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‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺩ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﻟﻠﻜﺘﺎﺏ‬

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 ‫ﻣﻘﺪﻣﺔ ﻛﺘﺎﺏ ﺍﻟﻤﺪﺭﺱ‬
‫ﻳﺴﻌﺪﻧﺎ ﻭﻧﺤﻦ ﻧﻘﺪﻡ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻟﻤﺪﺭﺳﻲ ﻣﺎﺩﺓ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ ،‬ﺃﻥ ﻧﺆﻛﺪ ﺃﻥ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻗﺪ ﺗﻢ ﺇﻋﺪﺍﺩﻩ ﻟﻴﻜﻮﻥ ﺃﺩﺍﺓ ﻣﺴﺎﻋﺪﺓ‪ ،‬ﻳﺴﺘﻨﻴﺮ‬
‫ﺑﻬﺎ ﺍﻟﻤﺪﺭﺱ ﻓﻲ ﺗﺤﺴﻴﻦ ﺃﺩﺍﺋﻪ‪ ،‬ﻭﺟﻌﻞ ﺗﺪﺭﻳﺴﻪ ﻋﻤﻠﻴﺔ ﻭﻇﻴﻔﻴﺔ ﺗﺴﺘﻨﺪ ﻓﻲ ﺍﻟﻤﻘﺎﻡ ﺍﻷﻭﻝ ﺇﻟﻰ ﺃﺳﺲ ﺗﺮﺑﻮﻳﺔ ﺳﻠﻴﻤﺔ ﻭﻓﻲ ﺿﻮﺀ ﻧﻈﺮﻳﺎﺕ ﺍﻟﺘﻌﻠﻢ‬
‫ﺍﻟﺤﺪﻳﺜﺔ ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺩﻭﺭ ﺍﻟﻤﺪﺭﺱ ﻣﻴﺴﺮﺍ ً ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻹﻋﺪﺍﺩ ﻗﺎﺩﺓ ﺍﻟﻤﺴﺘﻘﺒﻞ ﻣﻦ ﺍﻟﺸﺒﺎﺏ ﻓﻲ ﻋﺼﺮ ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻘﻨﻴﺔ‪ ،‬ﺍﻟﻠّﺬﻳﻦ ﺃﺻﺒﺤﺎ‬
‫ﻣﻦ ﺿﺮﻭﺭﺍﺕ ﺍﻟﺤﻴﺎﺓ ﻟﻺﻧﺴﺎﻥ ﺍﻟﻤﻌﺎﺻﺮ‪.‬‬

‫ﻭﻣﻦ ﻫﺬﺍ ﺍﻟﻤﻨﻄﻠﻖ ﻛﺎﻥ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ؛ ﺑﻞ ﻣﻦ ﺍﻟﻤﺤﺘﻢ؛ ﻟﻤﺪﺭﺱ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻓﻬﻢ ﻓﻠﺴﻔﺔ ﺍﻟﻤﻘﺮﺭ ﺍﻟﺬﻱ ﻳﻌﺎﻟﺠﻪ‪ ،‬ﻭﺍﻟﺬﻱ ﻭﺿﻊ ﻓﻲ ﺿﻮﺀ‬
‫ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﻤﻄﻮﺭﺓ ﺍﻟﺘﻲ ﺗﻀﻌﻬﺎ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻲ ﺗﻬﺘﻢ ﺑﺎﻵﺗﻲ‪:‬‬

‫ﺗﺄﻛﻴﺪ ﻣﺒﺪﺃ ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺍﻟﺘﻌﻠﻢ ﻣﺪﻯ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺃﻥ ﻳﻜﺘﺴﺐ ﺍﻟﻄﻼﺏ ﻣﻨﻬﺠﻴﺔ ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﺃﻥ ﻳﻤﺎﺭﺳﻮﺍ ﺍﻟﺘﻌﻠﻢ‬ ‫‪.١‬‬
‫ﺍﻟﻤﻤﺘﺰﺝ ﺑﺎﻟﻤﺘﻌﺔ ﻭﺍﻟﺘﺸﻮﻳﻖ؛ ﻭﺫﻟﻚ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺣﻞ ﺍﻟﻤﺸﻜﻼﺕ‪ ،‬ﻭﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻨﺘﺎﺝ ﻭﺍﻟﺘﻌﻠﻴﻞ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﺍﺗﻲ‪ ،‬ﻭﺍﻟﻌﻤﻞ ﺍﻟﺘﻌﺎﻭﻧﻲ ﺑﺮﻭﺡ ﺍﻟﻔﺮﻳﻖ‪ ،‬ﻭﺍﻟﻤﻨﺎﻗﺸﺔ ﻭﺍﻟﺤﻮﺍﺭ ﻭﺗﻘﺒﻞ ﺁﺭﺍﺀ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﺍﻟﻤﻮﺿﻮﻋﻴﺔ ﻓﻲ ﺇﺻﺪﺍﺭ ﺍﻷﺣﻜﺎﻡ‪،‬‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺮﻳﻒ ﺑﺒﻌﺾ ﺍﻷﻧﺸﻄﺔ ﻭﺍﻹﻧﺠﺎﺯﺍﺕ ﺍﻟﻮﻃﻨﻴﺔ‪.‬‬
‫ﺭﺅﻯ ﺷﺎﻣﻠﺔ ﻣﺘﻤﺎﺳﻜﺔ ﻟﻠﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﻟﻤﺠﺘﻤﻊ )‪(STS‬‬‫ً‬ ‫ﺗﻘﺪﻳﻢ‬ ‫‪.٢‬‬
‫ﺗﻌﻜﺲ ﺩﻭﺭ ﺍﻟﺘﻘﺪﻡ ﺍﻟﻌﻠﻤﻲ ﻓﻲ ﺗﻨﻤﻴﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺤﻠﻲ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﻣﻤﺎﺭﺳﺔ ﺍﻟﻄﻼﺏ ﻟﻠﺘﺼﺮﻑ ﺍﻟﻮﺍﻋﻲ ﻭﺍﻟﻔﻌﺎﻝ‬ ‫‪.٣‬‬
‫ﺣﻴﺎﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ‪.‬‬
‫ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺗﺒﺼﻴﺮ ﺍﻟﻄﻼﺏ ﺑﺎﻟﻤﻔﺎﻫﻴﻢ ﻭﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻷﻧﺸﻄﺔ ﺍﻟﺤﻴﺎﺗﻴﺔ‪ ،‬ﻭﺗﻨﻤﻴﺔ ﺍﺗﺠﺎﻫﺎﺕ ﺇﻳﺠﺎﺑﻴﺔ ﻟﻠﻄﻼﺏ ﺗﺠﺎﻩ‬ ‫‪.٤‬‬
‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻭﺩﺭﺍﺳﺘﻬﺎ‪ ،‬ﻟﺘﻘﺪﻳﺮ ﺇﻳﺠﺎﺑﻴﺎﺗﻬﺎ ﻛﺄﺩﺍﺓ ﻓﺎﻋﻠﺔ ﻓﻲ ﺍﻟﺤﻴﺎﺓ‪.‬‬
‫ﺗﺰﻭﻳﺪ ﺍﻟﻄﻼﺏ ﺑﺜﻘﺎﻓﺔ ﺷﺎﻣﻠﺔ ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﺭﺅﻳﺔ ﻭﺍﺿﺤﺔ ﺩﺍﺧﻞ ﺍﻹﻃﺎﺭ ﺍﻟﺒﻴﺌﻲ ﺍﻟﺬﻱ ﻳﻌﻴﺸﻮﻥ ﻓﻴﻪ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺗﻨﻤﻴﺔ ﺍﻻﺗﺠﺎﻫﺎﺕ ﺍﻹﻳﺠﺎﺑﻴﺔ‬ ‫‪.٥‬‬
‫ﻟﺤﺴﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﻮﺍﺭﺩ ﻭﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﻤﺘﺎﺣﺔ‪.‬‬
‫ﺗﻨﻤﻴﺔ ﻭﺗﻌﻤﻴﻖ ﺍﻻﻧﺘﻤﺎﺀ ﻟﻠﻮﻃﻦ ﺑﺈﻇﻬﺎﺭ ﺩﻭﺭ ﺍﻟﺪﻭﻟﺔ ﻓﻴﻤﺎ ﺗﻘﺪﻣﻪ ﻣﻦ ﺧﺪﻣﺎﺕ ﺗﻌﻮﺩ ﺑﺎﻟﺨﻴﺮ ﻭﺍﻟﻨﻔﻊ ﻓﻲ ﺟﻤﻴﻊ ﺍﻟﻤﻨﺎﺣﻲ ﺍﻟﺤﻴﺎﺗﻴﺔ‪.‬‬ ‫‪.٦‬‬

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 ‫‪?ÖdÉ£dG ÜÉàc øY GPÉe‬‬
‫‪ .١‬ﻳﺘﻔﻖ ﻣﺤﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ ﻣﻊ ﺟﻤﻴﻊ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﺘﺪﺭﻳﺲ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻭﺍﻷﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﻤﻘﺮﺭﺓ ﻟﻬﺬﺍ ﺍﻟﺼﻒ‪ ،‬ﻭﻳﻈﻬﺮ ﻣﺎ ﺑﻴﻦ‬
‫ﻣﺤﺘﻮﻯ ﻭﺣﺪﺍﺗﻪ ﻣﻦ ﺗﺮﺍﺑﻂ ﻭﺗﻜﺎﻣﻞ‪.‬‬
‫‪ .٢‬ﺍﺳﺘﻬﻼﻝ ﻛﻞ ﻭﺣﺪﺓ ﻣﻦ ﻭﺣﺪﺍﺕ ﺍﻟﻜﺘﺎﺏ ﺑﺎﻓﺘﺘﺎﺣﻴﺔ ﺗﺤﻮﻱ‪:‬‬

‫)ﺃ( ﺗﻬﻴﺌﺔ ﻟﻠﺘﺸﻮﻳﻖ ﻭﺗﻜﻮﻳﻦ ﺩﺍﻓﻌﻴﺔ ﻟﺪﻯ ﺍﻟﻄﺎﻟﺐ ﻭﺫﻟﻚ ﻻﺳﺘﻘﺮﺍﺀ ﻣﺤﺘﻮﻯ ﺍﻟﻮﺣﺪﺓ ﻭﺇﺳﺘﻜﺸﺎﻓﻪ‪.‬‬
‫)ﺏ( ﻋﺮﺿﺎً ﻟﺪﺭﻭﺱ ﺍﻟﻮﺣﺪﺓ‪.‬‬
‫)ﺝ( ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻤﺘﻨﻮﻋﺔ‪ ،‬ﺗﺘﻀﻤﻦ ﺃﻧﺸﻄﺔ ﺍﺳﺘﻜﺸﺎﻓﻴﺔ ﻭﺃﺧﺮﻯ ﻟﺮﺑﻂ ﺍﻟﺨﺒﺮﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻟﻠﻄﻼﺏ ﺑﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﻤﻘﺮﺭ‪.‬‬
‫‪ .٣‬ﻳﺒﺪﺃ ﻛﻞ ﺩﺭﺱ ﻣﻦ ﺩﺭﻭﺱ ﻛﻞ ﻭﺣﺪﺓ ﺑﺎﻟﻔﻜﺮﺓ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻤﺤﺘﻮﻯ ﺍﻟﺪﺭﺱ‪.‬‬
‫‪ .٤‬ﻳﻨﺘﻬﻲ ﻛﻞ ﺩﺭﺱ ﻣﻦ ﻛﻞ ﻭﺣﺪﺓ ﺑﻤﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﺘﻲ ﺗﻨﺘﻘﻞ ﻣﻦ ﺍﻻﺳﺘﻔﻬﺎﻡ ﺍﻟﻤﺒﺎﺷﺮ ﺇﻟﻰ ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻤﺘﻌﻤﻖ‪.‬‬
‫‪ .٥‬ﻳﺘﻀﻤﻦ ﻣﺤﺘﻮﻯ ﻛﻞ ﻭﺣﺪﺓ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻤﻌﺎﻟﻢ ﺍﻟﻤﺘﻤﻴﺰﺓ‪ ،‬ﻭﺍﻟﻤﺮﺗﺒﻄﺔ ﺍﺭﺗﺒﺎﻃﺎً ﻭﺛﻴﻘﺎً ﺑﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﻮﺣﺪﺓ ﺗﺘﻀﻤﻦ ﺃﻧﺸﻄﺔ ﺗﺮﺑﻮﻳﺔ‬
‫)ﺗﻄﺒﻴﻘﺎﺕ ﺣﻴﺎﺗﻴﺔ‪ ،‬ﻣﺴﺄﻟﺔ ﻟﻠﺘﻔﻜﻴﺮ‪ ،‬ﺩﻋﻨﺎ ﻧﻔﻜﺮ ﻭﻧﺘﻨﺎﻗﺶ‪ ،‬ﻋﻤﻞ ﺗﻌﺎﻭﻧﻲ‪ ،‬ﺗﻔﻜﻴﺮ ﻧﺎﻗﺪ(‪.‬‬
‫‪ .٦‬ﺗﻨﺘﻬﻲ ﻛﻞ ﻭﺣﺪﺓ ﺑﺎﺧﺘﺒﺎﺭ ﻳﺸﺘﻤﻞ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﻭﻳﺘﻀﻤﻦ ﺃﺳﺌﻠﺔ ﻣﻮﺿﻮﻋﻴﺔ ﺑﻨﻮﻋﻴﺎﺗﻬﺎ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺍﻟﻤﻘﺎﻟﻴﺔ ﺑﻨﻮﻋﻴﺎﺗﻬﺎ ﻭﺫﺍﺕ‬
‫ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﻘﺼﻴﺮﺓ‪ ،‬ﻛﻤﺎ ﺗﻤﺖ ﻣﺮﺍﻋﺎﺓ ﻣﺎ ﻃﺮﺃ ﻣﻦ ﺗﺤﺪﻳﺚ ﻭﺗﻄﻮﻳﺮ ﻓﻲ ﻣﺠﺎﻝ ﺑﻨﺎﺀ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﻘﻮﻳﻤﻴﺔ‪.‬‬
‫‪ .٧‬ﻳﺘﻀﻤﻦ ﺍﻟﻜﺘﺎﺏ ﺍﻷﺷﻜﺎﻝ ﻭﺍﻟﺮﺳﻮﻡ ﺍﻟﺘﻲ ﺟﺎﺀﺕ ﻣﺮﺗﺒﻄﺔ ﺍﺭﺗﺒﺎﻃﺎً ﻭﺛﻴﻘﺎً ﺑﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﻭﻗﺪ ﺗﻢ ﺗﻮﻇﻴﻔﻬﺎ ﺑﺸﻜﻞ ﻳﻤﻜﻦ ﺍﻟﻄﺎﻟﺐ‬
‫ﻣﻦ ﺇﺩﺭﺍﻙ ﺍﻟﻌﻼﻗﺎﺕ ﺑﻴﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻔﺴﻴﺮ ﻭﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻻﺳﺘﻨﺘﺎﺝ‪.‬‬

‫‪:¢SQóª∏d ÜÉàμdG QhO‬‬

‫ﺇﻥ ﺗﻨﺎﻭﻟﻨﺎ ﻟﻜﻞ ﻭﺣﺪﺓ ﻣﻦ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﻤﻘﺮﺭﺓ ﻋﻠﻰ ﺣﺪﺓ ﻓﻲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻣﻦ ﺣﻴﺚ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﺨﻄﺔ ﺍﻟﺰﻣﻨﻴﺔ ﻭﺍﻟﻤﻌﺎﻟﻢ ﻭﺍﻟﻮﺳﺎﺋﻂ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻃﺮﻕ ﺗﺪﺭﻳﺲ ﺍﻟﻤﺤﺘﻮﻯ ﻭﺍﻟﺘﻘﻮﻳﻢ  ﻟﻴﺲ ﺍﻟﻬﺪﻑ ﻣﻨﻪ ﻭﺿﻊ ﻗﻴﺪ ﻋﻠﻰ ﺍﻟﻤﺪﺭﺱ‪ ،‬ﺑﺤﻴﺚ ﻧﺤﺪ ﻣﻦ ﺣﺮﻳﺘﻪ ﻓﻲ ﺗﻨﺎﻭﻝ ﻛﻞ ﻭﺣﺪﺓ‬
‫ﻭﻣﻌﺎﻟﺠﺘﻬﺎ ﺃﻭ ﺇﻟﺰﺍﻣﻪ ﺑﺄﺳﻠﻮﺏ ﻣﻌﻴﻦ‪ ،‬ﺑﻞ ﻫﻮ ﻣﺤﺎﻭﻟﺔ ﻣﻦ ﺟﺎﻧﺒﻨﺎ ﻧﻘﺪﻣﻬﺎ ﻟﻠﻤﺪﺭﺱ‪ ،‬ﻛﻲ ﺗﻨﻴﺮ ﻟﻪ ﺍﻟﻄﺮﻳﻖ ﻭﺗﻤﻬﺪ ﺍﻟﺴﺒﻴﻞ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﻟﻤﻨﺸﻮﺩﺓ‪ ،‬ﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻧﻘﺪﺭ ﻓﻴﻪ ﺃﻥ ﻟﻜﻞ ﻣﺪﺭﺱ ﺷﺨﺼﻴﺘﻪ ﺍﻟﻤﻤﻴﺰﺓ ﻭﻣﻬﺎﺭﺍﺗﻪ ﻭﺇﺑﺪﺍﻋﺎﺗﻪ ﺍﻟﺨﺎﺻﺔ ﺑﻪ‪.‬‬
‫ﻭﺃﺧﻴﺮﺍ ً‪ ...‬ﻓﺈﻧﻨﺎ ﻧﺘﻤﻨﻰ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﻓﻲ ﻣﺴﺘﻮﻯ ﻃﻤﻮﺣﺎﺕ ﺯﻣﻼﺋﻨﺎ ﺍﻟﻤﺪﺭﺳﻴﻦ‪ ،‬ﻭﺃﻥ ﻳﺠﺪﻭﺍ ﻓﻴﻪ ﻋﻮﻧﺎً ﻟﻬﻢ ﻋﻠﻰ ﺃﺩﺍﺀ ﺭﺳﺎﻟﺘﻬﻢ‬
‫ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﻨﺒﻴﻠﺔ ﺣﺘﻰ ﺗﺘﺤﻘﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻤﺮﺟﻮﺓ‪.‬‬
‫ﻭﺍﷲ ﻣﻦ ﻭﺭﺍﺀ ﺍﻟﻘﺼﺪ ﻭﻫﻮ ﻳﻬﺪﻱ ﺇﻟﻰ ﺳﻮﺍﺀ ﺍﻟﺴﺒﻴﻞ‪.‬‬

‫‪Low Resolution Copy‬‬

 ‫‪äÉ«°VÉjôdG ¢ùjQóJ »`a áeÉY ájƒHôJ ¢ù°SCG‬‬

‫ﻳﺠﺮﻱ ﺗﺪﺭﻳﺲ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻋﻠﻰ ﺷﻜﻞ ﻭﺣﺪﺍﺕ ﺩﺭﺍﺳﻴﺔ ﻣﻮﺯﻋﺔ ﺑﻴﻦ ﺻﻔﻮﻑ ﻛﻞ ﻣﺮﺣﻠﺔ‪ ،‬ﻭﺑﻴﻦ ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﻤﻌﺮﻭﻓﺔ‪:‬‬
‫ﺍﻷﻋﺪﺍﺩ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻴﻬﺎ ﻭﺍﻟﻘﻴﺎﺱ ﻭﺣﺴﺎﺏ ﺍﻟﻤﺜﻠﺜﺎﺕ ﻭﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﻭﺍﻟﺠﺒﺮ ﻭﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﻔﺮﺍﻏﻴﺔ ﻭﺍﻹﺣﺼﺎﺀ ﻭﺍﻻﺣﺘﻤﺎﻝ ﻭﺣﺴﺎﺏ‬
‫ﺍﻟﺘﻔﺎﺿﻞ ﻭﺍﻟﺘﻜﺎﻣﻞ ‪ calculus‬ﺑﺸﻘﻴﻪ‪ :‬ﺍﻟﺘﻔﺎﺿﻞ ‪ differentiation‬ﻭﺍﻟﺘﻜﺎﻣﻞ ‪ .integration‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﻓﺈﻥ ﺍﻟﻤﺤﺘﻮﻯ ﻳﻨﻤﻮ‬
‫ﺭﺃﺳﻴّﺎً )ﻋﺒﺮ ﺍﻟﺼﻔﻮﻑ( ﻭﺣﻠﺰﻭﻧﻴّﺎً ﻓﻲ ﻛﻞ ﻓﺮﻉ‪ ،‬ﻭﻳﺘﻮﺯﻉ ﺃﻓﻘﻴّﺎً )ﻓﻲ ﻛﻞ ﺻﻒ( ﺑﺤﻴﺚ ﻳﺘﻀﻤﻦ ﻭﺣﺪﺍﺕ ﻣﻦ ﻓﺮﻭﻉ ﻣﺨﺘﻠﻔﺔ ﺗﻌﻜﺲ  ﺇﻟﻰ‬
‫ﺣﺪ ﻣﺎ  ﻭﺣﺪﺓ ﺍﻟﻔﻜﺮ ﺍﻟﺮﻳﺎﺿﻲ‪ .‬ﻭﻳﺮﺍﻋﻰ ﻓﻲ ﺟﻤﻴﻊ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﻨﺎﻏﻢ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻤﺘﻄﻠﺒﺎﺕ ﺍﻟﻮﺣﺪﺍﺕ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﺍﻧﺘﻤﺎﺀﺍﺗﻬﺎ ﺍﻟﻔﺮﻋﻴﺔ‬
‫ﻭﻟﺨﺪﻣﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻷﺧﺮﻯ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪.‬‬

‫‪Low Resolution Copy‬‬

 ‫‪äÉ«°VÉjôdG ¢ùjQóJ ±GógCG‬‬

‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﺎﺩﺓ ﺣﻴﺔ ﺗﻨﻤﻮ ﻭﺗﺘﻄﻮﺭ‪ ،‬ﻭﻗﺪ ﻧﺸﺄﺕ ﺃﺻﻼ ً ﻟﺨﺪﻣﺔ ﺣﺎﺟﺔ ﺍﻹﻧﺴﺎﻥ ﻓﻲ ﺣﻴﺎﺗﻪ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﻣﺎ ﺯﺍﻟﺖ ﻫﻲ ﺍﻷﺩﺍﺓ ﺍﻷﺳﺎﺳﻴﺔ‬
‫ﻟﺤﻞ ﺍﻟﻤﺸﻜﻼﺕ ﻭﺧﺪﻣﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻷﺧﺮﻯ‪ ،‬ﺑﻞ ﺇﻥ ﺍﻟﺘﻘﺪﻡ ﺍﻟﺘﻘﻨﻲ ﺍﻟﻤﻌﺎﺻﺮ ﻫﻮ ﺗﻘﺪﻡ ﻳﺴﺘﻨﺪ ﺇﻟﻰ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺮﻳﺎﺿﻴﺔ‪ ،‬ﻭﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺮﻳﺎﺿﻴﺔ‬
‫ﺍﻟﺘﻲ ﺗﺴﺘﺨﺪﻡ ﻟﺒﻨﺎﺀ ﻭﺗﻄﻮﻳﺮ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻟﺒﺮﻣﺠﻴﺎﺕ ﺍﻟﺘﻲ ﺗﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ‪ .‬ﻭﻻ ﻳﻘﺘﺼﺮ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻋﻠﻰ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻭﺍﻟﻬﻨﺪﺳﻴﺔ‬
‫ﻭﺍﻟﻄﺒﻴﺔ ﻭﺍﻟﺰﺭﺍﻋﻴﺔ ﻭﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺗﺴﺘﺨﺪﻡ ﺃﻳﻀﺎً ﻓﻲ ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺑﻞ ﻭﻓﻲ ﺍﻟﻔﻨﻮﻥ ﻭﺍﻟﻠﻐﻮﻳﺎﺕ‪ .‬ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ‬
‫ﻓﺈﻥ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺫﺍﺗﻬﺎ ﺗﺘﻘﺪﻡ ﻭﺗﺘﻄﻮﺭ‪ ،‬ﻓﻬﻲ ﻣﻦ ﺣﻴﻦ ﻵﺧﺮ ﺗﻠﺘﻔﺖ ﺇﻟﻰ ﻧﻔﺴﻬﺎ ﻟﺘﻌﻴﺪ ﺑﻨﺎﺀ ﺗﺮﻛﻴﺒﺎﺗﻬﺎ ﻭﺃﺳﺎﻟﻴﺐ ﺑﺮﺍﻫﻴﻨﻬﺎ ﻭﻣﻌﺎﻟﺠﺘﻬﺎ ﻭﺗﺮﺗﻴﺒﻬﺎ‪،‬‬
‫ﻭﻣﻦ ﺛﻢ ﻓﻬﻲ ﺩﺍﺋﻤﺎً ﺗﺄﺗﻲ ﺑﺎﻟﺠﺪﻳﺪ ﺳﻮﺍﺀ ﻇﻬﺮ ﺑﺼﻮﺭ ﺭﻳﺎﺿﻴﺔ ﺑﺤﺘﺔ ﺃﻭ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﻮﺍﺳﻌﺔ‪ ،‬ﺧﺎﺻﺔ ﻓﻲ ﺍﻻﻗﺘﺼﺎﺩ ﻭﻓﻲ ﻭﺳﺎﺋﻂ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺗﻘﻨﻴﺔ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻣﻌﺎﺩﻻﺕ ﻭﻣﺘﺒﺎﻳﻨﺎﺕ ﺍﻟﺘﻮﻗﻌﺎﺕ ﻓﻲ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ .‬ﻭﻻ ﺷﻚ ﻓﻲ ﺃﻥ ﺍﻟﻤﺪﺭﺱ ﻻ ﺑﺪ ﺃﻥ‬
‫ﻳﻜﻮﻥ ﻋﻠﻰ ﻭﻋﻲ ﻭﻋﻠﻰ ﺩﺭﺍﻳﺔ ﻭﻟﺪﻳﻪ ﺛﻘﺎﻓﺔ ﺭﻳﺎﺿﻴﺔ ﻋﺎﻣﺔ ﻋﻦ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺘﻲ ﻳﻘﻮﻡ ﺑﺘﺪﺭﻳﺴﻬﺎ‪.‬‬
‫ﻭﺍﻟﻤﺪﺭﺱ  ﺑﻄﺒﻴﻌﺔ ﺍﻟﺤﺎﻝ  ﻳﻮﺍﺟﻪ ﺩﺍﺋﻤﺎً ﺑﺎﻟﺴﺆﺍﻝ ﺍﻟﻌﺘﻴﺪ ‪ª‬ﻟﻤﺎﺫﺍ ﻧﻌﻠﱢﻢ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ؟«‬
‫ﻫﻨﺎﻙ ﺃﻛﺜﺮ ﻣﻦ ﻃﺮﻳﻘﺔ ﻟﻠﺘﻌﺮﻳﻒ ﺑﺄﻫﺪﺍﻑ ﺗﻌﻠﻴﻢ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ ،‬ﺃﺷﻬﺮﻫﺎ ﺗﺼﻨﻴﻒ ﺍﻷﻫﺪﺍﻑ ﺇﻟﻰ‪:‬‬

‫‪ .١‬ﺃﻫﺪﺍﻑ ﻣﻌﺮﻓﻴﺔ ‪Cognitive‬‬

‫ﺗﺘﻌﻠﻖ ﺑﺎﻟﻤﻔﺎﻫﻴﻢ ﻭﺍﻟﻨﻈﺮﻳﺎﺕ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﻤﺘﺪﺭﺟﺔ ﻭﺍﻟﻤﺘﻨﻮﻋﺔ ﻓﻲ ﺗﻌﻠﻢ ﻣﻌﺎﺭﻑ ﺭﻳﺎﺿﻴﺔ ﻛﺜﻘﺎﻓﺔ ﻋﺎﻣﺔ ﺃﻭ ﻛﺈﻋﺪﺍﺩ ﻟﺪﺭﺍﺳﺎﺕ‬
‫ﻣﺴﺘﻮﻯ ﺃﺩﻧﻰ‪ ،‬ﻭﻳﺘﻀﻤﻦ ﻣﺠﺮﺩ ﺗﺬﻛﺮ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﺳﺘﻴﻌﺎﺑﻬﺎ؛‬
‫ً‬ ‫ﺗﺎﻟﻴﺔ ﻓﻲ ﺍﻟﻤﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ‪ .‬ﻭﻫﻨﺎﻙ ﺛﻼﺛﺔ ﻣﺴﺘﻮﻳﺎﺕ ﻣﻌﺮﻓﻴﺔ‪:‬‬
‫ﻭﻣﺴﺘﻮﻯ ﺃﻋﻠﻰ‪ ،‬ﻭﻳﺘﻀﻤﻦ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ‬
‫ً‬ ‫ﻭﻣﺴﺘﻮﻯ ﻣﺘﻮﺳﻂ‪ ،‬ﻭﻳﺘﻀﻤﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﻤﺒﺎﺷﺮﺓ ﻟﻤﺎ ﻳﺘﻌﻠﻤﻪ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﻗﻮﺍﻧﻴﻦ ﻭﻧﻈﺮﻳﺎﺕ‪،‬‬
‫ً‬
‫ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻭﺣﻞ ﺍﻟﻤﺸﻜﻼﺕ ﺑﻤﺎ ﺗﺘﻄﻠﺒﻪ ﻣﻦ ﺗﺤﻠﻴﻞ ﻭﺗﺮﻛﻴﺐ ﻭﺗﻘﻮﻳﻢ ﻟﻤﺴﺎﺋﻞ ﻭﻋﻼﻗﺎﺕ ﻭﻣﻮﺍﻗﻒ ﺭﻳﺎﺿﻴﺔ ﻭﺗﻄﺒﻴﻘﻴﺔ‪.‬‬

‫‪ .٢‬ﺃﻫﺪﺍﻑ ﻭﺟﺪﺍﻧﻴﺔ ‪Affective‬‬

‫ﺗﺘﻌﻠﻖ ﺑﺘﻘﺪﻳﺮ ‪ appreciation‬ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻛﻌﻠﻢ ﻭﻣﺠﺎﻝ ﻭﺃﺳﻠﻮﺏ ﺗﻔﻜﻴﺮ ﺑﺸﺮﻱ‪ ،‬ﻭﺗﻘﺪﻳﺮ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻭﺇﺳﻬﺎﻣﺎﺗﻬﻢ‪ ،‬ﻭﺗﻜﻮﻳﻦ ﻣﻴﻮﻝ‬
‫ﻭﺍﺗﺠﺎﻫﺎﺕ ﺇﻳﺠﺎﺑﻴﺔ ﻧﺤﻮ ﺩﺭﺍﺳﺔ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ ،‬ﻭﻧﺤﻮ ﺩﻭﺭﻫﺎ ﻓﻲ ﺍﻟﺘﻘﺪﻡ ﻭﻧﺤﻮ ﺃﺳﺎﻟﻴﺒﻬﺎ ﻓﻲ ﺍﻟﺘﻔﻜﻴﺮ ﻭﺩﻗﺔ ﻟﻐﺘﻬﺎ ﻓﻲ ﺍﻻﺗﺼﺎﻝ ﺳﻮﺍﺀ ﺑﺎﻟﺮﻣﺰ‬
‫ﺃﻭ ﺑﺎﻟﺸﻜﻞ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬

‫‪ .٣‬ﺃﻫﺪﺍﻑ ﻧﻔﺴﺤﺮﻛﻴﺔ ‪Psychomotor‬‬

‫ﻳﻘﺼﺪ ﺑﻬﺎ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﻋﻤﻠﻴﺔ‪ ،‬ﻣﺜﻞ ﺍﻹﻧﺸﺎﺀﺍﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﺫﺍﺕ ﻃﺎﺑﻊ ﺭﻳﺎﺿﻲ ﻫﻨﺪﺳﻲ ﺃﻭ ﺣﺴﺎﺑﻲ ﺃﻭ ﺣﻮﺳﺒﻲ‬
‫)ﻣﺘﻌﻠﻘﺔ ﺑﺎﻟﺤﺎﺳﻮﺏ( ﺳﻮﺍﺀ ﻓﻲ ﺻﻮﺭﺓ ﺁﻻﺕ ﺣﺎﺳﺒﺔ ‪ calculators‬ﺃﻭ ﺣﻮﺍﺳﻴﺐ ‪ ،computers‬ﻭﻣﺴﺎﻋﺪﺓ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﻣﻬﺎﺭﺍﺕ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﻤﺘﺎﺣﺔ ﻣﻦ ﺃﺟﻬﺰﺓ ﻭﺃﻗﺮﺍﺹ ﻣﺪﻣﺠﺔ ‪ CDs‬ﺟﺎﻫﺰﺓ ﻣﻨﺎﺳﺒﺔ‪.‬‬

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 ‫‪¢ùjQóà∏d áeÉY äÉ«é«JGôà°SG‬‬

‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ‪ :‬ﻫﻲ ﺧﻄﺔ ﺗﺤﺮﻛﺎﺕ ﺍﻟﻤﺪﺭﺱ ﻓﻲ ﺗﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺱ‪ ،‬ﻣﻊ ﻣﻼﺣﻈﺔ ﺃﻥ ﺍﻟﻬﺪﻑ ﺍﻷﺳﺎﺳﻲ ﻟﻠﺘﺪﺭﻳﺲ‬ ‫‪ï‬‬
‫ﻭﺍﻟﺘﻌﻠﻴﻢ ﻫﻮ ﺃﻥ ﻳﺘﻌﻠﻢ ﺍﻟﻄﺎﻟﺐ‪ .‬ﻭﻳﻘﺎﺱ ﻧﺠﺎﺡ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺑﻤﺪﻯ ﻛﻔﺎﺀﺗﻬﺎ ﻓﻲ ﺃﻥ ﻳﺘﻌﻠﻢ ﺍﻟﻄﻼﺏ ﻣﺎ ﻗﺼﺪ ﻟﻬﻢ ﺃﻥ ﻳﺘﻌﻠﻤﻮﻩ ﺑﻐﺮﺽ‬
‫ﻣﺴﺎﻋﺪﺗﻬﻢ ﻓﻲ ﺃﻥ ﻳﺒﻨﻮﺍ ﺑﺄﻧﻔﺴﻬﻢ ﻭﻳﻜﺘﺸﻔﻮﺍ ﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﺘﻲ ﻳﺘﻌﻠﻤﻮﻧﻬﺎ ﻓﻲ ﺿﻮﺀ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺒﻨﺎﺋﻴﺔ ‪.constructivism‬‬
‫ﻭﺗﺘﻀﻤﻦ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺃﻥ ﻳﻘﻮﻡ ﺍﻟﻤﺪﺭﺱ ﺑﺎﻵﺗﻲ‪:‬‬ ‫‪ï‬‬
‫ﺍﻟﺘﻘﺪﻡ ﺑﻤﺸﻜﻠﺔ ﺃﻭ ﺳﺆﺍﻝ ﻳﺜﻴﺮ ﺍﻧﺘﺒﺎﻩ ﺍﻟﻄﻼﺏ )ﻭﻗﺪ ﻳﻜﻮﻥ ﻗﺼﺔ ﺗﺎﺭﻳﺨﻴﺔ(‪.‬‬ ‫‪ï‬‬
‫ﺇﻋﻄﺎﺀ ﻓﺮﺻﺔ ﻟﻠﻄﻼﺏ ﻟﻠﻤﻨﺎﻗﺸﺔ‪.‬‬ ‫‪ï‬‬
‫ﺗﻮﺯﻳﻊ ﺍﻟﻌﻤﻞ ﺑﻴﻦ ﺃﻋﻤﺎﻝ ﺗﻌﺎﻭﻧﻴﺔ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺻﻐﻴﺮﺓ ﺗﻌﻤﻞ ﺗﻌﺎﻭﻧﻴّﺎً‪ ،‬ﻭﺃﻋﻤﺎﻝ ﻓﺮﺩﻳﺔ ﻳﻔﻜﺮ ﻓﻴﻬﺎ ﻛﻞ ﻃﺎﻟﺐ ﺑﻨﻔﺴﻪ‪ ،‬ﻭﺃﻋﻤﺎﻝ‬ ‫‪ï‬‬
‫ﺟﻤﺎﻋﻴﺔ ﻳﺤﺪﺙ ﻓﻴﻬﺎ ﺗﻔﺎﻋﻼﺕ ﺑﻴﻦ ﺍﻟﻤﺪﺭﺱ ﻭﺍﻟﻄﻼﺏ ﻭﺑﻴﻦ ﺍﻟﻄﻼﺏ ﺃﻧﻔﺴﻬﻢ‪.‬‬
‫ﻓﻲ ﻧﻬﺎﻳﺔ ﻛﻞ ﻣﻨﺎﻗﺸﺔ ﺃﻭ ﻋﻤﻞ ﺗﻌﺎﻭﻧﻲ ﺃﻭ ﻋﺮﻭﺽ ﻣﻦ ﺟﺎﻧﺐ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﻳﻘﻮﻡ ﺍﻟﻤﺪﺭﺱ ﺑﺘﻠﺨﻴﺺ ﻭﺍﺿﺢ ﻟﻤﺎ ﺗﻢ ﻣﻨﺎﻗﺸﺘﻪ ﺃﻭ‬ ‫‪ï‬‬
‫ﺣﻠﻪ ﻣﺘﻀﻤﻨﺎً ﺍﻷﺳﺎﺳﻴﺎﺕ‪ :‬ﺗﻌﺮﻳﻔﺎﺕ‪ ،‬ﻋﻼﻗﺎﺕ‪ ،‬ﻣﻨﻄﻮﻕ ﻧﻈﺮﻳﺎﺕ ﻟﻬﺎ ﺑﺮﺍﻫﻴﻦ‪ ،‬ﺇﻟﺦ‪.‬‬
‫ﺇﻋﻄﺎﺀ ﺍﻟﻄﻼﺏ ﻓﺮﺻﺎً ﺩﺍﺧﻞ ﺍﻟﺼﻒ ﺃﻭ ﻓﻲ ﺍﻟﻤﻨﺰﻝ )ﻭﺍﺟﺒﺎﺕ( ﻻﻛﺘﺸﺎﻑ ﺑﻌﺾ ﺍﻟﺨﻮﺍﺹ ﺃﻭ ﺍﻟﻌﻼﻗﺎﺕ ﺑﺄﻧﻔﺴﻬﻢ‪.‬‬ ‫‪ï‬‬
‫ﺗﺸﺠﻴﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺇﻋﻄﺎﺀ ﺣﻠﻮﻝ ﺃﻭ ﺑﺮﺍﻫﻴﻦ ﺑﺪﻳﻠﺔ‪.‬‬ ‫‪ï‬‬
‫ﻋﻨﺪ ﺗﺪﺭﻳﺲ ﺃﻱ ﻣﻔﻬﻮﻡ ﺃﻭ ﻋﻼﻗﺔ ﺑﻴﻦ ﻋﺪﺓ ﻣﻔﺎﻫﻴﻢ ﻳﻌﻄﻲ ﺍﻟﻤﺪﺭﺱ‪ ،‬ﻭﻳﻄﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ‪ ،‬ﺇﻋﻄﺎﺀ ﺃﻣﺜﻠﺔ ﺗﻤﺜﻞ ﺍﻟﻤﻔﻬﻮﻡ ﺃﻭ ﺗﺤﻘﻖ‬ ‫‪ï‬‬
‫ﺍﻟﻌﻼﻗﺔ‪ ،‬ﻭﺃﺧﺮﻯ ﻻ ﺗﻤﺜﻠﻬﺎ ﺃﻭ ﻻ ﺗﺤﻘﻘﻬﺎ‪.‬‬
‫ﺍﺑﺘﻌﺎﺩ )ﺍﻟﻤﺪﺭﺱ( ﻋﻦ ﺍﻟﺸﺮﺡ ﻃﻮﺍﻝ ﺍﻟﻮﻗﺖ ﻭﻛﺘﺎﺑﺔ ﺍﻟﺤﻠﻮﻝ ﺟﺎﻫﺰﺓ ﻛﺎﻣﻠﺔ ﻋﻠﻰ ﺍﻟﻠﻮﺡ ﻭﻃﻠﺐ ﻧﻘﻠﻬﺎ ﻓﻲ ﺍﻟﻜﺮﺍﺳﺎﺕ ﻣﻦ ﺩﻭﻥ‬ ‫‪ï‬‬
‫ﻣﻨﺎﻗﺸﺔ ﺃﻭ ﻣﺤﺎﻭﻻﺕ ﻣﺴﺒﻘﺔ ﻣﻦ ﺍﻟﻄﻼﺏ‪.‬‬
‫ﺗﻨﻮﻳﻊ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ )ﺃﻱ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ( ﻓﻲ ﺍﻟﺤﺼﺔ ﺍﻟﻮﺍﺣﺪﺓ‪.‬‬ ‫‪ï‬‬
‫ﺍﻟﺤﺮﺹ ﻋﻠﻰ ﺇﻋﻄﺎﺀ ﺭﻋﺎﻳﺔ ﺧﺎﺻﺔ ﻓﻲ ﻓﺘﺮﺓ ﺍﻟﻌﻤﻞ ﺍﻟﻔﺮﺩﻱ ﺃﻭ ﻓﻲ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ ﻟﻠﻄﻼﺏ ﺑﻄﻴﺌﻲ ﺍﻟﺘﻌﻠﻢ ﺃﻭ ﻣﻦ ﻫﻢ ﺩﻭﻥ‬ ‫‪ï‬‬
‫ﺍﻟﻤﺴﺘﻮﻯ ﻓﻲ ﻗﺪﺭﺍﺗﻬﻢ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﺤﺎﻝ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻤﺘﻔﻮﻗﻴﻦ‪.‬‬
‫ﺗﻨﻮﻳﻊ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺳﻮﺍﺀ ﺩﺍﺧﻞ ﺍﻟﺼﻒ ﺃﻭ ﻓﻲ ﺍﻟﻤﻨﺰﻝ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ  ﻟﻴﺲ ﻣﻦ ﺍﻟﻀﺮﻭﺭﺓ ﺃﻥ ﻳﺤﻞ ﻛﻞ ﺍﻟﻄﻼﺏ‬ ‫‪ï‬‬
‫ﺟﻤﻴﻊ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻓﻲ ﺍﻟﻜﺘﺎﺏ ﺧﺎﺻﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ‪ª‬ﺍﻟﻀﻌﻔﺎﺀ«‪ ،‬ﻓﻴﻘﺪﻡ ﻟﻬﻢ ﺍﻟﺤﺪ ﺍﻷﺩﻧﻰ‪ ،‬ﻭﻳﻼﺣﻆ ﺗﻘﺪﻣﻬﻢ ﺣﺘﻰ ﻳﺼﻠﻮﺍ ﺇﻟﻰ‬
‫ﻣﺴﺘﻮﻳﺎﺕ ﺃﻓﻀﻞ ﻣﺘﺪﺭﺟﻴﻦ ﻓﻲ ﺍﻟﻮﺍﺟﺒﺎﺕ‪.‬‬
‫ﺗﺤﺪﻳﺪ ﺑﻌﺾ ﺍﻟﺴﺎﻋﺎﺕ ﻟﻠﻤﺴﺎﻋﺪﺓ ﺧﺎﺭﺝ ﺍﻟﺼﻒ ﻓﻲ ﻣﻜﺘﺐ ﺍﻟﻤﺪﺭﺱ ﺃﻭ ﻓﻲ ﺍﻟﻤﻜﺘﺒﺔ‪.‬‬ ‫‪ï‬‬
‫ﻣﺴﺎﻋﺪﺓ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺃﻥ ﻳﺸﻌﺮ ﺑﺄﻧﻪ ﻳﻤﻜﻨﻪ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﺘﻔﻮﻕ ﻓﻲ ﻫﺬﺍ ﺍﻟﻤﻘﺮﺭ‪.‬‬ ‫‪ï‬‬

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 ‫‪áeÉY ᫪«∏©J §FÉ°Sh‬‬

‫ﺍﻟﻮﺳﻴﻂ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻫﻮ ﻣﺎﺩﺓ ﺗﻌﻠﻴﻤﻴﺔ ﻣﻜﺘﻮﺑﺔ ﺃﻭ ﻣﺮﺳﻮﻣﺔ‪ ،‬ﺃﻭ ﺻﻮﺭﺓ ﺛﺎﺑﺘﺔ ﺃﻭ ﻣﺘﺤﺮﻛﺔ ﻣﺴﺠﻠﺔ ﻋﻠﻰ ﺃﻭﺭﺍﻕ ﺃﻭ ﺷﺮﺍﺋﻂ ﺃﻭ ﺃﻗﺮﺍﺹ ﻣﺪﻣﺠﺔ‬
‫)‪ (CDs‬ﺃﻭ ﻣﺨﺰﻧﺔ ﻋﻠﻰ ﻛﻤﺒﻴﻮﺗﺮ ﺃﻭ ﻋﻠﻰ ﺷﻜﻞ ﻛﺘﺎﺏ ﻧﺎﺷﻂ ﺗﻔﺎﻋﻠﻲ ‪.Active Book‬‬
‫ﻭﺗﺸﻤﻞ ﺍﻟﻮﺳﺎﺋﻂ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻷﺟﻬﺰﺓ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ﻋﺮﺽ ﺍﻟﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺒﺮﻣﺠﻴﺎﺕ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ ﺍﻟﻮﺳﻴﻂ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻲ ﻣﻠﺼﻘﺎً ﺃﻭ ﺑﻄﺎﻗﺎﺕ ﻛﺮﺗﻮﻧﻴﺔ ﺃﻭ ﻗﻄﻌﺎً ﺧﺸﺒﻴﺔ ﺃﻭ ﺑﻼﺳﺘﻴﻜﻴﺔ ﺃﻭ ﺃﺟﻬﺰﺓ ﻟﻌﺮﺽ ﺷﻔﺎﻓﻴﺎﺕ ﺃﻭ ﺻﻮﺭﺍ ً ﻣﻌﺘﻤﺔ ﺃﻭ ﺟﻬﺎﺯ ﺳﻴﻨﻤﺎ ﺃﻭ‬
‫ﺣﺎﺳﻮﺑﺎً‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻣﻮﺍﺩ ﺣﺴﻴﺔ ﻣﻦ ﺍﻟﻄﺒﻴﻌﺔ ﺃﻭ ﻣﺼﻨﻌﺔ ﺃﻭ ﻧﻤﺎﺫﺝ ﻣﺤﺎﻛﺎﺓ ﻷﺷﻜﺎﻝ ﻫﻨﺪﺳﻴﺔ ﺃﻭ ﺗﺠﺎﺭﺏ ﻣﻌﻤﻠﻴﺔ‪.‬‬
‫ﻭﺍﻷﺻﻞ ﻓﻲ ﺍﻟﻮﺳﻴﻂ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻫﻮ ﺃﻥ ﻳﺴﺘﺨﺪﻣﻪ ﺍﻟﻄﺎﻟﺐ ﺑﻨﻔﺴﻪ ﻭﻳﻤﺎﺭﺱ ﻣﻦ ﺧﻼﻟﻪ ﻋﻤﻼ ً ﺗﻌﻠﻴﻤﻴﺎً ﻧﺸﻴﻄﺎً‪ ،‬ﻻ ﺃﻥ ﻳﻜﺘﻔﻲ ﺑﻤﺸﺎﻫﺪﺗﻪ‬
‫ﺳﻮﺍﺀ ﻗﺎﻡ ﺍﻟﻤﺪﺭﺱ ﺑﺘﺸﻐﻴﻠﻪ ﺃﻭ ﻛﺎﻥ ﻳﻌﻤﻞ ﺁﻟﻴّﺎً‪ ،‬ﻓﺎﻟﻤﻬﻢ ﻣﺜﻼ ً ﺃﻥ ﻳﻌﻤﻞ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺍﻟﺤﺎﺳﻮﺏ ‪ hands on‬ﻻﻛﺘﺸﺎﻑ ﻋﻼﻗﺔ ﺭﻳﺎﺿﻴﺔ ﺃﻭ‬
‫ﺗﺤﻘﻴﻖ ﺻﺤﺘﻬﺎ ﺃﻭ ﺗﻤﺜﻴﻞ ﺑﻴﺎﻧﻲ ﻷﺣﺪ ﺍﻟﺠﺪﺍﻭﻝ ﺃﻭ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺠﺒﺮﻳﺔ ﺃﻭ ﺭﺳﻢ ﺑﻌﺾ ﺍﻷﺷﻜﺎﻝ ﺍﻟﻬﻨﺪﺳﻴﺔ‪.‬‬
‫ﻭﺍﻟﻤﺒﺪﺃ ﺍﻟﺬﻱ ﻧﺮﺗﺌﻴﻪ ﻫﻨﺎ ﻫﻮ ﺃﻥ ﺍﻟﺘﻘﻨﻴﺔ ﺑﺼﻔﺔ ﺧﺎﺻﺔ‪ ،‬ﻭﺍﻟﻮﺳﺎﺋﻂ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻤﺘﻌﺪﺩﺓ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ª ،‬ﺣﻠﻴﻔﺔ ﻭﻟﻴﺴﺖ ﺑﺪﻳﻠﺔ ﻟﻠﻤﺪﺭﺱ« ‬
‫ﺑﻤﻌﻨﻰ ﺃﻥ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺃﺩﺍﺓ ﻳﺴﺘﺜﻤﺮﻫﺎ ﺍﻟﻤﺪﺭﺱ ﻓﻲ ﺗﻴﺴﻴﺮ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻻ ﺃﻥ ﺗﺤﻞ ﻣﺤﻠﻪ‪.‬‬

‫‪Low Resolution Copy‬‬

 ‫ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬
‫ﺍﻟﺠﺒﺮ‬
١٠ Ratio ,Proportion and Sequences ‫ ﺍﻟﻨﺴﺒﺔ ﻭﺍﻟﺘﻨﺎﺳﺐ ﻭﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ‬١ ‫ﺍﻟﻮﺣﺪﺓ‬
١٢ Ratio and Proportion ‫ﺍﻟﻨﺴﺒﺔ ﻭﺍﻟﺘﻨﺎﺳﺐ‬
١٨ Direct Variation ‫ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ‬
٢٢ Inverse Variation ‫ﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻜﺴﻲ‬
٢٦ Sequences (Mathematical Patterns) (‫ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ )ﺍﻷﻧﻤﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺔ‬
٢٩ Arithmetic Sequence ‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ‬
٣٣ Geometric Sequence ‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﻬﻨﺪﺳﻴﺔ‬

٤٣ ‫ ﻣﻌﺎﺩﻻﺕ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬٢ ‫ﺍﻟﻮﺣﺪﺓ‬

٤٥ Solving Quadratic Equations with One Variable ‫ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻓﻲ ﻣﺘﻐﻴﺮ ﻭﺍﺣﺪ‬
٤٩ Polynominals in Degree 2 with One Variable ‫ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻓﻲ ﻣﺘﻐﻴﺮ ﻭﺍﺣﺪ‬
٥٢ Equations Converted into Quadratic Equations ‫ﻣﻌﺎﺩﻻﺕ ﺗﺘﺤﻮﻝ ﺇﻟﻰ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬

٥٧ Statistics ‫ ﺍﻹﺣﺼﺎﺀ‬٣ ‫ﺍﻟﻮﺣﺪﺓ‬

٥٩ Data Analysis ‫ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
٦١ Quartiles ‫ﺍﻟﺮﺑﻴﻌﺎﺕ‬
٦٤ Standard Deviation ‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬
٦٨ Samples ‫ﺍﻟﻌﻴﻨﺎﺕ‬

Low Resolution Copy

 Ý şŶůƺƫř
١ ‫ﺍﻟﻮﺣﺪﺓ‬
Ratio, Proportion and Sequences šŚǀƫŚŤŤưƫřƹ ŜſŚƴŤƫřƹ ŠŞƀƴƫř ‫ﺍﻟﻨﺴﺒﺔ ﻭﺍﻟﺘﻨﺎﺳﺐ ﻭﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ‬
‫ﺍﻷﻫﺪﺍﻑ‬
ƾƯŻŹřƺŴƫř ƼſƺƯ Ʋŝ ŶưŰƯ ŚƸƯŶŴŤſř ŠǀŝźƗ ŠưƬƧ źŞŬƫř
(ƱƺƯŐưƫř ƾſŚŞƘƫř ŠƠǀƬŴƫř źƈƗ ƾƟ ƽŵLjǀưƫř ƖſŚŤƫř ƱźƤƫř)
ƖƋƹ ƽŸƫřƹ ´ŠƬŝŚƤưƫřƹ źŞŬƫřª ƶƳřƺƴƗ ƱŚƧƹ ƶƠijƫŏ ƽŸƫř ƶŝŚŤƧ ƾƟ
ƺƷ ƾƯŻŹřƺŴƫř źŞŤƘƿ ƦƫŸŝƹ ¬šLJŵŚƘưƫř ƪŰƫ ŠƬǀƇŏ ÔŚƣźƏ ƶǀƟ

‫ﺍﻟﻨﺴﺒﺔ‬
Ŷƣƹ .śŚƀŰƫř ƲƯ ÔřŌżū źŞŬƫř ƱŚƧ Ʊŏ ŶƘŝ źŞŬƫř ƮƬƗ žſŒƯ
Ÿųŏ ŚƸƴƯƹ ´źŞŬƫřª ƱřƺƴƘŝ ŠǀŝƹŹƹǃř šŚƜƬƫř Ƽƫœ śŚŤƨƫř Ʈūźţ ◀
‫ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ‬
.ƮſLJř řŸƷ (Algebra) ´źŞŬƫřª ƮƬƘƫř
:(ŌřźƘƄƫř ƲǀǀƋŚƿźƫř Ŷůŏ) ƲǀưſŚǀƫř Ʋŝř ƩƺƤƿƹ ◀
ƪƧ ƩŚưƫŚƟ ¬ŹŸŬƫř Ʈŧ ŵřŶƗǃřƹ ƩŚưƫř ¬źŞŬƫř ŹƹŶƿ ŠŧLjŧ ƼƬƗ
Ʈƫ ŚƯ ƢƬƐưƫř ŵŶƘƫřƹ ¬ƖƬƋǃř ƦƬţ Ŷůŏƹ ƵŹŸūƹ ¬ƖŝźƯ ŵŶƗ
.Ŝƈţ ƮƸƟŚƟ ¬ŹŸŬƬƫ ƹŏ ƩŚưƬƫ Ŝƀƴƿ ‫ﺧﻮﺍﺹ ﺍﻟﺘﻨﺎﺳﺐ ﻭﺍﻟﺘﻨﺎﺳﺐ ﺍﻟﻤﺘﺴﻠﺴﻞ‬ ◀
ƾŗřźŧœ ƍŚƄƳ
‫ ﺍﻟﺪﺍﻟﺔ ﻭﺍﻟﺜﺎﺑﺖ ﻭﺍﻟﻤﻌﺪﻝ‬:‫ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ‬ ◀
ŠƫŵŚƘƯ ƪů Ƽƫœ şŹŚƃœ ) x żƯźƫŚŝ ÔŚÚǀƫŚů ƶƫ żƯźƳ ƽŸƫř ƺƷ ŹŸŬƫřƹ
ƪŰƫ ŠǀſŶƴƷ Ô DžƺƬů ƾƯŻŹřƺŴƫř ƖƋƹ Ŷƣƹ (ŠǀƳŚŨƫř ŠūŹŶƫř
‫ ﺍﻟﺪﺍﻟﺔ ﻭﺍﻟﺜﺎﺑﺖ‬:‫ﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻜﺴﻲ‬ ◀
‫ﻣﻘﺎﺭﻧﺔ ﺑﻴﻦ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ ﻭﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻜﺴﻲ‬
ƪƜŤƃřƹ .Ɩŝźưƫř ƩŚưƧœ ŠƤƿźƏ ƖƯ ƢƠŤţ ŠǀƳŚŨƫř ŠūŹŶƫř šDžŵŚƘƯ
źưƗ ƮƷźƸƃŏ ƲƯƹ ¬šDžŵŚƘưƫř ƪŰŝ śźƘƫř ŌŚưƬƘƫř ƲƯ źǀŨƧ ◀
.ŠŨƫŚŨƫř ŠūŹŶƫř šDžŵŚƘƯ ƪŰŝ ƮŤƷř ƽŸƫř ƭŚǀŴƫř
šŚǀƋŚƿźƫř ŠſřŹŵ ƼƬƗ śźƜƫř ŌŚưƬƘƫ Ô řżƟŚů ƾŝźƘƫř ťřźŤƫř ƱŚƧƹ

‫ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ‬
ƭřŶŴŤſDž ŠƫƹŚŰƯ ƾƟ śźƘƫř ƶŝ ŏŶŝ ŚƯ ŌŚưƬƘƫř ƖŝŚţ ŶƤƟ ­ŚƷźƿƺƐţƹ
ƪŨƯ šŚƿźƔƴƫ šŚưǀưƘţ ŵŚŬƿœƹ (šŚưƬƨƫř ƲƯ Ô DžŶŝ) ŻƺƯźƫř
ƲƯ źǀŨƨƫř ƪůƹ ŠǀſŶƴƸƫřƹ ŠǀŝŚƀŰƫř šŚǀƫŚŤŤưƫřƹ ƲƿŶŰƫř šřŷ
.(ŌŚưƈƫř ŹƹŸŬƫř) ŠǀŞƀƴƫř źǀƛ ŵřŶƗǃŚŝ ŠƤƬƘŤưƫř šdžƨƄưƫř
.šŚưŤƿŹŚƛƺƬƫř ŹŚƨŤŝDž řƹŶƸƯ śźƘƫř Ʊœ ŌŚưƬƘƫř ƊƘŝ ƩƺƤƿƹ

‫ ﺍﻷﻭﺳﺎﻁ ﺍﻟﺤﺴﺎﺑﻴﺔ‬،‫ ﺍﻟﺤﺪ ﺍﻟﻨﻮﻧﻲ‬،‫ ﺃﺳﺎﺳﻬﺎ‬:‫ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﺤﺴﺎﺑﻴﺔ‬

ŹƺƐŤƫř ƲƯ şźǀŞƧ ŠÉÉūŹŵ ƼÉÉƫœ ÔŚÚǀƫŚů źŞŬƫř ƮƬƗ ƪÉÉƇƹ ŶÉÉƣƹ
ƖƯ ƪƯŚƘŤƿ ŮŞƇŏ ŵřŶƗǃř ƖƯ ƪƯŚƘŤƿ ƱŚƧ Ʊŏ ŶƘŞƟ ­ŶƿźŬŤƫřƹ
šŚƟƺƠƈưƫřƹ šŚƗƺưŬưƫř ƪŨƯ şŶƿŶū ŠǀƋŚƿŹ « šŚƳŚǀƧª

‫ ﻣﻦ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ‬n ‫ﻭﻣﺠﻤﻮﻉ‬

.ŚƷźǀƛƹ šŚƸŬŤưƫřƹ
ŠǀƋŚƿźƫř ƕƹźƠƫř ƾƟ ŠƐƄƳǃř ƪƨƫ ÔŚſŚſŏ źŞŬƫř ƮƬƗ źŞŤƘƿ

‫ ﺍﻷﻭﺳﺎﻁ ﺍﻟﻬﻨﺪﺳﻴﺔ‬،‫ ﺍﻟﺤﺪ ﺍﻟﻨﻮﻧﻲ‬،‫ ﺃﺳﺎﺳﻬﺎ‬:‫ﺍﻟﻤﺘﺘﺎﺑﻌﺔ ﺍﻟﻬﻨﺪﺳﻴﺔ‬

.ŚƸţŚƤǀŞƐţƹ ƻźųǃř
ŚƳŶŬƯ şŵŚƘŤſř ƾƟ - śdžƐƫř ŚƳŌŚƴŝŏ - ƮƨǀƬƗ ŵƺƤƘƯ ƪƯǃřƹ
ƭŶƤŤƫř Ōřƺƫ ŚƸǀƟ ŚƳőŚưƬƗ ƪưů ƾŤƫř ŠǀŞƷŸƫř ƵŹƺƈƗ ƾƟ ƾưƬƘƫř

‫ ﻣﻦ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ ﺍﻟﻬﻨﺪﺳﻴﺔ‬n ‫ﻭﻣﺠﻤﻮﻉ‬

.ÔŚŝźƛƹ ÔŚƣźƃ ƮƫŚƘƫř Ƽƫœ ŠƟźƘưƫř ƪƗŚƄƯƹ

‫ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬
‫ﺍﻟﻨﺴﺒﺔ ﻭﺍﻟﺘﻨﺎﺳﺐ‬ .١
‫ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ‬ .٢
‫ﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻜﺴﻲ‬ .٣
‫ﺍﻟﻤﺘﺘﺎﺑﻌﺎﺕ ﺍﻟﺤﺴﺎﺑﻴﺔ‬ .٤
‫ﺍﻟﻤﺘﺘﺎﺑﻌﺎﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ‬ .٥

١٠

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 ‫ﻣﻬﺎﺭﺍﺕ‬ ‫ﻣﻔﺎﻫﻴﻢ‬ ‫ﺍﻟﻤﻜﻮﻧﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ‬
‫ﺍﻟﻨﺴﺒﺔ‬
‫ﺇﻳﺠﺎﺩ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻣﺴﺎﻓﺘﻴﻦ‪/‬ﻛﻤﻴﺘﻴﻦ‬ ‫ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﻭﺍﻟﺘﻨﺎﺳﺐ‬
‫ﺇﻳﺠﺎﺩ ﺃﺣﺪ ﻣﻜﻮﻧﺎﺕ ﺍﻟﺘﻨﺎﺳﺐ‬ ‫ﺧﻮﺍﺹ ﺍﻟﺘﻨﺎﺳﺐ‬
‫ﺧﻮﺍﺹ ﺍﻟﺘﻨﺎﺳﺐ ﺍﻟﻤﺘﺴﻠﺴﻞ‬

‫ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﺘﻐﻴﺮ‬
‫ﺇﻳﺠﺎﺩ ﺛﺎﺑﺖ ﺍﻟﺘﻐﻴﺮ‬ ‫ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ ﻭﺍﻟﻌﻜﺴﻲ‬
‫ﺍﻟﺘﻌﺮﻑ ﺇﻟﻰ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻲ ﺗﻤﺜﻞ ﺗﻐﻴﺮﺍ ً‬ ‫ﺩﺍﻟﺔ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ ﻭﺍﻟﻌﻜﺴﻲ‬
‫ﺍﻟﺘﻐﻴﺮ‬
‫ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ ﻭﺛﺎﺑﺖ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻜﺴﻲ ﺍﻟﺘﻌﺮﻑ ﺇﻟﻰ ﺍﻟﺸﻜﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﺬﻱ ﻳﻤﺜﻞ‬
‫ﺗﻐﻴﺮﺍ ً‬ ‫ﻣﻘﺎﺭﻧﺔ ﺑﻴﻦ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ ﻭﺍﻟﻌﻜﺴﻲ‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺘﻐﻴﺮ‬

‫ﺍﻛﺘﺸﺎﻑ ﺍﻟﻨﻤﻂ‬ ‫ﺗﻌﺮﻳﻒ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ‬

‫ﺍﺳﺘﻜﻤﺎﻝ ﺑﻌﺾ ﺣﺪﻭﺩ ﺍﻟﻨﻤﻂ‬
‫ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ‬
‫ﺇﻳﺠﺎﺩ ﺣﺪ ﻣﻌﻴﻦ‬
‫ﺇﻳﺠﺎﺩ ﻣﺠﻤﻮﻉ ﻋﺪﺩ ﻣﻌﻴﻦ ﻣﻦ ﺍﻟﺤﺪﻭﺩ‬
‫ﺇﻳﺠﺎﺩ ﻧﻤﻂ ﻣﺘﺘﺎﺑﻌﺔ ﺑﻤﻌﻠﻮﻣﻴﺔ ﺷﺮﻭﻁ ﻣﻌﻴﻨﺔ‬
‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ ﻭﺍﻟﻬﻨﺪﺳﻴﺔ ﻭﺃﺳﺎﺳﻬﺎ‬
‫ﺍﻟﺤﺪ ﺍﻟﻨﻮﻧﻲ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ ﻭﺍﻟﻬﻨﺪﺳﻴﺔ‬
‫ﺍﻷﻧﻤﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ‬
‫ﺍﻷﻭﺳﺎﻁ ﺍﻟﺤﺴﺎﺑﻴﺔ ﻭﺍﻟﻬﻨﺪﺳﻴﺔ‬
‫ﻣﺠﻤﻮﻉ ‪ n‬ﻣﻦ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ‬
‫ﺃﻭ ﺍﻟﻬﻨﺪﺳﻴﺔ‬

‫‪١١‬‬

‫‪Low Resolution Copy‬‬

‫‪Ratio and Proportion‬‬ ‫‪ŜſŚƴŤƫřƹ ŠŞƀƴƫř‬‬
‫ﺍﻟﻨﺴﺒﺔ ﻭﺍﻟﺘﻨﺎﺳﺐ‬
‫‪ĵ ŚƴƗŵ‬‬
‫‪ƂƣŚƴŤƳƹ źƨƠƳ‬‬
‫‪.ƲǀǀƤǀƤů ƲƿŵŶƗ Ʋǀŝ ŠƣLjƗ ƾƷ ŠŞƀƴƫř Ʊŏ ƮƬƘţ‬‬
‫‪ƮƬƘŤţ Ɲƺſ‬‬
‫* ‪ŠŞƀƴƫř‬‬
‫* ‪Ʈſźƫř ŽŚǀƤƯ‬‬
‫‪Ratio and Proportion‬‬
‫‪4 ƾƷ 4ƹ 3 ƲƿŵŶƘƫř Ʋǀŝ ŠŞƀƴƫř :Ô džŨưƟ‬‬
‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺻﻔﺤﺔ ‪ ٦‬ﺇﻟﻰ ﺻﻔﺤﺔ ‪١١‬‬
‫‪3‬‬ ‫* ‪ŜſŚƴŤƫř ƅřƺų‬‬
‫‪.4 Ƽƫœ 3 ŏźƤţƹ 3 : 4 şŹƺƈƫŚŝ ŠŞƀƴƫř ƵŸƷ ƲƗ źǀŞƘŤƫř Ʋƨưƿƹ‬‬ ‫* ‪ŠǀſŶƴƷ šŚƤǀŞƐţƹ ƲƿŹŚưţ‬‬

‫‪ .١‬ﺍﻷﻫﺪﺍﻑ‪:‬‬
‫* ‪ƪƀƬƀŤưƫř ŜſŚƴŤƫř ƅřƺų‬‬
‫‪(Ý) ƩŚŨƯ‬‬ ‫* ‪ƽŵźƐƫř źǀƜŤƫř Ʋǀŝ ŠƳŹŚƤƯ‬‬

‫* ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﺴﺒﺔ ﻭﺍﻟﺘﻨﺎﺳﺐ ﻓﻲ ﺣﻠﻮﻝ ﻣﺴﺎﺋﻞ ﺣﻴﺎﺗﻴﺔ‬

‫‪ƾƀƨƘƫřƹ‬‬
‫‪ƾƟ ŠƬŨưƯ ŠƟŚƀưƫř ƵŸƷ ŢƳŚƧƹ ¬350 km ŜƬůƹ ƢƄƯŵ Ʋǀŝ ŠƟŚƀưƫř ŢƳŚƧ řŷœ‬‬
‫‪ƼƬƗ ƩƺƐƫř Ʋǀŝ ŠŞƀƴƫř Ŷūƹŏ 10 cm ŚƸƫƺƏ ŠưǀƤŤƀƯ ŠƘƐƤŝ ƎŗřźŴƫř ƻŶůœ‬‬

‫* ﺣﻞ ﻣﺴﺎﺋﻞ ﺗﺘﻀﻤﻦ ﻣﻘﺎﺭﻧﺔ ﻛﻤﻴﺎﺕ ﻣﻌﻴﻨﺔ‬

‫‪.ŠǀƤǀƤŰƫř ŠƟŚƀưƫřƹ ŠƐƿźŴƫř‬‬
‫‪ƪŰƫř‬‬

‫‪ .٢‬ﺍﻟﻤﻔﺮﺩﺍﺕ ﻭﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺠﺪﻳﺪﺓ‪:‬‬

‫‪10 : 35 000 000 = ŠŞƀƴƫř‬‬
‫= ‪1 : 3 500 000‬‬
‫‪Ʋƨưƿƹ 1 : 3 500 000 ƽƹŚƀţƹ ¬Ʈſźƫř ŽŚǀƤƯ ŠƫŚŰƫř ƵŸƷ ƾƟ ŠŞƀƴƫř Ƽưƀţ‬‬
‫‪.1 cm : 35 km :şŹƺƈƫŚŝ Ʈſźƫř ŽŚǀƤƯ ŠŝŚŤƧ‬‬
‫ﺍﻟﻨﺴﺒﺔ  ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ  ﺍﻟﺘﻨﺎﺳﺐ  ﺍﻟﺘﻨﺎﺳﺐ ﺍﻟﻤﺘﺴﻠﺴﻞ‬
‫‪ .٣‬ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ‪:‬‬
‫‪ƾƳƹŚƘţ ƪưƗ‬‬
‫‪Ŷůŏ ƖƯ ƥźŤƃř .ƪƨƄƫř ƾƟ ŚưƧ ƢƤƄƫř ƻŶůLj ÔŚƐƐŴƯ ƽŹŚưƘƯ ŽŶƴƸƯ ƮſŹ‬‬

‫ﻣﺴﻄﺮﺓ ﻣﺪﺭﺟﺔ  ﺃﻭﺭﺍﻕ ﺭﺳﻢ ﺑﻴﺎﻧﻲ ﻣﻠﻴﻤﺘﺮﻳﺔ  ﺁﻟﺔ ﺣﺎﺳﺒﺔ‬

‫‪1.5 m‬‬ ‫‪3m‬‬
‫‪:ƾţǁř ƾƟ ƦŗdžƯŻ‬‬
‫)‪¬ŲŞƐưƫř ¬(2) ŠƟźƜƫř ¬(1) ŠƟźƜƫř :ƲƯ ƪƧ ƩƺƏ ƪƨƄƫř ƾƟ ŽŚǀƤƫŚŝ Ŷūƹŏ (ŏ‬‬

‫‪ .٤‬ﺍﻟﺘﻤﻬﻴﺪ‪:‬‬
‫‪:ƾţǁř ƩƹŶŬƫř ƪưƧŏ Ʈŧ ƭŚưŰƫř‬‬

‫‪4.5 m‬‬
‫‪ƭŚưů‬‬

‫‪(1) ŠƟźƛ‬‬

‫ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ‪:‬‬
‫‪(cm) ƾƤǀƤŰƫř ƩƺƐƫř (m) ƾƤǀƤŰƫř ƩƺƐƫř (cm) Ʈſźƫř ƾƟ ƩƺƐƫř‬‬

‫ ﻣﺎ ﻧﺴﺒﺔ ﻋﺪﺩ ﺍﻟﻜﺘﺐ ﺇﻟﻰ ﻋﺪﺩ ﺍﻟﺪﻓﺎﺗﺮ ﻓﻲ ﺣﻘﻴﺒﺘﻚ؟‬

‫‪(1) ŠƟźƛ‬‬
‫‪4.5 m‬‬

‫‪ŲŞƐƯ‬‬ ‫‪(2) ŠƟźƛ‬‬

‫ ﻣﺎ ﻧﺴﺒﺔ ﻋﺪﺩ ﺍﻟﻤﻜﺎﺗﺐ ﺇﻟﻰ ﻋﺪﺩ ﺍﻟﻜﺮﺍﺳﻲ؟‬

‫‪3m‬‬

‫‪(2) ŠƟźƛ‬‬ ‫‪3m‬‬ ‫‪3m‬‬

‫ﻧﺎﻗﺶ ﻣﻊ ﺍﻟﻄﻼﺏ ﻣﻌﻨﻰ ﻧﺴﺒﺔ ‪ 5‬ﺇﻟﻰ ‪.2‬‬

‫‪ŲŞƐưƫř‬‬

‫ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ ﻋﻦ ﻧﺴﺒﺔ ﻋﺪﺩ ﺍﻟﻐﺎﺋﺒﻴﻦ ﺇﻟﻰ ﻋﺪﺩ ﺍﻟﺤﺎﺿﺮﻳﻦ‬

‫‪ƭŚưŰƫř‬‬
‫‪cm‬‬ ‫)‪m :Ʈſźƫř ŽŚǀƤƯ Ŷūƹŏ (ś‬‬

‫ﺍﻟﻴﻮﻡ ﻓﻲ ﺍﻟﺼﻒ‪ ،‬ﻭﻧﺴﺒﺔ ﻋﺪﺩ ﺍﻟﻜﺮﺍﺳﻲ ﺇﻟﻰ ﻋﺪﺩ ﻃﺎﻭﻻﺕ‬

‫)‪ŠŞƀƴƫř źƈŤųřƹ ¬ŚƸƀƠƳ šřŶůƺƫř ƭŚƤưƫřƹ ƎƀŞƬƫ Ʊƺƨƿ ŦǀŰŝ ŠŞƀƴƫř Ŷūƹŏ (ũ‬‬
‫‪.şŹƺƇ Ǝƀŝǃ‬‬

‫ﺍﻟﻄﻼﺏ ﺩﺍﺧﻞ ﺍﻟﺼﻒ‪.‬‬

‫ﻧﺎﻗﺶ ﻛﻴﻔﻴﺔ ﺭﺳﻢ ﻣﺨﻄﻄﺎﺕ ﻟﻠﻤﻨﺸﺂﺕ )ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ(‪،‬‬
‫‪ȍ‬‬

‫ﻭﻗﺮﺍﺀﺓ ﺍﻟﺨﺮﺍﺋﻂ ﻟﺘﻌﺮﻑ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻟﻠﻤﺴﺎﻓﺎﺕ ﺑﻴﻦ ﻣﺪﻳﻨﺘﻴﻦ‬

‫ﺃﻭ ﻣﻮﻗﻌﻴﻦ‪.‬‬
‫ﻭﺿﺢ ﻣﻔﻬﻮﻡ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ‪.‬‬
‫‪ .٥‬ﺍﻟﺘﺪﺭﻳﺲ‪:‬‬
‫ﻓﻲ ﻋﻤﻞ ﺗﻌﺎﻭﻧﻲ‪:‬‬
‫ﻗﺪ ﻳﺤﺘﺎﺝ ﺍﻟﻌﻤﻞ ﺇﻟﻰ ﻣﺴﻄﺮﺓ ﻣﺪﺭﺟﺔ ﻭﺁﻟﺔ ﺣﺎﺳﺒﺔ ﻟﻠﻘﻴﺎﺱ‬
‫ﻭﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺤﺴﺎﺑﻴﺔ‪.‬‬
‫ﻻﺣﻆ ﺃﻥ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻠﻨﺴﺒﺔ ﻫﻮ‪:‬‬
‫ﻋﻼﻗﺔ ﺑﻴﻦ ﻋﺪﺩﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ ﻭﺗﻜﺘﺐ ﺑﺎﻟﺼﻮﺭﺓ ‪ b‬ﺃﻭ ‪.a : b‬‬
‫‪a‬‬
‫ﻓﻲ ﺍﻟﻨﺴﺒﺔ  ﺑﺼﻔﺔ ﻋﺎﻣﺔ  ﻟﻴﺲ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﻳﻜﻮﻥ‬
‫ﻛﻞ ﻣﻦ ﺣﺪﻱ ﺍﻟﻨﺴﺒﺔ ﺑﺎﻟﻮﺣﺪﺍﺕ ﻧﻔﺴﻬﺎ ﺃﻭ ﻣﻦ ﺍﻟﻨﻮﻉ ﻧﻔﺴﻪ‪،‬‬
‫ﻓﻤﺜﻼ ً ﻓﻲ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ ﻋﻠﻰ ﺍﻟﺨﺮﺍﺋﻂ ﻗﺪ ﻳﻜﻮﻥ ﺍﻟﻤﻘﻴﺎﺱ‬
‫‪ .1cm : 100 km‬ﻭﻗﺪ ﺗﻮﺟﺪ ﻧﺴﺒﺔ ﺑﻴﻦ ﻋﺪﺩ ﺍﻟﺒﻨﻴﻦ ﻭﻋﺪﺩ‬
‫ﺍﻟﺒﻨﺎﺕ ﻓﻲ ﺍﻣﺘﺤﺎﻥ ﺍﻟﺼﻒ ﺍﻟﻌﺎﺷﺮ‪ ،‬ﻭﻗﺪ ﺗﻮﺟﺪ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ‬
‫ﻋﺪﺩ ﺍﻟﻤﺪﺭﺳﻴﻦ ﻭﻋﺪﺩ ﺍﻟﻄﻼﺏ‪ .‬ﻋﻨﺪ ﺣﺴﺎﺏ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺌﻮﻳﺔ‬
‫ﺗﺮﺍﻋﻰ ﻭﺣﺪﺍﺕ ﺣﺪﻱ ﺍﻟﻨﺴﺒﺔ‪.‬‬
‫ﻓﻲ ﺍﻟﺘﻨﺎﺳﺐ‬
‫ﻳﻤﻜﻦ ﺍﻟﺒﺪﺀ ﺑﻜﺴﻮﺭ ﻣﺘﻜﺎﻓﺌﺔ ﻣﺜﻼ ً ‪ 63 = 21‬ﻭﺇﻋﺎﺩﺓ ﻗﺮﺍﺀﺓ‬
‫ﺫﻟﻚ ﺑﻠﻐﺔ ﺗﺴﺎﻭﻱ ﻧﺴﺒﺘﻴﻦ ‪ ،3 : 6 = 1 : 2‬ﺃﻭ ﺑﺎﻟﺼﻮﺭﺓ‬
‫‪ 6 ،3 ،2 ،1‬ﺃﺭﺑﻌﺔ ﺃﻋﺪﺍﺩ ﻣﺘﻨﺎﺳﺒﺔ ﻭﺍﻟﻌﻜﺲ ﺻﺤﻴﺢ‪.‬‬

‫‪١٢‬‬

‫‪Low Resolution Copy‬‬

 ‫ﺍﻧﺘﻘﻞ ﻟﻠﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ ‪a, b, c, d % b = d‬‬
‫‪a‬‬ ‫‪c‬‬
‫‪ĵ ŚƴƗŵ‬‬
‫‪ƂƣŚƴŤƳƹ źƨƠƳ‬‬
‫‪.źŨƧŏ ƹŏ ƲǀŤŞƀƳ ƽƹŚƀţ ƺƷ ŜſŚƴŤƫř‬‬
‫ﻣﺘﻨﺎﺳﺒﺔ ‪ad = bc ,‬‬
‫‪16 = 4 :Ô džŨưƟ‬‬
‫ﻗﺪﻡ ﺃﻣﺜﻠﺔ ﻭﺃﻣﺜﻠﺔ ﻣﻀﺎﺩﺓ ﻟﻠﺘﻨﺎﺳﺐ ﻣﺜﻼ ً ‪1, 2, 3, 6‬‬
‫‪12 3‬‬

‫ﻣﺘﻨﺎﺳﺒﺔ ﻭﻟﻜﻦ ‪ 1, 2, 3, 4‬ﻟﻴﺴﺖ ﻣﺘﻨﺎﺳﺒﺔ  ﺍﻃﻠﺐ ﺇﻟﻰ‬

‫‪12 : 16 = 3 : 4 ƾţǁŚƧ Ʀƫŷ ŠŝŚŤƧ Ʋƨưƿƹ‬‬
‫‪.16 Ƽƫœ 12 ŚƸƀƠƳ ƾƷƹ 4 Ƽƫœ 3 ŏźƤţƹ‬‬

‫ﺍﻟﻄﻼﺏ ﺇﻋﻄﺎﺀ ﺃﻣﺜﻠﺔ ﻭﺃﻣﺜﻠﺔ ﻣﻀﺎﺩﺓ‪.‬‬

‫‪ŜſŚƴŤƫř ƅřƺų‬‬
‫‪ƽƹŚƀŤƫř ŠǀƇŚų Ý‬‬

‫‪. k d Dž Ŧǀů ab # k = dc # k ƱŔƟ ab = dc ƱŚƧ řŷœ‬‬ ‫ﺍﻋﺮﺽ ﺗﻨﺎﺳﺒﺎً ﻣﺜﻞ ‪ 23 = 46‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺒﺤﺜﻮﺍ‬
‫‪20 # 2 = 4 # 2 Ʊŏ ŶŬƳ 2 ƾƟ ƲǀƟźƐƫř śźƌŝ 20 = 4 Ʊŏ ƮƬƘƳ‬‬
‫‪15‬‬ ‫‪3‬‬ ‫‪15 3‬‬
‫‪:Ô džŨưƟ‬‬
‫ﻋﻦ ﺍﻟﺨﻮﺍﺹ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﻥ ﺗﺴﺘﻨﺘﺠﻮﻫﺎ ‪ ...‬ﻋﻤﻢ ﺍﻟﺨﻮﺍﺹ‬
‫ﺍﻟﺼﺤﻴﺤﺔ ﻋﻠﻰ ‪b = d‬‬
‫‪a‬‬ ‫‪c‬‬
‫‪10 = 2 Ʊŏ ƽŏ‬‬
‫‪15 3‬‬

‫‪ 10‬ﺗﻨﺎﺳﺐ؟ ﺿﻌﻬﺎ ﻓﻲ ﺻﻮﺭﺓ‬ ‫ﺍﺳﺄﻝ ﻟﻠﺘﻔﻜﻴﺮ‪ :‬ﻫﻞ ‪2 = 5‬‬

‫‪(Ý) ƩŚŨƯ‬‬
‫‪.a Šưǀƣ ŶūƹŐƟ 56 = 9a ƱŚƧ řŷœ‬‬

‫‪ƪŰƫř‬‬
‫‪10 : 2 = 5 : 1‬‬ ‫‪10‬‬
‫ﺗﻨﺎﺳﺐ =‬
‫‪5‬‬
‫‪54 É Ùŝ ƲǀƟźƐƫř śźƌŝ 56 = 9a‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ﻓﻲ ﺍﻟﺘﻨﺎﺳﺐ ﺍﻟﻤﺘﺴﻠﺴﻞ‬

‫‪5‬‬ ‫‪a‬‬
‫‪6 # 54 = 9 # 54‬‬

‫‪45 = 6a‬‬

‫‪.3 ƼƬƗ ƭŚƤưƫřƹ ƎƀŞƫř ŠưƀƤŝ a = 45‬‬

‫‪6‬‬
‫ﺧﻮﺍﺹ ﺍﻟﺘﻨﺎﺳﺐ ﺍﻟﻤﺘﺴﻠﺴﻞ ﻫﻲ ﺧﻮﺍﺹ ﺍﻟﺘﻨﺎﺳﺐ ﺍﻟﻌﺎﺩﻱ‬
‫ﻧﻔﺴﻬﺎ‪.‬‬
‫‪15‬‬
‫‪a= 2‬‬

‫ﺍﻃﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻌﻄﻮﺍ ﺃﻣﺜﻠﺔ ﻟﺜﻼﺛﻴﺎﺕ ﻣﻦ ﺍﻷﻋﺪﺍﺩ‬

‫‪a = 7.5‬‬

‫‪.(Ʀƫŷ ŠŰƇ ƲƯ ƢƤŰţ) 56 = 79.5 ƱƺƨǀƟ‬‬

‫ﺗﻜﻮﻥ ﻛﻞ ﻣﻨﻬﺎ ﺗﻨﺎﺳﺒﺎً ﻣﺘﺴﻠﺴﻼ ً ﻣﺜﻼ ً )‪،(1, 2, 4‬‬

‫)‪.(4, 6, 9) ،(1, 3, 9‬‬
‫‪Ȏ‬‬

‫ﺍﻃﻠﺐ ﺃﻣﺜﻠﺔ ﻋﻦ ﺃﺭﺑﻌﺔ ﺃﻋﺪﺍﺩ ﺗﻜﻮﻥ ﺗﻨﺎﺳﺒﺎً ﻣﺘﺴﻠﺴﻼً‪ ،‬ﻣﺜﻼ ً‬

‫)‪.(3, 6, 12, 24‬‬
‫ﻧﺎﻗﺶ )ﺑﺄﻣﺜﻠﺔ(‪ :‬ﻫﻞ ﻛﻞ ﺃﺭﺑﻌﺔ ﺃﻋﺪﺍﺩ ﻓﻲ ﺗﻨﺎﺳﺐ ﻣﺘﺴﻠﺴﻞ‬
‫ﺗﻜﻮﻥ ﻓﻲ ﺗﻨﺎﺳﺐ ﻋﺎﺩﻱ؟ ﻭﻫﻞ ﺍﻟﻌﻜﺲ ﺻﺤﻴﺢ؟‬
‫ﻓﻲ ﺣﻞ ﺍﻟﺘﻤﺎﺭﻳﻦ‪ ،‬ﺩﻉ ﺍﻟﻄﻼﺏ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺃﻛﺜﺮ ﻣﻦ ﻃﺮﻳﻘﺔ‬
‫ﻟﻠﺤﻞ‪ ،‬ﻣﺜﻼ ً ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻀﺮﺏ ﺍﻟﺘﻘﺎﻃﻌﻲ ﺃﻭ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﻱ‬
‫ﻣﻦ ﺧﻮﺍﺹ ﺍﻟﺘﻨﺎﺳﺐ‪.‬‬

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‫‪Low Resolution Copy‬‬

 ‫‪ƾƘƏŚƤŤƫř śźƌƫř ŠǀƇŚų Þ‬‬
‫ﺃﻓﻜﺎﺭ ﻣﺴﺎﻋﺪﺓ‪:‬‬
‫‪.ad = bc ƱŔƟ ¬ b = d ƱŚƧ řŷœ‬‬
‫‪a‬‬ ‫‪c‬‬
‫* ﻓﻲ ﺍﻟﻤﺜﺎﻝ )‪:(١‬‬
‫ﺍﻛﺘﺐ ﻋﻠﻰ ﺍﻟﻠﻮﺡ ‪ ab = dc‬ﺛﻢ ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ‪ :‬ﻟﻤﺎﺫﺍ ‪ b‬ﻭ‪ d‬ﻻ‬
‫‪a‬‬ ‫‪c‬‬
‫‪b =d‬‬

‫‪16 = 4 Ô džŨưƟ‬‬ ‫ﻳﻤﻜﻦ ﺃﻥ ﺗﺴﺎﻭﻱ ﺃﻱ ﻣﻨﻬﻤﺎ ﻗﻴﻤﺔ ﺍﻟﺼﻔﺮ؟ ]ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ﺻﻔﺮ‬
‫‪12‬‬ ‫‪3‬‬

‫‪:Ʊŏ ŶŬƳ Ʀƫŷ ƲƯ‬‬

‫)‪(.48 ƽƹŚƀƿ ƲǀƟźƐƫř ƲƯ džƧ Ʊŏ ŮƋřƹ‬‬
‫‪ƞƿźƘţ‬‬
‫‪12 # 4 = 16 # 3‬‬
‫ﻏﻴﺮ ﻣﻌﺮﻓﺔ[‪.‬‬
‫* ﻓﻲ ﺍﻟﻤﺜﺎﻝ )‪:(٣‬‬
‫‪ŠŞſŚƴŤƯ a, b, c, d Ʊœ ƩŚƤƿ ƶƳŔƟ ab = dc ƱŚƧ řŷœ‬‬
‫‪¬ŜſŚƴŤƫř ƾƟźƏ dƹ a Ƽưƀƿƹ‬‬
‫‪ŜſŚƴŤƫř ƾƐſƹ cƹ b Ƽưƀƿ ŚưƧ‬‬
‫‪ad = bc ŠƫŚŰƫř ƵŸƷ ƾƟ ƶƳǃƹ‬‬
‫‪:Ʊƺƨƿ ƾƘƏŚƤŤƫř śźƌƫř ŠǀƇŚų ƲưƟ‬‬ ‫ﻭﺿﺢ ﻟﻠﻄﻼﺏ ﺃﻥ ﺍﻟﻌﺪﺩ ﺍﻟﺼﺤﻴﺢ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺘﻪ ﺑﺼﻮﺭﺓ ﻛﺴﺮ‬
‫ﻣﻘﺎﻣﻪ ﺍﻟﻌﺪﺩ ‪ .1‬ﻣﺜﻼ ً‪5 = 1 :‬‬
‫‪ƲǀƐſƺƫř śźƋ ŪţŚƳ = ƲǀƟźƐƫř śźƋ ŪţŚƳ‬‬
‫‪5‬‬
‫‪(Þ) ƩŚŨƯ‬‬

‫* ﻓﻲ ﺍﻟﻤﺜﺎﻝ )‪:(٤‬‬
‫‪4‬‬ ‫‪8 Ʊŏ ƾƘƏŚƤŤƫř śźƌƫř ŠǀƇŚų ƭřŶŴŤſŚŝ ŢŞŧŏ‬‬
‫‪1.5 = 3‬‬

‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ ﺍﻟﻤﺴﺄﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪ƪŰƫř‬‬
‫‪(12 ƽƹŚƀƿ ƲǀƟźƐƫř ƲƯ ƪƧ) 4 # 3 = 1.5 # 8 Ʊŏ Śưŝ‬‬

‫ﺃﺟﺎﺏ ﺣﺎﻣﺪ ﺑﺸﻜﻞ ﺻﺤﻴﺢ ﻋﻠﻰ ﺳﺘﺔ ﺃﺳﺌﻠﺔ ﻣﻦ ﺃﺻﻞ ﺳﺒﻌﺔ ﻓﻲ‬
‫‪.ŮǀŰƇ ŜſŚƴŤƫř‬‬ ‫‪Ô řŷœ‬‬
‫‪(ß) ƩŚŨƯ‬‬

‫ﺍﻣﺘﺤﺎﻥ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ .‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﺘﻨﺎﺳﺐ ﻹﻳﺠﺎﺩ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ‬

‫‪.- 3 = y ŜſŚƴŤƫř ƾƟ y Šưǀƣ Ŷūƹŏ‬‬
‫‪4 2.5‬‬
‫‪ƪŰƫř‬‬
‫‪(ƾƘƏŚƤŤƫř śźƌƫř ŠǀƇŚų) - 3 # 2.5 = 4 # y‬‬
‫ﻟﻺﺟﺎﺑﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ‪: 6 = x ; x - 86%D .‬‬
‫‪7‬‬ ‫‪100‬‬
‫ﺳﺆﺍﻝ ﺭﻗﻢ ‪ ٤‬ﺻﻔﺤﺔ ‪:٩‬‬
‫‪- 7.5 = 4y‬‬

