The project “The amazing world of puzzles. Project on the topic: "Rebuses" What are puzzles

Introduction 3

Main part

1. The results of the survey of classmates. 4 - 5
2. Rebuses. 6 - 7
3. Rules for solving puzzles. 8 - 9
4. My puzzles 10

Conclusion 11

Annex 12

List of used sources and literature 13

Introduction

People have different tastes and inclinations: some are fond of sports, others are fond of music, others do not miss a single novelty of the movie screen ... At the same time, it is difficult to find a person who would remain indifferent to a funny joke, a witty riddle, a cleverly formulated problem - this is interesting everyone.

Rebuses. What is a rebus? Have you ever had to solve these amazing riddles?

Rebuses are funny riddles, entertaining tasks and tricky puzzles, about what they are, how to solve them and how to make it yourself, I will tell on the pages of my project.

Purpose of the study:

Tasks:

1. To attract the interest of students in my class to solving puzzles.

Hypothesis:

Research methods:

Experiment;

Observation;

Questioning;

Collection and analysis of the received information.

1.

To collect more complete information about whether my classmates know what puzzles are, what they are and whether they have ever solved them, I asked them to fill out a questionnaire on the topic “What are puzzles” (Appendix 1). The guys gladly responded to my request. 23 classmates took part in the survey. The data obtained was entered into a table.

Table 1

	questionnaire question	Answer options
	What is a rebus	Funny riddles, entertaining tasks and tricky puzzles
Crosswords
	Can you solve puzzles
Never tried)
	Do you solve puzzles at home
	Do you think puzzles help the development of logical thinking

Summing up the results of the survey, the following results were obtained:

• __% of learners know what types of puzzles are;
• __91% of classmates can solve puzzles;
• ___% of students solve puzzles at home.
• I would like to note that ___% of the respondents gave a detailed answer to the last question, and they all believe that puzzles help the development of logical thinking.

Thus, the results of the survey show that classmates know what puzzles are, what types of puzzles are, but not everyone has solved and knows how to solve these tricky puzzles. Therefore, I believe that this project is very relevant. Maybe, looking at me, many students in my class will want to learn more not only about such logical riddles, but also learn how to quickly solve them.

Rebuses.

According to the explanatory dictionary, a rebus is "a word or phrase encrypted using pictures, numbers, letters or signs."

The rebus is read from left to right. Solve the rebus, best of all, armed with paper and a pen, so as not to forget the previously guessed.

This word is Latin: in literal translation it means "things" (objects). At first glance, this may seem surprising, but after all, a rebus is a task in which some phrase (proverb, riddle, saying) is depicted using drawings of various objects, things ... It turns out - the correct name. To solve puzzles, you need to know the rules by which they are composed - a kind of "rebus alphabet". These rules are simple, and there are few of them - only five. But more on that later.

What else did I learn about puzzles while working on the project.

The rebus played a very important role in the formation of the writing of all ages and peoples, because even cavemen wrote on ancient rocks with drawings that only they understood, later these drawings turned into the first letters of the names of these drawings. The puzzles that we are used to seeing. originated in France in the middle of the fifteenth century. After, the puzzles crawled to England, Italy, Germany. Puzzles became a general hobby that could be seen almost everywhere. In addition to the fact that these puzzles in pictures were printed in newspapers, they were also on signs, fences, houses, gates and other places where they could only fit. In Russia, puzzles appeared only in 1845. In modern rebus writing, there are many signs and edits that are called a rebus code, and the icons themselves can be called code signs.

Rules for solving puzzles.

To solve puzzles, you need to know some rules: 1. The names of all drawn objects must be read in the nominative case.

For example: Some drawings can be interpreted ("read") in different ways. This is the main difficulty in solving puzzles. You need to choose the right reading. So, sign 1 in the rebus in Fig. 1 is read as "count": FOR NUMBER KA, and in the rebus in Fig. 2 as "one": ONE POINTS.

2. If there are commas to the left of the picture, then you need to discard the first letters of the word (as many letters as there are commas). If commas are to the right of the figure, discard the last letters.

For instance:

On fig. 3 the comma is on the right, discarding the last letter, we get the word NUMBER.

When solving puzzles consisting of many drawings, the question may arise which drawing the comma refers to. Therefore, we agree to consider that the comma refers to the figure towards which the "tail" of the comma is facing. Now you will see that this is a very important condition. Suppose you are solving a rebus consisting of many drawings, the question immediately arises to which figure to attribute the comma, and remembering the rule, we have in fig. 4 word AIST.

3. If there are numbers above the picture, then the letters must be read in the order indicated by the numbers.

For example: So using this rule we get in fig. 5 word POWER.

4. If a crossed out letter is shown above the figure, then this letter must be removed from the resulting word. It turns out that the crossed out letter in the rebus has the same role as the comma. Right? But there is a difference, which is often forgotten by novice lovers of entertaining tasks when compiling their first puzzles: with the help of a comma, the extreme letters of the word are subtracted, with the help of a crossed out letter, those that are somewhere in the middle of the word. If another letter is written next to the crossed out letter, then it should be put in place of the excluded one. If another letter is next to the crossed out letter or an arrow is used to show the transition from one letter to another, then you need to replace the letter in the word.

For example: Thus, using this rule, we get in fig. 6 word AIST.

Often replaced letters are not crossed out, but connected with an equal sign to another letter that needs to be put in its place.

It should be noted that it is often more convenient to use the equal sign, because by crossing out a letter, we make it difficult to read it - it is not always easy to determine which letter is crossed out.

If a letter is inserted between the numbers above the figure, this means that this letter must be inserted into the resulting word between the letters in the places indicated by the numbers.

For example: In fig. 7, replacing B with R, we get the geometric figure Rhombus.

5. If the picture is turned upside down, then the word corresponding to the picture must be read from right to left.

For example: Rebus in fig. 8 will stand for the word FASHION.

In rebuses, prepositions are often played up; consider the rules of rhenium of such rebuses:

6. If the drawings (or more often - letters) are located one in the other, one on top of the other, or one in front and the other behind it, then this indicates that you need to add the appropriate preposition - in, on, behind, ...

Twelve prepositions (in, on, behind, y, over, under, with, to, from, in front of, by) can be conveyed by the corresponding mutual arrangement of drawings or letters. We will agree to call such drawings drawings with hidden prepositions. In the role of hidden prepositions in rebuses, one can also find such ones as "about", "between", but this is much less common (which is a pity - it is precisely such rarely occurring hidden prepositions that make it possible to compose beautiful and interesting puzzles).

For example: In fig. 9 the number 7 is hidden in the letter O, using the preposition B we get the number EIGHT.

10. If the image of one letter is composed of another letter repeated many times, then we read like this:

For example: In fig. 10 the word FAMILY is encrypted. Having counted the number of letters I, we will immediately understand this.

11. If the letters hold hands, then the union I must be inserted between them.

For example: In fig. 11 is encrypted DIAMETER, and we read it like this D and A, and 100 cm is a meter and we get DIAMETER.

Here are perhaps the most basic rules for solving puzzles. Knowing them, I think you will solve my puzzles without much effort.

My puzzles.

Rebus 1.

Answer: BASEMENT.

Answer: STRIZH.

