import work from year 2016-2017

This commit is contained in:
Benjamin Bertrand
2017-06-16 09:49:23 +03:00
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Notes sur la manipulation de données pour les 5e
################################################
:date: 2016-09-15
:modified: 2016-09-15
:tags: Statistiques
:category: 5e
:authors: Bertrand Benjamin
:summary: Premier chapitre de les statistiques pour les 5e.

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\documentclass[a4paper,12pt,landscape, twocolumn]{/media/documents/Cours/Prof/Enseignements/2016-2017/tools/style/classExo}
\usepackage{/media/documents/Cours/Prof/Enseignements/2016-2017/theme}
% Title Page
\titre{Lecture de graphique- Exercices}
% \seconde \premiereS \PSTMG \TSTMG
\classe{5e passerelles}
\date{Septembre 2016}
\pagestyle{empty}
\geometry{left=5mm,right=5mm, bottom= 15mm, top=10mm}
\begin{document}
\setcounter{exo}{0}
\begin{Exo}[Olympiades de mathématiques]
Voici le nombre de médailles gagnées au olympiades de mathématiques pas differents collèges de Mayotte.
\hspace{-1cm}
\includegraphics[scale=0.7]{./fig/graph_medailles}
\begin{enumerate}
\item \textbf{Colorie} en bleu la barre qui parle de Kaweni 1.
\item Combien de médailles Kaweni 1 a-t-il gagné?
\item Combien de médailles le collèges de Sada a-t-il gagné?
\item Combien de médailles le collège de Pamandzi a-t-il gagné?
\item Quel collège a gagné 16 médailles?
\item Quel collège a gagné le plus de médailles?
\item Quel collège a gagné le moins de médailles?
\item Classer les collèges du premier au dernier.
\item Combien de médailles ont été données en tout?
\end{enumerate}
\end{Exo}
\setcounter{exo}{0}
\pagebreak
\begin{Exo}[Olympiades de mathématiques]
Voici le nombre de médailles gagnées au olympiades de mathématiques pas differents collèges de Mayotte.
\hspace{-1cm}
\includegraphics[scale=0.7]{./fig/graph_medailles}
\begin{enumerate}
\item \textbf{Colorie} en bleu la barre qui parle de Kaweni 1.
\item Combien de médailles Kaweni 1 a-t-il gagné?
\item Combien de médailles le collèges de Sada a-t-il gagné?
\item Combien de médailles le collège de Pamandzi a-t-il gagné?
\item Quel collège a gagné 16 médailles?
\item Quel collège a gagné le plus de médailles?
\item Quel collège a gagné le moins de médailles?
\item Classer les collèges du premier au dernier.
\item Combien de médailles ont été données en tout?
\end{enumerate}
\end{Exo}
\pagebreak
\end{document}
%%% Local Variables:
%%% mode: latex
%%% TeX-master: "master"
%%% End:

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\documentclass[a4paper,12pt,landscape, twocolumn]{/media/documents/Cours/Prof/Enseignements/2016-2017/tools/style/classExo}
\usepackage{/media/documents/Cours/Prof/Enseignements/2016-2017/theme}
% Title Page
\titre{Lecture de graphique- Exercices}
% \seconde \premiereS \PSTMG \TSTMG
\classe{5e}
\date{Octobre 2016}
\pagestyle{empty}
\geometry{left=5mm,right=5mm, bottom= 15mm, top=10mm}
\newcommand{\lexo}{%
\begin{Exo}[Luminosité pendant l'éclipse]
Pendant l'éclipse solaire du 1 septembre 2016, les élèves de 604 puis ceux de 404 ont mesuré la luminosité entre 10h39 et 14h19. Voici le graphique représentant leurs mesures.
\hspace{-0.5cm}
\includegraphics[scale=0.7]{./fig/lumiere_ecplise}
.\dotfill \\
.\dotfill
\begin{enumerate}
\item Quelle était la luminosité au début de l'expérience à 10h39?
\item Quelle était la luminosité au milieu de l'expérience à 12h39?
\item À quelles heures, la luminosité a été très proche de 160 lux?
\item Rappelez vous, ce jour là, il y a eut des nuages qui sont passé devant le soleil. Ceci a beaucoup fait baisser la luminosité. Trouvez vous les heures où il y a eu des nuages?
\item Si on ne regarde pas les heures où les nuages sont passé devant le soleil. Trouvez vous que l'on peut observer quand la lune est passée devant le soleil?
\end{enumerate}
\end{Exo}
}
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\setcounter{exo}{0}
\lexo
\setcounter{exo}{0}
\pagebreak
\lexo
\pagebreak
\end{document}
%%% Local Variables:
%%% mode: latex
%%% TeX-master: "master"
%%% End:

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Notes sur les probabilités pour les 5e
#######################################
:date: 2016-11-13
:modified: 2016-11-13
:tags: probabilité
:category: 5e
:authors: Bertrand Benjamin
:summary: Découverte des probabilités pour les 5e.
Étape 1
=======
On propose 3 jeux:
- Un dé
- Un jeu de cartes
- Une pièce
Les élèves travaillent en binôme. Chacun choisi un jeu et doit écrire une règle pour gagner, du genre
Avec le ..., je gagne quand ...
Une fois qu'ils ont écrit la règle, ils peuvent récupérer le jeu.
Plusieurs règles sont écrites au tableau et on se pose la question: Quelle est la règle qui me permet de gagner le plus souvent? On essaie d'y répondre.
Ils jouent à leur jeu avec leur règles en comptabilisant le nombre de partie et le nombre de victoire (`support de jeu <./table_jeu.pdf>`_). On essaie à nouveau de répondre à la question.
Ouvertures possibles:
- calculer des fréquences
- Tracer des diagrammes
- Trouver des fractions pour mesurer la chance

