‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺳﺒﺘﻤﺒﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳـﺦ اﻟﺮﺳﻤﻲ‪ ......

‫اﻟﺘﺎرﻳـﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺳﺒﺘﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪02‬‬ ‫رﻗﻢ اﻟﻤﺬﻛﺮة‪:‬‬ ‫ب‬ ‫اد وا‬ ‫اﻟﺒﺎب‪ :01‬ا‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻤﺠﻤﻮﻋﺎت اﻷﺳﺎﺳﻴﺔ ﻟﻸﻋﺪاد‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻜﻔﺎءات اﻟﻘﺎﻋﺪﻳﺔ‪:‬اﻟﺘﻤﻴﻴﺰ وﻣﻌﺮﻓﺔ ﻣﺨﺘﻠﻒ اﻟﻤﺠﻤﻮﻋﺎت اﻷﺳﺎﺳﻴﺔ ﻟﻸﻋﺪاد‪.‬‬
‫ﻣﺆﺷﺮات‬ ‫]ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ[‬ ‫ﻣﺮاﺣﻞ‬
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‫ﺑﺎﻟﻤﻜﺘﺴﺒﺎت اﻟﻘﺒﻠﻴﺔ‪.‬‬

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‫‪ .1‬ﺗﻬﻴﺌﺔ‪- :‬‬
‫‪|1‬ﺗﺬﻛﻴﺮ )‪ 5‬د(‬

‫ﻣﺎ ﻫﻲ ﳐﺘﻠﻒ ﳎﻤﻮﻋﺎت اﻷﻋﺪاد اﳌﻌﺮوﻓﺔ‪.‬‬

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‫‪ -‬ﻛﻴــﻒ ﰎ اﻟﺘﻤﻴــﺰ ﺑﻴﻨﻬﺎ؟ وﺣﺪدﻫﺎ ﺑﺎﻟﱰﻣﻴ ــﺰ‪!.‬‬
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‫‪ |2‬ﻧﺸﺎط ﻣﺒﺎﺷﺮ‬
‫‪:[02‬‬ ‫ط‪1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ط]‬ ‫‪ .2‬ا‬
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‫‪ 10‬دﻗﺎﺋﻖ‬ ‫‪ 1‬إﻧﺠﺎز اﻟﻨﺸﺎط ﻣﻦ اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ }اﻟﺘﻤﻴﻴﺰ ﺑﻴﻦ ﻣﺨﺘﻠﻒ ﻣﺠﻤﻮﻋﺎت اﻷﻋﺪاد{‪.‬‬
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‫‪ 2‬ﻋﺮض اﻟﻨﺸﺎط }ﻋﺮض ﺟﻤﺎﻋﻲ ﻟﻠﻨﺸﺎط{‪.‬‬
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‫‪|3‬ﺣﻞ ﺟﻤﺎﻋﻲ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ 3‬ﺗﻠﺨﻴﺺ ﻣﺨﺘﻠﻒ ﻣﺠﻤﻮﻋﺎت اﻷﻋﺪاد‪.‬‬
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‫ﻟﻠﻨﺸﺎط )‪5‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻤﺴﺘﻬﺪﻓﺔ ‪ :‬اﻟﺘﻤﻴﻴﺰ ﺑﻴﻦ ﻣﺨﺘﻠﻒ أﻧﻮاع اﻷﻋﺪاد وﻣﺨﺘﻠﻒ اﻟﺘﺮﻣﺰﻳﺎت‬

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‫‪@@Z…a†ÇÿÛ@òîbþa@pbÇìàaN3‬‬
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‫ﻣﺠﻤﻮﻋﺎت اﻷﻋﺪاد‪10) .‬د(‬
‫‪|4‬ﺗﻤﻴﻴﺰ وﺗﻌﺮﻳﻒ ﻣﺨﺘﻠﻒ‬

‫‪.1.3‬ﻣﺠﻤﻮﻋﺔ اﻷﻋﺪاد اﻟﻄﺒﻴﻌﻴﺔ‪ :‬ﺗﺮﻣﻴﺰ‪ ℕ :‬ﻣﺜﺎل‪. 2 ∈ ℕ :‬‬

‫‪ −2 ∉ ℕ‬‬

‫‪ .2.3‬ﻣﺠﻤﻮﻋﺔ اﻷﻋﺪاد اﻟﺼﺤﻴﺤﺔ اﻟﻨﺴﺒﻴﺔ‪ :‬ﺗﺮﻣﻴــﺰ‪ ℤ :‬ﻣﺜﻼ‪. −1 ∈ ℤ et -3.4 ∉ ℤ :‬‬

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‫ﻧﻘﻮل أن ‪. ℕ ⊂ ℤ :‬‬
‫‪P‬‬ ‫……………………………‬
‫‪ D‬ﻛﻞ ﻋﺪد ﳝﻜﻦ ﻛﺘﺎﺑﺘﻪ ﻋﻠﻰ اﻟﺸﻜﻞ ‪n‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﺮﻣﻴــﺰ‪:‬‬
‫‪ .3.3‬ﻣﺠﻤﻮﻋﺔ اﻷﻋﺪاد اﻟﻌﺸﺮﻳﺔ‪:‬‬
‫‪10‬‬
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‫ﻧﻘﻮل أن ‪]. ℤ ⊂ D :‬ﻳﺸﺮح اﻟﻌﺪد اﻟﻌﺸﺮي ﺑﻘﻴﻤﺔ ﻣﻨﺘﻬﻴﺔ ﺑﺎﻟﻔﺎﺻﻠﺔ دون اﻟﺪور ‪ 1.5 :‬أو ‪.[13.99‬‬
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‫‪ |5‬أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ‪ 10) .‬دﻗﺎﺋﻖ(‬

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‫‪p‬‬
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‫ﺣﻴﺚ ‪) q ≠ 0 , p ∈ ℤ :‬ﳝﺜﻞ اﻟﻌﺪد‬ ‫‪ ℚ‬وﻳﻜﺘﺐ ﻣﻦ اﻟﺸﻜﻞ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﺮﻣﻴﺰ‪:‬‬ ‫‪ .4.3‬ﻣﺠﻤﻮﻋﺔ اﻷﻋﺪاد اﻟﻨﺎﻃﻘﺔ‪:‬‬
‫‪q‬‬
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‫ﻧﻘﻮل‪] D ⊂ ℚ :‬ﳔﺘﺼﺮ ﰲ أﻏﻠﺐ اﻷوﻗﺎت اﻷﻋﺪاد اﻟﻌﺸﺮﻳﺔ ﻟﻸﻋﺪاد اﻟﻨﺎﻃﻘﺔ ﺑﺎﻟﻜﺘﺎﺑﺎت اﻟﻌﺸﺮﻳﺔ اﻟﺪورﻳﺔ[‪.‬‬
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‫‪p‬‬
‫‪.‬‬ ‫ﻣﻼﺣﻈﺔ‪ :‬اﻷﻋﺪاد اﻟﺼﻤﺎء ﻫﻲ ﻛﻞ اﻷﻋﺪاد اﻟﱵ ﻻ ﳝﻜﻦ ﻛﺘﺎﺑﺘﻬﺎ ﻋﻠﻰ اﻟﺸﻜﻞ‬
‫‪q‬‬
‫ﻫﻲ ﳎﻤﻮﻋﺔ ﻓﻮاﺻﻞ ﻧﻘﻂ ﻣﺴﺘﻘﻴﻢ ﻣﺰود ﲟﻌﻠﻢ )‪ .(O ; I‬ﺗﺮﻣﻴﺰ‪. ℝ :‬‬ ‫‪ .5.3‬ﻣﺠﻤﻮﻋﺔ اﻷﻋﺪاد اﻟﺤﻘﻴﻘﻴﺔ‪:‬‬
‫وﻧﻜﺘﺐ‪) ℚ ⊂ ℝ :‬ﰲ ﻣﺴﺘﻮاﻧﺎ ﻧﻌﺘﱪ ﳎﻤﻮﻋﺔ اﻷﻋﺪاد اﳊﻘﻴﻘﻴﺔ أﻛﱪ ﳎﻤﻮﻋﺔ ﻟﻸﻋﺪاد(‪.‬‬
‫‪ℕ ⊂ ℤ‬‬
‫‪ℤ ⊂ D‬‬
‫‪‬‬
‫‪ |6‬ﻣﻘﺎرﻧﺔ ﺑﻴﻦ ﻣﺨﺘﻠﻒ‬ ‫‪‬‬ ‫‪ .4‬ﻣﻘﺎرﻧﺔ ﻣﺠﻤﻮﻋﺎت اﻷﻋﺪاد‪ :‬ﻣﻦ اﻟﺘﻌﺎرﻳﻒ اﻟﺴﺎﺑﻘﺔ ﳒﺪ أن‪⇒ ℕ ⊂ ℤ ⊂ D ⊂ ℚ ⊂ ℝ :‬‬
‫‪‬‬ ‫‪D‬‬ ‫⊂‬ ‫‪ℚ‬‬
‫ﻣﺠﻤﻮﻋﺎت اﻷﻋﺪاد‪6) .‬د(‬ ‫‪…………………….……………………………………………………………......‬‬
‫‪ℚ ⊂ ℝ‬‬
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‫ت ا اد‬ ‫إ 'ء‪ ! "# $ %‬ر‬
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‫‪ |7‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف وﺗﻤﺎرﻳﻦ‬ ‫ﲤﺮﻳﻦ ‪ 3‬و‪ 7‬ﺻﻔﺤﺔ ‪ || 18‬ﲤﺮﻳﻦ ‪ 15‬و ‪ 16‬ﺻﻔﺤﺔ ‪19‬‬ ‫‪Zåí‰b·N4‬‬
‫ﺗﻄﺒﻴﻘﻴﺔ‪.‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫داد‬ ‫و تا‬ ‫‪.1‬ا‬
 ‫ﻣﺆﺷﺮات‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

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‫د ‪:‬‬ ‫و م ا ءات ا‬
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‫‪.5‬‬
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‫ﻓﻲ ﻃﺮﻳﻖ‬
‫ﺗﺘﻄﻠﺐ اﻟﺪﻋﻢ ﻏﻴﺮ ﻣﻜﺘﺴﺒﺔ‬ ‫ﻣﻜﺘﺴﺒﺔ‬
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‫اﻻﻛﺘﺴﺎب‬
‫اﻟﻜﻔﺎءات اﳌﺴﺘﻬﺪﻓﺔ‬
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‫‪.8‬ﺷﺒﻜﺔ ﺗﻘﻮﻳﻢ اﻟﻜﻔﺎءات‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫اﻟﻤﺠﻤﻮﻋﺎت اﻷﺳﺎﺳﻴﺔ ﻟﻸﻋﺪاد‬
‫اﻟﻤﻜﺘﺴﺒﺔ ﻟﻠﻄﻼب‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﳑﺘﺎز ‪ /‬ﺟﻴﺪ ‪ /‬ﺣﺴﻦ ‪/‬ﻣﺘﻮﺳﻂ ‪ /‬دون‬
‫ﻣﻘﺒﻮل ‪ /‬ﻏﲑ ﻣﻘﺒﻮل‬ ‫اﻟﻤﺴﺘﻮى اﻟﻔﺮدي‬
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‫اﻟﻤﺴﺘﻮى اﻟﻌﺎم ﻟﻠﻘﺴﻢ‬
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‫‪@@ZÞìÜyë@—öbÔãN6‬‬
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‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫داد‬ ‫و تا‬ ‫‪.2‬ا‬
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺳﺒﺘﻤﺒﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳـﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺳﺒﺘﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪03‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ب‬ ‫اد وا‬ ‫اﻟﺒﺎب‪ :01‬ا‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻤﺠﻤﻮﻋﺎت اﻷﺳﺎﺳﻴﺔ ﻟﻸﻋﺪاد‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻜﻔﺎءات اﻟﻘﺎﻋﺪﻳﺔ‪:‬ﻃﺮﻳﻘﺔ اﻻﻧﺘﻘﺎل ﻣﻦ ﻛﺘﺎﺑﺔ ﻋﺸﺮﻳﺔ إﻟﻰ ﻛﺘﺎﺑﺔ ﻛﺴﺮﻳﺔ ودراﺳﺔ اﻷﻋﺪاد اﻟﻘﺎﺑﻠﺔ ﻟﻺﻧﺸﺎء‪.‬‬
‫ﻣﺆﺷﺮات‬ ‫]ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ[‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺑﻤﺠﻤﻮﻋﺎت اﻷﻋﺪاد‬

‫ﺗﺬﻛﲑ ﺑﺎﻟﺪرس اﳌﺎﺿﻲ ﺣﻮل ﳎﻤﻮﻋﺎت اﻷﻋﺪاد‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬ﺗﻬﻴﺌﺔ‪- :‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ )‪ 5‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ .2‬ﻧﺸﺎط ﻣﻘﺘﺮح‬
‫رح[ ‪:‬‬ ‫ط]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .2‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻤﺴﺘﻬﺪﻓﺔ ‪ :‬ﻃﺮﻳﻘﺔ اﻻﻧﺘﻘﺎل ﻣﻦ ﻛﺘﺎﺑﺔ ﻋﺸﺮﻳﺔ إﻟﻰ ﻛﺘﺎﺑﺔ ﻛﺴﺮﻳﺔ ودراﺳﺔ اﻷﻋﺪاد اﻟﻘﺎﺑﻠﺔ ﻟﻺﻧﺸﺎء‪.‬‬

‫‪ 10‬دﻗﺎﺋﻖ‬ ‫أﻋﻂ اﻟﻜﺘﺎﺑﺔ اﻟﻜﺴﺮﻳﺔ ﻟﻠﻌﺪد ‪ a‬اﻧﻄﻼﻗﺎ ﻣﻦ اﻟﻜﺘﺎﺑﺔ اﻟﻌﺸﺮﻳﺔ اﻟﺪورﻳﺔ اﻟﺘﺎﻟﻴ ــﺔ‪. a = 12,565656 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻃﺮﻳﻘﺔ ‪ :1‬ﻃﺮﻳﻘﺔ اﻟﻜﺘﺎب‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻃﺮﻳﻘﺔ ‪ : 2‬ﻟﻜﺘﺎﺑﺔ اﻟﻌﺪد ‪ a = 12,56‬ﻋﻠﻰ اﻟﺸﻜﻞ اﻟﻜﺴﺮى ﻧﺘﺒﻊ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/3‬اﺳﺘﻨﺘﺎج ﻃﺮق‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪100a-a=1256.56-12.56=1244‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺘﻌﺪدة )‪7‬د(‬ ‫‪‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪⇒ 99a=1244‬‬
‫‪‬‬ ‫‪100a-a=99a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪1244‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫=‪donc a‬‬
‫‪99‬‬

‫ﻪ‬ ‫ا '‬ ‫د ‪ *+ $‬إ( ا‬ ‫ا‬ ‫‪.3‬اﻻ‪ # $‬ل ! ا‬

‫‪/4‬ﺣﻮﺻﻠﺔ ﻃﺮق اﻻﻧﺘﻘﺎل ﻣﻦ ﻛﺘﺎﺑﺔ‬

‫ﻟﺘﻌﻴﲔ اﻟﻜﺘﺎﺑﺔ اﻟﻜﺴﺮﻳﺔ ﻟﻌﺪد ﻧﺎﻃﻖ اﻧﻄﻼﻗﺎ ﻣﻦ ﻛﺘﺎﺑﺘﻪ اﻟﻌﺸﺮﻳﺔ ﻧﺘﺒﻊ إﺣﺪى اﻟﻄﺮﻳﻘﺘﲔ اﻟﺘﺎﻟﻴﺘﲔ‪:‬‬
‫ﻋﺸﺮﻳﺔ إﻟﻰ ﻛﺘﺎﺑﺔ ﻛﺴﺮﻳﺔ )‪10‬د(‬

‫اﻟﻄﺮﻳﻘﺔ ‪ :1‬ﻃﺮﻳﻘﺔ اﻟﻜﺘﺎب ﻣﺒﺎﺷﺮة‪.‬‬

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‫اﳋﻄﻮات اﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫اﻟﻄﺮﻳﻘﺔ ‪ :2‬ﻟﻼﻧﺘﻘﺎل ﻣﻦ اﻟﻜﺘﺎﺑﺔ اﻟﻌﺸﺮﻳﺔ ﻟﻠﻌﺪد ‪ b‬إﱃ ﻛﺘﺎﺑﺘﻪ اﻟﻜﺴﺮﻳﺔ ﻧﺘﺒﻊ‬
‫……………………………‬
‫ﳓﺴﺐ ﻋﺪد أرﻗﺎم اﻟﺪور اﳌﻮﺟﻮدة ﰲ اﳉﺰء اﻟﻌﺸﺮي وﻟﻴﻜﻦ ﻣﺜﻼً ‪ n‬ﻋﺪد أرﻗﺎم اﻟﺪور‪.‬‬
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‫ﻧﻀﺮب اﻟﻌﺪد ‪ b‬ﰲ اﻟﻌﺪد ‪ n) 10n‬ﻋﺪد أرﻗﺎم اﻟﺪور(‪.‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻧﻜﺘﺐ )‪ (10nb-b‬ﺑﻄﺮﻳﻘﺘﲔ ﳐﺘﻠﻔﺘﲔ‪.‬‬
‫ﺑﺎﺳﺘﻌﻤﺎل اﻟﻜﺘﺎﺑﺘﲔ اﳌﺨﺘﻠﻔﺘﲔ ل ‪ 10nb-b‬ﻧﺸﻜﻞ ﻣﻌﺎدﻟﺔ ذات ا‪‬ﻬﻮل ‪ b‬وﻧﺴﺘﻨﺘﺞ ﺣﻠﻬﺎ ﻋﻠﻰ ﺷﻜﻞ ﻛﺴﺮ‪.‬‬
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‫ﻣﺜﺎل‪ :‬ﻋﲔ اﻟﻜﺘﺎﺑﺔ اﻟﻜﺴﺮﻳﺔ ﻟﻠﻌﺪد ‪ a‬اﻧﻄﻼﻗﺎ ﻣﻦ اﻟﻜﺘﺎﺑﺔ اﻟﻌﺸﺮﻳﺔ اﻟﺪورﻳﺔ ﻟﻪ ‪ b=3.254‬ﺑﻄﺮﻳﻘﺘﲔ‪.‬‬
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‫‪ /5‬اﻟﺤﺎﻟﺔ اﻟﻌﻜﺴﻴﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪......‬‬
‫‪ : ,-.‬ﻟﻼﻧﺘﻘﺎل ﻣﻦ اﻟﻜﺘﺎﺑﺔ اﻟﻜﺴﺮﻳﺔ ﻟﻌﺪد ﻧﺎﻃﻖ ﻳﻜﻔﻲ إﱃ اﻟﻜﺘﺎﺑﺔ اﻟﻌﺸﺮﻳﺔ ﻳﻜﻔﻲ إﺟﺮاء ﻋﻤﻠﻴﺔ اﻟﻘﺴﻤﺔ ﻟﻠﺒﺴﻂ ﻋﻠﻰ اﳌﻘﺎم‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪.4‬أ اد ‪ 4$5 6 1‬ء‪:‬‬

‫ﻧﺸﺎط ‪ 02‬ﺻﻔﺤﺔ ‪] 02‬ﳏﺎوﻟﺔ ﺳﺮﻳ ــﻌﺔ[‬
‫ﺣﻞ ﲨﺎﻋﻲ ﻣﺒﺎﺷﺮ ﻟﻠﻨﺸﺎط ﺑﺎﻟﻘﺴﻢ )اﺳﺘﻌﻤﺎل ﻧﻈﺮﻳﺔ ﻃﺎﻟﻴﺲ(‪.‬‬
‫‪ /6‬ﻧﺸﺎط ﺣﻮل اﻷﻋﺪاد‬ ‫ﺧﻼﺻﺔ وﻣﻼﺣﻈﺔ‪ :‬ﻛﻞ اﻟﻌﻼﻗﺎت اﳍﻨﺪﺳﻴﺔ اﳌﻘﱰﻧﺔ ﺑﺈﻧﺸﺎءات ﻫﻨﺪﺳﻴﺔ ﺗﻌﱪ ﻋﻦ أﻋﺪاد ﻗﺎﺑﻠﺔ ﻟﻺﻧﺸﺎء أي أﻋﺪاد ﳝﻜﻦ إﻧﺸﺎءﻫﺎ‬
‫اﻟﻘﺎﺑﻠﺔ ﻟﻺﻧﺸﺎء )‪10‬د(‬ ‫ﻫﻨﺪﺳﻴﺎ واﻟﺘﻌﺒﲑ ﻋﻠﻴﻬﺎ ﺑﻨﻈﺮﻳﺎت ﻫﻨﺪﺳﻴﺔ‪.‬‬
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‫‪ /7‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف وﺗﻤﺎرﻳﻦ‬ ‫أﳒﺰ اﻟﺘﻤﺮﻳﻦ‪ 20 :‬اﻟﺼﻔﺤﺔ ‪19‬‬ ‫‪Zåí‰b·N4‬‬
‫ﺗﻄﺒﻴﻘﻴﺔ‪.‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫ر‬ ‫ا‬ ‫دد طق إ‬ ‫ر‬ ‫ا‬ ‫ل نا‬ ‫‪.1‬ا‬
 ‫ﻣﺆﺷﺮات‬ ‫]ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ[‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫د ‪:‬‬ ‫و م ا ءات ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.6‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻓﻲ ﻃﺮﻳﻖ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﺘﻄﻠﺐ اﻟﺪﻋﻢ ﻏﻴﺮ ﻣﻜﺘﺴﺒﺔ‬
‫اﻻﻛﺘﺴﺎب‬
‫ﻣﻜﺘﺴﺒﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءات اﳌﺴﺘﻬﺪﻓﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﻟﻤﺠﻤﻮﻋﺎت اﻷﺳﺎﺳﻴﺔ ﻟﻸﻋﺪاد |ﺗﺬﻛﻴـ ــﺮ|‬
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‫‪.8‬ﺷﺒﻜﺔ ﺗﻘﻮﻳﻢ اﻟﻜﻔﺎءات‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﻻﻧﺘﻘﺎل ﻣﻦ اﻟﻜﺘﺎﺑﺔ اﻟﻌﺸﺮﻳﺔ ﻟﻌﺪد ﻧﺎﻃﻖ إﻟﻰ اﻟﻜﺘﺎﺑﺔ اﻟﻜﺴﺮﻳﺔ ﻟﻪ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻤﻜﺘﺴﺒﺔ ﻟﻠﻄﻼب‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻻﻧﺘﻘﺎل ﻣﻦ اﻟﻜﺘﺎﺑﺔ اﻟﻜﺴﺮﻳﺔ ﻟﻌﺪد ﻧﺎﻃﻖ إﻟﻰ اﻟﻜﺘﺎﺑﺔ اﻟﻌﺸﺮﻳﺔ ﻟﻪ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أﻋﺪاد ﻗﺎﺑﻠﺔ ﻟﻼﺷﺘﻘﺎق‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﳑﺘﺎز ‪ /‬ﺟﻴﺪ ‪ /‬ﺣﺴﻦ ‪/‬ﻣﺘﻮﺳﻂ ‪ /‬دون‬
‫ﻣﻘﺒﻮل ‪ /‬ﻏﲑ ﻣﻘﺒﻮل‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻤﺴﺘﻮى اﻟﻔﺮدي‬ ‫اﳌﺴﺘﻮى‬
‫اﻟﻤﺴﺘﻮى اﻟﻌﺎم ﻟﻠﻘﺴﻢ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪@@ZÞìÜyë@—öbÔãN7‬‬
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‫‪Tous Droits réservés à Moumna Abdelkrim‬‬ ‫ر‬ ‫ا‬ ‫دد طق إ‬ ‫ر‬ ‫ا‬ ‫ل نا‬ ‫‪.2‬ا‬
‫‪www.mathonec.com‬‬
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺳﺒﺘﻤﺒﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳـﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺳﺒﺘﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪04‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ب‬ ‫اد وا‬ ‫اﻟﺒﺎب‪ :01‬ا‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻘﻮى اﻟﺼﺤﻴﺤﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻜﻔﺎءات اﻟﻘﺎﻋﺪﻳﺔ‪:‬اﻟﺘﺤﻜﻢ ﻓﻲ اﻟﺤﺴﺎب ﻋﻠﻰ اﻟﻘﻮى اﻟﺼﺤﻴﺤﺔ‪.‬‬
‫ﻣﺆﺷﺮات‬ ‫]ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ[‬ ‫ﻣﺮاﺣﻞ‬
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‫ﻣﻦ ﻳﺬﻛﺮﻧﺎ ﲟﻌﲎ أﻋﺪاد ﺻﺤﻴﺤﺔ ‪.! ℤ‬‬ ‫‪ .1‬ﺗﻬﻴﺌﺔ‪- :‬‬
‫اﻟﺼﺤﻴﺤﺔ )‪5‬د(‬
‫‪/1‬ﺗﻬﻴﺌﺔ ﻟﻠﻘﻮى‬

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‫‪ -‬ﻣﺎ ﻣﻌﲎ ﻋﺪد ﻣﺮﻓﻮع إﱃ ﻗﻮى ﺻﺤﻴﺤﺔ؟‬
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‫‪:[19‬‬ ‫ط] ر ن ‪27-26‬‬
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‫‪ .2‬ا‬
‫‪ .2‬ﺗﻤﺮﻳﻦ ﺗﻄﺒﻴﻘﻲ‬
‫دراﺳﺔ إﺷﺎرة ﻋﺪد ﺑﺎﻋﺘﺒﺎر اﻟﻘﻮى اﻟﺼﺤﻴﺤﺔ واﻷﻗﻮاس ]ﺗﻤﺮﻳﻦ ‪.[26‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺒﺎﺷﺮ )‪7‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫اﻟﺤﺴﺎب ﻋﻠﻰ اﻟﻘﻮى اﻟﺼﺤﻴﺤﺔ ﻓﻲ ﺷﺘﻰ اﻟﻌﻤﻠﻴﺎت اﻟﺮﻳﺎﺿﻴﺔ‪} .‬ﺗﻤﺮﻳﻦ ‪{27‬‬
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‫‪/3‬اﻟﺤﺴﺎب ﻋﻠﻰ‬
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‫اﻟﻜﻔﺎءة اﻟﻤﺴﺘﻬﺪﻓﺔ ‪ :‬اﻟﺘﺤﻜﻢ ﻓﻲ اﻟﺤﺴﺎب ﻋﻠﻰ اﻟﻘﻮى اﻟﺼﺤﻴﺤﺔ‪.‬‬

‫اﻟﻘﻮى اﻟﺼﺤﻴﺤﺔ )‪7‬د(‬

‫اﺳﺘﻨﺘﺎج ﺣﻮﺻﻠﺔ ﻋﺎﻣﺔ ﺣﻮل اﻟﺤﺴﺎب ﻋﻠﻰ اﻟﻘﻮى اﻟﺼﺤﻴﺤﺔ ‪.‬‬
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‫‪:‬‬ ‫ا ىا‬
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‫‪/4‬ﻣﻔﻬﻮم اﻟﻘﻮى اﻟﺼﺤﻴﺤﺔ }‪ 7‬د{‬

‫‪.1.3‬ﺗﻌﺮﻳﻒ ﻣﻔﻬﻮم اﻟﻘﻮى اﻟﺼﺤﻴﺤﺔ‪ :‬ﻣﻦ أﺟﻞ ﻛﻞ ‪ a‬ﻋﺪد ﺣﻘﻴﻘﻲ و ‪ n‬ﻋﺪد ﻃﺒﻴﻌﻲ ﻟﺪﻳﻨﺎ اﻟﻘﻮة ذات اﻟﺮﺗﺒﺔ ‪ n‬ﻟﻠﻌﺪد ‪a‬‬
‫‪a n = a×a×a.......×a‬‬
‫‪‬‬ ‫‪n‬‬
‫‪‬‬ ‫وﻧﻜﺘﺐ ‪ an‬ﺣﻴﺚ‪:‬‬
‫= ‪a‬‬ ‫‪1‬‬
‫‪-n‬‬
‫‪avec n ≠ 0‬‬
‫‪‬‬ ‫‪an‬‬
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‫ﻫﺎم‪ :‬ﻣﻦ أﺟﻞ ﻛﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ a‬ﻓﺎن‪.a0=1 :‬‬
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‫‪1‬‬ ‫‪1‬‬
‫= ‪84 = 8 × 8 × 8 × 8 ; 8−4‬‬ ‫= ‪; a −1‬‬
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‫‪8×8× 8×8‬‬ ‫‪a‬‬
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‫ﻟﻴﻜﻦ ‪ a‬و‪ b‬ﻋﺪدان ﺣﻘﻴﻘﻴﺎن ﻏﲑ ﻣﻌﺪوﻣﲔ‪ m ،‬و‪ n‬ﻋﺪدان ﺻﺤﻴﺤﺎن ﻧﺴﺒﻴﺎن ﺣﻴﺚ‪:‬‬
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‫‪n‬‬
‫‪am‬‬ ‫‪a‬‬ ‫‪an‬‬
‫) (‬
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‫×‬ ‫=‬ ‫‪m +n‬‬
‫=‬ ‫‪m −n‬‬ ‫‪m n‬‬
‫=‬ ‫=‬ ‫×‬ ‫) (‬ ‫=‬
‫‪m‬‬ ‫‪n‬‬ ‫‪mn‬‬ ‫‪m‬‬ ‫‪m‬‬ ‫‪n‬‬
‫‪ /5‬ﺧﻮاص ﻋﻠﻰ اﻟﻌﻤﻠﻴﺎت ﻓﻲ‬ ‫‪a‬‬ ‫‪a‬‬ ‫‪a‬‬ ‫;‬ ‫‪a‬‬ ‫;‬ ‫‪a‬‬ ‫‪a‬‬ ‫;‬ ‫‪ab‬‬ ‫‪a‬‬
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‫اﻟﻘﻮى اﻟﺼﺤﻴﺤﺔ )‪10‬د(‬ ‫‪an‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪b  b‬‬
‫‪n‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أﻣﺜﻠﺔ ﻣﺒﺎﺷﺮة‪:‬‬

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‫" ﻻت ﺻ ‪:‬‬
‫ﻣﻦ اﺟﻞ ﻛﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ a‬ﺣﻴﺚ ‪ a ≠ 0‬و ﻛﻞ ﻋﺪد ﻃﺒﻴﻌﻲ ‪ n‬ﺣﻴﺚ ‪ n ≠ 0‬ﻓﺎن‪a n × a − n = a 0 = 1 :‬‬
‫ﻣﻦ أﺟﻞ ﻛﻞ ﻋﺪد ﻃﺒﻴﻌﻲ ‪ n‬ﻟﺪﻳﻨﺎ‪:‬‬
‫‪ " /6‬ﻻت ﺻ‬
‫إذا ﻛﺎن ‪ n‬زوﺟﻴﺎ ﻓﺎن‪ ( −1) = 1 :‬أي ‪. ( −a ) = a n :‬‬
‫‪n‬‬ ‫‪n‬‬
‫)‪7‬د(‬

‫إذا ﻛﺎن ‪ n‬ﻓﺮدﻳ ـ ــﺎ ﻓﺎن‪ ( −1) = −1 :‬أي‪. ( −a ) = −a n :‬‬

‫‪n‬‬ ‫‪n‬‬

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‫‪ /7‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف‪-‬إدراج‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ 31 . 30 . 29 . 28‬اﻟﺼﻔﺤﺔ ‪19‬‬ ‫‪Zåí‰b·N4‬‬
‫اﻟﻤﻌﺎرف ﻓﻲ ﺗﻤﺎرﻳﻦ رﻳﺎﺿﻴﺔ‬
‫إﻋﻄﺎء أﻣﺜﻠﺔ ﲨﺎﻋﻴﺔ واﺧﺘﻴﺎر ﻋﺸﻮاﺋﻲ ﻟﻠﺘﻼﻣﻴﺬ‪.‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫‪.1‬ا وى ا‬
 ‫ﻣﺆﺷﺮات‬ ‫]ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ[‬ ‫ﻣﺮاﺣﻞ‬

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‫د ‪:‬‬ ‫و م ا ءات ا‬
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‫‪.5‬‬
‫ﻓﻲ ﻃﺮﻳﻖ‬
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‫ﺗﺘﻄﻠﺐ اﻟﺪﻋﻢ ﻏﻴﺮ ﻣﻜﺘﺴﺒﺔ‬ ‫ﻣﻜﺘﺴﺒﺔ‬
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‫اﻻﻛﺘﺴﺎب‬
‫اﻟﻜﻔﺎءات اﳌﺴﺘﻬﺪﻓﺔ‬
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‫‪.8‬ﺷﺒﻜﺔ ﺗﻘﻮﻳﻢ اﻟﻜﻔﺎءات‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺧﻮاص ﻋﻠﻰ اﻟﻌﻤﻠﻴﺎت ﻓﻲ اﻟﻘﻮى اﻟﺼﺤﻴﺤﺔ‬
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‫اﻟﻤﻜﺘﺴﺒﺔ ﻟﻠﻄﻼب‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﳑﺘﺎز ‪ /‬ﺟﻴﺪ ‪ /‬ﺣﺴﻦ ‪/‬ﻣﺘﻮﺳﻂ ‪ /‬دون‬
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‫ﻣﻘﺒﻮل ‪ /‬ﻏﲑ ﻣﻘﺒﻮل‬ ‫اﻟﻤﺴﺘﻮى اﻟﻔﺮدي‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﳌﺴﺘﻮى‬
‫اﻟﻤﺴﺘﻮى اﻟﻌﺎم ﻟﻠﻘﺴﻢ‬
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‫‪@@ZÞìÜyë@—öbÔãN6‬‬
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‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

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www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺳﺒﺘﻤﺒﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳـﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺳﺒﺘﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪05‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ب‬ ‫اد وا‬ ‫اﻟﺒﺎب‪ :01‬ا‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺠﺬور اﻟﺘﺮﺑﻴﻌﻴﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻜﻔﺎءات اﻟﻘﺎﻋﺪﻳﺔ‪:‬اﻟﺘﺤﻜﻢ ﻓﻲ اﻟﺤﺴﺎب ﻋﻠﻰ اﻟﻜﺴﻮر واﻟﺠﺬور اﻟﺘﺮﺑﻴﻌﻴﺔ‪.‬‬
‫ﻣﺆﺷﺮات‬ ‫]ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ[‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a c‬‬ ‫‪a c‬‬ ‫‪a c‬‬ ‫‪a c‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﻌﻤﻠﻴﺎت‬
‫ﻋﻠﻰ اﻟﻜﺴﻮر )‪5‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺑﺴﻂ ﻛﻞ ﳑﺎ ﻳﻠﻲ‪ + :‬و ‪ × ، −‬ﻛﺬﻟﻚ ÷ ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .1‬ﺗﻬﻴﺌﺔ‪- :‬‬
‫‪b d‬‬ ‫‪b d b d‬‬ ‫‪b d‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -‬ﻣﺎ ﻣﻌﲎ ﺟﺬر ﺗﺮﺑﻴﻌﻲ؟!‪.‬‬
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‫رح[ ‪:‬‬ ‫ط]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .2‬ا‬
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‫ﻋﻴﻦ ﻣﻦ ﺑﻴﻦ اﻟﻜﺘﺎﺑﺎت اﻟﻤﻮاﻟﻴﺔ اﻷﻋﺪاد اﻟﺤﻘﻴﻘﻴﺔ‪:‬‬
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‫‪ .2‬ﺗﻤﺮﻳﻦ ﻟﺘﺤﺪﻳﺪ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5‬‬
‫‪، 13 − 136 ، −25 ، −3 ، π‬‬ ‫) (‬
‫‪2‬‬
‫اﻟﺠﺬر اﻟﺘﺮﺑﻴﻌﻲ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬
‫اﻟﻜﻔﺎءة اﻟﻤﺴﺘﻬﺪﻓﺔ ‪ :‬اﻟﺘﺤﻜﻢ ﻓﻲ اﻟﺤﺴﺎب ﻋﻠﻰ اﻟﻜﺴﻮر واﻟﺠﺬور اﻟﺘﺮﺑﻴﻌﻴﺔ‪.‬‬

‫‪9‬‬
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‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪2‬‬
‫أﺣﺴﺐ ‪ 1 + 2‬ﺛﻢ ﺑﺴﻂ اﻟﻌﺒﺎرة ‪. 3 + 2 2‬‬
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‫(‬ ‫)‬
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‫‪/3‬ﺣﺴﺎب ﻋﺪدي‬ ‫أﺣﺴﺐ ‪ 1 − 2‬ﺛﻢ ﺑﺴﻂ اﻟﻌﺒﺎرة ‪. 3 − 2 2‬‬
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‫ﻋﻠﻰ اﻟﺠﺬور اﻟﺘﺮﺑﻴﻌﻴﺔ‬
‫و ‪ . 9 + 16‬ﻣﺎذا ﺗﻼﺣ ــﻆ ﺣﻮل اﻟﻌﻤﻠﻴﺘﻴﻦ؟‬ ‫أﺣﺴﺐ ‪9 + 16‬‬
‫اﻟﻬﺪف‪ :‬ﻣﺤﺎوﻟﺔ إﻳﻀﺎح أن اﻟﻌﻤﻠﻴﺎت ﻫﻲ اﻟﺤﺴﺎب ﻋﻠﻰ اﻟﺠﺬور اﻟﺘﺮﺑﻴﻌﻴﺔ‬

‫‪ α‬اﻟﺠﺬور اﻟﺘﺮﺑﻴﻌﻴﺔ ‪α‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/4‬ﻣﻔﻬﻮم اﻟﺠﺬور اﻟﺘﺮﺑﻴﻌﻴﺔ }‪ 7‬د{‬

‫……………………………‬
‫ﻣﻦ أﺟﻞ ﻛﻞ ‪ a ∈ ℝ +‬ﻓﺈن اﻟﺠﺬر أﻟﺘﺮﺑﻴﻌﻲ ﻟﻠﻌﺪد ‪ a a‬أي ‪ a‬ﻫﻮ اﻟﻌﺪد اﻟﺬي ﻣﺮﺑﻌﻪ ﻳﺴﺎوي ‪a‬‬
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‫‪ZÑ íŠÈm@N1‬‬
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‫أي ‪. a 2 = a‬‬
‫أﻣﺜﻠﺔ‪9 = 3 ; 0.81 = 0.9 ; 282 = 28 :‬‬
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‫‪ b ،a‬أﻋﺪاد ﺣﻘﻴﻘﻴﺔ ﲢﻘﻖ اﳋﻮاص اﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪Z˜aì@N2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪( a‬‬
‫‪2‬‬
‫ﻣﻊ ‪a ≥ 0‬‬ ‫َو ‪a ≥ 0‬‬ ‫‪= a |1‬‬
‫‪ /5‬اﻟﺤﺴﺎب ﻋﻠﻰ اﻟﺠﺬور اﻟﺘﺮﺑﻴﻌﻴﺔ‬
‫)‪10‬د(‬ ‫‪a × b = a × b |2‬‬
‫‪a‬‬ ‫‪a‬‬
‫ﻣﻊ ‪َ a ≥ 0‬و ‪b ≻ 0‬‬ ‫=‬
‫‪b‬‬ ‫‪b‬‬
‫أﻣﺜﻠﺔ‪:‬‬
‫‪ /6‬ﺗﻮﺿﻴﺢ ﺑﺄﻣﺜﻠﺔ اﻟﻔﺮق ﺑﻴﻦ اﻟﺠﻤﻊ‬
‫واﻟﻄﺮح واﻟﻀﺮب )‪5‬د(‬ ‫‪َ a + b ≠ a + b‬و ‪a − b ≠ a − b‬‬
‫‪…………………….……………………………………………………………......‬‬ ‫ﻫﺎم‪:‬‬
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‫‪ 41 – 40 – 34‬ﺻﻔﺤ ـ ــﺔ ‪20‬‬ ‫‪.3‬ﺗﻤﺎرﻳﻦ‪:‬‬
‫‪ /7‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف‬
‫ﺗﻘﻮﱘ ﺷﻔﻮي‪ :‬إﻋﻄﺎء أﻣﺜﻠﺔ ﲨﺎﻋﻴﺔ واﺧﺘﻴﺎر ﻋﺸﻮاﺋﻲ ﻟﻠﺘﻼﻣﻴﺬ‪.‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫‪.1‬ا ذور ا ر ــ‬
 ‫ﻣﺆﺷﺮات‬ ‫]ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ[‬ ‫ﻣﺮاﺣﻞ‬

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‫د ‪:‬‬ ‫و م ا ءات ا‬
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‫‪.4‬‬
‫ﻓﻲ ﻃﺮﻳﻖ‬
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‫ﺗﺘﻄﻠﺐ اﻟﺪﻋﻢ ﻏﻴﺮ ﻣﻜﺘﺴﺒﺔ‬ ‫ﻣﻜﺘﺴﺒﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻻﻛﺘﺴﺎب‬
‫اﻟﻜﻔﺎءات اﳌﺴﺘﻬﺪﻓﺔ‬
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‫‪.8‬ﺷﺒﻜﺔ ﺗﻘﻮﻳﻢ اﻟﻜﻔﺎءات‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺧﻮاص اﻟﺠﺬور اﻟﺘﺮﺑﻴــﻌﻴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻤﻜﺘﺴﺒﺔ ﻟﻠﻄﻼب‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﻟﻔﺮق ﺑﻴﻦ اﻟﺠﻤﻊ واﻟﻄﺮح واﻟﻀﺮب ﻓﻲ اﻟﺠﺬور اﻟﺘﺮﺑﻴــﻌﻴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﻟﺤﺴﺎب واﻟﻌﻤﻠﻴﺎت ﻋﻠﻰ اﻟﺠﺬور اﻟﺘﺮﺑﻴــﻌﻴﺔ‬
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‫ﳑﺘﺎز ‪ /‬ﺟﻴﺪ ‪ /‬ﺣﺴﻦ ‪/‬ﻣﺘﻮﺳﻂ ‪ /‬دون‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻘﺒﻮل ‪ /‬ﻏﲑ ﻣﻘﺒﻮل‬ ‫اﻟﻤﺴﺘﻮى اﻟﻔﺮدي‬ ‫اﻟﻤﺴﺘﻮى اﻟﻌﺎم ﻟﻠﻘﺴﻢ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﳌﺴﺘﻮى‬
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‫‪@@ZÞìÜyë@—öbÔãN5‬‬
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‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫‪.2‬ا ذور ا ر ــ‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺳﺒﺘﻤﺒﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳـﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺳﺒﺘﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪06‬‬ ‫رﻗﻢ اﻟﻤﺬﻛﺮة‪:‬‬ ‫دي‪.‬‬ ‫با‬ ‫اد وا‬ ‫اﻟﺒﺎب‪ :01‬ا‬
‫اﻟﻤـ ــﺪة‪ 2 :‬ﺳـ]‪[2h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻷﻋﺪاد اﻷوﻟﻴﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻜﻔﺎءات اﻟﻘﺎﻋﺪﻳﺔ‪:‬اﻟﺘﻌﺮف ﻋﻠﻰ أوﻟﻴﺔ ﻋﺪد ﻃﺒﻴﻌﻲ وﺗﺤﻠﻴﻞ أﻋﺪاد إﻟﻰ ﺟﺪاء ﻋﻮاﻣﻞ أوﻟﻴﺔ واﺳﺘﻌﻤﺎﻟﻪ‪.‬‬
‫ﻣﺆﺷﺮات‬ ‫]ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ[‬ ‫ﻣﺮاﺣﻞ‬
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‫‪ .1‬وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪- :‬‬

‫‪ |1‬ﺗﺬﻛﻴﺮ وﺗﻌﺮﻳﻒ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﺬﻛﲑ ﺑﺎﻟﺪرس اﳌﺎﺿﻲ‪.‬‬
‫ﻋﺪد أوﻟﻲ )‪.(5‬‬

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‫‪ -‬ﻣﺎ ﻣﻌﲎ ﻋﺪد أوﱄ؟ ﻛﻴﻒ ﳝﻜﻨﻨﺎ ﻣﻌﺮﻓﺔ أن اﻟﻌﺪد أوﱄ؟‬
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‫‪: [3‬‬ ‫ط]‪6‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .2‬ا‬
‫اﻟﻜﻔﺎءة اﻟﻤﺴﺘﻬﺪﻓﺔ ‪ :‬اﺧﺘﺒﺎر أوﻟﻴﺔ ﻋﺪد ﻃﺒﻴﻌﻲ | ﺗﺤﻠﻴﻞ ﻋﺪد ﻃﺒﻴﻌﻲ إﻟﻰ ﺟﺪاء ﻋﻮاﻣﻞ أوﻟﻴﺔ |اﺳﺘﻌﻤﺎل اﻟﺘﺤﻠﻴﻞ إﻟﻰ ﺟﺪاء ﻋﻮاﻣﻞ أوﻟﻴﺔ‬

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‫‪ .2‬اﻟﺘﻤﻴﻴﺰ اﻷﻋﺪاد‬ ‫ﺗﻌﺮﻳﻒ ﻣﻦ اﻟﻜﺘﺎب‪ :‬اﻟﻌﺪد اﻷوﻟﻲ ﻫﻮ اﻟﻌﺪد اﻟﻄﺒﻴﻌﻲ اﻟﺬي ﻳﻘﺒﻞ ﺑﺎﻟﻀﺒﻂ ﻗﺎﺳﻤﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ﻫﻤﺎ اﻟﻌﺪد ﻧﻔﺴﻪ واﻟﻌﺪد ‪.1‬‬
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‫اﻷوﻟﻴﺔ )‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺣﻞ اﻟﻨﺸﺎط ل‪ :‬اﻟﺘﻤﻴﻴﺰ ﺑﻴﻦ اﻷﻋﺪاد اﻷوﻟﻴﺔ‪ ،‬ﺗﺤﺪﻳﺪ اﺻﻐﺮ ﻋﺪد أوﻟﻲ‪ ،‬ﻗﺎﺋﻤﺔ اﻷﻋﺪاد اﻷوﻟﻴﺔ اﻷﺻﻐﺮ ﻣﻦ ‪ ،20‬اﺳﺘﻌﻤﺎل‬
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‫‪ |3‬ﻣﻔﻬﻮم ﻏﺮﺑﺎل‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إراﻃﻮﺳﺘﺎن )‪5‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻏﺮﺑﺎل إراﻃﻮﺳﺘﺎن‪.‬‬
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‫‪ α‬اﻷﻋﺪاد اﻷوﻟﻴﺔ ‪α‬‬

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‫‪ .1‬ﺗﻌﺮﻳﻒ‪ :‬اﻟﻌﺪد اﻷوﱄ ﻫﻮ ﻛﻞ ﻋﺪد ﻃﺒﻴﻌﻲ ﻳﻘﺒﻞ ﻓﻘﻂ ﻗﺎﲰﲔ ﳐﺘﻠﻔﲔ ﳘﺎ اﻟﻌﺪد ﻧﻔﺴﻪ واﻟﻌﺪد ‪.1‬‬
‫‪ |4‬ﺗﻌﺮﻳﻒ اﻷﻋﺪاد‬
‫اﻷوﻟﻴﺔ )‪7‬د(‪.‬‬ ‫* اﻟﻌﺪد ‪ 12‬ﻟﻴﺲ أوﱄ ﻷﻧﻪ ﻳﻘﺒﻞ ﻋﺪة ﻗﻮاﺳﻢ ﻫﻲ‪.12 ،6 ، 4 ،3 ،2 ،1:‬‬ ‫أﻣﺜﻠﺔ‪:‬‬
‫* اﻟﻌﺪد ‪ 13‬أوﱄ ﻷﻧﻪ ﻳﻘﺒﻞ ﻓﻘﻂ ﻗﺎﲰﲔ ﳘﺎ‪ 13 :‬واﻟﻌﺪد ‪.1‬‬
‫ﻫﺎم‪:‬‬
‫‪ .1‬اﻟﻌﺪد ‪ 0‬ﻟﻴﺲ أوﱄ ﻷن ﻟﻪ ﻋﺪد ﻏﲑ ﻣﻨﺘﻬﻲ ﻣﻦ اﻟﻘﻮاﺳﻢ‪.‬‬
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‫……………………………‬
‫‪ .2‬اﻟﻌﺪد ‪ 1‬ﻟﻴﺲ أوﱄ ﻷﻧﻪ ﻳﻘﺒﻞ اﻟﻘﺴﻤﺔ ﻋﻠﻰ ﻧﻔﺴﻪ ﻓﻘﻂ‪.‬‬
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‫ﻣﻼﺣﻈﺎت‪:‬‬
‫‪ |5‬ﻣﻼﺣﻈﺎت ﻋﺎﻣﺔ ﺣﻮل‬ ‫ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻋﺪم أوﻟﻴﺔ ﻋﺪد ﻃﺒﻴﻌﻲ ﻳﻜﻔﻲ إﳚﺎد ﻋﻠﻰ اﻷﻗﻞ ﺛﻼث ﻗﻮاﺳﻢ ﳍﺬا اﻟﻌﺪد‪.‬‬
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‫اﻷﻋﺪاد اﻷوﻟﻴﺔ )‪5‬د(‬ ‫اﻷﻋﺪاد اﻷوﻟﻴﺔ اﻷﺻﻐﺮ ﻣﻦ ‪ 100‬ﻫﻲ‪،47 ،43 ،41 ،37 ،31 ،29 ،23 ،19 ،17 ،13 ،11 ،7 ،5 ،3 ،2 :‬‬
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‫‪.97 ،89 ،83 ،79 ،73 ،71 ،67 ،61 ،59 ،53‬‬
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‫‪ |6‬ﻛﺘﺎﺑﺔ أﻋﺪاد ﻏﻴﺮ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .2‬ﻣﺒﺮﻫﻨﺔ‪:‬‬
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‫أوﻟﻴﺔ ﻋﻠﻰ ﺷﻜﻞ ﺟﺪاء‬ ‫ﻛﻞ ﻋﺪد ﻃﺒﻴﻌﻲ ﻏﻴﺮ أوﻟﻲ واﻛﺒﺮ ﻣﻦ ‪ 2‬ﻳﻜﺘﺐ ﻋﻠﻰ ﺷﻜﻞ ﺟﺪاء أﻋﺪاد أوﻟﻴــﺔ‪.‬‬
‫أﻋﺪاد أوﻟﻴﺔ )‪5‬د(‬
‫‪. 12 = 22 × 3‬‬ ‫‪; 28=22 × 7 ; 5418=2 × 32 × 7 × 43‬‬ ‫ﻣﺜﻼ‪:‬‬
‫‪.3‬اﺧﺘﺒﺎر أوﻟﻴﺔ ﻋﺪد ﻃﺒﻴﻌﻲ‪:‬‬
‫ﻻﺧﺘﺒﺎر أوﻟﻴﺔ ﻋﺪد ﻧﺘﺒﻊ اﻟﻄﺮﻳﻘﺔ اﻟﻤﻮاﻟﻴﺔ‪:‬‬
‫‪ (1‬ﻧﻘﻮم ﺑﻘﺴﻤﺔ اﻟﻌﺪد ﻋﻠﻰ اﻷﻋﺪاد اﻷوﻟﻴﺔ ﺗﺼﺎﻋﺪﻳﺎً‪.‬‬
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‫‪ |7‬اﻟﺘﺤﻘﻴﻖ ﻣﻦ أوﻟﻴﺔ ﻋﺪد‬
‫‪ (2‬إذا ﻛﺎن اﻟﺒﺎﻗﻲ ﻣﻌﺪوم ﻓﺎﻟﻌﺪد ﻏﻴﺮ أوﻟﻲ‪.‬‬
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‫ﻃﺒﻴﻌﻲ )‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ (3‬إذا ﻛﺎن ﺑﺎﻗﻲ اﻟﻘﺴﻤﺔ ﻏﻴﺮ ﻣﻌﺪوم ﻧﻮاﺻﻞ اﻟﻘﺴﻤﺔ ﺣﺘﻰ ﻧﺠﺪ ﺣﺎﺻﻞ اﻟﻘﺴﻤﺔ أﺻﻐﺮ ﻣﻦ اﻟﻘﺎﺳﻢ‪.‬‬
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‫ﻓﻨﻘﻮل أن اﻟﻌﺪد أوﻟﻲ‪.‬‬
‫ﺗﻄﺒﻴﻖ ‪ :1‬ﻫﻞ اﻷﻋﺪاد اﳌﻮاﻟﻴﺔ أوﻟﻴﺔ‪157 ، 156 :‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫داد ا و‬ ‫‪.1‬ا‬
 ‫ﻣﺆﺷﺮات‬ ‫]ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ[‬ ‫ﻣﺮاﺣﻞ‬

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‫أوﻟﻴﺔ‪:‬‬
‫‪.‬‬
‫‪.4‬ﺗﺤﻠﻴﻞ ﻋﺪد ﻃﺒﻴﻌﻲ إﻟﻰ ﺟﺪاء ﻋﻮاﻣﻞ‬
‫ﻧﺸﺎط )ﻣﺒﺎﺷﺮ(‪ :‬ﺣﻠﻞ اﻟﻌﺪد ‪ 956‬إﱃ ﺟﺪاء ﻋﻮاﻣﻞ أوﻟﻴﺔ‪.‬‬
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‫‪.‬‬
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‫‪956 = 2.2 × 239‬‬
‫‪ |8‬ﺗﺤﻠﻴﻞ ﻋﺪد ﻃﺒﻴﻌﻲ إﻟﻰ‬
‫ﻟﺘﺤﻠﻴﻞ ﻋﺪد ﻃﺒﻴﻌﻲ إﻟﻰ ﺟﺪاء ﻋﻮاﻣﻞ أوﻟﻴﺔ ﻧﺘﺒﻊ ﻣﺎ ﻳﻠﻲ‪:‬‬
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‫ﺟﺪاء ﻋﻮاﻣﻞ أوﻟﻴﺔ )‪10‬د(‬ ‫‪.‬‬
‫‪ .1‬ﻧﻘﺴﻢ اﻟﻌﺪد ﻋﻠﻰ أﺻﻐﺮ ﻋﺪد أوﻟﻲ ﻳﻜﻮن ﻗﺎﺳﻢ ﻟﻪ‪.‬‬
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‫‪.‬‬
‫‪ .2‬ﻧﺘﻮﻗﻒ ﻋﻨﺪ اﻟﺤﺼﻮل ﻋﻠﻰ اﻟﻌﺪد ‪) 1‬ﺣﺎﺻﻞ اﻟﻘﺴﻤﺔ ‪( 1‬‬
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‫‪.‬‬
‫‪ .3‬ﺟﺪاء اﻟﻘﻮاﺳﻢ ﻫﻮ ﻋﺒﺎرة ﻋﻦ اﻟﺘﺤﻠﻴﻞ اﻟﺠﺪاء ﻋﻮاﻣﻞ ﻟﻬﺬا اﻟﻌﺪد‬
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‫‪.‬‬
‫ﺗﻄﺒﻴ ــﻖ ‪ :2‬ﺣﻠﻞ اﻷﻋﺪاد اﳌﻮاﻟﻴﺔ إﱃ ﺟﺪاء ﻋﻮاﻣﻞ أوﻟﻴﺔ‪89 ، 366 :‬‬
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‫‪.‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬اﻷﻋﺪاد اﻷوﻟﻴﺔ ﻻ ﺗﻘﺒﻞ ﲢﻠﻴﻞ وﺗﻜﺘﺐ ﻋﻠﻰ اﻟﺸﻜﻞ ‪89 = 1× 89‬‬
‫‪.‬‬
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‫‪.‬‬
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‫‪.‬‬ ‫ﺗﻄﺒﻴ ــﻖ ‪:3‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫‪ .1‬ﺣﻠّﻞ اﻟﻌﺪدﻳﻦ ‪ A‬و ‪ B‬إﱃ ﺟﺪاء ﻋﻮاﻣﻞ أو‪.‬ﻟﻴﺔ ﺣﻴﺚ‪ A = 540 :‬و ‪B = 1260‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫‪ |9‬اﺳﺘﻌﻤﺎل اﻟﺘﺤﻠﻴﻞ إﻟﻰ ﺟﺪاء‬ ‫‪.‬‬ ‫‪A‬‬
‫ﻋﻮاﻣﻞ أوﻟﻴﺔ ﻓﻲ ﺣﺴﺎب )‪8‬د(‬ ‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬ ‫َو ‪A‬‬ ‫‪ .2‬أﺧﺘﺰل ﻛﻞ ﳑﺎ ﻳﻠﻲ‪:‬‬
‫‪.‬‬
‫‪B‬‬
‫‪ .3‬اﺳﺘﻨﺘﺞ اﻟﺘﺤﻠﻴﻞ إﱃ ﺟﺪاء ﻋﻮاﻣﻞ أوﻟﻴﺔ ﻟﻜﻞ ﻣﻦ‪ B2 ، A5 :‬و ‪. A × B‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫‪ |10‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف‪ -‬ﺗﻘﻴﻴﻢ‬ ‫‪.‬‬‫‪ .4‬ﺗﻤﺎرﻳﻦ ﺗﻄﺒﻴﻘﻴﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫ﺷﻔﻮي ﺳﺮﻳ ــﻊ‪.‬‬ ‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 68-66-65-63 – 59 - 57 :‬اﻟﺼﻔﺤﺔ ‪22‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫‪.‬‬
‫د ‪:‬‬ ‫و م ا ءات ا‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬ ‫‪.5‬‬
‫ﻓﻲ ﻃﺮﻳﻖ‬ ‫‪.‬‬
‫ﺗﺘﻄﻠﺐ اﻟﺪﻋﻢ ﻏﻴﺮ ﻣﻜﺘﺴﺒﺔ‬ ‫ﻣﻜﺘﺴﺒﺔ‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫اﻻﻛﺘﺴﺎب‬
‫اﻟﻜﻔﺎءات اﳌﺴﺘﻬﺪﻓﺔ‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬ ‫ﻣﻔﻬﻮم اﻟﻌﺪد اﻷوﻟﻲ‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫‪|11‬ﺷﺒﻜﺔ ﺗﻘﻮﻳﻢ اﻟﻜﻔﺎءات‬ ‫اﺧﺘﺒﺎر أوﻟﻴﺔ ﻋﺪد‬
‫‪.‬‬
‫اﻟﻤﻜﺘﺴﺒﺔ ﻟﻠﻄﻼب‬ ‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫‪.‬‬ ‫ﻛﺘﺎﺑﺔ أﻋﺪاد ﻏﻴﺮ أوﻟﻴﺔ ﻋﻠﻰ ﺷﻜﻞ ﺟﺪاء أﻋﺪاد أوﻟﻴ ــﺔ‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫‪.‬‬
‫اﺳﺘﻌﻤﺎل اﻟﺘﺤﻠﻴﻞ إﻟﻰ ﺟﺪاء ﻋﻮاﻣﻞ أوﻟﻴ ــﺔ‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫ﳑﺘﺎز ‪ /‬ﺟﻴﺪ ‪ /‬ﺣﺴﻦ ‪/‬ﻣﺘﻮﺳﻂ ‪ /‬دون‪.‬‬
‫ﻣﻘﺒﻮل ‪ /‬ﻏﲑ ﻣﻘﺒﻮل‬ ‫اﻟﻤﺴﺘﻮى اﻟﻔﺮدي‬
‫‪……………………………………………………………………………………………………….…………………………………………………………….....‬‬
‫اﳌﺴﺘﻮى‬
‫اﻟﻤﺴﺘﻮى اﻟﻌﺎم ﻟﻠﻘﺴﻢ‬
‫‪.‬‬
‫……………………………………………………………………‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫داد ا و‬ ‫‪.2‬ا‬
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﻛﺘﻮﺑﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺳﺒﺘﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪07‬‬ ‫رﻗﻢ اﻟﻤﺬﻛﺮة‪:‬‬ ‫دي‪.‬‬ ‫با‬ ‫اد وا‬ ‫اﻟﺒﺎب‪ :01‬ا‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﺣﺴﺎب اﻟﻘﺎﺳﻢ اﻟﻤﺸﺘﺮك اﻷﻛﺒﺮ واﻟﻤﻀﺎﻋﻒ اﻟﻤﺸﺘﺮك اﻷﺻﻐﺮ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻜﻔﺎءات اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﺣﺴﺎب ‪ PGCD‬و ‪ PPCM‬ﻟﻌﺪدﻳﻦ ﻃﺒﻴﻌﻴﻴﻦ ﺑﺎﻟﺘﺤﻠﻴﻞ إﻟﻰ ﺟﺪاء ﻋﻮاﻣــﻞ أوﻟﻴﺔ‪.‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-:‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق ﺗﺬﻛﲑ ﲟﻔﻬﻮم اﻟﺘﺤﻠﻴﻞ إﱃ ﺟﺪاء أﻋﺪاد أوﻟﻴﺔ!‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.1‬‬
‫‪ /1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﻘﺎﺳﻢ‬
‫اﻟﻤﺸﺘﺮك اﻷﻛﺒﺮ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -‬ﻣﺎ ﻣﻌﲎ اﻟﻘﺎﺳﻢ اﳌﺸﱰك اﻷﻛﱪ ﻟﻌﺪدﻳﻦ ﻃﺒﻴﻌﻴﲔ ‪PGCD‬؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫رح[ ‪:‬‬ ‫ط]‬ ‫‪ .2‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ /2‬ﺣﺴﺎب ‪PGCD‬‬
‫ﺗﻤﺮﻳﻦ‪ .1 :‬ﺣﻠﻞ اﻟﻌﺪدﻳﻦ ‪ 156‬و‪ 84‬إﻟﻰ ﺟﺪاء ﻋﻮاﻣﻞ أوﻟﻴﺔ إن أﻣﻜﻦ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻤﺴﺘﻬﺪﻓﺔ ‪ :‬ﺣﺴﺎب ‪ PGCD‬و ‪ PPCM‬ﻟﻌﺪدﻳﻦ ﻃﺒﻴﻌﻴﻴﻦ ﺑﺎﻟﺘﺤﻠﻴﻞ إﻟﻰ ﺟﺪاء ﻋﻮاﻣــﻞ أوﻟﻴﺔ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺑﺨﻮارزﻣﻴﺔ إﻗﻠﻴﺪس‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪156‬‬
‫ﻋﻠﻰ ﺷﻜﻞ ﻏﲑ ﻗﺎﺑﻞ ﻟﻼﺧﺘﺰال ﺑﺎﻻﻋﺘﻤﺎد ﻋﻠﻰ اﻟﺴﺆال اﻷول؟ )اﺧﺘﺰال اﻟﻌﻮاﻣﻞ ﰲ اﻟﺒﺴﻂ واﳌﻘﺎم(‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬أﻛﺘﺐ اﻟﻜﺴﺮ‬
‫‪84‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5 13‬‬
‫‪ /3‬ﺗﻌﺮﻳﻒ ﻃﺮﻳﻘﺔ‬ ‫ﺑﻌﺪ ﺣﺴﺎب اﳌﻀﺎﻋﻒ اﳌﺸﱰك اﻷﺻﻐﺮ ﻏﲑ اﳌﻌﺪوم ﳌﻘﺎﻣﻲ اﻟﻜﺴﺮﻳﻦ؟ )ﺗﻮﺣﻴﺪ ﻣﻘﺎﻣﺎت اﻟﻜﺴﺮﻳﻦ(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪−‬‬ ‫‪ .3‬اﺣﺴﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪156‬‬ ‫‪84‬‬
‫اﻟﺘﺤﻠﻴﻞ إﻟﻰ ﻋﻮاﻣﻞ‬
‫اﻟﻬﺪف‪ :‬ﻧﺴﺘﻌﻤﻞ اﻟﺘﺤﻠﻴﻞ ﻻﺧﺘﺰال وﺗﻮﺣﻴﺪ ﻣﻘﺎﻣﺎت اﻟﻜﺴﻮر‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫أوﻟﻴﺔ)‪12‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫@@‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬ﺣﺴﺎب اﻟﻘﺎﺳﻢ اﻟﻤﺸﺘﺮك اﻷﻛﺒﺮ ﻟﻌﺪدﻳﻦ ﻃﺒﻴﻌﻴﻴﻦ‪ :‬ﻫﻮ اﻟﻌﺪد اﻟﺬي ﻳﻘﺴﻢ ﻋﺪدﻳﻦ ﳐﺘﻠﻔﲔ ﰲ ﻧﻔﺲ اﻟﻮﻗﺖ‬
‫وﻳﺮﻣﺰ ﻟﻪ ب ‪ PGCD‬وﻫﻨﺎك ﻃﺮﻳﻘﺘﲔ ﳊﺴﺎﺑﻪ‪:‬‬
‫‪ /4‬ﺣﺴﺎب ‪PGCD‬‬
‫ﺑﻄﺮﻳﻘﺘﻴﻦ )‪8‬د(‪.‬‬
‫اﻟﻄﺮﻳﻘﺔ اﻷوﻟﻰ‪ :‬ﺧﻮارزﻣﻴﺔ إﻗﻠﻴﺪس‪.‬‬
‫• ﻧﻘﻮم ﺑﻘﺴﻤﺔ أﻛﱪ ﻋﺪد ﻋﻠﻰ اﻟﻌﺪد اﻟﺜﺎﱐ‪.‬‬
‫• إذا ﻛﺎن اﻟﺒﺎﻗﻲ ﻣﻌﺪوم ﻓﺎن اﻟﻘﺎﺳﻢ ﻟﻌﻤﻠﻴﺔ اﻟﻘﺴﻢ ﻫﻮ ‪.PGCD‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫• إذا ﻛﺎن اﻟﺒﺎﻗﻲ ﻏﲑ ﻣﻌﺪوم ﻧﻘﻮم ﺑﻘﺴﻤﺔ اﻟﻘﺎﺳﻢ ﻋﻠﻰ اﻟﺒﺎﻗﻲ ﻟﻌﻤﻠﻴﺔ‬
‫……………………………‬
‫اﻟﻘﺴﻤﺔ ﺣﱴ اﳊﺼﻮل ﻋﻠﻰ ﺑﺎﻗﻲ ﻣﻌﺪوم وﻋﻠﻴﻪ ﻳﻜﻮن آﺧﺮ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /5‬ﺷﺮح ﻃﺮﻳﻘﺔ اﻟﺘﺤﻠﻴﻞ إﻟﻰ ﺟﺪاء‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻗﺎﺳﻢ ﻫﻮ ‪.PGCD‬‬

‫ﻋﻮاﻣﻞ أوﻟﻴﺔ واﻟﻬﺪف ﻣﻨﻬﺎ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻄﺮﻳﻘﺔ اﻟﺜﺎﻧﻴﺔ‪ :‬اﻟﺘﺤﻠﻴﻞ إﱃ ﺟﺪاء ﻋﻮاﻣﻞ أوﻟﻴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ o‬ﳓﻠﻞ ﻛﻼ اﻟﻌﺪدﻳﲔ إﱃ ﺟﺪاء ﻋﻮاﻣﻞ أوﻟﻴﺔ‪.‬‬
‫‪ o‬اﻟﻘﺎﺳﻢ اﳌﺸﱰك اﻷﻛﱪ ﻫﻮ ﺟﺪاء اﻟﻌﻮاﻣﻞ اﻷوﻟﻴﺔ اﳌﺸﱰﻛﺔ ﻟﻠﻌﺪدﻳﻦ ﻣﺄﺧﻮذة ﻣﺮة واﺣﺔ ﺑﺄﺻﻐﺮ أس‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺜﺎل‪ :‬أﺣﺴﺐ ‪ PGCD‬ﻟﻠﻌﺪدﻳﲔ ‪ 420‬و ‪ 396‬ﺑﻄﺮﻳﻘﺘﲔ ﳐﺘﻠﻔﺘﲔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬ﺣﺴﺎب اﻟﻤﻀﺎﻋﻒ اﻟﻤﺸﺘﺮك اﻷﺻﻐﺮ ﻟﻌﺪدﻳﻦ ﻃﺒﻴﻌﻴﻴﻦ‪ :‬ﻫﻮ أﺻﻐﺮ ﻋﺪد ﻳﻜﻮن ﻣﻀﺎﻋﻒ ﻟﻌﺪدﻳﻦ ﳐﺘﻠﻔﲔ ﰲ‬
‫ﻧﻔﺲ اﻟﻮﻗﺖ وﻳﺮﻣﺰ ﻟﻪ ب ‪ PPCM‬وﳛﺴﺐ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ /6‬ﺣﺴﺎب ‪ PPCM‬ﺑﺎﻟﺘﺤﻠﻴﻞ إﻟﻰ‬
‫ﺟﺪاء أﻋﺪاد أوﻟﻴﺔ )‪8‬د(‪.‬‬ ‫‪ o‬ﳓﻠﻞ ﻛﻼ اﻟﻌﺪدﻳﲔ إﱃ ﺟﺪاء ﻋﻮاﻣﻞ أوﻟﻴﺔ‪.‬‬
‫‪ o‬اﳌﻀﺎﻋﻒ اﳌﺸﱰك اﻷﺻﻐﺮ ﻫﻮ ﺟﺪاء اﻟﻌﻮاﻣﻞ اﻷوﻟﻴﺔ اﳌﺸﱰﻛﺔ وﻏﲑ اﳌﺸﱰﻛﺔ ﻟﻠﻌﺪدﻳﻦ ﻣﺄﺧﻮذة ﻣﺮة واﺣﺔ ﺑﺄﻛﱪ أس‪.‬‬
‫‪9 13‬‬
‫‪−‬‬ ‫ﻣﺜﺎل‪ :‬أوﺟﺪ ‪ PPCM‬ﻟﻠﻌﺪدﻳﻦ ‪ 45‬و ‪ 48‬؟ واﺣﺴﺐ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪45 48‬‬
‫‪…………………….……………………………………………………………......‬‬
‫‪ /7‬اﻟﺘﻌﺮف ﻋﻠﻰ إﻣﻜﺎﻧﻴﺔ اﺧﺘﺰال‬ ‫ﻣﻼﺣﻈﺔ‪ :‬ﳝﻜﻦ ﻛﺘﺎﺑﺔ اﻟﻜﺴﻮر ﻋﻠﻰ ﺷﻜﻞ ﻏﲑ ﻗﺎﺑﻞ ﻟﻼﺧﺘﺰال ﲝﺴﺎب اﻟﻘﺎﺳﻢ اﳌﺸﱰك اﻷﻛﱪ ﻟﻠﺒﺴﻂ واﳌﻘﺎم‪ ،‬وﻳﻔﻀﻞ اﺳﺘﻌﻤﺎل‬
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‫ﻛﺴﻮر ﻋﻦ ﻃﺮﻳﻖ ‪ PGCD‬واﻟﺘﺤﻠﻴﻞ‬
‫ﻃﺮﻳﻘﺔ اﻟﺘﺤﻠﻴﻞ إﱃ ﺟﺪاء ﻋﻮاﻣﻞ أوﻟﻴﺔ‪) .‬ﻣﺜﺎل‪ :‬اﻛﺘﺐ اﻟﻜﺴﺮ ‪ 126 ; 585‬ﻋﻠﻰ ﺷﻜﻞ ﻏﲑ ﻗﺎﺑﻞ ﻟﻼﺧﺘﺰال؟(‬
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‫إﻟﻰ ﻋﻮاﻣﻞ أوﻟﻴﺔ‬ ‫‪189 1500‬‬
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‫‪ .3‬ﺗﻤﺎرﻳﻦ ﺗﻄﺒﻴﻘﻴﺔ‪:‬‬
‫‪ /8‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف‬
‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 66 :‬و‪ 72 ،68‬اﻟﺼﻔﺤـ ـ ـ}‪ {47‬ـ ــﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫ر‬ ‫رك ا‬ ‫فا‬ ‫ر وا‬ ‫رك ا‬ ‫ما‬ ‫با‬ ‫‪.1‬‬
 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

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‫د ‪:‬‬ ‫و م ا ءات ا‬
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‫ﻓﻲ ﻃﺮﻳﻖ‬
‫ﺗﺘﻄﻠﺐ اﻟﺪﻋﻢ ﻏﻴﺮ ﻣﻜﺘﺴﺒﺔ‬ ‫ﻣﻜﺘﺴﺒﺔ‬
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‫اﻻﻛﺘﺴﺎب‬
‫اﻟﻜﻔﺎءات اﳌﺴﺘﻬﺪﻓﺔ‬
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‫ﺣﺴﺎب اﻟﻘﺎﺳﻢ اﻟﻤﺸﺘﺮك اﻷﻛﺒﺮ ﻟﻌﺪدﻳﻦ ﻃﺒﻴﻌﻴﻴﻦ‬
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‫‪.9‬ﺷﺒﻜﺔ ﺗﻘﻮﻳﻢ اﻟﻜﻔﺎءات‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺣﺴﺎب اﻟﻤﻀﺎﻋﻒ اﻟﻤﺸﺘﺮك اﻷﺻﻐﺮ ﻟﻌﺪدﻳﻦ ﻃﺒﻴﻌﻴﻴﻦ‬
‫اﻟﻤﻜﺘﺴﺒﺔ ﻟﻠﻄﻼب‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫اﺧﺘﺰال ﻛﺴﻮر ﺑﺎﺳﺘﻌﻤﺎل اﻟﻘﺎﺳﻢ اﻟﻤﺸﺘﺮك اﻷﻛﺒـ ــﺮ‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬‫ﳑﺘﺎز ‪ /‬ﺟﻴﺪ ‪ /‬ﺣﺴﻦ ‪/‬ﻣﺘﻮﺳﻂ ‪ /‬دون‬
‫ﻣﻘﺒﻮل ‪ /‬ﻏﲑ ﻣﻘﺒﻮل‬ ‫اﻟﻤﺴﺘﻮى اﻟﻔﺮدي‬
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‫اﳌﺴﺘﻮى‬
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‫‪@@ZÞìÜyë@—öbÔãN5‬‬
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‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫ر‬ ‫رك ا‬ ‫فا‬ ‫ر وا‬ ‫رك ا‬ ‫ما‬ ‫با‬ ‫‪.2‬‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﻛﺘﻮﺑﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺳﺒﺘﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪08 :‬‬ ‫دي‪.‬‬ ‫با‬ ‫اد وا‬ ‫اﻟﺒﺎب‪ :01‬ا‬
‫اﻟﻤـ ــﺪة‪ 2 :‬ﺳـ]‪[2h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻘﻴﻢ اﻟﻤﻀﺒﻮﻃﺔ واﻟﻘﻴﻢ اﻟﻤﻘﺮﺑﺔ‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬ﺗﺪوﻳﺮ ﻋﺪد ﻋﺸﺮي وﺗﺤﺪﻳﺪ رﺗﺒﺔ ﻣﻘﺪار ﻋﺪد واﻟﻜﺘﺎﺑﺔ اﻟﻌﻠﻤﻴﺔ ﻟﻌﺪد ﻋﺸﺮي‪.‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
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‫‪ .1‬ﺗﻬﻴﺌﺔ‪- :‬‬
‫‪ /1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﻤﺪور‬

‫ﻣﺎ اﻟﻔﺮق ﺑﲔ ﻗﻴﻤﺔ ﻣﻀﺒﻮﻃﺔ وﻗﻴﻤﺔ ﺗﻘﺮﻳﺒﻴﺔ؟‬

‫ﻟﻠﻮﺣﺪة )‪6‬د(‬

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‫‪ -‬ﻣﺎ ﻫﻮ اﳌﺪور ﻟﻠﻮﺣﺪة ﻟﻸﻋﺪاد‪ 6.77 :‬و ‪ 2001.19‬واﳌﺪور إﱃ ‪ 10−2‬ﻟ ـ ‪!12.3789‬‬
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‫رح[ ‪:‬‬ ‫ط]‬ ‫‪ .2‬ا‬
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‫‪13 29 1827 420‬‬
‫‪ /2‬ﺣﺴﺎب ﻛﺴﻮر ﻟﻘﻴﻢ‬ ‫‪.‬‬ ‫;‬ ‫;‬ ‫;‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﻤﺮﻳﻦ‪ :‬أﺣﺴﺐ ﻛﻞ ﻣﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺗﺎﻣﺔ وﻣﻘﺮﺑﺔ )‪8‬د(‬ ‫‪7 13‬‬ ‫‪21‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪8‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﺗﺪوﻳﺮ ﻋﺪد ﻋﺸﺮي وﺗﺤﺪﻳﺪ رﺗﺒﺔ ﻣﻘﺪار ﻋﺪد واﻟﻜﺘﺎﺑﺔ اﻟﻌﻠﻤﻴﺔ‪.‬‬

‫ﻣﺎ اﻟﻔﺮق ﺑﲔ ﻧﺘﺎﺋﺞ ﻛﻞ ﺣﺴﺎب؟ وﻛﻴﻒ ﳝﻜﻦ ﲤﺜﻴﻞ اﻷﻋﺪاد اﻟﻨﺎﻃﻘﺔ؟‬

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‫اﺳﺘﻨﺒﺎط إﻣﻜﺎﻧﻴﺔ اﻟﺘﻘﺮﻳﺐ وﻫﻨﺎ ﻧﻌﺮف ﻣﻌﻨﻰ ﻣﺪور اﻟﻤﺪور‬
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‫‪ /3‬دراﺳﺔ اﻟﻤﺪور‬ ‫‪ .1‬ﻣﺪور ﻋﺪد ﺣﻘﻴﻘﻲ‪ :‬ﻧﻘﺼﺪ ﺑﻪ ﺗﻘﺮﻳﺐ ﻗﻴﻤﺔ ﻣﺎ ﻟﻠﺤﺼﻮل ﻋﻠﻰ ﻗﻴﻢ ﺗﻘﺮﻳﺒﻴﺔ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
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‫ﻟﻠﻮﺣﺪة واﻟﻤﺪور ﻟﻘﻮى‬ ‫• اﳌﺪور إﱃ اﻟﻮﺣﺪة‪ :‬ﺗﻘﺮﻳﺐ اﻟﻌﺪد ﻟﻠﺤﺼﻮل ﻋﻠﻰ ﻋﺪد ﻃﺒﻴﻌﻲ ﺗﺎم‪ :‬ﻧﺪور اﻟﻌﺪد ﺣﺴﺐ اﳉﺰء اﻟﻌﺸﺮي اﻛﱪ أو أﺻﻐﺮ ﻣﻦ ‪.5‬‬
‫‪n‬‬
‫اﻟﻌﺪد ‪10) 10‬د(‬
‫• اﳌﺪور إﱃ ‪ : 10 −d‬ﺗﻘﺮﻳﺐ اﻟﻌﺪد ﺣﺴﺐ اﳌﻄﻠﻮب ﻟﻠﺠﺰء اﻟﻌﺸﺮي‪ :‬ﲢﺪﻳﺪ اﳌﺪور ﺣﺴﺐ ﻗﺎﻧﻮن ﻣﻌﲔ‪.‬‬

‫‪ 32.42658241256 ZÞbrß‬ﻣﺪور ﻟﻠﻮﺣﺪة ﻫﻮ ‪ 32‬و اﳌﺪور إﱃ ‪ 10−3‬ﻫﻮ ‪ 32.427‬أﻣﺎ اﳌﺪور إﱃ ‪ 10−5‬ﻫﻮ‬

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‫‪32.42658‬‬
‫‪ /4‬ﻣﻔﻬﻮم اﻟﻜﺘﺎﺑﺔ‬
‫اﻟﻌﻠﻤﻴﺔ )‪8‬د(‪.‬‬
‫……………………………‪ a ×10 n‬ﺣﻴﺚ ‪. 1 ≤ a ≺ 10 et n ∈ Z‬‬ ‫(‬ ‫)‬
‫‪ .2‬اﻟﻜﺘﺎﺑﺔ اﻟﻌﻠﻤﻴﺔ‪ :‬ﻣﻌﻨﺎﻩ اﻟﺘﻌﺒﲑ ﻋﻦ ﻋﺪد ﺑﺎﻟﺸﻜﻞ ‪−a × 10n‬‬
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‫‪ .3‬رﺗﺒﺔ ﻣﻘﺪار ﻋﺪد ﻋﺸﺮي‪ :‬ﻧﻘﺼﺪ ‪‬ﺎ ﺗﺪوﻳﺮ اﻟﻌﺪد اﻟﻌﺸﺮي ‪ a‬ﰲ اﻟﻜﺘﺎﺑﺔ اﻟﻌﻠﻤﻴﺔ إﱃ اﻟﻮﺣﺪة‪.‬‬
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‫‪-/1.3‬ﻃﺮﻳﻘﺔ إﻳﺠﺎد رﺗﺒﺔ ﻣﻘﺪار ﻋﺪد‪:‬‬
‫‪ /5‬رﺗﺒﺔ ﻣﻘﺪار ﻋﺪد وﻃﺮق‬

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‫إﻳﺠﺎدﻩ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﻜﺘﺐ اﻟﻌﺪد ﻋﻠﻰ ﺷﻜﻞ اﻟﺸﻜﻞ اﻟﻌﻠﻤﻲ‪.‬‬
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‫‪.2‬ﻧﺪور اﻟﻌﺪد اﻟﻌﺸﺮي ﰲ ﻛﺘﺎﺑﺘﻪ اﻟﻌﻠﻤﻴﺔ إﱃ اﻟﻮﺣﺪة وﳓﺘﻔﻆ ﺑﻘﻮة ‪.10‬‬
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‫‪−2‬‬ ‫‪−2‬‬
‫‪. 5 ×10‬‬ ‫‪ 0.046 = 4.6 × 10‬رﺗﺒﺘﻪ‬ ‫ﻣﺜﺎل‪ :‬رﺗﺒﺔ اﳌﻘﺪار ‪ 7.4 × 10‬ﻫﻲ ‪. 7 × 10‬و ﻛﺬﻟﻚ‬
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‫‪6‬‬ ‫‪6‬‬

‫‪-/2.3‬ﺣﺴﺎب رﺗﺒﺔ ﻣﻘﺪار ﺟﺪاء أو ﺣﺎﺻﻞ اﻟﻘﺴﻤﺔ‪:‬‬

‫‪ /6‬ﻃﺮﻳﻘﺔ ﺣﺴﺎب رﺗﺒﺔ ﻣﻘﺪار ﺟﺪاء‬
‫ﳊﺴﺎب رﺗﺒﺔ ﻣﻘﺪار ﺟﺪاء ﻋﺪدﻳﻦ أو ﻗﺴﻤﺘﻬﻤﺎ‪ ،‬ﳓﺴﺐ ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ رﺗﺒﱵ ﻣﻘﺪاري اﻟﻌﺪدﻳﻦ‬
‫‪/‬ﻗﺴﻤﺔ ﻋﺪدﻳﻦ أو أﻛﺜﺮ )‪10‬د(‪.‬‬
‫وﻧﺄﺧﺬ رﺗﺒﺔ ﻣﻘﺪار اﻟﻨﺎﺗﺞ‪.‬‬
‫‪ :òÜrßc‬اوﺟﺪ رﺗﺒﺔ اﳌﻘﺪار ) ‪} ( 2.5 × 102 ) . ( 5.23 × 10−4‬ﳓﺪد رﺗﺒﺔ ﻣﻘﺪار ﻛﻞ ﻋﺪد ﰒ‬
‫‪ …………………….……………………………………………………………......‬اﻟﻨﺎﺗﺞ ﳓﺪد رﺗﺒﺘﻪ{‬
‫‪ /8‬أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻟﺮﺗﺒﺔ ﻣﻘﺪار ﺟﺪاء‬
‫‪9.12 × 105‬‬
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‫أو ﺣﺎﺻﻞ اﻟﻘﺴﻤﺔ )‪10‬د(‬ ‫]رﺗﺒﺔ ﻣﻘﺪار ﻛﻞ ﻋﺪد ﰒ رﺗﺒﺔ ﻣﻘﺪار ﺣﺎﺻﻞ اﻟﻘﺴﻤﺔ[‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أوﺟﺪ رﺗﺒﺔ اﳌﻘﺪار‬
‫‪3.62 × 103‬‬
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‫‪ /8‬ﺗﺜﺒﻴﺖ اﻟﻤﻌﺎرف‪ -‬ﺗﻘﻴﻴﻢ‬ ‫‪ .3‬ﺗﻤﺎرﻳﻦ ﺗﻄﺒﻴﻘﻴﺔ‪:‬‬

‫ﺳﺮﻳ ــﻊ‪.‬‬ ‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 47 :‬و‪ 52 ،50‬اﻟﺼﻔﺤـ ـ ـ}‪ {21‬ـ ــﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫وط‬ ‫‪.1‬ا م ا ر وا م ا‬
 ‫ﻣﺆﺷﺮات‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

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‫‪ /7‬ﻧﻈﻴﺮ ﻧﺼﻒ ﻣﺴﺘﻘﻴﻢ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﺴﺘﻘﻴﻢ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ -1‬ﻧﻈﻴﺮ داﺋﺮة ﺑﺎﻟﻨﺴﺒﺔ إﻟﻰ ﻣﺴﺘﻘﻴﻢ‪:‬‬
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‫اﻟﺪاﺋﺮﺗﺎن اﳌﺘﻨﺎﻇﺮﺗﺎن ﺑﺎﻟﻨﺴﺒﺔ ﳌﺴﺘﻘﻴﻢ ﳍﻤﺎ‪:‬‬
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‫‪ /8‬دراﺳﺔ ﻧﻈﻴﺮ داﺋﺮة ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﺴﺘﻘﻴﻢ و ﻃﺮﻳﻘﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺮﻛﺰاﳘﺎ ﻣﺘﻨﺎﻇﺮان ﺑﺎﻟﻨﺴﺒﺔ إﱃ ﻫﺬا اﳌﺴﺘﻘﻴﻢ‬
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‫ﻃﻮﻻ ﻧﺼﻔﻲ ﻗﻄﺮﻳﻬﻤﺎ ﻣﺘﺴﺎوﻳﺎن‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫)‪(C‬‬
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‫اﻻﻧﺸﺎء‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪:‬‬
‫‪O‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(1‬ﻧﻈﲑة اﻟﺪاﺋﺮة )‪ (C‬ﺑﺎﻟﻨﺴﺒﺔ إﱃ اﳌﺴﺘﻘﻴﻢ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫)∆( ﻫﻲ اﻟﺪاﺋﺮة )’‪ (C‬ﻣﺮﻛﺰاﳘﺎ ‪ O‬و’‪O‬‬
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‫ﻣﺘﻨﺎﻇﺮان ﺑﺎﻟﻨﺴﺒﺔ إﱃ ﻫﺬا اﳌﺴﺘﻘﻴﻢ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)’‪(C‬‬
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‫‪(2‬ﻃﻮﻻ ﻧﺼﻔﻲ ﻗﻄﺮﻳﻬﻤﺎ ﻣﺘﺴﺎوﻳﺎن‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫)∆(‬ ‫’‪O‬‬
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‫‪ :‬ﻧﻈﲑ أي ﺷﻜﻞ ﻫﻨﺪﺳﻲ ﻳﺮﺳﻢ ﺑﺈﻧﺸﺎء ﻧﻈﲑ اﻟﻨﻘﻂ اﻷﺳﺎﺳﻴﺔ اﳌﻜﻮﻧﺔ ﳍﺬا‬
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‫ظ‬
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‫اﻟﺸﻜﻞ ﰒ اﻟﻮﺻﻞ ﺑﻴﻨﻬﺎ ﺣﺴﺐ اﻟﺸﻜﻞ اﻷوﱄ‪.‬‬
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‫ﺗﺜﺒﻴـﺖ اﻟﻤﻜﺘﺴﺒﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻣﻼﺣﻈﺎت و ﻧﻘﺎﺋﺺ…‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﻛﺘﻮﺑﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺳﺒﺘﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪01- 09 :‬‬ ‫‪.‬‬ ‫ا‬ ‫ت‪-‬ا‬ ‫–ا‬ ‫اﻟﺒﺎب‪ :02‬ا‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺘﺮﺗﻴﺐ ﻓﻲ ﻣﺠﻤﻮﻋﺔ اﻷﻋﺪاد اﻟﺤﻘﻴﻘﻴﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬ﻣﻌﺮﻓﺔ ﺗﺮﺗﻴﺐ وﻣﻘﺎرﻧﺔ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ ﺑﺎﺧﺘﻴﺎر ﻣﻌﻴﺎر أو ﻃﺮﻳﻘﺔ ﻣﻨﺎﺳﺒﺔ‪.‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
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‫ﺗﺮﺗﻴﺐ ﻋﺪدﻳﻦ )‪5‬د(‬

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‫‪ .1‬ﺗﻬﻴﺌﺔ‪- :‬‬
‫‪/1‬ﻣﻌﻨﻰ ﻣﻘﺎرﻧﺔ أو‬

