{"id":1312,"date":"2014-01-14T16:52:19","date_gmt":"2014-01-14T20:52:19","guid":{"rendered":"\/pole-maths\/?page_id=1312"},"modified":"2019-05-27T15:09:15","modified_gmt":"2019-05-27T19:09:15","slug":"la-mission-mathematiques-de-la-martinque","status":"publish","type":"page","link":"https:\/\/site.ac-martinique.fr\/pole-maths\/?page_id=1312","title":{"rendered":"Les ressources du plan math\u00e9matiques"},"content":{"rendered":"<p><span style=\"font-size: x-large\"><strong><span style=\"color: #ff0000\">Les produits\u00a0<\/span><\/strong><\/span><\/p>\n<p><strong><span style=\"color: #ff0000\">Cycle 3 : les jeux de bingo CM1 et CM2\/6\u00e8me sur les fractions et d\u00e9cimaux<\/span><\/strong><\/p>\n<p style=\"text-align: justify\"><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/05\/image-bingo-milliemes.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-4296 size-medium alignleft\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/05\/image-bingo-milliemes-300x201.jpg\" alt=\"\" width=\"300\" height=\"201\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/05\/image-bingo-milliemes-300x201.jpg 300w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/05\/image-bingo-milliemes-150x100.jpg 150w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/05\/image-bingo-milliemes-768x514.jpg 768w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/05\/image-bingo-milliemes-1024x685.jpg 1024w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/05\/image-bingo-milliemes.jpg 1200w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><strong>Cycle 3 : Afin de conna\u00eetre et d&rsquo;<span style=\"text-decoration: underline\">automatiser<\/span> diverses d\u00e9signations orales et \u00e9crites d&rsquo;un nombre d\u00e9cimal, la mission math\u00e9matiques vous propose deux jeux de bingo sur les fractions et d\u00e9cimaux, l&rsquo;un de niveau CM1 jusqu&rsquo;aux centi\u00e8mes et un autre de niveau CM2\/6<sup>\u00e8me<\/sup> jusqu&rsquo;aux milli\u00e8mes.<\/strong><strong>\u00a0<a href=\"\/pole-maths\/?p=4294\" target=\"_blank\" rel=\"noopener noreferrer\">Pour en savoir plus<\/a><\/strong><\/p>\n<p><strong><span style=\"color: #ff0000\">Cycle 3 : l&rsquo;outil loupe et son document d&rsquo;accompagnement<\/span><\/strong><\/p>\n<p style=\"text-align: justify\"><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/01\/effet-loupe1-1.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-4128 size-thumbnail\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/01\/effet-loupe1-1-134x150.jpg\" alt=\"\" width=\"134\" height=\"150\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/01\/effet-loupe1-1-134x150.jpg 134w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/01\/effet-loupe1-1-268x300.jpg 268w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/01\/effet-loupe1-1.jpg 642w\" sizes=\"auto, (max-width: 134px) 100vw, 134px\" \/><\/a><strong><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/03\/outil-accompagnement-effet-loupe.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-4245 size-thumbnail\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/03\/outil-accompagnement-effet-loupe-64x150.jpg\" alt=\"\" width=\"64\" height=\"150\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/03\/outil-accompagnement-effet-loupe-64x150.jpg 64w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/03\/outil-accompagnement-effet-loupe-128x300.jpg 128w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/03\/outil-accompagnement-effet-loupe.jpg 341w\" sizes=\"auto, (max-width: 64px) 100vw, 64px\" \/><\/a>Cycle 3 : La mission math\u00e9matiques vous propose un mat\u00e9riel de manipulation et son document d&rsquo;accompagnement permettant aux \u00e9l\u00e8ves de percevoir l&rsquo;intercalation toujours possible pour les nombres d\u00e9cimaux (avec une infinit\u00e9 de solutions) en r\u00e9alisant des zooms successifs \u00e0 l&rsquo;aide d&rsquo;une \u00ab\u00a0loupe\u00a0\u00bb.<\/strong><strong>\u00a0<a href=\"\/pole-maths\/?p=4122\" target=\"_blank\" rel=\"noopener noreferrer\">Pour en savoir plus<\/a><\/strong><\/p>\n<p><strong><span style=\"color: #ff0000\">Cycle 2 et cycle 3\u00a0 : droites vierges gradu\u00e9es\u00a0<\/span><\/strong><\/p>\n<p><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/03\/image-doc-droites.