Feat(6e): Production des documents dessins géométrique
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sodipodi:type="arc"
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sodipodi:cx="-52.047184"
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sodipodi:cy="172.2998"
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sodipodi:rx="38.812378"
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sodipodi:ry="38.812378"
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sodipodi:start="0"
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sodipodi:end="3.1415927"
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sodipodi:open="true"
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d="m -13.234806,172.2998 a 38.812378,38.812378 0 0 1 -19.40619,33.61251 38.812378,38.812378 0 0 1 -38.812378,0 38.812378,38.812378 0 0 1 -19.406188,-33.61251"
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transform="rotate(-30)" />
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<rect
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id="rect4520"
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width="77.627068"
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height="38.442612"
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x="-90.860718"
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y="172.67061"
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transform="rotate(-30)" />
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<path
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style="fill:none;stroke:#000000;stroke-width:0.396875;stroke-linecap:butt;stroke-linejoin:miter;stroke-opacity:1;stroke-miterlimit:4;stroke-dasharray:none"
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d="M 69.094754,259.4317 174.44422,287.66001"
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id="path4547"
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inkscape:connector-curvature="0" />
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<flowRoot
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xml:space="preserve"
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id="flowRoot4555"
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style="font-style:normal;font-weight:normal;font-size:16px;line-height:1.25;font-family:sans-serif;letter-spacing:0px;word-spacing:0px;display:inline;fill:#000000;fill-opacity:1;stroke:none"
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transform="matrix(0.26458333,0,0,0.26458333,0,149)"><flowRegion
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id="flowRegion4557"><rect
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style="font-style:normal;font-variant:normal;font-weight:normal;font-stretch:normal;font-family:Ubuntu;-inkscape-font-specification:Ubuntu">Jeanne a commencé à agrandir ce dessin:</flowPara><flowPara
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style="font-style:normal;font-variant:normal;font-weight:normal;font-stretch:normal;font-family:Ubuntu;-inkscape-font-specification:Ubuntu" /><flowPara
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style="font-style:normal;font-variant:normal;font-weight:normal;font-stretch:normal;font-family:Ubuntu;-inkscape-font-specification:Ubuntu">Le point A devient le point A' et le point B devient le point B'.</flowPara><flowPara
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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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After Width: | Height: | Size: 5.6 KiB |
BIN
Clg_Mouthe/6e/Geometrie/Dessins_geometriques/E3_croquis.pdf
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BIN
Clg_Mouthe/6e/Geometrie/Dessins_geometriques/E3_croquis.pdf
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Clg_Mouthe/6e/Geometrie/Dessins_geometriques/E3_croquis.tex
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Clg_Mouthe/6e/Geometrie/Dessins_geometriques/E3_croquis.tex
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|
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|
\documentclass[a4paper,12pt]{article}
|
||||||
|
\usepackage{myXsim}
|
||||||
|
|
||||||
|
\author{}
|
||||||
|
\date{Novembre 2018}
|
||||||
|
\title{Reproduction avec un croquis}
|
||||||
|
\tribe{Sixième}
|
||||||
|
|
||||||
|
\pagestyle{empty}
|
||||||
|
|
||||||
|
\begin{document}
|
||||||
|
|
||||||
|
\begin{exercise}[subtitle={Croquis de Ahmed}]
|
||||||
|
Ahmed à fait un dessin de géométrie.
|
||||||
|
|
||||||
|
Pour expliquer à Pierre comment il a fait, Ahmed fait un croquis.
|
||||||
|
|
||||||
|
\includegraphics[scale=0.2]{./fig/croquis_ahmed}
|
||||||
|
Pierre peut-il reproduire le dessin de Ahmed?
|
||||||
|
|
||||||
|
\end{exercise}
|
||||||
|
|
||||||
|
\printexercise{exercise}{1}
|
||||||
|
\printexercise{exercise}{1}
|
||||||
|
|
||||||
|
\end{document}
|
||||||
|
|
||||||
|
%%% Local Variables:
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|
%%% mode: latex
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|
%%% TeX-master: "master"
|
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|
%%% End:
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|
|
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|
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51
Clg_Mouthe/6e/Geometrie/Dessins_geometriques/index.rst
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51
Clg_Mouthe/6e/Geometrie/Dessins_geometriques/index.rst
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@ -0,0 +1,51 @@
|
|||||||
|
Géométrie dessinées avec les 6e du collège de Mouthe, novembre 2018
|
||||||
|
###################################################################
|
||||||
|
|
||||||
|
:date: 2018-11-07
|
||||||
|
:modified: 2018-11-07
|
||||||
|
:tags: Geométrie
|
||||||
|
: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
Block a user