{"id":7334,"date":"2021-08-30T21:18:46","date_gmt":"2021-08-30T18:18:46","guid":{"rendered":"https:\/\/sinavizmir.com\/tr\/?p=7334"},"modified":"2021-08-31T15:19:13","modified_gmt":"2021-08-31T12:19:13","slug":"5-sinif-matematik-dersi-nasil-calisilmali","status":"publish","type":"post","link":"https:\/\/sinavizmir.com\/tr\/5-sinif-matematik-dersi-nasil-calisilmali\/","title":{"rendered":"5. s\u0131n\u0131f matematik dersi nas\u0131l \u00e7al\u0131\u015f\u0131lmal\u0131?"},"content":{"rendered":"\n

5. S\u0131n\u0131f matematik dersi nas\u0131l \u00e7al\u0131\u015f\u0131lmal\u0131?<\/h2>\n\n\n\n

5. s\u0131n\u0131f \u00f6\u011frencileri i\u00e7in matematik \u00e7al\u0131\u015fman\u0131n kritik noktalar\u0131na, 5. s\u0131n\u0131f matematik ders konular\u0131na ve 5. s\u0131n\u0131f matemati\u011fi ile ilgili ayr\u0131nt\u0131lara girmeden \u00f6nce \u00fczerinde durmak istedi\u011fimiz bir konu var. Pek \u00e7ok ki\u015fi do\u011fu\u015ftan matematikte k\u00f6t\u00fc oldu\u011funu ve bu alanda kendini geli\u015ftiremeyece\u011fini d\u00fc\u015f\u00fcn\u00fcr. Bu hi\u00e7 do\u011fru de\u011fil.

<\/p>\n\n\n\n

Yap\u0131lan \u00e7al\u0131\u015fmalar, matematikte iyi olman\u0131n do\u011fu\u015ftan gelen yetenek kadar, s\u0131k\u0131 \u00e7al\u0131\u015fman\u0131n da bir sonucu oldu\u011funu, hatta s\u0131k\u0131 \u00e7al\u0131\u015fman\u0131n daha \u00f6nemli olabilece\u011fini g\u00f6steriyor. Kendini adayarak matematikte iyi olabilirsin. Kavramlar\u0131 anlamaya ba\u015flayana kadar her g\u00fcn matematik \u00e7al\u0131\u015fmak i\u00e7in vakit ay\u0131r. Gerekirse d\u0131\u015far\u0131dan yard\u0131m al. Bir \u00f6zel hoca ya da hatta sadece matematikte iyi olan biri becerilerini geli\u015ftirmene yard\u0131mc\u0131 olabilir. Ayr\u0131ca matemati\u011fe kar\u015f\u0131 sa\u011fl\u0131kl\u0131 bir tav\u0131r geli\u015ftirme \u00fczerine de \u00e7al\u0131\u015fmal\u0131s\u0131n. Pek \u00e7ok ki\u015fi konuya yenilgiyi kabul eden bir tav\u0131rla yakla\u015f\u0131r ve “Matematikte iyi de\u011filim, asla da olamayaca\u011f\u0131m.” \u015feklinde d\u00fc\u015f\u00fcnme e\u011filimindedir. Bunun b\u00f6yle olmad\u0131\u011f\u0131n\u0131 anla. \u00c7o\u011fu ki\u015fi biraz daha fazladan \u00e7al\u0131\u015fmayla matemati\u011fini geli\u015ftirebilir. Bu bak\u0131\u015f a\u00e7\u0131s\u0131n\u0131n t\u00fcm s\u0131n\u0131flardan \u00f6\u011frenciler i\u00e7in faydal\u0131 olaca\u011f\u0131na inan\u0131yoruz.

