Merge branch 'master' of ssh://git_opytex/lafrite/2018-2019
This commit is contained in:
commit
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d="m 833.04143,341.06718 c 0,1.65686 -1.34315,3 -3,3 -1.65686,0 -3,-1.34314 -3,-3 0,-1.65685 1.34314,-3 3,-3 1.65685,0 3,1.34315 3,3 z" />
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After Width: | Height: | Size: 15 KiB |
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|
@ -45,17 +45,21 @@ On présente l'animation `puzzle <./puzzle.ggb>`_ (ou sous `la version mepc <./p
|
||||||
|
|
||||||
On leur demande d'exploiter cette découverte pour calculer la longueur pour le triangle 5-12. Après un travail de groupe, si l'idée n'a pas émergée, on peut faire un croquis pour y calculer l'aire des carrés.
|
On leur demande d'exploiter cette découverte pour calculer la longueur pour le triangle 5-12. Après un travail de groupe, si l'idée n'a pas émergée, on peut faire un croquis pour y calculer l'aire des carrés.
|
||||||
|
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||||||
Cahier de bord: une note sur l'écriture axa qui peut être réécrite avec un carré.
|
Cahier de bord: une note sur l'écriture a*a qui peut être réécrite avec un carré.
|
||||||
|
|
||||||
Étape 3: Pratique du proto-théorème
|
Étape 3: Pratique du proto-théorème
|
||||||
===================================
|
===================================
|
||||||
|
|
||||||
Réutilisation de ce qui a été fait l'étape 2 sur 3 exemples (sans utilisation de la racine carré). Chaque groupe produit un début de rédaction afin de garder une trace pour le cahier de bord.
|
Réutilisation de ce qui a été fait l'étape 2 sur 3 exemples (sans utilisation de la racine carré). Chaque groupe produit un début de rédaction afin de garder une trace pour le cahier de bord.
|
||||||
|
|
||||||
Étape 4: Technique et intro de la racine carré
|
Cahier de bord: On colle de `puzzle deplié <./B1_Puzzle_Pythagore.pdf>`_, on écrit l'égalité des aires.
|
||||||
==============================================
|
|
||||||
|
|
||||||
On donne un triangle qui a besoin de la racine carré pour être calculé. Par tâtonnement les élèves essaient d'approcher une valeur. On introduit ensuite la racine carré.
|
Étape 4: cette égalité des aires est-elle vraie pour tous les triangles?
|
||||||
|
========================================================================
|
||||||
|
|
||||||
|
On pose cette question aux élèves. Ils doivent y répondre en illustrant. Cette étape va permettre de continuer à habituer les élèves à ces calculs d'aires.
|
||||||
|
|
||||||
|
Cahier de bord: On écrit que ce n'est le cas que pour les triangles rectangles.
|
||||||
|
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|
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|
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|
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|
@ -33,9 +33,14 @@ Sur la durée on cherchera à travailler les fractions avec un axe.
|
||||||
Étape 3: Addition de fractions
|
Étape 3: Addition de fractions
|
||||||
==============================
|
==============================
|
||||||
|
|
||||||
Additions entre fractions avec l'illustration soit en tablette de chocolat soit avec un axe.
|
On donne 4 additions de fractions. Les élèves doivent faire les calculs et les illustrer avec des dessins à chaque fois.
|
||||||
|
|
||||||
Cahier de bord: On écrit quelques exemples de calculs bien rédigés.
|
$$ \frac{1}{4} + \frac{2}{4} = ...$$
|
||||||
|
$$ \frac{2}{10} + \frac{7}{10} = ...$$
|
||||||
|
$$ \frac{1}{5} + \frac{5}{10} = ...$$
|
||||||
|
$$ 1 - \frac{3}{4} = ...$$
|
||||||
|
|
||||||
|
Cahier de bord: On écrit des bonnes réponses illustrées et des mauvaises réponses en expliquant ce qui ne marche pas.
|
||||||
|
|
||||||
Sur la durée, on fera des exercices du même type.
|
Sur la durée, on fera des exercices du même type.
|
||||||
|
|
||||||
|
|
|
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Binary file not shown.
|
|
@ -28,14 +28,14 @@
|
||||||
|
|
||||||
\begin{frame}{Calcul 3}
|
\begin{frame}{Calcul 3}
|
||||||
\huge
|
\huge
|
||||||
Trois voitures mesurent ensemble 10m.
|
Ma voiture consomme 6litres pour faire 100km.
|
||||||
|
|
||||||
Combien mesurent 20 voitures?
