Card index of games for a walk, aimed at developing elementary mathematical concepts for children of middle and senior preschool age

Outdoor games for children 5-7 years old according to FEMP

Pedagogical article “Formation of elementary mathematical concepts through outdoor games in children of senior preschool age”

Purpose : the article is intended for educators, teachers and parents Purpose : to introduce the relationship between mathematical concepts and outdoor games for preschoolers. Article: Physical qualities that are inherent in a person from birth must be developed from early childhood and throughout life.
Correct execution of movements has a positive effect on the child’s health. Physical education classes allow you to introduce and teach children not only general developmental exercises and basic types of movements. In physical education, children become more proactive and relaxed, so such classes are possible to consolidate and improve knowledge in the development of speech, mathematics and other areas of activity. So, to consolidate and repeat mathematical concepts, you can use outdoor games. The widespread use of game methods in teaching and education in kindergarten has a number of advantages. Play, in this case active, is a natural state, a need of the child’s body, a means of communication and a joint activity of children. The game reveals the child’s individual abilities and allows one to determine the level of his knowledge and ideas. Outdoor play is both educational and playful in nature. When selecting outdoor games, attention is paid to the degree of difficulty of the game rules and actions. When consolidating mathematical concepts, outdoor games are classified: quantitative counting, magnitude, orientation in space, orientation in time and classification of objects. At the same time, conditions are created. which allow you to increase the effectiveness of learning and consolidation of material: - the correct selection of outdoor games depending on the purpose and age characteristics; -knowledge of the characteristics of the body and the conduct of outdoor games; -use of various methods and techniques for organizing and directing outdoor games; -supporting interest, teaching children to independently organize play activities. In the process of conducting outdoor games, children practice mental calculation, the ability to navigate in space and time, compare quantities, and develop the ability to distinguish and name geometric shapes. Games are often used that include tasks for logical thinking, the development of memory, attention, thinking, and imagination. Children consolidate their understanding of quantitative counting, the connection between numbers (more or less), and develop the ability to distinguish and name geometric shapes. One of the most beloved was the game “Owl” (time orientation). The number of those caught or “frozen” is counted at the end of each game (quantitative count), “We are funny guys” (quantitative count); “Find a pair”, “Colored figures” (value); “Entertainers”, “Faster to places”, “Sly fox”, “Empty space” (orientation in space); “Day - Night”, “Fun Week”, “Continue” (time orientation) Examples of games
Outdoor game “Day and Night”. (orientation in time, part of the day) In the middle of the site, two parallel lines are marked, along which two teams line up with their backs to each other - “Day” and “Night”. In front of each of the teams there is a “house” 10–15 meters away. The presenter says the name of the team, and she runs to her house. The task of the second team is to manage to defeat the maximum number of opponents... The outdoor game “Day and Night” helps preschool children train coordination of movements, reaction, and attentiveness. The game is perfect as active entertainment in kindergarten. Parents can play with their children and their friends while walking in the yard and play outdoor games. A flat area without objects that interfere with free and safe movement is suitable for playing. At the beginning of the game, a driver is selected. He turns away from the other participants in the game and loudly announces: “Day!” The players are having fun, jumping and running around the court. According to the terms of the game, you cannot stay still. After some time, the driver says: “Night!” At this moment, the participants in the game must instantly “fall asleep” - freeze in the position in which the “night” command caught him. The driver looks around, and if he notices a player who did not have time to “fall asleep,” he loudly announces this, indicating what kind of movement he noticed. The loser becomes the driver. Children especially like to risk becoming a loser... Game “Owl” ( orientation in time, space) Children stand in a circle. One of the players goes to the middle of the circle, he will depict an owl, and all the rest will depict bugs, butterflies, birds. At the command of the presenter: “The day comes - everything comes to life!” - kids run in circles. The owl is “sleeping” at this time, i.e. stands in the middle of the circle, eyes closed, one leg bent under him. When the leader commands: “Night comes - everything freezes!”, the players stop and stand motionless, hiding, and at that moment the owl runs out to hunt. She looks out for those who are moving or laughing, and takes the guilty ones into her circle. They become owls, and when the game is repeated, they all “fly out” to hunt together. Outdoor game “Sly Fox” (spatial orientation) Purpose: To develop endurance and observation in children. Practice running quickly with dodging, lining up in a circle, and catching. Description: The players stand in a circle at a distance of one step from each other. The fox's house is outlined outside the circle. The teacher invites the players to close their eyes, walks around the circle behind the children and says, “I’m going to look for a cunning and red fox in the forest!”, touches one of the players, who becomes a cunning fox. Then the teacher invites the players to open their eyes and carefully look to see which of them is the sly fox, and whether she will give herself away in some way. The players ask in chorus 3 times, first quietly, and then louder, “Sly fox, where are you?” At the same time, everyone looks at each other. The sly fox quickly goes to the middle of the circle, raises his hand up, and