‫ﻣﺎذا ﻧﻘﺼﺪ ﺑﱰﺗﻴﺐ أو ﻣﻘﺎرﻧﺔ ﻋﺪدﻳﻦ؟‬

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‫‪15 16‬‬
‫و ‪!.‬‬ ‫‪ -‬ﻗﺎرن ﺑﲔ ‪ 6‬و‪ 3- / 5‬و ‪ 2-‬وﻛﺬا‬
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‫‪10 11‬‬
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‫‪: [26‬‬ ‫ط ]‪02‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .2‬ا‬
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‫‪ /2‬اﻟﻤﻘﺎرﻧﺔ واﻟﺘﺮﺗﻴﺐ ﻓﻲ‬
‫‪ .1‬ﺗﺮﺗﻴﺐ ﺗﺼﺎﻋﺪي ﻷﻋﺪاد‬
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‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﻣﻌﺮﻓﺔ ﺗﺮﺗﻴﺐ وﻣﻘﺎرﻧﺔ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ ﺑﺎﺧﺘﻴﺎر ﻣﻌﻴﺎر أو ﻃﺮﻳﻘﺔ ﻣﻨﺎﺳﺒﺔ‪.‬‬

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‫ﻣﻮاﻗﻒ ﻣﺨﺘﻠﻔﺔ )‪8‬د(‬ ‫‪ .2‬ﻣﻘﺎرﻧﺔ دون ﺣﺴﺎب ﻣﻊ اﻟﺘﱪﻳﺮ‬
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‫‪ .3‬ﻣﻘﺎرﻧﺔ ‪ A‬و ‪ B‬دون اﳊﺴﺎب‬
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‫اﺳﺘﻨﺘﺎج ﻣﻔﻬﻮم اﻟﺘﺮﺗﻴﺐ وﻣﻘﺎرﻧﺔ أﻋﺪاد ]ﺗﻌﺮﻳﻒ ‪ +‬ﻣﺒﺮﻫﻨﺔ[‬
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‫@@‬
‫‪ /3‬ﻣﻔﻬﻮم ﻣﻘﺎرﻧﺔ‬ ‫‪.1‬ﺗﻌﺮﻳﻒ ﻣﻘﺎرﻧﺔ ﻋﺪدﻳﻦ‪ :‬ﻣﻦ أﺟﻞ ‪ ( a, b ) ∈ ℝ‬ﻧﻌﺮف‪:‬‬
‫ﻋﺪدﻳﻦ ﺑﺪراﺳﺔ إﺷﺎرة‬
‫• ﻧﻘﻮل ‪ a ≥ b‬ﻣﻌﻨﺎﻩ ‪ a-b‬ﻋﺪد ﻣﻮﺟﺐ‪. ( a − b ) ∈ ℝ + :‬‬
‫اﻟﻔﺮق )‪8‬د(‬
‫• ﻧﻘﻮل ‪ a ≤ b‬ﻣﻌﻨﺎﻩ ‪ a-b‬ﻋﺪد ﺳﺎﻟﺐ‪. ( a − b ) ∈ ℝ − :‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﻧﻜﺘﺐ ‪ a > b‬وﻧﻘﺮأ ‪ a‬أﻛﱪ ﲤﺎﻣﺎ ﻣﻦ ‪.b‬‬
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‫‪. -2-6=-8‬‬ ‫أﻣﺜﻠﺔ‪ 5 > 3 :‬ﻻن ‪ -2 < 6 ; 5-3=2‬ﻷن‬
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‫‪ /4‬ﻣﻘﺎرﻧﺔ ﻋﺪدﻳﻦ ﺑﺎﻟﺘﺼﺮﻳﺢ‬

‫‪a ≺ b‬‬
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‫‪‬‬
‫ﺑﺤﺎﻻت )‪7‬د(‪.‬‬

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‫‪.2‬ﻣﻘﺎرﻧﺔ ﻋﺪدﻳﻦ‪ :‬ﻣﻘﺎرﻧﺔ ﻋﺪدﻳﻦ ‪ a‬و‪ b‬ﻣﻌﻨﺎﻩ اﻟﺘﺼﺮﻳﺢ ﺑﺄ‪‬ﻤﺎ ‪. a ≻ b :‬‬
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‫‪a = b‬‬
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‫‪‬‬
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‫وﻟﻠﻤﻘﺎرﻧﺔ ﻧﺪرس إﺷﺎرة ‪ a − b‬ﻟﻜﻞ ﻋﺪدﻳﻦ !‬
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‫‪a ≤ b‬‬
‫‪.‬‬ ‫‪.3‬ﻣﺒﺮﻫﻨﺔ ‪ :01‬ﻣﻦ أﺟﻞ ﻛﻞ ‪ ( a, b, c ) ∈ ℝ :‬وإذا ﻛﺎن ‪⇒ a ≤ c‬‬
‫‪b ≤ c‬‬
‫‪ /5‬ﻣﺒﺮﻫﻨﺔ ﺣﻮل اﻟﺘﻌﺪي ﻓﻲ ﻣﻘﺎرﻧﺔ‬
‫ﻋﺪدﻳﻦ )‪8‬د(‪.‬‬
‫اﻟﺒﺮﻫﺎن‪:‬‬

‫‪ /6‬اﻟﺒﺮﻫﺎن ﻋﻠﻰ اﻟﻤﺒﺮﻫﻨﺔ ‪10) 1‬د(‬ ‫إذا ﻛﺎن ‪ a ≤ b‬و ‪ b ≤ c‬ﻣﻌﻨﺎﻩ ‪ a-b‬و ‪ b-c‬ﺳﺎﻟﺒﺎن وﻋﻠﻴﻪ ﳎﻤﻮﻋﻬﻤﺎ داﺋﻤﺎ ﺳﺎﻟﺐ‪:‬‬
‫أي‪ ( a − b ) + (b − c ) :‬ﺳﺎﻟﺐ ﻛﺬﻟﻚ‪( a − b ) + (b − c ) = a − b + b − c = a − c :‬‬
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‫وﻣﻨﻪ ‪ a-c‬ﻋﺪد ﺳﺎﻟﺐ وﻣﻌﻨﺎﻩ ‪.a ≤ c‬‬
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‫‪ .3‬ﺗﻤﺎرﻳﻦ ﺗﻄﺒﻴﻘﻴﺔ‪:‬‬
‫‪ /7‬ﺗﺜﺒﻴﺖ اﻟﻤﻌﺎرف‪ -‬أﺳﺌﻠﺔ‬
‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 11 :‬و‪ 18 - 15 ،12‬اﻟﺼﻔﺤـ ـ ـ}‪ {43‬ـ ــﺔ‬
‫ﺷﻔﻮﻳﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫داد ا‬ ‫ا‬ ‫و‬ ‫‪.1‬ا ر ب‬
 ‫ﻣﺆﺷﺮات‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

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‫‪ /7‬ﻧﻈﻴﺮ ﻧﺼﻒ ﻣﺴﺘﻘﻴﻢ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﺴﺘﻘﻴﻢ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ -1‬ﻧﻈﻴﺮ داﺋﺮة ﺑﺎﻟﻨﺴﺒﺔ إﻟﻰ ﻣﺴﺘﻘﻴﻢ‪:‬‬
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‫اﻟﺪاﺋﺮﺗﺎن اﳌﺘﻨﺎﻇﺮﺗﺎن ﺑﺎﻟﻨﺴﺒﺔ ﳌﺴﺘﻘﻴﻢ ﳍﻤﺎ‪:‬‬
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‫‪ /8‬دراﺳﺔ ﻧﻈﻴﺮ داﺋﺮة ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﺴﺘﻘﻴﻢ و ﻃﺮﻳﻘﺔ‬

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‫ﻣﺮﻛﺰاﳘﺎ ﻣﺘﻨﺎﻇﺮان ﺑﺎﻟﻨﺴﺒﺔ إﱃ ﻫﺬا اﳌﺴﺘﻘﻴﻢ‬
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‫ﻃﻮﻻ ﻧﺼﻔﻲ ﻗﻄﺮﻳﻬﻤﺎ ﻣﺘﺴﺎوﻳﺎن‪.‬‬
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‫)‪(C‬‬
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‫اﻻﻧﺸﺎء‬

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‫‪O‬‬
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‫‪(1‬ﻧﻈﲑة اﻟﺪاﺋﺮة )‪ (C‬ﺑﺎﻟﻨﺴﺒﺔ إﱃ اﳌﺴﺘﻘﻴﻢ‬
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‫)∆( ﻫﻲ اﻟﺪاﺋﺮة )’‪ (C‬ﻣﺮﻛﺰاﳘﺎ ‪ O‬و’‪O‬‬
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‫ﻣﺘﻨﺎﻇﺮان ﺑﺎﻟﻨﺴﺒﺔ إﱃ ﻫﺬا اﳌﺴﺘﻘﻴﻢ‪.‬‬
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‫)’‪(C‬‬
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‫‪(2‬ﻃﻮﻻ ﻧﺼﻔﻲ ﻗﻄﺮﻳﻬﻤﺎ ﻣﺘﺴﺎوﻳﺎن‪.‬‬
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‫)∆(‬ ‫’‪O‬‬
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‫‪ :‬ﻧﻈﲑ أي ﺷﻜﻞ ﻫﻨﺪﺳﻲ ﻳﺮﺳﻢ ﺑﺈﻧﺸﺎء ﻧﻈﲑ اﻟﻨﻘﻂ اﻷﺳﺎﺳﻴﺔ اﳌﻜﻮﻧﺔ ﳍﺬا‬
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‫ظ‬
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‫اﻟﺸﻜﻞ ﰒ اﻟﻮﺻﻞ ﺑﻴﻨﻬﺎ ﺣﺴﺐ اﻟﺸﻜﻞ اﻷوﱄ‪.‬‬
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‫ﺗﺜﺒﻴـﺖ اﻟﻤﻜﺘﺴﺒﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻣﻼﺣﻈﺎت و ﻧﻘﺎﺋﺺ…‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﻛﺘﻮﺑﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺳﺒﺘﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪09 :‬‬ ‫‪.‬‬ ‫ا‬ ‫ت‪-‬ا‬ ‫–ا‬ ‫اﻟﺒﺎب‪ :02‬ا‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺘﺮﺗﻴﺐ واﻟﻌﻤﻠﻴﺎت‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬ﻣﻌﺮﻓﺔ إﻧﺠﺎز ﻋﻤﻠﻴﺎت اﻟﺠﻤﻊ واﻟﻀﺮب ﻓﻲ ﺗﺮﺗﻴﺐ أﻋﺪاد ﺣﻘﻴﻘﻴﺔ‪.‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
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‫ﻣﺎ ﻣﻌﲎ ﻣﻘﺎرﻧﺔ ﻋﺪدﻳﻦ ؟‬
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‫‪ .1‬ﺗﻬﻴﺌﺔ‪- :‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ وإدراج ﻋﻤﻠﻴﺔ‬
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‫اﻟﺠﻤﻊ ﻓﻲ اﻟﺘﺮﺗﻴﺐ )‪5‬د(‪.‬‬ ‫‪ -‬إذا ﻛﺎن ‪ x < y‬ﻓﻤﺎ ﻫﻮ ﺗﺮﺗﻴﺐ اﻟﻘﻴﻢ‪ x+7….y+7 :‬؟ }ﺗﻘﺪﱘ ﻗﻴﻢ ﻋﺪدﻳﺔ ﻟﻠﺸﺮح{‬
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‫رح[ ‪:‬‬ ‫ط]‬ ‫‪ .2‬ا‬
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‫‪45‬‬
‫‪.8 ،‬‬ ‫‪ .1‬رﺗﺐ ﺗﺼﺎﻋﺪﻳﺎُ اﻷﻋﺪاد اﻵﺗــﻴﺔ‪، 7 2 ، 5.75 :‬‬
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‫‪ /2‬اﻟﺠﻤﻊ واﻟﺘﺮﺗﻴﺐ‪،‬‬ ‫‪9‬‬
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‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﻣﻌﺮﻓﺔ إﻧﺠﺎز ﻋﻤﻠﻴﺎت اﻟﺠﻤﻊ واﻟﻀﺮب ﻓﻲ ﺗﺮﺗﻴﺐ أﻋﺪاد ﺣﻘﻴﻘﻴﺔ‪.‬‬

‫اﺳﺘﻨﺘﺎج ﻋﺎم )‪7‬د(‬ ‫‪45‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -‬اﺳﺘﻨﺘﺞ ﺗﺮﺗﻴﺐ اﻷﻋﺪاد اﻵﺗﻴﺔ‪ .8+6 ، + 6 ، 7 2 + 6 ، 5.75+6 :‬ﻣﺎذا ﺗﻼﺣــﻆ؟‬
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‫‪9‬‬
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‫‪21‬‬
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‫‪ /3‬اﻟﻀﺮب واﻟﺘﺮﺗﻴﺐ‪.‬‬
‫‪ .2‬ﻗﺎرن ﺑﲔ اﻟﻌﺪدﻳﻦ ‪ A‬و‪ B‬ﺣﻴﺚ‪. B = ; A=3 5 :‬‬
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‫‪3‬‬
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‫اﺳﺘﻨﺘﺎج )‪7‬د(‪.‬‬
‫‪ -‬واﺳﺘﻨﺘﺞ ﻣﻘﺎرﻧﺔ ﻛﻞ ﻣﻦ‪ A×10 :‬و ‪ B×10‬ﰒ ﺑﲔ )‪ A×(-3‬و )‪ .B×(-3‬ﻣﺎذا ﺗﻼﺣــﻆ؟‬
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‫@@‬
‫‪.1‬اﻟﺘﺮﺗﻴﺐ واﻟﺠﻤﻊ‪:‬‬
‫‪ /5‬ﺧﻮاص اﻟﺘﺮﺗﻴﺐ واﻟﺠﻤﻊ ﻣﺒﺮﻫﻨﺎت‬

‫• ﻣﺒﺮﻫﻨﺔ ‪ :2‬ﻣﻦ أﺟﻞ ‪ ( a, b, c ) ∈ ℝ‬وإذا ﻛﺎن ‪ a ≤ b‬ﻓﺈن‪.a+c ≤ b+c :‬‬

‫‪ 12+3‬أي ‪.15 ≤ 16‬‬ ‫ﺑﺮﻫﺎن ﻣﺒﺎﺷﺮ‪ ...‬أﻣﺜﻠﺔ‪ 12 ≤ 13 :‬وﻛﺬﻟﻚ ‪≤ 13+3‬‬
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‫)‪10‬د(‪.‬‬

‫……………………………‬
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‫‪a ≤ b ‬‬
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‫• ﻣﺒﺮﻫﻨﺔ‪ :3‬ﻣﻦ أﺟﻞ ‪ a, b, c, d ∈ ℝ‬وإذا ﻛﺎن ‪  et ‬ﻓﺈن ‪.a+c ≤ b+d‬‬
‫(‬
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‫‪c ≤ d ‬‬
‫‪‬‬ ‫‪‬‬
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‫ﺑﺮﻫﺎن ﻣﺒﺎﺷﺮ‪....‬أﻣﺜﻠﺔ‪ 5≤7 :‬و ‪ 16≤17‬وﻣﻨ ــﻪ ‪ 5+16 ≤ 7+17‬أي ‪.21 ≤ 24‬‬
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‫‪ .2‬اﻟﺘﺮﺗﻴﺐ واﻟﻀﺮب‬
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‫• ﻣﺒﺮﻫﻨﺔ ‪ :4‬ﻣﻦ أﺟﻞ ‪ ( a, b, c ) ∈ ℝ‬ﻟﺪﻳﻨﺎ‪:‬‬
‫‪ /6‬ﺧﻮاص اﻟﺘﺮﺗﻴﺐ واﻟﻀﺮب )‪10‬د(‬

‫* ﻣﻦ أﺟﻞ ‪ c > 0‬ﻟﺪﻳﻨﺎ‪ a ≤ b :‬ﻳﻜﺎﻓﺊ ‪. ac ≤ bc‬‬

‫* ﻣﻦ أﺟﻞ ‪ c < 0‬ﻟﺪﻳﻨﺎ‪ a ≤ b :‬ﻳﻜﺎﻓﺊ ‪.ac ≥ bc‬‬
‫ﺑﺮﻫﺎن ﻣﺒﺎﺷﺮ‪....‬أﻣﺜﻠﺔ‪12 ≤ 13 ⇔ (12 × 2 ) ≤ (13 × 2 ) et 12 ≤ 13 ⇔ 12 × ( −2 ) ≥ 13 × ( −2 ) :‬‬

‫• ﻣﺒﺮﻫﻨﺔ ‪ :5‬ﻣﻦ أﺟﻞ ‪ ( a, b, c, d ) ∈ ℝ +‬وإذا ﻛﺎن ‪ a ≤ b‬و ‪c ≤ d‬‬

‫‪…………………….……………………………………………………………......‬ﻓﺈن ‪.ac ≤ bd‬‬
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‫ﺑﺮﻫﺎن ﻣﺒﺎﺷﺮ‪....‬أﻣﺜﻠﺔ‪ 9≤10 :‬و ‪ 4≤6‬وﻣﻨ ــﻪ ‪ 9×4 ≤ 6×10‬أي ‪.36 ≤ 60‬‬
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‫‪ .3‬ﺗﻤﺎرﻳﻦ ﺗﻄﺒﻴﻘﻴﺔ‪:‬‬
‫‪ /7‬ﺗﺜﺒﻴﺖ اﻟﻤﻌﺎرف‬
‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 22 - 20 ،19 :‬اﻟﺼﻔﺤـ ـ ـ}‪ {43‬ـ ــﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫ت‬ ‫‪.1‬ا ر ب وا‬
 ‫ﻣﺆﺷﺮات‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

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‫‪ /7‬ﻧﻈﻴﺮ ﻧﺼﻒ ﻣﺴﺘﻘﻴﻢ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﺴﺘﻘﻴﻢ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ -1‬ﻧﻈﻴﺮ داﺋﺮة ﺑﺎﻟﻨﺴﺒﺔ إﻟﻰ ﻣﺴﺘﻘﻴﻢ‪:‬‬
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‫اﻟﺪاﺋﺮﺗﺎن اﳌﺘﻨﺎﻇﺮﺗﺎن ﺑﺎﻟﻨﺴﺒﺔ ﳌﺴﺘﻘﻴﻢ ﳍﻤﺎ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬دراﺳﺔ ﻧﻈﻴﺮ داﺋﺮة ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﺴﺘﻘﻴﻢ و ﻃﺮﻳﻘﺔ‬

‫ﻣﺮﻛﺰاﳘﺎ ﻣﺘﻨﺎﻇﺮان ﺑﺎﻟﻨﺴﺒﺔ إﱃ ﻫﺬا اﳌﺴﺘﻘﻴﻢ‬

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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻃﻮﻻ ﻧﺼﻔﻲ ﻗﻄﺮﻳﻬﻤﺎ ﻣﺘﺴﺎوﻳﺎن‪.‬‬
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‫)‪(C‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻻﻧﺸﺎء‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪:‬‬
‫‪O‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(1‬ﻧﻈﲑة اﻟﺪاﺋﺮة )‪ (C‬ﺑﺎﻟﻨﺴﺒﺔ إﱃ اﳌﺴﺘﻘﻴﻢ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)∆( ﻫﻲ اﻟﺪاﺋﺮة )’‪ (C‬ﻣﺮﻛﺰاﳘﺎ ‪ O‬و’‪O‬‬
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‫ﻣﺘﻨﺎﻇﺮان ﺑﺎﻟﻨﺴﺒﺔ إﱃ ﻫﺬا اﳌﺴﺘﻘﻴﻢ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)’‪(C‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(2‬ﻃﻮﻻ ﻧﺼﻔﻲ ﻗﻄﺮﻳﻬﻤﺎ ﻣﺘﺴﺎوﻳﺎن‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)∆(‬ ‫’‪O‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ :‬ﻧﻈﲑ أي ﺷﻜﻞ ﻫﻨﺪﺳﻲ ﻳﺮﺳﻢ ﺑﺈﻧﺸﺎء ﻧﻈﲑ اﻟﻨﻘﻂ اﻷﺳﺎﺳﻴﺔ اﳌﻜﻮﻧﺔ ﳍﺬا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ظ‬
‫اﻟﺸﻜﻞ ﰒ اﻟﻮﺻﻞ ﺑﻴﻨﻬﺎ ﺣﺴﺐ اﻟﺸﻜﻞ اﻷوﱄ‪.‬‬
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‫ﺗﺜﺒﻴـﺖ اﻟﻤﻜﺘﺴﺒﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻣﻼﺣﻈﺎت و ﻧﻘﺎﺋﺺ…‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﻛﺘﻮﺑﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬أﻛﺘﻮﺑﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪11 :‬‬ ‫‪.‬‬ ‫ا‬ ‫ت‪-‬ا‬ ‫–ا‬ ‫اﻟﺒﺎب‪ :02‬ا‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﻗﻮاﻋﺪ ﻣﻘﺎرﻧﺔ أﻋﺪاد ﺣﻘﻴﻘﻴﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬دراﺳﺔ ﻣﺨﺘﻠﻒ اﻟﻘﻮاﻋﺪ ﻟﻤﻘﺎرﻧﺔ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ ﻓﻲ وﺿﻌﻴﺎت ﻋﺎﻣﺔ‪.‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪/1‬ﺗﺬﻛﻴﺮ اﺳﺘﻨﺒﺎط ﺗﺮﺗﻴﺐ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻦ ﻳﺬﻛﺮﻧﺎ ﺑﺎﻟﺪرس اﳌﺎﺿﻲ؟‬
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‫‪ .1‬ﺗﻬﻴﺌﺔ‪- :‬‬
‫) (‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﺪدﻳﻦ ﺳﺎﻟﺒﻴﻦ )‪5‬د(‪.‬‬ ‫‪ -‬إذا ﻛﺎن ‪ 7 < 9‬ﻗﺎرن ﺑﲔ‪ -7 > -9 / 7²....9² :‬ﻗﺎرن ﺑﲔ ‪! −7 ².... −9 ²‬ﳌﺎذا ؟‬
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‫ر ح[ ‪:‬‬ ‫ط ‪] 03‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .2‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬ﻧﺸﺎط ﻣﻘﺘﺮح ﻟﻘﻮاﻋﺪ‬ ‫‪ .1‬ﺿﻊ إﺣﺪى اﻟﺮﻣﻮز‪ ≥ ، = :‬أو ≤ ﰲ اﳌﻜﺎن اﳌﻨﺎﺳﺐ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻤﻘﺎرﻧﺔ )‪7‬د(‬ ‫‪ 13².....17² ; 13....17 -‬ﻣﺎذا ﺗﻼﺣﻆ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪ −9 .... −2 ; −9 .... −2 -‬ﻣﺎذا ﺗﻼﺣﻆ ؟‬ ‫) (‬ ‫) ( ) (‬
‫‪2‬‬ ‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬دراﺳﺔ ﻣﺨﺘﻠﻒ اﻟﻘﻮاﻋﺪ ﻟﻤﻘﺎرﻧﺔ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ ﻓﻲ وﺿﻌﻴﺎت ﻋﺎﻣﺔ‪.‬‬

‫‪ 27..... 81 ; 27.....81‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /3‬اﻟﻘﻮى واﻟﺠﺬور‪،‬‬ ‫‪ ‬ﻣﺎذا ﺗﺴﺘﻨﺘﺞ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻘﻠﻮب أﻋﺪاد )‪7‬د(‪.‬‬ ‫‪‬‬ ‫‪12.....‬‬ ‫‪10‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫;‬ ‫‪12.....10‬‬
‫‪1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬‫‪1‬‬
‫‪ ..... ; 44.....88 .3‬ﻣﺎذا ﺗﺴﺘﻨﺘﺞ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪44‬‬ ‫‪88‬‬

‫@@‬
‫ﻣﺒﺮﻫﻨﺔ ‪ :6‬ﻣﻦ أﺟﻞ ‪( a, b ) ∈ ℝ‬‬
‫ﻣﻦ أﺟﻞ ‪ a ≥0‬و ‪ b ≥0‬ﻟﺪﻳﻨﺎ‪ a ≤ b :‬ﻳﻜﺎﻓﺊ ‪.a² ≤ b²‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻦ أﺟﻞ ‪ a ≤0‬و ‪ b ≤0‬ﻟﺪﻳﻨﺎ‪ a ≤ b :‬ﻳﻜﺎﻓﺊ ‪.a² ≥ b²‬‬
‫……………………………‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫) (‬
‫ﺑﺮﻫﺎن ﻣﺒﺎﺷﺮ‪ ...‬أﻣﺜﻠﺔ‪ 7 ≤ 11 :‬وﻛﺬﻟﻚ ‪ -7≤-3 ; 7² ≤ 11²‬وﻛﺬﻟﻚ ‪. −7 ≥ −3‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬
‫ﻣﺒﺮﻫﻨﺔ‪ : 7‬ﻣﻦ أﺟﻞ ‪ a, b ∈ ℝ +‬وﻟﺪﻳﻨﺎ‪ a ≤ b :‬ﻳﻜﺎﻓﺊ ‪. a ≤ b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫أﻣﺜﻠﺔ‪ 25≤49 :‬و ‪25 ≤ 49 ⇒ 5 ≤ 7 .‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /5‬اﻟﻘﻮاﻋﺪ اﻷﺳﺎﺳﻴﺔ ﻟﻤﻘﺎرﻧﺔ ﻋﺪدﻳﻦ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬
‫ﻣﺒﺮﻫﻨﺔ ‪ :8‬ﻣﻦ أﺟﻞ *‪ a, b ∈ ℝ‬وﻣﻦ ﻧﻔﺲ اﻹﺷﺎرة ﻟﺪﻳﻨﺎ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‬
‫ﺑﺮاﻫﻴﻦ)‪10‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪1‬‬ ‫‪1‬‬
‫≥ ‪.‬‬ ‫‪ a ≤ b‬ﻳﻜﺎﻓﺊ‪:‬‬
‫‪a‬‬ ‫‪b‬‬
‫‪1 1‬‬ ‫‪b −a‬‬
‫= ‪ . −‬أﻣﺜﻠﺔ ﻣﺒﺎﺷﺮة ﺗﻄﺒﻴﻘﻴﺔ‪.‬‬ ‫ﺑﺮﻫﺎن ‪ :‬ﻧﺴﺘﻌﻤﻞ‬
‫‪a b‬‬ ‫‪a.b‬‬
‫ﻣﺒﺮﻫﻨﺔ ‪ :9‬ﻣﻦ أﺟﻞ ‪ a ∈ ℝ‬ﻟﺪﻳﻨﺎ ‪:‬‬
‫إذا ﻛﺎن‪ 0 ≤ a ≤ 1 :‬ﻓﺈ ّن ‪a 3 ≤ a 2 ≤ a‬‬
‫‪…………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ‪ a ≥ 1‬ﻓﺈ ّن ‪a 3 ≥ a 2 ≥ a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺑﺮﻫﺎن ﻣﺒﺎﺷﺮ‪....‬أﻣﺜﻠﺔ‪ :‬ﻣﺒﺎﺷﺮة‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ .3‬ﺗﻤﺎرﻳﻦ ﺗﻄﺒﻴﻘﻴﺔ‪:‬‬
‫‪ /6‬ﺗﺜﺒﻴﺖ اﻟﻤﻌﺎرﻓـ‬
‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 22 - 20 ،19 :‬اﻟﺼﻔﺤـ ـ ـ}‪ {43‬ـ ــﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫داد ا‬ ‫ر ا‬ ‫‪ .1‬وا د‬
 ‫ﻣﺆﺷﺮات‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬ﻧﻈﻴﺮ ﻧﺼﻒ ﻣﺴﺘﻘﻴﻢ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﺴﺘﻘﻴﻢ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -1‬ﻧﻈﻴﺮ داﺋﺮة ﺑﺎﻟﻨﺴﺒﺔ إﻟﻰ ﻣﺴﺘﻘﻴﻢ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺪاﺋﺮﺗﺎن اﳌﺘﻨﺎﻇﺮﺗﺎن ﺑﺎﻟﻨﺴﺒﺔ ﳌﺴﺘﻘﻴﻢ ﳍﻤﺎ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬دراﺳﺔ ﻧﻈﻴﺮ داﺋﺮة ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﺴﺘﻘﻴﻢ و ﻃﺮﻳﻘﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺮﻛﺰاﳘﺎ ﻣﺘﻨﺎﻇﺮان ﺑﺎﻟﻨﺴﺒﺔ إﱃ ﻫﺬا اﳌﺴﺘﻘﻴﻢ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻃﻮﻻ ﻧﺼﻔﻲ ﻗﻄﺮﻳﻬﻤﺎ ﻣﺘﺴﺎوﻳﺎن‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪(C‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻻﻧﺸﺎء‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪:‬‬
‫‪O‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(1‬ﻧﻈﲑة اﻟﺪاﺋﺮة )‪ (C‬ﺑﺎﻟﻨﺴﺒﺔ إﱃ اﳌﺴﺘﻘﻴﻢ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)∆( ﻫﻲ اﻟﺪاﺋﺮة )’‪ (C‬ﻣﺮﻛﺰاﳘﺎ ‪ O‬و’‪O‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺘﻨﺎﻇﺮان ﺑﺎﻟﻨﺴﺒﺔ إﱃ ﻫﺬا اﳌﺴﺘﻘﻴﻢ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)’‪(C‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(2‬ﻃﻮﻻ ﻧﺼﻔﻲ ﻗﻄﺮﻳﻬﻤﺎ ﻣﺘﺴﺎوﻳﺎن‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)∆(‬ ‫’‪O‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ :‬ﻧﻈﲑ أي ﺷﻜﻞ ﻫﻨﺪﺳﻲ ﻳﺮﺳﻢ ﺑﺈﻧﺸﺎء ﻧﻈﲑ اﻟﻨﻘﻂ اﻷﺳﺎﺳﻴﺔ اﳌﻜﻮﻧﺔ ﳍﺬا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ظ‬
‫اﻟﺸﻜﻞ ﰒ اﻟﻮﺻﻞ ﺑﻴﻨﻬﺎ ﺣﺴﺐ اﻟﺸﻜﻞ اﻷوﱄ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﺜﺒﻴـﺖ اﻟﻤﻜﺘﺴﺒﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻣﻼﺣﻈﺎت و ﻧﻘﺎﺋﺺ…‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫…………………………………………………………‪……………………………………………………………………………………………………….‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫…………………………………………………………‪……………………………………………………………………………………………………….‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫…………………………………………………………‪……………………………………………………………………………………………………….‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫…………………………………………………………‪……………………………………………………………………………………………………….‬‬

‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﻛﺘﻮﺑﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬أﻛﺘﻮﺑﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪12 :‬‬ ‫‪.‬‬ ‫ا‬ ‫ت‪-‬ا‬ ‫–ا‬ ‫اﻟﺒﺎب‪ :02‬ا‬
‫اﻟﻤ ـ ـﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ وﻧﺼـ] ‪ [ 1‬ـﻒ‪.‬‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺤﺼﺮ واﻟﻤﺠﺎﻻت‪.‬‬
‫‪2‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬إﻳﺠﺎد ﺣﺼﺮ ﻟﻌﺪد ﺣﻘﻴﻘﻲ وﺗﻤﺜﻴﻠﻪ ﻋﻠﻰ ﺷﻜﻞ ﻣﺠﺎل ﺑﻤﻌﺮﻓﺔ ﺗﻤﺜﻴﻠﻪ اﻟﻬﻨﺪﺳﻲ وﺧﻮاص‪.‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪13‬‬
‫‪/1‬اﺳﺘﻨﺒﺎط ﻣﻔﻬﻮم اﻟﺤﺼﺮ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﲔ اﻟﻨﻘﻄﺔ ‪ M‬ﻋﻠﻰ ﻣﻌﻠﻢ ﺧﻄﻲ )‪ (O,i‬ذات اﻟﻔﺎﺻﻠﺔ ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .1‬ﺗﻬﻴﺌﺔ‪- :‬‬
‫ﻟﻌﺪد ﻧﺎﻃﻖ )‪5‬د(‪.‬‬
‫‪7‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -‬ﻣﺎذا ﺗﻘﱰح ﻟﺘﻌﻴﲔ ﻋﺪد ﻧﺎﻃﻖ؟‬
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‫‪:[26‬‬ ‫ط ‪ 03‬ا‬ ‫ط ‪] 03‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .2‬ا‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬إﻳﺠﺎد ﺣﺼﺮ ﻟﻌﺪد ﺣﻘﻴﻘﻲ وﺗﻤﺜﻴﻠﻪ ﻋﻠﻰ ﺷﻜﻞ ﻣﺠﺎل ﺑﻤﻌﺮﻓﺔ ﺗﻤﺜﻴﻠﻪ اﻟﻬﻨﺪﺳﻲ وﺧﻮاص‪.‬‬

‫‪ /2‬ﻧﺸﺎط ﻟﺤﺼﺮ ﻋﺪد‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ .1‬ﻣﺤﺎوﻟﺔ ﺣﺼﺮ اﻟﻌﺪد ‪ y‬ﺑﺎﺳﺘﻌﻤﺎل اﻟﻤﺒﺮﻫﻨﺎت اﻟﺴﺎﺑﻘﺔ ﻓﻲ ﻣﻘﺎرﻧﺔ وﺗﺮﺗﻴﺐ اﻷﻋﺪاد‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺣﻘﻴﻘﻲ )‪7‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺷﺮح ﻃﺮﻳﻘﺔ ﺗﻤﺜﻴﻞ اﻟﺤﺼﺮ ﺑﺸﻜﻞ ﻣﺠﺎﻻت ]ﺗﺮﺟﻤﺔ ﺣﺼﺮ إﻟﻰ ﻣﺠﺎل[‪2. .‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫@@‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬اﻟﺤﺼﺮ‪ :‬ﺣﺼﺮ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x‬ﻳﻌﲏ إﳚﺎد ﻋﺪدﻳﻦ ‪ a‬و‪ b‬ﺣﻴﺚ‪ a ≤ x ≤ b :‬وﻧﻘﺮأ‪ x :‬ﳏﺼﻮر ﺑﲔ ‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /3‬ﻣﻔﻬﻮم وﻃﺮﻳﻘﺔ ﺣﺼﺮ ﻋﺪد‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫و‪. b‬‬
‫ﺣﻘﻴﻘﻲ )‪7‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺜﺎل‪ 5 ≈ 2.23607... :‬وﻫﻲ اﻟﻘﻴﻤﺔ اﳌﺪورة إﱃ ‪ ، 10−5‬ﺣﺼﺮﻩ ﻛﻤﺎ ﻳﻠﻲ‪ 2 ≤ 5 ≤ 3 :‬ﺑﺎﳌﺪور إﱃ اﻟﻮﺣﺪة أو‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ﻛﺬﻟﻚ‪ 2.23 ≤ 5 ≤ 2.24 :‬ﺑﺎﳌﺪور إﱃ ‪. 10−2‬‬

‫اﻟﻤﺠﺎﻻت‪:‬‬ ‫‪.2‬‬

‫ﺗﻌﺮﻳﻒ‪ :1‬ا‪‬ﺎل ﻫﻮ ﳎﻤﻮﻋﺔ اﻟﻘﻴﻢ اﻟﱵ ﳝﻜﻦ أن ﻳﺄﺧﺬﻫﺎ ﻋﺪد ﳏﺼﻮر ﺑﲔ ﻗﻴﻤﺘﲔ‪.‬‬
‫‪ /4‬ﺗﻌﺮﻳﻒ ﻣﺠﺎل وﺗﻤﺜﻴﻠﻪ اﻟﻬﻨﺪﺳﻲ‬

‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫…………………………… ‪ a‬و‪ b‬ﻛﻞ اﻷﻋﺪاد اﳊﻘﻴﻘﻴﺔ ‪ x‬ﺣﻴﺚ‪:‬‬
‫ﻣﻦ أﺟﻞ ‪ a, b ∈ ℝ‬و ‪ ، a ≤ b‬ﻧﺴﻤﻲ ﳎﺎﻻً ﻣﻐﻠﻘﺎً ﺣﺪاﻩ‬
‫[‬ ‫]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ a ≤ x ≤ b‬وﻧﺮﻣﺰ إﻟﻴﻪ ب‪. a;b :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪.(10‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬
‫اﻟﺘﻤﺜﻴــﻞ‪ :‬ﳝﺜﻞ ا‪‬ﺎل ‪ a;b‬ﻫﻨﺪﺳﻴﺎً ﺑﺎﻟﺸﻜﻞ اﻵﰐ ﺣﻴﺚ ‪ A‬و‪ b‬ﻧﻘﻄﺘﺎن ﻓﺎﺻﻠﺘﺎﳘﺎ ‪ a‬و‪ b‬ﻋﻠﻰ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﻟﱰﺗﻴﺐ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪O‬‬ ‫‪A‬‬ ‫‪B‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪I‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫أﻧﻮاع اﻟﻤﺠﺎﻻت‪ :‬اﳉﺪول اﻟﺘﺎﱄ ﻳﻠﺨﺺ ﳐﺘﻠﻒ أﻧﻮاع ا‪‬ﺎﻻت‪..‬‬

‫ﺗﻘﺎﻃﻊ وإﺗﺤﺎد ﻣﺠﺎﻟﻴﻦ‪:‬‬ ‫‪.3‬‬

‫‪ /5‬ﺗﻘﺎﻃﻊ وإﺗﺤﺎد ﻣﺠﺎﻟﻴﻦ‬ ‫ﺗﻘﺎﻃﻊ ﳎﺎﻟﲔ ‪ I‬و‪ j‬ﻫﻮ ﳎﻤﻮﻋﺔ اﻷﻋﺪاد اﳊﻘﻴﻘﻴﺔ اﻟﱵ ﺗﻨﺘﻤﻲ إﱃ ‪ I‬و‪ j‬وﻧﺮﻣﺰ إﻟﻴﻪ ب‪. I ∩ J :‬‬
‫وﻣﻌﺮﻓﺔ اﻟﺘﺮﻣﻴﺰ )‪7‬د(‬
‫ﻣﺜﺎل‪ [0; 2]∩]1;5] :‬ﻫﻮ ﳎﻤﻮﻋﺔ اﻷﻋﺪاد ‪ x‬ﺣﻴﺚ ‪ 0 ≤ x ≤ 2‬و ‪ 1 ≺ x ≤ 5‬وﻋﻠﻴﻪ‪. [0; 2]∩]1; 5] =]1; 2] :‬‬
‫إﲢﺎد ﳎﺎﻟﲔ ‪ I‬و‪ J‬ﻫﻮ ﳎﻤﻮﻋﺔ اﻷﻋﺪاد اﳊﻘﻴﻘﻴﺔ اﻟﱵ ﺗﻨﺘﻤﻲ إﱃ ‪ I‬أو‪ J‬وﻧﺮﻣﺰ إﻟﻴﻪ ب‪. I ∪ J :‬‬
‫‪…………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬
‫ﻧﻔﺲ اﻟﻤﺜﺎل اﻟﺴﺎﺑﻖ‪. [0; 2]∪]1;5] = 0; 5 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫<<<<<< إﻋﻄﺎء أﻣﺜﻠﺔ ﻣﺘﻔﺮﻗﺔ >>>>>>‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ /6‬ﺗﺜﺒﻴﺖ اﻟﻤﻌﺎرﻓـ‬ ‫ر ـــن ط ــ ‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 35 - 33 :‬اﻟﺼﻔﺤـ ـ ـ}‪ {43‬ـ ــﺔ‬ ‫‪.3‬‬
‫‪ 45 – 42 –38‬ص ‪45‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

‫ﻣﺆﺷﺮات‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬ﻧﻈﻴﺮ ﻧﺼﻒ ﻣﺴﺘﻘﻴﻢ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﺴﺘﻘﻴﻢ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ -1‬ﻧﻈﻴﺮ داﺋﺮة ﺑﺎﻟﻨﺴﺒﺔ إﻟﻰ ﻣﺴﺘﻘﻴﻢ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺪاﺋﺮﺗﺎن اﳌﺘﻨﺎﻇﺮﺗﺎن ﺑﺎﻟﻨﺴﺒﺔ ﳌﺴﺘﻘﻴﻢ ﳍﻤﺎ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬دراﺳﺔ ﻧﻈﻴﺮ داﺋﺮة ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﺴﺘﻘﻴﻢ و ﻃﺮﻳﻘﺔ‬

‫ﻣﺮﻛﺰاﳘﺎ ﻣﺘﻨﺎﻇﺮان ﺑﺎﻟﻨﺴﺒﺔ إﱃ ﻫﺬا اﳌﺴﺘﻘﻴﻢ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻃﻮﻻ ﻧﺼﻔﻲ ﻗﻄﺮﻳﻬﻤﺎ ﻣﺘﺴﺎوﻳﺎن‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻻﻧﺸﺎء‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(1‬ﻧﻈﲑة اﻟﺪاﺋﺮة )‪ (C‬ﺑﺎﻟﻨﺴﺒﺔ إﱃ اﳌﺴﺘﻘﻴﻢ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)∆( ﻫﻲ اﻟﺪاﺋﺮة )’‪ (C‬ﻣﺮﻛﺰاﳘﺎ ‪ O‬و’‪O‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻣﺘﻨﺎﻇﺮان ﺑﺎﻟﻨﺴﺒﺔ إﱃ ﻫﺬا اﳌﺴﺘﻘﻴﻢ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(2‬ﻃﻮﻻ ﻧﺼﻔﻲ ﻗﻄﺮﻳﻬﻤﺎ ﻣﺘﺴﺎوﻳﺎن‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ :‬ﻧﻈﲑ أي ﺷﻜﻞ ﻫﻨﺪﺳﻲ ﻳﺮﺳﻢ ﺑﺈﻧﺸﺎء ﻧﻈﲑ اﻟﻨﻘﻂ اﻷﺳﺎﺳﻴﺔ اﳌﻜﻮﻧﺔ ﳍﺬا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ظ‬
‫اﻟﺸﻜﻞ ﰒ اﻟﻮﺻﻞ ﺑﻴﻨﻬﺎ ﺣﺴﺐ اﻟﺸﻜﻞ اﻷوﱄ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﺗﺜﺒﻴـﺖ اﻟﻤﻜﺘﺴﺒﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻣﻼﺣﻈﺎت و ﻧﻘﺎﺋﺺ…‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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Tous Droits réserves a Moumna AbdelKarim

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 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﻛﺘﻮﺑﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬أﻛﺘﻮﺑﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫رﻗﻢ اﻟﻤﺬﻛﺮة‪13 :‬‬ ‫‪.‬‬ ‫ا‬ ‫ت‪-‬ا‬ ‫–ا‬ ‫اﻟﺒﺎب‪ :02‬ا‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﻃﺮق ﻣﻘﺎرﻧﺔ وﺣﺼﺮ ﻣﺠﻤﻮع وﺟﺪاء‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬اﻟﺘﻤﻴﻴﺰ وﻣﻌﺮﻓﺔ ﻣﺨﺘﻠﻒ ﻃﺮق ﻣﻘﺎرﻧﺔ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ وﺣﺼﺮ ﻣﺠﻤﻮع و ﺟﺪاء‪.‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
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‫‪/1‬ﺗﺬﻛﻴﺮ اﺳﺘﻨﺒﺎط ﺗﺮﺗﻴﺐ‬ ‫ﻣﺎ ﻫﻲ اﻟﻄﺮق ﳌﻘﺎرﻧﺔ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﲔ ؟‬ ‫‪ .1‬وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪- :‬‬
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‫ﻋﺪدﻳﻦ ﺳﺎﻟﺒﻴﻦ )‪5‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ .2‬ر ـــن‬
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‫‪ .1‬ﻗﺎرن ﺑﲔ اﻟﻌﺪدﻳﻦ اﳊﻘﻴﻘﻴﲔ ﰲ ﻛﻞ ﺣﺎﻟﺔ‪:‬‬
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‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﺘﻤﻴﻴﺰ وﻣﻌﺮﻓﺔ ﻣﺨﺘﻠﻒ ﻃﺮق ﻣﻘﺎرﻧﺔ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ وﺣﺼﺮ ﻣﺠﻤﻮع و ﺟﺪاء‪.‬‬

‫‪472‬‬ ‫‪159 15 17 22‬‬

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‫‪ /2‬ﺗﻤﺮﻳﻦ ﺗﻄﺒﻴﻘﻲ )‪7‬د(‬ ‫‪.‬‬ ‫‪et‬‬ ‫;‬ ‫‪et‬‬ ‫;‬ ‫‪et π ; 152,13 et 152,125 -‬‬
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‫‪95‬‬ ‫‪32 21 13 7‬‬
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‫‪ .2‬ﻗﺎرن ﺑﲔ‪6 − 2 5 et 1- 5 :‬‬
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‫‪1‬‬ ‫‪1‬‬
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‫ﻣﻊ ‪. x ∈ ℝ‬‬ ‫‪ .3‬إذا ﻛﺎن ‪ x ≥ 1‬ﺑﺮﻫﻦ أن ‪َ 2-5x ≤ -3‬و ≤‬
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‫‪3x + 1 4‬‬
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‫(‬ ‫)‬
‫‪ .4‬أﺣﺼﺮ ﻛﻞ ﻣﻦ ‪ a+b‬و ‪ a×b‬ﺣﻴﺚ‪ 1 ≤ b ≤ 7 ; 3 ≤ a ≤ 8 :‬ﻣﻊ ‪. a, b ∈ ℝ‬‬
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‫‪a‬‬
‫‪ /3‬ﺣﺼﺮ ﻓﺮق وﺣﺎﺻﻞ‬ ‫‪.‬‬
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‫ﰒ أﻋﻂ ﺣﺼﺮ‪ a-b :‬وﻛﺬﻟﻚ‬
‫اﻟﻘﺴﻤﺔ )‪7‬د(‪.‬‬ ‫‪b‬‬

‫@@‬
‫‪ (1‬ﻣﻘﺎرﻧﺔ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ‪ :‬ﳌﻘﺎرﻧﺔ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﲔ ﳝﻜﻦ‪:‬‬
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‫……………………………‬
‫‪ /5‬ﻃﺮق ﻣﻘﺎرﻧﺔ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ )‪8‬د(‬

‫اﺳﺘﻌﻤﺎل اﳊﺎﺳﺒﺔ ﻟﻠﺤﺼﻮل ﻋﻠﻰ ﻗﻴﻢ ﻣﻘﺮﺑﺔ‪.‬‬

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‫ﻣﻘﺎرﻧﺔ ﻛﻞ ﻣﻦ اﻟﻌﺪدﻳﻦ ﺑﻌﺪد ﺛﺎﻟﺚ‪.‬‬
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‫دراﺳﺔ إﺷﺎرة اﻟﻔﺮق ﺑﲔ اﻟﻌﺪدﻳﻦ‪.‬‬
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‫ﻣﻘﺎرﻧﺔ ﻋﺪدﻳﻦ ﻳﺘﻀﻤﻨﺎن ﺟﺬور ﺗﺮﺑﻴﻌﻴﺔ ﲟﻘﺎرﻧﺔ ﻣﺮﺑﻌﻴﻬﻤﺎ‪.‬‬
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‫اﳌﱪﻫﻨﺎت{ اﳌﻘﺎرﻧﺔ‪.‬‬
‫ْ‬ ‫اﺳﺘﻌﻤﺎل ﺧﻮاص }‬
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‫‪ /6‬ﺣﺼﺮ ﻓﺮق أو ﺣﺎﺻﻞ‬

‫إﻳﺠﺎد ﺣﺼﺮ ﻟﻌﺪد ﺣﻘﻴﻘﻲ‪:‬‬ ‫‪(2‬‬

‫ﻋﺪدﻳﻦ)‪8‬د(‬

‫ﺣﺼﺮ ﻣﺠﻤﻮع و ﺟﺪاء ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﲔ ﲝﺼﺮﻳﻬﻤﺎ‪.‬‬

‫اﻟﻄﺮح ﻫﻮ إﺿﺎﻓﺔ اﳌﻌﺎﻛﺲ‬ ‫ﺣﺼﺮ ﻓﺮق وﺣﺎﺻﻞ اﻟﻘﺴﻤﺔ‪ :‬ﳊﺼﺮ ﻓﺮق أو ﺣﺎﺻﻞ اﻟﻘﺴﻤﺔ ﻧﺘﺬﻛﺮ أن‬
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‫واﻟﻘﺴﻤﺔ ﺗﻌﲏ اﻟﻀﺮب ﰲ اﳌﻘﻠﻮب وﻧﻄﺒﻖ ﻗﻮاﻋﺪ اﳉﻤﻊ واﻟﻀﺮب‪.‬‬
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‫‪ .3‬ﺗﻤﺎرﻳـــﻦ ﺗﻄﺒﻴــﻘﻴﺔ‪:‬‬
‫‪ /7‬ﺗﺜﺒﻴﺖ اﻟﻤﻌﺎرﻓـ‬ ‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 29 - 22 :‬اﻟﺼﻔﺤـ ـ ـ}‪ {44‬ـ ــﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫دد ن‬ ‫ر‬ ‫‪ .1‬طرق‬
 ‫ﻣﺆﺷﺮات‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

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‫‪ /7‬ﻧﻈﻴﺮ ﻧﺼﻒ ﻣﺴﺘﻘﻴﻢ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﺴﺘﻘﻴﻢ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ -1‬ﻧﻈﻴﺮ داﺋﺮة ﺑﺎﻟﻨﺴﺒﺔ إﻟﻰ ﻣﺴﺘﻘﻴﻢ‪:‬‬
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‫اﻟﺪاﺋﺮﺗﺎن اﳌﺘﻨﺎﻇﺮﺗﺎن ﺑﺎﻟﻨﺴﺒﺔ ﳌﺴﺘﻘﻴﻢ ﳍﻤﺎ‪:‬‬
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‫‪ /8‬دراﺳﺔ ﻧﻈﻴﺮ داﺋﺮة ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﺴﺘﻘﻴﻢ و ﻃﺮﻳﻘﺔ‬

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‫ﻣﺮﻛﺰاﳘﺎ ﻣﺘﻨﺎﻇﺮان ﺑﺎﻟﻨﺴﺒﺔ إﱃ ﻫﺬا اﳌﺴﺘﻘﻴﻢ‬
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‫ﻃﻮﻻ ﻧﺼﻔﻲ ﻗﻄﺮﻳﻬﻤﺎ ﻣﺘﺴﺎوﻳﺎن‪.‬‬
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‫)‪(C‬‬
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‫اﻻﻧﺸﺎء‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪:‬‬
‫‪O‬‬
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‫‪(1‬ﻧﻈﲑة اﻟﺪاﺋﺮة )‪ (C‬ﺑﺎﻟﻨﺴﺒﺔ إﱃ اﳌﺴﺘﻘﻴﻢ‬
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‫)∆( ﻫﻲ اﻟﺪاﺋﺮة )’‪ (C‬ﻣﺮﻛﺰاﳘﺎ ‪ O‬و’‪O‬‬
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‫ﻣﺘﻨﺎﻇﺮان ﺑﺎﻟﻨﺴﺒﺔ إﱃ ﻫﺬا اﳌﺴﺘﻘﻴﻢ‪.‬‬
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‫)’‪(C‬‬
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‫‪(2‬ﻃﻮﻻ ﻧﺼﻔﻲ ﻗﻄﺮﻳﻬﻤﺎ ﻣﺘﺴﺎوﻳﺎن‪.‬‬
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‫)∆(‬ ‫’‪O‬‬
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‫‪ :‬ﻧﻈﲑ أي ﺷﻜﻞ ﻫﻨﺪﺳﻲ ﻳﺮﺳﻢ ﺑﺈﻧﺸﺎء ﻧﻈﲑ اﻟﻨﻘﻂ اﻷﺳﺎﺳﻴﺔ اﳌﻜﻮﻧﺔ ﳍﺬا‬
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‫ظ‬
‫اﻟﺸﻜﻞ ﰒ اﻟﻮﺻﻞ ﺑﻴﻨﻬﺎ ﺣﺴﺐ اﻟﺸﻜﻞ اﻷوﱄ‪.‬‬
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‫ﺗﺜﺒﻴـﺖ اﻟﻤﻜﺘﺴﺒﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻣﻼﺣﻈﺎت و ﻧﻘﺎﺋﺺ…‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

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 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﻛﺘﻮﺑﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬أﻛﺘﻮﺑﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪14‬‬ ‫رﻗﻢ اﻟﻤﺬﻛﺮة‪:‬‬ ‫ا‬ ‫ت‪-‬ا‬ ‫–ا‬ ‫اﻟﺒﺎب‪ :02‬ا‬
‫اﻟﻤـ ــﺪة‪ 3 :‬ﺳـ]‪[3h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ واﻟﻤﺴﺎﻓﺎت‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬ﻣﻔﻬﻮم اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ وﻛﺘﺎﺑﺔ ﻋﺒﺎرة ﺗﺸﻤﻞ رﻣﺰ اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ ﻋﻠﻰ ﺷﻜﻞ ﻋﺒﺎرة ﻣﻜﺎﻓﺌﺔ ﻟﻬﺎ ﺑﺪون رﻣﺰ اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ‪.‬‬ ‫اﻟﻜﻔﺎءات‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪/1‬ﺗﺒﺮﻳﺮ ﻣﻔﻬﻮم اﻟﻤﺴﺎﻓﺔ اﻟﻤﻮﺟﺒﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﲔ اﳌﺴﺎﻓﺔ ﺑﲔ اﻟﻨﻘﻄﺘﲔ ‪ A‬و‪ B‬ذات اﻟﻔﺎﺻﻠﺘﲔ ‪ 2‬و ‪ -4‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ ﰲ اﳌﻌﻠﻢ اﳋﻄﻲ )‪.(O,I‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬ﺗﻬﻴﺌﺔ‪- :‬‬
‫‪O‬‬ ‫‪I‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪A‬‬
‫ﻓﻲ ﻛﻞ اﻷﺣﻮال )‪5‬د(‪.‬‬ ‫‪B‬‬ ‫‪ -‬ﻋﲔ اﳌﺴﺎﻓﺔ ﺑﲔ اﻟﻨﻘﻄﺘﲔ ‪ B‬و‪O‬؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-4‬‬ ‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ط ‪ 04‬ا‬ ‫ط ‪] 03‬‬ ‫‪ .2‬ا‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﻣﻔﻬﻮم اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ وﻛﺘﺎﺑﺔ ﻋﺒﺎرة ﺗﺸﻤﻞ رﻣﺰ اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ ﻋﻠﻰ ﺷﻜﻞ ﻋﺒﺎرة ﻣﻜﺎﻓﺌﺔ ﻟﻬﺎ ﺑﺪون رﻣﺰ اﻟﻘﻴﻤﺔ ﻟﻤﻄﻠﻘﺔ‪.‬‬

‫‪:[26‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬ﻧﺸﺎط ﻟﺤﺴﺎب‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬ﺗﻌﻴﻴﻦ ﻣﺴﺎﻓﺎت ﻋﻠﻰ ﻣﻌﻠﻢ ﺧﻄﻲ ﺑﻔﻮاﺻﻞ ﻧﻘﻂ ‪ .2‬ﺗﺒﺮﻳﺮ اﻟﻌﺒﺎرة ‪. OM = x 2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻤﺴﺎﻓﺎت)‪7‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﺳﺘﻨﺘﺎج ﺿﺮورة ﺗﻌﺮﻳﻒ ﻣﺼﻄﻠﺢ اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ ﻟﺘﻌﻴﻴﻦ أﻋﺪاد ﻣﻮﺟﺒﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫@@‬
‫‪ /3‬ﻣﻔﻬﻮم اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ وﻣﻌﻨﺎﻫﺎ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻦ أﺟﻞ ‪ x ∈ ℝ‬و‪ M‬ﻧﻘﻄﺔ ﰲ ﻣﻌﻠﻢ ﺧﻄﻲ )‪ (O ,I‬ذات اﻟﻔﺎﺻﻠﺔ ‪.x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-/1.1‬ﺗﻌﺮﻳﻒ‪:‬‬
‫اﻟﺮﻳﺎﺿﻲ )‪7‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﺴﻤﻲ اﻟﻘﻴﻤﺔ اﳌﻄﻠﻘﺔ ﻟﻠﻌﺪد ‪ x‬اﳌﺴﺎﻓﺔ ‪ OM‬وﻧﺮﻣﺰ إﻟﻴﻬﺎ ﺑﺎﻟﺮﻣﺰ ‪ x‬وﻧﻜﺘﺐ‪. x = OM :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ﻟﺪﻳﻨﺎ ‪ x ≤ 0‬وﻋﻠﻴﻪ ﻧﻜﺘﺐ ‪x = OM = − x‬‬ ‫ﻟﺪﻳﻨﺎ ‪ x ≥ 0‬وﻋﻠﻴﻪ ﻧﻜﺘﺐ ‪x = OM = x‬‬

‫‪M‬‬ ‫‪O‬‬ ‫‪I‬‬ ‫‪O‬‬ ‫‪I‬‬ ‫‪M‬‬

‫‪x‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪x‬‬

‫ﻫﺎم‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /4‬ﺗﻤﻴﻴﺰ ﻣﻔﻬﻮم اﻟﻘﻴﻤﺔ اﻟﻨﺎﻃﻘﺔ‬

‫……………………………ﻛﺎن ‪. x ∈ ℝ‬‬
‫ﲟﺎ أن اﳌﺴﺎﻓﺔ داﺋﻤﺎ ﻣﻮﺟﺒﺔ ﻓﺈن‪ x ≥ 0 :‬وﻫﺬا ﻣﻬﻤﺎ‬
‫ﻷﻋﺪاد ﺳﺎﻟﺒﺔ )‪7‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫وﻣﻬﻤﺎ ﻛﺎن ‪ x‬ﻋﺪد ﺣﻘﻴﻘﻲ‪.  x = x ; x ∈ [0;+∞[ :‬‬

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‫]‪ x = − x ; x ∈]∞−;0‬‬
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‫أﻣﺜﻠﺔ‪ ، x = 3 :‬اﻟﻌﺪد ‪ x‬ﻣﻮﺟﺐ وﺑﺎﻟﺘﺎﱄ ‪. 3 = 3‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫(‬ ‫)‬
‫‪ ، x = 1 − 2‬اﻟﻌﺪد ‪ x‬ﺳﺎﻟﺐ وﻋﻠﻴﻪ‪1 − 2 = − 1 − 2 = 2 − 1 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬
‫ﻟﻴﻜﻦ ‪ x‬و‪ y‬ﻋﺪدﻳﻦ ﺣﻴﺚ ‪ x , y ∈ ℝ‬ﻟﺪﻳﻨﺎ‪:‬‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ /2.1‬ﺧﻮاص‪:‬‬
‫‪−x = x‬‬ ‫•‬
‫‪x2 = x‬‬ ‫•‬
‫‪ /5‬ﺧﻮاص اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ‬
‫)‪10‬د(‪.‬‬
‫‪xy = x × y‬‬ ‫•‬
‫‪x‬‬ ‫‪x‬‬
‫‪…………………….……………………………………………………………......‬‬
‫ﻣﻊ ‪. y ≠ 0‬‬ ‫=‬ ‫•‬
‫‪y‬‬ ‫‪y‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫• ‪} x + y ≤ x + y‬ﺗﺴﻤﻰ اﳌﺘﺒﺎﻳﻨﺔ اﳌﺜﻠﺜﻴﺔ{‪.‬‬
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‫ﺣﺎﻟﺔ ﺧﺎﺻﺔ‪ :‬إذا ﻛﺎن اﻟﻌﺪدﻳﻦ ‪ x‬و‪ y‬ﻣﻦ ﻧﻔﺲ اﻹﺷﺎرة ﻓﺈن‪x + y = x + y :‬‬
‫أﻣﺜﻠﺔ‪:‬‬
‫‪ /6‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف – أﻣﺜﻠﺔ‬
‫ﺗﻄﺒﻴﻘﻴﺔ‪-‬‬ ‫ﺗﻤﺮﻳﻦ ‪ 52- 51‬اﻟﺼﻔﺤﺔ ‪45‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫ت‬ ‫وا‬ ‫ا ط‬ ‫‪ .1‬ا‬
 ‫ﻣﺆﺷﺮات‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.3‬اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ‪:‬‬

‫‪ /7‬ﻣﻔﻬﻮم اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ﻧﻘﻄﺘﻴﻦ )‪10‬د(‪.‬‬ ‫ﻣﺰود ﲟﻌﻠﻢ‬

‫اﳌﺴﺎﻓﺔ ﺑﲔ ﻧﻘﻄﺘﲔ ‪ A‬و‪ b‬ذات اﻟﻔﺎﺻﻠﺘﲔ ‪ a‬و‪ b‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ ﻣﻦ ﻣﺴﺘﻘﻴﻢ ّ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺒﺮﻫﻨﺔ ‪:10‬‬
‫)‪ (O,I‬ﺗﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ‪. AB = a − b = b − a :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫) (‬ ‫) ( ) (‬
‫أﻣﺜﻠﺔ‪:‬ﻟﺘﻜﻦ اﻟﻨﻘﻄﺘﲔ ‪ A −5‬و ‪ B −2‬ﻟﺪﻳﻨﺎ‪AB = −5 − −2 = −2 − −5 = 3 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪.4‬اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻋﺪدﻳﻦ‬ ‫( ‪.‬‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﳌﺴﺎﻓﺔ ﺑﲔ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﲔ ‪ a‬و‪ b‬ﺗﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ ‪d a, b = a − b = b − a‬‬
‫‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺣﻘﻴﻘﻴﻴﻦ )‪10‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫( ‪.‬‬ ‫)‬ ‫(‬ ‫)‬
‫أﻣﺜﻠﺔ‪d 4;5 = 4 − 5 = 5 − 4 = 1 ; d 0; −3 = 0 − (−3) = 3 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪.5‬اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ‪ ،‬اﻟﻤﺴﺎﻓﺔ‪ ،‬اﻟﻤﺠﺎل واﻟﺤﺼﺮ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /9‬اﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﺨﺘﻠﻒ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ‪r ∈ ℝ + ; c ∈ ℝ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺒﺮﻫﻨﺔ ‪:11‬‬
‫اﻟﻨﺼﻮص )‪8‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫]‬
‫ﻣﻦ أﺟﻞ ﻛﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x − c ≤ r : x‬ﻣﻌﻨﺎﻩ ‪. x ∈ c - r ; c + r :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أﻣﺜﻠﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫]‬
‫‪ x − 2 ≤ 1‬ﻣﻌﻨﺎﻩ ‪ −1 ≤ x − 3 ≤ 1‬أي ‪. x ∈ 2; 4‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫[‬ ‫]‬
‫‪ x ≤ 4‬ﻣﻌﻨﺎﻩ ‪ −4 ≤ x ≤ 4‬أي ‪. x ∈ −4; 4‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫اﻟﺘﻤﺮﻳﻦ ‪ 53 – 65‬ﺻﻔﺤﺔ ‪46‬‬ ‫اﻟﺘﻤﺮﻳﻦ ‪ 50‬ص ‪45‬‬
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‫ﻛﻞ ﳎﺎل ]‪ [a ; b‬ﻳﺘﻤﻴﺰ ب‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.6‬ﻋﻨﺎﺻﺮ اﻟﻤﺠﺎل‪:‬‬
‫‪ /10‬ﻋﻨﺎﺻﺮ اﻟﻤﺠﺎل‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a +b‬‬
‫)‪10‬د( ‪ +‬أﻣﺜﻠﺔ‬

‫‪.‬‬ ‫=‪c‬‬ ‫اﻟﻤﺮﻛﺰ‪ :‬وﻫﻮ اﻟﻌﺪد اﳊﻘﻴﻘﻲ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‪.‬‬ ‫)‬
‫‪b −a b −a‬‬ ‫ﻃﻮﻟﻪ‪ :‬وﻫﻮ اﻟﻌﺪد اﳊﻘﻴﻘﻲ اﳌﻮﺟﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b −a‬‬
‫=‪r‬‬ ‫ﻧﺼﻒ ﻗﻄﺮﻩ‪ :‬وﻫﻮ اﻟﻌﺪد اﳊﻘﻴﻘﻲ اﳌﻮﺟﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ‪ . r ∈ ℝ + ; c ∈ ℝ‬ﻧﻌﺮف ﻣﻦ أﺟﻞ ﻛﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x‬اﻟﻨﺼﻮص اﳌﻮاﻟﻴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.7‬ﺣﻮﺻﻠﺔ ﻋﺎﻣﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺘﻜﺎﻓﺌﺔ‪:‬‬
‫[‬ ‫‪] ℵ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫<<<< ﳎﺎل‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪x ∈ c −r ; c +r‬‬
‫‪ /11‬ﺧﻼﺻﺔ وﻧﺘﻴﺠﺔ ﻋﺎﻣﺔ‬
‫‪ℵ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪c‬‬ ‫<<<ﺣﺼﺮ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬‫‪c −r ≤ x ≤ c +r‬‬
‫)‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪c-r‬‬ ‫‪c+r‬‬ ‫( <<<<<< ﻣﺴﺎﻓﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪d c; x ≤ r‬‬ ‫)‬ ‫‪ℵ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫<<<<<< ﻗﻴﻤﺔ ﻣﻄﻠﻘﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪x −c ≤ r ℵ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل ﺗﻄﺒﻴﻘﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ‬ ‫اﻟﻤﺴﺎﻓﺔ‬ ‫اﻟﺤﺼﺮ‬ ‫اﻟﻤﺠﺎل‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﻟﺘﻤﺜﻴﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪3 7‬‬ ‫‪ 3 7‬‬
‫[‬ ‫]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫≤ ‪x−‬‬ ‫≤ ‪d x ; ‬‬ ‫‪−2 ≤ x ≤ 5‬‬ ‫‪x ∈ −2;5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ 64 - 63‬اﻟﺼﻔﺤـ ـ ـ}‪ {46‬ـ ــﺔ‬ ‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .8‬ﺗﻤﺎرﻳﻦ ﺗﻄﺒﻴﻘﻴﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﺜﺒﻴـﺖ اﻟﻤﻜﺘﺴﺒﺎت‬ ‫‪ 81 –69‬اﻟﺼﻔﺤـ ـ ـ}‪ {47‬ـ ــﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬ ‫‪www.mathonec.com‬‬ ‫ت‬ ‫وا‬ ‫ا ط‬ ‫‪ .2‬ا‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﻛﺘﻮﺑﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬أﻛﺘﻮﺑﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪15‬‬ ‫رﻗﻢ اﻟﻤﺬﻛﺮة‪:‬‬ ‫‪.‬‬ ‫ا‬ ‫ت‪-‬ا‬ ‫–ا‬ ‫اﻟﺒﺎب‪ :02‬ا‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﺗﻄﺒﻴﻘﻴﺎت ‪ -‬ﺣﻞ ﻣﻌﺎدﻻت وﻣﺘﺮاﺟﺤﺎت ﺗﺘﻀﻤﻦ ﻗﻴﻤﺔ ﻣﻄﻠﻘﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬ﺣﻞ ﻣﻌﺎدﻻت وﻣﺘﺮاﺟﺤﺎت ﻣﻦ اﻟﺪرﺟﺔ اﻷوﻟﻰ ﺑﻤﺠﻬﻮل واﺣﺪ ﺗﺘﻀﻤﻦ اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ‪.‬‬ ‫اﻟﻜﻔﺎءات‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪/1‬ﻣﻌﺎدﻻت وﻣﺘﺮاﺟﺤﺎت ﺗﺘﻀﻤﻦ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺣﺪد ﳎﻤﻮﻋﺔ اﻷﻋﺪاد اﻟﱵ ﲢﻘﻖ‪. x ≤ 3 ; x = 1 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻗﻴﻤﺔ ﻣﻄﻠﻘﺔ )‪5‬د(‪.‬‬ ‫‪ -‬ﻛﻴﻒ ﻧﺴﻤﻲ اﻟﻌﺒﺎرات اﻟﺴﺎﺑﻘﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬ر ـــن‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬ﻃﺮﻳﻘﺔ اﻟﺤﻞ )‪12‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬أوﺟﺪ ﺣﻞ اﻟﻤﻌﺎدﻻت و اﻟﻤﺘﺮاﺟﺤﺎت اﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﺣﻞ ﻣﻌﺎدﻻت وﻣﺘﺮاﺟﺤﺎت ﻣﻦ اﻟﺪرﺟﺔ اﻷوﻟﻰ ﺑﻤﺠﻬﻮل واﺣﺪ ﺗﺘﻀﻤﻦ اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ‪.‬‬

‫‪1/ x + 3 = 4‬‬ ‫‪; 2/ x + 3 = x − 5 ; 3/ x + 3 ≺ x − 5‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬
‫‪4 / x −1 = 3‬‬ ‫‪; 3/ x − 2 ≤ 1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫@@‬
‫‪ /3‬ﻃﺮﻳﻘﺔ ﺣﻞ ﻣﻌﺎدﻻت وﻣﺘﺮاﺟﺤﺎت‬

‫@@‬
‫ﺗﺘﻀﻤﻦ ﻗﻴﻤﺔ ﻣﻄﻠﻘﺔ)‪7‬د(‪.‬‬

‫‪.1‬ﻃﺮﻳﻘﺔ اﻟﺤﻞ‪ :‬ﺣﻞ ﻣﻌﺎدﻻت أو وﻣﱰاﺟﺤﺎت ﺗﺘﻀﻤﻦ ﻗﻴﻤﺔ ﻣﻄﻠﻘﺔ ﻳﻌﲏ اﻟﺘﻌﺒﲑ ﻋﻦ اﻟﻘﻴﻢ اﳌﻄﻠﻘﺔ ﺑﻌﺒﺎرات‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺑﻌﺒﺎرات اﳌﺴﺎﻓﺔ ﺑﲔ ﻧﻘﻄﺘﲔ‪.‬‬ ‫اﳌﺴﺎﻓﺔ ﻋﻠﻰ اﳌﺴﺘﻘﻴﻢ اﻟﻌﺪدي وﺗﱰﺟﻢ اﳌﺴﺎوﻳﺎت أو اﳌﺘﺒﺎﻳﻨﺎت‬
‫……………………………‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻄﺒﻴﻘﺎت‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻤﺮﻳﻦ ‪ 51‬ﺻﻔﺤﺔ ‪.45‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﻳﺠﺎد ﻣﺠﻤﻮﻋﺔ أﻋﺪد ﻣﻌﺮﻓﺔ ﺑﻘﻴﻤﺔ ﻣﻄﻠﻘﺔ وﻣﺘﺒﺎﻳﻨﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻤﺮﻳﻦ ‪ 52‬ﺻﻔﺤﺔ ‪45‬‬
‫إﻳﺠﺎد اﻷﻋﺪاد اﻟﺘﻲ ﺗﺤﺪد ﻣﺴﺎوﻳﺎت ﺑﺎﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ‪.‬‬
‫‪ /4‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف – أﻣﺜﻠﺔ‬ ‫ﺗﻤﺮﻳﻦ ‪ 65‬ﺻﻔﺤﺔ ‪:46‬‬
‫ﺗﻄﺒﻴﻘﻴﺔ‪-‬‬
‫ﺣﺼﺮ أﻋﺪاد ﺑﺤﺼﺮ ﻣﻌﻄﻰ ﻣﺴﺒﻘﺎ‪.‬‬
‫ﺗﻤﺮﻳﻦ‪ 65‬ﺻﻔﺤﺔ ‪46‬‬
‫‪…………………….……………………………………………………………......‬‬
‫اﻟﺘﺒﺮﻳﺮ أو اﻟﺒﺮﻫﺎن ﻋﻠﻰ ﺻﺤﺔ ﻣﺴﺎوﻳﺎت ﺑﺎﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻤﺮﻳﻦ ‪ 81‬ﺻﻔﺤﺔ ‪:47‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺘﻌﺒﻴﺮ ﻋﻦ ﻧﺼﻮص ﻣﺨﺘﻠﻔﺔ ﺑﺎﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫ط‬ ‫ن‬ ‫ت‬ ‫د ت و را‬ ‫‪ .1‬ل‬
 ‫ﻣﺆﺷﺮات‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.3‬اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ‪:‬‬
‫‪ /7‬ﻣﻔﻬﻮم اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ‬
‫ﻧﻘﻄﺘﻴﻦ )‪10‬د(‪.‬‬ ‫ﻣﺰود ﲟﻌﻠﻢ‬
‫اﳌﺴﺎﻓﺔ ﺑﲔ ﻧﻘﻄﺘﲔ ‪ A‬و‪ b‬ذات اﻟﻔﺎﺻﻠﺘﲔ ‪ a‬و‪ b‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ ﻣﻦ ﻣﺴﺘﻘﻴﻢ ّ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺒﺮﻫﻨﺔ ‪:10‬‬
‫)‪ (O,I‬ﺗﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ‪. AB = a − b = b − a :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫) (‬ ‫) ( ) (‬
‫أﻣﺜﻠﺔ‪:‬ﻟﺘﻜﻦ اﻟﻨﻘﻄﺘﲔ ‪ A −5‬و ‪ B −2‬ﻟﺪﻳﻨﺎ‪AB = −5 − −2 = −2 − −5 = 3 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.4‬اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻋﺪدﻳﻦ‬ ‫( ‪.‬‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﳌﺴﺎﻓﺔ ﺑﲔ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﲔ ‪ a‬و‪ b‬ﺗﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ ‪d a, b = a − b = b − a‬‬
‫‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺣﻘﻴﻘﻴﻴﻦ )‪10‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫( ‪.‬‬ ‫)‬ ‫(‬ ‫)‬
‫أﻣﺜﻠﺔ‪d 4;5 = 4 − 5 = 5 − 4 = 1 ; d 0; −3 = 0 − (−3) = 3 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.5‬اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ‪ ،‬اﻟﻤﺴﺎﻓﺔ‪ ،‬اﻟﻤﺠﺎل واﻟﺤﺼﺮ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /9‬اﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﺨﺘﻠﻒ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ‪r ∈ ℝ + ; c ∈ ℝ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺒﺮﻫﻨﺔ ‪:11‬‬
‫اﻟﻨﺼﻮص )‪8‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫]‬
‫ﻣﻦ أﺟﻞ ﻛﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x − r ≤ r : x‬ﻣﻌﻨﺎﻩ ‪. x ∈ c - r ; c + r :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أﻣﺜﻠﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫]‬
‫‪ x − 2 ≤ 1‬ﻣﻌﻨﺎﻩ ‪ −1 ≤ x − 3 ≤ 1‬أي ‪. x ∈ 2; 4‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫]‬
‫‪ x ≤ 4‬ﻣﻌﻨﺎﻩ ‪ −4 ≤ x ≤ 4‬أي ‪. x ∈ −4; 4‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺘﻤﺮﻳﻦ ‪ 53 – 65‬ﺻﻔﺤﺔ ‪46‬‬ ‫اﻟﺘﻤﺮﻳﻦ ‪ 50‬ص ‪45‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻛﻞ ﳎﺎل ]‪ [a ; b‬ﻳﺘﻤﻴﺰ ب‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.6‬ﻋﻨﺎﺻﺮ اﻟﻤﺠﺎل‪:‬‬
‫‪ /10‬ﻋﻨﺎﺻﺮ اﻟﻤﺠﺎل‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a +b‬‬
‫)‪10‬د( ‪ +‬أﻣﺜﻠﺔ‬

‫‪.‬‬ ‫=‪c‬‬ ‫اﻟﻤﺮﻛﺰ‪ :‬وﻫﻮ اﻟﻌﺪد اﳊﻘﻴﻘﻲ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‪.‬‬ ‫)‬
‫‪b −a b −a‬‬ ‫ﻃﻮﻟﻪ‪ :‬وﻫﻮ اﻟﻌﺪد اﳊﻘﻴﻘﻲ اﳌﻮﺟﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b −a‬‬
‫=‪r‬‬ ‫ﻧﺼﻒ ﻗﻄﺮﻩ‪ :‬وﻫﻮ اﻟﻌﺪد اﳊﻘﻴﻘﻲ اﳌﻮﺟﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ‪ . r ∈ ℝ + ; c ∈ ℝ‬ﻧﻌﺮف ﻣﻦ أﺟﻞ ﻛﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x‬اﻟﻨﺼﻮص اﳌﻮاﻟﻴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.7‬ﺣﻮﺻﻠﺔ ﻋﺎﻣﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺘﻜﺎﻓﺌﺔ‪:‬‬
‫[‬ ‫‪] ℵ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫<<<< ﳎﺎل‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪x ∈ c −r ; c +r‬‬
‫‪ /11‬ﺧﻼﺻﺔ وﻧﺘﻴﺠﺔ‬
‫‪ℵ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪c‬‬ ‫<<<ﺣﺼﺮ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬‫‪c −r ≤ x ≤ c +r‬‬
‫ﻋﺎﻣﺔ )‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪c-r‬‬ ‫‪c+r‬‬ ‫( <<<<<< ﻣﺴﺎﻓﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪d c; x ≤ r‬‬ ‫)‬ ‫‪ℵ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫<<<<<< ﻗﻴﻤﺔ ﻣﻄﻠﻘﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪x −c ≤ r ℵ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل ﺗﻄﺒﻴﻘﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ‬ ‫اﻟﻤﺴﺎﻓﺔ‬ ‫اﻟﺤﺼﺮ‬ ‫اﻟﻤﺠﺎل‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﻟﺘﻤﺜﻴﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪3 7‬‬ ‫‪ 3 7‬‬
‫[‬ ‫]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫≤ ‪x−‬‬ ‫≤ ‪d x ; ‬‬ ‫‪−2 ≤ x ≤ 5‬‬ ‫‪x ∈ −2;5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ 64 - 63‬اﻟﺼﻔﺤـ ـ ـ}‪ {46‬ـ ــﺔ‬ ‫ر ـــن ط ــ ‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.8‬‬
‫ﺗﺜﺒﻴـﺖ اﻟﻤﻜﺘﺴﺒﺎت‬
‫‪ 81 –69‬ص ‪47‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻧﻮﻓﻤﺒﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬أﻛﺘﻮﺑﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪16‬‬ ‫رﻗﻢ اﻟﻤﺬﻛﺮة‪:‬‬ ‫ا وال‪.‬‬ ‫ت‬ ‫اﻟﺒﺎب‪:03‬‬
‫اﻟﻤـ ــﺪة‪ 3 :‬ﺳـ]‪[3h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﻣﻔﻬﻮم داﻟﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫ﺗﻌﺮﻳﻒ ﻣﻔﻬﻮم داﻟﺔ وﻣﺠﻤﻮﻋﺔ ﺗﻌﺮﻳﻔﻬﺎ‪ ،‬ﻣﺠﻤﻮﻋﺔ ﻗﻴﻤﻬﺎ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪/1‬ﻣﻔﻬﻮم داﻟﺔ ﻟﻤﻌﺎرف ﺳﺎﺑﻘﺔ‬

‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻣﻌﲎ داﻟﺔ؟ )ﻛﻞ ﻣﺎ ﻟﻪ دﻻﻟﺔ ﺑﺸﻲء آﺧﺮ ﻟﻐﻮﻳﺎً(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻜﺘﺴﺒﺔ )‪5‬د(‪.‬‬ ‫‪ -‬ﻛﻴﻒ ﻳﺘﻢ ﺗﻌﺮﻳﻒ داﻟﺔ رﻳﺎﺿﻴﺎ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ط ]‪01‬‬ ‫‪ .2‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪: [50‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬دراﺳﺔ ﻣﻔﻬﻮم ﻗﻴﻤﺔ ﺑﺪﻻﻟﺔ ﻗﻴﻤﺔ‬ ‫‪ .1‬دراﺳﺔ ﻧﺒﻀﺎت ﻗﻠﺐ ﻋﺪاء أﺛﻨﺎء ﻗﻄﻊ ﻣﺴﺎﻓﺔ ‪.400m‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫أﺧﺮى )‪12‬د(‬ ‫‪ .2‬رﺳﻢ ﺗﻤﺜﻴﻞ ﺑﻴﺎﻧﻲ – اﻟﻤﺴﺎﻓﺔ ﺑﺪﻻﻟﺔ ﺗﻮاﺗﺮ اﻟﻨﺒﻀﺎت‪ -‬دراﺳﺘﻪ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻬﺪف‪ :‬اﻟﺘﻄﺮق إﻟﻰ ﻣﻔﻬﻮم داﻟﺔ ﺑﻜﻞ اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫@@‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ D‬ﳎﻤﻮﻋﺔ ﺟﺰﺋﻴﺔ ﻣﻦ ‪ .R‬ﻧﻌﺮف داﻟﺔ ‪ f‬ﻋﻠﻰ ‪ D‬ﺑﺈرﻓﺎق ﻛﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x‬ﻣﻦ ‪ D‬ﺑﻌﺪد‬ ‫‪.1‬ﺗﻌﺮﻳﻒ‪:‬‬
‫‪ /3‬ﻣﻔﻬﻮم داﻟﺔ رﻳﺎﺿﻴﺎ واﻟﻤﺼﻄﻠﺤﺎت‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﺗﻌﺮﻳﻒ ﻣﻔﻬﻮم داﻟﺔ وﻣﺠﻤﻮﻋﺔ ﺗﻌﺮﻳﻔﻬﺎ‪ ،‬ﻣﺠﻤﻮﻋﺔ ﻗﻴﻤﻬﺎ‪.‬‬

‫) (‬
‫ﺣﻘﻴﻘﻲ وﺣﻴﺪ‪ ،‬ﻧﺮﻣﺰ ﻟﻪ ب‪ f x :‬وﻧﻜﺘﺐ‪. f : x → f x :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫اﻟﻤﺴﺘﻌﻤﻠﺔ )‪20‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ .2‬ﻣﺼﻄﻠﺤﺎت وﺗﻌﺎﺑﻴــﺮ‪:‬‬
‫ﻧﺮﻣﺰ ﻏﺎﻟﺒﺎ إﱃ داﻟﺔ ﺑﺎﻟﺮﻣﻮز‪....h , g, f :‬‬

‫ﻣﻦ أﺟﻞ ‪ D‬ﺟﺰء ﻣﻦ ‪ R‬و ‪ f‬داﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ D‬اﳋﻮاص اﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪1‬‬
‫) (‬
‫ﻧﺴﻤﻲ ‪ D‬ﻣﺠﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ اﻟﺪاﻟﺔ ‪ f‬وﻧﻜﺘﺐ‪ <<<< . D f :‬اﳌﻌﲎ ‪ +‬ﻣﺜﺎل‪. f x = :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x‬‬ ‫……………………………‬
‫‪ /4‬ﻣﺠﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ ‪ +‬ﺗﺮﻣﻴﺰ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫وﺧﺼﺎﺋﺺ ﻋﻠﻰ اﻟﺪوال‬

‫إذا ﻛﺎن ‪ x‬ﻋﻨﺼﺮ ﻣﻦ ‪ ،D‬ﻧﺴﻤﻲ اﻟﻌﺪد ‪ f x‬ﺻﻮرة ‪ x‬ﺑﺎﻟﺪاﻟﺔ ‪. f‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻛﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ y‬ﺻﻮرة ﻟﻌﺪد ‪ x‬ﺑﺎﻟﺪاﻟﺔ ‪ . f‬ﻧﻘﻮل أن ‪ x‬ﺳﺎﺑﻘﺔ ﻟﻠﻌﺪد ‪ y‬ﺑﺎﻟﺪاﻟﺔ ‪. f‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪f :D → R‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﰲ ﻫﺬﻩ اﻟﻜﺘﺎﺑﺔ ‪ x‬ﳝﺜﻞ اﻟﻤﺘﻐﻴّﺮ و ‪ y‬ﻣﺮﺗﺒﻂ ﺑﻪ‪.‬‬ ‫ﻛﻞ داﻟﺔ ‪ x‬ﺗﻜﺘﺐ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x→y =f x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .3‬ﺗﻌﺮﻳﻒ داﻟﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫داﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﳎﺎل ]‪[ −2 ; 2‬‬ ‫‪f‬‬ ‫‪ -1.3‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺪﺳﺘﻮر‪ :‬ﻟﺘﻜﻦ‬
‫ﺑﺎﻟﺸﻜﻞ‪: f ( x ) = x 2 + 2x + 1 :‬‬
‫ﻫﻲ ا‪‬ﺎل ]‪ [ −2 ; 2‬أي‪. D f = [ −2 ; 2] :‬‬ ‫‪f‬‬ ‫ﳎﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ اﻟﺪاﻟﺔ‬
‫‪ /5‬ﻣﺨﺘﻠﻒ اﻟﺘﻌﺎرﻳﻒ ﻟﻠﺪوال‬
‫)‪20‬د(‬ ‫ﳒﺪ‬ ‫‪x = −2‬‬ ‫ﺑﻘﻴﻤﺔ‬ ‫‪x 2 + 2x + 1‬‬ ‫ﻣﻦ ]‪ [ −2 ; 2‬ﻧﺮﻓﻖ اﻟﻌﺪد‬ ‫‪x‬‬ ‫ﻣﻦ أﺟﻞ ﻛﻞ ﻋﺪد‬
‫‪…………………….……………………………………………………………......‬‬
‫‪.‬‬ ‫) ( ‪ .‬ﻧﻘﻮل ‪ 1‬ﻫﻮ ﺻﻮرة اﻟﻌﺪد ‪ 2-‬ﺑﺎﻟﺪاﻟﺔ‬
‫‪f −2 = 1‬‬ ‫) ( ) ( ﻧﻜﺘﺐ‬
‫‪f −2 = −2 + 2 −2 + 1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪f‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬
‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﻛﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ﻣﻦ ﳎﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ ﻟﻪ ﺻﻮرة واﺣﺪة ﻋﻠﻰ اﻷﻛﺜﺮ‪ ،‬ﳝﻜﻦ أن ﻳﻜﻮن ﻟﻠﺼﻮرة ﻋﺪة‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺳﻮاﺑﻖ‪.‬‬
‫‪f ( 2 ) = 4‬‬
‫‪ f ( x ) = x 2 Avec ‬ﻧﻼﺣﻆ أن اﻟﻌﺪد ‪ 4‬ﻫﻮ ﺻﻮرة ﻟﻠﻌﺪدﻳﻦ‪ 2- :‬و‪.3‬‬ ‫ﻣﺜﺎل‪:‬‬
‫‪f ( −2 ) = 4‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫وم دا‬ ‫‪.1‬‬
 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -/2.3‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺎﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ‪:‬‬
‫ﻛﻞ داﻟﺔ ﳝﻜﻦ أن ﲤﺜﻞ ﲟﻨﺤﲎ ﺑﻴﺎﱐ ‪ :‬اﳌﻨﺤﲎ اﳌﻘﺎﺑﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫[‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﳎﺎل ]‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-2 ; 2‬‬ ‫ﻣﻨﺤﲎ اﻟﺪاﻟﺔ‬ ‫‪h‬‬
‫‪ /6‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﻤﻨﺤﻨﺎﻫﺎ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺒﻴﺎﻧﻲ )‪7‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫وﻧﻘﺮأ ﻣﻦ اﳌﻨﺤﲎ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫)(‬
‫‪h −2 =−2 ; h −1 = 2 ; h 0 = 0 ; h 1 =−2‬‬ ‫)(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﳝﻜﻦ اﻟﻮﺻﻮل إﱃ اﻟﺼﻮرة أو اﻟﺴﺎﺑﻘﺔ اﻧﻄﻼﻗﺎ ﻣﻦ اﳌﻨﺤﲎ اﻟﺒﻴﺎﱐ ﻟﻠﺪاﻟﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ -/3.3‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺈﺟﺮاء ﺣﺴﺎب‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻄﺮود اﻟﺒﺮﻳﺪﻳﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻧﻔﺮض ﻣﺜﻼ اﻟﺘﻌﺮﻳﻔﺎت اﳌﻘﺎﺑﻠﺔ ﻟﱪﻳﺪ اﳉﺰاﺋﺮ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻮزن )‪(kg‬‬ ‫اﻟﺘﻌﺮﻳﻔﺔ )‪(DA‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﱃ ﻏﺎﻳﺔ ‪5‬‬ ‫‪25‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻫﻮ اﻟﻮزن ﻧﻌﺮف‪:‬‬ ‫ﺑﺄﺧﺬ اﳌﺘﻐﲑ‬ ‫‪x‬‬
‫‪ /7‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺈﺟﺮاء‬
‫[‬ ‫اﳌﻌﺮﻓﺔ ﻋﻠﻰ ا‪‬ﺎل ]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]5 ; 10‬‬ ‫‪40‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0 ; 30‬‬ ‫ﻧﻘﻮل اﻟﺪاﻟﺔ‬ ‫‪p‬‬
‫ﺣﺴﺎب )‪7‬د(‬ ‫]‪]10 ; 15‬‬ ‫‪62‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]15 ; 20‬‬ ‫‪83‬‬
‫ﻫﻲ ‪62‬‬ ‫ﻧﻘﻮل ﺻﻮرة ‪ 12‬ﺑﺎﻟﺪاﻟﺔ‬ ‫‪p‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]20 ; 30‬‬ ‫‪110‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬ ‫اﻟﻌﺪد ‪ 10‬ﻟﻴﺲ ﻟﻪ ﺳﻮاﺑﻖ ﺑﺎﻟﺪاﻟﺔ‬
‫‪p‬‬

