![\"DREAM_NR_TRIANGLEINSCRIT_IllustrationEnonc\u00e9\"](\"https:\/\/math.univ-lyon1.fr\/dream\/wp-content\/uploads\/2023\/02\/DREAM_NR_TRIANGLEINSCRIT_IllustrationEnonce.png\" "\\"DREAM_NR_TRIANGLEINSCRIT_IllustrationEnonc\u00e9\\"")
\n\tO\u00f9 faudrait-il placer le point P sur l’hypot\u00e9nuse de ce triangle BAC pour que le segment [IJ] ait la plus petite longueur possible ?<\/p>\n\t\t\t\n\t\t\t\t\t\tRetour Panier \u00e0 probl\u00e8mes\n\t\t\t\t\t<\/a>\n\t O\u00f9 faudrait-il placer le point P sur l’hypot\u00e9nuse de ce triangle BAC pour que le segment [IJ] ait la plus petite longueur possible ?<\/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":[113,114],"type_situation":[116],"theme_maths":[120],"probleme_associe":[136],"type-expe":[],"class_list":{"0":"post-3195","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-situation-probleme","7":"niveau-cycle-4","8":"niveau-lycee","9":"type_situation-situation-probleme","10":"theme_maths-espace-et-geometrie","11":"probleme_associe-le-rectangle-inscrit","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":"O\u00f9 faudrait-il placer le point P sur l'hypot\u00e9nuse de ce triangle BAC pour que le segment [IJ] ait la plus petite longueur possible ?","_links":{"self":[{"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=\/wp\/v2\/posts\/3195","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=3195"}],"version-history":[{"count":5,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=\/wp\/v2\/posts\/3195\/revisions"}],"predecessor-version":[{"id":3776,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=\/wp\/v2\/posts\/3195\/revisions\/3776"}],"wp:attachment":[{"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=3195"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=3195"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=3195"},{"taxonomy":"niveau","embeddable":true,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Fniveau&post=3195"},{"taxonomy":"type_situation","embeddable":true,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Ftype_situation&post=3195"},{"taxonomy":"theme_maths","embeddable":true,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Ftheme_maths&post=3195"},{"taxonomy":"probleme_associe","embeddable":true,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Fprobleme_associe&post=3195"},{"taxonomy":"type-expe","embeddable":true,"href":"https:\/\/math.univ-lyon1.fr\/dream\/index.php?rest_route=%2Fwp%2Fv2%2Ftype-expe&post=3195"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Comp\u00e9tences transversales<\/h3>\n\u2666 Comprendre les relations entre les objets dans une situation dynamique.
\n\u2666 Favoriser l’usage d’un logiciel de g\u00e9om\u00e9trie dynamique.
\n\u2666 Encourager la prise d’initiatives. L’\u00e9l\u00e8ve peut construire plusieurs figures en d\u00e9pla\u00e7ant le point P.<\/em>\n\tConnaissances math\u00e9matiques<\/h3>\n\u2666 Mettre en place l’id\u00e9e de variations d’un point et de leurs cons\u00e9quences sur les propri\u00e9t\u00e9s de la figure.
\n\u2666 Organiser les essais (plusieurs points sur une m\u00eame figure ou refaire le triangle \u00e0 chaque fois)<\/em>
\n\u2666 Passer du cas particulier au cas g\u00e9n\u00e9ral.
\n\u2666 R\u00e9investir les propri\u00e9t\u00e9s des diagonales d’un rectangle, et la distance point-droite (programme de 4\u00e8me<\/strong>).\n\t\t\t\n\t\t\t\t\t\t\tT\u00e9l\u00e9charcher le document complet\n\t\t\t<\/a>\n\n","protected":false},"excerpt":{"rendered":"