says “I’m here.” All the players scatter around the site, and the fox catches them. The caught fox takes him home to his hole. Rules: The fox begins to catch children only after the players ask in chorus 3 times and the fox says “I’m here!” Outdoor game “We are funny guys” (quantitative counting) Purpose: To develop in children the ability to perform movements according to a verbal signal. Practice running in a certain direction while dodging. Promote speech development. Description: Children stand on one side of the playground. A line is drawn in front of them. A line is also drawn on the opposite side. On the side of the children, in the middle, between the two lines, there is a trap assigned by the teacher. The children say in unison: “We are cheerful guys, we love to run and jump, well, try to catch up with us. One, two, three, catch!” After the word “catch,” the children run to the other side of the playground, and the catch catches up with those running. The one who is touched by the trap before the player crosses the line is considered caught and sits down near the trap. After 2-3 runs, the caught ones are recounted and a new trap is selected. Rules: You can only cross to the other side after the word “catch”. The one touched by the trap moves aside. The one who crossed to the other side, beyond the line, cannot be caught. Options: Introduce a second trap. On the way of those escaping there is an obstacle - running between objects. Outdoor game “Two Frosts” (time orientation, quantitative calculation, comparison of two groups) Purpose: To develop inhibition in children, the ability to act on a signal (by a word). Practice running while dodging while catching. Promote speech development. Description: On opposite sides of the site, two houses are marked with lines. The players are located on one side of the court. The teacher selects two drivers, who stand in the middle of the area between the houses, facing the children. These are Red Nose Frost and Blue Nose Frost. At the teacher’s signal “Begin,” both Frosts say: “We are two young brothers, two frosts are daring. I am Frost Red Nose. I am Frost Blue Nose. Which one of you will decide to set out on the path?” All the players answer: “We are not afraid of threats and we are not afraid of frost” and run to the house on the opposite side of the site, and the Frosts try to freeze them, i.e. touch with your hand. The frozen ones stop where they were caught in the frost and stand like that until everyone else has finished running. The frozen ones are counted, and then they join the players. Rules: Players can run out of the house only after the word “frost”. Whoever runs out first and whoever stays in the house is considered frozen. The one touched by Frost immediately stops. You can only run forward, but not backward or outside the area. Options: Behind one line are the children of Blue Frost, behind the other are the children of Red Frost. At the signal “blue”, the blue ones run, and Red Frost catches and vice versa. Who will catch the most? Outdoor game “Airplanes” (spatial orientation) Purpose: to teach children to run slowly, keep their back and head straight while running, maintain a distance between each other, and develop spatial orientation. Option 1:
children run around the playground pretending to be airplanes (with their arms out to the sides).
Airplanes should not collide and break wings. The accident victims approach the teacher. After repairs, they take off again. The game lasts 2-3 minutes. Option II:
children are placed around the teacher in one corner of the playground and squat down.
These are planes at the airfield. At the teacher’s signal, the planes take off one after another and fly (slowly) in any direction, trying not to touch each other with their wings (arms extended to the sides). At the signal, the planes come in to land and take their place at the airfield. At the end of the game, the best ones who flew without accidents are celebrated. The game is repeated 3-4 times. Outdoor game “Empty Space” (orientation in space) Goal. Develop the ability to run at speed, act according to the rules of the game, and be attentive. Description: the players stand in a circle with their hands on their belts to create windows. The driver is selected. He walks around the back of the circle and says: I walk around the house and look in the windows. I’ll go up to one and knock softly. After the word “I’ll knock,” the driver stops, looks into the window opposite which he stopped, and says: “Knock-knock-knock.” The person standing in front asks: “Who has come?” The driver says his name. The one standing in front asks: “Why did you come?” The driver answers: “We’re running in a race,” and both run around the players in different directions. There is an empty space in the circle. The one who reaches him first remains in the circle; the latecomer becomes the driver, and the game continues. Outdoor game “Homeless Hare” (orientation in space, figures) Purpose: to develop children’s orientation in space. Practice fast running Game progress: a hunter and a homeless hare are selected from among the players. The rest of the players - the hares - draw circles for themselves - “their own house.” A homeless hare runs away, and the hunter catches up with him. A hare can escape from a hunter by running into any circle; then the hare standing in the circle becomes a homeless hare. If the hunter catches them, they switch roles. Duration of the game: 5-7 minutes Outdoor game “Fun Week” (orientation in time. Days of the week) Purpose: To develop children’s orientation in space and time. Reinforce knowledge of the days of the week. Develop memory and attention. Description: The teacher assigns children the days of the week. Children run around the hall. At a signal from the teacher, they line up the days of the week in a certain order. Outdoor game “Find a pair” (size, shapes) Purpose: To consolidate knowledge of geometric shapes, colors and sizes. Develop attention and memory. Description: Children are invited to choose small colored geometric shapes from cardboard. Large geometric shapes of different colors are laid out in hoops on the floor. At the teacher’s signal, the children scatter around the hall, then at the signal, each child looks for a hoop with a similar figure, the same color, i.e. couple for your figure.

