Game exercise: funny figures. Game entertaining tasks for preschoolers (Mikhailova Z.A.)
The “Five Figures” series is educational and educational games, where a bright and colorful plot is made on cards of various geometric shapes.
The “Five Figures” series of games will help you, in a simple playful way, introduce your child to such complex, but important and necessary things in everyday life, as the rules of behavior at home and on the street, in public places, on the road, in emergency situations, and with the history of those around him of things. This knowledge will help your child independently navigate various life situations, become a well-mannered, cultured and educated person.
The game “Rules of Etiquette” will introduce your child to the rules of behavior in society. It is aimed at developing logical thinking, memory, attention, studying geometric shapes and broadening one’s horizons.
How to play
Lay out the cards and look at them carefully with your child. Tell him about the culture of behavior in public places. Consider each situation presented on the cards, explaining how you should behave. Then, for the large card with the plot, select two small ones, one of which depicts the correct behavior, the second - the incorrect one. If you have chosen the cards correctly, then when folded you should get one of five figures. Disassemble the figures and invite the child to independently match the cards to each other.
The game package includes:
- Large figured cards - 5 pcs.
- Small figured cards - 10 pcs.
Learning to recognize colors and shapes. We sort and count the shapes. The game is quite simple, but interesting for the youngest players! There is a locomotive and four carriages with “passengers” (silhouettes of geometric shapes), as well as additional parts of different colors (in the form of circles, triangles, squares and rectangles). Task: sort the parts (geometric shapes) and seat the appropriate number of “passengers” in each carriage " By the way, please note: the figures differ not only in shape and color, but also in “facial expression.” And this is already an acquaintance with some emotions - also a very important simulator. For personal use only!
A game for children who have just begun to learn about geometric shapes.
The archive contains 4 cards with images of a sheep, a fish, a snail and a turtle,
on which figures of different sizes are located.
Cards with geometric shapes should be cut out and offered to the child.
Correctly fill in the blank spaces in the picture.
Also, geometric shapes differ in size (from smaller to larger)
and color (from light to dark).
Compiled by: limush
Goal: to familiarize children with five geometric shapes and their names.
How to play: Together with your child, consider geometric shapes: circle, oval, triangle, square, rectangle.
Show your child colorful pictures with birds, look at them, and remember what they are called.
Now the birds need to be hidden from wild animals, i.e. put all the geometric shapes into pictures,
so that they coincide with those drawn.
You can come up with any course of the game yourself.
The game includes large cards with silhouettes of pictures and small cards with drawings of objects.
Before starting the game, look at the large cards with silhouettes to see what (who) they look like.
For each form of a large card, you need to select a pair - an object with the same size and external outline.
Let the child start with silhouettes that are familiar and understandable to him and then try to match all the pairs in the game.
The goal of the game is to teach the child to group objects according to shape. You can play for attentiveness and speed of pairing.
Compiled by: limush
Program content
Develop the ability to measure the length of objects using a conventional measure.
Demo material. Cards with numbers 8 and 10, 3 hoops, a set of circles, triangles, squares of different sizes (large and small) and colors (red, blue, yellow), 2 cards depicting problem models (see Fig. 61), an hourglass with at intervals of 1 and 3 minutes, chips, 2 pictures depicting nesting dolls, different from each other (see Fig. 60).
Handout. Checked notebooks, 2 sets of cards with numbers and arithmetic symbols, pencils.
Guidelines
Children are divided into 2 teams.
Part I. Didactic game "Find the differences." Each team has a picture of nesting dolls (see Fig. 60).
Rice. 60
The teacher invites the children to find the differences between the nesting dolls within 3 minutes (puts on an hourglass).
After the time is up, the teams take turns calling out the differences. For each correctly found difference, the teacher gives the team a chip. The team with the most chips wins.
Part II. Game exercise “Create a task for friends.”
On the teacher’s desk there are 2 cards depicting models for addition and subtraction problems (see Fig. 61).
Rice. 61
The teacher invites each team to choose a model and use it to create a problem for the other team within 1 minute (an hourglass is installed).
Teams present their tasks and justify the correctness of their composition. The teacher evaluates the results of the work using chips.
Teams solve problems, write down their solutions using numbers and arithmetic symbols, answer questions about problems, and discuss the correctness of the solution. For correctly solving the problem, the teacher gives the team a chip.
Part III. Game exercise “Draw and measure lines.”
In the notebook, children determine the starting point for a new task by counting down 4 cells from the previous task.
The teacher gives each team a card with a number indicating the number of cells in the segment (8 and 10), and asks them to draw a segment of the appropriate length.
The teacher clarifies: “How many cells are in your segment? What is the length of the segment? Children lay out the answer on the board using the numbers 8 and 10. Then he gives the task: “Divide the segment into parts equal to two cells. How many pairs of cells fit into the length of the segment? (In a segment there are eight cells - four pairs, ten cells - five pairs.)
The called children post their answers on the board using cards with numbers.
The teacher asks: “Why did we get a different number of pairs of cells?” (The lengths of the segments vary.)
The correctness of the task is assessed with a chip.
Part IV. Figure relay (Dyenes blocks).
In front of the teams on the floor are three hoops crossed with each other.
Each hoop contains a set of figures: in the first hoop there are yellow circles, triangles and squares; in the second hoop there are squares of different sizes and colors; in the third hoop there are large squares and triangles (red, yellow, blue).
The teacher asks the children questions: “What figures are in the hoops? How are the figures in each hoop similar? How are the figures in each hoop different?”
