Faniga Luuqadda Ingiriisiga

Ardayda fasalka 5-aad

Hagahani waxa uu kaa caawin doonaa in aad fahamto nuxurka ugu muhiimsan (cilmiga & xirfadaha) ee ay tahay in canugaadu ogaado iyo siyaabaha aad ku taageeri karto waxbarashada ubadkaaga inta ay ku jiraan.

Talo: dul rog icons si aad u aragto qeexida ereyada muhiimka ah

Tani waxay tusaale u tahay hanuuninta

5aad

5aad

La Soo Deg Hagaha

Rajada Ardayda

Fasalka 5aad, ardaydu waxay wakhtigooda ugu badan ku bixiyaan akhrinta iyo fahamka qoraalada leh heerarka kala duwan ee adaygga qoraal ahaanta ah. Qoraaladu waa in ay ahaadaan kuwo bar khayaaliga ka ah barna dhabta ah.

Qoraaladu waa in ay ka hadlaan dadka iyo afkaaraha kala duwan, oo ay kamid yihiin dadka Dakota iyo Anishinaabe. Ardayda fasalka 5aad waa in ay inta badan wax qoraan.

Waxa ay qori doonaan layliyo gaagaaban iyo layliyo dhaadheer kuwaas oo qaadani kara maalmo badan. Waxay sameeyaan cilmibaaris, aragti ka bixin, iyo muraajicayn.

Waxay wax ka qoraan mowduucyo badan oo loogu tala galay dhagaysteyaal kala duwan.

Si aad u aragto dhammaan heerarka gobolka ELA ee fasalka 5ka fiiri halkan: education.mn.gov/mde/dse/stds/ela 


Ardayda dhigata fasalka 5aad waa in ay fahmaan qaabka waxyaabaha soo socda loo sameeyo dhammaadka sannadka:

XIRFADAHA AKHRIS-QORAALKA

Waa in ay si saani ah u akhriyaan qoraalada heerka fasalka 5aad ah (Lexile 740–1010, F&P: N–Z, DRA: 30-60) sidoo kale tilmaamo bixiyaan xiliga ay wax akhrinayaan faseex codad 100-150 erey ah halkii daqiiqo

Waa in ay qoraan baaragaraafyo dhammaystiran, kuwaas oo intooda badan hikaad ahaan, naxwe ahaan, waaweynaynta farta, iyo xarakayn ahaanba sax ah, oo ay kamid yihiin: kolmo hakadle, kolmaha, hakadka, hamsada, calaamadaha xigashada, iyo xarakeynta dhammaadka jumlada

Waa in uu isticmaalo teknoolojiyadda si uu usoo saaro una daabaco qoraalka ulana shaqeeyo ardayda kale

Waa in uu cilmibaaris ku sameeyaa mowduuc asaga oo adeegsanaya ilo fara badan uuna qoraa ugu yaraan laba bog hal saac gudihiis

WAX KABARASHADA DUNIDA IYADA OO LA ADEEGSANAYO QORAAL

Waa in uu weydiiyaa kana jawaabo su’aalo ku saabsan sheekooyinka iyo qoraalada. Waa in uu adeegsadaa macluumaad ka imaanaya qoraalka si uu ugu taageero tafaasiisha, iskugu xiro afkaarta, una fahmo micnaha qoraalka:

  • In uu sharraxo mowduuca ama fikradda guud
  • In uu sharraxo jileyaasha, goobta, khilaafka, xalka, iyo dhacdooyinka muhiimka ah
  • Waa in uu sharraxaa qaabka qaybaha kala duwan ee qoraalku u saamaynayo hannaanka iyo micnaha

Waa in uu soo ogaado micnaha ereyada uusan aqoonin, ereyada isku micnaha ah , kuwa ereyada iska soo horjeeda , iyo sarbeebaha asaga oo isticmaalaya tilmaamaha macnaha ama qaamuus

Waa in uu adeegsado ereyada isku xireyaasha ah ama jumladaha si uu fikradaha iskugu xiro. Tusaale ahaan, waa in uu isticmaalo “intaa kaddib,” “khaasatan,” “taa badalkeeda,” “gaar ahaan,” iwm

Waa in uu wax ka qoraa qoraalka. Waa in uu ku daraa hordhac leh jumlad soo koobid ah , tusaalooyinka qoraalka, iyo gabagabada

