Faniga Luuqadda Ingiriisiga

Ardayda fasalka 6-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

6aad

6aad

La Soo Deg Hagaha

Rajada Ardayda

Fasalka 6aad, ardaydu waxay wakhti fara badan ku bixiyaan weydiinta su’aalaha ku saabsan qoraalka iyo u helidda jawaabaha qoraalka dhexdiisa. Ardaydu waxay isweydiiyaan waxa qoraagu ku fakarayo, waxay raadshaan qodobada muhiimka ah ee kujira qoraalka, waxayna hubiyaan in waxa uu qoraagu sheegay ay yihiin wax sax ah iyo in kale. Ardaydu waa in ay wax ka akhriyaan sheekooyinka bar khayaaliga ka ah barna dhabta ah. Buugaagtu waa in ay lahaadaan qadarka adaygga qoraalka oo kala duwan ayna baraan waxyaabo ku dad, goobo, iyo fikrado cusub, oo ay kujiraan codadka dadkii hore iyo kuwa hadda ahba ee Dakota & Anishinaabe.

Ardayda fasalka 6aad waa in ay ku tababartaan qoraalka in badan. Layliyada qaarkood waxay qaadan doonaan maalmo badan.
Waxay sameeyaan cilmibaaris, qoraal, iyo muraajicayn. Waxay wax ka badal ku sameeyaan kaddib marka ay jawaab celin ka helaan naftooda, macalimiinta, iyo saaxiibadood. Waxay ku tababartaan wax u qorista akhristeyaasha noocyada kala duwan.

Si aad u aragto dhammaan heerarka gobolka ELA ee fasalka 6ka fiiri halkan: education.mn.gov/mde/dse/stds/ela


Ardayda fasalka 6aad waxay u baahan yihiin in ay ogaadaan sida howlaha hoose loo qabto marka la gaaro dhammaadka sannadka:

XIRFADAHA AKHRIS-QORAALKA

Waa in ay akhriyaan qoraalka heerka fasalka 6aad ah, kaasoo ah heerka Lexile 925-1185

Waa in ay si wanaagsan u akhriyaan qoraalka fasalka 6aad, kaasoo ah 110-160 erey halkii daqiiqo

Waa in ay akhriyaan ayaga oo tilmaamo bixinaya si ay u muujiyaan inay fahmeen qoraalka marka ay akhrinayaan

Waa in ay qoraan ayna muraajiceeyaan qoraalada. Waa in ay adeegsadaan hikaadda, naxwaha, xarfaha waaweyn, iyo calaamadaha xarakaynta ah, oo ay kujiraan kuwaan:

Waa in ay isticmaalaan teknoolojiyadda si ay wax u qoraan ulana shaqeeyaan kuwa kale cilmibaarisna ugu sameeyaan mowduuc ayaga oo isticmaalaya ilo la isku haleyn karo

Waa in aysan marna minguurin shaqada aysan ayagu lahayn, taasoo loo yaqaano qish

Waa in ay fahmaan raadkooda dhijitaalka ah , kaasoo ah waddada xogta aan dhammaanteen kaga tagno internetka

Waa in ay 33 erey ku qoraan halkii daqiiqo. Waa in ay ku qoraan saddex bog halkii saac

WAX KABARASHADA DUNIDA IYADA OO LA ADEEGSANAYO WAX AKHRIS

Waa in ay su’aalo weydiiyaan kana jawaabaan qoraalka ay akhriyaan. Waa in ay dib u qoraan qoraalka si ay u helaan macluumaad gaar ah si ay u xoojiyaan fahamkooda. Waa in ay awoodaan samaynta waxyaabaha soo socda:

  • Waa in ay helaan mowduucyada, qodobada muhiimka ah, iyo fikradaha guud
  • Waa in ay si toos ah usoo xigtaan ayna si kale u qor isla micnaha qoraalka
  • Waa in ay bartaan sida qof muhiim ah, dhacdo, ama fikrad loo soo bandhigo iyo qaabka ay isu badalaan
  • Waa in uu sharraxaa qaabka qaybaha kala duwan ee qoraalku u saamaynayo micnaha
  • Waa in ay qeexaan qaabka sheekadu u socoto iyo qaabka jilayaashu uga jawaabaan
  • Waa in ay bartaan qaabka qoraaga iyo aragtidiisu u saamaynayso qoraalka
  • Su’aalaa waxa qoraaga ama afkaarta qofka hadlaya uu soo qaato

Waa in ay helaan micnaha ereyo cusub ayaga oo adeegsanaya fikradaha kujira qoraalka, qaamuusyada, ama ereyga asalka ah

