import work from year 2016-2017
This commit is contained in:
Benjamin Bertrand
3
3e/DS/BB_16_09_24/4operations.tex
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3e/DS/BB_16_09_24/4operations.tex
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Les verres de la cantine sont stockés dans des bacs rectangulaires comportant 7rangées de 10 cases. Chaque case ne peut contenir qu’un verre.
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Combien faut-il de bacs pour stocker les verres de 372 élèves?
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19
3e/DS/BB_16_09_24/4operations_308.tex
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3e/DS/BB_16_09_24/4operations_308.tex
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\begin{parts}
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\part Dans une classe de sixième, il y a 16 garçons et 13 filles. L’élève le plus jeune est un garçon.
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Combien y a-t-il d'élèves dans la classe ?
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\\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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\part Le cuisinier du collège a 17 litres de lait entier et 20 litres de lait écrémé dans sa réserve. Il utilise 11 litres de lait entier pour préparer une purée.
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Combien lui reste-t-il de lait entier ?
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\\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill
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\end{parts}
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3e/DS/BB_16_09_24/BB_16_09_24.pdf
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3e/DS/BB_16_09_24/BB_16_09_24.pdf
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3e/DS/BB_16_09_24/BB_16_09_24.tex
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3e/DS/BB_16_09_24/BB_16_09_24.tex
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\documentclass[a4paper,12pt, table]{/media/documents/Cours/Prof/Enseignements/2016-2017/tools/style/classDS}
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\usepackage{/media/documents/Cours/Prof/Enseignements/2016-2017/theme}
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% Title Page
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\titre{Brevet Blanc 1}
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% \seconde \premiereS \PSTMG \TSTMG
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\classe{312}
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\date{Samedi 24 septembre 2016}
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\duree{1 heures}
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%\sujet{}}
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% DS DSCorr DM DMCorr Other
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\typedoc{Other}
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\ptpres{2}
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\begin{document}
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\maketitle
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Le barème est donné à titre indicatif, il pourra être modifié.
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\textbf{2 points} sont réservés à la présentation de la copie.
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\begin{questions}
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\question[5]
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\input{./calculs.tex}
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\vfill
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\question[7]
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\input{./proba.tex}
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\vfill
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\pagebreak
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\vfill
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\question[3]
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\input{./scratch.tex}
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\vfill
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\question[3]
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\input{./4operations.tex}
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\vfill
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\end{questions}
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\end{document}
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%%% Local Variables:
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%%% mode: latex
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%%% TeX-master: "master"
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%%% End:
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3e/DS/BB_16_09_24/BB_16_09_24_308.pdf
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3e/DS/BB_16_09_24/BB_16_09_24_308.pdf
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3e/DS/BB_16_09_24/BB_16_09_24_308.tex
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3e/DS/BB_16_09_24/BB_16_09_24_308.tex
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\documentclass[a4paper,12pt, table]{/media/documents/Cours/Prof/Enseignements/2016-2017/tools/style/classDS}
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\usepackage{/media/documents/Cours/Prof/Enseignements/2016-2017/theme}
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% Title Page
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\titre{Brevet Blanc 1}
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% \seconde \premiereS \PSTMG \TSTMG
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\classe{308}
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\date{Samedi 24 septembre 2016}
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\duree{1 heures}
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%\sujet{}}
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% DS DSCorr DM DMCorr Other
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\typedoc{Other}
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\ptpres{2}
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\begin{document}
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\maketitle
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\Large
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Nom, Prénom:
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\normalsize
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Le barème est donné à titre indicatif, il pourra être modifié.
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\textbf{1 points} sont réservés à la présentation de la copie.
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\begin{questions}
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\question[4]
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\input{./calculs_308.tex}
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\question[6]
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\input{./proba_308.tex}
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\question[4]
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\input{./scratch_308.tex}
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\question[5]
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\input{./4operations_308.tex}
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\end{questions}
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\end{document}
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%%% Local Variables:
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%%% mode: latex
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%%% TeX-master: "master"
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%%% End:
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12
3e/DS/BB_16_09_24/calculs.tex
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3e/DS/BB_16_09_24/calculs.tex
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\begin{parts}
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\part Faire les calculs suivants en détaillant les étapes.
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\begin{multicols}{2}
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\begin{subparts}
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\subpart $A = 2 - (23 - 15)\times 45$
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\subpart $B = 5 \times 33 - (-4) \times 3$
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\end{subparts}
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\end{multicols}
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\part Trouver tous les produits de 2 facteurs faisant 90.
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\part Trouver tous les diviseurs de 28
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\end{parts}
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3e/DS/BB_16_09_24/calculs_308.tex
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3e/DS/BB_16_09_24/calculs_308.tex
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\begin{parts}
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\part Faire les calculs suivants en détaillant les étapes.
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\begin{multicols}{2}
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\begin{subparts}
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\subpart $A = 4 \times 5 - 12$
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\\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill
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\subpart $B = 17 + 23 \times (-2)$
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\\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill
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\subpart $C = (16 - 4)\times 5$
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\\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill
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\subpart $D = 3(15 + 21)$
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\\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill
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\end{subparts}
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\end{multicols}
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\end{parts}
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3e/DS/BB_16_09_24/fig/erreur_scratch_308.pdf
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3e/DS/BB_16_09_24/fig/erreur_scratch_308.pdf
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3e/DS/BB_16_09_24/fig/erreur_scratch_308.svg
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3e/DS/BB_16_09_24/fig/erreur_scratch_308.svg
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3e/DS/BB_16_09_24/fig/trouver_erreur.pdf
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3e/DS/BB_16_09_24/fig/trouver_erreur.pdf
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3e/DS/BB_16_09_24/proba.tex
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3e/DS/BB_16_09_24/proba.tex
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Un confiseur lance la fabrication de bonbons au chocolat et de bonbons au
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caramel pour remplir 50 boîtes. Chaque boîte contient 10 bonbons au chocolat et 8 bonbons au caramel.
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\medskip
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\begin{parts}
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\part Combien doit-il fabriquer de bonbons de chaque sorte?
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\part Jules prend au hasard un bonbon dans une boite. Quelle est la probabilité qu'il obtienne un bonbon au chocolat?
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\part Jim ouvre une autre boîte et mange un bonbon. Gourmand, il en prend sans regarder un deuxième. Est-il plus probable qu'il prenne alors un bonbon au chocolat ou un bonbon au caramel?
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\part Lors de la fabrication, certaines étapes se passent mal et, au final, le confiseur a 473 bonbons au chocolat et 387 bonbons au caramel.
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\begin{subparts}
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\subpart Peut-il encore constituer des boîtes contenant 10 bonbons au chocolat et 8 bonbons au caramel en utilisant tous les bonbons?
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\subpart Le confiseur décide de changer la composition de ses boîtes. Son objectif est de faire le plus de boîtes identiques possibles en utilisant tous ses bonbons. Combien peut-il faire de boîtes? Quelle est la composition de chaque boîte?
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\end{subparts}
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\end{parts}
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24
3e/DS/BB_16_09_24/proba_308.tex
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3e/DS/BB_16_09_24/proba_308.tex
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Dans une urne, on a placé des papiers avec les lettres suivantes \Ovalbox{L}, \Ovalbox{O}, \Ovalbox{T}, \Ovalbox{E}, \Ovalbox{R}, \Ovalbox{I}, \Ovalbox{E}. On tire au hasard un papier.
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\begin{parts}
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\part Quelles sont les issues de cette expérience aléatoire?
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\\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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\part Combien y a-t-il d'issues en tout?
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\\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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\part Calculer la probabilité de tirer la lettre R.
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\\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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\part Calculer la probabilité de tirer la lettre E.
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\\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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\part Calculer la probabilité de tirer une lettre du mot ETOILE.
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\\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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\end{parts}
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7
3e/DS/BB_16_09_24/scratch.tex
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3e/DS/BB_16_09_24/scratch.tex
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On écrit un programme qui fait parler Scratch. Quand on appuie sur une lettre du clavier, Scratch doit donner le nom d'un élève commançant par cette lettre.
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On propose le programme suivant:
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\includegraphics[scale = 0.8]{./fig/trouver_erreur.pdf}
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Pensez vous que le programme suivant fasse ce qui est demandé? Proposez des améliorations.
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14
3e/DS/BB_16_09_24/scratch_308.tex
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3e/DS/BB_16_09_24/scratch_308.tex
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Dans ce programme, le bonhomme de neige ne parle pas. D'ailleurs,
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il semblerait qu'il y est aussi un problème d'ordre dans les répliques.
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\vspace{1cm}
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\hspace{-1cm}
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\includegraphics[scale =1.2]{./fig/erreur_scratch_308}
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\vspace{1cm}
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Proposer des modifications pour faire fonctionner le programme correctement \textit{(Vous pouvez directement écrire sur le programme ou rédiger les améliorations)}
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\\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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BIN
3e/DS/BB_16_11_05/BB_16_11_05.pdf
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3e/DS/BB_16_11_05/BB_16_11_05.pdf
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3e/DS/BB_16_11_05/BB_16_11_05.tex
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3e/DS/BB_16_11_05/BB_16_11_05.tex
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\documentclass[a4paper,12pt, table]{/media/documents/Cours/Prof/Enseignements/2016-2017/tools/style/classDS}
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\usepackage{/media/documents/Cours/Prof/Enseignements/2016-2017/theme}
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% Title Page
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\titre{Brevet Blanc 2}
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% \seconde \premiereS \PSTMG \TSTMG
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\classe{312}
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\date{Samedi 05 novembre 2016}
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\duree{1 heures}
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%\sujet{}}
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% DS DSCorr DM DMCorr Other
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\typedoc{Other}
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\ptpres{2}
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||||
|
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\begin{document}
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\maketitle
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Le barème est donné à titre indicatif, il pourra être modifié.
