card index of outdoor games “Movable Mathematics”
Description: Each player on the team is given one chip - a cap. You need to run to the landmark by completing tasks (bending around the pins, jumping over pigtails), and place the lid on the circle; you only need to put four caps in the circle.
Rules: complete the task quickly, run to the button, put the lid on correctly. The team that completed the task faster and more correctly wins.
Options: five caps per circle, six, seven,...
Relay "Skyscrapers"
Tasks: practice running with a task; consolidate the ability to group objects by a certain quantity.
Equipment: soft rings according to the number of children, 30 cm in diameter.
Description: Each child has a soft ring. You need to twist the ring on your hand, run to the landmark and put the ring in any column (four, five each) as indicated on the cards next to it.
Rules: run quickly, spin the ring without dropping it and place the ring according to the instructions. The team that completes the task faster and more correctly wins.
Relay "More by one"
Tasks: practice jumping and comparing numbers.
Equipment: cards with numbers, two for each child, numbers for the task.
Description: Children are formed into teams, each with a card with a certain number. You need to jump like a snake around the pins, on your left foot (2m), take a card with a number, one more, (according to the task) and jump back on your right foot.
Rules: Jump to the landmark on the left foot, back on the right foot. Be careful in completing the task. The team that completes the task faster and more correctly wins.
Relay "More, Less, Equal"
Objectives: Practice balance, jumping, and comparing sets using a mathematical sign.
Equipment: For two teams: gymnastic board, 4 pcs. braids, 2 pcs. landmark, scoreboard with team numbers - 4.
Description: Children are formed into teams. Each relay participant runs to the landmark on the gymnastics board, jumping over a moat of braids, flips through the board with numbers, stands between them and shows a sign with his hands.
Rule: quickly reach the landmark, having completed the task, correctly show the comparison. Go back and pass the baton with a clap on the hand.
Relay “Your Number”
Objectives: practice jumping on fitballs, consolidate the quantitative counting of objects and correlating it with a number.
Equipment: cards with a quantitative drawing for each child, cards with numbers, fitball - balls, landmarks.
Description: Each player is given cards with a quantitative design (five flowers, one butterfly, three bees,..), each team is given a fitball. You need to jump on the ball to the landmark and take a card with a number that matches your drawing.
Card index of outdoor games in mathematics for children 4-5 years old card index in mathematics (middle group)
Card index of outdoor games
mathematics
for children
middle preschool age
QUANTITY AND ACCOUNT
Game "Who will find a flower for the butterfly"
The teacher places paper flowers in the group. Their number should correspond to the number of children playing. Then he gives one butterfly to the children. Clarifies how many butterflies each child has.
Children must find a flower nearby and plant their butterfly on it. The teacher checks whether the task was completed correctly. Specifies what is more (less): flowers or butterflies.
Game "Bear and Bees"
Children sit on chairs - bees sit in their hive houses. The teacher says: “Tanya is a bee, Ira is a bee, Valya is a bee, Sveta is a bee. How many bees do we have? “A lot of bees,” the children answer. “Seryozha will be a bear,” says the teacher and asks: “How many bears?” - “The bear is alone.” Bees fly across the clearing. As soon as the bear leaves his den, the bees fly to their houses (sit on chairs). “Here the bees flew into the clearing: one bee, another bee, another bee - many bees. There were a lot of bees, a bear came - the bees got scared and scattered to their houses. There is one bee in this house, one bee in this house and one bee in this house. How many bees are there in each house? - "One". - “The bear didn’t catch the bees and went to sleep.”
The game is repeated several times. The teacher fixes the children's attention on the concepts of “one”, “many”.
For this game, you can make a hat for the bear and the bees or use outline images. After the game, the attributes are removed, paying attention to where there is one object and where there are many: “Here is one hat, another, another, and together there are many.”
Game "Planes"
GOAL: to consolidate the concepts of “one”, “many”.
There are small airplanes of two or three colors on the chairs.
Educator. You are all pilots. Lena is a pilot, Kolya is a pilot, Ira is a pilot. How many pilots do we have? Children. A lot of.