Next, a relay race is held: which team will fill the “windows” faster. The first team puts large and small yellow squares in the “window”, the second – large squares of different colors. (“What figures will be in the empty “windows”?”) Children justify their actions.
Lesson 2
Program content
Practice your ability to navigate on a sheet of squared paper.
Develop the ability to consistently name the days of the week, months and seasons.
Develop attention, memory, logical thinking.
Didactic visual material
Demonstration material. Pictures depicting the seasons, cards with numbers and arithmetic signs.
Handout. Checked notebooks with a picture of a number line (see Fig. 62), cards with numbers and arithmetic signs, pictures “Light the lamp” (see Fig. 64), colored pencils, 2-3 sets of cards with numbers from 1 to 7.
Guidelines
Part I. Game exercise “All year round”.
On the table are pictures depicting the seasons.
The teacher says: “Name the seasons. (Autumn winter spring Summer.) Remember the names of the months of autumn (winter, spring, summer).”
Children are divided into 4 teams.
The teacher gives each team a task: to collect pictures with a certain time of year, determine which months are depicted on them, and arrange them in order. After completing the task, children name the seasons and their months.
Part II. Game exercise “Number line”.
Children's notebooks contain an image of a number line (see Fig. 62).
Rice. 62
The teacher says: “All numbers live on the number line. Each number has its own place. Look at the ruler and name the numbers on it. What number comes after the number three? What number comes before the number five? What number is between the numbers seven and nine?
The teacher draws the children’s attention to the picture on the board (see Fig. 63) and explains: “The boy walked to his friend and counted the steps. Each cell on the number line represents one step. First he took three steps, and then two more steps. (Circles the corresponding number of cells with two arcs from above.) Make up a problem about a boy.”
Rice. 63
The teacher listens to the variants of the tasks, together with the children chooses a correctly composed task and determines its structure (condition, question). Circles the total number of cells below (3). Children repeat the entire problem and solve it using a number line in their notebook:
With a red pencil, mark the number of “steps” that the boy took first (3 cells), and put a vertical line;
With a red pencil, mark the number of steps that the boy took later (2 cells), and put another vertical line.
The child is on the board, and the other children on the table lay out the solution to the problem using numbers and arithmetic signs and read the entry. Children answer the question of the problem and justify the solution.
Part III. Game exercise “Light the lamp.”
Children have pictures “Light the lamp” (see Fig. 64). The teacher invites the children to look at them and clarifies: “Which lamps should be turned on? (Chandelier, floor lamp, table lamp.) From each switch, use a colored pencil to draw a cord to the corresponding lamp.”
Rice. 64
Children check with each other whether the task is completed correctly.
Part IV. Game exercise “Live Week”.
Children are divided into teams of 7 people, each of them takes cards with numbers from 1 to 7 and determines their day of the week.
The teacher reads a poem. As the days of the week are named, the children line up to form a week.
It's a pity there are only seven days a week -
Emelya has a lot of things to do:
INMonday
on the stove
Wipes the bricks.
Doesn't get bored inTuesday
-
He weaves a muzzle for the elephant.
Tongue flails atWednesday
And he hits his neighbor.
After the rain inThursday
He sets off fireworks.
Friday
- hard day:
The shadow casts over the fence.
ANDSaturday
not Saturday:
He's hunting for flies.
But the seventh day will come -
He will tilt his hat on one side.
BecauseSunday
-
This is a holiday and fun:
And, lying down on the stove,
Emelya eats rolls!
In general, life is difficult for Emelya.
If there were eight days a week -
Then he would have time
Do a lot of important things!
A. Usachev
Each team names the days of the week. Children begin to move in a circle to the music. With the end of the music, they form a new week from the day given by the teacher and name its days. The game is repeated 2-3 times with cards changed within the team.
Lesson 3
Program content
Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.
Practice your ability to navigate on a sheet of squared paper.
Develop attention, memory, logical thinking.
Didactic visual material
Demonstration material. Colored pencils, a sample maze (see Fig. 66), a number line, 2 plot pictures with 8–10 differences.
Handout. Checked notebooks with images of two number linesconsisting of 10 cells (see Fig. 62), pencils, pictures of labyrinths (see Fig. 66).
Guidelines
Part I. Game exercise “Make the pictures similar.”
There are 2 pictures on the board. The teacher invites the children to look at them, find the differences between them and complete the drawing of the object so that they become similar.
Part II. Game task “Drawing a task.”
The children have checkered notebooks with the image of two number lines. The teacher asks: “How many cells are there on the number line?” (Ten cells.)
Children mark with an arc on the number line, first 4 cells, and then another 5 cells (they check the correctness of the task with the example on the board). Based on the drawing, a record is made for the future task using numbers and arithmetic signs.
Children read the entry, the called child lays it out on the board. Based on the notes, children create a task. The teacher listens to the problem options. Children, together with the teacher, justify the correctness of their composition, solve and answer the questions of the problem, and explain its solution.
On the second number line, children use arcs to mark 9 cells (top) and 5 cells (bottom left). Then they compose and solve a subtraction problem in the same way.
Physical education minute
The teacher reads the poem and performs the appropriate movements together with the children.
Point your finger at the hare(Clench your right hand into a fist and straighten your middle and index fingers.)
a book,(Place two open palms side by side.)
Nut.(Clench your fist.)
index finger
Everything is known best.(Stretch your index finger up, bend and straighten it.)
The exercise is repeated 2-3 times with a change of hands.
Part III. Game exercise “Hide the figures.”
From the previous task in the notebooks, children count down 4 cells. The teacher gives them a new task: “Draw a square with a side equal to two cells. Step back three squares and draw another similar square. Continue drawing squares until the end of the line."
