Geometry for children - shapes and forms. Geometric figures and their names - tasks in pictures Tasks with geometric figures

Here you and your child can learn geometric shapes and their names with fun picture activities. But learning will be most effective if you also add various samples of geometric shapes to the printed assignment. Suitable items for this purpose include balls, pyramids, cubes, inflated balloons (round and oval), tea mugs (standard, cylinder-shaped), oranges, books, balls of thread, square cookies and much more - everything whatever your imagination tells you. All of the items listed will help the child understand what a three-dimensional geometric figure means. Flat figures can be prepared by cutting out the desired geometric shapes from paper, after painting them in different colors.

The more different materials you prepare for the lesson, the more interesting it will be for your child to learn new concepts.

Geometric shapes and their names - We conduct a lesson with the child:

So that your child can easily and naturally remember geometric shapes and their names, first download the picture with the task in the attachments at the bottom of the page, print it on a color printer and place it on the table along with colored pencils. Also, by this time, you should already have prepared the various items that we listed earlier.

Stage 1. First, let the child complete the tasks on the printed sheet - say the names of the shapes out loud and color all the pictures.
Stage 2. It is necessary to clearly show the child the differences between three-dimensional figures and flat ones. To do this, lay out all the sample objects (both three-dimensional and cut out of paper) and move away with the child from the table to such a distance from which all three-dimensional figures are clearly visible, but all flat samples are lost from sight. Draw your child's attention to this fact. Let him experiment, coming closer to the table, then further, telling you about his observations.
Stage 3. Then the activity needs to be turned into a kind of game. Ask your child to look carefully around him and find objects that have the shape of some geometric shapes. For example, a TV is a rectangle, a clock is a circle, etc. On each piece you find, clap your hands loudly to add enthusiasm to the game.
Stage 4. Carry out research and observational work with the sample materials that you have prepared for the lesson. For example, place a book and a flat rectangle of paper on the table. Invite your child to touch them, look at them from different angles and tell you their observations. In the same way, you can explore an orange and a paper circle, a children's pyramid and a paper triangle, a cube and a paper square, an oval-shaped balloon and an oval cut out of paper. You can add to the list of items yourself.
Stage 5. Place various three-dimensional samples in an opaque bag and ask the child to touch a square object, then a round one, then a rectangular one, and so on.
Stage 6. Place several different objects that are involved in the activity on the table in front of your child. Then have the child turn away for a few seconds while you hide one of the objects. Turning to the table, the child must name the hidden object and its geometric shape.

You can download geometric shapes and their names - Task form - in the attachments at the bottom of the page.

Names of geometric shapes - Printable cards

When studying geometric shapes with your child, you can use printable cards from Little Fox Bibushi during classes. . Download the attachments, print out a form with cards on a color printer, cut out each card along the outline - and start learning. Cards can be laminated or glued to thicker paper to preserve the appearance of the pictures, because they will be used repeatedly.

The first six cards will give you the opportunity to study the following shapes with your child: oval, circle, square, rhombus, rectangle and triangle; under each shape in the cards you can read its name.

After the child has memorized the name of a certain figure, ask him to do the following: circle all the samples of the figure being studied on the card, and then color them in the color of the main figure located in the upper left corner.

You can download the names of geometric shapes - Printable cards - in the attachments at the bottom of the page

With the help of the following six cards, your child will be able to become familiar with the following geometric shapes: parallelogram, trapezoid, pentagon, hexagon, star and heart. As in the previous material, under each figure you can find its name.

To diversify activities with your child, combine learning with drawing - this method will prevent the child from getting overtired, and the child will be happy to continue studying. Make sure that when tracing the figures, the child does not rush and completes the task carefully, because such exercises not only develop fine motor skills, they can also affect the child’s handwriting in the future.

You can download printable cards with images of flat geometric shapes in the attachments

In the process of how you will study three-dimensional geometric shapes and their names with your child, using the new six cards from Bibushi with images of a cube, cylinder, cone, pyramid, ball and hemisphere, purchase the figures you are studying in the store, or use objects in the house that have a similar shape.

Show your child with examples what three-dimensional figures look like in real life; the child should touch and play with them. First of all, this is necessary in order to use the child’s visual and effective thinking, with the help of which it is easier for the child to understand the world around him.

Download - Volumetric geometric shapes and their names - you can find them in the attachments at the bottom of the page

You will also find other materials on studying geometric shapes useful:

Fun and colorful tasks for children “Drawings from geometric shapes” are a very convenient educational material for preschool and primary school children to learn and memorize basic geometric shapes:

The tasks will familiarize the child with the basic shapes of geometry - circle, oval, square, rectangle and triangle. Only here there is no boring memorization of the names of figures, but a kind of coloring game.

As a rule, geometry begins to be studied by drawing flat geometric figures. The perception of the correct geometric shape is impossible without drawing it with your own hands on a sheet of paper.

This activity will greatly amuse your young mathematicians. After all, now they will have to find familiar shapes of geometric figures among many pictures.

Layering shapes on top of each other is a geometry activity for preschoolers and elementary school students. The point of the exercise is to solve addition examples. These are just unusual examples. Instead of numbers, you need to add geometric shapes.

This task is designed in the form of a game in which the child will have to change the properties of geometric shapes: shape, color or size.

Here you can download tasks in pictures that show how to count geometric shapes for math classes.

In this task, the child will become familiar with the concept of drawings of geometric bodies. Essentially, this lesson is a mini-lesson on descriptive geometry.

Here we have prepared for you three-dimensional geometric paper shapes that need to be cut and glued. Cube, pyramids, rhombus, cone, cylinder, hexagon, print them on cardboard (or colored paper and then paste them on cardboard), and then give them to the child to memorize.

Here we have posted for you counting to 5 - pictures with mathematical tasks for kids, thanks to which your children will practice not only their counting skills, but also their ability to read, write, distinguish geometric shapes, draw and color.

And you can also play online math games from little fox Bibushi:

In this educational online game, the child will have to determine what is odd among 4 pictures. In this case, it is necessary to be guided by the characteristics of geometric shapes.

The dates are in the range from 14 to 19. The numbers 18 and 19 appear once. If the birthday is on these dates, then Bernard would immediately say the month.

If Cheryl told Alfred she was born in May or June, then the birthday could be May 19th or June 18th. Since Alfred knows for sure that Bernard does not know the answer, it means that we are not talking about May or June. That leaves July or August.

In July and August there are still dates in the range from 15 to 17, and 14 occurs twice. If the birthday were on the 14th, then Bernard, after Alfred’s remark, would still not be able to give an exact answer. So, we are not talking about the 14th. The remaining dates are July 16, August 15 and August 17.

