Card index of educational games and exercises for children 3 years old material (junior group) on the topic

1. Learn the concept of “many - little”.

2. Closer to three years - master the concept of “more-less” (determine the number of objects in a group - which ones are more and which ones are smaller).

3. Learn to distinguish between the number of objects “one” and “two”. (At a minimum. You can go further, learn to count to 3 - 4, but not all children aged 2 to 3 can do this - take into account the child’s interest and his abilities).

4.Learn to sort objects - by size, by color, by type (sort different types of pasta, buttons, large and small objects (circles, squares, etc.)), try other types of sorting.

5. Learn to navigate in space (learn the concepts of higher, lower, right, left).

6. Fold yourself, without the help of your mother, elementary puzzles or cut-out pictures from 2-3-4 parts (this skill develops gradually and becomes more developed closer to three years; at first, the mother helps the child).

7. Learn to match - play “who eats what”, “where is whose house”, “where is whose tail” (with cards or in pictures in books and manuals).

8. Play riddles - the mother describes an object or animal in the simplest form, the child guesses it from the description (for example - small, fluffy, with long white ears, jumps like that and eats carrots, who is it? Who says “moo-moo” and gives milk? Etc. Gradually you can complicate the riddles).

9. Guess the animal from the description.

10. Stack several nesting dolls and cups into each other.

11. Build a tower from cubes/cups with decreasing size values

12. Learn to compare figures, geometric bodies with their projections (Dyenesha blocks, homemade preparations)

13. Closer to three years - designing simple structures according to drawings

14. Starting from 2.5 years old - play “Fold the Square” by Nikitin (at first - together with the child, but very quickly children learn to assemble it on their own)

15. Starting from 2.5 years old – play with prefabricated puzzles

16. Learn to classify objects according to a general characteristic (for example: cards with pictures of toys, food, animals are laid out in front of the child. The child is asked to arrange them into appropriate groups (for example, toys in a box, food in a “refrigerator”, animals in a “house”). At first, the child learns to arrange objects with the active help of his mother.For the learning to be successful, it is better to play for a long time with the same set of objects (for example, to begin with, for a long time sorting cards of only toys and food).

Cards or wooden “Pick a Group” toys are great for mastering this skill:

17. Classification of objects - play the game “what’s in this room?” (find what is round in this room? What is soft in this room, etc.).

18. Games with Dienesh blocks, with a simple construction set, and other suitable items (toys, pasta, buttons, beads, etc.) by type:

– find objects, figures of the same shape;

– find objects, figures of the same color;

– find objects, figures of the same size;

– find the same figures by size, thickness and other characteristics.

19. Games with Cuisenaire sticks.

20. Play “part and whole” – “whose tail is this”, “match the roof to the house”, etc.

21. Learn to find a figure based on two signs (for example, find a large yellow circle (in a group of objects there is also a small yellow circle and circles of other colors), a small red square, etc.).

22. Closer to three years (and very individually) - find mistakes in pictures (working with manuals) - what is missing, what is wrong, which of the objects is the wrong color, etc. The very inexpensive manuals from the “Smart Books” series are great for this:

Studying the properties of objects.

1. Colors of objects.

2. Geometric figures, shapes. 3. Long-short. 4. High - low. 5. Wide-narrow. 6. Same and different (closer to three years). 7. Warm-cold. 8. Hard-soft. 9. Smooth-rough. 10. Heavy-light. 11. Taste, smell. Development of attention.

1. Play “Find it!” – we ask the child to find an object in the room (find where your teddy bear is, where the red cube is), on the street (look through the window - find where the dog is walking? Find the red car!), search in a picture in a book, etc. .P. – you can play anytime, anywhere. This game is very simple, children are easily drawn into it. At the same time, attention and the ability to concentrate it develop very well.

2. The game “Find a Pair” is a more complicated version than it was for a year or two - find a pair among objects that are very similar to each other.

3. Find the same pattern (pairs of mittens, hats, cups and saucers, patches for towels, roofs for houses, etc.)

5. Games with Dienesh blocks, Cuisenaire sticks.

6. Search for objects based on one characteristic - find what is red, hard, soft, round, large, etc. in this room. (you can play anywhere).

7. Search for objects based on two characteristics - find what is large and white, small and hard, etc. in this room.

8. Play hide and seek with the child (hide so that the baby can easily find it, prompt the child by calling him with your voice). How to develop memory.

