Project on the topic: "Rebuses". Presentation on the topic “mathematics in puzzles” What types of puzzles are there?

municipal educational institution

"Secondary school No. 18

Traktorozavodsky district of Volgograd"

VII International

educational and practical conference

"First steps"

The wonderful world of puzzles

Completed by: students of grade 9 “B”

Vasilyeva Elena Sergeevna

Head: mathematics teacher

Startseva Tatyana Alexandrovna

Volgograd 2017/2018

Introduction - pages 3 - 4

The history of puzzles - pp. 4 - 5

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

Rules for composing and solving puzzles - pp. 6 - 12

Self-composed puzzles in mathematics - pp. 12 - 14

Results of a 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 mathematics. However, the difficulty for us comes from problems that require logical reasoning to solve. We read that a person can develop any of his abilities, to one degree or another. How to develop mathematical abilities? On the Internet we found a lot of statements of this nature:

- “To develop mathematical abilities, it is necessary to solve mental problems, joke problems, mathematical puzzles and puzzles.”

- “Solving puzzles is an excellent gymnastics for developing a student’s intellect.”

- “Solving puzzles perfectly stimulates the development of intelligence, develops the ability to make logical conclusions, and teaches thinking.”

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

Work theme:"The fascinating world of puzzles."

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

Target: learn to solve mathematical puzzles.

Tasks:

Find and study various sources with information about puzzles;

Study puzzles of various types;

Explore possible ways to solve puzzles.

Create your own puzzles using the rules of composition.

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 have difficulty remembering definition rules and formulas.
Students' abilities to memorize educational material vary greatly. Compiling and solving puzzles when studying 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 methods for composing and solving mathematical puzzles.

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

2. The history of puzzles.

An early form of the rebus is found in picture writing, in which abstract words, 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 indicate family surnames in the Middle Ages. The history of rebuses began a long time ago. In the 15th century in France, a rebus was a name given to farcical performances. Later, in the 16th century, such fun was prohibited and a pun based on a play on words began to be called a rebus. Often it was a riddle consisting of images of different objects, numbers or letters. And guessing such a word was not so easy. In this form the rebus has come down to us. In 1783, the English artist and engraver Thomas Bewick 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 puzzles. Such a Bible began to be called “hieroglyphic”. In the text, some words are replaced with pictures. A few years later, in 1788, the American publisher Isaiah Thomas publishes the 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 puzzles in his correspondence with young readers . In his letters, he often replaced some words with pictures or depicted letters in a mirror image.

display. Reading such mysterious letters required ingenuity, which, of course, the children really liked. In the second half of the 19th century, rebuses began to be widely used in society. It is interesting that even during the war, rebuses were held in high esteem. During the Great Patriotic War, in 1942, the Moscow printing factory of the Moskvoretsky industrial trade produced a collection of puzzles by A.A. Ryazanov “In leisure hours: puzzles” (illustrations by I. Telyatnikov). They were intended for adults. In 1945, after the end of the war, a small brochure by artist-illustrator and illusionist Georgy Kelsievich Bedarev “Rebuses” was published. In the post-war period, puzzles began to focus on children's audiences. Currently, puzzles are intended for both adults and children. It is difficult to find a children's magazine or educational manual that does not contain puzzles. Children are often given similar tasks at school and are even given the task of coming up with puzzles. Puzzles are a means of increasing information culture. By independently composing puzzles, information search skills, creativity, and intellectual abilities are developed.

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, the name of which is consonant with the represented word or syllable. Simply put, it is a riddle in which unraveled words or expressions in the form of pictures are combined with letters and some other symbols.

Types of puzzles.

Rebus riddles present a double task: having solved the rebus, you will read the riddle, but the riddle must be solved.

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

Joke puzzles are a comic riddle in verse.

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

Sound rebus is a riddle exercise that allows you to practice the skill of merging syllables.

A story rebus consists of a large puzzle that needs to be solved and a story made up.

A rebus problem is a puzzle 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 composing and solving puzzles.

In order to solve and compose puzzles, you need to know the rules and techniques that are used in composing them. Read and remember these rules. For greater 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 singular. Sometimes the desired object in the picture is indicated by an arrow.

2. Very often, an object depicted in a 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, for example, “wood” and “oak,” “note” and “D,” etc. You need to choose the one that makes sense.

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

3. Sometimes the name of an 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, the symbol used is a comma. If the comma is to the left of the picture, then this means that the first letter of its name must be discarded; if it is to the right of the picture, then the last letter. If there are two commas, then two letters are discarded accordingly, etc. For example, a “yoke” is drawn, you only need to read “whirlpool”, a “sail” is drawn, you only need to read “steam”.