Waa in uu wax qoraa si uu macluumaad u bixiyo ama u sharaxo. Waa in uu macluumaadka khuseeya u kala qaybiyaa koox-koox ayaga oo wata ciwaan, sawiraan, iyo ereybixino la xiriira fikradda muhiimka ah

Waa in uu wax qoraa si uu uga sameeyo gabay, sheekooyin, iyo cayaaro, asaga oo isticmaalaya qalabka sida luuqadda sharraxaada si loo badalo qaabka, codka, iyo baydadka. Waxaad tusaale noocaan ah ka arki kartaa qoraalka fasalka 5aad ee hoose1

FRUSTRATION
I dip my fountain pen into the ink container. I place
the pen on the paper. What will be the first words
of the Declaration of Independence? They must be
convincing and also get the message to King George
that we want to be free. After waiting for what seems
like an hour, I print the words “The Colonists of the
new land want to…” No! That won’t do. The words
must be more convincing. I crumble the paper and
throw it across the room. I dip the pen again and place
the pen on a new, clean sheet of paper. Now I print the
words “We hold these truths to be self-evident, that
all men are created equal…” “No! That will go later in
the paper,” I scream, now ripping up the paper. I’m
so angry that when I dip my pen, ink splatters on my
white cuff. After an hour, I decide on the first words:
“When in the course of human events it becomes
necessary for one people to dissolve the political
bonds…” “Yes! Those will be the first words of the
Declaration of Independence,” I say, leaping for joy.

TUSAALOOYINKA ELA EE FASALKA5AAD

Hoos waxaad ka helaysaa tusaale ku saabsan qoraal heerka fasalka 5aad ah. Caruurtu waa in ay awood u yeeshaan in qoraalkaan si wacan u akhriyaan ayaga oo tilmaamo jirka ah bixinaya. Intaa kaddib waa in ay awood u yeeshaan in ay kuu qeexaan ama kuu sheegaan waxa ka dhacay qoraalka dhexdiisa kana jawaabaan su’aalaha hoose.2


2Potter, Beatrix. “The Tale of Johnny Town-Mouse.” Qeybta dadweynaha. Achieve the Core, https://achievethecore.org/category/415/ela-literacy-assessments

SU’AALAHA FAHAMKA KU SAABSAN

  1. Soo koob qoraalka.
  2. Baragaraafka 12aad ee “The Tale of Johnny Town- mouse,” muxuu Johnny Town-mouse samaynayay markii uu wax ka weydiinayay beerta? Qaybtee baaragaraafka 12aad kamid ah ee ka caawinaysa akhristaha in uu go’aamiyo waxa loola jeedo weydiin?
  3. Qaabkee ayay xalqada Timmy Willie uu wax la cunayay Town-mouse iyo saaxiibadiis ee (baaragaraafka 7aad iyo kan 8aad) u waafaqaysaa xalqada Timmy Willie uu u diyaarinayay sariirta cowska ahayd (baaragaraafka 27aad) si loo abuuro qaabdhismeedka guud ee qoraalka?
  4. Sidee ayay faahfaahinta ka danbaysa baaragaraafka 6aad uga qaybqaadanaysaa micnaha qoraalka ku xiga?
  5. Waa maxay kaalinta ay cabsidu ku leedahay qoraalka? Isticmaal caddayn ka imaanaysa qoraalka si aad jawaabtaada ugu xoojiso.
  6. Waa maxay mowduuca qoraalku? Isticmaal caddayn ka imaanaysa qoraalka si aad jawaabtaada ugu xoojiso.