\u015eimdi 5. s\u0131n\u0131f \u00f6\u011frencileri i\u00e7in matematik \u00e7al\u0131\u015fman\u0131n kritik noktalar\u0131na, 5. s\u0131n\u0131f matematik ders konular\u0131na ve 5. s\u0131n\u0131f matemati\u011fi ile ilgili ayr\u0131nt\u0131lara girelim\u2026
<\/p>\n\n\n\n


5. s\u0131n\u0131flar\u0131n matematikte edinmesi gereken en \u00f6nemli kazan\u0131mlar nelerdir?

<\/strong>Milli E\u011fitim Bakanl\u0131\u011f\u0131\u2019n\u0131n yay\u0131mlad\u0131\u011f\u0131 g\u00fcncel matematik program\u0131nda yer alan 5. s\u0131n\u0131f matematik dersi konular\u0131 \u015funlard\u0131r:

– Do\u011fal say\u0131lar, do\u011fal say\u0131larla i\u015flemler
– Kesirler, kesirlerle i\u015flemler
– Ondal\u0131k g\u00f6sterim
– Y\u00fczdeler
– Temel geometrik kavramlar ve \u00e7izimler
– \u00dc\u00e7gen ve d\u00f6rtgenler
– Veri toplama ve de\u011ferlendirme
– Uzunluk ve zaman \u00f6l\u00e7me
– Alan \u00f6l\u00e7me
– Geometrik cisimler

5. s\u0131n\u0131flar\u0131n matematikte edinmesi gereken en \u00f6nemli kazan\u0131mlar nelerdir?<\/strong><\/p>\n\n\n\n

5. s\u0131n\u0131f gelecek y\u0131llarda da kar\u015f\u0131m\u0131za \u00e7\u0131kacak kazan\u0131mlar bar\u0131nd\u0131ran bir y\u0131ld\u0131r. 5. s\u0131n\u0131flar\u0131n matematikte edinmesi gereken en \u00f6nemli kazan\u0131mlar\u0131 \u015f\u00f6yle s\u0131ralayabiliriz: <\/p>\n\n\n\n

  1. Sadele\u015ftirme ve geni\u015fletmenin kesrin de\u011ferini de\u011fi\u015ftirmeyece\u011fini anlar ve bir kesre denk olan kesirler olu\u015fturur.<\/li>
  2. Paydalar\u0131 e\u015fit veya birinin paydas\u0131 di\u011ferinin paydas\u0131n\u0131n kat\u0131 olan kesirlerle toplama ve \u00e7\u0131karma i\u015flemleri gerektiren problemleri \u00e7\u00f6zer ve kurar.<\/li>
  3. Ondal\u0131k g\u00f6sterimleri verilen say\u0131larla toplama ve \u00e7\u0131karma i\u015flemleri yapar.<\/li>
  4. Kesir, ondal\u0131k ve y\u00fczdelik g\u00f6sterimlerle belirtilen \u00e7okluklar\u0131 kar\u015f\u0131la\u015ft\u0131r\u0131r.<\/li>
  5. Dikd\u00f6rtgenin alan\u0131n\u0131 hesaplamay\u0131 gerektiren problemleri \u00e7\u00f6zer.<\/li>
  6. Dikd\u00f6rtgenler prizmas\u0131n\u0131n y\u00fczey alan\u0131n\u0131 hesaplamay\u0131 gerektiren problemleri \u00e7\u00f6zer.<\/li><\/ol>\n\n\n\n
    \"\"<\/figure><\/div>\n\n\n\n


    5. s\u0131n\u0131f \u00f6\u011frencileri matemati\u011fe nas\u0131l \u00e7al\u0131\u015fmal\u0131?