Rebus 3.

Answer: FORTY.

Rebus 4.

Answer: GUARD.

Rebus 5.

Answer: CIRCULUS.

Answer: CHALLENGE.

Answer: TWO.

Answer: FIVE.

Rebus 9.

Answer: MINUS.

Rebus 10.

Answer: CAR.

Summing up the results of my work, I would like to note that the hypothesis posed at the beginning of the study was fully confirmed. Rebus really develops logical thinking, this is confirmed by the examples given. Solving puzzles is very interesting. I learned a lot about the rules for solving puzzles, about when they appeared and about the fact that among my classmates there are those who are fond of this activity. I would like to study other types of riddles: anagrams, metagrams, puns, etc. I will definitely do this and share the results of my work with my classmates, maybe one of them will also decide to join me. Solve puzzles, develop your logical thinking - it's very interesting!

View document content
"Project on the topic: "Rebuses""

Project "Mathematical puzzles"

Prepared

2nd grade student "A"

GBOU secondary school No. 2 of Neftegorsk

Antipov Egor

Head: Mikhailova S.A.

Purpose of the study:

• find out if the students in my class can solve math puzzles.

Tasks:

• Collect and study material about puzzles.
• Study materials on how puzzles are solved.
• To identify, during the project, what percentage of students knows and can solve the rebus.
• Attract the interest of students in my class to solving puzzles

Hypothesis

• confirm whether puzzles really help the development of logical thinking.

The result of the survey of classmates

• To collect more complete information about whether my classmates know what puzzles are, what they are and whether they have ever solved them, I asked them to fill out a questionnaire on the topic “What are puzzles” (Appendix 1).
• The guys gladly responded to my request.

24 classmates took part in the survey.

The data obtained was entered into a table.

Survey results

questionnaire question

Answer options

What is a rebus

Are you able to decide?

Funny puzzles, entertaining tasks

Crosswords

Game - guessing words

Total people

Do you solve puzzles?

Do you think puzzles help the development of logical thinking?

Survey results

• all students in my class know what a rebus is;
• 68% of classmates know how to solve puzzles;
• 36% of students solve puzzles at home.
• I would like to note that 100% of the respondents answered that puzzles help the development of logical thinking.

Conclusion

• Thus, the results of the survey show that classmates know what puzzles are, but not everyone has solved and are able to solve these tricky puzzles. Therefore, I believe that this project is relevant. Perhaps, looking at me, many students in my class will want to learn more not only about such logical riddles, about types of rebuses, but also learn how to quickly solve them.
• Thus, the results of the survey show that classmates know what puzzles are, but not everyone has solved and are able to solve these tricky puzzles.
• Therefore, I believe that this project is relevant. Perhaps, looking at me, many students in my class will want to learn more not only about such logical riddles, about types of rebuses, but also learn how to quickly solve them.

Rules for solving puzzles.

• Rule #1 The names of all drawn objects must be read in the nominative case.

Rice. one

BARRETTE

Rice. 2

LONELY

• Rule #2

• If there are commas to the left of the picture, then you need to discard the first letters of the word (as many letters as there are commas). If commas are to the right of the figure, discard the last letters.

Rice. 3

NUMBER

• Rule #3

• The comma refers to the pattern towards which the "tail" of the comma is facing.

Rice. 4

STORK

• Rule #4

• If there are numbers above the picture, then the letters must be read in the order indicated by the numbers.

Rice. 5

POWER

• Rule #5

• If a crossed-out letter is shown above the figure, then this letter must be removed from the resulting word.

Rice. 6

STORK

• Rule #6

• Often replaced letters are not crossed out, but connected with an equal sign to another letter that needs to be put in its place.

Rice. 7

RHOMBUS

• Rule #7

• If the picture is turned upside down, then the word corresponding to the picture must be read from right to left.

Rice. eight

FASHION

• rule № 8

• Prepositions are often played in rebuses:
• If the drawings (or more often letters) are located one inside the other, one on top of the other, or one in front and the other behind it, then this indicates that you need to add the appropriate preposition - in, on, behind, ...
• Twelve prepositions (in, on, behind, y, over, under, with, to, from, in front of, by) can be conveyed by the corresponding mutual arrangement of drawings or letters.

Rice. 9

EIGHT

• Rule #9

• If the image of one letter is composed of another letter repeated many times, then we read like this:

Rice. 10

FAMILY

• Rule #10

• If the letters hold hands, then the union I must be inserted between them.

Rice. eleven

DIAMETER

And now my puzzles

• Rebus 1.

Rebus 3 .

• Rebus 4 .

• Rebus 5 .

Rebus 6

Rebus 7

• Rebus 8

• Rebus 9 .

Conclusion

• Summing up the results of my work, I would like to note that the hypothesis posed at the beginning of the study was fully confirmed.

Solve puzzles, develop your logical thinking - it's very interesting!

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION FEDERAL AGENCY FOR EDUCATION Municipal Budgetary Educational Institution "Secondary School No. 16"

Project on: "Labyrinths"

Completed:

6B students:

Kereitova Alina,

Zakirova Azalia,

Sedelnikova Natalia.

Supervisor: Skvortsova Natalia Nikolaevna

mathematics teacher MBOU secondary school No. 16

New Urengoy 2016

We are in the 6th grade, and we went through a very interesting topic in geometry "Labyrinths". This topic interested us, and we decided to expand our knowledge of labyrinths.

Objective of the project: Familiarize yourself with labyrinths and their occurrence.

Project objectives:

• Consider different types of mazes.
• Explore methods for passing labyrinths
• Collect materials on the topic.
• Present the result of our work.

History reference.

Battle of Theseus and the Minotaur.

Ariadne hands the magic ball to Theseus.

Artificial labyrinths

Turf mazes

Types of labyrinths:

horseshoe mazes

architectural labyrinths

Game labyrinths

PASSING METHODS

Method

Advantage

1. Trial and error

Flaws

Simple, does not require additional knowledge

2. Method of crossing dead ends

Convenient if there are many dead ends in the maze

Can spend a lot of time, does not guarantee success

3. Rule of the right (left) hand

Convenient if there are no closed routes

4. Tremo rule

This method does not help if there are no deadlocks

Will solve any maze

None

Can spend a lot of time

Labyrinths in human life

Labyrinths are used by psychologists to study the behavioral responses of humans and animals. Ants, after a short training, easily overcome a labyrinth with 10 branches. Somewhat slower and with more trial and error people work. Note another important property of the labyrinth: with its help, a method was found for studying the search activity of living organisms, animals. In the natural environment, animals are often forced to overcome all sorts of obstacles and memorize difficult paths. Experiments have shown that the animals at first slowly reconnoitered, studied the maze, then overcame the route faster and faster, and finally, there came a moment when they automatically covered the entire path. Thus, labyrinths turned out to be a means for studying the complex mechanisms of memory, as well as the behavior of animals in various situations.

