{"id":51,"date":"2017-10-03T16:19:52","date_gmt":"2017-10-03T16:19:52","guid":{"rendered":"http:\/\/blog.metu.edu.tr\/ilkadim\/?page_id=51"},"modified":"2017-10-03T17:49:24","modified_gmt":"2017-10-03T17:49:24","slug":"ilgili-meb-kazanimlari","status":"publish","type":"page","link":"https:\/\/blog.metu.edu.tr\/ilkadim\/ilgili-meb-kazanimlari\/","title":{"rendered":"\u0130lgili MEB Kazan\u0131mlar\u0131"},"content":{"rendered":"

Milli E\u011fitim Bakanl\u0131\u011f\u0131 \u00f6\u011fretim programlar\u0131 2017 y\u0131l\u0131nda yenilenmi\u015ftir. Bu kapsamda ilkokul 1. s\u0131n\u0131f Matematik Dersi \u00d6\u011fretim Program\u0131nda “Say\u0131lar ve \u0130\u015flemler” \u00f6\u011frenme alan\u0131nda bulunan kazan\u0131mlar \u015funlard\u0131r (Kesirler hari\u00e7). \u0130lk Ad\u0131m projesinde bu kazan\u0131mlar ele al\u0131nmaktad\u0131r.<\/p>\n

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Do\u011fal Say\u0131lar<\/h3>\n<\/div>\n
M.1.1.1.1.<\/strong>\u00a0Rakamlar\u0131 okur ve yazar.<\/div>\n
a) Rakam ile say\u0131 aras\u0131ndaki fark vurgulan\u0131r.<\/em><\/span><\/div>\n
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b) Rakamlar\u0131n yaz\u0131l\u0131\u015f y\u00f6n\u00fcne dikkat ettirilir.<\/em><\/span><\/p>\n<\/div>\n

M.1.1.1.2.<\/strong>\u00a0Nesne say\u0131s\u0131 20\u2019ye kadar (20 d\u00e2hil) olan bir topluluktaki nesnelerin say\u0131s\u0131n\u0131 belirler ve bu say\u0131y\u0131\u00a0rakamla yazar.<\/div>\n
a) Sayma \u00e7al\u0131\u015fmalar\u0131 yap\u0131l\u0131rken son s\u00f6ylenen say\u0131n\u0131n nesne miktar\u0131n\u0131 ifade etti\u011fi fark ettirilir.<\/em><\/span><\/div>\n
b) 20\u2019ye kadar olan bir say\u0131ya kar\u015f\u0131l\u0131k gelen \u00e7oklu\u011fun belirlenmesi sa\u011flan\u0131r.<\/em><\/span><\/div>\n
c) “\u00d6nce”, “sonra” ve “aras\u0131nda” ifadeleri kullan\u0131larak 20’ye kadar olan say\u0131lar aras\u0131ndaki ard\u0131\u015f\u0131kl\u0131k\u00a0ili\u015fikisinin kavranmas\u0131 sa\u011flan\u0131r.<\/em><\/span><\/div>\n

\nM.1.1.1.3.<\/strong>\u00a0100\u2019e kadar (100 d\u00e2hil) ileriye do\u011fru birer, be\u015fer ve onar ritmik sayar.<\/div>\n
a) Say\u0131lar \u00f6\u011frenildik\u00e7e a\u015famal\u0131 olarak 100\u2019e kadar sayma \u00e7al\u0131\u015fmalar\u0131 yap\u0131l\u0131r.<\/em><\/span><\/div>\n
b) Verilen herhangi bir say\u0131dan ba\u015flat\u0131larak da sayma yapt\u0131r\u0131labilir.<\/em><\/span><\/div>\n
c) Be\u015fer ritmik saymalar 5’in katlar\u0131ndan, onar ritmik saymalar 10’un katlar\u0131ndan ba\u015flat\u0131l\u0131r.<\/em><\/span><\/div>\n
\u00e7) 20\u2019den b\u00fcy\u00fck say\u0131lar\u0131 yazma \u00e7al\u0131\u015fmalar\u0131na yer verilmez.<\/em><\/span><\/div>\n