Educator. This is an airfield. There are planes there. How many planes are there at the airport? Each of you will take a plane. How many planes did Zhenya take? How many planes did Ira take? The red planes took off. Now the yellow planes are flying. All the planes took off. How many planes?
Children. Lots of planes.
Educator. Red planes are landing. (Children with red airplanes sit on chairs.)
Then, at the teacher’s signal, the remaining groups of planes land. During the game, the teacher constantly draws the children’s attention to the number of planes: “How many planes do Kolya, Ira, Zhenya have in their hands? How many planes are there? How many landed? How many took off? How long does it take to sit down?
Train game
PURPOSE: exercise in finding objects in the environment: one and many.
Toys based on the themes “Zoo”, “House of Crockery”, “House of Toys” are placed in different places of the room. Children, standing one after another, form a locomotive and carriages. The train is ready to depart.
The teacher asks how many locomotives and how many carriages there are. The signal sounds and the train starts moving. Arriving at the zoo, he stops.
The teacher asks:
“What animals live in the zoo? How many are there?”
Children call: “One bear, one lion, many monkeys.” The train sets off again. Next stop is near the House of Crockery. Children tell what kind of dishes are sold, how many pieces of dishes are sold for: “Many plates, many cups, one saucepan, one ladle, one vase, one jug, many spoons, many forks.” The third stop is near the Toy House. Game continues.
Game "Butterflies and Flowers"
GOAL: establishing equality between two groups of objects
On the floor, at a short distance from each other, one row below the other, there are flowers. There are as many of them as there are children in the group.
The teacher invites all children to imagine themselves as butterflies. Let several children say that they are “butterflies”. How many butterflies? A lot of.
The butterflies flew away. Children, waving their winged arms, “fly” around the room. On the signal: “Butterflies land on flowers!” - each child should stand near a flower lying on the floor.
The teacher clarifies: on this flower there is a butterfly, on this flower there is a butterfly, on this flower there is a butterfly.
- What is more and what is less: flowers or butterflies?
- As many flowers as there are butterflies. The “butterflies” rested and flew again.
The game is repeated 2-3 times. During the game, you need to put (remove) 1-2 more flowers so that the result is not equal. And then ask the children what is more: flowers or butterflies.
Game "Sparrows and the car"
Children - “sparrows” sit in their “nests” - hoops lying on the floor in 2 rows at a short distance from each other. In the opposite corner of the room, a child stands with a steering wheel in his hands - he is a car driver.
Educator. You are sparrows. Each “sparrow” has its own nest.
The “sparrows” flew out of their nests, flapping their wings and flying.
Educator. A car leaves the garage. The "sparrows" fly away to their nests.
The car returns to the garage. Educator. Did all the sparrows have enough nests? What more? Less of what? Maybe equally? Children answer questions and the game is repeated.
Game "Fast Train"
Build a train from chairs placed in a row.
There may be as many players as there are carriage chairs, or more or less. Passengers walk along the platform, preparing to depart. A beep sounds. Passengers take their seats. The teacher, together with the children, finds out whether there is enough space for everyone, compares what is more or less: carriages or passengers. Having determined what is more, less, equally, the children set off on their journey. The train rushes to another station, stops - passengers get off. The game starts again.
The teacher can remove, add the number of carriages, so that every time they compare there is a new situation for the children. In such games, it is better if there are one more objects than there are players. This will avoid conflict situations and will not upset the children.
Game "Cat and Mice"
Exercises children in establishing equality and inequality between two groups of objects.
For the game, mouse holes are prepared - chairs that stand in two rows, one row opposite the other. Mice children are placed in holes. The cat is sleeping. The mice came out of their holes and went for a walk. At the signal: “The cat is coming!” - all the mice hide in holes. The teacher asks: “How many mice? How many cats? Did all the mice find the holes? What is more, less, equally, as much, how much?” (Children answer different questions.) The cat is sleeping again, the mice are going out for a walk again. (The teacher changes the number of holes, removes or adds one chair.) If the cat caught one mouse, compare how many holes and mice there are. The cat lets go of the mouse, it takes up its hole; Now there are as many minks as there are mice, there are as many mice as minks.