After completing the task, he asks the children: “Which figure have we already hidden in the square?” (Circle.)
The child on the board, with the help of the teacher, shows how to fit a circle into a square. Children complete the task in their notebooks.
The teacher invites the children to think about what other figure can be hidden in the square. (Triangle.) Shows how to fit a triangle into a square: the upper side of the square must be divided in half and put a dot, and then connect it with straight lines to the lower left and lower right corners of the square (see Fig. 65).
Rice. 65
The teacher asks the children where the third side of the triangle is hidden. (To the side of the square.)
Children count down two cells from the previous task and draw squares in a line at a distance of two cells from each other and inscribe triangles in them.
The teacher evaluates the work, and the children draw the corresponding suns.
Part IV. Game exercise “Looking for the path to the house.”
Children have pictures with images of labyrinths (see Fig. 66). The teacher suggests looking at the path diagram on a graphic drawing and drawing the road to the house in accordance with the diagram. The called child performs the task based on the example and comments on his actions.
Rice. 66
Lesson 4
Program content
Continue to teach yourself how to compose and solve addition problems within 10.
Practice your ability to navigate on a sheet of squared paper.
Develop the ability to create objects of complex shape from individual parts according to imagination.
Develop attention, memory, logical thinking.
Didactic visual material
Demonstration material. A number tape with numbers from 1 to 20 written on it (some of them are missing), cards with numbers and arithmetic signs, two number lines on the board.
Handout. Notebooks with images of two number lines (without arcs) and geometric figures (see Fig. 67–69), pencils, cards with numbers and arithmetic signs, sets of geometric figures and counting sticks, sheets of paper.
Guidelines
Part I. Game exercise “Find the missing numbers.”
Children look at the number tape, identify the missing numbers, and take turns filling in the empty boxes with number cards. Then the numbers are called in forward and reverse order.
Part II. Game exercise “Petya in the kingdom of Mathematics.”
The teacher tells the children: “Petya can return from the kingdom of Mathematics when he completes the problem. He composed the following problem: “I ate Napoleon cake and eclairs. How many cakes did I eat?“ Clarifies: Is it possible to solve Petya’s problem? Why can’t it be solved?” (There are no numbers in the problem.)
The children help Petya formulate the problem correctly: “I ate one Napoleon cake and eight eclairs. How many cakes did I eat in total?”
Children determine the structure of the problem and solve it using a number line in a notebook: first, they mark the first number with an arc on top and put a card with the corresponding number, then they mark the second number with an arc on top and put a card with a number (see Fig. 67).
The called child works on the board.
Rice. 67
Children answer the question of the problem, write down and read its solution.
Petya is asked to create another subtraction problem. He makes up: “I ordered nine cakes and ate eight of them.” (There is no question in the problem.)
Similar work is being carried out (see Fig. 68).
Rice. 68
Physical education lesson “Humpty Dumpty”
The teacher reads a poem, and the children perform the appropriate movements:
Humpty Dumpty hung on the wall(Children raise their hands up.)
Humpty Dumpty fell in his sleep.(Lean forward and down and wave their arms.)
Nobody can Humpty Dumpty
Raise Humpty Dumpty.
Nobody can Humpty Dumpty
Raise Humpty Dumpty.
The exercise is repeated 2-3 times. Part III. Game exercise “Let’s help Petya draw figures.” Children's notebooks depict geometric figures (see Fig. 69).
Rice. 69
The teacher asks the children: “What figures should I draw? How many cells are missing between the figures?
Children draw the figures to the end of the lines. The called children take turns drawing one figure on the board.
Part IV. Didactic game “Make a picture”.
Children, in pairs, lay out invented pictures on sheets of paper using geometric shapes and counting sticks. Upon completion of the task, they talk about their work.
Lesson 5
Program content
Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.
Practice your ability to navigate on a sheet of squared paper.
Strengthen the ability to form a number from two smaller ones and decompose it into two smaller numbers within 10.
Develop attention, memory, logical thinking.
Didactic visual material
Demonstration material. Ball, key, envelope, sample key on a checkered board (see Fig. 71).
Handout. Checked notebooks with a sample drawing (see Fig. 70), pencils, cards with numbers and arithmetic signs, workbooks.
Guidelines
Part I. Game exercise “Guess the number.”
The children stand in a semicircle. The teacher takes turns throwing the ball to them and gives them tasks: “Name the number that the following numbers make up: five and two, two and four, five and three, four and six. Name the numbers that make up the number three. (One and two, two and one.) Name the numbers that make up the number five (seven, nine).”
Part II. Game exercise “Make up a problem.”
In their notebooks, children determine the starting point for completing the task: count down three cells from the drawn task.
The teacher suggests: “Draw a segment ten cells long. Count six cells on it and connect them with an arc from above. Count out three more cells and also mark them with an arc from above. Below, mark the total number of cells with an arc. What arithmetic operation can you create a problem for?” (For addition.)
Children make up tasks. The teacher listens to the options for tasks and, together with the children, chooses one of them. Children discuss its solution, write it down using numbers and signs, read the entry and answer the question of the problem.
The teacher gives the children the following task: “Move down four cells from the number line and draw a segment ten cells long. Count out nine cells and connect them with an arc from above. From the last cell of the arc, count four cells to the left and connect them with an arc from below.”
Similar work is being carried out on composing and solving subtraction problems.
Part III. Game exercise “Drawing a fortress.”
Children have sample drawings in their notebooks (see Fig. 70).
Rice. 70
The teacher discusses with the children the sequence of drawing and offers to continue drawing the fortress without taking their hands off the paper. Then he asks the children to draw the key to the fortress, which is hidden in the envelope. Children retreat from the task down 5 cells, mark a dot and draw keys according to the teacher’s model.
