Presentation "The use of Cuisener's sticks in working with preschoolers". Kuizener sticks - a means of learning logic and mathematics in preschool age

Belgian teacher elementary school George Cuisiner (1891-1976) developed the universal didactic material for development in children mathematical ability.

Kuizener's sticks are counting sticks, which are also called "numbers in color", colored sticks, colored numbers, colored rulers.

Kuizener sticks are counting sticks, which are also called "numbers in color", colored sticks, colored numbers, colored rulers. The choice of color is intended to facilitate the use of the kit. Sticks 2, 4, 8 form the "red family"; 3,6,9 "blue family". The "family of yellows" are 5 and 10.

The selection of sticks in one "family" (class) is not accidental, but is associated with a certain ratio of their size. For example, the "red family" includes numbers that are multiples of two, the "blue family" consists of numbers that are multiples of three; multiples of five are shown in shades of yellow. The white cube ("white family") is an integer, once laid down along the length of any stick, and the number 7 is indicated in black, forming a separate "family".

Each stick is a number expressed in color and magnitude. Stages of learning

At the first stage, sticks are used simply as playing material. Children play with them, as with ordinary cubes and sticks, create various configurations. They are attracted to specific images, as well as quality characteristics material - color, size, shape

At the second stage, sticks already act as a guide for little mathematicians. And here the children learn to comprehend the laws mysterious world numbers and other mathematical concepts.

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"Color Algebra - Kuizener's Sticks" Compiled by: Petukhova Svetlana Alexandrovna, educator of the first category MBDOU " Kindergarten combined type No. 29"

Kuizener's sticks

The Belgian elementary school teacher George Cuisiner (1891-1976) developed a universal didactic material for the development of mathematical abilities in children. In 1952, he published the book "Numbers and Colors", dedicated to his manual. Kuizener's sticks are counting sticks, which are also called "numbers in color", colored sticks, colored numbers, colored rulers. http://www.youtube.com/watch?v=Hm5Jq1QFQ0I For children 3-7 years old

Tasks: To form the concept of a numerical sequence, the composition of a number. Bring to the awareness of the relationship "more - less", "right - left", "between", "longer", "higher" and many others. To teach to divide the whole into parts and to measure objects by conditional standards, to master in the process of this practical activities some of the simplest types of functional dependency. Get close to adding, multiplying, subtracting and dividing numbers. Develop mental processes: perception, thinking (analysis, synthesis, classification, comparison, logical actions, coding and decoding), visual and auditory memory, attention, imagination, speech. Promote development children's creativity, the development of fantasy and imagination, cognitive activity. Develop the ability to work in a team.

The kit consists of plastic prisms in 10 different colors and shapes. The smallest prism is 10mm long and is a cube. The set includes: white - number 1 - 25 pieces, pink - number 2 - 20 pieces, blue - number 3 - 16 pieces, red - number 4 - 12 pieces, yellow - number 5 - 10 pieces, purple - number 6 - 9 pieces, black - number 7 - 8 pieces, burgundy - number 8 - 7 pieces, blue - number 9 - 5 pieces, orange - number 10 - 4 pieces.

The choice of color is intended to facilitate the use of the kit. Sticks 2, 4, 8 form the "red family"; 3,6,9 "blue family". The "yellow family" is 5 and 10. The selection of sticks in one "family" (class) is not accidental, but is associated with a certain ratio of their size. For example, the "red family" includes numbers that are multiples of two, the "blue family" consists of numbers that are multiples of three; multiples of five are shown in shades of yellow. The white cube ("white family") is an integer, once laid down along the length of any stick, and the number 7 is indicated in black, forming a separate "family". In each of the sets, the rule applies: the longer the stick, the greater the value of the number that it expresses. The colors in which the sticks are painted depend on the numerical ratios determined by the prime numbers of the first ten natural numbers. Each stick is a number expressed in color and magnitude.

Methodological support Handouts Album for children 2-3 years old Album for children 3-5 years old

Methodological support Cards for children 5-8 years old Album for children 5-8 years old

Stages of learning At the first stage, the sticks are used simply as a game material. Children play with them, as with ordinary cubes and sticks, create various configurations. They are attracted by specific images, as well as the qualitative characteristics of the material - color, size, shape. At the second stage, sticks already act as a guide for little mathematicians. And here children learn to comprehend the laws of the mysterious world of numbers and other mathematical concepts.

Main didactic tasks Implementation methods using Cuizener's sticks (possible motivation options) Sensory perception of color and size Unpacking into boxes, bags, free manipulation. Construction of multi-colored paths, houses, furniture for nesting dolls. Complication: lay out from sticks according to drawings, color schemes. Various rugs*. Comparison in size, length, width, height, shape. The ability to see a pattern, an eye. Design games according to numerical schemes and contours - cats, dogs, heroes of fairy tales, ladders. Laying out numbers according to schemes from sticks, letters, words, fairytale heroes- unravel the story. Pyramid *, ladder. Various digital rugs. Coding schemes in games like: "Find the treasure", "Who is faster to the goal", etc. "Deciphering old manuscripts". Trains with wagons*. Use in story games. Riddles: “How many wheels do 2 cars have?”, show with a stick, “How old is brother?” etc.

