{"id":56174,"date":"2015-02-19T23:26:30","date_gmt":"2015-02-19T21:26:30","guid":{"rendered":"http:\/\/www.sorubak.com\/blog\/?p=56174"},"modified":"2015-02-19T21:29:46","modified_gmt":"2015-02-19T19:29:46","slug":"ortaokul-matematik-2-donem-1-zumre-ogretmenler-toplantisi-2015","status":"publish","type":"post","link":"https:\/\/www.sorubak.com\/blog\/ortaokul-matematik-2-donem-1-zumre-ogretmenler-toplantisi-2015.html","title":{"rendered":"ortaokul matematik 2.d\u00f6nem 1.z\u00fcmre \u00f6\u011fretmenler toplant\u0131s\u0131 2015"},"content":{"rendered":"

2014-2015 E\u011e\u0130T\u0130M-\u00d6\u011eRET\u0130M YILI DUMLUKUYU ORTAOKULU II. D\u00d6NEM MATEMAT\u0130K DERS\u0130 Z\u00dcMRE \u00d6\u011eRETMENLER KURULU TOPLANTI TUTANA\u011eI<\/strong><\/p>\n

 <\/p>\n

TOPLANTI NO\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 : 2<\/p>\n

TOPLANTI TAR\u0130H\u0130 : 15.02.2015<\/p>\n

TOPLANTI YER\u0130\u00a0\u00a0\u00a0\u00a0 : DUMLUKUYU ORTAOKULU\u00a0 \u00a03\/A S\u0131n\u0131f\u0131<\/p>\n

SAAT\u0130\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 : 14:00<\/p>\n

 <\/p>\n

G\u00dcNDEM MADDELER\u0130<\/p>\n

 <\/p>\n

    \n
  1. A\u00e7\u0131l\u0131\u015f ve Yoklama.<\/li>\n
  2. I. D\u00f6nem Toplant\u0131 Tutana\u011f\u0131n\u0131n incelenmesi.<\/li>\n
  3. I. D\u00f6nem ba\u015far\u0131 durumu.<\/li>\n
  4. Y\u0131ll\u0131k planlardaki uyumluluk.<\/li>\n
  5. 6. S\u0131n\u0131f m\u00fcfredat\u0131n\u0131n yeniden g\u00f6r\u00fc\u015f\u00fclmesi.<\/li>\n
  6. Proje ve Performans \u00f6devleri ve de\u011ferlendirme k\u0131staslar\u0131.<\/li>\n
  7. II. D\u00f6nem ba\u015far\u0131y\u0131 artt\u0131rmak i\u00e7in al\u0131nacak tedbirler.<\/li>\n
  8. Dilek ve Temenniler.<\/li>\n
  9. Kapan\u0131\u015f.<\/li>\n<\/ol>\n

     <\/p>\n

    G\u00dcNDEM MADDELER\u0130N\u0130N G\u00d6R\u00dc\u015e\u00dcLMES\u0130<\/p>\n

      \n
    1. Z\u00fcmre ba\u015fkan\u0131 Remzi S\u00d6NMEZ kat\u0131lan \u00f6\u011fretmenlere ho\u015f geldiniz diyerek. II. D\u00f6nemin ba\u015far\u0131l\u0131 ge\u00e7mesi dileyerek toplant\u0131y\u0131 a\u00e7t\u0131. G\u00fcndem maddelerinin yukar\u0131da gibi olmas\u0131 kararla\u015ft\u0131r\u0131ld\u0131. Yoklama i\u00e7in imza tutana\u011f\u0131 toplant\u0131ya kat\u0131lan \u00f6\u011fretmenler taraf\u0131ndan imzaland\u0131. K\u00e2tip \u00fcyeli\u011fe Burhan UMU\u00c7 se\u00e7ildi.<\/li>\n
    2. D\u00f6nem Z\u00fcmre \u00d6\u011fretmenler toplant\u0131 tutana\u011f\u0131nda al\u0131nan kararlar z\u00fcmre ba\u015fkan\u0131 Remzi S\u00d6NMEZ taraf\u0131ndan k\u0131saca hat\u0131rlat\u0131ld\u0131.<\/li>\n
    3. Z\u00fcmre ba\u015fkan\u0131 Remzi S\u00d6NMEZ\u00a0 z\u00fcmre \u00f6\u011fretmeninin 1. d\u00f6nem de\u011ferlendirmelerini dinledi.<\/li>\n<\/ol>\n