‫]‬ ‫ﻧﻘﻮل ﺳﻮاﺑﻖ اﻟﻌﺪد ‪ 40‬ﻫﻲ ﻛﻞ اﻷﻋﺪاد اﳊﻘﻴﻘﻴﺔ اﶈﺼﻮرة ب‪] :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5 ; 10‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬اﺳﺘﻌﻤﺎل آﻟﺔ ﺣﺎﺳﺒﺔ ﺑﻴﺎﻧﻴﺔ‬ ‫‪TABLE‬‬‫‪.‬‬ ‫ھ م‪ :‬ﰲ آﻟﺔ ﺣﺎﺳﺒﺔ ﺑﻴﺎﻧﻴﺔ ﻳﻈﻬﺮ ﺟﺪول ﻗﻴﻢ داﻟﺔ ﺑﺎﻟﻠﻤﺴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺘﺤﺪﻳﺪ ﻣﺠﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺪراﺳﺔ داﻟﺔ ﻳﺠﺐ ﺗﻌﺮﻳﻒ ﻋﺪة ﺧﻮاص ﻣﻨﻬﺎ ﻣﺠﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ‬ ‫ﺧﻼﺻﺔ‪:‬‬
‫‪ /9‬ﺣﻮﺻﻠﺔ ﻋﺎﻣﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﻣﻌﺮﻓﺔ ﺗﺤﺪﻳﺪ اﻟﺴﻮاﺑﻖ واﻟﺼﻮر وﻛﺬا ﺗﺤﺪﻳﺪ اﻟﺪﺳﺘﻮر اﻟﻤﻌﺮف ﻟﻠﺪاﻟﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ /10‬ﺗﺜﺒﻴﺖ اﻟﻤﻌﺎرف‬
‫‪ 12 - 11‬اﻟﺼﻔﺤـ ـ ـ}‪ {72‬ـ ــﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ر ـــن ط ــ ‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪:‬‬ ‫‪.8‬‬
‫‪ 19 – 15 –14‬ص ‪74‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫وم دا‬ ‫‪.2‬‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻧﻮﻓﻤﺒﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬أﻛﺘﻮﺑﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪17‬‬ ‫رﻗﻢ اﻟﻤﺬﻛﺮة‪:‬‬ ‫ا وال‪.‬‬ ‫ت‬ ‫اﻟﺒﺎب‪:03‬‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﺗﻌﻴﻴﻦ ﻣﺠﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ داﻟﺔ وﺣﺴﺎب ﺻﻮرة أو ﺳﺎﺑﻘﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫ﻃﺮﻳﻘﺔ ﺗﻌﻴﻴﻦ ﻣﺠﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ داﻟﺔ وﻃﺮق ﺣﺴﺎب ﺻﻮرة أو ﺳﺎﺑﻘﺔ أﻋﺪاد ﺣﻘﻴﻘﻴﺔ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﺪرس اﻟﻤﺎﺿﻲ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﻦ ﻳﺬﻛﺮﻧﺎ ﺑﺎﻟﺪرس اﳌﺎﺿﻲ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫)‪5‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -‬ﻣﺎ ﻣﻌﲎ ﳎﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ داﻟﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫رح[ ‪:‬‬ ‫ط]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .2‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺪوال اﻟﺘﺎﻟﻴﺔ ﻣﻌﺮﻓﺔ ﻛﻠﻤﺎ ﻛﺎن ﺣﺴﺎب اﻟﺼﻮرة ﻣﻤﻜﻨﺎ ﻓﻲ ‪ ، ℝ‬ﻋﻴﻦ ﻣﺠﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ ﻟﻜﻞ ﻣﻨﻬﺎ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬ﻃﺮق ﺗﻌﻴﻴﻦ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪4‬‬ ‫‪3‬‬
‫ﻣﺠﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ داﻟﺔ‬ ‫) (‬
‫‪h x = x + 1 − 4 /3‬‬ ‫‪g : x → 2 /2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬‫‪f : x → x 2 − x /1‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﻃﺮﻳﻘﺔ ﺗﻌﻴﻴﻦ ﻣﺠﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ داﻟﺔ وﻃﺮق ﺣﺴﺎب ﺻﻮرة أو ﺳﺎﺑﻘﺔ أﻋﺪاد ﺣﻘﻴﻘﻴﺔ‪.‬‬

‫)‪10‬د(‬ ‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪2‬‬
‫‪2x + 1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪1‬‬
‫= ‪p x‬‬ ‫) (‬ ‫‪/5‬‬ ‫‪k x = x + /4‬‬ ‫) (‬
‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x x +1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x‬‬
‫) (‬
‫‪ /3‬ﺣﺴﺎب اﻟﺼﻮرة وﺗﻌﻴﻴﻦ‬

‫= ‪f x‬‬ ‫ﻟﺘﻜﻦ ‪ f‬داﻟﺔ ﺣﻴﺚ‪:‬‬

‫ﺳﻮاﺑﻖ اﻟﻤﻤﻜﻨﺔ )‪7‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x +2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ 1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ o‬أﺣﺴﺐ ﺻﻮرة اﻷﻋﺪاد‪.0 ،2 ،  −  :‬‬
‫‪‬‬‫‪2‬‬ ‫‪‬‬
‫‪ o‬أﺣﺴﺐ إن وﺟﺪت ﺳﻮاﺑﻖ اﻟﻌﺪد‪.3‬‬

‫‪…………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﺘﻤﻌﻦ ﰲ دﺳﺘﻮرﻫﺎ ﺣﻴﺚ‪:‬‬ ‫ﻟﺘﻌﻴﲔ ﳎﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ داﻟﺔ‬
‫……………………………‬ ‫‪.1‬ﺗﻌﻴﻴﻦ ﻣﺠﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ داﻟﺔ‪:‬‬
‫‪ /4‬ﺧﻼﺻﺔ ﺣﻮل ﺗﻌﻴﻴﻦ ﻣﺠﻤﻮﻋﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﺒﺎرة أو دﺳﺘﻮر اﻟﺪاﻟﺔ ﻳﺘﻀﻤﻦ ﻣﻘﺎﻣﺎ ﲟﺘﻐﲑ ‪ ، x‬ﳚﺐ رﻓﺾ ﻛﻞ اﻟﻘﻴﻢ ل ‪ x‬اﻟﱵ ﺗﻌﺪم اﳌﻘﺎم‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻌﺮﻳﻒ داﻟﺔ )‪7‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﺒﺎرة اﻟﺪاﻟﺔ ﺗﺘﻀﻤﻦ ﺟﺬرا ﺗﺮﺑﻴﻌﻴﺎ ﻳﻈﻬﺮ ﲢﺘﻪ اﳌﺘﻐﲑ ‪ ، x‬ﻧﺮﻓﺾ ﻛﻞ اﻟﻘﻴﻢ ل ‪ x‬اﻟﱵ ﲡﻌﻞ ﻣﺎ ﲢﺖ اﳉﺬر‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻋﺪدا ﺳﺎﻟﺒﺎ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬ﺣﺴﺎب ﺻﻮرة أو ﺳﺎﺑﻘﺔ‪:‬‬
‫ﳊﺴﺎب ﺻﻮرة ﻋﺪد ‪ a‬ﻣﻦ ﳎﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ داﻟﺔ‪ ،‬ﻧﻌﻮض ﰲ ﻋﺒﺎرة اﻟﺪاﻟﺔ اﳌﺘﻐﲑ ‪ x‬ﺑﺎﻟﻌﺪد ‪.a‬‬
‫‪ /5‬ﻣﻠﺨﺺ ﻟﻄﺮق اﻟﺤﺴﺎب‬ ‫ﻟﺘﻌﻴﲔ اﻟﺴﻮاﺑﻖ اﳌﻤﻜﻨﺔ ﻟﻌﺪد ‪ ،b‬ﳓﻞ اﳌﻌﺎدﻟﺔ ‪ f ( x ) = b‬وﻧﺄﺧﺬ ﻓﻘﻂ اﻟﻘﻴﻢ أو اﳊﻠﻮل اﻟﱵ ﺗﻨﺘﻤﻲ إﱃ‬
‫)‪8‬د(‬
‫ﳎﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ اﻟﺪاﻟﺔ ‪. f‬‬

‫‪…………………….……………………………………………………………......‬‬
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‫ر ـــن ط ــ ‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 24 – 22 :‬اﻟﺼﻔﺤـ ـ ـ}‪ {72‬ـ ــﺔ‬ ‫‪.8‬‬

‫‪ /6‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف‬
‫‪ 27 –25‬ص ‪74‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫ا ر ف دا‬ ‫و‬ ‫ن‬ ‫‪.1‬‬
 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -/2.3‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺪﺳﺘﻮر‪:‬‬
‫ﻛﻞ داﻟﺔ ﳝﻜﻦ أن ﲤﺜﻞ ﲟﻨﺤﲎ ﺑﻴﺎﱐ ‪ :‬اﳌﻨﺤﲎ اﳌﻘﺎﺑﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫[‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﳎﺎل ]‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-2 ; 2‬‬ ‫ﻣﻨﺤﲎ اﻟﺪاﻟﺔ‬ ‫‪h‬‬
‫‪ /6‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﻤﻨﺤﻨﺎﻫﺎ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺒﻴﺎﻧﻲ )‪7‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫وﻧﻘﺮأ ﻣﻦ اﳌﻨﺤﲎ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫)(‬
‫‪h −2 =−2 ; h −1 = 2 ; h 0 = 0 ; h 1 =−2‬‬ ‫)(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﳝﻜﻦ اﻟﻮﺻﻮل إﱃ اﻟﺼﻮرة أو اﻟﺴﺎﺑﻘﺔ اﻧﻄﻼﻗﺎ ﻣﻦ اﳌﻨﺤﲎ اﻟﺒﻴﺎﱐ ﻟﻠﺪاﻟﺔ‪.‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ -/3.3‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺈﺟﺮاء ﺣﺴﺎب‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻄﺮود اﻟﺒﺮﻳﺪﻳﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻧﻔﺮض ﻣﺜﻼ اﻟﺘﻌﺮﻳﻔﺎت اﳌﻘﺎﺑﻠﺔ ﻟﱪﻳﺪ اﳉﺰاﺋﺮ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻮزن )‪(kg‬‬ ‫اﻟﺘﻌﺮﻳﻔﺔ )‪(DA‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﱃ ﻏﺎﻳﺔ ‪5‬‬ ‫‪25‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻫﻮ اﻟﻮزن ﻧﻌﺮف‪:‬‬ ‫ﺑﺄﺧﺬ اﳌﺘﻐﲑ‬ ‫‪x‬‬
‫‪ /7‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺈﺟﺮاء‬
‫[‬ ‫اﳌﻌﺮﻓﺔ ﻋﻠﻰ ا‪‬ﺎل ]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]5 ; 10‬‬ ‫‪40‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0 ; 30‬‬ ‫ﻧﻘﻮل اﻟﺪاﻟﺔ‬ ‫‪p‬‬
‫ﺣﺴﺎب )‪7‬د(‬ ‫]‪]10 ; 15‬‬ ‫‪62‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]15 ; 20‬‬ ‫‪83‬‬
‫ﻫﻲ ‪62‬‬ ‫ﻧﻘﻮل ﺻﻮرة ‪ 12‬ﺑﺎﻟﺪاﻟﺔ‬ ‫‪p‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]20 ; 30‬‬ ‫‪110‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬ ‫اﻟﻌﺪد ‪ 10‬ﻟﻴﺲ ﻟﻪ ﺳﻮاﺑﻖ ﺑﺎﻟﺪاﻟﺔ‬
‫‪p‬‬

‫]‬ ‫ﻧﻘﻮل ﺳﻮاﺑﻖ اﻟﻌﺪد ‪ 40‬ﻫﻲ ﻛﻞ اﻷﻋﺪاد اﳊﻘﻴﻘﻴﺔ اﶈﺼﻮرة ب‪] :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5 ; 10‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ /8‬اﺳﺘﻌﻤﺎل آﻟﺔ ﺣﺎﺳﺒﺔ ﺑﻴﺎﻧﻴﺔ‬ ‫‪TABLE‬‬ ‫ھ م‪ :‬ﰲ آﻟﺔ ﺣﺎﺳﺒﺔ ﺑﻴﺎﻧﻴﺔ ﻳﻈﻬﺮ ﺟﺪول ﻗﻴﻢ داﻟﺔ ﺑﺎﻟﻠﻤﺴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺘﺤﺪﻳﺪ ﻣﺠﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﺻ ‪ :‬ﻟﺪراﺳﺔ داﻟﺔ ﻳﺠﺐ ﺗﻌﺮﻳﻒ ﻋﺪة ﺧﻮاص ﻣﻨﻬﺎ ﻣﺠﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /9‬ﺣﻮﺻﻠﺔ ﻋﺎﻣﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫وﻣﻌﺮﻓﺔ ﺗﺤﺪﻳﺪ اﻟﺴﻮاﺑﻖ واﻟﺼﻮر وﻛﺬا ﺗﺤﺪﻳﺪ اﻟﺪﺳﺘﻮر اﻟﻤﻌﺮف ﻟﻠﺪاﻟﺔ‬
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‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

‫‪www.mathonec.com‬‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻧﻮﻓﻤﺒﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬ﻧﻮﻓﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪18‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا وال‬ ‫ت‬ ‫اﻟﺒﺎب‪:03‬‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ ﻟﺪاﻟﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫ﻃﺮﻳﻘﺔ ﺗﻤﺜﻴﻞ داﻟﺔ ﺑﻴﺎﻧﻴﺔ اﻧﻄﻼﻗﺎ ﻣﻦ دﺳﺘﻮرﻫﺎ وﻣﺠﻤﻮﻋﺔ ﺗﻌﺮﻳﻔﻬﺎ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﺪرس اﻟﻤﺎﺿﻲ‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﲟﺠﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ داﻟﺔ؟‬

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‫‪-‬‬ ‫‪.1‬‬
‫)‪5‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -‬ﰲ ﻣﺎذا ﻳﺘﻤﺜﻞ دور ﳎﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ ﻟﺪاﻟﺔ ﻣﺎ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫رح[ ‪:‬‬ ‫ط]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬ا‬
‫‪f :x → x 2 +x −3‬‬‫‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫داﻟﺔ ﻣﻌﺮﻓﺔ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪f‬‬ ‫ﻟﺘﻜﻦ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬ﺗﻤﺮﻳﻦ ﺗﻄﺒﻴﻘﻲ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺘﻤﺜﻴﻞ داﻟﺔ )‪10‬د(‬ ‫‪ o‬ﻋﲔ ﳎﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ اﻟﺪاﻟﺔ ‪. f‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﻃﺮﻳﻘﺔ ﺗﻤﺜﻴﻞ داﻟﺔ ﺑﻴﺎﻧﻴﺔ اﻧﻄﻼﻗﺎ ﻣﻦ دﺳﺘﻮرﻫﺎ وﻣﺠﻤﻮﻋﺔ ﺗﻌﺮﻳﻔﻬﺎ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ o‬ﻣﺜﻼ ﺑﻴﺎﻧﻴﺎ ﻣﻦ أﺟﻞ ﻋﺪة ﻗﻴﻢ‪ ،‬ﺑﺎﺧﺘﻴﺎر ﻣﻌﻠﻢ ﻣﻨﺎﺳﺐ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫]‬
‫‪ o‬اﺷﺮح ﻃﺮﻳﻘﺔ اﻟﺘﻤﺜﻴﻞ؟ ﰒ أﺳﺘﻨﺘﺞ اﻟﺘﻤﺜﻴﻞ اﳌﻨﺎﺳﺐ ﰲ ا‪‬ﺎل ‪. −2 ; 2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪.1‬ﺗﻤﺜﻴﻞ داﻟﺔ ﺑﻴﺎﻧﻴﺎً‪:‬‬

‫‪ /3‬ﺗﻌﺮﻳﻒ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ‬

‫‪…………………………………………………………………………………………………….……………………………………………………………......‬‬
‫……………………………‪ D‬ﺟﺰء ﻣﻦ ‪. R‬‬ ‫(‬
‫ﻟﻴﻜﻦ ﻣﻌﻠﻢ ﰲ اﳌﺴﺘﻮى ‪ O , I , J‬و ‪ f‬داﻟﺔ ﻣﻌﺮف ﻋﻠﻰ‬ ‫)‬
‫ﻟﺪاﻟﺔ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫)‬ ‫(‬ ‫)‬
‫ﻧﺴﻤﻲ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﱐ أو اﳌﻨﺤﲎ اﳌﻤﺜﻞ ﻟﻠﺪاﻟﺔ ‪ f‬ﰲ اﳌﻌﻠﻢ ‪ O , I , J‬ﳎﻤﻮﻋﺔ اﻟﻨﻘﻂ ‪ M x ; y‬ﺣﻴﺚ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪. y = f x avec x ∈ Df‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫(‬ ‫)‬ ‫) (‬ ‫(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‬
‫ﻧﺮﻣﺰ إﱃ ﻣﻨﺤﲎ داﻟﺔ ‪ f‬ﺑﺎﻟﺮﻣﺰ‪ ، ℘f :‬وﻧﻘﻮل أن ‪ y = f x‬ﻫﻲ ﻣﻌﺎدﻟﺔ ‪ ℘f‬ﰲ اﳌﻌﻠﻢ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.2‬ﻃﺮق اﻟﺘﻤﺜﻴـ ــﻞ‬
‫‪ /4‬اﻟﻄﺮق اﻟﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺗﻤﺜﻴﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬ﺑﺘﻌﻮﻳﺾ ﻗﻴﻢ ‪ x‬وﺣﺴﺎب ‪ y‬ﺣﻴﺚ ) ‪. y = f ( x‬‬
‫داﻟﺔ ﺑﻴﺎﻧﻴﺎ )‪10‬د‪9‬‬

‫‪ .2‬ﺑﺎﻵﻟﺔ اﳊﺎﺳﺒﺔ اﻟﺒﻴﺎﻧﻴﺔ‪ :‬ﺣﺠﺰ اﻟﺪاﻟﺔ ﺑﺎﻟﺰر = ‪ y‬ﰒ اﺧﺘﻴﺎر اﳌﻨﺤﲎ ب ‪ WINDOW‬ﰒ ‪. GRAPH‬‬
‫‪ .3‬ﺑﺎ‪‬ﺪول‪ :‬ﻧﺴﺘﻌﻤﻞ ﺑﺮﻧﺎﻣﺞ ‪.Excel‬‬

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‫ر ـــن ط ــ ‪:‬‬ ‫‪.8‬‬

‫‪ /5‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف‬
‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 34 - 30 – 28 :‬اﻟﺼﻔﺤـ ـ ـ}‪ {75‬ـ ــﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫دا‬ ‫لا‬ ‫‪.1‬ا‬
 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -/2.3‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺪﺳﺘﻮر‪:‬‬
‫ﻛﻞ داﻟﺔ ﳝﻜﻦ أن ﲤﺜﻞ ﲟﻨﺤﲎ ﺑﻴﺎﱐ ‪ :‬اﳌﻨﺤﲎ اﳌﻘﺎﺑﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫[‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﳎﺎل ]‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-2 ; 2‬‬ ‫ﻣﻨﺤﲎ اﻟﺪاﻟﺔ‬ ‫‪h‬‬
‫‪ /6‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﻤﻨﺤﻨﺎﻫﺎ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺒﻴﺎﻧﻲ )‪7‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫وﻧﻘﺮأ ﻣﻦ اﳌﻨﺤﲎ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫)(‬
‫‪h −2 =−2 ; h −1 = 2 ; h 0 = 0 ; h 1 =−2‬‬ ‫)(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﳝﻜﻦ اﻟﻮﺻﻮل إﱃ اﻟﺼﻮرة أو اﻟﺴﺎﺑﻘﺔ اﻧﻄﻼﻗﺎ ﻣﻦ اﳌﻨﺤﲎ اﻟﺒﻴﺎﱐ ﻟﻠﺪاﻟﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ -/3.3‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺈﺟﺮاء ﺣﺴﺎب‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻄﺮود اﻟﺒﺮﻳﺪﻳﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻧﻔﺮض ﻣﺜﻼ اﻟﺘﻌﺮﻳﻔﺎت اﳌﻘﺎﺑﻠﺔ ﻟﱪﻳﺪ اﳉﺰاﺋﺮ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻮزن )‪(kg‬‬ ‫اﻟﺘﻌﺮﻳﻔﺔ )‪(DA‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﱃ ﻏﺎﻳﺔ ‪5‬‬ ‫‪25‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻫﻮ اﻟﻮزن ﻧﻌﺮف‪:‬‬ ‫ﺑﺄﺧﺬ اﳌﺘﻐﲑ‬ ‫‪x‬‬
‫‪ /7‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺈﺟﺮاء‬
‫[‬ ‫اﳌﻌﺮﻓﺔ ﻋﻠﻰ ا‪‬ﺎل ]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]5 ; 10‬‬ ‫‪40‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0 ; 30‬‬ ‫ﻧﻘﻮل اﻟﺪاﻟﺔ‬ ‫‪p‬‬
‫ﺣﺴﺎب )‪7‬د(‬ ‫]‪]10 ; 15‬‬ ‫‪62‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]15 ; 20‬‬ ‫‪83‬‬
‫ﻫﻲ ‪62‬‬ ‫ﻧﻘﻮل ﺻﻮرة ‪ 12‬ﺑﺎﻟﺪاﻟﺔ‬ ‫‪p‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]20 ; 30‬‬ ‫‪110‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬ ‫اﻟﻌﺪد ‪ 10‬ﻟﻴﺲ ﻟﻪ ﺳﻮاﺑﻖ ﺑﺎﻟﺪاﻟﺔ‬
‫‪p‬‬

‫]‬ ‫ﻧﻘﻮل ﺳﻮاﺑﻖ اﻟﻌﺪد ‪ 40‬ﻫﻲ ﻛﻞ اﻷﻋﺪاد اﳊﻘﻴﻘﻴﺔ اﶈﺼﻮرة ب‪] :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5 ; 10‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ /8‬اﺳﺘﻌﻤﺎل آﻟﺔ ﺣﺎﺳﺒﺔ ﺑﻴﺎﻧﻴﺔ‬ ‫‪TABLE‬‬ ‫ھ م‪ :‬ﰲ آﻟﺔ ﺣﺎﺳﺒﺔ ﺑﻴﺎﻧﻴﺔ ﻳﻈﻬﺮ ﺟﺪول ﻗﻴﻢ داﻟﺔ ﺑﺎﻟﻠﻤﺴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺘﺤﺪﻳﺪ ﻣﺠﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﺻ ‪ :‬ﻟﺪراﺳﺔ داﻟﺔ ﻳﺠﺐ ﺗﻌﺮﻳﻒ ﻋﺪة ﺧﻮاص ﻣﻨﻬﺎ ﻣﺠﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /9‬ﺣﻮﺻﻠﺔ ﻋﺎﻣﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﻣﻌﺮﻓﺔ ﺗﺤﺪﻳﺪ اﻟﺴﻮاﺑﻖ واﻟﺼﻮر وﻛﺬا ﺗﺤﺪﻳﺪ اﻟﺪﺳﺘﻮر اﻟﻤﻌﺮف ﻟﻠﺪاﻟﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪......................................................................................................................‬‬
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‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

‫‪www.mathonec.com‬‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻧﻮﻓﻤﺒﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬ﻧﻮﻓﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪19‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا وال‪.‬‬ ‫ت‬ ‫اﻟﺒﺎب‪:03‬‬
‫اﻟﻤـ ــﺪة‪ 3 :‬ﺳـ]‪[3h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﺗﺠﺎﻩ ﺗﻐﻴﺮ داﻟﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫وﺻﻒ ﺳﻠﻮك داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﻤﻨﺤﻨﻰ ﺑﺎﺳﺘﻌﻤﺎل اﻟﺘﻌﺒﻴ ــﺮ اﻟﺮﻳﺎﺿﻲ اﻟﻤﻨﺎﺳﺐ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺄﻣﻞ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﱐ ﻟﺪاﻟﺔ ‪ f‬ﰲ اﳌﺴﺘﻮى‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫‪/1‬وﺻﻒ ﺳﻠﻮك داﻟﺔ ﻟﻐﻮﻳﺎ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺑﺪﻣﺞ رﻳﺎﺿﻲ )‪5‬د(‪.‬‬ ‫‪ -‬ﺻﻒ ﺳﻠﻮك أو ﺗﻐﲑات اﳌﻨﺤﲎ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ط ] ر ن[ ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .2‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬‫) (‬
‫‪ .1‬ﻟﺘﻜﻦ ‪ f‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺎﻟﺸﻜﻞ‪. f x = 2x + 7 :‬‬
‫(‬ ‫)‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻗﺎرن ﺑﻴﻦ اﻟﻌﺪدﻳﻦ‪ 3.5 ، 3 :‬ﺛﻢ ﺑﻴﻦ‪ f 3 :‬و ‪ f 3.5‬؟ ﻣﺎذا ﺗﻼﺣﻆ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬وﺻﻒ ﺗﻐﻴﺮات أو‬ ‫(‬ ‫)‬ ‫) (‬
‫ﻗﺎرن ﺑﻴﻦ‪ -2.5 ، -2 :‬ﺛﻢ ﺑﻴﻦ‪ f −2 :‬و ‪ f −2.5‬؟ ﺛﻢ ﻣﺜﻞ ﺑﻴﺎﻧﻴﺎ اﻟﺪاﻟﺔ ‪. f‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬وﺻﻒ ﺳﻠﻮك داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﻤﻨﺤﻨﻰ ﺑﺎﺳﺘﻌﻤﺎل اﻟﺘﻌﺒﻴ ــﺮ ﻣﺘﺰاﻳﺪة أو ﻣﺘﻨﺎﻗﺼﺔ ﻋﻠﻰ ﻣﺠﺎل ﺗﻌﺮﻳﻔﻬﺎ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺳﻠﻮك داﻟﺔ ﺑﺴﻮاﺑﻘﻬﺎ‬ ‫‪ g .2‬داﻟﺔ ﺣﻴﺚ ‪g : x → x 2 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫)‬ ‫) (‬
‫وﺻﻮرﻫﺎ )‪20‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻗﺎرن ﺑﻴﻦ اﻟﻌﺪدﻳﻦ‪ 3.5 ، 3 :‬ﺛﻢ ﺑﻴﻦ‪ g 3 :‬و ‪ g 3.5‬؟ ﻣﺎذا ﺗﻼﺣﻆ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫ﻗﺎرن ﺑﻴﻦ‪ -2.5 ، -2 :‬ﺛﻢ ﺑﻴﻦ‪ g −2 :‬و ‪ g −2.5‬؟ ﺛﻢ ﻣﺜﻞ ﺑﻴﺎﻧﻴﺎ اﻟﺪاﻟﺔ ‪. f‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .3‬ﺻﻒ رﻳﺎﺿﻴﺎ ﺳﻠﻮك )ﺗﻐﻴﺮات( ﻛﻼ ﻣﻦ اﻟﺪاﻟﺘﻴﻦ ‪ f‬و ‪ g‬؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫@@‬
‫‪ /4‬ﻣﻔﻬﻮم ﺗﻐﻴﺮات داﻟﺔ ووﺻﻔﻪ رﻳﺎﺿﻴﺎ‬

‫‪.1‬ﺗﻌﺮﻳﻒ‪ :‬ﺗﻐﲑ داﻟﺔ ‪ f‬ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﳎﺎل ‪ I‬ﻣﻦ ‪ R‬ﻣﻌﻨﺎﻩ ﻣﻌﺮﻓﺔ ﻫﻞ اﻟﺪاﻟﺔ ﻣﺘﺰاﻳﺪة أو ﻣﺘﻨﺎﻗﺼﺔ أو ﺣﱴ‬
‫ﺛﺎﺑﺘﺔ وﻟﺪﻳﻨﺎ ﻣﻦ أﺟﻞ ﻛﻞ ‪ x 1‬و ‪ x 2‬ﻣﻦ ‪ I‬ﻧﻘﻮل أن‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪10‬د(‪.‬‬

‫……………………………‬
‫) (‬ ‫) (‬
‫‪ f‬ﻣﺘﺰاﻳﺪة ﲤﺎﻣﺎ ﻋﻠﻰ ‪ I‬ﺣﻴﺚ‪ :‬إذا ﻛﺎن ‪ x 1 ≺ x 2‬ﻓﺎن ‪f x 1 ≺ f x 2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫) (‬
‫‪ f‬ﻣﺘﻨﺎﻗﺼﺔ ﲤﺎﻣﺎ ﻋﻠﻰ ‪ I‬ﺣﻴﺚ‪ :‬إذا ﻛﺎن ‪ x 1 ≺ x 2‬ﻓﺎن ‪. f x 1 ≻ f x 2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) (‬ ‫) (‬
‫‪ f‬ﺛﺎﺑﺘﺔ ﻋﻠﻰ ‪ I‬ﺣﻴﺚ ﻣﻦ أﺟﻞ ﻛﻞ ‪ x 1‬و ‪ x 2‬ﻣﻦ ‪ I‬ﻟﺪﻳﻨﺎ‪. f x 1 = f x 2 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /5‬دراﺳﺔ ﻣﺨﺘﻠﻒ اﻟﺤﺎﻻت واﻟﺘﻌﻴﻴﺮ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫…‪@@@bßb·@ò–Óbänß@òÛa…ë@bßb·@ñ†íaŒnß@òÛa‬‬
‫‪@:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﻨﻬﺎ ‪010‬د(‬

‫ﻣﻼﺣﻈﺔ ﻫﺎﻣﺔ‪ :‬ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺗﻐﲑات داﻟﺔ ﺑﺎﻋﺘﺒﺎر اﳌﺘﺒﺎﻳﻨﺎت ≤ و ≥‪.‬‬

‫ﻣﺜﺎل‪ :‬اﻟﺪاﻟﺔ اﳌﻘﺎﺑﻠﺔ ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﳎﺎل ]‪ [ −2 ; 3‬ﺣﻴﺚ‪:‬‬

‫‪1;3‬‬ ‫‪-2 ; -1‬‬
‫‪…………………….……………………………………………………………......‬‬ ‫[‪.‬‬ ‫[ و]‬ ‫اﻟﺪاﻟﺔ ﻣﺘﺰاﻳﺪة ﲤﺎﻣﺎ ﻋﻠﻰ ا‪‬ﺎﻟﲔ‪] :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-1 ; 1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‪.‬‬ ‫وﺛﺎﺑﺘﺔ ﻋﻠﻰ ا‪‬ﺎل ]‬
‫‪ /6‬ﻣﺜﺎل ﺗﻄﺒﻴﻘﻲ ﻣﺒﺎﺷﺮ ‪07‬د(‬
‫ﻧﻘﻮل ﻛﺬﻟﻚ اﻟﺪاﻟﺔ ﻣﺘﺰاﻳﺪة ﻋﻠﻰ ا‪‬ﺎل‪[ −2 ; 3] :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫ر دا‬ ‫‪.1‬إ ه‬
 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .2‬ﺟﺪول اﻟﺘﻐﻴﺮات ﻟﺪاﻟﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﻌﲏ ﺑﺪراﺳﺔ اﲡﺎﻩ ﺗﻐﲑ داﻟﺔ‪ ،‬ﺗﻌﻴﲔ ا‪‬ﺎﻻت اﻟﱵ ﺗﻜﻮن ﻓﻴﻬﺎ ﻣﺘﺰاﻳﺪة ﲤﺎﻣﺎ أو ﻣﺘﻨﺎﻗﺼﺔ ﲤﺎﻣﺎ أو ﺛﺎﺑﺘﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬ﺟﺪول اﻟﺘﻐﻴﺮات ﻟﺪاﻟﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﻠﺨﺺ ﻧﺘﺎﺋﺞ ﻫﺬﻩ اﻟﺪراﺳﺔ ﰲ ﺟﺪول اﻟﺘﻐﻴﺮات‬
‫)‪12‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪ :‬ﰲ اﳌﻨﺤﲎ اﳌﻘﺎﺑﻞ ﻟﺪﻳﻨﺎ ﺟﺪول ﺗﻐﲑات اﻟﺪاﻟﺔ ﻛﻤﺎ ﻳﻠﻲ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬‫‪x‬‬ ‫‪-2‬‬ ‫‪-1‬‬ ‫‪1‬‬ ‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪f‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x‬‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-2‬‬ ‫‪-2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .3‬اﻟﻘﻴﻢ اﻟﺤﺪﻳﺔ ﻟﺪاﻟــﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺘﻜﻦ ‪ f‬داﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﳎﺎل ‪ I‬ﻣﻦ ‪: R‬‬ ‫‪.1‬ﺗﻌﺮﻳﻒ‪:‬‬
‫‪ /8‬دراﺳﺔ اﻟﻘﻴﻢ اﻟﺤﺪﻳﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺪاﻟﺔ )‪15‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫)‬ ‫) (‬ ‫) (‬
‫اﻟﻘﻴﻤﺔ اﳊﺪﻳﺔ اﻟﻌﻈﻤﻰ ﻟﺪاﻟﺔ ﻫﻲ أﻛﱪ ﺻﻮرة ﺗﺒﻠﻐﻬﺎ داﻟﺔ أي‪ f x ≤ f a :‬ﻣﻊ ‪x , a ∈ I‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫)‬ ‫) (‬ ‫) (‬
‫اﻟﻘﻴﻤﺔ اﳊﺪﻳﺔ اﻟﺼﻐﺮى ﻟﺪاﻟﺔ ﻫﻲ أﺻﻐﺮ ﺻﻮرة ﺗﺒﻠﻐﻬﺎ داﻟﺔ أي‪ f x ≥ f b :‬ﻣﻊ ‪x , b ∈ I‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪ :‬اﻟﻜﺘﺎب اﳌﺪرﺳﻲ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﻼﺣﻈﺎت‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ (1‬اﻟﻘﻴﻢ اﳊﺪﻳﺔ اﻟﻌﻈﻤﻰ أو اﻟﺼﻐﺮى ﻫﻲ ﺻﻮر اﻟﻘﻴﻢ ﻟﻠﻤﺘﻐﲑ‬
‫‪ /9‬ﺧﻮاص وﻣﻼﺣﻈﺎت )‪7‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ (2‬ﳝﻜﻦ أن ﺗﺒﻠﻎ داﻟﺔ ﻗﻴﻤﺘﻬﺎ اﳊﺪﻳﺔ اﻟﺼﻐﺮى أو اﻟﻜﱪى ﻋﻠﻰ ﳎﺎل ﻋﻨﺪ أﻛﺜﺮ ﻣﻦ ﻋﻨﺼﺮ واﺣﺪ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ (3‬اﻟﻘﻴﻢ اﳊﺪﻳﺔ ﺗﻜﻮن داﺋﻤﺎ ﻋﺪادا ﺣﻘﻴﻘﻴﺎً‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬‫‪"#‬ﺻ ‪:‬‬
‫‪ /10‬ﺣﻮﺻﻠﺔ ﻋﺎﻣﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺪراﺳﺔ داﻟﺔ ﻳﺠﺐ ﺗﺤﺪﻳﺪ ﻣﺠﻤﻮﻋﺔ ﺗﻌﺮﻳﻔﻬﺎ وﻛﺬا ﺟﺪول ﺗﻐﻴﺮاﺗﻬﺎ وﻛﺬا اﻟﻘﻴﻢ اﻟﺤﺪﻳﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫اﻟﻌﻈﻤﻰ واﻟﺼﻐﺮى إن وﺟﺪت‪.‬‬
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‫‪ /11‬ﺗﺜﺒﻴﺖ اﻟﻤﻌﺎرف‬
‫‪ 38 – 37 – 35‬اﻟﺼﻔﺢ}‪{72‬ـﺔ‬
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‫ر ـــن ط ــ ‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪:‬‬ ‫‪.4‬‬
‫‪ 42‬ﺻﻔﺤﺔ ‪74‬‬
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‫ﻣﻼﺣﻈﺎت‬ ‫‪.....................................................................................................................................................................................‬‬
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‫‪Tous Droits réservés à Moumna Abdelkrim‬‬ ‫‪www.mathonec.com‬‬ ‫ر دا‬ ‫‪ .2‬إ ه‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬دﻳﺴﻤﺒﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬ﻧﻮﻓﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪20‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا وال‪.‬‬ ‫ت‬ ‫اﻟﺒﺎب‪:03‬‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬دراﺳﺔ اﺗﺠﺎﻩ ﺗﻐﻴﺮ داﻟﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫ﻣﻌﺮﻓﺔ دراﺳﺔ ﺗﻐﻴﺮات داﻟﺔ وﺗﺸﻜﻴﻞ ﺟﺪول ﺗﻐﻴﺮاﺗﻬﺎ ﺑﺪﻗﺔ وﻓﻖ ﻃﺮﻳﻘﺔ ﻣﻨﻬﺠﻴﺔ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﺪرس اﻟﻤﺎﺿﻲ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻣﻌﲎ ﺟﺪول ﺗﻐﲑات داﻟﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫)‪5‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -‬ﻛﻴ ــﻒ ﻳﺘﻢ ﺗﺸﻜﻴ ــﻠﻪ؟‬
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‫رح[ ‪:‬‬ ‫‪ .2‬ر ـــن ]‬
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‫( ) ( ‪.‬‬
‫‪f x = x + 2 −3‬‬
‫‪2‬‬
‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫داﻟﺔ ﻣﻌﺮﻓﺔ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪f‬‬ ‫ﻟﺘﻜﻦ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﲔ ﳎﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ اﻟﺪاﻟﺔ ‪. f‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬ﺗﻤﺮﻳﻦ ﺗﻄﺒﻴﻘﻲ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺪراﺳﺔ داﻟﺔ )‪10‬د(‬ ‫]‬ ‫]‬ ‫[‬ ‫[‬
‫ﺑﲔ أن ‪ f‬ﻣﺘﺰﻳﺪة ﲤﺎﻣﺎ ﻋﻠﻰ ا‪‬ﺎل ∞‪ ، −1; +‬ﻣﺎ ﻫﻮ اﲡﺎﻩ ﺗﻐﲑﻫﺎ ﻋﻠﻰ ا‪‬ﺎل ‪ −∞; −1‬؟‬
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‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﺧﺘﻴﺎر ﻃﺮﻳﻘﺔ ﻣﻨﺎﺳﺒﺔ ﻟﺘﺸﻜﻴﻞ ﺟﺪول ﺗﻐﻴﺮات داﻟﺔ ﺑﺪﻗﺔ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺷﻜﻞ ﺟﺪول ﺗﻐﲑات اﻟﺪاﻟﺔ ‪ ، f‬ﻣﺎ ﻫﻲ اﻟﻘﻴﻤﺔ اﳊﺪﻳﺔ اﻟﻘﺼﻮى ﳍﺬﻩ اﻟﺪاﻟﺔ؟‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻃﺮﻳﻘﺔ ﺣﻞ اﻟﻨﺸﺎط‪:‬‬
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‫ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻓﺮض ‪ b ،a‬ﻋﺪدﻳﻦ ﻣﻦ [∞‪ [ −1; +‬ﺣﻴﺚ ‪ a ≺ b‬ﻫﺬا ﻳﻌﲏ أن ‪−1 ≤ a ≺ b‬‬
‫‪ /.3‬اﻟﻄﺮﻳﻘﺔ اﻟﺼﺤﻴﺤﺔ ﻟﺪراﺳﺔ‬
‫اﺗﺠﺎﻩ ﺗﻐﻴﺮ داﻟﺔ )‪10‬د(‬

‫ﳓﺎول ﻣﻘﺎرﻧﺔ ) ‪ f (b ) ; f ( a‬ﺣﻴﺚ ‪ f ( a ) = ( a + 2 ) − 3‬و ‪f (b ) = ( a + 2 ) − 3‬‬

‫‪2‬‬ ‫‪2‬‬

‫ﻧﺴﺘﻌﻤﻞ ﺧﻮاص اﳌﻘﺎرﻧﺔ ﳊﻞ اﻟﺘﻤﺮﻳ ــﻦ!‬

‫أﺧﲑا ﻧﺪرس ﺗﻐﲑات داﻟﺔ ﺑﺎﺳﺘﻌﻤﺎل ﺧﻮاص اﳌﻘﺎرﻧﺔ وﻣﻔﻬﻮم ﺗﺰاﻳﺪ أو ﺗﻨﺎﻗﺺ داﻟﺔ‬
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‫……………………………‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.3‬ﺧﻼﺻﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫) (‬
‫ﻟﺘﻌﲔ اﲡﺎﻩ ﺗﻐﲑ داﻟﺔ ‪ f‬ﻋﻠﻰ ﳎﺎل ﺗﻌﺮﻳﻔﻬﺎ ‪ ، I‬ﳝﻜﻦ أن ﻧﻔﺮض أن ‪ a ≺ b‬وﻧﻘﺎرن ﺑﲔ ‪f b ; f a‬‬
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‫‪ /4‬ﻃﺮﻳﻘﺔ دراﺳﺔ اﺗﺠﺎﻩ ﺗﻐﻴﺮ داﻟﺔ‬

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‫ﻋﱪ ﺳﻠﺴﺔ ﻣﻦ اﻟﻘﻴﻢ وذﻟﻚ ﺑﺎﻻﻋﺘﻤﺎد ﻋﻠﻰ اﻟﻔﺮﺿﻴﺔ اﻟﺴﺎﺑﻘﺔ‪.‬‬
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‫)‪7‬د(‬

‫ﻣﻌﻨﺎﻩ‪ :‬دراﺳﺔ اﺗﺠﺎﻩ اﻟﺘﻐﻴﺮ ﻳﻌﺘﻤﺪ أﺳﺎﺳﺎ ﻋﻠﻰ ﻓﺮﺿﻴﺔ ‪ a ≺ b‬وﺗﻄﺒﻴﻖ ﻗﻮاﻋﺪ اﻟﻤﻘﺎرﻧﺔ اﻟﺘﻲ ﺗﻢ دراﺳﺘﻬﺎ ﺳﺎﺑﻘﺎ‬
‫ﻟﺘﺤﻘﻴﻖ ﻣﻘﺎرﻧﺔ ) ‪ f ( a‬و ) ‪f (b‬‬

‫‪…………………….……………………………………………………………......‬‬
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‫ر ـــن ط ــ ‪:‬‬ ‫‪.4‬‬

‫‪ /5‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف‬
‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 45 - 44 – 43 :‬اﻟﺼﻔﺤـ ـ ـ}‪ {77‬ـ ــﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬ ‫‪www.mathonec.com‬‬ ‫ر دا‬ ‫ا ه‬ ‫‪.1‬درا‬

 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ -/2.3‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺪﺳﺘﻮر‪:‬‬
‫ﻛﻞ داﻟﺔ ﳝﻜﻦ أن ﲤﺜﻞ ﲟﻨﺤﲎ ﺑﻴﺎﱐ ‪ :‬اﳌﻨﺤﲎ اﳌﻘﺎﺑﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫[‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﳎﺎل ]‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-2 ; 2‬‬ ‫ﻣﻨﺤﲎ اﻟﺪاﻟﺔ‬ ‫‪h‬‬
‫‪ /6‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﻤﻨﺤﻨﺎﻫﺎ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺒﻴﺎﻧﻲ )‪7‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫وﻧﻘﺮأ ﻣﻦ اﳌﻨﺤﲎ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫)(‬
‫‪h −2 =−2 ; h −1 = 2 ; h 0 = 0 ; h 1 =−2‬‬ ‫)(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﳝﻜﻦ اﻟﻮﺻﻮل إﱃ اﻟﺼﻮرة أو اﻟﺴﺎﺑﻘﺔ اﻧﻄﻼﻗﺎ ﻣﻦ اﳌﻨﺤﲎ اﻟﺒﻴﺎﱐ ﻟﻠﺪاﻟﺔ‪.‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ -/3.3‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺈﺟﺮاء ﺣﺴﺎب‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻄﺮود اﻟﺒﺮﻳﺪﻳﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻧﻔﺮض ﻣﺜﻼ اﻟﺘﻌﺮﻳﻔﺎت اﳌﻘﺎﺑﻠﺔ ﻟﱪﻳﺪ اﳉﺰاﺋﺮ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻮزن )‪(kg‬‬ ‫اﻟﺘﻌﺮﻳﻔﺔ )‪(DA‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﱃ ﻏﺎﻳﺔ ‪5‬‬ ‫‪25‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻫﻮ اﻟﻮزن ﻧﻌﺮف‪:‬‬ ‫ﺑﺄﺧﺬ اﳌﺘﻐﲑ‬ ‫‪x‬‬
‫‪ /7‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺈﺟﺮاء‬
‫[‬ ‫اﳌﻌﺮﻓﺔ ﻋﻠﻰ ا‪‬ﺎل ]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]5 ; 10‬‬ ‫‪40‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0 ; 30‬‬ ‫ﻧﻘﻮل اﻟﺪاﻟﺔ‬ ‫‪p‬‬
‫ﺣﺴﺎب )‪7‬د(‬ ‫]‪]10 ; 15‬‬ ‫‪62‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]15 ; 20‬‬ ‫‪83‬‬
‫ﻫﻲ ‪62‬‬ ‫ﻧﻘﻮل ﺻﻮرة ‪ 12‬ﺑﺎﻟﺪاﻟﺔ‬ ‫‪p‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]20 ; 30‬‬ ‫‪110‬‬
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‫‪.‬‬ ‫اﻟﻌﺪد ‪ 10‬ﻟﻴﺲ ﻟﻪ ﺳﻮاﺑﻖ ﺑﺎﻟﺪاﻟﺔ‬
‫‪p‬‬

‫]‬ ‫ﻧﻘﻮل ﺳﻮاﺑﻖ اﻟﻌﺪد ‪ 40‬ﻫﻲ ﻛﻞ اﻷﻋﺪاد اﳊﻘﻴﻘﻴﺔ اﶈﺼﻮرة ب‪] :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5 ; 10‬‬
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‫‪ /8‬اﺳﺘﻌﻤﺎل آﻟﺔ ﺣﺎﺳﺒﺔ ﺑﻴﺎﻧﻴﺔ‬ ‫‪TABLE‬‬ ‫ھ م‪ :‬ﰲ آﻟﺔ ﺣﺎﺳﺒﺔ ﺑﻴﺎﻧﻴﺔ ﻳﻈﻬﺮ ﺟﺪول ﻗﻴﻢ داﻟﺔ ﺑﺎﻟﻠﻤﺴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬
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‫ﻟﺘﺤﺪﻳﺪ ﻣﺠﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﺻ ‪ :‬ﻟﺪراﺳﺔ داﻟﺔ ﻳﺠﺐ ﺗﻌﺮﻳﻒ ﻋﺪة ﺧﻮاص ﻣﻨﻬﺎ ﻣﺠﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /9‬ﺣﻮﺻﻠﺔ ﻋﺎﻣﺔ‬

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‫وﻣﻌﺮﻓﺔ ﺗﺤﺪﻳﺪ اﻟﺴﻮاﺑﻖ واﻟﺼﻮر وﻛﺬا ﺗﺤﺪﻳﺪ اﻟﺪﺳﺘﻮر اﻟﻤﻌﺮف ﻟﻠﺪاﻟﺔ‬
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‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

‫‪www.mathonec.com‬‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬دﻳﺴﻤﺒﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬ﻧﻮﻓﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪21‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا وال‪.‬‬ ‫ت‬ ‫اﻟﺒﺎب‪:03‬‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ وﻧﺼﻒ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﺷﻔﻌﻴﺔ داﻟﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﺘﻌﺮف ﻋﻠﻰ اﻟﺪاﻟﺔ اﻟﺰوﺟﻴﺔ واﻟﻔﺮدﻳﺔ ﻣﻦ ﺗﻤﺜﻴﻠﻬﺎ اﻟﺒﻴﺎﻧﻲ أو اﻋﺘﻤﺎدا ﻋﻠﻰ اﻟﺘﻌﺒﻴﺮ اﻟﺠﺒﺮي ﻟﻠﺨﺎﺻﻴﺔ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﺪرس اﻟﻤﺎﺿﻲ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻫﻲ ﺧﻄﻮات دراﺳﺔ داﻟﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫)‪5‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -‬ﳌﺎذا ﻧﺴﺘﻌﻤﻞ اﲡﺎﻩ ﺗﻐﲑ داﻟﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ .2‬ﻧﺸﺎط ]‪ 4‬اﻟﺼﻔﺤﺔ ‪: [51‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬ﺗﻤﺮﻳﻦ ﺗﻄﺒﻴﻘﻲ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻬﺪف‪ :‬دراﺳﺔ ﺗﻨﺎﻇﺮ ﻣﻨﺤﲎ ﺑﺎﻻﻋﺘﻤﺎد ﻋﻠﻰ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﱐ ﻟﺪاﻟﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺪراﺳﺔ داﻟﺔ )‪10‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﺘﻌﺮف ﻋﻠﻰ اﻟﺪاﻟﺔ اﻟﺰوﺟﻴﺔ واﻟﻔﺮدﻳﺔ ﻣﻦ ﺗﻤﺜﻴﻠﻬﺎ اﻟﺒﻴﺎﻧﻲ أو اﻋﺘﻤﺎدا ﻋﻠﻰ اﻟﺘﻌﺒﻴﺮ اﻟﺠﺒﺮي ﻟﻠﺨﺎﺻﻴﺔ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪.3‬ﺷﻔﻌﻴﺔ داﻟﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ :‬ﻟﺘﻜﻦ ‪ f‬داﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ D‬ﻣﻦ ‪ ، ℝ‬ﻟﺪﻳﻨﺎ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﻌﺮﻳﻒ‬
‫‪/.3‬ﻣﻔﻬﻮم ﺷﻔﻌﻴﺔ داﻟﺔ وﻛﻴﻒ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫)‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﻘﻮل أن ‪ f‬داﻟﺔ زوﺟﻴﺔ إذا ﻛﺎن ‪ D‬ﻣﺘﻨﺎﻇﺮ ﺑﺎﻟﻨﺴﺒﺔ إﱃ ‪ 0‬وﻛﺎن ﻟﻜﻞ ‪ x‬ﻣﻦ ‪. f −x = f x : D‬‬
‫دراﺳﺘﻬﺎ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ﻧﻘﻮل أن ‪ f‬داﻟﺔ ﻓﺮدﻳﺔ إذا ﻛﺎن ‪ D‬ﻣﺘﻨﺎﻇﺮ ﺑﺎﻟﻨﺴﺒﺔ إﱃ ‪ 0‬وﻛﺎن ﻟﻜﻞ ‪ x‬ﻣﻦ ‪. f ( −x ) = −f ( x ) : D‬‬
‫أﻣﺜﻠﺔ ﺑﻴﺎﻧﻴﺔ‪:‬‬
‫اﻟﺸﻜﻞ ‪ :1‬ﻣﻨﺤﲎ داﻟﺔ زوﺟﻴﺔ ﰲ ﻣﻌﻠﻢ ﻣﺘﻌﺎﻣﺪ ﻳﻜﻮن ﻣﺘﻨﺎﻇﺮ ﺑﺎﻟﻨﺴﺒﺔ ﶈﻮر اﻟﱰاﺗﻴﺐ‪.‬‬
‫‪…………………………………………………………………………………………………….……………………………………………………………......‬‬
‫…………………………… ﺑﺎﻟﻨﺴﺒﺔ ﳌﺒﺪأ اﳌﻌﻠﻢ‪.‬‬
‫اﻟﺸﻜﻞ ‪ :2‬ﻣﻨﺤﲎ داﻟﺔ ﻓﺮدﻳﺔ ﰲ ﻣﻌﻠﻢ ﻣﺘﻌﺎﻣﺪ ﻳﻜﻮن ﻣﺘﻨﺎﻇﺮ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬
‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪ /4‬اﻟﺘﻔﺴﻴﺮ اﻟﺒﻴﺎﻧﻲ واﻟﺠﺒﺮي ﻟﺸﻔﻌﻴﺔ‬

‫أدرس ﺷﻔﻌﻴﺔ اﻟﺪاﻟﺘﺎن ‪ f x = 2x 2 + 1 :‬و ‪. g x = −‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أﻣﺜﻠﺔ‪:‬‬
‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬ﺗﻌﻴﲔ ﳎﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫داﻟﺔ )‪7‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬دراﺳﺔ ﺷﻔﻌﻴﺔ ﻛﻼ اﻟﺪاﻟﺘﲔ‪:‬‬
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‫(‬ ‫)‬ ‫(‬ ‫)‬
‫‪ f‬زوﺟﻴﺔ ﻷن‪. f −x = 2 −x + 1 = 2x 2 + 1 = f x :‬‬ ‫) (‬
‫‪2‬‬
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‫‪2‬‬ ‫‪ 2‬‬
‫‪. g ( −x ) = −‬‬ ‫‪ g‬ﻓﺮدﻳﺔ ﻷن‪= −  −  = − g ( x ) :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) ‪( −x‬‬ ‫‪ x ‬‬
‫ﻧﻘﻮل أن اﻟﺪاﻟﺔ ‪ f‬ﻟﺴﺖ زوﺟﻴﺔ وﻻ ﻓﺮدﻳﺔ ﻋﻠﻰ ا‪‬ﺎل [∞‪ [ 0 ; +‬ﻷن ﻟﻴﺲ ﻣﺘﻨﺎﻇﺮ ﺑﺎﻟﻨﺴﺒﺔ ل ‪0‬‬

‫ﻣﻼﺣﻈﺎت‪:‬‬
‫ﻟﺪراﺳﺔ ﺷﻔﻌﻴﺔ داﻟﺔ ﳚﺐ أن ﺗﻜﻮن ﳎﻤﻮﻋﺔ ﺗﻌﺮﻳﻔﻬﺎ ﻣﺘﻨﺎﻇﺮة ﺑﺎﻟﻨﺴﺒﺔ ﻟ ـ ‪. 0‬‬
‫‪ …………………….……………………………………………………………......‬اﻟﺘﻌﺮﻳﻒ ﺣﻴﺚ‪:‬‬
‫ﻟﻠﱪﻫﺎن أن داﻟﺔ ﻟﻴﺴﺖ زوﺟﺔ وﻻ ﻓﺮدﻳﺔ ﻳﻜﻔﻲ إﳚﺎد ﻗﻴﻤﺔ ‪ a‬واﺣﺪة ﻣﻦ ﳎﻤﻮﻋﺔ‬
‫‪ /5‬ﻣﻼﺣﻈﺎت وﺧﻮاص )‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪ f −a ≠ f a‬أو ‪ ، f −a ≠ −f a‬ﻣﺜﻼ‪h x = x + 3 :‬‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫) (‬ ‫) (‬
‫) (‬
‫‪h −x = −x + 3 ≠ h x ≠ −h x‬‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫) (‬

‫‪ .4‬ﺗﻤﺎرﻳﻦ ﺗﻄﺒﻴﻘﻴﺔ‪:‬‬
‫‪ /6‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف‬
‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 52 - 51 – 49 :‬اﻟﺼﻔﺤـ ـ ـ}‪ {78‬ـ ــﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬ ‫‪www.mathonec.com‬‬ ‫دا‬ ‫‪.1‬‬

 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

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‫‪ -/2.3‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺪﺳﺘﻮر‪:‬‬
‫ﻛﻞ داﻟﺔ ﳝﻜﻦ أن ﲤﺜﻞ ﲟﻨﺤﲎ ﺑﻴﺎﱐ ‪ :‬اﳌﻨﺤﲎ اﳌﻘﺎﺑﻞ‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫[‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﳎﺎل ]‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-2 ; 2‬‬ ‫ﻣﻨﺤﲎ اﻟﺪاﻟﺔ‬ ‫‪h‬‬
‫‪ /6‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﻤﻨﺤﻨﺎﻫﺎ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺒﻴﺎﻧﻲ )‪7‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫وﻧﻘﺮأ ﻣﻦ اﳌﻨﺤﲎ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫)(‬
‫‪h −2 =−2 ; h −1 = 2 ; h 0 = 0 ; h 1 =−2‬‬ ‫)(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﳝﻜﻦ اﻟﻮﺻﻮل إﱃ اﻟﺼﻮرة أو اﻟﺴﺎﺑﻘﺔ اﻧﻄﻼﻗﺎ ﻣﻦ اﳌﻨﺤﲎ اﻟﺒﻴﺎﱐ ﻟﻠﺪاﻟﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ -/3.3‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺈﺟﺮاء ﺣﺴﺎب‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻄﺮود اﻟﺒﺮﻳﺪﻳﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻧﻔﺮض ﻣﺜﻼ اﻟﺘﻌﺮﻳﻔﺎت اﳌﻘﺎﺑﻠﺔ ﻟﱪﻳﺪ اﳉﺰاﺋﺮ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻮزن )‪(kg‬‬ ‫اﻟﺘﻌﺮﻳﻔﺔ )‪(DA‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﱃ ﻏﺎﻳﺔ ‪5‬‬ ‫‪25‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻫﻮ اﻟﻮزن ﻧﻌﺮف‪:‬‬ ‫ﺑﺄﺧﺬ اﳌﺘﻐﲑ‬ ‫‪x‬‬
‫‪ /7‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺈﺟﺮاء‬
‫[‬ ‫اﳌﻌﺮﻓﺔ ﻋﻠﻰ ا‪‬ﺎل ]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]5 ; 10‬‬ ‫‪40‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0 ; 30‬‬ ‫ﻧﻘﻮل اﻟﺪاﻟﺔ‬ ‫‪p‬‬
‫ﺣﺴﺎب )‪7‬د(‬ ‫]‪]10 ; 15‬‬ ‫‪62‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]15 ; 20‬‬ ‫‪83‬‬
‫ﻫﻲ ‪62‬‬ ‫ﻧﻘﻮل ﺻﻮرة ‪ 12‬ﺑﺎﻟﺪاﻟﺔ‬ ‫‪p‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]20 ; 30‬‬ ‫‪110‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬ ‫اﻟﻌﺪد ‪ 10‬ﻟﻴﺲ ﻟﻪ ﺳﻮاﺑﻖ ﺑﺎﻟﺪاﻟﺔ‬
‫‪p‬‬

‫]‬ ‫ﻧﻘﻮل ﺳﻮاﺑﻖ اﻟﻌﺪد ‪ 40‬ﻫﻲ ﻛﻞ اﻷﻋﺪاد اﳊﻘﻴﻘﻴﺔ اﶈﺼﻮرة ب‪] :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5 ; 10‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬اﺳﺘﻌﻤﺎل آﻟﺔ ﺣﺎﺳﺒﺔ ﺑﻴﺎﻧﻴﺔ‬ ‫‪TABLE‬‬ ‫ھ م‪ :‬ﰲ آﻟﺔ ﺣﺎﺳﺒﺔ ﺑﻴﺎﻧﻴﺔ ﻳﻈﻬﺮ ﺟﺪول ﻗﻴﻢ داﻟﺔ ﺑﺎﻟﻠﻤﺴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺘﺤﺪﻳﺪ ﻣﺠﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺻ ‪ :‬ﻟﺪراﺳﺔ داﻟﺔ ﻳﺠﺐ ﺗﻌﺮﻳﻒ ﻋﺪة ﺧﻮاص ﻣﻨﻬﺎ ﻣﺠﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /9‬ﺣﻮﺻﻠﺔ ﻋﺎﻣﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﻣﻌﺮﻓﺔ ﺗﺤﺪﻳﺪ اﻟﺴﻮاﺑﻖ واﻟﺼﻮر وﻛﺬا ﺗﺤﺪﻳﺪ اﻟﺪﺳﺘﻮر اﻟﻤﻌﺮف ﻟﻠﺪاﻟﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

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 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬دﻳﺴﻤﺒﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬دﻳﺴﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪22‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا وال‪.‬‬ ‫ت‬ ‫اﻟﺒﺎب‪:03‬‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ّ :‬‬
‫ﺣﻞ ﻣﻌﺎدﻻت وﻣﺘﺮاﺟﺤﺎت ﺑﻴﺎﻧﻴﺎ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫ﻃﺮﻳﻘﺔ ﺣﻞ ﻣﻌﺎدﻻت وﻣﺘﺮاﺟﺤﺎت ﺑﻴﺎﻧﻴﺎ اﻧﻄﻼﻗﺎً ﻣﻦ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ ﻟﺪاﻟﺔ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﺪرس اﻟﻤﺎﺿﻲ‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﺮي ﺑﺎﻟﺪرس اﳌﺎﺿﻲ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-‬‬ ‫‪.1‬‬
‫)‪5‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -‬ﻓﺴﺮ ﻣﻔﻬﻮم ﻣﻨﺤﲎ داﻟــﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬ﻧﺸﺎﻃـ ]ﻣﻘﺘﺮح[‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬ﻧﺸﺎط ﻣﻘﺘﺮح )‪7‬د(‬
‫) ( ) (‬
‫ﻟﺘﻜﻦ اﻟﺪاﻟﺘﺎن ‪ f‬و ‪ g‬اﳌﻤﺜﻠﺘﺎن ﰲ اﻟﺸﻜﻞ اﳌﻘﺎﺑﻞ ﺑﺎﳌﻨﺤﻨﻴﲔ ‪ ζ f‬و ‪ ζ g‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬ﻋﲔ ﳎﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ ﻛﻞ ﻣﻦ ‪ f‬و ‪. g‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) ‪(Cf‬‬
‫‪ /3‬ﺣﻞ ﻣﻌﺎدﻻت وﻣﺘﺮاﺟﺤﺎت اﻧﻄﻼﻗﺎ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫•‬ ‫‪ .2‬ﺣ ّﺪد اﻟﻨّﻘﻂ اﳌﺸﱰﻛﺔ ﳌﻨﺤﻨﻴﻲ اﻟﺪاﻟﺘﲔ ‪ f‬و ‪. g‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﻃﺮﻳﻘﺔ ﺣﻞ ﻣﻌﺎدﻻت وﻣﺘﺮاﺟﺤﺎت ﺑﻴﺎﻧﻴﺎ اﻧﻄﻼﻗﺎً ﻣﻦ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ ﻟﺪاﻟﺔ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻦ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ‬

‫•‬
‫‪ .3‬ﺣﻞ اﳌﻌﺎدﻟﺔ ‪ f x = g x‬ﺑﻴﺎﻧﻴﺎً‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫) (‬ ‫) (‬
‫)‪(Cg‬‬
‫‪ .4‬ﺣﻞ ﺑﻴﺎﻧﻴﺎ اﳌﱰاﺟﺤﺔ ) ‪ f ( x ) ≥ g ( x‬واﺳﺘﻨﺘﺞ ﺣﻠﻮل ﻛﻞ ﻣﻦ‪:‬‬
‫×‬ ‫×‬
‫) ‪ f (x ) ≺ g (x‬و ) ‪. f (x ) ≻ g (x‬‬

‫‪…………………………………………………………………………………………………….……………………………………………………………......‬‬
‫……………………………‬
‫‪.3‬ﺣﻞ ﻣﻌﺎدﻻت وﻣﺘﺮاﺟﺤﺎت ﺑﻴﺎﻧﻴﺎً‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) ( ) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺘﻜﻦ ‪ f‬و ‪ g‬داﻟﺘﺎن ﻣﻌﺮﻓﺘﺎن ﻋﻠﻰ ‪ D‬و ‪ ζ g ، ζ f‬ﻣﻨﺤﻨﻴﺎﳘﺎ ﰲ اﳌﻌﻠﻢ ﻟﻠﻤﺴﺘﻮى‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) ( ) (‬
‫ﺣﻞ اﳌﻌﺎدﻟﺔ ‪ f x = g x‬ﺑﻴﺎﻧﻴﺎ ﻳﻌﲏ ﺗﻌﻴﲔ ﻓﻮاﺻﻞ اﻟﻨﻘﻂ اﳌﺸﱰﻛﺔ ﻟﻠﻤﻨﺤﻨﻴﲔ ‪ ζ f‬و ‪. ζ g‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫) (‬
‫) (‬
‫ﺣﻞ اﳌﱰاﺟﺤﺔ ‪ f x ≥ g x‬ﺑﻴﺎﻧﻴﺎ ﻧﻘﺼﺪ ﺑﻪ ﺗﻌﻴﲔ ﻓﻮاﺻﻞ ﻧﻘﻂ اﳌﻨﺤﲎ ‪ ζ f‬اﻟﻮاﻗﻌﺔ ﻓﻮق اﳌﻨﺤﲎ‬ ‫) (‬ ‫) (‬
‫‪ /4‬ﻃﺮﻗﺔ ﺣﻞ ﻣﻌﺎدﻻت وﻣﺘﺮاﺟﺤﺎت‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ّ‬
‫) (‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ ζ g‬وﺗﻌﻄﻰ ﻋﻠﻰ ﺷﻜﻞ ﳎﺎل ﻟﻘﻴﻢ اﳌﺘﻐﲑ ‪ . x‬واﻟﻌﻜﺲ ﺻﺤﻴﺢ ﻣﻦ أﺟﻞ ‪. f x ≺ g x‬‬ ‫) (‬
‫ﺑﻴﺎﻧﻴﺎ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪:‬‬
‫ﺣﻠﻮل اﳌﻌﺎدﻻت أو اﳌﱰاﺟﺤﺎت ﺑﻴﺎﻧﻴﺎ ﺗﻌﻄﻰ ﰲ ﺷﻜﻞ ﺳﻮاﺑﻖ اﻟﻨﻘﻂ اﳌﺸﱰﻛﺔ أو ﳎﺎﻻت ﻟﻠﻤﺘﻐﲑ ‪. x‬‬
‫أﻣﺜﻠﺔ‪ :‬دراﺳﺔ ﻋﺪة ﺣﺎﻻت ﻋﺎﻣﺔ‪.‬‬
‫) ‪(C h‬‬
‫ﺣﺎﻟﺔ ﺧﺎﺻﺔ‪:‬‬
‫ﻧﻌﺘﱪ ) ‪ (C h‬اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﱐ ﻟﻠﺪاﻟﺔ ‪ h‬ﰲ اﻟﺸﻜﻞ اﳌﻘﺎﺑﻞ‬
‫‪…………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺣﻞ ﺑﻴﺎﻧﻴﺎ اﳌﻌﺎدﻟﺔ ‪ h x = 2‬؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺣﻞ اﳌﻌﺎدﻟﺔ ﻫﻮ ﻓﻮاﺻﻞ ﻧﻘﻂ ﺗﻘﺎﻃﻊ اﳌﻨﺤﲎ ) ‪ (C h‬واﳌﺴﺘﻘﻴﻢ ذو‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫اﳌﻌﺎدﻟﺔ ‪y = 2‬‬

‫‪ /5‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف‬ ‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 34 – 33 :‬اﻟﺼﻔﺤـ ـ ـ}‪ {75‬ـ ــﺔ‬
‫‪Tous Droits réservés à Moumna Abdelkrim‬‬ ‫‪www.mathonec.com‬‬ ‫ً‬ ‫ت‬ ‫د ت و را‬ ‫‪ 1‬ل‬
 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ -/2.3‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺪﺳﺘﻮر‪:‬‬
‫ﻛﻞ داﻟﺔ ﳝﻜﻦ أن ﲤﺜﻞ ﲟﻨﺤﲎ ﺑﻴﺎﱐ ‪ :‬اﳌﻨﺤﲎ اﳌﻘﺎﺑﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫[‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﳎﺎل ]‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-2 ; 2‬‬ ‫ﻣﻨﺤﲎ اﻟﺪاﻟﺔ‬ ‫‪h‬‬
‫‪ /6‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﻤﻨﺤﻨﺎﻫﺎ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺒﻴﺎﻧﻲ )‪7‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫وﻧﻘﺮأ ﻣﻦ اﳌﻨﺤﲎ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫)(‬
‫‪h −2 =−2 ; h −1 = 2 ; h 0 = 0 ; h 1 =−2‬‬ ‫)(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﳝﻜﻦ اﻟﻮﺻﻮل إﱃ اﻟﺼﻮرة أو اﻟﺴﺎﺑﻘﺔ اﻧﻄﻼﻗﺎ ﻣﻦ اﳌﻨﺤﲎ اﻟﺒﻴﺎﱐ ﻟﻠﺪاﻟﺔ‪.‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ -/3.3‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺈﺟﺮاء ﺣﺴﺎب‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻄﺮود اﻟﺒﺮﻳﺪﻳﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻧﻔﺮض ﻣﺜﻼ اﻟﺘﻌﺮﻳﻔﺎت اﳌﻘﺎﺑﻠﺔ ﻟﱪﻳﺪ اﳉﺰاﺋﺮ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻮزن )‪(kg‬‬ ‫اﻟﺘﻌﺮﻳﻔﺔ )‪(DA‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﱃ ﻏﺎﻳﺔ ‪5‬‬ ‫‪25‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻫﻮ اﻟﻮزن ﻧﻌﺮف‪:‬‬ ‫ﺑﺄﺧﺬ اﳌﺘﻐﲑ‬ ‫‪x‬‬
‫‪ /7‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺈﺟﺮاء‬
‫[‬ ‫اﳌﻌﺮﻓﺔ ﻋﻠﻰ ا‪‬ﺎل ]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]5 ; 10‬‬ ‫‪40‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0 ; 30‬‬ ‫ﻧﻘﻮل اﻟﺪاﻟﺔ‬ ‫‪p‬‬
‫ﺣﺴﺎب )‪7‬د(‬ ‫]‪]10 ; 15‬‬ ‫‪62‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]15 ; 20‬‬ ‫‪83‬‬
‫ﻫﻲ ‪62‬‬ ‫ﻧﻘﻮل ﺻﻮرة ‪ 12‬ﺑﺎﻟﺪاﻟﺔ‬ ‫‪p‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪]20 ; 30‬‬ ‫‪110‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬ ‫اﻟﻌﺪد ‪ 10‬ﻟﻴﺲ ﻟﻪ ﺳﻮاﺑﻖ ﺑﺎﻟﺪاﻟﺔ‬
‫‪p‬‬

‫]‬ ‫ﻧﻘﻮل ﺳﻮاﺑﻖ اﻟﻌﺪد ‪ 40‬ﻫﻲ ﻛﻞ اﻷﻋﺪاد اﳊﻘﻴﻘﻴﺔ اﶈﺼﻮرة ب‪] :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5 ; 10‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ /8‬اﺳﺘﻌﻤﺎل آﻟﺔ ﺣﺎﺳﺒﺔ ﺑﻴﺎﻧﻴﺔ‬ ‫‪TABLE‬‬‫‪.‬‬ ‫ھ م‪ :‬ﰲ آﻟﺔ ﺣﺎﺳﺒﺔ ﺑﻴﺎﻧﻴﺔ ﻳﻈﻬﺮ ﺟﺪول ﻗﻴﻢ داﻟﺔ ﺑﺎﻟﻠﻤﺴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺘﺤﺪﻳﺪ ﻣﺠﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﺻ ‪ :‬ﻟﺪراﺳﺔ داﻟﺔ ﻳﺠﺐ ﺗﻌﺮﻳﻒ ﻋﺪة ﺧﻮاص ﻣﻨﻬﺎ ﻣﺠﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /9‬ﺣﻮﺻﻠﺔ ﻋﺎﻣﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﻣﻌﺮﻓﺔ ﺗﺤﺪﻳﺪ اﻟﺴﻮاﺑﻖ واﻟﺼﻮر وﻛﺬا ﺗﺤﺪﻳﺪ اﻟﺪﺳﺘﻮر اﻟﻤﻌﺮف ﻟﻠﺪاﻟﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

‫‪www.mathonec.com‬‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬دﻳﺴﻤﺒﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬دﻳﺴﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪23‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا وال‪.‬‬ ‫ت‬ ‫اﻟﺒﺎب‪:03‬‬
‫اﻟﻤـ ــﺪة‪ 2 :‬ﺳـ]‪[2h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫‪( x ) = ax + b‬‬
‫‪ f‬وﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧﻴﺎ وﻓﻖ ﻣﻨﻬﺠﻴﺔ ﻋﻠﻤﻴﺔ‪.‬‬ ‫دراﺳﺔ داﻟﺔ ﺗﺂﻟﻔﻴﺔ ﻣﻦ اﻟﺸﻜﻞ‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﺪروس اﻟﻤﺎﺿﻴﺔ‬
‫‪.1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪5‬د(‪.‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻫﻲ ﺧﻄﻮات دراﺳﺔ داﻟﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪: [51‬‬ ‫ط ]‪ 05‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬ﻧﺸﺎط ﺗﻄﺒﻴﻘﻲ‬
‫اﻟﻬﺪف‪ :‬دراﺳﺔ داﻟﺔ ﺧﻄﻴﺔ )ﺗﺂﻟﻔﻴﺔ(‪ ،‬اﻟﺮﺳﻢ ﻳﻜﻮن ﺑﺈﻋﻄﺎء اﻟﻔﻮاﺻﻞ ‪ C °‬و اﻟﱰاﺗﻴﺐ ‪. F °‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪10‬د(‬ ‫رﺳﻢ اﳌﻨﺤﲎ ﺑﺪﻗﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪.3‬اﻟﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) (‬ ‫‪.1‬ﺗﻌﺮﻳﻒ‪:‬‬
‫‪/3‬ﻣﻔﻬﻮم داﻟﺔ ﺗﺂﻟﻔﻴﺔ وﺗﻌﺮﻳﻔﻬﺎ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻛﻞ داﻟﺔ ‪ f‬ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ ℝ‬ﻣﻦ اﻟﺸﻜﻞ ‪ f x = ax + b‬ﺗﺴﻤﻰ‬
‫داﻟﺔ ﺗﺂﻟﻔﻴﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺑﺪﺳﺘﻮر )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫أﻣﺜﻠﺔ‪ f x = 3x − 2 :‬داﻟﺔ ﺗﺂﻟﻔﻴﺔ ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ ℝ‬ﺣﻴﺚ ‪ 3‬ﻫﻮ ﻣﻌﺎﻣﻞ اﻟﺘﻨﺎﺳﺒﻴﺔ ﻟﻠﺪاﻟﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫داﻟﺔ ﺛﺎﺑﺘﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫إذا ﻛﺎن ‪ a = 0‬ﻓﺈن ‪ f x = b‬وﺗﺴﻤﻰ‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬دراﺳﺔ داﻟﺔ ﺗﺂﻟﻔﻴﺔ وﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧﻴﺎً ﺑﺨﻄﻮات ﻋﻠﻤﻴﺔ ‪.‬‬

‫إذا ﻛﺎن ‪ b = 0‬ﻓﺈن ‪ f ( x ) = ax‬وﺗﺴﻤﻰ اﻟﺪاﻟﺔ اﳋﻄﻴﺔ‬

‫) ' ‪f (x ) − f (x‬‬
‫ﺛﺎﺑﺘﺔ ﻣﻦ أﺟﻞ ﻛﻞ‬ ‫‪.2‬ﻣﱪﻫﻨﺔ‪ :‬ﻧﻘﻮل أن ‪ f‬داﻟﺔ ﺗﺂﻟﻔﻴﺔ إذا وﻓﻘﻂ إذا ﻛﺎﻧﺖ اﻟﻨﺴﺒﺔ‪:‬‬
‫‪ /4‬اﻟﺨﺎﺻﻴﺔ اﻟﻤﻤﻴﺰة ﻟﻠﺪاﻟﺔ‬

‫' ‪x −x‬‬
‫اﻟﺘﺂﻟﻔﻴﺔ )‪7‬د(‬

‫‪…………………………………………………………………………………………………….……………………………………………………………......‬‬
‫……………………………‬ ‫ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ‪ x‬و ' ‪x‬‬ ‫‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻌﻨﺎﻩ إذا ﻛﺎن ﺗﺰاﻳﺪ اﻟﺼﻮر ﻣﺘﻨﺎﺳﺐ ﻣﻊ ﺗﺰاﻳﺪ اﻟﺴﻮاﺑﻖ ﻓﺎن اﻟﺪاﻟﺔ ﺗﺂﻟﻔﻴــﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .3‬اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﱐ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫ﲤﺜﻴﻞ داﻟﺔ ﺗﺂﻟﻔﻴﺔ ‪ f x = ax + b‬ﻫﻮ ﻋﺒﺎرة ﻋﻦ ﻣﺴﺘﻘﻴﻢ ‪D‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪(D‬‬
‫) (‬
‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ذات ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ ‪ a‬وﻳﺸﻤﻞ اﻟﻨﻘﻄﺔ ‪ B 0;b‬وﻫﻲ اﻟﱰﺗﻴﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‪.‬‬
‫إﱃ اﳌﺒﺪأ‪ .‬و ‪ y = ax + b‬ﻫﻲ ﻣﻌﺎدﻟﺔ اﳌﺴﺘﻘﻴﻢ ‪D‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫أﻣﺜﻠﺔ‪ :‬رﺳﻢ أﻣﺜﻠﺔ ﳐﺘﻠﻔﺔ )ﺗﺪرﻳﺐ اﻟﻄﻼب(‬

‫‪ /5‬اﻟﺘﻤﺜﻴﻞ واﻟﺪراﺳﺔ اﻟﺒﻴﺎﻧﻴﺔ ﻟﺪاﻟﺔ‬

‫; ‪ h ( x ) = −1‬ﻣﻊ ﺗﻮﺿﻴﺢ ﻣﻌﺎدﻟﺔ اﳌﺴﺘﻘﻴﻢ ﰲ ﻛﻞ ﺣﺎﻟﺔ‪.‬‬ ‫‪g ( x ) = 3x ; f ( x ) = −2x + 1‬‬

‫ﺗﺂﻟﻔﻴﺔ )‪15‬د(‬

‫‪ .4‬اﻟﻘﺮاءة اﻟﺒﻴﺎﻧﻴﺔ ﻟﻤﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ داﻟﺔ ﺗﺂﻟﻔﻴﺔ‪:‬‬

‫‪ a ≻ 0‬ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﻣﻮﺟﺐ‪.‬‬ ‫‪ a ≺ 0‬ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﺳﺎﻟﺐ‪.‬‬

‫‪…………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪(D‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫)‪(D‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫‪.1‬ا دا ا‬
 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /6‬ﻋﻼﻗﺔ إﻳﺠﺎد ﻣﻌﺎﻣﻞ‬
‫(‪.‬‬
‫‪f x1 − f x 2‬‬ ‫) (‬ ‫ﲢﺴﺐ ب ) (‬
‫‪x 1; x 2 ∈ ℝ‬‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫=‪a‬‬ ‫ﺣﻴﺚ‬ ‫‪a‬‬ ‫ﻫﺎم‪ :‬ﻗﻴﻤﺔ اﳌﻌﺎﻣﻞ‬
‫اﻟﺘﻮﺟﻴﻪ )‪7‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x‬‬ ‫‪1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪−‬‬ ‫‪x‬‬ ‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .4‬اﺗﺠﺎﻩ ﺗﻐﻴﺮ داﻟﺔ ﺗﺂﻟﻔﻴـﺔ‪:‬‬
‫) ( ﻟﺪﻳﻨﺎ‪:‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ ℝ‬ﻣﻦ اﻟﺸﻜﻞ ‪f x = ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺘﻜﻦ داﻟﺔ‬
‫‪f‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺘﻨﺎﻗﺼﺔ ﲤﺎﻣﺎ‪.‬‬ ‫‪f‬‬ ‫)ﺳﺎﻟﺐ( ﻓﺎن‬ ‫‪a≺0‬‬ ‫إذا ﻛﺎن‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬دراﺳﺔ اﺗﺠﺎﻩ ﺗﻐﻴﺮ داﻟﺔ ﺗﺂﻟﻔﻴﺔ وإﻧﺸﺎء‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺘﺰاﻳﺪة ﲤﺎﻣﺎ‪.‬‬
‫‪f‬‬ ‫)ﻣﻮﺟﺐ ( ﻓﺎن‬ ‫‪a≻0‬‬ ‫إذا ﻛﺎن‬
‫ﺟﺪول اﻟﺘﻐﻴﺮات )‪15‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﻧﻄﺒﻖ ﻗﻮاﻋﺪ اﳌﻘﺎرﻧﺔ‪.‬‬ ‫‪x1 ≺ x 2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫( ﺣﻴﺚ‬
‫‪x 1; x 2 ∈ ℝ‬‬ ‫)‬ ‫اﻟﺒﺮﻫﺎن‪ :‬ﻧﺄﺧﺬ ﻋﺪدﻳﻦ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺟﺪول اﻟﺘﻐﻴﺮات‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x‬‬ ‫∞‪−‬‬ ‫∞‪+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪x‬‬ ‫∞‪−‬‬ ‫∞‪+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪f x‬‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪f x‬‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a≻0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a≺0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪f x =b‬‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻜﻮن داﻟﺔ ﺛﺎﺑﺘﺔ‬ ‫‪f‬‬ ‫‪a=0‬‬
‫ﻓﺎن‬ ‫ﻣﻼﺣﻈﺔ‪ :‬إذا ﻛﺎن‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻟﻠﺘﻮﺿﻴﺢ )‪8‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪g x = 3x + 2 ; f x = −2x + 1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫) (‬ ‫أﻣﺜﻠﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .4‬ﺗﻤﺎرﻳ ــﻦ ﺗﻄﺒﻴــﻘﻴﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /9‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ 57 - 54 – 53‬اﻟﺼﻔﺤـ ـ ـ}‪ {78‬ـ ــﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺎت‬ ‫‪.....................................................................................................................................................................................‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫‪ .2‬ا دا ا‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬دﻳﺴﻤﺒﺮ ‪2011‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬دﻳﺴﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪24‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا وال‪.‬‬ ‫ت‬ ‫اﻟﺒﺎب‪:03‬‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬إﻳﺠﺎد داﻟﺔ ﺗﺂﻟﻔﻴﺔ ﻣﻌﺮﻓﺔ ﺑﻌﺪدﻳﻦ ﻣﺨﺘﻠﻔﻴﻦ وﺻﻮرﺗﻴﻬﻤﺎ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫دراﺳﺔ ﻃﺮﻳﻘﺔ إﻳﺠﺎد اﻟﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ اﻟﻤﻌﺮﻓﺔ ﺑﺴﺎﺑﻘﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ وﺻﻮرﺗﻴﻬﻤﺎ وﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧﻴﺎً‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪.1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻫﻮ اﻟﺸﻜﻞ اﻟﻌﺎم ﻟﺪﺳﺘﻮر داﻟﺔ ﺗﺂﻟﻔﻴﺔ؟‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪5‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -‬ﻣﺎذا ﳝﺜﻞ ﻣﻨﺤﻨﺎﻫﺎ اﻟﺒﻴﺎﱐ؟ﻣﻌﺎدﻟﺘﻪ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬ﻧﺸﺎط ﻣﻘﺘﺮح‬ ‫‪ .2‬ﻧﺸﺎط ]ﻣﻘﺘﺮح[‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪10‬د(‬
‫) (‬ ‫)(‬
‫‪ f‬داﻟﺔ ﺗﺂﻟﻔﻴﺔ ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ ℝ‬ﺑـ‪ f 1 = −3 :‬و ‪. f −4 = 2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ (1‬أوﺟﺪ دﺳﺘﻮر اﻟﺪاﻟﺔ ‪f‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬دراﺳﺔ ﻃﺮﻳﻘﺔ إﻳﺠﺎد اﻟﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ اﻟﻤﻌﺮﻓﺔ ﺑﺴﺎﺑﻘﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ وﺻﻮرﺗﻴﻬﻤﺎ‪.‬‬

‫ﻣﻌﺎدﻟﺘﻴﻦ ﻟﻜﺘﺎﺑﺔ دﺳﺘﻮر اﻟﺪاﻟﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /3‬اﺳﺘﻌﻤﺎل ﺣﻠﻮل ﺟﻤﻠﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ (2‬أدرس ﺗﻐﲑات اﻟﺪاﻟﺔ ‪ f‬ﰒ ﺷﻜﻞ ﺟﺪول ﺗﻐﲑا‪‬ﺎ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ (3‬أﻋﻂ ﲤﺜﻴﻞ اﻟﺪاﻟﺔ ‪ f‬ﺑﻴﺎﻧﻴﺎ؟ ﻣﻊ ﺷﺮح ﻃﺮﻳﻘﺔ اﻟﺮﺳﻢ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫)(‬
‫‪f 1 = −3‬‬ ‫‪−3 = a + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪‬‬ ‫‪⇒‬‬ ‫) (‬
‫‪ f‬ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ ℝ‬ﻣﻦ اﻟﺸﻜﻞ ‪ f x = ax + b‬ﺣﻴﺚ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﻟﺤﻞ‪:‬‬
‫‪f‬‬ ‫‪( −4 ) = 2‬‬ ‫‪2 = −4a + b‬‬
‫وﻳﻜﻔﻲ ﺣﻞ ﲨﻠﺔ اﳌﻌﺎدﻟﺘﲔ اﻟﺴﺎﺑﻘﺔ وإﳚﺎد ﻗﻴﻤﺔ ‪. a , b‬‬

‫‪ .3‬ﺧﻼﺻﺔ‬
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‫……………………………‬
‫‪ 1.3‬إﻳﺠﺎد داﻟﺔ ﺗﺂﻟﻔﻴﺔ‪ :‬ﻹﻳﺠﺎد داﻟﺔ ﺗﺂﻟﻔﻴﺔ ﻣﻌﺮﻓﺔ ﺑﻌﺪدﻳﻦ ﻣﺨﺘﻠﻔﻴﻦ وﺻﻮرﺗﻴﻬﻤﺎ‪ ،‬ﻧﺤﺴﺐ ﻣﻌﺎﻣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /4‬ﻃﺮﻳﻘﺔ إﻳﺠﺎد داﻟﺔ ﺗﺂﻟﻔﻴﺔ‬

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‫اﻟﺘﻮﺟﻴﻪ ‪ a‬واﻟﺘﺮﺗﻴﺐ إﻟﻰ اﻟﻤﺒﺪأ ‪ b‬ﺑﺤﻞ ﺟﻤﻠﺔ ﻣﻌﺎدﻟﺘﻴﻦ ﺑﺎﻟﻘﻴﻢ اﻟﻤﻌﻄﺎة ﻣﻦ اﻟﺸﻜﻞ ‪x ) . y = ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪7‬د(‬

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‫ﺳﺎﺑﻘﺔ و ‪ y‬ﺻﻮرﺗﻬﺎ(‪.‬‬
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‫‪ 2.3‬ﺗﻤﺜﻴﻞ داﻟﺔ ﺗﺂﻟﻔﻴﺔ‪ :‬ﻟﺘﻤﺜﻴﻞ داﻟﺔ ﺗﺂﻟﻔﻴﺔ ﻳﻜﻔﻲ اﺳﺘﻌﻤﺎل ﻧﻘﻄﺘﲔ واﻟﻮﺻﻞ ﺑﻴﻨﻬﻤﺎ ﲟﺴﺘﻘﻴﻢ‪.‬‬
‫‪ /5‬ﺗﻤﺜﻴﻞ داﻟﺔ ﺗﺂﻟﻔﻴﺔ‬ ‫أﻣﺜﻠﺔ‪ :‬ﻣﺜﻞ اﻟﺪاﻟﺔ ‪ f‬اﳌﻌﺮﻓﺔ ﺑﺎﻟﺸﻜﻞ اﻟﺘﺎﱄ‪f ( x ) = 2x − 3 :‬‬
‫ﺑﻴﺎﻧﻴﺎ )‪8‬د(‪.‬‬

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‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 55:‬اﻟﺼﻔﺤـ}‪{78‬ـﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫ن د ور دا‬ ‫‪.1‬‬
 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‪.‬‬ ‫) (‬
‫‪f x1 − f x 2‬‬‫ﲢﺴﺐ ب ) (‬
‫‪ /6‬ﻋﻼﻗﺔ إﻳﺠﺎد ﻣﻌﺎﻣﻞ‬ ‫‪x 1; x 2 ∈ ℝ‬‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺣﻴﺚ‬ ‫=‪a‬‬ ‫ﻫﺎم‪ :‬ﻗﻴﻤﺔ اﳌﻌﺎﻣﻞ‬ ‫‪a‬‬
‫اﻟﺘﻮﺟﻴﻪ )‪7‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪1‬‬ ‫‪−‬‬ ‫‪x‬‬ ‫‪2‬‬
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‫‪ .4‬اﺗﺠﺎﻩ ﺗﻐﻴﺮ داﻟﺔ ﺗﺂﻟﻔﻴـﺔ‪:‬‬
‫) ( ﻟﺪﻳﻨﺎ‪:‬‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ ℝ‬ﻣﻦ اﻟﺸﻜﻞ ‪f x = ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻟﺘﻜﻦ داﻟﺔ‬ ‫‪f‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺘﻨﺎﻗﺼﺔ ﲤﺎﻣﺎ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫)ﺳﺎﻟﺐ( ﻓﺎن‬‫‪f‬‬ ‫إذا ﻛﺎن‬ ‫‪a≺0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬دراﺳﺔ اﺗﺠﺎﻩ ﺗﻐﻴﺮ داﻟﺔ ﺗﺂﻟﻔﻴﺔ وإﻧﺸﺎء‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺘﺰاﻳﺪة ﲤﺎﻣﺎ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)ﻣﻮﺟﺐ ( ﻓﺎن‬
‫‪f‬‬ ‫إذا ﻛﺎن‬ ‫‪a≻0‬‬
‫ﺟﺪول اﻟﺘﻐﻴﺮات )‪15‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﻧﻄﺒﻖ ﻗﻮاﻋﺪ اﳌﻘﺎرﻧﺔ‪.‬‬ ‫( ﺣﻴﺚ‬
‫‪x1 ≺ x 2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫)‬ ‫اﻟﺒﺮﻫﺎن‪ :‬ﻧﺄﺧﺬ ﻋﺪدﻳﻦ‬
‫‪x 1; x 2 ∈ ℝ‬‬
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‫ﺟﺪول اﻟﺘﻐﻴﺮات‬
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‫‪x‬‬ ‫∞‪−‬‬ ‫∞‪+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪x‬‬ ‫∞‪−‬‬ ‫∞‪+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪f x‬‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫) (‬ ‫‪f x‬‬
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‫‪a≻0‬‬
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‫‪a≺0‬‬
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‫) (‬
‫‪f x =b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻜﻮن داﻟﺔ ﺛﺎﺑﺘﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻓﺎن‬ ‫‪f‬‬ ‫ﻣﻼﺣﻈﺔ‪ :‬إذا ﻛﺎن‬ ‫‪a=0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻟﻠﺘﻮﺿﻴﺢ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪8‬د(‪.‬‬
‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫) (‬
‫‪g x = 3x + 2 ; f x = −2x + 1‬‬ ‫أﻣﺜﻠﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