Waa in ay wax ka qoraan waxa ay akhrinayaan. Waa in ay wax ka qoraan qaabkaan: gogoldhigga sheegaya qodobka ugu weyn, tusaalooyin habeysan, iyo gabagabada ama soo koobidda gaaban ee waxa uu qoray

Waa in ay wax sharaxaan ayaga oo adeegsanaya qoraalkooda. Waa in ay isticmaalaan qaabab si ay naftooda u sharaxaan, oo ay kujirto isbarbardhig/iska soo horjeedo, sababta/saamaynta, dhibaatada/xalka, iyo xukmin

Waa in ay ereyo gaar ah ka qoraan oo la xiriira ujeedada

Waa in aad qofka ka dhigtaa in uu rumeeyo qoraalkaaga

Waa in ay qoraan si ay u muujiyaan dareenkooda ama dareenka dadka kale. Waa in uu muujiyo qaabka jilaagu ku yeelan karo dareemo balaaran ama sababaha ficiladoodu u dhacayaan

TUSAALOOYINKA ELA EE FASALKA6AAD

Hoos waxaad ka helaysaa tusaale ku saabsan qoraal fasalka 6aad ah.1 Qoraalkaan wuxuu kujiraa heerka Lexile ee 950. ardayda fasalka 6aad waa in ay si dagan u akhriyaan qoraalka iyo qaab tilmaamo leh. Waxay wax kaaga sheegi karaan qoraalka waxayna kaaga jawaabayaan su’aalaha hoose.

SU’AALAHA FAHAMKA KU SAABSAN

Waa in ay ka jawaabaan su’aalaha soo socda, ayaga oo isticmaalaya caddaymo ka imaanaya qoraalka si ay jawaabahooda ugu xoojiyaan.

  1. Sidee ayay dowladdu saamayn ugu leedahay nolosha dadka Aasalka ah ee Maraykanka?
  2. Waa maxay micnaha ereyga ration (door raashin) sida loogu isticmaalay hadalkaan?
  3. Maxay tahay sababta dadka qaarkiis aysan uga baqin imaanshaha askarta?

1Red Cloud’s Speech after Wounded Knee by Chief Red Cloud is in the public domain. Introduction obtained from CommonLit, Inc, licensed under CC BY-NC-SA 4.

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RED CLOUD’S SPEECH AFTER WOUNDED KNEE

Red Cloud (or Maȟpíya Lúta) (1822-1909) was an important leader of the Oglala Lakota who led a successful campaign against the U.S. Army between 1866 and 1868. The conflict began over white encroachment into territory inhabited by Native American Plains tribes in the Wyoming and Montana territories, and it ended with the Fort Laramie Treaty of 1868, which established the Great Sioux Reservation. Red Cloud and his people settled on the Pine Ridge Indian Reservation in South Dakota, but he would go on to regret signing the treaty, stating: “They made us many promises, more than I can remember. But they kept but one—They promised to take our land…and they took it.” On December 29, 1890, near Wounded Knee Creek on the Lakota Pine Ridge Indian Reservation, U.S. Cavalry troops fired on a group of Lakota people, many of them women and children, and killed more than 150 and wounded 51, some of whom died later.

Red Cloud delivers the following speech after the Wounded Knee Massacre in order to shed light on the plight of the Native American peoples living on reservations. Throughout Red Cloud’s life, he was a proponent of peace and in this speech he argues that those who were killed at Wounded Knee and involved in the Ghost Dance movement were not proponents of violence against whites.

I will tell you the reason for the trouble. When we first made treaties with the Government, our old life and our old customs were about to end; the game on which we lived was disappearing; the whites were closing around us, and nothing remained for us but to adopt their way—the Government promised all the means necessary to make our living out of the land, and to instruct us how to do it, and with abundant food to support us until we could take care of ourselves. We looked forward with hope to the time we could be as independent as whites, and have a voice in the Government.