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-4231 size-thumbnail\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/03\/image-doc-droites-150x103.jpg\" alt=\"\" width=\"150\" height=\"103\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/03\/image-doc-droites-150x103.jpg 150w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/03\/image-doc-droites-300x205.jpg 300w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/03\/image-doc-droites-768x525.jpg 768w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/03\/image-doc-droites.jpg 885w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/a><\/p>\n<p>Ressource \u00e0 t\u00e9l\u00e9charger:\u00a0 <strong>droites vierges gradu\u00e9es pour nombres entiers et nombres d\u00e9cimaux.\u00a0\u00a0<a href=\"\/pole-maths\/?p=4224\" target=\"_blank\" rel=\"noopener noreferrer\">Pour en savoir plus<\/a><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"color: #ff0000\">Cycle 3 : Parcours d&rsquo;apprentissage proportionnalit\u00e9<\/span><\/strong><\/p>\n<p><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/03\/image-parcours1.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-4185 size-thumbnail\" style=\"border: 2px solid black\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/03\/image-parcours1-125x150.jpg\" alt=\"\" width=\"125\" height=\"150\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/03\/image-parcours1-125x150.jpg 125w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/03\/image-parcours1-250x300.jpg 250w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/03\/image-parcours1.jpg 622w\" sizes=\"auto, (max-width: 125px) 100vw, 125px\" \/><\/a><strong>Le parcours d&rsquo;apprentissage proportionnalit\u00e9\u00a0 cycle 3 est \u00a0le fruit d&rsquo;un travail collaboratif interdegr\u00e9 entre enseignants\u00a0 de diff\u00e9rents REP+ de l&rsquo;acad\u00e9mie.<\/strong>\u00a0Il est constitu\u00e9 d&rsquo;une banque de probl\u00e8mes r\u00e9partis par niveau et selon les diff\u00e9rentes proc\u00e9dures mises en jeu pour les r\u00e9soudre.\u00a0<strong><a href=\"\/pole-maths\/?p=4183\" target=\"_blank\" rel=\"noopener noreferrer\">Pour en savoir plus<\/a><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"color: #ff0000\">Cycle 2 et 3 : Mod\u00e9liser pour r\u00e9soudre des probl\u00e8mes arithm\u00e9tiques<\/span><\/strong><\/p>\n<p><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/09\/A-EFF.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-3830 size-thumbnail alignleft\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/09\/A-EFF-150x91.jpg\" alt=\"\" width=\"150\" height=\"91\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/09\/A-EFF-150x91.jpg 150w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/09\/A-EFF-300x183.jpg 300w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/09\/A-EFF.jpg 378w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/a>La mission math\u00e9matiques vous propose une version r\u00e9actualis\u00e9e des ateliers de r\u00e9solution de probl\u00e8mes du CP au CM2.\u00a0<strong>Au regard du suivi du projet et des retours de pratiques depuis 2016, la programmation a \u00e9t\u00e9 repens\u00e9e et les s\u00e9ances r\u00e9\u00e9crites.\u00a0<a href=\"\/pole-maths\/?p=3822\" target=\"_blank\" rel=\"noopener noreferrer\">Pour en savoir plus<\/a><\/strong><\/p>\n<h2><strong><span style=\"color: #ff0000;font-size: large\">Cycle 3: Travailler les fractions simples dans un contexte de mesures de longueur: les bandes de papier type \u00ab\u00a0r\u00e9glettes Cuisenaire\u00a0\u00bb\u00a0<\/span><\/strong><\/h2>\n<p style=\"text-align: justify\"><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/01\/cuisenaire3.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-4083 size-thumbnail\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/01\/cuisenaire3-150x139.jpg\" alt=\"\" width=\"150\" height=\"139\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/01\/cuisenaire3-150x139.jpg 150w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/01\/cuisenaire3-300x277.jpg 300w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2019\/01\/cuisenaire3.jpg 471w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/a><\/p>\n<p><strong>Objectifs pour l\u2019\u00e9l\u00e8ve<\/strong>\u00a0:<\/p>\n<p>Donner du sens aux diff\u00e9rentes \u00e9critures des fractions simples en d\u00e9finissant l\u2019une des bandes comme unit\u00e9 de longueur.