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|
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\textbf{2 points} sont réservés à la présentation de la copie.
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\begin{questions}
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\question[6]
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\input{./tech_fractions.tex}
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\vfill
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\question[6]
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\input{./BB_AN_2012_geo_exo1_thales.tex}
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\vfill
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\pagebreak
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\vfill
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\question[6]
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\input{./Euler_pyramides.tex}
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\vfill
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\pagebreak
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\begin{center}
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\LARGE Annexe
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\end{center}
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Nom - Prénom:
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\vfill
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\input{./Euler_pyramides_annexe.tex}
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\vfill
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\end{questions}
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\end{document}
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%%% Local Variables:
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%%% mode: latex
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%%% TeX-master: "master"
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%%% End:
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3e/DS/BB_16_11_05/BB_16_11_05_308.pdf
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3e/DS/BB_16_11_05/BB_16_11_05_308.pdf
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3e/DS/BB_16_11_05/BB_16_11_05_308.tex
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3e/DS/BB_16_11_05/BB_16_11_05_308.tex
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\documentclass[a4paper,12pt, table]{/media/documents/Cours/Prof/Enseignements/2016-2017/tools/style/classDS}
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\usepackage{/media/documents/Cours/Prof/Enseignements/2016-2017/theme}
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|
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% Title Page
|
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\titre{Brevet Blanc 2}
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% \seconde \premiereS \PSTMG \TSTMG
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\classe{308}
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\date{Samedi 05 novembre 2016}
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\duree{1 heures}
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%\sujet{}}
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% DS DSCorr DM DMCorr Other
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\typedoc{Other}
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\ptpres{2}
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|
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\begin{document}
|
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\maketitle
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|
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Le barème est donné à titre indicatif, il pourra être modifié.
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|
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\textbf{2 points} sont réservés à la présentation de la copie.
|
||||
|
||||
\begin{questions}
|
||||
|
||||
\question[4]
|
||||
\input{./tech_fractions_308.tex}
|
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|
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\vfill
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|
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\question[5]
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||||
\input{./tech_thales.tex}
|
||||
|
||||
\vfill
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||||
\pagebreak
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||||
|
||||
\question[5]
|
||||
\input{./DNBpro_metro_2016_Exo1.tex}
|
||||
|
||||
\vfill
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||||
|
||||
\vfill
|
||||
\question[4]
|
||||
\input{./Euler_pyramides_308.tex}
|
||||
|
||||
\vfill
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\end{questions}
|
||||
|
||||
\end{document}
|
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|
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%%% Local Variables:
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%%% mode: latex
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%%% TeX-master: "master"
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%%% End:
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||||
BIN
3e/DS/BB_16_11_05/BB_16_11_05_fatima.pdf
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3e/DS/BB_16_11_05/BB_16_11_05_fatima.pdf
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3e/DS/BB_16_11_05/BB_16_11_05_fatima.tex
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\documentclass[a4paper,12pt, table]{/media/documents/Cours/Prof/Enseignements/2016-2017/tools/style/classDS}
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\usepackage{/media/documents/Cours/Prof/Enseignements/2016-2017/theme}
|
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|
||||
% Title Page
|
||||
\titre{Brevet Blanc 2}
|
||||
% \seconde \premiereS \PSTMG \TSTMG
|
||||
\classe{312}
|
||||
\date{Samedi 05 novembre 2016}
|
||||
\duree{1 heures}
|
||||
%\sujet{}}
|
||||
% DS DSCorr DM DMCorr Other
|
||||
\typedoc{Other}
|
||||
\ptpres{2}
|
||||
|
||||
\begin{document}
|
||||
\maketitle
|
||||
|
||||
Le barème est donné à titre indicatif, il pourra être modifié.
|
||||
|
||||
\textbf{2 points} sont réservés à la présentation de la copie.
|
||||
|
||||
\begin{questions}
|
||||
|
||||
\question[6]
|
||||
\begin{parts}
|
||||
\part Trouver pour chacune des figures 2 fractions correspondant à la surface grisée.
|
||||
\begin{center}
|
||||
\includegraphics[scale=0.7]{./fig/partage}
|
||||
\end{center}
|
||||
\part Faire les calculs suivants en détaillant les étapes
|
||||
|
||||
\begin{multicols}{2}
|
||||
\begin{subparts}
|
||||
\subpart $\dfrac{21}{81} = \dfrac{...}{37}$
|
||||
\subpart $\dfrac{4}{5} + \dfrac{2}{5}$
|
||||
\subpart $\dfrac{4}{6} - \dfrac{5}{3}$
|
||||
\subpart $\dfrac{4}{7} \times \dfrac{5}{4}$
|
||||
\end{subparts}
|
||||
\end{multicols}
|
||||
|
||||
\part Lors d'une course en relais, j'ai couru les deux tiers de la course et mon frère a couru le reste. En tout la course faisait 27km. Quelle distance mon frère a-t-il couru?
|
||||
\end{parts}
|
||||
|
||||
\vfill
|
||||
|
||||
\question[6]
|
||||
\begin{center}
|
||||
\includegraphics[scale=1]{./fig/tabouret}
|
||||
\end{center}
|
||||
|
||||
On a modélisé géométriquement un tabouret pliant par les segments [CB] et [AD] pour l'armature métallique et le segment [CD] pour l'assise en toile.
|
||||
|
||||
On a CG = DG = 33 cm, AG = BG = 42 cm et AB = 61 cm.
|
||||
|
||||
Pour des raisons de confort, l'assise [CD] est parallèle au sol représenté par la droite (AB).
|
||||
|
||||
\medskip
|
||||
|
||||
Déterminer la longueur CD de l'assise.
|
||||
|
||||
\emph{Vous laisserez apparentes toutes vos recherches.
|
||||
Même si le travail n'est pas terminé, il en sera tenu compte dans la notation.}
|
||||
|
||||
\vfill
|
||||
|
||||
\pagebreak
|
||||
\vfill
|
||||
\question[6]
|
||||
\input{./Euler_pyramides.tex}
|
||||
|
||||
\vfill
|
||||
|
||||
\pagebreak
|
||||
|
||||
\begin{center}
|
||||
\LARGE Annexe
|
||||
\end{center}
|
||||
Nom - Prénom:
|
||||
|
||||
\vfill
|
||||
|
||||
\input{./Euler_pyramides_annexe.tex}
|
||||
|
||||
\vfill
|
||||
\end{questions}
|
||||
|
||||
\end{document}
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
16
3e/DS/BB_16_11_05/BB_AN_2012_geo_exo1_thales.tex
Normal file
16
3e/DS/BB_16_11_05/BB_AN_2012_geo_exo1_thales.tex
Normal file
@@ -0,0 +1,16 @@
|
||||
\begin{center}
|
||||
\includegraphics[scale=1]{./fig/tabouret}
|
||||
\end{center}
|
||||
|
||||
On a modélisé géométriquement un tabouret pliant par les segments [CB] et [AD] pour l'armature métallique et le segment [CD] pour l'assise en toile.
|
||||
|
||||
On a CG = DG = 30 cm, AG = BG = 45 cm et AB = 51 cm.
|
||||
|
||||
Pour des raisons de confort, l'assise [CD] est parallèle au sol représenté par la droite (AB).
|
||||
|
||||
\medskip
|
||||
|
||||
Déterminer la longueur CD de l'assise.
|
||||
|
||||
\emph{Vous laisserez apparentes toutes vos recherches.
|
||||
Même si le travail n'est pas terminé, il en sera tenu compte dans la notation.}
|
||||
51
3e/DS/BB_16_11_05/DNBpro_metro_2016_Exo1.tex
Normal file
51
3e/DS/BB_16_11_05/DNBpro_metro_2016_Exo1.tex
Normal file
@@ -0,0 +1,51 @@
|
||||
Trois familles d'amis ont partir ensemble en vacances pendant une semaine de 7 jours au bord de la mer. Ils ont décidé de louer:
|
||||
\begin{itemize}
|
||||
\item Un grand mobile home pour 8 personnes.
|
||||
\item Un emplacement pour une tente de 4personnes pour les enfants.
|
||||
\item Un emplacement pour le camping-car de 6personnes d'une des familles.
|
||||
|
||||
\end{itemize}
|
||||
|
||||
Le camping leurs propose les tarifs (en \euro) suivants:
|
||||
|
||||
\begin{tabular}{|p{3cm}|*{3}{p{3cm}|}}
|
||||
\hline
|
||||
Type d'hébergement & Mobile home & Emplacement de camping car & Emplacement tente\\
|
||||
\hline
|
||||
4 personnes & 783 & 628 & 552 \\
|
||||
\hline
|
||||
6 personnes & 1092 & 992 & 748 \\
|
||||
\hline
|
||||
8 personnes & 1456 & 1295 & 923 \\
|
||||
\hline
|
||||
\end{tabular}
|
||||
|
||||
\begin{parts}
|
||||
\part Le gérant du camping a établi une seule facture pour les trois familles.\\
|
||||
Calculer, en euros, le montant total.
|
||||
|
||||
~\\
|
||||
.\dotfill \\[0.3cm]
|
||||
.\dotfill \\[0.3cm]
|
||||
.\dotfill \\[0.3cm]
|
||||
.\dotfill \\[0.3cm]
|
||||
|
||||
\part En arrivant au camping, le gérant demande aux trois familles de payer la taxe de séjour. Le tarif est de 0,35\euro par personne par jour. \\
|
||||
Calculer, en euros, le montant total de cette taxe pour les 3familles.
