By C.; Hemery, C. Lebosse
Cours conforme au programme du 23 juin 1962.
Table des matières :
Algèbre et Arithmétique
Leçon 1 — Rapports
Leçon 2 — Proportions
Leçon three — Racine carrée entière d’un nombre entier
Leçon four — Racine carré approchée. — Racine carrée exacte
Leçon five — Radicaux arithmétiques. — Racines d’un nombre relatif
Leçon 6 — Expressions algébriques. — Monômes
Leçon 7 — Polynômes
Leçon eight — Multiplication des monômes et des polynômes
Leçon nine — Identités remarquables
Leçon 10 — department des monômes et des polynômes. — Décomposition en facteurs
Leçon eleven — Fractions rationnelles
Leçon 12 — Équation du foremost degré à une inconnue
Leçon thirteen — Équations qui se ramènent au most excellent degré. — Équations littérales
Leçon 14 — Systèmes d’équations du ultimate degré
Élimination par substitution
Élimination par addition
Généralisations
Leçon 15 — Inéquation du foremost degré à une inconnue
Leçon sixteen — Les problèmes d’algèbre
Leçon 17 — Fonctions et graphiques
Leçon 18 — Étude de los angeles fonction : y = ax
Leçon 19 — Étude de los angeles fonction : y = ax + b
Leçon 20 — functions de los angeles fonction : y = ax + b
Géométrie
I. Géométrie plane
Leçon 1 — Rapport de deux segments. — issues divisant un phase dans un rapport donné
Leçon 2 — Théorème de Thalès
Leçon three — purposes du théorème de Thalès
Propriété des bissectrices d’un triangle
Constructions
Leçon four — Triangles semblables
Premières applications
Leçon five — Cas de similitude des triangles
Leçon 6 — functions de l. a. similitude
Leçon 7 — kin métriques dans le triangle rectangle
Leçon eight — Rapports trigonométriques
Leçon nine — kinfolk trigonométriques dans le triangle rectangle
Leçon 10 — kinfolk métriques dans le cercle
Leçon eleven — buildings géométriques
Leçon 12 — Polygones réguliers. — Périmètre du cercle
Leçon thirteen — Mesure des aires
II. Géométrie dans l’espace
Leçon 14 — Généralités sur le plan
Leçon 15 — Droites parallèles. — attitude de deux droites
Leçon sixteen — Droite et plan parallèles
Leçon 17 — Plans parallèles
Leçon 18 — Droite et plan perpendiculaires
Leçon 19 — Droites orthogonales. — Perpendiculaires et obliques
Leçon 20 — Angles dièdres
Leçon 21 — Plans perpendiculaires
Leçon 22 — Projections orthogonales. — Vecteurs
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Example text
However, unless children would remain engaged if they listened to them, they are not meaningful and interesting enough for children to read in order to foster the development of word identification ability they use over the long run. Many of the Texts Young Children Are Asked to Read Should Support Their Developing Word Identification Abilities Books that support word identification development have two essential features. First, they work together as a collection of books that provide adequate repetition of high-frequency words and words that can be decoded with a certain level of phonics knowledge.
Therefore, they cannot be expected to foster metacognition of word identification, transfer of word identification to oral and silent reading, cognitive clarity about the role of word identification in reading, motivation to learn word identification, or self-teaching of word recognition. Reading Educators Should Select Subsets of Interesting and Meaningful Texts That Support the Development of Both Word Recognition and Decoding There are so many good books available for young children to read that there is much reason for optimism about the possibility of finding subsets of these books that have the essential features needed for them to foster the development of both word recognition and decoding.
Therefore, they cannot be expected to foster metacognition of word identification, transfer of word identification to oral and silent reading, cognitive clarity about the role of word identification in reading, motivation to learn word identification, or self-teaching of word recognition. Reading Educators Should Select Subsets of Interesting and Meaningful Texts That Support the Development of Both Word Recognition and Decoding There are so many good books available for young children to read that there is much reason for optimism about the possibility of finding subsets of these books that have the essential features needed for them to foster the development of both word recognition and decoding.