‫‪4 ƼƬƗ ƲǀƟźƐƫř ŠưƀƤŝ‬‬

‫ﺩﻉ ﻣﺘﻄﻮﻋﻴﻦ ﻳﺘﺒﺎﺩﻟﻮﻥ ﻣﺴﺎﺋﻠﻬﻢ ﻣﻊ ﺍﻟﺼﻒ ﺃﻭ ﺍﻃﻠﺐ ﺇﻟﻰ‬

‫‪7.5‬‬
‫‪y =- 4‬‬

‫ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺘﺒﺎﺩﻟﻮﺍ ﻣﺴﺎﺋﻠﻬﻢ ﻛﻞ ﻭﺍﺣﺪ ﻣﻊ ﺷﺮﻳﻚ ﻟﻪ‪.‬‬

‫‪y =- 1.875‬‬

‫‪ȏ‬‬
‫‪ .٦‬ﺍﻟﺮﺑﻂ‪:‬‬
‫ﻣﺴﺄﻟﺔ ﻣﻦ ﺍﻟﺒﻴﺌﺔ‪ :‬ﻛﺘﺐ ﻋﻠﻰ ﺑﺎﺏ ﺃﺣﺪ ﺍﻟﻤﺨﺎﺯﻥ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ ﺍﺩﻓﻊ ‪ 23‬ﺍﻟﺴﻌﺮ ﻓﻘﻂ‪.‬‬
‫ ﺍﺣﺼﻞ ﻋﻠﻰ ﺣﺴﻢ ‪.50%‬‬
‫ ﺇﺫﺍ ﻛﺎﻥ ﺳﻌﺮ ﺍﻟﻘﻤﻴﺺ ‪ 42‬ﻟﻴﺮﺓ‪ ،‬ﻓﺄﻳﻬﻤﺎ ﺃﻓﻀﻞ ﺍﻟﻌﺮﻭﺽ ﻟﻚ؟‬
‫ﺍﻟﺤﻞ‪:‬‬
‫ ﺍﻟﻌﺮﺽ ﺍﻷﻭﻝ‪3 = 42 & x = 28 :‬‬
‫‪2‬‬ ‫‪x‬‬

‫ ﺍﻟﻌﺮﺽ ﺍﻟﺜﺎﻧﻲ‪100 = 42 & x = 21 :‬‬

‫‪50‬‬ ‫‪x‬‬

‫ﺍﻟﻌﺮﺽ ﺍﻟﺜﺎﻧﻲ ﻫﻮ ﺍﻷﻓﻀﻞ‪.‬‬

‫‪ .٧‬ﺃﺧﻄﺎﺀ ﻣﺘﻮﻗﻌﺔ‪:‬‬
‫ﻗﺪ ﻳﻜﺘﺐ ﺍﻟﻄﻼﺏ ﺍﻟﻨﺴﺒﺔ ‪ ab‬ﻋﻠﻰ ﺍﻟﺸﻜﻞ‪b : a :‬‬
‫ﻭﻗﺪ ﻳﺨﻄﺌﻮﻥ ﺃﻳﻀﺎً ﻓﻲ ﻛﺘﺎﺑﺔ ﺍﻟﺘﻨﺎﺳﺐ ﺍﻟﻤﺘﺴﻠﺴﻞ‪(1, 3, 9) :‬‬
‫‪ .٨‬ﺍﻟﺘﻘﻮﻳﻢ‪:‬‬
‫)‪ (١‬ﻣﺴﺘﻄﻴﻞ ‪ ABCD‬ﻃﻮﻟﻪ ﻳﺴﺎﻭﻱ ‪ 18 cm‬ﻭﻋﺮﺿﻪ ﻳﺴﺎﻭﻱ‬
‫‪ 10 cm‬ﻣﺸﺎﺑﻪ ﻟﻤﺴﺘﻄﻴﻞ ‪ KLMN‬ﻃﻮﻟﻪ ﻳﺴﺎﻭﻱ ‪ .27 cm‬ﺍﺣﺴﺐ‬
‫ﻋﺮﺽ ‪27 = x ; x = 15 .KLMN‬‬
‫‪18‬‬ ‫‪10‬‬

‫)‪ 12.5 (٢‬ﻫﻲ ‪ 75%‬ﻟﻌﺪﺩ ﻣﺎ‪ .‬ﺃﻭﺟﺪ ﻫﺬﺍ ﺍﻟﻌﺪﺩ‪.‬‬

‫‪75‬‬ ‫‪12.5‬‬
‫‪100 = x ; x = 16.667‬‬
‫)‪ (٣‬ﻣﺎ ﻧﺴﺒﺔ ‪ 24‬ﺇﻟﻰ ‪87‬؟ ‪x = 100‬‬
‫‪27.586‬‬

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‫‪Low Resolution Copy‬‬

 :‫ ﻣﺴﺄﻟﺔ ﺍﻟﻴﻮﻡ‬.٩
ŠǀţŚǀů šŚƤǀŞƐţ (à) ƩŚŨƯ
ƾƟƹ ¬şŹƹŶƴŞƫř ƲƯ ÔŚÚƴƏ 2650 ƕŹřżưƫř ƻŶůœ ŢŬŤƳŏ 1999 ƭŚƗ ƾƟ :ŠƗřŹżƫř ƾƟ ‫ ﺍﺳﺘﺨﺪﻣﺖ ﺷﺮﻛﺔ‬،‫ﻟﺤﺴﺎﺏ ﻓﺎﺗﻮﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺀ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻬﻠﻚ‬
:‫ﺍﻟﻜﻬﺮﺑﺎﺀ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ‬
ŠŞƀƴƫř Ŝƀůř .şŹƹŶƴŞƫř ƲƯ ƲƏ 2782.5 ŚƸƀƠƳ ŠƗŹżưƫř ŢŬŤƳŏ 2000 ƭŚƗ
.ŠƗŹżưƫř ƵŸƷ ũŚŤƳœ ƾƟ şŵŚƿżƬƫ ŠƿƺŘưƫř
ƪŰƫř

C = 6  a  0.13  b  0.15  f  0.012

2782.5 - 2650 = ũŚŤƳLjř ƾƟ şŵŚƿżƫř
ÔŚÚƴƏ 132.5 =

0.13 ‫ ﻛﻴﻠﻮﻭﺍﻁ ﺳﺎﻋﺔ ﻣﺴﺘﻬﻠﻜﺔ ﺑﺴﻌﺮ‬500 ‫ ﻫﻲ ﺃﻭﻝ‬a ‫ﺣﻴﺚ‬

:şŵŚƿżƬƫ ŠƿƺŘưƫř ŠŞƀƴƫř ƾƷ x ƲƨŤƫ
x 132.5
100 = 2650

‫ ﻫﻲ ﺍﻟﻜﻤﻴﺔ ﺍﻟﻤﺴﺘﻬﻠﻜﺔ ﺯﻳﺎﺩﺓ‬b‫ﻟﻴﺮﺓ ﻟﻜﻞ ﻛﻴﻠﻮﻭﺍﻁ ﺳﺎﻋﺔ ﻭ‬

2650x = 100 # 132.5
13250

‫ ﻟﻴﺮﺓ ﻟﻠﻜﻴﻠﻮﻭﺍﻁ ﺳﺎﻋﺔ‬0.15 ‫ ﻛﻴﻠﻮﻭﺍﻁ ﺳﺎﻋﺔ ﺑﺴﻌﺮ‬500 ‫ﻋﻦ‬

x = 2650 = 5
.5 ƾƷ şŵŚƿżƬƫ ŠƿƺŘưƫř ŠŞƀƴƫř Ô řŷœ
.ƢŝŚƀƫř ƭŚƘƫř ƾƟ ũŚŤƳLjř ƲƯ 5% ŢƜƬŝ şŵŚƿżƫř Ʊŏ ƽŏ
ƲƿŹŚưţ
ũŚŤƳLj ƭżƬƿ ÔŚưƳƹŵ ƮƧ .ÔŚÚƿƺƴſ ƮƳƹŶƫř ƾƟ 3615 kg ŪŤƴţ żƿźƟ ŠƗŹżƯ -Ý
®ƶƀƠƳ ƩŶƘưƫŚŝ 216 900 kg
‫ ﻟﻴﺮﺓ‬0.012 ‫ ﻫﻲ ﺍﻟﻜﻤﻴﺔ ﺍﻟﻤﺴﺘﻬﻠﻜﺔ ﺑﻜﺎﻣﻠﻬﺎ ﺑﺴﻌﺮ‬f ً ‫ﻭﺃﺧﻴﺮﺍ‬
.ƦŤŝŚūœ ƪƬƗ ®ÔŚŞſŚƴţ Ʊƺƨţ
Ú Šǀţǁř Ŝƀƴƫř ũřƹŻŏ ƲƯ ƽŏ
Ú :ŶƣŚƳ źǀƨƠţ -Þ
‫ ﻣﺎ ﺍﻟﻤﺒﻠﻎ ﺍﻟﺬﻱ ﺳﻴﺪﻓﻌﻪ ﺍﻟﻤﺴﺘﻬﻠﻚ ﻟﻠﻜﻤﻴﺔ‬.‫ﻟﻠﻜﻴﻠﻮﻭﺍﻁ ﺳﺎﻋﺔ‬
0.5 0.15 (ũ) 5 12 (ś) 20 8 (ŏ)

‫ ﻛﻴﻠﻮﻭﺍﻁ ﺳﺎﻋﺔ؟‬850
0.4 , 0.12 4, 9 15 , 6

25 100 (ÉƷ) 24 6 (ŵ)

- 1, 3 20 , 5

C = 6 + (500  0.13) + (350  0.15)

ŜſŚƴŤƫř ƭŶŴŤſř .ŠǀƳŚŧ 12 ƪƧ Šƣŵ 120 ơŶƿ ƽŹŚƴƨƫř źŗŚƏ ŜƬƣ ƱŚƧ řŷœ -ß
.ŠǀƳŚŧ 40 ƾƟ ƽŹŚƴƨƫř šŚƣŵ ŵŶƗ ŵŚŬƿLj
Ʊŏ ƩƹŚů .ŠƤǀƣŶƫř ƾƟ ƎſƺŤưƫř ƾƟ ƽŵŚƘƫř ƱŚƀƳLjř ŜƬƣ šŚƣŵ ŵŶƗ ƲƗ ŦŰŝř ï
ŠŞƀƴƫř Ŝƀůřƹ ¬ƲǀŤŬǀŤƴƫř Ʋǀŝ ƱŹŚƣƹ ŌŚŞƏǃř Ŷůŏ ƩŐſř Ʈŧ ƦƀƠƴŝ Ʀƫŷ žǀƤţ
.ƱŚƀƳLjř ŜƬƣ šŚƣŵ ŵŶƘŝ ƢƬƘŤƿ ŚưǀƟ ŜǀŞƐƫř ƶƫƺƤƿ Śưƫ ŠŞƀƴƫŚŝ ƦŤŝŚūLj ŠƿƺŘưƫř + (850  0.012) = 133.7
‫ ﻟﻴﺮﺓ‬133.7 :‫ﺍﻟﻤﺒﻠﻎ ﺍﻟﺬﻱ ﺳﻴﺪﻓﻌﻪ ﺍﻟﻤﺴﺘﻬﻠﻚ ﻫﻮ‬
.ŠƫŐƀưƫř ƪů Ʈŧ 9 = 5 ŜſŚƴŤƫř ƭřŶŴŤſŚŝ ŚƸƬŰţ Ʊŏ Ʋƨưƿ ƦƠǀƫŐţ ƲƯ ŠƫŐƀƯ ŜŤƧř -à
x 2

ŢƳŚƧ řŷŔƟ .6 m ƪƨƫ 1.5 cm ƮſŹ ŽŚǀƤưŝ şźǀƔŰƫ ƎƐŴƯ ƮſŹ :ŠƿŹŚưƘƯ ŠſŶƴƷ -á

:‫ ﺇﺟﺎﺑﺎﺕ ﻭﺣﻠﻮﻝ‬.١٠
.şźǀƔŰƬƫ ŠǀƤǀƤŰƫř ŵŚƘŝǃř Ŝƀůř ­2.5 cm ^ 3.5 cm ƾƷ Ʈſźƫř ƾƟ ƎƐŴưƫř ŵŚƘŝŏ
24 cm ƶƫƺƏ A’B’C’D‘ ¬ 6 cm ƶƋźƗƹ 16 cm ƶƫƺƏ ABCD :ƱLjǀƐŤƀƯ -â
.9 cm ƶƋźƗƹ
®ŠŞſŚƴŤƯ ƲǀƬǀƐŤƀưƫř ŵŚƘŝŏ ƪƷ (ŏ)
®ŚưƸƗdžƋŏ ƩřƺƏŏ Ʋǀŝ ŠŞƀƴƫř ƽƹŚƀţ ƲǀƬǀƐŤƀưƫř ƾŤůŚƀƯ Ʋǀŝ ŠŞƀƴƫř ƪƷ (ś) :٩ ‫ﺣﻠﻮﻝ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻭﺍﻟﻤﺴﺎﺋﻞ ﺹ‬
.(‫ )ﺍﺷﺮﺡ ﻣﻌﻨﻰ ﺍﻟﻤﻌﺪﻝ ﻧﻔﺴﻪ‬60 (١)
®ŜſŚƴŤƫř řŸƷ ƲƯ ŚƸūŚŤƴŤſř Ʋƨưƿ Šǀţǁř šŚŞſŚƴŤƫř ƲƯ ƽŐƟ ab = dc ƱŚƧ řŷœ -ã
.ƦŤŝŚūœ ƪƬƗ

b = d + b (ũ) b = d (ś) d = b (ŏ)

‫ ﻻﺣﻆ ﻋﺪﻡ‬،(‫ ﺩ )ﺗﻮﻓﺮ ﺧﺎﺻﺔ ﺍﻟﻀﺮﺏ ﺍﻟﺘﻘﺎﻃﻌﻲ‬،‫ ﺝ‬،‫( ﺃ‬٢)
a c+a a+b c+d c a

cd = ab (ƹ) bc = ad (ÉƷ) b = db (ŵ)

.(‫ )ﻫـ‬،(‫ﺗﻮﻓﺮﻫﺎ ﻓﻲ )ﺏ‬

a ca
Ȑ

12 = 40 (٣)
120 x

x = 400
76 # 100 = ... % ‫ ﺩﻗﺔ ﻓﻲ ﺍﻟﺪﻗﻴﻘﺔ‬76 ‫ﺍﻟﻤﺘﻮﺳﻂ‬
d

.‫ﺩﻉ ﺍﻟﻄﻼﺏ ﻳﺒﺤﺜﻮﻥ ﻓﻲ ﺍﻟﻤﻜﺘﺒﺔ ﺃﻭ ﻳﺴﺄﻟﻮﻥ ﻃﺒﻴﺐ ﺍﻟﻤﺪﺭﺳﺔ‬

‫ ﺗﻢ‬. 2 : 5 ‫ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻋﺮﺽ ﻣﺴﺘﻄﻴﻞ ﻭﻃﻮﻟﻪ ﻫﻲ‬:ً ‫( ﻣﺜﻼ‬٤)
‫ ﻭﺣﺪﺍﺕ ﻓﻜﻢ‬9 ‫ﺗﻜﺒﻴﺮ ﻫﺬﺍ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺑﺤﻴﺚ ﺃﺻﺒﺢ ﻃﻮﻟﻪ‬
.‫( ﺍﻃﻠﺐ ﺃﻣﺜﻠﺔ ﻣﻦ ﺍﻟﻄﻼﺏ‬3.6) ‫ﻳﻜﻮﻥ ﻋﺮﺿﻪ؟‬
2.5 : x = 1.5 : 6 (٥)
1.5 2.5 2.5 # 6
6 = x x=
1.5 = 10 m
1.5 3.5 3.5 # 6
6 = y y = 1.5 = 14 m
‫ ﺗﻮﺟﺪ ﻃﺮﻕ ﺃﺧﺮﻯ‬... 14 m  10 m ‫ﺍﻷﺑﻌﺎﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‬
(... 4 cm ‫ ﻳﻤﺜﻞ‬1 cm :ً ‫ﻟﻠﺤﻞ )ﻣﺜﻼ‬
( 69 = 24
16
) ‫( )ﺃ( ﺍﻷﺑﻌﺎﺩ ﻣﺘﻨﺎﺳﺒﺔ‬٦)
‫)ﺏ( ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﺍﻟﻤﺴﺎﺣﺘﻴﻦ = ﻣﺮﺑﻊ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﺍﻷﺑﻌﺎﺩ‬
‫ )ﺝ( )ﻫـ( )ﺑﺎﻟﻀﺮﺏ ﺍﻟﺘﻘﺎﻃﻌﻲ‬،(‫ )ﺏ‬،(‫( ﻳﻤﻜﻦ ﺍﺳﺘﻨﺘﺎﺝ )ﺃ‬٧)
‫ )ﺩ( ﻭ)ﻭ( ﻻ ﻳﻤﻜﻦ ﺍﺳﺘﻨﺘﺎﺟﻬﻤﺎ‬،(... ‫ﺃﻭ ﺑﻄﺮﻕ ﺟﺒﺮﻳﺔ ﺃﺧﺮﻯ‬
‫ ﻭﻻ ﻳﺆﺩﻳﺎﻥ‬،‫ﻷﻥ ﺍﻟﻄﺮﻓﻴﻦ ﻓﻲ ﻛﻞ ﻣﻨﻬﻤﺎ ﻏﻴﺮ ﻣﺘﺴﺎﻭﻳﻴﻦ‬
. ab = dc ‫ﻟﻠﺘﻨﺎﺳﺐ‬
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Ô DžŚŨƯ ƎƗŏ .a = c, b = d ƱŔƟ ab = dc ƱŚƧ řŷœ ƶƳœ « ƼƠƐƈƯª ŜƫŚƐƫř ƩŚƣ -ä
10 ! 5 ،6 ! 3 ‫ ﻭﻟﻜﻦ‬53 = 10 6
(٨)

b = d = f = k ‫( ﻟﻴﻜﻦ‬٩)
.ŐƐų ƼƠƐƈƯ ƶƫŚƣ ŚƯ Ʊŏ ƲǀŞƿ
:Šǀţǁř ŠǀƇŚŴƫř ÔŚÚƿźŞū ŢŞŧŏ -å a c e
ŠŰƇ ŮƋƺƿ ÔŚÚǀŝŚƀů Ô DžŚŨƯ ƎƗŏ ab = ba + d + f ƱŔƟ b = d = f ƱŚƧ řŷœ
‫ ﺛﻢ ﻋﻮﺽ ﻋﻦ ﺍﻟﻄﺮﻑ‬،e = fk، c = dk، a = bk ‫ﺇﺫﻥ‬
+c+e a c e

.ŚƸŤŞŧŏ ƾŤƫř ŠǀƇŚŴƫř

b - 2d = 3b + 2d Ʊŏ ŢŞŧŐƟ b = d ƱŚƧ řŷœ -ÝÜ

k = ... ‫ﺍﻷﻳﻤﻦ‬
a - 2c 3a + 2c a c

2 = 4 = 6 ‫ﻣﺜﺎﻝ‬
b + 2d + 3f = d - 3f Ʊŏ ŢŞŧŐƟ b = d = f ƱŚƧ řŷœ -ÝÝ
a + 2c + 3e c - 3e a c e 1 2 3
.ŠŞſŚƴŤƯ m, n, y, x Ʊŏ ŢŞŧŐƟ yx - 2 m = 3y + 2m ƱŚƧ řŷœ -ÝÞ

‫ ﺇﺣﺪﻯ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺘﺴﺎﻭﻳﺔ‬21 +

- 2n 3x + 2n

2+3 6
+ 4 + 6 = 12

b = d = k ‫( ﺇﺣﺪﻯ ﻃﺮﻕ ﺍﻟﺤﻞ‬١٠)

b c + a l = ca Ʊŏ ŢŞŧŐƟ c = a ƱŚƧ řŷœ -Ýß
2

d+b db d b
ƕƹźƄƯ a c
ÔŚŞƿźƤţ ŜſŚƴŤţ ŠƿŹřźů šřźƘſ ŶƤƠƿ ƆŴƄƫř ƱŔƟ ŠǀƋŚƿŹ ŠƐƄƳŐŝ ƭŚǀƤƫř ŶƴƗ

‫ ﺛﻢ ﻋﻮﺽ ﻓﻲ ﻃﺮﻓﻲ‬c = dk ،a = bk
ƶƯŚǀƣ ŶƴƗƹ ¬65 kg ƶƳŻƹ ƆŴƄƫ Ʀƫŷ ƲǀŞƿ ƾţǁř ƩƹŶŬƫřƹ .ƆŴƄƫř ƱŻƹ ƖƯ
.ŠƤǀƣŵ 60 şŶưƫ Šǀţǁř šŚŞƿŹŶŤƫŚŝ
Ʊŏ ƶŤƐſřƺŝ ƖǀƐŤƀţ ÔŚŞſŚƴţ ŜŤƧřƹ ¬ŠƤǀƣŵ 60 şŶưƫ ŠƐƄƳǃř ƵŸƷ ŶůŐŝ Ʈƣ
.(ŜƿźƤŤƫŚŝ) ŚƷŶƤƠţ ƾŤƫř ŠƿŹřźŰƫř šřźƘƀƫř ŵŶƗ ŜƀŰţ a - 2c bk - 2dk k]b - 2d g
.ƕƺŞſǃř ƾƟ šřźƯ 3 şŶưƫ źųō ƍŚƄƴŝ Ţưƣ řŷœ ŜſŚƴŤƫř ŜŤƧř
b - 2d = b - 2d = b - 2d = k
ŠƣƹźŰưƫř šřźƘƀƫř ŜƿŹŶŤƫř
300 4 - 5 km/h ƾƄưƫř 2a + 2c 3bk + 2dk k]3b + 2d g
650 6 - 10 km/h ƽźŬƫř = = 3b + 2 d = k
.‫ ﺃﻭ ﺑﻄﺮﻕ ﺃﺧﺮﻯ‬.. (١٠) ‫( ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ‬١١)
500 ŪƫżŤƫř ƹŏ ŠůŚŞƀƫř
3b + 2 d 3b + 2 d
400 ƭŶƣ şźƧ ŠŞƘƫ

(3x + 2n ) ( y - 2m ) = (x  2n) (3y  2m) (١٢)

ĵ ŚƴƗŵ
ƂƣŚƴŤƳƹ źƨƠƳ
Geometric Proportion (ƾſŶƴƸƫř) ƪƀƬƀŤưƫř ŜſŚƴŤƫř

‫ﺿﺮﺏ ﺗﻘﺎﻃﻌﻲ‬
(ƾſŶƴƷ ŜſŚƴţ ƹŏ) ƪƀƬƀŤƯ ŜſŚƴţ ƾƟ a ¬b ¬c Ʊœ ƩŚƤƿ ƶƳŔƟ ab = bc ŢƳŚƧ řŷœ
. ab = bc ƱŔƟ ƪƀƬƀŤƯ ŜſŚƴţ ƾƟ ŢƳŚƧ řŷœ :žƨƘƫŚŝƹ
Ƽưƀƿ ŚưƧ ŚưƸƫ ƾſŶƴƸƫř Ǝſƺƫř ƹŏ c, a ƲƿŵŶƘƬƫ ŜſŚƴŤưƫř Ǝſƺƫř b Ƽưƀƿƹ
.ŜſŚƴŤƫř ƾƟźƏ c, a
x
xm = yn & y = m
n
‫ ﺑﺎﻻﺧﺘﺼﺎﺭ‬...
‫( ﻋﻮﺽ ﻓﻲ ﻃﺮﻓﻲ ﺍﻟﻤﻄﻠﻮﺏ‬١٣)
4 = 8 ƱÚ ǃ ƪƀƬƀŤƯ ŜſŚƴţ ƾƟ 2, 4, 8 :Ô džŨưƟ
2 4
Ȉȇ

a c
b= d =k & a = bk, c = dk
ac bk # dk 2
bd = bd = k
2 2
] g2
b a + c l = b bk + dk l = k2 b + d 2 = k2
b+d b+d ]b + d g
x ‫ ﺣﻴﺚ‬65w
= 300 ‫ ﺇﺫﻥ‬،w ‫ ﻟﻴﻜﻦ ﻭﺯﻥ ﺍﻟﻄﺎﻟﺐ‬:‫ﺍﻟﻤﺸﺮﻭﻉ‬
x

‫ ﻭﻛﺮﺭ‬،x ‫ ﺍﺣﺴﺐ‬w ‫ﻋﺪﺩ ﺍﻟﺴﻌﺮﺍﺕ ﺍﻟﻤﻔﻘﻮﺩﺓ ﻭﺑﻤﻌﻠﻮﻣﻴﺔ‬

.‫ﺍﻟﻌﻤﻞ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻷﻧﺸﻄﺔ ﺍﻷﺧﺮﻯ‬

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 ١١ ‫ﺣﻠﻮﻝ ﺗﺪﺭﻳﺐ ﺹ‬
.‫ ﺛﻢ ﺍﺗﺒﻊ ﺍﻟﻄﺮﻕ ﺍﻟﺴﺎﺑﻘﺔ‬ab = bc = k (١)
ŜƿŹŶţ
.ƪƀƬƀŤƯ ŜſŚƴţ ƾƟ ŵřŶƗŏ 3 ŜŤƧř
ƪƀƬƀŤưƫř ŜſŚƴŤƫř ƅřƺų

n = m = l = 243 = i (٢)
(1) ŠǀƇŚų Ý
3 n m l
ƾƘƏŚƤŤƫř śźƌƫř ŠǀƇŚų ƲƯ Ʀƫŷƹ b2 = ac ƱŔƟ ab = bc ƱŚƧ řŷœ
:Ʊŏ ŶŬƳ 27, 9, 3 ŠƫŚů ƾƟ :Ô džŨưƟ
(81 = ƲǀƟźƐƫř ƲƯ ƪƧ) 27 ^ 3 = 92
l = 243i, m = 243i2, n = 243i 3
(2) ŠǀƇŚų Þ

a = dm3 , b = dm2 , c = dm ƱŔƟ b = c = d = m ƱŚƧ řŷœ 1

a b c
3 = 243i4 & i = ! 3 & l = ! 81
8 = 4 = 2 = 2 ŠƫŚů ƾƟ :Ô džŨưƟ
:Ʊŏ ŶŬƳ 16 8 4

16 = 2 ^ 23, 8 = 2 ^ 22, 4 = 2 ^ 2 m = 27, n = ! 9

b = c = d = i (٣)
(Ý) ƩŚŨƯ
:Ʊŏ ŢŞŧŏ ¬ƪƀƬƀŤƯ ŜſŚƴţ ƾƟ ¬a ¬b ¬c ¬d ŢƳŚƧ řŷœ a b c

.‫ﻭﺍﺳﺘﺨﺪﻡ ﺍﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ ﺑﺎﻟﺘﻌﻮﻳﺾ ﻓﻲ ﺍﻟﻄﺮﻓﻴﻦ‬

a+b+c a
b+c+d = b

ƪŰƫř

‫ ﺃﻛﻤﻞ‬..... ab = bc = dc = de = i (٤)
(ƪƀƬƀŤƯ ŜſŚƴţ) ab = bc = dc = m ƲƨŤƫ
a = dm3, b = dm2, c = dm Ʊŷœ

a+b+c dm 3 + dm 2 + dm dm (m 2 + m + 1) dm a
b + c + d = dm 2 + dm + d = d (m 2 + m + 1) = d = m = b
ŜƿŹŶţ
:Ʊŏ ŢŞŧŐƟ ¬ƪƀƬƀŤƯ ŜſŚƴţ ƾƟ šŚǀưƧ ťdžŧ a ¬b ¬c ƱŚƧ řŷœ -Ý
a + 3b a - 2b
b + 3c = b - 2c
n ¬m ¬l Ŷūƹŏ ¬ƪƀƬƀŤƯ ŜſŚƴţ ƾƟ 243¬n ¬m ¬l ¬3 ŢƳŚƧ řŷœ -Þ

b + 2c - d = b + 3c :Ʊŏ ŢŞŧŐƟ ¬ƪƀƬƀŤƯ ŜſŚƴţ ƾƟ a, b, c, d ŢƳŚƧ řŷœ -ß

a + 2b - c a + 3b

b + c - d - e = e :Ʊŏ ŢŞŧŐƟ ¬ƪƀƬƀŤƯ ŜſŚƴţ ƾƟ a, b, c, d, e ƱŚƧ řŷœ -à

a+b-c-d d

ȈȈ

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Direct Variation ƽŵźƐƫř źǀƜŤƫř Direct Variation ‫ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ‬
ĵ ŚƴƗŵ
١٨ ‫ ﺇﻟﻰ ﺻﻔﺤﺔ‬١٢ ‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺻﻔﺤﺔ‬
ƂƣŚƴŤƳƹ źƨƠƳ ƮƬƘŤţ Ɲƺſ
źǀƜŤƫř *

:‫ ﺍﻷﻫﺪﺍﻑ‬.١
źǀƜŤƫř ƽŵźƐƫř źǀƜŤƫř *
ƞƣřƺưƫř ƲƯ ŶƿŶƘƫř ƾƟ ŚƷŶƷŚƄƳƹ ŚƸƀưƬƳ şŚǀŰƫř ƾƟ ŠǀƘǀŞƏ şźƷŚƓ ƺƷ źǀƜŤƫř ƽŵźƐƫř źǀƜŤƫř Šƫřŵ *
:Ô džŨưƟ ŌŚǀƃǃřƹ ƽŵźƐƫř źǀƜŤƫř ŢŝŚŧ *

‫( ﻭﺛﺎﺑﺖ ﺍﻟﺘﻐﻴﺮ‬Slope) ‫ﺍﻟﻤﻴﻞ‬/‫◀ ﺍﻟﺮﺑﻂ ﺑﻴﻦ ﺍﻻﻧﺤﺪﺍﺭ‬

ƩƺƈƠƫř ƾƟƹ Ŷůřƺƫř ƭƺǀƫř ƾƟ ƉŚƠŴƳDžřƹ ƕŚƠţŹDžŚŝ źǀƜŤţ şŹřźŰƫř šŚūŹŵ ƽŵźƐƫř źǀƜŤƫř ƩŶƘƯ *
.ŠƠƬŤŴưƫř

‫◀ ﺍﺳﺘﺨﺪﺍﻡ ﺛﺎﺑﺖ ﺍﻟﺘﻐﻴﺮ ﻟﺤﻞ ﺍﻟﻤﺴﺎﺋﻞ‬

.ƵƺưƳ ƖƯ ŵřŵżƿƹ źǀƜŤƿ ƪƠƐƫř ƱŻƹ
.źǀƜŤţ ŹŚƘſǃř

‫◀ ﺣﻞ ﻣﺴﺎﺋﻞ ﺣﻴﺎﺗﻴﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺘﻐﻴﺮ ﻣﺜﻞ ﺍﻟﻘﻮﻯ ﻭﺍﻷﻭﺯﺍﻥ‬

ŜƿŹŶţ
.ƦţŚǀů ƾƟ źǀƜŤţ ƾŤƫř ŌŚǀƃǃř ƊƘŝ źƧŷř

:‫ ﺍﻟﻤﻔﺮﺩﺍﺕ ﻭﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺠﺪﻳﺪﺓ‬.٢

.ƻźųŏ ŌŚǀƃŏ źǀƜţ ŜŞƀŝ źǀƜŤţ ƾŤƫř ŌŚǀƃǃř ƊƘŝ źƧŷř
®ƦƿŏŹ ƾƟ źǀƜŤƫř řŸƷ ƕƺƳ ŚƯ ®ƶƘƬƋ ƩƺƏ źǀƜŤŝ Ɩŝźưƫř ŠůŚƀƯ źǀƜŤţ ƪƷ
.ŠŤŝŚŨƫř źƷřƺƔƫř ƽŏ - źǀƜŤţ Dž ƾŤƫř źƷřƺƔƫř ƊƘŝ źƧŷř
.šŚǀƋŚƿźƫř ƾƟ ƦǀƬƗ šźƯ ij ƾŤƫř ŢŝřƺŨƫř ƊƘŞƫ ŠƬŨƯŏ źƧŷř
ŜǀƈƳ ƎſƺŤƯ źǀƜŤƿ ƪƸƟ źƸƄƫř ƾƟ ŠƿŹƺſ şźǀƫ 6 000 şźſǃř śŹ ƪųŵ ƱŚƧ řŷœ ‫ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ‬
:‫ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ‬.٣
:ƾţǁř ƪưƧŏ ®ƮƷŵŶƗ ŜƀŰŝ şźſǃř ŵřźƟŏ ƲƯ ŵźƟ ƪƧ
... ƆŴƃ ƪƧ ŜǀƈƳ ƎſƺŤƯ ƱŔƟ şźſǃř ŵřźƟŏ ŵŶƗ ŵřŻ řŷœ

‫ﻣﺴﻄﺮﺓ ﻣﺪﺭﺟﺔ  ﺃﻭﺭﺍﻕ ﻣﻠﻴﻤﺘﺮﻳﺔ  ﺁﻟﺔ ﺣﺎﺳﺒﺔ‬

... ƆŴƃ ƪƧ ŜǀƈƳ ƎſƺŤƯ ƱŔƟ şźſǃř ŵřźƟŏ ŵŶƗ ƆƤƳ řŷœ
... ƺƷ ÔŚÚƿźƸƃ ŵźƟ ƪƧ ŜǀƈƳ ƎſƺŤƯ ƱŔƟ ƅŚŴƃŏ 4 şźſǃř ŵřźƟŏ ŵŶƗ ƱŚƧ řŷœƹ

:‫ ﺍﻟﺘﻤﻬﻴﺪ‬.٤
ƪƧ ŜǀƈƳ ƎſƺŤƯ ƱŔƟ ŠƿŹƹźƋ źǀƛ ŜƫŚƐƯ ƾƟ şźſǃř ŵřźƟŏ Ŷůŏ Ɲźſŏ řŷœƹ
ÔŚÚƿźƸƃ ... (ƆƤƴƿ/Ŷƿżƿ) ŵźƟ
.ŚƸƯżƬƿ ŚƯ ƪƧ Ōřźƃ şźſǃř (ƖǀƐŤƀţ Dž/ƖǀƐŤƀţ) ... ŠƫŚŰƫř ƵŸƷ ƾƟƹ

ƽŵźƐƫř źǀƜŤƫř
ƾŰǀƋƺţ ƩŚŨƯ
:‫ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ‬
Śưƴǀƀƫř ƾƟ ŠƧźŰŤưƫř Źƺƈƫř
ŠƃŚƄƫř ƼƬƗ ÔŚƘƿźſ ƖƐƀţ ŠƿŵźƟ şŹƺƇ 24 ƱŔƟ ÔŚÚƿŵŚƗ ÔŚÚǀŗŚưƴǀſ ÔŚưƬǀƟ ŶƷŚƄţ ŚƯŶƴƗ
‫ ﻣﺎ ﺍﻟﻤﺘﻐﻴﺮ؟‬
‫ ﻣﺎ ﺍﻻﻧﺤﺪﺍﺭ؟‬
ƾŤƫř šřŹŚƏLjř ƹŏ) Źƺƈƫř ŵŶƗ Ʋǀŝ ŠƣdžƘƫř ƱŚǀŞƫ ƢŗřźƏ ťdžŧ ƾƬƿ ŚưǀƟ .ŠǀƳŚŧ ƪƧ
:ƾƳřƺŨƫř ŵŶƗƹ (ƉźƘţ

‫ﺍﺳﺄﻟﻬﻢ ﻋﻦ ﺍﻷﻧﻤﺎﻁ ﻣﺜﻼ ً ﺍﻟﻌﺪ ﺑﺎﻻﺛﻨﻴﻨﺎﺕ ﻭﺍﺳﺄﻟﻬﻢ ﻋﻦ ﻣﻌﻨﻰ‬

‫ﻣﻌﺎﻣﻞ ﺍﻟﻤﺘﻐﻴﺮ ﻭﻋﻦ ﻛﻴﻔﻴﺔ ﻗﺮﺍﺀﺓ ﺍﻟﺠﺪﺍﻭﻝ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻛﻴﻔﻴﺔ‬
.‫ﺭﺳﻢ ﺍﻟﻤﻨﺤﻨﻴﺎﺕ ﻭﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ‬
Ȉȉ

‫ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺫﻛﺮ ﺑﻌﺾ‬.‫ ﻫﻴﺊ ﺍﻟﻄﻼﺏ ﻟﻔﻜﺮﺓ ﺍﻟﺘﻐﻴﺮ‬

ŵŶƗ Ʋǀŝ ŠƣLjƘƫř (ũ) 120
ƭƺſźưƫř ƪƨƄƫř (ś) ƩƹŶŬƫř (ŏ) ،‫ ﺍﻟﺴﻦ‬:ً ‫ﺍﻷﺷﻴﺎﺀ ﺍﻟﺘﻲ ﺗﻐﻴﺮﺕ ﻋﻨﺪﻫﻢ ﻣﻦ ﺍﻟﻌﺎﻡ ﺍﻟﻤﺎﺿﻲ )ﻣﺜﻼ‬
.(... ‫ ﺍﻟﻮﺯﻥ‬،‫ﺍﻟﺼﻒ ﺍﻟﺪﺭﺍﺳﻲ‬
y x
ƾƳřƺŨƫř ŵŶƗƹ (y) Źƺƈƫř 100 Źƺƈƫř ŵŶƗ ƾƳřƺŨƫř ŵŶƗ

:‫ ﺍﻟﺘﺪﺭﻳﺲ‬.٥
:ƾƷ (x) 80 24 1
60
y = 24x
48 2

‫ ﻋﺪﺩ‬:ً ‫ﺍﺳﺄﻝ ﻋﻦ ﺃﻧﻤﺎﻁ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﻛﻤﻴﺎﺕ ﺗﺘﻀﺎﻋﻒ )ﻣﺜﻼ‬

40
20
0 1 2 3 4 5
72 3

96 4 ‫ ﻋﺼﺎﻓﻴﺮ‬8 ‫ ﻋﺪﺩ ﺍﻷﺟﻨﺤﺔ ﻓﻲ‬،‫ﺍﻷﻳﺎﺩﻱ ﻋﻨﺪ ﺧﻤﺴﺔ ﺃﺷﺨﺎﺹ‬

120 5
:ƾţǁř ƲƗ Ŝūŏ (ũ) ¬(ś) ¬(ŏ) ÔŚƯŶŴŤƀƯ
‫( ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ ﻳﻌﺒﺮﻭﺍ ﻋﻦ ﺫﻟﻚ ﻓﻲ ﺻﻮﺭﺓ ﻣﻌﺎﺩﻻﺕ‬...
®ƩƹŶŬƫř ƾƟ ŠƴǀŞưƫř šŚƳŚǀŞƫř ƾƟ źǀƜŤƫř ƩŶƘƯ ŚƯ (ŏ)
®ƾƳŚǀŞƫř ƪƨƄƫř ƾƟ ƮǀƤŤƀưƫř ƪǀƯ ŚƯ (ś) .(y = 2x ً ‫)ﻣﺜﻼ‬
‫ﺍﻋﺮﺽ ﺛﻼﺙ ﺻﻴﻎ ﻟﻤﺜﺎﻝ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ ﻛﻤﺎ ﻓﻲ ﻣﺜﺎﻝ ﺍﻟﺼﻮﺭ‬
®yƹ x Ʋǀŝ ŠƣdžƘƫř ƾƟ x ƪƯŚƘƯ ŚƯ (ũ)
®x ƪƯŚƘƯ ¬ƮǀƤŤƀưƫř ƪǀƯ ¬źǀƜŤƫř ƩŶƘƯ :Ʋǀŝ ŚƸƔůdžţ ƾŤƫř ŠƣdžƘƫř ŚƯ

‫ ﺍﻟﻤﻌﺎﺩﻟﺔ‬،‫ ﺍﻟﺸﻜﻞ ﺍﻟﺒﻴﺎﻧﻲ‬،‫ ﺍﻟﺠﺪﻭﻝ‬،‫ﺍﻟﻤﺘﺤﺮﻛﺔ ﻓﻲ ﺍﻟﺴﻴﻨﻤﺎ‬

.ŚƸǀƟ źƸƔţ ƾŤƫř ƾƳřƺŨƫř ŵŶƗ ƖƯ ÔŚÚƿŵźƏ źǀƜŤƿ Źƺƈƫř ŵŶƗ Ʊŏ ƩŚŨưƫř řŸƷ ƾƟ ƒůdžƳ
ƵŸƷ Ƽưƀţƹ (ŚƸƀƠƳ ŠŞƀƴƫř ƉźƘţ ƾŤƫř Źƺƈƫř ŵŶƗ ŵřŻ ƾƳřƺŨƫř ŵŶƗ ŵřŻ ŚưƬƧ)
.« ƽŵźƐƫř źǀƜŤƫřª ƮſŚŝ ŠƣdžƘƫř
ƽŵźƐƫř źǀƜŤƫř
:şŹƺƈƫŚŝ ŜŤƨţ Ʊŏ Ʋƨưƿ ŠǀƐų ŠƫřŶŝ ƽŵźƐƫř źǀǀƜŤƫř ƪŨưƿ ّ ‫ ﺩﻉ ﺍﻟﻄﻼﺏ ﻳﻼﺣﻈﻮﻥ ﺃﻥ‬.(y = 24x)
‫ﻛﻼ ً ﻣﻨﻬﺎ ﻳﻌﺒﺮ ﻋﻦ‬
.(‫ﺍﻟﻌﻼﻗﺔ ﻧﻔﺴﻬﺎ )ﺗﻐﻴﺮ ﻃﺮﺩﻱ‬
k ! 0 Ŧǀů y = kx
.źǀƜŤƫř ŢŝŚŧ k Ƽưƀƿƹ

‫ ﻓﻲ ﻛﻞ ﺻﻒ ﺑﺎﻟﺠﺪﻭﻝ ﻭﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ‬y ،x ‫ﺍﺭﺑﻂ ﺑﻴﻦ ﻗﻴﻤﺘﻲ‬

:šŚƔůdžƯ
ƪƇǃř ŠƐƤƴŝ źưƿ ƮǀƤŤƀƯ Ǝų ƺƷ y = kx ƽŵźƐƫř źǀƜŤƫř ŠƫŵŚƘưƫ ƾƳŚǀŞƫř ƪƨƄƫř
.(ś ƪƨƄƫř źƔƳř)

.‫ﺗﻤﺜﻞ ﻫﺬﺍ ﺍﻟﺮﺑﻂ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﺒﻴﺎﻧﻲ‬

. k ! 0 Ŧǀů k = xy :şŹƺƈƫŚŝ y = kx ŠǀƐŴƫř ŠƫŵŚƘưƫř ŠŝŚŤƧ Ʋƨưƿ
.źǀƜŤƫř ƞƈţ ƾŤƫř šŚƳŚǀŞƫř ƾƟ źǀƜŤƫř ƩŶƘƯ = k źǀƜŤƫř ŢŝŚŧ

.(‫ﻛﺮﺭ ﻋﻤﻠﻴﺔ ﺍﻟﺮﺑﻂ ﻣﻊ ﺍﻟﻤﻌﺎﺩﻟﺔ )ﺗﺴﺎﻭﻱ ﺍﻟﻄﺮﻓﻴﻦ ﺑﻌﺪ ﺍﻟﺘﻌﻮﻳﺾ‬

.ÔŚÚǀƳŚǀŝ ŠƫŵŚƘưƫř ƪŨưƿ ƽŸƫř ƮǀƤŤƀưƫř ƎŴƫř ƪǀƯ = k ŢŝŚŨƫř
ƪŨưưƫř ƮǀƤŤƀưƫř ƪǀƯ = źǀƜŤƫř ƩŶƘƯ = źǀƜŤƫř ŢŝŚŧ ƱŔƟ ƽŵźƐƫř źǀƜŤƫř ŠƫŚů ƾƟ
.źǀƜŤƫř ŠƫŵŚƘưƫ

:‫ﺩﻉ ﺍﻟﻄﻼﺏ ﻳﻌﺒﺮﻭﻥ ﺑﻠﻐﺘﻬﻢ ﻋﻦ ﻓﻬﻤﻬﻢ ﻟﻠﻤﺼﻄﻠﺤﺎﺕ‬

‫ ﻓﻲ‬x ‫ ﻣﻌﺎﻣﻞ‬،‫ ﺛﺎﺑﺖ ﺍﻟﺘﻐﻴﺮ‬،‫ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ‬،‫ ﺗﻐﻴﺮ ﻃﺮﺩﻱ‬،‫ﺗﻐﻴﺮ‬
ȈȊ
.‫ ﺍﺷﺮﺡ ﺑﺒﺴﺎﻃﺔ ﻣﻔﻬﻮﻡ ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ‬... ‫ﺍﻟﻤﻌﺎﺩﻟﺔ‬

١٨

Low Resolution Copy

 ‫ﻧﺒﻪ ﺇﻟﻰ ﺃﻥ ﺛﺎﺑﺖ ﺍﻟﺘﻐﻴﺮ )ﻣﻌﺎﻣﻞ ‪ (x‬ﻻ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺻﻔﺮﺍ ً‪.‬‬
‫ﻛﻦ ﺩﻗﻴﻘﺎً ﻓﻲ ﺗﻌﺮﻳﻒ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ ﻋﻠﻰ ﺃﻧﻪ ﻳﻤﺜّﻞ ﺩﺍﻟﺔ ﺧﻄﻴﺔ‬
‫‪ƾŰǀƋƺţ ƩŚŨƯ‬‬
‫‪®ÔŚÚƿŵźƏ Ô řźǀƜţ ƪŨưƿ ƾţǁř ƪƨƄƫř ƾƟ ƲǀưǀƤŤƀưƫř ƲƯ ƽŏ‬‬
‫‪Ú‬‬ ‫‪2‬‬

‫ﺑﺎﻟﺼﻮﺭﺓ ‪ y = kx‬ﺣﻴﺚ ‪ k ! 0‬ﻭﺍﺑﺘﻌﺪ ﻋﻦ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﻟﻘﺪﻳﻤﺔ‬

‫‪ƪŰƫř‬‬
‫‪1‬‬

‫‪.x ¬y Ʋǀŝ ÔŚÚƿŵźƏ Ô řźǀƜţ ƪŨưƿ ƽŸƫř ƺƷ (2, -1) ŠƐƤƴƫŚŝ źưƿ ƽŸƫř ƮǀƤŤƀưƫř‬‬
‫‪-2 -1‬‬ ‫‪1 2 3‬‬

‫ﻏﻴﺮ ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻟﺰﻳﺎﺩﺓ ﻭﺍﻟﻨﻘﺼﺎﻥ‪.‬‬

‫‪-1‬‬

‫‪x = 2 =- 2 źǀƜŤƫř ŢŝŚŧ‬‬

‫‪y -1‬‬ ‫‪1‬‬ ‫‪-2‬‬ ‫)‪(2,-1‬‬

‫‪.ÔŚÚƿŵźƏ Ô řźǀƜţ ƪŨưƿ Dž ƺƸƟ ƪƇǃř ŠƐƤƴŝ źưƿ‬‬

‫‪Ĵ Dž ƾƳŚŨƫř ƮǀƤŤƀưƫř‬‬

‫‪(Ý) ƩŚŨƯ‬‬ ‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﻤﺼﻮﺭﺍﺕ ﻭﺍﻟﻤﻠﺼﻘﺎﺕ ﺍﻟﻤﻨﺎﺳﺒﺔ‪.‬‬

‫ﺃﻋﻂ ﺃﻣﺜﻠﺔ ﻭﺃﻣﺜﻠﺔ ﻣﻀﺎﺩﺓ ﻟﻠﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ‪ .‬ﻻﺣﻆ ﺷﺮﻁ ﻣﺮﻭﺭ‬
‫‪źǀƜŤƫř ŠƫŚů ƾƟ źǀƜŤƫř ŢŝŚŧ Ŷūƹŏ ®ÔŚÚƿŵźƏ Ô řźǀƜţ ƪŨưţ Šǀţǁř šDžŵŚƘưƫř ƲƯ ƽŏ‬‬
‫‪.ƽŵźƐƫř‬‬
‫)‪5x + 2y = 9 (ś‬‬ ‫)‪2y + 5x = 0 (ŏ‬‬

‫‪ƪŰƫř‬‬ ‫ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻤﻤﺜﻞ ﻟﺪﺍﻟﺔ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ ﺑﻨﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻭﺃﻥ‬

‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﻤﺜﻠﺔ ﻟﻪ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪.y = kx‬‬
‫)‪2y + 5x = 0 (ŏ‬‬
‫‪2y = -5x‬‬
‫‪y = kx şŹƺƈƫř ƼƬƗ ƾƷƹ y =- 2 x‬‬

‫ﻭﻟﻴﺴﺖ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪ ،y = kx  a‬ﺃﻱ ﺃﻥ ‪ a‬ﻻ ﺑﺪ ﺃﻥ‬

‫‪5‬‬

‫‪- 2 = źǀƜŤƫř ŢŝŚŧ Ŧǀů ¬Ô ŚÚƿŵźƏ Ô řźǀƜţ ƪŨưţ ƵŸƷƹ‬‬

‫ﺗﻜﻮﻥ ﺻﻔﺮﺍ ً ﻓﻲ ﺣﺎﻟﺔ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ‪.‬‬

‫‪5‬‬
‫)‪5x + 2y = 9 (ś‬‬
‫‪2y = -5x + 9‬‬

‫ﻋﻮﺩ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺇﻳﺠﺎﺩ ‪ y‬ﺑﺪﻻﻟﺔ ‪ x ،x‬ﺑﺪﻻﻟﺔ ‪ y‬ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ‬

‫‪y = kx şŹƺƈƫř ƼƬƗ Ţƀǀƫ ƵŸƷƹ‬‬
‫‪-5‬‬ ‫‪9‬‬
‫‪y = 2 x+2‬‬
‫‪.ÔŚÚƿŵźƏ Ô řźǀƜţ ƪŨưţ Dž ŠƫŵŚƘưƫř ƵŸƷ Ʊŷœ‬‬

‫‪ŠƫŵŚƘƯ ƾƟ (0, 0) Ŝţźưƫř ũƹżƫŚŝ (x, y) ƲƗ ƉƺƘţ "Ɲdžſ" ŠŞƫŚƐƫř :ŶƣŚƳ źǀƨƠţ -Ý‬‬
‫‪« Ɲdžſª ŠƤƿźƏ ƪƷ .Dž ƭŏ ÔŚÚƿŵźƏ Ô řźǀƜţ ƪŨưţ ŠƫŵŚƘưƫř ŢƳŚƧ řŷœ ŚƯ ŦŰŞŤƫ ŚƯ‬‬
‫‪.y = kx‬‬
‫‪.Ʀƫŷ ŭźƃřÙ ®ŮƬƈţ‬‬
‫‪ŢƳŚƧ ¬ŠƫŵŚƘưƫř ƾƟ ƲǀƟźƐƫř ƽƹŚƀţ ƼƬƗ ŢƬƈů řŷœ .ŮƬƈţ ŠƤƿźƐƫř ƵŸƷ :ŵŚƃŹœ‬‬

‫ﻣﺜﺎﻝ )‪:(٣‬‬
‫‪.ÔŚƿŵźƏ Ô řźǀƜţ Ô džƘƟ ƪŨưţ ƾƷƹ ŠǀƐų ŠƫŵŚƘưƫř‬‬
‫‪ĵ‬‬
‫‪.ƻźųŏ ŠŝŚūœ ƾƟ źƨƟ‬‬
‫‪®ÔŚÚƿŵźƏ Ô řźǀƜţ ƪŨưţ Šǀţǁř šDžŵŚƘưƫř ƲƯ ƽŏ‬‬ ‫‪Ú -Þ‬‬
‫‪:ŠƫŚŰƫř ƵŸƷ ƾƟ źǀƜŤƫř ŢŝŚŧ Ŷūƹŏ‬‬
‫)‪7y = 2x (ŏ‬‬ ‫* ﺷﺠﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺭﺳﻢ ﺍﻟﻨﻘﻂ ﺍﻟﺘﻲ ﺳﻴﻤﺮ ﺑﻬﺎ ﺍﻟﻤﻨﺤﻨﻲ‪.‬‬
‫* ﻓﻲ ﺃﻱ ﻧﻘﻄﺔ ﻣﻤﻴﺰﺓ ﻳﻤﺮ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ؟‬
‫)‪3x + 4y = 8 (ś‬‬
‫)‪y - 7.5x = 0 (ũ‬‬

‫* ﺃﺭﺷﺪ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻓﻬﻢ ﺃﻥ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ ﻫﻮ‬

‫ﻣﺴﺘﻘﻴﻢ ﻳﻤﺮ ﺑﻨﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬
‫‪Ȉȋ‬‬

‫‪ .٦‬ﺍﻟﺮﺑﻂ‪:‬‬
‫‪ .٩‬ﻣﺴﺄﻟﺔ ﺍﻟﻴﻮﻡ‪:‬‬ ‫ﺇﻥ ﺍﻟﻮﺯﻥ ﺍﻟﺬﻱ ﻳﺤﺪﺛﻪ ﺟﺴﻢ ﻣﺎ ﻳﺘﻐﻴﺮ ﻃﺮﺩﻳّﺎً ﻣﻊ ﻛﺘﻠﺘﻪ‪.‬‬
‫ﻋﻠﻖ ﺑﺪﺭ ﺳﺒﻌﺔ ﺷﺮﺍﺋﻂ ﺇﻧﺎﺭﺓ ﻓﻲ ﻣﻨﺰﻟﻪ‪ .‬ﺑﻌﺾ ﻫﺬﻩ ﺍﻟﺸﺮﺍﺋﻂ ﻳﺤﻤﻞ‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﺘﻠﺔ ﺣﺪﻳﺪﻳﺔ ﺗﺴﺎﻭﻱ ‪ 6‬ﻛﻐﻢ ﻭﻛﺎﻥ ﻭﺯﻧﻬﺎ ﻳﺴﺎﻭﻱ‬
‫‪ 75‬ﺿﻮﺀﺍ ً ﻭﺑﻌﻀﻬﺎ ﺍﻵﺧﺮ ‪ 100‬ﺿﻮﺀ‪ .‬ﺑﺴﺒﺐ ﻋﻄﻞ ﻛﻬﺮﺑﺎﺋﻲ ﻓﻲ‬ ‫‪ ،58.8 N‬ﺍﻛﺘﺐ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻜﺘﻠﺔ ﻭﺍﻟﻮﺯﻥ‪.‬‬
‫ﺑﻌﺾ ﺍﻟﺸﺮﺍﺋﻂ‪ ،‬ﺍﻧﻄﻔﺄ ‪ 31‬ﺍﻷﺿﻮﺍﺀ ﻭﺑﻘﻲ ‪ 400‬ﺿﻮﺀ ﻣﺸﺘﻌﻼ ً‬ ‫‪y = 9.8 x‬‬
‫)ﻣﻀﺎﺀ(‪ .‬ﻛﻢ ﺷﺮﻳﻄﺎً ﻳﺤﻤﻞ ‪ 75‬ﺿﻮﺀﺍً؟ ]ﺍﻟﺤﻞ‪ :‬ﻟﻨﺄﺧﺬ ‪ x‬ﻓﺌﺔ ‪75‬‬ ‫ﺣﻴﺚ‪ :‬ﺍﻟﻜﺘﻠﺔ = ‪ x‬ﻭﺍﻟﻮﺯﻥ = ‪y‬‬
‫ﺿﻮﺀﺍ ً ﻭ) ‪ ( 7 - x‬ﻓﺌﺔ ‪ 100‬ﺿﻮﺀ‪ ،‬ﻓﻴﻜﻮﻥ ﻋﺪﺩ ﺍﻷﺿﻮﺍﺀ ﻫﻮ‪:‬‬ ‫‪ .٧‬ﺃﺧﻄﺎﺀ ﻣﺘﻮﻗﻌﺔ‪:‬‬
‫) ‪.75x  100 ( 7 - x‬‬ ‫ﻓﻲ ﺍﻟﺘﺪﺭﻳﺐ ﺹ ‪ ١٥‬ﻗﺪ ﻳﻀﻊ ﺍﻟﻄﻼﺏ ‪ 7‬ﺛﻮﺍﻧﻲ ﻓﻲ ﺍﻟﻤﻜﺎﻥ ﻏﻴﺮ‬
‫ﻭﺍﻟﻤﻌﺎﺩﻟﺔ ﻫﻲ‪= 400 :‬‬ ‫ﺍﻟﻤﻨﺎﺳﺐ‪ .‬ﻣﺪ ﻳﺪ ﺍﻟﻤﺴﺎﻋﺪﺓ ﻭﺍﺷﺮﺡ ﻟﻬﻢ ﺃﻥ‬
‫‪]75x + 700 - 100xg # 2‬‬

‫ﻧﺤﺼﻞ ﻋﻠﻰ ‪x = 4‬‬

‫‪3‬‬
‫‪ y = 10‬ﺗﻌﻨﻲ ‪ 7  y‬ﺛﻮﺍﻧﻲ ﻓﻨﺤﺼﻞ ﻋﻠﻰ ‪x‬‬
‫]ﺇﺫﻥ ﻳﻮﺟﺪ ‪ 4‬ﺷﺮﺍﺋﻂ ﺗﺤﻤﻞ ‪ 75‬ﺿﻮﺀﺍ ً‪[.‬‬
‫‪3x‬‬
‫‪ .٨‬ﺍﻟﺘﻘﻮﻳﻢ‪:‬‬
‫ﻛﻠّﻒ ﺍﻟﻄﻼﺏ ﺑﺤﻞ ﺍﻟﺘﻤﺮﻳﻦ ‪ ١٢‬ﺑﺄﻗﺴﺎﻣﻪ ﺍﻟﺜﻼﺛﺔ ﻭﺗﺤﻘّﻖ ﻣﻦ‬
‫ﻓﻬﻤﻬﻢ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ‪.‬‬

‫‪١٩‬‬

‫‪Low Resolution Copy‬‬

 :‫ ﺇﺟﺎﺑﺎﺕ ﻭﺣﻠﻮﻝ‬.١٠
ŠǀţŚǀů šŚƤǀŞƐţ (Þ) ƩŚŨƯ
‫ﺗﻔﻜﻴﺮ ﻧﺎﻗﺪ‬
‫( ﻳﺤﻘﻘﺎﻥ‬x2,y2)، (x1,y1) ‫ ﺃﻭﺟﺪ ﺯﻭﺟﻴﻦ ﻣﺮﺗﺒﻴﻦ‬:‫( ﻃﺮﻳﻘﺔ ﺃﺧﺮﻯ‬١)
Ʋǀŝƹ Ʀƴǀŝ ŠƟŚƀưƫř ƖƯ ÔŚÚƿŵźƏ źǀƜŤƿ ŶƗźƫř ƕŚưƀƫ ƶƣźƜŤƀţ ƽŸƫř ƲƯżƫř :žƤƐƫř
Ɩưƀţ Ɲƺſ ƦƳŔƟ ơźŞƫř ƖƣƺƯ ƲƯ 3 km ŠƟŚƀƯ ƼƬƗ ŢƴƧ řŷŔƟ .ơźŞƫř ƖƣƺƯ
ŠƟŚƀưƫř Ʋǀŝ ŠƣdžƘƫř Ǝŝźţ ƾŤƫř ŠƫŵŚƘưƫř ŜŤƧř .ơźŞƫř ŠƿőŹ ƲƯ Ʊřƺŧ 10 ŶƘŝ ŶƗźƫř

:‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﻓﺈﺫﺍ ﻭﺟﺪﺕ ﺃﻥ‬

.ƲƯżƫřƹ
ƪŰƫř

.ً‫ ﻓﺈﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺗﻤﺜﻞ ﺗﻐﻴﺮﺍ ً ﻃﺮﺩﻳّﺎ‬x11 = x22

¬ơźŞƫř ƖƣƺƯ Ʋǀŝƹ Ʀƴǀŝ šřźŤƯƺƬǀƨƫŚŝ ŠƟŚƀưƫř = x ƲƨŤƫ y y
.ŶƗźƫř ƕŚưſƹ ơźŞƫř ŠƿőŹ Ʋǀŝ źưƿ ƽŸƫř ƾƳřƺŨƫŚŝ ƲƯżƫř = y ƲƨŤƫƹ
¬ŠƟŚƀưƫř ƖƯ ÔŚÚƿŵźƏ źǀƜŤƿ ƲƯżƫř Ʊŏ Śưŝ

(‫ )ﺝ‬،(‫( )ﺃ‬٢)
y = kx :ƽŵźƐƫř źǀƜŤƫř ŠƫŵŚƘƯ
x = 3 ¬y = 10 Ʊœ Ŧǀůƹ

‫ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‬7.5 ، 27
10 = k # 3
źǀƜŤƫř ŢŝŚŧ
10
k= 3
:ƾƷ ŠƫŵŚƘưƫř

١٥ ‫ﺗﺪﺭﻳﺐ ﺹ‬
ŠŝƺƬƐưƫř ŠƣLjƘƫř ƾƷ 10
y= 3 x
ƾƳřƺŨƫŚŝ y ¬šřźŤƯƺƬǀƨƫŚŝ ŽŚƤţ x Ŧǀů

ŜƿŹŶţ 10 3 3
ơźŞƫř ƖƣƺƯ Ʋǀŝƹ Ʀƴǀŝ ŠƟŚƀưƫř ŵŚŬƿLj (Þ) ƢŝŚƀƫř ƩŚŨưƫř ƾƟ ŠƫŵŚƘưƫř ƭŶŴŤſř
y = 3 x & x = 10 y = 10 # 7 = 2.1 km
.ơźŞƬƫ ƦŤƿőŹ ƲƯ Ʊřƺŧ 7 ŶƘŝ ŶƗźƫř šƺƇ ŢƘưſ řŷœ
x = 2.1 km ‫ﺇﺫﻥ‬
١٨ ،١٧ ‫ﺣﻠﻮﻝ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺹ‬
(ß) ƩŚŨƯ
.(ś)ƹ (ŏ) ƲǀƫƹŶŬƫř šŚƳŚǀŝ ƲƯ ƪƧ ƾƟ x ƖƯ ÔŚÚƿŵźƏ źǀƜŤţ y ŢƳŚƧ řŷœ ŚưǀƟ Ʋĵǀŝ
.ƽŵźƐƫř źǀƜŤƫř ŠƫŚů ƾƟ źǀƜŤƫř ŠƫŵŚƘƯ ŜŤƧř

‫ﺗﺪﺭﻳﺐ‬
(ś) (ŏ)

F = 12 000 W (١)
x y y x y y
x x

2 -1 1 -3 2.25
2.25 275
- 2 =- 0.5 - 3 =- 0.75

= ... (٢)
4 1 1 -0.75
1 - 0.75
4 = 0.25 1 =- 0.75 275 4.3 # 12 000

‫ﺗﻤﺎﺭﻳﻦ‬
4.3 = 12 000 W & W =
6 3 4 -3 275
3 3
- 4 =- 0.75
6 = 0.5

‫ ﻷﻧﻬﺎ ﺗﻤﺮ ﺑﻨﻘﻄﺔ ﺍﻷﺻﻞ‬a ، b (١)

.-0.75 ŜſŚƴŤƫř ŢŝŚŧ Ŧǀů ÔŚÚƿŵźƏ Ô řźǀƜţ ƪŨưƿ (ŏ) ƩƹŶŬƫř -Ý
y = -0.75x ƾƷ źǀƜŤƫř ŠƫŵŚƘƯ
.šŚƳŚǀŞƫř ƪƨƫ ŠŤŝŚŧ Ţƀǀƫ x Ʊǃ ÔŚÚƿŵźƏ Ô řźǀƜţ ƪŨưƿ Dž (ś) ƩƹŶŬƫř -Þ
y

3 (‫ )ﺩ‬، 4 (‫ )ﺝ‬، 3 (‫( )ﺃ‬٢)

ȈȌ
8 1 5

(‫ = ﺛﺎﺑﺖ‬x ) 23 = 46 ‫( ﻧﻌﻢ ﻷﻥ‬٣)

y

( y =- 23 x ) (‫ )ﺝ‬،( y = 1.8x ) (‫( )ﺃ‬٤)

ŜƿŹŶţ
®ƽŵźƏ źǀƜţ ƲƗ źŞƘţ ƮǀƤŤƀƯ Ǝų ŠƫŵŚƘƯ ƪƧ ƪƷ :ŶƣŚƳ źǀƨƠţ
ƪŰƫř
.ƽŵźƏ źǀƜţ ƮǀƤŤƀƯ Ǝų ŠƫŵŚƘƯ ƪƧ Ţƀǀƫ :Dž
0
4

.ƪƇǃř ŠƐƤƴŝ źưţ ƽŏ ¬y = kx şŹƺƈƫŚŝ Ʊƺƨţ ƽŵźƐƫř źǀƜŤƫř ŠƫŵŚƘƯ

Ô LjŨƯ
-3

y = -0.75x ŠƫŵŚƘưƫŚŝ ƪŨưţ (ŏ) ƩƹŶŬƫř ƾƟ šŚƳŚǀŞƫř

y = kx şŹƺƈƫŚŝ ŚƸƳǃ ¬ƽŵźƏ źǀƜţ ŠƫŵŚƘƯ ƾƷƹ (ŏ)
ÔŚÚƿŵźƏ ÔřźǀƜţ ƪŨưţ ƮǀƤŤƀƯ Ǝų ŠƫŵŚƘƯ
y = x - 3 ŠƫŵŚƘưƫŚŝ ƪŨưţ (ś) ƩƹŶŬƫř ƾƟ šŚƳŚǀŞƫř Śưƴǀŝ
y = kx şŹƺƈƫŚŝ Ţƀǀƫ ƾƷƹ

ƽŵźƐƫř źǀƜŤƫř ƲƗ źǀŞƘŤƫř

(x, y) ŜſŚƴŤƫř ƭřŶŴŤſŚŝ ƶƴƗ źǀŞƘŤƫř Ʋƨưƿ
0
3

ŜţźƯ ũƹŻ ƪƨƫ ŠŤŝŚŧ x ŠŞƀƴƫř Ʊƺƨţ Ŧǀů

y -3

Ʊƺƨƿ ƽŵźƐƫř źǀƜŤƫř ƾƟ Ʊŏ ƽŏ .šDžŚŰƫř Ɩǀưū ƾƟ x ! 0 Ŧǀůƹ

(x, y) ŠŞţźưƫř ũřƹŻǃř ƖǀưŬƫ x1 = x2 = x3 = ...
(ś)
y y y

.k źǀƜŤƫř ŢŝŚŧ ƽƹŚƀţ Ŝƀƴƫř ƵŸƷ ƲƯ ƪƧƹ ÔŚÚƿŵźƏ ÔřźǀƜţ ƪŨưţ LJ ƮǀƤŤƀƯ Ǝų ŠƫŵŚƘƯ
1 2 3

ŠǀţŚǀů šŚƤǀŞƐţ (à) ƩŚŨƯ

ŢƳŐƟ .ƮƀŬƫř ƱŻƹ ƖƯ ÔŚÚƿŵźƏ źǀƜŤţ Ʈƀū ƖƟźƫ ŚƸƯŶŴŤƀţ ƾŤƫř şƺƤƫř :ŌŚƿżǀƠƫř
Ʈƀū ƖƟźŝ šřŶƘưƫř ƻŶůœ ƭƺƤŤƫ 0.275 kgw ŚƷŹŶƣ şƺƣ ƭřŶŴŤſř Ƽƫœ ũŚŤŰţ
Ʈƀū ƖƟźƫ Šƫǁř ƵŸƷ ƾƟ ŚƸƯřŶŴŤſř ƭŻdžƫř şƺƤƫř ŹřŶƤƯ Ŷūƹŏ .12 kgw ƶƳŻƹ
.45 kgw ƶƳŻƹ
.ÔŚÚǀƬƤŧ ÔŚƯřźƛƺƬǀƧ Ƽưƀţ
Ú kgw :ŠƔůdžƯ
ƪŰƫř
.W żƯźƫŚŝ ƮƀŬƫř ƱŻƹƹ F żƯźƫŚŝ şƺƤƬƫ żƯźƴƫ
F = K#W
F1 F2
W1 = W2
F2 0.275
45 = 12
45 # 0.275 = F2 # 12
45 # 0.275
F2 = 12 = 1.03125 kgw
ƵŸƷ ƭřŶŴŤſŚŝ 45 kgw ƖƟźƫ ÔŚŞƿźƤţ Ŷůřƹ ƾƬƤŧ ƭřźƛƺƬǀƧ Ƽƫœ ũŚŤŰţ ƦƳŏ ƽŏ
.ŠƘƟřźƫř

Ȉȍ

٢٠

Low Resolution Copy

 .‫( )ﺃ( ﺣﺪﺩ ﺍﻟﻨﻘﻄﺔ ﺛﻢ ﺻﻠﻬﺎ ﺑﻨﻘﻄﺔ ﺍﻷﺻﻞ‬٥)
:‫( ﺍﻟﻘﻮﺓ ﺗﺴﺎﻭﻱ‬٦)
ŜƿŹŶţ
.ƢŝŚƀƫř ƩŚŨưƬƫ ƽŵźƐƫř źǀƜŤƫř ŠƫŵŚƘƯ ŜŤƧř -Ý
ƶƘƟźţ Ʊŏ Ʋƨưƿ ƽŸƫř ƱŻƺƫř ŵŚŬƿLj (Ý) ƾƟ ŚƸŤŬŤƴŤſř ƾŤƫř ŠƫŵŚƘưƫř ƭŶŴŤſř -Þ
.(ŠƘƟřźƫř žƠƳ ƾƟ) 4.3 kgw ŚƷŹŶƣ şƺƣ ƭřŶŴŤſŚŝ
ƲƿŹŚưţ
5 2 2
W = 2 F, F = 5 W = 5 # 40 = 16 kg w
.ƦŤŝŚūœ ƪÚƬƗ ®ÔŚÚƿŵźƏ Ô řźǀƜţ ƪŨưƿ Šǀţǁř ŠǀƳŚǀŞƫř ƩŚƨƃǃř ƲƯ ƽŏ

c = 0 (٧)
Ú -Ý
ƾƟ źǀƜŤƫř ŢŝŚŧ Ŷūƹŏ ®ÔŚÚƿŵźƏ Ô řźǀƜţ ƪŨưţ Šǀţǁř šDžŵŚƘưƫř ƲƯ ƽŏ Ú -Þ
0 .ƽŵźƐƫř źǀƜŤƫř ŠƫŚů

‫ ﻻ ﺑﺪ ﺃﻥ ﺗﺴﺎﻭﻱ‬y ‫ ﻓﺈﻥ‬x = 0 ‫ ﻷﻧﻪ ﺇﺫﺍ ﻛﺎﻧﺖ‬،‫( )ﺃ( ﺧﻄﺄ‬٨)

y = 2x + 4 (ś) y = 3 x (ŏ)
5

x + 5y = 10 (ÉƷ) 3y = 8x (ŵ) y = 4 (ũ)

x

.ً ‫ﺻﻔﺮﺍ‬
ŠƫŵŚƘưƬƫ ƾƳŚǀŞƫř ƪƨƄƫř ƼƬƗ (6, 4) ¬(3, 2) ƱŚŤƐƤƴƫř ƖƤţ Ʊŏ Ʋƨưƿ ƪƷ :ŶƣŚƳ źǀƨƠţ -ß
.ƦŤŝŚūœ ŭźƃř ®ÔŚÚƿŵźƏ Ô řźǀƜţ ƪŨưţ ƾŤƫř

.‫ ﺍﻟﻨﺴﺒﺔ ﺗﻈﻞ ﺛﺎﺑﺘﺔ‬،‫)ﺏ( ﺻﻮﺍﺏ‬

źǀƜŤƫř ŠƫŵŚƘƯ Ŷūƹŏ ®x źǀƜŤŝ ÔŚÚƿŵźƏ y ŚƸǀƟ źǀƜŤţ Šǀţǁř ƩƹřŶŬƫř šŚƳŚǀŝ ƲƯ ƽŏ Ú -à
.ŚƷźƟƺţ ŠƫŚů ƾƟ ƽŵźƐƫř

‫ ﻷﻥ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺨﻂ ﺍﻟﻌﻤﻮﺩﻱ ﺗﻜﻮﻥ ﺑﺎﻟﺼﻮﺭﺓ‬،‫)ﺝ( ﺧﻄﺄ‬

x y x y x y x y
-5 -13 -6 9 -2 1 3 5.4

.‫ ﺛﺎﺑﺘﺔ‬x ‫ ﻓﺈﻥ‬y ‫ ﺇﻧﻪ ﻣﻬﻤﺎ ﺗﻐﻴﺮﺕ‬x = a

3 7.8 1 -1.5 3 6 7 12.6
9 2.16 8 -12 8 11 12 21.6

.‫ ﺛﺎﺑﺘﺔ ﻟﻜﻞ ﺯﻭﺝ ﻣﺘﻨﺎﻇﺮ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ‬x ‫( )ﺃ( ﺍﻟﻨﺴﺒﺔ‬٩)

(ŵ) (ũ) (ś) (ŏ)
ƼƬƗ ƽƺŤŰƿ ƽŸƫřƹ ¬ƽŵźƐƫř źǀƜŤƫř ŠƣdžƗ ƪŨưƿ ƽŸƫř ƾƳŚǀŞƫř ƪƨƄƫř ƮſŹř -á y
:şŚƐƘưƫř ŠƐƤƴƫř
5kg

‫ ﻭﻻ ﻳﻜﻮﻥ ﻋﻤﻮﺩﻳّﺎً ﻭﻻ‬،‫)ﺏ( ﺇﺫﺍ ﻛﺎﻥ ﻳﻤﺮ ﺑﻨﻘﻄﺔ ﺍﻷﺻﻞ‬

2 kgw
(-2,5) (ś) (2,5) (ŏ)
(-2,-5) (ŵ) (2,-5) (ũ)
ÔŚÚƿŵźƏ źǀƜŤţ ŠƴǀŞưƫř ŠƘƟřźƫř ŚƸƘƟźţ Ʊŏ Ʋƨưƿ ƾŤƫř ŠƬŤƨƫř :ŌŚƿżǀƠƫř -â

.ً‫ﺃﻓﻘﻴّﺎ‬
ƖƟźƫ ŚƸƤǀŞƐţ Ŝūřƺƫř şƺƤƫř Ŷūƹŏ .ŠƯŶŴŤƀưƫř şƺƤƫř źǀƜŤŝ
.40 kg ƶŤƬŤƧ ơƹŶƴƇ

.(x) ‫( = ﺛﺎﺑﺖ  ﺍﻟﻮﺯﻥ‬y) ‫( ﻛﻤﻴﺔ ﺍﻟﺪﻡ‬١٠)

ŠƣdžƗ ax - by = c ŠƣdžƘƫř ƪƘŬţ ƾŤƫř c Šưǀƣ Ŷūƹŏ :ŶÕ ƣŚƳ źǀƨƠţ -ã
F
Õ
.ƽŵźƏ źǀƜţ

‫ﻛﻤﻴﺔ ﺍﻟﺪﻡ‬
.ƦŤŝŚūœ ƪÚƬƗ .ŐƐŴƫř šřŹŚŞƘƫřƹ śřƺƈƫř šřŹŚŞƘƫř ŵŶů -ä

= =‫ﺛﺎﺑﺖ ﺍﻟﺘﻐﻴﺮ‬
(0, 3) ŠƐƤƴƫŚŝ źưƿ Ʊŏ Ʋƨưƿ ƽŵźƏ źǀƜŤƫ ƾƳŚǀŞƫř ƪƨƄƫř (ŏ) 5
‫ﺍﻟﻮﺯﻥ‬
.ÔŚƌƿŏ ƞƗŚƌŤţ y Šưǀƣ ƱŔƟ ƽŵźƏ źǀƜţ ŠƫŵŚƘƯ ƾƟ x Šưǀƣ ŢƠƗŚƋ řŷœ (ś)
.ÔŚÚǀſŏŹ ÔŚưǀƤŤƀƯ Ʊƺƨƿ Ʊŏ Ʋƨưƿ ƽŵźƏ źǀƜŤƫ ƾƳŚǀŞƫř ƪƨƄƫř (ũ) 72
5x
y = 72
ȈȎ ‫)ﺩ( ﺍﺳﺄﻝ ﺍﻟﻄﺒﻴﺐ ﺃﻭ ﺍﺳﺘﺨﺪﻡ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﻌﺪ ﺃﻥ ﺗﻌﺮﻑ‬
.‫ﻭﺯﻧﻚ‬
‫ ﺇﺫﻥ‬d = t  n (١١)
n = 0.45 km/m (‫ ﺍﻟﺪﻗﻴﻘﺔ‬/‫)ﻛﻢ‬
:Ʊŏ ƼƬƗ ƮƨŰƫř Ʀƴƨưƿ ƞǀƧ -å
®ƽŵźƏ źǀƜŤŝ ƱŚƐŞţźţ šŚƳŚǀŞƫř ƲƯ ƲǀŤƗƺưŬƯ (ŏ)
®ƽŵźƏ źǀƜŤƫ ƾƳŚǀŞƫř ƪƨƄƫř ƪŨưƿ ÔŚƴǀƘƯ ÔŚưǀƤŤƀƯ (ś)

d = 30  0.45 = 13.5 km (‫)ﻛﻢ‬

ŢƳŚƧ řŷŔƟ ­ƶƳŻƹ źǀƜŤŝ ÔŚÚƿŵźƏ ƱŚƀƳLjř Ʈƀū ƾƟ ƭŶƫř ŠǀưƧ źǀƜŤţ :ŌŚǀůǃř -ÝÜ
ƽƹŚƀţ ƺţŹřƺƨƫř) ƺţŹřƺƧ 5 ƾƷ 72 kg ƶƳŻƹ ƽŸƫř ƆŴƄƫř ƾƟ ƭŶƫř ŠǀưƧ

3 (‫( )ﺃ‬١٢)
.( 41 gallon
.źǀƜŤƫř ŢŝŚŧ Ŷūƹŏ (ŏ)
ƆŴƄƫř ƱŻƹ ƖƯ (ƺţŹřƺƨƫŚŝ) ƭŶƫř ŠǀưƧ Ǝŝźţ ƾŤƫř źǀƜŤƫř ŠƫŵŚƘƯ ŜŤƧř (ś) y = 2x (‫)ﺝ‬ 5 (‫)ﺏ‬
3
2
.(ƭřźƛƺƬǀƨƫŚŝ)
ÔŚÚǀƳŚǀŝ Ô džƨƃ ƮſŹř (ũ)
.ŠƫŵŚƘưƫř ƵŸƸƫ
ƾŤƫř ƭŶƫř ŠǀưƧ ŚƯ (ŵ)
®(ÔŚŞƿźƤţ) Ʀưƀū ŚƸƿƺŤŰƿ
ƼƬƗ "ƮƿźƧ" śŹŶŤƿ -ÝÝ
źǀƀƿ ŦǀŰŝ ŠūřŹŶƫř şŵŚǀƣ
şźŤƟ Ʃdžų ŠŤŝŚŧ ŠƗźƀŝ
(km) ŠƟŚƀưƫř ŠƤǀƣŶƫŚŝ ƲƯżƫř
šŚƳŚǀŞƫř ŜƀŰŝ ŜƿŹŶŤƫř
4.5 10 ŠƫŵŚƘưƫř ƭřŶŴŤſŚŝ ¬şŚƐƘưƫř
ƲƗ źŞƘƿ ƽŸƫř ŜſŚƴŤƫř ƹŏ
ŠƟŚƀưƫř Ŷūƹŏ .źǀƜŤƫř řŸƷ
.ŠƤǀƣŵ 30 ƾƟ "ƮƿźƧ" ŚƸƘƐƤƿ ƾŤƫř
:ƦƀƠƳ źŞŤųř -ÝÞ
ƽŵźƏ źǀƜţ ƲƗ źŞƘƿ ƾţǁř ƲƯ ƪƧ
.źǀƜŤƫř ŢŝŚŧ ŜŤƧř 3x - 2y = 0 (ŏ)
.źǀƜŤƫř ŢŝŚŧ ŜŤƧř 3x - 2y = 3y (ś)
.źǀƜŤƫř ŠƫŵŚƘƯ ŜŤƧř (ũ)

x y
-2 4
2 -4
3 -6
4 -8

Ȉȏ

٢١

Low Resolution Copy

 Inverse ‫ﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻜﺴﻲ‬
Variation
Inverse Variation ƾƀƨƘƫř źǀƜŤƫř
ƮƬƘŤţ Ɲƺſ ƾƳƹŚƘţ ƪưƗ
ƾƀƨƘƫř źǀƜŤƫř *
ŚƸƬƘŬƫ ƉŹŏ ŠƘƐƣ ŭdžƈŤſř ƾƟ śŚŞƄƫř ƲƯ ƢƿźƟ Ŝƛźƿ :ƾƋřŹǃř ŭLjƈŤſř

٢٣ ‫ ﺇﻟﻰ ﺻﻔﺤﺔ‬١٩ ‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺻﻔﺤﺔ‬

ƾƀƨƘƫř źǀƜŤƫř ŢŝŚŧ *
ƾƀƨƘƫř źǀƜŤƫř Šƫřŵ * 20 ƲƯ ƱƺƨƯ
Ú ƢƿźƠƫ Ʋƨưƿƹ .ƪưƗ ƭƺƿ 160 ƪưƘƫř řŸƷ ŜƬƐŤƿƹ ¬ŠƗřŹżƬƫ ŠŰƫŚƇ
:ƶƀƠƳ ƩŶƘưƫŚŝ ƪưƘƫř źưŤſř řŷŔƟ ­ƭŚƿŏ 8 ƾƟ ƪưƘƫř řŸƷ řƺƬưƨƿ Ʊŏ ÔŚÚŝŚƃ

:‫ ﺍﻷﻫﺪﺍﻑ‬.١
ƽŵźƐƫř źǀƜŤƫř Ʋǀŝ ŠƳŹŚƤƯ *
ƾƀƨƘƫř źǀƜŤƫřƹ ®ÔŚƈŴƃ 40 ƲƯ ÔŚƳƺƨƯ ƢƿźƠƫř ƱŚƧ řŷœ ƪưƘƫř ŜƬƐŤƿ ŚƯƺƿ ƮƧ (ŏ)
:ƾţǁř ƩƹŶŬƫř ƪưƧŏ (ś)

‫ﺗﻌﺮﻑ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻜﺴﻲ‬

(x) ƢƿźƠƫř ŵŶƗ (y) ƪưƘƫř ƭŚƿŏ ŵŶƗ ƭŚƿŏ ƪưŬƯ
(x y) ƪưƘƫř
◀
‫ﺗﻤﻴﻴﺰ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻜﺴﻲ ﻋﻦ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ‬
2 80 160

5 32 160 ◀
‫ ﺍﻟﻮﻗﺖ ﻭﺍﻟﻌﻤﻞ‬:‫ﺍﺳﺘﻘﺼﺎﺀ ﻋﻼﻗﺎﺕ ﺗﻤﺜﻞ ﺗﻐﻴﺮﺍ ً ﻋﻜﺴﻴّﺎً ﻣﺜﻞ‬
8 ... ...
◀
‫ﺭﺳﻢ ﺑﻴﺎﻧﻲ ﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺷﺒﻜﺔ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬
... 16 ...

20 8 160 ◀
:‫ ﺍﻟﻤﻔﺮﺩﺍﺕ ﻭﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺠﺪﻳﺪﺓ‬.٢
40 ... ...