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\documentclass[a5paper,12pt]{/media/documents/Cours/Prof/Enseignements/2016-2017/tools/style/classExo}
\usepackage{/media/documents/Cours/Prof/Enseignements/2016-2017/theme}
% Title Page
\titre{Analyse de ses notes}
% \seconde \premiereS \PSTMG \TSTMG
\classe{5e}
\date{Janvier 2017}
\pagestyle{empty}
\geometry{left=5mm,right=5mm, bottom= 15mm, top=10mm}
\begin{document}
\begin{center}
{\large Notes du ..... trimestre}
\end{center}
\begin{center}
\begin{tabular}{|p{2.4cm}|*{5}{p{1.8cm}|}}
\hline
Évaluation & & & & & \\
\hline
Note & & & & & \\
\hline
Note sur 20 & & & & & \\
\hline
\end{tabular}
\begin{tabular}{|p{2.4cm}|*{5}{p{1.8cm}|}}
\hline
Évaluation & & & & & \\
\hline
Note & & & & & \\
\hline
Note sur 20 & & & & & \\
\hline
\end{tabular}
\end{center}
Maximum: \makebox[3cm]{\dotfill} \hfill Minimum: \makebox[3cm]{\dotfill}
Moyenne:
\vfill
\includegraphics[scale=1]{./fig/graph}
\end{document}
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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{Analyse des substrats}
% \seconde \premiereS \PSTMG \TSTMG
\classe{5e}
\date{Avril 2017}
\pagestyle{empty}
\newcommand{\lexo}{%
\begin{center}
\Large{\textbf{ReefCheck: Passe en S 2016}}
\end{center}
Voici les relevés fait par les élèves à la passe en S en 2016.
\begin{multicols}{2}
Premier segment
\begin{tabular}{|c|c||c|c|}
\hline
Distance & Relevé & Distance & Relevé \\
\hline
0 & HC & 5 & HC\\
\hline
0.5 & SC & 5.5 & HC \\
\hline
1 & HC & 6 & SD\\
\hline
1.5 & HC & 6.5 & RC\\
\hline
2 & HC & 7 & RC\\
\hline
2.5 & RC & 7.5 & RKC\\
\hline
3 & RC& 8 & HC\\
\hline
3.5 & OT& 8.5 & HC \\
\hline
4 & RC& 9 & HC\\
\hline
4.5 & RB& 9.5 & HC\\
\hline
\end{tabular}
Deuxième segment
\begin{tabular}{|c|c||c|c|}
\hline
Distance & Relevé & Distance & Relevé \\
\hline
0 & HC & 5 & RC \\
\hline
0.5 & SC & 5.5 & SD\\
\hline
1 & OT & 6 & RKC\\
\hline
1.5 & RC & 6.5 & SD\\
\hline
2 & HC & 7 & HC\\
\hline
2.5 & HC & 7.5 & ?? \\
\hline
3 & HC & 8 & ?? \\
\hline
3.5 & HC & 8.5 & ?? \\
\hline
4 & HC & 9 & ?? \\
\hline
4.5 & RC & 9.5 & ?? \\
\hline
\end{tabular}
\end{multicols}
\begin{enumerate}
\item Combien de relevés ont été faites sur le premier segment? Sur le deuxième?
\item À votre avs, où y a-t-il le plus de HC (corail dur) sur le segment 1 ou le segment 2?
\item Ranger les substrats dans les tableaux en les regroupant.
Premier segment
\begin{tabular}{|*{10}{p{1cm}|}}
\hline
&&&&&&&&&\\
\hline
&&&&&&&&&\\
\hline
\end{tabular}
Deuxième segment
\begin{tabular}{|*{10}{p{1cm}|}}
\hline
&&&&&&&&&\\
\hline
&&&&&&&&&\\
\hline
\end{tabular}
\item Calculer la fraction qui correspond à chaque substrat pour le segment 1.
\item Calculer la fraction qui correspond à chaque substrat pour le segment 2.
\end{enumerate}
}
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\lexo
\end{document}
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Notes sur les statistiques pour les 5e
######################################
:date: 2017-01-24
:modified: 2017-04-19
:tags: Statistiques, Fractions
:category: 5e
:authors: Bertrand Benjamin
:summary: Statistiques pour les 5e
Travail en amont
================
Les notions de moyennes, maximum, minimum et étendu sont vus tout au long du trimestre à travail l'analyse de ses notes.
- `Fiche d'analyse de notes <./analyse_notes.pdf>`_
Dans la suite les étapes 2 et 3 peuvent être interverties sans soucis.
Étape 1
=======
Classement des relevées de la bouée 11 de la passe en S et début du travail sur le calcul de la fréquence.
Le travail sur la fréquence est une occasion pour reparler des fractions avec un point de vue poche de celui déjà abordé. On pourra étendre ce travail sur les fraction en les simplifiant.
`Analyse des relevés <./analyse_substrats.tex>`_
Cahier de bord: Le tableau avec les substrats rangés, des exemples de calculs de la fréquence.
Étape 2
=======
Regroupement des substrats et nouveau calcul de la fréquence des nouveaux groupes. Ce travail permet de mettre en pratique une addition de fraction et les méthodes possibles pour y arriver (dont les fausses!).
Une fois que l'on a un peu pratiqué, on peut écrire sur le cahier de bord une note au sujet de l'addition de fractions.
Cahier de bord: Les réponses des élèves sur le calcul de la fréquence du groupe (avec les fausses!)
Étape 3
=======
On veut comparer la répartition de la population actuelle avec celle des années précédentes que l'on a sous forme de fraction. C'est l'occasion de parler de comparaison de fraction et éventuellement de leur forme décimale.
Cahier de bord: Les réponses des élèves sur les comparaison des fréquences entre les années.