CONCLUSION

We were interested in doing project work. We have fulfilled all the objectives of the project. As a result of working on the project, we have expanded our knowledge of labyrinths. In the future, we would like to do more complex design work, but this will require new knowledge and skills that we will acquire in geometry lessons.

municipal educational institution

"Secondary School No. 18

Traktorozavodsky district of Volgograd

VII International

educational and practical conference

"First steps"

The amazing world of puzzles

Completed by: students of 9 "B" class

Vasilyeva Elena Sergeevna

Leader: math teacher

Startseva Tatyana Alexandrovna

Volgograd 2017/2018

Introduction - pages 3 - 4

The history of puzzles - pages 4 - 5

What does the word rebus mean? - pages 5 - 6

Rules for compiling and solving puzzles - pages 6 - 12

Self-composed math puzzles - pages 12 - 14

The results of the survey of students in grades 8 "B" and 8 "A" - pp. 15 - 17

Conclusion - pp. 17-18

List of used literature - page 18

1.Introduction.

We apply mathematical knowledge not only in mathematics lessons, but also in everyday life. We are lucky that we like math. However, the difficulty for us is the problems for the solution of which it is necessary to apply logical reasoning. We read that a person can develop any of his abilities, to one degree or another. How to develop mathematical skills? On the Internet, we found a lot of statements of this nature:

- "To develop mathematical abilities, it is necessary to solve problems for ingenuity, joke problems, mathematical puzzles and puzzles."

- "Solving puzzles is an excellent gymnastics for the development of the student's intellect."

- "Solving puzzles perfectly stimulates the development of intellect, develops the ability to draw logical conclusions, teaches you to think."

We decided that solving different puzzles would help us develop our math skills.

Work theme:"The fascinating world of puzzles."

Relevance of the topic: in the course of school mathematics puzzles are not considered, and in mathematics lessons it is necessary to solve problems not only according to certain rules, but also non-standard problems.

Target: learn how to solve math puzzles.

Tasks:

Find and study various sources with information about puzzles;

To study puzzles of various types;

Explore possible ways to solve puzzles.

Create your own puzzles using the rules of compilation.

Create an album-folder "Mathematical puzzles through the eyes of eighth graders."

Hypothesis: solving puzzles will help us develop logical thinking.

Problem: Mathematics is always considered a difficult subject to understand. Some students find it difficult to remember the rules of definition and formulas.
The ability of students to memorize educational material is very different. Compiling and solving puzzles in the study of mathematics allows students to develop attention, observation, logical and creative thinking, and make the learning process more interesting.

Object of study: math puzzles

Subject of study: methods and ways of compiling and solving mathematical puzzles.

Research methods: study of various sources of information, analysis, generalization and systematization of the material.

2. The history of puzzles.

An early form of the rebus is found in pictorial writing, in which abstract words that are difficult to depict were represented by images of objects whose names were pronounced in a similar way. Such puzzles are similar to the hieroglyphs of Egypt and the pictographs of early China. Images of rebuses were used to convey the names of cities on Greek and Roman coins, or to designate family names in the medieval age. The history of rebuses began a very long time ago. In the 15th century in France, farcical performances were called a rebus. Later, in the 16th century, such fun was banned and a pun based on a play on words began to be called a rebus. Often it was a riddle, consisting of images of various objects, numbers or letters. And it was not so easy to guess such a word. In this form, the puzzle has come down to us. In 1783, the English artist and engraver Thomas Buick printed an unusual Bible for children in the London printing house of T. Hodgson. He retells the events of Holy Scripture in the form of rebuses. Such a Bible came to be called "hieroglyphic". In the text, some words are replaced by pictures. A few years later, in 1788, the American publisher Isaiah Thomas published a hieroglyphic Bible overseas. Such unusual hieroglyphic Bibles became very popular at the end of the 18th century, as they made it easier and more interesting to teach the Holy Scriptures to children. The well-known author of the fairy tales "Alice in Wonderland" and "Alice Through the Looking-Glass" Lewis Carroll often used rebuses in his correspondence with young readers . In his letters, he often replaced some of the words with pictures or depicted letters in a mirror image.

display. Reading such cryptic letters required ingenuity, which, of course, the children really liked. In the second half of the 19th century, puzzles began to be widely used in society. It is interesting that even during the war, puzzles were held in high esteem. During the Great Patriotic War, in 1942, the Moscow printing factory of the Moskvoretsky industrial trade publishes a collection of rebuses by A.A. Ryazanov "During Leisure Hours: Rebuses" (illustrations by I. Telyatnikov). They were intended for the adult population. In 1945, after the end of the war, a small brochure by the illustrator and illusionist Georgy Kelsievich Bedarev "Rebuses" was published. In the post-war period, puzzles began to focus on a children's audience. Currently, puzzles are intended for both adults and children. It is difficult to find a children's magazine or a developmental manual that does not contain puzzles. Often children are given similar tasks at school and are even given the task to come up with puzzles. Puzzles are a means of increasing information culture. With self-compilation of puzzles, information search skills, creativity, and intellectual abilities develop.

3. What does the word rebus mean?

Rebus (from the Latin "rebus" - "with the help of things"), the representation of a word or syllable using an image of an object whose name is consonant with the presented word or syllable. Simply put, this is a riddle in which the unraveled words or expressions in the form of drawings are combined with letters and some other signs.

Types of puzzles.

Puzzle puzzles are a double task: having solved the puzzle, you will read the riddle, but the riddle needs to be solved.

Add and subtract puzzles differ from the usual ones in that the value of the image following the minus sign is not added to the already obtained word combination, but subtracted from it.

Joking puzzles are a comic riddle in verse.

Proverb rebuses are an encrypted proverb that needs to be unraveled and its meaning explained.

A sound rebus is a riddle exercise that allows you to work out the skill of merging syllables.

A rebus story consists of a large rebus that you need to solve and make up a story.

A rebus problem is a rebus that needs to be solved and a problem solved. It consists of several puzzles.

Numerical puzzles are puzzles that improve the ability to understand and comprehend the positional principle when writing numbers in the decimal system.

4. Rules for compiling and solving puzzles.

In order to solve and compose puzzles, you need to know the rules and techniques that are used in their compilation. Read and remember these rules. For clarity, some of them are illustrated with examples.

1. The names of all objects depicted in the rebus are read only in the nominative case and in the singular. Sometimes the desired object in the picture is indicated by an arrow.

2. Very often, the object depicted in the rebus may have not one, but two or more names, for example, “eye” and “eye”, “leg” and “paw”, etc. Or it may have one general and one specific name, such as "tree" and "oak", "note" and "re", etc. You need to choose the one that makes the most sense.

The ability to identify and correctly name the object depicted in the figure is one of the main difficulties in deciphering puzzles. In addition to knowing the rules, you will need ingenuity and logic.

3. Sometimes the name of any object cannot be used in its entirety - it is necessary to discard one or two letters at the beginning or end of the word. In these cases, a conventional sign is used - a comma. If a comma is to the left of the figure, then this means that the first letter must be discarded from its name, if to the right of the figure, then the last. If there are two commas, then two letters are discarded accordingly, and so on. For example, a “collar” is drawn, only “whirlpool” needs to be read, “sail” is drawn, only “steam” needs to be read.

4. If any two objects or two letters are drawn one into the other, then their names are read with the addition of the preposition "in". For example: “v-o-yes”, or “not-in-a”, or “v-o-seven”:

In this and the next five examples, different readings are possible, for example, instead of "eight" you can read "SEVEN", and instead of "water" - "DAVO". But there are no such words! Here you should come to the aid of ingenuity and logic.