If Cheryl had told Alfred that she was born in August, then after Bernard’s answer, Alfred could not have known the exact date of birth - after all, 2 whole dates fall in August.
So Cheryl was born on July 16th.

This problem was shown to Kong by a friend's niece. She played a prank on the TV presenter, saying that the puzzle was intended for 10-year-old schoolchildren.

The debate about how to solve a “simple” problem became serious. After 2 days, when most of the participants gave up, it turned out that the task was an Olympiad task for 14-year-old schoolchildren.

Card file No. 2

Entertaining game exercises

familiarization with geometric shapes

Prepared by: Gevorkyan Svetlana Grigorievna

Second junior group

"Find the object"

Target: learn to compare the shapes of objects with geometric patterns.

Material. Geometric shapes (circle, square, triangle, rectangle, oval).

Content: The children stand in a semicircle. In the center there are two tables: on one there are geometric shapes, on the second there are objects. The teacher explains the rules of the game: “We will play like this: whoever the hoop rolls to will come to the table and find an object of the same shape as the one I show. The child to whom the hoop rolled comes out, the teacher shows the circle and offers to find an object of the same shape. The found object rises high, if it is chosen correctly, the children clap their hands. Then the adult rolls the hoop to the next child and offers a different shape. The game continues until all items are matched to the samples.

"Pick a figure"

Target: consolidate children’s ideas about geometric shapes and practice naming them.

Material. Demonstration: circle, square, triangle, oval, rectangle, cut out of cardboard. Handout: cards with outlines of 5 geometric lottos.

Content: The teacher shows the children the figures and traces each one with his finger. Gives a task to the children: “You have cards on your tables with figures of different shapes on them, and the same figures on trays. Place all the figures on the cards so that they are hidden.” Asks the children to trace each figure lying on the tray, and then places (“hide”) it on the drawn figure.

"Hoop Game"

Target: distinguishing and finding geometric shapes.

Content: For the game, 4-5 story toys are used (doll, nesting dolls, basket, etc.); differing in size, color, shape. The toy is placed in a hoop. Children identify the characteristics characteristic of the toy, put into the hoop those geometric shapes that have a similar characteristic (all red, all big, all round, etc.) Outside the hoop are figures that do not have the selected characteristic (not round, not big, etc.) d.)

"Geometric Lotto"

Target: teach children to compare the shape of the depicted object with a geometric figure and select objects according to a geometric pattern.

Material. 5 cards with images of geometric shapes: 1 circle, square, triangle, rectangle, oval. 5 cards each depicting objects of different shapes: round (tennis ball, apple, marble, soccer ball, balloon), square rug, scarf, cube, etc.; oval (melon, plum, leaf, beetle, egg); rectangular (envelope, briefcase, book, domino, picture).

“What types of figures are there?”

Target: introduce children to new shapes: oval, rectangle, triangle, pairing them with already familiar ones: square-triangle, square-rectangle, circle-oval.

Material. Doll. Demonstration: large cardboard figures: square, triangle, rectangle, oval, circle. Handout: 2 pieces of each smaller shape.

Content: The doll brings figures. The teacher shows the children a square and a triangle and asks what the first figure is called. Having received an answer, he says that there is a triangle in the other hand. The examination is carried out by tracing the contour with a finger. Draws attention to the fact that a triangle has only three angles. Invites children to pick up triangles and put them together. Similarly: a square with a rectangle, an oval with a circle.

"Which uniform for whom"

Option 1.

Target: teach children to group geometric shapes (ovals, circles) by shape, distracting from color and size.

Material. Large bear and matryoshka. Handout: three circles and ovals of different colors and sizes, 2 large trays for each child.

Content : The teacher demonstrates a circle and an oval, asks the children to remember the names of these figures, show how they differ from each other, and trace the contours with their fingers. “Now put all the circles on one tray - the nesting doll, all the ovals on the other - the bear.” The teacher observes how the children complete the task, and in case of difficulty, asks the child to circle the figure with his finger and say what it is called. At the end of the lesson he summarizes: “Today we learned to distinguish circles from ovals. The bear will take all the ovals to the forest, and the matryoshka will take the circles home.”

Option 2.

Target: teach children to group geometric shapes (squares,
rectangles, triangles) in shape, ignoring color and size.
The content is the same as option 1.

"Let's decorate the rug"

Target: develop the ability to group objects according to given characteristics, determine the number of objects.

Material. There are two square rugs on the floor, each of which is divided into 25 equal squares. The top row of each square depicts geometric shapes of different colors, a circle, a triangle, a square. Each of the children has three different geometric shapes.

Content: The teacher says: “This is a rug. Let's decorate it together. We will place figures of the same shape and color one below the other. What figure should we put in this cell? (Points to an empty cell in the left column). After completing the work, the children and the teacher examine the decorated rug and note the uniformity of the figures in the columns (color, shapes). The teacher clarifies: “What are the figures in the left column? (Red triangles). And on the right? (Green squares).” Etc. Then the children decorate the second rug, showing greater independence. The teacher asks questions about the number, color, shape of the figures, and leads the children to the conclusion: “All the figures in the left column are triangles. That’s why Vova placed the circle incorrectly.”

"Make an object"

Target: practice composing the silhouette of an object from individual parts (geometric shapes).

Equipment. There are large toys on the table: a house, a tumbler, a snowman, a Christmas tree, a truck. There are sets of different geometric shapes on the floor.

Content: The teacher offers to name the toys that are on his table and make any of them using a set of geometric shapes. Encourages and stimulates children's actions. He asks: “What did you make up? From what geometric shapes?” Children examine the resulting silhouettes of toys, remember the corresponding poems and riddles. It is possible to combine the composed silhouettes into a single plot: “House in the Forest”, “Winter Walk”, “Street”, etc.

"Lotto"

Target: learn to isolate the outline of an object, correlate a three-dimensional form with a planar one, recognize objects in a drawing, know their names.

Equipment. Cards depicting three same-color shapes (for example, on one - a circle, square, triangle; on the other - a circle, oval, square; on the third - a square, rectangle, triangle, etc.), a set of cards with an image of one shape for overlay on large cards.

Content: The teacher gives each child a large card, and takes small cards for himself, having previously arranged them into forms. He picks up one card, for example: circle, and asks: “Who has this?” (the form is not named). Those who have a circle on the cards raise their hands and the teacher gives them small cards with circles, while checking the correctness of their choice: “Well done, I have a circle and you have a circle.” Children place small cards over the corresponding image. Then, he moves on to the next form and lifts, for example: trapezoid. However, when assessing the children’s answer, he does not name this form, since children are not introduced to its name, but simply notes what the children did correctly.

