**“Merry Matryoshka dolls”.**

Goal: to teach to distinguish and compare objects by different qualities of size

Material.

2 sets of five-place matryoshka dolls, 2 sets of different-sized circles, a tower of hollow cubes.

At the teacher’s invitation, the children sit down at a common table with a matryoshka doll on it. The teacher says to the children: “I want to play with you in a fun matryoshka doll, but I see that there is only one matryoshka, and where are the others? (looks around, and then takes a nesting doll in his hands and wiggles it). Something there, in the middle rattles! Let’s see what’s in there? (Takes off the top half of the nesting doll). Here, it turns out, where they hid! (All nesting dolls are placed in a row). Let’s get to know them! The teacher calls the name of each matryoshka, tilting it at the same time: “I am Matryosha, I am Natasha, I am Dasha, I am Masha,” etc. Each child chooses one of the matryoshkas (one matryoshka takes the teacher). The game begins. First matryoshkas walk, (walking around the table). Then they are called to measure their growth. They line up one after another and one by one, starting with the smallest, stand in height, and the teacher specifies which matryoshka is the smallest (tallest)? Then the nesting dolls go to lunch. The teacher puts a set of circles (plates) of five different sizes on the table and calls the children in turn, who pick up plates of the appropriate size for their nesting dolls. After lunch the nesting dolls go for a walk. The teacher puts a second set of nesting dolls on the table and the children match their nesting dolls with friends of the same height. Pairs of matryoshkas move around the table. Then disperse and mix. (“Nesting dolls want to run”). Unobtrusively for the children, the teacher removes a pair of matryoshka dolls of the same height from the table. “It’s time to go home! – says the teacher. Get into pairs.” The nesting dolls line up in pairs, and suddenly it is discovered that a pair of nesting dolls is missing. The teacher invites the children to call out their names (if they remember). Everyone asks her back together.

**“Right as Left”.**

Objective: to master the skills of orientation on a sheet of paper.

Content.

Nesting dolls were in a hurry and forgot to finish drawing their pictures. They have to finish them so that one half is similar to the other. Children draw and an adult says: “Point, point, two hooks, minus a comma – you got a funny face. If there’s a bow and a little man-skirt, it’s a girl. And if the chub and panties, the little man is a boy. Children look at drawings.

**“Game with a hoop”.**

Goal: to distinguish and find geometric shapes.

Content.

The game uses 4-5 story toys (dolls, matryoshkas, a basket, etc.); different in size, color, shape. Children identify features inherent to the toy and put those geometric shapes, which have similar features (all red, all big, all round, etc.), outside the hoop the shapes that do not have the features highlighted (not round, not big, etc.).

**“Wide – narrow”.**

The goal: to continue forming the notion “wide – narrow”.

The lesson is conducted in a similar way, but now children learn to distinguish the width of objects, i.e. wide and narrow ribbons of the same length. In creating a game situation it is possible to use the following game method. On the table there are two cardboard strips – wide and narrow (of equal length). On a wide strip (path) a doll and a teddy bear can go, and on the narrow one – only one of them. Or it is possible to play a scene with two cars.

**“What shapes can be”.**

Goal: to acquaint children with new shapes: oval, rectangle, triangle, giving them in pair with already familiar ones: square-triangle, square-rectangle, circle-oval.

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

The doll brings the shapes. The teacher shows the children a square and a triangle and asks what the first shape is called. After getting an answer, he/she says there is a triangle in the other hand. The child is examined by tracing the outline with a finger. Fixes attention on the fact that the triangle has only three angles. Suggests that children pick up triangles and put them together. Similarly: square with a rectangle, oval with a circle.

**“Who’s Shape is What.”**

Option . № 1.

Goal: to teach children to group geometrical figures (ovals, circles) according to their shape, distracting from color, size.

Material. A big teddy bear and a matryoshka doll. Handout: three circles and ovals of different colors and sizes, two large trays for each child.

The teacher shows the circle and the oval, asks the children to remember the names of these figures, show how they differ from each other, find the contours with their fingers. “Now put all the circles on one tray – the matryoshka, all the ovals on the other – the teddy bear.” The teacher observes how children perform the task, in case of difficulty, suggests that the child circle the figure with his finger and say what it is called.

