will bring you such a card.

3. Cut out numbers from velvet paper, cardboard, plastic, etc. Place them in an opaque bag and ask the baby, putting his hand into the bag without looking, first feel the number and guess what number he took, and then take it out.

4. Read poems about counting and numbers, learning a new number - associative memory will help memorize the image of the number.

5. Show your child a card with a number and ask: “Why is there so much in the house?” Let him search around the apartment and count. For example, in a house there are 4 doors, 8 pots, 3 turtles, 1 dog...

Let's get acquainted with the numbers

To play you will need counting cards with pictures, numbers (on cards or any other), and chips.

It's best to play together. Lay out all the cards face up. Put the numbers in a box. Take turns taking numbers out of the box. The task is to find a card with the number of objects corresponding to the number. A chip is placed on the found card. The number is put back into the box.

When the game ends, count who has the most chips. The best way to do it is to place the chips in two rows and compare whose row is longer.

Guessing game

You can use yogurt boxes or plastic cups for this game. Write or stick numbers on each cup. Choose a toy that will fit in the cup.

This game is played by two people. Place the cups upside down. One player turns away, while the second player hides the toy in one of the cups. The first player must guess which cup the toy is hidden under, and the second must give him clues. For example: the toy is hidden under a cup with the number 5. The player asks: “Under the second one?” - "No more".

Solving examples

It is better to enter them from elementary ones, for example:

1+2=3, etc.

Then complicate it.

For the child to understand the meaning of these operations, explain with examples:

1 + 1 = 2: 1 tomato + 1 tomato = 2 tomatoes, etc.

Draw the child’s attention that in life we often resort to addition and subtraction: when it’s cold, we put on another sweater, and when it’s warm, we take it off, etc.

Name all the words that remind you of:

- about addition: add, buy, receive,

- about subtraction: select, take, etc.

Also note that when adding, the largest number is the answer, and when subtracting, on the contrary, the result is the smallest number.

Mathematical fishing

Consolidating the techniques of addition and subtraction within 10, reproducing them from memory.

You will need drawings of 10 fish, 6 of them yellow, 2 red, 2 striped.

On the magnetic mod barely graph, fish are placed, on back side which contain examples of addition and subtraction. The child “catches” (takes off) a fish, reads an example on addition and subtraction. I solved the example correctly - get a fish. The one who “catch” the most fish (solves the examples correctly) is the best fisherman.

Where to put the card

An adult lays out on the table one doll, two cups, three bunnies, four ducks, five cubes, six spoons, etc. (Can be replaced with any other material.) Upside down counting cards are also placed here. An adult explains the essence of the game: you need to lay out the cards next to the toys so that the number of circles on the card corresponds to the number of toys.

Lay it out correctly

The score cards are laid out in ascending or descending order. For example:

The child looks carefully at the cards and names them. Then he is asked to close his eyes (or leave the room). The adult changes the position of several cards.

For example:

After symbol the child opens his eyes (or returns to the room), puts the cards in their original position. You can invite him to lay out the cards in reverse order.

We study the quantity

Draw dots on the cards. Place different numbers of toys in different places in the room. For example: 1 bunny, 2 bears, 3 cubes, 4 balls. Don't take too much the first time. Ask your child to find 3 toys by showing a card with 3 dots, you don’t have to say the word “three”, replace it with the phrase “the same.” If the child brings a different number of toys, do not rush to say - it’s wrong. Try to place each toy on a dot, cover the dots with toys, you will immediately see whether the dot remains uncovered, or whether the toy lacks a dot.

The Absent-Minded Artist

You need to take the necessary numbers from the set and correct the mistakes of the absent-minded artist. Then you need to count to six, indicating the corresponding number of objects in the pictures. One should ask: how many birds cannot be shown in the picture? (6)

You can start the game like this:

On Basseynaya street

One artist lived.

And sometimes absent-minded

He was there for weeks.

Once, after drawing birds, he absent-mindedly put the wrong numbers on the pictures. Take the necessary numbers from the set and correct the mistakes of the absent-minded artist. Now count to six. How many birds are not shown in the picture?

Let's treat the tigers

You will need toy tigers, a plate and a block of red plasticine. The kid must tear off as many small pieces of plasticine (“meat”) from a large block as many tigers he sees in front of him. Don't forget to ask your baby to name the numbers every time he tears off the plasticine. At the end, always ask the question: How much is there in total? If the baby has learned to answer it, he has mastered the first basics of mathematics.

The fastest postman

To consolidate knowledge of addition and subtraction tables within 10, you can use the game.

The teacher gives five children the same number of cards, on the back of which is written an example of addition and subtraction. Children sitting at tables depict houses with numbers (they hold cut up numbers in their hands, indicating the numbers from 0 to 10).

