Mavzu: Ko‘paytuvchilarning o‘rinlarini almashtirish va guruhlash



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3 m = 300sm

300sm ni 25sm ga bo‘lsak, 12 hosil bo‘ladi.

Eslab qoling. Ismli sonni ismli songa bo‘lganda natijada sonning o‘zi chiqadi. Demak, 3 metr ichida 25 santimetrdan 12 ta bor, yoki 3 metr 25 santimetrdan 12 martta ko‘p. Qolgan misollar ham shular kabi bajariladi.

Ismli sonlar tushunchasiga ta’rif beriladi. Ularni bo‘lish va umuman ular ustida amallar bajarish tushuntiriladi.

710-masala doskada solishtirish bilan bajariladi. Qurilishda kimning yaqinlari ishlashi va kim kelajakda shu sohani egallamoqchi bo‘lgani haqida suhbat o‘tkaziladi. Masalaga qisqa shart tuziladi.

1-masala.

1 - yuk mashinasi haydovchisi – 128 t

2 - yuk mashinasi haydovchisi – 224 t

1 - yuk mashinasi haydovchisi – 3 marta kam qatnadi

Har biri - ?, marta qatnagan

Yechish: 1) 224 – 128 = 96 (t) bu 2 haydovchining shuncha ko‘p t tashigan qumi;

1) 96 : 3 = 32 (t) bu 1 ta mashinada olib borilgan qum;

2) 128 : 32 = 4 (marta) 1 – haydovchining qatnagani;

3) 224 : 32 = 7 (marta) 2 – haydovchining qatnagani;

Javob : birinchi haydovchi 4 marta, ikkinchi haydovchi 7 marta qatnagan.

2-masala.

Birinchi haydovchining qatnagani – 7 marta

Ikkinchi haydovchining qatnagani – 4 marta

Birinchi haydovchining keltirgan qumi – ?, 96 t ko‘p

Har biri - ?, necha t dan qum keltirgan

Yechish: 1) 7 - 4 = 3 (marta) bu ikkinchisining qancha kam qatnagani;

1) 96 : 3 = 32 (t) Bitta mashinaning olib kelgan qumi;

2) 7 ∙ 32 = 224 (t) birinchisining keltirgan qumi;

3) 4 ∙ 32 = 128 (t) ikkinchisining keltirgan qumi;

Javob: birinchi haydovchi 224 t, ikkinchi haydovchi 128 t qum keltirgan.

711-misol doskada bajariladi.

x : 12 = 2040 174 : x = 29 36 ∙ x = 3600

x = 2040 ∙ 12 x = 174 : 29 x = 3600 : 36

x = 24 480 x = 6 x = 100

Tekshirish:

24 480 : 12 = 2040 174 ; 6 = 29 36 ∙ 100 = 3600

2040 = 2040 29 = 29 3600 = 3600

712 - topshiriqo‘quvchilar tomonidan mustaqil bajariladi. Bunda o‘quvchilar bning qiymatini qo‘yib hisoblaydilar.

Dam olish daqiqasi:

Soatim chiq-chiq etdi

Dam olish vaqti yetdi

Barmoqchalar yig‘sin kuch

Dermiz bir, ikki va uch

Qo‘llarni belga qo‘yib

U yon bu yon qaraymiz

Sekingina o‘tirib yana darsni boshlaymiz.

IV. Yangi mavzuni mustahkamlash:

“Asalari uyasi” trenajori. Bunda o‘quvchilar asalarilarga uyasini asal bilan to‘ldirishda yordam beradilar.

Ekranda gulzor fonida asalarining uyasi, uyasi og‘zida 7 ta oltiburchakdan iborat bo‘lgan shakl. Har bir oltiburchakda taqqoslashga doir misollar yozilgan. Ekranning pastki qismida 3 ta asalari chelakchasi bilan va uning ustida <, >, = belgilari qo‘yilgan bo‘ladi. Kerakli belgi olib borilganda to‘g‘ri bo‘lsa oltiburchak asal rangida bo‘yaladi, noto‘g‘ri bo‘lsa joyiga qaytadi.

1. 54kg 3g < 55kg 2. 2t = 20sr

3. 30dm > 2m 4. 1s < 80 min

5. 4dm < 45sm 6. 1dm2> 89sm2

7. 2yil > 520kun 8. 5sutka = 120s

V.Darsni yakunlashva o‘quvchilarni baholash.

Darsda faol qatnashgan o‘quvchilar rag‘batlantiriladi va baholanadi.

VI.Uyga vazifa berish:

713-714- misollarni yechish. Misollar sharti tushuntiriladi.