Development of quantitative representations, ordinal counting, orientation in space. Number comparison: >,

Solving logical problems. Understanding verbal tasks with complication and their solution. Various tasks on the location of sticks relative to each other, coding maps, diagrams, etc. KVN games. Solving crossword puzzles. Asking questions to each other. Create your own stories. Development creativity, independence. Inventing stories, fairy tales. Examples: arrange the sticks so that the white is between the red and blue, and next to the blue, yellow. By analogy, children ask each other other tasks. An invented plot - how to get into a magical land by solving the problem correctly, etc. A train of 3 cars: pink, yellow and blue, with blue in the middle, and pink is not the first. In what sequence to couple the wagons? How many passengers are on the train in total? The answer to the last question is given by attaching an orange strip to all the cars. * - Many options for tasks of varying degrees of complexity and motivation.

Recommendations for use Games and exercises are grouped by different features, the construction of buildings from them. Children master the composition of the kit, colors, the ratio of sticks in size. http://px-pict.com/4/4.html Children build stairs of different sizes, which is accompanied by looking at sticks and learning about their features. This is how children learn that elements of the same color have the same length, and vice versa. When building a ladder, they master the consistent dependence of the sticks along the length. Various game tasks are used: “I hid a stick longer (lighter, more) yellow. Find her! (Tell me which one)." Or: ask questions that have as many answers as possible. "Name all the sticks that are shorter than blue but longer than black." Quiz game: hide one stick, you have to guess which one. In this case, you can ask a few questions about the sticks, but you can not ask about the color. Questions are answered "yes" or "no". Mastering the kit. 2. Building a staircase. 3. Mastering relationships in length, height, mass, volume.

Children make up various carpets, as a result of which they develop an idea of the concept of "the same" There are various options. Build the carpet as much as possible without any condition (rule). Build a carpet so that all the stripes in it are of different colors. Build a carpet with sticks of only a certain color, etc. Drawing up patterns. Children learn the ability to correlate color and number and, conversely, number and color. To do this, in each game, exercise, the name of the colors and the numerical designation are fixed. For example: "Show wand 3 - what color is it?" "Find a pink stick. What number does it mean?" Children are invited to lay out a numerical ladder, the size of which depends on the age of the children and how many sticks they have mastered. 5. The development of quantitative representations in children.

At 3-4 years old, the teacher offers to find stick "1", specifies what color it is, suggests putting it in front of him, then stick "2" and putting it under the white stick so that a step is obtained. - Now find "Z", What color is the stick "Z"? Put the blue stick "3" under the pink one. Let's count how many steps we got? Put your finger on a white stick (cube) and count together, rearranging the finger each time. - How many steps are there in the ladder? Three. Let's see if we made a mistake? The kids are counting again. The ordinal account is mastered by children of three or four years at the same time as the quantitative one. Therefore, the further course of reasoning and actions is as follows: - Which is the white stick? (If you count from top to bottom). - First. And which one is the pink wand? - Second. And blue is the third. Let's now count together in order from top to bottom. Put your finger on the top stick "one" and count: first, second, third. The finger walks up the stairs and counts. Let's count again. Now let's count in reverse order: upwards. Put your finger on the bottom step, it will "walk" up the steps and count. We count: third, second, first. Gradually, the numerical ladder increases and, accordingly, in the course of game exercises, children master quantitative and ordinal counting.

When the children have mastered the colors of the sticks and the numbers that they represent, (regardless of age) they can be asked to build a numerical ladder from any number. Having mastered the construction of a numerical ladder and practicing quantitative and ordinal counting, the children move on to naming adjacent numbers. They are asked: "Between what two steps is the fifth step?" Gradually, children begin to understand that each next number is one more than the previous one. It is convenient to check this position with a stick "1", rearranging it from top to bottom along the numerical ladder. At the same time, the teacher says: “Add one to one, you get two, add one to two, you get three,” etc. The exercises are given a playful character (the game “Train”). Exercises Find stick "Z", specify the color and put it on the table. Ask the children how many units are in the number three. Check by laying out three "units" (white cubes). Find another blue stick. Compose the number three from the two smaller numbers. 6. The composition of numbers from units and two smaller numbers.

Mastering the composition of numbers is accompanied by exercises in subtraction. For example, they made up the number 5: 4 and 1.1 and 4, 3 and 2, 2 and 3. It is proposed to subtract one from five (move the stick), determine how much remains. The exercises are varied. Having mastered the composition of numbers, the actions of addition and subtraction on colored sticks, they begin to carry them out in their minds (at 5-6 years old). 7. The use of sticks when children learn to divide the whole into parts (fractional numbers). Exercises. - Take a stick "Z", divide it into three equal parts. How many white sticks are there in three? (Three sticks).- Show 1/3 part, 2/3 parts; 3/3 of what is equal to? Answer: three or one whole. If we again put 3 white sticks under the stick "3", we will again get the number three. What is 3/3 equal to? - And what is more: 1/3 part or 2/3 parts? After the corresponding practical action, 1/3 of the part is compared with 3/3. Each time it is said how much one part is more (less) than the other. Exercises are carried out on all numbers, children show parts of the whole or put them on the palm of their hands.