\nM.1.1.1.4.<\/strong> 20\u2019ye kadar (20 d\u00e2hil) iki\u015fer ileriye, birer ve iki\u015fer geriye sayar.<\/div>\n
a) Sayma, somut nesnelere dayal\u0131 olarak yapt\u0131r\u0131l\u0131r.<\/em><\/span><\/div>\n
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b) Sayma \u00e7al\u0131\u015fmalar\u0131nda verilmeyen \u00f6geyi bulmaya y\u00f6nelik \u00f6rneklere yer verilir. \u00d6rne\u011fin 14, 12, 10, _ , 6, 4<\/em><\/span><\/p>\n<\/div>\n

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M.1.1.1.5.<\/strong>\u00a020\u2019ye kadar (20 d\u00e2hil) olan say\u0131larda verilen bir say\u0131y\u0131, azl\u0131k-\u00e7okluk bak\u0131m\u0131ndan 10 say\u0131s\u0131 ile kar\u015f\u0131la\u015ft\u0131r\u0131r.<\/p>\n<\/div>\n

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M.1.1.1.6.<\/strong> Miktar\u0131 10 ile 20 (10 ve 20 d\u00e2hil) aras\u0131nda olan bir grup nesneyi, onluk ve birliklerine ay\u0131rarak g\u00f6sterir,\u00a0bu nesnelere kar\u015f\u0131l\u0131k gelen say\u0131y\u0131 rakamlarla yazar ve okur.<\/p>\n<\/div>\n

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M.1.1.1.7.\u00a0<\/strong>Nesne say\u0131lar\u0131 20\u2019den az olan iki gruptaki nesneleri birebir e\u015fler ve gruplar\u0131n nesne say\u0131lar\u0131n\u0131\u00a0kar\u015f\u0131la\u015ft\u0131r\u0131r.<\/div>\n
Kar\u015f\u0131la\u015ft\u0131rma yaparken \u201ce\u015fit, daha \u00e7ok ve daha az\u201d ifadeleri kulland\u0131r\u0131l\u0131r<\/em><\/span><\/div>\n

\nM.1.1.1.8.<\/strong>\u00a020\u2019ye kadar\u00a0(20 d\u00e2hil)\u00a0olan say\u0131lar\u0131 s\u0131ra bildirmek amac\u0131yla kullan\u0131r.<\/p>\n