|
||||
|
||||
~\\
|
||||
.\dotfill \\[0.3cm]
|
||||
.\dotfill \\[0.3cm]
|
||||
.\dotfill \\[0.3cm]
|
||||
.\dotfill \\[0.3cm]
|
||||
|
||||
\part Sur la plaquette publicitaire, le gérant annonce que le tarif moyen d'un hébergement dans son comping 4 étoiles, est inférieur à 200\euro par semaine et par personne.\\
|
||||
Cette affirmation est-elle correcte dans le cas de ces 3 familles?
|
||||
|
||||
~\\
|
||||
.\dotfill \\[0.3cm]
|
||||
.\dotfill \\[0.3cm]
|
||||
.\dotfill \\[0.3cm]
|
||||
.\dotfill \\[0.3cm]
|
||||
|
||||
\end{parts}
|
||||
12
3e/DS/BB_16_11_05/Euler_pyramides.tex
Normal file
12
3e/DS/BB_16_11_05/Euler_pyramides.tex
Normal file
@@ -0,0 +1,12 @@
|
||||
Le but de ce problème est d'arriver à prouver un résultat concernant les pyramides.
|
||||
|
||||
\begin{center}
|
||||
\includegraphics{./fig/pyramides}
|
||||
\end{center}
|
||||
|
||||
\begin{parts}
|
||||
\part Completer le tableau en annexe.
|
||||
\part Faire des conjectures aux sujets des pyramides.
|
||||
\part Démontrer la formule d'Euler: $s + f - a =2$
|
||||
\end{parts}
|
||||
|
||||
24
3e/DS/BB_16_11_05/Euler_pyramides_308.tex
Normal file
24
3e/DS/BB_16_11_05/Euler_pyramides_308.tex
Normal file
@@ -0,0 +1,24 @@
|
||||
Le but de ce problème est d'arriver à prouver un résultat concernant les pyramides.
|
||||
|
||||
\begin{center}
|
||||
\includegraphics{./fig/pyramides}
|
||||
\end{center}
|
||||
|
||||
Compléter le tableau ci-dessous (si vous faites des calculs écrivez le en dessous).
|
||||
|
||||
\hspace{-2.5cm}
|
||||
\begin{tabular}{|m{2.5cm}|*{5}{p{3cm}|}}
|
||||
\hline
|
||||
Pyramide N°: & Nombre de sommets par bases (n) & Nombre de sommets (s) & Nombre d'arêtes (a) & Nombre de faces (f) & Calculer s+f-a = \\
|
||||
\hline
|
||||
1 & & & & & \\
|
||||
\hline
|
||||
2 & & & & & \\
|
||||
\hline
|
||||
3 & & & & & \\
|
||||
\hline
|
||||
4 & & & & & \\
|
||||
\hline
|
||||
5 & 12 & & & & \\
|
||||
\hline
|
||||
\end{tabular}
|
||||
18
3e/DS/BB_16_11_05/Euler_pyramides_annexe.tex
Normal file
18
3e/DS/BB_16_11_05/Euler_pyramides_annexe.tex
Normal file
@@ -0,0 +1,18 @@
|
||||
Tableau concernant les pyramides
|
||||
|
||||
\hspace{-2.5cm}
|
||||
\begin{tabular}{|m{2.5cm}|*{5}{p{3cm}|}}
|
||||
\hline
|
||||
Pyramide N°: & Nombre de sommets par bases (n) & Nombre de sommets (s) & Nombre d'arêtes (a) & Nombre de faces (f) & Calculer s+f-a = \\
|
||||
\hline
|
||||
1 & & & & & \\
|
||||
\hline
|
||||
2 & & & & & \\
|
||||
\hline
|
||||
3 & & & & & \\
|
||||
\hline
|
||||
4 & & & & & \\
|
||||
\hline
|
||||
5 & 12 & & & & \\
|
||||
\hline
|
||||
\end{tabular}
|
||||
BIN
3e/DS/BB_16_11_05/fig/partage.pdf
Normal file
BIN
3e/DS/BB_16_11_05/fig/partage.pdf
Normal file
Binary file not shown.
1037
3e/DS/BB_16_11_05/fig/partage.svg
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1037
3e/DS/BB_16_11_05/fig/partage.svg
Normal file
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After Width: | Height: | Size: 28 KiB |
BIN
3e/DS/BB_16_11_05/fig/pyramides.pdf
Normal file
BIN
3e/DS/BB_16_11_05/fig/pyramides.pdf
Normal file
Binary file not shown.
1549
3e/DS/BB_16_11_05/fig/pyramides.svg
Normal file
1549
3e/DS/BB_16_11_05/fig/pyramides.svg
Normal file
File diff suppressed because it is too large
Load Diff
|
After Width: | Height: | Size: 94 KiB |
BIN
3e/DS/BB_16_11_05/fig/situation_thales.pdf
Normal file
BIN
3e/DS/BB_16_11_05/fig/situation_thales.pdf
Normal file
Binary file not shown.
187
3e/DS/BB_16_11_05/fig/situation_thales.svg
Normal file
187
3e/DS/BB_16_11_05/fig/situation_thales.svg
Normal file
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18
3e/DS/BB_16_11_05/tech_fractions.tex
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18
3e/DS/BB_16_11_05/tech_fractions.tex
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@@ -0,0 +1,18 @@
|
||||
\begin{parts}
|
||||
\part Trouver pour chacune des figures 2 fractions correspondant à la surface grisée.
|
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\begin{center}
|
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\includegraphics[scale=0.7]{./fig/partage}
|
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\end{center}
|
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\part Faire les calculs suivants en détaillant les étapes
|
||||
|
||||
\begin{multicols}{2}
|
||||
\begin{subparts}
|
||||
\subpart $\dfrac{21}{63} = \dfrac{...}{9}$
|
||||
\subpart $\dfrac{4}{3} + \dfrac{2}{3}$
|
||||
\subpart $\dfrac{4}{6} - \dfrac{5}{3}$
|
||||
\subpart $\dfrac{4}{3} \times \dfrac{5}{4}$
|
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\end{subparts}
|
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\end{multicols}
|
||||
|
||||
\part Lors d'une course en relais, j'ai couru les deux tiers de la course et mon frère a couru le reste. En tout la course faisait 21km. Quelle distance mon frère a-t-il couru?
|
||||
\end{parts}
|
||||
22
3e/DS/BB_16_11_05/tech_fractions_308.tex
Normal file
22
3e/DS/BB_16_11_05/tech_fractions_308.tex
Normal file
@@ -0,0 +1,22 @@
|
||||
\begin{parts}
|
||||
\part Trouver pour chacune des figures 2 fractions correspondant à la surface grisée.
|
||||
|
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\hspace{-2cm}
|
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\begin{minipage}{0.5\textwidth}
|
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\includegraphics[scale=0.7]{./fig/partage}
|
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\end{minipage}
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\begin{minipage}{0.5\textwidth}
|
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\begin{itemize}
|
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\item Figure 1: \dotfill \\[0.1cm]
|
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\item Figure 2: \dotfill\\[0.1cm]
|
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\end{itemize}
|
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\end{minipage}
|
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\part Compléter les pointillés.
|
||||
|
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\begin{multicols}{2}
|
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\begin{subparts}
|
||||
\subpart $\dfrac{4}{5} = \dfrac{...}{15}$
|
||||
\subpart $\dfrac{21}{63} = \dfrac{...}{9}$
|
||||
\end{subparts}
|
||||
\end{multicols}
|
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\end{parts}
|
||||
15
3e/DS/BB_16_11_05/tech_thales.tex
Normal file
15
3e/DS/BB_16_11_05/tech_thales.tex
Normal file
@@ -0,0 +1,15 @@
|
||||
Calculer les longueurs $HE$ et $HD$
|
||||
|
||||
\begin{center}
|
||||
\includegraphics{./fig/situation_thales}
|
||||
\end{center}
|
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|
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.\dotfill \\[0.3cm]
|
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.\dotfill \\[0.3cm]
|
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.\dotfill \\[0.3cm]
|
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.\dotfill \\[0.3cm]
|
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.\dotfill \\[0.3cm]
|
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.\dotfill \\[0.3cm]
|
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.\dotfill \\[0.3cm]
|
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.\dotfill \\[0.3cm]
|
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.\dotfill \\[0.3cm]
|
||||
BIN
3e/DS/BB_16_12_03/BB_16_12_03.pdf
Normal file
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3e/DS/BB_16_12_03/BB_16_12_03.pdf
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67
3e/DS/BB_16_12_03/BB_16_12_03.tex
Normal file
67
3e/DS/BB_16_12_03/BB_16_12_03.tex
Normal file
@@ -0,0 +1,67 @@
|
||||
\documentclass[a4paper,12pt, table]{/media/documents/Cours/Prof/Enseignements/2016-2017/tools/style/classExamen}
|
||||
\usepackage{/media/documents/Cours/Prof/Enseignements/2016-2017/theme}
|
||||
|
||||
% Title Page
|
||||
\titre{Brevet Blanc 3}
|
||||
% \seconde \premiereS \PSTMG \TSTMG
|
||||
\classe{312}
|
||||
\date{Samedi 3 décembre 2016}
|
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\duree{2 heures}
|
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%\sujet{}}
|
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% DS DSCorr DM DMCorr Other
|
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\typedoc{Other}
|
||||
\ptpres{4}
|
||||
|
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\begin{document}
|
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\titlepage
|
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|
||||
\begin{questions}
|
||||
|
||||
\vfill
|
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|
||||
\question[6]
|
||||
\subimport{./Pgm_calc/}{subject.tex}
|
||||
|
||||
\vfill
|
||||
|
||||
\question[6]
|
||||
\subimport{./DNB_asie2013_exo5/}{subject.tex}
|
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|
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\vfill
|
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|
||||
\pagebreak
|
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|
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\vfill
|
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|
||||
\question[5]
|
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\subimport{./DNB_asie2013_exo1/}{subject.tex}
|
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|
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\vfill
|
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|
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\question[5]
|
||||
\subimport{./DNBpro_2014_exo2/}{subject.tex}
|
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|
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\vfill
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|
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\pagebreak
|
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|
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\vfill
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|
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\question[5]
|
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\subimport{./DNBpro_2015_exo3/}{subject.tex}
|
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|
||||
\vfill
|
||||
|
||||
\question[7]
|
||||
\subimport{./DNB_pondycherie2014_Exo5/}{subject.tex}
|
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|
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\vfill
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|
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\end{questions}
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352
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352
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31
3e/DS/BB_16_12_03/DNB_asie2013_exo1/subject.tex
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31
3e/DS/BB_16_12_03/DNB_asie2013_exo1/subject.tex
Normal file
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% DNB Asie 2015
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% Exercice 1
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% Theme: Lecture graphique
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Le débit d'une connexion internet varie en fonction de la distance du modem par rapport au central téléphonique le plus proche.
|
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On a représenté ci-dessous la fonction qui, à la distance du modem au central téléphonique (en kilomètres), associe son débit théorique (en mégabits par seconde).