1. “What’s missing?” - remember the pictures (toys) laid out on the table, guess which picture mom hid. Memorizing objects is carried out in a playful way - the mother tells a fairy tale about objects that are laid out on the table; during the process of the fairy tale, the child manages to remember its characters well. After this, mom takes one of them and asks “who is missing?” You can read more about how to play this game with very young children here.

2. What appeared? – we play according to the same principle as written in the previous paragraph, but we do not hide, but add toys, the child must determine which toy the mother added.

3. Hide 3-4 toys with the child. Then ask him to find them (we search from memory).

4. Ask the child to bring 2-3 items (we bring items from memory).

5. Together with the mother, remember what the child did yesterday, in the morning, some time ago, what events happened on the street (which friends were out today, what toys they had, etc.).

6. Remember what is drawn in the picture and answer questions about what was drawn there after the picture is closed.

7. Game “Find a Pair” with hide and seek – the mother shows the child a picture and hides it behind her back. Asks to find the same picture in a group of cards (the child looks for a paired picture without holding it in his hand, as usual, but from memory)

8. Game of “thimbles”. We take multi-colored cups and put a toy under one of them. We swap the cups several times, then ask them to find where the toy is hidden (we gradually increase the number of toys and cups).

9. “Memory” – a game with 2-3 cards. We put cards in front of the child, the child remembers them (to help him, you can tell a fairy tale about the heroes who are drawn in the pictures; while listening to the fairy tale, the child will remember the location of the cards well. The “fairy tale” can be very simple from 4-5 sentences). We turn the cards picture side down - this way, all the pictures are hidden from the baby and are not visible to him. We ask the child to find where a certain card is located from memory (“find which card has a bear on it?”). Another version of “Memory” can be found here. Physical development.

1. Jump in place on two legs. Closer to three years - learn to jump forward (but not everyone succeeds in this).

2. Learn to throw and catch a ball, throw a ball against a wall.

3. Throw up a balloon or ball.

4. Maintain balance while walking along a board placed on the floor, along a bench, or a beam.

5. Depict animal movements as shown by mother.

6. Crawl (like a boa constrictor, like a caterpillar) on your stomach forward.

7. Jump like a bunny.

8. Pretend to be a bird - wave your arms while running around the room, squat - “look for grains in the grass”, jump - “fly up”.

9. Stomp loudly, raising your legs high, like an elephant.

10. Swim like an octopus: lie on your back, raise your arms and legs up, wave your arms and legs (“swim”).

11. Run fast, slow, on your toes.

12. Sitting on the floor, knock on the floor with your feet, “like a drum.”

13. Roll on the floor like a bun.

14. Jump from a half-squat like a frog.

15. Dance and practice logorhythmics (to the music of the Zheleznovs and other authors).

16. Lift objects from the floor by bending or squatting.

17. Reach your arms up, reaching for objects that are located high (the mother can hold objects at the height of the child’s outstretched arm).

18. Move around the room without touching objects scattered on the floor (for example, pillows), gradually increasing the pace and number of objects.

19. Carry large, but not heavy things (for example, a highchair, a light box of toys).

20. Walking on massage surfaces.

21. Walking on tiptoes, closer to three years - on heels.

22. Perform dance movements - place the foot on the toe, on the heel.

23. Walking along a winding line drawn on the floor (or a strip of paper) - development of coordination.

24. Crawling under a tight rope.

25. Game “Catch a sunny bunny” - we play with a sunny bunny that mom lets out.

26. Collective games: dance in a circle, run like a train after each other (children hold on to each other), games with a special children’s play parachute, games of “catch up”, “wolf and bunnies”, etc.

27. "Cat and mouse." While the cat is sleeping (an imaginary cat or another adult), the children and mother walk quietly. When the cat wakes up, they quickly run into the house.

28. Hanging on the horizontal bar, rings, mother’s hands.

29. Climb on sports walls at home, on playgrounds.

30. Walking on “bumps” (chaotically scattered pillows, books).

31. Climb through a tunnel (purchased or built from chairs placed in a row).

32. Fitball games.

33. Game “Snail and House”. The child gets on all fours. A pillow is placed on his back. He turns into a snail, which carries its house (pad) on its back. The snail's task is to walk as long as possible without dropping its house (we crawl on all fours, carrying a pillow on our back).

34. Walking on your hands

Music and rhythm.