<\/span><\/span><\/div>\n<\/div>\n

Do\u011fal Say\u0131larla Toplama \u0130\u015flemi<\/h3>\n
M.1.1.2.1.<\/strong>\u00a0Toplama i\u015fleminin anlam\u0131n\u0131 kavrar.<\/div>\n
a) Toplama i\u015fleminin ayn\u0131 t\u00fcrden nesneleri (toplanabilir olanlar\u0131) bir araya getirme, ekleme anlamlar\u0131\u00a0modelleme \u00e7al\u0131\u015fmalar\u0131yla fark ettirilir.<\/em><\/span><\/div>\n
b) \u0130\u00e7inde toplama anlam\u0131 bulunan g\u00fcnl\u00fck hayat durumlar\u0131 yoluyla \u00f6\u011frencilerin yeterince deneyim\u00a0kazanmalar\u0131na \u00f6zen g\u00f6sterilir.<\/em><\/span><\/div>\n
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\nM.1.1.2.2.<\/strong>\u00a0Toplamlar\u0131 20\u2019ye kadar\u00a0(20 d\u00e2hil)\u00a0olan do\u011fal say\u0131larla toplama i\u015flemini yapar.<\/div>\n
a) Toplama i\u015fleminin sembol\u00fc (+) ve e\u015fit i\u015fareti (=) tan\u0131t\u0131l\u0131r ve anlamlar\u0131 \u00fczerinde durulur.<\/em><\/span><\/div>\n
b) \u0130\u015flem \u00f6\u011fretiminde problem durumlar\u0131ndan yola \u00e7\u0131k\u0131lmas\u0131na dikkat edilir.<\/em><\/span><\/div>\n
c) \u00d6\u011frenci i\u015fleme ait matematik c\u00fcmlesini yazar ve modelle g\u00f6sterir.<\/em><\/span><\/div>\n
\u00e7) Toplanan, toplam ve toplama terimlerinin anlamlar\u0131 vurgulan\u0131r.<\/em><\/span><\/div>\n
d) Yan yana ve alt alta toplama i\u015flemi yapt\u0131r\u0131l\u0131r. Alt alta toplama i\u015flemi verilirken i\u015flem \u00e7izgisinin e\u015fit\u00a0i\u015fareti ile benzer anlam ta\u015f\u0131d\u0131\u011f\u0131 vurgulan\u0131r.<\/em><\/span><\/div>\n
e) Toplama i\u015fleminde s\u0131f\u0131r\u0131n etkisi a\u00e7\u0131klan\u0131r.<\/em><\/span><\/div>\n
f) \u00d6\u011frencilerin i\u015flemi seslendirmeleri (sesli olarak i\u015flemi a\u00e7\u0131klamalar\u0131) istenir. \u00d6rne\u011fin 5+2=7 i\u015fleminde\u00a0“Be\u015f art\u0131 iki e\u015fittir yedi.” veya “Be\u015f iki daha yedi eder.” veya “Be\u015f ile ikiyi toplarsak yedi eder.” gibi\u00a0a\u00e7\u0131klama yapmalar\u0131 istenir.<\/em><\/span><\/div>\n
g) Toplamlar\u0131 10 veya 20 olan say\u0131 ikilileri ile \u00e7al\u0131\u015f\u0131l\u0131r.<\/em><\/span><\/div>\n
h) 20\u2019ye kadar olan do\u011fal say\u0131lar\u0131 iki do\u011fal say\u0131n\u0131n toplam\u0131 bi\u00e7iminde yazma \u00e7al\u0131\u015fmalar\u0131na yer verilir.<\/em><\/span><\/div>\n
\u0131) Eldeli toplama i\u015flemine yer verilmez.<\/em><\/span><\/div>\n

\nM.1.1.2.3.\u00a0<\/strong>Toplama i\u015fleminde toplananlar\u0131n yerleri de\u011fi\u015fti\u011finde toplam\u0131n de\u011fi\u015fmedi\u011fini fark eder.<\/div>\n
Bu durumun, toplaman\u0131n de\u011fi\u015fme \u00f6zelli\u011fi olarak adland\u0131r\u0131ld\u0131\u011f\u0131 belirtilmez.<\/em><\/span><\/div>\n