5. If any letter consists of another letter, then they read with the addition of "from". For example: “from-b-a” or “vn-from-y” or “f-from-ik”:

6. If there is another letter or object behind any letter or object, then you need to read with the addition of “for”.

For example: “Ka-za-n”, “za-ya-ts”.

7. If one figure or letter is drawn under another, then you need to read with the addition of “on”, “above” or “under” - choose a preposition according to the meaning. For example: “for-on-ri” or “under-at-shka”:

The phrase: "Tit found a horseshoe and gave it to Nastya" - can be depicted as follows:

8. If another letter is written for any letter, then they read with the addition of “by”. For example: “po-r-t”, “po-l-e”, “po-i-s”:

9. If one letter lies next to another, leaning against it, then they read with the addition of "y". For example: "L-u-k", "d-u-b":

10. If in the rebus there is an image of an object drawn upside down, then its name must be read from the end. For example, a “cat” is drawn, you need to read “current”, a “nose” is drawn, you need to read “dream”.

11. If an object is drawn, and a letter is written next to it, and then a letter is crossed out, then this means that this letter must be discarded from the resulting word. If there is another one above the crossed out letter, then this means that it is necessary to replace the crossed out one with it. Sometimes in this case an equal sign is placed between the letters. For example: “eye” read “gas”, “bone” read “guest”:

12. If there are numbers above the picture, for example, 4, 2, 3, 1, then this means that the fourth letter of the name of the object shown in the picture is read first, then the second, followed by the third, etc., that is letters are read in the order indicated by the numbers. For example, a "mushroom" is drawn, we read "brig":

13. If two numbers are shown next to the picture with arrows pointing in different directions, then in the word it is necessary to swap the letters indicated by the numbers. For example, "castle" = "dab".

14. The use of an arrow going from one letter to another also serves to indicate the appropriate substitution of letters. Also, the arrow can be deciphered as the preposition "K". For example, “The letters AP go to FIR” = “DROPS”

15. When compiling a rebus, Roman numerals can also be used. For example, "forty A" read "forty".

16. If any figure in the rebus is drawn running, sitting, lying, etc., then the corresponding verb in the third person of the present tense (runs, sits, lies, etc.) must be added to the name of this figure (runs, sits, lies, etc.), for example “ u-runs."

17. Very often in puzzles there are separate

the syllables "do", "re", "mi", "fa" are depicted by the corresponding notes. For example, we read words written in notes: “do-la”, “fa-sol”:

Since not everyone knows the notes and the position on the stave, we give their names.

Other signs are possible in rebuses: names of chemical elements, all kinds of scientific terms, special characters: “@” - dog, “#” - sharp, “%” - percentage, “&” - ampersand, “()” - brackets, “ ~" - tilde, ":)" - emoticon, "§" - paragraph and others.

In complex puzzles, the listed techniques are most often combined.

"The red maiden sits in a dungeon, and the scythe is on the street"

5. Self-composed puzzles in mathematics.

Perimeter

2.Triangle

Height(s)

Numerator

5. Denominator

I=E, P=N

puzzles is a means of increasing information culture. With self-compilation of puzzles, information search skills, creativity, intellectual abilities develop

6. The results of a survey of students in grades 8 "B" and 8 "A".

Among students of 8 "B" and 8 "A" classes, we conducted a survey "What do you know about puzzles?". For this, a questionnaire was drawn up.

Questionnaire

7. Do you know where you can apply this knowledge?
The survey results are presented in the form of a diagram.

In the course of work, for eighth graders who wanted to learn how to solve puzzles, we created memos with the rules for solving puzzles. We interviewed 25 people. The study involved students of 8 "B" and 8 "A" classes.

Table 1.

Question	Answers students
1. Do you know what puzzles are?
2. Do you know when the first puzzles appeared?
3. Can you solve puzzles?
4. Do you want to learn how to solve puzzles?
5. Was it interesting for you to make puzzles yourself?
6. Are you interested in the topic of the lesson that begins with a rebus?
7. Do you know where you can apply this knowledge?

Figure #1. Distribution of answers of students of 8 "B" and 8 "A" classes.

Having studied the results of the questionnaire, we were convinced of the practical significance of the project, as the students wanted to learn how to solve puzzles. We suggested that these guys first get acquainted with the rules for solving puzzles, and then choose the word they like from the mathematics course and depict it in the form of a rebus. Everyone willingly completed this work, and we created a folder-album "Mathematical puzzles through the eyes of eighth graders." After choosing the topic of the project, it was decided to start each mathematics lesson with a rebus that would interest us in the topic of the lesson, develop mathematical thinking, ingenuity,

sparked creativity. The teacher notes that our vocabulary is replenished, attention and imaginative thinking develop. Compiling a rebus is mental work. Sometimes this takes a long time. But what pleasure do you get when the puzzle is solved. From childhood, you need to solve puzzles, this will help develop mathematical abilities.

7. Conclusion.

Solving puzzles helps us develop logical thinking . Rebuses are an entertaining task, a game in which words, phrases or whole sentences are encrypted using drawings combined with letters, shapes and signs. Rebus develops attention, memory. With self-compilation of puzzles, logical thinking and creativity develop. Thus, our hypothesis that solving puzzles helps us develop logical thinking was confirmed.

In doing this work, we:

We learned the history of the origin of puzzles, their types.

We learned the rules for compiling and solving puzzles.

Conducted research in 8 classes;

They created a memo "How to learn to solve puzzles", and an album-folder "Mathematical puzzles through the eyes of eighth graders".

In the course of working on the project, we got acquainted with the literature and other information sources on the chosen topic, in which we learned the definition of the concept of "rebus", information about the history of the origin of puzzles, about the types of puzzles, learned the rules for solving and compiling puzzles. While working on the project, we learned how to find the necessary information in scientific literature, Internet resources, work with programs: Microsoft Office Word; Microsoft Office Power Point, Excel. We collected information about puzzles and presented it in the form of a presentation. According to the results of a survey of classmates, we were convinced of the need to be able to solve puzzles. Puzzles help us in the development of memory, attention, logical thinking, develop mental activity, concentrate attention. By training the mind, we become observant, quick-witted, insightful, quick-witted, inventive, resourceful, witty, and also acquire many other important and useful qualities. Puzzles are a means of increasing information culture. With self-compilation of puzzles, information search skills are developed,

creativity and intellectual ability. Students who know how to solve puzzles take an active part in olympiads, intellectual marathons, quizzes, city, regional, All-Russian competitions "Kit", "Kangaroo", "Kangaroo-graduates" and others.

8. List of used literature:

Gorodkova T.V., Elkina N.V. "Children's crosswords", M., 2014. - 353 p.

Dal V.I. Explanatory dictionary of the living Great Russian language: fav. Art. / V. I. Dal; comm. ed. ed. V. I. Dahl and I. A. Baudouin de Courtenay; [scient. ed. L. V. Belovinsky]. - M. : OLMA Media Group, 2009. - 573 p.

Kordemsky B.A. Mathematical ingenuity. — M.: GIFML, 1958. — S. 189-194.