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Card index of didactic games for FEMP in the preparatory group

3.23. "How much before and after"

Goal: to consolidate the idea of ​​direct and reverse sequences of numbers.

Material. Number figures with the number of circles 4, 6, 8.

Content. V. shows a numerical figure, asks to count how many circles there are on it, and name the numbers that come before or after the given number.

3.24. "Grandma's Gift"

Purpose: to teach divides into 2 equal parts.

Content. V. says: “Grandma gave Lena a bar of chocolate. A friend came to Lena, Lena wanted to treat her. What she did Correctly, children, Lena divided the chocolate bar into 2 equal parts. She gave half the bar to her friend and ate the other half herself. The girlfriends wanted to draw, but they only had one sheet of paper” (Shows a sheet of paper). What should they have done? Yes, they had to divide a sheet of paper in half, into two equal parts. Who knows how to divide a sheet of paper into 2 parts? (Whoever wants to divides). How many parts did Anya divide the sheet into? Correctly, she folded the sheet in half and divided it by 2 hours. Are these numbers equal? (The teacher folds the sheet in half and shows that the edges of the sheet coincide, which means they are equal).

V. invites one of the children to show one of the 2 equal parts and circle it with his hand. “What is the name of this part? Correctly, one of 2 equal parts is called half. How many halves are there in total? What is larger: a whole sheet or a half? (Which is smaller?) Now I will cut the foxes in half, exactly along the fold line. What did I get? How did I get 2 equal parts?

3.25. "Divide correctly"

Goal: learn to find rational ways to divide objects into 2 or 4 parts.

Material. Models of a rectangle and a square, a simple soft pencil, a checkered notebook, 2 narrow strips and 2 squares of their paper.

Content. V. addresses the children: “Put the notebooks in front of you, take them out of the rectangle envelopes. Today you will learn how to trace outlines with a simple pencil so that in your notebook you get drawings of a square and a rectangle. Look how it should be done (shows on the board). After the children trace the shapes of a square and a rectangle, they sketch them according to the model.

