Merge branch 'master' of ssh://git_opytex/lafrite/2018-2019
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id="flowPara16">Une expérience aléatoire est une expérience dont le résultat est determiner par le hasard. Le résultat ne peut donc pas être prévu à l'avance.</flowPara><flowPara
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id="flowPara22">Pour mesurer la chance qu'un évènement arrive, on a utilisé des fractions.</flowPara></flowRoot> <image
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id="flowPara102">Cette fraction est appelé probabilité. Elle permet ensuite de comparer des expériences aléatoire entre elles.</flowPara></flowRoot> </g>
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id="flowPara140">Cette fraction est appelé probabilité. Elle permet ensuite de comparer des expériences aléatoire entre elles.</flowPara></flowRoot> </g>
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@ -19,7 +19,7 @@ Seul chaque élève écrit un texte sur ce qu'il pense d'une des 3 affirmations.
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D'autres plénières permettrons ensuite de débattre des autres affirmations. Dès qu'un groupe évoque les fractions on essaiera d'orienter le débat dans cette direction.
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D'autres plénières permettrons ensuite de débattre des autres affirmations. Dès qu'un groupe évoque les fractions on essaiera d'orienter le débat dans cette direction.
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Cahier de bord: La situation de Djelane avec l'explication des élèves justifiant qu'il a bien une chance sur 2 de gagner. On ajoutera que les mathématiciens ont inventé les probabilités pour mesurer le hasard et essayer de le contrôler.
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Cahier de bord: À partir des `réponses des élèves <./B1_definition.pdf>`_ on construit un bilan où l'on définit la probabilité.
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Étape 2: D'autres comparaisons d'expériences aléatoires
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Étape 2: D'autres comparaisons d'expériences aléatoires
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||||||
=======================================================
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=======================================================
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\documentclass[a4paper,10pt]{classPres}
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\usepackage{tkz-fct}
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\begin{frame}{Questions flashs}
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\huge 30 secondes par calcul
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\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 1}
|
||||||
|
\huge
|
||||||
|
Position de $A$
|
||||||
|
|
||||||
|
\begin{center}
|
||||||
|
\begin{tikzpicture}[scale=0.8]
|
||||||
|
\filldraw[very thick, ->] (-3.3,0) -- (3.3,0);
|
||||||
|
\filldraw[very thick, ->] (0,-3.3) -- (0,3.3);
|
||||||
|
\draw[step=1] (-3,-3) grid (3,3);
|
||||||
|
|
||||||
|
\draw (2, 1) node {x} node[above left] {$A$};
|
||||||
|
|
||||||
|
\foreach \x in {-3,...,3} {%
|
||||||
|
\draw (\x, 0) node[below] {\small \x};
|
||||||
|
\draw (0, \x) node[left ] {\small \x};
|
||||||
|
}
|
||||||
|
\end{tikzpicture}
|
||||||
|
|
||||||
|
\end{center}
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 2}
|
||||||
|
\huge
|
||||||
|
Si $x = 2$, alors
|
||||||
|
\[
|
||||||
|
3x + 5 =
|
||||||
|
\]
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 3}
|
||||||
|
\huge
|
||||||
|
\[
|
||||||
|
-5 + 3 =
|
||||||
|
\]
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 4}
|
||||||
|
\huge
|
||||||
|
Combien vaut les $\dfrac{3}{5}$ de 10?
|
||||||
|
\begin{center}
|
||||||
|
\begin{tikzpicture}[scale=2]
|
||||||
|
\foreach \x in {1,...,5} {%
|
||||||
|
\draw (\x,0) circle (0.4cm) node {\icon{cursed-star}};
|
||||||
|
\draw (\x,1) circle (0.4cm) node {\icon{cursed-star}};
|
||||||
|
}
|
||||||
|
\end{tikzpicture}
|
||||||
|
\end{center}
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Fin}
|
||||||
|
\begin{center}
|
||||||
|
\huge On retourne son papier.
|
||||||
|
\end{center}
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
|
||||||
|
\end{document}
|
||||||
Binary file not shown.