Rice. 71
Part IV. Game exercise “Connect objects and numbers” (workbook, p. 16).
Children complete the task according to the teacher’s instructions: “Fill out the number line. Connect the objects on the cards with the corresponding numbers with lines.”
Children take turns naming the objects, their quantity and the corresponding number.
Lesson 6
Program content
Continue to teach yourself how to compose and solve problems involving addition and subtraction within 10.
Practice your ability to navigate on a sheet of squared paper.
Strengthen ideas about three-dimensional and flat geometric shapes.
Develop attention, memory, logical thinking.
Didactic visual material
Handout. Cards showing the layout of tables in a group indicating the place of each child (see Fig. 72), workbooks, checkered notebooks with a sample drawing (see Fig. 73), pencils.
Guidelines
Part I. Game exercise “Find your place.”
Children have cards with diagrams of the arrangement of tables in the group (see Fig. 72). On the cards, a dot marks the place of each child:
Rice. 72
The teacher invites the children to look at the cards and determine on which side the row in which their table is located is located, which table is in order in the row, on which side their place at the table is. After completing the task, several children tell where they are sitting.
Part II. Game exercise “Let’s make a problem” (workbook, p. 9, task B).
The teacher invites the children to create a task based on the recording. Listens to options for problems and, together with the children, chooses one of them to solve.
Children determine the structure with which arithmetic operation they will use to solve the problem, solve it and write the answer in an empty cell.
The teacher draws the children's attention to the following entry (example for subtraction).
The work is carried out in the same way.
Part III. Game exercise “The sea is agitated.”
Children's notebooks contain a sample drawing (see Fig. 73).
Rice. 73
The teacher invites the children to first draw the waves by dots, and then draw the waves themselves.
Children look at the following drawing (see Fig. 74).
Rice. 74
The teacher clarifies: “What is shown in the picture? What geometric shapes is the boat made of?
Educational institution: MBDOU No. 1 "Bank" aul Khakurinokhabl Republic of Adygea
Brief job description:
Publication date: 2017-04-26 Summary of the lesson at the preschool educational institution “Math minute “Funny Figures” Bedanokova Taibat Zaurbievna Developing children's understanding of geometric shapes, instilling the ability to distinguish objects by height, developing the skill of orienting to verbal instructions and step-by-step implementation with the help of a teacher are the goals of this lesson.
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Summary of the lesson at the preschool educational institution “Math minute “Funny Figures”
Goals:
educational:
- develop children’s ideas about geometric shapes;
- instill the ability to distinguish objects by height;
- develop the skill of focusing on verbal instructions and step-by-step implementation with the help of a teacher;
- activate attention processes.
educational:
— development of skills to interact with other people;
— instilling interest in voluntary activities;
Equipment:
— manual “Steamboat” (individual sets for distinguishing objects by height);
— individual sets for geometric lotto: a card with images of figures, a triangle, a circle, a square cut out of cardboard.
Progress of the lesson
I. Organizing time.
Emotional mood of students for joint activities.
Exercise “Palms”.
Children stand in a circle.
Educator:
— Hello children! Let's shake each other's hands and smile at each other!
II. Main stage.
Children are invited to take their seats.
1. Didactic game “Geometric Lotto”.
Cards and plates with figures are laid out on the tables.
Educator:
— Guys, let's sit down nicely and place our hands correctly on the tables. Look what's on your tables? (Cards)
— Figures are drawn on them. Does anyone know what figures are shown on the cards? (Triangle, circle, square)
- That's right, it's a triangle, a circle and a square.
The teacher shows images of geometric shapes and asks to repeat the names of the shapes (individually, in chorus).
Educator:
— Each of you has a plate with figures with which we will cover the same drawn figures on the cards.
− Show me where the square is drawn? Take the same shapes from the plate and cover the squares with them.
− Show me where the circle is drawn? Take the same figures from the plate and cover the circles on your playing field.
− Show where the triangle is drawn. Take the same shapes from the plate and cover the triangles.
— Well done kids, everyone’s cards are covered with figures from a plate.
2. Exercise “Steamboats”.
Educator:
— Guys, let's sit down nicely and place our hands correctly on the tables.
— Look what I have in my hands. It's called a steamboat. It has pipes.
— Let's make the sound of a steamship humming. ("U-U-U-U")
— Now everyone will make their own steamboat. We put the pipes out of the bags on the table.
— Now let's find the lowest pipe. ( The correctly selected pipe is placed in the steamer, in the direction from left to right)
— Now, let's see: what is the next tallest pipe? We need the lowest pipe that is left on the table. (An individual appeal is made to the children: show the low pipe)
All pipes are gradually inserted into the steamer.
— Children, you have collected your ships. Show it all together:
— the lowest pipe;
— the tallest pipe.
III. Final part.
Educator:
— Children, what geometric shapes did we talk about today? (Triangle, circle, square)
— What did we assemble the ship from? (From the pipes)
— Children, you are all great!
. .Games and exercises for children 4-5 years old
(For each age group, games that have been tested in working with children are indicated. Games recommended for one age group can be used with children of other ages, in other ways)
1. Example
Games for composing a whole from parts (geometric figure, image) and for recreating silhouettes from sets of geometric figures.
These include “Make a Picture” games, magnetic figures, geometric mosaics, etc. Specially made sets of geometric figures (squares or triangles) are also material for such games.
Purpose. Development of children's sensory skills and abilities, analytical perception. Children learn to distinguish geometric shapes, to compose from them any image, picture, geometric figure according to a model, the instructions of the teacher, or according to their own design.