      Burhan UMU\u00c7:1. D\u00f6nemde uygulanan yaz\u0131l\u0131 s\u0131navlar\u0131n klasik, k\u0131sa cevapl\u0131 ve \u00e7oktan se\u00e7meli sorular\u0131n bir arada olmas\u0131 \u00f6\u011frencilerin ba\u015far\u0131 durumunu her y\u00f6n\u00fcyle de\u011ferlendirmek a\u00e7\u0131s\u0131ndan \u00e7ok uygun bir y\u00f6ntem oldu\u011funu s\u00f6yledi.<\/p>\n

      \u00d6\u011frencileri test tekni\u011fine de al\u0131\u015ft\u0131rmam\u0131z laz\u0131m bunun da ders ve \u00e7al\u0131\u015fma kitaplar\u0131na ek olarak veli ve \u00f6\u011frencilerimizin tercih etti\u011fi test kitaplar\u0131 ve yaprak testlerle desteklenmesi gerekti\u011fini belirtti.<\/p>\n

      Maalesef velilerimizin bir k\u0131sm\u0131n\u0131n e\u011fitim seviyesinin d\u00fc\u015f\u00fck olmas\u0131 bir k\u0131sm\u0131n\u0131n da ilgisiz olmas\u0131 sebebiyle \u00f6zellikle k\u00f6y ve kasabalarda g\u00f6rev yapan \u00f6\u011fretmenlerimize b\u00fcy\u00fck g\u00f6rev d\u00fc\u015fmektedir dedi.<\/p>\n

        \n
      1. Z\u00fcmre ba\u015fkan\u0131 Remzi S\u00d6NMEZ Y\u0131ll\u0131k plan takviminde herhangi bir de\u011fi\u015fiklilik olmad\u0131\u011f\u0131n\u0131 s\u00f6yledi ve \u015fuan ki y\u0131ll\u0131k planlar\u0131n aynen uygulan\u0131lmas\u0131n\u0131 istedi.<\/li>\n<\/ol>\n

        Yeni uygulanan 4+4+4 e\u011fitim sisteminin a\u015famal\u0131 olarak Matematik ders saatini art\u0131racak olmas\u0131 sebebi ile \u00f6zellikle 5. S\u0131n\u0131flarda konular\u0131n y\u0131ll\u0131k plana uygun \u015fekilde i\u015flendi\u011fini vurgulad\u0131.<\/p>\n

        Etkinlikler uygulan\u0131rken kullan\u0131lan g\u00f6rsel materyallerin \u00f6\u011frencilerin derse olan ilgisini art\u0131rd\u0131\u011f\u0131n\u0131 ve matemati\u011fi s\u0131k\u0131c\u0131 olmaktan \u00e7\u0131kar\u0131p e\u011flenceli bir hale getirdi\u011fini s\u00f6yledi.<\/p>\n

        Sarmal e\u011fitim sistemiyle bir konuya ait davran\u0131\u015flar\u0131n hangi s\u0131n\u0131f seviyesinde ne kadar\u0131n\u0131n kazand\u0131r\u0131laca\u011f\u0131 k\u0131lavuz kitaplarda ayr\u0131nt\u0131l\u0131 olarak anlat\u0131ld\u0131\u011f\u0131n\u0131 bu sebeple k\u0131lavuz kitaplar\u0131n her ders \u00f6ncesi incelenmesinin gereklili\u011fini vurgulad\u0131. Bakanl\u0131\u011f\u0131n liselere giri\u015f sistemini de\u011fi\u015ftirme \u00e7abas\u0131n\u0131n okulu ve dersleri daha \u00f6nemli bir hale getirece\u011fini s\u00f6yledi.<\/p>\n

