Türkiye’s 19 Self-Study Books 2026: Grades 9 and 10

عناقيد · 2026-10-20T19:31:10+0300

The official OGM Grade 9 mathematics Individual Learning Activities cover: one example from the announced grades 9 and 10 collection.

When illness or a school transfer leaves a pupil behind on a topic, the practical questions are where to begin and how to distinguish understanding from a remaining need for explanation. Individual Learning Activities — Bireysel Öğrenme Etkinlikleri were designed to support that process, rather than simply add more files to a device.

On 19 October 2026, the Ministry of National Education, MEB, announced 19 books across 10 subject areas for grades 9 and 10. The General Directorate of Secondary Education, OGM, prepared them with UNICEF under the applicable education model. This guide combines the announcement’s scope, the public catalogue, MEBİ access conditions and a specific mathematics example. Each helps answer a different selection or use question.

What do 19 books across 10 subjects mean?
These totals describe the announced collection for grades 9 and 10 together. They do not promise 10 books for each grade or coverage of every subject in every year. As the catalogue changes, the selected grade, subject and book title matter more than the overall book count.

The stated aims include supporting core learning outcomes, maintaining learning during absence caused by illness or natural disasters, revising after holidays or school transfers, and consolidating understanding. A pupil attending regularly may also benefit from addressing a weak point; the resource’s usefulness is not conditional on experiencing a disaster.

Start with a specific need, such as “I understand the steps but choose the wrong operation”, rather than “I will finish mathematics”. This is a planning suggestion, not a diagnosis or a school requirement.

OGM access: grade, subject, then book
Open the official Individual Learning Activities catalogue. It displays grade and subject selection and asks readers to choose a subject to display material. A relatively empty selection screen therefore does not establish that books are unavailable.

Follow this sequence:

Choose 9 or 10 according to the pupil’s actual enrolment.
Select the subject, then check the book’s title on its cover.
Open the material and confirm the relevant unit or activity with the subject teacher.
Record the book, topic and page reached, making it easier to return to a specific point.

The public mathematics example viewer can be read in the browser without entering account or payment details. Account features in other platforms follow their own sign-in routes.

Cost, accounts and formats: distinguish the routes
The official MEBİ page describes free use and EBA, e-Devlet or MEBBİS sign-in routes. Inside, material is organised by lessons, grade and topic. Its FAQ says videos currently stream online without download. A pupil’s account access follows the official sign-in route; public book access does not automatically give every foreign identity a MEBİ account.

Route	Access and use	Planning implication
OGM catalogue and example viewer	Public catalogue and example viewer without registration or payment	Read in the browser and select grade and subject
MEBİ	Free use: TRY 0 platform-use fee under its published description; official account routes apply	Use the appropriate account; do not give an intermediary your password
Offline use	MEBİ videos stream online; downloading every resource is not guaranteed	Plan connectivity; installing the app does not establish offline access to all books and videos
Printing and internet	No uniform printing or data tariff established	Obtain a local price for selected pages if needed; free material does not make printing or connectivity cost-free

A free app download differs from downloading all its material for offline use. Begin with public viewing or the appropriate official account; do not buy an unofficial subscription on the assumption it is required for a free resource.

A specific example: Grade 9 mathematics
The accompanying cover belongs to the Grade 9 mathematics Individual Learning Activities book. Check the grade and subject before starting, then identify the unit or skill you need with the teacher. It is one example, not a representation of all 10 subjects or every book’s length.

Open the book from the current catalogue and save the unit and page alongside its link. This makes it easier to return if the display order or resource is updated. Pages completed alone are not a sufficient measure of progress: explaining the idea and applying it in a new situation matter more.

The application below is a suggested method, not a reproduced exercise from the book.

Five stages that turn reading into learning
The Ministry describes a shared five-stage structure. Translate it into observable actions rather than making page completion the sole objective:

Stage shown in the books	Pupil’s action	Useful record
Hazırlanıyorum — I prepare	Recall prior knowledge and define the question to understand	A short statement or initial attempt before solving
İlişkilendiriyorum — I connect	Relate the idea to a familiar situation	An everyday example explained in the pupil’s own words
Uygulayarak Öğreniyorum — I learn by doing	Complete the activity and write the steps, not only the answer	A solution showing where an error occurred
Değerlendiriyorum — I evaluate	Review success and the point where help was needed	Identify whether the difficulty concerns the question, method or calculation
Öğrendiklerim — What I learned	Summarise and explain the key idea again	A summary and follow-up question for the teacher

Suggested pupil-and-family practice after absence
Suppose a pupil is reviewing area. This is an article-created teaching example, not a question from the book or a statement about when it is taught: a rectangle 12 cm long and 5 cm wide has an area of 60 cm². Before calculating, the pupil explains the difference between measuring an edge and measuring a surface. At the connection stage, they draw a rectangle on squared paper and explain why centimetres alone are not an area unit. They then calculate and explain what multiplication represents.

During evaluation, the family asks more than whether 60 is correct: why that operation, which unit, and what must be recalculated if a dimension changes? The answers help distinguish a conceptual issue from an operation or notation error. In the final stage, the pupil writes the rule in their own words and tries another rectangle with dimensions of their choosing.

This example is not mandatory for every pupil. Another subject may require ordering events, understanding a term or interpreting a diagram. Select an activity from the appropriate book and confirm its relevance to current lessons rather than imposing one technique on every subject.

Family follow-up and communication with school
After illness, ask the teacher to prioritise: what is needed now and what can wait? After a transfer, compare what was actually taught rather than assuming identical unit sequences. A simple record can have three columns: topic, what I can explain independently, and the question I will take to the teacher.

Agree a manageable portion with the pupil and pause at a clear difficulty rather than demanding many completed pages. Repeating an answer without explaining it is a useful observation, not proof of insufficient effort. If terminology creates a language barrier, record the Turkish term with an understandable explanation and check it with the teacher; an automatic translation is not equivalent to the school’s approved wording.

These remain supporting resources. The announcement does not waive attendance, cancel homework, award automatic school credit or guarantee that every learning gap will close. Obtain absence, individual-support and examination arrangements from the school. Use the material to bring a specific question, attempt or error into that conversation.

Türkiye’s 19 Self-Study Books 2026: Grades 9 and 10

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