Livinsky V. Journal "Do not be bored", pp. 193 - 197.

The best math games and puzzles, or a real math circus / per. from English. M. I. Antipina. — M.: AST, Arel, 2009. - S. 123. - 255 p.

Mathematical charades and puzzles / N.V. Udaltsova - M .: Chistye Prudy, 2010 - 32 pp.: ill. - (Library "First of September", series "Mathematics", issue 35).

Mochalov L.P. Puzzle. — M.: Nauka. Main edition of physical and mathematical literature, 1980. - 128 p.

Dictionary of the Russian language: In 4 volumes / RAS, Institute of Linguistics. research; Ed. A. P. Evgenieva. - 4th ed., erased. — M.: Rus. lang.; Polygraphic resources, 1999. - 652 p.

Dictionary of Russian synonyms and expressions similar in meaning. - under. ed. N. Abramova, Moscow: Russian dictionaries, 1999. - 314 p.

Explanatory dictionary of the Russian language / S.I. Ozhegov, N.Yu. Shvetsov. - M., 2003.

For the development of thinking, a person needs to solve various puzzles, crosswords, charades, rebuses. We became interested in how puzzles act on human thinking, the history of their appearance, types, the algorithm for solving and compiling them.

By training the mind, a person becomes observant, quick-witted, quick-witted, resourceful, witty. Rebuses are a means of increasing information culture, "gymnastics for the mind." With self-compilation of puzzles, information search skills, creativity, and intellectual abilities develop.

For children who already know how to solve puzzles, there is a prospect - to take an active part in olympiads, intellectual marathons, quizzes, All-Russian competitions "Russian Bear Cub", "Kangaroo", "EMU", "Teach" and others.

Compiling a rebus is mental work. Sometimes this takes a long time. But what pleasure do you get when the puzzle is solved. From childhood, you need to solve puzzles, this will help develop mathematical abilities.

Bronskikh Lyubov Vladimirovna, 10.04.2017

5773 446

Development content

Municipal Autonomous Educational Institution "School No. 3" of the Kamyshlov City District

Project

Rebuses - "gymnastics for the mind"

Project author

Bronskikh Pavel,

student 3 "B" class

MAOU "School No. 3" KGO

Supervisor

Timofeeva O.V., teacher

primary school

Kamyshlov, 2017

Introduction………………………………………………………………………….…3

1. What is a “rebus?”………………………………………………………….….5

2. The history of the appearance of puzzles…………………….……………………….…….6

3. Types of puzzles ……………………………………………………………….…...8

4. Rules for solving puzzles…………………………………………....…..11

5. Rules for compiling puzzles……………………………………………...…..12

6. The results of the survey of students of grade 3 “B”…………………………….…..19

Conclusion …………………………………………………….…………………22

List of used literature………………………………………………..24

Applications……………………………………………………………………….26

INTRODUCTION

Rationale for relevance

For the development of thinking, a person needs to solve various puzzles, crosswords, charades, of which there are a lot, but there is a kind of puzzle that is familiar to both adults and children - these are puzzles. And I want to know exactly how puzzles act on human thinking, as well as to find out the history of their appearance, their types.

Problem

Mathematics is always considered a difficult subject. Some students have difficulty remembering concepts and formulas. Compiling and solving puzzles in the study of mathematics allows students to develop attention, observation, logical and creative thinking, and make the learning process more interesting.

Hypothesis

If we learn how to solve puzzles, we will be able to expand the range of knowledge, learning skills, we will be able to successfully participate in full-time and correspondence competitions, olympiads and quizzes.

Target: Find out the role of puzzles in the development of human thinking.

Tasks:

Analyze the concept of "Rebus" in various dictionaries.

Find out when and how puzzles arose.

Get to know the different types of puzzles.

Learn the rules for solving and compiling puzzles.

Create a memo "How to learn to solve puzzles", a brochure "Rebus is a friend of thinking" and a folder-album "Mathematical puzzles through the eyes of third graders"

Conduct a study in class 3 "B" and prove that puzzles affect the development of thinking.

Present the results in the form of a presentation and share them with classmates.

Object of study : puzzles

Subject of study : puzzles as a means of developing thinking

Research methods:

The study of literature.

Working with Internet resources.

Sociological survey.

Practical work.

Practical application of the work:

The material of this work can be used in the classroom, for example, in the oral account, in the classroom of a mathematical circle and for preparing for the Olympiads, as didactic material for homework.

1. What is a "rebus?"

I found several definitions of the word rebus in different dictionaries.

1. Big encyclopedic dictionary /D.N. Ushakov, V.I. Dal

Rebus, rebus, ·husband.(from lat. rebus, lit. things, with the help of objects).
1. A riddle in which the searched word or phrase is depicted by a combination of figures, letters or signs, for example. the letter "y" written above the letter "k" is a rebus denoting "science" (na- "y" - "ka").

2. transfer. Something mysterious, incomprehensible, intricate. Not a person, but a puzzle!

2. Explanatory Dictionary of Efremova`

Rebus- m. 1) A riddle in which the desired word or phrase is depicted in a combination of drawings, letters, signs. 2) trans. unfold That which is mysterious and incomprehensible.

3. Big Dictionary of Foreign Words "A.N. Bulyko

Rebus - rebus, m. [from Latin.rebus, lit. things, with the help of objects]. 1. A riddle in which the desired word or phrase is depicted by a combination of figures, letters or signs.2. trans. What-n. mysterious, incomprehensible, intricate.

4. Big encyclopedic dictionary

REBUS(from lat. rebus - with the help of things) - a riddle in which the words or expressions to be solved are given in the form of drawings in combination with letters and some other signs.

5. Small academic dictionary`

Rebus -a , m.1. A riddle in which the words to be solved are given in the form of drawings combined with letters and signs.

We became friends with him for puzzles. I was good at solving puzzles, it bribed him. (Kaverin. "Two captains").

2. trans. Question, task requiring permission, clues; that which is incomprehensible is mysterious. ( The world is full of toponymic puzzles and charades. Only knowledgeable, widely educated specialists can solve them. L. Uspensky.)

6. "Explanatory Dictionary of the Living Great Russian Russian Language" by V.I. Dalia

Rebus - m., French. puzzle in the picture.

7. "Explanatory Dictionary" by S. I. Ozhegov

Rebus,-a, m. Riddle, in which the desired word or phrase is depicted by a combination of figures, letters or signs. Solve r. Speak in puzzles (trans.: incomprehensible, with hints). || adj. rebus, th, th.

8. "Dictionary of foreign words of the Russian language"

Rebus(fr.). Mental fun, consisting of replacing words and whole phrases with drawings, figures. Charade in drawings.

9. Big explanatory dictionary of synonyms of Russian speech

Rebus - riddle, task, cryptogram

10. "Dictionary of foreign words"

Rebus- a, m. A riddle in which the desired word or phrase is depicted by a combination of figures, letters and signs. Solve, solve r. Rebus - related to the rebus, rebuses.

What these definitions have in common is that a rebus is a riddle that needs to be solved with the help of drawings.

2. The history of the appearance of puzzles

The very first puzzles are found in the picture letter. Such puzzles are similar to hieroglyphs. Rebus images were used to represent city names on Greek and Roman coins, or to represent family names in medieval heraldry, and as evocative symbols in religious art and architecture.