         <\/p>\n

         <\/p>\n

        Burhan UMU\u00c7 taraf\u0131ndan \u0130KY nin Madde 35: \u201c\u00d6\u011frenciler, bir ders<\/span> y\u0131l\u0131nda istedikleri ders veya derslerden bireysel ya da grup \u00e7al\u0131\u015fmas\u0131 \u015feklinde en az bir Proje<\/span>; her yar\u0131y\u0131lda<\/span> derslerden bireysel ya da grup \u00e7al\u0131\u015fmas\u0131 \u015feklinde en az bir performans \u00f6devi haz\u0131rlar<\/span>\u201d<\/strong><\/p>\n

        \u201cProjeler ve performans \u00f6devleri, \u00f6\u011fretmence belirlenen \u00f6l\u00e7\u00fctlere g\u00f6re haz\u0131rlanan de\u011ferlendirme \u00f6l\u00e7e\u011fi veya dereceli puanlama anahtar\u0131na g\u00f6re de\u011ferlendirilir. \u00d6\u011fretmenler, de\u011ferlendirme \u00f6l\u00e7\u00fctlerini belirlerken, \u00f6\u011frencilerin g\u00f6r\u00fc\u015flerinden de yararlanabilir. \u00d6\u011frencilere performans \u00f6devi ve Proje verilirken kullan\u0131lacak de\u011ferlendirme \u00f6l\u00e7\u00fctleri \u00f6nceden verilir. \u00d6\u011frenciler, \u00e7al\u0131\u015fmalar\u0131nda yararland\u0131klar\u0131 kaynak veya ki\u015fileri de belirterek \u00f6\u011fretmenin belirleyece\u011fi s\u00fcre i\u00e7inde \u00e7al\u0131\u015fmalar\u0131n\u0131 teslim ederler. Projeler teslim edildikleri yar\u0131y\u0131lda de\u011ferlendirilir\u201d <\/strong>okundu. Buna g\u00f6re Proje \u00f6devlerinin ve performans g\u00f6revlerinin ve ders ve etkinliklere kat\u0131l\u0131m notlar\u0131n\u0131n ekteki verilen \u00f6rnek tablolara g\u00f6re de\u011ferlendirilmesine karar verildi.<\/strong><\/p>\n

          \n
        1. Derslere ba\u015flamadan \u00f6\u011frencilerin derse haz\u0131r olmalar\u0131na dikkat edilmelidir. Defter, kitap, cetvel vb. ara\u00e7 ve gere\u00e7lerinin haz\u0131r olmas\u0131 \u00f6\u011frencilerin \u00f6\u011frenmeyi istemeleri demektir. Konular aras\u0131ndaki ba\u011flant\u0131y\u0131 muhakkak kurmal\u0131y\u0131z. Ders ba\u015flar\u0131nda k\u0131sa hat\u0131rlatmalar yapmal\u0131y\u0131z.<\/li>\n<\/ol>\n

          Burhan UMU\u00c7 , \u00a0Art\u0131k teknolojinin e\u011fitimde de yer ald\u0131\u011f\u0131n\u0131 belirtip, www.sibertest.com http:\/\/bep.meb.gov.tr\u00a0\u00a0\u00a0 http:\/\/www.matder.org.tr\/\u00a0 \u00a0http:\/\/www.matematikci.com\/ http:\/\/www.matematikci.org\/ gibi adreslerin i\u00e7eri\u011finden hem bizlerin hem de \u00f6\u011frencilerin faydalan\u0131labilece\u011fini s\u00f6yledi.<\/p>\n

          Konu sonlar\u0131nda muhakkak \u00f6zellikle test tekni\u011fi ile \u00f6\u011frencilere test \u00e7\u00f6zerek, eksik g\u00f6r\u00fclen konularda tekrarlar yapmal\u0131y\u0131z.<\/p>\n

            \n
          1. D\u00f6nem de\u011ferlendirmesini 3 yaz\u0131l\u0131 s\u0131nav, 2 ders i\u00e7i etkinliklere kat\u0131l\u0131m, 1 performans g\u00f6revi ve 1 proje \u00f6devi \u00fczerinden yap\u0131lmas\u0131n\u0131 s\u00f6yledi.<\/li>\n<\/ol>\n