Sidebar Tooltip

“The Tale Of Johnny Town-Mouse” By Beatrix Potter

  1. Johnny Town-mouse was born in a cupboard. Timmy Willie was born in a garden. Timmy Willie was a little country mouse was born in a garden. Timmy Willie was a little country mouse who went to town by mistake, in a hamper. The gardener sent vegetables to town once a week by carrier; he packed them in a big hamper.
  2. The gardener left the hamper by the garden gate, so that the carrier could pick it up when he passed. Timmy Willie crept in through a hole in the wicker-work, and after eating some peas—Timmy Willie fell fast asleep.
  3. He awoke in a fright, while the hamper was being lifted into the carrier’s cart. Then there was a jolting, and a clattering of horse’s feet; other packages were thrown in; for miles and miles—jolt—jolt—jolt! and Timmy Willie trembled amongst the jumbled up vegetables. At last the cart stopped at a house, where the hamper was taken out, carried in, and set down.
  4. Timmy Willie, who had lived all his life in a garden, was almost frightened to death. Presently the cook opened the hamper and began to unpack the vegetables. Out sprang the terrified Timmy Willie.
  5. Up jumped the cook on a chair, exclaiming “A mouse! A mouse! Call the cat! Fetch me the poker, Sarah!” Timmy Willie did not wait for Sarah with the poker; he rushed along the skirting board till he came to a little hole, and in he popped.
  6. He dropped half a foot, and crashed into the middle of a mouse dinner party, breaking three glasses. “Who in the world is this?” inquired Johnny Town-mouse. But after the first exclamation of surprise he instantly recovered his manners.
  7. With the utmost politeness he introduced Timmy Willie to nine other mice, all with long tails and white neckties. Timmy Willie’s own tail was insignificant. Johnny Town-mouse and his friends noticed it; but they were too well bred to make personal remarks; only one of them asked Timmy Willie if he had ever been in a trap?
  8. The dinner was eight courses; not much of anything, but truly elegant. All the dishes were unknown to Timmy Willie, who would have been a little afraid of tasting them; only he was very hungry, and very anxious to behave with company manners.
  9. “Why don’t those youngsters come back with the dessert?” It should be explained that two young mice, who were waiting on the others, went skirmishing upstairs to the kitchen between courses. Several times they had come tumbling in, squeaking and laughing; Timmy Willie learned with horror that they were being chased by the cat. His appetite failed, he felt faint.
  10. “Try some jelly?” said Johnny Town-mouse. “No? Would you rather go to bed? I will show you a most comfortable sofa pillow.”
  11. The sofa pillow had a hole in it. Johnny Town-mouse quite honestly recommended it as the best bed, kept exclusively for visitors. But the sofa smelt of cat. Timmy Willie preferred to spend a miserable night under the fender.
  12. It was just the same the next day. Timmy Willie longed to be at home in his peaceful nest in a sunny bank. The food disagreed with him, and the noise prevented him from sleeping. In a few days he grew so thin that Johnny Town-mouse noticed it and questioned him. He listened to Timmy Willie’s story and inquired about the garden. “It sounds rather a dull place. What do you do when it rains?”
  13. “When it rains, I sit in my little sandy burrow and shell corn and seeds from my autumn store. And when the sun comes out again, you should see my garden and the flowers–roses and pinks and pansies–no noise except the birds and bees and the lambs in the meadows.”
  14. “There goes that cat again!” exclaimed Johnny Town-mouse. When they had taken refuge in the coal-cellar he resumed the conversation. “I confess I am a little disappointed; we have endeavored to entertain you, Timothy William.”
  15. “Oh yes, yes, you have been most kind; but I do feel so ill,” said Timmy Willie.
  16. “It may be that your teeth and digestion are unaccustomed to our food; perhaps it might be wiser for you to return in the hamper.”
  17. “Oh? Oh!” cried Timmy Willie.
  18. “Why of course! We could have sent you back last week,” said Johnny rather huffily. “Did you not know that the hamper goes back empty on Saturdays?”
  19. So Timmy Willie said good-bye to his new friends and hid in the hamper with a crumb of cake and a withered cabbage leaf; and after much jolting, he was set down safely in his own garden.
  20. Sometimes on Saturdays he went to look at the hamper lying by the gate, but he knew better than to get in again. And nobody got out, though Johnny Town-mouse had half promised a visit.
  21. The winter passed; the sun came out again; Timmy Willie sat by his burrow warming his little fur coat and sniffing the smell of violets and spring grass. He had nearly forgotten his visit to town. When up the sandy path all spick and span with a brown leather bag came Johnny Town-mouse!
  22. Timmy Willie received him with open arms. “You have come at the best of all the year. We will have herb pudding and sit in the sun.”
  23. “H’m’m! It is a little damp,” said Johnny Town-mouse, who was carrying his tail under his arm, out of the mud. “What is that fearful noise?” he started violently.
  24. “That?” said Timmy Willie, “that is only a cow; they are quite harmless, unless they happen to lie down upon you. How are all our friends?”
  25. Johnny explained why he was paying his visit so early in the season; the family had gone to the sea-side for Easter. The cook was doing spring cleaning, with particular instructions to clear out the mice. There were four kittens, and the cat had killed the canary.
  26. “They say we did it; but I know better,” said Johnny Town-mouse. “Whatever is that fearful racket?”
  27. “That is only the lawn-mower; I will fetch some of the grass clippings presently to make your bed. I am sure you will never want to live in town again,” said Timmy Willie.
  28. But he did. He went back in the very next hamper of vegetables; he said it was too quiet!