4. If two objects or two letters are drawn one inside the other, then their names are read with the addition of the preposition “in”. For example: “v-oh-yes”, or “not-in-a”, or “in-oh-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” you can read “DAVO”. But such words do not exist! This is where ingenuity and logic should come to your aid.

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

6. If behind a letter or object there is another letter or object, then you need to read it 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 it with the addition of “on”, “above” or “under” - choose a preposition according to its meaning. For example: “fo-na-ri” or “pod-u-shka”:

The phrase: “Tit found a horseshoe and gave it to Nastya” can be depicted like this:

8. If another letter is written after a letter, then read it with the addition of “by”. For example: “po-r-t”, “po-l-e”, “po-ya-s”:

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

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

11. If an object is drawn, and a letter is written next to it and then crossed out, this means that this letter must be eliminated from the resulting word. If there is another letter above the crossed out letter, this means that you need to replace the crossed out letter with it. Sometimes in this case an equal sign is placed between the letters. For example: “eye” we read “gas”, “bone” we 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 the letters are read in the order indicated by the numbers. For example, a “mushroom” is drawn, we read “brig”:

13. If next to the picture there are two numbers with arrows pointing in different directions, it means that in the word the letters indicated by the numbers must be swapped. For example, "lock" = "dab".

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

15. When composing a rebus, Roman numerals can also be used. For example, “forty A” we read “forty”.

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

17. Very often in puzzles there are separate

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

Since not everyone knows the notes and position on the staff, we present their names.

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

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

“The red maiden sits in prison, 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

Rebuses is a means of increasing information culture. By independently composing puzzles, information retrieval skills, creativity, and intellectual abilities are developed.

6.Results of a survey of students in grades 8 “B” and 8 “A”.

Among students in grades 8 “B” and 8 “A,” we conducted a survey “What do you know about puzzles?” For this purpose, a questionnaire was compiled.

Questionnaire

7. Do you know where you can apply this knowledge?
The survey results are presented in chart form.

During our work, for eighth-graders who wanted to learn how to solve puzzles, we created reminders with the rules for solving puzzles. We interviewed 25 people. Students of grades 8 “B” and 8 “A” took part in the study.

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 up puzzles yourself?
6. Does the topic of a lesson that begins with a rebus arouse your interest?
7. Do you know where you can apply this knowledge?

Figure No. 1. Distribution of answers from students in grades 8 “B” and 8 “A”.

Having studied the results of the questionnaire, we were convinced of the practical significance of the project, since the students wanted to learn how to solve puzzles. We invited these children to first get acquainted with the rules for solving rebuses, and then choose the word they liked from the mathematics course and depict it in the form of a rebus. Everyone willingly completed this work, and we created a folder-album “Math 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, intelligence,

stimulated creative activity. The teacher notes that our vocabulary is expanding, attention and imaginative thinking are developing. Compiling a puzzle 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 entire sentences are encrypted using pictures combined with letters, shapes and signs. Rebus develops attention and memory. By independently composing puzzles, logical thinking and creativity develop. Thus, our hypothesis that solving puzzles helps us develop logical thinking was confirmed.

When performing this work we:

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

We studied the rules for composing and solving puzzles.

Conducted a study in 8 classes;

We created a reminder “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 became acquainted with 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 rebuses, the types of rebuses, and learned the rules for solving and composing rebuses. While working on the project, we learned to find the necessary information in scientific literature, Internet resources, and 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. Based on the results of a survey of classmates, we were convinced of the need for the ability to solve puzzles. Puzzles help us develop memory, attention, logical thinking, develop mental activity, and concentrate attention. By training the mind, we become observant, quick-witted, insightful, insightful, inventive, resourceful, witty, and also acquire many other important and useful qualities. Puzzles are a means of increasing information culture. By independently composing puzzles, information search skills develop,

creativity, intellectual abilities. Students who can solve puzzles take an active part in olympiads, intellectual marathons, quizzes, city, regional, and 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: selected. Art. / V. I. Dal; combined 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 savvy. - M.: GIFML, 1958. - P. 189-194.

Livinsky V. Magazine “Don't Be Bored”, pp. 193 - 197.

The best mathematical games and puzzles, or a real mathematical circus / trans. from English M. I. Antipina. - M.: AST, Arel, 2009. - P. 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. Puzzles. — M.: Science. Main editorial office of physical and mathematical literature, 1980. - 128 pp.

Dictionary of the Russian language: In 4 volumes / RAS, Institute of Linguistics. research; Ed. A. P. Evgenieva. — 4th ed., erased. - M.: Rus. language; Polygraph resources, 1999. - 652 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. Shvetsova. - M., 2003.