The army officers could have helped better than anyone else but we were not left to them. An Indian Department was made with a large number of agents and other officials drawing large salaries — then came the beginning of trouble; these men took care of themselves but not of us. It was very hard to deal with the government through them — they could make more for themselves by keeping us back than by helping us forward. We did not get the means for working for our lands; the few things they gave us did little good. Our rations began to be reduced; they said we were lazy. That is false. How does any man of sense suppose that so great a number of people could get work at once unless they were once supplied with the means to work and instructors enough to teach them? Our ponies were taken away from us under the promise that they would be replaced by oxen and large horses; it was long before we saw any, and then we got very few. We tried with the men we had, but on one pretext or another, we were shifted from one place to another, or were told that such a transfer was coming. Great efforts were made to break up our customs, but nothing was done to introduce us to the customs of the whites. Everything was done to break up the power of the real chiefs. Those old men really wished their people to improve, but little men, so-called chiefs, were made to act as disturbers and agitators. Spotted Tail wanted the ways of the whites, but an assassin was found to remove him. This was charged to the Indians because an Indian did it, but who set on the Indian? I was abused and slandered, to weaken my influence for good. This was done by men paid by the government to teach us the ways of the whites. I have visited many other tribes and found that the same things were done among them; all was done to discourage us and nothing to encourage us. I saw men paid by the government to help us, all very busy making money for themselves, but doing nothing for us…. The men who counted [the U.S. census] told all around that [we] were feasting and wasting food. Where did he see it? How could we waste what we did not have? We felt we were mocked in our misery; we had no newspaper and no one to speak for us. Our rations were again reduced.

You who eat three times a day and see your children well and happy around you cannot understand what a starving Indian feels! We were faint with hunger and maddened by despair.  We held our dying children and felt their little bodies tremble as their soul went out and left only a dead weight in our hands.

They were not very heavy but we were faint and the dead weighed us down. There was no hope on earth. God seemed to have forgotten. Someone had been talking of the Son of God and said He had come [a reference to the Ghost Dance movement]. The people did not know; they did not care; they snatched at hope; they screamed like crazy people to Him for mercy they caught at the promise they heard he made. The white men were frightened and called for soldiers. We begged for life and the white men thought we wanted theirs; we heard the soldiers coming. We did not fear. We hoped we could tell them our suffering and could get help. The white men told us the soldiers meant to kill us; we did not believe it but some were frightened and ran away to the Badlands. The soldiers came. They said: “don’t be afraid — we come to make peace not, war.” It was true; they brought us food. But the hunger- crazed who had taken fright at the soldiers’ coming and went to the Badlands could not be induced to return to the horrors of reservation life. They were called Hostiles and the Government sent the army to force them back to their reservation prison.

Example Tooltip

Hoos waxaad ka helaysaa tusaale ku saabsan qoraal heerka fasalka 6aad ah.2

2Muunadaha qoraalka ah waxaa lasoo qaatay ayada oo fasax laga haysto Saaxiibada Ardayda. “Muunadaha Qoraalka Ardayda.” Gaar Muhiimadda, https://achievethecore.org/category/330/student-writing-samples 

Wuxuu u soo bandhigaa fikradda guud ee curiska si cad, oo ay kujiraan ciwaanka, qoraaga, iyo jileyaasha 

Wuxuu isticmaalaa ereyo gaar ah oo la xiriira Kacaankii Warshadaha 

Wuxuu bixinayaa xaqiiqooyin muhiim ah, qeexitaano ereyo, iyo xigashooyinka laga keenay qoraalka 

Wuxuu sharaxayaa xigashada iyo sababta ay u taageerayso mowduuca 

LYDDIE’S CHOICES

Lyddie Worthen is the main character in Katherine Patterson’s Lyddie. Lyddie is a young girl living on a Vermont farm in the 1840’s. This is the time of the Industrial Revolution. Lyddie’s father has abandoned the family and Lyddie’s mother leaves her and her brother behind thinking that the world is coming to an end. The only thing Lyddie has left is her farm which she desperately wants to hold on to. In order to keep her farm Lyddie has to work off the debts on her farm, but the job she has isn’t paying enough, so she leaves to begin a new life as a factory girl at the newly developed textile mills in Lowell Massachusetts. Because of working in the Lowell mills Lyddie gets a broader sense of herself. She is able to make some choices about who she wants to be in her life.

Lyddie is working at a place called Cutlers Tavern for very low wages. If she keeps working like this she will never be able to pay off her debts, so she decides to go to Lowell and work in the mills so that she can make more money.

She is told by a customer who works in the mills “you’d do well in the mill you know. You’d clear at least two dollars a week. And’ she paused ‘you’d be independent.’” (p. 25)

Lyddie then makes the choice to go to the mill. She realizes that at the mill she will be able to pay off the farm debts faster. This is a hard choice for Lyddie, if she stays at the tavern she knows that she will continue to make money and eventually pay off the debt. If she goes to the mill she has a chance of not getting the job at all but if she does get the job she will be able to pay off the farm debts much faster. This is when Lyddie begins to take her life into her own hands and makes the choice to take a chance at the mill.

When Lyddie begins working at the mill, she starts making much more and with that money she is able to buy a book. Lyddie does not have a good education and people at the mills by her roommate Betsy she becomes passionate about reading so she goes to buy a book.