Game "Fisherman and fishes"
Helps to consolidate the concepts of “one” and “many”, contributes to the formation of skills in establishing equality-inequality between two groups of objects.
There are chairs in a circle; there are as many of them as there are children. The chairs are pebbles at the bottom of the river, behind which the fish will hide. One child is a fisherman. He sits on the shore with a fishing rod. The fish swim freely. At the signal: “The fisherman is coming!” - the fish swim away and hide behind the stones. The teacher says: “A fish hid behind this pebble, and a fish hid behind this pebble. There are as many pebbles as there are fish. What is more, what is less: fish or pebbles? After the children answer, the game is repeated.
Game "Birds"
Forms the ability to establish equality and inequality between two groups of objects.
Each bird child makes a house for himself by laying out a cord in the form of a circle. The nests are arranged in two rows at a short distance from one another. Birds fly, enjoy the sun, sing their songs. Suddenly the wind blew up, the weather turned bad, and it was going to rain. The birds hid in the houses. Teacher: “There is a bird in this nest, in this nest there is a bird.” Children, looking at the opposite row, compare nests and birds, establish what is more, less, equally.
The games “Butterflies and Flowers”, “Beetles and Dragonflies”, “Horses”, etc. are also held.
Game "Bunnies and Wolf"
You will need hoops to play. Their number must correspond to the number of children.
Children stand in their hoops, lying on the floor in two rows at a short distance from each other. The teacher tells the children that they are “bunnies.” Everyone has their own “hole”, their own house. There are as many “minks” as there are “bunnies”. The “bunnies” jumped out of the “minks” to play on the grass. The signal sounds: “The wolf is coming!”
The “bunnies” get scared and run to hide in their “holes”. The "wolf" returns to the forest. The teacher asks:
- How many bunnies? How many minks? What is more (less)?
The children answer and the game repeats.
"Into the forest to pick mushrooms"
Purpose of the game: to form in children ideas about the number of objects “one - many”, to activate the words “one, many” in children’s speech.
Progress of the game: we invite children to the forest to pick mushrooms, find out how many mushrooms are in the clearing (a lot). We suggest picking one at a time. We ask each child how many mushrooms he has. “Let's put all the mushrooms in a basket. How much did you put in, Sasha? How much did you put in, Misha? How many mushrooms are there in the basket? (a lot) How many mushrooms do you have left? (no one).
"Bugs on the leaves"
Purpose of the game: to develop children’s ability to compare two groups of objects based on comparison, to establish equality and inequality of two sets.
Progress of the game. The teacher says: “Children, look how beautiful the bugs are. They want to play with you, you will become bugs. Our bugs live on leaves. Each bug has its own house - a leaf. Now you will fly around the clearing, and at my signal you will find yourself a house - a leaf. Bugs, fly! Bugs, into the house! Did all the bugs have enough houses? How many bugs? How many leaves? Are there equal numbers? How else can you say it? The bugs really enjoyed playing with you.” Next, we repeat the game, establishing “more, less” relationships, while learning to equalize sets by adding and subtracting.
FORM
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.
““All the circles live in this house,” 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 the object"
Reinforces the name of geometric shapes and the ability to find an object of the desired shape in the environment. Children have one figure each. The teacher gives the task to go around the room and find some toy or object of the same shape. After which the child explains why he brought it.
"Let's collect beads"
Goal: to develop the ability to group geometric shapes according to two properties (color and shape, size and color, shape and size), to see the simplest patterns in the alternation of shapes.
Equipment. There is a long ribbon on the floor, on it, from left to right, in a certain alternation, figures are laid out: red triangle, green circle, red triangle, etc.
Children stand in a circle, in front of them are boxes with multi-colored geometric shapes. The teacher suggests making beads for the New Year tree. He points to a tape with laid out geometric shapes and says: “Look, the Snow Maiden has already started making them. What shapes did she decide to make the beads from? Guess which bead is next.” Children take two of the same figures, name them and begin to make beads. They explain why they lay out this particular figure. Under the guidance of the teacher, mistakes are corrected. Then V. says that the beads have scattered and need to be collected again. He lays out the beginning of the beads on the tape, and invites the children to continue. He asks which figure should be next and why. Children choose geometric shapes and arrange them in accordance with a given pattern.