|
Quelle sera ma consommation pour faire 75km?
|
||||||
\end{frame}
|
\end{frame}
|
||||||
|
|
||||||
\begin{frame}{Calcul 4}
|
\begin{frame}{Calcul 4}
|
||||||
\huge
|
\huge
|
||||||
Combien font $\dfrac{7}{3}$ de 15 élèves?
|
Combien font 20\% de 35 élèves?
|
||||||
\end{frame}
|
\end{frame}
|
||||||
|
|
||||||
\begin{frame}{Fin}
|
\begin{frame}{Fin}
|
||||||
|
|
|
||||||
Binary file not shown.
|
|
@ -15,26 +15,30 @@
|
||||||
\begin{frame}{Calcul 1}
|
\begin{frame}{Calcul 1}
|
||||||
\huge
|
\huge
|
||||||
\begin{eqnarray*}
|
\begin{eqnarray*}
|
||||||
(2 + 3) \times 11 - 5 =
|
(6 + 2) \times 7 - 50 =
|
||||||
\end{eqnarray*}
|
\end{eqnarray*}
|
||||||
\end{frame}
|
\end{frame}
|
||||||
|
|
||||||
\begin{frame}{Calcul 2}
|
\begin{frame}{Calcul 2}
|
||||||
\huge
|
\huge
|
||||||
Combien de temps s'est écoulé entre 10h15 et 13h30?
|
\huge
|
||||||
|
Je cours pendant 2h et je parcours 16km.
|
||||||
|
|
||||||
|
Quelle est ma vitesse (en km/h)?
|
||||||
\end{frame}
|
\end{frame}
|
||||||
|
|
||||||
\begin{frame}{Calcul 3}
|
\begin{frame}{Calcul 3}
|
||||||
\huge
|
\huge
|
||||||
15 pain au chocolats coûtent 20\euro.
|
Combien font 150\% de 20m?
|
||||||
|
|
||||||
Combien coûtent 10 pain au chocolat?
|
|
||||||
|
|
||||||
\end{frame}
|
\end{frame}
|
||||||
|
|
||||||
\begin{frame}{Calcul 4}
|
\begin{frame}{Calcul 4}
|
||||||
\huge
|
\begin{itemize}
|
||||||
Combien font $\dfrac{7}{4}$ de 10m?
|
\item Une moto coûte 100\euro.
|
||||||
|
\item Son prix augmente de 40\%.
|
||||||
|
\end{itemize}
|
||||||
|
|
||||||
|
Quel est son nouveau prix?
|
||||||
\end{frame}
|
\end{frame}
|
||||||
|
|
||||||
\begin{frame}{Fin}
|
\begin{frame}{Fin}
|
||||||
|
|
|
||||||
Binary file not shown.
|
|
@ -0,0 +1,54 @@
|
||||||
|
\documentclass[a4paper,10pt]{classPres}
|
||||||
|
\usepackage{tkz-fct}
|
||||||
|
|
||||||
|
\author{}
|
||||||
|
\title{}
|
||||||
|
\date{}
|
||||||
|
|
||||||
|
\begin{document}
|
||||||
|
\begin{frame}{Questions flashs}
|
||||||
|
\begin{center}
|
||||||
|
\huge 30 secondes par calcul
|
||||||
|
\end{center}
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 1}
|
||||||
|
\huge
|
||||||
|
\begin{eqnarray*}
|
||||||
|
6 - 2 \times 5 - 1 =
|
||||||
|
\end{eqnarray*}
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 2}
|
||||||
|
\huge
|
||||||
|
Je roule pendant 2h30 à 40km/h.
|
||||||
|
|
||||||
|
Quelle distance ai-je parcouru?
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 3}
|
||||||
|
\huge
|
||||||
|
Dans la classe, il y a 25 élèves. Nous sommes 10 garçons.
|
||||||
|
|
||||||
|
Quelle est le pourcentage de garçon?
|
||||||
|
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 4}
|
||||||
|
\huge
|
||||||
|
\begin{itemize}
|
||||||
|
\item Un livre coûte 20\euro.
|
||||||
|
\item Son prix diminue de 50\%.
|
||||||
|
\end{itemize}
|
||||||
|
|
||||||
|
Quel est son nouveau prix?
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Fin}
|
||||||
|
\begin{center}
|
||||||
|
\huge On retourne son papier.
|
||||||
|
\end{center}
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
|
||||||
|
\end{document}
|
||||||
Loading…
Reference in New Issue