Postmen must quickly determine the house number on the envelope (count an example) and deliver the letters to the appropriate houses (give to children who have cards with numbers corresponding to the answers).

The one who quickly and correctly delivers letters to their destination is the fastest postman.

Math beads

I made beads from different numbers,

And in those circles where there are no numbers,

Arrange the pros and cons

To give this answer.

Problems based on pictures

1. A hen and three chickens were walking in the yard. One chicken got lost. How many chickens are left? And if two chickens run to drink water, how many chickens will remain near the chicken?

2. How many ducklings are there around the duck? How many ducklings will be left if one swims in the trough? How many ducklings will be left if two ducklings run ashore?

3. How many geese are there in the picture? How many goslings will remain if one gosling hides? How many goslings will remain if two goslings run off to eat grass?

4. Grandfather, grandmother, granddaughter, Bug, cat and mouse pull out the turnip. How many are there in total? If the cat runs after the mouse, and the Bug runs after the cat, then who will pull the turnip? How many are there? Grandfather is the first. The mouse is the last one. If the grandfather leaves and the mouse runs away, how many will remain? Who will be first? Who is last? If a cat runs after a mouse, how many will be left? Who will be first? Who is last?

You can create other problems using cards 5 and 6.

Children's domino

Domino - ancient game, derived from the game of dice. If you still don't have dominoes in your arsenal, it's time to buy this game, because it's a must-have for playing math games.

The rules of the game of dominoes are familiar to almost everyone. The only thing you need to know additionally: before playing with a child 2-3 years old, remove all chips with a number of dots exceeding 4. Add the remaining chips only when the child masters the rules of the game and learns to count to four. If the child is older, then there is no need to remove anything.

With this “didactic material,” counting to twelve is quickly learned.

We put the number 2 on top and 4 on the bottom.

If we count together,

then we get... exactly 6!

(there is a limitless field for imagination here)

Immediately write down this example using numbers, however, without especially drawing attention to this process.

We play dominoes, with halves,

We put the number 2 on top, and below... we don’t know!

How much do you need to add to make it 5?

Agree, this is practically an equation! 2 + x = 5. Write it down below the picture, explaining that when we don’t know something, we write the letter x instead.

In the future, ask to teach dolls or a bunny to solve examples on addition and equations.

Games for the mathematical development of middle preschool children

Game "Correct Score".

Goals: help in mastering the order of numbers in the natural series; strengthen forward and backward counting skills.

: ball.

Description: Children stand in a circle. Before starting, they agree in what order (direct or reverse) they will count. Then they throw the ball and call the number. The one who caught the ball continues the count by throwing the ball to the next player.

Game "Who's Where".

Target: learn to distinguish the position of objects in space (in front, behind, between, in the middle, on the right, on the left, below, above).

Game material and visual aids: toys.

Description: place toys in different places in the room. Ask the child which toy is in front, behind, next to, far, etc. Ask what is on top, what is below, on the right, on the left, etc.

Game "A lot and a little."

Target: help to understand the concepts of “many”, “few”, “one”, “several”, “more”, “less”, “equally”.

Description: ask the child to name single objects or objects that are many (few). For example: there are many chairs, one table, many books, few animals. Place cards of different colors in front of the child. Let there be 9 green cards and 5 red cards. Ask which cards are more and which are fewer. Add 4 more red cards. What can we say now?

Game "Guess the number."

Goals: help prepare children for basic mathematical operations of addition and subtraction; help consolidate the skills of determining the previous and subsequent numbers within the first ten.

Description: ask, for example, which number is greater than three but less than five; what number is less than three but greater than one, etc. Think of, for example, a number within ten and ask the child to guess it. The child names different numbers, and the teacher says whether the number named is greater or less than the intended one. Then you can switch roles with your child.

Game "Counting Mosaic".

Goals: introduce numbers; learn to match quantities with numbers.

Game material and visual aids: counting sticks.

Description: Together with your child, make up numbers or letters using counting sticks. Invite the child to place the corresponding number of counting sticks next to the given number.

Game "Dot Traveler".

Goals: introduce the basics of writing numbers; develop fine motor skills.

Game material and visual aids me: checkered notebook, pen.

Description: The teacher sits down at the table, puts the notebook down correctly, and shows the child how to hold a pen correctly. Offers to play dot-traveler. To do this, you need to invite the child to put a dot in the upper right corner of the cell, then in the fourth cell of the left corner at the bottom of the notebook, etc.

Game "Reading and counting".

Goals: help to understand the concepts of “many”, “little”, “one”, several”, “more”, “less”, “equally”, “as much”, “as much”; develop the ability to compare objects by size.

Game material and visual aids: counting sticks.