Method: take the stick - "1" only once and put it in front of you on the table. -If we took stick "1" only once, how much did it turn out? -And if you take not once, but twice, one and another, so how much will you get if you take one twice? (Two). Which wand will check the answer? (pink). - Take "1" three times. How much did it turn out? Check the answer. Then the children learn the rules for multiplying the number two, they notice that as the number by which the number two is multiplied increases, the answer also increases by two. In the case of passing through a dozen, the children make up the answer from the available sticks. To master the action of division, you can offer children a game. Take stick "8" and divide it so that everyone gets two; four. Three children play and make a "9" stick so that each gets three. 8. Multiplication with sticks (mastered by children 6-7 years old).

Examples of using ladder plate

hare giraffe

bear ostrich

truck samovar

camel house with porch

flower Elena the Beautiful

Kuizener's sticks in the work of a teacher-defectologist The Belgian elementary school teacher George Kuizener (1891-1976) developed a universal didactic material for the development of mathematical abilities in children. In 1952, he published the book "Numbers and Colors", dedicated to his manual. Kuizener's sticks are counting sticks, which are also called "numbers in color", colored sticks, colored numbers, colored rulers. For children 3-7 years old Tasks: 1. Form the concept of a numerical sequence, the composition of a number. 2. Bring to the awareness of the relationship "more - less", "right - left", "between", "longer", "higher" and many others. 3. To teach how to divide the whole into parts and measure objects by conditional standards, to master in the process of this practical activity some of the simplest types of functional dependence. 4. Get close to addition, multiplication, subtraction and division of numbers. 5. Develop mental processes: perception, thinking (analysis, synthesis, classification, comparison, logical actions, coding and decoding), visual and auditory memory, attention, imagination, speech. 6. Promote the development of children's creativity, the development of fantasy and imagination, cognitive activity. 7. Develop the ability to work in a team. The kit consists of plastic prisms in 10 different colors and shapes. The smallest prism is 10mm long and is a cube. The set includes: white - number 1 - 25 pieces, pink - number 2 - 20 pieces, blue - number 3 - 16 pieces, red - number 4 - 12 pieces, yellow - number 5 - 10 pieces, purple - number 6 - 9 pieces, black - number 7 - 8 pieces, burgundy - number 8 - 7 pieces, blue - number 9 - 5 pieces, orange - number 10 - 4 pieces. The choice of color is intended to facilitate the use of the kit. Sticks 2, 4, 8 form the "red family"; 3,6,9 "blue family". The "yellow family" is 5 and 10. The selection of sticks in one "family" (class) is not accidental, but is associated with a certain ratio of their size. For example, the "red family" includes numbers that are multiples of two, the "blue family" consists of numbers that are multiples of three; multiples of five are shown in shades of yellow. The white cube ("white family") is an integer, once laid down along the length of any stick, and the number 7 is indicated in black, forming a separate "family". In each of the sets, the rule applies: the longer the stick, the greater the value of the number that it expresses. The colors in which the sticks are painted depend on the numerical ratios determined by the prime numbers of the first ten natural numbers. Each stick is a number expressed in color and magnitude. Methodological support Handouts Album for children 2-3 years old Album for children 3-5 years old Methodological support Album for children 5-8 years old Cards for children 5-8 years old Basic didactic tasks perception of color and size Unpacking into boxes, bags, free manipulation. Construction of multi-colored paths, houses, furniture for nesting dolls. Complication: lay out from sticks according to drawings, color schemes. Various rugs*. Comparison in size, length, width, height, shape. The ability to see a pattern, an eye. Design games according to numerical schemes and contours - cats, dogs, heroes of fairy tales, ladders. Laying out numbers according to schemes from sticks, letters, words, fairy-tale heroes - disenchant the fairy tale. Pyramid *, ladder. Various digital rugs. Coding schemes in games like: "Find the treasure", "Who is faster to the goal", etc. "Deciphering old manuscripts". Trains with wagons*. Use in story games. Riddles: “How many wheels do 2 cars have?”, show with a stick, “How old is brother?” etc. Development of quantitative representations, ordinal counting, orientation in space. Number comparison: >,< Строительство лесенок(определение смежных ступенек, сколько всего ступенек, вверх, вниз от заданной ступеньки и т.п.). Поезд с вагончиками * (сколько вагонов, какой по счету красный, какой по порядку вагон стоит между черным и красным, левее синего) и т.п. «Talking Numbers "- voicing "I'm bigger than you, he's smaller than me." The composition of the number from units, from 2 smaller ones, the formation of these concepts "How do houses grow?" - multi-storey: where the tenants are one, where the tenants are 2 smaller numbers. "Who lives in the house?" “Russell the numbers” “Arrange the house numbers” “How the animals played numbers”. Concepts of even and odd numbers. Construction of ladders from even and odd numbers Children "jumping" on the steps name a series of even and odd numbers Using sticks as measurements. Speech skills. Measurement of various subjects, discussion of the results. "Measure the track", "Who will reach the goal faster." Fairy-tale situations of various motivations. Solving logical problems. Understanding verbal tasks with complication and their solution. Various tasks on the location of sticks relative to each other, coding maps, diagrams, etc. KVN games. Solving crossword puzzles. Asking questions to each other. Create your own stories. Development of creative abilities, independence. Inventing stories, fairy tales. Examples: arrange the sticks so that the white is between the red and blue, and next to the blue, yellow. By analogy, children ask each other other tasks. An invented plot - how to get into a magical land by solving the problem correctly, etc. A train of 3 cars: pink, yellow and blue, with blue in the middle, and pink is not the first. In what sequence to couple the wagons? How many passengers are on the train in total? The answer to the last question is given by attaching an orange strip to all the cars. * - Many options for tasks of varying degrees of complexity and motivation. Recommendations for use 1. Mastering the kit. Games and exercises consist in grouping according to various criteria, the construction of buildings from them. Children master the composition of the kit, colors, the ratio of sticks in size. 2. Building a staircase. Children build stairs of different sizes, which is accompanied by examining sticks and studying their features. This is how children learn that elements of the same color have the same length, and vice versa. When building a ladder, they master the consistent dependence of the sticks along the length. 