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www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬دﻳﺴﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪25‬‬ ‫رﻗﻢ اﻟﻤﺬﻛﺮة‪:‬‬ ‫‪.‬‬ ‫اﻟﺒﺎب ‪ :4‬ا وال ا‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ وﻧﺼﻒ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ وإﺷﺎرة داﻟﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫ﻣﻌﺮﻓﺔ ﺗﻤﺜﻴﻞ داﻟﺔ ﺗﺂﻟﻔﻴﺔ ﺑﻴﺎﻧﻴﺎً ودراﺳﺔ إﺷﺎرﺗﻬﺎ ﻣﻊ دراﺳﺔ إﺷﺎرة ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﻦ ﻳﺬﻛﺮﻧﺎ ﺑﺎﻟﺪرس اﳌﺎﺿﻲ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-‬‬ ‫‪.1‬‬
‫)‪5‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -‬ﻣﺎ ﻫﻲ إﺷﺎرة اﻟﺪاﻟﺔ ‪ f‬ﰲ اﻟﺮﺳﻢ اﳌﻘﺎﺑﻞ؟‬
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‫رح[ ‪:‬‬ ‫ط]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.2‬‬
‫‪ /2‬ﻣﻔﻬﻮم إﺷﺎرة داﻟﺔ ﺑﺎﻟﺘﻤﺜﻴﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪ (1‬ﻣﺜﻞ ﰲ ﻣﻌﻠﻢ ‪ O , I , J‬اﳌﻌﺮﻓﺔ ﺑﺎﻟﺸﻜﻞ اﻟﺘﺎﱄ‪. f x = 2x − 3 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫(‬ ‫)‬
‫اﻟﺒﻴﺎﻧﻲ )‪10‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪ (2‬ﻋﲔ إﺷﺎرة اﻟﺪاﻟﺔ ‪ . f‬واﺳﺘﻨﺘﺞ إﺷﺎرة اﻟﺪاﻟﺔ ‪ g‬ﺣﻴﺚ‪. g x = −2x − 3 :‬‬
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‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﻣﻌﺮﻓﺔ ﺗﻤﺜﻴﻞ داﻟﺔ ﺗﺂﻟﻔﻴﺔ ﺑﻴﺎﻧﻴﺎً ودراﺳﺔ إﺷﺎرﺗﻬﺎ ﻣﻊ دراﺳﺔ إﺷﺎرة ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ‪..‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫دراﺳﺔ اﲡﺎﻩ ﺗﻐﲑ اﻟﺪاﻟﺔ وﻓﻖ ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ ‪ a‬ﰲ ﻛﻞ ﺣﺎﻟﺔ وﺗﻮﺿﻴﺢ اﻟﻔﺮق ﺣﺴﺐ إﺷﺎرﺗﻪ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ا ل‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ــ‬ ‫‪ .3‬و‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫واص‪ :‬ﻣﻦ أﺟﻞ ‪ f‬داﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﳎﺎل ‪ I‬ﻣﻦ ‪ ℝ‬ﻟﺪﻳﻨﺎ‪:‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(1.3‬‬
‫‪/3‬إﺷﺎرة داﻟﺔ وﻓﻖ ﺗﻤﺜﻴﻠﻬﺎ‬

‫ﺗﻜﻮن ‪ f‬داﻟﺔ ﻣﻮﺟﺒﺔ ﺗﻤﺎﻣﺎ ﻋﻠﻰ ‪ I‬إذا وﻓﻘﻂ إذا ﻛﺎن ﲤﺜﻴﻠﻬﺎ اﻟﺒﻴﺎﱐ ﻳﻘﻊ ﻓﻮق ﳏﻮر اﻟﻔﻮاﺻﻞ‪.‬‬
‫اﻟﺒﻴﺎﻧﻲ )‪7‬د(‪.‬‬

‫ﺗﻜﻮن ‪ f‬داﻟﺔ ﺳﺎﻟﺒﺔ ﺗﻤﺎﻣﺎً ﻋﻠﻰ ‪ I‬إذا وﻓﻘﻂ إذا ﻛﺎن ﲤﺜﻴﻠﻬﺎ اﻟﺒﻴﺎﱐ ﻳﻘﻊ ﲢﺖ ﳏﻮر اﻟﻔﻮاﺻﻞ‪.‬‬
‫ﺗﻨﻌﺪم داﻟﺔ ‪ f‬ﻣﻦ أﺟﻞ ﻗﻴﻤﺔ ‪ x‬ﻣﻦ ‪ I‬إذا ﻛﺎن ﲤﺜﻴﻠﻬﺎ ﻳﻘﻄﻊ ﳏﻮر اﻟﻔﻮاﺻﻞ ﰲ ﻫﺬﻩ اﻟﻨﻘﻄﺔ‪.‬‬
‫‪…………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫]‬
‫ﺑﻴﺎﻧﻴﺎ ﻋﻠﻰ ا‪‬ﺎل ‪. −4;5‬‬ ‫ﻣﺜﺎل ﺗﻄﺒﻴﻘﻲ‪) :‬اﻟﻜﺘﺎب اﳌﺪرﺳﻲ(‪ f :‬داﻟﺔ ﻣﻌﺮﻓﺔ‬
‫……………………………‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ :‬ﻣﻦ اﻟﺸﻜﻞ ‪ ax + b‬ﻣﻊ ‪a ≠ 0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ (2.3‬إ رة دا‬
‫ﻧﻌﻠﻢ أن ﻛﻞ داﻟﺔ ﺗﺂﻟﻔﻴﺔ ﲤﺜﻞ ﲟﺴﺘﻘﻴﻢ ذات ﻣﻌﺎدﻟﺔ ﻣﻦ اﻟﺸﻜﻞ ‪. y = ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /4‬إﺷﺎرة داﻟﺔ ﺗﺂﻟﻔﻴﺔ وﻣﻌﻨﺎﻫﺎ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺮﻳﺎﺿﻲ )‪8‬د(‪.‬‬

‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪f x = 0 ⇔ ax + b = 0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ ‬ﻣﻌﻨﺎﻩ أن اﳌﺴﺘﻘﻴﻢ اﳌﻤﺜﻞ ﻟﻠﺪاﻟﺔ ‪ f‬ﻳﻘﻄﻊ ﳏﻮر اﻟﻔﻮاﺻﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b‬‬ ‫ﻛﺬﻟﻚ‪:‬‬
‫‪‬‬‫‪don‬‬ ‫‪c‬‬ ‫‪:‬‬ ‫‪x‬‬ ‫=‬ ‫‪−‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪a‬‬
‫‪b‬‬
‫‪.−‬‬ ‫ﰲ اﻟﻔﺎﺻﻠﺔ‬
‫‪a‬‬
‫وﻟﺪراﺳﺔ إﺷﺎرة ‪ ax + b‬ﳓﻞ اﳌﱰاﺟﺤﺔ‪ . ax + b ≻ 0 :‬ﻓﻨﻤﻴﺰ ﺣﺎﻟﺘﲔ‪:‬‬

‫‪a ≺ 0 .2‬‬ ‫‪. a ≻ 0 .1‬‬

‫‪b‬‬
‫‪b‬‬ ‫‪ ax + b ≻ 0 ⇔ x ≻ −‬وﻫﺬا ﻣﻌﻨﺎﻩ اﳌﺴﺘﻘﻴﻢ‬
‫‪ ax + b…………………….……………………………………………………………......‬وﻫﺬا ﻣﻌﻨﺎﻩ اﳌﺴﺘﻘﻴﻢ‬
‫‪≻0⇔x ≻−‬‬
‫‪a‬‬ ‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b‬‬
‫‪b‬‬ ‫ﻳﻘﻊ ﻓﻮق ﳏﻮر اﻟﻔﻮاﺻﻞ ﻣﻦ أﺟﻞ ‪x ≻ −‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻳﻘﻊ ﻓﻮق ﳏﻮر اﻟﻔﻮاﺻﻞ ﻣﻦ أﺟﻞ ‪x ≻ −‬‬
‫‪ /5‬ﻃﺮﻳﻘﺔ ﺗﻌﻴﻴﻦ إﺷﺎرة‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a‬‬
‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫داﻟﺔ ﺗﺂﻟﻔﻴﺔ )‪8‬د(‪.‬‬ ‫وﻧﻤﻴﺰ ﺟﺪول اﻹﺷﺎرة اﻟﺘﺎﻟﻲ‪:‬‬ ‫وﻧﻤﻴﺰ ﺟﺪول اﻹﺷﺎرة اﻟﺘﺎﻟﻲ‪:‬‬
‫∞‪−‬‬ ‫‪−‬‬
‫‪b‬‬ ‫∞‪+‬‬ ‫∞‪−‬‬ ‫‪−‬‬
‫‪b‬‬ ‫∞‪+‬‬
‫‪x‬‬ ‫‪a‬‬ ‫‪x‬‬ ‫‪a‬‬
‫‪-‬‬ ‫‪0‬‬ ‫‪+‬‬
‫‪ax + b‬‬ ‫إﺷﺎرة‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬ ‫‪ax + b‬‬ ‫إﺷﺎرة‬
‫ﻋﻜﺲ إﺷﺎرة ‪a‬‬ ‫إﺷﺎرة ‪a‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫وا رة دا‬ ‫لا‬ ‫‪ .1‬ا‬
 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /6‬ﺧﺎﺻﻴﺔ اﻟﻀﺮب واﻟﻘﺴﻤﺔ ﻓﻲ إﺷﺎرة داﻟﺔ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫لا‬ ‫‪ (3.3‬إ رة داء أو‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪:‬‬
‫‪ .1‬ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺪدﻳﻦ ﻏﲑ ﻣﻌﺪوﻣﲔ ﻣﻦ ﻧﻔﺲ اﻹﺷﺎرة ﻫﻮ ﻋﺪد ﻣﻮﺟﺐ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪10‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ .2‬ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺪدﻳﻦ ﻏﲑ ﻣﻌﺪوﻣﲔ ﳐﺘﻠﻔﲔ ﰲ اﻹﺷﺎرة ﻫﻮ ﻋﺪد ﺳﺎﻟﺐ‪.‬‬

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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫( ) ( ﻣﻦ‬
‫‪ℝ‬‬ ‫()‬
‫‪f x = 2x + 3 1 − x‬‬ ‫دراﺳﺔ إﺷﺎرة )‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫∞‪−‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪−‬‬
‫‪3‬‬ ‫‪1‬‬ ‫∞‪+‬‬
‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬ﺟﺪول اﻹﺷﺎرة اﻟﻌﺎم )‪8‬د(‬ ‫إﺷﺎرة ‪2x + 3‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫‪+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺧﺎص ﺑﺎﻟﻤﺜﺎل‪.‬‬
‫إﺷﺎرة ‪1 − x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪+‬‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫()‬ ‫)‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﺷﺎرة ‪2x + 3 1 − x‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﻧﻘﻮم ﰲ اﳌﺜﺎل اﻟﺴﺎﺑﻖ ﺑﺪراﺳﺔ ﻛﻞ داﻟﺔ ﻋﻠﻰ ﺣﺪا ﰒ ﺗﻄﺒﻴﻖ ﻗﺎﻋﺪة اﳉﺪاء أو اﻟﻘﺴﻤﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .4‬ﺗﻤﺎرﻳ ــﻦ ﺗﻄﺒﻴــﻘﻴﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ 56 - 57‬اﻟﺼﻔﺤـ ـ ـ}‪ {78‬ـ ــﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪:‬‬
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‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫وا رة دا‬ ‫لا‬ ‫‪ .2‬ا‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬دﻳﺴﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪26‬‬ ‫رﻗﻢ اﻟﻤﺬﻛﺮة‪:‬‬ ‫‪.‬‬ ‫اﻟﺒﺎب‪ :4‬ا وال ا‬
‫اﻟﻤـ ــﺪة‪ 2 :‬ﺳـ]‪[2h‬ـﺎﻋﺔ وﻧﺼﻒ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺪاﻟﺔ ﻣﺮﺑﻊ‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫دراﺳﺔ داﻟﺔ ﻣﻦ اﻟﺸﻜﻞ ‪ x → x 2‬ﺑﺘﺤﺪﻳﺪ اﺗﺠﺎﻩ ﺗﻐﻴﺮاﺗﻬﺎ واﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﺨﻄﻮات دراﺳﺔ داﻟﺔ‬
‫)‪5‬د(‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﺑﺪرس اﻟﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ؟ ﳐﺘﻠﻒ ﺧﻄﻮات دراﺳﺔ داﻟﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-‬‬ ‫‪.1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫رح[ ‪:‬‬ ‫ط]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.2‬‬
‫) (‬
‫ﻟﺘﻜﻦ ‪ f‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺎﻟﺸﻜﻞ اﻟﺘﺎﱄ‪. f x = x 2 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬ﻣﻔﻬﻮم داﻟﺔ ﻣﺮﺑﻊ وﺧﻄﻮات‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫دراﺳﺔ ﺗﻐﻴﺮاﺗﻬﺎ)‪15‬د(‪.‬‬

‫‪ .1‬أوﺟﺪ ﳎﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ اﻟﺪاﻟﺔ ‪. f‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬أدرس ﺗﻐﲑات اﻟﺪاﻟﺔ ‪) f‬اﲡﺎﻩ اﻟﺘﻐﲑ‪ ،‬ﺷﻔﻌﻴﺔ داﻟﺔ‪....‬اﱁ(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .3‬ﻋﲔ ﺻﻮرة اﻟﻨﻘﻂ اﻟﺘﺎﻟﻴﺔ‪. 2; − 2 ،-4 ،4 ،-1 ،1 ،0 :‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﻘﺪرة ﻋﻠﻰ دراﺳﺔ داﻟﺔ ﻣﺮﺑﻊ واﻟﺘﻌﺮف ﻋﻠﻴﻬﺎ‪ ،‬ﺗﺸﻜﻴﻞ ﺟﺪول ﺗﻐﻴﺮاﺗﻬﺎ وﻣﻨﺤﻨﺎﻫﺎ اﻟﺒﻴﺎﻧﻲ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .4‬ﻗﺎرن ﺑﲔ ﺻﻮرﰐ ‪ 3 − 2‬و ‪ 2 − 3‬ﺑﺎﻟﺪاﻟﺔ ‪ f‬ﰒ ﻣﺜﻠﻬﺎ ﺑﻴﺎﻧﻴﺎ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ر ــّـ‬ ‫‪ .3‬ا دا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ (1.3‬ر ف‪ :‬ﻧﺴﻤﻲ داﻟﺔ ﻣﺮﺑّﻊ ﻛﻞ داﻟﺔ ﺗﺮﻓﻖ ﺑﻜﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x‬ﻣﺮﺑﻌﻪ ‪. x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬
‫‪ /3‬دﺳﺘﻮر داﻟﺔ ﻣﺮﺑﻊ‬
‫وﻣﻔﻬﻮﻣﻬﺎ )‪10‬د(‪.‬‬

‫وﻧﻜﺘﺐ‪ f ( x ) = x 2 :‬ﻫﻲ داﻟﺔ ﻣﺮﺑﻊ ل ‪. x‬‬

‫ﻣﻼﺣﻈﺔ‪ :‬ﻛﻞ ﻋﺪد وﻣﻌﺎﻛﺴﺔ ﻣﻦ ‪ ℝ‬ﳍﻤﺎ ﻧﻔﺲ اﻟﺼﻮرة ﺑﺎﻟﺪاﻟﺔ ﻣﺮﺑﻊ‪.‬‬
‫اﻟﻠﻤﺴﺔ ‪ x 2‬ﰲ اﻵﻟﺔ اﳊﺎﺳﺒﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺪاﻟﺔ ﻣﺮﺑﻊ‪.‬‬
‫‪…………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ر ‪:‬‬ ‫ر دا‬ ‫‪ (2.3‬ا ه‬

‫……………………………‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫ﻟﻴﻜﻦ ﻟﺪﻳﻨﺎ ‪ x 1; x 2‬و ‪ f‬داﻟﺔ ﻣﺮﺑﻊ ﻣﻌﺮﻓﺔ ﻛﻤﺎ ﻳﻠﻲ‪ ، f x = x 2 :‬ﻟﺪﻳﻨﺎ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /5‬ﺧﻄﻮات دراﺳﺔ داﻟﺔ‬

‫[‬ ‫[‬
‫‪ 0 ≤ x 1 ≺ x 2 ⇔ x 12 ≺ x 22‬ﻣﻌﻨﺎﻩ اﻟﺪاﻟﺔ ﻣﺮﺑّﻊ ﻣﺘﺰاﻳﺪة ﲤﺎﻣﺎً ﻋﻠﻰ ا‪‬ﺎل ∞‪. 0; +‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺮﺑﻊ )‪15‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‬ ‫]‬
‫‪ x 1 ≺ x 2 ≤ 0 ⇔ x 12 ≻ x 22‬ﻣﻌﻨﺎﻩ اﻟﺪاﻟﺔ ﻣﺮﺑّﻊ ﻣﺘﻨﺎﻗﺼﺔ ﲤﺎﻣﺎ ﻋﻠﻰ ا‪‬ﺎل ‪. −∞;0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺟﺪول اﻟﺘﻐﻴﺮات‪:‬‬
‫‪x‬‬ ‫∞‪−‬‬ ‫‪0‬‬ ‫∞‪+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) ‪f (x‬‬
‫اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ‪:‬‬
‫‪0‬‬
‫‪ /6‬اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ ﻟﺪاﻟﺔ‬
‫ﻣﺮﺑّﻊ )‪10‬د( ﺑﺪﻗﺔ‬
‫ﲤﺜﻞ داﻟﺔ ﻣﺮﺑﻊ ﰲ ﻣﻌﻠﻢ ) ‪ (O ; I ; J‬ﺑﺎﻟﻨﻘﻂ ذات اﻹﺣﺪاﺛﻴﺎت ) ‪( x ; x‬‬
‫‪2‬‬

‫ﻓﻨﺤﺼﻞ ﻋﻠﻰ اﻟﺸﻜﻞ اﳌﻘﺎﺑﻞ‪:‬‬

‫ﻧﺴﻤﻲ ﻣﻨﺤﲎ اﻟﺪاﻟﺔ ﻣﺮﺑّﻊ ﻗﻄﻌﺎ ﻣﻜﺎﻓﺌﺎَ ذروﺗﻪ ‪.0‬‬
‫‪…………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ (3.3‬واص‪:‬‬
‫) (‬ ‫(‬ ‫)‬ ‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺪاﻟﺔ ﻣﺮﺑﻊ زوﺟﻴﺔ ﻷن‪ − x = x 2 :‬ﻳﻜﺎﻓﺊ ‪َ f x = f − x‬و ‪D f = ℝ‬‬
‫‪2‬‬
‫‪ /7‬ﺧﻮاص اﻟﺪاﻟﺔ ﻣﺮﺑﻊ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪7‬د(‬ ‫ﺑﻴﺎن اﻟﺪاﻟﺔ ﻣﺮﺑﻊ ﻣﺘﻨﺎﻇﺮ ﺑﺎﻟﻨﺴﺒﺔ إﱃ ﳏﻮر اﻟﱰاﺗﻴــﺐ‪.‬‬

‫‪ /8‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف )‪20‬د(‬ ‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 19-15-13 – 12 / 07 – 06 :‬اﻟﺼﻔﺤ ـ ـ}‪{107/106‬ـ ــﺔ‬
‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫ر‬ ‫‪ .1‬ا دا‬
 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫لا‬ ‫‪ (3.3‬إ رة داء أو‬
‫‪ /6‬ﺧﺎﺻﻴﺔ اﻟﻀﺮب واﻟﻘﺴﻤﺔ ﻓﻲ إﺷﺎرة‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪:‬‬
‫‪ .1‬ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺪدﻳﻦ ﻏﲑ ﻣﻌﺪوﻣﲔ ﻣﻦ ﻧﻔﺲ اﻹﺷﺎرة ﻫﻮ ﻋﺪد ﻣﻮﺟﺐ‪.‬‬
‫داﻟﺔ )‪10‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ .2‬ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺪدﻳﻦ ﻏﲑ ﻣﻌﺪوﻣﲔ ﳐﺘﻠﻔﲔ ﰲ اﻹﺷﺎرة ﻫﻮ ﻋﺪد ﺳﺎﻟﺐ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫( ) ( ﻣﻦ‬
‫‪ℝ‬‬ ‫()‬
‫‪f x = 2x + 3 1 − x‬‬ ‫دراﺳﺔ إﺷﺎرة )‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫∞‪−‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪−‬‬
‫‪b‬‬ ‫‪1‬‬ ‫∞‪+‬‬
‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬ﺟﺪول اﻹﺷﺎرة اﻟﻌﺎم )‪8‬د(‬ ‫إﺷﺎرة ‪2x + 3‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫‪+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺧﺎص ﺑﺎﻟﻤﺜﺎل‪.‬‬
‫إﺷﺎرة ‪1 − x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪+‬‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫()‬ ‫)‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﺷﺎرة ‪2x + 3 1 − x‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﻧﻘﻮم ﰲ اﳌﺜﺎل اﻟﺴﺎﺑﻖ ﺑﺪراﺳﺔ ﻛﻞ داﻟﺔ ﻋﻠﻰ ﺣﺪا ﰒ ﺗﻄﺒﻴﻖ ﻗﺎﻋﺪة اﳉﺪاء أو اﻟﻘﺴﻤﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪......................................................................................................................‬‬
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‫‪......................................................................................................................‬‬
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‫‪......................................................................................................................‬‬
‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

‫‪www.mathonec.com‬‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺟﺎﻧﻔﻲ ‪2010‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺟﺎﻧﻔﻲ ‪2010‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫‪7‬‬ ‫اﻟﻤﺴﺘــﻮى‪1 :‬ع‬ ‫‪25‬‬ ‫رﻗﻢ اﻟﻤﺬﻛﺮة‪:‬‬ ‫‪.‬‬ ‫اﻟﺒﺎب‪ :4‬ا وال ا‬
‫اﻟﻤـ ــﺪة‪ 21 :‬ﺳـ]‪[2h‬ـﺎﻋﺔ وﻧﺼﻒ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺪاﻟﺔ ﻣﺮﺑﻊ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫‪(x ) = x 2‬‬
‫‪ f‬ﺑﺘﺤﺪﻳﺪ اﺗﺠﺎﻩ ﺗﻐﻴﺮاﺗﻬﺎ واﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ‪.‬‬ ‫دراﺳﺔ داﻟﺔ ﻣﻦ اﻟﺸﻜﻞ‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﺨﻄﻮات دراﺳﺔ داﻟﺔ‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﺑﺪرس اﻟﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ؟ ﳐﺘﻠﻒ ﺧﻄﻮات دراﺳﺔ داﻟﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-‬‬ ‫‪.1‬‬
‫)‪5‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫رح[ ‪:‬‬ ‫ط]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.2‬‬
‫‪ /2‬ﻣﻔﻬﻮم داﻟﺔ ﻣﺮﺑﻊ وﺧﻄﻮات‬

‫) (‬
‫ﻟﺘﻜﻦ ‪ f‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺎﻟﺸﻜﻞ اﻟﺘﺎﱄ‪. f x = x 2 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫دراﺳﺔ ﺗﻐﻴﺮاﺗﻬﺎ)‪10‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬أوﺟﺪ ﳎﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ اﻟﺪاﻟﺔ ‪. f‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﻘﺪرة ﻋﻠﻰ دراﺳﺔ داﻟﺔ ﻣﺮﺑﻊ واﻟﺘﻌﺮف ﻋﻠﻴﻬﺎ‪ ،‬ﺗﺸﻜﻴﻞ ﺟﺪول ﺗﻐﻴﺮاﺗﻬﺎ وﻣﻨﺤﻨﺎﻫﺎ اﻟﺒﻴﺎﻧﻲ‪.‬‬

‫‪ .2‬أدرس ﺗﻐﲑات اﻟﺪاﻟﺔ ‪) f‬اﲡﺎﻩ اﻟﺘﻐﲑ‪ ،‬ﺷﻔﻌﻴﺔ داﻟﺔ‪....‬اﱁ(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .3‬ﻋﲔ ﺻﻮرة اﻟﻨﻘﻂ اﻟﺘﺎﻟﻴﺔ‪. 2; − 2 ،-4 ،4 ،-1 ،1 ،0 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .4‬ﻗﺎرن ﺑﲔ ﺻﻮرﰐ ‪ 3 − 2‬و ‪ 2 − 3‬ﺑﺎﻟﺪاﻟﺔ ‪ f‬ﰒ ﻣﺜﻠﻬﺎ ﺑﻴﺎﻧﻴﺎ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ر ــّـ‬ ‫‪ .3‬ا دا‬

‫‪/3‬إﺷﺎرة داﻟﺔ وﻓﻖ ﺗﻤﺜﻴﻠﻬﺎ‬

‫‪ (1.3‬ر ف‪ :‬ﻧﺴﻤﻲ داﻟﺔ ﻣﺮﺑّﻊ ﻛﻞ داﻟﺔ ﺗﺮﻓﻖ ﺑﻜﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x‬ﻣﺮﺑﻌﻪ ‪. x 2‬‬
‫اﻟﺒﻴﺎﻧﻲ )‪7‬د(‪.‬‬

‫وﻧﻜﺘﺐ‪ f ( x ) = x 2 :‬ﻫﻲ داﻟﺔ ﻣﺮﺑﻊ ل ‪. x‬‬

‫ﻣﻼﺣﻈﺔ‪ :‬ﻛﻞ ﻋﺪد وﻣﻌﺎﻛﺴﺔ ﻣﻦ ‪ ℝ‬ﳍﻤﺎ ﻧﻔﺲ اﻟﺼﻮرة ﺑﺎﻟﺪاﻟﺔ ﻣﺮﺑﻊ‪.‬‬
‫‪…………………………………………………………………………………………………….……………………………………………………………......‬‬
‫……………………………‬
‫اﻟﻠﻤﺴﺔ ‪ x 2‬ﰲ اﻵﻟﺔ اﳊﺎﺳﺒﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺪاﻟﺔ ﻣﺮﺑﻊ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ر ‪:‬‬ ‫ر دا‬ ‫‪ (2.3‬ا ه‬
‫) (‬
‫ﻟﻴﻜﻦ ﻟﺪﻳﻨﺎ ‪ x 1; x 2‬و ‪ f‬داﻟﺔ ﻣﺮﺑﻊ ﻣﻌﺮﻓﺔ ﻛﻤﺎ ﻳﻠﻲ‪ ، f x = x 2 :‬ﻟﺪﻳﻨﺎ‪:‬‬ ‫(‬ ‫)‬
‫وﻣﻌﻨﺎﻫﺎ اﻟﺮﻳﺎﺿﻲ )‪8‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /4‬إﺷﺎرة داﻟﺔ ﺗﺂﻟﻔﻴﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫[‬
‫‪ 0 ≤ x 1 ≺ x 2 ⇔ x 12 ≺ x 22‬ﻣﻌﻨﺎﻩ اﻟﺪاﻟﺔ ﻣﺮﺑّﻊ ﻣﺘﺰاﻳﺪة ﲤﺎﻣﺎً ﻋﻠﻰ ا‪‬ﺎل ∞‪. 0; +‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫]‬ ‫]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ x 1 ≺ x 2 ≤ 0 ⇔ x 12 ≻ x 22‬ﻣﻌﻨﺎﻩ اﻟﺪاﻟﺔ ﻣﺮﺑّﻊ ﻣﺘﻨﺎﻗﺼﺔ ﲤﺎﻣﺎ ﻋﻠﻰ ا‪‬ﺎل ‪. −∞;0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪f ( x ) = 0 ⇔ ax + b = 0‬‬
‫‪ ‬ﻣﻌﻨﺎﻩ أن اﳌﺴﺘﻘﻴﻢ اﳌﻤﺜﻞ ﻟﻠﺪاﻟﺔ ‪ f‬ﻳﻘﻄﻊ ﳏﻮر اﻟﻔﻮاﺻﻞ‬ ‫‪b‬‬ ‫ﻛﺬﻟﻚ‪:‬‬
‫‪donc : x = −‬‬
‫‪‬‬ ‫‪a‬‬
‫‪b‬‬
‫‪a ≺ 0 .2‬‬ ‫ﰲ اﻟﻔﺎﺻﻠﺔ ‪. −‬‬
‫‪a‬‬
‫‪b‬‬
‫‪ ax + b…………………….……………………………………………………………......‬وﻫﺬا ﻣﻌﻨﺎﻩ اﳌﺴﺘﻘﻴﻢ‬
‫ﻓﻨﻤﻴﺰ ‪⇔ x‬‬
‫ﺣﺎﻟﺘﲔ‪≻ :0‬‬ ‫وﻟﺪراﺳﺔ إﺷﺎرة ‪ ax + b‬ﳓﻞ اﳌﱰاﺟﺤﺔ‪≻ −. ax + b ≻ 0 :‬‬
‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻳﻘﻊ ﻓﻮق ﳏﻮر اﻟﻔﻮاﺻﻞ ﻣﻦ أﺟﻞ ‪x ≻ −‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪. a ≻ 0 .1‬‬
‫‪ /5‬ﻃﺮﻳﻘﺔ ﺗﻌﻴﻴﻦ إﺷﺎرة‬ ‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪b‬‬
‫داﻟﺔ ﺗﺂﻟﻔﻴﺔ )‪8‬د(‪.‬‬ ‫وﻧﻤﻴﺰ ﺟﺪول اﻹﺷﺎرة اﻟﺘﺎﻟﻲ‪:‬‬ ‫‪ ax + b ≻ 0 ⇔ x ≻ −‬وﻫﺬا ﻣﻌﻨﺎﻩ اﳌﺴﺘﻘﻴﻢ‬
‫‪a‬‬
‫∞‪−‬‬ ‫∞‪+‬‬ ‫∞‪b −‬‬ ‫∞‪+‬‬
‫ﻳﻘﻊ ﻓﻮق ﳏﻮر اﻟﻔ‪a‬ﻮ‪−‬اﺻﻞ ﻣﻦ أﺟﻞ ‪x x≻ −‬‬
‫‪b‬‬ ‫‪b‬‬
‫‪x‬‬ ‫‪−‬‬
‫‪a‬‬
‫‪a‬‬
‫إﺷﺎرة‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪0‬‬ ‫‪+‬‬
‫‪ax + b‬‬ ‫‪ax + b‬‬ ‫إﺷﺎرة‬ ‫وﻧﻤﻴﺰ‪ a‬ﺟﺪول اﻹﺷﺎرة اﻟﺘﺎﻟﻲ‪:‬‬
‫‪a‬‬ ‫ﻋﻜﺲ إﺷﺎرة‬ ‫إﺷﺎرة‬

‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

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 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫لا‬ ‫‪ (3.3‬إ رة داء أو‬
‫‪ /6‬ﺧﺎﺻﻴﺔ اﻟﻀﺮب واﻟﻘﺴﻤﺔ ﻓﻲ إﺷﺎرة‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪:‬‬
‫داﻟﺔ )‪10‬د(‪.‬‬

‫‪ .1‬ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺪدﻳﻦ ﻏﲑ ﻣﻌﺪوﻣﲔ ﻣﻦ ﻧﻔﺲ اﻹﺷﺎرة ﻫﻮ ﻋﺪد ﻣﻮﺟﺐ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ .2‬ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺪدﻳﻦ ﻏﲑ ﻣﻌﺪوﻣﲔ ﳐﺘﻠﻔﲔ ﰲ اﻹﺷﺎرة ﻫﻮ ﻋﺪد ﺳﺎﻟﺐ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫( ) ( ﻣﻦ‬
‫‪ℝ‬‬ ‫()‬
‫‪f x = 2x + 3 1 − x‬‬ ‫دراﺳﺔ إﺷﺎرة )‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫∞‪−‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪−‬‬
‫‪b‬‬ ‫‪1‬‬ ‫∞‪+‬‬
‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬ﺟﺪول اﻹﺷﺎرة اﻟﻌﺎم )‪8‬د(‬ ‫إﺷﺎرة ‪2x + 3‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫‪+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺧﺎص ﺑﺎﻟﻤﺜﺎل‪.‬‬
‫إﺷﺎرة ‪1 − x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪+‬‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫()‬ ‫)‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﺷﺎرة ‪2x + 3 1 − x‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﻧﻘﻮم ﰲ اﳌﺜﺎل اﻟﺴﺎﺑﻖ ﺑﺪراﺳﺔ ﻛﻞ داﻟﺔ ﻋﻠﻰ ﺣﺪا ﰒ ﺗﻄﺒﻴﻖ ﻗﺎﻋﺪة اﳉﺪاء أو اﻟﻘﺴﻤﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .4‬ﺗﻤﺎرﻳ ــﻦ ﺗﻄﺒﻴــﻘﻴﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف‬
‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ 56 - 57‬اﻟﺼﻔﺤـ ـ ـ}‪ {78‬ـ ــﺔ‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

‫‪www.mathonec.com‬‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬دﻳﺴﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪27‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫‪.‬‬ ‫اﻟﺒﺎب ‪ :4‬ا وال ا‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬دراﺳﺔ دوال ﺑﺘﻮﻇﻴﻒ اﻟﺪاﻟﺔ ﻣﺮﺑﻊ‪.‬‬
‫ﻛﻴﻔﻴﺔ ﺗﻮﻇﻴﻒ داﻟﺔ ﻣﺮﺑﻊ ﻟﺪراﺳﺔ داﻟﺔ ﻣﻦ اﻟﺸﻜﻞ ‪ f ( x ) = ( x + a ) + b‬وﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧﻴﺎً‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫‪2‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬

‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﺪرس اﻟﻤﺎﺿﻲ‬
‫وأﻫﻢ ﺧﻄﻮات اﻟﺪراﺳﺔ )‪5‬د(‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﺑﺎﲡﺎﻩ ﺗﻐﲑ داﻟﺔ ﻣﺮﺑﻊ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-‬‬ ‫‪.1‬‬
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‫‪ -‬ﻛﻴﻒ ﻳﻜﻮن ﲤﺜﻴﻠﻬﺎ اﻟﺒﻴﺎﱐ؟ )ﻗﻄﻊ ﻣﻜﺎﻓﺊ(‬
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‫رح[ ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ط]‬ ‫‪.2‬‬
‫(‬ ‫)‬
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‫( ) (‬
‫ﻟﺘﻜﻦ ‪ f‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺎﻟﻌﺒﺎرة ‪ f x = x + 2 + 3‬و ‪ C f‬ﲤﺜﻴﻠﻬﺎ اﻟﺒﻴﺎﱐ ﰲ ﻣﻌﻠﻢ ﻣﺘﻌﺎﻣﺪ وﻣﺘﺠﺎﻧﺲ‬ ‫)‬
‫‪2‬‬
‫‪ /2‬دراﺳﺔ داﻟﺔ ﺑﺘﻮﻇﻴﻒ داﻟﺔ ﻣﺮﺑﻊ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺧﻮاص اﻟﻤﻘﺎرﻧﺔ )‪10‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬أدرس ﺗﻐﲑات اﻟﺪاﻟﺔ ‪ f‬وﺷﻜﻞ ﺟﺪول ﺗﻐﲑا‪‬ﺎ‪.‬‬
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‫‪ .2‬أرﺳﻢ ‪C f‬‬ ‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻃﺮﻳﻘﺔ اﻟﺤﻞ‪:‬‬
‫‪ /3‬ﺧﻄﻮات اﻟﺪراﺳﺔ ﻟﻠﺪاﻟﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬
‫‪ -1‬دراﺳﺔ اﲡﺎﻩ ﺗﻐﲑ اﻟﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ ‪ x → x + 2‬ﻣﻊ ﺗﻌﻴﲔ إﺷﺎر‪‬ﺎ‪.‬‬
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‫)‬
‫)‪10‬د(‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﻘﺪرة ﻋﻠﻰ دراﺳﺔ دوال ﺗﺘﻀﻤﻦ اﻟﺪاﻟﺔ ﻣﺮﺑﻊ وﺗﻮﻇﻴﻔﻬﺎ رﻳﺎﺿﻴﺎً‬

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‫‪ -2‬دراﺳﺔ اﲡﺎﻩ ﺗﻐﲑ اﻟﺪاﻟﺔ ‪ f‬اﻧﻄﻼﻗﺎ ﻣﻦ اﻟﺪاﻟﺔ اﻟﺴﺎﺑﻘﺔ‪.‬‬
‫‪ -3‬اﺳﺘﻨﺘﺎج ﺟﺪول ﺗﻐﲑات اﻟﺪاﻟﺔ ) ‪ ( x + 2‬وﲤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧﻴﺎ‪.‬‬
‫‪f (x ) = (x + a) +b‬‬
‫‪2‬‬
‫اﻟﻬﺪف‪ :‬ﺗﻮﻇﻴﻒ اﻟﺪاﻟﺔ ﻣﺮﺑﻊ ﰲ دراﺳﺔ دوال ﻣﻦ اﻟﺸﻜﻞ‬

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‫‪ .3‬ﺧﻼﺻﺔ‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫طر ‪:‬‬
‫ﺑﺘﻮﻇﻴﻒ داﻟﺔ ﻣﺮﺑﻊ )‪7‬د(‬
‫‪/4‬ﻃﺮﻳﻘﺔ دراﺳﺔ داﻟﺔ‬

‫( ) (‬
‫ﻟﺪراﺳﺔ ﺗﻐﲑات داﻟﺔ ﻣﻦ اﻟﺸﻜﻞ ‪f x = x + a + b‬‬ ‫)‬
‫‪2‬‬
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‫‪:‬‬ ‫اﻟﺘﺎﻟﻴﺔ‬ ‫ات‬
‫ﻮ‬ ‫اﳋﻄ‬ ‫ﻧﺘﺒﻊ‬
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‫[‬ ‫] [‬ ‫]‬
‫‪ .1‬ﳓﺪد اﲡﺎﻩ ﺗﻐﲑ اﻟﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ ‪ x → x + a‬وإﺷﺎر‪‬ﺎ ﻋﻠﻰ ا‪‬ﺎل ‪ −∞; −a‬و ∞‪. −a; +‬‬
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‫[‬ ‫] [‬ ‫]‬
‫‪ .2‬ﳓﺪد اﲡﺎﻩ ﺗﻐﲑ اﻟﺪاﻟﺔ ‪ x → x + a‬ﻋﻠﻰ ا‪‬ﺎل ‪ −∞; −a‬و ∞‪ −a; +‬ﰒ ﻧﺴﺘﻨﺘﺞ ﺟﺪول ﺗﻐﲑات اﻟﺪاﻟﺔ ‪. f‬‬ ‫(‬ ‫)‬
‫‪2‬‬
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‫‪ .3‬ﲤﺜﻞ اﻟﺪاﻟﺔ ‪ f‬اﻧﻄﻼﻗﺎ ﻣﻦ دﺳﺘﻮرﻫﺎ وﺟﺪول ﺗﻐﲑا‪‬ﺎ‪ .‬ﻛﻤﺎ ﳝﻜﻦ ﺗﻌﻴﲔ ﺷﻌﺎع اﻧﺴﺤﺎب ﻟﻠﺪاﻟﺔ اﻧﻄﻼﻗﺎ ﻣﻦ ﻣﻨﺤﲎ اﻟﺪاﻟﺔ ﻣﺮﺑﻊ‪.‬‬

‫ﺗﻄﺒﻴﻖ‬
‫) ‪( x ) = −2 ( x − 3‬‬ ‫أدرس اﲡﺎﻩ ﺗﻐﲑ اﻟﺪاﻟﺔ ‪+ 1‬‬
‫‪2‬‬
‫‪ /5‬ﺗﻄﺒﻴﻖ ﻻﺧﺘﺒﺎر اﻟﻤﻜﺘﺴﺒﺎت‬ ‫‪ f‬ﺛﻢ ﻣﺜﻠﻬﺎ ﺑﻴﺎﻧﻴﺎً‪.‬‬
‫)‪5‬د(‬
‫( ) (‬
‫أدرس اﲡﺎﻩ ﺗﻐﲑ اﻟﺪاﻟﺔ ‪ g x = x − 3 + 1‬ﺛﻢ ﻣﺜﻠﻬﺎ ﺑﻴﺎﻧﻴﺎً‪.‬‬ ‫)‬
‫‪2‬‬
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‫‪ /6‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف )‪20‬د(‬ ‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺮﻳﻦ‪ 14 :‬اﻟﺼﻔﺤ ـ ـ}‪{107‬ـ ــﺔ‬
‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫ر‬ ‫دوال وظ ف ا دا‬ ‫‪ .1‬درا‬
 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫لا‬ ‫‪ (3.3‬إ رة داء أو‬
‫‪ /6‬ﺧﺎﺻﻴﺔ اﻟﻀﺮب واﻟﻘﺴﻤﺔ ﻓﻲ إﺷﺎرة‬
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‫‪:‬‬
‫‪ .1‬ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺪدﻳﻦ ﻏﲑ ﻣﻌﺪوﻣﲔ ﻣﻦ ﻧﻔﺲ اﻹﺷﺎرة ﻫﻮ ﻋﺪد ﻣﻮﺟﺐ‪.‬‬
‫داﻟﺔ )‪10‬د(‪.‬‬

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‫‪ .2‬ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺪدﻳﻦ ﻏﲑ ﻣﻌﺪوﻣﲔ ﳐﺘﻠﻔﲔ ﰲ اﻹﺷﺎرة ﻫﻮ ﻋﺪد ﺳﺎﻟﺐ‪.‬‬

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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪:‬‬
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‫‪.‬‬
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‫( ) ( ﻣﻦ‬
‫‪ℝ‬‬ ‫()‬
‫‪f x = 2x + 3 1 − x‬‬ ‫دراﺳﺔ إﺷﺎرة )‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫∞‪−‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪−‬‬
‫‪b‬‬ ‫‪1‬‬ ‫∞‪+‬‬
‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬ﺟﺪول اﻹﺷﺎرة اﻟﻌﺎم )‪8‬د(‬ ‫إﺷﺎرة ‪2x + 3‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫‪+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺧﺎص ﺑﺎﻟﻤﺜﺎل‪.‬‬
‫إﺷﺎرة ‪1 − x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪+‬‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫()‬ ‫)‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﺷﺎرة ‪2x + 3 1 − x‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﻧﻘﻮم ﰲ اﳌﺜﺎل اﻟﺴﺎﺑﻖ ﺑﺪراﺳﺔ ﻛﻞ داﻟﺔ ﻋﻠﻰ ﺣﺪا ﰒ ﺗﻄﺒﻴﻖ ﻗﺎﻋﺪة اﳉﺪاء أو اﻟﻘﺴﻤﺔ‬
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‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

‫‪www.mathonec.com‬‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫اﻟﺘﺎرﻳﺦ اﻟﺮﺳﻤﻲ‪ ..... :‬دﻳﺴﻤﺒﺮ ‪2011‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪28‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫‪.‬‬ ‫اﻟﺒﺎب ‪ :4‬ا وال ا‬
‫اﻟﻤـ ــﺪة‪ 2 :‬ﺳـ]‪[2h‬ـﺎﻋﺔ وﻧﺼﻒ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺪاﻟﺔ ﻣﻘﻠﻮب‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫‪1‬‬
‫دراﺳﺔ ﺗﻐﻴﺮات داﻟﺔ ﻣﻦ اﻟﺸﻜﻞ ‪ f ( x ) = x‬ﺑﺘﺤﺪﻳﺪ اﺗﺠﺎﻩ ﺗﻐﻴﺮاﺗﻬﺎ وﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧﻴﺎً‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ ‪ +‬ﺗﻌﺮﻳﻒ ﻛﺴﺮ‬
‫)‪5‬د(‪.‬‬
‫‪1‬‬
‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﺑﺎﻟﺪرس اﳌﺎﺿﻲ ‪ +‬ﻟﺘﻜﻦ اﻟﺪاﻟﺔ = ‪ ، f x‬ﻣﱴ ﺗﻌﺮف ﻫﺬﻩ اﻟﺪاﻟﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-‬‬ ‫‪.1‬‬
‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬ﻧﺸﺎط ]ﻣﻘﺘﺮح[‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ f‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺎﻟﺸﻜﻞ اﻟﺘﺎﱄ‪ . f x = 1 :‬و ‪ ζ‬ﲤﺜﻴﻠﻬﺎ اﻟﺒﻴﺎﱐ ﰲ ﻣﻌﻠﻢ ﻣﺘﻌﺎﻣﺪ وﻣﺘﺠﺎﻧﺲ‬
‫) (‬ ‫) (‬
‫‪ /2‬ﻣﻔﻬﻮم داﻟﺔ ﻣﻘﻠﻮب وﺧﻄﻮات‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫دراﺳﺔ ﺗﻐﻴﺮاﺗﻬﺎ)‪15‬د(‪.‬‬

‫‪ .1‬أدرس ﺗﻐﲑات اﻟﺪاﻟﺔ ‪) f‬اﲡﺎﻩ اﻟﺘﻐﲑ‪ ،‬ﺷﻔﻌﻴﺔ داﻟﺔ‪....‬اﱁ( ﻣﻊ اﻟﻌﻠﻢ أﻧﻪ ﻣﻦ أﺟﻞ ﻛﻞ ‪ x ≺ x‬ﻳﻜﺎﻓﺊ ‪1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪1‬‬
‫≻‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪1‬‬ ‫‪2‬‬
‫‪x1 x 2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬ﺷﻜﻞ ﺟﺪول ﺗﻐﲑات اﻟﺪاﻟﺔ ‪. f‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﻘﺪرة ﻋﻠﻰ دراﺳﺔ داﻟﺔ ﻣﻘﻠﻮب واﻟﺘﻌﺮف ﻋﻠﻴﻬﺎ‪ ،‬ﺗﺸﻜﻴﻞ ﺟﺪول ﺗﻐﻴﺮاﺗﻬﺎ وﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧﻴﺎً‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .3‬ﻋﻠﻰ ورﻗﺔ ﻣﻴﻠﻴﻤﻴﱰﻳﺔ ﻣﺜﻞ ﺑﻴﺎﻧﻴﺎ ﻫﺬﻩ اﻟﺪاﻟﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ .3‬اﻟﺪاﻟﺔ ﻣﻘﻠﻮبْ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺪاﻟﺔ ﻣﻘﻠﻮب ﻫﻲ اﻟﺪاﻟﺔ اﳌﻌﺮﻓﺔ ﻋﻠﻰ ‪ ℝ +‬و اﻟﱵ ﺗﺮﻓﻖ ﺑﻜﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x‬ﻣﻘﻠﻮﺑﻪ ‪. 1‬‬ ‫‪ (1.3‬ﺗﻌﺮﻳﻒ‪:‬‬
‫وﺗﻌﺮﻳﻒ دﺳﺘﻮرﻫﺎ )‪10‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /3‬ﻣﻔﻬﻮم داﻟﺔ ﻣﻘﻠﻮب‬

‫‪x‬‬
‫‪ +‬أﻣﺜﻠﺔ‪:‬‬ ‫= ) ‪f (x‬‬
‫‪1‬‬ ‫وﺗﻜﻮن ﻣﻌﺮﻓﺔ ﻋﻠﻰ [∞‪ ℝ + = ]−∞;0[ ∪ ]0; +‬وﻧﻜﺘﺐ‪:‬‬
‫‪x‬‬
‫اﻟﻠﻤﺴﺔ ‪ x −1‬ﻓﻲ اﻵﻟﺔ اﻟﺤﺎﺳﺒﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺪاﻟﺔ ﻣﻘﻠﻮب‪.‬‬

‫‪ (2.3‬اﺗﺠﺎه ﺗﻐﻴﺮ داﻟﺔ ﻣﻘﻠﻮب‪:‬‬

‫‪…………………………………………………………………………………………………….……………………………………………………………......‬‬
‫……………………………‬
‫]‬ ‫] [‬ ‫[‬
‫ﻣﺠﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ اﻟﺪاﻟﺔ ﻣﻘﻠﻮب ﻣﻦ اﻟﺸﻜﻞ‪D f = −∞;0 ∪ 0; +∞ :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫]‬ ‫[‬
‫‪ 0 ≺ x 1 ≺ x 2 ⇔ 1 ≻ 1‬ﻣﻌﻨﺎﻩ اﻟﺪاﻟﺔ ﻣﻘﻠﻮب ﻣﺘﻨﺎﻗﺼﺔ ﲤﺎﻣﺎً ﻋﻠﻰ ا‪‬ﺎل ∞‪. 0; +‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /5‬ﺧﻄﻮات دراﺳﺔ داﻟﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪x1 x 2‬‬

‫ﻣﻘﻠﻮب )‪15‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‬ ‫[‬
‫‪ x 1 ≺ x 2 ≺ 0 ⇔ 1 ≻ 1‬ﻣﻌﻨﺎﻩ اﻟﺪاﻟﺔ ﻣﻘﻠﻮب ﻣﺘﻨﺎﻗﺼﺔ ﲤﺎﻣﺎ ﻋﻠﻰ ا‪‬ﺎل ‪. −∞;0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪x1 x 2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺷﻔﻌﻴﺔ داﻟﺔ‪ :‬ﻟﺪﻳﻨﺎ‪= − = −f ( x ) :‬‬
‫‪1‬‬ ‫‪1‬‬
‫= ) ‪f ( −x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪−x‬‬ ‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذاً اﻟﺪاﻟﺔ ﻣﻘﻠﻮب ﻓﺮدﻳﺔ ﻋﻠﻰ ﳎﺎل ﺗﻌﺮﻳﻔﻬﺎ ﻣﻌﻨﺎﻩ ﲤﺜﻴﻼ اﻟﺒﻴﺎﱐ ﻣﺘﻨﺎﻇﺮ ﺑﺎﻟﻨﺴﺒﺔ إﱃ اﳌﺒﺪأ ‪.0‬‬
‫ﺟﺪول اﻟﺘﻐﻴﺮات‪:‬‬
‫‪ /6‬ﺗﻮﺿﻴﺢ اﻟﻘﻴﻤﺔ ﻏﻴﺮ اﻟﻤﻌﺮﻓﺔ‬ ‫‪x‬‬ ‫∞‪−‬‬ ‫‪0‬‬ ‫∞‪+‬‬
‫ﺑﺠﺪول اﻟﺘﻐﻴﺮات )‪5‬د(‬ ‫‪1‬‬
‫‪x‬‬
‫اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ‪:‬‬
‫‪…………………….……………………………………………………………......‬‬
‫ﲟﺎ أن ‪ 0‬ﻟﻴﺲ ﻟﻪ ﺻﻮرة ﺑﺎﻟﺪاﻟﺔ ﻣﻘﻠﻮب ﻓﺈﻧﻪ ﻣﻨﺤﻨﺎﻫﺎ ﻻ ﻳﻘﻄﻊ ﳏﻮر اﻟﱰاﺗﻴﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ ﻟﺪاﻟﺔ‬ ‫اﻟﺪاﻟﺔ ﻣﻘﻠﻮب ﻓﺮدﻳﺔ إذا ﻣﻨﺤﻨﺎﻫﺎ ﻳﻜﻮن ﻣﺘﻨﺎﻇﺮ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺒﺪأ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻘﻠﻮب )‪10‬د( ﺑﺪﻗﺔ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﺴﻤﻲ ﻣﻨﺤﲎ اﻟﺪاﻟﺔ ﻣﻘﻠﻮب ﻗﻄﻊ زاﺋﺪ‪.‬‬

‫‪ /8‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف )‪20‬د(‬

‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 29 - 28 :‬اﻟﺼﻔﺤ ـ ـ}‪ {108‬ـ ــﺔ‬
‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫وب‬ ‫‪ .1‬ا دا‬
 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫لا‬ ‫‪ (3.3‬إ رة داء أو‬
‫‪ /6‬ﺧﺎﺻﻴﺔ اﻟﻀﺮب واﻟﻘﺴﻤﺔ ﻓﻲ إﺷﺎرة‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪:‬‬
‫‪ .1‬ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺪدﻳﻦ ﻏﲑ ﻣﻌﺪوﻣﲔ ﻣﻦ ﻧﻔﺲ اﻹﺷﺎرة ﻫﻮ ﻋﺪد ﻣﻮﺟﺐ‪.‬‬
‫داﻟﺔ )‪10‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ .2‬ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺪدﻳﻦ ﻏﲑ ﻣﻌﺪوﻣﲔ ﳐﺘﻠﻔﲔ ﰲ اﻹﺷﺎرة ﻫﻮ ﻋﺪد ﺳﺎﻟﺐ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫( ) ( ﻣﻦ‬
‫‪ℝ‬‬ ‫()‬
‫‪f x = 2x + 3 1 − x‬‬ ‫دراﺳﺔ إﺷﺎرة )‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫∞‪−‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪−‬‬
‫‪b‬‬ ‫‪1‬‬ ‫∞‪+‬‬
‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬ﺟﺪول اﻹﺷﺎرة اﻟﻌﺎم )‪8‬د(‬ ‫إﺷﺎرة ‪2x + 3‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫‪+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺧﺎص ﺑﺎﻟﻤﺜﺎل‪.‬‬
‫إﺷﺎرة ‪1 − x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪+‬‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫()‬ ‫)‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﺷﺎرة ‪2x + 3 1 − x‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﻧﻘﻮم ﰲ اﳌﺜﺎل اﻟﺴﺎﺑﻖ ﺑﺪراﺳﺔ ﻛﻞ داﻟﺔ ﻋﻠﻰ ﺣﺪا ﰒ ﺗﻄﺒﻴﻖ ﻗﺎﻋﺪة اﳉﺪاء أو اﻟﻘﺴﻤﺔ‬
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‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

‫‪www.mathonec.com‬‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪29‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫اﻟﺒﺎب‪ :4‬ا وال ا‬
‫اﻟﻤ ـ ـﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬دراﺳﺔ اﺗﺠﺎﻩ ﺗﻐﻴﺮ دوال ﻣﻘﻠﻮﺑﺔ‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫وﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧﻴﺎً‬ ‫‪x →a +‬‬
‫‪b‬‬
‫‪x +c‬‬
‫ﻃﺮﻳﻘﺔ دراﺳﺔ ﺗﻐﻴﺮات داﻟﺔ ﻣﻦ اﻟﺸﻜﻞ‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﺪرس اﻟﻤﺎﺿﻲ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻫﻲ ﳎﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ اﻟﺪاﻟﺔ ﻣﻘﻠﻮب؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-‬‬ ‫‪.1‬‬
‫وأﻫﻢ اﻟﻌﻨﺎﺻﺮ )‪5‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -‬ﻛﻴﻒ ﻳﺴﻤﻰ ﲤﺜﻴﻠﻬﺎ اﻟﺒﻴﺎﱐ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫رح[ ‪:‬‬ ‫ط]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫ﻣﻘﻠﻮب وﺧﻮاص اﻟﻤﻘﺎرﻧﺔ )‪10‬د(‪.‬‬
‫‪ /2‬دراﺳﺔ داﻟﺔ ﺑﺘﻮﻇﻴﻒ داﻟﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬
‫‪g :x → 3−‬‬ ‫‪ g‬داﻟﺔ ﻣﻌﺮﻓﺔ ﻛﻤﺎﻳﻠﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x +1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ .1‬ﻋﲔ ﳎﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ اﻟﺪاﻟﺔ ‪. g‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ .2‬أدرس ﺗﻐﲑات اﻟﺪاﻟﺔ ‪ g‬ﰒ ﺷﻜﻞ ﺟﺪول ﺗﻐﲑا‪‬ﺎ‪.‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﻘﺪرة ﻋﻠﻰ دراﺳﺔ دوال ﺗﺘﻈﻢ اﻟﺪاﻟﺔ ﻣﻘﻠﻮب وﺗﻮﻇﻴﻔﻬﺎ ﺑﻤﻨﻬﺠﻴﺔ ﻣﻘﺎرﺑﺔ‪.‬‬

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‫‪ .3‬ﻣﺜﻞ ﺑﻴﺎﻧﻴﺎ اﻟﺪاﻟﺔ ‪. g‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻃﺮﻳﻘﺔ اﻟﺤﻞ‪:‬‬
‫‪ /3‬ﺧﻄﻮات اﻟﺪراﺳﺔ ﻟﻠﺪاﻟﺔ‬

‫‪ (1‬ﳎﻤﻮﻋﺔ اﻟﺘﻌﺮﻳﻒ ﻣﻦ ﻗﻴﻤﺔ‪x + 1 ≠ 0 :‬‬

‫ﺑﺎﻟﺘﺘﺎﺑﻊ )‪10‬د(‬

‫‪ (2‬ﳔﻤﻦ اﻟﺘﻐﲑ ﺣﺴﺐ ﳎﺎل اﻟﺘﻌﺮﻳﻒ ﰒ ﻧﱪﻫﻦ ﻋﻠﻴﻬﺎ‪.‬‬

‫‪ (3‬ﺗﻠﺨﻴﺺ اﻟﺪراﺳﺔ ﰲ ﺟﺪول ﺗﻐﲑات اﻟﺪاﻟﺔ ‪. g‬‬
‫‪…………………………………………………………………………………………………….……………………………………………………………......‬‬
‫……………………………‬
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‫ــ‬ ‫‪ .3‬و ــ‬

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‫‪b‬‬
‫‪f (x ) = a +‬‬ ‫‪:‬‬ ‫ﻃﺮﻳﻘﺔ دراﺳﺔ دوال ﻣﻦ اﻟﺸﻜﻞ‬
‫ﺑﺘﻮﻇﻴﻒ داﻟﺔ ﻣﻘﻠﻮب )‪7‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x +c‬‬
‫‪/4‬ﻃﺮﻳﻘﺔ دراﺳﺔ داﻟﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺪراﺳﺔ ﺗﻐﲑات داﻟﺔ ﻣﻦ اﻟﺸﻜﻞ ‪ f ( x ) = a + b‬ﻧﺘﺒﻊ اﳋﻄﻮات اﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x +c‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ .1‬ﻧﻌﻴﻦ ﻣﺠﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ اﻟﺪاﻟﺔ ‪ : f‬ﻛﻤﺎ ﻳﻠﻲ ‪ x + c ≠ 0‬أي ‪x ≠ −c‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ f‬ﻋﻠﻰ ﻣﺠﺎل ﺗﻌﺮﻳﻔﻬﺎ ﺑﺎﺳﺘﻌﻤﺎل ﺧﻮاص اﻟﻤﺘﺒﺎﻳﻨﺎت‪.‬‬ ‫‪ .2‬دراﺳﺔ ﺗﻐﻴﺮات اﻟﺪاﻟﺔ‬

‫‪ /5‬ﺧﻄﻮات اﻟﺪراﺳﺔ‬ ‫‪.f‬‬ ‫‪ .3‬ﺗﻠﺨﻴﺺ اﻟﺪراﺳﺔ ﻓﻲ ﺟﺪول اﻟﺘﻐﻴﺮات ﺑﻤﻌﺮﻓﺔ اﻟﻘﻴﻤﺔ اﻟﻐﻴﺮ ﻣﻌﺮﻓﺔ ﻋﻨﺪﻫﺎ اﻟﺪاﻟﺔ‬
‫اﻟﻤﻨﻬﺠﻴﺔ )‪10‬د(‬
‫‪ .4‬رﺳﻢ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ وﻓﻖ اﻟﺪراﺳﺔ اﻟﺴﺎﺑﻘﺔ‪.‬‬
‫‪…………………….……………………………………………………………......‬‬
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‫‪ .4‬ﺗﻤﺎرﻳﻦ ﺗﻄﺒﻴﻘﻴﺔ‪:‬‬
‫‪ /6‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف )‪20‬د(‬
‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 32 | 31 :‬اﻟﺼﻔﺤ ـ ـ}‪ {109 | 108‬ـ ــﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬ ‫‪www.mathonec.com‬‬ ‫وب‬ ‫ر دا‬ ‫ا ه‬ ‫‪ .1‬درا‬

 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫لا‬ ‫‪ (3.3‬إ رة داء أو‬
‫‪ /6‬ﺧﺎﺻﻴﺔ اﻟﻀﺮب واﻟﻘﺴﻤﺔ ﻓﻲ إﺷﺎرة‬
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‫‪:‬‬
‫‪ .1‬ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺪدﻳﻦ ﻏﲑ ﻣﻌﺪوﻣﲔ ﻣﻦ ﻧﻔﺲ اﻹﺷﺎرة ﻫﻮ ﻋﺪد ﻣﻮﺟﺐ‪.‬‬
‫داﻟﺔ )‪10‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ .2‬ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺪدﻳﻦ ﻏﲑ ﻣﻌﺪوﻣﲔ ﳐﺘﻠﻔﲔ ﰲ اﻹﺷﺎرة ﻫﻮ ﻋﺪد ﺳﺎﻟﺐ‪.‬‬

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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪:‬‬
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‫‪.‬‬
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‫( ) ( ﻣﻦ‬
‫‪ℝ‬‬ ‫()‬
‫‪f x = 2x + 3 1 − x‬‬ ‫دراﺳﺔ إﺷﺎرة )‬
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‫∞‪−‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪−‬‬
‫‪b‬‬ ‫‪1‬‬ ‫∞‪+‬‬
‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬ﺟﺪول اﻹﺷﺎرة اﻟﻌﺎم )‪8‬د(‬ ‫إﺷﺎرة ‪2x + 3‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫‪+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺧﺎص ﺑﺎﻟﻤﺜﺎل‪.‬‬
‫إﺷﺎرة ‪1 − x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪+‬‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫()‬ ‫)‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﺷﺎرة ‪2x + 3 1 − x‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﻧﻘﻮم ﰲ اﳌﺜﺎل اﻟﺴﺎﺑﻖ ﺑﺪراﺳﺔ ﻛﻞ داﻟﺔ ﻋﻠﻰ ﺣﺪا ﰒ ﺗﻄﺒﻴﻖ ﻗﺎﻋﺪة اﳉﺪاء أو اﻟﻘﺴﻤﺔ‬
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‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

‫‪www.mathonec.com‬‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪30‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫اﻟﺒﺎب ‪ :4‬ا وال ا‬
‫اﻟﻤـ ــﺪة‪ 2 :‬ﺳـ]‪[2h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺪاﻟﺔ اﻟﺠﺬر اﻟﺘﺮﺑﻴﻌﻲ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫= ) ‪(x‬‬
‫‪ f‬اﻟﺠﺬر اﻟﺘﺮﺑﻴﻌﻲ وﺗﺤﺪﻳﺪ ﺗﻐﻴﺮاﺗﻬﺎ‪ ،‬ﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧﻴﺎً‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪ :‬دراﺳﺔ داﻟﺔ ﻣﻦ اﻟﺸﻜﻞ ‪x‬‬
‫ﻣﺆﺷﺮات )ﺗﻘﻨﻴﺎت(*‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﺠﺬور اﻟﺘﺮﺑﻴﻌﻴﺔ‬
‫)‪5‬د(‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻣﻌﲎ اﳉﺬر اﻟﱰﺑﻴﻌﻲ ﻟﻌﺪد؟ وﻣﺎ ﻫﻲ اﳋﺎﺻﺔ اﳌﻤﻴﺰة ﻟﻠﻌﺪد ‪ x‬؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-‬‬ ‫‪.1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫رح[ ‪:‬‬ ‫ط]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.2‬‬
‫) (‬ ‫) (‬
‫ﻟﺘﻜﻦ ‪ f‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺎﻟﺸﻜﻞ اﻟﺘﺎﱄ‪َ . f x = x :‬و ‪ C f‬ﻣﻨﺤﻨﺎﻫﺎ اﻟﺒﻴﺎﱐ ﰲ ﻣﻌﻠﻢ م م‬
‫اﻟﺘﺮﺑﻴﻌﻲ وﺧﻄﻮات دراﺳﺘﻬﺎ)‪15‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬اﻟﺸﻜﻞ اﻟﻌﺎم ﻟﺪاﻟﺔ اﻟﺠﺬر‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .1‬ﺣﺪد ﳎﻤﻮﻋﺔ ﺗﻌﺮﻳﻒ اﻟﺪاﻟﺔ ‪. f‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﻘﺪرة ﻋﻠﻰ دراﺳﺔ داﻟﺔ اﻟﺠﺬر اﻟﺘﺮﺑﻴﻌﻲ واﻟﺘﻌﺮف ﻋﻠﻴﻬﺎ‪ ،‬ﺗﺸﻜﻴﻞ ﺟﺪول ﺗﻐﻴﺮاﺗﻬﺎ وﻣﻨﺤﻨﺎﻫﺎ اﻟﺒﻴﺎﻧﻲ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬أدرس ﺗﻐﲑات اﻟﺪاﻟﺔ ‪) f‬اﲡﺎﻩ اﻟﺘﻐﲑ‪ ،‬ﺷﻔﻌﻴﺔ داﻟﺔ‪....‬اﱁ(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .3‬ﺷﻜﻞ ﺟﺪول اﻟﺘﻐﲑات ﳍﺬﻩ اﻟﺪاﻟﺔ‪ ،‬ﰒ ﻣﺜﻠﻬﺎ ﺑﻴﺎﻧﻴﺎً‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫"‬ ‫‪ .3‬ا ا "ا ! ر ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫[‬ ‫[‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﺴﻤﻲ اﻟﺪاﻟﺔ "اﳉﺬر اﻟﱰﺑﻴﻌﻲ" ﻛﻞ داﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻠﻰ ا‪‬ﺎل ∞‪ 0; +‬واﻟﱵ ﺗﺮﻓﻖ ﺑﻜﻞ ﻋﺪد‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ (1.3‬ر ف‪:‬‬
‫اﻟﺘﺮﺑﻴﻌﻲ وﻣﻔﻬﻮﻣﻬﺎ )‪10‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺣﻘﻴﻘﻲ ‪ x‬ﺟﺬرﻩ اﻟﱰﺑﻴﻌﻲ ‪. x‬‬
‫‪ /3‬دﺳﺘﻮر اﻟﺪاﻟﺔ اﻟﺠﺬر‬

‫وﻧﻜﺘﺐ‪ f ( x ) = x :‬ﻫﻲ اﻟﺪاﻟﺔ اﳉﺬر اﻟﱰﺑﻴﻌﻲ ﻟـ‪.( f : x → x ) x :‬‬

‫ﻣﻼﺣﻈﺔ‪ :‬اﻟﺪاﻟﺔ اﳉﺬر اﻟﱰﺑﻴﻌﻲ ﻣﻌﺮﻓﺔ إذا وﻓﻘﻂ ﻛﺎن ﻣﺎ ﲢﺖ اﳉﺬر اﻛﱪ أو ﻳﺴﺎوي اﻟﺼﻔﺮ‬
‫ﰲ اﻵﻟﺔ اﳊﺎﺳﺒﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺪاﻟﺔ اﳉﺬر اﻟﱰﺑﻴﻌﻲ‪.‬‬ ‫اﻟﻠﻤﺴﺔ‬
‫‪…………………………………………………………………………………………………….……………………………………………………………......‬‬
‫……………………………‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ر ‪:‬‬ ‫ر دا‬ ‫‪ (2.3‬ا ه‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫[‬
‫‪ x 1 ; x 2‬ﻋﺪدان ﻣﻦ ا‪‬ﺎل ∞‪ 0; +‬و ‪ f‬داﻟﺔ ﻣﻌﺮﻓﺔ ﻛﻤﺎ ﻳﻠﻲ‪ ، f x = x :‬ﻟﺪﻳﻨﺎ‪0 ≤ x 1 ≺ x 2 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫[‬ ‫(‬ ‫)‬
‫‪ /5‬ﺧﻄﻮات دراﺳﺔ اﻟﺪاﻟﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺠﺬر اﻟﺘﺮﺑﻴﻌﻲ )‪15‬د(‬

‫‪x1 − x 2‬‬ ‫(‬‫‪x1 + x 2‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫= ‪x1 − x 2‬‬ ‫=‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫()‬
‫‪x1 − x 2‬‬
‫وﻣﻨﻪ‪:‬‬
‫)‬
‫‪x1 + x 2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪x1 + x 2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﲟﺎ أن ‪ x 1 + x 2 ≻ 0‬و ‪ x 1 − x 2 ≺ 0‬ﻷن ‪ x 1 ≺ x 2‬ﻓﺈن ‪ x 1 − x 2 ≺ 0‬أي‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ x 1 ≺ x 2‬وﻣﻨﻪ اﻟﺪاﻟﺔ اﳉﺬر اﻟﱰﺑﻴﻌﻲ ﻣﺘﺰاﻳﺪة ﲤﺎﻣﺎ ﻋﻠﻰ ا‪‬ﺎل [∞‪. [ 0; +‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ﺟﺪول اﻟﺘﻐﻴﺮات‪:‬‬
‫‪ /6‬اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ ﻟﻠﺪاﻟﺔ‬ ‫‪x‬‬ ‫‪0‬‬ ‫∞‪+‬‬
‫اﻟﺠﺬر اﻟﺘﺮﺑﻴﻌﻲ )‪10‬د(‪.‬‬
‫‪x‬‬

‫‪…………………….……………………………………………………………......‬‬ ‫اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ‪:‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻨﺤﲎ اﻟﺪاﻟﺔ اﳉﺬر اﻟﱰﺑﻴﻌﻲ ﻗﻊ ﰲ اﳉﺰء اﻷول ﻟﻠﻤﻌﻠﻢ ﻷ‪‬ﺎ ﻣﻌﺮﻓﺔ ﻓﻘﻂ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬ﻣﻼﺣﻈﺎت وﺧﻮاص‬
‫[‬ ‫[‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﻠﻰ ا‪‬ﺎل ∞‪ ، 0; +‬ﻛﻤﺎ ﻳﺒﲔ اﻟﺸﻜﻞ اﳌﻘﺎﺑﻞ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪7‬د(‬
‫ﻣﻼﺣﻈﺔ‪ :‬اﻟﺪاﻟﺔ اﳉﺬر اﻟﱰﺑﻴﻌﻲ ﻟﻴﺴﺖ زوﺟﻴﺔ وﻻ ﻓﺮدﻳﺔ ﻷن ﳎﺎل ﺗﻌﺮﻳﻔﻬﺎ ﻏﲑ ﻣﺘﻨﺎﻇﺮ ﺑﺎﻟﻨﺴﺒﺔ إﱃ "‪."0‬‬

‫‪ /8‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف )‪20‬د(‬

‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 41-40-39:‬اﻟﺼﻔﺤـ}‪{109‬ـﺔ‬
‫‪Tous Droits réservés à Moumna Abdelkrim‬‬ ‫‪www.mathonec.com‬‬ ‫‪.1‬ا دا ا ذر ا ر‬
 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫لا‬ ‫‪ (3.3‬إ رة داء أو‬
‫‪ /6‬ﺧﺎﺻﻴﺔ اﻟﻀﺮب واﻟﻘﺴﻤﺔ ﻓﻲ إﺷﺎرة‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪:‬‬
‫‪ .1‬ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺪدﻳﻦ ﻏﲑ ﻣﻌﺪوﻣﲔ ﻣﻦ ﻧﻔﺲ اﻹﺷﺎرة ﻫﻮ ﻋﺪد ﻣﻮﺟﺐ‪.‬‬
‫داﻟﺔ )‪10‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ .2‬ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺪدﻳﻦ ﻏﲑ ﻣﻌﺪوﻣﲔ ﳐﺘﻠﻔﲔ ﰲ اﻹﺷﺎرة ﻫﻮ ﻋﺪد ﺳﺎﻟﺐ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫( ) ( ﻣﻦ‬
‫‪ℝ‬‬ ‫()‬
‫‪f x = 2x + 3 1 − x‬‬ ‫دراﺳﺔ إﺷﺎرة )‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫∞‪−‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪−‬‬
‫‪b‬‬ ‫‪1‬‬ ‫∞‪+‬‬
‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬ﺟﺪول اﻹﺷﺎرة اﻟﻌﺎم )‪8‬د(‬ ‫إﺷﺎرة ‪2x + 3‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫‪+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺧﺎص ﺑﺎﻟﻤﺜﺎل‪.‬‬
‫إﺷﺎرة ‪1 − x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪+‬‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫()‬ ‫)‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﺷﺎرة ‪2x + 3 1 − x‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﻧﻘﻮم ﰲ اﳌﺜﺎل اﻟﺴﺎﺑﻖ ﺑﺪراﺳﺔ ﻛﻞ داﻟﺔ ﻋﻠﻰ ﺣﺪا ﰒ ﺗﻄﺒﻴﻖ ﻗﺎﻋﺪة اﳉﺪاء أو اﻟﻘﺴﻤﺔ‬
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‫‪......................................................................................................................‬‬
‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

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 ‫اﻟﺘﺎرﻳﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪31‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫اﻟﺒﺎب ‪ :4‬ا وال ا‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺪاﻟﺔ "ﺟﻴﺐ" واﻟﺪاﻟﺔ "ﺟﻴﺐ ﺗﻤﺎم"‪-.‬اﻟﺪاﺋﺮة اﻟﻤﺜﻠﺜﻴﺔ‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﺪاﺋﺮة اﻟﻤﺜﻠﺜﻴﺔ وﺗﻮﺟﻴﻪ داﺋﺮة وﻓﻖ اﺗﺠﺎﻩ ﻣﺼﻄﻠﺢ – اﻟﺘﺤﻮﻳﻞ ﺑﻴﻦ ﻣﺨﺘﻠﻒ وﺣﺪات اﻟﺰواﻳﺎ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات )ﺗﻘﻨﻴﺎت(*‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﺠﻴﺐ واﻟﺠﻴﺐ‬
‫ﺗﻤﺎم وﻗﻴﺎس اﻟﺰواﻳﺎ )‪5‬د(‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻫﻲ وﺣﺪات ﻗﻴﺎس اﻟﺰواﻳﺎ؟ ‪ -‬ﻣﺎ ﻣﻌﲎ ﺟﻴﺐ وﺟﻴﺐ ﲤﺎم زاوﻳﺔ ﰲ اﻟﺸﻜﻞ اﻟﺘﺎﱄ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-‬‬ ‫‪.1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪: [84‬‬ ‫ط ‪ 3|2‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ط]‬ ‫‪.2‬‬
‫ﺗﺬﻛﲑ ﲝﺴﺎب اﳉﻴﺐ واﳉﻴﺐ ﲤﺎم ﰲ ﻣﺜﻠﺚ ﻗﺎﺋﻢ‪.‬‬ ‫اﻟﻨﺸﺎط ‪ 2‬اﻟﺼﻔﺤﺔ‪:84‬‬
‫‪ /2‬اﻟﺠﻴﺐ واﻟﺠﻴﺐ ﺗﻤﺎم وﻣﻔﻬﻮم‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻻﺗﺠﺎﻩ ﻓﻲ داﺋﺮة )‪15‬د(‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫دراﺳﺔ ﺗﻐﲑات زاوﻳﺔ ‪ α‬ودراﺳﺔ ﺗﻐﲑات ﻓﺎﺻﻠﺔ وﺗﺮﺗﻴﺐ ﻧﻘﻄﺔ ﺣﺴﺐ زاوﻳﺔ ﻣﻌﻄﺎة‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﻟﻨﺸﺎط ‪ 3‬اﻟﺼﻔﺤﺔ‪:84‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻮﺿﻴﺢ ﻣﻔﻬﻮم اﻻﲡﺎﻩ اﳌﺒﺎﺷﺮ واﻟﻐﲑ ﻣﺒﺎﺷﺮ وﻛﻴﻔﻴﺔ ﲢﺪﻳﺪﻩ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﺘﻌﺮف ﻋﻠﻰ اﻟﺪاﺋﺮة اﻟﻤﺜﻠﺜﻴﺔ وﻣﻔﻬﻮم ﺟﻴﺐ وﺟﻴﺐ ﺗﻤﺎم زاوﻳﺔ وﻓﻖ اﺗﺠﺎﻩ ﻣﻌﻴﻦ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫م"‬ ‫" و"‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .3‬ا ا "‬
‫) (‬
‫‪ (1.3‬اﻟﺪاﺋﺮة اﻟﻤﺜﻠﺜﻴﺔ‪ :‬ﻧﻘﻮل ﻋﻦ داﺋﺮة ‪ C‬إ‪‬ﺎ ﻣﻮﺟﻬﺔ إذا اﺧﱰﻧﺎ ﻋﻠﻴﻬﺎ اﲡﺎﻩ اﳊﺮﻛﺔ ﻟﻠﻨﻘﻂ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /3‬اﻟﺪاﺋﺮة اﻟﻤﺜﻠﺜﻴﺔ واﺻﻄﻼح‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﺼﻄﻠﺢ أن اﻻﲡﺎﻩ اﳌﺒﺎﺷﺮ أو اﳌﻮﺟﺐ ﻫﻮ اﻻﲡﺎﻩ اﳌﻌﺎﻛﺲ ﻟﻌﻘﺎرب اﻟﺴﺎﻋﺔ‪.‬‬
‫اﺗﺠﺎﻩ اﻟﺘﻮﺟﻴﻪ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪J‬‬ ‫اﻻﺗﺠﺎﻩ اﻟﻤﺒﺎﺷﺮ‬
‫‪+‬‬
‫واﻻﲡﺎﻩ ﻏﲑ اﳌﺒﺎﺷﺮ أو اﻟﺴﺎﻟﺐ ﻫﻮ اﻻﲡﺎﻩ اﳌﻮاﻓﻖ ﻟﺪوران ﻋﻘﺎرب اﻟﺴﺎﻋﺔ‬
‫‪I‬‬
‫ﻟﻴﻜﻦ ) ‪ (O ; I ; J‬ﻣﻌﻠﻢ ﻣﺘﻌﺎﻣﺪ وﻣﺘﺠﺎﻧﺲ ﻟﻠﻤﺴﺘﻮى ﺣﻴﺚ‪:‬‬
‫‪O‬‬ ‫ﻛﻞ داﺋﺮة ﻣﻮﺟﻬﺔ ﻣﺮﻛﺰﻫﺎ ‪ O‬وﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪ 1‬ﺗﺴﻤﻰ داﺋﺮة ﻣﺜﻠﺜﻴﻪ‪.‬‬
‫‪…………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻻﺗﺠﺎﻩ ﻏﻴﺮ اﻟﻤﺒﺎﺷﺮ‬
‫……………………………‬
‫‪ /4‬ﺗﻤﺜﻴﻞ اﻟﺪارة اﻟﻤﺜﻠﺜﻴﺔ‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺗﻮﺟﻴﻬﻬﺎ )‪10‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ (2.3‬اﻟﺘﺤﻮﻳﻞ ﻣﻦ اﻟﺮادﻳﺎن إﻟﻰ اﻟﺪرﺟﺎت واﻟﻌﻜﺲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬
‫‪π rad = 180°‬‬ ‫اﻟﺮدﻳﺎن ﻳﺘﻢ وﻓﻖ اﻟﺘﻨﺎﺳﺒﻴﺔ اﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﻄﺒﻴ ــﻖ‪ :‬اﻟﺘﺤﻮﻳﻞ ﻣﻦ وإﱃ اﻟﺪرﺟﺔ و ّ‬
‫‪π‬‬ ‫‪4π π‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫; ‪; 2π‬‬ ‫‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫;‬ ‫ﺣﻮل إﱃ اﻟﺪرﺟﺔ‪:‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪4‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬
‫‪10° ; 102° ; 150° ; 360°‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﻟﺮدﻳﺎن‪:‬‬
‫ﺣﻮل إﱃ ّ‬
‫‪/5‬اﻟﺘﺤﻮﻳﻞ ﻣﻦ واﻟﻰ اﻟﺪرﺟﺔ‬
‫واﻟﺮدﻳﺎن )‪10‬د(‪.‬‬

‫‪@@@Zò•ý‬‬
‫ّ‬

‫‪π rad = 180°‬‬ ‫اﻟﺮدﻳﺎن ﻧﺴﺘﻌﻤﻞ اﻟﻌﻼﻗﺔ اﻟﺘﻨﺎﺳﺒﻴﺔ اﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪ .1‬ﻟﻠﺘﺤﻮﻳﻞ ﻣﻦ وإﱃ اﻟﺪرﺟﺔ أو ّ‬
‫‪ .2‬ﺑﺘﻄﺒﻴﻖ ﻋﻼﻗﺔ اﻟﺮاﺑﻊ اﳌﺘﻨﺎﺳﺐ ﳝﻜﻦ اﻟﺘﺤﻮﻳﻞ ﺑﲔ وﺣﺪات ﻗﻴﺎس اﻟﺰواﻳﺎ‪.‬‬
‫‪…………………….……………………………………………………………......‬‬
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‫‪ /6‬ﺗﺜﺒﻴﺖ ﻣﻌﺎرف )‪10‬د(‬ ‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 49-51-50:‬اﻟﺼﻔﺤـ}‪{110‬ـﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫م‬ ‫ب‬ ‫ب وا دا‬ ‫‪.1‬ا دا‬
 ‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫لا‬ ‫‪ (3.3‬إ رة داء أو‬
‫‪ /6‬ﺧﺎﺻﻴﺔ اﻟﻀﺮب واﻟﻘﺴﻤﺔ ﻓﻲ إﺷﺎرة‬
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‫‪:‬‬
‫‪ .1‬ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺪدﻳﻦ ﻏﲑ ﻣﻌﺪوﻣﲔ ﻣﻦ ﻧﻔﺲ اﻹﺷﺎرة ﻫﻮ ﻋﺪد ﻣﻮﺟﺐ‪.‬‬
‫داﻟﺔ )‪10‬د(‪.‬‬

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‫‪ .2‬ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺪدﻳﻦ ﻏﲑ ﻣﻌﺪوﻣﲔ ﳐﺘﻠﻔﲔ ﰲ اﻹﺷﺎرة ﻫﻮ ﻋﺪد ﺳﺎﻟﺐ‪.‬‬

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‫‪.‬‬
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‫( ) ( ﻣﻦ‬
‫‪ℝ‬‬ ‫()‬
‫‪f x = 2x + 3 1 − x‬‬ ‫دراﺳﺔ إﺷﺎرة )‬
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‫∞‪−‬‬
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‫‪−‬‬
‫‪b‬‬ ‫‪1‬‬ ‫∞‪+‬‬
‫‪x‬‬
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‫‪a‬‬
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‫‪ /7‬ﺟﺪول اﻹﺷﺎرة اﻟﻌﺎم )‪8‬د(‬ ‫إﺷﺎرة ‪2x + 3‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫‪+‬‬
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‫ﺧﺎص ﺑﺎﻟﻤﺜﺎل‪.‬‬
‫إﺷﺎرة ‪1 − x‬‬
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‫‪+‬‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬
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‫(‬ ‫()‬ ‫)‬

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‫إﺷﺎرة ‪2x + 3 1 − x‬‬ ‫‪-‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫‪0‬‬ ‫‪-‬‬
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‫ﻣﻼﺣﻈﺔ‪ :‬ﻧﻘﻮم ﰲ اﳌﺜﺎل اﻟﺴﺎﺑﻖ ﺑﺪراﺳﺔ ﻛﻞ داﻟﺔ ﻋﻠﻰ ﺣﺪا ﰒ ﺗﻄﺒﻴﻖ ﻗﺎﻋﺪة اﳉﺪاء أو اﻟﻘﺴﻤﺔ‬
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‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

‫‪www.mathonec.com‬‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺟﺎﻧﻔﻲ ‪2010‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪32‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫اﻟﺒﺎب ‪ :4‬ا وال ا‬
‫اﻟﻤـ ــﺪة‪ 2 :‬ﺳـ]‪[2h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬دراﺳﺔ اﻟﺪاﻟﺔ "ﺟﻴﺐ" واﻟﺪاﻟﺔ "ﺟﻴﺐ ﺗﻤﺎم"‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫ﺗﻐﻴﺮات داﻟﺔ ﺟﻴﺐ وﺟﻴﺐ ﺗﻤﺎم ﻋﻠﻰ ﻣﺠﺎل ﺗﻌﺮﻳﻔﻬﺎ وﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧﻴﺎ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات )ﺗﻘﻨﻴﺎت(*‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﺪرس اﻟﻤﺎﺿﻲ‬
‫وﺗﻮﺟﻴﻪ داﺋﺮة )‪5‬د(‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﺑﺎﻟﺪاﺋﺮة اﳌﺜﻠﺜﻴﺔ؟ ﺗﻮﺟﻴﻪ داﺋﺮة‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-‬‬ ‫‪.1‬‬
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‫‪: [85‬‬ ‫ط‪4‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ط]‬ ‫‪.2‬‬
‫‪ /2‬دراﺳﺔ زواﻳﺎ وأﻗﻮاس ﻋﻠﻰ اﻟﺪاﺋﺮة‬

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‫ﰲ داﺋﺮة ﻣﺜﻠﺜﻴﻪ ﻧﺪرس ﻃﻮل أﻗﻮاس زواﻳﺎ ﻣﻦ ﺧﻼل ﳏﻴﻂ داﺋﺮة ﺑﺎﻟﻌﻼﻗﺔ اﻟﺘﺎﻟﻴﺔ‪. p = 2π .R :‬‬
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‫اﻟﻤﺜﻠﺜﻴﺔ )‪15‬د(‪.‬‬

‫وﲟﺎ أن ﻧﺼﻒ اﻟﻘﻄﺮ ﻫﻮ ‪ 1‬ﻓﺎن‪p = 2π :‬‬

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‫‪π‬‬ ‫‪π‬‬
‫وﻃﻮل اﻟﻘﻮس اﻟﺼﻐﲑ ‪ IJ‬ﻫﻮ‪ IJ = ⋅ r :‬وﻣﻨﻪ = ‪. IJ‬‬
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‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪2‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﺗﺤﺪﻳﺪ اﺗﺠﺎﻩ ﺗﻐﻴﺮ اﻟﺪاﻟﺘﻴﻦ "ﺟﻴﺐ" و"ﺟﻴﺐ ﺗﻤﺎم" ﻋﻠﻰ ﻣﺠﺎل ﺗﻤﺜﻴﻠﻬﻤﺎ ﺑﻴﺎﻧﻴﺎً‪.‬‬

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‫"! م"‬ ‫" و"‬
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‫ا ا "‬ ‫‪ .3‬درا‬
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‫‪π‬‬
‫ﻟﻴﻜﻦ ‪ x‬ﻋﺪد ﺣﻘﻴﻘﻲ‪ M .‬اﻟﻨﻘﻄﺔ اﳌﺮﻓﻘﺔ ﺑﺎﻟﻌﺪد ‪ x‬ﻣﻦ اﻟﺪاﺋﺮة اﳌﺜﻠﺜﻴﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ (1.3‬ر ــف‪:‬‬
‫ﻋﺪد ﻓﻲ داﺋﺮة ﻣﺜﻠﺜﻴﻪ )‪10‬د(‬
‫‪ /3‬ﺗﻌﻴﻴﻦ ﺟﻴﺐ وﺟﻴﺐ ﺗﻤﺎم‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬ ‫(‬
‫ﰲ اﳌﻌﻠﻢ ‪ O ; I ; J‬ﻟﺪﻳﻨﺎ‪:‬‬ ‫)‬
‫‪J‬‬
‫‪M‬‬ ‫ﺟﻴﺐ ﲤﺎم اﻟﻌﺪد اﳊﻘﻴﻘﻲ ‪ x‬ﻫﻮ ﻓﺎﺻﻠﺔ اﻟﻨﻘﻄﺔ ‪ M‬وﻧﺮﻣﺰ ﻟﻪ ب ‪. cos x‬‬
‫‪sinx‬‬