<\/p>\n<p><strong><em><a href=\"\/pole-maths\/?p=4080\" target=\"_blank\" rel=\"noopener noreferrer\">Pour en savoir plus<\/a><\/em><\/strong>.<\/p>\n<h3 style=\"text-align: justify\"><\/h3>\n<h3 style=\"text-align: justify\"><strong><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/Volumes-milli\u00e8mes-2.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-4043 size-thumbnail alignleft\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/Volumes-milli\u00e8mes-2-150x150.jpg\" alt=\"\" width=\"150\" height=\"150\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/Volumes-milli\u00e8mes-2-150x150.jpg 150w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/Volumes-milli\u00e8mes-2-300x300.jpg 300w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/Volumes-milli\u00e8mes-2-768x771.jpg 768w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/Volumes-milli\u00e8mes-2-1020x1024.jpg 1020w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/Volumes-milli\u00e8mes-2.jpg 1960w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/a><\/strong>Ressources \u00e0 t\u00e9l\u00e9charger au Cycle 3\u00a0:\u00a0<strong>La mission math\u00e9matiques vous propose\u00a0<\/strong><strong>un mat\u00e9riel de manipulation\u00a0<span style=\"color: #ff0000;font-size: large\">pour construire le syst\u00e8me d\u00e9cimal sur les fractions d\u00e9cimales et les nombres d\u00e9cimaux\u00a0<\/span><\/strong>en \u00e9tablissant le lien entre les diff\u00e9rentes \u00e9critures et les quantit\u00e9s qu&rsquo;elles repr\u00e9sentent.\u00a0La notion de quantit\u00e9 prend appui sur\u00a0<span style=\"font-size: large\"><strong><span style=\"color: #ff0000\">la\u00a0place occup\u00e9e dans l&rsquo;espace.\u00a0\u00a0<\/span><\/strong><\/span><span style=\"color: #ff0000;font-size: large\"><a href=\"\/pole-maths\/?p=4036\" target=\"_blank\" rel=\"noopener noreferrer\">Pour en savoir plus.<\/a><\/span><\/h3>\n<h3 style=\"text-align: justify\"><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/Volume-entiers-2.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-3988 size-thumbnail\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/Volume-entiers-2-145x150.jpg\" alt=\"\" width=\"145\" height=\"150\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/Volume-entiers-2-145x150.jpg 145w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/Volume-entiers-2-290x300.jpg 290w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/Volume-entiers-2-768x794.jpg 768w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/Volume-entiers-2-991x1024.jpg 991w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/Volume-entiers-2.jpg 1848w\" sizes=\"auto, (max-width: 145px) 100vw, 145px\" \/><\/a>Ressources \u00e0 t\u00e9l\u00e9charger du CE1 au Cycle 3<strong>\u00a0: La mission math\u00e9matiques vous propose un mat\u00e9riel de manipulation\u00a0<span style=\"color: #ff0000;font-size: large\">pour construire le syst\u00e8me d\u00e9cimal sur les entiers\u00a0<\/span><\/strong>en \u00e9tablissant le lien entre les diff\u00e9rentes \u00e9critures et les quantit\u00e9s qu&rsquo;elles repr\u00e9sentent.\u00a0La notion de quantit\u00e9 prend appui sur la\u00a0<strong>\u00a0<span style=\"color: #ff0000;font-size: large\">place occup\u00e9e dans l&rsquo;espace.\u00a0\u00a0<\/span><\/strong><span style=\"color: #ff0000;font-size: large\"><a href=\"\/pole-maths\/?p=3961\" target=\"_blank\" rel=\"noopener noreferrer\">Pour en savoir plus.<\/a><\/span><\/h3>\n<h3 style=\"text-align: justify\"><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/mat\u00e9riel-d\u00e9cimaux-min.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-3951 size-thumbnail\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/mat\u00e9riel-d\u00e9cimaux-min-e1541358276828-150x89.jpg\" alt=\"\" width=\"150\" height=\"89\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/mat\u00e9riel-d\u00e9cimaux-min-e1541358276828-150x89.jpg 150w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/mat\u00e9riel-d\u00e9cimaux-min-e1541358276828-300x177.jpg 300w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/mat\u00e9riel-d\u00e9cimaux-min-e1541358276828-768x453.jpg 768w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/mat\u00e9riel-d\u00e9cimaux-min-e1541358276828-1024x604.jpg 1024w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/mat\u00e9riel-d\u00e9cimaux-min-e1541358276828.jpg 1500w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/a><strong>\u00a0<\/strong>Ressources \u00e0 t\u00e9l\u00e9charger au Cycle 3<strong>\u00a0: La mission math\u00e9matiques vous propose un mat\u00e9riel de manipulation\u00a0<span style=\"color: #ff0000;font-size: large\">pour construire le syst\u00e8me d\u00e9cimal sur les fractions d\u00e9cimales et les nombres d\u00e9cimaux\u00a0<\/span><\/strong>en \u00e9tablissant le lien entre les diff\u00e9rentes \u00e9critures et les quantit\u00e9s qu&rsquo;elles repr\u00e9sentent.