Feat(6e): Production des documents dessins géométrique
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style="font-style:normal;font-variant:normal;font-weight:normal;font-stretch:normal;font-family:Ubuntu;-inkscape-font-specification:Ubuntu">Termine son agrandissement.</flowPara></flowRoot> </g>
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</svg>
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\documentclass[a4paper,12pt]{article}
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\usepackage{myXsim}
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\author{}
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\date{Novembre 2018}
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\title{Reproduction avec un croquis}
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\tribe{Sixième}
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\pagestyle{empty}
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\begin{document}
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\begin{exercise}[subtitle={Croquis de Ahmed}]
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Ahmed à fait un dessin de géométrie.
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Pour expliquer à Pierre comment il a fait, Ahmed fait un croquis.
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\includegraphics[scale=0.2]{./fig/croquis_ahmed}
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Pierre peut-il reproduire le dessin de Ahmed?
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\end{exercise}
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\printexercise{exercise}{1}
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\printexercise{exercise}{1}
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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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Géométrie dessinées avec les 6e du collège de Mouthe, novembre 2018
|
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###################################################################
|
||||
|
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:date: 2018-11-07
|
||||
:modified: 2018-11-07
|
||||
:tags: Geométrie
|
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:category: 6e
|
||||
:authors: Bertrand Benjamin
|
||||
:summary: Reproduction, analyse et codage de figures avec les 6e de Mouthe en 2018
|
||||
|
||||
Étape 1: reproduction
|
||||
=====================
|
||||
|
||||
Reproduction de `deux rectangles l'un dans l'autre <./E1_act_reproduction.pdf>`_. Les dessins risquent d'être imprécis au départ. Il va falloir se demander ce que signifie *reproduire* et commencer à analyser la figure. Si les élèves ont des difficultés à nommer les éléments, on peut leur proposer de nommer les sommets des rectangles.
|
||||
|
||||
Il est préférable de de vérifier la validité de la reproduction en utilisant les outils de géométrie, cela va permettre de rappeler leurs utilités.
|
||||
|
||||
Cahier de bord: on colle `l'analyse de la figure <./B1_act_repoduction.pdf>`_ ainsi que la liste de tous les éléments remarquables trouvés.
|
||||
|
||||
On demande de refaire un dessin le plus précis possible à la maison.
|
||||
|
||||
Étape 2: reproduction
|
||||
=====================
|
||||
|
||||
`Deuxième activité de reproduction <./E2_act_reproduction.pdf>`_. Le but est que les élèves analysent eux même la figure avant de la reproduire.
|
||||
|
||||
Pour aider les élèves les plus en difficultés, on pourra faire passer au tableau les élèves qui ont déjà faire une analyse avant qu'ils ne se lancent la reproduction.
|
||||
|
||||
Pour les plus rapide, on peut leur proposer `une reproduction agrandie <./E2_agrandissement.pdf>`_.
|
||||
|
||||
Étape 3: dessin à partir d'un croquis
|
||||
=====================================
|
||||
|
||||
Cette fois ci on part `d'un croquis <./E3_croquis.pdf>`_. On se demande si c'est possible de reproduire le dessin qui est représenté par le croquis.
|
||||
|
||||
Quand il a été mis en évidence qu'il manquait une information à propos du quadrilatère CAFE, on peut leur dire que c'est un carré. Les élèves peuvent alors se lancer dans la reproduction.
|
||||
|
||||
Il serait intéressant que l'alignement des points A, D et E soit évoqué pour pouvoir préciser la différence entre un dessin et un croquis.
|
||||
|
||||
Cahier de bord: On explique la différence entre croquis et dessin géométrique.
|
||||
|
||||
Étape 4: Échange de croquis
|
||||
===========================
|
||||
|
||||
La classe est séparé en deux. Chaque groupe reçoit `un dessin géométrique <./E4_transmission.pdf>`_. Il doit l'analyser puis faire un croquis.
|
||||
|
||||
Ensuite on échange les croquis et les élèves doivent analyser le croquis et indiquer les informations qui leur manquent pour pouvoir réaliser le dessin.
|
||||
|
||||
Un nouvel échange est fait. Chaque élève précise son croquis en fonction des questions qui lui ont été posées.
|
||||
|
||||
Enfin, on échange à nouveau les croquis et chaque élève doit faire le dessin géométrique qui correspond au croquis.
|
||||
Loading…
Reference in New Issue