1. Listen to a lot of songs according to age.

2. Learn to listen to music - listening to classical melodies with your mother, listening to your mother’s story “What does this melody tell us?” It’s easy to come up with such a story yourself (for example, like this), with its help the child develops the ability to truly listen to music, to capture its shades and mood.

3. Learn to distinguish between fast and slow music, learn to play noise musical instruments quickly and slowly.

4. Learn to distinguish between happy and sad music.

5. Learn to distinguish between loud and quiet music, learn to play noise musical instruments loudly and quietly.

6. If there is an opportunity (large family) to play the game “who called?” (the child guesses by voice who is calling him).

7. Listen with your mother to the “sounds of life” - birds chirping, a car making noise, leaves rustling, etc.

8. Try to determine where the sound is coming from (for example, “do you hear a bird chirping? What tree do you think it’s sitting on?”).

9. Practice logorhythmics (to the music of the Zheleznovs and other authors).

10. Play musical instruments (children's and noise instruments - drum, maracas, tambourine, xylophone, etc.).

11. Get acquainted with various instruments and their sounds (you can watch videos on YouTube with your child, where performers play classical music on various instruments).

12. Closer to three years (if the child is fond of songs and remembers many melodies by ear) - play guess the melody - the mother sings the melody (“A Christmas tree was born in the forest”, “Antoshka”), the baby guesses what kind of song it is.

13. Sing songs to your child.

14. Dancing - fast, slow, stamping your feet, clapping your hands, twirling your palms - the "flashlight" movement, jumping, putting your feet on your toes - on your heels when dancing, tapping your heel on the floor, tapping your toes on the floor, doing a round dance, dancing with objects – spoons (we dance and knock spoons on the floor, against each other, over our heads, behind our backs, loudly-quietly, quickly slowly), maracas rattles (we dance and accompany ourselves, perform the same movements as with spoons), with handkerchiefs ( alone and in pairs with mom.)

15. Encourage independent performance of dance movements to dance tunes. Intensify the performance of movements accompanied by music that convey the character of the animals depicted. Drawing.

1. Draw paths.

2. Draw circles

3. Draw simple compositions - rain, snow, grass, Christmas tree decorations on the tree, circles (which will be balls, apples, etc.), draw sticks - strings for balls, stems (sticks) for flowers, handles for shoulder blades, hedgehog needles, grass, patterns (random) on cups, rugs, towels.

4. Draw vertical and horizontal lines.

5. Draw short and long lines.

6. Closer to three years - color pictures (some drawing teachers are against coloring - they believe that coloring kills creativity (since the child does not draw on his own, but works according to a ready-made template). Decide individually whether to teach your child to color or not).

7. Draw the child’s attention to the choice of color for the drawing (we draw the grass in green, the rays of the sun in yellow).

8. Draw with a stick on sand, semolina, snow.

9. Leave prints with paints using stamps and sponges.

10. Learn to paint with paints (wash and wet the brush).

11. Paint with finger paints. Modeling.

1. Roll out plasticine and dough with straight and circular movements of your hands (balls and sausages).

2. Break off small lumps from a large lump, flatten them with your palms and fingers.

3. Connect the ends of the rolled stick, pressing them tightly against each other.

4. Just play with dough and plasticine (free creativity).

5. Sculpt lumps of plasticine onto paper (feed the chicken, make dots for the ladybug, etc.).

6. Master the technique of smearing plasticine on paper.

7. Leave imprints on the dough with various objects.

8. Cut out shapes from the dough using cookie cutters.

9. Learn to cut dough with a plastic knife. Application.

1. Make a plot applique (sun + cloud + house, etc.) from 2-3 objects.

2. Apply an object of 2-3 parts (houses (roof + window), mushrooms (hat + leg), etc.).

3. Applique made of cotton wool (depict clouds, snow, dandelions, sheep, etc.).

4.Applique made from crumpled up lumps of paper.

5. Applique made from torn paper. Construction.

Build houses, fences, bridges, a slide, a garage. Play with Lego. Closer to three years - build houses according to a simple drawing (from two or three parts). Games with Dienesh blocks. Games with Cuisenaire sticks.

The world.

1. Continue studying domestic and wild animals and their young. Learn simple facts about animals (where they live, what they eat, characteristic features, for example, “a cow gives milk”, “a goat butts”, etc.), learn what domestic animals give to a person, learn the names of the main parts of an animal’s body (horns) , hooves, etc.).

