DIDACTIC GAMES WITH COUNTING STICKS We present to your attention didactic games in mathematics. These games can be played both at home and in kindergarten. Conduct group or private lessons. Of all the variety of mathematical games, puzzles with sticks are most acceptable at senior preschool age (5-7 years old) (matches without sulfur can be used). They are called problems of ingenuity of a geometric nature, since in the course of solving, as a rule, one figure is transformed into another, and not just a change in their number. At preschool age, the simplest puzzles are used. For didactic games in mathematics, we need: - counting sticks (15-20 pieces) The purpose of mathematical games: The child is practicing in drawing up geometric shapes on the plane of the table. The child analyzes and examines the figures in a visually tangible way. Math Tasks: 1. Make 2 equal triangles from 5 sticks 2. Make 2 equal squares from 7 sticks 3. Make 3 equal triangles from 7 sticks 4. Make 4 equal triangles from 9 sticks 5. Make 3 equal squares from 10 sticks 6. From 5 sticks make a square and 2 equal triangles 7. From 9 sticks make a square and 4 triangles 8. From 9 sticks make 2 squares and 4 equal triangles (from 7 sticks make 2 squares and divide into triangles 9. From 10 sticks make 2 squares : large and small (a small square is made up of 2 sticks inside a large one) 10. From 9 sticks, make 5 triangles (4 small triangles obtained as a result of the addition form 1 large one) 11. Make a square and a small triangle 12. Compose small and large squares 13. Make a rectangle, the top and bottom sides of which will be equal to 3 sticks, and the left and right sides - 2. We ask questions: How many sticks did it take to compose the appearance of a square? Triangle? Why? Show the sides, angles, vertices of the figures. Why are the left, right, top and bottom sides of the square made up of the same number of sticks Games and exercises with colored counting sticks: From colored counting sticks, children make up various images, geometric figures, elementarily modify them. Tasks are given with subsequent complication. Children first make object images from sticks: houses, boats, simple buildings, pieces of furniture, then geometric shapes: squares, triangles, rectangles and quadrangles of different sizes and with different ratio sides, and then - again various subject images. Appointment. Development of spatial representations, consolidation of knowledge about the properties and distinctive features of geometric shapes.

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DIDACTIC GAMES FOR FEMP
MIDDLE GROUP

1.
2.
3.
4.
5.
6.
7.
8.
Make 2 equal triangles of 5 sticks;
Make 2 equal squares of 7 sticks;
Make 3 equal triangles of 7 sticks;
Make 4 equal triangles from 9 sticks;
Make 3 equal squares out of 10 sticks;
From 5 sticks make a square and 2 equal triangles;
From 9 sticks, make a square and 4 triangles;
From 9 sticks make 2 squares and 4 equal triangles (out of 7 sticks make 2
square and divided into triangles.
Compilation of geometric shapes
Purpose: to exercise in drawing up geometric figures on the plane of the table, analysis and
examining them in a visually tangible way.
Material: counting sticks (1520 pieces), 2 thick threads (length 2530cm)
Tasks:
1.
2.
3.
Make a square and a small triangle;
Make small and large squares;
Make a rectangle, the top and bottom sides of which will be equal to 3 sticks, and
left and right - 2;
4.
Make shapes from threads in sequence: a circle and an oval, triangles. Rectangles
and quadrangles.
fix the mistake
The child is invited to consider how the geometric shapes are located, in which groups and
on what basis are combined, notice the error, correct and explain. The answer is addressed
Cheburashka (or any other toy). The error may lie in the fact that in a group of squares
turn out to be a triangle, and in a group of blue figures - red.
Find and name
Purpose: to consolidate the ability to quickly find a geometric figure of a certain size and color.
Game progress: 1012 geometric shapes are laid out in disorder on the table in front of the child.
different color and size. The host asks to show various geometric shapes, for example:
big circle, small blue square, etc.
Fold the square
Purpose: development of color perception, assimilation of the ratio of the whole and the part; formation
logical thinking and the ability to break a complex task into several simple ones.
For the game, you need to prepare 36 multi-colored squares measuring 80 × 80mm. Color shades
should be markedly different from each other. Then cut the squares. Cutting the square, you need on each
parts write its number (on the back).
Tasks for the game:

1.
2.
3.
4.
Sort the squares by color
By numbers
Fold the pieces into a whole square
Come up with new squares.
Which?
Purpose: To improve the ability to compare 2 objects in size (length, width, compare 2
object by thickness, using adjectives
Material: ribbons of different lengths and widths.
Game progress: Flaxes and cubes are laid out on the table. The teacher asks the children to find the ribbons the same
length, longer, shorter, wider. Children speak using adjectives.
guess the toy
Purpose: to form the ability to find an object, focusing on its signs and actions.
Material: 34 toys (at the discretion of the teacher)
Game progress: The teacher talks about each toy, naming external signs. Child
guesses the toy.
Guess where?
Purpose: to develop the ability to determine spatial directions from oneself.
Material: toys or objects at the discretion of the teacher
Game progress: The teacher hides the toy, and the child must find it, following the instructions
teacher, for example: “You need to find a toy. First take two steps forward, turn right
take three steps forward…etc.”
Lotto "Geometric shapes"
Goal: Development of ideas about geometric shapes
Material: Cards with the image of geometric shapes: circle, square, triangle, ball,
cube and rectangle. Cards with the image of objects round, square, triangular, etc.
forms.
Game progress: The teacher distributes cards depicting geometric shapes to the children and asks
find an object of the same shape.
"Pick up a toy"
Purpose: to exercise in counting objects according to the named number and memorizing it to learn to find
an equal number of toys.
Content. V. explains to the children that they will learn to count as many toys as
he will say. He calls the children in turn and instructs them to bring a certain number of toys and
put on one table or another. Other children are instructed to check whether the task is completed correctly, and for
count the toys, for example: “Seryozha, bring 3 pyramids and put them on this table. Victor,
check how many pyramids Seryozha brought. As a result, there are 2 toys on one table, on
second 3, third 4, fourth 5. Then the children are asked to count a certain number.
toys and put on the table, where there are the same number of such toys, so that it can be seen that they are equally divided.

After completing the task, the child tells what he did. Another child checks if it's done correctly
exercise.
Purpose: to consolidate the ability to distinguish geometric shapes: rectangle, triangle,
"Choose a Shape"
square, circle, oval.
Material: each child has cards on which a rectangle, a square and
triangle, color and shape vary.
Content. First, V. offers to circle the figures drawn on the cards with his finger.
Then he presents a table on which the same figures are drawn, but of a different color and size than the
children, and, pointing to one of the figures, says: “I have a big yellow triangle, and you?” Etc.
He calls 23 children, asks them to name the color and size (large, small of his figure of this type).
"I have a small blue square."
Purpose: to introduce children to the figure of an oval shape, to learn to distinguish between a circle and an oval figure.
"Why doesn't the oval roll?"
forms
Content. Models of geometric shapes are placed on the flannelograph: circle, square,
rectangle, triangle. First, one child, called to the flannelograph, names the figures, and after
the fact that all the children do it together. The child is asked to show the circle. Question: What is the difference between a circle and
other figures? The child traces the circle with his finger, tries to roll it. V. summarizes the children's answers:
a circle has no corners, and the rest of the shapes have corners. 2 circles and 2 figures are placed on the flannelograph
oval shape in different colors and sizes. “Look at these figures. Are there circles among them? to one
of the children are offered to show circles. The attention of children is drawn to the fact that on the flannelograph not only
circles, but also other shapes. , similar to a circle. This is an oval shape. V. teaches to distinguish them from
circles; asks: “How are oval shapes similar to circles? (For oval-shaped figures, too
no corners). The child is offered to show a circle, an oval shape. It turns out that the circle is rolling, and
there is no oval shape. (Why?) Then they find out how the oval shape differs from
circle? (an oval-shaped figure is elongated). Compare by applying and superimposing a circle on an oval.
"Name and count"
Purpose: to teach children to count sounds, naming the final number.
Content. It is better to start the lesson by counting toys, calling 23 children to the table, after that
say that children are good at counting toys, things, and today they will learn to count sounds. AT.
invites the children to count, helping with his hand, how many times he hits the table. He shows how to
tact to blows to produce a wave of the right hand, standing on the elbow. Blows are made quietly and not
too often for children to count them. First, no more than 13 sounds are extracted, and only then,
when the children stop making mistakes, the number of strokes increases. Further, it is proposed to reproduce
the specified number of sounds. The teacher takes turns calling the children to the table and invites them to hit
hammer, stick on stick 25 times. In conclusion, all children are invited to raise their hand
(lean forward, sit down) as many times as the hammer hits.
Purpose: to exercise in distinguishing between a circle, a square, a rectangle, a triangle, to find
figures of the same shape, differing in color and size,
"Name Your Bus"

Content. V. puts 4 chairs at some distance from each other, to which are attached
models of a triangle, a rectangle, etc. (brands of buses). Children get on buses (becomes
3 columns behind the chairs The teacher-conductor distributes tickets to them. Each ticket has the same figure as on
bus. On the signal "Stop!" the children go for a walk, and the teacher changes the models in places. On the signal "B
bus" children find bus failures and become one after another. The game is repeated 23 times.
"Will it be enough?"
Purpose: to teach children to see the equality and inequality of groups of objects of different sizes, to bring to
the notion that a number is independent of size.
Content. V. offers to treat the animals. Preliminarily finds out: “Will the bunnies have enough
carrots, squirrels of nuts? How to find out? How to check? Children count toys, compare their number,
then they treat the animals, applying small toys to large ones. Revealing the equality and inequality of the number
toys in the group, they add the missing item or remove the extra one.
"Collect the Figure"
Purpose: to teach to count objects that form a figure.
Content. V. invites the children to move the plate with chopsticks towards them and asks:
"What color are the sticks? How many sticks of each color? Offers to lay out the sticks of each
colors to create different shapes. After completing the task, the children count again
sticks. Find out how many sticks went to each figure. The teacher points out that
the sticks are arranged differently, but there are 4 of them equally, “How to prove that the sticks are equally divided? Children
arrange the sticks in rows one below the other.
"At the poultry farm"
Purpose: to exercise children in counting within, to show the independence of the number of objects from the area,
which they occupy.
Content. V .: “Today we will go on an excursion to the poultry farm. Chickens live here
chickens. Chickens sit on the top perch, there are 6 of them, and 5 chickens on the bottom. Compare hens and chickens
determine that there are fewer chicks than hens. “One chicken ran away. What needs to be done to
hens and chickens became equally divided? (You need to find 1 chicken and return it to the chicken). The game is repeated. AT.
quietly removes the chicken, the children look for the mother chicken for the chicken, etc.
"Tell me about your pattern"
Purpose: to teach to master spatial representations: left, right, above, below.
Content. Each child has a picture (a rug with a pattern). Children must tell how
the elements of the pattern are located: in the upper right corner is a circle, in the upper left corner is a square. In the left
an oval in the lower corner, a rectangle in the lower right corner, a circle in the middle. Can be given an assignment
talk about the pattern they drew in the drawing class. For example, in the middle is a large circle
rays depart from it, in every corner there are flowers. Top and bottom wavy lines, right and left one at a time
wavy line with leaflets, etc.
Purpose: to exercise in a playful way in the active distinction between the temporal concepts of "yesterday", "today",
"Yesterday Today Tomorrow"
"tomorrow".
Content. Three houses are drawn with chalk in the corners of the playroom. It's "yesterday", "today"
"tomorrow". Each house has one flat model that reflects a specific temporal concept.

