A surprisingly easy way to teach your child mental math. Math Games Using Computational Techniques

In preschool age, the foundations of the knowledge a child needs in school are laid. Mathematics is a complex subject that can present some challenges during schooling. In addition, not all children are inclined and have a mathematical mind, so when preparing for school it is important to introduce the child to the basics of counting.

In modern schools, the programs are quite rich, and there are experimental classes. In addition, new technologies are increasingly entering our homes: many families are purchasing computers to educate and entertain their children. Life itself demands knowledge of the basics of computer science. All this makes it necessary for a child to become acquainted with the basics of computer science already in the preschool period.

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

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

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

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

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

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

Comparing objects: more - less, wider - narrower, higher - lower;

Fundamentals of computer science, which are still optional and include an understanding of the following concepts: algorithms, information coding, a computer, a program that controls a computer, the formation of basic logical operations - “not”, “and”, “or”, etc.

The basis of the fundamentals of mathematics is the concept of number. However, number, like almost any mathematical concept, is an abstract category. Therefore, difficulties often arise in explaining to a child what a number is.

In mathematics, it is not the quality of objects that is important, but their quantity. Operations with numbers themselves are still difficult and not entirely clear to children. However, you can teach your child counting using specific subjects. The child understands that toys, fruits, and objects can be counted. At the same time, you can count objects “in between times.” For example, on the way to kindergarten, you can ask your child to count the objects you meet along the way.

It is known that children really like doing small housework. Therefore, you can teach your child to count while doing homework together. For example, ask him to bring you a certain amount of any items needed for the business. In the same way, you can teach your child to distinguish and compare objects: ask him to bring you a large ball or a tray that is wider.

When a child sees, feels, touches an object, it is much easier to teach him.

Therefore, one of the basic principles of teaching children the basics of mathematics is clarity. Make math aids because it is better to count certain objects, such as colored circles, cubes, strips of paper, etc.

It will be good if you make geometric shapes for your classes, if you have the games “Loto” and “Dominoes”, which also contribute to the formation of basic counting skills.

Consequently, one of the most important tasks of preparing a preschooler for school will be to develop his interest in mathematics. Introducing preschoolers to this subject in a family setting in a playful and entertaining way will help them in the future to quickly and easily master complex issues of the school course.

The development of mathematical concepts in a child is facilitated by the use of a variety of didactic games. Such games teach the child to understand some complex mathematical concepts, form an understanding of the relationship between numbers and numbers, quantities and numbers, develop the ability to navigate in the directions of space, and draw conclusions.

When using didactic games, various objects and visual material are widely used, which helps ensure that classes are held in a fun, entertaining and accessible way.

If your child has difficulty counting, show him, counting out loud, two blue circles, four red, three green. Ask him to count the objects out loud himself. Constantly count different objects (books, balls, toys, etc.), from time to time ask the child: “How many cups are there on the table?”, “How many magazines are there?”, “How many children are walking on the playground?” and so on.

The acquisition of mental counting skills is facilitated by teaching children to understand the purpose of certain household items on which numbers are written.

Such items are a watch and a thermometer.

However, you should not give a thermometer to a preschooler, as it can be dangerous. And this is not necessary, since you can make a visual aid that simulates the action of a thermometer.

The thermometer is made of a thin board or cardboard. At the same time, it is advisable to paint some parts of the thermometer in different colors: the part that shows the temperature below zero is painted blue - this is a symbol that it is cold, and water turns into ice at this temperature.

Such visual material opens up space for imagination when playing various games. After teaching your baby how to measure temperature, ask him to measure the temperature on an outdoor thermometer every day. You can keep a record of the air temperature in a special “log”, noting daily temperature fluctuations in it. Analyze the changes, ask your child to determine the decrease and increase in temperature outside the window, ask how many degrees the temperature has changed. Together with your child, draw up a graph of air temperature changes over a week or month.

In this way, not only counting skills are improved, the child also gets acquainted with the concepts of positive and negative numbers, learns some patterns of physical phenomena, learns to draw coordinate axes, and build graphs.