3. Mastering relationships in length, height, mass, volume. Various game tasks are used: “I hid a stick longer (lighter, more) yellow. Find her! (Tell me which one)." Or: ask questions that have as many answers as possible. "Name all the sticks that are shorter than blue but longer than black." Quiz game: hide one stick, you have to guess which one. In this case, you can ask a few questions about the sticks, but you can not ask about the color. Questions are answered "yes" or "no". 4. Compilation of rugs. making patterns. Children make up various carpets, as a result of which they develop an idea of the concept of "the same" There are various options. Build the carpet as much as possible without any condition (rule). Build a carpet so that all the stripes in it are of different colors. Build a carpet with sticks of only a certain color, etc. Drawing up patterns. 5. Development of quantitative ideas in children. Children learn the ability to correlate color and number and, conversely, number and color. To do this, in each game, exercise, the name of the colors and the numerical designation are fixed. For example: "Show wand 3 - what color is it?" "Find a pink stick. What number does it mean?" Children are invited to lay out a numerical ladder, the size of which depends on the age of the children and how many sticks they have mastered. At 3-4 years old, the teacher suggests finding a stick "1", specifies what color it is, offers to put in front of you, then stick "2" and put it under the white stick so that you get a step. - Now find "Z", What color is the stick "Z"? Put the blue stick "3" under the pink one. Let's count how many How many steps did it turn out? Put your finger on a white stick (dice) and count together, each time rearranging your finger. - How many steps are there in the ladder? Three. - Let's check if we made a mistake? Children count again. Ordinal counting is mastered by children of three or four years simultaneously with quantitative. Therefore, the further course of reasoning and actions is as follows: - Which is the white stick? (If you count from top to bottom). - First. And which is the pink stick in order? - Second. And blue - third. Let's now Let's count together in order from top to bottom. Put your finger on the top stick "one" and count: first, second, third. The finger walks up the stairs and counts. Let's count again. Now let's count in reverse order: from bottom to top. Put your finger on the bottom step, it will "walk" up the steps and count. We count: third, second, first. Gradually, the numerical ladder increases and, accordingly, in the course of game exercises, children master quantitative and ordinal counting. When the children have mastered the colors of the sticks and the numbers that they represent, (regardless of age) they can be asked to build a numerical ladder from any number. Having mastered the construction of a numerical ladder and practicing quantitative and ordinal counting, the children move on to naming adjacent numbers. They are asked: "Between what two steps is the fifth step?" Gradually, children begin to understand that each next number is one more than the previous one. It is convenient to check this position with a stick "1", rearranging it from top to bottom along the numerical ladder. The teacher says at the same time: "Add one to one, you get two, add one to two, you get three," etc. 6. The composition of numbers from units and two smaller numbers. Exercises are given a playful character (the game "Train"). Exercises Find stick "Z", specify the color and put it on the table. Ask the children how many units are in the number three. Check by laying out three "units" (white cubes). Find another blue stick. Compose the number three from the two smaller numbers. Mastering the composition of numbers is accompanied by exercises in subtraction. For example, they made up the number 5: 4 and 1.1 and 4, 3 and 2, 2 and 3. It is proposed to subtract one from five (move the stick), determine how much remains. The exercises are varied. Having mastered the composition of numbers, the actions of addition and subtraction on colored sticks, they begin to carry them out in their minds (at 5-6 years old). 7. The use of sticks when children learn to divide the whole into parts (fractional numbers). Exercises. - Take a stick "Z", divide it into three equal parts. How many white sticks are there in three? (Three sticks).- Show 1/3 part, 2/3 parts; 3/3 of what is equal to? Answer: three or one whole. If we again put 3 white sticks under the stick "3", we will again get the number three. What is 3/3 equal to? - And what is more: 1/3 part or 2/3 parts? After the corresponding practical action, 1/3 of the part is compared with 3/3. Each time it is said how much one part is more (less) than the other. Exercises are carried out on all numbers, children show parts of the whole or put them on the palm of their hands. 8. Multiplication with sticks (mastered by children 6-7 years old). Method: take the stick - "1" only once and put it in front of you on the table. -If we took stick "1" only once, how much did it turn out? -And if you take not once, but twice, one and another, so how much will you get if you take one twice? (Two). Which wand will check the answer? (pink). - Take "1" three times. How much did it turn out? Check the answer. Then the children learn the rules for multiplying the number two, they notice that as the number by which the number two is multiplied increases, the answer also increases by two. In the case of passing through a dozen, the children make up the answer from the available sticks. To master the action of division, you can offer children a game. Take stick "8" and divide it so that everyone gets two; four. Three children play and make a "9" stick so that each gets three. Examples of using ladder plate hare giraffe bear ostrich samovar truck house with porch camel Elena Prekrasnaya flower