Children walk in a circle, while reading a quatrain from a familiar poem. At the end
stop, and the teacher says loudly: “Yes, yes, yes, it was ... yesterday!” Children run to the house
called yesterday. Then they return to the circle, the game continues.
"When does it happen?"
Objectives: to consolidate children's knowledge of the parts of the day, to develop speech, memory.
Game progress: The teacher lays out pictures depicting the life of children in the nursery
garden: morning exercises, breakfast, classes, etc. Children choose any picture for themselves, look at
her. On the word “morning”, all children raise a picture associated with the morning and explain their choice. Then
day, evening, night. For each correct answer, the children receive a token.
Objectives: to consolidate children's knowledge about the parts of the day, about the activities of children in different time days;
"And then what?"
develop speech, memory.
Game progress: Children sit in a semicircle. The teacher explains the rules of the game:
Remember, we talked about what we do in kindergarten throughout the day? And now
Let's play and see if you remember everything. We will talk about that in order. What are we doing in
kindergarten in the morning. Whoever makes a mistake will sit on the last chair, and everyone else will move.
You can introduce such a game moment: the teacher sings the song “I have a pebble. To whom to give?
To whom to give? He will answer."
The teacher begins: "We came to Kindergarten. Played in the field. What happened next?
Passes a pebble to one of the players. He replies: "We did gymnastics" "And then?" Transmits
pebble to another child.
The game continues until the children name the last one - going home.
Note. It is advisable to use a pebble or other object, since the wrong person answers
who wants it, and whoever gets it. It forces all children to be alert and ready
reply.
Purpose: to consolidate cultural and hygienic skills and knowledge of the parts of the day, to develop
"When do you do it?"
attention, memory, speech.
Game progress: The teacher names one child. Then he depicts some
action, for example, washing hands, brushing teeth, brushing shoes, combing hair, etc., and asking:
"When do you do it?" if the child answers that he brushes his teeth in the morning, the children correct: “In the morning and
in the evening". One of the children can be the leader.
"Count the birds"
Purpose: to show the formation of numbers 6 and 7, to teach children to count within 7.
Content. The teacher exposes on the typesetting canvas in one row 2 groups of pictures (bullfinches and
titmouse (at some distance from one another and asks: “What are these birds called?
them? How to check?" The child places the pictures in 2 rows, one under the other. Finds out that the birds
equally, 5 each. V. adds a titmouse and asks: “How many titmouses have become? How did you get 6 titmouse?
How much was? How much was added? How much has it become? What kind of birds did you get more? How many? What
less? How many? Which number is greater: 6 or 6? Which is less? How to make birds become
equally divided by 6. (Stresses that if one bird is removed, it will also become equally divided by 5). Removes 1 tit and

asks: “How many have there been? How did the number 5 come about? Again adds 1 bird in each row and
invites all children to count the birds. Introduces the number 7 in the same way.
"Stand in your place"
Purpose: ex. children in finding the location: in front, behind, left, right, in front, behind.
Content. V. calls the children in turn, indicates where they need to stand: “Seryozha, come to
me, Kolya, stand so that Seryozha is behind you. Faith stand before Ira, etc. Calling 56 children,
the teacher asks them to name who is in front and behind them. Next, the children are asked to turn around.
left or right and again name who and where is standing from them.
"Where is the figure"
Goal: teach correctly, name the figures and their spatial arrangement: in the middle,
top, bottom, left, right; memorize the position of the figures.
Content. V. explains the task: “Today we will learn to remember where which figure is
located. To do this, they must be named in order: first, the figure located in the center
(middle), then up, down, left, right. Summons 1 child. He shows in order
names the figures, their location. Shows to another child. Another child is offered
lay out the figures as he wants, name their location. Then the child stands with his back to
flannelograph, and the teacher changes the figures located on the left and right. The child turns and
guess what has changed. Then all the children name the figures and close their eyes. The teacher changes
figures in places. Opening their eyes, the children guess what has changed.
"Sticks in a Row"
Purpose: to consolidate the ability to build a sequential series in magnitude.
Content. V. introduces the children to new material and explains the task: “We need sticks
arrange in a row so that they decrease in length. Warns children that a task is needed
perform by eye (you can’t try on and rebuild sticks). "In order to complete the task, right,
each time you need to take the longest stick of all that are not stacked in a row, ”explains V.
"Parts of the day"
Purpose: to exercise children in distinguishing parts of the day.
Material: pictures: morning, afternoon, evening, night.
Content. V. draws 4 large houses on the floor, each of which corresponds to one part
days. A corresponding picture is attached behind each house. Children line up
facing the houses. The teacher reads the appropriate passage from any poem, and
then gives a signal, The passage should characterize part of the day, then the game will take place
more entertaining and interesting.
1. In the morning we go to the yard,
Leaves fall like rain
rustling underfoot,
And fly, fly, fly...
2. Happens on a sunny day
You will go deeper into the forest
Sit down try on a stump
Don't rush... Listen...
3. It's already evening.
Dew.
Shines on nettles.
I'm standing on the road
Leaning against the willow...
4. Yellow maples cried at night:
Remember maples,

How green were...
"Who will find it faster"
Purpose: to exercise in correlating objects in shape with geometric patterns and in
generalization of objects in form.
Content. Children are invited to sit at the tables. One child is asked to name the standing figures.
on a stand. V. says: “Now we will play the game “Who will find it faster”. I will call one by one
person, and say what object to find. The winner is the one who first finds the object, places
him next to a figure of the same shape. Summons 4 children at once. Children name the chosen object and
describe its shape. V. asks questions: “How did you guess that the mirror is round? Oval? etc.
In conclusion, V. asks questions: What is next to the circle? (square, etc.). How many
items? What shape are these items? How are they all similar? How many?
"Walk in the garden"
Purpose: to introduce children to the formation of the number 8 and counting to 8.
Material. Type-setting canvas, color images of 8 large, 8 small apples pictures, on
of which 6 and 5, 4 and 4 objects are drawn.
Content. On a type-setting canvas in one row at some distance from each other
color images of 6 large apples, 7 small apples are placed. V. asks questions: “What can
say about the size of apples? Which apples are more (less)? How to check?" One child counts
large. Another small apples. What needs to be done so that it immediately becomes clear which apples are more
which are less? Then he calls the child and invites him to find and place small apples under
large, exactly one under the other, and explain which number is larger, which is smaller. B. clarifies answers
children: “That's right, now you can clearly see that 7 is more than 6. Where there are 7 apples, 1 is extra. small apples
more (shows 1 extra apple), and where 6, 1 apple is missing. So 6 is less than 7 and 7 is greater than 6.
Both methods of establishing equality are demonstrated, the number of apples is adjusted to 7. B.
emphasizes that the apples are of different sizes, but they became equal. 7. Next, the teacher shows the children
a way to form the number 8, using the same techniques as in the formation of the numbers 6 and 7.
"Make as many moves"
Purpose: to exercise in reproducing a certain number of movements.
Content. V. builds children in 2 lines opposite each other and explains the task: “You will
perform as many movements as there are objects on the card that I will show. Count
must be silent. First, the movements will be performed by the children standing in this line, and the children from the other line
will check them, and then vice versa. Each line is given 2 tasks. Offer to perform
easy exercises.
"Matryoshka"
Purpose: to exercise in ordinal counting, to develop attention, memory.
Material. Colored scarves (red, yellow, green: blue, etc., from 6 to 10 pieces.
Content. The leader is chosen. Children tie headscarves and stand in a row, these are nesting dolls.
They are recounted aloud in order: “First, second, third”, etc. The driver remembers which
place stands each matryoshka goes out the door. At this time, two nesting dolls change places.
The driver enters and says what has changed, for example: “The red nesting doll was the fifth, and became the second, and
the second matryoshka of the fifth flock. Sometimes nesting dolls can remain in their places. The game is on repeat
repeatedly.
"Put the boards down"

Purpose: to exercise the ability to build a sequential row in width, arrange a row in 2x
directions: ascending and descending.
Material. 10 boards of different widths from 1 to 10 cm. You can use cardboard.
Content. Participants are divided into 2 groups. Each subgroup receives a set of boards.
Both sets fit on 2 tables. Children of two subgroups sit on chairs on one side of the table. FROM
On the other side of the tables there are free benches. Both subgroups of children should line up
planks in a row (one in decreasing width, the other in increasing). One child at a time
comes to the table and puts 1 board in a row. When performing the task, samples are excluded and
movement. Then the children compare. Determine which subgroup coped with the task correctly.
"What number is next"
Purpose: to exercise in determining the next and previous number to the named one.
Material. Ball.
Content. Children become in a circle, in the center it is leading. He throws the ball to someone and
says any number. The one who catches the ball calls the previous or next wislo. If a child
I made a mistake, everyone calls this number in unison.
"Day and night"
Purpose: to consolidate children's knowledge of the parts of the day.
Content. Two parallel lines are drawn in the middle of the site at a distance of 11.5 m. Both
sides of them are lines of houses. The players are divided into two teams. They are placed at their lines and
turn to face the houses. The name of the commands "day" and "night" is determined. The teacher is standing by
middle line. He is the leader. At his command "Day!" or "Night!" the players of the named team run away to
house, and the opponents catch up with them. The stale ones are counted and released. The teams line up again
at the middle lines, and V. gives a signal.
Option number 2. Before giving a signal, V. invites the children to repeat after him a variety of
physical exercise, then suddenly gives a signal.
Option number 3. Leading one of the children. He throws up a cardboard circle, one side of which
painted black, the other white. And, depending on which side it falls,
commands: "Day!", "Night!".
"Guess"
Purpose: to consolidate counting skills within (...).
Content. A bunny sits in the center of the circle. V. says that the bunny wants to play. He thought of a number.
If you add 1 to this number, you get the number (). What number, did the bunny think?
Further, the bunny gives such tasks: “Put a number less than (...) by 1 in a square. In a circle, a number
greater than (…) by 1 . etc.
"Unfinished Pictures"
Purpose: to acquaint children with varieties of geometric shapes of rounded shapes.
Material. For each child, a piece of paper with incomplete images (110
items). To complete them, you need to pick up round or oval elements. (110) paper
circles and ovals of appropriate sizes and proportions. Glue, brush, rag.
Content. V. invites the children to find out what is shown in the pictures. When it's all together
find out, offers to pick up the missing figures in the drawings and stick them. Before pasting
checks the correctness of the selection of figures. Finished works are exhibited, the children themselves find each other
another error.
Purpose: to show children how to save time.
"About yesterday"

There was a boy named Seryozha. On the table he had an alarm clock, on the wall hung
thick and very important tear-off calendar. The clock was always in a hurry somewhere, the hands never stood on
place and always said: “Tiktak, tiktak take care of time, you won’t catch up if you miss it.” Silent
The calendar looked down on alarm clocks, because it showed not hours and minutes, but days. But
Once the calendar broke down and spoke:
Oh, Seryozha, Seryozha! Already on the third of November, Sunday, this day is already coming to an end, and you
did not do the lessons. …
So, said the clock. The evening is coming to an end, and you keep running and running. Time flies, its
you can't catch up, you missed him. Serezha just waved away the annoying clock and the thick calendar.
Serezha began to do his homework when darkness fell outside the window. I can not see anything. Eyes
stick together. The letters run across the pages like black ants. Seryozha put his head on the table, and the clock
they tell him:
Tiktak, tiktak. How many hours lost, skipped. Look at the calendar, Sunday is coming soon
gone and you'll never get it back. Seryozha looked at the calendar, but it’s not the second on the sheet
number, and the third, and not Sunday, but Monday.
Lost a whole day, the calendar says, a whole day.
No problem. What is lost can be found, Seryozha replies.
But go, look for yesterday, let's see if you find it or not.
And I'll try, Serezha answered.
As soon as he said this, something lifted him up, spun him around, and he ended up on the street. looked around
Seryozha sees a lifting legging dragging a wall with a door and windows to the top, the new house is growing higher and higher.
higher, and the builders rise higher and higher. Their work is so controversial. They don't pay attention to anything
Attention workers, rush to build a house for other people. Seryozha threw back his head and screamed:
Uncles, can you see from above where yesterday went?
Yesterday? builders ask. Why do you want yesterday?
Didn't get to do the lessons. Seryozha answered.
Your business is bad, the builders say. We overtook yesterday yesterday, and tomorrow
overtaking today.
“These are miracles,” Serezha thinks. How can you overtake tomorrow if it has not yet come? And
suddenly sees mom coming.
Mom, where can I find yesterday? You see, I somehow accidentally lost it. Only you
don't worry, mommy, I'll definitely find him.
It is unlikely that you will find him, my mother answered.
Yesterday is gone, and there is only a trace of it in the affairs of man.
And suddenly a carpet with red flowers unfolded right on the ground.
Here is our yesterday, says my mother.
We wove this carpet at the factory yesterday.
Further, V. conducts a conversation about why Seryozha lost yesterday, and how to protect
time.
"Cars"
Purpose: to consolidate the knowledge of children and the sequence of numbers within 10.
Material. Rudders of three colors (red, yellow, blue) according to the number of children, numbers on the rudders
machines image of the number of circles 110. Three circles of the same color for parking lots.
Content. The game is played as a competition. Chairs with colored circles represent
parking lots. Children are given rudders for each column of the same color. At the signal, everyone runs in a group
room. At the signal "Machines! To the parking lot! ”Everyone is“ going ”to their garage, i.e. children with red steering wheels,

they go to the garage marked with a red circle, etc. The cars line up in a column in order
numbers. Starting from the first, B. checks the order of the numbers, the game continues.
"We make a blanket"
Purpose: to continue to acquaint with geometric shapes. Compilation of geometric shapes
from these details.
Content. Use the figures to close the white "holes". The game can be built in the form
story. “Zhilbyl Pinocchio, who had a beautiful red blanket on his bed. One day
Pinocchio went to the theater of Karabas Barabas, and at that time the rat Shusher gnawed holes in the blanket.
Count how many holes the rat has gnawed? Now take the figures and help Pinocchio fix
blanket".
"Living Numbers"
Purpose: to exercise in counting (forward and backward) within 10.
Material. Cards with circles drawn on them from 1 to 10.
Content. Children receive cards. The leader is chosen. Children walk around the room. On signal
driver: “Numbers! Stand in order!” they line up, saying their number. (One, two, three and
etc.).
Children change cards. And the game continues.
Game variant. "Numbers" are built in reverse order from 10 to 1, recalculated in order.
"Count and Name"
Purpose: to practice counting by ear.
Content. V. invites children to count sounds by ear. He reminds you to do it
skipping a single sound and not looking ahead ("Listen carefully how many times the
hammer"). Extract (210) sounds. In total, they give 23 fortune-telling. Next, V. explains the new task:
“Now we will count the sounds with our eyes closed. When you count the sounds, open your eyes, silently
count the same number of toys and put them in a row. V. taps from 2 to 10 times. Children perform
exercise. They answer the question: “How many toys did you put in and why?”
"Christmas Trees"
Purpose: to teach children to use a measure to determine the height (one of the height parameters).
Material. 5 sets: each set contains 5 Christmas trees 5, 10, 15, 20, 25 cm high (trees can be
made of their cardboard on stands). Narrow cardboard strips of the same length.
Content. V. gathers the children in a semicircle and says: “Children, the New Year, and all
Christmas trees are needed. We will play like this: our group will go to the forest, and everyone will find a Christmas tree there, according to the measure.
I will give you measurements, and you will select the Christmas trees of the desired height. Whoever finds such a Christmas tree will do
to me with a Christmas tree and a measure and show how he measured his Christmas tree. It is necessary to measure by placing the measure next to
herringbone so that the bottom of them matches, if the top also matches, then you have found the right tree (shows
measurement reception). Children go to the forest, where different Christmas trees are mixed on several tables.
Everyone chooses the Christmas tree they need. If the child made a mistake, then he returns to the forest and picks up
desired tree. In conclusion, a trip around the city and the delivery of Christmas trees to places are played out.
"Room Journey"
Purpose: to teach to find objects different shapes.
Content. Children are shown a picture of a room with various subjects. AT.
begins the story: “Once Carlson flew to the boy:“ Oh, what a beautiful room, exclaimed
he. So many interesting things here! I've never seen anything like it." “Let me show you everything and tell you,