Hoos waxaad ka helaysaa tusaale ku saabsan qoraal heerka fasalka 5aad ah.3

3Muunadaha qoraalka ah waxaa lasoo qaatay ayada oo fasax laga haysto Saaxiibada Ardayda. “Muunadaha Qoraalka Ardayda.” Achieve the Core, https://achievethecore.org/category/330/student-writing-samples

Wuxuu qoraalka kuu barayaa si cad asaga oo ku siinaya macluumaad hore oo ku saabsan xiligaas. Waxaa kujira xigashada halka uu macluumaadkaas ka bartay 

Wuxuu bixiyaa gabagabada la xiriirta fikradda qoraaga 

Wuxuu bixiyaa sababo ku saabsan afkaarta ku salaysan tafaasiisha laga helay qoraalka. Sababahaanu waa kuwo qaab maangal ah 

Wuxuu sheegayaa fikrad 

Wuxuu bixiyaa sababo ku saabsan afkaarta ku salaysan tafaasiisha laga helay qoraalka. Sababahaanu waa kuwo qaab maangal ah 

Xiriirada aragtiyada iyo sababaha loo adeegsanayo ereyada iyo jumladaha aanan dhammeystirneyn 

Book Response on Roll of Thunder, Hear My Cry

Roll of Thunder, Hear My Cry by Mildred Taylor takes place in Mississippi in the 1930’s, a time when segregation was present. Some of the characters in this story are: the Logans (Cassie, Stacey, Little Man, Christopher John, Mama, and Papa), T.J. Avery, and Mr. Morrison. In the book, one of the characters, Mr. Morrison says, “In those years I suppose it was just as hard being free as it was being a slave.”


In this book response, I am going to use examples from the book to help explain why I agree with that quote .


One of the examples to support the quote is Soldiers Bridge. Soldiers Bridge is a bridge on which white men have power over black men. The bridge has only one lane for only one car. If two people with the same skin color meet at the bridge, the person who reached the bridge first gets to go first. If a white and a black meet at the bridge, the white automatically gets to go first, always. This is true even if the black wagon/car is halfway across the bridge. The blacks would have to back off the bridge, and allow the whites to cross! This makes them feel like slaves obligated to obey their masters’ commands.

Another example is Mama losing her job. Mama lost her job as a school teacher because Mr. Granger, who is the school district manager (and who also wants the Logans’ land) claimed that Mama was teaching inappropriate information at the school, and should not be teaching anymore. Mr. Granger is white, and he feels strongly that whites are better than blacks. Mama was teaching about slavery and how black women/men were treated unfairly. He wanted a reason to fire her because without her paycheck, the Logans would not have enough money to pay the taxes for their land, and he might be able to get it.

Another example is the Jefferson School Bus (the white school’s bus) that drives past Cassie, Stacey, Christopher John, and Little Man every morning as they walk to school. The driver and the children make fun of the Logans and laugh at them. If it has rained the night before, the driver would speed up and splash mud at the Logans. The Logan children felt mad, and humiliated, but they could do nothing to stop the white bus driver from doing this. They were like slaves, because they had no control over what was happening to them .

Yet another example to support Mr. Morrison’s idea, is the Wallace store. The Wallace store is the local store where people shop (and which also sells alcoholic beverages). Most of the white men gather at the Wallace Store to drink, smoke, and play cards. If black skinned people were to enter the Wallace Store, the drinkers and smokers would insult them by calling them names, like “nigger” and they would make fun of them. The blacks would also always be served last. This is like Soldiers Bridge, because even if a black person was already being waited on, if a white person arrived, Mr. Wallace would stop waiting on the black person, and help the white person . This is definitely not fair.

My last example is the textbooks that the students are given in the black school. At first the black students were all excited about the new books, but when Little Man accepts his book, their point of view changes completely. The “new” textbooks are discards from a white school, where they were used until they were in very bad condition. Little Man ( who is very meticulous) refused to use his book because it was old and dirty. Little Man’s teacher became mad and used the whip on him.

As you can see from the situations I have explained, life for the Logans during this time was completely unfair. They were treated unfairly, because their skin is black. The black skinned people in this story were treated with almost no respect from the white skinned people in this story. Although slavery had ended, these people were still treated like slaves because the whites would order them around, and they would have to obey, or risk their lives .