Management consists in the direction of practical actions to recreate a figure or silhouette, implement a plan (compose a conceived figure, picture), children’s mastery of practical ways of placing figures in space, combining one with another, and developing a plan. Children are invited, in an individual or collective game, organized like a didactic one, to compose a picture according to a dissected, contour model, without a model, according to plan (Fig. 73).
2. Example
Game exercises “Complete the drawing”, “Complete the construction”
Geometric shapes, for example circles of different sizes, are depicted on sheets of paper at a distance from one another. The child must complete the drawing and complete the image of an object that has a round shape in its structure. Children draw a snowman, tumbler, girl, doll, hare, clock and more complex shapes. Similar exercises consist in attaching other shapes to a geometric figure taken as a basis, for example a triangle, to obtain a silhouette: a Christmas tree, a house, a flag, a ship, etc.
Purpose. Development of children's geometric imagination, spatial concepts, consolidation of knowledge about geometric shapes and their properties. Development of a game concept, skills to set and implement a game task.
Management. The teacher invites the child to name objects that have in their structure the geometric figure depicted or suggested by him, then compose or finish drawing what interests him, and not repeat the work of his comrades. The teacher involves children in evaluating their work, emphasizes their diversity, and highlights the most successful ones.
3. Example
Games and exercises with colored counting sticks
From these, children create various images, geometric shapes, and simply modify them. Tasks are given with subsequent complication. Children first make up object images from sticks: houses, boats, simple buildings, pieces of furniture, then geometric shapes: squares, triangles, rectangles and quadrangles of different sizes and with different aspect ratios, and then again various object images, but based on preliminary analysis, division of a complex shape with the selection of geometric shapes in it. Geometric figures are now used as a template to determine the shape of objects. It is possible to compose geometric figures according to instructions, according to conditions, from a certain number of sticks, and an elementary transformation of the composed figures. Divide a rectangle of 6 sticks into 2 equal squares with one stick, a square of 4 sticks into 2 equal triangles, rectangles.
Game exercises are organized at the initiative of the children, in small subgroups, each of them actively acting practically.
Purpose. Development of spatial concepts, consolidation of knowledge about the properties and distinctive features of geometric shapes.
Management. The teacher works in such a way as to encourage children to demonstrate independence and originality in the process of creating images, to activate children’s thoughts with leading questions, and to ensure the implementation of the plan.
4. Example
Logic problems
“Find the mistake”, “Which figure is next”, “Which figure is extra here and why”, “Find what is different” (Fig. 74.) these tasks are depicted graphically on tables, grouped by type, and provided to children for free use. It is possible to organize games and activities with a subgroup of children. The teacher takes the leading role.
Purpose. Development of logical thinking, the ability to prove the correctness of a decision, refute an incorrect one, and reason.
Management. Gradually complicate logical tasks: from finding an error, a pattern in 3-4 alternating figures to increasing their number and nature. Use a system of questions to analyze tasks: “Look at and name the image on the table. How are the objects different, what is the same about them? Which figure should be drawn next and why? Trace the figures with your finger, and then say which one is the odd one out.”
In the mathematical development of preschoolers, an important teaching tool is widely used - play. However, it becomes effective if it is used “in the right place, at the right time and in the right doses.”
Most often, didactic games and exercises are used to reinforce ideas about geometric shapes. Let's look at the most interesting of them.
Games for younger preschoolers.
Game "Geometric Lotto". To play the game you will need cards with geometric shapes (single-color outlines) depicted in a row. The cards have a different selection of figures. On one - a circle, a square, a triangle; on the other - circle, square, circle; on the third - triangle, triangle, circle; on the fourth - square, triangle, circle, etc. In addition, each child has a set of geometric shapes of the same size as the outline images on the cards (two shapes of each shape in different colors).
At the beginning of the lesson, the child lays out all the figures in front of him. The card lies on the table in front of him. The teacher shows the figure, invites the children to find the same one and lay it out on the cards so that they match the ones drawn.
Depending on the knowledge and skills of the children, the game is simplified or complicated (there may be more or fewer pieces).
Game "Place in boxes." This game uses boxes with outline images of figures, and circles, squares, and triangles of different colors and sizes.
The task for the children is to put things in order and put all the figures into boxes. Children first look at the boxes and determine which one should put what in them. They then put the shapes into boxes, matching their shape to the outline image.
In this game, children learn to group geometric shapes, abstracting from color and size.
Game "Find your house." Children are given geometric shapes that differ in color and size. In three hoops in different corners of the room on the floor lie a circle, a square and a triangle.
“In this house all the circles live,” says the teacher, “in this house there are all the squares, and in this house there are all the triangles.” When everyone has found their houses, the children are invited to “take a walk”: run around the group. At the teacher’s signal (strike the tambourine), everyone finds their house, comparing their geometric figure with the one in the house. The game is repeated several times, with the teacher changing the houses each time.
Game "Find a Pair". On the table there are mittens cut out of paper, on one of which, for example, a circle and a triangle are depicted, on the other - a circle and a square, on the third - two triangles, etc. Each of the children also has one mitten; they must find a pair of mittens for themselves, guided by the picture.
Game "Find your figure." The teacher makes a box out of cardboard, in which triangular, round, and square holes are cut. The purpose of the lesson is to teach children to distinguish and correctly name geometric shapes.
The teacher divides the children into two groups: some have geometric shapes selected according to the slots on the box; others have envelopes with images of a circle, triangle, square. 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, guided by the images on their envelopes.