the boy answered and led Carlson around the room. “This is the table,” he began. "And what shape is it?" here
asked Carlson. Then the boy began to tell in great detail everything about every thing. And now
try, just like that boy, to tell Carlson everything about this room and objects,
which are in it.
"Who will call faster"
Purpose: to practice counting objects.
Content. V. addresses the children: “We will play the game “Who will call faster”. What
toys (things) we have 2 (310)? Whoever finds and names the fastest wins and gets a chip. AT
At the end of the game, the children count their chips.
"Whoever walks the right way will find the toy"
Purpose: to learn to move in a given direction and count steps.
Content. The teacher explains the task: “We will learn to go in the right direction and count
Steps. Let's play the game "Whoever goes the right way will find the toy." I hid the toys beforehand.
Now I will call you one by one and tell you in which direction you need to go and how many steps.
do to find the toy. If you follow my command exactly, you will come in the right way.”
The teacher calls the child and offers: “Take 6 steps forward, turn left, take 4 steps and find
toy." One child can be instructed to name a toy and describe its shape, all children can name
an object of the same form (the task is divided into parts), 56 children are called.
"Who else"
Purpose: to teach children to see an equal count. different objects and reflect in speech: 5, 6, etc.
Content. “This morning I went to the kindergarten by bus, says V., to the tram
schoolchildren entered. Among them were boys and girls. Think and answer, there were more boys
girls, if I marked the girls in large circles, and the boys in small circles, ”the teacher indicates
on a flannelograph, on which there are 5 large and 6 small circles interspersed. After listening
children, V. asks: “And how to do it in order to see even faster that there were girls and boys
equally?" The called child lays out circles in 2 rows, one under one. "How much was
schoolchildren? Let's all count together."
"Form Workshop"
Purpose: to teach children to reproduce varieties of geometric shapes.
Material. Each child has headless matches (sticks), painted in a bright color,
several pieces of thread or wire, three to four sheets of paper.
Content. V .: “Children, today we will play the game“ Shape Workshop ”. Everyone will try
lay out as many different figures as possible. Children independently build familiar and invented
types of figures.
"The Stranger Away"
Purpose: to teach to see an equal number of different objects, to consolidate the ability to count objects.
Content. V. addresses the children: “We will once again learn how to do so that different
items were equal. He points to the table and says: “In the morning I asked Dunno to each
a group of toys put a card on which there are as many circles as there are toys.
See if the Dunno has placed the toys and cards correctly? (Dunno was wrong). After listening
children's answers, V. invites 1 child to select the appropriate card for each group. Children by

queue counts toys and mugs on cards. The last group of toys is an educator
invites all the children to count together.
"Broken Staircase"
Purpose: to teach to notice violations in the uniformity of the increase in values.
Material. 10 rectangles, large 10x15, smaller 1xl5. Each subsequent
lower than the previous one by 1 cm; flannelgraph.
Content. A staircase is being built on the flannelograph. Then all the children, except for one leader,
turn away. The leader takes out one step and shifts the rest. Who will indicate before others
where the ladder is "broken", becomes the leading one. If during the first game the children allow
errors, you can use the measure. They measure each step with it and find the broken one. If children
easily cope with the task, you can simultaneously remove two steps in different places.
"Sisters go mushroom picking"
Purpose: to consolidate the ability to build a row in size, to establish a correspondence between 2 rows,
find the missing element of a row.
Demonstration material: flannelograph, 7 paper nesting dolls (from 6cm to 14cm),
baskets (from 2 cm to 5 cm high). Dispenser: the same, only smaller.
Content. V. tells the children: “Today we will play a game, like the sisters go to the forest along
mushrooms. Matryoshkas are sisters. They are going to the forest. The oldest will go first: she is the most
tall, the oldest of the remaining ones will follow her, and so everything is in height, ”call a child who
flannelograph builds nesting dolls by height (as in a horizontal row). “They need to give baskets, in
which they will pick mushrooms,” says the teacher.
Calls the second child, gives him 6 baskets, hid one of them (but not the first and not
the last one), and offers to arrange them in a row under the nesting dolls so that the nesting dolls can take them apart. Child
builds the second serial row and notices that one nesting doll did not have enough baskets. The children find
where in the row is the largest gap in the size of the basket. The called child arranges
baskets under the nesting dolls so that the nesting dolls can take them apart. One is left without a basket and asks
mother to give her a basket. V. will give the missing basket, and the child puts it in its place.
Purpose: to acquaint children with varieties of geometric shapes of rounded shapes of different
"Unfinished Pictures"
quantities.
Option number 2.
Content. Each child has a sheet of paper with 8 unfinished drawings. To
to finish the drawing, you need objects of different proportions, the corresponding paper figures (glue,
brush, rag).
"Divide in Half"
Purpose: to teach children to divide the whole into 2, 4 parts by folding the object in half.
Demonstration material: paper strip and circle. Handout: each
child 2 rectangles of paper and 1 card.
Content. Q: Listen carefully and look. I have a paper strip, I will fold it along
floors, just trim the ends, iron the fold line. How many parts did I divide the strip into? That's right, I
I folded the strip in half and divided it into 2 equal parts. Today we will be dividing items into
equal parts. Are the parts equal? Here is one half, here is the other. How many halves did I show? How
only half? What is called half? The teacher clarifies: “Half is one of 2 equal
parts. Both equal parts are called halves. This is half and this is half of the whole strip. How

just such parts in a whole strip? How did I get 2 equal parts? What's more: a whole strip go
half? etc. ". Similarly: with a circle.
Next, the children learn to independently divide the rectangle in half.
"Stand in your place"
Purpose: to exercise children in counting within 10.
Content. The teacher says: “Now we will learn how to select cards on which
drawn equally different objects ”and offers to count how many objects are drawn on them
card. Then he explains the task: “I will call the numbers, the children will come out, stand in a row and show everyone
their cards, they will name how many objects they have drawn. Questions: “Because they have objects
drawn? etc.
"Name it soon"
Purpose: mastering the sequence of the week.
Content. Children form a circle. With the help of a rhyme, a leader is selected. He throws someone
or the ball and says: “What day of the week before Thursday?” The child who caught the ball answers: "Wednesday."
Now he becomes the leader, throws the ball and asks: “What day was yesterday?” etc.
"Find a toy"
Purpose: to teach to master spatial representations.
Content. “At night, when there was no one in the group, says V, Carlson flew to us and
brought toys as a gift. Carlson loves to joke, so he hid the toys, and in the letter he wrote,
how to find them." He opens the envelope and reads: “We must stand in front of the table, go straight, etc.”
"Journey to the Bakery"
Purpose: to teach children to divide objects into 2, 4 equal parts by folding and cutting,
establish a relationship between the whole and the part.
Content. "Tonight I'm going to the bakery for bread, says V. I need
half a loaf of bread. How will the seller divide the loaf? Take a rectangle, it's like
loaf of bread. Divide it the way a salesman would cut a loaf. What have you done? What do you have
happened? Show 1 of 2 equal parts. And now both halves. Put them together like
a whole rectangle remains (Compare the whole part with halves. Find 1, 2 parts). Guess
how the seller would share if I had enough of a quarter of bread. That's right, he would share
loaf into 4 parts and would give me one of them. Children divide the second rectangle into 4 parts.
Purpose: to teach to select the specified number of pictures, combining the generic concept of "furniture",
"Who will choose the right picture"
"clothes", "shoes", "fruit".
Content. V. places on the table pictures of furniture and clothes on the left, vegetables and
fruits on the right and invites the children to play the game “Who will correctly select the indicated number
pictures? V. explains the task: “I have pictures of furniture and clothes, vegetables and
Fruit. I will call several children at once. Whoever picks the right number wins.
pictures of different objects, how many I will say. After completing the task, the children tell how they made up
group, since there are objects in it and how many there are in total.
Purpose: to exercise in grouping geometric shapes by color, size.
Content. At the request of V., the children take out the figures from the envelope, lay them out in front of them and
answer the questions: “What are your figures? What color are they? Is it the same size? How can
"Make a Shape"

group the figures, choose the right ones? (by color, shape, size). Make a group of
red, blue, yellow figures. After the children complete the task, V. asks: “What
got groups? What color are they? What shape were the figures in the first group? From what
figures made up the second group? How many are there? How many figures of different shapes are in the third group?
Name them! How many pieces are yellow in total? Next, V. suggests mixing all the figures and
arrange them according to their shape (size)
Purpose: to teach children to compare the results of a visual tactile examination of the form
"Find by touch"
subject.
Content. The lesson is held simultaneously with 24 children. The child puts his hand on the table
pouch tied around the wrist. B. puts one item on the table, the child, looking at the sample,
finds the same object in the bag by touch. If he is wrong to him, offer carefully
consider the subject I give a verbal description. After that, the child again searches for the touch, but
is another subject. The repetition of the game depends on the degree of assimilation of the survey method by the children.
Purpose: to exercise children in comparing numbers and in determining which of 2 adjacent numbers is greater
Which net has more balls?
or less than the other.
Content. V. shows the children two nets with balls and offers to guess which one
more balls. (There are 6 large balls in one grid, 7 small balls in the other), if there are 6 large balls in one grid, and
in the other 7 small ones. Why do you think so? how can you prove it? After listening to the children's answers, the teacher
says: “It is difficult to put the balls in pairs, they roll. Crush, replace them with small circles.
Small balls, small circles. Big big. How many large circles should I take?
Natasha, place 6 large circles on the typesetting canvas, on the top strip. How much to take
small circles? Sasha, place 7 small circles on the bottom strip. Kolya, explain why 7
greater than 6 and 6 less than 7? "How to make the balls become even?": Find out two ways
establishing equality.
"Who will pick up the boxes faster"
Purpose: to exercise children in comparing objects in length, width, height.
Content. Having found out how the boxes on the table differ from each other, V. explains
task: “The boxes are mixed up: long, short, wide and narrow, high and low.
Now we will learn how to select boxes that are suitable in size. Let's play "Who will pick up faster
boxes of the right size? I will call 23 people, give them one box each. Children
they will tell you what length, width, height of their box. And then I will give the command: "Pick up the boxes,
equal to your length (width, height). Whoever picks up the boxes first wins. Children may be
proposed, build the boxes in a row (highest to lowest, or longest to longest).
short).
"Make no mistake"
Purpose: to exercise children in quantitative and ordinal counting.
Material. For each child, a strip of thick paper, divided into 10 squares. ten
small cards, equal to squares on a strip of paper, with circles depicted on them
from 1 to 10.
Content. Children put strips of paper and small cards in front of them. The host calls
some number, and the children must find a card with the same number of circles, and put it on
corresponding square number. The host can name numbers from 1 to 10 in any order. AT

