Chap sur les fractions pour les 302
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3e/Nombres_Calculs/Fractions/decoupe_gateau.pdf
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3e/Nombres_Calculs/Fractions/decoupe_gateau.pdf
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3e/Nombres_Calculs/Fractions/decoupe_gateau.tex
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3e/Nombres_Calculs/Fractions/decoupe_gateau.tex
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\documentclass[a4paper,12pt]{article}
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\usepackage{myXsim}
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\title{Fractions - Exercices}
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\tribe{Troisième}
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\date{Octobre 2017}
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\pagestyle{empty}
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\begin{document}
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\begin{exercise}[subtitle={\Rai \Cal}]
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Samra, Abdou, Jeannine se partagent un gâteau au chocolat poire banane cacao. Samra en mange la moitié, Abdou un quart et Jeannine un huitième. Ils décident de garder le reste pour leur ami Bob.
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Que reste-t-il pour Bob?
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\end{exercise}
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\hfill
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\end{document}
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3e/Nombres_Calculs/Fractions/index.rst
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3e/Nombres_Calculs/Fractions/index.rst
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Reprise des base sur les fractions avec les 3e pour l'année 2017-2018
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#####################################################################
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:date: 2017-10-23
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:modified: 2017-10-23
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:tags: Nombres et opérations, Fraction
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:category: 3e
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:authors: Bertrand Benjamin
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:summary: Notes sur le chapitre autour des fractions pour les 3e pour l'année 2017-2018
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Étape 1
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-------
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Problème de découpage: `surface partagée <./surface_partagee_eleve.pdf>`_
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Bilan de correction.
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Étape 2
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-------
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Problème d'amorce (1/2h): Problème de découpe (simplification du problème de la matinée d'Arthur).
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`Exercices techniques <./all_entrainement_fraction>`_ sur les fractions (1ère colonne)
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Étape 3
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-------
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Distribution des problèmes avec les fractions. Travail sur les premiers.
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Exercices techniques.
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Étape 4
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-------
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On continue et corrige les problèmes de fractions.
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Exercices techniques.
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Étapes suivantes
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-----------------
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Exercices techniques en début de cours sur la durée (écris en live au tableau si la fiche est terminée).
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3e/Nombres_Calculs/Fractions/problemes_duree.pdf
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3e/Nombres_Calculs/Fractions/problemes_duree.tex
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3e/Nombres_Calculs/Fractions/problemes_duree.tex
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\documentclass[a4paper,12pt]{article}
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\usepackage{myXsim}
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\title{Fractions - Exercices}
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\tribe{Troisième}
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\date{Octobre 2017}
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\begin{document}
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\section*{Problèmes sur la durée: Fraction}
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\begin{enumerate}
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\item
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Trois frères héritent de la fortune de leur oncle qui s’élève à 269 000 €. Le premier reçoit les deux cinquièmes de la fortune de l’oncle. Le second reçoit une somme équivalente aux trois quarts de la première part.
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Quelle somme reçoit chacun des frères ?
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\vfill
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\item
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Le forfait téléphonique de Pierre coûte 15€ par mois. Cela représente trois cinquièmes de son argent de poche.
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Combien a-t-il d'argent de poche chaque mois ?
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\vfill
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\item
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Dans une journée, je passe le tiers du temps à dormir et les trois huitièmes du temps au collège. Les cours occupent les deux tiers du temps que je passe au collège.
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Quelle est la proportion de cours dans une journée ?
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\vfill
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\item
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Dans un collège, cinq élèves sur neuf mangent à la cantine. Les deux tiers des demi-pensionnaires ne déjeunent pas au collège le mercredi.
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Quelle proportion des élèves du collège déjeune le mercredi à la cantine ?
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\vfill
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\item
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Pour constituer sa bibliothèque d'images, Ayaz a téléchargé 24 photos d'animaux et 12 de paysages. S'il télécharge 6 nouvelles photographies d'animaux et 6 nouvelles photographies de paysages, change-t-il la proportion de photos d'animaux dans sa collection ?
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\vfill
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\item
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Dans un collège, cinq neuvièmes des élèves sont inscrits à la cantine mais un sixième seulement de l'effectif total du collège y déjeune le mercredi.
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Quelle fraction de l'effectif total du collège représentent les demi-pensionnaires qui n'y déjeunent pas le mercredi ?
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\vfill
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\item
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Sur l’ensemble des élèves de troisième d’un collège, deux tiers des élèves désirent poursuivre leurs études, un cinquième veulent aller en cycle court et les 16 élèves restant sont indécis.
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Quel est le nombre total d’élèves en troisième dans ce collège ?
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\vfill
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\item
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Un industriel a vendu les quatre neuvièmes de sa production de motos. Pour diminuer son stock, il décide de solder les trois dixièmes du reste. Il s’aperçoit qu’il lui reste ainsi sept motos non soldées.
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Calculer le nombre de motos fabriquées au départ par cet industriel.
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\vfill
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\item
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Il me faut 3h pour faire des tresses à ma mère, mais ma grande soeur, elle, n'a besoin que de 2 heures.
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Combien de temps nous faudrait-il si nous faisions les tresses à deux ?
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\vfill
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\item
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Une enquête sur l’apprentissage de l’allemand et de l’anglais chez les élèves de quatrième fait ressortir que :
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\begin{itemize}
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\item cinq douzièmes des élèves interrogés n’apprennent pas l’allemand ;
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\item 500 élèves apprennent à la fois l’allemand et l’anglais ;
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\item un quart des élèves interrogés n’apprennent pas l’anglais ;
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\item un douzième des élèves interrogés n’apprennent ni l’allemand ni l’anglais.
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\end{itemize}
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Combien d’élèves ont été interrogés au cours de cette enquête ?
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\end{enumerate}
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\end{document}
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3e/Nombres_Calculs/Fractions/surface_partagee.pdf
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