In such a game, cognitive communication between children necessarily arises, due to which the speech activity of the players appears. For example, it is always important for a child not only whether he found his figure correctly, but also whether his friend found the figure correctly. At the same time, children see each other’s mistakes very well: “What are you taking? You have a triangle!” or “This, take this! You see: here is a square and here is a square.”
All such games are valuable because children are faced with only a game task, and only the teacher organizing the lesson knows that this or that program material is being learned.
Games for middle-aged children.
The game “Wonderful Bag” is well known to preschoolers. It allows you to examine the geometric shape of objects and practice distinguishing shapes. The bag contains models of geometric shapes. The child examines them, feels them and names the figure he wants to show.
You can complicate the game if the presenter gives the task to find a specific figure in a wonderful bag. In this case, the child sequentially examines several figures until he finds the one he needs. This version of the job runs slower. Therefore, it is advisable for every child to have a wonderful bag in his hands.
The game “Wonderful Bag” can also be played with models of geometric bodies, with real objects that have a clearly defined geometric shape.
Game “Who will see more?” 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. Children are asked to name as many different figures as possible that were on the flannelgraph. To prevent children from repeating the answers of their comrades, the leader can listen to each child separately. The one who remembers and names the most figures wins, he becomes the leader. Continuing the game, the leader changes the number of pieces.
Game "Find the same one." The children have cards in front of them that depict three or four different geometric shapes. The teacher shows his card (or names, lists the figures on the card). Children must find the same card and pick it up.
The game “Look Around” helps to consolidate ideas about geometric shapes and teaches you to find objects of a certain shape.
The game is played as a competition for individual or team championship. In this case, the group is divided into teams.
The presenter (it can be a teacher or a child) suggests naming objects that are round, rectangular, square, quadrangular, the shape of objects that do not have corners, etc. For each correct answer, the player or team receives a chip or a circle. The rules stipulate that you cannot name the same object twice. The game is played at a fast pace. At the end of the game, the results are summed up and the winner with the most points is named.
The game “Geometric Mosaic” is intended to consolidate children’s knowledge about geometric figures, develops the ability to transform them, develops imagination and creative thinking, teaches them to analyze the way parts are arranged, compose a figure, and focus on a pattern.
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. To compose an image of an object from geometric shapes: work from a ready-made dissected sample, work from an undissected sample, work according to conditions (assemble a human figure - a girl in a dress), work according to your own plan (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. At the end of the game, children analyze their figures, find similarities and differences in solving the constructive plan.
One of the options for the game can be to complete tasks of varying complexity at the request of the children individually.
Children's knowledge about geometric shapes is also consolidated in outdoor games. Game "Find your house." Children receive one model of a geometric figure and run around the room. At the leader’s signal, everyone gathers at their house with a picture of a figure. You can make the game more difficult by moving the house.
Children are taught to see geometric shapes in surrounding objects: a ball, a watermelon - a ball; plate, saucer, hoop - circle; table cover, wall, floor, ceiling, window - rectangle; square scarf; scarf - triangle; glass - cylinder; egg, zucchini - oval.
Such tasks can be recommended. Children are given several subject pictures. The teacher or child takes out one of the geometric shapes at random from a wonderful bag and names it. Whoever has objects in the picture that are close to this shape (round, oval, square, rectangular, quadrangular) raises a card.
Another task. There is a picture hanging on the board, which depicts many different objects (houses, vehicles, toys, sports equipment, fruits, vegetables, furniture, dishes, etc.). Children hold models of geometric shapes in their hands. The teacher points to one of the objects. The guys determine what shape a given object is, show the corresponding geometric figure and name other objects of the same shape in the picture.
Exercises for recognizing and naming geometric figures, as well as for recognizing shapes in different objects, can be carried out during drawing, modeling, appliqué classes, during observations and excursions into nature, as well as outside of class, using the board games “Dominoes” beloved by children, "Geometric Lotto", etc.
Games for recreating figurative and plot images from geometric shapes for children of senior preschool age.
A special place among mathematical entertainments is occupied by games for creating planar images of objects, animals, birds, houses, ships from special sets of geometric shapes. Sets of figures are not selected arbitrarily, but represent parts of a figure cut in a certain way: a square, rectangle, circle or oval. They are interesting for children and adults. Children are fascinated by the result - composing what they saw on a sample or what they had in mind. They are involved in active practical activities to select a way to arrange figures in order to create a silhouette.
Game "Tangram"
"Tangram" is one of the simplest games. They call it “Cardboard Puzzle”, “Geometric Constructor”, etc. The game is easy to make. A square measuring 8X8 cm made of cardboard or plastic, equally colored on both sides, is cut into 7 parts. The result is 2 large, 1 medium and 2 small triangles, a square and a parallelogram. Using all 7 parts, tightly attaching them to one another, you can create many different images based on samples and according to your own design (Fig. 1).
The success of mastering the game in preschool age depends on the level of sensory development of children. Children should know not only the names of geometric figures, but also their properties, distinctive features, master the methods of examining forms visually and tactile-motor, and freely move them in order to obtain a new figure. They must have developed the ability to analyze simple images, identify geometric shapes in them and in surrounding objects, practically modify the figures by cutting them and composing them from parts.
Consecutive stages of mastering the game "Tangram" in a group of children of senior preschool age.
The first stage is familiarization with the set of figures for the game, transforming them in order to create a new one from 2-3 existing ones.
Target. Exercise children in comparing triangles by size, making new geometric shapes from them: squares, quadrangles, triangles.
Material: children have sets of figures for the game "Tangram", the teacher has a flannelograph and a set of figures for it.