VALUE
Game "Close the doors in the houses"
For each child, a house with a rectangular slot for a door is cut out of paper (cardboard). The child is given two doors, one of which exactly covers the slot in the house, the other is much narrower. Bunnies live in the houses, the figures of which can be cut out using a paper stencil.
Bunnies walk through the forest, play happily.
Suddenly a wolf appears (a toy or bibabo toy - the teacher brings it in). Frightened, the bunnies hide in the houses. But the doors are still open, and the bunnies ask the children to save them from the wolf - to close the door so that the wolf cannot get through it. Children accurately select the right width of the door.
During the game, the words “wide” and “narrow” are not spoken. Only at the end, when all the doors are already closed, does the teacher praise the children for choosing the right door, the one that is wider. “What could have happened if we had taken another door? - asks the teacher. “She wouldn’t even have blocked the entrance to the house, and the wolf would have been able to catch up with the hare.” You can invite the children to put the doors one on top of the other and see again which one is wider and which one is narrower.
Game "Cars"
There are long and short strips of the same width on the table.
The teacher invites the children to take one strip each. These are the “numbers” of the cars. And the gates are garages. Let the guys imagine that they are all “cars”, each with their own “number”. "Cars" will drive around the city. But as soon as the presenter says: “Cars, go to the garage!” - everyone must find their own garage and move into it. To do this, you need to attach the “number” of your car to the “number” on the gate. If the “numbers” are the same in length, you can move in.
During the game “Cars”, show the children an illustration. Ask them questions to help them make sense of what is happening.
The game is repeated 2 times.
Game with a pyramid “Find the same ring”
The children sit down at the table. The teacher removes the rings from one pyramid and lays them out on the windowsill, tables, closet... Then he gives the children one ring from the paired tower and asks them to find the same rings.
The teacher observes the children, helping them in difficult cases. Having picked up a paired ring, the children sit at the table and explain where they found it.
When everyone is seated, the teacher asks first to give him a couple of the largest rings. Those who have the largest rings string them onto the rods of both pyramids. The next pairs of rings are strung in the same order. And so on until both pyramids are collected.
Game "Stream"
There are two long parallel ropes on the floor. The distance between the ropes is 40 cm.
The teacher invites the children to imagine that it is a stream. The guys must jump over it without getting their feet wet. Whoever stumbles and falls into the water will no longer be able to jump; he will sit on the grass (on the carpet) and dry his feet in the sun.
The children come to the stream and jump over it.
When all the children have jumped over, the teacher continues: “It’s very rare for a stream to be so smooth. In fact, it bends - in one place it becomes wider (spreads the ropes apart), and in another it becomes narrower (moves them a little). This is what the trickle has become. Where it is narrow, it is easy to jump, but where it is wide, it is difficult. And in this place the stream became shallow, and pebbles were visible at the bottom.” The teacher draws them with chalk on the floor and shows how to cross them. Children climb over stones.
“Now let’s try to cross here,” the teacher points to a wide place in the stream. “The stream is deep, we’ll have to build a bridge.” He places a bench across the stream. All the children cross the stream on the bench.
Finishing the game, the teacher asks the children to tell how they crossed the stream in a wide (or narrow) place. If a child finds an original solution, be sure to encourage him and tell other children about it.
Game "Bubble"
Children and their teacher form a circle. Everyone says together: “Blow up, bubble, blow up big, stay like that, but don’t burst.”
Then they begin to move back and hold hands until the teacher says: “Burst, bubble!”
At a signal, the children release their hands and, squatting, say: “Clap.”
After which the guys again hold hands and move to the center of the circle, saying: “Sh-sh-sh.” The bubble deflates.
Try to comment on what is happening with your children: “The bubble first inflated, increased, and then burst and decreased.”
The game is repeated 2-3 times.
In individual work, when consolidating existing ideas about height, it is good to use building materials, various construction kits from which houses of different heights, towers, etc. are assembled.
