Chapitre sur les parallélogramme ok pour les 5e
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@ -0,0 +1,61 @@
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\documentclass[a4paper,12pt]{article}
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\usepackage{myXsim}
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\title{Vrai-faux}
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\tribe{Cinquième}
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\date{Mai 2019}
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\pagestyle{empty}
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\begin{document}
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\begin{exercise}[subtitle={Vrai ou faux?}]
|
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Chacune des affirmations suivantes te semble-t-elle vraie ou fausse ? Si tu penses qu’elle est fausse, prouve-le.
|
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\textbf{Reconnaissance d'un parallélogramme}
|
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\begin{enumerate}
|
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\item Un quadrilatère dont les côtés opposés sont parallèles est toujours un parallélogramme.
|
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\item Un quadrilatère dont les diagonales ont le même milieu est toujours un parallélogramme.
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\item Un quadrilatère dont les côtés opposés ont la même longueur toujours est un parallélogramme.
|
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\end{enumerate}
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\textbf{Reconnaissance d'un losange}
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\begin{enumerate}
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\setcounter{enumi}{3}
|
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\item Un quadrilatère qui a trois côtés de la même longueur est toujours un losange.
|
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\item Un quadrilatère qui a des diagonales perpendiculaires est toujours un losange.
|
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\item Un parallélogramme qui a des diagonales perpendiculaires est toujours un losange.
|
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\end{enumerate}
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\textbf{Reconnaissance d'un rectangle}
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\begin{enumerate}
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\setcounter{enumi}{6}
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\item Un quadrilatère qui a trois angles droits est toujours un rectangle.
|
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\item Un parallélogramme dont les diagonales ont la même longueur est toujours un rectangle.
|
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\item Un parallélogramme qui a un angle droit est toujours un rectangle.
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\end{enumerate}
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\textbf{Reconnaissance d'un carré}
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\begin{enumerate}
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\setcounter{enumi}{9}
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\item Un quadrilatère qui a quatre côtés de la même longueur est toujours un carré.
|
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\item Un quadrilatère qui a quatre angles droits est toujours un carré.
|
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\item Un rectangle qui a des diagonales perpendiculaires est toujours un carré.
|
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\item Un losange qui a un angle droit est toujours un carré.
|
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\end{enumerate}
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\end{exercise}
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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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@ -12,11 +12,42 @@ Parallélogramme et reconnaissance des quadrilatères avec les 5e pour l'année
|
||||
Étape 1: Retour sur les notions vues en géométrie
|
||||
=================================================
|
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|
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Exercice de la ribambelle. Les élèves doivent atteindre une cible en construisant plusieurs figures. Cette activité permet de revoir un peu tout ce qui a été vues précédemment en géométrie.
|
||||
Exercice de la `ribambelle <./E1_ribambelle.pdf>`_. Les élèves doivent atteindre une cible en construisant plusieurs figures. Cette activité permet de revoir un peu tout ce qui a été vues précédemment en géométrie.
|
||||
|
||||
Cahier de bord: Les derniers tracés font construire un parallélogramme. On en profitera pour donner la définition.
|
||||
Cahier de bord: Les derniers tracés font construire un parallélogramme. On en profitera pour donner la définition et coller `un exemple de parallélogramme <./B1_parallelogramme.pdf>`_.
|
||||
|
||||
Ètape 2: Le parallélogramme
|
||||
Étape 2: Le parallélogramme
|
||||
===========================
|
||||
|
||||
Exercices techniques de construction de parallélogrammes
|
||||
Exercices techniques de construction de parallélogrammes. On leur demande séparer une feuille blanche en 4.
|
||||
|
||||
- Dans les 2 premières parties, ils doivent placer 3 points A, B, C.
|
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- Dans la 3e parties, ils doivent placer 3 points A, B, C tels que (AB) et (AC) soient perpendiculaires.
|
||||
- Dans la 4e parties, ils doivent placer 3 points A, B, C tels que AB et AC soient égales.
|
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|
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On leurs demande ensuite dans chacun des cas de placer le points D tel que ABCD soit un parallélogramme en utilisant la règle et le compas.
|
||||
|
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Cahier de bord: On s'interroge sur les parallélogrammes 3 et 4. On écrit dans le cahier de bord que le rectangle et le losange sont des parallélogrammes particuliers.
|
||||
|
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Étape 3: Symétries des quadrilatères
|
||||
=====================================
|
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|
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On pose la question:
|
||||
|
||||
Les parallélogrammes, les rectangles, les losanges et les carrés ont-ils des axes de symétries? des centres de symétries?
|
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Les élèves commencent à répondre aux questions seuls puis en groupe. Ils sont invité à construire des exemples et à utiliser le matériel qui leur semble approprié (calque, pliage...)
|
||||
|
||||
Cahier de bord: On note les `différentes symétries retrouvées sur les quadrilatères <./B3_quadrilateres_particuliers.pdf>`_.
|
||||
|
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Étape 4: Propriétés des quadrilatères
|
||||
=====================================
|
||||
|
||||
`Une fiche de vrai-faux <./E4-vraifaux.pdf>`_ est donnée . Les élèves doivent expliquer leurs réponses à l'aide d'un croquis ou d'une propriété.
|
||||
|
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En classe, on commence à travailler sur les premiers, d'abord seul puis en groupe et enfin les groupes expliquent leurs réponses et on débat des démonstrations.
|
||||
|
||||
Quelques un sont donné à faire à la maison.
|
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|
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Cahier de bord: Les propriétés vraies sont notés dans le cahier de bord.
|
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|
||||
|
||||
Loading…
Reference in New Issue
Block a user