    <\/strong>5. s\u0131n\u0131f \u00f6\u011frencileri i\u00e7in asl\u0131nda di\u011fer pek \u00e7ok gruptaki \u00f6\u011frenci i\u00e7in oldu\u011fu gibi dikkat da\u011f\u0131n\u0131kl\u0131\u011f\u0131n\u0131 \u00f6nlemek \u00f6nemli bir ilk ad\u0131m olacakt\u0131r. <\/strong>\u00d6zellikle de hen\u00fcz matematikte ba\u015flang\u0131\u00e7 a\u015famas\u0131nda ya da ilerleme a\u015famas\u0131nda olan \u00f6\u011frenciler ve tabii ki 5. s\u0131n\u0131f \u00f6\u011frencileri i\u00e7in de konsantrasyonun rahat sa\u011fland\u0131\u011f\u0131 bir ortamda \u00e7al\u0131\u015fmak m\u00fchim. Bunun i\u00e7in e\u011fer ortamda dikkat da\u011f\u0131tacak etkenler varsa \u00f6ncelikle bunlardan kurtulunmal\u0131. G\u00fcr\u00fclt\u00fcs\u00fcz bir ortam sa\u011flanmal\u0131. E\u011fer ders \u00e7al\u0131\u015f\u0131rken m\u00fczik dinlemek \u00f6\u011frencinin motivasyonunu art\u0131r\u0131yorsa tabii ki tercih edilebilir, ancak burada da s\u00f6zl\u00fc ya da \u00e7ok g\u00fcr\u00fclt\u00fcl\u00fc \u015fark\u0131lar yerine enstr\u00fcmantal m\u00fcziklerin tercih edilmesi \u00f6nerilir. Son olarak cep telefonlar\u0131n\u0131n u\u00e7u\u015f moduna al\u0131nmas\u0131 da \u00f6nerilir!<\/p>\n\n\n\n

    5. s\u0131n\u0131fta matematik, \u00f6nceki d\u00f6rt y\u0131ldan farkl\u0131 bir boyut kazan\u0131r. Bu nedenle \u00f6zellikle de 5. s\u0131n\u0131ftan itibaren her g\u00fcn matematik \u00e7al\u0131\u015fmaya zaman ayr\u0131lmal\u0131d\u0131r. Asl\u0131na bakt\u0131\u011f\u0131n\u0131zda matematikte iyi olman\u0131n gizli bir form\u00fcl\u00fc yok. 5. s\u0131n\u0131f itibariyle matematikte ba\u015far\u0131n\u0131n form\u00fcl\u00fc kendini adamaktan ge\u00e7iyor. Matematik notunu y\u00fckseltmenin yolu da \u00e7ok \u00e7al\u0131\u015fmaktan ge\u00e7iyor. \u00d6zellikle 5. s\u0131n\u0131f matematik derslerinde matemati\u011fin temelini olu\u015fturan kavramlar\u0131 anlamaya ba\u015flayana kadar her g\u00fcn \u00e7al\u0131\u015fmak muhakkak gerekecektir.<\/p>\n\n\n\n

    5. s\u0131n\u0131fta g\u00fcnde 1 saat matematik
    <\/strong>
    5. s\u0131n\u0131f itibariyle matemati\u011fe her g\u00fcn \u00e7al\u0131\u015fmay\u0131 kolayla\u015ft\u0131rman\u0131n bir yolu da belli bir programa ba\u011fl\u0131 kalmakt\u0131r. \u00d6\u011frenciden \u00f6\u011frenciye de\u011fi\u015fmekle birlikte kimisi i\u00e7in sabah saatleri, kimisi i\u00e7in ak\u015fam yeme\u011finden sonraki bir saatlik s\u00fcre 5. s\u0131n\u0131fta g\u00fcnl\u00fck matematik \u00e7al\u0131\u015fmas\u0131 i\u00e7in yeterli olacakt\u0131r. \u00d6te yandan saatlerce aral\u0131ks\u0131z \u00e7al\u0131\u015fmak strese neden olabilir.  <\/p>\n\n\n\n