3.26. "Let's play with the figures"

Goal: to learn to divide objects into 2, 4 parts, to reflect in speech the result of an action and the result of division.

Materials: 2 rectangles of paper, tape, scissors; paper squares (2 each).

Content. “How to divide a rectangle into 2 equal parts?” says V. and asks someone to do it. If the child completes the task, V. explains what he did, whether the resulting parts can be called halves and why. Using the application, the child establishes the equality of the parts. V. shows the tape and says: “I will divide the tape into 2 parts (divides into 2 equal parts). Can such parts be called halves? Why? Clarifies the children’s answers: “These parts are unequal, so they cannot be called halves. We call 1 of 2 parts half only when both parts are equal. He offers one of the children to divide the second ribbon into 2 equal parts. (The child divides). “Can each of the tapes be called halves? Why? How many halves are there in the whole object? The teacher asks the children: “Divide 1 square into 2 equal parts. Show me part 1. What to call such a part? How many halves are there in total? scrap? Show both halves. Connect them as if you had a whole square and place it in front of you. What have you done? What did you get? How many times did you fold the square in half to get two equal parts? And if you fold the square in half, and then each part in half again, how many parts will you get? Divide the second square into 4 equal parts. How many parts did you get? Show 1 of 4 parts. Show 2 (3, 4) parts. Connect the 4 parts so that you get a whole square. Trace the whole square and 1 of 1 parts with your finger. What is larger (smaller): the whole square or part of it?

The main types of game-based mathematical classes in the middle group of preschool educational institutions

The variety of gaming material according to FEMP is the basis for its classification. Games differ in content, the nature of mental operations, and their focus on developing certain skills and abilities.

Depending on the type of intended activity, didactic, active and logical games based on FEMP can be distinguished.

Didactic games in mathematics in the middle group: card index (with application purposes)

A wide variety of didactic games are a universal means of developing mathematical concepts in children of the fifth year of life. At the same time, subject and verbal games are usually carried out directly during the educational lesson, while board-print games are appropriate to offer to preschoolers in their free time.

Such manuals are appropriate for teaching preschoolers in their free time.

Among the didactic games in mathematics for the middle group, the following groups can be distinguished:

• games that develop the ability to compare quantity and number (for example, “Tea Set”, “Help the turtle find his island”, etc.);
• game aids for mastering knowledge of geometric figures (“Domino of figures”, “Teremok”, “Wonderful bag”, “Mongolian game”, “Columbus egg”, “Make up triangles”, etc.);
• manuals introducing the concept of time (for example, “First and Then”);
• games that reinforce ideas about directions (right, left), the location of objects in space (“Birch”, “Labyrinths”, “Aquarium”, etc.);
• manuals that develop attention, the ability to carefully examine objects”, find similarities and differences (“Find the Differences”, “Merry Little Mice”, “Shadows of Fairy-Tale Characters”, etc.).

Let's take a closer look at some of these games.

"Help the turtle find his island." Each turtle that swims in the sea has its own house - an uninhabited island where it can relax and lie in the sun. The island number corresponds to the number of spots on the shell. The kids' task is to place each turtle in its own house. Such a game aid is appropriate to use for individual work with middle school students in their free time, and can also be included in group work in the classroom: cards are hung on the board, and several preschoolers take turns coming up and performing actions.

Didactic game on the ratio of quantity and number

"Tea-set". The principle of the game is similar to the previous version. The teacher reports that the dolls want to drink tea. To do this, they need tea pairs: in this case, the number on the cup must correspond to the number of items on the saucer.

The goal of the game is to learn how to correlate quantity and number

"Teremok". The teacher invites the children to act out a fairy tale they know. But what is unusual is that its heroes will not be little animals, but geometric figures who want to live in a beautiful house. By the way, with the help of such a fairy tale, children usually remember well the figures that are complex for their age - the trapezoid and the oval.