As children master the game, they are given two and then three cards. The choice is no longer made from 3, but from 6-9 forms. In the future, a child may act as a leader; the teacher sits among the children and takes a large card for himself.

“Where is the bunny going?”

Target: Consolidate knowledge of the names of the forms provided by the program, select forms by its name, and consistently move the object along the intended path.

Equipment. Three small cubes, on the sides there are images of geometric shapes (on one - triangles and circles; on the other - triangles, ovals, circles and rectangles; on the third - a circle, oval, rectangle, square, triangle, hexagon), three cardboard sheets with an image path diagrams, where geometric shapes and a bunny figurine (bear, dog, etc.) serve as landmarks.

Contents: 1st sheet . Below is the starting point of movement, from which two paths branch off to the right and left. At an equal distance from the starting point there are landmarks, on one side there is a circle, on the other there is a triangle. At the next point, the landmarks change: where there was a triangle, there becomes a circle, and vice versa. These landmarks are located near the final goal. At the end of one path there is an image of a kindergarten, the other - an image of a bunny's hut.

2nd sheet . The image is built according to the same type, but in one place each line of the path forks. Thus, at the end of the path there are no longer two destinations, but four: a kindergarten, a bunny’s hut, a tree, a Christmas tree.

3rd sheet . Same path diagram as on the second sheet, but using all six shapes as guides.

As children master the game, when children learn to consistently follow the path along the landmarks and correctly correlate the shape on the game cube with the shape on the sheet, you can make a new cube by gluing other shapes onto it, for example, a trapezoid. You can change the image on the sheet - make three tracks, etc.

The teacher plays with the children. He shows the first sheet and says: “You can take the bunny to the house or to the kindergarten. He will go to the house along this path. Look carefully! There are shapes on it: first, like this - a circle, then - a triangle. The bunny will go to kindergarten along this path. Here first there is a triangle, then a circle. If the bunny comes home, he will play the tambourine, and if he goes to kindergarten, he will dance with the children. This cube will show us the way.” The teacher rolls the cube, looks at the shape at the top, and lets the children see. Places the bunny figurine at the beginning of the path and leads it to the shape that appears on the die. If it is a circle, he leads to the left, follows the path, paying attention that you need to look for a nearby shape, you cannot jump. Then he rolls the dice a second time. If the circle falls out again, the bunny will have to stand still. And if a triangle appears, he continues his journey and walks along the path to the house. The bunny rejoices, thanks, takes the tambourine, and plays. When the bunny goes to kindergarten, he invites all the children to dance with him. When the game is played again, the child acts as the figurine. The teacher monitors the correct choice of forms and compliance with the direction of movement.

Games are played in the same way using the 2nd and 3rd sheets. Moreover, other game cubes are already used.

Middle group

"Lotto"

Target: mastering the ability to identify various forms.

Material: cards with images of geometric shapes.

Content: Children are given cards on which 3 geometric shapes of different colors and shapes are depicted in a row. The cards differ in the arrangement of geometric shapes and their color combinations. Children are presented with the corresponding geometric shapes one by one. The child, whose card contains the presented figure, takes it and puts it on his card so that the figure coincides with the drawn one. Children say in what order the figures are located.

"Name the geometric figure"

Target. Learn to visually examine, recognize and correctly name planar geometric shapes (circle, square, triangle, rectangle, oval).

Material. Tables with geometric shapes. Each table contains outline images of two or three figures in different positions and combinations.

“Find an object of the same shape”

"Compare and fill"

Target : Consolidation of ideas about geometric shapes, the ability to compare and contrast two groups of shapes, and find distinctive features.

Material. Geometric shapes (circles, squares, triangles) in four colors, tables with images of colored geometric shapes.

"Fix the blanket"

Target: Introduction to geometric shapes. Making geometric shapes from data.

Material. Geometric figures.

Once upon a time there lived Buratino, who had a beautiful red blanket on his bed. One day Pinocchio went to the Karabas-Barabas theater, and at that time the rat Shushara gnawed holes in the blanket. Help Pinocchio fix the blanket.

"Geometric Lotto"

Target:

Material. Cards with images of geometric shapes in a row (the selection of shapes is different), sets of geometric shapes of the same size (six colors.)

"Put it in boxes"

Target: Consolidating ideas about geometric shapes.

Material. Boxes with images of geometric shapes, cards with images of geometric shapes.

"Find a Pair"

"Find your house"

“In this house there live circles,” says the teacher, in this house there are squares, and in this house there are triangles.” When all the children have found their houses, they are invited to “take a walk”: run around the group. At the teacher’s signal, the children find their house by comparing their geometric figure with the one in the house. The game is repeated several times, with the teacher changing the houses each time.

"Find and name"

Target: Strengthen the ability to quickly find a geometric figure of a certain size and color.

“Help Cheburashka find and correct the mistake”

Contents: The child is asked to consider how geometric shapes are arranged, in what groups and by what criteria they are combined, notice the error, correct and explain. The answer is addressed to Cheburashka (or another toy that you use). The error may be that there may be a triangle in the group of squares, and green in the red group.

"Make a geometric figure"

Target:

Make a triangle;

Make a square;

Make a circle out of threads, etc.

“Which figure is gone”

Target: Consolidating ideas about geometric shapes, developing attention, memory, and thinking.

"What changed"

Target: Consolidating ideas about geometric shapes, developing attention, memory, and thinking.

Content: On the table in front of the child are cards depicting geometric shapes. The child examines them carefully. Then the child is asked to close his eyes, the teacher hides one card, and in return puts another card with the image of another geometric figure. After the conventional sign, the child opens his eyes and says what has changed.

“What figures is it made of?”

Target: Consolidating ideas about geometric shapes, developing attention, imagination, memory, and thinking.

"Draw the same figure"

"Geometric board"

Target: Teach children to recognize and name geometric shapes.

"Wonderful bag"

"Decorate the napkin"

Mobile - didactic games.

"Find Your Place"

Target:

Content: Children are given various geometric shapes, and cards with images of these shapes are placed on chairs placed in a row. Everyone disperses in the group, moving freely, running to the sound of a tambourine. According to the established signal, children find their place, i.e. everyone sits on the chair where there is a card with a picture of a geometric figure that serves as a means to achieve the goal. The game may become more difficult.