\u00a0La notion de quantit\u00e9 prend appui\u00a0<strong><span style=\"color: #ff0000;font-size: large\">sur la place occup\u00e9e dans le plan<\/span><\/strong>.\u00a0\u00a0<a href=\"\/pole-maths\/?p=3931\" target=\"_blank\" rel=\"noopener noreferrer\">Pour en savoir plus.<\/a><\/h3>\n<p style=\"text-align: justify\"><strong><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/mat\u00e9riel-syst-decimal-entiers-min.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-3927 size-thumbnail\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/mat\u00e9riel-syst-decimal-entiers-min-e1541279116854-150x88.jpg\" alt=\"\" width=\"150\" height=\"88\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/mat\u00e9riel-syst-decimal-entiers-min-e1541279116854-150x88.jpg 150w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/mat\u00e9riel-syst-decimal-entiers-min-e1541279116854-300x176.jpg 300w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/mat\u00e9riel-syst-decimal-entiers-min-e1541279116854-768x450.jpg 768w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/mat\u00e9riel-syst-decimal-entiers-min-e1541279116854-1024x600.jpg 1024w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/11\/mat\u00e9riel-syst-decimal-entiers-min-e1541279116854.jpg 1500w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/a><\/strong>Ressources \u00e0 t\u00e9l\u00e9charger du CE1 au Cycle 3<strong>\u00a0: La mission math\u00e9matiques vous propose un mat\u00e9riel de manipulation\u00a0<span style=\"color: #ff0000;font-size: large\">pour construire le syst\u00e8me d\u00e9cimal sur les entiers\u00a0<\/span><\/strong>en \u00e9tablissant le lien entre les diff\u00e9rentes \u00e9critures et les quantit\u00e9s qu&rsquo;elles repr\u00e9sentent.\u00a0La notion de quantit\u00e9 prend appui sur\u00a0<strong><span style=\"color: #ff0000;font-size: large\">la place occup\u00e9e dans le plan<\/span><\/strong>.\u00a0\u00a0<span style=\"color: #ff0000;font-size: large\"><a href=\"\/pole-maths\/?p=3925\" target=\"_blank\" rel=\"noopener noreferrer\">Pour en savoir plus.<\/a><\/span><\/p>\n<p><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/10\/miniature.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-3902 alignleft\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/10\/miniature-112x150.jpg\" alt=\"\" width=\"112\" height=\"150\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/10\/miniature-112x150.jpg 112w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/10\/miniature-224x300.jpg 224w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2018\/10\/miniature.jpg 369w\" sizes=\"auto, (max-width: 112px) 100vw, 112px\" \/><\/a>Ressources en images \u00e0 t\u00e9l\u00e9charger pour le cycle 2:\u00a0 \u00a0<strong><span style=\"color: #ff0000;font-size: large\">\u00ab\u00a0les doubles jusqu&rsquo;\u00e0 20\u00a0\u00bb et \u00ab\u00a0la table de multiplication par 2 \u00e0 trous\u00a0\u00bb<\/span><span style=\"color: #ff0000;font-size: large\"><span style=\"color: #000000\">.\u00a0<\/span><\/span><\/strong>accompagn\u00e9es de deux jeux\u00a0<strong><span style=\"color: #ff0000;font-size: large\">\u00ab\u00a0le\u00a0 combat des doubles et moiti\u00e9s\u00a0\u00bb et \u00ab\u00a0le loto des doubles et moiti\u00e9s\u00a0\u00bb<\/span><\/strong><\/p>\n<p><a href=\"\/pole-maths\/?p=3843\" target=\"_blank\" rel=\"noopener noreferrer\">Pour en savoir plus.<\/a><\/p>\n<p><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/03\/grenouille.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-3679 size-thumbnail\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/03\/grenouille-150x120.jpg\" alt=\"\" width=\"150\" height=\"120\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/03\/grenouille-150x120.jpg 150w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/03\/grenouille-300x239.jpg 300w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/03\/grenouille.jpg 541w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/a><\/p>\n<p>Ressource \u00e0 t\u00e9l\u00e9charger:\u00a0<strong>des jeux pour les PS, MS et GS pour apprendre \u00e0 r\u00e9soudre des probl\u00e8mes en situation.