‫‪I‬‬ ‫ﺟﻴﺐ اﻟﻌﺪد اﳊﻘﻴﻘﻲ ‪ x‬ﻫﻮ ﺗﺮﺗﻴﺐ اﻟﻨﻘﻄﺔ ‪ M‬وﻧﺮﻣﺰ ﻟﻪ ب ‪. sin x‬‬
‫‪O cosx‬‬
‫ﻧﻘﻮل‪:‬‬
‫‪…………………………………………………………………………………………………….……………………………………………………………......‬‬
‫……………………………‪. cos‬‬
‫اﻟﺪاﻟﺔ ‪ cos‬ﻫﻲ اﻟﱵ ﺗﺮﻓﻖ ﺑﻜﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x‬اﻟﻌﺪد ‪x‬‬
‫‪ /4 ……………………………………………………………………………………………………….……………………………………………………………......‬ﻣﻔﻬﻮم داﻟﺔ ﺟﻴﺐ وﺟﻴﺐ‬
‫اﻟﺪاﻟﺔ ‪ Sin‬ﻫﻲ اﻟﱵ ﺗﺮﻓﻖ ﺑﻜﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x‬اﻟﻌﺪد ‪. sin x‬‬
‫‪ ……………………………………………………………………………………………………….……………………………………………………………......‬ﺗﻤﺎم ﻟﻌﺪد ﺣﻘﻴﻘﻲ)‪10‬د(‪.‬‬

‫‪π‬‬
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‫ﺻﻮرة اﻟﻌﺪد ﻫﻲ اﻟﻨﻘﻄﺔ ‪. J 0;1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫) (‬ ‫أﻣﺜﻠﺔ‪:‬‬
‫‪2‬‬
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‫ﻣﻦ أﺟﻞ ﻛﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x‬ﻟﺪﻳﻨﺎ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ (2.3‬رھ ‪:‬‬
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‫‪ /5‬ﺧﻮاص ودراﺳﺔ ﺷﻔﻌﻴﺔ داﻟﺔ‬

‫‪ cos 2 x + sin 2 x = 1 .1‬ﻣﻊ‪. −1 ≤ sin x ≤ 1 et -1 ≤ cos x ≤ 1 :‬‬

‫ﺟﻴﺐ وﺟﻴﺐ ﺗﻤﺎم )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ cos ( −x ) = cos x .2‬ﻣﻌﻨﺎﻩ اﻟﺪاﻟﺔ ﺟﻴﺐ ﲤﺎم زوﺟﻴﺔ‪.‬‬
‫‪ sin ( −x ) = − sin x .3‬ﻣﻌﻨﺎﻩ اﻟﺪاﻟﺔ ﺟﻴﺐ ﻓﺮدﻳﺔ‪.‬‬

‫ل ‪: 0; π ‬‬ ‫ا‬ ‫مو ب‬ ‫ب‬ ‫ر ا دا ن‬ ‫ه‬ ‫‪ (2.3‬ا‬

‫‪‬‬ ‫‪2‬‬
‫‪π‬‬
‫ﻣﻦ اﻟﺸﻜﻞ اﳌﻘﺎﺑﻞ ﻟﺪﻳﻨﺎ‪( x ; x ') ∈ 0;  :‬‬
‫‪…………………….……………………………………………………………......‬‬
‫‪ /6‬اﺗﺠﺎﻩ ﺗﻐﻴﺮ داﻟﺔ ﺟﻴﺐ وﺟﻴﺐ‬
‫ﺗﻤﺎم ﻋﻠﻰ ﻣﺠﺎل ﻣﻌﻴﻦ )‪10‬د(‪.‬‬

‫‪ 2‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ π‬‬
‫اﻟﺪاﻟﺔ ‪ cos‬ﻣﺘﻨﺎﻗﺼﺔ ﲤﺎﻣﺎ ﻋﻠﻰ ا‪‬ﺎل ‪0; 2 ‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ﻣﺘﺰاﻳﺪة ﲤﺎﻣﺎ ﻋﻠﻰ ا‪‬ﺎل ‪. 0; π ‬‬ ‫اﻟﺪاﻟﺔ ‪sin‬‬

‫‪ 2‬‬
‫' ‪x ≺ x ' ⇒ cos x ≻ cos x‬‬
‫‪‬‬ ‫ﺣﻴﺚ‪:‬‬
‫' ‪x ≺ x ' ⇒ sin x ≺ sin x‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫م‬ ‫بو ب‬ ‫ا دا‬ ‫‪.1‬درا‬
‫ﻣﺆﺷﺮات )ﺗﻘﻨﻴﺎت(*‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‪:‬‬ ‫‪0; π‬‬ ‫ل]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ا‬ ‫مو ب‬ ‫ب‬ ‫ر ا دا ن‬ ‫ه‬ ‫‪ (3.3‬ا‬
‫‪ /7‬ﺟﺪول ﺗﻐﻴﺮات اﻟﺪاﻟﺘﻴﻦ ﺟﻴﺐ وﺟﻴﺐ‬
‫ﺗﻤﺎم ﻓﻲ ﻣﺠﺎل ﻧﺼﻒ داﺋﺮة)‪10‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪π‬‬
‫ﻣﻦ اﻟﺸﻜﻞ اﳌﻘﺎﺑﻞ واﻟﺸﻜﻞ اﻟﺴﺎﺑﻖ ﳒﺪ‪( x ; x ') ∈  ; π  :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2 ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ' ‪ x ≺ x‬ﻓﺎن ' ‪ sin x ≺ sin x‬و ' ‪cos x ≻ cos x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫َ‬
‫‪‬‬ ‫‪π‬‬ ‫‪‬‬
‫اﻟﺪاﻟﺔ ‪ cos‬ﻣﺘﻨﺎﻗﺼﺔ ﲤﺎﻣﺎ ﻋﻠﻰ ا‪‬ﺎل ‪ 2 ; π ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪π ‬‬
‫اﻟﺪاﻟﺔ ‪ sin‬ﻣﺘﻨﺎﻗﺼﺔ ﲤﺎﻣﺎ ﻋﻠﻰ ا‪‬ﺎل ‪ 2 ; π ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‪:‬‬ ‫]‬
‫ﳒﺪ ﺟﺪول ﺗﻐﲑات اﻟﺪاﻟﺘﲔ "ﺟﻴﺐ ﲤﺎم" و "ﺟﻴﺐ" ﻋﻠﻰ ا‪‬ﺎل ‪0; π‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫وﻋﻠﻴﻪ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪0‬‬ ‫‪π‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x‬‬ ‫‪π‬‬ ‫‪x‬‬ ‫‪0‬‬ ‫‪π‬‬ ‫‪π‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪1‬‬ ‫‪1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪0‬‬
‫‪sin‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪cos‬‬
‫‪0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪0‬‬ ‫‪-1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪:‬‬ ‫لا‬ ‫‪ (4.3‬ا‬
‫‪ /8‬ﻃﺮﻳﻘﺔ ﺗﻤﺜﻴﻞ اﻟﺪاﻟﺔ ﺟﻴﺐ ﺗﻤﺎم‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫[‬
‫‪ .1‬ﻧﻨﺸﺊ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﱐ ﻟﻠﺪاﻟﺔ ‪ cos‬ﻋﻠﻰ ا‪‬ﺎل ‪ 0; π‬اﻧﻄﻼﻗﺎ ﻣﻦ ﺟﺪول اﻟﺘﻐﲑات وﻧﺘﻤﻢ اﻟﺮﺳﻢ ﻋﻠﻰ‬ ‫]‬
‫[‬ ‫]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺑﻴﺎﻧﻴﺎ )‪10‬د(‬ ‫ﻛﻞ ا‪‬ﺎل ‪ −π ;0‬ﺑﺎﻟﺘﻨﺎﻇﺮ ﺑﺎﻟﻨﺴﺒﺔ ﶈﻮر اﻟﱰاﺗﻴﺐ ﻻن اﻟﺪاﻟﺔ ﺟﻴﺐ ﲤﺎم زوﺟﻴﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫[‬
‫‪ .2‬ﻧﻨﺸﺊ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﱐ ﻟﻠﺪاﻟﺔ ‪ sin‬ﻋﻠﻰ ا‪‬ﺎل ‪ 0; π‬اﻧﻄﻼﻗﺎ ﻣﻦ ﺟﺪول اﻟﺘﻐﲑات وﻧﺘﻤﻢ اﻟﺮﺳﻢ ﻋﻠﻰ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫]‬
‫‪ /9‬ﻃﺮﻳﻘﺔ ﺗﻤﺜﻴﻞ اﻟﺪاﻟﺔ ﺟﻴﺐ ﺑﻴﺎﻧﻴﺎً‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪10‬د(‬ ‫ﻛﻞ ا‪‬ﺎل ‪ −π ;0‬ﺑﺎﻟﺘﻨﺎﻇﺮ ﺑﺎﻟﻨﺴﺒﺔ ﶈﻮر ﻟﻠﻤﺒﺪأ ﻻن اﻟﺪاﻟﺔ ﺟﻴﺐ ﲤﺎم ﻓﺮدﻳﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫[‬ ‫]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﻘﻮل ان اﻟﺪاﻟﺔ ﺟﻴﺐ واﻟﺪاﻟﺔ‬ ‫و‬ ‫) ‪sin x = sin ( x + 2π ) cos x = cos ( x + 2π‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﲟﺎ أن‬ ‫ﻣﻼﺣﻈﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﳍﺬا ﳝﻜﻦ اﺳﺘﻨﺘﺎج أي ﺟﺰء ﻣﻦ ﺑﻴﺎن اﻟﺪاﻟﺘﲔ ﺟﻴﺐ أو ﺟﻴﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺟﻴﺐ ﺗﺎم دورﻳﺘﺎن ودورﳘﺎ‬
‫‪2π‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﲤﺎم ﺑﺈﳒﺎز اﳉﺰء اﳌﻠﻮن اﻋﻼﻩ دورﻳﺎ ﺑﺮﺳﻢ ﻣﺜﻴﻞ ﻟﻪ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 56-55:‬اﻟﺼﻔﺤـ}‪{110‬ـﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réservés à Moumna Abdelkrim‬‬ ‫‪www.mathonec.com‬‬ ‫م‬ ‫بو ب‬ ‫ا دا‬ ‫‪..2‬درا‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ــــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪33‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫اﻟﺒﺎب ‪ :4‬ا وال ا‬
‫اﻟﻤ ـ ـﺪة‪ 2 :‬ﺳـ]‪[2h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﻃﺮاﺋﻖ ﻋﻠﻰ اﻟﺪوال اﻟﻤﺜﻠﺜﻴﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫وﺿﻊ ﻧﻘﻂ ﻋﻠﻰ اﻟﺪاﺋﺮة اﻟﻤﺜﻠﺜﻴﺔ وﺣﺴﺎب ﺟﻴﺐ وﺟﻴﺐ ﺗﻤﺎم ﻗﻴﻢ ﺷﻬﻴﺮة‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات )ﺗﻘﻨﻴﺎت(*‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﻤﻔﻬﻮم اﻟﺪوال‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﲟﻔﻬﻮم اﻟﺪاﻟﺘﲔ "ﺟﻴﺐ" و"اﳉﻴﺐ ﲤﺎم"‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-‬‬ ‫‪.1‬‬
‫اﻟﻤﺜﻠﺜﻴﺔ)‪5‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .2‬ﻧﺸﺎط ‪] 1‬ﻣﻘﺘﺮح[‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻌﻄﻴﺎت ﺑﺎﻟﺪاﺋﺮة اﻟﻤﺜﻠﺜﻴﺔ )‪10‬د(‬
‫‪ /2‬ﺗﻌﻴﻴﻦ ﻧﻘﻂ اﻧﻄﻼﻗﺎ ﻣﻦ زواﻳﺎ‬

‫‪π 2π π‬‬
‫‪ (1‬ﺿﻊ ﻋﻠﻰ اﻟﺪاﺋﺮة اﳌﺜﻠﺜﻴﺔ اﻟﻨﻘﻂ ‪ C ،B ،A‬ذات اﻟﺼﻮر‪ − ; ; :‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪3 3 3‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪π‬‬
‫‪.‬‬ ‫ﺗﻪ‬‫ر‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪A‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺻﻮ‬ ‫‪ (2‬ﺟﺪ ﻋﺪداً ﳜﺘﻠﻒ ﻋﻦ‬
‫‪3‬‬
‫‪35π‬‬ ‫‪197π‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.−‬‬ ‫و‪ F‬ذات اﻟﻔﺎﺻﻠﺔ‬ ‫‪ (3‬ﺿﻊ ﻋﻠﻰ اﻟﺪاﺋﺮة اﳌﺜﻠﺜﻴﺔ اﻟﻨﻘﻄﺔ ‪ E‬ذات اﻟﻔﺎﺻﻠﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪4‬‬ ‫‪4‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ :‬اﺳﺘﻌﻤﺎل اﳌﺪور وﺗﻘﺴﻴﻢ اﻟﺪاﺋﺮة‪.‬‬
‫‪ /3 ……………………………………………………………………………………………………….……………………………………………………………......‬اﻟﻄﺮﻳﻘﺔ اﻟﻤﻨﺘﻈﺮة ﻟﻠﺤﻞ‬
‫اﳊﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪5‬د(‬ ‫اﺣﱰام إﲡﺎﻩ اﻟﺪوران ﺣﺴﺐ إﺷﺎرة اﻟﻘﻴﻢ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪Zò•ý‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺘﻌﻴﲔ اﻟﺼﻮرة ‪ M‬ﻟﻌﺪد ﺣﻘﻴﻘﻲ ‪ x‬ﻋﻠﻰ اﻟﺪاﺋﺮة اﳌﺜﻠﺜﻴﺔ ﻧﺘﺒﻊ ﻣﺎﻳﻠﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬وﺿﻊ ﻧﻘﻂ ﻋﻠﻰ اﻟﺪاﺋﺮة اﻟﻤﺜﻠﺜﻴﺔ وﺣﺴﺎب ﺟﻴﺐ وﺟﻴﺐ ﺗﻤﺎم ﻗﻴﻢ ﺷﻬﻴﺮة‪.‬‬

‫• إذا ﻛﺎن ‪ x ≥ 0‬ﻓﺎن ‪ M‬ﺗﻘﻄﻊ ﻗﻮﺳﺎ ﻃﻮﻟﻪ ‪ x‬ﰲ اﻻﲡﺎﻩ اﳌﺒﺎﺷﺮ وﰲ ﺣﺎﻟﺔ ‪ ، x ≥ 2π‬ﻧﻜﺘﺐ ‪ x‬ﻋﻠﻰ اﻟﺸﻜﻞ‪:‬‬
‫‪ /4‬ﺗﻠﺨﻴﺺ ﻃﺮﻳﻘﺔ اﻟﺤﻞ ﺣﺴﺐ‬

‫‪ x = k × 2π + α‬ﺑﺎﺳﺘﻌﻤﺎل اﻟﻘﺴﻤﺔ ) ‪ k‬ﻫﻮ ﻋﺪد دورات ‪ M‬و ‪ α‬ﻋﺪد ﺣﻘﻴﻘﻲ ﻳﻨﺘﻤﻲ إﱃ ] ‪.( [ 0; π‬‬
‫إﺷﺎرة اﻟﻘﻴﻢ )‪10‬د(‬

‫• إذا ﻛﺎن ‪ x ≤ 0‬ﻓﺎن ‪ M‬ﺗﻘﻄﻊ ﻗﻮﺳﺎ ﻃﻮﻟﻪ ‪ x‬ﰲ اﻻﲡﺎﻩ اﻟﻐﲑ اﳌﺒﺎﺷﺮ وﰲ ﺣﺎﻟﺔ ‪ ، x ≥ 2π‬ﻧﻜﺘﺐ ‪ x‬ﻋﻠﻰ‬
‫…………………………… دورات ‪ M‬و ‪ α‬ﻋﺪد ﺣﻘﻴﻘﻲ ﻳﻨﺘﻤﻲ‬
‫اﻟﺸﻜﻞ‪ x = k × 2π + α :‬ﺑﺎﺳﺘﻌﻤﺎل اﻟﻘﺴﻤﺔ ) ‪ k‬ﻫﻮ ﻋﺪد‬
‫‪…………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﱃ ] ‪.( [ 0; π‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .3‬ﻧﺸﺎط ‪] 2‬ﻣﻘﺘﺮح[‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪π π π‬‬ ‫‪π‬‬
‫‪ .1‬أﺣﺴﺐ ﺟﻴﺐ وﺟﻴﺐ ﲤﺎم اﻟﻘﻴﻢ‪. ; ; ; π ; ; 0 :‬‬
‫‪/5‬ﺣﺴﺎب ﺟﻴﺐ وﺟﻴﺐ ﺗﻤﺎم ﻗﻴﻢ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺷﻬﻴﺮة وﻣﺮﻓﻘﺔ ﺑﻬﺎ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪6 3 4‬‬ ‫‪2‬‬
‫‪π‬‬ ‫‪3π π‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5‬‬
‫‪ .2‬أﺣﺴﺐ ﺟﻴﺐ ﺗﺎم وﺟﻴﺐ‪. ; ; − :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪4 4‬‬ ‫‪4‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ﻃﺮﻳﻘﺔ اﳊﻞ‪:‬‬
‫اﺳﺘﻌﻤﺎل ﺧﻮاص اﻟﺪوال "ﺟﻴﺐ" و"ﺟﻴﺐ ﲤﺎم" ﻣﻦ ﺷﻔﻌﻴﺔ داﻟﺔ‪.‬‬
‫اﺳﺘﻨﺘﺎج ﺟﻴﺐ وﺟﻴﺐ ﲤﺎم زواﻳﺎ ﲟﻜﺘﺴﺒﺎت ﻫﻨﺪﺳﻴﺔ‪.‬‬
‫‪π‬‬
‫‪ Zò•ý‬ﺣﺴﺎب ﺟﻴﺐ ﲤﺎم وﺟﻴﺐ ﻗﻴﻤﺔ ‪ x‬ﻳﺆول إﱃ ﺣﺴﺎب ﺟﻴﺐ ﲤﺎم وﺟﻴﺐ ﻋﺪد ﺣﻘﻴﻘﻲ ﺑﲔ ‪ 0‬و ‪.‬‬
‫‪2‬‬
‫(‬ ‫)‬ ‫(‬ ‫)‬ ‫) (‬
‫‪…………………….……………………………………………………………......‬‬
‫‪cos π + x = − cos x cos π − x = − cos x cos − x = cos x‬‬
‫‪/6‬ﺧﻮاص ﻟﺤﺴﺎب ﺟﻴﺐ وﺟﻴﺐ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻤﺎم ﻗﻴﻢ ﺷﻬﻴﺮة )‪10‬د(‬

‫‪‬‬ ‫‪;‬‬ ‫‪;‬‬

‫‪π‬‬ ‫‪+‬‬ ‫=‬‫(‬‫‪−‬‬ ‫)‬ ‫‪π‬‬ ‫‪−‬‬ ‫=‬ ‫ﺣﻴﺚ‪sin − x = − sin x :‬‬
‫(‬ ‫)‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪‬‬
‫‪‬‬‫‪sin‬‬ ‫‪x‬‬ ‫‪sin‬‬ ‫‪x‬‬ ‫‪‬‬
‫‪‬‬‫‪sin‬‬ ‫‪x‬‬ ‫‪sin‬‬ ‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪cos ( x + k × 2π ) = cos x‬‬

‫‪ ‬ﺣﻴﺚ اﻟﻌﺪد اﻟﻄﺒﻴﻌﻲ ‪ k‬ﻫﻮ ﻋﺪد اﻟﺪورات‪.‬‬ ‫ﻛﺬﻟﻚ ﳝﻜﻦ اﺳﺘﻌﻤﺎل‪:‬‬
‫‪sin ( x + k × 2π ) = sin x‬‬

‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 53-52:‬اﻟﺼﻔﺤـ}‪{110‬ـﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫ا دوال ا‬ ‫‪.1‬طرا ق‬
‫ﻣﺆﺷﺮات )ﺗﻘﻨﻴﺎت(*‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‪:‬‬
‫‪0; π‬‬ ‫ل]‬ ‫ا‬ ‫مو ب‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ب‬ ‫ر ا دا ن‬ ‫ه‬ ‫‪ (3.3‬ا‬
‫‪ /7‬ﺟﺪول ﺗﻐﻴﺮات اﻟﺪاﻟﺘﻴﻦ ﺟﻴﺐ وﺟﻴﺐ‬
‫ﺗﻤﺎم ﻓﻲ ﻣﺠﺎل ﻧﺼﻒ داﺋﺮة)‪10‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻦ اﻟﺸﻜﻞ اﳌﻘﺎﺑﻞ واﻟﺸﻜﻞ اﻟﺴﺎﺑﻖ ﳒﺪ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪π ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.‬‬ ‫اﻟﺪاﻟﺔ ‪ cos‬ﻣﺘﻨﺎﻗﺼﺔ ﲤﺎﻣﺎ ﻋﻠﻰ ا‪‬ﺎل ‪ 2 ; π ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪π ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.‬‬ ‫اﻟﺪاﻟﺔ ‪ sin‬ﻣﺘﻨﺎﻗﺼﺔ ﲤﺎﻣﺎ ﻋﻠﻰ ا‪‬ﺎل ‪ 2 ; π ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‪:‬‬ ‫]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﳒﺪ ﺟﺪول ﺗﻐﲑات اﻟﺪاﻟﺘﲔ "ﺟﻴﺐ ﲤﺎم" و "ﺟﻴﺐ" ﻋﻠﻰ ا‪‬ﺎل ‪0; π‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫وﻋﻠﻴﻪ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪0‬‬ ‫‪π‬‬ ‫‪π‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x‬‬ ‫‪x‬‬ ‫‪0‬‬ ‫‪π‬‬ ‫‪π‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪2‬‬
‫‪1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪1‬‬
‫‪sin‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪cos‬‬ ‫‪0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪0‬‬ ‫‪0‬‬ ‫‪-1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪:‬‬ ‫لا‬ ‫‪ (4.3‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫]‬
‫‪ .1‬ﻧﻨﺸﺊ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﱐ ﻟﻠﺪاﻟﺔ ‪ cos‬ﻋﻠﻰ ا‪‬ﺎل ‪ 0; π‬اﻧﻄﻼﻗﺎ ﻣﻦ ﺟﺪول اﻟﺘﻐﲑات وﻧﺘﻤﻢ اﻟﺮﺳﻢ ﻋﻠﻰ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬ﻃﺮﻳﻘﺔ ﺗﻤﺜﻴﻞ اﻟﺪاﻟﺔ ﺟﻴﺐ ﺗﻤﺎم‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺑﻴﺎﻧﻴﺎ )‪10‬د(‬
‫ﻛﻞ ا‪‬ﺎل ‪ −π ;0‬ﺑﺎﻟﺘﻨﺎﻇﺮ ﺑﺎﻟﻨﺴﺒﺔ ﶈﻮر اﻟﱰاﺗﻴﺐ ﻻن اﻟﺪاﻟﺔ ﺟﻴﺐ ﲤﺎم زوﺟﻴﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫[‬ ‫]‬
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‫[‬ ‫]‬
‫‪ .2‬ﻧﻨﺸﺊ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﱐ ﻟﻠﺪاﻟﺔ ‪ sin‬ﻋﻠﻰ ا‪‬ﺎل ‪ 0; π‬اﻧﻄﻼﻗﺎ ﻣﻦ ﺟﺪول اﻟﺘﻐﲑات وﻧﺘﻤﻢ اﻟﺮﺳﻢ ﻋﻠﻰ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /9‬ﻃﺮﻳﻘﺔ ﺗﻤﺜﻴﻞ اﻟﺪاﻟﺔ ﺟﻴﺐ ﺑﻴﺎﻧﻴﺎً‬
‫)‪10‬د(‬
‫ﻛﻞ ا‪‬ﺎل ‪ −π ;0‬ﺑﺎﻟﺘﻨﺎﻇﺮ ﺑﺎﻟﻨﺴﺒﺔ ﶈﻮر ﻟﻠﻤﺒﺪأ ﻻن اﻟﺪاﻟﺔ ﺟﻴﺐ ﲤﺎم ﻓﺮدﻳﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫[‬ ‫]‬
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‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

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 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪34‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ت‪.‬‬ ‫ا‬ ‫د ت وا‬ ‫اﻟﺒﺎب ‪ :05‬ا‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻌﺒﺎرات اﻟﺠﺒﺮﻳﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﺘﻌﺮف ﻋﻠﻰ ﻣﺨﺘﻠﻒ اﻟﺼﻴﻎ ﻟﻨﻔﺲ اﻟﻌﺒﺎرة اﻟﺠﺒﺮﻳﺔ واﻟﻤﻌﺎﻧﻲ اﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﺤﺮف ﻓﻲ ﻋﺒﺎرة ﺟﺒﺮﻳﺔ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات )ﺗﻘﻨﻴﺎت(*‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬اﺳﺘﻨﺒﺎط ﻣﻌﻨﻰ ﻋﺒﺎرة ﺟﺒﺮﻳﺔ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻣﻌﲎ ﻋﺒﺎرة ﺟﱪﻳﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪-‬‬ ‫‪.1‬‬
‫)ﻛﻔﺎءة( )‪5‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -‬ﻛﻴﻒ ﻧﺴﻤﻲ اﻟﻌﺒﺎرات اﻟﺘﺎﻟﻴﺔ وﻣﺎ ﻣﻌﻨﺎﻫﺎ‪. x − 5 ≥ 0 ، 2x + 3 = 0 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪:[114‬‬ ‫ط ‪ 01‬ا‬ ‫ط ‪] 1‬ا‬ ‫‪.2‬‬
‫‪ /2‬اﻟﺘﻤﻌﻦ ﻓﻲ ﻣﻔﻬﻮم أﺷﻜﺎل ﻋﺒﺎرة‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺟﺒﺮﻳﺔ وﻛﺘﺎﺑﺎﺗﻬﺎ )‪15‬د(‬

‫‪ (1‬اﻟﺘﻌﺮف ﻋﻠﻰ اﻷﺷﻜﺎل اﳌﺨﺘﻠﻔﺔ ﻟﻌﺒﺎرة ﺟﱪﻳﺔ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ (2‬اﻟﺘﻤﻴﻴﺰ ﺑﲔ ﻋﺒﺎرات ذات ﳎﺎﻣﻴﻊ واﳉﺪاء أو وﺣﺎﺻﻞ اﻟﻘﺴﻤﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ (3‬اﳌﻌﺎﱐ اﳌﺨﺘﻠﻔﺔ ﻟﻠﺤﺮوف‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪@ @óî§a@paŠbjÉÜa‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /3‬ﻣﻌﺎﻧﻲ اﻟﺤﺮوف ﻓﻲ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ﻣﺨﺘﻠﻒ اﻟﻌﺒﺎرات )‪8‬د(‬

‫‪(1.3‬اﻟﻤﻌﺎﻧﻲ اﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﺤﺮف ﻓﻲ ﻋﺒﺎرة ﺟﺒﺮﻳﺔ‪ :‬دراﺳﺔ دور اﳊﺮف ‪ x‬ﰲ ﳐﺘﻠﻒ‬
‫اﳌﻮاﺿﻊ)ﻣﺘﻐﲑ ) ‪ ، x → f ( x‬ﳎﻬﻮل ‪ ، x − 2 = 1‬ﻣﻘﺪار ﻏﲑ ﻣﻌﲔ ‪( E ( x ) = 2x 2 + x − 4‬‬
‫‪/4‬ﻣﺨﺘﻠﻒ ﻛﺘﺎﺑﺎت اﻟﻌﺒﺎرات‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﺘﻌﺮف ﻋﻠﻰ ﻣﺨﺘﻠﻒ اﻟﺼﻴﻎ ﻟﻨﻔﺲ اﻟﻌﺒﺎرة اﻟﺠﺒﺮﻳﺔ )ﺻﻴﻎ ﻣﺨﺘﺼﺮة‪ ،‬ﺻﻴﺦ ﻣﺤﻠﻠﺔ‪(.....‬‬

‫اﻟﺠﺒﺮﻳﺔ )‪8‬د(‬

‫‪(2.3‬اﻷﺷﻜﺎل اﻟﻤﺨﺘﻠﻔﺔ ﻟﻌﺒﺎرة ﺟﺒﺮﻳﺔ‪ :‬ﻣﻦ أﺟﻞ ‪ C ; B ; A‬ﻋﺒﺎرات ﺟﱪﻳﺔ ﻧﻘﻮل‪:‬‬

‫‪…………………………………………………………………………………………………….……………………………………………………………......‬‬
‫……………………………‬
‫‪A‬‬
‫ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﺑﺴﻂ وﻣﻘﺎم‪.‬‬ ‫‪ A + B‬ﳎﻤﻮع ﺣﺪود‪ A × B ،‬ﺟﺪاء ّﻋﺪة ﻋﻮاﻣﻞ‪،‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪B‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(3.3‬اﻟﻘﻴﻤﺔ اﻟﻌﺪدﻳﺔ ﻟﻌﺒﺎرة ﺟﺒﺮﻳﺔ‪ :‬اﻟﻘﻴﻤﺔ اﻟﻌﺪدﻳﺔ ﻟﻌﺒﺎرة ﺟﱪﻳﺔ ﻫﻲ اﻟﻌﺪد اﻟﺬي ﺗﺘﺤﺼﻞ ﻋﻠﻴﻪ‪ ،‬إذا وﺟﺪ ﰲ‪،‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﻌﻮﻳﺾ اﳊﺮوف ﺑﺄﻋﺪاد‪.‬‬
‫‪ /……………………………………………………………………………………………………….……………………………………………………………......‬إﻳﺠﺎد اﻟﻘﻴﻤﺔ اﻟﻌﺪد ﻟﻌﺒﺎرة‬
‫‪5‬‬
‫) (‬ ‫) (‬
‫أﻣﺜﻠﺔ‪ :‬اﻟﻘﻴﻤﺔ اﻟﻌﺪدﻳﺔ ﻟﻠﻌﺒﺎرة ‪ E = x 2 + 3x − 1‬ﻣﻦ أﺟﻞ ‪ x = −1‬ﻫﻲ ‪. −1 + 3 −1 − 1 = −3‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ ……………………………………………………………………………………………………….……………………………………………………………......‬ﺟﺒﺮﻳﺔ )‪10‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﳝﻜﻦ أﻻ ﻟﻌﺒﺎرة ﺟﱪﻳﺔ ﻗﻴﻢ ﻋﺪدﻳﺔ‪ ،‬ﻣﻦ أﺟﻞ ﺑﻌﺾ ﻗﻴﻢ اﳊﺮوف‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪(4.3‬ﻗﻮاﻋﺪ اﻟﺤﺴﺎب اﻟﺠﺒﺮي‪ :‬ﰲ اﳊﺴﺎب ﻧﺴﺘﻨﺪ ﻋﻠﻰ ﺑﻌﺾ اﻟﻘﻮاﻋﺪ ﻣﻨﻬﺎ ﻣﻌﺎﱐ اﻷﻗﻮاس ﺣﻴﺚ‪:‬‬
‫أﻗﻮاس داﻟﺔ‪ A ( x ) :‬ﻳﻌﲏ ‪ A‬ﻳﺘﻌﻠﻖ ﺑﺎﳌﺘﻐﲑ ‪ x‬وﻻ ﳝﻜﻦ ﺣﺬف ﻫﺬﻩ اﻷﻗﻮاس‪.‬‬
‫‪/6‬ﻣﺨﺘﻠﻒ ﻣﻌﺎﻧﻲ اﻷﻗﻮاس ﻓﻲ‬
‫اﻟﻌﺒﺎرات اﻟﺠﺒﺮﻳﺔ )‪10‬د(‬

‫أﻗﻮاس ﻣﺘﻌﻠﻘﺔ ﺑﺎﻟﺠﺪاء‪ :‬ﻫﻲ أﻗﻮاس ﺗﻌﻄﻲ ﺟﺪاء ﻋﺪة ﻋﻮاﻣﻞ ﳐﺘﻠﻔﺔ‪.‬‬
‫أﻗﻮاس ﻣﺘﻌﻠﻘﺔ ﺑﻤﺠﻤﻮع‪ :‬ﺗﻌﲏ ﲡﻤﻴﻊ ﺣﺪود ﳎﻤﻮع )ﻓﺮق( ﻗﺎﻋﺪة ﺣﺬف اﻷﻗﻮ‬
‫اس ‪.-/+‬‬
‫‪…………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫(‬
‫أﻣﺜﻠﺔ‪A x = 3x x − 7 + 2x + 3 − x 4x − 1 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫( )‬ ‫)‬ ‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ /7‬ﺗﺜﺒﻴﺖ ﻣﻜﺘﺴﺒﺎت‬ ‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 20 | 19-18-15:‬اﻟﺼﻔﺤـ}‪{135 | 134‬ـﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫رات ا ر‬ ‫‪.1‬ا‬
‫ﻣﺆﺷﺮات )ﺗﻘﻨﻴﺎت(*‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‪:‬‬
‫‪0; π‬‬ ‫ل]‬ ‫ا‬ ‫مو ب‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ب‬ ‫ر ا دا ن‬ ‫ه‬ ‫‪ (3.3‬ا‬
‫‪ /7‬ﺟﺪول ﺗﻐﻴﺮات اﻟﺪاﻟﺘﻴﻦ ﺟﻴﺐ وﺟﻴﺐ‬
‫ﺗﻤﺎم ﻓﻲ ﻣﺠﺎل ﻧﺼﻒ داﺋﺮة)‪10‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻣﻦ اﻟﺸﻜﻞ اﳌﻘﺎﺑﻞ واﻟﺸﻜﻞ اﻟﺴﺎﺑﻖ ﳒﺪ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪π ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.‬‬ ‫اﻟﺪاﻟﺔ ‪ cos‬ﻣﺘﻨﺎﻗﺼﺔ ﲤﺎﻣﺎ ﻋﻠﻰ ا‪‬ﺎل ‪ 2 ; π ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪π ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.‬‬ ‫اﻟﺪاﻟﺔ ‪ sin‬ﻣﺘﻨﺎﻗﺼﺔ ﲤﺎﻣﺎ ﻋﻠﻰ ا‪‬ﺎل ‪ 2 ; π ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‪:‬‬ ‫]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﳒﺪ ﺟﺪول ﺗﻐﲑات اﻟﺪاﻟﺘﲔ "ﺟﻴﺐ ﲤﺎم" و "ﺟﻴﺐ" ﻋﻠﻰ ا‪‬ﺎل ‪0; π‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫وﻋﻠﻴﻪ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪0‬‬ ‫‪π‬‬ ‫‪π‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x‬‬ ‫‪x‬‬ ‫‪0‬‬ ‫‪π‬‬ ‫‪π‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪2‬‬
‫‪1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪1‬‬
‫‪sin‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪cos‬‬ ‫‪0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪0‬‬ ‫‪0‬‬ ‫‪-1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪:‬‬ ‫لا‬ ‫‪ (4.3‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫]‬
‫‪ .1‬ﻧﻨﺸﺊ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﱐ ﻟﻠﺪاﻟﺔ ‪ cos‬ﻋﻠﻰ ا‪‬ﺎل ‪ 0; π‬اﻧﻄﻼﻗﺎ ﻣﻦ ﺟﺪول اﻟﺘﻐﲑات وﻧﺘﻤﻢ اﻟﺮﺳﻢ ﻋﻠﻰ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬ﻃﺮﻳﻘﺔ ﺗﻤﺜﻴﻞ اﻟﺪاﻟﺔ ﺟﻴﺐ ﺗﻤﺎم‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺑﻴﺎﻧﻴﺎ )‪10‬د(‬
‫ﻛﻞ ا‪‬ﺎل ‪ −π ;0‬ﺑﺎﻟﺘﻨﺎﻇﺮ ﺑﺎﻟﻨﺴﺒﺔ ﶈﻮر اﻟﱰاﺗﻴﺐ ﻻن اﻟﺪاﻟﺔ ﺟﻴﺐ ﲤﺎم زوﺟﻴﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫[‬ ‫]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫]‬
‫‪ .2‬ﻧﻨﺸﺊ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﱐ ﻟﻠﺪاﻟﺔ ‪ sin‬ﻋﻠﻰ ا‪‬ﺎل ‪ 0; π‬اﻧﻄﻼﻗﺎ ﻣﻦ ﺟﺪول اﻟﺘﻐﲑات وﻧﺘﻤﻢ اﻟﺮﺳﻢ ﻋﻠﻰ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /9‬ﻃﺮﻳﻘﺔ ﺗﻤﺜﻴﻞ اﻟﺪاﻟﺔ ﺟﻴﺐ ﺑﻴﺎﻧﻴﺎً‬
‫)‪10‬د(‬
‫ﻛﻞ ا‪‬ﺎل ‪ −π ;0‬ﺑﺎﻟﺘﻨﺎﻇﺮ ﺑﺎﻟﻨﺴﺒﺔ ﶈﻮر ﻟﻠﻤﺒﺪأ ﻻن اﻟﺪاﻟﺔ ﺟﻴﺐ ﲤﺎم ﻓﺮدﻳﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫[‬ ‫]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

‫‪www.mathonec.com‬‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪35‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ت‪.‬‬ ‫ا‬ ‫د ت وا‬ ‫اﻟﺒﺎب ‪ :05‬ا‬
‫اﻟﻤ ـ ـ ـ ـ ـ ـ ـﺪة‪ 2 :‬ﺳ ـ ـ ـ ـ ـ ـ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﺗﺤﻮﻳﻞ ﻋﺒﺎرة ﺟﺒﺮﻳﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬ﺗﺤﻮﻳﻞ ﻋﺒﺎرة ﺟﺒﺮﻳﺔ إﻟﻰ ﺻﻴﻐﺔ أﺧﺮى واﺧﺘﻴﺎر اﻟﺼﻴﻐﺔ اﻟﻤﻨﺎﺳﺒﺔ ﺑﺎﻋﺘﻤﺎد اﻟﻨﺸﺮ واﻟﺘﺒﺴﻴﻂ أو اﻟﺘﺤﻠﻴﻞ‪.‬‬ ‫اﻟﻜﻔﺎءات‬
‫ﻣﺆﺷﺮات‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪/1‬اﺧﺘﺒﺎر اﻟﻜﻔﺎءات اﻟﺴﺎﺑﻘﺔ‬

‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﺑﺎﻟﺪرس اﳌﺎﺿﻲ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪-‬‬ ‫‪.1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪5‬د(‪.‬‬ ‫‪ -‬ﳐﺘﻠﻒ اﻟﻌﺒﺎرات اﳉﱪﻳﺔ؟‬
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‫رح(‬ ‫ط)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫‪ /2‬دراﺳﺔ ﻣﻔﻬﻮم اﻟﻨﺸﺮ واﻟﺘﺤﻠﻴﻞ‬

‫‪ .1‬أﻧﺸﺮ اﻟﻌﺒﺎرات اﻟﺘﺎﻟﻴﺔ )اﻟﺘﻮزﻳﻊ(‪:‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫واﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﻤﺎ )‪15‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫( ) (‬ ‫)‬ ‫( ) (‬ ‫()‬ ‫)‬ ‫( ) (‬ ‫()‬ ‫)‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﺗﺤﻮﻳﻞ ﻋﺒﺎرة ﺟﺒﺮﻳﺔ وﻃﺮق اﻟﻨﺸﺮ واﻟﺘﺒﺴﻂ أو اﻟﺘﺤﻠﻴﻞ واﺧﺘﻴﺎر اﻟﺼﻴﻐﺔ اﻷﻧﺴﺐ ﻓﻲ اﻟﺤﻞ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪. C x = 2x − 3 ، B x = 4x − 3 4x + 3 ، A x = x − 4 3x + 2‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬ﺣﻠّﻞ إﻟﻰ ﺟﺪاء ﻋﺎﻣﻠﻴﻦ ﻣﻦ اﻟﺪرﺟﺔ اﻷوﻟﻰ ﻛﻞ ﻋﺒﺎرة ﻣﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫( ) (‬ ‫()‬ ‫( )‬ ‫()‬ ‫‪) ،‬‬ ‫) ( ‪،‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪F x = x + 1 −2x + 3 − x + 1 2x + 8‬‬ ‫) (‬
‫‪E x = 49x 2 −16 D x = 4x 2 + 4x + 1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫@@‬
‫@@‬
‫اﻟﺘﺤﻠﻴﻞ‪@@.‬‬ ‫ﻟﺘﺤﻮﻳﻞ ﻋﺒﺎرة ﺟﱪﻳﺔ إﱃ ﺻﻴﻐﺔ ﻣﻨﺎﺳﺒﺔ ﺗﺒﻌﺎً ﻟﻠﻬﺪف اﳌﻨﺸﻮد ﻧﻌﺘﻤﺪ ﻋﻞ اﻟﻨﺸﺮ واﻟﺘﺒﺴﻴﻂ أو‬
‫‪.1‬اﻟﻨﺸﺮ‪ :‬ﻧﺸﺮ ﺟﺪاء ﻣﻌﻨﺎﻩ ﻛﺘﺎﺑﺘﻪ ﻋﻠﻰ ﺷﻜﻞ ﳎﻤﻮع ﺑﺎﻋﺘﻤﺎد اﻟﺘﻮزﻳﻊ وﺗﺴﻤﻰ اﻟﺼﻴﻐﺔ اﻷﺧﲑة‪:‬ﻣﻨﺸﻮر‪.‬‬
‫‪/3‬اﻟﻨﺸﺮ واﻟﺘﺒﺴﻴﻂ واﻟﺼﻴﻎ اﻟﻤﺤﺼﻞ‬

‫‪A = 1 − 4x x + 2 + 5x‬‬ ‫(‬ ‫()‬ ‫)‬ ‫‪2‬‬

‫ﻣﺜﺎل‪ :‬ﻧﺸﺮ‬
‫ﻋﻠﻴﻬﺎ )‪15‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫……………………………‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬ﺗﺒﺴﻴﻂ ﻋﺒﺎرة‪ :‬ﺗﺒﺴﻴﻂ ﻋﺒﺎرة ﻳﻌﲏ ﻛﺘﺎﺑﺘﻬﺎ ﺑﺄﻗﻞ ﻋﺪد ﳑﻜﻦ ﻣﻦ اﳊﺪود وﻧﺴﻤﻰ اﻟﺼﻴﻐﺔ اﻷﺧﲑة اﻟﺸﻜﻞ‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﳌﺒﺴﻂ واﳌﺮﺗﺐ ﳍﺬﻩ اﻟﻌﺒﺎرة‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺜﺎل‪:‬ﺗﺒﺴﻴﻂ اﳌﺜﺎل اﻟﺴﺎﺑﻖ )ﲡﻤﻴﻊ اﳊﺪود ﻣﻦ ﻧﻔﺲ اﻟﺮﺗﺒﺔ(‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ .3‬اﻟﺘﺤﻠﻴﻞ‪ :‬ﻧﻘﺼﺪ ﺑﻪ اﻟﻌﻤﻠﻴﺔ اﻟﻌﻜﺴﻴﺔ ﻟﻠﻨﺸﺮ ﺑﻜﺘﺎﺑﺔ ﻋﺒﺎرة ﺟﱪﻳﺔ ﻋﻠﻰ ﺷﻜﻞ ﺟﺪاء ﺣﺪود أو ﻣﺘﻄﺎﺑﻘﺎت‬
‫‪/4‬اﻟﺘﺤﻠﻴﻞ إﻟﻰ ﺟﺪاء ﻋﻮاﻣﻞ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ﺷﻬﲑة‪ .‬ﻏﺎﻟﺒﺎ ﻣﺎ ﺗﻜﻮن ﺑﺎﻟﺒﺤﺚ ﻋﻦ اﻟﻌﺎﻣﻞ اﳌﺸﱰك‪ .‬ﺗﺴﻤﻰ اﻟﺼﻴﻐﺔ اﻷﺧﲑة اﻟﺼﻴﻐﺔ اﶈﻠﻠﺔ‪.‬‬
‫‪. B = (x‬‬ ‫)‪− 1)( −2x + 1) − ( 2x − 1‬‬
‫‪2‬‬
‫ﻣﺜﺎل‪:‬‬

‫ا‬ ‫‪ .4‬اﳌﺘﻄﺎﺑﻘﺎت اﻟﺸﻬﲑة‪:‬‬

‫‪…………………….……………………………………………………………......‬‬
‫‪a +b‬‬ ‫(‬ ‫)‬
‫‪= a 2 + 2 ab + b 2‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /5‬اﻟﻤﺘﻄﺎﺑﻘﺎت اﻟﺸﻬﻴﺮة‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a −b‬‬ ‫(‬ ‫)‬
‫اﳌﺘﻄﺎﺑﻘﺎت اﻟﺸﻬﲑة ﻳﻈﻬﺮ ﻛﻞ ﻣﻦ اﻟﻨﺸﺮ واﻟﺘﺤﻠﻴﻞ ﻛﻤﺎ ﻳﻠﻲ‪= a 2 − 2ab + b 2 :‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫واﻟﺒﺮﻫﺎن ﻋﻠﻴﻬﺎ )‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪( a − b )( a + b ) = a‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪−b‬‬
‫ا!‬

‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 34-33-31-29-25-24 | 17 :‬اﻟﺼﻔﺤـ}‪{135 | 134‬ـﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫ر‬ ‫رة‬ ‫‪ .1‬و ل‬
 ‫ﻣﺆﺷﺮات‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.3‬اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ‪:‬‬

‫‪ /7‬ﻣﻔﻬﻮم اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ﻧﻘﻄﺘﻴﻦ )‪10‬د(‪.‬‬ ‫ﻣﺰود ﲟﻌﻠﻢ‬

‫اﳌﺴﺎﻓﺔ ﺑﲔ ﻧﻘﻄﺘﲔ ‪ A‬و‪ b‬ذات اﻟﻔﺎﺻﻠﺘﲔ ‪ a‬و‪ b‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ ﻣﻦ ﻣﺴﺘﻘﻴﻢ ّ‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺒﺮﻫﻨﺔ ‪:10‬‬
‫)‪ (O,I‬ﺗﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ‪. AB = a − b = b − a :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫) (‬ ‫) ( ) (‬
‫أﻣﺜﻠﺔ‪:‬ﻟﺘﻜﻦ اﻟﻨﻘﻄﺘﲔ ‪ A −5‬و ‪ B −2‬ﻟﺪﻳﻨﺎ‪AB = −5 − −2 = −2 − −5 = 3 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪.4‬اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻋﺪدﻳﻦ‬ ‫( ‪.‬‬ ‫)‬ ‫‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﳌﺴﺎﻓﺔ ﺑﲔ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﲔ ‪ a‬و‪ b‬ﺗﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ ‪d a, b = a − b = b − a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺣﻘﻴﻘﻴﻴﻦ )‪10‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫( ‪.‬‬ ‫)‬ ‫(‬ ‫)‬
‫أﻣﺜﻠﺔ‪d 4;5 = 4 − 5 = 5 − 4 = 1 ; d 0; −3 = 0 − (−3) = 3 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪.5‬اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ‪ ،‬اﻟﻤﺴﺎﻓﺔ‪ ،‬اﻟﻤﺠﺎل واﻟﺤﺼﺮ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /9‬اﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﺨﺘﻠﻒ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ‪r ∈ ℝ + ; c ∈ ℝ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺒﺮﻫﻨﺔ ‪:11‬‬
‫اﻟﻨﺼﻮص )‪8‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫]‬
‫ﻣﻦ أﺟﻞ ﻛﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x − r ≤ r : x‬ﻣﻌﻨﺎﻩ ‪. x ∈ c - r ; c + r :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أﻣﺜﻠﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫]‬
‫‪ x − 2 ≤ 1‬ﻣﻌﻨﺎﻩ ‪ −1 ≤ x − 3 ≤ 1‬أي ‪. x ∈ 2; 4‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫]‬
‫‪ x ≤ 4‬ﻣﻌﻨﺎﻩ ‪ −4 ≤ x ≤ 4‬أي ‪. x ∈ −4; 4‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺘﻤﺮﻳﻦ ‪ 53 – 65‬ﺻﻔﺤﺔ ‪46‬‬ ‫اﻟﺘﻤﺮﻳﻦ ‪ 50‬ص ‪45‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻛﻞ ﳎﺎل ]‪ [a ; b‬ﻳﺘﻤﻴﺰ ب‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.6‬ﻋﻨﺎﺻﺮ اﻟﻤﺠﺎل‪:‬‬
‫‪ /10‬ﻋﻨﺎﺻﺮ اﻟﻤﺠﺎل‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a +b‬‬
‫)‪10‬د( ‪ +‬أﻣﺜﻠﺔ‬

‫‪.‬‬
‫=‪c‬‬ ‫اﻟﻤﺮﻛﺰ‪ :‬وﻫﻮ اﻟﻌﺪد اﳊﻘﻴﻘﻲ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‪.‬‬ ‫)‬
‫‪b −a b −a‬‬ ‫ﻃﻮﻟﻪ‪ :‬وﻫﻮ اﻟﻌﺪد اﳊﻘﻴﻘﻲ اﳌﻮﺟﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b −a‬‬
‫=‪r‬‬ ‫ﻧﺼﻒ ﻗﻄﺮﻩ‪ :‬وﻫﻮ اﻟﻌﺪد اﳊﻘﻴﻘﻲ اﳌﻮﺟﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ‪ . r ∈ ℝ + ; c ∈ ℝ‬ﻧﻌﺮف ﻣﻦ أﺟﻞ ﻛﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x‬اﻟﻨﺼﻮص اﳌﻮاﻟﻴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.7‬ﺣﻮﺻﻠﺔ ﻋﺎﻣﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺘﻜﺎﻓﺌﺔ‪:‬‬
‫[‬ ‫‪] ℵ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫<<<< ﳎﺎل‬ ‫‪x ∈ c −r ; c +r‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /11‬ﺧﻼﺻﺔ وﻧﺘﻴﺠﺔ‬
‫‪ℵ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪c‬‬ ‫<<<ﺣﺼﺮ‪.‬‬ ‫‪c −r ≤ x ≤ c +r‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﺎﻣﺔ )‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪c-r‬‬ ‫‪c+r‬‬ ‫( <<<<<< ﻣﺴﺎﻓﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪d c; x ≤ r‬‬ ‫)‬ ‫‪ℵ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫<<<<<< ﻗﻴﻤﺔ ﻣﻄﻠﻘﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪x −c ≤ r ℵ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل ﺗﻄﺒﻴﻘﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ‬ ‫اﻟﻤﺴﺎﻓﺔ‬ ‫اﻟﺤﺼﺮ‬ ‫اﻟﻤﺠﺎل‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﻟﺘﻤﺜﻴﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪3 7‬‬ ‫‪ 3 7‬‬
‫[‬ ‫]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫≤ ‪x−‬‬ ‫≤ ‪d x ; ‬‬ ‫‪−2 ≤ x ≤ 5‬‬ ‫‪x ∈ −2;5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

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www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪36‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ت‪.‬‬ ‫ا‬ ‫د ت وا‬ ‫اﻟﺒﺎب ‪ :05‬ا‬
‫اﻟﻤ ـ ـ ـ ـ ـ ـ ـﺪة‪ 2 :‬ﺳ ـ ـ ـ ـ ـ ـ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻤﻌﺎدﻻت ﻣﻦ اﻟﺪرﺟﺔ اﻷوﻟﻰ ذات ﻣﺠﻬﻮل واﺣﺪ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬ﺣﻞ ﻣﻌﺎدﻻت ﻳﺆول ﺣﻠّﻬﺎ إﻟﻰ ّ‬
‫ﺣﻞ ﻣﻌﺎدﻻت ﻣﻦ اﻟﺪرﺟﺔ اﻷوﻟﻰ ذات ﻣﺠﻬﻮل واﺣﺪ‪.‬‬ ‫اﻟﻜﻔﺎءات‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪/1‬ﺗﺬﻛﻴﺮ واﺧﺘﺒﺎر ﻣﻜﺘﺴﺒﺎت‬

‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻣﻌﲎ ﻣﺴﺎواة؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻗﺒﻠﻴﺔ )‪5‬د(‪.‬‬ ‫‪ -‬ﻫﻞ ﻳﻮﺟﺪ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x‬ﳛﻘﻖ ﻣﺎ ﻳﻠﻲ‪َ x − 2 = 0 :‬و ‪ x + 2 = 0‬؟ ﻛﻴﻒ ﻧﺴﻤﻲ ﻫﺬﻩ اﳌﺴﺎوﻳﺎت؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫رح(‬ ‫ط)‬ ‫‪.2‬‬
‫‪ /2‬ﻣﺨﺘﻠﻒ ﻋﺒﺎرات اﻟﻤﻌﺎدﻻت‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻦ اﻟﺪرﺟﺔ اﻷوﻟﻰ )‪15‬د(‬

‫‪ .1‬أوﺟﺪ ﻗﻴﻢ اﻟﻌﺪد ‪ x‬اﻟﺘﻲ ﺗﺤﻘﻖ اﻟﻤﺴﺎوﻳﺎت اﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﺣﻞ ﻣﻌﺎدﻻت ﻣﻜﺘﻮﺑﺔ ﻓﻲ ﺷﻜﻞ ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﺑﺎﻋﺘﻤﺎد ﻣﻌﺎدﻻت ﻣﻦ اﻟﺪرﺟﺔ اﻷوﻟﻰ‪.‬‬

‫(‬ ‫()‬
‫‪3x − 1 2x + 5 = 0 /3‬‬ ‫)‬ ‫‪x + 3 = 2 x + 6 /2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5x − 3 = 0 /1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪2x + 3‬‬
‫‪9x 2 − 16 = 0 /6‬‬ ‫‪4 x 2 + 4x + 1 = 0 /5‬‬ ‫‪= 0 /4‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x‬‬ ‫‪−‬‬ ‫‪1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫@@‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫@@‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /3‬ﻣﻔﻬﻮم ﻣﻌﺎدﻟﺔ‬ ‫‪ax + b = 0‬‬ ‫‪.1‬ﺗﻌﺮﻳﻒ‪ :‬ﻧﺴﻤﻰ ﻣﻌﺎدﻟﺔ ﻣﻦ اﻟﺪرﺟﺔ اﻷوﱃ وﲟﺠﻬﻮل واﺣﺪ ﻛﻞ ﻣﻌﺎدﻟﺔ ﻣﻦ اﻟﺸﻜﻞ‪:‬‬
‫وﺷﻜﻠﻬﺎ اﻟﻌﺎم )‪7‬د(‬
‫ﺣﻴﺚ‪. a ≠ 0 ; (a, b ) ∈ ℝ :‬‬
‫ﰲ ﳎﻤﻮﻋﺔ اﻷﻋﺪاد اﳊﻘﻴﻘﻴﺔ‪:‬‬ ‫اﳌﻌﺎدﻟﺔ ‪ax + b = 0‬‬ ‫‪ .2‬ﺣﻞ‬
‫‪ /4‬ﺣﻞ ﻣﻌﺎدﻻت ﻣﻦ اﻟﺪرﺟﺔ اﻷوﻟﻰ‬
‫ﻣﻜﺘﻮﺑﺔ ﻓﻲ اﻟﺸﻜﻞ اﻟﻌﺎم )‪10‬د(‬

‫‪b‬‬
‫‪x =−‬‬ ‫‪ℝ‬‬ ‫ﻣﻦ اﻟﺸﻜﻞ‪:‬‬
‫‪ax + b = 0‬‬ ‫ﺗﻘﺒﻞ ﺣﻼ واﺣﺪاً ﰲ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﳌﻌﺎدﻻت ﻣﻦ اﻟﺸﻜﻞ‬
‫‪a‬‬ ‫……………………………‬
‫‪ax + b = 0 ⇒ ax = −b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b‬‬ ‫ﺑﺮﻫﺎن‪:‬‬
‫‪⇒ x =−‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﺒﺎرات ﻣﻦ اﻟﺪرﺟﺔ اﻷوﱃ ﺣﻴﺚ‪:‬‬
‫‪B x‬‬ ‫‪A x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .3‬ﺣﻠﻮل ﻣﻌﺎدﻻت ﺟﱪﻳﺔ‪ :‬ﻟﺘﻜﻦ ) ( و ) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ﻣﻌﺎدﻟﺔ ﺟﺪاء‪ :‬ﻳﻜﻮن ﺟﺪاء ﻋ ّﺪة ﻋﻮاﻣﻞ ﻣﻌﺪوﻣﺎً إذا وﻓﻘﻂ إذا ﻛﺎن أﺣﺪ اﻟﻌﻮاﻣﻞ ﻋﻠﻰ اﻷﻗﻞ ﻣﻌﺪوﻣﺎً‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /5‬ﺣﻞ ﻣﻌﺎدﻟﺔ ﻓﻲ ﺷﻜﻞ ﺟﺪاء أو ﺣﺎﺻﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫أي ‪ A ( x ) ⋅ B ( x ) = 0‬ﺗﻜﺎﻓﺊ ‪ A ( x ) = 0‬أو ‪. B ( x ) = 0‬‬
‫ﻗﺴﻤﺔ ﺑﺸﺮوﻃﻬﻤﺎ)‪15‬د(‬

‫)‪( 2x − 1‬‬ ‫ﺣﻞ ﰲ ‪ ℝ‬اﳌﻌﺎدﻟﺔ‪+ x (1 − 2x ) = 4x 2 − 1 :‬‬ ‫ﻣﺜﺎل‪:‬‬

‫‪2‬‬

‫‪  A ( x )  = 0‬ﺗﻜﺎﻓﺊ ‪A ( x ) = 0‬‬ ‫ﻋﺪ ﻃﺒﻴﻌﻲ ﺣﻴﺚ‪:‬‬

‫‪n‬‬
‫ﻧﺘﻴﺠﺔ‪n :‬‬

‫ﻣﻌﺎدﻟﺔ ﺣﺎﺻﻞ ﻗﺴﻤﺔ‪:‬‬

‫) (‬
‫‪…………………….……………………………………………………………......‬‬
‫‪A x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ B x ≠ 0 A x = 0‬ﻳﺴﻤﺢ اﻟﺸﺮط ‪ B ( x ) ≠ 0‬ﺑﺘﻌﻴﲔ ا‪‬ﻤﻮﻋﺔ اﳌﺮﺟﻌﻴﺔ ﻟﻠﻤﻌﺎدﻟﺔ‬‫) ( ‪).‬‬
‫‪=0‬‬ ‫) ( و‬ ‫ﺗﻜﺎﻓﺊ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪B x‬‬ ‫) (‬
‫‪2x + 3‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺜﻼ‪ :‬ﺣﻞ ﰲ ‪ ℝ‬اﳌﻌﺎدﻟﺔ‪:‬‬
‫‪=0‬‬
‫‪x −1‬‬

‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 49-47-45 | 44-42-41 :‬اﻟﺼﻔﺤـ}‪{137 | 136‬ـﺔ‬

‫‪Tous Droits réservés à Moumna‬‬
‫‪www.mathonec.com‬‬ ‫ول وا د‬ ‫د ت ن ا در‬ ‫‪.1‬ا‬
 ‫ﻣﺆﺷﺮات‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.3‬اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ‪:‬‬

‫‪ /7‬ﻣﻔﻬﻮم اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ﻧﻘﻄﺘﻴﻦ )‪10‬د(‪.‬‬ ‫ﻣﺰود ﲟﻌﻠﻢ‬

‫اﳌﺴﺎﻓﺔ ﺑﲔ ﻧﻘﻄﺘﲔ ‪ A‬و‪ b‬ذات اﻟﻔﺎﺻﻠﺘﲔ ‪ a‬و‪ b‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ ﻣﻦ ﻣﺴﺘﻘﻴﻢ ّ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺒﺮﻫﻨﺔ ‪:10‬‬
‫)‪ (O,I‬ﺗﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ‪. AB = a − b = b − a :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫) (‬ ‫) ( ) (‬
‫أﻣﺜﻠﺔ‪:‬ﻟﺘﻜﻦ اﻟﻨﻘﻄﺘﲔ ‪ A −5‬و ‪ B −2‬ﻟﺪﻳﻨﺎ‪AB = −5 − −2 = −2 − −5 = 3 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.4‬اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻋﺪدﻳﻦ‬ ‫( ‪.‬‬ ‫)‬ ‫‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﳌﺴﺎﻓﺔ ﺑﲔ ﻋﺪدﻳﻦ ﺣﻘﻴﻘﻴﲔ ‪ a‬و‪ b‬ﺗﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ ‪d a, b = a − b = b − a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺣﻘﻴﻘﻴﻴﻦ )‪10‬د(‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫( ‪.‬‬ ‫)‬ ‫(‬ ‫)‬
‫أﻣﺜﻠﺔ‪d 4;5 = 4 − 5 = 5 − 4 = 1 ; d 0; −3 = 0 − (−3) = 3 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.5‬اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ‪ ،‬اﻟﻤﺴﺎﻓﺔ‪ ،‬اﻟﻤﺠﺎل واﻟﺤﺼﺮ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /9‬اﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﺨﺘﻠﻒ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ‪r ∈ ℝ + ; c ∈ ℝ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺒﺮﻫﻨﺔ ‪:11‬‬
‫اﻟﻨﺼﻮص )‪8‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫]‬
‫ﻣﻦ أﺟﻞ ﻛﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x − r ≤ r : x‬ﻣﻌﻨﺎﻩ ‪. x ∈ c - r ; c + r :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أﻣﺜﻠﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫]‬
‫‪ x − 2 ≤ 1‬ﻣﻌﻨﺎﻩ ‪ −1 ≤ x − 3 ≤ 1‬أي ‪. x ∈ 2; 4‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[‬ ‫]‬
‫‪ x ≤ 4‬ﻣﻌﻨﺎﻩ ‪ −4 ≤ x ≤ 4‬أي ‪. x ∈ −4; 4‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫اﻟﺘﻤﺮﻳﻦ ‪ 53 – 65‬ﺻﻔﺤﺔ ‪46‬‬ ‫اﻟﺘﻤﺮﻳﻦ ‪ 50‬ص ‪45‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻛﻞ ﳎﺎل ]‪ [a ; b‬ﻳﺘﻤﻴﺰ ب‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.6‬ﻋﻨﺎﺻﺮ اﻟﻤﺠﺎل‪:‬‬
‫‪ /10‬ﻋﻨﺎﺻﺮ اﻟﻤﺠﺎل‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a +b‬‬
‫)‪10‬د( ‪ +‬أﻣﺜﻠﺔ‬

‫‪.‬‬
‫=‪c‬‬ ‫اﻟﻤﺮﻛﺰ‪ :‬وﻫﻮ اﻟﻌﺪد اﳊﻘﻴﻘﻲ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‪.‬‬ ‫)‬
‫‪b −a b −a‬‬ ‫ﻃﻮﻟﻪ‪ :‬وﻫﻮ اﻟﻌﺪد اﳊﻘﻴﻘﻲ اﳌﻮﺟﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b −a‬‬
‫=‪r‬‬ ‫ﻧﺼﻒ ﻗﻄﺮﻩ‪ :‬وﻫﻮ اﻟﻌﺪد اﳊﻘﻴﻘﻲ اﳌﻮﺟﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ‪ . r ∈ ℝ + ; c ∈ ℝ‬ﻧﻌﺮف ﻣﻦ أﺟﻞ ﻛﻞ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x‬اﻟﻨﺼﻮص اﳌﻮاﻟﻴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.7‬ﺣﻮﺻﻠﺔ ﻋﺎﻣﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺘﻜﺎﻓﺌﺔ‪:‬‬
‫[‬ ‫‪] ℵ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫<<<< ﳎﺎل‬ ‫‪x ∈ c −r ; c +r‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /11‬ﺧﻼﺻﺔ وﻧﺘﻴﺠﺔ‬
‫‪ℵ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪c‬‬ ‫<<<ﺣﺼﺮ‪.‬‬ ‫‪c −r ≤ x ≤ c +r‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﺎﻣﺔ )‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪c-r‬‬ ‫‪c+r‬‬ ‫( <<<<<< ﻣﺴﺎﻓﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪d c; x ≤ r‬‬ ‫)‬ ‫‪ℵ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫<<<<<< ﻗﻴﻤﺔ ﻣﻄﻠﻘﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪x −c ≤ r ℵ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل ﺗﻄﺒﻴﻘﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻘﻴﻤﺔ اﻟﻤﻄﻠﻘﺔ‬ ‫اﻟﻤﺴﺎﻓﺔ‬ ‫اﻟﺤﺼﺮ‬ ‫اﻟﻤﺠﺎل‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﻟﺘﻤﺜﻴﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪3 7‬‬ ‫‪ 3 7‬‬
‫[‬ ‫]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫≤ ‪x−‬‬ ‫≤ ‪d x ; ‬‬ ‫‪−2 ≤ x ≤ 5‬‬ ‫‪x ∈ −2;5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

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 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪37‬‬ ‫رﻗﻢ اﻟﻤﺬﻛﺮة‪:‬‬ ‫ت‬ ‫ا‬ ‫د ت وا‬ ‫‪ :05‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ــﺪة‪ 2 :‬ﺳ ـ ـ ـ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻤﺘﺮاﺟﺤﺎت ﻣﻦ اﻟﺪرﺟﺔ اﻷوﻟﻰ ذات ﻣﺠﻬﻮل واﺣﺪ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬دراﺳﺔ إﺷﺎرة ﻋﺒﺎرة ‪ ax+b‬واﺳﺘﻌﻤﺎﻟﻬﺎ ﻓﻲ ﺣﻞ ﻣﺘﺮاﺟﺤﺎت ﺟﺪاء أو ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺎﻣﻠﻴﻦ‪.‬‬ ‫اﻟﻜﻔﺎءات‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﻤﻔﻬﻮم ﻣﺘﺮاﺟﺤﺔ وﻣﺘﺒﺎﻳﻨﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻣﻌﲎ ﻣﱰاﺟﺤﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪5‬د(‪.‬‬ ‫‪ -‬ﻫﻞ ﻳﻮﺟﺪ ﻋﺪد ﺣﻘﻴﻘﻲ ‪ x‬ﳛﻘﻖ ﻣﺎ ﻳﻠﻲ‪ x − 2 ≥ 0 :‬؟ ﻛﻴﻒ ﻧﺴﻤﻲ اﳌﺘﺒﺎﻳﻨﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫رح(‬ ‫ط)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬ﻣﺨﺘﻠﻒ ﻋﺒﺎرات‬ ‫‪ .1‬أوﺟﺪ ﻗﻴﻢ اﻟﻌﺪد ‪ x‬اﻟﺘﻲ ﺗﺤﻘﻖ اﻟﻤﺘﺮاﺟﺤﺎت اﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻤﺘﺮاﺟﺤﺎت ﻣﻦ‬
‫‪1 − 3x ≥ 0 /3‬‬ ‫‪3x + 1 ≻ 0 /2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪5x − 3 ≤ 0 /1‬‬
‫اﻟﺪرﺟﺔ اﻷوﻟﻰ )‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x +4‬‬ ‫‪3x + 2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪≻ 0 /6‬‬ ‫‪≤ 0 /5‬‬ ‫‪3x − 1 x + 1 ≤ 0 /4‬‬ ‫(‬ ‫()‬ ‫)‬
‫‪x +2‬‬ ‫‪x −1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬إﻳﺠﺎد ﻗﻴﻢ ﻋﺪد ﻣﺠﻬﻮل ﻣﻜﺘﻮب ﻋﻠﻰ ﺷﻜﻞ ﻣﺘﺮاﺟﺤﺔ ﺟﺪاء او ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺒﺎرات ﻣﻦ اﻟﺪرﺟﺔ اﻷوﻟﻰ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫@@‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺸﻜﻞ‪ax + b ≤ 0 :‬‬ ‫‪.1‬ﺗﻌﺮﻳﻒ‪ :‬ﻧﺴﻤﻰ ﻣﱰاﺟﺤﺔ ﻣﻦ اﻟﺪرﺟﺔ اﻷوﱃ وﲟﺠﻬﻮل واﺣﺪ ﻛﻞ ﻣﺘﺒﺎﻳﻨﺔ ﻣﻦ‬
‫‪ /3‬ﻣﻔﻬﻮم ﻣﺘﺮاﺟﺤﺔ‬
‫وﺷﻜﻠﻬﺎ اﻟﻌﺎم )‪7‬د(‬ ‫‪.4−x‬‬ ‫‪≻ 0 ، 2x − 3 ≤ 0‬‬ ‫‪ . b ∈ ℝ‬ﻣﺜﻼ‪:‬‬ ‫∗‪; a ∈ ℝ‬‬ ‫ﺣﻴﺚ‪:‬‬
‫ﰲ ﳎﻤﻮﻋﺔ اﻷﻋﺪاد اﳊﻘﻴﻘﻴﺔ‪:‬‬ ‫‪ax + b ≤ 0‬‬ ‫‪ .2‬ﺣﻞ ﻣﱰاﺟﺤﺔ‬
‫‪ /4‬ﺣﻞ ﻣﺘﺮاﺟﺤﺎت ﻣﻦ اﻟﺪرﺟﺔ اﻷوﻟﻰ‬
‫وﻓﻖ ﻣﻨﻬﺠﻴﺔ ﻋﻠﻤﻴﺔ‪10) :‬د(‬

‫‪b‬‬
‫‪x ≤−‬‬ ‫‪ℝ‬‬ ‫ﻣﻦ اﻟﺸﻜﻞ‪:‬‬ ‫‪ax + b ≤ 0‬‬
‫ﺗﻘﺒﻞ ﳎﻤﻮﻋﺔ ﻣﻦ اﳊﻠﻮل ‪ S‬ﰲ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﳌﱰاﺟﺤﺎت ﻣﻦ اﻟﺸﻜﻞ‬
‫‪a‬‬ ‫……………………………‬
‫‪ax + b ≤ 0 ⇒ ax ≤ −b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪‬‬ ‫‪b‬‬ ‫‪‬‬
‫‪S =  −∞; − ‬‬ ‫ﲟﻌﲎ أن اﳊﻠﻮل ﻫﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b‬‬ ‫ﺑﺮﻫﺎن‪:‬‬
‫‪‬‬ ‫‪a‬‬ ‫‪⇒ x ≤−‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﰲ اﻟﻌﺪد ) ( ﻓﻴﻨﻌﻜﺲ اﻟﱰﺗﻴﺐ‪.‬‬
‫‪−1‬‬ ‫‪ax ≤ −b‬‬ ‫ﻋﺪد ﺳﺎﻟﺐ‪ ،‬ﻧﻀﺮب ﻃﺮﰲ اﳌﺘﺒﺎﻳﻨﺔ‬
‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﻼﺣﻈﺔ‪ :‬إذا ﻛﺎن‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫∗‪b ∈ ℝ ; a ∈ ℝ‬‬ ‫‪ax + b‬‬‫‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﻊ‬ ‫‪ .3‬إﺷﺎرة اﻟﻌﺒﺎرة‬
‫ﺣﻴﺚ‪:‬‬ ‫‪x‬‬ ‫ﳚﺐ إﳚﺎد ﻗﻴﻢ اﻟﻌﺪد‬ ‫‪ax + b‬‬ ‫ﻟﺪراﺳﺔ إﺷﺎرة اﻟﻌﺒﺎرة‬
‫)ﺳﺎﻟﺒﺔ(‬ ‫‪ax + b ≺ 0 /3‬‬ ‫)ﻣﻮﺟﺒﺔ(‬ ‫‪ax + b ≻ 0 /2‬‬ ‫)ﺗﻨﻌﺪم(‬ ‫‪ax + b = 0 /1‬‬
‫‪ /5‬دراﺳﺔ إﺷﺎرة ﻋﺒﺎرة ﺟﺒﺮﻳﺔ ﺑﺤﻞ ﻣﻌﺎدﻻت‬
‫وﻣﺘﺮاﺟﺤﺎت ﻣﻦ اﻟﺪرﺟﺔ اﻷوﻟﻰ )‪20‬د(‪.‬‬

‫وﻣﻨﻪ‬ ‫‪ax + b‬‬ ‫‪/1‬ﺗﻨﻌﺪم إذا وﻓﻘﻂ ﻛﺎن‪:‬‬

‫‪ax + b = 0 ⇒ ax = −b‬‬
‫‪…………………….……………………………………………………………......‬‬
‫‪b‬‬
‫‪x =−‬‬ ‫‪ax + b‬‬ ‫ﺗﻨﻌﺪم ﻣﻦ أﺟﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b‬‬ ‫ﻧﻘﻮل أن اﻟﻌﺒﺎرة‬
‫‪a‬‬ ‫‪⇒x =−‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺜﺎل‪ :‬أوﺟﺪ ﻗﻴﻤﺔ ‪ x‬اﻟﱵ ﺗﻌﺪم اﻟﻌﺒﺎرة‪. 3x + 4 :‬‬

‫‪Tous Droits réservés à Moumna‬‬

‫‪www.mathonec.com‬‬ ‫ول وا د‬ ‫ت ن ا در‬ ‫‪.1‬ا را‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫ﻣﻊ‬ ‫‪ax + b ≥ 0‬‬ ‫ﻣﻮﺟﺒﺔ إذا وﻓﻘﻂ إذا ﻛﺎن‪:‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a≻0‬‬ ‫‪ax + b‬‬ ‫‪/2‬اﻟﻌﺒﺎرة‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /6‬دراﺳﺔ إﺷﺎرة ﻋﺒﺎرات ﺟﺒﺮﻳﺔ ﺑﺎﻻﻋﺘﻤﺎد ﻋﻠﻰ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b‬‬
‫‪x ≥−‬‬ ‫أي‬ ‫‪ax ≥ −b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ax + b ≥ 0‬‬
‫ﻣﻌﻨﺎﻩ‬ ‫ﻟﺪﻳﻨﺎ‬
‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺟﺪول إﺷﺎرة )‪20‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ b‬‬ ‫‪‬‬
‫‪x ∈  − ; +∞ ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ax + b‬‬
‫ﻣﻮﺟﺒﺔ إذا ﻛﺎن‪:‬‬ ‫وﻋﻠﻴﻪ ﻧﻘﻮل‬
‫‪ a‬‬ ‫‪‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪‬‬ ‫‪b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x ∈  −∞; − ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ax + b‬‬
‫ﺳﺎﻟﺒﺔ إذا ﻛﺎن‪:‬‬ ‫ﻧﺴﺘﻨﺘﺞ أن‬
‫∞‪−‬‬ ‫∞‪+‬‬ ‫‪‬‬ ‫‪a‬‬ ‫‪‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b‬‬
‫‪x‬‬ ‫‪−‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a‬‬
‫‪-‬‬ ‫‪0‬‬ ‫‪+‬‬
‫ﻧﻠﺨﺺ اﻟﻨﺘﺎﺋﺞ ﰲ ﺟﺪول اﻹﺷﺎرة اﳌﻘﺎﺑﻞ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﺷﺎرة ‪ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﻜﺲ إﺷﺎرة ‪a‬‬ ‫إﺷﺎرة ‪a‬‬ ‫ﻧﻌﻜﺲ ﻛﻞ اﻟﺪراﺳﺔ**‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪a≺0‬‬ ‫ﻣﻼﺣﻈﺔ‪ :‬ﰲ ﺣﺎﻟﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﺒﺎرﺗﺎن ﺟﱪﻳﺘﺎن‬ ‫) ( ‪ ( ) :‬و) (‬
‫‪B x‬‬ ‫‪A x‬‬ ‫‪A x ⋅B x ≤ 0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫) (‬ ‫‪ .4‬ﻣﱰاﺟﺤﺔ ﺟﺪاء‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬ﺣﻞ ﻣﺘﺮاﺟﺤﺎت ﻋﻠﻰ ﺷﻜﻞ‬
‫) (‬ ‫ﻧﺪرس إﺷﺎرة اﳉﺪاء ) (‬ ‫) (‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺟﺪاء ﻋﺒﺎرات ﺟﺒﺮﻳﺔ )‪10‬د(‬ ‫ﺑﺎﻻﻋﺘﻤﺎد‬ ‫‪A x ⋅B x‬‬ ‫‪A x ⋅B x ≤ 0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﳊﻞ ﻣﱰاﺟﺤﺔ ﻣﻦ اﻟﺸﻜﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫()‬ ‫)‬
‫‪2 − 5x 1 − x ≥ 0‬‬ ‫ﻋﻠﻰ ﻗﻮاﻋﺪ اﻹﺷﺎرة وﻓﻖ ﺟﺪول اﻹﺷﺎرات‪ .‬ﻣﺜﻼ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) ( ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪A x‬‬
‫‪≤0‬‬
‫ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺒﺎرات ﺟﺒﺮﻳﺔ )‪10‬د(‬

‫‪ .5‬ﻣﱰاﺟﺤﺔ ﺣﺎﺻﻞ ﻗﺴﻤﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪ /8‬ﺣﻞ ﻣﺘﺮاﺟﺤﺎت ﻋﻠﻰ ﺷﻜﻞ‬

‫‪B x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﳊﻞ ﻣﱰاﺟﺤﺔ ﻣﻦ اﻟﺸﻜﻞ ) ( ﻧﻌﺘﻤﺪ ﻋﻠﻰ دراﺳﺔ إﺷﺎرة ) (‬
‫‪A x‬‬ ‫‪A x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪B x ≠0‬‬ ‫ﻣﻊ‬ ‫‪≤0‬‬
‫) (‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪B x‬‬ ‫‪B x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻊ اﻟﻌﻠﻢ أن إﺷﺎرة ﺣﺎﺻﻞ اﻟﻘﺴﻤﺔ ﻧﻔﺴﻬﺎ إﺷﺎرة اﳉﺪاء‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪x +4‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪≤0‬‬ ‫دراﺳﺔ ﻣﺜﺎل‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x‬‬ ‫‪+‬‬ ‫‪2‬‬
‫‪ ZòÄyýß‬ﰲ ﺣﻞ ﻣﱰاﺟﺤﺎت ﻋﻠﻰ ﺷﻜﻞ ﺣﺎﺻﻞ ﻗﺴﻤﺔ أو ﺟﺪاء ﻋﺒﺎرات ﺟﱪﻳﺔ‪ ،‬ﻧﻌﺘﻤﺪ ﻋﻠﻰ ﺟﺪول‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﺷﺎرة اﳌﺮﻛﺐ ﺑﲔ اﻟﻌﺒﺎرﺗﲔ‪ .‬وﻧﺄﺧﺬ دراﺳﺔ اﻷﻣﺜﻠﺔ اﻟﺴﺎﺑﻘﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 57/56-55-52 :‬اﻟﺼﻔﺤ ـ ـ}‪ {138 / 137‬ـ ــﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ر‪:‬‬ ‫‪ .4‬إ دة ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪Tous Droits réservés à Moumna‬‬

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 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪38‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ت‬ ‫ا‬ ‫د ت وا‬ ‫‪ :05‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ــﺪة‪ 2 :‬ﺳـ]‪[2h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻤﻌﺎدﻻت ﻣﻦ اﻟﺪرﺟﺔ اﻟﺜﺎﻧﻴﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫اﻟﺸﻜﻞ اﻟﻨﻤﻮذﺟﻲ ﻟﻠﻌﺒﺎرة ‪ّ ax ² + bx + c‬‬
‫وﺣﻞ ﻣﻌﺎدﻻت ﻣﻦ اﻟﺪرﺟﺔ اﻟﺜﺎﻧﻴﺔ ﺑﻤﺠﻬﻮل واﺣﺪ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪/1‬ﺗﻔﺴﻴﺮ ﻣﻌﺎدﻟﺔ ﻣﻦ اﻟﺪرﺟﺔ‬

‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﺑﺎﳌﻌﺎدﻻت ﻣﻦ اﻟﺪرﺟﺔ اﻷوﱃ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺜﺎﻧﻴﺔ )‪5‬د(‪.‬‬ ‫‪ -‬ﻣﺎ ﻫﻲ درﺟﺔ اﳌﻌﺎدﻟﺔ اﻟﺘﺎﻟﻴﺔ‪ 2x ² − 7 x − 1 :‬؟ ﻓﺴﺮ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫رح(‬ ‫ط)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬ﺣﻞ ﻓﻲ ‪ ℝ‬اﻟﻤﻌﺎدﻻت اﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪17‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬
‫= ‪9− x −3‬‬ ‫)‬ ‫‪x 2 − 3x = 0 /3‬‬ ‫‪x 2 + 6x + 9 = 0 /2‬‬ ‫‪x 2 + 1 = 0 /1‬‬
‫‪2‬‬
‫‪/2‬ﺣﻞ ﻣﻌﺎدﻻت ﻣﻦ اﻟﺪرﺟﺔ‪2‬‬ ‫‪/4‬‬
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‫‪2‬‬
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‫ﺑﺎﺧﺘﻴﺎر اﻟﺼﻴﻐﺔ اﻷﻧﺴﺐ )‪10‬د(‬
‫) (‬
‫‪ .2‬ﻟﺘﻜﻦ اﻟﻌﺒﺎرة ‪ E x‬ﺣﻴﺚ‪ E x = ax 2 + bx + c :‬و ‪a ≠ 0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪‬‬ ‫‪b  b 2 − 4ac ‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪E x = a  x +  −‬‬ ‫) (‬ ‫‪ /1‬ﺗﺤﻘﻖ أن‪ :‬‬
‫اﻟﻨﻤﻮذﺟﻴﺔ وﻣﻌﻨﺎﻫﺎ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /3‬اﻟﺘﻌﺮف ﻋﻠﻰ اﻟﻜﺘﺎﺑﺔ‬

‫‪‬‬ ‫‪2a ‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪4a 2 ‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﻣﻌﺮﻓﺔ إﺳﺘﻌﻤﺎل اﻟﻤﻤﻴﺰ ﻟﺤﻞ ﻣﻌﺎدﻟﺔ ﻣﻦ اﻟﺸﻜﻞ ‪ ax²+bx+c‬وﻛﺘﺎﺑﺘﻬﺎ ﻋﻠﻰ ﺷﻜﻞ اﻟﺼﻴﻐﺔ اﻟﻤﺤﻠّﻠﺔ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺣﻞ اﻟﻤﻌﺎدﻟﺔ‪3x 2 − 12x − 36 = 0 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪/2‬ﻣﻦ اﻟﺴﺆال اﻟﺴﺎﺑﻖ ّ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫@@‬

‫‪.1‬اﻟﺸﻜﻞ اﻟﻨﻤﻮذﺟﻲ ﻟﻠﻌﺒﺎرة ‪ : ax ² + bx + c‬ﻣﻦ أﺟﻞ ‪ x‬ﻋﺪد ﺣﻘﻴﻘﻲ و ‪ x‬ﻋﺪد ﻏﲑ ﻣﻌﺪوم ﻧﻌﺮف‪:‬‬
‫‪ ax ² + bx‬ﻣﻊ ) ‪ ( a ≠ 0‬وﻧﺮﻣﺰ إﻟﻴﻪ ﺑﺎﻟﺮﻣﺰ ∆ )ﻧﻘﺮأ َدﻟْﺘﺎَ(‪.‬‬ ‫اﻟﻌﺒﺎرة ‪+ c‬‬ ‫ﻫﻮ ﳑﻴّﺰ‬ ‫‪b 2 − 4ac‬‬ ‫اﻟﻌﺪد‬
‫‪/4‬اﻟﺸﻜﻞ اﻟﻨﻤﻮذﺟﻲ واﺧﺘﻴﺎر اﻟﻤﻤﻴﺰ‬

‫‪‬‬ ‫‪b ‬‬ ‫∆‬ ‫‪‬‬ ‫‪2‬‬

‫‪‬‬
‫‪. ax ² + bx + c‬‬ ‫ﻫﻮ اﻟﺸﻜﻞ اﻟﻨﻤﻮذﺟﻲ ﻟﻠﻌﺒﺎرة‬
‫‪a  x +  − 2 ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﻜﻞ ﻣﻌﺎدﻟﺔ )‪8‬د(‬

‫‪‬‬ ‫‪2a  4a ‬‬

‫……………………………‬
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‫(‬
‫ﻞ اﻟﻤﻌﺎدﻟﺔ ‪: a ≠ 0 ax ² + bx + c‬‬
‫‪ .2‬ﺣ ّ‬ ‫)‬
‫(‬ ‫ﻣﻊ )‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪∆ ، a≠0‬‬ ‫ﳑﻴﺰﻫﺎ ﺣﻴﺚ‪:‬‬
‫‪ax ² + bx + c‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻟﺘﻜﻦ اﳌﻌﺎدﻟﺔ‬
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‫∆ ‪−b +‬‬ ‫∆ ‪−b −‬‬
‫= ‪.x2‬‬ ‫= ‪x1‬‬ ‫و‬ ‫ﺣﻴﺚ‬
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‫‪:‬‬ ‫‪x 2 ، x1‬‬
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‫‪∆≻0‬‬ ‫ﻓﺈن اﳌﻌﺎدﻟﺔ ﺗﻘﺒﻞ ﺣﻠّﲔ‬ ‫إذا ﻛﺎن‬
‫‪2a‬‬ ‫‪2a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ax 2 + bx + c = a x − x 1 x − x 2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫(‬ ‫()‬ ‫وﻳﻨﺘﺞ أن‪) :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪−b‬‬
‫= ‪) x 0‬أي ﺣﻠﻴﻦ ﻣﺘﻄﺎﺑﻘﻴﻦ( وﻳﻨﺘﺞ‬ ‫إذا ﻛﺎن ‪ ∆ = 0‬ﻓﺈن اﳌﻌﺎدﻟﺔ ﺗﻘﺒﻞ ﺣﻼّ ﻣﻀﺎﻋﻔﺎً ‪ x 0‬ﺣﻴﺚ‪:‬‬
‫‪ /5‬ﺣﻞ ﻣﻌﺪﻻت ﻣﻦ اﻟﺪرﺟﺔ اﻟﺜﺎﻧﻴﺔ وﻓﻖ اﻟﻤﻤﻴﺰ‬

‫‪2a‬‬
‫أن‪ax 2 + bx + c = a ( x − x 0 ) :‬‬
‫‪2‬‬
‫)‪15‬د( ﻣﺨﺘﻠﻒ اﻟﺤﻠﻮل‪.‬‬

‫إذا ﻛﺎن ‪ ∆ ≻ 0‬ﻓﺈ ّن اﳌﻌﺎدﻟﺔ ﻻ ﺗﻘﺒﻞ ﺣﻠﻮﻻ واﻟﻌﺒﺎرة ‪ ∆ ≻ 0‬ﻻ ﲢﻠّﻞ‪.‬‬

‫‪x 2 −x +2=0‬‬ ‫‪/‬‬ ‫‪2x 2 − 12x + 18 = 0‬‬ ‫‪/‬‬ ‫ﺣﻞ ‪ ℝ‬ﰲ ﻣﺎ ﻳﻠﻲ‪x 2 + 2x − 2 = 0 :‬‬ ‫ﺗﻄﺒﻴﻖ‪:‬‬
‫‪…………………….……………………………………………………………......‬‬
‫ﲢﻠﻴﻞ ‪ax 2 + bx + c‬‬ ‫إذا ﻛﺎن ﺣﻠﻮل اﳌﻌﺎدﻟﺔ ‪ ax 2 + bx + c = 0‬ﻫﻲ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫∆ ‪−b −‬‬ ‫∆ ‪−b +‬‬
‫) ‪a ( x − x 1 )( x − x 2‬‬ ‫= ‪x2‬‬ ‫= ‪، x1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2a‬‬ ‫‪2a‬‬ ‫‪∆≻0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫"ﻣﺒﺮﻫــﻨﺔ"‬
‫‪−b‬‬
‫‪ |6‬ﺟﺪول ﻣﻠﺦ ﻟﺤﻠﻮل وﺗﺤﻠﻴﻞ‬ ‫) ‪a (x − x 1‬‬
‫‪2‬‬ ‫= ‪x1 = x 2‬‬
‫‪∆=0‬‬
‫ﻣﻠﺨﺺ‬
‫‪2a‬‬
‫ﻋﺒﺎرة ﻣﻦ اﻟﺪرﺟﺔ اﻟﺜﺎﻧﻴﺔ )‪8‬د(‬
‫ﻻ ﳝﻜﻦ ﲢﻠﻴﻞ اﻟﻌﺒﺎرة‬ ‫ﻻ ﺗﻮﺟﺪ ﺣﻠﻮل‬
‫‪∆≺0‬‬

‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 61-60-58:‬اﻟﺼﻔﺤـ}‪{138‬ـﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫ا‬ ‫د ت ن ا در‬ ‫‪.1‬ا‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ /6‬دراﺳﺔ إﺷﺎرة ﻋﺒﺎرات ﺟﺒﺮﻳﺔ ﺑﺎﻻﻋﺘﻤﺎد ﻋﻠﻰ‬
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‫ﺟﺪول إﺷﺎرة )‪20‬د(‬