Description: When reading a book to a child, ask him to put aside as many counting sticks as, for example, there were animals in the fairy tale. After counting how many animals there are in the fairy tale, ask who there were more, who were fewer, and who were the same. Compare toys by size: who is bigger - a bunny or a bear? Who is smaller? Who is the same height?

On our website you will find free math games that will help children 4-5-6-7-8-9-10-11 years old improve their arithmetic skills. Here are games for both kids who have just begun to learn to count, add and subtract, and for older children who already know how to multiply, divide and know what fractions are. Most often, solving examples is organically woven into the plot - you need to find the correct answer in order to get out of the maze or help the main character perform some action. So, in an unobtrusive and interesting way Online Games math classes teach children the essentials!
Mathematics is an important science on which almost all human life is built, and preschool flash math games help you understand this. You may not believe it, but numbers 1 2 3 4 5 6 7 8 9 and numbers play an important role in our world. Everything you come into contact with every day contains an element of counting. For example, when you go to a store, you need to count the money with which you plan to make a purchase, and the seller, in turn, needs to calculate how much change to give you. This is just one of many examples of the practical application of mathematics in life. As you can see, even if you are not a scientist who spends years on intricate drawings and formulas that can break your head, some basic knowledge of this subject will not hurt at all.

Anzhelika Antyukhova
Mathematical toy library. A selection of didactic games with mathematical content for children 4–5 years old

MATHEMATICAL GAME LIBRARY

DI "VICE VERSA"

Target: intensify the use of special terms when naming various parameters of the size of objects, replenish the child’s vocabulary.

Rules of the game:

Remember, we built houses, and then compared them, determined which ones were high and which ones were low. If we say the word "high", then what word can be named so that it shows the opposite property of an object, the opposite property?

Right. There are many words that have opposite meanings. That's what our game is called "Vice versa". Let's play? At first I will be the leader, and then you will be able to fulfill this role.

The adult picks up the ball, throws it to the child and speaks: "Short" answers: "High". The adult throws the ball again and speaks: "Long". The child catches the ball, returns it and answers: "Short".

Children really like this game, but at first they may be confused when answering (not enough vocabulary). An adult helps them, connects others children so that they can help the respondent.

At first, the leader of the game is an adult. Then, as the vocabulary is mastered and expanded, children can become leaders. The leader is determined using rhymes, which are learned in free time.

The duration of one game depends on the capabilities of the players. The adult takes this into account and tries not to overtire children. It is recommended to play the game throughout the year, gradually expanding your vocabulary game material. It can use parameters of size, weight, taste and temperature properties, time concepts, etc. For example: long - short, high - low, thick - thin, old - new, hot - cold, cheerful - sad, funny - serious, brave - cowardly, empty - full, soft - hard, light - heavy, clean - dirty, strong - weak, beautiful - ugly, etc.

COMPARISON OF STRIPES

Target: form ideas about size (length) and methods of comparison by size.

The table is being prepared. There are strips on it, different in length and color. An adult addresses children:

Guys, let's compare the stripes. What can you say about the length of these two stripes: Are they the same or different? How did you understand this? Prove it.

Children will likely demonstrate the method of application or overlay. An adult asks them to tell how to compare one strip with another. What rules should be used for correct measurement? In fact, the adult is trying to get children verbal expression of the actions of commensuration that they performed. For many, such a request will be difficult at first. However, this is quite surmountable.

The adult invites the children to help her and together tell her the rules of measurement. A lively dialogue between an adult and children arises, as a result of which rules are born that are understandable to the children and accessible for repetition. Logic in defining rules that's how it is:

1. Without precise measurements and comparison of the strips with each other, it is difficult to determine which of the strips is longer and which is shorter.

2. To compare two strips, you need to attach one of them to the other or superimpose one on top of the other (both methods are demonstrated, children reproduce the actions of an adult on their strips).

3. First, the ends of both strips are combined, leveled on one side (left). Then you need to determine whether the other two ends are aligned or aligned (the edges) stripes (on right). If the edges completely coincide, then the strips are the same, equal in length. If the edges of the strips do not match, then the stripes are different, not the same: one is longer than the other.

An adult accompanies actions with words children, comments on them, pronouncing the rules of commensuration, helps them. Asks the guys to show each other how they compared and tell what result they got (the longest strip, the shortest strip, the strips are the same, equal in length). The teacher draws the attention of his pupils to the fact that it is customary to talk during class only about business, if necessary, you need to offer your help to a friend, what is happening should be discussed in a low voice.

"LET'S CHECK YOUR ATTENTION".

As game material several items are used geometric shapes, building elements material. (Couple set first children consists of seven to eight items; further set material and the number of items will change.) After becoming familiar with the rules of the game, children are invited to play it in pairs.