Mathematical games puzzles in pictures for schoolchildren of grades 5-7

Klochkova Natalya Konstantinovna, mathematics teacher, Bukharay Secondary School, Bukharay village, Zainsky district
Description: This work can be used in mathematics lessons in grades 5–7. Solving puzzles can be offered to students when performing mental calculations, and can be offered as didactic material for homework. This work can serve as a guide for extracurricular activities and electives. Solving puzzles develops a child’s intelligence and teaches him to find a way out of difficult situations, which, of course, will be useful in life. By solving puzzles, children replenish their vocabulary, develop attention and imaginative thinking, train visual memory, learn to write correctly and remember new words.
Target: development of intellectual abilities, formation of logical thinking.
Tasks:
Educational: teach students to solve puzzles with a mathematical theme.
Developmental: expand students' horizons in the field of mathematics.
Educational: to cultivate a conscious attitude towards mathematics as an important subject.
Introduction:
A rebus is a puzzle in which a word is encrypted. This word is given in the form of pictures using letters and numbers, as well as certain shapes or objects. Rebus is one of the most interesting puzzles.
The word COMPUTER is encrypted in this picture.

There are certain rules for solving puzzles.
1. A comma at the very beginning of a word indicates that you need to remove the first letter in this word, and a comma at the end means that you need to remove the last letter in the word. Two commas - remove two letters. In the word mosquito we remove the last two letters AP, in the word iron we remove the first letter U and the last letter G.
2. Crossed out numbers indicate that the letters standing in this place are removed. In the word five we remove the second and third letters, that is, YAT. If letters are crossed out, they are also removed from the word.
3. Numbers that are not crossed out indicate that the letters in places 2 and 3 must be swapped. In the word iron, the letters T and Y are swapped YUT. Now we read the word in full.
This picture encrypts the word PERPENDICULAR.

4. If the picture is upside down, then the word guessed using the picture is read from right to left. The word read is not turnip, but aper. The first letter A is removed. In the word stump, the last letter b is removed. The word whale is read backwards. In the word chair, the first two letters ST are removed. The names of all objects depicted in the rebus are read only in the nominative case.
5.An “arrow” or an “equals” sign indicates that one letter must be replaced by another. In our case, in the word tick, the letter T must be replaced with the letter D. Now the word can be read in full.
The word EAST is encrypted in this picture.

6.Letters, words or pictures can be depicted inside other letters, above other letters, under and behind them. Then prepositions are added: IN, ON, ABOVE, UNDER, FOR. Our letter O contains the number STO, so it turns out B-O-STO-K.
The word MAP is encrypted in this picture.

7.The numbers under the picture indicate that from this word you need to take the letters located in places numbered 7,2,4,3,8 and compose them in the order in which the numbers are located. In the word cheesecake you need to take the letters 7-K, 2-A, 4-P, 3-T, 8-A. You can read the word.
Let's try to solve a few puzzles in the field of mathematics.
PROOF

FIVE

TASK

CONE

VERTEX

DIAMETER

DENOMINATOR

LOBACHEVSKY

MINUS

AXIOM

VECTOR

SUBTRACTION

TWO

DIAGONAL

TRIANGLE

RHOMBUS

DEGREE

ADDITION

NUMBER

DOT

STEREOMETRY

All tasks are decorated with bright pictures and interestingly illustrated, so the puzzles will captivate the children. Or you can try and make it yourself. This will be even more interesting.

To develop thinking, a person needs to solve various puzzles, crosswords, charades, and rebuses. We became interested in how exactly puzzles affect human thinking, the history of their appearance, types, and the algorithm for solving and composing them.

By training the mind, a person becomes observant, quick-witted, quick-witted, resourceful, and witty. Puzzles are a means of increasing information culture, “gymnastics for the mind.” By independently composing puzzles, information search skills, creativity, and intellectual abilities are developed.

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”, “Kangaroo”, “EMU”, “Teach” and others.

Compiling a puzzle 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 Kamyshlovsky urban district

Project

Puzzles - “gymnastics for the mind”

Author of the project

Bronskikh Pavel,

student of grade 3 "B"

MAOU "School No. 3" KGO

Supervisor

Timofeeva O.V., teacher

primary classes

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 composing puzzles…………………………………………...…..12

6. Results of a survey of students in grade 3 “B”…………………………….…..19

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

List of references……………………...……………………..24

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

INTRODUCTION

Justification of relevance

To develop thinking, a person needs to solve various puzzles, crosswords, charades, of which there are a huge variety, but there is a type of puzzle that is familiar to both adults and children - these are rebuses. And I want to find out exactly how puzzles act on human thinking, and also 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 when studying mathematics allows students to develop attention, observation, logical and creative thinking, and make the learning process more interesting.