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‫‪ /7‬ﺣﻞ ﻣﺘﺮاﺟﺤﺎت ﻋﻠﻰ ﺷﻜﻞ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺟﺪاء ﻋﺒﺎرات ﺟﺒﺮﻳﺔ )‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺒﺎرات ﺟﺒﺮﻳﺔ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬ﺣﻞ ﻣﺘﺮاﺟﺤﺎت ﻋﻠﻰ ﺷﻜﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﺗﻘﻴﻴﻢ ‪ -‬ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻓﻴﻔﺮي ‪2010‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﻓﻴﻔﺮي ‪2010‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫‪7‬‬ ‫اﻟﻤﺴﺘــﻮى‪1 :‬ع‬ ‫‪38‬‬ ‫رﻗﻢ اﻟﻤﺬﻛﺮة‪:‬‬ ‫ت‬ ‫ا‬ ‫د ت وا‬ ‫اﻟﺒﺎب‪ :03‬ا‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺪوال واﻟﻌﺒﺎرات اﻟﺠﺒﺮﻳﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫إﻳﺠﺎد ﺗﺮاﺑﻂ اﻟ ّﺪوال اﻟﻤﺮﺟﻌﻴﺔ اﻟﻤﻮاﻓﻘﺔ ﻟﺪاﻟﺔ ﻣﻌﻄﺎة )اﺳﺘﺨﺮاج داﻟﺔ ﺑﺘﻄﺒﻴﻖ دوال ﻣﺮﺟﻌﻴﺔ ﻋﻠﻰ اﻟﺘﻮاﻟﻲ(‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪/1‬ﻣﻔﻬﻮم ﻣﻌﺎدﻟﺔ ﻣﻦ اﻟﺪرﺟﺔ‬

‫) (‬ ‫) (‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺑﲔ ﻛﻴﻒ ﰎ اﳊﺼﻮل ﻋﻠﻰ اﻟﺪاﻟﺔ ‪ f x‬اﻧﻄﻼﻗﺎ ﻣﻦ ‪ x‬ﺣﻴﺚ‪f x = x 2 − 3x :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺜﺎﻧﻴﺔ )‪5‬د(‪.‬‬ ‫‪ -‬ﻣﺎ ﻫﻲ اﻟﻌﻤﻠﻴﺔ اﻟﱵ ﻗﻤﻨﺎ ‪‬ﺎ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫رح(‬ ‫ط)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬ﺑﻴﻦ ﻃﺮﻳﻘﺔ اﻟﻤﺮور ﻣﻦ ‪ x‬إﻟﻰ ‪ f x‬ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ ﻣﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬اﻟﻤﺮور ﻣﻦ ﻣﺘﻐﻴﺮ إﻟﻰ داﻟﺔ‬
‫وﻓﻖ ﺗﺮاﺑﻂ ﻣﻌﻴﻦ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪f : x → 7 x + 2 /1‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪f : x → 5x 2 − 1 /2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﻤﺮور ﻣﻦ ﻣﺘﻐﻴﺮ ﻣﻌﻴﻦ إﻟﻰ اﻟﺪاﻟﺔ ﺑﺘﻄﺒﻴﻖ دوال ﻣﺮﺟﻌﻴﺔ )ﺗﺂﻟﻔﻴﺔ‪ ،‬ﻣﺮﺑﻊ وداﻟﺔ ﻣﻘﻠﻮب‪**(.....‬‬

‫‪f : x → 2 x − 3 /3‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫@@‬
‫‪/3‬ﻣﻔﻬﻮم ﺗﺮاﺑﻂ اﻟﺪوال اﻟﻤﺆدﻳﺔ ﻣﻦ‬

‫‪:‬‬
‫ﻣﺘﻐﻴﺮ إﻟﻰ داﻟﺔ )‪7‬د(‪.‬‬

‫) (‬
‫ﻧﺴﻤﻲ ﺗﺮاﺑﻂ اﻟﺪوال اﻟﱪﻧﺎﻣﺞ اﻟﺬي ﻳﺴﻤﺢ ﺑﺎﳌﺮور ﻣﻦ ‪ x‬إﱃ داﻟﺔ ‪ f x‬ﺣﻴﺚ ‪ f‬داﻟﺔ ﻣﻌﺮﻓﺔ ﺑﺎﳌﺘﻐﲑ ‪. x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫……………………………‬
‫ﻣﺜﺎل‪ :‬اﻟﺪاﻟﺔ ‪f : x → 2x − 1‬‬ ‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪2‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫( ) (‬ ‫ﺑﺎﻟﺸﻜﻞ )‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪f x = 2x − 1‬‬
‫‪2‬‬
‫‪ℝ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪f‬‬ ‫ﻫﻲ داﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻠﻰ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ﻟﻠﺤﺼﻮل ﻋﻠﻰ ) ( ‪ :‬ﻧﻀﺮب‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﰲ ‪ 2‬وﻧﻄﺮح ‪ 1‬ﺛﻦ ﻧﺮﺑﻊ اﻟﻨﺘﻴﺠﺔ‬
‫‪x‬‬ ‫‪f x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /4‬ﻃﺮﻳﻘﺔ اﻻﻧﺘﻘﺎل ﻣﻦ ﻣﺘﻐﻴﺮ إﻟﻰ داﻟﺔ ﺣﺴﺐ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪v 2 x − 1 = 2x − 1‬‬ ‫(‬ ‫( )‬
‫‪u x = 2x − 1‬‬ ‫) ( و)‬ ‫ﻟﺪﻧﻴﺎ‪:‬‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫دوال ﻣﺮﺟﻌﻴﺔ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪f ( x ) = v (u ( x ) ) = ( 2x − 1‬‬ ‫وﻋﻠﻴﻪ‪:‬‬
‫‪2‬‬

‫"!ﺻ ‪:‬‬
‫ﻧﻨﺘﻘﻞ ﻣﻦ ‪ x‬إﱃ داﻟﺔ ) ‪ f ( x‬ﺑﺘﻄﺒﻴﻖ داﻟﺘﲔ ﻣﺮﺟﻌﻴﺘﲔ ﻋﻠﻰ اﻟﺘﻮاﱄ‪ ،‬اﻟﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ ‪ u‬ﰒ اﻟ ّﺪاﻟﺔ ﻣﺮﺑﻊ ‪.v‬‬
‫‪2x − 3‬‬
‫= ‪f x‬‬
‫‪…………………….……………………………………………………………......‬‬ ‫) (‬ ‫أﻣﺜﻠﺔ‪ :‬ﻋﲔ ﺗﺮاﺑﻂ اﻟﺪوال ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ /5‬ﺗﺜﺒﻴﺖ اﻟﻤﻌﺎرف‬ ‫أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 37-36-35 :‬اﻟﺼﻔﺤ ـ ـ}‪{136‬ـ ــﺔ‬ ‫ر ـــن‪:‬‬ ‫‪.4‬‬

‫‪Tous Droits réserves a Moumna AbdelKarim‬‬

‫‪www.mathonec.com‬‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪ /6‬دراﺳﺔ إﺷﺎرة ﻋﺒﺎرات ﺟﺒﺮﻳﺔ ﺑﺎﻻﻋﺘﻤﺎد ﻋﻠﻰ‬ ‫ﻣﻊ‬ ‫‪ax + b ≥ 0‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a≻0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻮﺟﺒﺔ إذا وﻓﻘﻂ إذا ﻛﺎن‪:‬‬ ‫‪/2‬اﻟﻌﺒﺎرة‬
‫‪ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪x ≥−‬‬ ‫أي‬ ‫ﻣﻌﻨﺎﻩ‬
‫‪ax ≥ −b‬‬ ‫ﻟﺪﻳﻨﺎ‬
‫‪ax + b ≥ 0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪a‬‬
‫ﺟﺪول إﺷﺎرة )‪20‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ b‬‬ ‫‪‬‬
‫‪x ∈  − ; +∞ ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻮﺟﺒﺔ إذا ﻛﺎن‪:‬‬ ‫وﻋﻠﻴﻪ ﻧﻘﻮل‬
‫‪ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ a‬‬ ‫‪‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪‬‬ ‫‪b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬‫‪x ∈  −∞; − ‬‬ ‫ﺳﺎﻟﺒﺔ إذا ﻛﺎن‪:‬‬ ‫ﻧﺴﺘﻨﺘﺞ أن‬
‫‪ax + b‬‬
‫∞‪−‬‬ ‫∞‪+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b‬‬ ‫‪‬‬ ‫‪a‬‬ ‫‪‬‬
‫‪x‬‬ ‫‪−‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪0‬‬
‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪+‬‬
‫ﻧﻠﺨﺺ اﻟﻨﺘﺎﺋﺞ ﰲ ﺟﺪول اﻹﺷﺎرة اﳌﻘﺎﺑﻞ‪:‬‬
‫إﺷﺎرة ‪ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﻜﺲ إﺷﺎرة ‪a‬‬ ‫إﺷﺎرة ‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻧﻌﻜﺲ ﻛﻞ اﻟﺪراﺳﺔ**‬ ‫ﻣﻼﺣﻈﺔ‪ :‬ﰲ ﺣﺎﻟﺔ‬
‫‪a≺0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﺒﺎرﺗﺎن ﺟﱪﻳﺘﺎن‬ ‫‪B x‬‬ ‫) ( ‪ ( ) :‬و) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪A x‬‬ ‫) (‬
‫‪A x ⋅B x ≤ 0‬‬ ‫‪ .4‬ﻣﱰاﺟﺤﺔ ﺟﺪاء‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬ﺣﻞ ﻣﺘﺮاﺟﺤﺎت ﻋﻠﻰ ﺷﻜﻞ‬
‫) (‬ ‫ﻧﺪرس إﺷﺎرة اﳉﺪاء ) (‬ ‫) (‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺟﺪاء ﻋﺒﺎرات ﺟﺒﺮﻳﺔ )‪10‬د(‬ ‫ﺑﺎﻻﻋﺘﻤﺎد‬
‫‪A x ⋅B x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪A x ⋅B x ≤ 0‬‬ ‫ﳊﻞ ﻣﱰاﺟﺤﺔ ﻣﻦ اﻟﺸﻜﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬
‫‪2 − 5x 1 − x ≥ 0‬‬ ‫()‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻋﻠﻰ ﻗﻮاﻋﺪ اﻹﺷﺎرة وﻓﻖ ﺟﺪول اﻹﺷﺎرات‪ .‬ﻣﺜﻼ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) ( ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪A x‬‬
‫‪ .5‬ﻣﱰاﺟﺤﺔ ﺣﺎﺻﻞ ﻗﺴﻤﺔ‬ ‫‪≤0‬‬
‫ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺒﺎرات ﺟﺒﺮﻳﺔ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪ /8‬ﺣﻞ ﻣﺘﺮاﺟﺤﺎت ﻋﻠﻰ ﺷﻜﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪B x‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪A x‬‬ ‫ﳊﻞ ﻣﱰاﺟﺤﺔ ﻣﻦ اﻟﺸﻜﻞ ) ( ﻧﻌﺘﻤﺪ ﻋﻠﻰ دراﺳﺔ إﺷﺎرة ) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪A x‬‬
‫‪B x ≠0‬‬ ‫) (‬ ‫ﻣﻊ‬ ‫‪≤0‬‬
‫) (‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪B x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪B x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x +4‬‬
‫‪≤0‬‬ ‫ﻣﻊ اﻟﻌﻠﻢ أن إﺷﺎرة ﺣﺎﺻﻞ اﻟﻘﺴﻤﺔ ﻧﻔﺴﻬﺎ إﺷﺎرة اﳉﺪاء‪ .‬ﻣﺜﺎل‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x +2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ ZòÄyýß‬ﰲ ﺣﻞ ﻣﱰاﺟﺤﺎت ﻋﻠﻰ ﺷﻜﻞ ﺣﺎﺻﻞ ﻗﺴﻤﺔ أو ﺟﺪاء ﻋﺒﺎرات ﺟﱪﻳﺔ‪ ،‬ﻧﻌﺘﻤﺪ ﻋﻠﻰ ﺟﺪول‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﺷﺎرة اﳌﺮﻛﺐ ﺑﲔ اﻟﻌﺒﺎرﺗﲔ‪ .‬وﻧﺄﺧﺬ دراﺳﺔ اﻷﻣﺜﻠﺔ اﻟﺴﺎﺑﻘﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﺗﻘﻴﻴﻢ ‪ -‬ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﺟﺎﻧﻔﻲ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪39‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ت‬ ‫ا‬ ‫د ت وا‬ ‫‪ :05‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳ ـ ـ ــﺎﻋﺔ وﻧﺼﻒ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﺗﺮﻳﻴﺾ ﻣﺸﻜﻼت‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫ﺗﻮﻇﻴﻒ اﻟﻤﻌﺎدﻻت واﻟﻤﺘﺮاﺟﺤﺎت ﻣﻦ اﻟﺪرﺟﺔ اﻷوﻟﻰ ﻓﻲ ﺗﺮﺟﻤﺔ ﻣﺸﻜﻠﺔ وﺣﻠﻬﺎ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ /1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﻤﻌﺎدﻻت‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﺑﺎﻟﺪروس اﳌﺎﺿﻴﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪-‬‬ ‫‪.1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫واﻟﻤﺘﺮاﺟﺤﺎت )‪7‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫رح(‬ ‫‪ .2‬ﺗﻤﺮﻳﻦ)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ x‬ﻋﺪد ﺣﻘﻴﻘﻲ و ‪E x = x − 1 − 16‬‬ ‫( ) (‬ ‫)‬
‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫( ) (‬ ‫()‬ ‫)‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﺤﻘﻖ أن ‪َ E x = x 2 − 2x − 15‬و ‪E x = x − 5 x + 3‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/2‬اﺧﺘﻴﺎر اﻟﺼﻴﻐﺔ اﻷﻧﺴﺐ ﻟﻌﺒﺎرة‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫أﺣﺴﺐ‪. E 0 :‬‬ ‫) (‬
‫ﺗﺒﻌﺎ ﻟﻠﻌﻤﻞ اﻟﻤﻄﻠﻮب )‪15‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫) (‬
‫ﺣﻞ اﻟﻤﻌﺎدﻻت اﻟﺘﺎﻟﻴﺔ‪E x = −15 ، E x = 9 ، E x = 0 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ ZòÔíŠ‬ﳊﻞ ﻣﻌﺎدﻟﺔ ﻧﻜﺘﺒﻬﺎ ﻋﻠﻰ اﻟﺼﻴﻎ اﳌﻨﺎﺳﺒﺔ )ﻣﺒﺴﻄﺔ‪ ،‬واﳌﺮﺗﺒﺔ أو اﶈﻠﻠﺔ( وﳒﺮي ﺑﻌﺪ ذﻟﻚ‬
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‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﺗﺮﺟﻤﺔ ﻣﺸﻜﻠﺔ وﺣﻠّﻬﺎ ﺑﺎﺳﺘﻌﻤﺎل ﻣﻌﺎدﻟﺔ او ﻣﺘﺮاﺟﺤﺔ ﺑﺘﻮﻇﻴﻒ ﺣﻠﻮﻟﻬﺎ ﻓﻲ اﺳﺘﺨﻼص ﻧﺘﺌﺞ اﻟﻤﺸﻜﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﳊﺴﺎﺑﺎت واﳊﻠﻮل اﳌﻨﺎﺳﺒﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫@@‬

‫ــ ‪:01‬‬
‫‪ /3‬ﺗﺮﺟﻤﺔ ﻧﺺ ﺗﻤﺮﻳﻦ إﻟﻰ ﻣﻌﺎدﻻت‬

‫ﻗﻄﻌﺔ أرض ﻣﺴﺘﻄﻴﻠﺔ اﻟﺸﻜﻞ وﳏﻴﻄﻬﺎ ‪ .230m‬ﻳﻨﻘﺺ ﻋﺮﺿﻬﺎ ﻋﻦ ﻃﻮﳍﺎ ب ‪،15m‬‬

‫أو ﻣﺘﺮاﺟﺤﺎت )‪15‬د(‬

‫أﺣﺴﺐ ﻃﻮل وﻋﺮض ﻫﺬﻩ اﻟﻘﻄﻌﺔ!‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫……………………………‬
‫ﳏﺎوﻟﺔ ﺗﺮﲨﺔ اﻟﻨﺺ ﻋﻠﻰ ﺷﻜﻞ ﻣﻌﺎدﻟﺔ ﺑﺎﺳﺘﻌﻤﺎل ﳎﻬﻮل ‪) . x‬ﻣﺜﻼ ﻧﺮﻣﺰ ﻟﻠﻄﻞ ب ‪.( x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ZòÔíŠİÛa‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ــ ‪:01‬‬
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‫ﲤﺮﻳﻦ ‪ 64‬اﻟﺼﻔﺤﺔ ‪ <<<<< 138‬دراﺳﺔ ﻣﺜﻠﺚ ﻗﺎﺋﻢ وﻓﻖ ﻣﻌﺎدﻻت رﻳﺎﺿﻴﺔ‬
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‫ﲤﺮﻳﻦ ‪ 66‬اﻟﺼﻔﺤﺔ ‪ >>>>> 138‬اﺧﺘﻴﺎر ﺿﻠﻊ ﻣﺮﺑﻊ ﻟﺘﺘﻮاﻓﻖ ﻣﺴﺎﺣﺔ ﻣﺮﺑﻊ آﺧﺮ‪.‬‬
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‫ﲤﺮﻳﻦ ‪ 74‬اﻟﺼﻔﺤﺔ ‪ >><<<139‬دراﺳﺔ أﻃﻮال ﻣﺴﺒﺢ‪.‬‬

‫‪@@òÔíŠ‬‬
‫‪/4‬ﻃﺮﻳﻘﺔ ﺗﺮﻳﻴﺾ ﻣﺸﻜﻞ وﺗﺮﺟﻤﺖ ﻣﺸﻜﻞ إﻟﻰ‬

‫ﻟﱰﲨﺔ ﻣﺸﻜﻠﺔ وﺣﻠّﻬﺎ ﺑﺎﺳﺘﻌﻤﺎل ﻣﻌﺎدﻟﺔ ﻧﺘﺒﻊ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﻣﻌﺎدﻟﺔ رﻳﺎﺿﻴﺔ )‪30‬د(‬

‫‪ o‬ﳔﺘﺎر ا‪‬ﻬﻮل وﻧﺮﻣﺰ ﻟﻪ ﲝﺮف ا‪‬ﻬﻮل‪.‬‬

‫‪…………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ o‬ﻧﱰﺟﻢ اﻟﻨﺺ ﲟﻌﺎدﻟﺔ رﻳﺎﺿﻴﺔ ﻣﻮاﻓﻖ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﳓﻞ اﳌﻌﺎدﻟﺔ‬
‫‪ّ o‬‬
‫‪ o‬ﻧﺴﺘﺨﻠﺺ ﻧﺘﺎﺋﺞ اﳌﺸﻜﻠﺔ‪.‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫ت‬ ‫‪ .1‬ر ض‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪ /6‬دراﺳﺔ إﺷﺎرة ﻋﺒﺎرات ﺟﺒﺮﻳﺔ ﺑﺎﻻﻋﺘﻤﺎد ﻋﻠﻰ‬ ‫ﻣﻊ‬ ‫‪ax + b ≥ 0‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a≻0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻮﺟﺒﺔ إذا وﻓﻘﻂ إذا ﻛﺎن‪:‬‬ ‫‪/2‬اﻟﻌﺒﺎرة‬
‫‪ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪x ≥−‬‬ ‫أي‬ ‫ﻣﻌﻨﺎﻩ‬
‫‪ax ≥ −b‬‬ ‫ﻟﺪﻳﻨﺎ‬
‫‪ax + b ≥ 0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪a‬‬
‫ﺟﺪول إﺷﺎرة )‪20‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ b‬‬ ‫‪‬‬
‫‪x ∈  − ; +∞ ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻮﺟﺒﺔ إذا ﻛﺎن‪:‬‬ ‫وﻋﻠﻴﻪ ﻧﻘﻮل‬
‫‪ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ a‬‬ ‫‪‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪‬‬ ‫‪b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬‫‪x ∈  −∞; − ‬‬ ‫ﺳﺎﻟﺒﺔ إذا ﻛﺎن‪:‬‬ ‫ﻧﺴﺘﻨﺘﺞ أن‬
‫‪ax + b‬‬
‫∞‪−‬‬ ‫∞‪+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b‬‬ ‫‪‬‬ ‫‪a‬‬ ‫‪‬‬
‫‪x‬‬ ‫‪−‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪0‬‬
‫‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪+‬‬
‫ﻧﻠﺨﺺ اﻟﻨﺘﺎﺋﺞ ﰲ ﺟﺪول اﻹﺷﺎرة اﳌﻘﺎﺑﻞ‪:‬‬
‫إﺷﺎرة ‪ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﻜﺲ إﺷﺎرة ‪a‬‬ ‫إﺷﺎرة ‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻧﻌﻜﺲ ﻛﻞ اﻟﺪراﺳﺔ**‬ ‫ﻣﻼﺣﻈﺔ‪ :‬ﰲ ﺣﺎﻟﺔ‬
‫‪a≺0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻋﺒﺎرﺗﺎن ﺟﱪﻳﺘﺎن‬ ‫‪B x‬‬ ‫) ( ‪ ( ) :‬و) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪A x‬‬ ‫) (‬
‫‪A x ⋅B x ≤ 0‬‬ ‫‪ .4‬ﻣﱰاﺟﺤﺔ ﺟﺪاء‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬ﺣﻞ ﻣﺘﺮاﺟﺤﺎت ﻋﻠﻰ ﺷﻜﻞ‬
‫) (‬ ‫ﻧﺪرس إﺷﺎرة اﳉﺪاء ) (‬ ‫) (‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺟﺪاء ﻋﺒﺎرات ﺟﺒﺮﻳﺔ )‪10‬د(‬ ‫ﺑﺎﻻﻋﺘﻤﺎد‬
‫‪A x ⋅B x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪A x ⋅B x ≤ 0‬‬ ‫ﳊﻞ ﻣﱰاﺟﺤﺔ ﻣﻦ اﻟﺸﻜﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬
‫‪2 − 5x 1 − x ≥ 0‬‬ ‫()‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻋﻠﻰ ﻗﻮاﻋﺪ اﻹﺷﺎرة وﻓﻖ ﺟﺪول اﻹﺷﺎرات‪ .‬ﻣﺜﻼ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) ( ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪A x‬‬
‫‪ .5‬ﻣﱰاﺟﺤﺔ ﺣﺎﺻﻞ ﻗﺴﻤﺔ‬ ‫‪≤0‬‬
‫ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺒﺎرات ﺟﺒﺮﻳﺔ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪ /8‬ﺣﻞ ﻣﺘﺮاﺟﺤﺎت ﻋﻠﻰ ﺷﻜﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪B x‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪A x‬‬ ‫ﳊﻞ ﻣﱰاﺟﺤﺔ ﻣﻦ اﻟﺸﻜﻞ ) ( ﻧﻌﺘﻤﺪ ﻋﻠﻰ دراﺳﺔ إﺷﺎرة ) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪A x‬‬
‫‪B x ≠0‬‬ ‫) (‬ ‫ﻣﻊ‬ ‫‪≤0‬‬
‫) (‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪B x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪B x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x +4‬‬
‫‪≤0‬‬ ‫ﻣﻊ اﻟﻌﻠﻢ أن إﺷﺎرة ﺣﺎﺻﻞ اﻟﻘﺴﻤﺔ ﻧﻔﺴﻬﺎ إﺷﺎرة اﳉﺪاء‪ .‬ﻣﺜﺎل‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x +2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ ZòÄyýß‬ﰲ ﺣﻞ ﻣﱰاﺟﺤﺎت ﻋﻠﻰ ﺷﻜﻞ ﺣﺎﺻﻞ ﻗﺴﻤﺔ أو ﺟﺪاء ﻋﺒﺎرات ﺟﱪﻳﺔ‪ ،‬ﻧﻌﺘﻤﺪ ﻋﻠﻰ ﺟﺪول‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﺷﺎرة اﳌﺮﻛﺐ ﺑﲔ اﻟﻌﺒﺎرﺗﲔ‪ .‬وﻧﺄﺧﺬ دراﺳﺔ اﻷﻣﺜﻠﺔ اﻟﺴﺎﺑﻘﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪......................................................................................................................‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫ﺗﻘﻴﻴﻢ ‪ -‬ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪40‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ء‬ ‫‪ :6‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳ ـ ــﺎﻋﺔ وﻧﺼﻒ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﻣﻔﺮدات اﻹﺣﺼﺎء‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫ﻣﻌﺮﻓﺔ ﻣﺨﺘﻠﻒ ﻣﻔﺮدات اﻹﺣﺼﺎء واﻟﺘﻤﻴﻴﺰ ﺑﻴﻦ ﻣﺘﻐﻴﺮ ﻣﺘﻘﻄﻊ )ﻣﻨﻔﺼﻞ( وﻣﺘﻐﻴﺮ ﻣﺴﺘﻤﺮ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ )‪ 5‬د( اﻟﻮﺳﻂ أي‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻫﻲ اﻟﺴﻠﺴﻠﺔ اﻹﺣﺼﺎﺋﻴﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫اﻟﻤﻌﺪل – ﻣﻌﻨﻰ اﻹﺣﺼﺎء‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -‬ﻛﻴﻒ ﻛﺎن ﳛﺴﺐ ﻣﻌﺪل اﻟﺘﻼﻣﻴﺬ ﰲ اﻻﺑﺘﺪاﺋﻲ واﻟﺜﺎﻧﻮي؟ ﻣﺎ اﻟﻔﺮق ﺑﻴﻨﻬﻤﺎ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬اﻷﻧﺸﻄﺔ‪:‬‬
‫‪ /2‬دراﺳﺔ ﻣﺨﺘﻠﻒ اﻟﺘﻮزﻳﻌﺎت اﻟﺘﻜﺮارﻳﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻤﻨﻔﺼﻠﺔ واﻟﻤﺴﺘﻤﺮة )‪15‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪142‬‬ ‫• ‪1‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫دراﺳﺔ اﻟﺘﻮزﻳﻌﺎت اﻟﺘﻜﺮارﻳﺔ اﳌﺘﻘﻄﻌﺔ )اﳌﻨﻔﺼﻠﺔ(‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪142‬‬ ‫• ‪2‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫دراﺳﺔ اﻟﺘﻮزﻳﻌﺎت اﻟﺘﻜﺮارﻳﺔ اﳌﺴﺘﻤﺮة )ﻓﺌﺎت(‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫@@‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﺘﻤﻴﻴﺰ ﺑﻴﻦ اﻟﻤﻴﺰﺗﻴﻦ اﻹﺣﺼﺎﺋﻴﺘﻴﻦ اﻟﻤﺘﻘﻄﺔ واﻟﻤﺴﺘﻤﺮة وﻣﺨﺘﻠﻒ ﻣﻔﺮدات اﻹﺣﺼﺎء اﻟﻬﺎﻣﺔ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ |1‬ﻣﻔﺮدات ﻫﺎﻣﺔ‪:‬‬
‫‪/3‬اﻟﺪراﺳﺔ اﻹﺣﺼﺎﺋﻴﺔ وﻣﻔﺮداﺗﻬﺎ‬

‫ﻋﻨﺪ دراﺳﺔ ﻇﺎﻫﺮة ﻣﺎ إﺣﺼﺎﺋﻴﺎً ‪‬ﺘﻢ ﺑ ـ‪ :‬ا‪‬ﺘﻤﻊ اﻹﺣﺼﺎﺋﻲ‪ ،‬اﳌﻴﺰة اﻹﺣﺼﺎﺋﻴﺔ )اﻟﻄﺒﻊ اﻹﺣﺼﺎﺋﻲ(‪ ،‬اﳌﻴﺰة اﻟﻜﻤﻴﺔ‬
‫اﻷﺳﺎﺳﻴﺔ )‪8‬د(‪.‬‬

‫)ﻣﺘﻐﲑاً إﺣﺼﺎﺋﻴﺎً(‪ ،‬اﻟﻄﺒﻊ )اﳌﻴﺰة( إﺣﺼﺎﺋﻲ ﻧﻮﻋﻲ‪.‬‬

‫اﳌﺘﻐﲑ اﻹﺣﺼﺎﺋﻲ اﳌﺘﻘﻄﻊ‪ :‬ﻋﻨﺪﻣﺎ ﳝﻜﻦ ﻋﺪ أو ﺣﺼﺮ ﻗﻴﻤﺔ ﻣﺜﻼ‪ :‬ﻋﺪد اﻹﺧﻮة‪ ،‬ﻋﺪد اﻟﻄﻼب‪.‬‬
‫ّ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫……………………………ﻃﻮل‪....‬‬
‫اﳌﺘﻐﲑ اﻹﺣﺼﺎﺋﻲ اﳌﺴﺘﻤﺮ‪ :‬ﻋﻨﺪﻣﺎ ﳝﻜﻦ ﻗﻴﺎس ﻗﻴﻤﺔ ﻣﺜﻼً‪ :‬وزن أو‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻔﺌﺎت‪ :‬ﰲ ﺣﺎﻟﺔ وﺟﻮد ﻋﺪد ﻗﻴﻢ ﻛﺒﲑ ﻧﻠﺠﺄ إﱃ ﺣﺼﺮﻫﺎ ﻋﻠﻰ ﺷﻜﻞ ﳎﺎﻻت ﺗﺴﻤﻰ ﻓﺌﺎت )اﳌﺮﻛﺰ واﻟﻄﻮل(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /4‬اﻟﺘﻮزﻳﻌﺎت اﻟﻤﺘﻘﻄﻌﺔ واﻟﻤﺴﺘﻤﺮة‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ |2‬اﻟﺘﻮزّﻳﻌﺎت اﻟﺘﻜﺮارﻳﺔ‪:‬‬
‫واﻟﻔﺮق ﺑﻴﻨﻬﺎ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪n‬‬ ‫ﺗﻜﺮار ﻗﻴﻤﺔ ﻟﻠﻤﺘﻐﲑ اﻹﺣﺼﺎﺋﻲ ﻫﻮ ﻋﺪد اﻷﻓﺮاد اﳌﻮاﻓﻖ ﳍﺬﻩ اﻟﻘﻴﻤﺔ‪ .‬رﻣﺰﻩ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪N‬‬ ‫ﳎﻤﻮع ﻛﻞ اﻟﺘﻜﺮارات ﻳﺴﻤﻰ اﻟﺘﻜﺮار اﻟﻜﻠﻲ رﻣﺰﻩ ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻮاﺗﺮ ﻗﻴﻤﺔ ﻟﻠﻄﺒﻊ اﻹﺣﺼﺎﺋﻲ ﻫﻮ ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﺗﻜﺮار ﻛﻞ ﻗﻴﻤﺔ ﻋﻠﻰ اﻟﺘﻜﺮار اﻟﻜﻠﻲ رﻣﺰﻩ‪. f :‬‬
‫ﻧﺴﻤﻰ ﺳﻠﺴﺔ إﺣﺼﺎﺋﻴﺔ ﳎﻤﻮع اﻟﻘﻴﻢ اﻟﱵ ﲨﻌﺖ‪ ،‬ﻏﺎﻟﺒﺎً ﻣﺎ ﲤﺜﻞ ﰲ ﺟﺪول إﺣﺼﺎﺋﻲ‪ .‬ﻣﺜﺎل‬
‫‪ |3‬اﻟﺘﻮزﻳﻌﺎت اﻟﺘﻜﺮارﻳﺔ اﻟﻤﺠﻤﻌﺔ‪:‬‬
‫‪ /5‬ﺗﺠﻤﻴﻊ اﻟﺘﻜﺮارات واﻟﺘﻮزﻳﻌﺎت‬

‫ﺑﻔﺮض أن ﻗﻴﻢ اﳌﻴﺰة ﻣﺮﺗﺒﺔ ﺗﺮﺗﻴﺒﺎ ﺗﺼﺎﻋﺪﻳﺎً ﻟﺪﻳﻨﺎ‪:‬‬

‫وﺗﺴﻤﻴﺘﻬﺎ )‪10‬د(‪.‬‬

‫‪ o‬اﻟﺘﻜﺮار ا‪‬ﻤﻊ اﻟﺼﺎﻋﺪ ﻟﻘﻴﻤﺔ ﻫﻮ ﳎﻤﻮع ﺗﻜﺮار ﻫﺬﻩ اﻟﻘﻴﻤﺔ وﺗﻜﺮارات اﻟﻘﻴﻢ اﻷﺻﻐﺮ ﻣﻨﻬﺎ‪.‬‬
‫‪…………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ o‬اﻟﺘﻜﺮار ا‪‬ﻤﻊ اﻟﻨﺎزل ﻟﻘﻴﻤﺔ ﻫﻮ ﳎﻤﻮع ﺗﻜﺮار ﻫﺬﻩ اﻟﻘﻴﻤﺔ وﺗﻜﺮارات اﻟﻘﻴﻢ اﻷﻛﱪ ﻣﻨﻬﺎ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ o‬اﻟﺘﻮاﺗﺮ ا‪‬ﻤﻊ اﻟﺼﺎﻋﺪ ﻟﻘﻴﻤﺔ و ﳎﻤﻮع ﺗﻮاﺗﺮ ﻫﺬﻩ اﻟﻘﻴﻤﺔ وﺗﻮﺗﺮات اﻟﻘﻴﻢ اﻷﺻﻐﺮ ﻣﻨﻬﺎ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ o‬اﻟﺘﻮاﺗﺮ ا‪‬ﻤﻊ اﻟﻨّﺎزل ﻟﻘﻴﻤﺔ ﻫﻮ ﳎﻤﻮع ﺗﻮﺗﺮ ﻫﺬﻩ اﻟﻘﻴﻤﺔ وﺗﻮﺗﺮات اﻟﻘﻴﻢ اﻷﻛﱪ ﻣﻨﻬﺎ‪ .‬ﻣﺜﺎل‬

‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 03-02:‬اﻟﺼﻔﺤـ}‪{174‬ـﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫ء‬ ‫‪ .1‬ردات ا‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪ /6‬دراﺳﺔ إﺷﺎرة ﻋﺒﺎرات ﺟﺒﺮﻳﺔ ﺑﺎﻻﻋﺘﻤﺎد ﻋﻠﻰ‬ ‫ﻣﻊ‬ ‫‪ax + b ≥ 0‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a≻0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻮﺟﺒﺔ إذا وﻓﻘﻂ إذا ﻛﺎن‪:‬‬ ‫‪/2‬اﻟﻌﺒﺎرة‬
‫‪ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪x ≥−‬‬ ‫أي‬ ‫ﻣﻌﻨﺎﻩ‬
‫‪ax ≥ −b‬‬ ‫ﻟﺪﻳﻨﺎ‬
‫‪ax + b ≥ 0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪a‬‬
‫ﺟﺪول إﺷﺎرة )‪20‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ b‬‬ ‫‪‬‬
‫‪x ∈  − ; +∞ ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻮﺟﺒﺔ إذا ﻛﺎن‪:‬‬ ‫وﻋﻠﻴﻪ ﻧﻘﻮل‬
‫‪ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ a‬‬ ‫‪‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪‬‬ ‫‪b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬‫‪x ∈  −∞; − ‬‬ ‫ﺳﺎﻟﺒﺔ إذا ﻛﺎن‪:‬‬ ‫ﻧﺴﺘﻨﺘﺞ أن‬
‫‪ax + b‬‬
‫∞‪−‬‬ ‫∞‪+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪b‬‬ ‫‪‬‬ ‫‪a‬‬ ‫‪‬‬
‫‪x‬‬ ‫‪−‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪0‬‬
‫‪a‬‬
‫‪+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻧﻠﺨﺺ اﻟﻨﺘﺎﺋﺞ ﰲ ﺟﺪول اﻹﺷﺎرة اﳌﻘﺎﺑﻞ‪:‬‬
‫إﺷﺎرة ‪ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﻜﺲ إﺷﺎرة ‪a‬‬ ‫إﺷﺎرة ‪a‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻧﻌﻜﺲ ﻛﻞ اﻟﺪراﺳﺔ**‬ ‫ﻣﻼﺣﻈﺔ‪ :‬ﰲ ﺣﺎﻟﺔ‬
‫‪a≺0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﺒﺎرﺗﺎن ﺟﱪﻳﺘﺎن‬ ‫‪B x‬‬ ‫) ( ‪ ( ) :‬و) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪A x‬‬ ‫) (‬
‫‪A x ⋅B x ≤ 0‬‬ ‫‪ .4‬ﻣﱰاﺟﺤﺔ ﺟﺪاء‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬ﺣﻞ ﻣﺘﺮاﺟﺤﺎت ﻋﻠﻰ ﺷﻜﻞ‬
‫) (‬ ‫ﻧﺪرس إﺷﺎرة اﳉﺪاء ) (‬ ‫) (‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺟﺪاء ﻋﺒﺎرات ﺟﺒﺮﻳﺔ )‪10‬د(‬ ‫ﺑﺎﻻﻋﺘﻤﺎد‬
‫‪A x ⋅B x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪A x ⋅B x ≤ 0‬‬ ‫ﳊﻞ ﻣﱰاﺟﺤﺔ ﻣﻦ اﻟﺸﻜﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬
‫‪2 − 5x 1 − x ≥ 0‬‬ ‫()‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻋﻠﻰ ﻗﻮاﻋﺪ اﻹﺷﺎرة وﻓﻖ ﺟﺪول اﻹﺷﺎرات‪ .‬ﻣﺜﻼ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) ( ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪A x‬‬
‫‪ .5‬ﻣﱰاﺟﺤﺔ ﺣﺎﺻﻞ ﻗﺴﻤﺔ‬ ‫‪≤0‬‬
‫ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﻋﺒﺎرات ﺟﺒﺮﻳﺔ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫‪ /8‬ﺣﻞ ﻣﺘﺮاﺟﺤﺎت ﻋﻠﻰ ﺷﻜﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪B x‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪A x‬‬ ‫ﳊﻞ ﻣﱰاﺟﺤﺔ ﻣﻦ اﻟﺸﻜﻞ ) ( ﻧﻌﺘﻤﺪ ﻋﻠﻰ دراﺳﺔ إﺷﺎرة ) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪A x‬‬
‫‪B x ≠0‬‬ ‫) (‬ ‫ﻣﻊ‬ ‫‪≤0‬‬
‫) (‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪B x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪B x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x +4‬‬
‫‪≤0‬‬ ‫ﻣﻊ اﻟﻌﻠﻢ أن إﺷﺎرة ﺣﺎﺻﻞ اﻟﻘﺴﻤﺔ ﻧﻔﺴﻬﺎ إﺷﺎرة اﳉﺪاء‪ .‬ﻣﺜﺎل‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x +2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ ZòÄyýß‬ﰲ ﺣﻞ ﻣﱰاﺟﺤﺎت ﻋﻠﻰ ﺷﻜﻞ ﺣﺎﺻﻞ ﻗﺴﻤﺔ أو ﺟﺪاء ﻋﺒﺎرات ﺟﱪﻳﺔ‪ ،‬ﻧﻌﺘﻤﺪ ﻋﻠﻰ ﺟﺪول‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﺷﺎرة اﳌﺮﻛﺐ ﺑﲔ اﻟﻌﺒﺎرﺗﲔ‪ .‬وﻧﺄﺧﺬ دراﺳﺔ اﻷﻣﺜﻠﺔ اﻟﺴﺎﺑﻘﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫ﺗﻘﻴﻴﻢ ‪ -‬ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪......................................................................................................................‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻓﻴﻔﺮي ‪2010‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪41‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ء‬ ‫‪ :6‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ــﺪة‪ 2 :‬ﺳـ ـ ـ ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﻣﺆﺷﺮات ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫ﺧﻮاص اﻟﻮﺳﻂ اﻟﺤﺴﺎﺑﻲ واﺳﺘﻌﻤﺎﻟﻬﺎ ودراﺳﺔ ﻣﺨﺘﻠﻒ ﻣﺆﺷﺮات اﻟﻤﻮﻗﻊ‪) .‬اﻟﻤﻨﻮال‪ ،‬اﻟﻤﺪى‪ ،‬اﻟﻮﺳﻴﻂ(‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪/1‬ﺗﺬﻛﻴﺮ )‪ 5‬د( ﺑﺎﻟﺪرس‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﺑﺎﻟﺪرس اﻟﺴﺎﺑﻖ؟‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫اﻟﻤﺎﺿﻲ‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -‬ﺗﺬﻛﲑ ﺑﺎﻟﺘﻮزﻳﻌﺎت اﻟﺘﻜﺮارﻳﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫رح(‬ ‫ط)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫ﰲ إﻃﺎر اﳌﺘﺎﺑﻌﺔ اﻟﺼﺤﻴﺔ ﻟﻠﺘﻼﻣﻴﺬ‪ ،‬أﺣﺼﺖ اﻟﻠﺠﻨﺔ اﳌﻜﻠﻔﺔ ﻗﺎﻣﺎت ﺗﻼﻣﻴﺬ ﻗﺴﻢ اﻟﺴﻨﺔ اﻷوﱃ ﻓﻜﺎﻧﺖ اﻟﻨﺘﺎﺋﺞ اﳌﻮاﻟﻴﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻘﺎﻣﺎت )‪(Cm‬‬ ‫‪160‬‬ ‫‪161‬‬ ‫‪163‬‬ ‫‪165‬‬ ‫‪169‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪170‬‬ ‫‪171‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬ﺧﻮاص اﻟﻮﺳﻂ ودراﺳﺔ ﻣﺨﺘﻠﻒ‬

‫ﻋﺪد اﻟﻄﻼب‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪1‬‬ ‫‪3‬‬
‫ﻣﺆﺷﺮات اﻟﻤﻮﻗﻊ )‪25‬د(‬

‫‪ .1‬ﺑﲔ ﻛﻞ ﻣﻦ‪ :‬ا‪‬ﺘﻤﻊ اﻹﺣﺼﺎﺋﻲ‪ ،‬اﳌﻴﺰة اﻹﺣﺼﺎﺋﻴﺔ وﻧﻮﻋﻬﺎ؟!‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬ﻣﺎ ﻫﻮ ﻣﻌﺪل ﻗﺎﻣﺎت اﻟﻄﻼب‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .3‬أﺣﺴﺐ ﺗﻮاﺗﺮ ﻛﻞ ﻗﺎﻣﺔ‪ ،‬وﲢﻘﻖ أن ﻣﻌﺪل ﻗﺎﻣﺎت اﻟﻄﻼب ﻫﻮ ﳎﻤﻮع ﺟﺪاء ﻛﻞ ﻗﻴﻤﺔ ﰲ ﺗﻮاﺗﺮﻫﺎ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﺧﻮاص اﻟﻮﺳﻂ اﻟﺤﺴﺎﺑﻲ‪ ،‬اﻟﻮﺳﻴﻂ واﻟﻤﺪى‪ ،‬اﻟﻤﻨﻮال‪ ،‬وﺗﻘﻴﺪ ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ﻓﻲ ﻓﺌﺎت‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .4‬ﻣﺎ ﻫﻲ اﻟﻘﺎﻣﺔ اﻟﱵ ﺗﻜﺮرت أﻛﺜﺮ؟ وﻣﺎ اﻟﻔﺮق ﺑﲔ أﻛﱪ ﻗﺎﻣﺔ وأﺻﻐﺮ ﻗﺎﻣﺔ ﻟﻠﻄﻼب؟‬
‫‪ .5‬ﻣﺎ ﻫﻲ اﻟﻘﺎﻣﺔ اﻟﱵ ﲡﺰئ اﻟﻘﺎﻣﺎت إﱃ ﺟﺰﺋﲔ ﻣﻦ ﻧﻔﺲ اﻟﺘﻜﺮارات؟‬
‫ٍ‬
‫ﻋﻨﺪﺋﺬ ﻣﻌﺪل ﻗﺎﻣﺎت اﻟﻄﻼب؟‬ ‫‪ .6‬ﺑﻮب ﻣﻌﻄﻴﺎت ﻫﺬا اﳉﺪول ﰲ ﻓﺌﺎت ﻃﻮل ّﻛﻞ ﻣﻨﻬﺎ ‪ ،4‬وأﺣﺴﺐ‬

‫@@‬
‫‪ /3‬اﻟﻮﺳﻂ وﻗﺎﻧﻮن اﻟﺤﺴﺎب‪،‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺨﺘﻠﻒ اﻟﺨﻮاص )‪(15‬‬

‫……………………………‬ ‫‪:‬‬ ‫‪ |1.3‬ا "! ا‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺳﻂ ﺳﻠﺴﺔ إﺣﺼﺎﺋﻴﺔ وﻧﺮﻣﺰ إﻟﻴﻪ ﺑﺎﻟﺮﻣﺰ ‪ x‬ﻟﻠﻘﻴﻢ ‪ x 1 , x 2 , x 3 ......., x k‬اﻟﱵ ﺗﻜﺮارا‪‬ﺎ ﻋﻠﻰ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪n1x 1 + n 2 x 2 + n 3 x 3 + ....... + n k x k‬‬
‫=‬ ‫اﻟﱰﺗﻴﺐ ‪ n1 , n 2 , n 3 ......., n k‬ﻳﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x‬‬
‫‪n1 + n 2 + n 3 + ....... + n k‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﺮﻣﻴﺰ‪:‬‬
‫‪i =k‬‬
‫‪/4‬اﻟﺘﺮﻣﻴﺰ اﻟﺮﻳﺎﺿﻲ ﻟﻠﻮﺳﻂ وﻗﺎﻧﻮﻧﻪ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺮﻣﺰ ‪ ai‬ﻳﺪل ﻋﻠﻰ ا‪‬ﻤﻮع‪ . a1 + a2 + .... + ak :‬وﻳﻘﺮأ‪ :‬ﳎﻤﻮع اﻷﻋﺪاد ‪ ai‬ﻣﻦ ‪ i = 1‬إﱃ ‪. i = k‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫∑‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪i =1‬‬
‫‪i =k‬‬
‫)‪8‬د(‬

‫‪∑n x‬‬ ‫‪i‬‬ ‫‪i‬‬

‫‪x‬‬ ‫=‬ ‫‪i =1‬‬ ‫ﳝﻜﻦ ﻛﺘﺎﺑﺔ اﻟﻮﺳﻂ اﳊﺴﺎﰊ ‪ x‬ﻋﻠﻰ اﻟﺸﻜﻞ‪:‬‬
‫∑‬ ‫‪n‬‬ ‫‪i‬‬

‫ﻫﺎم‪ * :‬إذا ﻛﺎن اﻟﺴﻠﺴﻠﺔ ﻣﻨﻈﻤﺔ ﰲ ﺷﻜﻞ ﻓﺌﺎت ﺗﺆﺧﺬ ﻣﺮاﻛﺰ اﻟﻔﺌﺎت ﻛﻘﻴﻢ اﳌﺘﻐﲑ ‪. x i‬‬

‫‪:‬‬ ‫‪ & |2.3‬اص ا "! ا‬

‫‪…………………….……………………………………………………………......‬‬
‫• وﺳﻂ ﺳﻠﺴﺔ إﺣﺼﺎﺋﻴﺔ ﻣﻌﺮﻓﺔ ﺑﻘﻴﻢ ‪ x 1 , x 2 , x 3 ......., x k‬و ﺗﻮاﺗﺮا‪‬ﺎ ﻋﻠﻰ اﻟﱰﺗﻴﺐ ‪f 1 , f 2 , f 3 ......., f k‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /5‬ﺧﻮاص وﺗﻌﺎر ﻳﻒ اﻟﻮﺳﻂ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪n‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻳﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ‪ x = f 1x 1 + f 2 x 2 + f 3 x 3 + ....... + f k x k :‬ﻣﻊ اﻟﻌﻠﻢ أن‪f i = i :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪N‬‬
‫)‪15‬د(‬

‫• ﻋﻨﺪﻣﺎ ﻧﻀﻴﻒ ﻧﻔﺲ اﻟﻌﺪد ‪ a‬ﻟﻜﻞ ﻗﻴﻢ اﻟﻄﺒﻊ اﻹﺣﺼﺎﺋﻲ‪ ،‬ﻳﺰداد اﻟﻮﺳﻂ ﺑﺎﳌﻘﺪر ‪ a‬أي‪x + a = x + a :‬‬

‫• ﻋﻨﺪﻣﺎ ﻧﻀﺮب ﰲ ﻧﻔﺲ اﻟﻌﺪد ‪ a‬ﻛﻞ ﻗﻴﻢ اﻟﻄﺒﻊ اﻹﺣﺼﺎﺋﻲ‪ ،‬اﻟﻮﺳﻂ ﻳﻀﺮب ﰲ اﻟﻌﺪد ‪ a‬أي‪x × a = x × a :‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫إ‬ ‫‪ .1‬ؤ رات‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

‫‪ |3.3‬ا( ال‪-‬ا ‪ *+‬ا( ا ‪:‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﺴﻤﻲ ﻣﻨﻮاﻻً ﻟﺴﻠﺴﺔ ذات ﻣﺘﻐﲑ إﺣﺼﺎﺋﻲ ﻣﺘﻘﻄﻊ‪ ،‬اﻟﻘﻴﻤﺔ اﳌﻮاﻓﻘﺔ ﻷﻛﺒﺮ ﺗﻜﺮار وﻧﺮﻣﺰ ﻟﻪ ب‪. Mod :‬‬
‫‪ /6‬ﻣﺆﺷﺮات اﻟﻤﻮﻗﻊ وﻣﺆﺷﺮ‬

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‫اﻟﺘﺸﺘﺖ )اﻟﻤﺪى( )‪15‬د(‬
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‫ﻧﺴﻤﻰ ﻓﺌﺔ ﻣﻨﻮاﻟﻴﺔ ﻟﺴﻠﺴﺔ ذات ﻣﺘﻐﲑ إﺣﺼﺎﺋﻲ ﻣﺴﺘﻤﺮ‪ ،‬ﻛﻞ ﻓﺌﺔ ﻣﻮاﻓﻘﺔ ﻷﻛﱪ ﺗﻜﺮار‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻣﺜﺎل‪ :‬ﺗﻘﺪﱘ ﺟﺪول ﲟﺘﻐﲑ ﻣﺘﻘﻄﻊ ﰒ ﻣﺴﺘﻤﺮة‪.‬‬
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‫‪ |4.3‬ا " ــ!‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫اﻟﻮﺳﻴﻂ ﻳﺠﺰئ ﺳﻠﺴﺔ إﺣﺼﺎﺋﻴﺔ ﻣﺮﺗﺒﺔ ﺗﺮﺗﻴﺒﺎ ﺗﺼﺎﻋﺪﻳﺎ أو ﺗﻨﺎزﻟﻴﺎ إﻟﻰ ﺟﺰﺋﻴﻦ ﻟﻬﻤﺎ ﻧﻔﺲ اﻟﺘﻜﺮار‪.‬‬
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‫ﻟﺘﻜﻦ ﺳﻠﺴﺔ إﺣﺼﺎﺋﻴﺔ ذات ﻣﺘﻐﲑ ﻣﺘﻘﻄﻊ ﻣﺮﺗﺒﺔ ﺗﺮﺗﻴﺒﺎً ﺗﺼﺎﻋﺪﻳﺎ أو ﺗﻨﺎزﻟﻴﺎ‪ ،‬وﺗﻜﺮارﻫﺎ اﻟﻜﻠﻲ ‪. N‬‬
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‫‪ /7‬اﻟﻮﺳﻴﻂ وﺗﺮﻣﻴﺰﻩ‪ ،‬ﻃﺮﻳﻘﺔ اﻟﺘﻌﻴﻴﻦ‬
‫ﻧﺴﻤﻲ اﻟﻮﺳﻴﻂ ﳍﺬﻩ اﻟﺴﻠﺴﺔ اﻟﻌﺪد اﻟﺬي ﻧﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪ Med‬واﳌﻌﺮف ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ‪ N‬ﻓﺮدﻳﺎ أي ‪ N = 2 p + 1‬ﻓﺎن اﻟﻮﺳﻴﻂ ﻫﻮ اﻟﻘﻴﻤﺔ ذات اﻟﺮﺗﺒﺔ ‪. p + 1‬‬
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‫إذا ﻛﺎن ‪ N‬زوﺟﻴﺎ أي ‪ N = 2 p‬ﻓﺎن اﻟﻮﺳﻴﻂ ﻳﻜﻮن ﻧﺼﻒ ﳎﻤﻮع اﻟﻘﻴﻤﺘﲔ ذات اﻟﺮﺗﺐ ‪ p‬و ‪p + 1‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ‬
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‫‪: .‬‬ ‫‪ |5.3‬ا ‪/ 012‬ت ا‬
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‫اﻟﻤﺨﻄﻂ ﺑﺎﻷﻋﻤﺪة‪ :‬ﻳﺴﺘﻌﻤﻞ اﳌﺨﻄﻂ ﺑﺎﻷﻋﻤﺪة ﻟﺘﻤﺜﻴﻞ ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ذات ﻣﺘﻐﲑ ﻣﺘﻘﻄﻊ‪ ،‬ﺣﻴﺚ‬
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‫ﺗﻜﻮن ارﺗﻔﺎع اﻷﻋﻤﺪة ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﺗﻜﺮارات ﻛﻞ ﻗﻴﻤﺔ‪.‬‬
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‫‪ /8‬اﻟﻤﺨﻄﻂ ﺑﺎﻷﻋﻤﺪة واﻟﻤﺪرج‬
‫اﻟﺘﻜﺮاري‪ ،‬ﻃﺮﻳﻘﺔ اﻟﺮﺳﻢ )‪20‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻤﺪرﺟﺎت اﻟﺘﻜﺮارﻳﺔ‪ :‬ﻳﺴﺘﻌﻤﻞ اﳌﺪرج اﻟﺘﻜﺮاري ﻟﺘﻤﺜﻴﻞ ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ﻣﻨﻈﻤﺔ ﰲ ﺷﻜﻞ ﻓﺌﺎت‪ ،‬ﺣﻴﺚ‬
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‫ﺗﻜﻮن ﻣﺴﺎﺣﺔ اﳌﺴﺘﻄﻴﻼت ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﻃﻮل وﺗﻜﺮار ﻛﻞ ﻓﺌــﺔ‪.‬‬
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‫ﻃﺮﻳﻘﺔ اﻟﺘﻤﺜﻴﻞ‪:‬‬
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‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ 16 - 06 – 04 :‬اﻟﺼﻔﺤﺔ ‪175‬‬
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‫‪ 23- 20 – 19‬اﻟﺼﻔﺤﺔ ‪176‬‬
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‫‪Tous Droits réservés à Moumna Abdelkrim‬‬ ‫‪www.mathonec.com‬‬ ‫إ‬ ‫‪ .2‬ؤ رات‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻣﺎرس ‪2010‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪42‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ء‬ ‫‪ :6‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ــﺪة‪ 2 :‬ﺳ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺘﻤﺜﻴﻼت اﻟﺒﻴﺎﻧﻴﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬ ‫إﻧﺸﺎء ﺗﻤﺜﻴﻼت ﺑﻴﺎﻧﻴﺔ ﻟﺴﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ذات ﻣﻴﺰة إﺣﺼﺎﺋﻴﺔ ﻣﻨﻔﺼﻠﺔ أو ﻣﺴﺘﻤﺮة‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪/1‬ﺗﺬﻛﻴﺮ )‪ 5‬د( ﺑﻤﺨﺘﻠﻒ‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻫﻲ ﳐﺘﻠﻒ ﻣﺆﺷﺮات اﻟﺴﻠﺴﻠﺔ اﻹﺣﺼﺎﺋﻴﺔ؟‬
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‫‪-‬‬ ‫‪.1‬‬
‫ﻣﺆﺷﺮات اﻹﺣﺼﺎء‪.‬‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ -‬ﻣﻔﻬﻮم‪ :‬اﻟﻮﺳﻂ‪ ،‬اﻟﻮﺳﻴﻂ واﻟﻔﺌﺔ‪.....‬إﱁ‪...‬‬
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‫ﻧﺸﺎط ‪) 1‬ﻣﻘﺘﺮح(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﲢﺼﻞ ‪ 20‬ﺗﻠﻤﻴﺬاً ﻋﻠﻰ اﻟﻌﻼﻣﺎت اﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪10 ;16 ;8 ;12 ;10 ;8 ;12 ;12 ;16 ;14 ;8 ;10 ;10 ;14 ;10 ;12 ;8 ;12 ;10 ;16‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬ﻣﺜﻞ ﻫﺬﻩ اﻟﺴﻠﺴﺔ ﲟﺨﻄﻂ ﺑﺎﻷﻋﻤﺪة ﰒ أﻧﺸﺊ ﻣﻀﻠﻊ اﻟﺘﻜﺮارات‪.‬‬
‫‪ /2‬ﺗﻤﺜﻴﻞ ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ﺑﻤﻴﺰة إﺣﺼﺎﺋﻴﺔ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ .2‬ﻣﺜﻞ ﻫﺬﻩ اﻟﺴﻠﺴﻠﺔ ﲟﺨﻄﻂ داﺋﺮي‪.‬‬
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‫ﻣﺘﻘﻄﻌﺔ )‪20‬د(‬

‫اري‪:‬‬ ‫* ) إ'& ء ‪ ! " #$%‬ة و‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬ﺗﺮﺗﻴﺐ ﻗﻴﻢ اﻟﺴﻠﺴﻠﺔ وﺗﻠﺨﻴﺼﻬﺎ ﰲ ﺟﺪول‪.‬‬
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‫‪ .3‬رﺳﻢ ﳐﻄﻂ أﻋﻤﺪة ﺣﻴﺚ ﺗﻜﻮن أﻃﻮال اﻷﻋﻤﺪة ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﺗﻜﺮارا‪‬ﺎ ﺑﺴﻠﻢ رﺳﻢ اﺧﺘﻴﺎري‪.‬‬
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‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﻣﺨﺘﻠﻒ اﻟﺘﻤﺜﻴﻼت اﻟﺒﻴﺎﻧﻴﺔ ﻟﺴﻼﺳﺔ إﺣﺼﺎﺋﻴﺔ ﺑﻤﺘﻐﻴﺮات ﻣﻨﻔﺼﻠﺔ أو ﻣﺴﺘﻤﺮة وﻃﺮق اﻟﺘﻤﺜﻴﻞ‪.‬‬

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‫‪ .4‬اﻟﺘﻮﺻﻴﻞ ﺑﲔ رؤوس اﻷﻋﻤﺪة ﻳﻌﻄﻲ ﺧﻂ ﻣﻨﻜﺴﺮ ﻳﺪﻋﻰ‪ :‬اﳌﻀﻠﻊ اﻟﺘﻜﺮاري‪.‬‬
‫‪ .5‬اﻟﺘﻮﺻﻴﻞ ﺑﲔ رؤوس أﻋﻤﺪة اﻟﺘﻮاﺗﺮات ﻳﻌﻄﻲ ﻣﻀﻠﻊ اﻟﺘﻮاﺗﺮات‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﳐﻄﻂ اﻟﺘﻮاﺗﺮات ﻳﻜﻮن ﺑﺈﻧﺸﺎء أﻋﻤﺪة ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﺗﻮاﺗﺮات اﻟﻘﻴﻢ‪.‬‬
‫‪ /3‬اﻟﻤﺨﻄﻂ اﻟﺪاﺋﺮي‬ ‫ﻟﺘﻤﺜﻴﻞ ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ﺑﻤﺨﻄﻂ داﺋﺮي ﻧﻤﺜﻞ اﻟﻔﺌﺔ أو اﻟﻘﻴﻢ ﺑﺎﻟﻘﻄﺎع اﻟﺰاوي ﺣﺴﺐ ﺗﻜﺮاراﺗﻬﺎ وﻓﻖ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﻃﺮق اﻟﺘﻤﺜﻴﻞ )‪10‬د(‬ ‫اﻟﺴﻠﻢ اﻵﺗﻲ‪ N) 360° → N :‬ﻳﻤﺜﻞ ﻣﺠﻤﻮع اﻟﺘﻜﺮ‬
‫……………………………ارات اﻟﻜﻠﻲ(‪.‬‬
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‫ﻧﺸﺎط ‪) 2‬ﻣﻘﺘﺮح(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﺳﺠﻞ رادار ﺳﺮﻋﺎت ‪ 117‬ﺳﻴﺎرة اﳌﺒﻴﻨﻴﺔ ﰲ اﳉﺪول اﳌﻮاﱄ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺴﺮﻋﺔ‬ ‫‪0;30‬‬ ‫‪30; 45‬‬ ‫[‬ ‫[ [‬
‫‪45; 60 60;120‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫[ [‬ ‫[ [‬ ‫[‬
‫‪ /4‬ﺗﻤﺜﻴﻞ ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ﺑﻤﺘﻐﻴﺮ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﺪد اﻟﺴﻴﺎرات‬ ‫‪40‬‬ ‫‪30‬‬ ‫‪35‬‬ ‫‪12‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺴﺘﻤﺮ )‪20‬د(‬

‫ﻃﻮل اﻟﻔﺌﺔ‬
‫ﻣﺮﻛﺰ اﻟﻔﺌﺔ‬
‫‪ .1‬أﻛﻤﻞ اﳉﺪول اﻟﺴﺎﺑﻖ‪ .‬ﻛﻞ اﻟﻔﺌﺎت ﻣﺘﺴﺎوﻳﺔ اﻟﻄﻮل؟‬
‫‪ .2‬ﻣﺜﻞ ﻫﺬﻩ اﻟﺴﻠﺴﻠﺔ ﲟﺪرج ﺗﻜﺮاري‪.‬‬
‫‪…………………….……………………………………………………………......‬‬
‫اري‪:‬‬ ‫* ) إ'& ء ‪ ! " #$%‬ة و‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /5‬ﻃﺮق اﻟﺘﻤﺜﻴﻞ واﺧﺘﻴﺎر ﺳﻠﻢ‬

‫‪ .1‬ﳔﺘﺎر ﺳﻠﻢ اﻟﺮﺳﻢ ﻟﻠﺘﻜﺮارات وﻃﻮل اﻟﻔﺌﺎت ﺣﺴﺐ ﻗﻴﻤﺔ اﻟﻘﻴﻢ‪.‬‬

‫ﻣﻨﺎﺳﺐ ﻟﻠﺮﺳﻢ )‪10‬د(‬

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‫‪ .2‬ﲢﺪﻳﺪ ﻋﻠﻰ ﻣﻌﻠﻢ ﻣﺘﻌﺎﻣﺪ وﻣﺘﺠﺎﻧﺲ اﻟﻘﻴﻢ ﻋﻠﻰ ﳏﻮر اﻟﻔﻮاﺻﻞ وﺗﻜﺮارا‪‬ﺎ ﻋﻠﻰ ﳏﻮر اﻟﱰاﺗﻴﺐ‪.‬‬
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‫‪ .3‬ﻧﺮﺳﻢ ﻣﺴﺘﻄﻴﻼت ﻣﺴﺘﻤﺮة وﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﻗﻴﻢ ﻃﻮل اﻟﻔﺌﺎت ﺑﺎﻟﱰﺗﻴﺐ وﺗﻜﺮارا‪‬ﺎ‪.‬‬

‫ﻛﻞ ﻓﺌﺔ ﲟﺴﺘﻄﻴﻞ‪ ،‬ﺑﻌﺪاﻩ ﳘﺎ ﻣﺪى اﻟﻔﺌﺔ وﺗﻜﺮارﻫﺎ‪.‬‬
‫‪ .4‬ﲤﺜﻞ ﺗﻜﺮار ّ‬

‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ 23 - 21 – 20 :‬اﻟﺼﻔﺤﺔ ‪176‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫تا‬ ‫‪.1‬ا‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪ /3.3‬ا‪ 0‬ال‪-‬ا ‪ 23‬ا‪ 0‬ا ‪:‬‬

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‫ﻧﺴﻤﻲ ﻣﻨﻮاﻻً ﻟﺴﻠﺴﺔ ذات ﻣﺘﻐﲑ إﺣﺼﺎﺋﻲ ﻣﺘﻘﻄﻊ‪ ،‬اﻟﻘﻴﻤﺔ اﳌﻮاﻓﻘﺔ ﻷﻛﺒﺮ ﺗﻜﺮار وﻧﺮﻣﺰ ﻟﻪ ب‪. Mod :‬‬
‫‪ /6‬ﻣﺆﺷﺮات اﻟﻤﻮﻗﻊ وﻣﺆﺷﺮ‬
‫اﻟﺘﺸﺘﺖ )اﻟﻤﺪى( )‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻧﺴﻤﻰ ﻓﺌﺔ ﻣﻨﻮاﻟﻴﺔ ﻟﺴﻠﺴﺔ ذات ﻣﺘﻐﲑ إﺣﺼﺎﺋﻲ ﻣﺴﺘﻤﺮ‪ ،‬ﻛﻞ ﻓﺌﺔ ﻣﻮاﻓﻘﺔ ﻷﻛﱪ ﺗﻜﺮار‪.‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪ :‬ﺗﻘﺪﱘ ﺟﺪول ﲟﺘﻐﲑ ﻣﺘﻘﻄﻊ ﰒ ﻣﺴﺘﻤﺮة‪.‬‬
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‫‪ /4.3‬ا ﺳ ــ‪:#‬‬
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‫اﻟﻮﺳﻴﻂ ﻳﺠﺰئ ﺳﻠﺴﺔ إﺣﺼﺎﺋﻴﺔ ﻣﺮﺗﺒﺔ ﺗﺮﺗﻴﺒﺎ ﺗﺼﺎﻋﺪﻳﺎ أو ﺗﻨﺎزﻟﻴﺎ إﻟﻰ ﺟﺰﺋﻴﻦ ﻟﻬﻤﺎ ﻧﻔﺲ اﻟﺘﻜﺮار‪.‬‬
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‫ﻟﺘﻜﻦ ﺳﻠﺴﺔ إﺣﺼﺎﺋﻴﺔ ذات ﻣﺘﻐﲑ ﻣﺘﻘﻄﻊ ﻣﺮﺗﺒﺔ ﺗﺮﺗﻴﺒﺎً ﺗﺼﺎﻋﺪﻳﺎ أو ﺗﻨﺎزﻟﻴﺎ‪ ،‬وﺗﻜﺮارﻫﺎ اﻟﻜﻠﻲ ‪. N‬‬
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‫‪ /7‬اﻟﻮﺳﻴﻂ وﺗﺮﻣﻴﺰﻩ‪ ،‬ﻃﺮﻳﻘﺔ اﻟﺘﻌﻴﻴﻦ‬ ‫ﻧﺴﻤﻲ اﻟﻮﺳﻴﻂ ﳍﺬﻩ اﻟﺴﻠﺴﺔ اﻟﻌﺪد اﻟﺬي ﻧﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪ Med‬واﳌﻌﺮف ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
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‫)‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ‪ N‬ﻓﺮدﻳﺎ أي ‪ N = 2 p + 1‬ﻓﺎن اﻟﻮﺳﻴﻂ ﻫﻮ اﻟﻘﻴﻤﺔ ذات اﻟﺮﺗﺒﺔ ‪. p + 1‬‬
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‫إذا ﻛﺎن ‪ N‬زوﺟﻴﺎ أي ‪ N = 2 p‬ﻓﺎن اﻟﻮﺳﻴﻂ ﻳﻜﻮن ﻧﺼﻒ ﳎﻤﻮع اﻟﻘﻴﻤﺘﲔ ذات اﻟﺮﺗﺐ ‪ p‬و ‪p + 1‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ‬
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‫' ‪:‬‬ ‫‪ /5.3‬ا ‪7 8 9‬ت ا‬
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‫دة ﻳﺴﺘﻌﻤﻞ اﳌﺨﻄﻂ ﺑﺎﻷﻋﻤﺪة ﻟﺘﻤﺜﻴﻞ ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ذات ﻣﺘﻐﲑ ﻣﺘﻘﻄﻊ‪ ،‬ﺣﻴﺚ ﺗﻜﻮن‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ا طط‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ارﺗﻔﺎع اﻷﻋﻤﺪة ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﺗﻜﺮارات ﻛﻞ ﻗﻴﻤﺔ‪.‬‬
‫‪ /8‬اﻟﻤﺨﻄﻂ ﺑﺎﻷﻋﻤﺪة واﻟﻤﺪرج‬
‫اﻟﺘﻜﺮاري‪ ،‬ﻃﺮﻳﻘﺔ اﻟﺮﺳﻢ )‪20‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ا در ت ا رار ‪ :‬ﻳﺴﺘﻌﻤﻞ اﳌﺪرج اﻟﺘﻜﺮاري ﻟﺘﻤﺜﻴﻞ ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ﻣﻨﻈﻤﺔ ﰲ ﺷﻜﻞ ﻓﺌﺎت‪ ،‬ﺣﻴﺚ‬
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‫ﺗﻜﻮن ﻣﺴﺎﺣﺔ اﳌﺴﺘﻄﻴﻼت ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﻃﻮل وﺗﻜﺮار ﻛﻞ ﻓﺌــﺔ‪.‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫طر ا ل‪:‬‬
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‫ﺗﻘﻴﻴﻢ ‪ -‬ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪43‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا‬ ‫وا‬ ‫با ّ‬ ‫‪ :7‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﻣﻔﻬﻮم اﻟﺸﻌﺎع وﺗﺴﺎوي ﺷﻌﺎﻋﻴﻦ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ك‪.‬م ‪ +‬ﺟﻬﺎز اﻟﻌﺮض‬ ‫ﻣﻌﻨﻰ ﺷﻌﺎع‪ ،‬اﻟﺘﺮﻣﻴﺰ‪ ،‬اﻟﺘﻌﺮف ﻋﻠﻰ ﺗﺴﺎوي ﺷﻌﺎﻋﻴﻦ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
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‫‪/1‬ﺗﺬﻛﻴﺮ )‪ 5‬د( ﺑﻤﻔﻬﻮم ﺷﻌﺎع‬ ‫(‬ ‫)‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﰲ ﻣﻌﻠﻢ ﻟﻠﻤﺴﺘﻮى ‪ o , i , j‬ﻣﺎ ﻣﻌﲎ‪ i :‬و ‪ j‬؟‬
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‫‪-‬‬ ‫‪.1‬‬
‫ورﻣﺰﻩ‬
‫‪ -‬ﻣﺎ ﻫﻮ اﻟﺸﻌﺎع؟‬
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‫‪(252‬‬ ‫ط)‪ 01‬ا‬
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‫‪.2‬‬
‫‪ /2‬ﻣﻔﻬﻮم ﺷﻌﺎع‪ ،‬ﺗﺮﻣﻴﺰ وﺷﺮط‬
‫‪ .1‬دراﺳﺔ ﳐﺘﻠﻒ اﻷﺷﻜﺎل ﻟﺸﻌﺎﻋﲔ‪.‬‬
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‫ﺗﺴﺎوي ﺷﻌﺎﻋﻴﻦ )‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬ﺗﺴﺎوي ﺷﻌﺎﻋﲔ واﻟﺸﺮوط اﻷﺳﺎﺳﻴﺔ‪.‬‬
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‫@@‬
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‫ع‪(( )) :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ % .1‬م ا‬
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‫ﺑﺎﻟﺮﻣﺰ ‪ AB‬أو ‪v‬‬ ‫(‬ ‫)‬
‫ﻟﺘﻜﻦ ‪ A‬و ‪ B‬ﻧﻘﻄﺘﲔ ﻣﻦ اﳌﺴﺘﻮى‪ .‬ﻧﻘﻮل أن اﻟﺜﻨﺎﺋﻴﺔ ‪ A ; B‬ﺗﻌﲔ ﺷﻌﺎﻋﺎ ﻧﺮﻣﺰ ﻟﻪ ّ‬
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‫‪ /3‬ﺗﻌﺮﻳﻒ اﻟﺸﻌﺎع واﻟﺘﺮﻣﻴﺰ‪ ،‬ﻣﻔﻬﻮم ﻃﺎوﻟﺔ ﺷﻌﺎع‬

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‫إذا اﻧﻄﺒﻘﺖ اﻟﻨﻘﻄﺔ ‪ A‬ﻋﻠﻰ ‪ B‬ﻓﺎن اﻟﺸﻌﺎع ‪ AB‬ﻳﺼﺒﺢ ﻣﻌﺪوم وﻧﻜﺘﺐ‪AA = v = 0 :‬‬
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‫واﻟﺸﻌﺎع اﻟﻤﻌﺪوم )‪10‬د(‬

‫ﻳﺴﻤﻰ ﻃﻮل اﻟﻘﻄﻌﺔ اﳌﺴﺘﻘﻴﻤﺔ ] ‪ [ AB‬ﻃﻮﻳﻠﺔ اﻟﺸﻌﺎع ‪ AB‬وﻧﻜﺘﺐ‪AB = AB :‬‬

‫إذا ﻛﺎن ‪ AB‬ﺷﻌﺎﻋﺎً ﻏﲑ ﻣﻌﺪوم ﻓﺎن اﳌﻨﺤﲎ ﻫﺬا اﻟﺸﻌﺎع ﻫﻮ ﻣﻨﺤﲎ اﳌﺴﺘﻘﻴﻢ ) ‪. ( AB‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﻣﻔﻬﻮم اﻻﺷﻌﺔ ودراﺳﺔ ﺧﻮاﺻﻬﺎ‪ ،‬ﺗﺮﻣﻴﺰ وﺗﺴﺎوي ﺷﻌﺎﻋﻴﻦ ﻓﻲ اﻟﻤﺴﺘﻮى‬

‫ﻫﺎم‪ :‬ﻟﻴﺲ ﻟﻠﺸﻌﺎع اﳌﻌﺪوم ﻣﻨﺤﲎ‪.‬‬

‫‪V‬‬ ‫‪B‬‬
‫‪A‬‬
‫‪v = AB‬‬
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‫‪ ) .2‬وي ‪:. ,‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫) (‪: 2‬‬
‫‪ /4‬ﺷﺮوط ﺗﺴﺎوي ﺷﻌﺎﻋﻴﻦ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻳﺘﺴﺎوى ﺷﻌﺎﻋﲔ إذا وﻓﻘﻂ إذا ﻛﺎن ﳍﻤﺎ ﻧﻔﺲ اﳌﻨﺤﲎ واﻻﲡﺎﻩ وﻧﻔﺲ اﻟﻄﻮﻳﻠﺔ‪.‬‬
‫وﺗﻤﺜﻴﻠﻬﻤﺎ )‪7‬د(‬

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‫‪D‬‬ ‫‪B‬‬
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‫ﻣﺜﺎل‪:‬‬
‫‪v‬‬ ‫=‬ ‫‪AB‬‬ ‫=‬ ‫‪CD‬‬ ‫=‬ ‫‪EF‬‬
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‫‪D‬‬ ‫‪E‬‬
‫‪I‬‬ ‫‪B‬‬
‫‪C‬‬ ‫‪: / 0‬ﻣﻦ أﺟﻞ ﻛﻞ أرﺑﻊ ﻧﻘﻂ ‪ D ، C ، B ، A‬ﻣﻦ اﳌﺴﺘﻮى ﻟﺪﻳﻨﺎ‪:‬‬
‫‪/5‬ﺧﺎﺻﻴﺔ ﺷﻌﺎﻋﻴﻦ ﻣﺘﺴﺎوﻳﻦ ﻓﻲ‬

‫‪A‬‬
‫‪ AB = CD‬ﻣﻌﻨﺎﻩ ] ‪ [ AD‬و ] ‪ [ BC‬ﳍﻤﺎ ﻧﻔﺲ اﻟﻤﻨﺘﺼﻒ‪.‬‬
‫اﻟﻤﺴﺘﻮى )‪7‬د(‬

‫‪D‬‬
‫‪I‬‬ ‫‪C‬‬
‫‪B‬‬
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‫‪A‬‬
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‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ 27 :‬اﻟﺼﻔﺤﺔ ‪274‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫ن‬ ‫وي‬ ‫عو‬ ‫وم‬ ‫‪.1‬‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪ /3.3‬ا‪ 4‬ال‪-‬ا ‪ 6%‬ا‪ 4‬ا ‪:‬‬

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‫ﻧﺴﻤﻲ ﻣﻨﻮاﻻً ﻟﺴﻠﺴﺔ ذات ﻣﺘﻐﲑ إﺣﺼﺎﺋﻲ ﻣﺘﻘﻄﻊ‪ ،‬اﻟﻘﻴﻤﺔ اﳌﻮاﻓﻘﺔ ﻷﻛﺒﺮ ﺗﻜﺮار وﻧﺮﻣﺰ ﻟﻪ ب‪. Mod :‬‬
‫‪ /6‬ﻣﺆﺷﺮات اﻟﻤﻮﻗﻊ وﻣﺆﺷﺮ‬
‫اﻟﺘﺸﺘﺖ )اﻟﻤﺪى( )‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻧﺴﻤﻰ ﻓﺌﺔ ﻣﻨﻮاﻟﻴﺔ ﻟﺴﻠﺴﺔ ذات ﻣﺘﻐﲑ إﺣﺼﺎﺋﻲ ﻣﺴﺘﻤﺮ‪ ،‬ﻛﻞ ﻓﺌﺔ ﻣﻮاﻓﻘﺔ ﻷﻛﱪ ﺗﻜﺮار‪.‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪ :‬ﺗﻘﺪﱘ ﺟﺪول ﲟﺘﻐﲑ ﻣﺘﻘﻄﻊ ﰒ ﻣﺴﺘﻤﺮة‪.‬‬
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‫ــ‪:8‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ /4.3‬ا‬
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‫اﻟﻮﺳﻴﻂ ﻳﺠﺰئ ﺳﻠﺴﺔ إﺣﺼﺎﺋﻴﺔ ﻣﺮﺗﺒﺔ ﺗﺮﺗﻴﺒﺎ ﺗﺼﺎﻋﺪﻳﺎ أو ﺗﻨﺎزﻟﻴﺎ إﻟﻰ ﺟﺰﺋﻴﻦ ﻟﻬﻤﺎ ﻧﻔﺲ اﻟﺘﻜﺮار‪.‬‬
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‫ﻟﺘﻜﻦ ﺳﻠﺴﺔ إﺣﺼﺎﺋﻴﺔ ذات ﻣﺘﻐﲑ ﻣﺘﻘﻄﻊ ﻣﺮﺗﺒﺔ ﺗﺮﺗﻴﺒﺎً ﺗﺼﺎﻋﺪﻳﺎ أو ﺗﻨﺎزﻟﻴﺎ‪ ،‬وﺗﻜﺮارﻫﺎ اﻟﻜﻠﻲ ‪. N‬‬
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‫‪ /7‬اﻟﻮﺳﻴﻂ وﺗﺮﻣﻴﺰﻩ‪ ،‬ﻃﺮﻳﻘﺔ اﻟﺘﻌﻴﻴﻦ‬ ‫ﻧﺴﻤﻲ اﻟﻮﺳﻴﻂ ﳍﺬﻩ اﻟﺴﻠﺴﺔ اﻟﻌﺪد اﻟﺬي ﻧﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪ Med‬واﳌﻌﺮف ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
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‫)‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ‪ N‬ﻓﺮدﻳﺎ أي ‪ N = 2 p + 1‬ﻓﺎن اﻟﻮﺳﻴﻂ ﻫﻮ اﻟﻘﻴﻤﺔ ذات اﻟﺮﺗﺒﺔ ‪. p + 1‬‬
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‫إذا ﻛﺎن ‪ N‬زوﺟﻴﺎ أي ‪ N = 2 p‬ﻓﺎن اﻟﻮﺳﻴﻂ ﻳﻜﻮن ﻧﺼﻒ ﳎﻤﻮع اﻟﻘﻴﻤﺘﲔ ذات اﻟﺮﺗﺐ ‪ p‬و ‪p + 1‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ‬
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‫‪: 0‬‬ ‫‪ /5.3‬ا <; ‪:‬ت ا‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫دة ﻳﺴﺘﻌﻤﻞ اﳌﺨﻄﻂ ﺑﺎﻷﻋﻤﺪة ﻟﺘﻤﺜﻴﻞ ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ذات ﻣﺘﻐﲑ ﻣﺘﻘﻄﻊ‪ ،‬ﺣﻴﺚ ﺗﻜﻮن‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ا طط‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ارﺗﻔﺎع اﻷﻋﻤﺪة ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﺗﻜﺮارات ﻛﻞ ﻗﻴﻤﺔ‪.‬‬
‫‪ /8‬اﻟﻤﺨﻄﻂ ﺑﺎﻷﻋﻤﺪة واﻟﻤﺪرج‬
‫اﻟﺘﻜﺮاري‪ ،‬ﻃﺮﻳﻘﺔ اﻟﺮﺳﻢ )‪20‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ا در ت ا رار ‪ :‬ﻳﺴﺘﻌﻤﻞ اﳌﺪرج اﻟﺘﻜﺮاري ﻟﺘﻤﺜﻴﻞ ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ﻣﻨﻈﻤﺔ ﰲ ﺷﻜﻞ ﻓﺌﺎت‪ ،‬ﺣﻴﺚ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﺗﻜﻮن ﻣﺴﺎﺣﺔ اﳌﺴﺘﻄﻴﻼت ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﻃﻮل وﺗﻜﺮار ﻛﻞ ﻓﺌــﺔ‪.‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫طر ا ل‪:‬‬
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‫ﺗﻘﻴﻴﻢ ‪ -‬ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪44‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا‬ ‫وا‬ ‫با ّ‬ ‫‪ :7‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﻣﺠﻤﻮع ﺷﻌﺎﻋﻴﻦ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ك‪.‬م ‪ +‬ﺟﻬﺎز اﻟﻌﺮض‬ ‫اﻟﺘﻌﺮف ﻋﻠﻰ ﻣﺠﻤﻮع ﺷﻌﺎﻋﻴﻦ وإﻧﺸﺎؤﻩ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ )‪ 5‬د( ﺑﺎﻟﺪرس اﻟﻤﺎﺿﻲ‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﺑﺎﻟﺪرس اﳌﺎﺿﻲ؟ ﻣﻔﻬﻮم ﺷﻌﺎع وﻃﻮﻳﻠﺔ ﺷﻌﺎع‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫‪/‬ﻃﻮﻳﻠﺔ ﺷﻌﺎع‪/‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(252‬‬ ‫ط)‪ 02‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬رﺳﻢ ﺷﻌﺎﻋﲔ ﺑﺘﻐﲑ ﻣﺒﺪأﻳﻬﻤﺎ دون ﺗﻐﻴﲑ اﻟﺸﻌﺎﻋﲔ )ﺗﻐﻴﲑ اﳌﻮﺿﻊ(‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬ﺟﻤﻊ ﺷﻌﺎﻋﻴﻦ أو أﻛﺜﺮ‪ .‬ﻋﻼﻗﺔ‬
‫ﺷﺎل )‪10‬د(‬ ‫‪ .2‬دراﺳﺔ ﳎﻤﻮع ﺷﻌﺎﻋﲔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .3‬اﺳﺘﺨﺮاج ﻋﻼﻗﺔ ﺷﺎل‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫@@‬

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‫‪u‬‬ ‫‪:3# $ .1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /3‬ﻣﺠﻤﻮع ﺷﻌﺎﻋﻴﻦ واﻟﺘﻤﺜﻴﻞ‬ ‫‪v‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻬﻨﺪﺳﻲ اﻟﻤﺮاﻓﻖ )‪7‬د(‬
‫‪B‬‬ ‫ﳎﻤﻮع ﺷﻌﺎﻋﲔ ‪ v‬و ‪ u‬ﻫﻮ اﻟﺸﻌﺎع ‪ v + u‬واﳌﻌﺮف ﻛﻤﺎ ﻳﺄﰐ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﻔﺮض ﻧﻘﻄﺔ ‪ A‬وﻧﻘﻄﺔ ‪ B‬ﺣﻴﺚ ‪ u = AB‬وﻧﻘﻄﺔ ‪ C‬ﺣﻴﺚ ‪v = BC‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪A‬‬ ‫‪A‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪v +u‬‬
‫ﻋﻨﺪﺋﺬ ﺗﺘﺤﺼﻞ ‪v + u = AC‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﻘﺪرة ﻋﻠﻰ ﺗﺠﻤﻴﻊ ﺷﻌﺎﻋﻴﻦ وﻛﺬا ﺗﻤﺜﻴﻠﻬﻤﺎ ﻫﻨﺪﺳﻴﺎ‪ ،‬ﻣﻌﺮﻓﺔ ﻋﻼﻗﺔ ﺷﺎل واﻟﺸﻌﺎﻋﺎن اﻟﻤﺘﻌﺎﻛﺴﺎن‪.‬‬

‫‪ ) *+‬ل‪:‬‬ ‫‪.2‬‬
‫‪ /4‬ﻋﻼﻗﺔ ﺷﺎل وﺧﻮاص ﺗﺠﻤﻴﻊ ﺷﻌﺎﻋﻴﻦ ﻓﻲ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.‬‬ ‫…………………………… ‪ A B + B C‬وﺗﺴﻤﻰ‬
‫ﻋﻼﻗﺔ ﺷﺎل‬ ‫ﻛﻞ ﺛﻼث ﻧﻘﻂ ﻣﻦ اﳌﺴﺘﻮى ‪ C ، B ، A‬ﺗﻌﻄﻲ اﻟﻌﻼﻗﺔ ‪= AC‬‬
‫ﻣﺘﻮازي أﺿﻼع ‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻛﻞ ﺷﻌﺎﻋﲔ ﻣﻦ ﻧﻔﺲ اﳌﺒﺪأ ‪ u‬و ‪ v‬ﻣﺜﻼُ‪ u = AB :‬و ‪ v = AC‬ﻓﺈن ﳎﻤﻮﻋﻬﻤﺎ ‪ v + u‬ﻫﻮ ‪A D‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪B‬‬ ‫ﺣﻴﺚ ‪ ABCD‬ﻣﺘﻮازي أﺿﻼع‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪D‬‬ ‫‪v +u‬‬ ‫‪u‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪A‬‬
‫‪A‬‬
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‫وﻣﻨﻪ إذا ﻛﺎن ‪ ABCD‬ﻣﺘﻮازي أﺿﻼع ﻓﺈن‪AB + AC = AD :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪C v‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ن ا‪ - .‬ن‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .3‬ا‬
‫ﻛﻞ ﻧﻘﻄﺘﲔ ‪ B ، A‬ﻣﻦ اﳌﺴﺘﻮى ﻓﺈن‪A B + B A = AA = 0 :‬‬
‫ﻣﻦ أﺟﻞ ّ‬
‫‪ /5‬ﻣﻔﻬﻮم اﻟﺸﻌﺎﻋﺎن اﻟﻤﺘﻌﺎﻛﺴﺎن‬

‫‪A‬‬ ‫‪B‬‬ ‫‪ V4Ìè†Ãi‬اﻟﺸﻌﺎﻋﲔ ‪ AB‬و ‪ BA‬ﻣﺘﻌﺎﻛﺴﺎن أي‪AB = − B A :‬‬

‫‪ V4Ìè†Ãi‬ﳊﺴﺎب ﻓﺮق اﻟﺸﻌﺎﻋﲔ ‪ u‬و ‪ v‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ‪ ،‬ﻧﻀﻴﻒ إﱃ اﻟﺸﻌﺎع ‪ u‬ﻣﻌﺎﻛﺲ ‪v‬‬
‫)‪8‬د(‬