as a result of the game, all small cards must be arranged in order from 1 to 10. Instead
naming the number, the leader can hit the tambourine.
"Fold the Figure"
Purpose: to exercise in drawing up models of familiar geometric shapes.
Content. V. places models of geometric figures on a flannelograph, calls the child and
invites him to show all the figures and name them. Explains the task: “Each of you has the same
geometric shapes, but they are cut into 2, 4 parts, if you correctly attach them to each other, then
it will turn out, a whole figure. After completing the task, the children tell how many parts they are
made another figure.
"Who is more and who is less?"
Purpose: to fix the score and ordinal numbers; develop ideas: "high",
"low", "fat", "thin", "the fattest"; "the thinnest", "left", "right", "to the left", "to the right",
"between". Teach your child to reason.
Rules of the game. The game is divided into two parts. First, the children must learn the names of the boys, and
then answer questions.
"What are the boys' names?" Inseparable friends lived in the same city: Kolya, Tolya, Misha,
Grisha, Tisha and Seva. Look carefully at the picture, take a stick (pointer) and show who, how
name if: Seva is the tallest, Misha, Grisha and Tisha are the same height, but Tisha is the fattest of
them, and Grisha is the thinnest; Kolya is the shortest boy. You yourself can find out who Tolya's name is.
Now show the boys in order: Kolya, Tolya, Misha, Tisha, Grisha, Seva. Now show
boys in the same order: Seva, Tisha, Misha, Grisha, Tolya, Kolya. How many boys are there?
"Who's standing where?" Now you know the names of the boys, and you can answer the questions: who
stands to the left of Seva? Who is to the right of Tolya? Who is to the right of Tisha? Who is to the left of Kolya? Who stands between
Kolya and Grisha? Who stands between Tisha and Tolya? Who stands between Seva and Misha? Who stands between
Tolya and Kolya? What is the name of the first boy on the left? Third? sixth? If Seva goes home, how much
will there be boys? If Kolya and Tolya go home, how many boys will be left? If to these
their friend Petya will suit the boys, how many boys will there be then?
"Find a matching picture"
Purpose: to learn to recognize by description a pattern made up of geometric shapes.
Content. Assign a leader. He takes one of the cards on the table from the teacher and, without
showing. Describes it orally. The one with the same card raises his hand. The winner is
the child who recognized the card from the verbal description and made a pair. each card
describe 1 time.
The teacher describes the first card himself. During the game, he appoints several leaders.
"Constructor"
Purpose: the formation of the ability to decompose a complex figure into those that we have.
Practice counting to ten.
Material. Multicolored figures.
Rules of the game. Take from a set of triangles, squares, rectangles, circles and others
the necessary shapes and superimpose on the contours shown on the page. After building each
object, count how many figures of each type were required. The game can be started by contacting
children with these verses: How many shelves are there in the store? What is on the bottom (middle, top) shelf? How many in the store
cups (large, small)?. What shelf are the cups on? How many nesting dolls are in the store? (large,
small ones). What shelf are they on? How many balls are in the store? (large, small). Which
do they stand on the shelf? What is to the left of the pyramid? To the right of the pyramids, to the left of the jug, to the right of
jug, to the left of the glass, to the right of the glass? What stands between small and large balls?
Every day in the morning, the sheep displayed the same goods in the store.
2. "What the gray wolf bought." Once, on New Year's Eve, a gray wolf came to the store and bought
gifts for their wolf cubs. Look closely. Guess what the gray wolf bought?
3. "What did the hare buy?" The next day after the wolf, a hare came to the store and bought
Christmas gifts for bunnies. What did the rabbit buy?
"Which is longer, wider?"
Purpose: Mastering the ability to compare objects of contrasting sizes in length and width, use
in speech the concepts: “long”, “longer”, “wide”, “narrow”.
Content. Noise outside the door. Animals appear: baby elephant, bunny, bear, monkey - Winnie's friends
Fluff. Animals argue over who has the longest tail. Winnie the Pooh invites children to help the animals. Children
compare the length of the ears of a hare and a wolf, the tails of a fox and a bear, the length of the neck of a giraffe and a monkey.
Each time, together with V., they determine equality and inequality in length and width, using
appropriate terminology: long, longer, wide, narrow, etc.
"What changed?"
Purpose: to develop the attention and memory of children.
Content: Children form a circle. Several children are standing inside the circle. At the sign of the educator one
leaves, then, upon entering, he must determine what changes have taken place within the circle. In that
variant, the guessing child must count how many children stood in the circle at the beginning, how many
left, and by comparing these two numbers, determine how many children left the circle. Then, when repeating
game, the guesser must name the name of the departed child. And for this you need to keep in mind
the names of all the children standing in the circle and, looking at the rest, to establish who is not. Further
the complication may be as follows: the number of children in the circle remains the same (within five), but changes

their composition. The guesser must say which of the children left and who took his place. This option
requires more attention and observation from children.
"Which toy is hidden?"
Purpose: Consolidation of the ordinal account.
Content: Toys of different sizes and shapes stand on the table in one line. Children look at
toys, count them, remember. One of the players leaves the room, and in his absence
children hide some toy. The child returning to the room must remember which
the number (and then the size) of the toy on the table was gone.
"Who how much?"
Purpose: To learn the concept of "how much"
Content: The facilitator distributes cards with drawn boys and girls and their clothes, and
puts a card with two girls on the table and asks: “How many hats do they need?” Children
answer: "Two". Then the child, who has a picture with two hats in his hands, puts it next to
a card where two girls are drawn, etc. In counting and counting, children practice in
games with small toys. The game consists in the fact that the child, having received a card with drawn
circles and counting them, counts as many toys for himself as there are circles on the map. Then
cards are mixed and dealt again. Children count the circles on their cards and, if they
more than the toys selected on the first card, decide how many more toys to add or
subtract if there are fewer circles. There should be a lot of toys on the table. And circles on small
five cards (1, 2, 3, 4, 5). This number of circles in the cards can be repeated several times. To
middle school children preschool age higher requirements for mastering
spatial orientations.
"What's where?"
Purpose: To exercise in determining the spatial arrangement of objects in relation to oneself
"front", "behind", "front", "left", "right", "up", "down".
Material: Toys
Content: The child stops at a certain place in the room and counts the objects
in front, behind, left, right.
"When does it happen?"
Purpose: To clarify and deepen children's knowledge of the seasons.
Content: The teacher calls the time of year (shows a picture) and the children answer what happens in
this time of year and what people do.
Purpose: To consolidate the concept of such categories as "yesterday", "today", "tomorrow"
"Yesterday Today Tomorrow"

Material: Ball
Content: The host throws the ball in turn to all the players and says: "We sculpted ... when."
The catcher finishes the phrase, as if answering the question "when?"
We will go for a walk in the park .... (today)
We visited my grandmother .... (yesterday)
We will read a book ... (tomorrow)

Didactic games with Kuisener sticks

for children 3-5 years old

Dry towels

Target. Teach children to compare objects by length; find similarities between objects;

classify objects by length and color, indicate the results of the comparison with words

(longer - shorter, equal in length).

Material. Colored counting sticks: 1 brown, 5 yellow, 5 red.

Description.

On the tray are sticks of two colors.

Tasks

Set aside sticks of the same length. What color are they?

What should be done to find out which sticks are more?

(Place sticks of one color under sticks of another color).

- How many long (short) sticks? (Many, so many, equally.)

- Place the brown stick in front of you. This is a rope. sticks of yellow and

red color - "towels". Let's hang the "towels" to dry on a string.

Hang the long one first, then the short one, then the long one again. Which one should be hung now?

towel? (Short) Hang up all the "towels". Touching a finger to

"towels", name its color: yellow, red, yellow...

Questions

- How many yellow "towels"? (A lot of.)

- How many red "towels"? (A lot of.)

- What color towels are more (less)? (Equally, equally, so much -

how many long, how many short; how many yellows, how many reds.)

colorful flags

Target. Fix the names of geometric shapes. Practice counting and answering

to the questions: “How much? Which account?

Material. Card, colored counting sticks: 2 burgundy, 10 blue,

10 red.

Description

The teacher invites the children to make a “rope” out of two burgundy sticks by connecting them

ends with each other, then says: “On this rope we will hang“ flags ”. Do

triangular flag of three sticks and hang on a string. Now do

from red sticks, a rectangular flag and hang next to the flag

triangular shape. Make the triangular checkbox again. What form will

next flag?

Questions

- What shape are the flags?

- How many sticks are used to make a triangular flag? And the checkbox is rectangular

forms?

- How many figures are there?

- What are the rectangular flags? And which is the checkbox

triangular shape?

- What are the sides of the triangle? (Equal.) How to check this?

- Which side is longer, the side of the rectangle or the side of the triangle?

How can you find out?

beads

Target . Teach children to classify objects by length; compare groups of objects

by the number of elements included in them; express the result of the comparison

(more, less, as much as).

Material. Colored counting sticks: white, pink, blue; card.

Description

The teacher invites the children to arrange the sticks by color. Checks for correctness

completing the task, then says: “Today we will make a chain of these sticks into

such a sequence: first put white, then pink, blue, again

white. Continue the series to the end.

Questions and tasks

- What color are the "beads" in this chain?

- What is the number for each color?

- What is the number for the longest bead?

- The chain broke and the "beads" crumbled. Mix all beads. How to find out,

which beads are more? Less?

- What needs to be done for this?

Children lay out the sticks one under the other and determine which color sticks there are more.

After that, you can invite the children to collect the chain again in the same

sequences, think and say to whom they would like to give these chains.

Numbers 1 and 2

Target. To teach children to compare objects in length and indicate the result in words

comparisons. Introduce the formation of the number 2, the numbers 1 and 2.

Material. For the teacher: magnetic board, 2 white squares 10x10, pink stripe

20 x 10cm, numbers 1 and 2.

For children: colored counting sticks -3 white and 3 pink, numbers 1 and 2, card.

Description

The teacher invites the children to show him a white cube and asks: “How many white

cubes you showed? What number can represent this number?

The teacher on the board lays out the number 1 under the white square.

Children put the number 1 under the white cube and repeat: "One cube - number one!"

The teacher focuses the attention of the children: "The white cube is the shortest" stick "

in our set. What is it equal to? (To one.) What number does it represent? (One.)

Show pink wand. Place it under the white stick so that on one side

edge matched. Which stick is longer? (Pink.)

The teacher demonstrates this stage of work on the board.

“Put another white cube next to the white one. (Demonstrates on the board.) Let's

Let's count how many white cubes are in a row. (One, two, just two dice.) What kind of sticks

longer, one pink or two white? (Equal, equal in length.) Pink stick

represents the number two. (Shows and calls the number 2, puts it next to the number 1.)

Why do we put the number two next to the pink wand? (Because it contains two white

sticks.) Remove the white cube on the right and put the pink stick in its place.

Got a ladder. How many steps does she have? (One.) How many rows? (Two.) How many

place two white dice.

The teacher demonstrates each stage of work on the board.

“What can you say about two white sticks and one pink? (They are the same height.)

Remove two white cubes. How many white cubes are next to the pink stick? What

put a number under it? (Two.) What wand does it represent? (Pink) Touch

finger to each stick and count. (One, two.) Name the numbers in order.

Construction of houses

Target . To teach children to model an object from four sticks of the same length, to compare

height items. Practice counting; in the distinction between quantitative and ordinal

accounts, the ability to answer questions: “How much? Which one is on the bill?

Material. Colored counting sticks: 3 white, 6 blue, 6 red, 4 pink and 2

yellow; card.

Description

Questions and tasks

- What happened? (House.)

- Build a large house on one side of the house, and a small house on the other. From what

side of the big house? On which side is the little house?

- How many houses are there?

- Which one is the tallest? And the lowest?

- Between which houses is the blue house located?

- Pick up a wand and make windows in the house. How many windows are in each house?

- How many windows are there?

- What are the largest windows?

Number 3

Target. Introduce children to the formation of the number 3 and the corresponding number; learn

name the numbers in order from 1 to 3; exercise in orientation in space.

Material. For the teacher: 3 white squares 10x10 cm, pink stripe 20x10 cm,

blue stripe 30x10 cm, numbers.

For children: colored counting sticks - 4 white, 1 pink, 1 blue; numbers from 1 to 3.

Description

The teacher gives the children a task: “Put a white cube, next to the right in a column

put down the pink stick. Take as many white cubes as possible so that they are exactly

packed in a pink stick and put them in a column next to the pink stick.

The sequence of explanation is accompanied by laying out demonstration

stripes of the same color on the board.

- How many white cubes are to the right of the pink ones? (Two.)

- What is a pink stick equal to if two white ones are placed in it? (Two.)

- What's more - one or two?

- Show a pink wand with your finger. Now show the white stick. Show

finger number one and number two. Remove two white sticks.

- Find a wand that's bigger than pink and show it. What color is she?

(Blue.)

- How to find out what number it stands for? (Need to be measured.)

After listening to the answers of the children, the teacher offers to demonstrate all this on sticks.

Children lay out under the blue stick different ways of comparing the size (pink and

white or three white).

The teacher says:

- The pink wand stands for the number two, and the blue wand for the number three. Lay in a column

a blue wand next to a pink one. Got a ladder.

Then the teacher shows the number 3, invites the children to put the number 3 under

sticks representing the number three.

-Now put the numbers under the white, pink and blue sticks.

- List the numbers in order.

- Which number is greater - one or two? How much is two more than one? How much one

less than two?

- Which number is greater, two or three? How much is two less than three? How many three

more than two.

-What happens in three, we will find and count on a walk.

Number 4

Target . Introduce children to the formation of the number four and the number four; learn to count

within four; to consolidate the ability to distinguish a quantitative account from an ordinal one.

Material.

For the educator: numbers.

For children: colored counting sticks within 4, numbers, card.

Description

The method of constructing a vertical ladder (consisting of two steps) from low to

highly familiar to children. The teacher invites the children to do this work on their own.

Should be 3 steps.

- How many steps are there?

- What is the number for white? (One.) Pink color? (Two.) Blue? (Three.)

-Now find the red stripe and add a step.

- What number is she? (Fourth.)

- What number does it represent? (Four.)

- Let's check that the red stick stands for the number four.

- How much is three less than four? (For one.)

- Put with a red column another column, consisting of four white ones.

- Which is bigger: one red stick or four white ones? (Equally, equally.)

Then the teacher shows the children the number 4 and invites them to lay out under the sticks

numbers from 1 to 4.

- Name them in order.

- What number is under the pink stick? Under blue? Under red?

- Can you tell me what is the biggest number?