At the end of the lesson the teacher summarizes: “Today we learned to distinguish circles from ovals. The Bear will take all of the ovals to the forest and the Matryoshka will take the circles home.

Variant 2.

Goal: to teach children to group geometrical figures (squares, rectangles, triangles) according to their form, taking into account their color and size.

Content. Similar to variant No. 1.

**“Let’s gather beads”.**

Objective: to form the ability to group geometrical figures according to two properties (color and shape, size and color, shape and size), to see the simplest regularities in the alternation of figures.

Equipment. On the floor lies a long ribbon, on it from left to right in a certain order of rotation laid out shapes: a red triangle, green circle, red triangle, etc.

Children stand in a circle, in front of them boxes with different colored geometric shapes.

The course of the game.

The teacher proposes to make beads for the Christmas tree. Shows the ribbon with geometric shapes laid out and says: “Look, the Snow Maiden has already started to make them. What figures has she decided to make beads of? Guess which bead is next. Children take two of the same figures, call them and begin to make beads. They explain why they make this particular figure. Under the teacher’s guidance, they correct their mistakes.

Then the teacher says that the beads have fallen apart and they must be put back together again. Places the beginning of the beads on the ribbon and invites children to continue. He asks which figure should be next and why. The children choose geometric shapes and lay them out according to the given pattern.

**“Bingo.”**

Objective: mastering the ability to distinguish different shapes. Material: cards with images of geometric shapes.Children are given cards on which in a row are shown 3 geometric shapes of different colors and shapes. The cards differ in the arrangement of the geometric shapes.

The aim: to form the ability to group geometrical figures according to two properties (color and shape, size and color, shape and size), to see the simplest regularities in the alternation of figures.

Equipment.

On the floor lies a long ribbon, on it from left to right in a certain order of rotation laid out shapes: a red triangle, green circle, red triangle, etc.

Children stand in a circle, in front of them boxes with different colored geometric shapes.

The course of the game.

The teacher proposes to make beads for the Christmas tree. Shows the ribbon with geometric shapes laid out and says: “Look, the Snow Maiden has already started to make them. What figures has she decided to make beads of? Guess which bead is next. Children take two of the same figures, call them and begin to make beads. They explain why they make this particular figure. Under the teacher’s guidance, they correct their mistakes.

Then the teacher says that the beads have fallen apart and they must be put back together again. Places the beginning of the beads on the ribbon and invites children to continue. He asks which figure should be next and why. The children choose geometric shapes and lay them out according to a given pattern.

**“Who will roll up the ribbon sooner?”**

Goal: to continue to form an attitude toward size as a meaningful attribute, to pay attention to length, to introduce the words “long” and “short”.

Content.

The teacher invites children to learn how to roll up the ribbon and shows how to do it, gives everyone a chance to try. Then offers to play the game “Who will roll up the ribbon sooner”. She calls two children, gives one a long ribbon and one a short one and asks everyone to see who rolls up their ribbon first. Naturally, the one with the shorter ribbon wins. After that, the teacher lays the ribbons on the table so that the difference is clearly visible to the children, but does not say anything. Then the children exchange their ribbons. Now the other child wins. The children sit down, the teacher calls the children and asks one of them to choose a ribbon. He asks why he wants this ribbon. After the children answer, he names the ribbon “short” and “long” and summarizes the children’s actions: “A short ribbon curls up quickly, and a long ribbon curls up slowly.

**“Our Day.”**

Objective: to strengthen the idea of the parts of the day, to teach the correct use of the words “morning”, “day”, “evening”, “night”.

Equipment.

Doll bibabo, toy bed, dishes, scallop, etc. Pictures that show children’s actions at different times of the day.

The course of the game.

Children sit in a semicircle. The teacher uses a doll to perform various actions, by which the children must determine the part of the day: the doll gets out of bed, dress, comb her hair (morning), dinner (afternoon), etc. Then the teacher names an action, for example: “The doll washes up”, invites the child to perform it and name the part of the day that corresponds to this action (morning or evening). The teacher reads an excerpt from the poem, Petrushina:

Doll Valya wants to sleep.