‫‪u −v‬‬ ‫‪u‬‬ ‫‪u − v = u + −v‬‬ ‫ﻧﻜﺘﺐ‪( ) :‬‬

‫‪A‬‬
‫‪−v …………………….……………………………………………………………......‬‬
‫‪v‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪u‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ 37-31 | 35-28 :‬اﻟﺼﻔﺤﺔ ‪274‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫ن‬ ‫وع‬ ‫‪.1‬‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪ /3.3‬ا‪ .‬ال‪-‬ا ‪ 23‬ا‪ .‬ا ‪:‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﺴﻤﻲ ﻣﻨﻮاﻻً ﻟﺴﻠﺴﺔ ذات ﻣﺘﻐﲑ إﺣﺼﺎﺋﻲ ﻣﺘﻘﻄﻊ‪ ،‬اﻟﻘﻴﻤﺔ اﳌﻮاﻓﻘﺔ ﻷﻛﺒﺮ ﺗﻜﺮار وﻧﺮﻣﺰ ﻟﻪ ب‪. Mod :‬‬
‫‪ /6‬ﻣﺆﺷﺮات اﻟﻤﻮﻗﻊ وﻣﺆﺷﺮ‬
‫اﻟﺘﺸﺘﺖ )اﻟﻤﺪى( )‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﺴﻤﻰ ﻓﺌﺔ ﻣﻨﻮاﻟﻴﺔ ﻟﺴﻠﺴﺔ ذات ﻣﺘﻐﲑ إﺣﺼﺎﺋﻲ ﻣﺴﺘﻤﺮ‪ ،‬ﻛﻞ ﻓﺌﺔ ﻣﻮاﻓﻘﺔ ﻷﻛﱪ ﺗﻜﺮار‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪ :‬ﺗﻘﺪﱘ ﺟﺪول ﲟﺘﻐﲑ ﻣﺘﻘﻄﻊ ﰒ ﻣﺴﺘﻤﺮة‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ــ‪:4‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ /4.3‬ا‬
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‫اﻟﻮﺳﻴﻂ ﻳﺠﺰئ ﺳﻠﺴﺔ إﺣﺼﺎﺋﻴﺔ ﻣﺮﺗﺒﺔ ﺗﺮﺗﻴﺒﺎ ﺗﺼﺎﻋﺪﻳﺎ أو ﺗﻨﺎزﻟﻴﺎ إﻟﻰ ﺟﺰﺋﻴﻦ ﻟﻬﻤﺎ ﻧﻔﺲ اﻟﺘﻜﺮار‪.‬‬
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‫ﻟﺘﻜﻦ ﺳﻠﺴﺔ إﺣﺼﺎﺋﻴﺔ ذات ﻣﺘﻐﲑ ﻣﺘﻘﻄﻊ ﻣﺮﺗﺒﺔ ﺗﺮﺗﻴﺒﺎً ﺗﺼﺎﻋﺪﻳﺎ أو ﺗﻨﺎزﻟﻴﺎ‪ ،‬وﺗﻜﺮارﻫﺎ اﻟﻜﻠﻲ ‪. N‬‬
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‫‪ /7‬اﻟﻮﺳﻴﻂ وﺗﺮﻣﻴﺰﻩ‪ ،‬ﻃﺮﻳﻘﺔ اﻟﺘﻌﻴﻴﻦ‬ ‫ﻧﺴﻤﻲ اﻟﻮﺳﻴﻂ ﳍﺬﻩ اﻟﺴﻠﺴﺔ اﻟﻌﺪد اﻟﺬي ﻧﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪ Med‬واﳌﻌﺮف ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ‪ N‬ﻓﺮدﻳﺎ أي ‪ N = 2 p + 1‬ﻓﺎن اﻟﻮﺳﻴﻂ ﻫﻮ اﻟﻘﻴﻤﺔ ذات اﻟﺮﺗﺒﺔ ‪. p + 1‬‬
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‫إذا ﻛﺎن ‪ N‬زوﺟﻴﺎ أي ‪ N = 2 p‬ﻓﺎن اﻟﻮﺳﻴﻂ ﻳﻜﻮن ﻧﺼﻒ ﳎﻤﻮع اﻟﻘﻴﻤﺘﲔ ذات اﻟﺮﺗﺐ ‪ p‬و ‪p + 1‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ‬
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‫‪: 6‬‬ ‫‪ /5.3‬ا ‪+ 78‬ت ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫دة ﻳﺴﺘﻌﻤﻞ اﳌﺨﻄﻂ ﺑﺎﻷﻋﻤﺪة ﻟﺘﻤﺜﻴﻞ ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ذات ﻣﺘﻐﲑ ﻣﺘﻘﻄﻊ‪ ،‬ﺣﻴﺚ ﺗﻜﻮن‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ا طط‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ارﺗﻔﺎع اﻷﻋﻤﺪة ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﺗﻜﺮارات ﻛﻞ ﻗﻴﻤﺔ‪.‬‬
‫‪ /8‬اﻟﻤﺨﻄﻂ ﺑﺎﻷﻋﻤﺪة واﻟﻤﺪرج‬
‫اﻟﺘﻜﺮاري‪ ،‬ﻃﺮﻳﻘﺔ اﻟﺮﺳﻢ )‪20‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ا در ت ا رار ‪ :‬ﻳﺴﺘﻌﻤﻞ اﳌﺪرج اﻟﺘﻜﺮاري ﻟﺘﻤﺜﻴﻞ ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ﻣﻨﻈﻤﺔ ﰲ ﺷﻜﻞ ﻓﺌﺎت‪ ،‬ﺣﻴﺚ‬
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‫ﺗﻜﻮن ﻣﺴﺎﺣﺔ اﳌﺴﺘﻄﻴﻼت ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﻃﻮل وﺗﻜﺮار ﻛﻞ ﻓﺌــﺔ‪.‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫طر ا ل‪:‬‬
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‫ﺗﻘﻴﻴﻢ ‪ -‬ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪45‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا‬ ‫وا‬ ‫با ّ‬ ‫‪ :7‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﺟﺪاء ﺷﻌﺎع ﺑﻌﺪد ﺣﻘﻴﻘﻲ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ك‪.‬م ‪ +‬ﺟﻬﺎز اﻟﻌﺮض‬ ‫اﻟﺘﻌﺮف ﻋﻠﻰ ﺟﺪاء ﺷﻌﺎع ﺑﻌﺪد ﺣﻘﻴﻘﻲ‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ )‪ 5‬د( ﺑﺎﻟﺪرس اﻟﻤﺎﺿﻲ‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﺑﻌﻼﻗﺔ ﺷﺎل؟ ﻣﺎ ﻣﻌﲎ ﺷﻌﺎﻋﲔ ﻣﺘﻌﺎﻛﺴﲔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫‪/‬ﻋﻼﻗﺔ ﺷﺎل‪/‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(252‬‬ ‫ط)‪ 03‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫‪ /2‬اﻟﺘﻌﻴﻴﺮ ﻋﻦ ﺷﻌﺎع ﺑﺪﻻﻟﺔ ﺟﺪاء‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻋﺪد ﺣﻘﻴﻘﻲ ﻓﻲ ﺷﻌﺎع )‪10‬د(‬
‫‪ .1‬اﻟﺘﻌﺒﲑ ﻋﻦ ﺷﻌﺎع ﲜﺪاء ﺷﻌﺎع ﺑﻌﺪد ﺣﻘﻴﻘﻲ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬اﺳﺘﻨﺘﺎج ﻣﻔﻬﻮم ﺟﺪاء ﺷﻌﺎع ﺑﻌﺪد ﺣﻘﻴﻘﻲ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫@@‬
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‫‪:6# $ .1‬‬
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‫‪ /3‬ﺟﺪاء ﺷﻌﺎع ﺑﻌﺪد ﺣﻘﻴﻘﻲ وﻃﻮﻳﻠﺘﻪ‪ ،‬اﻟﻜﺘﺎﺑﺔ‬

‫‪ u‬ﻫﻮ ﺷﻌﺎع ﻏﲑ ﻣﻌﺪوم و ‪ k‬ﻋﺪد ﻏﲑ ﻣﻌﺪوم‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﺟﺪاء اﻟﺸﻌﺎع ‪ u‬ﺑﺎﻟﻌﺪد ‪ k‬ﻫﻮ اﻟﺸﻌﺎع ‪ k u‬اﳌﻌﺮف ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫اﻟﺼﺤﻴﺤﺔ )‪7‬د(‬

‫• ‪ u‬و ‪ k u‬ﳍﻤﺎ ﻧﻔﺲ اﳌﻨﺤﲎ وﻧﻔﺲ اﻻﲡﺎﻩ إذا ﻛﺎن ‪. k ≻ 0‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫• ‪ u‬و ‪ k u‬ﳍﻤﺎ ﻧﻔﺲ اﳌﻨﺤﲎ واﲡﺎﻫﺎن ﻣﺘﻌﺎﻛﺴﺎن إذا ﻛﺎن ‪. k ≺ 0‬‬
‫• ﻃﻮﻳﻠﺔ اﻟﺸﻌﺎع ‪ k u‬ﺗﺴﺎوي ﺟﺪاء ﻃﻮﻳﻠﺔ ‪ v‬ﺑﺎﻟﻌﺪد ‪ k‬أي ‪k u = k × v‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﻘﺪرة ﻋﻠﻰ ﺿﺮب ﺷﻌﺎع ﻓﻲ ﻋﺪد ﺣﻘﻴﻘﻲ وﺣﺴﺎب ﻃﻮﻳﻠﺘﻪ ﺑﺎﻻﻋﺘﻤﺎد ﻋﻠﻰ ﺧﻮاص ﻣﻌﻄﻴﺎت‬

‫)(' ‪ :‬ﻫﻨﺪﻣﺎ ﻳﻜﻮن‪ u = 0 :‬أو ‪ k v‬ﻧﺼﻄﻠﺢ ﻋﻠﻰ وﺿﻊ ‪. k u = 0‬‬

‫‪v = −3u‬‬ ‫‪5‬‬ ‫أﻣﺜﻠﺔ‪:‬‬

‫‪AC = AB‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪u‬‬ ‫‪v‬‬ ‫……………………………‬ ‫‪2‬‬
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‫‪C‬‬ ‫‪A‬‬
‫‪B‬‬
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‫‪ , .2‬اص‪:‬‬
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‫ﻧﻘﺒﻞ اﻟﺨﻮاص اﻟﺘﺎﻟﻴﺔ‪:‬‬
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‫‪ /4‬ﺧﻮاص ﺟﺪاء ﺷﻌﺎع ﺑﻌﺪد‬

‫‪ u‬و ‪ v‬ﺷﻌﺎﻋﺎن‪ ،‬و ‪ k ' ، k‬ﻋﺪدان ﺣﻴﺚ‪:‬‬

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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺣﻘﻴﻘﻲ )‪(10‬‬

‫(‬
‫‪k + k ' u = k u + k 'u‬‬ ‫)‬ ‫‪k u +v = k u + k v‬‬
‫‪/2‬‬
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‫(‬ ‫)‬ ‫‪/1‬‬
‫‪1u = u‬‬ ‫‪/4‬‬ ‫(‬
‫‪k k 'u = ( kk ' ) u‬‬ ‫)‬ ‫‪/3‬‬
‫‪ k u = 0 /5‬ﺗﻜﺎﻓﺊ ‪ k = 0‬أو ‪u = 0‬‬
‫أ ‪: -‬‬

‫(‬
‫‪5AB + 5BC = 5 AB + BC = 5AC‬‬ ‫)‬ ‫‪.1‬‬
‫‪4…………………….……………………………………………………………......‬‬
‫‪7  4 7‬‬
‫‪×  u  =  ×  u = 1u = u‬‬ ‫‪7u − 5u = 7 − 5 u = 2u‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.3‬‬ ‫(‬ ‫)‬ ‫‪.2‬‬
‫‪7 4  7 4‬‬
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‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ 39 :‬اﻟﺼﻔﺤﺔ ‪275‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫ع دد‬ ‫‪ .1‬داء‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪ /3.3‬ا‪ 2‬ال‪-‬ا ‪ 45‬ا‪ 2‬ا ‪:‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻧﺴﻤﻲ ﻣﻨﻮاﻻً ﻟﺴﻠﺴﺔ ذات ﻣﺘﻐﲑ إﺣﺼﺎﺋﻲ ﻣﺘﻘﻄﻊ‪ ،‬اﻟﻘﻴﻤﺔ اﳌﻮاﻓﻘﺔ ﻷﻛﺒﺮ ﺗﻜﺮار وﻧﺮﻣﺰ ﻟﻪ ب‪. Mod :‬‬
‫‪ /6‬ﻣﺆﺷﺮات اﻟﻤﻮﻗﻊ وﻣﺆﺷﺮ‬
‫اﻟﺘﺸﺘﺖ )اﻟﻤﺪى( )‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﺴﻤﻰ ﻓﺌﺔ ﻣﻨﻮاﻟﻴﺔ ﻟﺴﻠﺴﺔ ذات ﻣﺘﻐﲑ إﺣﺼﺎﺋﻲ ﻣﺴﺘﻤﺮ‪ ،‬ﻛﻞ ﻓﺌﺔ ﻣﻮاﻓﻘﺔ ﻷﻛﱪ ﺗﻜﺮار‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪ :‬ﺗﻘﺪﱘ ﺟﺪول ﲟﺘﻐﲑ ﻣﺘﻘﻄﻊ ﰒ ﻣﺴﺘﻤﺮة‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ــ‪:7‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ /4.3‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻮﺳﻴﻂ ﻳﺠﺰئ ﺳﻠﺴﺔ إﺣﺼﺎﺋﻴﺔ ﻣﺮﺗﺒﺔ ﺗﺮﺗﻴﺒﺎ ﺗﺼﺎﻋﺪﻳﺎ أو ﺗﻨﺎزﻟﻴﺎ إﻟﻰ ﺟﺰﺋﻴﻦ ﻟﻬﻤﺎ ﻧﻔﺲ اﻟﺘﻜﺮار‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺘﻜﻦ ﺳﻠﺴﺔ إﺣﺼﺎﺋﻴﺔ ذات ﻣﺘﻐﲑ ﻣﺘﻘﻄﻊ ﻣﺮﺗﺒﺔ ﺗﺮﺗﻴﺒﺎً ﺗﺼﺎﻋﺪﻳﺎ أو ﺗﻨﺎزﻟﻴﺎ‪ ،‬وﺗﻜﺮارﻫﺎ اﻟﻜﻠﻲ ‪. N‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬اﻟﻮﺳﻴﻂ وﺗﺮﻣﻴﺰﻩ‪ ،‬ﻃﺮﻳﻘﺔ اﻟﺘﻌﻴﻴﻦ‬ ‫ﻧﺴﻤﻲ اﻟﻮﺳﻴﻂ ﳍﺬﻩ اﻟﺴﻠﺴﺔ اﻟﻌﺪد اﻟﺬي ﻧﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪ Med‬واﳌﻌﺮف ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ‪ N‬ﻓﺮدﻳﺎ أي ‪ N = 2 p + 1‬ﻓﺎن اﻟﻮﺳﻴﻂ ﻫﻮ اﻟﻘﻴﻤﺔ ذات اﻟﺮﺗﺒﺔ ‪. p + 1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ‪ N‬زوﺟﻴﺎ أي ‪ N = 2 p‬ﻓﺎن اﻟﻮﺳﻴﻂ ﻳﻜﻮن ﻧﺼﻒ ﳎﻤﻮع اﻟﻘﻴﻤﺘﲔ ذات اﻟﺮﺗﺐ ‪ p‬و ‪p + 1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪: :‬‬ ‫‪ /5.3‬ا ‪) -9‬ت ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫دة ﻳﺴﺘﻌﻤﻞ اﳌﺨﻄﻂ ﺑﺎﻷﻋﻤﺪة ﻟﺘﻤﺜﻴﻞ ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ذات ﻣﺘﻐﲑ ﻣﺘﻘﻄﻊ‪ ،‬ﺣﻴﺚ ﺗﻜﻮن‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ا طط‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ارﺗﻔﺎع اﻷﻋﻤﺪة ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﺗﻜﺮارات ﻛﻞ ﻗﻴﻤﺔ‪.‬‬
‫‪ /8‬اﻟﻤﺨﻄﻂ ﺑﺎﻷﻋﻤﺪة واﻟﻤﺪرج‬
‫اﻟﺘﻜﺮاري‪ ،‬ﻃﺮﻳﻘﺔ اﻟﺮﺳﻢ )‪20‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ا در ت ا رار ‪ :‬ﻳﺴﺘﻌﻤﻞ اﳌﺪرج اﻟﺘﻜﺮاري ﻟﺘﻤﺜﻴﻞ ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ﻣﻨﻈﻤﺔ ﰲ ﺷﻜﻞ ﻓﺌﺎت‪ ،‬ﺣﻴﺚ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻜﻮن ﻣﺴﺎﺣﺔ اﳌﺴﺘﻄﻴﻼت ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﻃﻮل وﺗﻜﺮار ﻛﻞ ﻓﺌــﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫طر ا ل‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪......................................................................................................................‬‬
‫ﺗﻘﻴﻴﻢ ‪ -‬ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪46‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا‬ ‫وا‬ ‫با ّ‬ ‫‪ :7‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻻرﺗﺒﺎط اﻟﺨﻄﻲ ﻟﺸﻌﺎﻋﻴﻦ‪ ،‬اﻟﺘﻮازي‪ ،‬اﻹﺳﺘﻘﺎﻣﻴﺔ‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ك‪.‬م ‪ +‬ﺟﻬﺎز اﻟﻌﺮض‬ ‫اﻟﺘﻌﺮف واﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺗﻮازي ﺷﻌﺎﻋﻴﻦ وإﺳﺘﻘﺎﻣﻴﺔ ﺛﻼث ﻧﻘﻂ ﻓﻲ ﻣﻌﻠﻢ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪|1‬ﺗﺬﻛﻴﺮ )‪ 5‬د( ﺑﺎﻟﺪروس‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﲟﺠﻤﻮع ﺷﻌﺎﻋﲔ وﺟﺪاء ﺷﻌﺎع ﺑﻌﺪد ﺣﻘﻴﻘﻲ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫اﻟﻤﺎﺿﻴﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ |2‬اﻟﺘﻌﺮف ﻋﻠﻰ ﻣﻌﻨﻰ إﺳﺘﻘﺎﻣﻴﺔ‬

‫‪(253‬‬ ‫ط)‪ 04‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﻘﻂ وﺗﻮازي ﺷﻌﺎﻋﺎن )‪10‬د(‬ ‫‪ .1‬اﻟﺘﻌﺒﲑ ﻋﻦ وإﺳﺘﻘﺎﻣﻴﺔ ﺛﻼث ﻧﻘﻂ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬اﻟﺘﻌﺒﲑ ﻋﻦ ﺗﻮازي ﺷﻌﺎﻋﺎن وﲤﺜﻴﻠﻬﻤﺎ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫@@‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ ' .1‬ازي ‪:# $‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪|3‬ﻣﻌﻨﻰ ﺷﻌﺎﻋﺎن ﻣﺘﻮازﻳﺎن وﺷﺮط‬
‫اﻟﺘﻮازي )‪8‬د(‬
‫ﺗﻌﺮﻳﻒ‪ 7‬ﻧﻘﻮل ﻋﻦ ﺷﻌﺎﻋﲔ ‪ u‬و ‪ v‬أ‪‬ﻤﺎ ﻣﺮﺗﺒﻄﲔ ﺧﻄﻴﺎً إذا ﻛﺎن أﺣﺪﳘﺎ ﻳﺴﺎوي ﺟﺪاء اﻵﺧﺮ ﺑﻌﺪد ﺣﻘﻴﻘﻲ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أي‪v = k u :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬اﻟﺸﻌﺎع اﳌﻌﺪوم ﻣﺮﺗﺒﻂ ﻣﻊ أي ﺷﻌﺎع ‪0 = 0 × u‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﺘﻌﺮف واﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺗﻮازي ﺷﻌﺎﻋﻴﻦ وإﺳﺘﻘﺎﻣﻴﺔ ﺛﻼث ﻧﻘﻂ ﻓﻲ ﻣﻌﻠﻢ واﻟﺒﺮﻫﺎن ﻋﻠﻴﻬﺎ ﺑﺎﺳﺘﻌﻤﺎل ﺧﻮاص اﻻﺷﻌﺔ‪.‬‬

‫‪:‬‬ ‫ا ازي وا‪* +‬‬ ‫‪.2‬‬

‫‪B‬‬ ‫ﻣﺒﺮﻫﻨﺔ‪:1‬‬
‫‪ |4‬ﺗﻮازي ﻣﺴﺘﻘﻴﻤﻴﻦ ﺣﺎﻣﻼن ﻟﺸﻌﺎﻋﺎن وإﺳﺘﻘﺎﻣﻴﺔ‬

‫‪A‬‬
‫‪D‬‬
‫‪C‬‬ ‫……………………………‬
‫‪CD‬‬ ‫( و ) ( ﻣﺘﻮازﻳﲔ إذا وﻓﻘﻂ إذا ﻛﺎن‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪AB‬‬ ‫ﻳﻜﻮن اﳌﺴﺘﻘﻴﻤﺎن )‬
‫ﻣﺮﺗﺒﻄﲔ ﺧﻄﻴﺎً‪.‬‬ ‫و‬ ‫ﻟﺸﻌﺎﻋﺎن‬
‫ا ّ‬
‫ﺛﻼث ﻧﻘﻂ )‪12‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪CD AB‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪C‬‬ ‫ﻣﺒﺮﻫﻨﺔ‪:1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪B‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪A‬‬
‫ﺗﻜﻮن اﻟﻨﻘﻂ ‪ ، ،‬ﰲ إﺳﺘﻘﺎﻣﻴﺔ إذا وﻓﻘﻂ إذا ﻛﺎن‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪C B A‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ﻣﺮﺗﺒﻄﲔ ﺧﻄﻴﺎً‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪AC AB‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫و‬ ‫اﻟﺸﻌﺎﻋﺎن‬

‫]ﺟﺪاء ﺷﻌﺎع ﺑﻌﺪد ﺣﻘﻴﻘﻲ[‬ ‫'‪:- .‬‬ ‫‪.3‬‬

‫‪A‬‬ ‫‪M‬‬ ‫‪D‬‬
‫‪ |5‬اﺳﺘﻌﻤﺎل اﻷﺷﻌﺔ ﻟﻠﺒﺮﻫﺎن ﻋﻠﻰ أن‬

‫‪ ABCD‬ﻣﺘﻮازي ﻣﺴﺘﻄﻴﻼت‪ M ،‬ﻣﻨﺘﺼﻒ ] ‪ [ AD‬و ‪ N‬ﻧﻘﻄﺔ‬

‫ﻧﻘﻄﺎً ﻓﻲ إﺳﺘﻘﺎﻣﻴﺔ )‪10‬د(‬

‫‪N‬‬ ‫‪1‬‬
‫ﲝﻴﺚ ‪AN = A C‬‬
‫‪B‬‬ ‫‪C‬‬ ‫‪3‬‬
‫ﺑﲔ أن اﻟﻨّﻘﻂ ‪ M ، N ، B‬ﰲ إﺳﺘﻘﺎﻣﻴﺔ؟‬
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‫ﻃﺮﻳﻘﺔ اﻟﺤﻞ‪ :‬ﻹﺛﺒﺎت أن اﻟﻨﻘﻂ ‪ M ، N ، B‬ﰲ إﺳﺘﻘﺎﻣﻴﺔ ﻳﻜﻔﻲ إﺛﺒﺎت أن ﺷﻌﺎﻋﲔ ﻣﺜﻞ ‪ BN‬و ‪BM‬‬
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‫ﻣﺮﺗﺒﻄﺎن ﺧﻄﻴﺎً‪.‬‬

‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ 41-40 :‬اﻟﺼﻔﺤﺔ ‪275‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫‪.1‬ا ر ط ا ط‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪ /3.3‬ا‪ 1‬ال‪-‬ا ‪ 34‬ا‪ 1‬ا ‪:‬‬

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‫ﻧﺴﻤﻲ ﻣﻨﻮاﻻً ﻟﺴﻠﺴﺔ ذات ﻣﺘﻐﲑ إﺣﺼﺎﺋﻲ ﻣﺘﻘﻄﻊ‪ ،‬اﻟﻘﻴﻤﺔ اﳌﻮاﻓﻘﺔ ﻷﻛﺒﺮ ﺗﻜﺮار وﻧﺮﻣﺰ ﻟﻪ ب‪. Mod :‬‬
‫‪ /6‬ﻣﺆﺷﺮات اﻟﻤﻮﻗﻊ وﻣﺆﺷﺮ‬
‫اﻟﺘﺸﺘﺖ )اﻟﻤﺪى( )‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻧﺴﻤﻰ ﻓﺌﺔ ﻣﻨﻮاﻟﻴﺔ ﻟﺴﻠﺴﺔ ذات ﻣﺘﻐﲑ إﺣﺼﺎﺋﻲ ﻣﺴﺘﻤﺮ‪ ،‬ﻛﻞ ﻓﺌﺔ ﻣﻮاﻓﻘﺔ ﻷﻛﱪ ﺗﻜﺮار‪.‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺜﺎل‪ :‬ﺗﻘﺪﱘ ﺟﺪول ﲟﺘﻐﲑ ﻣﺘﻘﻄﻊ ﰒ ﻣﺴﺘﻤﺮة‪.‬‬
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‫ــ‪:6‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ /4.3‬ا‬
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‫اﻟﻮﺳﻴﻂ ﻳﺠﺰئ ﺳﻠﺴﺔ إﺣﺼﺎﺋﻴﺔ ﻣﺮﺗﺒﺔ ﺗﺮﺗﻴﺒﺎ ﺗﺼﺎﻋﺪﻳﺎ أو ﺗﻨﺎزﻟﻴﺎ إﻟﻰ ﺟﺰﺋﻴﻦ ﻟﻬﻤﺎ ﻧﻔﺲ اﻟﺘﻜﺮار‪.‬‬
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‫ﻟﺘﻜﻦ ﺳﻠﺴﺔ إﺣﺼﺎﺋﻴﺔ ذات ﻣﺘﻐﲑ ﻣﺘﻘﻄﻊ ﻣﺮﺗﺒﺔ ﺗﺮﺗﻴﺒﺎً ﺗﺼﺎﻋﺪﻳﺎ أو ﺗﻨﺎزﻟﻴﺎ‪ ،‬وﺗﻜﺮارﻫﺎ اﻟﻜﻠﻲ ‪. N‬‬
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‫‪ /7‬اﻟﻮﺳﻴﻂ وﺗﺮﻣﻴﺰﻩ‪ ،‬ﻃﺮﻳﻘﺔ اﻟﺘﻌﻴﻴﻦ‬ ‫ﻧﺴﻤﻲ اﻟﻮﺳﻴﻂ ﳍﺬﻩ اﻟﺴﻠﺴﺔ اﻟﻌﺪد اﻟﺬي ﻧﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪ Med‬واﳌﻌﺮف ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
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‫)‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إذا ﻛﺎن ‪ N‬ﻓﺮدﻳﺎ أي ‪ N = 2 p + 1‬ﻓﺎن اﻟﻮﺳﻴﻂ ﻫﻮ اﻟﻘﻴﻤﺔ ذات اﻟﺮﺗﺒﺔ ‪. p + 1‬‬
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‫إذا ﻛﺎن ‪ N‬زوﺟﻴﺎ أي ‪ N = 2 p‬ﻓﺎن اﻟﻮﺳﻴﻂ ﻳﻜﻮن ﻧﺼﻒ ﳎﻤﻮع اﻟﻘﻴﻤﺘﲔ ذات اﻟﺮﺗﺐ ‪ p‬و ‪p + 1‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ‬
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‫; ‪:‬‬ ‫‪ /5.3‬ا ‪8 9:‬ت ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫دة ﻳﺴﺘﻌﻤﻞ اﳌﺨﻄﻂ ﺑﺎﻷﻋﻤﺪة ﻟﺘﻤﺜﻴﻞ ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ذات ﻣﺘﻐﲑ ﻣﺘﻘﻄﻊ‪ ،‬ﺣﻴﺚ ﺗﻜﻮن‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ا طط‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ارﺗﻔﺎع اﻷﻋﻤﺪة ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﺗﻜﺮارات ﻛﻞ ﻗﻴﻤﺔ‪.‬‬
‫‪ /8‬اﻟﻤﺨﻄﻂ ﺑﺎﻷﻋﻤﺪة واﻟﻤﺪرج‬
‫اﻟﺘﻜﺮاري‪ ،‬ﻃﺮﻳﻘﺔ اﻟﺮﺳﻢ )‪20‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ا در ت ا رار ‪ :‬ﻳﺴﺘﻌﻤﻞ اﳌﺪرج اﻟﺘﻜﺮاري ﻟﺘﻤﺜﻴﻞ ﺳﻠﺴﻠﺔ إﺣﺼﺎﺋﻴﺔ ﻣﻨﻈﻤﺔ ﰲ ﺷﻜﻞ ﻓﺌﺎت‪ ،‬ﺣﻴﺚ‬
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‫ﺗﻜﻮن ﻣﺴﺎﺣﺔ اﳌﺴﺘﻄﻴﻼت ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﻃﻮل وﺗﻜﺮار ﻛﻞ ﻓﺌــﺔ‪.‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫طر ا ل‪:‬‬
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‫ﺗﻘﻴﻴﻢ ‪ -‬ﻣﻼﺣﻈﺎت‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻣﺎرس ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪47‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا‬ ‫وا‬ ‫با ّ‬ ‫‪ :7‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ـ ـ ـ ـ ـ ــﺪة‪ 2 :‬ﺳ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﻤﻌﻠﻢ ﻋﻠﻰ ﻣﺴﺘﻘﻴﻢ ﻓﻲ اﻟﻤﺴﺘﻮى‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ك‪.‬م ‪ +‬ﺟﻬﺎز اﻟﻌﺮض‬ ‫اﻟﺘﻌﺮف ﻋﻠﻰ إﺣﺪاﺛﻴﺎ ﻧﻘﻄﺔ وﻣﺮﻛﺒﺘﺎ ﺷﻌﺎع‪ ،‬ﺷﺮط اﻻرﺗﺒﺎط اﻟﺨﻄﻲ ﻟﺸﻌﺎﻋﻴﻦ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪|1‬ﺗﺬﻛﻴﺮ )‪ 5‬د( ﺑﺎﻻرﺗﺒﺎط‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﺑﺎﻻرﺗﺒﺎط اﳋﻄﻲ وﺧﻮاﺻﻪ‬
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‫‪-‬‬ ‫‪.1‬‬
‫اﻟﺨﻄﻲ‪.‬‬
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‫‪(253‬‬ ‫ط)‪ 04‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫‪ |2‬ﻗﺮاءة وﺗﻌﻴﻴﻦ إﺣﺪاﺛﻴﺎ ﻧﻘﻄﺔ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﻣﺮﻛﺒﺘﺎ ﺷﻌﺎع ﻓﻲ اﻟﻤﺴﺘﻮى )‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .1‬دراﺳﺔ إﺣﺪاﺛﻴﺎ ﻧﻘﻄﺔ‪.‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .2‬ﻣﺮﻛﺒﺘﺎ ﺷﻌﺎع‪.‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫@@‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ $‬ى‪:‬‬ ‫‪ .1‬ا‪%‬‬
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‫‪|3‬ﻣﻔﻬﻮم اﻟﻤﻌﻠﻢ ﻟﻠﻤﺴﺘﻮى‬
‫ﻟﻴﻜﻦ ‪ J ، I ، O‬ﺛﻼث ﻧﻘﻂ ﻣﺘﻤﺎﻳﺰة ﻣﻦ اﳌﺴﺘﻮى ﻟﻴﺴﺖ ﻋﻠﻰ إﺳﺘﻘﺎﻣﻴﺔ ﻧﻘﻮل أ‪‬ﺎ ﺗﺸﻜﻞ ﻣﻌﻠﻤﺎً ﻟﻠﻤﺴﺘﻮى ﻣﺒﺪأﻩ ‪0‬‬
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‫وأﻧﻮاﻋﻪ )‪8‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺑﻮﺿﻊ ‪ OI = i‬و ‪ OJ = j‬واﻟﺸﻌﺎﻋﲔ ‪ j ; i‬ﻏﲑ ﻣﺮﺗﺒﻄﲔ ﺧﻄﻴﺎ وﻧﺴﻤﻴﻬﺎ ﺷﻌﺎﻋﻲ اﻷﺳﺎس‪.‬‬
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‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻧﺮﻣﺰ ﻟﻠﻤﻌﻠﻢ ﺑ ـ‪o ; i ; j :‬‬
‫‪J‬‬
‫‪j‬‬
‫‪O i‬‬ ‫‪I‬‬
‫وﻫﻨﺎك ﺛﻼث أﻧﻮاع ﻣﻦ اﳌﻌﺎﱂ ﰲ اﳌﺴﺘﻮى‪:‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﺘﻌﺮف ﻋﻠﻰ إﺣﺪاﺛﻴﺎ ﻧﻘﻄﺔ وﻣﺮﻛﺒﺘﺎ ﺷﻌﺎع‪ ،‬ﺷﺮط اﻻرﺗﺒﺎط اﻟﺨﻄﻲ ﻟﺸﻌﺎﻋﻴﻦ‪.‬‬

‫‪.3‬ﻣﻌﻠﻢ ﻣﺘﻌﺎﻣﺪ وﻣﺘﺠﺎﻧﺲ‬ ‫‪.2‬ﻣﻌﻠﻢ ﻣﺘﻌﺎﻣﺪ‪.‬‬ ‫‪.1‬ﻣﻌﻠﻢ ﻛﻴﻔﻲ‬

‫‪ /4‬إﺣﺪاﺛﻴﺎ ﻧﻘﻄﺔ وﻣﺮﻃﺒﺘﺎ ﺷﻌﺎع وﺗﻤﺜﻴﻠﻬﺎ ﻓﻲ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻤﺴﺘﻮى )‪15‬د(‬

‫……………………………‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬إ‪ 0‬ا‪ ) * ، ,-. /‬ع‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪L‬‬ ‫‪M‬‬ ‫ﻣﺒﺮﻫﻨﺔ‪:3‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪j‬‬
‫ﻟﻴﻜﻦ ‪ o ; i ; j‬ﻣﻌﻠﻤﺎً ﻟﻠﻤﺴﺘﻮى‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪0 i‬‬ ‫‪P‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫(‬ ‫)‬
‫ﻣﻦ أﺟﻞ ﻛﻞ ﻧﻘﻄﺔ ‪ M‬ﻣﻦ اﳌﺴﺘﻮى‪ ،‬ﺗﻮﺟﺪ ﺛﻨﺎﺋﻴﺔ وﺣﻴﺪة ﻣﻦ اﻷﻋﺪاد اﳊﻘﻴﻘﻴﺔ ) ‪ ( x ; y‬ﲝﻴﺚ ‪. OM = x i + y j‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ﻣﻦ أﺟﻞ ﻛﻞ ﺷﻌﺎع ‪ ، u‬ﺗﻮﺟﺪ ﺛﻨﺎﺋﻴﺔ وﺣﻴﺪة ﻣﻦ اﻷﻋﺪاد اﳊﻘﻴﻘﻴﺔ ) ‪ ( x ; y‬ﲝﻴﺚ ‪. u = x i + y j‬‬

‫‪:34 .‬‬ ‫‪.3‬‬

‫‪ /5‬ﻋﻠﻤﻴﺎت وﻋﻼﻗﺎت ﻋﻠﻰ ﻣﺮﻛﺒﺘﺎ‬

‫ﻋﺪد ﺣﻘﻴﻘﻲ ﺣﻴﺚ‪:‬‬

‫‪x '‬‬
‫ﻣﺮﻛﺒﺘﺎﻩ ‪k ،  ‬‬ ‫و ‪ v‬ﺷﻌﺎع‬
‫‪x ‬‬
‫ﻣﺮﻛﺒﺘﺎﻩ ‪ ‬‬ ‫ﻣﻌﻠﻢ ﻟﻠﻤﺴﺘﻮى و ‪ u‬ﺷﻌﺎع‬ ‫) ‪(o ; i ; j‬‬
‫ﺷﻌﺎﻋﻴﻦ )‪10‬د(‬

‫‪ y '‬‬ ‫‪y ‬‬

‫‪ (1‬ﺗﺴﺎوي ﺷﻌﺎﻋﲔ ‪ u = v‬ﻳﻜﺎﻓﺊ‪ x = x ' :‬و ' ‪. y = y‬‬
‫‪…………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x + x ' ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪‬‬ ‫‪ (2‬ﳎﻤﻮع ﺷﻌﺎﻋﲔ‪ :‬ﻣﺮﻛﺒﺘﺎ ا‪‬ﻤﻮع ‪ u + v‬ﳘﺎ ‪‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ y + y '‬‬
‫………………………‬
‫‪ kx ‬‬
‫‪.‬‬ ‫‪ k u‬ﳘﺎ ‪‬‬ ‫‪ (3‬ﻣﺮﻛﺒﺘﺎ اﻟﺸﻌﺎع‬
‫‪ ky ‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫ع‬ ‫وى و ر ت‬ ‫م‬ ‫‪.1‬ا‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬
‫‪:$-‬‬ ‫‪,6 78‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ 0 .4‬ب * ) ع وإ‪ 0‬ا‪/‬‬

‫وإﺣﺪاﺛﻲ ﻗﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ )‪10‬د(‬

‫‪ /6‬ﻗﻮاﻋﺪ ﺣﺴﺎب ﻣﺮﻛﺒﺘﺎ ﺷﻌﺎع‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺒﺮﻫﻨﺔ‪:4‬‬
‫‪yA‬‬ ‫‪A‬‬ ‫(‬ ‫)‬ ‫(‬ ‫)‬ ‫(‬
‫ﻟﺘﻜﻦ ﻧﻘﻄﺘﲔ ‪ A x a ; y a‬و ‪ B x b ; y b‬ﰲ ﻣﻌﻠﻢ ‪o ; i ; j‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‬
‫‪M‬‬
‫‪yM‬‬ ‫‪xB −x A ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪B‬‬ ‫ﻣﺮﻛﺒﺘﺎ اﻟﺸﻌﺎع ‪ AB‬ﳘﺎ ‪‬‬
‫‪yB − yA ‬‬
‫‪yB‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪j‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪0 i xA‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪xA +xB yA + yB ‬‬
‫‪xM‬‬ ‫‪xB‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪‬‬ ‫;‬ ‫[‬ ‫]‬
‫إﺣﺪاﺛﻴﺎ اﻟﻨﻘﻄﺔ ‪ M‬ﻣﻨﺘﺼﻒ ‪ AB‬ﳘﺎ ‪‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪> .5‬ط ا=ر< ط ا ‪: ,:‬‬

‫(‬ ‫)‬ ‫‪x '‬‬ ‫‪x ‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﻴﻜﻦ ‪ u  ‬و ‪ v  ‬ﺷﻌﺎﻋﺎن ﰲ ﻣﻌﻠﻢ ‪o ; i ; j‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ y '‬‬ ‫‪y ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬اﻟﺸﺮط اﻷﺳﺎﺳﻲ ﻻرﺗﺒﺎط‬
‫ﻳﻜﻮن اﻟﺸﻌﺎﻋﺎن ‪ v ، u‬ﻣﺮﺗﺒﻄﲔ ﺧﻄﻴﺎً إذا وﻓﻘﻂ إذا ﻛﺎن ‪. xy '− x ' y = 0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺷﻌﺎﻋﻴﻦ واﻟﺒﺮﻫﺎن ﻋﻠﻴﻬﺎ )‪15‬د(‬
‫‪ −3 ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪6‬‬
‫ﻣﺜﺎل‪ :‬أﺛﺒﺖ أن اﻟﺸﻌﺎﻋﺎن اﻟﺘﺎﻟﻴﺎن ﻣﺮﺗﺒﻄﺎن ﺧﻄﻴﺎً ﺣﻴﺚ‪ u   :‬و ‪v  ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ 2‬‬ ‫‪ −1 ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫) (‬
‫‪ v ، u‬ﻣﺮﺗﺒﻄﺎن ﺧﻄﻴﺎً إذا وﻓﻘﻂ إذا ﻛﺎن‪6 × −1 − 2 × −3 = −6 + 6 = 0 :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﻧﺴﻤﻲ اﳌﺴﺎواة ‪ xy '− x ' y = 0‬ﺷﺮط اﻻرﺗﺒﺎط اﳋﻄﻲ ﻟﺸﻌﺎﻋﲔ وﳝﻜﻦ أن‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﻜﺘﺐ ‪. xy ' = x ' y‬‬
‫‪/8‬اﺳﺘﻌﻤﺎل ﺟﺪول ﺗﻨﺎﺳﺒﻴﺔ ﻻﺳﺘﺨﺮاج‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺷﺮط اﻻرﺗﺒﺎط اﻟﺨﻄﻲ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﳝﻜﻦ أن ﻧﺴﺘﻌﻤﻞ ﺟﺪول اﻟﺘﻨﺎﺳﺒﻴﺔ اﻟﺘﺎﱄ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺮﻛﺒﺘﺎ اﻟﺸﻌﺎع ‪u‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x‬‬ ‫‪y‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺮﻛﺒﺘﺎ اﻟﺸﻌﺎع ‪v‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫'‪x‬‬ ‫'‪y‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .6‬ا‪:@ ,-. @A B %‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺒﺮﻫﻨﺔ‪:6‬‬
‫(‬ ‫)‬ ‫(‬ ‫)‬ ‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﻴﻜﻦ ‪ B x B ; y B ، A x A ; y A‬ﰲ ﻣﻌﻠﻢ ﻣﺘﻌﺎﻣﺪ وﻣﺘﺠﺎﻧﺲ ‪o ; i ; j‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫( )‬
‫اﳌﺴﺎﻓﺔ ﺑﲔ اﻟﻨﻘﻄﺘﲔ ‪ A‬و ‪ B‬ﺗﺴﺎوي ‪AB = x B − x A + y B − y A‬‬‫)‬
‫‪2‬‬ ‫‪2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /9‬ﺣﺴﺎب اﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ ﻋﻠﻤﺎ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﺣﺪاﺛﻴﺎﺗﻬﻤﺎ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪A‬‬
‫‪yA‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) ‪(y B − y A‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪yB‬‬ ‫‪B‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪( B A‬‬
‫‪x‬‬ ‫‪−‬‬ ‫‪x‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪j‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪0 i‬‬ ‫‪xA‬‬ ‫‪xB‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ 54-53-50 :‬اﻟﺼﻔﺤﺔ ‪276‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫ع‬ ‫وى و ر ت‬ ‫م‬ ‫‪.2‬ا‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻣﺎرس ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪48‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا‬ ‫وا‬ ‫با ّ‬ ‫‪ :7‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ـ ـ ـ ـ ـ ــﺪة‪ 2 :‬ﺳ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ك‪.‬م ‪ +‬ﺟﻬﺎز اﻟﻌﺮض‬ ‫اﻟﺘﻌﺮف ﻋﻠﻰ ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ وإﻧﺸﺎء ﻣﺴﺘﻘﻴﻢ ﻋﻠﻤﺖ ﻣﻌﺎدﻟﺔ ﻟﻪ – إﻳﺠﺎد ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ )‪ 5‬د( اﻟﺘﻮازي‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﺑﺎﻟﺪروس اﳌﺎﺿﻴﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫واﻹﺳﺘﻘﺎﻣﻴﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(253‬‬ ‫ط)‪ 06‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬ﻣﻔﻬﻮم ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ واﺳﺘﺨﺮاﺟﻬﺎ‬ ‫‪ .1‬إﳚﺎد وﺗﻌﻠﻴﻢ اﻟﻨﻘﻂ ﰲ اﳌﺴﺘﻮى‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺑﻌﻼﻗﺎت اﻹﺳﺘﻘﺎﻣﻴﺔ )‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬دراﺳﺔ اﻻﺳﺘﻘﺎﻣﻴﺔ ل ‪C ; B ; A‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .3‬اﺳﺘﻨﺘﺎج ﻋﻼﻗﺔ ﺑﲔ ‪ x‬و ‪ y‬ﺗﱰﺟﻢ إﺳﺘﻘﺎﻣﻴﺔ اﻟﻨﻘﻂ ‪C ; B ; A‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫@@‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬
‫ﻧﻌﺘﱪ اﳌﺴﺘﻮى ﻣﻨﺴﻮب إﱃ ﻣﻌﻠﻢ ‪. o ; i ; j‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪: #‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ ( .1‬ع & ‪ %‬ﻪ‬
‫ﻛﻞ ﻧﻘﻄﺘﲔ ‪ B ، A‬ﻣﺘﻤﺎﻳﺰﺗﲔ ﺗﻌﻴﻨﺎن ﻣﺴﺘﻘﻴﻢ ) ‪ ( AB‬وﻣﻦ أﺟﻞ ﻛﻞ ﻧﻘﻄﺔ ‪ M‬ﻣﻦ ) ‪ ( AB‬ﻓﺎن ‪ AB‬و ‪AM‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/3‬ﻣﻔﻬﻮم ﺷﻌﺎع ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ‬

‫ﻣﺮﺗﺒﻄﺎن ﺧﻄﻴﺎً‪ .‬ﻧﻘﻮل أن ‪ AB‬ﻫﻮ ﺷﻌﺎع ﺗﻮﺟﻴﻪ ﻟﻠﻤﺴﺘﻘﻴﻢ ) ‪. ( AB‬‬

‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﺘﻌﺮف ﻋﻠﻰ ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ –إﻧﺸﺎء ﻣﺴﺘﻘﻴﻢ ﻋﻠﻤﺖ ﻣﻌﺎدﻟﺘﻪ – إﻳﺠﺎد ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ‬

‫)‪8‬د(‬

‫ﺗﻌﺮﻳﻒ ‪:8‬‬
‫‪u‬‬ ‫‪M‬‬ ‫ﻛﻞ ﺷﻌﺎع ﻟﻪ ﻣﻨﺤﲎ ﻣﺴﺘﻘﻴﻢ ﻧﺴﻤﻴﻪ ﺷﻌﺎع ﺗﻮﺟﻴﻪ ﳍﺬا اﳌﺴﺘﻘﻴﻢ‬
‫‪B‬‬ ‫ﻣﻼﺣﻈﺔ‪ :‬ﻛﻞ ﺷﻌﺎع ﻏﻴﺮ ﻣﻌﺪوم ﻣﺮﺗﺒﻂ ﺧﻄﻴﺎ ﺑﺎﻟﺸﻌﺎع ‪ AB‬ﻫﻮ ﺷﻌﺎع ﺗﻮﺟﻴﻪ ﻟﻠﻤﺴﺘﻘﻴﻢ ) ‪. ( AB‬‬
‫‪A‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﻌﺮﻳﻒ ‪:9‬‬
‫……………………………ﻣﺮﻛﺒﺘﻪ اﻷوﱃ ﺗﺴﺎوي واﺣﺪ‪.‬‬
‫ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ ﻫﻮ اﳌﺮﻛﺒﺔ اﻟﺜﺎﻧﻴﺔ ﻟﺸﻌﺎع ﺗﻮﺟﻴﻪ ﳍﺬا اﳌﺴﺘﻘﻴﻢ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪M‬‬ ‫ر ا ‪,‬ا& ‪:+‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬‫‪ #‬ازي‬ ‫د‬ ‫‪.2‬‬
‫‪ /4‬ﺷﻜﻞ ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ ﻳﻮازي ﻣﺤﻮر‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﺘﻜﻦ ‪ B ، A‬ﻧﻘﻄﺘﲔ ﳍﻤﺎ ﻧﻔﺲ اﻟﻔﺎﺻﻠﺔ ‪ a‬أي ‪x A = x B = a‬‬
‫اﻟﺘﺮاﺗﻴﺐ وﺷﻌﺎع ﺗﻮﺟﻴﻬﻪ )‪15‬د(‬

‫‪B u‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻛﻞ ﻧﻘﻄﺔ ‪ M‬ﻣﻦ اﳌﺴﺘﻘﻴﻢ ‪ AB‬ﻓﺎﺻﻠﺘﻬﺎ ‪ x M = a‬ﻓﻬﺬا اﳌﺴﺘﻘﻴﻢ ﻳﻮازي‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪A‬‬
‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪j‬‬ ‫ﳏﻮر اﻟﱰاﺗﻴﺐ‪ ،‬ﰲ اﻟﺸﻜﻞ اﳌﻘﺎﺑﻞ ‪ u  0 ‬ﻫﻮ ﺷﻌﺎع ﺗﻮﺟﻴﻪ اﳌﺴﺘﻘﻴﻢ ‪. AB‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪1 ‬‬
‫‪0 i‬‬ ‫‪a‬‬ ‫‪ ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺒﺮﻫﻨﺔ‪:7‬‬
‫‪ .1‬ﻛﻞ ﻣﺴﺘﻘﻴﻢ ﻳﻮازي ﳏﻮر اﻟﱰاﺗﻴﺐ ﻟﻪ ﻣﻌﺎدﻟﺔ ﻣﻦ اﻟﺸﻜﻞ ‪ x = a‬ﻣﻊ ‪ a‬ﻋﺪد ﺣﻘﻴﻘﻲ‪.‬‬
‫‪ .2‬ﳎﻤﻮﻋﺔ اﻟﻨﻘﻂ ) ‪ M ( x ; y‬ﲝﻴﺚ ‪ x = a‬و ‪ a‬ﻋﺪد ﺣﻘﻴﻘﻲ ﻫﻲ ﻣﺴﺘﻘﻴﻢ ﻳﻮازي ﳏﻮر اﻟﱰاﺗﻴﺐ‪.‬‬

‫ر ا ‪,‬ا& ‪:+‬‬ ‫‪ 1 #‬ازي‬ ‫د‬ ‫‪.3‬‬

‫ﻟﺘﻜﻦ ‪ B ، A‬ﻧﻘﻄﺘﲔ ﻓﺎﺻﻠﺘﻬﻤﺎ ﳐﺘﻠﻔﺘﺎن أي ‪ x A ≠ x B‬ﻓﺎن اﳌﺴﺘﻘﻴﻢ ) ‪ ( AB‬ﻻ ﻳﻮازي ﳏﻮر اﻟﱰاﺗﻴﺐ‬
‫‪ /5‬ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ ﻻ ﻳﻮازي ﻣﺤﻮر‬
‫اﻟﺘﺮاﺗﻴﺐ وﺷﻜﻠﻬﺎ اﻟﻌﺎم)‪15‬د(‬

‫‪…………………….……………………………………………………………......‬‬ ‫ﻣﺒﺮﻫﻨﺔ‪:8‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪u a‬‬ ‫ﻛﻞ ﻣﺴﺘﻘﻴﻢ ﻻ ﻳﻮازي ﳏﻮر اﻟﱰاﺗﻴﺐ ﻟﻪ ﻣﻌﺎدﻟﺔ ﻣﻦ اﻟﺸﻜﻞ ‪. y = ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪A‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) ‪(x A ; y B‬‬ ‫‪1‬‬ ‫………………………‬

‫‪j‬‬
‫) ‪(D‬‬ ‫‪0 i‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫م‬ ‫د‬ ‫‪.1‬‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺒﺮﻫﻨﺔ‪:9‬‬
‫) (‬ ‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻟﻴﻜﻦ ‪ a‬و ‪ b‬ﻋﺪدﻳﺎن ﺣﻘﻴﻘﻴﺎن‪ .‬ﳎﻤﻮﻋﺔ اﻟﻨﻘﻂ ‪ M x ; y‬ﺣﻴﺚ ‪ y = ax + b‬ﻫﻲ ﻣﺴﺘﻘﻴﻢ ‪D‬‬
‫‪/6‬ﻣﻔﻬﻮم ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ واﻟﺪاﻟﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻻ ﻳﻮازي ﳏﻮر اﻟﱰاﺗﻴﺐ‪.‬‬
‫اﻟﺘﺂﻟﻔﻴﺔ )‪10‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬
‫اﳌﺴﺘﻘﻴﻢ ‪ D‬ﻫﻮ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ ﻟﻠﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ ‪x → ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪1 ‬‬
‫) (‬
‫اﻟﺸﻌﺎع ‪ u  ‬ﻫﻮ ﺷﻌﺎع ﺗﻮﺟﻴﻪ اﳌﺴﺘﻘﻴﻢ ‪ D‬واﻟﻌﺪد ‪ a‬ﻫﻮ ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪a ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫_‪< <Ví×nÚ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻟﻤﺨﺘﻠﻒ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺎت ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ )‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪#‬‬ ‫‪ % &3‬ﻪ‬ ‫‪ .4‬ﺣ ب‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /8‬ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ وﻃﺮﻳﻘﺔ ﺣﺴﺎﺑﻪ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺒﺮﻫﻨﺔ‪:10‬‬
‫(‬ ‫)‬ ‫(‬ ‫)‬ ‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﻦ أﺟﻞ ﻛﻞ ﻧﻘﻄﺘﲔ ‪ A x A ; y A‬و ‪ B x B ; y B‬ﰲ ﻣﻌﻠﻢ ‪ o ; i ; j‬ﺣﻴﺚ ‪ ، x A ≠ x B‬ﻣﻌﺎﻣﻞ‬
‫اﻧﻄﻼﻗﺎً ﻣﻦ ﻧﻘﻄﺘﻴﻦ )‪10‬د*‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪y − yA‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪. B‬‬ ‫(‬ ‫)‬
‫ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ ‪ AB‬ﻳﺴﺎوي‬
‫‪B‬‬ ‫‪−‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪x‬‬ ‫‪x‬‬ ‫‪A‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫( )‬ ‫)‬ ‫(‬ ‫)‬
‫ﻣﺜﺎل‪ :‬ﻟﺘﻜﻦ ‪ A‬و ‪ B‬ﻧﻘﻄﺘﲔ ﻣﻦ ﻧﻔﺲ اﳌﺴﺘﻘﻴﻢ ‪ AB‬إﺣﺪاﺛﻴﺎ‪‬ﻤﺎ ﻋﻠﻰ اﻟﱰﺗﻴﺐ ‪ −2;3‬و ‪3;5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬ ‫‪5−3‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬
‫= ‪y = x +b ) a‬‬ ‫(‬ ‫)‬
‫ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ ﻟﻠﻤﺴﺘﻘﻴﻢ ‪ AB‬ﻫﻮ‪= :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5‬‬ ‫‪3 − −2‬‬ ‫) (‬
‫‪5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪:67 #‬‬ ‫‪9 .5‬ط & ازي‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺒﺮﻫﻨﺔ‪:11‬‬
‫‪/9‬اﻟﺸﺮط اﻷﺳﺎﺳﻲ ﻟﺘﻮازي ﻣﺴﺘﻘﻴﻤﻴﻦ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) ( ) (‬
‫ﻳﻜﻮن اﳌﺴﺘﻘﻴﻤﺎن ‪ D‬و ' ‪ D‬اﻟﻠﺬان ﻣﻌﺎدﻟﺘﺎﳘﺎ ‪ y = ax + b‬و ' ‪ y ' = a ' x + b‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ‬
‫) ( ) (‬
‫ﻣﺘﻮازﻳﲔ إذا وﻓﻘﻂ إذا ﻛﺎن ﳍﻤﺎ ﻧﻔﺲ ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ أي‪D / / D ' ⇔ a = a ' :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺒﺮﻫﺎن‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ 77-73|65 :‬اﻟﺼﻔﺤﺔ ‪278|277‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫م‬ ‫د‬ ‫‪.2‬‬
www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻣﺎرس ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪49‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا‬ ‫وا‬ ‫با ّ‬ ‫‪ :7‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ـ ـ ـ ـ ـ ــﺪة‪ 2 :‬ﺳ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﺟﻤﻠﺔ ﻣﻌﺎدﻟﺘﻴﻦ ﺧﻄﻴﺘﻴﻦ ﻟﻤﺠﻬﻮﻟﻴﻦ‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ك‪.‬م ‪ +‬ﺟﻬﺎز اﻟﻌﺮض‬ ‫ﺣﻞ ﻣﺴﺎﺋﻞ ﺗﺆدي إﻟﻰ اﺳﺘﺨﺪام ﺟﻤﻠﺔ ﻣﻌﺎدﻟﺘﻴﻦ ﺧﻄﻴﺘﻴﻦ ﺑﻤﺠﻬﻮﻟﻴﻦ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﺗﺬﻛﻴﺮ ﺑﻤﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬أذﻛﺮ اﻟﺸﻜﻞ اﻟﻌﺎم ﳌﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ؟ ﺗﺬﻛﲑ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫وﺷﻜﻠﻬﺎ اﻟﻌﺎم )‪ 5‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(253‬‬ ‫ط)‪ 07‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫‪ /2‬ﻣﻔﻬﻮم ﺟﻤﻠﺔ ﻣﻌﺎدﻟﺘﻴﻦ ﺧﻄﻴﺘﻴﻦ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬اﻟﺘﺤﻘﻖ ﻣﻦ اﻟﺜﻨﺎﺋﻴﺎت اﻟﱵ ﲢﻘﻖ ﻣﻌﺎدﻟﺔ ‪ E 1‬و ‪ E 2‬ﻓﻘﻂ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وإﻳﺠﺎد إﺣﺪاﺛﻴﺎ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻌﻬﻤﺎ )‪10‬د(‬
‫‪ .2‬ﻛﺘﺎﺑﺔ اﳌﻌﺎدﻟﺘﲔ ‪ E 1‬و ‪ E 2‬ﻋﻠﻰ اﻟﺸﻜﻞ ‪y = ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫) ( ) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫@@‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫@@‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫( )‬ ‫( )‬
‫ﻧﻌﺘﱪ ﻓﻴﻤﺎ ﻳﻠﻲ أن ‪ a; b ≠ 0; 0‬و ‪a '; b ' ≠ 0; 0‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫( )‬ ‫)‬
‫‪|1.3‬ﺗﻌﺮﻳﻒ ‪:10‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/3‬ﺗﻌﺮﻳﻒ وﻣﻔﻬﻮم ﺟﻤﻠﺔ ﻣﻌﺎدﻟﺘﻴﻦ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺧﻄﻴﺘﻴﻦ ﻟﻤﺠﻬﻮﻟﻴﻦ)‪15‬د(‬

‫ﻧﺴﻤﻲ ﲨﻠﺔ ﻣﻌﺎدﻟﺘﲔ ﺧﻄﻴﺘﲔ ‪‬ﻬﻮﻟﲔ ﻛﻞ ﲨﻠﺔ‪:‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a x + b y = c‬‬
‫‪ ‬ﺣﻴﺚ ‪ c ';b '; a '; c ;b ; a‬أﻋﺪاد ﻣﻌﻠﻮﻣﺔ‪.‬‬
‫' ‪a ' x + b ' y = c‬‬
‫وﻧﻌﲏ ﲝﻞ ﲨﻠﺔ ﻣﻌﺎدﻟﺘﲔ ﺧﻄﻴﺘﲔ ‪‬ﻬﻮﻟﲔ إﳚﺎد اﻟﺜﻨﺎﺋﻴﺎت ) ‪ ( x ; y‬اﻟﱵ ﲢﻘﻖ ﺣﻞ اﳌﻌﺎدﻟﺘﲔ ﰲ آن واﺣﺪ‪.‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﺣﻞ ﻣﺴﺎﺋﻞ ﺗﺆدي إﻟﻰ اﺳﺘﺨﺪام ﺟﻤﻠﺔ ﻣﻌﺎدﻟﺘﻴﻦ ﺧﻄﻴﺘﻴﻦ ﺑﻤﺠﻬﻮﻟﻴﻦ‬

‫ﻣﻼﺣﻈﺔ‪:‬‬
‫‪a x + b y = c‬‬
‫‪ ‬ﳍﺎ‪:‬‬ ‫ﺟﻤﻠﺔ اﻟﻤﻌﺎدﻟﺘﻴﻦ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫' ‪a ' x + b ' y = c‬‬
‫……………………………‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫إﻣﺎ ﺣﻞ واﺣﺪ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وإﻣﺎ ﻻ ﻧﻬﺎﺋﻴﺔ ﻣﻦ اﻟﺤﻠﻮل‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /4‬ﺣﻠﻮل ﺟﻤﻠﺔ ﻣﻌﺎدﻟﺘﻴﻦ ﺧﻄﻴﺘﻴﻦ‬
‫ﻟﻤﺠﻬﻮﻟﻴﻦ ﺑﺎﻋﺘﺒﺎر ﻋﻼﻗﺔ )‪15‬د(‬

‫) ( ) (‬
‫وإﻣﺎ ﻻ ﺣﻞ ﻟﻬﺎ‪َ .‬وذﻟﻚ ﺣﺴﺐ اﻟﻤﻮﺿﻊ اﻟﻨﺴﺒﻲ ﻟﻠﻤﺴﺘﻘﻴﻤﻴﻦ ‪. D ' ، D‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ |2.3‬ﻋﺪد ﺣﻠﻮل ﺟﻤﻠﺔ ﻣﻌﺎدﻟﺘﻴﻦ ﺧﻄﻴﺘﻴﻦ ﻟﻤﺠﻬﻮﻟﻴﻦ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﻣﺒﺮﻫﻨﺔ‪:12‬‬
‫‪‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪a x +b y = c‬‬
‫‪‬‬ ‫ﻟﺘﻜﻦ ﲨﻠﺔ اﳌﻌﺎدﻟﺘﲔ ) ‪: ( S‬‬
‫‪‬‬‫‪a‬‬ ‫'‬ ‫‪x‬‬ ‫‪+‬‬ ‫‪b‬‬ ‫'‬ ‫‪y‬‬ ‫=‬ ‫‪c‬‬ ‫'‬
‫• إذا ﻛﺎن ‪ ab '− ba ' ≠ 0‬ﻓﺎن اﳉﻤﻠﺔ ) ‪ ( S‬ﺗﻘﺒﻞ ﺣﻼ وﺣﻴﺪاً‪.‬‬
‫• إذا ﻛﺎن ‪ ab '− ba ' = 0‬ﻓﺎن اﳉﻤﻠﺔ ) ‪ ( S‬إﻣﺎ ﻻ ﺣﻞ ﳍﺎ‪ ،‬وإﻣﺎ ﻻ ‪‬ﺎﻳﺔ ﳍﺎ ﻣﻦ اﳊﻠﻮل‪.‬‬
‫اﻟﺘﻔﺴﻴﺮ اﻟﻬﻨﺪﺳﻲ‪:‬‬
‫‪ /5‬اﻟﺘﻔﺴﻴﺮ اﻟﻬﻨﺪﺳﻲ ﻟﺤﻠﻮل ﺟﻤﻠﺔ‬ ‫) ‪ ( D‬و )' ‪ ( D‬ﻣﺘﻘﺎﻃﻌﺎن ﰲ ﻧﻘﻄﺔ ‪ A‬أي اﳉﻤﻠﺔ ﳍﺎ ﺣﻞ وﺣﻴﺪ ) ‪A ( x A ; y A‬‬
‫‪…………………….……………………………………………………………......‬‬
‫ﻣﻌﺎدﻟﺘﻴﻦ ﺧﻄﻴﺘﻴﻦ )‪15‬د(‬ ‫‪ D‬و ' ‪ D‬ﻣﺘﻮازﻳﺎن وﻏﲑ ﻣﻨﻄﺒﻘﺎن وﻋﻠﻴﻪ ﻻ ﺗﻮﺟﺪ ﻧﻘﻄﺔ ﻣﺸﱰﻛﺔ ﺑﻴﻨﻬﻤﺎ إذا اﳉﻤﻠﺔ ﻻ ﺣﻞ ﳍﺎ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫) ( ) (‬
‫) ( ) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ D‬و ' ‪ D‬ﻣﺘﻄﺎﺑﻘﺎن وﻋﻠﻴﻪ ﻛﻞ ﻧﻘﻄﺔ ﻫﻲ ﻧﻘﻄﺔ ﻣﺸﱰﻛﺔ ﺑﻴﻨﻬﻤﺎ إذا ﻟﻠﺠﻤﻠﺔ ﻣﺎﻻ ‪‬ﺎﻳﺔ ﻣﻦ اﳊﻠﻮل‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫………………………‬

‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ 83-78 :‬اﻟﺼﻔﺤﺔ ‪278‬‬

‫‪Tous Droits réservés à Moumna‬‬
‫‪www.mathonec.com‬‬ ‫و ن‬ ‫د ن ط ن‬ ‫‪.1‬‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V8íßâÚ‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫(‬ ‫)‬
‫ﻟﻴﻜﻦ ‪ a‬و ‪ b‬ﻋﺪدﻳﺎن ﺣﻘﻴﻘﻴﺎن‪ .‬ﳎﻤﻮﻋﺔ اﻟﻨﻘﻂ ‪ M x ; y‬ﺣﻴﺚ ‪ y = ax + b‬ﻫﻲ ﻣﺴﺘﻘﻴﻢ ‪D‬‬
‫‪/6‬ﻣﻔﻬﻮم ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ واﻟﺪاﻟﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻻ ﻳﻮازي ﳏﻮر اﻟﱰاﺗﻴﺐ‪.‬‬
‫اﻟﺘﺂﻟﻔﻴﺔ )‪10‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﳌﺴﺘﻘﻴﻢ ‪ D‬ﻫﻮ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ ﻟﻠﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ ‪x → ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪1 ‬‬
‫ﻣﻌﺎﻣﻞ‬ ‫ﻫﻮ‬ ‫‪a‬‬ ‫واﻟﻌﺪد‬ ‫‪D‬‬ ‫) (‬
‫اﳌﺴﺘﻘﻴﻢ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺘﻮﺟﻴﻪ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻮﺟﻴﻪ‬ ‫ﺷﻌﺎع‬ ‫ﻫﻮ‬ ‫‪u‬‬ ‫اﻟﺸﻌﺎع ‪ ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪a ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫_‪< <Ví×nÚ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻟﻤﺨﺘﻠﻒ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺎت ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ )‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪#‬‬ ‫'& ‪ %‬ﻪ‬ ‫‪ ( .4‬ب‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V10íßâÚ‬‬
‫(‬ ‫)‬
‫‪ /8‬ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ وﻃﺮﻳﻘﺔ ﺣﺴﺎﺑﻪ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫)‬ ‫(‬ ‫)‬
‫ﻣﻦ أﺟﻞ ﻛﻞ ﻧﻘﻄﺘﲔ ‪ A x A ; y A‬و ‪ B x B ; y B‬ﰲ ﻣﻌﻠﻢ ‪ o ; i ; j‬ﺣﻴﺚ ‪ ، x A ≠ x B‬ﻣﻌﺎﻣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻧﻄﻼﻗﺎً ﻣﻦ ﻧﻘﻄﺘﻴﻦ )‪10‬د*‬

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‫‪y − yA‬‬
‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪. B‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ ‪ AB‬ﻳﺴﺎوي‬
‫‪x‬‬ ‫‪B‬‬ ‫‪−‬‬ ‫‪x‬‬ ‫‪A‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫( )‬ ‫)‬ ‫(‬ ‫)‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺜﺎل‪ :‬ﻟﺘﻜﻦ ‪ A‬و ‪ B‬ﻧﻘﻄﺘﲔ ﻣﻦ ﻧﻔﺲ اﳌﺴﺘﻘﻴﻢ ‪ AB‬إﺣﺪاﺛﻴﺎ‪‬ﻤﺎ ﻋﻠﻰ اﻟﱰﺗﻴﺐ ‪ −2;3‬و ‪3;5‬‬
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‫‪2‬‬ ‫‪5−3‬‬ ‫‪2‬‬
‫= ‪y = x +b ) a‬‬ ‫(‬ ‫)‬
‫ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ ﻟﻠﻤﺴﺘﻘﻴﻢ ‪ AB‬ﻫﻮ‪= :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5‬‬ ‫‪3 − −2‬‬ ‫) (‬
‫‪5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪:*+ #‬‬ ‫‪/ .5‬ط & ازي‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V10íßâÚ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) ( ) (‬
‫ﻳﻜﻮن اﳌﺴﺘﻘﻴﻤﺎن ‪ D‬و ' ‪ D‬اﻟﻠﺬان ﻣﻌﺎدﻟﺘﺎﳘﺎ ‪ y = ax + b‬و ' ‪ y ' = a ' x + b‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) ( ) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺘﻮازﻳﲔ إذا وﻓﻘﻂ إذا ﻛﺎن ﳍﻤﺎ ﻧﻔﺲ ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ أي‪D / / D ' ⇔ a = a ' :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪á^âÖ‬‬
‫‪/9‬اﻟﺸﺮط اﻷﺳﺎﺳﻲ ﻟﺘﻮازي ﻣﺴﺘﻘﻤﻴﻦ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

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 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬ﻣﺎرس ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﻓﻴﻔﺮي ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪50‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ء‪.‬‬ ‫ا‬ ‫‪ :8‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ـ ـ ـ ـ ـ ــﺪة‪ 1 :‬ﺳ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺘﻤﺜﻴﻞ ﺑﺎﻟﻤﻨﻈﻮر اﻟﻤﺘﺴﺎوي اﻟﻘﻴﺎس‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ك‪.‬م ‪ +‬ﺟﻬﺎز اﻟﻌﺮض‪+‬ﺑﺮﻧﺎﻣﺞ ‪Cabri 3D‬‬ ‫ﺗﻤﺜﻴﻞ أﺷﻜﺎل ﻫﻨﺪﺳﻴﺔ ﻓﻲ اﻟﻔﻀﺎء اﻋﺘﻤﺎدا ﻋﻠﻰ اﻟﻤﻨﻈﻮر اﻟﻤﺘﺴﺎوي اﻟﻘﻴﺎس وﺗﺼﻤﻴﻢ ﻣﺠﺴﻢ‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﻣﻔﻬﻮم اﻟﻤﻨﻈﻮر اﻟﻤﺘﺴﺎوي‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻣﻌﲎ ﳎﺴﻢ وﻣﺎ ﻫﻲ أﺑﻌﺎدﻩ؟ ﺗﺬﻛﲑ ﲟﻔﻬﻮم اﳌﻨﻈﻮر اﳌﺘﺴﺎوي اﻟﻘﻴﺎس‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫اﻟﻘﻴﺎس )‪ 5‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(186‬‬ ‫ط)‪ 04‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫‪ /2‬ﺗﻤﺜﻴﻞ ﻣﻮﺷﻮر ﺑﺎﻟﻤﻨﻈﻮر اﻟﻤﺘﺴﺎوي اﻟﻘﻴﺎس‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺣﺴﺎب ﻣﺴﺎﺣﺘﻪ وﺣﺠﻤﻪ )‪10‬د(‬
‫‪ .1‬ﲤﺜﻴﻞ ﻣﻮﺷﻮر ﺑﺎﳌﻨﻈﻮر اﳌﺘﺴﺎوي اﻟﻘﻴﺎس‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬ﺣﺴﺎب ﻣﺴﺎﺣﺔ اﳌﻮﺷﻮر اﻟﻜﻠﻴﺔ وﺣﺠﻤﻪ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫@@‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﳌﻨﻈﻮر اﳌﺘﺴﺎوي اﻟﻘﻴﺎس ﻫﻮ ﺗﻘﻨﻴﺔ ﻟﺘﻤﺜﻴﻞ أﺷﻴﺎء أو أﺷﻜﺎل ﺛﻼﺛﻴﺔ اﻟﺒﻌﺪ ﻣﻦ اﻟﻔﻀﺎء ﰲ ﺳﻄﻮح ﻣﺴﺘﻮﻳﺔ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/3‬ﺗﻘﻨﻴﺔ اﻟﻤﻨﻈﻮر اﻟﻤﺘﺴﺎوي اﻟﻘﻴﺎس‬
‫ورﺳﻢ اﺷﻜﺎل ﺛﻼﺛﻴﺔ اﻻﺑﻌﺎد‪15‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)ورﻗﺔ اﻟﻜﺮاس‪ ،‬ﺳﺒﻮرة‪(....،‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻟﻤﺠﺴﻤﺎت ﺗﺠﺴﻴﺪﻫﺎ ﻳﺪوﻳﺎ واﻧﺜﻴﻠﻬﺎ ﻓﻲ ﺳﻄﻮح ﻣﺴﺘﻮﻳﺔ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﻌﺘﻤﺪ ﻫﺬﻩ اﻟﺘﻘﻨﻴﺔ ﻋﻠﻲ‪:‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬اﻟﺨﻄﻮط اﻟﻤﺨﻔﻴﺔ‪ :‬ﺗﺮﺳﻢ ﲞﻄﻮط ﻣﺘﻘﻄﻌﺔ‪.‬‬
‫‪ .2‬ﻣﺴﺘﻮى اﻟﻮاﺟﻬﺔ‪ :‬اﳌﺴﺘﻮى اﻷﻣﺎﻣﻲ ﳓﺎﻓﻆ ﻋﻠﻰ ﻛﻞ اﳋﻮاص )ﺗﻮازي ﺗﻌﺎﻣﺪ‪ (..‬واﳌﻘﺎدﻳﺮ)زواﻳﺎ‪ ،‬ﻣﺴﺎﻓﺎت‪.(...‬‬
‫‪ .3‬ﻋﻠﻰ ﺟﻤﻴﻊ اﻷوﺟﻪ‪ :‬ﳓﺎﻓﻆ إﺳﺘﻘﺎﻣﻴﺔ اﻟﻨﻘﻂ واﻟﺘﻮازي‪ ،‬ﻣﻨﺘﺼﻒ ﻗﻄﻌﺔ‪....‬‬
‫ﻣﺜﺎل‪ :‬ﲤﺜﻴﻞ ﻣﻮﺷﻮر ﻗﺎﻋﺪﺗﻪ ﻣﺜﻠﺚ ﻣﺘﺴﺎوي اﻟﻘﻴﺎس أو ﻣﺜﻠﺚ ﻗﺎﺋﻢ )ﻧﺄﺧﺬ ﻣﺮة اﻟﻘﺎﻋﺪة ﰲ ﻣﺴﺘﻮى اﻟﻮاﺟﻬﺔ وﻣﺮة‬
‫أﺧﺮى أﺣﺪ اﻷﺳﻄﺢ اﳉﺎﻧﺒﻴﺔ ﰲ ﻣﺴﺘﻮى اﻟﻮاﺟﻬﺔ(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫……………………………‬ ‫‪ .4‬ﻧﺸﺎط)‪ 02‬اﻟﺼﻔﺤﺔ ‪(186‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﺼﻤﻴﻢ ﳎﺴﻢ ﳌﻜﻌﺐ ﻳﻨﻘﺼﻪ ﻫﺮم‪:‬‬
‫‪ /4‬ﺗﺼﻤﻴﻢ ﻣﺠﺴﻢ ﺛﻼﺛﻲ اﻷﺑﻌﺎد ﻳﻨﻘﺼﻪ‬

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‫رﺳﻢ ﻣﻜﻌﺐ ﻃﻮل ﺣﺮﻓﻪ ‪ 5cm‬وﻧﻨﻘﺺ ﻣﻨﻪ ﻫﺮم )ﳎﺴﻢ ‪(1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺷﻜﻞ ﻣﺎ )‪15‬د(‬

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‫‪ .5‬ﻧﺸﺎط)ﺗﺸﻜﻴﻞ ﻣﺠﺴﻤﺎت(‬
‫ﺗﻄﺒﻴﻖ‪ :‬أﳒﺰ اﻟﺸﻜﻞ اﻟﺴﺎﺑﻖ ﻋﻠﻰ ورق ﻣﻘﻮى ﻣﻊ اﺣﱰام ﻛﻞ اﳋﺼﺎﺋﺺ واﳌﻘﺎدﻳﺮ‪.‬‬
‫‪ /5‬ﺗﺸﻜﻴﻞ ﻣﺠﺴﻤﺎت ﻓﻲ اﻟﻮاﻗﻊ‬
‫ﺗﻤﺮﻳﻦ‪ 24 :‬اﻟﺼﻔﺤﺔ ‪206‬‬
‫اﻋﺘﻤﺎدا ﻋﻠﻰ ﺗﺼﻤﻴﻤﺎﺗﻬﺎ )‪15‬د(‬

‫‪…………………….……………………………………………………………......‬‬
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‫‪ /6‬أﻧﺠﺰ اﻟﺘﻤﺎرﻳﻦ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /6‬ﺗﺜﺒﻴﺖ اﳌﻌﺎرف‬ ‫………………………‬
‫‪ 23-20-21 | 17-16‬اﻟﺼﻔﺤﺔ ‪206|205‬‬

‫‪Tous Droits réservés à Moumna‬‬

‫‪www.mathonec.com‬‬ ‫وي ا س‬ ‫ظور ا‬ ‫ل‬ ‫‪.1‬ا‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V8íßâÚ‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫(‬ ‫)‬
‫‪/6‬ﻣﻔﻬﻮم ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ واﻟﺪاﻟﺔ‬
‫ﻟﻴﻜﻦ ‪ a‬و ‪ b‬ﻋﺪدﻳﺎن ﺣﻘﻴﻘﻴﺎن‪ .‬ﳎﻤﻮﻋﺔ اﻟﻨﻘﻂ ‪ M x ; y‬ﺣﻴﺚ ‪ y = ax + b‬ﻫﻲ ﻣﺴﺘﻘﻴﻢ ‪D‬‬
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‫ﻻ ﻳﻮازي ﳏﻮر اﻟﱰاﺗﻴﺐ‪.‬‬
‫اﻟﺘﺂﻟﻔﻴﺔ )‪10‬د(‬
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‫) (‬
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‫اﳌﺴﺘﻘﻴﻢ ‪ D‬ﻫﻮ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ ﻟﻠﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ ‪x → ax + b‬‬
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‫‪1 ‬‬
‫ﻣﻌﺎﻣﻞ‬ ‫ﻫﻮ‬ ‫‪a‬‬ ‫واﻟﻌﺪد‬ ‫‪D‬‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺘﻮﺟﻴﻪ‬ ‫اﳌﺴﺘﻘﻴﻢ‬
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‫ﺗﻮﺟﻴﻪ‬ ‫ﺷﻌﺎع‬ ‫ﻫﻮ‬ ‫‪u‬‬ ‫اﻟﺸﻌﺎع ‪ ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪a ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫_‪< <Ví×nÚ‬‬
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‫‪ /7‬أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻟﻤﺨﺘﻠﻒ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺎت ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ )‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ & .4‬ب ‪ ! " # $‬ﻪ‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V10íßâÚ‬‬
‫(‬ ‫)‬
‫‪ /8‬ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ وﻃﺮﻳﻘﺔ ﺣﺴﺎﺑﻪ‬

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‫(‬ ‫)‬ ‫(‬ ‫)‬
‫ﻣﻦ أﺟﻞ ﻛﻞ ﻧﻘﻄﺘﲔ ‪ A x A ; y A‬و ‪ B x B ; y B‬ﰲ ﻣﻌﻠﻢ ‪ o ; i ; j‬ﺣﻴﺚ ‪ ، x A ≠ x B‬ﻣﻌﺎﻣﻞ‬
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‫اﻧﻄﻼﻗﺎً ﻣﻦ ﻧﻘﻄﺘﻴﻦ )‪10‬د*‬

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‫‪y − yA‬‬
‫(‬ ‫)‬
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‫‪. B‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ ‪ AB‬ﻳﺴﺎوي‬
‫‪x‬‬ ‫‪B‬‬ ‫‪−‬‬ ‫‪x‬‬ ‫‪A‬‬
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‫(‬ ‫( )‬ ‫)‬ ‫(‬ ‫)‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺜﺎل‪ :‬ﻟﺘﻜﻦ ‪ A‬و ‪ B‬ﻧﻘﻄﺘﲔ ﻣﻦ ﻧﻔﺲ اﳌﺴﺘﻘﻴﻢ ‪ AB‬إﺣﺪاﺛﻴﺎ‪‬ﻤﺎ ﻋﻠﻰ اﻟﱰﺗﻴﺐ ‪ −2;3‬و ‪3;5‬‬
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‫‪2‬‬ ‫‪5−3‬‬ ‫‪2‬‬
‫= ‪y = x +b ) a‬‬ ‫(‬ ‫)‬
‫ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ ﻟﻠﻤﺴﺘﻘﻴﻢ ‪ AB‬ﻫﻮ‪= :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5‬‬ ‫‪3 − −2‬‬ ‫) (‬
‫‪5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫)(‪:‬‬ ‫‪- .5‬ط " ازي‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V10íßâÚ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) ( ) (‬
‫ﻳﻜﻮن اﳌﺴﺘﻘﻴﻤﺎن ‪ D‬و ' ‪ D‬اﻟﻠﺬان ﻣﻌﺎدﻟﺘﺎﳘﺎ ‪ y = ax + b‬و ' ‪ y ' = a ' x + b‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) ( ) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺘﻮازﻳﲔ إذا وﻓﻘﻂ إذا ﻛﺎن ﳍﻤﺎ ﻧﻔﺲ ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ أي‪D / / D ' ⇔ a = a ' :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪á^âÖ‬‬
‫‪/9‬اﻟﺸﺮط اﻷﺳﺎﺳﻲ ﻟﺘﻮازي ﻣﺴﺘﻘﻤﻴﻦ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪10‬د(‬

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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﻓﺮﻳﻞ ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬أﻓﺮﻳﻞ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪51‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ء‪.‬‬ ‫ا‬ ‫‪ :8‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ـ ـ ـ ـ ـ ــﺪة‪ 1 :‬ﺳ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﺣﺴﺎب اﻷﺑﻌﺎد ﻓﻲ اﻟﻔﻀﺎء‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ك‪.‬م ‪ +‬ﺟﻬﺎز اﻟﻌﺮض‪+‬ﺑﺮﻧﺎﻣﺞ ‪Cabri 3D‬‬ ‫ﺣﺴﺎب اﻷﻃﻮال واﻟﻤﺴﺎﺣﺎت وﻛﺬا اﻟﺤﺠﻮم ﻷﺷﻜﺎل ﻫﻨﺪﺳﻴﺔ ﻓﻲ اﻟﻔﻀﺎء‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬أﺑﻌﺎد اﻷﺷﻜﺎل اﻟﻬﻨﺪﺳﻴﺔ ﻓﻲ‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻫﻲ أﺑﻌﺎد اﻷﺷﻜﺎل ﰲ اﻟﻔﻀﺎء؟‬
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‫‪-‬‬ ‫‪.1‬‬
‫اﻟﻔﻀﺎء )‪ 5‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(186‬‬ ‫ط)‪ 04‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫‪ /2‬ﺣﺴﺎب ﻣﺴﺎﺣﺔ وﺣﺠﻢ ﻣﻨﻈﻮر ﻣﺘﺴﺎوي‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻘﻴﺎس )‪10‬د(‬
‫‪ .1‬ﲤﺜﻴﻞ اﳌﻨﻈﻮر اﳌﺘﺴﺎوي اﻟﻘﻴﺎس‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ .2‬ﺣﺴﺎب ﻣﺴﺎﺣﺔ وﺣﺠﻢ اﳌﻨﻈﻮر اﳌﺘﺴﺎوي اﻟﻘﻴﺎس‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫@@‬
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‫ﻛﻞ ﳎﺴﻢ ﰲ اﻟﻔﻀﺎء ﻳﻮﺟﺪ ﻟﻪ أﻃﻮال وﻣﺴﺎﺣﺔ وﻛﺬا ﺣﺠﻢ وﻓﻖ اﻟﺸﻜﻞ اﳍﻨﺪﺳﻲ اﳌﻌﲔ ﺑﻪ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫ﻷﺷﻜﺎل ﻫﻨﺪﺳﻴﺔ ﻣﻌﺮوﻓﺔ )‪15‬د(‬

‫ا م‪ :‬ﻧﻠﺨﺺ ﳐﺘﻠﻒ ﺣﺠﻮم اﻷﺷﻜﺎل اﳍﻨﺪﺳﻴﺔ اﳌﺄﻟﻮﻓﺔ ﰲ اﳉﺪول اﻟﺘﺎﱄ‪:‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/3‬ﺣﺴﺎب اﻷﺑﻌﺎد ﻓﻲ اﻟﻔﻀﺎء‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﺣﺴﺎب اﻷﻃﻮال واﻟﻤﺴﺎﺣﺎت وﻛﺬا اﻟﺤﺠﻮم ﻷﺷﻜﺎل ﻫﻨﺪﺳﻴﺔ ﻓﻲ اﻟﻔﻀﺎء‪.‬‬

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‫‪ /4‬ﻣﻔﻬﻮم اﻷﺑﻌﺎد ﻟﻤﺠﺴﻤﺎت ﺛﻼﺛﻴﺔ‬

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‫اﻷﺑﻌﺎد )‪15‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫اﻟﻤﺨﺮوط‪:‬‬
‫• ﺗﺴﻤﻰ اﻟﺰاوﻳﺔ ‪ α‬ﺑﺎﻟﺰاوﻳﺔ اﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﺨﺮوط‬
‫‪ /5‬ﻃﺮﻳﻘﺔ اﺳﺘﻨﺘﺎج ﺣﺠﻮم أﺷﻜﺎل‬
‫ﻫﻨﺪﺳﻴﺔ ﺑﻤﻌﺮﻓﺔ اﺑﻌﺎدﻫﺎ )‪15‬د(‬ ‫• ﺗﺴﻤﻰ اﻟﺰاوﻳﺔ ‪ β‬ﺑﺰاوﻳﺔ رأس اﳌﺨﺮوط‬
‫)‪(2‬‬ ‫)‪(1‬‬
‫‪…………………….……………………………………………………………......‬‬
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‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‬
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‫‪ /6‬ﺗﺜﺒﻴﺖ اﳌﻌﺎرف‬ ‫………………………‬
‫‪ 59-58 |55‬اﻟﺼﻔﺤﺔ ‪210|209‬‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫ء‬ ‫ا‬ ‫د‬ ‫با‬ ‫‪.1‬‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V8íßâÚ‬‬

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‫) (‬ ‫(‬ ‫)‬
‫‪/6‬ﻣﻔﻬﻮم ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ واﻟﺪاﻟﺔ‬
‫ﻟﻴﻜﻦ ‪ a‬و ‪ b‬ﻋﺪدﻳﺎن ﺣﻘﻴﻘﻴﺎن‪ .‬ﳎﻤﻮﻋﺔ اﻟﻨﻘﻂ ‪ M x ; y‬ﺣﻴﺚ ‪ y = ax + b‬ﻫﻲ ﻣﺴﺘﻘﻴﻢ ‪D‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻻ ﻳﻮازي ﳏﻮر اﻟﱰاﺗﻴﺐ‪.‬‬
‫اﻟﺘﺂﻟﻔﻴﺔ )‪10‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﳌﺴﺘﻘﻴﻢ ‪ D‬ﻫﻮ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ ﻟﻠﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ ‪x → ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪1 ‬‬
‫ﻣﻌﺎﻣﻞ‬ ‫ﻫﻮ‬ ‫‪a‬‬ ‫واﻟﻌﺪد‬ ‫‪D‬‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺘﻮﺟﻴﻪ‬ ‫اﳌﺴﺘﻘﻴﻢ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻮﺟﻴﻪ‬ ‫ﺷﻌﺎع‬ ‫ﻫﻮ‬ ‫‪u‬‬ ‫اﻟﺸﻌﺎع ‪ ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪a ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫_‪< <Ví×nÚ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻟﻤﺨﺘﻠﻒ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺎت ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ )‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ #* .4‬ب ( ' & ‪ %‬ﻪ ‪!"#‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V10íßâÚ‬‬
‫(‬ ‫)‬
‫‪ /8‬ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ وﻃﺮﻳﻘﺔ ﺣﺴﺎﺑﻪ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫)‬ ‫(‬ ‫)‬
‫ﻣﻦ أﺟﻞ ﻛﻞ ﻧﻘﻄﺘﲔ ‪ A x A ; y A‬و ‪ B x B ; y B‬ﰲ ﻣﻌﻠﻢ ‪ o ; i ; j‬ﺣﻴﺚ ‪ ، x A ≠ x B‬ﻣﻌﺎﻣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻧﻄﻼﻗﺎً ﻣﻦ ﻧﻘﻄﺘﻴﻦ )‪10‬د*‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪y − yA‬‬
‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪. B‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ ‪ AB‬ﻳﺴﺎوي‬
‫‪x‬‬ ‫‪B‬‬ ‫‪−‬‬ ‫‪x‬‬ ‫‪A‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫( )‬ ‫)‬ ‫(‬ ‫)‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺜﺎل‪ :‬ﻟﺘﻜﻦ ‪ A‬و ‪ B‬ﻧﻘﻄﺘﲔ ﻣﻦ ﻧﻔﺲ اﳌﺴﺘﻘﻴﻢ ‪ AB‬إﺣﺪاﺛﻴﺎ‪‬ﻤﺎ ﻋﻠﻰ اﻟﱰﺗﻴﺐ ‪ −2;3‬و ‪3;5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬ ‫‪5−3‬‬ ‫‪2‬‬
‫= ‪y = x +b ) a‬‬ ‫(‬ ‫)‬
‫ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ ﻟﻠﻤﺴﺘﻘﻴﻢ ‪ AB‬ﻫﻮ‪= :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5‬‬ ‫‪3 − −2‬‬ ‫) (‬
‫‪5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪1 .5‬ط & ازي ‪:,- !"#‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V10íßâÚ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) ( ) (‬
‫ﻳﻜﻮن اﳌﺴﺘﻘﻴﻤﺎن ‪ D‬و ' ‪ D‬اﻟﻠﺬان ﻣﻌﺎدﻟﺘﺎﳘﺎ ‪ y = ax + b‬و ' ‪ y ' = a ' x + b‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) ( ) (‬
‫ﻣﺘﻮازﻳﲔ إذا وﻓﻘﻂ إذا ﻛﺎن ﳍﻤﺎ ﻧﻔﺲ ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ أي‪D / / D ' ⇔ a = a ' :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪á^âÖ‬‬
‫‪/9‬اﻟﺸﺮط اﻷﺳﺎﺳﻲ ﻟﺘﻮازي ﻣﺴﺘﻘﻤﻴﻦ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﻓﺮﻳﻞ ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬أﻓﺮﻳﻞ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪53‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ء‬ ‫ا‬ ‫‪ :8‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ـ ـ ـ ـ ـ ــﺪة‪ 2 :‬ﺳ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺘﻮازي ﻓﻲ اﻟﻔﻀﺎء‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ك‪.‬م ‪ +‬ﺟﻬﺎز اﻟﻌﺮض‪+‬ﺑﺮﻧﺎﻣﺞ ‪Cabri 3D‬‬ ‫ﺗﻌﻴﻴﻦ اﻟﻤﺴﺘﻘﻴﻤﺎت اﻟﻤﺘﻮازﻳﺔ ﻓﻲ اﻟﻔﻀﺎء واﻟﻤﺴﺘﻮﻳﺎت اﻟﻤﺘﻮازﻳﺔ‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﻣﻌﻨﻰ أوﺿﺎع ﻣﺴﺘﻘﻴﻢ‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻫﻲ اﻟﻮﺿﻌﻴﺎت اﻟﱵ ﳝﻜﻦ أن ﻳﺄﺧﺬﻫﺎ ﻣﺴﺘﻘﻴﻤﲔ وﻣﺴﺘﻮﻳﲔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫وﻣﺴﺘﻮى ﻓﻲ اﻟﻔﻀﺎء )‪ 5‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(187‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬‫ط)‪ 07‬ا‬ ‫‪.2‬‬
‫‪ .1‬ﻣﻔﻬﻮم اﻟﺘﻮازي ﻟﻤﺴﺘﻮﻳﻴﻦ ﻓﻲ اﻟﻔﻀﺎء‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ |2‬اﻟﺘﻌﺮف ﻋﻠﻰ اﻟﺘﻮازي واﻟﺘﻌﺎﻣﺪ ﻓﻲ اﻟﻔﻀﺎء‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .2‬ﻣﻔﻬﻮم اﻟﺘﻌﺎﻣﺪ ﻟﻤﺴﺘﻮﻳﻴﻦ‬
‫‪ .3‬دراﺳﺔ اﻟﻮﺿﻌﻴﺔ اﻟﻨﺴﺒﻴﺔ ﻟﻤﺴﺘﻮﻳﻴﻦ وﺗﻤﻴﻴﺰ اﻟﺘﻮازي واﻟﺘﻌﺎﻣﺪ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫@@‬
‫‪|3‬ﻣﻔﻬﻮم ﺗﻮازي ﻣﺴﺘﻘﻴﻤﺎت‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻓﻲ اﻟﻔﻀﺎء )‪8‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ء‪:‬‬ ‫‪ .1‬ا ‪ ! " #‬ن ا از ن ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻛﻞ ﻣﺴﺘﻘﻴﻤﺎن ﻣﺘﻄﺎﺑﻘﺎن أو ﻣﻦ ﻧﻔﺲ اﳌﺴﺘﻮي وﻏﲑ ﻣﺘﻘﺎﻃﻌﺎن ﰲ اﻟﻔﻀﺎء ﳘﺎ ﻣﺘﻮازﻳﺎن‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﻣﻔﻬﻮم اﻟﺘﻮازي ﻓﻲ اﻟﻔﻀﺎء‪ :‬ﺗﻮازي ﻣﺴﺘﻘﻴﻤﻴﻦ‪ .‬ﺗﻮازي ﻣﺴﺘﻮﻳﻴﻦ‪ .‬ﺗﻮازي ﻣﺴﺘﻘﻴﻤﺎت وﻣﺴﺘﻮﻳﺎت‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ '.2‬اص‪:‬‬
‫ﻳﻮﺟﺪ ﻣﺴﺘﻘﻴﻢ وﺣﻴﺪ ﻳﺸﻤﻞ ﻧﻘﻄﺔ ﻣﻌﻠﻮﻣﺔ وﻳﻮازي ﻣﺴﺘﻘﻴﻤﺎَ ﻣﻌﻠﻮﻣﺎً‪.‬‬
‫اﻟﻤﺘﻮازﻳﺔ ﻓﻲ اﻟﻔﻀﺎء )‪10‬د(‬
‫‪ |4‬ﺧﻮاص اﻟﻤﺴﺘﻘﻴﻤﺎت‬