To reinforce ideas about the size of objects, you can use various toys and pictures. For example, compare the length of the ears of different animals (hare and wolf), the length of tails (fox and bear), the length of beaks (crane and goose), and the length of neck (giraffe and cat). Or make short and long trains from children's railroad cars, lay out wide and narrow paths from cubes (one for cars, the other for pedestrians), etc.
Orientation in space
Games with a hanging ball promote the understanding of the concepts of up and down. A ribbon is clamped into a ball consisting of two halves. It is hung on a crossbar above the child's height. The teacher invites the children to swing the ball, then, unnoticed by them, raises the ball higher. Children reach out with their hands, but cannot reach. The teacher explains: “The ball is too high to reach, but now I’ll lower it down so you can swing it.” As soon as the children begin to swing the ball, the teacher picks it up again and asks: “Where is the ball, why don’t you play with it?” Then he clarifies: “The ball is at the top, and now it will be at the bottom again.”
To fix spatial directions, you can use another
"Harvesting"
Purpose of the game: to develop children’s ability to compare two objects by size, to activate the words “big, small” in children’s speech.
Progress of the game. The teacher says that the bunny has grown a very large crop, now it needs to be harvested. We look at what has grown in the beds (beets, carrots, cabbage). Let's clarify what we will use to collect vegetables. The teacher asks: “What is the size of this basket? What vegetables should we put in it?” At the end of the game, we generalize that the large basket contains large vegetables, and the small basket contains small ones.
Game "Where the bell rings?"
Children stand in a semicircle and close their eyes. The teacher walks in a circle, stopping in turn at each child, and rings the bell first to the left, then to the right of him, then above, then below. The child determines which direction the sound is coming from. Having opened his eyes, he can first show the direction with his hands and then name it.
Game “Wherever you go, you will find”
There are toys hidden in the room. The teacher gives the children the task: “Go forward. Stop. If you go to the right, you will find cars, if you go to the left, you will find a bunny. Where will you go?
The child points and names the direction. He goes in this direction and takes the toy.
The game is repeated several times with different children
Game "Tell me where we put it"
First option. One of the children closes his eyes. The rest hide the toy (object) on the table, under the table, on the closet... At a signal, the child opens his eyes and begins to look for the toy. Having found her, he explains where she was.
Second option. The players agree that they will tell where the object was placed. For example, “The ball is under... the ball is behind...”, etc. The child must look in the direction indicated by the other children. After he finds the object, the leader changes.
Asks children to be careful, attentive and follow all actions according to instructions- Our path is not close,
We will travel by train. Each of you will be the driver of your own train. You choose the route yourself and move to the music. As soon as the music stops and you hear the name of the station, you need to immediately rush to the named station.
Asks the children to pick up a picture of a train. Music is playing.
— Red Square station.
Invites the children to take their seats (everyone is seated on chairs) and pays attention to their posture.
The teacher says a word and throws a ball to one of the children; The child must catch the ball, say the word with the opposite meaning, and throw the ball again to the teacher.
Back and forth,
up down,
far close,
high - low,
big small,
loud quiet.
- You completed this task, although it was difficult.
Offers to do a warm-up.
- I see that your arms, legs, eyes are tired. Let's do a warm-up.
Mouth, nose, head,
Ears, cheeks, forehead, eyes, (we just show ourselves with our own hands)
Shoulders, upper arms, neck, chest (we clap on the shoulders, stroke the neck and tap the chest with our fingers)
Don’t forget something (we spread our arms to the sides)
Hands-hands - clap-clap, (clap your hands with your hands)
Feet-feet - stomp-stomp, (also stamp your feet)
Once here and once there (turns head left and right)
This is no, but this is yes. (head gestures “no” and “yes”)
Asks the children to pick up a picture of a train and hit the road.
— We get on the train and hit the road.
Music is playing.
— Green Triangle station.
- Look, guys, there's someone here. Who is this? (two teddy bears of different sizes).
— Are the bear cubs the same size?
- Show me the big bear.
—What size is the second bear?
He offers to sit next to the cubs on the carpet.
- Guys, look how the cubs are thinking. Mother bear asked big Mishutka to put the big cubes into a box, and little Mishutka to put the small cubes into another box, but this task turned out to be difficult for the cubs. Let's help them.