Progress. The teacher invites the children to look at a set of figures, name them, count them and determine the total number. Gives tasks:
Questions for analysis: “How many large triangles of the same size are there? How many small ones? Compare this triangle (medium size) with a large one and a small one. (It is larger than the smallest one and smaller than the largest one available.) How many triangles are there and what size are they?” (Two large, 2 small and 1 medium sized.)
2. Take 2 large triangles and make them up in sequence: square, triangle, quadrangle. One of the children makes figures on a flannelgraph. The teacher asks to name the newly obtained figure and say what figures it is made of.
3. Make the same shapes from 2 small triangles, placing them differently in space.
4. Make a quadrilateral from large and medium-sized triangles.
Questions for analysis: “What figure will we make? How? (Let’s attach the middle one to the large triangle or vice versa.) Show the sides and angles of the quadrilateral, each individual figure.”
As a result, the teacher generalizes: “You can make different new shapes from triangles - squares, quadrangles, triangles. The shapes are attached to one another on the sides.” (Shows on the flannelgraph.)
Target. To train children in the ability to create new geometric shapes from existing ones according to a model and design.
Material: for children - sets of figures for the game "Tangram". The teacher has a flannelgraph and tables with geometric figures depicted on them.
Progress. Children, having examined the figures, divide them according to the teacher’s instructions into 2 groups: triangles and quadrangles.
The teacher explains that this is a set of figures for a game, it is called a puzzle or tangram; so she was named after the scientist; who invented the game. You can create many interesting images.
Make a quadrilateral from the large and medium triangles.
Make a new shape from a square and 2 small triangles. (First - a square, then - a quadrangle.).
Make a new figure from 2 large and medium triangles. (Pentagon and quadrilateral.)
The teacher shows the tables and asks the children to make the same figures (Fig. 2). Children consistently make figures, tell how they made them, and name them. The teacher compiles them on a flannelgraph.
The task is given to compose several figures according to the children’s own ideas.
So, at the first stage of mastering the game "Tangram", a series of exercises are carried out aimed at developing in children spatial concepts, elements of geometric imagination, at developing practical skills in composing new figures by attaching one of them to another, the ratio of the sides of the figures in size. The tasks are modified. Children make new figures according to a model, an oral assignment, or a plan. They are asked to complete the task in terms of presentation, and then practically: “What figure can be made from 2 triangles and 1 square? First say it, and then make it.” These exercises are preparatory to the second stage of mastering the game - composing silhouette figures based on dissected samples (a silhouette figure is an objective flat image made up of parts of the game). The second stage of working with children is the most important for them to learn more complex ways of composing figures in the future.
To successfully recreate silhouette figures, you need the ability to visually analyze the shape of a planar figure and its parts. In addition, when recreating a figure on a plane, it is very important to be able to mentally imagine changes in the arrangement of figures that occur as a result of their transfiguration. The simplest type of analysis of a sample is visual, but it is impossible without a developed ability to see the proportional relationship of parts of a figure. The player is forced to look for a way to compose (arrange the component parts) a silhouette figure from geometric figures, based on analysis data, in the process of testing various planned composition options.
Games for composing silhouette figures based on dissected samples (the second stage of work) should be effectively used by the teacher not only for the purpose of practicing the arrangement of parts of the composing figure, but also in introducing children to visual and mental analysis of the sample.
Children are shown a dissected sample (hare) (Fig. 3) and the goal is explained: to create the same one: Despite the apparent ease of “copying” the method of spatial arrangement of parts, children make mistakes in connecting the figures on the sides, in proportion. The errors are explained by the fact that children of this age are unable to independently analyze the arrangement of parts. They find it difficult to determine and name the relative sizes of components and dimensional relationships.
So, instead of a large triangle, children can place a medium-sized one and notice the mistake only after an adult indicates. Thus, based on the characteristics of the analysis and practical actions of children, it is possible to determine the content of the work at the second stage of the development of games: this is the children’s assimilation of the plan for analyzing the presented sample, starting with the main parts, and the expression of the method of connection and spatial arrangement of the parts.
The analysis is followed by composing exercises, focusing on the image. The sample is not removed; children can refer to it again in case of difficulty. It should be made in the form of a table on a sheet of paper and equal in size to the silhouette figure obtained as a result of compiling a set of figures for the game from the children’s existing set. This makes it easier in the first lessons to analyze and compare (check) the reconstructed image with the sample. In subsequent lessons, as you gain experience in composing figures, there is no need to adhere to this rule.
A more complex and interesting activity for children is recreating figures based on contour patterns (undivided) - the third stage of mastering the game, which is accessible to children 6-7 years old, subject to their training (Fig. 4).
Reconstructing figures using contour patterns requires visually dividing the shape of a particular figure into its component parts, that is, into the geometric shapes from which it is composed. It is possible provided that some components are correctly positioned relative to others, and their proportional relationship in size is observed. Reconstruction is carried out during the selection (search) of a composition method based on a preliminary analysis and subsequent practical actions aimed at testing various ways of relative arrangement of parts. At this stage of training, one of the main tasks is to develop in children the ability to analyze the shape of a planar figure based on its contour image, combinatorial abilities.
When moving from composing silhouette figures from dissected samples to composing from samples without indicating the component parts, it is important to show children that it is difficult to compose a figure on a plane without first carefully examining the sample. Children are asked to compose 1-2 silhouette figures based on contour patterns from among those that they previously compiled using dissected samples. The process of drawing up a figure takes place on the basis of the formed representation and the visual analysis of the sample carried out at the beginning of the lesson. Such exercises provide a transition to recreating figures using more complex patterns.