It is very important to teach a child to distinguish the location of objects in space (in front, behind, between, in the middle, on the right, on the left, below, above). For this you can use different toys. Arrange them in different orders and ask what is in front, behind, next to, far, etc. Consider with your child the decoration of his room, ask what is on top, what is below, what is on the right, on the left, etc.

The child must also learn concepts such as many, few, one, several, more, less, equally. While walking or at home, ask your child to name objects that are many, few, or one object. For example, there are many chairs, one table;

There are many books, few notebooks.

Place blocks of different colors in front of your child. Let there be seven green cubes and five red cubes. Ask which cubes are more and which are smaller. Add two more red cubes. What can we say about the red cubes now?

When reading a book to a child or telling fairy tales, when numerals are encountered, ask him to put down as many counting sticks as, for example, there were animals in the story. After you have counted how many animals there were in the fairy tale, ask who there were more, who were fewer, and who were the same number. Compare toys by size: who is bigger - a bunny or a bear, who is smaller, who is the same height.

It is very useful to compare pictures that have both similarities and differences.

It’s especially good if the pictures have a different number of objects. Ask your child how the pictures differ. Ask him to draw a different number of objects, things, animals, etc.

The preparatory work for teaching children the basic mathematical operations of addition and subtraction includes the development of skills such as parsing a number into its component parts and identifying the previous and subsequent numbers within the first ten.

In a playful way, children have fun guessing the previous and next numbers. Ask, for example, what number is greater than five, but less than seven, less than three, but greater than one, etc. Children love to guess numbers and guess what they have in mind. Think of a number within ten, for example, and ask your child to name different numbers. You say whether the named number is greater than or less than what you had in mind. Then switch roles with your child.

To parse numbers, you can use counting sticks. Ask your child to place two chopsticks on the table. Ask how many chopsticks are on the table. Then spread the sticks on both sides. Ask how many sticks are on the left and how many are on the right. Then take three sticks and also lay them out on two sides. Take four sticks and have your child separate them. Ask him how else you can arrange the four sticks. Let him change the arrangement of the counting sticks so that there is one stick on one side and three on the other. In the same way, sequentially sort out all the numbers within ten. The larger the number, the correspondingly more parsing options.

It is necessary to introduce the baby to basic geometric shapes. Show him a rectangle, a circle, a triangle. Explain what a rectangle (square, rhombus) can be. Explain what a side is and what an angle is. Why is a triangle called a triangle (three angles). Explain that there are other geometric shapes that differ in the number of angles.

Let the child make geometric shapes from sticks. You can give it the required dimensions based on the number of sticks. Invite him, for example, to fold a rectangle with sides of three sticks and four sticks; triangle with sides two and three sticks.

For example, from five sticks you need to simultaneously make a square and two identical triangles; or make two squares out of ten sticks: large and small (the small square is made up of two sticks inside the large one).

By combining counting sticks, the child begins to better understand mathematical concepts ("number", "more", "less", "same", "figure", "triangle", etc.).

Using chopsticks is also useful to form letters and numbers. In this case, a comparison of concept and symbol occurs. Let the child match the number made up of sticks with the number of sticks that makes up this number.

It is very important to instill in your child the skills necessary to write numbers. To do this, it is recommended to carry out a lot of preparatory work with him, aimed at understanding the layout of the notebook. Take a squared notebook. Show the cell, its sides and corners. Ask your child to place a dot, for example, in the lower left corner of the cage, in the upper right corner, etc. Show the middle of the cage and the midpoints of the sides of the cage.

Show your child how to draw simple patterns using cells. To do this, write individual elements, connecting, for example, the upper right and lower left corners of the cell; upper right and left corners; two dots located in the middle of adjacent cells. Draw simple “borders” in a checkered notebook.

It is important here that the child himself wants to study. Therefore, do not force him, let him draw no more than two patterns in one lesson. Such exercises not only introduce the child to the basics of writing numbers, but also instill fine motor skills, which will greatly help the child in learning to write letters in the future.