2. Birds - expand your knowledge about bird species, study basic facts about birds (where they live, what they eat, how offspring appear, names of chicks). Get acquainted with the division into domestic and wild birds (simply talk about this with the child, when studying birds, emphasize that someone lives next to a person and benefits him, someone is a wild bird and lives on its own).

3. Insects – study the most common insects (ant, bee, butterfly, etc.); know the simplest facts from their life (a bee brings honey, a caterpillar gnaws on leaves, etc.), recognize them by their appearance, and cultivate a kind attitude towards insects.

Development of fine motor skills and preparation of the hand for writing

This extensive group of materials, complementing the group of exercises in practical life, becomes most important for a child at 3–4 years old. There is a need to improve hand movements in order to prepare for mastering writing. Typically, children at this age spend most of their time doing such exercises.

What will you need?

It is not necessary to purchase all the materials; you can use some of them and replace some with others:

• Various frames with fasteners or fasteners on the child’s clothing (buttons, zipper, lacing, etc.).
• Selection of various lids for jars and bottles.
• Selection of keys for various locks.
• Boxes that open differently and different locks: hook, latch, etc.
• Games with clothespins.
• Folding and folding (napkins and paper).
• Hammering nails into clay (plasticine).
• Transferring objects: by hand, spoon, tongs, catching them from the water.
• Sprinkling cereals: with your hands (catching small toys), from jug to jug, with a spoon, sifting through a sieve.
• Transferring: from jug to jug, a set of vessels of various shapes for pouring, a ladle, a rubber bulb, a syringe, a pipette, a sponge, whipping soap foam with a whisk.
• Cutting out.
• Punching out shapes at points (after which it can be used for embroidery).
• Sewing and embroidery.
• Hatching of frames.
• Writing on sand or semolina.

Plan of developmental activities for children 2–3 years old

Friends, if you want to practice systematic developmental activities with a 2-3 year old child at home, but don’t know where to start, we recommend that you read this material carefully, save the article to your favorites or print out its key points. Without going into details or dwelling in detail on individual educational games and exercises, we will tell you what you need to pay special attention to when working with children of this age, and we will tell you how to create an effective development plan.

Interesting? Then let's get started!

Physical development

Health is the main value at any age. An age-appropriate set of physical exercises is an effective tool for maintaining and promoting health. Active outdoor games are the best way of physical development in preschool age. Is your baby already 2 years old? Actively instill in him a love of sports, using all available methods.

1. Walking along curved lines, on a board slightly raised above ground level, over hills and bumps.
2. Running after a goal (catching games, for example) and/or with obstacles.
3. Jumps on one/two legs, in length and height, with legs raised, over obstacles (from hummock to hummock, over an imaginary river or cliff, etc.).
4. Obstacle courses in which you have to climb ladders, jump from object to object, walk on sensory mats, climb through a tunnel.
5. Active games with the ball: kicking the ball, rolling it, carrying it from one place to another, throwing it at a target (the target should be large and the distance to it small), catching and throwing it.
6. Morning exercises with poetry.
7. Dancing (rhythmic movements to music).

Fine motor skills

In addition to general motor skills, i.e. dexterity, coordination, strength, speed of movement of large muscles, it is important to develop fine motor skills of the hands. By training children's fingers to perform delicate work, you develop the baby's intellectual abilities, stimulate the speech parts of the brain, and improve the properties of children's memory and attention. To develop fine motor skills at 2–3 years old, you can still use hand massage and simple finger gymnastics exercises for babies. But do not forget to include more complex tasks for classes with a grown-up toddler.

1. Games with fasteners: buttons, Velcro, laces, buttons, loops. They can be sorted through, folded from one jar to another, tied, strung, sorted.
2. Games with clothespins.
3. Games with a constructor.
4. Games with cubes.
5. Mosaic
6. Modeling from plasticine, dough, special mass for the little ones.
7. Crafts from scrap materials: cones, leaves, sticks, beans, cereals, pasta.

Speech development

By the age of two, a child’s vocabulary is about 50 words. Naturally, we remind you that children are different, and if your child has not yet started talking at 2 years old, there is no reason to panic, but there is motivation for more diligent pedagogical work on speech development. It is important that the little one constantly hears correct adult speech around him, that they talk to him, that he is encouraged in every possible way to express his thoughts, desires and needs using words. By the age of three, the child should already be able to correctly form phrases of 4-5 words, learn rhymes and songs, maintain a simple conversation on everyday topics, and understand verbal instructions well.

