Chap 1 : Enchainement d'opérations

Chap 1 : Enchainement d'opérations

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page 4

Compétences visées

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Vocabulaire

Distributivité

Priorités opératoires

Convention d'écriture

I. Enchainement des opérations

Activité 1

Activité 1

Convention N°1

Dans une expression sans parenthèses avec uniquement des additions et des soustractions, on effectue les calculs dans le sens de lecture.

Activité 1

Convention N°1

Dans une expression sans parenthèses avec uniquement des additions et des soustractions, on effectue les calculs dans le sens de lecture.

Convention N°2

Dans une expression sans parenthèses avec uniquement des multiplications et des divisions, on effectue les calculs dans le sens de lecture.

Activité 1

Convention N°1

Dans une expression sans parenthèses avec uniquement des additions et des soustractions, on effectue les calculs dans le sens de lecture.

Convention N°2

Dans une expression sans parenthèses avec uniquement des multiplications et des divisions, on effectue les calculs dans le sens de lecture.

I. Enchainement des opérations

Activité 1

Activité 2

Activité 2

Convention N°3

Dans une expression sans parenthèses, on effectue les multiplications et les divisions AVANT les additions et les soustractions.

Activité 2

Convention N°3

Dans une expression sans parenthèses, on effectue les multiplications et les divisions AVANT les additions et les soustractions.

I. Enchainement des opérations

Activité 1

Activité 2

Activité 3

Activité 3

Convention N°4

Dans une expression avec parenthèses, on effectue d’abord les calculs entre parenthèses en commençant par les parenthèses les plus intérieures.

Exercices

Activité 3

Exercices d'entrainement

Ex 29 P22

Ex 33 P22

Ex 35 P22

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synthèse

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Application

Higher Education

Ex 38 P22

Overview

Principles

UDL Principles

Click "+ info" below to learn more about each principle:

Action & Expression

Representation

Engagement

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UDL Principles

Check what you know

Read each question and click the best choice.

Go!

UDL Principles

What is the purpose of providing multiple means of representation in Universal Design for Learning (UDL)?

To accommodate diverse learning styles and preferences.

To limit access to information for certain learners.

To make learning materials visually appealing.

UDL Principles

Which of the following is an example of the Multiple Means of Engagement principle in UDL?

Excluding real-world connections from learning materials.

Offering options for interactive simulations and games.

Providing only one choice for learning activities.

UDL Principles

How does the Multiple Means of Expression principle support learners in UDL?

By restricting the ways learners can demonstrate their understanding.

By allowing learners to showcase their knowledge in different ways.

By providing only written expression options.

UDL Principles

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What is UDL?

Accessibility

Application

Application

How can UDL be applied in k-12, higher education, and corporate trainings?

Application

k-12

Corporate

In corporate settings, UDL principles are applied to design training programs and professional development initiatives that address the needs of employees with varying backgrounds, skills, and learning styles. Offering options for engagement, such as interactive simulations, virtual workshops, and self-paced modules, instructional designers can cater to the diverse learning needs and preferences of their workforce. Additionally, employers provide opportunities for employees to demonstrate their skills and knowledge through practical assignments, collaborative projects, and reflective assessments, promoting continuous learning and professional growth across the organization. Watch this video to see how universal design for learning principles is being used in a corporate setting.

Application Review

Think:

What setting do you work in? How can you apply UDL principles into your work?

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What is UDL?

Accessibility

Application

Accessibility

How can you design to ensure accessibility for your learners?

Accessibility

Key Points

Key Points

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Accessibility ensures that all learners, including those with disabilities, can access and engage with learning materials effectively.

Accommodating Diverse Needs

Compliance with Standards

Accessibility

Design

Key Design Strategies

Click the arrows on the images to learn four key design strategies that ensure accessibility. Want to learn even more? Click the button below to be taken to an article that provides seven additional tips!

Additional Tips

Accessibility Review

Think:

What design strategies can you implement into your work to ensure accessibility?

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Knowledge Check

Why is it important to ensure accessibility in UDL principles?

To create flexible and inclusive learning environments for all learners.

To limit access to instructional content based on individual preferences.

To exclude learners with disabilities from accessing learning materials.

Try again...

Right answer

Great Job!

You have completed the Universal Design for Learning Course

In this course you learned:

• Universal Design for Learning is is a framework that aims to remove barriers to learning and provide equal opportunities for all learners.

• It is based on three primary principles: Multiple Means of Representation, Engagement, and Expression.

• Ways to apply the three principles in k12, higher education, and corporate settings.

• Key design strategies to ensure accessibility.

Multiple Means of Expression

This principle emphasizes allowing learners to demonstrate their understanding in different ways to accommodate diverse strengths, preferences, and communication styles. By providing flexible options for expression, educators empower learners to showcase their knowledge, skills, and creativity effectively.

Examples:

• Allow learners choice in assessment
• Provide scaffolded support that allow learners to gradually build their skills
• Encourage creativity

Multiple Means ofEngagement

This principle focuses on offering options for how learners can engage with the material to increase motivation and interest. By providing varied and engaging learning activities, educators can cater to the diverse interests, preferences, and backgrounds of learners, fostering intrinsic motivation and sustained engagement.

Examples:

• Incorporating interactive elements
• Offering choices in activities
• Connecting learning to real-world contexts

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Compliance with Standards

Accessibility in UDL aligns with established accessibility standards, such as the Web Content Accessibility Guidelines (WCAG). These standards provide guidelines and best practices for making digital content perceivable, operable, understandable, and robust for users with disabilities, ensuring that learning materials are accessible across various platforms and devices.

Explore the WCAG standards here!

Accommodating Diverse Needs

Accessibility in UDL involves designing learning materials and activities that accommodate a wide range of diverse needs and preferences. This includes considering learners with visual, auditory, motor, cognitive, or other disabilities, as well as individuals with different learning styles, language backgrounds, and cultural perspectives.

Multiple Means of Representation

This principle emphasizes providing information in various formats to accommodate diverse learning styles and preferences. By presenting content in multiple ways, learners can access information in a format that best suits their needs, whether they are visual, auditory, kinesthetic, or tactile learners.

Examples:

• Utilizing text and providing written out content
• Using visual aids and alternative text
• Implementing captions and audio in content