Foram encontradas 235 questões.
Ao corrigir uma atividade de seus alunos, o professor Célio percebeu que muitos deles tinham resolvido a equação x4 – x2 = x2 da seguinte maneira:
x4 – x2 = x2 : (x2) \( \Rightarrow \) x2 – 1 = 1 \( \Rightarrow \) x2 = 1 + 1 \( \Rightarrow \) x = \( \pm \)\( \sqrt{2} \)
S= {\( -\sqrt{2},\sqrt{2} \) }
Após verificar que esse erro era comum na turma, ele resolveu repensar seu planejamento. Tendo em vista o que é apresentado no livro Análise de Erros, de Helena Curry, a melhor estratégia que Célio deve seguir é:
Provas
A professora Paula vai ajudar aos demais professores de Matemática de sua escola a elaborar uma avaliação diagnóstica dos seus alunos. Ela ficou responsável por elaborar questões para algumas habilidades presentes no Currículo Referência de Minas Gerais. Ela elaborou duas questões para a habilidade a seguir, mas está em dúvida em relação à adequação da questão à habilidade.
(EF07MA03) Comparar e ordenar números inteiros em diferentes contextos, incluindo o histórico, associá-los a pontos da reta numérica e utilizá-los em situações que envolvam adição e subtração
As questões são as seguintes:
Questão I
Alguns impérios tiveram muito poder por longos períodos, em vastas regiões, a seguir apresentamos uma tabela com alguns deles.
Nome do Império | Início | Final |
Império Romano | 29 a.C. | 395 d.C. |
Império Bizantino | 330 d.C. | 1453 d.C. |
Primeiro Império Persa | 550 a.C. | 330 a.C. |
A partir dos dados da tabela, organize uma linha do tempo, representando esses impérios sobre uma reta, tendo como referência o ano zero cristão. Organize a tabela em ordem decrescente de duração de cada império.
Questão II
Fátima, Celso, Ana e Rui participaram de uma prova de 4 x 200 m em um torneio escolar. Seus tempos foram, respectivamente, 42 s, 40 s, 45 s e 36 s. O técnico dos estudantes resolveu organizar os tempos sobre uma reta para visualizar melhor os desempenhos. Faça essa representação.
Qual foi o tempo total da equipe? Com base na habilidade proposta e nos enunciados dos problemas, é correto afirmar:
Provas
O professor Jailson tem de escolher um grupo de 3 estudantes, dentre os 10 do seu projeto de Matemática, para se apresentarem na feira de Ciências da escola. A probabilidade de Beatriz e Camila, que são 2 estudantes dentre os 10 integrantes do projeto, estarem no grupo é de:
Provas
Simone fez um cercado no seu quintal, que tem o formato de um trapézio isósceles. Como os lados paralelos do cercado medem 6 m e 10 m e a sua área é de 12 m2 , a quantidade de cerca que ela precisará, em metros, será de:
Provas
- ÁlgebraEquações de Primeiro GrauSolução de Equações
- ÁlgebraÁlgebra LinearSistemas linearesSolução de um sistema linear
Sendo o sistema:
\( \left \{ \begin{matrix} x^2+2x-3
Seu conjunto solução pode ser expresso por:
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: FUNDEP
Orgão: Pref. Lagoa Santa-MG
Learning goals, which are referred to in version 3 of the BNCC as abilities, are intended to list the basic knowledge to be acquired by students, and to serve as a reference for drafting and updating the regional, state and municipal curricula.
[…]
Ability code | Description of the ability |
(ELF06LI08) | Identifying what a text is about, recognising its textual organisation and cognate words. |
(ELF8LI01) | Making use of the English language to resolve misunderstandings, issue opinions and clarify information using paraphrases or justifications. |
(ELF9LI10) | Proposing possible arguments for expounding and defending a point of view in a written text, reflecting on the topic proposed and researching data, evidence and examples to support the arguments, organising them in logical sequence. |
Available at: https://www.britishcouncil.org.br/sites/default/files/leitura_critica_bncc_-_en_-_v4_final.pdf. Accessed on: Dec 20, 2021. [Fragment]
In order to develop the BNCC ability of identifying what a text is about and recognising its textual organization, the English teacher should use authentic texts in exploiting different types of genres in reading and writing tasks. In English language teaching, a genre can be described as a type of text, defined by its purpose and intended audience and identified by its format, style and language. Examples of textual genres are an e-mail, a film review, an advertisement, among many others.
Analysing genres in English classes is a way to develop the BNCC ability EF06LI08 because it
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: FUNDEP
Orgão: Pref. Lagoa Santa-MG
©Randy Glasbergen
www.glasbergen.com
"If you can figure out the words in a text message, you can figure out the words in Chaucer."
Available at: https://www.glasbergen.com/education-cartoons/ teacher-cartoons-2/. Accessed on: Dec 20, 2021.
Chaucer has been called the “father of English literature”. The English teacher, in this classroom, states that his student should be able to
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: FUNDEP
Orgão: Pref. Lagoa Santa-MG
INSTRUCTION: Read the text to answer questions 26 to 28.
It is widely recognized that second language (L2) mental lexicon must be independent of its first language (L1) counterpart, if learners are to use the target language effectively and fluently. The purpose for the L2 vocabulary is to be stored in much the same way as L1, which has two significant implications:
• learners do not access their L2 lexicon by means of translating and so can save processing time while improving their fluency and
• L1 does not interfere and so the target language produced is more native-like.