‫ﻛﻞ ﻣﺴﺘﻮ ﻳﻘﻄﻊ أﺣﺪ اﳌﺴﺘﻘﻴﻤﲔ اﳌﺘﻮازﻳﲔ ﻓﻬﻮ ﻳﻘﻄﻊ اﻟﺜﺎﱐ‪.‬‬

‫ﻛﻞ ﻣﺴﺘﻘﻴﻤﺎن ﻣﻮازﻳﺎن ﳌﺴﺘﻘﻴﻢ ﺛﺎﻟﺚ ﻣﺘﻮازﻳﺎن‬

‫ن ا از ن‪:‬‬ ‫‪.3‬ا ‪#‬‬

‫اﳌﺴﺘﻮﻳﺎن اﳌﺘﻮازﻳﺎن ﳘﺎ ﻣﺴﺘﻮﻳﺎن ﻣﻨﻄﺒﻘﺎن أو ﻣﻨﻔﺼﻼن‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ |5‬اﻟﻤﺴﺘﻮﻳﺎن اﻟﻤﺘﻮازﻳﺎن ﻓﻲ اﻟﻔﻀﺎء‬

‫……………………………‬ ‫‪ '.4‬اص‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ |1‬ﻳﻮﺟﺪ ﻣﺴﺘﻮ وﺣﻴﺪ ﻳﺸﻤﻞ ﻧﻘﻄﺔ ﻣﻌﻠﻮﻣﺔ وﻳﻮازي ﻣﺴﺘﻮي ﻣﻌﻠﻮم‪.‬‬
‫وﺧﻮاﺻﻬﺎ )‪15‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ |2‬إذا ﻗﻄﻊ ﻣﺴﺘﻘﻴﻢ أﺣﺪ اﳌﺴﺘﻮﻳﲔ اﳌﺘﻮازﻳﲔ ﻓﻬﻮ ﻳﻘﻄﻊ اﻟﺜﺎﱐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ |3‬إذا ﻗﻄﻊ ﻣﺴﺘﻮ أﺣﺪ اﳌﺴﺘﻮﻳﲔ اﳌﺘﻮازﻳﺎن ﻓﻬﻮ ﻳﻘﻄﻊ اﻵﺧﺮ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﻳﻜﻮن ﻣﺴﺘﻘﻴﻤﺎ اﻟﺘﻘﺎﻃﻊ ﻣﺘﻮازﻳﺎن‪.‬‬
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‫‪ |4‬اﳌﺴﺘﻮﻳﺎت اﳌﻮازﻳﺎن ﳌﺴﺘﻮي ﺛﺎﻟﺚ ﻣﺘﻮازﻳﺎن‬
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‫‪ .5‬ا ‪ ! " #‬ت وا ‪ #‬ت ا از ‪:‬‬
‫ﻳﻜﻮن ﻣﺴﺘﻘﻴﻢ وﻣﺴﺘﻮي ﻣﺘﻮازﻳﺎن إذا ﻛﺎن ﻣﻨﻔﺼﻠﲔ أو ﻛﺎن اﳌﺴﺘﻮي ﳛﺘﻮي اﳌﺴﺘﻘﻴﻢ‬
‫‪ ' .6‬اص‪:‬‬
‫‪ .1‬ﻳﺘﻮازى ﻣﺴﺘﻘﻴﻢ وﻣﺴﺘﻮي إذا وﻓﻘﻂ إذا ﺗﻮازى ﻫﺬا اﳌﺴﺘﻘﻴﻢ‬
‫‪ |6‬اﻟﻤﺴﺘﻘﻴﻤﺎت واﻟﻤﺴﺘﻮﻳﺎت‬
‫اﻟﻤﺘﻮازﻳﺔ وﺧﻮاﺻﻬﺎ )‪15‬د(‬

‫ﻣﻊ ﻣﺴﺘﻘﻴﻢ ﻣﻦ اﳌﺴﺘﻮي‪.‬‬

‫‪ .2‬إذا ﻛﺎن ﻣﺴﺘﻘﻴﻢ ﻳﻮازي أﺣﺪ اﳌﺴﺘﻮﻳﲔ اﳌﺘﻮازﻳﲔ ﻓﺄﻧﻪ ﻳﻮازي اﻵﺧﺮ‪.‬‬
‫‪…………………….……………………………………………………………......‬‬
‫‪ .3‬إذا ﻛﺎن ﻣﺴﺘﻘﻴﻢ ﻳﻮازي ﻣﺴﺘﻮﻳﲔ ﻣﺘﻘﺎﻃﻌﺎن ﻓﺎﻧﻪ ﻳﻮازي ﻣﺴﺘﻘﻴﻢ ﺗﻘﺎﻃﻌﻬﻤﺎ‪.‬‬
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‫‪ .4‬ﻳﺘﻮازى ﻣﺴﺘﻮﻳﲔ إذا وﻓﻘﻂ إذا اﺣﺘﻮى أﺣﺪﻫﺎ ﻋﻠﻰ ﻣﺴﺘﻘﻴﻤﲔ ﻣﺘﻘﺎﻃﻌﺎن‬
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‫………………………‬
‫ﻛﻞ ﻣﻨﻬﻤﺎ ﻳﻮازي اﳌﺴﺘﻮي اﻵﺧﺮ‪.‬‬

‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 45-39-38 :‬اﻟﺼﻔﺤـ} ‪{208‬ـﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫ء‬ ‫ا‬ ‫‪.1‬ا وازي‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V8íßâÚ‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫(‬ ‫)‬
‫ﻟﻴﻜﻦ ‪ a‬و ‪ b‬ﻋﺪدﻳﺎن ﺣﻘﻴﻘﻴﺎن‪ .‬ﳎﻤﻮﻋﺔ اﻟﻨﻘﻂ ‪ M x ; y‬ﺣﻴﺚ ‪ y = ax + b‬ﻫﻲ ﻣﺴﺘﻘﻴﻢ ‪D‬‬
‫‪/6‬ﻣﻔﻬﻮم ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ واﻟﺪاﻟﺔ‬
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‫ﻻ ﻳﻮازي ﳏﻮر اﻟﱰاﺗﻴﺐ‪.‬‬
‫اﻟﺘﺂﻟﻔﻴﺔ )‪10‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﳌﺴﺘﻘﻴﻢ ‪ D‬ﻫﻮ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ ﻟﻠﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ ‪x → ax + b‬‬
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‫‪1 ‬‬
‫ﻣﻌﺎﻣﻞ‬ ‫ﻫﻮ‬ ‫‪a‬‬ ‫واﻟﻌﺪد‬ ‫‪D‬‬ ‫) (‬
‫اﳌﺴﺘﻘﻴﻢ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺘﻮﺟﻴﻪ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻮﺟﻴﻪ‬ ‫ﺷﻌﺎع‬ ‫ﻫﻮ‬ ‫‪u‬‬ ‫اﻟﺸﻌﺎع ‪ ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪a ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫_‪< <Ví×nÚ‬‬
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‫‪ /7‬أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻟﻤﺨﺘﻠﻒ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺎت ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ )‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .4‬ﺣ‪ #‬ب ‪ . / 0 1‬ﻪ ‪" #‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V10íßâÚ‬‬
‫(‬ ‫)‬
‫‪ /8‬ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ وﻃﺮﻳﻘﺔ ﺣﺴﺎﺑﻪ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫)‬ ‫(‬ ‫)‬
‫ﻣﻦ أﺟﻞ ﻛﻞ ﻧﻘﻄﺘﲔ ‪ A x A ; y A‬و ‪ B x B ; y B‬ﰲ ﻣﻌﻠﻢ ‪ o ; i ; j‬ﺣﻴﺚ ‪ ، x A ≠ x B‬ﻣﻌﺎﻣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻧﻄﻼﻗﺎً ﻣﻦ ﻧﻘﻄﺘﻴﻦ )‪10‬د*‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪y − yA‬‬
‫(‬ ‫)‬
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‫‪. B‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ ‪ AB‬ﻳﺴﺎوي‬
‫‪x‬‬ ‫‪B‬‬ ‫‪−‬‬ ‫‪x‬‬ ‫‪A‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫( )‬ ‫)‬ ‫(‬ ‫)‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺜﺎل‪ :‬ﻟﺘﻜﻦ ‪ A‬و ‪ B‬ﻧﻘﻄﺘﲔ ﻣﻦ ﻧﻔﺲ اﳌﺴﺘﻘﻴﻢ ‪ AB‬إﺣﺪاﺛﻴﺎ‪‬ﻤﺎ ﻋﻠﻰ اﻟﱰﺗﻴﺐ ‪ −2;3‬و ‪3;5‬‬
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‫‪2‬‬ ‫‪5−3‬‬ ‫‪2‬‬
‫= ‪y = x +b ) a‬‬ ‫(‬ ‫)‬
‫ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ ﻟﻠﻤﺴﺘﻘﻴﻢ ‪ AB‬ﻫﻮ‪= :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5‬‬ ‫‪3 − −2‬‬ ‫) (‬
‫‪5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪7 .5‬ط ‪ /‬ازي ‪:4! " #‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V10íßâÚ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) ( ) (‬
‫ﻳﻜﻮن اﳌﺴﺘﻘﻴﻤﺎن ‪ D‬و ' ‪ D‬اﻟﻠﺬان ﻣﻌﺎدﻟﺘﺎﳘﺎ ‪ y = ax + b‬و ' ‪ y ' = a ' x + b‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) ( ) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺘﻮازﻳﲔ إذا وﻓﻘﻂ إذا ﻛﺎن ﳍﻤﺎ ﻧﻔﺲ ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ أي‪D / / D ' ⇔ a = a ' :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪á^âÖ‬‬
‫‪/9‬اﻟﺸﺮط اﻷﺳﺎﺳﻲ ﻟﺘﻮازي ﻣﺴﺘﻘﻤﻴﻦ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﻓﺮﻳﻞ ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬أﻓﺮﻳﻞ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪52‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ء‬ ‫ا‬ ‫‪ :8‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ـ ـ ـ ـ ـ ــﺪة‪ 3 :‬ﺳ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻷوﺿﺎع اﻟﻨﺴﺒﻴﺔ ﻟﻤﺴﺘﻮﻳﻴﻦ وﻣﺴﺘﻘﻴﻤﻴﻦ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ك‪.‬م ‪ +‬ﺟﻬﺎز اﻟﻌﺮض‪+‬ﺑﺮﻧﺎﻣﺞ ‪Cabri 3D‬‬ ‫اﻟﺘﻌﺮف ﻋﻠﻰ اﻷوﺿﺎع اﻟﻨﺴﺒﻴﺔ ﻟﻤﺴﺘﻘﻴﻤﻴﻦ وﻣﺴﺘﻮﻳﻴﻦ وﻛﺬا ﻟﻤﺴﺘﻘﻴﻢ وﻣﺴﺘﻮي‪.‬‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪/1‬ﻣﻌﻨﻰ أوﺿﺎع ﻣﺴﺘﻘﻴﻢ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻫﻲ اﻟﻮﺿﻌﻴﺎت اﻟﱵ ﳝﻜﻦ أن ﻳﺄﺧﺬﻫﺎ ﻣﺴﺘﻘﻴﻤﲔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫وﻣﺴﺘﻮى ﻓﻲ اﻟﻔﻀﺎء )‪ 5‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪(187‬‬ ‫ط)‪ 07/06/05‬ا‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫‪ .1‬دراﺳﺔ اﻷوﺿﺎع اﻟﻨﺴﺒﻴﺔ ﻟﻤﺴﺘﻘﻴﻤﻴﻦ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /2‬اﻟﺘﻌﺮف ﻋﻠﻰ ﻣﺨﺘﻠﻒ وﺿﻌﻴﺎت ﻣﺴﺘﻘﻴﻤﻴﻦ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﻣﺴﺘﻮﻳﻴﻦ ﻓﻲ اﻟﻔﻀﺎء )‪10‬د(‬ ‫‪ .2‬ﻣﺨﺘﻠﻒ اﻷوﺿﺎع اﻟﻨﺴﺒﻴﺔ ﻟﻤﺴﺘﻘﻴﻢ وﻣﺴﺘﻮى‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ .3‬دراﺳﺔ اﻷوﺿﺎع اﻟﻨﺴﺒﻴﺔ ﻟﻤﺴﺘﻮﻳﻴﻦ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫@@‬

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‫‪/3‬ﻣﻔﻬﻮم ﻣﺴﺘﻘﻴﻢ وﻣﺴﺘﻮى ﻓﻲ‬

‫ء‪:‬‬
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‫‪-1.3‬ا"! ‪ $‬وا"! ي ا‬
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‫ﺑﺪﻳﻬﻴﺔ‪ :1‬إذا ﻛﺎﻧﺖ ﻧﻘﻄﺘﲔ ﻣﺘﻤﺎﻳﺰﺗﲔ ﻓﺎﻧﻪ ﻳﻮﺟﺪ ﻣﺴﺘﻘﻴﻢ وﺣﻴﺪ ﻳﺸﻤﻠﻬﻤﺎ‪.‬‬
‫اﻟﻔﻀﺎء)‪8‬د(‬

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‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬اﻟﺘﻌﺮف ﻋﻠﻰ اﻷوﺿﺎع اﻟﻨﺴﺒﻴﺔ ﻟﻤﺴﺘﻘﻴﻤﻴﻦ وﻣﺴﺘﻮﻳﻴﻦ وﻛﺬا ﻟﻤﺴﺘﻘﻴﻢ وﻣﺴﺘﻮي‪.‬‬

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‫ﺑﺪﻳﻬﻴﺔ‪ :2‬إذا ﻛﺎﻧﺖ ﺛﻼث ﻧﻘﻂ ﻟﻴﺴﺖ ﻋﻠﻰ إﺳﺘﻘﺎﻣﻴﺔ ‪ C ; B ; A‬ﻓﺎﻧﻪ ﻳﻮﺟﺪ وﺣﻴﺪ ﻳﺸﻤﻠﻬﺎ‪.‬‬

‫ﺑﺪﻳﻬﻴﺔ‪ :3‬إذا ﴰﻞ ﻣﺴﺘﻮى ﻧﻘﻄﺘﲔ ﻣﺘﻤﺎﻳﺰﺗﲔ ‪ B ، A‬ﻓﺎﻧﻪ ﻳﺸﻤﻞ ﻛﻞ ﻧﻘﻂ اﳌﺴﺘﻘﻴﻢ ) ‪. ( AB‬‬
‫‪ /4‬ﺗﻌﻴﻴﻦ ﻣﺴﺘﻮي ﻓﻲ اﻟﻔﻀﺎء وﺧﻮاﺻﻪ‬

‫ﻧﺘﻴﺠﺔ‪ :‬ﳝﻜﻦ ﺗﻌﻴﲔ اﳌﺴﺘﻮي ﺑ ـ ـ‪:‬‬

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‫……………………………‬ ‫‪ .1‬ﺛﻼث ﻧﻘﻂ ﻟﻴﺴﺖ ﻋﻠﻰ إﺳﺘﻘﺎﻣﻴﺔ‬
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‫)‪7‬د(‬

‫‪ .2‬ﻣﺴﺘﻘﻴﻢ وﻧﻘﻄﺔ ﻻ ﺗﻨﺘﻤﻲ إﻟﻰ ﻫﺬا اﻟﻤﺴﺘﻘﻴﻢ‬

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‫‪ .3‬ﻣﺴﺘﻘﻴﻤﻴﻦ ﻣﺘﻤﺎﻳﺰﻳﻦ ﻣﺘﻘﺎﻃﻌﻴﻦ أو ﻣﺘﻮازﻳﻴﻦ‪.‬‬
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‫‪-2.3‬ا*و ع ا ! "! ‪:'( $‬‬
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‫ﻛﻞ ﻣﺴﺘﻘﻴﻤﲔ ﻣﻦ اﻟﻔﻀﺎء ﳘﺎ‪:‬‬
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‫• ﻣﺘﻘﺎﻃﻌﺎن أو ﻣﺘﻮازﻳﺎن ﻓﻬﻤﺎ ﻣﻦ ﻧﻔﺲ اﳌﺴﺘﻮى‬
‫‪ /5‬اﻷوﺿﺎع اﻟﻨﺴﺒﻴﺔ ﻟﻤﺴﺘﻘﻴﻤﻴﻦ ﻓﻲ اﻟﻔﻀﺎء‬

‫• إﻣﺎ ﻟﻴﺴﺎ ﻣﻦ ﻧﻔﺲ اﳌﺴﺘﻮى‪.‬‬

‫)‪8‬د(‬

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‫‪Tous Droits réservés à Moumna‬‬

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‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬
‫‪-3.3‬ا*و ع ا ! "! ‪ $‬و ! ى‪:‬‬
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‫‪/6‬ﻣﺨﺘﻠﻒ اﻷوﺿﺎع اﻟﻨﺴﺒﻴﺔ ﻟﻤﺴﺘﻴﻢ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻛﻞ ﻣﺴﺘﻘﻴﻢ وﻣﺴﺘﻮى ﰲ اﻟﻔﻀﺎء إﻣﺎ ﻣﺘﻘﺎﻃﻌﺎن أو ﻣﺘﻮازﻳﺎن‪.‬‬
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‫وﻣﺴﺘﻮ )‪8‬د(‬
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‫‪-4.3‬ا*و ع ا ! "! '‪:‬‬
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‫ﻛﻞ ﻣﺴﺘﻮﻳﲔ ﰲ اﻟﻔﻀﺎء إﻣﺎ ﻣﺘﻘﺎﻃﻌﺎن أو ﻣﺘﻮازﻳﺎن‪.‬‬
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‫‪ |7‬اﻷوﺿﺎع اﻟﻨﺴﺒﻴﺔ ﻟﻤﺴﺘﻮﻳﻴﻦ‬

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‫وﺧﻮاﺻﻬﺎ )‪8‬د(‬

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‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‬
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‫‪ 59 |55‬اﻟﺼﻔﺤﺔ ‪210|209‬‬
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‫‪Tous Droits réservés à Moumna‬‬

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 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﻓﺮﻳﻞ ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬أﻓﺮﻳﻞ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪54‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ء‬ ‫ا‬ ‫‪ :8‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ـ ـ ـ ـ ـ ــﺪة‪ 2 :‬ﺳ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻟﺘﻌﺎﻣﺪ ﻓﻲ اﻟﻔﻀﺎء‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ك‪.‬م ‪ +‬ﺟﻬﺎز اﻟﻌﺮض‪+‬ﺑﺮﻧﺎﻣﺞ ‪Cabri 3D‬‬ ‫ﺗﻌﻴﻴﻦ اﻟﻤﺴﺘﻘﻴﻤﺎت اﻟﻤﺘﻌﺎﻣﺪة ﻓﻲ اﻟﻔﻀﺎء واﻟﻤﺴﺘﻮﻳﺎت اﻟﻤﺘﻌﺎﻣﺪة‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
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‫‪/1‬ﻣﻌﻨﻰ اﻟﺘﻮازي ﻓﻲ اﻟﻔﻀﺎء‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﺑﺘﻮازي ﻣﺴﺘﻘﻴﻤﲔ‪ .‬ﻣﺴﺘﻘﻴﻢ وﻣﺴﺘﻮي‪ .‬وﻣﺴﺘﻮﻳﲔ ﰲ اﻟﻔﻀﺎء‬
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‫‪-‬‬ ‫‪.1‬‬
‫)‪ 5‬د(‬
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‫‪(187‬‬ ‫ط)‪ 07‬ا‬

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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪.2‬‬
‫‪ .1‬ﻣﻔﻬﻮم اﻟﺘﻮازي ﻟﻤﺴﺘﻮﻳﻴﻦ ﻓﻲ اﻟﻔﻀﺎء‬
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‫‪ |2‬اﻟﺘﻌﺮف ﻋﻠﻰ اﻟﺘﻮازي واﻟﺘﻌﺎﻣﺪ ﻓﻲ اﻟﻔﻀﺎء‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ .2‬ﻣﻔﻬﻮم اﻟﺘﻌﺎﻣﺪ ﻟﻤﺴﺘﻮﻳﻴﻦ‬
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‫‪ .3‬دراﺳﺔ اﻟﻮﺿﻌﻴﺔ اﻟﻨﺴﺒﻴﺔ ﻟﻤﺴﺘﻮﻳﻴﻦ وﺗﻤﻴﻴﺰ اﻟﺘﻮازي واﻟﺘﻌﺎﻣﺪ‬
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‫@@‬
‫‪|3‬ﻣﻔﻬﻮم ﺗﻌﺎﻣﺪ ﻣﺴﺘﻘﻴﻤﺎت‬

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‫ﻓﻲ اﻟﻔﻀﺎء )‪8‬د(‬

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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ء‪:‬‬ ‫ن ا" ‪ #‬ان ا‬ ‫‪ .1‬ا"!‬
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‫اﻟﻘﻮل ﻷن ﻣﺴﺘﻘﻴﻤﲔ ﻣﺘﻌﺎﻣﺪﻳﻦ إذا ﻛﺎن اﳌﺴﺘﻘﻴﻤﺎن اﳌﻮازﻳﺎن ﳍﻤﺎ ﻣﻦ ﻧﻔﺲ اﻟﻨﻘﻄﺔ ﻣﺘﻌﺎﻣﺪان‬
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‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﻣﻔﻬﻮم اﻟﺘﻌﺎﻣﺪ ﻓﻲ اﻟﻔﻀﺎء‪ :‬ﺗﻌﺎﻣﺪ ﻣﺴﺘﻘﻴﻤﻴﻦ‪ .‬ﺗﻌﺎﻣﺪ ﻣﺴﺘﻮﻳﻴﻦ‪ .‬ﺗﻌﺎﻣﺪ ﻣﺴﺘﻘﻴﻤﺎت وﻣﺴﺘﻮﻳﺎت‬

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‫‪ '.2‬اص‪:‬‬
‫اﳌﺴﺘﻘﻴﻢ اﻟﻌﻤﻮدي ﻋﻠﻰ أﺣﺪ اﳌﺴﺘﻘﻴﻤﲔ اﳌﺘﻮازﻳﺎن ﻋﻤﻮدي ﻋﻠﻰ اﻵﺧﺮ‬
‫اﻟﻤﺘﻌﺎﻣﺪة ﻓﻲ اﻟﻔﻀﺎء )‪10‬د(‬
‫‪ |4‬ﺧﻮاص اﻟﻤﺴﺘﻘﻴﻤﺎت‬

‫اﳌﺴﺘﻘﻴﻤﺎن اﳌﻮازﻳﺎن ﳌﺴﺘﻘﻴﻤﲔ ﻣﺘﻮازﻳﲔ ﻣﺘﻌﺎﻣﺪﻳﻦ ﻣﺘﻌﺎﻣﺪان‬

‫ت ا" ‪ #‬ة‪:‬‬ ‫ت وا"!‬ ‫‪.3‬ا"!‬

‫إذا ﻛﺎن ﻣﺴﺘﻘﻴﻢ ﻋﻤﻮدي ﻋﻠﻰ ﻛﻞ ﻣﺴﺘﻘﻴﻤﺎت ﻣﺴﺘﻮي ﻧﻘﻮل أﻧﻪ ﻋﻤﻮدي ﻋﻠﻰ ﻫﺬا اﳌﺴﺘﻮي‬
‫‪:1 +,‬‬
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‫‪ |5‬ﺗﻌﺎﻣﺪ اﻟﻤﺴﺘﻘﻴﻤﺎت واﻟﻤﺴﺘﻮﻳﺎت‬

‫ﻋﻤﻮدي‬ ‫إذا ﻣﺴﺘﻘﻴﻢ وﻣﺴﺘﻘﻴﻤﲔ ﻣﺘﻘﺎﻃﻌﲔ ﻣﻦ ﻣﺴﺘﻮي ﻧﻘﻮل أن ﻫﺬا اﳌﺴﺘﻘﻴﻢ‬

‫……………………………‬
‫ﻓﻲ اﻟﻔﻀﺎء وﺧﻮاﺻﻬﺎ )‪15‬د(‬

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‫ﻋﻠﻰ ﻛﻞ ﻣﺴﺘﻘﻴﻤﺎت ﻫﺬا اﳌﺴﺘﻮي‪.‬‬
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‫‪ |1‬ﻳﻮﺟﺪ ﻣﺴﺘﻘﻴﻢ وﺣﻴﺪ ﻳﺸﻤﻞ ﻧﻘﻄﺔ ﻣﻌﻠﻮﻣﺔ وﻳﻌﺎﻣﺪ ﻣﺴﺘﻮﻳﺎ ﻣﻌﻠﻮﻣﺎ‬
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‫‪ |2‬ﻳﻮﺟﺪ ﻣﺴﺘﻮي وﺣﻴﺪ ﻳﺸﻤﻞ ﻧﻘﻄﺔ ﻣﻌﻠﻮﻣﺔ وﻳﻌﺎﻣﺪ ﻣﺴﺘﻘﻴﻤﺎ ﻣﻌﻠﻮﻣﺎً‬
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‫‪ |3‬اﳌﺴﺘﻮﻳﺎن اﻟﻌﻤﻮدﻳﺎن ﻋﻠﻰ ﻧﻔﺲ اﳌﺴﺘﻘﻴﻢ ﻣﺘﻮازﻳﺎن‬
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‫‪ |4‬اﳌﺴﺘﻘﻴﻤﺎن اﻟﻌﻤﻮدﻳﺎن ﻋﻠﻰ ﻧﻔﺲ اﳌﺴﺘﻮي ﻣﺘﻮازﻳﺎن‬

‫‪ |5‬اﳌﺴﺘﻘﻴﻢ اﻟﻌﻤﻮدي ﻋﻠﻰ أﺣﺪ اﳌﺴﺘﻮﻳﲔ اﳌﺘﻮازﻳﺎن ﻋﻤﻮدي ﻋﻠﻰ اﻵﺧﺮ‬

‫‪ |6‬اﻟﻤﺴﺘﻮﻳﺎت اﻟﻤﺘﻌﺎﻣﺪة ﻓﻲ‬

‫‪ |6‬اﳌﺴﺘﻮي اﻟﻌﻤﻮدي ﻋﻠﻰ أﺣﺪ اﳌﺴﺘﻘﻴﻤﲔ اﳌﺘﻮازﻳﺎن ﻋﻤﻮدي ﻋﻠﻰ اﻵﺧﺮ‬

‫اﻟﻔﻀﺎء )‪8‬د(‬

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‫‪ #/ .5‬ا"! ت‪:‬‬
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‫ﻳﺘﻌﺎﻣﺪ ﻣﺴﺘﻮﻳﲔ إذا ﴰﻞ أﺣﺪﳘﺎ ﻣﺴﺘﻘﻴﻤﺎَ ﻋﻤﻮدي ﻋﻠﻰ اﻵﺧﺮ‬
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‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫ء‬ ‫ا‬ ‫د‬ ‫‪.1‬ا‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬

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‫‪ |7‬ﺧﻮاص اﻟﻤﺴﺘﻮﻳﺎت اﻟﻤﺘﻌﺎﻣﺪة ﻓﻲ‬
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‫‪ .1‬ﻛﻞ ﻣﺴﺘﻮي ﻋﻤﻮدي ﻋﻠﻰ أﺣﺪ اﳌﺴﺘﻮﻳﲔ اﳌﺘﻮازﻳﺎن ﻋﻤﻮدي ﻋﻠﻰ اﻵﺧﺮ‬
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‫اﻟﻔﻀﺎء )‪10‬د(‬

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‫‪ .2‬ﻛﻞ ﻣﺴﺘﻮﻳﲔ ﻣﺘﻘﺎﻃﻌﲔ ) ‪َ ( P‬و )' ‪ ( P‬ﻣﺘﻘﺎﻃﻌﺎن وﻛﻞ ﻣﻨﻬﻤﺎ ﻋﻤﻮدي‬
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‫ﻋﻠﻰ ﻣﺴﺘﻮي ﺛﺎﻟﺚ ) ‪ (Q‬ﻓﺈن ﻣﺴﺘﻘﻴﻢ ﺗﻘﺎﻃﻊ ) ‪َ ( P‬و )' ‪ ( P‬ﻋﻤﻮدي ﻋﻠﻰ ) ‪(Q‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪:‬‬ ‫‪ .7‬ا"! ي ا"‪ 4‬ري ‪! #2‬‬
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‫ﻣﻦ أﺟﻞ ﻛﻞ ﻧﻘﻄﺘﲔ ﻣﺘﻤﺎﻳﺰﺗﲔ ‪َ A‬و ‪ ، B‬ﻧﺴﻤﻲ ﻣﺴﺘﻮﻳﺎ ﳏﻮرﻳﺎ‬
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‫ﻟﻠﻘﻄﻌﺔ اﳌﺴﺘﻘﻴﻤﺔ ] ‪ [ AB‬اﳌﺴﺘﻮي اﻟﻌﻤﻮدي ﻋﻠﻰ اﳌﺴﺘﻘﻴﻢ ) ‪( AB‬‬
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‫‪ |8‬ﻣﻔﻬﻮم اﻟﻤﺴﺘﻮي اﻟﻤﺤﻮري‬
‫واﻟﺬي ﻳﺸﻤﻞ ﻣﻨﺘﺼﻒ اﻟﻘﻄﻌﺔ ] ‪[ AB‬‬
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‫ﻟﻘﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ )‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪7‬ﺣ‪ 5‬ت‪:‬‬
‫ﻓﻜﻞ ﻣﺴﺘﻘﻴﻢ ﻣﻦ اﳌﺴﺘﻮي )‪(P‬‬
‫‪ |1‬إذا ﻛﺎن )‪ (P‬ﻣﺴﺘﻮﻳﺎ ﳏﻮرﻳﺎ ﻟﻘﻄﻌﺔ اﳌﺴﺘﻘﻴﻢ ]‪ّ ،[AB‬‬
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‫ﻳﺸﻤﻞ ﻣﻨﺘﺼﻒ ]‪ [AB‬ﻫﻮ ﳏﻮر ﻟﻠﻘﻄﻌﺔ ]‪.[AB‬‬
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‫ﻓﻜﻞ ﳏﻮر ﻟﻠﻘﻄﻌﺔ ]‪[AB‬‬
‫‪ |2‬إذا ﻛﺎن )‪ (P‬ﻣﺴﺘﻮﻳﺎ ﳏﻮرﻳﺎ ﻟﻘﻄﻌﺔ اﳌﺴﺘﻘﻴﻢ ]‪ّ ،[AB‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﳏﺘﻮى ﰲ اﳌﺴﺘﻮي )‪.(P‬‬
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‫‪|9‬ﻣﺠﻤﻮﻋﺔ ﻧﻘﻂ اﻟﻔﻀﺎء واﻟﻤﺴﺘﻮي‬

‫‪:2 +,‬‬
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‫ﳎﻤﻮﻋﺔ ﻧﻘﻂ اﻟﻔﻀﺎء اﳌﺘﺴﺎوﻳﺔ اﳌﺴﺎﻓﺔ ﻋﻦ ﻧﻘﻄﺘﲔ ﻣﺘﻤﺎﻳﺰﺗﲔ ‪َ A‬و ‪ B‬ﻫﻲ اﳌﺴﺘﻮي اﶈﻮري ﻟﻘﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ] ‪[ AB‬‬
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‫اﻟﻤﺤﻮري )‪8‬د(‬

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‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 54-52-48-47 :‬اﻟﺼﻔﺤـ} ‪{209‬ـﺔ‬
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Tous Droits réservés à Moumna Abdelkrim ‫ء‬ ‫ا‬ ‫د‬ ‫ا‬.2

www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﺑﺮﻳﻞ ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬أﺑﺮﻳﻞ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪54‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا‬ ‫‪ :9‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ـ ـ ـ ـ ـ ــﺪة‪ 2 :‬ﺳ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﻷﺷﻜﺎل اﻟﻬﻨﺪﺳﻴﺔ اﻟﻤﺄﻟﻮﻓﺔ‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ك‪.‬م ‪ +‬ﺟﻬﺎز اﻟﻌﺮض‬ ‫اﻟﺘﻌﺮف ﻋﻠﻰ ﻣﺘﻮازي اﻷﺿﻼع واﻟﺨﺎﺻﺔ ﻣﻨﻬﺎ وﻣﺨﺘﻠﻒ اﻟﻤﺜﻠﺜﺎت واﻟﻤﺴﺘﻘﻴﻤﺎت اﻟﺨﺎﺻﺔ ﻓﻴﻬﺎ‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
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‫‪|1‬ﻣﻌﻨﻰ اﻟﻤﺴﺘﻮى وﻣﺨﺘﻠﻒ‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﻣﺎ ﻫﻮ اﳌﺴﺘﻮى؟ وﻣﺎ ﻫﻲ ﳐﺘﻠﻒ اﻷﺷﻜﺎل اﳍﻨﺪﺳﻴﺔ اﳌﻌﺮوﻓﺔ؟‬
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‫‪-‬‬ ‫‪.1‬‬
‫اﻻﺷﻜﺎل اﻟﻬﻨﺪﺳﻴﺔ )‪ 5‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬ﻧﺸﺎط )‪ 01‬اﻟﺼﻔﺤﺔ ‪(214‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫اﻟﻬﺪف‪ :‬ﻣﻌﻨﻰ ﻣﺘﻮازي اﻷﺿﻼع وإﻧﺸﺎءﻩ‬
‫‪ |2‬ﺗﻤﺜﻴﻞ ﻣﺘﻮازي اﻷﺿﻼع واﺳﺘﻨﺘﺎج ﺧﻮاﺻﻪ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬‫ﺧﻮاص ﻣﺘﻮازي اﻷﺿﻼع ﻓﻲ اﻟﻤﺴﺘﻮي‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪|3‬ﺗﻌﺮﻳﻒ ﻣﺘﻮازي اﻷﺿﻼع‬

‫ﻣﺘﻮازي اﻷﺿﻼع ﻫﻮ رﺑﺎﻋﻲ ﻓﻴﻪ ﻛﻞ ﺿﻠﻌﺎن ﻣﺘﻘﺎﺑﻼن ﻣﺘﺴﺎوﻳﺎن وﺣﺎﻣﻼﻫﻤﺎ ﻣﺘﻮازﻳﺎن‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺧﻮاﺻﻪ اﻟﻬﻨﺪﺳﺔ )‪8‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺧﻮاص ﻣﺘﻮازي اﻷﺿﻼع‪ :‬ﻛﻞ رﺑﺎﻋﻲ ‪A BCD‬‬
‫[‬
‫اﻟﻘﻄﺮان ﻣﺘﻨﺎﺻﻔﺎن ‪ – BD ; AC‬ﻛﻞ ﺿﻠﻌﺎن ﻣﺘﻘﺎﺑﻼن ﻣﺘﺴﺎوﻳﺎن ‪ – AB = DC‬ﻛﻞ زاوﻳﺘﻴﻦ ﻣﺘﻘﺎﺑﻠﺘﻴﻦ ﻣﻘﺎﻳﺴﺘﻴﻦ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫[]‬ ‫]‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﻣﺘﻮازي اﻷﺿﻼع وﻣﺘﻮازي اﻷﺿﻼع اﻟﺨﺎﺻﺔ – اﻟﻤﺴﺘﻄﻴﻞ واﻟﻤﺮﺑﻊ واﻟﻤﻌﻴﻦ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .4‬ﻧﺸﺎط )‪ 02‬اﻟﺼﻔﺤﺔ ‪(214‬‬
‫اﻟﻬﺪف‪ :‬دراﺳﺔ ﻣﺘﻮازﻳﺎت اﻷﺿﻼع اﻟﺨﺎﺻﺔ )ﻣﻌﻴﻦ‪ ،‬ﻣﺮﺑﻊ وﻣﺴﺘﻄﻴﻞ( وﺗﻤﺜﻴﻠﻬﺎ‪.‬‬
‫‪ |4‬ﻣﺨﺘﻠﻒ أﻧﻮاع ﻣﺘﻮازﻳﺎت اﻷﺿﻼع‬

‫ﺻ‪:‬‬ ‫عا‬ ‫از ت ا‬ ‫‪-5‬‬

‫اﻟﺨﺎﺻﺔ )‪15‬د(‬

‫ﳝﻜﻦ أن ﳕﻴﺰ ﻋﺪة أﻧﻮاﻩ ﻣﻦ ﻣﺘﻮازﻳﺎت اﻷﺿﻼع ﻧﺬﻛﺮ ﻣﻨﻬﺎ‪:‬‬

‫• اﳌﻌﲔ‪ :‬ﻛﻞ ﺿﻠﻌﺎن ﻣﺘﺘﺎﻟﻴﺎن ﻣﺘﻘﺎﻳﺴﺎن وﻗﻄﺮاﻩ ﻣﺘﻌﺎﻣﺪان‬
‫• اﳌﺴﺘﻄﻴﻞ‪ :‬ﻣﺘﻮازي أﺿﻼع ﺑﻪ زاوﻳﺔ ﻗﺎﺋﻤﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫• اﳌﺮﺑﻊ‪ :‬ﻫﻮ ﻣﺘﻮازي أﺿﻼع ﻟﻪ ﻛﻞ ﺿﻠﻌﺎن ﻣﺘﺘﺎﻟﻴﺎن ﻣﺘﻘﺎﻳﺴﺎن وز‬
‫……………………………اوﻳﺔ ﻗﺎﺋﻤﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫اﻟﺴﺎﻋﺔ اﻟﺜﺎﻧﻴﺔ‬
‫‪ .6‬ﻧﺸﺎط )‪ 03‬اﻟﺼﻔﺤﺔ ‪(214‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻬﺪف‪ :‬دراﺳﺔ ﻣﺨﺘﻠﻒ أﻧﻮاع اﻟﻤﺜﻠﺜﺎت واﻟﻤﺴﺘﻘﻴﻤﺎت اﻟﺨﺎﺻﺔ ﺑﻬﺎ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻤﺴﺘﻘﻴﻤﺎت اﻟﺨﺎﺻﺔ ﻓﻲ ﻣﺜﻠﺚ )‪20‬د(‬

‫‪ -7‬ا &‪ &%‬ت وا ) ( ت ا ﺻ ' &‪:$%‬‬

‫‪ |5‬اﻟﻤﺜﻠﺜﺎت وأﻧﻮاﻋﻬﺎ وﻣﺨﺘﻠﻒ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﳝﻜﻦ أن ﻧﻌﺮف ﺛﻼث أﻧﻮاﻩ ﻣﻦ اﳌﺜﻠﺜﺎت اﳋﺎﺻﺔ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺜﻠﺚ ﻣﺘﺴﺎوي اﻟﺴﺎﻗﻴﻦ )ﺿﻠﻌﺎن ﻣﺘﻘﺎﻳﺴﺎن( ‪ -‬اﻟﻤﺜﻠﺚ اﻟﻤﺘﻘﺎﻳﺲ اﻷﺿﻼع )أﺿﻼﻋﻪ ﻣﺘﻘﺎﻳﺴﺔ( – اﻟﻤﺜﻠﺚ اﻟﻘﺎﺋﻢ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫ﺻ ' &‪:$%‬‬ ‫) (تا‬ ‫‪ -8‬ا‬

‫ﻛﻞ ﻣﺜﻠﺚ ﻛﻴﻔﻲ ﳝﻜﻦ أن ﻳﻈﻢ اﳌﺴﺘﻘﻴﻤﺎت اﻟﺘﺎﻟﻴﺔ‪:‬‬
‫اﻻرﺗﻔﺎع‪ :‬ﻫﻮ اﳌﺴﺘﻘﻴﻢ اﻟﺬي ﻳﺸﻤﻞ اﺣﺪ رؤوس اﳌﺜﻠﺚ وﻳﻌﺎﻣﺪ اﻟﻀﻠﻊ اﳌﻘﺎﺑﻞ‪.‬‬
‫‪ |6‬دراﺳﺔ اﻟﻤﺴﺘﻘﻴﻤﺎت اﻟﺨﺎﺻﺔ‬ ‫اﻟﻤﺤﻮر‪ :‬ﻫﻮ اﳌﺴﺘﻘﻴﻢ اﻟﺬي ﻳﻌﺎﻣﺪ ﻛﻞ ﺿﻠﻊ ﰲ ﻣﻨﺘﺼﻔﻪ ) ﺗﻘﺎﻃﻊ اﶈﺎور ﲤﺜﻞ ﻣﺮﻛﺰ اﻟﺪاﺋﺮة اﶈﻴﻄﺔ ﺑﻪ(‪.‬‬
‫وﺧﻮاﺻﻬﺎ )‪10‬د(‬
‫اﻟﻤﺘﻮﺳﻂ‪ :‬ﻫﻮ اﳌﺴﺘﻘﻴﻢ اﻟﺬي ﻳﺸﻤﻞ اﺣﺪ رؤوس اﳌﺜﻠﺚ وﻣﻨﺘﺼﻒ اﻟﻀﻠﻊ اﳌﻘﺎﺑﻞ ) ﺗﻘﺎﻃﻊ اﳌﺘﻮﺳﻄﺎت‬
‫‪…………………….……………………………………………………………......‬ﻣﺮﻛﺰ اﻟﺜﻘﻞ(‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻤﻨﺼﻒ‪ :‬ﻫﻮ اﳌﺴﺘﻘﻴﻢ اﻟﺬي ﻳﻨﺼﻒ زواﻳﺎ اﳌﺜﻠﺚ اﻟﺪاﺧﻠﻴﺔ )ﺗﻘﺎﻃﻊ اﳌﻨﺼﻔﺎت ﻫﻮ ﻣﺮﻛﺰ اﻟﺪارة اﳌﺮﺳﻮﻣﺔ داﺧﻞ ﻫﺬا اﳌﺜﻠﺚ(‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫………………………‬

‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 40-35|28-25 :‬اﻟﺼﻔﺤـ} ‪{240|239‬ـﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫و‬ ‫ا‬ ‫لا د‬ ‫‪.1‬ا‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V8íßâÚ‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫(‬ ‫)‬
‫‪/6‬ﻣﻔﻬﻮم ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ واﻟﺪاﻟﺔ‬
‫ﻟﻴﻜﻦ ‪ a‬و ‪ b‬ﻋﺪدﻳﺎن ﺣﻘﻴﻘﻴﺎن‪ .‬ﳎﻤﻮﻋﺔ اﻟﻨﻘﻂ ‪ M x ; y‬ﺣﻴﺚ ‪ y = ax + b‬ﻫﻲ ﻣﺴﺘﻘﻴﻢ ‪D‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻻ ﻳﻮازي ﳏﻮر اﻟﱰاﺗﻴﺐ‪.‬‬
‫اﻟﺘﺂﻟﻔﻴﺔ )‪10‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﳌﺴﺘﻘﻴﻢ ‪ D‬ﻫﻮ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ ﻟﻠﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ ‪x → ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪1 ‬‬
‫ﻣﻌﺎﻣﻞ‬ ‫ﻫﻮ‬ ‫‪a‬‬ ‫واﻟﻌﺪد‬ ‫‪D‬‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺘﻮﺟﻴﻪ‬ ‫اﳌﺴﺘﻘﻴﻢ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻮﺟﻴﻪ‬ ‫ﺷﻌﺎع‬ ‫ﻫﻮ‬ ‫‪u‬‬ ‫اﻟﺸﻌﺎع ‪ ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪a ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫_‪< <Ví×nÚ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻟﻤﺨﺘﻠﻒ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺎت ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ )‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫)‬ ‫‪ 4 .4‬ب ‪ / 0 1 2‬ﻪ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V10íßâÚ‬‬
‫(‬ ‫)‬
‫‪ /8‬ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ وﻃﺮﻳﻘﺔ ﺣﺴﺎﺑﻪ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫)‬ ‫(‬ ‫)‬
‫ﻣﻦ أﺟﻞ ﻛﻞ ﻧﻘﻄﺘﲔ ‪ A x A ; y A‬و ‪ B x B ; y B‬ﰲ ﻣﻌﻠﻢ ‪ o ; i ; j‬ﺣﻴﺚ ‪ ، x A ≠ x B‬ﻣﻌﺎﻣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻧﻄﻼﻗﺎً ﻣﻦ ﻧﻘﻄﺘﻴﻦ )‪10‬د*‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪y − yA‬‬
‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪. B‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ ‪ AB‬ﻳﺴﺎوي‬
‫‪x‬‬ ‫‪B‬‬ ‫‪−‬‬ ‫‪x‬‬ ‫‪A‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫( )‬ ‫)‬ ‫(‬ ‫)‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺜﺎل‪ :‬ﻟﺘﻜﻦ ‪ A‬و ‪ B‬ﻧﻘﻄﺘﲔ ﻣﻦ ﻧﻔﺲ اﳌﺴﺘﻘﻴﻢ ‪ AB‬إﺣﺪاﺛﻴﺎ‪‬ﻤﺎ ﻋﻠﻰ اﻟﱰﺗﻴﺐ ‪ −2;3‬و ‪3;5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬ ‫‪5−3‬‬ ‫‪2‬‬
‫= ‪y = x +b ) a‬‬ ‫(‬ ‫)‬
‫ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ ﻟﻠﻤﺴﺘﻘﻴﻢ ‪ AB‬ﻫﻮ‪= :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5‬‬ ‫‪3 − −2‬‬ ‫) (‬
‫‪5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫) (‪:5‬‬ ‫‪8 .5‬ط ‪ 0‬ازي‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V10íßâÚ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) ( ) (‬
‫ﻳﻜﻮن اﳌﺴﺘﻘﻴﻤﺎن ‪ D‬و ' ‪ D‬اﻟﻠﺬان ﻣﻌﺎدﻟﺘﺎﳘﺎ ‪ y = ax + b‬و ' ‪ y ' = a ' x + b‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) ( ) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺘﻮازﻳﲔ إذا وﻓﻘﻂ إذا ﻛﺎن ﳍﻤﺎ ﻧﻔﺲ ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ أي‪D / / D ' ⇔ a = a ' :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪á^âÖ‬‬
‫‪/9‬اﻟﺸﺮط اﻷﺳﺎﺳﻲ ﻟﺘﻮازي ﻣﺴﺘﻘﻤﻴﻦ‬

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‫)‪10‬د(‬

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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

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 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﺑﺮﻳﻞ ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬ﻣﺎي ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪55‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا‬ ‫‪ :9‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ـ ـ ـ ـ ـ ــﺪة‪ 1 :‬ﺳ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﻣﺒﺮﻫﻨﺔ ﻓﻴﺜﺎﻏﻮرس – اﻟﻨﺴﺐ اﻟﻤﺜﻠﺜﻴﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ك‪.‬م ‪ +‬ﺟﻬﺎز اﻟﻌﺮض )ﺛﺎﻧﻮي(‬ ‫ﻫﻨﺪﺳﻴﺔ‪.‬‬
‫اﻟﻤﺜﻠﺚ اﻟﻘﺎﺋﻢ ودراﺳﺔ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮرس وﻋﻜﺴﻬﺎ‪ ،‬ﺗﻮﻇﻔﻴﻬﺎ ﻓﻲ ﺣﻞ ﻣﺴﺎﺋﻞ ّ‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫وﻣﺨﺘﻠﻒ اﻟﻤﺜﻠﺜﺎت اﻟﺨﺎﺻﺔ )‪ 5‬د(‬

‫‪|1‬ذﻛﻴﺮ ﺑﻤﺘﻮازي اﻷﺿﻼع‬
‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﲟﺘﻮازي اﻷﺿﻼع وأﻧﻮاﻋﻪ؟ اﳌﺜﻠﺚ اﻟﻘﺎﺋﻢ وﺧﻮاﺻﻪ اﳍﻨﺪﺳﻴﺔ؟‬
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‫‪-‬‬ ‫‪.1‬‬
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‫‪(214‬‬ ‫ط )‪ 04‬ا‬
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‫‪.2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ |2‬ﻣﺨﺘﻠﻒ اﻟﺨﻮاص ﻓﻲ ﻣﺜﻠﺚ ﻗﺎﺋﻢ –‬ ‫‪ .1‬دراﺳﺔ اﻟﻤﺜﻠﺜﺎت اﻟﻘﺎﺋﻤﺔ وﻣﺒﺮﻫﻨﺔ ﻓﻴﺜﺎﻏﻮرس‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺒﺮﻫﻨﺔ ﻓﻴﺜﺎﻏﻮرس )‪10‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺒﺮﻫﺎن أن ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﺑﺎﺳﺘﻌﻤﺎل ﺧﻮاص ﺗﻘﺎﻳﺲ ﻣﺜﻠﺜﻴﻦ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬اﻟﻨﺴﺐ اﻟﻤﺜﻠﺜﻴﺔ اﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﻣﺜﻠﺚ ﻗﺎﺋﻢ‪.‬‬
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‫‪C‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ ! "" 1‬رس"‪:‬‬ ‫‪-1‬‬
‫‪|3‬ﻣﺒﺮﻫﻨﺔ ﻓﻴﺜﺎﻏﻮرس وﻋﻜﺴﻬﺎ‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﻣﺒﺮﻫﻨﺔ ﻓﻴﺜﺎﻏﻮرس وﻋﻜﺴﻬﺎ واﺳﺘﻌﻤﺎﻟﻬﺎ ﻟﻠﺒﺮﻫﺎن ﻓﻲ ﻣﺜﻠﺜﺎت ﻗﺎﺋﻤﺔ – اﻟﻨﺴﺐ اﻟﻤﺜﻠﺜﻴﺔ ﻓﻲ ﻣﺜﻠﺚ ﻗﺎﺋﻢ‪.‬‬

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‫إذا ﻛﺎن ‪ A BC‬ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﰲ ‪ A‬ﻓﺈن‪BC = AB + AC :‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫واﺳﺘﻌﻤﺎﻟﻬﺎ )‪8‬د(‬

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‫رس"‪:‬‬ ‫"!‬ ‫‪% "2‬‬ ‫‪-2‬‬
‫‪A‬‬ ‫‪B‬‬
‫إذا ﲢﻘﻖ ﰲ ﻣﺜﻠﺚ ‪ BC 2 = AB 2 + AC 2 : ABC‬ﻓﺈن اﳌﺜﻠﺚ ‪ ABC‬ﻗﺎﺋﻢ ﰲ ‪A‬‬
‫أﻣﺜﻠﺔ‪ :‬ﺣﺴﺎب ﻗﻄﺮ ﻣﺮﺑﻊ ﻃﻮل ﺿﻠﻌﻪ ‪. 5cm‬‬
‫‪:'( ) -3‬‬
‫ﺑﺎﻟﻀﻠﻊ ] ‪) [ BC‬اﻟﻮﺗﺮ(‪:‬‬
‫إذا ﻛﺎن ‪ ABC‬ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﰲ ‪ A‬و ) ‪ ( AH‬ﻫﻮ اﻻرﺗﻔﺎع اﳌﺘﻌﻠﻖ ّ‬
‫‪ |4‬ﻣﺨﺘﻠﻒ اﻟﻌﻼﻗﺎت ﻓﻲ‬
‫اﻟﻤﺜﻠﺚ اﻟﻘﺎﺋﻢ )‪10‬د(‬

‫‪A‬‬
‫‪AB × AC = AH × BC‬‬
‫‪AB 2 = BH × BC‬‬
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‫……………………………‬
‫‪AC 2 = CH × CB‬‬
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‫‪B‬‬ ‫‪AH 2 = HC × HB‬‬
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‫‪C‬‬ ‫‪H‬‬
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‫‪ -4‬ا ‪ 0‬ا !‪: ( + ,-! . ّ !-‬‬
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‫‪ |5‬اﻟﻨﺴﺐ اﻟﻤﺜﻠﺜﻴﺔ ﻓﻲ اﻟﻤﺜﻠﺚ اﻟﻘﺎﺋﻢ وﻃﺮﻳﻘﺔ‬

‫‪ ABC‬ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﰲ ‪ C‬ﺣﻴﺚ‪:‬‬

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‫اﺳﺘﺨﺮاﺟﻬﺎ ﻓﻲ ﻣﺜﻠﺜﺎت ﻗﺎﺋﻤﺔ )‪15‬د(‬

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‫‪B‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪BC‬‬
‫= ‪) sin α‬ﻃﻮل اﻟﻀﻠﻊ اﳌﻘﺎﺑﻞ ل ‪ α‬ﻋﻠﻰ اﻟﻮﺗﺮ(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺟﻴﺐ اﻟﺰاوﻳﺔ ‪: α‬‬
‫‪AB‬‬
‫‪AC‬‬
‫= ‪) cos α‬ﻃﻮل اﻟﻀﻠﻊ ا‪‬ﺎور ل ‪ α‬ﻋﻠﻰ اﻟﻮﺗﺮ(‬ ‫ﺟﻴﺐ ﺗﺎم اﻟﺰاوﻳﺔ ‪: α‬‬
‫‪AB‬‬
‫‪α‬‬ ‫‪BC‬‬
‫‪C‬‬ ‫‪A‬‬ ‫= ‪) tan α‬ﻃﻮل اﻟﻀﻠﻊ اﳌﻘﺎﺑﻞ ﻋﻠﻰ ا‪‬ﺎور ل ‪( α‬‬ ‫ﻇّﻞ اﻟﺰاوﻳﺔ ‪: α‬‬
‫‪AC‬‬
‫‪ 2‬اص‪:‬‬
‫‪sin α‬‬
‫= ‪tan α‬‬
‫‪…………………….……………………………………………………………......‬‬ ‫‪ .1‬ﻳﻤﻜﻦ ﺣﺴﺎب ﻇﻞ زاوﻳﺔ ﺑﺎﻟﻌﻼﻗﺔ‪:‬‬
‫‪ |6‬ﻧﺘﺎﺋﺞ وﺧﻮاص اﻟﻨﺴﺐ اﻟﻤﺜﻠﺜﻴﺔ‬ ‫‪cos α‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫)‬ ‫(‬ ‫)‬
‫‪ .2‬ﺣﺴﺐ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮرس ﻧﺠﺪ‪sin α + cos α = 1 :‬‬
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‫‪2‬‬ ‫‪2‬‬
‫)‪5‬د(‬ ‫]ﺗﺒﺮﻫﻦ ﺑﺎﺳﺘﻌﻤﺎل ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮرس[‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫………………………‬

‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 57-56|54-49 :‬اﻟﺼﻔﺤـ} ‪{242|241‬ـﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫ورس‬ ‫‪ .1‬رھ‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V8íßâÚ‬‬

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‫) (‬ ‫(‬ ‫)‬
‫‪/6‬ﻣﻔﻬﻮم ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ واﻟﺪاﻟﺔ‬
‫ﻟﻴﻜﻦ ‪ a‬و ‪ b‬ﻋﺪدﻳﺎن ﺣﻘﻴﻘﻴﺎن‪ .‬ﳎﻤﻮﻋﺔ اﻟﻨﻘﻂ ‪ M x ; y‬ﺣﻴﺚ ‪ y = ax + b‬ﻫﻲ ﻣﺴﺘﻘﻴﻢ ‪D‬‬
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‫ﻻ ﻳﻮازي ﳏﻮر اﻟﱰاﺗﻴﺐ‪.‬‬
‫اﻟﺘﺂﻟﻔﻴﺔ )‪10‬د(‬
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‫) (‬
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‫اﳌﺴﺘﻘﻴﻢ ‪ D‬ﻫﻮ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ ﻟﻠﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ ‪x → ax + b‬‬
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‫‪1 ‬‬
‫ﻣﻌﺎﻣﻞ‬ ‫ﻫﻮ‬ ‫‪a‬‬ ‫واﻟﻌﺪد‬ ‫‪D‬‬ ‫) (‬
‫اﳌﺴﺘﻘﻴﻢ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺘﻮﺟﻴﻪ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻮﺟﻴﻪ‬ ‫ﺷﻌﺎع‬ ‫ﻫﻮ‬ ‫‪u‬‬ ‫اﻟﺸﻌﺎع ‪ ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪a ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫_‪< <Ví×nÚ‬‬
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‫‪ /7‬أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻟﻤﺨﺘﻠﻒ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺎت ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ )‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪4‬‬ ‫‪ .4‬ﺣ ب ‪ 6 7 8 9‬ﻪ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V10íßâÚ‬‬
‫(‬ ‫)‬
‫‪ /8‬ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ وﻃﺮﻳﻘﺔ ﺣﺴﺎﺑﻪ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫)‬ ‫(‬ ‫)‬
‫ﻣﻦ أﺟﻞ ﻛﻞ ﻧﻘﻄﺘﲔ ‪ A x A ; y A‬و ‪ B x B ; y B‬ﰲ ﻣﻌﻠﻢ ‪ o ; i ; j‬ﺣﻴﺚ ‪ ، x A ≠ x B‬ﻣﻌﺎﻣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻧﻄﻼﻗﺎً ﻣﻦ ﻧﻘﻄﺘﻴﻦ )‪10‬د*‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪y − yA‬‬
‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪. B‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ ‪ AB‬ﻳﺴﺎوي‬
‫‪x‬‬ ‫‪B‬‬ ‫‪−‬‬ ‫‪x‬‬ ‫‪A‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫( )‬ ‫)‬ ‫(‬ ‫)‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺜﺎل‪ :‬ﻟﺘﻜﻦ ‪ A‬و ‪ B‬ﻧﻘﻄﺘﲔ ﻣﻦ ﻧﻔﺲ اﳌﺴﺘﻘﻴﻢ ‪ AB‬إﺣﺪاﺛﻴﺎ‪‬ﻤﺎ ﻋﻠﻰ اﻟﱰﺗﻴﺐ ‪ −2;3‬و ‪3;5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬ ‫‪5−3‬‬ ‫‪2‬‬
‫= ‪y = x +b ) a‬‬ ‫(‬ ‫)‬
‫ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ ﻟﻠﻤﺴﺘﻘﻴﻢ ‪ AB‬ﻫﻮ‪= :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5‬‬ ‫‪3 − −2‬‬ ‫) (‬
‫‪5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪:=> 4‬‬ ‫‪B .5‬ط ‪ 7‬ازي‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V10íßâÚ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) ( ) (‬
‫ﻳﻜﻮن اﳌﺴﺘﻘﻴﻤﺎن ‪ D‬و ' ‪ D‬اﻟﻠﺬان ﻣﻌﺎدﻟﺘﺎﳘﺎ ‪ y = ax + b‬و ' ‪ y ' = a ' x + b‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) ( ) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺘﻮازﻳﲔ إذا وﻓﻘﻂ إذا ﻛﺎن ﳍﻤﺎ ﻧﻔﺲ ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ أي‪D / / D ' ⇔ a = a ' :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪á^âÖ‬‬
‫‪/9‬اﻟﺸﺮط اﻷﺳﺎﺳﻲ ﻟﺘﻮازي ﻣﺴﺘﻘﻤﻴﻦ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﺑﺮﻳﻞ ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬أﺑﺮﻳﻞ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪56‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا‬ ‫‪ :9‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ـ ـ ـ ـ ـ ــﺪة‪ 1 :‬ﺳ ـ ـ ــﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﻣﺒﺮﻫﻨﺔ ﻃﺎﻟﺲ وﻋﻜﺴﻬﺎ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ك‪.‬م ‪ +‬ﺟﻬﺎز اﻟﻌﺮض )ﺛﺎﻧﻮي(‬ ‫ﺣﻞ ﻣﺴﺎﺋﻞ ﻫﻨﺪﺳﻴﺔ‪.‬‬
‫ﻣﺒﺮﻫﻨﺔ ﻣﺴﺘﻘﻴﻤﺎن ﻣﺘﻮازﻳﺎن ﻳﻘﻄﻌﻬﺎ ﻣﺴﺘﻘﻴﻤﺎن ﻏﻴﺮ ﻣﺘﻮازﻳﺎن وﺗﻮﻇﻴﻔﻬﺎ ﻓﻲ ّ‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪|1‬ﺗﺬﻛﻴﺮ ﺑﺎﻟﺪرس اﻟﻤﺎﺿﻲ‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﲟﱪﻫﻨﺔ ﻃﺎﻟﺲ؟ ﳐﺘﻠﻒ اﻟﻨﺴﺐ اﳌﺜﻠﺜﻴﺔ؟‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫وﻣﺮاﺟﻌﺔ ﺳﺮﻳﻌﺔ )‪ 5‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫ط)و‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.2‬‬
‫‪ |2‬اﻟﻌﻼﻗﺎت اﻟﻬﻨﺪﺳﻴﺔ ﻟﻤﺒﺮﻫﻨﺔ ﻃﺎﻟﺲ‬
‫وﻋﻜﺴﻬﺎ )‪7‬د(‬
‫‪ .1‬رﺳﻢ ﻣﺴﺘﻘﻴﻤﻴﻦ ﻣﺘﻮازﻳﺎن ﻳﻘﻄﻌﻬﻤﺎ ﻗﺎﻃﻌﺎن ﻏﻴﺮ ﻣﺘﻮازﻳﺎن‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬اﺳﺘﻨﺘﺎج ﻣﺨﺘﻠﻒ اﻟﻌﻼﻗﺎت اﻟﻬﻨﺪﺳﻴﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪|3‬ﻣﺒﺮﻫﻨﺔ ﻃﺎﻟﺲ وﻣﻔﻬﻮﻣﻬﺎ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪:" !" 3‬‬ ‫‪-1‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﻣﺒﺮﻫﻨﺔ ﻣﺴﺘﻘﻴﻤﺎن ﻣﺘﻮازﻳﺎن ﻳﻘﻄﻌﻬﺎ ﻣﺴﺘﻘﻴﻤﺎن ﻏﻴﺮ ﻣﺘﻮازﻳﺎن وﺗﻮﻇﻴﻔﻬﺎ ﻓﻲ ّ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﻬﻨﺪﺳﻲ )‪8‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻛﻞ ﻣﺴﺘﻘﻴﻤﺎن ﻣﺘﻮازﻳﺎن ﻳﻘﻄﻌﻬﻤﺎ ﻗﺎﻃﻌﺎن ﻏﲑ ﻣﺘﻮازﻳﺎن ﺣﺴﺐ اﻟﺸﻜﻞ اﳌﻘﺎﺑﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫أﻃﻮال اﳌﺜﻠﺚ ‪ A BC‬ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ أﻃﻮال اﳌﺜﻠﺚ ‪ ADE‬ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪AB AC BC‬‬
‫=‬ ‫=‬
‫‪AD AE DE‬‬

‫"‪:‬‬ ‫!‬ ‫‪"4‬‬ ‫‪-2‬‬

‫‪ |4‬ﻋﻜﺲ ﻣﺒﺮﻫﻨﺔ ﻃﺎﻟﺲ‬
‫وﻣﻔﻬﻮﻣﻬﺎ اﻟﻬﻨﺪﺳﻲ )‪7‬د(‬

‫إذا ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ اﻟﻨﻘﻂ ‪ D , B , A‬واﻟﻨﻘﻂ ‪ E ,C , A‬ﰲ إﺳﺘﻘﺎﻣﻴﺔ ﻋﻠﻰ اﻟﱰﺗﻴﺐ‬

‫‪AB AC‬‬
‫ﻓﺎن‪ ( ∆ ) :‬ﻳﻮازي )' ∆ ( أي ) ‪( BC ) / / ( DE‬‬ ‫=‬ ‫وﻛﺎن ﻟﺪﻳﻨﺎ‪:‬‬
‫‪AD AE‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫……………………………‬
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‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ , -3‬ا ‪:%&' ( )*+‬‬
‫‪ |5‬ﺣﺎﻟﺔ ﺧﺎﺻﺔ‪ :‬ﻣﺴﺘﻘﻴﻢ اﻟﻤﻨﺘﺼﻔﻴﻦ ﻓﻲ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫) ( )‬
‫‪ A BC‬ﻣﺜﻠﺚ ﻛﻴﻔﻲ و ‪ N ، M‬ﻧﻘﻄﺘﺎن ﻣﻦ ‪ AB‬و ‪ AC‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺜﻠﺚ ﻛﻴﻔﻲ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪A‬‬ ‫] [ ] [‬
‫• إذا ﻛﺎﻧﺖ اﻟﻨﻘﻄﺘﲔ ‪ N ، M‬ﻣﻨﺘﺼﻔﻲ ‪ AB‬و ‪ A C‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ ﳒﺪ‪:‬‬
‫ﺣﻞ ﻣﺴﺎﺋﻞ ﻫﻨﺪﺳﻴﺔ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪1‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ MN / / BC‬و ‪MN = BC‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫( )‬ ‫)‬
‫‪2‬‬
‫‪N‬‬ ‫‪M‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫• إذا ﻛﺎﻧﺖ اﻟﻨﻘﻄﺔ ‪ M‬ﻣﻨﺘﺼﻒ ] ‪ [ AB‬وﻛﺎن ) ‪( MN ) / / ( BC‬‬
‫ﻓﺎن اﻟﻨﻘﻄﺔ ‪ N‬ﻣﻨﺘﺼﻒ ] ‪[ A C‬‬
‫‪C‬‬ ‫‪B‬‬

‫|‪{244‬ـﺔ‬ ‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 73-65|62 :‬اﻟﺼﻔﺤـ} ‪242‬‬

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‫………………………‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬

‫‪www.mathonec.com‬‬ ‫‪ .1‬رھ ط س‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V8íßâÚ‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫(‬ ‫)‬
‫‪/6‬ﻣﻔﻬﻮم ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ واﻟﺪاﻟﺔ‬
‫ﻟﻴﻜﻦ ‪ a‬و ‪ b‬ﻋﺪدﻳﺎن ﺣﻘﻴﻘﻴﺎن‪ .‬ﳎﻤﻮﻋﺔ اﻟﻨﻘﻂ ‪ M x ; y‬ﺣﻴﺚ ‪ y = ax + b‬ﻫﻲ ﻣﺴﺘﻘﻴﻢ ‪D‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻻ ﻳﻮازي ﳏﻮر اﻟﱰاﺗﻴﺐ‪.‬‬
‫اﻟﺘﺂﻟﻔﻴﺔ )‪10‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﳌﺴﺘﻘﻴﻢ ‪ D‬ﻫﻮ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ ﻟﻠﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ ‪x → ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪1 ‬‬
‫ﻣﻌﺎﻣﻞ‬ ‫ﻫﻮ‬ ‫‪a‬‬ ‫واﻟﻌﺪد‬ ‫‪D‬‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺘﻮﺟﻴﻪ‬ ‫اﳌﺴﺘﻘﻴﻢ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻮﺟﻴﻪ‬ ‫ﺷﻌﺎع‬ ‫ﻫﻮ‬ ‫‪u‬‬ ‫اﻟﺸﻌﺎع ‪ ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪a ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫_‪< <Ví×nÚ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ /7‬أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻟﻤﺨﺘﻠﻒ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺎت ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ )‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪,‬‬ ‫‪ 4 .4‬ب ‪ / 0 1 2‬ﻪ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V10íßâÚ‬‬
‫(‬ ‫)‬
‫‪ /8‬ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ وﻃﺮﻳﻘﺔ ﺣﺴﺎﺑﻪ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫)‬ ‫(‬ ‫)‬
‫ﻣﻦ أﺟﻞ ﻛﻞ ﻧﻘﻄﺘﲔ ‪ A x A ; y A‬و ‪ B x B ; y B‬ﰲ ﻣﻌﻠﻢ ‪ o ; i ; j‬ﺣﻴﺚ ‪ ، x A ≠ x B‬ﻣﻌﺎﻣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻧﻄﻼﻗﺎً ﻣﻦ ﻧﻘﻄﺘﻴﻦ )‪10‬د*‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪y − yA‬‬
‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪. B‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ ‪ AB‬ﻳﺴﺎوي‬
‫‪x‬‬ ‫‪B‬‬ ‫‪−‬‬ ‫‪x‬‬ ‫‪A‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫( )‬ ‫)‬ ‫(‬ ‫)‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺜﺎل‪ :‬ﻟﺘﻜﻦ ‪ A‬و ‪ B‬ﻧﻘﻄﺘﲔ ﻣﻦ ﻧﻔﺲ اﳌﺴﺘﻘﻴﻢ ‪ AB‬إﺣﺪاﺛﻴﺎ‪‬ﻤﺎ ﻋﻠﻰ اﻟﱰﺗﻴﺐ ‪ −2;3‬و ‪3;5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬ ‫‪5−3‬‬ ‫‪2‬‬
‫= ‪y = x +b ) a‬‬ ‫(‬ ‫)‬
‫ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ ﻟﻠﻤﺴﺘﻘﻴﻢ ‪ AB‬ﻫﻮ‪= :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5‬‬ ‫‪3 − −2‬‬ ‫) (‬
‫‪5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪:)6 ,‬‬ ‫‪: .5‬ط ‪ 0‬ازي‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V10íßâÚ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) ( ) (‬
‫ﻳﻜﻮن اﳌﺴﺘﻘﻴﻤﺎن ‪ D‬و ' ‪ D‬اﻟﻠﺬان ﻣﻌﺎدﻟﺘﺎﳘﺎ ‪ y = ax + b‬و ' ‪ y ' = a ' x + b‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) ( ) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺘﻮازﻳﲔ إذا وﻓﻘﻂ إذا ﻛﺎن ﳍﻤﺎ ﻧﻔﺲ ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ أي‪D / / D ' ⇔ a = a ' :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪á^âÖ‬‬
‫‪/9‬اﻟﺸﺮط اﻷﺳﺎﺳﻲ ﻟﺘﻮازي ﻣﺴﺘﻘﻤﻴﻦ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

www.mathonec.com
 ‫اﻟﺘﺎرﻳ ــﺦ اﻟﻔﻌﻠﻲ‪ ..... :‬أﺑﺮﻳﻞ ‪2012‬‬ ‫اﻟﺘﺎرﻳ ــﺦ اﻟﺮﺳﻤﻲ‪ ...... :‬أﺑﺮﻳﻞ ‪2012‬‬ ‫ـ‬ ‫ا‬ ‫ـ‬ ‫اﻷﺳﺘﺎذ‪:‬‬ ‫ـــــ ت‬ ‫اﻟﻤـ ــﺎدة‪ :‬ر‬
‫اﻟﻤﺴﺘــﻮى‪ 1 :‬ج م ع‬ ‫‪57‬‬ ‫رﻗﻢ ﻣﺬﻛﺮة اﻟﺘﺤﻀﻴﺮ‪:‬‬ ‫ا‬ ‫‪ :9‬ا‬ ‫اﻟﺒﺎب‬
‫اﻟﻤـ ــﺪة‪ 1 :‬ﺳـ]‪[1h‬ـﺎﻋﺔ‬ ‫اﻟﻮﺣﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬اﳌﺜﻠﺜﺎت اﳌﺘﻘﺎﻳﺴﺔ واﳌﺜﻠﺜﺎت اﳌﺘﺸﺎ‪‬ﺔ‪.‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ك‪.‬م ‪ +‬ﺟﻬﺎز اﻟﻌﺮض )ﺛﺎﻧﻮي(‬ ‫ﻣﻔﻬﻮم اﻟﻤﺜﻠﺜﺎت اﻟﻤﺘﻘﺎﻳﺴﺔ وﺣﺎﻻت ﺗﻘﺎﻳﺲ ﻣﺜﻠﺜﻴﻦ واﻟﻤﺜﻠﺜﺎت اﻟﻤﺘﺸﺎﺑﻬﺔ وﺣﺎﻻت ﺗﺸﺎﺑﻪ ﻣﺜﻠﺜﻴﻦ‬ ‫اﻟﻜﻔﺎءات اﻟﻤﺴﺘﻬﺪﻓﺔ‪:‬‬
‫ﻣﺆﺷﺮات وﺗﻘﻨﻴﺎت‬ ‫] ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ [‬ ‫ﻣﺮاﺣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪|1‬ﻣﺒﺮﻫﻨﺔ ﻓﻴﺜﺎﻏﻮرس وﻃﺎﻟﺲ‬ ‫وﺿﻌﻴﺔ اﻻﻧﻄﻼق‪ :‬ﺗﺬﻛﲑ ﺑﺎﻟﺪرس اﳌﺎﺿﻲ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪-‬‬ ‫‪.1‬‬
‫وﻋﻜﺴﻴﻬﻤﺎ )‪ 5‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪(215‬‬ ‫ط )‪ 07|06‬ا‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪.2‬‬
‫‪ |2‬ﻣﻔﻬﻮم ﺗﻘﺎﻳﺲ وﺗﺸﺎﺑﻪ ﻣﺜﻠﺜﻴﻦ واﻟﻔﺮق‬
‫ﺑﻴﻦ اﻻﺛﻨﻴﻦ )‪15‬د(‬
‫‪ .1‬اﻟﻤﺜﻠﺜﺎت اﻟﻤﺘﻘﺎﻳﺴﺔ وﻣﺨﺘﻠﻒ ﺣﺎﻻت ﺗﻘﺎﻳﺲ ﻣﺜﻠﺜﻴﻦ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬اﻟﻤﺜﻠﺜﺎت اﻟﻤﺘﺸﺎﺑﻬﺔ وﻣﺨﺘﻠﻒ ﺣﺎﻻت ﺗﺸﺎﺑﻪ ﻣﺜﻠﺜﻴﻦ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪|3‬ﻣﻔﻬﻮم ﺗﻘﺎﻳﺲ ﻣﺜﻠﺜﻴﻦ‬

‫‪ -1‬ﺗﻌﺮﻳﻒ ‪:1‬‬
‫اﻟﻜﻔﺎءة اﻟﻘﺎﻋﺪﻳﺔ‪ :‬ﻣﻔﻬﻮم اﻟﻤﺜﻠﺜﺎت اﻟﻤﺘﻘﺎﻳﺴﺔ وﺣﺎﻻت ﺗﻘﺎﻳﺲ ﻣﺜﻠﺜﻴﻦ واﻟﻤﺜﻠﺜﺎت اﻟﻤﺘﺸﺎﺑﻬﺔ وﺣﺎﻻت ﺗﺸﺎﺑﻪ ﻣﺜﻠﺜﻴﻦ‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻓﻲ اﻟﺜﻬﻨﺪﺳﺔ)‪8‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﻘﻮل ﻋﻦ ﻣﺜﻠﺜﲔ أ‪‬ﻜﺎ ﻣﺘﻘﺎﻳﺴﺎن إذا ﺗﻄﺎﺑﻘﺎ ﻋﻠﻰ ﺑﻌﻀﻬﻤﺎ اﻟﺒﻌﺾ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ :‬ﻛﻞ ﻣﺜﻠﺜﲔ ﻣﺘﻘﺎﻳﺴﺎن أﺿﻼﻋﻬﻤﺎ ﻣﺘﻘﺎﻳﺴﺔ وزواﻳﺎﳘﺎ ﻣﺘﻘﺎﻳﺴﺔ ﻣﺜﲎ ﻣﺜﲎ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫‪ -2‬ﺣﺎﻻت ﺗﻘﺎﻳﺲ ﻣﺜﻠﺜﻴﻦ‪:‬‬

‫‪ (1‬ﻳﺘﻘﺎﻳﺲ ﻣﺜﻠﺜﲔ إذا ﻛﺎﻧﺖ أﻃﻮال أﺿﻼﻋﻬﻤﺎ ﻣﺘﻘﺎﻳﺴﺔ ﻣﺜﲎ ﻣﺜﲎ‪.‬‬
‫‪|4‬اﻟﺤﺎﻻت اﻟﻌﺎﻣﺔ ﻟﺘﻘﺎﻳﺲ‬

‫‪ (2‬ﻳﺘﻘﺎﻳﺲ ﻣﺜﻠﺜﲔ إذا ﺗﻘﺎﻳﺴﺖ زاوﻳﺔ واﻟﻀﻠﻌﺎن اﻟﻠﺬان ﳛﺼﺮا‪‬ﺎ ﰲ ﻛﻼ اﳌﺜﻠﺜﲔ‪.‬‬

‫ﻣﺜﻠﺜﻴﻦ)‪7‬د(‬

‫‪ (3‬ﻳﺘﻘﺎﻳﺲ ﻣﺜﻠﺜﲔ إذا ﺗﻘﺎﻳﺲ ﺿﻠﻊ واﻟﺰاوﻳﺘﲔ ا‪‬ﺎورﺗﲔ ﻟﻪ ﰲ ﻛﻼ اﳌﺜﻠﺜﲔ‪.‬‬

‫‪ (4‬ﻳﺘﻘﺎﻳﺲ ﻣﺜﻠﺜﺎن إذا ﻛﺎن أﺣﺪﳘﺎ ﺻﻮرة ﻟﻶﺧﺮ ﺑﺎﻻﻧﺴﺤﺎب أو اﻟﺪوار‪ ،‬ﺗﻨﺎﻇﺮ ﳏﻮري أو ﺗﻨﺎﻇﺮ ﻣﺮﻛﺰي‪.‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫……………………………‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ -3‬ﺗﻌﺮﻳﻒ ‪:2‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻧﻘﻮل ﻋﻦ ﻣﺜﻠﺜﲔ أ‪‬ﻤﺎ ﻣﺘﺸﺎ‪‬ﲔ إذا ﻛﺎﻧﺖ زواﻳﺎ أﺣﺪﳘﺎ ﻣﺘﻘﺎﻳﺴﺔ ﻣﻊ زواﻳﺎ اﻵﺧﺮ‬
‫‪ |5‬ﻣﻔﻬﻮم ﺗﺸﺎﺑﻪ ﻣﺜﻠﺜﻴﻦ وﺣﺎﻻت‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﺸﺎﺑﻪ ﻣﺜﻠﺜﻴﻦ )‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ :‬اﳌﺜﻠﺜﺎن اﳌﺘﺸﺎ‪‬ﺎن أﺿﻼﻋﻬﻤﺎ اﳌﺘﻤﺎﺛﻠﺔ ﻣﺘﻨﺎﺳﺒﺔ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪ -4‬ﺣﺎﻻت ﺗﺸﺎﺑﻪ ﻣﺜﻠﺜﻴﻦ‪:‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .1‬ﻳﺘﺸﺎﺑﻪ ﻣﺜﻠﺜﲔ إذا ﺗﻘﺎﻳﺲ زاوﻳﺘﺎن ﻣﻦ أﺣﺪﻫﺎ ﻣﻊ اﳌﺜﻠﺚ اﻵﺧﺮ‪.‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪ .2‬ﻳﺘﻘﺎﻳﺲ ﻣﺜﻠﺜﲔ إذا ﺗﻘﺎﻳﺲ زاوﻳﺔ ﻣﻦ أﺣﺪﻫﺎ ﻣﻊ زاوﻳﺔ ﻣﻦ اﻵﺧﺮ وﻛﺎن ﻃﻮﻻ اﻟﻀﻠﻌﲔ ا‪‬ﺎورﺗﲔ ﳍﺬﻩ اﻟﺰاوﻳﺔ ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﻃﻮﱄ‬
‫اﻟﻀﻠﻌﲔ ﰲ اﳌﺜﻠﺚ اﻵﺧﺮ‪.‬‬
‫‪ .3‬ﻳﺘﺸﺎﺑﻪ ﻣﺜﻠﺜﲔ إذا ﻛﺎﻧﺖ أﻃﻮال اﻷﺿﻼع اﳌﺘﻤﺎﺛﻠﺔ ﻣﺘﻨﺎﺳﺒﺔ‪.‬‬
‫‪ -5‬ﻧﺴﺒﺔ ﺗﺸﺎﺑﻪ ﻣﺜﻠﺜﻴﻦ‪:‬‬
‫‪|6‬اﻟﻌﻼﻗﺔ ﻟﻨﺴﺒﺔ ﺗﺸﺎﺑﻪ‬ ‫ﻟﻴﻜﻦ ‪ A BC‬و ' ‪ A ' B 'C‬ﻣﺜﻠﺜﲔ ﻣﺘﺸﺎ‪‬ﲔ‪ ،‬ﻧﺴﻤﻲ ﻧﺴﺒﺔ اﻟﺘﺸﺎﺑﻪ ﻫﺬﻳﻦ اﳌﺜﻠﺜﲔ اﻟﻌﺪد اﳌﻮﺟﺐ ‪ k‬ﺣﻴﺚ‪:‬‬
‫ﻣﺜﻠﺜﻴﻦ )‪10‬د(‬ ‫' ‪A ' B ' A 'C ' B 'C‬‬
‫= ‪k‬‬
‫‪…………………….……………………………………………………………......‬‬ ‫=‬ ‫=‬
‫‪AB‬‬ ‫‪AC‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪BC‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫………………………‬

‫إﻋﺎدة اﻻﺳﺘﺜﻤﺎر‪ :‬أﳒﺰ اﻟﺘﻤﺎرﻳﻦ‪ 94-92|85-83 :‬اﻟﺼﻔﺤـ} ‪{246|245‬ـﺔ‬

‫‪Tous Droits réservés à Moumna Abdelkrim‬‬
‫‪www.mathonec.com‬‬ ‫وا‬ ‫تا‬ ‫‪.1‬ا‬
‫ﻣﺆﺷﺮات –ﺗﻘﻨﻴﺎت‪-‬‬ ‫ﺳـ ــﻴﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴـ ــﻤﻴﺔ‬ ‫ﻣﺮاﺣﻞ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V8íßâÚ‬‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) (‬ ‫(‬ ‫)‬
‫‪/6‬ﻣﻔﻬﻮم ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ واﻟﺪاﻟﺔ‬
‫ﻟﻴﻜﻦ ‪ a‬و ‪ b‬ﻋﺪدﻳﺎن ﺣﻘﻴﻘﻴﺎن‪ .‬ﳎﻤﻮﻋﺔ اﻟﻨﻘﻂ ‪ M x ; y‬ﺣﻴﺚ ‪ y = ax + b‬ﻫﻲ ﻣﺴﺘﻘﻴﻢ ‪D‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻻ ﻳﻮازي ﳏﻮر اﻟﱰاﺗﻴﺐ‪.‬‬
‫اﻟﺘﺂﻟﻔﻴﺔ )‪10‬د(‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﳌﺴﺘﻘﻴﻢ ‪ D‬ﻫﻮ اﻟﺘﻤﺜﻴﻞ اﻟﺒﻴﺎﻧﻲ ﻟﻠﺪاﻟﺔ اﻟﺘﺂﻟﻔﻴﺔ ‪x → ax + b‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪1 ‬‬
‫ﻣﻌﺎﻣﻞ‬ ‫ﻫﻮ‬ ‫‪a‬‬ ‫واﻟﻌﺪد‬ ‫‪D‬‬ ‫) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻟﺘﻮﺟﻴﻪ‬ ‫اﳌﺴﺘﻘﻴﻢ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﺗﻮﺟﻴﻪ‬ ‫ﺷﻌﺎع‬ ‫ﻫﻮ‬ ‫‪u‬‬ ‫اﻟﺸﻌﺎع ‪ ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪a ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫_‪< <Ví×nÚ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪ /7‬أﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻟﻤﺨﺘﻠﻒ‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫وﺿﻌﻴﺎت ﻣﻌﺎدﻟﺔ ﻣﺴﺘﻘﻴﻢ )‪15‬د(‬ ‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫!‬ ‫‪ ( .4‬ب & ‪ # $ %‬ﻪ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V10íßâÚ‬‬
‫(‬ ‫)‬
‫‪ /8‬ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ وﻃﺮﻳﻘﺔ ﺣﺴﺎﺑﻪ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫(‬ ‫)‬ ‫(‬ ‫)‬
‫ﻣﻦ أﺟﻞ ﻛﻞ ﻧﻘﻄﺘﲔ ‪ A x A ; y A‬و ‪ B x B ; y B‬ﰲ ﻣﻌﻠﻢ ‪ o ; i ; j‬ﺣﻴﺚ ‪ ، x A ≠ x B‬ﻣﻌﺎﻣﻞ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫اﻧﻄﻼﻗﺎً ﻣﻦ ﻧﻘﻄﺘﻴﻦ )‪10‬د*‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪y − yA‬‬
‫(‬ ‫)‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪. B‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫ﺗﻮﺟﻴﻪ ﻣﺴﺘﻘﻴﻢ ‪ AB‬ﻳﺴﺎوي‬
‫‪x‬‬ ‫‪B‬‬ ‫‪−‬‬ ‫‪x‬‬ ‫‪A‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫(‬ ‫( )‬ ‫)‬ ‫(‬ ‫)‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺜﺎل‪ :‬ﻟﺘﻜﻦ ‪ A‬و ‪ B‬ﻧﻘﻄﺘﲔ ﻣﻦ ﻧﻔﺲ اﳌﺴﺘﻘﻴﻢ ‪ AB‬إﺣﺪاﺛﻴﺎ‪‬ﻤﺎ ﻋﻠﻰ اﻟﱰﺗﻴﺐ ‪ −2;3‬و ‪3;5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪2‬‬ ‫‪5−3‬‬ ‫‪2‬‬
‫= ‪y = x +b ) a‬‬ ‫(‬ ‫)‬
‫ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ ﻟﻠﻤﺴﺘﻘﻴﻢ ‪ AB‬ﻫﻮ‪= :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪5‬‬ ‫‪3 − −2‬‬ ‫) (‬
‫‪5‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫! ‪:*+‬‬ ‫‪/ .5‬ط ‪ $‬ازي‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬ ‫‪< <V10íßâÚ‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫) ( ) (‬
‫ﻳﻜﻮن اﳌﺴﺘﻘﻴﻤﺎن ‪ D‬و ' ‪ D‬اﻟﻠﺬان ﻣﻌﺎدﻟﺘﺎﳘﺎ ‪ y = ax + b‬و ' ‪ y ' = a ' x + b‬ﻋﻠﻰ اﻟﱰﺗﻴﺐ‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬

‫) ( ) (‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫ﻣﺘﻮازﻳﲔ إذا وﻓﻘﻂ إذا ﻛﺎن ﳍﻤﺎ ﻧﻔﺲ ﻣﻌﺎﻣﻞ اﻟﺘﻮﺟﻴﻪ أي‪D / / D ' ⇔ a = a ' :‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫]‪á^âÖ‬‬
‫‪/9‬اﻟﺸﺮط اﻷﺳﺎﺳﻲ ﻟﺘﻮازي ﻣﺴﺘﻘﻤﻴﻦ‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫)‪10‬د(‬

‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
‫‪……………………………………………………………………………………………………….……………………………………………………………......‬‬
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‫‪Tous Droits réserves a Moumna AbdelKarim‬‬ ‫‪www.mathonec.com‬‬

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