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\begin{center}
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\includegraphics[scale=1]{./fig/graph}
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\end{center}
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\begin{parts}
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\part Marie habite à 2,5~km d'un central téléphonique. Quel débit de connexion obtient-elle ?
|
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\part Paul obtient un débit de $20$ Mbits/s.
|
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À quelle distance du central téléphonique habite-t-il ?
|
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\part Pour pouvoir recevoir la télévision par internet, le débit doit être au moins de $15$ Mbits/s.
|
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À quelle distance maximum du central doit-on habiter pour pouvoir recevoir la télévision par internet ?
|
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\end{parts}
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%%% Local Variables:
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%%% mode: latex
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%%% TeX-master: "master"
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%%% End:
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BIN
3e/DS/BB_16_12_03/DNB_asie2013_exo5/fig/tableau.png
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30
3e/DS/BB_16_12_03/DNB_asie2013_exo5/subject.tex
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3e/DS/BB_16_12_03/DNB_asie2013_exo5/subject.tex
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|
||||
% DNB Asie 2015 modifié
|
||||
% Exercice 5 modifié
|
||||
% Theme: calculs, sens des opérations et tableur
|
||||
|
||||
Le maire d'une ville veux évaluer le coût du traitement des déchets. Une entreprise lui propose de traiter les déchets aux prix de 10\euro par mois et par habitants.
|
||||
|
||||
Le maire fait alors le tableau suivant sur le tableur.
|
||||
|
||||
\includegraphics[scale=0.5]{./fig/tableau}
|
||||
|
||||
\begin{parts}
|
||||
|
||||
\part Expliquer pourquoi pour une ville de \np{10000}, le prix pour traiter les déchets est de \np{1200000}.
|
||||
|
||||
\part Quelle formule peut-il rentrer dans la case \texttt{B4} puis glisser vers le bas pour calculer le prix de traitement?
|
||||
|
||||
\part En 2009, la France comptait 65 millions d’habitants qui ont produit 30 millions de tonnes de déchets.
|
||||
|
||||
Est-il vrai que cette année là, un habitant en France produisait un peu plus de 1 kg de déchet par jour ?
|
||||
\end{parts}
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
BIN
3e/DS/BB_16_12_03/DNB_asie2013_exo5/tableur.ods
Normal file
BIN
3e/DS/BB_16_12_03/DNB_asie2013_exo5/tableur.ods
Normal file
Binary file not shown.
42
3e/DS/BB_16_12_03/DNB_pondycherie2014_Exo5/subject.tex
Normal file
42
3e/DS/BB_16_12_03/DNB_pondycherie2014_Exo5/subject.tex
Normal file
@@ -0,0 +1,42 @@
|
||||
% DNB Pondichery 2015
|
||||
% Exercicee 5
|
||||
% Theme: Probabilité
|
||||
|
||||
Un jeu télévisé propose à des candidats deux épreuves :
|
||||
|
||||
\setlength\parindent{6mm}
|
||||
\begin{itemize}
|
||||
\item[$\bullet~~$]Pour la première épreuve, le candidat est face à 5 portes : une seule
|
||||
porte donne accès à la salle du trésor alors que les 4 autres s'ouvrent
|
||||
sur la salle de consolation.
|
||||
\item[$\bullet~~$]Pour la deuxième épreuve, le candidat se retrouve dans une salle face
|
||||
à 8 enveloppes.
|
||||
|
||||
\textbf{Dans la salle du trésor }: 1 enveloppe contient \np{1000}~\euro, 5 enveloppes
|
||||
contiennent 200~\euro. Les autres contiennent 100~\euro.
|
||||
|
||||
\textbf{Dans la salle de consolation} : 5 enveloppes contiennent 100~\euro{} et les
|
||||
autres sont vides.
|
||||
\end{itemize}
|
||||
\setlength\parindent{0mm}
|
||||
|
||||
Il doit choisir une seule enveloppe et découvre alors le montant qu'il a gagné.
|
||||
|
||||
\medskip
|
||||
|
||||
\begin{enumerate}
|
||||
\item Quelle est la probabilité que le candidat accède à la salle du trésor ?
|
||||
\item Un candidat se retrouve dans la salle du trésor.
|
||||
\begin{enumerate}
|
||||
\item Représenter par un schéma la situation.
|
||||
\item Quelle est la probabilité qu'il gagne au moins 200~\euro{} ?
|
||||
\end{enumerate}
|
||||
\item Un autre candidat se retrouve dans la salle de consolation.
|
||||
|
||||
Quelle est la probabilité qu'il ne gagne rien ?
|
||||
\end{enumerate}
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
26
3e/DS/BB_16_12_03/DNBpro_2014_exo2/subject.tex
Normal file
26
3e/DS/BB_16_12_03/DNBpro_2014_exo2/subject.tex
Normal file
@@ -0,0 +1,26 @@
|
||||
% DNB pro 2014
|
||||
% Exercice 2
|
||||
% theme: Fractions
|
||||
|
||||
Pour chaque match, les 72 000 places du stade sont mises en vente dans les proportions suivantes :
|
||||
\begin{itemize}
|
||||
\item $\dfrac{1}{3}$ des places pour les brésiliens (pays organisateur),
|
||||
\item $\dfrac{1}{6}$ des places pour les supporters pour chaque équipe en jeu sur le terrain
|
||||
\item $\dfrac{1}{24}$ des places pour les sponsors et officiels
|
||||
\item le reste des places est en vente libre.
|
||||
\end{itemize}
|
||||
|
||||
\begin{parts}
|
||||
\part Lorsque la France jouera un match, quel est le nombre de places réservées aux supporters français ?
|
||||
\part Quand le Brésil va jouer, quelle fraction représentera le nombre de places réservées aux supporters brésiliens ?
|
||||
\part Montrer que le nombre de places en vente libre est de 21 000.
|
||||
\end{parts}
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
BIN
3e/DS/BB_16_12_03/DNBpro_2015_exo3/fig/portraits.pdf
Normal file
BIN
3e/DS/BB_16_12_03/DNBpro_2015_exo3/fig/portraits.pdf
Normal file
Binary file not shown.
151
3e/DS/BB_16_12_03/DNBpro_2015_exo3/fig/portraits.svg
Normal file
151
3e/DS/BB_16_12_03/DNBpro_2015_exo3/fig/portraits.svg
Normal file
File diff suppressed because one or more lines are too long
|
After Width: | Height: | Size: 22 KiB |
31
3e/DS/BB_16_12_03/DNBpro_2015_exo3/subject.tex
Normal file
31
3e/DS/BB_16_12_03/DNBpro_2015_exo3/subject.tex
Normal file
@@ -0,0 +1,31 @@
|
||||
% DBN pro 2015
|
||||
% Exercice 3
|
||||
% theme: Calculs et partages
|
||||
|
||||
On veut afficher 45 portraits sur un panneau en bois.
|
||||
|
||||
\begin{minipage}{0.5\textwidth}
|
||||
Dimensions:
|
||||
\begin{itemize}
|
||||
\item Panneau de bois: $100cm \times 120cm$
|
||||
\item Photo: $13cm \times 18cm$
|
||||
\end{itemize}
|
||||
\end{minipage}
|
||||
\begin{minipage}{0.5\textwidth}
|
||||
\includegraphics[scale=0.7]{./fig/portraits}
|
||||
\end{minipage}
|
||||
|
||||
Arthur pense que l'on peut mettre 42 photos au maximum sur le paneau.
|
||||
|
||||
Hugo pense qu'en prenant le panneau dans un autre sens on peut afficher les 45 photos.
|
||||
|
||||
Présenter les calculs faits par Arthur et Hugo.
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
36
3e/DS/BB_16_12_03/Pgm_calc/subject.tex
Normal file
36
3e/DS/BB_16_12_03/Pgm_calc/subject.tex
Normal file
@@ -0,0 +1,36 @@
|
||||
% Exercice perso
|
||||
% theme: programme de calculs et calcul litteral
|
||||
|
||||
Voici un programme de calcul.
|
||||
|
||||
\begin{center}
|
||||
\Ovalbox{%
|
||||
\begin{minipage}{0.5\textwidth}
|
||||
\begin{itemize}
|
||||
\item Choisir un nombre
|
||||
\item Ajouter 3
|
||||
\item Multiplier par 5
|
||||
\item Enlever 15
|
||||
\item Ajouter 5 fois le nombre de départ
|
||||
\end{itemize}
|
||||
\end{minipage}
|
||||
}
|
||||
\end{center}
|
||||
|
||||
\begin{parts}
|
||||
\part Appliquer ce programme à 4 et montrer que l'on trouve 40.
|
||||
\part Appliquer ce programme à 13.
|
||||
\part Quel nombre doit-on choisir pour obtenir 70 à la fin?
|
||||
\part Bob a fait la conjecture suivante:
|
||||
\begin{center}
|
||||
\textit{Ce programme multiplie toujours le nombre de départ par 10}
|
||||
\end{center}
|
||||
Que pensez vous de cette conjecture?
|
||||
\end{parts}
|
||||
|
||||
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
BIN
3e/DS/BB_16_12_05/BB_16_12_05.pdf
Normal file
BIN
3e/DS/BB_16_12_05/BB_16_12_05.pdf
Normal file
Binary file not shown.