            Z\u00fcmre ba\u015fkan\u0131 Remzi S\u00d6NMEZ yaz\u0131l\u0131 s\u0131navlar\u0131n klasik, k\u0131sa cevapl\u0131 ve \u00e7oktan se\u00e7meli sorulardan olu\u015fmas\u0131n\u0131 3. Yaz\u0131l\u0131 s\u0131navlar\u0131n ortak s\u0131nav yap\u0131lmas\u0131n\u0131 belirterek s\u0131nav tarihlerini a\u015fa\u011f\u0131daki gibi belirtti.<\/p>\n

              \n
            1. Yaz\u0131l\u0131 s\u0131nav mart ay\u0131n\u0131n 2. Haftas\u0131<\/li>\n
            2. Yaz\u0131l\u0131 s\u0131nav nisan ay\u0131n\u0131n 4. Haftas\u0131<\/li>\n
            3. Yaz\u0131l\u0131 s\u0131nav may\u0131s ay\u0131n\u0131n 4. Haftas\u0131<\/li>\n<\/ol>\n

               <\/p>\n

                \n
              1. Z\u00fcmre ba\u015fkan\u0131 Remzi S\u00d6NMEZ, toplant\u0131da al\u0131nan kararlar\u0131n uygulanmas\u0131 ve ba\u015far\u0131 dilekleriyle z\u00fcmre toplant\u0131s\u0131n\u0131 sonland\u0131<\/li>\n<\/ol>\n\n\n\n
                UYGUNDUR<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>\u00a015.02.2015<\/p>\n

                Mustafa DURMAZ<\/p>\n

                Okul\u00a0 M\u00fcd\u00fcr\u00fc<\/p>\n

                \u00a0<\/strong><\/p>\n

                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

                \u00a0\u00a0 <\/strong><\/p>\n

                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Burhan UMU\u00c7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/strong><\/p>\n

                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Matematik \u00d6\u011frt\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Remzi S\u00d6NMEZ<\/strong><\/p>\n

                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Okul M\u00fcd\u00fcr Yard.<\/strong><\/p>\n

                PERFORMANS G\u00d6REV\u0130 DE\u011eERLEND\u0130RME \u00d6L\u00c7E\u011e\u0130<\/strong><\/p>\n

                Performans\u0131n Konusu:\u00a0 <\/strong>K\u00fcmelerle Yap\u0131lan \u0130\u015flemler<\/strong><\/p>\n

                Haz\u0131rlayanlar:<\/strong><\/p>\n

                \u00a0<\/strong><\/p>\n

                S\u0131n\u0131f:<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tarih:<\/span><\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n
                 <\/p>\n

                 <\/p>\n

                KATEGOR\u0130LER<\/strong><\/td>\n

                		\u00a0<\/strong><\/p>\n

                \u00d6l\u00e7\u00fctler ve Puanlama<\/strong><\/p>\n

                \u00a0<\/strong><\/p>\n

                \u00a0<\/strong><\/td>\n<\/tr>\n

                \u00a0\u00a0\u00a0\u00a0\u00a0 4<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0 3<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0 2<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0 1<\/strong><\/td>\nPuan<\/strong><\/td>\n<\/tr>\n
                \u00a0<\/strong><\/p>\n

                Ara\u015ft\u0131rma ve veri toplama<\/strong><\/td>\n

                		Konuyla tamamen ilgili t\u00fcm bilgiler toplanm\u0131\u015f<\/td>\nKonuyla en ilgili baz\u0131 temel bilgiler toplanm\u0131\u015f.<\/td>\nKonuyla ilgili az say\u0131da bilgi toplanm\u0131\u015f.<\/td>\nKonuyla ilgili herhangi bir bilgi toplanmam\u0131\u015f.<\/td>\n<\/td>\n<\/tr>\n
                \u00a0<\/strong><\/p>\n