Hypothesis

If we learn to solve puzzles, we will be able to expand the range of knowledge, educational abilities, skills, and will be able to successfully participate in intramural 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 the puzzles arose.

Get to know different types of puzzles.

Learn the rules for solving and composing 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 research in grade 3 “B” and prove that puzzles influence the development of thinking.

Present the results in the form of a presentation and tell your classmates about them.

Object of study : puzzles

Subject of study : puzzles as a means of developing thinking

Research methods:

Studying literature.

Working with Internet resources.

Sociological survey.

Practical work.

Practical application of the work:

The material from this work can be used in lessons, for example, in mental arithmetic, in math circle classes and in preparation for 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. Dahl

Rebus, rebus, ·husband.(from ·lat. rebus · lit. things, with the help of objects).
1. A riddle in which the searched word or phrase is represented by a combination of figures, letters or symbols, e.g. The letter "u" written above the letter "k" is a rebus meaning "science" (na-"u"-"ka").

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

2. Explanatory dictionary of Efremova`

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

3. Large 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. transfer What. mysterious, incomprehensible, intricate.

4. Large encyclopedic dictionary

REBUS(from Latin 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 pictures in combination with letters and signs.

He and I became friends over puzzles. I was good at solving puzzles, and that won him over. (Kaverin. "Two captains").

2. trans. Question, task that requires resolution, solution; 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” V.I. Dahl

Rebus - m., French mystery in the drawing.

7. “Explanatory Dictionary” by S. I. Ozhegov

Rebus,-a, m. A riddle in which the desired word or phrase is depicted by a combination of figures, letters or signs. Unravel r. Speak in rebuses (translated: incomprehensible, with hints). || adj. rebus, -aya, -oe.

8. “Dictionary of foreign words of the Russian language”

Rebus(French). Mental fun, which consists of replacing words and entire phrases with drawings and figures. Charade in drawings.

9. Large explanatory dictionary of synonyms of Russian speech

Rebus - riddle, task, cryptogram

10. "Dictionary of foreign words"

Rebus– a, m. A riddle in which the searched word or phrase is depicted by a combination of figures, letters and signs. Unravel, solve r. Rebus - relating to a rebus, puzzles.

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 picture writing. Such puzzles are similar to hieroglyphs. Rebus images were used to convey the names of cities on Greek and Roman coins or to represent family names in medieval heraldry, and as aids in the perception of symbols in religious art and architecture.

Rebuses later appeared in France in the 15th century. But then it was not a riddle in pictures, but a farce show on the topic of the day. In an allegorical form, comedians ridiculed the negative traits of the powerful, their vices and “deeds.”

Over time, the nature of the rebus changed. A pun based on a play on words began to be called a rebus. Around the same time, the first drawn puzzles appeared. Initially they illustrated well-known phraseological units; 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 puzzles. Such a Bible began to be called “hieroglyphic”. In the text, some words are replaced with 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 puzzles in his correspondence with young readers. In his letters, he often replaced some words with pictures or depicted letters in a mirror image. Reading such mysterious letters required 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 be published. “We know a lot of serious people,” it wrote, who happily devote their leisure hours to solving puzzles and especially recommend this activity to young people as a distinctive gymnastics for the mind...” We liked this expression and took it for the name of the project.

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, Moscow printers published a collection of puzzles by A.A. Ryazanov "In leisure hours: puzzles." They were intended for adults. 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 children's audiences. Currently, puzzles are intended for both adults and children. It is difficult to find a children's magazine or educational manual that does not contain puzzles. Children are often given similar tasks at school and are even given the task of coming up with puzzles.

My mother often buys me magazines with puzzles “Grandma’s Compote”, “Guess It”, “Murzilka”, “Merry Entertainer”, “ScanwordOnok”, “Emu’s Adventure”, “Encyclopedia of Games”.

3. Types of puzzles

Puzzles-riddles represent a double task: having solved the rebus, you will read the riddle, but the riddle must be solved.

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

Rebus jokes- this is a comic riddle in verse.

Proverb puzzles represent an encrypted proverb that needs to be unraveled and its meaning explained.

Sound puzzle- these are riddle exercises that allow you to practice the skill of merging syllables.

Rebus story consists of a large puzzle that needs to be solved and a story made up.

Rebus problem- this is a rebus that needs to be solved and the problem solved. It consists of several puzzles.

Number 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 consists of 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 symbol can represent any number from 0 to 9. Moreover, some numbers can be repeated several times, while others may not be used at all. Such puzzles are often called numerical, arithmetic or digital.

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

IN All types of puzzles develop thinking, train intelligence, logic, intuition, ingenuity, help broaden your horizons, remember new words and objects.