|
|
@ -0,0 +1,63 @@
|
||||||
|
\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
|
||||||
|
Position de $A$
|
||||||
|
|
||||||
|
\begin{center}
|
||||||
|
\begin{tikzpicture}[scale=0.8]
|
||||||
|
\filldraw[very thick, ->] (-3.3,0) -- (3.3,0);
|
||||||
|
\filldraw[very thick, ->] (0,-3.3) -- (0,3.3);
|
||||||
|
\draw[step=1] (-3,-3) grid (3,3);
|
||||||
|
|
||||||
|
\draw (-2, 1) node {x} node[above left] {$A$};
|
||||||
|
|
||||||
|
\foreach \x in {-3,...,3} {%
|
||||||
|
\draw (\x, 0) node[below] {\small \x};
|
||||||
|
\draw (0, \x) node[left ] {\small \x};
|
||||||
|
}
|
||||||
|
\end{tikzpicture}
|
||||||
|
|
||||||
|
\end{center}
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 2}
|
||||||
|
\huge
|
||||||
|
Si $x = 3$, alors
|
||||||
|
\[
|
||||||
|
5 + 6x =
|
||||||
|
\]
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 3}
|
||||||
|
\huge
|
||||||
|
\[
|
||||||
|
-4 + 5 =
|
||||||
|
\]
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 4}
|
||||||
|
\huge
|
||||||
|
Combien vaut les $\dfrac{1}{3}$ de 12?
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Fin}
|
||||||
|
\begin{center}
|
||||||
|
\huge On retourne son papier.
|
||||||
|
\end{center}
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
|
||||||
|
\end{document}
|
||||||
Binary file not shown.
|
|
@ -0,0 +1,71 @@
|
||||||
|
\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
|
||||||
|
Position de $A$
|
||||||
|
|
||||||
|
\begin{center}
|
||||||
|
\begin{tikzpicture}[scale=0.8]
|
||||||
|
\filldraw[very thick, ->] (-3.3,0) -- (3.3,0);
|
||||||
|
\filldraw[very thick, ->] (0,-3.3) -- (0,3.3);
|
||||||
|
\draw[step=1] (-3,-3) grid (3,3);
|
||||||
|
|
||||||
|
\draw (2, -1) node {x} node[above left] {$A$};
|
||||||
|
|
||||||
|
\foreach \x in {-3,...,3} {%
|
||||||
|
\draw (\x, 0) node[below] {\small \x};
|
||||||
|
\draw (0, \x) node[left ] {\small \x};
|
||||||
|
}
|
||||||
|
\end{tikzpicture}
|
||||||
|
|
||||||
|
\end{center}
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 2}
|
||||||
|
\huge
|
||||||
|
Si $x = 5$, alors
|
||||||
|
\[
|
||||||
|
2 + 4x =
|
||||||
|
\]
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 3}
|
||||||
|
\huge
|
||||||
|
\[
|
||||||
|
-3 + 5 =
|
||||||
|
\]
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 4}
|
||||||
|
\huge
|
||||||
|
Combien vaut les $\dfrac{3}{4}$ de 12?
|
||||||
|
\begin{center}
|
||||||
|
\begin{tikzpicture}[scale=2]
|
||||||
|
\foreach \x in {1,...,6} {%
|
||||||
|
\draw (\x,0) circle (0.4cm) node {\icon{cursed-star}};
|
||||||
|
\draw (\x,1) circle (0.4cm) node {\icon{cursed-star}};
|
||||||
|
}
|
||||||
|
\end{tikzpicture}
|
||||||
|
\end{center}
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Fin}
|
||||||
|
\begin{center}
|
||||||
|
\huge On retourne son papier.
|
||||||
|
\end{center}
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
|
||||||
|
\end{document}
|
||||||
Binary file not shown.
|
|
@ -0,0 +1,46 @@
|
||||||
|
\documentclass[a4paper,12pt]{article}
|
||||||
|
\usepackage{myXsim}
|
||||||
|
|
||||||
|
\title{Aire - bilan}
|
||||||
|
\tribe{Cinquième}
|
||||||
|
\date{Mai 2019}
|
||||||
|
|
||||||
|
\pagestyle{empty}
|
||||||
|
|
||||||
|
\newcommand{\cours}{
|
||||||
|
Certain élèves ont trouvé des calculs pour éviter d'avoir à compter les unités dans les rectangles:
|
||||||
|
|
||||||
|
\hspace{2cm}
|
||||||
|
\begin{tikzpicture}[scale=0.7]
|
||||||
|
\filldraw[very thick, fill=gray!60] (-3,3) -- (-3,0) -- (4,0) -- (4,3) -- cycle;
|
||||||
|
\draw[step=1] (-6,-1) grid (5,4);
|
||||||
|
\end{tikzpicture}
|
||||||
|
|
||||||
|
On a aussi trouvé des astuces pour mesurer l'aire quand les carreaux ne sont pas entiers:
|
||||||
|
|
||||||
|
\vspace{2cm}
|
||||||
|
|
||||||
|
\begin{tikzpicture}[scale=0.7]
|
||||||
|
\filldraw[very thick, fill=gray!60] (-4,3) -- (-2,0) -- (5,0) -- (3,3) -- cycle;
|
||||||
|
\draw[step=1] (-6,-1) grid (6,4);
|
||||||
|
\end{tikzpicture}
|
||||||
|
|
||||||
|
\textbf{\icon{mine-explosion}Attention:}
|
||||||
|
}
|
||||||
|
|
||||||
|
|
||||||
|
\begin{document}
|
||||||
|
|
||||||
|
|
||||||
|
\cours
|
||||||
|
\vfill
|
||||||
|
\cours
|
||||||
|
\vfill
|
||||||
|
|
||||||
|
\end{document}
|
||||||
|
|
||||||
|
%%% Local Variables:
|
||||||
|
%%% mode: latex
|
||||||
|
%%% TeX-master: "master"
|
||||||
|
%%% End:
|
||||||
|
|
||||||
|
|
@ -34,9 +34,14 @@ Les premiers polygones ont pour but de faire ressortir les formules pour calcule
|
||||||
|
|
||||||
Les suivants vont permettre de voir les techniques de découpage/recollage pour former des rectangles.
