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Dars jarayonidan lavha
Maktabda tashkil etilgan to'garaklar
Maktab honalari
Bilimlar bellashuvi
Ingliz tili bizning hayotimizda
Namangan viloyati Norin tuman Xalq ta'limi bo'limiga qarashli 40-umumiy o'rta ta'lim maktabining web sayti

 

Mo’minova Guldahor.  2-sinf.  Matematika.                                                 

                Mavzu:  Ko’pburchaklar.

 

                Ushbu dars ishlanma inavatsion usullarda foydalanish va DTS talablari asosida tayyorlandi. Bu dars ishlanmadan umumiy o’rta ta’lim maktablarining 2-sinfni o’qitishda foydalanishlari mumkin.

 

Muallif: Mo’minova Guldahor. 40-sonli umumiy o’rta ta’lim maktabi II-toifali boshlang’ich sinf o’qituvchisi.

 


Muharrir: Qizlarxon G’oyipova. Norin XTB ga  qarashli boshlang’ich sinflar uslubchisi

 

 Taqrizchilar: 40-sonli umumiy o’rta ta’lim maktabi o’quv ishlar direktori.

 

   Jo’rayeva Gulbahor 40-umumiy o’rta ta’lim maktabi oily toifali o’qituvchisi Mo’minova Dilfuza.

 

                                        TAQRIZ.

 

     Mo’minova Gulbahor boshlang’ich sinflarda darslarni tashkil etishda inavatsion usulida foydalanish yuzasidan yozgan tavsiyasi shu kunning asosiy mavzusi deb bilaman. Chunki yangi pedagogic tehnologiyani darslarda qo’llash orqali o’qituvchi o’quvchilarda do’stona munasabatni shakllantiriladi. O’qituvchi tomonidan boshlang’ich sinflarda dars o’tish jarayonida jonli o’yinlar qo’llash o’quvchilarning faolligini oshirish bilan ijodkorligini oshiradi. O’quvchilar o’z fikrlarini to’ldirish uchun boshqa manbaalarga ham murojaat qiladi.  Buning natijasida ta’limdagi o’qitish orqali bilim , ko’nikma , malakalar o’sib boradi. O’quvchilarni tezkorlikka mustaqilfikrlashga undaydi.

 

      Mo’minova Gulbahorning ushbu dars tavsiyasi boshlang’ich sinflarni o’qitishda samarali natijalarga erishishiga ishonaman.

         Jo’rayeva Gulbahor . 40-sonli umumiy o’rta ta’lim maktabi o’quv ishlari bo’yicha  direktor o’rinbosari.

        Mo’minova Dilfuza 40-umumiy o’rta ta’lim maktabi oily toifali boshlang’ich sinf o’qituvchisi.

Mo’minova Gulbahor

1968-yilda tug’ilgan. 1989-yilda Chust Pedagogika bilim yurtini tugatgan. 2009-yilda Namangan Universitetining boshlang’ich ta’lim pedagogikasi va metodikasi yo’nalishini tamomlagan. 1989-yildan buyon Norin tumanidagi 40-maktabda boshlang’ich sinf o’qituvchisi bo’lib ishlamoqda.

   

                                                                                                                              Mavzu:  Ko’pburchaklar



Darsning borishi
:a) ta’limiy : kesmalarning uzunligini o’lchash haqida egallangan

                            bilimlarni mustahkamlash , ko’pburchaklar haqida bilim berish

                          geometrik shakllar haqidagi bilimlarni boyitib boorish.

b) tarbiyaviy: dars o’tish jarayonida hamjixatlik , birodarlik tuyg’ularini singdirish.

d)rivojlantiruvchi: o’quvchilarning tezkorlik , topqirlik jihatlarini yanada yuksaltirish , ko’pburchaklarni bir-biridan farqlay olish ko’nikmalarini shakllantirib borish.

Dars turi: aralash

Dars metodi: savol-javob , musobaqa-o’yin , kichik guruhlarda ishlash.

Dars jihozi: 1-sinf  “Matematika”  kitobi, sonlar yozilgan kartochkalar , mavzu uchun kerakli materiallar.

Darsning borishi.