116
3e/DS/BB_16_12_05/BB_16_12_05.tex
Normal file
116
3e/DS/BB_16_12_05/BB_16_12_05.tex
Normal file
@@ -0,0 +1,116 @@
|
||||
\documentclass[a4paper,12pt, table]{/media/documents/Cours/Prof/Enseignements/2016-2017/tools/style/classExamen}
|
||||
\usepackage{/media/documents/Cours/Prof/Enseignements/2016-2017/theme}
|
||||
|
||||
% Title Page
|
||||
\titre{Brevet Blanc 3}
|
||||
% \seconde \premiereS \PSTMG \TSTMG
|
||||
\classe{308}
|
||||
\date{Lundi 5 décembre 2016}
|
||||
\duree{1 heures}
|
||||
%\sujet{}}
|
||||
% DS DSCorr DM DMCorr Other
|
||||
\typedoc{Other}
|
||||
\ptpres{2}
|
||||
|
||||
\begin{document}
|
||||
\maketitle
|
||||
|
||||
\begin{questions}
|
||||
|
||||
\question[6]
|
||||
Le collège de Kaweni1 a été inauguré en 1995. Dans ce collège, il y a \np{1372} élèves répartis en 4 niveau $6^e$,$5^e$,$4^e$ et $3^e$ et 80 professeurs.
|
||||
\begin{parts}
|
||||
\part $\dfrac{1}{3}$ des 9 agents du collège sont des femmes. Combien y a-t-il de femmes?
|
||||
\\[0.3cm].\dotfill
|
||||
\\[0.3cm].\dotfill
|
||||
\part La moitié des élèves sont des garçons, combien y a-t-il de garçons?
|
||||
\\[0.3cm].\dotfill
|
||||
\\[0.3cm].\dotfill
|
||||
\part Les $15\%$ des professeurs sont des profs de math. Combien y a-t-il de profs de math?
|
||||
\\[0.3cm].\dotfill
|
||||
\\[0.3cm].\dotfill
|
||||
\part Un quart des élèves sont en 3e. Combien d'élèves sont en 3e?
|
||||
\\[0.3cm].\dotfill
|
||||
\\[0.3cm].\dotfill
|
||||
\end{parts}
|
||||
|
||||
\vfill
|
||||
|
||||
\question[6]
|
||||
Pour animer la soirée, Sabrina a installé un panier de basket.
|
||||
|
||||
Hugo a réussi 5 paniers à 3points, 6 paniers à 2points et un lancer franc à 1point.
|
||||
|
||||
Sabrina veux calculer le score d'Hugo.
|
||||
\begin{parts}
|
||||
\part Entourer la suite d'opération que doit effectuer Sabrina pour calculer le score d'Hugo.
|
||||
|
||||
\begin{minipage}{0.3\textwidth}
|
||||
Calcul 1: \\ \Ovalbox{$(5+6+1)\times6$}
|
||||
\end{minipage}
|
||||
\begin{minipage}{0.3\textwidth}
|
||||
Calcul 2:\\ \Ovalbox{$5\times2 + 6\times 3 + 1$}
|
||||
\end{minipage}
|
||||
\begin{minipage}{0.3\textwidth}
|
||||
Calcul 3:\\ \Ovalbox{$5\times3 + 6\times 2 + 1$}
|
||||
\end{minipage}
|
||||
|
||||
\part Sabrina utilise un tableur pour noter les scores. Chaque joueur saisit le nombre de lancers réussis:
|
||||
|
||||
\includegraphics[scale=0.4]{./fig/tableur_paniers}
|
||||
|
||||
\begin{subparts}
|
||||
\subpart Vérifier par un calcul que Arthur obtient bien 27 points.
|
||||
\\[0.3cm].\dotfill
|
||||
\\[0.3cm].\dotfill
|
||||
\subpart Au début, Sabrina a saisi la formule \Ovalbox{\texttt{3*C3+2*D3+1*E3}} dans la case \texttt{F3} mais rien n'etait calculé. Comment a-t-elle corrigé la forume pour calculer le scorre de Hugo?
|
||||
\\[0.3cm].\dotfill
|
||||
\\[0.3cm].\dotfill
|
||||
\subpart Colorier en bleu la case \texttt{D3}.
|
||||
\subpart Combien Hamid a-t-il de points?
|
||||
\\[0.3cm].\dotfill
|
||||
\\[0.3cm].\dotfill
|
||||
\subpart Quelle formule doit-on écrire dans la case \texttt{F7} pour calculer le score de Emilie?
|
||||
\\[0.3cm].\dotfill
|
||||
\\[0.3cm].\dotfill
|
||||
\end{subparts}
|
||||
\end{parts}
|
||||
|
||||
\vfill
|
||||
|
||||
\question[6]
|
||||
Voici les plans d'une chambre d'un hôtel.
|
||||
|
||||
\includegraphics[scale=1]{./fig/plan}
|
||||
|
||||
Sur ce plan, 1cm correspond à 0,5m en réalité.
|
||||
|
||||
Dire si chacune de ces phrases sont vraies ou fausse en justifiant.
|
||||
|
||||
\begin{parts}
|
||||
\part Dans la chambre, il y a 2 lits, 2 armoires et 2 tables rondes.
|
||||
\\[0.3cm].\dotfill
|
||||
\\[0.3cm].\dotfill
|
||||
\part Dans la chambre, il y a 2 lits qui mesurent 2m de long et 1m de large.
|
||||
\\[0.3cm].\dotfill
|
||||
\\[0.3cm].\dotfill
|
||||
\\[0.3cm].\dotfill
|
||||
\part Les armoires mesurent plus de 1m de large.
|
||||
\\[0.3cm].\dotfill
|
||||
\\[0.3cm].\dotfill
|
||||
\\[0.3cm].\dotfill
|
||||
\part La table mesure 1m de diamètre.
|
||||
\\[0.3cm].\dotfill
|
||||
\\[0.3cm].\dotfill
|
||||
\\[0.3cm].\dotfill
|
||||
\end{parts}
|
||||
|
||||
|
||||
\end{questions}
|
||||
|
||||
\end{document}
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
BIN
3e/DS/BB_16_12_05/BB_16_12_05_revi.pdf
Normal file
BIN
3e/DS/BB_16_12_05/BB_16_12_05_revi.pdf
Normal file
Binary file not shown.
60
3e/DS/BB_16_12_05/BB_16_12_05_revi.tex
Normal file
60
3e/DS/BB_16_12_05/BB_16_12_05_revi.tex
Normal file
@@ -0,0 +1,60 @@
|
||||
\documentclass[a5paper,12pt, table]{/media/documents/Cours/Prof/Enseignements/2016-2017/tools/style/classExo}
|
||||
\usepackage{/media/documents/Cours/Prof/Enseignements/2016-2017/theme}
|
||||
|
||||
% Title Page
|
||||
\titre{Révision evaluation 3}
|
||||
% \seconde \premiereS \PSTMG \TSTMG
|
||||
\classe{308}
|
||||
\date{Lundi 5 décembre 2016}
|
||||
\duree{1 heures}
|
||||
%\sujet{}}
|
||||
% DS DSCorr DM DMCorr Other
|
||||
\typedoc{Other}
|
||||
%\ptpres{2}
|
||||
|
||||
\pagestyle{empty}
|
||||
|
||||
\begin{document}
|
||||
%\maketitle
|
||||
|
||||
\begin{Exo}[Coupe du monde]
|
||||
Pour chaque match, les 72 000 places du stade sont mises en vente dans les proportions suivantes :
|
||||
\begin{itemize}
|
||||
\item $\dfrac{1}{3}$ des places pour les brésiliens (pays organisateur),
|
||||
\item $\dfrac{1}{6}$ des places pour les supporters pour chaque équipe en jeu sur le terrain
|
||||
\item $\dfrac{1}{24}$ des places pour les sponsors et officiels
|
||||
\item le reste des places est en vente libre.
|
||||
\end{itemize}
|
||||
|
||||
\begin{enumerate}
|
||||
\item Lorsque la France jouera un match, quel est le nombre de places réservées aux supporters français ?
|
||||
\item Quand le Brésil va jouer, quelle fraction représentera le nombre de places réservées aux supporters brésiliens ?
|
||||
\item Montrer que le nombre de places en vente libre est de 21 000.
|
||||
\end{enumerate}
|
||||
|
||||
\end{Exo}
|
||||
|
||||
\begin{Exo}
|
||||
|
||||
Voici le plan d'une maison où 1cm sur la carte correspond à 1,5m en vrai
|
||||
|
||||
\begin{minipage}{0.5\textwidth}
|
||||
\includegraphics[scale=1]{./fig/planrevi}
|
||||
\end{minipage}
|
||||
\begin{minipage}{0.45\textwidth}
|
||||
\begin{enumerate}
|
||||
\item Quels sont les dimensions la maison?
|
||||
\item Quelle est la longueur de la voiture?
|
||||
\item Quel est le diamètre de la piscine?
|
||||
\end{enumerate}
|
||||
|
||||
\end{minipage}
|
||||
|
||||
\end{Exo}
|
||||
|
||||
\end{document}
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
BIN
3e/DS/BB_16_12_05/BB_16_12_05_revi_a4.pdf
Normal file
BIN
3e/DS/BB_16_12_05/BB_16_12_05_revi_a4.pdf
Normal file
Binary file not shown.