|
Les suivants vont permettre de voir les techniques de découpage/recollage pour former des rectangles.
|
||||||
|
|
||||||
Bilan: Formule d'aire d'un rectangle et techniques pour calculer l'aire des polygones.
|
Bilan: `Formule d'aire d'un rectangle et techniques pour calculer l'aire des polygones <./B2_rectange_manipulations.pdf>`_
|
||||||
|
|
||||||
Étape 4: Tache complexe
|
Étape 4: Calcul de l'aire d'un triangle
|
||||||
|
=======================================
|
||||||
|
|
||||||
|
Bilan: Formule de l'aire du triangle
|
||||||
|
|
||||||
|
Étape 5: Tache complexe
|
||||||
=======================
|
=======================
|
||||||
|
|
||||||
`Tache complexe des plates bandes <./TC_plate-bande.pdf>`_
|
`Tache complexe des plates bandes <./TC_plate-bande.pdf>`_
|
||||||
|
|
|
||||||
Binary file not shown.
|
|
@ -28,11 +28,11 @@
|
||||||
Caractériser chacune des situations suivantes.
|
Caractériser chacune des situations suivantes.
|
||||||
\begin{enumerate}
|
\begin{enumerate}
|
||||||
\item Lilia a \quant ans et sa mère a \quant ans. Quelle age aura la maman de Lilia quand elle aura \quant ans?
|
\item Lilia a \quant ans et sa mère a \quant ans. Quelle age aura la maman de Lilia quand elle aura \quant ans?
|
||||||
|
\item Super tomate tue \quant soldats à super tacos en \quant parties. Combien en tuera-t-il en \quant parties?
|
||||||
|
\item Marie achète \quant paquets de \quant noix de coco. Un paquet coûte \quant \euro. Au bout du 3e paquet acheté, elle a une réduction de 3\euro. Combien paiera-t-elle pour \quant \euro?
|
||||||
|
\item Un agriculteur possède \quant champs qui font un total de \quant hectares. Combien d'hectares va faire \quant champs?
|
||||||
\item Une élève a besoin de \quant clous pour accrocher \quant dessins au mur. Combien de clous aura-t-elle besoin pour attacher \quant dessins?
|
\item Une élève a besoin de \quant clous pour accrocher \quant dessins au mur. Combien de clous aura-t-elle besoin pour attacher \quant dessins?
|
||||||
\item Emma part de chez elle à \quant h, elle prend Capucine en passant. Ensemble, elles vont au bus. Quand le bus arrive il est \quant h \quant. Au premier arrêt il est \quant h \quant. Il y a encore 3 arrêts. A quelle heure vont-elle arriver au collège?
|
\item Emma part de chez elle à \quant h, elle prend Capucine en passant. Ensemble, elles vont au bus. Quand le bus arrive il est \quant h \quant. Au premier arrêt il est \quant h \quant. Il y a encore 3 arrêts. A quelle heure vont-elle arriver au collège?
|
||||||
\item Marie achète \quant paquets de \quant noix de coco. Un paquet coûte \quant \euro. Au bout du 3e paquet acheté, elle a une réduction de 3\euro. Combien paiera-t-elle pour \quant \euro?
|
|
||||||
\item Super tomate tue \quant soldats à super tacos en \quant parties. Combien en tuera-t-il en \quant parties?
|
|
||||||
\item Un agriculteur possède \quant champs qui font un total de \quant hectares. Combien d'hectares va faire \quant champs?