Later puzzles appeared in France in the 15th century. But then it was not a riddle in pictures, but a farcical performance on the topic of the day. In an allegorical form, comedians ridiculed the negative features of the powerful of this world, their vices and "deeds".

Over time, the nature of the rebus has changed. A rebus began to be called a pun built on a play on words. Around the same time, the first drawn puzzles appeared. Initially, they illustrated well-known phraseological turns, later more complex variants appeared.

In the 16th century, drawn puzzles appeared in England, Germany, and Italy. Professional artists took part in their design. The first printed collection of puzzles appeared in France in 1582.

In 1783, an unusual Bible for children appeared. It retells the events of Holy Scripture in the form of rebuses. Such a Bible came to be called "hieroglyphic". In the text, some words are replaced by pictures. Such unusual hieroglyphic Bibles became very popular at the end of the 18th century, as they made it easier and more interesting to teach the Holy Scriptures to children.

The well-known author of the fairy tales "Alice in Wonderland" and "Alice Through the Looking-Glass" Lewis Carroll often used rebuses in his correspondence with young readers. In his letters, he often replaced some of the words with pictures or depicted letters in a mirror image. To read such mysterious letters, one needed ingenuity, which, of course, the children really liked.

In Russia, puzzles appeared later - in the middle of the 19th century. A special magazine "Rebus" began to appear. “We know a lot of serious people,” it was written in it, who gladly devote hours of leisure to solving puzzles and especially recommend this activity to young people as a distinctive gymnastics for the mind ... We liked this expression, and we took it for the name of the project.

In the second half of the 19th century, puzzles began to be widely used in society.

Interestingly, even during the war, puzzles were held in high esteem. During the Great Patriotic War, in 1942, Moscow printers released a collection of rebuses by A.A. Ryazanov "During Leisure Hours: Rebuses". They were intended for the adult population. In 1945, after the end of the war, a small brochure by illustrator Georgy Kelsievich Bedarev "Rebuses" was published.

In the post-war period, puzzles began to focus on a children's audience. Currently, puzzles are intended for both adults and children. It is difficult to find a children's magazine or a developmental manual that does not contain puzzles. Often children are given similar tasks at school and are even given the task to come up with puzzles.

For me, my mother often buys magazines with rebuses "Grandma's Compote", "Guess", "Murzilka", "Merry Entertainer", "ScanwordYonok", "Emu's Adventure", "Encyclopedia of Games".

3. Types of puzzles

Puzzle puzzles represent a double task: having solved the rebus, you will read the riddle, but the riddle must be solved.

Puzzles "add and subtract" differ from the usual ones in that the value of the image following the minus sign is not added to the already received combination of words, but is subtracted from it.

Rebus jokes- This is a comic riddle in verse.

Rebus proverbs are an encrypted proverb that needs to be unraveled and its meaning explained.

sound puzzle- these are puzzle exercises that allow you to work out the skill of merging syllables.

Rebus story consists of a big puzzle that you need to solve and make up a story.

Rebus problem- This is a puzzle that you need to solve and solve the problem. It consists of several puzzles.

Numerical puzzles- these are puzzles that improve the ability to understand and comprehend the positional principle when writing numbers in the decimal system.

A special group of puzzles are math puzzles.

They are examples of common arithmetic operations (addition, subtraction, division, and multiplication) in which some or even all of the numbers are replaced by dots, asterisks, letters, or other symbols. Each character can represent any number from 0 to 9. Moreover, some numbers may be repeated several times, while others may not be used at all. Such puzzles are often called numerical, arithmetic or digital.

Solving a mathematical rebus means restoring the original form of mathematical equality.

V All types of puzzles develop thinking, train intelligence, logic, intuition, ingenuity, help broaden horizons, memorize new words, objects.

Types of puzzles by complexity

Rebuses are one of the types of visualization that is widely used to develop the logical thinking of children, in teaching literacy and to improve the information culture of children. In addition to concentration of attention, the development of thinking and logic, puzzles carry a certain information load. Often you have to figure out the meaning of words, work on their ambiguity.

According to the degree of complexity, puzzles can be divided into several groups.

1. The first group includes the simplest puzzles that help children remember the graphic representation of the letter and its use in words. They are used mainly when getting to know the letter.(Martin)

2. The second group includes more complex puzzles in which you need to replace or remove any letter, read the number inserted into the rebus.

3. The next group includes puzzles that provide for a certain reading skill and a certain level of development of logical thinking. If the child finds it difficult to solve such a puzzle, you need to introduce him to the general principles for solving them. First of all, pay attention to the fact that part of the word is inside a letter. For instance, tra in A (grass), in O rona (crow). If part of the word is located behind the letter, we read differently: for B tra (tomorrow).

In cases where puzzles are rather complex riddles, boys and girls have to seriously “break” their heads in order to find the correct answer. In the process of this fascinating activity, non-standard thinking is formed in children. In the future, this skill will come in handy for finding possible ways out of various life situations.

Indeed, the tasks presented in an entertaining way are very interesting. You want to solve them, they captivate with their unusualness. There is a desire to be sure to solve the rebus, there is even an element of competition.

Working with puzzles and tasks develops the mental abilities of children and concentrates their attention. We love this kind of work. There is a desire to come up with something similar. And this already contributes to the development of our creative and cognitive abilities.

4. Rules for solving puzzles

To solve puzzles, no special knowledge or skills are required. All you need to know is a few rules. These rules are posted on the website. .

Regardless of who the puzzles are intended for, the rules for guessing them are the same.

The rebus is read from left to right and from top to bottom.

If several identical objects are drawn, then the word is read in the plural.

The picture in the rebus may not represent the whole word, but only part of it. The commas next to the picture show how many letters to remove from the word. If commas are to the left of the picture, remove the first letters; the commas on the right indicate how many letters at the end of the word must be discarded.

If the object in the rebus is drawn upside down, then the word is read from the end. For example, if a cat is drawn upside down, then we read the word "current".

If there is a crossed-out letter near the picture, then it must be removed from the word. If a crossed-out number is drawn, then we remove the letter with such a serial number.

If a letter is drawn near the word, then it must be added to the word.

If equality is written near the figure (5 \u003d B or I \u003d B), then this letter must be replaced with another one, the one on the right.

If the objects are drawn in different positions relative to each other, then prepositions are used when reading. One object in another - "in". The object is drawn on another object, it can be read in different ways: “on”, “above”, “under”. We choose according to the meaning.

If the letter consists of another letter, then use the preposition "of". For example, "from - B - A".

If there are notes, then they denote the individual syllables corresponding to their names.

If numbers are written next to the picture, then the letters from the name of the subject should be read in the order indicated by the numbers. Letters not marked with numbers are not used.

If the letter is crossed out crosswise, then it is read as "not". For example, "D" is crossed out, we read "not-D".

If two numbers are shown near the picture with arrows pointing in different directions, then in the word it is necessary to swap the letters indicated by the numbers.

5. Rules for compiling puzzles

We found the rules for compiling puzzles on the site

1. The names of all the items depicted in the rebus, are read only in the nominative case and singular. Sometimes the desired object in the picture is indicated by an arrow.

