Le chiffre des unit\u00e9s de 132<\/sup> est 9.
Quel est le chiffre des unit\u00e9s de 133<\/sup> ? de 134<\/sup>?de 135<\/sup>? <\/em>
Quel est le chiffre des unit\u00e9s de 132 000<\/sup> ? de 1350 003<\/sup>?<\/em><\/p>\r\n
Au cycle 3<\/h3>\r\n
M\u00eame si le concept de puissance n’est pas manipul\u00e9 en cycle 3, il peut tout \u00e0 fait \u00eatre abord\u00e9, en expliquant que l’on va multiplier un nombre par lui-m\u00eame et recommencer l’op\u00e9ration pour ne s’int\u00e9resser qu’au chiffre des unit\u00e9s du r\u00e9sultat. La notion de reste dans la division euclidienne<\/strong>\u00a0appara\u00eet naturellement.<\/p>\r\n \u2666 Lire attentivement l’\u00e9nonc\u00e9 : \u2666 Utiliser la notion de puissance vue en classe de quatri\u00e8me<\/strong>. Quel est le chiffre des unit\u00e9s de 13^n ?<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[107],"tags":[],"niveau":[112,113,114],"type_situation":[116],"theme_maths":[118],"probleme_associe":[],"type-expe":[],"class_list":{"0":"post-3177","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-situation-probleme","7":"niveau-cycle_3","8":"niveau-cycle-4","9":"niveau-lycee","10":"type_situation-situation-probleme","11":"theme_maths-nombres-et-calculs","12":"czr-hentry"},"rttpg_featured_image_url":null,"rttpg_author":{"display_name":"St\u00e9phanie CROQUELOIS","author_link":"https:\/\/math.univ-lyon1.fr\/dream\/?author=3"},"rttpg_comment":0,"rttpg_category":"Situation Probl\u00e8me<\/a>","rttpg_excerpt":"Quel est le chiffre des unit\u00e9s de 13^n ?","_links":{"self":[{"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=\/wp\/v2\/posts\/3177","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=3177"}],"version-history":[{"count":8,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=\/wp\/v2\/posts\/3177\/revisions"}],"predecessor-version":[{"id":3786,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=\/wp\/v2\/posts\/3177\/revisions\/3786"}],"wp:attachment":[{"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=3177"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=3177"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=3177"},{"taxonomy":"niveau","embeddable":true,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Fniveau&post=3177"},{"taxonomy":"type_situation","embeddable":true,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Ftype_situation&post=3177"},{"taxonomy":"theme_maths","embeddable":true,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Ftheme_maths&post=3177"},{"taxonomy":"probleme_associe","embeddable":true,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Fprobleme_associe&post=3177"},{"taxonomy":"type-expe","embeddable":true,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Ftype-expe&post=3177"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}![\"\"](\"https:\/\/math.univ-lyon1.fr\/dream\/wp-content\/plugins\/beaver-builder-lite-version\/img\/pixel.png\"){kind=tracking}
<\/p>\r\nComp\u00e9tences transversales<\/h3>\r\n
C’est ici imp\u00e9ratif pour \u00e9viter de partir dans de longs et fastidieux calculs. Ce n’est effectivement pas le r\u00e9sultat du calcul qui est demand\u00e9 mais seulement le chiffre des unit\u00e9s.
\u2666 Faire preuve de suffisamment d’autonomie face \u00e0 la calculatrice :
Cet exercice peut \u00eatre r\u00e9solu correctement et compl\u00e8tement \u00e0 cette condition. Les derniers calculs ne peuvent effectivement pas \u00eatre affich\u00e9s par la calculatrice de coll\u00e8ge.
\u2666 R\u00e9diger rigoureusement pour \u00e9viter des confusions, notamment au niveau math\u00e9matique avec l’emploi souvent abusif du signe \u00ab = \u00bb.
\u2666 Mettre en place une technique logique :
Il est n\u00e9cessaire de mettre en \u00e9vidence la r\u00e9p\u00e9tition d’une m\u00eame suite de chiffres et non pas r\u00e9it\u00e9rer ind\u00e9finiment la multiplication par 3 ou 13.<\/p>\r\nConnaissances math\u00e9matiques<\/h3>\r\n
\u2666 Utiliser la calculatrice
\u2666 Simplifier les calculs : reconna\u00eetre que les suites des chiffres des unit\u00e9s des puissance de 13 et de 13 sont les m\u00eames.
\u2666 Utiliser la division euclidienne en rep\u00e9rant la r\u00e9p\u00e9tition d’une suite de quatre chiffres.
\u2666 A partir de la classe de Terminale<\/strong>, on peut aussi faire appel \u00e0 la notion de congruence modulo 4. T\u00e9l\u00e9charcher le document complet <\/a><\/p>\r\n","protected":false},"excerpt":{"rendered":"