Example Tooltip

HOWLAHA MAALINLAHA AH EE LAGU TAAGEERAYO WAXBARASHADA

Wada akhri

Wax isla akhriya maalin walba. Kala hadal waxa uu akhrinayo, ka munaaqishoonayo, uuna ka qorayodugsiga

Qor warqado

Carruurtu qoyska ha u qoreen qoraal iyo waraaqo

Aad maktabadda

Tag maktabadda Ismaamulka Hennepin mar kasta – waa bilaash! Qof kasta waxa uu heli karaa kaarka maktabadda, ayada oo aan loo eegayn marxaladdiisa soogalootinimo. Isticmaal teknoolojiyadda laga helo maktabadda si aad ugu tababarataan wax qorista iyo cilmibaarista mowduuc aad ka doorataan buug.

Wada Baro

Doorta wax aad isla barataan. Akhriya buugaag, eega waxyaabaha intarneetka kujira, si wadajir ahna wax isula sameeya si aad wax badan uga ogaataan mowduuca uu doortay. Waxaad canugaaga ka caawin kartaa in uu aqoon iyo jacayl ka
samaysto waxbarashada.

Ilmahaaga ha ku caawiyo guriga

Waxaa kamid ah carruurta howlahooda maalinlaha ah ee guriga ka qabtaan kuwaas oo uga baahan akhrinta sida cunto karinta, dukaamaysiga, iyo kala soocidda boostada

Samee jadwal shaqo-guri

Samee jadwal guriga ah kuna dhaqan. Xaqiiji in canuggaagu maalin walba dhammeeyo layliga guriga

Ka hadal waxay baranayaan

Sameeya “hadalka buugga”. Weydii canuggaaga in uu ereyadiisa kuugu sheego fikradaha muhiimka ah. Weydii canuggaaga in uu ku tuso halka laga helo fikrad kasta oo qoraalka kujirta

Ku celcelinta qorista

U sheeg canuggaaga in uu ku tababarto qoraalkiisa ee dunida dhabta ah. Wuxuu haysan karaa joornaal, wuxuu qori karaa sheekooyin, wuxuu diri karaa iimaylo ama waraaqo, ama xataa wuxuu qoran karaa liisaska dukaanka raashinka

5th Grade Mathematics

Xisaabta Ardayda fasalka 5-aad

Qaababka loola hadlo macalimiinta

Xidhiidh adag oo ka dhexeeya qoysaska iyo macalimiinta ayaa fure u ah hubinta ardayda inay helaan waxay u baahan yihiin si ay u guulaystaan. Ku lug lahaanshaha waalidku kaliya ma keenayso darajooyin sare iyo buundooyin imtixaan, laakiin sidoo kale waxay ka caawisaa ardayda inay yeeshaan kalsooni, dhiirigelin, iyo xirfado bulsho. Ogaanshaha su’aalaha la waydiinayo booqashooyinka dugsiga iyo shirarka waalidka iyo macalimiinta waxay kaa caawin kartaa inaad dareento kalsooni marka ay timaado wax ka qabashada baahiyaha waxbarasho ee ilmahaaga.

Baro Talooyin Isgaarsiineed

Sareeyaha waa tirada sare ee jajabka. Waxay ina tusaysaa inta qayb ee aan haysano. Hooseeyaha waa tirada hoose ee jajabka. Waxay ina tusaysaa inta qayb ee ku jirta dhamaan. 

Gadaal kgale waa koox xarfo ah oo lagu daray dhamadka erayga. Gadaal galaha wuu badali karaa micnaha ereyga. Ku darida ‘’less’’, dhamaadka erayga ‘’end’ (dhamaad)’ wuxuu u badalayaa micnaha ‘’aan dhamaad lahayn’’ gadaal galaha wuxuu kaloo badali karaa sida ereyga loo isticmalo. Magaca ‘’child’’ (canug) wuxuu noqonayaa sifo ‘’childish’’ (caruurnimo) markaad ku darto gadaal galaha ‘’ish’’. 

Hor-gale waa koox xarfo ah oo lagu daray bilowga erey taasoo badalaysa micnihiisa. Ku darida ‘’un” ereyga hortiisa “clean’’ waxay ka dhigaysaa ‘’aan nadiif ahayan’’. Hor-galeyaasha kale ee guud waxay yihiin ‘’re’’, ‘’dis’’, ‘’over’’, ‘’out’’. 