I will put her to bed.

I’ll bring her a blanket,

So that she will fall asleep quickly.

Children put the doll to sleep and say when it happens. The teacher shows the pictures in a time sequence and asks what part of the day these activities happen. Then she shuffles the pictures and arranges them with the children in the order of the activities of the day. The children arrange their pictures according to the teacher’s pictures.

**“Compose an object.”**

Objective: exercise in making a silhouette of an object out of separate parts (geometric shapes).

Equipment.

The teacher has large toys on the table: a house, a doll, a snowman, a Christmas tree, a truck. Sets of different geometric shapes on the floor.

The course of the game.

The teacher suggests that you name the toys on the table and make any of them using a set of geometric shapes. Encourages and stimulates the children. He asks: “What did you make? What geometric shapes?”. Children look at the resulting silhouettes of toys, recall the corresponding poems and riddles.

It is possible to combine these silhouettes into a single storyline: “House in the Woods”, “Winter Walk”, “Street”, etc. 12.

**“Let’s decorate a rug”.**

The goal: to form the ability to group objects according to the given features, to determine the number of objects.

Equipment.

There are two square mats on the floor, each of them is crossed out into 25 equal squares. The top row of each square shows geometric shapes of different colors, circle, triangle, and square.

Each of the children has three different geometric shapes.

Course of the game.

The teacher says, “This is a mat. Let’s decorate it together. We’ll place figures of the same shape and color one under the other. What figure will we put in this cell? (Shows an empty cell in the left column).

After the work, the children and the teacher look at the decorated mat and note the uniformity of the figures in the columns (color, shapes). The teacher specifies: “What figures are in the left column? (Red triangles). And in the right one? (Green squares). And so on. Then children decorate the second mat, showing more independence. The teacher asks questions about the number, color and shape of the figures and leads the children to a conclusion: “All the figures in the left column are triangles. That is why Vova put the circle in the wrong place. And so on.

**“Let’s decorate a handkerchief.”**

Objective: to teach to compare two equal and unequal groups of objects, to exercise orientation on the plane.

Equipment:

“handkerchiefs” (large – for the teacher, small – for the children), a set of leaves of two colors (for each child).

The course of the game.

The teacher proposes to decorate the handkerchiefs with leaves. He asks how you can do it (each child does the task independently). Then says: “Let’s now decorate the handkerchiefs differently, all in the same way. I will decorate my handkerchief, and you – the small ones. The top edge will be decorated with yellow leaves, like this. (Shows). Put as many leaves as I do. With your right hand spread them in a row from left to right. And let’s decorate the lower edge of the handkerchief with the green leaves. Take as many green leaves as yellow ones. Add another yellow leaf and place it on the top edge of the handkerchief. Which leaves are more? How can you make them equal?”

After checking the work and evaluating it, the teacher suggests decorating the left and right sides of the handkerchief with leaves of different colors. That is, put as many leaves on the right side of the handkerchief as on the left. (Shows). Finally, the children decorate all sides of the handkerchief in their own way and talk about it.

**“The Bear Hid.”**

Objective: to develop visual attention and memorization, to teach to consistently look around the space, focusing on certain objects.

Equipment. A teddy bear.

The course of the game.

The teacher shows the children the bear and says he wants to play hide and seek, he needs to find a place to hide. The teacher leads the children along one of the walls of the room, stopping at different objects: “Here is the closet. It’s big, the teddy bear probably won’t get in. This is a shelf; a lot of books would be too cramped for a teddy bear. At last she finds a suitable place – necessarily open, located at the child’s eye level The teacher puts the toy there and takes the children to the opposite end of the room. Everyone claps their hands 10 times and the teacher asks who can find the toy. If the child has difficulty doing the task, he/she helps them remember where they went to hide the bear, asks them to remember this way again.

When the game is repeated the bear is hidden in another place and the room is bypassed on the other side. You can also change the toy.

When children learn to quickly find objects located at their height, you can make the task more difficult – to hide the object at a height above or below eye level. In this case, children should pay attention to the fact that the bear wants to hide high (low), so it would be harder to find. While looking for the toy, the teacher suggests that they look up (down).