:źǀƜŤƫř ƲƯ ƕƺƴƫř řŸƷ ƾƟ ¬xƹ y Ʋǀŝ ŠƣdžƘƫř ƪŨưƿ ƲǀŞưƫř ƪƨƄƫř

.(x) ƢƿźƠƫř ŵŶƗ ŵřŵżƿ ŚƯŶƴƗ (y) ƪưƘƫř ƲƯżƫ ťŶŰƿ ŚƯ ƞƇ (ũ)
‫ﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻜﺴﻲ‬
80
®źǀƜŤƫř ƲƯ ƕƺƴƫř řŸƷ ƾƟ xy śźƌƫř ŪţŚƳ ƼƬƗ ƒůdžţ řŷŚƯ (ŵ)

:‫ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ‬.٣
y (ƭŚƿǃř ŵŶƗ)

60

ƂƣŚƴŤƳƹ źƨƠƳ ŚƴƗŵ

40

ƾƀƨƘƫř źǀƜŤƫř
‫ﻣﺴﻄﺮﺓ ﻣﺪﺭﺟﺔ  ﺃﻭﺭﺍﻕ ﻣﻠﻴﻤﺘﺮﻳﺔ  ﺁﻟﺔ ﺣﺎﺳﺒﺔ‬
20

¬ÔŚŤŝŚŧ ƲǀŤǀưƨƫř śźƋ ŪţŚƳ ƱŚƧ ŦǀŰŝ x ƻźųŏ ŠǀưƧ źǀƜţ ƖƯ y ŠǀưƧ šźǀƜţ řŷœ
(ƩŚưƘƫř ŵŶƗ) x

:‫ ﺍﻟﺘﻤﻬﻴﺪ‬.٤
10 20 30 40
żƯźƿƹ ¬źǀƜŤƫř ŢŝŚŧ xy śźƌƫř ŪţŚƳ Ƽưƀƿƹ ¬ÔŚÚǀƀƨƗ Ô řźǀƜţ Ƽưƀƿ źǀƜŤƫř řŸƷ ƱŔƟ
.x = 0¬ k = 0 Ŧǀů xy = k ƹŏ y = kx żƯźƫŚŝ ƦƫŸƫ

‫ﺭﺍﺟﻊ ﻣﻊ ﺍﻟﻄﻼﺏ ﻣﻮﺍﺿﻊ ﺍﻟﻨﻘﻂ ﺫﺍﺕ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ ﻋﻠﻰ‬

y = x ƽŏ xy = 160 Ʊŏ ŶŬƳ ƢŝŚƀƫř ƾŰǀƋƺŤƫř ƩŚŨưƫř ƾƠƟ
160
.160 ƺƷ ŚƴƷ źǀƜŤƫř ŢŝŚŧ Ŧǀů

.‫ﺷﺒﻜﺔ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬
‫ ﻭﻛﻴﻒ ﺇﺫﺍ‬y‫ ﻭ‬x ‫ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ ﻋﻦ ﻋﻼﻗﺔ ﺑﻴﻦ ﻣﺘﻐﻴﺮﻳﻦ‬
.y ‫ ﺗﻨﺎﻗﺼﺖ‬x ‫ ﺛﻢ ﺇﺫﺍ ﺯﺍﺩﺕ‬.y ‫ ﺯﺍﺩﺕ ﻣﻌﻬﺎ‬x ‫ﺯﺍﺩﺕ‬
ȈȐ

‫ ﻋﻠﻰ ﺷﺒﻜﺔ‬y = 5x ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺭﺳﻢ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬

ŜƿŹŶţ .‫ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬
:‫ ﺍﻟﺘﺪﺭﻳﺲ‬.٥
.xy = 100 ƾƀƨƘƫř źǀƜŤƫř ƲƗ źŞƘƿ ƽŸƫř ƾţǁř ƩƹŶŬƫř ƪưƧŏ (ŏ)
9
y

‫ﻛﻠﻒ ﺟﻤﻴﻊ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺇﻛﻤﺎﻝ ﺍﻟﺠﺪﻭﻝ ﻓﻲ ﻋﻤﻞ ﺗﻌﺎﻭﻧﻲ ﺛﻢ‬

8
x 1 2 4 5 10 20 50 100
100 ... ... ... ... ... 7
6
y 1
®ƩƹŶŬƫř řŸƷ ƾƟ x Ʈǀƣ şŵŚƿŻ ƖƯ y Ʈǀƣ źǀƜŤţ ƞǀƧ (ś) 5

.‫ ﻧﺎﻗﺶ ﺇﺟﺎﺑﺎﺕ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﻣﻊ ﺍﻟﻄﻼﺏ‬.‫ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ‬

4
.ŠƴǀŞưƫř ŠǀƳŚǀŞƫř ƩŚƨƃǃŚŝ ŠƬŨưưƫř ŠǀƀƨƘƫř šřźǀƜŤƫř ƾƟ źǀƜŤƫř ŢŝŚŧ źƧŷř 3
.ŠƴǀŞưƫř ŠǀƳŚǀŞƫř ƩŚƨƃǃř ƲƯ ƪƧ ƼƬƗ ƖƤţ ƍŚƤƳ ťdžŧ źƧŷř 2
1
:ŠƔůdžƯ

‫ ﻳﺼﻌﺐ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﻓﻲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻣﻘﺎﺭﻧﺔ‬:‫ﻣﺜﺎﻝ ﺇﺿﺎﻓﻲ‬

01 2 3 4 5 6 7 8 9
.ƾƀƨƘƫř źǀƜŤƫř ƲƗ źǀŞƘŤƫř ƾƟ ŜſŚƴŤƫř ƭŶŴŤſř
x
x1 y1 = x2 y2 ƱŔƟ y = x ƾƀƨƗ źǀƜţ ƾƟ ƲǀŞţźƯ ƲǀūƹŻ (x2, y2) ¬(x1, y1) ƱŚƧ řŷœ
k

‫ ﻣﺪ ﻳﺪ ﺍﻟﻤﺴﺎﻋﺪﺓ ﻭﺍﺭﺳﻢ ﻫﺬﺍ ﺍﻟﺠﺪﻭﻝ‬.‫ﺍﻷﻋﺪﺍﺩ ﻋﻠﻰ ﺍﻟﺠﺪﺍﻭﻝ‬

. x1 = x2 Ʊŏ ŪŤƴŤƀƳ Ʀƫŷ ƲƯƹ
y y

32 ^ 5 = 80 ^ 2 Ʊŏ ŶŬƳ ƢŝŚƀƫř ƾƳƹŚƘŤƫř ƪưƘƫř ƩŚŨƯ ƾƠƟ

2 1

.‫ﻋﻠﻰ ﺍﻟﻠﻮﺡ‬
80 = 5 ¬ 2 = 5 ¬ 2 = 32 Ʊŏ ƻźƳ Ʀƫŷ ƲƯƹ
... ¬ 32 2 32 80 5 80

ŠǀţŚǀů šŚƤǀŞƐţ (Ý) ƩŚŨƯ

x 2 4 6
źǀƜŤƿ ŠƘƟřŹ ƪƨƃ ƼƬƗ ŠůƺūŹŏ ƾƟ ƱŻřƺţ ťřŶůLj ƶūŚŤŰţ ƽŸƫř ƱŻƺƫř :ŌŚƿżǀƠƫř
.ŻŚƨţŹDžř ŠƐƤƳƹ ƱŻƺƫř Ʋǀŝ ŠƟŚƀưƫř ƖƯ ÔŚÚǀƀƨƗ

y 4 16 36
žƬŬƿ Ʋƿŏ .ŻŚƨţŹDžř ŠƐƤƳ ƲƯ 2.5 m ŶƘŝ ƼƬƗ žƬŬţƹ 51 kg ŚƸƳŻƹ "ŠưƏŚƟ"
.ƱŻřƺŤƫř ťŶŰǀƫ 75 kg ƶƳŻƹ ƽŸƫř "ŵƺƘƀƯ"
ƪŰƫř
ŢŝŚŧ = ŠƟŚƀưƫř ^ ƱŻƺƫř :ŠƘƟřźƫř ƱŻřƺţ ƲƯ
x ^ 75 = 2.5 ^ 51 Ʊŷœ ‫ﺛﻢ ﺍﺳﺄﻟﻬﻢ ﺇﺫﺍ ﻛﺎﻥ ﻳﻤﺜﻞ ﺗﻐﻴﺮﺍ ً ﻃﺮﺩﻳّﺎً ﺃﻭ ﺗﻐﻴﺮﺍ ً ﻋﻜﺴﻴّﺎً ﺃﻭ ﻻ ﺷﻲﺀ‬
x = 75 = 1.7 Ʊŷœ
2.5 # 51
‫ ﺍﺳﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﻤﺜﺎﻝ ﻛﻲ ﺗﺴﺎﻋﺪ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺩﺭﺍﺳﺔ‬.‫ﻣﻦ ﺫﻟﻚ‬
.‫ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻛﻠﻬﺎ ﻓﻲ ﺍﻟﺠﺪﻭﻟﻴﻦ ﺃ ﻭﺏ‬
.ŻŚƨţŹDžř ŠƐƤƳ ƲƯ 1.7 m ŠƟŚƀƯ ƼƬƗ žƬŬƿ "Ô řŵƺƘƀƯ" Ʊŏ ƽŏ

،ً‫ ﺷﺨﺼﺎ‬160 ‫ﺩﻋﻬﻢ ﻳﻔﻜﺮﻭﻥ ﻓﻴﻤﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﺮﻳﻖ ﻣﻜﻮﻧﺎً ﻣﻦ‬
‫ﻓﻬﻞ ﻳﻤﻜﻦ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺇﺗﻤﺎﻡ ﺍﻟﻌﻤﻞ ﻓﻲ ﻳﻮﻡ ﻭﺍﺣﺪ؟‬
‫ﺳﺎﻋﺪ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺃﻥ ﻳﺘﻔﻬﻤﻮﺍ ﺃﻫﻤﻴﺔ ﺍﻟﻈﺮﻭﻑ ﺍﻟﻮﺍﻗﻌﻴﺔ ﻓﻲ‬
ȉȇ
.‫ﻋﺎﻟﻢ ﺍﻟﺤﻘﻴﻘﺔ ﻋﻨﺪ ﺗﻄﺒﻴﻖ ﻧﻤﻮﺫﺝ ﺭﻳﺎﺿﻲ‬

٢٢

Low Resolution Copy

 ‫ﻓﻲ ﺍﻟﺘﺪﺭﻳﺐ ﺭﻗﻢ ‪ ١‬ﺻﻔﺤﺔ ‪ :٢٠‬ﺳﺎﻋﺪ ﻛﻞ ﻃﺎﻟﺐ ﻋﻠﻰ ﻗﺮﺍﺀﺓ‬
‫ﺍﻟﺴﺆﺍﻝ ﺃﻣﺎﻡ ﺭﻓﻴﻘﻪ ﺛﻢ ﺩﻋﻬﻢ ﻳﻔﻜﺮﻭﻥ ﻣﺎ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﺘﻲ‬
‫‪ƲƿŹŚưţ‬‬
‫‪.x = 75 ŚƯŶƴƗ y = 0.2 ŢƳŚƧ řŷœ y = kx ƾƀƨƗ źǀƜţ ƾƟ -Ý‬‬

‫ﺳﻴﺨﺘﺎﺭﻭﻧﻬﺎ ﻭﻛﻴﻒ ﺳﻴﺮﺑﻄﻮﻥ ﺑﻴﻦ ﻫﺬﻩ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ‪.‬‬

‫‪.y = 3 ŚƯŶƴƗ x Ŷūƹŏ‬‬
‫‪ÔŚƳŻřƺţ ťŶŰǀƫ ¬ŠƘƟřŹ ŻŚƨţŹř ŠƐƤƳ ƲƯ 3 m ŠƟŚƀƯ ƼƬƗ ƖƋƺƿ Ʈƀū ƱŻƹ ŚƯ -Þ‬‬

‫ ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ ﺇﺫﺍ ﻛﺎﻥ ﺑﺈﻣﻜﺎﻧﻬﻢ ﺇﻋﻄﺎﺀ ﻋﻴﻨﺔ ﻳﻤﻜﻦ ﺃﻥ‬

‫‪®ŻŚƨţŹDžř ŠƐƤƳ ƲƯ 6 m ŶƘŝ ƼƬƗ 40 kg ƶƳŻƹ Ʈƀū ƖƯ‬‬
‫‪ơźƜŤƀţ ƮƧ.75 km/h ŠƗźƀŝ şŹŚǀƀƫř źǀƀţ ŚƯŶƴƗ šŚƗŚſ 3 ơźƜŤƀţ ŠƬůŹ -ß‬‬
‫‪®90 km/h ŠƗźƀŝ şŹŚǀƀƫř šŹŚſ řŷœ ŠƬůźƫř‬‬
‫‪ƾƀƨƘƫřƹ ƽŵźƐƫř źǀƜŤƫř Ʋǀŝ ŠƳŹŚƤƯ Þ‬‬
‫‪ƾƀƨƘƫř źǀƜŤƫřƹ ƽŵźƐƫř źǀƜŤƫř Ʋǀŝ ơźƠƫř ƱŚŰƋƺƿ ƱŚǀţǁř ƱŚǀƳŚǀŞƫř ƱdžƨƄƫř‬‬
‫ﻧﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ ﻣﻌﺎﺩﻟﺔ ﺗﻐﻴﺮ ﻃﺮﺩﻱ ﺃﻭ ﺗﻐﻴﺮ ﻋﻜﺴﻲ‪.‬‬
‫ ﺻﻒ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ ﻭﺍﻟﺘﻐﻴﺮ‬
‫‪ƾƀƨƗ źǀƜţ‬‬ ‫‪ƽŵźƏ źǀƜţ‬‬

‫ﺍﻟﻌﻜﺴﻲ ﻣﺴﺘﻌﻴﻨﺎً ﺑﺎﻟﻤﻌﺎﺩﻻﺕ ﻭﺍﻟﺮﺳﻮﻡ ﺍﻟﺒﻴﺎﻧﻴﺔ‪.‬‬

‫‪y‬‬ ‫‪y‬‬

‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﻃﻼﺑﻚ ﺇﻋﻄﺎﺀ ﺃﻣﺜﻠﺔ ﺃﻭ ﻣﻮﺍﻗﻒ ﺗﺘﻀﻤﻦ ﻣﺘﻐﻴﺮﻳﻦ‬

‫‪k‬‬
‫‪y= x‬‬ ‫‪y = kx‬‬

‫ﺗﻤﺜﻞ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﻤﺎ ﺗﻐﻴﺮﺍ ً ﻋﻜﺴﻴّﺎً‪.‬‬

‫‪x‬‬ ‫‪x‬‬

‫‪y = kx‬‬

‫ ﺿﻊ ﻋﻠﻰ ﻟﻮﺣﺔ ﻣﻠﺼﻘﺎً ﻳﻮﺿﺢ ﺍﻟﻌﻼﻗﺘﻴﻦ‪:‬‬

‫‪k‬‬
‫‪y= x‬‬
‫‪xy = k :źǀƜŤƫř ŢŝŚŧ‬‬ ‫‪x = k :źǀƜŤƫř ŢŝŚŧ‬‬
‫‪y‬‬

‫‪ y = kx‬ﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻜﺴﻲ )‪ k‬ﺛﺎﺑﺖ(‪،‬‬

‫‪(Þ) ƩŚŨƯ‬‬
‫‪®ÔŚÚǀƀƨƗ Ô řźǀƜţ ƪŨưƿ ŚưƸƿŏƹ ÔŚÚƿŵźƏ Ô řźǀƜţ ƪŨưƿ (ś)ƹ (ŏ) ƲǀƫƹŶŬƫř šŚƳŚǀŝ ƲƯ ƽŏ‬‬
‫‪Ú‬‬

‫‪ y = ax‬ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ )‪ a‬ﺛﺎﺑﺖ(‬

‫‪:ƲǀŤƫŚŰƫř ƾƟ źǀƜŤƫř ƕƺƳ ƪŨưţ ƾŤƫř ŠƫŵŚƘưƫř ŜŤƧř‬‬
‫)‪(ŏ‬‬
‫‪x‬‬ ‫‪2‬‬ ‫‪4 10‬‬

‫ﻭﺑﺠﺎﻧﺐ ﻛﻞ ﻣﻦ ﺍﻟﻌﻼﻗﺘﻴﻦ ﺍﻟﺸﻜﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﻤﺜﻞ ﻟﻬﺎ‪.‬‬

‫‪y‬‬ ‫‪5 10 25‬‬
‫)‪(ś‬‬

‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﺘﻌﺒﻴﺮ ﺑﺼﻴﻎ ﺃﺧﺮﻯ ﻋﻦ ﺍﻟﻌﻼﻗﺘﻴﻦ‪ :‬ﺍﻟﺘﻐﻴﺮ‬

‫‪x‬‬ ‫‪5 10 25‬‬
‫‪y‬‬ ‫‪20 10 4‬‬

‫ﺍﻟﻌﻜﺴﻲ‪xy = k :‬‬
‫‪ƪŰƫř‬‬
‫)‪x = 2 = 4 = 10 Ʊŏ ŶŬƳ šDžŚŰƫř Ɩǀưū ƾƟ x Ŝƀƴƫř ŦŰŞƳ (ŏ‬‬
‫‪y 5 10 25‬‬ ‫‪y‬‬
‫‪y = 2.5x ƶŤƫŵŚƘƯ ƽŵźƏ ŚƴƷ źǀƜŤƫř Ʊŷœ 2.5 = ŠŤŝŚŧ ŠŞƀƳ ƾƷƹ‬‬
‫)‪ŠŤŝŚŧ Ţƀǀƫ x Ʊŏ ƒůdžƿ (ś‬‬
‫‪y‬‬
‫‪xy = 5 # 20 = 10 # 10 Ʊŏ ŶŬƳ xy ŦŰŞƳ‬‬
‫‪y1‬‬ ‫‪y2‬‬
‫‪x2 = x1 & x1 y1 = x2 y2‬‬

‫ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ‪x = a :‬‬

‫‪= 25 # 4 = 100‬‬
‫‪xy = 100 ƶŤƫŵŚƘƯ ƾƀƨƗ źǀƜţ ŚƴƷ źǀƜŤƫř Ʊŷœ‬‬
‫‪ȉȈ‬‬
‫‪y‬‬

‫‪y1‬‬ ‫‪y2‬‬
‫‪x1 = x2 & y1 x2 = y2 x1‬‬
‫ﻭﺣﻘﻖ ﺫﻟﻚ ﻓﻲ ﺍﻷﻣﺜﻠﺔ ﻭﺍﻟﺘﻤﺎﺭﻳﻦ‪ ،‬ﻣﻊ ﺍﻟﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ ﻧﻮﻋﻲ‬
‫ﺍﻟﺘﻐﻴﺮ‪.‬‬
‫ ﺑﻴﻦ ﺍﻟﺤﻴﻦ ﻭﺍﻵﺧﺮ‪ ،‬ﺩﻉ ﺍﻟﻄﻼﺏ ﻳﻘﺪﺭﻭﻥ ﺍﻟﻨﺘﺎﺋﺞ ﻋﻘﻠﻴّﺎً ﻗﺒﻞ‬
‫ﺣﺴﺎً ﺭﻳﺎﺿﻴّﺎً ﻋﻨﺪ‬
‫ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺤﺴﺎﺑﻴﺔ ﺑﺪﻗﺔ  ﻛﻮﻥ ّ‬
‫ﻃﻼﺑﻚ‪.‬‬
‫ ﺍﺳﺘﺨﺪﻡ ﺍﻟﺠﺪﻭﻝ ﻭﺍﻟﺸﻜﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻭﺍﻟﻤﻌﺎﺩﻟﺔ ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ‬
‫ﺍﻟﺘﻐﻴﺮ‪ ،‬ﻭﺩﻉ ﺍﻟﻄﻼﺏ ﻳﺴﺘﻨﺘﺠﻮﻥ ﺇﺣﺪﻯ ﺍﻟﺼﻴﻎ ﻣﻦ ﺻﻴﻐﺔ ﺃﺧﺮﻯ‪.‬‬
‫‪y‬‬
‫ﺗﻔﻜﻴﺮ‪ :‬ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ‬
‫ﻛﻴﻒ ﻳﻤﻜﻨﻬﻢ ﺃﻥ ﻳﺼﻔﻮﺍ‬
‫ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ‬
‫ﻭﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻜﺴﻲ‪.‬‬
‫‪xy=8‬‬

‫ﺩﻋﻨﺎ ﻧﻔﻜﺮ ﻭﻧﺘﻨﺎﻗﺶ‪:‬‬

‫‪x‬‬

‫ﺳﺎﻋﺪ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻓﻬﻢ ﺃﻥ ‪ k‬ﻫﻲ ﻛﻤﻴﺔ ﺛﺎﺑﺘﺔ ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ‬

‫‪ . y = kx‬ﺃﺭﺷﺪﻫﻢ ﺇﻟﻰ ﺃﻧﻪ ﺇﺫﺍ ﺗﻐﻴﺮﺕ ‪ x‬ﻓﺈﻥ ‪ y‬ﺳﻮﻑ ﺗﺘﻐﻴﺮ‪ .‬ﺇﺫﺍ‬
‫ﺯﺍﺩﺕ ‪ x‬ﺗﺘﻨﺎﻗﺺ ‪ y‬ﻭﺇﺫﺍ ﺗﻨﺎﻗﺼﺖ ‪ x‬ﺗﺘﺰﺍﻳﺪ ‪ y‬ﺑﺤﻴﺚ ﻳﺒﻘﻰ ﻧﺎﺗﺞ‬
‫ﺍﻟﻀﺮﺏ ‪ x ï y‬ﺛﺎﺑﺘﺎً‪.‬‬

‫‪٢٣‬‬

‫‪Low Resolution Copy‬‬

 šŚŞƿŹŶţ
‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﻨﻔﻴﺬ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﻤﻌﺎﺩﻟﺔ‬:‫ﺗﻮﺍﺻﻞ ﺷﻔﻬﻲ‬
‫ ﻋﻠﻰ ﺍﻟﻠﻮﺡ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻨﻘﺎﻁ ﺫﺍﺕ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ‬xy = 8
źǀǀƜŤƫř ŢŝŚŧ ŜŤƧř Ʈŧ Šǀţǁř šDžŚŰƫř ƪƧ ƾƟ ƞƣƺưƬƫ ŜſŚƴưƫř źǀƜŤƫř ƕƺƳ ƲÚǀŝ -Ý
.ƶƬŨưţ ƾŤƫř ŠƫŵŚƘưƬƫ
šDžŵŚƘưƫř

(4, 2) ،(8, 1) ،(2, 4) ،(1, 8) :ً ‫ﻣﺜﻼ‬

y = 50x (1)
xy = 5 (2)

:‫ ﺍﻟﺮﺑﻂ‬.٦
y=
1000
(3)
y = 20x (4)
x

ƼƬƗ ŠƿŹƺſ şźǀƫ 1 000 ƚƬŞƯ ƖƿŻƺţ ŶƴƗ ¬ƆŴƃ ƪƧ ƵŸųŐƿ ƽŸƫř ƚƬŞưƫř (ŏ)
.ƅŚŴƃŏ şŶƗ
‫ ﻧﺎﻗﺶ ﻣﻊ ﺍﻟﻄﻼﺏ ﺃﻣﺜﻠﺔ ﻟﻠﺘﻐﻴﺮ ﺍﻟﻌﻜﺴﻲ ﻭﺍﻟﻄﺮﺩﻱ ﻓﻲ ﻣﺎ‬
:‫ ﻧﺒﻪ ﺇﻟﻰ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﻔﻴﺰﻳﺎﺋﻲ‬.‫ﻳﺪﺭﺳﻮﻧﻪ ﻓﻲ ﺍﻟﻌﻠﻮﻡ ﺍﻷﺧﺮﻯ‬
.şźǀƫ 20 ƮƬƤƫř Ʋưŧ Ʊŏ ÔŚưƬƗ ¬ƭdžƣǃř ƲƯ ŵŶƗ Ōřźƃ ŠƠƬƨţ(ś)
.ƭƺƿ Ƽƫœ ƭƺƿ ƲƯ ƱřźǀƜŤƿ ƲƯżƫřƹ ƾƄưƫř ƾƟ ƦŤƗźſ .ƭƺƿ ƪƧ 5 km ƾƄưţ ŢƳŏ (ũ)

‫ ﻓﻲ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﺤﺠﻢ ﻭﺍﻟﻀﻐﻂ ﻓﻲ ﺣﺎﻟﺔ‬، P # = ‫ﺛﺎﺑﺖ‬

.ŠƿŹƺſ şźǀƫ 50 şŶůřƺƫř źƘſ ŠƿŹŚƧŸţ ŚƿřŶƷ ƱƹźŤƄƿ ƅŚŴƃǃř ƲƯ ŵŶƗ (ŵ)
ŢƴƧ řŷœ ƪưƘţ Ʊŏ ƦǀƬƗ ŠƗŚſ ƮƧ .ŠƿŹƺſ şźǀƫ 800 Ŝƀƨţ Ʊŏ šŵŹŏ řŷœ (ŏ) -Þ V
®şźǀƫ 200 ¬şźǀƫ 100 ¬şźǀƫ 80 ¬şźǀƫ 50 ŠƗŚƀƫř ƾƟ Ŝƀƨţ

‫ﺛﺒﻮﺕ ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ ﻭﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﺤﺠﻢ ﻭﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ ﻓﻲ‬

T
®(ŏ) ƾƟ źǀƜŤưƫř ŚƯ (ś)
.ƞƣƺưƫř řŸƷ ƪŨưţ ƾŤƫř ŠƫŵŚƘưƫř ŜŤƧř (ũ)
y

.‫ ﺍﺳﺘﻔﺪ ﻣﻤﺎ ﻫﻮ ﻣﻮﺟﻮﺩ ﺑﻜﺘﺐ ﺍﻟﻌﻠﻮﻡ‬.‫ﺣﺎﻟﺔ ﺛﺒﻮﺕ ﺍﻟﻀﻐﻂ‬

.ÔŚÚǀƀƨƗ Ô řźǀƜţƹ ÔŚÚƿŵźƏ Ô řźǀƜţ ƱdžŨưƿ (a)ƹ (b) ƱŚǀƳŚǀŞƫř ƱdžƨƄƫř :ŶƣŚƳ źǀƨƠţ -ß
.ƲƿźǀƜŤƫř ƲƯ ƪƧ ŠƫŵŚƘƯ ŜŤƧř
:ƾƀƨƗ źǀƜţ ƲƗ źŞƘţ ƾŤƫř Šǀţǁř ũřƹŻǃř ƾƟ ŠƫƺƸŬưƫř ƮǀƤƫř Ŷūƹŏ -à

‫ ﺍﺳﺘﺨﺪﻡ ﻧﻤﺎﺫﺝ ﻣﺒﺴﻄﺔ ﻟﻠﺮﺍﻓﻌﺔ )ﺍﻷﺭﺟﻮﺣﺔ( ﻛﻤﺎ ﻓﻲ ﻣﺜﺎﻝ‬

(x, 0.04) ¬(1.6, 24) (ś) (9, y) ¬(6, 12) (ŏ)
( 4, y ) ¬(500, 25) (ŵ) ( 51 , 41 ) ¬( x, 21 ) (ũ)

‫( ﻭﺩﻉ ﺍﻟﻄﻼﺏ ﻳﺠﺮﺑﻮﻥ ﺍﻟﻌﻼﻗﺔ ﺑﺄﻧﻔﺴﻬﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﺴﻄﺮﺓ‬١)

x
®ÔŚÚǀƀƨƗ Ô řźǀƜţ ƪŨưţ Šǀţǁř šŚŞſŚƴŤƫř ƽŏ Ú -á
(ũ) (ś) x1 (ŏ)
x1 x2 x1 y1 x2 y1

.(ً ‫ﺗﺴﺘﻨﺪ ﻋﻠﻰ ﻗﻠﻢ )ﻣﺜﻼ‬

= = =
ƦƳŏ ƉźƠŝ .ŠƗźƀƫř ƖƯ ÔŚÚǀƀƨƗ ŜſŚƴŤƿ ŠƴǀƘƯ ŠƟŚƀƯ ƖƐƤƫ ƭŻdžƫř ƲƯżƫř -â
y2 y1 y2 x2 y2

şŹŚǀƀƫř ŠƗźſ Ʊƺƨţ ŚƯŶƴƗ .ŜƬů Ƽƫœ ƢƄƯŵ ƲƯ źƠƀƬƫ ŠƗŚſ 3 21 ơźƜŤƀţ
.100 km/h ƎſƺŤưƫř ƾƟ
®ŢŝŚŨƫř řŸƷ ƪŨưƿ řŷŚƯ .źǀƜŤƫř ŢŝŚŧ Ŝƀůř (ŏ) :‫ ﺃﺧﻄﺎﺀ ﺷﺎﺋﻌﺔ‬.٧
ŢƳŚƧ řŷœ ŠƟŚƀưƫř žƠƳ ƖƐƤƫ ƅŚŝƹźƨǀƯ şŹŚǀſ ƶƣźƜŤƀţ ƲƯżƫř ƲƯ ƮƧ (ś)
.75 km/h ƎſƺŤưƫř ƾƟ ŚƸŤƗźſ
‫ﻻ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﻼﺏ ﻓﻲ ﺑﻌﺾ ﺍﻟﻤﺴﺎﺋﻞ ﺍﻟﺘﻤﻴﻴﺰ ﺑﻴﻦ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ‬
ŠůŚƀưƫř ŚưƸƫ Ʋǀǀƴƨſ ƲǀƘưŬƯ ŌŚƴŞƫ ƉŹŏ ŚŤƘƐƣ Ţƈƈų :śŚŞƄƫř ƱŚƨſœ-ã
řŷœ .Ô řźŤƯ 42 # 35 Ƽƫƹǃř ŠƘƐƤƫř ŵŚƘŝŏ ƪǀƐŤƀƯ ƪƨƃ ƼƬƗ ŚưƸƴƯ ƪƧ ¬ŚƸƀƠƳ
.ً‫ﻭﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻜﺴﻲ ﻭﺑﻴﻦ ﺍﻟﺘﻐﻴﺮ ﺍﻟﺬﻱ ﻻ ﻳﻤﺜﻞ ﺗﻐﻴﺮﺍ ً ﻃﺮﺩﻳّﺎً ﺃﻭ ﻋﻜﺴﻴّﺎ‬
.ŚƸƋźƗ ŜƀůŚƟ 52.5 m ŠǀƳŚŨƫř ŠƘƐƤƫř ƩƺƏ ƱŚƧ
ّ ‫ﺩﻉ ﺍﻟﻄﻼﺏ ﻳﺤﺪﺩﻭﻥ‬
.‫ﻛﻼ ً ﻣﻦ ﺍﻟﺘﻐﻴﺮﻳﻦ‬
ȉȉ
:‫ ﺍﻟﺘﻘﻮﻳﻢ‬.٨
٢٣ ‫ ﻓﻲ ﺍﻟﺼﻔﺤﺔ‬١١‫ ﻭ‬١٠ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ‬
‫ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻤﻬﻢ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻜﺴﻲ ﻭﻗﺪﺭﺗﻬﻢ ﻋﻠﻰ ﺍﻟﺘﻤﻴﻴﺰ ﺑﻴﻦ ﺍﻟﺘﻐﻴﺮ‬
3 6
‫( ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﺎﻟﺐ ﺃﻥ ﻳﺮﺳﻢ‬٢) .‫ﺍﻟﻄﺮﺩﻱ ﻭﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻜﺴﻲ‬
W = 80 kg ‫ﺷﻜﻼ ً ﻳﻤﺜﻞ ﺍﻟﻤﺴﺄﻟﺔ‬ :‫ ﻣﺴﺄﻟﺔ ﺍﻟﻴﻮﻡ‬.٩
vn = k (٣) .32.7 m ‫ﺣﻮﺽ ﺃﺯﻫﺎﺭ ﻟﻪ ﺷﻜﻞ ﻣﺜﻠﺚ ﻣﺘﺴﺎﻭﻱ ﺍﻷﺿﻼﻉ ﻣﺤﻴﻄﻪ‬
40
90 # n = 75 # 3 ً‫ﻣﺎ ﺍﻟﻤﺒﻠﻎ ﺍﻟﺬﻱ ﺳﻨﺪﻓﻌﻪ ﺇﺫﺍ ﺃﺭﺩﻧﺎ ﺑﻨﺎﺀ ﺳﻴﺎﺝ ﻋﻠﻰ ﺿﻠﻊ ﻭﺍﺣﺪ ﻋﻠﻤﺎ‬
n = 2.5 (‫)ﺳﺎﻋﺔ‬ (‫ ﻟﻴﺮﺓ‬54.5) ‫ ﻟﻴﺮﺍﺕ؟‬5 ‫ﺃﻥ ﻛﻠﻔﺔ ﺍﻟﻤﺘﺮ ﺍﻟﻮﺍﺣﺪ ﻣﻦ ﺍﻟﺴﻴﺎﺝ‬
.‫ﺍﺳﺄﻝ ﻋﻦ ﺣﻞ ﺑﺎﻟﺘﻨﺎﺳﺐ‬ :‫ ﺇﺟﺎﺑﺎﺕ ﻭﺣﻠﻮﻝ‬.١٠
٢٣ ،٢٢ ‫ﺣﻠﻮﻝ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺹ‬ ٢٠ ‫ﺣﻠﻮﻝ ﺍﻟﺘﺪﺭﻳﺐ ﺹ‬
.... ،25 ،50 ،100 ‫)ﺃ( ﺃﻛﻤﻞ ﺍﻟﺠﺪﻭﻝ‬
x (‫( )ﺃ‬١)
‫ ﻋﻜﺴﻲ‬y = 1000
‫ ﻃﺮﺩﻱ‬y = 20x (‫)ﺏ‬ .ً‫ ﺩﺍﺋﻤﺎ‬xy = 100 ‫ ﺑﺤﻴﺚ‬x ‫ ﺗﻨﻘﺺ ﻣﻊ ﺯﻳﺎﺩﺓ ﻗﻴﻢ‬y ‫ﻗﻴﻢ‬
‫ ﻋﻜﺴﻲ‬xy = 5 (‫)ﺝ‬ xy = 12 ،(6, 2) ،(2, 6) ،(3, 4) (‫)ﺏ‬
‫ ﻃﺮﺩﻱ‬y = 50x (‫)ﺩ‬ xy = 6 ،(1, 6) ،(2, 3) ،(3, 2)
‫ ﺗﻐﻴﺮ ﻋﻜﺴﻲ‬800 = ‫( )ﺃ( ﻋﺪﺩ ﺍﻟﺴﺎﻋﺎﺕ  ﺃﺟﺮ ﺍﻟﺴﺎﻋﺔ‬٢) xy = 2 ،(1, 2) ،(2, 1) ،(4, 21 )
(200, 4) ،(100, 8) ،(80, 10) ،(50, 16) ٢١ ‫ﺣﻠﻮﻝ ﺗﻤﺎﺭﻳﻦ ﺹ‬
y = 2 x :(a) (‫( ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ )ﺍﻟﻤﺎﺭ ﺑﻨﻘﻄﺔ ﺍﻷﺻﻞ‬٣) y = x & xy = k & 0.2 # 75 = k = 15 (١)
1 k

xy = 8 :( b ) ‫ﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻜﺴﻲ‬
960 (‫ )ﺏ‬8 (‫( )ﺃ‬٤)
xy = 15 & 3x = 15 & x = 5
3125 (‫)ﺩ‬ 10 (‫)ﺝ‬
1
... 0x.2 = 75
3
‫ ﺑﺎﻟﺘﻨﺎﺳﺐ‬:‫ﺣﻞ ﺁﺧﺮ‬
‫( )ﺝ( ﺗﻐﻴﺮ ﻋﻜﺴﻲ‬٥)

٢٤

Low Resolution Copy

 K = 100 # 3.5 = 350 (‫( )ﺃ‬٦)
75 × t = 350
ƾƟ ŠſŹŶưƫř ƝƺƠƇ ŌdžƏ ƮƸƴƨưƿ śdžƏ 4 ƲƯ ƢƿźƟ ƱŚƧ řŷœ :ŠŬŤƴưƫř ŠſŹŶưƫř -ä
®śdžƏ 6 ƲƯ ÔŚƳƺƨƯ ƢƿźƠƫř ƱŚƧ řŷœ ƶƀƠƳ ƪưƘƫŚŝ ƭŚǀƤƬƫ ƭżƬƿ ÔŚƯƺƿ ƮƧ ¬ƭŚƿŏ 6
®Ʀƫŷ źǀƛ ŚƸƿŏƹ ®ÔŚÚǀƀƨƗ Ô řźǀƜţ ŚƸƿŏƹ ®ÔŚÚƿŵźƏ Ô řźǀƜţ ƪŨưƿ Šǀţǁř ƲǀƳřƺƤƫř ƲƯ ƽŏ -å

t = 350 (‫)ﺏ‬
:ƖƬƌƫř ƩƺƐŝ ƕdžƋǃř ƽƹŚƀŤƯ ŦƬŨƯ ƎǀŰƯ ŠƣdžƗ (ŏ)
(l = ƖƬƌƫř ƩƺƏ) ¬(P =ƎǀŰưƫř) 2
:ŠƘŝźƯ şŶůƹ 24 ŠůŚƀưƫř ŢƳŚƧ řŷœ ƶƋźƘŝ ƪǀƐŤƀƯ ƩƺƏ ŠƣdžƗ (ś) 75 = 4 3
(24 = ƉźƘƫř ^ ƩƺƐƫř)

.‫ﻓﺎﻟﺰﻣﻦ ﺍﻟﻼﺯﻡ ﻫﻮ ﺃﺭﺑﻊ ﺳﺎﻋﺎﺕ ﻭﺃﺭﺑﻌﻮﻥ ﺩﻗﻴﻘﺔ‬

v km/h ŠƗźƀŝ 150 km ŠƟŚƀƯ ƖƐƤƫ ƭŻdžƫř (t) ƲƯżƫř Ŧǀů t = v (ũ)
150
P = 2rr :ŠƣdžƘƫŚŝ r ŚƷźƐƣ ƞƈƳ ƩƺƏ şźŗřŵ ƎǀŰƯ ƾƐƘƿ (ŵ)

28 (٧)
:ŠǀŤǀƸƳźƸƠƫř şŹřźŰƫř ŠūŹŶŝ ŠƿƺŘưƫř şŹřźŰƫř ŠūŹŵ ŠƣdžƗ (ÉƷ)
9
Fc = 5 Cc + 32
y = 2x + 5 (ƹ)

‫ ﺃﻳﺎﻡ‬4 (٨)
y = x - 4 (Ż)
3
:ƪưƧŏ -ÝÜ

‫( )ﺃ( ﻃﺮﺩﻱ‬٩)
x Šưǀƣ ŢƠƗŚƌţƹ y = kx ƱŚƧ řŷœ (ŏ)
... y ƱŔƟ
x Šưǀƣ ŢƠƗŚƌţƹ y = x ƱŚƧ řŷœ (ś) ‫)ﺏ( ﻋﻜﺴﻲ‬
‫)ﺩ( ﻃﺮﺩﻱ‬ ‫)ﺝ( ﻋﻜﺴﻲ‬
k
... y Šưǀƣ ƱŔƟ
ƻźųŏƹ ƽŵźƏ źǀƜŤƫ ŠƫŵŚƘƯ ŜŤƧř -ÝÝ
¬ƶƀƠƳ źǀƜŤƫř ŢŝŚŧ ŚưƸƫ ƾƀƨƗ źǀƜŤƫ
.ÔŚÚǀƳŚǀŝ ƪŨƯ Ʈŧ
‫)ﻫـ( ﻭ )ﻭ( ﻭ )ﺯ( ﻻ ﻃﺮﺩﻱ ﻭﻻ ﻋﻜﺴﻲ‬
‫)ﺏ( ﺗﻨﺨﻔﺾ ﺇﻟﻰ ﺍﻟﻨﺼﻒ‬ ‫ ﺗﺘﻀﺎﻋﻒ‬y (‫( )ﺃ‬١٠)
ƕƹźƄƯ
ŠǀƤǀſƺưƫř šLJǁř ƾƟ ŹŚţƹǃř

xy = 80 :‫ﻣﺜﺎﻝ‬
ŵŵźţª :ƱƺƳŚƤƫř ƹŏ şŹŚŨǀƤƫř ƭŶŴŤƀţ ƾƤǀſƺưƫř ƮƬƀƫř ƾƟ ŠƠƬŤŴƯ šŚƤŞƏ ťřŶůLj
ƮƬƀƬƫ źţƺƫř ƩřƺƏŏ Ŷūƹŏ .« (l) źţƺƫř ƩƺƏ ƖƯ ÔŚÚǀƀƨƗ źǀƜŤƿ (f) źţƺƫř šřŻřżŤƷř
.ƩƹŶŬƫŚŝ ƲǀŞưƫř ƾƤǀſƺưƫř
C
1046
B
988
A
880
G
784
F
698
E
659
D C ŠƤŞƐƫř
567 523 (ť/şŹƹŶƫř) ŵŵźŤƫř .y = 16 ‫ ﻧﺠﺪ ﺃﻥ‬x = 5 ‫ﻋﻨﺪﻣﺎ‬
.y = 8 ‫ ﻧﺠﺪ ﺃﻥ‬x = 10 ‫ﻋﻨﺪﻣﺎ‬
420 (mm) źţƺƫř ƩƺƏ

6 ‫ ﺍﻟﺜﺎﺑﺖ‬y = 6x ،y = 6x :ً ‫( ﻣﺜﻼ‬١١)

ȉȊ

٢٣ ‫ﻣﺸﺮﻭﻉ ﺹ‬
567x = 420 # 523
‫ ﻭﺩﻉ ﺍﻟﻄﺎﻟﺐ ﻳﺴﺘﺨﺪﻡ ﺍﻵﻟﺔ‬،‫ ﺍﻟﻤﻨﺎﻇﺮﺓ ﻟﻜﻞ ﺗﺮﺩﺩ‬x ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ‬
.‫ﺍﻟﺤﺎﺳﺒﺔ ﻹﻳﺠﺎﺩ ﺍﻟﻨﻮﺍﺗﺞ‬

٢٥

Low Resolution Copy

 ‫ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ )ﺍﻷﻧﻤﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺔ(‬
‫‪Sequences (Mathematical‬‬
‫‪Sequences (Mathematical Patterns) (ŠǀƋŚƿźƫř ƍŚưƳǃř) šŚǀƫŚŤŤưƫř‬‬

‫)‪Patterns‬‬
‫‪ƾƳƹŚƘţ ƪưƗ‬‬ ‫‪ƮƬƘŤţ Ɲƺſ‬‬
‫* ‪ƾƋŚƿźƫř Ǝưƴƫř‬‬
‫‪Ʀƴƨưƿ ƾŤƫř ŠǀƠţŚƸƫř šŚưƫŚƨưƫř ƲƯ ŵŶƗ ƪƣŏ ƺƷ ŚƯ‬‬ ‫* ‪ŠǀƤǀƤŰƫř ŠǀƫŚŤŤưƫř‬‬
‫‪®ÔŚÚǀƠţŚƷ źųǁř ƖƯ ŜƫŚƏ ƪƧ ťŶŰŤƿ ŦǀŰŝ ŚƸǀƬƗ ƩƺƈŰƫř‬‬ ‫* ‪ŠǀƫŚŤŤưƬƫ ƾƳƺƴƫř ŶÚ Űƫř‬‬

‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺻﻔﺤﺔ ‪ ٢٤‬ﺇﻟﻰ ﺻﻔﺤﺔ ‪٢٧‬‬

‫)‪ŚưƸƴǀŝ ƽźŬţ ŠƗƺưŬưƫř ƾƟ ƲǀŞƫŚƏ ƪƧ Ʊŏ ŹŚŞŤƗř ƼƬƗ‬‬
‫‪ƪƨƄƫř ƭřŶŴŤſŚŝ Šǀţǁř ŠƬŘſǃř ƲƗ Ŝūŏ Ʈŧ (ŠưƫŚƨƯ‬‬

‫‪ .١‬ﺍﻷﻫﺪﺍﻑ‪:‬‬
‫‪:ŹƹŚŬưƫř‬‬
‫‪®ƲǀŞƫŚƏ Ʋǀŝ Ʊƺƨţ Ʊŏ Ʋƨưƿ ŠưƫŚƨƯ ƮƧ‬‬
‫‪®śdžƏ 4 ¬śdžƏ 3 Ʋǀŝ Ʊƺƨţ Ʊŏ Ʋƨưƿ ŠưƫŚƨƯ ƮƧ‬‬

‫◀ ﻛﺘﺎﺑﺔ ﻗﺎﻋﺪﺓ ﺍﻟﻤﺘﺘﺘﺎﻟﻴﺔ‪.‬‬

‫‪ŵŶƗ ŶƿŶŰŤƫ ŹƹŚŬưƫř ƪƨƄƫř ƭŶŴŤſř‬‬
‫‪.śdžƏ 5 Ʋǀŝ Šƴƨưưƫř šŚưƫŚƨưƫř‬‬

‫◀ ﺣﺴﺎﺏ ﺍﻟﺤﺪ ﺍﻟﻨﻮﻧﻲ ﻓﻲ )‪(an‬‬

‫‪:ƾţǁř ƩƹŶŬƫř ƪưƧŏ Ʈŧ‬‬
‫‪ƅŚŴƃǃř ŵŶƗ‬‬

‫‪ .٢‬ﺍﻟﻤﻔﺮﺩﺍﺕ ﻭﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺠﺪﻳﺪﺓ‪:‬‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫‪1‬‬ ‫‪0‬‬ ‫‪šLJŚƈţLJř ŵŶƗ‬‬
‫‪Ǝưƴƫř ƪŨưţ Šǀţǁř ƚǀƈƫř ƲƯ ƽŏ :ƾƋŚƿźƫř Ǝưƴƫř‬‬

‫ﺍﻟﻤﺘﺘﺎﺑﻌﺔ  ﺍﻟﺤﺪ ﺍﻟﻨﻮﻧﻲ‪.‬‬

‫‪®ƢŝŚƀƫř ƩƹŶŬƫř ƾƟ ŵƺūƺưƫř‬‬
‫‪m = n (n - 1) -5 m = 2n - 3‬‬

‫‪ .٣‬ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ‪:‬‬
‫‪n ]n - 1g‬‬
‫=‪m‬‬
‫‪.šŚưƫŚƨưƫř ŵŶƗ m ¬śdžƐƫř ŵŶƗ n Ŧǀů‬‬
‫‪2‬‬

‫ﺁﻟﺔ ﺣﺎﺳﺒﺔ‪.‬‬
‫‪śdžƐƫř ŠƗƺưŬưƫ ŠƯŻdžƫř m šŚưƫŚƨưƫř ŵŶƗ Ŷūƹŏ‬‬
‫‪:ŠŰǀŰƈƫř ŠƜǀƈƫř ÔŚƯŶŴŤƀƯ‬‬

‫‪ .٤‬ﺍﻟﺘﻤﻬﻴﺪ‪:‬‬
‫)‪.ƪƨƄƫř ƾƟ şŵƺūƺưƫř (ŏ‬‬
‫)‪.ƦƠƇ ƾƟ şŵƺūƺưƫř (ś‬‬

‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻣﺘﺎﺑﻌﺔ ﺍﻷﻧﻤﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ ﺇﻟﻰ ﺍﻟﺤﺪ ﺍﻟﺴﺎﺑﻊ‪:‬‬

‫‪2, 4, 6, 8, ...‬‬
‫‪5, 10, 15, 20, ...‬‬
‫ﺃﻋﻂ ﺃﻣﺜﻠﺔ ﻷﻧﻤﺎﻁ ﻭﺍﻃﻠﺐ ﻣﻮﺍﻗﻒ ﻳﻌﺒﺮ ﻋﻨﻬﺎ ﺍﻟﻨﻤﻂ‪.‬‬
‫ﻻﺣﻆ ﻣﺜﻼ ً ﺍﻟﻨﻤﻂ ‪ 1, 1, 2, 3, 5, 8, 13, ...‬ﻛﻴﻒ ﺗﺤﺼﻞ‬
‫ﻋﻠﻰ ﺍﻟﺤﺪ ﺍﻟﺘﺎﻟﻲ؟ )ﻳﺴﺎﻭﻱ ﻣﺠﻤﻮﻉ ﺍﻟﺤﺪﻳﻦ ﺍﻟﺴﺎﺑﻘﻴﻦ ﻟﻪ‪(.‬‬
‫‪ȉȋ‬‬

‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2 1‬‬ ‫ﺍﻟﻄﻮﺍﺑﻖ‬ ‫ﺃﻋﻂ ﻧﻤﺎﺫﺝ ﻷﻧﻤﺎﻁ ﺑﺼﺮﻳﺔ ﻛﺎﻵﺗﻲ‪:‬‬
‫ﻋﺪﺩ ﺍﻷﻭﺭﺍﻕ‬ ‫ﺍﻛﺘﺸﻒ ﺍﻟﻨﻤﻂ ﺛﻢ ﺃﻛﻤﻞ‪.‬‬
‫‪26 15 7 2‬‬ ‫ﺍﻟﻤﺴﺘﺨﺪﻣﺔ‬ ‫‪ .٥‬ﺍﻟﺘﺪﺭﻳﺲ‪:‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻨﻤﻂ ﺛﻢ ﺃﻛﻤﻞ ﺍﻟﺠﺪﻭﻝ‪:‬‬ ‫ﺍﺑﺪﺃ ﺍﻟﻌﻤﻞ ﺍﻟﺘﻌﺎﻭﻧﻲ ﺍﻟﻮﺍﺭﺩ ﻓﻲ ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ‪.‬‬
‫‪72 = 5‬‬ ‫ﺗﻨﺎﻗﺶ ﺇﺟﺎﺑﺎﺕ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬
‫‪15  7 = 8‬‬ ‫ﻓﻲ ﻫﻨﺪﺳﺔ ﺍﻟﻜﺴﻮﺭﻳﺎﺕ‪:‬‬
‫‪26  15 = 11‬‬ ‫* ﺍﺑﺪﺃ ﺑﻘﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ﺛﻢ ﺿﻊ ﻣﻜﺎﻧﻬﺎ ﻫﺬﺍ ﺍﻟﺸﻜﻞ‪:‬‬
‫ﻓﻜﺮ ﻣﺘﻄﻮﺭ‪ :‬ﺍﻟﺘﺘﺎﺑﻊ ﺍﻟﺮﻳﺎﺿﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﺘﺎﺑﻊ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ﺃﻭ‬ ‫ﺍﺣﺴﺐ ﻋﺪﺩ ﺍﻟﻘﻄﻊ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﻓﻲ ﺍﻟﺼﻮﺭ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﻟﺮﻣﻮﺯ ﻳﺘﺒﻊ ﻗﺎﻋﺪﺓ ﻣﻌﻴﻨﺔ ﻓﺎﻷﻋﺪﺍﺩ‪:‬‬
‫‪ 1, 3, 6, 10, 15, 21, ...‬ﺗﻤﺜﻞ ﻧﻤﻄﺎً ﻗﺎﻋﺪﺗﻪ‬
‫‪n]n - 1g‬‬
‫ﻫﻲ‪:‬‬
‫* ﺍﺑﺪﺃ ﺑﺎﻟﻤﺜﻠﺚ ﺍﻟﻤﺘﺴﺎﻭﻱ ﺍﻷﺿﻼﻉ ‪ O‬ﺛﻢ ﺑﺪﻝ ﻛﻞ ﻣﺜﻠﺚ ﺑﺜﻼﺛﺔ‬
‫= ‪an‬‬ ‫‪2‬‬
‫ﻓﻤﺜﻼ ً ﻗﻴﻤﺔ ﺍﻟﺤﺪ ﺍﻟﻌﺎﺷﺮ‪a10 = 2 = 45 :‬‬ ‫ﻣﺜﻠﺜﺎﺕ ﻣﺘﺴﺎﻭﻳﺔ ﺍﻷﺿﻼﻉ ‪ OOO‬ﻭﻫﻜﺬﺍ ‪...‬‬
‫‪10 # 9‬‬

‫ﻭﺗﻌﻠﻢ ﺃﻥ‪an = a + ]n - 1gd :‬‬ ‫ﺃﻛﻤﻞ ﺍﻟﺮﺳﻮﻡ ﺇﻟﻰ ﺍﻟﺤﺪ ﺍﻟﺮﺍﺑﻊ‪ .‬ﻣﺎ ﻫﻮ ﻋﺪﺩ ﺍﻟﻤﺜﻠﺜﺎﺕ؟‬
‫ﻭﺿﺢ ﻟﻠﻄﻼﺏ ﺃﻥ ﺍﻟﻨﻤﻂ )‪ (1‬ﻳﻤﻜﻦ ﺃﻥ ﻳﻨﺘﺞ ﻣﻦ ﺍﻟﻤﺠﺎﻣﻴﻊ‬ ‫ﻓﻜﺮ ﻣﺘﻄﻮﺭ‪:‬‬
‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﻟﺤﺪﻭﺩ ﻣﺘﺘﺎﺑﻌﺔ ﺍﻷﻋﺪﺍﺩ ‪0, 1, 2, 3, 4, 5, 6, ...‬‬ ‫* ﺗﺮﻳﺪ ﺑﻨﺎﺀ ﺑﺮﺝ ﻣﻦ ﺃﻭﺭﺍﻕ ﺍﻟﻠﻌﺐ ﺍﻟﻤﺰﺭﻛﺸﺔ ﻓﺒﺪﺃﺕ ﺑﺎﻟﻄﺎﺑﻖ‬
‫ﺣﻴﺚ‪s1 = 0 :‬‬ ‫ﺍﻷﻭﻝ ﻣﻦ ﻭﺭﻗﺘﻴﻦ‪ .‬ﻓﻲ ﺍﻟﻄﺎﺑﻖ ﺍﻟﺜﺎﻧﻲ ﺃﺻﺒﺢ ﻣﺠﻤﻮﻉ ﺍﻷﻭﺭﺍﻕ‬
‫‪s2 = 0 + 1 = 1‬‬ ‫ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ‪ 7‬ﻭﻫﻜﺬﺍ‪ .‬ﻓﻨﺤﺼﻞ ﻋﻠﻰ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫‪s3 = 0 + 1 + 2 = 3‬‬
‫‪s4 = 0 + 1 + 2 + 3 = 6‬‬
‫‪٢٦‬‬

‫‪Low Resolution Copy‬‬

 ‫ﻭﻳﻤﻜﻦ ﺃﻥ ﻳﻤﺜﻞ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﺑﺄﺷﻜﺎﻝ ﻫﻨﺪﺳﻴﺔ ﻫﻲ ﺃﺷﻜﺎﻝ ﺍﻷﻋﺪﺍﺩ‬
‫ﺍﻟﻤﺜﻠﺜﻴﺔ‪:‬‬
‫‪(Ý) ƩŚŨƯ‬‬
‫‪ƕŚƠţŹDžř ƲƯ 85% Ƽƫœ ƖƠţźţƹ ƉŹǃř ŮƐſ ƲƗ 10 m ƕŚƠţŹř ƲƯ ŢƐƤſ şźƧ‬‬

‫‪1‬‬ ‫‪3‬‬ ‫‪6‬‬ ‫‪10‬‬

‫‪.ƉŹǃŚŝ ŚƸƯřŶƐƇř ŠŬǀŤƳ şźƯ ƪƧ ƾƟ ƢŝŚƀƫř‬‬
‫‪.Ɩŝřźƫř ƭřŶƐƇDžř ŶƘŝ şźƨƫř ƕŚƠţŹř Ŝƀůř‬‬
‫‪ƪŰƫř‬‬
‫‪.10 m ƾƬƇǃř ƕŚƠţŹDžř‬‬
‫‪.10 # 0.85 = 8.5 m şźƨƫř ƕŚƠţŹř Ʊƺƨƿ ƉŹǃŚŝ Ʃƹǃř ƭřŶƐƇDžř ŶƘŝ‬‬
‫‪.8.5 # 0.85 = 7.225 m şźƨƫř ƕŚƠţŹř Ʊƺƨƿ ƉŹǃŚŝ ƾƳŚŨƫř ƭřŶƐƇDžř ŶƘŝ‬‬
‫‪şźƨƫř ƕŚƠţŹř Ʊƺƨƿ ƉŹǃŚŝ ŦƫŚŨƫř ƭřŶƐƇDžř ŶƘŝ‬‬
‫‪. 7.225 # 0.85 = 6.141 m‬‬
‫‪şźƨƫř ƕŚƠţŹř Ʊƺƨƿ ƉŹǃŚŝ Ɩŝřźƫř ƭřŶƐƇDžř ŶƘŝ‬‬ ‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻌﻄﻮﺍ ﺃﻣﺜﻠﺔ ﻷﻧﻤﺎﻁ ﺃﺧﺮﻯ ﻣﻦ ﻋﻨﺪﻫﻢ‪.‬‬
‫‪ .٦‬ﺃﺧﻄﺎﺀ ﻣﺘﻮﻗﻌﺔ‪:‬‬
‫‪. 6.141 # 0.85 = 5.220 m‬‬
‫‪.ƉŹǃŚŝ şźƨƬƫ Ɩŝřźƫř ƭřŶƐƇDžř ŶƘŝ 5.22 m ƕŚƠţŹDžř ƱƺƨǀƟ‬‬

‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻬﻨﺪﺳﺔ‪ :‬ﻣﻦ ﺍﻟﻤﺤﺘﻤﻞ ﺃﻥ ﻳُﺨﻄﺊ ﺍﻟﻄﻼﺏ ﺑﻴﻦ ﺍﻷﻋﺪﺍﺩ‬

‫‪8.5, 7.225, 6.141, 5.220, ... šŚƗŚƠţŹDžř ƖŝŚŤţ ƒůDž‬‬

‫‪ŶǀƸưţ‬‬

‫ﻓﻲ ﺍﻟﻤﺘﺘﺎﺑﻌﺘﻴﻦ )‪ (1, 2, 3, 4, ...‬ﻭ)‪.(4, 8, 12, 16, ...‬‬

‫‪:ŵřŶƗǃř ŠǀƫŚŤŤƯ źŞŤƗř‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8‬‬ ‫‪10 Ô řŶÚ ů n...‬‬

‫ﻣ ّﺪ ﻳﺪ ﺍﻟﻤﺴﺎﻋﺪﺓ ﻭﺃﻭﺿﺢ ﻟﻬﻢ ﺃﻥ ﺍﻷﻋﺪﺍﺩ ﻓﻲ ﺍﻟﺴﻄﺮ ﺍﻟﺜﺎﻧﻲ‬

‫‪a1‬‬ ‫‪a2‬‬ ‫‪a3‬‬ ‫‪a4‬‬ ‫‪a5‬‬ ‫‪an‬‬
‫‪.a1 żƯźƫŚŝ ƶƫ żƯźƿƹ ŠǀƫŚŤŤưƫř ƾƟ Ʃƹǃř ŶŰƫř Ƽưƀţ‬‬ ‫‪2‬‬
‫‪.a2 żƯźƫŚŝ ƶƫ żƯźƿƹ ŠǀƫŚŤŤưƫř ƾƟ ƾƳŚŨƫř ŶŰƫř Ƽưƀţ‬‬ ‫‪4‬‬

‫ﺗﻤﺜﻞ ﻣﺘﺘﺎﺑﻌﺔ ﻭﺍﻷﻋﺪﺍﺩ ﻓﻲ ﺍﻟﺴﻄﺮ ﺍﻟﺜﺎﻟﺚ ﺗُﻤﺜﱢﻞ ﻣﺘﺘﺎﺑﻌﺔ ﺃﺧﺮﻯ‪.‬‬

‫‪.a3 żƯźƫŚŝ ƶƫ żƯźƿƹ ŠǀƫŚŤŤưƫř ƾƟ ŦƫŚŨƫř ŶŰƫř Ƽưƀţ‬‬ ‫‪6‬‬
‫‪ŠƗƺưŬưƫř ƲƯ ƾƷ n Ŧǀů an żƯźƫŚŝ ŠǀƫŚŤŤưƫř ƾƟ ƾƳƺƴƫř ŶŰƬƫ żƯźƿƹ‬‬

‫‪ .٧‬ﺍﻟﺮﺑﻂ‪:‬‬
‫*‪.ŠǀƫŚŤŤưƫř ƾƟ ƾƳƺƴƫř ŶŰƫř ƪŨưƿƹ IN‬‬
‫‪ŠŧdžŨƫř ŵƹŶŰƫř ŵŚŬƿœ Ʀƴƨưƿ ƪƷ .ŠƤŝŚƀƫř ŠǀƫŚŤŤưƫř ƪŨưƿ ƽŸƫř Ǝưƴƫř ŠƜǀƇ ŜŤƧř‬‬
‫‪®Šǀţǁř‬‬
‫*‪.źƄƗ žƯŚŴƫř ŶŰƫřƹ ƖſŚŤƫř ŶŰƫř ŜŤƧř‬‬
‫‪źǀƨƠŤƬƫ ŠƫŐƀƯ‬‬
‫ﺃﻓﻜﺎﺭ ﻣﺴﺎﻋﺪﺓ‪:‬‬
‫‪a1 = 10 , a n = 0.85a n - 1 :(an) ŠǀƫŚŤŤưƫř ƾƟ‬‬ ‫ﻣﺜﺎﻝ ﺇﺿﺎﻓﻲ ﻋﻠﻰ ﺍﻟﻤﺜﺎﻝ)‪:(١‬‬
‫ﺍﺷﺘﺮﻯ ﺭﺍﺷﺪ ﺳﻴﺎﺭﺓ ﻭﺩﻓﻊ ﺛﻤﻨﻬﺎ ‪ 600 000‬ﻟﻴﺮﺓ ﺳﻮﺭﻳﺔ‪ .‬ﺗﺨﺴﺮ‬
‫‪®(an) ŠǀƫŚŤŤưƫř ƲƯ Ƽƫƹǃř ŠƀưŴƫř ŵƹŶŰƫř ŠŝŚŤƧ Ʀƴƨưƿ ƪƷ‬‬

‫‪ŠſŶƴƸƫř ƲƯ ƩŚŨƯ‬‬
‫‪.ƾţǁř ƩƹŶŬƫř ŽŹŵř‬‬
‫‪Ɩŝźưƫř ƕdžƋŏ ƩřƺƏŏ ƪŨưţ ƾŤƫř ŠǀƫŚŤŤưƫř‬‬
‫ﺍﻟﺴﻴﺎﺭﺓ ‪ 10‬ﺑﺎﻟﻤﺌﺔ ﻣﻦ ﻗﻴﻤﺘﻬﺎ ﻛﻞ ﺳﻨﺔ‪ .‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺴﻴﺎﺭﺓ ﺑﻌﺪ‬
‫ﻣﺮﻭﺭ ‪ 5‬ﺳﻨﻮﺍﺕ ﻋﻠﻰ ﺷﺮﺍﺋﻬﺎ‪ 35429.4) .‬ﻟﻴﺮﺓ ﺳﻮﺭﻳﺔ(‬
‫)‪(1, 2, 3, 4, 5, 6, 7 ...‬‬

‫ﺍﻟﺮﺑﻂ ﻣﻊ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ﻟﻠﻄﺎﻟﺐ‪:‬‬

‫‪ȉȌ‬‬

‫ﻓﻲ ﻣﺜﺎﻝ )‪) (١‬ﺍﻟﻜﺮﺓ( ﺩﻉ ﺍﻟﻄﻼﺏ ﻳﻤﺜﻠﻮﻥ ﻧﻤﻂ ﺗﺘﺎﺑﻊ ﺍﺭﺗﻔﺎﻋﺎﺕ‬

‫‪ .٨‬ﺍﻟﺘﻘﻮﻳﻢ‪:‬‬ ‫ﺍﻟﻜﺮﺓ )ﺍﻟﻤﺮﻧﺔ( ﻫﻨﺪﺳﻴّﺎً‪ :‬ﻣﺜﻼ ً‬
‫* ﺃﻭﺟﺪ ﺍﻟﻨﻤﻂ ﻓﻲ ﻫﺬﻩ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ‪:‬‬
‫‪1, 3, 6, 10, 15‬‬
‫ﺃﻛﻤﻞ ﺍﻷﻋﺪﺍﺩ ﺑﺰﻳﺎﺩﺓ ﺧﻤﺴﺔ ﺃﻋﺪﺍﺩ ﺑﻌﺪ ‪،15‬‬ ‫ﺍﺳﺄﻝ ﺑﻌﺪ ﻛﻢ ﻧﻄﺔ )ﺍﺭﺗﺪﺍﺩ( ﺗﺘﻮﻗﻒ ﺍﻟﻜﺮﺓ ﻋﻦ ﺍﻻﺭﺗﻔﺎﻉ ﻧﻈﺮﻳّﺎً‬
‫‪15 = 10 + 5 ;10 = 6 + 4 ;6 = 3 + 3 ;3 = 1 + 2‬‬ ‫ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ )ﺇﺫﺍ ﺃﻫﻤﻠﻨﺎ ﺍﻻﺭﺗﺪﺍﺩ‬
‫ﺇﺫﺍ ً‬ ‫ﻷﻗﻞ ﻣﻦ ‪.(10 cm‬‬
‫;‪15 + 6 = 21‬‬ ‫;‪21 + 7 = 28‬‬ ‫‪28 + 8 = 36‬‬ ‫ ﻓﻲ ﻣﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﻤﺮﺑﻊ‪:‬‬
‫;‪36 + 9 = 45‬‬ ‫‪45 + 10 = 55‬‬ ‫ﻃﻮﻝ ﺿﻠﻊ ﺍﻟﻤﺮﺑﻊ‪1, 2, 3, 4, ..., n ... :‬‬
‫‪ .٩‬ﻣﺴﺄﻟﺔ ﺍﻟﻴﻮﻡ‪:‬‬ ‫ﻣﺤﻴﻂ ﺍﻟﻤﺮﺑﻊ‪4, 8,12,16, ..., 4n ... :‬‬
‫ﻓﻲ ﺷﻬﺮ )ﺁﺏ( ﻗﺒﺾ ﺑﺎﺳﻞ ﺭﺍﺗﺒﻪ ﻭﻗﺪﺭﻩ ‪ 6 000‬ﻟﻴﺮﺓ ﺳﻮﺭﻳﺔ‪ .‬ﻭﻓﻲ‬ ‫ﻣﺴﺎﺣﺔ ﺍﻟﻤﺮﺑﻊ‪1, 4, 9,16, ..., n2 :‬‬
‫ﺷﻬﺮ )ﺃﻳﻠﻮﻝ( ﺯﺍﺩ ﺭﺍﺗﺒﻪ ﺇﻟﻰ ‪ 6 600‬ﻟﻴﺮﺓ ﺳﻮﺭﻳﺔ‪.‬‬ ‫ ﺍﺷﺮﺡ ﺍﻟﻤﻘﺼﻮﺩ ﺑﻤﺠﺎﻝ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﻘﻴﻘﻴﺔ ‪ IN‬ﺃﻭ ﻣﺠﻤﻮﻋﺔ‬
‫)ﺃ( ﻣﺎ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻟﻠﺰﻳﺎﺩﺓ ﺍﻟﺘﻲ ﺣﺼﻞ ﻋﻠﻴﻬﺎ؟ )‪(10%‬‬ ‫ﺟﺰﺋﻴﺔ ﻣﻨﻪ ﻭﺍﻟﺘﻲ ﺗﺪﻝ ﻋﻠﻰ ﺭﺗﺐ ﺍﻟﺤﺪﻭﺩ‪ ،‬ﺍﻟﻤﺠﺎﻝ ﺍﻟﻤﻘﺎﺑﻞ ‪ℝ‬‬
‫)ﺏ( ﻟﻨﻔﺘﺮﺽ ﺃﻧﻪ ﻓﻲ ﺷﻬﺮ )ﺗﺸﺮﻳﻦ ﺍﻟﺜﺎﻧﻲ( ﺣﺼﻞ ﻋﻠﻰ ﺍﻟﺰﻳﺎﺩﺓ‬ ‫ﻭﺍﻟﻤﺪﻯ ﺍﻟﺬﻱ ﻫﻮ ﻗﻴﻢ ﺍﻟﺤﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ  ﺍﺭﺑﻂ ﺫﻟﻚ ﺑﺎﻷﻣﺜﻠﺔ‬
‫ﺍﻟﻤﺌﻮﻳﺔ ﻧﻔﺴﻬﺎ ﻋﻦ ﺭﺍﺗﺒﻪ ﻓﻲ ﺷﻬﺮ )ﺃﻳﻠﻮﻝ( ﻓﻤﺎ ﺍﻟﻤﺒﻠﻎ ﺍﻟﺬﻱ‬ ‫ﺍﻟﻤﻌﻄﺎﺓ‪.‬‬
‫ﻗﺒﻀﻪ؟ )‪ 7 200‬ﻟﻴﺮﺓ ﺳﻮﺭﻳﺔ(‪.‬‬ ‫ ﻻﺣﻆ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺮﻣﺰ )‪ (an‬ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ﻭﺗﻌﺮﻳﻒ ﺍﻟﺤﺪ ‪.an‬‬

‫‪٢٧‬‬

‫‪Low Resolution Copy‬‬

 :‫ﺇﺟﺎﺑﺎﺕ ﻭﺣﻠﻮﻝ‬ .١٠
ŵƹŶŰƫř ٢٧ ،٢٦ ‫ﺣﻠﻮﻝ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺹ‬
‫ﺗﺪﺭﻳﺐ‬
a7 a6 a5 a4 a3 a2 a1

... 7 6 5 4 3 2 1 Ɩŝźưƫř ƖƬƋ ƩƺƏ

(١)
... ... ... 20 16 12 8 4 ƎǀŰƯ
a90 ¬a35 ŜŤƧřƹ ƒůDž

an - an - 1 = 3, a6 = 83 ‫ ﻭﻳﻜﻮﻥ‬3 ‫)ﺃ( ﺗﺘﺰﺍﻳﺪ ﺍﻟﺤﺪﻭﺩ ﺑﻤﻘﺪﺍﺭ‬

Ɩŝźưƫř ƎǀŰƯ ƪŨưţ ƾŤƫř ŠǀƫŚŤŤưƫř*
(4, 8, 12, 16, 20 ...)
a35 = ... # ... ¬a7 = 4 ^ 7 = 28 ƱŔƟ
a90 = ... # ... ¬ a39 = ... # ...
an - an - 1 = 3, a6 = 16 (‫)ﺏ‬

an - 1 =- 2, a6 =- 128 (‫)ﺝ‬
.ƢŝŚƀƫř ƩƹŶŬƫř ƾƟ ƶƘƬƋ ƩƺƐƫ şźƓŚƴưƫř Ɩŝźưƫř ŠůŚƀƯ Ŷūƹŏ an
.ŠƤŝŚƀƫř šŚǀƫŚŤŤưƫř ƾƟ a35 ¬a25 ŪŤƴŤſř .šŚƘŝźưƫř ŠůŚƀƯ ŠǀƫŚŤŤƯ ŜŤƧř

an = 2 an - 1, a6 = 64 (‫)ﺩ‬
źǀƨƠŤƬƫ ŠƫŐƀƯ 1 1
:ƢŝŚƀƫř ƩŚŨưƫř ƾƟ

an = nan - 1, a6 = 6 # a5 = 6 # 120 = 720 (‫)ﻫـ‬

.ƢŝŚƀƫř ŶÚ Űƫř ŠƫDžŶŝ Ɩŝźưƫř ƕdžƋŏ ƩřƺƏŏ ŠǀƫŚŤŤưƫ an ŜŤƧř
.ƢŝŚƀƫř ŶÚ Űƫř ŠƫDžŶŝ Ɩŝźưƫř šŚƐǀŰƯ ŠǀƫŚŤŤưƫ an

an = an - 1 + ]n + 1g, a6 = 18 + 7 = 25 (‫)ﻭ‬
.ƢŝŚƀƫř ŶÚ Űƫř ŠƫDžŶŝ Ɩŝźưƫř šŚůŚƀƯ ŠǀƫŚŤŤưƫ an

ŠǀƤǀƤŰƫř ŠǀƫŚŤŤưƫř ƞƿźƘţ

ŠŰǀŰƈƫř ŵřŶƗǃř ŚƸƠƿźƘţ ŠƗƺưŬƯ ƹŏ ŚƸƤƬƐƴƯ (ƖŝŚţ) Šƫřŵ ŠǀƤǀƤŰƫř ŠǀƫŚŤŤưƫř
.IR ŠǀƤǀƤŰƫř ŵřŶƗǃř ŠƗƺưŬƯ ƪŝŚƤưƫř ŚƸƫŚŬƯƹ IN* ŠŞūƺưƫř

(٢)
źǀƨƠŤƬƫ ŠƫŐƀƯ
a1 = 7, an = an-1 + 3 Ʊŏ ŢưƬƗ řŷœ

a1 = 3, an = 3n (‫)ﺃ‬
a4 ¬a5 Ŷūƹŏ

ŜƿŹŶţ
:ƾƫŚŤƫř ŶÚ Űƫř ŜŤƧř Ʈŧ Ǝưƴƫř ƞƄŤƧř -Ý ]a12 = 3 # 12 = 36g
68, 71, 74, 77, 80, ... (ŏ)

a1 = 4, an = 4n, a12 = 48 (‫)ﺏ‬

1, 4, 7, 10, 13, ... (ś)
4, -8, 16, -32, 64, ... (ũ)

a1 = 4, an = n + 3, a12 = 15 (‫)ﺝ‬
2 , 4 , 8 , 16 , 32 , ... (ŵ)
1 1 1 1 1

1, 2, 6, 24, 120, ... (ÉƷ)

a1 = 2 , an = 1 + n , a12 = 13 (‫)ﺩ‬
0, 3, 7, 12, 18, ... (ƹ)
1 1 1
ȉȍ

(٣)
.a12 ŪŤƴŤſřƹ Ǝưƴƫř Ŝƀů ŠǀƫŚŤŤưƫř ƾƟ ƾƳƺƴƫř ŶŰƫř ŜŤƧř -Þ 5, 10, 15, 20, 25 (‫)ﺃ‬
3, 9, 21, 45, 93 (‫)ﺏ‬
3, 6, 9, 12, 15, ... (ŏ)
4, 8, 12, 16, 20, ... (ś)
4, 5, 6, 7, 8 ... (ũ)

2 , 1, 3 , 12 , 60 (‫)ﺝ‬
2 , 3 , 4 , 5 , 6 , ... (ŵ)
1 1 1 1 1 1 4 19 107
:ƮƬØƗ řŷœ Ƽƫƹǃř ŠƀưŴƫř ŵƹŶŰƫř ŜŤƧř -ß

0, - 9, - 16, - 21, - 24 (‫)ﺩ‬

an = 5n (ŏ)
a1 = 3, an = 2an - 1 + 3 (ś)

10, 6, 3, 1, 0 (‫)ﻫـ‬
a1 = 2 , an = an - 1 + n (ũ)
1 1

an = (n - 5) (n = 5) (ŵ)
an = 2 n (n - 1) (ÉƷ)
1

(ŠŨƬŨưƫř ŵřŶƗǃř) ŠſŶƴƸƫř ƾƟ ŜƿŹŶţ -à

a3 a2 a1 a5=15 (٤)
.ŠŨƬŨưƫř ŵřŶƗǃř ƲƯ Ƽƫƹǃř ŠŧdžŨƫř ŵƹŶŰƫř ƪŨưţ 1, 3, 6

‫ ﺻﺤﻴﺤﺔ ﻟﻸﻋﺪﺍﺩ ﺍﻟﻤﺜﻠﺜﺔ ﺑﺎﻟﺘﻌﻮﻳﺾ‬an = n n 2+ 1 ‫ﺻﻴﻐﺔ‬

ŠŨƬŨưƫř ŵřŶƗǃř ŠǀƫŚŤŤƯ ƲƯ žƯŚŴƫř ŶŰƫř Ŷūƹŏ *
®ŠŨƬŨưƫř ŵřŶƗDŽƫ ŠŰǀŰƇ ŠƜǀƇ ƾƷ an = 21 ]n 2 + ng ŠƜǀƈƫř ƪƷ *
] g

‫ﻧﺤﺼﻞ ﻋﻠﻰ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ ﻧﻔﺴﻬﺎ‬

®Ʀƫŷ ƝźƘţ ƞǀƧ

:šŚƔůdžƯ

1, 3, 6, 10, 15, ...

ŠǀƫŚŤŤưƫř Ô džŨưƟ ¬ŠƠƬŤŴƯ ŠǀƫŚŤŤưƫř ŵƹŶů Ɩǀưū Ʊƺƨţ Ʊŏ ƽŹƹźƌƫř ƲƯ žǀƫ -Ý
.2 ÔŚŤŝŚŧ Ô řŵŶƗ ƽƹŚƀţƹ ŠƿƹŚƀŤƯ ŚƷŵƹŶů Ɩǀưū an = 2 Ŧǀů (2, 2, 2, ...)
.ŠŤŝŚŧ ŠǀƫŚŤŤƯ Ƽưƀţ ƵŸƷƹ
źǀŞƘŤƬƫ ƺƸƟ {an} żƯźƫř ƲƗ ƞƬŤŴƿƹ ŠǀƫŚŤŤưƫř ƲƗ źǀŞƘŤƬƫ (an) żƯźƫř ƭŶŴŤƀƿ -Þ
ŠƗƺưŬưƫř źƇŚƴƗ ŚÚƯŏ ¬ŹźƨŤţ Ʊŏ Ʋƨưƿ ŠǀƫŚŤŤưƫř ŵƹŶů Ʊœ Ŧǀů ŠƗƺưŬưƫř ƲƗ
.ŹźƨŤţ džƟ
Ô džŨưƟ ¬ŚƷźƇŚƴƗ Ŝǀţźţ ƼƗřźƿ Dž ŠƗƺưŬưƫř źƇŚƴƗ ŠŝŚŤƧ ŶƴƗ -ß
¬ƭŚƷ ŚƷŵƹŶů Ŝǀţźţ ƱŔƟ ŠǀƫŚŤŤưƬƫ ŠŞƀƴƫŚŝ ŚÚƯŏ ¬{1, 2, 3} = {3, 2, 1}
.(9, 6, 3, ...) ŠǀƫŚŤŤưƫř ƲƗ ƞƬŤŴţ (6, 3, 9, ...) ŠǀƫŚŤŤưƫŚƟ

ȉȎ

٢٨

Low Resolution Copy

 Arithmetic ‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ‬
Sequence
Arithmetic Sequence ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř
ƾƳƹŚƘţ ƪưƗ ƮƬƘŤţ Ɲƺſ
ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř *

٣٥ ‫ ﺇﻟﻰ ﺻﻔﺤﺔ‬٢٨ ‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺻﻔﺤﺔ‬

.ŠƴǀŞưƫř ŠǀƫŚŤŤưƫř ƲƯ ŽŵŚƀƫř ŶŰƫř Ŷūƹŏ ŚƸſŚſŏƹ
.žƯŚŴƫř ŶŰƫř ÔŚƯŶŴŤƀƯ ŽŵŚƀƫř ŶŰƬƫ ŠƜǀƇ ŜŤƧř ŠǀƫŚŤŤưƬƫ ƾƳƺƴƫř ŶŰƫř *
.ŠǀƫŚŤŤưƫř ŵƹŶů ÔŚÚǀƳŚǀŝ ƪŨƯ

:‫ ﺍﻷﻫﺪﺍﻑ‬.١
ŠǀŝŚƀŰƫř
ŠǀŝŚƀŰƫř ƍŚſƹǃř *
ŜƿŹŶţ ŵƹŶů ƲƯ ÔřŶÚ ů (n) ƕƺưŬƯ *

‫ﺍﺳﺘﻜﺸﺎﻑ ﺗﻨﺎﺳﻖ ﻭﺗﺴﻠﺴﻞ ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﺤﺴﺎﺑﻴﺔ‬

ŵŶƗ ŠƟŚƋŔŝ ŚưƷřŶůœ ƲǀŤǀƫŚŤŤƯ ƱƺƧ ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř
ƲƯ ŢŝŚŧ ŵŶƗ ŭźƐŝ ƻźųǃřƹ ŢŝŚŧ
a1
a2
a3
.ŠǀƬƇǃř ŠǀƫŚŤŤưƫř ŵƹŶů ƲƯ Ŷů ƪƧ
◀
(an) ‫ﺇﻳﺠﺎﺩ ﺍﻟﺤﺪ ﺍﻟﻨﻮﻧﻲ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ‬
a4

(9, 14, 19, 24, 29, ...) ŠǀƫŚŤŤưƫř ƾƟ

a5

ƵŶŬţ ƲǀǀƫŚŤŤƯ ƲƿŶů Ʋǀŝ ơźƠƫř Ŷūƹŏ ◀

‫ﺇﻳﺠﺎﺩ ﺍﻷﻭﺳﺎﻁ ﺍﻟﺤﺴﺎﺑﻴﺔ‬
an
ƾưƀƴſ ŠƫŚŰƫř ƵŸƷ ƾƟ ÔŚŤŝŚŧ Ô řŹŶƤƯ
.ŠǀŝŚƀů ŠǀƫŚŤŤưŝ ŠǀƫŚŤŤưƫř ◀
ƪƧ ƾƟ ƲǀǀƫŚŤŤƯ ƲƿŶů Ʋǀŝ ơźƠƫř Ŷūƹŏ
®ƒůdžţ řŷŚƯ .ŚƸǀƬƗ ŢƬƈů ŠǀƫŚŤŤƯ
‫ﺇﻳﺠﺎﺩ ﻣﺠﻤﻮﻉ ﻋﺪﺩ ﻣﻦ ﺣﺪﻭﺩ ﻣﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ‬
n

ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ŽŚſŐŝ ƲǀǀƫŚŤŤƯ ƲƿŶů Ʋǀŝ ơźƠƫř ƾưƀƴſ ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƾƟ ◀
:‫ ﺍﻟﻤﻔﺮﺩﺍﺕ ﻭﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺠﺪﻳﺪﺓ‬.٢
.d żƯźƫŚŝ ƶƫ żƯźƳƹ
ŢƬƈů ƾŤƫřƹ ŠǀƬƇǃř ŠǀƫŚŤŤưƬƫ ¬nƹ an Ʋǀŝ ŠƣdžƘƫř Ŷůřƹ ƾƳŚǀŝ ƪƨƃ ƾƟ ƮſŹř

‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ  ﺃﺳﺎﺱ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ  ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ‬

®ƒůdžţ řŷŚƯ .ŠŧdžŨƫř ƭƺſźƫř Ʋǀŝ ƱŹŚƣ .ƢŝŚƀƫř ŜƿŹŶŤƫř ƾƟ ŚƸǀƬƗ

(Ý) ƩŚŨƯ
(6, 12, 18, 24, ...) ŠǀƫŚŤŤưƫř ƾƟ
12 - 6 = 18 - 12 = 24 - 18 = 6 Ʊŏ ŶŬƳ :‫ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ‬.٣
.‫ﺁﻟﺔ ﺣﺎﺳﺒﺔ ﻋﻠﻤﻴﺔ‬
Ʊŏ ŮƋřƺƫř ƲƯ d = 6 Ʊŏ ƒůDž 6 ƽƹŚƀƿ ƶƤŝŚſƹ Ŷů ƪƧ Ʋǀŝ ơźƠƫř Ʊŏ ƽŏ
.ŠǀŝŚƀů ŠǀƫŚŤŤƯ ƵŸƷ
ƂƣŚƴŤƳƹ źƨƠƳ ŚƴƗŵ
(2, 5, 7, 12, ...) ŠǀƫŚŤŤưƫř
:‫ ﺍﻟﺘﻤﻬﻴﺪ‬.٤
٣١ ‫( ﻣﻦ ﺗﻤﺎﺭﻳﻦ ﻭﻣﺴﺎﺋﻞ ﺹ‬٩) ‫ﺍﺑﺪﺃ ﺑﻤﺴﺄﻟﺔ ﻛﻤﺎ ﻓﻲ ﺳﺆﺍﻝ‬
(48, 45, 42, 39, ...) ŠǀƫŚŤŤưƫř
.ŚƸƴƯ ƪƧ ŽŚſŏ Ŷūƹŏ ƦƫŸƧ ŚŤƳŚƧ řŷœ ®ƱŚŤǀŝŚƀů ƱŚŤǀƫŚŤŤưƫř ƱŚţŚƷ ƪƷ

.‫ﻭﻧﺎﻗﺶ ﺍﻟﻄﻼﺏ‬
ƞƿźƘţ
n źƈƴƗ ƪƨƫ Ô ŚŤŝŚŧ an + 1 - an ŹřŶƤưƫř ƱŚƧ řŷœ ŠǀŝŚƀů ŠǀƫŚŤŤƯ (an) ŠǀƫŚŤŤưƫř Ƽưƀţ
.d żƯźƫŚŝ ƶƫ żƯźƿƹ ŠǀƫŚŤŤưƫř ŽŚſŏ ŢŝŚŨƫř ŵŶƘƫř Ƽưƀƿƹ IN* ƲƯ
‫ﻳﺤﺘﺎﺝ ﺍﻟﻄﻼﺏ ﻫﻨﺎ ﺇﻟﻰ ﺑﻌﺾ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﺴﺒﻘﺔ ﺧﺎﺻﺔ ﺣﻞ‬
ȉȏ
‫ﻣﻌﺎﺩﻟﺘﻴﻦ ﺁﻧﻴﺘﻴﻦ ﻛﻤﺎ ﻓﻲ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻓﻲ ﺍﻟﺘﻤﺮﻳﻦ؛ ﻟﺬﺍ‬
.‫ﻳﻔﻀﻞ ﺗﺬﻛﻴﺮ ﺍﻟﻄﻼﺏ ﺑﻬﺬﻩ ﺍﻟﻤﻬﺎﺭﺓ‬
‫ ﻭﺍﻟﺬﻱ ﺗﻜﺘﺐ ﻗﻴﻤﺘﻪ‬،‫ﺍﻟﻤﻘﺼﻮﺩ ﺑﺎﻟﺤﺪ ﺍﻟﻨﻮﻧﻲ ﻫﻮ ﺍﻟﺤﺪ ﺍﻟﻌﺎﻡ‬
.an ‫ ﻭﻣﻦ ﻫﻨﺎ ﻳﺮﻣﺰ ﺇﻟﻴﻪ ﺑﺎﻟﺮﻣﺰ‬n ‫ﺑﺪﻻﻟﺔ ﺭﺗﺒﺔ ﺍﻟﺤﺪ ﻭﻟﺘﻜﻦ‬
ƽŏ
Ú ƼƬƗ ƩƺƈŰƫř Ʋƨưƿ ƶƳŏ ƽŏ an+1 = an + d ƹŏ an+1- an = d Ʀƫŷ ƼƬƗƹ
ŶŰƫř Ƽƫœ d ŠƟŚƋŔŝ Ʀƫŷƹ (Ʃƹǃř ŶŰƫř ŶƘŝ) ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ŵƹŶů ƲƯ Ŷů
.şźƃŚŞƯ ƶƤŞƀƿ ƽŸƫř

(Þ) ƩŚŨƯ .‫ﻭﺿﺢ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺭﺗﺒﺔ ﺍﻟﺤﺪ ﻭﻗﻴﻤﺔ ﺍﻟﺤﺪ‬

:‫ ﺍﻟﺘﺪﺭﻳﺲ‬.٥
a1 = 5, d = 7 ƱŚƧ řŷœ
.ŠǀƫŚŤŤưƫř ƲƯ Ƽƫƹǃř ŠƀưŴƫř ŵƹŶŰƫř ŜŤƧř

.‫ﻛﻠﻒ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺑﺈﻧﺠﺎﺯ ﻋﻤﻞ ﺗﻌﺎﻭﻧﻲ ﻭﺗﺪﺭﻳﺐ‬

ƪŰƫř
a1 = 5

‫ﺭﻛﺰ ﻣﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺃﻥ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﻛﻞ ﺣﺪ ﻭﺍﻟﺤﺪ ﺍﻟﺴﺎﺑﻖ ﻟﻪ‬

a2 = a1 + d = 5 + 7 = 12
a3 = a2 + d = 12 + 7 = 19

.‫ﻫﻮ ﻣﻘﺪﺍﺭ ﺛﺎﺑﺖ‬

5, 12, 19, 26, 33, 40, ... ƾƷ Šǀţǁř ŠƀưŴƫř ŵƹŶŰƫř
(an) = (5 ,12, 19, 26, 33, 40, ...) ŠǀƫŚŤŤưƫř Ʊƺƨţƹ

.‫ ﺩﻋﻨﺎ ﻧﻔﻜﺮ ﻭﻧﻨﺎﻗﺶ ﻣﻊ ﻛﻞ ﺍﻟﻄﻼﺏ‬:‫ﻗﺮﺍﺀﺓ ﻭﻣﻨﺎﻗﺸﺔ ﻓﻘﺮﺓ‬

General Term ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƬƫ ƾƳƺƴƫř ŶŰƫř
ŽŚſŏƹ a1 = a ƽŏ a ƽƹŚƀƿ (an) ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƾƟ Ʃƹǃř ŶŰƫř ƱŚƧ řŷœ

‫ ﻫﻮ ﺍﻟﺤﺪ‬a, c ‫ﺃﻭﺿﺢ ﻟﻠﻄﻼﺏ ﺃﻥ ﺍﻟﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﺑﻴﻦ ﻋﺪﺩﻳﻦ‬

an ƺƷ ƾƳƺƴƫř ŶŰƫř ŚƳźŞŤƗřƹ d ƽƹŚƀƿ ŠǀƫŚŤŤưƫř
:ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƞƿźƘţ ƲưƟ
a1 = a

.a, b, c ‫ﺍﻟﺜﺎﻧﻲ ﻓﻲ ﻣﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ‬

a2 = a + d
a3 = a + 2 d

‫ ﻋﻨﺪ ﻋﺮﺽ ﻣﺠﻤﻮﻉ ﻣﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ ﻳﻤﻜﻨﻚ ﺃﻥ ﺗﺬﻛﺮ ﻗﺼﺔ‬

a4 = a + 3d
a15 ¬ a9 ŜŤƧřƹ ƾƋŚƿźƫř Ǝưƴƫř ƒůDž

‫ﺍﻟﺮﻳﺎﺿﻲ ﺟﺎﻭﺱ ﻋﻨﺪﻣﺎ ﻛﺎﻥ ﻃﻔﻼ ً ﻓﻲ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻭﻃﻠﺐ‬

an = a + (n - 1) d :ŠƯŚƗ ŠƠƈŝƹ
IN*ƾƟ źƈƴƗ ƾƷ n ƪƨƫ

‫ﺍﻟﻤﺪﺭﺱ ﺇﻟﻰ ﺍﻟﺼﻒ ﺃﻥ ﻳﺤﺴﺒﻮﺍ‬

an = ak + (n - k) d ƱƺƨǀƟ ak ƺƷ ƝƹźƘưƫř ŶŰƫř ƱŚƧ řŷœ Ʋƨƫƹ
a7 = 35 Ô džŨưƟ ¬ŶŰƫř Šưǀƣ ƪŨưŤƟ an ŚÚƯŏ an ŶŰƫř ŠŞţŹ ƪŨưţ n :ŠƯŚƷ ŠƔůLjƯ

‫ ﻭﻻﺣﻆ ﺟﺎﻭﺱ ﺳﺮﻳﻌﺎً ﺃﻥ‬1 + 2 + 3 + ... + 10

.35 ƽƹŚƀţ ƖŝŚƀƫř ŶŰƫř Šưǀƣ Ʊŏ ƾƴƘţ

(Ý) ƩŚŨƯ
(5, 7, 9, ...) ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ ŠŗŚưƫř ŶŰƫřƹ źƃŚƘƫř ŶŰƫř Ŷūƹŏ
1 + 10 = 11, 2 + 9 = 11, ..., 3 + 8 = 11
‫ ﻳﻘﺎﺑﻞ‬11 # 5 = 55 :‫ﻓﺄﺟﺎﺏ ﺑﺄﻥ ﺍﻟﻤﺠﻤﻮﻉ‬
ƪŰƫř
a=5,d=7-5=2
a10 = a + 9d
a10 = 5 + 9 ^ 2 = 23 n
a100 = a + 99d = 5 + 99 ^ 2 = 203
S = 2 ]a1 + ang
a100 = 203
‫ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺇﻳﺠﺎﺩ ﻣﺠﻤﻮﻉ‬
.‫ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ‬1  2  3  ...  99  100
.‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺇﻋﻄﺎﺀ ﺃﻣﺜﻠﺔ ﺣﻴﺎﺗﻴﺔ ﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺣﺴﺎﺑﻴﺔ‬
ȉȐ

٢٩

Low Resolution Copy

 ‫ﻟﻜﻲ ﻳﺜﺒﺖ ﺍﻟﻄﺎﻟﺐ ﺃﻥ ﻣﺘﺘﺎﻟﻴﺔ ﻣﺎ ﺣﺴﺎﺑﻴﺔ ﻳﻜﻔﻲ ﺇﺛﺒﺎﺕ ﺃﻥ‬
(Þ) ƩŚŨƯ
.(7, 9, 11, ...) ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ 99 ƶŤưǀƣ ƽŸƫř ŶŰƫř ŠŞţŹ Ŷūƹŏ
‫ ﻭﻹﻳﺠﺎﺩ ﻣﺘﺘﺎﺑﻌﺔ ﺣﺴﺎﺑﻴﺔ ﻳﺘﻄﻠﺐ‬.ً‫ ﺗﺴﺎﻭﻱ ﻣﻘﺪﺍﺭﺍ ً ﺛﺎﺑﺘﺎ‬an an1
ƪŰƫř
.d ‫ ﻭﺃﺳﺎﺳﻬﺎ‬a1 ‫ﺍﻟﺤﻞ ﺇﻳﺠﺎﺩ ﺣﺪﻫﺎ ﺍﻷﻭﻝ‬
:‫ﺃﻓﻜﺎﺭ ﻣﺴﺎﻋﺪﺓ‬
a = 7, d = 2, an = 99
an = a + (n - 1) d

‫ ﺭﻛﺰ ﻣﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺃﻧﻪ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﺮﻕ ﺍﻟﺜﺎﺑﺖ ﻓﻲ‬:(١) ‫ﻣﺜﺎﻝ‬
99 = 7 + (n - 1) # 2
92 = (n - 1) # 2
n -1 = 46

.‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ ﻫﻮ ﻋﺪﺩ ﺳﺎﻟﺐ ﻓﺈﻥ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺗﻜﻮﻥ ﻣﺘﻨﺎﻗﺼﺔ‬

n = 47
n47 = 99
(ß) ƩŚŨƯ
.ŠǀŝŚƀů ŠǀƫŚŤŤưƫř Ʊŏ ŢŞŧŏ .IN *ƾƟ n źƈƴƗ ƪƨƫ an = 7n - 3 ŚƯ ŠǀƫŚŤŤƯ ƾƟ
‫ﻭﻓﻲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﺇﻥ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﻫﻲ ﺩﺍﻟﺔ ﻣﺠﺎﻟﻬﺎ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﺔ‬
ƪŰƫř
.(IN)
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﺒﺤﺚ ﻋﻦ ﻣﺴﺎﻫﻤﺎﺕ ﺍﻟﻌﺮﺏ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ‬
an = 7n - 3
an + 1 = 7 # (n + 1) - 3 = 7n + 4

.‫ﺍﻟﺤﺴﺎﺑﻴﺔ‬
an+1 - an = (7n+ 4) - (7n - 3)
= 7 (ŢŝŚŧ ŹřŶƤƯ)
.ŠǀŝŚƀů ŠǀƫŚŤŤƯ an = 7n - 3 Ŧǀů (an) ŠǀƫŚŤŤưƫř
(à) ƩŚŨƯ
:‫ ﺍﻟﺮﺑﻂ‬.٦
‫ ﺭﺳﻢ ﺍﻻﺷﺘﺮﺍﻙ ﺍﻷﺳﺎﺳﻲ ﻓﻲ‬.‫ﺗﺮﻳﺪ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺟﻤﻌﻴﺔ ﺧﻴﺮﻳﺔ‬
15 ƽƹŚƀƿ ƲƯŚŨƫř ŶŰƫřƹ 9 ƽƹŚƀƿ ŠǀŝŚƀů ŠǀƫŚŤŤƯ ƲƯ žƯŚŴƫř ŶŰƫř ƱŚƧ řŷœ
.ŠǀƫŚŤŤưƫř Ŷūƹŏ

‫ ﻳﺴﺎﻫﻢ ﻛﻞ ﻋﻀﻮ ﻣﺸﺘﺮﻙ‬.‫ ﻟﻴﺮﺓ ﺳﻮﺭﻳﺔ‬1 100 ‫ﻫﺬﻩ ﺍﻟﺠﻤﻌﻴﺔ ﻫﻮ‬

ƻźųŏ ŠƤƿźƐŝ ƪŰƫř ƪŰƫř
(1) a5 = 9, a + 4d = 9

‫ ﻣﺎ ﻣﺠﻤﻮﻉ‬.‫ ﻟﻴﺮﺓ ﺷﻬﺮﻳّﺎً ﻋﻦ ﺍﻟﺸﻬﺮ ﺍﻟﺬﻱ ﻳﺴﺒﻘﻪ‬35 ‫ﺑﻤﺒﻠﻎ ﻳﺰﻳﺪ‬

a8 = a5 + ]8 - 5gd
(2) a8 = 15, a + 7d = 15
d = 2 ŚƸƴƯƹ 3d = 6, d = 2 ŭźƐƫŚŝ
a5 = a1 + ]5 - 1g # 2 Ʈŧ
a1 = 1 ŚƸƴƯƹ
a + 8 = 9, a = 1 (1) ƲƯ
(1, 3, 5, 7, ...) ŠǀƫŚŤŤưƫř ‫ ﺷﻬﺮﺍ ً ﻣﻦ ﺍﺷﺘﺮﺍﻛﻚ؟‬75 ‫ﺍﻟﻤﺒﺎﻟﻎ ﺍﻟﺘﻲ ﺳﺎﻫﻤﺖ ﺑﻬﺎ ﺑﻌﺪ‬
(1, 3, 5, 7, ...) ŠǀƫŚŤŤưƫř
ƲƿŹŚưţ :‫ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ‬a75 ‫ ﻳﺘﻮﺟﺐ ﻋﻠﻴﻚ ﺇﻳﺠﺎﺩ‬:‫ﺍﻟﺤﻞ‬
(34, 37, 40, 43, ...) ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ a32 Ŷūƹŏ -Ý
(-9, -8.7, -8.4, -8.1, ...) ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ a45 Ŷūƹŏ -Þ 1135, 1170, 1 205 ...
(213, 201, 189, 177, ...) ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ a29 Ŷūƹŏ -ß
:Šǀţǁř ŠǀŝŚƀŰƫř šŚǀƫŚŤŤưƫř ƲƯ ŠƈƣŚƴƫř ŵƹŶŰƫř Ŷūƹŏ -à an = a1 ( n - 1) d :‫ﻟﻨﺄﺧﺬ ﺍﻟﻘﺎﻋﺪﺓ‬
:‫ﺣﻴﺚ ﺇﻥ‬
(3, 4 , 4 , 9, ...) (ŏ)
(5, 4 , 4 , 4 , 4 , - 35, ...) (ś)
(- 10, 4 , 4, 4, - 11.6, 4) (ũ)
a1 = 1135; n = 75; d = 35
b13 , 4 , 4 , 4, 37 , ...l (ŵ)
5 5 Ȋȇ
a75 = 1135 + ]75 - 1g # 35 = 3 725

.ŠǀƫŚŤŤưƫř Ŷūƹŏ a7 = 18, a4 = 12 ŚƸǀƟ ŠǀŝŚƀů ŠǀƫŚŤŤƯ -á

.ŠǀƫŚŤŤưƫř Ŷūƹŏ a8 = 20, a5 = 14 ŚƸǀƟ ŠǀŝŚƀů ŠǀƫŚŤŤƯ -â
(Þ) ƩŚŨƯ
Ŷūƹŏ ¬5 = ƲƯŚŨƫř ŚƷŶůƹ 43 ŦƫŚŨƫřƹ ƾƳŚŨƫř ƲƿŶŰƫř ƕƺưŬƯ ŠǀŝŚƀů ŠǀƫŚŤŤƯ -ã
.ŠǀƫŚŤŤưƫř .(7, 9, 11, ...) ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ 99 ƶŤưǀƣ ƽŸƫř ŶŰƫř ŠŞţŹ Ŷūƹŏ
ƲƿŶŰƫř ƕƺưŬƯƹ 36 ŚƸƴƯ Ƽƫƹǃř ŠŧdžŨƫř ŵƹŶŰƫř ƕƺưŬƯ ŠǀŝŚƀů ŠǀƫŚŤŤƯ -ä ƪŰƫř
.ŠǀƫŚŤŤưƫř Ŷūƹŏ ¬66 ŽŵŚƀƫřƹ žƯŚŴƫř a = 7, d = 2, an = 99
ƢƿźƏ ƲƗ źƸƃ ƪƧ ƲǀƯřźƛƺƬǀƧ ƩŶƘưŝ ƶƳŻƹ ƅŚƤƳœ 130 kg Ʊżƿ ƆŴƃ Ŷƿźƿ -å
ij
ƪƷ ®ƩŶƘưƫř žƠƴŝ źưŤſř řŷœ 80 kg ƶƳŻƹ Ʊƺƨǀſ źƸƃ ƮƧ ŶƘŝ ¬ƾŗřŶƛ ƭŚƔƳ
an = a + (n - 1) d

®ƩŶƘưƫř řŸƸŝ źưŤſř řŷœ ƶƳŻƹ ƭŶƘƴƿ Ʊŏ Ʋƨưưƫř ƲƯ

99 = 7 + (n - 1) # 2

8 ŽŵŚƀƫř ŚƷŶů ƾŤƫř ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƾƟ 300 ƶŤŞţŹ ƽŸƫř ŶŰƫř Ŷūƹŏ -ÝÜ
.41 ƖſŚŤƫř ŚƷŶůƹ
ƲƯ 14 ŠưǀƤƫř ƽŷ ŶŰƫř ƼŤůƹ -10 ŠưǀƤƫř ƽŷ ŶŰƫř ƲƯ ŵƹŶŰƫř ŵŶƗ Ŷūƹŏ-ÝÝ
(-10, -7, -4, ..., 14) ŠǀƫŚŤŤưƫř
Arithmetic Means ŠǀŝŚƀŰƫř ƍŚſƹǃř
IR ƲƯ źƇŚƴƗ ƾƷ a, b, c Ŧǀů ŠǀŝŚƀů ŠǀƫŚŤŤƯ a, b, c ŢƳƺƧ řŷœ
.b - a = c - b ƱŔƟ
2b = a + c
a+c
b= 2
.c ¬a ƲƿŵŶƘƬƫ ƾŝŚƀŰƫř Ǝſƺƫř ƺƷ b Ʊŏ ƽŏ
(Ý) ƩŚŨƯ
.(84, ..., 110) ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ ƆƣŚƴƫř ŶŰƫř Ŷūƹŏ
ƪŰƫř
.110ƹ 84 Ʋǀŝ ƾŝŚƀŰƫř Ǝſƺƫř ƺƷ ƆƣŚƴƫř ŶŰƫř
.97 ƺƷ ƆƣŚƴƫř ŶŰƫř ƱƺƨǀƟ 84 +2 110 = 97 :ƆƣŚƴƫř ŶŰƫř
ŠƯŚƗ şŹƺƈŝƹ
ŠǀŝŚƀů ŠǀƫŚŤŤƯ (a, b, c, d, ..., y, z) ŢƳŚƧ řŷœ
.(a, z) ƲƿŵŶƘƬƫ ŠǀŝŚƀů ÔŚƏŚſƹŏ Ƽưƀţ (b, c, d, ..., y) ƱŔƟ
(Þ)ƩŚŨƯ
65 ¬23 Ʋǀŝ ŠǀŝŚƀů ƍŚſƹŏ 5 ƪųŵŏ
(23, 4, 4, 4, 4, 4, 65, ...)
92 = (n - 1) # 2
n -1 = 46
n = 47
n47 = 99
(ß) ƩŚŨƯ
.ŠǀŝŚƀů ŠǀƫŚŤŤưƫř Ʊŏ ŢŞŧŏ .IN *ƾƟ n źƈƴƗ ƪƨƫ an = 7n - 3 ŚƯ ŠǀƫŚŤŤƯ ƾƟ
ƪŰƫř
an = 7 n - 3
an + 1 = 7 # (n + 1) - 3 = 7n + 4
an+1 - an = (7n+ 4) - (7n - 3)
= 7 (ŢŝŚŧ ŹřŶƤƯ)
.ŠǀŝŚƀů ŠǀƫŚŤŤƯ an = 7n - 3 Ŧǀů (an) ŠǀƫŚŤŤưƫř
(à) ƩŚŨƯ
15 ƽƹŚƀƿ ƲƯŚŨƫř ŶŰƫřƹ 9 ƽƹŚƀƿ ŠǀŝŚƀů ŠǀƫŚŤŤƯ ƲƯ žƯŚŴƫř ŶŰƫř ƱŚƧ řŷœ
.ŠǀƫŚŤŤưƫř Ŷūƹŏ
ƻźųŏ ŠƤƿźƐŝ ƪŰƫř ƪŰƫř
(1) a5 = 9, a + 4d = 9
a8 = a5 + ]8 - 5gd
(2) a8 = 15, a + 7d = 15
d = 2 ŚƸƴƯƹ 3d = 6, d = 2 ŭźƐƫŚŝ
a5 = a1 + ]5 - 1g # 2 Ʈŧ a + 8 = 9, a = 1 (1) ƲƯ
a1 = 1 ŚƸƴƯƹ (1, 3, 5, 7, ...) ŠǀƫŚŤŤưƫř
(1, 3, 5, 7, ...) ŠǀƫŚŤŤưƫř
ƲƿŹŚưţ
(34, 37, 40, 43, ...) ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ a32 Ŷūƹŏ -Ý
(-9, -8.7, -8.4, -8.1, ...) ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ a45 Ŷūƹŏ -Þ
(213, 201, 189, 177, ...) ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ a29 Ŷūƹŏ -ß

:Šǀţǁř ŠǀŝŚƀŰƫř šŚǀƫŚŤŤưƫř ƲƯ ŠƈƣŚƴƫř ŵƹŶŰƫř Ŷūƹŏ -à

ƪŰƫř
(3, 4 , 4 , 9, ...) (ŏ)
a1 = 23, 2 + 5 = 7 :ŵƹŶŰƫř ŵŶƗ ¬a7 = 65
(5, 4 , 4 , 4 , 4 , - 35, ...) (ś)
a7 = a 1 + 6 d
(- 10, 4 , 4, 4, - 11.6, 4) (ũ)
6d + 23 = 65
ȊȈ b 13 , 4 , 4 , 4, 37 , ...l (ŵ) Ȋȇ
5 5

٣٠

Low Resolution Copy

 :‫ ﺃﺧﻄﺎﺀ ﻣﺘﻮﻗﻌﺔ‬.٧
:‫ ﻣﺪ ﻳﺪ ﺍﻟﻤﺴﺎﻋﺪﺓ‬.‫ﻗﺪ ﻳﺠﺪ ﺍﻟﻄﻼﺏ ﺻﻌﻮﺑﺔ ﻓﻲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ‬
6d = 42
d=7

‫ﻟﻨﺄﺧﺬ‬
58 ¬51 ¬44 ¬37 ¬30 ƾƷ ƍŚſƹǃř
ŜƿŹŶţ
.-9 ¬3 Ʋǀŝ ŠǀŝŚƀů ƍŚſƹŏ Šŧdžŧ ƪųŵŏ -Ý
.13 ¬1 Ʋǀŝ ŠǀŝŚƀů ƍŚſƹŏ Šƀưų ƪųŵŏ -Þ d = 6, n -1= 25 -1= 24, n = 25, a1 = 5
‫ﺷﺠﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻛﻞ ﻣﺘﻐﻴﺮ ﻓﻲ ﻣﻮﻗﻌﻪ ﺍﻟﺼﺤﻴﺢ ﺿﻤﻦ‬
.ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ŵƹŶů ƲƯ n ƲǀƘƯ ŵŶƗ ƕƺưŬƯ
Sum of n Terms of an Arithmetic Sequence

an = a1 + ]n - 1gd ‫ﺍﻟﻘﺎﻋﺪﺓ‬
ƾƳƹŚƘţ ƪưƗ
(S) ƕƺưŬưƫř Ŷūƺţ Ʊŏ ƦƴƯ śƺƬƐưƫř .şźǀƜƇ šŚƗƺưŬưƫ ƞƈƫř ƮƀƤƿ
(5, 10, 15, 20, 25, 30, 35, 40, 45, 50) Šǀţǁř ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ŵƹŶŰƫ
S = 5 + 10 + 15 + 20 + 25 + 30 + 35 + 40 + 45 + 50 (1) ‫* ﻭﺿﺢ ﻟﻠﻄﻼﺏ ﺃﻥ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ ﺗﻘﻊ ﻋﻠﻰ ﺧﻂ ﻣﺴﺘﻘﻴﻢ‬
:‫ ﻓﻤﺜﻼ ً ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ‬.ً‫ﻭﺍﺣﺪ ﻭﻟﻜﻨﻬﺎ ﻻ ﺗﺸﻜﻞ ﺧﻄّﺎً ﻣﺴﺘﻘﻴﻤﺎ‬
:řŸƨƷ ŵƹŶŰƫř ƖưŬţ Ʊŏ źƨƟĵ
S = 50 + 45 + 40 + 35 + 30 + 25 + 20 + 15 + 10 + 5 (2)

5, 11, 17, 23, 29 ...