Sana______________

126-dars. Mavzu: Ismli sonlarni bo’lish

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Sana______________

127-dars Mavzu: O‘rganilgan materialni mustahkamlash. 715-720

Dars tipi: bilimlarni mustahkamlash, ko'nikma hosil qilish, malakalarini shakllantirish.

Dars uslubi: og'zaki savol-javob, mustaqil ish, tarqatmalar bilan ishlash.

Dars jihozi: kartochkalar

Darsning maqsadi:

Ta’limiy: ismli sonlar haqida ma’lumot berish, ular ustida amallar bajarishni o‘rgatish, ularni bir-biridan farqlashni tushuntirish; TK1: fikrni mantiqiy izchillikda ifodalay olish; TK2: axborotlarni statistik ma’lumotlar ko‘rinishlarning bir turidan boshqa ko‘rinishga o‘tkaza olish; FK1: o‘rganilgan matematik tushunchalarni qabul qila olish, tegishli misollar keltira olish.

Tarbiyaviy: misol va masalalar yechish jarayonida o‘quvchilarni hamjihatlikda ishlashga o‘rgatish; TK4: atrofdagilar bilan o‘zaro muloqot chog‘ida odob-axloq qoidalariga rioya qilish va guruhda ishlash.

Rivojlantiruvchi: o‘quvchilarda og‘irlik, uzunlik o‘lchov birliklari haqidagi bilimlarini kengaytirish; FK2: o‘rganilgan matematik tushunchalar, faktlar va algoritmlarni o‘quv vaziyatlarda qo‘llay olish va yangi bilimlar hosil qila olish.

Darsning borishi:

I. Tashkiliy qism:

Salomlashish;

Davomatni aniqlash;

Darsga hozirlik ko’rish;

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

Ushbu mevalarning har biri biror- bir songa teng. Har bir qatorning to’g’risi va pastiga ushbu kataklardagi sonlar yig’indisi yozilgan. Mevalarning raqamini toping. (“Bilimdon” jurnali 2010-yil, may №9

Javob: uzum =5 ta shaftoli=1 ta anor=4 ta

olma= 3 ta limon= 2 ta

III. Matematik diktant:

1) 500, 600, 700 sonlarini 200 ta orttiring.

2) 9 dan 90 gacha bo'lgan sonlarni 9 talab sanang.

3) 9 soni noma'lum sondan 5 ortiq. U qanday son?

4) 999 sonidan keyingi sonlarni yozing. 190 va 160 sonlarini 7 ga bo'ling.

5) Kamayuvchi 130, ayirma 35, ayiriluvchini toping.

6) 888 dan oldingi bir xil raqamli 3 xonali sondan 8ta yozing.

7) 15, 30, 45, 60, 75, 90 sonlaridan foydalanib bo'lishga doir misollar yozing.

8) Qaysi son 13 dan 5 marta ortiq.

9) 65 sonini I nechaga teng?

10) Sonni I qismi 30 ga teng, shu sonni toping.

IV. Og’zaki savol- javob qilaman:

1. Qoldiq har doim bo'luvchidan qanday bo'ladi?

2. Bo'lishda eng kichik qoldiq nechaga teng bo'lishi kerak?

3. Qaysi qatordagi sonlar 6 ga qoldiqsiz bo'linadi?

4. 7 ga bo'lganda qoldiq 9 ga teng bo'lishi mumkinmi?

5. 9 ga bo'lganda chiqadigan hamma qoldiqlarni ayting

Mantiqiy savol- javoblar:

O'qituvchi savoli: Uzunligi 12 dm bo’lgan simni 1 dm dan qilib bukish yoki qirqish orqali payvandlab mustahkam kub hosil qilindi. Buning uchun eng kami bilan necha marta payvandlash talab qilinadi?

O'quvchi javobi: 8 marta

O'quvchi savoli: 4 ta olmani 6 ta bolaga teng qilib bo'lib bering.

Bunda har bir olmani 1 marta bo'lish mumkin xolos.

O'quvchi javobi: 6 ta bolaga 2/3 dan olma tegadi.

O'qituvchi savoli: Ko 'rinishi har xil bo 'Igan 75 ta uzuk bor. Ularning ichidan bittasi og'ir yoki yengilligi bilan farq qiladi. Toshsiz pallali tarozida ikki marta tortish bilan uning yengilyoki og'ir ekanligini aniqlang.

O'quvchi javobi: 37 + 37 + 1 = 75

Uyga kim oldin kiradi?

V. Darsni yakunlash. O’quvchilarga ta’tilgi topshiriqlar berish.

O’quvchilar bilimini baholash

.

Sana______________



128-dars.Mavzu:Nazoratishi ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Sana______________

128-dars.Mavzu:Xatolarustidaishlash ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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