To develop certain mathematical skills and abilities, it is necessary to develop the logical thinking of preschoolers. At school they will need the skills to compare, analyze, specify, and generalize. Therefore, it is necessary to teach the child to solve problem situations, draw certain conclusions, and come to a logical conclusion. Solving logical problems develops the ability to highlight the essential and independently approach generalizations.

Logic games with mathematical content cultivate children's cognitive interest, the ability to creatively search, and the desire and ability to learn. An unusual game situation with problematic elements characteristic of each entertaining task always arouses children’s interest.

Entertaining tasks help develop a child’s ability to quickly perceive cognitive problems and find the right solutions for them. Children begin to understand that in order to correctly solve a logical problem it is necessary to concentrate; they begin to realize that such an entertaining problem contains a certain “catch” and to solve it it is necessary to understand what the trick is.

Logic puzzles can be as follows:

Worth a maple. There are two branches on the maple tree, on each branch there are two cherries. How many cherries grow on a maple tree? (Answer: none - cherries don’t grow on maples.)

If a goose stands on two legs, it weighs 4 kg. How much will a goose weigh if it stands on one leg? (Answer: 4 kg.)

Two sisters have one brother each. How many children are in the family? (Answer: 3.)

If the child cannot cope with the task, then perhaps he has not yet learned to concentrate and remember the condition. It is likely that while reading or listening to the second condition, he forgets the previous one. In this case, you can help him draw certain conclusions from the conditions of the problem. After reading the first sentence, ask your child what he learned and understood from it. Then read the second sentence and ask the same question. And so on. It is quite possible that by the end of the condition the child will already guess what the answer should be.

Solve a problem out loud yourself. Draw certain conclusions after each sentence. Let your baby follow your thoughts. Let him understand how problems of this type are solved. Having understood the principle of solving logical problems, the child will be convinced that solving such problems is simple and even interesting.

Ordinary riddles created by folk wisdom also contribute to the development of a child’s logical thinking:

Two ends, two rings, and in the middle there are nails (scissors).
- The pear is hanging, you can’t eat it (light bulb).
- In winter and summer, one color (Christmas tree).
- Grandfather is sitting, dressed in a hundred fur coats; whoever undresses him sheds tears (bow).

Knowledge of the basics of computer science is currently not mandatory for studying in primary school, compared, for example, with the skills of counting, reading or even writing. However, teaching preschoolers the basics of computer science will certainly bring some benefits.

First, the practical benefits of learning the basics of computer science will include the development of abstract thinking skills. Secondly, in order to master the basics of actions performed with a computer, a child will need to use the ability to classify, highlight the main thing, rank, compare facts with actions, etc. Therefore, by teaching your child the basics of computer science, you not only give him new knowledge that will be useful to him when mastering a computer, but at the same time you will also strengthen some general skills.

One of the foundations of computer science is the coding of practical actions with numbers. In order to instill this skill in a child, it is not at all necessary to use special reference books, manuals or visual material. Everything you need probably already exists in your home. And children may already be familiar with the basics of coding.

You probably know games that are not only sold in stores, but also published in various children's magazines. These are board games with a playing field, colored chips and cubes or a top. The playing field usually depicts various pictures or even a whole story and has step-by-step signs.

According to the rules of the game, participants are invited to throw a dice or a top and, depending on the result, perform certain actions on the playing field.

For example, when a number is rolled, the participant can begin his journey in the game space. And having made the number of steps that appeared on the dice, and getting into a certain area of ​​the game, he is asked to perform some specific actions, for example, jump three steps forward or return to the beginning of the game, etc.

Do not neglect such games, play them more often with your baby.

Firstly, they teach him to be precise and attentive, and secondly, this is a great opportunity to spend time together and communicate with children.

There are many examples of similar games. You can use existing ones, which are offered in the relevant literature, or develop them yourself.

For example, you and your child can design the following game.

Make a square, divide it into nine areas (three rows of three squares) and make various colored geometric shapes (circle, square, triangle, etc.). From the available figures, you can build various patterns and come up with tasks in which the child will have to identify this pattern and perform certain actions with the figures.

To teach your child the basics of school knowledge, you can also use special teaching aids containing practical tips and descriptions of various games.