God walba oo tiro ku jira waxaa uu leeyahay qiimo saldhig u ah booskiisa uu kaga jiro tirada. Tusaale ahaan, nambarka 548, godka 5 waxaa uu ku jiraa booska boqolaad ee qiimaha booska, qiimeynta booskiisa waa 500. Godka 4, waxa uu ku jiraa booska tobnaad, qiimaha booskiisa waa 40. Godka 8 waxa uu ku jiraa booska koowaad, qiimaha booskiisana waa 8. 

Buugaagta leh dhawaaq iyo higad isla socoto ee macalimiinta ay horay fasalka ugu bareen. Ardayda way higaadiin karaan am ku dhaqaaqi karaan inta badan ereyada ku jira qoraalka. 

Adigoo isticmaalaya xiriirka xarfaha iyo dhawaaqa ee sida saxda ah loogu dhawaaqo ereyada. Tusaale ahaan, caruurta baratay dhawaaqa ingiriiska /a/, /c/, & /t/ way kala saari karaan “cat.” 

Markay ardayda baranayaan qorida, waxay qoraan dhawaqa ay maqlaan. Waxaa laga yaabaa in aysan si sax ah u higaadinin ereyada. Tani waxay macalimiinta ugu yeeraan “Higaad hal-abuur leh”. Ardayda waxay isticmaalaan iskuxerka xarfaha iyo dhawaaqa lagu baray iskuulka si ay ugu dhawaaqaan ereyo. Muhiimad badan malahan in aad higaad sax ah haysato. 

Buugagta leh dhawaaqa iyo higaada isla socda ee macalimiinta horay ugu bareen fasalka ardayda way kala saari karaan ama ku dhawaaqi karaan ereyada intooda badan ee ku jira qoraalka. 

Garashada dhawaaqa luqad. Tusaale, jiibta, shibbanesyaasha iyo dhawaaqyada kujira ereyada. 

Ereyadu waxay ka samaysan yihiin dhawaqyo gaar-gaar ah oo loo yaqano dhawaq ereyeed. Caruurtu waa in ay ku tababartaan garashada, soo saarista, iyo isku aaddinta codadkaan gaarka ah. 

Xirfadaha loo baahan yahay in wax lagu akhriyo, la qoro, iyo lagu hadlo. 

Awooda akhriska & qoraalka. Ardaydu waxay ku fiicnaadaan xagga akhris-qoraalka iyo wax-akhriska cad iyo tilmaamo gaar ah & qabasho ahaanba. 

Marka aynu naqaano kalmad anagoon ka dhawaaqin. Akhristayaasha wanaagsani waxay tan ku sameeyaan kelmado aad u caan ah ama erayo aan raacin “sharciyada” dhawaaqa erayada. 

Waa jajab sareeyaha uu ka badan yahay hooseeyaha, sida 7/6. 

Waa lambar ka kooban labadaba tiro idil iyo jajab sida 1 3/8 

Sareeyuhu waa tirada kore ee jajabka. Wuxuu muujinayaa tirada qaybaha aan haysano. Hooseeyuhu waa lambarka hoose ee jajabka. Wuxuu muujinayaa qaybaha kujira tirada ee shayga oo dhan. 

Waa koox ereyo ah kuwaas oo micnahoodu yahay wax ka duwan waxa ay luuqad ahaan sheegayaan. Tusaale ahaan: “eeyaha iyo bisadaha ayaa da’aya” micnaheedu waa “in roob mahiigaan ah da’ayo” iyo “jab keeg ah,” micnaheedu waa shay ay fududahay in la sameeyo.” 

Waa ereyada midba midka kale kasoo horjeedo micno ahaan. “Weyn” iyo “yar” waa kuwo iska soo horjeeda.

Ereyada isku micnaha ah waa ereyada micne ahaan iskumidka ah. “Weyn” iyo “xajmi leh” waa isku micne. 

Marka ardaydu wax u akhrin karaan si xawli ah, sax ah, ayna isticmaalaan astaamo muujinaya in ay fahmeen waxa ay akhrinayaan. 

Badi-dhecuhu waa tirada soo laalaabanaysa inta ugu badan ee xogta. Majiri karo badi-dhece haddii dhammaan tirooyinku usoo laalaabanayaan si iskumid ah. Waxaa jiri kara wax ka badan hal badi-dhece haddii tirooyin badan la arkay inta ugu badan inay soo noqnoqdeen. 

Kaddib marka la habeeyo xogta ayada oo laga soo bilaabayo kan ugu yar laguna keenayo kan ugu badan, dhexfurku waa qiimaha kujira bartanka xogta. 

