Feat: DS pour les 6e
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StLaurentGrandvaux/6e/DS/DS_18_05_17-1.pdf
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StLaurentGrandvaux/6e/DS/DS_18_05_17-1.pdf
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StLaurentGrandvaux/6e/DS/DS_18_05_17-1.tex
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\documentclass[a4paper,12pt]{article}
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\usepackage{myXsim}
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\title{DS 1}
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\tribe{Sixième}
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\date{17 mai 2018}
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\sujet{1}
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\begin{document}
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%\competencesStatement
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\maketitle
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\bigskip
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\begin{exercise}[subtitle={Symétrie}]
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\begin{enumerate}
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\item Trace, quand c'est possible, le ou les axes de symétries. Quand il n'y en a pas entoure le où les endroits qui gênent.
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\\[0.2cm]
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\includegraphics[scale=0.3]{./fig/papillon}
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\hfill
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\includegraphics[scale=0.15]{./fig/dragon}
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\hfill
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\includegraphics[scale=0.4]{./fig/fleur}
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\\[0.5cm]
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\item Tracer le symétrique de la figure en laissant les traits de construction.
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\hspace{2cm}
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\includegraphics[scale=1]{./fig/sym-1}
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\end{enumerate}
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\end{exercise}
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\begin{exercise}[subtitle={Proportionnalité ou pas}]
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\begin{enumerate}
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\item Il faut 700kg de foin pour nourrir 6 vaches pendant l’hiver. Quelle quantité de foin faut-il pour nourrir 12 vaches de la même race?
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\item À grande vitesse, un TGV parcours 550km en 2h. Quelle distance va-t-il parcourir à grande vitesse en 10h?
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\item Pour m'habiller j'ai le choix entre 3 tee-shirts, 2 pantalons et 3 paires de chaussures. De combien de façon différente puis-je m'habiller?
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\end{enumerate}
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\end{exercise}
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\begin{exercise}[subtitle={Scratch}]
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Dans ce programme, le bonhomme de neige ne parle pas. D'ailleurs,
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il semblerait qu'il y est aussi un problème d'ordre dans les répliques.
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%\hspace{-1cm}
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\vspace{1cm}
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\includegraphics[scale=1.2]{./fig/erreur_scratch}
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Proposer des modifications pour faire fonctionner le programme correctement \textit{(Vous pouvez directement écrire sur le programme ou rédiger les améliorations)}
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\\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill
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\end{exercise}
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\begin{exercise}[subtitle={Taille des élèves}]
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Dans le tableau ci-dessous, on a reporté les tailles des élèves d'une classe de 6e.
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\begin{tabular}{|c|*{5}{p{2cm}|}}
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\hline
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Élève & Mariam & Abdou & Jeanne & Bob & Karim \\
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\hline
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Taille & 1,6m & 1,45m & 1,53m & 1,4m & 1,53m \\
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\hline
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\end{tabular}
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\begin{enumerate}
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\item Qui est la plus grande, Mariam ou Jeanne?
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\item Ranger en ordre croissant la taille des élèves.
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\item Convertir la taille de Bob en cm.
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\\[0.2cm] .\dotfill
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\item Convertir la taille de Abdou en km.
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\\[0.2cm] .\dotfill
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\end{enumerate}
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\end{exercise}
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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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StLaurentGrandvaux/6e/DS/DS_18_05_17-2.pdf
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StLaurentGrandvaux/6e/DS/DS_18_05_17-2.pdf
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StLaurentGrandvaux/6e/DS/DS_18_05_17-2.tex
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StLaurentGrandvaux/6e/DS/DS_18_05_17-2.tex
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\documentclass[a4paper,12pt]{article}
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\usepackage{myXsim}
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\title{DS 1}
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\tribe{Sixième}
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\date{17 mai 2018}
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\sujet{2}
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\begin{document}
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%\competencesStatement
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\maketitle
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\bigskip
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\begin{exercise}[subtitle={Proportionnalité ou pas}]
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\begin{enumerate}
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\item Il faut 400g de graines pour nourrir 6 souris. Quelle quantité de graines faut-il pour nourrir 12 souris de la même race?
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\item À basse vitesse, un TGV parcours 250km en 2h. Quelle distance va-t-il parcourir à basse vitesse en 12h?
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\item Pour m'habiller j'ai le choix entre 4 tee-shirts, 2 pantalons et 2 paires de chaussures. De combien de façon différente puis-je m'habiller?
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\end{enumerate}
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\end{exercise}
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\begin{exercise}[subtitle={Taille des élèves}]
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Dans le tableau ci-dessous, on a reporté les tailles des élèves d'une classe de 6e.
|
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|
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\begin{tabular}{|c|*{5}{p{2cm}|}}
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\hline
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Élève & Mariam & Abdou & Jeanne & Bob & Karim \\
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\hline
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Taille & 1,55m & 1,45m & 1,6m & 1,66m & 1,61m \\
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\hline
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\end{tabular}
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\begin{enumerate}
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\item Qui est la plus grande, Mariam ou Jeanne?
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
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\item Ranger en ordre croissant la taille des élèves.
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\\[0.2cm] .\dotfill
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\\[0.2cm] .\dotfill
|
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\\[0.2cm] .\dotfill
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\item Convertir la taille de Bob en cm.
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\\[0.2cm] .\dotfill
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\item Convertir la taille de Abdou en km.
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\\[0.2cm] .\dotfill
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\end{enumerate}
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\end{exercise}
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\begin{exercise}[subtitle={Scratch}]
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Dans ce programme, le bonhomme de neige ne parle pas. D'ailleurs,
|
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il semblerait qu'il y est aussi un problème d'ordre dans les répliques.
|
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|
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%\hspace{-1cm}
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\vspace{1cm}
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\includegraphics[scale=1.2]{./fig/erreur_scratch}
|
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|
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Proposer des modifications pour faire fonctionner le programme correctement \textit{(Vous pouvez directement écrire sur le programme ou rédiger les améliorations)}
|
||||
\\[0.2cm]
|
||||
. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill \\[0.2cm]
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. \dotfill
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\end{exercise}
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\begin{exercise}[subtitle={Symétrie}]
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\begin{enumerate}
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\item Trace, quand c'est possible, le ou les axes de symétries. Quand il n'y en a pas entoure le où les endroits qui gênent.
|
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|
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\includegraphics[scale=0.5]{./fig/oiseau}
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\hfill
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\includegraphics[scale=0.4]{./fig/roi}
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\hfill
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\includegraphics[scale=0.4]{./fig/fleur2}
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\\[0.5cm]
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\item Tracer le symétrique de la figure en laissant les traits de construction.
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\hspace{2cm}
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\includegraphics[scale=1]{./fig/sym-2}
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\end{enumerate}
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\end{exercise}
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\end{document}
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Reference in New Issue
Block a user