Thus, in a playful way, you will instill in your child knowledge of mathematics, computer science, and the Russian language, teach him to perform various actions, and develop memory, thinking, and creative abilities. In the process of playing, children learn complex mathematical concepts, learn to count, read and write, and the closest people - his parents - help the child develop these skills.

But it's not only a workout, it's also a great time spent with your own child. However, in the pursuit of knowledge, it is important not to overdo it.

The most important thing is to instill in the child an interest in learning. To do this, classes should be held in a fun way.

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

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

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

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

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

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

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

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

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

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

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

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

When using didactic games, various objects and visual material are widely used, which helps ensure that classes are held in a fun, entertaining and accessible way.

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

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

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

Games for exploring quantitative concepts

Through games and exercises with entertaining mathematical material, children master the ability to search for solutions independently. An adult equips children with only a scheme and direction for analyzing an entertaining problem, ultimately leading to a solution (correct or incorrect). Systematic exercise in solving problems in this way develops mental activity, independence of thought, a creative attitude to learning, and initiative.

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

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

Cubes

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

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

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

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

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

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

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

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

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

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

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

Counting nuts

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

Account on the road

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

Count yourself in

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

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

Which one took more?

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

Light up the stars

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

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

2. Same thing. Perform based on hearing the number of hits on the tambourine or on the table top.

How many buttons?

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

1. How many buttons are there?

2. What happens if I remove one?

3. How many will there be now?

4. Now what happened?

5. How many are there?

6. There are still three here?!

7. How many are there?

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

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

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

Counting in order

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

How many figures?

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

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

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

Games with coins

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

Options for such games:

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

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

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

Guess how many are in which hand

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

How much in total

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

Who has more

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

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

Math game

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

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

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

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

Counting by ear

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

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

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

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

Night counting

One two three four five!

Six seven eight nine ten!

I need, I need, I need to sleep.

And there is no need to fool around.

He who does not sleep will go out.

Whoever fell asleep will see

Valentin Berestov

Concept of two and pair

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

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

Studying zero

You can enter zero using the following questions:

- How many cows are in your pocket?

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

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

Let's treat the animals

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

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

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

Digital alphabet

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

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

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

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

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

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

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

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

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

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

Abacus in the kitchen

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

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

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

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

You can use poetry

Shchi-talochka

I peel vegetables for cabbage soup,

How many vegetables do you need?

Three potatoes, two carrots,

One and a half heads of onion,

Yes, a parsley root,

Yes, cabbage cob.

Make room, you cabbage,

You make the pot thick!

One-two-three, the fire is lit -

Stump, get out!

Marina Boroditskaya

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

Let's play numbers

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

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

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

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

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

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

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

Let's get acquainted with the numbers

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

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

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

Guessing game

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

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

Solving examples

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

1+2=3, etc.

Then complicate it.

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

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

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

Name all the words that remind you of:

- about addition: add, buy, receive,

- about subtraction: select, take, etc.

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

Mathematical fishing

Consolidating the techniques of adding and subtracting within 10, reproducing them from memory.

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

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

Where to put the card

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

Lay it out correctly

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

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

For example:

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

We study the quantity

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

The Absent-Minded Artist

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

You can start the game like this:

On Basseynaya street

One artist lived.

And sometimes absent-minded

He was there for weeks.

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

Let's treat the tigers

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

The fastest postman

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

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

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

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

Math beads

I made beads from different numbers,

And in those circles where there are no numbers,

Arrange the pros and cons

To give this answer.

Problems based on pictures

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

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

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

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

You can create other problems using cards 5 and 6.

Children's domino

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

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

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

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

If we count together,

then we get... exactly 6!

(there is a limitless field for imagination here)

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

We play dominoes, with halves,

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

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

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

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

Mathematical games for children 4-7 years old using analyzers

Target: attracting interest in the use of mathematical games and exercises in the development of children's cognitive abilities.