Celcelisku mararka qaar waxaa loo yaqaan celcelis. Celceliska waxaa lagu helaa iyada oo la isku darayo dhammaan qiimeyaasha xogta kaddibna loo qaybinayo wadarta tirada guud ee qiimeyaasha. 

Bedka oogada sare waa caddadka banaanka kore ee qaab saddex dhinac leh. 


Xiriirka ka dhexeeya laba qaybood oo tirooyin ah oo aan isle’ekayn. Ismale’egyadu waxaa sida caadiga ah kamid ah lambar aan la garanayn. Tusaale ahaan, 7x < 28. 

Waa xiriirka ka dhexeeya caddadka laba shay ama kasii badan. Tusaale ahaan, haddii saamiga u dhexeeya wiilasha iyo gabdhaha ee fasalka uu yahay 12:15, haddaba waxaa fasalka dhigata 12 wiil iyo 15 gabdhood. 

Dhufsaneyaashu waa tirooyinka aad hesho marka aad isku dhufato tiro iyo tiro idil. Tusaale ahaan, dhufsaneyaasha 5 waa: 10, 15, 20, 25, 30…iwm. 

Isiradu waa tirooyinka aanu isku dhufan karno si aan u helno tiro kale. Tusaale ahaan, 2 iyo 3 waa isirada 6 sababtoo ah 2 lagu dhuftay 3 waxay lamid tahay 6. 

Adiga oo ereyadaada ku beddelaya jumlada ama baaragaraafka. 

Waa tibix qeexaysa xiriirka ka dhexeeya hal doorsoome (doorsoome madax banaan) iyo doorsoome kale (doorsoome madax banaan). Haddii fansaarku yahay mid xarriiq toos ah, kaddibna marka garaaf lagu sameeyo salaxa baraha kulanka, waxay abuuri doontaa xarriiq toos ah oo leh tiiro ma doorsoome ah. 

Qormo saynis waa qaab loo muujinaya tirooyinka aadka u weyn ama aadka u yar in si fudud loo qoro. Tusaale ahaan tirada 0.0000000000073 waxaa si fudud loogu qori karaa 7.3 x 10-12 

Xididka laba jibbaaran waa isirka tiro taasoo, markii isla ayada la isku dhufto keenaysa tiradii hore. Tusaale ahaan, 5 iyo –5 labaduba waa xidid laba jibaaranaha 25. 

Tirooyinka, calaamadaha, iyo shaqooyinka (sida + iyo ) la isu keeno kuwaas oo muujinaya qiimaha shay. Tusaale ahaan, y + 4 waa tibix, sidoo kale 3 − x/2 iyaduna waa tibix. 

Waa suurtagalnimad uu shay ku dhici karo. Ixtimaalka waxaa lagu muujiyaa jajab tobanle ahaan ama jajab laga bilaabo 0-1 ama boqoley ahaan laga bilaabo 0-100%. Tusaale ahaan, ixtimaalka tuurista shilin iyo in uu soo baxo “xarash” waa .5, 1/2, ama 50%. 

Caddadka goob 3 dhinac leh (3D) oo uu shay gali karo. Muggu wuxuu noo sheegayaa caddadka aan u baahanahy si aan shayga u buuxinno. Tusaale ahaan, caddadka biyaha loo baahan yahay si dhalo loo buuxiyo. Mugga shayga waxaan ku cabirnaa cabirro saddex jibaaran sida sintimitiro saddex jibaaran, injiyo saddex jibaaran, talaabo saddex jibaaran, iyo wixii lamid ah. 

Meerisku waa masaafada qaab ku wareegsan. Waxaa lagu helo iskudarista dhererka dhinacyada oo dhan. Marka la eego goobo, meerisku wuxuu s aamigal u yahay dhexroorka isir ahaan.π . 

Doorsoomuhu wuxuu u tagaan yahay qiimo tiro aan la aqoon oo kujira isle’eg ama tibix xisaab ah. Doorsoomeyaasha waxaa lagu muujiyaa calaamado (sida caadiga ah xaraf). 

Waa jumlad laba shay isle’egyihiin. Isle’egtu waxay inta badan leedahay laba tiro oo aan la garanayn (kuwaas oo loo yaqaano doorsoomeyaal) waxaana loo muujiyaa xaraf ahaan. Tusaale ahaan: 3b + 5 = 14. 

Kujibaarane waxaa loola jeedaa inta jeer ee tirada asalka ah la isku dhufanayo. 

