{"id":3507,"date":"2017-02-27T17:52:47","date_gmt":"2017-02-27T21:52:47","guid":{"rendered":"\/pole-maths\/?p=3507"},"modified":"2017-02-28T13:53:49","modified_gmt":"2017-02-28T17:53:49","slug":"le-glisse-mesure-ce2-et-le-glisse-mesure-cycle-3","status":"publish","type":"post","link":"https:\/\/site.ac-martinique.fr\/pole-maths\/?p=3507","title":{"rendered":"Le glisse-mesure CE2 et le glisse-mesure cycle 3"},"content":{"rendered":"


\n<\/a><\/strong>T\u00e9l\u00e9charger le \u00ab\u00a0glisse-mesure CE2 et le \u00ab\u00a0glisse-mesure Cycle 3\u00a0\u00bb : des outils 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><\/p>\n

Le document d\u2019accompagnement \u00ab\u00a0Fractions et nombres d\u00e9cimaux au cycle 3\u00a0\u00bb\u00a0 propose en outil \u00ab\u00a0le glisse-nombre\u00a0\u00bb<\/a>. Il peut \u00eatre utile tout au long du cycle 3, voire avant, pour \u00e9viter que les \u00e9l\u00e8ves construisent des automatismes erron\u00e9s, \u00e9loign\u00e9s du sens, pour les multiplications ou divisions d\u2019un nombre, entier ou d\u00e9cimal, par 10, 100 ou 1000. Dans la continuit\u00e9, la mission math\u00e9matique vous propose \u00ab\u00a0le glisse-mesure\u00a0<\/strong>\u00bb au CE2 et au Cycle 3<\/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<\/p>\n

Exemple d’utilisation du \u00ab\u00a0glisse-mesure\u00a0\u00bb au CE2:\u00a0<\/strong><\/p>\n

\u00a05 m = ? cm<\/strong><\/p>\n

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5 m c’est 5 centaines de cm<\/p>\n

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5 m = 500 cm<\/p>\n

Exemple d’utilisation du \u00ab\u00a0glisse-mesure\u00a0\u00bb au cycle 3\u00a0<\/strong><\/p>\n

2,5 g = ? mg<\/p>\n

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2, 5 g c’est 25 centaines de mg<\/p>\n

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2,5 g = 2500 mg<\/p>\n

Autre exemple d’utilisation du \u00ab\u00a0glisse-mesure\u00a0\u00bb au cycle 3<\/strong><\/p>\n

50 dag= ? kg<\/p>\n

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50 dag= 0,50 kg (50 centi\u00e8mes de kg)<\/p>\n

50 dag= 0,5 kg (5 dixi\u00e8mes de kg)<\/p>\n

Fabrication du \u00ab\u00a0glisse-mesure\u00a0\u00bb<\/strong><\/p>\n

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  1. imprimer au format A4 l’outil<\/li>\n
  2. plastifier<\/strong> l’outil pour pouvoir \u00e9crire dessus avec un feutre effa\u00e7able \u00a0et pour renforcer sa solidit\u00e9<\/li>\n
  3. d\u00e9couper les diff\u00e9rents \u00e9l\u00e9ments<\/li>\n
  4. avec un cutter<\/strong>, d\u00e9couper les encoches selon les pointill\u00e9s.<\/li>\n
  5. Ins\u00e9rer la languette nombre et l’une des languettes unit\u00e9s (longueur, masse ou contenance) selon le besoin.<\/li>\n<\/ol>\n

    T\u00e9l\u00e9charger\u00a0<\/a><\/strong><\/p>\n

    Glisse-mesure-\u00e9l\u00e8ve_C2<\/a><\/p>\n

    Glisse-mesure_\u00e9l\u00e8ve_C3<\/a><\/p>\n

     <\/p>\n","protected":false},"excerpt":{"rendered":"

    T\u00e9l\u00e9charger le \u00ab\u00a0glisse-mesure CE2 et le \u00ab\u00a0glisse-mesure Cycle 3\u00a0\u00bb : des outils 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.<\/p>\n","protected":false},"author":83,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[47,48,42,28,1,31],"tags":[],"class_list":["post-3507","post","type-post","status-publish","format-standard","hentry","category-cycle2","category-cycle3","category-grandeurs-et-mesures","category-mission","category-non-classe","category-outils"],"_links":{"self":[{"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/posts\/3507","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/types\/post"}],"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=3507"}],"version-history":[{"count":13,"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/posts\/3507\/revisions"}],"predecessor-version":[{"id":3525,"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/posts\/3507\/revisions\/3525"}],"wp:attachment":[{"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=3507"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=3507"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=3507"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}