®(2)ƹ (1) ŚƴƘưū ƺƫ ťŶŰƿ řŷŚƯ
2S = 55 + 55 + 55 + 55 + 55 + 55 + 55 + 55 + 55 + 55
2S = 55 ^ 10
2S = 550
S = 275 .‫ ﻭﻫﻮ ﺍﻟﺤﺪ ﺍﻟﻨﻮﻧﻲ‬an = 5 + (n - 1) 6 = 6n - 1 :‫ﻟﻬﺎ‬
‫ )ﺍﺭﺳﻢ ﻫﺬﺍ‬y = 6x1 ‫ﻓﺠﻤﻴﻊ ﺣﺪﻭﺩﻫﺎ ﻣﻮﺟﻮﺩﺓ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ‬
ŠǀŝŚƀů ŠǀƫŚŤŤưƫ Ƽƫƹǃř ŵƹŶŰƫř ƲƯ n ƕƺưŬƯ
şŶƗŚƤƫŚŝ ƼƐƘƿ (an) ŠǀŝŚƀů ŠǀƫŚŤŤƯ ŵƹŶů ƲƯ n ƕƺưŬƯ

.(n ; an) ‫ﺍﻟﻤﺴﺘﻘﻴﻢ ﻭﺣﺪﺩ ﻋﻠﻴﻪ ﺍﻟﻨﻘﺎﻁ‬

Sn = 2 (a + l)
n
ŵŶƗƹ d ŚƸſŚſŏƹ a Ʃƹǃř ŚƷŶůƹ ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ źǀųǃř ŶŰƫř ƺƷ l Ŧǀů

:‫ ﺍﻟﺘﻘﻮﻳﻢ‬.٨
an = l ƱƺƨǀƟ n ŚƷŵƹŶů
ƱŚƷźŞƫř
Sn = a + (a + d) + (a + 2d) + ... + (l - 2d) + (l - d) + l

:‫ ﺑﺪﻻﻟﺔ ﺍﻟﺤﺪ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ‬an ‫( ﺍﻛﺘﺐ ﺍﻟﺤﺪ ﺍﻷﻭﻝ ﻭﺍﻟﺤﺪ ﺍﻟﻨﻮﻧﻲ‬١

Sn = l + (l - d) + (l - 2d) + ... + (a + 2d) + (a + d) + a
2Sn= (a + l) + (a + l) + (a + l) + ... + (a + l) (a + l) + ( a+ l)

1 ,4, 2, 5, 8...
2Sn= n(a + l)
Sn = 2 n (a + l)
an = l Ʊœ Ŧǀůƹ
(1) Sn = 2n (a + an) ƱŔƟ ^a1 =- 4; an = an - 1 + 3h
:‫ ﺑﺪﻻﻟﺔ ﺍﻟﺤﺪ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ‬an ‫( ﺍﻛﺘﺐ ﺍﻟﺤﺪ ﺍﻷﻭﻝ ﻭﺍﻟﺤﺪ ﺍﻟﻨﻮﻧﻲ‬٢
an =a + (n - 1) d Ʋƨƫ
Sn = n [a + a + (n - 1) d]

1 ,1 ,3 ,5 ,7 ...
(2) Sn = 2 [2a + (n - 1) d]
2 n

.źǀųǃř ŶŰƫřƹ Ʃƹǃř ŶŰƫř ŠǀƯƺƬƘưŝ ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƕƺưŬƯ ƾƐƘƿ (1) ƱƺƳŚƤƫř
.(d) ŽŚſǃřƹ Ʃƹǃř ŶŰƫř ŠǀƯƺƬƘưŝ ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƕƺưŬƯ ƾƐƘƿ (2) ƱƺƳŚƤƫř
Ȋȉ
an = 7 + ]n - 1g]- 2g
(7.5).12‫ ﻭ‬3 ‫( ﺃﻭﺟﺪ ﺍﻟﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻟﻠﻌﺪﺩﻳﻦ‬٣
‫ ﻣﺴﺄﻟﺔ ﺍﻟﻴﻮﻡ‬.٩
‫ ﺗﺒﻠﻎ ﻛﻠﻔﺔ ﺣﻔﺮ‬.‫ﺃﺭﺍﺩ ﺭﺟﻞ ﺣﻔﺮ ﺑﺌﺮ ﺇﺭﺗﻮﺍﺯﻳﺔ ﻓﻲ ﺣﺪﻳﻘﺔ ﻣﻨﺰﻟﻪ‬
(Ý) ƩŚŨƯ
10 Ʃƹǃř ŚƷŶů ƾŤƫř ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ Ƽƫƹǃř Ô řŶÚ ů ƲƿźƄƘƫř ƕƺưŬƯ Ŷūƹŏ

‫ ﻟﻴﺮﺓ ﺳﻮﺭﻳﺔ ﻭﻫﻜﺬﺍ‬50 ‫ ﻟﻴﺮﺓ ﺳﻮﺭﻳﺔ ﻭﺍﻟﻤﺘﺮ ﺍﻟﺜﺎﻧﻲ‬40 ‫ﺍﻟﻤﺘﺮ ﺍﻷﻭﻝ‬

.500 ƱƹźƄƘƫř ŚƷŶůƹ
ƪŰƫř

.‫ ﻟﻴﺮﺍﺕ ﺳﻮﺭﻳﺔ ﻟﻜﻞ ﻣﺘﺮ ﺟﺪﻳﺪ‬10 ‫ﺩﻭﺍﻟﻴﻚ ﺃﻱ ﺑﺰﻳﺎﺩﺓ‬

n = 20, l = 500, a = 10
Sn = 2n (a + l)
Sn = 2 (10 + 500) = 5100

(‫ ﻟﻴﺮﺓ ﺳﻮﺭﻳﺔ‬130) .‫( ﺃﻭﺟﺪ ﻛﻠﻔﺔ ﺣﻔﺮ ﺍﻟﻤﺘﺮ ﺍﻟﻌﺎﺷﺮ‬١)

20

(Þ) ƩŚŨƯ

(‫ ﻟﻴﺮﺓ ﺳﻮﺭﻳﺔ‬850) .‫( ﺃﻭﺟﺪ ﻛﻠﻔﺔ ﺣﻔﺮ ﺍﻷﻣﺘﺎﺭ ﺍﻟﻌﺸﺮﺓ ﺍﻷﻭﻟﻰ‬٢)

Ʃƹǃř ŚƷŶů ƾŤƫř ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ Ƽƫƹǃř Ô řŶÚ ů źƄƗ ŠŤƀƫř ƕƺưŬƯ Ŷūƹŏ
.7 ŚƸſŚſŏƹ 15

ً ‫ ﻛﻢ ﻣﺘﺮﺍ‬.‫ ﻟﻴﺮﺓ ﺳﻮﺭﻳﺔ ﻟﻠﻤﺸﺮﻭﻉ‬10 000 ‫( ﺭﺻﺪ ﻫﺬﺍ ﺍﻟﺮﺟﻞ‬٣)

ƪŰƫř
n = 16, d = 7, a = 15

(ً ‫ ﻣﺘﺮﺍ‬41) ‫ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺤﻔﺮ؟‬

Sn = 2 [2a + (n - 1) d ]
n

Sn = 2 [2 ^ 15 + 15 ^ d ]

:‫ ﺇﺟﺎﺑﺎﺕ ﻭﺣﻠﻮﻝ‬.١٠
16
Sn = 8(30 + 105)
= 8 ^ 135

٣١ ،٣٠ ‫ﺣﻠﻮﻝ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻭﺍﻟﻤﺴﺎﺋﻞ ﺹ‬

= 1080

a29 = 123 (٣) a45 = 4.2 (٢) a32 = 127 (١)

(ß) ƩŚŨƯ
ƕƺưŬưƫř Ʊƺƨǀƫ (10, 15, 20, ...) ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ ƵŸųŏ ƭżƬƿ Ô řŶÚ ů ƮƧ

‫ ﻓﺎﻟﺤﺪﺍﻥ‬d = 2 ‫ ﻭﻣﻨﻬﺎ‬a = 9 ،a1 = 3 ‫( )ﺃ( ﻳﻼﺣﻆ ﺃﻥ‬٤)

®450
ƪŰƫř
Sn = 450, d = 5, a = 10

5, 7 ‫ﺍﻟﻨﺎﻗﺼﺎﻥ ﻫﻤﺎ‬
4

2 62a + (n - 1) d @ = Sn
n

2 620 + (n - 1) # 5@ = 450

‫ ﺍﻟﺤﺪﻭﺩ‬d =- 8 ، a6 = a1 + 5d a1 = 5 (‫)ﺏ‬
n

2 15 + 5n = 450
n] g
15n + 5n2 = 900

- 3, - 11, - 19, - 27 ‫ﺍﻟﻨﺎﻗﺼﺔ‬

n2 + 3n - 180 = 0
(n + 15) (n - 12) = 0

‫ ؛ ﺃﻣﺎ ﺍﻟﺤﺪﻭﺩ ﺍﻟﻨﺎﻗﺼﺔ‬a5 =- 11.6 , ... a1 =- 10 (‫)ﺝ‬

n = 12 ƹŏ n = -15
.12 ƺƷ ŠǀƫŚŤŤưƫř ŵƹŶů ŵŶƗ Ʊŏ ƽŏ n = 12 ­ƉƺƟźƯ n = -15 Ʊœ Ŧǀůƹ

12 ,11.6 ,11.2 ,10.8 ,10.4 :‫ﻓﻬﻲ‬

5 , 5, 5 ‫)ﺩ( ﺍﻟﺤﺪﻭﺩ ﺍﻟﻨﺎﻗﺼﺔ‬

ȊȊ
31 19

٣١

Low Resolution Copy

 ‫)‪ (٥‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ ‪a1 + 6d = 18 ، a1 + 3d = 12‬‬
‫ﺃﻛﻤﻞ)ﻧﺠﺪ ‪ a1 = 6‬ﻭ ‪(d = 2‬‬
‫‪(à)ƩŚŨƯ‬‬
‫‪şŶƗŚƤƫŚŝ ƲǀƘŤƿ ŠǀŝŚƀů ŠǀƫŚŤŤƯ ŵƹŶů ƲƯ Ô řŶÚ ů n ƕƺưŬƯ ƱŚƧ řŷœ‬‬

‫)‪ a1 + 7d = 20 ، a1 + 4d = 14 (٦‬ﺃﻛﻤﻞ )‪a1 = 6‬‬

‫)‪:ŶūƹŐƟ Sn = n(5 - n‬‬
‫‪.ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř - Ô DžƹŏÚ‬‬
‫‪.ŚƸƴƯ ƖſŚŤƫř ŶŰƫř - ÔŚǀƳŚŧ‬‬

‫ﻭ ‪(d = 2‬‬
‫‪Ʊƺƨǀƫ Ʃƹǃř ŶŰƫř ƲƯ Ô ŌřŶŤŝř ŠǀƫŚŤŤưƫř ƲƯ ŚƷŸųŏ ƭŻdžƫř ŵƹŶŰƫř ŵŶƗ - ÔŚŨƫŚŧ‬‬
‫‪.-300 ƕƺưŬưƫř‬‬

‫)‪a1 + 7d = 5 ، (a + d) + (a + 2d) = 43 (٧‬‬

‫‪ƪŰƫř‬‬
‫‪S1 = 1(5 - 1) = 4‬‬ ‫‪n = 1 ƖƌƳ :Ô Džƹŏ‬‬
‫‪S2 = 2(5 - 2) = 6‬‬
‫‪S3 = 3(5 - 3) = 6‬‬
‫‪n= 2 ƖƌƳ‬‬
‫‪n = 3 ƖƌƳ‬‬ ‫ﺗﻌﻄﻲ ‪... d = 3 ، a = 26‬‬
‫‪S4 = 4(5 - 4) = 4‬‬ ‫‪n = 4 ƖƌƳ‬‬
‫‪a1 = S1 = 4‬‬

‫)‪ ... d = 6 ، a1 = 6 (٨‬ﺃﻛﻤﻞ ‪]a + 4d g + (a + 5d) = 66‬‬

‫‪a + ( a + d) + (a + 7d ) = 36‬‬
‫‪a2 = S2 - S1= 6 - 4 = 2‬‬
‫‪a3 = S3 - S2= 6 - 6 = 0‬‬

‫)‪a1  ( n - 1) d = 80 ، d = 2 ، a1 = 130 (٩‬‬

‫‪a4 = S4 - S3= 4 - 6 = -2‬‬
‫‪(4, 2, 0, -2, ...) :ŠǀƫŚŤŤưƫř‬‬

‫ﺗﻌﻄﻲ )‪50 =- 2 ( n 1‬‬

‫‪... ƪưƧŏ‬‬ ‫‪a9 = S9 - S8 :Ô ŚǀƳŚŧ‬‬
‫‪ƹŏ‬‬
‫‪... ƪưƧŏ‬‬ ‫‪a9 = a + 8d‬‬

‫‪Sn = n (5 - n) :Ô ŚŨƫŚŧ‬‬
‫‪n = 26‬‬
‫)‪- 300 = n (5 - n‬‬
‫‪n2 - 5n - 300 = 0‬‬ ‫ﻫﺬﺍ ﻣﺜﺎﻝ ﺟﻴﺪ ﻟﻠﻔﺮﻕ ﺑﻴﻦ ﺍﻟﺤﻞ ﺍﻟﺮﻳﺎﺿﻲ )ﺍﻟﺒﺤﺖ( ﺍﻟﻤﺠﺮﺩ‬
‫ﻭﺍﻟﻮﺍﻗﻊ ﺍﻟﺤﻘﻴﻘﻲ ‪ ...‬ﺑﻄﺒﻴﻌﺔ ﺍﻟﺤﺎﻝ ﻟﻦ ﻳﻨﻌﺪﻡ ﻭﺯﻥ ﺍﻟﺸﺨﺺ ﻣﻬﻤﺎ‬
‫‪(n - 20) (n + 15) = 0‬‬
‫‪n = -15 ƹŏ n = 20‬‬

‫ﺍﺳﺘﻤﺮ ﻓﻲ ﺑﺮﻧﺎﻣﺠﻪ ﺍﻟﻐﺬﺍﺋﻲ ‪) ...‬ﺍﺣﺘﺮﺱ ﻣﻦ ﺍﻟﺤﻤﻴﺔ!(‬

‫‪.20 ƽƹŚƀƿ ŠŝƺƬƐưƫř ŵƹŶŰƫř ŵŶƗ‬‬
‫‪.źųō ƪŰŝ ƪưƧŏ‬‬

‫)‪ a1 + 8d = 41 ، a1 + 5d = 8 (١٠‬ﻧﺤﺼﻞ ﻋﻠﻰ‬

‫‪a300 = 47 + 299 # 11 ، d = 11 ، a1 = 47‬‬

‫ﺣﻠﻮﻝ ﺗﺪﺭﻳﺐ ﺹ ‪٣٢‬‬

‫)‪ (١‬ﺍﻷﻭﺳﺎﻁ ﺍﻟﺤﺴﺎﺑﻴﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻫﻲ ﺍﻟﺤﺪﻭﺩ ﺍﻟﻨﺎﻗﺼﺔ ﻓﻲ‬
‫‪Ȋȋ‬‬

‫ﺍﻟﻘﺎﻧﻮﻥ‪sn = 2 (49 - 3n) :‬‬

‫‪n‬‬
‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ ‪ 9، - 6 ، - 3 ، 0 ، 3‬ﻛﻤﺎ ﺳﺒﻖ‪.‬‬
‫‪ s1 = 21 (49 - 3) = 23‬ﻭﻫﻮ ﺍﻟﺤﺪ ﺍﻷﻭﻝ ‪a1 = 23‬‬ ‫)‪ (٢‬ﺃﻭﺟﺪ ﺍﻟﺤﺪﻭﺩ ﺍﻟﻨﺎﻗﺼﺔ ﻓﻲ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ‬
‫‪ s2 = 22 (49 - 6) = 43‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ‬ ‫‪ 1 ، 3 ، 5 ، 7 ، 9 ، 11 ،13‬ﻭﺍﻟﺤﻞ ﻓﻲ )‪(٢) ،(١‬‬
‫‪ a2 = 43 - 23 = 20‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ‬ ‫ﻛﻤﺎ ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﺴﺎﺑﻘﺔ ﻻﺣﻆ ﺃﻥ ﻛﻞ ﻭﺳﻂ ﻓﻲ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ‬
‫ﺍﻟﺤﺴﺎﺑﻴﺔ ﻫﻮ ﺍﻟﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ )ﺍﻟﻤﺘﻮﺳﻂ( ﺑﻴﻦ ﺍﻟﺤﺪﻳﻦ‬
‫‪3‬‬
‫‪s3 = 2 (49 - 9) = 60‬‬
‫‪ a3 = 60 - 43 = 17‬ﻭﻫﻜﺬﺍ ﻧﺠﺪ ﺃﻥ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﻛﺎﻵﺗﻲ‪:‬‬
‫ﺍﻟﺴﺎﺑﻖ ﻭﺍﻟﺘﺎﻟﻲ ﻟﻪ‪.‬‬
‫‪ 23, 20, 17, ...‬ﺣﻴﺚ ﻧﻜﺘﺸﻒ ﺃﻧﻬﺎ ﺣﺴﺎﺑﻴﺔ ﻓﻴﻬﺎ‬
‫ﺣﻠﻮﻝ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺹ ‪٣٥‬‬
‫‪d = - 3 ، a1 = 23‬‬
‫ﻓﻲ )‪ (١‬ﻭ )‪ (٢‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﻘﺎﻧﻮﻥ‪:‬‬
‫@ ‪s10 = 140 ، sn = n 62a1 + (n - 1) d‬‬
‫]‪n‬‬ ‫‪g‬‬
‫‪2 49 - 3n = 30‬‬
‫‪n = 15‬‬
‫‪s20 = 360‬‬
‫‪2‬‬
‫ﺍﻃﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺜﺒﺘﻮﺍ ﺟﺒﺮﻳّﺎً ﺃﻥ ﺍﻟﻘﺎﻧﻮﻥ‬
‫@ ‪ sn = 2n 62a1 + (n - 1) d‬ﺣﻴﺚ ‪a1 = 23‬‬ ‫)‪2 (٤‬‬ ‫)‪10 (٣‬‬
‫‪- 85‬‬

‫)‪ (٥‬ﺍﻟﻤﺘﺘﺎﺑﻌﺔ ‪15, 17, 19, ...‬‬

‫‪ 3 = d‬ﻫﻮ ﻧﻔﺴﻪ )‪sn = 2 (49 - 3n‬‬ ‫‪S20 = 680‬‬
‫‪n‬‬

‫)‪ a1 = 21 ، d = 3 , Sn = 990 (٨‬ﺗﻌﻄﻲ‬ ‫)‪a25 = 73 (٦‬‬

‫)ﺩﻗﻴﻘﺔ( ‪n = 20‬‬ ‫ﺃﻋﻂ ﺍﻟﻄﻼﺏ ﺳﺆﺍﻻ ً ﻣﻌﻜﻮﺳﺎً‪ :‬ﺇﺫﺍ ﻛﺎﻥ ﻓﻲ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ‪73‬‬
‫ﺻﻮﺭﺓ‪ ،‬ﻓﻤﺎ ﺃﻛﺒﺮ ﻋﺪﺩ ﻣﻦ ﺍﻟﺼﻔﻮﻑ ﻳﻤﻜﻦ ﺃﻥ ﺗﺮﺗﺐ ﻓﻴﻬﺎ ﺍﻟﺼﻮﺭ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ﺻﻒ ﻳﻘﻞ ‪ 3‬ﺻﻮﺭ ﻋﻦ ﺳﺎﺑﻘﻪ؟‬
‫)‪ (٧‬ﻫﺬﺍ ﺳﺆﺍﻝ ﺟﻴﺪ ﻣﻄﻠﻮﺏ ﻓﻴﻪ ﺇﻳﺠﺎﺩ ﺣﺪﻭﺩ ﻣﺘﺘﺎﻟﻴﺔ ﺗﺘﺒﻊ‬
‫‪٣٢‬‬

‫‪Low Resolution Copy‬‬

 ‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﻬﻨﺪﺳﻴﺔ ‪Geometric‬‬
‫‪Sequence‬‬
‫‪ƲƿŹŚưţ‬‬
‫‪.(5, 7, 9, ...) ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ Ƽƫƹǃř şźƄƘƫř ŵƹŶŰƫř ƕƺưŬƯ Ŷūƹŏ -Ý‬‬
‫‪ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ Ƽƫƹǃř Ô řŶÚ ů ƲƿźƄƘƫř ƕƺưŬƯ Ŷūƹŏ -Þ‬‬
‫)‪(20, 16, 12, ...‬‬
‫‪ŚƸƗƺưŬƯ Ʊƺƨǀƫ (16, 12, 8 ...) ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ ŚƷŸųŏ ƭżƬƿ Ô řŶÚ ů ƮƧ -ß‬‬

‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺻﻔﺤﺔ ‪ ٣٦‬ﺇﻟﻰ ﺻﻔﺤﺔ ‪٤٢‬‬

‫‪®-20‬‬
‫‪. ( 25 , 1, - 21 , ...) ŠǀƫŚŤŤưƫř ƲƯ Ƽƫƹǃř şźƄƘƫř ŵƹŶŰƫř ƕƺưŬƯ Ŷūƹŏ -à‬‬

‫‪ .١‬ﺍﻷﻫﺪﺍﻑ‪:‬‬
‫‪ƖƀŤƿ źųō ƞƇ ƪƧ ƱŚƧƹ Ʃƹǃř ƞƈƫř ƾƟ Ô řŶƘƤƯ 15 ƽƺŰƿ ƾſŹŶƯ ŭźƀƯ -á‬‬
‫‪ƶƤŞƀƿ ƽŸƫř ƞƈƫř ƼƬƗ Ŷƿżƿ ŶƗŚƤưƫř ƲƯ ŵŶƘƫ‬‬
‫‪řŸƷ ƾƟ ŶƗŚƤưƫř ŵŶƗ ƮƧ .ƲƿŶƘƤƯ ŹřŶƤưŝ şźƃŚŞƯ‬‬

‫ﺍﺳﺘﻜﺸﺎﻑ ﺗﻨﺎﺳﻖ ﻭﺗﺴﻠﺴﻞ ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ‬

‫‪®ÔŚƠÚ Ƈ 20 Éƫ ƖƀŤƿ ƱŚƧ řŷœ ŭźƀưƫř‬‬
‫‪Ƽŝźưƫř ŜƬƗ ŢƘƋƹ ŢƧŹŚƯźŝƺƀƫŚŝ ƪŰƯ ƾƟ -â‬‬ ‫◀‬
‫ﺇﻳﺠﺎﺩ ﺍﻟﺤﺪ ﺍﻟﻨﻮﻧﻲ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﻬﻨﺪﺳﻴﺔ )‪(an‬‬
‫‪ŠŞƬƗ ŢƘƋƹ Ʃƹǃř ƞƈƫř ƾƟ .ƪƨƄƫř ƾƟ ŚưƧ‬‬
‫‪ƾƟ .ŜƬƗ 4 ŢƘƋƹ ƾƳŚŨƫř ƞƈƫř ƾƟ .şŶůřƹ‬‬
‫‪ƎưƴƫŚŝ ŹŚſƹ .ŜƬƗ 7 ŢƘƋƹ ŦƫŚŨƫř ƞƈƫř‬‬
‫◀‬
‫ﺇﻳﺠﺎﺩ ﺍﻷﻭﺳﺎﻁ ﺍﻟﻬﻨﺪﺳﻴﺔ‬
‫‪.25 ƞƈƫř ƾƟ ŜƬƘƫř ŵŶƗ Ŝƀůř .ƶƀƠƳ‬‬
‫‪ŠǀƫŚŤŤƯ ƲƯ Ƽƫƹǃř ŵƹŶŰƫř n ƕƺưŬƯ ƱŚƧ řŷœ -ã‬‬ ‫◀‬
‫ﺇﻳﺠﺎﺩ ﻣﺠﻤﻮﻉ ﻋﺪﺩ ﻣﻦ ﺣﺪﻭﺩ ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ‬
‫‪Ʈŧ ¬ŠǀƫŚŤŤưƫř Ŷūƹŏ 2n (49 - 3n) ƺƷ ŠǀŝŚƀů‬‬
‫‪ÔŚƿƹŚƀƯ ƕƺưŬưƫř řŸƷ ƪƘŬţ ƾŤƫř n Šưǀƣ Ŝƀůř‬‬ ‫◀‬
‫‪ .٢‬ﺍﻟﻤﻔﺮﺩﺍﺕ ﻭﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺠﺪﻳﺪﺓ‪:‬‬
‫‪.30‬‬
‫‪Ŷƿżƿ Ʈŧ ¬Ô řźŤƫ 21 Ƽƫƹǃř ŠƤǀƣŶƫř ƾƟ Ŝƈţ ŠǀƠƴů -ä‬‬
‫‪ƶŞƈţ ŚƯ ƕƺưŬƯ Ʊƺƨƿ ŠƤǀƣŵ ƮƧ ŶƘŝ .ŠƤǀƣŶƫř ƾƟ šřźŤƫ 3 Ʀƫŷ ŶƘŝ ƶŞƈţ ŚƯ‬‬

‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﻬﻨﺪﺳﻴﺔ  ﺍﻷﻭﺳﺎﻁ ﺍﻟﻬﻨﺪﺳﻴﺔ‪.‬‬

‫‪®Ô řźŤƫ 990‬‬

‫‪ .٣‬ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ‪:‬‬
‫ﻣﻘﺼﺎﺕ  ﻭﺭﻕ ﻣﻠﻮﻥ‬
‫ﻣﺴﻄﺮﺓ  ﺁﻟﺔ ﺣﺎﺳﺒﺔ ﻣﺒﺮﻣﺠﺔ  ّ‬
‫‪ .٤‬ﺍﻟﺘﻤﻬﻴﺪ‪:‬‬
‫ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ ﻛﻞ ﻣﺎ ﻳﻌﺮﻓﻮﻧﻪ ﻋﻦ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ‪ :‬ﺍﻛﺘﺐ‬
‫ﻋﻠﻰ ﺍﻟﻠﻮﺡ ﺍﻷﻋﺪﺍﺩ‪:‬‬
‫‪... ،200 ،100 ،50 ،25‬‬
‫ﺍﺳﺄﻟﻬﻢ ﻋﻦ ﺍﻟﻨﻤﻂ‪ .‬ﺩﻋﻬﻢ ﻳﺨﻤﻨﻮﻥ ﺇﺫﺍ ﻛﺎﻥ ﻳﻮﺟﺪ ﻓﻲ ﻫﺬﺍ‬
‫‪ȊȌ‬‬

‫ﺍﻟﻨﻤﻂ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ﻋﻤﻠﻴﺔ ﺟﻤﻊ ﺃﻭ ﺿﺮﺏ‪.‬‬

‫ﺃﻋﻂ ﺃﻣﺜﻠﺔ ﻭﺃﻣﺜﻠﺔ ﻣﻀﺎﺩﺓ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﻬﻨﺪﺳﻴﺔ‪.‬‬ ‫ ِ‬ ‫ﺍﻃﻠﺐ ﻣﻨﻬﻢ ﺇﻋﻄﺎﺀ ﺃﻣﺜﻠﺔ ﻋﻦ ﺍﻟﻨﺴﺒﺔ ‪b... 3 l‬‬
‫ ﺩﻋﻬﻢ ﻳﻼﺣﻈﻮﻥ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﻬﻨﺪﺳﻴﺔ ﻭﺍﻟﻤﺘﺘﺎﻟﻴﺔ‬ ‫‪ .٥‬ﺍﻟﺘﺪﺭﻳﺲ‪:‬‬
‫‪4‬‬

‫ﺍﻟﺤﺴﺎﺑﻴﺔ‪ .‬ﻭﺃﻥ ﻫﻨﺎﻙ ﻣﺘﺘﺎﻟﻴﺎﺕ ﻟﻴﺴﺖ ﻫﻨﺪﺳﻴﺔ ﻭﻟﻴﺴﺖ‬ ‫ﺍﻋﺮﺽ ﻋﻤﻠﻴّﺎً ﻣﺜﻠﺜﺎً ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻭﻣﺘﺴﺎﻭﻱ ﺍﻟﺴﺎﻗﻴﻦ ﻣﻦ ﺍﻟﻜﺮﺗﻮﻥ‪،‬‬
‫ﺣﺴﺎﺑﻴﺔ )ﻛﻤﺎ ﻓﻲ ﺑﻌﺾ ﺍﻷﻧﻤﺎﻁ(‪.‬‬ ‫ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻘﻮﻣﻮﺍ ﺑﺎﻟﺸﻲﺀ ﻧﻔﺴﻪ ﻋﻠﻰ ﻣﺜﻠﺚ ﻣﺸﺎﺑﻪ‬
‫ ﺧﺬ ﺍﻟﻤﺘﺘﺎﻟﻴﺘﻴﻦ‪:‬‬
‫ﺑﺘﻨﺼﻴﻔﻪ ﺑﺎﻟﺘﺘﺎﺑﻊ‪ .‬ﻧﺎﻗﺶ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﻋﺪﺩ ﺍﻟﻤﺜﻠﺜﺎﺕ‬
‫ﻫﻨﺪﺳﻴﺔ‪ 2, 4, 8, 16, 32, ... :‬ﺣﻴﺚ ‪r = 2 ، a1 = 2‬‬
‫ﺍﻟﻨﺎﺗﺠﺔ ﻣﻦ ﺍﻟﺘﻘﺴﻴﻢ ﺍﻟﻤﺘﺘﺎﻟﻲ‪:‬‬
‫‪an = n1rn1‬‬
‫‪1, 2, 4, 8, 16, ...‬‬
‫ﺣﺴﺎﺑﻴﺔ‪ 2, 4, 6, 8, 10, ... :‬ﺣﻴﺚ ‪d = 2 ، a1 = 2‬‬
‫ﺍﻃﻠﺐ ﺍﺳﺘﻨﺘﺎﺝ ﺍﻟﺤﺪ ﺍﻟﺴﺎﺩﺱ ‪ ...‬ﺍﻟﻌﺎﺷﺮ ‪ ...‬ﺍﺳﺘﻨﺘﺎﺝ ﻗﺎﻧﻮﻥ‬
‫‪an = n1  (n  1) d‬‬
‫ﺑﺎﺳﺘﻘﺮﺍﺀ ‪a5, a6 ... , a10, ...‬‬
‫ﻛﻼ ً ﻣﻨﻬﻤﺎ ﻋﻠﻰ ﺷﻜﻞ ﺑﻴﺎﻧﻲ‪:‬‬ ‫ﻣﺜﻞ ّ‬
‫)‪(1, 2) (2, 4) (3, 8) (4, 16‬‬ ‫‪y = 2x‬‬ ‫‪an = 1  (2)n1‬‬
‫)‪(1, 2) (2, 4) (3, 6) (4, 8‬‬ ‫‪y = 2x‬‬ ‫ﻭﺑﺼﻔﺔ ﻋﺎﻣﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ a, b, c, d, ...‬ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ‬
‫ﻻﺣﻆ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﺸﻜﻠﻴﻦ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ‪.‬‬ ‫ﻓﺈﻥ ‪a = b = c = ...‬‬
‫‪b‬‬ ‫‪c‬‬ ‫‪d‬‬

‫‪an‬‬ ‫ﻻﺣﻆ ﺃﻥ ﺫﻟﻚ ﻫﻮ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻨﺎﺳﺐ ﺍﻟﻤﺘﺴﻠﺴﻞ‪ ،‬ﺃﻱ ﺇﻥ ﺍﻟﻨﺴﺒﺔ‬

‫ﺑﻴﻦ ﻛﻞ ﺣﺪ ﻭﺍﻟﺴﺎﺑﻖ ﻟﻪ ﺛﺎﺑﺖ ﻳﺴﻤﻰ ﺃﺳﺎﺱ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﻬﻨﺪﺳﻴﺔ‪،‬‬
‫ﻓﺈﺫﺍ ﺭﻣﺰﻧﺎ ﺇﻟﻴﻪ ﺑﺎﻟﺮﻣﺰ ‪ r‬ﻓﺈﻧﻪ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ‬
‫ﺑﺎﻟﺼﻮﺭﺓ ‪a1, a1r, a1r2, a1r3, ...‬‬
‫‪n‬‬
‫ﺍﻟﺤﺪ ﺍﻟﻌﺎﻡ ‪an = a1rn1‬‬
‫‪٣٣‬‬

‫‪Low Resolution Copy‬‬


‫‪Geometric Sequence‬‬
‫‪ƾƳƹŚƘţ ƪưƗ‬‬
‫‪Šƿƹřżƫř ƮŗŚƣ ÔŚŨƬŨƯ ƮſŹř‬‬
‫‪.ƲǀƣŚƀƫř ƽƹŚƀŤƯƹ‬‬
‫‪ƲǀŨƬŨƯ Ƽƫœ ŦƬŨưƫř Ɔƣ‬‬
‫‪ŚưƸƴƯ ƪƧƹ Šƿƹřżƫř ƾưŗŚƣ‬‬
‫‪.ƲǀƣŚƀƫř ƽƹŚƀŤƯ‬‬
‫‪ƪƨƄƫŚŝ ŚưƧ ƶƀƠƳ ƪƨƄƫř ŹźƧ‬‬
‫‪.şźƯ ƪƧ ƾƟ šŚŨƬŨưƫř ŵŶƗ Ŝƀůřƹ‬‬
‫=‪a4‬‬ ‫=‪a 3‬‬ ‫=‪a2‬‬
‫‪®řŷŚưƫ ¬ƾƠƴƫŚŝ ŢƳŚƧ řŷœƹ ®ŠǀŝŚƀů ŠǀƫŚŤŤƯ Ʊƺƨţ ŠŬţŚƴƫř ŵƹŶŰƫř ƪƷ‬‬
‫‪®ŠŬţŚƴƫř ŵƹŶŰƫř Ʋǀŝ ŠƣdžƘƫř ƲƗ ƒůdžţ řŷŚƯ‬‬
‫‪®a6 ŽŵŚƀƫř ŶŰƫř ŵŚŬƿœ Ʀƴƨưƿ ƪƷ‬‬
‫‪®a5 žƯŚŴƫř ŶŰƫř ŠƫDžŶŝ a6 ŽŵŚƀƫř ŶŰƫř ŵŚŬƿœ Ʀƴƨưƿ ƪƷ‬‬
‫‪®an-1 ŶŰƫř ŠƫDžŶŝ an ƾƳƺƴƫř ŶŰƫř ŵŚŬƿœ Ʀƴƨưƿ ƪƷ‬‬
‫‪ŜŤƧřƹ ŢŝŚŧ ŵŶƗ ƾƟ ŠǀƫŚŤŤưƫř ŵƹŶů śźƋř ŠƤŝŚƀƫř ŠǀƫŚŤŤưƫř ƲƯ :ŠůƺŤƠƯ ŠƬưū‬‬
‫‪®ƲǀŤǀƫŚŤŤưƫř Ʋǀŝ ŚƷŶŬţ ƾŤƫř ŠƣdžƘƫř ŚƯ .ŠŬţŚƴƫř şŶƿŶŬƫř ŠǀƫŚŤŤưƫř‬‬
‫‪ƾŰǀƋƺţ ƩŚŨƯ‬‬
‫‪.ƶƤŝŚſƹ Ŷů ƪƧ ƾƟ ƪŨưŤưƫř Ǝưƴƫř ƒůDž (1, 2, 4, 8, 16, ...) ŠǀƫŚŤŤưƫř źŞŤƗř‬‬
‫‪ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř‬‬
‫‪­ŢŝŚŧ ƾƤǀƤů ŵŶƘŝ ƢŝŚƀƫř ŶŰƫř śźƋ ŪţŚƳ ƽƹŚƀƿ ŚƸǀƟ Ŷů ƪƧ ŠǀƫŚŤŤƯ ƾƷ‬‬
‫‪.r żƯźƫŚŝ ƶƫ żƯźƿƹ ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř ŽŚſŏ Ƽưƀƿ ŵŶƘƫř řŸƷ‬‬
‫‪.ŠǀſŶƴƷ ŠǀƫŚŤŤƯ (5, 10, 20, 40, ...) ŠǀƫŚŤŤưƫř Ô džŨưƟ‬‬
‫‪.ŠǀſŶƴƷ ŠǀƫŚŤŤƯ ŢƀǀƬƟ (5, 10, 15, 20, ...) ŚÚƯŏ‬‬
‫ﺍﻟﻬﻨﺪﺳﻴﺔ ﻣُﺸﺎﺑﻬﺎً ﻟﻠﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪.y = 2x‬‬
‫* ﺇﺫﺍ ﻛﺎﻧﺖ ‪ r = 1‬ﻳﻜﻮﻥ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ ﻣﺴﺘﻘﻴﻤﺎً ﺃﻓﻘﻴّﺎً ﻋﻠﻰ‬
‫ﺍﻟﺸﻜﻞ ‪.y = k‬‬
‫* ﺇﺫﺍ ﻛﺎﻧﺖ ‪ r < 0‬ﻭ ‪ a1 > 0‬ﻛﺎﻧﺖ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﻤﺜﻠﺔ ﻟﺤﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ‬
‫ﺍﻟﻬﻨﺪﺳﻴﺔ ﻭﺍﻗﻌﺔ ﻓﻮﻕ ﻣﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ ﻭﺗﺤﺘﻪ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪.‬‬
‫ﺗﻮﺍﺻﻞ ﺷﻔﻬﻲ‪:‬‬
‫ﻟﻤﺎﺫﺍ ﺃﻧﺖ ﺑﺤﺎﺟﺔ‪ ،‬ﺇﻟﻰ ﺛﻼﺛﺔ ﺣﺪﻭﺩ ﻋﻠﻰ ﺍﻷﻗﻞ‪ ،‬ﻣﻦ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ‬
‫ﺣﺘﻰ ﺗﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺣﺴﺎﺑﻴﺔ ﺃﻭ ﻫﻨﺪﺳﻴﺔ؟‬
‫ﺍﻃﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻌﻄﻮﺍ ﺃﻣﺜﻠﺔ ﺣﻴﺎﺗﻴﺔ ﺗﻤﺜﻞ ﻣﺘﺘﺎﻟﻴﺎﺕ ﻫﻨﺪﺳﻴﺔ‪:‬‬
‫)ﻣﺜﻼ ً‪ :‬ﺍﻟﻜﺮﺓ ﺍﻟﺘﻲ ﺗﺮﺗﺪ ﺇﻟﻰ ﺍﺭﺗﻔﺎﻋﺎﺕ ﻣﺘﻨﺎﻗﺼﺔ ﺑﻨﺴﺒﺔ ﺛﺎﺑﺘﺔ‪ ،‬ﺗﺰﺍﻳﺪ‬
‫ﻣﺮﺗﺒﺎﺕ ﻣﻮﻇﻒ ﺑﻨﺴﺐ ﻣﺌﻮﻳﺔ ﺛﺎﺑﺘﺔ ‪(...‬‬
‫ﻗﺪ ﻳﺠﺪ ﺍﻟﻄﻼﺏ ﺻﻌﻮﺑﺔ ﻓﻲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﻓﻲ ﻣﻜﺎﻧﻬﺎ‬
‫ﺍﻟﻤﻨﺎﺳﺐ ﺿﻤﻦ ﺍﻟﻘﺎﻋﺪﺓ‪:‬‬
‫‪an = a1r n1‬‬
‫ﻟﻨﺄﺧﺬ ‪r = 3، n 1 = 18 ، n = 19 ، a1 = 11‬‬
‫ﺷﺠﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻭﺿﻊ ﻛﻞ ﻣﺘﻐﻴﺮ ﻓﻲ ﻣﻜﺎﻧﻪ ﺍﻟﺼﺤﻴﺢ‪.‬‬
‫‪Low Resolution Copy‬‬
‫ ﻹﻳﺠﺎﺩ ﻭﺳﻂ ﻫﻨﺪﺳﻲ ﺑﻴﻦ ﻋﺪﺩﻳﻦ‪ ،‬ﺍﺣﺮﺹ ﻋﻠﻰ ﺃﻥ ﻳﻜﻮﻥ‬
‫‪ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř‬‬ ‫ﺍﻟﻮﺳﻂ ﻋﺪﺩﺍ ً ﺣﻘﻴﻘﻴّﺎً ﻣﻮﺟﺒﺎً ﺃﻭ ﺳﺎﻟﺒﺎً ﻭﺑﺎﻟﺘﺎﻟﻲ ﻻ ﺑﺪ ﺃﻥ ﻳﻜﻮﻥ‬
‫‪ƮƬƘŤţ Ɲƺſ‬‬
‫* ‪ŚƸſŚſŏƹ ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř‬‬
‫ﺍﻟﻌﺪﺩﺍﻥ ﻣﻮﺟﺒﻴﻦ ﻣﻌﺎً ﺃﻭ ﺳﺎﻟﺒﻴﻦ ﻣﻌﺎً )‪.(ab > 0‬‬
‫ ﺇﺩﺧﺎﻝ ﺃﻭﺳﺎﻁ ﻫﻨﺪﺳﻴﺔ ﻳﻌﻨﻲ ﺇﻳﺠﺎﺩ ﺣﺪﻭﺩ ﻧﺎﻗﺼﺔ ﻓﻲ ﻣﺘﺘﺎﻟﻴﺔ‬
‫* ‪ŠǀƫŚŤŤưƬƫ ƾƳƺƴƫř ŶŰƫř‬‬
‫‪ŠǀſŶƴƸƫř‬‬
‫ﻫﻨﺪﺳﻴﺔ ﺗﻘﻊ ﺑﻴﻦ ﻋﺪﺩﻳﻦ ﻣﻌﻴﻨﻴﻦ‪ .‬ﻻﺣﻆ ﻫﻨﺎ ﺃﻧﻪ ﻳﻤﻜﻦ ﺇﺩﺧﺎﻝ‬
‫* ‪ŠǀſŶƴƸƫř ƍŚſƹǃř‬‬
‫* ‪ŵƹŶů ƲƯ ÔřŶÚ ů (n) ƕƺưŬƯ‬‬
‫‪ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř‬‬
‫ﻋﺪﺩ ﺯﻭﺟﻲ ﻣﻦ ﺍﻷﻭﺳﺎﻁ ﺍﻟﻬﻨﺪﺳﻴﺔ )ﺍﻟﺤﻘﻴﻘﻴﺔ( ﺑﻴﻦ ﻋﺪﺩﻳﻦ‬
‫ﻣﺨﺘﻠﻔﻲ ﺍﻹﺷﺎﺭﺓ ﻭﺃﻧﻪ ﻳﻤﻜﻦ ﺇﺩﺧﺎﻝ ﺃﻱ ﻋﺪﺩ ﻓﺮﺩﻱ ﻣﻦ‬
‫ﺍﻷﻭﺳﺎﻁ ﺍﻟﻬﻨﺪﺳﻴﺔ )ﺍﻟﺤﻘﻴﻘﻴﺔ( ﺑﻴﻦ ﻋﺪﺩﻳﻦ ﻣﺘﺤﺪﻱ ﺍﻹﺷﺎﺭﺓ‪.‬‬
‫=‪a1‬‬
‫ ﺍﺑﺪﺃ ﺑﺄﻣﺜﻠﺔ ﺣﺴﺎﺑﻴﺔ ﻟﺘﻮﺿﻴﺢ ﻣﺠﻤﻮﻉ ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ‬
‫)ﻣﺤﺪﻭﺩﺓ(‪.‬‬
‫ ﻓﻲ ﻣﺜﺎﻝ )‪ (٢‬ﺻﻔﺤﺔ ‪ :٤١‬ﻭﺿﺢ ﻣﺘﺘﺎﻟﻴﺔ ﺍﻟﺘﻮﻓﻴﺮ‪.‬‬
‫‪1 250, 1 500, 1 800, 2 160, ...‬‬
‫ ﺍﻃﻠﺐ ﺍﻟﺒﺤﺚ ﻋﻦ ﺃﻗﺮﺏ ﺷﻬﺮ ﻳﻤﻜﻦ ﻓﻴﻪ ﻟﻠﻌﺎﺋﻠﺔ ﺃﻥ ﺗﻘﻮﻡ‬
‫ﺑﺎﻟﺮﺣﻠﺔ ﺑﺄﻛﺜﺮ ﻣﻦ ﻃﺮﻳﻘﺔ‪.‬‬
‫ ﻓﻲ ﺑﻌﺾ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﺣﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﺑﺎﻟﺘﺤﻠﻴﻞ‪ ،‬ﻭﺣﻞ ﻣﻌﺎﺩﻟﺔ ﺃﺳﻴﺔ ﺑﺴﻴﻄﺔ؛ ﻟﺬﺍ ﻳﻔﻀﻞ ﻣﺮﺍﺟﻌﺔ ﻫﺬﻩ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﺴﺒﻘﺔ ﻗﺒﻞ ﺣﻞ ﻫﺬﻩ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺃﻭ ﺍﻟﺘﻨﺒﻴﻪ ﺑﻜﻴﻔﻴﺔ ﺣﻠﻬﺎ‪.‬‬
‫ ﺍﻟﻤﺴﺎﺋﻞ ﺍﻟﻤﻜﺮﺭﺓ ﻭﺍﻟﺘﻲ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﻋﻤﻠﻴﺎﺕ ﺣﺴﺎﺑﻴﺔ ﻃﻮﻳﻠﺔ‬
‫‪Ȋȍ‬‬
‫ﺗﺘﺮﻙ ﻟﻠﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ‪ ،‬ﻭﻳﻤﻜﻦ ﺍﻻﻛﺘﻔﺎﺀ ﺑﻨﻤﺎﺫﺝ ﻣﻨﻬﺎ‪.‬‬
‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﺒﻴﺌﺔ‪ :‬ﻟﻨﻔﺘﺮﺽ ﺃﻧﻚ ﺗﺮﻳﺪ ﺗﺼﻐﻴﺮ ﺻﻮﺭﺓ ﻣﻮﺟﻮﺩﺓ ﻋﻠﻰ‬
‫ﺍﻟﺤﺎﺳﻮﺏ ﻃﻮﻟﻬﺎ ﺍﻟﺤﺎﻟﻲ ﻳﺴﺎﻭﻱ ‪ .10 cm‬ﺍﻟﺤﺪ ﺍﻷﻗﺼﻰ‬
‫ﻟﺘﺼﻐﻴﺮ ﺍﻟﺼﻮﺭﺓ ﻓﻲ ﻛﻞ ﻣﺮﺓ ﻫﻮ ‪ .64%‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺼﻮﺭﺓ‬
‫ﻣﺮﺍﺕ‪.‬‬
‫ﺑﻌﺪ ﺗﺼﻐﻴﺮﻫﺎ ‪ّ 7‬‬
‫ﻧﻜﺘﺐ ﺍﻟﻘﺎﻋﺪﺓ‪:‬‬
‫‪an = a1r n1‬‬
‫ﻟﺪﻳﻨﺎ ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ‪10, 6.4, ... :‬‬
‫ﺇﺫﻥ‪n = 7 ، r = 0.64 ، a1 = 10 :‬‬
‫‪ .٦‬ﺍﻟﺮﺑﻂ‪:‬‬
‫‪an = a1r n1‬‬
‫ﻓﻴﻜﻮﻥ ‪a7 = 10  (0.64)6‬‬
‫‪) a7 = 0.68719‬ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ(‬
‫‪ .٧‬ﺃﺧﻄﺎﺀ ﻭﺍﺭﺩﺓ‪:‬‬ ‫ﺇﺫﻥ ﻳﺼﺒﺢ ﻃﻮﻝ ﺍﻟﺼﻮﺭﺓ ﺗﻘﺮﻳﺒﺎً ‪.0.7 cm‬‬
‫ﻣﻼﺣﻈﺎﺕ‪ :‬ﺭﻛﱢﺰ ﻣﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺃﻥ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﻬﻨﺪﺳﻴﺔ‬
‫ﻣﻮﺟﻮﺩﺓ ﻋﻠﻰ ﻣﻨﺤﻨﻰ ﺑﻌﻜﺲ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ ﺍﻟﺘﻲ ﺣﺪﻭﺩﻫﺎ‬
‫ﻣﻮﺟﻮﺩﺓ ﻋﻠﻰ ﺧﻂ ﻣﺴﺘﻘﻴﻢ‪.‬‬
‫ﻓﻨﺠﺪ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺑﺤﺴﺐ ﻗﻴﻤﺔ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺸﺘﺮﻛﺔ ‪. r‬‬
‫* ﺇﺫﺍ ﻛﺎﻧﺖ ‪ r > 0‬ﻭﻻ ﺗﺴﺎﻭﻱ ‪ 1‬ﻳﻜﻮﻥ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ‬
‫‪٣٤‬‬
 :‫ ﺍﻟﺘﻘﻮﻳﻢ‬.٨
‫ ﻣﻦ‬٤٠ ‫ ﺻﻔﺤﺔ‬٣‫ ﻭ‬٢ ‫ﻛﻠﻒ ﺍﻟﻄﻼﺏ ﺑﺤﻞ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺭﻗﻢ‬
:ƞƿźƘţ
źƈƴƗ ƪƨƫ an ! 0 Ŧǀů aan + 1 = r ƱŚƧ řŷœ ŠǀſŶƴƷ ŠǀƫŚŤŤƯ Ƽưƀţ (an) ŠǀƫŚŤŤưƫř
.common ratio ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř ŽŚſŏ Ƽưƀƿ ŢŝŚŧ ƾƤǀƤů ŵŶƗ r, IN* ƲƯ n
‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ ﻭﺗﺤﻘﻖ ﻣﻦ ﺃﻧﻬﻢ ﻳﺴﺘﺨﺪﻣﻮﻥ ﻣﻌﺎﺩﻻﺕ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ‬
n

an = 3n Ŧǀů (an) ŠǀƫŚŤŤưƫř :ƩŚŨƯ

(3, 9, 27, 81, 243, ..., 3 n , ...)

‫ ﻭﺗﺤﻘﻖ ﺃﻳﻀﺎً ﻣﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﻢ ﺍﻵﻟﺔ‬.‫ﺍﻟﻬﻨﺪﺳﻴﺔ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‬

Ʊǃ Ʀƫŷƹ ŠǀſŶƴƷ ŠǀƫŚŤŤƯ ƾƷ
a2 a3 a4 an + 1

.‫ﺍﻟﺤﺎﺳﺒﺔ ﺑﺎﻟﺸﻜﻞ ﺍﻟﺼﺤﻴﺢ‬

a1 = a2 = a3 = ... = an = 3
ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƬƫ ƾƳƺƴƫř ŶŰƫř
an = arn-1 ƱŔƟ r ! 0 ŚƸſŚſŏ ŠǀſŶƴƷ ŠǀƫŚŤŤƯ (an) ŢƳŚƧ řŷœ

:‫ ﻣﺴﺄﻟﺔ ﺍﻟﻴﻮﻡ‬.٩
.ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř ŽŚſŏ ƺƷ r ¬ƾƳƺƴƫř ŶŰƫř ƺƷ an ¬Ʃƹǃř ŶŰƫř a Ŧǀů
a2 = ar Ʊƺƨƿƹ
a3 = ar2
a4 = ar3
an = akr n -k ƾƳƺƴƫř ŶŰƫř ƱƺƨǀƟ ak ƺƷ Ʃƹǃř ŶŰƫř ƱŚƧ řŷœ Ʋƨƫƹ 25 km ‫ﻃﻴﺎﺭ ﻫﺒﻂ ﺑﻄﺎﺋﺮﺗﻪ ﺍﺿﻄﺮﺍﺭﻳّﺎً ﻓﻲ ﺍﻟﺼﺤﺮﺍﺀ ﺑﻤﻜﺎﻥ ﻳﺒﻌﺪ‬
‫ ﻭﺗﻀﺎﺀﻟﺖ‬،12 km ‫ ﻣﺸﻰ ﺍﻟﻄﻴﺎﺭ ﻓﻲ ﺍﻟﻴﻮﻡ ﺍﻷﻭﻝ‬.‫ﻋﻦ ﺃﻗﺮﺏ ﻗﺮﻳﺔ‬
ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƬƫ ŠƯŚƘƫř şŹƺƈƫř Ʊƺƨţƹ
(a, ar, ar2, ... ar n-1, ...)

‫ﻫﺬﻩ ﺍﻟﻤﺴﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻨﺼﻒ ﻓﻲ ﺍﻟﻴﻮﻡ ﺍﻟﺜﺎﻧﻲ ﺑﺴﺒﺐ ﺍﻹﺭﻫﺎﻕ‬

(Ý) ƩŚŨƯ
.3 ŚƸſŚſŏƹ 9 Ʃƹǃř ŚƷŶů ƾŤƫř ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř ƲƯ Ƽƫƹǃř ŠƀưŴƫř ŵƹŶŰƫř ŜŤƧř

... ‫ﻭﻫﻜﺬﺍ ﻓﻲ ﺍﻟﻴﻮﻡ ﺍﻟﺜﺎﻟﺚ‬

ƪŰƫř
a1 = a = 9
a2 = ar = 9 ^ 3 = 27
a3 = ar2 = 9 ^ 32 = 81
a4 = ar3 = 9 ^ 33 = 243
.‫ﻫﻞ ﻳﻤﻜﻦ ﻟﻠﻄﻴﺎﺭ ﺃﻥ ﻳﺼﻞ ﺇﻟﻰ ﺍﻟﻘﺮﻳﺔ؟ ﻋﻠﻞ ﺇﺟﺎﺑﺘﻚ‬
(‫ )ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‬:‫ﺍﻟﺤﻞ‬
a5 = ar4 = 9 ^ 34 = 729
(9, 27, 81, 243, 729, ...) ƾƷ ŠǀƫŚŤŤưƫř

(Þ) ƩŚŨƯ
.ŠǀƫŚŤŤưƫř ŜŤƧř .128 ŽŵŚƀƫř ŚƷŶůƹ 4 Ʃƹǃř ŚƷŶů ŠǀſŶƴƷ ŠǀƫŚŤŤƯ 12 + 6 + 3 + 1.5 + ... - 24
a = 4, a6 = 128
ƪŰƫř
.‫ﻻ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻮﺻﻮﻝ‬
:‫ ﺇﺟﺎﺑﺎﺕ ﻭﺣﻠﻮﻝ‬.١٠
ar5 = 128
4r5 = 128

٣٩ ،٣٨ ‫ﺣﻠﻮﻝ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻭﺍﻟﻤﺴﺎﺋﻞ ﺹ‬

r5 = 32
r=2

(‫ )ﺩ‬، (‫ )ﺝ‬، (‫ )ﺏ‬، (‫ )ﺃ‬:‫( ﻫﻨﺪﺳﻴﺔ‬١)

(4, 8, 16, 32, ...) ƾƷ ŠǀƫŚŤŤưƫř

:‫ﺍﻷﺳﺎﺱ‬
ȊȎ

2 (‫؛ )ﺩ‬- 3 (‫؛ )ﺝ‬0.4 (‫؛ )ﺏ‬2 (‫)ﺃ‬

1

(ß) ƩŚŨƯ 2 (‫ )ﺩ‬، 2 (‫ )ﺃ‬:‫ ﺍﻷﺳﺎﺱ‬، (‫ )ﺩ‬، (‫ )ﺃ‬:‫( ﻫﻨﺪﺳﻴﺔ‬٢)

5 (‫ )ﺝ‬25 (‫ )ﺏ‬:‫ ﺍﻷﺳﺎﺱ‬، (‫ )ﺝ‬، (‫ )ﺏ‬:‫ﺣﺴﺎﺑﻴﺔ‬
ŚƷŶůƹ ¬36 ƾƳŚŨƫřƹ Ʃƹǃř ƲƿŶŰƫř ƕƺưŬƯƹ ¬ŠŞūƺƯ ŚƷŵƹŶů ŠǀſŶƴƷ ŠǀƫŚŤŤƯ
.žƯŚŴƫř ŶŰƫř Ŷūƹŏ .3 ƽƹŚƀƿ ŦƫŚŨƫř

.(‫ )ﻭ‬، (‫ )ﻫـ‬:‫ﻻ ﺣﺴﺎﺑﻴﺔ ﻭﻻ ﻫﻨﺪﺳﻴﺔ‬

ƪŰƫř
a1 + a2 = 36, a3 = 3

135 ,45 ,15 ,5 (‫( )ﺃ‬٣)

a(1 + r) = 36 , a + ar = 36 (1)
ar2 = 3 (2)

81 , 27 , 9 , 3 , 2 (‫)ﺏ‬
ar2
=
3
a (1 + r) 36
ŠưƀƤƫŚŝ 8 4 2 1 1

0.625, 0.125, 0.25, 0.5, 1 (‫)ﺝ‬

12r2 = 1 + r
12r2 - r - 1 = 0
(4r + 1) (3r - 1) = 0

ƩƺŞƤƯ r = 31 ƹŏ ŠŞūƺƯ ŵƹŶŰƫř Ʊǃ ƉƺƟźƯ r =- 41 16 000 000, - 80 000, 40 000, - 2 000, 100 (‫)ﺩ‬
a # 9 = 3 (2) ƾƟ ƊƿƺƘŤƫŚŝ
1
48 (٤)
3 ,9 ,27 ,81, ... ‫ ﺃﻭ‬81, 27, 9, ... (٥)
a = 27
a5 = ar4

a2 = r = 16 (٦)
1 4 1
a5 = 27 b 3 l = 3

ƲƿŹŚưţ
a6 4

.ŽŚſǃř ŶūƹŐƟ ƦƫŸƧ ŢƳŚƧ řŷœ ®ŠǀſŶƴƷ Šǀţǁř šŚǀƫŚŤŤưƫř ƪƷ -Ý

(1, -2, 4, -8, ...) (ŵ) (1, 2, 4, 8, ...) (ŏ) r =!2
‫( ﺃﻭ‬20 ,10 ,5, 40, ...)
(1, 21 , 31 , 41 , ...) (ÉƷ) (10, 4, 1.6, 0.64, ...) (ś)
(18, -6, 2, -32 , ...) (ũ)

ŶŰƫř Ŷūƹŏ Ʈŧ ¬Ʀƫŷ źǀƛ ƹŏ ŠǀſŶƴƷ ƹŏ ŠǀŝŚƀů Šǀţǁř šŚǀƫŚŤŤưƫř ƽŏ ŵÚŶů -Þ (.‫( )ﻻﺣﻆ ﺍﻟﻤﻌﻄﻴﺎﺕ‬5, 10, 20, 40, ...)
a = ! 7 ، r = ! 2 % 1 3 = r2 = 4 (٧)
:ŠƫŚů ƪƧ ƾƟ ƾţǁř
(45, 90, 180, 360, ...) (ŏ) a r5
(25, 50, 75, 100, ...) (ś)

(7, 14, 28, 56, 112, 224, ...) ‫ﻭﻻﺣﻆ ﺍﻟﻤﻌﻄﻴﺎﺕ‬

(30, 35, 40, 45, ...) (ũ)
a1 r
(-5, 10, -20, 40, ...) (ŵ)

(112 ,56 ,28 ,14 ,7, 224, ...)

(5, 6, 8, 11, 15, ...) (ÉƷ)
(1, 4, 9, 16, ...) (ƹ)

Ȋȏ

٣٥

Low Resolution Copy

 ‫( ﻧﺠﺪ‬١) ‫ ﻣﻦ‬a1r4 = 81 ، a1  a1r2 = 10 (٨)
:Ʊŏ ƮƬƗ řŷœ ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř ƲƯ Ƽƫƹǃř ŠƀưŴƫř ŵƹŶŰƫř ŜŤƧř -ß
r = -3, a1 = 5 (ŏ) a1 ]1+ r2g =10
a1 = 2 , r = 3 (ś)
1 2
r = 0.5, a1 = 1 (ũ) 10
a1= 100, r=-20 (ŵ) a1 =
.(3, 6, 12, ...) ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř ƲƯ žƯŚŴƫř ŶŰƫř Ŷūƹŏ -à
1 + r2
10r4 - 81r2 - 81= 0 ‫ﻭﻣﻨﻪ‬ = 81 (٢) ‫ﻧﻌﻮﺽ ﻓﻲ‬
.1 žƯŚŴƫř ŚƷŶůƹ 81 Ʃƹǃř ŚƷŶů ƾŤƫř ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř Ŷūƹŏ -á
.160 ŽŵŚƀƫř ŚƷŶůƹ 10 ƾƳŚŨƫř ŚƷŶů ƾŤƫř ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř Ŷūƹŏ -â 10r4
.224 ŽŵŚƀƫř ŚƷŶůƹ 56 Ɩŝřźƫř ŚƷŶů ƾŤƫř ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř Ŷūƹŏ -ã

‫ ﻭﻣﻨﻪ‬r2= 9 ‫ ﺍﻭ‬r2 > 0 ‫ ﻣﺮﻓﻮﺽ ﻷﻥ‬r2 =- 10 ‫ﻭﺑﺎﻟﺤﻞ ﻧﺠﺪ‬

1 + r2
¬81 žƯŚŴƫř ŚƷŶůƹ 10 ŠǀſŶƴƷ ŠǀƫŚŤŤƯ ƲƯ ŦƫŚŨƫřƹ Ʃƹǃř ƲƿŶŰƫř ƕƺưŬƯ -ä 9
.ŠǀƫŚŤŤưƫř Ŷūƹŏ

a1 = 1 ‫ ﻭﺑﺎﻟﺘﺎﻟﻲ‬r = ! 3
Ŷţźţ şźƨƫř Ʊŏ ƮƬƗ řŷŔƟ ¬ƉŹǃř ŮƐſ ơƺƟ 243 m ƕŚƠţŹř ƲƯ şźƧ ŢƐƤſ -å
¬ƢŝŚƀƫř ŚƸƗŚƠţŹř ƲƯ 3 ƵŹŶƣ ƕŚƠţŹř Ƽƫœ ƪƈţƹ ƭřŶƐƇř ƪƧ ŶƘŝ ƼƬƗŏ Ƽƫœ

(1, 3, 9, 27, 81, 243, ... )

2
®ŠƀƯŚŴƫř ŠƯŶƈƫř ŶƘŝ ƪƈţ ƕŚƠţŹř ƽŏ Ƽƫœ
ƱŚƨſ ŵŶƗ Ʊƺƨƿ ƮƨƟ ¬Šƴſ ƪƧ 2% ŢŝŚŧ ƩŶƘưŝ ŠƴƿŶưƫř ƱŚƨſ ŵŶƗ ŵřŵżƿ -ÝÜ

(243 ,81, 27 ,9 ,3 ,1, ... )

.ŠưƀƳ 400 000 ƾƫŚŰƫř ƮƷŵŶƗ ƱŚƧ řŷœ šřƺƴſ 5 ŶƘŝ ŠƴƿŶưƫř ƵŸƷ
.(1, 2, 4, ..., 256) ŠǀƫŚŤŤưƫř ŵƹŶů ŵŶƗ Ŷūƹŏ -ÝÝ

‫( ﺑﻌﺪ ﺍﻟﺼﺪﻣﺔ ﺍﻟﺨﺎﻣﺴﺔ‬٩)

ƲƿŵŶƗ Ʋǀŝ ŠǀſŶƴƸƫř ƍŚſƹǃř
Geometric Means Between Two Numbers
ab > 0 Ŧǀů ƲǀǀƤǀƤů ƲƿŵŶƗ bƹ a ƱŚƧ řŷœ
.bƹ a ƲƿŵŶƘƫř Ʋǀŝ Ô ŚÚǀſŶƴƷ Ô ŚƐſƹ Ʊƺƨƿ - ab ƹŏ ab ƱŔƟ 2 5
h6 = a1 r5 = 243 # b 3 l = 32 cm
(Ý) ƩŚŨƯ

:‫( ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ‬١٠)

.27 ƹ 39 ƲƿŵŶƘƫř Ʋǀŝ ÔŚÚǀſŶƴƷ ÔŚƐſƹ Ŷūƹŏ

ƪŰƫř
h1
27 # 9 =+ 9 = 3 : ƾſŶƴƸƫř Ǝſƺƫř
h2 h3
3
+

: ƾſŶƴƸƫř Ǝſƺƫř ƹŏ h4
h5
3

1
- 27 # 9 =- 9 =- 3

ŜƿŹŶţ
2 h6
-27 ¬ -3 ƲƿŵŶƘƫř Ʋǀŝ ƾſŶƴƸƫř Ǝſƺƫř Ŷūƹŏ 3 4 5
(a, b, c, d, .... k, l) ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř ƾƟ :ŠƯŚƗ şŹƺƈŝƹ
ŠǀƬưƗ Ƽưƀţƹ a, l ƲǀǀƤǀƤŰƫř ƲƿŵŶƘƬƫ ŠǀſŶƴƷ ÔŚƏŚſƹŏ b, c, d, ..., k Ƽưƀţ
.a, l ƲƿŵŶƘƫř Ʋǀŝ ŠǀſŶƴƷ ƍŚſƹŏ ƩŚųŵœ ŠǀƬưƘŝ b, c, d, ..., k ŵŚŬƿœ

a1 r5 = 400 000 # (1.02) 2 = 441 632 (‫)ﻧﺴﻤﺔ‬

ȊȐ
a1400 000 a1r a1r2 a1r3 a1 r4 a1r5

1 2 3 4 5
an = 2  ‫( ﻧﻼﺣﻆ ﺃﻥ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺗﻜﺘﺐ ﺑﺎﻟﺸﻜﻞ‬١١)
(Þ) ƩŚŨƯ
n 1
.512ƹ 8 Ʋǀŝ ŠŞūƺƯ ŠǀſŶƴƷ ƍŚſƹŏ Šƀưų ƪųŵŏ

n = 9 ‫ ﻭﻣﻨﻪ‬256 = 28 ‫ﻭﺃﻥ‬
ƪŰƫř
a = 8, l = 512, n = 5 + 2 = 7

٤٠ ‫ﺣﻠﻮﻝ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺹ‬
l = ar n-1
512 = 8 r7 - 1

! 10 (‫( )ﺃ‬١)
r6 = 64

r6 = (-2)6 ƹŏ r6 = 26 ƾƐƘƿ

ƉƺƟźƯ r =- 2 ƹŏ r = 2
24 ,12 ,6 ‫ ﺃﻭ‬6, 12, 24 (‫)ﺏ‬
! 15 (‫)ﺝ‬
256 ¬128 ¬64 ¬32 ¬16 ƾƷ ƍŚſƹǃř 4
ƲƿŹŚưţ
:Šǀţǁř ŠǀſŶƴƸƫř šŚǀƫŚŤŤưƫř ƾƟ ŠƈƣŚƴƫř ŵƹŶŰƫř Ŷūƹŏ -Ý
(3, , , , 48, ...) (ś) (5, , 20, ...) (ŏ)
67.5 ,22.5 ,7.5 ‫ ﺃﻭ‬7.5, 22.5, 67.5 (‫)ﺩ‬
(2.5, , , , 202.5, ...) (ŵ) b 2 , , 8 , ...l (ũ) 32 = x % 2x = 64 % (2, 8, x) (٢)
4, 8, 16, 32 (٣)
®x Šưǀƣ ŚưƟ 8 ƺƷ x ¬2 ƲƿŵŶƘƬƫ ƾſŶƴƸƫř Ǝſƺƫř ƱŚƧ řŷœ -Þ
5 45

.64ƹ 2 Ʋǀŝ ŠǀſŶƴƷ ƍŚſƹŏ ŠƘŝŹŏ ƪųŵŏ -ß

% 1 024r8 = 4 (٤)
.4ƹ 1024 Ʋǀŝ ŠǀſŶƴƷ ƍŚſƹŏ ŠƘŞſ ƪųŵŏ -à

Sum of n Terms of a Geometric Sequence ŠǀſŶƴƷ ŠǀƫŚŤŤƯ ƲƯ Ƽƫƹǃř ÔřŶÚ ů n ƕƺưŬƯ

‫ ﺃﻛﻤﻞ‬... r = ! 21
ŠǀſŶƴƷ ŠǀƫŚŤŤƯ (an) ƱŚƧ řŷœ
Sn = a1 + a2 + a3 + ... + an
Ƽƫƹǃř Ô řŶÚ ů n ƕƺưŬƯ ƺƷ

٤٢ ‫ﺣﻠﻮﻝ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺹ‬
(1) Sn = a + ar + ar2 + ... + ar n-1 ƱŔƟ
r ƾƟ (1) ƾƟźƏ śźƌŝ r ! 0 ƱŚƧ řŷœƹ

9 840 (٢) 8 184 (١)

(2) rSn = ar + ar2 + ar3 + ... + arn
:(2) ƲƯ (1) ŭźƐŝ

% a + a r = 3 (٣)
r ! 1 Ʊŏ ƍźƃ ƼƬƗ ]r - 1gSn = ar n - a
2
= a]r n - 1g ar 4 1

‫ ﺃﻛﻤﻞ‬... a1 = 3 ،‫ ﻭﻳﻬﻤﻞ ﺍﻟﺴﺎﻟﺐ‬r = 2

Sn = na ƱŔƟ r = 1 ŢƳŚƧ řŷœ (1) ƲƯ ƶƳŏ ƒůDž 1 1

Sn = 1 - r ƱŔƟ r ! 1 ŢƳŚƧ řŷœƹ

a]1 - r ng

ȋȇ b20, - 10, 5, - 5 , ...l (٤)

2
٣٦

Low Resolution Copy

 ‫ ﺃﻛﻤﻞ‬... ، n = 8 (٥)
(Ý) ƩŚŨƯ
.(2, 4, 8, ...) ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř ƲƯ Ƽƫƹǃř şźƄƘƫř ŵƹŶŰƫř ƕƺưŬƯ Ŷūƹŏ
n = 4 (٦)
(20 ,10 ,5, ...) (٧)
ƪŰƫř
a = 2, r = a2 = 2 = 2 , n = 10

an + 1 = 2 ، an = 2 (٨)
a 4
1

Sn =
a]1 - r g
1-r
n
an an - 1

an +1 = a . 2 = a . an ‫ﺇﺫﻥ‬
Sn =
2]1 - 210g ]1 - 1024g
1-2 = 2 1-2 an - 1
Sn = 2 ^ 1023 = 2046

(Þ) ƩŚŨƯ .a ‫ﻓﺎﻟﻤﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ ﺃﺳﺎﺳﻬﺎ‬

ŢƳŚƧƹ ƕƺŞſŏ şŶưƫ ƩƺƬƿŏ źƸƃ Ʃƹŏ ƾƟ ŠƬůźŝ ƭƺƤţ ƱŐŝ "ŶưŰƯ" ŠƬŗŚƗ šźƨƟ
ŏŶŝ ŠƠƬƨŤƫř ƵŸƷ "ŶưŰƯ" ƻŶƫ źƟƺŤţ ƾƨƫƹ .ŠƿŹƺſ şźǀƫ 13750 ŠƬůźƫř ƞǀƫŚƨţ
ŚƯ Ŷƿżƿ Ʊŏ ƼƬƗ Źřŷō źƸƃ ƲƯ Ô ŌřŶŤŝř źƸƃ ƪƧ ŠƿŹƺſ şźǀƫ 1250 ƶƠƿŹŚƈƯ ƲƯ źƟƺƿ :‫ﺣﻞ ﺁﺧﺮ‬
"ŶưŰƯ" źƟƺƿ Ʊŏ Ʋƨưƿ ƪƷ .ƶƫ ƢŝŚƀƫř źƸƄƫř ƲƗ źƸƃ ƪƧ 20% ŹřŶƤưŝ ƵźƟƺƿ
®ƩƺƬƿŏ Ʃƹŏ ƾƟ ŚƸŝ ƭƺƤƿ ƼŤů ŠƬůźƫř ŠƠƬƨţ ƪƧ
n-1 n-2
an a a
ƪŰƫř an - 1 = 2 ' 2 = a
.n źƸƃ ƼŤů ŠƬŗŚƘƫř ƵźƟƺţ ŚƯ ƪŨưƿ Sn
a = 1250 ‫= ﺛﺎﺑﺖ‬
:‫ﺣﻞ ﺁﺧﺮ‬
r = 1.2
(ƩƺƬƿŏ Ƽƫœ Źřŷō) 6 = źƸƃǃř ŵŶƗ

‫ ﻭﻫﺬﺍ ﻋﻠﻰ ﺻﻮﺭﺓ‬an = 21 a n - 1

a]1 - r ng
Sn = 1 - r

‫ ﺍﻟﻬﻨﺪﺳﻴﺔ‬an = ar n - 1
1250]1 - 1.26g
Sn =
ŠŞſŚŰƫř Šƫǁř ƭřŶŴŤſŚŝ
1 - 1.2

Sn = 12412.4 :Ʊƺƨƿ

‫ ﺃﻛﻤﻞ‬... r3 = 8 % ar = 8 (٩)
ƪƘŬţ Ʊŏ ƾƟ ŠƬŗŚƘƫř ƖƯ źƨƟ .ƩƺƬƿŏ Ʃƹŏ ƾƟ ŠƬůźƫŚŝ ƭŚǀƤƫř ŠƬŗŚƘƫř ƖǀƐŤƀţ Dž 6
.ŠƬůźƫŚŝ ƭŚǀƤƫř ƾƟ ƪƯǃř ƢƤŰŤƿ ƼŤů ƢŝŚſ źƸƃ ƪƧ ƲƗ şŵŚƿŻ 25% źǀƟƺŤƫř
ar3

6558 ،6 (١٠)
a b a2 b2 a2 + b2 a2
(١١)
ȋȈ
= & 2 = 2 & 2 =

(‫ﺗﻌﻄﻲ ﺍﻟﻤﻄﻠﻮﺏ )ﻣﻦ ﺧﻮﺍﺹ ﺍﻟﺘﻨﺎﺳﺐ‬

b c b c 2
b +c b2

:‫ﺣﻞ ﺁﺧﺮ‬
:‫ ﺍﻟﻄﺮﻑ ﺍﻷﻳﺴﺮ ﻳﺴﺎﻭﻱ‬،c = ar2 ،b = ar
a2 + a2 r2 a2 (1 + r2) 1
= = 2
a2 r2 + a2 r4 a2 r2 (1 + r2) r
= :‫ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ﻳﺴﺎﻭﻱ‬
a2 1
a2 r2 r2
h = 36 b 4 l . 8.5 :ً ‫( ﺃﻭﻻ‬١٢)
3 5

a ar5
36
1 2 3 4 5 6

‫ ﻣﺠﻤﻮﻉ ﺍﻟﻤﺴﺎﻓﺎﺕ‬:ً‫ﺛﺎﻧﻴﺎ‬
3 5
27 ;b 4 l -1E
36 + 2 # 3 . 200.7 m
4 - 1

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 ٤٦ - ٤٣ ‫ﺣﻠﻮﻝ ﺗﻤﺎﺭﻳﻦ )ﻣﺠﻤﻮﻋﺔ ﺃﻭﻟﻰ( ﺹ‬
(‫( )ﺏ‬٤) (‫( )ﺩ‬٣) (‫( )ﺏ‬٢) (‫( )ﺃ‬١)
ƲƿŹŚưţ
Ʃƹǃř ŚƷŶů ƾŤƫř ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř ƲƯ Ƽƫƹǃř şźƄƘƫř ŵƹŶŰƫř ƕƺưŬƯ Ŷūƹŏ -Ý

(‫( )ﺝ‬٨) (‫( )ﺃ‬٧) (‫( )ﺏ‬٦) (‫( )ﺃ‬٥)

.2 ŚƸſŚſŏƹ 8
.(3, 9, 27, ...) ŠǀƫŚŤŤưƫř ƲƯ Ƽƫƹǃř ŠǀƳŚưŨƫř ŵƹŶŰƫř ƕƺưŬƯ Ŷūƹŏ -Þ

(‫( )ﺩ‬١٣) (‫( )ﺃ‬١٢) (‫( )ﺩ‬١١) (‫( )ﺃ‬١٠) (‫( )ﺃ‬٩)
ŚƷŶůƹ 9 ŠŞūƺƯ ŚƷŵƹŶů ŠǀſŶƴƷ ŠǀƫŚŤŤƯ ƾƟ ƾƳŚŨƫřƹ Ʃƹǃř ƲƿŶŰƫř ƕƺưŬƯ -ß
®Ƽƫƹǃř ŠŤƀƫř ŵƹŶŰƫř ƕƺưŬƯ ŚưƟ ¬12 ŦƫŚŨƫř
ŚƷŶůƹ a2 + a3 = - 5 ŚƸǀƟ ŦƫŚŨƫřƹ ƾƳŚŨƫř ƲƿŶŰƫř ƕƺưŬƯ ŠǀſŶƴƷ ŠǀƫŚŤŤƯ -à

(‫( )ﺃ‬١٨) (‫( )ﺩ‬١٧) (‫( )ﺏ‬١٦) (‫( )ﺝ‬١٥) (‫( )ﺃ‬١٤)
®ŠǀƫŚŤŤưƫř ŚưƟ 20 Ʃƹǃř
243 ŠưǀƤƫř ƹŷ ŶŰƫř ƼŤůƹ 91 ŠưǀƤƫř ƹŷ ŶŰƫř ƲƯ ŵƹŶŰƫř ŵŶƗ Ŷūƹŏ -á

(٢٤) (‫( )ﺏ‬٢٣) (‫( )ﺃ‬٢٢) (‫( )ﺃ‬٢١) (‫( )ﺃ‬٢٠) (‫( )ﺏ‬١٩)
.ŚƸƴƯ Ƽƫƹǃř ŠŤƀƫř ŵƹŶŰƫř ƕƺưŬƯ Ŷūƹŏ Ʈŧ b 9 , ..., 27, 81, 243l
1
ƕƺưŬưƫř Ʊƺƨǀƫ (3, 9, 27, ...) ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř ƲƯ ƵŸųŏ ƭżƬƿ Ô řŶÚ ů ƮƧ -â

(‫)ﺏ‬
.120
Ŷūƹŏ -35 Ƽƫƹǃř ŠŧdžŨƫř ŚƷŵƹŶů ƕƺưŬƯƹ 2 ŚƸſŚſŏ ŠǀſŶƴƷ ŠǀƫŚŤŤƯ -ã
.ŠǀƫŚŤŤưƫř
.ŽŵŚƀƫř ŚƷŶů Ŷūƹŏ Ʈŧ ŠǀſŶƴƷ b a2 l ŠǀƫŚŤŤưƫř Ʊŏ ŢŞŧŏ -ä
(‫( )ﺩ‬٢٩) (‫( )ﺏ‬٢٨) (‫( )ﺝ‬٢٧) (‫( )ﺏ‬٢٦) (‫( )ﺃ‬٢٥)
n-1