2. Very often, the object depicted in the rebus may have not one, but two or more names, for example, “eye” and “eye”, “leg” and “paw”, etc. Or it may have one general and one specific name, such as "tree" and "oak", "note" and "re", etc. You need to choose the one that makes the most sense.

The ability to identify and correctly name the object depicted in the figure is one of the main difficulties in deciphering puzzles. In addition to knowing the rules, you will need ingenuity and logic.

3. Sometimes the name of any subject cannot be used in its entirety - it is necessary drop one or two letters at the beginning or end of a word. In these cases, a conventional sign is used - a comma. If a comma is to the left of the figure, then this means that the first letter must be discarded from its name, if to the right of the figure, then the last. If there are two commas, then two letters are discarded accordingly, and so on. for instance, a “collar” is drawn, only “whirlpool” needs to be read, “sail” is drawn, only “steam” needs to be read.

4. If any two objects or two letters are drawn one into the other, then their names are read with adding the preposition "in". for instance: "v-o-yes", or "not-v-a, or" v-o-seven":

In this and the next five examples, different readings are possible, for example, instead of "eight" you can read "SEVEN", and instead of "water" - "DAVO". But there are no such words! This is where you should come to the rescue. ingenuity and logic.

5. If any letter consists of another letter, then read from adding "from". for instance: “from-b-a” or “vn-from-y” or “f-from-ik”:

6. If there is another letter or object behind any letter or object, then you need to read with adding "for".
For example: “Ka-za-n”, “za-ya-ts”.

7. If one figure or letter is drawn under another, then you need to read from adding "on", "above" or "under"- choose a sentence that makes sense. for instance: “for-on-ri” or “under-at-shka”:

The phrase: "Tit found a horseshoe and gave it to Nastya" - can be depicted as follows:

8. If another letter is written for any letter, then they read from adding "by". for instance: “by-r-t”, “by-l-e”, “by-i-s”:

9. If one letter lies next to another, leaning against it, then they read with adding "y". for instance: "L-u-k", "d-u-b":

10. If in the rebus there is an image of an object drawn upside down, then its name is needed read from the end. for instance, a “cat” is drawn, you need to read “current”, a “nose” is drawn, you need to read “dream”.

11. If an object is drawn, and a letter is written next to it, and then a letter is crossed out, then this means that this letter is necessary discard from received word. If there is another one above the crossed out letter, then this means that you need it replace the crossed out. Sometimes in this case an equal sign is placed between the letters. for instance: "eye" read "gas", "bone" read "guest":

12. If there are numbers above the picture, for example, 4, 2, 3, 1, then this means that read first the fourth letter of the name of the object shown in the figure, then the second, followed by the third, etc., that is, the letters are read in the order indicated by the numbers. for instance, a “mushroom” is drawn, we read “brig”:

13. If two numbers are shown next to the picture with arrows pointing in different directions, then the word must interchange the letters indicated by the numbers. for instance, "castle" = "dab".

14. The use of an arrow going from one letter to another also serves to indicate the appropriate substitution of letters. Also, the arrow can be decoded as preposition "K". for instance, “The letters AP go to FIR-tree” = “DROPS”

15. When compiling a rebus, Roman numerals can also be used. for instance, "forty A" read "forty".

16. If any figure in the rebus is drawn running, sitting, lying, etc., then the corresponding verb in the third person of the present tense (runs, sits, lies, etc.) must be added to the name of this figure, For example"u-runs".

17. Very often in rebuses, individual syllables “do”, “re”, “mi”, “fa” are depicted with the corresponding notes. for instance, the words written down in notes are read: “do-la”, “fa-sol”:

Since not everyone knows the notes and the position on the stave, we give their names.

Other signs are possible in rebuses: names of chemical elements, all kinds of scientific terms, special characters: “@” - dog, “#” - sharp, “%” - percentage, “&” - ampersand, “()” - brackets, “ ~" - tilde, ":)" - emoticon, "§" - paragraph and others.

In complex puzzles, the listed techniques are most often combined.

"The red maiden sits in a dungeon, and the scythe is on the street"

puzzles is a means of increasing information culture. With self-compilation of puzzles, information search skills, creativity, and intellectual abilities develop.

6. The results of the survey of students 3 "B" class

Among the students of the 3rd "B" class, we conducted a survey "What do you know about puzzles?". For this, a questionnaire was drawn up.

Questionnaire

7. Do you know where you can apply this knowledge?
The survey results are presented in the form of a diagram.

In the course of work for third-graders who wanted to learn how to solve puzzles, we created memos with the rules for solving puzzles (Annex 1).

We interviewed 25 people. The study involved students of the 3rd "B" class.

Table 1.

Question	Answers students
1. Do you know what puzzles are?
2. Do you know when the first puzzles appeared?
3. Can you solve puzzles?
4. Do you want to learn how to solve puzzles?
5. Was it interesting for you to make puzzles yourself?
6. Are you interested in the topic of the lesson that begins with a rebus?
7. Do you know where you can apply this knowledge?

Figure #1. Distribution of answers of students of the 3rd "B" class.

Having studied the results of the questionnaire, we were convinced of the practical significance of the project, as the students wanted to learn how to solve puzzles. We suggested that these guys first get acquainted with the rules for solving puzzles, and then choose the word they like from the mathematics course and depict it in the form of a rebus. Everyone willingly completed this work, and we created a folder-album "Mathematical puzzles through the eyes of third-graders."

After choosing the topic of the project, it was decided to start each mathematics lesson with a rebus that would interest us in the topic of the lesson, develop mathematical thinking, ingenuity, and cause creative activity. The teacher notes that our vocabulary is replenished, attention and imaginative thinking develop.

Compiling a rebus is mental work. Sometimes this takes a long time. But what pleasure do you get when the puzzle is solved. From childhood, you need to solve puzzles, this will help develop mathematical abilities

Conclusion

Rebuses are an entertaining task, a game in which words, phrases or whole sentences are encrypted using drawings combined with letters, shapes and signs.

Rebus develops attention, memory. With self-compilation of puzzles, logical thinking and creativity develop.

In doing this work, we:

We learned the history of the origin of puzzles, their types.

We learned the rules for compiling and solving puzzles.

Conducted a study in 3 "B" class;

They created a memo “How to learn to solve puzzles”, a brochure “Rebus is a friend of thinking” and an album-folder “Mathematical puzzles through the eyes of third-graders”.

During the work on the project, we got acquainted with the literature and other information sources on the chosen topic. In them, we found 10 definitions for the concept of "rebus", information about the history of the origin of puzzles, about the types of puzzles, learned the rules for solving and compiling puzzles.

While working on the project, I learned how to find the necessary information in scientific literature, Internet resources, work with programs: Microsoft Office Word; Microsoft Office PowerPoint. We collected information about puzzles and presented it in the form of a presentation and a booklet.

According to the results of a survey of classmates, we were convinced of the need to be able to solve puzzles. Puzzles help us in the development of memory, attention, logical thinking, develop mental activity, concentrate attention.

By training the mind, a person becomes observant, quick-witted, insightful, quick-witted, inventive, resourceful, witty, and also acquires many other important and useful qualities. Puzzles are a means of increasing information culture. With self-compilation of puzzles, information search skills, creativity, and intellectual abilities develop.