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Text content of presentation slides: Kuisener's sticks3 - 7 years
Children easily learn the concepts of "left", "long", "between", "each", "one of ...", "be not the same color" and many others.
The Belgian elementary school teacher George Cuisiner (1891-1976) developed a universal didactic material for the development of mathematical abilities in children. In 1952, he published the book "Numbers and Colors", dedicated to his manual.
The set includes 116 sticks, which differ from each other in two ways: size and color. The shorter the stick, the more common it is. For example, the shortest ones are white in a set of 25 pieces, and the longest orange ones are only 4. The main secret we learn games if we put together a ladder from different sticks. So it becomes clear that each previous stick is shorter than the previous one by one division, i.e. one white cube. The fact is that these are numbers - each stick denotes its own number from 1 to 10.
The kit consists of plastic prisms in 10 different colors and shapes. The smallest prism is 10mm long and is a cube. The set includes: white - number 1 - 25 pieces, pink - number 2 - 20 pieces, blue - number 3 - 16 pieces, red - number 4 - 12 pieces, yellow - number 5 - 10 pieces, purple - number 6 - 9 pieces, black - number 7 - 8 pieces, burgundy - number 8 - 7 pieces, blue - number 9 - 5 pieces, orange - number 10 - 4 pieces.

Sticks 2, 4, 8 form the "red family"; 3,6,9 "blue family". The "yellow family" consists of 5 and 10. The "red family" includes numbers that are multiples of two, the "blue family" consists of numbers that are multiples of three; multiples of five are shown in shades of yellow. The white cube ("white family") is an integer, once laid down along the length of any stick, and the number 7 is indicated in black, forming a separate "family".

Methodological support:Handout materialAlbum for children 2-3 years oldAlbum for children 3-5 years oldAlbum for children 5-8 years oldCards for children 5-8 years old

How to work with the material? Stage 1. Laying out the simplest images according to the model: a chair, a house, a flower. Comparing sticks in length, height, quantity. Laying out squares, rectangles, the “continue the row” exercise.
How to work with the material? Stage 2. Laying out plot pictures. Mastering quantitative and ordinal counting. Solving numerical expressions and problems. The composition of the number 5The composition of the number 8 Examples of use: LadderPlateHareGiraffeBearOstrich Examples of use:TruckSamovarCamelHouse with a porchElena the BeautifulFlower

Attached files

"Kuizener's sticks as a means of developing the creative abilities of children"

One of the most important tasks of raising a small child is the development of his mind, the formation of such mental skills and abilities that will allow him to learn new things. Each preschooler is a little explorer who discovers the world with joy and surprise.

Mathematics rightfully occupies a large place in the system preschool education. Any mathematical problem on ingenuity, for whatever age it is intended, carries a certain mental load, which is most often masked by an entertaining plot. It is important to teach children not only to count, measure and solve arithmetic problems, but also to develop their creative abilities, which can be divided into three main groups:

· creative imagination(fantasy and intuition)

· Creative thinking (liveness of mind)

· Practical use methods of organizing creative activity (the desire to learn new things, the desire for success and discoveries).

A particularly important task is the formation of the ability to think independently and creatively.

In solving this problem, the main role is played by educational games, didactic material, unique in its developmental capabilities - Kuizener's Sticks. (slide 1)

(slide 2) The Belgian elementary school teacher George Cuizener (1891-1976) developed a universal didactic material for the development of mathematical abilities in children. In 1952, he published the book "Numbers and Colors", dedicated to his manual.

Kuizener's sticks are counting sticks, which are also called "numbers in color", colored sticks, colored numbers, colored rulers.