Types of puzzles by difficulty

Rebuses are one of the types of visual aids that are widely used to develop children’s logical thinking, when teaching literacy and to improve children’s information culture. In addition to concentrating attention, developing thinking and logic, puzzles carry a certain information load. Often you have to find out the meaning of words and 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 a letter and its use in words. They are used mainly when introducing letters(Martin)

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

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

In cases where the puzzles are quite complex riddles, boys and girls have to seriously “rack” their brains to find the correct answer. In the process of this exciting activity, children develop innovative thinking. In the future, this skill will be useful for finding possible ways out of different life situations.

Indeed, the problems, presented in an entertaining way, are very interesting. They want to be solved, they captivate with their unusualness. There is a desire to definitely solve the puzzle; there is even an element of competition.

Working with puzzles and tasks develops children's thinking abilities and concentrates their attention. We like tasks like this. There is a desire to come up with something similar yourself. 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 are 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 top to bottom.

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

A picture in a rebus may not represent the whole word, but only part of it. The commas next to the picture indicate how many letters need to be removed from the word. If there are commas 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 should 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 next to the picture, then it must be removed from the word. If a crossed out number is drawn, then remove the letter with that serial number.

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

If equality is written next to the picture (5 = B or Z = B), then this letter must be replaced by another, the one on the right.

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

If a letter consists of another letter, then we use the preposition “from”. For example, “from – B – A”.

If notes are found, they indicate the individual syllables corresponding to their names.

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

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

If next to the picture there are two numbers with arrows pointing in different directions, it means that in the word the letters indicated by the numbers must be swapped.

5. Rules for composing puzzles

We found the rules for composing puzzles on the website

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

2. Very often, an object depicted in a 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, for example, “wood” and “oak,” “note” and “D,” etc. You need to choose the one that makes sense.

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

3. Sometimes the name of an item 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, the symbol used is a comma. If the comma is to the left of the picture, then this means that the first letter of its name must be discarded; if it is to the right of the picture, then the last letter. If there are two commas, then two letters are discarded accordingly, etc. For example, “yoke” is drawn, you only need to read “whirlpool”, “sail” is drawn, you only need to read “steam”.

4. If two objects or two letters are drawn one inside the other, then their names can be read with adding the preposition "in". For example: “v-oh-yes”, or “not-in-a”, or “in-oh-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” you can read “DAVO”. But such words do not exist! This is where they should come to your aid. ingenuity and logic.

5. If any letter consists of another letter, then read with adding "from". For example: “iz-b-a” or “vn-iz-u” or “f-iz-ik”:

6. If behind a letter or object there is another 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 preposition that makes sense. For example: “fo-na-ri” or “pod-u-shka”:

The phrase: “Tit found a horseshoe and gave it to Nastya” can be depicted like this:

8. If another letter is written after a letter, then read with adding "by". For example: “po-r-t”, “po-l-e”, “po-ya-s”:

9. If one letter lies next to another, leaning against it, then read with adding "y". For example: “L-u-k”, “d-u-b”:

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

11. If an object is drawn, and a letter is written next to it and then crossed out, this means that this letter must be discard from received word. If there is another letter above the crossed out letter, then this means that you need to use it replace the crossed out one. Sometimes in this case an equal sign is placed between the letters. For example: “eye” we read “gas”, “bone” we 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 picture, then the second, followed by the third, etc., that is, the letters are read in the order indicated by the numbers. For example, a “mushroom” is drawn, we read “brig”:

13. If next to the picture there are two numbers with arrows pointing in different directions, it means that the word needs Swap the letters indicated by numbers. For example, "lock" = "dab".

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

15. When composing a rebus, Roman numerals can also be used. For example, “forty A” we read “forty”.

16. If any figure in a 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"r-runs."

17. Very often in puzzles, individual syllables “do”, “re”, “mi”, “fa” are represented by the corresponding notes. For example, words written in notes read: “do-la”, “fa-sol”:

Since not everyone knows the notes and position on the staff, we present their names.

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

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

“The red maiden sits in prison, and the scythe is on the street”

Rebuses is a means of increasing information culture. By independently composing puzzles, information search skills, creativity, and intellectual abilities are developed.

6. Results of a survey of students in grade 3 “B”

We conducted a survey among students of grade 3 “B” “What do you know about puzzles?” For this purpose, a questionnaire was compiled.

Questionnaire

7. Do you know where you can apply this knowledge?
The survey results are presented in chart form.

During our work, for third-graders who wanted to learn how to solve puzzles, we created reminders with rules for solving puzzles (Annex 1).

We interviewed 25 people. Students of grade 3 “B” took part in the study.

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 up puzzles yourself?
6. Does the topic of a lesson that begins with a rebus arouse your interest?
7. Do you know where you can apply this knowledge?