                T\u00fcrk\u00e7enin d\u00fczg\u00fcn kullan\u0131m\u0131 ve<\/strong><\/p>\n

                d\u00fczen<\/strong><\/td>\n

                		T\u00fcrk\u00e7enin do\u011fru kullan\u0131m\u0131na \u00f6zen g\u00f6sterilmi\u015f ve d\u00fczenli bir \u015fekilde haz\u0131rlanm\u0131\u015f<\/td>\nT\u00fcrk\u00e7enin do\u011fru kullan\u0131m\u0131na \u00f6zen g\u00f6sterilmi\u015f fakat d\u00fczende baz\u0131 aksakl\u0131klar var<\/td>\nT\u00fcrk\u00e7enin do\u011fru ve d\u00fczg\u00fcn kullan\u0131m\u0131nda ve d\u00fczende yer yer aksakl\u0131klar var<\/td>\nT\u00fcrk\u00e7e do\u011fru ve d\u00fczg\u00fcn bir \u015fekilde kullan\u0131lmam\u0131\u015f ve d\u00fczensiz bir \u015fekilde haz\u0131rlanm\u0131\u015f<\/td>\n<\/td>\n<\/tr>\n
                \u00a0<\/strong><\/p>\n

                G\u00f6revin amaca uygunlu\u011fu ve grup \u00fcyeleri aras\u0131ndaki i\u015fbirli\u011fi<\/strong><\/td>\n

                		G\u00f6rev tamamen amac\u0131na uygun bir \u015fekilde haz\u0131rlanm\u0131\u015f ve grup \u00fcyeleri i\u015fbirli\u011fi i\u00e7inde \u00e7al\u0131\u015fm\u0131\u015flar<\/td>\nG\u00f6rev amac\u0131na uygun bir \u015fekilde haz\u0131rlanm\u0131\u015f baz\u0131 grup \u00fcyeleri aras\u0131nda i\u015fbirli\u011fi yap\u0131lm\u0131\u015f<\/td>\nG\u00f6revin amac\u0131 yeterince anla\u015f\u0131lmam\u0131\u015f ve grup \u00fcyeleri aras\u0131nda yeterince i\u015fbirli\u011fi yap\u0131lmam\u0131\u015f<\/td>\nG\u00f6revin amac\u0131 hi\u00e7 anla\u015f\u0131lmam\u0131\u015f ve grup \u00fcyeleri hi\u00e7bir sorumluluk almam\u0131\u015f<\/td>\n<\/td>\n<\/tr>\n
                \u00a0<\/strong><\/p>\n

                \u00a0<\/strong><\/p>\n

                Kaynak kullan\u0131m\u0131<\/strong><\/td>\n

                		G\u00f6rev haz\u0131rlan\u0131rken do\u011fru kaynaklardan yeterince yararlan\u0131lm\u0131\u015f<\/td>\nG\u00f6rev haz\u0131rlan\u0131rken do\u011fru fakat az say\u0131da kaynaktan yararlan\u0131lm\u0131\u015f<\/td>\nG\u00f6rev haz\u0131rlan\u0131rken do\u011fru kaynaklardan yeterince yararlan\u0131lmam\u0131\u015f<\/td>\nG\u00f6rev haz\u0131rlan\u0131rken yanl\u0131\u015f kaynaklar kullan\u0131lm\u0131\u015f veya hi\u00e7 kaynak kullan\u0131lmam\u0131\u015f<\/td>\n<\/td>\n<\/tr>\n
                \u00a0<\/strong><\/p>\n

                Zamanlama<\/strong><\/td>\n

                		G\u00f6rev zaman\u0131nda ve eksiksiz bir \u015fekilde teslim edildi.<\/td>\nG\u00f6rev biraz ge\u00e7 fakat eksiksiz bir \u015fekilde teslim edildi.<\/td>\nG\u00f6rev ge\u00e7 ve baz\u0131 eksiklikler i\u00e7inde teslim edildi.<\/td>\n\u00d6dev teslim edilmedi.<\/td>\n<\/td>\n<\/tr>\n
                <\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                 <\/p>\n

                PUAN: (\u00d6l\u00e7ekten al\u0131nan puan) x 5\u00a0 <\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0PUAN:<\/span><\/strong><\/p>\n

                PROJE DE\u011eERLEND\u0130RME \u00d6L\u00c7E\u011e\u0130<\/strong><\/p>\n

                Grup ad\u0131\u00a0\u00a0\u00a0\u00a0\u00a0 : <\/strong>……………………………………………<\/p>\n

                Projenin ad\u0131: <\/strong>…………………………<\/p>\n

                S\u0131n\u0131f\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :<\/strong> ………………..<\/p>\n