“’I-I come to purchase at book…’” “’what book do you have in mind…’” “’uh-uh Oliver Twist if you please sir’” (p.83-84) she then pays with two silver dollars.

By making the choice to purchase that book she opens the doors to education and becomes a smarter person who loves to learn. She also changes from a thrifty penny pincher to someone who realizes that money isn’t always the most important thing in life.

Because of Lyddie’s love for reading she makes the choice to leave the farm that she has just returned to, and leave Luke, the man who loves her to go to Oberlin College in Ohio.

“I’m off’ she said ‘to Ohio, there’s a college there that will that will take a women just like a man’”. (p.181)

By making the choice to go to college Lyddie is showing that she won’t give up on her education and won’t give up on an adventurous life. Even though  things haven’t been great for her she is still ready to start another chapter in her life.

What does the author want us to understand about the power of the Industrial Revolution? I think that in Lyddie it is showing that the Industrial Revolution gave people many opportunities in their
lives. The Industrial Revolution also had lots of hard moments where people would get sick, break a bone, or even die. The Industrial Revolution seemed to rule a lot of people’s lives and ruin their families. Lyddie took advantage of the Industrial Revolution well and through the choices she made was able to pull past just being a factory girl and take different paths in life.

Wuxuu isticmaalayaa iskudarka ereyo kala guur ah si uu u muujiyo qaabka fikradaha iyo fahamku iskugu xiran yihiin 

Wuxuu isticmaalaa ereyo gaar ah oo la xiriira Kacaankii Warshadaha 

HOWLAHA MAALINLAHA AH EE LAGU TAAGEERAYO WAXBARASHADA

Ogow goorta aad caawimo helayso

Haddii ardaygaaga fasalka 6aad uu sheegi waayo ereyada, amahaddii uu ku istaago marka uu akhrinayo, kala hadal macalinkiisa akhriska faseexiisa. Sidoo kale, canuggaagu haku tababarto akhrinta qoraalada yaryar si uu usoo wanaagsanaado, sida gabay-yada iyo sheekooyinka gaagaaban

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

Ku celcelinta qorista

U sheeg canuggaaga in uu ku tababarto qoraalkiisa. Wuxuu haysan karaa joornaal, wuxuu qori karaa waraaqo ama iimaylo, ama wuxuu qaadan karaa xusuus qoraalo ku saabsan waxa uu baranayo

Ka hadal sababta dugsigu muhiim ugu yahay nolosha

Tus ardaygaaga fasalka 6aad qaabka uu u isticmaali karo waxa uu dugsiga ku barto nolosha danbe:

  • Weydii saaxiibada iyo qoyska in ay ardaygaaga fasalka 6aad tusaan qaabka uu u isticmaali karo waxyaabaha uu ku bartay dugsiga
  • Tag fasalka wax qorista ee xarunta bulshada
  • U sheeg canuggaaga in uu si mutadawacnimo ah u tago dhacdooyinka iyo howlaha bulshada
Ilmahaaga ha ku caawiyo guriga

Sii canuggaaga shaqooyin todobaadle ah oo ka dhigaya in uu wax akhriyo sida cunto karinta, dukaamaysiga, iyo diyaarinta iimaylada

U ogolow ilmahaaga inuu hogaamiyo

U sheeg ardaygaaga fasalka 6aad in uu doorto buugga uu doonayo in uu iskiis u akhristo maalin walba. In uu buugaag badan in muddo ah ku akhriyo waa muhiim. U ogolow canuggaaga in uu doorto si uu ugu faraxsanaado wax akhriska

Wada Baro

Doorta mowduuc aad isla barataan. Akhriya buugaag, eega waxyaabaha intarneetka kujira, ama isla sameeya hawlo gaagaaban oo cilmibaaris ah. Weydii waxa uu ku bartay akhriskiisa. Hakula wadaago adiga, saaxiibada, ama xubnaha kale ee qoyska

Dhageyso muuqaalada

Isla dhagaysta warbixinada kana sheekaysta ama wax ka qora waxa aad barateen

Ka bilow inaad ka hadasho kulliyadda

Kala hadal koleejka ardaygaaga fasalka 6aad. Fiiri waxa aad u baahan tahay in aad adeegsato si aad koleejka u tagto. Tus ardaygaaga dugsiga dhexe sida waxbarashada uu hadda qaadanayo ay ugu diyaarinayso dugsiga sare iyo koleejka

Samee jadwal shaqo-guri

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

6th Grade Mathematics

Xisaabta Ardayda Fasalka 6-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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The numeric value of a digit in a number. The value of the digit is based on its position in the number. See the chart below for the number 4,367.082.