1. Articulation gymnastics.
2. Finger gymnastics, classes for the development of fine motor skills.
3. Expanding vocabulary (reading, conversations, watching educational cartoons and children's programs).
4. Making up simple stories based on pictures.
5. Development of phonemic hearing.
6. Introducing letters and sounds.
7. Learn nursery rhymes by heart, simple poems for the little ones.

Development of imagination

In early childhood, children are great dreamers. Attentive attention to children's fantasies, competent work to direct them in a creative direction helps to educate a creative person with a developed imagination. It is important to understand that sometimes, carried away by the fictional world, kids give out their fantasies at face value. In this case, you cannot scold the child for lying: learn to distinguish deception from the fruitful work of the imagination. Teach your child to distinguish fiction from reality, but have tact and patience for this. Create favorable conditions for the effective implementation of creative imagination.

1. Drawing with pencils, felt-tip pens, wax crayons and crayons on asphalt, finger paints and watercolors.
2. Non-traditional drawing techniques: blotography, stamps, drawing with crumpled paper, mat.
3. Applications on given and free themes. Encourage children of primary preschool age to create tear-off appliqués and appliqués from prepared fragments. Children over three years old can already be taught to use safety children's scissors.
4. Read - a lot, often and with pleasure. Change intonations, read the roles, come up with new plot twists in your child’s well-known, favorite fairy tales.
5. Look at the pictures, make up stories based on them, imagine what the artist dreamed of when he painted this picture, or fantasize about what could have preceded the events depicted on it or what happened after them.
6. Role-playing games: let the child put his favorite doll to bed, prepare borscht from imaginary vegetables, or build a beautiful house, laying brick by brick.
7. Home theater: Show your child theatrical performances using a finger theater or toys. Involve your toddler in playing roles. Let him perform to the best of his ability in front of enchanted spectators: baby dolls and dolls, plush hares and bears, brothers, sisters, parents...

How to create educational activities for children 2–3 years old

1. When talking with your child, abandon the term “activity” in favor of the concept “game”. Educational games should bring not only benefits, but also pleasure. Without this, there can be no talk of effective development in early childhood.
2. Have a rough lesson plan for yourself, but be prepared to change the planned course of events at any time, obeying the interests and mood of the child. Do not force your child to do something that is not interesting to him at the moment, and do not force him to give up an activity that interests him without good reason.
3. At 2–3 years old, the child’s memory and attention are involuntary. The baby is simply unable to concentrate on anything that is not interesting to him. If you manage to hold the child’s attention on the object of study you have planned for about 7–10 minutes, we can consider that the lesson was more than successful.
4. Create conditions in which the child can switch from activity to activity, choose the type of activity that is most interesting for him at the moment, and demonstrate cognitive activity in a safe, inviting environment. If possible, leave creative materials, books, educational aids, and teaching materials within reach while the child is awake. Of course, child safety is a priority!
5. In our proposed plan, in each direction of development of a 2-3 year old child, we proposed 7 groups of classes. This means that you can take a group for every day. For example, on Monday you focus on walking along curved paths, lacing, articulatory gymnastics and drawing with colored pencils, on Tuesday you teach your baby to run over small obstacles, offer him games with clothespins, do finger gymnastics and draw with crumpled paper... But how As a rule, during the day you will repeatedly return to the same activities, alternate them in random order, or come up with new activities based on familiar games and exercises. Be prepared for this!

We wish you successful studies. May your parenting be happy! See you again!

Hearing development

Montesosri pedagogy uses noise cylinders and bells. Continue offering your child a variety of musical toys. Now these can be more complex instruments: drums, xylophone, various bells. Play instruments and sing with your child. Encourage your baby to listen to melodic music.

Show your child how to concentrate attention on any one property of an object, isolating other senses. Gradually teach your child to work with his eyes closed. Seeing how you close your eyes, smelling a tangerine, tasting the first bite of food or touching a fabric, he will gradually learn to do the same himself.

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To learn more

The principle of constructing classes for preschoolers

All classes for preschool children are based on the principle of playful learning and development. Children better assimilate information that is presented to them unobtrusively, in the form of a game.

Classes should be conducted after a night or daytime sleep - this is the very time when the preschooler is ready to learn new material. The duration of classes should not exceed 25 minutes.

For classes, you need to prepare props, make a plan and think through a scenario. It is better if all the exercises in one lesson are united by a common plot. This could be a certain fairy-tale hero who comes to visit the baby and needs help. The latter helps the guest solve problems and find a way out of the situation, simultaneously learning the material and the necessary knowledge.