- What is the smallest number?

- How much is two more than one?

- How many more than three are four?

- How much is one less than two?

- How much is two less than three?

- What color is the number four?

Number 5

Target. Introduce children to the formation of the number five and the number 5; learn to name

numerals in a row. To consolidate the ability to distinguish between quantitative and ordinal

account, correctly answer the questions: “How much? Which one is on the bill?

Material.

For the teacher: numbers within 5.

For children: numbers up to 5, colored counting sticks within 5.

Description

The numbers on the board are 1,2,3,4. The teacher, pointing to the numbers randomly, invites the children to name

them. Then he gives the task:

- Make a ladder out of sticks, consisting of three steps. Lay under the sticks

numbers.

- What number does the pink stick represent? (Number two.)

- What color is the number three? (Blue.)

- What number does the red stick represent? (Four.)

- Count four white dice and place them in a column next to the red stick. What

can we say about the red and white columns? (They are equal, the same height.)

- Count in order, how many columns are in a row? (Five.)

- How many white cubes are in the fifth column? (Four.)

- How many cubes must be placed on the white column to make five? (One.)

- Which column is higher - fourth or fifth? (Fifth.)

- How much is four less than five and how many more than four?

- Can a yellow stick replace five white dice? Replace.

- How many columns are there? How many cubes are in each column?

The teacher shows the children the number 5 and asks: “Where should I put it?” (After

number four.)

- List all the numbers in order.

In the same way, it is necessary to introduce children to all the numbers within ten.

birdhouse

Target. To consolidate knowledge of numbers within 5; the ability to compare objects by length,

transform the design of the object.

Material . Card, colored counting sticks: 2 yellow, 2 red, 2 blue, 1 black

and 1 white.

Description

The teacher asks the children to remember how they laid out the house. Specifies: "How many

house had walls? What sticks did you use to build them? (Two sticks of one

lengths.) Do you need the same sticks for the floor and ceiling?

Invites the children to show with their hands how the roof looked, what shape it was.

The teacher tells the children: "Make a small house." When the house is ready

reads the riddle

Between the branches a new house,

There is no door in that house

There is only one window

Not even a cat can get through.

The teacher asks the children to make a guess out of the house, but out loud

do not say the answer yet.

When the answer (birdhouse) is laid out on the table, the children voice it. Questions

- What number does the yellow stick represent? Red? Blue?

- What is the largest number of them?

- If the yellow stick means big number, which means that blue, red

wand... (In short.)

- At what time of the year do birdhouses hang out?

- What kind of birds live in them?

- You first made a house out of sticks, and then made a birdhouse out of it. How

Is a birdhouse different from a house?

-What are the similarities between a birdhouse and a house?

Suburban village

Target . To teach children to compare objects in height using a conditional measure;

to consolidate the ability to navigate in space, using the words: left, right, above,

below, far, near.

Material . Colored counting sticks, card.

Description

The teacher, pointing to the card, says: “This is a summer cottage. There's a house here

make it out of sticks. Plant a tree. Put up a fence. Make a shop."

After completing the task, he invites each child to tell about his site,

using the words: left, right, in front of, next to, about.

“Take your cards and put them on the big table,” the teacher says. -U

we got a holiday village.

Questions:

- What is to the left of the house? What's in front of the house? What's to the right of the house?

Where is the shop?

- Are your houses similar or not? What shape is the roof? House?

- What trees grow on the site?

- Whose house is higher? Prove it. (This can be done using a conditional measure.)

- Which one of you has the tallest tree?

- Which is taller: a tree or a tree?

- Which area did you like the most? Why?

- Think of a story about how we went to the country.

Christmas tree

Target . Exercise children in determining the length of an object using the overlay technique;

to consolidate the ability to use words: longer - shorter, the shortest; develop

ideas about color standards.

Material. Colored counting sticks: 1 brown, 1 orange, 2 purple, 2

yellow, 2 red, 2 blue, 2 pink; Christmas card.

Description

The teacher invites the children to pick up the sticks and put them on the branches

drawn Christmas tree. Questions and tasks

- What color is the branch? List them in order, starting at the top.

- What color are the longest branches?

- Name the color of those branches that are shorter than the longest.

- How many shortest branches?

- How many branches of the same color?

- Set aside any two branches of the same length. What are they in length?

(Identical, equal.)

Work in pairs

- Compare the branches and determine which branches are longer? Briefly speaking?

Which tree is taller?

housewarming

Target. To consolidate the ability to compare sticks in length; relate the size of an object to

limited space.

Material. Colored counting sticks: white, blue, pink, yellow; cardboard format

A4.

Description

The teacher invites the children to arrange a housewarming party: “In front of you is an apartment (shows

sheet of cardboard). Let's put some furniture in it. When you arrange furniture, remember

about the fact that there are several objects in the room and they should not be very

large. Otherwise it won't fit."

bed, table, chair, armchair. After completing the task, the teacher asks the children the following questions:

- How much furniture is in the room?

- What is the highest in it?

- How many sticks is the cabinet made of? What colour is he? And the bed?

- What is the number for each color? What is higher - a cabinet or a table?

- Where is the closet? Bed? Armchair? Chair? Work in pairs

- Compare the interiors of your rooms by matching the images of objects and their

location.

Road to home

Target. To consolidate the ability of children to measure using a conditional measure; navigate in

space in a limited area.

Material. Card, colored counting sticks.

Description

The teacher invites each child to put a white cube in the upper left corner

cards, and then put the same cube in the lower right corner.

“These are the houses where Ira and Olya live,” the teacher says. - Ira lived in the upper

house, and Olya in the lower one. Olya decided to go and play with Ira. Make a road

which she will go. Having played enough with Ira, she decided to return home, but

expensive. Make this road."

Questions

- What is the fastest way to get home? Explain why.

- How can you prove which track is longer?

- Where is Ira's house? Where is Olya's house? Work in pairs

- Compare short tracks. Who has the longest track? Ways to compare lengths

different: with overlay

or the application of sticks (roads) to each other, as well as with the help of measurement, taking

measure basis.

Doll Masha

Target . To teach children to compare objects with authenticity, to indicate the result in words

comparisons (longer, shorter, equal to the length); model the object verbally

instructions; navigate in space.

Material . Card, counting sticks: 2 blue, 3 white, 4 red, 4 pink, 1

yellow, 1 purple, 1 black, 1 burgundy.

Description

The teacher invites the children to make a doll out of sticks, dictating the sequence:

- Place the blue sticks one below the other. This is the doll's head. Which sticks

length? (Equal, identical.)

- Make bows out of two white sticks.

- The white cube is the doll's neck. Where does he lie? (Under blue.)

- Make blouses from two red sticks, put the sticks one under the other.

- And now make hands from the remaining red sticks. What red sticks

length? (Equal, identical.)

- Make a skirt out of yellow, purple, black and burgundy sticks. Which sticks

length? Which one is the shortest? What is the length of the burgundy stick? (The most

long.)

- How many pink sticks are left? (Four.) What are all the sticks in length? Do

of which legs and shoes.

- What number represents pink? (Number two.)

- It turned out a beautiful doll Masha. What color is the longest stick in a skirt? And the most

short?

- What is the length of the purple wand? (Longer than yellow but shorter than black.)

-What is the length of the black stick? (Longer than purple, but shorter than burgundy.)

- What color sticks are located above the burgundy stick?

- Between red and purple, what color is the stick?

- How many sticks went into the skirt? And for a jacket?

Bunny

Target. To consolidate the ability to compare objects in length and height; verbalize

comparison result.

Material. Card, colored counting sticks: 4 white, 4 red, 4 burgundy, 4

blue, 1 brown and 2 pink.

Description

The hostess left the bunny, The bunny remained in the rain. I could not get off the bench, All up to

the threads got wet.

The teacher asks the children who this poem is about, invites the children to lay out

bunny from sticks, dictating the sequence:

- From two red sticks make a torso. What are they in length? What number

does this color mean?

- Make a head out of white sticks. How many white cubes did you need for the head?

-Now make the ears. What are the length of the ears? What number represents blue?

- From the two blue ones make the front paws. What side of the body are they on?

- Think about how to put sticks so that the bunny sits? How many hind legs does a hare have?

- Take the longest stick and put it under the hare's paws.

- From two burgundy sticks, make the legs for the bench. -Let's do another one.

bench. She should have a seat

be the same length as the first. Make this bench legs out of sticks

Pink colour.

- What can be said about the length of the benches? (They are the same, equal in length.)

- What is the height of the legs on the benches? (Equal in height.) The teacher asks someone

- Why did the bunny get wet in the rain while sitting on this bench? Because she was

high.

- From which bench would it be easier for the bunny to jump off? (From the second below.)

What can you say about these benches? What are they?

Acquaintance with Kuisener's sticks

Target: To introduce children to sticks as a game material. Help children

navigate this material. Reveal the initial knowledge of a group of children, levels

development of a child. Draw the attention of children to the properties of sticks.

Material: set of Kuizener's sticks, doll.

Description

The teacher draws the attention of the children to the doll Katya, who came to visit. Katia

came with a gift, which is in a beautiful box (a set of sticks). caregiver

invites children to consider a gift.

The teacher needs to give the children the opportunity to examine the colored sticks,

provide the freedom needed to navigate the material.

Observing how children play with sticks, what exactly they do (design,

lay out patterns).

Together with the children, the teacher examines the sticks and talks with them:

-What sticks? (short, long, large, small, colored).

-How many sticks? (a lot of).

-Same color or different?

-What colors do you know? (children list the colors that are familiar to them).

The teacher invites the children to collect the sticks in a box (when they realize that the children have played enough) and place it on the shelf with games. Reports that children free time can take sticks and play with them. Children with a teacher thank the doll Katya for the gift.

colorful sticks

Target : Introduce children to color standards, fix the names of primary colors,

develop the ability to group, classify sticks (strips) by color.

Develop children's speech. Develop attention, memory, thinking.

Material: sets of sticks (strips) Cuisener, doll, boxes of different colors.

Description

The teacher attracts the attention of the children, reports that Katya doll wants to play with them

with sticks. Children, along with the teacher, sit at the table. caregiver

draws the attention of children to the color of the sticks:

What color sticks?

Show red wand (blue, green, yellow).

Take one stick of any color you like in each hand and name

stick color.

The teacher, together with the children, pronounces the name of the flowers.

Then Katya doll brings multi-colored boxes, invites the children to lay out

sticks in boxes of the corresponding color (a red stick in a box of red

colors, blue to blue box, etc.). Children, together with the doll and the teacher, look

the correctness of the task, jointly correct errors.

We build paths

Target: Fix the names of the primary colors, develop the ability to group,

classify sticks (strips) by color. Develop children's speech (use in speech

words: “same”, “same”, “also red”, etc.). Develop attention, memory,

thinking.

Material: sets of colored sticks or strips, houses of different colors (can be cut out

cardboard), silhouettes of gnomes of different colors.

Description

The teacher has multi-colored houses on the table or on the carpet (white, red, pink, blue, etc.). She tells the children that she received a letter from the residents of these houses - the Gnomes. In rainy weather, it is difficult for them to go to their homes. The gnomes ask the children to help build paths to the houses, but in such a way that they are the same color as the houses.

Each child chooses a house and independently builds a path. Children (if necessary, with the help of an adult) find out and clarify what color the path turned out to be, what can I say about the color of the paths and houses, which path is the longest, the shortest.

Gnomes appear, thank the children, invite the children to dance.

Train

Target: Fix the name of color standards, develop combinatorial abilities,

involve children in modeling. Contribute to the development of speech. develop attention,

memory, imagination.

Material: a picture of a train, a set of Kiusener sticks or stripes,

carpet.

Description

The teacher invites the children to look at the picture of the train. Conversation by

picture. What is shown in the picture, sing the train, what it consists of (wheels, wagons).

The teacher clarifies and supplements the knowledge of children. Then he invites the children to build a train

from colored sticks or stripes. The teacher builds a train on a carpet of

colored stripes (white, pink, blue, blue, etc.) and explains his actions.

Any combination of sticks can be used. Children on the table alone

line up their trains. Then consider what happened to someone. caregiver

plays with the children on the train. Children line up one after another - they are wagons,

the teacher at the head is a locomotive, and they travel around the group.

The locomotive shouts: "Doo-doo, I'm going, I'm going, I'm going."

And the wheels are knocking, and the wheels are saying:

"Well, well, well!"

Here our train rides, the wheels are knocking,

And the guys are sitting on our train.

Choo-choo-choo-choo! The steam locomotive is running.

Far, far away he took the guys.

Miraculous Pouch

Target: Fix color standards and their name. exercise in

color discrimination. Develop memory, attention.

Material : a set of sticks, an opaque bag.

Description

The teacher invites the children to play, shows the “wonderful bag” and reports that there are magic wands there.

1. Children need to get any stick out of the bag with their eyes closed, look at it and say what color it is.

2. With your eyes closed, you need to find two sticks of the same (different) length. Get out of the bag and compare: sticks of the same length of what color. What color are the sticks different in length. The teacher concludes and leads to the fact that sticks of the same length are of the same color, sticks of different lengths are of different colors.

find and show

Target: Practice color discrimination. Develop logical thinking, memory.

Material: set of sticks, Pinocchio (toy or picture).

