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Sketchometry

Sketchometry
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Construction du nombre Cet outil permet de créer les images des représentations les plus utilisées pour l'enseignement/apprentissage de la numération à l'école primaire : Comme Picbille : Une centaine, c'est une valise. Une dizaine, c'est une boîte. Une unité, c'est une bille. Comme Perrine : Une centaine, c'est un billet de 100€. Le livre des nombres 7000 Übungen, Arbeitsblätter, Rätsel, Quiz, Tests, Puzzles, Aufgaben, Lernposter, Kopiervorlagen, Unterrichtsmaterial, Lehrmittel - online lernen & üben | HomePage math-on-the-move - home Using a Laser to Measure the Speed of Light in Gelatin Please ensure you have JavaScript enabled in your browser. If you leave JavaScript disabled, you will only access a portion of the content we are providing. <a href="/science-fair-projects/javascript_help.php">Here's how.</a> Abstract Think it takes expensive, sophisticated equipment to measure the speed of light? Objective The objective of this science project is to measure the speed of light in gelatin by using an inexpensive laser such as a laser pointer or a laser level. Credits Shijun Liu, Science Buddies Harvey Lynch, Stanford Linear Accelerator Center (SLAC) Share your story with Science Buddies! I Did This Project! Last edit date: 2013-11-16 Introduction The law of refraction, which is also known as Snell's law, actually applies to everyday life. Note that Snell's law not only applies to the case of the laser beam passing through air and gelatin, but also to other examples of how the incident object changes direction as it passes from a faster medium to a slower medium, and vice versa.

DGPad Scalpa ClicMot : générateur d'exercices en ligne ClicMot nature : générateur d'exercices de grammaire sur la nature des mots. (à utiliser de préférence avec Mozilla FireFox).Il permet l'élaboration de pages web pour travailler l'identification des mots selon leur nature. (exemple) ClicMot fonction : générateur d'exercices de grammaire sur la fonction des mots. (à utiliser de préférence avec Mozilla FireFox). Hunting trio ! Méthode 1) Installer Hunting trio Méthode 2) Téléchargez le fichier d'installation du logiciel et faites l'installation comme d'habitude. Calcul Mental Pro ver. 1.2.5.3 Ce logiciel permet de travailler tous les items de calcul mental (additions, soustractions, multiplications et divisions) recensés dans les programmes pour l'école primaire. En mode évaluation, on ne peut corriger qu'une seule fois. Carrés magiques Live ! Méthode 1) Installer Carrés magiques Live Méthode 2) Téléchargez le fichier d'installation du logiciel et faites l'installation comme d'habitude.

LEGAKIDS.NET: Auswahlseite Teaching With Three-Act Tasks: Act One Table of Contents I get nervous when I see long-time blog readers in my workshops on mathematical modeling with three-act tasks. I tend to assume they’ll be bored. More than a few people have approached me with the impression that you simply show a photo or a video and then pursue student questions in any direction they take you. Act One [00:43] “Here it is. Post-Game Analysis Act one attempts to lower barriers to entry. Now look at the student tasks. I make three promises during act one. I tell students I’m very curious who guessed closest to the answer.I tell students I hope we’ll get around to answering all the questions on their list.I ask students to set an error check on their answer. I’ll need to make good on each of those promises by the end of act three. I ask for student questions, but that doesn’t mean you have to. I have two competing goals in my head in act one. But those goals are in conflict. The quick way around this is to say, “Great. Your Analysis 2013 May 9.

Circles, Tangent Lines and Triangles Please ensure you have JavaScript enabled in your browser. If you leave JavaScript disabled, you will only access a portion of the content we are providing. <a href="/science-fair-projects/javascript_help.php">Here's how. Abstract Here is a project that combines Computer Science and Mathematics. Objective The figure below shows a semicircle, with diameter AB. prove that the line AT bisects CD, and illustrate the proof with a dynamic figure created with the Geometry Applet. Credits Andrew Olson, Ph.D., Science Buddies Share your story with Science Buddies! I Did This Project! Last edit date: 2013-10-07 Introduction Important: You will need the current version of Java installed on your computer for this project. This is an ancient problem in geometry, posed and proved by the great Greek mathematician Archimedes in his Book of Lemmas. The figure below shows a semicircle, with diameter AB. Figure 1. Notes on How to Manipulate the Diagram Terms and Concepts Questions Bibliography Materials and Equipment

DGPad Logiciels Pédagogiques « Outils numériques pour TNI et tablettes Arndt Brünners Mathematik-Seiten Mit dem Aufrufen jeder meiner Seiten akzeptieren Sie die nachfolgenden Nutzungsbedingungen. Die Nutzung der Scripts und Applets erfolgt auf eigenes Risiko; obgleich die Scripts, Applets, Programme und Texte sorgsam geprüft und redigiert wurden, sind Fehler leider nicht auszuschließen, und ich kann auch für etwaige Schäden, die durch fehlerhafte Programmfunktionen entstehen, keine Haftung übernehmen. Die Scripts und Applets dieser Seiten sind ausschließlich von mir, und ich behalte mir alle Rechte vor. Diese Homepage ist privat und verfolgt keine wirtschaftlichen Interessen (im Gegenteil kostet sie mich Geld und bringt mir keines ein). Jede kommerzielle Verwendung oder Verwertung aller Texte, Bilder und Programme dieser Seiten ist ohne Einwilligung des Autors ausdrücklich untersagt.

Math Rules & Their Destruction of Education We’ve trained kids to know that math is a set of specific, discrete rules that, when followed, yield the correct answer. They memorize math rules like: Whatever you add to one side, you must add to the other. FOIL Distribute PEMDAS Plug in 1 for x (then 0, then -1) The rub is, that they don’t understand why the rules work. We got to see The Math Rules in action. For two days, in my #PowerMath class (officially Developmental Math – the class two levels below College Algebra), we’ve been working on this problem: The goals were these: Practice and understand the order of operations. What I saw was mind-boggling. Goal #1: Practice and understand the order of operations. When given the problem, and asked to coach me on various ways to do it, someone requested we use the order of operations and “do inside the parenthesis first.” All was cool until the end when there was a bit of an argument on the final answer. Alas, we had yet a different answer than the first two. This is a common mistake. Why?

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