Dramatization game with characters - geometric shapes

"Domino figures". The play set also reinforces children's knowledge of geometric shapes. You can play it collectively (several people) in your free time.

The game reinforces the ability to distinguish geometric shapes

"First and then." For children of the fifth year of life, understanding temporal concepts is quite difficult. An exciting didactic game will come to the rescue. The children are offered pictures in which objects are depicted in their original state (a ball, a caterpillar, a spikelet, seeds, a baby, etc.).

Images of original items and objects

The left side of the card is free - you need to put what you ended up with there. For example, a little chicken grew into a big beautiful rooster, a caterpillar turned into a beautiful butterfly, a house was built from a pile of bricks, and a sunflower grew from a seed.

The pictures depict what objects and objects have become after some time.

"Aquarium". Preschoolers must name the spatial direction of the fish (swims left/right, top/bottom of the aquarium).

The first option for the location of the fish

Then another picture is shown, which shows the same fish, but they are located differently. Kids also analyze their location in space.

The second option for the location of objects

"Mongolian game". Children are offered sets of geometric shapes, from which they need to create a picture according to the proposed model (it is hung on the board).

Preschoolers make various images from geometric shapes

Outdoor games

Mathematical knowledge in the middle group is also successfully acquired if the process of cognition is inextricably linked with the motor activity of the preschooler. For example, using Dienesh blocks, a teacher can organize the game “Find your house.” Each pupil receives a figure (of a certain shape, color, size and thickness). The music turns on and the children start dancing. At the end of the musical composition, everyone must be distributed among the “houses” - run up to the table on which lies a triangle, square, circle or rectangle. Then the principle of the game changes - you need to sort by the color of the figure (yellow, red and blue) or by size (large or small figure).

Using Dienesh blocks, you can organize an exciting outdoor game with middle school students

Another active math game is “Let’s move.” The teacher hits the tambourine a certain number of times. Children carefully count the blows, and then make the same number of movements (they are agreed upon in advance - kids clap their hands, jump on the spot, etc.)

The game “Guess It” helps middle school students remember various geometric shapes. The kids form a circle, in the center of which stands a teacher with a ball. He shows a shape (for example, a red circle), and the children must say what it looks like (an apple, a tomato, etc.). The child to whom the teacher rolls the ball answers.

"Butterflies and Flowers." Cardboard flowers are laid out on the floor (according to the number of preschoolers). The teacher tells the children that they are turning into butterflies (the children flap their imaginary wings). Butterflies fly around the room to the accompaniment of music. As soon as she stops, each child must stand near the flower. At the same time, the teacher clarifies that the number of flowers coincides with the number of butterflies - they are equal. Thus, this game strengthens the ability of middle group students to compare groups of objects with each other.

Finger games or eye exercises can also have mathematical content. Kids usually love such activities very much.

"Bees"

“The fingers went out for a walk”

"Toys"

"Kitty"

Gymnastics for the eyes “Cat”

• Now the window has opened,
• The cat came out onto the ledge.
• The cat looked up
• The cat looked down.
• Here I turned to the left,
• She watched the flies.
• She stretched, smiled and sat down on the ledge.

Logic games

Mastering mathematics is, first of all, associated with the development of logical thinking. And games will again come to the aid of the kids. Let's give a number of examples.

“What will happen?” The game manual consists of logical pictures that prepare middle school students for the operations of addition and subtraction that they will have to master at an older age.

The game prepares kids for addition and subtraction

A logic game can be verbal (without using visual aids). For example, children must complete the phrase:

1. If two are more than one, then one... (less than two).
2. If Sasha left the house before Seryozha, then Seryozha... (left later than Sasha).
3. If the river is deeper than a stream, then the stream... (smaller than a river).
4. If the right hand is on the right, then the left ... (on the left).
5. If the table is higher than the chair, then the chair... (below the table).

"Guess what I see." The teacher selects a certain round (or square, triangular) shaped object in the group room and invites the children to guess it. At the same time, the kids are given hints: for example, it (the object) is rectangular, large, green (board).