boshlang`ichsinfo`quvchilaridaarifmetikamallarnio`rganish

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raqamlar butun sonlar r.s.shodiyeva predstavleniya o chisle u chelovechestva skladivalis postepenno. i dvigatelem vistupala praktika. uje na pervom etape razvitiya cheloveka poyavilas neobxodimost podscheta razlichnix predmetov. skolko chelovek ushli na oxotu i skolko vernulos? skolko zverey dobil oxotnik? chislo matematika poyavilas dlya resheniya prakticheskix zadach, voznikayushix pered chelovekom. prakticheskie zadachi vinujdali ee razvivatsya. i xotya vam, navernoe, kajetsya, chto matematika – suxaya i skuchnaya nauka, eto vovse ne tak. nachat nashe obshenie ya xochu s bazovogo matematicheskogo ponyatiya – ponyatiya chisla. kakie chisla sushestvuyut? skolko ix? chto s nimi mojno delat i polni li nashi ponyatiya o mnojestve chisel? rebenok, kotoriy nauchilsya schitat do 10, chuvstvuet sebya velikim matematikom. no vot pered nim otkrivaetsya, chto bivayut chisla bolshe 10, sushestvuet sotnya, tisyacha, million… - a ya umeyu schitat do milliona! – xvastaetsya odin - a ya – do sta tish millionov! – zayavlyaet drugoy no eto – tolko kroshechnaya chast …

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natijalarni amallar komponentlari bilan natijalari orasidagi bog'lanishlarni o’rganadi. yangi boshlang‘ich matematika kursida, avvaldagiga o‘xshash, arifmetika asosiy o‘rinni egallaydi. 1-4- sinflarning yangi dasturida arifmetikmaterial mazmuni unchalik ko‘p o‘zgarmagan: arifmetika nazariyasi (amallarning xossalari, natijalar va komponentlar orasidagi o‘zaro bog‘lanish, komponentlardan biri o‘zgarganda; amallar natijalarining o‘zgarishi) kamroq yoritilgan, nazariyaning amaliy masalalar (sanoq, o‘lchashlar, hisoblashlar, masalalar echish) bilan bog‘lanishi yanada mustahkamlangan: eng muhim tushunchalar (son, sanoq sistemasi, arifmetik amallar)ni shakllantirishning birmuncha mukammal sistemasi ko‘zda tutilgan. shuningdek, arifmetikani boshlang‘ich o‘rganish uslubi ham mukammallashtirilgan. kichik yoshdagi o‘quvchilarni o‘qitishning barcha bosqichlaridan ularning fikrlash faoliyatlarini aktivlashtirishga, tayin faktlar va kuzatishlarni o‘z vaqtida umumlashtirishga, ayrim masalalar orasidagi o‘zaro bog‘lanishni tayinlashga, bolalarda mustaqil ishlash o‘quvlarini paydo qilishga qaratilgan yangi ilmiy asoslangan usul va uslublari maktab dasturiga kiritilgan. o‘quv materialini o‘quv yillari bo‘yicha taqsimlanishida o‘rganilayotgan sonlar sohasining asta-sekin kengayib borishi ko‘zda tutiladi: i sinf «1 dan 20 gacha sonlar», ii sinf «1 dan 100 gacha sonlar», iii sinf «1 dan 1000 …

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i dolga, dlya opisaniya dvijeniya v protivopolojnix napravleniyax i dr. poetomu potrebovalos vvesti chisla, protivopoljnie polojitelnim – otritsatelnie. chisla 1 i -1, 5 i -5 nazivayut protivopolojnimi. naturalnie chisla, protivopoljnie im i nol vmeste dayut mnojestvo tselix chisel. 11 butun sonlar modul-- koordinata boshidan raqamgacha bo’lgan oraliqdir na koordinatnoy pryamoy protivopolojnie chisla izobrajayutsya nepodvijnimi tochkami, raspolojennimi na ravnom rasstoyanii ot nulya modulem polojitelnogo chisla nazivaetsya samo chislo, modulem otritsatelnogo chisla – protivopolojnoe emu, t.e. modul, po suti, eto rasstoyanie ot nachala koordinat do tochki, izobrajayushey dannoe chislo 12 butun sonlar qo’shish bir xil ishorali sonlarni qo’shish xar xil ishorali sonlarni qo’shish ayirish dlya togo, chtobi slojit chisla s odinakovimi znakami, nado slojit ix moduli, i postavit znak etix chisel dlya togo, chtobi slojit chisla s raznimi znakami, nado iz bolshego po modulyu vichest menshee i postavit znak bolshego po modulyu chisla pri vichitanii otritsatelnogo chisla minus na minus daet plyus, …

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8.bin oleobject9.bin oleobject10.bin oleobject11.bin oleobject12.bin oleobject13.bin oleobject14.bin oleobject15.bin oleobject16.bin oleobject17.bin oleobject18.bin oleobject19.bin oleobject20.bin oleobject21.bin oleobject22.bin oleobject5.bin oleobject6.bin oleobject7.bin image29.wmf image30.wmf image31.wmf image32.wmf image33.wmf oleobject26.bin oleobject27.bin oleobject28.bin oleobject29.bin oleobject30.bin oleobject31.bin oleobject23.bin oleobject24.bin oleobject25.bin image34.wmf image43.wmf image44.wmf image45.wmf image46.wmf image47.wmf image48.wmf image35.wmf image36.wmf image37.wmf image38.wmf image39.wmf image40.wmf image41.wmf image42.wmf oleobject35.bin oleobject36.bin oleobject37.bin oleobject38.bin oleobject39.bin oleobject40.bin oleobject41.bin oleobject42.bin oleobject43.bin oleobject44.bin oleobject45.bin oleobject46.bin oleobject32.bin oleobject33.bin oleobject34.bin image49.jpeg image50.jpeg image51.jpeg image52.jpeg image53.jpeg image54.wmf image55.wmf image56.wmf image57.wmf image58.wmf image59.wmf image60.wmf oleobject50.bin oleobject51.bin oleobject52.bin oleobject53.bin image61.jpeg oleobject47.bin oleobject48.bin oleobject49.bin 1 2 3 0 1 1 - 2 - 3 4 - 5 - 6 7 8 9 2 3 - 4 5 6 - 7 - 8 - 9 - 3 - 1 - 2 - 33 -= 33 = 358 += ( ) 35 +-= ( ) 53 --= 2 - 532 -= 358 += 352 -+= 35 -= 35 --= 35 -+= ( ) 35 …

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raqamlar butun sonlar r.s.shodiyeva predstavleniya o chisle u chelovechestva skladivalis postepenno. i dvigatelem vistupala praktika. uje na pervom etape razvitiya cheloveka poyavilas neobxodimost podscheta razlichnix predmetov. skolko chelovek ushli na oxotu i skolko vernulos? skolko zverey dobil oxotnik? chislo matematika poyavilas dlya resheniya prakticheskix zadach, voznikayushix pered chelovekom. prakticheskie zadachi vinujdali ee razvivatsya. i xotya vam, navernoe, kajetsya, chto matematika – suxaya i skuchnaya nauka, eto vovse ne tak. nachat nashe obshenie ya xochu s bazovogo matematicheskogo ponyatiya – ponyatiya chisla. kakie chisla sushestvuyut? skolko ix? chto s nimi mojno delat i polni li nashi ponyatiya o mnojestve chisel? rebenok, kotoriy nauchilsya schitat do 10, chuvstvuet ...

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