BIN
3e/DS/BB_16_12_05/fig/plan.pdf
Normal file
BIN
3e/DS/BB_16_12_05/fig/plan.pdf
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Binary file not shown.
162
3e/DS/BB_16_12_05/fig/plan.svg
Normal file
162
3e/DS/BB_16_12_05/fig/plan.svg
Normal file
@@ -0,0 +1,162 @@
|
||||
<?xml version="1.0" encoding="UTF-8" standalone="no"?>
|
||||
<!-- Created with Inkscape (http://www.inkscape.org/) -->
|
||||
|
||||
<svg
|
||||
xmlns:dc="http://purl.org/dc/elements/1.1/"
|
||||
xmlns:cc="http://creativecommons.org/ns#"
|
||||
xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
|
||||
xmlns:svg="http://www.w3.org/2000/svg"
|
||||
xmlns="http://www.w3.org/2000/svg"
|
||||
xmlns:xlink="http://www.w3.org/1999/xlink"
|
||||
xmlns:sodipodi="http://sodipodi.sourceforge.net/DTD/sodipodi-0.dtd"
|
||||
xmlns:inkscape="http://www.inkscape.org/namespaces/inkscape"
|
||||
width="132.26033mm"
|
||||
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|
||||
viewBox="0 0 468.63897 286.60746"
|
||||
id="svg2"
|
||||
version="1.1"
|
||||
inkscape:version="0.91 r13725"
|
||||
sodipodi:docname="plan.svg">
|
||||
<defs
|
||||
id="defs4" />
|
||||
<sodipodi:namedview
|
||||
id="base"
|
||||
pagecolor="#ffffff"
|
||||
bordercolor="#666666"
|
||||
borderopacity="1.0"
|
||||
inkscape:pageopacity="0.0"
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||||
inkscape:pageshadow="2"
|
||||
inkscape:zoom="0.70710678"
|
||||
inkscape:cx="176.96"
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||||
inkscape:cy="198.52097"
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||||
inkscape:document-units="px"
|
||||
inkscape:current-layer="layer1"
|
||||
showgrid="false"
|
||||
inkscape:object-paths="true"
|
||||
inkscape:snap-intersection-paths="true"
|
||||
inkscape:object-nodes="true"
|
||||
inkscape:snap-smooth-nodes="true"
|
||||
inkscape:snap-nodes="false"
|
||||
fit-margin-top="0"
|
||||
fit-margin-left="0"
|
||||
fit-margin-right="0"
|
||||
fit-margin-bottom="0"
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BIN
3e/DS/BB_16_12_05/fig/planrevi.pdf
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3e/DS/BB_16_12_05/fig/planrevi.pdf
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3e/DS/BB_16_12_05/fig/tableur_paniers.png
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3e/DS/BB_16_12_05/fig/tableur_paniers.png
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|
After Width: | Height: | Size: 128 KiB |
BIN
3e/DS/BB_17_03_25/BB_17_03_25-312.pdf
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3e/DS/BB_17_03_25/BB_17_03_25-312.pdf
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69
3e/DS/BB_17_03_25/BB_17_03_25-312.tex
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69
3e/DS/BB_17_03_25/BB_17_03_25-312.tex
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@@ -0,0 +1,69 @@
|
||||
\documentclass[a4paper,12pt, table]{/media/documents/Cours/Prof/Enseignements/2016-2017/tools/style/classExamen}
|
||||
\usepackage{/media/documents/Cours/Prof/Enseignements/2016-2017/theme}
|
||||
|
||||
% Title Page
|
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\titre{Brevet Blanc 3}
|
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% \seconde \premiereS \PSTMG \TSTMG
|
||||
\classe{312}
|
||||
\date{Samedi 25 mars 2017}
|
||||
\duree{2 heures}
|
||||
%\sujet{}}
|
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% DS DSCorr DM DMCorr Other
|
||||
\typedoc{Other}
|
||||
\ptpres{4}
|
||||
|
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\begin{document}
|
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\titlepage
|
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|
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\begin{questions}
|
||||
|
||||
\vfill
|
||||
|
||||
\question[9]
|
||||
~\subimport{./QCM/}{subject.tex}
|
||||
|
||||
\vfill
|
||||
|
||||
\pagebreak
|
||||
|
||||
\vfill
|
||||
|
||||
\question[6]
|
||||
~\subimport{./Pgm_calc/}{subject.tex}
|
||||
|
||||
\vfill
|
||||
|
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\question[5]
|
||||
\subimport{./Geo/}{subject.tex}
|
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|
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\pagebreak
|
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|
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\vfill
|
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|
||||
\question[6]
|
||||
\subimport{./Prop_graph/}{subject.tex}
|
||||
|
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\pagebreak
|
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|
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\vfill
|
||||
|
||||
\question[4]
|
||||
~\subimport{./Scratch/}{subject.tex}
|
||||
|
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\vfill
|
||||
|
||||
\vfill
|
||||
\question[6]
|
||||
~\subimport{./Geo_vitesse/}{subject.tex}
|
||||
|
||||
|
||||
\vfill
|
||||
|
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\end{questions}
|
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|
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\end{document}
|
||||
|
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%%% Local Variables:
|
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%%% mode: latex
|
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%%% TeX-master: "master"
|
||||
%%% End:
|
||||
BIN
3e/DS/BB_17_03_25/Geo/fig/schema.png
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BIN
3e/DS/BB_17_03_25/Geo/fig/schema.png
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|
After Width: | Height: | Size: 29 KiB |
24
3e/DS/BB_17_03_25/Geo/subject.tex
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24
3e/DS/BB_17_03_25/Geo/subject.tex
Normal file
@@ -0,0 +1,24 @@
|
||||
% origin: Nouvelle Calédonie, décembre 2015, Exercice 9
|
||||
% theme: Thalès, Géométrie
|
||||
|
||||
Un marionnettiste doit faire un spectacle sur le thème de l'ombre. Pour cela il a besoin que sa marionnette de 30~cm ait une ombre de 1,2~m.
|
||||
|
||||
La source de lumière C est située à 8 m de la toile (AB).
|
||||
|
||||
La marionnette est représentée par le segment [DE].
|
||||
|
||||
\medskip
|
||||
|
||||
\begin{enumerate}
|
||||
\item Démontrer que les droites (AB) et (DE) sont parallèles.
|
||||
\item Calculer EC pour savoir où il doit placer sa marionnette.
|
||||
\end{enumerate}
|
||||
|
||||
\includegraphics[scale=0.5]{./fig/schema}
|
||||
|
||||
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
BIN
3e/DS/BB_17_03_25/Geo_vitesse/fig/passage_cloute.png
Normal file
BIN
3e/DS/BB_17_03_25/Geo_vitesse/fig/passage_cloute.png
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|
After Width: | Height: | Size: 14 KiB |
22
3e/DS/BB_17_03_25/Geo_vitesse/subject.tex
Normal file
22
3e/DS/BB_17_03_25/Geo_vitesse/subject.tex
Normal file
@@ -0,0 +1,22 @@
|
||||
% origin: Asie Juin 2015 exercice 2
|
||||
% theme: QCM, fraction, grandeurs, pourcentage
|
||||
|
||||
|
||||
Julien est en retard pour aller rejoindre ses amis au terrain de basket.
|
||||
|
||||
Il décide alors de traverser imprudemment la route du point J au point F sans utiliser les
|
||||
passages piétons.
|
||||
|
||||
Le passage piéton est supposé perpendiculaire au trottoir.
|
||||
|
||||
\includegraphics[scale=0.4]{./fig/passage_cloute}
|
||||
|
||||
|
||||
En moyenne, un piéton met $9$ secondes pour parcourir $10$ mètres.
|
||||
|
||||
Combien de temps Julien a-t-il gagné en traversant sans utiliser le passage piéton ?
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
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84
3e/DS/BB_17_03_25/Geo_vitesse_etude/subject.tex
Normal file
84
3e/DS/BB_17_03_25/Geo_vitesse_etude/subject.tex
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|
||||
% origin: Asie Juin 2015 exercice 2
|
||||
% theme: QCM, fraction, grandeurs, pourcentage
|
||||
|
||||
|
||||
Rémi s'est inscrit à son premier triathlon \og distance olympique \fg.
|
||||
|
||||
Il devra effectuer : 1,5 km de natation, puis 40 km de cyclisme, puis 10 km de course à pied.
|
||||
|
||||
Il a reçu les informations suivantes (Les deux schémas ne sont pas à l'échelle):
|
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|
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|
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\medskip
|
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|
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\parbox{0.6\linewidth}{
|
||||
\textbf{Natation:} \\
|
||||
Partir du point D, rejoindre la bouée A à 250 m du départ, la contourner à 900 sur la gauche, aller jusqu'à la bouée B, la contourner encore à gauche et rejoindre le point de départ D qui est à 650 m de la bouée B.}\hfill
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\parbox{0.3\linewidth}{
|
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\includegraphics[scale=1]{./fig/Sept_2012_Metro_PB_nage}
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}
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\medskip
|
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\parbox{0.6\linewidth}{
|
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\textbf{Cyclisme:} \\
|
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Départ au point P au pied du col, montée régulière de 20 km jusqu'au sommet S du col avec un dénivelé de 800 m, puis descente par la même route et retour au point P.}
|
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\hfill
|
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\parbox{0.3\linewidth}{
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\includegraphics[scale=1]{./fig/Sept_2012_Metro_PB_deniv}
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}
|
||||
\medskip
|
||||
|
||||
\textbf{Course à pied} \\
|
||||
Circuit de 5 km à parcourir 2 fois.