Description

Pinocchio came to visit, he does not know the names of flowers well. The teacher offers to help him. On the table or on the carpet, sets of sticks or strips. Pinocchio says which sticks he needs, and the children find them in the set.

Please find a stick that is not red (which means that all sticks are suitable except for the red one).

I don't yellow.

Not blue, etc.

hide the toy

Target: Develop an idea about the height of the sticks. Introduce the concept of "high"

"short". Develop an idea about the length of the sticks. Develop the ability to compare

sticks in height and length.

Material: sets of Kuizener sticks (colored stripes), small toys or silhouettes of animals of different heights (lion, fox, walrus, crane, elephant, rhinoceros, kangaroo, bear, crocodile), a poem by S.Ya. Marshak "Where did the sparrow dine?".

Description

The teacher reads the poem “Where did the sparrow dine?” to the children, they talk according to the content. The teacher shows the animals that live in the zoo.

Consider animals, compare them in height. The teacher invites the children to build their own zoo for toy animals. To do this, each child receives a toy of an animal and builds a fence of such a height that it will hide it (so that it is not visible).

It is necessary to discuss with the children where, behind the fence of what color, the tallest animal lives, which one. Behind what fence lives the lowest animal, who is it, etc.

Consider fences-enclosures, which are higher, lower. Draw the children's attention to the fact that all the "boards" in one "fence" are of the same color and the same height.

Let's build a fence

Target: Develop an idea about the height of the sticks. Develop the ability to compare and

compare objects in height. Reinforce the concepts of "high", "low". Exercise

in color, size. Contribute to the development of speech. Development environment:

sets of Kuisener sticks, small toys.

Description

The teacher invites the children to look at the toys on the table, and tells the story:

“There was a grandmother. Her house was near the forest. And my grandmother had friends. The horse took Grandma shopping. The cow that fed her gave milk. The dog guarded the grandmother's house. The cat was catching mice. They lived together and cheerfully, but they were afraid of the wolf that lived in the forest. There was no fence around the house and the animals were not protected. They sent us a letter and asked us to help build a fence.”

The teacher invites the children to take sets of sticks. Children choose animals

(toys). The teacher builds a fence for the grandmother's house from multi-colored sticks, and children for animals - from the same color.

Children, together with the teacher, consider what happened, discuss:

-What beautiful fences!

-What sticks did you build the fence with? What sticks were used? (each

the child talks about his work).

-What is the horse's fence? What about a cat? High or low?

-Will a cow, a dog, etc. be able to hide from a wolf?

-Why did you get such smooth fences? What color and size are they?

-Look at my fence. Does he look like yours? Why doesn't it look like? What is the difference?

The teacher leads the children to the fact that sticks of the same color have the same height, and sticks of different colors have different heights.

- Grandma and her friends will be happy and now they are not afraid of the wolf.

Let's build a bridge

Target: Continue acquaintance with a set of Cui-zener sticks, consolidate concepts

“longer”, “shorter”, “same” (equal) in length, “wider”, “narrower”. Develop skill

compare objects by width and length. Develop imagination, logical thinking,

speech. Organize a team role-playing game. Develop skill

Material: sets of multi-colored sticks (stripes), on a carpet or on a table image

a long meandering river, the width of which changes or turns into streams,

toys (cars of different sizes, people, animals).

Description

The teacher places the toys on opposite sides of the "river". Offers children

consider the river and what is around it. Plays the situation.

-Cars, people, animals are on opposite sides of the river and cannot meet.

How to help them? We need to build bridges.

-What river? Is it the same width in all places?

- What bridges are needed (in different sections of the river)?

Each child (with the help of an adult if necessary)

th) outlines where in the river he will build a bridge.

1. Children select sticks (strips) of the appropriate length for the bridge (it is important that

their length overlapped the width of the river). By trial and error, children find the right building material. After the construction of the bridges, it is discussed what color each of them is, how long, which one is shorter, longer. Why they took a blue stick for a stream, and an orange stick for a river (compare in length).

2. You can diversify the game and offer children another option, more difficult. Bridges are built along the width of the sticks (for this, sticks of the same color and length are applied

to each other until the shores are connected).

- What are the bridges like? (wide, narrow).

- What color are the wide bridges? What color are narrow bridges?

With the help of toys, children check whether this or that bridge is wide enough, whether a car, a bus, a doll, a hare can pass. A bus rides along the blue (wide) bridge, and a hare runs across the stream along the blue (narrow) one. Then it is advisable to move on to independent play activities of children to consolidate the concepts.

Matryoshka tracks

Target: To consolidate knowledge of color standards and their name. Develop the ability to relate

objects by color, by size. Develop the ability to compare objects in width,

size. Develop imagination, logical thinking, speech. Get to know these

concepts like "more", "less", "largest", "smallest", "less than

than...", "more than...".

Material: nesting dolls of different sizes (toys or silhouettes), in sundresses of different colors,

sets of sticks or strips.

Description

Children, together with the teacher, examine nesting dolls, compare them in size, according to

sundress color. For example, the largest nesting doll is in a blue sundress, the smaller one is in

yellow sundress, even less in red, even less in blue, the smallest in

white.

Matryoshkas came to visit us,

They brought stripes.

The teacher tells the children that nesting dolls are going to the forest for berries:

We are nesting dolls, that's what crumbs,

And on us, and on us are different boots.

We don’t sleep, we don’t sit, we want to go to the forest for berries.

We are nesting dolls, that's what crumbs

Do us, do us

Different tracks.

And the paths are not simple blue-red-blue,

Each matryoshka has its own path.

Take one stick. What color are they?

The teacher asks each child: how much do you have

sticks? (One.)

The teacher is surprised, makes a discovery with the children: there were a lot of sticks, and now one

every child. Offers to put all the chopsticks on the table.

How many sticks together? (A lot of).

Take the sticks back. How many sticks does each

you? (One by one)

The teacher asks the children: how many sticks do I have? (none). Takes a wand.

Now how many sticks do I have? Just like you.

The teacher hides the wand in the palm of his hand so that it is not

it is seen.

How many sticks do I have in my hand? (One.)

How many sticks are in the bag? (A lot of.)

The teacher shows the children a beautiful little box (the box is smaller than

sticks). Offers to put a wand in it (does not fit).

How many sticks are in the box? (None.)

The teacher, together with the children, find a way out - to place in

a box of some other stick. Choose which stick will fit. (Pink.)

unite them.

Ladders

Target: Exercise children in establishing the equivalence of length and color. Develop attention, memory.

Material: sets of Kuisener sticks.

Description:

The teacher offers the children to build different ladders (different color combinations).

For example, make a ladder of white, blue and yellow sticks. What color is the wand

bottom, top, middle?

You can offer to lay out a ladder of sticks through one. For example, a pink wand,

red, purple. Task: find a place for white, blue, yellow sticks.

find the mistake

Target: Practice counting from 1 to 5. Fix the name of the color. Develop skill

match objects by color and size.

Material: sets of Kuisener sticks.

Description

Sticks from 1 to 5 are laid out on the table with a ladder. Then the teacher offers

child close eyes and mixes up sticks. The child opens his eyes and sees what

changed, bug fixes. Depending on the knowledge and skills of children, the teacher

may make more or fewer mistakes.

In this game, it is possible for the teacher to switch roles with the children. Child

mixes up the sticks, and the adult looks for the mistake and restores the ladder. The game can

repeat 5-6 times.

Ladder for a kitten

Target: Exercise children in forward and backward counting. Practice counting from 1 to 5.

Introduce children to the numerical value of the sticks: 1 - white stick, 2 - pink, 3 -

blue, 4 - red, 5 - yellow.

Material: sets of Kuizener sticks, kitten toy.

Description

The teacher invites the children to build a ladder for the kitten. For this you need to take

the shortest stick. What color is she? The white stick is a unit, the number "1".

To the right of the white cube, put a pink stick - this is the number "2", and so on up to five.

Children, together with the teacher and the kitten, count the steps, while calling the color

steps.

Let's make all the sticks clearly in height

From low to high, it's very simple.

You can build a double-sided ladder and, going up and down the stairs,

And next we make up in reverse order - From long to short,

like charging. We're walking up the stairs And we're counting the steps. All

steps to one We know in the colored ladder!

forest clearing

Target:

- color. Exercise in the ratio of quantity and count. Fix the concept of "the same".

Prepare children to learn the concept of "composition of a number."

Material: sets of Kuizener sticks (volumetric or planar version), on

trays of handouts for each child, such as mushrooms.

Description

Children sit at the table. The teacher invites the children to take the shortest stick.

-What color is she? The white stick is a unit, the number "one". Under the white stick you need to put one fungus.

-Now put two mushrooms, and under them there are as many white sticks as there are mushrooms.

Move the white sticks so close together that it looks like one white stick.

-Look for a stick that is exactly the length of two white sticks put together.

Children evaluate by eye or determine by application which stick from

offered has the length of two white sticks and choose pink. Each of the playing children puts a pink stick under two white ones.

Let's call the pink stick "two" because it has the same length as the two white sticks.

Then you need to put three mushrooms under the pink stick, and under them the same number of white sticks.

- Move three white sticks together and look for another

a colored stick, the length of which would be equal to the length of three white sticks.

Children find a blue stick and make sure that it is equal to three white stripes. This is stick three.

Similarly, children get acquainted with the number "four", "five" (depending on the age and knowledge of the children). During the game, the children learned what number white, pink,

blue ... sticks.

- Look what a mushroom meadow turned out! Now

Riddle about the mushroom

Under the pine along the path

Who is standing among the grass?

There is a leg, but no shoe.

There is a hat - there is no head.

At the end of the game, you can invite the children to fashion mushrooms from plasticine, as much as they want.

Name the number - find the wand

Target: Exercise in establishing equivalence relationships: color is a number, a number

Material: sets of Kuizener's sticks (volumetric or planar version), handouts (small toys).

Description

The host (teacher) calls the number, the children count the corresponding number of items, lay them out on the table. The players then select the appropriate

wand. And vice versa, the host shows a stick, and the children call the number that it stands for (for example, white - one, pink - two, blue - three, etc.). Next children

lay out the required number of items.

It is advisable for young children to name numbers by

order within five. Older children can be offered numbers within ten and at random.

Accommodate Passengers

Target: Exercise in establishing equivalence relationships: color is a number, a number

- color. Exercise in the ratio of quantity and count.

Material : sets of Kuisener sticks (volumetric or planar version), small

toys or subject pictures depicting animals, men.

Description

The teacher together with the children build a train from sticks. Each stick is a wagon. The required number of passengers must be placed in each car (one passenger in a white car, two in a pink car, three in a blue car, and so on). Children "seat" the required number of hares, squirrels, bears.

Steam locomotive buzzed

And the wagons were taken:

"Choo-choo-choo,

I'll go far!"

Colored trailers

Run, run, run.

And the round wheels

It's all here, yes there, yes there.

Pick a couple

Target: Exercise in establishing equivalence relationships: color - number -

quantity is a number. Exercise in the ratio of quantity and count. Familiarize with

numbers.

Material: sets of Kuisener sticks (volumetric or planar version), cards with

circles, geometric shapes of different numbers, cards with colored numbers (number 1 - white, 2 - pink, 3 - blue, 4 - red, 5 - yellow).

Description

Task options:

1. To the colored number (stick) you need to pick up a card where it is shown

the corresponding number of circles, and then geometric shapes: squares, triangles.

2. Then invite the children to match the color stick with the corresponding color number shown on the card.

3. The corresponding ordinary number shown on the card is matched to the colored number.

4. The corresponding number of objects or their images on the card is selected for the color number.

Pick a number

Target: Exercise in establishing equivalence relationships: number - color. Exercise

in the ratio of numbers and number sticks. Develop attention, logical thinking.

Material: sets of Kuizener sticks (volumetric or planar version), hoops,

number cards.

Description

The teacher lays out five hoops on the floor. Each hoop contains cards

with numbers from 1 to 5 (at the initial stage of training, a smaller number of numbers is taken).

Children from sets of sticks choose one stick at a time and lay them out in hoops according to the number. After all the sticks from the sets have been laid out, the children, together with the teacher, examine the contents of the hoops and correct the mistakes, if any.

The teacher draws the attention of the children to the fact that sticks of the same color are selected in a separate hoop (in the hoop with the number 1 - only white sticks, with the number 3 - only blue, etc.). Thus, the teacher leads the children to the concept that sticks of the same color represent the same number. Each stick represents a number. You can play the game in a competitive form. Children are divided into subgroups. Each subgroup has its own hoop with a number. Who will collect the sticks faster.

colorful rugs

Target: Exercise children in drawing up a number from two smaller numbers using Kuizener's sticks. Prepare children to learn the concept of "composition of a number." Develop logical thinking, attention.

Material: sets of Kuizener sticks (volumetric or planar version), toy.

Description

The teacher offers the children to make multi-colored rugs for the bear (doll). The teacher takes a long stick. The children are invited to find two others, in short, so that when put together they are equal in length to the stick that the teacher took. For example, a blue stick - yellow and white, red and pink, blue and blue are applied to it.

Children make a colored rug from several sticks. For example, a blue stick - three pink ones are applied to it; six. whites; blue, pink, white. The bear (doll) really liked the rugs. You can invite children to draw the same rugs on paper.