\u00a0<\/strong><\/p>\n<p>Un dossier de jeux pour les PS, MS et GS exp\u00e9riment\u00e9s en \u00e9cole organis\u00e9s en quatre dossiers :<\/p>\n<ul>\n<li>les jeux pour les probl\u00e8mes de comparaison<\/li>\n<li>les jeux pour les probl\u00e8mes de composition<\/li>\n<li>les jeux pour les probl\u00e8mes de transformation<\/li>\n<li>les jeux pour les probl\u00e8mes multiplicatifs<\/li>\n<\/ul>\n<p>un sommaire avec les niveaux de classe o\u00f9 ils peuvent \u00eatre mis en oeuvre (PS, MS et GS).<\/p>\n<p><a href=\"\/pole-maths\/?p=3678\" target=\"_blank\" rel=\"noopener noreferrer\">Pour en savoir plus<\/a><\/p>\n<p>&nbsp;<\/p>\n<h2><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/03\/fais_05_exemple.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-3627 size-thumbnail\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/03\/fais_05_exemple-142x150.jpg\" width=\"142\" height=\"150\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/03\/fais_05_exemple-142x150.jpg 142w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/03\/fais_05_exemple-284x300.jpg 284w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/03\/fais_05_exemple.jpg 758w\" sizes=\"auto, (max-width: 142px) 100vw, 142px\" \/><\/a><\/h2>\n<p>Ressource \u00e0 t\u00e9l\u00e9charger: <strong>Fais 10! (CP-CE), Fais 100! (CP-CE), Fais 1! (CM), Fais 0,5 !(CM2\/6\u00e8me). <\/strong>Des jeux liant calcul mental et raisonnement d\u00e9clin\u00e9s du CP \u00e0 la 6\u00e8me.<\/p>\n<p><a href=\"\/pole-maths\/?p=3625\" target=\"_blank\" rel=\"noopener noreferrer\">Pour en savoir plus\u00a0<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"color: #ff0000;font-size: large\"><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/02\/image_parcours1-1.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-3600 size-thumbnail\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/02\/image_parcours1-1-150x150.jpg\" width=\"150\" height=\"150\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/02\/image_parcours1-1-150x150.jpg 150w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/02\/image_parcours1-1-300x300.jpg 300w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/02\/image_parcours1-1.jpg 393w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/a><\/span><\/strong><strong>Le parcours calcul mental et calcul en ligne du cycle 2 au cycle 3 <\/strong>est le fruit d&rsquo;un travail collaboratif entre enseignants de diff\u00e9rents REP+, CPC et formateurs REP+ de \u00a0l&rsquo;acad\u00e9mie.<\/p>\n<p>&nbsp;<\/p>\n<p>Les faits num\u00e9riques, les proc\u00e9dures et propri\u00e9t\u00e9s des op\u00e9rations mises en jeu sont d\u00e9crits \u00e0 l\u2019aide d\u2019exemples pour chacun des niveaux de chaque cycle. <a href=\"\/pole-maths\/?p=3593\" target=\"_blank\" rel=\"noopener noreferrer\">\u00a0Pour en savoir plus.<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong><em>\u00a0<a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/02\/image_matrice.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-medium wp-image-3565\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/02\/image_matrice-300x187.jpg\" alt=\"\" width=\"300\" height=\"187\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/02\/image_matrice-300x187.jpg 300w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/02\/image_matrice-150x93.jpg 150w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/02\/image_matrice.jpg 758w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/em>La matrice d&rsquo;apprentissage en grandeurs et mesures <\/strong>\u00e0 t\u00e9l\u00e9charger propos\u00e9e par la mission est une progression g\u00e9n\u00e9rique d\u2019apprentissage des grandeurs et mesures.<em><span style=\"color: #ff0000;font-size: large\"> \u00a0<\/span><\/em><\/p>\n<p>Elle d\u00e9finit les composantes incontournables de l\u2019apprentissage afin qu\u2019elles puissent \u00eatre int\u00e9gr\u00e9es de mani\u00e8re spiralaire du cycle 1 au cycle 3<strong><em>. \u00a0<a href=\"\/pole-maths\/?p=3562\" target=\"_blank\" rel=\"noopener noreferrer\">Pour en savoir plus<\/a><\/em><\/strong><\/p>\n<p>&nbsp;<\/p>\n<h1 class=\"entry-title\"><\/h1>\n<div class=\"entry-content\">\n<p><strong><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/02\/2_g_1.