|
||||
|
||||
\medskip
|
||||
|
||||
\begin{enumerate}
|
||||
\item Partie natation
|
||||
|
||||
Rémi prévoit de parcourir 1~km toutes les 20~minutes.
|
||||
Expliquer pourquoi, s'il nage régulièrement, il devrait mettre 30minutes pour la partie natation.
|
||||
\item Partie cyclisme
|
||||
\begin{enumerate}
|
||||
\item Vérifier par un calcul que la valeur arrondie au mètre près de PH est 19 984 mètres.
|
||||
\item Rémi sait qu'avec une telle pente il peut prévoir 1 h 30 min pour cette subpartie du triathlon.
|
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|
||||
\medskip
|
||||
|
||||
\fbox{
|
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\parbox{0.5\linewidth}{La pente moyenne $p$ d'une route est un pourcentage qui se calcule de la façon suivante :
|
||||
|
||||
\[p = \dfrac{d}{l} \times 100\]
|
||||
|
||||
où $d$ et $l$ sont exprimées dans la même unité.}\hfill
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\parbox{0.4\linewidth}{
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\includegraphics[scale=1]{./fig/Sept_2012_Metro_PB_pente}
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}}
|
||||
|
||||
\medskip
|
||||
|
||||
Calculer la pente moyenne du col que doit escalader Rémi.
|
||||
\end{enumerate}
|
||||
\item Partie course à pied
|
||||
|
||||
Pour la dernière partie de son triathlon, Rémi prévoit de mettre 20~minutes pour chacun des deux tours du circuit de 5~km.
|
||||
|
||||
Déterminer en km/h sa vitesse moyenne pour la course à pied s'il respecte ses prévisions.
|
||||
\item Totalité du triathlon
|
||||
|
||||
Recopier puis completer le tableau suivant \textit{(les temps seront donnés en heures et en minutes)}.
|
||||
|
||||
\begin{tabular}{|c|*{4}{p{2.6cm}|}}
|
||||
\hline
|
||||
Épreuve & Natation & Cyclisme & Course à pied & Total \\
|
||||
\hline
|
||||
Temps prévus & & 1h30min & & \\
|
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\hline
|
||||
\end{tabular}
|
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\end{enumerate}
|
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|
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%%% Local Variables:
|
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%%% mode: latex
|
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%%% TeX-master: "master"
|
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%%% End:
|
||||
36
3e/DS/BB_17_03_25/Pgm_calc/subject.tex
Normal file
36
3e/DS/BB_17_03_25/Pgm_calc/subject.tex
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@@ -0,0 +1,36 @@
|
||||
% origin: ??? (mais modifié!)
|
||||
% theme: Programme de calculs, Calcul littéral
|
||||
|
||||
Voici un programme de calcul sur lequel travaillent quatre élèves.
|
||||
|
||||
\begin{center}
|
||||
\fbox{\colorbox{base2}{
|
||||
\begin{minipage}[h]{0.4\textwidth}
|
||||
Prendre un nombre\\
|
||||
Lui ajouter 8\\
|
||||
Multiplier le résultat par 3\\
|
||||
Enlever 24\\
|
||||
Enlever le nombre de départ
|
||||
\end{minipage}
|
||||
}}
|
||||
|
||||
\end{center}
|
||||
Voici ce qu'ils affirment :
|
||||
|
||||
Sophie : \og Quand je prends 4 comme nombre de
|
||||
départ, j'obtiens, 9 \fg
|
||||
|
||||
Gabriel : \og Moi,j'ai pris $-3$ au départ et j'ai obtenu $-9$. \fg
|
||||
|
||||
Martin : \og En appliquant le programme à $x$, je trouve $3(x+8)-24-x$. \fg
|
||||
|
||||
Faïza : \og Pour n'importe quel nombre choisi, le résultat final est égal au double du nombre de départ. \fg
|
||||
|
||||
Pour chacun de ces quatre élèves expliquer s'il a raison ou tort.
|
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|
||||
|
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|
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%%% Local Variables:
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%%% mode: latex
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%%% TeX-master: "master"
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%%% End:
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BIN
3e/DS/BB_17_03_25/Prop_graph/fig/profil_course.png
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BIN
3e/DS/BB_17_03_25/Prop_graph/fig/profil_course.png
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|
After Width: | Height: | Size: 129 KiB |
34
3e/DS/BB_17_03_25/Prop_graph/subject.tex
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34
3e/DS/BB_17_03_25/Prop_graph/subject.tex
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@@ -0,0 +1,34 @@
|
||||
% origin: Amérique du nord, juin 2015, Exercice 2
|
||||
% theme: Graphique, Proportionnalité
|
||||
|
||||
Lors d'une étape cycliste, les distances parcourues par un cycliste ont été relevées
|
||||
chaque heure après le départ.
|
||||
|
||||
Ces données sont précisées dans le graphique ci-dessous :
|
||||
|
||||
\includegraphics[scale=0.4]{./fig/profil_course}
|
||||
|
||||
Par lecture graphique, répondre aux questions suivantes.
|
||||
|
||||
\emph{Aucune justification n'est demandée.}
|
||||
|
||||
\medskip
|
||||
|
||||
\begin{enumerate}
|
||||
\item
|
||||
\begin{enumerate}
|
||||
\item Quelle est la distance totale de cette étape ?
|
||||
\item En combien de temps le cycliste a-t-il parcouru les cent premiers kilomètres ?
|
||||
\item Quelle est la distance parcourue lors de la dernière demi-heure de course ?
|
||||
\end{enumerate}
|
||||
\item Y-a-t-il proportionnalité entre la distance parcourue et la durée de parcours de cette
|
||||
étape ?
|
||||
|
||||
Justifier votre réponse et proposer une explication.
|
||||
\end{enumerate}
|
||||
|
||||
|
||||
%%% Local Variables:
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||||
%%% mode: latex
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%%% TeX-master: "master"
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%%% End:
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85
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33
3e/DS/BB_17_03_25/QCM/subject.tex
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|
||||
% origin: Nouvelle Caledonie décembre 2014 exercice 1
|
||||
% theme: QCM, fraction, grandeurs, pourcentage
|
||||
|
||||
|
||||
|
||||
Cet exercice est un questionnaire à choix multiples (QCM). Pour chaque question, une seule des trois réponses proposées est exacte. Sur la copie, indiquer le numéro de la question et recopier, sans justifier, la réponse choisie. Aucun point ne sera enlevé en cas de mauvaise réponse :
|
||||
|
||||
\medskip
|
||||
|
||||
\hspace{-1cm}
|
||||
\begin{tabular}{|c|p{5cm}|*{3}{p{3cm}|}}
|
||||
\hline
|
||||
&Question& Réponse A& Réponse B& Réponse C \\
|
||||
\hline
|
||||
1&$\dfrac{4}{5} + \dfrac{1}{5}\times \dfrac{2}{3}$&$\dfrac{14}{15}$&$ \dfrac{2}{3}$&$ \dfrac{6}{20}$\\
|
||||
\hline
|
||||
2& Une solution de l'équation \newline $2x^2 - 18 = 0$ est & 2& 0& 3\\
|
||||
\hline
|
||||
3& Combien font 5\,\% de 650 ?& 32,5& 645& \np{13000}\\
|
||||
\hline
|
||||
4& Quelle est approximativement la masse de la terre ? & 32 tonnes& $6 \times 10^{24}$ kg& $7 \times 10^{-15}$ g\\
|
||||
\hline
|
||||
5 & \includegraphics[scale=0.4]{./fig/modele} \newline a le même périmètre que & \includegraphics[scale=0.4]{./fig/reponse1}& \includegraphics[scale=0.4]{./fig/reponse2}& \includegraphics[scale=0.4]{./fig/reponse3} \\
|
||||
\hline
|
||||
6 & \includegraphics[scale=0.4]{./fig/modele} \newline a la même aire que & \includegraphics[scale=0.4]{./fig/reponse1}& \includegraphics[scale=0.4]{./fig/reponse2}& \includegraphics[scale=0.4]{./fig/reponse3} \\
|
||||
\hline
|
||||
\end{tabular}
|
||||
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
BIN
3e/DS/BB_17_03_25/Scratch/fig/prog_rep.pdf
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3e/DS/BB_17_03_25/Scratch/fig/prog_rep.pdf
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3e/DS/BB_17_03_25/Scratch/fig/prog_rep.svg
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3e/DS/BB_17_03_25/Scratch/fig/roufouanti_mod.png
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25
3e/DS/BB_17_03_25/Scratch/subject.tex
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25
3e/DS/BB_17_03_25/Scratch/subject.tex
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|
||||
% origin: Perso
|
||||
% theme: Scratch
|
||||
|
||||
\begin{enumerate}
|
||||
\item Associer à chaque programme le résultat associé
|
||||
|
||||
\hspace{-1cm}
|
||||
\includegraphics[scale=0.9]{./fig/prog_rep}
|
||||
|
||||
\item Abdou s'interesse au programme A. Il voudrait que la balle fasse un tour de plus vers l'interieur. Proposer une modification du programme A.
|
||||
|
||||
\item Roufouanti travaille sur le programme B. Elle a changer le block suivant:
|
||||
|
||||
\includegraphics[scale=0.7]{./fig/roufouanti_mod}
|
||||
|
||||
Mais son programme ne marche plus et au bout de quelques secondes, la balle bouge de façon étrange. Expliquer ce qui se passe.