Rules of the game: The presenter places several items from the set on the table, for example, five items from those prepared for the game. Child examines them carefully trying to remember. The leader silently counts to ten. Then the items on the table are covered with a napkin. The child lists the objects under the napkin. The one who correctly named all the objects gets a point (for example, a colored circle, a geometric mosaic element). The number and composition of the set of objects changes on the table. The game is repeated again.

A GAME "AS MANY".

Children lay out numbers and number cards in front of them. In the game you can use a painting depicting a landscape. On the instructions of an adult, a number card or a number is raised up, indicating the number of named objects. For example, they show with a number how many dragonflies are depicted in the picture, raise a number card with the same number of circles as butterflies, etc.

"COUNT, DON'T MAKE A MISTAKE"

The game consists of children counting out the number of toys that will be given. Tasks can be given differently each time. But first you need to guess what number is given, and only then complete the task. For example, it is proposed to count the same number of toys as there are circles on the indicated card (a card with three circles is shown).

The children count out three toys from those on the tray and place them in front of them.

Now put a number next to it. Children complete the task.

How many toys have you counted? How did you guess that you need to count three toys? What number did you put in? Why this one?

Children answer questions.

Was it difficult to complete the task - to guess that you should count out three toys? The game is called "Count, don't be mistaken", and you were right. Well done!

So, the next task such: Count out as many toys as the tambourine hits. Count the beats of the tambourine to yourself so as not to interfere with each other.

Two hits of the tambourine sound. Children put two toys aside.

You've counted out the toys, but what else needs to be added? Well done to those who guessed to put a number next to it.

An adult asks several game tasks, draws attention to those who have difficulties (but does not make comments out loud). During the game, it is advisable not to use verbose explanations and not to require this from children. The pace and success of completing tasks makes the game interesting and attractive for preschoolers.

Sample tasks: count out the same number of toys as there are pictures on the board, put a number next to it; count the same number of toys as there are nesting dolls on the table, put a number next to it; show a card with as many circles as there are doors in the room, put a number next to it; raise the number that will show how many windows there are in the room; count out the same number of toys as there are people sitting at each table, put a number next to it; raise a number that will show how many times you hit the hammer.

This game uses numbers, number cards, toys. As a demonstration material- planar images of objects, three-dimensional and sounding toys. Children can try giving assignments (this is preparation for the role of presenter). Options tasks: find a number card with the same number of circles as this number shows, put the number next to it; find a number card with the same number of circles as there are toys on the table, put the number next to it; find a number showing how many pictures are on the board, count as many toys as there are pictures on this card, put the number next to it.

If children cope with tasks easily, they can be complicate: count one more toy than there are flowers on the board, put a number next to it showing how many toys are in front of the child; count one more toy than the number of times the tambourine is hit, put a number next to it showing how many toys have been counted; Count out one fewer toys than the number of Christmas trees on the table, and put a number next to them.

Sample tasks: count out the same number of toys as the number of blows you hear, put a number next to it; count out as many toys as the cat has paws, put a number next to it; count out one more toys than this number shows, put the number next to the toys; count out one fewer toys than I clap my hands, put a number next to it. The game is organized in pairs.

“REMOVING NUMBERS ON TASK”.

I will ask you riddles. If you guessed what number I guessed, put it on the tray. So, remove the number that shows how many ears the cat has. (Children remove the number "two".) How many tails does a cat have? (Remove the number "one".) What number is left? Who can tell a poem about her or come up with a riddle? (After the poem, the last digit is also removed "three".)

Sample tasks: remove the number showing how many times a year a person has a birthday; remove the number showing how many bows Nadya has; remove the number showing how many circles are on this card; determine which number is left, whether everyone has this exact number.

Tasks can be the most different: remove the number that appears in the title of the fairy tale where the bears Mikhail Ivanovich, Nastasya Petrovna and Mishutka lived; remove the number that shows how many doors there are in the room, how many large chairs.

What number is left? Or maybe we can tell a poem about her or come up with a riddle?

“WHERE, WHAT IS?”

A child and an adult look at the room and ask each other questions friend: where is this or that object - where is the red ball, doll, cups, vase, cat, carpet, blue ball? When answering questions, the child uses prepositions and adverbs indicating location items: under, above, on, above, below, near, around, close, close, far, between, in front, in front, behind, behind (in this case, you should not ask questions regarding the location of objects to the right - to the left of the one named).

“WHAT NUMBER IS MISSING?”

The rules of the game are as follows: The child closes his eyes. The adult removes one of the numbers. The remaining numbers remain in place. Asks the child to open his eyes and determine which number is missing. If the game is easy enough, you can invite the child to use his set of numbers and raise the number that is missing, which is missing. At first, the number line, which is located in front of the child on the table, is used as a hint. Later the game is played without prompting.