Tashkiliy qism:Salomlashish. Navbatchining axboroti. O’quvchilarning darsga tayyorligini ta’minlash. Ularning diqqatini darsga qaratish.

Ma’naviyat daqiqasini o’tkazish: O’quvchilar  davlat ramzlari , buyuk bobolarimiz haqida  , I.A.Karimovning xotirasi , odob –ahloq qoidalari haqida bilgan bilimlarini namoyish etishdi.I.A.Karimovning xotirasiga Tursunov Abdulaziz quyidagi she’rini bayon etdi.                      

                                   Islom bobo

Tush ko’ribman kecha tun,

Islom bobom jannatda.

Temur bobom yonida,

Turibdilar savlatda.

                                           Bobolarimni ko’rib,

                                            G’oyat quvonib ketdim.

                                            Islom bobom yoniga ,

                                            Bir onda borib yetdim.

Dilbandlarim iloyim ,         

Baxtli bo’linglar doim.

Yurtimning farzandlari,

Duo qilaman doim.

                                             Duolarim sizlarni,

                                             Ezgulikka chorlasin.

                                             O’zbekiston bayrog’I,

                                             Yuksakda hilpirasin.

Prezidentimiz Sh.M.Mirziyayev  tomonidan 2018-yil “Faol tadbirkorlik , innavatsion g’oyalar va tehnologiyalarni  qo’llab quvvatlash  yili” deb nomlandi . Yilning nomlanishiga  Solijonova Robiya yod olgan  she’rini  aytib berdi.

O’ttiz ikki million hur o’zbek eli,

Naqadar charog’on tanlagan yo’li.

Yangi tashabbusdan munavvar dili,

Inson manfaati hos tamoili.

                                                    Yangi yilda go’zal umidlar bisyor,

                                                   Qonun ijrosi ham bo’lur ustuvor.

                                                    Barcha millat elat bir tan bahtiyor,

                                                   Inson manfaati hos tamoili.

                                                  

Saylangan president ishonchga dohil,

Elim deb yurtim deb tinchimiz oqil.

Demak baxtga uyg’un biz borar sohil,

Inson manfaati hos tamoili.

          O’tilgan mavzuni mustahkamlsh: darsni mustahkamlash “Tramvay” o’yini orqali amalga oshiriladi . O’yin shartiga ko’ra  o’qituvchi o’quvchilarning  har biriga alohida raqam yozilgan 2 tadan kartochka tarqatadi. Bir o’quvchi qo’liga 10 soni yozilgan kartochka beriladi. Bu “10-tramvay” bo’ladi. Ushbu tramvayga qo’llaridagi kartochkalarda yozilgan raqamlar yig’indisi. 10 ga teng bo’lgan       ( masalan 7 bilan 3, 6 bilan 4 va hokozo) o’quvchilar o’tiradi.

Keyin navbatdagi tramvay keladi. Bu 6-tyramvay bo’lsin. Bunga kartochkalardagi yig’indisi 6 ga teng bo’lgan  (masalan 3 bilan 3 , 1 bilan 5) o’quvchilar o’tiradi.

Matematika diktant:

1.Lolada 5 ta daftar bor edi. Ukasiga 2 ta daftar bergandan so’ng unda nechta qoladi?

2.3 bilan 4 ning yig’indisini yozing;

3.10 bilan 5 ning ayirmasini toping;

4.8 bilan 5ni taqqoslang;

5.uzunligi 6sm gat eng kesma chizing.

Yangi mavzuning bayoni. Ekranda turli ko’pburchaklar ko’rsatiladi. Ularga raqamlar yozilgan . O’qituvchi ushbu ko’pburchaklar orasidagi qaysi raqamlarda uchburchaklar berilganligini o’quvchilardan so’raydi.

-Qaysi raqamda uchburchak berilgan?

-3-raqamdagi shakl uchburchakdir.

Uchburchaklar bir-biridan farq qilsa ham hammasi bir xilda “uchburchaklar” deyiladi. Chunki ularning uchtadan burchagi bo’ladi. Uchburchakning tomonlari va burchaklari ko’rsatiladi.

-Xo’sh , to’rtburchaklarni ayting-chi!

-2- va 4-raqamlardagi shakllar to’rtburchaklardir.