(slide 3)

(slide 4)
The selection of sticks in one "family" (class) is not accidental, but is associated with a certain ratio of their size. For example, the "red family" includes numbers that are multiples of two, the "blue family" consists of numbers that are multiples of three; multiples of five are shown in shades of yellow. The white cube ("white family") is an integer, once laid down along the length of any stick, and the number 7 is indicated in black, forming a separate "family".

(slide 5.6) The main didactic task, which is:

Sensory perception of color and size

· Comparison by size, length, width, height, shape. The ability to see a pattern, an eye.

· Development of quantitative representations, ordinal counting, orientation in space. Comparison of numbers: more, less.

The composition of the number from units, from 2 smaller ones, the formation of these concepts

The concept of even and odd numbers.

Use sticks as measurements. Speech skills.

· Solving logic problems. Understanding verbal tasks with complication and their solution.

· Development of creative abilities, independence.

(slide 7) This guide has its own characteristics:

· Multifunctionality

Wide age range of participants

· Creative potential

Structural elements

Imagery and versatility

(slide 8) Methodological support.

(slide 9,10) Using this game allows you to develop creativity in children, which manifests itself in the ability to reason, solve non-standard problems, generate ideas, compose fairy tales, fantasize, design, etc.

(slide 11,12) The main purpose of these games is the development of a small person, bringing him to creativity. On the one hand, the child is offered food for imitation, and on the other hand, a field for imagination and personal creativity is provided. Thanks to this game, the child develops all mental processes, mental operations, develops the ability to model and design.

Playing with Kuizener's sticks, children build various figures that their own imagination tells them, they lay out patterns, pictures, plots. Children have complete freedom of action and imagination.

Output: Based on the foregoing, we can conclude that Kuizener's sticks give the child the opportunity to embody what was conceived in reality. A lot of interesting things can be done (cars, planes, ships, butterflies and birds, knights and princesses - a whole fairy world). Kuizener's sticks provide an opportunity to show creativity not only for children, but also for adults. Games with sticks create conditions for the manifestation of creativity, stimulates the development of the creative abilities of the child. An adult can only use this natural need to gradually involve children in more complex creative forms of play activity.

(slide 13) Creative task.

Bibliography.

1. L. D. Komarova "How to work with Kuizener's sticks?" games and exercises for teaching mathematics to children 5-7 years old.

2. Album - a game with Kuizener's sticks "House with a bell" for children 3-5 years old. Author B.B. Fickelstein.

3. Album - a game with Kuizener's sticks "Magic Paths". Author B.B. Fickelstein.

4. Getting ready for school - we are successfully learning “Kuizener's sticks. On the golden porch…..”

Download:

Slides captions:

Cuisiner

Characteristics of the educational stick game
Cuizener

Multifunctionality
Wide age range of participants
Creative potential
Structural elements
Imagery and versatility
truck
samovar
flower
Belgian primary school teacher George
Cuizener
(1891-1976) developed a universal didactic material for the development of mathematical abilities in children. In 1952, he published the book "Numbers and Colors", dedicated to his manual.

sticks
Cuizener
- these are counting sticks, which are also called "numbers in color", colored sticks, colored numbers, colored rulers.
Development of quantitative representations, ordinal counting, orientation in space. Number comparison:
>, Construction of ladders (determining adjacent steps, how many steps in total, up, down from a given step, etc.). A train with wagons * (how many wagons, which one is red, which wagon in order is between black and red, to the left of blue), etc. "Talking Numbers" - voicing "I'm bigger than you, he's smaller than me."
The composition of the number from units, from 2 smaller ones, the formation of these concepts
"How do houses grow?" - multi-storey: where the tenants are one, where the tenants are 2 smaller numbers.
"Who lives in the house?" "Russell the Numbers" "Arrange the House Numbers"
How the animals played with numbers.
Concepts of even and odd numbers.
Construction of ladders from even and odd numbers Children "jumping" on the steps call a series of even and odd numbers
Using sticks as measurements. Speech skills.
Measurement of various subjects, discussion of the results.
"Measure the track", "Who will reach the goal faster." Fairy-tale situations of various motivations.
bear
Hare
giraffe
From simple to complex

sticks
Cuizener

Prepared by:
teacher of the 1st category
Nikitina V.A.
Main didactic tasks
Ways to implement with chopsticks
cuizener
(possible motivation options)
Sensory perception of color and
size
Unfolding in boxes, bags, free manipulation. Construction of multi-colored paths, houses, furniture for nesting dolls. Complication: lay out from sticks according to drawings, color schemes. Various rugs*.
Comparison by size, length,
width, height, shape. Skill
to see a pattern, an eye.
Design games according to numerical schemes and contours - cats, dogs, heroes of fairy tales, ladders. Laying out numbers according to schemes from sticks, letters, words, fairy-tale heroes - disenchant the fairy tale. Pyramid *, ladder. Various digital rugs. Coding schemes in games like: "Find the treasure", "Who is faster to the goal", etc. "Deciphering old manuscripts". Trains with wagons*. Use in story games. Riddles: “How many wheels do 2 cars have?”, show with a stick, “How old is brother?” etc.
Let's make all the sticks clearly in height
From low to high is very easy
And let's do it in reverse order
From long to short - like on a charge

The choice of color is intended to facilitate the use of the kit. Sticks 2, 4, 8 form the "red family"; 3,6,9 "blue family". The "family of yellows" are 5 and 10.