|
||||
\end{enumerate}
|
||||
|
||||
|
||||
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
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3e/DS/BB_17_03_25/etude.pdf
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34
3e/DS/BB_17_03_25/etude.tex
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3e/DS/BB_17_03_25/etude.tex
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|
||||
\documentclass[a4paper,12pt]{/media/documents/Cours/Prof/Enseignements/2016-2017/tools/style/classExo}
|
||||
\usepackage{/media/documents/Cours/Prof/Enseignements/2016-2017/theme}
|
||||
|
||||
% Title Page
|
||||
\titre{Calcul litteral et équation- Exercices}
|
||||
% \seconde \premiereS \PSTMG \TSTMG
|
||||
\classe{Troisième}
|
||||
\date{Mars 2017}
|
||||
|
||||
\newcommand{\lexo}{%
|
||||
|
||||
~\subimport{./Geo_vitesse_etude/}{subject.tex}
|
||||
|
||||
|
||||
}
|
||||
|
||||
%\geometry{left=15mm,right=15mm, bottom= 15mm, top=15mm}
|
||||
|
||||
\pagestyle{empty}
|
||||
|
||||
\begin{document}
|
||||
|
||||
\lexo
|
||||
|
||||
\vfill
|
||||
|
||||
|
||||
\end{document}
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
|
||||
BIN
3e/DS/BB_17_03_25_pro/BB_17_03_25-308.pdf
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3e/DS/BB_17_03_25_pro/BB_17_03_25-308.pdf
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3e/DS/BB_17_03_25_pro/BB_17_03_25-308.tex
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3e/DS/BB_17_03_25_pro/BB_17_03_25-308.tex
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|
||||
\documentclass[a4paper,12pt, table]{/media/documents/Cours/Prof/Enseignements/2016-2017/tools/style/classExamen}
|
||||
\usepackage{/media/documents/Cours/Prof/Enseignements/2016-2017/theme}
|
||||
|
||||
% Title Page
|
||||
\titre{Brevet Blanc Mars}
|
||||
% \seconde \premiereS \PSTMG \TSTMG
|
||||
\classe{308}
|
||||
\date{Samedi 25 mars 2017}
|
||||
\duree{2 heures}
|
||||
%\sujet{}}
|
||||
% DS DSCorr DM DMCorr Other
|
||||
\typedoc{Other}
|
||||
\ptpres{4}
|
||||
|
||||
\begin{document}
|
||||
\titlepage
|
||||
|
||||
\begin{questions}
|
||||
|
||||
\vfill
|
||||
|
||||
\question[9]
|
||||
~\subimport{./QCM/}{subject.tex}
|
||||
|
||||
\vfill
|
||||
|
||||
\pagebreak
|
||||
|
||||
\vfill
|
||||
|
||||
\question[6]
|
||||
~\subimport{./Statistiques/}{subject.tex}
|
||||
|
||||
\pagebreak
|
||||
|
||||
\question[6]
|
||||
\subimport{./Prop_graph/}{subject.tex}
|
||||
|
||||
\vfill
|
||||
|
||||
\question[5]
|
||||
\subimport{./Geo/}{subject.tex}
|
||||
|
||||
\vfill
|
||||
|
||||
\question[6]
|
||||
~\subimport{./Facture/}{subject.tex}
|
||||
|
||||
\pagebreak
|
||||
|
||||
\vfill
|
||||
|
||||
\question[4]
|
||||
~\subimport{./Scratch/}{subject.tex}
|
||||
|
||||
\vfill
|
||||
|
||||
|
||||
\vfill
|
||||
|
||||
\pagebreak
|
||||
|
||||
{\Large Nom - Prénom:}
|
||||
|
||||
~\subimport{./Statistiques/}{annexe.tex}
|
||||
|
||||
~\subimport{./Facture/}{annexe.tex}
|
||||
|
||||
|
||||
\end{questions}
|
||||
|
||||
\end{document}
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
30
3e/DS/BB_17_03_25_pro/Facture/annexe.tex
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30
3e/DS/BB_17_03_25_pro/Facture/annexe.tex
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|
||||
% Annexe
|
||||
|
||||
\begin{center}
|
||||
{\Large Annexe: Facture}
|
||||
|
||||
\begin{tabular}{|*{4}{p{4cm}|}}
|
||||
\hline
|
||||
Article & Quantité & Prix unitaire en \euro & Prix en \euro \\
|
||||
\hline
|
||||
Maillot & 5 & 35,00 & .... \\
|
||||
\hline
|
||||
Casquette & 8 & .... & 124,00 \\
|
||||
\hline
|
||||
Echarpe & 4 & 12,50 & 50,00\\
|
||||
\hline
|
||||
Drapeau & .... & 3,00 & 45,00 \\
|
||||
\hline
|
||||
& & Montant total & 384,00 \\
|
||||
\hline
|
||||
& & Remise de 5\% & ... \\
|
||||
\hline
|
||||
& & Total avec remise & ... \\
|
||||
\hline
|
||||
\end{tabular}
|
||||
\end{center}
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
BIN
3e/DS/BB_17_03_25_pro/Facture/fig/tableur.png
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3e/DS/BB_17_03_25_pro/Facture/fig/tableur.png
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|
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24
3e/DS/BB_17_03_25_pro/Facture/subject.tex
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24
3e/DS/BB_17_03_25_pro/Facture/subject.tex
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|
||||
% origin: Nouvelle Calédonie, décembre 2015, Exercice 9
|
||||
% theme: Thalès, Géométrie
|
||||
|
||||
Pendant leur semaine de vacances, trois familles vont assister à la finale d’un championnat de football. Ils ont commandé des accessoires aux couleurs de leur équipe favorite.
|
||||
|
||||
\begin{enumerate}
|
||||
\item Competer la facture donnée dans l'annexe à la fin du sujet (les calculs seront détaillés sur votre copie).
|
||||
\item L’un des parents a préparé la facture à l’aide d’un tableur dont un extrait est fourni ci-dessous :
|
||||
|
||||
\includegraphics[scale=0.4]{./fig/tableur}
|
||||
|
||||
Indiquer sur la copie, parmi les trois formules suivantes, celle à insérer dans la cellule D2.
|
||||
\begin{center}
|
||||
\Ovalbox{\texttt{=B2*C2}} \hspace{2cm} \Ovalbox{\texttt{B2+C2}} \hspace{2cm} \Ovalbox{\texttt{B2/C2}}
|
||||
\end{center}
|
||||
|
||||
\item Les familles ont décidé de partager le montant des accessoires en trois parts égales. Calculer le montant que chaque famille va payer.
|
||||
|
||||
\end{enumerate}
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
BIN
3e/DS/BB_17_03_25_pro/Geo/fig/schema.png
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3e/DS/BB_17_03_25_pro/Geo/fig/schema.png
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|
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24
3e/DS/BB_17_03_25_pro/Geo/subject.tex
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24
3e/DS/BB_17_03_25_pro/Geo/subject.tex
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@@ -0,0 +1,24 @@
|
||||
% origin: Nouvelle Calédonie, décembre 2015, Exercice 9
|
||||
% theme: Thalès, Géométrie
|
||||
|
||||
Un marionnettiste doit faire un spectacle sur le thème de l'ombre. Pour cela il a besoin que sa marionnette de 30~cm ait une ombre de 1,2~m.
|
||||
|
||||
La source de lumière C est située à 8 m de la toile (AB).
|
||||
|
||||
La marionnette est représentée par le segment [DE].
|
||||
|
||||
\medskip
|
||||
|
||||
\begin{enumerate}
|
||||
\item Démontrer que les droites (AB) et (DE) sont parallèles.
|
||||
\item Calculer EC pour savoir où il doit placer sa marionnette.
|
||||
\end{enumerate}
|
||||
|
||||
\includegraphics[scale=0.5]{./fig/schema}
|
||||
|
||||
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
BIN
3e/DS/BB_17_03_25_pro/Prop_graph/fig/profil_course.png
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3e/DS/BB_17_03_25_pro/Prop_graph/fig/profil_course.png
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|
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34
3e/DS/BB_17_03_25_pro/Prop_graph/subject.tex
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34
3e/DS/BB_17_03_25_pro/Prop_graph/subject.tex
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@@ -0,0 +1,34 @@
|
||||
% origin: Amérique du nord, juin 2015, Exercice 2
|
||||
% theme: Graphique, Proportionnalité
|
||||
|
||||
Lors d'une étape cycliste, les distances parcourues par un cycliste ont été relevées
|
||||
chaque heure après le départ.
|
||||
|
||||
Ces données sont précisées dans le graphique ci-dessous :
|
||||
|
||||
\includegraphics[scale=0.4]{./fig/profil_course}
|
||||
|
||||
Par lecture graphique, répondre aux questions suivantes.
|
||||
|
||||
\emph{Aucune justification n'est demandée.}
|
||||
|
||||
\medskip
|
||||
|
||||
\begin{enumerate}
|
||||
\item
|
||||
\begin{enumerate}
|
||||
\item Quelle est la distance totale de cette étape ?
|
||||
\item En combien de temps le cycliste a-t-il parcouru les cent premiers kilomètres ?
|
||||
\item Quelle est la distance parcourue lors de la dernière demi-heure de course ?
|
||||
\end{enumerate}
|
||||
\item Y-a-t-il proportionnalité entre la distance parcourue et la durée de parcours de cette
|
||||
étape ?
|
||||
|
||||
Justifier votre réponse et proposer une explication.
|
||||
\end{enumerate}
|
||||
|
||||
|
||||
%%% Local Variables:
|
||||
%%% mode: latex
|
||||
%%% TeX-master: "master"
|
||||
%%% End:
|
||||
85
3e/DS/BB_17_03_25_pro/QCM/fig/formes.svg
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85
3e/DS/BB_17_03_25_pro/QCM/fig/formes.svg
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