"CORRECT THE ERROR".

At the signal, the child closes his eyes. An adult violates the correspondence between the number of objects and the number, using different ways: swaps numbers, removes one of the items, leaving the numbers unchanged, or adds an item to one of the groups without changing the number. At first, until the child has mastered it well enough game content, one or two mistakes are made, and then the number of mistakes can be increased. The child opens his eyes and finds a mistake.

Deceptive moves are also possible, traps: everything remains unchanged or groups of objects with their numbers change their location, but errors, i.e., a discrepancy between the number of objects and the number, do not occur. The same question is asked whether the error can be corrected. To answer it, you still have to count each group of objects and check whether the number is correct. Only after this is it possible to conclude that there is no error. Most often, when correcting a mistake, the child strives to restore the previous version, arrange objects and numbers as they stood. The adult approves the correct answer and suggests finding another way to correct the error (add the missing one or remove extra item, so that the number matches the quantity again, replace the number with another, etc.).

The game is repeated several times.

A GAME "LIVE NUMBERS".

Rules of the game: five children receive a set of numbers from one to five. Everyone takes one. A tambourine sounds. "Live" numbers scatter around the room. At the leader’s signal, all numbers are in order from one to five from left to right. The guys check if the numbers are correct. Then each digit is individually given exercise: clap your hands as many times as his number shows, recite a poem about your number, tell some riddle, jump on one leg five times, etc. "Live" the figure performs the task and passes the figure to the one who asked the task. When the composition children-the numbers change completely, the game starts again.

"CONFUSION".

Rules of the game: numbers are located on the board. The presenter asks children close their eyes. Swaps numbers. Children open their eyes and find numbers that are out of place. When restoring order, the child must not only silently move the numbers, but also say what he will move and why. For example, number "five" more than four by one, so it comes after four. Number "two" less number "three", so it comes before the number "three".

The rules of the game are as follows: Children stand in a circle. The host throws the ball to someone children and calls any number. The child who caught the ball continues to count from the named number (two more numbers) and returns the ball. The presenter again throws to someone children ball and again calls any number. Direct or reverse counting is used. Playing with the direct order of numbers is easier for children than playing with the reverse order. Although at first, preschoolers experience difficulties in this game in both cases, since it is more difficult for them to count from a given number than from one.

"LOOK AROUND" a game to develop the eye and orientation in the signs of size.

The rules of the game are as follows. The children disperse around the room and attentively examine surrounding objects, compare them with each other in different ways signs: height, width, thickness, length. At a signal from an adult, the children freeze in their places. The teacher approaches everyone and asks what he noticed. The child talks. In the answer, you need to name the sign of size and determine which object differs in size from which.

Possible answers: The dining table is higher than the doll's table; the picture hangs higher than the plate; this tassel is thicker than this one; the carpet is narrower than the carpet; Katya's hair is longer than Masha's. It is necessary to help children identify various features, compare two or three objects with each other, and clearly formulate an answer using the full name of the object, and not just pointing at it with a gesture. Sometimes an adult himself formulates an inverse relationship.

The child speaks:

The painting hangs higher than the plate.

Adult:

And the plate hangs lower than the painting.

Then the game is repeated again.

LET'S MEET YOU CHILDREN WITH NUMBERS

This is the poem S. Marshak came up with about numbers:

Here is one, or one.

Very thin, like a knitting needle.

But this figure "two".

Admire what it's like:

The deuce arches his neck,

The tail is dragging behind her.

All numbers love order, so they are lined up one after another, in a certain order. The smallest thing is ahead. And the number after it is one more, the next one is again one more, and so on ad infinitum.

Today we learned two numbers: number "one" and number "two". Which one is smaller? (Children answer.) That's right, one. So the number "one" and will be the first one on the left. (put the number 1 on the table.) Which number is greater than the number "one" for one? (Children answer.) That's right, number "two". Where should the number be? "two"? That's right, after one. Do the same.

We will introduce you to different numbers and put them in order.

But look at this,

Number stands out "three".

Three - the third of the icons -

Consists of two hooks.

The place of the number is determined "three" in numeric a number of:

Number "three" one more number "two", so it comes after the number "two". Children are asked to expand the number series.

After three come four,

Sharp protruding elbow.

Determining the place of the number "four" in a number series and explain why the number "four" comes after the number "three"(since it is one more than the number "three"). Children lay out a number line and add a number to it "four".

Using terms in speech: number and figure, an adult explains that a number is a sign of a number and, like a letter, means a sound. Number only (not a number) may be more or less than another number by one - by quantity. The numbers may differ in size (shows the number "one" large and small, number "four" small and tall, in color (shows sets of numbers in blue and red). Number "four", no matter what color or size it is, always represents a number "four".