In each of the sets, the rule applies: the longer the stick, the greater the value of the number that it expresses. The colors in which the sticks are painted depend on the numerical ratios determined by the prime numbers of the first ten natural numbers.
Each stick is a number expressed in color and magnitude.
Thanks for attention!
Examples of using
ladder
We are walking up the stairs
And we all count the steps
All steps up to one
We know in the ladder colored
The first is a white sheet
The second is a pink petal
The third is like a blue ocean
The fourth is like a red tulip
Fifth - yellow sunlight
Sixth - lilac bright bouquet
Seventh - black fluffy cat
Eighth - delicious cherry compote
Ninth - my blue ball
And the tenth is an orange bunny
The kit consists of plastic prisms in 10 different colors and shapes. The smallest prism is 10mm long and is a cube.

The kit includes:
white
- number 1 - 25 pieces,
pink
- number 2 - 20 pieces,
blue
- number 3 - 16 pieces,
red
- number 4 - 12 pieces,
yellow
- number 5 - 10 pieces,
purple
- number 6 - 9 pieces,
black
- number 7 - 8 pieces,
burgundy
- number 8 - 7 pieces,
blue
- number 9 - 5 pieces,
orange
- number 10 - 4 pieces.
Methodological support

Creative task

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The Belgian elementary school teacher George Cuizener (1891-1976) developed a universal didactic material for the development of mathematical abilities in children. In 1952, he published the book "Numbers and Colors", dedicated to his manual. Kuizener's sticks are counting sticks, which are also called "numbers in color", colored sticks, colored numbers, colored rulers.

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Main didactic tasks Methods of implementation with the help of Kuizener's sticks (possible motivation options) Sensory perception of color and size Unpacking into boxes, bags, free manipulation. Construction of multi-colored paths, houses, furniture for nesting dolls. Complication: lay out from sticks according to drawings, color schemes. Various rugs*. Comparison in size, length, width, height, shape. The ability to see a pattern, an eye. Design games according to numerical schemes and contours - cats, dogs, heroes of fairy tales, ladders. Laying out numbers according to schemes from sticks, letters, words, fairy-tale heroes - disenchant the fairy tale. Pyramid *, ladder. Various digital rugs. Coding schemes in games like: "Find the treasure", "Who is faster to the goal", etc. "Deciphering old manuscripts". Trains with wagons*. Use in story games. Riddles: “How many wheels do 2 cars have?”, show with a stick, “How old is brother?” etc.

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Development of quantitative representations, ordinal counting, orientation in space. Number comparison: >,< Строительство лесенок(определение смежных ступенек, сколько всего ступенек, вверх, вниз от заданной ступеньки и т.п.). Поезд с вагончиками * (сколько вагонов, какой по счету красный, какой по порядку вагон стоит между черным и красным, левее синего) и т.п. «Говорящие числа» - озвучивание «Я больше тебя, он меньше меня». Состав числа из единиц, из 2-х меньших, формирование данных понятий «Как растут дома?» - многоэтажные: где жильцы единицы, где жильцы 2 меньших числа. «Кто в домике живет?». «Рассели числа» «Расставь номера домов» «Как зверята играли в числа». Понятия четных и нечётных чисел. Строительство лесенок из четных и нечетных чисел Дети «прыгая» по ступеням называют ряд четных и нечетных чисел Использование палочек, как мерки. Речевые умения. Измерение различных предметов, обсуждение результатов. «Измерь дорожку», «Кто быстрее достигнет цели». Сказочные ситуации различной мотивации.

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Characteristics of the developing game of the Kuizener stick Characteristics of the developing game of the Kuizener stick Multifunctionality Wide age range of participants Creative potential Structural elements Imagery and versatility

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Examples of using the ladder We walk up the ladder And we count all the steps All the steps to one We know in the ladder there is color First - this is a white leaf Second - a pink petal Third - like a blue ocean Fourth - like a red tulip Fifth - yellow sunlight Sixth - a lilac bright bouquet Seventh - black fluffy cat Eighth - delicious cherry compote Ninth - my blue ball A tenth - orange bunny

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Let's make all the sticks clearly in height From low to high - it's very simple And then we'll make them in reverse order From long to short - like on a charge

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Games and activities with Kuizener's sticks 1. Get to know the sticks. Together with the child, examine, sort, touch all the sticks, tell what color and length they are. 2. Take as many sticks as possible in your right hand, and now in your left. 3. You can lay out paths, fences, trains, squares, rectangles, pieces of furniture, various houses, garages from sticks on a plane. 4. We lay out a ladder of 10 Kuizener sticks from the smaller (white) to the larger (orange) and vice versa. Walk your fingers along the steps of the ladder, you can count out loud from 1 to 10 and back. 5. Lay out the ladder, skipping 1 stick. The child needs to find a place for the missing sticks. 6. You can build three-dimensional buildings from sticks, like from a designer: wells, turrets, huts, etc. 7. Lay out the sticks by color, length. 8. "Find a wand that's the same color as mine. What color are they?" 9. "Put as many sticks as I have." 10. "Lay out the sticks, alternating them in color: red, yellow, red, yellow" (in the future, the algorithm becomes more complicated).