ŠǀƫŚŤŤưƫř Ŷūƹŏ 64 ƖŝŚƀƫř ŚƷŶůƹ 8 ŠǀſŶƴƷ ŠǀƫŚŤŤƯ ƾƟ Ɩŝřźƫř ŶŰƫř ƱŚƧ řŷœ -å

(‫( )ﺃ‬٣٠)
.Ƽƫƹǃř ŠǀƳŚưŨƫř ŵƹŶŰƫř ƕƺưŬƯƹ
Ŷūƹŏ Ʈŧ Ʃƹǃř ŚƷŶů Ŷūƹŏ a5 = 486 ¬r = 3 ŚƸǀƟ ŠǀſŶƴƷ ŠǀƫŚŤŤƯ -ÝÜ
.ŚƸƴƯ Ƽƫƹǃř ŠƘŞƀƫř ŵƹŶŰƫř ƕƺưŬƯ
. ab2 +
+ c2 = b2 Ʊŏ ŢŞŧŐƟ ŠǀſŶƴƷ ŠǀƫŚŤŤƯ c ¬b ¬a ŢƳŚƧ řŷœ -ÝÝ
b2 a2
2

Ƽƫœ ƖƠţźţ ƉŹǃŚŝ ƭŶƐƈţ şźƯ ƪƧ ƾƟƹ ¬36 m ƕŚƠţŹř ƲƯ şźƧ ŢƐƤſ -ÝÞ
:Ŷūƹŏ .ŚƸƴƯ ŢƐƤſ ƾŤƫř ŠƟŚƀưƫř ƕŚŝŹŏ Šŧdžŧ
.ŠſŵŚƀƫř şźưƬƫ ƉŹǃŚŝ ŢƯŶƐƇř ŚƯŶƴƗ şźƨƫř ŚƸƴƯ ŢƐƤſ ƾŤƫř ŠƟŚƀưƫř :Ô Džƹŏ
ƼŤů ŚƸƏƺƤſ ŠƔŰƫ ŸƴƯ ŚƸŤƘƐƣ Ŷƣ şźƨƫř Ʊƺƨţ ƾŤƫř šŚƟŚƀưƫř ƕƺưŬƯ :ÔŚǀƳŚŧ
.ŠſŵŚƀƫř şźưƬƫ ƉŹǃŚŝ ŚƸǀƟ ŢƯŶƐƇř ƾŤƫř ŠƔŰƬƫř

ȋȉ

(Ƽƫƹŏ ŠƗƺưŬƯ) ƲƿŹŚưţ

:şŚƐƘưƫř šŚŝŚūDžř Ʋǀŝ ƲƯ ŠŰǀŰƈƫř ŠŝŚūDžř źŤųř
:ƽƹŚƀţ x ƱŔƟ 5x = 7y ƱŚƧ řŷœ -Ý
y

35
1 (ŵ) 1
35 (ũ) 7
5 (ś) 5
7 (ŏ)

:ƽƹŚƀţ x + 3y ƱŔƟ x = 3 ƱŚƧ řŷœ -Þ

y

4x (ŵ) 5x (ũ) 10x (ś) 3x (ŏ)

:ƱŔƟ xy = 69 ƱŚƧ řŷœ -ß

y = 3 ¬x = 2 (ś) y = 9 ¬x = 6 (ŏ)
ŠŘƏŚų ŠƤŝŚƀƫř šŚŝŚūLjř (ŵ) y = 6 ¬x = 9 (ũ)

:ƾƷ ŠŰǀŰƈƫř šŚŝŚūLjř ƻŶůœ ƱŔƟ 6a = 1b ƱŚƧ řŷœ -à

b = 3 ¬a = 2 (ś) b = 6 ¬a = -1 (ŏ)
b = 2 ¬ a = 3 (ŵ) b = -3 ¬a (ũ)
1 1

:ƺƷ 53 ŢŰŞƇŏ ƼŤů 59 ŠŞƀƴƫř ƽŶů ƲƯ ƪƧ Ƽƫœ ƞǀƋŏ ƽŸƫř ŵŶƘƫř -á

5 (ŵ) 4 (ũ) 2 (ś) 1 (ŏ)

®ŠŞſŚƴŤƯ Ô řŵřŶƗŏ ŮŞƈŤƫ 6 ¬10 ¬7 ¬12 ŵřŶƗǃř ƲƯ ƶůźƏ Ŝūřƺƫř ŵŶƘƫř ŚƯ -â

4 (ŵ) 3 (ũ) 2 (ś) 1 (ŏ)

:ƽƹŚƀţ x ƱŔƟ ŠŞſŚƴŤƯ šŚǀưƧ ƖŝŹŏ 14 ¬ x ¬7 ¬5 ŢƳŚƧ řŷœ -ã

14 (ŵ) 9 (ũ) 7 (ś)
5
10 (ŏ)

:ƽƹŚƀţ x ƱŔƟ ƪƀƬƀŤƯ ŜſŚƴţ ƾƟ 81 ¬ x ¬1 ŢƳŚƧ řŷœ -ä

! 18 (ŵ) ! 9 (ũ) ! 81 (ś) ! 81 (ŏ)
1

:ƽƹŚƀţ ab ƱŔƟ ŠŞſŚƴŤƯ šŚǀưƧ ƖŝŹŏ a ¬b ¬1 ¬5 ŢƳŚƧ řŷœ -å

5 (ŵ) 10 (ũ) 1 (ś)
5
5 (ŏ)
1

ȋȊ

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 5 ٤٧ ‫ﺣﻠﻮﻝ ﺗﻤﺎﺭﻳﻦ )ﻣﺠﻤﻮﻋﺔ ﺛﺎﻧﻴﺔ( ﺹ‬
4
:‫ﺍﻟﺴﺆﺍﻝ ﺍﻷﻭﻝ‬
25a2 - 16b2 = 0 ƱŚƧ řŷœ -ÝÜ
:ƽƹŚƀţ ab ƱŔƟ IR+ ƲƯ źƇŚƴƗ b, a Ŧǀů
3
b = d = k (‫)ﺃ‬
a c
4 (ŵ) 4 (ũ) 25 (ś) 5 (ŏ) 2
-5 5 16 4

:ƱŔƟ cƹ b Ʋǀŝ ÔŚŞſŚƴŤƯ ÔŚƐſƹ (a) ƱŚƧ řŷœ -ÝÝ

1 ‫ ﺛﻢ ﻋﻮﺽ ﻓﻲ‬a = bk ، c = dk
k2 = ... ‫ﻛﻞ ﻣﻦ ﺍﻟﻄﺮﻓﻴﻦ‬
a = c (ŵ) a = c (ũ) b = c (ś) a = bc (ŏ)
b a b b a b

b ƱŔƟ b = d ƱŚƧ řŷœ -ÝÞ

:ƽƹŚƀţ a - 1 2 3 4
‫ﻭﺗﻮﺟﺪ ﺣﻠﻮﻝ ﺃﺧﺮﻯ‬
b a c

b + d (ŵ) b (ũ) b (ś) d (ŏ)

a-c c-d a-c c-d

:ƽƹŚƀţ e 2 ƱŔƟ ab = dc = ef ƱŚƧ řŷœ -Ýß y = 4x ‫ ﺇﺫﻥ‬a = 4 ‫ ﺗﻌﻄﻲ‬y = ax (‫)ﺏ‬

2

y = 108 ‫ ﻧﺠﺪ‬x = 27 ‫ﻋﻨﺪﻣﺎ‬

f
df (ŵ) bc (ũ) bd (ś) 2b (ŏ)
ce ad ac 2a

:‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻧﻲ‬
b ƱŔƟ b = 4 ƱŚƧ řŷœ -Ýà
:ƽƹŚƀţ a + b a 5

c = 9 a ، b = 3 a (‫)ﺃ‬
9 (ŵ) 5 (ũ) 4 (ś) 4 (ŏ)
5 4 1 9
13 5
:ƽƹŚƀţ x ƱŔƟ ŠŞſŚƴŤƯ 12 ¬ x ¬8 ¬2 ŵřŶƗǃř ŢƳŚƧ řŷœ -Ýá
5 (ŵ) 3 (ũ) 11 (ś) 10 (ŏ)
5 13
a b1 + 3 + 9 l = 74
a = 18
.ŠŰǀŰƈƫř ŠŝŚūLjř źŤųř ® y = kx ƪÚ Ũưţ Šǀţǁř ƩŚƨƃǃř ƲƯ ƽŏ -Ýâ

c = 26 ، b = 3 a = 3 # 18 = 30
5 5

a : b : c :‫ﺣﻞ ﺁﺧﺮ‬
0 0
5 3
13 9
(2) ƪƨƃ (1)ƪƨƃ 13 15 9
a : b : c = 9 : 15 : 13 :‫ﺇﺫﻥ‬
a b c a+b+c a
ȋȋ 9 = 15 = 13 & 9 + 15 + 13 = 9
a 74
9 = 37 & a = 18, b = 30, c = 26
... ‫ﺣﻠﻮﻝ ﺃﺧﺮﻯ‬
k
w = 2 & k = w  h2 (‫)ﺏ‬
k = 500  (6 400)2
h

wh2 = 500  (6 400)2

w  (6 450)2 = 500  (6 400)2
w = 492 kg
:‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ‬
‫)ﺃ( ﻣﻦ ﺧﻮﺍﺹ ﺍﻟﺘﻨﺎﺳﺐ‬
= ‫ﺇﺣﺪﻯ ﺍﻟﻨﺴﺐ‬
(a + b) - (b + c)

(1)
5-3
a-c
2 =m
5 + 3 + 6 = ‫ﺇﺣﺪﻯ ﺍﻟﻨﺴﺐ‬
2a + 2b + 2c

(2) 2 (a + b + c)
14 =m

= 2 ‫( ﻳﻨﺘﺞ ﺃﻥ‬2) ‫( ﻭ‬1) ‫ﻣﻦ‬

a+b+c a-c
7
V  P = ‫ = ﺗﻌﻄﻲ ﺛﺎﺑﺖ‬V # P ‫)ﺏ( ﺛﺎﺑﺖ‬
‫ﺛﺎﺑﺖ‬
‫ﺗﻐﻴﺮ ﻋﻜﺴﻲ‬
% ‫ = ﺛﺎﺑﺖ‬T % ‫ ﺛﺎﺑﺖ = ﺛﺎﺑﺖ‬# V
V

‫ﺗﻐﻴﺮ ﻃﺮﺩﻱ‬
T

٣٩

Low Resolution Copy

 ‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺍﺑﻊ‪:‬‬

‫)ﺃ( ‪b = c , b2 = c2 = b # c = m‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪a b a‬‬ ‫‪b‬‬ ‫‪a b‬‬ ‫‪2‬‬

‫ﺣﻴﺚ ‪ m‬ﺛﺎﺑﺖ‬
‫‪ m2 = ab2 +‬ﻣﻦ ﺧﻮﺍﺹ ﺍﻟﺘﻨﺎﺳﺐ )‪،(1‬‬ ‫ﻳﻌﻄﻲ‬
‫‪(4) ƪƨƃ‬‬ ‫‪(3) ƪƨƃ‬‬ ‫‪2‬‬
‫‪b2 + a b‬‬
‫)‪4 (ŵ‬‬ ‫)‪3 (ũ‬‬ ‫)‪2 (ś‬‬ ‫)‪1 (ŏ‬‬ ‫‪+ c2 + bc‬‬
‫‪ m2 = ab2 -‬ﻣﻦ ﺧﻮﺍﺹ ﺍﻟﺘﻨﺎﺳﺐ )‪(2‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪ŠŰǀŰƈƫř ŠŝŚūLjř źŤųř ® y = kx ƪÚ Ũưţ Šǀţǁř ƩŚƨƃǃř ƲƯ ƽŏ -Ýã‬‬
‫‪b‬‬
‫‪- c2‬‬
‫ﺍﻟﻄﺮﻓﺎﻥ ﻣﺘﺴﺎﻭﻳﺎﻥ‬
‫ﺣﻞ ﺁﺧﺮ‪b = mc ،a = m2c :‬‬

‫ﺛﻢ ﻋﻮﺽ ﻓﻲ ﺍﻟﻄﺮﻓﻴﻦ ‪m = b = c‬‬

‫‪(2) ƪƨƃ‬‬ ‫‪(1) ƪƨƃ‬‬ ‫‪a b‬‬

‫)ﺏ( ‪y = mn ، m # 4 = 300 ،m = 75‬‬

‫‪(4) ƪƨƃ‬‬ ‫‪(3) ƪƨƃ‬‬ ‫ﺣﻴﺚ ‪ m‬ﺛﺎﺑﺖ‬

‫)‪4 (ŵ‬‬ ‫)‪3 (ũ‬‬ ‫)‪2 (ś‬‬ ‫)‪1 (ŏ‬‬ ‫)ﺳﺎﻋﺎﺕ( ‪y = 75n ، 750 = 75n ،n = 10‬‬
‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺨﺎﻣﺲ‪:‬‬
‫ﻭﺍﺿﺢ ﺃﻥ ﺍﻟﻌﻼﻗﺔ ﻋﻜﺴﻴﺔ ﻷﻥ ﺛﺎﺑﺖ = ‪I  R‬‬

‫‪ȋȌ‬‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺴﺎﺑﻊ‪:‬‬
‫ﺟﻤﻠﺔ ﺍﻷﻗﺴﺎﻁ ‪64 200  20 000 = 44 200‬‬
‫‪an = 50n + 80 ،a1 = 50  80 = 130‬‬
‫ﻓﻲ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ‪a2 = 100 + 80 = 180 ،d = 50 ،‬‬
‫‪n‬‬
‫‪2 [260 + (n - 1) #50] = 44 200‬‬
‫‪n (26 + 5n - 5) = 8 840‬‬ ‫‪K = 0.1  250 = 25‬‬
‫‪2‬‬ ‫‪5‬‬
‫‪5n + 21n - 8 840 = 0‬‬ ‫‪20R = 25 & R = 4‬‬
‫‪n (5n + 21) = 8 840‬‬ ‫‪I  0.75 = 25‬‬
‫‪(5n + 221) (n - 40) = 0‬‬ ‫‪100 # 25 100‬‬
‫)ﻗﺴﻄﺎ ً( ‪= 40‬‬
‫=‪I‬‬ ‫‪= 3‬‬
‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺴﺎﺩﺱ‪:‬‬
‫‪75‬‬

‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﺤﻘﻴﻖ ﺻﺤﺔ ﺍﻟﻨﺎﺗﺞ‬ ‫ﺍﻟﺘﺴﺮﺏ ﻳﻜﻮﻥ ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ‪(8, 16, 32 ...) :‬‬
‫)ﺇﻟﻰ ‪ 40‬ﺣ ّﺪﺍ ً( ‪130  180  230  ...‬‬ ‫ﺣﻴﺚ ‪r = 2 ،a1 = 8‬‬
‫‪S40 = 20 [260 + 39 #50] = 44 200‬‬
‫ﻭﺃﺿﻒ ﺍﻟﺪﻓﻊ ﺍﻟﻔﻮﺭﻱ ‪ %‬ﺛﻤﻦ ﺍﻟﺸﺮﺍﺀ‬
‫)‪8 (1 - 2 n‬‬
‫‪1 - 2 = 8184‬‬
‫)ﺃﻳﺎﻡ( ‪n = 10‬‬

‫‪٤٠‬‬

‫‪Low Resolution Copy‬‬

-8 ¬-6 ¬4 ¬3 (ŵ)
:ÔŚŞſŚƴţ Ʊƺƨţ Dž Šǀţǁř ŵřŶƗǃř ƪſdžſ ƲƯ şŶůřƹ -Ýä
8 ¬6 ¬-4 ¬-3 (ũ) 8 ¬6 ¬4 ¬3 (ś) 6 ¬5 ¬4 ¬3 (ŏ)
‫ﺣﻠﻮﻝ ﻧﻤﻮﺫﺝ ﺃﺳﺌﻠﺔ‬
‫ﺍﻟﺴﺆﺍﻝ ﺍﻷﻭﻝ‬
:ƱŔƟ ŢŝŚŧ (k) Ŧǀů y = kx ŢƳŚƧ řŷœ -Ýå
y=
k
(ŵ) y = kx2 (ũ) xy = k (ś) y = kx (ŏ)

5 = 7 = 8 ‫)ﺃ( ﺇﺫﺍ ﻛﺎﻥ‬

x2

ŚƯŶƴƗ ƶƳŔƟ x = 3 ŚƯŶƴƗ y = 9 ŢƳŚƧƹ x źǀƜŤŝ ÔŚÚƿŵźƏ źǀƜŤţ y ŢƳŚƧ řŷœ -ÞÜ a+b b+c c+a
:ƽƹŚƀţ x ƱŔƟ ¬y = 27
3 (ŵ) 3 (ũ) 9 (ś) 9 (ŏ)
a : b : c ‫ﺃﻭﺟﺪ‬
1 1

‫)ﺏ( ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﺩ ﺍﻷﻋﻤﺪﺓ ﺍﻟﺘﻲ ﻳﺘﻢ ﺗﺮﻛﻴﺒﻬﺎ ﻓﻲ ﺃﺣﺪ ﺍﻟﻄﺮﻕ‬
:ƽƹŚƀţ x ƱŔƟ y = 4 ŚƯŶƴƗ ƶƳŔƟ y = 5 ŚƯŶƴƗ x = 8 ŢƳŚƧƹ y = kx ŢƳŚƧ řŷœ -ÞÝ
20 (ŵ) 4 (ũ) 5 (ś) 10 (ŏ)

ŚƯŶƴƗ ƶƳŔƟ x = 4 ŚƯŶƴƗ y = 9 ŢƳŚƧƹ l = kx ŢƳŚƧƹ y = l + 5 ŢƳŚƧ řŷœ -ÞÞ

:ƽƹŚƀţ y ƱŔƟ x = 2 ،‫ﺍﻟﺴﺮﻳﻌﺔ ﻳﺘﻨﺎﺳﺐ ﻋﻜﺴﻴّﺎً ﻣﻊ ﻣﺮﺑﻊ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻛﻞ ﻋﻤﻮﺩﻳﻦ‬
‫ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻛﻞ‬15 ‫ﻭﻛﺎﻥ ﻋﺪﺩ ﺍﻷﻋﻤﺪﺓ‬
źƠƇ (ŵ) 4 (ũ) 10 (ś) 7 (ŏ)

:ƖƯ ÔŚÚƿŵźƏ ŜſŚƴŤţ ŠůŚƀưƫř ƱŔƟ A = rr2 şźŗřŶƫř ŠůŚƀƯ ŢƳŚƧ řŷœ -Þß
r (ŵ) rr2 (ũ) r2 (ś) r (ŏ)
‫ ﺍﺣﺴﺐ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻛﻞ ﻋﻤﻮﺩﻳﻦ ﻋﻨﺪﻣﺎ‬،‫ ﺃﻣﺘﺎﺭ‬7 ‫ﻋﻤﻮﺩﻳﻦ‬
.135 ‫ﻳﻜﻮﻥ ﻋﺪﺩ ﺍﻷﻋﻤﺪﺓ‬
:ƱŔƟ 36 cm2 ƶŤůŚƀƯƹ yƹ x ƵřŶƘŝ ƪǀƐŤƀƯ -Þà
y - x = 5 (ŵ) y + x = 13 (ũ) y = x (ś) y = 36x (ŏ)
36

:ƽƹŚƀţ ba + d + f ƱŔƟ b = d = f = 5 ƱŚƧ řŷœ -Þá

+c+e a c e 1

5 # 3 (ŵ)
‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻧﻲ‬
b 1 l (ũ)
5 (ś) 5 (ŏ)
2
1 1 1#3 1
5

،‫ ﻧﺴﻤﺔ‬80 000 ‫)ﺃ( ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﻓﻲ ﻣﺪﻳﻨﺔ ﻣﺎ ﻫﻮ‬

:ƽƹŚƀţ x ƱŔƟ ŠǀŝŚƀů ŠǀƫŚŤŤƯ (5, x, ..., 5 + 3x, 96) ŢƳŚƧ řŷœ -Þâ
-21 (ŵ) 48 (ũ) 24 (ś) 21 (ŏ)
:a = 10ƹ d = 2 ŚƸǀƟ ƾŤƫř ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƲƯ ƲƿźƄƘƫř ŵƹŶŰƫř ƕƺưŬƯ -Þã

‫ﻭﻋﻠﻢ ﺃﻥ ﻣﻌﺪﻝ ﺗﺰﺍﻳﺪ ﺳﻜﺎﻥ ﻫﺬﻩ ﺍﻟﻤﺪﻳﻨﺔ ﻓﻲ ﻛﻞ ﻋﺎﻡ ﻫﻮ‬

8400 (ŵ) 580 (ũ) 3800 (ś) 840 (ŏ)
:ƺƷ 75, 4 , 95 ŠǀŝŚƀŰƫř ŠǀƫŚŤŤưƫř ƾƟ ƆƣŚƴƫř ŶŰƫř -Þä

‫ ﺃﻭﺟﺪ ﻋﺪﺩ ﺳﻜﺎﻥ ﻫﺬﻩ‬،‫ ﻋﻦ ﺍﻟﻌﺎﻡ ﺍﻟﺴﺎﺑﻖ ﻟﻪ ﻣﺒﺎﺷﺮﺓ‬3%

85.5 (ŵ) 90 (ũ) 85 (ś) 80 (ŏ)
:ƺƷ (1, 2, 4, ..., 1024) ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř ŵƹŶů ŵŶƗ -Þå
11 (ŵ) 12 (ũ) 8 (ś) 9 (ŏ)

.ً‫ ﻋﺎﻣﺎ‬20 ‫ﺍﻟﻤﺪﻳﻨﺔ ﺑﻌﺪ‬

5 Ʃƹǃř ŚƷŶů ƾŤƫř ŠǀſŶƴƸƫř ŠǀƫŚŤŤưƫř ƲƯ Ƽƫƹǃř ŵƹŶŰƫř şźƄƗ ƕƺưŬƯ -ßÜ
:ƽƹŚƀƿ 2 ŚƸſŚſŏƹ

‫ ﻭﻣﺠﻤﻮﻉ ﺣﺪﻳﻬﺎ‬17 ‫)ﺏ( ﻣﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ ﺣﺪﻫﺎ ﺍﻟﺴﺎﺩﺱ‬

5015 (ŵ) 5120 (ũ) 10 230 (ś) 5115 (ŏ)

.‫ ﺃﻭﺟﺪ ﻫﺬﻩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ‬،16 ‫ﺍﻟﺜﺎﻧﻲ ﻭﺍﻟﺮﺍﺑﻊ‬

ȋȍ

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ‬
(ŠǀƳŚŧ ŠƗƺưŬƯ) ƲƿŹŚưţ
:Ʃƹǃř ƩřŒƀƫř

.384‫ ﻭ‬6 ‫)ﺃ( ﺃﺩﺧﻞ ﺧﻤﺴﺔ ﺃﻭﺳﺎﻁ ﻫﻨﺪﺳﻴﺔ ﻣﻮﺟﺒﺔ ﺑﻴﻦ‬

bd = ]b - d g2 :Ʊŏ ŢŞŧŐƟ b = d ƱŚƧ řŷœ (ŏ)
2
ac ]a - cg a c

Ʈŧ x =27 ŚƯŶƴƗ y Ŷūƹŏ x = 9 ŚƯŶƴƗ y = 36 ƱŚƧƹ y = kx ƱŚƧ řŷœ (ś)

/ (n + 5) (‫)ﺏ‬
.x ¬y Ʋǀŝ ŠƣdžƘƫř ƮſŹř 5

‫)ﺝ( ﺇﺫﺍ ﻛﺎﻥ ﻣﺠﻤﻮﻉ ﺍﻟﺤﺪﻭﺩ ﺍﻟﻌﺸﺮﺓ ﺍﻷﻭﻟﻰ ﻣﻦ ﻣﺘﺘﺎﻟﻴﺔ‬

:ƾƳŚŨƫř ƩřŒƀƫř n=1
ŠƿŵŶƘƫř ŠưǀƤƫř Ŷūƹŏ ¬a + b + c = 74 ƱŚƧƹ ac = 13 ¬ b = 5 ƱŚƧ řŷœ (ŏ)
9 a 3
.c ¬b ¬a ƲƯ ƪƨƫ

ƢƬƏŏ řŷŔƟ .ƉŹǃř żƧźƯ ƲƗ ƵŶƘŝ ƖŝźƯ ƖƯ ÔŚÚǀƀƨƗ ŚƯ Ʈƀū ƱŻƹ źǀƜŤƿ (ś) ‫ ﺃﻭﺟﺪ‬16 ‫ ﻭﻣﺠﻤﻮﻉ ﺣﺪﻳﻬﺎ ﺍﻟﺜﺎﻧﻲ ﻭﺍﻟﺜﺎﻟﺚ‬140 ‫ﺣﺴﺎﺑﻴﺔ‬
.‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ‬
ƕŚƠţŹř ƼƬƗ Ʊƺƨƿ ŚƯŶƴƗ űƹŹŚƈƫř ƱŻƹ Ʊƺƨƿ ƮƨƟ ¬500 kg Ʊżƿ űƹŹŚƇ
®kg ƪƤŧ śźƣǃ śřƺŬƫř ÔŚŝźƤƯ ĵ ƉŹǃř ŮƐſ ƲƗ 50 km
(6400 km ŠǀƋŹǃř şźƨƫř źƐƣ ƞƈƳ ƩƺƏ źŞŤƗř)

:ŦƫŚŨƫř ƩřŒƀƫř

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺍﺑﻊ‬
5 = 3 = 6 ƱŚƧ řŷœ (ŏ)
:Ʊŏ ŢŞŧŏ a + b b+c c+a

،A(6, 4) ‫ ﻧﻘﻄﺘﻴﻦ ﻋﻠﻰ ﻣﻨﺤﻨﻰ ﺣﻴﺚ‬A‫ ﻭ‬B ‫)ﺃ( ﺇﺫﺍ ﻛﺎﻧﺖ‬

a-c a+b+c
2 =
(T) ƶţŹřźů ŠūŹŵƹ ( t ) ƶƐƜƋƹ (v) ŻŚƜƫř ƮŬů Ʋǀŝ ŠƣdžƘƫř ŢƳŚƧ řŷœ (ś)
7

:Šǀţǁř šDžŚŰƫř ƾƟ ŠƣdžƘƫř ƕƺƳ ŶūƹŐƟ T = k = ŢŝŚŧ ŹřŶƤƯ :ƾƷ

tv

:y ‫ ﺃﻭﺟﺪ‬B (12, y)
.ŠŤŝŚŧ şŹřźŰƫř ŠūŹŵ ŢƳŚƧ řŷœ t ¬v Ʋǀŝ -Ý
.ÔŚŤŝŚŧ ƎƜƌƫř ƱŚƧ řŷœ T¬ v Ʋǀŝ -Þ
:Ɩŝřźƫř ƩřŒƀƫř

.ً‫ﺃﻭﻻ ً  ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻳﻤﺜﻞ ﺗﻐﻴﺮﺍ ً ﻃﺮﺩﻳّﺎ‬

ij ŢŞŧŏ ƪƀƬƀŤƯ ŜſŚƴţ ƾƟ šŚǀưƧ ťdžŧ c ¬b ¬a ƱŚƧ řŷœ (ŏ)
:Ʊŏ

.ً‫ﺛﺎﻧﻴﺎً  ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻳﻤﺜﻞ ﺗﻐﻴﺮﺍ ً ﻋﻜﺴﻴّﺎ‬

a2 + ab + b2 a2 - b2
= 2
b2 + bc + c2 b - c2

ƽŸƫř ƲƯżƫř ƖƯ ŠŞſŚƴŤƯ ƩŚưƘƫř Ŷůŏ ŚƸǀƴŬƿ ƾŤƫř (y) ŜƴƘƫř ŠǀưƧ ŢƳŚƧ řŷœ (ś)

4 = 4x + 7y ‫ ﻣﺘﻐﻴﺮﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ ﻭﻛﺎﻥ‬x ‫ ﻭ‬y ‫)ﺏ( ﺇﺫﺍ ﻛﺎﻥ‬

4 ƾƟ ŜƴƘƫř ƲƯ 300 kg ƪƯŚƘƫř ƞƐƣ řŷœƹ ¬ƾƴŬƫř ŠǀƬưƗ ƾƟ ƪƯŚƘƫř řŸƷ ƶƣźƜŤƀƿ 5x - y
.750 kg ƞƐƣ ƾƟ ƶƀƠƳ ŶƸŬƫŚŝ ƪƯŚƘƫř řŸƷ ƶƣźƜŤƀƿ ƽŸƫř ƲƯżƫř ŶūƹŐƟ šŚƗŚſ
3

.‫ ﻭﺃﻭﺟﺪ ﺛﺎﺑﺖ ﺍﻟﺘﻨﺎﺳﺐ‬x ‫ ﺗﺘﻨﺎﺳﺐ ﻃﺮﺩﻳّﺎً ﻣﻊ‬y ‫ﺃﺛﺒﺖ ﺃﻥ‬

:žƯŚŴƫř ƩřŒƀƫř
ŠƯƹŚƤƯƹ (I) ŹŚǀŤƫř şŶƃ Ʋǀŝ ŠƣdžƘƫř ƝźƘŤƫ ŠǀƬưƗ ŠŝźŬţ ŌřźūŔŝ "źǀưſ" ƭŚƣ
:Šǀţǁř ŪŗŚŤƴƫř ƼƬƗ ƪƈůƹ ¬ŶƸŬƫř ơźƟ šŚŞŧ ŶƴƗ (R) ƦƬƀƫř

ȋȎ

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Low Resolution Copy

 ‫ﺣﻠﻮﻝ ﻧﻤﻮﺫﺝ ﺃﺳﺌﻠﺔ‬
R 0.1 0.2 0.4 0.8 1

‫ﺍﻟﺴﺆﺍﻝ ﺍﻷﻭﻝ‬
I 250 125 62.5 31.25 25

a : b : c = 3 : 2 : 5 (‫)ﺃ‬
.ŠƣdžƘƫř ƵŸƷ ƕƺƳ ŪŤƴŤſřƹ Iƹ R Ʋǀŝ ŠƣdžƘƫř ƪŨƯ
R = 0.75 ŚƯŶƴƗ (I)ƹ I = 20 ŚƯŶƴƗ (R) Ŷūƹŏƹ

F = 3 (‫)ﺏ‬
:ŽŵŚƀƫř ƩřŒƀƫř
ƭƺǀƫř ƾƟƹ šřźŤƫ 8 Ʃƹǃř Ú ƭƺǀƫř ƾƟ ƶƴƯ śźƀŤƿ ¬ŌŚưƫř ƲƯ Ô řźŤƫ 8184 ƶǀƟ Ʊřżų
7
®ÔŚƛŹŚƟ ƱřżŴƫř ŮŞƈƿ ƭƺƿ ƮƧ ŶƘŝ .řŸƨƷƹ Ô řźŤƫ 32 ŦƫŚŨƫř ƭƺǀƫř ƾƟƹ Ô řźŤƫ 16 ƾƳŚŨƫř
:ƖŝŚƀƫř ƩřŒƀƫř
ƚƬŞƯ Ô řŹƺƟ ŚƸƴưŧ ƲƯ ƖƟŵƹ ¬ŠƿŹƺſ şźǀƫ 64 200 ƚƬŞưŝ ŠūřŹŵ ƪūŹ ƻźŤƃř

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻧﻲ‬
ƍŚƀƣŏ ƼƬƗ ƲưŨƫř ƾƣŚŝ ƶƫ ƖƟŶƿ Ʊŏ ƼƬƗ ƖŗŚŞƫř ƖƯ ƢƠÚ ţřƹ ¬ŠƿŹƺſ şźǀƫ 20 000
ŵŶƗ Ŷūƹŏ .50n + 80 ƽƹŚƀƿ ƾƳƺƴƫř ŚƷŶů ŠǀŝŚƀů ŠǀƫŚŤŤƯ Ʊƺƨţ ŠƿźƸƃ
.ƍŚƀƣǃř

1.03  80 000 :‫)ﺃ( ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﺑﻌﺪ ﻋﺎﻡ ﻭﺍﺣﺪ‬

(1.03)20  80 000 :ً‫ ﻋﺎﻣﺎ‬20 ‫ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﺑﻌﺪ‬
1.03 shift x 20 = 1.806111235
y

‫ ﻧﺴﻤﺔ‬444 881 :‫ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﺍﻟﻤﻄﻠﻮﺏ‬

d = 3 ،a1 = 2 (‫)ﺏ‬
(2, 5, 8, ...) :‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ‬

:‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ‬
12, 24, 48, 96, 192 :‫)ﺃ( ﺍﻷﻭﺳﺎﻁ‬
/ (n + 5) =  9  8  7  6 10 = 40 (‫)ﺏ‬
5

‫ ﺃﻛﻤﻞ‬،d = 2 ، a1 = 5 (‫)ﺝ‬
ȋȏ
1

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺍﺑﻊ‬
y = 8 :ً ‫)ﺃ( ﺃﻭﻻ‬
y = 2 :ً‫ﺛﺎﻧﻴﺎ‬
. 25 ‫ ﺛﺎﺑﺖ ﺍﻟﺘﻨﺎﺳﺐ ﻳﺴﺎﻭﻱ‬، y = 25
8 8
x (‫)ﺏ‬

٤٢

Low Resolution Copy

 ٢ ‫ﺍﻟﻮﺣﺪﺓ‬
Quadratic Equations
Þ şŶůƺƫř
ŠǀƳŚŨƫř ŠūŹŶƫř šLJŵŚƘƯ
‫ﻣﻌﺎﺩﻻﺕ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬

‫ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﻟﺘﻌﺮﻑ ﺇﻟﻰ ﻛﺘﺎﺑﺔ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻓﻲ ﻣﺘﻐﻴﺮ‬ ◀
‫ﻭﺍﺣﺪ‬
‫ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺑﻄﺮﻳﻘﺔ ﺍﻟﺘﺤﻠﻴﻞ ﺇﻟﻰ‬ ◀
‫ﻋﻮﺍﻣﻞ‬
O ‫ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﻤﻴﺰ‬ ◀
‫ﻛﺘﺎﺑﺔ ﻣﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺇﺫﺍ ﻋﺮﻑ ﺟﺬﺭﺍﻫﺎ‬ ◀
ƾŗřźŧœ ƍŚƄƳ ‫ﺍﻟﺘﻌﺮﻑ ﺇﻟﻰ ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ◀
‫ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﺗﺘﺤﻮﻝ ﺇﻟﻰ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
šŚǀƯŻŹřƺų
◀
‫ﺍﻟﺮﺑﻂ ﺑﻴﻦ ﻣﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺍﻟﺸﻜﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
5 25 5x 5
+ ◀
‫ﻟﻠﺪﺍﻟﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
x 5x x 2
x

5 x

‫ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬
"ƮƷŹŵ ƾŤŗŚƯ ƩŶƘţ ƵŹřŸūŏ şźƄƗƹ ƩŚƯ"
(ƾƯŻŹřƺŴƫř ...)
x2 + 10x = 200

‫ﻣﻌﺎﺩﻻﺕ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ .١

‫ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﻌﺎﻡ ﻟﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ .٢
ȋȐ

ŠƯŶƤƯ
ƪƨƃ ƾƟ ŜŤƨţ ƾŤƫřƹ Ŷůřƹ źǀƜŤƯ ƾƟ ŠǀƳŚŨƫř ŠūŹŶƫř ƲƯ šDžŵŚƘƯ ƪů ‫ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻓﻲ ﻣﺘﻐﻴﺮ ﻭﺍﺣﺪ‬ .٣
ax2 + bx + c = 0
ŵƺƘƿƹ .šŶūƹ Ʊœ ƩƺƬŰƫř ŵŚŬƿŔŝ Ůưƀţ ƾŤƫř ŶƗřƺƤƫř ƪƌƠŝ Ô džƸſ ƭƺǀƫř ŮŞƇŏ ‫ﻣﻌﺎﺩﻻﺕ ﺗﺘﺤﻮﻝ ﺍﻟﻰ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ .٤
.ŵřŶƗǃř ƱŚƨƯ Ɲźůǃřƹ ŻƺƯźƫř ƩŚưƘŤſDž Ʀƫŷ ƾƟ ƪƌƠƫř
.ÔŚưƿŶƣƹ ŶƿŶƃ ŌƎŞŝ ŢƠƫŐţ ŠƿźŞŬƫř ŠŝŚŤƨƫř Ʊǃ ÔŚưŗřŵ řŸƨƷ źƯǃř Ʋƨƿ Ʈƫ
ƲƗ źǀŞƘŤƬƫ Ɲźůǃř Ƽƫƹǃř şźưƬƫ "Viete" šŚǀƟ ƪưƘŤſř ¬1600 Šƴſ Ƽƫřƺů
źǀŞƘŤƬƫ ŻƺƯźƫř ŢƬưƘŤſř 1700 Šƴſ Ƽƫřƺůƹ ŠƫŵŚƘưƫř ƾƟ "ŠƟƹźƘưƫř" ŵřŶƗǃř
şźŤƠƫ ŠƫƺƸŬƯ ŢǀƤŝ ŠŞƫŚƀƫř ŵřŶƗǃř Ʋƨƫƹ ƭƺǀƫř ŚƸƬưƘŤƀƳ ŚưƧ ÔŚŞƿźƤţ ŌŚǀƃǃř ƲƗ
.ŠƬƿƺƏ

ƲƯ ƕƺƴƫř řŸƷ ƱƺǀƬŝŚŞƫř ƪů ŵdžǀưƫř ƪŞƣ 1800 Šƴſ Ƽƫřƺů ƶƳŏ ƮƬƘƫř ƖƯ
.ŠƇŚų šDžŚů ƾƟ šDžŵŚƘưƫř
(ƖŝŚƀƫř ƱźƤƫř) ŚŤŝƺƛŚưƷřźŝ "BRAHMAGUPTA" ŵƺƴƸƫř ƱƺǀƋŚƿźƫř
ƾƯŻŹřƺŴƫř ƾŝźƘƫř ƾƋŚƿźƫřƹ (źƄƗ ƾƳŚŨƫř ƱźƤƫř) řŹŚƨſŚŝ "BHASKARA"ƹ
.šDžŵŚƘưƫř ƵŸƷ ƪŰƫ ŶƗřƺƣ řƺƴƬƗŏ (ƲƯŚŨƫř ƱźƤƫř)

Ȍȇ

٤٣

Low Resolution Copy

 ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻢ‬ ‫ﺍﻟﻤﻜﻮﻧﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﺎﻧﻮﻥ ﻟﺤﻞ ﻣﻌﺎﺩﻻﺕ ﻣﻦ‬
‫ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﻌﺎﻡ‬
‫ﻣﻌﺮﻓﺔ ﺇﺷﺎﺭﺓ ﺍﻟﻤﻤﻴﺰ ﻭﺟﺬﺭﻱ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﺍﻟﻤﻤﻴﺰ ﺍﻟﻤﻮﺟﺐ‬
‫ﺍﻟﻤﻤﻴﺰ‬
‫ﻣﻦ ﺧﻼﻝ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻘﻄﻊ‬ ‫ﺍﻟﻤﻤﻴﺰ ﺍﻟﺴﺎﻟﺐ‬
‫ﺟﺬﺭﺍ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫ﺍﻟﻤﻜﺎﻓﺊ‬ ‫ﺍﻟﻤﻤﻴﺰ ﺍﻟﺼﻔﺮﻱ‬
‫ﺗﻜﻮﻳﻦ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫ﺇﻳﺠﺎﺩ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺇﺫﺍ ﻋﻠﻢ ﺟﺬﺭﺍﻫﺎ‬ ‫ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ‬
‫ﻣﺠﻤﻮﻉ ﻭﺣﺎﺻﻞ ﺿﺮﺏ ﺟﺬﺭﻱ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺇﻳﺠﺎﺩ ﺍﻻﺭﺗﻔﺎﻉ ﺍﻷﻗﺼﻰ ﻟﺠﺴﻢ ﻗﺬﻑ ﺇﻟﻰ‬
‫ﺍﻷﻋﻠﻰ‬

‫‪٤٤‬‬

‫‪Low Resolution Copy‬‬

 ‫ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻓﻲ ﻣﺘﻐﻴﺮ‬
Solving Quadratic ‫ﻭﺍﺣﺪ‬
Ŷůřƹ źǀƜŤƯ ƾƟ ŠǀƳŚŨƫř ŠūŹŶƫř šLJŵŚƘƯ ƪů
Solving Quadratic Equations in One Variable

Equations in One Variable

ƮƬƘŤţ Ɲƺſ ƞƿźƘţ
šLJŵŚƘưƫř ƪů ƱƺƳŚƣ * :ƾţǁř ƪƨƄƫŚŝ ŜŤƨţ ŠƫŵŚƘƯ ƪƧ Ŷůřƹ źǀƜŤƯ ƾƟ ŠǀƳŚŨƫř ŠūŹŶƫř ƲƯ ŠƫŵŚƘƯ Ƽưƀţ
ŠǀƳŚŨƫř ŠūŹŶƫř ƲƯ
żǀưưƫř ƭřŶŴŤſř *
ax2 + bx + c = 0
a ! 0ƹ ŠǀƤǀƤů ŵřŶƗŏ c ¬b ¬a Ŧǀů

٧٢ ‫ ﺇﻟﻰ ﺻﻔﺤﺔ‬٥١ ‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺻﻔﺤﺔ‬

ŠƫŵŚƘưƫř Ʋǀŝ ŠƳŹŚƤƯ * 2x2 + 3x - 5 = 0 :ŠƬŨƯŏ
ŠƫřŶƬƫ ƾƳŚǀŞƫř Ʈſźƫřƹ

:‫ ﺍﻷﻫﺪﺍﻑ‬.١
3x2 + 4x = 0
ŠǀƳŚŨƫř ŠūŹŶƫř ƲƯ 5x2 + 3 = 0
żǀưưƫř ƩŚưƘŤſŚŝ ¬ƲǀƘưŤŬƯ ƹŏ ƲǀƬƈƠƴƯ ¬Ô řźƠƇ ŚưƸƴƯ Ŷůřƹ ƪĴ Ƨ ƽƹŚƀƿ c ƹŏ b ƱŚƧ řŷœ :ŠƔůdžƯ
śźƋ ŪţŚƳƹ ƕƺưŬƯ * ƪƈŰƳ ƪŰƫř ŠƤƿźƏƹ Ŷůřƹ źǀƜŤƯ ƾƟ ŠǀƳŚŨƫř ŠūŹŶƫř ƲƯ ŠƈƣŚƳ ŠƫŵŚƘƯ ƼƬƗ ƪƈŰƳ

‫ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻓﻲ ﻣﺘﻐﻴﺮ ﻭﺍﺣﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ‬

ŠƫŵŚƘưƫř ƽŹŸū .ƪƯřƺƗ Ƽƫœ ƪǀƬŰŤƫř ŠƐſřƺŝ ŚƸǀƬƗ
ƮƬƗ řŷœ ŠƫŵŚƘưƫř ŵŚŬƿœ * ax2 + c = 0 :ŠƫŵŚƘưƫř ŜŤƨţ b = 0 ƱŚƧ řŷœ ◀
‫ﺍﻟﻘﺎﻧﻮﻥ‬
ŚƷřŹŸū ax2 + bx = 0 :ŠƫŵŚƘưƫř ŜŤƨţ c = 0 ƱŚƧ řŷœ
ax2 = 0 :ŠƫŵŚƘưƫř ŜŤƨţ b = c = 0 ƱŚƧ řŷœ

9 ‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﻤﻴﺰ‬
(Ý) ƩŚŨƯ
2x2 + 4x = 0 :ŠƫŵŚƘưƫř ƪů ◀
‫ﺇﻳﺠﺎﺩ ﻣﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
ƪŰƫř
◀
‫ﺍﻟﺮﺑﻂ ﺑﻴﻦ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺍﻟﺸﻜﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬
x (2x + 4) = 0
x = 0 ƹŏ 2x + 4 = 0 :Ô řźƠƇ ƪƯŚƗ ƪƧ ƽƹŚƀƿ Ʊŏ ŠǀƳŚƨƯœ
:ƪŰƫř Ʊƺƨƿƹ ◀
x = 0 ƹŏ x = -2
.ƱŚǀƤǀƤů ƱřŹŸū ŠƫŵŚƘưƬƫ Ʊƺƨƿƹ
‫ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
:‫ ﺍﻟﻤﻔﺮﺩﺍﺕ ﻭﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺠﺪﻳﺪﺓ‬.٢
(Þ) ƩŚŨƯ
3x2 - 5 = 0 :ŠƫŵŚƘưƫř ƪů

ƪŰƫř
9 ‫ﻣﻌﺎﺩﻟﺔ  ﻣﻤﻴﺰ‬
:‫ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ‬.٣
3x2 - 5 = 0
( 3 x - 5 ) ( 3 x + 5 ) = 0 ƪƯřƺƗ Ƽƫœ ƪǀƬŰţ
:Ô řźƠƇ ƪƯŚƗ ƪƧ ƽƹŚƀƿ Ʊŏ ŠǀƳŚƨƯœ

‫ﻭﺭﻕ ﺭﺳﻢ ﺑﻴﺎﻧﻲ  ﻣﺴﻄﺮﺓ ﻣﺪﺭﺟﺔ‬

3 x - 5 = 0 ƹŏ 3x+ 5 = 0
:ÔŚƌƿŏ ƪŰƫř Ʊƺƨƿƹ

3 ƹŏ x =+ :‫ ﺍﻟﺘﻤﻬﻴﺪ‬.٤
5 5
x =-

:‫ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ ﻋﻦ ﻣﻔﻜﻮﻙ ﺃﻭ ﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﺎﺑﻴﺮ ﺍﻟﺠﺒﺮﻳﺔ ﺍﻟﺘﺎﻟﻴﺔ‬

3
ȌȈ

(x  y)2 = (‫)ﺃ‬
(y  x)2 = (‫)ﺏ‬
(x  y) (x  y) = (‫)ﺝ‬
‫ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺤﻞ ﻣﻤﻜﻨﺎً ﺃﻡ ﻻ ﻟﻜﻞ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ‬
:‫ﺍﻟﺘﺎﻟﻴﺔ‬
x  2x = 0 (‫)ﺃ‬
2

x2  4 = 0 (‫)ﺏ‬
x2  9 = 0 (‫)ﺝ‬
.‫ﻭﻧﺎﻗﺶ ﻣﻊ ﺍﻟﻄﻼﺏ ﺍﻟﺴﺒﺐ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ‬
:‫ ﺍﻟﺘﺪﺭﻳﺲ‬.٥
‫ﻳﻤﻜﻦ ﻋﺮﺽ ﺍﻟﻤﺴﺄﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﻭﺍﻟﺘﻔﻜﻴﺮ ﻓﻲ ﻛﻴﻔﻴﺔ‬
:‫ ﻭﺑﻠﻐﺔ ﺍﻟﺮﻣﻮﺯ‬،‫ﺣﻠﻬﺎ ﺑﻤﻔﺎﻫﻴﻢ ﻭﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺨﻮﺍﺭﺯﻣﻲ‬
‫ﺍﻟﺠﺒﺮ ﻭﺍﻟﻤﻘﺎﺑﻠﺔ« ﺍﻟﺬﻱ ﻭﺿﻌﻪ ﻣﺤﻤﺪ ﺑﻦ ﻣﻮﺳﻰ‬ª ‫ﻭﺭﺩ ﻓﻲ ﻛﺘﺎﺏ‬
‫ﺍﻟﺨﻮﺍﺭﺯﻣﻲ )ﻓﻲ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻣﻴﻼﺩﻱ( ﻣﺴﺎﺋﻞ ﻛﻼﻣﻴﺔ ﺗﺘﻄﻠﺐ‬
:‫ ﻣﻦ ﺃﻣﺜﻠﺔ ﺫﻟﻚ‬،‫ﺣﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ ﻭﺟﺎﺀ‬،ً‫ﻣﺎﻻﻥ ﻭﻋﺸﺮﺓ ﺃﺟﺬﺍﺭ ﺗﻌﺪﻝ ﺛﻤﺎﻧﻴﺔ ﻭﺃﺭﺑﻌﻴﻦ ﺩﺭﻫﻤﺎ‬
:‫ﺍﻟﺤﻞ ﻛﺎﻵﺗﻲ‬
ً ‫ ﻭﻗﺪ ﻋﻠﻤﺖ ﺃﻥ ﻣﺎﻻ‬،‫ﺍﻟﻤﺎﻟﻴﻦ« ﺇﻟﻰ ﻣﺎﻝ ﻭﺍﺣﺪ‬ª ‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺮﺩ‬
:‫ ﻓﻜﺄﻧﻪ ﻗﺎﻝ‬،‫ ﻓﺄﺭﺩﺩ ﻛﻞ ﺷﻲﺀ ﻓﻲ ﺍﻟﻤﺴﺄﻟﺔ‬،‫ﻣﻦ ﻣﺎﻟﻴﻦ ﻧﺼﻔﻬﺎ‬
‫ ﺃﻱ ﻣﺎﻝ‬:‫ ﺩﺭﻫﻤﺎً؛ ﻭﻣﻌﻨﺎﻩ‬24 ‫ﻣﺎﻝ ﻭﺧﻤﺴﺔ ﺃﺟﺬﺍﺭ ﻳﻌﺪﻝ‬
٤٥

Low Resolution Copy

 ‫ ﺗﻨﺼﻒ‬،‫ ﺑﻠﻎ ﺃﺭﺑﻌﺔ ﻭﻋﺸﺮﻳﻦ‬،‫ﺇﺫﺍ ﺯﺩﺕ ﻋﻠﻴﻪ ﺧﻤﺴﺔ ﺃﺟﺬﺍﺭ‬
‫ ﻓﺎﺿﺮﺑﻬﻤﺎ ﻓﻲ ﻣﺜﻠﻬﻤﺎ ﻓﺘﻜﻮﻥ‬،ً‫ﺍﻷﺟﺬﺍﺭ ﻓﺘﻜﻮﻥ ﺍﺛﻨﻴﻦ ﻭﻧﺼﻔﺎ‬
:ƾƬƿ ŚưƧ ŠƫŵŚƘưƫř ŠŝŚŤƨŝ ÔŚƌƿŏ ƪŰƫř Ʊƺƨƿƹ

‫ ﻓﺰﺩﻫﺎ ﻋﻠﻰ ﺍﻷﺭﺑﻌﺔ ﻭﺍﻟﻌﺸﺮﻳﻦ ﻓﻴﻜﻮﻥ ﺍﻟﻤﺠﻤﻮﻉ‬،ً‫ﺳﺘﺔ ﻭﺭﺑﻌﺎ‬

3x = 5
2

‫ ﻭﻫﻮ ﺧﻤﺴﺔ‬،‫ ﻓﺨﺬ ﺟﺬﺭﻫﺎ‬،‫ﺛﻼﺛﻴﻦ ﺩﺭﻫﻤﺎً ﻭﺭﺑﻊ ﺩﺭﻫﻢ‬

5
x2 = 3

3 ƹŏ x =-

،‫ ﻭﻫﻮ ﺍﺛﻨﺎﻥ ﻭﻧﺼﻒ‬،‫ ﻭﺍﻧﻘﺺ ﻣﻨﻬﺎ ﻧﺼﻒ ﺍﻷﺟﺬﺍﺭ‬،‫ﻭﻧﺼﻒ‬

5 5
x =+ 3

.ƱŚǀƤǀƤů ƱřŹŸū ŠƫŵŚƘưƬƫ Ʊƺƨƿƹ

(ß) ƩŚŨƯ ... ‫ ﻭﺍﻟﻤﺎﻝ ﺗﺴﻌﺔ‬،‫ ﻭﻫﻮ ﺟﺬﺭ ﺍﻟﻤﺎﻝ‬،‫ﻳﺒﻘﻰ ﺛﻼﺛﺔ‬

4x2 = 0 :ŠƫŵŚƘưƫř ƪů
‫ ﺟﺬﺭ ﺍﻟﻤﺎﻝ ﻫﻮ‬،x2 ‫ﺍﻟﻤﺎﻝ ﻫﻮ ﺍﻟﻜﻠﻤﺔ ﺍﻟﺘﻲ ﻧﻌﻨﻲ ﺑﻬﺎ ﺍﻵﻥ‬
:‫(؛ ﺃﻱ ﺃﻥ ﻣﺴﺄﻟﺔ ﺍﻟﺨﻮﺍﺭﺯﻣﻲ ﻫﻲ ﺑﺎﻟﺮﻣﻮﺯ‬x)
ƪŰƫř

:‫ ﻭﺣﻞ ﺍﻟﺨﻮﺍﺭﺯﻣﻲ ﺑﻠﻐﺔ ﺍﻟﺮﻣﻮﺯ ﺍﻟﻤﻌﺎﺻﺮﺓ ﻛﺎﻵﺗﻲ‬2x2  10x = 48

4x2 = 0
4x # x = 0 :ƪƯřƺƗ Ƽƫœ ƪǀƬŰţ

x2  5x = 24
4x = 0 ƹŏ x = 0 .Ô řźƠƇ ƪƯŚƗ ƪƧ ƽƹŚƀƿ Ʊŏ ŠǀƳŚƨƯœ
Ŷǀůƹ ƪů x = 0 :ƪŰƫř Ʊƺƨƿ
.Ŷůřƹ ƾƤǀƤů ŹŸū ŠƫŵŚƘưƬƫ Ʊƺƨƿƹ

:‫ﻹﻛﻤﺎﻝ ﺍﻟﻤﺮﺑﻊ‬
2
ƲƿŹŚưţ b x + 5 l = 25 + 24 = 121
:šLJŵŚƘưƫř ƪů 2 4 4
5x2 + 10x = 0 -Ý
3x2 - 5x = 0 -Þ 5 121 11
7x2 - 24 = 0 -ß
x+2 = 4 = 2
4x2 + 6 = 0 -à
23x2 = 0 -á
- 3x2 = 0 -â
11 5
x= 2 -2 =3 :‫ﺟﺬﺭ ﺍﻟﻤﺎﻝ‬
ƂƣŚƴŤƳƹ źƨƠƳ ŚƴƗŵ x2 = 9 :‫ﺍﻟﻤﺎﻝ‬
،‫ﻻﺣﻆ ﺃﻥ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺴﺎﻟﺒﺔ ﻟﻢ ﺗﻜﻦ ﻣﻌﺮﻭﻓﺔ ﻓﻲ ﺫﻟﻚ ﺍﻟﺤﻴﻦ‬
:ƾţǁř ƩŚŨưƫř ƾƟ ŚưƧ ƪǀƬŰŤƫŚŝ ŠǀƳŚŨƫř ŠūŹŶƫř šDžŵŚƘƯ ƊƘŝ ƪŰŝ Ţưƣ Ʊŏ ƢŞſ
:ŠƫŵŚƘưƫř ƪů

.‫ﻭﺃﻳﻀﺎً ﺍﻟﻤﺴﺎﺋﻞ ﺍﻟﺘﻲ ﺗﻌﻄﻲ ﻣﺴﺎﺋﻞ ﻋﻤﻠﻴﺔ ﻭﻟﻴﺴﺖ ﻣﺠﺮﺩﺓ‬

x2 - 7x + 10 = 0

ƪŰƫř
x2 - 7 x + 10 = 0
(x - 2) (x - 5) = 0
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺨﻮﺍﺭﺯﻣﻲ )ﻭﺑﻌﺪﻩ ﻛﺜﻴﺮﻭﻥ( ﺣﻠﻮﻻ ً ﻫﻨﺪﺳﻴﺔ‬
x - 5 = 0 ƹŏ x - 2 = 0
x = 5 ƹŏ x = 2 .‫ﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
:‫ﺍﻟﺤﻞ ﺍﻟﻬﻨﺪﺳﻲ ﻟﻠﻤﺜﺎﻝ ﺍﻟﺴﺎﺑﻖ ﻳﺴﻴﺮ ﻛﺎﻵﺗﻲ‬
Ȍȉ

F A N
‫)ﺍﻟﻤﻌﺎﺩﻟﺔ ﻓﻲ ﺃﺑﺴﻂ‬
(‫ﺃﺷﻜﺎﻟﻬﺎ‬
5 5 2 5 5
x
2 (2) 2 2
B
x = 5 ƹŏ x = 2 ŚưƷ ƱřŹŸū ŠƫŵŚƘưƬƫ Ʊŷœ
:ƪŰƬƫ ƻźųŏ ŠƤƿźƏ
.ƪǀƬŰŤƫŚŝ ŚƸƬů (Ʋƨưƿ Dž ƹŏ) ŜƘƈƿ šDžŵŚƘưƫř ƊƘŝ
C
x
E x2  5x = 24
:ƾţǁř ƩŚŨưƫř ƾƟ ŚưƧ ¬ƪƯŚƧ ƖŝźƯ Ƽƫœ ƭŚưţLjŚŝ ƾƷ ƻźųŏ ŠƤƿźƏ ƲƗ ŦŰŞƳ ƦƫŸƫ
:ŠƫŵŚƘưƫř ƪů
x2 + 2x - 5 = 0
5 x
x2 +2x = 5 x 2x x2
ƪƯŚƧ ƖŝźƯ Ƽƫœ x2 + 2x ŹřŶƤưƫř ƩŚưƧŔŝ x2 + 2x + 1 = 5 + 1
(x + 1)2 = 6
ƪŰƫř D M
x+1=! 6 5 K x
x = - 1 - 6 ƹŏ x = - 1 + 6
.ŠǀƳŚŨƫř ŠūŹŶƫř ƲƯ ŠƫŵŚƘƯ ƽŏ ƪŰƫ ŮƬƈţ ƪƯŚƧ ƖŝźƯ Ƽƫœ ƭŚưţLjř ŠƤƿźƏ Ʊœ 2
(Ý) ƩŚŨƯ ‫ ﻭﻟﻴﻜﻦ‬،(‫ )ﺟﺬﺭ ﺍﻟﻤﺎﻝ‬x ‫ﺃﻧﺸﺊ ﻣﺮﺑﻌﺎً ﻃﻮﻝ ﺿﻠﻌﻪ ﻣﺠﻬﻮﻝ‬
.BKME ‫ﺍﻟﻤﺮﺑﻊ‬
x2 + 10x = -16 :ŠƫŵŚƘưƫř ƪů
ƪŰƫř
Ô džƯŚƧ ÔŚƘŝźƯ ŮŞƈŤƫ x2 + 10x ƪưƨƳ
(x + 5) ƪƯŚƨƫř Ɩŝźưƫř ŮŞƈǀƫ 25 ŠƟŚƋŔŝ Ʀƫŷƹ
2 x ‫ ﻣﻌﺎﻣﻞ‬2 = EN
1
:‫ ﺑﺤﻴﺚ‬N ‫ ﺇﻟﻰ‬ME ‫ﻣﺪ‬
:Ʊŏ ŶŬƳ ŠƫŵŚƘưƫř ƾƟźƐƫ 25 ŠƟŚƋŔŝ

EN = 25 ‫ﺃﻱ ﺃﻥ‬
(x + 5)2 = 25 - 16
(x + 5)2 = 9
x + 5 = -3 ƹŏ x + 5 = +3

:‫ ﺑﺤﻴﺚ‬D ‫ ﺇﻟﻰ‬MK ‫ﻭﻣﺪ‬

x = -8 ƹŏ x = -2
5
ƾƳƹŚƘţ ƪưƗ
KD = 2
ŠǀƳŚŨƫř ŠūŹŶƫř šLJŵŚƘƯ ƪŰƫ ƱƺƳŚƤƫř ƭřŶŴŤſř :‫ﺃﻛﻤﻞ ﺍﻟﺸﻜﻞ ﻛﻤﺎ ﻫﻮ ﻣﺒﻴﻦ‬
ABCDMN ‫ = ﻣﺴﺎﺣﺔ ﺍﻟﺸﻜﻞ‬x  5x
Solving quadratic equations by using the quadratic formula
ŠūŹŶƫř ƲƯ ŠƫŵŚƘƯ ƽŏ ƪŰƫ ƭŚƗ ƱƺƳŚƣ ũŚŤƴŤſDž Ɩŝźưƫř ƩŚưƧœ ŠƤƿźƏ ƭŶŴŤƀţ 2

x2  5x = 24 ‫ﻭﻟﻜﻦ‬
ax2 + bx + c = 0 şŹƺƈƫř ƼƬƗ ŠǀƳŚŨƫř
:ƽŵŶƗ ƩŚŨƯ ŸųŐŝ Ʀƫŷƹ

:‫ ﺗﺴﺎﻭﻱ‬FDMN ‫ﺇﺫﻥ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺮﺑﻊ‬

FCBA ‫ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺮﺑﻊ‬+ 24
5 2 25
= 24 + b 2 l = 24 + 4
ȌȊ
121
= 4
٤٦

Low Resolution Copy

 2x2 + 6x + 1 = 0 :ŠƫŵŚƘưƫř ƪů ƽŵŶƘƫř ƩŚŨưƫř
. 11
2 ‫ ﻳﺴﺎﻭﻱ‬FDMN ‫ﺇﺫﻥ ﻃﻮﻝ ﺿﻠﻊ ﺍﻟﻤﺮﺑﻊ‬
x + 2 = 2 ‫ﺃﻱ ﺃﻥ‬
Ʊŏ ŪŤƴŤƀƳ Ʀƫŷ ƲƯ 2 x2 + 6 + 1 = 0 5 11
ŠƯŚƘƫř şŹƺƈƫř 2 ƼƬƗ ŠưƀƤƫŚŝ
ax2 + bx + c = 0

2 - 2 = 3 :‫ﻭﻣﻨﻪ‬
(‫ )ﺟﺬﺭ ﺍﻟﻤﺎﻝ‬x = 11
a ! 0 ƼƬƗ ŠưƀƤƫŚŝ x2+ 6 x + 1 = 0
2 2 5
x2 + 3x =- 1
b c

(‫ )ﺍﻟﻤﺎﻝ‬x2 = 3  3 = 9 ‫ﻭﻭﺍﺿﺢ ﺃﻥ‬

x2 + a x + a = 0
b c 2
x 2 + a x =- a
b b 2 b 2 c 3 3 2 3 2 1
x + 2 b 2a l x + b 2a l = b 2a l - a
2
x2 + 2 b 2 l x + b 2 l = b 2 l - b 2 l

،‫ ﻻ ﺩﺍﻋﻲ ﻷﻥ ﺗﻌﻄﻲ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺒﺮﻫﺎﻥ‬،‫ﻓﻲ ﺍﺳﺘﻨﺘﺎﺝ ﺍﻟﻘﺎﻧﻮﻥ‬

2
bx + 3 l = 9 - 1
2 2
bx + b l = b 2 - c
2a 4a a 2 4 2

،(‫ﻭﻭﺿﺢ ﺃﻥ ﺍﻟﻘﺎﻧﻮﻥ ﻳﻌﻄﻲ ﺇﺟﺎﺑﺘﻴﻦ )ﺟﺬﺭﻳﻦ ﻟﻠﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‬

2 2 2
* b x + 2ba l = b - 4ac
4a 2
bx + 3 l = 7
2 4
b 2 - 4ac $ 0 ƱŚƧ řŷœƹ

‫ﻭﺃﻧﻪ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﺎﻧﻮﻥ ﻳﺒﺪﺃ ﺍﻟﻄﺎﻟﺐ ﻓﻲ ﻭﺿﻊ ﺍﻟﻤﻌﺎﺩﻟﺔ‬

b b 2 - 4ac 3 7
x + 2a = ! x + 2 =! 4
4a 2

:‫ﺍﻟﻤﻌﻄﺎﺓ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ‬

b b2 - 4ac 3 7
x =- 2a ! 2a x =- 2 ! 2

ax  bx  c = 0
2
- b ! b 2 - 4ac -3 ! 7
x= x= 2
2a

:ً ‫ ﻣﺜﻼ‬،‫ﻫﻨﺎﻙ ﻣﻌﺎﻟﺠﺎﺕ ﺃﺧﺮﻯ ﻻﺳﺘﻨﺘﺎﺝ ﺍﻟﻘﺎﻧﻮﻥ‬

.ƪŰƫř ŠƬǀŰŤƀƯ * ŠƫŵŚƘưƫŚƟ b 2 - 4ac 1 0 ƱŚƧ řŷœ :ŠƔůdžƯ
Ŷůřƹ źǀƜŤƯ ƾƟ ŠǀƳŚŨƫř ŠūŹŶƫř šLJŵŚƘƯ ƪŰƫ ƭŚƘƫř ƱƺƳŚƤƫř

ax2  bx  c = 0
:ŠƫŵŚƘưƫř ƪů
:ƺƷ źƠƇ ! a Ŧǀů ax2 + bx + c = 0

- b ! b2 - 4ac
4a ‫ﺑﻀﺮﺏ ﺍﻟﻄﺮﻓﻴﻦ ﻓﻲ‬
4a x + 4abx + 4ac = 0
x= 2a
(Þ) ƩŚŨƯ 2 2
:ŠƫŵŚƘưƫř ƪů
ƱƺƳŚƤƫř ƭřŶŴŤſŚŝ x2 + 10x = -16
.ƪǀƬŰŤƫř ƭřŶŴŤſŚŝ ŪŗŚŤƴƫř ŠŰƇ ƲƯ ƢƤŰţ Ʈŧ (2ax  b)2 = b2  4ac ‫ﺑﺈﻛﻤﺎﻝ ﺍﻟﻤﺮﺑﻊ‬
ƪŰƫř
(ŠƯŚƘƫř şŹƺƈƫř ƼƬƗ ŠƫŵŚƘưƫř ƖƋƺŝ) x2 + 10x + 16 = 0 2ax + b = ! b2 - 4ac
ŠƯŚƘƫř şŹƺƈƫŚŝ Ʀƫŷ ŠƳŹŚƤưŝ
ax2 + bx + c = 0
a = 1, b = 10, c = 16 2ax =- b ! b2 - 4ac
Ȍȋ
- b ! b2 - 4ac
x= 2a
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻤﺘﻔﻮﻗﻴﻦ ﻛﻮﺍﺟﺐ ﻣﻨﺰﻟﻲ ﺃﻥ ﻳﺤﺎﻭﻟﻮﺍ ﺇﻳﺠﺎﺩ‬
.‫ﻃﺮﻕ ﺃﺧﺮﻯ‬
:‫ ﺍﻟﺮﺑﻂ‬.٦
- b ! b2 - 4ac
x= 2a
b2 - 4ac = (10) 2 - 4 # 1 # 16 = 36
ƱƺƳŚƤƫř ƾƟ ƊƿƺƘŤƫŚŝƹ b2 - 4ac = 6
- b ! b - 4ac
2
‫ﺃﻋﻂ ﺍﻟﻄﻼﺏ ﺗﻤﺎﺭﻳﻦ ﺇﺿﺎﻓﻴﺔ )ﻛﻮﺍﺟﺐ( ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﺇﻃﻼﻕ‬ ِ
‫ﺻﺎﺭﻭﺥ )ﺃﻭ ﻛﺮﺓ( ﻣﻦ ﺍﺭﺗﻔﺎﻉ ﻣﻌﻴﻦ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﺣﺘﻰ ﻳﻌﻮﺽ‬
x= 2a
- 10 ! 6
= 2#1

‫ ﻟﻠﻤﻘﺬﻭﻓﺎﺕ‬٥٥ ‫( ﻭﻳﻤﻜﻨﻚ ﺇﻋﻄﺎﺀ ﻗﺎﻧﻮﻥ ﺍﻻﺭﺗﻔﺎﻉ ﺹ‬h) ‫ﻋﻦ‬

x=
- 10 - 6
2 ƹŏ x = - 102+ 6

:‫ﻛﺎﻵﺗﻲ‬
x = 2 ƹŏ x = 2
- 16 -4

:‫( ﺇﺫﺍ ﻛﺎﻥ ﺇﻃﻼﻕ ﺍﻟﻤﻘﺬﻭﻓﺔ ﻣﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﻳﻜﻮﻥ ﺍﻟﻘﺎﻧﻮﻥ‬١)

x =- 8 ƹŏ x =- 2
Ɩŝźưƫř ƩŚưƧœ ƭřŶŴŤſŚŝ (1) ƩŚŨƯ ƾƟ ƶǀƬƗ ŚƴƬƈů ŚƯ ƺƷƹ
.(ƦƀƠƴŝ Ʀƫŷ ƩƹŚů) ŚƸƀƠƳ ŠŬǀŤƴƫř Ƽƫœ ƪƈƳ ƪǀƬŰŤƫř ŚƴƯŶŴŤſř řŷœƹ

(ß) ƩŚŨƯ h = 16t2 + zt

.‫( ﺍﻟﺰﻣﻦ‬t) ‫( ﺳﺮﻋﺔ ﺇﻃﻼﻕ ﺍﻟﻤﻘﺬﻭﻓﺔ ﻭ‬z) ‫ﺣﻴﺚ‬
2x2 + 4x - 7 = 0 :ŠƫŵŚƘưƫř ƪů
ƪŰƫř
a = 2, b = 4, c = -7
h = 16t2 + zt + ho (٢)
.‫( ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺬﻱ ﺃﻃﻠﻘﺖ ﻣﻨﻪ ﺍﻟﻤﻘﺬﻭﻓﺔ‬ho) ‫ﺣﻴﺚ‬
b2 - 4ac = (4) 2 - 4 (2) (- 7) = 72
- b ! b2 - 4ac

‫ﻻﺣﻆ ﺃﻥ ﻫﺬﺍ ﻫﻮ ﺃﺣﺪ ﻗﻮﺍﻧﻴﻦ ﻧﻴﻮﺗﻦ ﻟﻠﺤﺮﻛﺔ )ﻳﺪﺭﺱ ﻓﻲ‬

x= 2a
- 4 ! 72
x= 4

.‫ﺍﻟﻔﻴﺰﻳﺎﺀ( ﻭﻗﺪ ﻳﺪﺭﺳﻪ ﺍﻟﻄﻼﺏ ﺑﻌﺪ ﺫﻟﻚ ﻓﻲ ﺍﻟﻤﻴﻜﺎﻧﻴﻜﺎ‬

-4 + 6 2 -2 + 3 2
x1 = 4 = 2

.‫( ﺍﻟﺘﺴﺎﺭﻉ‬c) ‫( ﺣﻴﺚ‬h = zt + 21 ct2)

-4 - 6 2 -2 - 3 2
x2 = 4 = 2

ŠǀţŚǀů šŚƤǀŞƐţ (à) ƩŚŨƯ

ŲƿŹřƺƈƫř ŠƧźů
96 ŠƗźƀŝ ƉŹǃř ƲƯ ƶƣdžƏœ Ʈţƹ ¬űƹŹŚƇ ũŷƺưƳ ƪưƘŝ ƭƺƬƘƫř ŠǀƘưū ŢƯŚƣ
ŠƣdžƘƫř ƱŐŝ ÔŚưƬƗ ®ÔŚƯŶƣ 128 ƕŚƠţŹř Ƽƫœ űƹŹŚƈƫř ƪƈƿ ŠǀƳŚŧ ƮƧ ŶƘŝ .ŠǀƳŚŧ/ƭŶƣ
h0 ¬ŠǀƳŚŧ/ƭŶƤƫŚŝ (v) ơdžƏLjř ŠƗźſƹ ¬ŠǀƳŚŨƫŚŝ (t) ƲƯżƫř ¬ƭŶƤƫŚŝ (h) ƕŚƠţŹDžř Ʋǀŝ
:ŠƣdžƘƫŚŝ ƼƐƘƿ ƭŶƤƫŚŝ ƶƴƯ ƢƬƏŏ ƽŸƫř ƕŚƠţŹDžř
ȌȌ

٤٧

Low Resolution Copy

 :‫ ﺃﺧﻄﺎﺀ ﻣﺘﻮﻗﻌﺔ‬.٧
‫ ﻓﻲ‬a ،b ،c ‫ﻗﺪ ﻳﺮﺗﻜﺐ ﺍﻟﻄﻼﺏ ﺃﺧﻄﺎﺀ ﻓﻲ ﺗﺤﺪﻳﺪ ﺍﻟﻤﻌﺎﻣﻼﺕ‬
(1) h = -16t2 + vt +h0
ƪŰƫř

ً ‫ ﺃﺭﺷﺪﻫﻢ ﺇﻟﻰ ﺗﺮﺗﻴﺐ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺃﻭﻻ‬.‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬

t ¬v ¬h ƲƗ (1) ƾƟ ƊƿƺƘŤƫŚŝ
:Ʊŏ ŶŬƳ (ƉŹǃř ƲƯ ƢƬƏŏ ƶƳǃ) h0 = 0 Ŧǀů

ax2  bx  c = 0 ‫ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‬

(2) -16t2 + 96t = 128
ŠƯŚƘƫř şŹƺƈƫŚŝ (2) ƖƋƺŝƹ

:‫ ﺍﻟﺘﻘﻮﻳﻢ‬.٨
-16t2 + 96t - 128 = 0
c = -128 ¬b = 96 ¬a = -16

‫ ﺗﺄﻛﺪ‬.9 ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﻤﻴﺰ‬

t=
- b ! b2 - 4ac
2a

‫ ﻧﺎﻗﺶ ﻣﻊ‬.m‫ ﻭ‬n ‫ﻣﻦ ﺣﺴﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﻮﺍﻧﻴﻦ ﻹﻳﺠﺎﺩ ﺍﻟﺠﺬﺭﻳﻦ‬

b2 - 4ac = 96 - 4 # ]16g # ]- 128g
= 9216 - 8192 = 1024

.‫ ﻟﻨﺤﺼﻞ ﻋﻠﻰ ﺟﺬﻭﺭ ﺣﻘﻴﻘﻴﺔ‬9 ‫ﺍﻟﻄﻼﺏ ﺷﺮﻭﻁ ﺍﻟﻤﻤﻴﺰ‬

b2 - 4ac = 1024 = 32

t=
- 96 ! 32

:‫ ﻣﺴﺄﻟﺔ ﺍﻟﻴﻮﻡ‬.٩
2 # ]- 16g

t=
- 96 + 32 - 64
- 32 = - 32 = 2
ƹŏ

‫ ﻳﺒﻠﻎ‬.‫ ﻟﻴﺮﺓ ﺳﻮﺭﻳﺔ‬1 550 ‫ ﺑﻄﺎﻗﺔ ﻣﺴﺮﺡ ﻭﺩﻓﻊ‬13 ‫ﺍﺷﺘﺮﻯ ﻣﺤﻤﺪ‬

t=
- 96 - 32 - 128
- 32 = - 32 = 4
Ʊřƺŧ 4 ¬ƲǀŤǀƳŚŧ ŶƘŝ ƶƣdžƏœ ŠƐƤƳ ƲƯ ÔŚƯŶƣ 128 ƕŚƠţŹř ƼƬƗ Ʊƺƨƿ űƹŹŚƈƫř

150 ‫ ﻟﻴﺮﺓ ﺳﻮﺭﻳﺔ ﻭﻛﻞ ﺑﻄﺎﻗﺔ ﻟﻠﻜﺒﺎﺭ‬70 ‫ﺳﻌﺮ ﻛﻞ ﺑﻄﺎﻗﺔ ﻟﻸﻭﻻﺩ‬

.(ƲǀŤŬǀŤƴƫř źƀƟ)
Ú
ƲƿŹŚưţ
:Šǀţǁř šDžŵŚƘưƫř ƪŰƫ ƭŚƘƫř ƱƺƳŚƤƫř ƭŶŴŤſř
6x2 + 7x - 5 = 0 -Ý ‫ ﻣﺎ ﻋﺪﺩ ﺑﻄﺎﻗﺎﺕ ﺍﻟﻜﺒﺎﺭ ﺍﻟﺘﻲ ﺍﺷﺘﺮﺍﻫﺎ ﻣﺤﻤﺪ؟‬.‫ﻟﻴﺮﺓ ﺳﻮﺭﻳﺔ‬
[‫ ﺑﻄﺎﻗﺎﺕ‬8]
(b = 0 Ʊŏ ƒůDž) 7x2 = 13 -Þ
(c = 0 Ʊŏ ƒůDž) 9x2 - 5x = 0 -ß

:‫ ﺇﺟﺎﺑﺎﺕ ﻭﺣﻠﻮﻝ‬.١٠
Ŝƀůř .ŠǀƳŚŧ/źŤƯ 41 ƽƹŚƀţ (v) ŠƗźƀŝ ƼƬƗŏ Ƽƫœ ÔŚÚǀſŏŹ ŠƇŚƇŹ ŢƟŸƣ -à
(h) ƕŚƠţŹř Ƽƫœ ƪƈţ ƼŤů ŠƇŚƇźƫř ŚƸƣźƜŤƀţ ƾŤƫř ŠǀƳŚŨƫŚŝ (t) ŠǀƴƯżƫř şźŤƠƫř

٥٢ ‫ﺣﻠﻮﻝ ﺗﻤﺎﺭﻳﻦ )ﺍﻟﻔﻘﺮﺓ ﺍﻷﻭﻟﻰ( ﺹ‬

:ƾţǁŚƧ ƾƷ t ¬h Ʋǀŝ ŠƣdžƘƫř ƱŐŝ ÔŚưƬƗ Ô řźŤƯ 80 ƽƹŚƀƿ
h = vt - 4.9t2
2000 ƭŚƗ ŶƘŝ Šǀţǁř ŠƣdžƘƫř ŜƀŰŝ ƩƹŶƫř ƻŶůœ ƾƟ ƱŚƨƀƫř ƺưƳ ŹŶƤƿ -á

x = 0 ‫ ﺃﻭ‬x = 2 (١)
P = n2 + 1.2n + 65
2000 ƭŚƗ ŶƘŝ šřƺƴƀƫř ŵŶƗ (n) ¬ƱƺǀƬưƫŚŝ ƱŚƨƀƫř ŵŶƗ (P) Ŧǀů

x = 0 ‫ ﺃﻭ‬x = 53 (٢)
®2000 ƭŚƗ ƱŚƨƀƫř ŵŶƗ ƱŚƧ ƮƧ (ŏ) :śƺƬƐưƫř
.2025 ƭŚƗ ŠƫƹŶƫř ƵŸƷ ƱŚƨſ ŵŶƗ źƿŶƤţ Ŝƀůř (ś)
ƵŸƷ ƱŚƨſ ŵŶƗ ŚƷŶƘŝ ƚƬŞƿ ƾŤƫř šřƺƴƀƫř ƲƯ ŵŶƗ śźƣŏ Ŝƀůř (ũ)

7 (٣)
.ÔŚƳƺǀƬƯ 265 ŠƫƹŶƫř

7 ‫ ﺃﻭ‬x =- 2
Ȍȍ 6 6

‫( ﻻ ﺟﺬﻭﺭ ﺣﻘﻴﻘﻴﺔ‬٤)
x=2

x = 0 (٥)
x = 0 (٦)
Using the discriminant żǀưưƫř ƭřŶŴŤſř
ax2 + bx + c = 0 ŠƫŵŚƘưƫř ƪŰƫ ƭŚƘƫř ƱƺƳŚƤƫř ƲƯ

٥٦ ‫ﺣﻠﻮﻝ ﺗﻤﺎﺭﻳﻦ ﺹ‬
:ƾţǁŚƧ ŠƫŵŚƘưƫř ƽŹŸŬƫ ŠƯŚƘƫř şŹƺƈƫř Ʊƺƨţ
- b - b2 - 4ac
ƹ x = - b + 2ba - 4ac
2

a, b, c ‫ﺍﻧﺼﺢ ﺍﻟﻄﻼﺏ ﺑﺄﻥ ﻳﺤﺪﺩﻭﺍ ﻓﻲ ﻛﻞ ﻣﺴﺄﻟﺔ ﻗﻴﻢ‬

x=
Ô řŵŶƗ ƹŏ Ô řźƠƇ ƹŏ ÔŚŞūƺƯ Ô řŵŶƗ ŪţŚƴƫř Ʊƺƨƿ Ŷƣ ¬żǀưưƫř 9 = b - 4ac Ƽưƀƿ
2a
2

:ŚưƸƳƺƧ Ŧǀů ƲƯ ŠƫŵŚƘưƫř ƽŹŸū ƕƺƳ Śƴƫ żǀưƿ ƶƳǃ ÔŚŞƫŚſ

.‫ ﻟﻴﺴﻬﻞ ﻟﻬﻢ ﺍﻟﺘﻌﻮﻳﺾ ﻓﻲ ﺍﻟﻘﺎﻧﻮﻥ‬9 = b2  4ac‫ﻭ‬

ÔŚŞūƺƯ żǀưưƫř ƱŚƧ řŷœ ¬ƲǀƠƬŤŴƯ ƲǀǀƤǀƤů ƲƿŵŶƗ
Ô řźƠƇ ƽƹŚƀƿ żǀưưƫř ƱŚƧ řŷœ ¬ƲǀƿƹŚƀŤƯ ƲǀǀƤǀƤů ƲƿŵŶƗ ƹŏ

a = 6, b = 7, c = 5 (١)
ÔŚŞƫŚſ żǀưưƫř ƱŚƧ řŷœ ¬ŠǀƤǀƤů ƩƺƬů Dž ƹŏ
:Šǀţǁř ŠƬŨƯǃř ƲƯ Ʀƫŷ ŮƌŤƿƹ

(Ý) ƩŚŨƯ
ŠƫŵŚƘưƫř ƽŹŸū ƕƺƳ Ŷūƹŏ 9= b2 - 4ac = 49 - 4 # 6 # (- 5) =169
2 x2 + 2 x - 3 = 0
ƪŰƫř b2 - 4ac = 13
a = 2, b = 2, c = -3
żǀưưƫř - b ! b2 - 4ac
x=
y

b - 4ac = 22 - 4 # 2 # ]- 3g
2
2a
= 4 + 24 = 28
2

1
ŜūƺƯ ŵŶƗ ƶƳœ Ŧǀůƹ - 7 ! 13
ƱŚƠƬŤŴƯ ƱŚǀƤǀƤů ƱřŵŶƗ ƱřŹŸŬƫř :Ʊŷœ
x=
x = 2 ‫ ﺃﻭ‬x =- 3 :‫ﺍﻟﺘﺤﻘﻖ‬
-3
-1.82
-2 -1 0 0.82 1 2 3
x

ŠƫŵŚƘưƫř ƪŰŝ Ʀƫŷ ƲƯ ƢƤŰŤƫř Ʋƨưƿ

12
-1

2x2 + 2x - 3 = 0
1 5
-2
- b ! b2 - 4ac
x= 2a
-3

x=
- 2 ! 28
1 1 3 7
2#2
6 # 4 + 7 # 2 -5= 2 + 2 -5=0
- 2 + 28 - 2 + 5.29 3.29
x= 4 = 4 = 4 = 0.82

- 2 - 28 - 2 - 5.29 7.29 25 5 50 35
x= 4 = 4 = 4 =- 1.82 6 # 9 + 7 # b- 3 l - 5 = 3 - 3 - 5
.ƲǀƠƬŤŴƯ ƲǀǀƤǀƤů ƲƿŵŶƗ ƲƗ şŹŚŞƗ ƲƿŹŸŬƫř Ʊŏ ŮƋřƺƫř ƲƯƹ
15
(Þ) ƩŚŨƯ = 3 -5 = 0
ŠƫŵŚƘưƫř ƽŹŸū ƕƺƳ Ŷūƹŏ
4x2 + 4x + 1 = 0

ȌȎ

٤٨

Low Resolution Copy

 ‫)‪x = ! 7 (٢‬‬
‫‪13‬‬
‫‪ƪŰƫř‬‬

‫)‪ x = 0 (٣‬ﺃﻭ ‪x = 9‬‬

‫‪a = 4, b = 4, c = 1‬‬
‫‪y‬‬

‫‪5‬‬
‫‪b 2 - 4ac = 42 - 4 # 4 # 1 :żǀưưƫř‬‬
‫‪2‬‬

‫‪= 16 -16 = 0‬‬

‫‪Ô řźƠƇ ƽƹŚƀƿ żǀưưƫř Ʊœ Ŧǀůƹ‬‬
‫‪1‬‬

‫)‪4.9 t2  41 t  80 = 0 (٤‬‬
‫‪-2‬‬ ‫‪-1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬

‫= ‪x= 4#2‬‬
‫‪x‬‬
‫‪-4 ! 0 -4 + 0‬‬ ‫‪1‬‬
‫‪=- 2‬‬

‫‪ t‬ﺗﺴﺎﻭﻱ ‪ 5.27‬ﺃﻭ ‪ 3.1‬ﺛﺎﻧﻴﺔ‬

‫‪8‬‬
‫‪-1‬‬

‫=‪x‬‬ ‫‪=- 2 ƹŏ‬‬

‫‪-4 - 0‬‬ ‫‪1‬‬
‫‪8‬‬
‫‪.- 21 ƽƹŚƀƿ ŚưƸƴƯ ƪƧƹ ƱŚƿƹŚƀŤƯ ƲƿŹŸŬƫř Ʊŏ ƽŏ‬‬
‫‪-2‬‬

‫‪(ß) ƩŚŨƯ‬‬ ‫)ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺍﻻﺭﺗﻔﺎﻉ )‪ (80‬ﻳﺤﺪﺙ ﻣﺮﺗﻴﻦ ﺃﺛﻨﺎﺀ ﺍﻟﺼﻌﻮﺩ ﺛﻢ‬
‫‪y‬‬

‫ﺃﺛﻨﺎﺀ ﺍﻟﻨﺰﻭﻝ‪(.‬‬
‫‪ŠƫŵŚƘưƬƫ ƲƿŹŸŬƫř ƕƺƳ Ŷūƹŏ‬‬
‫‪5‬‬

‫)‪) (٥‬ﺃ( ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﻋﺎﻡ ‪ 2000‬ﻳﺴﺎﻭﻱ ‪ 65‬ﻣﻠﻴﻮﻧﺎً‬

‫‪4‬‬

‫‪x 2 + 2x + 5 = 0‬‬

‫‪ƪŰƫř‬‬
‫‪3‬‬

‫‪a = 1, b = 2, c = 5‬‬

‫)ﺩﻉ ﺍﻟﻄﻼﺏ ﻳﺨﻤﻨﻮﻥ ﺑﻤﺠﺮﺩ ﺍﻟﻨﻈﺮ ﺇﻟﻰ ﺍﻟﻌﻼﻗﺔ‪ ،‬ﻭﻳﺘﻢ‬

‫‪2‬‬

‫‪b2 - 4ac = 22 - 4 # 1 # 5 = 4 - 20 =- 16 :żǀưưƫř‬‬

‫‪1‬‬

‫‪ŜƫŚſ ŵŶƗ řŸƷƹ‬‬

‫ﺍﻟﺘﺤﻘﻖ ﺃﻭ ﺍﻟﺤﻞ ﺑﻮﺿﻊ ‪ n = 0‬ﻓﻲ ﺍﻟﻌﻼﻗﺔ‪(.‬‬

‫‪.ŠǀƤǀƤů ŹƹŸū ŠƫŵŚƘưƬƫ žǀƫ‬‬
‫‪-2‬‬ ‫‪-1‬‬ ‫‪0‬‬ ‫‪1‬‬
‫‪x‬‬

‫‪(Þ) ƲƿŹŚưţ‬‬
‫‪:Šǀţǁř šDžŵŚƘưƫř ƲƯ ƪƧ ƾƟ ƲƿŹŸŬƫř ƕƺƳ Ŷūƹŏ‬‬
‫)ﺏ( ﺿﻊ ‪ n = 25‬ﻓﻲ ﺍﻟﻌﻼﻗﺔ‪.‬‬
‫)ﺝ( ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪n2  1.2n  65 = 265‬‬
‫‪x2 - 4x + 4 = 0 -Ý‬‬
‫‪x2 - 4x + 5 = 0 -Þ‬‬

‫ﺃﻱ ‪n2  1.2n  200 = 0‬‬

‫‪x2 - 4x + 3 = 0 -ß‬‬
‫‪7x2 - 5x + 2 = 0 -à‬‬
‫‪.ŠƫŵŚƘưƫř ƪŰŝ ŪŗŚŤƴƫř ƢƤůƹ‬‬

‫‪ n‬ﺗﺴﺎﻭﻱ ‪ 13‬ﺳﻨﺔ ﺗﻘﺮﻳﺒﺎً ﻭﻳﻬﻤﻞ ﺍﻟﺤﻞ ﺍﻟﺴﺎﻟﺐ‪.‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﻤﻴﺰ ﺹ ‪٥٧‬‬
‫ﻳﻔﻀﻞ ﺗﻮﺿﻴﺢ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﻭﺍﻝ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‪،‬‬
‫ﻭﺗﻮﺿﻴﺢ ﺃﻥ ﺍﻟﺸﻜﻞ ﻳﻜﻮﻥ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻓﻲ ﺇﺣﺪﻯ ﺍﻟﺼﻮﺭﺗﻴﻦ‬
‫‪Ȍȏ‬‬
‫‪ j‬ﺃﻭ ‪) +‬ﺍﻟﻘﻄﻊ ﺍﻟﻤﻜﺎﻓﺊ(‪.‬‬
‫ﻻﺣﻆ ﺃﻥ ﺭﺃﺱ ﺍﻟﻤﻨﺤﻨﻰ ﻓﻲ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪:‬‬
‫‪y = ax2  bx  c‬‬
‫‪Ŷůřƹ źǀƜŤƯ ƾƟ ŠǀƳŚŨƫř ŠūŹŶƫř ƲƯ ŵƹŶŰƫř šřźǀŨƧ‬‬
‫‪Polynominals in Degree 2 with One Variable‬‬ ‫‪x = 2a‬‬
‫‪-b‬‬
‫ﻫﻮ ﻋﻨﺪ‬
‫‪:ƪƨƃ ŸųŐţ ŚƯŶƴƗ Ŷůřƹ źǀƜŤƯ ƾƟ ŠǀƳŚŨƫř ŠūŹŶƫř ƲƯ ŵƹŶŰƫř šřźǀŨƧ Ʊƺƨţ‬‬ ‫ﺍﻃﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺇﻋﻄﺎﺀ ﻣﻌﺎﺩﻻﺕ ﻳﻜﻮﻥ ﻓﻴﻬﺎ‪:‬‬
‫‪ŵřŶƗŏ ƾƷ c ¬b ¬aƹ źǀƜŤưƫř ƺƷ x Ŧǀů f (x) = ax2 + bx + c‬‬ ‫)ﺃ( ﺍﻟﻤﻤﻴﺰ ﻋﺪﺩﺍ ً ﻣﻮﺟﺒﺎً )ﺟﺬﺭﺍﻥ ﺣﻘﻴﻘﻴﺎﻥ ﻣﺨﺘﻠﻔﺎﻥ(‪.‬‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﻳﻘﻄﻊ ﻣﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ ﻓﻲ ﻧﻘﻄﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ‪.‬‬
‫‪. a ! 0 ƹ ŠǀƤǀƤů‬‬