|
|
||||||
\end{enumerate}
|
\end{enumerate}
|
||||||
\end{exercise}
|
\end{exercise}
|
||||||
|
|
||||||
|
|
|
||||||
Binary file not shown.
|
|
@ -0,0 +1,50 @@
|
||||||
|
\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
|
||||||
|
\[
|
||||||
|
123,567 \div 100 =
|
||||||
|
\]
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 2}
|
||||||
|
\huge
|
||||||
|
\[
|
||||||
|
5\times(2+4) =
|
||||||
|
\]
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 3}
|
||||||
|
\huge Arrondir au dixième
|
||||||
|
\[
|
||||||
|
12,864
|
||||||
|
\]
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 4}
|
||||||
|
\LARGE
|
||||||
|
Je vends 5kg de fruits pour 6\euro.
|
||||||
|
|
||||||
|
Que puis-je acheter avec 30\euro?
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Fin}
|
||||||
|
\begin{center}
|
||||||
|
\huge On retourne son papier.
|
||||||
|
\end{center}
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
|
||||||
|
\end{document}
|
||||||
Binary file not shown.
|
|
@ -0,0 +1,56 @@
|
||||||
|
\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
|
||||||
|
\[
|
||||||
|
1,567 \div 100 =
|
||||||
|
\]
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 2}
|
||||||
|
\huge Arrondir au dixième
|
||||||
|
\[
|
||||||
|
12,864
|
||||||
|
\]
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 3}
|
||||||
|
\LARGE
|
||||||
|
Le marchand vend 4 pommes 5\euro.
|
||||||
|
|
||||||
|
Combien me coûteront 8 pommes qui pèsent 2kg?
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Calcul 4}
|
||||||
|
\huge
|
||||||
|
Calculer l'aire de la figure
|
||||||
|
\begin{center}
|
||||||
|
\begin{tikzpicture}
|
||||||
|
\filldraw[very thick, fill=blue!60] (-3,3) -- (-3,0) -- (4,0) -- (4,3) -- cycle;
|
||||||
|
\draw[step=1] (-5,-1) grid (5,5);
|
||||||
|
|
||||||
|
\end{tikzpicture}
|
||||||
|
\end{center}
|
||||||
|
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Fin}
|
||||||
|
\begin{center}
|
||||||
|
\huge On retourne son papier.
|
||||||
|
\end{center}
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
|
||||||
|
\end{document}
|
||||||
Binary file not shown.
|
|
@ -0,0 +1,57 @@
|
||||||
|
\documentclass[a4paper,10pt]{classPres}
|
||||||
|
\usepackage{tkz-fct}
|
||||||
|
|
||||||
|
\author{}
|
||||||
|
\title{}
|
||||||
|
\date{}
|
||||||
|
|
||||||
|
\begin{document}
|
||||||
|
\begin{frame}{Questions flashs}
|
||||||
|
\begin{center}
|
||||||
|
\huge 30 secondes par calcul
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\end{center}
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|
\end{frame}
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|
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|
\begin{frame}{Calcul 1}
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|
\huge
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||||||
|
\[
|
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|
456,8 \times 1000 =
|
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|
\]
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\end{frame}
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||||||
|
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||||||
|
\begin{frame}{Calcul 2}
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|
\huge Arrondir à l'unité
|
||||||
|
\[
|
||||||
|
12,864
|
||||||
|
\]
|
||||||
|
\end{frame}
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||||||
|
|
||||||
|
\begin{frame}{Calcul 3}
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|
\LARGE
|
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|
7m de fil de fer pèsent 2kg.
|
||||||
|
|
||||||
|
Combien va peser 49m de fil de fer?
|
||||||
|
|
||||||
|
\end{frame}
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|
|
||||||
|
\begin{frame}{Calcul 4}
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||||||
|
\huge
|
||||||
|
Calculer l'aire de la figure
|
||||||
|
\begin{center}
|
||||||
|
\begin{tikzpicture}
|
||||||
|
\filldraw[very thick, fill=blue!60] (-3,2) -- (-3,0) -- (4,0) -- (4,2) -- cycle;
|
||||||
|
\draw[step=1] (-5,-1) grid (5,5);
|
||||||
|
|
||||||
|
\end{tikzpicture}
|
||||||
|
\end{center}
|
||||||
|
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
\begin{frame}{Fin}
|
||||||
|
\begin{center}
|
||||||
|
\huge On retourne son papier.
|
||||||
|
\end{center}
|
||||||
|
\end{frame}
|
||||||
|
|
||||||
|
|
||||||
|
\end{document}
|
||||||
Loading…
Reference in New Issue