Psychological and pedagogical research by scientists allows us to divide the formation of elementary mathematical concepts into periods:
1. Pre-numerical period
2. Period of counting activities
3. Period of computing activity
In the second of these periods, children (4-7 years old) master counting activities; learn to distinguish the counting process from the counting result; learn to operate with quantity; distinguish and understand the questions: “how much?”, which?”, “which in order?”, “which number?”.
One of the psychological features of children’s perception of counting activity in the second period is their fascination with simply listing numerals, which does not indicate the child’s ability to count. At the beginning of the middle group, the child does not yet understand the meaning of the final number. Often the last numeral is referred to by the child as the entire group of objects being counted.
Teaching counting should help children understand the purpose of counting activity - only by counting objects can they answer the question “how many?” and master the means of counting activities. Teaching children to count is carried out in two stages:
1.Children learn to name the total number based on the teacher’s count
2. Children master counting operations and learn to distinguish the counting process from the final count.
A variety of exercises and games are offered to practice counting skills. In the process of teaching children to count, it is very important to include, in addition to the visual, auditory, motor, and tactile analyzers. This will help the child better understand and grasp the meaning of the final number.

Games that teach children to count by touch.
“How many toys are hidden”
Task: teach children to count objects by touch
Content: The teacher puts the toys under the napkin.
- How many toys were hidden? - asks the teacher.
Children count toys through a napkin by touch. After the child counts the toys, the teacher removes the napkin and together they check whether the child counted correctly.
Note: the number of toys depends on the age group of children: in the middle - up to five toys; in the eldest - up to ten; in preparatory school - up to twenty.

How many holes are hidden in the house? - asks the teacher.
The child counts the holes by touch. After the child counts the holes, the teacher takes the bar out of the case and together they count the holes.
Note: the number of holes on the bar depends on the age group of children: in the middle - up to five; in the eldest - up to ten; in preparatory school - up to twenty.

1. Sample invoice
"Lifters"
Task:
Content: Count how many circles are on the card (on the table, in the box) and raise your right (left) hand the same number of times.
Note: circles can be replaced with natural materials: cones, pebbles, acorns.

2.Account according to the named number.

"Sports Mathematics"
Task: teach children to count movements using a given number.
Content: Raise your left (right) hand 1 (2, 3, 4, 5, 6, 7, 8...) times.
Note: You can offer a variety of movements: squats, jumping, clapping, steps and others.

Guidelines:
- the proposed games can be used in organized educational activities, in special moments;
- when selecting a particular game, you need to take into account program tasks: learn to count objects by touch, by ear, count movements depending on the age group, complicating tasks, increasing the number of objects, movements:
in the middle group – count within five;
in the older group – count within 10;
in the preparatory group – the score is within 20.

Thank you for your attention!!!

An excellent selection of arithmetic tests and puzzles from the Quicksave portal is effective educational material that will help prepare children for entering school. Preschoolers will learn to count with interest, moving forward in their learning step by step, successfully coping with the tasks of educational online toys.

Fun math skills practice

All problems are solved in a game format - this helps to quickly remember important information. Popular tutorials for the youngest gamers allow children to fully unleash their potential: develop logical thinking, improve memory and concentration, boost creativity and perseverance.

Users will not need to buy the product, activate it or install it on a personal computer - browser-based flash games without registration allow you to enjoy the process for free, without being distracted by unnecessary actions. The most sophisticated aesthetes will appreciate the incomparable graphics of the latest new products from Quicksave.

Gameplay Features:

• An extraordinary storyline with the search for the correct answer from several proposed options to move to the next level allows the player to be as relaxed as possible and grasp the essence of the task with lightning speed;
• The difficulty of missions increases depending on the student's progress;
• Time limitation and the desire to find out the correct answer become the main motivational factor that contributes to further progress.

The ability to count correctly will help tomboys navigate correctly in any life situation. Numbers, numbers, geometric shapes - this is an unknown world that is only opening up to young inquisitive minds. The main task of parents is to show their child the right direction in which to develop. A collection of logical computer entertainment is the most accessible and understandable way to realize your plans.

We play and count with pleasure

Share your emotions from completing the next intellectual quest with your friends. You will receive an additional charge of positive energy by experimenting with imaginative and logical thinking - very soon you will feel the amazing effect of mastering the material you have covered. If you regularly play exciting games from the category: , the result will not be long in coming.