                 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n
                I. PROJEY\u0130 HAZIRLAMA S\u00dcREC\u0130<\/strong><\/td>\n1<\/strong><\/td>\n2<\/strong><\/td>\n3<\/strong><\/td>\n4<\/strong><\/td>\n5<\/strong><\/td>\n<\/tr>\n
                1.Projenin amac\u0131n\u0131 belirleme<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                2.Projeye uygun plan yapma<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                3.\u0130htiya\u00e7lar\u0131 belirleme<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                4.Grup i\u00e7inde g\u00f6rev da\u011f\u0131l\u0131m\u0131 yapma<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                5.Farkl\u0131 kaynaklardan bilgi toplama<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                6.Projeyi plana g\u00f6re ger\u00e7ekle\u015ftirme<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                7. Ekip \u00e7al\u0131\u015fmas\u0131n\u0131 ger\u00e7ekle\u015ftirme<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                TOPLAM<\/strong><\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n
                II. PROJEN\u0130N \u0130\u00c7ER\u0130\u011e\u0130<\/strong><\/td>\n1<\/strong><\/td>\n2<\/strong><\/td>\n3<\/strong><\/td>\n4<\/strong><\/td>\n5<\/strong><\/td>\n<\/tr>\n
                \n
                  \n
                1. T\u00fcrk\u00e7e\u2019yi do\u011fru ve d\u00fczg\u00fcn yazma<\/li>\n<\/ol>\n<\/td>\n
                		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                \n
                  \n
                1. Bilgilerin do\u011frulu\u011fu<\/li>\n<\/ol>\n<\/td>\n
                		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                \n
                  \n
                1. Toplanan bilgilerin analiz edilmesi<\/li>\n<\/ol>\n<\/td>\n
                		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                \n
                  \n
                1. Elde edilen bilgilerden \u00e7\u0131kar\u0131mda bulunma<\/li>\n<\/ol>\n<\/td>\n
                		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                \n
                  \n
                1. Toplanan bilgilerin d\u00fczenlenmesi<\/li>\n<\/ol>\n<\/td>\n
                		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                \n
                  \n
                1. Kritik d\u00fc\u015f\u00fcnme becerisini g\u00f6sterme<\/li>\n<\/ol>\n<\/td>\n
                		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                \n
                  \n
                1. Yarat\u0131c\u0131l\u0131k yetene\u011fini kullanma<\/li>\n<\/ol>\n<\/td>\n
                		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                TOPLAM<\/strong><\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                 <\/p>\n\n\n\n\n\n\n\n\n\n\n
                III. SUNU YAPMA<\/strong><\/td>\n1<\/strong><\/td>\n2<\/strong><\/td>\n3<\/strong><\/td>\n4<\/strong><\/td>\n5<\/strong><\/td>\n<\/tr>\n
                \n
                  \n
                1. T\u00fcrk\u00e7e\u2019yi do\u011fru ve d\u00fczg\u00fcn konu\u015fma<\/li>\n<\/ol>\n<\/td>\n
                		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                \n
                  \n
                1. Sorulara cevap verebilme<\/li>\n<\/ol>\n<\/td>\n
                		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                \n
                  \n
                1. Konuyu dinleyicilerin ilgisini \u00e7ekecek \u015fekilde sunma<\/li>\n<\/ol>\n<\/td>\n
                		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                \n
                  \n
                1. Sunuyu hedefe y\u00f6nelik materyalle destekleme<\/li>\n<\/ol>\n<\/td>\n
                		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                \n
                  \n
                1. Sunuda ak\u0131c\u0131 bir dil ve beden dilini kullanma<\/li>\n<\/ol>\n<\/td>\n
                		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                \n
                  \n
                1. Sunuyu verilen s\u00fcrede yapma<\/li>\n<\/ol>\n<\/td>\n
                		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                TOPLAM<\/strong><\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                 <\/p>\n\n\n\n\n\n\n\n
                PROJE DEGERLEND\u0130RME B\u00d6L\u00dcMLER\u0130<\/strong><\/td>\nPUAN<\/strong><\/td>\n<\/tr>\n
                I. PROJEY\u0130 HAZIRLAMA S\u00dcREC\u0130<\/strong><\/td>\n<\/td>\n<\/tr>\n
                II. PROJEN\u0130N \u0130\u00c7ER\u0130\u011e\u0130<\/strong><\/td>\n<\/td>\n<\/tr>\n
                III. SUNU YAPMA<\/strong><\/td>\n<\/td>\n<\/tr>\n
                 <\/p>\n