‫‪ƩŚŨƯ‬‬
‫‪f (x) = x2 + 3 , f (x) = 3x2 - 5x + 2‬‬ ‫)ﺏ( ﺍﻟﻤﻤﻴﺰ ﻳﺴﺎﻭﻱ ﺻﻔﺮﺍ ً )ﺟﺬﺭﺍﻥ ﺣﻘﻴﻘﻴﺎﻥ ﻣﺘﺴﺎﻭﻳﺎﻥ(‪.‬‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﻳﻘﻄﻊ ﻣﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ ﻓﻲ ﻧﻘﻄﺔ ﻭﺍﺣﺪﺓ )ﻳﻤﺲ‬
‫‪ƹŏ‬‬
‫‪-3‬‬
‫‪f (x) = 2 x2 + x + 2‬‬

‫‪. f (x) = 0 ƪƘŬţ x źǀƜŤưƬƫ Šưǀƣ ƪƧ ŵƹŶŰƫř şźǀŨƧ ŹŸū ƾưƀƳ‬‬

‫‪f] xg = 3x2 + 12x - 15 řŹŸū ŚưƷ -5 ¬1 Ô džŨƯ‬‬ ‫ﻣﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ(‪.‬‬
‫)ﺝ( ﺍﻟﻤﻤﻴﺰ ﺳﺎﻟﺒﺎً )ﺟﺬﺭﺍﻥ ﺗﺨﻴﻠﻴﺎﻥ(‪ .‬ﺍﻟﻤﻨﺤﻨﻰ ﻻ ﻳﻘﻄﻊ‬
‫‪ŠǀƳŚŨƫř ŠūŹŶƫř ƲƯ ŵƹŶŰƫř şźǀŨƨƫ ƾƳƺƳŚƤƫř ƪƨƄƫř‬‬

‫ﻣﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ‪ ،‬ﻭﻳﻜﻮﻥ ﺑﻜﺎﻣﻠﻪ ﺃﻋﻠﻰ ﺃﻭ ﺃﺳﻔﻞ ﻣﺤﻮﺭ‬

‫‪f (x) = ax 2 + bx + c‬‬
‫‪b‬‬ ‫‪c‬‬
‫) ‪= a (x 2 + a x + a‬‬

‫ﺍﻟﺴﻴﻨﺎﺕ‪.‬‬
‫‪b‬‬ ‫‪b‬‬ ‫‪b‬‬ ‫‪c‬‬
‫‪= a 9 x 2 + a x + ( 2a ) 2 - ( 2a ) 2 + a C‬‬

‫ﻋﻨﺪ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺩﻉ ﺍﻟﻄﻼﺏ ﻳﻼﺣﻈﻮﺍ ﺃﻥ‪:‬‬

‫‪b 2 b 2 - 4ac‬‬
‫‪= a;a x + 2a k -‬‬
‫‪4a 2 E‬‬
‫‪:şŹƺƈƫř‬‬
‫‪b‬‬ ‫‪2‬‬
‫‪b - 4ac‬‬
‫ﺭﺃﺱ ﺍﻟﻤﻨﺤﻨﻰ ﻳﻜﻮﻥ ﺇﻟﻰ ﺃﻋﻠﻰ ‪ +‬ﻓﻲ ﺣﺎﻟﺔ ﻣﻌﺎﻣﻞ ‪ x‬ﺳﺎﻟﺒﺎً‪.‬‬
‫‪2‬‬

‫ﻳﻜﻮﻥ ﺍﻟﺮﺃﺱ ﺇﻟﻰ ﺃﺳﻔﻞ ‪ ,‬ﻓﻲ ﺣﺎﻟﺔ ﻣﻌﺎﻣﻞ ‪ x2‬ﻣﻮﺟﺒﺎً‪.‬‬

‫‪2‬‬
‫‪a ;b x + 2 a l - 4 a 2 E‬‬

‫‪­ f (x) Éƫ ƾƳƺƳŚƤƫř ƪƨƄƫř Ƽưƀţ‬‬

‫ﻣﻦ ﺧﻼﻝ ﻭﺭﻗﺔ ﻋﻤﻞ ﻣﻌﺪﺓ ﺳﺎﺑﻘﺎً‪ ،‬ﺩﻉ ﺍﻟﻄﻼﺏ ﻳﻼﺣﻈﻮﻥ‬

‫‪. T Éŝ ŚƸǀƫœ żƯźƿƹ żǀưưƫř ƼưƀŤƟ b2 - 4ac ŚƯŏ‬‬

‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺣﻠﻮﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻭﻧﻘﻂ ﺗﻘﺎﻃﻊ ﺍﻟﺸﻜﻞ ﺍﻟﺒﻴﺎﻧﻲ‬

‫‪.ƪƯřƺƗ Ƽƫœ f (x) ƪǀƬŰţ‬‬

‫‪T = b - 4ac żǀưưƫř ƭřŶŴŤſŚŝ‬‬

‫ﻟﻠﺪﺍﻟﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻊ ﺍﻟﻤﺤﻮﺭ ﺍﻟﺴﻴﻨﻲ‪.‬‬

‫‪2‬‬

‫‪.Dž ƭŏ ƪƯřƺƗ Ƽƫœ f (x) ƪǀƬŰţ ƖǀƐŤƀƳ ŚƴƧ řŷœ ŚƯ ŠƟźƘƯ ƖǀƐŤƀƳ‬‬

‫‪ȌȐ‬‬

‫‪٤٩‬‬

‫‪Low Resolution Copy‬‬

 :‫ﺍﻃﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺗﻤﺜﻴﻞ ﺍﻟﺪﻭﺍﻝ‬
y = x2 - 1
:ƾƳƺƳŚƤƫř ƪƨƄƫř ŸųŐƴƫ

y = x2 + 1
b 2 T
f (x) = a ;b x + 2a l - 4a2 E

y = x2 + 1
b x + b l - T 2 2 0 ƹ - T 2 0 ƱŔƟ T 1 0 ƱŚƧ řŷœ (ŏ)
2

2a 4a

:‫ﻭﺣﺎﻭﻝ ﻣﻨﻬﺎ ﺣﻞ‬

.ƪƯřƺƗ Ƽƫœ f (x) ƪǀƬŰţ ƖǀƐŤƀƳ Dž ŠƫŚŰƫř ƵŸƸŝƹ

:şŹƺƈƫř ƼƬƗ ŜŤƨţ f (x) ƱŔƟ T = 0 ƱŚƧ řŷœ (ś)

f (x) = a b x + 2a lb x + 2a l ƽŏ f (x) = a b x + 2a l x -1=0

2
‫ ﺍﻟﻤﻌﺎﺩﻟﺔ‬.١
- x2 + 1 = 0 ‫ ﺍﻟﻤﻌﺎﺩﻟﺔ‬.٢
b b b 2

:şŹƺƈƫř ƼƬƗ ŜŤƨţ f (x) ƱŔƟ ¬ T 2 0 ƱŚƧ řŷœ (ũ)

b T b T
x +1=0
2
‫ ﺍﻟﻤﻌﺎﺩﻟﺔ‬.٣
‫ﻭﻣﻼﺣﻈﺔ ﺍﻟﻔﺮﻭﻕ ﻓﻲ ﺑﻴﺎﻧﺎﺕ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺜﻼﺙ ﻭﺭﺑﻄﻬﺎ ﺑﺤﻠﻮﻝ‬
f (x) = a c x + 2a - 2a mc x + 2a + 2a m

.‫ﺍﻟﻤﻌﺎﺩﻻﺕ‬
- b + T mc -b - T m
= ac x - 2a x- 2a

x2 =
-b - T
ƹ x1 = - b 2+a T Śƴǀưſ řŷŔƟ
٥٨ ‫ﺣﻠﻮﻝ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺹ‬
‫ﺍﻟﻤﻄﻠﻮﺏ ﻫﻨﺎ ﺇﻳﺠﺎﺩ ﻧﻮﻋﻲ ﺍﻟﺠﺬﺭﻳﻦ ﺑﺪﻭﻥ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ )ﺇﻻ ﺇﺫﺍ‬
2a

f (x) = a (x - x1) (x - x2) :şŹƺƈƫř ƼƬƗ f (x) ŠŝŚŤƧ ƖǀƐŤƀƳ

(.‫ﻃﻠﺐ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺍﻟﺤﻞ‬

. f (x) şŹŚƃœ ŠƟźƘƯ ƖǀƐŤƀƳ ƾƫŚŤƫŚŝƹ

9= b - 4ac =16 - 4 # 1 # 4 (١)

: f (x) şŹŚƃœ ŠſřŹŵ
ƽŏ a şŹŚƃœ žƠƳ ƾƷ f (x) şŹŚƃœ ƱŔƟ ÔŚŞƫŚſ żǀưưƫř ƱŚƧ řŷœ-Ý 2

.x Ʈǀƣ ƪƨƫ f (x) 1 0 Ʊƺƨţ a 1 0 ƱŚƧ řŷœ

16 - 16 = 0
.x Ʈǀƣ ƪƨƫ f (x) 2 0 Ʊƺƨţ a 2 0 ƱŚƧ řŷœƹ
‫ﺣﻘﻴﻘﻴﺎﻥ ﻣﺘﺴﺎﻭﻳﺎﻥ‬
9= b2 - 4ac =16 - 4 # 1 # 5 (٢)
f (x) ƱŔƟ (T = 0) Ô řźƠƇ ƽƹŚƀƿ żǀưưƫř ƱŚƧ řŷœ-Þ

16 - 20 = - 4 ‫ﺳﺎﻟﺐ‬
2a ƺƷ ŹŸŬƫřƹ f (x) = a x + 2a şŹƺƈƫř ƼƬƗ ŜŤƨţ
.x = - b b b l2

‫ﺗﺨﻴﻠﻴﺎﻥ‬
.Ô řźƠƇ ƽƹŚƀţ f (x) ƪƘŬƿ ŚưƯ

9= b - 4ac =16 - 4 # 1 # 3 (٣)

ȍȇ
2

16 - 12 = 4 ‫ﻣﻮﺟﺐ‬
‫ﺣﻘﻴﻘﻴﺎﻥ ﻣﺨﺘﻠﻔﺎﻥ‬
b x + b l 2 0 ƱŔƟ x ! - b ƱŚƧ řŷœ ŚƯŏ
9= b - 4ac = 25 - 4 # 7 # 2 (٤)
2
2

25 - 56 = - 31 ‫ﺳﺎﻟﺐ‬
2a 2a

.a şŹŚƃLj ŠƸŝŚƄƯ f (x) şŹŚƃœ Ʊƺƨţ ƾƫŚŤƫŚŝƹ

şŹƺƈƫř ƼƬƗ ŜŤƨţ f (x) ƱŔƟ ÔŚŞūƺƯ żǀưưƫř ƱŚƧ řŷœ-ß

‫ﺗﺨﻴﻠﻴﺎﻥ‬
f (x) = a (x - x1) (x - x2)

(‫ﺣﻠﻮﻝ ﺗﻤﺎﺭﻳﻦ )ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ‬

( x1 1 x2 Ʊŏ ƉźƠƴƫ) x = x2 ƹŏ x = x1 ƱřŹŸū ŚƸƫ f (x) = 0 ƾƫŚŤƫŚŝƹ

@- 3, x1 5,?x2 , + 36 ƩŚŬưƫř ƼƬƗ f (x) 2 0 ƱŔƟ a 2 0 ƪūŏ ƲƯ

@ x1, x26 ƩŚŬưƫř ƼƬƗ f (x) 1 0 ƹ

9 = b2 - 4ac f (x) = 3x2 - 8x + 5 (١)
=4
@ x1, x26 ƩŚŬưƫř ƼƬƗ f (x) 2 0 ƱŔƟ a 1 0 ƪūŏ ƲƯƹ

@- 3, x1 5,?x2 , + 36 ƩŚŬưƫř ƼƬƗ f (x) 1 0

7
6
9>0 5

:ƾƬƿ ŚưƧ ŠſřŹŶƫř ƵŸƷ Ɩưū ƖǀƐŤƀƳ 4

.a şŹŚƃœ ŸųŐţ f (x) ƱŔƟ T 1 0 ƱŚƧ řŷœ 2

1

x = 2a ƱŚƧ řŷœ f (x) = 0 ƱŔƟ T = 0 ƱŚƧ řŷœ

0
y -b

x1 = 1, x2 = 53 , a = 3 > 0
-3 -2 -1 0 1 2 3 4 5 6
-1
7

.a şŹŚƃœ f (x) ŸųŐţ ŠưǀƤƫř ƵŸƷ řŶƗ ŚưǀƟƹ

-2
6
5 -3

f (x) ŸųŐţƹ x = x2 ƹŏ x = x1 ƱŚƧ řŷœ f (x) = 0 ƱŔƟ T 2 0 ƱŚƧ řŷœ

4 -4

.ƲƿŹŸŬƫř Ʋǀŝ (-a) şŹŚƃœƹ ƲƿŹŸŬƫř ũŹŚų a şŹŚƃœ

2
1

:ƾƬƿ ŚưƧ ÔŚÚǀƳŚǀŝ ŠſřŹŶƫř ƵŸƷ ŠƔůdžƯ ƖǀƐŤƀƳ

0 x
-3 -2 -1 0 1 2 3
:ƾƬƿ ŚưƧ ŮŞƈƿ ƾƳŚǀŞƫř Ʈſźƫř ƱŔƟ T 1 0 ƱŚƧ řŷœ
5
-1
x -3 1 3 +3
(Ý) ƩŚŨƯ
Ʊŷœ ƾƴǀƀƫř ŹƺŰưƫř ƖƐƤƿ Dž f (x) = 2x2 + x + 1 ŠƫřŶƬƫ ƾƳŚǀŞƫř Ʈſźƫř
.T 1 0
f (x) + 0 - 0 +
ŠŞūƺƯ ƾƷ f (x) ŵƹŶŰƫř şźǀŨƧ Śưƴǀŝ f (x) = 0 ŠƫŵŚƘưƬƫ ŠǀƤǀƤů ŹƹŸū Dž
.( a 2 0 Ʊŏ ƒůDž) .x źǀƜŤưƫř Šưǀƣ ŢƳŚƧ ŚưƸƯ

ȍȈ

٥٠

Low Resolution Copy

 f (x) =- x2 - x - 6 (٢)
y (Þ) ƩŚŨƯ
0

f (x) =- x2 + x - 3 ŠƫřŶƬƫ ƾƳŚǀŞƫř Ʈſźƫř

-3 -2 -1 0 1 2 3 x 4
-1

. T 1 0 Ʊŷœ ƾƴǀƀƫř ŹƺŰưƫř ƖƐƤƿ Dž

-2 3
-3 2
-4
(ß) ƩŚŨƯ 1
ŠƫřŶƬƫ ƾƳŚǀŞƫř Ʈſźƫř
-5
0
ŽŚưƯ f (x) = 4x + 4x + 1
-6 -4 -3 -2 -1 0 1 2 3 4 5 6
2
-1
. T = 0 Ʊŷœ ƾƴǀƀƫř ŹƺŰưƬƫ
-7

-2
y
ƶŤưǀƣ f (x) ŠƫŵŚƘưƬƫ ƱŚƿƹŚƀŤƯ ƱŚǀƤǀƤů ƱřŹŸū ƥŚƴƷ
-3
.ŽŚưưƫř ŠƐƤƴƫ ƾƴǀƀƫř ƾŧřŶůLjř
-4

2
1
1 ¬x źǀƜŤưƫř Šưǀƣ ŢƳŚƧ ŚưƸƯ ŠŞūƺƯ ƾƷ f (x) şŹŚƃœ -5
-1 -1 0 1 x
f b 2 l = 0 Śưƴǀŝ x ! - 1
-1 -6
2 2 2
9 =- 23 -7
x -1/2 šřŹŚƃDžř ƩƹŶū -8

f(x) 0
9<0 -9
+ + -10

a = 1 < 0 ‫ﻻ ﺟﺬﻭﺭ ﻟﻠﻤﻌﺎﺩﻟﺔ‬

(à) ƩŚŨƯ
f (x) =- 9x2 + 6x - 1 ŠƫřŶƬƫ ƾƳŚǀŞƫř Ʈſźƫř
y
0

. T = 0 Ʊŷœ .ƾƴǀƀƫř ŹƺŰưƬƫ ŽŚưƯ

-3 -2 -1 1 2 3 x
-1
-2
x -3 +3
ƱŚƿƹŚƀŤƯ ƱŚǀƤǀƤů ƱřŹŸū ƥŚƴƷ
-3
-4
f (x) -
ƾŧřŶůLjř ƶŤưǀƣ f (x) = 0 ŠƫŵŚƘưƬƫ
-5

(٣)
-6

.ŽŚưưƫř ŠƐƤƴƫ ƾƴǀƀƫř

-7

ŢƳŚƧ ŚưƸƯ ŠŞƫŚſ ƾƷ f (x) şŹŚƃœ

f ] x g = x 2 - 2x + 1
. f b 31 l = 0 Śưƴǀŝ x ! 31 ¬x Šưǀƣ
šřŹŚƃDžř ƩƹŶū 8
x -1/3 7
-∞ +∞

f(x) -
0
-
6
5
4
ȍȉ 3
2
1
9=0 -3 -2 -1 0
0
1 2 3 4 5 6 7
b -1
x =- 2a = 1 -2

a=10
(á) ƩŚŨƯ -3
ƲǀŤƐƤƳ ƾƟ ƾƴǀƀƫř ŹƺŰưƫř ƖƐƤƿ f (x) = x2 - 4x + 3 ŠƫřŶƬƫ ƾƳŚǀŞƫř Ʈſźƫř
ŚưƷŚŤưǀƣ ƽƹŚƀţ f (x) = 0 ŠƫŵŚƘưƬƫ ƱŚǀƤǀƤů ƱřŹŸū ƥŚƴƷ . T 2 0 Ʊŷœ
y

.B(3, 0)ƹ A(1, 0) ƖƏŚƤŤƫř ƾŤƐƤƴƫ Ʋǀǀƴǀƀƫř ƲǀǀŧřŶůLjř

5

4
x -3 1 +3
šřŹŚƃDžř ƩƹŶū
3
2
1

-2 -1
0
1 2 3 4 5 6 7 x
x
-∞ 1 3 +∞ f (x) + 0 +

(٤)
-1
f(x) 0 0
-2 + - +
-3

(â) ƩŚŨƯ
f (x) =- x2 + 8x - 12
y
ƾƟ ƾƴǀƀƫř ŹƺŰưƫř ƖƐƤƿ f (x) =- x + 7x - 10 ŠƫřŶƬƫ ƾƳŚǀŞƫř Ʈſźƫř 9 = 16 9 > 0 a = 1 < 0
x1 = 6 x2 = 2
2

3
ƽƹŚƀţ f (x) = 0 ŠƫŵŚƘưƬƫ ƱŚǀƤǀƤů ƱřŹŸū ƥŚƴƷ . T 2 0 Ʊŷœ ƲǀŤƐƤƳ
2
.B(5, 0) ƹ A(2, 0) ƖƏŚƤŤƫř ƾŤƐƤƴƫ Ʋǀǀƴǀƀƫř ƲǀǀŧřŶůLjř ŚưƷŚŤưǀƣ
1
šřŹŚƃDžř ƩƹŶū
0 1 2 3 4 5 6 x x
-1
-2
2
0
5
0
x -3 2 6 +3
f(x) - + -

ƲƿŹŚưţ
-3
f (x) - 0 + 0 -
šŶūƹ řŷœ ŠƫŵŚƘưƫř ŹƹŸūƹ T żǀưưƫř şŹŚƃœ ŵŶů Ʈŧ Šǀţǁř ƩÚ řƹŶƫř ÔŚÚǀƳŚǀŝ ƮſŹř
-4

.şŹŚƃLjř ƩƹŶūƹ
-5

f (x) = 3x2 - 8x + 5 -Ý
f (x) = - x2 - x - 6 -Þ
f (x) = x2 - 2x + 1 -ß
f (x) =- x2 + 8x - 12 -à

ŠƫŵŚƘưƫř ƽŹŸū śźƋ ŪţŚƳƹ ƕƺưŬƯ

a ! 0 ¬ ax2 + bx + c = 0 ŠƫŵŚƘưƫř źŞŤƗř

- b - b2 - 4ac - b + b2 - 4ac
x1 = 2a , x2 = 2a

S ŠƫŵŚƘưƫř ƽŹŸū ƕƺưŬƯ

S = x1 + x 2
- b - b 2 - 4ac - b + b 2 - 4ac
= 2a + 2a

ȍȊ

٥١

Low Resolution Copy

 ‫ﻧﺎﺗﺞ ﺟﻤﻊ ﻭﻧﺎﺗﺞ ﺿﺮﺏ ﺟﺬﺭﻱ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫ ﻭﻳﻤﻜﻨﻚ‬،ً‫ﺍﻟﺘﻌﻠﻢ ﺍﻟﺘﻌﺎﻭﻧﻲ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﻳﻜﻮﻥ ﻫﻨﺎ ﻣﻨﺎﺳﺒﺎ‬
- 2b
= 2a

‫ ﻭﻳﺠﺐ ﺃﻥ ﺗﻼﺣﻆ ﻛﻞ ﻣﺠﻤﻮﻋﺔ‬،‫ﺇﻋﻄﺎﺀ ﻣﻌﺎﺩﻟﺔ ﻟﻜﻞ ﻣﺠﻤﻮﻋﺔ‬

-b
= a

‫ﻓﻲ ﺍﻟﻤﺜﺎﻝ ﺍﻟﻤﻌﻄﻰ ﻟﻬﺎ ﻧﺎﺗﺞ ﺟﻤﻊ ﺍﻟﺠﺬﺭﻳﻦ ﻭﻧﺎﺗﺞ ﺿﺮﺏ‬

P :ŠƫŵŚƘưƫř ƽŹŸū śźƋ ŪţŚƳ

:‫ ﺛﻢ ﺗﻄﻠﺐ ﺍﻟﻤﻼﺣﻈﺔ ﺍﻟﺘﻲ ﻳﺴﺘﻨﺘﺞ ﻣﻨﻬﺎ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﻌﺎﻡ‬،‫ﺍﻟﺠﺬﺭﻳﻦ‬

- b + b - 4ac - b - b2 - 4ac
2
P= 2a # 2a
b2 - ]b2 - 4acg
= 4a2
-b
4ac
= 4a2 m+n = a

‫ ﻓﻲ ﺟﻤﻴﻊ ﺍﻟﺤﺎﻻﺕ‬m # n = ac
c
=a

ƶƳŏ ƽŏ

.‫ﺑﻌﺪ ﺫﻟﻚ ﻳﻄﻠﺐ ﺍﻟﺒﺮﻫﺎﻥ ﻟﻴﻘﻮﻡ ﺑﻪ ﺍﻟﻄﻼﺏ ﻛﻮﺍﺟﺐ ﻣﻨﺰﻟﻲ‬

ŠƫŵŚƘưƫř řŹŸū ƱŚƧ řŷœ
x2 ¬ x1 ŚưƷ ax2 + bx + c = 0

٦٦ ‫ﺣﻠﻮﻝ ﺗﻤﺎﺭﻳﻦ ﺹ‬
ƱŔƟ

(x - 2) (x + 5) = 0 (١)
c -b
x1 # x2 = a , x1 + x2 = a
(Ý) ƩŚŨƯ

x2 + 3x - 10 = 0
:ŠƫŵŚƘưƫř ƽŹŸū śźƋ ŪţŚƳƹ ƕƺưŬƯ Ŷūƹŏ ŠƫŵŚƘưƫř ƪů Ʊƹŵ

‫ﺣﻞ ﺁﺧﺮ‬
3x2 + 2x - 3 = 0

ƪŰƫř
a = 3, b = 2, c = -3 x - (‫ )ﻣﺠﻤﻮﻉ ﺍﻟﺠﺬﺭﻳﻦ‬x  ‫ = ﻧﺎﺗﺞ ﺿﺮﺏ ﺍﻟﺠﺬﺭﻳﻦ‬0
2

:ƲƿŹŸŬƫř ƕƺưŬƯ x2 - (2 - 5) x + (2 × -5) = 0

x2 + 3x - 10 = 0
(-1) ‫( ﺛﻢ ﻓﻲ‬3) ‫( ﺛﻢ ﻓﻲ‬2) ‫ ﺍﺿﺮﺏ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻓﻲ‬:ً ‫ﻣﺜﻼ‬
b -2
x1 +x2 =- a = 3

ƲƿŹŸŬƫř śźƋ ŪţŚƳ

-5 ‫ ﻭ‬2 ‫ﺗﺤﺼﻞ ﻋﻠﻰ ﺛﻼﺙ ﻣﻌﺎﺩﻻﺕ ﺟﺬﺭﻱ ﻛﻞ ﻣﻨﻬﺎ ﻫﻤﺎ‬

c -3
x1 # x2 = a = 3 =- 1

.ŠƫŵŚƘưƫř ƪŰŝ ŪŗŚŤƴƫř ŠŰƇ ƲƯ ƢƤŰŤƫř Ʋƨưƿƹ

(٢)
(Þ) ƩŚŨƯ
1 ƽƹŚƀƿ 2x2 + bx - 5 = 0 ŠƫŵŚƘưƫř ƽŹŸū ƕƺưŬƯ ƱŚƧ řŷœ
3 5
x2 - 2 x + 16 = 0 ...
(.‫)ﺿﻌﻬﺎ ﻓﻲ ﺻﻮﺭﺓ ﻏﻴﺮ ﻛﺴﺮﻳﺔ‬
.ŠƫŵŚƘưƫř ƪů Ʈŧ b ŶūƹŐƟ

:‫( ﻧﺎﺗﺞ ﺟﻤﻊ ﺍﻟﺠﺬﺭﻳﻦ‬٣)

ȍȋ
1 1 m+n 5
m + n = mn = 6
:‫ﻧﺎﺗﺞ ﺟﻤﻊ ﺿﺮﺏ ﺍﻟﺠﺬﺭﻳﻦ‬
ƪŰƫř
1 1 1 1
-b -b
a = 2 m # n = mn = 6
2x2 - 2x - 5 = 0 :ŠƫŵŚƘưƫř Ʊƺƨţƹ b = -2 ƶƴƯƹ -2b = 1
x2 - 6 x + 6 = 0 :‫ﺇﺫﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬
5 1

m2  n2 = (m  n)2 - 2 mn (٤)
2x2 - 2x - 5 = 0 :ŠƫŵŚƘưƫř ƪů

(2)2 - 2(3) = 4 - 6 = -2
- b ! b2 - 4ac
x= 2a
b2 - 4ac = 4 - 4]2g]- 5g = 44

-]- 2g ! 2 11
x= 2#2
m2 # n2 = (mn) 2 = (+ 3) 2 = 9
x2 + 2x + 9 = 0 :‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬
1 ! 11
x= 2
:ŚưƷ ƱřŹŸŬƫř

٦٧ ،٦٦ ‫ﺣﻠﻮﻝ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﻌﺎﻣﺔ ﺹ‬

1 - 11 1 + 11
,
:ŚƷřŹŸū ƮƬƗ řŷœ ŠƫŵŚƘưƫř ŵŚŬƿœ
2 2

a ≠ 0 Ŧǀů ax2 + bx + c = 0 ƾƷ ŠƫŵŚƘưƫř ƲƨŤƫ

2 ، 2 (‫( )ﺃ‬١)
x2 + a x + a = 0 ŠƫŵŚƘưƫř ŜŤƨţ
b c

ŠƫŵŚƘưƫř ƽŹŸū x2ƹ x1 Ʋƨǀƫ 1 3

P = x1 # x 2 = a ƹ S = x1 + x 2 =- a ŸÖ ŗŶƴƗ

... ‫ ؛ ﺍﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ‬2 ! 3 5 (‫)ﺏ‬

c b

a =- ] x1 + x 2 g =- S ƽŏ
b

‫)ﺝ( ﻟﻴﺲ ﻟﻬﺎ ﺣﻠﻮﻝ‬

c
a = x1 x 2 = P
x2 - ] x1 + x2gx + x1 x2 = 0 ŠƫŵŚƘưƫř ŜŤƨţ ƾƫŚŤƫŚŝƹ

(‫)ﺩ‬
x2 - S x + P = 0
- 5 ! 109
(ß)ƩŚŨƯ 6
.5 ¬3 ŚƷřŹŸū ƾŤƫř ŠƫŵŚƘưƫř Ŷūƹŏ

ƪŰƫř
P = 15ƹ S = 8 Ʊŷœ 5 ¬3 ŚưƷ ƲƿŹŸŬƫř Ʊŏ Śưŝ
x2 - 8x + 15 = 0 :ŠƫŵŚƘưƫř
] x - 3g] x - 5g = 0 :źųō ƪů ƹŏ
x2 - 8x + 15 = 0

ȍȌ

٥٢

Low Resolution Copy

 ‫)ﺏ( ﺗﺨﻴﻠﻴﺎﻥ‬ ‫( )ﺃ( ﺣﻘﻴﻘﻴﺎﻥ ﻣﺨﺘﻠﻔﺎﻥ‬٢)
ŶƣŚƳ źǀƨƠţ
:ŠƯŚƷ ŠƔůdžƯ

‫)ﺝ( ﺗﺨﻴﻠﻴﺎﻥ‬
ƼƬƗ ŚƸƴƯ ƪƧƹ x2¬ x1ŚưƸƴƯ ƪƧ řŹŸū Ʊƺƨƿ šDžŵŚƘưƫř ƲƯ ƾŗŚƸƳ Dž ŵŶƗ Ŷūƺƿ
.źƠƇ ! ƾƤǀƤů ŵŶƗ ƽŏ (K) Ŧǀů K6 x2 - ] x1 + x2gx + x1 x2 @ = 0 şŹƺƈƫř

(x1 + x2) + 6 = 7 :‫( ﻧﺎﺗﺞ ﺟﻤﻊ ﺍﻟﺠﺬﺭﻳﻦ‬٣)

:Ô džŨưƟ
ƲƿŸƷ žƠƳ ŚƸƫ Šǀţǁř šDžŵŚƘưƫř ƲƯ džƧ ƱŔƟ 5 ¬3 ŚưƷ ƱřŹŸŬƫř ƱŚƧ řŷœ
.ƲƿŹŸŬƫř
x2 - 8x + 15 = 0
3] x2 - 8x + 15g = 0 :‫ﻧﺎﺗﺞ ﺿﺮﺑﻬﻤﺎ‬
-] x2 - 8x + 15g = 0
řŸƨƷƹ ... 7] x2 - 8x + 15g = 0 x1 x2 + 3 (x1 + x2) + 9 = 6
ƲƿŹŚưţ :‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‬
x2 - 7x + 6 = 0
.- 5 ¬2 ŚƸƴƯ ƪƧ řŹŸū šDžŵŚƘƯ ťdžŧ ŜŤƧř-Ý
. 41 ƹ 45 ŚƷřŹŸū ŠƫŵŚƘƯ Ŷūƹŏ-Þ

.‫ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‬x ‫( ﻟﺘﻜﻦ‬٤)

Ŝƀůř ¬x2 - 5x + 6 = 0 ŠƫŵŚƘưƬƫ ƲǀǀƤǀƤŰƫř ƲƿŹŸŬƫř x2 ¬x1 Ʋƨǀƫ-ß
.ŠƫŵŚƘưƫř ƪů Ʊƹŵ ƲƯ x11 + x12

( 6 + x )  (x + 4) = 2 # 6 # 4
x2-5x +6=0 ŠƫŵŚƘưƬƫ ƱřŹŸŬƫř Ʋƨǀƫ :ŵŚƃŹœ
x1 x2 = 6, x1 + x2= 5 x2 ¬x1 ŚưƷ

= ƲƿŹŸŬƫř ƕƺưŬƯ
x2 + 10 x  24 = 0
1 1 x2 + x1 5
x1 + x2 = x1 x2 = 6
3x2 - 6x + 9 = 0 ŠƫŵŚƘưƫř ƽŹŸū ƖŝźƯ ŚƷřŹŸū ƾŤƫř ŠƫŵŚƘưƫř Ŷūƹŏ-à

:‫ﺗﻌﻄﻲ‬
x12 + x22 = ] x1 + x2g2 - 2x1 x2 ŠŝƺƬƐưƫř ŠƫŵŚƘưƫř ƽŹŸū ƕƺưŬƯ :ŵŚƃŹœ
.ƪưƧŏƹ

x = 2 ‫ ﺃﻭ‬x = 12
ŠƯŚƗ ƲƿŹŚưţ
:Šǀţǁř šDžŵŚƘưƫř ƪů-Ý

.‫ ﻷﻥ ﺍﻟﻤﺴﺎﻓﺔ ﻻ ﺗﻜﻮﻥ ﺳﺎﻟﺒﺔ‬2 m ‫ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻫﻲ‬

x2 + 4x = 41 (ś) 4x2 = 8x - 3 (ŏ)
3x + 5x - 7 = 0 (ŵ)
2
2x2 + 8x + 16 = 0 (ũ)
:ŠƫŵŚƘưƫř ƽŹŸū ƕƺƳ Ŷūƹŏ-Þ

6
x2 -2x + 3 = 0 (ũ) - x2 + 5x-7 = 0 (ś) 3x2 + x - 1 = 0 (ŏ)
x - x - 6 = 0 ŠƫŵŚƘưƫř řŹŸū ŚưƷ x2 ¬x1 ƱŚƧ řŷœ-ß
2 x
x2 + 3, x1 + 3 ŚƷřŹŸū ƾŤƫř ŠƫŵŚƘưƫř Ŷūƹŏ
ƵŸƷ ŠůŚƀƯ ŠƠƗŚƌƯ ŵřźƿ ŹŚŤƯŏ 6 ¬4 ƵřŶƘŝ ƪǀƐŤƀƯ ƪƨƃ ƼƬƗ ƉŹŏ ŠƘƐƣ-à
šŚƟŚƀƯ) ŠƟŚƀưƫř žƠƳ ŚƷŵŚƘŝŏ ƲƯ ŶƘØŝ ƪƧ ƩƺƏ şŵŚƿżŝ Ʀƫŷƹ ŠƘƐƤƫř 24 4
.ŠƟŚƌưƫř ŠƟŚƀưƫř ƩƺƏ Ŷūƹŏ .(ŠƿƹŚƀŤƯ

ȍȍ

ŠƫŵŚƘưƫř ƽŹŸū ŚƠƘƋ ŚƷřŹŸū ƾŤƫř ŠƫŵŚƘưƫř Ŷūƹŏ-á ŶƣŚƳ źǀƨƠţ

3x2 - 8x + 4 = 0 :ŠƯŚƷ ŠƔůdžƯ
:şŹƺƈƫř ƼƬƗ ŠǀƬůŚƀƫř ƢƏŚƴưƫř ƾƟ şŹřźŰƫř šŚūŹŶŝ ƖƣƺŤƫř ŠƫŵŚƘƯ Ʊŏ ƉźƠŝ-â ƼƬƗ ŚƸƴƯ ƪƧƹ x2¬ x1ŚưƸƴƯ ƪƧ řŹŸū Ʊƺƨƿ šDžŵŚƘưƫř ƲƯ ƾŗŚƸƳ Dž ŵŶƗ Ŷūƺƿ
(x) ¬ƼưƔƘƫř ŠƿƺŘưƫř şŹřźŰƫř ŠūŹŵ ƪŨưţ (y) Ŧǀů y = ax2 + bx+ 10.6 .źƠƇ ! ƾƤǀƤů ŵŶƗ ƽŏ (K) Ŧǀů K6 x2 - ] x1 + x2gx + x1 x2 @ = 0 şŹƺƈƫř
Źřŷōƹ ƾƳŚŨƫř ƱƺƳŚƧ źƸƃŏ ƾƟ şŹřźŰƫř šŚūŹŵ ŢƳŚƧƹ ¬ƽŵdžǀưƫř źƸƄƫř ƮƣŹ
:ƾţǁř ƩƹŶŬƫŚŝ ŚưƧ Ʊřźƿżůƹ :Ô džŨưƟ
:śƺƬƐưƫř ƲƿŸƷ žƠƳ ŚƸƫ Šǀţǁř šDžŵŚƘưƫř ƲƯ džƧ ƱŔƟ 5 ¬3 ŚưƷ ƱřŹŸŬƫř ƱŚƧ řŷœ
.ƲƿŹŸŬƫř
(y) şŹřźŰƫř ŠūŹŵ (x) źƸƄƫř
13 1
x2 - 8x + 15 = 0

19 3
3] x2 - 8x + 15g = 0

31 6
-] x2 - 8x + 15g = 0
řŸƨƷƹ ... 7] x2 - 8x + 15g = 0
.b ¬a ƲǀŤŝŚŨƫř Šưǀƣ Ŷūƹŏ (ŏ)
.
27o (ƎſƺŤưƫř ƾƟ) şŹřźŰƫř ŠūŹŵ ƶǀƟ ƪƈţ Ʊŏ ƪưŤŰưƫř ƲƯ ƽŸƫř źƸƄƫř ƲĵǀƗ (ś) ƲƿŹŚưţ
ŠǀŞƷŸƫř ŠŞƀƴƫř-ã .- 5 ¬2 ŚƸƴƯ ƪƧ řŹŸū šDžŵŚƘƯ ťdžŧ ŜŤƧř-Ý
ƪƈŰţƹ ¬ƶƋźƗƹ "ƾŞƷŸƫř ƪǀƐŤƀưƫř" ƩƺƏ Ʋǀŝ ŠŞƀƴƫř ƾƷ (x) ŠǀŞƷŸƫř ŠŞƀƴƫř . 41 ƹ 45 ŚƷřŹŸū ŠƫŵŚƘƯ Ŷūƹŏ-Þ
ŠǀŞƷŸƫř ŠŞƀƴƫř ƼƬƗ ƩƺƈŰƬƫƹ .ƲǀƬǀƐŤƀưƫř ƶŝŚƄţ ƲƯ ŚƸǀƬƗ Ŝƀůř ¬x - 5x + 6 = 0 ŠƫŵŚƘưƬƫ ƲǀǀƤǀƤŰƫř ƲƿŹŸŬƫř x2 ¬x1 Ʋƨǀƫ-ß
2

.Ŝūƺưƫř ƪŰƫř ŸųŐƳƹ x2 - x - 1 = 0 ŠƫŵŚƘưƫř ƪŰƳ (x)

.ŠƫŵŚƘưƫř ƪů Ʊƹŵ ƲƯ x11 + x12
1 .ŠǀŞƷŸƫř ŠŞƀƴƫř Ŷūƹŏ
(h) ƕŚƠţŹDžř Ʋǀŝ ŠƣdžƘƫř ŢƳŚƧ řŷŔƟ ¬ƼƬƗǃ ÔŚÚǀſŏŹ şźƨƫř ƭŚƀů ŜƗdžƫř ƝŸƣ x2-5x +6=0 ŠƫŵŚƘưƬƫ ƱřŹŸŬƫř Ʋƨǀƫ :ŵŚƃŹœ
(t) ƕŚƠţŹDžř řŸƷ Ƽƫœ ƩƺƇƺƬƫ ƶƣźƜŤƀţ ƽŸƫř ƲƯżƫřƹ źŤưƫŚŝ şźƨƫř ƶǀƫœ ƪƈţ ƽŸƫř x1 x2 = 6, x1 + x2= 5 x2 ¬x1 ŚưƷ
x-1 1
h = -4.9t2 + 15t :ƾƷ ŠǀƳŚŧ
x

:śƺƬƐưƫř
1 1 x2 + x1 5
x1 + x2 = x1 x2 = 6 = ƲƿŹŸŬƫř ƕƺưŬƯ
.ŹŚŤƯŏ 6 ƕŚƠţŹř Ƽƫœ ƪƈŤƫ şźƨƫř ƶƣźƜŤƀţ ƽŸƫř ƲƯżƫř śŚƀů (ŏ) 3x2 - 6x + 9 = 0 ŠƫŵŚƘưƫř ƽŹŸū ƖŝźƯ ŚƷřŹŸū ƾŤƫř ŠƫŵŚƘưƫř Ŷūƹŏ-à
.ƦŤŝŚūœ źƀƟ
Ú ®Ô řźŤƯ 15 ƕŚƠţŹř Ƽƫœ ƪƈţ Ʊŏ şźƨƬƫ Ʋƨưƿ ƪƷ (ś) x12 + x22 = ] x1 + x2g2 - 2x1 x2 ŠŝƺƬƐưƫř ŠƫŵŚƘưƫř ƽŹŸū ƕƺưŬƯ :ŵŚƃŹœ
.ƪưƧŏƹ
:ŶƣŚƳ źǀƨƠţ-ä
ŠƯŚƗ ƲƿŹŚưţ
Ʊƺƨƿ ŦǀŰŝ 3x2 + 12x + c = 0 ŠƫŵŚƘưƫř ƾƟ c ŢŝŚŨƫř Ʈǀƣ ŠƗƺưŬƯ Ŝƀůř
:ŠƫŵŚƘưƬƫ :Šǀţǁř šDžŵŚƘưƫř ƪů-Ý
ƱŚƿƹŚƀŤƯ ƱŚǀƤǀƤů ƱřŹŸū (ŏ) x2 + 4x = 41 (ś) 4x2 = 8x - 3 (ŏ)
ƱŚƠƬŤŴƯ ƱŚǀƤǀƤů ƱřŹŸū (ś) 3x2 + 5x - 7 = 0 (ŵ) 2x2 + 8x + 16 = 0 (ũ)
(ƱŚǀƬǀŴţ ƱřŹŸū ŠƫŵŚƘưƬƫ) IR ƾƟ ƪŰƫř ŠƬǀŰŤƀƯ (ũ) :ŠƫŵŚƘưƫř ƽŹŸū ƕƺƳ Ŷūƹŏ-Þ
x2 -2x + 3 = 0 (ũ) - x2 + 5x-7 = 0 (ś) 3x2 + x - 1 = 0 (ŏ)
x2 - x - 6 = 0 ŠƫŵŚƘưƫř řŹŸū ŚưƷ x2 ¬x1 ƱŚƧ řŷœ-ß
x2 + 3, x1 + 3 ŚƷřŹŸū ƾŤƫř ŠƫŵŚƘưƫř Ŷūƹŏ
ƵŸƷ ŠůŚƀƯ ŠƠƗŚƌƯ ŵřźƿ ŹŚŤƯŏ 6 ¬4 ƵřŶƘŝ ƪǀƐŤƀƯ ƪƨƃ ƼƬƗ ƉŹŏ ŠƘƐƣ-à
šŚƟŚƀƯ) ŠƟŚƀưƫř žƠƳ ŚƷŵŚƘŝŏ ƲƯ ŶƘØŝ ƪƧ ƩƺƏ şŵŚƿżŝ Ʀƫŷƹ ŠƘƐƤƫř
.ŠƟŚƌưƫř ŠƟŚƀưƫř ƩƺƏ Ŷūƹŏ .(ŠƿƹŚƀŤƯ

ȍȎ ȍȍ

٥٣

Low Resolution Copy

 ŠǀƳŚŨƫř ŠūŹŶƫř Ƽƫœ ƩƺŰŤţ šLJŵŚƘƯ
(mn) = 3 ، m + n = 3
4 8
(٥)
Equations Converted
Coordinate Plane into Quadratic Equations
8 16
:ƾţǁř ƪƨƄƫŚŝ ŜŤƨţ ƾŤƫř šLJŵŚƘưƫř (Ý)
2m + 2n = 2 (m + n) = 2 # 3 = 3
ŠǀŞƀƴƫř źǀƛ šDžŵŚƘưƫř :šDžŵŚƘưƫř ƲƯ ƕƺƴƫř řŸƷ Ƽưƀƿƹ A = B 4 16
x źǀƜŤưƬƫ ƖŝŚţ B¬ x źǀƜŤưƬƫ ƖŝŚţ A Ŧǀů 2m # 2n = 4 (mn) = 4 # 3 = 3
A = B :ƾƬƿ ŚưƧ ŠƫŵŚƘƯ ŶŬƳ Ʊŏ Ʋƨưƿƹ

ÔŚƏźƃ ƖƌƳ A = B :ŠƫŵŚƘưƫř ƩŚů ƾƟ ‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‬

. A H 0 ƹ B H 0 ƲƗ ƾƴƜƿ ƍźƄƫř řŸƷƹ B $ 0 ƺƷƹ 16x 16
x2 - 3 + 3 = 0
:ƺƷ ƍźƄƫŚƟ ŠǀƳŚŨƫř ŠƫŚŰƫř ƾƟ ŚƯŏ

ƾƌŤƤţ ƪŰƫř ŠƤƿźƏƹ B H 0 ƹ A H 0 ّ ‫ﺍﻃﻠﺐ‬

،‫ ﺿﺎﻋﻔﻬﻤﺎ‬،‫ ﺃﻭﺟﺪ ﺍﻟﺠﺬﺭﻳﻦ‬،‫ﺣﻼ ً ﺁﺧﺮ )ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻷﺻﻠﻴﺔ‬
ƲƯ ŶƧŐŤƳ Ʈŧ 2 ŽDŽƫ ŠƫŵŚƘưƫř ƾƟźƏ ƖƟźŝ
.ƉƹźƠưƫř ƍźƄƫř ƾƟƺŤƀţ Šŝƺūǃř Ʊŏ .(‫ﻛﻮﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺠﺪﻳﺪﺓ‬
(Ý) ƩŚŨƯ
2x + 5 = x - 3 :ŠƫŵŚƘưƫř ƪů
y = ax2  bx + 10.6 (‫( )ﺃ‬٦)
x H 3 ƽŏ x - 3 H 0 :ƺƷ ƍźƄƫř x = 3 ‫ ﺛﻢ‬x = 1 ‫ﺑﺎﻟﺘﻌﻮﻳﺾ ﻋﻦ‬
2x + 5 = (x - 3) 2 :ƼƬƗ ƪƈŰƳ 2 ŽDŽƫ ŚƴƘƟŹ ŶƴƗƹ 13 = a + b  10.6 (١)
:ƼƬƗ ƪƈŰƳ żǀưưƬƫ ŚƴƯřŶŴŤſŚŝƹ x2 - 8x + 4 = 0 ƽŏ
19 = 9a + 3b  10.6 (٢)
(٢)‫( ﻭ‬١) ‫ﻭﺑﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ‬
x1 = 4 + 2 3 ƹ x2 = 4 - 2 3

a = 0.2, b =2.2
Ʊƺƨƿ ƦƫŸŝƹ ƉƺƟźƯ ƺƷ śřƺŬƫř řŸƷ ƱŔƟ 3 ƲƯ źŞƧŏ žǀƫ 4 - 2 3 Ʊŏ Śưŝ
. 4 + 2 3 ƺƷ Ŷůřƹ ŹŸū ŠƫŵŚƘưƬƫ

y = 0.2x2  2.2x  10.6

:ƪƨƄƫŚŝ ŜŤƨţ ƾŤƫř šLJŵŚƘưƫř (Þ)

27 = 0.2x2  2.2x  10.6 (‫)ﺏ‬

a ! 0 ƖƯ ax4 + bx2 + c = 0

‫ﺍﻟﺸﻬﺮ ﺍﻟﻤﺤﺘﻤﻞ ﻫﻮ ﺷﻬﺮ ﺃﻳﺎﺭ‬

ȍȏ

x2 - x  1 =0 (٧)
x3 Džƹ x ƽƺŤŰƿ Dž šDžŵŚƘưƫř ƲƯ ƕƺƴƫř řŸƷƹ)
O=5
ƾƫŚŤƫŚŝƹ (y H 0) Ô džŨƯ y ƺƷ źųō źǀƜŤưŝ x2 ƩřŶŞŤſř ƾƌŤƤţ ƪŰƫř ŠƤƿźƏƹ 1! 5
ŵƺƘƳ y ƼƬƗ ƩƺƈŰƫř ŶƘŝƹ y źǀƜŤưƫř ƾƟ ŠǀƳŚŨƫř ŠūŹŶƫř ƲƯ ŠƫŵŚƘƯ ƼƬƗ ƪƈŰƳ
x=
‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﺬﻫﺒﻴﺔ ﻫﻲ‬
2
(.x ƾſŚſǃř źǀƜŤưƫř Ƽƫœ 1+ 5

4.9t2  15t 6 = 0 (‫( )ﺃ‬٨)

(Þ) ƩŚŨƯ 2
5x4 - 6x2 + 1 = 0 :ŠƫŵŚƘưƫř ƪů

t . 0.47 ‫ ﺃﻭ‬t . 2.6 ‫ﺛﺎﻧﻴﺔ‬

5y2 - 6y + 1 = 0 :ƼƬƗ ƪƈŰƴƟ y H 0 Ŧǀů y Éŝ x2 ƩŶŞŤƀƳ

15 =- 4.9t2 + 15t (‫)ﺏ‬

y1 = 5 ; y2 = 1 :ƼƬƗ ƪƈŰƳ żǀưưƫř ŠƐſřƺŝ
1

x2 = 1 ; x2 = 5 :ƼƬƗ ƪƈŰƳ x Ƽƫœ şŵƺƘƫŚŝ

1

4.9t2 - 15t + 15 = 0
5 :ŹƹŸū ŠƘŝŹŏ ŶŬƳ ŚƴƷƹ

‫ ﻻ ﻳﻮﺟﺪ ﺣﻞ ﺣﻘﻴﻘﻲ ﺃﻱ ﺃﻧﻪ ﻻ ﻳﻤﻜﻦ ﺃﻥ ﺗﺼﻞ‬،‫ﺍﻟﻤﻤﻴﺰ ﺳﺎﻟﺐ‬

1 1
x1 = 1, x2 =- 1, x3 = 5 , x4 =-

.ŠǀƤǀƤů ŹƹŸū LJ ƹŏ ƱřŹŸū ƹŏ ŹƹŸū ŠƘŝŹŏ :ŚƯœ ƶƫ šLJŵŚƘưƫř ƲƯ ƕƺƴƫř řŸƷ :ŠƔůdžƯ

šŚƤǀŞƐţ
.15 m ‫ﺍﻟﻜﺮﺓ ﺇﻟﻰ ﺍﺭﺗﻔﺎﻉ‬
9= b2 - 4ac =144 - 4 # 3c (٩)
:ƾţǁř ƪƨƄƫŚŝ ŜŤƨţ ƾŤƫř šLJŵŚƘưƫř (Ý)
A ^ B ^ C ^ .... = 0
:Šǀţǁř ŠƤƿźƐƫŚŝ šDžŵŚƘưƫř ƵŸƷ ƪů Ʊƺƨƿƹ
:ŚƸǀƬƗ ƪƈŰƳ ƾŤƫř ŠƫŵŚƘưƫř ƪŰƳƹ Ô řźƠƇ ƽƹŚƀƿ ƪƯŚƗ ƪƧ ŸųŐƳ
A = 0Ç B = 0Ç C = 0Ç ... = 144 - 12c
144 - 12c = 0 & c = 12 (‫)ﺃ‬
(ß) ƩŚŨƯ

(‫)ﺟﺬﺭﺍﻥ ﺣﻘﻴﻘﻴﺎﻥ ﻣﺘﺴﺎﻭﻳﺎﻥ‬

(5x2 - 6) (3x2 - 5x + 2) (3x2 - 4x) = 0 :ŠƫŵŚƘưƫř ƪů

144 - 12c > 0 & c < 12 (‫)ﺏ‬

:Ô řźƠƇ ƽƹŚƀƿ ƪƯŚƗ ƪƧ ŸųŐƳ

(‫)ﺟﺬﺭﺍﻥ ﺣﻘﻴﻘﻴﺎﻥ ﻣﺨﺘﻠﻔﺎﻥ‬

5x2 - 6 = 0

144 - 12c < 0 & c > 12 (‫)ﺝ‬

5x2 = 6

6
x2 = 5

5 ƹŏ x =-
(‫)ﺟﺬﺭﺍﻥ ﺗﺨﻴﻠﻴﺎﻥ‬
6 6
x= 5

٥٤
ȍȐ

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 ٧٢ ،٧١ ‫ﺣﻠﻮﻝ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺹ‬
: ‫( ﺗﻜﺘﺐ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﻟﺸﻜﻞ‬١)
x2 = 8 ƹ x1 = 1 :ƼƬƗ ƪƈŰƳƹ

ƱřŹŸū ŠƫŵŚƘưƬƫ Ʊƺƨƿ ƾƫŚŤƫŚŝƹ -5 ƱŚƿƹŚƀƿ Dž ŚưƸƳǃ ƱDžƺŞƤƯ ƱřŹŸŬƫř ƱřŸƷ

8 ¬1 :ƱŚǀƤǀƤů
ƲƿŹŚưţ
(5x  4)(2x2  x  6) = 0
:Šǀţǁř ƲƿŹŚưŤƫř ƲƯ ƪƧ ƪů
(x2 - 2x + 5) 2 - (x2 + 3x + 1) 2 = 0 -Ý
4
ّ ‫ﻭﻧﺠﺪ ﻟﻬﺎ‬
x = 5 :ً ‫ﺣﻼ ً ﺣﻘﻴﻘﻴﺎ ً ﻭﺍﺣﺪﺍ‬
x =- 2 (٢
5
(2x + 5) (x2 - 3x + 8) = 0 -Þ

(x2 + 5x + 6) 2 = (x2 - 3x + 6) 2 -ß 8x (2x22x12) = 0 ‫( ﺗﻜﺘﺐ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﻟﺸﻜﻞ‬٣

= 0 -à
x =0
x2 + 25x + 24
x-3

x1 = 1, x2 = 24, x ! 3 ‫( ﺍﻟﺸﺮﻁ‬٤

= 0 -á
x2 + 30x + 24
x+3

x ] - 3 ‫( ﺍﻟﺸﺮﻁ‬٥
= 0 -â
x3 - 9x2 + 8x
x2 - 4

x2 + 5 = x + 3 -ã

x2 + 3x -ä
- 30 + 804
x+8 = x1 = 2 b - 0, 82
3x4 + 16x2 + 13 = 0 -å
- 30 - 804
x4 + 5x2 - 6 = 0 -ÝÜ
x2 = 2 b - 27, 17
4x4 - 17x2 + 18 = 0 -ÝÝ
= 0 :‫( ﺗﻜﺘﺐ ﺍﻟﻤﻌﺎﺩﻟﺔ‬٦
2
x (x - 9x + 8)
x2 - 4
x1 = 0, x2 = 1, x3 = 8, x ≠ 2, x ≠2 :‫ﺍﻟﺸﺮﻁ‬
9x4 + 5x2 - 4 = 0 -ÝÞ

:Šǀţǁř šDžŚŰƫř ƲƯ ƪƧ ƾƟ yƹ x Ʈǀƣ Ŷūƹŏ

x $ - 3 ‫( ﺍﻟﺸﺮﻁ‬٧
-Ýß
9
*
x+y = 2
2
xy = 5 x =- 3

x = 2, x = 4, x d [- 8, - 3]j [0, + 3] (٨
-Ýà
x + y = 10
2 2

*
x + y =- 2

-Ýá
x2 + y2 = 26

‫( ﻻ ﺟﺬﻭﺭ ﺣﻘﻴﻘﻴﺔ‬٩
*
x y =- 5
ȎȈ

x1 = 1‫ ؛‬x2= -6 (١٠
x1 = 2 ; x2 = - 2 ; x3 = 2; x4 = - 2 (١١
3 3

x1 =- 3 , x2 = 3 (١٢
2 2

‫ﺃﻭ ﺍﻟﻌﻜﺲ‬ x = 2, y = 2 (١٣

5

‫ ﺃﻭ ﺍﻟﻌﻜﺲ‬x = 1; y = 3 (١٤
x = 1; y = 5 (١٥
x = 1; y = 5
x = 2 y = 2 ‫ ﺃﻭ‬x =- 2 y =- 2 (١٦
3 1 1 3

x1 = - 3; x2 =
1 - 10
3 ; x3 = 1; x4 =
1 + 10
3 (١٧

٥٥

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 x=1 x H 2 ‫( ﺍﻟﺸﺮﻁ‬١٨
1
-Ýâ
.‫( ﻻ ﻳﺴﺘﻮﻓﻲ ﺍﻟﺸﺮﻁ‬x = 0) x H 3 ‫( ﺍﻟﺸﺮﻁ‬١٩
5
x2 + y2 = 2
*

‫ﻻ ﺣﻠﻮﻝ ﺣﻘﻴﻘﻴﺔ‬
x-y = 1
:Šǀţǁř šDžŵŚƘưƫř ƲƯ ƪƧ ƪů

x H 2 ‫ ﻭ‬x ! ] - 3 , 1] , [3, + 3 [ ‫( ﻫﻨﺎﻙ ﺷﺮﻃﺎﻥ‬٢٠

(2x - 3) 2 = (x2 - 2x) 2 -Ýã
2

.x ≥ 3 ‫ﻭﻫﺬﺍ ﻳﻜﺎﻓﺊ‬
4x2 - 5x + 2 = 2x - 1 -Ýä

x2 + 9 = x - 3 -Ýå

(x - 3) (x - 1) = x - 2 -ÞÜ : ‫ ﺗﻜﺘﺐ ﺍﻟﻤﻌﺎﺩﻟﺔ‬x $ 3 ‫ﻭﺿﻤﻦ ﺍﻟﺸﺮﻁ‬

2 -ÞÝ
x-1
(x + 2) (x - 1) = ] x - 1g ] x - 3g = x - 2
3x - 4x - x + 2 = x - 2 -ÞÞ
] x - 1g] x - 3g = ] x - 2g2 ‫ﺑﺎﻟﺸﻜﻞ‬
2

.‫ ﻭﻟﻴﺲ ﻟﻠﻤﻌﺎﺩﻟﺔ ﺣﻞ‬x2 - 4x + 3 = x2 - 4x + 4

^ 8x - 5x + 1h - 5^ 8x - 5x + 1h + 4 = 0 -Þß
2 2 2

9x2 - 6x + 1 = 3x - 1 -Þà

x - 2 + (3x - 4) 2 = 2 -Þá x ! ] - 3 , - 2] , [1, + 3 [ ‫ ﻭ‬x ≥ 1:‫( ﻫﻨﺎﻙ ﺷﺮﻃﺎﻥ‬٢١

-3 ƺƷ x2 - 7x + c = 0 ŠƫŵŚƘưƫř ƽŹŸū Ŷůŏ ƱŚƧ řŷœ c Šưǀƣ Ŷūƹŏ -Þâ ‫ ﻣﻘﺒﻮﻝ ﻭﺍﻟﺤﻞ‬x =1 ‫ ﺍﻟﺤﻞ‬.x ≥ 1 ‫ﻭﻫﺬﺍ ﻳﻜﺎﻓﺊ‬
.‫ ﻣﺮﻓﻮﺽ‬3= x
.ƾƳŚŨƫř ŹŸŬƫř Ŷūƹŏ Ʈŧ

:Šǀţǁř šDžŚŰƫř ƲƯ ƪƧ ƾƟ x2 - 8x + q = 0 ŠƫŵŚƘưƫř ƾƟ q Šưǀƣ Ŷūƹŏ -Þã

x = 9 ، x ≥ 1 ‫( ﺍﻟﺸﺮﻁ‬٢٢
3x1 - 4x2 = 3 (ŏ -2
x12 + x22 = 40 (ś

x1=1, x2 = -83 , x3 = 0, x4 = 58 (٢٣

1 (ũ
x1 = x
2

‫ ﻷﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺗﻜﺘﺐ‬x $ 31 ‫( ﺍﻟﺸﺮﻁ‬٢٤

[ 31 , + 3 [ ‫] ﻣﺠﻤﻮﻋﺔ ﺍﻟﺤﻠﻮﻝ‬3x - 1g2 = 3x -1
x1 = 0, x2 = 2, x ≤ 4 ‫( ﺍﻟﺸﺮﻁ‬٢٥
c = 30; x2 = 10 (٢٦
Ȏȉ

q = 15 (‫( )ﺃ‬٢٧
q = 12 (‫)ﺏ‬
q = 1 (‫)ﺝ‬

٥٦

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 ٣ ‫ﺍﻟﻮﺣﺪﺓ‬
Statistics
ß şŶůƺƫř
ŌŚƈůDžř ‫ﺍﻹﺣﺼﺎﺀ‬
‫ﺍﻷﻫﺪﺍﻑ‬
‫ﺣﺴﺎﺏ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ‬ ◀
‫ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ‬ ◀
‫ﺍﻟﻮﺳﻴﻂ‬ ◀
‫ﺍﻟﻤﻨﻮﺍﻝ‬ ◀
‫ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ◀
‫ﺗﺤﻠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻹﺣﺼﺎﺋﻴﺔ‬ ◀
‫ﺍﻟﺮﺑﻴﻌﺎﺕ ﻭﺗﺤﺪﻳﺪﻫﺎ‬ ◀
‫ﺗﻤﺜﻴﻞ ﺍﻟﺮﺑﻴﻌﺎﺕ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺼﻨﺪﻭﻕ ﻭﻛﻴﻔﻴﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻪ‬ ◀
ƾŗřźŧœ ƍŚƄƳ
ƪưƘƫř ơƺſ ƾƟ ŌŚƈůDžř
‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﺇﺩﺭﺍﻙ ﺃﻫﻤﻴﺘﻪ ﻓﻲ ﺗﺤﻠﻴﻞ ﻧﺘﺎﺋﺞ‬ ◀
:Ô džŨưƟ ¬ƪưƘƫř ơƺſ šDžŚŬƯ ƾƟ ŌŚƈůLjř ŶƗŚƀƿ
šŚƘǀŞƯ ƲƗ šŚƳŚǀŝ ƖưŬƿ ƶƳŔƟ ¬ŚƯ ŠƘƬſ ƖƳŚƈƫř ŪŤƴƿ Ʊŏ ƪŞƣ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ‬
‫ﺍﻟﻤﺠﺘﻤﻊ‬
¬ơƺƀƫř ƾƟ ŚƸŤƧźů šŚƷŚŬţř ƼƬƗ ƝźƘŤƬƫ ŚƸƬƬŰƿƹ ŠƘƬƀƫř
ŜƬƐƫř Ŷƿżţ ƾŤƫř šŚƴǀƀŰŤƫř ƪưƘŝ ƖƳŚƈƫř ƭƺƤƿ Ʀƫŷ ŶƘŝ ◀
‫ﺍﻟﻌﻴﻨﺎﺕ ﻭﺗﻨﺎﺳﺒﻬﺎ‬
.ƲǀƨƬƸŤƀưƫř ƲƯ ŚƸǀƬƗ
ƾŤƫř šřźǀƜŤƫř ƪưƘƫ ŚƸƫƹřŶū ƱřźǀƐƫř šŚƧźƃ ¬ÔŚƌƿŏ ¬ƪƬŰţ
.ŚƸţŚƘǀŞƯ ŵřŵżţ ƾƫŚŤƫŚŝƹ ¬źƠƀƫř ƾƟ ơƺƀƫř ŜƫŚƐƯ ƢƤŰţ ◀
‫ ﺍﻟﻤﺘﺤﻴﺰﺓ ﻭﻏﻴﺮ ﺍﻟﻤﺘﺤﻴﺰﺓ‬،‫ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ‬ ◀
ȎȊ

Ô řźǀŞƘţ źŨƧŏ ŚƸƬƘŬƫ šŚƯƺƬƘưƫř ƪǀƬŰţ ƩƹŚŰƳ ¬ŠǀŗŚƈůœ ŠƬƀƬſ ƼƬƗ ƩƺƈŰƫř ŶƴƗ
ŠƯŶƤƯ ‫ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬
ÔŚƌƿŏƹ Ǝſƺƫřƹ Ǝǀſƺƫř ƪŨƯ ŠƿŵŶƘƫř šřźƃŒưƫř ƊƘŝ ƼƬƗ żƨţźƳ Ɲƺſ řŸƸƫƹ
şźƨƟ ŌŚƐƗœ ƼƬƗ ŢŤƄŤƫř žǀƿŚƤƯ ŶƗŚƀţ .ƽŹŚǀƘưƫř ƝřźŰƳDžřƹ šŚǀƗŚŝŹLjř ‫ﺗﺤﻠﻴﻞ ﺍﻟﻌﻴﻨﺎﺕ‬ .١
‫ﺍﻟﺮﺑﻴﻌﺎﺕ‬ .٢
ƊƘŞŝ šŚƳŚǀŞƫř ƵŸƷ ƖƿŻƺŤƫ ŠƣdžƗ Džƹ ŠƴǀƘƫř ƲưƋ šŚƳŚǀŞƫř ƖƿŻƺţ ƲƗ ŠŰƋřƹ
.Ô džŨƯ ƩřƺƴưƫŚƧ ŠƿżƧźưƫř ŠƗżƴƫř žǀƿŚƤƯ

‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ .٣
ŌŚƌƠƫř ƮƬƗ ƾƟ źƄƗ ŽŵŚƀƫř ƱźƤƫř ƾƟ Ƽƫƹǃř şźưƬƫ ƪưƘŤſř Ǝſƺƫř Ʊŏ źƸƔƿ
šźƸƓ Ǝǀſƺƫř şŶŗŚƟ .Ʋǀǀţǁř ƲƿŶƤƘƫř Ʃdžų źƸƓ ŶƿřżŤưƫř ƩŚưƘŤſDžř Ʋƨƫƹ

‫ﺍﻟﻌﻴﻨﺎﺕ‬ .٤
Ʊƺſźǀŝ ŠƐſřƺŝ 1893 ƭŚƗ ƪųŵŏ ƽŹŚǀƘưƫř ƝřźŰƳDžřƹ źƄƗ ƲƯŚŨƫř ƱźƤƫř ƾƟ
.Pearson
ŠƿźƔƳ ŠƯŶƤƯ" ƶŝŚŤƧ ƾƟ ¬Yule Ʃƺƿ ƽżǀƬƨƳLjř ƾŗŚƈůLjř ¬1945 ƭŚƘƫř ƾƟ
Introduction to the theory of statistics "ŌŚƈůLjř
ŠǀŗŚƈůLjř šŚƴǀƘƫř ƪưƘŤſřƹ ŠƿŵŶƘƫř šřźƃŒưƫř ƾƟ ŚƷŚƴưŤƳ ƾŤƫř šŚƠƈƫř ŵÚŶů
.(ŚƳźƈƗ ƪŞƣ Šƴſ 4000 Ʋǀƈƫř ƾƟ Ô džŨƯ) ƭŶƤƫř ŸƴƯ
.Ô řźųŒƯ Džœ šŚǀƋŚƿźƫř ƲƯ ÔŚƗźƟ ŮŞƈƿ Ʈƫ ŌŚƈůLjř

Ȏȋ

٥٧

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 ‫ﻣﻬﺎﺭﺍﺕ‬ ‫ﻣﻔﺎﻫﻴﻢ‬ ‫ﺍﻟﻤﻜﻮﻧﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ‬
‫ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﺇﻳﺠﺎﺩ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻭﺍﻟﻮﺳﻴﻂ‬ ‫ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ‬
‫ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻭﺍﻟﻮﺳﻴﻂ ﻭﺍﻟﻤﻨﻮﺍﻝ‬
‫ﻭﺍﻟﻤﻨﻮﺍﻝ ﻟﻤﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﻮﺳﻴﻂ‬
‫ﺍﻟﻤﻨﻮﺍﻝ‬
‫ﺇﻳﺠﺎﺩ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻭﺍﻟﻮﺳﻴﻂ‬
‫ﻭﺍﻟﻤﻨﻮﺍﻝ ﻣﻊ ﺃﻭ ﺑﺪﻭﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺸﺎﺣﻄﺔ‬
‫ﺍﻟﺮﺑﻴﻊ ﺍﻷﺩﻧﻰ‬
‫ﺭﺳﻢ ﺍﻟﺼﻨﺪﻭﻕ ﺫﻱ ﺍﻟﻌﺎﺭﺿﺘﻴﻦ‬ ‫ﺍﻟﺮﺑﻴﻌﺎﺕ‬
‫ﺍﻟﺮﺑﻴﻊ ﺍﻟﺜﺎﻟﺚ‬
‫ﺩﺭﺍﺳﺔ ﻣﻌﺎﻳﻴﺮ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻻﺗﺨﺎﺫ‬ ‫ﺍﻟﻤﺪﻯ‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻄﺮﻓﺔ‬
‫ﻗﺮﺍﺭﺍﺕ‬ ‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬
‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﻹﻳﺠﺎﺩ ﻣﻌﺎﻳﻴﺮ‬ ‫ﺍﻟﻌﻴﻨﺎﺕ‬
‫ﺍﻟﻌﻴﻨﺎﺕ ﻏﻴﺮ ﺍﻟﻤﻨﺤﺎﺯﺓ‬
‫ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ‬
‫ﺍﺣﺘﺴﺎﺏ ﻫﺎﻣﺶ ﺍﻟﺨﻄﺄ‬

‫‪٥٨‬‬

‫‪Low Resolution Copy‬‬

 ‫‪Data Analysis‬‬ ‫‪šŚƳŚǀŞƫř ƪǀƬŰţ‬‬
‫ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪Data Analysis‬‬
‫‪ƂƣŚƴŤƳƹ źƨƠƳ ŚƴƗŵ‬‬
‫‪Central tendency ŠƿżƧźưƫř ŠƗżƴƫř žǀƿŚƤƯ śŚƀů - Ô LJƹŏ‬‬
‫‪¬(mean) ƾŝŚƀŰƫř ƎſƺŤưƫř .ŚƷźǀƀƠţƹ šŚƳŚǀŞƫř ƪǀƬŰţ ŠſřŹŵ ƺƷ :ŌŚƈůDžř‬‬
‫‪ŶƗŚƀţ ŠƿżƧźƯ Ʈǀƣ ƲƗ şŹŚŞƗ (mode) Ʃřƺƴưƫř ¬(median) Ǝǀſƺƫř‬‬
‫‪ťdžŨƫř ƮǀƤƫř ƵŸƷ Ƽưƀţƹ .šŚƳŚǀŞƫř ƲƯ ŠƗƺưŬƯ ƞƇƹ ƾƟ‬‬ ‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺻﻔﺤﺔ ‪ ٧٥‬ﺇﻟﻰ ﺻﻔﺤﺔ ‪٧٦‬‬
‫‪ .١‬ﺍﻷﻫﺪﺍﻑ‪:‬‬
‫‪:ƾţǁŚƧ ƝźƘţ‬‬
‫‪Ú ƾŤƫř ¬ŠƿżƧźưƫř ŠƗżƴƫř žǀƿŚƤưŝ‬‬
‫‪ŵřŶƗǃř ƭřŶŴŤſŚŝ ƩŚŨƯ‬‬ ‫‪ƞƿźƘŤƫř‬‬ ‫‪ŽŚǀƤưƫř‬‬

‫◀ ﺣﺴﺎﺏ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ‪ :‬ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ‬

‫)‪(5 ¬5 ¬3 ¬2 ¬2 ¬1‬‬
‫‪šŚƳŚǀŞƫř Ʈǀƣ ƕƺưŬƯ‬‬ ‫‪ƎſƺŤưƫř‬‬
‫‪ƾŝŚƀŰƫř‬‬

‫ﻭﺍﻟﻮﺳﻴﻂ ﻭﺍﻟﻤﻨﻮﺍﻝ‬
‫‪ŚƷŵŶƗ‬‬
‫‪1+2+2+3+5+5‬‬
‫‪=3‬‬
‫‪ƮƬƘŤţ Ɲƺſ‬‬
‫‪6‬‬
‫‪ƎſƺŤƯ ƹŏ ƼƐſƺƫř ŠưǀƤƫř Ǝǀſƺƫř‬‬
‫* ‪ƭƺƸƠƯ ŶƿŶŰţ‬‬ ‫‪ƲǀŤǀƐſƺƫř ƲǀŤưǀƤƫř‬‬
‫‪3+2‬‬

‫◀ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﻤﻘﺎﻳﻴﺲ ﻓﻲ ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﻨﺘﺎﺋﺞ ﺍﻹﺣﺼﺎﺋﻴﺔ‬

‫‪2 = 2.5‬‬
‫‪ƾŝŚƀŰƫř ƎſƺŤưƫř‬‬
‫‪5ƹ 2‬‬ ‫‪Ô řŹřźƨţ źŨƧǃř ŠưǀƤƫř Ʃřƺƴưƫř‬‬
‫* ‪ƭƺƸƠƯ ŶƿŶŰţ‬‬

‫‪ .٢‬ﺍﻟﻤﻔﺮﺩﺍﺕ ﻭﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺠﺪﻳﺪﺓ‪:‬‬

‫‪Ǝǀſƺƫř‬‬ ‫* ‪.ƾŝŚƀŰƫř ƎſƺŤưƫř ƼƬƗ ŠƫDžŶƬƫ ¬(Ǝų x ŏźƤţ) x żƯźƫř ƭřŶŴŤſř Ʀƴƨưƿ‬‬
‫* ‪ƭƺƸƠƯ ŶƿŶŰţ‬‬ ‫* ‪ƮƀƤţ ƾŤƫř ŠưǀƤƫř źŤųř Ʈŧ .ÔŚÚǀƫŻŚƴţ ƹŏ ÔŚÚƿŶƗŚƈţ šŚƳŚǀŞƫř ŜÚ ţŹ ¬Ǝǀſƺƫř ŵŚŬƿLj‬‬
‫‪.ƲǀƿƹŚƀŤƯ Ʋǀưƀƣ Ƽƫœ ŠƗƺưŬưƫř‬‬
‫‪Ʃřƺƴưƫř‬‬

‫ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ‪-‬ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ‪-‬ﺍﻟﻮﺳﻴﻂ‪-‬ﺍﻟﻤﻨﻮﺍﻝ‪-‬‬

‫* ‪¬ŚƷźǀƛ ƲƗ Ô řŹřźƨţ źŨƧǃř ƾƷ Šưǀƣ šŚƳŚǀŞƫř ƲƯ ŠƗƺưŬƯ ƾƟ Ŷūƺţ Ʈƫ řŷœ‬‬
‫‪.šŚƳŚǀŞƫř ƵŸƸƫ ƩřƺƴƯ Ŷūƺƿ Dž ƶƳŏ ¬ƾƴƘƿ ƦƫŸƟ‬‬
‫* ‪ƹŏ ¬ŠƿżƧźưƫř ŠƗżƴƫř Ʈǀƣ śŚƀŰƫ ŠƈƈŴŤƯ ŠŞſŚů Šƫō ƭŶŴŤƀţ Ʊŏ Ʀƴƨưƿ‬‬
‫‪.šŚƳŚǀŞƫř ƲƯ Ô řŶƤƘƯ ƹŏ Ô řźǀŞƧ Ô řŵŶƗ ŪƫŚƘţ ŚƯŶƴƗ‬‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻄﺮﻓﺔ‬
‫‪ .٣‬ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ‪:‬‬
‫‪ŠǀţŚǀů šŚƤǀŞƐţ (Ý) ƩŚŨƯ‬‬
‫‪ƊƘŝ ƾƟ ƵŚǀưƬƫ (ŠƿƺŘưƫř) şŹřźŰƫř šŚūŹŵ ƲÚǀŞƿ ƾţǁř ƩƹŶŬƫř :ŹŚŰŞƫř ŠǀƟřźƜū‬‬
‫‪.šřƺƴƀƫř ƻŶůœ ƾƟ ŹŚŰŞƫř‬‬

‫‪Ýƥ‬‬ ‫‪Þš‬‬ ‫‪Ýš‬‬ ‫‪ƩƺƬƿŏ‬‬ ‫‪śō‬‬ ‫‪Żƺưţ‬‬ ‫‪Ʊřźƿżů‬‬ ‫‪ŹŚƿŏ‬‬ ‫‪ƱŚƀǀƳ‬‬ ‫‪Źřŷō‬‬ ‫‪ƍŚŞƃ‬‬ ‫‪Þƥ‬‬
‫‪źƸƄƫř‬‬
‫ﺁﻟﺔ ﺣﺎﺳﺒﺔ ﻟﻺﺣﺼﺎﺀ‬
‫‪ .٤‬ﺍﻟﺘﻤﻬﻴﺪ‪:‬‬
‫‪źŰŞƫř‬‬

‫‪14‬‬ ‫‪18‬‬ ‫‪23‬‬ ‫‪28‬‬ ‫‪30‬‬ ‫‪30‬‬ ‫‪29‬‬ ‫‪26‬‬ ‫‪22‬‬ ‫‪17‬‬ ‫‪14‬‬ ‫‪13‬‬ ‫‪źưůǃř‬‬

‫‪18‬‬ ‫‪21‬‬ ‫‪26‬‬ ‫‪29‬‬ ‫‪30‬‬ ‫‪30‬‬ ‫‪29‬‬ ‫‪27‬‬ ‫‪23‬‬ ‫‪20‬‬ ‫‪18‬‬ ‫‪17‬‬ ‫‪ƎſƺŤưƫř‬‬
‫ﺑﻠﻎ ﻋﺪﺩ ﻧﻘﺎﻁ ﺳﺠﻠﻬﺎ ﺃﺣﺪ ﺍﻟﻼﻋﺒﻴﻦ ﻓﻲ ﺑﻌﺾ ﻣﺒﺎﺭﻳﺎﺕ ﻛﺮﺓ‬
‫ﺍﻟﺴﻠﺔ‪.20 ،22 ،40 ،18 ،21 ،16 :‬‬
‫‪20‬‬ ‫‪23‬‬ ‫‪27‬‬ ‫‪30‬‬ ‫‪31‬‬ ‫‪31‬‬ ‫‪30‬‬ ‫‪28‬‬ ‫‪25‬‬ ‫‪22‬‬ ‫‪19‬‬ ‫‪19‬‬ ‫‪ŵƺſǃř‬‬

‫ﺍﻃﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺇﻳﺠﺎﺩ ﻣﻌﺪﻝ ﻧﻘﺎﻁ ﻫﺬﺍ ﺍﻟﻼﻋﺐ ﻓﻲ ﺍﻟﻤﺒﺎﺭﺍﺓ‬

‫‪22‬‬ ‫‪24‬‬ ‫‪28‬‬ ‫‪30‬‬ ‫‪31‬‬ ‫‪31‬‬ ‫‪30‬‬ ‫‪28‬‬ ‫‪26‬‬ ‫‪24‬‬ ‫‪22‬‬ ‫‪13‬‬ ‫‪Ţǀưƫř‬‬

‫ﺍﻟﻮﺍﺣﺪﺓ‪ .‬ﺍﺳﺄﻟﻬﻢ ﻋﻦ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺃﺻﻐﺮ ﻋﺪﺩ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﻭﺃﻛﺒﺮ‬

‫‪ȎȌ‬‬

‫‪ -‬ﺇﺣﺪﻯ ﻣﻤﻴﺰﺍﺕ ‪ª‬ﺍﻟﻮﺳﻴﻂ« ﺃﻧﻪ ﻻ ﻳﺘﺄﺛﺮ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﺘﻄﺮﻓﺔ‪،‬‬ ‫ﻋﺪﺩ‪ .‬ﻧﺎﻗﺶ ﻣﻌﻬﻢ ﺍﻟﻨﻘﺎﻁ ﺍﻷﺭﺑﻌﻴﻦ ﺍﻟﺘﻲ ﻧﺎﻟﻬﺎ ﻓﻲ ﺇﺣﺪﻯ‬
‫ﻭﺃﺣﺪ ﻣﺤﺪﺩﺍﺗﻪ ﺃﻧﻪ ﻻ ﻳُﺴﺘﺨﺪﻡ ﻓﻲ ﻗﻴﺎﺳﺎﺕ ﺇﺣﺼﺎﺋﻴﺔ ﻣﺘﻘﺪﻣﺔ‬ ‫ﺍﻟﻤﺒﺎﺭﻳﺎﺕ ﻭﺗﺄﺛﻴﺮﻫﺎ ﻋﻠﻰ ﻣﻌﺪﻝ ﻧﻘﺎﻃﻪ‪.‬‬
‫ﻣﺜﻞ ﺣﺴﺎﺏ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪.‬‬ ‫‪ .٥‬ﺍﻟﺘﺪﺭﻳﺲ‪:‬‬
‫‪ -‬ﺇﺣﺪﻯ ﻣﻤﻴﺰﺍﺕ ‪ª‬ﺍﻟﻤﻨﻮﺍﻝ« ﺃﻧﻪ ﻳﺴﻬﻞ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻴﻪ ﻭﻻ‬ ‫ﻛﺜﻴﺮﺍ ً ﻣﺎ ﻳﺨﻠﻂ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﺑﻴﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ )‪،(mean‬‬
‫ﻳﺤﺘﺎﺝ ﺇﻟﻰ ﺣﺴﺎﺑﺎﺕ ﻭﺃﺣﺪ ﻣﺤﺪﺩﺍﺗﻪ ﺃﻧﻪ ﻻ ﻳﻈﻬﺮ ﻭﺑﺎﻟﺘﺎﻟﻲ‬ ‫ﻭﺍﻟﻮﺳﻴﻂ )‪ ،(median‬ﻭﺍﻟﻤﻨﻮﺍﻝ )‪ .(mode‬ﻭﺿﺢ ﻟﻬﻢ ﺍﻟﻔﺮﻭﻕ‬
‫ﻻ ﻳﻄﺒﻖ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺍﻟﻤﻔﺮﺩﺍﺕ ﻓﻲ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻓﻲ ﺍﻟﻤﻌﻨﻰ ﻭﻓﻲ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﺮﻳﺎﺿﻲ‪ .‬ﻭﺗﺴﺘﺨﺪﻡ ﺍﻟﻤﺼﻄﻠﺤﺎﺕ‬
‫ﺗﻈﻬﺮ ﻣﺮﺓ ﻭﺍﺣﺪﺓ‪.‬‬ ‫ﺍﻟﺜﻼﺛﺔ ﻓﻲ ﻣﻮﺍﻗﻒ ﻣﺨﺘﻠﻔﺔ ﻹﻋﻄﺎﺀ ﺻﻮﺭﺓ ﻋﺎﻣﺔ ﻋﻦ ﻣﺠﻤﻮﻋﺔ‬
‫‪ -‬ﻻﺣﻆ ﺃﻧﻪ ﻟﻜﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻳﻮﺟﺪ ﻣﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﺗﺴﺘﺨﺪﻡ ﻛﻮﺻﻒ ﻟﻠﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ )‪central ten-‬‬
‫ﻭﺍﺣﺪ‪ ،‬ﻭﻭﺳﻴﻂ ﻭﺍﺣﺪ‪ ،‬ﻭﻟﻜﻦ ﻗﺪ ﻳﻮﺟﺪ ﺃﻛﺜﺮ ﻣﻦ ﻣﻨﻮﺍﻝ ﻭﻗﺪ‬ ‫‪ ،(dency‬ﻭ ‪ª‬ﺍﻟﻨﺰﻋﺔ« ﺗﻌﻨﻲ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻌﺎﻡ ﺃﻭ ﺗﻮﺟﻬﺎً ﻳﺄﺧﺬﻩ ﺷﻲﺀ ﻣﺎ؛‬
‫ﻻ ﻳﻮﺟﺪ ﻣﻨﻮﺍﻝ ﻧﻬﺎﺋﻴّﺎً‪.‬‬ ‫ﻭ ‪ª‬ﻣﺮﻛﺰﻱ« ﻳﻌﻨﻲ ‪ª‬ﻋﻨﺪ ﺍﻟﻤﺮﻛﺰ« ﺃﻭ ‪ª‬ﺗﻜﻮﻳﻦ ﺍﻟﻤﺮﻛﺰ«‪ .‬ﻭﺍﻟﻤﺼﻄﻠﺢ‬
‫‪ -‬ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﻳﺘﺴﺎﻭﻯ ﻟﻤﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫ﺑﻜﻠﻤﺘﻴﻪ ﻣﻌﺎً ﻳﻌﻨﻲ ﺍﺗﺠﺎﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﻣﺮﻛﺰﻫﺎ‪.‬‬
‫ﺍﻟﺤﺴﺎﺑﻲ ﻭﺍﻟﻮﺳﻴﻂ ﻭﺍﻟﻤﻨﻮﺍﻝ‪ .‬ﻣﺜﻼ ً‪:‬‬ ‫‪ -‬ﺇﺣﺪﻯ ﻣﻤﻴﺰﺍﺕ ‪ª‬ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ« ﺃﻧﻪ ﻳﻤﺪﻧﺎ ﺑﻘﻴﻤﺔ ﻭﺍﺣﺪﺓ‬
‫ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ=ﺍﻟﻮﺳﻴﻂ=ﺍﻟﻤﻨﻮﺍﻝ‬ ‫ﺗﻤﺜﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺃﺣﺪ ﻣﺤﺪﺩﺍﺗﻪ ﺃﻧﻪ ﻳﻤﻜﻦ ﺃﻥ‬
‫ﻓﻲ ﺍﻟﻤﺠﻤﻮﻋﺔ‪1 ،2 ،3 ،4 ،4 ،4 ،5 ،5 ،6 ،6 :‬‬ ‫ﻳﻜﻮﻥ ﻣﻀﻠﻼ ً ﺇﺫﺍ ﻛﺎﻧﺖ ﺑﻌﺾ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﺘﻄﺮﻓﺔ )ﻛﺒﻴﺮﺓ ﺟ ّﺪﺍ ً‬
‫ﺩﻉ ﺍﻟﻄﻼﺏ ﻳﺘﺄﻛﺪﻭﻥ ﻣﻦ ﺫﻟﻚ ﺣﺴﺎﺑﻴّﺎً ﺑﺤﺴﺐ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ‬ ‫ﺃﻭ ﺻﻐﻴﺮﺓ ﺟ ّﺪﺍ ً ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺑﻘﻴﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ(‪.‬‬
‫ﺍﻟﻤﻌﻄﺎﺓ‪.‬‬

‫‪٥٩‬‬

‫‪Low Resolution Copy‬‬

 ‫ﻧﺒﻪ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﺃﻥ ّ‬
‫ﻛﻼ ً ﻣﻦ ﺍﻟﻤﻘﺎﻳﻴﺲ ﺍﻟﺜﻼﺛﺔ ﻟﻪ ﻣﻌﻨًﻰ ﻳﺨﺘﻠﻒ‬
‫ﻋﻦ ﺍﻵﺧﺮ ﻭﻃﺮﻳﻘﺔ ﺣﺴﺎﺏ ﺗﺨﺘﻠﻒ ﻋﻦ ﺍﻷﺧﺮﻯ‪.‬‬
‫‪:ƢŝŚƀƫř ƩŚŨưƫř ƾƟ śƺƬƐưƫř‬‬
‫‪¬Ǝǀſƺƫř ¬ƾŝŚƀŰƫř ƎſƺŤưƫř Ŷūƹŏ‬‬
‫‪şŹřźŰƫř šŚūŹŵ ƪƨƫ Ʃřƺƴưƫř‬‬
‫‪.ƩƹŶŬƫř ƾƟ ŠƴǀŞưƫř‬‬
‫‪ŵŚŬƿLj ŌŚƈůljƫ ŠŞſŚů Šƫō ƭŶŴŤſř‬‬ ‫ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻫﻮ ﺍﻷﻛﺜﺮ ﺍﺳﺘﺨﺪﺍﻣﺎً ﻟﺘﺤﻠﻴﻞ ﻣﺠﻤﻮﻋﺔ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ ،‬ﻭﻟﺬﻟﻚ ﺗﺄﻛﺪ ﻣﻦ ﻓﻬﻤﻬﻢ‬
‫‪.śƺƬƐưƫř‬‬
‫‪ŪƯŚƳźŝ ƹŏ ŠƈƈŴŤƯ ŠŞſŚů ƭŶŴŤſř ƹŏ‬‬

‫ﻟﻪ ﻭﻛﻴﻔﻴﺔ ﺣﺴﺎﺑﻪ ﻳﺪﻭﻳّﺎً ﻭﺑﺎﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪ .‬ﻻﺣﻆ ﺃﻳﻀﺎً ﺃﻧﻪ ﺳﺒﻖ‬
‫‪śŚƀŰƫ (Excel) ŠǀƫƹŶŬƫř ŠůƺƬƫř‬‬
‫‪ƖƣƺƯ ƪƨƫ ŠŞƀƴƫŚŝ ƽŹřźƨţ ũŹŶƯ ƪƨƄŝ šŚƳŚǀŞƫř ƪÚ ŨƯ Ʈŧ ¬ŠƤŝŚƀƫř šŚſŚǀƤƫř‬‬
‫‪.ÔŚƘƯ ŠƘŝŹǃř ƖƣřƺưƬƫ Ʈŧ ¬ƭŚƘƫř ƩřƺƏ‬‬
‫‪ŠūŹŵ ƼƬƗŏ‬‬ ‫‪ŠūŹŵ ƪƣŏ‬‬ ‫‪Ʃřƺƴưƫř‬‬ ‫‪Ǝǀſƺƫř‬‬ ‫‪( x ) ƎſƺŤưƫř‬‬ ‫‪Ɩƣƺưƫř‬‬
‫ﻟﻬﻢ ﺩﺭﺍﺳﺘﻪ ﻓﻲ ﺻﻔﻮﻑ ﺍﻟﺤﻠﻘﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ‪.‬‬
‫‪ -‬ﻧﺒﻪ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﺃﻥ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻮﺳﻴﻂ ﻻ ﺑﺪ ﺃﻥ ﻳﻜﻮﻥ‬
‫‪30‬‬ ‫‪13‬‬ ‫‪30‬‬ ‫‪22 + 23‬‬
‫‪= 22.5‬‬ ‫‪22‬‬ ‫‪źưůǃř źŰŞƫř‬‬
‫‪2‬‬
‫‪30‬‬ ‫‪17‬‬ ‫‪18, 29, 30‬‬ ‫‪24‬‬

‫ﺑﻌﺪ ﺗﺮﺗﻴﺐ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬

‫‪23 + 26‬‬ ‫‪ƎſƺŤưƫř źŰŞƫř‬‬
‫‪2‬‬ ‫‪= 24.5‬‬

‫‪31‬‬ ‫‪19‬‬ ‫‪29, 30, 31‬‬ ‫‪25.4‬‬ ‫‪ŵƺſǃř źŰŞƫř‬‬

‫‪ .٦‬ﺍﻟﺮﺑﻂ‪:‬‬
‫‪25 + 27‬‬
‫‪2‬‬ ‫‪= 26‬‬

‫‪31‬‬ ‫‪13‬‬ ‫‪22, 24, 31‬‬ ‫‪26 + 28‬‬

‫‪= 27‬‬ ‫‪25.75‬‬ ‫‪Ţǀưƫř źŰŞƫř‬‬

‫ﺍﻃﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺇﻳﺠﺎﺩ ﻣﻌ ّﺪﻝ ﻋﻼﻣﺎﺕ ﺍﻟﻤﻮﺍﺩ ﻓﻲ ﺃﺣﺪ ﺃﺷﻬﺮ‬