Next comes an introduction to the numbers. "five", analyze it. Explain why the number "five" comes after the number "four": number "five" one more number "four", so five comes after four. Number "four" one less number "five", so four comes before the number "five".

Read a poem about numbers "five".

And then I went to dance

Number on paper "five".

She extended her hand to the right,

The leg was bent sharply.

(S. Marshak)

POEMS ABOUT NUMBERS, (for learning with children)

Her appearance is like a comma,

The tail is crocheted, and not secret:

She loves all lazy people

But the lazy ones are not.

(S. Marshak)

This is not a bird.

Almost straight

Number two!

Here - the neck is flexible.

Here is the body.

He bowed his head to the water.

Draw the bird skillfully.

And this will be number two.

(V. Bakaldin)

Two sisters - two hands

They cut, build, dig.

Weeds tearing up in the garden

And they wash each other.

Two hands knead the dough -

Left and right.

Sea and river water

They paddle while swimming.

(S. Marshak)

The third digit is three.

Take a good look:

This is your bike

Left a mark on the ground.

Come on, how many stripes are there?

Come on, how many wheels are there?

(S. Marshak)

It's a snake charmer

He came out with his fishing rod.

A snake dances in front of him -

Crochet tail, arched neck,

Look at the snake -

Yes, this is the number three!

(V. Bakaldin)

Look, four is a chair,

Which I turned over.

(G. V i e r u)

Made by Egorka

Cleaning with mom.

Knocked over a chair

In the apartment,

He looked like four.

(V. Bakaldin)

The new number is four.

The table is in our apartment.

How many legs does he have?

At your table?

(S. Marshak)

Four comes after three.

Let's talk about four.

Four seasons of the year -

I'm talking about them.

Winter is white and cold,

She carries fluffy snow.

Spring throws grains into the ground,

And summer works quickly.

After summer, autumn is golden

Carrying baskets of harvest.

(S. Marshak)

There are four corners in the room.

Four legs at the table

And four legs

The mouse and the cat.

Four wheels are running

They are shod with rubber.

What will you cover in two hours?

They are in two minutes.

(S. Marshak)

This is a magician-five.

You keep a close eye on her.

He will tumble - once and twice!

It will turn out to be the number two.

Interesting math games are aimed at teaching your child the basics of math. These games develop visual-figurative thinking in children, teach them to compare, introduce them to the quantitative composition of numbers, the proposed games introduce children to numbers and their digital notations, and teach them to solve simple mathematical problems.

"Who comes to visit in the morning"

A game to create a set from two subsets, to reinforce the concepts of “one”, “many”, “none”

Necessary equipment: story toys, circles of two colors: red and yellow.

◈ How we play: “Whoever goes to visit in the morning acts wisely, taram-param, taram-param, that’s why it’s morning.” Play with toys, say that guests came to us this morning and we need to treat them with apples (slices). There are apples on a plate: how many are there? (A lot.) And the guests? (Not enough.) Give out the yellow apples first and ask, “How many apples are left?” (A lot.) “Which ones?” (Red ones.) Give them out too. “How many apples are on the plate?” (Not a single one was left.) “How many apples did they give each guest? (One at a time.) “How many yellow and red apples?” (A lot of). “How many apples are there?” (There are a lot of apples, some of them are red and yellow.)

◈ To reinforce: if you are washing apples in the kitchen, offer to arrange them in plates by color. Note that there are many apples, but among them there are many, for example, green and yellow apples (a set of apples consists of a subset of yellow and green ones).

◈ When putting toys away in a box, ask the same questions.

➣ Attention: What is little, how to define it? Laugh with your child: if the candy is tasty, we say that there is not enough of it. It turns out that “little” is a relative concept.

◈ Play the game “One - Many”. “What items are there in the kitchen?” (Plates, spoons.) “And one item?” (Vase, painting, etc.) In the bathroom: one mirror, bathtub, rug, many tubes of shampoo, towels, etc. Outdoors: many houses, leaves, etc.

Button Buyer

The game teaches you to use the mediated set; develops visual-figurative thinking.

Required equipment: coat with buttonholes, buttons, circles or chips.

◈ How we play: how to buy the required number of buttons if the child does not yet know how to count? Very simple! Play out this situation: have the kid put the chips on the loops of his coat, then collect them and ask the “salesperson” in the store (an adult): “Give me the same number of buttons as I have chips.” The “seller” places each chip on a button and counts how many buttons need to be sold. And the “buyer” of the house should check whether he had enough buttons, whether he made a mistake? Switch roles.

◈ Fasten: on a sheet of paper, stick or draw two groups of geometric shapes - one under the other. Mark which is more, less or equal. Imagine with your child, imagine what the figures could be, compare butterflies and flowers, caterpillars and leaves, etc.