                GENEL TOPLAM<\/strong><\/td>\n

                		<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                 <\/p>\n

                YORUMLAR VE \u00d6NER\u0130LER:<\/span><\/strong><\/p>\n

                …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….<\/p>\n

                0-45 aras\u0131; Yetersiz, geli\u015ftirilmeli.<\/p>\n

                45-60 aras\u0131; Orta d\u00fczeyde, geli\u015ftirilmeli.<\/p>\n

                60-80 aras\u0131: \u0130yi, daha da geli\u015ftirilebilir.<\/p>\n

                80-100 aras\u0131; \u00c7ok \u0130Y\u0130<\/p>\n

                2014-2015 E\u011e\u0130T\u0130M \u00d6\u011eRET\u0130M YILI MATEMAT\u0130K DERS\u0130 PROJE VE PERFORMANS G\u00d6REV\u0130 KONULARI<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
                <\/td>\n5. s\u0131n\u0131f Performans:<\/strong><\/p>\n

                KONULARI<\/td>\n<\/tr>\n

                <\/td>\n\u00c7okgenleri s\u0131n\u0131fland\u0131r\u0131p, isimlerini yaz\u0131n\u0131z.<\/td>\n<\/tr>\n
                <\/td>\nD\u00fczg\u00fcn \u00e7okgenleri ay\u0131rt edip,neler oldu\u011funu yaz\u0131n\u0131z.<\/td>\n<\/tr>\n
                <\/td>\nD\u00fczg\u00fcn \u00e7okgensel b\u00f6lgeleri kullanarak ve bo\u015fluk kalmayacak \u015fekilde d\u00f6\u015feyerek s\u00fcsleme yap\u0131n\u0131z..<\/td>\n<\/tr>\n
                <\/td>\nParalel kenar, e\u015fkenar, d\u00f6rtgen ve yamu\u011fu tasvir ediniz.<\/td>\n<\/tr>\n
                <\/td>\nKare, dikd\u00f6rtgen, paralelkenar, e\u015fkenar d\u00f6rtgen ve yamu\u011fun a\u00e7\u0131lar\u0131n\u0131 ve a\u00e7\u0131 \u00f6l\u00e7\u00fclerinin toplam\u0131n\u0131 belirleyip,\u00f6rnekler yap\u0131n\u0131z.<\/td>\n<\/tr>\n
                <\/td>\nKare, dikd\u00f6rtgen, paralelkenar, e\u015fkenar d\u00f6rtgen ve yamu\u011fun kenar, a\u00e7\u0131 ve k\u00f6\u015fegen \u00f6zelliklerini belirleyip\u00a0 yaz\u0131n\u0131z.<\/td>\n<\/tr>\n
                <\/td>\n\u00dc\u00e7gen, kare, dikd\u00f6rtgen, paralelkenar, e\u015fkenar d\u00f6rtgen ve yamu\u011fu \u00e7iziniz.<\/td>\n<\/tr>\n
                <\/td>\nKare, \u00fc\u00e7gen, dikd\u00f6rtgen, paralelkenar ve yamu\u011fun y\u00fcksekliklerini belirleyiniz.<\/td>\n<\/tr>\n
                <\/td>\n\u00c7okgenlerin simetri do\u011frular\u0131n\u0131 belirleyip ve \u00e7iziniz.<\/td>\n<\/tr>\n
                <\/td>\nD\u00fczlemsel bir \u015feklin verilen bir simetri do\u011frusuna g\u00f6re simetri\u011fini \u00e7izip,\u00f6rneklerle anlat\u0131n\u0131z.<\/td>\n<\/tr>\n
                <\/td>\n\u00c7emberin merkezini, yar\u0131\u00e7ap\u0131n\u0131 ve \u00e7ap\u0131n\u0131 belirtiniz.<\/td>\n<\/tr>\n