"Garages"

Target: The ability to distinguish geometric shapes and correlate them, finding the same one; develop speed of action, ingenuity, attention.

Content: Children depict cars, each with its own “number” - circle, square, triangle. At different ends of the group there are garages, also marked with a circle, square, triangle, larger than for children. Cars can only drive into their own garage, i.e. to the one that corresponds to the car number. So, the rules of the game can only be followed well by those who know how to distinguish and compare geometric shapes. Children, holding their license plates in front of them like a steering wheel, drive around the room.

Senior group

"Pick a figure"

Target: consolidate the ability to distinguish geometric shapes: rectangle, triangle, square, circle, oval.

Material: each child has cards on which a rectangle, square and triangle are drawn, the color and shape vary.

Content: First, the teacher suggests tracing with your finger the figures drawn on the cards. Then he presents a table on which the same figures are drawn, but of a different color and size than the children’s, and, pointing to one of the figures, says: “I have a big yellow triangle, what about you?” Etc. Calls 2-3 children, asks them to name the color and size (large, small of their figure of this type). “I have a small blue square.”

"Name your bus"

Target: exercise in distinguishing a circle, square, rectangle, triangle, find figures of the same shape, differing in color and size,

Content: The teacher places 4 chairs at some distance from each other, to which models of a triangle, rectangle, etc. (brands of buses) are attached. Children board the buses (they stand in 3 columns behind the chairs; the teacher-conductor gives them tickets. Each ticket has the same figure on it as on the bus. At the signal: “Stop!” the children go for a walk, and the teacher changes the models’ places. At the signal: “ "To the bus" children find their bus and stand behind each other. The game is repeated 2-3 times.

"Gather a figure"

Target: learn to count objects that form a figure.

Content: The teacher invites the children to move a plate with chopsticks towards them and asks: “What color are the chopsticks? How many sticks of each color? He suggests arranging sticks of each color so that different shapes are obtained. After completing the task, the children count the sticks again. Find out how many sticks went into each figure. The teacher draws attention to the fact that the sticks are arranged differently, but there are equal numbers of them - 4 “How to prove that there are equal numbers of sticks? Children lay out the sticks in rows, one below the other.

“Why doesn’t the oval roll?”

Target: introduce children to an oval shape, teach them to distinguish between a circle and an oval shape

Content: Models of geometric shapes are placed on the flannelgraph: circle, square, rectangle, triangle. First, one child, called to the flannelograph, names the figures, and then all the children do this 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 and tries to roll it. The teacher summarizes the children’s answers: a circle has no corners, but the rest of the figures have corners. 2 circles and 2 oval shapes of different colors and sizes are placed on the flannelgraph. “Look at these figures. Are there any circles among them? One of the children is asked to show the circles. Children's attention is drawn to the fact that there are not only circles on the flannelgraph, but also other figures. , similar to a circle. This is an oval-shaped figure. The teacher teaches to distinguish them from circles; asks: “How are oval shapes similar to circles? (Oval shapes also have no corners.) The child is asked to show a circle, an oval shape. It turns out that the circle is rolling, but the oval-shaped figure is not. (Why?) Then they find out how the oval-shaped figure differs from the circle? (the oval shape is elongated). Compare by applying and superimposing a circle on an oval.

“Where is the figure?”

Target: teach correctly, name the figures and their spatial location: middle, top, bottom, left, right; remember the location of the figures.

Content: The teacher explains the task: “Today we will learn to remember where each figure is. To do this, they need to be named in order: first the figure located in the center (middle), then above, below, left, right.” Calls one child. He shows and names the figures in order and their location. Another child is asked to arrange the figures as he wants and name their location. Then the child stands with his back to the flannelgraph, and the teacher changes the figures located on the left and right. The child turns and guesses what has changed. Then all children name the shapes and close their eyes. The teacher swaps the places of the figures. Opening their eyes, the children guess what has changed.

“Who will find it faster?”

Target: practice matching objects by shape with geometric patterns and generalizing objects by shape.

Content: Children are invited to sit at tables. One child is asked to name the figures standing on the stand. The teacher says: “Now we will play the game “Who can find it faster.” I will call one person at a time and tell them what object needs to be found. The first one to find the object and place it next to a figure of the same shape wins.” Calls 4 children at once. Children name the selected object and describe its shape. The teacher asks questions: “How did you guess that the mirror is round? Oval? etc.

In conclusion, he asks questions: What is next to the circle? (square, etc.). How many items are there in total? What shape are these objects? How are they all similar? How many are there?

"Unfinished Pictures"

Target: introduce children to the varieties of geometric shapes of rounded shapes.

Material. For each child, a piece of paper with unfinished images (1-10 items). To complete them, you need to select round or oval elements. (1-10) paper circles and ovals of appropriate sizes and proportions. Glue, brush, cloth.

"Unfinished Pictures"

Target: introduce children to the varieties of geometric shapes of round shapes of different sizes.

Option number 2.

"We're fixing the blanket"

Target: continue to introduce geometric shapes. Drawing up geometric shapes from these parts.

Content: Use shapes to close the white “holes.” The game can be built in the form of a story. “Once upon a time there was Pinocchio, who had a beautiful red blanket on his bed. One day Buratino went to the Karabas-Barabas theater, and at that time the rat Shusher gnawed holes in the blanket. Count how many holes the rat has gnawed? Now take the pieces and help Pinocchio fix the blanket.”

"Room Tour"

Target: learn to find objects of different shapes.

Content: Children are shown a picture depicting a room with various objects. The teacher begins the story: “One day Carlson flew to the boy: “Oh, what a beautiful room,” he exclaimed. - There are so many interesting things here! I've never seen anything like this." “Let me show you everything and tell you,” the boy answered and led Carlson around the room. “This is the table,” he began. “What shape is it?” - Carlson immediately asked. Then the boy began to tell everything about every thing in great detail. Now try, just like that boy, tell Carlson everything about this room and the objects that are in it.

"Workshop of Forms"

Target: teach children to reproduce varieties of geometric shapes.

Material. Each child has matches without heads (sticks), painted in a bright color, several pieces of thread or wire, three or four sheets of paper.

"Make a figure"

Target: practice grouping geometric shapes by color and size.

Content: At the request of the teacher, the children take the figures out of the envelope, lay them out in front of them and answer the questions: “What figures do you have? What color are they? Are they the same size? How can you group shapes and choose the right ones? (by color, shape, size). Make a group of red, blue, yellow figures. After the children complete the task, the teacher asks: “What groups did you get? What color are they? What shape were the figures in the first group? What figures does the second group consist of? How many are there in total? How many figures of different shapes are in the third group? Name them! How many yellow figures are there in total? Next he suggests mixing all the figures and arranging them according to shape (size).