Figure No. 1. Distribution of answers from students in grade 3 “B”.

Having studied the results of the questionnaire, we were convinced of the practical significance of the project, since the students wanted to learn how to solve puzzles. We invited these children to first get acquainted with the rules for solving rebuses, and then choose the word they liked 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, intelligence, and provoke creative activity. The teacher notes that our vocabulary is expanding, attention and imaginative thinking are developing.

Compiling a puzzle 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 entire sentences are encrypted using pictures combined with letters, shapes and signs.

Rebus develops attention and memory. By independently composing puzzles, logical thinking and creativity develop.

When performing this work we:

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

We studied the rules for composing and solving puzzles.

Conducted a study in grade 3 “B”;

We 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.”

While working on the project, we became acquainted with literature and other information sources on the chosen topic. In them we found 10 definitions of the concept “rebus”, information about the history of the origin of rebuses, about the types of rebuses, and learned the rules for solving and composing rebuses.

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

Based on the results of a survey of classmates, we were convinced of the need for the ability to solve puzzles. Puzzles help us develop memory, attention, logical thinking, develop mental activity, and concentrate attention.

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

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”, “Kangaroo”, “EMU” and others.

Bibliography

Asanin S., “Smartness for Kids.” (Entertaining tasks, puzzles, puzzles.), Moscow., “Omega”., pp. 127 – 211.

Big encyclopedic dictionary / D.N. Ushakov, V.I. Dahl. M.: Nauka", 2000. – 1000 p.

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

Bulyko A.N. Large 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: selected. Art. / V. I. Dal; combined 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 savvy. - M.: GIFML, 1958. - P. 189-194.

Livinsky V. Magazine “Don't Be Bored”, pp. 193 – 197.

The best mathematical games and puzzles, or a real mathematical circus / trans. from English M. I. Antipina. - M.: AST, Arel, 2009. - P. 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. Puzzles. - M.: Science. Main editorial office of physical and mathematical literature, 1980. - 128 pp.

Dictionary of the Russian language: In 4 volumes / RAS, Institute of Linguistics. research; Ed. A. P. Evgenieva. - 4th ed., erased. - M.: Rus. language; Polygraph 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. Shvetsova. – 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. It is best to solve a puzzle armed with paper and pen, so as not to forget what you guessed earlier.

• If the picture upside down , means that this word is read “back to front”. For example: an inverted nose is a dream.

  Commasto the right or left of the picture means that in the word guessed using 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 indicate how many letters to remove at the end. For example: “dove” with three commas behind it 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 it is above the picturecrossed out letter , and there is another one next to it, then this letter in the word needs to be changed to this one. If one or more letters are simply crossed out, then they need to be removed from the word.

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

  Arrowthe picture may indicate exactly what to pay attention to.

  Numbersnext to the picture are used to number the letters in the word. The number indicates the place of the letter in a 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, it means that 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 line between pictures or letters standing under each other is used to encrypt letter combinations using the prepositions “ON”, “ABOVE”, “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: сжжж (withthree g), yayyyyyy ( seven I)

  Often in a 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 “running” to others, some “coming out” of others, etc.). This serves to encrypt letter combinations using prepositions, conjunctions, etc. : “I”, “B”, “K”, “U”, “C”, “FOR”, “FROM”, “ON”, “ON”, “FOR” and others. For example, the word “WATER” can also be the other way around “YES IN O”.

  The superimposition 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, is used to encrypt “FRONT”, “BEYOND”, “ABOVE”, “UNDER”, “THROUGH” .

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

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

  Letters running away from each other, running towards each other, leaving somewhere, entering somewhere, climbing on something, and so on - used to encrypt “FROM”, “FROM”, “KA”, “PO”, “ ON", "B" etc.

  An arrow can also indicate direction and indicate "To" or "FROM".

As you can see, there is nothing complicated.

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

Appendix 1

Burkova Evgenia

Project Manager:

Parshakova Liliya Borisovna

Institution:

MAOU "Nyrobskaya Secondary School named after. A. V. Florenko"

In the presented research project in mathematics "Entertaining puzzles of the world" the author studies the history of the appearance of puzzles, finds the definition of the meaning of the word in explanatory and encyclopedic dictionaries, and describes the types of puzzles.

In the process of working on research project in mathematics "Entertaining puzzles of the world" A 6th grade student had a goal to consider and study different types of puzzles, to interest her classmates in solving puzzles.

The research work in mathematics “Entertaining Puzzles of the World” is based on an analysis of theoretical information about puzzles and the level of their influence on the development of logical thinking.

In the proposed mathematics project "Entertaining puzzles of the world" As a result of the survey, the author collected and analyzed information about classmates’ familiarity with puzzles, as well as their ability to find solutions to complex logic problems.