Construction of geometric shapes

Target: To consolidate children's knowledge of geometric shapes, their properties. Exercise in the construction of geometric shapes from sticks. To consolidate the ability to recognize and distinguish between a square, a triangle, a rectangle.

Material: sets of Kuizener's sticks (volumetric or planar version), diagram cards with geometric shapes, samples of geometric shapes.

Description

The teacher invites the children to play. He reports that different figures are hidden in the group, but before finding them, the children need to guess and find out what kind of figures they are. The teacher praises the children and offers to lay out the figures with the help of Kuizener's sticks. At an early stage, it is possible to offer children life-size cards of sticks, and use the overlay method to depict geometric shapes. When children have mastered the material about geometric shapes well, they lay out figures from memory from different sticks (whoever likes what). At the same time, the teacher draws the attention of the children to the fact that the square is made up of identical sticks (all sides are equal - sticks of the same color); the rectangle is made up of two types of sticks, two opposite sides of one color, the other two opposite sides of another color. Gradually, the teacher introduces children to the properties of geometric shapes. It is advisable during the game to find and count the sides and angles of the figures. At the end of the game, the children examine the resulting multi-colored figures from each other.

CARD FILE
Exercises with Kuisener sticks

Construction game "House and a flag for a doll"
Children are invited to choose to build a house for a small Masha doll or for a large Olya doll. From a set of sticks, children choose the desired " construction material". When building the "walls" of the house, children can lay the sticks vertically ("like columns"), or horizontally ("like logs"). When comparing finished houses, the teacher leads the children to the conclusion: the smaller the number on the stick, the smaller the house.
Next, the children are invited to build a house of six identical sticks, and then shift two sticks so that a flag is obtained. When comparing ready-made flags, children reinforce the concept, the smaller the number on the stick, the smaller the flag (for Masha), and vice versa, the larger the number on the stick, the larger the flag (for Olya).

Drawing rugs, patterns.
Children make up various carpets, as a result of which they develop an idea of ​​​​the concept of "the same".
There are various options:
Build the carpet as much as possible without any condition (rule).
Build a carpet so that all the stripes in it are of different colors.
Build a carpet with sticks of only a certain color, etc.
Drawing up patterns.

Construction game "Beds for mice"
Children are invited to remember the mice from the cartoon "Cat Leopold"; pictures are posted with their image on the board. The teacher draws the attention of the children to the fact that there are two different mice in front of them - one fat and the other thin - offers to build beds for them. And he leads the children to the conclusion that a thin mouse needs a narrow bed, and a fat one needs a wide one. After building, the children conclude: the shorter the stick (the smaller the number), the narrower the bed and vice versa.

Combination lock
On the magic chest (box) where the surprise is hidden, there are colored sticks in a row - numbers.
Pick up the cipher in the code device: name in order the numbers that each stick stands for. When the magic chest is opened, the children get a surprise.
Composition of number 8
Take out the wand that represents the number 8.
-What color is this wand? (Burgundy).
-Now take out so many white sticks so that they all fit on the burgundy one.
How many white sticks are on a burgundy stick? (8 white sticks).
-Yes, right. In the number 8 - 8 units. Let's call them: (1,1,1,1,1,1,1 and 1).
-Now think and attach such 2 sticks so that together they are equal in length to a burgundy stick.
What color are these sticks? (It can be sticks of such two colors as: white and black; pink and purple; blue and yellow; 2 red sticks.)
Place these pairs next to your burgundy stick. What a beautiful carpet!
Let's call the resulting series again:
-White stick means number 1, and black -7. So 8 is 1 and 7.
-The pink wand stands for the number 2, and the purple wand stands for 6. So 8 is 2 and 6.
-The blue stick means the number 3, and the yellow stick means 5. So 8 is 3 and 5.
- Red sticks represent the number 4. So 8 is 4 and 4.
The teacher on the board lays out all the options for the composition of the number 8 and writes down the corresponding numerical expressions.

Color
Find the red stick. Show yellow stick. Take the blue wand.
-What color is your wand, Yulia?
- Put the sticks in a pile.
-Now take 2 sticks of the same color.
-Tanya, do you have the same sticks? What color are they?
Length height)
Kuizener's sticks are poured into the middle of the table.
Take 2 sticks of the same color.
Put your sticks next to each other. Now you can see that the sticks are the same length. They are the same color and length.
- Katya, what color are your sticks?
Now take 2 sticks of different colors. Put your sticks next to each other.
Compare them for length.
Conclusion: sticks of the same color are of the same length, and different in color are of different lengths.

Development of fine motor skills
Kuizener's sticks are poured into the middle of the table.
Children collect sticks of a certain color with the same fingers of the left and right hands (pads): two index, two middle, etc.
We build a "log house" from sticks (of the same color). Whoever has a higher and more even frame, he won.
We build a ladder vertical or horizontal.

Development of quantitative representations
Children learn the ability to correlate color and number and, conversely, number and color. To do this, in each game, exercise, the name of the colors and the numerical designation are fixed. For example: "Show wand 3 - what color is it?" "Find a pink wand. What number does it represent?"
Children are invited to lay out a numerical ladder, the size of which depends on the age of the children and how many sticks they have mastered.

Orientation in space
Place the yellow stick in the top left corner, the red stick in the bottom right corner, the blue stick in the top right corner, and the white stick in the bottom left corner.
Hide the black stick under the chair. Get her out. Where did you get the black stick from?
ordinal count
Game "Compose a train"

What is the order of the blue wagon? Yellow?
- The car, what color is the fourth? Sixth?
- What order of the car is between white and blue?

Game "Shop"
[Download the file to view the link]
We lay out the “product” in the “showcase” and assign prices. But we say that today we will pay in a new currency, with other money - sticks. To make it easier for children to find the right stick, we lay out the white sticks - “ones” in a row and the buyers come up in turn, choose a product, look at the price, and then try to pick up the right stick, applying it to a row of “ones” and counting how many “ones” ” turned out in a stick. When, finally, the right stick is found, the “buyer” happily carries it to the cashier and receives his goods.
Correlating long sticks with the number of units of measurement, the child easily learns the division of the whole into parts, the composition of numbers from units, the relationship more - less - equal.
Addition, subtraction of numbers
1. Invite the children to take a yellow stick in one hand and a red one in the other.
- What numbers do you have in your hands? What happens if you add these numbers together? (Children fold sticks). Find a wand equal to the sum red and yellow. Write down your action using numbers and signs: 4+5=9.
2. Take any wand from the set. Find two others that are not equal in length to this stick. Tell what you did. Place cards with numbers and signs (+, =) next to the sticks.
3. Take two sticks from the set, put them together with the ends. Find a stick that is equal in length to them. Remove one stick from two. Tell what you did. “Write down” this using cards with numbers and signs (-, =).

Width ratio
"Come across the river"
Children build yellow, red, blue bridges according to the width of the river.

What color bridge is longer, yellow or blue?
What color is the shorter bridge red or blue?
- Guys, on which bridge do you want to cross the river?
Correlation by length
Match the roof to the house so that the edges of the roof exactly match the sides of the house.

Number Composition
Let's make beautiful rugs. We will take a stick as a basis yellow color. Each row is made up of two other sticks. Rows must not be repeated.

How many white sticks can fit in a yellow one? (5)
What is the yellow stick equal to? (Five)
- “Read” the carpet with numbers (five is one and four, two and three, three and two, four and one).
Horizontally or vertically
Put the stick on the table and tell the children that it is lying horizontally. Now put it up and say that it stands upright. Play a game: you name objects from the world around you, and the children raise their wand and, correlating with the named object, put it either vertically or horizontally. Tree: vertically, a person lies horizontally, smoke from the chimney of a standing train is vertically, water flows from a tap - vertically.

Monkeys
(development of coherent speech)
Seat the children back to back. Give each child the same set of Kuizener sticks. For example, orange, a pair of blue, one white and two yellow sticks. Now agree that one of them lays out a pattern from sticks, and the other child should, without looking at the result of the work of the first, following the instructions, collect the same picture. Repeat several times, on both sides. Since children are not yet very good at giving the right commands, you can give the driver a card with a picture.
Beads for a doll
Make beads for the doll so that the sticks do not repeat in them.
Or vice versa, collect such beads in which sticks of different colors alternate rhythmically.

Color
Put the sticks on the table, mix them. Show in turn red, blue, burgundy, yellow, purple, white, black, orange, blue, pink sticks.
Take as many sticks in your right hand as you can hold, name the color of each stick.
Take in left hand as many sticks as you can hold. Find sticks of the same color among the taken sticks.
Take any stick from the set with your eyes closed, look at it and say what color it is.
Length
1. Take one stick in your right hand and the other in your left. What are they in length? Put the sticks next to each other (lay on top of each other). Line them up on one side. What color is the long (short) stick? Or are the sticks the same length?
2. Find a long and a short stick in the set. Name them colors. Lay them on top of each other. Put next to each other.
3. With your eyes closed, find two sticks of the same (different) length in the set.
4. Choose two sticks of the same color. What are they in length? Choose sticks of the same length. What color are they?
5. Take red and black sticks (or any two other sticks of different colors). Lay them on top of each other so that the long stick is at the bottom and the short stick is at the top.

This is how we show the accent:
[ Download file to view image ][ Download file to view image ] [ Download file to view image ][ Download file to view image ][ Download file to view image ]
Ko-shka Sy-no-chek
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With sticks, you can easily show comparative adjectives.

[ Download the file to see the picture ] good[ Download the file to see the picture ]
[ Download the file to see the picture ] best
[ Download the file to see the picture ] the best

Length
Which of the sticks is longer (shorter): red or brown, orange or blue, blue or purple, yellow or black? Attach the sticks to each other (put on top of each other) and, trimming the ends on one side, check your answer.
Show some stick that is shorter than blue, longer than red, shorter than blue, etc.
I hid a wand longer than blue, but shorter than yellow. Tell me which wand I hid. (Red.) Now show it.
Name and show all the sticks longer (shorter) ... (The color of any stick is called.)
Top, bottom, middle
Make a ladder out of white, blue and yellow sticks. What color is the stick at the bottom (top, middle)? Climb the stairs, naming the color of each step. Also go down the stairs.
Make a ladder of orange, burgundy and purple sticks. Find among them a place for blue and black sticks. Climb the stairs, naming the colors of the steps one by one, and going down, name the colors of each step.

"Guess which wand I chose?"
The host chooses (thinks) any wand from the set. The players can ask the host questions about this stick, except for its color. The answer to the question is given: “yes”, “no”. For example: "Is this wand shorter than the yellow one?" "Not". Means, we are talking not about white, pink, blue or red sticks. Questions are put until the children guess the wand chosen (conceived) by the leader.
Geometric figures
Make a square, a rectangle and other shapes from sticks that you know. How can you use sticks to find out which figure takes up the most space? which one is smaller?
Use chopsticks to find out if the sides of a square are equal? What about a rectangle?

Measurement by different standards
How many white (pink, yellow, orange) sticks will fit in a track (10 cm long)?
Use the orange sticks to measure the length and width of the table.
Measure the length of the pencil with different (identical) sticks.
Measure the burgundy stick with white (pink, red). How many white, pink and red sticks fit in burgundy? Make a rug out of them. How many parts did the red (pink, white) burgundy stick divide? Show on the carpet one part out of two (two out of two, four out of eight, three out of four, and so on).

Junior group

middle group

Senior group

preschool group

Higher lower
Take one stick of each color and put them on top of each other to make a tower. Which stick is lower: red or orange (red or blue)? Which of the sticks is higher: yellow or blue (blue or red)? Which wand lies between black and blue (red and pink)? Which wand lies above the black (blue, blue)? under yellow (burgundy, blue)? above all? below everyone?
Number 2
Take the shortest stick. Move two white sticks close to each other so that it looks like one stick. Look for a stick in the set that is exactly the same length as two white sticks put together. The pink wand is the number "two" because it is the same length as the two white ones.

"Name the number find the wand"
The host calls the number, the players find the corresponding stick. Then, the host shows a stick, and the children call the number that it stands for. For example: white one, pink two, blue three, red four, and so on. First, the numbers are called and the sticks are shown in order, and then broken down.
Listen to the tambourine and show the number
(auditory perception)
Each child (in turn) must show a stick, which indicates such a number as how many beats on a tambourine he will hear.

Count!
Show sticks:
How old are you?
How many fingers are on one hand?
How many toes are on two feet?
How many legs does a chicken or cat have?
How many legs do two chickens have?
How many wheels do two cars have?
How many days in a week?
How many vertices (sides) does a square or triangle have?
How many pencils of different colors do you need to take to draw a rainbow?

Building a house
(construction according to verbal instructions)
Matryoshka came to visit. She asks to build her a house. To do this, she picked up building material - sticks of different colors:
- 4 red - for walls,
- 3 yellow (1 yellow) - for the roof,
- 1 pink - for the pipe.
It is necessary to “bring” furniture into the house: a bed for a nesting doll, a table and a chair.
The walls of the bed and the mattress are red, there are 2 white pillows on the bed.
The legs of the table are blue and the top is red.
The back of the chair is red, the leg is pink, and the seat is blue.

second ten numbers
Use colored sticks to make each of the numbers from 11 to 19.
Half, quarter
Measure the burgundy stick with white (pink, red). How many white, pink and red sticks fit in burgundy? Make a rug out of them. How many parts did the red (pink, white) burgundy stick divide into? Show on the carpet one part out of two (two out of two, four out of eight, three out of four, and so on). Which is larger: four parts out of eight (four eighths) or two parts out of eight (two eighths)? two out of four (2/4) or three out of four (3/4)? Which is smaller: 1/2 or 2/2? Which is bigger: 1/2 or 1/4? How much is 1/4 less than 1/2?