It is easy to observe that there is a whole area of functional language, usually in the form of fixed expressions or sentence frames, _______ is impossible to acquire on productive level unless learners have developed their own independent mental lexicons in L2. The reason is clear-cut. These items cannot be efficiently accessed through the process of translating from L1 to L2.
This is also true of other areas of vocabulary, such as some collocations or discourse markers. Take the word ‘actually’ for example which is very frequent in spoken English. Most learners’ dictionaries give definitions which begin with ‘used in/as/to ...’ followed by a description of context in which the word usually occurs. This single fact suggests that learners may have to link certain items of vocabulary to context rather than anything else.
Clearly, if we are to help the learners acquire independent L2 lexicons, we need to highlight the importance of the context in which the language naturally occurs. Once the idea of context playing a decisive role in the choice of language is firmly established, we can begin to introduce varieties of the language used in different contexts, such as cultural and regional, social or situational. However, the reality of L2 instruction heavily exploiting EFL materials rife with all too notorious fill-in exercises, where sentences are artificially constructed and/or lacking any context whatsoever is rather saddening.
Jiri Brazda, teacher, Czech Republic.
Available at: https://www.teachingenglish.org.uk/article/contextdeveloping-activities. Accessed on: Dec 20, 2021.
The words however and whatsoever in: “However, the reality of L2 instruction heavily exploiting EFL materials rife with all too notorious fill-in exercises, where sentences are artificially constructed and / or lacking any context whatsoever is rather saddening.” are respectively closest in meaning to
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: FUNDEP
Orgão: Pref. Lagoa Santa-MG
INSTRUCTION: Read the text to answer questions 26 to 28.
It is widely recognized that second language (L2) mental lexicon must be independent of its first language (L1) counterpart, if learners are to use the target language effectively and fluently. The purpose for the L2 vocabulary is to be stored in much the same way as L1, which has two significant implications:
• learners do not access their L2 lexicon by means of translating and so can save processing time while improving their fluency and
• L1 does not interfere and so the target language produced is more native-like.
It is easy to observe that there is a whole area of functional language, usually in the form of fixed expressions or sentence frames, _______ is impossible to acquire on productive level unless learners have developed their own independent mental lexicons in L2. The reason is clear-cut. These items cannot be efficiently accessed through the process of translating from L1 to L2.
This is also true of other areas of vocabulary, such as some collocations or discourse markers. Take the word ‘actually’ for example which is very frequent in spoken English. Most learners’ dictionaries give definitions which begin with ‘used in/as/to ...’ followed by a description of context in which the word usually occurs. This single fact suggests that learners may have to link certain items of vocabulary to context rather than anything else.
Clearly, if we are to help the learners acquire independent L2 lexicons, we need to highlight the importance of the context in which the language naturally occurs. Once the idea of context playing a decisive role in the choice of language is firmly established, we can begin to introduce varieties of the language used in different contexts, such as cultural and regional, social or situational. However, the reality of L2 instruction heavily exploiting EFL materials rife with all too notorious fill-in exercises, where sentences are artificially constructed and/or lacking any context whatsoever is rather saddening.
Jiri Brazda, teacher, Czech Republic.
Available at: https://www.teachingenglish.org.uk/article/contextdeveloping-activities. Accessed on: Dec 20, 2021.
The correct pronoun to fill in the gap in: “It is easy to observe that there is a whole area of functional language, usually in the form of fixed expressions or sentence frames, _______ is impossible to acquire on productive level unless learners have developed their own independent mental lexicons in L2.” is
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: FUNDEP
Orgão: Pref. Lagoa Santa-MG
INSTRUCTION: Read the text to answer questions 26 to 28.
It is widely recognized that second language (L2) mental lexicon must be independent of its first language (L1) counterpart, if learners are to use the target language effectively and fluently. The purpose for the L2 vocabulary is to be stored in much the same way as L1, which has two significant implications:
• learners do not access their L2 lexicon by means of translating and so can save processing time while improving their fluency and
• L1 does not interfere and so the target language produced is more native-like.
It is easy to observe that there is a whole area of functional language, usually in the form of fixed expressions or sentence frames, _______ is impossible to acquire on productive level unless learners have developed their own independent mental lexicons in L2. The reason is clear-cut. These items cannot be efficiently accessed through the process of translating from L1 to L2.
This is also true of other areas of vocabulary, such as some collocations or discourse markers. Take the word ‘actually’ for example which is very frequent in spoken English. Most learners’ dictionaries give definitions which begin with ‘used in/as/to ...’ followed by a description of context in which the word usually occurs. This single fact suggests that learners may have to link certain items of vocabulary to context rather than anything else.
Clearly, if we are to help the learners acquire independent L2 lexicons, we need to highlight the importance of the context in which the language naturally occurs. Once the idea of context playing a decisive role in the choice of language is firmly established, we can begin to introduce varieties of the language used in different contexts, such as cultural and regional, social or situational. However, the reality of L2 instruction heavily exploiting EFL materials rife with all too notorious fill-in exercises, where sentences are artificially constructed and/or lacking any context whatsoever is rather saddening.
Jiri Brazda, teacher, Czech Republic.
Available at: https://www.teachingenglish.org.uk/article/contextdeveloping-activities. Accessed on: Dec 20, 2021.
The author of this text, who is a teacher, claims that
Provas
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