‫‪2‬‬
‫‪31‬‬ ‫‪13‬‬ ‫‪30‬‬ ‫‪26 + 26‬‬
‫‪= 26‬‬ ‫‪24.29‬‬ ‫‪ŠƘŝŹǃř ŹŚŰŞƫř ŠƗƺưŬƯ‬‬
‫‪2‬‬

‫‪ƲƿŹŚưţ‬‬
‫‪ƪǀŨưţ ƾƟ Šƣŵ źŨƧǃř ƺƷ ƦƿŏŹ ƾƟ ŠŧdžŨƫř ŠƿżƧźưƫř ŠƗżƴƫř žǀƿŚƤƯ ƲƯ ƽŏ -Ý‬‬
‫ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺤﺎﻟﻲ‪ .‬ﺗﺄﻛﺪ ﻣﻦ ﺃﻥ ﻛﻞ ﻃﺎﻟﺐ ﺍﺳﺘﻄﺎﻉ ﺍﻟﻘﻴﺎﻡ‬
‫ﺑﺬﻟﻚ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﺃﺣﺪ ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ ﻋﻼﻣﺎﺗﻪ ﻋﻠﻰ ﺍﻟﻠﻮﺡ‬
‫‪®ƢŝŚƀƫř ƩƹŶŬƫř šŚƳŚǀŝ ŜƀŰŝ ŹŚŰŞƫř ƵŚǀƯ şŹřźů ŠūŹŶƫ ŠǀƐſƺƫř şŹƺƈƫř‬‬
‫‪ƲƯ ƪƧ ƾƟ źŞƧǃř ƺƷ Ǝǀſƺƫř ƹŏ ƾŝŚƀŰƫř ƎſƺŤưƫř ƲƯ ÔŚÚƿŏ źƧŷř :ŶƣŚƳ źǀƨƠţ -Þ‬‬

‫ﻭﻧﺎﻗﺸﻪ ﺃﻣﺎﻡ ﺯﻣﻼﺋﻪ ﺇﺫﺍ ﺗﻮﺻﻞ ﺇﻟﻰ ﺇﻳﺠﺎﺩ ﺍﻟﻤﻌﺪﻝ‪ .‬ﻭﺍﺳﺄﻟﻪ ﻋﻦ‬
‫‪:Šǀţǁř šŚƳŚǀŞƫř ŠƗƺưŬƯ‬‬
‫)‪20 ¬12 ¬12 ¬10 ¬10 ¬10 (ŏ‬‬
‫)‪11 ¬18 ¬18 ¬19 ¬20 (ś‬‬

‫ﻭﺟﻮﺩ ﻋﻼﻣﺎﺕ ﻣﺘﺸﺎﺑﻬﺔ‪.‬‬

‫‪ .٧‬ﺃﺧﻄﺎﺀ ﻣﺘﻮﻗﻌﺔ‪:‬‬
‫ﻗﺪ ﻳﺠﺪ ﺍﻟﻄﻼﺏ ﻗﻴﻤﺔ ﺍﻟﻮﺳﻴﻂ ﺩﻭﻥ ﺗﺮﺗﻴﺐ ﺍﻟﻤﻌﻄﻴﺎﺕ‪ .‬ﻣ ّﺪ ﻳﺪ‬
‫ﺍﻟﻤﺴﺎﻋﺪﺓ‪ .‬ﺍﻃﻠﺐ ﻣﻨﻬﻢ ﺗﺮﺗﻴﺐ ﺍﻟﻤﻌﻄﻴﺎﺕ ﺗﺼﺎﻋﺪﻳّﺎً ﺃﻭ ﺗﻨﺎﺯﻟﻴّﺎً‬
‫‪Ȏȍ‬‬
‫ﻭﻭﺿﺢ ﻟﻬﻢ ﺃﻫﻤﻴﺔ ﺍﻟﻮﺳﻴﻂ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻭﺃﺷﺮ ﺇﻟﻰ‬
‫ﺃﻥ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻗﺪ ﻳﻌﻄﻲ ﻧﺘﻴﺠﺔ ﻏﻴﺮ ﺩﻗﻴﻘﺔ ﻋﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪ .١٠‬ﺇﺟﺎﺑﺎﺕ ﻭﺣﻠﻮﻝ‬
‫ﺍﻹﺣﺼﺎﺋﻴﺔ ﺧﺼﻮﺻﺎً ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﺃﻛﺜﺮ ﻣﻦ ﻗﻴﻤﺔ ﻣﺘﻄﺮﻓﺔ‪.‬‬
‫ﺣﻠﻮﻝ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺹ ‪٧٦‬‬
‫‪ .٨‬ﺍﻟﺘﻘﻮﻳﻢ‪:‬‬
‫)‪ (١‬ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻭﺍﻟﻮﺳﻴﻂ ﻣﻨﺎﺳﺐ ﻟﻤﻮﻗﻊ ﻋﻠﻰ‬
‫ﻭﺯﻉ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺑﻴﺎﻧﺎً ﺇﺣﺼﺎﺋﻴّﺎً‪ .‬ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﺮﺗﻴﺐ ﺍﻷﻋﺪﺍﺩ‬
‫ﺳﺎﺣﻞ ﺍﻟﺒﺤﺮ ﺍﻟﻤﺘﻮﺳﻂ‪.‬‬
‫ﺗﺼﺎﻋﺪﻳّﺎً‪ ،‬ﻭﺇﻳﺠﺎﺩ ﺍﻟﻤﻨﻮﺍﻝ ﻭﺍﻟﻮﺳﻴﻂ ﻭﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻳﺪﻭﻳّﺎً‬
‫)‪ (٢‬ﺗﻔﻜﻴﺮ ﻧﺎﻗﺪ‬
‫ﺛﻢ ﻋﻠﻰ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪ .‬ﺍﺳﺄﻟﻬﻢ ﻋﻦ ﻗﻴﻤﺔ ﺍﻟﻤﺪﻯ ﻟﻠﺒﻴﺎﻥ ﺍﻹﺣﺼﺎﺋﻲ‪.‬‬
‫)ﺃ( ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ < ﺍﻟﻮﺳﻴﻂ )‪(11 < 12.3‬‬
‫ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺇﻳﺠﺎﺩ ﺑﻴﺎﻥ ﺇﺣﺼﺎﺋﻲ ﻟﻪ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻧﻔﺴﻪ‬
‫)ﺏ( ﺍﻟﻮﺳﻴﻂ < ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ )‪(17.2 < 18‬‬
‫ﻭﻟﻜﻦ ﻣﺪﺍﻩ ﻣﺨﺘﻠﻒ ﻋﻦ ﺍﻷﻭﻝ‪.‬‬
‫ﺩﻉ ﺍﻟﻄﻼﺏ ﻳﺤﺴﺒﻮﻥ ﺑﺄﻧﻔﺴﻬﻢ ﺃﻭ ﻳﺨﻤﻨﻮﻥ ﺛﻢ ﻳﺘﺄﻛﺪﻭﻥ‬
‫‪ .٩‬ﻣﺴﺄﻟﺔ ﺍﻟﻴﻮﻡ‪:‬‬
‫ﺣﺴﺎﺑﻴّﺎً‪ .‬ﺷﺠﻊ ﺍﻟﺤﺴﺎﺏ ﺍﻟﺬﻫﻨﻲ ﻛﻠﻤﺎ ﻛﺎﻥ ﺫﻟﻚ ﻏﻴﺮ ﻣﻌﻘﺪ‪.‬‬
‫ﺗﺒﻴﻊ ﺇﺣﺪﻯ ﺍﻟﻤﺆﺳﺴﺎﺕ ﺍﻟﺤﻮﺍﺳﻴﺐ‪ ،‬ﻓﺈﺫﺍ ﺑﻴﻊ ‪ 25‬ﺣﺎﺳﻮﺑﺎً ﻛﺎﻥ‬
‫ﺍﻟﺮﺑﺢ ‪ 5 000‬ﻟﻴﺮﺓ‪ ،‬ﻭﺇﺫﺍ ﺑﻴﻊ ‪ 75‬ﺣﺎﺳﻮﺑﺎً ﻛﺎﻥ ﺍﻟﺮﺑﺢ ‪15 000‬‬
‫ﻟﻴﺮﺓ‪:‬‬
‫)ﺃ( ﺃﻭﺟﺪ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻷﻭﻟﻰ ﺍﻟﺘﻲ ﺗﻤﺜﻞ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻋﺪﺩ‬
‫ﺍﻟﺤﻮﺍﺳﻴﺐ ﻭﺍﻟﺮﺑﺢ ﺍﻟﻤﺤﻘﻖ ‪y = 200x‬‬
‫)ﺏ( ﺃﻭﺟﺪ ﺃﺭﺑﺎﺡ ﻫﺬﻩ ﺍﻟﻤﺆﺳﺴﺔ ﺇﺫﺍ ﺑﺎﻋﺖ ‪ 225‬ﺣﺎﺳﻮﺑﺎً‬
‫‪ 45 000‬ﻟﻴﺮﺓ ﺳﻮﺭﻳﺔ‬

‫‪٦٠‬‬

‫‪Low Resolution Copy‬‬

 ‫‪Quartiles‬‬ ‫‪šŚƘǀ×ŝźƫř‬‬
‫‪Quartiles‬‬ ‫ﺍﻟﺮﺑﻴﻌﺎﺕ‬
‫‪Ø‬‬
‫‪šŚƘǀ×ŝźƫř‬‬
‫‪Ƽƫœ ŠƗƺưŬưƫř ƮƀƤƿ Ǝǀſƺƫř ƱŔƟ ¬ÔŚÚƿŶƗŚƈţ šŚƳŚǀŞƫř ƲƯ ŠƗƺưŬƯ Ŝǀţźţ ŶƴƗ‬‬
‫‪Ø‬‬ ‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺻﻔﺤﺔ ‪ ٧٧‬ﺇﻟﻰ ﺻﻔﺤﺔ ‪٨٠‬‬
‫‪ .١‬ﺍﻷﻫﺪﺍﻑ‪:‬‬
‫‪ƮƬƘŤţ Ɲƺſ‬‬
‫‪ƱŔƟ ¬ƲǀƠƈƳ Ƽƫœ ƼƬƗǃřƹ ƼƳŵǃř ƲǀƠƈƴƫř ƲƯ džƧ Śƴưƀƣ řŷœƹ .ƲǀƿƹŚƀŤƯ Ʋǀưƀƣ‬‬
‫‪šŚƘǀ×ŝźƫř‬‬
‫* ‪Ø‬‬ ‫‪.ŠƿƹŚƀŤƯ Ōřżūŏ ŠƘŝŹŏ Ƽƫœ ƮƀƤƴţ ŠǀƬƨƫř ŠƗƺưŬưƫř‬‬
‫* ‪ŠƟźƐŤưƫř ŠưǀƤƫř‬‬

‫◀ ﺗﺤﺪﻳﺪ ﺍﻟﺮﺑﻴﻌﺎﺕ‬
‫‪.šŚƘǀŝŹØ Ƽưƀţ ŠƘŝŹǃř Ōřżūǃř ƵŸƷ ƪƈƠţ ƾŤƫř ƮǀƤƫř‬‬
‫‪lower ƼƳŵǃř Ɩǀŝźƫř‬‬‫* ‪Ø Ƽưƀţ ƶƫ ƾƫŚŤƫř Ɩŝźƫř ƲƗ ƼƳŵǃř Ɩŝźƫř ƪƈƠţ ƾŤƫř ŠưǀƤƫř‬‬
‫‪.Q1 żƯźƫŚŝ ŚƸƫ żƯźƿƹ ¬quartile‬‬

‫◀ ﺗﻤﺜﻴﻞ ﺍﻟﺮﺑﻴﻌﺎﺕ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺼﻨﺪﻭﻕ ﻭﻛﻴﻔﻴﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻪ‬

‫‪ŚƸƫ żƯźƿƹ ¬ƾƳŚŨƫř Ɩǀŝźƫř‬‬
‫* ‪Ø Ƽưƀţ ŦƫŚŨƫř Ɩŝźƫř ƲƗ ƾƳŚŨƫř Ɩŝźƫř ƪƈƠţ ƾŤƫř ŠưǀƤƫř‬‬
‫‪.Ǝǀſƺƫř Šưǀƣ Ţƣƺƫř žƠƳ ƾƟ ƾƷƹ ¬Q2 żƯźƫŚŝ‬‬

‫‪ .٢‬ﺍﻟﻤﻔﺮﺩﺍﺕ ﻭﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺠﺪﻳﺪﺓ‪:‬‬

‫‪¬ŦƫŚŨƫř Ɩǀŝźƫř‬‬
‫* ‪Ø Ƽưƀţ (ƼƬƗǃř) Ɩŝřźƫř Ɩŝźƫř ƲƗ ŦƫŚŨƫř Ɩŝźƫř ƪƈƠţ ƾŤƫř ŠưǀƤƫř‬‬
‫‪.Q3 żƯźƫŚŝ ŚƸƫ żƯźƿƹ‬‬
‫‪ƽŏ ƲǀŤƋŹŚƗ ƽŷ ƽżƧźƯ ơƹŶƴƇ ƪƨƃ ƼƬƗ ƎƐŴưŝ šŚƘǀŝźƫř‬‬ ‫‪Ø ƪǀŨưţ Ʋƨưƿƹ‬‬
‫‪box-and-whisker plot ƲǀŞƳŚŬƫř ƲƯ ŶŤưƯ‬‬
‫‪:šŚƳŚǀŞƫř ƕƺưŬƯ ŚƳŸųŏ řŷœ Ô džŨưƟ‬‬ ‫ﺍﻟﺮﺑﻴﻌﺎﺕ‬
‫‪56, 58, 58, Q1 63, 65, 71,Q2 = Ǝǀſƺƫř 74, 78, 82, Q3 ,84, 85, 86‬‬ ‫‪ .٣‬ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ‪:‬‬
‫ﺁﻟﺔ ﺣﺎﺳﺒﺔ‬
‫‪ .٤‬ﺍﻟﺘﻤﻬﻴﺪ‪:‬‬
‫‪:Ʊŏ ƽŏ‬‬

‫‪= 60.5 ƼƳŵǃř Ɩǀ×ŝźƫř‬‬

‫‪Ø‬‬
‫ﺍﻛﺘﺐ ﻋﻠﻰ ﺍﻟﻠﻮﺡ ﺑﻴﺎﻧﺎً ﺇﺣﺼﺎﺋﻴّﺎً ﻋﻦ ﻋﻼﻣﺎﺕ ﻃﻼﺑﻚ ﻓﻲ ﺇﺣﺪﻯ‬
‫‪58 + 63‬‬
‫= ‪Q1‬‬ ‫‪2‬‬

‫‪Ǝǀſƺƫř‬‬

‫ﺍﻟﻤﺴﺎﺑﻘﺎﺕ ﺍﻟﺸﻬﺮﻳﺔ‪ .‬ﺍﻃﻠﺐ ﻣﻨﻬﻢ ﺗﺮﺗﻴﺐ ﺍﻟﻌﻼﻣﺎﺕ ﺗﺼﺎﻋﺪﻳّﺎً ﺛﻢ‬

‫‪71 + 74‬‬
‫= ‪Q2‬‬ ‫‪2‬‬ ‫‪= 72.5‬‬

‫ﺍﺳﺄﻟﻬﻢ ﻋﻦ ﻗﻴﻤﺔ ﺍﻟﻮﺳﻴﻂ‪ .‬ﻣﺎﺫﺍ ﻳﻌﻨﻲ ﻟﻬﻢ ﺍﻟﻮﺳﻴﻂ؟‬

‫‪= 83.0 ŦƫŚŨƫř Ɩǀ×ŝźƫř‬‬
‫‪Ø‬‬
‫‪82 + 84‬‬
‫= ‪Q3‬‬ ‫‪2‬‬

‫‪ 50%‬ﻣﻦ ﺍﻟﻌﻼﻣﺎﺕ ﻓﻮﻕ ﺍﻟﻮﺳﻴﻂ ﻭ‪ 50%‬ﻣﻦ ﺍﻟﻌﻼﻣﺎﺕ ﺗﺤﺖ‬

‫ﺍﻟﻮﺳﻴﻂ‬
‫‪ .٥‬ﺍﻟﺘﺪﺭﻳﺲ‪:‬‬
‫‪ -‬ﻭﺿﺢ ﻟﻠﻄﻼﺏ ﺃﻥ ﺍﻟﺼﻨﺪﻭﻕ ﺫﺍ ﺍﻟﻌﺎﺭﺿﺘﻴﻦ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ‬
‫‪ȎȎ‬‬

‫ﻛﻤﻠﺨﺺ ﺑﻴﺎﻧﻲ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﻌﻄﺎﺓ‪.‬‬

‫‪ -‬ﺍﻟﺮﺑﻴﻊ ﺍﻷﻭﻝ ﻫﻮ ﺍﻟﻮﺳﻴﻂ ﻟﻠﻨﺼﻒ ﺍﻷﺩﻧﻰ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪،‬‬
‫ﻭﺍﻟﺮﺑﻴﻊ ﺍﻟﺜﺎﻟﺚ ﻫﻮ ﺍﻟﻮﺳﻴﻂ ﻟﻠﻨﺼﻒ ﺍﻷﻋﻠﻰ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪،‬‬
‫ﻭﺍﻟﺮﺑﻴﻊ ﺍﻟﺜﺎﻧﻲ ﻫﻮ ﺍﻟﻮﺳﻴﻂ ﻟﻜﻞ ﻣﺠﻤﻮﻋﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫‪ -‬ﺩﻉ ﺍﻟﻄﻼﺏ ﻳﺮﺑﻄﻮﻥ ﺑﻴﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺑﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻬﺎ‬
‫ﻓﻲ ﺍﻟﺼﻨﺪﻭﻕ‪.‬‬
‫ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻟﻨﺸﺎﻁ ﻓﻲ ﺍﻟﺘﻤﻬﻴﺪ‪ ،‬ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ ﺇﻳﺠﺎﺩ ﺍﻟﻮﺳﻴﻂ‬
‫ﻟﻠﻨﺼﻒ ﺍﻷﺩﻧﻰ ﻣﻦ ﺍﻟﻌﻼﻣﺎﺕ ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﺴﻤﻴﺘﻪ ‪ ،Q1‬ﺛﻢ‬
‫ﺇﻳﺠﺎﺩ ﺍﻟﻮﺳﻴﻂ ﻟﻠﻨﺼﻒ ﺍﻷﻋﻠﻰ ﻣﻦ ﺍﻟﻌﻼﻣﺎﺕ ﻭﺗﺴﻤﻴﺘﻪ ﺑـ‪.Q3‬‬
‫ﺃﻣﺎ ﺍﻟﻮﺳﻴﻂ ﻟﻠﻌﻼﻣﺎﺕ ﻛﺎﻣﻠﺔ ﻓﺎﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﺴﻤﻴﺘﻪ ‪ .Q2‬ﺩﻋﻬﻢ‬
‫ﻳﻤﺜﻠﻮﻥ ﺍﻟﻌﻼﻣﺎﺕ ﺗﺼﺎﻋﺪﻳّﺎً ﻋﻠﻰ ﺧﻂ ﺍﻷﻋﺪﺍﺩ ﻣﻊ ﺇﺑﺮﺍﺯ ﻗﻴﻤﺔ‬
‫ﻛﻞ ﻣﻦ ‪ .Q3، Q2، Q1‬ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺭﺳﻢ ﻣﺴﺘﻄﻴﻞ ﻃﻮﻟﻪ ﻳﻤﺘﺪ‬
‫ﻣﻦ ﻗﻴﻤﺔ ‪ Q1‬ﺣﺘﻰ ﻗﻴﻤﺔ ‪ Q3‬ﺛﻢ ﻗﺴﻤﻪ ﺇﻟﻰ ﺷﻄﺮﻳﻦ ﺑﻮﺍﺳﻄﺔ ‪.Q2‬‬
‫ﻫﺬﺍ ﺍﻟﻤﺴﺘﻄﻴﻞ ﻳﻤﺜﻞ ﺻﻨﺪﻭﻕ ﺍﻟﺮﺑﻴﻌﺎﺕ ‪ Q1‬ﻭ ‪ Q2‬ﻭ ‪ .Q3‬ﺍﺷﺮﺡ‬
‫ﻟﻬﻢ ﺃﻫﻤﻴﺔ ﺍﻟﺮﺑﻴﻌﺎﺕ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ .‬ﻣﺎﺫﺍ ﺗﻌﻨﻲ ﺍﻟﻨﺘﺎﺋﺞ‬
‫ﺍﻟﻤﻮﺟﻮﺩﺓ ﺑﻴﻦ ‪ Q1‬ﻭ ‪ Q3‬ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻨﺘﺎﺋﺞ؟‬

‫‪٦١‬‬

‫‪Low Resolution Copy‬‬

 :‫ ﺍﻟﺮﺑﻂ‬.٦
‫ﻋﻨﺪﻣﺎ ﻳﺠﺮﻱ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﺿﻤﻦ ﻣﺠﻤﻮﻋﺎﺕ ﺍﺧﺘﺒﺎﺭﺍﺕ‬
:ƾţǁŚƧ Ʊƺƨƿ ƦƫŸƫ ƪŨưưƫř ơƹŶƴƈƫřƹ
Q1 Q2 Q3

50
Šưǀƣ źƜƇŏ 56
60 70 80
Šưǀƣ źŞƧŏ 86
90
‫ ﻳﺴﺘﺨﺪﻡ‬،‫ﻓﻲ ﻣﺎﺩﺓ ﺍﻟﻜﻴﻤﻴﺎﺀ ﻭﻳﺪﻭﻧﻮﻥ ﻧﺘﺎﺋﺠﻬﻢ ﺿﻤﻦ ﺟﺪﺍﻭﻝ‬
.‫ﺻﻨﺪﻭﻕ ﺍﻟﺮﺑﻴﻌﺎﺕ ﻟﻤﻘﺎﺭﻧﺔ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ‬
®ơƹŶƴƈƫř ƾƟ ƖƤţ ƾŤƫř šŚƳŚǀŞƫř ŠŞƀƳ ŚƯ (ŏ) -Ý
®ơƹŶƴƈƫř ƾŤƋŹŚƗ ƲƯ ƪƧ ƼƬƗ ƖƤţ ƾŤƫř šŚƳŚǀŞƫř ŠŞƀƳ ŚƯ (ś)

ŜƿŹŶţ
şŚƐƘưƫř şŹřźŰƫř šŚūŹŵ šŚƳŚǀŝ šŚƘǀŝŹØ ŵŚŬƿLj ŠǀƳŚǀŞƫř ŠŞſŚŰƫř Šƫǁř ƭŶŴŤſř -Þ
:‫ ﺃﺧﻄﺎﺀ ﻣﺘﻮﻗﻌﺔ‬.٧
ƽŷ ơƹŶƴƈƫř ƎƐŴƯ ƭŶŴŤſř Ʈŧ ¬şŚƐƘưƫř ŹŚŰŞƫř ƲƯ ƪƨƫ (Ý) ƩŚŨƯ ƾƟ
.ƲǀŤƋŹŚƘƫř ‫ ﺫﻛﺮﻫﻢ‬.ً‫ﻗﺪ ﻳﻨﺴﻰ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﺗﺮﺗﻴﺐ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﺼﺎﻋﺪﻳّﺎ‬
Outlier ŠƟźƐŤưƫř ŠưǀƤƫř .‫ﺑﻀﺮﻭﺭﺓ ﺍﻟﺒﺪﺀ ﺑﺘﺮﺗﻴﺐ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
ƲƗ Ô řźǀŨƧ ŠƠƬŤŴƯ Ʊƺƨţ šŚƳŚǀŞƫř ƲƯ ŠƗƺưŬưƫř Ʈǀƣ ƻŶůœ ƾƷ ŠƟźƐŤưƫř ŠưǀƤƫř
.ƮǀƤƫř ŠǀƤŝ :‫ ﺍﻟﺘﻘﻮﻳﻢ‬.٨
‫ )ﺃ( ﻣﻦ ﺍﻟﺼﻔﺤﺔ‬٥‫)ﺃ( ﺃﻭ‬٤ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺭﻗﻢ‬
ƱŚǀůŏ ƾƟƹ ¬šŚƳŚǀŞƫř ƲƯ ÔŚÚƯŚƷ Ô řźƈƴƗ ŠƟźƐŤưƫř ŠưǀƤƫř Ʊƺƨţ ¬ƱŚǀůǃř ƊƘŝ ƾƟ
Šưǀƣ ŵźŬƯ ƾƷ ¬ŠƟźƐŤưƫř ŠưǀƤƫř Ʊŏ ƲƯ šŶƧŐţ řŷœ .ŠŘƏŚų şŌřźƣ ƪŨưţ ¬ƻźųŏ

.‫ ﻣﻦ ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ‬٧٩
.ŚƷŵŚƘŞŤſř ƦƴƨưǀƟ ŐƐŴƫŚŝ ŢŞŤƧ

:Šƿšǁř šŚƳŚǀŞƫř ŠƗƺưŬƯ źŞŤƗř -ß

59 ¬65 ¬98 ¬59 ¬73 ¬64 ¬56
:‫ ﻣﺴﺄﻟﺔ ﺍﻟﻴﻮﻡ‬.٩
‫ﺃﺻﻐﺮ ﻋﺪﺩ ﺻﺤﻴﺢ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺘﻪ ﻛﻨﺎﺗﺞ ﺟﻤﻊ ﻟﻤﺮﺑﻊ‬
.ŠƟźƐŤưƫř ŠưǀƤƫř ƼƬƗ ƝźƘţ (ŏ)
.Ʃřƺƴưƫřƹ Ǝǀſƺƫřƹ ƾŝŚƀŰƫř ƎſƺŤưƫř Ŝƀůř (ś)
ƾŝŚƀŰƫř ƎſƺŤưƫř śŚƀů ŶƗŏ Ʈŧ ¬ŠƗƺưŬưƫř ƲƯ ŠƟźƐŤưƫř ŠưǀƤƫř ŶƘŞŤſř (ũ)
.Ʃřƺƴưƫřƹ Ǝǀſƺƫřƹ
®ŠŧdžŨƫř žǀƿŚƤưƫř ƲƯ ƪƧ ƲƗ ŠƟźƐŤưƫř ŠưǀƤƫř ŵŚƘŞŤſř źǀŧŐţ ŚƯ (ŵ) :‫ ﺣﻴﺚ ﺇﻥ‬50 ‫ﻋﺪﺩﻳﻦ ﺻﺤﻴﺤﻴﻦ ﺑﻄﺮﻳﻘﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ ﻫﻮ‬
šŚūŹŵ šŚƐſƺŤƯ ŠūŹŵ ƪŨưţ (ß) ƾƟ šŚƳŚǀŞƫř ŠƗƺưŬƯ šźŞŤƗř řŷœ (ŏ) -à 5 + 5 = 7 + 12 = 50
2 2 2

ƪƯŚƘŤŤſ ƞǀƧ - šřźǀŰŞƫř Ŷůŏ ƼƬƗ ƖƣřƺƯ ŠƘŞſ ƾƟ ŢǀƸƳźƸƠƫŚŝ ƵŚǀưƬƫ şŹřźŰƫř
.ƦŤŝŚūœ ŭźƃř ®ŠƟźƐŤưƫř ŠưǀƤƫř ƖƯ
ÔŚưƘƐƯ řƺƬųŵ ƲƿŸƫř ƲŗŚŝżƫř ŵŶƗ ƪŨưţ (3) ƾƟ šŚƳŚǀŞƫř žƠƳ Ʊŏ ƉźƠŝ (ś) ‫ ﻭﻟﻬﺎ ﺍﻟﻤﻴﺰﺓ‬50 ‫ﺃﻭﺟﺪ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺜﻼﺛﺔ ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﺘﻲ ﺗﻠﻲ ﺍﻟﻌﺪﺩ‬
:‫ﺍﻟﻤﺬﻛﻮﺭﺓ ﻧﻔﺴﻬﺎ‬
®ŠƫŚŰƫř ƵŸƷ ƾƟ ƝźƐŤưƫř ŵŶƘƫř źƀƠţ
Ú ƞǀƧ .ƕƺŞſǃř ƭŚƿŏ Ŷůŏ ƾƟ Ô řźǀƜƇ

82 + 12 = 72 + 42 = 65
Ȏȏ
92 + 22 = 72 + 62 = 85
112 + 22 = 102 + 52 = 125
:‫ ﺇﺟﺎﺑﺎﺕ ﻭﺣﻠﻮﻝ‬.١٠
59 ،61.5 ،62.7 (‫ )ﺝ‬59 ،64 ،67.7 (‫ )ﺏ‬98 (‫( )ﺃ‬٣)
٧٨ ‫ﺹ‬
ّ ‫)ﺩ( ﺍﺳﺘﺒﻌﺎﺩ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻄﺮﻓﺔ ﻳﻨﻘﺺ‬
‫ﻛﻼ ً ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ‬
25% (‫ )ﺏ‬، 50% (‫( )ﺃ‬١)
‫ﻭﺍﻟﻮﺳﻴﻂ‬
.‫ﻭﻻ ﻳﺆﺛﺮ ﻋﻠﻰ ﺍﻟﻤﻨﻮﺍﻝ‬ Q1 Q2 Q3
‫( )ﺃ( ﺇﺫﺍ ﺗﺄﻛﺪﺕ ﻣﻦ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻄﺮﻓﺔ ﻧﺎﺗﺠﺔ ﻋﻦ ﺧﻄﺄ ﻓﻲ‬٤) 13 30
:‫( ﺍﻟﺒﺤﺮ ﺍﻷﺣﻤﺮ‬٢)
15.5 22.5 28.5
.‫ ﻓﺎﺳﺘﺒﻌﺪﻫﺎ‬،‫ﻗﺮﺍﺀﺗﻬﺎ ﺃﻭ ﺗﺴﺠﻴﻠﻬﺎ‬
‫ ﻷﻧﻪ‬،(‫)ﺏ( ﺍﺳﺘﺒﻖ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻄﺮﻓﺔ )ﺿﻌﻬﺎ ﻓﻲ ﺍﻻﻋﺘﺒﺎﺭ‬
Q1 Q2 Q3
‫ﻗﺪ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﻣﻨﺎﺳﺒﺔ ﺃﺩﺕ ﺇﻟﻰ ﺩﺧﻮﻝ ﻋﺪﺩ ﻛﺒﻴﺮ ﺇﻟﻰ‬ :‫ﺍﻟﺒﺤﺮ ﺍﻟﻤﺘﻮﺳﻂ‬
17 30
.‫ﺍﻟﻤﻄﻌﻢ‬ 19 24.5 29

Q1 Q2 Q3
19 31
:‫ﺍﻟﺒﺤﺮ ﺍﻷﺳﻮﺩ‬
21 26 30

Q1 Q2 Q3
13 31
:‫ﺍﻟﺒﺤﺮ ﺍﻟﻤﻴﺖ‬
23 27 30

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Low Resolution Copy

 ٨٠ ‫ ﻭﺻﻔﺤﺔ‬٧٩ ‫ﺣﻠﻮﻝ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺹ‬
Šǀţřŷ ŵƺƸū ƲƿŹŚưţ
:Šǀţǁř šŚƳŚǀŞƫř šŚƗƺưŬƯ ƲƯ ƪƨƫ Ʃřƺƴưƫřƹ Ǝǀſƺƫřƹ ƾŝŚƀŰƫř ƎſƺŤưƫř Ŷūƹŏ -Ý 95 ،95 ،90.2 (‫( )ﺃ‬١)
2.8 ،3.8 ،3.85 (‫)ﺏ‬
90 ¬95 ¬97 ¬92 ¬89 ¬55 ¬99 ¬95 ¬100 (ŏ)
2.8 ¬5.4 ¬2.8 ¬3.9 ¬3.7 ¬5.5 ¬4.3 ¬2.4 (ś)
422 ¬480 ¬405 ¬407 ¬402 ¬499 ¬475 (ũ)
15 ¬20 ¬13 ¬14 ¬17 ¬13 ¬15 ¬20 ¬17 ¬14 (ŵ)
‫ ﻻ ﻳﻮﺟﺪ‬،422 441.4 (‫)ﺝ‬
‫ ﻻ ﻳﻮﺟﺪ‬،15 ،15.8 (‫)ﺩ‬
:šŚƧźƄƫř ƻŶůŔŝ ƅŚŴƫř ƾţǁř ƪƨƄƬƫ ŠŞƀƴƫŚŝ -Þ

50% (‫( )ﺃ‬٢)

ájƒÄŸG áÑ°ùædG Ée ÒZ A»°ûdG øμdh ÚÑJ ¥ƒ°ùdG äGô°TDƒe
§Ñ°†dÉH πã“ »àdG ¬àØ°ûàcG …òdG ™bƒàŸG ∂FÓªY øe 50% ¿CG

2, 3, 3, y :‫ ﺗﺄﻣﻞ ﺍﻟﻤﺜﺎﻝ ﺍﻟﺘﺎﻟﻲ‬:‫)ﺏ( ﻻ‬

?§«°SƒdG ôª©dG øe ≈fOCG GƒfÉc 50% ¿CG ôª©dG øe ≈∏YCG ø°S ‘
»æfCG ™bƒJCG .§«°SƒdG ôª©dG .§«°SƒdG
‘ ∂dP ¢SQOCÉ°S

.‫ ﻭﻗﻴﻤﺘﻪ ﻣﺴﺎﻭﻳﺔ ﻹﺣﺪﻯ ﻗﻴﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ‬3 = ‫ﺍﻟﻮﺳﻴﻂ‬

.á«fÉãdG á∏MôŸG

®Ǝǀſƺƫř źưƘƫř ƲƯ ƼƬƗŏ ƎŞƌƫŚŝ ƖƤţ ƾŤƫř ŌdžưƘƬƫ ŠƿƺŘưƫř ŠŞƀƴƫř ŚƯ (ŏ)
®ƎŞƌƫŚŝ Ǝǀſƺƫř źưƘƫř ŶƴƗ šŚƳŚǀŞƫř Ŷůŏ ƖƤƿ Ʊŏ ƽŹƹźƌƫř ƲƯ ƪƷ (ś)
‫ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺳﺘﻘﻊ ﺩﺍﺋﻤﺎً ﻋﻨﺪ ﺍﻟﻮﺳﻴﻂ ﺃﻭ ﺗﺤﺘﻪ‬50% :‫)ﺝ( ﻻ‬
.ƦŤŝŚūœ ŭźƃř
®ƖƣƺŤưƫř źǀƛ ƝŚƄŤƧDžŚŝ ƢƬƘŤƿ ŚưǀƟ ÔŚŘǀƃ ŠƧźƄƫř ƪƘƠţ Ʊŏ Ʋƨưƿ ƪƷ (ũ) .‫ﻭﻟﻜﻦ ﻟﻴﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ ﺗﻘﻊ ﺇﺣﺪﺍﻫﺎ ﻋﻨﺪ ﺍﻟﻮﺳﻴﻂ‬
‫ ﺛﻢ ﻧﺎﻗﺶ ﻣﻌﻬﻢ‬،‫ﺃﻋﻂ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﻛﻮﺍﺟﺐ ﻣﻨﺰﻟﻲ ﻟﻠﻄﻼﺏ‬ ِ (٣)
.ƦŤŝŚūœ ƪƬƗ

.ƞŰƈƫř ƻŶůœ ƾƟ şŵŹřƺƫř šŚƳŚǀŞƫř ƲƯ ŠƗƺưŬƯ ƲƗ ŦŰŝř :ŭƺŤƠƯ ƍŚƄƳ -ß

žǀƿŚƤưƫř ƵŸƷ ƲƯ ÔŚÚƿŏ Źźƣ .ŠƗƺưŬưƫř ƵŸƸƫ Ʃřƺƴưƫřƹ Ǝǀſƺƫřƹ Ǝſƺƫř Ŝƀůř
.ƦŤŝŚūœ ŭźƃř ¬šŚƳŚǀŞƫř ƵŸƷ ƲƯ ŠƯŚƗ şŹƺƇ ŌŚƐƗœ ƾƟ ƪƌƟǃř ƺƷ .‫ﻣﺎ ﺗﻮﺻﻠﻮﺍ ﺇﻟﻴﻪ ﻓﻲ ﺍﻟﺤﺼﺔ ﺍﻟﺘﺎﻟﻴﺔ‬
.ƲǀŤƋŹŚƘƫř ƽŷ ơƹŶƴƈƬƫ ÔŚƐƐŴƯ ƮſŹř ¬Šǀţǁř šŚƳŚǀŞƫř šŚƗƺưŬƯ ƲƯ ƪƨƫ -à :‫( ﻻﺣﻆ ﺃﻧﻪ‬٤)
‫ ﻫﻮ ﻭﺳﻴﻂ ﺍﻟﻘﻴﻢ ﺃﺻﻐﺮ‬Q1 ‫ ﻓﺈﻥ‬،ً‫ ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﺩ ﺍﻟﻘﻴﻢ ﻓﺮﺩﻳّﺎ‬-١
:ƾƬƤƘƫř śŚƀŰƫř ƹŏ ¬ƮƬƤƫřƹ ŠƣŹƺƫř ƹŏ ¬ŠŞſŚŰƫř ƦƫŸƫ ƭŶŴŤſř
80 ¬77 ¬67 ¬64 ¬62 ¬58 ¬49 (ŏ)
1050 ¬1017 ¬1005 ¬1033 ¬1045 ¬1020 (ś)

ŭźƃř Ʈŧ ¬Šǀţǁř šŚƳŚǀŞƫř šŚƗƺưŬƯ ƲƯ ƪƧ ƾƟ ŠƟźƐŤưƫř ŠưǀƤƫř ƼƬƗ ƝźƘţ -á .Q2 ‫ ﻫﻮ ﻭﺳﻴﻂ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﺗﺰﻳﺪ ﻋﻦ‬Q3 ‫ ﺑﻴﻨﻤﺎ‬Q2 ‫ﻣﻦ‬
‫ ﻫﻮ ﻭﺳﻴﻂ ﺍﻟﻨﺼﻒ‬Q1 ‫ ﻓﺈﻥ‬،ً‫ ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﺩ ﺍﻟﻘﻴﻢ ﺯﻭﺟﻴّﺎ‬-٢
.ŠƗƺưŬưƬƫ ŠŞƀƴƫŚŝ Ǝſƺƫř ƾƟ ŚƸŤưǀƣ źŧŒţ ƞǀƧ
2.1 ¬5.4 ¬3.3 ¬9.8 ¬5.9 ¬2.3 ¬4.5 ¬3.4 (ŏ)
10.0 ¬5.5 ¬14 ¬19 ¬15 ¬10 ¬19 ¬21 ¬17 (ś)

‫ ﻫﻮ ﻭﺳﻴﻂ ﺍﻟﻨﺼﻒ ﺍﻷﻋﻠﻰ ﻣﻦ‬Q3 ‫ﺍﻷﺩﻧﻰ ﻣﻦ ﺍﻟﻘﻴﻢ ﻛﻠﻬﺎ ﻭ‬

.‫ﺍﻟﻘﻴﻢ‬
ȎȐ

Q1 Q2 Q3
(‫)ﺃ‬
ŠƿŹƺƀƫř ƢƏŚƴưƫř ƊƘŞƫ ŠƿƺŘưƫř şŹřźŰƫř šŚūŹŵ ŮƋƺƿ ƲǀŞưƫř ƩƹŶŬƫř :žƤƐƫř -â

49 58 64 70 77 80
.2007 ƾƳŚŨƫř ƲƿźƄţ 13 ƾƟ

50 60
.ŚƸƬƧ ŠƗƺưŬưƬƫ Ǝǀſƺƫřƹ ƾŝŚƀŰƫř ƎſƺŤưƫř Ŷūƹŏ (ŏ)
®ŠƘƠţźưƫř šŚūŹŶƫř ƪŨưƿ žǀƿŚƤưƫř ƽŏ (ś)
ƻƺƈƤƫř şŹřźŰƫř ŠūŹŵ ŠƤƐƴưƫř

Q1 Q2 Q3
22 ƢƄƯŵ

(‫)ﺏ‬
18 ŠǀƬŞŬƫř
23 ŠǀŝƺƴŬƫř
21 ƼƐſƺƫř
24 ŠǀƬůŚƀƫř

1000 1017 1026.5 1045 1050

22 ŠǀƣźƄƫř
21 ŠǀƫŚưƄƫř
21 şźƿżŬƫř 1005 1020 1060
ƾŤƫř (źŨƧŏ ƹŏ źŤųŹ 7.0) ŠƿƺƤƫř ƩŻDžżƫř ŵŶƗ ƲǀŞƿ ƾţǁř ƩƹŶŬƫř :ŚǀūƺƫƺǀŬƫř -ã
:ŠƴǀŞưƫř şźƄƘƫř šřƺƴƀƫř ƾƟ ƮƫŚƘƫř ƾƟ ŢŧŶů

.‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﺤﺪﻳﺪ ﺍﻟﺮﺑﻴﻌﺎﺕ ﺑﺪﻗﺔ ﺑﻌﺪ ﺣﺴﺎﺑﻬﺎ‬

1994 1993 1992 1991 1990 1989 1988 1987 1986 1985 Šƴƀƫř
14 14 23 11 13 7 8 11 6 14 ŵŶƗ
ƩŻDžżƫř

0.89 ‫ ﺗﺮﻓﻊ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﺑﻤﻘﺪﺍﺭ‬، 9.8 (‫( )ﺃ‬٥)

:śƺƬƐưƫř
.Ʃřƺƴưƫř Ŷūƹŏ (ŏ)
.Šƴƀƫř ƾƟ ƩŻDžżƫř ŵŶƘƫ Ǝǀſƺƫřƹ ƾŝŚƀŰƫř ƎſƺŤưƫř Ŷūƹŏ (ś)

1.125 ‫ ﺗﺨﻔﺾ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﺑﻤﻘﺪﺍﺭ‬،5.5 (‫)ﺏ‬

.ŠƴǀŞưƫř ƩŻDžżƫř ŵŶƗ ƾƟ ƝźƐŤưƫř ŵŶƘƫř ƼƬƗ ƝźƘţ (ũ)
®Ǝǀſƺƫřƹ ƾŝŚƀŰƫř ƎſƺŤưƫř ƼƬƗ ƝźƐŤưƫř ŵŶƘƫř źŧŒƿ ƞǀƧ ŮƋƹ (ŵ)

21.5 ‫ ﺍﻟﻮﺳﻴﻂ ﻫﻮ‬،21.5 ‫( ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻫﻮ‬٦)

ŠƤŝŚƀƫř šŚƳŚǀŞƬƫ ƪŨưưƫř ƲǀŤƋŹŚƘƫř ƽŷ ơƹŶƴƈƬƫ ÔŚƐƐŴƯ ƮſŹř :ŠƳŚƤŤƫř (ÉƷ)
.Q1 Ʋƨǀƫƹ 1994 - 1989 Ǝǀſƺƫř ÔŚŰƋƺƯ

14 (‫( )ﺃ‬٧)
řŷŚưƟ ¬Q1 ƲƯ ƪƣŏ Q2 Ʋƨǀƫƹ 1994 - 1990 şźŤƠƫř ƾƟ Ǝǀſƺƫř ƱŚƧ řŷœƹ

23 (‫)ﺝ‬ 12 ،12.1(‫)ﺏ‬
®ŪŤƴŤƀţ

،‫)ﺩ( ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻄﺮﻓﺔ ﺗﺮﻓﻊ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻭﺍﻟﻮﺳﻴﻂ‬

‫ﻓﺎﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻭﺍﻟﻮﺳﻴﻂ‬
.11 ،10.9 :‫ﻋﻠﻰ ﺍﻟﺘﻮﺍﻟﻲ ﺑﺪﻭﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻄﺮﻓﺔ ﻫﻤﺎ‬
.1994 - 1990 ‫)ﻫـ( ﺍﻟﺰﻻﺯﻝ ﺍﻟﻘﻮﻳﺔ ﺃﻛﺜﺮ ﺗﻜﺮﺍﺭﺍ ً ﻓﻲ ﺍﻟﻔﺘﺮﺓ‬
ȏȇ

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Low Resolution Copy

 ‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬
Standard Deviation
Standard Deviation ƽŹŚǀƘưƫř ƝřźŰƳLJř
ƾƳƹŚƘţ ƪưƗ
:ƾţǁř ƩƹŶŬƫř ƾƟ şŵƺūƺưƫř ƖŝŹǃř šŚƳŚǀŞƫř šŚƗƺưŬƯ ƼƬƗ şźƔƳ Ƣƫŏ
83 82 81 80 80 79 78 77 S1
S2 ٨٨ ‫ ﺇﻟﻰ ﺻﻔﺤﺔ‬٨١ ‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺻﻔﺤﺔ‬
:‫ ﺍﻷﻫﺪﺍﻑ‬.١
140 100 90 80 80 70 60 20
110 100 90 80 80 70 60 50 S3
140 130 120 80 80 40 30 20 S4

.‫ ﺗﻌﺮﻑ ﻣﻔﻬﻮﻡ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻛﻤﻘﻴﺎﺱ ﻟﻠﺘﺸﺘﺖ‬-

.ŠƗƺưŬƯ ƪƨƫ Ʃřƺƴưƫřƹ Ǝǀſƺƫřƹ ƾŝŚƀŰƫř ƎſƺŤưƫř Ŷūƹŏ (ŏ)
ƮƬƘŤţ Ɲƺſ ®ŠƸŝŚƄŤƯ šŚƗƺưŬưƫř ƪƧ ƪƷ(ś)

‫ ﺇﺩﺭﺍﻙ ﺃﻫﻤﻴﺔ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻓﻲ ﺗﺤﻠﻴﻞ ﻧﺘﺎﺋﺞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬-

ƝřźŰƳLJř ƭƺƸƠƯ * (Ǝǀſƺƫřƹ ƾŝŚƀŰƫř ƎſƺŤưƬƫ ŠŞƀƴƫŚŝ šŚƳŚǀŞƫř ŵŚƘŤŝřƹ śřźŤƣř ƻŶƯ ƒůDž)
ƽŹŚǀƘưƫř .ŠƗƺưŬƯ ƪƧ ƾƟ Šưǀƣ źƜƇŏƹ Šưǀƣ źŞƧŏ Ʋǀŝ ơźƠƫř Ŷūƹŏ (ũ)
®şŚƐƘưƫř šŚƗƺưŬưƫř ƲƗ ơƹźƠƫř ƵŸƷ Ʀƫ ƩƺƤţ řŷŚƯ

.‫ﺍﻹﺣﺼﺎﺋﻴﺔ ﻭﺗﻔﺴﻴﺮﻫﺎ‬
ƝřźŰƳLJř ŠǀưƷŏ *
ŌŚƈůDžř ƾƟ ƽŹŚǀƘưƫř (.ŠƗƺưŬƯ ƪƧ ƾƟ šŚƳŚǀŞƫř ŢŤƄţ ƒůDž)
.ŠƗƺưŬƯ ƪƨƫ šŚƘǀŝźƫř Ø Ŝƀůř (ŵ)

:‫ ﺍﻟﻤﻔﺮﺩﺍﺕ ﻭﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺠﺪﻳﺪﺓ‬.٢

Šƫǁř ƭřŶŴŤſř *
Q3ƹ Q1 Ʋǀŝ ƖƤƿ ŠƗƺưŬƯ ƪƧ ƾƟ šŚƳŚǀŞƫř ƞƈƳ
ŵŚŬƿœ ƾƟ ŠŞſŚŰƫř
ƾƟ šŚƳŚǀŞƫř dispersion ŢŤƄţ ƻŶƯ ƲƗ şźƨƟ ƾƐƘţ (Q3 - Q1) ŠưǀƤƫř
ƝřźŰƳLJřƹ Ǝſƺƫř

‫ﺍﻟﺮﺑَﻴﻊ‬
ُ ‫ﺍﻟﻤﺪﻯ ﺑﻴﻦ‬-‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬
.ŠƗƺưŬưƫř
ƽŹŚǀƘưƫř .ƮǀƤƫř ƵŸƷ Ʋǀŝ ƱŹŚƣ .ŠƗƺưŬƯ ƪƨƫ (Q3 - Q1) Ŷūƹŏ
Ŧǀů ƲƯ ƖŝŹǃř šŚƗƺưŬưƫř Ʋǀŝ ƝdžŤųDžř ƶūƹŏƹ ƶŞƄƫř ƶūƹŏ ƆŴƫ (ÉƷ)

:‫ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ‬.٣
ƽŏ .ŠƗƺưŬƯ ƪƧ ƾƟ šŚƳŚǀŞƫř ŢŤƄţ Ŧǀů ƲƯƹ ¬ŠƿżƧźưƫř ŠƗżƴƫř
.ƦŤŝŚūœ ŭźƃř ®ÔŚŤŤƄţ ŚƸƬƣŏ ŚƸƿŏƹ ÔŚŤŤƄţ ŚƷźŨƧŏ šŚƗƺưŬưƫř

‫ﺁﻟﺔ ﺣﺎﺳﺒﺔ ﻋﻠﻤﻴﺔ‬

ƪƷ .ƖŝŹǃř šŚƗƺưŬưƫř ƲƯ ƪƨƫ ƲǀŤƋŹŚƘƫř ƽŷ ơƹŶƴƈƬƫ ÔŚƐƐŴƯ ƮſŹř (ƹ)
®(ÉƷ) ƾƟ ƦŤŝŚūœ ƮƗŶƿ ƪƨƄƫř

:‫ ﺍﻟﺘﻤﻬﻴﺪ‬.٤
ƂƣŚƴŤƳƹ źƨƠƳ ŚƴƗŵ
źǀƜŤƬƫ şŶƿŶƗ žǀƿŚƤƯ (ŌŚƈůLjř ƩŚŬƯ ƾƟ ƱƺƬƯŚƘƫř) ƱƺǀŗŚƈůLjř ƭŶŴŤƀƿ

ً‫ﻭﺿﺢ ﻟﻠﻄﻼﺏ ﺃﻧﻪ ﻓﻲ ﻫﺬﺍ ﺍﻟﺠﺰﺀ ﺳﻴﺘﻌﻠﻤﻮﻥ ﻣﻔﻬﻮﻣﺎً ﺇﺣﺼﺎﺋﻴّﺎ‬

.šŚƳŚǀŞƫř ƲƯ ŠƗƺưŬƯ šřŵźƠƯ (ŢŤƄţ) ŹŚƄŤƳř ƻŶƯ ƞƇƺƫ
źǀƜŤƫř žǀƿŚƤƯ

.‫ﺟﺪﻳﺪﺍ ً ﻫﻮ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬

ƞƿźƘŤƫř ŽŚǀƤưƫř
Šưǀƣ źƜƇŏ - Šưǀƣ źŞƧŏ RANGE ƻŶưƫř (Ý
(Q3 - Q1) ƲǀƘǀŝźƫř
Ø Ʋǀŝ ƻŶưƫř (Þ

ŠƗƺưŬƯ ƾƟ Šưǀƣ ƪƧ źǀƜţ ŠǀƠǀƧ ŽŚǀƣ

interquartile range
ƽŹŚǀƘưƫř ƝřźŰƳDžř (ß ‫ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ ﻋﻦ ﺍﻟﻤﺼﻄﻠﺢ )ﺍﻟﻜﻠﻤﺔ( ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ‬
‫ﻟﻮﺻﻒ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺃﻛﺒﺮ ﻗﻴﻤﺔ ﻭﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻓﻲ ﻣﺠﻤﻮﻋﺔ ﻣﻦ‬
ƵŸƸƫ ƾŝŚƀŰƫř ƎſƺŤưƫř ƲƗ šŚƳŚǀŞƫř standard deviation
ŠƗƺưŬưƫř

.(‫ﺍﻟﺒﻴﺎﻧﺎﺕ )ﺍﻟﻤﺪﻯ‬
ȏȈ

‫ﺍﻗﺘﺮﺡ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺇﻋﺪﺍﺩ ﺟﺪﻭﻝ ﻟﺘﻨﻈﻴﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ‬

‫ ﺍﺳﺄﻟﻬﻢ ﻋﻦ ﻣﺪﻯ ﺗﺸﺘﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ‬.‫ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‬
źǀƨƠŤƬƫ ŠƬŘſŏ
ƼƬƗ ÔŚƠƬŤŴƯ šŚƳŚǀŞƫř ƲƯ ƲǀŤƗƺưŬƯ ƾƟ ŢŤƄŤƫř ƹŏ źǀƜŤƫř Ʊƺƨƿ Ʊŏ Ʋƨưƿ ƪƷ -Ý

.Q3 ‫ ﻭﻣﺎ ﻓﻮﻕ‬Q1 ‫[ ﻭﻣﻦ ﺛﻢ ﻣﺎ ﺩﻭﻥ‬Q1- Q3] ‫ﺿﻤﻦ ﺍﻟﻤﺠﺎﻝ‬

®ƻŶưƫř žƠƳ ƾƟ ŚưƸƣŚƠţř ƲƯ Ʈƛźƫř
ƼƬƗ ÔŚƠƬŤŴƯ šŚƳŚǀŞƫř ƲƯ ƲǀŤƗƺưŬƯ ƾƟ (ŢŤƄŤƫř) źǀƜŤƫř Ʊƺƨƿ Ʊŏ Ʋƨưƿ ƪƷ -Þ

.‫ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﺤﺪﻳﺪ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻟﻜﻞ ﺗﺸﺘﺖ‬

®šŚƘǀŝźƫř Ʋǀŝ ƻŶưƫř žƠƳ ƾƟ ŚưƸƣŚƠţř ƲƯ Ʈƛźƫř
ƽŹŚǀƘưƫř ƝřźŰƳLJř ƲƗ źǀŞƘŤƫř

:‫ ﺍﻟﺘﺪﺭﻳﺲ‬.٥
.ƽŹŚǀƘưƫř ƝřźŰƳDžř ƲƗ źǀŞƘŤƬƫ (ŚưŬǀſ ŏźƤƿ) v żƯźƫř ƭŶŴŤƀƿ
ƽŹŚǀƘưƫř ƝřźŰƳLJř śŚƀů

:‫ﻋﻤﻞ ﺗﻌﺎﻭﻧﻲ‬
:Šǀţǁř šřƺƐŴƫř ƖŞŤŤƳ šŚƳŚǀŞƫř ƲƯ ŠƗƺưŬưƫ ƽŹŚǀƘưƫř ƝřźŰƳDžř ŵŚŬƿLj
.( x ) ƾŝŚƀŰƫř ƎſƺŤưƫř Ŷūƹŏ -Ý
.Ǝſƺƫřƹ şŵźƠƯ ƪƧ Ʋǀŝ ơźƠƫř Ŷūƹŏ -Þ

:‫ﺧﻄﻮﺍﺕ ﻣﻘﺘﺮﺣﺔ ﻹﻳﺠﺎﺩ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬

.(Ǝſƺƫřƹ şŵźƠƯ ƪƨƫ ŠŞƀƴƫŚŝ ¬(Þ) ƾƟ ƶǀƬƗ ŢƬƈů ƽŸƫř) ơźƠƫř ƖŝŹ -ß
.ơƹźƠƫř šŚƘŝźƯ ƪƧ Ǝſƹ Ŝƀůř -à

.‫ ﻟﻠﺒﻴﺎﻧﺎﺕ‬x ‫)ﺃ( ﺃﻭﺟﺪ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ‬

ƝřźŰƳDžř ƺƷ ƱƺƨǀƟ ¬(à) ƾƟ ƶǀƬƗ ŢƬƈů ƽŸƫř ƎſƺƬƫ ƾƘǀŝźŤƫř ŹŸŬƫř Ŷūƹŏ -á
.ƽŹŚǀƘưƫř

ŠǀţŚǀů šŚƤǀŞƐţ (Ý) ƩŚŨƯ

ƾŤƫřƹ (ŠƗŚƀƫř ƾƟ ƍřƹŚŬǀưƫŚŝ ŽŚƤƿ) ŠǀŗŚŝźƸƨƫř ŠƣŚƐƫř ƲÚǀŞƿ ƾţǁř ƩƹŶŬƫř .‫)ﺏ( ﺃﻭﺟﺪ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻭﻛﻞ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫)ﺝ( ﺧﺬ ﻣﺮﺑﻊ ﺍﻟﻔﺮﻕ ﺍﻟﺴﺎﺑﻖ ﻭﺍﺟﻤﻊ ﺍﻟﻤﺮﺑﻌﺎﺕ ﺍﻟﺘﻲ ﺣﺼﻠﺖ‬
.Ɩƣřƺưƫř Ŷůŏ ƾƟ ƭŚƿŏ Šƀưų ƾƟ ŢƯŶŴŤſř
5 4 3 2 1 ƭƺǀƫř

.‫ﻋﻠﻴﻬﺎ‬
49.9 46.6 52.3 53.2 48.0 ŠƯŶŴŤƀưƫř ŠƣŚƐƫř
ƾƟ ŠƴǀŞưƫř ƭŚƿǃř Ʃdžų ŠƣŚƐƫř ƭřŶŴŤſř ƾƟ ƽŹŚǀƘưƫř ƝřźŰƳDžř ŵŚŬƿœ :śƺƬƐưƫř
.ƩƹŶŬƫř
ƪŰƫř
‫)ﺩ( ﺃﻭﺟﺪ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻟﻘﻴﻤﺔ ﻭﺳﻂ ﺍﻟﻤﺮﺑﻌﺎﺕ ﻓﺘﺤﺼﻞ ﻋﻠﻰ‬
.‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬
x = = 50.0 -Ý
49.9 + 46.6 + 52.3 + 53.2 + 48.0
5
(x - x ) 2 x-x -Þ

‫ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻟﻠﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﻤﺴﺘﻬﻠﻜﺔ‬:‫ﻣﻘﺎﻝ‬

4.00 -2.0 50 48.0
x x

10.24 3.20 50 53.2

.‫ﻟﺤﺴﺎﺏ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬

5.29 2.3 50 52.3
11.56 -3.4 50 46.6
0.01 -0.1 50 49.9
31.10 ơƹźƠƫř šŚƘŝźƯ ƕƺưŬƯ
:‫ﻳﻤﻜﻦ ﻟﻠﻄﻼﺏ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺘﺎﻟﻴﺔ‬
= ơƹźƠƫř šŚƘŝźƯ ƎſƺŤƯ -ß
] x1 - x g2 + ] x2 - x g2 + ...] xn - x g2
31.10
v=
.‫ ﻫﻮ ﻋﺪﺩ ﺍﻟﻘﻴﻢ‬n ‫ﺣﻴﺚ‬
5 = 6.22
v = 6.22
n

‫ﻭﻳﻤﻜﻦ ﺇﺩﺧﺎﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺇﻟﻰ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﻌﻠﻤﻴﺔ‬

ȏȉ

٦٤

Low Resolution Copy

 .]vg ‫ ] ﻭﺍﻻﻧﺤﺮﺍﻑ‬x g ‫ﻓﺘﺤﺼﻞ ﻋﻠﻰ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ‬
.‫ﺍﻟﺮﺑَﻴﻌﺎﺕ‬
ُ ‫ ﺷﺠﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺭﺳﻢ ﺻﻨﺪﻭﻕ‬:‫ﺃﻓﻜﺎﺭ ﻣﺴﺎﻋﺪﺓ‬
ƍřƹŚŬǀƯ 2.5 . ƽŹŚǀƘưƫř ƝřźŰƳDžř
.ŠƗŚſ
ƲƿŹŚưţ

‫ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺍﻟﻌﻤﻞ‬.‫ﺍﺳﺄﻟﻬﻢ ﻓﻲ ﻛﻞ ﺗﻤﺮﻳﻦ ﻋﻦ ﺗﻔﺴﻴﺮﻫﻢ ﻟﻠﻨﺘﺎﺋﺞ‬

ŠŠƗƺưŬưƫ
Ɨƺ ƽŹŚǀƘưƫř ƝřźŰƳDžř Ŷūƹŏ -Ý
:šŚƳŚǀŞƫř

‫ ﺗﻘﻮﻡ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻷﻭﻟﻰ ﺑﺈﻳﺠﺎﺩ‬.‫ﺿﻤﻦ ﻣﺠﻤﻮﻋﺎﺕ ﻣﻦ ﺍﺛﻨﻴﻦ‬

¬100 ¬90 ¬80 ¬80 ¬70 ¬60 ¬50
110
š Ś
šŚƗƺưŬƯ ƾƟ źƨƟ :ŶƣŚƳ źǀƨƠţ -Þ

‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺑﺎﻟﺤﺴﺎﺏ ﺍﻟﻌﺎﺩﻱ ﻭﺍﻟﺜﺎﻧﻴﺔ ﺑﻮﺍﺳﻄﺔ ﺍﻵﻟﺔ‬

:Šǀţǁř šŚƳŚǀŞƫř
¬¬82 ¬81 ¬80 ¬80 ¬79 ¬78 ¬77 :1ƭ

‫)ﻓﻲ ﺣﺎﻝ ﺍﻟﻌﻴﻨﻴﺎﺕ ﺍﻟﺼﻐﻴﺮﺓ‬.‫ﺍﻟﺤﺎﺳﺒﺔ ﺛﻢ ﺍﺳﺄﻟﻬﻢ ﻣﻘﺎﺭﻧﺔ ﺍﻟﻨﺘﺎﺋﺞ‬

83
¬¬100
10 ¬90 ¬80 ¬80 ¬70 ¬60 ¬20 :2ƭ
140

‫ﻳﻜﻮﻥ‬
¬120 ¬80 ¬80 ¬40 ¬30 ¬20 :3ƭ
140 ¬130 R (x - x ) 2
T=
:‫ ﺍﻟﺮﺑﻂ‬.٦
1.9 ¬32.0 ¬43.9 šŚƗƺưŬưƫř ƵŸƸƫ Šǀţǁř ŠƿŹŚǀƘưƫř šŚƟřźŰƳDžř ƾƟ źƨƟ n
.ƽŹŚǀƘưƫř ŚƸƟřźŰƳŚŝ šŚƳŚǀŞƫř ƲƯ ŠƗƺưŬƯ ƪƧ Ʊźƣř :śƺƬƐưƫř

.٨٢ ‫( ﺹ‬١) ‫ﻳﻌﻤﻞ ﺍﻟﻄﻼﺏ ﺿﻤﻦ ﻣﺠﻤﻮﻋﺎﺕ ﻋﻠﻰ ﻣﺜﺎﻝ‬

ƾŤƫř ƽŏ ¬şƹŹŸƫř ƭŚƿǃ ŵřŶƗljƫ ƽŹŚǀƘưƫř ƝřźŰƳDžř ŌŚŝźƸƨƫř šŚƧźƃ ƭŶŴŤƀţ *
.ƵŶƃŏ ƼƬƗ ŜƬƐƫř ŚƸǀƟ Ʊƺƨƿ

:‫ ﺃﺧﻄﺎﺀ ﻣﺘﻮﻗﻌﺔ‬.٧
ŠǀţŚǀů šŚƤǀŞƐţ (Þ) ƩŚŨƯ
ŠƣŚƐƫř ƼƬƗ ƾƯƺǀƫř ŜƬƐƬƫ ƽŹŚǀƘưƫř ƝřźŰƳDžřƹ ƾŝŚƀŰƫř ƎſƺŤưƫř Ŷūƹŏ

‫ﻳﻘﻊ ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻷﺧﻄﺎﺀ ﻓﻲ ﺍﺣﺘﺴﺎﺏ ﻣﺮﺑّﻊ ﺍﻟﻔﺮﻕ‬

:ƾţǁř ƩƹŶŬƫř ŜƀŰŝ śō źƸƃ Ʃdžų ƱŶưƫř ƻŶůœ ƾƟ ŠǀŗŚŝźƸƨƫř
ŠǀŗŚŝźƸƨƫř ŠƣŚƐƬƫ ƾƯƺǀƫř ŜƬƐƫř

‫ﺑﻴﻦ ﻛﻞ ﻣﻔﺮﺩﺓ ﻭﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﺛﻢ ﻓﻲ ﺍﺣﺘﺴﺎﺏ ﺍﻟﺠﺬﺭ‬

ŠƘưŬƫř žǀưŴƫř ŌŚƘŝŹǃř ŌŚŧLjŨƫř ƲǀƴŧLJř Ŷůǃř ŢŞƀƫř
50 47 52 53
49 47 44 41 40 33 39

.‫ ﺫﻛﺮﻫﻢ ﺑﻮﺟﻮﺏ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‬،‫ﺍﻟﺘﺮﺑﻴﻌﻲ‬

46 53 54 49 47 39 43
49 43 42 45 45 33 36

:‫ ﺍﻟﺘﻘﻮﻳﻢ‬.٨
42 41 40 40 33 33
ŠŞſŚŰƫř Šƫǁř ƭřŶŴŤſř Ʀƴƨưƿ

٧ ‫ ﺃﻭ ﺍﻟﺘﻤﺮﻳﻦ ﺭﻗﻢ‬٦ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ ﺍﻟﺘﻤﺮﻳﻦ ﺭﻗﻢ‬

v = 6.0 x = ƾŝŚƀŰƫř ƎſƺŤưƫř . 43.2
:ŠƴǀŞưƫř šŚƳŚǀŞƫř ŌŚŝźƸƨƫř ŠƧźƃ ƪŨưţ ƞǀƧ ƲÚǀŞƿ ƾţǁř ƪƨƄƫřƹ
. x ƶǀƬƗ ÔŚƴÚǀŞƯ ŵřŶƗǃř Ǝų ƮſŹř -

.‫ ﻣﻦ ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ‬٨٦ ‫ﺹ‬

. x Ǝſƺƫř ŠƐƤƳ ƾŞƳŚū ƼƬƗ 6 ŚƸƴƯ ƪƧ ƩƺƏ šDžŚŬưƫ šŚƯdžƗ ƖƋ -

:‫ ﻣﺴﺄﻟﺔ ﺍﻟﻴﻮﻡ‬.٩
‫)ﺃ( ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻷﻭﻟﻰ ﻟﻠﺘﻜﻠﻔﺔ ﺍﻹﺟﻤﺎﻟﻴﺔ ﺍﻟﺘﻲ‬
ȏȊ

‫ﺳﺘﺪﻓﻌﻬﺎ ﻟﻘﺎﺀ ﺍﺷﺘﺮﺍﻛﻚ ﺑﺒﺮﺍﻣﺞ ﺗﻠﻔﺎﺯﻳﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﻓﻌﺔ‬

.ً‫ ﻟﻴﺮﺓ ﺷﻬﺮﻳّﺎ‬300 ‫ ﻟﻴﺮﺓ ﻭﻛﻞ ﺩﻓﻌﺔ ﺑﻌﺪﻫﺎ ﺗﺴﺎﻭﻱ‬500 ‫ﺍﻷﻭﻟﻰ‬
‫ ﻟﻴﺮﺓ ﻓﻤﺎ ﻋﺪﺩ ﺃﺷﻬﺮ ﺍﻻﺷﺘﺮﺍﻙ؟‬3 500 ‫)ﺏ( ﺇﺫﺍ ﺩﻓﻌﺖ ﻣﺒﻠﻐﺎً ﻭﻗﺪﺭﻩ‬
f (x) = 300x + 500 (‫])ﺃ‬
30 35 40 45 50 55
6 6
43.2 ƾŝŚƀŰƫř ƎſƺŤưƫř

[.‫ ﺃﺷﻬﺮ‬10 (‫)ﺏ‬

Ŷůřƹ ƽŹŚǀƘƯ ƝřźŰƳř Ŷůřƹ ƽŹŚǀƘƯ ƝřźŰƳř
ƾŝŚƀŰƫř ƎſƺŤưƫř ŢŰţ ƾŝŚƀŰƫř ƎſƺŤưƫř ơƺƟ
43.2 - 6 = 37.2 43.2 + 6 = 49.2

:‫ ﺇﺟﺎﺑﺎﺕ ﻭﺣﻠﻮﻝ‬.١٠
:ƾţǁř ƒůDž
v = 6.0 ¬ x = 43.2

٨١ ‫ﺍﻟﻌﻤﻞ ﺍﻟﺘﻌﺎﻭﻧﻲ ﺹ‬
ƎſƺŤưƫř ŢŰţ Ŷůřƹ ƽŹŚǀƘƯ ƝřźŰƳř) ÔŚŞƿźƤţ ¬ x - v = 43.2 - 6 = 37.2
(ƾŝŚƀŰƫř
ƎſƺŤưƫř ơƺƟ Ŷůřƹ ƽŹŚǀƘƯ ƝřźŰƳř) x + v = 43.2 + 6 = 49.2

S1, S2, S3, S4 : 80, 80, 80, 80 (‫)ﺃ‬

(ƾŝŚƀŰƫř
ŠǀŗŚŝźƸƨƫř şƺƤƫř ƼƬƗ ƾƯƺǀƫř ŜƬƐƫř Ʊŏ ƖƣƺŤţ Ʊŏ ŚƸƴƨưƿ ŠƧźƄƫř Ʊŏ ƪƨƄƫř ŮƋƺƿ *

80 ‫)ﺏ( ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﻣﺨﺘﻠﻔﺔ ﻓﻲ ﺍﻗﺘﺮﺍﺑﻬﺎ ﻭﺗﺠﻤﻌﻬﺎ ﺣﻮﻝ‬

.( x - v ¬ x + v Ʋǀŝ ƽŏ) ƲǀƿŹŚǀƘƯ ƲǀƟřźŰƳř Ʋǀŝ ƖƤƿ ƭŚƿǃř ƮƔƘƯ ƾƟ

ŠǀţŚǀů šŚƤǀŞƐţ (ß) ƩŚŨƯ

120 ،60 ،120 ،6 :‫)ﺝ( ﺍﻟﻔﺮﻭﻕ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‬

(ƢŝŚƀƫř ƩŚŨưƫř ƲƯ) ŠƣŚƐƫř -Ý
®Šǀţǁř ŠƣŚƐƫř ƼƬƗ šŚŞƬƐƫř ƖƤţ Ʋƿŏ ¬ v = 6.0 ¬ x = 43.2 ƭřŶŴŤſŚŝ

S2S4‫ ﺃﻗﻞ ﺍﻧﺘﺸﺎﺭﺍ ً )ﺗﻐﻴﺮﺍ ً( ﻋﻤﺎ ﻫﻮ ﺍﻟﺤﺎﻝ ﻓﻲ‬S1S3

ŠƗŚſ ƍřƹŚŬǀƯ 53.0 (ś) ŠƗŚſ ƍřƹŚŬǀƯ 38.5 (ŏ)

ƪŰƫř
x - v = 37.2 Ʊœ Ŧǀů (ŏ)
Ŷůřƹ ƽŹŚǀƘƯ ƝřźŰƳŚŝ ƾŝŚƀŰƫř ƎſƺŤưƫř ŢŰţ ƖƤţ 38.5 Q Q Q Q Q (‫)ﺩ‬
x + 2v = 55.2 Ʊœ Ŧǀů (ś)
3- 1 3 2 1

3 81.5 80 78.5 S1
53 < 55.2 ¬ 53 > 49.2 Ŧǀů ƲǀƿŹŚǀƘƯ ƲǀƟřźŰƳŚŝ ƾŝŚƀŰƫř ƎſƺŤưƫř ơƺƟ ƖƤţ 53
ŠƣŚƐƫř ƼƬƗ ƾƯƺǀƫř ŜƬƐƫř ƎſƺŤƯ ƱŚƧ Šƴƀƫř žƠƳ ƲƯ ŹŚƿŏ źƸƃ ƾƟ :ƾƬǀƬŰţ źǀƨƠţ

30 95 80 65 S2
ŌŚŝźƸƨƫř ŠƧźƃ Ɩƌţ .ŠƗŚſ ƍřƹŚŬǀƯ 3.5 ƽŹŚǀƘƯ ƝřźŰƳŚŝ 35.8 ŠǀƳŚŧ ŠƴƿŶƯ ƾƟ
ƎſƺŤưƫř ƲƯ ŠƿŹŚǀƘƯ šŚƟřźŰƳř (ß) ƻŶƯ ƾƟ ŜƬƐƫř şŵŚƿŻ ŠǀƳŚƨƯœ ŚƷŹŚŞŤƗř ƾƟ
.ƦƫŸƫ ŶƘŤƀŤƟ

30 95 80 65 S3
.ƦŤŝŚūœ ŭźƃř ®ŠƗŚſ ƍřƹŚŬǀƯ 48 ŚƷŹŶƣ ŠƣŚƏ ŜƬƐƫ şŶƘŤƀƯ ŠƧźƄƫř ƪƷ *
ƲƯ ƼƬƗŏ ŠƿŹŚǀƘƯ šŚƟřźŰƳř Šŧdžŧ ơƺƟ ŠƗŚſ ƍřƹŚŬǀƯ 48 ŠƣŚƐƫŚƟ Ʀƫŷ ƼƬƗ

90 125 80 35 S4
.ƾŝŚƀŰƫř ƎſƺŤưƫř

‫ ﻫﻲ ﺍﻷﻭﺳﻊ ﺍﻧﺘﺸﺎﺭﺍ ً ﺩﺍﺧﻞ ﺍﻟﻨﺼﻒ‬S4 ‫( ﺗﺒﻴﻦ ﺃﻥ‬Q3-Q1)

ȏȋ .S4 ‫ ﻫﻲ ﺃﻗﻞ ﺍﻧﺘﺸﺎﺭﺍ ً ﻣﻦ‬S3 ‫ ﻭﺃﻥ‬،‫ ( ﻟﻠﺒﻴﺎﻧﺎﺕ‬Q3، Q1 ‫ﺍﻟﻮﺳﻴﻂ )ﺑﻴﻦ‬

٦٥

Low Resolution Copy

 .‫ ﺃﻗﻠﻬﺎ ﺟﻤﻴﻌﺎً ﻓﻲ ﺍﻻﻧﺘﺸﺎﺭ‬S1 ‫ ﻭﺃﻥ‬S2 ‫ﻭﻟﻜﻨﻬﺎ ﺗﺴﺎﻭﻱ‬
‫)ﻫـ( ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻟﻠﻤﺠﻤﻮﻋﺎﺕ ﺍﻷﺭﺑﻊ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ‬
ƲƿŹŚưţ
:Šǀţǁř šŚƳŚǀŞƫř šŚƗƺưŬƯ ƲƯ ƪƨƫ Ɩǀ×ŝźƫřØ ƲÚǀŝ ¬ƻŶưƫřƹ ƾŝŚƀŰƫř ƎſƺŤưƫř Ŷūƹŏ -Ý

.‫ﺍﻟﻤﺮﻛﺰﻳﺔ ﻧﻔﺴﻬﺎ ﺇﻻ ﺃﻧﻬﺎ ﺗﺨﺘﻠﻒ ﻓﻲ ﺍﻻﻧﺘﺸﺎﺭ‬

3 ¬4 ¬5 ¬5 ¬6 ¬6 ¬7 ¬7 ¬8 (ŏ)
125 ¬91 ¬78 ¬67 ¬56 ¬34 ¬20 (ś)
1300 ¬1760 ¬1670 ¬1786 ¬1724 (ũ)
:ƲƯ ƪƨƫ ƽŹŚǀƘưƫř ƝřźŰƳDžř Ŷūƹŏ -Þ
21 ¬381 ¬111 ¬673 ¬456 ¬90 ¬78 (ŏ) . S1، S4 ‫ﻻﺣﻆ ﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ ﺍﻟﻤﺠﻤﻮﻋﺘﻴﻦ‬
.‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺭﺳﻢ ﺍﻟﺼﻨﺎﺩﻳﻖ ﺍﻟﻤﻄﻠﻮﺑﺔ‬
15 ¬11 ¬9 ¬15 ¬12 ¬17 ¬0 ¬1 (ś)
590 ¬720 ¬230 ¬610 ¬480 ¬350 (ũ)

٨١ ‫ﺩﻋﻨﺎ ﻧﻔﻜﺮ ﻭﻧﺘﻨﺎﻗﺶ ﺹ‬

šŚƗƺưŬưƫř Ʋǀŝ ŠƳŹŚƤưƫř ƾƟ ƶƯŶŴŤſřƹ ¬ŠƗƺưŬƯ ƪƨƫ ƽŹŚǀƘưƫř ƝřźŰƳDžř Ŷūƹŏ -ß
:şŚƐƘưƫř
.ŠƗŚſ/ƪǀƯ 50 ¬70 ¬30 ŠƠƬŤŴƯ ƎƐƤƫ ŠƬŬƀưƫř šŚƗźƀƫř źŞƧŏ (ŏ)

‫ ﻭﺿﺢ ﺃﻥ ﺍﻟﻤﺪﻯ ﻫﻮ ﺃﺑﺴﻂ ﻣﻘﻴﺎﺱ ﻟﻠﺘﺸﺘﺖ ﺃﻭ ﺍﻻﻧﺘﺸﺎﺭ ﻓﻲ‬-

.ŠƗŚſ/ƪǀƯ 200 ¬55 ¬217 ŠƠƬŤŴƯ ŹƺǀƐƫ ŠƬŬƀưƫř šŚƗźƀƫř źŞƧŏ
12 ¬3 ¬8 ¬12 ¬5 ¬11 žŝdžưƫř ƊƘŝ ƼƬƗ ŹřŹŻǃř ŵŶƗ (ś)

.‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
5 ¬2 ¬2 ¬5 ¬5 ¬5 žŝdžưƫř žƠƳ ƾƟ śƺǀŬƫř ŵŶƗ
50 ŚƷŶƷŚƃ ƾŤƫř ƭdžƟǃř ŵŶƗ şŶưƗǃŚŝ ŮƋƺƿ ƲǀŞưƫř ƪƨƄƫř :šřŌŚƈůœ -à
.ƞǀƈƫř ƪƈƟ ƾƟ ÔŚƈŴƃ

‫ ﻫﻞ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﻟﻤﺠﻤﻮﻋﺘﻴﻦ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻥ ﺗﺨﺘﻠﻔﺎ‬:‫ ﺍﺳﺄﻝ‬-

.ÔŚƈŴƃ ƱƺƀưŴƫř ŚƷŶƷŚƃ ƾŤƫř ƭdžƟǃř ŵŶƗ ƎſƺŤƯ Ŷūƹŏ (ŏ)
.ƆŴƃ ƪƧ ŚƷŶƷŚƃ ƾŤƫř ƭdžƟǃř ŵŶƗ ƪƨƄƫř ƲƯ Ŷūƹŏ :ŵŚƃŹœ

(‫ﻓﻲ ﺍﻟﻤﺪﻯ ﺭﻏﻢ ﺃﻥ ﻟﻬﻤﺎ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻧﻔﺴﻪ؟ )ﻧﻌﻢ‬

.šŚƳŚǀŞƫř ƵŸƷ ƾƟ ƽŹŚǀƘưƫř ƝřźŰƳDžř Ŝƀůř (ś)
15

12
.‫ ﺍﻃﻠﺐ ﻣﻨﻬﻢ ﺇﻋﻄﺎﺀ ﺃﻣﺜﻠﺔ ﻣﻦ ﻋﻨﺪﻫﻢ‬-
‫ ﻣﺎ ﺍﻟﺬﻱ ﻻ ﻳﻤﻜﻦ ﻟﻠﻤﺪﻯ ﺃﻥ ﻳﺼﻔﻪ؟‬:‫ ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ‬-
9
ƅŚŴƃǃř ŵŶƗ

3 ‫ﻻ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻤﺪﻯ ﺃﻥ ﻳﺼﻒ ﺑﺎﻟﻀﺒﻂ ﻣﺪﻯ ﺍﻗﺘﺮﺍﺏ ﺃﻭ ﺑﻌﺪ‬

0
0 1 2 3 4 5 6 7 8
‫ ﻳﻌﻄﻲ ﺫﻟﻚ ﺩﺍﻓﻌﺎً ﻟﻠﺒﺤﺚ ﻋﻦ‬- ‫ﻛﻞ ﻣﻔﺮﺩﺓ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
.‫ﻣﻘﻴﺎﺱ ﺃﻓﻀﻞ ﻭﻳﻨﻘﻠﻬﻢ ﺇﻟﻰ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬
ŵŶƗ
ƭLjƟǃř

٨٢ ‫ﺃﺳﺌﻠﺔ ﻟﻠﺘﻔﻜﻴﺮ ﺹ‬
.‫ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ‬، S4، S2 ً ‫ ﻣﺜﻼ‬:‫( ﻧﻌﻢ‬١)
S3، S2 ً ‫ ﻣﺜﻼ‬: ‫( ﻧﻌﻢ‬٢)
ȏȌ

٨٣ ‫ﺣﻠﻮﻝ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺹ‬
ƾƯƺǀƫř ŠƣŚƐƫř ƭřŶŴŤſDž ƽŹŚǀƘưƫř ƝřźŰƳDžřƹ ƾŝŚƀŰƫř ƎſƺŤưƫř Ŷūƹŏ (ŏ) -á 20 (١)
43.9 :3‫ ﻡ‬،32.0 :2‫ ﻡ‬،1.9 : 1‫( ﻡ‬٢)
ƭŚƿǃř Ʃdžų
:ŠƴǀŞưƫř şźƄƘƫř
49.3 51.9 54.7 53.6 51.8

٨٤ ‫ﺗﻔﻜﻴﺮ ﺗﺤﻠﻴﻠﻲ ﺹ‬
59.3 60.7 51.2 53.5 52.0
Ʋǀŝ ŚƯ şźŤƠƫř ƾƟ ƖƤţ ƾŤƫř (ŏ) ƾƟ šŚƳŚǀŞƫř ŠƗƺưŬƯ ƾƟ şŵźƠƯ ƮƧ (ś)

3(3.5) + 35.8 = 46.3 ،‫ ﻟﻴﺴﺖ ﻣﺴﺘﻌﺪﺓ‬:‫ﻻ‬

Ʋǀŝ ŠƘƣřƺƫř şźŤƠƫř ƾƟƹ ®Ŷůřƹ ƽŹŚǀƘƯ ƝřźŰƳřƹ ƾŝŚƀŰƫř ƎſƺŤưƫř
®ŠƿŹŚǀƘƯ šŚƟřźŰƳř Šŧdžŧ ...¬ƲǀƿŹŚǀƘƯ ƲǀƟřźŰƳřƹ ƾŝŚƀŰƫř ƎſƺŤưƫř
ŠƿŹƺƀƫř şźǀƬƫŚŝ ŠǀƗƺŞſǃř ŹƺūDŽƫ Ǝǀſƺƫř ŮƋƺƿ ƲÚǀŞưƫř ƩƹŶŬƫř :ƩŚưƗ Źƺūŏ -â

‫( ﺃﻛﺒﺮ ﻣﻦ‬48) ‫ ﻓﺈﻥ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‬46.3 < 48 ‫ﻭﺣﻴﺚ ﺇﻥ‬

.ŠưƷŚƀưƫř ¬ŵŚŰţDžř :ƪƤƴƬƫ ƲǀŤƀſŒƯ ƾƟ ŠƠƬŤŴƯ ƞŗŚƓƹ ƾƟ ƲǀƬƯŚƘƬƫ
ŠưƷŚƀưƫř ŵŚŰţLJř ŠƠǀƓƺƫř śƺƬƐưƫř

.‫ ﺍﻧﺤﺮﺍﻓﺎﺕ ﻣﻌﻴﺎﺭﻳﺔ ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ‬3

628 768 şŹřŵœ ƻŶưƫřƹ ƾŝŚƀŰƫř ƎſƺŤưƫř Ŷūƹŏ (ŏ)
458 672 şŵŚǀƣ .ƲǀŤƀſŒưƫř ŚŤƬƧ ƾƟ ŹƺūDŽƫ
407 518 ŚƨǀƳŚƨǀƯ ŚŤƬƧ ƾƟ ƽŹŚǀƘưƫř ƝřźŰƳDžř Ŝƀůř(ś)
327 514 ŠƳŚǀƇ .ƲǀŤƫŚŰƫř

٨٦ ،٨٥ ‫ﺗﻤﺎﺭﻳﻦ ﺹ‬
268 483 šŚƯŶų ƾŝŚƀŰƫř ƎſƺŤưƫř Ʋǀŝ şźŤƟ ƽŏ ƾƟ (ũ)
273 416 ŠǀŝŚŤƧ ƩŚưƗŏ źūǃř ƖƤƿ ŠƿŹŚǀƘưƫř šŚƟřźŰƳDžřƹ
ŚŤƬƧ ƾƟ ŠƿŹƺſ şźǀƫ 600 ƾƗƺŞſǃř

]7 - 4.5 = 2.5g 2.5, 5, 5.7 (‫( )ﺃ‬١)

®ƲǀŤƀſŒưƫř
.ƲǀŤƀſŒưƫř ŚŤƬƨƫ (ś) ¬(ŏ) ƾƟ ŚƸǀƬƗ ŢƬƈů ƾŤƫř ƮǀƤƫř ƱŹŚƣ (ŵ)
:ƾƬǀƬŰţ źǀƨƠţ
.ƦŬŗŚŤƳ ƂƣŚƳƹ ¬ŚƷŶŬţ ơƹźƟ ƽŏ ƼƴƘƯ ƪƬů
ƲƯ ŠƿŹƺƀƫř šřźǀƬƫř Ʋǀƿdžưŝ ƽƺƴƀƫř ƪųŶƫř ƲÚǀŞƿ ƾţǁř ƩƹŶŬƫř :ƽƺƴƀƫř ƪųŶƫř -ã 57, 105, 67.29 (‫)ﺏ‬
288, 486, 1648 (‫)ﺝ‬
.2001ƹ 2000 ƾƯŚƗ ƾƟ ƢƏŚƴƯ ƖŞſ ƾƟ ŠǀƗřŹżƫř ƪǀƇŚŰưƫř
2001 2000 ŠƤƐƴưƫř ƲƯ ƪųŶƫř ƎſƺŤƯ Ŝƀůř (ŏ)

228.33 (‫( )ﺃ‬٢)

10001 10409 1 ƲǀƯŚƘƫř ƾƟ ŠǀƗřŹżƫř ƪǀƇŚŰưƫř
7363 7170 2 .ƲƿŹƺƧŸưƫř
6573 7023 3 ƞƇƺƫ ƻŶưƫř ƭŶŴŤſř :źǀŞƘţ (ś)

5.98 (‫)ﺏ‬
4053 4174 4 ¬2000 ƭŚƗ ƲƯ ƪųŶƫř ƾƟ źǀƜŤƫř
2933 2984 5 .ŠƴǀŞưƫř ƢƏŚƴưƫř ƾƟ 2001 ƭŚƗ Ƽƫœ

165.5 (‫)ﺝ‬
8909 8783 6 ƽŹŚǀƘưƫř ƝřźŰƳDžř Ŝƀůř (ũ)
3320 3157 7 ƱŚƧ ƲǀƯŚƘƫř ƽŏ ƾƟ .ƭŚƗ ƪƧ ƾƟ
ƎſƺŤưƫř Ʃƺů źŨƧŏ ƖưŬŤƿ ƪųŶƫř

72.69 ، 16.33 (‫( )ﺃ‬٣)

®ƾŝŚƀŰƫř

.‫ﺳﺮﻋﺎﺕ ﺍﻟﻄﻴﻮﺭ ﺃﻛﺜﺮ ﺗﺸﺘﺘﺎً ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺳﺮﻋﺎﺕ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ‬

1.14, 3.5 (‫)ﺏ‬
.ً ‫ ﺍﻧﺘﺸﺎﺭﺍ‬/ ً‫ﻋﺪﺩ ﺍﻷﺯﺭﺍﺭ ﻫﻮ ﺍﻷﻛﺜﺮ ﺗﺸﺘﺘﺎ‬
ȏȍ

٦٦

Low Resolution Copy

 1.92 (‫( )ﺃ‬٤)
2.12 (‫)ﺏ‬
ƽŹŚƨŤŝř źǀƨƠţ -ä
ƱŚƠƬŤŴƿ Ʋƨƫƹ ¬ƾŝŚƀŰƫř ƎſƺŤưƫř žƠƳ ŚưƸƫ šŚƳŚǀŞƫř ƲƯ ƲǀŤƗƺưŬưƫ Ô DžŚŨƯ ƎƗŏ
ƝřźŰƳDžřƹ Ǝǀſƺƫř ÔŚƴǀŞƯ ¬ƪƣǃř ƼƬƗ ƍŚƤƳ žưŴŝ ƽŹŚǀƘưƫř ƝřźŰƳDžř ƾƟ

،‫ ﻋﺪﺩ ﺍﻷﻓﻼﻡ ﻟﻜﻞ ﻣﺸﺎﻫﺪ‬:‫ﺩﻉ ﺍﻟﻄﻼﺏ ﻳﻨﺸﺌﻮﻥ ﺟﺪﻭﻻ ً ﻳﺘﺒﻴﻦ ﻓﻴﻪ‬

.ŠƗƺưŬƯ ƪƨƫ ƽŹŚǀƘưƫř

.(96) ‫ ﺟﻤﻠﺔ ﺍﻷﻓﻼﻡ ﺍﻟﻤﺸﺎﻫﺪﺓ‬،(50) ‫ﻋﺪﺩ ﺍﻟﻤﺸﺎﻫﺪﻳﻦ‬

ƕƹźƄƯ
ŚƯ ¬ŚƸǀƟ ƂǀƘţ ƾŤƫř ŠƤƐƴưƫř ƱŚƨſ ƮƸƿ ƕƹźƄƯ ŠƯŚƣœ ƾƟ Ŝƛźţ ƦƳŏ ƉźŤƟř

3.4, 53.8 (‫( )ﺃ‬٥)

ũŚŤƳLj ÔŚƗƹźƄƯ źƨŤŝř ®ŠƤƐƴưƫř ƵŸƷ ƱŚƨƀƫ ŠǀưƷŏ źŨƧǃř ƹŶŞţ ƾŤƫř šdžƨƄưƫř
Ʊƺƨţ ƦţźƨƟ Ʊŏ ŶƧŐţ .ŠƬƨƄưƫř ƵŸƷ ƪů ƾƟ ƮƷŚƀţ ŠƯŶų ƮƿŶƤţ ƹŏ ŠƘƬſ
řŸƸƫ ÔŚƠƇƹ ŜŤƧř ƹŏ ¬ƕƹźƄưƬƫ ƮſŹ ŽŚǀƤưŝ ÔŚūŷƺưƳ ƹŏ ÔŚƐƐŴƯ ƮſŹř .ŠǀƬưƗ