For children who already know how to solve puzzles, there is a prospect - to take an active part in olympiads, intellectual marathons, quizzes, city, regional, All-Russian competitions "Russian Bear Cub", "Kangaroo", "EMU" and others.

Bibliography

Asanin S., "Ingenuity for kids". (Entertaining tasks, puzzles, rebuses.), Moscow., Omega., pp. 127 - 211.

Big Encyclopedic Dictionary /D.N. Ushakov, V.I. Dal. M.: Nauka, 2000. - 1000 p.

Big explanatory dictionary of synonyms of Russian speech: Ideographic description of 2000 synonymic rows, 10,500 synonyms / [L. G. Babenko and others]; under total ed. L. G. Babenko. - M.: AST-PRESS, printed. 2008. - 753 p.

Bulyko A.N. Big Dictionary of Foreign Words: 35 thousand words / A.N. Bulyko. - M. : Martin, 2006. - 703 p.

Gorodkova T.V., Elkina N.V. "Children's crosswords"., M., 2014. - 353 p.

Dal V.I. Explanatory dictionary of the living Great Russian language: fav. Art. / V. I. Dal; comm. ed. ed. V. I. Dahl and I. A. Baudouin de Courtenay; [scient. ed. L. V. Belovinsky]. - M. : OLMA Media Group, 2009. - 573 p.

Kordemsky B.A. Mathematical ingenuity. - M.: GIFML, 1958. - S. 189-194.

Livinsky V. Journal "Do not be bored", pp. 193 - 197.

The best math games and puzzles, or a real math circus / per. from English. M. I. Antipina. - M.: AST, Arel, 2009. - S. 123. - 255 p.

Mathematical charades and puzzles / N.V. Udaltsova - M .: Chistye Prudy, 2010 - 32 p.: Ill. - (Library "First of September", series "Mathematics", issue 35).

Mochalov L.P. Puzzle. - M.: Science. Main edition of physical and mathematical literature, 1980. - 128 p..

Dictionary of the Russian language: In 4 volumes / RAS, Institute of Linguistics. research; Ed. A. P. Evgenieva. - 4th ed., erased. - M.: Rus. lang.; Polygraphic resources, 1999. - 652 p.

Dictionary of foreign words of the modern Russian language, 100,000 words and expressions, Egorova T.V., 2014. – 824 p. `

Dictionary of Russian synonyms and expressions similar in meaning. - under. ed. N. Abramova, M .: Russian dictionaries, 1999. - 314 p.

Explanatory dictionary of the Russian language / S.I. Ozhegov, N.Yu. Shvetsov. - M., 2003.

Explanatory dictionary of the Russian language / Efremova T.F. - M., 2000. - 1233 p.

Electronic resources

1.http://womanadvice.ru/matematicheskie-rebusy
2.http://galia.rusedu.net/post/5445/101714

3.http://chitalochka-ru.ru/razvitie-tvorcheskih-sposobnostey/pravila-razgadyivaniya-rebusov.html

P

Memo "How to learn to solve puzzles?"

A rebus is a word or phrase encrypted using pictures, numbers, letters or signs. The rebus is read from left to right. Solve the rebus, best of all, armed with paper and a pen, so as not to forget the previously guessed.

• If the picture turned upside down , means that this word is read "back to front". For example: inverted nose - sleep.

  commasto the right or left of the picture means that in the word conceived with the help of the picture, you need to remove as many letters as there are commas. At the same time, commas to the left of the picture indicate that you need to remove the initial letters, and commas to the right of the picture show how many letters to remove at the end. For example: "dove" with three commas behind, means that you need to remove the last three letters - GOL.

  If there is one or more letters to the right of the picture, this is means that these letters should simply be added. Sometimes they are preceded by a "+" sign. Below, in the picture, the name "CARL" is encrypted.

  If above the picture isstrikethrough letter , and there is another one nearby, then this letter in the word must be changed to this one. If one or more letters are simply crossed out, then they must be removed from the given word.

  Sign "="also serves to replace one of the letters with another.

  ArrowThe picture may indicate what exactly to look for.

  Numbersnext to the picture are used to number the letters in the word. The number indicates the place of the letter in the given word, and the order in which the numbers are written determines the new place of this letter. If there are fewer numbers than letters in a word, then not all letters of the word are used, but only data. For example, in this way, from the word "TIGER" we get the word "THREE".

  horizontal bar between pictures or letters standing one under the other, it serves to encrypt letter combinations using the prepositions "ON", "OVER", "UNDER".

  Can be used instead of a picturenumbers(usually 100, 2, 3, 5, 7). For example: 100L (table)

  Several identical letters in a row mean that you need to count them and combine the number with the letter. For example: szhzhzh (withthree g), yayyyyyy ( seven I am)

  Often in the rebus there is a combination of pictures with a letter rebus. usedimage of letters relative to each other (one after the other, one inside the other, some “run” to the others, some “leave” the others, etc.). This serves to encrypt letter combinations using prepositions, conjunctions, etc. : "I", "B", "K", "U", "C", "FOR", "FROM", "TO", "TO", "BEFORE" and others. For example, the word "WATER", and vice versa, "YES TO O".

  The imposition of letters on top of each other when they look out from behind each other or stand in front of (behind) each other, leaning against each other, are used to encrypt "BEFORE", "FOR", "OVER", "UNDER", "THROUGH" .

  One or more letters are inscribed in another - this is read as "B" (for example, the letters "TA" are inscribed in the letter "A" - this is "VATA").

  The image of the letters holding hands is read - "I", "C". For example: the letter "M" by the hand with the letter "G" is "M" and "G" is MIG; or "O" with "A" - OSA).

  Letters running away from each other, running up to each other, coming out from somewhere, entering somewhere, climbing something, and so on - are used to encrypt "FROM", "FROM", "KA", "TO", " ON", "B" etc.

  The arrow can also indicate direction and represent "TO" or "FROM".

As you can see, there is nothing complicated.

Solving puzzles is not only interesting. but also good for the mind.

Annex 1

Municipal budgetary educational institution

"Ust-Chaun secondary school in the village of Rytkuchi"

in the nomination "Secrets of Mathematics"

Zhukov Ilya Maksimovich

Mandzhiev Vladislav Arturovich

Kachurovskaya Anastasia Pavlovna

King Nadezhda Sergeevna

Leader: primary school teacher

Zhukova Veronika Vasilievna

With. Rytkuchi

2015

Maintaining _________________________________________________________ 3-4

Project progress

Preparatory stage ______________________________________ 5

Main stage ______________________________________________ 5-6

Conclusion________________________________________________6

References ________________________________________________7

Introduction.

For the development of thinking, a person needs to solve all kinds of puzzles, of which there are a lot, but there is a type of puzzle that is familiar to both adults and children - these are puzzles

This project is designed to increase the cognitive activity of students, interest in the study of mathematics in the future. Introduce one of the most interesting activities - solving and compiling puzzles; studying the rules for compiling puzzles; learn to master these rules; identify words to use in puzzles; select graphic and textual descriptions of the selected words; make your own puzzles.

The project is implemented during school hours and after school hours.