Considering that it is difficult for children to accurately indicate the location of the component parts in the analyzed undivided sample, it is necessary to invite them to carry out a tentative analysis of the sample. In this case, everyone analyzes the sample independently, after which several options for the location of parts are heard, the correctness or incorrectness of which the teacher does not confirm. This encourages practical verification of the results of a preliminary analysis of the arrangement of parts in the composed figure, and the search for new ways of spatial arrangement of component elements.
Games on composing silhouette figures using samples are followed by exercises in composing images according to your own ideas. During the lesson, children are asked to remember what flat figures they learned to make and compose them. Each of the children makes 3-4 figures in turn. These activities also include an element of creativity. When conveying the shape of some silhouette figures, children reproduce the general outlines of the form, and the constituent elements of individual parts are arranged somewhat differently than was previously done according to the model.
In games for independently inventing and composing silhouette figures, children, having decided to compose any image, mentally, in terms of representation, divide it into its component parts, correlating them with the shape of tangrams, and then compose it. Children come up with and create interesting silhouette figures that can be used to supplement the stock of samples for the game "Tangram".
Puzzle game "Pythagoras"
(The "Pythagoras" puzzle is produced by industry with a set of samples attached to it)
When working with children 6-7 years old, play is used to develop mental activity, spatial representation, imagination, ingenuity and intelligence.
Description of the game. A square measuring 7X7 cm is cut so that 7 geometric shapes are obtained: 2 squares of different sizes, 2 small triangles, 2 large ones (compared to small ones) and 1 quadrilateral (parallelogram). Children call this figure a quadrangle (Fig. 5).
The goal of the game is to compose 7 geometric shapes - parts of the game, flat images: silhouettes of buildings, objects, animals.
The set for the game is represented by figures. Therefore, the game can be used by the teacher in teaching children in the classroom in order to consolidate ideas about geometric figures, ways of modifying them by composing new geometric figures from 2-3 existing ones.
Introducing children to the game "Pythagoras" begins with familiarizing themselves with the set of figures that will be required for the game. It is necessary to consider all the geometric shapes, count them, name them, compare them by size, group them, selecting all the triangles and quadrilaterals. After this, invite the children to make new ones from the set of figures. From 2 large and then small triangles, make a square, a triangle, a quadrilateral. In this case, the newly obtained figures are equal in size to those in the set. So, from 2 large triangles a quadrilateral of the same size is obtained, a square equal in size to a large square. We need to help children notice this similarity of figures, compare them in size not only by eye, but also by superimposing one figure on another. After this, you can make more complex geometric shapes - from 3, 4 parts. For example, make a rectangle from 2 small triangles and a small square; from a parallelogram, 2 large triangles and a large square - a rectangle.
Taking into account the experience accumulated by children in the process of mastering the game "Tangram", the teacher, when teaching a new game, uses a number of methodological techniques that promote children's interest in it, helping children quickly master a new game, while showing creativity and initiative. During the lesson, the teacher offers children samples to choose from - dissected and contour. Each of the children can choose a sample at will and make a figure. The teacher points out that it is more difficult and more interesting to compose a silhouette figure according to a model without indicating the component parts. In this case, you need to independently find a way to arrange the parts (Fig. 6).
In the process of guiding children’s activities in drawing up silhouette figures, the teacher uses a variety of methods to help maintain children’s interest and stimulate active mental activity.
1. If it is difficult to create a silhouette figure based on an undivided model, offer the child a sample indicating the location of the 1st and 2nd parts of the game from the given 7 parts. The child arranges the rest independently. Thus, the silhouette of the fungus indicates the location of one of the large triangles. In the house there is a large square and a triangle (Fig. 7). In this case, the solution to the problem of composing a figure is partially suggested to the child by an adult. This affects the effectiveness of composing figures; the process of finding a way to arrange them becomes shorter and more successful. Children can place parts of the game directly onto the pattern.
geometric figure thinking preschooler
2. An adult, observing the process of the child making a figure, confirms the correct location of the individual parts of the game.
For example, in the course of drawing up a silhouette figure of a triangle, depending on the progress of the search for the spatial arrangement of parts, the teacher points out the correct location for triangles or squares (Fig. 8). In this case, the child operates with fewer figures, arranging them independently. This also affects the success of the task.
3. Analyzing the sample, the teacher invites the child to look at it and think about how the parts of the game are located in it. Allow him to draw on paper the arrangement of the parts or make markings directly on the sample, on a board with chalk. The use of graphic techniques and practical ways to find ways to arrange figures makes the analysis more accurate. Children quickly guess the method of arrangement and give their own options for composing the silhouette figure.
4. After examining the sample, i.e. visual-mental analysis of it, the teacher asks the child to talk about the way the figures are arranged. At the same time, he emphasizes that he checks his guess practically, each time discarding the wrong solutions. Such an analysis is possible under the condition of developed analyzing perception, flexibility and mobility of thought, and constant orientation towards the image of the composed silhouette figure. A persistent search for new ways to combine figures leads the child to a positive result.
5. A positive assessment of the activity of searching for a way to arrange figures, carried out by children practically, mentally or in a combination of mental and practical actions, is important: encourage, approve the manifestation of intelligence, perseverance, initiative, the desire to come up with and compose a completely new figure or partially modify the sample.
6. As children master the methods of composing silhouette figures, it is appropriate to offer them tasks of a creative nature, to stimulate the manifestations of ingenuity and resourcefulness. The silhouette figures, newly invented and compiled by the children, are sketched in an individual album.
During classes, children of senior preschool age (5-7 years old) quickly master games for recreating figurative, plot images from special sets of figures, which become for them one of the means of filling their leisure time.