◈ Let’s make it more difficult: from each top figure, draw a path to the bottom figure - this is an equal sign (the sign itself need not be named).

Buttons

The game reinforces the ability to compare two groups of objects

Required equipment: buttons of different colors, sizes and shapes.

◈ How we play: everyone has buttons at home. With their help you can come up with the most different games. For example, place round buttons up (they can be of different colors and sizes), and square ones down under them. Are there equal numbers, more or less? Or put red round buttons up and blue square buttons down.

“Where did the sparrow have lunch?”

The game helps the child understand that Magnitude is a relative concept.

Necessary equipment: elephant, wolf, bear, hare, hedgehog cut out from any books, magazines, in scale they must be proportional to their actual size, five squares - “cages” for animals of corresponding different sizes.

◈ How to play: show your child pictures of a bear, a wolf and a hare, find out which animal is the largest, which is small, which is smaller, etc. They need to be put in cages of the appropriate size.

◈ An elephant was brought to the zoo. He needs to be given the largest cage. Note that the biggest was a bear, and now it is an elephant. Then the smallest animal, a hedgehog, was brought to the zoo. Pay attention to how the ratio of sizes has changed: the smallest was the hare, now the hedgehog. Compare again who is the biggest, who is the smallest, etc.

◈ Fasten: compare shoes by size: mom’s, dad’s, child’s and doll’s shoes. Change roles: the child asks, and you show. Compare anything: clothes, furniture. Don't forget about the dishes in the kitchen. What if you compare watermelon and radishes? Who is bigger: the giant or Uncle Styopa? And who is smaller: Thumbelina or the gnomes, or maybe Thumb? On the street, compare the heights of houses, trees, etc. This develops the eye.

First steps in mathematics

The game teaches you to compare two groups of objects

Necessary equipment: dolls or other toys, cups.

◈ How to play: sit five toys and place four cups in front of them. “Now we’ll treat them to tea. Why did one toy cry? How can I help her?

◈ We fix: in the future you can increase the number of toys to 10.

◈ Let’s make it more difficult: you can compare the number of objects by eye - real objects in the room, for example, glasses and cups, etc. What is more, what is less? If the child finds it difficult, stretch strings or place sticks from one object to another (this is an equal sign).

Pencil babies

The game introduces the child to the quantitative composition of numbers from units

Required equipment: colored pencils of different colors.

◈ How to play: put a pencil on the table, pay attention to the fact that there is only one red pencil. To the right of it, place another one, but of a different color. Now there are two of them: one is red, the other is green. This means that the number two consists of two ones. Place another pencil, for example yellow. Say that the number three consists of three units. Similarly, bring the score to 5-10. Remember the fairy tale about the Little Goat, who could count to 10. How he saved the animals. Emphasize: “How good it is to be able to count!” What does your child think? What if everyone who was saved by the Little Goat was depicted as circles? Stick them on and count them, and it turns out that your child is saving the heroes of the fairy tale. Praise him.

◈ Reinforce: Play the guessing game. How many units does the number 3, 4 consist of? Show numbers if the child knows them. Next time, take different toys: a car, a hedgehog, a dog, a hare, etc. The number four consists of four units (one hedgehog, one car, one dog, one hare). Count from left to right and vice versa, emphasizing that the quantity will not change. And if you put the toys in a circle, how can you remember which one you started counting from?

◈ Change roles. Encourage your child constantly.

Bang Bang

The game introduces children to numbers

Required equipment: two hares, two carrots, numbers 1 and 2.

◈ How to play: take two bunnies or other toys from a toy box and tell a story about their friendship. About how one day they received packages. One box contained one carrot, and the other contained two. Why are they not equal? Find out that on one box there is a number “1”, so there is one carrot in the box, on the other there is a number “2”, so there are two carrots in it. Introduce the children to these numbers. Don't forget to match the gifts for the bunnies so as not to offend them.

◈ We consolidate: this way you can introduce other numbers (up to 10).

◈ Write these numbers in your notebook. You can also sculpt them from plasticine.

Wise Owl School

The game teaches you to correlate the number of objects with their digital designation

Necessary equipment: cards with numbers, object pictures or toys, Wise Owl (toy or drawn).

◈ How to play: tell your child that the Wise Owl will come to visit you. Today she brought pictures and cards with numbers from 1 to 5. Show a picture on which, for example, four cars are drawn. Have your child find a card with the number “4”. Play the rest of the pictures in the same way. Can the child cope on his own, without the help of Owl? Praise him for his effort.

◈ We consolidate: we play the other way around - you show a card with the number “3”, and the child must present a picture with three apples on it, etc. Change roles: the child shows cards with numbers, and you look for the desired picture. Or maybe the Wise Owl will help him?