                <\/td>\n\u00a0Pergel ve cetvelle \u00e7ember \u00e7izerek merkezini, yar\u0131\u00e7ap\u0131n\u0131 ve \u00e7ap\u0131n\u0131 adland\u0131r\u0131n\u0131z.<\/td>\n<\/tr>\n
                <\/td>\nAtat\u00fcrk\u2019\u00fcn geometri alan\u0131nda yapt\u0131\u011f\u0131 \u00e7al\u0131\u015fmalar\u0131n \u00fclkemizdeki geometri \u00f6\u011fretimine katk\u0131lar\u0131n\u0131 a\u00e7\u0131klay\u0131n\u0131z.<\/td>\n<\/tr>\n
                <\/td>\nBile\u015fik kesri tam say\u0131l\u0131 kesre, tam say\u0131l\u0131 kesri bile\u015fik kesre d\u00f6n\u00fc\u015ft\u00fcr\u00fcn\u00fcz..<\/td>\n<\/tr>\n
                <\/td>\nBir do\u011fal say\u0131 ile bir kesri kar\u015f\u0131la\u015ft\u0131r\u0131n\u0131z<\/td>\n<\/tr>\n
                <\/td>\nE\u015fit paydal\u0131 veya paydas\u0131 di\u011ferinin kat\u0131 olan en \u00e7ok be\u015f kesri, b\u00fcy\u00fckten k\u00fc\u00e7\u00fc\u011fe veya b\u00fcy\u00fckten k\u00fc\u00e7\u00fc\u011fe s\u0131ralay\u0131n\u0131z..<\/td>\n<\/tr>\n
                <\/td>\n\u00a0Bir kesre denk olan kesirler olu\u015fturunuz.<\/td>\n<\/tr>\n
                <\/td>\n\u00a0Kesir k\u0131sm\u0131 en\u00e7ok \u00fc\u00e7 basamakl\u0131 olan ondal\u0131k kesirlerin basamak adlar\u0131 ve bu basamaklardaki rakamlar\u0131n basamak de\u011ferlerini belirtiniz.<\/td>\n<\/tr>\n
                <\/td>\nD\u00f6rt farkl\u0131 rakam\u0131 veya virg\u00fcl\u00fc kullanarak de\u011fi\u015fik ondal\u0131k kesirler olu\u015fturunuz.<\/td>\n<\/tr>\n
                <\/td>\n\u00a0\u00dc\u00e7 ondal\u0131k kesri b\u00fcy\u00fckten k\u00fc\u00e7\u00fc\u011fe veya k\u00fc\u00e7\u00fckte b\u00fcy\u00fc\u011fe do\u011fru s\u0131ralar.<\/td>\n<\/tr>\n
                <\/td>\nTam k\u0131sm\u0131 s\u0131f\u0131r, kesir k\u0131sm\u0131 iki basamak ondal\u0131k kesirleri y\u00fczde sembol\u00fc kullanarak yazar.<\/td>\n<\/tr>\n
                <\/td>\nY\u00fczde sembol\u00fc ile verilen bir ifadeyi ondal\u0131k kesir olarak yazar.<\/td>\n<\/tr>\n
                <\/td>\nY\u00fczde sembol\u00fc ile verilen iki say\u0131y\u0131 kar\u015f\u0131la\u015ft\u0131r\u0131r.<\/td>\n<\/tr>\n
                <\/td>\nY\u00fczde ile ilgili problemleri \u00e7\u00f6zer ve kurar.<\/td>\n<\/tr>\n
                <\/td>\nMetre-kilometre, metre-santimetre-milimetre birimlerini birbirine d\u00f6n\u00fc\u015ft\u00fcr\u00fcr.<\/td>\n<\/tr>\n
                <\/td>\nMilimetre, santimetre, metre ve kilometre birimleri aras\u0131ndaki d\u00f6n\u00fc\u015f\u00fcmleri i\u00e7eren problemleri \u00e7\u00f6zer ve kurar.<\/td>\n<\/tr>\n
                <\/td>\n\u00c7izgi grafi\u011fi olu\u015fturur.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                6.SINIF :<\/span><\/strong><\/p>\n

                \u00a0<\/span><\/strong><\/p>\n

                Proje:<\/strong><\/p>\n

                \u00a0<\/strong><\/p>\n