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-medium wp-image-3509\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/02\/2_g_1-300x93.jpg\" alt=\"\" width=\"300\" height=\"93\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/02\/2_g_1-300x93.jpg 300w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/02\/2_g_1-150x47.jpg 150w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2017\/02\/2_g_1.jpg 535w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>Le \u201cglisse-mesure\u201d CE2 et le \u201cglisse-mesure\u201d cycle 3 , des outils \u00e0 fabriquer pour les \u00e9l\u00e8ves.<\/strong><strong>\u00a0<\/strong>permettant de donner du sens aux changements d\u2019unit\u00e9s en relation avec le syst\u00e8me d\u00e9cimal pour les longueurs, les masses et les contenances. <strong><a href=\"\/pole-maths\/?p=3507\" target=\"_blank\" rel=\"noopener noreferrer\">T\u00e9l\u00e9charger le \u201cglisse-mesure\u201d CE2 et le \u201cglisse_mesure\u201d cycle 3<\/a>.\u00a0<\/strong><\/p>\n<\/div>\n<p><strong><a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2016\/11\/tableau-CE2-fin-petit.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-medium wp-image-3463\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2016\/11\/tableau-CE2-fin-petit-300x90.jpg\" alt=\"\" width=\"300\" height=\"90\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2016\/11\/tableau-CE2-fin-petit-300x90.jpg 300w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2016\/11\/tableau-CE2-fin-petit-150x45.jpg 150w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2016\/11\/tableau-CE2-fin-petit-1024x308.jpg 1024w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>Le tableau \u201cles nombres et les unit\u00e9s de grandeurs\u201d \u00e0 construire.\u00a0<\/strong><strong>\u00a0<\/strong>Le syst\u00e8me des mesures de longueurs, de masses et de contenances est issu du syst\u00e8me d\u00e9cimal de num\u00e9ration. Il est int\u00e9ressant que les \u00e9l\u00e8ves en aient une vision syst\u00e9mique sous la forme d\u2019un tableau liant les deux syst\u00e8mes afin de \u00a0pouvoir mobiliser leurs savoirs et savoir-faire aussi bien en nombres et calcul qu\u2019en grandeurs et mesures. \u00a0A cette fin, la Mission vous propose <strong><a href=\"\/pole-maths\/?p=3443\" target=\"_blank\" rel=\"noopener noreferrer\">un tableau intitul\u00e9 \u00ab\u00a0nombres et unit\u00e9s de grandeurs \u00bb d\u00e9clin\u00e9 au CE1, \u00a0au CE2 et au CM \u00a0(programmes 2015).<\/a><\/strong><\/p>\n<h3><strong>Les ateliers de r\u00e9solution de probl\u00e8mes<br \/>\n<a href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2016\/10\/le-dossier.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-3388 alignright\" src=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2016\/10\/le-dossier-300x66.jpg\" alt=\"le-dossier\" width=\"300\" height=\"66\" srcset=\"https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2016\/10\/le-dossier-300x66.jpg 300w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2016\/10\/le-dossier-150x33.jpg 150w, https:\/\/site.ac-martinique.fr\/pole-maths\/wp-content\/uploads\/sites\/26\/2016\/10\/le-dossier.jpg 1012w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/strong><strong><a href=\"\/pole-maths\/?p=3359\">T\u00e9l\u00e9charger les ateliers de r\u00e9solution de probl\u00e8mes du CP au CM2 \u00a0propos\u00e9s par la mission math\u00e9matiques.<\/a><\/strong><\/h3>\n<p><strong>Nombres: Les comptines num\u00e9riques.<\/strong><\/p>\n<p>Le texte \u00ab Premi\u00e8res comp\u00e9tences pour acc\u00e9der au d\u00e9nombrement \u00bb de Fabien et Fabienne Emprin paru dans le document \u00ab <b><a href=\"http:\/\/cms.ac-martinique.fr\/structure\/polemathematiques\/file\/nb\/Le_nombre_au_cycle.pdf\">Le nombre au cycle 2 <\/a><\/b>\u00bb ressources pour la classe du sc\u00e9r\u00e9n, pr\u00e9cise p. 32 que la suite des mots-nombres s\u2019op\u00e8re en partie par l\u2019interm\u00e9diaire des comptines num\u00e9riques.<\/p>\n<p>Les comptines num\u00e9riques t\u00e9moignent d\u2019une tradition orale d\u2019appropriation culturelle du nombre. <a href=\"\/pole-maths\/?p=3229\" target=\"_blank\" rel=\"noopener noreferrer\">D\u00e9couvrir l\u2019article.