\nM.1.1.2.4.\u00a0<\/strong>Toplamlar\u0131 20\u2019yi ge\u00e7meyen say\u0131larla yap\u0131lan toplama i\u015fleminde verilmeyen toplanan\u0131 bulur.<\/div>\n
a) \u0130lk a\u015famada toplananlar verilip \u00f6\u011frencilerin toplam\u0131 bulmalar\u0131 istenir. \u0130kinci a\u015famada birinci toplanan\u00a0ve toplam verilir, ikinci toplanan\u0131 bulmalar\u0131 istenir. Son a\u015famada ise ikinci toplanan ve toplam verilir,\u00a0birinci toplanan\u0131 bulmalar\u0131 istenir.\u00a0\u00d6rne\u011fin (sonucu 12 olan i\u015flemler) say\u0131larla i\u015flemlere ge\u00e7meden \u00f6nce 12 say\u0131s\u0131n\u0131n toplam\u0131n\u0131 olu\u015fturan\u00a0g\u00f6rsel modeller kullan\u0131lmal\u0131d\u0131r. 12 yerine farkl\u0131 say\u0131lar da kullan\u0131labilir.<\/em><\/span><\/div>\n
\u2022\u00a08 bilyem vard\u0131. 4 tane de karde\u015fim verdi. Ka\u00e7 bilyem oldu?<\/em><\/span><\/div>\n
\u2022\u00a08 bilyem vard\u0131. Karde\u015fimin verdi\u011fi bilyelerle toplam 12 bilyem oldu. Karde\u015fim bana ka\u00e7 bilye verdi?<\/em><\/span><\/div>\n
\u2022\u00a0Bir miktar bilyem vard\u0131. 4 bilye de karde\u015fim verdi. Toplam bilyelerim 12 tane oldu. Daha \u00f6nce ka\u00e7\u00a0bilyem vard\u0131?<\/em><\/span><\/div>\n
b) \u00c7\u0131karma i\u015flemi yap\u0131lmaz, \u00fczerine ekleme anlam\u0131 vurgulanarak i\u015flem yap\u0131l\u0131r.<\/em><\/span><\/div>\n
c) Bu \u00e7al\u0131\u015fmalar yap\u0131l\u0131rken model kullanmaya \u00f6zen g\u00f6sterilir.<\/em><\/span><\/div>\n

\nM.1.1.2.5.<\/strong>\u00a0Zihinden toplama i\u015flemi yapar.<\/div>\n
a) Toplamlar\u0131 20\u2019yi ge\u00e7meyen say\u0131larla zihinden i\u015flem \u00e7al\u0131\u015fmalar\u0131 yap\u0131l\u0131r.<\/em><\/span><\/div>\n
b) \u00d6\u011frencilerin zihinden i\u015flem stratejileri geli\u015ftirmelerine imk\u00e2n verilir. \u00d6rne\u011fin say\u0131 ikilileri, \u00fczerine\u00a0ekleme, 10\u2019a tamamlama gibi stratejiler bu s\u0131n\u0131f seviyesinde kullan\u0131labilir.<\/em><\/span><\/div>\n

\nM.1.1.2.6.\u00a0<\/strong>Do\u011fal say\u0131larla toplama i\u015flemini gerektiren problemleri \u00e7\u00f6zer.<\/div>\n
a) Tek i\u015flem gerektiren problemler \u00fczerinde \u00e7al\u0131\u015f\u0131l\u0131r.<\/em><\/span><\/div>\n
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b) Problem kurmaya y\u00f6nelik \u00e7al\u0131\u015fmalara da yer verilir.<\/em><\/span><\/p>\n

 <\/p>\n<\/div>\n

Do\u011fal Say\u0131larla \u00c7\u0131karma \u0130\u015flemi<\/h2>\n
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M.1.1.3.1.\u00a0<\/strong>\u00c7\u0131karma i\u015fleminin anlam\u0131n\u0131 kavrar.<\/div>\n
20\u2019ye kadar (20 d\u00e2hil) olan bir \u00e7okluktan belirtilen say\u0131 kadar\u0131 ayr\u0131larak \u00e7\u0131karma i\u015fleminin belirli bir\u00a0say\u0131daki nesneden eksiltme anlam\u0131 \u00fczerinde durulur.<\/em><\/span><\/div>\n