More (longer) by, less (shorter) by
The train consists of red and blue cars. Make a train of white cars so that it is one white car shorter (longer) than the first train.
Arrange the trains so that one of them has three pink cars, and the other, also consisting of pink cars, is one car longer (one of them had 8 red cars, and the other, also consisting of red cars, was 4 wagon is shorter).
Number Composition
Make a train of orange and brown cars. Replace the brown car with red ones so that the length of the train does not change.
The train consists of blue and burgundy cars. Replace one wagon with blue wagons and the other with pink wagons. Has the length of the train changed? (No, why?
How many pink sticks are in orange (burgundy, purple, red)?

Left right
Make a train of brown, orange and red cars so that the orange is to the left of the burgundy, and the burgundy is to the left of the red. Which car is more to the left: red or brown?
Arrange a train of blue, yellow and orange cars so that the orange is to the right of the blue and the yellow is to the right of the blue. Name the colors of the cars from left to right.
Mobile game "Find a Pair"
To play, you will need 2 "magic" bags with the same set of sticks.
Children are divided into two teams. All team members take turns drawing one stick from their pouches.
Task: find someone who has the same wand and pair up with him.
A more difficult version of the game is to find a pair for yourself so that the sum of your sticks is 10 (5, 7, etc.).

Construction game
"Multicolored Fences"
Build toy zoo animal fences according to the size of the animal - a high fence for a tall animal and a low fence for a short one.
Pay attention to the fact that animals should be visible from behind the fence, but would not be able to escape.
Game exercise "We measure by different standards"
Children have 2 ribbons of different lengths (8 cm and 16 cm) and different measurements - red and pink (number 4 and number 2).
Children measure the length of the tape with different measures and answer the question: “How many times did the measure fit on the tape?” (4 and 2; 8 and 4)
Why are there different numbers?
Conclusion: the larger the measure, the fewer times it fits in the tape, and vice versa, the smaller the measure, the more once it fits in the tape.

Game exercise "Find out the length of the tape"
Children have two ribbons of different lengths and a pink stick (measuring).
It is proposed to find out the length of each tape using a measure (pink stick) and determine how many times the measure fit in a long and short tape. Then the children conclude that the tape in which the measurement fit more times is longer, and vice versa.

Figure 4Figure 5Heading 215

Didactic game "Count correctly"

Task: exercise in counting objects by touch.

Material. Cards with buttons sewn on them in a row from 2 to 10.

Game progress:

Children stand in a circle with their hands behind their backs. The facilitator distributes one card to everyone. On a signal: "Let's go, let's go" - the children pass cards to each other from left to right. At the signal "Stop!" - stop sending cards. Then the leader calls the numbers "5", "6", "7", etc., and the children, in whose hands a card with the same number of buttons, show it.

Didactic game "Wonderful bag".

Task: to promote the consolidation of the names of geometric shapes, the ability to determine them by touch.

Materials. Bag, geometric shapes of different colors and sizes (circle, oval, triangle, square, rectangle, rhombus, trapezium, quadrangles)

Game progress:

The teacher has a bag with geometric shapes. Children find a geometric figure by touch, take it out and tell everything about this figure. For example: "This is a square. It has four corners, four sides, it is blue, etc."

Didactic game "Pick up an object to a geometric figure"

Task: to form the ability to compare a geometric figure with the shape of an object.

Material: geometric shapes, a selection of objects of various shapes.

Game progress:

Children stand in a semicircle. In the center there are two tables: on one - geometric shapes, on the second - objects. The teacher rolls the ball around. The child, to whom the ball rolled up, goes out, the teacher calls a geometric figure, the child finds it and an object of the same shape. The found object rises high: if it is chosen correctly, the children clap their hands. The game continues until all items fit, matched to the samples.

Didactic game "Design according to the scheme"

Task: to develop the logical thinking of older preschool children.

Material: cards with contour diagrams, builder's parts. Game progress.

Children are given a card with outline diagrams and are asked to lay out the image data from the parts of the building kit on the table, using this card as a model. To make it harder for the kids, offer a few more details than they need.

Didactic game "Assemble a geometric figure from parts"

Task: exercise in drawing up a geometric figure from parts. Material: wooden platform with frames of various shapes, details - liners. Game progress.

Children are given a card with contour diagrams and are asked to lay out the image data from the large parts of the building kit on the table, using this card as a model. To make it harder for the kids, offer a few more details than they need.

Didactic game "Tangram"

Task: to form the ability to compose architectural structures from geometric shapes.

Material: 8x8 cm square made of cardboard, equally colored on both sides, cut into 7 parts, sample cards.

Game progress:

One tangram (7 parts) is distributed for each child. All 7 parts are used. By tightly attaching the details to each other, children make up various architectural structures according to samples and according to their own design.

Didactic game "Columbus egg"

Task: to form the ability to analyze complex shapes and recreate them from parts based on perception and formed representation.

Materials: oval cut into 10 parts, sample cards.

Game progress:

For each child, one Columbus egg (10 parts) is distributed. All 10 parts are used. By tightly attaching the details to each other, the children compose various images of a fantastic animal according to the samples and according to their own design.

Mathematical puzzle "Pythagoras"

Task: to form the ability to compose various images, silhouettes of animals, objects, buildings from geometric shapes.

Material: a square, equally colored on both sides, cut into 7 parts: 2 squares of different sizes, 1 quadrilateral (parallelogram), 2 small triangles and 2 large triangles, sample cards.

Game progress:

One tangram (7 parts) is distributed for each child. All 7 parts are used. Tightly attaching details to each other, children make up various images, silhouettes of animals, objects, structures according to samples and according to their own design.

Game - puzzle "Magic Circle"

Tasks: to form the ability to analyze, isolate the forms of the object being composed into parts, look for ways to connect one part to another; to develop in children logical thinking, combinatorial abilities, practical and mental actions.

Material: a circle of 10 parts: 4 equal triangles, the remaining parts, in pairs, are equal to each other, similar to triangular figures, but one of their sides has a rounding.

Game progress:

One circle (10 parts) is distributed for each child. All 10 parts are used. By tightly attaching the details to each other, children make up various images of men, birds, rockets and other figures.

Game - puzzle "Vietnamese game"

Tasks: to form the ability to analyze, isolate the forms of the object being composed into parts, look for ways to connect one part to another.

Material: a circle of 7 parts, of which 2 parts are equal to each other, resembling a triangle; the remaining 3 parts are different in size and shape.

Game progress:

One circle (7 parts) is distributed for each child. All 7 parts are used. By tightly attaching the details to each other, children make up various silhouettes of animals, birds, insects.

Didactic game "Construct from sticks"

Purpose: consolidation of knowledge of geometric shapes, development of logical thinking of children.

Material: cards with a contour image of objects, sticks of different lengths. Game progress.

Offer the children sticks of different lengths, ask them to select the longest, shortest and shortest. Lay out some figure from the sticks at the suggestion of the child. Then give the child a card, examine the contours of objects with him, let him recognize them, name them. Then offer to lay out any figure. In the process of work, fix the names of familiar geometric shapes that will appear in the process of laying out. Ask to lay out the figurines with sticks according to your own plan.

Didactic game with counting sticks.

Development of logical thinking, imagination and memory;

Development of spatial representations;

Development of fine motor skills of hands;

Development of coordination and ingenuity.

Materials: counting sticks, cards with subject images.

Game progress:

Children make geometric shapes on the plane of the table.

From colored counting sticks, children make up various images, geometric shapes, and simply modify them. Tasks are given with subsequent complication. Children first make object images from sticks: houses, boats, simple buildings, pieces of furniture, then geometric shapes: squares, triangles, rectangles and quadrangles of different sizes and with different aspect ratios, and then again various object images.

Exercises with sticks by J. Kuizener.

1. Get to know the chopsticks. Together with the child, examine, sort, touch all the sticks, tell what color and length they are.

2. Take as many sticks as possible in your right hand, and now in your left.

3. You can lay out paths, fences, trains, squares, rectangles, pieces of furniture, various houses, garages from sticks on a plane.

4. We lay out a ladder of 10 sticks from the smaller (white) to the larger (orange) and vice versa. Walk your fingers along the steps of the ladder, you can count out loud from 1 to 10 and back.

5. Lay out the ladder, skipping 1 stick. The child needs to find a place for the rest of the sticks.

6. It is possible to build three-dimensional buildings from the constructor: wells, turrets, huts, etc.

7. Lay out the sticks by color, length.

8. Find a stick of the same color as mine. What color are they?

9. Put as many sticks as I have.

10. Lay out alternating sticks: red, yellow, red, yellow (later the rhythm becomes more complicated).

11. Lay out a few sticks, invite the child to remember them, and then, while the child does not see, hide one of the sticks. The child needs to guess which wand has disappeared.

12. Lay out a few sticks and swap them. The kid needs to get everything back.

13. Place two sticks in front of the child. Which stick is longer? Which one is shorter? Lay these sticks on top of each other, trimming the ends, and check.

14. Lay out a few sticks in front of the child and ask: “Which is the longest? Which is the shortest?

15. Find any stick that is shorter than blue, longer than red.

16. Arrange the sticks into 2 piles: one has 10 pieces, and the other has 2. Ask where there are more sticks.

17. Ask to show you a red stick, blue, yellow.

18. Show the wand that it is not yellow.

19. Ask to find 2 absolutely identical sticks. What are they in length? What color are they?

20. Build a train with cars of different lengths, from the shortest to the longest. Ask what color the car is fifth, eighth. Which wagon is to the right of blue, to the left of yellow. Which car is the shortest, the longest? Which cars are longer than yellow, shorter than blue.

21. Lay out several pairs of identical sticks and ask the child to "put the sticks in pairs."

22. Name the number, and the child will need to find the corresponding stick (1 - white, 2 - pink, etc.). And vice versa, you show a wand, and the child calls the right number. Here you can lay out cards with dots or numbers depicted on them.

23. From several sticks you need to make the same length as burgundy, orange.

24. From several identical sticks, you need to make the same length as orange.

25. How many white sticks can fit in a blue stick?

26. Using an orange stick, you need to measure the length of a book, pencil, etc.

27. List all the colors of the sticks on the table.

28. Find the longest and shortest stick in the set. Put them on top of each other; and now next to each other.

29. Choose 2 sticks of the same color. What are they in length? Now find 2 sticks of the same length. What color are they?

30. Take any 2 sticks and put them so that the long one is at the bottom.

31. Place three burgundy sticks parallel to each other, and four of the same color on the right. Ask which figure is wider and which is narrower. 32. Put the sticks from the lowest to the largest (parallel to each other). Attach the same row to these sticks on top, only in reverse order. Get a flat square.

33. Put a blue stick between red and yellow, and orange to the left of red, pink to the left of red.

34. With your eyes closed, take any stick from the box, look at it and name its color (later you can determine the color of the sticks even with your eyes closed).

35. With your eyes closed, find 2 sticks of the same length in the set. One of the wands in your hands is blue, and what color is the other then?

36. With your eyes closed, find 2 sticks of different lengths. If one of the sticks is yellow, can you tell the color of the other stick?

37. I have a wand in my hands a little longer than blue, guess its color.

38. Name all sticks longer than red, shorter than blue, etc.

39. Find any two sticks that are not equal to this stick.

40. We build a pyramid of sticks and determine which stick is at the very bottom, which is at the top, which is between blue and yellow, under blue, above pink, which stick is lower: burgundy or blue.

41. Lay out one of the two white sticks, and put a stick (pink) corresponding to their length next to it. Now we put three white sticks - they correspond to the blue one, etc.

42. Take chopsticks in your hand. Count how many sticks you have in your hand.

43. What two sticks can be used to make red? (composition of numbers)

44. We have a white stick. Which stick should be added so that it becomes red in length.

45. Which sticks can be used to make the number 5? (different ways)

46. ​​How long is the blue stick longer than the pink one?

47. Make two trains. The first of pink and purple, and the second of blue and red.

48. One train consists of a blue and a red stick. From white sticks, make a train longer than the existing one by 1 car.

49. Make a train of two yellow sticks. Build a train of the same length from white sticks.

50. How many pink sticks can fit in an orange one?

51. Lay out four white sticks to make a square. On the basis of this square, you can introduce the child to shares and fractions. Show one part of four, two parts of four. Which is larger - ¼ or 2/4?

52. Use sticks to make each of the numbers from 11 to 20.

53. Lay out a figure from the sticks, and ask the child to do the same (in the future, you can cover your figure from the child with a sheet of paper).

54. The child lays out the sticks, following your instructions: put the red stick on the table, put the blue stick on the right, yellow on the bottom, etc.

55. Draw different geometric shapes or letters on a piece of paper and ask your child to put a red stick next to the letter a or in a square.

56. From sticks you can build labyrinths, some intricate patterns, rugs, figures.