<\/a><\/p>\n<p><strong>Pour tous les \u00e2ges \u00e0 partir de la GS: le jeu de Hex<\/strong><\/p>\n<p><strong><img loading=\"lazy\" decoding=\"async\" class=\"alignleft\" src=\"https:\/\/lh5.googleusercontent.com\/LhqaaHdouFX7HgdAWL2IFa9xTSnjFszGAqqTlKuGcmg=w299-h195-p-no\" alt=\"\" width=\"299\" height=\"195\" \/><\/strong><strong>Un jeu de strat\u00e9gie et de tactique<\/strong>\u00a0\u00a0La r\u00e8gle du jeu est tr\u00e8s simple. A l\u2019occasion de la semaine des math\u00e9matiques 2013, la mission propose\u00a0<strong>des plateaux de jeu de diff\u00e9rentes tailles \u00e0 t\u00e9l\u00e9charger et \u00e0 imprimer<\/strong>.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<a title=\"plateaux jeu de Hex\" href=\"\/pole-maths\/?p=291\" target=\"_blank\" rel=\"noopener noreferrer\">La r\u00e8gle du jeu et les plateaux<\/a><\/strong><\/p>\n<p><strong>Tous cycles et 6\u00e8me \u2013 le jeu du serpent<\/strong><\/p>\n<p><strong><img loading=\"lazy\" decoding=\"async\" class=\"alignleft\" src=\"https:\/\/lh6.googleusercontent.com\/-8Zy-LNdmGvo\/Un049aIic3I\/AAAAAAAAB8g\/JnuYbTgaWSo\/w440-h336-no\/botrop_20_petit.jpg\" alt=\"\" width=\"220\" height=\"168\" \/><\/strong><\/p>\n<p><strong>D\u00e9couverte des quantit\u00e9s\/ Nombres et calcul<\/strong><\/p>\n<p>Un jeu de plateau et de d\u00e9s o\u00f9 \u00a0la\u00a0<strong>r\u00e9versibilit\u00e9 des op\u00e9rations<\/strong>\u00a0est au coeur des\u00a0<strong>attaques<\/strong>\u00a0et de la\u00a0<strong>d\u00e9fense<\/strong>.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><a title=\"les plateaux jeu du serpent\" href=\"\/pole-maths\/?p=572\" target=\"_blank\" rel=\"noopener noreferrer\">Les plateaux \u00e0 t\u00e9l\u00e9charger<\/a><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-size: x-large\"><strong><span style=\"color: #ff0000\">Le plan \u00ab\u00a0math\u00e9matiques\u00a0\u00bb 2013-2017 du 1<sup>er<\/sup> degr\u00e9<\/span><\/strong><\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft\" style=\"border: 2px solid black\" src=\"https:\/\/lh4.googleusercontent.com\/2ym6CH-3mZp6-iUfuCBUhgEJWHIKE0170lO5Ek_mILE=w150-h84-p-no\" alt=\"\" width=\"225\" height=\"126\" \/><\/p>\n<p style=\"text-align: justify\">D\u00e9couvrez\u00a0<a href=\"\/pole-maths\/?p=187\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Le plan \u00ab\u00a0math\u00e9matiques\u00a0\u00bb 2013-<\/strong><strong>2017 du 1<sup>er<\/sup> degr\u00e9<\/strong><\/a>: des constats, des enjeux et un plan d&rsquo;action en 4 points.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-size: x-large\"><strong><span style=\"color: #ff0000\">Le mat\u00e9riel de la mission\u00a0<\/span><\/strong><\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft\" src=\"https:\/\/lh5.googleusercontent.com\/K2DhSH6F_-TAaCyLmJqYjbNivn27Xy13jqjMzc1p6UU=w172-h218-p-no\" alt=\"montage mat\u00e9riel\" width=\"172\" height=\"218\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-size: medium;color: #000000\">La mission math\u00e9matiques premier degr\u00e9 met \u00e0 disposition des enseignants <strong>des manuels, des livres<\/strong> <strong>p\u00e9dagogiques<\/strong> mais aussi <strong>du mat\u00e9riel.<\/strong><\/span><\/p>\n<p><span style=\"font-size: medium\"><a title=\"inventaire mission\" href=\"\/pole-maths\/wp-content\/uploads\/sites\/26\/2014\/01\/14-inventaire-mission-en-ligne.xlsx\" target=\"_blank\" rel=\"noopener noreferrer\">T\u00e9l\u00e9charger l&rsquo;inventaire de la mission<\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-size: x-large\"><strong><span style=\"color: #ff0000\">Le module de formation Calcul mental et TIC\u00a0<\/span><\/strong><\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"font-size: 16px\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft\" style=\"border: 2px solid black\" src=\"https:\/\/lh6.googleusercontent.com\/OmeejsvZEfC4gQL9s4bhcfTnG0DcpxqVEjhHVcu1dZU=w212-h211-p-no\" alt=\"photo calmelet\" width=\"212\" height=\"210\" \/>Dans le cadre\u00a0du\u00a0<\/span><span style=\"font-size: large\"><strong><a title=\"Plan Dune\" href=\"http:\/\/eduscol.education.fr\/pid25941\/plan-numerique-2011-2012.html\" target=\"_blank\" rel=\"noopener noreferrer\">plan DUNE<\/a><\/strong><\/span><span style=\"font-size: 16px\">\u00a0(D\u00e9veloppement des Usages du Num\u00e9rique \u00e0 l&rsquo;Ecole)<\/span><a href=\"http:\/\/eduscol.education.fr\/pid25941\/plan-numerique-2011-2012.html\">,<\/a><span style=\"font-size: 