\nM.1.1.3.2.<\/strong>\u00a020\u2019ye kadar (20 d\u00e2hil)\u00a0olan do\u011fal say\u0131larla \u00e7\u0131karma i\u015flemi yapar.<\/div>\n
a) \u00c7\u0131karma i\u015fleminin sembol\u00fc (\u2013) tan\u0131t\u0131l\u0131r.<\/em><\/span><\/div>\n
b) \u00d6\u011frenci i\u015fleme ait matematik c\u00fcmlesini yazar, modelle g\u00f6sterir ve a\u00e7\u0131klar.<\/em><\/span><\/div>\n
c) Uygun problem durumlar\u0131 kullan\u0131l\u0131r.<\/em><\/span><\/div>\n
\u00e7) \u00c7\u0131karma, eksilen, \u00e7\u0131kan, fark ve eksi terimlerinin anlamlar\u0131 vurgulan\u0131r.<\/em><\/span><\/div>\n
d) Yan yana ve alt alta \u00e7\u0131karma i\u015flemi yapt\u0131r\u0131l\u0131r.<\/em><\/span><\/div>\n
e) \u00d6\u011frencilerin i\u015flemi seslendirmeleri (sesli olarak i\u015flemi a\u00e7\u0131klamalar\u0131) istenir. \u00d6rne\u011fin 7 \u2013 2 = 5 i\u015fleminde\u00a0“Yedi eksi iki e\u015fittir be\u015f.” veya “Yediden iki \u00e7\u0131kt\u0131 be\u015f kald\u0131.” veya “Yedi ile ikinin fark\u0131 be\u015ftir.” gibi a\u00e7\u0131klama\u00a0yapmalar\u0131 istenir.<\/em><\/span><\/div>\n
f) Birbirine e\u015fit iki do\u011fal say\u0131n\u0131n fark\u0131n\u0131n \u201cs\u0131f\u0131r\u201d oldu\u011fu g\u00f6sterilir.<\/em><\/span><\/div>\n
M.1.1.3.3.<\/strong>\u00a0Do\u011fal say\u0131larda zihinden \u00e7\u0131karma i\u015flemi yapar.<\/div>\n
a) 20\u2019ye kadar (20 d\u00e2hil) olan iki do\u011fal say\u0131n\u0131n fark\u0131n\u0131 zihinden bulur.<\/em><\/span><\/div>\n
b) Onluk bozarak \u00e7\u0131karma y\u00f6nteminden bahsedilmez.<\/em><\/span><\/div>\n
<\/div>\n
M.1.1.3.4.\u00a0<\/strong>Do\u011fal say\u0131larla \u00e7\u0131karma i\u015flemini gerektiren problemleri \u00e7\u00f6zer.<\/div>\n
a) Tek i\u015flem gerektiren problemler \u00fczerinde \u00e7al\u0131\u015f\u0131l\u0131r.<\/em><\/span><\/div>\n
b) Problem kurmaya y\u00f6nelik \u00e7al\u0131\u015fmalara da yer verilir.<\/em><\/span><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Milli E\u011fitim Bakanl\u0131\u011f\u0131 \u00f6\u011fretim programlar\u0131 2017 y\u0131l\u0131nda yenilenmi\u015ftir. Bu kapsamda ilkokul 1. s\u0131n\u0131f Matematik Dersi \u00d6\u011fretim Program\u0131nda “Say\u0131lar ve \u0130\u015flemler” \u00f6\u011frenme alan\u0131nda bulunan kazan\u0131mlar \u015funlard\u0131r (Kesirler hari\u00e7). \u0130lk Ad\u0131m projesinde bu kazan\u0131mlar ele al\u0131nmaktad\u0131r. Do\u011fal Say\u0131lar M.1.1.1.1.\u00a0Rakamlar\u0131 okur ve yazar. Read More …<\/a><\/p>\n","protected":false},"author":4986,"featured_media":54,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-51","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/blog.metu.edu.tr\/ilkadim\/wp-json\/wp\/v2\/pages\/51","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.metu.edu.tr\/ilkadim\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.metu.edu.tr\/ilkadim\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.metu.edu.tr\/ilkadim\/wp-json\/wp\/v2\/users\/4986"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.metu.edu.tr\/ilkadim\/wp-json\/wp\/v2\/comments?post=51"}],"version-history":[{"count":0,"href":"https:\/\/blog.metu.edu.tr\/ilkadim\/wp-json\/wp\/v2\/pages\/51\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.metu.edu.tr\/ilkadim\/wp-json\/wp\/v2\/media\/54"}],"wp:attachment":[{"href":"https:\/\/blog.metu.edu.tr\/ilkadim\/wp-json\/wp\/v2\/media?parent=51"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}