"Find by touch"

Target: teach children to compare the results of a visual-tactile examination of the shape of an object.

Content : The lesson is conducted simultaneously with 2-4 children. The child places his hand on the table with the bag tied around his wrist. The teacher places one object on the table, and the child, looking at the sample, finds the same object in the bag by touch. If he is wrong, he is asked to carefully examine the object and give a verbal description. After this, the child again searches by touch, but for a different object. The repetition of the game depends on the degree to which children have mastered the examination method.

"Fold the figure"

Target: practice making models of familiar geometric shapes.

Content: The teacher places models of geometric figures on a flannelgraph, calls the child and invites him to show all the figures and name them. Explains the task: “Each of you has the same geometric figures, but they are cut into 2, 4 parts, if you correctly attach them to each other, you will get a whole figure.” Having completed the task, the children tell how many parts they made up the next figure.

"Compare and remember"

Target: learn to carry out visual-mental analysis of the way the figures are arranged; consolidation of ideas about geometric shapes.

Material. Set of geometric shapes.

Content: Each of the players must carefully examine their plate with the image of geometric figures, find a pattern in their arrangement, then fill in the empty cells with question marks, putting the desired figure in them. The one who completes the task correctly and quickly wins. The game can be repeated by arranging the figures and question marks differently.

Example of game material

“Find a paired picture”

Target: learn to recognize by description a pattern made up of geometric shapes.

The teacher describes the first card himself. During the game he appoints several presenters.

"Constructor"

Target: developing the ability to decompose a complex figure into those that we have. Practice counting to ten.

Material. Multi-colored figures.

I took a triangle and a square,

He built a house from them. And I am very happy about this:

Now a gnome lives there.

Square, rectangle, circle,

Another rectangle and two circles...

And my friend will be very happy:

I built the car for a friend.

I took three triangles

And a needle stick.

I put them down lightly.

And suddenly I got a Christmas tree

Example of laid out figures

"Fill the Empty Cells"

Target: consolidation of the idea of geometric shapes, skills of composing and comparing 2 gr. figures, find distinctive features.

Example of game material

Preparatory group

"Pick a figure"

Target: practice comparing the shapes of objects depicted in paintings with geometric figures.

Material. A stand on which models of geometric shapes are placed, pictures on which objects consisting of several parts are drawn.

"Make it out of sticks"

Target: practice making geometric shapes from sticks.

Material: counting sticks for each child.

"Fold the figure"

Target: make models of familiar geometric shapes from parts according to the model.

Material. Flannelograph, models of geometric shapes.

Content: The teacher places a model of geometric figures on a flannelgraph, calls the child, asks him to show and name the figures. Explains the task: “Each of you has the same geometric figures, but they are cut into 2 or 4 equal parts; if they are correctly applied to each other, then whole figures are obtained.” While completing the task, children tell how many they made the figure from.

"Who will see more"

Target: consolidation of knowledge about geometric shapes.

Material. Flannelograph, geometric shapes.

Content: Various geometric shapes are placed in random order on the flannelgraph. Preschoolers look at and remember them. The leader counts to three and closes the pieces. The children are asked to name as many geometric shapes that were on the flannelgraph as possible. The one who remembers and names the most figures wins. Continuing the game, the leader changes the number of pieces.

"How the figures are arranged"

Target: teach children to place geometric shapes on a plane.

Material. 2 tables on which 1 figure is drawn in the middle and around it (top, bottom, right, left), one figure each, a sheet of paper, an envelope with models of geometric shapes (circle, square, rectangle, triangle, oval).

Content: The teacher hangs up a table with geometric figures and explains the task: “Look at the table carefully, remember how the figures are located and place your figures on the sheet in the same way. To remember everything well, you need to look at the table in the following order: first name the figure located in the middle, then at the top and bottom, right and left. Who wants to tell you how those figures are placed? After this, the teacher turns the table back to the children. Having completed the task, the children tell how they placed the figures, compare the results of their work with the sample, and correct mistakes. Similar tasks may be given.

“Where are the figures?”

Target: learn to classify shapes according to 2 properties.

Material. Set of figures.

"Compare and fill"

Target: learn to carry out visual-mental analysis of the way the figures are arranged.

Game material: a set of geometric shapes.

"Who can find it faster"

Target: learn to compare the results of visual and tactile-motor examination of geometric figures.

Material. Models of geometric shapes are placed on the shelves of the stand. On 3 stripes there are models of the same figures, but smaller in size. The trays are covered with napkins.

"Find your figure"

Target: teach children to distinguish and correctly name geometric shapes, to select shapes according to a visually perceived pattern.

Material. A box made of cardboard with cut holes in triangular, round, square, etc. shapes, geometric shapes selected according to the slots on the box, envelopes with images of geometric shapes.

Content. The game is that some children drop geometric shapes into a box (each into a corresponding slot), while others must select them from the box, focusing on the images in their envelopes. In this game, cognitive communication between children necessarily arises, due to which children’s speech activity arises; children see each other’s mistakes well: “What are you taking? You have a triangle!” It is recommended to swap groups of children in this game.

“Who will find the object faster?”

Target: practice determining the shape of objects and correlating the shape with a geometric pattern.

Material. Models of geometric shapes, objects of different shapes.

Content: The teacher puts 2-3 models of geometric shapes on the shelves of the stand, places objects of different shapes on the table and addresses the children.” Now we will play the game “Who will find the object of the specified shape faster?” “Who wants to name the figures that are on the shelves? Look what items are on my desk? Listen to how we will play. I will call one person from each row and tell them what shape the object needs to be found. The one who is the first to find a suitable item and place it next to the figure will receive a chip. Rules of the game: If you take an item, you cannot replace it. At the end of the game, the teacher asks: “What objects are next to the triangle (square, etc.). How are they all similar?

"Geometric mosaic"

Target: learn to analyze the way the parts are arranged, compose a figure, focusing on the model.

Content: When organizing the game, the teacher takes care of uniting children into one team in accordance with the level of their skills. Teams receive tasks of varying difficulty: composing an image - an object from geometric shapes: working on a ready-made dissected sample, working on an undissected sample, working according to conditions (assembling a human figure - a girl in a dress), working according to their own design (just a person). Each team receives the same sets of geometric shapes. Children must independently agree on how to complete the task, on the order of work, and choose the source material. Each player in the team takes turns participating in the transformation of a geometric figure, adding his own element, composing individual elements of the object from several figures. Finally, children analyze their figures, finding similarities and differences in solving the constructive design.