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11. Lay out a few Kuizener counting sticks, invite the child to remember them, and then, while the child does not see, hide one of the sticks. The child needs to guess which wand has disappeared. 12. Lay out a few sticks, invite the child to remember their relative position and swap them. The kid needs to get everything back. 13. Place two sticks in front of the child: "Which stick is longer? Which is shorter?" Lay these sticks on top of each other, trimming the ends, and check. 14. Lay out a few Kuizener sticks in front of the child and ask: “Which is the longest? Which is the shortest? 15. "Find any stick that is shorter than blue, longer than red." 16. Arrange the sticks into 2 piles: one has 10 pieces, and the other has 2. Ask where there are more sticks. 17. Ask to show you a red stick, blue, yellow. 18. "Show the wand that it is not yellow." 19. Ask to find 2 absolutely identical Kuizener sticks. Ask: "How long are they? What color are they?" 20. Build a train with cars of different lengths, from the shortest to the longest. Ask what color the car is fifth, eighth. Which wagon is to the right of blue, to the left of yellow. Which car is the shortest, the longest? Which cars are longer than yellow, shorter than blue.

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21. Lay out several pairs of identical sticks and ask the child to "put the sticks in pairs." 22. Say the number, and the child will need to find the corresponding Kuizener stick (1 - white, 2 - pink, etc.). And vice versa, you show a wand, and the child calls the right number. Here you can lay out cards with dots or numbers depicted on them. 23. From several sticks you need to make the same length as burgundy, orange. 24. From several identical sticks, you need to make the same length as orange. 25. How many white sticks can fit in a blue stick? 26. Using an orange stick, you need to measure the length of a book, pencil, etc. 27. "List all the colors of the sticks on the table." 28. "Find the longest and shortest stick in the set. Put them on top of each other; and now next to each other." 29. "Choose 2 sticks of the same color. What are their lengths? Now find 2 sticks of the same length. What color are they?" 30. "Take any 2 sticks and put them so that the long one is at the bottom."

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31. Place three Cuisener's burgundy counting sticks parallel to each other, and four of the same color on the right. Ask which figure is wider and which is narrower. 32. "Put the sticks from the lowest to the largest (parallel to each other). Attach the same row on top of these sticks, only in reverse order." (It will turn out a square). 33. "Place a blue stick between red and yellow, and orange to the left of red, pink to the left of red." 34. "S eyes closed take any stick from the box, look at it and name its color" (later you can determine the color of the sticks even with your eyes closed). 35." With your eyes closed, find 2 sticks of the same length in the set. One of the sticks in your hands is blue, and what color is the other then?" 36. "With your eyes closed, find 2 sticks of different lengths. If one of the sticks is yellow, can you determine the color of the other stick?" 37. "I have a stick in my hands a little longer than blue, guess its color." 38. "Name all the sticks longer than red, shorter than blue," etc. 39. "Find any two sticks that will not be equal to this stick. " 40. We build a pyramid from Kuizener's sticks and determine which stick is at the very bottom, which is at the top, which is between blue and yellow, under blue, over pink, which wand is lower: burgundy or blue.

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41. "Lay out one of the two white sticks, and put a stick corresponding to their length (pink) next to them. Now we put three white sticks - they correspond to the blue one," etc. 42. "Take sticks in your hand. Count how many sticks you have in your hand." 43. What two sticks can be used to make red? (composition of the number) 44. We have a white Kuizener counting stick. Which stick should be added so that it becomes red in length. 45. Which sticks can be used to make the number 5? (different ways) 46. How long is the blue stick longer than the pink one?. 47. "Make two trains. The first of pink and purple, and the second of blue and red." 48. "One train consists of a blue and a red stick. From white sticks, make a train longer than the existing one by 1 car." 49. "Make a train out of two yellow sticks. Build a train of the same length out of white sticks." 50. How many pink sticks can fit in an orange one?

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51. Lay out four white Kuizener counting sticks to make a square. On the basis of this square, you can introduce the child to shares and fractions. Show one part of four, two parts of four. Which is larger - ¼ or 2/4? 52. "Make of sticks each of the numbers from 11 to 20." 53. Lay out a figure from Kuizener's sticks, and ask the child to do the same (in the future, you can cover your figure from the child with a sheet of paper). 54. The child lays out the sticks, following your instructions: "Put the red stick on the table, put the blue stick on the right, yellow on the bottom," etc. 55. Draw different geometric shapes or letters on a piece of paper and ask your child to put a red stick next to the letter "a" or in a square. 56. From sticks you can build labyrinths, some intricate patterns, rugs, figures.

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