Xuddi uchburchaklardagi singgari , garchi turlicha bo’lsa ham ularning 4 ta burchagi va 4 ta tomoni bo’ladi, shu boisdan ham bu shakllar to’rtburchaklardir.

-Birinchi shaklda nechta burchak bor?

-Beshta .

-Qani bir o’ylab ko’ring-chi , bu shakllarni nima deyish mumkin?

-Beshburchak.

-Beshinchi shaklda nechta burchak bor? Birgalikda sanaymiz.

-Beshinchi shaklda 6 ta burchak bor. 

-Shuning uchun bu shakl oltiburchak deyiladi.

 

Ko’pburchaklarning burchak va tomonlari uchta , to’rtta , beshta va undan ortiq bo’ladi.

 

 

         O’qituvchi o’quvchilarning diqqatini ekranga qaratadi. Beshburchakning chizilishi  animatsiya yordamida ekranda ko’rsatiladi. O’quvchilar tasvirda ko’rgan beshburchaklar va oltiburchaklarni chizish tartibi bo’yicha daftarlariga chizadilar.

2-misol shartiga ko’ra , ko’pburchaklarning tomonlari chizg’ich yordamida o’lchanadi va solishtiriladi. Ularning tomonlari sanaladi.

 

     3-misol (og’zaki)

 

2 ta orttiring

 

8

7

2

6

1

3

4

5

 

 

 

 

 

 

 

 

O’qituvchi o’quvchilarni diqqtini yana ekranga qaratadi. “Sichqonch” kursori nuqta ustida bosiladi va 5 ta yoki 6 ta nuqta qo’yiladi. So’ng “Sichqoncha” kursori chiziqqa olib borib bosiladi.

Har bir nuqtaning boshi va ohiriga “ Sichqoncha” ning chap tugmachasi bosiladi. Shunda ikki nuqta chiziq bilan birlashtiriladi.

Dam olish daqiqasi: Bunda ekrandagi bola harakati takrorlanadi.

4-masala . Rasm asosida masala tuzing va uni yeching.

Bor edi-? Ta . s.            10 ta

Qo’shildi-4 ta . s.

Yechish: 10-4=6

Javob: avval 6 ta sigir bo’lgan.

“Misollarni yechib , o’rdakni bo’yang” topshirig’i ekranda beriladi.

O’rdakning qismlarida misollar berilgan . Misollarni yechib , ularning javoblariga mos rang tanlanadi va o’sha rangda o’rdask qismlari bo’yaladi.

 

 

 

Yangi mavzuni mustahkamlash. Mavzuni mustahkamlsh maqsadida musobaqa tashkil etiladi. Buning uchun ikki o’quvchi doska yoniga chaqiriladi. Ko’zlari bog’langan holda ularning biriga uchburchak , ikkinchisiga esa to’rtburchak chizish topshirig’I beriladi. Topshiriqni eng birinchi bo’lib tio’g’ri bajargan o’quvchi g’olib bo’ladi. Bunda doira hamda beshburchak chizish mumkin. Yoki har ikki o’quvchi bir hil shakl chizishi ham mumkin.

Ekranda tartibsiz sonlar va  amallar beriladi. “Berilganlardan foydalanib to’g’ri tenglik yasang” topshirig’ini bajarishga kirishiladi.

Bu topshiriqni bajarishda “sichqoncha” kursorining o’ng tomoni berilgan son yoki amal ustiga bir marta bosiladi. Shu tarzda ifoda tuziladi.Ifodaning to’g’ri yoki noto’g’ri ekanligini tekshirish uchun tugmachasi bir marta bosiladi.

Darsni yakunlash. O’quvchilarning darsdagi bilimlari baholanadi va faol ishtirok etganlar rag’batlantiriladi. Darsdagi qaysi mashq , metod ularga yoqqanligi haqida so’raladi.

Uyga vazifa: darslikning 83-betidagi 5-misolni yechish. O’quvchilarga misol sharti tushuntiriladi. Darchalar o’rniga “+” yoki “-” ishoralaridan biri qo’yilishi ko’rsatib beriladi.

5-misol 

5+2=7                           3+5=8                                   3+4=7

6-1=5                            4+3=7                                     2+5=7

9-3=6                            9-4=5                                      4+4=8

.