    <\/strong>Matematikte mant\u0131ksal ad\u0131mlar vard\u0131r. \u00d6\u011frenciler pek \u00e7ok zaman form\u00fclleri ezberleyerek cevab\u0131 hemen bulabilece\u011fini d\u00fc\u015f\u00fcn\u00fcr ki bu verimli de\u011fildir. Bunun yerine, matemati\u011fin ard\u0131ndaki kavramlar\u0131 anlamaya \u00e7al\u0131\u015fmal\u0131d\u0131r \u00f6\u011frenci. Denklemlerin nas\u0131l ve neden \u00e7al\u0131\u015ft\u0131\u011f\u0131n\u0131 g\u00f6r\u00fcrse onlar\u0131 gerekti\u011finde daha kolay hat\u0131rlayabilir. Form\u00fcl ve kavramlar\u0131 anlamak, ezberlemekten \u00e7ok daha verimli sonu\u00e7 verecektir.<\/p>\n\n\n\n

    5. s\u0131n\u0131f \u00f6\u011frencileri matematikte \u201cne i\u015fe yarar\u201d sorusunu sormal\u0131<\/strong><\/p>\n\n\n\n

    Art\u0131k 5. s\u0131n\u0131fa gelmi\u015f bir \u00f6\u011frenci i\u00e7in soru sorma \u015fekli de de\u011fi\u015febilir. \u00d6rne\u011fin \u201cY\u00fczde problemlerinin mant\u0131\u011f\u0131 ne?\u201d ya da \u201cAlan \u00f6l\u00e7me g\u00fcnl\u00fck hayat\u0131m\u0131zda ne i\u015fimize yarar?\u201d gibi sorular sorulmal\u0131d\u0131r. Benzer \u015fekilde bir denklemin mant\u0131\u011f\u0131n\u0131 anlamak onu \u00e7ok daha kolay \u00e7\u00f6zmeyi sa\u011flayacakt\u0131r. Denklemlerde ayr\u0131ca ad\u0131m ad\u0131m ilerlemek de do\u011fru bir yakla\u015f\u0131md\u0131r. Problemleri ad\u0131m ad\u0131m \u00e7\u00f6zmek genel olarak daha faydal\u0131d\u0131r. Sonu\u00e7 odakl\u0131 olmak yerine yava\u015f yava\u015f ve ad\u0131m ad\u0131m ilerlemek cevab\u0131n nas\u0131l ortaya \u00e7\u0131kt\u0131\u011f\u0131n\u0131 g\u00f6rmeni sa\u011flayacakt\u0131r.<\/p>\n\n\n\n

    Elbette bu s\u00fcre\u00e7te hatalar da olacakt\u0131r. Hatalar dikkatli bir \u015fekilde g\u00f6zden ge\u00e7irildi\u011finde asl\u0131nda iyi birer \u00f6\u011fretici olurlar. Cevab\u0131 yanl\u0131\u015f buldu\u011funda i\u015flemlerini g\u00f6zden ge\u00e7ir. Nerede, nas\u0131l bir hata yapt\u0131\u011f\u0131n\u0131 irdele. Ve do\u011fru cevab\u0131 nas\u0131l bulabilece\u011fini d\u00fc\u015f\u00fcnerek problemi tekrar \u00e7\u00f6zmeye \u00e7al\u0131\u015f.  Hata yapt\u0131\u011f\u0131nda nerede hata yapt\u0131\u011f\u0131n\u0131 bulmay\u0131 kolayla\u015ft\u0131rmak i\u00e7in mutlaka i\u015flemlerini yazarak yapmal\u0131s\u0131n. Bir problemi \u00e7\u00f6zmek i\u00e7in yapt\u0131\u011f\u0131n i\u015flemleri kalemle ad\u0131m ad\u0131m yazmay\u0131 ihmal etme.

    <\/p>\n\n\n\n

    5. s\u0131n\u0131f \u00f6\u011frencileri matematik \u00e7al\u0131\u015f\u0131rken nelere dikkat etmeli? 
    <\/strong>
    Sonu\u00e7 olarak \u00f6zetlemek gerekirse:<\/p>\n\n\n\n