16px\">\u00a0la mission math\u00e9matique a mis en place un<\/span><span style=\"font-size: large\"><strong>\u00a0module de formation alliant calcul mental et TIC<\/strong><\/span><span style=\"font-size: 16px\">\u00a0sous la forme d<strong><span style=\"font-size: large\">&lsquo;<\/span><\/strong><\/span><strong><span style=\"font-size: large\">ateliers et de conf\u00e9rence<\/span><\/strong><span style=\"font-size: 16px\"><strong><span style=\"font-size: large\">s<\/span><\/strong> durant la semaine du 15 au 20 novembre 2012. Les ateliers et les conf\u00e9rences ont \u00e9t\u00e9 anim\u00e9s par\u00a0<\/span><span style=\"font-size: large\"><strong>Jean Jacques Calmelet.\u00a0<\/strong><\/span><\/p>\n<address>\u00a0<\/address>\n<p>Ses interventions ont port\u00e9 sur :<\/p>\n<ul>\n<li><strong>La place et la nature des probl\u00e8mes dans les programmes de 2008<\/strong><\/li>\n<li><strong>Nombres et calcul : enseignement, apprentissages et place du calcul mental<\/strong><\/li>\n<li><strong>Les ressources d&rsquo;une application num\u00e9rique au service du calcul mental<\/strong><\/li>\n<\/ul>\n<p><span style=\"font-size: large\"><span style=\"line-height: 32px\"><strong><strong><a title=\"module et conf\u00e9rences\" href=\"\/pole-maths\/?p=506\" target=\"_blank\" rel=\"noopener noreferrer\">Le module de formation &#8211; les conf\u00e9rences<\/a><\/strong><\/strong><\/span><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-size: x-large\"><strong><span style=\"color: #ff0000\">Trimestre des math\u00e9matiques janvier \u00e0 mars 2012<\/span><\/strong><\/span><\/p>\n<p><span style=\"color: #000000\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft\" src=\"https:\/\/lh6.googleusercontent.com\/eiwSml_8I4oTXJKgo06p302SUyBx-k1epcYBTLeRFaM=w268-h200-p-no\" alt=\"Public conf\u00e9rence\" width=\"268\" height=\"200\" \/><\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000\">Lors de ce trimestre, la mission a propos\u00e9 aux enseignants de l\u2019acad\u00e9mie des rencontres formatives avec <strong>des didacticiens<\/strong> des math\u00e9matiques sous forme de c<strong>onf\u00e9rences ou d\u2019ateliers<\/strong>.\u00a0Ce \u00a0fut pour eux l&rsquo;occasion d&rsquo;enrichir leur r\u00e9flexion et de questionner leur pratique. <\/span><\/p>\n<p style=\"text-align: justify\"><strong>Thierry Dias a<\/strong> r\u00e9interrog\u00e9<strong> le dire et l&rsquo;\u00e9crire en math\u00e9matiques , Georges Combier, l&rsquo;enseignement de la g\u00e9om\u00e9trie \u00a0et Josiane H\u00e9layel le r\u00f4le et la place de la r\u00e9solution de probl\u00e8mes.<\/strong><\/p>\n<ul>\n<li><span style=\"font-size: large\"><a title=\"pr\u00e9sentation trimestre\" href=\"\/pole-maths\/?p=305\" target=\"_blank\" rel=\"noopener noreferrer\">Pr\u00e9sentation du trimestre<\/a><\/span><\/li>\n<li><span style=\"font-size: large\"><a title=\"pr\u00e9sentation conf\u00e9renciers\" href=\"\/pole-maths\/?p=418\" target=\"_blank\" rel=\"noopener noreferrer\">Pr\u00e9sentation des conf\u00e9renciers<\/a><\/span><\/li>\n<li><span style=\"font-size: large\"><a title=\"trimestre les conf\u00e9rences\" href=\"\/pole-maths\/?p=474\" target=\"_blank\" rel=\"noopener noreferrer\">Les conf\u00e9rences<\/a><\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Les produits\u00a0 Cycle 3 : les jeux de bingo CM1 et CM2\/6\u00e8me sur les fractions et d\u00e9cimaux Cycle 3 : Afin de conna\u00eetre et d&rsquo;automatiser diverses d\u00e9signations orales et \u00e9crites d&rsquo;un nombre d\u00e9cimal, la mission math\u00e9matiques vous propose deux jeux&#8230; <a class=\"more-link\" href=\"https:\/\/site.ac-martinique.fr\/pole-maths\/?page_id=1312\">Continue Reading &rarr;<\/a><\/p>\n","protected":false},"author":83,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1312","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/pages\/1312","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/users\/83"}],"replies":[{"embeddable":true,"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1312"}],"version-history":[{"count":28,"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/pages\/1312\/revisions"}],"predecessor-version":[{"id":1368,"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/pages\/1312\/revisions\/1368"}],"wp:attachment":[{"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1312"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}