◈ We play the game “Tasty Numbers” in the kitchen. We take three tangerines and find a card with the number “3”, etc. Don’t forget to invite the Wise Owl - let him feast on it.

◈ What if you attach the number “1” to the refrigerator and the number “2” to the curtains? What about the rest? Think about it. Allow your child to do this. If he has an interest in numbers, he will be happy to stick them on everything he finds, what about you?

Counting tables

The game introduces ordinal counting. Required equipment: toys.

◈ How to play: place the toys in a row on the table. Tell them that the Wise Owl has come to visit you again. She will play a game with you. You need to correctly answer who is in first (second, etc.) place. We count from left to right. “Who stands between the hare and the bear?” - “There is a squirrel standing here. She is second,” etc. Please note that if toys are counted from right to left, then those toys that were first will be last.

◈ Securing: toys can be placed one after another - like a train. Are you all at home? Play train. Who will be first: mom, dad? It's up to the child to decide. Be sure to pay attention to where the count is coming from.

◈ Find out who is in second place - mother or grandmother, and who is in third? What if the last carriage becomes the locomotive? Will the ordinal score change?

◈ Are you busy in the kitchen? Play this game in a new way: put different utensils on the table - plate, cup, spoon, etc. Ask what comes first, second, third. Swap dishes. Now they are different in number.

➣ Attention: the quantitative composition is a composition of units, it does not change. And the ordinal composition can change if you count in a different direction. Don't get confused!

The engine from Romashkovo

The game introduces ordinal counting

Required equipment: chairs.

◈ How to play: place the chairs one behind the other - this is a train from Romashkov. Invite children or adults to play with you. You can sing the Little Engine song from this cartoon:

My merry locomotive passed the bridge;

He'll slow down now

He will invite you to board.

“Hey, friends, come here quickly!

Don't push at the door

Don't meow, don't bark,

Take your place quickly."

◈ Where are we going? And at least where: to the zoo, to the country house, etc. But be sure to play.

◈ We fix: toys can also go, the driver is a child.

Smart girl

The game teaches you how to solve simple problems

Required equipment: bowl of fruit.

◈ How to play: tell your child: “We have two apples in a vase, I’ll give you one. How many apples will be left? Why will there be fewer of them? Be sure to show everything with a clear example. “How can we make them more?” - The child must put one apple in the vase. Come up with similar problems for everything you have at hand. Use any situation for this: did you buy your child new shorts, the third in a row? Ask something like, “How many shorts do you have now?” Note that if we subtract, we say “remained,” if we add, we say “became.”

◈ We consolidate: you saw children sitting on the street, one left. Offer to come up with a problem about them and solve it. If the child knows the numbers, then you can write it down.

◈ Let’s complicate it: the child must come up with an oral problem himself, and you will solve it and be sure to make a mistake. Give your child the pleasure of correcting you.

Tasks of the Wise Owl

The game teaches you to solve simple addition and subtraction problems: add, subtract 2; forms visual and imaginative thinking

Necessary equipment: notebook, pencil, small items.

◈ How to play: today Wise Owl will teach you how to solve problems. Place two red and two blue circles in front of the child on the left, and two blue ones on the right. Say that these are enchanted forest dwellers. Offer to come up with a problem about them. Let the child fantasize: red circles can be squirrels and leaves. If the child cannot cope, then the Wise Owl will come to the rescue. Tell her the poem:

Little owl, big head,

She was sitting on a branch, turning her head...

◈ We fix it: we play in reverse. The child lays out circles and squares, and you solve the problems. What if you are waiting for a long time for the train and you have chalk? Or do you do laundry in the bathroom and your child helps wash the toys? Together with your child, come up with a problem about them. This will prepare your mathematician for school.

Fairytale mathematics

Necessary equipment: books of fairy tales with pictures.

◈ How we play: remember the fairy tales “Teremok”, “Kolobok”, “Turnip”. Offer to count how many heroes of the fairy tale pulled a turnip, met Kolobok, or lived in the little mansion. What if the characters in “Teremok” are compared by height and size? Who is the biggest, smallest? Who is smaller than a bear, but larger than a bunny? Etc. What if you “turn” them into circles, stick them in a notebook and sign the numbers under them? For example: a mouse is a gray circle, a frog is green, a bunny is white, a top is a large gray circle.

◈ We consolidate: remember the fairy tales of V. Suteev “Different Wheels” and “Under the Mushroom”. How could the animals hide under the mushroom, what happened to it? Why didn't the cart roll in the fairy tale "Different Wheels"? (The wheels were different sizes.) What if you sketched all the fairy tales? It will work out the whole Country fabulous mathematics.