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Norin  tumani  xalq ta’limi bo’limiga 

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maktabi  boshlang’ich sinf  o`qituvchisi


Ikki xonali sonlarni xonadan o‘tib ayirish.

mavzusida matematika fanidan

  bir  soatlik




    Mavzu:   Ikki xonali sonlarni xonadan o‘tib ayirish.

                9-16- MISOL VA MASALA

Tayanch tushunchalar: Ikki xonali sonlarni xonadan o‘tib, bo‘laklab va ustun shaklida ayirish usullari.

Soatlar soni: 1 soat.

Mavzuning qisqacha mazmuni: Ikki xonali sonlarni xonadan o‘tib ayirishning ikki usuli – bo’laklab va ustun shaklida ayirish usullarini takrorlash, unga doir misol va masalalarni, kesmani o’lchash va taqqoslashga doir mashqni yechish.

Metodlar: Suhbat, «Kim tez topadi?» interfaol metodi, mustaqil ish.

Jihozlar: Darslik, tarqatma materiallar, mavzuga doir plakatlar.

Nazorat: Og‘zaki so‘rov, doskada va mustaqil ravishda misol, masalalarni yechish.

Baholash: Doskada yoki mustaqil ravishda misol, masalalarni yechishlariga qarab o‘quvchilar baholanadi.

Darsning maqsadi: a)O‘quvchilarning ikki xonali sonlarni xonadan o‘tib ayirish bo‘yicha 2-sinfda olgan bilim va ko‘nikmalarini, kesmani o’lchash va taqqoslashga oid malakalarini mustah-kamlash.    b) komil insonni tarbiyalash    d) o’quvchilarning hisob kitob malakalarini rivojlantirish

Kutilayotgan natijalar: Bo’laklab va ustun shaklida ayirish usullaridan foydalanib, ikki xonali sonlarni xonadan o‘tib ayirishga doir misollarni yecha oladilar, kesma uzunhgini o’lchash va ularni taqqoslay oladilar.

I.Tashkiliy qism:


Davomatni tekshirish

Darsning maqsadini aytish.

II.O’tgan mavzuni so’rash va mustahkamlash.

Uyga vazifa tekshirib chiqiladi. Og’zaki savol –javob o’tkazaman.




     III.Yangi mavzu bayoni:

                                                  Darsning borishi:

O‘qituvchi quyidagi ifodalar yozilgan kartochkalarni ko‘rsatadi:

14 - □ = 10                    43      -□= 40         72-□= 70

28 - □ = 20                    59      -□= 60         96-□= 90

Kvadrat o‘mida qanday son bo‘lishi kerakligini o‘quvchilar navbatma-navbat aytishadi.

9-misolni o‘quvchilar mustaqil yechadilar. Misolni o‘quvchilar navbatma-navbat doskada ham yechishlari mumkin 


10-topshiriqdagi rasm asosida quyidagicha masala tuzish mumkin: Ikki tup olmadan 78 kg olma terildi. Bir tupdan 42 kg olma terilgan bo‘lsa, ikkinchisidan necha kilogramm olma terilgan?


Yechilishi: Ikkinchi tupdan terilgan olma: 93 - 56 = 37 (kg).


11-topshiriqda chizg‘ich yordamida AB va CD kesmalarning uzunligi o‘lchanadi hamda ularning farqi aniqlanadi: AB-51 mm,


CD = 84 mm, 84 - 57 = 27 (sm).


IV. Mustahkamlash.


12-topshiriqdagi boshqotirma bo‘yicha soat sirti quyidagicha bo‘linganda har bir bo‘lakdagi sonlar yig‘indisi bir xil, ya’ni 13 ga teng bo‘ladi:


Bu boshqotirma yechimini topishni o‘yin shaklida tashkil etish mumkin. Buning uchun o‘quvchilar 3 gumhga bo‘linib, har bir guruh o‘quvchilari oq qog‘ozga soat chizib, uning sirtini 6 bo‘lakka bo’ladilar va sonlar yig‘indisi bir xilligi topiladi. Sardorlar o‘z ishlarini doskada namoyish etib, nechta o‘quvchi to‘g‘ri bajarganligini aytadilar. Bu o‘yin «Kim tez topadi?» deb nomlanib, birinchi bajargan guruh rag‘batlantiriladi.


V. Uyga vazifa:


Uyga berilgan 15-misol va 16-masalani yechish bo‘yicha tegishli ko‘rsatmalar beriladi.


16-masalaning yechilishi:


1) ikkinchi do‘konga keltirildi - 56 - 12 = 44 (kg);


2) hammasi bo’ib keltirildi - 56 + 44 = 100 (kg).


Darsdagi faolligiga qarab o‘quvchilar baholanadi.


Uyga qo‘shimcha topshiriq: Ikki xonali sonlarni xonadan o‘tib ayirish usullarini takrorlash va puxta o‘zlashtirib kelish.


VI. Dars yakuni. O’quvchilar bilimini baholash va rag’batlantirish