Tibxaha isu dhigma waa tibxaha u shaqeeya qaab iskumid ah inkasta oo ay u muuqdaan in ay kala duwanyihiin. Haddii laba tibxood ay isu dhigmaan, haddaba labada tibxood waxay leeyihiin qiimo iskumid ah marka la galiyo qiimaha iskumidka ah ee doorsoomaha. Tusaale ahaan, 2x + x + x waxay u dhigantaa 4x. 

Masaafada lambar uu kasoo bilaabmo eber. Calaamadda “|” ayaa la dhigaa labada dhinac ee tirada si loogu micneeyo qiimaha sugan, sidaa darteed qiimaha sugan ee x waxaa loo qoraa |x|. 

|4| = 4 |-5| = 5

Astaamaha aljebra waxay qeexayaan qaababka kala duwan ee tiro la iskugu keeni karo. Ardayda fasalka 7aad waa in ay u fududaataa adeegsiga astaamaha aljebrada ee isu soocidda, isu aruurinta iyo kala soocidda. 

Hanaanka xisaab-faladu waa xeer noo sheegaya nidaamka aan u xalinno tibxo talaabooyin badan leh. Nidaamka aan raacayno waxaa lagu xasuusan karaa ereyada lasoo gaabiyay ee PEMDAS:

1. Parentheses (Bilo)
2. Exponents (Ku jibaaraneyaasha)
3. Multiplication & Division(Isku dhufasho iyo Isku qaybin) laga bilaabayo bidixda ilaa midigta
4. Addition & Subtraction(Kudar iyo Kajar) laga bilaabayo bidixda ilaa midigta 

Tirada lakabka ah waa tirada lagu muujin karo in uu yahay jajabka laba lambar. Tirada aan lakabka ahayn laguma muujin karo jajab ahaan. Jajab tobanluhu ma ahan tiro lakab ah haddii uusan waligiis dhammaanayn uusanna lahayn qaab soo noqonoqanaya. 

Baraha sallaxu waa sallax simman oo ay sameeyeen isgoyska xariiqa lambar taagan oo loo yaqaan dhidibka-y iyo xariiqa lambarka jiifa ee dhidibka-x. Kuwaani xariiqyada isku qotoma ee iska goynaya eber, bartaanna waxaa loogu yeeraa bar-boilowga. 

Waa xiriir u dhexeeya laba caddad oo kala duwan kaasoo hal caddad uu yahay ma doorsoome kasoo tarmay caddad kale. Tusaale ahaan, quraanjo kasta waxay leedahay 6 lugood, sidaa darteed buulka quraanjada, wadarta tirada luguhu waxay lix jeer ka badan tahay tirada quraanjada. Sidaa darteed, tirada luguhu waxay saamigal ku tahay tirada quraanjada. 


Jumlad soo koobid ah waa hal ama laba jumladood oo soo koobaya fikradda guud ee qoraalka. 

Luuqadda sharraxaada waxay isticmaashaa qaybaha hadalka si ay u noqoto mid xiiso leh, waxtar leh, saamaynna leh. Tusaale ahaan: “Dhogorta eygaygu waxay u madowdahay sidii dhuxushii.” “Waxay dareemaysaa buluug.”“Wuxuu ku dagaalamay awood libaax.” Ardayda fasalka 7aad waa in ay isticmaalaan mowduuca si ay u helaan micnaha luuqadda sharraxaada ayna ogaadaan in ay tani ka duwan tahay micnaha dhabta ah ee ereyada. 

Macluumaadka ku saabsan qof kujira internetka oo ay sabab u tahay hawshiisa onlaynka. Arrintaan waxaa kamid ah baraha bulshada, sawiraanta, iibka onlaynka ah iyo dib u eegisyada, lambar sireedyada, iyo rukumashada, iyo noocyada kale. 

Waa hannaan heer u samayn oo caan ah oo ay adeegsadaan ardayda, macalimiinta, iyo waalidiinta si loo muujiyo laba shay:

1) Heerka wax akhriska ardayga 2) Adaygga qoraalka

Waxaad ka heli kartaa tirada Lexile qaybta danbe ee buugga ama adiga oo ciwaanka ka raadinaya www.lexile.com. Heerarka lexile ee fasalka ku haboon: Fasalka 6-8 heerka 925–1185 

Sheegashada shaqada qof kale ama fikraddiisa in aad adigu leedahay. 

Tani waxay tusaale u tahay hanuuninta

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