10, 9, 7 (‫)ﺏ‬
.ŠŞſŚƴƯ ŚƷřźţ ƾŤƫř ŠƠƬƨŤƫř ÔŚƴưƌŤƯ ƕƹźƄưƫř

360, 393.50, 352, 561.83 (‫( )ﺃ‬٦)

ƾţřŷ ƮǀǀƤţ
ƾŤƫř šŚƯƺƬƘưƫř ŚƯ .ƽŹŚǀƘưƫř ƝřźŰƳDžřƹ ƲǀŤƋŹŚƘƫř ƽŷ ơƹŶƴƈƫř Ʋǀŝ ƱŹŚƣ
®šŚƳŚǀŞƫř ƲƯ ŠƗƺưŬƯ ƾƟ ťŵŚŰƫř źǀƜŤƫ ŠŞƀƴƫŚŝ ƲǀŝƺƬſǃř ƲƯ ƪƧ ŚƸƯŶƤƿ

125.18, 119.95 (‫)ﺏ‬

1, 1 (‫)ﺝ‬
‫)ﺩ( ﺩﻉ ﺍﻟﻄﻼﺏ ﻳﻼﺣﻈﻮﻥ ﺃﻧﻪ ﻻ ﺗﻮﺟﺪ ﺑﻴﺎﻧﺎﺕ ﺗﻔﺼﻴﻠﻴﺔ‬
‫ ﻣﻤﺎ ﻳﺠﻌﻞ ﻣﻦ ﺍﻟﺼﻌﺐ‬،‫ﻋﻦ ﻛﻞ ﻭﻇﻴﻔﺔ ﻋﻠﻰ ﺣﺪﺓ‬
.‫ﺇﻋﻄﺎﺀ ﺗﺤﻠﻴﻼﺕ ﻣﻔﺼﻠﺔ‬
6165, 6243 (‫( )ﺃ‬٧)
7068, 7425 (‫)ﺏ‬
2001 ‫ ﻋﺎﻡ‬،2587, 2664.59 (‫)ﺝ‬
v = 0.82, x = 50 ‫ ؛‬51, 50, 49 :ً ‫( ﻣﺜﻼ‬٨)
v = 8.16, x = 50 ‫ ؛‬60 ،50 ،40
ȏȎ

‫ﻣﺸﺮﻭﻉ ﻓﻲ ﺍﻟﺼﻒ‬
Using a Calculator to Find the ƲƯ ƪƧ ŵŚŬƿDž ŠŞſŚŰƫř Šƫǁř ƭřŶŴŤſř ‫ﻳﻔﻀﻞ ﺃﻥ ﻳﻜﻮﻥ ﺫﻟﻚ ﺗﻌﺎﻭﻧﻴّﺎً ﺇﺫ ﺇﻥ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺻﻐﻴﺮﺓ ﺗﻘﺘﺮﺡ‬
ƽŹŚǀƘưƫř ƝřźŰƳLJřƹ ƾŝŚƀŰƫř ƎſƺŤưƫř
‫ﻣﺸﺮﻭﻋﺎً ﺛﻢ ﺗﻌﺮﺽ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﻋﻤﻠﻬﺎ ﻓﻲ ﺍﺟﺘﻤﺎﻉ ﻋﺎﻡ ﻟﻜﻞ‬
Mean and the Standard Deviation

.‫ﺍﻟﺼﻒ‬
ƩŚŨƯ
Ú Ŷūƹŏ
šŚƳŚǀŞƫř ŠƗƺưŬưƫ ¬ƽŹŚǀƘưƫř ƝřźŰƳDžřƹ ƾŝŚƀŰƫř ƎſƺŤưƫř ƲƯ Ô džƧ

‫ﺗﺠﺮﻱ ﻣﻨﺎﻗﺸﺔ ﺫﻟﻚ ﻓﻲ ﺍﺟﺘﻤﺎﻉ ﻋﺎﻡ ﻓﻲ ﺇﻃﺎﺭ ﺗﻔﺎﻋﻞ ﺑﻴﻦ‬

50, 60, 70, 80, 80, 90, 100, 110 :Šǀţǁř

ƪưƘƫř šřƺƐų

:‫ ﻣﺜﻼ ً ﺍﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ‬.‫ﺍﻟﻄﻼﺏ‬

ƲǀůŚŤƠưƫř ƼƬƗ ƎƜƌƫŚŝ "SD" ƖƋƺƫř ƼƬƗ ƪǀƜƄŤƫř ƖƋƹ ƎŞƋř -Ý
.ŹŚƀǀƫř ŠƸū ƲƯ ƖŝŚŤŤƫŚŝ

ŹŚƀǀƫř ŠƸū ƲƯ ƖŝŚŤŤƫŚŝ ŮǀţŚƠưƫř ƼƬƗ ƎƜƌƳ -Þ

50 EXE, 60 EXE, ... ‫ ﺍﻟﺮﺵ ﺑﺎﻟﻤﺒﻴﺪﺍﺕ‬-
‫ ﺗﻨﻈﻴﻒ ﺍﻟﻄﺮﻗﺎﺕ‬-
Ƽƫœ ŹŚƀǀƫř ƲƯ ƖŝŚŤŤƫŚŝ SHIFT x ƼƬƗ ƎƜƋř ¬ x ƾŝŚƀŰƫř ƎſƺŤưƫř ŵŚŬƿLj -ß
.80 = ƾŝŚƀŰƫř ƎſƺŤưƫř ƼƬƗ ƪƈŰƳ Ʋǀưǀƫř

SHIFT N ƼƬƗ ƎƜƋř v ƽŹŚǀƘưƫř ƝřźŰƳDžř ŵŚŬƿLj -à

v = 18.70828693 ƼƬƗ ƪƈŰƳ
‫ ﺍﻟﻤﻠﺼﻘﺎﺕ ﺍﻟﺘﻲ ﺗﺪﻋﻮ ﺇﻟﻰ ﺍﻟﻨﻈﺎﻓﺔ‬-
ŜƿŹŶţ
‫ ﺇﻋﺎﺩﺓ ﺗﺪﻭﻳﺮ ﺍﻟﻨﻔﺎﻳﺎﺕ‬-
ŵŚŬƿœ ƾƟ ŠŞſŚŰƫř Šƫǁř ƭŶŴŤſř
ƾŝŚƀŰƫř ƎſƺŤưƫř ƲƯ ƪƧ Ʈǀƣ
‫ ﺗﻨﻈﻴﻒ ﺍﻟﺤﺪﺍﺋﻖ ﺍﻟﻌﺎﻣﺔ‬-
‫ ﺍﻻﻋﺘﻨﺎﺀ ﺑﺎﻷﺷﺠﺎﺭ ﻭﺍﻷﺯﻫﺎﺭ‬-
ƲƿŹŚưŤƫř ƾƟ ƽŹŚǀƘưƫř ƝřźŰƳDžřƹ
.ŠƤŝŚƀƫř

ȏȏ

٦٧

Low Resolution Copy

 Samples šŚƴǀƘƫř
Samples ‫ﺍﻟﻌﻴﻨﺎﺕ‬
ƹŏ ŌŚǀƃǃř ƲƯ šŚƴǀƗ Ƽƫœ - şźǀŞƧ ŠūŹŶŝ - ŚƴƫŚƘƟŏƹ ŚƴƷŚŬţřƹ ŚƴţŚƯƺƬƘƯ ŶƴŤƀţ
ŠƯŶƤƯ
٩٦ ‫ ﺇﻟﻰ ﺻﻔﺤﺔ‬٨٩ ‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺻﻔﺤﺔ‬
:‫ ﺍﻷﻫﺪﺍﻑ‬.١
ŠŞƀƳ - Ô džŨƯ - ŜǀŞƐƫř žǀƤƿ ŚƯŶƴƘƟ ­ŚƸƴƗ ťŶŰŤƳ ƹŏ ŚƸſŹŶƳ ƾŤƫř ƞƣřƺưƫř
Ʊŏ Ŷƿźţ ŚƯŶƴƗ ƦƳŔƟ ƦƫŸƧ ¬ƭŶƫř ƲƯ şźǀƜƇ ŠƴǀƗ ŸųŐƿ ƶƳŔƟ ¬ƭŶƫř ƾƟ źƨƀƫř

‫◀ ﺗﻌﺮﻑ ﺍﻟﻤﻔﺎﻫﻴﻢ‬
ƮƬƘŤţ Ɲƺſ ŠƴǀƗ ơƹŸŤţ ƦƳŔƟ ƽŚƄƫř śƺƧ ƹŏ ƱƺưǀƬƫř źǀƈƗ şƹdžů ŠŞſŚƴƯ ƻŶƯ ƝźƘţ
ŠǀƷŚƯ ŶƿŶŰţ * šŚƗdžƐŤſřƹ ¬ƪƯŚƘưƫř ƾƟ ťŚŰŝǃřƹ ŠǀưƬƘƫř šŚſřŹŶƫř ƲƯ źǀŨƨƫř Ʊœ .ƶƴƯ şźǀƜƇ
ƖưŤŬưƫř Śưƫ ƾƬƨƫř ƖưŤŬưƫř ƲƯ ŠƴǀƗ ŠſřŹŵ ƼƬƗ ŶưŤƘţ ¬ƱŚƨƀƫř šŚŞǀƧźţƹ ƭŚƘƫř ƽŏźƫř

Population ‫◀ ﺍﻟﻤﺠﺘﻤﻊ‬
ƲƯ ŠƴǀƘƫř ƭƺƸƠƯ * źŘŝ ƹŏ ƶƬƯŚƨŝ ŜƘƃ ŠſřŹŵ ŠƠƬƨţƹ ŠŝƺƘƈƫ Ʀƫŷƹ ¬ƶǀƬƗ ƝźƘŤƫř ƹŏ ƶŤſřŹŵ ŶƿźƳ
ŠƴǀƘƫř) ƖưŤŬưƫř .ÔŚÚƿŵŚƯ ƭŏ ÔŚÚƿźƄŝ ÔŚƘưŤŬƯ ƱŚƧŏ Ōřƺſ ƶƬƯŚƨŝ ƖưŤŬƯ ƽŏ ƹŏ ¬ŚƸƬƯŚƨŝ ƩƹźŤŝ

‫ ﻭﺍﻟﻌﻴﻨﺔ‬،‫ ﻭﺗﻨﺎﺳﺐ ﺍﻟﻌﻴﻨﺔ‬،Sample ‫◀ ﺍﻟﻌﻴﻨﺔ ﻣﻦ ﺍﻟﻤﺠﺘﻤﻊ‬

(ŠǀŗřƺƄƘƫř ƭŶŴŤƀƳ Ɲƺſƹ ¬"ŠƴǀƘƫř" ƭƺƸƠƯ - ŠƏŚƀŞŝ - ƝźƘŤƴſ şŶůƺƫř ƵŸƷ ƾƟƹ
ŠƴǀƘƫř ŜſŚƴţ ŶƿŶŰţ * :Šǀţǁř šŚŰƬƐƈưƫř
ŐƐŴƫř ƂƯŚƷ *
‫ ﻭﺍﻟﻌﻴﻨﺔ ﻏﻴﺮ ﺍﻟﻤﺘﺤﻴﺰﺓ‬،‫ ﻭﺍﻟﻌﻴﻨﺔ ﺍﻟﻤﺘﺤﻴﺰﺓ‬،‫ﺍﻟﻌﺸﻮﺍﺋﻴﺔ‬
ƖưŤŬưƫř ŜſŚƴţ * Population ƖưŤŬưƫř
ƹŏ ƲǀƘƯ ŲƿŹŚţ ƾƟ ŠƿŹƺſ ƱŚƨſ ƪƧ ƪŨƯ ƶŤſřŹŵ ƾƜŤŞƳ ƽŸƫř "ƪƨƫř" ƶŝ ŶƈƤƿƹ

:‫ ﺍﻟﻤﻔﺮﺩﺍﺕ ﻭﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺠﺪﻳﺪﺓ‬.٢

.ƲǀƘƯ ƆŴƃ Ʈƀū ƾƟ ƭŶƫř ƪƧ ƹŏ ƲǀƘƯ ŌŚƗƹ ƶƿƺŤŰƿ ƽŸƫř źǀƈƘƫř ƪƧ

Sample ŠƴǀƘƫř
ƖưŤŬưƫř řŸƷ ƼƬƗ ŠſřŹŵ ŌřźūLj ¬ƲǀƘƯ ƖưŤŬƯ ƲƯ ƵŹŚŞŤųř ƮŤƿ Ōżū ŚƸŝ ŶƈƤƿƹ
ŠƴǀƘƫř ƾƟ ŮƌŤţ Ɲƺſ ƖưŤŬưƫř ƅřƺų Ʊŏ ƉźƠŝ ¬ŌżŬƫř řŸƷ Ʃdžų ƲƯ ‫ ﺍﻟﻌﻴﻨﺔ ﻏﻴﺮ ﺍﻟﻤﺘﺤﻴﺰﺓ‬- ‫ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ‬- ‫ ﺗﻨﺎﺳﺐ ﺍﻟﻌﻴﻨﺔ‬- ‫ﺍﻟﻌﻴﻨﺔ‬
‫ ﻫﺎﻣﺶ ﺍﻟﺨﻄﺄ‬-
.ƶƴƯ şŷƺųŐưƫř

:‫ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ‬.٣
Sample proportion ŠƴǀƘƫř ŜſŚƴţ
ƵŸƷ ŚƸǀƟ źƟƺŤţ ƾŤƫř šřŵźƠưƫř ŠŞƀƳ ƱŔƟ ¬ŚƯ ŠƴǀƗ ƾƟ ŠƴǀƘƯ ŠǀƇŚų ŠſřŹŵ ŶƴƗ
.ŠƴǀƘƫř ŜſŚƴţ Ƽưƀţ ŠƴǀƘƫř ŵřźƟǃ ƾƬƨƫř ŵŶƘƫř Ƽƫœ ŠǀƇŚŴƫř

‫ﺁﻟﺔ ﺣﺎﺳﺒﺔ‬
75 ŚƷŵŶƗ ƱŚƧƹ ¬ƦŤſŹŶƯ ƾƟ Ʃƹǃř ƞƈƫř śdžƏ ƲƯ ŠƴǀƗ šźŤųř řŷœ :Ô džŨưƟ
ƱŔƟ ¬ÔŚŞƫŚƏ 51 ŠƴǀƘƫř ƵŸƷ ƾƟ Ōřźưƀƫř şźƄŞƫř ƽƹŷ śdžƐƫř ŵŶƗ ƱŚƧƹ ¬ÔŚŞƫŚƏ

:‫ ﺍﻟﺘﻤﻬﻴﺪ‬.٤
51 : ŠƴǀƘƫř ŜſŚƴţ
75 = 0.68

‫ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ ﺇﺫﺍ ﻛﺎﻥ ﺑﺈﻣﻜﺎﻧﻬﻢ ﺗﻌﺮﻑ ﺁﺭﺍﺀ ﻛﺎﻓﺔ ﺳﻜﺎﻥ‬

= 68%
ŠƯŚƗ ŠƠƈŝƹ
ƲƯ (x) ƖƤƿ ŚƸŝ ƅřƺŴƫř/ťřŶůǃř Ŷůŏ ƱŚƧƹ (n) ŚƯ ŠƴǀƗ ŵřźƟŏ ŵŶƗ ƱŚƧ řŷœ

:‫ﺍﻟﺠﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺘﺎﻟﻲ‬

:ƱŔƟ šřźưƫř
n = ŠƴǀƘƫř ŜſŚƴţ
x

«‫ﺃﻱ ﻓﺮﻳﻖ ﻛﺮﺓ ﻗﺪﻡ ﺗﻔﻀﻞ؟‬ª

.‫ﺗﻨﺎﻗﺶ ﻣﻌﻬﻢ ﺣﻮﻝ ﺇﺟﺎﺑﺎﺗﻬﻢ ﺍﻟﻤﺤﺘﻤﻠﺔ‬
ȏȐ

:‫ ﺍﻟﺘﺪﺭﻳﺲ‬.٥
Random sample ŠǀŗřƺƄƘƫř ŠƴǀƘƫř
ŹŚǀŤųDžř ƮŤƿ Ʊŏ ƾƜŞƴƿ ƶƳŔƟ ¬ƶƇřƺų ŠſřŹŶƫ ƲǀƘƯ ƖưŤŬƯ ƲƯ ŠƴǀƗ ŹŚǀŤųř ŶƴƗ
‫ ﻣﻌﻨﻰ ﺇﺟﺮﺍﺀ‬،(sample) ‫ ﻭﺿﺢ ﻟﻠﻄﻼﺏ ﻣﺎ ﺍﻟﻤﻘﺼﻮﺩ ﺑﺎﻟﻌﻴﻨﺔ‬-
Ʊƺƨƿ Ʊŏ ƾƟ ŚƸƀƠƳ ŠƇźƠƫř ƖưŤŬưƫř ŵřźƟŏ ƲƯ ŵźƟ ƪƨƫ Ʊƺƨƿ Ʊŏ Ʋưƌţ ŠƤƿźƐŝ
ŚƸǀƟ ŮƌŤƿ džƟ ¬şżǀŰŤƯ ŠƴǀƘƫř Ʊƺƨţ Dž ƼŤů Ʀƫŷƹ ­ŠƴǀƘƫř ƵŸƷ šřŵźƠƯ Ʋǀŝ ƲƯ ‫ﻋﻴﻨﺔ« ﻣﻦ ﺍﻟﺸﻲﺀ ﺃﻭ ﺍﻟﻤﺠﺘﻤﻊ‬ª ‫ﺩﺭﺍﺳﺔ ﺃﻭ ﺗﺠﺮﺑﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ‬
.‫( ﺍﻟﺬﻱ ﺗﺪﺭﺳﻪ‬population)
ŶƴƗƹ .ƖưŤŬưƫř ƾƟ ŚƸƴƗ ŦŰŞƫř ƹŏ ŚƸŤſřŹŵ ƮŤţ ƾŤƫř ƅřƺŴƫř ƪƧ ŚƸǀƟ ƪŨưŤƿ Džƹ
:Ʊŏ ƽŏ ­ŠǀŗřƺƄƗ ŠƴǀƗ Ƽưƀţ ŚƸƳŔƟ ¬ŠƴǀƘƫř ŚƸŝ ŹŚŤŴţ ƾŤƫř ŠƤƿźƐƫř ƾƟ Ʀƫŷ źƟƺţ
ƶƴƯ ŚƷŹŚŤŴţ ƽŸƫř ƖưŤŬưƫř ƾƟ ŵźƟ ƪƨƫ Ʊƺƨƿ ƾŤƫř ŠƴǀƘƫř ƾƷ ŠǀŗřƺƄƘƫř ŠƴǀƘƫř
.ŠƴǀƘƫř ƾƟ ƵŹŚǀŤųř ƾƟ ŚƸƀƠƳ ŠƇźƠƫř
ƞƈƫř śdžƏ ƾƟ Ōřźưƀƫř şźƄŞƫř ƽƹŷ śdžƐƫř ŠƴǀƗ ŜſŚƴţ ŠſřŹŵ ŠƫŚů ƾƟ :Ô džŨưƟ ‫ ﺃﻭ ﺍﺳﺘﺤﺎﻟﺔ ﻟﺪﺭﺍﺳﺔ‬،‫ ﺍﺷﺮﺡ ﻟﻬﻢ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺻﻌﻮﺑﺔ‬-
(model) «ً‫ﻧﻤﻮﺫﺟﺎ‬ª ‫ ﻓﺈﻥ ﺍﻟﺒﺎﺣﺜﻴﻦ ﻳﻨﺸﺌﻮﻥ‬،‫ﻣﻮﻗﻒ ﻣﻌﻴﻦ‬
ƱŔƟ ¬(ŏ - 1) Ʃƹŏ Ƽƫƹŏ Ʋƨǀƫƹ ƲǀƘƯ ƞƇ ƲƯ ŠƴǀƘƫř šŸųÙ Ø ŏ řŷœ ¬ƦŤſŹŶưŝ Ʃƹǃř
Ʊƺƨţ Ŷƣ ŚƸǀƬƗ ŢƬƈů ƾŤƫř ŠŞƀƴƫř Ʊœ Ŧǀů ¬biased şżǀŰŤƯ Ʊƺƨţ Ŷƣ ŚƴƷ ŠƴǀƘƫř
ŹŚŞŤƗř Ʊƹŵ ƲǀƘƯ ƞƇ ƲƯ ƎƤƟ ŚƷŚƳźŤųř ŚƴƳǃ ¬(ŏ - 1) ƞƈƫř řŸƷ ƾƟ ƎƤƟ şźƟƺŤƯ
.Ʃƹǃř ƞƈƫř ƝƺƠƇ ŠǀƤŞƫ
‫ ﻭﻳﺴﻤﻰ‬،‫ﻟﻠﻤﻮﻗﻒ ﻭﻳﺠﺮﻭﻥ ﺍﻟﺘﺠﺎﺭﺏ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ‬
‫ ﺑﻌﺾ‬.(simulation) ‫ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻤﺤﺎﻛﺎﺓ‬
Samples without bias şżǀŰŤưƫř źǀƛ šŚƴǀƘƫř
ŚƷŹŚǀŤųř ƮŤƿ ƾŤƫř šŚƴǀƘƫř Ʊƺƨţ Ʊŏ ƾƜŞƴƿ ¬ƲǀƘƯ ƖưŤŬƯ ƆŗŚƈų ŠſřŹŵ ŶƴƗ

‫ﺍﻟﺘﺠﺎﺭﺏ ﻓﻲ ﺍﻟﻜﻴﻤﻴﺎﺀ ﺗﺠﺮﻯ ﻋﻠﻰ ﺍﻟﺤﺎﺳﻮﺏ ﻛﻤﺤﺎﻛﺎﺓ‬

ŠƴǀƘƯ ŠƗƺưŬƯ ƲƯ ƹŏ ƶƴǀƘŝ ƱŚƨƯ ƲƯ ƹŏ şŵƺƈƤƯ Ʊƺƨţ Dž ŚƸƳŏ ƽŏ ¬şżǀŰŤƯ źǀƛ
¬ťŚƳLjřƹ ŹƺƧŸƬƫ ŠƬŨưƯ Ʊƺƨţ Ô džŨưƟ ¬ƶƬƧ ƖưŤŬưƬƫ ŠƬŨưƯ Ʊƺƨţ ƪŝ ¬źƄŞƫř ƲƯ
ơźƏ ƥŚƴƷ .Ųƫœ ...ƖưŤŬưƫř ƾƟ ŠƠƬŤŴưƫř šŚƤŞƐƬƫƹ ¬ƲǀưƬƘŤưƫř źǀƛƹ ƲǀưƬƘŤưƬƫ

‫ ﻫﻨﺎﻙ ﺗﺪﺭﻳﺒﺎﺕ ﻋﻠﻰ ﻗﻴﺎﺩﺓ ﺍﻟﺴﻴﺎﺭﺓ ﺗﺘﻢ‬.‫ﻹﺟﺮﺍﺋﻬﺎ ﻓﻲ ﺍﻟﻤﻌﻤﻞ‬

ŠǀƤŞƐƫř ŠƴǀƘƫřƹ ŠǀŗřƺƄƘƫř ŠƴǀƘƫř ƪŨƯ ¬şżǀŰŤƯ źǀƛ šŚƴǀƗ ŹŚǀŤųDž ƭŶŴŤƀţ şźǀŨƧ
¬(ƖưŤŬưƫř ŚƸƴƯ ƱƺƨŤƿ ƾŤƫř ŠƠƬŤŴưƫř šŚǀƗƺƴƫřƹ ŠƠƬŤŴưƫř šŚƤŞƐƬƫ ŠƬŨưưƫř)

،‫ ﻋﻨﺪ ﻋﻤﻞ ﺍﺧﺘﺒﺎﺭ ﻟﻘﻴﺎﺩﺓ ﺍﻟﺴﻴﺎﺭﺓ‬.‫ﺑﺎﻟﻤﺤﺎﻛﺎﺓ ﻋﻠﻰ ﺍﻟﺤﺎﺳﻮﺏ‬

.ƶŤſřŹŵ ƮŤƿ ƽŸƫř ƖưŤŬưƬƫ ŠƤǀƤů ŠƬŨưƯ źǀƛ ŪŗŚŤƳ ƼƬƗ ƩƺƈŰƫř ŜƴŬŤƫ Ʀƫŷƹ
ŶƴƗ ƖƤƿ Ʊŏ Ʋƨưƿ ƽŸƫř ŐƐŴƫř ŜƀƳ ƼƬƗ ƝźƘŤƬƫ ŠǀƋŚƿŹ ÔŚƣźƏ ƥŚƴƷ Ʊŏ ŚưƧ
.ŠǀŗřƺƄƗ ŢƳŚƧ ƺƫ ƼŤů ŠƴǀƘƯ ŠƴǀƗ ŹŚǀŤųř

‫ﻳﺘﻢ ﺍﻻﺧﺘﺒﺎﺭ ﻓﻲ ﺇﺣﺪﻯ ﺍﻟﻤﻨﺎﻃﻖ )ﺃﻭ ﺍﻟﺸﻮﺍﺭﻉ( ﺍﻟﻤﺨﺼﺼﺔ‬

ƹŏ ŶƿŻŏ Ô džǀŨưţ ƲưƌŤţ ŚƷŹŚǀŤųř ƮŤƿ ƾŤƫř ŠƴǀƘƫř ŢƳŚƧ řŷœ ƶƳŔƟ ¬ƻźųŏ ŠǀůŚƳ ƲƯ
.şżǀŰŤƯ ŠƴǀƗ źŞŤƘţ ŚƸƳŔƟ ¬ƖưŤŬưƫř ŠƤǀƤů ƲƯ ƪƣŏ

ƂƣŚƴŤƳƹ źƨƠƳ ŚƴƗŵ

.ŠǀƀƳźƠƫř ŠƜƬƫř řƺſŹŶƿ Ʈƫ ƮƸƴƯ 294 Ʊŏ Ŷūƹ ÔŚŞƫŚƏ 350 ƲƯ ŠƳƺƨƯ ŠƴǀƗ ƾƟ -Ý
.‫ﻟﺬﻟﻚ ﻛﻌﻴﻨﺔ ﻟﻠﻘﻴﺎﺩﺓ ﻓﻲ ﻛﻞ ﺍﻟﺸﻮﺍﺭﻉ‬
.‫ ﻓﻲ ﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﺗﻮﺿﻊ ﺍﻷﺳﺌﻠﺔ ﻛﻌﻴﻨﺔ ﺗﻤﺜﻞ ﺍﻟﻤﻘﺮﺭ ﻛﻠﻪ‬-
ƦŤŝŚūœ ƲƗ źŞƗ .ŠǀƀƳźƠƫř ŠƜƬƫř řƺſŹŶƿ Ʈƫ ƲƿŸƫř ƦŘƫƹǃ ŠƴǀƘƫř ŜſŚƴţ Ŷūƹŏ
.ŠƿƺŘƯ ŠŞƀƴŝ Ʈŧ ƽźƄƗ źƀƨŝ

‫ﻋﻴﻨﺔ« ﻓﻲ ﺃﻣﺜﻠﺔ ﻣﻦ‬ª ‫ ﺍﻃﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺴﺘﺨﺪﻣﻮﺍ ﻛﻠﻤﺔ‬-

źƟƺŤţ ƽŸƫř ƾƬƨƫř ƖưŤŬưƫř ƲƯ ŠƿƺŘưƫř ŠŞƀƴƬƫ Ô řźƿŶƤţ ƾƐƘƿ ŠƴǀƘƫř ŜſŚƴţ :ŶƣŚƳ źǀƨƠţ -Þ
ƶǀƬƗ ƝźƘŤƫř Ʈţ ƽŏ) ÔŚÚǀŞƿźŬţ "Ô DžŚưŤůř" źŞŤƘƿ ŠƴǀƘƫř ŜſŚƴţ ƪƷ .ŠƴǀƘƯ ŠǀƇŚų ƶǀƟ
®ƽźƔƳ ƩŚưŤůř ƶƳŏ ƭŏ (ŠŝźŬŤƫŚŝ

‫ﺍﻟﺠﺒﻨﺔ« ﺗﺬﻭﻗﺖ ﻗﻄﻌﺔ‬ª ‫ ﻗﺒﻞ ﺷﺮﺍﺀ ﻧﻮﻉ ﻣﻌﻴﻦ ﻣﻦ‬،ً‫ ﻣﺜﻼ‬.‫ﻋﻨﺪﻫﻢ‬

śdžƏ ƾƟ Ōřźưƀƫř şźƄŞƫř ƽƹŷ śdžƐƫř ŠƴǀƗ ŜſŚƴţ ƼƬƗ ƝźƘŤƫř ŠŝźŬţ ƾƟ -ß
ƭŏ ŠſŹŶưƫř śdžƏ ƪƨƫ ŠƬŨưƯ ŠƴǀƘƫř ƵŸƷ źŞŤƘţ ƪƷ ¬ƦŤſŹŶưŝ Ʃƹǃř ƞƈƫř

.‫ﺻﻐﻴﺮﺓ ﻣﻨﻬﺎ ﻛﻌﻴﻨﺔ‬

®ŠƿŹƺſ śdžƏ ƪƨƫ

Ȑȇ

٦٨

Low Resolution Copy

 ،‫ ﺳﻮﻑ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻄﻼﺏ ﻓﻲ ﻫﺬﺍ ﺍﻟﺠﺰﺀ ﻣﺼﻄﻠﺤﺎﺕ ﺟﺪﻳﺪﺓ‬-
.‫ﻟﺬﺍ ﻳﻄﻠﺐ ﺷﺮﺣﻬﺎ ﻭﺗﻮﺿﻴﺤﻬﺎ ﻟﻬﻢ ﺑﺄﻣﺜﻠﺔ‬
ŠǀţŚǀů šŚƤǀŞƐţ ƩŚŨƯ
ƾƟ Ɩƣřƺƫř ƖưŤŬưƬƫ ŠƿƺŘưƫř ŠŞƀƴƫř řƺƟźƘŤƿ Ʊŏ ŠǀƳƺƿżƠƬŤƫř ŪƯřźŞƫř Ŷůŏ ƺƯŶƤƯ ŵřŹŏ

‫( ﻓﻲ ﻫﺬﺍ ﺍﻟﺠﺰﺀ ﺗﺴﺘﺨﺪﻡ ﺑﻤﻌﻨﻰ‬proportion) ‫ ﻛﻠﻤﺔ ﺗﻨﺎﺳﺐ‬-

ƱƺƬƌƠƿ ƲƿŸƫŚŝ ƢƬƘŤƿ ŚưǀƟ ŪƯŚƳźŞƫř řŸƷ şŶƷŚƄƯ ŚƸǀƟ ƮŤƿ ƾŤƫř ŠƤƐƴưƫř ƎǀŰƯ
ƝźƘŤƫř ƮŤƿ ŠƴǀƗ ŹŚǀŤųDž Šǀţǁř ơźƐƫř ƾƟ żǀŰţ ƥŚƴƷ ƱŚƧ řŷœ ŚƯ ŵÚŶů .ŠƴǀƘƯ ŠƘƬſ

‫ﻧﺴﺒﺔ؛ ﻷﻥ ﺍﻟﻄﺎﻟﺐ ﻳﺪﺭﺱ ﺍﻟﺘﻨﺎﺳﺐ ﻭﻳﺘﻌﺎﻣﻞ ﻣﻌﻪ ﻛﺘﺴﺎﻭﻱ‬

.ŠŞƀƴƫř ƵŸƷ ƼƬƗ ŚƸƴƯ
.ƶƳƺƬƌƠƿ ŚưƗ źǀŞƘŤƫřƹ ƾƠţŚƸƫř ƩŚƈţdžƫ ƲƿŶƷŚƄưƫř ƲƯ ŠƗƺưŬƯ şƺƗŵ ƮŤƿ (ŏ)
ƖƯ ŠǀƈŴƃ šdžŝŚƤƯ ƽźŬƿƹ ƕŹŚƄƫř Ƽƫœ ŪƯŚƳźŞƫř ƾƯŶƤƯ Ŷůŏ Ʃżƴƿ (ś)
.ŠƘƬƀƫř ƵŸƷ šdžǀƧƺţ Ŷůŏ ŹřƺŬŝ ƲǀƠƣřƺƫř ŽŚƴƫř ŠƗƺưŬƯ
ƎǀŰƯ ƲƯ ŠǀŗřƺƄƗ ŠƤƿźƐŝ ƆŴƃ 300 ŹŚǀŤųř ƮŤƿ ¬ŪƯŚƳźŞƫř ƮƿŶƤţ ŌŚƴŧŏ (ũ) ‫ﺗﻨﺎﺳﺐ« ﺍﻟﻌﻴﻨﺔ ﻳﺘﻌﺎﻣﻞ ﻣﻌﻪ ﻛﻨﺴﺒﺔ‬ª ‫ ﻭﻟﻜﻨﻪ ﻓﻲ‬،‫ﻧﺴﺒﺘﻴﻦ ﺃﻭ ﺃﻛﺜﺮ‬
«‫ﻋﺸﻮﺍﺋﻲ‬ª ‫ ﻛﻠﻤﺔ‬.(‫)ﻣﻘﺎﺭﻧﺔ ﺑﻴﻦ ﻋﺪﺩﻳﻦ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻘﺴﻤﺔ‬
.ƮƸƴƯ ƪƨŝ ƩŚƈţDžř ƮŤƿ Ʈŧ ¬ŪƯŚƳźŞƫř şŶƷŚƄƯ ŚƸǀƟ ƮŤƿ ƾŤƫř ŠƤƐƴưƫř
:ƪŰƫř

‫ ﻓﻲ ﺍﻟﻠﻐﺔ‬.‫( ﻫﻨﺎ ﺗﺨﺘﻠﻒ ﻋﻦ ﺍﻟﻤﻌﻨﻰ ﺍﻟﻠﻔﻈﻲ ﺍﻟﺸﺎﺋﻊ‬random)

ƲƿŸƫř ŽŚƴƫř ƪƣŏ ƹŏ ŽŚƴƫř źŨƧŏ ƲƯ Ʊƺƨţ Ŷƣ ÔŚÚǀƠţŚƷ Ô DžŚƈţř ƽźŬţ ƾŤƫř ŠƴǀƘƫř (ŏ)
ƾţřŷ ŹŚǀŤųř ŠƴǀƗ ŚƸǀƬƗ ƢƬƐƿ ŠƫŚŰƫř ƵŸƷ ƾƟ ŠƴǀƘƫř .ŠƘƬƀƫř ƵŸƷ ƱƺƬƌƠƿ

(ً‫ﺍﻟﻌﺎﻣﻴﺔ ﺍﻟﺘﺼﺮﻑ ﺍﻟﻌﺸﻮﺍﺋﻲ ﻳﻌﻨﻲ ﺿﻤﻨﺎً ﺗﺼﺮﻓﺎً )ﺍﻋﺘﺒﺎﻃﻴّﺎ‬

Ʋƿźųō ÔŚſŚƳŏ ŠƘƬƀƫř ƵŸƷ ƱƺƬƌƠƿ ƲƯ ŜƬƐƿ ŶƤƟ ¬self-selected sample
.ƾƠţŚƸƫř ƩŚƈţDžř ƮƸƴƯ ƱƺŞƬƐƿƹ ƮƸƬŨƯ ŠƘƬƀƫř ƱƺƬƌƠƿ ƮƸƳŏ ƱƺƟźƘƿ

‫ ﻭﻟﻜﻦ ﺍﻻﺧﺘﺒﺎﺭ‬،‫ﺑﺪﻭﻥ ﺗﻔﻜﻴﺮ ﻭﻳﺨﻀﻊ ﻟﻠﻤﺼﺎﺩﻓﺔ ﺍﻟﺒﺤﺘﺔ‬

Ʀƫŷ ¬convenient sample ŠưŗdžƯ/ŠŰƿźƯ ŠƴǀƗ ŚƸǀƬƗ ƢƬƐƿ ŠƴǀƘƫř ƵŸƷ (ś)
Ŷůřƹ ƱŚƨƯ ƾƟ Ô řŵƺūƺƯ Ʊƺƨƿ ŠǀƈŴƄƫř šdžŝŚƤưƫř ƽźŬƿ ƽŸƫř ƆŴƄƫř Ʊŏ
¬ŠƘƬƀƫř šdžǀƧƺţ Ŷůŏ ŹřƺŬŝ ŠƴǀƘƫř ŹŚǀŤųř ƱŚƨƯ Ʊƺƨƫƹ ¬ƶƫ ŠůřŹƹ ŠƯŌdžƯ źŨƧŏ
ŠƴǀƘƫř Ʊƺƨţ ƾƫŚŤƫŚŝƹ ¬Ɩƣřƺƫř ƲƯ źŨƧŏ ŠǀƬƌƟǃř ŠŞƀƳ ƱƺƬŨưƿ ƲƿŹŚŤŴưƫř ŵřźƟǃř ƱŔƟ
.şżǀŰŤƯ ‫ﺍﻟﻌﺸﻮﺍﺋﻲ ﻫﻨﺎ ﻓﻲ ﺍﻹﺣﺼﺎﺀ ﺃﻭ ﻋﻨﺪ ﺩﺭﺍﺳﺔ ﺍﻻﺣﺘﻤﺎﻻﺕ ﻟﻪ‬
‫ ﺑﻤﻌﻨﻰ ﺃﻥ ﻛﻞ ﻓﺮﺩ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ )ﺍﻟﺬﻱ ﺗﺠﺮﻱ‬،‫ﻣﻌﻨًﻰ ﻣﺤﺪﺩ‬
źŞŤƘţ ŠƫŚŰƫř ƵŸƷ ƾƟ ŠƴǀƘƫŚƟ ¬Ô řżǀŰţ ƪƣǃř ƾƷ ŠƴǀƘƫř ŹŚǀŤųř ƾƟ ŠƤƿźƐƫř ƵŸƷ (ũ)
.ŠǀŗřƺƄƗ ŠƴǀƗ

.‫ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻴﻪ( ﺗﻜﻮﻥ ﻟﻪ ﻓﺮﺻﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻧﻔﺴﻬﺎ ﻓﻲ ﺍﻟﻌﻴﻨﺔ‬

Sample size ŠƴǀƘƫř ƮŬů
.ŠƴǀƘƫř Ʊƺƨţ ƾŤƫř šřŵźƠưƫř ŵŶƗ ƶŝ ŶƈƤƿ ŠƴǀƘƫř ƮŬů

‫ﻭﻫﻨﺎﻙ ﻃﺮﻕ ﻻﺧﺘﻴﺎﺭ ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺣﺘﻰ ﻻ ﻳﻜﻮﻥ‬

ŠƿźƤ ŚƸƬǀŨưţ ƻŶƯ ƼƬƗ ŠƴǀƘƫř ƮŬů źŧŏ ŚƯ
şŵƺ Ɨ
ŭƹźƫř źưƗŞƗ ®ƶƴƯ şŷƺųŐưƫř ƖưŤŬưƬƫ
šŚƴǀƗ ŚƴƫŐſ řŷœ :ƩŚŨưƫř ƪǀŞſ ƼƬƗ

‫ ﺃﻭ ﻟﻨﻮﻉ ﻣﻌﻴﻦ ﻣﻦ ﺍﻷﻧﻮﺍﻉ‬،‫ﻣﺘﺤﻴﺰﺍ ً« ﻷﻓﺮﺍﺩ ﻣﻌﻴﻨﻴﻦ‬ª ‫ﺍﻻﺧﺘﻴﺎﺭ‬

ƭŚƿǃř
ŚƴƷ Ʋ ƲƗ ŠƠƬŤŴƯ ƭŚŬůŏ ƲƯ śdžƐƫř ƲƯ
ŏŶŞƳ Ư
Ʋǀŝ ƲƯ Ʋǀƀů ƶƏ ƶƠƫŏ ƽŸƫř śŚŤƨƫř

.‫ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‬
:šřŹŚǀŤųř şŶƗ
źưƗ ŠƿźƤŞƗ (ś) ŭƹźƫř şŵƺƗ (ŏ)

‫ ﺍﺷﺮﺡ ﻟﻠﻄﻼﺏ ﻓﻲ ﺍﻟﻤﻮﻗﻊ ﺍﻟﻤﻨﺎﺳﺐ ﻣﻌﻨﻰ ﻛﻠﻤﺔ ﺍﺣﺘﻤﺎﻝ‬-

ŏŶŞƳ ŚƴƷ ƲƯ (ŵ) ƭŚƿǃř (ũ)
."ƭŚƿǃř" śŚŤƧ ƾƷƹ ¬ŠŰǀŰƈƫř ŠŝŚūLjř ƝźƘƿ Ŷůŏ Dž Ʊŏ šŚƴǀƘƫř ƊƘŝ ƾƟ ŶŬƳ

‫( ﺍﻟﺘﻲ ﺗﻘﺎﺑﻞ ﺑﺒﺴﺎﻃﺔ ﻛﻠﻤﺔ ﺇﻣﻜﺎﻧﻴﺔ ﺃﻥ ﻳﺤﺪﺙ‬probability)

.ŠŰǀŰƈƫř ŠŝŚūLjř ƱƺƟźƘƿ ŵřźƟǃř ƪƧ ¬ƻźųŏ šŚƴǀƗ ƾƟƹ
ŚƷŵřźƟŏ Ɩǀưū ŠƴǀƗ ŶŬƳ Ʊŏ ƞǀƘƋ ƩŚưŤůř ƥŚƴƷ ¬ÔŚưŬů źŞƧǃř šŚƴǀƘƫř ƾƟ

‫ ﻭﺃﻥ ﺍﺣﺘﻤﺎﻝ ﺣﺪﻭﺙ ﺣﺪﺙ ﻣﺎ ﻫﻮ ﻋﺪﺩ ﻳﺘﺮﺍﻭﺡ‬،(likely)

ŠŝŚūLjř ƱƺƟźƘƿ Dž ŚƷŵřźƟŏ ƊƘŝ ƻźųŏ ŠƴǀƗ ŶŬƳ ŚưƧ ¬ŠŰǀŰƈƫř ŠŝŚūLjř ƱƺƟźƘƿ
.ŠŰǀŰƈƫř

‫ﺑﻴﻦ ﺍﻟﺼﻔﺮ )ﻋﻨﺪﻣﺎ ﺗﺘﺄﻛﺪ ﺍﺳﺘﺤﺎﻟﺔ ﺣﺪﻭﺛﻪ( ﻭﺑﻴﻦ ﺍﻟﻮﺍﺣﺪ‬

‫ ﻭﺃﻧﻪ ﻓﻲ ﻏﺎﻟﺒﻴﺔ‬،(‫)ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﻤﺆﻛﺪ ﺃﻥ ﻳﺤﺪﺙ‬
ȐȈ

‫ ﻭﻳﻌﺒﺮ ﻋﻨﻪ ﺑﺼﻮﺭﺓ‬،‫ﺍﻟﺤﺎﻻﺕ ﻛﺴﺮ ﻳﻘﻊ ﺑﻴﻦ ﺍﻟﺼﻔﺮ ﻭﺍﻟﻮﺍﺣﺪ‬

ŜƿŹŶţ .‫ﻛﺴﺮ ﺃﻭ ﻛﺴﺮ ﻋﺸﺮﻱ ﺃﻭ ﻧﺴﺒﺔ ﻣﺌﻮﻳﺔ‬
:‫ ﺍﻟﺮﺑﻂ‬.٦
ťdžŧ ŠŝźŬţ Ţƿźūŏ ¬ŠƠƬŤŴƯ ƭŚŬůŏ šřŷ šŚƴǀƗ ŜſŚƴţ ƖƿŻƺţ ŠſřŹŵ ŶƴƗ
:ƾţǁŚƧ ŚƸƴƯ ƪƧ ƭŚŬůŏ ŠƴǀƗ 20 şźƯ ƪƧ ƾƟ źǀŤųř ¬šřźƯ
Ô řŵźƟ 20 (ũ) ŵřźƟŏ 10 (ś) ŵřźƟŏ 5 (ŏ)
:ƾţǁŚƧ ŪŗŚŤƴƫř ŢƳŚƧƹ
.ŵřźƟŏ 5 ŚƸƴƯ ƪƧ ƮŬů ƾŤƫř šŚƴǀƘƫř ŠƫŚů ƾƟ (ŏ) .(٩٤ ‫ﻳﻨﺎﻗﺶ ﺍﻟﻄﻼﺏ ﻣﺜﺎﻝ )ﺗﻄﺒﻴﻘﺎﺕ ﺣﻴﺎﺗﻴﺔ ﻣﻦ ﺍﻟﺼﻔﺤﺔ‬
:‫ ﺃﺧﻄﺎﺀ ﻣﺘﻮﻗﻌﺔ‬.٧
šŚƴǀƘƫř ŵŶƗ ŠƴǀƘƫř ŜſŚƴţ
(ŠƴǀƘƫř ƾƟ ŠŰǀŰƈƫř šŚŝŚūDžř ŠŞƀƳ)

‫)ﺃ( ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﻗﺪ ﻳﺠﺪ ﺻﻌﻮﺑﺔ ﻓﻲ ﻓﻬﻢ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻤﺘﺤﻴﺰﺓ‬

3 0
5 = 0.00
šŚƴǀƘƫřř ŵŶƗ

.‫ﺑﺴﺒﺐ ﻗﻠﺔ ﻣﻌﺮﻓﺘﻪ ﺑﺄﻓﻜﺎﺭ ﻭﻋﺎﺩﺍﺕ ﺍﻟﻌﻴﻨﺔ ﻣﻮﺿﻮﻉ ﺍﻹﺣﺼﺎﺀ‬

1
5 = 0.2
5

:‫ﻣ ّﺪ ﻳﺪ ﺍﻟﻤﺴﺎﻋﺪﺓ ﺷﺎﺭﺣﺎً ﻟﻬﻢ ﺑﺈﺳﻬﺎﺏ ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﺜﻼﺙ‬

2
5 = 0.4
5
ŠƴǀƘƫř ŜſŚƴţ
3 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.00
5 = 0.6
(ŏ) ƪƨƃ

.(‫ﻋﻴﻨﺔ ﺍﺧﺘﻴﺎﺭ ﺫﺍﺗﻲ )ﻣﺜﻼ ً ﺑﺎﻻﺗﺼﺎﻝ ﺍﻟﻬﺎﺗﻔﻲ‬

4 4
5 = 0.8
1

.(‫ﺍﻟﻌﻴﻨﺔ ﺍﻟﻤﺘﺤﻴﺰﺓ )ﻣﺜﻼ ً ﺗﺨﺘﺎﺭ ﻣﻜﺎﻧﺎً ﻣﻌﻴﻨﺎً ﻣﺮﻳﺤﺎً ﻭﻣﻼﺋﻤﺎً ﻟﻤﺎ ﺗﺮﻳﺪ‬
5
5 = 1.00
ŠƴǀƗ 20 šŚƴǀƘƫř ƕƺưŬƯ

.(‫ﺍﻟﻌﻴﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ )ﻭﻫﻲ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ‬

.ŵřźƟŏ 10 ŚƸƴƯ ƪƧ ƮŬů ƾŤƫř šŚƴǀƘƫř ŠƫŚů ƾƟ (ś)

‫)ﺏ( ﻗﺪ ﻳﺴﺘﺨﺪﻡ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﺍﻟﻌﺪﺩ ﺍﻟﺨﺎﻃﺊ ﻓﻲ ﺣﺴﺎﺏ‬

ŠƴǀƘƫř ŜſŚƴţ
šŚƴǀƘƫř ŵŶƗ
(ŠƴǀƘƫř ƾƟ ŠŰǀŰƈƫř šŚŝŚūDžř ŠŞƀƳ)

‫ ﻭﺿﺢ ﻟﻬﻢ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﺪﺩ ﺍﻟﺼﺤﻴﺢ ﻭﻫﻮ‬:‫ﻫﺎﻣﺶ ﺍﻟﺨﻄﺄ‬

2 2
10 = 0.2
šŚƴǀƘƫřř ŵŶƗ

‫ ﺳﺎﻋﺪﻫﻢ ﺃﻳﻀﺎً ﻋﻠﻰ ﺇﻳﺠﺎﺩ ﺍﻟﺘﻨﺎﺳﺐ‬.‫ﻋﺪﺩ ﺍﻷﺷﺨﺎﺹ ﻓﻲ ﺍﻟﻌﻴﻨﺔ‬

3
10 = 0.3
5

.‫ﺍﻟﺤﻘﻴﻘﻲ ﻟﻠﻤﺠﺘﻤﻊ ﻭﻫﻮ ﺗﻨﺎﺳﺐ ﺍﻟﻌﻴﻨﺔ ! ﻫﺎﻣﺶ ﺍﻟﺨﻄﺄ‬

4
10 = 0.4
5 ŠƴǀƘƫř ŜſŚƴţ
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.00

(ś) ƪƨƃ
5

:‫ ﺍﻟﺘﻘﻮﻳﻢ‬.٨
10 = 0.5
4 6
10 = 0.6

‫ ﻓﻲ‬٩٦ ‫ ﻭ‬٩٥ ‫ﺍﻃﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺣﻞ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻣﻦ ﺍﻟﺼﻔﺤﺘﻴﻦ‬

2 7
10 = 0.7

.‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ‬
1 8
10 = 0.8
ŠƴǀƗ 20 ƾƬƨƫř ƕƺưŬưƫř
Ȑȉ

٦٩

Low Resolution Copy

 :‫ ﻣﺴﺄﻟﺔ ﺍﻟﻴﻮﻡ‬.٩
.Ô řŵźƟ 20 ŚƸƴƯ ƪƧ ƮŬů ƾŤƫř šŚƴǀƘƫř ŠƫŚů ƾƟ (ũ)
b = 0.666 .... ‫ ﻭﻋﺪﺩ‬a = 0.333 .... ‫ﺇﻥ ﻧﺎﺗﺞ ﺿﺮﺏ ﻋﺪﺩ‬
.x ‫ ﺃﻭﺟﺪ ﻗﻴﻤﺔ‬. c = 0. xxx .... ‫ﻫﻮ ﻋﺪﺩ‬
ŵŶƗ ŠƴǀƘƫř ŜſŚƴţ ƂƯŚƷ ƼƬƗ ŠƴǀƘƫř ƮŬů ŠƠƗŚƌƯ źǀŧŐţ ŚƯ :ƾƧŷ źǀƨƠţ
šŚƴǀƘƫř (ŠƴǀƘƫř ƾƟ ŠŰǀŰƈƫř šŚŝŚūDžř ŠŞƀƳ)

[x = 2]
®ŐƐŴƫř
1 ŠƠƬŤŴƯ šŚƴǀƘƫř šŚŞſŚƴŤƫ ŠƤŝŚƀƫř ƩŚƨƃDŽƫ ŠŞƀƴƫŚŝ

:‫ ﺇﺟﺎﺑﺎﺕ ﻭﺣﻠﻮﻝ‬.١٠
4
:ƾţǁř ƲƗ Ŝūŏ (ũ ¬ś ¬ŏ) ƭŚŬůǃř
20 = 0.2
2
®ŚƸƴƯ ƪƧ ƾƟ ŠƴǀƘƫř ŜſŚƴţ ƖƿŻƺţ ƻŶƯ ŚƯ (ŏ)
5
20 = 0.25

٩٠ ‫ﺩﻋﻨﺎ ﻧﻔﻜﺮ ﻭﻧﺘﻨﺎﻗﺶ ﺹ‬

1 ƽŏ ¬ŠǀŝŚƀů šŚǀƬưƗ Ōřźūœ Ʊƹŵ ƲƯ :ŶƣŚƳ źǀƨƠţ (ś)
ƺƷ ƽŹŚǀƘưƫř ƶƟřźŰƳř ƹŶŞƿ ŠƤŝŚƀƫř šŚƘƿŻƺŤƫř ƲƯ
6
20 = 0.3

84% ‫ ﺃﻭ‬0.84 (١)

4 8 .ƦŤŝŚūœ ŭźƃř ®ƪƣǃř
:ŠƯŚƷ ŠƔůdžƯ
20 = 0.4

‫ ﺍﻻﺣﺘﻤﺎﻝ ﻫﻨﺎ ﺗﺠﺮﻳﺒﻲ؛ ﻷﻧﻪ ﺗﻢ ﺣﺴﺎﺑﻪ ﻧﺘﻴﺠﺔ‬: ‫( ﺗﻔﻜﻴﺮ ﻧﺎﻗﺪ‬٢)

5 9
20 = 0.45 ŐƐŴƫ źƿŶƤŤŝ ÔŚŝƺŰƈƯ ŠƴǀƘƫř ŜſŚƴţ ƪŬƀƿ Ʊŏ ƾƜŞƴƿ
2 ŶưŤƘƿ .margin of error ŐƐŴƫř ƂƯŚƷ ƶǀƬƗ ƢƬƐƿ

.‫ﺗﺠﺮﺑﺔ ﻣﻌﻴﻨﺔ ﺣﺪﺛﺖ‬

ƩŚƨƃŏ ƾƟ ƽŹŚǀƘưƫř ƝřźŰƳDžř ƼƬƗ ŐƐŴƫř ƂƯŚƷ
10
20 = 0.5
3 .ŚƸǀƫœ ŹŚƄưƫř ŠƤŝŚƀƫř ƪŨƯ ŠǀƳŚǀŝ
Ʊŏ ƉźŤƟř .ŐƐŴƫř ƂƯŚƷ ƪƣ ŠƴǀƘƫř ƮŬů źŞƧ ŚưƬƧ

‫ﺍﻻﺣﺘﻤﺎﻝ ﺍﻟﻨﻈﺮﻱ ﻳﻜﻮﻥ ﺣﺴﺎﺑﻪ ﻧﺎﺗﺠﺎً ﻋﻦ ﻣﻌﺮﻓﺔ ﻛﻞ ﻣﺎ‬

11
20 = 0.55
1 12 ŢƿƺƈŤƫř Ƣů ƮƸƫ ƲƿŸƫř ƲƯ 59% Ʊŏ źƸƓŏ ÔŚƗdžƐŤſř
ƂƯŚƸŝ (ŭ) ÔŚƴǀƘƯ ÔŚŰƃźƯ ƱƺƬƌƠƿ šŚŝŚŴŤƳDžř ƾƟ

،‫ﻳﻤﻜﻦ ﺣﺪﻭﺛﻪ ﻓﻲ ﺗﺠﺮﺑﺔ ﻣﺎ ﻣﻦ ﺩﻭﻥ ﺇﺟﺮﺍﺀ ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ‬

20 = 0.6
1 15 ƖưŤŬưƬƫ ƾƤǀƤŰƫř ŜſŚƴŤƫř ƻŶƯ ƱŔƟ ¬ ! 3% ŐƐų
20 = 0.75
.ŹƹŚŬưƫř ƪƨƄƫř ƾƟ ŚưƧ ƹŶŞƿ

‫ ﻓﺈﻥ ﺍﺣﺘﻤﺎﻝ ﻇﻬﻮﺭ ﺻﻮﺭﺓ‬،‫ ﻋﻨﺪ ﺇﻟﻘﺎﺀ ﻗﻄﻌﺔ ﻧﻘﻮﺩ ﻣﻌﺪﻧﻴﺔ‬:ً ‫ﻣﺜﻼ‬
ŠƴǀƗ 20 ƾƬƨƫř ƕƺưŬưƫř
ƩŚŨƯ

ً‫ ﻫﻮ ﺍﺣﺘﻤﺎﻝ ﻧﻈﺮﻱ؛ ﻷﻧﻨﺎ ﻧﻌﻠﻢ ﻣﺴﺒﻘﺎ‬2 = 0.5 = 50%

® ! 3% ƵŹŶƣ ŐƐų ƂƯŚƷ ƾƐƘţ ƾŤƫř ŠƴǀƘƫř ƮŬů ŚƯ
1
ƪŰƫř

‫ﺃﻧﻪ ﻋﻨﺪ ﺇﻟﻘﺎﺀ ﻗﻄﻌﺔ ﺍﻟﻨﻘﻮﺩ ﻛﻞ ﻣﺎ ﻳﻤﻜﻦ ﺣﺪﻭﺛﻪ ﻫﻮ ﺻﻮﺭﺓ ﺃﻭ‬

le ¨‹F)1y;

1
= 0.03

.‫ﻛﺘﺎﺑﺔ ﻭﻻ ﺷﻲﺀ ﻏﻴﺮ ﺫﻟﻚ‬

n
1
n = 0.03 = 33.33

ً‫ ﺇﻥ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻤﻮﻟﻮﺩ ﺻﺒﻴّﺎ‬، ‫ ﻓﻲ ﺣﺎﻟﺔ ﺍﻟﻮﻻﺩﺓ‬: ً ‫ﻭﻣﺜﻼ‬

n . 1111
ÔŚŞƿźƤţ 1111 = ŠƴǀƘƫř ƮŬů
i ¨‹F)gƒ5e ,

‫ ﻭﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ‬، 1 ‫ ﻭﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺑﻨﺘﺎً ﻫﻮ‬، 21 ‫ﻫﻮ‬

r›—ƒ6

ŜƿŹŶţ
-3% +3%

.‫ ﻭﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﻗﻄّﺎً ﻫﻮ ﺻﻔﺮ‬،1 ‫)ﺻﺒﻴّﺎً ﺃﻭ ﺑﻨﺘﺎً( ﻫﻮ‬

řŷœ ŐƐŴƫř ƂƯŚƷ źŧŐŤƿ ƞǀƧ ŌŚƧŸŝ Ʋưų
ƖưŤŬưƬƫ ƾƤǀƤŰƫř ŜſŚƴŤƬƫ ƪưŤŰưƫř ƻŶưƫř 2
ƂƯŚƷ Ŝƀůř ®ŠƴǀƘƫř ƮŬů ƞƗŚƌţ ŚƯ
47% 50% 53%

‫( ﻻ ﻳﻤﻜﻦ ﺗﻌﻤﻴﻢ ﻫﺬﻩ ﺍﻟﺨﺎﺻﻴﺔ ﺇﻻ ﻋﻠﻰ ﻃﻼﺏ ﺍﻟﺼﻒ‬٣)

ŐƐŴƫř ƂƯŚƷ .100 ŚƸưŬů ŠƴǀƘƫ ŐƐŴƫř

‫ ﻭﻻ ﻋﻠﻰ‬،‫ﺍﻷﻭﻝ ﻓﻘﻂ )ﻻ ﻋﻠﻰ ﻃﻼﺏ ﺍﻟﻤﺪﺭﺳﺔ ﻛﻠﻬﺎ‬

.(‫ﻃﻼﺏ ﺳﻮﺭﻳﺔ ﻛﻠﻬﻢ‬
٩٢ ‫ﺣﻞ ﺍﻟﺘﺪﺭﻳﺐ ﺹ‬
ȐȊ

.ً‫ ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧﻴّﺎ‬،‫ﺍﻋﺮﺽ ﺍﻟﺠﺪﺍﻭﻝ‬

.‫ ﺝ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‬، ‫ ﺏ‬،‫ ﻓﻲ ﺃ‬0.55 ، 0.6 ،1 : ‫)ﺃ( ﺍﻟﻤﺪﻯ‬
ŠǀţŚǀů šŚƤǀŞƐţ ƩŚŨƯ
ƼƬƗ ƝźƘŤƬƫ şŶǀůƺƫř ŠƤƿźƐƫř
ŹŚŞŤųř Ʊŏ ƮƸƴƯ 29% źƧŷ ¬ÔŚŞƫŚƏ 657 ŵŶƘƫ ƕdžƐŤſř ƾƟ :ƭŚƗ ƽŏŹ ƕLjƐŤſř
ŚƯ ƖưŤŬưƫ ƾƤǀƤŰƫř ŜſŚƴŤƫř

‫ ﻓﺮﺩﺍ ً ﻫﻮ ﺍﻷﻗﻞ‬20 ‫)ﺏ( ﺗﻮﺯﻳﻊ ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﺘﻲ ﺣﺠﻢ ﻛﻞ ﻣﻨﻬﺎ‬

.ŜƘƇ ƱŚŰŤƯDžř ƾƟ šŚǀƋŚƿźƫř
ƾƟ ƆŴƃ ƪƧ ƕLjƐŤſř ƺƷ
.ŠƴǀƘƫř ƵŸƷ ƾƟ ŐƐŴƫř ƂƯŚƷ Ŝƀůř (ŏ)
ƕLjƐŤſLJř řŸƷ ƪŨƯ .ƖưŤŬưƫř

‫ ﻷﻧﻪ ﻣﻦ ﺍﻟﺸﻜﻞ ﻳﺘﻀﺢ ﺍﻗﺘﺮﺍﺏ‬،‫ﻓﻲ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬

ŜſŚƴŤƫř ƲưƌŤţ Ʊŏ ƪưŤŰưƫř ƲƯ ƾŤƫř şźŤƠƫř ŵŚŬƿLj ŐƐŴƫř ƂƯŚƷ ƭŶŴŤſř (ś)
ƾŗŚƈůœ ŵřŶƘţ ƶƳœ ¬ŠƴǀƗ ŮŞƈƿ LJ
.ƖưŤŬưƬƫ ƾƤǀƤŰƫř
.census

.‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺍﻟﻮﺳﻂ ﻭﻋﺪﻡ ﺍﺗﺴﺎﻉ ﺍﻧﺘﺸﺎﺭﻫﺎ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‬

ƪŰƫř
ŠƴǀƗ ŹŚŞŤųř ŶƴƗ :ŐƐŴƫř ƂƯŚƷ

٩٣ ‫ﺣﻞ ﺍﻟﺘﺪﺭﻳﺐ ﺹ‬
ŐƐŴƫř ƂƯŚƷ = = ! 1 = ! 1 (ŏ) ƖưŤŬƯ ƲƯ (n) ŚƸưŬů
ŜſŚƴţ ƱŔƟ ¬ƮŬŰƫř źǀŞƧ
n 657

:‫ ؛ ﻫﺎﻣﺶ ﺍﻟﺨﻄﺄ‬1 ‫ﻳﻀﺮﺏ ﻫﺎﻣﺶ ﺍﻟﺨﻄﺄ ﺑـ‬

1
ŐƐų ƂƯŚƷ ƶƫ Ʊƺƨƿ ŠƴǀƘƫř
. ! 25.239 . ! 0.0396 . ! 4%
.ŚƸƠƈŤƴƯ ƾƟ ŠƴǀƘƫř ŜſŚƴţ ƖƤƿ şźŤƟ Ʊƺƨƿ ƖưŤŬưƫř ŜſŚƴŤƫ ŐƐŴƫř ƂƯŚƷ (ś) :Ŧǀů
1 = ŐƐŴƫř ƂƯŚƷ
!
n :ƩŚŨƯ
2
400 ŠƴǀƘƫř ƮŬů ƱŚƧ řŷœ 1 1 1
.33%ƹ ¬25% Ʋǀŝ ƖƤƿ Ʊŏ ƪưŤŰưƫř ƲƯ śƺƬƐưƫř ƂƯŚƸƫř ƾƟ ŐƐŴƫř ƂƯŚƷ ƱŔƟ ! =! = ! 10
:ÔŚŞƿźƤţ ƽƹŚƀƿ ŠƴǀƘƫř ŜſŚƴţ n 100
ŜƿŹŶţ

٩٤ ‫ﺣﻞ ﺍﻟﺘﺪﺭﻳﺐ ﺹ‬
:Ŷūƹŏ ƾţǁř ƲƯ ƕdžƐŤſř ƪƨƫ :ƾţǁř ƩƹŚů
!
1 1
= ! 20 = ! 0.05 = ! 5% = ! 10%
.ŐƐŴƫř ƂƯŚƷ (ś) .ŠƴǀƘƫř ŜſŚƴţ (ŏ)
400

400 = 0.54 = 54% :‫( ﺗﻨﺎﺳﺐ ﺍﻟﻌﻴﻨﺔ‬١)

.ƖưŤŬưƬƫ ƾƤǀƤŰƫř ƂƯŚƸƫř ƼƬƗ ƽƺŤŰţ Ʊŏ ƪưŤŰưƫř ƲƯ şźŤƟ (ũ)
.şźŗŚƏ śƺƧŹ ƮƸƫ ƢŞƀƿ Ʈƫ ƮƸƴƯ 216 Ʊŏ Ŷūƹ ¬ŜƫŚƏ 400 ƕdžƐŤſř -Ý 216
ƮƸƴƯ 564 Ʊŏ Ŷūƹ ¬ŠǀŝŚŴŤƳDžř šŚƣŚƐŞƫř śŚŰƇŏ ƲƯ 1 085 ƕdžƐŤſř -Þ

= ! 20 = ! 5% :‫ﻫﺎﻣﺶ ﺍﻟﺨﻄﺄ‬
.(ƕ) Ůƃźưƫř ƱƺƬƌƠƿ
1 1
ƲƿŹŚưţ !
:‫ﻓﺘﺮﺓ ﻫﺎﻣﺶ ﺍﻟﻤﺠﺘﻤﻊ‬
:ƾţǁř ƲƯ ƪƧ ƾƟ ŠƿƺŘƯ ŠŞƀƴƧ ŠƴǀƘƫř ŜſŚƴţ ƲƗ źÚŞƗ -Ý 400
.ŹƹźƯ šŚƠƫŚŴƯ ƮƸƫ ƪŬƀţ Ʈƫ 1150 Ʋǀŝ ƲƯ ÔŚƈŴƃ 837 (ŏ)
.ŌřźƄƫř ŶƴƗ ƻźŞƨƫř šdžŰưƫř ƭřŶŴŤſř ƱƺƬƌƠƿ 60 Ʋǀŝ ƲƯ ÔŚƣƺƀŤƯ 27 (ś)
.ŠǀŗŚŝźƸƨƫř šŚƳŚŴƀƫř ƲƬƌƠƿ 580 Ʋǀŝ ƲƯ ƩżƴƯ ŠŝŹ 532 (ũ)

55% ‫ ﺇﻟﻰ‬49% ‫ ﻣﻦ‬،52%, ! 3% (٢)

6]54 - 5g%,]54 + 5g%@ = 649%, 59%@
:ƾţǁŚƧ (n) ŚƸưŬů ƾŤƫř šŚƴǀƘƫř ƲƯ ƪƨƫ ŠƴǀƘƫř ŜſŚƴŤƫ ŐƐŴƫř ƂƯŚƷ Ŷūƹŏ -Þ :ŠƯŚƗ ŠƠƈŝƹ
800 ! 3, 5% (ũ) 400 ! 5% (ś) 200 ! 7.1% (ŏ) ƖưŤŬưƬƫ ƪưŤŰưƫř ŐƐŴƫř ƂƯŚƷ

٩٥ ،٩٤ ‫ﺣﻠﻮﻝ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺹ‬

1 200 ! 2.9% (ÉƷ) 1 000 ! 3.2% (ŵ) ŐƐų ƂƯŚƷ ! ŠƴǀƘƫř ŜſŚƴţ .
ƾƟ żǀŰţ ƽŏ ƥŚƴƷ ƱŚƧ řŷœ ŚưƗ ŦŰŝř .ŠƴǀƘƫř ŹŚǀŤųř ơźƏ ƊƘŝ ƾƬƿ ŚưǀƟ -ß .ŠƴǀƘƫř

91.7% (‫ )ﺝ‬45% (‫ )ﺏ‬72.8% (‫( )ﺃ‬١)

Ô DžŚưŤůř źŨƧŏ Ʊƺƨţ ŠƤƿźƏ ŭźŤƣř ¬ÔŚŞſŚƴƯ Ʊƺƨƿ ŚƯŶƴƗ .(ŠƴǀƘƫř ŹŚǀŤųř) ŠƴƿŚƘưƫř ŜſŚƴţ ŮƬƐƈưƫř ƭŶŴŤƀƿƹ
.ŠǀŗřƺƄƗ ŠƴǀƘƫř Ʊƺƨţ Ʊŏ ƾƟ ƂƯŚƷ ƼƴƘưŝ ÔŚƳŚǀůŏ ƖưŤŬưƫř
ƱƺƬųŶƿ ƲƿŸƫř ƲŗŚŝżƫř ƲƯ ŠƴǀƗ ŜſŚƴţ Ŷūƺƿ Ʊŏ šdžŰưƫř Ŷůŏ źƿŶƯ ŵřŹŏ (ŏ)

! 3.5% (‫ ! )ﺡ‬5% (‫ ! )ﺏ‬7.1% (‫( )ﺃ‬٢)

.ƖưŤŬưƬƫ ŐƐŴƫř
ŵřƺưƫř Ʈƀƣ Ƽƫœ ƪųŶƿ ƱƺŝŻ ƪƧ ƖƯ šdžŝŚƤƯ źƿŶưƫř ƽźŬƿ .źƸƔƫř ƪŞƣ ƶƬŰƯ Ƽƫœ
.ŠǀŗřŸƜƫř

! 2.9% (‫ ! )ﻫـ‬3.2% (‫)ﺩ‬

Ȑȋ

٧٠

Low Resolution Copy

 ‫( ﻳﻘﺘﺮﺡ ﺇﺟﺮﺍﺀ ﺍﻟﻤﻘﺎﺑﻼﺕ ﻋﻨﺪ ﻣﺪﺧﻞ ﺍﻟﻤﺤﻞ ﻟﻠﺤﺼﻮﻝ‬٣)
.‫ﻋﻠﻰ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﺑﻄﺮﻳﻘﺔ ﺃﻓﻀﻞ‬
ŵŶƘƫ Ô řźƿŶƤţ Ŷūƺƿ Ʊŏ ŠǀƘƯŚŬƫř šŚǀƬƨƫř ƻŶůœ ƾƟ śdžƐƫř ŵŚŰţř Ŝƛźƿ (ś)
ŌřŹǁř ƖƬƐŤƀƯ .ƾſřŹŶƫř ƭƺǀƫř ŠƿŚƸƳ ŶƘŝ ƞŗŚƓƹ ƾƟ ƱƺƬưƘƿ ƲƿŸƫř śdžƐƫř

‫)ﺏ( ﻣﺴﺘﺨﺪﻣﻮ ﺳﻴﺎﺭﺍﺕ ﺍﻟﻜﻠﻴﺔ ﺳﻴﻜﻮﻧﻮﻥ ﻣﻤﺜﻠﻴﻦ‬

Ʋǀŝ ƲƯ ÔŚÚǀŗřƺƄƗ ƱƹŹŚŤŴƿ śdžƏ ŠƗƺưŬƯ ƖƯ ŠǀƈŴƃ šdžŝŚƤƯ ƽźŬØƿ ƞijƬƨưƫř
.ƾſřŹŶƫř ƭƺǀƫř ŠƿŚƸƳ ŶƴƗ ŠǀƬƨƫř šřŹŚǀſ ƱƺŞƧźƿ ƲƿŸƫř śdžƐƫř

‫ ﻳﻘﺘﺮﺡ ﺃﺧﺬ ﺍﻟﻌﻴﻨﺔ ﻋﺸﻮﺍﺋﻴّﺎً ﻣﻦ‬- ‫ﺃﻛﺜﺮ ﻣﻦ ﻏﻴﺮﻫﻢ‬

ŠƿƺƸŤƫř şżƸūŏ ŵŶƗ źƿŶƤţ ƾƟ Ŝƛźƿ ƾƯƺƨů ƖưŬƯ ƼƴŞƯ ƾƟ ŠƳŚǀƈƫř ƢƿźƟ (ũ)
ŹŚŤŴƿ ƢƿźƠƫř .ƼƴŞưƫř ƾƟ ŻŚƸū 3 000 Ʋǀŝ ƲƯ źǀǀƜţ Ƽƫœ ũŚŤŰţ ƾŤƫř Źřƹŵǃř ƾƟ

.‫ﺩﺍﺧﻞ ﻗﺎﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‬

.ŚƸǀƬƗ ƞƄƨƬƫ Źƹŵ ƪƧ ƾƟ şżƸūŏ 5 ÔŚÚǀŗřƺƄƗ
ƾƟ śdžƐƫř ƖưŤŬƯ ŜſŚƴţ Ŷūƺţ Ʊŏ ƾƟ Ŝƛźţ ƦƳŏ ƉźƠŝ :ŭƺŤƠƯ źů źǀƨƠţ -à

.‫)ﺝ( ﺍﻟﻌﻴﻨﺔ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ‬

ŠſřŹŶƫř ŠƬůźƯ ƲƯ ŌŚƸŤƳDžř ŶƘŝ ŠƘƯŚŬƫŚŝ ơŚŰŤƫDžř Ʊƹƺƴƿ ƲƿŸƫř ƦŤſŹŶƯ
ƥŹŚǀŤųř ŠƤƿźƏ ƞ Û ƇÙ ®śdžƐƬƫ ƶƫŐƀţ Ʊŏ Ʀƴƨưƿ ƽŸƫř ƩřŒƀƫř ŚƯ ¬ŠƿƺƳŚŨƫř
ĵ .ŚƸƯŶŴŤƀţ Ɲƺſ ƾŤƫř ŠƴǀƘƬƫ

‫ ﻣﺎ ﺧﻄﻄﻚ ﺑﻌﺪ ﺣﺼﻮﻟﻚ ﻋﻠﻰﺷﻬﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﺔ‬:ً ‫( ﻣﺜﻼ‬٤)

.ŠƴǀƘƫř ƾƟ Ʊƺƨƿ Ʊŏ Ʋƨưƿ żǀŰţ ƽŏ Ú ŵŶů
:ƾţŐƿ ŚưƯ ƪƧ ƾƟ ŐƐŴƫř ƂƯŚƷ ŚƸƴƗ ŪŤƴƿ ƾŤƫř ŠƴǀƘƫř ƮŬů Ŷūƹŏ -á
! 2% (ÉƷ) ! 4% (ŵ) ! 5% (ũ) ! 6% (ś) ! 10% (ŏ)

‫ ﺃﻭ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ‬،‫ﺍﻟﺜﺎﻧﻮﻳﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﻟﺠﺎﻣﻌﺔ‬

ŠƴǀƘƫř ŜſŚƴţ Ŷūƹŏ .n ŚƸưŬů ŠƴǀƗ ƾƟ šřźưƫř ƲƯ x ƖƤƿ ƲǀƘƯ ťŶů -â
:Šǀţǁř šDžŚŰƫř ƲƯ ƪƧ ƾƟ ŐƐŴƫř ƂƯŚƷƹ
n = 900 ¬ x = 96 (ś) n = 100 ¬ x = 50 (ŏ)

.‫ﺍﻻﻟﺘﺤﺎﻕ ﺑﻌﻤﻞ ﻣﺒﺎﺷﺮﺓ؟ ﺍﺧﺘﺮ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻏﻴﺮ ﻣﺘﺤﻴﺰﺓ‬

n = 250 ¬ x = 100 (ŵ) n = 64 ¬ x = 20 (ũ)
n = 500 ¬ x = 175 (ÉƷ)

2500 (‫ )ﻫـ‬،625 (‫ )ﺩ‬،400 (‫ )ﺝ‬،278 (‫ )ﺏ‬،100 (‫( )ﺃ‬٥)

® ! 10% ƵŹŶƣ ŐƐų ƂƯŚƷ ŚƸƫ Ʊƺƨƿ ƾŤƫř ŠƴǀƘƫř ƮŬů ŚƯ -ã
10 000 (ÉƷ) 5 000 (ŵ) 1 000 (ũ) 500 (ś) 100 (ŏ)

50%, ! 10% (‫( )ﺃ‬٦)

ƲƯ ƪƧ ƾƟ ƖưŤŬưƬƫ ƾƤǀƤŰƫř ŜſŚƴŤƫř ƲưƌŤţ Ʊŏ ƪưŤŰưƫř ƲƯ şźŤƟ Ŷūƹŏ -ä
:Šǀţǁř šŚƴǀƘƫř
źƸƔţ ƱƺƿżƠǀƬŤƫř ŪƯřźŝ Ʊŏ ƱƹŶƤŤƘƿ ƮƸƿŏŹ ƕdžƐŤſř Ʈţ 750 Ʋǀŝ ƲƯ 59% (ŏ)

10.7%, ! 3.3% (‫)ﺏ‬

.šŚƴŞƫřƹ ŵDžƹǃř Ʋǀŝ şřƹŚƀưƫř
šŚƘƯŚŬŝ ơŚŰŤƫdžƫ ƱƺƐƐŴƿ ŠƯŚƘƫř ŠƿƺƳŚŨƫř ƾƟ ŜƫŚƏ 400 Ʋǀŝ ƲƯ 62% (ś)
.ƮƸţŚƔƟŚŰƯ ũŹŚų

31.25%, ! 12.5% (‫)ﺝ‬

.ŠǀƣźƄƫř ƼƤǀſƺưƫř ƕŚưſ ƱƺŞŰƿ ƮƸƳœ ƱƺƫƺƤƿ ÔŚƈŴƃ 1 017 Ʋǀŝ ƲƯ 85% (ũ)
ŪŗŚŤƳ ƾƟ ŐƐŴƫř ƂƯŚƷƹ ¬ŠƴǀƘƫř ŜſŚƴţ ƶǀƟ źƧŸţ ÔŚÚƿźŞų Ô DžŚƤƯ ŜŤƧř :źƿźƤţ ŠŝŚŤƧ -å

40%, ! 6.3% (‫)ﺩ‬

0.ƲǀŞưƫř ƕdžƐŤſDžř
:ŶƣŚƳ źǀƨƠţ -ÝÜ
ƪƨƫ ŠǀƈŴƄƫř ŠƬŝŚƤưƫř Ʊŏ Ŷūƹ ¬ŠƴǀƘƯ ŠǀŗŚƈůœ ŠſřŹŵ ƾƟ ƶƳŏ ƉźƠŝ (ŏ)

35%, ! 4.5% (‫)ﻫـ‬

. ! 3% ŚƸǀƟ ŐƐŴƫř ƂƯŚƷ Ʊƺƨƿ ŠƴǀƗ ŠƠƬƨţ Ŷūƹŏ .şźǀƫ 20 ƞƬƨţ ƆŴƃ
Ʊŏ ŶƤŤƘţ řŷŚưƫ . ! 2% ŚƸǀƟ ŐƐŴƫř ƂƯŚƷ ŠƴǀƗ ŠƬŝŚƤƯ ŠƠƬƨţ Ŷūƹŏ (ś)

10 000 (‫( )ﻫـ‬٧)

®şŹŵŚƳ Ʊƺƨţ ƊƠŴƴƯ ŚƸǀƟ ŐƐŴƫř ƂƯŚƷ ƾŤƫř šŚƗdžƐŤſDžř
:ŠǀŝŚŴŤƳř šŚƗLjƐŤſř -ÝÝ
Ʊŏ ŶūƹØ ŢƿƺƈŤƫř Ƣů ƮƸƫ ƲƿŸƫř ƲƯ 150 ŵŶƘƫ ƽŏŹ ƕdžƐŤſř ƾƟ (ŏ)

57% - 67% (‫)ﺏ‬ 55% - 63% (‫( )ﺃ‬٨)

ŠŰƃźưƫř Ʊŏ ŶƤŤƘţ ƪƷ .44% Ƽƫœ 56% ŠŞƀƴŝ ŚƸƀƟŚƴƯ ƢŞƀţ ŚƳźǀƯ ŠŰƃźưƫř
.ƦƿŏŹ ŭźƃř ®ŠǀƗdžƐŤſDžř ŠŬǀŤƴƫř ƵŸƷ ƵŚŬţ ƢƬƤŝ źƘƄţ ŚƳźǀƯ

82% - 88% (‫)ﺝ‬

ƢŞƀţ ŚƳźǀƯ Ʊŏ ƲǀŞţ ŢƿƺƈŤƫř Ƣů ƮƸƫ ƲưƯ 600 ŵŶƘƫ ƕdžƐŤſř ƾƟ (ś)
ƪƣŏ ƹŏ ŠƤŧ źŨƧŏ Ʊƺƨţ Ʊŏ ƾƜŞƴƿ ŚƳźǀƯ Ʊŏ ŶƤŤƘţ ƪƷ .45% Ƽƫœ 55% Éŝ ŚƸƀƟŚƴƯ

‫( ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺑﺨﺼﻮﺹ ﺍﻻﺳﺘﻄﻼﻉ‬٩)

ȐȌ

‫ ﻳﻔﻀﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺗﻌﺎﻭﻧﻴﺔ ﺃﻭ ﻛﻮﺍﺟﺐ‬.‫ﺍﻟﻤﺒﻴﻦ ﻭﻧﺘﺎﺋﺠﻪ‬

.‫ﻣﻨﺰﻟﻲ ﻓﺮﺩﻱ‬
‫ ﻟﻴﺮﺓ‬50 000 (‫ ﻟﻴﺮﺓ )ﺏ‬22 220 (‫( )ﺃ‬١٠)
ً‫ﻧﺪﺭﺓ ﺍﻻﺳﺘﻄﻼﻋﺎﺕ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﻫﺎﻣﺶ ﺍﻟﺨﻄﺄ ﻣﻨﺨﻔﻀﺎ‬
.‫ﺑﺴﺒﺐ ﺍﺭﺗﻔﺎﻉ ﺗﻜﻠﻔﺘﻬﺎ‬
0.08 c ‫( ﺍﻟﻨﺘﻴﺠﺔ )ﺃ( ﺗﺪﻋﻮ ﺇﻟﻰ ﺍﻟﻘﻠﻖ ﻷﻥ ﻫﺎﻣﺶ ﺍﻟﺨﻄﺄ‬١١)
‫ ﻣﻤﺎ‬48% - 64% ‫ﻭﻳﺠﻌﻞ ﺗﻨﺎﺳﺐ ﺍﻟﻌﻴﻨﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‬
‫ ﻣﻦ‬50% ‫ﻳﺘﻀﻤﻦ ﺇﻣﻜﺎﻧﻴﺔ ﺃﻧﻬﺎ ﻗﺪ ﺗﺤﺼﻞ ﻋﻠﻰ ﺃﻗﻞ ﻣﻦ‬
.‫( ﺑﻤﺎ ﻻ ﻳﺘﻴﺢ ﻟﻬﺎ ﻓﺮﺻﺔ ﺍﻟﻔﻮﺯ‬... 49% ‫ ﺃﻭ‬48%) ‫ﺍﻟﺘﺼﻮﻳﺖ‬
‫ ﻭﻳﺤﺼﻞ ﺗﻨﺎﺳﺐ ﺍﻟﻌﻴﻨﺔ‬،‫ﺍﻟﻨﺘﻴﺠﺔ )ﺏ( ﺗﺪﻋﻮ ﺇﻟﻰ ﺛﻘﺔ ﺃﻛﺒﺮ‬
. 51% - 59% ‫ﻓﻲ ﺍﻟﻔﺘﺮﺓ‬
(١ (١٢)
87.5% - 96.5%, ! 4.5%, 92% (٢
58% - 68%, ! 5%, 63%

1.5% - 12.5%, ! 5.5%, 7% (٣

62.1% - 71.9%, ! 4.9%, 67% (٤

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 ٩٦ ‫ﺗﻤﺎﺭﻳﻦ ﻋﺎﻣﺔ ﺹ‬
33.8, 34, 34, 20, 6.2 (‫( )ﺃ‬١)
.ƦƿŏŹ ŭźƃř ®ŠŬǀŤƴƫř ƵŸƷ Ŝƀů ŚƷŻƺƟ ŠǀƳŚƨƯŔŝ ŠƤŧ
:Ŷūƹŏ ƾţŐƿ ŚưƯ ƪƧ ƾƟ -ÝÞ
.ŐƐŴƫř ƂƯŚƷ (ś) .ŠƴǀƘƫř ŜſŚƴţ (ŏ)

11,10.5,10, 5,1.6 (‫)ﺏ‬

.ƾƬƨƫř ƖưŤŬưƬƫ ƾƤǀƤŰƫř ŜſŚƴŤƫř ƲưƌŤţ Ʊŏ ƪưŤŰƿ şźŤƟ (ũ)
ŠƬůŹ ƱƺƬƌƠƿ ƮƸƴƯ 258 Ʊŏ Ŷūƹ ¬ŭřƺſ 408 ŚƸưŬů ŠǀŗřƺƄƗ ŠƴǀƗ ƾƟ (Ý

2.44, 2,1, 4,1.34 (‫)ﺝ‬

.şźǀƜƈƫř šdžůźƫř ƲƯ ŶƿŶƘƫř ƼƬƗ Šƴſ ƪƧ şźǀŞƧ şŶůřƹ
Ʊŏ ƲǀƫƹŒƀưƫř ƼƬƗ ŜŬƿ ƶƳŏ Ʊƹźƿ ƮƸƴƯ 460 Ʊŏ ŶūƹØ śŚƃ 500 Ʋǀŝ ƲƯ (Þ

34.4% (‫( )ﺃ‬٢)

.ƮƷŶƴƗ ƙřźƠƫř šŚƣƹŏ šdžƨƄƯ ƪŰƫ źŞƧŏ Ô řŵƺƸū řƺƫŸŞƿ
.źŗŚŬƀƫř ƱƺƴųŶƿ ÔŚƴƧŚſ 325 Ʋǀŝ ƲƯ 23 Ʊŏ ŶūƹØ ŠǀŗřƺƄƗ ŠƤƐƴƯ ƾƟ (ß
żŗřƺū ƼƬƗ řƺƬƈů ƮƸƴƯ 283 Ʊŏ Ŷūƹ ŠǀưǀƬƘŤƫř şŹřŵLjř ƾƟ Ô džƯŚƗ 420 Ʋǀŝ ƲƯ (à

! 3.8% (‫)ﺏ‬
.ƪưƘƫř Ōřŵŏ ƾƟ ơƺƠţ

ŠƯŚƗ ƲƿŹŚưţ
ƽŹŚǀƘưƫř ƝřźŰƳDžřƹ ƻŶưƫřƹ Ʃřƺƴưƫřƹ Ǝǀſƺƫřƹ ƾŝŚƀŰƫř ƎſƺŤưƫř Ŝƀůř -Ý
:Šǀţǁř šŚƳŚǀŞƫř šŚƗƺưŬƯ ƲƯ ƪƨƫ 30.6% - 38.2% (‫)ﺝ‬
5.2 (‫( )ﻫـ‬٣)
10 ¬14 ¬11 ¬10 ¬9 ¬12 (ś) 45 ¬36 ¬34 ¬34 ¬29 ¬25 (ŏ)
2 ¬3 ¬1 ¬4 ¬1 ¬2 ¬5 ¬1 ¬3 (ũ)
¬ÔŚÚǀŗřƺƄƗ ƮƷŹŚǀŤųř Ʈţ šřŹŚǀƀƫř ƾƨƫŚƯ ƲƯ 683 ŵŶƘƫ ƕdžƐŤſř ƾƟ :şŹŚŬţ -Þ
:Ŷūƹŏ .Ô řŶƤƳ Ƽƫƹǃř şŹŚǀƀƫř řƹźŤƃř ƮƸƴƯ 235 Ʊŏ Ŷūƹ
.ŐƐŴƫř ƂƯŚƷ (ś) .ŠƴǀƘƫř ŜſŚƴţ (ŏ)
.ƖưŤŬưƬƫ ƾƤǀƤŰƫř ŜſŚƴŤƫř ƪưƄţ şźŤƟ (ũ)
®ƎſƺŤƯ źƜƇŏ ŚƸƫ Šǀţǁř šŚƳŚǀŞƫř šŚƗƺưŬƯ ƲƯ ƽŏ -ß
8 ¬10 ¬15 ¬17 ¬18 (ś) 10 ¬11 ¬12 ¬13 ¬15 (ŏ)
5 ¬14 ¬14 ¬6 ¬19 (ŵ) 0 ¬1 ¬19 ¬20 ¬23 (ũ)
2 ¬3 ¬5 ¬9 ¬7 (ÉƷ)
:ŹŚŞŤųř ũŷƺưƳ
šřƺƴƤƫř źſǃř ƻŶůœ ŚƸǀƟ ŶƷŚƄţ ƾŤƫř šŚƗŚƀƫř ŵŶƗ ƎſƺŤƯ ƾƬƿ ŚưǀƟ -Ý
.ƕƺŞſǃř ƭŚƿŏ ƲƯ ƭƺƿ ƪƧ ƾƟ ŠǀƳƺƿżƠǀƬŤƫř
ŠƘưŬƫř žǀưŴƫř ŌŚƘŝŹǃř ŌŚŧdžŨƫř ƲǀƴŧDžř Ŷůǃř ŢŞƀƫř
4 4 3 2 3 4 1
.ƕƺŞſǃř ƾƟ šŚƗŚƀƫř ŵŶƗ ƎſƺŤƯ Ŷūƹŏ (ŏ)
.ƕƺŞſǃř ƾƟ šŚƗŚƀƫř ŵŶƘƫ ƽŹŚǀƘưƫř ƝřźŰƳDžř Ŷūƹŏ (ś)
:Šǀţǁř šŚƳŚǀŞƫř ŠƗƺưŬưƫ Ʃřƺƴưƫřƹ Ǝǀſƺƫřƹ ƾŝŚƀŰƫř ƎſƺŤưƫř Ŷūƹŏ (ŏ) -Þ
13 ¬10 ¬11 ¬8 ¬14 ¬13 ¬13 ¬14 ¬30
.ŠƟźƐŤưƫř ŠưǀƤƫř ŵŚƘŞŤſř ŶƘŝ ƾŝŚƀŰƫř ƎſƺŤưƫř Ŝƀůř (ś)
.500 ŚƸưŬů ŠƴǀƗ ƾƟ ŐƐŴƫř ƂƯŚƷ Ŝƀůř -ß
.ŠƴǀƗ ŹŚǀŤųDž Šǀţǁř ơźƐƫř ƾƟ ƖƤƿ Ʊŏ ƲƨưƯ żǀŰţ ƽŏ ƞƄƨŤſř -à
ƪŨưưƫř ŠǀưƀŤƫ ƾƠţŚƸƫř ƩŚƈţdžƫ (şŹŚŰƫř śŚŝ) ƪƀƬƀƯ ƽŶƷŚƄƯ ƩřŒſ (ŏ)
.ƪƌƠưƫř
ƽŏźƫř ƕdžƐŤſDž ­ƭŚƿǃř Ŷůŏ ƾƟ ŠſŹŶưƫř ƱƺƬųŶƿ ŸǀưƬţ 100 Ʃƹŏ ŠƬŝŚƤƯ (ś)
.ŠſŹŶưƫř ŠƟŚƔƳ ƱŐƄŝ Ȑȍ

٧٢

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