“Find a paired picture”

Target: orientation on the sheet plane; learn to describe the location of geometric shapes on cards.

Content: 4-6 cards are hung on the board, paired cards are laid out on the table with the pictures facing down. The teacher explains the task: “Now we will play the game “Find a paired picture.” The one I call will take one of the cards on this table, name what figures are drawn on it and where they are located. Then he will find the same card among those hanging on the board and place his own under it.” The teacher can call the children one by one, without waiting until the right card is found.

"Choose a figure"

Target: identify and draw the missing figure instead of a question mark.

Example task.

"Find the missing figure"

Target: develop skills through analysis and synthesis to find the missing figure.

Example assignment

"Mongolian game"

Target: learn to correlate the shape with the image of objects.

"Squares"

Target: clarify the idea that a square has 4 sides, 4 corners, all sides are equal.

Material. A board lined in a checkered pattern, large and small squares, 2 strips of paper equal in length to the large and small squares.

Content: The teacher says: “Today we will learn to draw squares in checkered notebooks. (Place on flannelgraph, 2 squares). Let's compare the squares, how they are similar and how they differ. How are squares different? (One big, one small). How are squares similar? (Each of them has 4 sides, 4 angles, all sides are equal). How to prove that all sides of a square are equal? (Children check with a yardstick). Afterwards, the teacher suggests drawing a square: “I retreat 2 cells from the top and from the left edge of the page, put a dot, and from it to the right I draw a line equal to the length of 2 cells, this will be the right side of the square. I draw a line down, also equal to the length of 2 cells, this will be the top side of the square,” etc. (Similarly, draws several squares in a line). Then he invites the children to draw squares, the side of which is equal to 2 cells. Next, children draw large ones under the small squares, which is equal to 4 cells. At the end of the lesson, children compare the squares.

"Divide correctly"

Target: find rational ways to divide geometric shapes.

Content: The teacher invites the children to think about how narrow strips can be folded in different ways to divide them into 4 equal parts. After the children divide, the teacher finds out which method is more convenient. Then he suggests dividing the square into 4 parts in different ways. In conclusion, together with the children, he comes to a conclusion about how it is more convenient to divide a narrow strip and a square into 4 equal parts.

"Learning to draw circles"

Target: learn to draw circles in squares.

Content : The teacher reminds what shapes they drew in the cells and says: “Today we will learn to draw circles. To make the circle even, it is more convenient to draw it in a square. Look, I'll put a circle on a square. You see, the circle touches all sides of the square, and the corners remain free.” Then the children draw squares, the teacher shows on the board how to draw circles (they draw circles in the squares with a red pencil).

"Colorful figures"

Target: develop the ability to classify objects by color, shape, size, and combine them into groups.

Content : Teacher: “Look at these figures, they need to be divided into groups according to different characteristics. How do the figures differ from each other? (Color, shape, size). How many groups can the figures be divided into? (For 2 groups: 5 red figures, 5 green). How many groups can shapes be divided into? (For 3 groups: 3 squares, 5 circles, 2 triangles). How else can you divide the shapes? (By the presence of corners: 5 figures - without corners, these are circles; 5 figures with corners - these are squares and triangles). On what basis have figures not yet been divided? (To size). How many groups will you divide the shapes into by size? (For 2 groups: 8 small figures, 2 large ones).

"Fill in the square"

Target: Arranging objects according to various criteria.

Game material. A set of geometric shapes, different in color and shape.

Content: The first player places any geometric shapes in the squares not marked with numbers, for example a red square, a green circle, a yellow square. The second player must fill in the remaining cells of the square so that adjacent cells horizontally (right and left) and vertically (bottom and top) contain figures that differ in both color and shape. The original shapes can be changed. Players can also change places (roles). The winner is the one who makes fewer mistakes when filling in the spaces (cells) of the square.

“What figures are missing?”

Target: to train children in sequential analysis of each group of figures, identifying and generalizing the features characteristic of the figures of each group.

Material. Large geometric shapes (circle, triangle, square) and small (circle, triangle, square (three colors).

Content: Having distributed the tablets among the players, the teacher explains the task: each player must analyze the figures of the first row. Attention is drawn to the fact that in the rows there are large white figures, inside of which there are small figures of three colors. Comparing the second row with the first, it is easy to see that it is missing a square with a red circle. The empty cell of the third row is filled in similarly. This row is missing a large triangle with a red square. The game can be diversified by arranging figures and question marks in the table differently.

“How many geometric shapes are there on our rug?”

Target: consolidate quantitative counting skills within 10, knowledge of geometric shapes.

Example of game material.

Work with any puzzles

“Mongolian Game”, “Columbus Egg”, “Magic Circle”, etc.

In the process of working with puzzles, children develop and improve imaginative thinking, combinatorial abilities, practical and mental actions. In addition, children develop volitional qualities: perseverance, determination, and voluntary activity. The ability to give detailed educational statements of varying complexity is improved. In the process of completing tasks with puzzles, children’s skills and abilities acquired in all previous classes are practiced (consolidated and improved).

An example of working with puzzles

Working with the geometric constructor

Option number 1.

Material: 8 isosceles triangles cut from double-sided cardboard in envelopes for each child; samples of silhouette figures of a crab and a butterfly; hourglass.

Tasks:

1) Think and mentally imagine what kind of geometric figure you will get if you make two triangles. Write it down and tell us how you did it.

2) Make a silhouette figure of a crab, focusing on the sample.

Instructions:

Consider the shape of the crab;

Think about how many triangles the body is made of and how they are located;

Think about how a crab claw is made. Compare with sample;

In 2 minutes, carefully create a crab shape;

3) Make a silhouette figure of a butterfly, focusing on the sample. (The task is performed in the same way as the previous one.)

4) Compare the silhouette of a crab and the silhouette of a butterfly. How are they similar? What is the difference? Prove (a detailed coherent statement).

Butterfly. Crab.

Option #2.

Material: envelopes with eight isosceles triangles for each child; samples of silhouette figures of a dog and a fox; hourglass.

Tasks:

1) Think and mentally imagine how to make a quadrilateral from two triangles? Make it up and tell me how to do it.

2) Draw a silhouette figure of a puppy, focusing on the sample.

Instructions:

Consider the puppy's figure;

Think about how many triangles the head is made of and how they are located;

Think about how the puppy's body is made, compare with the sample;

In 2 minutes, carefully create the figure of a puppy;

Tell us how you completed the task.