Introduction
1. From history " Puzzle»
2. Definition and types of puzzles
3. Math puzzles
4. Mathematical puzzles in the lives of school students.
Conclusion
Bibliography
Application

Introduction

There is such a special breed of people who love more than anything in the world " puzzle over" Having stumbled upon yet another riddle, people become wildly delighted and immediately rush to solve it as if their lives depended on it.

The hobby of solving puzzles has brought great benefits to humanity. Many great discoveries were made precisely thanks to people who solved various kinds of riddles.

While looking at another magazine of scanwords, I saw puzzles, asked the teacher about puzzles and she showed me the series: “ Entertaining puzzles of the world", so I decided to write this short work, which is dedicated to mathematical puzzles that can be solved by students in any free time.

The relevance of research. A puzzle is mental gymnastics. Solving puzzles develops memory, imagination, resourcefulness, quick wits, observation, logical thinking and helps to master mathematical subjects.

Purpose of the study: Consider and study different types of puzzles, interest classmates in solving puzzles.

Research problem : Learn a series of puzzles to develop an interest in mathematics.

Object of study: Puzzles

Proposed hypothesis: Everyone knows that solving puzzles is a real pleasure.

To implement the assigned tasks, we determine research methods

• study of literature; access to the Internet;
• student survey; testing (solving mathematical puzzles).

1. From the history of puzzles

Of course, in the beginning there was mathematics. Essentially, many ancient problems were puzzles that were used in teaching. Solving some of them entailed further advances in mathematics, which, in turn, contributed to the diversity of the puzzles themselves, as it expanded their thematic content.

Some puzzles have been known since ancient times. Original logic problems are found on the walls of Egyptian pyramids, in ancient Greek manuscripts and in other historical monuments.

The end of the 9th century can be considered the heyday of the medieval history of puzzles. The rise in the level of education and the decrease in religious intolerance towards science have led to an expansion of the circle of lovers of logical problems. At this time, the first book of puzzles appeared “ challenges for the young mind»

Already in ancient Mesopotamia, almost five thousand years ago, quite complex algebraic problems were composed and solved to determine an unknown quantity. Later, the first problem books appeared in Ancient Egypt.

The tasks contained in them were simple from the point of view of today, but even then many of them had everyday fullness, and this brought dispassionate calculations closer to reality. They can unmistakably be classified as puzzles, since relative simplicity was combined with a fair amount of content, turning the search for a solution into an exciting activity.

Scottish Egyptologist Hind discovered a papyrus dating from the 17th century BC dedicated to mathematics. It is a scroll about five and a half meters long and about fifteen centimeters wide. The scribe Ahmes, who wrote the text, claims to have copied it from an original two hundred years ago.

Problem 79 from papyrus has the following content: Seven houses contain seven cats. Each cat catches seven mice a day, and each mouse, if it were alive, would eat seven ears of wheat in the same day. If each ear can produce seven hectares of grain, how many are listed here?

Mathematics was formed unevenly; Babylon, Ancient Greece, China, and India made contributions to its development at different times. By the way, mathematics in Babylon dealt not only with arithmetic, but also with algebra, seriously surpassing Egypt in this regard. Interestingly, Babylon used a six-digit number system.

PUZZLE, riddle, task that requires ingenuity and ingenuity to solve; a game with tasks of this nature.

Introduction 3

Main part

1. Results of a survey of classmates. 4 - 5
2. Puzzles. 6 - 7
3. Rules for solving puzzles. 8 - 9
4. My puzzles 10

Conclusion 11

Appendix 12

List of used sources and literature 13

Introduction

People have different tastes and inclinations: some are fond of sports, others - music, others do not miss a single new movie on the silver 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 composed problem - this is interesting everyone.

Puzzles. What is a rebus? Have you ever solved these amazing riddles?

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

Purpose of the study:

Tasks:

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

Hypothesis:

Research methods:

Experiment;

Observation;

Questionnaire;

Collection and analysis of received information.

1.

To collect more complete information about whether my classmates know what puzzles are, what they are like 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 obtained data were entered into the table.

Table 1

	Survey question	Answer options
	What is a rebus	Fun riddles, entertaining challenges 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?

Summarizing the survey, the following results were obtained:

• __% of students know what types of puzzles there are;
• __91% of classmates can solve puzzles;
• ___% of students solve puzzles at home.
• I would like to note that ___% of 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 there are, but not everyone has solved and knows how to solve these tricky problems. 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.

Puzzles.

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. It is best to solve a puzzle armed with paper and pen, so as not to forget what you guessed earlier.