Lomonosov program

From the very first lessons, children begin to count to 100. First, together with the teacher, then gradually they learn to do it on their own. They learn to compare numbers, learn to correlate quantity with number, learn to identify numerical segments, count from least to greatest, from greatest to least, lay out a direct number series and a reverse one. Children learn to work with geometric shapes, measure the perimeter, and measure the area of ​​a figure.

During the classes, children develop spatial thinking. They learn to navigate concepts such as up, down, right, left (tell me, how many of you have never confused them?). The concept of diagonal. Diagonally up to the right, diagonally down to the left. They study this not only on a piece of paper through graphic dictations, but also in the space of the room, walking through their bodies and remembering what it means in practice. We teach our students how to draw maps. Room cards, table cards, closet cards. Children understand the spatial relationship of objects.

Children connect dots with straight and broken lines. They become familiar with the concepts of ray, line, segment. And again, this is not a dry, boring theory with abstruse definitions from a textbook. We provide material in such a way that children remember through understanding the very essence of objects and phenomena.

Well, for example, a beam. Let's take one of the definitions. A ray is a part of a line consisting of a given point and all points lying on one side of it. Any point on a line divides the line into two rays. It's clear? What about a preschooler? It doesn't seem like much. But if you say that a ray is like a ray of sunshine. It has a beginning - the sun, and has no end. Well, a clear picture is immediately drawn, isn’t it?

And the child remembers even complex concepts in this way. Using such specific examples from life, and later, at school, he can explain them in his own words, without cramming, tears, and painfully wading through abstract definitions in the textbook. And most importantly, the child goes through life with a love for mathematics, because his first contact with this science was interesting, full of discoveries and satisfaction of his natural curiosity.

We also have a “house of weights and measures”. Where we weigh and measure everything. How many grams are in a kilogram - let's see how it works in practice. What does half a kilo of cotton wool and half a kilo of iron look like? We measure everything that can be measured: with a ruler, tape measure, measuring tape, steps, elbows, palms, and maybe even parrots. Remember how in the cartoon about 38 parrots?

Children also learn the concept of time. Understand why time is relative. That time can be measured in the past can be assumed in the future, but it is very difficult to grasp it in the present. Because here it is in the present and now it is in the past. Children learn to measure time in centuries, years, months, days, hours, seconds. Get acquainted with the concepts of older and younger. We look at the number tape to see how old the child will be in a year, in 2 years, in 10 years.

We also love to play store, where you not only have to weigh the goods correctly and calculate their cost, but also tell them about it so that everyone immediately wants it too. For example, “advertise” an interesting book so that your friend also wants to read it. We train both the gift of persuasion and presentation skills at once.

We train quantitative and ordinal counting within a thousand. Let's do geometry. There, by the way, we have 15 plane geometric figures with which we play interesting games and write geometric dictations. For example, the Pentagon. Everyone knows that this is a US Department of Defense building. But not everyone knows that this is just a geometric figure, which is simply called a regular pentagon. But our children know the pentagon, and the hexagon, and the hexagram, and the octagon, and the octogram, and so on. Why do we need such wisdom? Yes, simply because it is more interesting to study geometry using such unusual figures. The Circle and the Square is good, but not as exciting as the Pentagon story.

We also give children intelligence cards. In a simplified form, of course. But essentially we teach them to collect objects into categories, generalize and separate, isolate a part from the whole or combine fragments into a whole. We teach this way of thinking when they get used to sorting any information into shelves. Later, at school, at university, and just in life, they will easily structure information, isolate the main thing, and remember exactly what is needed. In the modern world, it is this skill that will allow you to avoid drowning in the ocean of information that is growing exponentially.

And of course, in mathematics we solve interesting problems. To find a part, to find the whole, to find the remainder. And all this is based on examples from the students’ lives, because solving problems about abstract diggers is not at all interesting.

Children master graphic skills: hatching, writing numbers, drawing with dots, etc. And all this in a playful way. Nobody tells children - write a thousand slanted lines on this sheet. Because it's boring. But writing a number on your girlfriend’s back is a completely different matter. No, we won’t get our clothes dirty) We will write these numbers with our finger or the back of a pen. And the one to whom they draw it tries to guess what was written there. And on the sheet of paper we begin not to write, but to draw numbers, just like pictures, and here we already have creative calligraphy, even in such a seemingly dry mathematics.