3) Make a silhouette figure of a fox, focusing on the sample.

4) Please compare the silhouette of a puppy and the silhouette of a fox. How are they similar and how are they different? Prove (a detailed coherent statement).

5) Make what you want from a set of triangles. Tell us about your work.

Dog and fox.

Option #3.

Material: envelopes with eight isosceles triangles for each child; samples of silhouette figures of an airplane and a steamship; hourglass

Tasks:

1)Instructions:

Consider the figure of the helicopter;

Think about how many triangles the cabin is made of and how they are located;

Think about how helicopter blades are made, compare with a sample;

In 2 minutes, carefully create a helicopter shape;

Tell us how you made the figure.

2) Make a silhouette figure of a teapot, focusing on the sample.

Instructions: the task is performed in the same way as the previous one.

3) Compare the silhouettes of a helicopter and a teapot. How are they similar and how are they different? Prove (a detailed coherent statement).

4) Make whatever you want from this set of triangles, and I will mark who completed the work carefully and creatively in what time.

Helicopter and teapot.

Option number 4.

Material: envelopes with eight isosceles triangles for each child; samples of silhouette figures of an airplane and a steamship; hourglass.

Tasks:

1) Think and mentally imagine what geometric figure will come out of five triangles. Compose it and tell us how it can be done.

2) Make a silhouette figure of an airplane, focusing on the sample.

Instructions:

Consider the figure of the airplane;

Think about how many triangles the fuselage is made of and how they are arranged;

Think about how the wings are made. Compare with sample;

In 2 minutes, carefully create the shape of an airplane;

Tell us how you compiled it.

3) Make a figure-silhouette of a steamship, focusing on the sample.

“Make it from matches”

Target: teach targeted search actions, develop ingenuity.

Materials: sets of matches (without sulfur) for each child, board, chalk, hourglass.

Option #1.

Task 1. Make 2 equal squares from 7 matches. Tell us about your progress.

Task 2. Build a house according to this model (drawn on the board). Instructions:

Look at the board, count how many matches you need to build this house;

How many matches should you add or remove from the number you had on the table?

Tell us how you did your job, proving that the task was completed correctly.

Task 3. Make a flag out of the house (transfiguration). Instructions:

Arrange two matches to make a flag;

Explain how you did it; teach a friend if he can’t do it.

Task 4. Look at the board, count how many matches need to be removed or added from those that are on the table in front of you. Make a TV, compare with the sample. Tell us how you did it, help a friend. If the children complete the task efficiently and quickly, they are asked to make any figure of their own choosing from a certain number of matches. In this case, a detailed statement about what was planned and how the task was carried out is required.

Option #2.

Task 1. Make a clock out of matches according to the pattern.

Instructions:

Look at the blackboard;

Count how many matches it will take to lay out this clock (10 matches + 2 for the hands).

What time does the clock show?

Task 2. Lay out an umbrella from matches according to the pattern.

Instructions:

Count how many matches you need to make such an umbrella;

Place the umbrella on the desk (choose matches from the box one at a time);

Do the work carefully so that it looks beautiful.

Task 3. Make 3 equal triangles from an umbrella (transfiguration).

Instructions:

Arrange 2 matches so that you get 3 equal triangles;

From 7 matches, make 3 equal triangles arranged differently.

Task 4. Make any figure (object) from 10 matches - of your choice.

Option #3.

Task 1. Make a steamer out of matches according to the pattern.

Instructions:

Count how many matches are needed to lay out the top line of the steamer, the bottom line of the steamer, the side lines, and the pipe;

Lay out the steamer and compare it with the sample.

Task 2. a) Lay out a deer from matches according to the pattern. Instructions:

Look at the board, determine what is drawn;

Count how many matches are needed to lay out the body, head, legs, tail, antlers of the deer;

Set aside the required number of matches;

Lay out the deer and compare it with the sample.

b) Move 2 matches so that the deer faces the other way.

Task 3. Think about what can be made from this number of matches, and lay out any figure.

Option number 4.

Task 1. Laying out butterflies from matches according to the pattern.

Instructions:

Look carefully at the board, determine what is drawn on it;

Count how many matches are needed to lay out the upper wings, lower wings, antennae;

Set aside the required number of matches;

Lay out the butterfly and compare it with the sample.

Task 2. Laying out a shape from matches that looks like a key. Instructions:

Look at the board, count how many matches it will take to lay out a figure that looks like a key; lay out the figure; compare it with the sample;

Arrange four matches to make 3 squares.

Task 3. Lay out a portrait of yourself, your friend or a fairy-tale character from any number of matches. Tell us what the mood of the person depicted is.

Following the completion of the task, children give a detailed verbal report about their plan and methods for its implementation.

Teaching mathematics in a playful way develops and shapes the child’s cognitive interest. It is best to develop an interest in this science before teaching it at school.

Interesting and exciting tasks and exercises in mathematics for preschoolers will help with this.

Developmental tasks can instill in a child a number of useful qualities: perseverance, the ability to set goals and plan, follow rules, the ability to analyze, weigh the result, and give reasons.

Finding ways to solve non-standard problems helps stimulate creative and research activity.

Working with developmental math tasks is not at all difficult; parents are quite capable of handling it. But in order for the child to get the maximum benefit from classes, it is necessary to adhere to the rules of their organization:

Challenges help children understand that every potential challenge may contain a trick or a double meaning. To find the correct answer, you need to concentrate and look at the puzzle from different perspectives.

Before you begin the task, you need to give recommendations on how to complete it:

Take into account the level of development and age characteristics of the child.
For example, the attention span of preschoolers is lower than that of younger schoolchildren. They can maintain attention while doing an activity of interest for 30-50 minutes. If your baby's attention suddenly wanes, there is no need to force him to continue studying.
Based on the interests of the child.
Don't overuse hints.
If a child cannot find a solution to a problem, there is no need to say the correct answers every time, you need to encourage him to search and be patient. To keep the child’s interest, an adult can offer a partial hint. As a rule, a preschooler does not manage to complete all tasks the first time, but this has positive aspects - if a child is forced to do something several times, the development of the volitional sphere occurs.
Do not limit yourself to one type of exercise, but use a variety of material.
This will help in diversified development. When organizing classes, you need to pay attention to training spatial-temporal relationships, counting skills, imagination, logical thinking, etc.
Use different forms of organizing classes: individual work, games in pairs or team competitions.
Proceed from the gradual complication of tasks.
Use visual aids that will attract the child’s attention: bright pictures or photographs, images of favorite fairy-tale characters.
Do not skimp on praise if the baby deserves it.
Encourage independence.