This word is Latin: literally translated it means “things” (objects). At first glance, this may seem surprising, but a rebus is a problem in which some phrase (proverb, riddle, saying) is depicted using drawings of various objects, things... It turns out that the name is correct. To solve rebuses, you need to know the rules by which they are composed - a kind of “rebus alphabet”. These rules are simple, and there are not many of them - only five. But more on that later.

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

Rebus played a very important role in the formation of writing of all centuries 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 themselves that we are used to seeing. originated in France in the mid-fifteenth century. Afterwards, the puzzles crawled to England, Italy, and Germany. Puzzles became a universal hobby that could be seen almost everywhere. In addition to the fact that these riddles in pictures were published in newspapers, they were also on signs, fences, houses, gates and other places where they could only fit. Puzzles appeared in Russia only in 1845. In modern rebus writing there are many signs and edits that are called 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 pictures can be interpreted (“read”) in different ways. This is the main difficulty in solving puzzles. You need to select a reading that is appropriate in meaning. So, sign 1 in the rebus in Fig. 1 is read as “count”: FOR COL 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 picture, the last letters should be discarded.

For example:

In Fig. The 3rd comma is on the right, discarding the last letter, we get the word NUMBER.

When solving puzzles consisting of many pictures, the question may arise as to which picture the comma belongs to. Therefore, we agree to assume that the comma refers to the pattern 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 drawing to assign the comma to, and remembering the rule we have in Fig. 4th 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 picture, it means that 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 also a difference, which beginners who like entertaining tasks often forget when composing their first puzzles: using a comma, the outermost letters of the word are subtracted, and with the help of a crossed out letter, those that are located somewhere in the middle of the word. If another letter is written next to the crossed out letter, then it should be placed in the place of the excluded one. If there is another letter 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. 6th word AIST.

Often the letters being replaced are not crossed out, but are connected with an equal sign to another letter that needs to be replaced.

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

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

For example: In Fig. 7 replacing B with P 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 represent the word FASHION.

Prepositions are often played out in puzzles; let’s look at the rules for solving such puzzles:

6. If the pictures (or, much 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, at, above, under, with, to, from, before, by) can be conveyed by the corresponding relative arrangement of pictures or letters. We will agree to call such drawings drawings with hidden prepositions. In the role of hidden prepositions in puzzles, you can also find such as “about”, “between”, but this is much less common (which is a pity - it is precisely such rare hidden prepositions that allow you 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 made up of another letter repeated many times, then we read like this:

For example: In Fig. 10 the word FAMILY is encrypted. By counting the number of letters I, we will immediately understand this.

11. If the letters are holding hands, then the conjunction I must be inserted between them.

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

These 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: Swift.

Rebus 3.

Answer: SORAKA.

Rebus 4.

Answer: WATCHMEN.

Rebus 5.

Answer: COMPASS.

Answer: TASK.

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 completely confirmed. The rebus really develops logical thinking, this is confirmed by the examples given. Solving puzzles is very interesting. I learned a lot about the rules of solving puzzles, when they appeared and that among my classmates there are those who are interested in 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 some of them will also decide to join me. Solve puzzles, develop your logical thinking - it's very interesting!

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“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 know and can solve the puzzle.
• To attract the interest of students in my class in 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 like 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 obtained data were entered into the table.

Survey results

Survey question

Answer options

What is a rebus

Can you decide?

Fun riddles, entertaining tasks

Crosswords

Game - word solving

Total people

Do you solve puzzles?

Do you think puzzles help the development of logical thinking?

Results of the survey

• all the students in my class know what a rebus is;
• 68% of classmates can solve puzzles;
• 36% of students solve puzzles at home.
• I would like to note that 100% of 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 knows how to solve these tricky problems. Therefore, I believe that this project is relevant. Maybe, looking at me, many students in my class will want to learn more not only about such logical riddles and types of puzzles, 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 knows how to solve these tricky problems.
• Therefore, I believe that this project is relevant. Maybe, looking at me, many students in my class will want to learn more not only about such logical riddles and types of puzzles, 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. 1

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 picture, the last letters should be discarded.

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

FORCE

• Rule #5

• If a crossed out letter is shown above the picture, it means that this letter must be removed from the resulting word.

Rice. 6

STORK

• Rule #6

• Often the letters being replaced are not crossed out, but are connected with an equal sign to another letter that needs to be replaced.

Rice. 7

RHOMBUS

• Rule No. 7

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

Rice. 8

FASHION

• Rule № 8

• Prepositions are often used in puzzles:
• If the pictures (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, at, above, under, with, to, from, before, by) can be conveyed by the corresponding relative arrangement of pictures or letters.

Rice. 9

EIGHT

• Rule #9

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

Rice. 10

FAMILY

• Rule No. 10

• If the letters are holding hands, then the conjunction 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 completely confirmed.

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