Asks the children to pick up a picture of a train and hit the road.
— We get on the train and hit the road.
Music is playing.
— Blue Circle station.
— We traveled a lot and did not notice how evening came. What time of day comes after evening? Each of us has to occupy some kind of house. And they are all different. So that you know which one to check in, I will give you a document of the same color. (distributes squares of different colors) Glues “roofs” of different colors onto the chairs.
— When it’s day and the sun is shining, the children go out and walk. And when it’s night, they quickly run to their house.
At the signal “night” the children occupy the “houses”. The teacher checks the documents. The game is played several times, the teacher changes the location of the houses.
— The night passed quickly. It's time for us to hit the road again.
Asks the children to pick up a picture of a train and hit the road.
— We get on the train and hit the road.
Music is playing.
— Yellow Oval station.
He asks you to stand around the table, on which there are two plates. There are pictures on them.
They are divided into two parts: geometric shapes, images of various objects. Select objects to match the geometric figure, explaining your choice: - - The Christmas tree looks like a triangle, it is triangular in shape.
The game continues until all items are matched to the samples.
- Guys, let's look around and find objects that look like a square, a triangle, a circle.
Draws attention to the large white ball.
- Guys, look, it seems to me that this is not just a ball, but a ball with a surprise. How do we know this? Let's close our eyes and count out loud to 5.
The ball bursts and candy and small balls fall out of it. Among them is a hint where the gifts from the Mathematics Fairy are located.
Asks the children to pick up a picture of a train and hit the road.
— We get on the train and go to our kindergarten..
The role of the didactic game in the FEMP lesson in the preparatory group
A child is an explorer who discovers the surrounding space for himself. The main goals of educators and teachers are to find an approach and direction to the study of individual subjects.
With a properly set up pedagogical process, children at a young age can effortlessly master the material necessary to study and develop their thinking.
Important! The more prepared a preschooler is, the more successful and understandable his school years will be.
The main problem of our time is efficiency in the development of abilities. Children with high intelligence are able to perceive material better and are more self-confident. Mathematics is of great importance in development. In this subject, thinking develops faster than in others.
The concept of mathematical features consists of the idea of shape, time, and magnitude. These skills serve to develop concepts about life and science.
Mastering the material
Additional pedagogy has a large number of teaching materials. They are aimed at intellectual development.
The influence of family upbringing on the formation of a child’s personality
For effective learning of the material, there are didactic games in mathematics in the preparatory group. Their methodology is quite accurately described in the works of E. I. Udaltsova and F. Frebel. The main advantage of these games is training. They stimulate the development of imagination and intelligence, which is the basis of the task of learning.
In a game for children, the main task is to be active, get results, and win.
The main thing for children in a didactic game is gaining new knowledge.
With well-organized training, the level of development of preschool children is determined at the beginning of the year. Then comes the planning of further work:
- identification of interest and creative task;
- development of logic and thinking;
- determining the ability to compare, summarize and analyze;
- identifying abilities to determine mathematical connections.
Taking these components into account, long-term planning is created, the main goal of which is to generalize mathematical concepts.
Types of activities
Using the example of the game “Mushroom Picking” according to E. I. Udaltsova, it is possible to form such connections as “one” and “many”. In this game, children learn concepts such as circle, square, triangle. The main task is to determine the type of figures.
"Travelers in the Forest"
FEMP exercises on the topic “Travelers in the Forest”:
- Age category: middle group.
- Task: correct identification of figures.
- Methodological techniques: conversation, explanation.
Progress of classes:
- Who came to us?
- Bunny.
- He invites us to take a walk in the forest. We'll go to the forest on a train, but we don't have wheels.
- The wheel is a circle.
- We're riding a train through the forest. Fir trees grow in the forest. They come in high and low. You need to show your hands higher and lower.
- Let's move on, stop. There is a chest. It needs a key. The lock is made in the form of a triangle. This means that the key should also be in the form of a triangle.
- There is a small doll in the chest. The doll is sad. Why?
- The doll's beads fell apart. We need to help her collect them all.
- When putting on beads, the guys must name the colors of the beads.
- At the end of the lesson, the guys summarize what they did together.