Work with your child comprehensively. As you develop your math skills, also develop your reading skills. Find out from our article.

If your child is fidgety, let him run around orthopedic mat. Read about its benefits in ours.

Types of tasks in mathematics

Entertaining mathematical tasks include games, riddles, comic problems, puzzles, and exercises with geometric shapes. All of them are aimed at developing reaction speed, logical and innovative thinking, resourcefulness, and imagination.

Since preschool age is divided into junior and senior, tasks should be selected taking into account the degree of difficulty. The younger preschool age covers the age period of 3-4 years, and the older one - 5-7 years. Of course, the breakdown of tasks by age is conditional, since everything depends on the pace of development of the offspring, which is what we need to focus on.

Math games

Mathematical games include tasks that are based on the analysis of logical relationships and patterns.

To find the answer, you need to analyze the conditions of the problem, familiarize yourself with its content and understand what needs to be done.

The search for a solution involves the use of mental operations: analysis, synthesis, generalization.

A game “Make a sequence of numbers”. The child is given mixed cards with numbers from 1 to 5 or 10, and he must arrange them in the correct sequence.

Exercise . The child receives a form with pictures next to which there are numbers. You need to count the objects in the picture and circle the corresponding number.

Exercise . You need to draw the specified number of dots on the insect’s body.

Games for older preschoolers

A game "Compare the number". The adult asks the child to name the number, taking into account the conditions: it must be more than 5, less than 8. For each correct answer, you can give a sun or a flag.

Exercise . On a special form there are a series of pictures on the left, and examples on the right. It is necessary to choose a suitable example for the picture.

Mathematical problems for ingenuity

Puzzles are recommended for children of older preschool age. The most common are geometric problems with counting sticks. They are called geometric because the task is based on the composition and transformation of various figures. To complete the task, you need to prepare counting sticks and chart tables with images of figures.

You need to try to choose tasks with different conditions and solutions in order to stimulate the baby’s search activity.

Problems for preschoolers

A picture depicting some object is placed in front of the child. It could be a house, a bench,... The child must, focusing on the sample, put together a similar object from sticks. Subsequently, you can complicate the task by asking the child to add up the shown picture without having an example in front of his eyes, that is, from memory.

"Shape Transformation". The task is carried out in 2 stages. First, the adult shows the child a figure and asks him to make the same one out of sticks. Instructions for the second stage: you need to determine which and how many sticks should be removed to create a different figure.

The child needs to analyze the presented geometric shapes, imagine what the final result will look like and choose an answer.

The child is given an image of a complex geometric figure consisting of many details; he must count how many triangles, rectangles, and squares are in the figure.

Games for recreating figurative images from geometric shapes

Games with geometric shapes to compose various objects and animals are very useful for the development of analytical thinking and sensory skills. To conduct classes, you need to stock up on a set of shapes: a circle, a triangle, a rectangle or a square.

Games for younger preschoolers

“Make a picture.” The child is given a standard set of figures and simple pictures depicting various objects. Based on the example, the child must put together the pictures.

Games for older preschoolers:

“Make a silhouette of an animal or insect”. To play the game, take a circle, which is divided by lines into smaller and heterogeneous parts, and cut. Then, from the received parts of the circle, the children try to make a picture, and they are not given specific instructions - they must act according to their own plan.

"Items made from cubes." Looking at the image of the object, the preschooler builds the same one from cubes.

Riddles, comic problems, entertaining questions

Children meet riddles, comic problems and entertaining questions with extraordinary enthusiasm. They are able to activate the child’s mental activity, develop skills to notice the main and essential properties, separating them from the secondary ones.

Tasks belonging to this category are excellent for use at the beginning of a lesson to prepare the child for intellectual work and conduct mental gymnastics.

Comic tasks can create a favorable emotional background and lift your spirits. As a way to relax and switch attention, tasks can be used in the middle of the lesson.

Mathematical riddles are intricate questions or descriptions of some object or phenomenon that a child must guess. Since the riddles are mathematical, numbers will definitely appear in them, and computational actions will need to be performed.

Comic problems are game tasks with a mathematical meaning, to solve which you need to use ingenuity and resourcefulness, and in some cases have a sense of humor. It is recommended to study according to them from the senior preschool age. The content of the tasks is unusual, since along with the main characteristics they include secondary ones. It turns out that the search for an answer is, as it were, disguised by other conditions.

Examples of humorous problems

2 cars drove 5 km. How many kilometers did each car travel?
If a stork stands on one leg, then it weighs 4 kg. How much will a stork weigh when it stands on 2 legs?
What is heavier: 1 kg of concrete or 1 kg of wool?

Interesting questions

They are short questions asking people to count something.

How many ears do three mice have?
You, me, you and me. How many of us are there?

Games, mathematical entertainment

Games and mathematical entertainment are a great way to diversify the forms of work. If you choose a game with two participants, the child’s interest will increase due to the spirit of competition.

Games for younger preschoolers

“Finish the drawing.” The child is given a sheet of paper with geometric shapes depicted on it. The task is to draw a small picture based on the desired geometric figure. For example, from a circle you can draw a snowman or a clock, from a square - a TV, a briefcase.

An example of a game for older preschoolers

"Houses". For this game you will need 20 images of houses with 10 windows. You can judge the apartments by the presence of curtains on the windows. The essence of the game is to compare the houses with each other: how many residents need to be moved in so that all the apartments are fully occupied, how many residents need to be removed from the house so that the same number of apartments are occupied in it as in the fifth house.

Universal games

The older the child, the more numbers there can be.

Books on mathematics for preschoolers

A. Boloshistaya “Mathematics around you.” The workbook includes tasks to develop mathematical thinking. Intended for children 4-5 years old.
K.V. Shevelev “Mathematics for preschoolers.” The workbook consists of developmental tasks addressed to children aged 6-7 years. The classes are designed to prepare you for school.
L.G. Peterson “One is a step, two is a step.” The series of manuals is designed to develop a mathematical way of thinking, imagination, and the ability to analyze.
M. Druzhinin “The Big Book of Leisure.” The book includes rebuses, riddles, puzzles. The tasks are designed to develop analytical thinking, broaden your horizons, and activate your imagination.
O. Zhukova “Mathematics for preschoolers.” The coloring book contains game exercises that will teach your child to count to 10 and help develop perception and logic.

Additional materials
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Teaching aids and simulators in the Integral online store for 1st grade
Simulator for the textbook Moro M.I. Simulator for the textbook Peterson L.G.